Saturday, May 14, 2022

Thread on Educaton and the Influence of Stevenson High School, Lincolnshire

 https://threadreaderapp.com/thread/1525499568867184641.html


ED thread-
To be clear, @stevensonhs your assessment is not working and has not been working for years. #atAssessment@SolutionTreeAR This assessment (known as EBR at my school) has eroded study skills, and damaged work ethic while contributing to student stress. And this 
assessment has eroded trust in the faculty while burning us out. Faculty feel that their professional integrity has been compromised and ethically feel that they are going against what they have been trained to do and what they believe is right. #atAssessment #edchat 
I don't think that @stevensonhs upper admin wants to hinder students or teachers, but they have turned a blind eye refusing to dialogue with Ts about what works and what doesn't. This is NOT a professional learning community #atPLC and has strayed far from Dr.Dufour's school. 
I have fought for years trying to affect change and make the EBR system workable, upper admin refuses to acknowledge any of this. I documented a number of those complaints in my resignation letter which you can read here: drive.google.com/file/d/1k3SlU4… But,
upper admin refuses to acknowledge any of this. They continue to defend these detrimental policies. That is why I felt compelled to resign. After years of trying to work with admin I was frustrated and rather than hear WHY I was frustrated, 
admin told me that I must follow all directives without question. The stress of having to teach in a system that I ethically and pedagogically disagree with combined with the refusal of admin to be reasonable led to my resignation. And that has given me the freedom to speak up 
@mentionsAdmin still refuses to acknowledge this. Just YESTERDAY the principal defended it to me in person. But this is not just me. I have received so many messages of support from students, parents and faculty. I started documenting them here: 
All I am asking for, is the @stevensonhs board and upper admin to listen. Guarantee that teachers won't face retribution and listen. Give students a forum and listen. Give directors a guarantee that they can speak honestly and listen. That's it. Is that so hard? 
Everybody FEARS @stevensonhs - parents, students, faculty and dept directors all operate in fear and that insulates upper admin from reality. We are supposed to be a learning community - not a tyranny. Admin demands Ts gather feedback - what feedback does admin gather? 
The refusal listen to the people who matter most in your district - students and parents - is why I wonder about the books @stevensonhs published as early as 2016. Administrators tour the country and bring teachers and admin from all over the USA to SHS to see what we do. 
This is BIG$$ in education. @SolutionTreeAR is part of a million $$$ business. Many @stevensonhs admin have gone on to make lots of $ both during their SHS career and especially after. I don't begrudge people their $, but when it hurts students, it is time to speak up.And, 
because @stevensonhs influences schools all over the country, they have an incredible responsibility to speak the truth. The public reaction shows the frustration that teachers all over the US feel as well as the students and parents of SHS 
Will the D125 school board listen & charge the Superintendent to make this right? If you don't believe me & don't care that I am leaving the field at the height of my career as a leader in my discipline who is loved by students, at least listen to the students, parents & faculty. 
Will the @NationalEducat4 listen and stop the flood of teachers leaving the profession? Will @ISBEnews listen and start supporting students and teachers? #edchat 
But even after all of this, I still am afraid that admin will try to smear me and attempt to administer some retribution instead of simply listening and changing for the better. Big $$ is powerful. And power is intoxicating. They won't want to give up either. 
But democracy is more powerful than them. Our collective voice is stronger. The conscious will of a motivated people can bring change. So if you agree, if you are a student, or parent, or teacher, please speak up. Like this. Retweet. DM me. Email the board privately. You matter! 

Tough Guise

The documentary Tough Guise 2 from Media Ed critically examines the way masculinity has been constructed over time in a way that increasingly puts society at risk, especially males who are statistically more likely to be both the perpetrators and the victims of violence.  

The documentary is available on both Mediacast (for SHS only) and Vimeo.

The documentary is narrated and produced by Jackson Katz.  Katz is the creator of Mentors in Violence Prevention (MVP)





Katz explains some of his work in this Ted Talk:


Here is a summary of the documentary's claims:

I.  Hiding in Plain Sight (3:29)
Our society does not recognize violence as a masculinity issue.
  • Often when violence occurs, if the perpetrator is from a dominant group (white, male, heterosexual) that group is ignored.  Instead, when the perpetrator is from a minority group, then the subordinate group is mentioned such as:  females committing violence, or teen violence, or urban/inner-city (aka black) violence.
  • Sometimes, the perpetrator is completely removed from the violence as in "violence against women" or "domestic violence"
  • When violence is connected to males, it often gets explained away as being biological and natural.  
  • However, violence is correlated to masculinity and rather being natural, it is constructed and taught by the culture.
II.  A Taught Behavior (10:42)
Our society socializes individuals to believe that masculinity is being strong, tough, uncaring, violent and willing to treat anything not masculine, such as women as objects of conquest, especially sexually.  This extreme form of violent (toxic) masculinity is reinforced by: movies, video games, NRA marketing, families/parenting, peers, schools.


