ETST 001 Is America a “color blind” society paper

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ETST 001 Introduction to the Study of Race and Ethnicity

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attached bellow is the prompt paper, with very important instructions (make sure to read). also attached is the list of articles that can be used (this is supposed to be an in class essay so please try to paraphrase rather than use exact quotes since I won't be allowed a cheat sheet into the essay. also attached are pictures from the last essay I had in the class, please read the notes written on it and make sure you do not have such errors in the essay. there is no limit on how long it needs to be but you need to use a good number of different articles (6 or so) the last essay had 4 and they wanted more, so 6 or more please. the more evidence the better and please make sure the essay is cohesive and everything is explained well and in full. also please make sure the thesis is bold and obvious to spot since that was a huge problem last time.

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Is America a “color blind” society in which all of its citizens can fully participate with equal opportunity, or is it marred by individual, institutional, and systemic racial discrimination?

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ETST 001: Introduction to the Study of Race and Ethnicity. W inter 2019. Final Examination Study Guide The final exam is an in-class essay assignment during which you will write a response to the question below. The final blue book exam will be held on Friday, March 22, from 8:00 a.m.-11:00 a.m., in UNLH 1000. No index cards, notes, or readings are allowed. All essays must be written in a large blue book. Do not write anything on or in your blue book prior to the exam. Question: • Is America a “color blind” society in which all of its citizens can fully participate with equal opportunity, or is it marred by individual, institutional, and systemic racial discrimination? Answer the above question by constructing a clear thesis. The thesis equals your main claim or assertion, along with supporting claims that make the overall argument compelling. To substantiate your argument and defend your position, you must engage with a wide range of the required readings from weeks 6-10. Specifically, you must balance your analysis and your voice with a mix of interwoven key quotes and paraphrasing. Refer to authors’ names in the body of the essay text (within sentences or in parentheses after sentences). There is no “correct” answer to the question, thus whether your position is politically left or right of center, or whether, for example, you argue for improvement and progress over time, continued racial discrimination, an increased importance of class over race, or varying participation, you must compose a persuasive essay by supporting your argument with the evidence presented in the class materials. In this regard, you do not have to agree with the required authors, but you must engage with their theoretical concepts and analytical conclusions. You may counter or dispute the authors’ claims to make an original point, advance your argument, and support your point of view. You may also quote the lectures and films, but do not use any outside sources. There is no minimum or maximum quota for how many required course readings you must incorporate; however, the best essays engage with a wide range of respective readings, placing the authors in dialogue. Similarly, address each component of the question. Do not rehash your midterm essay, although you can expand on ideas from the earlier readings in addition to, but not in lieu of, the second half readings, by delving deeper into the course theories. There is no required or expected essay length. It may be helpful to consider: the influence of racial ideologies, from the turn of the twentieth century through the early twenty-first century; inclusion, exclusion, and social, educational, and residential segregation; ethnicity and assimilation; white identity and cultural pluralism; race and politics; the post-Civil Rights period; multiculturalism. Institutional means institutions, like educational, governmental, or military institutions, while systemic means systems, like the legal, criminal justice, economic, or political system. Regarding the relationship between institutional and systemic, consider how slavery, as an institution, supported a particular system, the plantation economy; how the Bureau of Indian Affairs, as an institution, supports the reservation system; and how the Federal Housing Administration, as an institution, supports the private real estate market. *Use the second page of this study guide as a general guideline. ETST 001 Bluebook Essay Rubric CORE/RESPONSE Essay shows sustained engagement with the topic and consistent response to the assignment; Completely answers the question. THESIS Thesis is sound (i.e.; based on reasoning, accurate, thorough, substantial, forceful, strong, solidly constructed). Thesis is logical, focused, and specific (avoids generalizations). Argument (claim) is clearly explained. ORGANIZATION Essay is thoughtfully organized and structured. There is an introduction, body, and conclusion. Introductory paragraph sets the context for the essay topic. There are topic and transition sentences. Essay organization represents a clear strategy for persuasion. Essay does not digress from central point—all material is relevant to supporting thesis. DEVELOPMENT Arguments are lucid and consistently supported with evidence (text citations); Position is defended well. The central idea is developed through wisely chosen, appropriate, concrete details, persuasive points, insightful examples. Quotes deepen the essay discussion, and are set-up/introduced and incorporated seamlessly. The reader can follow the construction of argument. Argumentation guides the reader and propels the narrative forward. Paragraphs are organized, unified, and coherent—they each have a controlling idea to help further the thesis. Paragraphs flow smoothly together with effective transitions, and the essay presents a cohesive perspective. Each part of the essay builds upon the next to illuminate logical connections, implications, and relationships. Concluding paragraph is satisfying and convincing—brings all of the essay content together and “clinches” the argument. Tight, powerful conclusion ties together related strands