Facebook Analysis

For my Facebook analysis I chose the Facebook page of Cale McClintock. Cale is a friend of mine from high school who currently attends Ivy Tech in Indiana. When looking at Cale’s Facebook page, like everyone’s page, I noticed his sexual orientation. Facebook makes this really obvious by displaying the answer to question of “Interested In” for the owner of each page. Cale, a heterosexual, non-disabled, white man, selected “women” for his answer. When looking at the page I noticed pictures and comments from white college students. Most of these college students were males who appeared non-disabled. There were also comments and pictures containing a few girls, who were also all white. Also those pictured on this page all seemed to be dressed pretty nicely and were college students. This is an indicator to the class of those who frequent Cale’s page. All are most likely middle to upper-middle class. I came upon one picture that included three males on a bed in a sexual position (fully clothed). Those in the picture are laughing and having a good time. All members are white males and dressed nicely. The caption to the picture says, “What happened every night to Cason…….good teamwork.” The men in this picture aren’t really gay, but making fun of homosexuals. I think the picture is quite funny, but I can see how it may offend some members of the gay community. This relates to the Snickers commercial that we watched in class. These guys are trying to show that they are not gay by making fun of homosexuals. As far as race goes, the page only pictures white people. There is still the idea of race on the Internet. As we have discussed in class, race does not disappear on the internet. This page is a great example of that. Whiteness doesn’t disappear, but is pictured over and over again as “us.” Although this may not be directly “racist” it shows how race still exists on the net.

I'll Take My Stand in Dixie-Net

Tara McPherson concludes in “I’ll Take My Stand in Dixie-Net” that although the Internet is often seen as a place where race doesn’t exist, it is present in disguise.

McPherson begins the chapter by explaining how she came across the Confederate Embassy in Washington D.C. on the Internet one day. For the remainder of the chapter she discusses “Dixie-net” and “neo-Confederates” on the web. This virtual Dixie as it is referred to is a name for neo-Confederate web sites that attempt to preserve Southern Heritage. These web sites claim not to be racist and only want to preserve the history of the South. However, theses web sites are indeed racist even though they don’t come out and directly state it. The sites contain images of the southern states separated from the rest of the United States and display graphs of the South’s economic power. The sites address the “you” as white males and therefore separate themselves from the rest of the population. However, they avoid the term of race or racism in order to avoid public attention. Finally, McPherson offers suggestions such as alternative websites that show southern heritage in progressive ways and that do not privilege race in any way as a possible solution to this problem.

In what ways are sites like these racist and how do they offend or hurt some people? The sites such as those explained by McPherson are very offensive to some due to the nature of the Civil War. The war, though some disagree, was fought over slavery. It wasn’t a war of “states rights” as many from the South continue to argue. The Confederate flag alone is very offensive to many African-Americans as it represents a movement to fight for the continuation of slavery. The sites are also racist due to the fact that they separate white and black into privileged and unprivileged categories.

I found the reading to be somewhat difficult to understand and I’m not sure if I came away with the correct meaning. I have read Confederates in the Attic for a history class last semester, so I was familiar with the neo-Confederate movement. As the book explains, there are still many die-hard re enactors who have no life other than preserving the Confederacy. I feel as if this is ridiculous and a bit childish. It is also very hurtful to African-Americans, and people are still dying in the South over this argument. In fact, many radicals in the South feel as if the “war between the states” is still going on to this day. Overall, I feel as it is very disrespectful to our country and to those who reside within it.

Cybertypes

Lisa Nakamura concludes in “Cybertypes: Race, Ethnicity, and Identity on the Internet” that communication networks have intentionally marked different ethnic and racial groups as “others” in order to maintain privilege for the white Western society.

Nakamura first introduces a commercial from “Anthem” which states that on the Internet, there isn’t gender, race, or age, but only minds. For the remainder of the chapter, Nakamura explains how computer networks advertise in order to maintain the idea of different races and ethnicities so that whites in America still feel like they are part of a privileged class. Nakamura gives numerous examples of ads that picture particular ethnic groups in stereotypical ways. The ads show that although these people may possess computer knowledge that they are still very different from white Americans. These companies feel a need to do this so that their primary target audience, white Westerners, will still view themselves as part of a privileged group. This as Nakamura states also alleviates their fears of “[making] the world smaller in undesirable ways” (95). These ads also assure Americans that there will always be groups of untouched native peoples that remain unchanged and won’t be able to access privilege available to white Westerners. The chapter concludes by stating that the message of cybertechnology is that users will be striped down to just minds. However, this in not favorable for those in privileged groups and those who belong to them won’t allow this to happen.

What do white Westerners have to gain by portraying foreigners as “others”? As stated in the chapter, white Westerners hold on to privilege by distinguishing between themselves and other ethnic groups. If the groups are no longer distinguishable on the Internet, whites will loose the privilege that they possess. This is not beneficial to them and they don’t want to see that happen. Therefore, they intentionally depict foreigners as “others” in order to maintain the privileges that they benefit from.

I found the reading to be somewhat different from what we have read previously in class. Although there was still the issue of privilege based on race, it was of a different sort. I don’t believe that I have ever viewed the ads that the reading mentions, or if I have I don’t remember them. Even if I had viewed the ads, I probably wouldn’t have noticed the intended meaning of them. It does make sense, however, that whites would want to hold on to this difference which they gain privilege from.

Why I Hate Abercrombie and Fitch

Dwight McBride concludes in “Why I Hate Abercrombie and Fitch” that he, in fact, hates Abercrombie and Fitch due to the company’s discriminatory hiring and advertisement practices.

McBride begins the chapter by stating how he noticed that the most frequent wearers of Abercrombie are white males. He also adds that he noticed this while at the gay spots that he visited frequently. He then attempts to explain the causes of this trend for the remainder of the chapter. He explains that Abercrombie began as an outdoor clothing store for the upper class and concludes that it now promotes its product to upper middle class white college students. He concludes that Abercrombie is selling more of a lifestyle than clothing. They do this in part through the use of their “Look Book.” This book explains the way in which their employees must appear in order to be hired and stay hired. The book doesn’t allow for many of the popular hairstyles for African Americans and discriminates against non-whites according to McBride. Abercrombie also releases the A&F Quarterly to advertise their clothing. According the McBride, however, the magazine is full of whiteness and doesn’t fairly represent those of color. He also states how employees of color were forced to work in the stockroom rather than in the store in one situation. There are many other practices that are mentioned that promote a white image. Managers are even required to send pictures of their employees to headquarters and to give their employees grades based on how good-looking they are. McBride states that other clothing companies have taken big steps to sell their clothing equally to everyone while Abercrombie has not. McBride concludes by stating that Abercrombie thrives on the racist society we have today and states a lot about race relations in the United States.

