Critical Whiteness Theory Summary

The article written by Ashley Griffin and Hilary Tackie “Through Our Eyes: Perspectives and Reflections From Black Teachers” divulges a seldom insight at the roles and responsibilities Black teachers in America take-on in our current education system. It raises an important question about what can be done to attract more teachers of color to get into the education field, but more importantly what can be done to reduce the burden and stress held by Black teachers trying to relieve the plight of black students struggling in our schools. Having the ability to connect through shared similar experiences in their own lives is one of the most beneficial characteristics Black teachers have with their students.

Society stereotypes. In Watts’s memoir “The Color of Success” he remembers the struggles of attending a primarily white school as a black student. The public judge’s people without even knowing the person or people they are judging. Watts explains that he knew about the stereotypes, and says “I occasionally confronted the stereotypes.” (Watts).

White Privilege: Unpacking the Invisible Knapsack”, she notes that the whites in America are taught not to recognize their white privilege as males are taught not to recognize male privilege. Whites were also taught to see racism as something that puts people at a disadvantage rather than something that puts people at an advantage as well. Therefore, McIntosh decides to unpack her invisible knapsack and list 46 privileges she was granted because of her skin color. In Audre Lorde’s essay, she argues that feminists must critically examine their own use of dominant concepts. She also mentions that academic knowledge is based on an institution that has excluded people of colour.

Introduction Race and racism are uncomfortable topics, but ones that must be openly and honestly discussed in order to begin the process of change. This paper will review my background, analyze readings, and openly discuss how the readings relate to me. The readings will be Peggy McIntosh’s “White Privilege: Unpacking the Invisible Knapsack,” Beverly Daniel Tatum’s “Why Are All the Black Kids Sitting Together in the Cafeteria?” , Christopher Edmin’s “For White Folks who Teach in the Hood,” and Eduardo Bonilla-Silva’s “Racism without Racists.” Through these readings, I will define race, racism, white privilege, then I will reflect on how I identify with them and they affect education.

White Privileges: Unpacking the Invisible Knapsack In the article, White Privileges: Unpacking the Invisible Knapsack, Peggy McIntosh explores the power of white privilege. White privilege, as McIntosh puts it, is an advantage enjoyed by white people beyond the common advantage of other races. The article begins with the author reflecting upon male privilege,, and then transitions into her own reflection on privileges involving race. To prove this, she lists the effect of white privilege in daily life.

White Privilege: Essay 1 White privilege is a systemic issue that has roots in our history as far back as the creators of our country. Searching back, we see our norms and values created into habits that have been woven into how we view and act around specific groups such as African Americans. This essay is going to explain how the average Caucasian individual experiences white privilege on a day to day basis and the solutions to insure that white privilege will stop and true equality can be handed out. This paper views the latter issues through symbolic interactionism, with supporting sub theories such as; labeling theory, looking glass self, and selective perception.

Critical race theory has been a controversial topic, especially in the field of education. Throughout the essay, I will outline the importance and benefits of incorporating CRT into any curriculum a well as how teaching CRT will help address systematic inequalities and help promote social equality. Racism is a persistent and embedded feature of society, and the use of Critical Race theory can help promote diversity and inclusion by amplifying the voices of marginalized communities and foster the importance of representation in an educational environment. Over the years, CRT, has provided a lens which people can examine how racism operates in different facets. Critical Race Theory started in the 1970’s although having been discussed by scholars

According to Voight’s, Hanson’s, O’Malley’s, and Adekanye’s study, many black children reported of having less favorable relationship between their white instructors compared to white students, while black and hispanic instructors tend to have a steady report of positive relationship and attitude with their students from all races (Voight, Hanson, O’Malley, Adekanye, 2015). Moreover, in a sample from the Texas school districts, districts with more Hispanic and Black teachers have better success in their students’ academic performance for all races, compared to districts that have a larger number of white instructors (Voight, Hanson, O’Malley, Adekanye, 2015). This goes back to the discrepancies in a student-teacher relationship when both parties do not share the same understanding of each other’s background and cultures. The rift in the relationship is mended when a mutual understanding manifests between the two. Hispanic and Black instructors already have a similar background with the current students, which makes their attitude towards these groups more sympathetics and understanding compared to a white teacher who may had the mainstream

This dynamic relationship between Black teachers and Black students occurs because of a lot of different reasons. The first of all, Black teachers are walking on a tightrope between socializing Black students to the mainstream culture and affirming their Black culture. This is a contradictory notion because we are teaching these students that part of themselves, and part of their culture needs to be adjusted. This has a detrimental effect on how the students perceive Blackness as a whole and their own Blackness. This is actually prepping them to living a subordinate position in society (Bourdieu).

By acknowledging and understanding the privileges of my White identity, such as my cultural capital, I hope to change how I perceive issues and interactions with students throughout my future in higher

White Privilege: Unpacking the Invisible Knapsack While reading this piece by Peggy McIntosh, I found myself as a white woman thinking, 'yes I can do these things,' and realized right there what white privilege looks like. Looking at the fifty points McIntosh discusses, it is clear that the predominance of white privilege affects her daily life. These daily effects McIntosh discusses range from who she wants to surround herself with, knowing and feeling financially secure and feeling welcomed in public life. While only choosing fifty instances where McIntosh feels her white privilege comes into contact, it is apparent that the instances are common when discussing primarily skin color compared to race, class, and religion. Without argument,

People see whiteness because they experience its effects. A useful comparison can be drawn between the unrecognised privileges of males, and those of white people (McIntosh, 1988). It is not unusual for men to acknowledge that women are disadvantaged. With that said, McIntosh (1988) argues that white privilege is in the same manner without recognition and thus preserved. McIntosh (1988) views white privilege as an invisible collection of unearned assets that is of benefit to white people on a daily basis.

To resolve these relating to segregation and educational inequity, educators must face racism upfront. Educators have to confront their own, sometimes unmindful, racism, and then move toward integration that will lead to a better cure of racism or at least a prejudice reduction. Important aspects of a multicultural curriculum include critical thinking, emotional intelligence instruction, character, moral education, peace education, service learning, antiviolence education, and the comprehensive of education etc. Sandra Parks, a successful educator, believes that by adapting the curriculum and by addressing expressions of racism, schools can help students improve to by understanding and dealing with other people, of peoples color and cultural differences. She believes that teachers have to show respect towards their students, their families, and their students' cultural backgrounds.

“Racism distorts our sense of danger and safety. We are taught to live in fear of people of color. We are exploited economically by the upper class and unable to fight or even see this exploitation because we are taught to scapegoat people of color (Kivel, P).” This quote from the article, The Cost of Racism to White People, barely digs at one of the reasons why racism still occurs in today’s world. There are many motives out there for why racism still occurs.

By shutting down the ideas of black students, white students end healthy collaboration between races and suggests that the ideas of colored students are not as valid as the ideas of white students. As a result, euphemisms raise the egos of white leaders by lowering the egos of colored subjects, thereby discouraging racial