...educational purposes. Prior to coming to the United States, I had never experienced any form of racism. This is because back home in my country, Kenya, black people are the majority and white Kenyans are not racist toward other Kenyans who are black. However, my stay in the America has made me realize that someone can be discriminated against because of the color of their skin as at times I have also experienced this discrimination based on my race. In America, for the first time my life, I identified as black. While living in Kenya, I had the privilege of not always thinking about my racial identity. Moreover,...
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...I have always identified as a heterosexual African American female. With my grandparents trying to recover from what was taken from my Granny, my family considers us as lower middle class. My family is simply made up of white-collar workers that have excelled in their positions despite their cultural identities. I typically struggle with my racial identity because there are no societal efforts to show African Americans in positive light, especially African American females. I have always felt that it is definitely harder to be an African American female versus a white female. Today, most African American females are seen acting like buffoons on reality television or as struggling single mothers, while white females are typically on shows as doctors or happily married females. These identifications affect the education of students because it affects the way they learn, but also in the environments in which they learn. Schools reflect these notions by their geographical location, their student population, and most important...
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...can still come out of it.” The language used in this quote, is uplifting but sobering. As a poet, Maya Angelou uses the written expression of language to describe her experiences as an African American woman. How we utilize the gift of language can not only determine our success or failure in life, but it can also affect those exposed to it. As an African American female, attending predominantly white private schools, I quickly realized the life changing effects language could have on me. I was misunderstood and labeled by the African American kids who went to public school and made to feel unworthy by the white kids who attended private school. I should not be characterized as “stuck up’, or “acting white”, nor made to feel as though I do not belong just because I attended a predominately white private school. We all know that language can be used not only to inform, educate, and inspire, but also to discourage, degrade, and judge. African Americans in public schools often thought I was “stuck up” just because I went to a private school. Sometimes, I was actually called “stuck up” other times their body language told me how they felt. I can remember one time my best friend, who went to a public school, and I were at the mall shopping and she ran into one of her friends from school, who was also African American. I introduced myself and told him where I went to school, after he asked. He immediately responded back I must be “stuck up.” Honestly, this statement made me feel uncomfortable...
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...world and earn an income in which he can support his family while the female can contribute to the income if she chooses to do so. Whether this I right I do not know but this is my experience in my household while being brought up. I believe things are changing in today’s current society where there is more equality in the world but I don’t believe this bias test is correct with these results. The biases in the African America- European American IAT do not represent how I perceive myself because the tests show that I have a strong preference for European Americans rather than African Americans. I can’t see how I would have this opinion when I come from a mixed background. Brought up with one side of my family being mainly European and one side being mainly African with mixed parents I cannot understand as to how the bias test suggests that I have preference towards one or the other. The only thing that I think could affect my bias is that I was in a bit more contact with the European side of my family as a young child from about 2-6. Because of my Christian worldview, my results are not affected because as a person who is learning about Christ every day and hasn’t got enough knowledge about Christ and the Christian point of view so I cannot speak from that sense. PASTE RESULTS OF TEST ON THIS PAGE You have completed the Gender – Career IAT Your Result Your data suggest a moderate association of Female with...
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...which indicate one’s identity. With blending those variables, one is discriminated against on many layers. For example, African-American, blue collar, old female experiences more severe discrimination than white female or African-American male. Historically, in the most of country, women could exercise their voting power decades after men got it. But not every woman got this right at the same time. For example, when there is a hot dispute in America about the vote of African-American and women, it was exclusive African-American female. In the end the dispute composed the vote of African-American ‘male’ or ‘white’ female. As an Asian female, I also sometimes feel that I am marginalized in the group or society but not often so far. It is considered that my country, South Korea, is extremely patricentric and male-centric culture. Men always have to be a breadwinner in the family and that may the reason of those culture. I personally have seen many men who could not accept independent woman or successful women in the social status or financially. This male-centric culture has been changed slowly in the country during decades. However the weird part is when it moves to the multiracial country like U.S.A., it is getting worse. I’ve heard many stories how their parents are conservative and how many discrimination happens between men and women in the Asian-American society. It may be caused that during Asian men have tried to be recognized their masculinity and overcome the racism,...
