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Stephen Portsmouth
Dr. Robert Eddy
ENGL 362
13 December 2012

Reflection Letter

During our brief, but intense semester I have learned new concepts and developed my
own ideas and values. Our class has provided me with a greater understanding of systemic
racism and its pervasive existence in America today through lectures, texts, and colleague
contributions.
Upon finishing this letter you will find three summaries with commentaries which were
written in response to each of thethree books we read this semester. First is my response to Alana
Lentins Racism: A Beginners Guide. Lentins piece introduced me to systemic racism. Lentin
defined colorblindness and white-privilege which were two major themes of the course. Lentin
also taught me that racism has political, social, and economic influences.
Lentin also helped me understand our teacher focus question which asks How do your
racial identity and comfort level influence the people you work with, especially the people of
races other than your own whom you supervise? I never fully understood the degree to which
my identity and comfort level affect others. Lentin connected the dots for me by explaining how
Muslims feel in America. the scapegoating of Muslims today mirrors that of the Jews in the
run-up to the Nazi Holocaust (57). That made me realize how even an awkward glance at
someone could hurt them. I say this because I hope and believe that the vast majority of
Americans are not consciously discriminating against Muslims, but instead their racism is
outwardly shown in body language because deep down they are uncomfortable. This lack of
comfort comes from media-driven stereotypes that say Muslims hate Americans. You and other
Muslims know this is obviously not true.
Next, I reflected on Rochelle Brocks Sista Talk: The Personal and the Pedagogical.
Brock brought racism in personal context, specifically African-America women. Brock coined
the term womanist in order to show that African-American women face their own set of
unique problems. Brock also touches on the concept of the othered definition, a definition that
minorities must escape because it was created through the concept of binary opposites by the
dominant white group. They must deal with two obstacles in American society: being black, and
being a woman. Brock also addressed the anger she is building up as she learns more and more
about the oppression of African-American women. She believes that one must channel this anger
into positive self-expression that can benefit her and other black women. I was glad Brock
addressed anger because my number one belief about racism and myself is that I know I would
have had an extremely hard time being positive and non-violent if I was an African-American
who experienced unrelenting racism. I have so much respect for Brock and anyone oppressed
who had the self control to remain peaceful. This piece was extra insightful to future supervisors
like me. At my summer job, I often am in charge of the warehouse and a racially diverse crew.
When a fellow employees error affects warehouse efficiency or costs, it can be hard not to get
angry. Now I understand that often a misunderstanding is the cause and these is because we all
speak somewhat different dialects due to our diverse backgrounds. Brock helped me understand
that these differences cannot be frowned upon, and it only requires more effort to overcome
them.
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The final piece we read this semester was Dialectics of the Veil which appeared in
Howard Winants The New Politics of Race. In this chapter, Winant explains W.E.B. DuBois
concept of the veil. The veil is defined as a sort of flexible yet rigid barrier that separates
minorities from the dominant group. Minorities use the veil to embrace the othered definition in
order to make whites more comfortable and therefore aid their ascension in American society.
The veil is a tricky concept because while it does work to benefit minorities, it also harms them
by stifling self-expression. It is extremely important in professional settings to identify situations
in which a minority is simply acting in the way they believe they should. This limits new ideas
and perspectives and creates a one-dimensional work environment in which works are not
comfortable.
After my summaries with commentaries, I have included all drafts of my group project. I
was fortunate enough to work with colleagues Rachael, Kyle, Evelyn, and Joe. The goal of our
project was to provide teachers with tools that would help them create a positive learning
environment in a racially-dynamic classroom. We provided two scenarios in which race played a
role in classroom ethics and learning. We provided explanations of the attitudes that motivated
both incidents as well as how to handle each situation. Racism and education are analyzed
through the political, social, and economic influences that all affect minority achievement in
education. Next we provide our own pedagogy that reflects our knowledge of systemic racism
and how it impacts classroom racial dynamics. Our curriculum also lists our core beliefs as we
constructed a curriculum that fosters a positive and racially dynamic school setting.
I hold Tim Wises Dear White America The Letter to a New White Minority in the highest
regard out of all the texts we digested this semester. I say this for a few reasons. First off, Wise is
talking directly to white America, who will be the major force that can end racism. Wise asks the
readers questions and essentially calls out white America. He sees the need for whites to first
accept their white-privilege before America can be equal. Wise also introduced a concept that
was new to me, and may very well terrify many white Americans. Within roughly thirty years,
whites will be the minority in America. This forced me to acknowledge the possibility of a
dominant minority that may be able to remain in control due to the fact that racism is imbedded
in every American institution. I also liked how Wise provided statistics that showed the
economic disparity between the dominant and oppressed groups. The statistics made it
impossible for whites to explain away their white-privilege and I thought the book was the most
helpful to the growth of my own ideas about racism in America.

