ktmeng/mec huggingface dataset:
Topic: racism

Perhaps most importantly, a severe lack of health insurance within the African American community can certainly be linked to drastic health problems in men, women and children. Based on these findings it seems clear that any plan to improve health within the African American community must include plans to combat racism in all its forms. Though more research in these areas is needed, early indications show that this research could change the way we look at both racism and health. It very well could pinpoint racism as a legitimate public health issue.
Topic: racism

Anthony, E. K., Bryn, A., & Austin, M. (2011). Reducing child poverty by promoting child well-being: Identifying best practices in a time of great need. Children and Youth Services Review, 33(10), 1999–2009. Brondolo, E. (2009). Coping with racism: a selective review of the literature and a theoretical and methodological critique. Journal of Behavioral Medicine, 32(1), 64-88. Center for Disease Control. (2005). Health discrepancies experienced by black or african americans – united states. MMWR Weekly, 54(01), Retrieved from
Topic: racism

105-126. doi: 10.1521/jscp.2008.27.2.105 Ratcliffe, C. The Urban Institute, (2010). Childhood poverty persistence: facts and consequences. Sandoval, D. A., Rank, M. R., Hirschl, T. (2009, Nov). The increasing risk of poverty across the American life course. Demography, 46(4), 717-737. Schuster, Mark A. Racial and Ethnic Health Disparities among Fifth-Graders in Three Cities. New England Journal of Medicine, 2012; 367 (8): 735 DOI: 10.1056/NEJMsa1114353 Smeeding, T. M. (2005), Public Policy, Economic Inequality, and Poverty: The United States in Comparative Perspective. Social Science Quarterly, 86: 955–983. doi: 10.1111/j.0038-4941.2005.00331.x Sternthal, M. (2011). Racial disparities in health. Du Bois Review: Social Science Research on Race, 8, 95-113. doi: 10.1017/S1742058X11000087 United States Census Bureau. (2005). Income, poverty, and health insurance coverage in the united states: 2004. Washington, DC: US Government Printing Office. Williams, D. (2010). Racism and mental health: the
Topic: racism

Another way childhood can affect whether or not a person has a prejudice is their family and how they were raised. If a child see’s their family or parents using racial slurs or putting down a race for any reason, that child could grow up to be the same way and think it is acceptable to have a prejudice. The effect of that could be going in public or at school using derogatory comments towards a race and thinking that it is alright and hurting someone’s feelings.
Topic: racism

A child could also pick up prejudice opinions through their friends. Their friends could be bullying another child due to his race and that child could join along to fit in. This also is a major problem in schools because that child that is bullied could resent his classmates and this can cause many more problems down the road. If a child can learn to not fall into the peer pressure of bullying others for being different then more children could follow and there is the solution to bullying in schools.
Topic: racism

Racism occurs all over the world. To believe that there would be a point where racism wouldn’t exist is too idealistic. Racism has occurred in the past and racism continues to occur today. When people say that racism doesn’t exist as much as it used to or when they used the words “improved” or “better” to describe it, they are either speaking from their opinion or they are to an extent true. Yes, it is true that there is no more slavery; it is true that people aren’t as discriminatory to African Americans as they used to be, but as a matter of fact, something doesn’t end when it shifts.
Topic: racism

What really aggravated me was when I had to travel this summer to the Middle East with my family, my brothers, who are only 9 and 13 years old, were thoroughly checked: they stood in a glass cubicle, they had to take off their shoes, and they had to go through further metal detection all because of their names. My question is what did these children know? How to play football or video games? They didn’t even watch the news, they rather yelled at my Dad to change the channel, every once in a while he decided to watch TV because they wanted to watch cartoons. I felt like yelling at the security guard, but I chose not to, because that would’ve been either used against me, or because of the glare that my mother was giving me. Also, there have been many terms that I found derogatory.
Topic: racism

Terms like “Islamophobia” or “xenophobia” are used to describe an irrational fear or dislike of outsiders and “Muslims” or rather Terrorists. What people fail to realize is that there will always be extremes. Another thing that aggravates me, are false and misleading websites that teach other people to hate Muslims. These websites say quotes like, “Are you burning with the peace of Islam” in a sarcastic way, while showing pictures of violence. The sad thing is that people have come to trust these websites, with false and misleading statistics and information. I don’t see extremists and murderers as people of faith, I see these people for who they are: murderers, murderers of human life, of equality, of freedom and of faith. In my opinion, Extremists use faith as a way to rationalize their actions and that’s exactly what these websites deny. The websites falsely accuse all Muslims to be violent and barbaric. This causes people to become hostile towards all of my kind.
Topic: racism

