Fluent Essays

Four central frames of Color-Blind Racism: Abstract liberalismNaturalization’Cultural racismMinimization of racismPart 1We have examined several aspects of colorblind racism including how people define race/ethnicity, frames of colorblind racism, the power of language and rhetorical/semantic moves as well as story lines and testimonies.Review the 4 sample Introductions of an Instructor below. How might we apply the concepts above when using identifiers to tell people who we are? When asked for a short biography, we often use characteristic/identifiers to describe ourselves.What conclusions might we draw about each Instructor? Remember to apply Bonilla-Silva’s frames and linguistic moves to the fictional biography if appropriate.LeeMy name is Lee. I will be you instructor for the next eight weeks.I spent several years working and clocking in/out for eight hours a day as many as seven days a week. Most of those years were in a grocery store where I did everything but working in the butcher department. For fifteen of the years, I also ran a wedding photography business (two jobs to survive). Although I had a B.S., I spent time raising a family and working. I returned to school later in life (my youngest was a junior in high School) and earned an M.A. and Ph.D. while working full time (still had to help support the family). This allows me to empathize with those working and trying to get a degree. I am a testimony that degrees can be earned, lives changed, and hair gets grayer.Today, I teach at a private liberal arts college as well as online for Saint Leo. I look forward to a successful eight weeks and helping you achieve your goal. I check my courses daily so email (through the course site) is the best way to reach me.Blair,My name is Blair. I will be you instructor for the next eight weeks.I am a 35-year-old of Hispanic heritage and currently live in the Southeast. I am a little concerned about the racial tension in the U.S. I spent several years working as a sales representative in a Chicago neighborhood before pursuing my advanced degrees. I believe everyone has a chance if they will take it. I think we should all leave our past behind and pursue our goals.I am a strong believer in diversity and have always had African-American friends. Today, I teach at a private liberal arts college as well as online for Saint Leo. I look forward to a successful eight weeks and helping you achieve your goal. I check my courses daily so email (through the course site) is the best way to reach me.MichaelMy name is Michael. I will be you instructor for the next eight weeks.As an African-American male living in the Northeast, I am deeply concerned with the current views of racism in the United States. Not all people have the same opportunities and chances. However, all of my children have obtained a higher education at a HBCU (I was the first member of my family to graduate from High School) and hope to carry on the tradition with another generation. We should probably forget the past and concentrate on the future or at least my white friends might think so.Today, I teach at a private HBCU as well as online for Saint Leo. I look forward to a successful eight weeks and helping you achieve your goal. I check my courses daily so email (through the course site) is the best way to reach me.HoraceMy name is Horace. I will be you instructor for the next eight weeks.I am Southern born and raised and very proud of my heritage. My wife and I have been married for 40 years. We are a very traditional family. I have three children who work at various occupations. Their life chances have not been equal to some of the chances I have had probably due to the changing demographics of our society but I am not sure what happened. I obtained my degrees through hard work and effort but had to do so by attending school part time and working full time. I have several Black and Mexican friends but there are not many Orientals living in our area but most us live in neighborhoods of our own.Today, I teach at a community college as well as online for Saint Leo. I look forward to a successful eight weeks and helping you achieve your goal. I check my courses daily so email (through the course site) is the best way to reach me.Terms to understand and use for Module 4: affirmative action, quotas, reverse discrimination, Executive order 11246, New Deal, G. I. Bill, Title VII of the 1964 Civil Rights Act, White racial framing, story lines, testimonies, Erving Goffman, impression management (positive self-presentation) You should use these terms in Discussions and Quizzes.Part 2Answers should reflect the materials found in McClure, Stephanie M. and Cherise A. Harris. 