I have been most successful as a rhetorician this semester when I developed my own
theses by referring to the texts we read. I was able to consume new knowledge and incorporate
that new-found knowledge into my own set of values and beliefs. I developed my own argument
that language determines discrimination in America by using my own experiences as well as
those from class resources. I also have developed skills in group rhetoric. I hate working in
groups and was extremely tempted to tackle the daunting twenty-five page paper on my own. I
choose to enter a group because you explained that many professions value group work and look
for applicants who are versed in the rhetoric of groups. I can draw some comparisons between
group rhetoric and the rhetoric of racism. No one wanted to offend another, but at the same time
they wanted their ideas heard. My group had numerous disagreements that could only be fixed
through discussion and deliberation. I did not want to dismiss their ideas, much like I do not
want to be colorblind to others race. It was a learning experience to balance my ideals with the
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groups and to not ever be angered by what others had to say. I believe I have become versed in
group rhetoric as well as the rhetoric of racism this semester.
This semester I have learned a lot about being fair to writers that I disagree with,
especially in regards to the sensitive issue of racism. I have learned to respect writers with
different opinions than my own, especially in regards to racism. The respect I have for authors
intellectual property is grounded in my understanding that everyone's opinion is constructed by
unique personal experiences. I cannot simply dismiss arguments about racism or its many aspects
because I have not personally experienced any discrimination based on my race. Being in the
dominant white group has sheltered me from the reality of racism because I only experience
white-privilege, which is easy to ignore because it only serves to benefit my standing in
American society. Learning other authors opinions and experiences helps me see the injustice
and inequality that is pervasive in America today and why I cannot blindly embrace my white
privilege. If an authors opinion differs from mine, it doesn't mean they reject my ideas or
experiences, they simply have different knowledge to bring into the conversation. I honestly
never truly took a major issue to what any if the authors we read this semester because every
claim was backed with substantial evidence. It doesn't exactly take a genius to realize that racism
is prominent in America, though it does take character and responsibility to acknowledge it.
Taking that approach, I read the texts as new sources of knowledge not accounts of how racist I
am because I am white. The authors never blamed me because I was white; they only called for
recognition and rejection of racism. If the authors had been more accusatory, I may have been
more inclined to reject their opinions. I also believe that I understood and readily accepted
arguments made by authors we read because I never had any evidence to contradict them. While
my life experiences have never made me the victim of racism, they have made me aware and
angered by its existence.
My cross-racial peer conversations with my colleagues were extremely crucial in my
growth as a student this semester. In certain circumstances, my cross-racial peer conversations
were effectively interactive textbooks. By that I mean my classmates, or colleagues, significantly
contributed to my learning in our class. I compare my conversations with colleague Evelyn, who
I had more in depth conversations with as a result of our groups, to the insight I gained from
Rochelle Brock. Both my colleague and Brock recounted personal accounts of the female
minority experience. I was oblivious to their respective demographics' experiences until I
listened to their stories. I valued my conversations with my colleague, Evelyn, so much that I
consulted her while writing my response to Tim Wise's book and ultimately included her in one
of my papers. The class as a whole introduced so many new ideas to me. It seemed that with
every different reading each student colleague would take something different away from it. My
colleagues either clarified my own understanding or opened my eyes to ideas in the text that I
had missed. I also never identified myself with any of my colleagues, except in academic terms. I
couldn't see myself in any of the other students. I quickly gathered that most of my colleagues
came from different backgrounds, and had similar yet unique values and completely different
interests than I did. I appreciated the diversity of my colleagues and the diversity of ideas
brought forth from students who are future experts in various fields. Sometimes my colleagues'
