Blog 1
1) What our your beliefs about the relationship between culture, teaching and learning? How do these beliefs reflect the assigned readings? (specific examples)
2) Have you begun to think about the relationship differently why? why not? Will this relationship influence your practice as a teacher/ why? why not? Provie examples. End your post with a question. Respond to at least two peers.
____________________________________________________________
3) Explain the theory of "stereotype threat." http://reducingstereotypethreat.org/
How might this knowledge influence your thinking and practice as a teacher? What are some examples of schools who have positive achievement outcomes for students from poverty and minority groups?
http://www.hcz.org/ You can use this site- Harlem Zone or identify your own example.
End your post with a question. Respond to at least two peers. (different from blog 1)
Blog 2
_________________________________________________________________________
5) White Privilege http://uts.cc.utexas.edu/~rjensen/freelance/whiteprivilege.htm
The issue of race is often viewed as seperate from schooling practice. How does race relate to privilege for some groups and not others? What are some examples (facts) that help understandings of race within the context of power and privilege as opposed to biological or social constucts of race? End your post with a question. Respond to at least two peers. (different from blog 2)
Blog 3
Monday, June 21, 2010
Monday, June 14, 2010
Continuum of Cultural Competence
Individuals and organizations can measure their competence on a continuum developed by James Mason (1993). The five (5) progressive steps in his continuum are:
1. Cultural destructiveness (cd): The most negative end of the continuum is indicated by attitudes, policies, and practices that are ruinous to individuals and their cultures. (lowest)
(eg: Active policies and practices reflect disproportionate high expulsion rate for male students, minority students, tracking within the school along class, race, and gender. Teachers and administrators “target” certain students. Very few female students in higher level math classes. Segregated proms and other social/academic activities. overt racial, ethnic and gender bias language and practices permissible. Bullying among diverse groups ignored. Biased textbooks and curriculum (omission of contributions of various diverse groups in curriculum) are selected. No home-school connections.
2. Incapacity (ic): The system or agency does not intentionally seek to be culturally ruinous or destructive; however, the system may lack the capacity to assist different cultures of individuals and/or communities. Overt practices are not as obvious or intentional but similar outcomes in level 1 quite common. Limited home-school connections which reflect stronger connections with the dominant privileged group.
3. Blindness (b): At the midpoint of the continuum, the system and its agencies provide services with the expressed intent of being unbiased. They function as if the culture makes no difference and all the people are the same. (Most organizations) Teachers and administrators “don’t see color.” (gender, class, ethnicity) Fail to see strengths of students as a result. Diverse students are socially isolated. Possibly have one big “Multicultural Fair” which represents the extent of diversity. S\
4. Pre-competence (p): Individuals and organizations move toward the positive end of the continuum by acknowledging cultural differences and making documented efforts to improve.
Mission statement, policies and procedures begin to address diversity and try to create more inclusive environments. Student differences are not masked but built on to create an inclusive community. High achievement and participation of all students are encouraged and documented in order to improve outcomes socially and academically for students. Based on documented evidence, teachers and administrators engage students in ways that promote diversity and achievement. Diversity awareness and social justice ideas taught explicitly and implicitly. Buddy groups, peer mediation , counseling, role models, community group s, home-school connections etc are in place to support community. Examples of various cultures which represent the diversity of society is included routinely in curriculum. Textbooks and curriculum are evaluated for bias. May determine the great work has been done and the active process begins to recede.
5. Competence (c): The most positive end of the continuum is indicated by acceptance and respect of cultural differences, continual expansion of cultural knowledge, continued cultural self-assessment, attention to the dynamics of cultural differences, and adoption of culturally
1. Cultural destructiveness (cd): The most negative end of the continuum is indicated by attitudes, policies, and practices that are ruinous to individuals and their cultures. (lowest)
(eg: Active policies and practices reflect disproportionate high expulsion rate for male students, minority students, tracking within the school along class, race, and gender. Teachers and administrators “target” certain students. Very few female students in higher level math classes. Segregated proms and other social/academic activities. overt racial, ethnic and gender bias language and practices permissible. Bullying among diverse groups ignored. Biased textbooks and curriculum (omission of contributions of various diverse groups in curriculum) are selected. No home-school connections.
