I was looking through the "How to be an Ally" packet that was handed out on Tuesday. The last page has a Self-Assessment of Anti-Racist behavior. I went through some of the questions and would like to reflect on my responses to some of the questions, and how much I have assessed in this class throughout the semester. Some also reflect the most beneficials readings and things we have discussed in class, showing what has had the strongest impact for me
1) Through articles in this class, and especially Spring's novel, I have become more well-educated about the culture and experiences of other groups
2)I have through about and dug deep into my childhood memories to think about racial experiences I may not have thought to be racist or problematic at the time. I have blogged about a few of them
3)I definitely think about the things I saw and what others say to see if anything implies inequality. I analyze shows and other things in new ways I never have before
4)I have become more knowledgable and comfortable about discussing diversity issues and what action needs to be done to remedy it
5)The Action Plans really got me thinking about what I can really do to help and put it in more of a realistic perspective as opposed to just theoretical.
6)This was by far my favorite class this semester. I have analyzed a lot and learned realistic things that will help me with my career path along with social society
7)I really enjoyed the blog. I know I did not participate all that much during class. I really enjoyed just observing what everyone else had to say, and then post my responses and thoughts on a later date, and still have my thoughts known, just in a different manner.
Thursday, April 23, 2009
Tuesday, April 21, 2009
Action Plan Presentations
I would just like to mention that I was thoroughly impressed with everyone's Action Plan presentations. Everyone had outstanding ideas and I enjoyed every single one of them. I think reading Tatum's novel for Titan Orientation is an excellent idea and will have a huge impact on campus.
Having more multi-cultural nights that are more heavily advertised is a good idea as well. I know I hear about them on campus but am never really sure what it is or who goes to it, so it would be interesting to have new experiences such as that.
The "Not in Our School" plan was very creative and very applicable especially after watching the video last week. I know in my homeroom in high school we just sat there for announcements and normally had at least 10 minutes to just sit and do nothing, so engaging in dialogue about diversity and doing fun activities is a great idea. It starts education at an earlier age, of which I mentioned should be done in my Affirmative Action blog. It is a developmental program that increases knowledge throughout the high school years. If the activities given can keep students interested, engaged, and postive about the topic it would really have a significant impact, including increasing education about the issue.
I highly anticipate to see what comes out of MLK day next year. I think it is a great idea. I know I have complained in the past that public universities get the day off and we do not, but if we go to class anyways, doing activities around class or in classes would be neat.
I walk past the Davidson room every day on my way from Pfeiffer to Saga. I always read the little facts that people post and find it a warm and welcoming hallway to walk through when it is decorated. Having a "moving walkway" concept education people with statistics would be something new and enjoyable for me, in my opinion.
I look forward to seeing if any action plans go through, along with developing any videos from my action plan to help other action plans be implemented :)
Having more multi-cultural nights that are more heavily advertised is a good idea as well. I know I hear about them on campus but am never really sure what it is or who goes to it, so it would be interesting to have new experiences such as that.
The "Not in Our School" plan was very creative and very applicable especially after watching the video last week. I know in my homeroom in high school we just sat there for announcements and normally had at least 10 minutes to just sit and do nothing, so engaging in dialogue about diversity and doing fun activities is a great idea. It starts education at an earlier age, of which I mentioned should be done in my Affirmative Action blog. It is a developmental program that increases knowledge throughout the high school years. If the activities given can keep students interested, engaged, and postive about the topic it would really have a significant impact, including increasing education about the issue.
I highly anticipate to see what comes out of MLK day next year. I think it is a great idea. I know I have complained in the past that public universities get the day off and we do not, but if we go to class anyways, doing activities around class or in classes would be neat.
I walk past the Davidson room every day on my way from Pfeiffer to Saga. I always read the little facts that people post and find it a warm and welcoming hallway to walk through when it is decorated. Having a "moving walkway" concept education people with statistics would be something new and enjoyable for me, in my opinion.
I look forward to seeing if any action plans go through, along with developing any videos from my action plan to help other action plans be implemented :)
Thursday, April 16, 2009
Building Coalitions
Conciatore and Rodriguez discuss that it is a necessity for people of color to form an alliance. If this is formed, the climb upwards will be faster. The article opens with a Black labor leader commenting how Latinos are "pimping off the civil rights struggle...they can't benefit from our fight". I think Latinos have went through their own, seperate struggles to fight for where they are going. They enter this country and take low-wage, undesirable jobs. There is the Chicanos and their land getting annexed after the Mexican War. There are the exiles and refugees from Cuba.
