Racism by Intent, Racism by Consequence, Research Paper Example

In today’s society racism is supposed to be a matter of the past; however that is not the case. Racism can stem from differences such as religion, values, orientation, culture, customs, and race. Such prejudices come from one’s belief that they are superior to another and an effort to maintain control. There are many arguments to why racism exists, including historical contents, being wronged by a specific race, or lack of respect for ideals of group or culture, however, these cases can be considered situations. Racism is a very important border we cross in our lives. Where we learn from others and how we learn for ourselves directly impacts our position of racism. The focus of this is paper is to argue that the most common racism is something that is taught. Racism, including bigotry and prejudices, are learned behaviors and individuals form these habits based on exposure to an environment where others foster the same biases.

American identity is very complex because it has sent some mixed messages on what constitutes as equality and racism. “It is a society at once founded on the principles of justice and equality, on the one hand, and built upon racist traditions and marred by a legacy of slavery on the other” (Pearson, Dovidio, & Gaertner, 2009). Take, for example, the first documentation of the 13 colonies, (the New America) was the Declaration of Independences. One of the historically best-written documents on human rights that dictate ‘All men are created equal,’ however the African American slaves were excluded from such rights. American history has justified and legalized inequality that has continued to modern times and the learned behavior of racism.

The same argument that racism is a learned behavior also sets the basis that racism can be unlearned. It means that the negative environment’s influence on individuals is the main issues causing racism. “To the extent that implicit attitudes and stereotypes are learned through socialization, they can also be unlearned or inhibited by well-learned countervailing influences” (Pearson, Dovidio, & Gaertner, 2009). Cultural stereotypes are existing, there is no arguing that, however if we practice associating counter-stereotypical characteristics with ethnic and minority groups it could change the automatic assumptions of stereotypes. The same environment that encourages or teaches racial biases is the same environment that can change the way that one thinks. Racism is not an acceptable societal norm, and it needs to be unlearned.

Coinciding with the learning of racism, is the expectations that are dictated by such discrimination. “African-descended Americans learned the normative rules of ‘racial etiquette,’ which dominated social interactions between blacks and whites for most of America’s history as a nation” (Guess, 2006). For an individual who is of African descent, failure to understand the normative rules of ‘racial etiquette’ could be life threatening, even in modern times. Such ‘etiquettes’ that are taught can be seen as racism that is being learned. As Guess (2006) felt that as a racial minority, failure to comply with the set expectations for propriety could be dangerous. Racism sets the stage for the minorities to stay ‘in their place’ and when they fail to do so, the dominant race will react in a physical manner to remain in a position of superiority.

Guess (2006) is not validating the environment where racism is being taught, however for the sake of research it was better to avoid the physical harm that could occur if the racial position was not maintained. Durkheim’s view supports Guess’ position, “the hereditary transmission of innate, group-level characteristics – racial structures – is supplanted by the social transmission of learned abilities – acquired structures – and by individual-level abilities – individual structures.” (Guess, 2006). How would one know that it is could be life threatening to refuse to comply with the dictated role for how they should act as a minority? It is something that is learned; racism is the belief that certain characteristics of an individual makes them inferior and thus can be treated in such a manner. Parents, teachers, friends, and even society all teach these beliefs and biases, regardless of their true validity.

The racism that includes bigotry and prejudices can be learned in the lower level of the educational process. The same educational process that is established to arm all students with equality and knowledge can influence racism. Noguera (2008) explains, “The stereotypical images we hold toward groups are powerful in influencing what people see and expect of students. Unless educators consciously try to undermine and work against these kinds of stereotypes, they often act on them unconsciously” (Noguera, 2008). Teachers learn such stereotypes, and they employ them in the classrooms. The minority student learns that they are not as smart as the white students by how the teacher treats them in class. Is the teacher directly teaching stereotypes or racism? No, however, their own beliefs and biases transfers over to their actions towards others.

