Argumentative Essay : Acting White By Roland G. Fryer

Racial formation is a vast sum of signifying actions and social structures that clash in the creation of complex relationships and identities that is a labeled race. Throughout the history of the United States, a large array of strategies was engaged in regarding education that took advantage of nonwhites. Since policies by those who supposedly “protect our rights” attempted to eradicate social, economic and cultural aspirations, dominated groups were more often than not suspicious of the school 's interests. According to John Ogby, “children from dominated cultures often failed school because they considered the school to be representative of the dominant white culture” (Spring, 101). This portrays racial formation having an effect on equality. “Acting white” meant to attempt to do well in school because

Prior to beginning my readings on white racial identity, I did not pay much attention to my white race. If someone had asked me to describe my appearance I would have said short blond hair, blue eyes, average stature, etc. One of the last things I would have noted was the color of my skin. Growing up in overwhelmingly white communities, I never thought to use the color of my skin to differentiate myself from others. Over the course of this dialogue I have learned that my white racial identity is one of the most defining aspects of my appearance in this society. There is a certain level of privilege that I am afforded based solely on the color of my skin. According to Peggy McIntosh, “White privilege is like an invisible weightless

In his essay, “Pretty like a White Boy: The Adventure of a Blue-Eyed a Ojibway,” Drew Hayden Taylor discusses his negative life experiences, and decides that he will no longer classify himself as either a White, or Native person, though he is of dual ancestry. Though he aims his essay at the Everyman, he assumes that the reader has knowledge in Native history. Taylor, the comedian mentions that he never knew his White father, and it is likely that he was raised in First Nations household. This assumption supports the ethos of his essay as a whole. While examining the thesis, Taylor makes jumps in logic that are difficult for the reader to follow, on the path to his conclusion. Taylor’s style is consistently lighthearted, and his essay is structurally sound, however, due to errors in logic, his essay appeals to the heart alone.

How should society handle the perceived differences between races when it comes to education? The goal of both researchers is to narrow the academic gap between white and black students. Both authors attribute the gap between the academic scores of black and white students from opposite sides of racial identity. As Dr. Beverly Daniels Tatum, President of Spelman College and clinical psychologist has written an article entitled “Why are All the Black Kids Sitting Together in the Cafeteria?” Her approach is from the perspective of the student and how they perceive their role and upper limits while maintaining their place in their peer group's expectations of their race. Dr. Diane Ravitch, a research professor of education at New York University, has written an article entitled "The Facts about the Achievement Gap.” Her approach is from the perspective of how schools and society implicitly or explicitly cast students into achievement tracks based on their race. Both approach the same idea about racial identity, but they have different solutions, such as peer groups, the school board, and who is right about the solution.

The occasion was in the year 1996 in the gang-ridden streets of South Central, Los Angeles while California was on the ballot for affirmative action. Corwin, a newspaper reporter, was covering the shooting of a teenage boy. The victim turned out to be John Doe, a student from Crenshaw high school. In his pocket revealed an “A” paper on the French Revolution; he was a gifted student who had a bright future ahead of him. Before he knew it, Corwin realized that South Central isn’t just a place full of gang activity, but rather a place filled with hidden successes. This motivated the author to approach the high school the boy had attended to shine light on the students who shared a similar background story. Miles Corwin decided to set the location at a predominately black school such as Crenshaw because it would be an ideal place to set his book. Afterward, Corwin successfully explained how “affirmative action” put these gifted students at a disadvantage. Furthermore, he was able to describe the obstacles these students would have to deal with such as abuse, financial instability, and the poor education system. Thus, Corwin would set his tone as concerned and hopeless of the students who faced the impending, one-way trip they will be part of : graduation

Carter used the phrase “acting white” to express how the African American and Latino students, in her study, view other students who act and dress outside their culture. When a student speaks using standard English, they are thought to be “acting white” because they have rejected the use of black English. When a student goes to school and is seen to being wearing clothes that are deemed “preppy”, they are said to be “acting white”. In the African American and Latino student culture, black English and a certain style of dress are expected and when you go against the expected way, you are called out. “Acting white” is normally associated with the honors classes and working hard. Some of the students that are said to be “acting white” are not necessarily trying to be white. They are just trying to get good grades so that they can graduate and then go off to college.

Working Towards Whiteness is about immigrants who are coming to the United States during the twentieth century and struggling to become white. This is because America has this identity of being white and the new immigrants are facing the problem of fitting in based on their race and class. The states have applied restriction so that they can preserve the population to be more white. In Roediger historical studies he brings these practices to light and his goals to draw attention to the biased white supremacist policy of the government in the regulations of immigration. Roediger most evident strength would be that he has the adaptation of the “in-between” status of the new immigrants coming in, which they are neither accepted as white neither can they be able to identify themselves as their pre-existing background.

