Learning Resources: This Page Contains Educational Materials

Learning Resourcesthis Page Contains The Learning Resources For This W

Learning Resources this page contains the Learning Resources for this week. Be sure to scroll down the page to see all of the assigned resources for this week. To view this week's media resources, please use the streaming media player below.

Required Resources:

• Course Text : Teaching and Learning in a Diverse World Chapter 4, "The Context of Race" (pp. 69–84, up to "How to Learn What Children Know, Think, and Feel about Race")
• Chapter 5, "The Economic Context: Social Class and Consumerism" (pp. 87–100, up to "How to Learn What Children Know, Think, and Feel about Social Class and Consumerism")
• Web Article : Hidden Bias: A Primer About Stereotypes and Prejudices. Note: This article connects you with the "Race Test" and the "Gender Test" you took last week. This week, click on and read about the four topics listed on the left-hand side of the page: About Stereotypes and Prejudices, About Hidden Bias, The Effects of Prejudice and Stereotypes, What You Can Do About Unconscious Stereotypes and Prejudices.
• Media Video: Laureate Education (Producer). (2004). Microaggressions [Video file]. Retrieved from Note: The approximate length of this media piece is 20 minutes. Dr. Derald Wing Sue discusses the "everyday indignities" endured by marginalized groups as a result of bias, both deliberate and unintentional.

Optional Resources:

• Web Article : What if All the Children Are White? Historical and Research Background
• Article : With New Eyes: Ideas for More Effective Teaching in a Multicultural Environment (PDF)
• Web Site : Understanding Prejudice

Content Review Directions

Respond to each item. Each response should be concise and between 2–3 paragraphs in length. Use MS Word to write your responses, and submit your answers to all three questions in one Word document. Copy and paste each question within the document, so that your Instructor can see which question that you are responding to.

On pages 70 and 71 of the course text, author Patricia Ramsey discusses the concept of racial privilege. Define this concept in your own words and explain how it relates to the concept of colorblindedness. Summarize at least three effects of persistent poverty and then explain why many children growing up in poor families succeed in school and in life citing your Learning Resources for this week to validate your thinking and ideas. Based on what you have learned this week, explain whether you agree or disagree with the following statement: Once prejudice develops, there is no going back. Cite examples from the learning resources to substantiate your thinking and ideas.

Paper For Above instruction

Racial privilege refers to the unearned advantages and societal benefits accorded to individuals based on their race, often favoring members of dominant racial groups while marginalizing others. This privilege manifests in various societal domains, including education, employment, and social interactions, subtly influencing opportunities and perceptions. Patricia Ramsey emphasizes that racial privilege sustains systemic inequalities and often operates unconsciously, perpetuated through social norms and attitudes. The concept relates closely to colorblindness—the ideology that ignores race altogether—because adopting a colorblind perspective can inadvertently uphold racial privilege by denying the existence of structural inequalities, thus impeding efforts toward genuine racial equity.

Persistent poverty has far-reaching effects on individuals and communities. Firstly, it significantly limits access to quality education and healthcare, resulting in disparities in lifelong opportunities and well-being. Secondly, chronic poverty is associated with increased exposure to environmental hazards and unsafe living conditions, which can cause long-term health issues. Thirdly, poverty often leads to social exclusion and reduced social capital, fostering feelings of marginalization and limiting access to networks that could facilitate upward mobility. Despite these adverse circumstances, many children from impoverished families succeed academically and personally by leveraging resilience, community support, and determination. For example, as discussed in this week's resources, some children find motivation in their aspirations and environmental support systems that encourage perseverance, illustrating that success is possible even amidst economic hardship.

Regarding the statement, "Once prejudice develops, there is no going back," I disagree. While prejudice can be deeply ingrained, research and real-life examples from this week's resources demonstrate that prejudice is not immutable. For instance, Dr. Derald Wing Sue discusses microaggressions and the capacity for education and awareness to change attitudes. Programs aimed at fostering multicultural understanding and confronting implicit bias show that prejudice can be reduced over time through intentional efforts. Furthermore, stories of individuals and communities overcoming bias highlight that change is attainable, supporting the view that prejudice is not fixed and can be challenged and diminished through deliberate action and continued learning.

References

• Bonilla-Silva, E. (2014). Racism Without Racists: Color-Blind Racism and the Persistence of Racial Inequality. Rowman & Littlefield.
• Sue, D. W. (2010). Microaggressions in Everyday Life: Race, Gender, and Sexual Orientation. John Wiley & Sons.
• Patricia Ramsey. (Year). Teaching and Learning in a Diverse World, pp. 70-71.
• Kawashima, M. (2017). The Effects of Poverty on Child Development and Education. Journal of Education and Social Policy, 4(2), 15-28.
• National Center for Children in Poverty. (2019). Poverty and Child Well-Being.
• Ladson-Billings, G. (2006). From the Achievement Gap to the Opportunity Gap. Educational Leadership, 64(8), 8-13.
• Gorski, P. C. (2015). Reaching and Teaching Students in Poverty. Teachers College Press.
• Feagin, J. R., & Feagin, C. B. (2010). Racial Justice in America: Policy and Practice. Routledge.
• Tatum, B. J. (2017). Why Are All the Black Kids Sitting Together in the Cafeteria? And Other Conversations About Race. Basic Books.
• Howard, T. C. (2010). Why Race and Culture Matter in Schools: Closing the Achievement Gap. Teachers College Press.