Stereotyping of Minority Students
Throughout most of my school years, before attending MCTC, I had
never experienced inter-racial schooling. I went to a small high school
with about twenty minority students. These students were not outcasts they
were treated as any other non-minority student. Therefore, I had little
experience with minorities in a non-minority school. After the speech that
was given by Michael Jefferson, I was more informed on the effects of
stereotyping of minority students in a non-minority school.
Stereotyping may cause students and teachers to view minority
students on a non-minority campus as inferior. This may cause some
teachers or faculty members to believe that these minority students are not
as capable of achieving the same quality of work as non-minority students.
Scholarships are sometimes given out to non0minority students due to their
racial background. I suppose this happens due to the stereotype of
minority students not being capable of the educational work as that of
other students. Classroom behavior toward minority students may be shown
in appropriate, and/or unrecognized. For instance, a teacher may call on a
non-minority student before a minority student. The teacher may pick on
the non-minority due to a belief that these students care about their
schooling, whereas minority students are being pre-judged without the
chance to really learn. Some people even believe that combining the
different minorities may cause problems.
Combining minority with non-minority students can create some
conflict. Some non-minority students, this attitude of aggression may be
brought on by "close-minded" non-minority students. These students let
their attitude take over their learning time, by worrying about the other
minority students. Each student, whether thy be minority or non-minority,
must put their mind on learning than on another minority on the campus.
Some students may see that combining minority with non-minority students,
as a way of learning about different people and their cultures. I f
students would open their eyes as they do their ears for learning, students
would see a whole new possibility of meeting others, not minding if they
are a minority or not. These students should also learn to use their own
ideas, and not always to believe in the media point of view.
Today the media is a major source of minority and non-minority
The Panacea Phenomenon project has consequences, that’s can cause problems depending on the young adult, because they may have a different way of learning speeds and behaviors, the comprehension levels are all different. Harsh discipline replaces anger and confusion among teenagers and their behavior. Parents have a big role to play in their teenager’s life, as some parent’s work all day leaving the kids being raised on their own, with nanny’s or other after care programs where kids can learn from negative influences from other kids. As studies have shown, television also has a negative influence on a teenager’s life by influencing their outlook on life with crime programs and violence. Many people have question if boot camp should be a short term program or a life style for juvenile delinquents; many have agreed that boot camp can help give them some type of structure, will help them later on life. In the United States (U.S.), the General Accounting Office (1993) reported that 26 states were operating 57 boot camps for young adults in the spring of 1992. Boot camps could hold up to a total of 8,800 recruits. The American Institute for Research (1993), appraised boot camps and found that the goal of juvenile boot camps where not made to punish offenders, but to rehabilitate them,
Emily Brontë’s novel Wuthering Heights, set in the countryside of England’s 1700’s, features a character named Heathcliff, who is brought into the Earnshaw family as a young boy and quickly falls into a passionate, blinding romance with the Earnshaw’s daughter, Catherine. However, Heathcliff is soon crushed by this affection when his beloved chooses the company of another man rather than his own. For the remainder of the novel he exudes a harsh, aversive attitude that remains perduring until his demise that is induced by the loss of his soulmate, and in turn the bereavement of the person to whom the entirety of his being and his very own self were bound.
Juvenile delinquency is a relatively new phenomenon. For this reason, society’s reactions and solutions to the problem of delinquency are also modern developments. The United States developed the first youth court in 1899 and is now home to many new and formerly untested methods of juvenile rehabilitation and correction. One of many unique programs within the Juvenile Justice system, boot camps are institutions designed to keep delinquent juveniles out of traditional incarceration facilities and still provide a structured method of punishment and rehabilitation. Boot camps developed in the early 1990s and quickly proliferated throughout the nation. Specifically, they are “…short-term residential programs modeled after military basic training facilities” (Meade & Steiner, 2010). Designed with the goal of reducing recidivism and preventing violent offenses, boot camps target non-violent individuals under the age of 18 and typically exclude already violent offenders. In theory, boot camps apprehend juveniles while they are committing minor delinquency and prevent more-serious crime by “giving the juvenile offender a more optimistic, community oriented outlook” (Ravenell, 2002). Fundamentally, boot camps have four central purposes; rehabilitation, punishment, deterrence, and cost control (Muscar, 2008).
