Final Paper Proposal - Women's Rights

Final Paper Proposal

    Throughout this class we have dived into numerous social justice issues such as racism, education, healthcare, and so much more. Something that I want to connect and present more about how women’s rights intersects with these issues. While women as a whole battle various prejudices and injustices in society, women of color and transwomen are faced with much more hardship, persecution, and stifled opportunities. In this paper I will go through how women’s rights is a social issue and has been since the beginning of our history. I will look at how healthcare is decided by those who will never understand what it is like to be a woman, as well as employment and wage gaps that are still prevalent in corporations across the country. I, also, want to look at how COVID has impacted women and the family dynamic. A lot of Americans were forced into unemployment, but the idea that women should be in charge of the family seemed to hold a lot of weight during this time. In addition to discussing these components about why women’s rights is a social issue, I will discuss possible solutions to ensuring more equality across genders. These solutions are geared towards inclusive policies with women at the table, as well as accountability measures for those who reject equality and continue feeding into the gender gaps we see everyday. Education in schools and professional development opportunities in all industries is necessary for everyone to understand their own biases and how to counter them. This paper will give me the opportunity to look into issues that directly affect me but, as a white women, it is important that I educate myself on how to ensure freedoms for women of color, transwomen, etc. Some resources I will incorporate into this paper are "Why COVID-10 is hitting Black women so hard" by Treva Lindsey, the documentary "In Sickness and In Wealth", "Law and Order in School and Society" by Janelle Scott, et al, among others.

"We are our history." - James Baldwin

 

    "I Am Not Your Negro" is a powerful documentary about James Baldwin's journey of writing about America through the eyes of three of his murdered friends; Medgar Evers, Martin Luther King Jr., and Malcom X. The constant fantasy of America as a place with freedom and prosperity fades as you ask people of color and other marginalized groups within its population. Baldwin only made it through 30 pages of notes which was how Samuel L. Jackson narrated the film. 

    When I watched this documentary, I immediately saw parallels to what is still happening in America in 2020. When James Baldwin was on a talk show, a white psychologist asked Baldwin "Why always focus on color?" This type of gaslighting has been continued and emphasized in 2020 with the Black Lives Matter movement and other racial justice platforms. I have read, seen, and heard this exact comment made by white folks who want everyone to know that they did not grow up with an "easy" or "privileged" life and the type of disproportionate effects people of color face have nothing to do with race (poverty, employment, etc.). As Bettina Love points out in her book, "We Want to Do More Than Survive", America has this idea that when someone does not achieve a "successful" life, it is because they lack character development. Love brings up several school leaders who fund and implement programs that build this character, which ignores the racism still present in this country and denies validity to the issues that keep Black people in urban, impoverished areas with less opportunity than their white counterparts. Baldwin had an answer ready for this question and replied that there is a "social danger" for people of color and how Black people live with a constant fear or death because of it. He, also, lists examples of why it we must focus on color. One example being, "I don't know if the real estate industry hates Black people, but they are keeping us in the ghetto." This directly refers to redlining and how Black people are kept in urban areas because of ratings associated with their population. This reminds me of Dr. Tricia Rose's presentation including the subject of redlining. It is hard to ignore race when it is explicitly the reason for a lot of policies still making a lasting impact today.

    Something interesting I found in this documentary was the analysis of Malcom X and Martin Luther King Jr.'s opposite approaches to racial equality. The two were often at odds about how to go about this. Malcom X wanting more direct action by any means necessary and MLK aiming for the nonviolent approach. I had never seen this type of comparison between the two figures, nor did I realize how the two argued publicly about the approach that should be taken. However, in the end both died by violent assassinations and never made it past the age of 40. James Baldwin says that his ancestors "did not desire to be here," they were forced into slavery and still pay the price of persecution and limited opportunities. When these issues are brought to government leaders, such as Bobby Kennedy, they look at any public protection of Black people as just for show with no real meaning. However, continuing to ignore the fact that Black people need protection in this country keeps the issue stagnant.

    A quote that I thought was very powerful in this documentary was at the end when James Baldwin said, "Not everything that is faced can be changed, but nothing can be changed without being faced." This country likes to ignore the areas where it needs work and boost up the positive "ideals" that are not panning out for everyone. This blindness and disregard for people of color to favor a population of people that has always been favored, puts this country at a huge disadvantage. It is easy to ignore something that doesn't effect you and defend a way of life that works in your favor, but after hundreds of years there should be more of a change and understanding than we have seen.

