Friday, April 28, 2017

Post 9: Culture

For the first half of Culture unit, we began by learning about how we react to different cultures with culture shock and ethnocentrism.  We also learned that sociologists seek cultural relativity when understanding other cultures.  We then learned about the different components of culture: Material culture, and non-material culture: gestures, language, norms (folkways, mores, taboos), and finally values. Finally, we learned that within cultures there are subcultures.

One idea about how to relate these sociology concepts to your own life is to post about if you have ever been to a foreign culture, or,  research a culture and post about how different it is.  Does it have unique components?  What are they?  What sources did you use to find them?

- Be sure to explain multiple sociology concepts and relate them to a unique example from your own life.

- Be sure to explain how two sources relate to these sociological concepts.  Sources can be readings, videoes, websites. (Some sources we have used include: God Grew Tired of Us, Social Time)  Also, remember that you can use your textbook as a source.

- Be sure to write properly, turn it in on time, spell check and proofread.

-Comment on two other posts.

God Grew Tired of Us and Cultural Differences

We watched a bit of the movie "God Grew Tired of Us." (Click here to watch the movie via mediacast) My mom happened to meet and talk to one of the lost boys in the film and she recommended it to us for sociology. I'm so thankful to her for that. Anyway, in the movie we see numerous cultural differences. video Here is a website dedicated to the Lost Boys of Sudan in Chicago.
To speak about culture in a more measured way, think in terms of the way sociologists might break down culture. Culture is made up of material culture as well as the nonmaterial: gestures, language, norms, values.  Describe the cultural differences that the Sudanese men experienced using the terms material cuture, mores, folkways, values?  Have you ever met anyone from a different country? Did you notice or discuss any cultural differences? What component of culture (from the terms above) did those differences fall under?

I also like the contrast in cultural values in the movie between communal society versus individualistic society. We see the Lost Boys in the United States have food, shelter, jobs and schooling but they feel lonely. They miss their culture because they are so used to communal culture. That is being together with their friends and family, rather than living nearly alone in an apartment. This is an important revelation that our culture sometimes de-emphasizes to a fault; we need other people. Humans are social and communal beings. Do you see how this individualist way of living and thinking shapes our lives? How can we work to change that and satisfy our inherent needs for connecting with other people?

Finally, I like watching the movie with our community service in mind. We have so much to be thankful for in our culture. We live in a culture of abundance. We must be mindful of our bounty and mindful of those who have so much less than us. One way to create this mindfulness is through community service. By finding ways to serve others we become grateful for what we have rather than ignoring those who need help and taking for granted all of our bounty. Perhaps you know someone who is able and willing to help them find a job or donate to their cause - here is a list of ways to help.

Here is the foundation created by John Bul Dau from the movie:

Here is a follow up story about Panther Bior:

Update - March 2016
Sudan broke apart into two nations; Sudan and South Sudan.  South Sudan is where the Lost Boys in the movie returned to. Unfortunately, South Sudan faces a new civil war within itself.  Here is a March 8, 2016 report from NPR:

Thursday, April 27, 2017

Our SHSubculture

Subcultures are smaller worlds within larger cultures.  Subcultures follow the overall culture of a society, but they have distinct elements of their own culture that separate them. 
1.  Individually:  What is a subculture that you are a part of?  Use your notes to help you, if you are not sure what a subculture is.  Why is this group a subculture?  What are some unique, interesting aspects about this group that the non-members will not know?

2.  In small groups, discuss the culture at Stevenson.  What makes us so special that visitors from all over the country come to visit and study us?  Is there enough of a difference to consider ourselves a special subculture?  As a group, find elements of culture that make us different from America:

