Pertinent Factors on Race - Essay Example

? Race and Human Services Institute Introduction Societies across the world are characterized by inequalities in terms of wealth distribution, levels of education, employment, housing and social services. While some groups within the societies have more wealth, meaning they can access better education thus increasing their chances of getting better jobs, others in the same society are struggling to make ends meet. One of the factors that have greatly contributed to this inequality is race. Racial inequalities in many countries in the world underlie an array of societal issues affecting life chances for different groups disproportionately depending on race. Social sciences define racial inequality as the imbalances in economic resources, power and opportunities. The American society is a clear example of inequality along lines of race that constitute the society. This paper examines how race affected the distribution and access to resources. The study uses the critical race theory to explain reasons for poor social support for these communities and the effect it has had on the communities. Pertinent factors on race The history of race clearly reveals that people became full society members if they grew up within the society or adopted the society’s cultural norms. While for most societies, membership to society was based on tribal or familial affiliation, physical characteristics were also considered. Skin color particularly has greatly influenced membership to a society. These physical characteristics are in turn linked to moral, intellectual and psychological qualities. Societies will always assign to their own the highest qualities while assigning lower qualities to the outsiders. Societies in American are based on races, which has led to racism. Racism is the practice of denying a group of people their rights to resources and representation because of racial differences. Institutionalized racism involves use of social institutions such as education, social services, housing, judicial and the government, which touch all aspects of society (Loury, 2005). America comprises of various ethnic communities, a fact that has greatly led to discrimination of such communities as the Native Americans, African American and the Latina. The Native Americans occupied America before the colonial era. The Europeans in an effort to access the American territory for land and its natural resources resulted to massacres, wars and forced displacement. The natives were also subjected to food rights restrictions, impositions of treaties; their land was snatched from them and many more hardships. The European immigrants justified this treatment to stereotypes such as the natives were “merciless Indian savages” and the manifest destiny where the conquerors would receive divine blessing for the new land ownership in the US (Hochschild & Weaver, 2007). The displaced natives were relegated to reservations constituting 4 percent of the US territory. The natives were forced to attend the residential school system that aimed to civilize them by teaching them the settler economy, values and culture. To date, Native Americans are the most affected by racism and remain economically disadvantaged compared to other groups. The Native American race suffers high levels of suicide and alcoholism due to lack of future prospects (Hochschild & Weaver, 2007). The African American is the second groups affected by racism. The European settlers needed labor force to work in their vast plantations. Court ruling in the 18 century allowed slavery towards black Africans. Legal discrimination and institutionalized racism were hardened during the 19th century. Though slavery was abolished through the fourteenth amendment and African Americans were able to technically vote, many were subjected to acts of terror, poll taxes and discriminatory laws that kept the African Americans disenfranchised especially in the south (Wilson, 2011). Racism during this period was worse than any other period before or after. European supremacy, racial discrimination, anti-black violence including riots, lynching and segregation all increased during this time. In addition, racism burst its doors and was experienced in the north in cities such as Chicago, Boston and New York (Loury, 2005). Prominent entertainers, activists and politicians of African American descent pushed for civil rights. The 1950’s and 60’s marked the peak of this civil rights movement; desegregation of schools was ended; numerous protests were carried throughout the country under the leadership of Martin Luther King who advocated for peaceful demonstrations. This led to the civil rights act putting an end to discrimination in government, employment, public facilities thus invalidating the Jim Crows laws. This led to a significant increase of opportunities for African Americans and other minority groups. While significant gains were recorded after the civil movement with many African Americans entering the middleclass, African American education and poverty inequalities have deepened today (Delgado & Stefancic, 2012). Developmental theory models The critical race theory is used to explain the racial inequality experienced within the American society. The theory combines activism and scholarship to address racial disparity in American society. CRT forwards that racism is embedded deep in the system and fabric of American society. An individual racist does not have to exist to show that institutional racism exists within the dominant culture. Rather CRT acts as an analytical lens used to examine the current power structures. These power structures are based on white supremacy and white privileges aimed at marginalizing the minority people based on color (Delgado & Stefancic, 2012). CRT also rejects meritocracy and liberalism traditions, which state that the law is color blind and neutral. Instead, CRT challenges this truth by examining meritocracy and liberalism as the vehicle for power, self-interest and privilege. This theory also notes that meritocracy and liberalism are told by the wealthy, privileged and powerful in the society. These stories give a false idea of meritocracy; that is, anybody can attain wealth, privilege or power as long as he or she works hard and ignores