Once, I went to a program at a Precinct in Manhattan. The program was “trying” to promote peace and “helping” Muslims feel comfortable with Cops or other authoritative officials. A woman Muslim/ Cop made a speech at the podium about, how she was treated as an equal among her fellow workers. She was from Yemen, but even if she was Muslim, she didn’t wear the head scarf which separated her from her audiences. A woman that I can never forget stood up during her speech, she was wearing a head scarf, she had most of her face covered and she said loudly, “You don’t wear the head scarf, How would you feel, If a Cop came to your doorstep, and started yelling at you to remove your scarf when you did nothing? I am a Black Muslim woman and I am proud of it, and No one has the right to tell me to take off my scarf!” The speaker didn’t have a proper response towards the woman. It is indecent, inappropriate, immoral, and unjust to use authority in a wrong way that would violate another human being’s boundaries. What happened to her freedom and equality when she was forced to do so? How can we trust our officials? How can we trust society if we know that nothing has changed?
Topic: racism

In conclusion, the effects of racism diminish the chances of an equal, free and prosperous life. Things have only escalated over the course of these years, I don’t know when things will change, I don’t know how they will change. But what I do know is that I hope and I try to make a difference to change things and so do other people, maybe change is right around the corner or maybe we have to fall before we can stand back up again. Change will come, Discrimination will end and when it does it will hopefully be everlasting.
Topic: racism

1. Eva’s view of herself and her people is that their nationality is competing with other races because of the discrimination. When Eva is a child, she is taught by her father that she has to fight for her people. “An Aztec princess is chosen for her blood, to fight for her people, as Papi and his father fought, against those who say we are less than they are, who say we are not equal in beauty and in blessings”.
Topic: racism

4. In the beginning, obstacles that Ms. G faced are that the students didn’t believe in her, thinking that she wouldn’t be able to last in the classroom or teach because of the difficult interracial battles between students. “I give this bitch a week.” Erin had to deal with two students fighting on the first day of teaching, and witnessing another between different tribes within the school. Along with the discouragement from her father. “You’re gonna waste your talents on people who don’t give a damn about education. It breaks my heart”.
Topic: racism

6. At first, the students of room 203 relate to one another because of the similar situations and issues that each have experienced. Another way the students can relate to one another are the difficult moments of their individual lives they have to face because they’re all trying to cope with the cards they have been dealt in life. Also with discriminating against other races. Most of the students in room 203 are of different race to the teachers of Woodrow Wilson high school and feel separate from the community. “You can’t go against your own people, your own blood.” 7. A character that I like is Jamal because he seems like he is a funny person and entertaining to be around, making jokes out of negative situations. I can relate to him because I am a student myself. Having to complete unnecessary tasks when there are more important activities that I can be doing.
Topic: racism

8. Ms. G tried to engage the students by finding something she thought they would be interested in and using it to relate to them with 2pac rapper lyrics with poetry as an example of an internal rhyme. The students are bothered by this, “Think we don’t know 2Pac? -White girl gonna teach us about rap”. She mixed up the separate boarders in the classroom to engage the students with differentiation without separate races but fails because of the lack of interest and students stop attending.
Topic: racism

9. Reasons that the students do not respect Ms G are because of the racial situation at Long Beach, they think that she is just another white person analogous the rest of the teachers that have never really put any effort into actually teaching or caring about their education and don’t try understand their situations. The students are used to never being a priority in the education system, constantly being looked down on as not being smart enough or trusted with the schools proper resources and recognized as people who don’t want to learn and basically never having the opportunity to become anything other than the stereotypes they have been categorised into. So Ms G. wasn’t seen as an individual, she was seen as another teacher that didn’t care. “Lady, stop acting like you’re trying to understand our situation”. They think she doesn’t deserve the respect given from them because she hasn’t earned it. “I’m not just gonna give you my respect because you’re called a teacher.”
Topic: racism

10. Eva hates white people because of negative experiences she has had with white police. “I know what you can do. I saw white cops shoot my friend in the back for reaching into his pocket, his pocket! I saw white cops come into my house and take my father away for no REASON except they feel like it! Except because they can! And they can, because they’re white”. She feels that white people demand respect without earning it. “You don’t know what we got to do. You got no respect for how we living”. White people always wanting their respect like they deserve it for free”. Eva thinks that all white people feel that they have authority over her ethnicity, that whites run the world no matter what resulting in Eva hating all white people on sight.
Topic: racism

11. Erin’s husband is a very considerate and devoted husband but shows resentment towards her career after assimilating extra jobs to support her teaching career without consulting him. He doesn’t appear to want to talk about her job and when he does, he doesn’t show any support toward it. While not paying attention to Scott, his attitude toward Erin’s career is that he feels that she is getting too involved as a result, letting their marriage suffer. “Scott, I finally found what I’m supposed to be doing and I love it. When I’m helping these kids make sense of their lives, everything about my life makes sense to me. How often does a person get that?” “Then what do you need me for?” “You’re my husband, why can’t you
Topic: racism

