Friday, December 3, 2010
Introduction
The purpose of this blog is to display the complete works of English 102's class assignments. My chosen theme for the compilation was to look at Racism today. The first essay explores the theme in the US, the second essay is a film analyse of the movie Crash, and the third essay examines Racism in Mexico. It is interesting to note that the dominant theme in combating racism is education, and becoming aware of the issue. This blog is not only a class requirement, it also displays the overall theme of discussing the topic.
Wednesday, December 1, 2010
Local Essay
The College of Western Idaho
Racial Transfiguration
Brandy Garza Padilla
Student Id 302393
2010 FA-ENGL-102-024W
Lelsie Jewkes
12 October, 2010
Abstract: This essay argues that racial pressure no longer centers on the relationship between black and white Americans, yet involves many ethnic groups with in the U.S. Finding a solution starts by identifying new targets of racial pressure and evaluating how to make a difference.
Racial Transfiguration
Despite the progress in eradicating racial prejudices between black and white Americans, racism is still a stumbling block in the United States. Racism has manifested into something that is not easily recognized, since earlier education about racism has focused primarily on the relationship between white and black Americans. However, the US population has seen a surge of multi culture migration. The Department of Homeland Security reports 1,130,818 Legal Permanent Residences in 2009, an increase of 2.1 percent from 2008. An individual who believes that racial segregation towards black Americans is wrong, may however, have a racially negative judgment of Arab Americans post 9/11, and not recognize this as racism. Current events such as the attempted Times Square bombing and the immigration debate have caused Americans to be suspicious of other cultures within the US. Even though America needs to protect its borders, racial intolerance towards ethnic minorities should be recognized as destructive racism. Although racial judgments mutate, the strategy to combat racism through education and awareness ought to remain key.
The definition of racism is controversial among scholars. The text book definition of racism according to Webster-Merriam dictionary is “1: a belief that race is the primary determinant of human traits and capacities and that racial differences produce an inherent superiority of a particular race. 2: racial prejudice or discrimination”. To have a better understanding of the concept of racism, Darrell Simms describes practical racism as when people gather at a church service with others that worship with the same beliefs. While a church service is a place of worship and usually does not contain negative racial tones, Simms notes “we simply forget that other races and ethnicities exist” (153). Although Simm’s example of practical racism was not blatantly adverse, there are countless modern day examples of destructive racism. Defining who we are by what church group we belong to, what political group we support or what hobby groups we are active in does not generally reap destructive behavior. Sandra Parks believes that “We have shifted from concerns about segregation to issues of equity” (16). For example, Terry Jones a pastor on a small fundamental Christian church in Gainesville Florida drew numerous supporters and critics when he threatened to burn the Quran, as a demonstration against Islam. Although he did not carry out the demonstration, he exemplifies the idea that “Racism involves a prejudice and the motivation to act against an individual or a group believed to be inferior” (Davis 45).
American history repeatedly displays racial prejudices. Scholar Fred Jerome claims that the hard work and determination of civil rights fighters have dissolved the laws that accepts blatant bigotry; however: “America’s long river of racism is not so much dammed up as it is diverted” (1). The changes in racial attitudes in the last 50 years are visible. The election of an African American as President of the United States of America illustrates the progress in racial acceptance. Conversely, teacher Rita Verma points out hate crimes towards ethnic groups have increased since the 9/11 attack. She also claims that “there is a significant failure to disrupt emerging stereotypes” (13). News channel WTVR recently reported Spenser’s Gift shop sold t-shirts that were racially degrading towards undocumented migrants. The t-shirts created such outrage that they removed the t-shirts from the shelves (Crenshaw 1). While the outrage shows positive signs towards racist intolerance, the fact that the t-shirts were manufactured and then sold shows bias. The target of racial discrimination in America has been diverted to ethnic groups creating news headlines.