Does McBride’s position affect the argument he poses in any way? I am not sure of this, but it seems as if Dwight McBride is a black gay man. I say this due to the fact that he mentions that he frequently visits gay bars and the tone of his writing. If, in fact, McBride is black, his argument may be slightly biased due to the fact that he belongs to the group being discriminated against in this situation. However, this does not change the facts that McBride has presented. It seems like Abercrombie certainly does promote whiteness through the use of the publication of A&F Quarterly. I am only stating that there may be another side to the argument that we haven’t been exposed to.

I was very interested in the reading and was quite surprised by some of the hiring practices of Abercrombie. I couldn’t believe some of the rules that were written in the “Look Book.” It seems wrong that one can hire based on the way someone looks or an employee may get fired for not “looking Abercrombie.” To me this is ridiculous and it made me think of Abercrombie in a different way. Not that I thought too much of them in the first place.

Takaki-Chapter 12

Takaki concludes in “El Norte: The Borderland of Chicano America” that Mexicans came to America to escape starvation and the Revolution only to be exploited by American landowners and to be paid less for doing the same jobs as whites.

Takaki begins by stating that to Mexican immigrants, America was “El Norte” as America was “The Promise Land” to the Jews. Mexicans came to America in order to escape starvation and the revolutions that were taking place in Mexico at the time. Many Mexicans were losing their lands to private land speculators and the country just wasn’t safe with the Revolution taking place in Mexico. Takaki explains that Mexicans could enter and leave the country without passports unlike Asian and European immigrants (312). These Mexicans immigrants, however, intended to return to Mexico when the civil war was over as most believed it would be in a few months. Takaki states the railroads accelerated the movement of Mexicans into America. The trains carried thousands and thousands of Mexicans into America where most worked as agricultural field labor. Mexicans also worked on railroads and in factories. Takaki states that “the Mexican population in the Southwest grew form and estimated 375,000 to 1,160,000” between 1900 and 1930 (317). Most of these immigrants were between the ages of fifteen and forty-four. The Mexicans became the primary manual work force in the United States comprising 75% of all construction workers. However, white labor unions withheld skilled jobs for whites by denying Mexicans union membership. Mexicans were forced to work the worse jobs for the lowest wages, and were often paid less than whites for doing the same jobs. Landowners exploited these Mexican laborers and used debt to keep them on their plantations. They also discouraged the schooling of Mexican children. Takaki also explains how Mexican laborers were semi-successful at striking to increase wages. Takaki then explains how during the Great Depression many immigrants were deported back to Mexico in order to free up the jobs for whites. Americans began to fear that Mexicans were disrupting the genetic makeup of the country and thought there were too many to assimilate into the American culture. Takaki finally discusses the Mexican barrios within the U.S. at the end of the chapter. These were little communities of Mexican culture north of the border where the people held on to their Mexican culture.

Do we still see the effects of what Takaki describes throughout this chapter in our world today? Yes, the effects are very noticeable in everyday life. In fact, what we, as a country, are experiencing today is very similar. There are still huge numbers of immigrants coming into the country from Mexico. Most of these immigrants are illegal and come in order to perform the same kind of work which Takaki describes. They work in agriculture doing the hardest, lowest paid jobs our country has to offer. These workers are being exploited by the landowners just as they were 100 years ago.

I wasn’t all too surprised by the reading of “El Norte.” I have learned this material in the past and much of it is still going on today. The illegal immigrant population in our country is treated poorly and this is very sad. I am currently doing a research paper on illegal immigration and have come across very similar information in my research process. It is very unfortunate that humans are being treated this way, but they are and will continue to be until our country makes drastic changes to its immigration policy.

"Race: The Power of an Illusion"-Episode 3

The main point of episode three of “Race: The Power of an Illusion” is that race is not biologically real, but socially constructed by those in power for their own benefit. This socially constructed idea of race then led to privilege based on one’s whiteness in areas such as housing and job positions.

This episode begins by stating that race is all around us and is one of the first things we notice in one another. People first notice ones eyes, skin and hair, and then think that they can tell more about an individual based on those characteristics. The film explains that there is not a sub-species of humans and that race is not real, but socially constructed. Racial markers do not mean anything unless they are given a meaning by society. The 23 million immigrants from southern and eastern Europe that immigrated to the United States between 1880 and 1920 were considered non-white. These immigrants worked alongside Mexicans and blacks performing the most dangerous and lowest paid jobs America had to offer. These groups were often stereotyped as being lazy and stupid. The film then focuses on how the Supreme Court had no real definition of who was white and who wasn’t. Whiteness was what the common man defined it to be. Through this rationale, citizenship was denied to Japanese and Indians on the grounds of them being non-white. Lands were taken from the Japanese because they weren’t citizens, and the government even banned immigration from Japan in 1924. The film then goes on to discuss the Federal Housing Administration and how blacks were denied the opportunity to live in these cheap neighborhoods. The FHA made it possible for the average American to own a home due to low down payments and longer periods to pay off loans. An example of such a neighborhood is Levit Town. Finally the film discusses how black communities were given a red rating while whites were given a green rating. This caused the property value in black communities to fall and also caused whites to flee the community when blacks began to move in. White neighborhoods even built walls between their community and the black community in an attempt to maintain the value of their property.

What consequences does the film’s conclusion have on our world today? The film has major consequences for our world today. The fact that immigrants from southern and eastern Europe were accepted as white after WWII caused them to gain privilege associated with whiteness in the past and continues to do so today. The opposite is true for blacks. They were denied opportunities that were given to whites and are still suffering the consequences today. As the film mentioned, the average black family has only 1/8 the net worth of the average white family. This started with blacks being denied the rights to housing during the time period following WWII and has never really stopped. Although we have tried to combat this with affirmative action programs, the problem still persists.

