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impact of racism in american 20th century
discrimination against blacks
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Discrimination of African American Women in Academics
Human history is long and filled with discrimination. People with the same color discriminate others. The most famous and obvious is that the White people discriminate colored people. In addition, people within the same race discriminated their own member by their gender, religious, political stands, etc. Women have been discriminated for decades. Before race is an issue, women in difference race are discriminated by the opposite gender within their race. The matter causes the Black women, such as African American women, being discriminated in different work fields. They often experienced discrimination in different stage of their lives. However, they overcome all the struggles and discrimination by acting, building relations with people who benefited them and involved minimal in the White world. (Myers, 2002) Despite the fact that discrimination on African American women is everywhere, I will focus on the discrimination of African American women in academics. First, African American women has less opportunity on higher education than White women. Second, African American female scholar was looked down by White scholar in academic. Last, African American female scholar was treated unequally towards African American male scholar.
First, African American women has less opportunity on higher education than the White women. The racial discrimination started at 1870s and officially ended in 1954. During the racial discrimination, everything for Black people is separate from the White. Black people could not enter “White only” restaurant and facilities, such as restroom. Black teenagers who qualified for college were often blocking from traditional White own or operate school because...
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... same concern. The situation is hard to believe when we are living in the modern America. However, the fact is, it is happening around us. There are no immediate clues to stop the situation but to education our next generation and try to stop the discrimination.
Bibliography
Allen, W. R. (1992). The Color of Success: African-American College Student Outcomes at Predominantly White and Historically Black Public Colleges and Universities. Harvard Educational Review, 26-44.
Danel Solorzano, Mignel Ceja, Tara Yosso. (2000). Critical Race Theory, Racial Microaggressions, and Campus Racial Climate: The Experiences of African American College Students. The Journal of negro Education Vol. 69, 60-73.
McAdoo, H. P. (2007). Black Families. Thousand Oaks: Sage.
Myers, L. W. (2002). Broken Silence : Voices of African American Women in the Academy. Westport: Greenwood Press .
Sims, Serbrenia J. Diversifying Historically Black Colleges and Universities: A New Higher Education Paradigm. Westport: Greenwood P, 1994.
Roebuck, Julian B., and Komanduri S. Murty. Historically Black Colleges and Universities: Their Place in American Higher Education. Westport: Praeger, 1993. Print.
“Nationally, more than one-quarter of the students in the 1930s were black. Yet they received only about one-tenth of the total education revenues. Many Americans believed that African Americans were simply not capable of excelling in school” (“The 1930’s education…”). For colored women, it was more difficult to prove their abilities than any other race. For example, Asian women were not affected as much simply because their skin color was closer to that of a white’s than a black person. As black women were treated unequally in the education department, white women have also struggled in getting a higher education. “They gave young women a chance to gain the same kinds of education as their brothers without having to spend much of their time and energy fighting the prejudice they would have faced at male-dominated institutions. At the same time, they provided a proving-ground in which college administrators, professors, and students could demonstrate that women could flourish intellectually while remaining healthy and ladylike.” (“The Value
A substantial amount of educational and psychological research has consistently demonstrated that African American students underperform academically relative to White students. For example, they tend to receive lower grades in school (e.g., Demo & Parker, 1987; Simmons, Brown, Bush, & Blyth, 1978), score lower on standardized tests of intellectual ability (e.g., Bachman, 1970; Herring, 1989; Reyes & Stanic, 1988; Simmons et al., 1978), drop out at higher rates (e.g., American Council on Education, 1990; Steele, 1992), and graduate from college with substantially lower grades than White students (e.g., Nettles, 1988). Such performance gaps can be attributed to any number of factors, such as socioeconomic status, academic preparation, and educational opportunities; however, Steele (1997) pointed out that even when background factors are held constant, subsequent achievement remains lower for minority students. Moreover, much research in this area has focused on how African American students’ lack of motivation and negative attitudes contribute to their inferior academic performance (Ogbu, 1990); yet many Black students often report high educational aspirations (Fordham, 1996; Fine, 1991; Ogbu, 1987, 1990; Hauser & Anderson, 1991), even higher than White students of comparable class background (MacLeod, 1995). What remains certain is the urgent need to explain what accounts for the persistent academic underachievement of Black students.
