The Negative Side of Affirmative Action
Affirmative Action…Is it positive or negative? “Remembering the Negative Side of Affirmative Action,” a reflection of the graduate college life and experience of Lisa Chavez, a Mexican American, is a strong article of the negative aspects of affirmative action. Published in the Chronicle of Higher Education in 2002, the article provides a somewhat modern approach or view to the controversial issue. Chavez’s article addresses her own personal experience of teaching a class filled with affirmative actions students, brought in from previous- offender’s programs. She provides details of the situations that she was placed in, and their effect of her teaching at that time and in the future. This article is a valuable example of a negative view on affirmative action.
This article is very persuasive thanks in part to all of the direct evidence she provides. Chavez discusses her job offer to teach a college level English class to some immigrant and previous offenders that came from the local jail.
I thought that affirmative action would extend a helping hand to those who might otherwise learn about available opportunities…I learned however, that affirmative action could be a double-edged sword, even though its intended beneficiaries.(1)
This example gives the framework for the argument she is trying to present. The majority of these students were unwilling to learn and resulted in using negative gestures toward Chavez in order to “strict up a rise” with the other students.
They took every chance to embarrass me, and I soon found out that open-ended writing assignments usually turned into fantasies of what they would like to do to me if they could get me alone sometime. (1)
Chavez also explains the repercussions that the university was willing to hand down. The university was unwilling to discipline the students; they merely told Chavez to handle the problem herself. This left Chavez with no place to turn and limited ideas. Later Chavez tried to incorporate the student’s ethnic background with the lesson being taught. This leads to Chavez receiving threatening phone calls, and damages to her personal property. This evidence provides a more believable thought for the author’s argument.
By using Pathos, or emotions, she appeals to her audience. By looking for sympathy, caused by all the bad events that had taken place, Chavez is able to grab the heartstrings of her audience.
Their style and actions were deemed inappropriate because it did not adhere to the school standard of conduct. Thus, they were left on their own, without support or comprehension from the school staff. Because of this belief held by the school personnel, las chicas would be placed on a vocational tracking system. Once placed on this track, las chicas were essentially denied any chance of escaping their current socio-economic class. Las chicas and other hard-living girls were often told that college courses would be too difficult for them. Many of las chicas actually had high grades in their classes, but the grades didn’t matter because the courses they took wouldn’t qualify them for a four-year college. For many, the prospect of college dwindled, and with it, any hope for escaping their class in the future. They would head either to community college or straight to work in low-wage jobs. They were systematically excluded from any chance of improving their
3.The term Affirmative action has played a huge role in the past one hundred years of American politics. It is simply defined as an action or policy favoring those who tend to suffer. Civil Rights of American citizens have drastically changed because of Affirmative action. With almost anything in politics, there is a debate for and against Affirmative action. Supporters of this say that this helps encourage e...
A student should never be denied the right to learn and become successful because of a different skin color, or because they speak a different language. “No saco nada de la escuela” by Luis Valdez is a play that discusses the racism in schools. The play starts with students going to elementary school and then ascending to middle school and college. At the beginning the students were not aware of what racism really was because of their innocence. However, the teacher that they had was very racist and bullied the students of color. That experience made the other kids realize that not everyone was the same and because of color or language they should be treated differently. There are five different students who take part of this play, two of those students were white, and there were two Chicanos and one black. That is great diversity of cultures. The teacher that the students have in elementary school was an example of the other professors they were going to have throughout their school years. Very arrogant and not understanding of the minority students. Their teachers were not really interested in teaching the minorities and always showed her discontent of having students of color. Their teachers didn’t believe that students who were part of a minority should be placed in the same classroom as the white students. Maybe that was because they didn’t know the potential a minority student could have. One Chicano student named Francisco never denied his roots and became very successful. He had many obstacles in his learning environment, but at the end he becomes a great example of perseverance. Francisco is the student who I think showed the greatest development in the play. He had to deal with racism all the time, but that didn't stop ...
Discrimination is still a chronic global issue, and drastic inequalities still exist at the present time. Thus, the Affirmative Action Law is an important tool to many minorities most especially to women, and people of color, for the reason that this program provides an equality on educational, and professional opportunities for every qualified individual living in the United States. Without this program, a higher education would have been impossible for a “minority students” to attain. Additionally, without the Affirmative Action, a fair opportunity to have a higher-level career...
...hinese Seamstress gives an accurate depiction of things that occurred during the Chinese Culture Revolution. It shows that youth were re-educated in villages by poor peasants and that material of western influences that opposed Mao and his ideas were considered bad and were banned. It shows that in order to re-educate them they were to do manual labor and live in communes. They were removed from their families and the things they took for granted. Their lives were no longer under their control, they were told were to go live, where to work and what they can and cannot do. The Chinese Culture Revolution had a profound impact on the people in China from every aspect of life, men, women and children and from every age were affected.
Mao Zedong will forever live on history as a revolutionary, not only in China but across the globe. There are very few communist nations today because of the many difficulties of having a homogenous population, which shares the same ideals. Mao was able to modernize and re-socialize his citizens in a short amount of time. He defined himself as the face of change in China. Mao’s vision of equality for all Chinese citizens has still not been achieved but it is well on its way. The only question lies in, does the end justify the means.