15. The philosophy of the students is that they believe that the world is all about what colour someone is, not who they are. The students make illegitimate judgements about people of different ethnicity to themselves. To the students, graduation isn’t perceived as a concern when more important factors have to be dealt with. To them, making it through another day is an achievement alone, “Lady, I’m lucky if I make it to 18. We in a war. We’re graduating every day we live, because we ain’t afraid to die protecting our own. At least when you die for your own, you die with respect, you die a warrior”.
Topic: racism

17. The activity that united the students was learning about the holocaust, reading the books, hearing the stories of the victims and the excursion to the holocaust exhibition really spoke to students on a personal level that they could all connect and relate too. The main reason all the students are uniting for once is because of Ms Gruwell. Students know she goes above and beyond for them and that she actually cares. “My crazy English teacher from last year is the only person that made me think of hope. Talking with friends about last year’s English and our trips, I began to feel better. I receive my schedule and the first teacher is Mrs. Gruwell in Room 203. I walk into the room and feel as though all the problems in life are not so important anymore. I am home.” Ms. G’s teaching is the activity that first started to unite the students.
Topic: racism

18. The scene with Sindy and Eva shows that Ms. G’s class has united the students and created a bond between the two making them look beyond their own races. Ms. G’s students are starting to do right within society and not just right for their own race. For example, “I am my father’s daughter, and when they call me to testify, I will protect my own no matter what.” instead of Eva doing that which is what her family wanted her to do, she told the truth so an innocent man didn’t end up in jail. Eva thought about her actions and the consequences they would have on everyone and she did the right thing. This scene goes to prove that Ms Gruwell’s teaching initiative is working.
Topic: racism

19. Marcus’ diary entry struck me most because it’s so unfair that human beings are judged by other human beings by their skin colour when it shouldn’t be considered as a negative factor because underneath it all we’re all the same. When Clive, accidentally shot himself and he stayed by his side until the police came the assumption shouldn’t have automatically been that Marcus did it because he was black, it was so unfair especially when Marcus lost his best friend that day. Marcus’ story moved me the most because he is still searching for his freedom after being wrongfully locked up. If Marcus had never been blamed for Clive’s death and had never gone behind bars, his life could’ve been different. “Every day I worry, when will I be free?”
Topic: racism

20. At the beginning of Freedom Writers Ms. G was full of doubts and was questioning whether she was going to be able to connect with her students, get them to listen to her, to attend every class and whether she would be a good teacher or not, but throughout the movie she earned respect, grew and was taught so much from her students and by the end of the movie she had transformed a classroom full of racial boarders and hate into a non-judgemental, safe place where the students found hope, connected with one another and felt at home. She had found what she was supposed to do with her life.
Topic: racism

21. In the beginning, the students of room 203 were resistant to Erin, especially Eva who hated all white people and blamed them for taking her dad away when she was 5. They were disrespectful, extremely racist and mean toward one another to the point where Ben was scared to be in the classroom. None of the teachers cared about the students or their education. They were seen as lost causes which only made them feel like lost causes, especially Jamal who thought school was a waste of time. With the guidance of Ms.
Topic: racism

G every student in the class made a transformation for the better. Eva overcame her prejudice against white people and discovered they aren’t all the same; a lot of the racial barriers were broken down within the class. All the students attitude toward their education and each other changed, they developed respect and started caring and wanting to learn. Room 203 was transformed into an accepting, tolerant, secure, place like a home where all students, especially Ben, stopped being terrified.
Topic: racism

22. All it takes is feeling as though you have one person in your life that genuinely cares about you, supports and encourages you and takes the time to help you and is behind you every step of the way to have the power to achieve anything and everything in life regardless how many people are against you. Every raindrop raises the sea so hope must never be lost. The most significant lesson to learn from this movie is that no matter what your background may be or how different you might think you are from someone, you’re not because at the end of the day we’re all human beings and we should never forget that.
Topic: racism

In Australia there is much controversy surrounding bigotry between Indigenous and Non-Indigenous Australians. Phillip Gwynne’s novel Lethal Unna is an example of the relationships between the two cultures. Lethal Unna is based upon a 14-year-old character called Blacky who lives in ‘the Port’ where the Non-Indigenous Australians or the ‘goongas’ live. On the borders of the municipality there is ‘the Point’ and this is where the Indigenous Australians or ‘nungas’ live. Blacky is an archetypal teenager, he plays football, and experiences the exact same stress and anxiety in relation to women and maturing.
Topic: racism

