White Is a Color! by Glenn E
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White Flight in Networked Publics? How Race and Class Shaped American Teen Engagement with Myspace and Facebook.” in Race After the Internet (Eds
CITATION: boyd, danah. (2011). “White Flight in Networked Publics? How Race and Class Shaped American Teen Engagement with MySpace and Facebook.” In Race After the Internet (eds. Lisa Nakamura and Peter A. Chow-White). Routledge, pp. 203-222. White Flight in Networked Publics? How Race and Class Shaped American Teen Engagement with MySpace and Facebook danah boyd Microsoft Research and HarVard Berkman Center for Internet and Society http://www.danah.org/ In a historic small town outside Boston, I interViewed a group of teens at a small charter school that included middle-class students seeking an alternative to the public school and poorer students who were struggling in traditional schools. There, I met Kat, a white 14-year-old from a comfortable background. We were talking about the social media practices of her classmates when I asked her why most of her friends were moVing from MySpace to Facebook. Kat grew noticeably uncomfortable. She began simply, noting that “MySpace is just old now and it’s boring.” But then she paused, looked down at the table, and continued. “It’s not really racist, but I guess you could say that. I’m not really into racism, but I think that MySpace now is more like ghetto or whatever.” – Kat On that spring day in 2007, Kat helped me finally understand a pattern that I had been noticing throughout that school year. Teen preference for MySpace or 1 Feedback welcome! [email protected] CITATION: boyd, danah. (2011). “White Flight in Networked Publics? How Race and Class Shaped American Teen Engagement with MySpace and Facebook.” In Race After the Internet (eds. -
Muslims and Community Cohesion in Bradford
Muslims and community cohesion in Bradford July 2010 Yunas Samad The research investigated factors that either enhanced or undermined community cohesion in two local wards in Bradford, where there were established Muslim communities and where Muslim migrants had recently arrived. Even though the fieldwork was conducted in early 2006 the findings remain relevant to contemporary debates on social policy. This publication is an additional output from a larger study funded by the Joseph Rowntree Foundation on Immigration, faith and cohesion: Evidence from local areas with significant Muslim populations, with fieldwork conducted in three sites – Birmingham, Newham and Bradford. The study covers: • Research method and sample characteristics; • Spaces and interactions; • Help and support: bonding and bridging networks; • Political and civic involvement; • Transnational engagement, community and belonging; • Attitudes of policy-makers and service providers. www.jrf.org.uk Contents Executive summary 2 1 Introduction 5 2 Research method and sample characteristics 11 3 Spaces and interactions 19 4 Help and support: bonding and bridging networks 26 5 Political and civic involvement 31 6 Transnational engagement, community and belonging 37 7 Attitudes of policy-makers and service providers 44 8 Conclusion 48 Notes 50 References 51 Acknowledgements 53 Contents Executive summary Community cohesion is the centrepiece of the on Immigration, faith and cohesion: Evidence from government policy which was formulated in local areas with significant Muslim populations -
Discussion Guide for Educators
DISCUSSION GUIDE FOR EDUCATORS Guide by Valeria Brown, MEd Beacon Press | beacon.org/whitefragility WHY SHOULD EDUCATORS READ WHITE FRAGILITY? White Fragility is a must-read for all educators because racial disparities in access and opportunity continue to be an urgent issue in our schools. An educator’s belief system can and does significantly impact how they approach teaching and learning.1 Therefore, in a school system in which the teaching population remains primarily white and the student population continues to become more racially diverse, it is necessary for ed- ucators to develop the skills to engage in conversations about bias, race, and racism—especially their own.2 Additionally, despite an educator’s best efforts, it is impossible to shield students from the hate-based violence they are exposed to on a national level. A report by the Southern Poverty Law Center, found that the rhetoric used by Donald Trump and his supporters, before and during the presidential campaign, had a significant impact on school climate.3 Teachers reported an increase in verbal harassment of students, the use of slurs and derogatory language, and instances involving swastikas, Nazi salutes, and Confederate flags. Eight in ten teachers reported heightened anxiety from students in marginalized groups, including immigrants, Muslims, African Americans, and LGBTQ youth. Each month, Teaching Tolerance, a project of SPLC, tracks and publishes hate incidents at US schools. The latest report, from November 2018, found that there were 59 reported incidents in classrooms, at school events, and on social media.4 Regrettably, stu- dents are living with hate in their midst at school, too, and it is imperative that educators take action. -