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...SELECTION 4 CONCEPTUAL FRAMEWORK 4 ASSUMPTIONS 5 STATEMENT OF THE PROBLEM 5 HISTORICAL PRECEDENCE 7 METHODOLOGY 12 DEFINITION OF TERMS 14 RESEARCH QUESTIONS 15 LITERATURE REVIEW 16 Works Cited 34 ------------------------------------------------- ABSTRACT Although they are small in recognition women of color have strived hard to better the higher education system and opportunities afforded to women of colors and minorities as a whole. Yes over the past couple of decades African American women have been afforded a 60 percent increase in the number of faculty and an 80 percent increase in the amount of women administrators. Yes this is a huge percentage of change, but even with these advancement African American women still represent less than seven percent of the total percentage of administrators. The women that do manage to break down the transparent barriers encounter countless problems throughout their career that Caucasian male or females or even African American males could even grasp. The careers of these heroines are often filled with unimaginable amounts of internal/external stressors, bouts of having to cope with being oppressed, seen as tokens or having to deal with racism and/or sexism, but yet they persevered. Through all of this they are still underappreciated, under compensated, and standing directly under the glass ceiling. Throughout this study I will attempt to identify the stressors that these women often endure, identify coping strategies...
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...Design/methodology/approach – The paper investigates: a direct path (income ! total pay satisfaction); an indirect path (income ! the love of money ! pay equity comparison ! total pay satisfaction) using a structural equation model (SEM) based on 210 full-time employees; and the model across race and gender in multi-group analyses. Findings – The paper finds that for the whole sample, there was one significant path (pay equity comparison ! total pay satisfaction). Since African-Americans ($32,073.15) and women ($32,400.58) tended to have lower income than Caucasians ($37,180.73) and men ($38,287.97), respectively, income significantly increased the importance of the love of money for African-Americans and females, but not for Caucasians and males. The love of money to pay equity comparison path was not significant. Income was not related to pay satisfaction. Results of the direct path alone showed that income contributes to pay satisfaction for the whole sample, male and female employees, and Caucasians, but not for African-Americans. Research implications/limitations – If people do not use the love of money to...
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...THE PERCEPTIONS OF EFFECTS OF A STUDY SKILLS COURSE, “DYNAMICS OF EFFECTIVE STUDY,” ON THE ACADEMIC ACHIEVEMENT OF AFRICAN AMERICAN STUDENTS AT A DEDICATED ACADEMIC MAGNET HIGH SCHOOL A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of Educational Leadership, Research, and Counseling by Josephine Ann Allen B.S., Nicholls State University, 1976 M.A., Southern University, 1988 M.A., Southern University, 1990 December, 2003 DEDICATION This dissertation is dedicated to my Heavenly Father through Jesus Christ who has given me this wonderful gift and to my loving mother, Mrs. Daisy Celestin Allen, who has always believed in education and has supported me throughout my academic endeavors. ii ACKNOWLEDGEMENTS I am most appreciative to my former principal, Mr. James B. Williams, Jr., who encouraged me to complete this study and East Baton Rouge Parish for allowing me to conduct this research. I am also thankful to the participants in the study - teachers, students, parents, and administrators of Baton Rouge Magnet High School - for allowing me to conduct this research. I want to acknowledge a former student of mine, Harley Becnel, for reminding me of why I started this educational journey and why I persisted to complete the process. All children deserve to be properly educated. With love for...
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...that formalized the hierarchical domination of one racial group. Racial stratification for African Americans as well as many other minorities, cannot only effect certain races physically, but mentally. Mental health as a social construct can be influential to an individual’s psychological health, and differential exposure to deleterious race-related experiences along with generic vicissitudes, for African Americans, may create higher rates for poorer mental health. Though race is not a real concept but rather created by society, it does serve as an important aspect concerning the...
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...College hoops' black coaching issue Myron Medcalf [ARCHIVE] ESPN.com | July 18, 2013 When a national sportswriter calls to talk about minority hiring in college basketball, folks of all races seem to get nervous. As I sought feedback following last week's release of the "2012 Racial and Gender Report Card: College Sport" by Central Florida's Institute for Diversity and Ethics in Sport -- the report excludes historically black colleges and universities -- which states that the current pool of Division I African-American head coaches (18.6 percent through the 2011-12 season) is at its lowest mark since the 1995-96 season, people weren't sure what, if anything, they should say. Multiple administrators passed on the opportunity. The NCAA wanted to see my questions, and then it wanted a pre-interview phone conversation before it ultimately emailed its responses. The coaches who talked on the record always ended our chats with the same concern: "I didn't say anything that will make me look bad, right?" Shaka Smart Andy Lyons/Getty Images To reach Shaka Smart's level, black coaches often have to overcome certain labels. I don't blame them. It's an incendiary issue, because we're uncomfortable with race as dialogue. It's still a subject that makes athletic directors -- 89 percent of whom are white at the Division I level, per the report -- squirm. Minority coaches speak cautiously, because they don't want to be labeled as rebels or militants. That hesitancy...
