Black Kids Sitting Together In The Hood Analysis

Though white privilege has been prominent throughout many American institutions, it is especially prevalent within

Sixty years after the Supreme Court’s Brown vs. Board of Education, African Americans in the U.S. educational arena are still confined to a lesser existence says Bailey, Ray and Tennille’s article on racism. It reminds people of what they have been through with the hopes that slavery will never happen again. Some whites think they are superior to blacks and keeping the n-word around empowers them with strength and hope that things will go back to the way they were. “Rationalizers of black racism ignore the fact that identical actions inflicted by whites would be universally decried as intolerable,” says Ma, Ying. "

In Peggy McIntosh’s’ essay, “White Privileges: The Invisible Knapsack”, she uses numerous diverse rhetorical strategies to persuade and engage her readers attention toward the claims she states about white privilege and racism. The essay points out that males and white people from birth have certain privileges, earned strengths, and unearned power. The author made good use of ethos, pathos, and logos to persuade her readers to understand and accept her claims about white privilege, and these claims she specifically stated, gradually expanded her thesis throughout her essay. McIntosh’s purpose in her essay is to identify the “invisible systems” that we have of male and white privilege in order to educate the public and readers about the masked favoritism or inequality to reestablish it.

In this book, author Tara J. Yosso demonstrates how institutional power and racism affect the Chicano/a educational pipeline by weaving together critical race theory and counterstories. Critical race theory is a framework used to discover the ways race as well as racism implicitly and explicitly shape social structures, practices, and discourses(Yosso, pg.4). Counterstories refer to any narrative that goes against majoritarian stories, in which only the experiences and views of those with racial and social privilege are told. The counterstory methodology humanizes the need to change our educational system and critical race theory provides a structure for Yosso to base her research. This results in a beautiful hybrid of empirical data, theory, and fascinating narratives that works to analyze how forms of subordination shape the Chicana/o pipeline, while also exposing how institutions, structures, and discourses of education maintain discrimination based on gender, race, class and their intersections.

I had the grand honor of being born into a culturally diverse family. Although Dominican culture dominates our customs, we are 25% Middle Eastern from Lebanon, and 25% Spanish from Barcelona, Spain. The cultures have all laced into each other in such a way that I find it utterly ordinary to eat Arabic food while listening to Dominican music while serving Spanish desserts. My parents came to America at around the age that I am now, met each other, and my mom had my first sister at 18 while my father was 22. My mom went back to high school to finish her GED while my father enrolled in an institution that he never got around to finishing because his english was not well.

White Privilege: Essay 1 White privilege is a systemic issue that has roots in our history as far back as the creators of our country. Searching back, we see our norms and values created into habits that have been woven into how we view and act around specific groups such as African Americans. This essay is going to explain how the average Caucasian individual experiences white privilege on a day to day basis and the solutions to insure that white privilege will stop and true equality can be handed out. This paper views the latter issues through symbolic interactionism, with supporting sub theories such as; labeling theory, looking glass self, and selective perception.

Personal Statement I come from a large family with relatives from a little ranch in Chihuahua, Mexico. Many of which have never made it past grade school. Mainly due to their mother, my grandma, she had fallen very ill. Due to her condition and lack of money my aunts and uncles dropped out of school to work and help pay for her medication and medical expenses. The older siblings had to take care of the younger siblings.

Education During the twentieth century millions of African Americans migrated from the Southern United States to the North and West thinking that they will have a better chance of education Much of the writing on the relationship between the Great Migration and schooling has focused on the education characteristics of the migrants. This study considers how the Great Migration affected the educational demands of southern blacks for them to have their education. For them to be successful in the occupations that African Americans found in the north, they had to acquire a set of skills very different from that required in farming. It’s kinda noticeable that to think that blacks prepared themselves and their families for the migration to the North. Finding a job might of also been pretty hard for the African Americans during the Great Migration.

