Following the murder of George Floyd, nationwide protests began to emerge, demanding racial equality. During this period, student-athletes at the University of Texas at Austin began to protest for the replacement of the school's spirit song, “The Eyes of Texas”. The athletes cited the song’s racist connotations. These protests sparked discourse among faculty and students regarding the history of racism within the university. Therefore, to examine the sociopolitical nature of “The Eyes of Texas”, one must understand its history and its connection to concepts of race relations, white privilege and anti-blackness within the University of Texas. “The Eyes of Texas” is the University of Texas’s school spirit song and is a staple at football games and graduations. John …show more content…
Internalized racism can manifest in ways of colorism or believing in one's own culture being inferior (Gordon, Lecture 11, 2023). Internalized racism is present in the responses to the protest. Specifically, within the responses of many people of color who also accept the anti-black sentiment that “The Eyes of Texas” is not of racist origin. Understanding the concept of internalized racism can improve one's understanding of the responses to the protests. The concept of institutionalized racism is defined by the interactions of institutions and their practices within the economic, social, and political spheres that result in the subordination of a racial group (Gordon Lecture 10, 2023). Institutional racism is present within the discussion surrounding “The Eyes of Texas.” The song is heavily intertwined with the University of Texas since it is the school spirit song and was used in university-approved minstrel shows. Moreover, the university is deemed by many to be exclusionary; only 3.1% of UT graduate students are black, and there has yet to be a single black president of the university (Gordon, Lecture 10,
“The land of the free and home of the brave,” the infamous line from America’s national anthem, Star-Spangled Banner, but how much did this ring truth for African-Americans in the Civil Rights Era? On October 16, 1968, gold medalist Tommie Smith and bronze medalist John Carlos challenged “the false vision of what it meant to be black in America.” (Pg. 108, John Carlos story) Although John Carlos and Tommie Smith ridiculed and ostracized because of their defiant act, which respectfully recognized as an iconic, powerful image labeled as the “black power salute” in the summer Olympics of 1968 in Mexico City. Carlos and Smith used the Olympics’ medal ceremony stage to challenge and bring recognition to the racism within sports and the United States in a silent gesture. This significant moment of their act of bravery, courage and willingness to sacrifice their sport careers and life to call attention to the segregation, racism and white supremacy back home for those who did not have a platform. “Smith and Carlos opened a unique symbolic space for dialogue and debate about these issues.” (Pg. 26, Douglas Hartmann) Without saying a single word, they captured the nation’s attention.
In the book Friday Night Lights by author H.G Bissinger, there are various themes circulating around, However, the theme of racism overwhelms the majority and provides sufficient insight into the social hierarchy and social structure of the town of Odessa, Texas. The book overlooks a group of high school students dedicated to playing football and their struggle with identity, culture, and race. Race not only affects social problems within the book but also psychological, economic and political. Friday Night Lights compares the tensions between the black and white players and the community as a whole, who idolize the game, proving that a single high school football team can shape an entire town. Bissinger uses the racism
Patrick Henry’s Anti-Federalist argument had a big purpose when it was wrote. It was Henry’s way of talking about his objections to the new Constitution. He listed varies objection to the constitution and stated reasoning behind his objections to make others see his point. Henry was a liberal activist. He wrote his document in first person. The audience for his stated was for the general public. The general public that this would have been in interest to was the government, anti-federalists, the state, and any adult in general.
From beginning to end the reader is bombarded with all kinds of racism and discrimination described in horrific detail by the author. His move from Virginia to Indiana opened a door to endless threats of violence and ridicule directed towards him because of his racial background. For example, Williams encountered a form of racism known as modern racism as a student at Garfield Elementary School. He was up to win an academic achievement prize, yet had no way of actually winning the award because ?The prize did not go to Negroes. Just like in Louisville, there were things and places for whites only? (Williams, 126). This form of prejudice is known as modern racism because the prejudice surfaces in a subtle, safe and socially acceptable way that is easy to rationalize.
Even though slavery was abolished Jim Crow laws were made illegal years ago, racism is still not gone, and this is Bonilla-Silva’s central argument in his book, “Racism Without Racists.” While racist practices are not as overt nowadays, the covert, institutionalized ways of today’s new racism are just as discriminatory, he argues. One particular sentence that stood out that sums up the first part of his argument is “that the main problem nowadays is not the folks with hoods, but the folks dressed in suits.” Because of this switch to a more covert way of discriminating against people of color, white Americans have become color-blind to racism. In turn, the country is now home to “racism without racists,” which is the second part of the author’s argument. Because racism has become so internalized in our institutions, it can sometimes be hard to recognize, or at least admit to, the discrimination that is so prevalent in the U.S. Because whites either don’t recognize or admit to this racism, they claim that they don’t see color, and that any inequalities that are at play are due to the minorities not working hard enough in our meritocracy.
Color blind racism is an “ideology, which acquired cohesiveness and dominance in the late 1960s, explains contemporary racial inequality as the outcome of nonracial dynamics,” according to Bonilla-Silva (2). In order to analyze color blind racism, Bonilla-Silva relies “mostly on interview data (11)” through a 1997 Survey of Social Attitudes of College Students and a 1998 Detroit Area Study (DAS) (12). Bonilla-Silva then breaks down the analysis of color blind racism into four central themes to convey how whites explain a world without racial issues: abstract liberalism, naturalization, cultural racism, and minimization.
