No Biological Basis for Race. New data from the mapping of the human genome reveal that all humans are incredibly similar-in fact, strong we are 99.9% genetically identical. We are all members of one species, Homo sapiens. Scientists have confirmed, as they long suspected, that there is no genetic or biological basis for race.
Genetic variation between people within the same "racial" group can be greater than the variation between people of two different groups. Many people of African descent are no more similar to other Africans than they are to Caucasians. Genetic distinctions between Asians and Caucasians are less pronounced than those between groups from, for example, parts of East and West Africa.
No matter how scientists today scrutinize a person's genes, they can't determine with certainty whether an individual is from one "racial" group or another. Differences of culture and society distinguish one group from another, but these distinctions are not rooted in biology.
"Mapping the DNA sequence variation in the human genome holds the potential for promoting the fundamental unity of all humankind." —Dr. Harold P. Freeman
Well here’s what’s weird…I have heard some of what was written in these two articles before; specifically, that we all descended from Africa, that the human genome project was working to unravel racial stereotypes, and that genetics was in no way linked to intellectual ability. So the weird part is that I still think race is a real thing! Well, we could say “thought”…
ReplyDeleteI am a believer in science. If it is scientifically valid, then I usually agree with or consider it. And there’s little else to say as far as my reasoning goes. The most striking thing that I read was that only six of our genes control skin color and that we all can produce super-dark skin (or have the capacity to do so at least). So we know why race exists. As humans we historically sub-divided ourselves based on the only information we had at the time. Now, and since the Age of Exploration we’ve been traveling, mixing, and learning about one another, yet we’ve fostered a global society of racial tension.
Sheets (2005) says, “History shows that cultural and ethnic differences may be intensifying rather than diminishing. And, although we share commonalities, complete assimilation is an ideal, not a reality.” (65). So I ask this, why is assimilation an ideal? Why not preserve our distinctly different cultures and traditions? They are interesting and fun and come from deeply-rooted histories. It seems more sensible to embrace our differences than to give up and try to conform to a single identity.
Sheets, R.H. (2005). Diversity pedagogy: Examining the role of culture in the teaching-learning process. Boston: Allyn and Bacon.
The Sheets text discusses how most individuals form their identity based on ethnicity more strongly than race. Do you think the US, like the Census Bureau for example, will ever group people by ethnicity exclusively, rather than by race since the scientific argument against racial profiling is so strong?
To Brett:
ReplyDeleteWhile it of course makes more sense to celebrate differences than to concentrate so negatively on them, it seems not everybody shares your sense of unity. It’s saddening and maddening all in the same to know that some are so willing to tear down something – or someone- they know nothing about. This brings me to the point that it is the lack of education that can be holding so many people back from enjoying their neighbor. It seems that ethnicity is more of a lifestyle choice that has the potential to change, rather than a physical characteristic we are born with. Race is a constant factor: skin color will never change. However, Sheets states that “as ethnic identity develops, individuals usually make definite movements toward their group” (2005, p. 55). This implies ethnicity can be chosen or changed based on the commitment of the individual, or that people can “openly reject or be unaware of their ethnicity” (2005). For this reason, I do not believe that the Census will contain such identifying information: There simply needs to be a more concrete nature to the category. I do not even know my own ethnicity, really. I have family values and know societal expectations, but the boundaries of where one group ends and another begins is blurred to me. So, I, too, believe that it is easier to just accept everyone instead of creating limits and rules where none technically exist.
So, my question to all is: As a teacher, is it safer to blur the lines between groups or point out and discuss specific differences among the class?
Sheets, R. H. (2005). Diversity pedagogy: Examining the role of culture in the teaching-learning process. Boston: Pearson Education, Inc.