Race and (Dis)Ability

    Throughout this class we have explored the disproportionate ways in which Black Americans are incarcerated and in poverty. Black Americans are even more likely to be exposed to COVID, as seen in Treva Lindsey's piece. The historical racist policies put in place by the government are creating lasting effects in all aspects of life for people of color. Putting individuals at risk for getting sick just for their skin color. This trend continues for people of color in special education and labelled disabilities.

     This week we looked at how Black Americans are over-represented in the disability category. "Dis/ability critical race studies (DisCrit): Theorizing at the intersections of race and disability" by Subini Ancy Annamma, David Connor, and Beth Ferri seeks to add the component of disability over-representation to critical race studies and "academic activism". Annamma et al. digs deeper into the issues that disability and race are intertwined when it comes to those in our special education system and diagnoses. It is important to remember that those with dis/abilities "do not need a voice, they already have one" rather their voices should be included in research and used against the "master narrative". In "Examined Life" with Judith Butler and Sunaura Taylor, the two go for a walk and discuss what it means to be (dis)abled in society. The two talk about the societal battle those with (dis)abilities have when it comes to advocating for needs and keeping others "comfortable".

    The idea of validating Black people as "inferior" or "feebleminded" goes back all the way to the beginning of slavery. White people wanted to confirm their own biases with pseudo-science to make excuses for their treatment of people of color. As time has gone on, these practices have taken a more implicit approach. According to Annamma et al's study, African Americans are 67% more likely to  be labelled as having "emotional or behavior problems" and removed from school grounds. These types of diagnoses are very subjective and allows the teacher to make these calls with their own biases in mind. By diagnosing students of color disproportionately, the segregation and isolation that is illegal is continuing to happen under the guise of special education. I can connect this idea to the ideas of Dr. Tricia Rose when she describes how structural racism works. She brings up how policies that were put in place many years ago, still have effects today. For example, Dr. Rose discusses redlining and how it is still determining where people live and how it is still segregating communities (white people in the suburbs, people of color in low-income housing and cities). Even though these policies are "old" the effects are lasting.

    During Judith Butler's walk with Sunaura Taylor, the two focus on just the (dis)ability component whereas Annamma et al. focused on both (dis)ability and race. Butler and Taylor talk about what it means to be (dis)abled in society and what is "acceptable" and "comfortable" for others around. Taylor talks about going to get coffee and carrying the cup back to the table using her mouth and how this makes others in the shop uncomfortable but that is what she needs in that space. The idea of what is "acceptable" fuels the (dis)ability category. In Annamma et al's research they discuss how most (dis)abilities are just conditions that do not fit into the "normalcy" of society. For example, people who are diagnosed with autism are, usually, referred because the person is not behaving according to societal norms. Taylor, also, talks about the difference between impairment and disability. She states that the term "disability" is the "social repression" and "isolation" individuals experience when labeled as disabled. 

    While blatant racial segregation is now illegal, the practice is still happening. Not only are people of color disproportionately represented in jails and the lower class, but in special education, as well. The labels are given to students with just subjective data to back up the claims. Black students with the same (dis)abilities do not receive the same type of treatment and care as their white peers, and this is the problem. 

"This is America."

 

    It seems as though if you live in America, you are forced to only value the "American" culture and "American" education. When you move past the bias retellings in history books and into the factual events that transpired hundreds of years ago (and continue today), it becomes "anti-American" to inform others. The People's History of the United States by Howard Zinn has recently regained popularity as being a resource for the unbiased and factual history of the United States told from the perspective of women, Native Americans, slaves, and other marginalized groups rather than the typical rich, white, straight male. Flipping the narrative and giving history teachers around the country a new textbook. 

    This is a controversy that Tucson Unified School District is confronted with in the 2011 documentary "Precious Knowledge: Fighting for Mexican American Studies in Arizona Schools". In this documentary, students and teachers showcase their Ethnic Studies program which moves to teach Mexican American students about their culture and history. In a country that can cause Mexican Americans to feel isolated and pressured to "fit the mold", when they find a program at school that gives their culture voice and importance, educations of hundreds of students are transformed. Not only do standardized scores and graduation rates go up but purpose is found in school and in learning. Gilbert, a student in this program, said that he "started bringing articles home" because he was so excited to keep learning in a system that he once thought was "against me". When Arizona state legislators move to eliminate the program that they deem "divisive" and "anti-American", everyone is pushed into the advocation of these students and the value of their culture. 