Two main headlines in America today are the effects and consequences of the 9/11 attacks, and the debate over immigration reform. Not all American migrants have experienced racial prejudices, although it is on the rise (Tinoko 1). Professor Steven Salaita contends that the social implications of 9/11 have affected Arab Americans more than any other ethnic groups. He claims that after 9/11 “Arab Americans evolved from invisible to glaringly suspicious” (149). Additionally, Jamie Winders points out that “After 9/11 . . . lawmakers and administration officials scrambled to present undocumented migration as a possible national security threat” (qtd. in Winders 6). The Federal Bureau of Investigation’s Uniform Crime Reporting Program reported that most all of the hate crimes reported in 2001 were motivated by bias against race due to the attack on 9/11 (see table one). William Rubebstien examines the hate crime statistics:
The instances of hate crime doubled from pre 9/11 and post 9/11. Before September 11, 2001, three groups—gay people, Jewish people, and African-Americans—reported by far the greatest number of hate crimes. The post-September 11 surge of hate crimes against Muslims and Arabs is staggering, suggesting high reporting rates by Muslims and record level reporting rates by Arabs (1239).
Table 1 Annual Anti-Islamic and Anti-Arabic Hate Crimes Reports
Year | Anti-Islamic Hate Crimes | Anti-Arabic Hate Crimes |
1998 | 21 | 54 |
1999 | 32 | 73 |
2000 | 28 | 71 |
2001 | 481 | 1,231 |
Source: The Real Story of U.S. Hate Crimes Statistics: An Empirical Analysis. Rubenstein, William. The Real Story of U.S. Hate Crimes Statistics: An Empirical Analysis. Williams Institute: UCLA School of Law.
We cannot deny that a cloud of racial pressures have become the center of our conversations (Hacker 4). The problem is real and the consequences are real. Furthermore when everyone is not given the opportunity to be as resourceful as they can be, “America is cheated of potential resources” (Simms 153). Education is the key to fighting the racial intolerance that cheats America. “Racism thrives on denial” and therefore healing starts with recognizing the disease (Parks 14). Two ways of combating racism are to empathize with each other and spend more time with racially diverse groups of people (Simms 164). By living new experiences with diverse cultures, we can relearn destructive tendencies that may have been taught at an early age. ”We also need to make time to make people of all backgrounds feel like they are a part of the community so they will invest in the community, and have a voice” writes Lori Manzanares ( 1). All the while, learning to accept the oneness of each individual can lead to empathy and understanding. The hope of eliminating racism begins with the acknowledgment of oneness (Davis 45).
It is imperative to take the time to recognize the diverse world around us. We should ask ourselves to identify the racial tone around us. Are they negative or positive? Are we contributing to the problem inadvertently or blatantly? Every individual has something to offer the community; taking steps to encourage diverse contributions will only strengthen the community. If racism thrives on denial, then let’s start the conversation about racism and bring it to light. It has been demonstrated that racism has altered appearances, and must be re-evaluated. America has seen racial milestones passed due to increased education and awareness. Racial injustice no longer concentrates on only the connection between black and white Americans, it encompasses new ethnicities. Therefore, reasons were given that to be successful in fighting racism today; the past should be analyzed and denial must cease.
Works Cited
Crenshaw, Emlyn. "T- Shirt No Laughing Matter for Immigrants." News.
wtvr.com. WTVR, 14 Sept. 2010. Web. 15 Sept. 2010.
<http://www.wtvr.com/news/wtvr-controversial-tshirt,0,7966944.story>.
Davis, Sharon E. "The Oneness of Humankind: Healing Racism Today." Reclaiming Children & Youth 18.4 (2010): 44-47. Academic Search Complete. EBSCO. Web. 17 Sept. 2010.
Hacker, Andrew. Two Nations: black and white, separate, hostile, unequal.
New York: Macmilliam, 1992. Print.
Jerome, Fred. "Einstein and Racism in America." Physics Today 58.9 (2005): 54-55. Academic Search Complete. EBSCO. Web. 14 Sept. 2010
Manzanares, Lori. E-Mail interview. 20 Sept. 2010.
Parks, Sandra. "Reducing the Effects of Racism in Schools." Educational Leadership 56.7 (1999): 14. Academic Search Complete. EBSCO. Web. 17 Sept. 2010.
