choose your paper topic based on your individual experiences in this class with the course materials, class speakers, lectures, and presentations. You should identify a sub-topic in this course that you are most passionate about from the larger public education in Newark topics to complete your final paper. Your paper should include references to at least one textbook, one research article, and one class speaker. You should demonstrate a critical understanding of the possibilities and limits of public education reforms in Newark, New Jersey.
Final Written Assignment must be submitted via Canvas in a Word Document only (No PDF’s Please). This paper MUST be 5-7-pages double spaced full content, Times New Roman 12pt Font, 1 inch margins. Separate cover page must include your name, date, assignment name, and course name.
Paper format:
1. Cover page
2. Introduction
3. Summation of the perspective that you are presenting.
4. Your analysis of the possibilities or limits of education reforms.
5. Conclusion that summarizes the key points in your narrative
6. List of references used in the paper
Make sure that all work submitted is your own and created without the aid of impermissible technologies, materials, or collaborations.
Properly acknowledge and cite all use of the ideas, results, images, or words of others using APA style formatting. I will use plagiarism review software and have enabled grammar checking using ETS® e-rater® technology to grade all submissions.
Topic:
Book: why are all black kids sitting together in the Cafeteria?
and conversations about race
Beverly Daniel Totum PhD
These two chapters explore some of the mindsets held by
White Americans, many of which contribute to the maintenance
of racism. They may have difficulty accepting the existence of
White privilege because it seems to deny that they worked hard
for what they have. Working class White people in particular
may have a hard time seeing how they are privileged because
they are at the same time disadvantaged due to their
socioeconomic status. They may resent that people of color
benefit from affirmative action programs while they themselves
struggle financially. Many White Americans would emphatically
reject any suggestion that they are prejudiced, yet their
prejudices emerge without them being aware that they are
discriminating against anyone. Even if a White person
recognizes the existence of racial inequality, it doesn’t
necessarily mean they will become antiracist. Due to the
narrative of equal opportunity that they have internalized, they
may believe that people of color are at fault for their
disadvantages. Many of these mindsets either render systemic
racism invisible to White people, or they allow it to be explained
away. In either case, the status quo is maintained.
If a White person does challenge the status
quo, they will likely find themselves
struggling with feelings of guilt and isolation.
In Chapter 6, Tatum provides a number of
excerpts from narratives written by White
people, many of them her own students.
These excerpts provide an intimate look into
the discomfort they feel with being White,
the pain of feeling alienated from their own
families, and the empowerment they find
when they are able to redefine their
Whiteness in a positive way.
Public Education in Newark – Week 15
Part 3 Analysis, cont.
While the challenge for Black
Americans is to resist the negative
messages about their group, the
challenge for White Americans is to
unlearn racism and resist the social
pressure to simply ignore it. Both share
a goal in common, however: to develop
a positive racial identity