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
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Race, to me, conjures up immediate images of skin color. I do realize, however, that culture plays a major role in determining the associations, positive or negative, that people tend to prescribe to certain races. I have always been fascinated by skin color: It’s just a part of the body that makes us unique and interesting. We must look at our students as talented individuals who can teach us to explore who we are as a human race, complete with our similarities and differences. Sheets states that values may differ between same-group members greater than between the different groups themselves (2005, p. 60). This is because we are looking to define groups of people using one right answer when we are really multi-faceted individuals that share similar characteristics. Acceptance starts with understanding, but we accept our place in our own group before we understand its values.
ReplyDeleteAccurate or not, what are some implied values/norms/expectations of groups you may be associated with?
Sheets, R. H. (2005). Diversity pedagogy: Examining the role of culture in the teaching-learning process. Boston: Pearson Education, Inc.
Katie,
ReplyDeleteWhat is interesting is that in your response to me (The Only Race is Human Race) you said, “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.” I felt the exact same way when I was reading the Sheets text. I thought, “I don’t fully identify with my Italian heritage…I don’t consider myself an Appalachian…I don’t have any deep history in the area I live...” In fact, I became a little jealous of people from minorities because they belong to a group with unique and interesting traditions; a group with which they can identify.
Sheets (2005) discusses this concept in Chapter 4; that White individuals often think of ethnicity as associated with people of color and are unaware of their own ethnic identity. So I determined that my ethnic group was probably white working-class (or something like that) and I looked online for a “list” of white working-class characteristics to answer your question. I can’t find it! I searched every possible combination of words that I can think of in Google, Bing, and EbscoHost, and outside of Wikipedia and a white supremacy activist group site, I can’t find an unbiased and scientific group of characteristics for my ethnic group.
So from personal experience, here is my answer:
1.We value hard work and think it can get us to where we want to be,
2.We like farm-fresh food and ice cream is a staple in our homes,
3.We wear hoodies and blue jeans,
4.Our skin is white but our hair and eyes can be many shades of color,
5.We think men and women are social equals,
6.Friendship and social interaction are vital to our lives,
7.We celebrate Christmas, Independence Day, Father’s Day, and Mother’s Day,
8.We vacation at the shore or in the mountains,
9.We like to be part of the group, but value individuality
That’s as far as I got. But now that I think about it, I do belong to a group. It’s just that my group has been considered the “standard” for so long that there seems to be nothing unique about it.
Sheets, R.H. (2005). Diversity pedagogy: Examining the role of culture in the teaching-learning process. Boston: Allyn and Bacon.
What do you think it does to the unity of the American people, that we have no national identity and are not of one (or even two or three) common group(s)?
In response to Brett:
ReplyDeleteI think thats what makes our country what it is. There are so many groups that we've kinda hung our hat on that. We are a melting pot of culture and differences and it makes our country unique. Take the world cup and look how different our team looks. We have whites, african america, so many different mixed americans. I think we just have a different image than just one set of standards of what americans look like.
I was in the same boat as katie before, I always used to think race was skin color, hair texture and all the immediate physical traits we all go to when the word race is brought up. After reading these articles it really changes my perspective on it all. Sheets talks about how important it is that someone finds there ethnic identity. It plays a crucial part in emotional, behavioral and cognitive development. It develops the way we interpret information and interact socially. Race to me is now a small thing compared to everyones ethnic backgroudn they come from.
Sheets, R.H. (2005). Diversity pedagogy: Examining the role of culture in the teaching-learning process. Boston: Allyn and Bacon.
Do you think with the way our generation has been raised (to look past race)l, that racism wil continue to be a problem in the future?
In response to John,
ReplyDeleteI think racism will always be a part of our society. I believe this because there is not enough exposure to the findings that proves there is just the human race. For example, I had heard nothing of this until this class. It has really opened my eyes. Sheets states that due to the Americanization of White ethnics, many lost their heritage language and much of their culture (Sheets, 2005, p. 55). Therefore, I think this is where the fact that Brett mentioned comes to play that White individuals often think of ethnicity as associated with people of color.
Until there is a major blow up of this issue of only one race, I don't think the racial issues we see in today's society will be resolved.