2. Incapacity (ic): The system or agency does not intentionally seek to be culturally ruinous or destructive; however, the system may lack the capacity to assist different cultures of individuals and/or communities. Overt practices are not as obvious or intentional but similar outcomes in level 1 quite common. Limited home-school connections which reflect stronger connections with the dominant privileged group.
3. Blindness (b): At the midpoint of the continuum, the system and its agencies provide services with the expressed intent of being unbiased. They function as if the culture makes no difference and all the people are the same. (Most organizations) Teachers and administrators “don’t see color.” (gender, class, ethnicity) Fail to see strengths of students as a result. Diverse students are socially isolated. Possibly have one big “Multicultural Fair” which represents the extent of diversity. S\
4. Pre-competence (p): Individuals and organizations move toward the positive end of the continuum by acknowledging cultural differences and making documented efforts to improve.
Mission statement, policies and procedures begin to address diversity and try to create more inclusive environments. Student differences are not masked but built on to create an inclusive community. High achievement and participation of all students are encouraged and documented in order to improve outcomes socially and academically for students. Based on documented evidence, teachers and administrators engage students in ways that promote diversity and achievement. Diversity awareness and social justice ideas taught explicitly and implicitly. Buddy groups, peer mediation , counseling, role models, community group s, home-school connections etc are in place to support community. Examples of various cultures which represent the diversity of society is included routinely in curriculum. Textbooks and curriculum are evaluated for bias. May determine the great work has been done and the active process begins to recede.
5. Competence (c): The most positive end of the continuum is indicated by acceptance and respect of cultural differences, continual expansion of cultural knowledge, continued cultural self-assessment, attention to the dynamics of cultural differences, and adoption of culturally
Culturally Responsive Education
Culturally responsive schools exhibit the following traits:
• The curriculum content is inclusive, meaning it reflects the cultural, ethnic, and gender diversity of society and the world.
• Instructional and assessment practices build on the students' prior knowledge, culture, and language.
• Classroom practices stimulate students to construct knowledge, make meaning, and examine cultural biases and assumptions.
• Schoolwide beliefs and practices foster understanding and respect for cultural diversity, and celebrate the contributions of diverse groups.
• School programs and instructional practices draw from and integrate community and family language and culture, and help families and communities to support the students' academic success.
http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1cre.htm
• The curriculum content is inclusive, meaning it reflects the cultural, ethnic, and gender diversity of society and the world.
• Instructional and assessment practices build on the students' prior knowledge, culture, and language.
• Classroom practices stimulate students to construct knowledge, make meaning, and examine cultural biases and assumptions.
• Schoolwide beliefs and practices foster understanding and respect for cultural diversity, and celebrate the contributions of diverse groups.
• School programs and instructional practices draw from and integrate community and family language and culture, and help families and communities to support the students' academic success.
http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1cre.htm
Census: More Diversity, Slower Growth in U.S.A. 2050
Census Bureau Projects Tripling of Hispanic and Asian Populations in 50 Years; Non-Hispanic Whites May Drop To Half of Total Population
U.S. Census Bureau Release
The Census Bureau predicts that by the year 2066 half of all of the people living in the U.S. will trace their roots to places other than Western Europe. As the demographics of school districts change, school leaders are challenged to meet the needs of an increasingly diverse population. How well they do so is tied to how well they understand the social and cultural backgrounds of their faculty, students and administrators.
http://kmadiversity.com/expertise/schools/
• Hispanics increased their hold as the country’s largest minority group, at 14.5 percent of the population, compared with 12.8 percent for blacks.
• Hispanic is a term for people with ethnic backgrounds in Spanish- speaking countries. Hispanics can be of any race, and most in the U.S. are white. When demographers talk about the shrinking percentage of white people in America, generally they are talking about whites who are not Hispanic.
• Such whites are a minority in four states — Hawaii, New Mexico, California and Texas — and the District of Columbia. The share of white people fell below 60 percent in three other states — Maryland, Georgia and Nevada. Nationally, non-Hispanic whites make up about 67 percent of the population, down from 70 percent at the start of the decade.
• California, New York, Texas and Florida have the nation’s largest immigrant populations. The new data show that immigrants will travel beyond those states if there are jobs available.
