Berkeley CSUA MOTD:Entry 43171
Berkeley CSUA MOTD
2021/06/19 [General] UID:1000 Activity:popular

2006/5/24-28 [Politics, Politics/Domestic/SocialSecurity] UID:43171 Activity:nil
        Stop apologizing for being white or any racial group identified
        on a government checklist.
        \_ The article itself is rather poorly written IMHO, but this link
           to the Seattle Public Schools Definitions of Racism is astounding.
           For example, personal freedom is racism. Wha???
           For example, advocating personal freedom is racism. Wha???
           \_ Where does it say that?
              \_ Under Institutional Racism: "...emphasizing individualism
                 as opposed to a more collective ideology..." (I made a
                 small change to my previous post to make it more exact.)-pp
2021/06/19 [General] UID:1000 Activity:popular

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Tuesday, May 23, 2006 By Wendy McElroy ARCHIVE Racism and sexism may be deepening despite decades of measures aimed at cleansing them from society. This conclusion is suggested by the ugly and unrelenting public backlash that surrounds the Duke Lacrosse case in which a black female was allegedly raped by three white males. If racism and sexism are deepening, I believe it is because of and not despite the measures now being taken. Racism shares many political characteristics with sexism, and the two are usually addressed in a similar manner; almost identical laws and policies seek to eliminate or otherwise control both. For purposes of this article, it means judging a person by his or her racial identity rather than individual merit. These state and local laws were mostly enforced in the South and bordering states between 1876 and 1964; they prohibited or restricted blacks from accessing public facilities like public schools. By the mid-'80s, Jim Crow laws had been dead for two decades -- a full generation. Advertise Here Mid-'80s culture had also been redefined by social movements such as civil rights and feminism. And yet, 20 years and another generation later, racism now seems as bad or worse than in the '80s. I believe it is worse and that the measures intended to remedy racism are a major cause of the deterioration. Decades ago, the issue of race needed shaking to its root. On a cultural level, any honest re-examination would have resulted in improvement. On a legal level, removing Jim Crow laws and all other references to race within the legal system was necessary. But instead of removing references to race, many laws and policies used race as a filter to define the treatment an individual would receive not only by government but also in non-governmental arenas, such as employment. The institutionalization of racial bias occurred on both a federal and local level. "Definitions of Racism" offered by the Seattle Public Schools offers an example of the latter; it defines the approach to racism teachers in that system should adopt. The core definition of racism is, "The systematic subordination of members of targeted racial groups who have relatively little social power in the United States (Blacks, Latino/as, Native Americans, and Asians), by the members of the agent racial group who have relatively more social power (Whites). The subordination is supported by the actions of individuals, cultural norms and values, and the institutional structures and practices of society." " By these definitions, standing up for individual rights such as freedom of speech, especially if the individual is white, is racist. The Seattle school policy is one instance of inserting racial bias into institutions, most notably the education and legal systems. Such bias engenders a sense of entitlement within included races and a dangerous resentment within the excluded ones. I believe that most social problems arise from violence or other violations of individual rights. By treating all individuals as equal under laws that protect their person and property, social problems shrink. By punishing or rewarding people according to their conduct and not their racial identity, racism shrinks. If a white man rapes a black woman, it is not wrong because the perpetrator is white and the victim is black. You do not control and are not responsible for your racial identity but you are absolutely accountable for your conduct. But a necessary prerequisite is to dead-letter all laws and policies that express racial preference and replace them with ones that connect consequences to conduct rather than to race. On a more personal level, stop apologizing for being white or any racial group identified on a government checklist. com and a research fellow for The Independent Institute in Oakland, Calif. She is the author and editor of many books and articles, including the new book, "Liberty for Women: Freedom and Feminism in the 21st Century" (Ivan R Dee/Independent Institute, 2002).