We do not learn about their history and struggle as much as we learn about the slaves, and they deserve a strive for equality just as much as blacks, and I do agree that forming together with other people, not necessarily of their same ethnicity, will accelerate the strive. Brady also discusses how it must be a combined effort to help discard pervasive racism.
Just like whites and groups consisting of people of color that need to work together and be equal, different people of color need to bond together as well, such as Hispanics and Blacks as mentioned in the articles.
I like what Lorde mentions about how "it is the responsibility of the oppressed to teach the oppressors their mistakes". Firsthand experiences are always the most influential in my opinion. After reading the articles, I think that building coalitions and overcoming differences will have a huge effect and help move society forward.
We do not learn about their history and struggle as much as we learn about the slaves, and they deserve a strive for equality just as much as blacks, and I do agree that forming together with other people, not necessarily of their same ethnicity, will accelerate the strive. Brady also discusses how it must be a combined effort to help discard pervasive racism.
Just like whites and groups consisting of people of color that need to work together and be equal, different people of color need to bond together as well, such as Hispanics and Blacks as mentioned in the articles.
I like what Lorde mentions about how "it is the responsibility of the oppressed to teach the oppressors their mistakes". Firsthand experiences are always the most influential in my opinion. After reading the articles, I think that building coalitions and overcoming differences will have a huge effect and help move society forward.
Wednesday, April 8, 2009
Affirmative Action
I really enjoyed writing my reflection paper on Affirmative Action. However, I have more to say after listening and observing other people's conversations while in class.
First, I would like to start with a story. It was when I was in high school. One of my close friends is bi-racial, half white and half black. Her sister, also bi-racial, was a senior in high school and applying to colleges. She got accepted into Yale. People started spreading rumors that she only got in because she was half-black. However, on her application, she did not put black as her ethnicity because, according to her, she did not want to get into Yale solely on the basis of her race. I was reminded of this story while reading Steele's article, who says in her introduction that "their society now tells them that if they will only designate themselves as black on their college applications, they will likely do better in the college lottery"
For this reason, I think that the reality of Affirmative Action should be more widely educated to high school students. It is causing reverse effects for some students.
I still stand on my position that action needs to be taken earlier. They need to develop a mentality that they can do it while growing up, not have it be thrown at them. People need to develop the skills necessary, such as writing and reading strategies, to be successful in college. I know that if I was a poor reader and writer and then was fortunate enough to be able to enroll in a better school system that I grew up with, it would be a huge shock almost and take a strong mentality to push through it.
Something relative happened to me in the workforce. I was thrown into a stage manager position. I had no previous experience and I am just starting out in the event industry. I was given a 3 sentence verbal instruction and had to ensure the concert was successful. It was very stressful but had I not had a strong mentality and goals and a passion for the event industry, I knew I would not have been able to be successful. I think it relates to the college experience. It is completely different from highschool and overwhelming for students who were even privileged before going into college.
First, I would like to start with a story. It was when I was in high school. One of my close friends is bi-racial, half white and half black. Her sister, also bi-racial, was a senior in high school and applying to colleges. She got accepted into Yale. People started spreading rumors that she only got in because she was half-black. However, on her application, she did not put black as her ethnicity because, according to her, she did not want to get into Yale solely on the basis of her race. I was reminded of this story while reading Steele's article, who says in her introduction that "their society now tells them that if they will only designate themselves as black on their college applications, they will likely do better in the college lottery"
For this reason, I think that the reality of Affirmative Action should be more widely educated to high school students. It is causing reverse effects for some students.
I still stand on my position that action needs to be taken earlier. They need to develop a mentality that they can do it while growing up, not have it be thrown at them. People need to develop the skills necessary, such as writing and reading strategies, to be successful in college. I know that if I was a poor reader and writer and then was fortunate enough to be able to enroll in a better school system that I grew up with, it would be a huge shock almost and take a strong mentality to push through it.
Something relative happened to me in the workforce. I was thrown into a stage manager position. I had no previous experience and I am just starting out in the event industry. I was given a 3 sentence verbal instruction and had to ensure the concert was successful. It was very stressful but had I not had a strong mentality and goals and a passion for the event industry, I knew I would not have been able to be successful. I think it relates to the college experience. It is completely different from highschool and overwhelming for students who were even privileged before going into college.
