My Stand on Affirmative Action When I began to collect research for my term paper, I was sure what to focus on. Every time I visited a medical facility, I noticed a color line separating the health care professionals. It seemed apparent to me that the majority of orderlies were African American and the majority of the doctors and nurses were Caucasian. I believed this was the case because of prejudice in the human resource department. I felt, especially here in Sarasota a very segregated community, that African Americans were not getting the same opportunities as their Caucasian counter parts. With this thought in mind, I proceeded to interview the director of a local mental health facility. With a pen and pad of paper in hand I proceeded to probe the inner most depths of this racially instigated problem. What I found was equal hire for equal skills. According to this head of staff, it did not matter if the candidate was black, white, green or purple; the best person was hired for the job. So why was it that so many of the lower educationally demanding positions was filled by African Americans? That is when it hit me like a ton of lead. EDUCATION is the essential factor in all of this. This revelation led to many other questions. For instance, why do more whites attend college than blacks? Why do more blacks that attend college drop out than whites? Why do those blacks that finish college have lower grade point averages? In the pages to follow I will attempt to explain why this situation is the way it is today. I will attempt to walk in the shoes of the people who live with this mystery, the black college student. Over the past four decades, African American College students have been in the spotlight m... ... middle of paper ... ... . Bibliography: ANNOTATE BIBLIOGRAPHY Sowell, T. (1994). Race, Culture, and Equality. Hoover Essay. Pell, T.J. (1998). Does " Diversity" Justify Quotas? The Courts Say No. The Wall Street Journal, p.22, Section A. Steel, C.M., (1999). Thin Ice " Stereotype Threat " and Black College Students. The New York Times. Sowell, T. (1994). Race and Culture A World View. San Francisco: Mcgraw Hill. Sowell, T. (1997). YES BLACKS CAN MAKE IT ON THEIR OWN. TIME, Volume 150, No. 10. Greenfield, Meg. (1997). The Colin Test His example shows precisely why affirmative action is not just a 'yes or no'issue. Newsweek, Page A19.
Within the Black Community there are a myriad of stigmas. In Mary Mebane’s essay, “Shades of Black”, she explores her experiences with and opinions of intraracial discrimination, namely the stigmas attached to women, darker skinned women, and blacks of the working class. From her experiences Mebane asserts that the younger generation, those that flourished under and after the Civil Rights Movement, would be free from discriminating attitudes that ruled the earlier generations. Mebane’s opinion of a younger generation was based on the attitudes of many college students during the 1960’s (pars.22), a time where embracing the African culture and promoting the equality of all people were popular ideals among many young people. However, intraracial discrimination has not completely vanished. Many Blacks do not identify the subtle discriminatory undertones attached to the stigmas associated with certain types of Black people, such as poor black people, lighter/darker complexion black people, and the “stereotypical” black man/woman. For many black Americans aged eighteen to twenty-five, discrimination based on skin color, social class, and gender can be blatant.
Without details, the words on a page would just simply be words, instead of gateways to a different time or place. Details help promote these obstacles, but the use of tone helps pull in personal feelings to the text, further helping develop the point of view. Point of view is developed through the story through descriptive details and tone, giving the reader insight to the lives of each author and personal experiences they work through and overcome. Issa Rae’s “The Struggle” fully emplefies the theme of misplaced expectations placed on African Americans, but includes a far more contemporary analysis than Staples. Rae grapples as a young African-American woman that also struggles to prove her “blackness” and herself to society’s standards, “I feel obligated to write about race...I slip in and out of my black consciousness...sometimes I’m so deep in my anger….I can’t see anything outside of my lens of race” (Rae, 174). The delicate balance between conformity and non-conformity in society is a battle fought daily, yet Rae maintains an upbeat, empowering solution, to find the strength to accept yourself before looking for society’s approval and to be happy in your own skin. With a conversational, authoritative, humorous, confident and self-deprecating tone, Rae explains “For the majority of my life, I cared too much about my blackness was perceived, but now?... I couldn’t care less. Call it maturation or denial or self-hatred- I give no f%^&s.” (Rae 176), and taking the point of view that you need to stand up to racism, and be who you want to be not who others want you to be by accepting yourself for who you are. Rae discusses strength and empowerment in her point of view so the tone is centered around that. Her details all contribute to the perspectives as well as describing specific examples of racism she has encountered and how she has learned from those
Throughout the years, the black community has been looked down upon as community of criminals and community lesser educated and poor and have a lesser purpose in life. Journalist Brent Staples the author of Black Men And Public Spaces takes us into his own thoughts as a young black man growing up in Chester, Pennsylvania to becoming a journalist in New York City. He tells us his own challenge that he face on a daily basis along with challenges that many black men his own age faced and the way he changed in order to minimize the tension between himself and the common white person.
