Ethical Norms In America

Martha Biondi (2011), discusses the trajectory, development, growth, training, history, of African American studies, and the expansion of doctoral programs of African American studies necessary for the future trajectory in that field. The article further examines the fields in black colleges, as well as predominantly European institutions and challenge these institutions for the incorporation of African American studies.

Being there was no legitimate definition of the course it was not taken seriously at Universities. Many question surfaces such as the value of Black studies and its use. Black studies were designed to create the next generation of scholars through transfer of knowledge for not just African American students but for all. To suggest Black Studies is only for black students is to set meaningless limits upon a discipline with limitless potential. All students should be encouraged to partake in Black Studies programs. An understanding of the black experience is authoritative in a nation where the Afro-American composes a meaningful minority and there is an increased importance upon a united but culturally diversifies

“The Black Studies Program: Strategy and Structure” was published Fall of 1972 in The Jounal of Negro Education. It’s contents are a relection on the years before when colleges and universitys were allowing African Americans to attend , but did not provide curriculum about or for African Americans.

The aspect of African-American Studies is key to the lives of African-Americans and those involved with the welfare of the race. African-American Studies is the systematic and critical study of the multidimensional aspects of Black thought and practice in their current and historical unfolding (Karenga, 21). African-American Studies exposes students to the experiences of African-American people and others of African descent. It allows the promotion and sharing of the African-American culture. However, the concept of African-American Studies, like many other studies that focus on a specific group, gender, and/or creed, poses problems. Therefore, African-American Studies must overcome the obstacles in order to

Do you believe the ethical standards in America are generally increasing or decreasing? Give four specific reasons to support your answer.

This article discusses political realities that have researched scholarship, and action consequences in the field of Black studies. This includes the academy, a changing political economy, Black studies ideology, and Black studies for a new century, and it interconnectedness to the other issue, centering gender and interrogating the theory and practice of Black women’s studies.

Hull and Barbra Smith provided four issues that seem important for a consideration of the politics of Black women’s studies: “(1) the general political situation of Afro-American women and the bearing this has had upon the implementation of Black women’s studies; (2) the relationship of Black women’s studies to Black feminist politics and the Black feminist movement; (3) the necessity for Black women’s studies to be feminist, radical and analytical; and (4) the need for teachers of Black women’s studies to be aware or our problematic political positions in the academy and of the potentially conditions under which we must work” (Hull, Smith 187). These concepts are stepping stones to developing a better image for African American females. If society applied these, women would have a more even-chance to pursue what they believe in.

There are many ethical dilemmas that occur daily in our hospitals across the world. Not everyone agrees with standards and policies that are required in hospitals or even with the law. If not everyone obeys the law, ethical cases form. In Springfield, Missouri, a holistic nurse got fired for fighting against Cox South hospital policies. Carla Brock has been a nurse at Cox South hospital and not only refused the flu shot, but also refused to wear a mask. She refused due to religious beliefs, she gets short of breath while wearing the mask, and she feels the mask is meant to intimidate and humiliate those who refuse the shot. The ethical question in this case study is to decide if Carla should have been fired for not wearing a mask after refusing the flu shot and what are other potential proposals. The four-way method will separate out what are the truths, consequences, fairness, and character, of this ethical case study.

We must always question the real intention of the black studies academic because it same to have some negative aspects as well. For years’ students, fought for the programs that introduce their history and culture to the predominantly white academic. Those departments were to introduce the black students to a history that not only talk about slavery, but introduce them to a history that talks about inspirational leaders and founder who fought to educate themselves. But we can place doubts within the program because we have to question whether if they didn’t demand or fought for the rights of education, would there be a Black Studies department?

On the fateful May day of 1846, America, under President James Polk, declared war on Mexico. By the end of the war in 1848, Mexico lost nearly almost half its territory to the United States. Do you think this was justified? Taking another’s land through 2 long years of war? Is it worth it? I believe that Polk and Congress’s decision was wrongful for the following reasons: Polk had provoked war, [American but Amerishouldn’t] and finally the United States was committing a robbery by stealing Texas.

“If any efforts are to be made to free Black people of the constraints and conditions that characterize racial subordination, then theories and strategies purporting to reflect the Black community’s needs must include an analysis of sexism and patriarchy. Similarly, feminism must include an analysis of race if it hopes to express the aspirations of non-white women. Neither Black liberationist politics nor feminist theory can ignore the intersectional experiences of those whom the movements claim as their respective constituents” (Crenshaw, 1989, p.

When I started this phenomenal journey of researching, African-American professionals in higher education, I never realized that indeed there was truth in the obstacles, restrictions and biases in their way that must be overcome. In this research paper we will highlight and discuss some of the reasons that African- American professionals faces in higher education and some of the resources, that can be used to dismantle the indifferences. The progress has been slow in the academic arena for African-Americans in higher education. It has being over two decades from 1980 to 2003 African Americans make up only 4.3% of full time faculty in Americans universities and since 2003 it as only gone up by 1.2%. Progression toward a goal to dismantle obstacles to academe life for African- American professionals is the only way to winning the battle in education (Schwarz et al 2010).

Jerry Gershenhorn discusses the various problems and tribulations the African American scholars faced when developing the various programs for Black Studies. The articles examines the progression and creation of African studies starting from before World War II to the 1960s. Gershenhorn suggests that before the Montreal dispute of 1969, it was mainly white scholars who studied the field of African Studies. For him, this created a conflict of interest because White Scholars could not fully understand and comprehend the challenges faced by the African society. He writes about how the African Heritage Studies Association urged that African and African American scholars should be give the same access and power as the White scholars. They wanted

Society continues to nurture these depriving situations and demonstrate lack of concern towards black women by not celebrating them for the roles they played in the movements. Taylor (1998) asserted that, “despite the fact that the most celebrated leaders of the modern civil rights movements were men, African American women participated at every stage in the struggle for justice and equality” (239). Although black women were not in public eyes during these movements, it was their vision and organizing roles they played that helped in the progression of many liberation movements.

In an attempt to define Black Feminism, Collins clarifies that it must “avoid the idealist position that ideas can be evaluated in isolation from the groups that create them (Collins 385).” In reality, this forms her basis for why Black Feminism is necessary, and who it serves. Thinking about feminism historically, the concerns of black women were pushed aside in favor of fighting sexism, most notably during the Suffrage movement. And even when feminism began looking at other social injustices, such as racism and class issues, only prominent feminists were invited to the discussion. What resulted was, and often continues to be, a problem of white women speaking for oppressed people. It’s impossible, Collins argues, to have Black Feminist thought without examining the experiences and positions of African American women. Therefore, Black Feminism must be a movement that “encompasses theoretical interpretations of Black women’s reality by those who live in it (Collins 386).” However, such a definition brings about many questions: who’s experiences are valued, how do black women take their voice back, and how can they center feminist thinking on their own unique standpoint?