the systematic inequalities established by institutional racism (Delgado & Stefancic, 2012). CRT also takes into account that race alone does not contribute to disempowerment. Instead, race in combination with class, national origin, sex and sexual orientation combine in different ways to decide their position in the society (Delgado & Stefancic, 2012). Laws and programs Racism has led to some laws being enacted with the intention of locking out the minority groups from accessing social services while others have moved to ensure these groups can access their rights. The Jim Crow laws were anti-African American laws enacted mostly in the southern states. These laws aimed to discriminate African Americans against attending public schools, using facilities including restaurants, hotels, theaters, public bathrooms or cinemas. Buses and trains were also segregated while many states stipulated laws banning interracial marriage between African Americans and the European Caucasian (Hochschild & Weaver, 2007). The civil movement however, led congress to pass Civil Rights Act. According to this act, racial discrimination in theaters, restaurants, hotels or any other public place was labeled illegal. In addition, employers were required to offer equal employment opportunities. Projects that did not adhere to these stipulations would have their funding from the federal government cut off. Further, the declaration on race and racial prejudice established in Paris in 1978 by UNESCO urged its member states to respect the rights of all human beings regardless of skin color. According to the declaration, all human beings are of the same and have equal rights and dignity (Hochschild & Weaver, 2007). Challenges attributed to racism Racial discrimination has led to many challenges for various minority groups. There is a great wealth gap between the minority groups and the predominantly Caucasian population. The wealth gap can be attributed to poverty rates among the minority groups. Many of these groups are not able to access quality education with many particularly from the African American and Latina community dropping out of high school. As a result, many lack financial literacy needed to manage money properly (Loury, 2005). In addition, lack of education means the minority groups lack the capability to rise up the employment ladder. Many are doomed to work in low wage jobs such as cleaning, guard duties or shopping attendants. Poor education is attributed to poor government funding. Lack of funds means that these schools are not adequately equipped hence cannot offer quality education. Lack of employment has also led many of the young people to engage in selling and taking drugs or in gangs. In turn, many find themselves in jail serving a minimum of five years. Currently, the African American community comprises the highest population of individuals in incarceration (Wilson, 2011). Contribution of other aspects of diversity A critical race theory point out that race is not the only contributing factor to lack of support services. Within these minority groups particularly the African American community, the gay community is highly discriminated. The African American community is highly religious meaning that most of them are against homosexual relationships. An African American born into a religious family who also happens to be a homosexual faces additional challenges. Not only does the larger Caucasian community discriminate him or her, but he or she is also stigmatized within his or her own community. Many of them end up leaving the family and the community altogether (Hochschild & Weaver, 2007). Resources available in Boston for people who need special services related to race There are various resources that have been employed in Boston to address issues of racial discrimination claims. One of the main resources is the national Organization of adult learners program that is meant to serve the powerless in United States societies. Although the number of adults with low literacy in Boston is low, no one can deny that many of them are working poor who are represented by immigrants and people of color. In addition, more of the people enrolled in this program are women. Basic education among adults in Boston serves primarily to those individuals who were restricted from accessing power and opportunities. This is due to their socioeconomic class as well as dynamics of sexism and racism in the society (Hirsh & Lyons, 2010). Socially constructed categories of race in Boston have located individuals and groups in different social identities that shape people’s culture and experience. The prevalence of immigrants and people of color in adult basic education programs with the growing issue concerning race has interlocked systems of oppression and power in Boston city. In addition, social inequalities experienced and described in the lines of race have been addressed by the national Organization of adult learners program. Policymakers and individuals in Boston society have embarked on elevating illiteracy as a way to remedy and reduce social inequalities. Educators of these programs have also been mandated to teach in ways that reinforce and transform differences of race that has affected life chances in United States (Amegashie, 2008). National Organization of adult learners program has been enhanced in Boston to address dynamics of racism that has influenced lives of people in United States. This is because it has been pointed out that racism experienced by African American in United States did not allow them to access educational institutions like the Americans. On the other hand, it also affected the social class leading to the predominance of poverty among African Americans because they had low literacy. Adult basic education in Boston has, therefore, created equal socioeconomic circumstances and strong predicators of success in education across different races (Hirsh & Lyons, 2010). The other resource available in Boston for people with special needs related to racism is organizations that have been conducting effective community dialogue with people on issues of race. The dialogue has been designed in various phases that help in transforming participants from natural process by sharing their experiences so as to gain an understanding of those experiences. During the first phase, participants are allowed to explore the issue of “who are we?”