contributions overwhelmed me because they contained ideas developed so quickly yet were
extremely articulate. I am an English major because I desire and require time to formulate my
ideas. My colleagues helped me realize the necessity of quick wit and timely response and
proved to me that I am completely capable of fulfilling that necessity. My colleagues provided
new insight and knowledge this semester, and I can only hope I returned the favor.
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Racism manifested differently in our classroom than in American society. Overt racism
rarely manifested in our classroom. A few snide remarks were made that were not overtly racist,
but I felt there were underlying racist attitudes. I also feel these attitudes were not intended to
harm, but were a product of American culture that laughs at and shrugs off racist or stereotypical
jokes. Our class showed basically zero signs of resistance while learning about the reality of
systemic racism in America. This surprised me. I always assumed that because I grew up in
liberal Seattle, my environment shaped me to be an accepting person who embraced the attitudes
of the least racist part of the country. I thought that there would be someone from Eastern
Washington who would be fairly racist because they grew up in isolated areas that are almost
completely white. My classmates who affirmed they were from small rural communities in
Eastern Washington showed me, through their intellectual work in our class, that I was
stereotyping them just as badly as I believed they would stereotype minorities. Racism
manifested in our classroom in minute ways because everyone was willing to accept their white
privilege or focus their frustrations into constructive discussions.
Rhetoric changes in every situation and racialized settings also provide their own sets of
rules for discourse. It is important to consider how rhetoric aligns itself with the speaker or
writers intentions and to analyze their rhetoric to learn more about their values. Brocks piece
was a perfect example of how race can determine the rhetoric used. While speaking to the
dominant white group, Brock had to control her anger and frequently utilize the veil in order to
get her message across to whites. This application of rhetoric is present in nearly every racialized
setting in America.
The question I propose after taking this course is will a dominant white minority exist in
the near future in America? I say yes, for a period of time at least. Racism is so deeply engraved
in American government, occupations, education, and everywhere else that the new majority will
not be immediately able to overcome all these obstacles. I also see racism in language. I know
that many Americans are ticked off that ATMs now ask you to choose either English or Spanish
before you proceed. After time the new majority may either have switched the national language
or embraced English and will not be linguistically limited. Only time will determine whether
whites can become the worlds first dominant minority in America.
Our intense yet temporary learning environment has been an approximation of the
American dream of equality. New ideas were readily accepted and colleagues felt comfortable to
be open about their own ideas. As a class we have fallen short of this dream, when we remained
in shock stage. I know personally that if I offered more of my ideas to the class, they would have
learned more because of my unique life experiences. In the future I will personally express my
own ideas more so that I can let others know who I am and feel comfortable around me. I also
will continue to reflect the amount of respect our class gave to new ideas.
I believe I have earned a B+ in English 362 this semester. I have awarded myself this
grade for a few reasons. First off, I have never ever taken a more pensive class. Every class
wondered left my mind racing with challenging questions that ended up helping construct my
own value and belief systems. I also frequently discussed this out of class. I live with four other
white kids, but one of my best friends this year has been Dino, an African-American. I consulted
Dino on my papers and asked him to share his own perspective on racism. This helped him feel
comfortable as a freshman in my home full of juniors. I also talked to my parents and found
more resistance than I anticipated. Resistance helped strengthen my own arguments. I do not
deserve an A grade because like you noted, I should have spoke up more in class. I want to end
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by thanking you for enlightening the pervasiveness of systemic racism this semester. I now have
a tool box that will aid me in racially-dynamic settings.
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Stephen Portsmouth
Dr. Robert Eddy
ENGL 362
October 2, 2012
Racism: A Beginners Guide: An Analysis

