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The negative sides of beauty standards
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Recommended: The negative sides of beauty standards
As a woman, there is constant pressure to conform to the current standard of beauty, regardless of ethnicity. As a young woman of Filipino heritage in the middle of Missouri, the pressure to look like the other girls in class was constant. While other girls were concerned about the length of their hair and what type of glasses they wore, I felt obligated to damage my hair by dying it bleach blonde and once I found the extraordinary invention called, ‘color contacts’, I wanted to order a pair to change my brown eyes blue. However, it was something that an elementary school music teacher, Mrs. Wolff, had said; how it would be “boring” if everyone looked the same, sounded the same, enjoyed shared the same interests. That is the virtue in diversity. …show more content…
Most of the schools in the Wentzville School District, in which I was slated to begin school a week or two after we moved into our home, had closed their kindergarten screening exams. So after already entering a little later in the game, I not only had a disadvantage at school but in my own neighborhood as well. My cul-de-sac was a first family dream, located in what was a then-safe neighborhood filled with households with two or three children each, all relatively the same age as I. But as I began to hold playdates with the other children in my court and invite friends from school over, I took note of how drastically different my appearance was from the other children’s. While countless other little girls had light blonde or brown hair, paired with blue or hazel eyes, I was adorned with a head of shiny black hair and brown-nearly-black eyes. Having almost always been surrounded by a group of children that bore a similar resemblance to me (there was somewhat of a thriving Filipino community in Derry), I was sheltered from ever looking different than the other children. But now as the only Filipino for miles (or so I assumed at the time), it was the first time in my short life that I had ever looked different, unique. And I did not enjoy …show more content…
I began to not only accept, but also enjoy the compliments I was given on how shiny and silky my black hair was, how I glowed when I tanned or had “perfect skin”. Especially after hearing those inspirational words from Mrs. Wolff, I began to accept the simple fact that I was different and that that was okay. However, upon reaching the age of 14, I noticed a white mark appearing on my calf, no bigger than a nickel. I thought nothing of the mark, joking that my “white girl” was showing. And as additional white marks began to emerge and progress in size and paleness, I didn’t even think to worry as the majority of my skin still retained its tan color. It was only in the March of 2018 that I began to put pieces of the puzzle together. My family and I had visited the Philippines as part of our spring break vacation, meeting with various members of our family, some of whom we had not seen for four years. It was during a chat with my elderly grandmother that I noticed that she was not only pale but also had blotches of dark tan skin all over her arms and legs, some of them appearing on her face. And when I had asked my father why my grandmother, his mother, was different in color compared to the rest of the family, his answer was simple; she had vitiligo, a genetic disease that triggers the progressive
By the twentieth century, slavery had damaged black pride, and made it known that black features were inferior. When it came to black women and their hair, black women desperately wanted to match the standard of “white” beauty. Walker’s solution to this was to create a look that was Afro-American without trying to imitate whites. Walker spoke about beauty emphasizing that to be beautiful does not refer to the complexion of your skin, or the texture of your hair, but having a beautiful mind, soul, and character.
The short story "Barbie-Q,” by Sandra Cisneros has many reflections on cultural diversity and how each culture views its own individual beauty of women and girls which is cultural beauty. Women value culture and the beauty it represents. In the short story "Barbie-Q, "p. 205 (line 1 ) , Sandra Cisneros reveals
When I was a toddler, I had blonde hair, blue eyes and white skin, and still presently do. My parents are Guatemalan, however they fit the stereotype of a Guatemalan, small, a bit chunky, and tan. My siblings also carry the same genes as my parents, but yet I stand out like the moon in a night sky. But just like the moon, the public looks at me different. Growing up in a hispanic community and having a Latino family I gained numerous titles for my abnormality. “Canche” is the George Clooney of my nicknames, it means white boy.
The ideal female beauty in American culture is predominately white (Bankhead & Johnson, 2014). Throughout U.S history, women’s mainstream beauty ideal has been historically based on white standards such as having blonde hair, blue eyes, fair skin, a thin ideal body, straight hair, and thin lips (West, 1995; Yamamiya, Cash, Melynk, Posavac, & Posavac, 2005; Leslie, 1995). Therefore, the features of African American women tend to be viewed as undesirable and unattractive compared to the European standards of beauty (Awad, Norwood, Taylor, Martinez, McClain, Jones, Holman, & Hilliard, 2014). According to Ashe (1995), “African beauty, body and hair have been racialized, with slim/”keen” European features being the accepted standard of beauty since enslaved Africans was forcefully brought to the Americas.” The physical characteristics of Black women such as having broad noses, brown skin, full lips, large buttocks and course hair has been looked down upon throughout United States history (Byrd & Tharps, 2001). In effect, the standard of beauty of European features that were forced on slaves are internalized and currently seen in the standard of beauty of African Americans (A.A) (Chapman, 2007). These standards include African Americans perceiving light-skinned as being more favorable than dark-skinned (Maddox & Gray, 2002; Perdue, Young, Balam,
All human beings are conscious of their appearance. Society conditions the individual to meet distinct appearance criteria and sets forth an image that is deemed “attractive”. This struggle to fit norms, known as lookism, is discriminatory in its nature. Defined in 2000 by the oxford dictionary as “’prejudice or discrimination on the grounds of appearance’”, this new “ism” has risen to the surface in recent years (Ambrosetti 52), showing the prominence of its affects. Human beings construct circumstances that rule their realities. Gender, ethnicity and culture are all cultural constructions that have no true meaning once removed from society. That being said, lookism is biases of identification that influence one’s
“…Race, gender, and social class play a key role in why stereotypes and inequality are so challenging to erase (Gender & Society).” How a person sees others should not be determined by what he or she assumes to know about them based on stereotypes. Even the way we impose a racial interpretation on someone draws on traditional customs that reflect both gender and race. Overall, it is astonishing how consistent the design of ethnic fluency are within societal expectations about what other people do, and even what we anticipate from women compared to that of men. Ultimately, race and gender can put individuals at odds with social expectations.
