Please Answer The Following Questions In Complete Sen 205824

Please Answer The Following Questions In Complete Sentences

Please answer the following questions in complete sentences. CHAPTER 7 What was done in boarding schools to Indian students to Anglicize them? Who was John Collier? Who was Booker T. Washington? What two things did Booker T. Washington concede in his Atlanta Compromise speech? Name three things to describe W.E.B. Du Bois. What did Mendez v. Westminster involve? What was the outcome? What are the features of Eurocentric education? According to Figure 7.1, approximately what percent of African Americans were in white southern schools in 1990? In general, why don’t white students speak up in classes on race and racism? What is cultural capital? How do students benefit from it? What is stereotype threat? How does it work? Which Asian American group has the highest income? The lowest? (Table 7.1) What is the primary reason a white or Asian qualified applicant will be rejected from a top university? CHAPTER 8 What is minstrelsy? Why can’t art be colonized? Which doll are African American students more likely to choose, a white or black one? How do you explain this? What is blepharoplasty? Whom is it most likely to be performed on? What is Norman Rockwell best known for? Why was there so much outrage over the casting of Rue and Thresh in The Hunger Games? What is “Sexy Little Geisha”? Which company promoted this? Who is the creator of Achmed the Dead Terrorist? Why is he considered racist? What do the films To Kill a Mockingbird, Black Hawk Down, Three Kings, The Matrix, and Avatar all have in common? Describe the work of MacArthur Genius Award winner Kara Walker. What is a corrido? Why is it considered antiracist? What is cultural appropriation? How does the kaffiyeh become culturally appropriated?

Paper For Above instruction

The questions span significant themes across historical and cultural topics, primarily focusing on racial and ethnic issues, artistic representation, and social justice. This paper aims to address these inquiries systematically, providing comprehensive responses based on scholarly understanding and historical evidence.

Introduction

Educational policies, cultural representations, and legal cases have profoundly influenced racial and ethnocultural dynamics in the United States and beyond. Understanding the historical context of boarding schools for Native Americans, racial stereotypes in media, and landmark legal decisions illuminates ongoing struggles for equity and social justice. Additionally, examining cultural artifacts such as minstrelsy, dolls, and art reveals how societal values are reflected and challenged. This essay responds to the specific questions about these themes, exploring how history, law, and culture intersect.

Boarding Schools and the Anglicization of Indian Students

In boarding schools for Native American students, policies aimed to assimilate and Anglicize Indigenous identities. These schools demanded the abandonment of Native languages, cultural practices, and spiritual beliefs, replacing them with Western values and Christianity. Students were often forced to cut their hair, dress in European-style clothing, and adopt Western customs, effectively erasing Indigenous cultural identities to assimilate them into mainstream American society.

John Collier was a prominent advocate for Native American rights and served as the Commissioner of Indian Affairs under President Franklin D. Roosevelt. He championed policies that emphasized preserving Native cultures and promoting self-determination rather than forced assimilation. Booker T. Washington was an influential African American leader, educator, and founder of the Tuskegee Institute, known for advocating vocational education and racial uplift through practical skills.

Booker T. Washington’s Atlanta Compromise and W.E.B. Du Bois

In his Atlanta Compromise speech, Booker T. Washington conceded that African Americans would accept segregation and disenfranchisement temporarily, advocating that they focus on vocational training and economic self-sufficiency until they could achieve racial equality gradually. W.E.B. Du Bois, in contrast, emphasized immediate civil rights, higher education, and political activism. He was known for his intellect, leadership in the Niagara Movement, and founding of the NAACP, advocating for the "Talented Tenth" to lead the uplift of African Americans.

Mendez v. Westminster and Eurocentric Education

Mendez v. Westminster involved a landmark 1947 Supreme Court case that challenged racial segregation in California schools, leading to the desegregation of Mexican American students and ending legally sanctioned segregation practices. The ruling established that segregation based on ethnicity was unconstitutional. Eurocentric education features emphasize Western history, perspectives, and values, often marginalizing non-Western cultural contributions. According to Figure 7.1, approximately 30% of African Americans were in white southern schools in 1990, indicating ongoing segregation issues.

Generally, white students tend not to speak up about race and racism due to social pressures, fear of social exclusion, or lack of awareness, which perpetuates silence and maintains status quo biases.

Cultural capital, as described by sociologist Pierre Bourdieu, includes knowledge, skills, education, and other advantages that give individuals social mobility. Students benefit from cultural capital by gaining access to resources, higher educational attainment, and social networks that facilitate success. Stereotype threat occurs when individuals fear confirming negative stereotypes about their group, which can impair performance and perpetuate disparities. It operates through anxiety and self-doubt, reducing motivation and achievement.

Among Asian Americans, the highest income group is typically East Asians, such as Chinese and Japanese Americans, while Southeast Asians, such as Cambodian and Laotian Americans, tend to have lower incomes, as shown in Table 7.1. The primary reason a qualified white or Asian applicant may be rejected from top universities is due to limited available spots, affirmative action policies, or racial preferences aimed at increasing diversity.

Minnestrelly, Art, and Cultural Representation

Minstrelsy was a form of entertainment originating in the 19th century featuring caricatured portrayals of Black people, often through exaggerated dialects, costumes, and performances that reinforced stereotypes. Art cannot be colonized in the sense that cultural expression is inherently resistant to domination; it can serve as a form of resistance or cultural pride.

African American students are more likely to choose a black doll over a white doll when asked about racial identity or attractiveness, reflecting internalized self-hate or societal influences that devalue Black features and beauty standards. Blepharoplasty is a surgical procedure to reshape or enhance the eyelids, often performed on individuals seeking to alter their appearance to conform to beauty standards or for medical reasons, primarily on those with eyelid deformities or aesthetic preferences.

Norman Rockwell is best known for his nostalgic and idealized illustrations capturing American life, often featuring moral messages or Americana themes. Outrage over the casting of Rue and Thresh in The Hunger Games arose from accusations of racial insensitivity or miscasting, prompting discussions about racial representation in media.

“Sexy Little Geisha” was promoted by a company that commercialized Asian stereotypes, fostering cultural appropriation. The creator of Achmed the Dead Terrorist is comedian and ventriloquist Jeff Dunham. He has been criticized for racist stereotyping and insensitivity due to the character’s portrayal that perpetuates negative stereotypes of Middle Eastern people.

Films like To Kill a Mockingbird, Black Hawk Down, Three Kings, The Matrix, and Avatar share themes of race, conflict, and societal critique, often addressing issues of justice, war, cultural clash, and resistance. Kara Walker, a MacArthur Genius Award winner, is renowned for her provocative silhouettes that critique race, gender, and history, particularly depicting slavery and racial violence.

A corrido is a traditional Mexican ballad that narrates stories of heroes, struggles, or social issues. It is considered antiracist because it often highlights marginalized voices and social injustices, serving as a form of advocacy. Cultural appropriation occurs when elements of a marginalized culture are adopted without understanding or respecting their significance. The kaffiyeh, a Middle Eastern headscarf, becomes culturally appropriated when worn as fashion without acknowledgment of its cultural meaning or political significance, often stripping it of its original context and significance.

Conclusion

These discussions illustrate the intricate ways in which history, art, law, and cultural practices shape societal perceptions and inequalities. Recognizing these dynamics is critical to fostering awareness, cultural sensitivity, and social justice in contemporary society.

References

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