Families/parents and the construction of masculinity:
Real Boys; Rescuing Our Sons from the Myths of Boyhood, book by William Pollock.  Pollock documents how at a very early age boys are taught to accept traditional male gender traits of being tough and repressing their emotions.
Excerpt available here.
Based on William Pollack's groundbreaking research at Harvard Medical School over two decades, Real Boys explores why many boys are sad, lonely, and confused although they may appear tough, cheerful, and confident. Pollack challenges conventional expectations about manhood and masculinity that encourage parents to treat boys as little men, raising them through a toughening process that drives their true emotions underground. Only when we understand what boys are really like, says Pollack, can we help them develop more self-confidence and the emotional savvy they need to deal with issues such as depression, love and sexuality, drugs and alcohol, divorce, and violence.



High School and the construction of masculinity:
Dude You're A Fag, book by sociologist C.J. Pascoe.  From the amazon summary, "High school and the difficult terrain of sexuality and gender identity are brilliantly explored in this smart, incisive ethnography. Based on eighteen months of fieldwork in a racially diverse working-class high school, Dude, You're a Fag sheds new light on masculinity both as a field of meaning and as a set of social practices. C. J. Pascoe's unorthodox approach analyzes masculinity as not only a gendered process but also a sexual one. She demonstrates how the "specter of the fag" becomes a disciplinary mechanism for regulating heterosexual as well as homosexual boys and how the "fag discourse" is as much tied to gender as it is to sexuality."  Here is a video of the authors discussing their work.








College and young adulthood and the construction of masculinity:
Guyland; The Perilous World Where Boys Become Men, book by Michael Kimmel.  Kimmel's research focuses on kids slightly older than those in Pollack's research.  Here is a review from the NY Times.
In mapping the troubling social world where men are now made, Kimmel offers a view into the minds and times of America's sons, brothers, and boyfriends, and he works toward redefining what it means to be a man today—and tomorrow. Only by understanding this world and this life stage can we enable young men to chart their own paths, stay true to themselves, and emerge safely from Guyland as responsible and fully formed male adults.  Here is a post from Kimmel in the wake of the Sandy Hook massacre.  Here is a TED Talk from him.  And here is a trailer for Guyland, a documentary about his work.




III.  An American Ideal (20:00)
America has constructed masculinity over time
Movies:  Westerns - Film Noir Crime Dramas - Gangster Films - Gratuitously Violent Action Movies - Sexualized Comedies 
Gunfighter Nation The Myth of the Frontier in 20th-Century America, a book By Richard Slotkin.  Excerpt from the NY Times;
According to the myth of the frontier, says Mr. Slotkin, "the conquest of the wilderness and the subjugation or displacement of the Native Americans who originally inhabited it have been the means to our achievement of a national identity, a democratic polity, an ever-expanding economy and a phenomenally dynamic and 'progressive' civilization." Central to this myth was the belief that "violence is an essential and necessary part of the process through which American society was established and through which its democratic values are defended and enforced."





Video Games
Sports
Advertisements/Marketing
Politics

Leading Men; Presidential Campaigns and the Politics of Manhood, book by Jackson Katz.
In Leading Men, Jackson Katz puts forth the original and highly provocative thesis that presidential campaigns have become the center stage of an ongoing national debate about manhood, a kind of quadrennial referendum on what type of man—or one day, woman—embodies not only our ideological beliefs, but our very identity as a nation.  Of course this debate has enormous implications for women—both as potential candidates for the presidency and as citizens.









IV. The Cool Pose (27:17)
Males learn to create a "cool pose," or a "tough guise".  This role males play is a form of dramaturgy that becomes their identity.  The paradox is that how real of a man you are is based on how well you can perform this role.  Mobster movies influenced the cool pose of urban minorities which influenced the posturing of suburban and urban white males.