Today's lesson was about what makes a subculture.  A subculture is part of a larger culture, but it has its own unique cultural aspects.  To illustrate how this works, we used our school as an example.  Why do so many visitors come here to see us?  What makes us so different?  Is our school a subculture?  To examine this, we reviewed these cultural traits and applied them to our school:
  • Material Culture;  all the physical stuff unique to our school:  the buildings, uniforms, guidebook
  • Mores: really serious norms that would disrupt the culture if violated: Walking on the right side of the hall/stairwell, not stopping in the hall or stairwell, not cheating, not fighting, knowing where to park, knowing how to be called out.  All of these are important norms.  If you violate them, there will punishment or judgement against you.
  • Folkways: norms that do not have serious moral implications;  being late to class, saying the pledge, no drinks or snacks outside the commons and not wearing green & gold on spirit days all are norms that are frequently violated without serious disruption to the school culture.
  • Taboos; Norms that are so accepted, they are not even talked about:  pregnancy & sex, use of drugs outside of school; these are activities that are embarrassing to even talk about.
  • Language: PAC, link, traveller, FMP, LOP, Glass commons, wood commons, 
  • Symbols: the Patriot (six fingers :-), the SHS seal, the statue, green and gold, 
  • Values: going to college, grades, competitiveness; These values are the most important in shaping our school culture.  They pervade every part of the school culture and they are a part of students, teachers, parents and administrators, but this is the hardest aspect of culture to see.  
For some perspective, here are some examples of other schools' cultures.
Do you see how the values we have here might separate us from other schools?  Do you see how they shape so much of what we do here?  I do not know if it counts as a "subculture" by sociological standards, but I think these values are what many of those visitors are searching for in their own schools. For your own thoughts, what subculture(s) are you a part of? What are the traits that make your subculture unique?

Wednesday, April 26, 2017

It's funny because we are ethnocentric!

This article helps us see how time is socially constructed.

Using the article, please answer these questions:

1. How is time a social construction?

2. How do the sociologists study time?

3. What are some examples of time varying around the world?
How does language shape the understanding of time (Mediterranean Arab cultures?)

Norms vary around the world. One example of this is the norms centered around time. How do people from different cultures think about time differently? What do they consider late or early? These are norms.  Here is a list of norms from around the world.  It is important to recognize these norms in cross-cultural communication. If we fail to acknowledge these differences we run the risk of offending someone or worse, a whole culture of people.

And this graphic explains varying norms from around the world.

 This video is set to music for comic effect, but it is funny because in America, the norm is that men do not hold hands or kiss in public. However, this is expected in many Middle Eastern cultures. In order to show solidarity The President must hold the hand of the King of Saudi Arabia.

Also for more humor on cultural differences, checkout these HSBC adds: Eels, personal space, wrong flower,

How did the chicken cross the road?

When traveling to different cultures, 'how' the chicken crossed the road seems to be more relevant than 'why'. When I was in Italy, it took me six days to figure out how to cross the street. There were scooters and cars swerving everywhere and honking. Every time I tried to cross the street, cars would screech to a stop and swear at me in Italian. Then I figured out how to do it. Just walk a steady pace across the street and let them avoid you - and it worked! This knowledge of how to cross the street is an important norm, what sociologists call a more. Mores are important to the order of a society. If you violate them, it will cause a disruption in the social setting. Other norms that are less important are called folkways. Folkways are not crucial to the order of society and if you were to violate a folkway people would not necessarily judge you. The more of how to cross a street can be found in lots of videos on youtube. Watch this video from India. Note how the person crossing the street is aware of the norms of traffic and so the pedestrian successfully crosses without getting hit. video It is worth noting that these mores, although very important to the society, are not necessarily laws. Similar to the ideas of time being a social construct, they are just the way that people operate and even though they are not written into laws, they are important to the function of society. Watch this video of an intersection in India and think about who has the right of way? There may not be a law about it, but those drivers know what they are doing, but would an American?
Have you experienced a different set of norms from another culture either by traveling somewhere or by meeting a foreigner here in America? What was it like? Were there misunderstandings? video Something else that you might want to blog about is google another culture where you would like to travel. Findout what unique norms exist in their culture. Here is a link to cultural etiquette around the world.

The view from the lieu...taboo?

This port-a-potty was the creation of an artist in Switzerland.  It is a good example of how taboos affect us (and how culture affects us) Would you be able to use a toilet if it looked like everyone could see you, even though you knew they could not? This is a taboo because even though people could not see us, the mere thought of them seeing us would make us hesitant. In other words, simply thinking about doing this is embarrassing and so we don't want to even think about it. Perhaps, that is why we have so many euphemisms for using the toilet: using the john, the restroom, the bathroom, the lavatory, the men's room, etc...

Tuesday, April 25, 2017

Okay? You called me a what?! Gestures and Language

Homework:  Before our next class, please read Social Time pages 7-10 in our packet.

