I have fond memories of my fifth grade teacher, Sister Mary*, but one particular comment from her stands out. In an essay railing against racism, I had written, “We shouldn't be prejudiced.” She corrected the sentence to read: “We shouldn't show prejudice.” This might seem like a small change, but the differences between “be” and “show” go much deeper than semantics. While the concept of “prejudice” assumes action, as in prejudging someone's qualifications for a job based on outward appearance, I can't help but think that the revision suggests people can BE prejudiced as long as they don't ACT on it. (Well, yes, I've been told I overanalyze. Why do you ask?)
So what brought up this memory of classrooms past? Newsweek. September 14, 2009. The cover asked “Is Your Baby Racist?” My immediate gut reaction was an indignant “No! No, my baby's not racist! How could any baby be racist? Babies are basically born with a clean slate; children are socialized over time into certain perspectives and attitudes. Biologically, babies simply can't be racist!”
Sometime in late September, I finally calmed down enough to read the centerpiece article of that Newsweek issue. It was an excerpt from the book NurtureShock entitled “See Baby Discriminate.” ( http://www.newsweek.com/id/214989/page/6 )
In the article, authors Po Bronson and Ashley Merryman use the topic of race as an example in their argument that “many modern strategies for nurturing children are backfiring -- because key twists in the science have been overlooked.” They explain that “the way white families introduce the concept of race to their children,” while well-intentioned, frequently ends up failing. Bronson and Merryman point to recent studies suggesting that, despite efforts of parents to avoid all talk of race, children have a natural inclination to categorize things in their world and align themselves with things/people that are familiar. So those kids may be inclined to fill in the blanks about obvious physical differences related to race and gender, drawing their own possibly incorrect and potentially offensive conclusions.
While the article ultimately encourages more open and educational discussions about history and common assumptions so that children aren't left to draw their own conclusions, it seems to me that the article could start by asking more productive questions than “Is Your Baby Racist?” Such a provocative “in your face” approach might initially seem successful in that it did provoke my anger and curiosity, but there are probably better questions to spark the kind of honest, sensitive and thoughtful conversations we want everyone, not just children, to share regarding heritage and culture.
Word choice matters. In defiance of my fifth-grade teacher's revision, I still say, “We shouldn't be prejudiced.” So what can we do to foster open, productive, non-confrontational conversations about race? How can we best introduce our children to other cultures and perspectives? How can we celebrate our personal and cultural histories and share them with others? What would you like me to know about your cultures, your traditions, your struggles, your achievements, your histories? How can we work together to end racism?
About the Author: Precie A. Schroyer is an assistant professor of English. She is a Filipina by genetics and an American by birth, she's married to a Caucasian American of Italian-German descent, and they have one child, so this topic is rather close to her heart. She loves words and teaches English I, English II, and (this semester) British Literature II.
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Posted
Nov 02 2009, 05:13 PM
by
nccfaculty