© 2010 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.
U.S. Census Bureau Release
The Census Bureau predicts that by the year 2066 half of all of the people living in the U.S. will trace their roots to places other than Western Europe. As the demographics of school districts change, school leaders are challenged to meet the needs of an increasingly diverse population. How well they do so is tied to how well they understand the social and cultural backgrounds of their faculty, students and administrators.
http://kmadiversity.com/expertise/schools/
• Hispanics increased their hold as the country’s largest minority group, at 14.5 percent of the population, compared with 12.8 percent for blacks.
• Hispanic is a term for people with ethnic backgrounds in Spanish- speaking countries. Hispanics can be of any race, and most in the U.S. are white. When demographers talk about the shrinking percentage of white people in America, generally they are talking about whites who are not Hispanic.
• Such whites are a minority in four states — Hawaii, New Mexico, California and Texas — and the District of Columbia. The share of white people fell below 60 percent in three other states — Maryland, Georgia and Nevada. Nationally, non-Hispanic whites make up about 67 percent of the population, down from 70 percent at the start of the decade.
• California, New York, Texas and Florida have the nation’s largest immigrant populations. The new data show that immigrants will travel beyond those states if there are jobs available.
© 2010 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.
Wednesday, June 9, 2010
Achievement Gap Discussions
“An achievement gap refers to the observed disparity on a number of educational measures between the performance of groups of students, especially groups defined by a) gender, b) race/ethnicity, and c) socioeconomic status.” Website K-12 Academics
Locate information that cite specific statistics (brief concise paragraph) regarding underachievement of each group (A-C). Based on the text readings, and additional research, why might a teachers and schools do to alleviate some of the disparities? Provide specific practical examples! (One paragraph!!!) End your blog with a question.
Respond to a peer question with actual research and information from the text. Be sure to cite your sources in your blog.
Locate information that cite specific statistics (brief concise paragraph) regarding underachievement of each group (A-C). Based on the text readings, and additional research, why might a teachers and schools do to alleviate some of the disparities? Provide specific practical examples! (One paragraph!!!) End your blog with a question.
Respond to a peer question with actual research and information from the text. Be sure to cite your sources in your blog.
Monday, June 7, 2010
Behavior Management Checklist
A) Review the checklist sections 1-5
2) Select an example from each section (1-5) and identify which theory or theorists support this action. Explain why you chose the particular theorists.
The Plan (1)
___ I have a comprehensive behavior management plan which includes:
-positively stated rules that tell students what they ought to be doing.
-rules which are in addition to, not redundant of school rules
-a listing of consequences proceeding from mild penalties to removal from the room
-ways to recognize and thank students for having displayed appropriate behavior
___ I have submitted my behavior management plan to my administrator and scheduled a meeting to review the plan. If the plan is approved, I will ask for his/her support when a student has reached the last step of my consequence list (removal from the classroom to the school office).
The Implementation of the Plan (2)
___ My plan applies equally to all students. I do not allow myself to be intimidated by certain
students. I do not let crying or pleas for leniency keep me from administering consequences
(unless I have made a mistake in judgement).
____ I see the humor in situations and chuckle at some of the things my students do. I don't penalize
"nutty" behavior that will go away in a second.
___ I use humor or distraction to redirect mild misbehavior.
___ I avoid "empty comments" (e.g., "Your book bag is in the aisle."; "You're talking.") unless I am
purposefully trying to give hints to behave (For more information, see the link on the home page of
www.BehaviorAdvisor.com titled "Nice things to try...").
___ When students are misbehaving, I give them clear, firm directions to do something (e.g., " We should open
our books to page 67."; " Everyone should be seated now.") or I ask "What should we be doing
right now?" (If they don't know, I give hints or politely tell them.)
___ If my direction is not followed, I administer the first consequence from my list. I continue through
the list until I gain compliance. I encourage that compliance all along the way rather than using
the next consequence to threaten students.
___ I CONSISTENTLY enforce rules by moving through the hierarchy of consequences.
__ I am in control of my emotions when disciplining.
__ I NEVER (ever) yell at students (except situations in which someone is in danger).
__ I use respectful terminology when disciplining my students.
__ I use a calm, firm, respectful tone of voice when administering consequences.
__ I NEVER "nag" or lecture students who have misbehaved (Because they stop listening after the
4th word).
