Follow-up Comments on First Lecture & First Family Activity

FOLLOW-UP COMMENTS ON FIRST LECTURE

Before I post some additional observations about the relevance of the this course in race and ethnic relations, let me remind you to check out the WELCOME & FIRST INDIVIDUAL EXERCISE. Please try to post your comment on that individual exercise by next Wednesday, 9/14.

After discussing the results of our little survey yesterday, I launched into some prepared remarks on the relevance of this class, focusing especially on whites who tend not to be as aware or sensitive to race and ethnic relations' issues as other minorities. That stems from the fact that whites generally have not suffered as much from prejudice and discrimination and they don't see themselves as a racial group -- that as Dr. Robert Terry discovered, what it means to be white is that you don't have to think about it. I, then, went on to argue that it is important that we be conscious of racial and ethnic differences and the existence of prejudice and discrimination in order to overcome these differences and truly become a "colorblind" society.

Sociologist, Dr. Eduardo Bonilla-Silva, in his book, "Racism Without Racists," which I used a few years ago in this class, articulates well the point I was trying to make in the above context. He said,

"Nowadays, except for members of white supremacist organizations, few whites in the United States claim to be 'racist.' Most whites assert that they 'don't see color, just people; that although the ugly face of discrimination is still with us, it is no longer the central factor determining minorities' life chances; and finally, that like Dr. Martin Luther King, Jr., they aspire to live in a society where 'people are judged by the content of their character and not the color of their skin.' More poignantly, most whites insist that minorities (especially blacks) are the ones responsible for whatever 'race problem' we have in this country. They publicly denounce blacks for 'playing the race card,' for demanding the maintenance of unnecessary and divisive race-based programs, such as affirmative action, and for crying 'racism' whenever they are criticized by whites. Most whites believe that if blacks and other minorities would just stop thinking about the past, work hard, and complain less (particularly about racial discrimination), then Americans of all hues could 'all get along.'"

And he went on to say, "But regardless of whites' 'sincere fictions,' racial considerations shade almost everything in America." (p. 1) He, then, went on to list the many socio-economic variables on which blacks lag far behind whites.

Also, as we'll see in a few weeks, Dr. Beverly Tatum emphasizes, among other things, that white teachers especially need to be aware of the prejudice and stereotypes minority students have to deal with.

You do NOT transcend race and ethnicity by naively believing these divisions do not exist -- that we can just wish away literally centuries of racial and ethnic prejudice and discrimination.

(a) Like the much-criticized program called "affirmative action," race (or gender or disability) must be considered in jobs, education, etc. not only to make up for past discrimination, but also to get to the point where we can truly transcend race, gender, disability in employment, education, and elsewhere in our society.

In terms of sensitivity training, I would encourage all of you to put yourself in a situation of being a distinct racial or ethnic minority. You can experience something of this when you travel abroad. Or even here in America -- in ethnic enclaves such as "Little Havana" in Miami, "Little Saigon" in Orange Co., California, or any Chinatown, Indian reservation, or Harlem. You'll find, I believe, that you will become much more conscious of your racial and ethnic background and concerned with how others see you.

Martin Luther King, Jr., one of the great proponents of integration, stressed that American society needed to be integrated not just at the level of kids playing together, holding hands (an image he invoked in his famous, "I Have a Dream" speech). But he went far beyond this romantic vision to suggest that we need to integrate all groups and individuals into the full economic, political, and cultural life of this society.

(1) The sad fact is, however, that racial and ethnic minorities have arbitrarily been denied full access to the rights and opportunities this society has to offer, the rights and opportunities necessary to develop as complete human beings.

(2) In his last book, Dr. King spoke of all groups being "woven in a single garment of destiny" -- that even though we may not assocaite with each other all the time, we are all important to the current and future well-being of this society, that we should all have the opportunity to contribute. (and that means ALL of us -- from the lowly janitor or sanitation worker to the teacher, doctor, CEO, etc.)

Please copy or print out the above comments and insert them in your notebooks along with the other remarks I made in my first lecture of sorts.

FIRST FAMILY EXERCISE:

Over the next two weeks, beginning next Tuesday, 9/13, we are going to be seeing a three-part video series entitled, "Race: the power of an illusion." It challenges the whole notion of race (along the same lines that race is defined on the "Basic Definitions" I handed out) and gives a nice overview of the pernicious effects of race theory and racism in America from our earliest days as a nation. Following the viewing of each part, I want each of the families to discuss what you saw and identify what you believe were the TWO most important historical facts or points and their significance for understanding race relations in our society today. Once you determine those two points, a designated family member should then EMAIL your comments to me, and I will then edit them and eventually post them on this blog. Please be fairly succinct in stating these points -- no more than one paragraph each. At the conclusion of the series, we'll review these points in class and I will add my own analysis of some of the key points in this video series. I may use some of these points you come up with as the basis for some questions on the midterm exam. This exercise is worth 6 activity points, and you have to be present and participating in order to earn those points.

The three families are as follows:
GREEN FAMILY: Jessie F., Jared S., Jack M., Nygia B, Lucy R.
BLUE FAMILY: Jarell B., Kristal M., Amelia F., Mary Katherine M., Julisa M.
ORANGE FAMILY: Shelby H., T.J. D.,Brianna G., Emily E., Ethan G.

Hope to see everyone next Tuesday.