Alana Lentin provides a powerful explanation of how racism is still perpetuated today
across the United States in her piece Racism A Beginners Guide. Unfortunately every
conscience individual in America has witnessed, experienced, and knowingly or not has even
helped racism remain intact. Lentin uncovers factors that are recognized by only some and that
have major influence on the systemic racism that continues to plague the United States.
Lentin begins the introduction by acknowledging that racism is very complex and
multifaceted. Lentin believes that race is created by culture and is deeply imbedded in society.
Politics, social class, and economics are all now connected to race. This certainly seems to be
true in my own experiences. Inner-cities and low income areas are often inhabited by the
minority group. Even in my hometown, Bothell, which is only twenty minutes north of
progressive Seattle, almost all the minorities, Latinos and Latinas in this instance, live in
rundown apartment complexes. Majority members often call this area little Tijuana. It is
tucked away behind a stadium and I never knew it existed for a solid 13 years and I lived less
than two miles away. It was as if the minorities were quarantined. Majority group members
choose to ignore these areas and hot button issues and become color blind so as to protect white
privilege. The question that the color blind choose to ignore is why do all the minorities seem to
be at a disadvantage?
Lentin believes racism has its root in politics from years past. European explorers deemed
anyone with different skin color as being eons behind in mental capacity (24). This false and
unwarranted stigma has proved difficult to escape for minorities. Minorities started out in this
country at the bottom of the economic totem pole and few have been able to ascend to the top.
There are multiple reasons why white privilege and racism have continued for years. As
Lentin points out, economic advantages are clear for the dominant group, but the majority needs
to acknowledge this advantage. The fact that racialization and racism are repeated, affecting
different groups over time, does not mean that racism is inevitable. Rather, it shows that
considerable transformations of our political systems, our social and cultural infrastructure, and
our discoursethe very way in which language is usedneeds to change if racism in Western
societies is to be overcome (xv). In other words, the dominant group reaps social benefits that
allow for greater political control and economic prosperity. This creates a massive incentive for
majority members to do nothing and remain in the position of power. Ultimately, unless the
majority group acknowledges their power, no racial equality can occur.
Lentin defines another contributing factor to racism is how the minority group is labeled
by the majority group. The dominant group defines the minority group because culture allows for
it. Lentin discusses how the minority group will accept this diminishing definition because it is
constantly enforced by culture. If someone tells me who I am, Id let them know that only I know
who the true me is, but minorities are often at such a political, social, and economic disadvantage
that the definition from others seems to fit. This phenomenon is so powerful that minorities often
see themselves as objects, not equal humans (39). Lentin claims that an individual who is
oppressed because of their ethnicity will only see themselves a black or Latino, not as an
individual. Group characteristics begin to take hold. I agree that this still occurs today. Minority
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youth seem to get into more legal trouble, but that is because our culture tells them thats how
theyre supposed to act. Until minorities can escape the oppression and define themselves,
racism will persist.
Antisemitism was so powerful that it inspired genocide, and it began as a solution or
explanation to overwhelming societal problems. Recall that Lentin sees racism as a result of
strong issues lacking an explanation. Fundamentally, all racism/s are a cultural manifestation, a
reflection or expression of tensions or problems within a society, rather than a phenomenon
derived from an autonomous and somehow objective sphere of scientific investigation and
theory (1). World War II and the German genocide of the Jews was a result of political and
economic troubles facing a depleted German nation. Lentin states that people were looking for a
solution to all issues and Jews became the scapegoat (67).
Antisemitism may seem like a thing of the past to many, but Lentin shows how relevant it
remains today. She believes that American attitude and actions towards Muslims mirror that of
the anti-Semitic Third Reich. the scapegoating of Muslims today mirrors that of Jews in the
run-up to the Nazi Holocaust (57). To me this is the most chilling sentence in the book. It forced
me to analyze my own colorblindness. I feel that because I have African-American roommates
and even best friends, I have insight into white privilege, but I never really consider how
Muslims are treated in America today. I believe one hundred percent that Muslims in America
experience disadvantages all the time, whether its random security screenings or more
obstacles when seeking employment. The United States is even bombing other nations to
eliminate terrorists who often are Muslim. If I were Muslim, I do believe I would feel
unwelcome in America frequently and realizing that may be the most important thing I take
away from Lentins work. Racism as strong as antisemitism is still active and well today and
needs to be recognized and rectified.
It is an easy and safe move for dominants to remain color blind or dismiss racism as an
issue that time is solving, but Lentin states that individuals must take an analytical approach to
our society in order to move towards equality. If the dominant group cannot see their inherent
advantage in American politics, society, and economics, then they are failing to work towards
equality. Until the individual takes some responsibility for their own attitudes and actions,
nothing will change. Lentin proved this to me by forcing me to analyze my relationships with all
minority groups, and accept that I too have become somewhat color blind. By recognizing
factors that diminish racial equality, positive strides can be made. Reflect on Lentins statement
The fact that racialization and racism are repeated, affecting different groups over time, does
not mean that racism is inevitable. Rather, it shows that considerable transformations of our
political systems, our social and cultural infrastructure, and our discoursethe very way in
which language is usedneeds to change if racism in Western societies is to be overcome (xv).
In other words, the dominant group reaps social benefits that allow for greater political control
and economic prosperity. This creates a massive incentive for majority members to do nothing
and remain in the position of power. America must embrace equality to accept white-privilege
and move towards a true land of the free.