___ I NEVER plead with students to behave. They obey my direction or receive a penalty from the
list of consequences. Compliance to my direction is met by a polite "Thank you".
___ If I decide that it is best to purposefully ignore a student's behavior, I am praising other students
for showing appropriate behavior.
___ I constantly watch for opportunities to positively react to students who are behaving.
___ I am a good role model for the courteous and respectful behavior I desire from my students.
Prevention Instead of Reaction (3)
___ I pleasantly greet my students at the classroom door to keep rowdy behavior from entering my
room. Students must first calm themselves before entering.
___ A "Do now" activity is written on the board for students to see as they enter the room. They
know that they are to begin that short, simple assignment immediately (before the bell sounds).
This activity focuses students and prepares them for the upcoming lesson.
___ Although I'm flexible in my approach to kids, my classroom is a structured place.
___ I have standardized routines for dismissal, assignment submission, pencil sharpening, bathroom
use, asking questions, lining up, etc.
___ I maintain a warm, helpful, and positive learning environment.
Managing Behavior By The Way I Teach (4)
___ I am organized and prepared for each lesson.
___ My lessons are well paced. I start promptly, keep things moving, and allow a few minutes
before the bell for a quick review and/or clean up.
__ I vary my methods. I know that teaching involves more than giving out dittos and photocopies.
___ I make my lessons interesting in order to motivate the students (e.g., multi-media use,
"hands-on"activities, humor, movement, relating material to student interests, etc.)
___ I relate the lesson material to the students' lives so that they see the relevance of learning it.
___ I ask the question before I select a student to answer it. (Otherwise, the other students will
stop listening/thinking)
Outside of the Classroom (5)
___ Knowing that students behave better for teachers they like, I get to know my pupils on a
somewhat personal basis and speak with them outside of class. I realize that kids don't listen to
the message unless they like the messenger.
___ I seek new teaching ideas and positive ways to manage behavior. I don't just go to the teacher's
lounge to complain. I brainstorm with colleagues on better ways to handle concerns.
___ I have set goals for myself in the area of respectful and effective behavior management. I will
learn and use more positive ways to promote appropriate student behavior.
2) Select an example from each section (1-5) and identify which theory or theorists support this action. Explain why you chose the particular theorists.
The Plan (1)
___ I have a comprehensive behavior management plan which includes:
-positively stated rules that tell students what they ought to be doing.
-rules which are in addition to, not redundant of school rules
-a listing of consequences proceeding from mild penalties to removal from the room
-ways to recognize and thank students for having displayed appropriate behavior
___ I have submitted my behavior management plan to my administrator and scheduled a meeting to review the plan. If the plan is approved, I will ask for his/her support when a student has reached the last step of my consequence list (removal from the classroom to the school office).
The Implementation of the Plan (2)
___ My plan applies equally to all students. I do not allow myself to be intimidated by certain
students. I do not let crying or pleas for leniency keep me from administering consequences
(unless I have made a mistake in judgement).
____ I see the humor in situations and chuckle at some of the things my students do. I don't penalize
"nutty" behavior that will go away in a second.
___ I use humor or distraction to redirect mild misbehavior.
___ I avoid "empty comments" (e.g., "Your book bag is in the aisle."; "You're talking.") unless I am
purposefully trying to give hints to behave (For more information, see the link on the home page of
www.BehaviorAdvisor.com titled "Nice things to try...").
___ When students are misbehaving, I give them clear, firm directions to do something (e.g., " We should open
our books to page 67."; " Everyone should be seated now.") or I ask "What should we be doing
right now?" (If they don't know, I give hints or politely tell them.)
___ If my direction is not followed, I administer the first consequence from my list. I continue through
the list until I gain compliance. I encourage that compliance all along the way rather than using
the next consequence to threaten students.
___ I CONSISTENTLY enforce rules by moving through the hierarchy of consequences.
__ I am in control of my emotions when disciplining.
__ I NEVER (ever) yell at students (except situations in which someone is in danger).
__ I use respectful terminology when disciplining my students.
__ I use a calm, firm, respectful tone of voice when administering consequences.
__ I NEVER "nag" or lecture students who have misbehaved (Because they stop listening after the
4th word).
