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Release Blitz: Race for What?
Release Blitz: Race for What?
A White Man’s Journey & Guide to Healing Racism from Within Race & Ethnic Relations Date Published: March 29, 2022 Publisher: R4W INC Race is currently a hot topic of discussion. Questions being considered are: Does racism still exist? What does equity look like? How do we achieve justice? Anti-black racism is real. It hasn’t been corrected and it won’t go away on its own. Aboriginal…
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Dr. Charles Quist-Adade has taught an incredible range of courses to university students including modules regarding racism and inequality and race and ethnic relations.
LEGACIES PERSIST
This blog, in November 2018, reported on Abigail and Stephan Thernstrom’s[1] work that cites studies regarding sociological/historical factors and how they have affected racial and ethnic groups. Specifically, that research looked at these groups’ ability to prepare their offspring to succeed in school.
That posting, “Disadvantages Beget Disadvantages,” compares the relative disadvantages African Americans have as compared to what white, Asian Americans, and Hispanic families face. The history of African Americans has been measurably more challenging than that of these other groups.
This posting will continue this report. An influential work that reports on the relative strength of various ethnic-racial groups in preparing children for schoolwork is that of Christopher Jencks and Meredith Phillips. They provide often cited statistics in this area of concern. Summarily, they state,
Change in parenting practices might do more to reduce the black-white test score gap than changes in parents’ educational attainment or income. … Cognitive disparities between black and white preschool children are currently so large that it is hard to imagine how schools alone could eliminate them. … Changing the way parents deal with their children may be the single most important thing we can do to improve children’s cognitive skills.[2]
The previous posting made the argument that this current situation is clearly the product of the history these groups have experienced.
Of importance, Jencks and Phillips highlight the amount and character of verbal communications between parents and children. This can be analyzed according to the amount and type of communication that transpires. One effort to measure the effects of that history is provided by Home Observation for Measurement of the Environment (HOME) group and its scale. That study unfortunately reveals significant differences among white, Hispanic, and black households.
Broad comparisons (in rough numbers) on a testing scale found the following: in terms of cognitive stimulation, whites scored 104, Hispanics scored 94, and blacks scored 93; and in terms of emotional support, whites scored 103, Hispanics scored 99, and blacks scored 91.[3] But before one is tempted to listen to racial bigots who cite such statistics to “prove” there exists inherent differences among racial and/or ethnic groups, deeper study proves them to be wrong.
As the Thernstroms argue, such factors as parental education, occupation, and income do make a difference. One can also add to those more cited variables child’s weight at birth and age of mother also correlate with school performance.[4] When one controls for these factors, one finds no difference among these groups.
They further suggest that a researcher could probably conflate these other measured variables by just counting the number of books in the home – the more the better. On this last factor, the Thernstroms report that in a 1998 study of kindergarten students, whites had on average 93 books at home and black kids had half that number. How many books a child has access to at home does not make the difference, but that number is a telling one for other factors.
Can school systems control for these factors? Directly, they have little to no control. But they can be aware of them and tailor their efforts accordingly. Of course, in dealing with challenged students, their strategies should reflect knowledge and sensitivity to what is; what the challenges their students bring through the front door of the schoolhouse.
But more importantly, perhaps, is the responsibility of informing the general public – and their children – what these sociological factors are and to what extent they exist locally. And this needs to be done sensitively. The last thing challenged students need is fodder material that can be used in bullying or other derogative treatment by fellow students.
But generally, if there exist inordinate obstacles that confront portions of the student population, the whole community needs to be made aware of them. They need to be instructed on how the community can address the unjust conditions that face any grouping within their midst. And civics education can and should play a central role. It should, at the secondary level, lead to a productive response by teachers and administrators with the aim of truly federating all families.
[1] Abigail Thernstrom and Stephen Thernstrom, No Excuses: Closing the Racial Gap in Learning (New York, NY: Simon & Schuster, 2003).
[2] Christopher Jencks and Meredith Phillips, The Black-White Test Score Gap (Washington, DC: Brookings Institution Press, 1998), 24, 45-46; a version of this work can be found online, https://www.google.com/books/edition/The_Black_White_Test_Score_Gap/Ywb7r1oOxJYC?hl=en&gbpv=1&pg=PP1&printsec=frontcover, accessed January 2, 2020.
[3] David J. Armor, Maximizing Intelligence (New Brunswick, NJ: Transaction Books, 2003); a version of this work can be found online, https://www.google.com/books/edition/Maximizing_Intelligence/nR0uDwAAQBAJ?hl=en&gbpv=1&printsec=frontcover .
[4] Abigail Thernstrom and Stephen Thernstrom, No Excuses: Closing the Racial Gap in Learning.
Download Understanding Race and Ethnic Relations 5th Edition by Parrillo Test Bank
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The Man takes a look at one attempt to spark mob violence against #BlackLivesMatter, as well as the death of Alfred Wright.
As much as I love my Racial and Ethnic relations class it has actually left me feeling more confused and alone due to my own ethnic heritage.
Being mixed but looking very white is often a strange balance. I claim and love my Mexican heritage, but I often feel like I am not accepted by the Mexican community, or even side of the family.
I am given more privileged because I look white, which also makes me feel like I’m betraying my Hispanic roots.
I grew up being told I am half Mexican, and only this past year found out I am actually only a quarter as my Wello (Grandpa) is actually mostly Native American. I feel like I lost part of my identity. I no longer know how to respond to race and ethnicity questions.
My parents didn't teach me how to speak Spanish, so I am isolated on my Hispanic side as they all speak Spanish and English fluently.
I never know where I fit in with statistics.
I can’t check White and Hispanic and other on applications because being Hispanic at all arks you Hispanic completely and I feel wrong identifying as such.
I don’t feel like I have the right to identify with the Hispanic or Mexican population, but I also don’t feel like I have the ethnic invisibility of a white person.
I still don’t know how does mixed identity plays into social standings and identity.
Or how does the color gradient fits into that.
If anyone ever thinks your arguments against racism is invalid, know that these issues are taught at the university level and are just as effective as learning about it on Tumblr
Reminder: western culture is not the cultural standard to meet. I repeat, western culture is not the cultural standard to meet.
Please do not try to "liberate" other cultures before you have determined oppression in *their* context, not simply yours.
