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Critical Whiteness Theory Summary

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Recommended: Multicultural education in the classroom

whereby, placing these White students in a place of racial dominance (Lopez, 1996) Therefore, White students often do not recognize the existence of White privilege because it is not something that can be seen.
Critical Whiteness Theory
Mistrust.
One of the things that these White female novice teachers kept discussing throughout the entire interviews was the fact that the Black students exhibited great mistrust and suspicion towards them. The mistrust that Black students have in regards to their White teachers, is defined as “racial mistrust” and it refers to defensive cognitive and behavioral responses members of racial or ethnic groups deemed to be inferior develop in response to racism, biased attitudes and behaviors that originate from …show more content…

Teachers who are fully committed to multiculturalism and anti-racism may fail to see how their own beliefs and values may get in the way of their good intentions towards their Black students (Guess, 2006). As an example of the tensions inherent in Whiteness, White people will admit to being Americans, but are uncomfortable being White though they accept the privileges of Whiteness (Cullen, 2014). Something I noticed while interviewing Sara, was that anytime she had to say or refer to herself as White she said it quieter, almost as if she were afraid to say the word White or Caucasian out loud. In an attempt to understand racial disparities in education, educators must look deeper at Whiteness (Lund, 2015). Out of the three participants in this study only one of them appeared to realize the power of being White and what being White means in our society. Sonya revealed that she knows that being White is a privilege. Research on White privilege helps to explain how White people possess certain privileges just because they have White skin. (Dyer, 2008). This is not the case with other cultures, and this is something that White people do not understand. For example, White people will never understand what it is like to not be trusted based on the color of their skin, however, this is a reality for Black people and it is something is which they live with every day of their lives (Leonardo,

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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,

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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.

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Chisholm opens her paper with a brief description of the teaching field. She cites that an overwhelming majority of teaching students are both white and female. This causes a disparity between teachers and their students, who belong to the minority classification in rapidly expanding numbers. Her article is unique in that its audience is not specifically secondary teachers but rather teachers who educate students in the teaching field. Her article is a list of remedies for how she feels teachers can bridge the gap between their white interpretation of historical material and the interpretation of their diverse students.

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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.

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Abstract #1 This article “Outing Whiteness” written by Raka Shome explains whiteness, racism, and white supremacy that is deep rooted in our country. In the article we learned about what it is, white people and their privilege, how racism is embedded in our society, white people's deflection tactics, and whiteness in our society today. To start, whiteness studies is the study of the invisible structures in our society that consist of white supremacy and racism. It analyzes the social makeup, behaviors, and phenomena of white people. Whiteness studies is the analysis of how white culture operates and what they do that makes them racist.

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describe as the reactive and integrative forms of white racial consciousness. Rowe et al., "White racial identity, "138-142. This means that they begin to contest white normativity in both their actions and the actions of others. I argue that white members more often display integrative white racial consciousness instead of reactive consciousness. Whites that display reactive racial consciousness attempt to reject their whiteness; in comparison, integrative types accept their whiteness while still challenging the racial

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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

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Chapter 9 discusses how teachers can modify their teaching methods and relationships with students to improve student’s academic ability as well as foster an environment that is filled with trust. The goal is to make racial identity not be the focus of how a student “interprets experiences” in the classroom (this is not to say that teachers should ignore a student’s racial identity to create a “colorblind” classroom; that does not instill trust). Psychologist Carol Dweck researches two theories: the “incremental” theory and the “fixed” theory. The “incremental” theory shows that one’s ability to accomplish a task is able to be learned, and that their mental capacity can be broadened. The “fixed” theory (a theory that many people do believe)

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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.

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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

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Recent researched was published in the Journal of Personality and Social Psychology noting the stereotype of whites is that they are prejudiced, intolerant, and callous. When people are threatened that they are going to be seen this way, they step up their efforts to seem likable. (Bergsieker, Shelton, and Richeson). Across the nation, universities, schools, charities, clubs, etc., are holding “white guilt” crusades in the name of being “understanding”. They do not wish to be seen as prejudiced, intolerant, or callous, so they implement a campaign to show this stereotype to be wrong.

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It gives thorough understanding of how educators transfer their own perceptions of race, ethnicity and power

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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.

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“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.

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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

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