___ I NEVER plead with students to behave. They obey my direction or receive a penalty from the
list of consequences. Compliance to my direction is met by a polite "Thank you".
___ If I decide that it is best to purposefully ignore a student's behavior, I am praising other students
for showing appropriate behavior.
___ I constantly watch for opportunities to positively react to students who are behaving.
___ I am a good role model for the courteous and respectful behavior I desire from my students.
Prevention Instead of Reaction (3)
___ I pleasantly greet my students at the classroom door to keep rowdy behavior from entering my
room. Students must first calm themselves before entering.
___ A "Do now" activity is written on the board for students to see as they enter the room. They
know that they are to begin that short, simple assignment immediately (before the bell sounds).
This activity focuses students and prepares them for the upcoming lesson.
___ Although I'm flexible in my approach to kids, my classroom is a structured place.
___ I have standardized routines for dismissal, assignment submission, pencil sharpening, bathroom
use, asking questions, lining up, etc.
___ I maintain a warm, helpful, and positive learning environment.
Managing Behavior By The Way I Teach (4)
___ I am organized and prepared for each lesson.
___ My lessons are well paced. I start promptly, keep things moving, and allow a few minutes
before the bell for a quick review and/or clean up.
__ I vary my methods. I know that teaching involves more than giving out dittos and photocopies.
___ I make my lessons interesting in order to motivate the students (e.g., multi-media use,
"hands-on"activities, humor, movement, relating material to student interests, etc.)
___ I relate the lesson material to the students' lives so that they see the relevance of learning it.
___ I ask the question before I select a student to answer it. (Otherwise, the other students will
stop listening/thinking)
Outside of the Classroom (5)
___ Knowing that students behave better for teachers they like, I get to know my pupils on a
somewhat personal basis and speak with them outside of class. I realize that kids don't listen to
the message unless they like the messenger.
___ I seek new teaching ideas and positive ways to manage behavior. I don't just go to the teacher's
lounge to complain. I brainstorm with colleagues on better ways to handle concerns.
___ I have set goals for myself in the area of respectful and effective behavior management. I will
learn and use more positive ways to promote appropriate student behavior.
Wednesday, June 2, 2010
What Is Race?
Pam Moore & Pete Wilson, KRON NewsCenter4Monday, February 23, 1998
We begin our story with a pop quiz on genetic science. We have a group of four men. If you were able to look just at their genetic code, their DNA, which of these men have the most genetic differences? "I have no question, given what we know about human genetics, that the tall person and the short person are significantly more different than the black man and the white man of a similar height," answers Dr. Sylvia Spengler, a geneticist at U.C. Berkeley. Sylvia Spengler is part of the human genome project, in which scientists around the world are trying to map the location and function of every gene in the human body. She represents the viewpoint of most geneticists today: that "race" has no real meaning in science. "Trying to mix genetics with race is, to my mind, inappropriate; cannot be done," she says. "...Race is something we do to each other; it has nothing to do with what our DNA does to us." No such thing as race? Has science suddenly gone mad? Can't they see the difference between Al Gore, Michael Jordan, or Jackie Chan? And don't those differences come from our DNA? Pam Moore: "When we see race, maybe body shapes and nose shapes or hair texture differences, isn't that based genetically?" Dr. Spengler: "It's based genetically, but it's a very small part of us." Take skin color, for example. Melanin is the substance that colors our skin and helps protect us from sunlight. Pure melanin is the color and texture of charcoal dust, but our bodies can also produce it in shades of brown, yellow, and red. The mix of melanin we show to the world is controlled by our genes, but it is indeed a very small part of us. How small? While each cell in the human body has 100,000 genes, only about six genes control skin color -- six out of 100,000! What's more, everyone watching this program shares the same six genes, including the genes for dark skin! What that means may shock some