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Stephen Portsmouth
Dr. Robert Eddy
ENGL 362
October 30, 2012
Sista Struggles

Rochelle Brock provides a powerful account of the unique struggles of African-American
women in her piece, Sista Talk the Personal and the Pedagogical. Brock sets up the colloquial
language she uses throughout the book by giving shout outs not acknowledgements. She
continues to talk as the African-American woman that she is throughout the book, which
sometimes made the reading a bit more challenging, but produced a greater understanding.
In the prologue, Brock talks about how angry she is as an educated and attentive Black
woman who sees the magnitude of oppression her and fellow African-American women truly
are. Brock talks about how pervasive her anger can be, the rage can often be all encompassing
and difficult to work through, with no visible way out (xv). Brock explains her constant anger
by reminding the reader that Black women are consistently devalued, treated with little or no
respect, and have to deal with the burden of being defined by the dominant group. These are
themes present throughout her work and her life as she struggles to not be angered, but instead to
define herself and rise above the oppression.
Next Brock compares her experiences to those of mortals who are left to die when the
gods drown them. The story was an effective insertion because the way in which the self-created
gods mercilessly killed off the others, illicits an intense emotional response from the reader. I
thought why would they ever do that? They abused their power and killed innocent people only
because they saw their victims as inferior. Brock clearly included the excerpt in order to show
how senseless and baseless the treatment of African-American women is today, just like the
mortals in the story. Brock effectively connects the suffering mortals to the African-American
woman and simplifies the main issues to set up the rest of her book.
Brocks first section is all about the other, or Black women that are aware that of their
exclusion from parts of society. To rationalize everything going on in her mind and heart, Brock
creates the goddess, Oshun. Oshun explains the risks and struggle of being defined as the other
by the dominant group. when we are not aware of the forces that attempt to construct and
destruct our being, we run the risk of acquiescing to those very forces, becoming that which
ideology tells us we are(10). Essentially if the oppressed group, in this case African-American
women, does not recognize their oppression and disadvantages, they will assume the role or
characteristics that the oppressor has assigned to them arbitrarily. She discusses the concept of
binary opposites and how the dominant group will define themselves and then define the
oppressed group by giving them the exact opposite characteristics of themselves. This means that
dominants associate good with themselves and the opposite, bad, with the minority group. Even
literature about African-American women is not always from their own demographic. African-
American women need to rise and up and define themselves and articulate their past struggles in
order to change the culture. Oshun reminds Rochelle that she is strong and must fight this feeling
of the other. Clearly the othered definition and escaping its binds is a constant internal struggle
for Black women.
Brock includes these concepts and experiences in her own personal pedagogy. Brock
believes that students need to learn to respect and love themselves and their history. She explains
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that her pedagogy is influenced by the prevalent racism and sexism in society. I know that we
live in a society that judges people based on their race, class, and gender. This is not a belief but
a fact, at least for those that choose to accept it (29). Because of this ever present racism, Brock
utilizes new terminology. She embraces the term womanist, which is a black feminist (21). Her
purpose for avoiding the label, feminist, is to isolate herself as an African-American woman,
who experiences an entirely unique set of obstacles in society. As a womanist, Brock evades
being paired with the past of feminists, who fight an entirely different battle, asserts her strength,
and that she can overcome the anger that boils within. Brock effectively emphasizes the
difference in struggles faced by African-American women.
Three stories are used to support Brocks claims of unique oppression experienced by
black women. In the first story, Female African-American students discuss how being in a
predominantly white school brought them face to face with their identity and how others
perceive their struggles. The women discuss how simple problems can make them consider how
their racial difference defines them or how it magnifies issues. China, one of the students, points
out that there must be a balance between being angered and standing up for oneself.
The second story discusses how Black women feel a burden to be extra strong all the
time. The women feel needed and more fulfilled if they are helping others. Because of their
education, the women have a much higher degree of understanding than most other African-
American women.
The final story involves the survival of Black women. As college students, the women are
forced to focus more on their own lives. They struggle to do so because they believe nurturing
and caring for others is an essential part of being a Black woman. Each woman was forced to
mature quickly as a youth in order to help their families, and this quality of constant aid can be
overwhelming and interfere with their progression in society.
These stories summed up some of the struggles that African-American women face. They
also influenced Brocks own pedagogy in a big way. Brock developed a two tier system of
teaching that would best help Black women succeed. The first part is the theory. Brock envisions
a curriculum that helps tie personal experiences and learning together. Brock explains why this
combination can be so difficult to obtain. Society makes generalizations about African-American
students, who routinely score lower than white students. Either the African-Americans students
dont have what it takes or the countrys educational organization does not meet the standards
that African-American students need to learn. Rochelle holds the later to be accurate because so
many outside circumstances in society force minority children to oppose school because it is
designed for white students (91). Brock realizes the need to overcome these obstacles in order to
effectively educate.
The theory is followed by the practice, which begins by teaching students the womanist
history and how society has othered them. Past oppressions are recounted so that students can
relate it to their own struggles. Brock believes that all students should be held accountable in
order for learning to occur. Brock summarizes her pedagogy. My pedagogy is educating my
students for struggle, survival, and the realization of their humanityfacilitating students in the
understanding of their self-identity and outside constructed identity (30). Brock believes an
awareness and understanding of oppression is the only way Black women can further their
education and empower themselves.
Rochelle Brock asserts that the essential element for African-American women to escape
oppression is to understand and recognize the oppression. By doing so, and by controlling and
focusing anger, the women will be able to define themselves and lead a successful life. Brock
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incorporates these beliefs into her teaching so that students learn to love their identity as an
African-American woman.