In response to Katie:
ReplyDeleteYour question is a very good one. I believe that with race comes culture. and culture is a very real thing that can not be defined by genetics. I think a teacher should blur the lines between groups as far as treating them all with equal respect and dignity are concerned. However the differnces should be addreased and discussed. The more we know about one another the better we understand eachother. It is always said that people fear the unknown. If everyone had the chance to live in many differnt cultures they would see the good, bad, ugly and the great things of all people from differnt cultures. In the U.S. we have so many differnt cultures that it is important to know and understand about eachother. It only takes the befriending one person to change your ideas about "those kinds" of people. "It is sometimes easier for schools to target social behaviors or teach social rules than to commit to efforts to foster friendships. this is unfortunate, given a weath of evidence that suggests the availibility of even one friend changes the social expierence of a child". --Doll, 1996, p.5 (Sheets p.67) My question to all is: If you could make one thing happen that would end racism through understanding and knowledge what would it be?
In response to Katie:
ReplyDeleteI think at a young age its ok to blur the line with differences because kids don't really pay much attention to race and culture at a young age. Once students hit middle to high school, then you can start talking about difference since students start to embrace their differences and are more open to talk about it in a mature manner. Having a diverse group and talking about strengths could help bring the group together and make them closer.
I also had read an article in Sports Illustrated that was about the human genome project. It talked about mapping out the perfect athlete and it also stated that they mapped everyone back to africa which was suprising to me.
I agree with bretts last comment about embracing our differences. That's what makes us individuals and special in our own right. We all aren't the same and shouldn't have to be grouped into one single category.
Sheets talks about students who experience multiple experiences to practice interpersonal skills develop peer acceptance and gain a sense of community. Everyone needs to treat eachother as equals, learn from each other and progress as a human race instead of finding flaws in our differences.
As research shows, we can't distinguish racial groups from genes, should we or even could we wipe away with the racial labels we have given our world?
In response to Katie:
ReplyDeleteI think, as a teacher, it is safer to blur the lines between groups. Ethnicity and cultural differences are sensitive issues in today’s classrooms. However, just because it is safer doesn’t mean it is the best approach. I think that students need to be aware of the differences between people. It is important that these are addressed in the classroom, but it must be done appropriately. Sheets points out that it is important to design a culturally safe environment. All students should feel safe in the classroom and when students feel safe they become more comfortable with other students and teachers. It is when the students have this comfort that they unique experiences and openly display their cultural differences in the classroom.
Sheets, R. H. (2005). Diversity pedagogy: Examining the role of culture in the teaching-learning process. Boston: Pearson Education, Inc.
My question arises from what I mentioned earlier that ethnicity and cultural differences are sensitive issues in today’s classrooms. What actions should be taken, if any, to make parents aware of the issues that will be discussed or mentioned as part of the classroom activities?
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ReplyDeleteThis comment has been removed by the author.
ReplyDeleteIn response to Rusty’s questions about making parents aware I believe that we should invite the parents to come to the classes that we intend on teaching about diversity. Many parents want to educate their student but don’t know how. You can also have the parents reinforce what you are teaching while they are at home (Russell, 2007). Another option is to use the parents as guest speakers. This would provide the students with real life examples. I believe that this is a great way to help educate parents as well.
ReplyDeleteRussell, S. (2007). Six tips for teaching diversity effectively incorporating diversity in the classroom. Retrieved on 11 June 2010 from: http://teachertipstraining.suite101.com/article.cfm/six_tips_for_teaching_diversity
In response to Katie’s question I would have to say that we need to point out and discuss the differences openly. Sheets (2005) says, “Students who experience multiple opportunities to practice interpersonal skills develop peer acceptance and experience a sense of community. They use the classroom context as a resource to initiate and sustain friendships.” By having these discussions we can educate the students on the truth and provide them opportunities to experience something more than a single story.
ReplyDeleteI also agree with Katie that a lack of education is what seems to fuel racism. How many times have we experienced the single story only to find out later that it wasn’t true. As teachers we should do all we can to educate students that there is nothing wrong with being different.