people; that each of us has the potential to produce skin as black as an African native. How can that be? According to scientists, it's because we are all, in fact, descended from Africa. That is why geneticists say race, like beauty, is only skin deep. "If you expect that there exists pure races, that is totally absurd," states Dr. Cavalli-Sforza. "I tell people to think of what they would look like without skin. When you do that, you see we're all alike; we're primates," adds Dr. Spengler. And that brings us back to our pop quiz: Why are the tall and short man more genetically different than the black and white man? Because remember, only six genes control skin color. A person's height, on the other hand, is affected by dozens of genes. We wondered how the men who posed for our pop quiz would react to this genetic news. They are classmates at the University of San Francisco. "My first response was, 'Oh there's WAY more difference between Reggie and I," says Rob, who is white. "So now that this information is out, people might accept it, people might not," says Matt, who is also white. "But you can't erase what you've learned throughout your whole life." "I feel like yes, this just supports what I feel already; that there's no difference between ethnic groups as far as genetics," says Reggie, who is black. But this group still had questions, like what about racial differences in sports? Isn't that genetic? One old stereotype is about blacks in sports. For example, eighty percent of players in the NBA are African American. Some people say black athletes have a genetic trait called "fast-twitch muscles," which allow them to run, jump, and shoot better than whites. But science tells us that lots of athletes have fast-twitch muscles, while not all black people are good at sports. In this group, Ryan is the best basketball player while Reggie says he's not so hot. "I've always believed that, you know, whoever you are, whatever color you are, if you work really hard at doing something, most likely you'll become good. Whether it be basketball, football, baseball -- whatever it is," says Reggie. Why are Latinos good at soccer? Do we ever talk about their "soccer" genes? Is there a "martial arts" gene for Asians? A "golf" gene for whites? What about Tiger Woods? Did he get his abilities from his black father or his Asian mother? And that's exactly the problem with trying to define people by race; there are no clear scientific categories that truly separate humans by the color of their skin. But that doesn't mean some people don't try. A 1994 book, "The Bell Curve," provoked a huge controversy by comparing race with intelligence by using IQ tests to show that Asians and whites are generally smarter than blacks. The authors concluded that part of that difference is probably genetic. Sylvia Spengler knows genetic experts all over the world who read "The Bell Curve" and were astounded by that conclusion. She says the small number of genes that control racial characteristics like skin color or curly hair have no connection with genes affecting intelligence, just as a man's height has nothing to do with how smart he is. So, if race isn't based on science, what is it? The best evidence is that race is not in our genes, it's in our heads, something we made up a long time ago. In the days when humans could see that the earth was flat, they could also see that people looked different. And though we now accept that our eyes deceived us about the globe, the belief in racial differences has been tough to change. Prejudice has been around since the dawn of humanity, when we survived by forming groups -- circles of belonging -- where we felt safe, comfortable, and superior to people outside the group. It's what psychologists call "ethnocentricity," or "in-group/out group" behavior. "That all people divide themselves in some sense between the us -- the we, the group I belong to -- that I'm a part of, and those others -- those out groups -- out there," says Dr. Marilynn Brewer. Brewer, a psychologist at Ohio State University and one of the world's leading experts on in-group/out-group behavior, says people in the modern world belong to lots of groups: family, job, school, church. ." . People have a whole pile of history that makes it difficult ... . Do we throw up our hands and say it's difficult, it won't happen? I think not." "When you have a common goal, you can look past the differences. Psychologists say that when racial groups work together for a common goal they can learn to trust each other in a way that makes race and prejudice secondary to their relationships.