We have been examining the components of culture. The non-material aspects of culture are often the most important but we are often unaware of them.

One type of non-material culture is symbolic culture, or gestures and language.

Gestures are important to understanding and communicating within a culture.  Understanding a culture's gestures can also help us avoid ethnocentrism and culture shock.  Here is a guide for international business travelers to help them understand the impact gestures can have on their interaction with other cultures.  Here is a link to a list of some single hand gestures from around the world.


Another important aspect of symbolic culture is Language.  first studied by Saphir and Whorf. Sapir-Whorf has been critically contested in recent years, but the NY Times ran a story about how there is still some merit to the idea of language affecting our thoughts. See that article here. Also, see this post about politics and how the use of English frames every debate especially the debate over gun violence.   Here is a book that highlights untranslatable words from around the world.
Language is important too as it affects how we think. When we think about something, we are using language inside of our heads so if we use certain words or do not have certain words, it may affect how think about things especially how we categorize something. Here are 11 words that have no translation. When bilingual students think about some ideas they have to shift from one language to another because sometimes it is easier to think about something or express an idea in one language because there are not proper words to describe it in another.

Here (see page 43 of this doc) is a lesson from Carol Mukhopadhyay on classifying in other cultures.  For each of the following sets, choose the item that does not belong:

Set 1. Auto, turtle, basket, bird

Set 2. Laundry, beer, clothing

Set 3. A chair, a spear, a couch 

After you have made your selections, click here for an explanation. 

Also, here is a study explaining that with out language, numbers do not make sense.

Monday, April 24, 2017

Our culture is in the toilet...material culture

1 - please take out your ipads and search for a picture that represents American culture.  Save that picture, then:

Yesterday we examined two metaphors for understanding culture: The card game and the fishbowl. Take a minute and think about how each of these is like a culture.
2. Turn to a person next to you, the older partner share how the card game was a metaphor for culture.
3.The younger partner share how the fishbowl is like a culture.

Today, let's examine a real life cultural situation. The Danish mother visiting NYC. For example, it is normal for Danish parents to leave their babies in a buggy while they eat inside a restaurant. American culture, especially New Yorkers do not accept this. But this is very accepted in many Scandanavian cultures. So when a Danish mom left her child outside in a baby buggy for over an hour while she ate dinner in a restaurant, it created quite a stir among New Yorkers.
 In this scenario, who experienced culture shock?  Ethnocentrism? And, who was culturally relative?

Could sociology have helped all of the participants to be more understanding of each other? Have you ever been to a foreign culture and experienced culture shock?

My best example of culture shock was the Japanese toilet. At first, the experience can be a culture shock as the traditional Japanese toilet is very different from ours. As we examine this toilet as well as other cultural components we must remember to be culturally relative. In other words, try not to be ethnocentric, but in stead understand each culture from its own perspective.

When understanding culture, sociologists examine material culture (things) and non-material culture (gestures, language, norms, values). Material culture often reflects non-material culture. 

In the case of the Japanese toilet, not only does it look and function differently from ours, but it also represents fundamentally different non-material culture. The Japanese are very germ conscious and they try hard not to spread germs. They also do not have a lot of furniture - they do not sit on furniture in their houses so why would they sit on a porcelain throne in a bathroom? And finally, they are used to sitting and squatting in positions difficult for westerners.

The Japanese do have a "Western style" toilet that  is more like the toilet we are used to however, it still represents differences in both - its material and non-material culture.

In either case, the point is that there is nothing natural about culture.  In other words, there are no weird ways of doing things that come quite natural to us.  There are only different ways of doing things.  And material culture, although physically different, often represents a different non-material culture, such as a different way of thinking about the world.

Another example would be how people eat around the world.  That is, what utensils they eat with.

Friday, April 21, 2017

Culture can be tricky...

Welcome to Unit 2: Cuture!

Download the packet for Unit 2 here.

Today in class we examined how people react when they come into contact with different cultures. Culture is essentially all the rules we learn about how to live our lives. We played a card game that illustrated this. When we are exposed to other cultures and we see such different rules, we are sometimes in shock of how different the other culture is (culture shock). If this shock results in our judging a culture based on the rules we have learned that is called ethnocentrism. Instead, sociologists try to use cultural relativity when examining a culture.