As far as how were my own ideas of race challenged I would have to say that for some reason I wanted the definition of race to be only biologically based. However, I can not rationalize why that is. I understand now that it is ridiculous to believe that we can distinguish a person’s race based solely on appearances. My best guess is the lack of education disputing the biological basis. Too often we are engrained with the ideas passed down from our family. Whether we want to admit it or not racism is still a problem that plagues our country. A perfect example of this is what resulted when President Obama wanted to speak to school children. I truly believe that if he were a white president no one would have said a thing. The election of President Obama has forced many of us to realize that racism does still exist. This is why I feel it is important for us as teachers to educate the children and future leaders of our society that there is nothing wrong with our differences. Without our influence students may never hear other stories.
Question: Many cultures are influenced by religion. When teaching students about different cultures should you include the religion of that culture in your teachings? If so, how can you do it in a way to not offend anyone? If not, how can you justify not including such an influential factor?
Sheets, R. H. (2005). Diversity pedagogy: Examining the role of culture in the teaching-learning process. Boston: Pearson Education, Inc.
Ben,
ReplyDeleteI think teaching religion is a good idea (or we should say teaching about religion) because, like you said, it is an integral part of peoples’ culture. The five major world religions are usually touched on in social studies education, but not in depth and they are typically related to political divisions or social conflict. Additionally, according to Sheets (2005) religion can often be the cause of conflict in the classroom, particularly if teaching or classroom activities violate religious beliefs. So why not teach religion in a positive, more interesting light so that it is not always related to conflict?
One benefit I got from learning about multiple religions in my undergrad classes was to see the common links between all religions. You’d be surprised how similar they all are, and your students would be too. Students could see their beliefs are not so different from beliefs of another religion. Ancient religions would be fun to explore as well, and to highlight relationships between them. For example, the spirituality of American Indians is so similar to Japanese Shinto it’s hard to believe the two groups were thousands of miles apart geographically.
I found an article from the ERIC Digest on teaching about religion in social studies curriculum, and it suggested an alternative idea. It recommended linking religious studies to civic or citizenship education – one of the West Virginia content standards for social studies. Particularly how religious freedom is guaranteed by the Constitution's First Amendment and is part of the basic civic values of American citizenship. (Risinger, 1994) No matter how you approach it, the article recommended the following guidelines:
-The approach to religion is academic, not devotional.
-Strive for student awareness of religions, but do not press for student acceptance of any one religion.
-Sponsor study about religion, not the practice of religion.
-Expose students to a diversity of religious views; do not impose any particular view.
-Educate about all religions; do not promote or denigrate any religion.
-Inform students about various beliefs; do not seek to conform students to any particular belief.
Risinger, F. C. (1994). Religion in the social studies curriculum.
ERIC Digest. Retrieved June 11, 2010 from: http://www.ericdigests.org/1994/religion.htm.
Sheets, R.H. (2005). Diversity pedagogy: Examining the role of culture in the teaching-learning process. Boston: Allyn and Bacon.
I have always had an extremely difficult time with the definitions of race. I have been lucky to grow up in a family that encouraged "color-blindness" and general acceptance of everyone. I have always had a hard time figuring out why we have to fall into various race definitions. The human genome project came to Shepherd a few years ago, and I have been familiar with it for a while, and it makes sense to me. In fact, the definition Sheets provides, defining race as nothing more than a "concept" almost satisfies me.
ReplyDeleteRace is absolutely something I struggle with, mostly because I am not entirely sure why we even have to have a definition for something like race. I feel as though, especially at this point when so few people know their exact heritage, it should all be defined as culture. The ethnic socialization process Sheets discusses is not completely invalid in this, as there will always be aspects of culture that parents engender onto their children, but race, I feel will eventually become one of the least to impact ethnic socialization.
Does anyone else have the same issues with race labels? Do you think these race labels will ever go away or just continue to morph?
In response to Ben:
ReplyDeleteMany cultures are influenced by religion. When teaching students about different cultures should you include the religion of that culture in your teachings? If so, how can you do it in a way to not offend anyone? If not, how can you justify not including such an influential factor?