"Racism." Def. 1,2. Merriam Webster Dictionary. 2010. Merriam-Webster Dictionary. Merriam-Webster Dictionary, 2010. Web. 19 Sept. 2010.
Rubenstein, William. The Real Story of U.S. Hate Crimes Statistics:An Empirical Analysis. Williams Institute: UCLA School of Law.
Salaita, Steven. "Ethnic Identity and Imperative Patriotism: Arab Americans Before and After 9/11." College Literature 32.2 (2005): 146-168. Academic Search Complete. EBSCO. Web. 16 Sept. 2010.
Simms, Darrell. May I Help You Understand? ; information to improve racial and cultural relations between white and black americans. Beaverton: Management Aspects, 1999. Print.
Tinoco, Arteno. Personal Interview. 16 Sept. 2010.
Uniform Crime Reports. "Hate Crime Statistics 2001." Document. Federal Bureau of Investigation. Federal Bureau of Investigation, n.d. Web. 22 Sept. 2010.
Verma, Rita. "Dialogues about 9/11, the Media and Race." Radical Teacher 74 (2005): 12-16. Academic Search Complete. EBSCO. Web. 16 Sept. 2010.
Winders, Jamie. "Bringing Back the (B)order: Post-9/11 Politics of
Immigration, Borders, and Belonging in the Contemporary US South." Antipode 39.5 (2007): 920-942. Academic Search Complete. EBSCO. Web. 16 Sept.2010.
Personal Writing Pieces
Racism
Ready to take it on, no more denial,
Acceptance of all, no need for a tittle,
Channel the energy towards equality and trust,
Ignorance is not an excuse, you brain is a must!
Starts with you and starts with me,
Master the bondage, for the hope to be free!
There was an old man of color,
Who wanted to know which one,
For his eyes did not work,
So he settled for a smirk
And said it’s all the same to my maker!
Interview Transcripts
Email Interview Transcript
September 20, 2010
Lori Manzanares,
Interview questions and responses:
1) Many have observed racial tension increase after the 9/11 attacks, do you believe that racial tension has changed since 9/11, and if you do, how?
Response: I do believe that racial tensions have increased since 9/11 – we certainly saw that when President Obama was campaigning for office. His full name is Barack Hussein Obama, and many Americans didn’t realize he was born in Hawaii! We also saw that with the protests against building a Mosque two blocks from Ground Zero, and the support for the Terry Jones, the Pastor who wanted to burn Quran on the anniversary of 9/11.
2) In my research, it seems as though racial pressure specifically towards Hispanics has increased due to the growing debate on immigration. Do you agree with my findings, why or why not?
Response: Yes, I do – I tend to read local papers online on a daily basis, and the comments from bloggers after a Hispanic has been arrested, or after a Hispanic event are nothing short of racist. I also don’t agree with the way the media writes articles. If you notice, many times they include, the person’s name and “an illegal alien”. Even the local papers use language that is less than sensitive. Why can’t they use something like “undocumented immigrant”.
3) Many people, also just assume that all Hispanics living in Idaho are from Mexico. Many don’t realize that my family has been in the US for 5 generations. In addition, they also forget that Puerto Ricans, Columbians, Salvadorans, Cubans and Guatemalans also call Idaho home.
Response: I have also noticed that many Hispanic events have had less participation from Hispanics. I think that is pretty evident at events across the state. Many people who happen to be undocumented would rather stay home and away from large events because they no longer feel comfortable.
4) A recent headline reported that Spencer’s Gift Shop sold t-shirts that read: “Illegal Immigrants are like sperm. Millions come in but only one little b*****d actually works.” After growing controversy Spencer’s Gifts ceased all sales of the t-shirt. Do you think that this event shows tolerance or intolerance? Why?
Response: I think that by someone even designing the shirt and producing it shows a lack of civility. It also adds to the myth that the they don’t work, and by that, reminds everyone else that undocumented immigrants are second class citizens.