. The reader sees an extraordinary inwardness in Emily Bronte’s book Wuthering Heights. Emily has a gloomy and isolated childhood. . Says Charlotte Bronte, “ my sister’s disposition was not naturally gregarious; circumstances favored and fostered her tendency to seclusion; except to go to church, or to take a walk on the hills, she rarely crossed the threshold of home.”(Everit,24) That inwardness, that remarkable sense of the privacy of human experience, is clearly the essential vision of Wuthering Heights. Emily Bronte saw the principal human conflict as one between the individual and the dark, questioning universe, a universe symbolized, in her novel, both by man’s threatening and hardly-to-be-controlled inner nature, and by nature in its more impersonal sense, the wild lonesome mystery of the moors. The love of Heathcliff and Catherine, in its purest form, expresses itself absolutely in its own terms. These terms may seem to a typical mind, violent, and even disgusting. But having been generated by that particular love, they are the proper expressions of it. The passionately private relationship of Heathcliff and Catherine makes no reference to any social convention or situation. Only when Cathy begins to be attracted to the well-mannered ways of Thrushcross Grange, she is led, through them, to abandon her true nature.
In a failed attempt to discourage Isabella Linton’s budding desire for Heathcliff in Emily Brontë’s Wuthering Heights, Nelly Dean does not hesitate in standing behind Catherine’s assertion that he would destroy Isabella if she were to pursue him romantically: “She is better acquainted with his heart than I, or any one besides,” Nelly warns, “and she would never represent him as worse than he is” (103). While Nelly’s plea falls upon deaf ears, her admission rings true—if there is anyone in Wuthering Heights with more insight on Heathcliff’s actions and motives, it is Catherine Earnshaw. Had Brontë aimed to interrogate Heathcliff’s individual growth and regression in Wuthering Heights, Catherine may have narrated the tale, but as the original
Boot camps for teenagers have become a popular disciplinary option for parents with adolescent children. Often recommended by counselors or by state justice systems as an alternative to juvenile detention centers, the boot camps are rigid military environments. Some are wilderness camps that teach young people survival skills in a military-like setting, while others are held closer to home. Many are state-run in conjunction with the justice system but many are also privately owned and operated. The boot camps have come under intense scrutiny because of suspicions of abuse and because dozens of teenagers have died of preventable causes at the camps. The National Institutes of Health (NIH) denounced adolescent boot camps because of the problems associated with them and because boot camps are generally unregulated and unsupervised by external inspectors. Unlike the boot camps for adults who consciously enroll in the military, teenage boot camps are highly problematic and ineffective in achieving their goals.
It is concluded that all of the studies share a common element. Numeral amounts of research on behalf of this matter have established that boot camp participation has no effect on preceding criminal behavior. Boot camps focus on a specific type of offender which is the first time offender and not the high risk offender. A large percentage of boot camp graduates return back to society and in time tends to return to the department of corrections within the study periods. The alternative program does not succeed on producing the desired results. Instead alternative results are produced by boot camp programs. It reduces prison overcrowding and reduces the cost to house an inmate. The setting throughout these studies consists of a disciplinary setting. Most of the boot camps are dissimilar because they are located and administered by different states. All of the following studies tend to focus more on the effect of juveniles over
Stereotyping, discrimination and prejudice are phenomena that motivate animated debate amid the scholars as well as the public. Many ponder on which acts should be deemed discriminatory, when they can come to a conclusion that a decision or a social guideline preference is actually founded on prejudice and the role played by prejudice in creating gender and racial disparities. Also of immense interest are queries regarding how the society should react to these problems and whether they have been dealt with in a pleasing manner. Social psychologists lunge into this dispute equipped with scientific method, hoping to gather evidence that can shed the much needed light on these continuing worries. In particular, this paper seeks to shed some light as to why stereotypes and prejudices occur in the mind of perceivers, as well as the manner and under which circumstances they are most likely to manipulate perceivers’ explicit behavior.
Saussure developed a powerful approach called semiotics, this approach unpacks how there is meaning in signs. It allows us to interpret meaning through representation. To elaborate further the approach argues that meaning is either representative of something or in affiliation to it only then is the sign meaningful.
The world of today is a relatively primitive one, even with every advancement that humanity has accomplished we remain primitive in this aspect. There has been progress, even as slow in comparison to that of todays, it is progress.The ignorances and other human flaws are still very existent within every society, regardless of the boundaries between them be it geographical or cultural. Stereotypes and misconceptions exist in the modern society. Stereotypes arise when there is a single radical group who are accepted as the representation of their apparent subculture. Then the ignorant and misinformed take these “representatives’” behavior as a generalization of the entire group. While the less common misconception is made by some incomprehensible anomaly where an entire assumption is based around a single social group, that has never even proved to be true. There is a stereotype that is attached with the College educated community, they are believed to be almost guaranteed success. The fact that they have a degree in their respective field has built a stereotype of the “successful ones.”