    While the above issue is not new to this country, it has come to light more recently for those of us with the privilege of already "blending in". Recently, there has been a push to make sure schools are teaching America's history in a positive and "patriotic" manner. President Trump has even gone so far as to try to force a "Patriotic Education" curriculum for schools to make sure America's history is taught with the undertone of loyalty. No country is perfect and America is no exception. While we all want to idealize our country and think of it as the "land of the free", there is still a lot of injustices that are perpetuated every day that stop this dream for many people. Processes such as systemic racism are still prevalent in this country and by ignoring the issue or distracting away from it, we are perpetuating injustices and keeping this country from growth. As the documentary "13th" pointed out last week, the incarceration rate in America is astronomical, in particular when it comes to Black Americans. When the American population is only 12% Black but Black people make up 41% of those in jail, we need to look back at our history and break down the source.

    Gloria Anzaldùa writes a powerful reflection in "La concienca de la mestiza: Towards a New Consciousness". She argues that cultures are constantly given multiple messages about one another, so if an individual is made up of multiple cultures, this leads to an attack in which each culture becomes defensive and unproductive. In a statement that supports the Ethnic Program in Arizona, Anzaldùa says, we need to "know each others history" before we can have unity with one another. When we learn about each other and where we come from, we are able to make bonds and break away those mixed messages. Just as TUSD was trying to do with their Ethnic Studies program. 

    When I think about educating ourselves on other cultures and circumstances, I think of the presentation that Dr. Tricia Rose gave on "How Structural Racism Works". When people do not research and look deeper into issues such as structural racism and forced cultural assimilation, they brush off inequalities as being caused by behaviors such as lack of motivation or choice. The privilege of being a white American blinds much of the public to the systemic issues that plague this country. Anzaldùa says that white people need to "own the fact that you looked upon us as less than human, that you stole our lands, our personhood, our self-respect". Rather than becoming defensive of your culture, we should learning about and embracing other cultures to become that unified country we claim to be.

The Prison Problem

    When we were all under a "stay at home order" in March-May, the pandemic was taking a seat next to the anger and disgust over the death of George Floyd. His death led to a greater conversation about police brutality and the incarceration rate in America. The United States has a staggering incarceration rate when compared to other NATO countries, as seen in the picture above. Not only is the statistic staggering but those who are over represented in the system is alarming, as well. In the readings and films we were assigned this past week, this is the issue that researchers seek to answer.

  

    The documentary "13th" on Netflix has resurged in popularity despite being released in 2016. I watched this documentary in April as it was being shared as an anti-racist and informational resource for those wanting to know more. This documentary argues that America's incarceration rate has continued to increase at alarming rates over the last few decades and over-representing Black Americans in its population. Similar to the effect of COVID on people of color, when crises arises in this country, these are the populations that get the brunt of it because of lack of resources and historic segregated policies. As Daarel Burnette II states in his article, COVID disproportionately affects more than the health of people of color. The cuts that are being made to education because of the significant economic collapse are almost all made in urban, low-income areas where there is mostly students of color (Black, Latinx, etc.). This issue, like many others, ties back to structural racism, redlining, and pushing people of color into an area and stripping it of resources.

    

    Despite only making up 13% of the overall American population, Black Americans account for over a third of those incarcerated. "13th" delves into the history behind the purpose and foundation of the police and how it works to target Americans in low-income areas where people of color have been forced into through redlining and other segregated policies of the past. The cases they discuss, such as Emmett Till, are startling to hear but necessary when thinking of future change. The documentary brings up the point that the 13th Amendment that bans slavery has an interesting caveat. Forced labor, such as slavery, is illegal unless the person commits a crime (think of community service and free labor prisoners are to perform). This is interesting when we consider which races are put in prison more often. These conversations about race and prison are not new and we should not have the mentality that this is coming out of no where. This is a fight that has been around much longer than white Americans think or want to admit.

    I could connect "13th" to the TED Talk that Alice Goffman presented in 2015. In her TED Talk, she discusses that in America we funnel kids through two main institutions: college and prison. Those who live in more fortunate areas will go to college and those who live in poverty will have more run-ins with the police, less resources for recovery, and end up in prison. By putting more law enforcement in this area, naturally there is going to be more crime and children will be exposed to situations they cannot get out of (court fees, court dates, etc.). Much like in 13th, this is a big reason for the large number of incarcerated Black Americans. It is not that children in these wealthier areas are not doing the same things as those in the cities (for example, the playground fight she describes that leads to a Black child's arrest) but that they have a much less chance of being stopped and given serious punishment for it. Goffman states that this country needs to stop "seeing young Black people as the enemy" and "prioritize recovery" rather than "handcuffs".