Cool Pose; The Dilemmas of Black Manhood, book by Richard Majors and Janet Mancini Billson.  Here is a review from the NY Times;
While the cool pose is often misread by teachers, principals and police officers as an attitude of defiance, psychologists who have studied it say it is a way for black youths to maintain a sense of integrity and suppress rage at being blocked from usual routes to esteem and success.











V. Upping the Ante (33:30)
Because masculinity is a construction, it can change over time; and it has become more extreme.
All of these provide evidence of more extreme norms of masculinity:
  • Superheroes - from comic book character to action hero
  • Toys - G.I. Joe from 12" biceps to 26.9" biceps
  • Sports - from boxing to MMA
  • Movies - from Humphrey Bogart to Dirty Harry to Rambo to Terminator
  • Video Games - from Asteroids to Mortal Kombat to Grand Theft Auto
(SKIP 37:00- 37:20) Pornography - from Playboy magazines to SMD and violent videos


VI. Culture in Retreat
Often when the dominant group (white, male, heterosexuals) feel threatened by social change, rather than adapt to the change, they retreat to traditional norms and ratchet up masculinity.

Recent example:  "The wussification of America."

Regeneration through Violence; The Myth of the American Frontier by Richard Slotkin shows, 

"...how the attitudes and traditions that shape American culture evolved from the social and psychological anxieties of European settlers struggling in a strange new world to claim the land and displace the Native Americans. Using the popular literature of the seventeenth, eighteenth, and early nineteenth centuries-including captivity narratives, the Daniel Boone tales, and the writings of Hawthorne, Thoreau, and Melville-Slotkin traces the full development of this myth."









1900s: Women's voting, education, recognition of gay as a sexuality, urbanization 
Reaction: Western dime novels, Boyscouts, (nativism, rise of KKK)
1940s:  suburbs, white collar jobs, female employment
Reaction: Men's magazines (Argosy, Stag), Western Movies,  
 1960s: civil rights, women's movement, anti-war movement, 
Reaction: Southern Strategy, rise of Reagan, 
1980s: Deindustrialization
Reaction: Rush Limbaugh, Alex Jones, Glenn Beck, 
                   and:  Militant Groups:
        • Proud Boys
        • Oath Keepers
        • Three Percenters
        • Boogaloo Boys
        • Patriot Front
        • Militias
 
Great American Hypocrites
by Alex Greenwald

Ever since the cowboy image of Ronald Reagan was sold to Americans, the Republican Party has used the same John Wayne imagery to support its candidates and take elections. We all know how they govern, but the right-wing propaganda machine is very adept at hijacking debate and marketing their candidates as effectively as the Marlboro Man. For example:

Myth: The Republican nominee is an upstanding, regular guy who shares the values of the common man.
Reality: He divorced his first wife in order to marry a young multimillionaire heiress whose family then funded his political career.
Myth: Republicans are strong on defense and will keep us safe.
Reality: They prey on fears, and their endless wars make America far less secure.
Myth: Republicans are the party of fiscal restraint and small, limited government.
Reality: Soaring deficits, unchecked presidential power, and an increasingly invasive surveillance state are par for their course.





VII. All The Wrong Lessons (53:34)
Males learn that the only acceptable emote is through violence as exemplified by Sacha Baron Cohen and:
  • Fight clubs
  • Rape Culture - Steubenville rape case. (Skip? 56:15 - 57:30)
  • Violence against people who are LGBT
  • Violence against people who are homeless
  • Violence against random people like school shootings and other mass shootings.
Violence; Reflections on a National Epidemic, book by James Gilligan.  Drawing on firsthand experience as a prison psychiatrist, his own family history, and literature, Gilligan unveils the motives of men who commit horrifying crimes, men who will not only kill others but destroy themselves rather than suffer a loss of self-respect. With devastating clarity, Gilligan traces the role that shame plays in the etiology of murder and explains why our present penal system only exacerbates it. Brilliantly argued, harrowing in its portraits of the walking dead, Violence should be read by anyone concerned with this national epidemic and its widespread consequences.






Out of all of the civilian firearms in the entire world, half of them are in the U.S.A.  In other words, half of all of the entire world's guns are owned by Americans - more than 300 million guns.  
And although there are enough guns in the U.S.A. for every American to have one, 2/3 of these guns are owned by just 20% of Americans.