5) How do you believe racism has changed over the last 100 years?
Response: Racist acts have changed – they may not be as blatant. My father lived in Caldwell in the 60s, and clearly remembers businesses that had signs in the windows that said, “No dogs or Mexicans allowed”. Of course things have changed, but really 40 years ago, was not that long ago. Of course, we can vote, we are able to obtain an education, things people of color couldn’t do 100 years ago. And who would have ever thought we would see an African American president in our lifetime?
6) In your opinion what is the biggest racial struggle the community has here locally?
Response: Getting people to understand that many immigrants come here for a better, safer life. That not all of them are engaged in drug smuggling or other crimes, and that Hispanic parents do care about their children and their opportunities. I also see that local politicians don’t take the Hispanic vote seriously because we don’t vote in large numbers. But hopefully that will change soon.
7) In your opinion what can we do to combat racism in our communities?
Response: We need to continue educating the communities about racism, and how it will not be tolerated in our communities, especially in our schools. We also need to make time to make people of all backgrounds feel like they are a part of the community so they will invest in the community, and have a voice.
Personal Interview Transcript
November, 2010
Miguel Padilla,
Interview questions and responses:
1) In the thirty years that you lived in Mexico, have you experienced racial remarks about indigenous people?
Response: In Mexico, there are common phrases that are heard regularly about being an Indian. They aren’t meant to be racist, they are just things that we have always said in passing, or as a joke. But, yes there are many slang sayings regarding the indigenous people, it is just normal there.
2) What are some examples of the comments regarding the indigenous culture?
Response: Well, there are so many. “Oh, don’t be an Indian” is one that is common, it means don’t be weak, or ignorant. Often times you hear people calling light colored skinned people weta which means that you are white.
3) Why are the indigenous people regarded as lower than the rest of the Mexican populations?
Response: Because they are not educated and they are physically shorter and darker.
4) Do you think that there has been any change in the tone towards the indigenous in recent years?
Response: Ya, because now there are more sources for them to get educated in. And they are embracing the environment more.
5) In your opinion what can we do to combat racism in Mexico?
Response: In my opinion, providing them with educational ways to be more productive.
Letters of Inquiry
Brandy Garza Padilla
15592 Cantrice Lane
Caldwell, ID 83607
brandygarzapadilla@mycwi.cc
September 15, 2010
Ms. Pamela Parks
Director
Idaho Commission of Human Rights
317 W. Main Street
Second Floor
Boise, ID 83735-0660
Dear Ms. Pamela Parks:
I am writing you in hopes of finding out more about how the matters of racism have changed, and what the current condition of racism is locally.
Originally, I reviewed the Idaho Commission of Human Rights website and received some information there and became very interested in it.
For an assignment, I am constructing a research essay on racism as a local social issue. I am writing for an English class at the College of Western Idaho, and I need some help with the following questions:
1. Do you believe that we have gained ground on racism locally?
2. What are the effects of racism locally?
3. What can we do to combat racism locally?
4. What is a practical example of racism today?
As Director of the Idaho Commission of Human Rights, I know that your input will be valuable to my report, and therefore I am eager to hear from you. In the report I will acknowledge your contributions, and I will send you a copy of the completed essay if you wish.
Thank you for your time, and I hope to hear from you soon.
Sincerely,
Brandy Garza Padilla
Student
College of Western Idaho
Brandy Garza Padilla
15592 Cantrice Lane
Caldwell, ID 83607
brandygarzapadilla@mycwi.cc
September 15, 2010
National Resource Center for the Healing of Racism
http://www.nrchr.org/contact-us.html
I am writing you in hopes of finding out more about how the matters of racism have changed, and what the current condition of racism.
Originally, I reviewed the National Resource Center for the Healing of Racism website and received some information there and became very interested in it.
For an assignment, I am constructing a research essay on racism as a local social issue. I am writing for an English class at the College of Western Idaho, and I need some help with the following questions:
1. Do you believe that we have gained ground on racism in the US?
2. What are the effects of racism?
3. What can we do to combat racism?
4. What is a practical example of racism today?
As experts on healing racism, I know that your input will be valuable to my report, and therefore I am eager to hear from you. In the report I will acknowledge your contributions, and I will send you a copy of the completed essay if you wish.
