Social Location and Its Effects
Growing up in Lake Mary, Florida, a suburb nestled in between Orlando and Daytona Beach, the exposure I had to racial minorities, whether Black, Asian, Hispanic, or Native American, was extraordinarily minimal. My social location, the place which “...shape[d] who [I am], how [I’ve] experienced the world, [and] how others treat [me]” had a considerable impact on both my conceptualization of higher education, as well as my journey to the University of California, Los Angeles. (Abrego, Week 1). Social location has ultimately affected my academic pathway through its cultivation of both privilege, such as the lack of hidden curriculum and an unmitigated investment in whiteness, as well as disadvantage, related to
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With this in mind, it is clear that the majority of my privilege as a student emerges from my social location. As a gay male coming from a white, upper middle-class family with two college educated parents, most of my educational experiences and opportunities have been predominantly due to my privilege. When looking at my youth, the idea of continuing my education and pursuing a college degree was not an option, but rather an expectation. My parents decided to take me out of public education after completing elementary school, and enroll me in a rigorous K-12 college-preparatory school, cultivating the expectation of attending college that would soon be permanently engrained in my mind and would affect every decision I made in and out of the …show more content…
Although my journey to the University of California, Los Angeles has required many hours of arduous work, it is irresponsible to neglect the fact that my skin color has given me an advantage on my journey towards higher education. My whiteness has, in some ways, allowed me to attend a private college-preparatory school, pay for testing such as the ACT and SAT, apply to colleges, and eventually pay college tuition. Although the dedication my parents have put into creating financial stability for my family is clear, recognizing the lack of obstacles and discrimination they dealt with, as opposed to the daily oppression of many minority groups, is necessary. Lipsitz argues that “Whiteness is everywhere in American culture, but it is very hard to see… ‘white power secures its dominance by seeming not to be anything in particular.’ As the unmarked category against which difference is constructed, whiteness never has to speak its name, never has to acknowledge its role as an organizing principle in social and cultural relations” (Lipsitz 369). Although subtle, my journey to UCLA, and specifically my high school experience, was influenced by whiteness and white privilege. Private schools are often only afforded to white people, who, by majority, make much higher income than people of color. This
“College campuses are not dominated by widespread racial/ethnic segregation and the racial/ethnic clustering that does occur isn’t impeding intergroup contact.” (578, Hoeffner and Hoeffner). Throughout the essay, the writer continues to provide facts and sources on the information that diversity is not a problem on college campuses. She quotes evidence that states that college students are getting a “variety of positive educational outcomes that result from being educated in a diverse environment.” (578, Hoeffner and Hoeffner).
Cater, the author of the book Keepin’ It Real: School Success Beyond Black And White, became interested as of why minority students were faced with white society challenges in school systems? In her book, Keepin’ It Real: School Success Beyond Black And White, she offers an insightful look at the educational attainment in low-income urban communities. Carter suggest that these students are embraced the dominant opportunity ideology, they acknowledge the dominant cultural to obtain status and goods. However, they use their own cultural to gain status in their own communities. She conducted a research to study the importance of cultural authenticity for minority, such as African American and Latino, students. She examines how cultural authenticity influences minority students’ relationship with the values they believe are privileged in schools. Cultural authenticity reflects on the beliefs and values of everyday society. Carter questioned, why do so many African American and Latino students perform worse than their Asians and White peers in class and on exams? And why might African Americans and Latino students are less engaged in
This power keeps the behavior of the oppressed well within the set guidelines of the oppressor (Freire, 2000, pg. 47). Critical Race Theory outlines this system of oppression as it relates to white and non-white races. By using the critical race theory coupled with the system of oppression described by Freire (2000), I propose that within the system of oppression, the oppressor must keep its own members in line with the prescribed guidelines by reinforcing the social norms from birth. Freire (2000) suggest that the interest of the oppressors lie in “changing the consciousness of the oppressed not the system” (pg.34). Identifying as white, therefore, starts at birth when members of the white class work to reinforce social norms that began with our founding fathers at Plymouth Rock. This long history of white privilege was taught to me and I continue to teach it to my children. As an educator of white affluent high school students, I believe we provide college and career counseling based on this white privilege system of oppression as well. Here, I journey even closer to unraveling the myth of white privilege as I encounter the intersection of an affluent white student choosing a career after high
Eduardo Bonilla-Silva and Sue both demonstrate from their research that Whites do not comprehend the impact of their unconscious biases. These biases towards students of colour in a white-based post-secondary school environment can result in stress and weak interracial relationships. This is an issue since the significance of these everyday actions is not fully recognized and acknowledged. I will elaborate on a variety of examples, specifically the influence of the peers, and faculty.
White privilege is a term used to refer to societal privileges granted to people identified as white in western countries. These privileges are beyond what is experienced by non-white or people of color living under the same economic, political and social environments. These privileges could be obvious or less obvious that white people may not realize they have. These include cultural affirmations of one 's own worth, presumed greater social status, and the freedom to move, buy, work, play, and speak freely (McIntosh, 1990). The effects of these privileges can also be seen in personal, educational and professional contexts. In both Tim Wise’s, ‘White Like Me: Reflections on Race from a Privileged Son’ and Ta-Nehisi
McIntosh, Peggy. "White Privilege: Unpacking the Invisible Knapsack," in Race, Class, and Gender in the United States, ed. Paula S. Rothenberg. New York: St. Martin’s Press, 1998.