Students were grouped by IQ, those who had an above average or higher were helped to go to college and those who had a low IQ’s were not given the support or the push needed to get them into college. Educators allowed low education standards and refused to see students as equals. The advisors set students sights low for the future by encouraging how service jobs were a practical choice for us Mexicans. Cleaning houses were the normal thing to do for Mexican-American females. Students were tired of the inadequate staff and the staff's lack of concern for their students. The students sent out a survey among the other students to see if they were satisfied with what they were getting from their education. The result was that the schools and instructors were not meeting the needs of the students’ more so of the Chicano students.
The Sub-Prime Mortgage Crisis of 2008 has been the largest financial crisis to take place since the end of the Great Depression. It was the actions of individuals and companies that caused this crisis. For although it could have been adverted, too much money was being made by too many people in place of authority to think deeply on the situation. As such, by the time actions were taken to attempt to rectify the situation, it was already too late. Trillions of dollar of tax payers’ money was spent trying to repair the situation that was caused by the breakdown of ethics and accountability in the private sector. And despite the government’s actions to attempt to contain the crisis, hundreds of thousands lives were negatively affected before, during, and after this crisis.
The two-line struggle which broke between Mao Zedong’s promotion of socialism and his opponents’ lapsed into revisionism. The designation of Liu Shaoqi with the dominant authority was an assertion that consensus had diminished over a variety of issues, including the economy and ‘spontaneous developments towards capitalism’ in the countryside. The party was accused of having become ‘divorced from the masses’ and education thrived of ‘bourgeois individualism’. The struggle between the Soviet Union and China was escalating, in which a split seemed to be inevitable. Mao as a result attempted to spur China’s independent economic development through the Great Leap Forward. Hence the social violence of the Revolution was caused by the incoherence of pre-Cultural Revolution political system as explained by Richard Kraus, “Maoism itself was embodied in the paradox that Mao wanted people to act voluntarily exactly as he wanted them to, without quite trusting they would do so.” Shifting from this political argument, Lynn T. White III interpreted the Cultural Revolution as an unintended result of administrative policies, claiming the campaigning, controlling and labelling of such swayed students’ attitudes towards each other and their leaders, hence seen as merely the long term cost of these
In conclusion, this assignment is very educative. One of the key things learned from this assignment is that no matter how one is willing to take a risk, there is always a limit beyond which he cannot go. Banks should never lend to the subprime beyond the threshold provided by the law. This is irrespective of impeding profits from such an offer. Before getting into a contract, it is always important to understand the terms and conditions. This is because moral hazard does not apply everywhere.
Mao’s Cultural Revolution was an attempt to create a new culture for China. Through education reforms and readjustments, Mao hoped to create a new generation of Chinese people - a generation of mindless Communists. By eliminating intellectuals via the Down to the Countryside movement, Mao hoped to eliminate elements of traditional Chinese culture and create a new form Chinese culture. He knew that dumbing down the masses would give him more power so his regime would be more stable. This dramatic reform affected youth especially as they were targeted by Mao’s propaganda and influence. Drawing from his experiences as an Educated Youth who was sent down to the countryside Down to the Countryside movement, Ah Cheng wrote The King of Children to show the effects of the Cultural Revolution on education, and how they affected the meaning people found in education. In The King of Children, it is shown that the Cultural Revolution destroyed the traditional incentives for pursuing an education, and instead people found moral and ethical meaning in pursuing an education.
According to the Encyclopædia Britannica, affirmative action is “an active effort to improve employment or educational opportunities for members of minority groups and women.” However, despite its well-intentioned policies, it has been the source of much controversy over the years. Barbara Scott and Mary Ann Schwartz mention that “proponents of affirmative action argue that given that racism and discrimination are systemic problems, their solutions require institutional remedies such as those offered by affirmative action legislation” (298). Also, even though racism is no longer direct, indirect forms still exist in society and affirmative action helps direct. On the other hand, opponents to affirm...
Today there is considerable disagreement in the country over Affirmative Action with the American people. MSNBC reported a record low in support for Affirmative Action with 45% in support and 45% opposing (Muller, 2013). The affirmative action programs have afforded all genders and races, exempting white males, a sense of optimism and an avenue to get the opportunities they normally would not be eligible for. This advantage includes admission in colleges or hiring preferences with public and private jobs; although Affirmative Action has never required quotas the government has initiated a benefits program for the schools and companies that elect to be diversified. The advantages that are received by the minorities’ only take into account skin color, gender, disability, etc., are what is recognized as discriminatory factors. What is viewed as racism to the majority is that there ar...
...isk there would be no such thing as a subprime loans, any mortgage issued banks would be guaranteed a payback in full of their loan. However there will always be risk with investment and mortgages, and as always the higher the risk the higher the payout, but if institutions are not responsible in weighing the risk, and taking the right amount of risk a lot can go wrong as it did in 2008. Many institutions can be held accountable for the housing crisis in 2008, whether it be the banks for lending risky subprime loans, borrowers for risking their house on future assumptions like a higher pay right or their home appreciation, or investors buying mortgaged backed securities without researching what exactly comprised these securities. The housing crisis shows that everyone takes a risk when it comes to investing and everyone may pay the consequences of risking too much.
“Nothing beside remains. Round the decay / Of that colossal Wreck,” wrote Percy Bysshe Shelly in his poem, “Ozymandias.” This theme of destruction also forms the basis of Lord Byron’s poem, “Darkness.” Although each poem has a very different narrative, tone and plot, they reflect fears about the legacy of human influence and the destruction of civilization. The common theme of destruction, found in Percy Bysshe Shelly’s poem “Ozymandias” and Lord Byron’s poem, “Darkness” reflects the poets’ shared fears about the future by writing about ideas of civilization, the fall of mankind due to nature and natural instincts, life and death.