 Another metaphor for culture that we use is a fishbowl. All of the stuff in the fishbowl is material culture. But what you can't see (the water) is just as important (if not more so): the ph value of the water, the temperature, whether it is salty or not, etc... This is called nonmaterial culture. Additionally, the fish has never known life out of water just like we have been surrounded by culture from the moment we are born. And lastly, the fish must look through the water to see the world just as we always look through our culture to understand the world. We are limited and shaped by our cultural experiences. If the water in the bowl is blue then the whole world looks blue to the fish.

Thursday, April 20, 2017

Final Paper - Step 3 of Community Service Project

Final Paper – Community Service Reflection
DUE: Thursday May 18 , 2017
After completing your service hours, you must reflect on your community service experiences.   Please write an authentic paper using details of your own experiences and relate your community service experiences to sociology.

Similar to each blog post, the paper should meet the standards of the class:

Literacy – Please relate your experiences to a variety of different sources (readings, videos, websites, images) from the semester.  Thoroughly explain the connection between the source and your service experience.  Try to be specific about what aspect of the service related to the source.  Your grade will be based on the following scale:
4- Student thoroughly connects a variety of sources from personal research or experience to community service experiences in a detailed and specific way.
3- Student thoroughly connects a variety of sources from throughout the semester to community service experiences in a detailed and specific way.
2- Student connects source from throughout the semester either lacking in variety, thoroughness or detail.
1- Student fails to connect sources from throughout the semester and is lacking in variety, thoroughness or detail.
- Look back over my blog for the various sources we looked at this semester.
- Use your textbook as a source if necessary.
- Use Socimages (link on my blog sidebar)

Sociological Content – Please connect your service experience(s) to the sociological concepts and terms we have used this year.  Please see the attached appendix for some suggestions of how to connect service experiences to sociology.
4- Student is able to connect multiple sociological concepts from different units in a meaningful and accurate way.  The connection is explained with irrefutable conviction.
3- Students is able to connect either multiple sociological concepts in a meaningful and accurate way with irrefutable conviction.  Or, the student is able to connect multiple concepts from various units but might lack some conviction, or leaving some meaning unclear.
2-  Student is able to connect a concept in a way that is either accurate or meaningful.
1- Student is unable to make connections that are accurate, meaningful.
- Use the appendix on the back of this handout.
- The intro unit can be applied to every service opportunity.
- Research the organization that you worked with.  Find out who they help and why – this will give you ideas about how to connect to sociology.

Academic Expectations – Please write the reflection with proper prose, grammar, spelling and format.  Use .5-1.5 inch margins, 10-12 font, and double spacing.  Turn it in on time.
4- Student is able to do all of these.
3- Student misses one of these.
2- Student has 2 or 3 mistakes or is late.
1- Student has more than 3 mistakes or is late and has other mistakes.
- Be authentic.
- Spell check

Appendix A – Connecting to Sociology

            Sociological Imagination – how are the individuals who you served shaped by circumstances larger than their own personal choices.  How are they shaped by when and where they live? Sociological Mindfulness – consider how this experience makes you aware that you are a part of society and you have an impact on it. Social construction of reality – explain how individuals’ feelings and experiences are shaped by society.  Ingroups-outgroups – explain how belonging to a group affects your feelings and stereotypes toward outgroups.

Identify unique elements in your service experience, such as: material culture, norms, values and sanctions. Consider how these cultural elements aid in the functioning of the organization and how they contrast with mainstream elements of culture.  How do American values play a role in the plight of those being served or in your service work?

Analyze the modes of interaction that you engaged in during your service. Where there differences in the way that you acted towards the clients versus other volunteers versus members of the organization?  Did you see any processes of socialization occurring with yourself or with the clients that you were working with? 

Reflect on the whether the organization or clientele of the organization where you were volunteering bears any stigma from the larger community.  Often times, community-service organizations have the primary goal of aiding individuals who carry a deviant identity.  Whether it is poverty, substance abuse, illness, age, disability, etc. Observe how the clients manage their stigmatized identities. How do the workers at the organization treat the clients?  Do the clients manage or reject the label of deviant?  How does the work of the organization help change societal perceptions of the stigmatized?

Social Class:
What role does class inequality play in their organization?  How is the organization funded?  How do community service organizations in general generate enough interest for people to volunteer their time and donate their money to help others?  How does charity fit into the American Dream ideology?  Do you believe that most Americans are willing to sacrifice some of their own wealth to help those in need? Why? Why not?