” – Blacky. Blacky was not always good friends with Dumby, earlier in the novel he ranted on about how he disliked his guts since he is a Non-Indigenous Australian. However later on Dumby defended Blacky in a battle; this changed his view of Native Australians. The use of football as a repeating metaphor connects the 2 characters. “The footy was the only location for us and the nungas to be together”.
Topic: racism

Gwynne utilizes descriptive language when Blacky is attending Dumbys’ funeral service to demonstrate to the responder that Blacky does not have understanding of Native Australians and racism in the town. “Most of your homes were fibro, there were some brick ones as well. I thought that’s not right, they all had windows and doors. I had actually been told that the first thing nungas do is break all their windows and smash all their doors down.”– Blacky. Through this relationship in between Blacky and Dumby, Gwynne has revealed that Blacky has a strong relationship with Dumby, he doesn’t care that he is evaluated because he just desires to respect a Native Australian.
Topic: racism

Gwynne has used the relationship between Blacky and Pickles to show the racist side of the town. The use of Pickles arrogance towards the feelings of the Indigenous Australian community shows that the Indigenous Australians are misunderstood and judged unfairly. “Why did you go to a boongs funeral Blacky?” – Pickles. Through this technique the responder can see that not only Pickles but also the port are racist towards Indigenous Australians. When Mark Arks received the B.O.G award Blacky was infuriated because he thought that Dumby was deserving of the trophy and not mark arks, he believed that Dumby did not receive it because of him being from Indigenous Australian background. “Mark arks getting the B.O.G, that’s bull****, that was Dumbys’ award!” – Blacky.
Topic: racism

Through the dialogue that Pickles uses towards the Blacky and the Indigenous people it shows how commonly racism is used in the town and that it is of the norm to be racist. Gwynne also shows the relationship between Blacky and Dumby is contrasting to the one between Blacky and Pickles and that the relationship between pickles been forced over the years and now Blacky is starting to realise Pickles’ true traits. Through the use of a variety of language and techniques Gwynne has revealed themes of racism in the novel.
Topic: racism

It is through the presentation of different relationships that Gwynne included two sides of racism in the Indigenous culture. The presentation of the relationships between Blacky and Dumby show that racism in the Port doesn’t effect Blacky, he cared about Dumby even though he was an Indigenous Australian. On the other hand the relationship with Pickles and Blacky is much different, Pickles is racist and doesn’t want to have Blacky being friends with an Indigenous Australia therefore Blacky feels he has to hide his friendship with Dumby. Elements that such as descriptive language and dialogues, metaphorical scenarios and different perspectives, combine to make Deadly Unna an entertaining novel for the responder.
Topic: racism

African Americans and Discrimination Originally from Sub-Sahara Africa, thousands of African Americans were kidnapped and brought over to and sold in the United States during the Atlantic Slavery Trade. By 1860, before the Civil War, 3.5 million African Americans lived as slaves, mostly in the Southern United States. More than 500,000 lived as free persons in 33 states across the United States (2008). Today, many African Americans believed to have come from European American or Native American heritage. They believe to be direct descendants of captive Africans who were enslaved.
Topic: racism

The original Africans were not given the chance to colonize or immigrate to the United States; they were hunted down and chained together like animals, stacked on top of each other on the bottom of the ship, and sailed across the Atlantic Ocean to a life they were not accustomed to- slavery. January 1863, Abraham Lincoln signed the Emancipation Proclamation declaring freedom for African American slaves in slavery states. Following the signing of the bill, African Americans started facing even more problems with racial discrimination, segregation, racism, and prejudice.
Topic: racism

They could not join any “white” organizations, attend any “white” schools, eat at “white” restaurants, or work at “white” establishments. Voting rights were stripped away, economic opportunities were denied, and suitable housing was not an option for them. In some areas in the South, African Americans couldn’t even worship at their own church or attend their own schools. African Americans were kept in a state of illiteracy and treated as if they were inferior to whites. Life conditions were hard in the South for whites, new immigrants, and former slaves; that brought about the Great Migration to the Northern states.
Topic: racism

African Americans went to the North searching for a promising life full of freedom, equality, and prosperity (2008). Between 1954 and 1968, the Civil Rights movement fought to abolish racial discrimination in the South. African American political leaders sought out ways to gain equality for blacks. Civil Rights programs were designed to enable people to become full citizens (Sykes, 1995). The Civil Rights Act of 1964 covered discrimination based on race, color, creed, national origin, and sex (Schaefer 2006). The United States Constitution was written to give Americans, not just African Americans, legal rights. The first amendment gave people the freedom of speech, assembly, and religion, and press, the fourth amendment guaranteed equal protection under the law, the thirteenth amendment made slavery illegal, and the fifteenth amendment forbids racial discrimination in access to voting. It took quite a few years for everyone to get used to having their newfound freedom. In the early 20th century, African Americans were still struggling for equality among whites in the workplace, education, income status, and social class.
Topic: racism

