Racial Inequality Between Past and Present
Assignment ID Number AFFGEHU83939HD Type of Document Essay Writing Format APA/MLA/Harvard Academic Level Masters/University References/Sources 4 References
Outline: Racial inequality Between Past and Present
· Racial inequality meaning.
· In this country American means white. Everybody else has to hyphenate. Toni Morrison
· Race does not exist at the genetic level because DNA sequencing shows that 99.9 percent similarity.
· People had to adapt to their environment for survival thus the difference in melanin levels.
Racial inequality remains a huge problem on our society. Racial inequality throughout the past and present show both similarities and differences.
1. Household opportunities and wealth differs between African-Americans and whites.
I. Policies related to homeownership in the past show racism toward blacks.
· Blacks were prevented from buying houses in the suburban neighborhoods.
· Fair Housing Act started at 1968 outright refusal to sell property to Blacks became rare.
· In 1992, 46% of black children lived in a family with an income below the poverty line. While whites cumulate to 16% only. (Smith)
· Between 2004-2010: Blacks lost a quarter of their wealth to mortgages and bank services, whites lost 1% only (Parsons).
II. Policies have changed, but African-Americans are still negatively affected.
· Wealth gap increased between whites and blacks due to inequality and racism throughout the American history.
· Median wealth of whites = $113,000
· Median wealth of blacks = $5,677
· Between 1983 and 2016 homeownership:
· Blacks increased by 45%
· At 2016, whites have 72% of homeownership.
2. Priorities in education between past and present show inequality.
I. African-Americans in the past had inequal education opportunities.
· High quality education = improve social and economic prospects
· Black students are more likely to face a cluttered learning environment. (Smith)
· In 2004, Orleans Parish School System (OPSS), that serves black students primarily Ranked the worst in Louisiana (Raynor, 2006)
· (OPSS) needed major repairs in roofing, plumbing, heating, and air conditioning (Tulane University, 2009)
· After hurricane Katrina, US Secretary of Education, Margaret Spellings;
· Gave 47 million dollars for the building of Charter schools (Saltman, 2007).
· Nothing for public schools.
II. Today, we see that education is a priority to the nations.
· New Orleans at 21st century regulations: –
· Removal of attendance zones
· Exceptions for charter schools
· Resulted in publicly funded, selective admission schools that serve 75% of the 1800 white students.
· Based on New Schools for New Orleans (NSNO), by 2021 New Orleans schools will be performing better than half of the districts in Louisiana.
3. Police brutality is a crisis that many black people suffered from in the past and present. `
I. Police brutality in the past was trending and African-Americans are the ones suffering.
· 1988, the rap group N.W.A. released an album discussing the struggle with police brutality and job inequality.
· The album became an anthem for anti-police brutality movement.
· Founded in 1981, Race Forward anti-racism organization.
· At 2008, Obama became the president in a way to help end racism and police brutality (Nodjimbadem, Katie)
II. Police brutality nowadays wont stop unless racism disappears.
· 2013, the organization Black Lives Matter appeared, due to the increasing inequality and police brutality.
· All these movements and we still see inequality with police dealing with blacks.
· Racism been supposed to die when Martin Luther King died.
· October 13, 2019, an innocent lady called Atatiana Jefferson was shot by a police officer while she was playing video games with her nephew at
· Restate thesis statement
· Racial inequality in the past and present differ only in time
· Both eras construct an inequal perceptions between blacks and whites
Parsons, Eileen Carlton, and Kea Turner. The Importance of History in the Racial Inequality and Racial Inequity in Education: New Orleans as a Case Example. Negro Educational Review, vol. 65, no. 14, Jan. 2014
M. Smith, T. (2019). THE EDUCATIONAL PROGRESS OF BLACK STUDENTS. [online] Nces.ed.gov. Available at: https://nces.ed.gov/pubs95/95765.pdf [Accessed 26 Oct. 2019].
Nodjimbadem, Katie. The Long, Painful History of Police Brutality in the U.S. Smithsonian, Smithsonian.com, 27 July 2017, www.smithsonianmag.com/smithsonian-institution/long-painful-history-police-brutality-in-the-us-180964098/.
New Schools for New Orleans. New Schools for New Orleans, 2019, www.newschoolsforneworleans.org/what-we-do/our-strategy/. Accessed 20 Oct. 2019.
On Views of Race and Inequality, Blacks and Whites Are Worlds Apart. Pew Research Centers Social & Demographic Trends Project, Pew Research Centers Social & Demographic Trends Project, 27 June 2016, www.pewsocialtrends.org/2016/06/27/on-views-of-race-and-inequality-blacks-and-whites-are-worlds-apart/.
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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