Religion is an extremely personal choice one makes, and when it can become such an important aspect of a person's life it is easy to mistake being passionate about religion as being pushy about religion. If we learn nothing else from the conflicts in the Middle East, however, we should learn that religion is absolutely an important part of a culture to understand.
In a history class I took during my undergraduate degree, we studied Islam with much more depth than I had ever studied a religion other than my own. It was fascinating and provided a number answers to the "why" questions regarding the Islamic culture.
Sheets does throw religion into a number of the definitions of different types of cultural differences. Religion is one of the most deeply rooted parts of any culture and I think that one of the best ways to be able to understand a different culture is to understand its religion. What we need to remember, as is what we need to remember when teaching anything about culture is to treat all religions, races, ethnicities, and cultures with an equal amount of respect. We should discuss the good and bad sides of all of them, being careful not to let anything come off as "the better."
To Ben
ReplyDeleteI loved your ideas about parents in the classroom: It could help to make connections to what we learn about in the classroom to our everyday lives. As for me, my father is adopted, so that half of my family tree ends with him. But that has never mattered to us: We have defined family values and my parents have always been a supportive and encouraging part of my school career. To play Devil’s Advocate, though, how will it affect those students who do not have parents who are willing to show up on that day, when others have a smiling face and hand to hold? Can the presence of someone else’s parent be a positive influence, or will it only reinforce the fact that this child may not have someone who cares?
In response to Bethany about race labels:
ReplyDeleteI believe that race labels with continue to morph. They already have. In fact, we could all begin to fit into the “Other” category if we inspect our heritage far enough. As for me, I will never know my entire history because, as I said before, my father is adopted, and while I will always associate myself with the culture and family history of my grandparents, I cannot say whether I belong to a particular group or not. So, where does that leave me? I am part of a family. I do have family values, including religion and tradition. I celebrate certain rites of passage, such as turning 16, then 21, then (gasp) 30! I have begun to pass these onto my own children, in fact. Part of these values include accepting everyone as an equal and capable person, as does my Christian religion. Sheets suggests exploring our own ethnic, cultural, and linguistic backgrounds in order to include more culturally inclusive content (2005). Chapter 7 is about expanding knowledge acquisition, and the first step in exploring our heritage is
“Examine how your race, ethnicity, sexual orientation, abilities, gender, religion, class, and economic status positions you culturally, guides your perceptions and attitudes, and influences how you think and act (2005, p.143). In my last comment I mentioned students who may not have parents show up to class events during the school day. I could possibly hold a grudge against those parents for not being supportive when, in fact, they could be from a working class family and not be able to afford a day off work. That parent could be instilling the values of hard work and commitment in their children, rather than my first perception of laziness or neglect. So, I will have to work on my attitudes as well in order to be a better teacher for all of my students, not matter where they come from in life.
Would anybody else like to share some of their pre-conceived ideas (not just about race)that you may have been raised with that may not be so accurate after all?
I also love the ideas of parents being involved in the classroom. In response to Katie's question:
ReplyDeleteCan the presence of someone else’s parent be a positive influence, or will it only reinforce the fact that this child may not have someone who cares?
Having just one parent who has knowledge about the specific topic come in a one time may help alleviate some of those thoughts of feelings of being left out. For example if you have a student who celebrates Hanukkah, it might be great to have a parent come in and talk about that at the time of celebration. I also feel that sending information home and letting the students know what is going to be discussed may help them and their parents be more prepared.
Being prepared for obstacles is something that all teachers should learn. What do we do if we have a parent disagree with us teaching about different cultures?
I too have an issue with race labels. I have never understood why we have to be placed or categorized into these various labels. It seems to do more harm than good. They do nothing more than place emphasis on the fact that we are not the same. I believe to eliminate racism we need to eliminate the race labels. To start with I would like to see the human genome project included in the curriculum to start educating people that we are all the same. Education is the key to fighting racism.
ReplyDelete