Many people are still being passed over for promotions because they are not what corporate America wants. Women have been pushed to the back of the line and given the lowest paying position resulting in double jeopardy (the subordinate status twice defined, as experienced by women of color) (Schaefer 2006). The glass ceiling, glass walls, and glass escalator (barriers that prevent the promotion of a qualified worker because of gender or race) effect has made an impact in the workplace with African American men and women as well. Whites have been given the best of everything over African Americans- positions, salary, housing, education, and political power.
Topic: racism

To help fight for change, affirmative action was created. Affirmative action (positive efforts to recruit subordinate group members, including women, for jobs, promotions, and educational opportunities) (Schaefer 2006), gave power back to the African American people. Today, African Americans have broken down barriers and achieved great success in several areas of life such as buying houses, getting college educations, obtaining high paying jobs, and joining distinguished groups. Not all discriminatory acts have been abolished completely; African Americans are still facing subtle racist acts against them that they tend to go unreported or unnoticed. As long as people continue to fight for positive change it can be achieved.
Topic: racism

Magma bubbles and smolders with calefaction below the coarse crust of our planet. It yearns for liberation from the constricting rocks and crevices in which it adheres. It roars with anticipation as it looks to advance into a forbidden dwelling. CRACK! It breaks the barrier of segregated ground, FREEDOM! In A Raisin in the Sun, by Lorraine Hansberry, the main dynamic protagonist, Walter Lee Younger, also longed for an escape. He was forced to face an enemy that felt even more extreme than Earth’s inner core.
Topic: racism

Racial discrimination consumed him like a vacuum. Skepticism besieged from his family, destroyed the remnants of his former self. Although Walter encountered these hardships, continuously, he discovered himself to be his most prominent enemy. Despite his role as a major protagonist, Walter’s negative possession of gullibility as well as compulsiveness unceasingly enabled him to make poor decisions. Walter’s impetuous perception on the world finally comes to a halt, when he selfishly gave his sister, Beneatha’s medical school money away as well as his own.
Topic: racism

Just tell me, what it is you want to be—and you’ll be it…Whatever you want to be—Yessir! You just name it, son … and I hand you the world!” (Hansberry 108). Walter wants Travis to be proud of him. Walter’s actions impact the plot and accentuate the feeling of racial prejudice that absorbs the Youngers. Walter looks his biggest enemy, racism in the eye every time he walks out of the squalid apartment that he calls home. Lorraine Hansberry cleverly uses Walter as a symbol of a victim of social injustice and discrimination that African Americans were constantly faced with in the 1950’s. Walter has dreams. He wants to believe that he can be just as successful as any white man. Walter’s disappointment in himself, and in society is prevalent throughout the play. The use of Walter’s sulking attitude ameliorates the theme by showing how racism in the United States prevented high success among African Americans. Walter cannot help but to feel sorry for himself, by the lack of entrustment his mother, wife and sister instill in him about potential investments.
Topic: racism

Ultimately, Walter’s conflict with himself is that he doesn’t want to settle with a life where he is anything less than completely successful. Walter and his family frequently encountered racial discrimination through the hard times, living in Chicago in the nineteen fifties. When Mama decided to buy the house in Clyborne Park, the family had to come to terms that they would be very unwanted. In buying the house, it acted as a symbol of the true hardships that African Americans were faced with as they struggled to assimilate in a predominately white society. Karl Lindner shows the opinions many people had towards African Americans as he attempted to buy the house back from the Youngers. “What do you think you are going to gain by moving into a neighborhood where you just aren’t wanted ” (Hansberry 80). It is evident that the Youngers would face discrimination as they looked to a future without racial segregation.
Topic: racism

The Youngers purchase of a house in Clyborne Park, where black people are not welcomed, displayed the Youngers desperation and desideratum to advance their situation of living out of the confined and vexatious apartment in which they previously resided. Walter’s family began to lose faith and confidence in him as the insurance money disappeared. Throughout A Raisin in the Sun, Walter learned why it is so necessary to maintain adequate relationships with family, as well as in business. Walter realized this at the end of the play, and it helped him in showing his son why love and pride in ones self supersedes materialistic success. As humans, we falter in out ability to make sound decisions, yet realize that it is more crucial that we don’t fail our support system of family.
Topic: racism

Hypocrisy is the mother of all evil and racial prejudice is still her favorite child by Don King. Racism is still a common among the people of the world. Although, some people are indirect about admitting to be prejudice, their actions can really show otherwise. In “Telephone Conversation” by Wole Soyinka, the African experiences four conflicts: the landlady, the society himself, and the supernatural. An African man finds himself facing prejudice situations while attempting to rent an apartment. The encounters he faces at first leaves him unaware; but then he soon realizes so he talks to the landlady with ongoing sarcasm.
Topic: racism