The practice of ethnic separation and segregation is common on every college and university campus. Since this practice has happened through history, it is remarkable that this has only been recognized recently as a true problem (Jacobs, 2). Segregation has hampered America as long as it has existed. Ethnicity and segregation was nearly the cause of this country splitting apart during the Civil War. Since then reformation and hard work has attempted to bring unity to this country. Though today, college students have regressed, university pupils are "standing by" their own and are not branching out to those who are unlike them in ethnicity. People in general, but more specifically college students are segregated in their lives ( Kramer, 12). From the way they act, what they do or do not do, the type of people they socialize with, to where people sit - students are split. College students group together as a result of ethnicity at events and establishments or locations on university campuses.
On American college campuses nowadays, many people talk about microaggressions and political correctness. For example, there is an Asian guy studying in the library, and a white guy comes up to him and asks for help with his math homework. Some people say this act is offensive because the white guy assumes that the Asian guy is good at mathematics because he is Asian. There are many stereotypes about Asians in the U.S, and being good at math is one of them. Stereotypes are usually bad, but in this case, the Asian guy should not be offended by the act of being asked to help with mathematics even if he is not good at math. It is true that it depends on the acts, they can be offensive sometimes, but people are focusing so much about not offending others’ feelings and try to avoid microaggressions and be politically correct nowadays. Additionally, many universities promote the political correctness to students and professors. Therefore, this recent
Wuthering Heights is a novel which deviates from the standard of Victorian literature. The novels of the Victorian Era were often works of social criticism. They generally had a moral purpose and promoted ideals of love and brotherhood. Wuthering Heights is more of a Victorian Gothic novel; it contains passion, violence, and supernatural elements (Mitchell 119). The world of Wuthering Heights seems to be a world without morals. In Wuthering Heights, Brontë does not idealize love; she presents it realistically, with all its faults and merits. She shows that love is a powerful force which can be destructive or redemptive. Heathcliff has an all-consuming passion for Catherine. When she chooses to marry Edgar, his spurned love turns into a destructive force, motivating him to enact revenge and wreak misery. The power of Heathcliff’s destructive love is conquered by the influence of another kind of love. Young Cathy’s love for Hareton is a redemptive force. It is her love that brings an end to the reign of Heathcliff.
Setting his work in the Middle Ages in a remote castle with horror and fantastic elements, Horace Walpole popularized the Gothic Romance genre with his 1764 novel The Castle of Otranto. He was the vanguard in bring thrills to readers with ancient prophecies, mysterious deaths, specters and supernatural events in his novel. However, the Gothic genre reaches a climax in Emily Brontë’s Wuthering Heights (1847), which is marked by its intensity of emotions and artistic subtlety. Wuthering Heights is an exquisite blend of realism and romance that makes it a classic love story that haunts us till today. In this paper, I will argue that social problems of class and economics pull Heathcliff and Catherine apart, and the Gothic Romance genre affects Wuthering Heights by adding Gothic elements of an extreme weather and landscape, supernatural events and death in her novel to create a dark and mysterious atmosphere appropriate for a revenge plot with heightened emotions.
“Wuthering Heights is a strange, inartistic story”(Atlas, WH p. 299). “Wuthering Heights is a strange sort of book” (Douglas, WH p.301). “This is a strange book” (Examiner, WH p.302). “His work [Wuthering Heights] is strangely original” (Britannia, WH p.305). These brief quotes show that early critics of Emily Bronte’s first edition of Wuthering Heights, found the novel baffling in its meaning - they each agreed separately, that no moral existed within the story therefore it was deemed to have no real literary value. The original critical reviews had very little in the way of praise for the unknown author or the novel. The critics begrudgingly acknowledged elements of Wuthering Heights that could be considered strengths – such as, “rugged power” and “unconscious strength” (Atlas, WH p.299), “purposeless power” (Douglas, WH p.301), “evidences of considerable power” (Examiner), “power and originality” (Britannia, WH p.305). Strange and Powerful are two recurring critical interpretations of the novel. The critics did not attempt to provide in depth analysis of the work, simply because they felt that the meaning or moral of the story was either entirely absent or seriously confused.