Sheets, R. H. (2005). Diversity pedagogy: Examining the role of culture in the teaching-learning process. Boston: Pearson Education, Inc.
What can we as educators do to send the message to students and fellow faculty that as individuals we have differences, but we are all members of the same race, regardless of the color of our skin?
Well this isn't scientific or unbiased, but I did find a list of white American cultural characteristics on a blog at Word Press. Here's what it said:
ReplyDeleteHere are some of the features of White American culture. Again, keep in mind that not every white person follows all of this. And again, many of these things will be found in other cultures, especially British and Black American culture, its closest cousins:
language: American Standard English. Stiff, long-winded, impersonal.
religion: a private affair, but mainly Protestant and Bible-based.
weights and measure: English, some metric.
law: common law from England based on precedent; trial by jury; no man should be above the law.
government: democracy, presidents.
freedom: makes society stronger and richer, not weaker.
the future: what you make it.
music: rock, country, gangsta rap, swing.
dress: blue jeans, dressing down.
cows: for meat, milk, leather.
pigs: eaten.
dogs: loved, not allowed to run loose, almost seen as one of the family.
diet: cows, pigs, chicken, turkey, wheat, maize, potato, sugar, cow’s milk, beer, chicken eggs.
breasts: not commonly bared in magazines or in public.
beards: rare.
books: rarely read after age 25.
poverty: a moral failing.
wealth: worshipped.
intelligence: looked down upon: geeks and nerds.
race: colour-blind racism: lip service is given to colour-blind equality, but in practice whites are seen as better than blacks and their lives matter more.
homosexuals: accepted to the degree that same-sex marriage is now a matter of debate.
female beauty: white-skinned, thin, long yellow hair, big breasts, empty blue eyes.
drink: beer common among men but not allowed for children.
coffee or tea?: coffee since the 1920s.
sports: an important part of life; baseball, American football, basketball, ice hockey, golf, tennis.
family: parents with young children; divorce common; personal desires over family.
parents: try to be friends with their children; avoid physical punishment.
managers: try to be friends with their employees.
What's funny about this blog is that it is a perfect example relating to the Cultural Influences of Dialect blog. You can tell by the spelling and use of words (i.e. colour, maize) that the author's dialect is somehow English, like British English. What a timely find...
Source: http://abagond.wordpress.com/2008/11/19/the-four-englands-of-america/
In response to Brett's question:
ReplyDeleteWhat do you think it does to the unity of the American people, that we have no national identity and are not of one (or even two or three) common group(s)?
I think that where we lack in a unified American culture based on race and ethnicity, we make up for in the stark differences we have between classes. While we may not exactly know specific aspects of our cultural heritage, we certainly get our culture from the group of society in which we are raised.
In this country, we are beginning to see culture as something more focused on our personal history, but rather, our personal financial history. While race still plays into the breakdown of socioeconomic status, each status is slowly becoming more varied across the board. Children of upper class have not had the same experience as middle class, and especially lower class children. As the cultures in America blend, this will definitely become a more definite way of defining one's "values."
I can't decide if this is a good or a bad thing, though.
What are some aspects of culture that you see disappearing as the "American" identity becomes more blurred?
To Bethany,
ReplyDeleteTo respond to your statement about culture and class: I, too, feel as if our cultural experiences are varied and defined by class. While we don’t employ a caste system in the United States in the same way as in India, we are not blind to the fact that we are divided by “haves,” “haves some,” and “have nots.” It is also clear that we witness the effect of class on students in school: We are able to determine who has support at home through our daily interaction, and we know success in school helps establish success later in life.
So, to answer your question, I think some of the things we are lacking in our culture and homes directly correlates to low achievement in our classrooms. One of these influences is the lack of eating family dinners around the dinner table. This society is already too dependent on technology as its main tool of interaction: By eliminating basic face to face conversation at the dinner table, students are not able to develop as many tools to communicate, which is a vital life skill. It also could leave students feeling unconnected to those around them and create a barrier to building confidence. Sheets states that “Families create, or fail to create, children’s earliest sense of belonging, uniqueness, and competence” (2005, p. 30). This also relates to many issues that carry over into their school behaviors, such as employing the attention-getting mechanisms discussed by Linda Albert (Attention, revenge, power, or avoidance) because they are not getting support at home. I feel we need to be sensitive to these issues in our classroom and devote time to making it an environment where all students feel welcome and supported. This Ecology class is the necessary tool to help me develop it.
