Beruflich Dokumente
Kultur Dokumente
United States
A PERSONAL INVESTIGATION
An Overview
Color-Blind Racism:
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This is where color-blind racism fits into the picture. Color-blind racism
consists of Whites avoidance of direct language that expresses their racial
views, the use of semantic moves as verbal parachutes to avoid [or save
face in] dangerous discussions and a propensity towards color-blind race talk.
The consequences of such have lead to the creation of a more covert but still
catastrophic form of racism (p. 3).
Institutionalized Discrimination:
Wages:
In 1999, Black males earned 60% of what White males made;
Interestingly, Black females made roughly 90% of what White
females made that year (p. 55).
Employment:
Research indicates that Blacks are discriminated against at all
levels of the job process (p. 57).
Involvement in Politics:
Black officials still [only] represent 1 to 2 percent of all elected
officials (p. 40).
Education:
Whites are considerably (and statistically significantly) more likely
to be placed in the academic track then comparably achieving
African American and Latino students (p. 35).
Housing:
Compared to Whites in America, Blacks are more likely to be shown
fewer apartments which are quoted at higher prices, or housing
that is in far worse condition to be steered to specific
neighborhoods (p. 33).
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Sadly, this all is just the tip of the iceberg.
Color-Blind Ideologies:
1. Naturalization: When the word natural or the phrase thats the way
[things are] is often interjected to normalize events or actions that
could otherwise be interpreted as racially motivated (residential
segregation) or racist (preference for whites as friends and partners)
(p. 85).
2. Cultural racism: When Whites blame Blacks culture for racial
discrepancies (i.e. claiming that Blacks would do better if they stopped
waiting for a handout and just worked harder. (p. 87)
3. Rationalizing racial unfairness in the name of equal opportunity (p. 79).
4. Individual choice: Claiming that all individuals have the right to choose
for themselves (about where they live, bussing programs, etc.) to
explain away or belittle group-based advantages (p. 83).
5. The minimization of racism in the U.S.: This is the majority of
individuals failure to acknowledge that racial discrimination is still
alive and well in our county; this action then allows Whites to blame
Blacks for their own problems (p. 91).
My Learning:
If Im being honest, I think that a large part of why I havent done more
work in this program around topics associated with race is because the
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subject matter has historically made me feel uncomfortable; it was out of my
element. In many ways, this is directly inline with some of the characteristics
of color-blind racism that Bonilla-Silva covers in this text. As discussed, for
the majority of White Americans, it is much more pleasant to live in the
isolated world we have created for ourselves rather than own up to both our
privilege and our actions that either contribute to or do nothing to dismantle
the status quo of color-blind racism.
Ive never thought of myself as being racist, but this book certainly
made me question my claimed status. In many ways, I feel the need to own
up my color-blind racist actions in the commentary ahead, as I
simultaneously highlight new personal revelations.
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environment where I am a minority race, which I absolutely love. Centennial
is roughly 75% Hispanic/Latino and 23% White (OSPI, 2016). But again, this
does not seem to have carried over into my personal life.
Discussions:
Over the last week, I have been having many conversations about the
issues raised in this book with my coworker, Matt (a pseudonym). Matt is a
middle-aged, White male. As I have gone through this mental process of
shifting perspectives, it has been very interesting to talk to Matt who is
generally open to change, but holds a lot of the color-blind patterns that are
covered in this text. For example, during our last conversation, he stated that
he did not feel that race was a big issue in our geographic area because
there are not really any Black people here, and that we should instead be
focusing on issues of gender equity. He then launched into a story about a
perceived inequity in his life where his wife allegedly needs to help him more
with house chores! Note: I dont think he quite realized how that argument
came across.
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believe, is an important first step in cultivating change. On a personal level, I
have found that the process of engaging in these dialogues has helped to
cement my learning and also offered an interesting perspective into the
minds of others. I also have enjoyed using the new information and statistics I
gained from Bonilla-Silva to make better-informed arguments. Matt also plans
to read Racism Without Racists when I am finished with it, so I will look
forward to more enlightened conversations in the near future.
Final Thoughts:
Throughout this program I have gotten closer and closer to racial
issues, tackling instead other concepts such as homelessness, poverty,
disability accommodations, gender empowerment, etc. until this quarter
when there is really nothing to do but to rip off the metaphorical band aid to
open my eyes to the bigger picture of race inequality in the United States. It
was long overdue, Im sure non-impressive to some, but currently I feel
invigorated, motivated, and occasionally quite angry. This project truly
fostered a personal awakening and I am thankful to have had the opportunity
and freedom to embark on this important exploration. I certainly have some
personal changes that I need to make, but the new framework that I have will
hopefully help me on the path to becoming a true racial progressive
someone that can talk the talk and walk the walk.
References:
Bonilla-Silva, E. (2014). Racism without racists: Color-blind racism and the
persistence of racial inequality in the United States (4th ed.). Lanham: Rowman &
Littlefield .
OSPI. (2001). Washington State Report Card: Squalicum High School 2001.
01&year=2000-01
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OSPI. (2016). Washington State Report Card: Centennial Elementary 2015.
Retrieved http://reportcard.ospi.k12.wa.us/summary.aspx?
groupLevel=District&schoolId=2395&reportLevel=School&yrs=2015-16&year=2015-
16
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