1. What role did schemas play in Jane Elliott's exercise with the children? (Please be specific.)
a. Schemas play a large role in the exercise because each child has assigned attributions towards the other children with the blue collar on. They were told that the people with the blue collars were inferior to them and that immediately created a change in the behavior of the children in both sides. It created a stereotype within minutes. Every time the children saw another child with a blue collar on, they automatically thought lesser of that person and even acted in hostility towards them. Meanwhile, ten minutes earlier they were best friends. She does this to show that at a young age, these children’s minds can be so easily molded and as they get older and are more exposed to discrimination and stereotypes, they will grow up to have that permanent schema embedded into their thought process.
2. How did the use of labels (both positive & negative) in Elliott's exercise influence the self-concepts and the self-esteems of the children? (And notice how QUICKLY this happened!) And how were the uses of reflected appraisal, social comparison, and contingencies of self-worth exhibited by the children? (Please be specific.)
a. Like I briefly stated in the previous answer, each person thought lesser of themselves (if they had
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I do not think so, especially in those times. Most adults have grown and developed a system of values and morals within themselves through experiences throughout their lives. If it were to actually work, she would need to create a different type of exercise that would of related to these adults and push them away from values they’ve had for most of their lives. Also, most adults have a good idea of their self-worth and their self-esteem wouldn’t be as greatly altered for reasons such as different eye colors or any other physical trait. This exercise would need to be on a bigger scale and for much longer than two days for it to have any
Linda Brown was 7 years old when her father and 12 other families tried to enroll their children in the all white public school in their neighborhoods. Linda had to walk seven blocks in freezing weather and then take a bus for another two miles. Her trip to school took two hours even though there was a school only three blocks from her home. She was sad and confused that she couldn't go to school with the other kids in her predominantly white neighborhood. Linda's father was a minister and leader in his community.
She plays upon the fact that mothers are more defensive of younger girls to make the women feel pity for the young workers of America. Subjecting the listeners to a feeling of dejection, Kelley lists off the hours child workers are permitted to work in each state: Alabama, eight hours; North Carolina, no restriction; South Carolina, no restriction; Georgia, no restriction; New Jersey, no restriction due to a recently repealed law. Using the allusion, “pitiful privilege”, Kelley states that what the young workers, “under the sweating system”, face is the direct opposite of privilege because privilege is not the image of a thirteen year old girl in Pennsylvania working twelve hours a night without violating any
One upper-middle-class African American family she spent time with—Terry, a trial lawyer; his wife, Christina, a corporate executive; and their nine-year-old son, Alexander—was especially fond of these kinds of debate” these two statements from the passage show deviance how two different social standards effect a child’s intellectual development. In a middle-class family, there is equal amount time of interaction between child and parent and the constant conversation between the parent and child is what gives the child the “intellectual confidence” it needs. In a more wealthier family the parent has higher education and higher jobs and their children’s intellectual development reflects that. In Terry’s case his children gets his debating over topics from being around his father constantly because he is a lawyer. Lastly, Talbot’s writing strategies also make her argument good because it helps give out the main focus of the passage.
They notice that they don't belong in a white society because of how white people had treated them. For people color, they see policeman as a help, but this policeman will treat them like it’s their fault. They will never know if they will get help or be the ones to be lessened about the problem. Stereotyping can affect the students by simply showing negative actions to
In Florence Kelley’s heart wrenching call for awareness of child labor she uses quite a few rhetorical devices. An anaphora is the most recognizable as she’s trying to nail in how she would could be helping the children. Pathos is another of her persuasion methods used in her tone. Kelley also uses a fair amount of imagery throughout the passage. First and foremost, Kelley’s use of an anaphora is what really pulls the audience’s attention.
Although children cannot be completely shielded from the unjust influences of society, children themselves do not inherently have testimonial injustice. In my opinion, Miranda Fricker is arguing that a child’s naivety and optimism in society is what leads them to possess testimonial justice. Some might say that people have to get their prejudices from somewhere so how can children be born to have testimonial justice then suddenly become prejudice? I would argue that prejudices were developed hundreds of years ago from a combination of economic, gender, racial, and class inequality.
“Kids know Nothing about racism. They’re taught that by adults,” say’s Ruby Bridges. Ruby’s life at home, how her education impacted her family, how her education helped, the stress she was going through and how she fixed it, and her life after school. Ruby Bridges discrimination in going to school changed how people looked at kids and especially black kids at school. In fact her home life wasn’t bad.
In the story, Sylvia is going to an interview designed to choose which of the African American students are going to be the first invited to integrate the all-white high school. The five white men plus Mrs. Crandall have been interviewing students all day to decide who would be acceptable to join their school with their children. Part of the interview from one of the men was as follows, ‘“Do you think you are better than white children?’ he asked suddenly. Sylvia was stunned at the harshness of the question.
Diaz also describes how these girls will react when put into certain situations. The story is built upon multiple stereotypes again different races of women. The different stereotypes range all the way from social class, to ethnicity and where she comes from. These stereotypes influence him on how to treat each girl even though they all should be treated with dignity and respect, not just being used for sex.
Even Miss Luddy had some hesitation knowing her students would sound different to the suburban students and vice versa (259). In addition to this, the suburban students already had a negative mind set towards the city, as seen during a class activity. When the teacher asked the students to describe the city, they replied with negative adjectives, such as terrible, scary, and dangerous (279). These examples show how segregation has created a barrier between the urban and suburban students. The students know they are different from each other and talk about it
The disapproval Cheryl experienced from her friend Tamara was interesting as well. Tamara accused her of wanting to be white and questioned her pursuit of a “wanna be black girlfriend.” This intracommunity rejection and internalized oppression was evident with the character Bob as well. He displayed a colorist mentality by favoring Annie, a white woman, over Cheryl and Tamara in the workplace. He held the black women to higher expectations and scrutiny while prioritizing Annie’s needs.
Racist and sexist stereotypes are depicted in the short story, Kindred. Kindred, is about an interracial couple living in California during the 1970s. Dana and Kevin are happily married, when Dana suddenly time travels back to the antebellum south during the time of slavery. Dana is an educated black woman, in the 70s it is normal for a black woman to have higher roles in society, but it is not
Rocquemore and Brusma write, “According to Erikson, the central task of adolescence is to form a stable identity, or a ‘sense of personal sameness and historical continuity’” (pgs 19-20). To even come to a point of self-discovery in adolescence there has to be a foundation for a child to continue on from. Birdie, in her pre-adolescence is ill prepared for the real world and how she will be perceived in it, mainly based on her physical attributes. Deck Lee allows his daughters to be sheltered from racism for the better part of their childhood years by being home schooled by their mother.
However, she claims that because class was invisible in the girls ‘social life, the school blame their sexualized style, their rejection of prep’s values and their lack of school success for their class differences. Most important, Bettie claims that the lack of cultural capital also affected the working class girls because it intersected with their race and gender to influence their class futures. For example, Bettie argues how upwardly mobile girls had to performed whiteness and the school sanctioned femininity just to possessed the prep’s dominant cultural capital. At the same time, girls who didn’t possessed cultural capital were victims of generalizations and stereotypes that affected their class outcomes. As a result, many of the working class girls were destined to follow rough paths or the same low paying jobs as their
The term inclusion is often seen as simply referring to learners with special needs, where it is interpreted as the ‘complete acceptance of a student with a disability in a regular classroom.’ However the notion can be viewed much more broadly. A common misconception about inclusion is that it is solely about including people with disability in regular sport activities without any modification. (Australian sports commission) However being inclusive is about providing a range of options to cater for people of all ages, abilities and backgrounds, in the most appropriate manner possible.