The Takeaway (1:07.1):
We live in a culture that connects manhood to guns and a willingness to use violence at the deepest levels of men's identity; Telling young men that violence far from being the last resort for resolving disputes is the first and preferred method of proving you're a man especially when you feel your masculinity is under attack.

Beyond the Tough Guise (108:30)
We need to overcome this "tough guise" because of the harm it creates in our society:
  • Men are most often the victims of violence.
  • Most gun deaths (2/3) are suicides and 80% of these are white males.
  • Violence is a leading cause of death for African American males age 15-30yrs. 
  • Half of all deployed veterans have PTSD
  • More Vietnam Veterans have killed themselves than were killed in action during actual combat.
In her book, Trauma and Recovery, Judith Herman studies the effects of violence and how that traumatic experience shapes those victims:
Trauma destroys the social systems of care, protection, and meaning that support human life. The recovery process requires the reconstruction of these systems. The essential features of psychological trauma are disempowerment and disconnection from others. The recovery process therefore is based upon empowerment of the survivor and restoration of relationships. The recovery process may be conceptualized in three stages: establishing safety, retelling the story of the traumatic event, and reconnecting with others. Treatment of posttraumatic disorders must be appropriate to the survivor's stage of recovery. Caregivers require a strong professional support system to manage the psychological consequences of working with survivors.



Terrence Real's book I Don't Want To Talk About It
Twenty years of experience treating men and their families has convinced psychotherapist Terrence Real that depression is a silent epidemic in men—that men hide their condition from family, friends, and themselves to avoid the stigma of depression’s “un-manliness.” Problems that we think of as typically male—difficulty with intimacy, workaholism, alcoholism, abusive behavior, and rage—are really attempts to escape depression. And these escape attempts only hurt the people men love and pass their condition on to their children.

 





We need to redefine masculinity and demand different depictions of masculinity: 

  • Show the real effects of violence and don't glamorize it: Saving Pvt. Ryan, Hurt locker, The Wire
  • Show males with emotional complexity: Sopranos, Good Will Hunting
  • Realize the cure for violence is NOT more violence
  • Respect males who show bravery without violence: firefighters and first responders
  • Respect males who support equality for women and are not threatened by it
  • Redefine strength as being willing to change not digging into traditional masculinity even stronger.

Wednesday, May 11, 2022

Race Lesson 9: Effects of Racism on Americans Perceived as Black


Racism and Segregation

Look at this analysis (from Patheos 2018) of the racial dot map.  
Segregation in rental market This 2018 research by economists Early, Carrillo, and Olsen finds that discrimination causes black renters to pay substantially more than whites for identical homes in identical neighborhoods; the amount of the exploitation is greater the more white the neighborhood.


2.  Hypothesize at least one way how segregation might contribute to economic, health or educational disparities.


Choose one of the areas below to focus on: Economics, Medicine or Law
Then examine the evidence and answer the question that follows.


Racism and Economics

As we have mentioned earlier in the semester, there are multiple audit studies that show that race is a factor in preventing some Americans from interviewing for potential jobs.

University of Chicago School of Economics and Labor Market
Marianne Bertrand and Sendhil Mullainathan published a study of implicit bias and the labor market in The American Economic Review (2004) called Are Emily and Greg More Employable Than Lakisha and Jamal? A Field Experiment on Labor Market Discrimination?

Labor Market and Felonies
From the NY Times, When a Dissertation Makes a Difference shows not only how unconscious bias can play a role in hiring in a most inequitable way, but also how sociology can make a difference that influences policy.  
As a graduate student at the University of Wisconsin, Devah Pager studied the difficulties of former prisoners trying to find work and, in the process, came up with a disturbing finding: it is easier for a white person with a felony conviction to get a job than for a black person whose record is clean.

Pager's dissertation is called The Mark of a Criminal Record (2003) was an audit study of the Milwaukee area labor market.  She also published in a follow-up study (2010) in the American Sociological Review  which was a more qualitative study using fieldwork.

The Economic Policy Institute (2016) found that the wage gap among different races is growing more as the inequality, in general, grows.  The report lists key findings as well as policy suggestions.


The Guardian analyzes the EPI report here.  Some notable findings include: the wage gap is worse than in 1979, and that college graduation does not mitigate the disparity as black college graduates earn 10% less than their white cohorts. 

Inequality.org published a report on racial inequality showing that the disparity is not just income but also wealth and homeownership.



