Wednesday, January 20, 2016

My Stance: Reverse Racism

Miara Bonner 


Reverse racism…a fact or a myth?

Racism towards blacks goes back to the 16th century during the Transatlantic Slave Trade which was also known as the "first system of globalization". Millions of Africans were torn from their homes, separated from their families, and brought to America to be sold as slaves. However, passed by Congress on January 31, 1865, and ratified on December 6, 1865, the 13th amendment abolished slavery in the United States. This deemed to be a giant step forward towards equality in the African American community. Although free, blacks were still looked upon as "inadequate ", whereas, whites still upheld their supremacy. From "no colored allowed" signs to "nigger" becoming the first name and category of all blacks, racism increased and continuously divided the white and black communities. Even after the flagrant reference of blacks as "niggers" began to fade and businesses opened their doors to all races, African Americans, to this day, experience racism and discrimination. Despite understanding the feeling of being oppressed by those who are different, people of "color" continue to "return the favor" as they are being taught to believe that anyone outside of the white or Caucasian community CANNOT be racist. This is a false teaching that should be correctly analyzed and explained.

Racism is defined as the belief that all members of each race possess characteristics or abilities specific to that race, especially so as to distinguish it as inferior or superior to another race or races. Many people use this definition as support to back up their claim that "reverse racism" cannot possibly be real. Those who are on the counter claim side of reverse racism most often say that racism is "...based on an ideological belief that one 'race' is somehow better than another 'race'," and that black people, "have far less opportunity to discriminate against whites than whites have to discriminate against blacks and lack a system of institutionalized support that protect them when they discriminate against whites." All of these statements are true. However, they do not define who can be racist and who cannot be racist. Racism was an action and concept before becoming a definition. Therefore, before the word "racism" was given a dictionary definition, it applied to those of all races, ethnicities, backgrounds, etc. Many people confuse racism as a whole with "institutional racism" which is defined as any inequality based on race. In addition, many use the excuse that those outside of the white community can only be discriminatory. Yet, "discrimination" is a synonym of the word racism according to Thesaurus.com.

If one believes that they cannot be racist, they are placing themselves at risk of being categorized as being demeaning towards those outside and inside of their race. The white community does not experience racism at the same extreme as the African American community. However, contrary to popular belief, there are many statistics demonstrating that Caucasians do, in fact, experience racism. According to www.kaleo.org ," In 1999, according to the Justice Department, there were 197,679 black-on-white violent hate crimes and 8,198 white-on-black violent hate crimes...In a 2013 Rasmussen Reports phone survey of 1,000 Americans, 37 percent of American adults thought most black Americans are racist against white Americans…"

All in all, in order to effectively prevent the further spread of ignorance, one must not limit inequality and prejudice to a specific group.









Wednesday, January 13, 2016

The Extraction of Interaction

Miara Bonner
The Extraction of Interaction
Whether it’s raising your hand to answer a question, chatting at lunch with a friend, or having a conversation about your grade with a teacher, interactions among high school students and staff occur on a daily basis.
With over 700 students and over 50 administration, interactions within McKinley consistently occur. However, MTHS students and staff share similar and different perspectives on how these interactions can affect the culture of the school.
“The culture of the school has a lot of different things that input into it. So to isolate one thing is difficult,” says principal, Dr. Jones.
One could begin dissecting the culture of the school by analyzing how interactions change within different settings. For example, the classroom: student vs. teacher.
“...If you go to a classroom setting rather than the whole school culture, you can see how the relationship of the teacher with students impacts learning. Students seem to do better with teachers or staff members who they feel they some connection to...”

According to The Classroom Assessment Scoring System, consistent evidence suggests that to improve students’ academic achievement and social skill development, the focus must be on the nature and quality of teacher-student interactions.
Senior, Crishawn Sanders, agrees. “I really do think that the better your relationship you have with the teacher, academically, you will succeed.”

However, the effects of interactions on students go beyond academic success. These effects can go as far as student behavior.
According to the Eberly System: Teaching Excellence and Educational Innovation, “Instructors who use negative motivators (e.g., fear, guilt, embarrassment) experience more classroom incivilities than instructors who use positive motivators (e.g., encouragement, praise). Instructors exhibiting few immediacy behaviors (verbal and nonverbal signs of warmth and friendliness), experience significantly more incivilities compared to instructors who exhibit several of those behaviors.
Similar to students, the effects of interactions on staff are extremely significant. The amount of interactions a staff member engages in can be heavily affected by the job requirements of that staff member.
"...I found it easier for different types of interactions at other schools because my duties have been different. Here, there seems to be an inordinate amount of paperwork and just requirements that make it hard...I can be out and about and interact more but, then, I would have absolutely no home life, " states Dr. Jones.
All in all, the culture of the school can be determined by the way that students and staff interact and how much time is placed in engaging in effective interactions. Although interactions may begin small and seem unworthy of effort and attention, they are the platform for a successful student, inspirational staff member, and a healthy school.




Tuesday, January 5, 2016

The 2 Most Unnecessary High School Courses


Miara Bonner

High school. The time in a teenager's life where sleep becomes an insignificant speck in the middle of one's imagination and grades become a steel gate that separates success and the tip of a student's fingers. In the beginning, keeping up one's grades and staying out of detention is the main focus of a high school student. However, towards the end, the only goal becomes walking across the stage, grabbing a diploma, and saying "good bye" to high school and "hello" to college. Yet, many students are required to gain specific amounts of credits for courses that can be considered unnecessary for a students' academic development and irrelevant to a student's future career choice.

Let's begin with…Physical Education.

1. Although promoting physical fitness and living a healthy lifestyle, gym has to be one of the most unnecessary required classes. Despite it's positive intensions, this class is a way to gain an easy A and does not continue to regulate a student's health outside of school. According to Obesity Rates and Trends: The State of Obesity, data released in September of 2015 shows that, in EVERY state, obesity rates have exceeded between 20 and 35 percent. This data clearly exhibits that not only is physical education NOT working, but, that it has absolutely no purpose in any high school in the United States.


…Visual Arts

2. Drawing, painting, coloring, etc., art class may sound entertaining, but it has absolutely no relevance to the academic growth of a student. According to Arts to Grow, "Arts education strengthens student problem-solving and critical thinking skills...provide students a chance to develop cognitive and creative skills...is their motivation for coming to school and an area where they have success or excel...teach our students to be more tolerant and open through multicultural and historical perspectives." However, ART IS NOT A NECESSITY! Math, science, and english/literacy should be the main focus of students. These are courses that will be necessary for at least 99.9% of careers in the United States. Completing an art project or studying for an art test can be time consuming and a distraction for students. Art should be an OPTION rather than a REQUIREMENT!