Thank you for your time, and I hope to hear from you soon.
Sincerely,
Brandy Garza Padilla
Student
College of Western Idaho
Film Essay & Works Cited
Brandy Garza Padilla
2010 FA-ENGL-102-024W
Film Analysis Draft
14 November, 2010
The 2004 film Crash, written and directed by Paul Haggis, explores racial exchanges in several different ethnic groups living in Los Angeles. As the film progresses, we are able to see how each characters’ own racist experiences change their perspective towards other races. The changes are expressed through the mood tone, setting, and even the music. By the end of the movie the audience is left with a feeling of hope and an ambition to examine its own thought and actions towards others. Even though critics argue that the film Crash is stereo-typically racist, the film prompts America to see past the misconceptions we have of each other because empathy and self-evaluation is the starting place for change and the destruction or redemption of society is based on individual choices.
The film offers a peek into the lifestyles of commonly judged ethnic groups and focus on the humanity of all races. By going against common stereo types, the movie manipulates your feelings to think about what we all have in common with each other. Rita Verma supports the films theme by stating, “As we empathize with one another, we become individuals and not stereo-types” (15). As the film challenges self-examination, advocates of combating racism agree that “Healing racism entails a tremendous amount of personal reflection” (Davis 45).
By taking a look into the everyday struggles of life, Haggis illustrates how individual actions affect others. Words, body language and actions invite reaction from those around you. As one review argues, “The key to changing stereotypes and prejudice is largely the job of individuals (123helpme.com 1)”. The change starts with one and that individual affects others. Without the change of one, the destruction of society is unavoidable.
Crash holds nothing back. The story concentrates on the legitimacy of racism and does not giftwrap the issue. The title Crash fits the idea of the movie in that we all want to feel something; even if that means that we crash into each other. Humankind shares more similarities than difference; to concentrate on the similarities would encourage healing between us all. Educator Sharon Davis believes: “Locked inside hearts and minds is the resilient potential to resolve the [racial] challenges we face” (Davis 45). Education and self-evaluation have proven to be effective in healing racism, if that is combined with empathy; we the people can redeem society.
Works Cited
Crash. Dir. Paul Haggis. Lions Gate, 2004. FilmDavis, Sharon E. "The Oneness of Humankind: Healing Racism Today." Reclaiming Children & Youth 18.4 (2010): 44-47. Academic Search Complete. EBSCO. Web. 17 Sept. 2010.
"Prejudice and Stereotyping in the Movie, Crash." 123HelpMe.com. 23 Oct 2010
<http://www.123HelpMe.com/view.asp?id=107639>.
<http://www.123HelpMe.com/view.asp?id=107639>.
Verma, Rita. "Dialogues about 9/11, the Media and Race." Radical Teacher 74 (2005): 12-16. Academic Search Complete. EBSCO. Web. 16 Sept. 2010.
Global Issue Essay
College of Western Idaho
The Fight for Dignity in Mexico
Brandy Garza Padilla
2010 FA-ENGL-102-024W
Leslie Jewkes
5 December, 2010
Abstract
This essay examines racism in Mexico today. The origins of discrimination against the indigenous in Mexico are evident today. Racism in Mexico must be acknowledged because dignity is a human right to all.
The Fight for Dignity in Mexico
“Oh, don’t be an Indian!” is a derogatory insult that can commonly be heard in Mexico (Padilla 1). The indigenous (also referred to as Indians) of Mexico today are considered to be uneducated, lazy, foul and “dark” (Gall). Even though Mexico is a melding pot of many cultures, a social class structure has placed indigenous people at the bottom of the class based on their appearance and dialect. Racial discrimination against indigenous groups must be recognized as racism because all of mankind deserves dignity, and healing starts with acknowledging the problem.
