Institutional Racism

More documents

Recommendations

Info

Moral Component Moral debt is the final component of the education debt and “reflects disparity between what we know is right and what we actually do” (Ladson-Billings). Moral debt is expressed as the lack of honor given when honor is due. There is no hesitation in giving honor to Martin Luther King Jr. or Rosa Parks. Another example of repaying moral debt are the reparations placed on Germany after WWII.[38] Debate is happening on the basis of moral debt, reparations and success but much of the debate focuses on the individual and the responsibility of the individual to ensure success. “No nation can enslave a race of people for hundreds of years, set them free bedraggled and Page 104 of 250
penniless, pit them, without assistance in a hostile environment, against privileged victimizers, and then reasonably expect the gap between the heirs of the two groups to narrow. Lines, begun parallel and left alone, can never touch.” Randall Robinson states. Individual responsibility becomes an unrealistic expectation when a group has been exploited, disenfranchised and oppressed for centuries. Family Structure/Parenting Style Demand-Side Children can differ in their readiness to learn before they enter school. Research has shown that parental involvement in a child's development has a significant effect on the educational achievement of minority children. According to sociologist Annette Lareau, differences in parenting styles can affect a child's future achievement. In her book Unequal Childhoods, she argues that there are two main types of parenting: concerted cultivation and the achievement of natural growth. Concerted cultivation is usually practiced by middle-class parents, regardless of their race. These parents are more likely to be involved in their children's education, encourage their children's participation in extracurricular activities or sports teams, and to teach their children how to successfully communicate with authority figures. These communication skills give children a form of social capital that help them communicate their needs and negotiate with adults throughout their life. The achievement of natural growth is generally practiced by poor and working-class families. These parents generally do not play as large a role in their children's education, their children are less likely to participate in extracurriculars or sports teams, and they usually do not teach their children the communication skills that middle- and upper-class children have. Instead, these parents are more concerned that their children obey authority figures and have respect for authority, which are two characteristics that are important to have in order to succeed in working-class jobs. The parenting practices that a child is raised with influences their future educational achievement. However, parenting styles are heavily influenced by the parents' and family's social, economic, and physical circumstances. In particular, immigration status (if applicable), education level, incomes, and occupations influence the degree of parental involvement their children's academic achievement. These factors directly determine the access of the parents to time and resources to dedicate to their children's development. These factors also indirectly determine the home environment and parents' educational expectations of their children. For example, children from poor families have lower academic performance in kindergarten than children from middle to upper-class backgrounds, but children from poor families who had cognitively stimulating materials in the home demonstrated higher rates of academic achievement in kindergarten. Additionally, parents of children living in poverty are less likely to have cognitively stimulating materials in the home for their children and are less likely to be involved in their child's school. The quality of language that the student uses is affected Page 105 of 250
Page 2 and 3:
Page 2 of 250
Page 4 and 5:
Page 4 of 250
Page 6 and 7:
Page 6 of 250
Page 8 and 9:
Page 8 of 250
Page 10 and 11:
4. Throughout the process, we encou