...to understand their experiences through their exposure and interactions with such incidents to foster their persistence and success in college. This research will not only help uncover the navigational strategies these women have employed to overcome oppressive barriers such as racism and sexism but also to identify the impact of these experiences on the development of their academic aspirations. The overall impact of this research is two-fold: at the macro level findings can benefit those in program and resource development to create effective programming and strategies to support women of color success in college. Along the same lines, the benefits of this research at the micro-level include promoting awareness among young women of color about the strategies that other women of color have adopted to overcome these challenges and reach their educational goals.
African American women are considered the most disadvantaged group vulnerable to discrimination and harassment. Researchers have concluded that their racial and gender classification may explain their vulnerable position within society, despite the strides these women have made in education, employment, and progressing their families and communities (Chavous et al. 2004; Childs 2005; Hunter 1998; Settles 2006; Wilkins 2012). Most people agree that race and gender categories are explained as the biological differences between individuals in our society; however sociologists understand that race and gender categories are social constructions that are maintained on micro and macro levels. Historically, those in power who control the means of production
...alient factors that foster academic success for academically unprepared Black males at a Black college. The Journal of College Student Retention, 10(4), 465-482.
This paper examines the struggle African American students are more likely to face at a predominantly white institution (PWIs) than at a historically black college or university (HBCUs). Each author has his or her own take on this hypothesis; most of the author’s studies suggest that African American students have a hard time adjusting to an environment at a PWI (Littleton 2003). However, African American students at HBCUs tend to be at ease with their learning environment. Though many of the author’s agree with one another there are other authors whose studies come to the conclusion that race is not a factor in college education anymore. That being the case on average African American population is approximately four percent at PWIs (Littleton 2003).
Some feel that affirmative action in universities is the answer to the end of racism and inequality. If more black students get into and graduate from good colleges, more of them will go on to even out the lopsided numbers in the work force. Prejudice secretly slips through everyone¹s thoughts. Or so Barbara Ehrenreich believes when she writes of a quiet, subliminal prejudice that is caused by statistics that prove the fewer numbers of blacks in high profile jobs. When we see ninety percent of leadership roles in the corporate world held by white men, we begin to doubt other¹s competence in that field. With so many minorities in menial roles, people begin to believe the white man is best for ...
Clearly, HBCUs provide several benefits to African-American students. Not only have they helped to combat the cycle of discrimination that minority students experienced before the civil rights initiatives of the 1960s, but they strive to provide a warm, supportive and inclusive academic environment that addresses African-American college students as a whole person. Additionally, HBCUs are increasing their efforts to ensure that higher education is accessible, affordable and achievable for individuals with unique socioeconomic challenges. Despite obstacles, historically Black institutions will continue to play a vital and significant role in the fabric of higher education.
As the United States entered the 60s discrimination was still taking place, even after the passage of the civil rights act. Affirmative action was proposed as a way to bring equality to schools and the workforce. Polices were placed to ensure that African Americans and minorities had the same opportunities for school admissions, financial aid, and even advancements for careers and salary. One of the main goals for the affirmative action program was to ensure that minorities as well as women receive equal opportunities free of any type ...
In this brief report, I will be examining common practices, policies and resources that support Black women attending Princeton University. Included is a brief review of national averages in regards to higher education attainment and a rationale for continued rhetoric on this topic. My interest in this topic stem from my experience at State University’s Women Studies Program. While the conversation around gender is necessary and crucial, little attention was given to discussions of how race and gender affect an individual’s lived experience. I was constantly aware of my lack of representation among students who were in those classes and the faculty who taught.
During the 1950s and 1960s, increasing numbers of married women entered the labor force, but in 1963 the average working woman earned only 63% of what a man made. That year The Feminine Mystique, a critique of middle-class patterns was published. The author encouraged readers to seek new roles and responsibilities, to seek their own personal and professional identities rather than have them defined by the outside, male-dominated society.
As cliché as it sounds, it is true that many African American students come from very harsh and poverty stricken environments. They tend to go to under resourced schools as well that do not provide the proper knowledge for them to further their education. And even worse, these schools tend to be segregated since they are usually in the harsher parts of a neighborhood. Sadly, it’s the segregated schools are one of the main reasons why black students decide not to go on to pursue a higher education. According to "The Way Out of the Black Poverty Cycle", a black student that attends an integrated suburban school is six times more likely to graduate compared to a segregated under resourced school. An African Americans family structure and the opinions of family members affects if their decision to further their education as well. Many African American children grow up un...
The Journal of Blacks in Higher Education. (2006).Black Student College Graduation Rates Remain Low, But Modest Progress Begins to Show. Retrieved from: http://www.jbhe.com/features/50_blackstudent_gradrates.html