When the Spaniards conquered Mexico in the 16th century they established a class system based on race, “thus, “Indian,” blended the diverse cultures of the natives into one deprecating name that became a symbol for vanquished, uneducated, and stupid”(De Leff 620). Although the indigenous people of Mexico have been viewed in many different ways since the conquest, “racism and discrimination are still prevalent in Mexican society and limit options and opportunities open to indigenous populations” (Schmelkes 5). It is reported that the indigenous people are the least represented in higher education in Mexico (Schmelkes 5), and that “the indigenous people of Latin America live in conditions of extreme poverty (Patrinos 1)”.
Table 1: Poverty in Mexico
(Percent of population below poverty line)
Indigenous | Non-Indigenous |
80.6 | 17.9 |
Source: Psacharopoulos, George and Patrinos, Harry Anthony (Eds.). 1994. Indigenous People and Poverty in Latin America. An Empirical Analysis. Washington, D.C., The World Bank, p. 206-207.
The uprising in Chiapas Mexico in 1994 demonstrated that the indigenous communities demanded better social conditions. The plea of the indigenous community is simple: “dignity for the human race” (De Leff 623). In the name of social integration and economic development, the Mexican government “has taken the lead in directing the progress of cultural changes among the indigenous communities” (Psacharopoulos 206). The first attempts of reaching the indigenous included homogenizing programs that required the minorities to simulate into the Mexican norm, however new programs have focused on accepting the cultural strengths of the indigenous community (World Bank). Harry Patrinos argues that “The involvement of indigenous people can aid the improvement of the design and implementation of development projects” (15). Indigenous rights have progressed in recent years; however there is work still to be done.
Two of the Millennium Development Goals set by the United Nations are to “ensure that, by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling” and to “Eradicate extreme hunger and poverty” (Hall). In Mexico those goals are forecasted to be met. “The 2007 passage of the United Nations Declaration of Indigenous Peoples‘ Rights provides a new global platform for international collaboration towards the advancement of indigenous peoples”(Gall 2). International interest of the indigenous communities encourages the Mexican nation to work towards a solution.
While racism lives off of denial, Sandra Parks claims that “Multicultural education is the key curriculum reform in combating racism” (16). Empathy and respect for all mankind are qualities that are required to combat racism. De Leff urges us to be “actively sensitive to social injustice and contest any ideology or behavior that injures human dignity” (622-623). The ancient and inhuman problem of discrimination has yet to be eradicated and therefor the cry for dignity as a human right must be actively fought by all of us.
Works Cited
de Leff, Jacqueline Fortes. "Racism in Mexico: Cultural Roots and Clinical Interventions." Family Process 41.4 (2002): 619. Academic Search Complete. EBSCO. Web. 10 Nov. 2010.
Gall, Olivia. "The historical structure of racism in Chiapas." Social Identities June 1998: 235. Academic Search Complete. EBSCO. Web. 10 Nov. 2010.
Gall, Olivia. "Racism, interethnic war, and peace in Chiapas." Peace & Change 23.4 (1998): 531. Academic Search Complete. EBSCO. Web. 10 Nov. 2010.
Hall, Gillette, and Harry Patrinos. "Indigenous Peoples, Poverty and Development." Chapter1. World Bank. United Nations, Apr. 2010. Web. Nov. 2010.
Padilla, Miguel. Personal Interview. Nov. 2010.
Parks, Sandra. "Reducing the Effects of Racism in Schools." Educational Leadership 56.7 (1999): 14. Academic Search Complete. EBSCO. Web. 17 Sept. 2010.
Psacharopoulos, George and Patrinos, Harry Anthony (Eds.). 1994. Indigenous People and Poverty in Latin America. An Empirical Analysis. Washington, D.C., The World Bank, p. 206-207.
Schmelkes, Sylvia. "Intercultural universities in Mexico: progress and difficulties." Intercultural Education 20.1 (2009): 5-17. Academic Search Complete. EBSCO. Web. 10 Nov. 2010.
United Nations, ed. MDG Monitor:Track. Learn. Support. N.p., n.d. Web. Nov. 2010.
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