I Am My Complex Self

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

As Bell Hooks speaks about in her essay “Learning In The Shadow Of Race And Class,” certain college students, such as herself, appear to have “boundaries” placed upon them that cause great struggle. Typically there is a reason behind these “boundaries,” and in some cases it may be the fault of the person that is enduring these struggles, whether they realize it or not. While Bell is not completely at fault for how she lives her life, the way Bell Hooks was raised helped shape the way she would view her life and the people around her. Bell’s mother’s methods of raising a child are what led her to hate her time in school as much as she did, and how she will live her life afterwards.

From our text, Race, Class, and Gender, we read Unit III E: The Structure of Social Institutions; The State and Violence: Policing the National Body: Sex, Race, and Criminalization; The Color of Justice; Rape, racism, and the Law; and Interpreting and Experiencing Anti-Queer Violence : Race, Class, and Gender Differences among LGBT Hate Crime Victims. We also encountered and excerpt from Social Work Practice With a Difference; The Spirit Catches You and You Fall Down, by Anne Fadiman. The first four reading from our text explore the association of the manner in which state power organizes race, class, and gender. We also get a view of how the intersectional approach of race, class, and gender may help us to understand some forms

In this spellbinding lecture, the author of White Like Me: Reflections on Race from a Privileged Son offers a unique, inside-out view of race and racism in America. Expertly overcoming the defensiveness that often surrounds these issues, Wise provides a non-confrontational explanation of white privilege and the damage it does not only to people of color, but to white people as well. This is an invaluable classroom resource: an ideal introduction to the social construction of racial identities, and a critical new tool for exploring the often invoked – but seldom explained – concept of white privilege.

For my Argumentative Essay “Modern Day Re-Segregation in Today’s Schools”, I will be addressing Professor Kelly Bradford and my fellow students of Ivy Tech online English Composition 111-54H. As I chose Martin Luther King’s “Letter from A Birmingham Jail” as my core reading topic, I have gained an interest in not only the fight for civil rights that Mr. King lead in the 1950’s but have gotten interested in how there is still a large gap in equality in education due to the current situation of not only educational segregation but social and economic segregation. Through my research I have discovered that not only segregation in the schools is on the rise, but that socioeconomic segregation exists and is fueling the decrease in academic success by impoverished students. Through my writing I want to demonstrate that the socioeconomic isolation and segregation not only affects those that are directly bound by it, but that it affects every American in some form or other. I am submitting my writing as a formal academic manuscript.

As a young child, I lived life colorblind, unable to grasp the concept of race or skin color. Growing up in Florida as the only Asian in my elementary school and never being bullied for being different, I assumed everyone was white, including me. But then came that earth-shattering epiphany: I realized I wasn’t white. I started to notice that not every supermarket sold Pocky or bubble tea and that it’s not common to get money in shiny, red envelopes on New Year’s. I realized that not everyone knew how to use chopsticks, that not everyone ate rice with every meal, and that when some people spoke slowly to me, it’s not because they were trying to articulate, but because they thought I didn’t understand English.

“White Privilege and Male Privilege: Unpacking the Invisible Knapsack” by Peggy McIntosh discusses about white privilege and male privilege as an invisible privilege that does not become a topic for discussion in white communities. The children of white communities are taught to not recognize what is white privilege same with male. Instead of recognizing what is white privilege or male privilege, they become ignorant of the privilege they have compared to other races without privilege. Peggy uses herself as an example to understand white privilege and the advantage of occupying a position of privilege. In addition, she lists a list of conditions that she meets as a white individual compared to her friends, who may not meet the conditions.

“Black students were expelled at three times the rate of white students.” (Steven Hsieh, 2014) Until now, we are still finding unequal treatment from school in American Society from different aspects, such as school discipline, early learning, college readiness and teacher equity. However, education is more than learning from books. Education enables individuals potential to utilize human mind and open doors of opportunities to obtain knowledge. But the US educational system doesn’t serve the majority of children properly and gaps remain between white and black students. What’s more, nowadays, a lot of schools only treat education as a curriculum and test scores; ignoring the stimulus of curiosity. Therefore, “Between the World and Me” is a book written by Ta-Nehisi Coates, who weaves his own personal, historical, and intellectual development into his ruminations on how to live in a black body in America. In this book, Coates writes about education and pleasures of his own educational experience in Howard University. Although bad education hides the truth and restricts students’ ideas, education also contains pleasures, which broaden people’s mind, help people build their own thoughts, and prevent people from prison. As a result, there are more pleasures in American education that positively impact on black body than dangers.