They support this claim by using the matrix of domination in relation to gender, race and class, then advise the reader to look at an issue through a broad perspective- realizing both the oppressor and the oppressed, and finally distinguish between recognizing and understanding diversity and not just acknowledging it. Andersen and Collins’ purpose is to have students think about race, class and gender as systems of power, how the three categories matter in shaping everyone lived experiences, and to understand race, class, and gender are linked experiences. Furthermore, Anderson and Collins adopt an unbiased, and assertive yet friendly tone for his/her audience, the readers and others interested in the topic of race, class and gender. By doing this, the readers can relate to the struggles that the issues bring up, however the authors can still get their point or message across

Americans, when they think of Civil Rights probably think of the Civil Rights Movement. During the civil rights era African Americans fought to be treated as equals by fighting segregated schools, for their voting rights, and for their basic right that every American has today. To say that education is our civil rights movement of today is inaccurate. Antonio Alvarez’s narrative “Out Of My Hands” focuses on a financially struggling family, but proving that they can succeed. David L. Kirp’s article “The Secret to Fixing Bad Schools” reinforces the idea that even though a community might be poor, that doesn’t have to reflect the quality of education students receive.

In the United States’ current political climate, “racism” is a term thrown around so often that it almost begins to lose its original definition. The same can be said when discussing and analyzing the success rate of minority students in higher education. People are inclined to jump to the conclusion that a faculty member or institution is inherently racist instead of looking at all of the factors involved in a student’s success. The three main factors that I will be covering over the course of this essay are school tuition rates, Affirmative Action policies, and how schools handle discipline. While there are cases of inarguable racism within higher education, an in-depth analysis of the factors stated above will prove that “racism” is not

Delgado and Stefancic (2011) stated that Critical Race Theory explores how “race, racism, and power intersect to create different circumstances for people of color within society [...] and in postsecondary institutions” (as cited in Quaye, 2013, p. 172). Within the field of higher education, it is important for student affairs professionals to recognize how race permeates all aspects of an individual’s life to fully understand their students’ experiences. Unlike other student development theories, such as Baxter-Magolda’s (2008) self-authorship and Abes, Jones, and McEwen’s (2007) Model of Multiple Identities, CRT places race at the “center of the analysis and assumes that race is omnipresent” in an individual’s life (Quaye, 2013, p. 167).

In the first chapter of Beverly Tatum’s, “Why Are All the Black Kids Sitting Together in the Cafeteria?”, And Other Conversations About Race, the author immediately clarifies that racism is not a thing of the past. People in today’s society are merely raised with racial concepts at such a young age that they do not realize the injustice going on around them. She reinforces her statement by showing an example of a group of preschoolers who were told to draw a picture of a Native American. Most of the children didn’t even know what a Native American was, but after being told to draw an Indian, complied. Recurring elements in all of their drawings were feathers, along with a violent weapon, such as a knife. The reason for this depiction is because of the Peter Pan film, an example of how the media has a say in racial situations and how people of color are portrayed.

Throughout Jonathan Kozol’s essay “Still Separate, Still Unequal: America’s Educational Apartheid” (347) and “Why Are All the Black Kids Sitting Together in the Cafeteria?” (374) by Beverly Tatum, both Kozol and Tatum discuss racial issues in the educational system. Kozol and Tatum explain racial issues by presenting two different instances that racial issues have played a roles. These two instances being visiting different public schools by Kozol and noticing the cafeteria segregation by Tatum. Using their own personal experiences, their arguments essentially come to similar conclusions, so by comparing their essays, the most significant problems are brought to the table.

Modern day classrooms were unheard and unseen of more than 50 years ago. If we were to travel back to the past and step foot in classrooms of that time, one theme would run throughout. More than 50 years ago, classrooms were segregated and spoke volumes about the oppression of the colored population. Before the Civil Rights Movement of 1964 and during slavery, classrooms were split up based on color and were limited resources depending on the color of their skin. (Graglia, 2014)