Although he did mention that he head of West African sepia, she was still clueless of what that was. He said that he was facially a brunette but insisted that she should see the rest of him In the story, society take part in racism. Society is separating different races from others. Racism causes huge moral, cultural, and economic siding to a country. It negatively affects every area of life when the seeds of hatred are planted and fostered in society.
Topic: racism

The third problem the African experiences is with himself and the story the African faces problem with in himself because he seemed to be well aware as to what to say when he encounter racial issues. He is an African man so he knows what to expect from some white people but the things he safe are rather rude. He could have answered the woman s question without being so rude no matter how use he is to racist people. In conclusion, sarcastic statements cannot always get you out of situations especially when you are being rude. Racism affects many people but it is up to you whether you tolerate it or respond in a rude manner. Racism is a big problem among African Americans especially if you have to bear with it often; you will assume that racism is supposed to be that way because that’s what goes in in society everyday.
Topic: racism

Racism being a common concern for most sociologists is somewhat inevitable and a cause for a large proportion of the problems that occur in the society. American History X (1998) is a film that tells a rather heartrending tale of two brothers that got caught in a ghastly web of bitterness and hatred. Although racism is openly practiced, it isn’t entirely irreversible. The process of escaping from it, however, can be gradual and excruciating.
Topic: racism

This is when they finally have an epiphany. Derek, for the first time, sees the unjust racist world around him. His new black friend from prison helps him see the legitimate reasons behind what had been going on around him. But is it too late by then? Danny Vineyard is shown as an opinionated child who voices himself in his school essay and gets into trouble for it. When his friend Seth asks him what he has learnt, he starts off saying that he hates
Topic: racism

Although Uncle Sam is not violent or imposing in this cartoon, his expression reflects sternness and forcefulness, showing his urgency to incorporate black labor into the war industry with a non-violent, practical approach. In addition to the use of his characters, Seuss uses text in order to convince his audience of his ideals regarding racism in the war efforts. The quote near the top of the cartoon states that “real harmony” can only be achieved by using both white and black labor in the war efforts. Not only does Uncle Sam advocate for equality, but he also wants to see the success of the war industry. He uses this appeal in order to address the desires of the wealthy class. By using the word “harmony”, he means both racial equality in society, as well as improvements in the war industry. The white keys on the piano are labelled “White Labor” which far outnumber the black keys.
Topic: racism

This represents the idea that black labor is seldom used in the war industry. Seuss wants to show his audience that, using both black and white labor force will improve the condition of society. Lastly, Seuss’s use of symbolism further demonstrates his message of racial equality in the war effort. The piano itself is a symbol for the distribution of work in the labor force amongst whites and blacks. In addition, the cobwebs on the black keys symbolize the rare use, or no use at all, of black labor during World War II.
Topic: racism

In addition, there is a uneven distribution of smoke coming out of the pipes of the piano. This shows that the instrument, or labor force, is not being used to its full extent. While some parts of the piano are stressed, others are seldom used and are neglected. This applies to the labor force in America. By not allowing blacks to work in the war industry, the full potential of America’s working class is not being used. In conclusion, Dr. Suess’s political cartoon addresses the issues of racial segregation within the American society. This political cartoon was widely controversial in its time because of its political stance and radical ideas that oppose the Jim Crow laws and the upper class of society. Although this cartoon did not directly cause a dramatic change in society, it advocated for a very important idea in American history, the issue of equality of all people.
Topic: racism

Racial Formations by Michael Omi and Howard Winant, in my eyes, successfully explained how we as a society view race and gives us a sense of how it is observed within social contexts. Omi and Winant used media, ideas, and everyday examples to portray their views about race. Omi and Winant’s article began with the Susie Guillory Phipps’s case about how she had (Omi and Winant 2014) “unsuccessfully sued the Louisiana Bureau of Vital Records” (p.13) because she wanted to change her racial distinction from black to white on her birth certificate.
Topic: racism

With exploration of the new world, many Europeans had believed that anyone who was not white had to have lesser freedom, if any at all, because these non-white were seen as inferior and less fit for society. Even to this every day, many individuals try to discover the “scientific meaning” of race. These individuals want to argue that race in not (Omi and Winant 2014) “social, political, or economic determination” (p. 15) but instead race can be found within an individual’s underlying characteristics which can be identified through skin color or physical attributes.
Topic: racism