White by Law---Haney Lopez (Abridged Version)
White by Law The Legal Construction of Race Revised and Updated 10th Anniversary Edition Ian Haney Lόpez NEW YORK UNIVERSITY PRESS New York and London (2006) 1│White Lines In its first words on the subject of citizenship, Congress in 1790 restricted naturalization to “white persons.” Though the requirements for naturalization changed frequently thereafter, this racial prerequisite to citizenship endured for over a century and a half, remaining in force until 1952. From the earliest years of this country until just a generation ago, being a “white person” was a condition for acquiring citizenship. Whether one was “white” however, was often no easy question. As immigration reached record highs at the turn of this century, countless people found themselves arguing their racial identity in order to naturalize. From 1907, when the federal government began collecting data on naturalization, until 1920, over one million people gained citizenship under the racially restrictive naturalization laws. Many more sought to naturalize and were rejected. Naturalization rarely involved formal court proceedings and therefore usually generated few if any written records beyond the simple decision. However, a number of cases construing the “white person” prerequisite reached the highest state and federal judicial circles, and two were argued before the U.S. Supreme Court in the early 1920s. These cases produced illuminating published decisions that document the efforts of would-be citizens from around the world to establish their Whiteness at law. Applicants from Hawaii, China, Japan, Burma, and the Philippines, as well as all mixed- race applicants, failed in their arguments. Conversely, courts ruled that applicants from Mexico and Armenia were “white,” but vacillated over the Whiteness of petitioners from Syria, India, and Arabia. -
Nathaniel Mullen 1 Black in Her Book Playing in the Dark Toni Morrison
nathaniel mullen 1 black In her book Playing In The Dark Toni Morrison states, “It was not that this slave population had a distinctive color; it was that this color “meant” something”(Morrison 49). What does that something mean? As Africans were brought to the Americas they became black people, Africans existed long before black people. Black is more than a reference to the skin color of the Africans; it is a system of ideas that are used to define the Africans and their descendents in America, but today the latter, is all too often overlooked. In an interview for his exhibition Black Like Me Fred Wilson says, “ the color black is really not anybody’s skin tone. It’s become a way to view the world, and a way to view the world in terms of color”(Wilson 12). Growing up in America, this way of seeing or thinking is ingrained in us from childhood, without our knowing. It is seemingly silent and invisible, but the ideas about black control so much of how we live our. In this work, I want to make this system visible. I am using traditional photography as a way to visualize black. This is much more than a medium choice, photography has shaped much of my approach to the subject. The technical and historical aspect of photography gives me a place to begin. As black first started to transform in my mind from just a racial identity into more complex ideas, it first became darkness. As I began to see it, black was when it is so dark that there is no difference between when you open or close your eyes; with photography I would be able to capture this black, nathaniel mullen 2 itself. -
Terms and Definitions
Terms and Definitions Diversity: At its core diversity is about representation. We recognize that diversity is a fluid concept in that self-identity is a crucial factor in addition to pre-defined groups and attributes in determining representation Inclusion: The term inclusion is used to describe the active, intentional, and ongoing engagement with diversity -- in people, in the curriculum, in the co-curriculum, and in communities (e.g. intellectual, social, cultural, geographic) with which individuals might connect. “Diversity is being invited to the party. Inclusion is being asked to dance.” ~ Verna Myers, Diversity Advocate Underrepresented: Populations that are disproportionately represented in higher education, specifically at Nicholls State for the purposes of this document. Trend data should be considered this might apply for fluidly to some populations. Glossary of relevant terms: Ableism- discrimination against persons with mental and/or physical disabilities; social structures that favor able-bodied individuals. Acculturation- the process of learning and incorporating the language, values, beliefs, and behaviors that makes up a distinct culture. This concept is not to be confused with assimilation, where an individual or group may give up certain aspects of its culture in order to adapt to that of the prevailing culture. Affirmative Action- proactive policies and procedures for remedying the effect of past discrimination and ensuring the implementation of equal employment and educational opportunities, for recruiting, hiring, training and promoting women, minorities, people with disabilities and veterans in compliance with the federal requirements enforced by the Office of Federal Contract Compliance Programs (OFCCP). Ageism- discrimination against individuals because of their age, often based on stereotypes. -
