Group Differences Forum

My group chose to read the article "Kill Santa: Religious Diversity and the Winter Holiday Problem" by Özlem Sensoy for this assignment. The article discusses oppression and privilege in our society and how we deal with those issues. The first thing that it mentions is the "Christmas problem." Sensoy gives various examples of how Chritmas or Christmas-like celebrations are prevalent in Vancouver schools. Rarely, are there representations of other cultural winter holiday celebrations which is interesting because Vancouver has a high immigrant and minority population. The article also points out that even though these structures are in place in schools, they are adamant about not using the word "Christmas."

Sensoy also brings up the issue if discrimination in this article. Discrimination is "the preferential treatment of one/some over another/others."  The author also points out that our society is set up in a way that only accommodates "normal" individuals. Because of this, certain groups are automatically given privilege that others do not have. These groups include, but are not limited to: the able-bodied, men, and people who are right-handed.  The logic behind this is that the majority should be accommodated. However, if you take a look at the actual facts, there are more women in the world and more poor and working people who society does not always cater to. According to the article, the individuAls who have the most privilege in our society are White, male, and Christian. Theses individuals also have the most power.

The article also talks about the different levels of oppression. Individual/personal oppression can be discriminatory acts or belief such as considering non-Christian faiths to be inferior. The cultural/social level of oppression includes practices that have been normalized by the dominant group such as banning same-sex marriage. The institutional/structural level of oppression is seen through governmental, educational, and other policies. 

As far as a solution to the problems mentioned in the article, the author suggests that we "make things visible" as an act of resistance against our social structures. Those who are in privileged groups should take action. We must accept that religious oppression (as well as other types of oppression) is everywhere. We need to become comfortable enough to discuss these issues and develop the skills to cope with or change them.

Some questions that I have after reading this article are:

• Why do schools place such a high focus on Christmas during the winter holidays but neglect to equally portray other cultural celebrations?
• What can be done to change the present state of social power so that all people are accommodated for by the society in which we live?
• In what specific ways can individuals combat the winter holiday problem and other similar societal issues?

In the second article I read, "From Racial Stereotyping and Deficit Doscourse," Daniel Solorzano  and Tara Yosso discuss critical race theory. The goal of critical race theory is to "examine how educational theory and practice are used to subordinate certain racial and ethnic groups."  There are five themes that cover the basic perspectives of CRT. The first theme is the  centrality and intersectionality of race and racism which recognizes the role that racism has played in how schools are structured and the practices that are used within them. The second theme is the challenge to dominant ideology regarding culture, intelligence, language, and capability by arguing the traditional claims made by self-interested groups with power and privilege. The third theme is the commitment to social justice which responds to racial, gender, and class oppression. The fourth theme is the centrality of experiential knowledge which draws in the strength of the lived experiences students bring to the classroom. Lastly, the fifth theme is interdisciplinary perspective which analyzes race and racism by placing them both in a historical and contemporary context. Overall, critical race theory strives to work towards getting rid of every form of subordination that is present in our education systems today.

The article also talks about how color conscious the United States is and how groups are differentiated according to race by superiority and white privilege. The authors state that "racism is about institutional power, and people of color in the United States have never possessed this form of power." Another big portion of the article discusses racial stereotyping and how the function of stereotypes is to justify certain behaviors and attitudes that people in positions of power display towards students of color. Some teachers may even disguise their stereotyping with the kind of language they use. For example, they may say that African American students "lack motivation" when they really mean that they believe those students are just "lazy."
There are also four theoretical perspectives that are used to explain why minority students are low in educational achievement. These are genetic determinist, cultural determinist, school determinist, and societal determinist. One issue with racial stereotyping that is also mentioned in the article is that students of color are blamed for their circumstances instead of the societal institutions that are the real source of the issue. The cultural deficit model is also brought up as an explanation for why there is low educational and occupational success for minorities, citing that the cultural backgrounds of minority families are dysfunctional.
In conclusion, the article offer four strategies that can be used to better understand the challenges of race, racism, and racial stereotypes in the classroom. Teachers can define and analyze these concepts and give examples of each. Teachers can identify racial stereotypes in the media that are use to justify  attitudes toward minority students. Teachers can identify racial stereotypes in professional settings and show their relationship to media portrayals. Lastly, teachers can find examples within cultural communities that challenge racial stereotypes.

Some questions that I have after reading this article are:

• What can teachers do to prevent minority students from falling into the negative stereotypes that have been attributed to them?
• How can we train teachers to appreciate the diverse values and behaviors of minority students instead of trying to enforce acculturation into the culturally dominant group?