Thursday, April 2, 2009
Shelton/Richeson article
I enjoyed reading about Shelton and Richesons experiment and results. I began thinking about what the results would be on our campus, and what I would have done had I been in any of the experiments. I blogged a few weeks ago about how greek life segregates this campus in a large matter. I feel that my results on whether I would make intergroup contact would be based on people's "cliques" instead of race.
Kindred often comes and sits at my table and have a couple minute chat. My best friend is dating a black man and I know of a lot of his friends, so when it comes in terms of race in Saga, for example, inter-racial contact is not a problem for me. However, there are certain cliques or fraternities or sororities I would not want to come into contact with. It is all based on membership. It sounds funny and ridiculous, but I feel that out-group and intergroup contact would not be on a basis race. I think this is just another example proving how the state of dialogue is on campus. I may have a biased opinion because I choose not to be in greek life.
I agree with Tatum when she concludes chapter 10 saying that words alone are insufficient, but meaningful dialogue has lead to effective action. I think that with the atmosphere this school has developed in would be a harder challenge. I have yet to think of anything that could even lead to possible remedies to strive to break the barriers and increase dialogue on campus...
Kindred often comes and sits at my table and have a couple minute chat. My best friend is dating a black man and I know of a lot of his friends, so when it comes in terms of race in Saga, for example, inter-racial contact is not a problem for me. However, there are certain cliques or fraternities or sororities I would not want to come into contact with. It is all based on membership. It sounds funny and ridiculous, but I feel that out-group and intergroup contact would not be on a basis race. I think this is just another example proving how the state of dialogue is on campus. I may have a biased opinion because I choose not to be in greek life.
I agree with Tatum when she concludes chapter 10 saying that words alone are insufficient, but meaningful dialogue has lead to effective action. I think that with the atmosphere this school has developed in would be a harder challenge. I have yet to think of anything that could even lead to possible remedies to strive to break the barriers and increase dialogue on campus...
Sunday, March 29, 2009
Hogan's article
I just wanted to go more into my thoughts on diversity education, with Hogan's article in mind.
Hogan mentions in his abstract that "diversity courses in higher education were effective in improving students' intergroup tolerance". I agree and disagree with this. I am currently enrolled in Multiculturalism and its Critics. It is for an analysis of values gen ed. It may be because it is a political science course and I have no interest in political theories and views whatsoever, but with no exaggeration it has been my least favorite class at Wesleyan thus far. Hogan mentions implementing multicultural curriculum requirements. If that class was one of the requirements, I would hate the topic. If I was not simultaneously enrolled in this course, I would probably completely loathe the topic. The readings and books he chooses are not very appealing to me, and how the class is structured, only 2 or 3 students, who are political science majors, talk and discuss. While they may be getting a great experience, it hinders it for everyone else because not everyone has as much background knowledge in poli-sci as they do. Diversity and multi-culturalism is a very touchy subject, and in order to have a positive effect, the classes need to be structured in such a way. I am not the only person with this opinion in the class, I have talked to 5 or 6 other students and they find it just as awful as I do. I do believe that diversity education is a good thing and could have huge effects, but I think it would take a lot of work, screening of classes and content, and teaching style of certain professors to have a positive accomplisment.
In class we mentioned how business majors lack diversity education for this major. During the break I had a short discussion with Sandy about this and wanted to expand further. After this semester, there is only one more class I need to take to complete my business major, so I feel I can legitimately talk about the lack of diveristy in business education. I think that it should be stressed more since most business fields, such as retail, will have a rather diverse workforce. If I had not taken this class, the only thing I would know about it is one chapter's worth in my organization and management class, which is a total of 21 pages, consisting of a lot of pictures and diagrams. I did not get the full effect or learn anything memorable in that chapter. The only other thing I recall was racism in terms of Human Resources Management and company policies. Brittany did mention that there is a diversity in the workforce class that exists here, but from everytime I looked at business courses to take, I do not recall seeing it offered, because I know I would have wanted to take it. That still does not discuss diversity in the workforce including peers or subordinates. I think everyone should experience it first hand and that it is not something you can learn from a textbook.
Education majors have to observe classroom settings. I think that the same should be done in businesses. Over the past 2 summers I have been a supervisor at Chicago Special Events (street and music festivals in the city). I was the supervisor of up to 50 temporary workers picking up some extra cash in the summer. Temp positions pull a VERY diverse amount of people. I really appreciated that experience and I firmly believe it will help me in the future while working in management positions.