developed in the body of the essay. CONTENT/ MASTERY OF IDEAS Demonstrates proficiency in understanding by applying key concepts and relevant class material. Displays theoretical depth by unpacking complex ideas. Demonstrates the link between evidence and argument (explains the significance of evidence to claims and/or thesis). Essay contains more analysis than description and summary (shows rather than merely tells). Essay demonstrates excellent secondary research skills: comparison, contrast, and synthesis. Dayments. rld DNO30319CWFC obby Rooms Mirror Doors 2019 O All Rights Reserved. Closet World, inc. eus the To M303WM3 Week Six: •James A. Tyner, “The Geopolitics of Eugenics and the Exclusion of Philippine Immigrants from the United States” •David Roediger, “Whiteness and Ethnicity in the History of 'White Ethnics' in the United States” •George Martinez, “Mexican Americans and Whiteness” 2 Week Seven: •Robin D.G. Kelley, “The Riddle of the Zoot: Malcolm Little and Black Cultural Politics During World War II” •Anthony Macías, “Bringing Music to the People: Race, Urban Culture, and Municipal Politics in Postwar Los Angeles” Week Eight: •Martha Menchaca and Richard R. Valencia, “Anglo-Saxon Ideologies in the 1920s-1930s: The Impact on the Segregation of Mexican Students in California” •Thomas J. Sugrue, “Crabgrass-Roots Politics: Race, Rights, and the Reaction against Liberalism in the Urban North, 1940-1964”. Week Nine: •Malcom X, “The Ballot or the Bullet” •Ian Haney López, “The Chicano Movement and East L.A. Thirteen •Arthur M. Schlesinger, Jr., “E Pluribus Unum?” 9 Week Ten: •Ramón Gutierrez, "Ethnic Studies: Its Evolution in American Colleges and Universities” • Lawrence Auster, "America: Multiethnic, Not Multicultural” •Michael K. Brown, et. al., “Conclusion: Facing up to Race” •Interview with Nancy Ditomaso. and to es again, how does is thish relate to thesis ? counterparts. Morgan points this fact out when he talks about the option of joining Christianity for some slaves which allowed them to gain some minimal rights but not baptism conclusively , it seems that the American Paradox continues even today where bigoley exists alongside the much publicized diversity Equality B preached in every gathering racism discouraged, yet snippets of racial prejudice manage into creep our movies y so that the black man is always wielding appears comfortable living in dilapidated houses with and gun no or job of education, current efforts of approaching racism aim to treat the effects rather than the root causes Maybe this paradox would be eliminated through accepting that race is a construct of complex political and social dimensionso Herangka tenstein illusion of something the Axed and XXXXXXXXXXXXXXXXXXXXXXXXX dimensions would be hard to eliminat, but the understanding of the creation of those dimensions will ease the क dimination of the d suse such American Paradox, how does &relate to thesis? f Omi hypo=descent brain... whites had the largest brain of all," this kind of thinking was still perpetuated in the 20th century through IQ tests meant to show this, and it has managed to permeate into today's thinking, Intermarriages still cause discomfort and are frowned upon, criminal behaivor associated with oners Facial heritage, and inequality that leads to non-whited races experiencing higher poverty rates and Winanta describe how this situation is prevalent in the us so that non-whites, meaning not pure, attempt to pass as whites hoping "... to skirt the discriminatory arriers imposed by law and custom," As Omi and Winant note, the overall distinctions between races in the 18th century was black and white where a logie implies that one became non-white if they have a certain negro blood in them, this description seans to be implied still only that it has acquired a political dimension so holizm, in this case, is congruent to Morgan's assertion that the seperation of roles is achieved through introducing racismo e More over, the non- whites are also ascribed characterstics such as being lazy and thus deserving of punishment to work harder, and they are if Iccholics Whe drink too much in turned of I poverty. This page been the mentality back then about the non-whites, but it still defines the current attitude towards non-whites, and this leads to stereotypes that affect their ability to get standards as their white better their living percentage of be de saus hat black refers to all non-whited people. whichean Fm being less capable Working hard to t employment and American Paradox 28/30 as. Not have y savage and heathen was a on more whats Your essay a clear thesis. you need to Support your clains evidence and explanation. This essay Needs to be cohesive. you need to citie evidence to make it compelling There is no doubt that America has along history of racial in equality and it's roots date as far back as the discovery and colonization of the New World when early Europeans, who encountered the people, created new demarcations to distinguish themselves from themselves The terms African or American Indian did not exist most o are consciously aware of them now, but they became 'races' different from their white counterparts. In order to establish a workable basis of difference , religion seperated the chritian whites from the and heather races, and observations of culture , appearance and langunge at there would still be no admittance that race connotation of how one looked like the physical plane. In fact, the cry for equality was introduced from the same quarters that racism and slavery were perpetuate as some form of redemptive action, these thoughts inform Edmund Morgan's insightful took at cocial inequality in his work, "stavery and freedom: the American Paradox" where he examines the coexistence at racism and equality and how each promotes the other. The United States has only managed to deepen the con tradictory relationship that defines the American Paradox but got better at disquising it along the way. disguising attempts occur is through th Uslive portrayal of the concept as a mash of mortality, intellectual capacity, and physical attributes and supported further by the employment of scients to support the notion I the nateral hieran established by race? refers to the famous cranial experim that Dr. Samuel Morton conducted showing that, " Negro had the smalle your theses his d to cite More I don't 4 Gee One One Way voice
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color blind america
by HAL Lab

