4-25-16
Chapter 42
1. What does Du Bois mean by the “double consciousness” of African Americans?
When Du Bois says that all African Americans have a “double consciousness,” he means that African Americans see themselves as both Americas and as colored people, as if they were mutually exclusive. Du Bois says that an African American person never feels twoness, they have two souls, one of the American, and one of the African.
2. Du Bois writes that people of color aspire to realizing a “better and truer self.” What do you think he imagines such a self to be?
When talking about the “better and truer self” the African Americans strife to achieve, Du Bois is referring to what would happen when the double self is merged into a single self. In this single self, an African American would be not be an African and an American, but simply an African American. This would allow one to attain better self consciousness. Du Bois add that attaining this better and truer self would not be Africanizing America because America has plenty to teach Africa, neither would it be bleaching the “negro” skin. He simply wishes for African Americans to avoid being “spit on” by those that see them as lesser.
3. What are some of the reasons, according to Du Bois, that Emancipation (from slavery in 1863) brought disappointment to former slaves at let in the short run?
One of the reasons Du Bois claimed Emancipation from slavery brought disappointment to former slaves because the freedom they imagined was not the freedom they received. Even after Emancipation, African American people were not granted all the privileges and respect as white people. For example, black Americans were not allowed to vote after emancipation, and even once it became legal, white officials would make it next to impossible for black people to register.
4. Does this essay seem optimistic or pessimistic about the future of the U.S. race relations? Why?
This essay seems optimistic about the future of the U.S. race relations because its theme is overcoming oppression and indignity. Du Bois states that African American people need work, culture, and liberty to truly be free, not just emancipation. Du Bois is hopeful that one day on American soil, the two “world races” will provide each other these characteristics that they currently lack.
Chapter 44
1. What specific evidence does this author present to demonstrate that race and ethnicity are socially constructed concepts?
The author shows how race and ethnicity are socially constructed by saying how the people who used to promote nativism and xenophobia suddenly changed their minds by deciding that Euro-origin people were white. Once they decided that they were white and not of an inferior race, they no longer wanted to deport them.
2. How fair is it to say that Jews became successful due to their own abilities and efforts? To what degree did government programs play a part in this upward mobility?
It is partially fair to say that Jews became successful because of their own abilities and efforts. From their history, before Jews were considered “white,” one can see that not only were they not given special treatment, but also faced more challenges that the average white American. For example, the schooling system. Universities made it challenging for Jews to gain admittance by redesigning the application to identity semites. They asked for religion, father's name and birthplace, a photo, and a personal interview. Later in the chapter, the author explains that “Jews pulling themselves up by their own bootstraps” is a myth and without the federal programs put in place to create the conditions whereby the abilities of Jews could be recognised, no recognition would be given.
3. According to the author, how do the historical experiences of Jews differ from those of African Americans?
The historical experiences of Jews and African American people differ in many ways but are similar in several aspects. For example, discrimination in the education system. For a long time, colleges made it extremely difficult for Jewish people to pass the application process. It started with larger ivy league colleges then the discrimination made its way down to almost everywhere in the US. African Americans faced this same discrimination and were often rejected from “white only” elitist colleges.
Chapter 45
1. What are the three negative consequences of the model minority stereotype? Can you think of others? Also, are there any advantages in being labeled a member of a model minority group? Why or why not?
One negative consequence of being in the model minority stereotype is that it promotes the myth that the US is an non racially prejudiced place and provided a level playing ground for all, implying that those who fall behind do so because of inferior choices. Another negative consequence is that the model minority stereotype enforces the idea that Asian Americans should be held to higher standard and distinguished from the “normal” American. Although this might seem better than being held to a low standard, it almost enables tunnel vision and makes it difficult for Asian Americans to pursue an interests that may differ from the societal norm of math or engineering. A third negative consequence of the model minority stereotype is that it pits different minorities against each other, and sets them apart from all other Americans, whether white or non-white. Although they may not outweigh the negatives, there are advantages to being labeled a model minority. The 2000 US census showed that Asian Americans hold high academic achievements and economic prosperity. 44 percent of all Asian Americans over 25 had at least a bachelor’s degree, this is far higher than any other ethnic group.