Page 12 and 13:
Page 12 of 250
Page 14 and 15:
Page 14 of 250
Page 16 and 17:
Romans 10:12-13 12 For there is no
Page 18 and 19:
This work is not meant to be a piec
Page 20 and 21:
Classification The concept of insti
Page 22 and 23:
The racial segregation and disparit
Page 24 and 25:
paint, respiratory irritants such a
Page 26 and 27:
Between 1986 and 1997, the number o
Page 28 and 29:
legal representation. Where's the j
Page 30 and 31:
Palmer Raids According to the Unite
Page 32 and 33:
actions. He wrote that "a mob is a
Page 34 and 35:
"psychological gesture" intended to
Page 36 and 37:
of the merit system in 1881, the nu
Page 38 and 39:
Bamattre, who was retired by the ma
Page 40 and 41:
desegregation of schools, continuou
Page 42 and 43:
We have a president-elect who campa
Page 44 and 45:
improve their diversity efforts and
Page 46 and 47:
Despite the amount of eager partici
Page 48 and 49:
wear traditional clothes off the re
Page 50 and 51:
federal government responsibility f
Page 52 and 53:
Kabyle, or Berbers, of Arab descent
Page 54 and 55: estimate, fewer than 5% of Algerian
Page 56 and 57: poor economic participation of the
Page 58 and 59: characteristics of the Australian A
Page 60 and 61: There are four main ethnic groups o
Page 62 and 63: minor crimes that resulted in virtu
Page 64 and 65: Page 64 of 250
Page 66 and 67: Examples Examples of institutionali
Page 70 and 71: 1527 of Thucydides’ History of th
Page 72 and 73: Police Unfair treatment conducted b
Page 74 and 75: against employers for promoting a s
Page 76 and 77: were plentiful. A famous example oc
Page 78 and 79: Adolf Hitler was greatly influenced
Page 80 and 81: States also used tapes of distorted
Page 82 and 83: loyalists, as well as flex its econ
Page 86 and 87: Kindergarten Through Fifth Grade Ea
Page 88 and 89: Study (ECLS-K) and the National Edu
Page 90 and 91: The Black-White Gap demonstrates:
Page 92 and 93: fairly constant since 1990. The per
Page 94 and 95: whites scored an average of 442, co
Page 96 and 97: The Black-White Gap demonstrates:
Page 98 and 99: in-school factors and home/communit
Page 100 and 101: students the opportunity to feel th
Page 102 and 103: education of minorities, specifical
Page 106 and 107: y family's socioeconomic background
Page 108 and 109: Many Hispanic parents who immigrate
Page 110 and 111: and black schools were given the eq
Page 112 and 113: in addition to the identity-related
Page 114 and 115: 2000. It is expected that minority
Page 116 and 117: acknowledge that their experiments
Page 118 and 119: them at the outset. Eight psycholog
Page 120 and 121: accountability has several negative
Page 122 and 123: Non-English Schools To evade a shif
Page 124 and 125: higher grades, but because black pr
Page 126 and 127: average traditional teachers in tea
Page 128 and 129: V. Occupational Segregation Occupat
Page 130 and 131: segregation. Contrary to this theor
Page 132 and 133: Gendered Division of Labor The gend
Page 134 and 135: Some scholars, such as Haveman and
Page 136 and 137: VI. Social Stratification Social St
Page 138 and 139: Complexity Although stratification
Page 140 and 141: and economic situations of hunter-g
Page 142 and 143: members attend prominent preparator
Page 144 and 145: Kinship-Orientation Anthropologists
Page 146 and 147: describe other ascribed and achieve
Page 148 and 149: in a society, the amount of conflic
Page 150 and 151: VII. Residential Segregation in The
Page 152 and 153: declines over the decades. The indi
Page 154 and 155:
ordinance withstood several legal c
Page 156 and 157:
Homeownership Redlining In 1933 the
Page 158 and 159:
"White flight" is one theory suppor
Page 160 and 161:
Although it is not always connected
Page 162 and 163:
e expanded to a national scale. An
Page 164 and 165:
Effects of Residential Segregation
Page 166 and 167:
VIII. Media Manipulation, Propagand
Page 168 and 169:
The key word in something becoming
Page 170 and 171:
Propaganda Laundering Propaganda La
Page 172 and 173:
Video Manipulation Compliance Profe
Page 174 and 175:
it had been a primary cause of the
Page 176 and 177:
The term is essentially contested a
Page 178 and 179:
Wartime A US Office for War Informa
Page 180 and 181:
Advertising Propaganda shares techn
Page 182 and 183:
information seeker through reinforc
Page 184 and 185:
Giftpilz (translated into English a
Page 186 and 187:
Communist periodical, before eventu
Page 188 and 189:
a KGB officer who was a double agen
Page 190 and 191:
By 1990, use of the term disinforma
Page 192 and 193:
IX. Manufacturing Consent and Media
Page 194 and 195:
Authorship According to Chomsky, "m
Page 196 and 197:
• Coverage Bias (also known as vi
Page 198 and 199:
• Media Research Center (MRC), a
Page 200 and 201:
Along the same lines, David Baron o
Page 202 and 203:
hand, urban audiences are more prof
Page 204 and 205:
at Virginia Commonwealth University
Page 206 and 207:
arbitrate their comments fairly. Wh
Page 208 and 209:
As a result, each cell contains onl
Page 210 and 211:
the absence of translation, compris
Page 212 and 213:
Despite the plethora of news servic
Page 214 and 215:
political parties. In such cases in
Page 216 and 217:
X. References 1. https://en.wikiped
Page 218 and 219:
Notes _____________________________
Page 220 and 221:
Attachment A Dismantling Structural
Page 222 and 223:
Acknowledgements This workbook has
Page 224 and 225:
Introduction Consider these two com
Page 226 and 227:
Section 1: Racialization Throughout
Page 228 and 229:
for enslaving groups of people (Afr
Page 230 and 231:
• 1910-1965. The Great Migration.
Page 232 and 233:
4. Think about how race and the rol
Page 234 and 235:
Alternative Activity: Public Purpos
Page 236 and 237:
Activity: Step Up, Step Back 30 min
Page 238 and 239:
Section 4: Framing, Narrative and C
Page 240 and 241:
Worldview “The fish is the last c
Page 242 and 243:
Activity: Winners and Losers 20 min
Page 244 and 245:
Section 5: Developing Racial Justic
Page 246 and 247:
A Guide to Racial Justice Policy De
Page 248 and 249:
Activity: Break participants up int
Page 250 and 251:
Targeted Universalism and Policy De
Page 252 and 253:
Appendix Sample stories from the hi
Page 254 and 255:
The Racialization of Citizenship Th
Page 256 and 257:
political structures and cultural t
Page 258 and 259:
History of Racialization Timeline R
Page 260 and 261:
Attachment B The Economic Impact of
Page 262 and 263:
2 Acknowledgments Recent national a
Page 264 and 265:
4
Page 266 and 267:
6 “ The wide variation in perform
Page 268 and 269:
8 Exhibit 2 17 countries have highe
Page 270 and 271:
10 (NAEP) scores for math and readi
Page 272 and 273:
12 The income achievement gap The a
Page 274 and 275:
14 productivity and performance via
Page 276 and 277:
16 Exhibit 10 Within the same distr
Page 278 and 279:
18 Exhibit 11 Achievement as early
Page 280 and 281:
20 are more likely to be uninsured
Page 282 and 283:
22 with instances in which students
Page 284 and 285:
Social Sector Office April 2009 Des
Page 286 and 287:
Attachment C The Use and Abuse of M
Page 288 and 289:
Introduction ABOUT THE INSTITUTE Th
Page 290 and 291:
Georgia, where suddenly vacant medi
Page 292 and 293:
Once media manipulation is widely a
Page 294 and 295:
If alternatives to conflict are dis
Page 296 and 297:
Working with the Legislature and Ju
Page 298 and 299:
A problem often found in societies
Page 300 and 301:
Entertainment-Oriented Programming
Page 302 and 303:
For more information on the Interne
Page 304 and 305:
Advocacy Foundation Publishers Page
Page 306 and 307:
Issue Title Quarterly Vol. I 2015 T
Page 308 and 309:
Issue Title Quarterly Vol. V 2019 O
Page 310 and 311:
LII Interpreting The Facts Q-4 2025
Page 312 and 313:
LXXVIII Reforming Public Policy Q-2
Page 314 and 315:
Racial Profiling June 2019 Mass Col
Page 316 and 317:
Special Editions Crowdfunding Winte
Page 318 and 319:
Legal Missions International Page 2
Page 320 and 321:
Vol. V 2019 XVII Russia Q-1 2019 XV
Page 322 and 323:
The e-Advocate Newsletter Genesis o
Page 324 and 325:
Extras The Nonprofit Advisors Group
Page 326 and 327:
About The Author John C (Jack) John
Page 328:
Page 250 of 250
show all

Institutional Racism

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?