Submission date: 17-Mar-2019 08:09PM (UT C-0400)
Submission ID: 1094892586
File name: Color_blind_America.edited.docx (15.59K)
Word count: 692
Character count: 4320

color blind america
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Running head: IS AMERICA A COLOR BLIND SOCIETY?

Is America a Color-Blind Society?
Student Name
Institution Name

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IS AMERICA A COLOR BLIND SOCIETY?

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Is America a Color-Blind Society?
America made history in 2009 by electing the first ever black president - President
Barrack Obama. The act was immediately declared an indication that America had finally
transcended race and racial discrimination. It had become a color-blind nation. The color
blindness ideology states that people should be treated equally despite the color of their skin. A
color-blind society does not discriminate based on ethnicity, nationality, race or color (Morrison
et al., 2010). However, the current American society lacks color blindness principles and
considers people from other race, nations and of different skin colors as inferior, which has
escalated cultural differences in performances, actions, and participation by minority groups in
America (Cassano & Buono, 2009). America should strive to achieve an indeed color-blind
society that discerns individual, systemic, and institutional discrimination to promote equal
opportunities.
Since the slavery period, racial discrimination has been an integral part of the United
States. Racial discrimination got publicly expressed even after it got legally abolished during the
segregation era where white and black people could not share restaurants, public transport, and
schools among other social amenities. Being a multiethnic and multicultural socie...


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