Reflect on the racial and ethnic dynamic of their organization.  Is there a difference between the racial or ethnic composition of the staff, the volunteers, and the clientele?  Did your experiences of the racial or ethnic composition at the organization parallel your everyday experiences?  Have you gained any insight into a particular group? Explain.

Service Ideas for 1 hour

If you need just one more hour for your community service requirement, here are some options:

You can clean out your closet or help your parents clean out stuff around the house and then drive the donations to Goodwill, Habitat for Humanity Restore shop or another charitable organization.  Remember to take pictures of what you donate and where you drop it off at.

Giving Blood
You can stop into a Lifesource and donate blood.  I will count this as one hour.
Feed My Starving Children
They have lots of shifts and some of them are just 1.5 hours.

Northern Illinois Foodbank will take food donations.  You can run a food drive  in your neighborhood.

Wednesday, April 19, 2017

It's a privilege to be...white?

What color dress is Mrs. Obama wearing in this picture?

This picture featuring Michelle Obama was published with a caption saying that she wore a "flesh-colored" dress. Are they implying that Michelle's skin is not flesh? I don't think so, but this is an example of the privilege of being white; white skin is considered normal/flesh-colored.  This is just one of many privileges of being white in a culture that sees white as normal, desirable or better than other "colors".  This type of privilege is often unnoticed, subconscious, implicit.  But, it has a big impact.
Here is another example from Johnson and Johnson.  Note that the bottle says, "Normal to Darker skin," implying that there is normal skin and then there is darker skin which is implicitly abnormal. And, here are some privileges related to Christmas.  Some sociologists call these subtle nudges of racism microaggressions.  Here are 25 microaggressions from buzzfeed.

Sociologist Peggy McIntosh writes about White Privilege in her essay, Unpacking the Invisible Knapsack.
In class instructions:
Please read through McIntosh's reading and choose one of the numbered privileges to respond to.  Take out a sheet of paper and write down which privilege you are responding to.  Things to consider: Have you ever thought about this before?  Why do you think McIntosh considers this a "privilege"?  Can you see this type of privilege happening in your day to day life?  
The idea is that because Americans live in a white-dominated society, whites have a host of little things that work in their favor.  Tim Wise, another sociologist, applied McIntosh's idea to the 2008 election. Read Tim Wise's White Priviledge, White Entitlement and the 2008 Election. Here is a brief excerpt,
White privilege is when you can get pregnant at seventeen like Bristol Palin and everyone is quick to insist that your life and that of your family is a personal matter, and that no one has a right to judge you or your parents, because "every family has challenges," even as black and Latino families with similar "challenges" are regularly typified as irresponsible, pathological and arbiters of social decay.

When you're accustomed to privilege, equality sounds like oppression.  From Chris Boeskool of Huffington Post.

Privilege does exist and it's measurable.  From Michael Harriot of The Root who explains the ways privilege shows up in education, employment, income, spending.

Listen to comedian Hari Kondabolu's example of white privilege and  microaggressions from the website Colorlines.

Here is a great story from This American Life (episode 362: Got You Pegged, Act 1) illustrating what happens when 2 cops see a black man riding a bike with a white kid. It is a funny story but it illustrates white privilege because I think the story would be very different if both of the people were white. Listen to the story and then tell me what you think.

Here is another story from This American Life (episode 475: Send A Message) about how eliminating an implicit racial bias can make a big difference in a young child's life.

Chicago Public Radio aired a story about Global Girls, an organization working to develop African-American girls’ self esteem. The girls at the organization know firsthand how difficult it is for their peers who are poor and black and pregnant. They developed a performance piece to help show their feelings and how white priviledge helps to favor white girls (especially wealthy) in the same predicament. Listen to the full story here. What do you think the reaction would be if one of Obama's girls was old enough and pregnant with a baby of her own? How does this privilege affect you? How might it affect minorities in other ways? What is your reaction to Tim Wise's analysis of the 2008 election? Noting that this is a difficult challenge ahead of Palin, what are the advantages that she might have being who she is? How might pregnancy affect a poor person differently than a wealthy person? How might pregnancy affect someone with power like a governor's daughter or Vice-president's daughter differently than the daughter of someone with less power/clout?

