1. Camara Phyllis Jones, a framework of institutional, personally mediated and internalized racism each brings an example of many things we’ve read about in class throughout, the issue of perception and personal issues that have been. Through the housing frameworks in Gainesville itself and in other communities in the states all across America internalized, personally mediated and institutional racism all plays a huge role in analyzing how and why some communities are safe and secure and others are polluted and less secure, on why some schools get more funded than others, they reflect on the systems privilege, unintentional and intentional racism, along with numerous structural barriers that keep people of color of actually succeeding in place
They argue that institutional racism in the housing market enacted by the US Department of Housing and Urban Development (HUD), private loan and real estate institutions and actors, and white residents effectively and permanently isolated African Americans. Institutionalized racist practices of the housing market such as redlining and steering, coupled with white flight and structural disinvestment in African American neighborhoods, effectively isolated African Americans and further contributed to the creation of black ghettos. Thus, residential segregation concentrates poverty, erodes institutional and economic support, and ultimately causes its residents to normalize their problematic social environment of high levels of joblessness, teenage pregnancy, drugs, and violence. If the segregation of African Americans were to be resolved by their economic achievement and class mobility, middle-class African Americans should be able to enter white neighborhoods of comparable income levels. However, as Massey and Denton show, once the threshold of “too many black families” is crossed, white flight occurs and poorer black families move into the neighborhood, creating (and expanding) racially segregated
The book "Black in White Spaces" by Elijah Anderson is a perceptive investigation of the experiences of Black people navigating primarily White spaces. The effects of these experiences on Black people's sense of self and interactions with others are discussed in detail in Chapters 1-4. In the first chapter, Anderson sets the stage by describing his own experiences growing up in a predominantly white neighborhood and the impact it had on his sense of identity. He argues that these experiences are common among African Americans who live in predominantly white spaces, and that they face unique challenges in navigating these environments (Anderson 5).
In Essay 3 They Should Get over it written by Matthew W. Hughey a professor of sociology at the University of Connecticut argues that racial inequality, segregation and discrimination is still very present in today’s society, he acknowledges that race places an emphasizes in how many individuals are being treated thru, housing, education and the mass media. (p26) . Throughout his essay Hyghey uses several methods of argument for example, statistics, graphs, examples, and expert opinion to support his claim. Hyghery argues that housing segregation is on the decline, but there’s still some cities in the United States remain highly segregated. ( p.31)
The major thesis in this book, are broken down into two components. The first is how we define racism, and the impact that definition has on how we see and understand racism. Dr. Beverly Tatum chooses to use the definition given by “David Wellman that defines racism as a system of advantages based on race” (1470). This definition of racism helps to establish Dr. Tatum’s theories of racial injustice and the advantages either willingly or unwillingly that white privilege plays in our society today. The second major thesis in this book is the significant role that a racial identity has in our society.
Tyna L. Steptoe’s book, Houston Bound: Culture and Color in a Jim Crow City explores the significance of Wheatley High School, a public secondary school located in the heart of Fifth Ward, Houston, Texas, established in the 1930s to serve black and Creole students during the Jim Crow era. Despite being segregated, the students at Wheatley did not let this hold them down and instead made the best of the situation by getting heavily involved in their school. Wheatley High School gave their black and creole students tools for advancement and helped strengthen their cultural identity and in a historic period in which racial discrimination attempted to curtail their political and economic potential. In this Jim Crow era, the institutions of the city were divided by the racial categories of white and black, which would force everyone into one or the other category, even if they did not necessarily associate themselves with it. Accordingly, racially ambiguous people would either receive the benefits that accompanied the white label or the grim treatment that accompanied the black label.