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Equity and Race Relations Equity and Race Relations Definitions of Racism Runners Racism: The systematic subordination of members of targeted racial groups who have relatively little social power in the United States (Blacks, Latino/as, Native Americans, and Asians), by the members of the agent racial group who have relatively more social power (Whites). The subordination is supported by the actions of individuals, cultural norms and values, and the institutional structures and practices of society. Individual Racism: The beliefs, attitudes, and actions of individuals that support or perpetuate racism. Individual racism can occur at both an unconscious and conscious level, and can be both active and passive. Examples include telling a racist joke, using a racial epithet, or believing in the inherent superiority of whites. Active Racism: Actions which have as their stated or explicit goal the maintenance of the system of racism and the oppression of those in the targeted racial groups. People who participate in active racism advocate the continued subjugation of members of the targeted groups and protection of "the rights" of members of the agent group. These goals are often supported by a belief in the inferiority of people of color and the superiority of white people, culture, and values. Passive Racism: Beliefs, attitudes, and actions that contribute to the maintenance of racism, without openly advocating violence or oppression. The conscious or unconscious maintenance of attitudes, beliefs, and behaviors that support the system of racism, racial prejudice and racial dominance. Cultural Racism: Those aspects of society that overtly and covertly attribute value and normality to white people and Whiteness, and devalue, stereotype, and label people of color as "other", different, less than, or render them invisible. Examples of these norms include defining white skin tones as nude or flesh colored, having a future time orientation, emphasizing individualism as opposed to a more collective ideology, defining one form of English as standard, and identifying only Whites as great writers or composers. Institutional Racism: The network of institutional structures, policies, and practices that create advantages and benefits for Whites, and discrimination, oppression, and disadvantages for people from targeted racial groups. The advantages created for Whites are often invisible to them, or are considered "rights" available to everyone as opposed to "privileges" awarded to only some individuals and groups. Source: Teaching for Diversity and Social Justice, 1197 eds. Adams, Bell & Griffin Race A pseudobiological category that distinguishes people based on physical characteristics (eg, skin color, body shape/size, facial features, hair texture). People of one race can vary in terms of ethnicity and culture. Ethnicity A group whose members share a common history and origin, as well as commonalities in terms of factors such as nationality, religion, and cultural activities. Culture The way of life of a group of people including the shared values, beliefs, behaviors, family roles, social relationships, verbal and nonverbal communication styles, orientation to authority, as well as preferences and expressions (art, music, food). Acculturation A dynamic process that occurs when members of one culture (culture of origin) come into contact with another culture (host/dominant culture) over a long period of time. The process involves exposure to, reaction to, and possible adoptions of aspects of the other groups culture. Adapting to the characteristics of the larger or dominant culture, while retaining some of one's unique cultural traits. Assimilation The process of giving up connections to and aspects of one's culture of origin and blending in with the host/dominant culture. Also, the wholesale adoption of the dominant culture at the expense of the original culture. Prejudice An attitude or opinion that is held in the absence of (or despite) full information. Typically it is negative in nature and based on faulty, distorted or unsubstantiated information that is over generalized and relatively in-flexible. Oppression Treatment of a group of people within a society that results in the systematic denial of equal access to civil rights, freedoms, and power within that society. It involves a devaluing and non-acceptance of the target group and can be manifested economically, politically, socially, and/or psychologically. Individuals, through their values and behavior, can collude with a system of oppression which contributes to its maintenance in a society. Equality "In any given circumstances, people who are the same in those respects relevant to how they are treated in those circumstances should receive the same treatment" (p. Equality defined in this way, looks at the individual and the circumstances surrounding him or her. It does not focus on group differences based on categories such as race, sex, social class, and ethnicity. This view is one of assimilation because it assumes that individuals, once socialized into society, have the right "to do anything they want, to choose their own lives and not be hampered by traditional expectations and stereotypes" (Young, 1990, p 157). deals with difference and takes into consideration the fact that this society has many groups in it who have not always been given equal treatment and/or have not had a level field on which to play. These groups have been frequently made to feel inferior to those in the mainstream and some have been oppressed. To achieve equity, according to Young (1990), "Social policy should sometimes accord special treatment to groups" (p. Thus, the concept of equity provides a case for unequal treatment for those who have been disadvantaged over time. It can provide compensatory kinds of treatment, offering it in the form of special programs and benefits for those who have been discriminated against and are in need of opportunity." Equitable Access Equitable access provides groups of people access to resources, services and programs that would not otherwise be available to them due to disadvantages created over time resulting from many factors including marginalization, racism, discrimination, and oppression. In essence, equitable access attempts to create a level playing field between the have and have nots. Equity and Equality Definitions came from Krause, J K, Traini, D J, & Mickey, B H (2001). In J P Shapiro & J A Stefkovick (Eds), Ethical leadership and decision making in education (76-90).