    In the search for answers and effective policy, "Law and Order in School and Society..." by Janelle Scott et. al., presents local and state-wide changes that should be made to correct this over-incarceration of people of color and increase meaningful resources that allow people to recover and move forward. A major theme of these changes was the collaboration of law enforcement and social services. This is something that is seen being advocated for recently after the death of George Floyd. The idea that there are people who are trained to deescalate these situations and avoid unnecessary deaths. This article, also, asks to "redirect funds spent on resource officers to things shown to improve student engagement and social connectivity" (more guidance counselors, etc.). This goes along with the "defund the police" movement going on right now. That we should be moving funds around to provide resources rather than punishment. To go off of Goffman's TED Talk, resource officers in urban schools creates the environment of hostility and militarization. This type of environment focuses on punishment and discipline rather than positive behavior intervention systems to change behavior.

    Goffman makes a powerful call to young people at the end of her TED Talk. She asks them to become the "leaders in the reform" of criminal justice policies that focus on justice. Young people are the ones that continually seek inclusive change despite the deep rooted history working against them. As stated, these conversation are not new and popping out of no where. These are issues that continuously come to the forefront at every crises because nothing is being done to protect our most vulnerable. I hope, this time, America listens and works for the change it needs.

The Consistent Health Crises of Marginalized People (Asych. 9/16)

  

  Over the last few days I have had the chance to engage with a film and several texts that dive deeper into the issue of the constant health crisis marginalized people face in America. This is a topic that has come to the forefront time and time again but seems to be amplified with the COVID-19 pandemic. 

    The film "In Sickness and in Wealth" from Unnatural Causes argues that how healthy a person is and their life expectancy can be determined just by looking at their social economic status (SES), race, education, and home ownership (among other factors). The film frequently points out that the United States is one of the richest countries and yet we still live "shorter and sicker lives" than those of comparable countries. We are frequently increasing spending on medical care but the services and the quality of them are not equitable across the country. This film talks about the "social gradient". How people who are wealthier live longer lives than those who are living in poverty. The stress caused by lacking the control of a stable job and home has been scientifically proven to increase cortisol (a stress hormone) which, in excess amounts, can cause hypertension, diabetes, heart disease, high blood pressure, etc. All of which are disproportionately affecting people of color. When watching this film I thought of the article we read last week, "Why COVID-19 is Hitting Black Women So Hard" by Treva Lindsey. While all of these health conditions affect people of color at a higher rate, Black women are at the ultimate disadvantage. They are more likely to go in for symptoms but be ignored or turned away. They are, also, less likely to get a hospital bed or ventilator. Black women tend to work in high-risk jobs such as nursing and care taking, and jobs they are not able to do while at home so they are at risk of getting sick and then not given the health care they need or deserve.

    In the article "When Blackness is a Pre-Existing Condition", Kimberle Williams Crenshaw brings attention to the fact that this dis-proportionality that the "In Sickness and in Wealth" spoke of is not new. She states that people of color had to "fend for themselves long before COVID". She goes on to say that Black communities have an infection rate that is three times larger than White communities and they are six times as likely to pass away from the virus. People of color have been consistently ignored when it comes to policies and practices that would create healthier living environments. The aid that is sent out is never equally distributed and those who are suffering stay suffering, those who were already at the top stay at the top. We see this trend at every crisis.

    As someone who grew up in a predominantly white town and now works in a predominately Latinx city, I have seen these inequities and injustices up close. The town I grew up in in Connecticut has had very little COVID cases and has had weeks at a time without a new case. The city I work in now is considered a "hot spot" in Rhode Island and has free testing in the city to encourage testing and make it accessible for those who do not have vehicles. The families of my students tend to work high-risk jobs that may not always protect them appropriately, such as cleaning personnel, nurses, caretakers, etc. and live in multi-generational homes. The families in my hometown are mostly living in single-family homes and have more opportunities to work from home. I connect this experience to the article "Think About Racial Disparities..." because it argues that children who grow up in difficult conditions (poverty, racism, etc.) are more vulnerable to a virus such as COVID. In this case, the city I work in has a higher infection rate which greatly impacts my students and their families, whereas in my hometown the rate is lower and less looming. This type of residential segregation leaves children in urban areas exposed to "pollutants in the environment, with less nutritious food, with less access to high quality healthcare, and higher rates of unequal treatment in healthcare". Resources are constantly taken away from these communities and continue to perpetuate racist ideals.

My Manifesto

I am a teacher who stands up for the injustices against students of color, who is in favor of closing the

gap between communities, who is a supporter of equal education against all odds, and who is a

defender of those whose voice is constantly ignored against those who are more "powerful". I am a

teacher who favors the permanent struggle against a stagnant system and against keeping people where

they are. I am a teacher who rejects silence, because it is responsible for oppression. I am a teacher full

of hope, in spite of the past. I am a teacher who refuses give up. I am a teacher proud of my students

(past, present, and future). If I do not struggle for equity, then I will no longer be an educator.