African- American males have been underrepresented among college students and degree earners for years, however the reason for this is often misconstrued. The percentages of white high school graduates “In 1998-2000 had jumped to 46. However, only 40 percent of African-Americans and 34 percent of Hispanics in the same age group were attending college” (McGlynn, Angela Proviteira). The question then to pose, is why minority students are not succeeding in college compared to Caucasian students, “Only 47% of Black male students graduated on time
As an African American male, I experienced inequality, and judgment from individuals that have no idea what kind of person I truly am. As a youth, I received a lackluster education, which has resulted in me underachieving in a number of my college classes. It has come to my attention that other colored students are currently experiencing and receiving the same inadequate learning environment and educatio...
Prior to beginning my readings on white racial identity, I did not pay much attention to my white race. If someone had asked me to describe my appearance I would have said short blond hair, blue eyes, average stature, etc. One of the last things I would have noted was the color of my skin. Growing up in overwhelmingly white communities, I never thought to use the color of my skin to differentiate myself from others. Over the course of this dialogue I have learned that my white racial identity is one of the most defining aspects of my appearance in this society. There is a certain level of privilege that I am afforded based solely on the color of my skin. According to Peggy McIntosh, “White privilege is like an invisible weightless knapsack of special provisions, assurances, tools, maps, guides, codebooks, passports, visas, clothes, compass, emergency gear, and blank checks” (71). All these objects listed by McIntosh are things I have access to and certainly take for granted. Due to a history of non-white racial oppression, which transformed into decades of racial discrimination that still lingers today, the white race has dominated our society in terms of resources and prosperity. The ideas of wealth, higher-level education and ambition to succeed are all traits commonly linked to people of the white race that collectively define privilege. The aspect of privilege can also produce disadvantages for people of the white race as well. In the book Promoting Diversity and Justice, the author D. Goodman notes that people of advantage groups develop a sense of superiority, which will sometimes lead them to wonder if, “their achievements were based on privilege or merit” (107). Along with a diminished sense of accomplishment, the cost ...
Critical race theory (CRT) is a framework that may be useful for examining how racial climate impacts the undergraduate experiences of African-American students on college campuses (Murphy, Gaughan, Hume, & Moore, 2010). CRT draws from a broad base of literature in sociology, history, ethnic studies, women’s study, and law (Murphy, Gaughan, Hume, & Moore, 2010). CRT consists of five elements: 1) the centrality of race and racism, and their intersectionality with other forms of subordination, 2) the challenge to dominant ideology, 3) the commitment to social justice, 4) the centrality of experiential knowledge, and 5) the transdisciplinary perspective (Murphy, Gaughan, Hume, & Moore, 2010). Applying CRT to education is different than other CRT applications as it challenges traditional paradigms, methods, texts, and separate discourse of race, gender, and class by showing how social constructs intersect to impact on communities of color (Murphy, Gaughan, Hume, & Moore,
With all of these facts, the author tries to prove that racial differences and privileges appear exaggerated and unrealistic. The privileged and less privileged exist at all levels of society. Duke wants white people to understand that they are in the same position as all other races. The awareness of “white privilege” is only a fallacy that causes feel of guilt without foundation.
Sociology is very complicated, it’s full of terms that can be misinterpreted. For example, social location is interpreted several ways. The most common it the assumption that it’s where you live, in actuality, it’s who you are, your social class, education, gender, race, ethnicity, and the culture. Your social location is affected, by sociological perspective, Henslin (2015) notes, “sociological perspective which stresses the social contexts where people live” (p. 2). As humans, we have to overcome social challenges every day some of us more than other.
The intersection of dominant ideologies of race, class, and gender are important in shaping my social location and experiences. By exercising my sociological imagination (Mills, 1959), I will argue how my social location as an Asian American woman with a working class background has worked separately and together to influence how I behave, how others treat and view me, and how I understand the world. The sociological imagination has allowed me to understand my own “biography”, or life experiences by understanding the “history”, or larger social structures in which I grew up in (Mills, 1959). First, I will describe my family’s demographic characteristics in relation to California and the United States to put my analysis into context. I will then talk about how my perceptions of life opportunities have been shaped by the Asian-American model minority myth. Then, I will argue how my working class location has impacted my interactions in institutional settings and my middle/upper class peers. Third, I will discuss how gender inequalities in the workplace and the ideological intersection of my race and gender as an Asian-American woman have shaped my experiences with men. I will use Takaki’s (1999) concepts of model minority myth and American identity, Race; The Power of an Illusion (2003), Espiritu’s (2001) ideological racism, People Like Us: Social Class in America (1999) and Langston’s (2001) definition of class to support my argument.
The backlash that Sotomayor experiences because of her decision to apply to and her acceptance into Princeton reveals how most Puerto Ricans experienced forms of racialization, or racial classification, by Caucasian Americans. Sotomayor experiences the culmination of years of racial discrimination and oppression when her school nurse asks with an “accusatory tone” and a “baleful gaze” how she got a “likely” and the “two top-ranking girls in the school only got a ‘possible’” (Sotomayor 102). She expects Sotomayor to experience “shame” under her gaze because her “perplexed discomfort” in answering her question is “clearly not enough” (102). The nurse demonstrates society’s common expectation for Puerto Rican and other minority students to not be at the same intellectual level as Caucasian Americans.
Coming from a family who didn’t even graduate high school, who is trying his best to get a higher education and display the obstacles being faced throughout my life. In addition, the society will question themselves to see that some certain people with a different race or ethnicity are going to college. Above all, it creates a grudge against the terrible comments about how can these people go to college or have a higher education. Even if you are different, “It’s not your fault you were born with white skin…”, or any skin color, getting a higher education is something that improves the social, political, and economic factors of the nation (Crosley-Corcoran 1). It doesn’t matter what other people tell me or anyone, we make our lives and improve our community. Life without education or ideas from different identities, will destroy the relations between race, gender, or other