Allen, Walter and Edgar Epps and Nesha Haniff. 1991. College in Black and White. Albany: State University of New York Press. (Allen et al., 1991).…
It has always been a topic of much discussion throughout history: race. Nevertheless, Nicholas Kristof brings a new approach and opinion to an old topic. In this article, his tone, perfect integration of assertion and authority, and the acknowledgement of the opposing perspective ultimately led to a convincing argument.…
Margaret L, Andersen and Patricia Hill Collins, in their article, (Why Race, Class, and Gender Still Matter, published in Belmont, CA: Wadsworth Cengage Learning, addresses the topic of race, class and gender and argues that their relevance is due to the fact that they continue to structure society in ways that value some lives more than others. They supports 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…
Chapter one, A Dream Deferred, provides insight into the current climate of African Americans in education, poses the question of “is there a case for separate schools?” (XVIII), and distinguishes between excellent teaching and excellent teachers by emphasizing that the “book looks at a teaching ideology and common behaviors, not at individual teaching styles” (p. 14). Chapter two, Does Culture Matter?, discusses how schools can be more accepting of students’ cultural backgrounds, how culturally relevant teaching addresses the lack of literature on the experiences of African Americans, and how assimilationist, or traditional, teaching practices compare to culturally relevant teaching practices. Chapters three through five, through teacher interviews and classroom observations, begin the discussion on three distinctive critical aspects of culturally relevant teaching. Chapter three, Seeing Color, Seeing Culture, examines the teachers’ conceptions of themselves and others; chapter four, We Are Family, discusses the manner in which classroom social interactions are structured; and chapter five, The Tree of Knowledge, delves into the teachers’ conception of knowledge. In chapter six, Culturally Relevant Teaching, Ladson-Billings, offers “a more contextualized examination” (p. 111) of the use of culturally relevant teaching and how it surpasses…
4. Julie Kailin “ Preparing Urban Teachers for Schools and Communities : An Anti-Racist Perspective” The High School Journal (1998) 80-87. Online…
Brown v. Board of Education opened the doors to integrated schools. America’s educational system no longer discriminated and rejected students from enrolling in a public school based on their race. For this reason, schools have a diverse student population. Thus, this enables students to interact and learn about different cultures and backgrounds other than their own. In today’s educational system, every student, regardless of race, has the right of obtaining an education that enables them to achieve educational mastery. Brown v. Board of Education court case proved that equality is an important aspect for students. As a future educator, it is evident that I will be teaching students from diverse background and ethnicities.…
What’s it mean to be white?” Dr. Robin DiAngelo expresses how a lot of her white students feel that race doesn’t matter to them and it’s not really an issue in their life. Her argument is that white people often don’t realize the special treatment that they get, and that being aware of what it means to be white can help us to actually become more culturally competent. I agree with her in light of the fact that in some areas U.S. culture is, unfortunately, still quite affected by race and color; and if we are in denial of that fact it’s not going to help us to grow. However, I don’t agree that she can say that it isn’t true that across the board, students don’t really care about race. I feel that with this assumption, she is failing to take each person and their personal experiences into consideration, and also she is comparing young people today to an older, more stagnated concept of society at large. There is something to be said about the new generation potentially being more culturally open and more accepting; I think this depends on what they are…
Question 1: As the majority of students in teacher education programs are monolingual and White who have very limited experiences with children of color and English language learners, they also bring misperceptions, stereotypes, biases, and passive racism to their field experiences (Marx, p. 163).…
“I was taught to see racism only in individual acts of meanness, not in invisible systems conferring dominance on my group”…
The article “The Cost of Balancing Academia and Racism”, which was written by Adrienne Green, speaks about the struggles of African Americans trying to get an education at a college or university. The author brings in statistics which show that African Americans tend to have a worse college experience than white people. Near the end of the article, Green begins to talk about how universities have not done anything to “shield students of color from the effects of societal racism (Green).”…
In modern day society we all expect equality in one form or another, the diversity and the make up of our class rooms and lecture halls today, reminds us that the learning environment should be about ensuring learners are treated fairly and not discriminated against. Regardless of there:…
This issue is internalized oppression. I conceptualize this term as the student of color accepting the deficit ideology as an explanation for their low academic performance. This is an important concept to develop and explore because if it gets brushed over during the battle of oppression, and is replaced with only resistance (Pyke 2010), I do not believe the minds of the oppressed can be fully liberated. As Paulo Freire explains, true liberations stems from the oppressed. I think it’s important to further explore and understand how internalized oppression plays into the academic performance of students of color. Furthermore, I seek to answer whether there is any correlation with students of high academic performance and the acceptance of either the deficit ideology or sociological imagination. I hope my proposed research can begin to unravel where internalized oppression stems from, how it infiltrates our minds and why. Although it may seem problematic to focus on internalized oppression because it has the potential to place the blame on the individual for the internalized racism (Pyke 2010), I think it is an influential topic that needs to be explored further. As Pyke explains, there is a fixation on the resistance work against racism and not its further…
There was a situation in Texas where a student made an alarm clock at home and he took it to school to show his teacher what he had done. Race was displayed in this situation because once the teacher seen the invention she went straight to the school and the school called the cops and told them that the student had made a bomb. Once the cops arrived the student was arrested. The teacher assumed that the alarm clock was a bomb but she never…
By implementing a curriculum inclusive of diversity and white privilege, middle schools can further the understanding of each concept to the students. Kendall (2002) defines and details white privilege and how to overcome its institutional prowess over the United States by examining the epistemology of his life. However, implementing white privilege is difficult for anyone, especially early adolescents (Cushman & Rogers, 2007). Cushman and Rogers (2007) developed an outline on how to teach middle schoolers, inclusive of how to handle racial and ethnic barriers. Case (2007) does provide evidence of diversity courses benefiting college students in the article. The overarching theme of the three articles are focused on how students can understand…
school at other city. Dee at her sixteen age already have her own unique style, from head to toe, so bright and colorful, and ever her hairstyle which Mama can’t tolerance it anymore from the bottom of her heart: “A dress down to the ground, in this hot weather. A dress so loud it hurts my eyes …. I feel my whole face warming from the heat…