While watching the film, I found it very similar to “How Jews Became White Folk” which we had already read for class. The film discussed much of the same information that I had learned from the previous reading. However, I didn’t know much of the information before reading “How Jews became White Folk,” so I found another presentation of the material to be helpful. It is sad that blacks were denied opportunities that should have been granted to everyone. I can definitely see how the actions taken by our nation in the past caused the white privilege that is still being dealt with today.

Takaki-Chapter 7

Takaki concludes in “Foreigners In Their Native Land” that with the American conquest of California and Texas, Mexicans became strangers and foreigners on land that was once their own. With the changing border, many Mexicans lost their lands and were surrounded by foreign people and a new language.

Takaki begins by giving his readers an example of a successful Mexican rancher. Takaki describes Dona Francisca Vallejo, a man who was very well educated, owned much land, and was extremely well mannered. As Takaki explains, Vallejo was a member of the landed elite and owned 175,000 acres. Takaki then explains that California’s society was stratified. It was composed of the people of reason, the laboring class and Indians, with the people of reason being the highest and the Indians being the lowest in society. Takaki then moves on to his main point, which is the American conquest of Mexican territory. He explains how the Mexicans initially welcomed Americans into their territories, but became hesitant when they no longer wished to assimilate into their society. Yankess began to view Mexicans as lazy and began to take over their lands. Takaki states that “By 1846, there were several hundred American foreigners in this Mexican territory” (172). This same year, Commander Sloat declared California a possession of the United States. However, Takaki explains that the Mexican-American War actually began in Texas when the Mexican government outlawed the institution of slavery and prohibited American immigration into Texas. Americans in Texas objected to this and began an insurrection in San Antonio. Takaki discussed the Battle of the Alamo and explains that the United States annexed Texas. This caused a dispute over the Mexican-American border that was eventually resolved to be the Rio Grande. Eventually, through the Treaty of Guadalupe Hidalgo, the United States acquired California, New Mexico, Nevada, and parts of Colorado, Arizona, and Utah. For the remainder of the chapter, Takaki focuses on how the Mexicans were treated in the new country which they resided in. They were allowed to stay on their lands, and were supposed to receive citizenship, but this was not quite the case. Mexicans were denied suffrage and their land grants were not confirmed because the Mexicans found it hard to prove the legitimacy of their land titles. Therefore, most of their land was either lost in court, taken by squatters, or was sold in an attempt to remain out of debt. Mexican ranchers were not as able to convert their lands from grazing to agriculture and had less access than whites to bank credit. Mexicans were forced to sell their lands and provide cheap and dangerous labor in the fields and in mining industries. Here they were often paid far less than their white co-workers.

What consequences do we face today as a result of what Takaki presents in this chapter? We face many consequences as a result of what was presented in this chapter. The most obvious is our country’s border. If the United States had not taken Mexican land, present day Texas and California would not be within our nation’s boundaries. There are also descendants of theses Mexican ranchers who would have had land if it was not denied to their ancestors many years ago. Also, the fact that many Mexicans were forced to work as field laborers may be a potential reason as to why so many of the field labor today is provided by Mexicans.

As I read “Foreigners In Their Native Land,” I felt sorry for the Mexicans that occupied California and Texas. They were conquered by America and were suddenly told that they now resided in a different country. A different culture and a new language then surrounded them. Their land was taken away from them, and there was nothing that they could really do about it. It seems that our country has done a terrible thing to these Mexican residents, something that seems to go against the very principles that our country stands for.

Brodkin-How Jews Became White

Karen Brodkin concludes in “How Jews Became White Folks and What That Says about Race in America” that Jews were able to advance in society due to affirmative action government projects such as the GI Bill which were denied to blacks.

Brodkin begins the chapter by stating how Jews were not considered as white at one point in our country. In fact, all immigrants from southern and eastern Europe were considered to be non-white. These people were considered white at one time, but were no longer when too many began to immigrate to America after 1800. This idea that southern and eastern Europeans were not white was held most deeply by the wealthy. The upper class was the Nordic race while all others, such as the Alpines, Mediterraneans, and Jews, were considered inferior. These inferior groups were even considered to be dirty and such views were very mainstream. Brodkin goes on to state how anti-Semitism was very high in higher education and professional occupations. Brodkin then goes on to explain how the more inclusive view of whiteness and America’s economic prosperity were responsible for Jews becoming white and advancing in society. The GI Bill of Rights helped veterans get education, training, and jobs. It was supposed to be available to all veterans, but women and blacks were denied their rights. This bill helped many Jews to become educated, get good jobs, and join the middle class. The Federal Housing Administration also helped many Jews and veterans to obtain housing and move to suburban neighborhoods. African Americans were discriminated in this area as well.

What consequences does the information presented in this chapter have on our world today? The information presented in this chapter affects our world today greatly. This chapter shows how Jews and other European groups were viewed differently and accepted as white while blacks continued to be discriminated against. Blacks were entitled to the GI Bill, but never received their fair share of the benefits. We see this in our world today. Blacks are still being discriminated against, and one must wonder if it is due to the way in which they were deprived of their rights in the past.

I learned a great deal while reading this chapter. I previously had no idea that some whites were viewed as non-whites in our nation’s past. It took me by surprise that a Jew was considered not to be white. I also learned more about the GI Bill and other government programs of the past. I can see how the privilege whites receive and blacks are denied can be traced back to programs in the past such as the GI Bill.

Takaki-Chapter 6

Like most of Takaki’s chapters, chapter six is mostly an informational chapter. Takaki focuses on all aspects of Irish immigrants to America and makes a special effort to point out how quick the Irish were to accept white supremacy.