3. Living in southern Virginia, there is an obvious separation between races that relates to the socioeconomics in the south. I live in an urban community and it is clear that the impoverished areas are mostly African American and the wealthier areas are white, however, this is not only a problem here in Virginia but across the entire south. Furthermore, this issue is caused by the enslavement and segregation of African Americans throughout American history that places them at a disadvantage at birth even before they can take control of their own life. Therefore, the history of racism in the south still affects minorities, even today, and it causes an endless cycle of minorities being at a shortcoming, not only socially, but economically where
Leaving the only options for an ethnicities high crime rate and low educational success to cultural values or biological inferiority instead of a by-product of economic disadvantage. Continuing to state that the history of racism has done undo-able damage to cultural integrity and community among blacks with information such as “…deterioration of the Negro society…is from deterioration of the Negro family…with the source of weakness being the Negro community…” (Moynihan, 120). Implying that society provides opportunities for class mobility and it is black cultural institutes that are
The Legacy of Redlining: Examining the Lingering Impact on Communities of Color Redlining is the insidious practice that drew a color line around neighborhoods, literally trapping generations of Americans of color in neighborhoods defined by disinvestment, segregation, and poverty. By limiting their access to quality housing, financial services, educational resources, and job opportunities, it perpetuates a cycle of poverty that is difficult to break free from. This form of systemic racism serves as a constant reminder of the inequality embedded in our society, which blocks individuals from achieving their true potential, affecting not only individuals, but entire communities. Redlining can specifically target young people of color because
Rural areas make up a wide range of non-Hispanic, whites in America accounting for 80 percent of residents. Mexicans account for 9 percent, African Americans 8 percent, and Native Americans make up the last 2 percent of the rural area population (Housing Council, 2012, pg. 1). Granting rural areas are becoming diverse and there is an up rise in statistics of non-whites who relocate to rural areas, discrimination still existence. This research paper will use three case studies to show that color blind racism is a problem that is often ignored and will continue until administrators, teachers, and the community take action to educate their students, and each other on colorblind
My identity has always felt inextricably linked to what Miami is. A city that is teeming with immigrants, a city with dreams stacked and slopped atop each other, and a city that is living proof of the failed American dream. I say so because of my early observation that generation after generation of immigrants often seemed to stay trapped in dead end jobs; I saw this within my own family – within my grandmother, my aunts and uncles, and even my cousins. Here it was even within my own family tree the deep implicit message that there was no way out of our socioeconomic level. When I made it into an Ivy League college, it was a message that was slowly re-enforced by the fact that my demographic was the most represented in the custodial staff rather than within my own classmates.
On a normal scale, measuring the association between two subjects, one would assume gentrification and school segregation are not related in any sense. In fact, most would argue that school segregation ended in 1954 with the Brown v. Board of Education. This assumption would be incorrect. Deep within the American society lies a new kind of segregation that is neither talked about nor dealt with. Segregation is a result of gentrification—the buying and renovation of houses in deteriorated neighborhoods by upper-income families or individuals—thus, improving property values but often displacing low-income families.
In the reading, Fences, and Neighbors: Segregation in the 21st-century America it is stated, “...segregation restricts access to jobs and to quality schools by concentrating African Americans and Hispanics in central cities, when job growth and better schools are found in the Suburbs” (Farley & Squires, 2005). This statement resonates with Starr’s situation as she had to seek different schools for a better education that was not accessible to her from her poor neighborhood. Additionally, Starr’s housing/school situations demonstrate other less represented consequences from housing segregation such as Starr having difficulty with her black identity, she can’t be a teen from Garden Heights at her new school, Williamson, and can’t act like a Williamson at Garden Heights this concept only causes Starr to distance herself from others at the party and causes her to ponder her
This week, the readings point the spotlight at the some of the depressing hardships that the African-American population frequently experience. In “Naughty by Nature”, Ann Ferguson covers the different perceptions that society has of colored boys. David Knight’s work “Don’t tell young black males that they are endangered” seeks to explain the differents outcomes of African-American youth that arise when society constantly oppresses them. The last article by Carla O’Connor, “The Culture of Black Femininity and School Success”, focuses on the image of African-American woman that is created as a result of them attempting to preserve in a system that opposes them.
Public Policy on Housing Discrimination Executive Summary Housing discrimination and segregation have long been present in the American society (Lamb and Wilk). The ideals of public housing and home buying have always been intertwined with the social and political transformation of America, especially in terms of segregation and inequality of capital and race (Wyly, Ponder and Nettking). Nevertheless, the recent unrest in Ferguson, Missouri and in Baltimore due to alleged police misconduct resulting to deaths of black men brought light on the impoverished conditions in urban counties in America (Lemons). This brings questions to the effectiveness of the Department of Housing and Urban Development (HUD) in devising more fair-housing facilities (Jost).
Martha Peraza SOC 3340 Inequality in Education California State University, Bakersfield Abstract In the United States, there exists a gap in equality for different demographics of students. The factors contributing to educational disadvantages include socioeconomic struggles, gender of students, language or culture, and particularly for the scope of this paper, race.