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Stereotypes and their effects
Racial stereotypes and their effects
Stereotypes and their effects
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Blue Eyes vs Brown Eyes Essay On April 4, 1968, Martin Luther King was shot. (This Day In History: April 4) This event moved Jane Elliot in such away, that she felt that she needed to teach her 3rd grade class about discrimination. One would think that after watching the video that she had in mind King's I Have A Dream speech when he stated, "I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character." (King, 1963). Jane Ellicott's experiment demonstrates that simply creating two groups where one group is judged to be superior to the other simply on the basis of their eye color would cause an outcome where children in one group …show more content…
In the first she made the blue eyed children the superior children and the brown eyed children the inferior children. She did this first by requiring the brown eyed children to wear a color. She then made up rules that favored the blue eyed children over the brown eyed children. She then further ascribed positive values on to the blue eyed children and spoke negatively of the brown eyed children and encouraged the blue eyed children to follow her lead. She then later reversed the roles of the children. The effect of treating one group of children superior to the others was clear in that the children who were treated superior performed better than those of the inferior group and the superior group also behaved better. This same effect is demonstrated in our society where children who are treated as superior tend to do better in school, find better jobs, and live better lives. Whereas, the children were selected to be in the inferior group acted out more and did not do as well scholastically. This is a very similar effect that we see today with minorities, where they do not perform as well in school and tend to find themselves more often than not in trouble with the
When Anne Moody was a young child she was not entirely aware of the segregation between whites and blacks. However, as time went on she began to see the differences between being black and being white and what that meant. One of the contrasts that Anne first encountered was that whites generally had better
In the article, “The Myth of Inferiority”, author T. Allen Culpepper writes, “The danger is that the perception of difference between the
The day after Martin Luther King Jr. was murdered (in April 1968,) Jane Elliott’s third grade students were confused and upset. Growing up in a small, all-white town, they were not exposed to racism, and did not understand the meaning of it. Therefore, Jane Elliot decided to show her class what discrimination feels like. She informed the class that they were going to change the way things were done. The students were then divided by eye colour-blue eyes and brown eyes. The blue-eyed children were praised, and told that they were smarter, nicer, and better than the brown-eyed children in every way. Throughout the day, they were given special privileges that the brown-eyed children did not receive. Those privileges included extra recess time, access to the jungle gym, a second helping of food at lunch, sitting at the front of the classroom, and being allowed to participate in class discussions. In contrast, the brown-eyed children were forced to wear brown collars around their necks. They sat at the back of the classroom, and their behaviour and classroom performance was constantly criticized by the teacher. The students from the superior group (even those who were usually sweet and tolerant) became mean, and began to discriminate against the inferior group. The students from the inferior group would struggle with class assignments, and perform poorly on tests. On the second day of the experiment, the roles were reversed, making the brown-eyed children superior to the blue-eyed children. The results were similar, but the brown-eyed students didn’t treat their blue-eyed classmates quite as bad as they had treated them. When the exercise ended, the students hugged and cried with each other. Jane Elliott once said: "After you do this exercise, when the debriefing starts, when the pain is over and they're all back together, you find out how society could be if we really believed all this stuff that we
As much as society tries to deny the fact that the family that one comes from determines their fate, in almost every case this very fact is true. Today, we see how infants who are born into wealthy families are treated differently than children who are born into drug and disease-stricken poverty. Higher classed people stand out in society on both a local and national level much more than the average middle class working family.
Returning to his old high school after having had graduate ten years ago, Shamus Rahman Khan came in with one goal: to study the inequality of a school that claims to be more “diverse.” St. Paul’s School located in Concord, New Hampshire claims to have become more diverse over the years, accepting people of different racial backgrounds and social classes to their prestigious boarding school. However, as described in his book, Khan found that this claim made by the school is false. He also found out that the elite that used to attend his school is not the same as the elite attending it now. Nonetheless, it was the elite that were succeeding because they were the ones who could afford the school, had family linages that already attended the school, and mastered “ease” which made them privileged in society. Separating his book into five different chapters, each focusing on a different topic that helps support his claim, Khan describes this change in elite and the inequality that still accompanies St. Paul’s. In the introduction to Privilege: The Making of an Adolescent Elite at St. Paul’s School, Khan states the three most important points he will refer to during the rest of the book: hierarchies are natural and can be used to one’s advantage, experiences matter more than inherited qualities, and the elite signal their status through ease and openness. These are discussed thoroughly in throughout Privilege.
Besides race, the scholar also reveals how childhoods are unequal based on social class. Drawing from the American society, there are several social classes. For each class, there are unique pathways of lives followed and these usually influence both the educational and work outcomes. To ...