Omi and Winant further showed how race can be seen as a social concept as well. For example, they explained how many people in contemporary British politics use the term black to mean any nonwhites, which surprisingly has not lead to any retaliation by any people. As a matter of fact, some Asian and Afro-Caribbean youth are using the term for self identity. Omi and Winant explains this phenomenon as “racial formations” which refers to the (Omi and Winant 2014) “process of by which social, economic, and political forces determine the content and importance of racial categories, and by which they are shaped by racial meanings” (p.15).
Topic: racism

The white individuals were so driven to separate themselves from other races, that European men who had children with an African or Native American, or any slave for that matter, were not responsible for the children. This meant that African American or the Natives did not become wealthy and was done so that the white people did not feel threatened by other race’s power. Buck then goes on to say that (2014) “Whites had an equal interest in the maintenance of whiteness and white privilege, and that it was the elite” (pg.35).
Topic: racism

This meant that white supremacy was taught to others and thus engraved in their minds for years after. All this was created so that whites would have power over other races. Additionally, whites reserved the right to whip African Americans; however, it was illegal to whip white people. On top of this, African Americans were denied the right to having a family just because husbands could have authority for their wives and not their owners. Buck then goes into talks about Psychological Wage. Buck describes psychological wage as having a feeling of superiority for the poor whites because their whiteness made up for the terrible economic situation they were in. This sense of superiority further helped the rich whites because the poor had supported this separate racial system and thus the rich had control of labor and the economy.
Topic: racism

Race and ethnic culture are essential principles in the field of sociology and are ones that are studied a lot. Race plays a large function in daily human interactions and sociologists wish to study how, why, and what the results are of these interactions. A race is a human population that is believed to be distinct in some method from other people based upon real or imagined physical distinctions. Racial categories are rooted in the idea of biological category of human beings according to morphological features such as skin color or facial attributes.
Topic: racism

The classification of people into races and ethnic groups carries deep implication on the social and political life of different racial and ethnic groups. These classifications led to the notion of racial superiority and racial inferiority, culturally advanced groups and culturally disadvantaged, the use of derogatory undertones and parody, apartheid policy, discrimination and prejudice, and stereotyping of groups of people. Ethnic conflicts have been regular process within the same territorial borders and among the nations of the world. Ethnic conflicts have been pervasive and dangerous because they cause massive humanitarian suffering, civil wars, and destabilizing effects.
Topic: racism

Sociologically, “race” refers to a group of people whom others believe are genetically distinct and whom they treat accordingly. This term is commonly used to refer to physical differences between people brought about by physical characteristics of genetic origin. This commonness of genetic heritage may be manifested in the shape of the head and face, the shape and color of the eyes, the shape of the nose, lips, and ears, the texture and color of the hair, the skin color, height, blood type and other physical characteristics. Among the significant racial categories studied by early social scientists were the Caucasoid, Mongoloid, Negroid, and the subgroups of primary and derived races. Racial differences are seen as physical differences singled out by the community or society as ethnically significant.
Topic: racism

It is preferable to refer to ethnicity or ethnic groups rather than race for its historical and biological connotations. An ethnic group represents a number of persons who have a common cultural background as evidenced by a feeling of loyalty to a given geographical territory or leader, a feeling of identification with and unity among historical and other group experiences, or a high degree of similarity in social norms, ideas and material objects. Members of ethnic groups see themselves as culturally different from other groups in the society and are viewed by others to be so. SOCIAL CONSEQUENCES OF MEMBERSHIP IN RACIAL AND ETHNIC GROUPS Membership in racial and ethnic groups influences people’s social status and roles as they interact with others. Physical characteristics, especially skin color and certain distinctive cultural traits, complexes, and patterns, become badges for social and economic status.
Topic: racism

Frequently, they establish a person’s or groups position in the social stratification system and make up the foundation for prejudice, discrimination, and other forms of differential treatment. Furthermore, when an ethnic group becomes a target of discrimination, such group may utilize the unique physical or cultural traits as the rallying force for promoting common loyalties and enhancing collective action. When people’s definition of physical characteristics greatly affects their relationship, such definitions generally become interlinked with cultural differences. A classic example is the white man’s justification of his technological, economic, political and military superiority. Examples are such ideologies as the God-chosen race, the white man’s burden and more recently, the apartheid policy.
Topic: racism

Since the early days of the United States, Native Americans, African-Americans and European-Americans were classified as belonging to different races. But the criteria for membership in these races were radically different. For Africans, the government considered anyone with African appearance to be purely African. Native Americans, on the other hand, were classified based on a certain percentage of Indian blood. Finally, European-Americans had to have purely white ancestry. The differing criteria for assigning membership to particular races had relatively little to do with biology; it had far more to do with maintaining a group’s defined roles and position.
Topic: racism

