Racism and Sexism in Education

1166 Words5 Pages
Race, as defined in The Penguin Dictionary of Sociology, as involving the following issues: cultural differences between groups can be explained wholly by reference to genetic differences, and that social inequalities between ethnic groups are genetic in origin; the study of structures which produce and maintain racism and racial hatred; the study of the interaction between social class and ethnicity in social stratification, giving rise to both vertical and horizontal segments in the social structure of societies; the sociological analysis of how these issues have contributed to the specific features of social stratification in contemporary societies. Despite the importance of these empirical studies, it is argued that, in order to…show more content…
Rothenberg realizes that race also affects privilege. While at a New Year’s Eve party Rothenberg notices that she was the only white person. “White people carry their privilege wherever they go; I knew my minority status was only temporary.”(91). On pages 94 and 95, Rothenberg talks about how “right and wrong are defined by the behavior of those with social and economic clout, the right gender, the right skin color. When those people do things, they become right or are judged differently than when identical acts are committed by people with a lower socioeconomic status.”(94). There was a study that compared the behavior of two groups of teenage boys: one group consisted of high school students from an affluent white suburban school and the other consisted of boys in a juvenile detention home who were for the most part were poor or non-white. The conclusion showed that both groups had committed the same kinds of law breaking with the same frequency. “Whether they found themselves in class at seventeen or doing time seemed to be entirely a matter of their class and/ or race.”(95). This is shocking because, as Rothenberg says, “so much of what we are taught makes race, class and gender privilege invisible or actively teaches students not to use these forms of oppression as categories for analyzing experience.
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