In this chapter, bell hooks describes her experience with class privilege in college. Her race and socioeconomic status made her stick out from her classmates, which made her a target for their stares and torments. Her financial situation also made it hard for her to get into a college that she felt comfortable at. Hooks’ struggles ultimately made college hard for her, and left her feeling bitter and troubled about her achievements.

Many of my life experiences have given me a glimpse of what it means to be in the margins of society. My family’s history of racism and poverty, my father’s physical disability, my experiences as a woman, and growing up in the diverse Bay Area with friends, mentors, coaches, and teachers from different backgrounds has opened my eyes to the disparities in society. When I was sixteen I had a particularly salient experience that awoke my heart and mind to the ideas of social justice. I was in Memphis, Tennessee for a basketball tournament and on our day off we went to the Civil Rights Museum, which was built around the Lorraine Motel where Martin Luther King, Jr. was assassinated. We saw the counters from sit-ins, buses from the Freedom Ride, and learned about the systematic oppression of Jim Crow. I was confused by the hate and anger I saw but found myself clenching my fists with rage at the injustice of it all. Yet, what was even more powerful was sitting in the parking lot with my team and listening to our assistant coach, who was an African-American man, share his experiences of racism, how it shaped his identity, and his fears for his two sons. Our head coach then shared about her experiences as lesbian and the ways in which she was continually denied rights because of her sexual orientation.

In Privilege, Shamus Khan examines how the once exclusively prestigious boarding school, St. Paul’s, is now open to a more diverse influx of elite students. This includes lower income individuals, nonwhites, and women. Even with this newfound openness, there is still a persisting inequity present. One prominent type of inequality at the institution is the gender differences displayed. These gender inequities are evident through the double standards of academic achievement and the portrayal of sexuality of the girls at St. Paul’s.

It is now over a century and a half since President Abraham Lincoln took the courageous step of issuing the emancipation proclamation that essentially laid the foundation for the freeing of African-Americans from slavery. Since then, African-Americans have been engaged in a never-ending struggle to effectively appropriate this hard fought freedom. The election of Barack Obama into the highest office of the United States is perhaps a significant enough achievement that speaks volumes of just how far African-Americans have come. However, a closer look at Americas social, economic and political fabric reveals a grim truth – that close to two centuries after gaining their freedom, African-Americans are still discriminated based on their racial identity. Of course the amount and form of discrimination is quite different from the total oppression of the slavery years, but still, for many African-Americans, it appears as though very little has changed. From housing to education to employment, African-Americans face numerous challenges that further taint the sacred values contemplated by the founding fathers of America. This essay takes a critical view at racial discrimination in schools with respect to African-American students.

Prior to taking this class I only thought about the differences related to race. The main reason I only thought of racial differences in relation to power and privilege is due to my experiences. According to Johnson (2006), there are six characteristics that allow us to have power and privilege. These six characteristics include: age, race, ethnicity, gender, physical abilities/ qualities, sexual/ affectional orientation (Johnson, 2006). Reading this chapter allowed me to reflect on where I stand in each of these characteristics. I am a heterosexual Latina female, in my early twenties with no disabilities. Before reflecting on the privileges I hold I did not see myself as holding any privilege,

Although some individuals may wish or even naively claim that we live in a post-racial society, the reality in twenty first century America is that individual and institutional racism continues to take a horrible toll on young people of color, who are at greater risk of race-based violence, unjust criminalization, as well as economic, political and educational discrimination. The powerful advantages that come from being born white are immeasurable and painfully real. It is critical that white individuals recognize the depth of their privilege, but doing nothing more than that can appear self-congratulatory, and as an attempt to exempt them from responsibility. An example of one writer’s over-simplification of white privilege can be found