In the study of The Way Schools Work we learned to question the ideals of meritocracy and the American dream. However, Conflict Theories challenge the system of meritocracy, in which people are sorted and selected on the basis of talent and ability. On the contrary, “Conflict Theories, on the other hand, imply a system of inheritance in which people’s life chances are largely determined by their starting point within an existing structure of inequality” (McNamee and Miller Jr. 2014, 11). According to these theorists mentioned in The Way Schools Work (Boudin 1974; Bowles and Gintis 1976; Carnoy 1972; Carnoy and Levin 1985; Persell 1977), they speak about how schools reproduce status in several ways. First, they use formal language, and hold
Robert Coles, a psychiatrist, wrote an essay called “Children of Crisis.” He focused on an interview that involved a young boy who was caught in the midst of desegregation in the South. The author’s thesis was as follows; “I think we tend to overlook the fact that Negroes—not only those from the skimpy Negro middle class – have had a widespread interest in education, though to be sure it has necessarily been education of a special kind.” The young boy interviewed, John, explained his troubles he encountered while dealing with desegregation within school. I think Negroes should have the same importance and treated the same as whites are. I do not agree with the other race having to live their life knowing they will be tormented by whites.
“A negro baby had only half the chance of completing high school and only a third of the chance to complete college as a white baby that was born at the same time and place” (Hubert). Kids were treated differently by color in schools in the 1960’s; Brown vs. Education and Little Rock Nine are two examples. There are many more examples of how kids were treated in the 1960’s but these are the most known and they show how people were treated. In the North most public schools were not segregated and in the South they were very segregated, very racist, and had segregated public schools. People were rioting and fighting for the freedom that America had promised them. Black parents wanted their kids to go to the white schools and get a great education. They fought for the equality for their kids. The black population did not want segregated schools. But most of the white population fought to keep schools separated. The parents didn’t want their kids to have to go to school with black kids.
In her article “When Class Became More Important to a Child’s Education Than Race,” Sarah Garland (2013) argues that money income is more important to a child's education than race. In this article Sarah states that children who have parents with low incomes do not get the same opportunity as children with parents who have higher income.
Bankston III, Carl and Stephen J. Caldas. "Majority African American schools and social injustice: the influence of de facto segregation on academic achievement." Social Forces, Dec. 1996, v75 n2 pp535-556.
The exercise showed how a child that never had any racism towards them in the exercise they turned against their friends because of the color of their eyes. The children for those two days got the chance to experience both sides of discrimination. The children once day felt segregated and inferior to the children that were placed in the group with more privilege. Then the next day, the children that were placed in the privileged group were in the segregated group. The theory is if you can teach a child how to discriminate against a person that you can just as easily teach them how not to.
In 1995, the Carnegie Corporation commissioned a number of papers to summarize research that could be used to improve race relations in schools and youth organizations. One way to fight against racism is to “start teaching the importance of and strategies for positive intergroup relations when children are young”(Teaching Tolerance,). Bias is learned at an early age, often at home, so schools should offer lessons of tolerance and
In Toni Morrison's The Bluest Eye, the character Claudia struggles with a beauty standard that harms her sense of self-esteem. Claudia tries to make sense of why the beauty standard does not include black girls. The beauty standard determines that blonde-haired blue-eyed white girls are the image of beauty and therefore they are worthy of not only attention, but are considered valuable to American culture of the 1940s. Thus, learning she has no value or beauty as a black girl, Claudia destroys her white doll in an attempt to understand why white girls are beautiful and subsequently worthy, socially superior members of society. In destroying the doll, Claudia attempts to destroy the beauty standard that works to make her feel socially inferior and ugly because of her skin color. Consequently, Claudia's destruction of the doll works to show how the beauty standard was created to keep black females from feeling valuable by producing a sense of self-hate in black females. The racial loathing created within black women keeps them as passive objects and, ultimately, leads black women, specifically Pecola, to destroy themselves because they cannot attain the blue eyes of the white beauty standard.
Everyone knows about the various stereotypes and social stigmas that come with socioeconomic status whether they will choose to admit it or not. Society has come to assume that a child who comes from a family of low socioeconomic status, that they will not do as well as a child who comes from a family of a greater socioeconomic status. Unfortunately these assumptions are so ingrained in our brains that we start to follow the self-fulfilling prophecy. When a child from a noticeably low socioeconomic status walks into a classroom, it is not uncommon for the teacher to automatically assume that the child will not perform well in class, and in turn either grades the child more harshly or does not give the child as much attention as the other children from high socioeconomic status families. Do these children not perform well in class because of the self-fulfilling prophecy or is there something that happens during the critical period that causes the child to fall behind?