Takaki begins the chapter by stating that most of the Irish came to America out of necessity, not because they wanted to. Between 1815 and 1920, five and a half million Irish immigrated to America (Takaki 140). The Irish were being oppressed by the English, and the English landlords were converting much of the farmland into pasture in order to export livestock. This caused much of the Irish population to fall into poverty and starvation. By 1855 around one million had died of hunger and sickness (143). Rather than stay and starve many immigrated to America. Takaki also discuses the Great Famine. During this potato famine the entire potato crop was ruined for several years in a row. After coming to America, the Irish provided the work for many projects such as railways, canals, and roads. Although they provided this essential work, they were treated as dogs. They were thought to be drunks and unreliable workers and were treated on the same level as blacks during this time period. The Irish themselves became racists towards African-Americans. The condemned abolition and were unsupportive of the Civil War. Takaki then discussed the lives of women once in America. Most worked as either maids or in dangerous factories such as textiles. The daughters of these women were less likely to follow the same path because they usually learned to read and write unlike their mothers. Takaki concludes by explaining why the Irish were able to assimilated into American society so easily. He explains that the major reasons are because the Irish are white, Christian, could already speak English and were allowed to vote.

Do we still see consequences as a result of how the Irish were treated in the past in our country today? Yes, there is no denying that there are major consequences as a result of how the Irish were treated and stereotyped in the past. I don’t think that it is very common everyday, but there is one day a year when the stereotype returns in full force. This day is St. Patrick’s Day. On this day the Irish stereotype of being drunks and eating potatoes returns. There are silly redheaded, drunk leper cons running all around. This is a direct result of the stereotypes that were formed in the past. These stereotypes are false, and are very hurtful to the Irish in our society.

I was a bit surprised by the reading. I had already known that the Irish were thought to be lazy drunks that ate only potatoes, but I wasn’t aware that they were treated as bad as the blacks were. In fact, Takaki shows that in some cases they were treated worse. The Irish were given jobs that were too dangerous for the even the slaves to do. I learned a lot from the reading and now have a better understanding of our nation’s past.

"A Challenge to Democracy"

The film, “A Challenge to Democracy,” is an attempt by the American government to justify the Japanese internment camps during World War II. The film was produced by the War Relocation Authority and is full of distorted information meant to intentionally mislead the American public into believing that these camps weren’t so bad.

The film begins by stating that the Japanese were relocated to these camps due to a military hazard at a time when the threat of invasion was high. They were not relocated due to disloyalty and were not under suspicion in any way. 100,000 were relocated in 1942; 2/3 of those relocated were American citizens by law. They were relocated in out of the way places, mostly in the dessert. They were kept in large communities surrounded by a wire fence. Each family was given a 20’x25’ room with only a stove, a light bulb, cots, mattresses, and blankets. The film also explains that they were fed nutritious food, but only enough to sustain them. However, the film presents all of this information in a very positive way. These camps are described as communities within themselves. There was school and many jobs within the camps. They had their own government and even their own judicial system. However, most workers began at a wage of only $12 per month. The first people to leave these camps went to harvest sugar beets on large plantations. However, most of these workers returned, and the government only allowed families that they thought to be loyal to leave the camps. Those who were not eligible were all moved to one camp where they stayed until the war was over. The film ends showing how the Japanese eventually integrated nicely into the American society. The film shows many Japanese workers working in many different positions and even shows the Japanese joining the army and fighting for their country. This film connects with chapter ten of Takaki. Takaki writes of how the Japanese were discriminated against on the sugar plantations, and how eventually their hopes of assimilating into the American culture were devastated with the attack on Pearl Harbor. This film builds on what Takaki concludes. The film explains how the Japanese were treated with the start of WWII in our country and what they had to overcome to get where they are today.

Do the positions of those who produced this film affect the information that is presented? I think that the film is very much affected by the positions of those who produced it. The film was produced by the War Relocation Authority, and the information presented is distorted in a way that makes the camps look much better than what they actually were. It almost looks like these camps were a good place to live according to the film when in reality these people were forcibly removed from their homes. They didn’t want to be there at all and the film does not show this whatsoever. Overall, the film is very biased and does not truthfully show how these concentration camps actually were.

While watching the film, I immediately became aware of the way in which the film illustrated the concentration camps. In high school I learned that the Japanese were forced to leave their homes and live in these horrible concentration camps. The film shows that the camps weren’t all that bad and that it was necessary for the security of our country. I don’t agree with the way in which the information is presented and think that the film is extremely one-sided.

Takaki-Chapter 10

Chapter ten of Takaki, “Pacific Crossings: Seeking the Land of Money Trees,” is, for the most part, an informative chapter. The main ideas expressed are how Asians were treated in America and Hawaii. The chapter’s primary focus is on the Japanese in America, and Takaki’s spends the majority of the chapter discussing the racial discrimination of this group of people and their unsuccessful attempts at assimilating into the American culture.

The chapter begins by stating that by 1890 there was a new group of immigrants flooding into America. This group was the Japanese. They came from Japan in order to escape the economic hardships of their native country. Plantation laborers were able to make six times more in American than in Japan. The immigration of the Japanese was different than the Chinese due to the fact that the Japanese promoted the immigration of families and women whereas the Chinese did not. Most of these immigrants ended up on the sugar plantations in Hawaii. Here they faced unfair labor practices and discrimination. Oftentimes, other ethnic groups from Asia were paid more for doing the exact same work at the exact same rate. Planters pitted these different groups against each other in order to prevent strikes. This worked to a certain extent, but when the different groups finally decided to strike together they were able to gain better wages. Women worked in the fields as well and were often paid less than men for doing the same work. Takaki discusses in great detail the horrible working conditions and the ways in which these people were treated. He also explains how the Japanese were unsuccessful at assimilating into American culture. Although many went to school and became well educated, they were not given a fair chance to work. They also tried to establish themselves as farmers, but were still unable to gain respect. Takaki concludes by stating that many Japanese born in America were split between the two cultures and didn’t want to fully give up their Japanese heritage. He finally states how the attack on Pearl Harbor ended this hope.

What consequences are we facing today as a result of the information Takaki presents in this chapter? There are many consequences that our nation is still dealing with due to what Takaki presents in chapter ten. The racial discrimination that the Japanese suffer today is because of this time period and the way that the Japanese were treated in the past. This is also true of discrimination based on sex. Women were paid far less than men were for doing the same job on the sugar plantations. This persists to this day. Studies show that women are still being paid far less than men for doing the exact same job.

I became quite interested in the material as I was reading this chapter. I haven’t learned much about Japanese immigrants or the sugar plantations in Hawaii at all in the past. It was interesting to find out where the discrimination against the Japanese all stems from, and this chapter helped a great deal in presenting a potential source of that hatred.