Racism and Health/Medicine
Social factors play an important and well-documented role in health outcomes.  Race is especially correlated to health outcomes because racial inequalities are so stark and have persisted for so long.  Please examine all of the evidence below that race affects health outcomes.
American Academy of Pediatrics (2019) published this statement about how childrens and teens can be harmed by racism and what doctors and healthcare providers should do to improve health outcomes.
Racism Impacts Your Health, a 2018 article from The Conversation documents a literature review of the myriad ways that racism impacts health outcomes for minorities including: higher systolic blood pressure, increased blood pressure and higher rates of hypertension. 
The American Journal of Epidemiology (2007) found a link between racism and breast cancer summarized by the National Institute of Health
The American Public Health Association study of hypertension/heart disease published a link between racism and heart disease in the American Journal of Public Health (2012) 
This study published in the journal of Ethnicity and Disease shows that African-Americans experience worse health outcomes than African immigrants!  Lower hypertension among 1st gen African immigrants compared to multigenerational Americans who are black shows that the stress of growing up in the United States where racism against Americans who are black has a real effect - it's not simply genetics (although possibly epigenetics). 
This 2010 fact sheet from the Center for American Progress shows disparities in health for all races including who has health coverage, chronic diseases and causes of death for African Americans/Blacks, Hispanics, Hawaiians/Pacific Islanders, Native Americans, Asian Americans.  
A 2016 report on life expectancy from PBS reveals that Americans who are black have a shorter life expectancy from the moment they are born.  The disparity continues throughout life so that African Americans live about 4 years shorter than white Americans on average.

NPR reported (2018) on a Center for Disease Control study published in JAMA Pediatrics of adverse childhood experiences (ACEs) and the effects on health.  Those identifying as black or Latino and those with less than a high school education or an annual income below $15,000 were more likely to have more ACEs. 
 This article reported in the NY Times (2018) shows that Black infants in America are now more than twice as likely to die as white infants — a racial disparity that is actually wider than in 1850, 15 years before the end of slavery!


Racism and Legal System/Punishment



From Stanford University Press, Nicole Gonzalez Van Cleve published a scathing account of Racism in Chicago's Cook County Courthouse.  Van Cleve is a former SHS student who spent ten years researching the Cook County Courthouse, the largest courthouse in the United States.  She is currently a sociology professor at Brown University.



Embedded below is an interview with Dr. Van Cleve on PBS:



Here is a bookreview from the ASA:  

There are three central aspects to Gonzalez Van Cleve’s argument in Crook County: her focus on professionals, her detailing of racial abuses, and her critical analysis of racism and racial injustice as embedded within court culture. Perhaps the most essential is her inverted lens on the court professionals. Rather than focusing on the impacts of an unjust criminal system on the Black and Brown individuals who pass through it, Gonzalez Van Cleve instead highlights the ways these injustices are carried out by the very professionals tasked with upholding and administering fair and just due process. In turning the lens on criminal justice professionals, Gonzalez Van Cleve articulates how systemic racism is managed, perpetuated, practiced, and understood by those “doing” colorblind racism, particularly in how they carry out unchecked racialized court abuses.




From Amazon,
Nicole Gonzalez Van Cleve spent ten years working in and investigating the largest criminal courthouse in the country, Chicago–Cook County, and based on over 1,000 hours of observation, she takes readers inside our so-called halls of justice to witness the types of everyday racial abuses that fester within the courts, often in plain sight. We watch white courtroom professionals classify and deliberate on the fates of mostly black and Latino defendants while racial abuse and due process violations are encouraged and even seen as justified. Judges fall asleep on the bench. Prosecutors hang out like frat boys in the judges' chambers while the fates of defendants hang in the balance. Public defenders make choices about which defendants they will try to ""save"" and which they will sacrifice. Sheriff's officers cruelly mock and abuse defendants' family members. Crook County's powerful and at times devastating narratives reveal startling truths about a legal culture steeped in racial abuse. Defendants find themselves thrust into a pernicious legal world where courtroom actors live and breathe racism while simultaneously committing themselves to a colorblind ideal. Gonzalez Van Cleve urges all citizens to take a closer look at the way we do justice in America and to hold our arbiters of justice accountable to the highest standards of equality.