2. After reading this article, how would you answer Zhou’s question “Are Asian Americans becoming white?”
“White” is a label that has more to do with wealth and privilege than biology and skin color, so while Asian Americans aren’t technically becoming “white” one can argue that they are becoming Americanized. In my opinion, Americans will never truly see an Asian American as “white” unless they lose the key features that set them apart from the average white American. No matter how prosperous they are economically, if they have Asian characteristics, they will never be considered white.
3. Compare the experiences of Jews and Asian Americans. Which group do you think benefited more from government programs that spurred upward mobility. Explain.
Jewish people and Asian Americans are similar in the way they are gaining the “white” status. Jews became white when they acquired wealth and status. White Americans saw this change in social position and associated it with their own position, so, why wouldn’t those of equal standard be considered white? Since Asian American citizens overcame hardships and began to achieve success and economic prosperity in the US, White Americans began to consider them white. I’m not sure which group benefited more from government programs but I would assume Jewish people, considering they are currently considered white and the majority of Asian Americans are not.
Chapter 60
1. Based on the findings of sociological researchers, describe patterns of language use among first, second, and third generation immigrants.
Based on the findings of sociological researchers, first generation immigrants learn as much English as they possibly can, but, continue to speak their native language at home. The second generation grows up with their native language and speaks it at home, but, uses English at work or school. By the third generation, English is the only language used.
2. What reasons does Portes give to support encouraging bilingualism? What advantages does bilingualism provide for people?
Portes describes a study performed in which the results prove that bilingual students outperform single language speaking students in almost all parts of a cognitive test. Although this was a small scale test, larger tests have been performed and have yielded the same results. In the San Diego school system, without exception, fluent bilingual students outperformed English speaking students in standardized tests and GPA. One advantage bilingualism provides for people, besides for just academic superiority, is a greater self esteem. Studies have shown that bilingual high school age students have higher aspirations and self esteem. Mastery of two languages allows children to understand multiple cultural origins, hence reinforcing self worth.
3. What does Portes mean by “true bilingual education?”
By “true bilingual education,” Portes means an immersion education experience in which at a young age, topics are tough though their parental touch along with instruction in English. This greater system of bilingual education would help to preserve students native language while also teaching them fluent English.
Chapter 42
1. What does Du Bois mean by the “double consciousness” of African Americans?
When Du Bois says that all African Americans have a “double consciousness,” he means that African Americans see themselves as both Americas and as colored people, as if they were mutually exclusive. Du Bois says that an African American person never feels twoness, they have two souls, one of the American, and one of the African.
2. Du Bois writes that people of color aspire to realizing a “better and truer self.” What do you think he imagines such a self to be?
When talking about the “better and truer self” the African Americans strife to achieve, Du Bois is referring to what would happen when the double self is merged into a single self. In this single self, an African American would be not be an African and an American, but simply an African American. This would allow one to attain better self consciousness. Du Bois add that attaining this better and truer self would not be Africanizing America because America has plenty to teach Africa, neither would it be bleaching the “negro” skin. He simply wishes for African Americans to avoid being “spit on” by those that see them as lesser.
3. What are some of the reasons, according to Du Bois, that Emancipation (from slavery in 1863) brought disappointment to former slaves at let in the short run?
One of the reasons Du Bois claimed Emancipation from slavery brought disappointment to former slaves because the freedom they imagined was not the freedom they received. Even after Emancipation, African American people were not granted all the privileges and respect as white people. For example, black Americans were not allowed to vote after emancipation, and even once it became legal, white officials would make it next to impossible for black people to register.
4. Does this essay seem optimistic or pessimistic about the future of the U.S. race relations? Why?
This essay seems optimistic about the future of the U.S. race relations because its theme is overcoming oppression and indignity. Du Bois states that African American people need work, culture, and liberty to truly be free, not just emancipation. Du Bois is hopeful that one day on American soil, the two “world races” will provide each other these characteristics that they currently lack.
Chapter 44
1. What specific evidence does this author present to demonstrate that race and ethnicity are socially constructed concepts?
The author shows how race and ethnicity are socially constructed by saying how the people who used to promote nativism and xenophobia suddenly changed their minds by deciding that Euro-origin people were white. Once they decided that they were white and not of an inferior race, they no longer wanted to deport them.
2. How fair is it to say that Jews became successful due to their own abilities and efforts? To what degree did government programs play a part in this upward mobility?
