Caucus Groups

Based on theme two, they reconstructed the myths about whites and blacks. They began to explain the concept of “If they gain, we lose”. There was a concern of the participants having and not having and about sharing privilege but not wanting to give it up (McIntyre, 57). McIntyre explains that there are always exceptions to the rule and it reconstructs the myth of “equal opportunity for all”.

Race and class are increasingly important in the world today; yet, few sources focus on the similarities of these issues at a regional or global level. Ideologies of race were used to justify colonialism, conquest and annihilation of non-European peoples, slavery, indentured labor, fascism and Nazism. Yet, a common impression among men and women of color is that race and class issues are unique to their own particular community. Still, it is only through awareness of how these issues affect different communities that a common bond and understanding can be developed across racial, ethnic, cultural and class barriers. Both governments and media present the image of an integrated, egalitarian society, which in

For example, in an article titled “Inequality, Race, and Remedy” for The American Prospect, Alan Jenkins states “Poor people of color are also increasingly more likely than whites to find themselves living in high-poverty neighborhoods with limited resources and limited options” (Jenkins). This illustrates that an individual’s race can completely affect their home, job, financial situation, and overall way of life. According to this article, person of color has a higher chance at living in poverty than a white person does. This example shows that colored people aren’t given as many opportunities and as a result, it may be harder for them to succeed in life. The oppression they face is all because of the color of their skin, not because they are any less smart or human than others. The poor lifestyle is a result of racial identification and false labeling. People automatically stereotype and judge black people because of their skin color and often times it has a negative outcome.

With almost no first hand experiences with people of color growing up, I quickly internalized the three myths that maintain the invisible veil of white supremacy in our culture. When I did have experiences with people of color, they often fit the stereotypes our culture has assigned to them and reinforced my confirmation bias and pity in believing that people of color are responsible for the disadvantaged state they’re in. While I don’t mean to say my parents or I haven’t worked hard to get where we are, they instilled in me the myth of meritocracy and made me believe that hard work unequivocally leads to success. This went hand in hand with thee myths of fair treatment and equal opportunity; they had always just seemed like truths to me because I rarely got first hand experiences with people of color in my childhood. I never questioned these myths and went on to believe them until this class when we discussed how my privileged status as a white man gave me the upper hand over people of

the sense of responsibility for each other's welfare, social justice can never be attained (Lewis, 2012).” This quotation by her simplifies my own idea of what social justice is about. I feel a sense of responsibility for other’s welfare and I want to work with people using the field of social work to achieve progress toward my own goal of social justice.

According to Obear and Martinez (2013), race caucuses “can be a powerful multicultural incentive to deepen the competencies of higher education administrators and student affairs practitioners to create equitable, inclusive campus environment for students and staff” (p. 79). This article discusses how diversity training targets racism on college campuses. Race caucuses can deepen the competences of higher education leaders by making it possible for them recognize racism, internalized dominance, internalized oppression, and its impact on personal and profession development within the institution. By using this type of methodology, universities are slowly seeing social and organizational change that eliminates racial barriers.

Social inequality stems from many facets of life and mindsets reproduced continuously in America. The main backbone of systematic inequality is formed off of race, gender and class, which all contain crucial aspects that further oppress those subjected to inequality in various aspects of life. The resources-schools, occupations, invested parents- around one fuels the opportunity in their lives, a concept highlighted by Malcom Gladwell, in his book, Outliers. Situations one are brought up in or uncontrollable genetic aspects can very easily restrain their opportunities. Racial discrimination, gender roles and inferiority and the lack of fluidity in the low and working class push inequality, which simultaneously influencing the rich and privileged.

The main point of this chapter was to show the reader or the students how much the life of the human being is affected by privilege. Even though everyone say that you get to what you want because of how hard you work. After reading this chapter, I learned that it is also the privileges that you have is what helps you to get what you want or achieve your goal. Moreover, having privileges or being a part of a majority group rather than a minor group makes life a little easier. This chapter taught be that not all the privileged people are racist.

Inequality towards minorities in the United States has been established to be forgotten but in this century we have noticed that it has never gone away but instead been covered with other structures that allow inequality to take place. Being a minority and watching this video reminded me of the inequalities that I will still have to face throughout my education and career path. For many of us we have been tracked since elementary and allowed structures figure out where we belong due to our race, economic status, immigration status. For some students, we realize the inequalities that we have been given and try to make a change that will affect us and future generations. Cases like Brown vs. Board of Education and Mendez vs. Wethcmister Shows

Throughout the past couple of weeks, the readings revolved around oppression. These readings have talked about oppression as being pervasive, restrictive, hierarchical, intentional, unintentional, institutionalized, and so much more. These examples show us how oppression is taking over our society, and it is going to take a lot for it to finally disappear. One way that individuals believe oppression can start to deteriorate is through the process of social justice. The end game of social justice is to make sure there is equality for everyone present in our society today. Yet, we know that having social justice present is a process that will not happen overnight. By breaking down and analyzing oppression, it could help many individuals understand

It is dehumanizing to make assumptions and determine how much help other people are entitled when the people’s lifestyles are not accounted for at all. The givers cannot stipulate another person’s worth without knowing the person. While one can only give within reasons, there are more that one can do to endorse their support for people in need or humanitarian organization(s). Helping cannot be based off of how much someone deserves. Givers need to give to the best of their

Jane Elliot’s, “A class divided”, exhibited a daring lesson being taught to an all-white class about the struggles people who are discriminated face through a firsthand experience. Through the use of vivid demonstrations and expression of wording, Jane Elliot made a powerful stance establishing how discrimination is not okay and affects people’s capability to succeed.

(Indent) Throughout time there has always been the rich and the poor. There have been numerous ways that people have helped the less fortunate. But even though billions have been spent on helping out the poor, there are still many people who go to sleep without shelter, the proper medical attention, proper education, and basic human rights. I have always seen this as an issue that is not a huge priority in everyone’s minds. We all go on with our lives working taking care of people close to us and keeping ourselves busy with movies, games, etc. But we never stop and think about the people who aren’t as fortunate as us. There have always been many people who wanted to help, but what they're really doing, is mostly just talking. In my generation,

Joint Session Versus Caucusing: The information expansion techniques used during the mediation include: narrative focused questions (chronological), open-ended questions, and topical follow up questions. During the joint session, the discussion was mainly focused on information gathering and then followed by interest. Discussions during the caucus meeting were focused on bargaining and evaluation of weakness that may change the outcome at trial. Caucusing was managed effectively to further settlement.

When reading My Class Didn't Trump my Race: Using Oppression to Face Privilege by Robin J. DiAngelo, I connected to the part of his story when he wrote about when they were visiting another family and the daughter asked what is wrong with them and the mother responded that they were poor. Although, I have never heard anyone blatantly say out loud that we were poor but I did recognize the gestures and actions. For example, at church, people would draw me to the side and ask me what size clothes or shoes I wore. People will give me food in private to take home. It was then I was aware that the difficulties my mother and I were going