Throughout Reconstruction, southern whites felt constantly threatened by legislation providing rights for former slaves. The Civil Rights Bill of 1875 was the last rights bill passed by congress during reconstruction. It protected all Americans’ (including blacks) access to public accommodations such as trains. With the threat of complete equality constantly looming, violence toward former slaves gradually increased in the years following the Civil War. Beatings and murders were committed by organized groups like the Ku Klux Klan, out-of-control mobs, and individual white southern men. During Reconstruction, white southerners had limited governmental power, so they resorted to violence in order to control

Many white Americans are living with the fear that they didn't really deserve their success, and that maybe luck and privilege had more to do with it, than brains and hard work. There are numerous reasons for the widespread discrimination at all levels, but the main reason for the existence of discrimination is a privilege to certain groups of people, and widespread social prejudice towards certain groups of people. Differences between people have always existed, but they gain in importance only when are different importance given to certain differences, so it creates privileges. People who are privileged in one society are often not aware of their privilege. It is very easy to be oblivious to the privilege. The problem of discrimination

The phrase “acting white” has plagued our schools and led students to believe that acting white meant conforming to the white dominant school culture. According to Prudence L. Carter “Black students equate speaking Standard English and other achievement oriented behavior…. with whites. And to avoid being labeled as white these students succumb to peer pressure not to do well in school”. This reading goes into understanding the achievement gap between black and white students by understanding the factors that are associated with student’s attachment to school. In addition, it goes on to identifying students based on how the forces of social satisfaction- race, ethnicity, poverty, and culture- really affect student’s lives both inside and outside

David R. Roediger displays the history of how the theory of “whiteness” has evolved throughout the years in America in his book, The Wages of Whiteness. According to Roediger, “whiteness” is much a constructed identity as “blackness” or any other. He argues that this idea of “whiteness” has absolutely nothing to do with the advantage of the economy, but that it is a psychological racial stereotype that was created by white men themselves. He claims that it is definitely true that racism should be set in class and economic contexts, also stating that “this book will argue that working class formation and the systematic development of a sense of whiteness, went hand in hand for the U.S white working class.” Roediger basically lays out the fact that “working class ‘whiteness’ and “white supremacy” are ideological and psychological creations of the white working class itself.

Rather than merely examining the affects of racism on people of color, the book turns its attention to whiteness and how a system of white privilege, supported and perpetuated by whites, also damages whites by inhibiting them from making meaningful connections with other human beings. Until I almost reached the end of this book I was uncomfortable and disturbed by the way the book made me feel. As a white male, I am aware of the pain that my ancestors have created for others to advance the free world. I have pain for those who suffered and disagree with actions that were taken by my white predecessors. But I believed that we are now in a much more advanced world where we have chosen the first black president and equality was a focus of most Americans. Identifying with my culture as currently being a white supremacist society is something I have never considered, or would not want to consider. In Neuliep, within the Coudon and Yousef’s Value orientations, we perceive the human nature orientation within the United States with people being essentially rational. This term, rational, can be somewhat subjective. And if we continue with the same value system, and look from ‘the self’ values, we foster our self-identities from the influence of our culture’s values. If we are to reflect truthfully to how our country evolved and what we ‘had to do’ to create our freedom by limiting the freedom of other, how would we then perceive

American society likes to believe that race relations in our country are no longer strained. We do not want to hear about the need for affirmative action or about the growing numbers of white supremacist groups. In order to appease our collective conscious, we put aside the disturbing fact that racism is alive and well in the great U.S.A. It hides in the workplace, it subtly shows its ugly face in the media, and it affects the education of minority students nationwide. In the following excerpts from an interview with a middle class African American male, the reader will find strong evidence that race plays a major role in determining the type and quality of education a student receives.

      Ralph Ellison's Invisible Man was published at a time when America was racially divided.  The novel presents the theme of the lack of black identity – a theme supported by the fact that the protagonist, Invisible Man, has no name.  The reader knows the names of Dr. Bledsoe, Ras-the-Exhorter, Brother Jack and others - but the reader does not know the name of the main character.  Ellison's leaves it to the reader to decide who he is and, on a larger scale, how white America perceives black America.

In recent years, the strongest failings of affirmative action have been revealed: the inability of minority students -- accepted on an affirmative action basis -- to graduate college (Ravitch, par. 7). While the United States and similar governments are trying to quell the ripples of racist and slavery-based pasts, the effectiveness of the strategies employed is being looked over. The ?social promotion? policies of affirmative action end up pushing students with inadequate grades into college where, when faced with having to make a return to remedial teaching, find that graduation is almost impossible (Ravitch, par. 11). The soul of the matter, suggested by Ravitch, exists at an adolescent level where a student?s social and/or family status affects how he or she learns. The end results of this inefficient system of balance, based on liberal society?s collective desire to have minorities catch up with the crowd, can be seen as