Desp Air - 1330 Words

Desperate Air Managers are constantly faced with ethical dilemmas. The book, Managing Business Ethics: Straight talk how to do it right, defines an ethical dilemma as a situation when two or more â€Å"right† values are in conflict (Trevino Nelson, 2010). A decision can sometimes be legally correct, but it does mean it is always ethically correct. A decision may not always maximize the benefits to society or stakeholders. In the following essay, I will review Dash decision and how the RDCAR approach helps me make a better decision. The case of Desperate Air Corporation (DAC) is a company going through financial difficulties. In hopes to turn the company around the CEO, Benton Williams, wants to sell a large underdeveloped ocean front†¦show more content†¦He walked to the land and saw the hazardous danger signs, however, he did not how long those containers were in the land or who placed them there. I would have assembled a team of external environmental experts to find out how harmful was the contaminated land to people. I would have asked them for their professional opinion about the safety of future occupants. Lastly, I would have inquired about the environmental audit made 6 months ago. The environmental audit did not discover any problems with the property. Also, I would investigate further about the previous landowner and see if DAC could take any legal action. The third step is cognition. Since Dash did not share his concerns with anyone except for the CEO and lawyer. I would have assembled a team of lawyers, board members and an ethics expert. We would have had a panel discussion and assess our social responsibility to the community. We would also need to assess the possibility of a lawsuit by Fledging when they find out that the land had toxic waste. If this lawsuit goes public, how will this affect the image of the company? Our customers could distrust DAC and may not want to fly with us. This can lead to a faster bankrupt and erase any possibility of a financial turnaround. After gathering my facts and doing a cost analysis, I would my recommend to Benton Williams to be honest about the conditions of the land to Fledgling. Although, we most likely not deal with thisShow MoreRelatedHbr When Your Core Business Is Dying74686 Words   |  299 PagesBanking | Asset Management | Financial Planning | Trust Services | Estate Planning Services | Business Banking Jess Jackson, Upper Hawkeye Mountain Estate, Alexander Valley Terroir can be defined as that mystical melding of light, water, soil, air and human touch. It is a definition I often use. The simple fact is, you must have a world-class grape in order to make a world-class wine. And when it comes to grapes, their source, the land is what matters. Precious few places exist on this Earth

Effects of Global Warming Essay - 1377 Words

Catastrophic weather changes, the disappearance of islands, melting of Arctic ice, and a new ice age are all in store because of the carelessness of mankind’s tremendous amount of greenhouse gas emissions.â€Å"Human-generated greenhouse gas emissions have reversed a 2000-year cooling trend of the arctic† says environmental expert, James E. Hansen (Eilperin). There are those who believe that â€Å"the Earth’s peculiar wobble has set it on the Milankovich cycle which has warmed the planet due to its upheavals in our weather every 22,000, 41,000, and 100,000 years† (Bloom). The Earth has initiated a warming sequence as a result of human produced greenhouse gas, carbon dioxide, and methane that may lead to catastrophic weather conditions, the†¦show more content†¦With the support of numerous scientific experts giving credit to the fact that mankind has brought on global warming, assuming that the opposing side is lying is a bit far-fetched. Especial ly since the UN supports the fact that the earth is warming due to man-made greenhouse gas emissions. Agencies like the EPA (Environmental Protection Agency) and the IPCC (Intergovernmental Panel on Climate Change) agree â€Å"that ‘substantial increases’ will occur in the near future that could bring about potentially catastrophic changes† (ProQuest Staff). An assessment made by the IPCC also stated that â€Å"human activities are substantially increasing greenhouse gases in the atmosphere† (ProQuest Staff). Greenhouse gas is responsible for the Antarctic ozone hole that is allowing more UV rays to shine down on the ice and melt it, which in turn reveals darker ocean that absorbs more sunlight, melting even more ice (Hansen). Man-made greenhouse gas emissions come mainly from the aluminum, magnesium, semiconductor, electrical utility, and electronics industries and have increased steadily over the years. Northern Arizona University professor Darrell S. K aufman noted that â€Å"Earth’s