Race: The Power of An Illusion-episode 2(Extra Credit)

The main point of episode two of Race: The Power of An Illusion is that race is not genetic, but was socially constructed in order to fulfill economic and political motives.

The film begins by stating that the problem with race isn’t how you look, but rather the meaning that people assign to it based on how you look. It goes on to state that race is an idea constructed solely to achieve economic and political goals. The film then goes on to explain in great detail the way in which Thomas Jefferson viewed slavery and blacks. The film refers to his Notes on the State of Virginia numerous times. It is explained that Jefferson viewed blacks as inherently inferior to whites. This is the first time that this idea was articulated. Before 1619, status was based more on religion and wealth and had nothing at all to do with the color of one’s skin. This changed when the colonies ran short on European indentured servants to work on the plantations. Planters took advantage of the slave trade and shifted their labor force over to black slave labor. This type of labor was beneficial because of its never ending supply and the fact that these slaves couldn’t run away and blind in with the rest of society due to the color of their skin. The film then discussed the way in which Native Americans were viewed. Native Americans were viewed similarly to blacks, but it was thought that they were inferior due to their culture and could be civilized. It was thought that they could assimilate with the whites unlike the blacks. However, this changed when the colonist wanted their land. Many Cherokees were forced of their land in 1838, and a quarter of them died on the Trail of Tears. The film goes on to explain that false scientific studies even proved that whites were superior due to the size and shape of their skulls. It was even thought that blacks were a separate species.

If there isn’t any scientific proof that there is a genetic difference among the races, why does this idea of race persist? The idea of race persists because it is still advantageous to certain groups. White Americans hold on to this idea of race because they can benefit from it. They receive privilege that is denied to other non-white groups. This is the same reason it was created in the first place. Whites created this idea in order to justify enslaving them. It was very profitable and these black slaves could be identified if they attempted to run away.

While watching the film I became some what saddened. It is horrible to think that this happened in a country that is based on the principle that all men are created equal. It is even worse to see that he very man that wrote those words owned slaves himself. I think that it is even worse that these ideas persist today, now that there aren’t even any inaccurate scientific findings to fall back on.

Richard Wright (Extra Credit)

In “The Ethics of Living Jim Crow: An Autobiographical Sketch,” Jim Wright concludes that blacks were forced to act a certain way, or act Jim Crow, in order to avoid being harassed and beaten by whites.

Throughout the chapter, Richard Wright gives examples in which he learned his “Jim Crow” education. He begins with a story of how he first learned how to behave as a black boy. When Richard Wright lived in Arkansas as a young boy he and his friends got in a fight with white neighbors from across the railroad tracks. He ended up getting hit in the head with a broken bottle and needed to get stitches. When he told his mother of the news, she yelled at him and told him not ever to fight with white folks again. She acted as if blacks really were inferior to whites. He goes on to tell of numerous instances in which he learned how to live as a young black boy. He talks of how he was beaten for not addressing his white co-workers with the title of “sir.” He was also rewarded at another place of employment for remaining silent when a black woman was severely beaten for not paying her bills on time. There is yet another instance when he is beaten by a white cop for delivering packages in a white neighborhood after dark. The officer tells the boy to tell his boss not to send him out in the white neighborhood after dark anymore and Richard is forced to reply with a “yes, sir.” He goes on to talk of other cases in which he was forced to act a certain way because of his skin color. He even had to act as a servant to a white man in order to get books in the library because “No doubt if any of the white patrons had suspected that some of the volumes they enjoyed had been in the home of a Negro, they would not have tolerated it for an instant” (Wright 30).

Why did the whites force blacks to behave this way in our nation’s past? Whites forced the black people of our country to behave in this way in order to separate themselves from them. They made the blacks feel inferior so they, themselves, could feel superior. As we have discussed in class, there needs to be something to compare yourself to. Making the blacks feel as if they weren’t human made whites view themselves as being better. There must be an oppressed group in order for there to be a privileged group, and whites oppressed blacks in order to receive this privilege.

As I read this chapter, I was shocked at just how horribly Richard Wright was treated as a young man. I am aware that racism exists, but was a bit surprised at how far the hatred was carried. He was beaten by a police officer for riding his bike at night, delivering packages which his job required. Wright seemed like a very bright young boy and it is a shame that he was treated this way due to the color of his skin alone.

Ethnic Notions

Ethnic Notions is a film that explains how blacks are viewed in society. The main point of the film is to show that blacks have been falsely portrayed in society to make them look in ways that are convenient to white society.

The film begins with numerous cartoons that portray black men and women as being foolish. The film states how the images shape feelings about race, and even though blacks aren’t really that way, we begin to view them in that way. Black men were often portrayed as being happy, irresponsible, and childlike. This image became known as the “happy darky.” Slaves were portrayed as being happy which caused some to believe that since slaves were happy, slavery must be a good thing. There was also the Jim Crow character and minstrel shows that again depicted blacks as being silly and childlike. In these shows, whites put on “black face” and basically acted as foolish as they could. Later on blacks themselves played the role of Jim Crow. The film states that black comedians play the role of black minstrels today. The media then began to portray blacks as being brutes and savages. Even when blacks tried to rid themselves of these stereotypes by fighting in World War I, they were not given a chance and treated as servants. At the end of class, the film was discussing how these images are what caused the racial stereotypes. Often we view these stereotypes as being funny, but they really aren’t.

Just why were black portrayed this way in our past? I believe blacks were portrayed this way for many reasons. All of the reasons are beneficial to whites and detrimental to blacks. By making black look silly, foolish, and childlike, it made it easier to enslave millions of them. Making them look happy as slaves also promoted the idea that slavery was good for the slave. Making blacks look like savage animals and brutes also helped to justify keeping northern jobs from them. Whites made blacks look in whatever ways were beneficial to them at the time. It was profitable to enslave them and also beneficial to deny blacks jobs in order to keep them for white men.

It was very sad to see they ways in which blacks were treated while watching the film. I was already familiar with much of the slavery issues and the way in which blacks were viewed in our past, but I had never seen many of the cartoons and the ads. These were new and quite surprising to me. I also knew of the minstrel shows, but never knew that blacks actually played roles in them. I always thought all of the actors were white men made to look like black men. Overall, I liked the film because it showed actual cartoons and ads and made it easier to understand how blacks could be viewed the way that they were.