My experience at Oak Park Elementary was an experience I will not forget. Oak Park is a school that has a great amount of diversity within their system. While there was a vast measure of diversity there was some similarities within the student body. Majority of the student body is the same race, with a few other that are a different ethnicity. I was in the library for my observation hours and at the beginning of my time I was first disappointed I was not assigned to a class room, but I was very grateful for my opportunity in the library. The teacher I observed was a lady that had a beautiful heart for children and passionate about her subject she taught. The students I observed ranged from various backgrounds. I attended to Mrs. Lee who is
During this time, women were seen embracing their natural tresses with locks and twists, but that seemed to quickly change. In order to fit into this new European standard of beauty, women were required to alter their hair, thus stripping them of the little identity they possessed. The increased support for the natural hair movement alters the black woman’s perception of beauty while intentionally and unintentionally challenging the ideology of beauty within the western world. With more women wearing their hair natural, black women have begun to accept their unaltered appearances while redefining their perception of beauty.
When diversity is being discussed, there are a plethora of ideas that are associated with it. Whether people are talking being put on a waitlist for college, about people of color, or about representation in the media, the subject of diversity is not rare. Recently, the conversation of diversity has become more common because colleges want to demonstrate that they have diversified campus. How would diversity on campus be defined? Most importantly, diversity is more than having an extraordinary personality. Race, gender, sexuality, and social status are a few of the superfluous traits that make an individual unique in a college’s eyes. In Sophia Kerby’s article, “10 Reasons Why We Need Diversity on College Campuses”, she notes that, while there has already been an effort to diversify high schools and middle schools, accepting students of different backgrounds is not as apparent in higher education (1) . A university desires to diversify its campus in order to benefit the students that are attending the college. Students are not only likely to improve
In the case of discriminating and judging people based on their looks, history has not changed in the past five centuries. In William Shakespeare’s play “Othello,” Othello is respected for his status as military general for the Venetian army and his stance while he is discriminated for his looks and race -a commonality of the time as the Moors were not accepted by society. This eventually led to the demise of Othello and his “falling” into society’s perceptions. Similarly, because of the media portrayal and our looks, hispanic females in today’s American society are both dominating for the “spicy latina” and as a symbol of sex and “spiciness” for “spicy latina.” As a result of these “spicy latina” portrayals, Latina women are put in a position where it is expected for them to dress and act the way they are portrayed in the media.
Diversity in classrooms can open student’s minds to all the world has to offer. At times diversity and understanding of culture, deviant experiences and perspectives can be difficult to fulfill, but with appropriate strategies and resources, it can lead students gaining a high level of respect for those unlike them, preferably than a judgmental and prejudiced view.
There has been a major change in the past thirty years regarding the amount of immigrants coming to the United States. The impact the immigrants have had on education and diversity is unbelievable. There are many factors which contribute to the element of diversity in education, such as each student 's culture, the different languages each student speaks, promoting gender equality amongst students, and working with students who have exceptionalities. As today 's educators, teachers must understand diversity from an omniscient perspective and the influence it has on students, making the process of getting an education as equal and pleasant as possible for all students.
I believe it is important to first analyze the word diversity when examining the need for diversity within a classroom. According to Webster's New Pocket Dictionary, diversity means variety, a number of different kinds. I often discuss and read about diversity in terms of cultural backgrounds; the unification of histories and stories from people from all over the world. Although, I believe that in a higher-educational setting, diversity can also be discussed as the acceptance of the various minds within a classroom. I believe that it is important to recognize the thoughts and experiences of others in a learning environment. Collectively, students learn from teachers, teachers learn from students, and students learn from their peers. By allowing diversity within the classroom, a sense of community can develop. Diversity encourages an active, not passive, learning style. I believe that the culture of Columbia College Chicago is dependent on diversity. The motto “Create Change,” suggests students actively seek the change they want to see in the world. In order to obtain change a community developed out of diversity must be discovered.
The world is currently undergoing a cultural change, and we live in an increasingly diverse society. This change is not only affect the people in the community but also affect the way education is viewed. Teaching diversity in the classroom and focusing multicultural activities in the programs can help improve positive social behavior in children. There is no question that the education must be prepared to embrace the diversity and to teach an increasingly diverse population of young children.
According to David O. McKay (2013), multicultural education is constructed to prepare pupils for citizenship in a democratic society by facilitating them to take into account the needs of all individuals; it shed light on how issues of language, ethnicity, culture, religion race, abilities/disabilities, and gender are entwined with educational content and processes. A multicultural curriculum is needed to accommodate for diverse learning and teaching styles of facilitators and pupils and to expose biases, stereotypes, and policies that can restrict achievement. What is more, a multicultural curriculum is also needed to help pupils, faculty, and staff become advocates for multicultural awareness, to ensure that content is fair, accurate, and inclusive, and to prepare pupils for diverse workplaces and multicultural environments. In writing this paper, the author will describe key issues of culturally diverse students, recommend a curriculum approach to address the issues, and discuss the challenges and benefits expected. In addition, she will describe three key issues of male and female students recommend a curriculum approach to address the issues, and discuss the challenges and benefits expected. In closing, she will describe three key issues of students with disabilities, who are mainstreamed, recommend a curriculum approach to address the issues, and discuss the challenges and benefits expected.