Watch The Video White People 41 Minutes Long

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Watch the video “White People” (41 minutes long) and write a four-page, double-spaced paper in 12-point font with 1-inch margins. Your paper should include your personal reactions to the video, specifically addressing the following topics: living in a segregated society, the power of words, the Lakota Indian reservation, perceptions of reverse discrimination, the concept of color blindness, a white privilege workshop, the experiences of Brooklyn’s new immigrants, and perspectives on America's diverse future. The paper should be written in your own words, integrating your thoughts, feelings, and insights. Avoid summaries; instead, analyze how the video impacted your understanding of race, privilege, and societal dynamics. Use credible sources to support your points and cite them appropriately. Your essay should have a clear introduction, body paragraphs addressing each topic, and a conclusion reflecting on what you have learned and how this knowledge influences your perspective and actions regarding race and diversity.

Paper For Above instruction

The exploration of racial dynamics and societal privilege presented in the documentary “White People” offers profound insights into the continued presence of racial segregation, implicit biases, and systemic inequalities in the United States. Watching the video prompted deep reflection on how race shapes individuals' experiences, perceptions, and opportunities. This essay discusses several core themes introduced in the film, analyzing their significance and relating them to broader societal issues.

Living in a segregated society repeatedly emerged as a central theme in the film. The opening scenes feature young white individuals describing whiteness as a “norm” and “how it’s always been,” illustrating a subconscious acknowledgment of societal norms that favor white experiences. This framing indicates that many white Americans perceive segregation—not just as a historical relic but as an unchallenged status quo—leading to communities that are racially homogeneous. Personally, I believe that living predominantly among one’s racial group can limit understanding and empathy, though some may feel comfortable or prefer such environments. Living as a minority would undoubtedly present challenges, but it could also foster more meaningful cross-cultural interactions and personal growth. Comfort with diversity is subjective and depends partly on exposure and openness.

The power of words section illuminated how language reflects societal attitudes. The story of a gay white man attending a historically black college and counting white peers upon entering a room exemplifies how even subtle behaviors like counting “like you” allow for racial self-awareness. I have experienced similar moments when entering unfamiliar social settings, often feeling an initial need to identify my group. For example, in college, I noticed myself scanning for familiar faces or racial groups, which can reinforce division rather than break it down. If I were a person of color, I wonder whether I would still engage in these behaviors; perhaps, cultural context around race influences us all. Additionally, Brittannee’s reaction to the term “ghetto” underscored how language conveys stereotypes. To me, “ghetto” historically denotes economically disadvantaged black neighborhoods and carries negative connotations, often used in a prejudiced or dismissive manner. I have used the term casually and now understand its problematic implications, as it dehumanizes and marginalizes communities. Brittannee’s reaction reflects a recognition of this harm and the importance of language as a tool for either perpetuating or challenging stereotypes.

On the Lakota reservation, the teacher’s comment that white skin signifies something “bigger,” possibly privilege or societal power, reveals how race continues to serve as a marker of identity and social positioning. The Lakota word “Wasichu,” meaning “greedy,” also signifies “white person,” highlighting historical stereotypes that portray white settlers as selfish and exploitative. While these stereotypes may have some basis in historical injustices, they also unfairly categorize all individuals of a race. The teacher’s acknowledgment that skin color carries meaning underscores the persistence of racial stereotypes. White Americans often benefit from systemic advantages, knowingly or unknowingly, as evidenced by disparities in education, employment, and wealth. Katy’s comment about being denied scholarships due to her race exemplifies how race influences educational opportunities, sometimes fueling perceptions of reverse discrimination. However, statistical data consistently shows that systemic barriers predominantly disadvantage communities of color, and claims of reverse discrimination often overlook the broader historical and societal context that perpetuates inequality.

The concept of color blindness, frequently espoused by younger generations, was critically examined in the film. Many students claim they “do not see color,” believing this fosters equality. Yet, the film argues that such statements dismiss the realities of racial discrimination, which are often rooted in racial identity. Ignoring race can inadvertently perpetuate inequalities because it ignores the unique challenges faced by minority groups. For example, research indicates that acknowledging racial differences is a necessary step toward addressing disparities in health care, education, and employment. True equality involves recognizing and valuing diversity rather than pretending race does not exist. The discussion about a white privilege workshop demonstrated how awareness of societal advantages can be enlightening, especially when discussing systemic oppression with family members. The young man’s conversation with his parents about white privilege highlights the importance of open dialogue and self-reflection, which can promote understanding and allyship.

Brooklyn’s immigrant story further emphasized the significance of language and cultural understanding. The Italian family’s concern about Asian Americans moving into their neighborhood reveals fears rooted in unfamiliarity and perceived competition. The language barriers faced by immigrants hinder communication, often leading to misunderstandings and suspicion. The mother’s use of “us” and “them” terminology illustrates how in-group/out-group distinctions can perpetuate division. However, by the end of their discussion, there appeared to be a shift toward empathy and acknowledgment of shared humanity. This highlights the necessity of dialogue and exposure for reducing prejudice. As the population becomes more diverse, understanding and mutual respect will be crucial for social cohesion.

The future outlook presented in the film warns that by 2050, the U.S. will see a majority-minority population, with white Americans becoming a racial minority. Preparing for this shift involves education, cultural competency, and fostering inclusivity. Personally, I plan to proactively seek out diverse perspectives, participate in cultural exchange programs, and advocate for equitable policies. At Robert Morris University, I believe fostering a welcoming environment requires ongoing diversity training, open forums for dialogue, and inclusive policies. Continuing conversations initiated by the film can deepen awareness, challenge biases, and promote solidarity among students and faculty. Embracing diversity as an asset rather than a threat will be essential for building a more equitable society.

References

• DiAngelo, R. (2018). White Fragility: Why It’s So Hard for White People to Talk About Racism. Beacon Press.
• Kendi, I. X. (2019). How to Be an Antiracist. One World.
• Ladson-Billings, G. (1998). Just what is critical race theory and what’s it doing in a nice field like education? International Journal of Qualitative Studies in Education, 11(1), 7-24.
• McIntosh, P. (1989). White Privilege and Male Privilege: A Personal Account of Coming to See Correspondences through Work in Women’s Studies. Wellesley College Center for Research on Women.
• Pollock, M. (2004). Colormute: Race Talk dilemmas in an American school. Princeton University Press.
• Sue, D. W., et al. (2007). Racial Microaggressions in Everyday Life: Implications for Clinical Practice. American Psychologist, 62(4), 271–286.
• Zinn, H. (2003). A People's History of the United States. HarperCollins.
• Tatum, B. D. (1997). Why Are All the Black Kids Sitting Together in the Cafeteria? Basic Books.
• Bonilla-Silva, E. (2014). Racism without Racists: Color-Blind Racism and the Persistence of Racial Inequality in America. Rowman & Littlefield.
• Ferguson, R. (2010). Crossing Over to Canaan: The Journey of New Immigrants and Refugees. NYU Press.