No, I'm asking you to show me some data that supports your point of view. I mean why did you bother to start the thread if you are going to pull the old "well you won't believe me anyway" card. I mean what gives? If you are going to start a thread, be prepared to defend it. Don't duck and run. I want you to cite an example that shows this "epidemic" that you seem to believe exists in this country. There must be thousands of examples then, simply want one.
He never has any solid data. Doesn't matter if topic is racial, education, etc. He shoots from the hip every time.
Tell you what. Why don't you revisit this thread you began, then tell me again about this meaningful dialog you want to have? As for examples, there are dozens if not hundreds of examples in the posts I've made. If that's not enough for you, too bad (my providing "one" would not likely provide you with your epiphany). It's your choice to grow or remain ignorant. Clearly you lean toward the latter.
But it's too bad blatant ignorance is not(a thing of the past), ey Capn'? I am curious though as to the exact date it ended... It should also be of note: "white privilege" is just what the left call it, but it goes by another name, probably more familiar to some of you on the right. For example, in the military ranks, it's referred to as "the good ol' boy system". Some of you will know this for a fact. Others who have served in the military, but have no idea what that means, well...that just means you're not part of the "good ol boy" club, and so there was no need for the others to have informed you
Dr. Terrell Strayhorn, a brilliant, Black Ohio State University professor, recently opened the Educational Testing Service and Children’s Defense Fund co-sponsored symposium on Advancing Success for Black Men in College by sharing a question his 14-year-old son asked him: Why did he get in trouble for speaking out of turn when he jumped in to answer his teacher’s question, but when his White friend did the same thing she was praised for being excited about learning? Dr. Strayhorn noted that many parents and grandparents and educators and policy experts are concerned about the same question: “There are lots of Black and Brown boys who are often penalized for committing the same exact act that non-Black and non-Brown, usually White kids, commit in school -- and some students are praised for certain behaviors that other kids are penalized for. It sends a very mixed message, because my son is confused: ‘So what should I do? Not be excited about learning? What if you just can’t wait for the question? How do I signal to the teacher I’m not a rule-breaker?’” Dr. Strayhorn said these questions are something we’ve got to think about. Dr. Strayhorn highlighted a number of other roadblocks we must all be sensitive to and overcome to get all our children on a path of healthy development, confidence and success. The disparate treatment of Black children in the classroom from the earliest years, especially Black boys, often discourages and knocks many off the path to high school graduation and college. The cumulative and convergent toll of subtle, but discouraging, adult actions in schools and other child-serving systems they come into contact with too often impedes the success of children of color, especially those who are poor, and burdens them with an emotional toll they don’t deserve. I used to sing Sesame Street's Kermit the Frog's "It's Not Easy Being Green" loudly with my children, and I can only imagine the number of Black children and adults who sing inside daily “It’s Not Easy Being Black.” I’m sure that Black youths seeing what happened to Trayvon Martin and Michael Brown and others who lost their lives for walking while Black and those who are stopped and frisked and arrested and victimized by excessive police force carry these burdens inside every day. Even the youngest Black boys, ages 4 and 5, who are put out of school and even preschool for nonviolent disciplinary charges for which White children would never be suspended or expelled must be confused and feel this way too. Dr. Strayhorn spelled out another way Black children are harmed: through disparate resources in the classroom, including textbooks, that hold Black, Brown and poor students back. He described an experience he had while a professor at the University of Tennessee, Knoxville working with a Knoxville high school that was 97 percent Black. “I found that in this high school these students were learning from textbooks that were at least 10 years old... What exactly are the implications of learning from a textbook that’s 10 years old? Well, I'll tell you this: If you don’t catch up too quickly, especially in terms of science, there are certain technological revolutions that have happened at such a fast pace that they’re not even mentioned in the books from which they’ll learn -- but will certainly be part of the test that they’ll take to demonstrate competency to go on to college. So it means a whole school of children and youths are set behind, not because they’re saying ‘Don’t take me into the future’ or ‘I don’t want to learn’ or ‘I don’t want to be successful,’ but in fact because they’re studying hard from textbooks that were set up to set them behind. That’s inequitable and that’s unfair.” As he covered what does work in building a pathway to success, Dr. Strayhorn emphasized the need for positive interventions based on proven designs -- because in his program evaluation experience he’s seen far too many well-intentioned efforts that lacked a measurable impact because good ideas weren’t well implemented. He said as an example mentoring programs are especially popular, but many don’t provide adequate training: “If I ask everyone at this table, ‘Will you be a mentor?,’ and you all say yes, and I say, ‘Now, go out and mentor,’ but never tell you what a mentor is supposed to do, I never tell you how important it is to get to know your mentee, I don’t build conditions and environments where you can engage your mentee in meaningful ways, I don’t give you resources to do the most important thing