Uncomfortable Conversations Need to be Had.

    Hello again to my returning readers, and welcome to my blog, for my new readers. This past week, our reading group read pages eighty-three to page one hundred fifty-two. In that chunk of pages, Dr. Tatum discusses many subjects beginning with defining racism, as well as where it comes from from early developmental years. I thoroughly enjoyed reading this section, as I learned a lot about racism. I learned more about the stereotypes that are destructive to black culture, as well as some harmful stereotypes and microaggressions I didn’t even know about.

    In the section Tatum reported stories from multiple different sources and perspectives on things that have either happened to her, or stories that she has heard about how race and ethnicity are talked about as well. She ties all of her ideas very neatly by bringing the reader back to where it all starts, which is during the early developmental stages of a child

    She begins her explanation of how education and early childhood are factors of why racism, and why the black kids still sit together in the cafeteria, still happen. Her personal story of a “...research project investigating preschoolers’ conceptions of Native Americans… she asked these three and four hear olds to draw a picture of a Native American...” [The children were confused, as they didn’t know what a Native American was, but when she asked them to draw an Indian, they drew people with feathers and a weapon.] “…Cartoon images, in particular the Disney movie Peter Pan were cited by the children as their number-one source of information…” (pg 84).

Cortesy of "Neverland Indian Tribe"

    While she claims that the children are not racist, they have just been tainted with the negative association of stereotypes, placing weapons with the Native American’s even though they are not typically violent. Other issues also arise when children begin to question others' appearance. Children have a natural tendency to overgeneralize what they see, and think of things very literally. For example, Dr. Tatum’s own son believed that parent’s races had to match that of their child’s (pg 113). Additionally a student in his class observed that Jonathan had dark skin since he drank a lot of chocolate milk during lunch (pg 113). Students at a young age don’t typically see each other's differences as a bad thing. Which is why in the younger years lunch tables aren’t as self segregated.

    In this reading I learned that misconceptions such as the listed above, are harmless, and have no ill intent to harm anyone’s culture or self image, it is what we do after small children or other students, and even adults and teachers make a comment, or a gesture that has prejudice hidden in it. Our reactions towards questions about race are extremely important. Whether or not it is an uncomfortable conversation, doesn’t mean it shouldn't be had. Shushing a child asking a harmless question as to why someone looks different than them, is more harmful than their asking. Preferably in the comments, what would you guys do if a young child asked you an uncomfortable question? How would you respond?

    Without having the conversations, students gradually become more self-segregated as they grow and develop into their own person. Students who have the same experiences and can talk about the prejudice they face are more likely to sit together.

Imagine the young eighth-grade girl who experienced the teacher’s use of “you people” and the dancing stereotype as a racial affront. Upset and struggling with adolescent embarrassment, she bumps in a White friend who can see that something is wrong She explains. Her White friend responds, in an effort to make her feel better perhaps, and says, “Oh, Mr. Smith is such a nice guy, I’m sure he didn’t mean it like that. Don’t be so sensitive (pg 142).

Invalidating other’s feelings towards oppression or racist stereotypes is what is causing students to group together with others of their own race. We could change this as a society, it requires having these uncomfortable conversations, and to call people out on their microaggressions. Whether it was intended or not, stereotypes such as that a tall, young balck male must be a basketball player, or that to be in an AP class, means that you are “acting white” (pg 146) must be stopped.

    Whew!! That was indeed a long blog post. Though I enjoyed writing it. I focused more on the dialogue of the book, which was a change of pace from my last post. Recently, in Enlgish class, we discussed said uncomfertable conversations and watch a great youtube video of an African Ameircan answering all of the strange questions he has heard, or been asked himself. I think I was inspired to write my blog post about this, so if you have time to watch it, let me know what you guys think in the comments, as I am interested to hear your thoughts.

Works Cited
“Neverland Indian Tribe.” Disney Wiki, FANDOM Movies

     Communnity, disney.fandom.com/wiki/Neverland_Indian_Tribe.