wobble which accounts for a long-term cooling trend in the Arctic has been reversed in the past half-century. This cooling trend should have continued through the 21st century, but due to human pollution,Show MoreRelatedGlobal Warming And Its Effects1312 Words   |  6 PagesGlobal warming is presenting a lot of environmental and health problems to many countries. A lot of heat gets trapped on earth due to formation of a non-porous layer gases below the atmosphere. The worst effect is felt by developing countries, which are also geographically disadvantaged. The establishment of such countries is on low altitude areas. This position makes developing countries to be direct victims of floods from the melting snow at high altitude areas. A lot of scientific research associatesRead MoreGlobal Warming And Its Effect On The Global Environment1144 Words   |  5 PagesGlobal warming has emerged as one of the most serious concerns for scientists and environmentalists in the 21st century. This is based on the negative impact of global warming, which is not limited to deforestation, drastic variations in climate, decline in output of global agricultural industry, degradation of ice sheets in Antarctic, decrease in ocean productivity, rise in sea levels, and increase in tornadoes, hurricanes and floods. The primary reason for global warming has been identified asRead MoreThe Effects of Global Warming on the Planet1158 Words   |  5 PagesGlobal warming can be defined as the increase in the earths sea level due to an increase in surface temperature. In decades past, there have been debates on what can be causing global warming. Greenhouse gasses and ozone depletion are one of the most important factors that geologists are facing in the fight against global warming. It presents a major problem for not only geologists, but also for policy makers, foresters, scientists, and most definitely the inhabitants of the Earth. Greenhouse effectsRead MoreGlob al Warming Effects on Hawaii Essay1221 Words   |  5 PagesGlobal warming affects the ocean water level because of the raising temperatures; it causes the icebergs to melt which adds more water in the ocean. This poses a threat to Hawaii and other islands because Hawaii is made up of islands, which are small and surrounded by water. This leaves us at risk for many things with the reef and the people. Global warming has some very potential impact on Hawaii’s environment, health, economy and natural resources. With the environment if the sea level raisesRead MoreEffects Of Global Warming On Human Activity2070 Words   |  9 Pagesmore. The world health Organization states that the increase in global warming is due to human activities that changes in climate conditions. Literature reviews: Hypothesis: The literatures has shown the evidence of the changes in climate and is due to natural processes and human activity. Some researchers are more assured that the changes in climate is due to human activity resulted in global warming. The human activities such as burning of fossil fuels has createdRead More The Effects of Global Warming on Our Planet Essay576 Words   |  3 PagesThe Effects of Global Warming on Our Planet Global warming, professionally also called the climate change represents nowadays a critical global issue posing a serious potential threat. This simply means that the average temperature of our planet is slowly rising. This however is not due to the natural causes as it was in the past but due to people and their activities, which permit the so-called greenhouse gases to be emitted into the atmosphere. This has already takenRead MoreGlobal Warming and Its Effects on the Coastal Areas of Bangladesh3116 Words   |  13 PagesGlobal Warming And Its Effects On The Coastal Areas of Bangladesh [pic] [pic][pic] GLOBAL WARMING: Global Warming is the rise in the average temperature of the Earth’s atmosphere, including the surface air and oceans. In simple words global warming is when the Earth heats up. It is caused mainly due to increasing concentration of greenhouse gases in the Earth’s atmosphere. The greenhouse gases, include carbon dioxide, nitrous oxide, methane, water vapor, traps heat and light in theRead MoreGlobal Warming And Its Effects985 Words   |  4 PagesEnvironmental Science Professor Mahoney 11/11/14 Global Warming Over the last few decades global warming has become one of the biggest environmental issues of all times. Every year, global warming gets worse and it’s affecting the way people live, it is affecting the atmosphere in general, and other living organisms in our planet. Global warming is the gradual and increasing rise of the overall temperature of the Earth caused by the greenhouse effect due to the increased levels of carbon dioxide andRead MoreGlobal Warming And Its