It is partially fair to say that Jews became successful because of their own abilities and efforts. From their history, before Jews were considered “white,” one can see that not only were they not given special treatment, but also faced more challenges that the average white American. For example, the schooling system. Universities made it challenging for Jews to gain admittance by redesigning the application to identity semites. They asked for religion, father's name and birthplace, a photo, and a personal interview. Later in the chapter, the author explains that “Jews pulling themselves up by their own bootstraps” is a myth and without the federal programs put in place to create the conditions whereby the abilities of Jews could be recognised, no recognition would be given.
3. According to the author, how do the historical experiences of Jews differ from those of African Americans?
The historical experiences of Jews and African American people differ in many ways but are similar in several aspects. For example, discrimination in the education system. For a long time, colleges made it extremely difficult for Jewish people to pass the application process. It started with larger ivy league colleges then the discrimination made its way down to almost everywhere in the US. African Americans faced this same discrimination and were often rejected from “white only” elitist colleges.
Chapter 45
1. What are the three negative consequences of the model minority stereotype? Can you think of others? Also, are there any advantages in being labeled a member of a model minority group? Why or why not?
One negative consequence of being in the model minority stereotype is that it promotes the myth that the US is an non racially prejudiced place and provided a level playing ground for all, implying that those who fall behind do so because of inferior choices. Another negative consequence is that the model minority stereotype enforces the idea that Asian Americans should be held to higher standard and distinguished from the “normal” American. Although this might seem better than being held to a low standard, it almost enables tunnel vision and makes it difficult for Asian Americans to pursue an interests that may differ from the societal norm of math or engineering. A third negative consequence of the model minority stereotype is that it pits different minorities against each other, and sets them apart from all other Americans, whether white or non-white. Although they may not outweigh the negatives, there are advantages to being labeled a model minority. The 2000 US census showed that Asian Americans hold high academic achievements and economic prosperity. 44 percent of all Asian Americans over 25 had at least a bachelor’s degree, this is far higher than any other ethnic group.
2. After reading this article, how would you answer Zhou’s question “Are Asian Americans becoming white?”
“White” is a label that has more to do with wealth and privilege than biology and skin color, so while Asian Americans aren’t technically becoming “white” one can argue that they are becoming Americanized. In my opinion, Americans will never truly see an Asian American as “white” unless they lose the key features that set them apart from the average white American. No matter how prosperous they are economically, if they have Asian characteristics, they will never be considered white.
3. Compare the experiences of Jews and Asian Americans. Which group do you think benefited more from government programs that spurred upward mobility. Explain.
Jewish people and Asian Americans are similar in the way they are gaining the “white” status. Jews became white when they acquired wealth and status. White Americans saw this change in social position and associated it with their own position, so, why wouldn’t those of equal standard be considered white? Since Asian American citizens overcame hardships and began to achieve success and economic prosperity in the US, White Americans began to consider them white. I’m not sure which group benefited more from government programs but I would assume Jewish people, considering they are currently considered white and the majority of Asian Americans are not.
Chapter 60
1. Based on the findings of sociological researchers, describe patterns of language use among first, second, and third generation immigrants.
Based on the findings of sociological researchers, first generation immigrants learn as much English as they possibly can, but, continue to speak their native language at home. The second generation grows up with their native language and speaks it at home, but, uses English at work or school. By the third generation, English is the only language used.
2. What reasons does Portes give to support encouraging bilingualism? What advantages does bilingualism provide for people?
Portes describes a study performed in which the results prove that bilingual students outperform single language speaking students in almost all parts of a cognitive test. Although this was a small scale test, larger tests have been performed and have yielded the same results. In the San Diego school system, without exception, fluent bilingual students outperformed English speaking students in standardized tests and GPA. One advantage bilingualism provides for people, besides for just academic superiority, is a greater self esteem. Studies have shown that bilingual high school age students have higher aspirations and self esteem. Mastery of two languages allows children to understand multiple cultural origins, hence reinforcing self worth.
3. What does Portes mean by “true bilingual education?”
By “true bilingual education,” Portes means an immersion education experience in which at a young age, topics are tough though their parental touch along with instruction in English. This greater system of bilingual education would help to preserve students native language while also teaching them fluent English.