White Privilege Pros And Cons
Security stopped two Latinas and a baby at a grocery store after another shopper accused the dark-skinned women of kidnapping the fair-skinned, blue-eyed, blonde baby accompanying them. The guards finally released the women when the fair-skinned, blue-eyed, blonde father of the baby rushed over and refuted the accusation. But, surveillance of the innocent women continued. My mother (who is from El Salvador) and my nanny (who is from Belize) were the two women and I was the baby. They would not have experienced public incrimination and shame, were they fair-skinned. Similar stories illustrating white privilege are unfortunately familiar to many others. McIntosh’s article substantiates white privilege’s ubiquitous presence. White people do not
…show more content…
Unjust punishments and actions guided by biases toward black individuals are inexcusable in any setting, including schools. Exhaustive training for recognizing and eliminating racial biases should be required for educators. White privilege prevails when white students are not punished for their behavior and black students are. Insufficient punishment teaches white students that their misbehavior is acceptable and undeserving of consequences. Moreover, Gutiérrez and Rogoff explained the consequences of using the trait approach at schools. The trait approach bolsters white privilege; schools automatically accommodate white students’ various learning styles, but fail to do so for students of other ethnicities. For example, countless people associate a single learning style with Asian students, disregarding their distinction. Educators do not group white students or overgeneralize their learning styles. Society grants white students the privilege of remaining individuals and receiving a quality education tailored to their needs. Students of other ethnicities are not privileged. Each ethnicity may exhibit minor regularities, but schools and society need to consider individuals’ cultural interactions, experiences, abilities, and differences. In agreeance with the authors, the focus should be on the individual and not the
Unjust punishments and actions guided by biases toward black individuals are inexcusable in any setting, including schools. Exhaustive training for recognizing and eliminating racial biases should be required for educators. White privilege prevails when white students are not punished for their behavior and black students are. Insufficient punishment teaches white students that their misbehavior is acceptable and undeserving of consequences. Moreover, Gutiérrez and Rogoff explained the consequences of using the trait approach at schools. The trait approach bolsters white privilege; schools automatically accommodate white students’ various learning styles, but fail to do so for students of other ethnicities. For example, countless people associate a single learning style with Asian students, disregarding their distinction. Educators do not group white students or overgeneralize their learning styles. Society grants white students the privilege of remaining individuals and receiving a quality education tailored to their needs. Students of other ethnicities are not privileged. Each ethnicity may exhibit minor regularities, but schools and society need to consider individuals’ cultural interactions, experiences, abilities, and differences. In agreeance with the authors, the focus should be on the individual and not the