Hogan mentions in his abstract that "diversity courses in higher education were effective in improving students' intergroup tolerance". I agree and disagree with this. I am currently enrolled in Multiculturalism and its Critics. It is for an analysis of values gen ed. It may be because it is a political science course and I have no interest in political theories and views whatsoever, but with no exaggeration it has been my least favorite class at Wesleyan thus far. Hogan mentions implementing multicultural curriculum requirements. If that class was one of the requirements, I would hate the topic. If I was not simultaneously enrolled in this course, I would probably completely loathe the topic. The readings and books he chooses are not very appealing to me, and how the class is structured, only 2 or 3 students, who are political science majors, talk and discuss. While they may be getting a great experience, it hinders it for everyone else because not everyone has as much background knowledge in poli-sci as they do. Diversity and multi-culturalism is a very touchy subject, and in order to have a positive effect, the classes need to be structured in such a way. I am not the only person with this opinion in the class, I have talked to 5 or 6 other students and they find it just as awful as I do. I do believe that diversity education is a good thing and could have huge effects, but I think it would take a lot of work, screening of classes and content, and teaching style of certain professors to have a positive accomplisment.
In class we mentioned how business majors lack diversity education for this major. During the break I had a short discussion with Sandy about this and wanted to expand further. After this semester, there is only one more class I need to take to complete my business major, so I feel I can legitimately talk about the lack of diveristy in business education. I think that it should be stressed more since most business fields, such as retail, will have a rather diverse workforce. If I had not taken this class, the only thing I would know about it is one chapter's worth in my organization and management class, which is a total of 21 pages, consisting of a lot of pictures and diagrams. I did not get the full effect or learn anything memorable in that chapter. The only other thing I recall was racism in terms of Human Resources Management and company policies. Brittany did mention that there is a diversity in the workforce class that exists here, but from everytime I looked at business courses to take, I do not recall seeing it offered, because I know I would have wanted to take it. That still does not discuss diversity in the workforce including peers or subordinates. I think everyone should experience it first hand and that it is not something you can learn from a textbook.
Education majors have to observe classroom settings. I think that the same should be done in businesses. Over the past 2 summers I have been a supervisor at Chicago Special Events (street and music festivals in the city). I was the supervisor of up to 50 temporary workers picking up some extra cash in the summer. Temp positions pull a VERY diverse amount of people. I really appreciated that experience and I firmly believe it will help me in the future while working in management positions.
Wednesday, March 25, 2009
State of Dialogue
I just wanted to add some further comments to our state of dialogue on campus now that I have heard further input from other students.
I think one big factor that hinders this is the greek life. In my opinion, having greek life on such a small campus is asking for cliques. Freshman year before Rush, I had a very diversified experience through titan orientation and other people that lived on my floor and building. I got to know a great new body of people. Even if the campus was mainly white, I did converse with a few people of color. Everyone just kind of hung out together and talked and it was a great experience. However, this quickly changed after everyone pledge for their respective greek houses. Everyone then became segregated. They mainly just hung out with the people in their sorority or fraternity houses. Friendships started floating away since I chose not to join the greek life on campus. I feel as if having greek housing sets a border or boundary. In my opinion, I believe that the state of dialogue would be much higher if there was no greek life.
I have a friend who goes to St. Ambrose in Iowa. The school is a similar size to IWU, yet there is no greek life. I've visited there a few times and the atmosphere is completely different. They do not have as many cliques and it seemed that everyone knew each other. I enjoyed my experiences there and wish IWU was more similar to that.
I think one big factor that hinders this is the greek life. In my opinion, having greek life on such a small campus is asking for cliques. Freshman year before Rush, I had a very diversified experience through titan orientation and other people that lived on my floor and building. I got to know a great new body of people. Even if the campus was mainly white, I did converse with a few people of color. Everyone just kind of hung out together and talked and it was a great experience. However, this quickly changed after everyone pledge for their respective greek houses. Everyone then became segregated. They mainly just hung out with the people in their sorority or fraternity houses. Friendships started floating away since I chose not to join the greek life on campus. I feel as if having greek housing sets a border or boundary. In my opinion, I believe that the state of dialogue would be much higher if there was no greek life.
I have a friend who goes to St. Ambrose in Iowa. The school is a similar size to IWU, yet there is no greek life. I've visited there a few times and the atmosphere is completely different. They do not have as many cliques and it seemed that everyone knew each other. I enjoyed my experiences there and wish IWU was more similar to that.
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