Effects Essay1040 Words   |  5 PagesGlobal warming is directly causing the rise in temperature of the Earth. The melting of the polar ice caps causes some of the most pressing issues including the endangerment of species indigenous to this region and the rise of ocean levels. Global Warming Global warming is the steady rise of temperature of the Earth’s surface. What exactly causes global warming? Numerous sources fuel global warming, such as deforestation, permafrost, and even sunspots. Obviously, many factors contribute to thisRead MoreGlobal Warming And Its Effects1331 Words   |  6 PagesGlobal Warming Global warming is the causation of the Glaciers melting, sea levels rising, cloud forests drying, and wildlife struggles today. Humans are making this possible because of their release of heat-trapping gasses known as greenhouse gasses by their modern devices. Global warming is the abnormal speedy increase in the Earth’s average surface temperature. It is believed that this is due to the greenhouse gasses that people release into the atmosphere by burning fossil fuels.The greenhouse

Christmas Memory By Capote Essay Example For Students

Christmas Memory By Capote Essay It is curious that as children, humans have the ability to observe and remember details of specific situations and instances yet lack the ability to describe them. Truman Capote, as a grown man, took advantage of his vivid memories and composed the short work, A Christmas Memory. The story begins in late November, a month symbolic of all the years gone by that Capote could remember beginning preparations for Christmas fruitcakes. The year he has chosen, though, is that of the last Christmas three friends spend together. A boy of seven, Capote has but two friends: his sixty-something year old distant cousin and a loyal, happy pooch named Buddy. Although the age difference between the cousins is great, it is clear that the two are almost on the same level of intelligence. His old cousin is not ignorant or innocent by choice, rather, because of her frail condition she has been brushed off by adults and has never outgrown her childish ways. As the narrator, Capote recounts memories of good times; the times before his family members decided that home was not where he belonged. Overall, the story is bittersweet because there is joy to be found in the simplicity of the three friends happiness. However, after this specific Christmas, Capote is forced to move out of his house and to leave his innocence behind. The story is not purely self-serving because Capote uses this piece not only to revisit his memories of happier times, but to also evoke the memories of the readers. The theme of a loss of childhood innocence is one that many people can relate to, as well. However, Capote composed this piece using the observant eye of a youth juxtaposed against wisdom only gained with age. An uncommon usage of colons is employed throughout his work to present different areas of text. Although mostly used for introducing lists or great excerpts of quotes, Capote uses colons for lists as well as for dividing lines of text to break the monotony. Even more so, they are used as directions for the reader to understand peoples movements and the exact details of the story. For instance, at one point Capote writes: Enter: two relatives. Very angry. It is as if the story is a play and he is the director telling the reader how to interpret the scenes. Capotes description of things is also different from the typical persons description. For example, to the laymen, the sun is a big, bright, shiny ball of fire. To Capote, the sun rises round as orange and orange as hot weather moons, balanc on the horizon, burnish the silvered winter woods. His word choice elicits more than just a visual sense of what he is describing; they entice all the senses to jump into his memory. It is distressing that the friends lack any real interaction with the others in the household other than to be scolded. The reader feels as if perhaps the neglected ones should be pitied. Yet, it is comforting that they find consolation in each other and can appreciate each moment for its beauty. In the end, Capote recalls his friend looking upon the land in front of them and back over time and understanding, in a very mature manner, the profoundness of the world. With a few words, an elderly lady who has not ventured outside her hometown reveals a secret of life few ever realize. The kites that they give each other each year represent a life of simple pleasures, when things were easier in Capotes world. This is why, in the end, Capote walks across the campus of his school remembering days gone by, longing for the past, and searching for, again, the simpler things in life and the meaning in a life void of happiness.