Tatum’s book “Why Are All the Black Kids Sitting Together in the Cafeteria?” (1997) analyses the development of racial identity and the influence of racism in American’s culture. She emphasizes the Black-White interactions by comparing the terminology in which racism perceived based on David Wellman’s definition of racism. Tatum also believes racism is not one person in particular but is a cultural situation in which ethnicity assigns some groups significantly privileged compared to others. She illustrates how engaging children in terms of interracial understanding will empower them to respond to racial stereotypes and systems of discrimination.
When the Bob Bullock Texas State History museum opened in March 2001, it advertised itself as “The Story of Texas.” It still calls itself the story of Texas in letters chiseled into the top of the building, on its Web site, on signs directing visitors to the museum, and even on the refrigerator magnets you can buy in the gift shop. When I first saw the slogan, I wondered how there could be “the” story of Texas, since Texas has been culturally diverse throughout its history as a part of Mexico that became a separate nation and later a state. Shortly Texas will have no one group as a majority. I grew up in the Rio Grande Valley, where the great majority of the population, like me, is Mexican American. How was this new museum going to present my story? I had to go and find out.
This historic broadcast, in which Mississippians for the first time were presented a black perspective on segregation and civil rights, has never been located. Nonetheless, recordings of irate reactions by Mississippians slurred with racist epithets, “What are you people of Mississippi going to do? Just stand by a let the nigger take over. They better get his black ass off or I am gonna come up there and take it off” (Pinkston, 2013), have been found preserved at the Mississippi Department of Archives and History. Some say, history is the process by which people recall, lay claim to and strive to understand. On that day in May 1963, Mississippi’s lay to claim: Racism.
Similarly, research literature on the experience of women of color college students has placed emphasis on exploring women’s experiences with racism much more than their experiences with sexism. Recent studies have explored racism on college campuses in a variety of ways including, racial discrimination (Chao, Mallinckrodt, & Wei, 2012; Henson, Derlega, Pearson, Ferrer, & Holmes 2013; King, 2005), colorblind ideologies (Coleman, Chapman, & Wang, 2013), racial stereotyping awareness (Johnson-Ahorlu, 2013; Muñoz, & Maldonado, 2012) , typology of racial incidents (Harwood, Huntt, Mendenhall, & Lewis, 2012; Yosso, Smith, Ceja, & Solorzano, 2009) , racialized school spaces (Barajas & Ronnkvist, 2007), and internalized racism (Hipolito-Delgado, 2010). Findings from these studies suggest that a major implication of racism on college campuses is the impact these in...
Because institutionalized racism is a factor that affects how individuals engage with race, Packer’s “Drinking Coffee Elsewhere Stories” proves that institutional racism aids in causing segregation. In the article “Disguised Racism in Public Schools,” Samuel Brodbelt goes into great detail about how institutionalized racism is seen in many public schools today. He also further explains how the effects of institutionalized racism may cause segregation between the races. Brodbelt states “today, the public schools serve as an example of the extent of institutional racism” (Brodbelt 699).
Percival Everett’s “The Appropriation of Cultures” (2004), demonstrates the power of a symbol and the meanings that it can carry. In the story, Daniel Barkley is a highly accomplished African American man who graduated from Brown and frequently plays guitar near the campus of The University of South Carolina. From the beginning of the story, Barkley exposes a distinct independent personality that isn’t afraid to break stereotypes or labels. The first scene describes an instance in a bar where white fraternity boys were challenging Barkley to play ‘Dixie’ for them. Instead of refusing, like most would have done, he instead begins to play and take ownership of the song. Later in the story, Barkley decides to purchase a truck with a giant confederate flag decal in the back. Despite the strange stares and confusion
Critical race theory (CRT) is a framework that may be useful for examining how racial climate impacts the undergraduate experiences of African-American students on college campuses (Murphy, Gaughan, Hume, & Moore, 2010). CRT draws from a broad base of literature in sociology, history, ethnic studies, women’s study, and law (Murphy, Gaughan, Hume, & Moore, 2010). CRT consists of five elements: 1) the centrality of race and racism, and their intersectionality with other forms of subordination, 2) the challenge to dominant ideology, 3) the commitment to social justice, 4) the centrality of experiential knowledge, and 5) the transdisciplinary perspective (Murphy, Gaughan, Hume, & Moore, 2010). Applying CRT to education is different than other CRT applications as it challenges traditional paradigms, methods, texts, and separate discourse of race, gender, and class by showing how social constructs intersect to impact on communities of color (Murphy, Gaughan, Hume, & Moore,
Racism isn’t a subject that appears in every day conversations. Although most people try to ignore its existence, it’s quite obvious that it marked the lives of a lot of people and it has now become an essential part of our history. As a student who has lived in the valley all her life, I’ve been taught about the hardships African Americans had to endure while obtaining their freedom, becoming eligible to vote, being segregated, but never did I stop to think that the people who shared my culture and walked the streets of the Valley and San Antonio were going through a similar experience. Throughout the years it has become apparent that African Americans weren’t the only people who had been mistreated.
Racist and racism are provocative words in American society. To some, they become curse words. They are descriptive words of reality that cannot be denied. Some people believe that race is the primary determinant of human abilities and capacities and behave as if racial differences produce inherent superiorities. People of color are often injured by these judgements and actions whether they are directly or indirectly racist. Just as individuals can act in racist ways, so can institutions. Institutions can be overtly or inherently racist. Institutions can also injure people. The outcome is nonetheless racist, if not intentional (Randall).