People who occupy a subordinate status are usually called a minority group. What determines a minority group is not the unique racial or ethnics traits nor their great number but the relationship of different groups in the society of which they are a part. A minority group, then is one that, because of the power of differences among the groups, is singled out for unequal treatment in the society. A minority refers to a group which, because of physical and cultural characteristics, occupies a subordinate position in the society and subjected to collective discrimination, in some cases, even segregation, oppression, slavery, peonage, military subjugation, religious persecution, and economic, political, educational, and social suppression. The patterns of ethnic group relations include the following:
Topic: racism

Light gives the following explanations on the origin of prejudice: 1. Economic Theory- assumes that racial prejudice is a social attitude transmitted by the dominant ethnic majority class for the purpose of stigmatizing some group s as inferior so that the exploitation of the group resources will be justified. 2. Symbolic Theory- asserts that prejudice arises because a racial or ethnic group is a symbol of what people hate, fear, or envy. 3. Scapegoat theory- maintains that human beings are reluctant to accept their mistakes for their troubles and failures so they look for an ethnic-minority to shoulder the blame. 4. Social norm theory- asserts that ethnocentrism is a natural development of group living. Hatred and suspicion for the out-group are the standard and normal way of doing things, particularly in dealing with people.
Topic: racism

c. Stereotypes are often simplified and unsupported generalizations about others and are used indiscriminately for all cases. A few examples are Ilokano, “bantay kuako” (heavy smokers) and “kuripot” (stingy); Pampangueno, “dugong aso” (dog blood or traitors); Batangueno, “balisong” (knife-wielding); Bicolanos, “sili” ( pepper or hot people). 2. Patterns of Competition, Conflict and Domination
Topic: racism

When ethnocentric attitudes are coupled with intergroup competition for territory and scarce resources, an explosive social situation may arise. When two groups both strive for the same things- and they perceive their respective claims to be mutually exclusively and legitimate- the stage is set for conflict. In modern societies, the state has become the vehicle that enables one group to dominate and keep the other group subordinate. In sum, competition supplies the motivation for systems of stratification, and ethnocentrism directs competition along racial and ethnic lines, but power determines which group will subjugate the other (Noel, 1972; Barth and Noel, 1975).
Topic: racism

The economic takeover of one nation by a more powerful one and the subsequent political and social domination of the native population is called colonialism. If the takeover of one nation is trough the military superiority of the more powerful one for the purpose of territorial expansion and establishing colonies, it is termed as military colonialism. On the other hand, if the economic takeover is made through the great technological superiority of the more powerful one, the institutionalization of their businesses in their former colonies, the control and domination of most of a colony’s natural resources, the imposition of trade policies and economic treaties favorable to their side; the establishment of outlets for their surplus capital; the need for more cheap labor, raw materials, and markets to fuel their growing economy, the process is termed neo-colonialism or economic imperialism.
Topic: racism

Displacement of native population can be made possible through the influx of powerful settlers or invaders with their vastly superior weapons. It is typically found in areas rich in natural resources and similar in geography and climate to the homeland of the invading group. Displacement takes the following forms: a.) by attrition, that is, numbers of the weaker group may die of starvation or disease either deliberately or not; b.) by population transfer; and c.) by genocide- deliberate and ruthless extermination of the weaker group.
Topic: racism

Acculturation and assimilation are two very important concepts in sociology and anthropology that describe cross cultural effects on both minorities as well as majorities in societies that are multi ethnic and multi cultural in nature. Assimilation is a broader concept as described by sociologist Jean Piaget and refers to the manner in which people take new information. There are many people who think of the two concepts as same and even use them interchangeably. If you belong to a minority community in a country and retain your own culture but cannot remain isolated and are affected by the majority culture in such a way that you adapt to some aspects of the majority culture, the process is referred to as acculturation.
Topic: racism

• Meeting of cultures always produces results in terms of changes in both the cultures, and acculturation and assimilation refer to two important and different changes in these cultures. • Assimilation refers to the process where some of the majority community’s cultural aspects are absorbed in such a manner that the home cultural aspects get mitigated or lost. • Acculturation is a process where the cultural aspects of the majority community are adapted without losing the traditions and customs of the minority community. • Minority culture changes in the case of assimilation whereas it remains intact in the case of acculturation.
Topic: racism

Cultural pluralism refers to the coexistence of different racial or ethnic groups each of which retains its own cultural identity and social structural networks, while participating equally in the economic and political systems. (Light, 1985) In pluralistic society, each group retains its own language, religion and customs, and its members tend to interact socially primarily among themselves. Yet all jointly participate in the economic and political systems and live in harmony and peaceful “coexistence”. A prime example of such an arrangement can be found in Switzerland. There, people of German, French, and Italian heritage preserve their distinct cultural ways while coexisting peacefully and equally. No one group enjoys special privileges or is discriminated against.