What are some other issues that are present in the classroom that could be attributed to home life?
I suppose I am an oddity in that I was taught from the very youngest of age that race is a figment of a person’s imagination. As an African American and a child of parents who were freedom riders and civil rights activists, I was taught to not be distracted by what I thought I saw-- profoundly inherent “racial” differences between people. In my family, if we children were to forget this fact, a quick family reunion would be called to order and the whole argument of race being limited to physical characteristics (phenotype) would be flipped on its head –skin hues, hair texture, profiles and other features. I was taught and have since concluded for myself that race is indeed a convenient social construct engineered to protect privilege. It is human nature to categorize people into camps of “us” and “them.” Even with overwhelming scientific evidence refuting the whole notion of race, I think people will remain wedded to antiquated thinking and long-standing cultural stereotyping. The historic inequalities that this mindset engenders will likely continue (Sheets, 52).
ReplyDeleteQuestion: How do we as teachers help our students to combat the hidden injuries of race when we lack the courage to break the taboo of silence for ourselves?
Sheets, R.H. (2005). Diversity pedagogy: Examining the role of culture in the teaching-learning process. Boston: Allyn and Bacon.
I really like the idea of race as a figment of imagination that Dawnyielle mentioned in her post. As a child, I had always thought of race as being a purely cultural and color based term, and not one that included any kind of racism. I grew up around many different family friends that were considered of a different race, and I thought nothing of it when I was a kid. One of my parents friends was as white as me, but his whole family was African-american. Due to this fact, he was not allowed to become a member of the local moose lodge due to his being considered an African-american, even though on the outside he looked to be a white-american. This resonated with me for a long time as I grew up, and helped to define my ideas about race and racism. Due to this incident, I realized that race was more than just about skin color. It was about a stereotype and prejudice that people held in their minds. My parents actually petitioned the moose to allow him to become a member, and were successful in doing so, even though after that he really didn't want to be a member.
ReplyDeleteQuestion: Can you foresee any problems with teaching your students that race is a figment of their imagination, and that we are all part of one human race?
In response to Rusty's question
ReplyDeleteWhat can we as educators do to send the message to students and fellow faculty that as individuals we have differences, but we are all members of the same race, regardless of the color of our skin?
I think that using blind interest surveys to pair up partners or some other kind of activity such as that could help students to recognize that persons of a different culture can have similarities with them. Also, by exposing the students to as much diversity as possible in our lesson plans, students can learn about some of the great things that people of other cultures have accomplished. Trips to museums that offer insight into other cultures is another way of broadening their perspectives on the issues of race. Lots of students in this area make trips to the Inner Harbor in Baltimore to go the the Aquarium, but their is also a Frederick Douglas Maritime Museum on the Harbor as well not three blocks away (I know because I went to it on my honeymoon.) Including things like this can help students to gain more knowledge into things that they may not be privy to in their home life.
In response to Rusty:
ReplyDeleteI believe there could be some problems when teaching children that race is a figment of our imagination. Eventhough genetically we are all the same the visual differnences in apearence are very real. This may contradict what a child is tought at home and in society. If we are all the same then why do we have television chanels for just one race? To understand that we are all the same may require a higher level of thinking. However I believe that teaching race is not real is truthfull thing that should be tought. According to piagets Conrete stage of thinking which starts form early first grade to adolescence says that children have the ability to think abstractly and think beyond what they can see and physically manipulate. If the children are tought this from a young age it will be easier for them to understand throughout life.
To Bethany's question...What are some aspects of culture that you see disappearing as the "American" identity becomes more blurred?
ReplyDeleteThis is on a much lighter note than socioeconomic class but it helps to illustrate your point of the big blur…
I remember as a youngster visiting relatives across the country during the summer months, and being fascinated by how different the music was from one part of the country to the other. Depending on where you lived, determined the music that was on the radio. There was also a time not too long ago when American music genres could largely be “assigned” to specific ethnic or cultural groups. Not so any more. From Rock to Jazz, Hip-Hop and Classical, it’s all blended into a uniquely American sound that can originate from any neighborhood and from any ethnic group in America.