February 26, 2008 at 11:23pm · Report
We begin our story with a pop quiz on genetic science. We have a group of four men. If you were able to look just at their genetic code, their DNA, which of these men have the most genetic differences? "I have no question, given what we know about human genetics, that the tall person and the short person are significantly more different than the black man and the white man of a similar height," answers Dr. Sylvia Spengler, a geneticist at U.C. Berkeley. Sylvia Spengler is part of the human genome project, in which scientists around the world are trying to map the location and function of every gene in the human body. She represents the viewpoint of most geneticists today: that "race" has no real meaning in science. "Trying to mix genetics with race is, to my mind, inappropriate; cannot be done," she says. "...Race is something we do to each other; it has nothing to do with what our DNA does to us." No such thing as race? Has science suddenly gone mad? Can't they see the difference between Al Gore, Michael Jordan, or Jackie Chan? And don't those differences come from our DNA? Pam Moore: "When we see race, maybe body shapes and nose shapes or hair texture differences, isn't that based genetically?" Dr. Spengler: "It's based genetically, but it's a very small part of us." Take skin color, for example. Melanin is the substance that colors our skin and helps protect us from sunlight. Pure melanin is the color and texture of charcoal dust, but our bodies can also produce it in shades of brown, yellow, and red. The mix of melanin we show to the world is controlled by our genes, but it is indeed a very small part of us. How small? While each cell in the human body has 100,000 genes, only about six genes control skin color -- six out of 100,000! What's more, everyone watching this program shares the same six genes, including the genes for dark skin! What that means may shock some people; that each of us has the potential to produce skin as black as an African native. How can that be? According to scientists, it's because we are all, in fact, descended from Africa. That is why geneticists say race, like beauty, is only skin deep. "If you expect that there exists pure races, that is totally absurd," states Dr. Cavalli-Sforza. "I tell people to think of what they would look like without skin. When you do that, you see we're all alike; we're primates," adds Dr. Spengler. And that brings us back to our pop quiz: Why are the tall and short man more genetically different than the black and white man? Because remember, only six genes control skin color. A person's height, on the other hand, is affected by dozens of genes. We wondered how the men who posed for our pop quiz would react to this genetic news. They are classmates at the University of San Francisco. "My first response was, 'Oh there's WAY more difference between Reggie and I," says Rob, who is white. "So now that this information is out, people might accept it, people might not," says Matt, who is also white. "But you can't erase what you've learned throughout your whole life." "I feel like yes, this just supports what I feel already; that there's no difference between ethnic groups as far as genetics," says Reggie, who is black. But this group still had questions, like what about racial differences in sports? Isn't that genetic? One old stereotype is about blacks in sports. For example, eighty percent of players in the NBA are African American. Some people say black athletes have a genetic trait called "fast-twitch muscles," which allow them to run, jump, and shoot better than whites. But science tells us that lots of athletes have fast-twitch muscles, while not all black people are good at sports. In this group, Ryan is the best basketball player while Reggie says he's not so hot. "I've always believed that, you know, whoever you are, whatever color you are, if you work really hard at doing something, most likely you'll become good. Whether it be basketball, football, baseball -- whatever it is," says Reggie. Why are Latinos good at soccer? Do we ever talk about their "soccer" genes? Is there a "martial arts" gene for Asians? A "golf" gene for whites? What about Tiger Woods? Did he get his abilities from his black father or his Asian mother? And that's exactly the problem with trying to define people by race; there are no clear scientific categories that truly separate humans by the color of their skin. But that doesn't mean some people don't try. A 1994 book, "The Bell Curve," provoked a huge controversy by comparing race with intelligence by using IQ tests to show that Asians and whites are generally smarter than blacks. The authors concluded that part of that difference is probably genetic. Sylvia Spengler knows genetic experts all over the world who read "The Bell Curve" and were astounded by that conclusion. She says the small number of genes that control racial characteristics like skin color or curly hair have no connection with genes affecting intelligence, just as a man's height has nothing to do with how smart he is. So, if race isn't based on science, what is it? The best evidence is that race is not in our genes, it's in our heads, something we made up a long time ago. In the days when humans could see that the earth was flat, they could also see that people looked different. And though we now accept that our eyes deceived us about the globe, the belief in racial differences has been tough to change. Prejudice has been around since the dawn of humanity, when we survived by forming groups -- circles of belonging -- where we felt safe, comfortable, and superior to people outside the group. It's what psychologists call "ethnocentricity," or "in-group/out group" behavior. "That all people divide themselves in some sense between the us -- the we, the group I belong to -- that I'm a part of, and those others -- those out groups -- out there," says Dr. Marilynn Brewer. Brewer, a psychologist at Ohio State University and one of the world's leading experts on in-group/out-group behavior, says people in the modern world belong to lots of groups: family, job, school, church. ." . People have a whole pile of history that makes it difficult ... . Do we throw up our hands and say it's difficult, it won't happen? I think not." "When you have a common goal, you can look past the differences. Psychologists say that when racial groups work together for a common goal they can learn to trust each other in a way that makes race and prejudice secondary to their relationships.
February 26, 2008 at 11:23pm · Report
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