The Phenomenology Of Racism Example For Students

The Phenomenology Of Racism Growing up my parents always taught me to respect everyone for who they were regardless of their race or culture . Even though my parents was raised in a racially segregated environment that had a strong impact on their world view and sense of others in the world. I grew up in a privileged family in the suburban area of Atlanta, Georgia. Not many African Americans attended my school with me . My parents and grandparents experienced racism in their community.I am pushed by my family to work hard and be the best that I can be. As I was reading a very interesting power point, I learned that the phenomenology of racism promotes negative attitudes to other blacks and Africa. It also normalizes attitudes of desire and debasement toward white people and white culture . According to the power point , the ideal is for a black woman or man s judgement of themselves or others to escape white norms and values. Racial structure is the totality of the social relations, frameworks and practices that reinforce white privilege. When race emerged, it formed a racialized social system/structure, referred to as white privilege, that awarded systematic privileges to whites over non-whites. Since students of color are actual or potential deviants of the institutionalized white privilege system, the majority works hard to hide it (Lewis 88). Racial ideology consists of racially-based frameworks used by individuals to explain and justify or challenge the racial status quo. As a person of color, I feel that in order to challenge racism and hierarchical oppression it is necessary to understand the dominant racial group whose power and privilege are dependent on how it normalizes and makes unnoticeable the ways it gained, maintains, and perpetuates white supremacy. Cultural racism is another way whites justify the modern deracialized society (Bonilla-Silva 2006). Since race as a biological phenomena has been disproven, racial differences among individuals still needs to be explained, and, consequently, culture is looked at as a marker of social, political, and economic inequality. This frame of colorblind racism relies on culturally based arguments to explain the socioeconomic standing of minorities, an example being that blacks do not succeed because they are lazy. Whites are able to maintain the status quo and their white privilege by not taking responsibility for the racial disparities they created and perpetuated in society; instead, whites blame minorities who are the victim. Cultural racism blames the social status of minorities on cultural values, which lack emphasis on education and hard work. My family, however, strongly stresses the importance of a higher level of education and working hard. I am proof that not all blacks are lazy ind ividuals who want everything handed to them. Cultural racism inappropriately applies some unfounded generalizations or stereotypes on the entire minority group Minimization is another way for the dominant racial group to explain that racism no longer exists (Bonilla-Silva 2006). Minimization allows whites to ignore claims of racial inequality from individuals and communities of color who are personally experiencing it. In essence, minimization gives whites another reason to disregard the racial disparities in society as complaints from minorities about their lack of social and economic success. I have heard whites say, in regards to the African-American community, that if blacks worked hard instead of complaining about nonexistent injustices, we would not have to beg for help. The minimization of racism suggests that discrimination is no longer a central factor affecting minorities’ life opportunities with sayings such as â€Å"It’s better now that it was in the past.† â€Å"Many whites admonish blacks for being ‘too race conscious’ in a world that would be better off if everyone would be ‘color-blin d†Ã¢â‚¬â„¢ (Jaret and Reitzes 1999:732). Minimization also allow whites to be racist through the rhetoric of colorblind racism, by silencing the voice of the oppressed, telling those who are experiencing racism that they are being â€Å"hypersensitive† and allowing the oppressor to analyze and determine what is and is not considered to be racist (Bonilla-Silva 29).through the rhetoric of colorblind racism, by silencing the voice of the oppressed, telling those who are experiencing racism that they are being â€Å"hypersensitive† and allowing the oppressor to analyze and determine what is and is not considered to be racist (Bonilla-Silva 29). There are times, even at home when I feel that I have to censor myself in order to prevent myself from becoming the â€Å"‘hypersensitive’ African-American† woman. Most whites believe that discrimination only exists in isolated pockets, not affecting society as a whole. Few whites claim to be racist, asser ting that they do not judge by race, but by character. . In contemporary society, minorities lag behind whites in almost every area of life, including education, wealth, and housing. Whites rationalize this disparity by saying that it is the product of market dynamics and naturally occurring phenomena, which is not the case. Racial disparities are the result of white privilege. My immersion in black environments, however, left me frustrated that I had to deal with race on a daily basis when so many of my black friends rarely did. In seventh grade I remember coming home at least once a week for months crying to my parents to let me look at other schools for eighth grade or at least high school. I begged them to let me transfer somewhere where I could have â€Å"normal† black experiences, where I could be around people