Why are all the Black Kids Sitting Together in the Cafeteria

Book Report -- Review of the book Why are all the Black Kids Sitting Together in the Cafeteria?

Summary

This book is premised because adults from both races: white and black, aren\'t free to speak to their children about racism. They fear that such a move will create problems, yet they aren\'t even sure that such problems will arise. They fear that they will make the children who are not conscious of their race, conscious of the same, unnecessarily. Beverly Daniel Tatum, the book\'s author, tries to respond to such questions through her educational experiences and research. She clarifies daily discourse about the subject in a useful way. She educates the reader on the long history of racism and dismisses the post-racial American myth, yet the latter is only but the tip of the iceberg.

The second important aspect is how each of us fits into a society identified for its racial divisiveness and how such a scenario shapes our lives. The author dissects the psychological analysis of why we feel painfully awkward and uneasy when someone raises race. It turns out that most people were trained not to broach the subject, right from the tender ages. When we began realizing the differences and started questioning, mortified adults gagged us. Although the train is way off the rail, we still hope that we shall improve. To empower us to start engaging in such conversations, the author provides comparisons that shed light on our thinking paths. For instance, the most striking one is the deconstruction of the myth that racism is an individual\'s isolated action. Daniel Tatum argues, convincingly, that racism affects all of us because we are enshrouded in it. He says it is like the smog that spreads messages of ignorant superiority and inferiority across the races. He says that everyone inhales the smog. There are also times when we exhale.

Another comparison is that we are like travelers on the same pathway: the racism cycle. Racism could be actively acted out or remain passive. Indeed, if we turned the other way or even decided to stop when headed somewhere does not alter where we are ultimately destined. Racism is by our side, and we end up with the same outcome, given our reaction to the phenomenon over time. We must actively racist racism to gain against its decimating effects and spread (Hive Learning, 2018).

Thesis and Main Points

Defining Racism

According to o Dr. Tatum, she would rather racism were known and defined as a system of advantage powered by race. While this is a rather uncomfortable statement, it captures what the whole phenomenon is all about: advantage oritse lact. Therefore, with such a definition, American society and others in a racist situation should contend with the idea of white power and privilege. The author explains that most white people have never been conscious of the idea of white privilege. They have never regarded that being white provides them with certain privileges. Dr. Tatum says `` In my view, reserving the term racist only for behaviors committed by white people in a white-dominated society is acknowledging the differential afforded by the white culture and institutions which constitute the advantage system…`` According to Dr. Tatum, when we think about our identities the aspects that come to mind first are the ones that others easily notice: the ones that make us different, as opposed to the ones that make us similar. Women are conscious of being female; Jews talk of their being Jewish. In situations where one is a privileged race member, such a category is not highlighted in conversation. Power is in the hands of dominant groups. The subordinate entities are commonly labeled as defective or of poor quality in some respect. Subordinate groups are assigned roles and duties by the dominant groups. The point is that the dominant groups have no idea of what the experience of being subordinate is.

On the other hand, the subordinate group is usually well posted on the experience of the dominants. Such a development is that the dominants have spread the culture openly for all to see and learn—Bias and stereotypes towards the other influence the dominant view and interpretation of information regarding the subordinates.

Identity Development

A search for identity characterizes the adolescence stage. It manifests in various dimensions: religious beliefs, plans for vocation, political preferences, values, ethnic identity, and gender roles. The black children are sitting in the cafeteria as they embody opposition to anything linked to whites. While such a stance is positive for coping, the children operate from a significantly limited definition of racism or black means.

The Development of White Identity

Black people have the challenge to resist negative messages from society and creating an empowered sense of confident self against such a racist society. Whites must also develop a positive white identity anchored on reality and not assumed superiority. Thus, one must reconcile that they are white and accept it personally, and view it as significant, personally, and socially. They should feel great about it in the context of a society that espouses fairness and equality.

White Identity and Affirmative Action

Many white people view affirmative action as a disadvantage to whites. Over the years, there has been confusion over the policy. The word quota is associated with exclusion and discrimination. Affirmative action programs do not usually use the concept of quotas; rather, they focus on goals. Goals are voluntary and legal. They may also be exceeded. Goals are not designed to restrict. Affirmative action is, therefore, goal or process-oriented. Even then, while affirmative action is based on the process and acceptable to most people, it usually fails to meet diversity\'s intended goals.

Identity Development in Multiracial Families

Since 1970, children living in families with either parent being from a different race, i.e., white, black American Indian, has tripled from less 400 000 people in 1970 to 1.5 million. There is limited research regarding mixed-race marriages, especially in communities of color. The sanctity of whiteness is, however, not threatened by these marriages. More concern is focused on marriages between whites and blacks, blacks and Japanese and whites and Japanese. Both Asian and white culture have their biases of racial purity.

Embracing a cross-racial Dialogue

Talking is different from chattering. Talk is about productive and meaningful dialogue and is meant to increase consciousness and create an effective social adjustment. People remain silent because of fear. The fear is informed by naivety, offense, and violating boundaries. When cultural and institutional racism remains unchallenged, it leads to the loss of humans\' potential, reducing productivity and increased fear. Such fear may evolve into violence in society. At a personal level, racism interferes with our growth and development. It blocks our vision and distorts how we view things. Fear alienates us from others and even from ourselves and the experiences we encounter.

Specific Lessons Regarding Educating Diverse Student Populations

Dr. Tatum asserts that we must, firstly, be conscious of the age-appropriate issues. The conversation should be tailored along the developmental stages of children. However, there is no problem with having a conversation with three old children when they comment on the same. Such children note the differences and talk about them. If we listen to the conversations with a keen ear, we can intervene to educate such children and develop positive schemas around the race concerns. It is also not possible for teachers to initiate such conversations if they do not practice what they intend to tell the children. Such a point is where professional development creeps in. Learning opportunities can arise from book clubs, watching TED Talks, or even attending seminars and race conversations. Engaging in honest conversation will start the healing process.