The above-mentioned essays are: Nihilism in Black America, The Pitfalls of Racial Reasoning, The Crisis of Black Leadership, Demystifying the Black Conservatism, Beyond Affirmative Action: Equality and Identity, On Black-Jewish Relations, Black Sexuality: T...
In 2001 statistics reported by the United States Department of Education indicated that during 1997-1998 African American students received 8.3% of bachelor’s degrees awarded. Concurrently, Hispanic students as well as Asian or Pacific Islander students received 6.0%, while American Indian/Alaskan Native students only accounted for .7%. Although statistics from agencies who report differ, clearly on a national level, minority students
Solorzano, D., Ceja, M., & Yosso, T. (2000). Critical race theory, racial microaggressions, and campus racial climate: The experiences of African American college students. Journal of Negro Education, 69(1/2), 60-73.
As an African American male, I experienced inequality, and judgment from individuals that have no idea what kind of person I truly am. As a youth, I received a lackluster education, which has resulted in me underachieving in a number of my college classes. It has come to my attention that other colored students are currently experiencing and receiving the same inadequate learning environment and educatio...
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).
Green, Makiah. “I’m a Scholar, Not a Criminal: The Plight of Black Students at USC.”
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.
Most Americans desire a colorblind society. A society where individuals are judged upon merit, as opposed to the color of their skin. That is the reason Affirmative Action was birthed by Lyndon B. Johnson in 1964. That is also the reason that Proposition 209 was voted for in 1996. These two historical events are driven by the desire of equality.
In this narrative essay, Brent Staples provides a personal account of his experiences as a black man in modern society. “Black Men and Public Space” acts as a journey for the readers to follow as Staples discovers the many societal biases against him, simply because of his skin color. The essay begins when Staples was twenty-two years old, walking the streets of Chicago late in the evening, and a woman responds to his presence with fear. Being a larger black man, he learned that he would be stereotyped by others around him as a “mugger, rapist, or worse” (135).
For centuries African Americans have fought for equal rights, one of them being an opportunity for the chance to get an equal education. Many people believe that African Americans have an equal or better chance at getting an education than other students. This is not the case when in fact, it is actually harder for these three reasons: African American students tend to come from harsh, poverty stricken atmospheres. Shattered family lifestyles that make it difficult to pursue a higher education because they have not received the proper information. Secondly, just because African Americans are minorities does not mean that they receive a vast amount of government assistance or financial aid to pursue a higher education. Lastly, African American students do not receive the same treatment as other students when they attend predominantly white colleges and universities.
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
For blacks, the history of higher education typically points to segregated education. Before the Civil War, the social system promoted the belief that blacks wouldn’t get return on their time spent in higher education. Brown and Ricard (2007) noted that most North institutions were reluctant to allow black enrollment in colleges and universities, and in the South, where slaveholder’s were still powerhouse businessmen, slaves would never be allowed to become more educated than their owners. The reluctance of the White leaders to allow blacks to formally be accepted into higher education programs held blacks back from achieving what many aspired to, and were fully capable of, experience.