who were like me and appreciated me for exactly who I was. Even though the black friends I gained through my youth organization didn’t understand some par ts of me, like my love for musical theatre or why I always spent so much time on homework, I felt much more comfortable around them than some white girls in my classes that thought I was dirty because I only had to wash my hair weekly or bi-weekly, or that referred to everything from overcooked chicken tenders to an outfit they didn’t like as â€Å"ghetto†. My group of friends at school was diverse and I can’t deny we had some great middle school memories. We were all females, one black, three white, a Japanese girl and an Indian girl. However, the other black girl and I were the only two of friends that did not grow up in the same social circles as our friends. As I further immersed myself in blackness, I began to see how often I was placed in a box and marginalized by my teachers, peers and their parents by comments like Why are you upset with an 89? That’s good for youand I never would’ve thought you were so well spoken and You’ve never s een a home like this have you? I also realized, as I grew closer to my friends at school, that making comments about my frustrations to them often just made me more upset. Talking to them forced me to see that no matter how close we were, they simply didn’t understand why I saw these to this day the common, slang use of the word â€Å"ghetto† annoys me. While the term originated as a term to describe destitute and deprived Jewish quarters in European cities during World War II it has taken on a variety of meanings (Seligman: 2003: 273). It is used by historians to describe â€Å"an area of a city that is racially or ethnically isolated, usually against the wishes of its inhabitants† (Seligman 2003: 273). Today, however, one of Webster’s dictionaries definitions of the word â€Å"ghetto† says it is â€Å"a situation that resembles a ghetto especially in conferring inferior status or limiting opportunity† (Merriam-Webster Dictionary). It is th is definition that has allowed the word â€Å"ghetto† to enter the slang discourse of a variety of people in the way in which my white friend was using it. To refer to the overcooked chicken tenders she didn’t want to eat as ghetto was to say that anything ghetto was inappropriate, undesirable and as Webster’s dictionary quotes, inferior. What made it worse is that the word was often used by white friends to actually describe things that they specifically related to black people. A white girl with a large butt was said to have a â€Å"ghetto booty† because it resembled the butts of black girls in rap videos. I don’t even believe they realized how problematic their use of the word was or how offensive it could be, but it definitely caused a lot of frustration on my part. In many instances it just made me even more annoyed. Many of my white friends told me I was overreacting and it couldn’t be about race because I was â€Å"not really blackâ €  (Tatum 2004: 123), as if being educated and in a predominantly white environment automatically lightened my skin, while many of my minority friends would nonchalantly identify my sentiments as â€Å"just the way it is.† The majority of my friends not only attended school in this type of environment, but they also lived in the neighborhoods surrounding our school and had parents who spent a significant portion of their time in similar work and social environments. For my white, Japanese, and Indian friends it seemed that they were more comfortable accepting this society as their reality. I always wondered if their economic status allowed them to handle our school environment better than I did, but once I met other African American students that grew up in similar environments many of them shared the same disturbance and frustration with situations that took place in their school environments. It made me question even further the status of being black in the United States . Was my frustration with race self-imposed or is the black experience really that much different than that of other races in our country? At the end of the day, it was my view of race that caused the greatest divide between myself and my friends, not because they cared that I was black but instead that they didn’t understand what it meant that I was black. It is common when people’s feelings are invalidated by others that they â€Å"disengage.† Disengaging is not just ending the conversation but being less likely to discuss it again with those who didn’t understand and look for people who do (Tatum 1997: 59-60). That’s exactly what I did. I stopped discussing race with everyone at school except my one black friend and I internalized a message, an assumption rather, that white people and many other minorities simply didn’t understand my racial identity and what it meant to be black. Freshman year my school took in new admits in large waves i n the first, sixth and ninth grades. While we missed any incoming black students in the sixth grade, there were six new admits in the ninth grade. From day one of freshman year we found each other and for the first time since I entered my school in the second grade I felt a deep sense of belonging. I didn’t lose my original set of friends from middle school, but things did change some. Our white friends found different social groups and two of the new black girls joined our group of friends, along with a Chinese girl. Not only did I develop a solid group of friends freshman year, but there were two additional black friends, and I was ecstatic at the mere possibility of finally dating. Freshman year was a turning point. It allowed me to realize that it wasn’t my school itself that