Monday, April 17, 2017

Race Panel

We were so fortunate to have a panel of our own students talking about "race."  The students had many insights.  One was that those who have to navigate different racial worlds never feel quite right anywhere.  For example, some students emigrated from another country like Mexico.  So, in the US they are considered Hispanic and they do not feel that they fit in, but in Mexico they are considered white and they do not feel that they fit in there.

Along these lines, students spoke about how their master status often becomes their minority status.  That is, other people (usually those from the majority) only see them as black or Asian or whatever their minority status is.  This takes away the student's individuality.  Sometimes this results in the student being forced to speak for their whole minority group.  It also results in many of the students feeling pressure to represent their minority group or live up to an ideal that is more pressure than those in the majority have to experience.

Also students talked about the racial prejudice that lies just below the surface; sometimes it comes out from another student in a class of their, or their own parents or school teachers and administrators.  A third conclusion that I drew from the panel was the diversity within different groups.  Many people assume that all blacks are the same or all Hispanics are the same, but really there is a great deal of diversity within each group and this is another reason that stereotypes are ignorant and don't hold up.

Finally, I think there was an emphasis on empathy.  Multiple students talked about the need to develop empathy for those from other races. I really like that idea.  Empathy is an aspect of sociological mindfulness.  Here is a Ted Talk from a sociologist called "A Radical Experiment in Empathy."

Here are some notes from the presentation:

Mom is Indian and dad is Pakistani. 
Racially profiled on a flight.  Mom said that we will be treated differently, but have to react differently.   Profiled as terrorist, but also stereotyped that good at math, bad at sports.  Mom said we might be treated differently but what matters is how we treat others.
Recalls a time teased by a kid in 6th grade.  Called Osama Bin Laden by a boy who didn’t even know me.  Asked if he dislikes Jewish people even though most friends are Jewish. Asked if I know how build bombs.
I grew more aware of cliques and how race shapes social groups.  But I didn’t feel that I fit into one group, but was still bullied for being not white.  Asked where are you from?  Where are you really from?  Parents encouraged me to blend in and not identify, but wanted to embrace being brown, Pakistani Muslim.
Alerted at the rise of white supremacy and trump, I wanted to be involved.
I know I am blessed and cursed to live in a bubble. 
My bubble burst a few weeks ago.  I was volunteering at a hospital, a white woman walked past without a pass.  When I stopped her, she asked my name and told me that I have no business in this country as a brown boy.  She talked about how I don’t belong here.  You’re people ruined this country and destroy buildings.
She shouted cussed me out and called me “sand nigger”.  I got a hold of myself and remembered my moms advice.  I gave her a pass and wished her well and asked her to have a nice day.

Identify as Biracial and live in a multiracial family.  Father is white german/Swedish.  Mom is Indian and Pakistani but switched between both.  I also have two black uncles and black cousins. 
Adopted my sister who was black, then had me.
I knew we weren’t conventional.
Always normal to have different races in my family.
3rd and 4th grade is when I realized it was different and I became more aware.
I was always more pale than my mom. 
People used to think my mom was my nanny.  One friend told me that my mom couldn’t be my mom.  People said that my sister couldn’t be my sister just because of our looks.  People think how someone looks defines their experiences and their relationships.  I was visiting an aunt in the hospital and followed back to the room because the nurse didn’t believe that we were sisters and only family were allowed.  People were more inclined to think that my adopted sister and my mom were blood related because they are both minorities but not me and my mom even though shes my biological mom.
Didn’t connect to my mom’s side of the family because they didn’t accept that we were a mixed family. My own grandma said that I have “devil’s blood” in me because of my Indian and white.  Crazy because your grandma is supposed to love you no matter what, but because of race, they have these viewpoints.  Now I am more proud

Used to be troublesome.
Typical Indian family.
I was different, I took interest in other cultures.  My family never understood this.  When I played with cousins, I always felt left out.  There were groups – older cousins and younger cousins and then I was stuck in the middle.  I used to be the goody two shoes in middle school.  In high school I rebelled – didn’t want to do chores or get good grades.  My dad is a pediatrician in India and he owns a hospital.  I grew up feeling that I was not Indian.  In high school I didn’t feel like myself, my family didn’t accept

