{"id":5822,"date":"2015-10-12T15:52:54","date_gmt":"2015-10-12T19:52:54","guid":{"rendered":"http:\/\/blogs.dickinson.edu\/quallsk\/?p=5822"},"modified":"2015-10-12T15:53:16","modified_gmt":"2015-10-12T19:53:16","slug":"paper-proposal-1","status":"publish","type":"post","link":"https:\/\/blogs.dickinson.edu\/quallsk\/2015\/10\/12\/paper-proposal-1\/","title":{"rendered":"Paper Proposal #1"},"content":{"rendered":"

Scope<\/strong>: I want to examine the effects of racial prejudices on the African American population towards achieving quality primary and secondary education in the United States. As Patricia Hill Collins said, \u201cknowledge is power\u201d. Education is one of the most powerful tools in order to create profound social, economic, and political change within a society. After the Emancipation Proclamation blacks became \u201cquasi slaves\u201d that were socially and economically subordinate to white supremacy in the nineteenth century. During the mid-twentieth century the landmark court case of Brown v. Board of Education <\/em>intergraded blacks into white schools systems. Although the court case overturned Plessey v. Ferguson<\/em>, the initiative created major backlashes among the white community eventually leading to the privatization of schools where blacks were placed into low funded school districts with a minority of white students. A study was done in L\u2019Heureux R. McCoy-Lewis\u2019s book called Inequality in the Promised Land: Race, Resources, and Suburban School<\/em> that found the more racially diverse a school is the more likely black students will preform at a higher level. But because of the economic restrictions instilled from the Emancipation Proclamation juxtaposed with deeply rooted social prejudices African-American students are unable to receive a quality education further perpetuating poverty and homogenous thought which puts the United States at risk of failing to address crisis in the future.<\/p>\n

 <\/p>\n

Analytical Questions<\/strong>: From the book Transformation of African American Intelligentsia<\/em> author Martin Kilson poses an overarching question about racism in America. Kilson inquires, \u201cHow do you challenge and eventually reverse the undemocratic and oppressive impact of America\u2019s white-supremacist system on its Negro citizens?\u201d Kilson later answers his own question and explains how through the education of black folk, African Americans will be able to rise socially and economically. My question in response is if blacks did get a quality education, to what extent would their knowledge be prohibited by the social and class structures currently in place? How would desegregation be different for inner-city schools considering it has failed multiple times? How does one quantify and qualify a \u201cquality\u201d education? I wonder to what extent does receiving an education depend on an individual\u2019s socioeconomic status. In the Souls of Black Folk<\/em> W.E.B Du Bois said, \u201cThe South believed an educated Negro to be a dangerous Negro. And the South was not wholly wrong; for education among all kinds of men always has had, and always will have, an element of danger and revolution, of dissatisfaction and discontent\u201d. Following up on Du Bois\u2019s commentary, to what extent does the American society actively try to inhibit African American intellectual progress?<\/p>\n

 <\/p>\n

Originality<\/strong>: The American education system has failed a large portion of minority students and subjects them to the \u201cinverse American dream\u201d where they are disadvantaged and cannot compete in the marketplace creating a lack of perspectives, and perpetuating group thinking in the long term. In psychology group thinking is a term that describes adopting the opinion of the group without question, an effect of a lack diverse perspectives. The United States cannot begin to address pressing issues for the future like water insecurity, global warming, terrorism etc. if we continue to disenfranchise a large segment of the population intellectually, socially, economically, and politically. If blacks continue to lack a quality education from the grassroots level, then poverty will continue to rise, jails will continue to overcrowd, income inequality will continue to manifest and America will fail to progress as a society. Now more than ever in the United State\u2019s history, class and race are becoming more interrelated, however through receiving a quality education blacks have a better chance of breaking the cyclical nature of poverty and oppression in America.<\/p>\n

 <\/p>\n

Practicality<\/strong>:<\/p>\n

There are a plethora of both primary and secondary sources that I can use to research more about this topic. Especially through Dickinson\u2019s library there are an assortment of helpful researching tools like the online database. So far I have found a multitude of useful ebooks and journals that will allow me to further my research. I will also be able to get information from current events happening in the New York<\/em> and Los Angles Times <\/em>about racisms\u2019 effect on the education system.<\/p>\n

 <\/p>\n

Bibliography <\/strong><\/p>\n

Bloome, Deirdre, and Bruce Western. “Cohort Change and Racial Differences in Educational and Income Mobility.” Social Forces<\/em> 90, no. 2, 375-95.<\/p>\n

Du Bois W. E. B The Souls of Black Folk<\/em>Greenwich, CT: Fawcett Publications, 1961.<\/p>\n

Kilson, Martin. Transformation of the African American Intelligentsia, 1880-2012<\/em>.<\/p>\n

McCoy-Lewis R. L\u2019Heureux \u201cInequality in the Promised Land: Race, Resources, and Suburban School\u201d June 2014.<\/p>\n

Sawhill, Isabel V. “Still the Land of Opportunity?” Spring 99, no. 135 (1990): 3-15.<\/p>\n

Tonry, Michael H. “Punishing Race: A Continuing American Dilemma.” New York: Oxford University Press<\/em>, 2011, 45-60.<\/p>\n","protected":false},"excerpt":{"rendered":"

Scope: I want to examine the effects of racial prejudices on the African American population towards achieving quality primary and secondary education in the United States. As Patricia Hill Collins said, \u201cknowledge is power\u201d. Education is one of the most … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":2791,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[37387],"tags":[],"class_list":["post-5822","post","type-post","status-publish","format-standard","hentry","category-fys"],"_links":{"self":[{"href":"https:\/\/blogs.dickinson.edu\/quallsk\/wp-json\/wp\/v2\/posts\/5822","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.dickinson.edu\/quallsk\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.dickinson.edu\/quallsk\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.dickinson.edu\/quallsk\/wp-json\/wp\/v2\/users\/2791"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.dickinson.edu\/quallsk\/wp-json\/wp\/v2\/comments?post=5822"}],"version-history":[{"count":0,"href":"https:\/\/blogs.dickinson.edu\/quallsk\/wp-json\/wp\/v2\/posts\/5822\/revisions"}],"wp:attachment":[{"href":"https:\/\/blogs.dickinson.edu\/quallsk\/wp-json\/wp\/v2\/media?parent=5822"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.dickinson.edu\/quallsk\/wp-json\/wp\/v2\/categories?post=5822"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.dickinson.edu\/quallsk\/wp-json\/wp\/v2\/tags?post=5822"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}