(Whitley & Kite, 2009). This set out the tone of dialogue by allowing people to share their experiences and stories. In addition, participants are given a chance to express their race- related incidences so as to improve their race relation in the community. The second phase of the dialogue highlights different experiences among participants in order to address problems facing Boston society in regard to race. People are also allowed to express their understanding of race in United States. In the third phase of the dialogue, participants are given chances to address possible directions that need to be followed in order to reduce racism in Boston. The fourth phase is meant to give productive conversation about actions to be taken by individual people in Boston to change the perception of racism (Dovidio, 2001). Personal experience related to race In my life, I have been able to experience various inequalities in many of my daily work encounters. There is a situation that occurred creating the ability for me to overshadow all my past racism observations. On my visit to Boston city at one particular moment, I happened to have a conversation with one of my old friend. In our conversation, he shared with me about his father’s job promotion loss. This makes a powerful example of power and social class stratification in The American society. This is because it was clear that my friend’s father had lost the promotion in the armed forces due to racial discrimination (Whitley & Kite, 2009). I was not shocked by my friend’s claims because I knew racism was prevailing in the American society. It was clear from my friend that his father was not promoted because of his racial background. In addition, I also realized this loss of promotion was as a result of affirmative action in the military. My friend affirmed to me that his father was very loyal and committed to his work, and despite his commitment he was not promoted. The post was offered to her fellow co-worker who held lower ranks than him. This clearly shows the nature of prejudice and racial discrimination that happens each day in American society. African Americans are regarded as minority in United States which gives them unequal opportunities with the Americans (Whitley & Kite, 2009). Personal characteristics that conflict racism Racial discrimination continues to plague United States societies despite the civil rights role of changing racial interactions in these societies. Over the past century, there has been a consistent decline in the expression of anti-racial attitude that will boost equality. Researchers have explained race paradox by assuming that racial disparities in American societies are as a result of integration of different races. Racism in this society has its root back many years during slavery period. Since white masters during this era had a bad attitude towards their slaves, the perception has been passed over from one generation to the other. Racism in United States is therefore, not a matter of individual but its scattered episodes of discrimination. It mainly involves widely accepted racial discrimination ideologies and power that deny other races the dignity and opportunities (Amegashie, 2008). According to contemporary psychology research, expression of racial discrimination and intergroup biases is highly sensitive to norms in social context. Besides, all these ideologies of racism in United States, actions need to be taken to reduce racial discrimination and prejudice. Equality need to be enhanced to all people societies regardless of color or gender. In addition, equal employment opportunities need to be provided in various institutions of the nation. This can only be enhanced by enacting laws that ensure all people are treated equally without discrimination (Hirsh & Lyons, 2010). Insights necessary to create a culturally competent human service professional Organizational support is one of the insights necessary to create a culturally competent human services related to racism in American society (Amegashie, 2008). Various organizations need to offer maximum support by ensuring equality is enhanced in the nation. This is by enacting amendments that focus on equality of both African Americans and the Americans. Discrimination of people in various institutions across the nation due to color disparity should be abolished. In addition, access of resources to all people is also important in ensuring societies are competent while offering services. Everyone should have a right to access resources across the country regardless of their color. This will ensure African Americans are not blocked from achieving their success due to lack of resource accessibility. Justice is another insight of a competent culture because it secures freedom to all people in the society. Prevailing of justice in United States will ensure racism does not exist in the country (Dovidio, 2001). Mnemonic (GARREACS) is very important because it enables an individual remember the cultural diversities in our societies. Through this mnemonic one can be able to simply give the eight cultural diversities which are gender, age, race, religion, ethnicity, ability, class and sexual orientation (Whitley & Kite, 2009). It is also possible to create a new mnemonic such (GACARRES) to make it simpler and sensible to me. Conclusion Discrimination and prejudice based on race has been experienced in American society throughout the years. This has been highly shaped by historical and social phenomena that have predominated United States that view African American as the minority. They are thus discriminated in various institutions due to their color. They are also given less opportunities compared to American. In addition, they have limited rights to access resources in the country. However, civil rights activists played a major role to ensure all people are treated equally. This is by enacting the amendment that gave African American rights to vote, acquire citizenship and access resources. 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Wilson, W. J. (2011). being poor, black and american: the impact of political, eoconmic and cultural forces. american educator , 10-25. Read More