And here is an essay that Dr. VanCleve tweeted during the unprecedented pandemic of 2020-21:

https://contexts.org/blog/education-under-covid-19/ 

 

2016 Yale University study of discipline disparities in preschool found that implicit bias towards preschool students perceived as black resulted in teachers monitoring their behavior more closely and punishing them more often including in expulsion rates!
Vox shows racism at school from preK-12 in 7 charts (2015).
https://www.vox.com/2015/10/31/9646504/discipline-race-charts

This article from the Sociology of Education (2017) shows that implicit bias results in black girls being punished harsher for subjective offenses.  In other words, when the offense is subjective, school officials are more likely to perceive black girls as being worthy of punishment.  You can read the article and use my annotations to answer questions about it.  Then see the data source from the article below to look up data on your own. 
US Dept of Education just released data on racial disparities in every school and school district in America (from preK-12). Here’s how you use the data to show if/how your school discriminates against black students and other marginalized groups. First, lookup the most recent year of data available for your school and/or school district. Right now that’s data on the 2015-16 school year. Here’s where you go: https://ocrdata.ed.gov/DistrictSchoolSearch#schoolSearchHere's a link to Samual Sinyangwe's tweet about this.Click on the Discipline Report on the right side and you’ll see which groups of students your school is most likely to suspend, expel, and refer to law enforcement. You can also see who’s more likely to be arrested at school using the “school-related arrests” tab.
Harsher treatment toward Americans who are black does not just occur in schools. This 2019 study from the Proceedings of the National Acdemy of Sciences of the United States of America concludes that, "people of color face a higher likelihood of being killed by police than do white men and women, that risk peaks in young adulthood, and that men of color face a nontrivial lifetime risk of being killed by police." African American men and women ... face higher lifetime risk of being killed by police than do their white peers... Risk is highest for black men, who (at current levels of risk) face about a 1 in 1,000 chance of being killed by police over the life course. The average lifetime odds of being killed by police are about 1 in 2,000 for men and about 1 in 33,000 for women. Risk peaks between the ages of 20 y and 35 y for all groups. For young men of color, police use of force is among the leading causes of death.
Victims were majority white (52%) but disproportionately black (32%) with a fatality rate 2.8 times higher among blacks than whites. Most victims were reported to be armed (83%); however, black victims were more likely to be unarmed (14.8%) than white (9.4%) or Hispanic (5.8%) victims. 
So, yes according to this study from 2009-2012, more whites have been killed, but a DISPROPORTIONATE number of blacks have been killed and that disproportionate number was much LESS likely to be armed. 

In 2018, based on data from the FBI’s Uniform Crime Reporting (UCR) Program, black people were overrepresented among persons arrested for nonfatal violent crimes (33%) and for serious nonfatal violent crimes (36%) relative to their representation in the U.S. population (13%) (table 1).  White people were underrepresented.
This 2021 Washington Post study has detailed every police shooting since 2015.
 
Black Americans are killed at a much higher rate than White Americans

Although half of the people shot and killed by police are White, Black Americans are shot at a disproportionate rate. They account for less than 13 percent of the U.S. population, but are killed by police at more than twice the rate of White Americans. Hispanic Americans are also killed by police at a disproportionate rate.
Screen Shot 2021-04-20 at 8.47.18 AM.png

Although this is a more anecdotal bit of evidence, I saw this video from Youtube (Watch from 2:30-6:15 and 12:50-18:50) and thought what an amazing contrast to the videos of police stopping Philando Castille, Sandra Bland, Terence Crutcher, Levar Jones and the stopping of black men by police.
This 2019 Marshall project study details sentencing disparities in the criminal justice system (2019).  Not only are Americans who are black more likely to get stopped by police, they are also more likely to get a harsher punishment than the whites who are convicted of the same crimes.
The Equal Justice Initiative founded by Bryan Stevenson reports on sentencing disparities (2017) as well. 
 Vox reports (2017) on University of Michigan Law School report on sentencing disparities published by the United States Sentencing Commission.  Among the key findings is that, "Black male offenders continued to receive longer sentences than similarly situated White male offenders."
 For more on policing and racism, see:
Whose Lives Matter? (A History of Black Lives Matter Movement)
A Knee into the Gut of America (Colin Kaepernick)
 
3. What was some quantitative evidence that racism affects Americans who are identified as black?

4. What was some qualitative evidence that racism affects Ameriocans who are idewntified as black?

5.  Comment on some of the evidence above in the disparities of how Americans are punished based on race.  What was compelling/surprising?




6.  Any questions about the effects of racism on Americans who are black?