that a mentor has to do -- and that is expose the protégé to experiences and opportunities that they might not experience otherwise... Mentoring, for me, is problematic because we pick it up very quickly and we move on with it because it sounds like it ought to work -- but we don’t do the work it requires for it to be effective.” Dr. Strayhorn also discussed how important it is to provide role models for young people who look like them and who are culturally sensitive -- and how this is especially true for Black boys. He was clear that not all mentors and role models have to “match.” As a young Black graduate student his own most influential mentor was his older White doctoral advisor. However, having somesuccessful role models who do look like you and who have had shared experiences can make a huge difference, and these role models are out there for Black boys trying to imagine their paths through college: “There aremodels for success... I’ve met tons of young Black men all across the country who are hard working, they are conscientious, they’re industrious, they have high aspirations, and every intention of achieving their dreams. They were raised by moms, dads, guardians, foster parents, sometimes they have met the juvenile justice system, but they are still committed to achieving their goals.” Everybody in the classroom and teaching children today -- when for the first time White students will no longer be the majority in our nation's public schools -- needs to be culturally sensitive and culturally trained. This is true for all child-serving institutions. We need to watch out for the subtle as well as the overt ways in which we treat non-White and White children and those who are poor differently. And we need much more diversity in children's literature so that White, Black, Latino, Native American, Asian American, and all children can be exposed to the rich mosaic of America's melting pot to help them see themselves and what they can be. As the new school year begins it's crucial to hold up examples of success and inclusive education -- and focus on steps that work to make that success possible for all children. And it is important to hold up examples where all children are excited about learning and feel empowered and encouraged to ask as many questions as they can. Marian Wright Edelman
No one says there was "White Privelege" in World War 1 or World War 2 when Europeans were dying in droves. No one was asinine enough to say "African Privelege" existed because the Continent was able to stay relatively peaceful during those horrible wars. It's in bad taste to criticize a bunch of people who happened to achieve success by saying it's unfair. That attitude will not lead to profitable trading. The majority of technological innovations that brought people utilities to live a comfortable modern life came from white people. If you want to take your chances, go live in the wild and rebuild a new society.
Actually there were quite a few privileged whites who were able either to buy commissions for themselves in order to stay out of the fighting or buy their way out of serving altogether. As for Africa, you've heard of the Boer Wars, right (pre-WW1)? The participation of the Belgian Congo in WW1? And the East Africa Campaign? And of course all those campaigns in North Africa in WW2. Then there are the privileged whites like Dick Cheney who were able to get deferment after deferment so that they wouldn't have to serve in Viet Nam. Guess how many of our Congressmen -- not to mention right-wing pundits -- have actually served active duty in a hot war? What does trading have to do with it? I'm sure the Chinese, Muslims, and Italians, among others, would love to discuss that with you.
That article is completely flawed. Let's start with the school example, a white kid did this and nothing happened to them and the black kid did that and he got punished. This reminds me of the story I hear when a white guy gets pulled over and has weed in his car, they let him go. When the black guy gets pulled over he goes to jail. Ugh....no, not exactly. The white guy is let go because he is usually some douche bag preppy in a jeep Cherokee with no priors. The black gets pulled over but he has two priors and possibly an outstanding warrant. So they haul him away and the Sharpton's of the world ask why does a black man get pulled over with weed and go to prison and the white guy doesn't. Well, THAT is why. He is not going to prison for weed, he is going to prison because of Bill Clinton's 3 strikes and you're out law. Thanks Billy. Same thing in this school example, the assumption is being made that both kids are equal when that "may" not be the case. For example, that black child might have beat the snot out of some girl the day before on the playground. And he might be a C or D student. That white kid "might" be a straight A student. When he blurts out the answer, it might just be because he knows the answer. The black kid might just be trying to get attention. I use the word "might" because we are missing 99% of the details from that story. It's usually NEVER as simple as the way it was told. Regarding old textbooks, this is a farce. Black kids are reading and writing at several levels below their grade level. Their effing problem is not 10 year old science books because they can't even read what is in them!!!!! Second, it's not "black" schools that have this problem, it's ALL poor schools that have funding issues. Many of them are latino. And many of them, yes, are only white schools that are lacking resources. To call this out as a strike against blacks is absurd. So no racism to speak of in that article you posted DP. That is not my opinion, it just wasn't in there. Now, there "may" have been racism and the details of that were left out of the article, but that article uses some anecdotal story completely devoid of background information. Surely you could have found something better then that? I mean this is an epidemic right DP? There must be thousands upon thousands of articles. That was the "best" one you could find? Really?