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Stephen Portsmouth
Dr. Robert Eddy
ENGL 362
December 4, 2012

A Country Divided: Veiled Separation of Race in America

Howard Winant addresses W.E.B. DuBois's concept of the veil in his book The New
Politics of Race. Winant sees this concept as "the most powerful theory of racism and racism
ever developed" (26). Winant describes the veil as both an imprisoning and liberating function in
which minorities juggle two separate identities. One is their own self-identity, though it has been
racialized and constructed by the dominant white majority, and the other is the identity that is
utilized in order to be accepted by white people. Minorities often act differently around white
people in order to make them feel comfortable and in an attempt to secure equality. While this
veiled identity may allow African-Americans to advance socially, politically, and economically,
it also perpetuates racism by giving in to the dominant white definition of what is labeled as
good or normal (white). In this way the veil is a type of paradox; the learned behaviors and
identity advance minority status but they also completely stifle the growth of self-expression and
a true minority identity. By using the othered identity, minorities allow white people to ignore
the minority experience. The veil both protects and harms minorities in America.
Winant also sees the veil as racial dialectic. He defines dialectic as the analysis of
contradictions to find reason. Winant also shows how flexible the veil is by showing that it is
present everywhere race and racism are also. Every United States entity is affected by the veil
because racism is present throughout every system in America. This makes the veil appear
indestructible and dominant, but Winant explains that the veil is never completely stable because
it is always being pushed in different directions. The racism exists but so do minority desires and
actions to escape the oppression. Winant cites two events in American history as examples of
when emotions and actions from both sides of the veil were so intense that they put "breaks" in
the system. These two events were the Civil War and World War II and its aftermath. During
times like these, racial identities are reshaped and the way society functions changes completely.
These events are essential factors that push for racial equality, but sometimes the veil actually
prevents these events.
Because the veil can protect minorities, it can often make them accept the white
domination and oppression. The veil allows a minority to shield themselves from some
discrimination, but if they hide behind the veil too often, they have ultimately stifled any self-
expression and accepted the white domination by playing by their rules. Needing to constantly
utilize the veil for protection would be absolutely exhausting and defeating. It is hard to pretend
to be someone or something you are not or don't want to be and it is an on- going personal battle
to define oneself for a minority. The veil can protect minorities but they must balance when and
when not to use in order to move towards racial equality on America.





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So why is racism still able to exist today in America? Winant believes that the continued
existence of racial identities plays a role in fostering racism because they are present in all of
America's institutions. Winant rejects the notion that America and the rest of the world is living
in a post-racial era. He believes that we now live in re-racialized world in which the domination
is as blatant as the race-driven imperialist conquests that frequented history. Winant still sees
racism as being prevalent in Americas new empire, and the curriculum has provided me with
support for that claim. Racism is systemic and minorities are disadvantaged because of their
oppressors white-privilege. Another reason racism prevails is that race is socially constructed
and is no lot simply defined only by appearance or place of birth. Winant points out that racism
played a huge role in the creation of the United States and the creation and maintenance of
American values. Ultimately W.E.B. DuBois' veil can be used to help analyze and explain racial
identity, racial oppression and the fight against racism, and racialized society of the modern
world.
The veil exists to serve many functions that both benefit and harm minorities. The veil
can offer minorities a place of refuge in their on-going battle with racism; No one can resist at all
times. The veil also hurts minorities because it gives them a way to hide their true identity. In
this way it also prevents major racial changes in America. Equality cannot occur while minorities
are still giving into the othered definition of themselves, created by the dominant group.
Understanding the veil is crucial for all Americans because it defines cross-racial interactions.
Dominant whites must allow minorities to be themselves so that Americans feel comfortable in
their own land. Minorities must recognize when they are hiding behind the veil, and need to step
out in order to define themselves. The veil is an intangible and sneaky element of racism that
must be full comprehended for racial equality in America.


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