Discussion question-Takaki Ch. 3

What consequences does Takaki’s conclusion have on our society today?

Takaki-Chapter 3

Ronald Takaki concludes in chapter three, “The ‘Giddy Multitude’: The Hidden Origins of Slavery,” that planters did not carefully think about the consequences of relying exclusively of Africans as a source of slave labor. He states that this action has caused significant problems for black people as well as American society.

Takaki begins with his example of The Tempest as he did in chapter two. He states that it is possible that some in Europe may have seen the savage Caliban as black due to the fact that there were a few blacks in England at the time. He then states how the common view of black was bad and evil while whites were viewed as good and pure. Africans were even thought to be cannibals. Takaki then goes on to explain slavery in the United States. The information presented is very similar to what we have read in chapter two of Zinn. He discusses how in earlier times much of the labor came from both white indentured servants and blacks. These groups shared a similar social class and saw themselves more as equals. These groups began to join together and rise up against authority. Planters became fearful of whites being involved in uprisings and turned more to black slaves which they could enslave for life. Blacks could be controlled more effectively because they could be denied rights based on the color of their skin. Furthermore, the Virginia elite pitted white laborers against black slaves. Takaki then explains Jefferson’s view on slavery. He felt bad about enslaving Africans but owned 267 slaves at one point anyways. Jefferson believed that blacks were inferior to whites by nature. He wanted to gradually abolish slavery but felt that the blacks must be removed from society because blacks and whites could never live along side one another. Takaki finally concludes that these actions may be to blame for the racist views in our society today.

What consequences does Takaki’s conclusion have on our society today? Takaki’s conclusion has great consequences on our society today. He concludes that the decisions of our forefathers caused the racist views in our society. This is very true. People continue to view blacks as being inferior to whites in our society. This view is what has gone on to cause the problems associated with privilege and oppression as well. Many of the privileges whites get that blacks are denied can be traced back to the institution of slavery.

I was not all too surprised while reading Takaki. I had already learned and been exposed to much of this information during my Early American History course last semester. I learned much about slavery and the proposed solutions to abolish the institution. None however were accepted and it ended up taking the deadliest war in American history to solve the problem.

Zinn-Chapter 2

Howard Zinn’s chapter two, “Drawing the Color Line,” is mostly an informational chapter on how racism began in our country. His main point, however, is that racism is based on historical elements, not natural ones. Slavery, he argues, is where racism began in this country and it can be ended under certain conditions.

Zinn begins the chapter by asserting that there has never been a country in the history of the world where racism has been so important for so long. He then attempts to explain how racism started in the first place. He points to slavery and then gives evidence to support this claim throughout the rest of the chapter. The English settlers first tried to enslave the Native Americans. However, they were unsuccessful because they were greatly outnumbered and were forced to turn to African slaves instead. Black slaves were much easier to enslave for several reasons. They were removed from their land and culture, and were forced into new systems of language and customs making them helpless. Zinn goes on to explain the difference between American slavery and slavery that existed in Africa. American slavery was much crueler than in Africa. In fact, African slaves were very similar to European surfs. In America slaves were treated horribly and whites were given preferential treatment such as receiving lighter court sentences than blacks. Many black slaves began to resist their enslavement and joined together in revolt. When unhappy poor whites began to join in the uprisings, slave owners began to become fearful. To settle this fear and to suppress the rebellion of the poor whites the Virginia Assembly passed laws that gave poor whites benefits denied to black men. White indentured servants were given food, money, and a gun when their indentured time was up. Zinn concludes that the desperation of starving settlers, the helplessness of Africans, the incentive of profit for slave traders and planters, superior status for poor whites, and the legal and social punishment of black and white collaboration are all historical pieces that led to slavery and racism in America (30).

What are the consequences of Zinn’s conclusion for our world today? I believe there are many consequences for our world from Zinn’s conclusion. We still deal with racism in our society today. This, as Zinn argues, all stems from slavery. Many of the problems concerning privilege and oppression are based on race as well. We must realize that racism is based on history and is not natural in order to overcome it. The first step in doing this is for privileged groups to let go of the privileges they receive based on race.

I was already familiar with most of the information presented in the chapter. I agreed with the facts that Zinn presented and believe that he used the facts fairly to argue his position. It is sad to think that this is how human beings were treated, but it is what happened, and Zinn does a good job of presenting the facts.

Johnson-Chapter 6

In chapter six of Privilege, Power, And Difference, Allan Johnson concludes that members of our society must first realize that they are part of the problem concerning privilege and oppression before they can become part of the solution.

Johnson begins the chapter by stating that to solve the problems associated with privilege that we must first be able to talk about it. However, we as a society rarely do this because it is uncomfortable. Johnson also discusses how our society is based on individualism and how everything is somebody’s fault. This makes it even harder to discuss privilege because everyone wants to blame some other group. Johnson then explains how many are part of the privilege problem without even knowing it. He discusses how we take the path of least resistance by doing what our society labels as acceptable behavior. We may not even be aware of this until we do something that is unacceptable. Johnson gives the example of a manager’s tendency to train employees that are similar to them to demonstrate this point. White males tend to train whit male employees. He then states that “social life . . . cannot be understood by looking at individuals alone” (82). Johnson states that people behave differently in different social situations and uses the game of Monopoly as an example to demonstrate this. Individuals may not normally be greedy, but behave so during the game because that is the behavior that is called for. However, one can support the system of privilege without even being consciously aware of it. Johnson states that silence alone is enough to ensure the continuation of this system. Most people are silent on privilege issues, and that is what is making them last. He concludes that we must stop the silence and acknowledge that we are a part of the problem and pledge to be part of the solution as well.

Just why do people choose to take what Johnson call “the path of least resistance”? As Johnson argues, many take this path because it is the only one they are aware exists. You can’t pick which path to take when you only see one option. However, I believe that many see the other options but are afraid the pick them. They are afraid that if they attempt to help oppressed groups that they will be rejected from their privileged group and become oppressed themselves. It comes down to the fact that members of privileged groups are selfish, and don’t want to lose the privilege they possess by helping non-privileged groups out.