2015. Getting Real about Race: Hoodies, Mascots, Model Minorities, and Other Conversations or the LibGuide at http://slulibrary.saintleo.edu/c.php?g=367982&p=24... . Why do people tell stories about race that are not consistent with the facts? Hint: the answer is not “because they are misinformed/uneducated/don’t know.” Rather, what are the sociological reasons given (what functions it serves for society) for so many of us to tell racial stories in such similar ways? Storylines such as “I did not get that job because of a black man” and “Irish, Italians and Jews have made it, why can’t they?” perpetuate the widely held beliefs that the job market is either racially unbiased, at best, or racially biased toward minorities, at worst. What are the alternative realities that the assigned readings present about how race interacts with people’s chances for success, both historically and currently? (Include references to glass ceiling and social capital in your answer). Give an example of a racial testimony. Why do people tell them? What obstacles do their persistence create in building a multiracial society? Part 3Select a film from the attached pre-approved film list ( or email your instructor an alternative film title for approval) and watch the film at least once. Create a brief outline of what frames and storylines you will likely be applying, and to whom, and submit it to the Assignment box. The movie is Django Unchained soc_110hm_presentation_instructions__1_.docx approach_for_film_outline__1_.docx thinking_about_my_film_paper__1_.docx essay_16.zip essay_21.zip Unformatted Attachment Preview Soc 110HM Presentation Instructions: Class Presentation 1. Select any reading (your choice) from Getting Real About Racism by McClure and Harris 2. Read the instructions below: Students will be responsible for presenting to the class at least one assigned reading during the semester. This will be done through a PowerPoint presentation and a threaded discussion board. Students should evaluate the assigned reading based on the nine universal intellectual standards as outlined in The Miniature Guide to Critical Thinking: Concepts and Tools (Paul & Elder 2009) [available in the Course Home menu under Critical Thinking]: clarity, accuracy, precision, relevance, depth, breadth, logic, significance, and fairness. (See instructions in the Annoucements) Below is a template for analyzing the reading (Paul & Elder 2009:11): 1) The main purpose of the article/reading is ____________. 2) The key question the author is addressing is ____________. 3) The most important information in this article/reading is ____________. 4) The main inferences/conclusions in this article/reading are ____________. 5) The key concepts we need to understand in this article/reading are ____________. 6) The main assumption(s) underlying the author’s thinking is (are) ____________. a. If we take this line of reasoning seriously, the implications are ____________. b. If we fail to take this line of reasoning seriously, the implications are ____________. 7) The main point(s) of view presented in this article is (are) ____________. Student presentations should encourage dialog among other students, and collaboration with peers on arriving at answers to these questions, emphasizing the core values of community and respect, learning how to appreciate diverse viewpoints both in and outside of the classroom community. 3. Following the “template for analyzing,” create a PowerPoint (PPT) slide for an Introduction and points 1-7. The Introduction slide (1) should contain the Title of the reading and a brief synopsis of its content. Slides 2-8 should address each of the points in the template. If you wish, a 9th slide can be included that sums up your conclusions. Presentation should consist of 9-10 slides and no more. 4. At the end of Module 7, you will place your PPT in the Dropbox like any other file to be graded. Please be aware of file-name requirements. 5. This will serve as one of the discussions for Module 8. You will be able to attach your PPT in the discussion box as an attachment and everyone can respond. Any questions should be placed in Instructor Q&A so that we can inform everyone. Film Selection Instructions: Module 4 Follow this procedure: Pick the film. Read some reviews. State the nature of the films content i.e. what is the film about? Review the four frames of colorblind racism Which ones do you think might appear in the film based on the film’s subject? What other course materials do you expect you might encounter? Use these ideas to help prepare to analyze the film as you view it. How will you analyze the film? When will you view the film? Sooner is better. Do you plan to make notes as you view the film? Will you watch the film more than once? When will you begin your paper? What is your plan? Outline? Rough drafts? Thinking about my film paper Requirements: Students will choose a film, present quotes from each of the colorblind racism frames, and analyze them accordingly, in a minimum of 6 pages (this excludes Title page and Reference page). As his/her critical-thinking decision-making objective, students should decide whether the societal evidence he/she reviews in the paper (a) demonstrates the typical colorblind pattern that Bonilla-Silva (four frames, rhetorical/semantic moves in language, storylines) describes in the textbook; or (b) reveals a more progressive and/or minority pattern (decrease in segregation, acceptance of interracial relationships, advancements made by race/ethnic groups); or (c) some combination of the above (a and b); or (d) some other pattern not discussed in the textbook but worth exploring in future research ( You will need to support these ideas from text of LibGuide readings or student research w/citations). The student may find that the quotes he/she analyzes deliberately challenge one of the 4 frames of colorblindness for the future of a multiracial society. In other words, how do the representations discovered in your analysis help and/or hinder a societys progress toward inclusive multiracial democracy? The paper should present quotes that illustrate all 4 frames of colorblindness and analyze them accordingly. Some examples: (All “A” paper from previous sessions). Crash These frames include: Abstract Liberalism- the notion that racial unfairness is masked in the name of equal opportunity, Naturalization- the idea that it is “normal” or “natural” for race-related matters to occur, Cultural Racism- the “blaming the victim” mentality, and Minimization of Racism- the idea that racism is not an issue any longer as it was only in the past. (Bonilla-Silva, 2014, p. 73-96). I argue that evidence of these frames can be identified in the move Crash….In the movie Crash there is evidence of Matt Dillon’s character, Officer Ryan, as having this tendency. While this character is portrayed as openly racist, his interaction with an insurance specialist in the movie shows his adverse feelings toward affirmative action…. Naturalization is the colorblind frame that explains racial phenomena as natural occurrences. One way in which Crash portrays this frame is the way in which Anthony, portrayed by Ludacris, chooses to deal with the van full of presumably illegal immigrants that he happens upon by a string of criminal acts. Anthony, throughout the movie, is very open on his views of discrimination and racism. He still portrays, however, his own colorblind views. Because he feels that the Asian community segregates itself because it is the “natural” thing to do, he lets the immigrants free in Chinatown, assuming that’s where they’d naturally want to be. Naturalization is often used to explain away segregation. Higher Learning That night we see 2 different fraternity parties going on, one with white and one with black students. As 3 white female students enter their white frat party they are talking about a Mexican roommate that got a scholarship because of being Mexican. This is an example of both cultural racism and abstract liberalism, getting a scholarship based on heritage (affirmative action) and the storyline of a Minority getting into college over a white majority (the white students had to pay full tuition while the Mexican got a free ride). Mississippi Burning Mississippi Burning, immediately places the audience into the Jim Crow era, as the first scene shows two separate drinking fountains, one labeled “Whites Only” and the other labeled “Colored.”….. Sheriff Ray Stuckey, Mayor Tilman, and Clayton Townley are very vocal about their disapproval of government interfering with their great state of Mississippi. They do not want the government to force anything on them, liberal democracy. Sheriff Stuckey calls the missing Civil Rights Activist a hoax all cooked up by that Martin Luther King fellow. Townley held an all-white rally at night and stated, “They hate Mississippi! They hate us because we present a shining example of *successful* segregation.” Additionally, he stated to a reporter, “We do not accept Turks, Mongrels, Tartars, Orientals nor Negroes because we are here to protect Anglo-Saxon Democracy, and the American way!” These statements further justify his belief in the liberal democracy principle of Abstract Liberalism…... Mississippi Burning was full of cultural stereotypes. A reporter asks a white lady what she thought about black people and she stated, “They nasty, stink, not like us white folks.” These stereotypes were very much present in the 1960s and vocally expressed. Deputy Pell stated to his wife after seeing her old a black baby, “It’s funny, they are so cute when they are babies.” His comments suggesting all blacks are not attractive once they grow up and inferior to whites. The first thing Sheriff Stuckey asked the FBI agents was, “Are you here to fix my Nigger problem.” First, he is calling everyone of color a racial slur and implying all black people are problems. To Kill a Mocking Bird One character that enforces black stereotypes is Lula. She is a parishioner of the “colored” church, First Purchase. She is angry that Calpurnia brings white children into their black church, “You ain’t got no business bringin’ white chillun here – they got their church, we got our’n” (Lee 1960)…. Conversely, there are several characters who defy stereotypes. For example, the Finch’s housemaid, Calpurnia cleans the home, cares for the children and prepares the Finch’s meals. She is more than a housemaid and is thought of as family. She acts as a disciplinarian to the children and Atticus defends her to his sister, saying she’s “been harder on them in some ways than a mother would have been…and the children love her” (Lee 