I hated but instead its inability to help me develop outside of the academic arena (Tatum 2004: 132). So often people make comments that children shouldn’t have to see themselves as bla ck, but in actuality, â€Å"The parts of our identity that do capture our attention are those that other people notice, and that reflect back on us. The aspect of identity that is the target of others’ attention, and subsequently of our own, often is what sets us apart as exceptional or â€Å"other† in their eyes† (Tatum 1997:21). I didn’t choose to separate myself as a black female. I didn’t choose to look for black friends solely because I thought there was something wrong with white people, I looked for black friends because I felt white people thought there was something wrong with me. From the time I entered my first predominantly white second grade class I was made to feel different. In the fourth grade I remember talking to a girl who asked me, â€Å"Why don’t you ever wear your hair down?† As innocent as her question was, it was apparent that she saw it as weird and at the age of eight I was forced to try to explain the differ ence between white hair and black hair to a girl who really didn’t care to hear the details. She just wanted to know what my hair would look like if I wore it down. Then I looked around and saw that everyone else did get to wear their hair down except me. Instances like this served as constant reminders that I was different and that people noticed that I was different, I couldn’t change it but it often changed people’s perception of me. As if being the only female with dark skin wasn’t enough, I felt like every other difference between us drove a larger and larger wedge between me and my white peers. I believe Tatum says it best: Why do black youths, in particular, think about themselves in terms of race? Because that is how the rest of the world thinks of them. Our selfperceptions are shaped by the messages we receive from those around us, and when young black men and women enter adolescence, the racial content of those messages intensifies† (Tatum 1997: 53-5. As soon as I grew to enjoy my time at this school, I was forced to leave. My parents moved our family to the suburbs, and I now lived about 45 minutes from my school. My parents enrolled me in the public high school in our neighborhood and this is when I first came to understand how privileged I truly was to attend my private school. The public school I attended was considered a good public school, yet it did not measure up against the academics I received at my private school. While not particularly academically satisfying, the two years I spent outside of my private school environment were critical in my ability to further explore my phase of immersion. My public high school was much more representative of the true demographics of America and I finally met white people that were accustomed to black people and were much more accepting. I was also able to meet a larger variety of black students from a variety of different backgrounds and it gave me a true scope of image s both positive and negative that were crucial developing my understanding of where I fit in among the many varieties of blacks. As I was able to forge relationships with a variety of people from various racial, cultural and socioeconomic backgrounds, my process of internalization began.After getting my own car junior year, I asked my parents if I could go back to my private school for my senior year. I attributed so much of my growth as a person to my time there and, although I hated it while I was there, being away helped me to appreciate the educational advantages I was afforded. My experiences forced me to grapple early on with many questions about race that some people wouldn’t be forced to face until college or beyond. Another part of me just wanted to attain the honor of graduating from a prestigious school after enduring so many frustrations for so long. Either way, this is when my internalization further developed. My senior year, I entered the school I had spent so much of my life in with a brand new confidence. I worked to put together a completely student-led Black History program, starred in musicals, participated in concert choir and show choir, and I developed some valuable friendships that I still have to this day. Conclusion As Tatum forewarned, when I continued on to college I went back along certain stops on the â€Å"spiral staircase† of my racial identity formation. For the first time I didn’t have the support system of my family or a stable support group of black friends that I was used to having help me pass through my development phase. In fact not having this support system provided the greatest interruption to my racial identity formation. I knew West Ga would not be a predominantly black environment, but I didn’t Internalization is the point in Cross’ nigrescence theory where â€Å"an individual has a positive attitude towards members of his or her own racial group as well as other racial groupsâ⠂¬  (Buckley 2005: 650). Race, I realize the black population would be quite as small as it is. Academically I worked hard and enjoyed it and socially I traveled to my grandparents’ house in Carrollton every other weekend. Having finally understood who I wanted to be as I came out of high school, I felt out of place. I had reached the internalization portion of my racial identity formation and I was comfortable in my blackness. I was not angry with white people nor did I feel a need to separate myself, but I knew who I was and who I wanted to be and after my past experiences with race I was no longer willing to change that. In the academic arena I don’t deny that sometimes I still choose