I felt as if I learned a lot about how members of society view privilege while reading this chapter. I see how members of society can feel as if they are not a part of the privilege problem event though they are, and how silence support they system that we are trapped in. I agree that we must break the silence in order to stop the system of privilege in our society.

"The Difference Between Us" (Extra Credit)

The main thesis of Episode 1 “The Difference Between Us” in The Power of An Illusion is that race in not biologically real, but is rather a socially constructed concept. Also, humans are much more alike than different.

The film gives much scientific evidence to support the fact that we as humans are much more alike than different as a species. If fact, the movie pointed out that penguins are twice as different from each other than humans are different from one another, and that fruit flies differed 10 times more from one another than humans. Genetically we are among the most similar species on the planet. In the movie, Alan Goodman asserts that “race is a biological myth.” One's race is judged solely on physical characteristics such as skin color and hair type. There is absolutely no biological evidence that supports the idea of race. People of the same so called race can actually be much more different than one another, genetically, than from a person of a different race. A class experiment conducted during the film supports this fact. Students tested their mitochondrial DNA or mtDNA and compared it to the mtDNA of other students in the class. The experiment showed that those who appeared to be alike were actually much different genetically from one another. People, in some cases, were actually much more genetically similar to those who didn’t resemble them at all.

Why do many members of our society believe that race is genetic? I think our society believes this for many reasons. For one, most have never been told that race isn’t real or defined in biological terms. I know that I’ve never been told that race isn’t real, but rather socially constructed and a biological myth. People think that if people appear to be different then they must be biologically different, and that just isn’t the case.

I became very interested in the film while watching it in class. I never knew that there were no biological differences among different races whatsoever. I thought that there had to be something genetic that caused on person to be white and another black. The film taught me, however, that there is nothing genetically distinct to one specific race. As class ended I began to wonder just why it is that so many people feel like race is genetic in the first place. I was also never aware that we as humans are so much alike in comparison to other species.

Johnson-Chapter 3

In chapter three of Privilege, Power, And Difference, Allan Johnson concludes that capitalism has played a significant role in the trouble surrounding privilege. He argues that this is especially true of privilege based on race and gender.

Johnson begins the chapter by stating that white racisms hasn’t been around for all that long. In fact, this white racism didn’t come about until the development of capitalism as an economic system. Johnson then goes on to define exactly what capitalism is and how it works. The basic goal of capitalism, Johnson states, is to turn money into more money (42). He then explains how capitalism divides the wealth so unequally among the population, leaving the majority of people bordering poverty. We, the readers, are then informed on just how racism and capitalism are tied together. Johnson starts with the example of cheap slave labor on cotton and tobacco plantations. He then discusses the use of cheap Chinese labor on Western railroads. Johnson argues that whites developed the idea of whiteness to justify their actions and treatment of those they labeled non-white. Affirmative action and the outsourcing of jobs associated with capitalism also leads white workers to view those who are non-white as competitors. Johnson then goes on to explain the complexity of capitalism and privilege. How certain people can be in a privileged category, yet not feel privileged at all because of their membership in an oppressed category as well. He argues that the categories of race, class, gender, and sexual orientation cannot be separated, but are all connected in someway. Each category of privilege is related to another is some form.

What consequences does Johnson’s conclusion have on our world today? I believe there are many consequences associated with Johnson’s conclusion. Capitalism is the cause of many of our nation’s problems. The gap between the upper and middle class continues to grow. In fact, the middle class is actually beginning to disappear. We are also losing many jobs due to outsourcing. The racist feelings some people have are also causing numerous crimes in our country. Some of these feelings have definitely formed due to our country’s capitalist economy.

I was actually a bit surprised while reading this chapter. I had never really made a connection between capitalism and privilege previously. I had known about the huge profit plantation owners made with slaves on cotton plantations, but I wasn’t aware of the ways in which privilege is tied to capitalism yet today through affirmative action and the outsourcing of jobs. The chapter helped me to see some of the possible sources of racism in our society today.

Johnson-Chapter 2

In chapter two of Privilege, Power, And Difference, Allan Johnson concludes that privilege is being socially constructed in our society based on specific groups one belongs to. Johnson argues that these privileged groups are based on race, gender, age, sexual orientation, and disability status.

Johnson begins chapter two by stating that difference is not the problem, but rather the socially constructed privilege and oppression that coincide with it. He supports this with facts of the Native Americans and children. These groups were not afraid of difference until they learned to be afraid. In fact, they were actually curious and drawn towards difference. Johnson then goes on to discuss just how to identify differences within society with the “diversity wheel” located on page 15. The six most important categories are age, race, ethnicity, gender, physical ability, and sexual orientation. These groups have been socially constructed and affect how we are perceived and treated in society. These perceptions and treatments are based on the group the person is associated with rather that the person himself. Johnson argues that these categories are used to “include, exclude, reward or punish, credit or discredit, elevate or oppress, value or devalue, leave alone or harass” (16). Johnson then states just how difference is socially constructed. Before being socially defined, these groups mean nothing. He then moves on to different types of privileges and gives examples of privilege in everyday life. Next, Johnson presents paradoxes associated with privilege. He argues that just because an individual isn’t happy or doesn’t feel privileged, doesn’t mean that the person isn’t privileged. Johnson addresses oppression at the end of the chapter. He states that for every socially privileged category there are also other categories that are being oppressed.

Are there other factors affecting some of the everyday life examples of privilege that Johnson presents? I believe there are, especially with the example of women paying more for a new or used car. Does Johnson believe that the only reason for this is because of female oppression? How about other characteristics of men and women that are very much different such as the knowledge they posses on cars and their ability or willingness to negotiate? I believe these to be much more important factors determining this everyday occurrence. Usually men posses more knowledge of cars and therefore know how much a particular car is worth whereas a woman may not. Also, men are far more likely to negotiate the price than women are. Perhaps these are more important factors that help explain this trend.

Overall, I feel as if the chapter is an accurate account of what is occurring in our society today. I agree with the fact that certain groups are privileged while other groups are oppressed. I found the everyday life examples to be especially helpful. I do, however, believe that factors other than privilege affect some of these occurrences.

