The concept of youth is found in almost all societies and is marked as a unique period of time. Sociologists have defined youth as a socially constructed phase between childhood and adulthood that is unlinked to age categories and can be fluid in structure. Most importantly experiences surrounding youth, which vary across time, space and social groupings, are characterized by a mix of semi-dependence and independence (Furlong 2013, 3). The struggle for and achievement of full autonomy varies substantially across time and social divisions which allows for comparison between Global North and Global South experiences to be discussed and analyzed. However a variety of frameworks have developed within Youth Studies to describe the experiences faced …show more content…
According to the Wikipedia page Wikipedia: Systemic Bias “Wikipedia has a systemic bias in favor of white, male, young, and educated individuals and the topics and perspectives that editors from this demographic favour” (Wales 2012). Wherein systematic bias takes root in the form of gender, racial, linguistic and spatial bias that excluded cover on perspectives that related to marginalized demographics. Marginalized demographics include people without internet access, non-English speaking, topics that do not have reliable sources, and lack free time to edit. Obvious examples on Wikipedia that demonstrate systemic bias are articles related to gender oriented topics, for example articles on women in film and men’s liberation movement are non-existent and stub articles respectively. Articles that do not reflect global perspective, more specifically Global South/Southern hemisphere ideologies, are also inflicted with systemic bias on multiple fronts, including lack of gendered and class difference, general lack of reliable sources/coverage, inability to access the internet and or censorship (Wikipedia:Systemic bias). Although systemic is rampant throughout Wikipedia many projects are being created and worked on in order to negate the effects of systemic …show more content…
The very existence of the class demonstrates that systemic bias can be countered on multiple fronts, but most importantly by providing a global perspective to a topic that is not well covered from a Global South youth perspective. Almost every single participant in the class is female which also enables the dismantling of gendered systemic bias. I am one of the many females in the class and I hope to contribute the best possible scholarly materials in order to disrupt systemic bias (Wikipedia:WikiProject Countering systemic bias). Although my gender enables me to provide a marginalized perspective, my work may still have enable systemic bias because I am white, educated, have a white collar upbringing, and reside in the Global North. There are multiple ways in which I can avoid systemic bias in my creation of Youth in Mongolia page such as reading a diverse array of sources to gain perspectives and issues that concern Mongolians, ask for other Wikipedia editors to edit and critique my work, linking to other related pages and looking for non-western
By reflecting on my experience as a child, I was able to clearly ask myself, “Does this teaching method affect the oppressed students in my classroom, and if so, how?” As mentioned before, I had a student that struggled with math and writing. This student, along with about 3 other students in her class, was a Black female. Most of their writing prompts consisted of content that was all about a Caucasian male that went into space, or did something with his wealthy, loving family. Besides the fact that these girls cannot relate to these types of prompts, it also leads them to believe that women don’t often do big things like going into space or become wealthy with loving families. Although I never had the chance to teach a full class in an anti-oppressive way, I have made sure that I take every student’s culture, ethnicity, ability, class, and language into consideration when teaching/mentoring.
Implicit biases lie within the unconscious mind, and influence the attitudes, stereotypes, beliefs, and relationships of human beings. These biases are unconscious and spontaneous, and are usually the result of habits, or observations based on experiences. There are several factors that contribute to implicit biases: cognitive, sociocultural, and motivational. Social categorization, which is the process in which humans classify groups of people according to correlative traits or similar characteristics, would be considered a cognitive factor.
Institutional racism are those accepted, established, evident, respected forces, social arrangements, institutions, structures, policies, precedents an systems of social relations that operate are manipulated in such a way as to allow, support individual acts of racism. It is also to deprive certain racially identified categories within a society a chance to share, have equal access to, or have equal opportunity to acquire those things, material and nonmaterial, that are defined as desirable and necessary for rising in an hierarchical class society while that society is dependent, in part, upon that group they deprive for their labor and loyalty. Institutional racism is more subtle, less visible, and less identifiable but no less destructive to human life and human dignity than individual acts of racism. Institutional racism deprives a racially identified group, usually defined as generally inferior to the defining dominant group, equal access to education medical care, law, politics, housing, etc.1 Racism by domination of bigot whites has silenced a non-dominant group like African Americans in the past and continues to do so today with other non-dominant groups through institutionalized racism that suffers the hearts and minds of those targeted.
Growing up in a very accepting and forward home, I always found myself to be free of most bias. Having been the target of some racial prejudice in the past, I always told myself that I would make sure nobody else had to feel the same way. While this may be a great way to think, it really only covers the fact that you will not have any explicit bias. What I have realized during the course of this class is that implicit bias often has a much stronger effect on us than we might think, and even the most conscious people can be affected.
