The Tatum - Book Report/Review Example

September 24, Book review Introduction Race is a hurt-laden topic. The paper centers on racial discrimination. The paper shows many positive outputs of Tatum’s race class. The Tatum book shows Tatum’s class helps her race class students’ understand and develop a plan to reduce racial discrimination. Racial Discrimination The Tatum Book correctly affirms the race conversation topic produced significant outputs. Tatum taught her multi-racial students to develop a plan that will effectively reduce racism and its hurtful effects. Some students move on to actually put into action their developed anti-racial development plans (Tatum 21). The class taught Louise, African American student, that the world is not simply Black or White. Louse learned that the knowledge of her rich African American heritage favorably leads to her to generate more strength and power to understand and resolve all her racism issues (Tatum 22). Further, Tatum’s White Americans students correctly benefited from the Tatum race class. Opposed her pre-class concept that racism occurred in small pockets within the Southern states, one White lady learned from Tatum’s race class that racism is rampant throughout the nation (Tatum 6). Another White American affirmed the race class is improving to the favorable point of generating hypersensitive feelings on the race issues (Tatum 7). After viewing the class presentation of “Eyes…” documentary movie, Chris learned racism was a reality, a slap on the White Americans’ faces. Barbara was embarrassed, felt stupid, and angered after the class discussion on the White Americans’ discriminating against the Japanese during World War II (Tatum 7). Peggy learned from the class that being White automatically makes her a member of system that affords dominance to the White race (Tatum 13). Lastly, Connie learned that her unintentional statements and actions were classified as bordering on discriminating the non-White members of our American Society. Furthermore, Tatum’s African American students rightfully received benefits from Tatum’s race class. During the class, Robert had higher hopes that the White Americans will be more open to the African Americans, talking more on the issue of racism (Tatum 9). During the immersion phase of the Tatum race class, Sharon (African American) joined two other African American students. The three focused on improving the well-being of their race. The three felt that they should voice out their racism issues. The voicing out will help resolve some of their own racism concerns (Tatum 11). Moreover, Tatum’s other non-White American students correctly generated benefits from Tatum’s race class. Brenda, Korean American student, learned that racism was more prevalent in the United States. Brenda initially ignored racist comments against her. The Tatum race class gave Brenda the strength to change from ignoring the insulting racist comments to confronting the racist individuals (Tatum 11). Sonia, a Latin American student, increased her hope that the White Americans will be more open to the Latin Americans (Tatum 9). Similarly, Tatum’s race class rightfully increases openness among the different races. Sonia, Latin American student, affirmed Tatum’s class gave Sonia more hopes that the future will fruitfully lead to the decline of racism in America. Sonia learned that many White Americans suffer the effects of society’s forced racism concepts (Tatum 17). Patty (White American student) learned a lot from the Tatum Class, especially after learning the racism findings of her personally conducted survey research activity (Tatum 19). Connie (White American Student) learned from the Tatum class that White Americans often misunderstand the culture, acts, or statements made by non-White individuals, to the point of thinking the non-Whites are rude for being in a clique or close exclusive non-White group (Tatum 20). Further, Tatum’s race class correctly enhanced inter-racial understanding. Joanne (White American student) generated enough courage to do her share to reduce the effects of racism (Tatum 16). Annette (White American student) learned from the Tatum class be ashamed and guilty of her average White race members’ race discrimination activities. The Tatum class educated the White American students to be more considerate of the feelings of the non-White American residents. Tatum’s class taught Annette that there are many White individuals who abhor and refuse racism-tainted conversation or activities (Tatum 17). The same class taught Mary (White American Student) to understand that people of different races undergo different race-related development stages. Consequently, the individuals implemented different acts, words, or messages during each development stage. Consequently, the Tatum class taught her to shift from being angry at the non-White individuals’ unfamiliar statements, acts, or messages during different race-development stages to understanding and appreciating their unfamiliar cultural heritage (Tatum 20). Personal reflection of Racial Discrimination I have my own personal encounters with racism (Lipsitz 6). One friend from another race refused my invitation to a party because she feels more comfortable joining people within my friend’s race. In another scene, one Asian group kept talking in their own home language. I felt that they may be unfairly ridiculing me, possibly using racial slurs to insult me in their own unfamiliar language. In another instance, a new friend tried to persuade me to avoid visiting one area in the community. The reason given was that the community’s race differs from mine. Further, George Lipsitz rightfully emphasized American society includes race-based segregation policies (Lipsitz 6). The policies allow White students in White schools. Likewise, the non-White students are allowed enrollment in Non-White segregated schools. Similarly, some communities are divided into White areas, African American areas, and Asian American areas, and other non-White areas. Many White Americans are given preferred treatment in terms of employment, upward mobility, as well as inclusion in certain society groups. On the other hand, many non-White American workers are exploited and refused jobs because of their skin color (Lipsitz 6). Furthermore, Jean Chin correctly reiterated racism equates to discrimination. Several non-White groups affirm they developed stress from race-related states, acts, or non-acts (Chin 256). The psychologically stressed non-White races include the African Americans, Asian Americans, and Latin Americans. Consequently, each race member holds on to the aid and support of their race’s members to relieve their race-related pains and stresses. The race members help each other successfully cope with the pernicious outcome of racial discrimination and prejudice (Chin 256). Conclusion Based on the above book review, the race issue correctly brings out hurt feelings among individuals. The Tatum book shows students have limited knowledge of the realities of racial discrimination. The book shows Tatum successfully hone the race class students’ knowledge of racial discrimination. The students contributed their own share to the developing of the successful plan to lessen racial discrimination within their community. Evidently, The Tatum book rightfully proves Tatum successfully honed her race class students’ understanding of racial discrimination and to develop a fruitful plan to trim down racial discrimination within the students’ community. Works Cited Chin, Jean. The Psychology of Prejudice and Discrimination. Goleta: ABC Press, 2009. Lipsitz, George. How Racism Takes Place. Philadelphia: Temple University Press, 2011. Tatum, BeverlyDaniel. "Talking about Race, Learning About Racism: The Application of Racial Identiy Development Theory in the Classroom." Harvard Educational Review 62.1 (1992): 1-24. Read More