At no point would it have been assumed that racism is learned in schools, however, that may be the case. “To understand how schools contribute to the learning of racism, many education scholars assert the importance of broadening conventional ‘understandings of curriculum beyond the visible materials teachers present in their classrooms to include less visible curricular structures, processes, and discourses’” (Yosso, 2002, p. 93). “Through this ‘hidden curriculum,’ schools become sites in which racial stereotypes are learned and reinforced” (Noguera, 2008). The biases and prejudices that were discussed throughout this paper can exist in the curricula that have been established to educate. It does not mean that the educational system has been set up to keep racism alive and in the classrooms, but it does support that sometimes our stereotypes affect our real perception of a situation.

How do we overcome racism is we don’t know even it exists? It seems that we all have our incorrect perceptions that are essentially allowing us to stereotype individuals incorrectly, so how do we as society change make a positive change to end racism? Yosso (2002) believes the first place to start is in the classrooms. Changing the personal practice and making alterations to the classroom structure will also a new method for interacting with the students. There is little that can be done about the curriculum; however counter narratives can show how such actions are no longer acceptable in today’s society. History is just that, and history is used to learn from past mistakes, so they do not repeat in the future. Racism is one of those factors that does not need to keep repeating itself.

Schools, teacher, parents, and society need to employ a zero tolerance policy. The punishment of students and how they are punished is also influenced by racial stereotypes and assumptions of the teachers or principles. “Zero tolerance policies have not reduced violence and misbehavior in schools, but they are associated with increased use of punishments for Black youth” (Noguera, 2008). African American students have grown to feel as ‘less than’ in many areas of their education. It includes less capable, less appreciated, less attractive, and even less smart based on the inequality of treatment. The racist biases that the teachers possess has been shown to the minority students by how the teacher treats them. If white and minorities students see this treatment, they too may believe that such stereotypes are accurate and put them into practice.

There are dangers with the continual learning of racism for the environment that we live. Racism is not just a personal feeling that comes without actions, some act out racism more than others. “The main determinant fueling hate crimes appears to be personal prejudice, a phenomenon that colors judgment, blinding the aggressors to the immorality of what they are doing. Such prejudice is most likely rooted in an environment that disdains someone who is “different” or sees the difference as threatening” (Steinberg, Brooks, & Retulla, 2003). When someone fosters such negative feelings towards a certain group, at some point they will act on their feelings. Hate crimes are a very real societal issue that is affecting not only racial minorities, but also racial, sexual, and even cultural minorities. The same society that is fueling racism is also providing ‘permission’ to engage is violence as a result.

Racism, including bigotry and prejudices, are learned behaviors and individuals form these habits based on exposure to an environment where others foster the same biases. It is very alarming to see to what extent that racism can be learned. It shows the importance of the borders we cross in regards to racism. We may be directly and indirectly influenced by racist ideals, but how we make our own determinations is a significant part of the borders we cross in life. In a society that is so diverse, it would be assumed that racism is a historical concept, but that is not the case. Changing the hold that racism has in our society starts with each individual. The only way to see the wrong in our thought process is to see that we hold our form of racism by stereotyping others. And to what extent are we personally passing this on to others? Racism is one of the most dangerous things in society, and until we see how much we are learning it in many different facets, we will never be able to eliminate it.

References

Guess, Teresa J. (2006). The Social Construction of Whiteness: Racism by Intent, Racism by Consequence. Critical Sociology, Volume 32, Issue 4.

Noguera, P. A. (2008). The trouble with Black boys and other reflections on race, equity, and the future of public education. San Francisco: Jossey Bass.

Pearson, Adam R.; John F. Dovidio; & Samuel L. Gaertne. (2009). The Nature of Contemporary Prejudice: Insights from Aversive Racism. Social and Personality Psychology Compass, 3.

Steinberg, Annie M.D.; Jane Brooks M.ed.; & Tariq Remtulla, B.A. (2003). Youth Hate Crimes: Identification, Prevention, and Intervention. The American Journal of Psychiatry, Vol. 160 Issue 5, 979-989.

Yosso. T.J. (2002). Toward a critical race curriculum. Equity & Excellence in Education, 35 (2), 93-107.