to â€Å"cover† certain aspects of my personality or identity that aren’t appropriate in an academic setting, but in social arenas I was not willing to do so. More significantly, as is common through the internalization phase, I viewed race as a salient portion of my lif e and I had a desire to commit myself to black issues (Cross: 1991: 212-213). I decided to join a city-wide historically black sorority instead of the local predominantly white sororities on campus. My sorority has had the most significant impact in my ability to be the person I am and has served as my platform to address issues within the black community that concern me. Through Black Student Union I worked diligently to be supportive of others within the black community as well as educating the larger community about the positive aspects of black culture. Although I have still associated with people of all walks of life, my time in college has brought me back to grappling questions of race. Before college my only view of racism was the basics: Slavery, segregation, the Civil Rights Movement, a few influential black Americans, as well as along with the occasional (and usually ignored) viewpoints of family members about how it’s hard to be black in America. However, coming to college and learning concepts like institutional racism, residential segregation, immigration laws and even the simple fact that race is social construct and not a biological one opened my eyes to see race and racism differently. I never doubted that racism was real, but through my academic studies in college it has forced me to realize how real it really is. Race is a subject that continuously interests me, that I constantly question, and I’m always interested to learn more about. Regardless of whether or not I have it all figured out race is a huge part of who I am. It has shaped my experiences in a significant way. As I have journeyed through life, my attitude about my identity has gone from being sure, to being utterly confused, to being inquisitive, and now to being proud. Although the racial socialization of my family couldn’t completely protect me from the harsh realities of living in a racialized society where discrimination is still present, they provided me with a foundation of race consciousness and racial pride that I could turn back to (Tatum 2004: 129). I don’t believe I would have the same level of appreciation for who I am as a person and more specifically a person of color without having been forced to grapple with these issues. Although I do feel many aspects of my school environment could have better facilitated my development, I believe I am a stronger person because of my experiences. .u7aa2cbc51249ec827e498adf579f4f8c , .u7aa2cbc51249ec827e498adf579f4f8c .postImageUrl , .u7aa2cbc51249ec827e498adf579f4f8c .centered-text-area { min-height: 80px; position: relative; } .u7aa2cbc51249ec827e498adf579f4f8c , .u7aa2cbc51249ec827e498adf579f4f8c:hover , .u7aa2cbc51249ec827e498adf579f4f8c:visited , .u7aa2cbc51249ec827e498adf579f4f8c:active { border:0!important; } .u7aa2cbc51249ec827e498adf579f4f8c .clearfix:after { content: ""; display: table; clear: both; } .u7aa2cbc51249ec827e498adf579f4f8c { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u7aa2cbc51249ec827e498adf579f4f8c:active , .u7aa2cbc51249ec827e498adf579f4f8c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u7aa2cbc51249ec827e498adf579f4f8c .centered-text-area { width: 100%; position: relative ; } .u7aa2cbc51249ec827e498adf579f4f8c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u7aa2cbc51249ec827e498adf579f4f8c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u7aa2cbc51249ec827e498adf579f4f8c .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u7aa2cbc51249ec827e498adf579f4f8c:hover .ctaButton { background-color: #34495E!important; } .u7aa2cbc51249ec827e498adf579f4f8c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u7aa2cbc51249ec827e498adf579f4f8c .u7aa2cbc51249ec827e498adf579f4f8c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u7aa2cbc51249ec827e498adf579f4f8c:after { content: ""; display: block; clear: both; } READ: The Themes of the American Dream, Racism, and White Privilege in Between the World and Me, a Novel by Ta-Nehisi Coates Essay We will write a custom essay on The Phenomenology Of Racism specifically for you for only $16.38 $13.9/page Order now Works Citied Conley, Dalton. 2001. â€Å"A Room with a View or a Room of One’s Own? Housing and Social Strati- fication.† Sociological Forum 16(2):263-280. Cross, William E. 1991. Shades of Black: Diversity in African American Identity. Philadelphia: Temple University Press. Bonilla-Silva, Eduardo. 2006. Racism without Racists. Second ed. Lanham, Maryland: Rowman Littlefield Publishers, Inc. Buckley, Tamara R. and Robert T. Carter. 2005. â€Å"Black Adolescent Girls: Do Gender Role and Racial Identity: Impact Their Self-Esteem.† Sex Roles 53:9/10:647-661 Jaret, Charles and Donald C. Reitzes. 1999. â€Å"The Importance of Racial-Ethnic Identity and Social Setting for Blacks, Whites, and Multiracials.† Sociological Perspectives 42(4):711-737. Lewis, Amanda E., Mark Chesler and Tyrone A. Forman. 2000. â€Å"The Impact of ‘Colorblind’ Ideologies on Students of Color: Intergroup Relations at a Predominantly White University.† The Journal of Negro Education 69(1/2, Knocking Seligman, Amanda Irene. 2003. â€Å"What is the Second Ghetto?† Journal of Urban History 29: 272-280. Tatum, Beverly. 1997. Why Are All the Black Kids Sitting Together in the Cafeteria? New York: Basic Books. Tatum, Beverley. 2004. â€Å"Family Life and School Experience: Factors in the Racial Identity Development of Black Youth in white Communities.† Journal of Social Issues 60:1: 117-135.