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...status would be dictated by the middle-class lifestyle. Unfortunately this new focus was not easily attained by working class women. "Most women, moreover, were only remote beneficiaries of or untouched by the social changes being affected by the Industrial Revolution. “ In rural areas, on farms North and South, and on the frontier, traditional ways of life persisted (Woloch, (2002) p72)." Generally, women and children continued to be part of the "family labor force" under the authority of the male head of household. The new sphere of influence experienced by some women was limited to those who had their own money, or were attached to men who were wealthy. (Woloch, (2002) p73). Emancipation of African-Americans from slavery brought about a trend toward marriage. Male and female African American freed slaves traveled far and wide to restore relationships with each other. "Former slaves viewed legal marriage and a stable...
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...It would be my definition of police brutality for my research. Moreover, it show out even government has specialize department in order to process police brutality, it still challenging to solve. Hesselink, A., & Häefele, B. (2015). A criminological assessment of police brutality and criminality against women in custody in South Africa. Police Practice & Research, 16(4), 316-327. doi:10.1080/15614263.2015.1038029 Hesselink hypothesized female perceive police brutality as a problem in African. This research locate in South Africa. In recent years, South Africa has become infamous for unacceptable and unbelievable high rates of police brutality and misconduct. Police brutality leapt from 416 to 1722(2001 to2012) This article refers to police brutality and misconduct in general and explains South Africa women in custody fear and experience of police brutality. 56 women who in custody were interviewed over a 6-month. All 56 women commit that they observed different level of police brutality. All 56 women committed crimes such as stolen property, malicious damage to property, armed robbery and dealing in drugs. Also those 56 women point out most of the women who in...
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...Ethnic Groups and Discrimination This first question, did African Americans get colonized or immigrate to the United States caused me to take pause and reflect on my history in a manner that I had not done before. As an African American student there were always classes in which we were taught about our history, how we came to this country as slaves, etc. But never did the question come up about whether or not we were colonials or immigrants. The concept has always been, “people of African descent have not been counted as part of America's migratory tradition. The transatlantic slave trade has created an enduring image of black men and women as transported commodities, and is usually considered the most defining element in the construction of the African Diaspora…” (Diouf, n.d., In all of the history classes taken never once was there addressed the question of whether or not African Americans come as colonials or immigrants. Interestingly enough, after extensive research there was more confusion that expected. The transatlantic slave trade is all that was generally taught, especially when I was in middle and high school which was over 40 years ago. Therefore, my initial response to this question was we were neither colonials nor immigrants, we were simply ‘property.’ Now, I’m not so sure. According to my research there were not less than thirteen migrations from Africa to America. In fact, “When Africans first came to the New World, they came of their own free will...
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...inequality was factored in. I talked about how male students were referred to as a “boy” or a “fool”. Elliott also came up with words for female students: honey, baby, doll face, gal, and more. While there were only two words for male students, there were so many more for female students. There are fewer words to describe male because they have historically been the dominant gender of the two and they were not as oppressed as were women. Furthermore, there was a clip in which violence against women were perceived with normality. When a blue-eyes female and a brown-eyes male students were called in front of the class by Elliott, Elliott talks about whether gender is important to each of them. The girl answers no, and Elliott presses with questions like, “Are you as powerful as he is?”, “Are you as strong as he is?”, “Does that make a difference in how you have to behave?”, “Can he go to places safely and securely that you probably can’t because of his gender?”. These questions were not posed to Elliott to make a point about...
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...characteristics or interest living together within a larger society (Merriam-Webster, 2010). The common characteristic in this case was race. As a child, I did not know anything about the importance and affect that race played in the state and city I lived in. This paper will provide an overview of my experiences within my community and focus on ethnicity and the way race and ethnicity has shaped my personal life view and a few of the problems that it faced when it comes to race relations. The community that I belong to or associate with would be the African American community. I am an African American black female and I reside in Atlanta, Georgia. Atlanta has a population around 61% African American, 33% Caucasian American and 6% other nationalities (Census, 2009). However, the entire state of Georgia has a population around 28% African American, 65% Caucasian American and 7% other nationalities (Census, 2009). Atlanta was one of the major cities that played a key role in the Civil Rights movement. As I read and study my history, I admire all the trials and tribulations that African Americans went through during the 1960’s. The Civil Rights movement is the main reason my community, as well as other communities, consisted of people with a common characteristic. Most communities carried the look of segregation in the late 60’s. People of the...
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