Throughout Why Are All the Black Kids Sitting Together in the Cafeteria? Tatum uses an abundance of quotes. Such are full of more information that she believes are a lot more effective as direct quotes; they are full of information and stories that would be hard to paraphrase or summarize.
In this section of the book, (pages 362 through 308) the majority of the direct quotes are minorities (besides the Black population) sharing their own personal stories and experiences with racism. Their stories trigger an emotional response from the readers. One American Indian student states, "One of our school's biggest rivals is the Calaveras Redskins. Calaveras has always had an obscene amount of school pride, but little do they know how damaging their game-time routines are... I feel ganged up on... Worst of all, the most offensive stuff doesn't even come from the Redskins... I have heard my own friends yelling around me... (265) Reading this student's first-hand encounter allows us as readers to feel the discontent and discomfort of a American Indian student. If his story had instead been given a short summary, then the emotions he feels would have been minimized and would not cause the same reaction.
The offense that White people are guilty of vary across different races. Asian Americans, primarily from immigrant families, are not given the educational help that they truly need to succeed. Tatum quotes a Vietnamese student whose English is a second language:
Sometimes, the English teachers, they don't understand about us. Because something we not do good... like my English is not good. And she say, "Oh your English is great!" But that's the way
of American culture is. But my cultures is not like that. If my English is not good, [the teacher]
has to say, "Your English is not good. So you have to go home and Study."... But some
Americans, you know, they don't understand about myself. So they just say, "Oh! You're doing a
good job!..." Teachers talk like that, but my culture is different. They say, "You have to do
better." So sometimes when I do something not good, and my teachers say, "Oh, you did so
great!" I don't like it. I want the truth better. (284)
We know that teachers mean well and wish their students the best, hoping for them to thrive, but when students who clearly want and need more help are not provided the resources, they will not reach their fullest potential. Through his broken English, we can feel the frustration and sadness this student feels. He is used to how his culture communicates with one another and their high (and blunt) standards. It is nice to be told you're doing well, but not when you are not actually thriving; this is when someone's weaknesses need to be pointed out and supported. Asian students are stereo-typically known to be good at math and science areas in school, not English and social studies. In this quote, the readers are able to understand why immigrant students might not do so well in English. Tatum writes, "... students often suffer from communication anxiety, feeling inadequate about their writing and speaking ability. This anxiety may contribute to a student's choice to pursue subject areas... that require less verbal fluency." (284) The praise that is being given to students like the one above is not based on genuine success, but rather, I think, pity. Teachers don't want to make a student that is falling behind feel bad, but the false support they provide isn't any better. Tatum, by including this point of view, is pointing out how American culture is backhandedly racist, even when it's trying its best to be kind.
The inclusion of many big and emotional block quotes in this section of Tatum's book provides strong evidence of America's racism. I think that without the use of them, this book would be much less powerful. Yes, there would still be many statistics which support Tatum's message, but readers' hearts would not be in it. Additionally, the use of quotes from so many people who have experienced racism more interesting. Reading just numbers with some commentary tends to get boring, so mixing in some narratives allows the readers to reinvest themselves into what is in front of them.
Hi Lily! I like you blog post and how you talked about the numerous stories Tatum brings up. I liked this section of the book because of how much information we were given from primary sources, such as the American-Indian student and his comments about the team known as the "Calaveras Redskins". Also, the part about the Vietnamese student and his frustration with how he is receiving his education was also very frustrating to hear for Tatum's audience, myself included. Like you mentioned, I think that this shows how even if it is unintentional, teachers and schools in this country sometimes give minorities a poorer quality of learning than their White peers. Again, I enjoyed reading this post and it was very well written!
ReplyDeleteHi Lily!
ReplyDeleteI really like how you included the quote from the Vietnamese student who struggles with English. It allowed me to see just how much that student struggles with grammar and the English language. I agree that just listing out statistics of students who claim they are not fluent in English does not have the same effect as including real life quotes from students as we are able to see what it's really like for someone with English as a second language. As I was reading your post I was thinking that maybe the reason why some teachers provide false support to some students is because they are trying to avoid racism, and they don't realize that by trying to avoid it they are still being racist. Maybe they don't want the students to feel targeted, but that is no excuse for telling someone their English is excellent when it's clearly not. What do you think are some good ways for a teacher to help a student who is struggling in a certain area that can both provide them with the help they need but also avoids crossing too far to embarrass them?
Hey Emma,
DeleteI think though it might be uncomfortable for some teachers, they should provide an opportunity outside of class to help students with improving their English. Based on what the Vietnamese says, I don't think they would be mad about being asked if they want more help. Maybe even peers would be willing to help as a peer tutor. Some students that are a little shyer might struggle with accepting help, but I also think that in the long run, they would appreciate the effort and kindness that is being provided to help them improve. To address a student's struggle with English, teachers could make an announcement to the class (in schools that have a larger immigrant population) that extra help is available and then privately, could email a student to let them know one on one assistance is available.
Good post! I was particularly saddened and disheartened by the quote about the Calaveras Redskins. I think that exemplifies what is wrong with high school sports in America; it shows how students are caused to grapple with issues such as racism and peer pressure at such a young age. Do you think these problems could have been avoided if the school simply changed the name of their mascot?
ReplyDeleteI don't think that a school could easily change their mascot because it could lead to a massive upset within the student body. A change in mascot would also be a change in tradition, which I think would be a huge supporting argument for students. Most comments aren't cruelly intended either, so I don't think that a lot of students would understand that in actuality, the cheering is causing pain.
DeleteIt's hard to teach someone compassion, but when students are younger, their parents should be trying to teach how to filter what you say because it could unexpectedly hurt someone.
Good discussion of the use of personal anecdote and why it is effective in helping her build her argument.
ReplyDeleteDo you think that relying on purely emotional arguments is enough to build her case? Would a balance of different kinds of appeals have helped?