1960). Moreover, she acts as a maternal figure to Jem and Scout…. Miss Maudie elucidates, “We’re so rarely called upon to be Christians but when we are, we’ve got men like Atticus to go for us. I thought, Atticus Finch won’t win, but he’s the only man in these parts who can keep a jury out so long in a case like that. And I thought, we’re making a step; it’s just a baby step, but it’s a step” (Lee 1960). Obviously, the citizens of this small town hide behind the de facto race laws and they allow one man to rise against the discrimination and racial slurs. A Time to Kill I recognized the “I have black friends…” (Bonilla-Silva 2002) storyline as well as blatant bigotry. It also has good examples of social capital and conventional wisdom specifically related to the trial of Carl Lee (McClure and Harris 2015). There is a counter-perspective of a few minor characters who are progressives that display empathy and lack prejudice for Carl Lee Hailey…. I saw evidence of the use of the cultural frame of color-blind racism (Bonilla-Silva 2003). Billy Ray’s brother, Freddie Cobb makes a statement to character Ellen Rourk who is an attorney assisting Jake Brigance with the case. Freddie, one of the KKK members, tells her, “you can’t blame a nigger for being a nigger no more than blaming a dog for being a dog” (Shumacker 1996). This quote is a statement commenting on how black people are raised, and they behave according to how they were raised….. There are a lot of instances in the film of the abstract liberalism frame (Bonilla-Silva 2003). Most of these relate to the trial and whether it is possible for Carl Lee to receive a fair trial. The first instance is when Jake requests a change of venue. The judge, Omar Noose, denies the request for change of venue. He states, “It is impossible to find a fair and impartial jury in Madison County. It is impossible in the whole state of Mississippi. The jury here would be as fair as anywhere else” (Shumacker 1996)….. I witnessed a lot of social capital and conventional wisdom in this movie as well, primarily as related to the trial. First, the DA, Rufus Buckley, who is telling reporters that the juror list is sealed, and that no one will know who the potential jurors are, looks beyond reporters to see his assistant who illegally obtained the names of the jurors. This advantage is an example of social capital that whites can access. The DA had the necessary connection to obtain the list. Another example is Judge Noose connects to a friend who is an appellate judge to guarantee his ruling on the change of venue request will not be overturned. This connection shows the network capabilities of the white judge with an assumed white appellate judge. By using this form of social capital, the DA can obtain an all-white jury. Jake states, “if it is an all-white jury, Carl Lee dies, and if there are blacks on the jury, Carl Lee lives” (Shumacker 1996). Get Out The opening scene begins with a black man walking down the street in a suburban neighborhood at night. Research has shown minorities typically avoid this scenario from fear of being racially profiled. The psychosocial pressures of being criminalized are a deterrent. And this is a further inflected by the character when he continues to walk and say “you know how they like to do us out here” (cultural racism & naturalization). Then, a variety of photographs of African-Americans are showcased on screen, a pregnant woman, and a man with a pit bull. Some of these images are stereotypical and can be associated with rhetoric storylines such as labeling black women as a welfare queen. Storylines are socially shared stories that are fable-like and include a common scheme and wording…. The next scene moves to the two main characters a black photographer Chris and his white girlfriend Rose packing for the trip to visit her family. Chris is nervous about meeting them and asks, “Do they know I’m black?” In the past, there were strict miscegenation laws against interracial dating and marriage. Some individuals still do not support this topic. Statistically, whites are the least likely marry outside of their race (abstract liberalism) …. She minimizes the severity of race as if it doesn’t exist. Then uses the statement “My dad would have voted for Obama a third time.” This affinity for “special” minorities is a fallacy of whites claiming to not be racist by relating to minority culture. These are examples from the films that were identified by students. Remember your paper should: 1. Address course concepts that have been presented. 2. Look at various examples of Bonilla-Silva’s components of colorblind racism (including frames) 3. Cite examples from the film to support your application (quotes are best, scenes will work) 4. Create a paper that demonstrates your ability to incorporate what we have examined in the course and brings this all together when considering ways to build a multicultural society (conclusion). 5. Format: Introduction of film (brief not a synopsis of the entire film) Application of course materials to the film Conclusions ... Purchase answer to see full attachment