Color Chart Colorchart
Color Chart AMERICANA ACRYLICS Snow (Titanium) White White Wash Cool White Warm White Light Buttermilk Buttermilk Oyster Beige Antique White Desert Sand Bleached Sand Eggshell Pink Chiffon Baby Blush Cotton Candy Electric Pink Poodleskirt Pink Baby Pink Petal Pink Bubblegum Pink Carousel Pink Royal Fuchsia Wild Berry Peony Pink Boysenberry Pink Dragon Fruit Joyful Pink Razzle Berry Berry Cobbler French Mauve Vintage Pink Terra Coral Blush Pink Coral Scarlet Watermelon Slice Cadmium Red Red Alert Cinnamon Drop True Red Calico Red Cherry Red Tuscan Red Berry Red Santa Red Brilliant Red Primary Red Country Red Tomato Red Naphthol Red Oxblood Burgundy Wine Heritage Brick Alizarin Crimson Deep Burgundy Napa Red Rookwood Red Antique Maroon Mulberry Cranberry Wine Natural Buff Sugared Peach White Peach Warm Beige Coral Cloud Cactus Flower Melon Coral Blush Bright Salmon Peaches 'n Cream Coral Shell Tangerine Bright Orange Jack-O'-Lantern Orange Spiced Pumpkin Tangelo Orange Orange Flame Canyon Orange Warm Sunset Cadmium Orange Dried Clay Persimmon Burnt Orange Georgia Clay Banana Cream Sand Pineapple Sunny Day Lemon Yellow Summer Squash Bright Yellow Cadmium Yellow Yellow Light Golden Yellow Primary Yellow Saffron Yellow Moon Yellow Marigold Golden Straw Yellow Ochre Camel True Ochre Antique Gold Antique Gold Deep Citron Green Margarita Chartreuse Yellow Olive Green Yellow Green Matcha Green Wasabi Green Celery Shoot Antique Green Light Sage Light Lime Pistachio Mint Irish Moss Sweet Mint Sage Mint Mint Julep Green Jadeite Glass Green Tree Jade -
Examples of Racial Microaggressions
Examples of Racial Microaggressions Theme Microaggression Message Alien in own land “Where are you from?” You are not American When Asian Americans and Latino “Where were you born?” You are a foreigner Americans are assumed to be “You speak good English.” foreign-born A person asking an Asian American to teach them words in their native language. Ascription of Intelligence “You are a credit to your race.” People of color are generally not as Assigning intelligence to a person of “You are so articulate.” intelligent as Whites. color on the basis of their race. Asking an Asian person to help with a It is unusual for someone of your Math or Science problem. race to be intelligent. All Asians are intelligent and good in Math / Sciences. Color Blindness “When I look at you, I don’t see Denying a person of color’s racial / Statements that indicate that a White color.” ethnic experiences. person does not want to “America is a melting pot.” Assimilate / acculturate to the acknowledge race “There is only one race, the human dominant culture. race.” Denying the individual as a racial / cultural being. Criminality – assumption of criminal A White man or woman clutching You are a criminal. status their purse or checking their wallet as You are going to steal / You are poor A person of color is presumed to be a Black or Latino approaches or / You do not belong / You are dangerous, criminal, or deviant on passes. dangerous. the basis of their race. A store owner following a customer of color around the store. -
White Fragility and the Rules of Engagement
White Fragility and the Rules of Engagement BY DR. ROBIN DIANGELO How to engage in the necessary dialogue and self-reflection that can lead to structural change. ––– I am white. I write and teach about what it means to be white in a society that proclaims race meaningless, yet remains deeply divided by race. A fundamental but very challenging part of my work is moving white people from an individual understanding of racism—i.e. only some people are racist and those people are bad—to a structural understanding. A structural understanding recognizes racism as a default system that institutionalizes an unequal distribution of resources and power between white people and people of color. This system is historic, taken for granted, deeply embedded, and it works to the benefit of whites. The two most effective beliefs that prevent us (whites) from seeing racism as a system are: 1. that racists are bad people and 2. that racism is conscious dislike; if we are well-intended and do not consciously dislike people of color, we cannot be racist. This is why it is so common for white people to cite their friends and family members as evidence of their lack of racism. However, when you understand racism as a system of structured relations into which we are all socialized, you understand that intentions are irrelevant. And when you understand how socialization works, you understand that much of racial bias is unconscious. Negative messages about people of color circulate all around us. While having friends of color is better than not having them, it doesn’t change the overall system or prevent racism from surfacing in our relationships. -