Emmett Louis Till was a 14-year old African American boy who was murdered in Money, Mississippi after reportedly flirting with a white woman. Since he was from the north, he did not know that he was not allowed to talk to a white woman in the south. Till was from Chicago, Illinois, visiting his relatives in Money, Mississippi, in the Mississippi Delta region, when he spoke to 21-year-old Carolyn Bryant, the married proprietor of a small grocery store there. Several nights later, Bryant's husband Roy and his half-brother J. W. Milam went to Till's great uncle’s house. They took the boy away to a barn, where they beat him and gouged out one of his eyes, before shooting him through the head and disposing of his body in the Tallahatchie River, weighting it with a 70-pound cotton gin fan tied around his neck with barbed wire. Three days later, Till's body was discovered and retrieved from the river. Roy and Milam were acquitted of murder because of the all-white, all-male Mississippi jury. At the same time, Sheriff Strider booked Levi "Too Tight" Collins and Henry Lee Loggins into the Charleston, Mississippi jail to keep them from testifying. Both were black employees of Leslie Milam, J. W.'s brother, in whose shed Till was beaten. Therefore, racial bias effects jurors’ ability to give an impartial trial.
This period is marked by physical, social, moral and emotional development (Davies, Hartdegen, Haxell, Le Geyt & Mercier, 2012). It is a time when the adolescent’s sense of self or identity is becoming much more clear and they are beginning to understand their role in society, starting to question the morals of others and contemplating their own moral and ethical beliefs (Davies et al., 2012). During this time Erik Erikson believed that adolescents are faced with the psychosocial stage of identity versus role confusion (Berk, 2008). Adolescents explore their values and role in society, overcoming this conflict to better understand their own identity, however if they do not fully overcome this conflict, Erikson believed that the adolescent would be confused about their values and future adult roles (Berk, 2008). This conflict was clearly demonstrated in my own development during the late teenage years when I experienced both the results of failing to overcome and then overcoming Erikson’s fifth psychosocial stage. At age eighteen I finished secondary school and began my tertiary studies, I had been accepted into the degree I had wanted to study since middle childhood, however I quickly learnt that I was enjoying neither my studies nor my experience of life in halls of residence. I discontinued my studies after only
In other industrialized nations, teenage turmoil was a fraction of that seen in the U.S. The author proposed that turmoil was the result of infantilizing- a phenomenon largely attributed to American culture. When treated like adults, teens are capable of rising to the...
“Definitions of ‘youth’ in Western societies usually refer to the life stage between childhood and adulthood, the transitional period between being dependant and becoming independent” (Kehily, 2007). The age of this transition can be best defined by the House of Commons as starting at 16 and ending at 24 years old (2013). This transition from youth to adulthood has altered considerably in recent years; the traditional norms and values that youth once followed are no longer respected or easily attained. Current youth have very different life styles and expectations, consequently; adolescents are taking longer to complete the transition into adulthood. Twenty-five years ago the traditional norms we...
Youth of today are taking longer to complete the transition into adulthood compared to youth of twenty-five years ago. Changes in education and the benefit system may be responsible for the altered state of transition in current youth (Keep, 2011) which is an assumption that will be explored. In regards to this; this essay will cover youth transition and will look at how the restructuring of polices and legislations have affected youths transition in to adulthood. Furthermore the manner in which political ideologies and perspectives have altered factors such as education, employment, housing and benefits will be examined. Once a full explanation has been provided; the fundamental question that needs to be answered is; are the teenagers of today embattled or empowered?
The Massachusetts Institute of Technology (MIT) is a private research university in Cambridge, Massachusetts. Founded in 1861 in response to the increasing industrialization of the United States, MIT consists of five schools and one college for a total of 32 departments. The Institute is traditionally known for its research and education in the physical sciences and engineering, and more recently in biology, economics, linguistics, and management.
Childhood and adulthood are two different periods of one’s lifetime but equally important. Childhood is the time in everybody’s life when they are growing up to be an adult. This is when they are being considered babies because of their youthfulness and innocence. Adulthood is the period of time where everybody is considered “grown up,” usually they begin to grow up around the ages of eighteen or twenty-one years old but they do remain to develop during this time. However, in some different backgrounds, not everybody is not fully adults until they become independent with freedom, responsible for their own actions, and able to participate as an adult within society. Although childhood and adulthood are both beneficial to our lives, both periods share some attributes such as independence, responsibility, and innocence that play distinctive roles in our development.
Once a child goes to school, they could express many of their thoughts, feelings, and needs, and they start taking more significant steps towards independence. Meanwhile, as we go into adulthood, adults can choose things like where they want to live, what they want to eat, what job they will do, etc. In adulthood, it consists of changes in lifestyles and relationships. Furthermore, as an adult, life changes, such as leaving home, finding a long‐term romantic relationship, beginning a career, and starting a family. Many young adults first leave their house to attend college or to take a job in another city, and that’s where their independence starts. Also, Adults attain at least some level of attitudinal, emotional, and physical freedom.
Before starting this class, I never really gave much thought to the difference between race and ethnicity. The reason this type of inequality interests me so deeply is because, as a woman growing up in a male dominated rural community, I have experience of gender inequality. I was taught that women cannot be football players, cannot ride horses for too long, or be too loud, shouldn’t share their opinions, and should refrain from working outside the home. I was taught my value was in the size of my jeans and the purity of my abstinence.
This class showed me how inequality is the base of education, if it’s not about gender it’s about class or race, making it hard for a person that falls under this description to have an equal chance, yet our society train us to believe that education can change
Youth are not only the leaders of tomorrow, but also the partners of today. Young people are social actors of change and progress. They are a crucial segment of a nation’s development. Their contribution, therefore, is highly needed.