Takaki-Chapter 2

Ronald Takaki concludes in chapter two of A Different Mirror that the English belief of Indians being savages was based on race, and led to the racialization problem that we have in America yet today. Although the Irish were viewed as savages as well, the Indians were viewed as a different kind of people whereas the Irish were viewed as only a different degree of people. Takaki states that this racialized savagery “set a course for the making of a national identity in America for centuries to come.” (44)

Takaki begins the chapter by stating how the Irish were viewed as being savages in the eyes of the English. The English believed the Irish lived outside of civilization. He states how they were viewed as being lazy, barbarous beasts. The Irish were not permitted to wear English clothing, purchase land, or serve in office. The English were very brutal towards the Irish, burning their crops and villages during war. However, the English did believe that the Irish could improve and become civilized through nurture. The difference between the two, Takaki states, was cultural. Takaki then moves on to the Native Americans. They were a much different story than the Irish. The Indian savagery was based on race rather that culture. Indians were viewed as evil and savage based on the color of their skin. Although many tribes were kind to the colonists, they were treated horribly. Takaki gives the readers many examples of the terrible ways in which the Indians were treated. Accounts such as 120 Indians being killed by poisonous wine during a peace talk by the white men. The English believed the Indians were wasting the land they were on and therefore thought that they could push them off. The colonist justified their actions by demonizing the Native Americans. The English finally came to the conclusion that they were a different kind of people and incapable of changing.

Although Takaki’s facts are correct, I believe he is leaving one part of the story out. Indians were not viewed by all Englishmen as savages. In fact, many admired the Indians and looked to them for knowledge. This is especially true of medical knowledge. I learned in History 205 that the Native Americans possessed a wealth of knowledge concerning plants and their medical applications. The English were amazed by this and were eager to learn from the natives.

Overall, I see Takaki’s argument as being very valid. He comes to the conclusion of this savagery being racialized very logically and with numerous examples and facts. I also agree with his statement on how this cultural construction set the course for the making or our country’s national identity.

Framework Essay (Stigma)

In the final section on stigma in the “Framework Essay” from The Meaning of Difference, Rosenblum and Travis conclude that people are being stigmatized based on categories they belong to such as their race, sex, sexual orientation, and social class category. These stigmatized groups are often viewed as being the cause of our society’s problems.

Rosenblum and Travis begin their argument by stating that this stigmatism is supported by the assumption that the outside appearance of a person is an indication of their internal merit. The authors argue that we, as a society, view physically attractive people as being good people and give those in acceptable categories more opportunities than those who are not members of these categories. They go on to state that stigma involves two key characteristics, objectification and devaluation. Objectification occurs when all members of a particular group are thought of being alike and viewed as nothing more than objects. Oftentimes, members of the stigmatized groups objectify themselves. We are given the example of a woman looking in a mirror and imaging how other people view her. She is viewing herself as nothing more than an object. The authors also address how a female possessing male attributes is much more acceptable than a male possessing female attributes. The section then goes on to describe several stereotypes about people in stigmatized groups and states that some groups such as teenagers are blamed for the problems our society is facing.

As previously stated, Rosenblum and Travis point out five stereotypes of people in stigmatized groups. They state lack of values, likely seen as a problem, lack of self control, too much or too little intelligence, and childlike and savagely. I have a bit of a problem with how the authors handled these stereotypes. Although I agree that they are unjustly given, I believe the authors would have been more effective if they gave potential reasons as to why such stereotypes were given and then logically dismissed them. Instead, they just kind of set them out there without going into any explanation with the exception of the Asian American students.

Overall, I felt as if the reading was a very accurate account of what is happening in our society today. Without a doubt, people are being stigmatized based on categories they belong to. It was easy for me to see how stigma involves objectification. Our society very clearly does objectify women, not that this is new to me, but this reading brought that to my attention once again. The stereotypes also confirmed what I have previously noticed of our society. Certain groups in our society are definitely viewed in the stereotypical ways the authors presented.

Zinn

In the chapter "Columbus, the Indians, and Human Progress," Zinn concludes that historians all too often deemphasize the negative aspects of history. Zinn states that many times historians skim over and downplay the bloodshed and enslavement only to promote and overemphasize the moments that we, as readers, are more proud and accepting of. This, Zinn argues, is distorting our history for unnecessary ideological reasons. Zinn goes on to state that history must be looked at from the perspective of the conquered as well.

Zinn argues his position using the relationship between Columbus and the Arawak Indians as his example. The Arawaks were very friendly to Columbus and his sailors when they arrived to this new land. These natives willingly traded everything they owned to the Columbus and his crew. However, Columbus and his men immediately took advantage of the Arawaks. They enslaved many of the natives, forcing them to search for gold that was not there, as well as sending many as slaves back to Spain. The natives were given a quota and punished if they didn’t meet it. The situation quickly turned into mass murder of the native peoples. However, many historians do not include this in their books of Columbus and the discovery of America. Zinn uses Samuel Morison as an example in this chapter. Although Morison does acknowledge the bloodshed and murders briefly, he quickly moves on to more heroic aspects of Columbus. Zinn goes on to state how our history is often told from the conquerors’ and government’s point of view and how it must be looked at from a different perspective.

Zinn’s argument can most readily be applied by historians through their writing. Other authors can do as Zinn has argued and tell history through the perspective of those who were conquered. By doing this, the authors will be able to present a clearer picture of what actually happened rather than the all too often distorted one that we are so accustomed to seeing. However, the story must not only be told through the eyes of the conquered or we will loose the perspective of the conquerors. History must be presented equally from both viewpoints in order to gain an accurate sense of what occurred.

As I read this chapter, I mostly agreed with what Zinn had to say. I was aware of how the Native Americans were treated by the white men who arrived after taking Early American History last semester. However, Zinn seems to imply that all historians deemphasize the not so glorious aspects of our history and that is not the case. In Early American History, we were exposed to numerous different perspectives, many of which happened to emphasize the bloodshed and murders of our nation’s early days.

Introuduction

Hello, my name is Cody Miller and I am from Lima, Ohio. I am a freshman majoring in pre-dentistry. I play basketball and enjoy hunting and fishing. The main reason I am taking this course is to fulfill the diversity requirement. However, I am interested in and would like to learn more about different ethnic groups, especially Native Americans.