Born in Chicago.   Raised in Jalisco, Mexico.
Growing up in Mexico was nice.  Played with everyone esp on fri sat.  Went to religious catholic school . Less rules in Mex.  I miss it.  Still feels like my home.
Moved back in 6th grade.  Knew very little English.  I couldn’t make friends because of the language and people didn’t want to talk to me.  Eventually, I talked and became friends with the few other minorities.  I don’t fit into the same experiences with my parents.  I
I started to be rebellious and self harm.  But parents don’t accept mental illness as a real medical problem.  I was bullied and stereotyped.  We came to high school but thought we were going to Mundelein but ended up at SHS.  Felt like I was being stereotyped that I was  a minority who was up to no good. 
Microaggressions – day after election.  “Trump won, why are you still here?”

Born in Seoul South Korea.  I have memories of Korea.  I am part of 1.5 generation.  I migrated with parents so mot exactly the first one here.  Father will move to states for better econ opportunity, but family will stay or vice versa.  Wild Goose father. Moved to California first.  Actually very excited.
Moving here, realized people thought they knew me better than I know myself.   Got to choose my own English name – Jenny.  Chose Jenny because I thought it was sexy J  At first got in trouble because of language barrier.  Despite speaking eng fully by 3rd grade still getting bullied.  I moved to Buffalo Grove at age 9.
Remember my first night at orientation they spoke to me slowly assuming I could speak slowly.  They put me in ESL without evaluating me.
Race became master status – everything related back to my race.  Chiky eyes, youre pretty for an Asian, youre smart because youre Asian,
Mom packed traditional Korean food, but I tried to speak English on the phone.
I tried to Americanize myself as much as I could. I wished that I was white.  After middle school I was at all time low.  At SHS I felt better, but still tried hard to prove stereotypes wrong by rebelling and not getting good grades.  Didn’t want to be just another cookie cutter Asian.
Mom put me into traditional Korean drumming and I was thrilled to get praise from the Korean community.  It’s the most joy and pride I have felt in my own culture.  I never viewed the world by races, but …
My said that she was told America is a melting pot but recently Race is more of a salad bowl
People try to pick out ingredients and make fun of them or take them out of the salad bowl.
I think we should embrace our backgrounds and our history but not judge others based on their race.

Asian (Thai and Laotian) and identify as Caucasian?
My identity and race problem is never really placed quite right.
I remember watching Tarzan and realizing that I didn’t look like my family like Tarzan and his tribe of apes.  My mom told me that she loved me no mater what. However in middle school I had more trouble because there were other Asians who I didn’t relate to even though I wanted to identify with them.  I felt a little left out. I started identifying as white.  I couldn’t put that hyphen next to my nationality.  Race was always at the forefront of my life.  I have learned some
Everyone’s situation is different.  Listen with an open mind.

Thursday, April 13, 2017

Post 8: Race

For this post, please post about race.  You may wish to talk about the social construction of race (it is not biological), ingroups/outgroups, explicit and implicit bias,  prejudice v. discrimination, and privilege.

As you apply it to your own experiences, you might want to think about: assumptions you have had about race (esp. biological), experiences you have had with other races and/or racism, and how privilege affects you.
Some sources you might want to consider using are:
The Racial Formation reading (in your packet) by Omi and Winant, and Tim Wise's video "White Like Me," the panel, and the various other links and sources on my blogpage.

Wednesday, April 12, 2017

Being (Tim)Wise about race in the US

Tim Wise is a sociologist and anti-racist educator who has spent his career writing about race and speaking out against racial injustices.  His latest video is called White Like Me.  You can watch it here on media cast.

Wise's video reinforces much of what we have done already this unit:

Explicit Racism is still an issue in the US despite having elected a black man to President.

White privilege has helped many whites while blacks have not received the same privileges such as mortgages, jobs, and loans.

Implicit racism subtly and subconsciously creates discrimination and racialized attitudes such as when whites receive government assistance it is simply helping them reach the American dream, but when blacks receive similar assistance they are considered leeches of society.  Whites never have to think about their race so race is not a big deal to them, but minorities constantly are aware of their race and how it affects their treatment.

Our goal is not to create white guilt but rather to make everyone mindful of the effects of racism on society and on individuals.  In becoming more mindful, hopefully we become more understanding and appreciative of each other as humans having a unique experience.