White Flight
© Copyright, Princeton University Press. No part of this book may be distributed, posted, or reproduced in any form by digital or mechanical means without prior written permission of the publisher. Introduction IN THE STORIES spun by its supporters, Atlanta had accomplished the unthinkable. Their city was moving forward, they boasted, not just in its bank accounts and business ledgers, but in the ways the races were learn ing to live and even thrive together. While the rest of the South spent the postwar decades resisting desegregation with a defiant and often ugly program of “massive resistance,” Atlanta faced the challenges of the civil rights era with maturity and moderation. During these decades, the city had emerged as a shining example for the New South, a place where eco nomic progress and racial progressivism went hand in hand. This was, to be sure, not an empty boast. By the end of the 1950s these supporters could point with pride to a litany of sites that the city had desegregated, from public spaces like the buses, airport, libraries, and golf courses to countless private neighborhoods in between. When Atlanta successfully desegregated its public schools in 1961, even national observers paused to marvel at all the city had accomplished. The city found countless admirers across the country, from the press to the president of the United States, but it was ultimately its own Mayor William Hartsfield who coined the lasting motto. “Atlanta,” he bragged to anyone in earshot, “is the City Too Busy to Hate.”1 Just a year later, this image came crashing down. -
The New White Flight
WILSON_MACROS (DO NOT DELETE) 5/16/2019 3:53 PM THE NEW WHITE FLIGHT ERIKA K. WILSON* ABSTRACT White charter school enclaves—defined as charter schools located in school districts that are thirty percent or less white, but that enroll a student body that is fifty percent or greater white— are emerging across the country. The emergence of white charter school enclaves is the result of a sobering and ugly truth: when given a choice, white parents as a collective tend to choose racially segregated, predominately white schools. Empirical research supports this claim. Empirical research also demonstrates that white parents as a collective will make that choice even when presented with the option of a more racially diverse school that is of good academic quality. Despite the connection between collective white parental choice and school segregation, greater choice continues to be injected into the school assignment process. School choice assignment policies, particularly charter schools, are proliferating at a substantial rate. As a result, parental choice rather than systemic design is creating new patterns of racial segregation and inequality in public schools. Yet the Supreme Court’s school desegregation jurisprudence insulates racial segregation in schools ostensibly caused by parental choice rather than systemic design from regulation. Consequently, the new patterns of racial segregation in public schools caused by collective white parental choice largely escapes regulation by courts. This article argues that the time has come to reconsider the legal and normative viability of regulating racial segregation in public Copyright © 2019 Erika K. Wilson. * Thomas Willis Lambeth Distinguished Chair in Public Policy, Associate Professor of Law, University of North Carolina at Chapel Hill. -
“The White/Black Educational Gap, Stalled Progress, and the Long-Term Consequences of the Emergence of Crack Cocaine Markets”
“The White/Black Educational Gap, Stalled Progress, and the Long-Term Consequences of the Emergence of Crack Cocaine Markets” William N. Evans Craig Garthwaite Department of Economics Kellogg School of Management University of Notre Dame Northwestern University 437 Flanner Hall 2001 Sheridan Road Notre Dame, IN 46556 Evanston, IL 60208 vmail: (574) 631 7039 vmail: (202) 746 0990 email: [email protected] Email: [email protected] Timothy J. Moore Department of Economics George Washington University 2115 G Street, NW Washington, DC 20052 vmail: (301) 442 1785 email: [email protected] Abstract February 2015 We propose the rise of crack cocaine markets as an explanation for the end to the convergence in black-white educational outcomes in the US that began in the mid-1980s. After constructing a measure to date the arrival of crack markets in cities and states, we show large increases in murder rates after these dates. Black high school completion rates also declined and we estimate that factors associated with crack markets and contemporaneous increases in incarceration rates can account for between 37 and 73 percent of the fall in black male high school completion rates. We argue that the primary mechanism is reduced educational investments in response to decreased returns to schooling. The authors thank Jen Brown, Shawn Bushway, Meghan Busse, Jon Caulkins, Amitabh Chandra, Kerwin Charles, Paul Heaton, Dan Hungerman, Melissa Kearney, Jon Meer, Richard Murnane, Derek Neal, Emily Oster, Rosalie Pacula, Peter Reuter, Bruce Sacerdote,