Race and Ethnicity Conference: The Myth of the Post-Racial Society

>> ALL RIGHT, GOOD MORNING, EVERYONE.
I WANT TO WELCOME YOU TO GRCC'S SOCIAL SCIENCE DEPARTMENT
“RACE, ETHNICITY, AND IDENTITY” CONFERENCE.
THE CONFERENCE ACTUALLY KICKED OFF ON FRIDAY LAST WEEK
WITH A GUIDED TOUR OF THE JIM CROW MUSEUM,
AND I KNOW SOME FOLKS IN THE AUDIENCE WERE THERE.
BUT THIS MORNING, WE HAVE A SPECIAL LECTURE,
FROM ONE OF OUR LONG-TIME PROFESSORS IN THE SOCIAL SCIENCE DEPARTMENT.
HIS NAME IS DR. CEDRIC WILLIAMS.
PROFESSOR WILLIAMS HAS A B.A. IN SOCIOLOGY
FROM TEXAS CHRISTIAN UNIVERSITY,
A MASTERS IN SOCIOLOGY FROM NORTHWESTERN,
AND PURSUED SOME PhD WORK AT WASHINGTON STATE UNIVERSITY
IN SOCIOLOGY AS WELL.
HIS RESEARCH INTERESTS ARE THE DECLINE OF THE AMERICAN SOCIETY
AS IT RELATES TO MORALS, VALUES, AND RELIGIOSITY,
AND CRIMINOLOGY, SOCIAL INEQUALITY, AND RACE AND ETHNICITY.
HE ALSO HAS A DIVINITY DEGREE, SO HE IS AN ORDAINED MINISTER.
THAT'S CORRECT, ISN'T IT, CEDRIC?
ALL RIGHT.
SO, I EXPECT THAT THIS WILL BE A LIVELY SESSION.
I'M NOT GONNA WASTE MUCH TIME.
I'M GONNA TURN IT RIGHT OVER TO DR. WILLIAMS.
SO, LET'S GIVE HIM A ROUND OF APPLAUSE.
(applause)
I WILL SAY ONE THING, I THINK DR. WILLIAMS
IS PROBABLY GOING TO ALLOW FOR QUESTIONS THROUGHOUT THE LECTURE,
IS THAT RIGHT? >> I AM.
>> OKAY, AND IF YOU HAVE A QUESTION AT ANY TIME, EITHER BEFORE OR AFTER,
WE NEED TO YOU USE THESE MICROPHONES.
WE FILM THIS AND THE LECTURES APPEAR ON OUR GRCC YOUTUBE CHANNEL,
SO YOU CAN GO BACK AND WATCH IT.
I'M SURE YOU'LL HAVE SUCH A BLAST, YOU'LL WANNA GO BACK
AND WATCH IT AGAIN.
BUT WE NEED TO RECORD YOUR VOICES.
I DON'T SAY THIS TO TRY TO DISCOURAGE YOU FROM ASKING QUESTIONS--
IT'S NO BIG DEAL.
JUST RAISE YOUR HAND
AND ONE OF US WILL RUN A MICROPHONE AROUND TO YOU
AND YOU CAN ASK THE QUESTION, OKAY?
ALL RIGHT, IT'S ALL YOURS, CEDRIC. >> THANK YOU, MIKE.
GOOD MORNING, LADIES AND GENTLEMEN.
I DON'T NORMALLY GET AN OPPORTUNITY TO SPEAK TO GROUPS THIS LARGE,
BUT IT'S ACTUALLY QUITE REFRESHING TO SEE ALL OF YOU HERE THIS MORNING.
I KNOW YOU'RE NOT HERE JUST TO SEE ME,
BUT YOU MIGHT HAVE BEEN EITHER FORCED OR CAJOLED
OR ENCOURAGED OR EXTRA CREDIT OR SOMETHING LIKE THAT
TO GET YOU TO COME OUT, BUT I'M GLAD YOU'RE HERE ANYWAY.
IT IS THE RACE AND ETHNICITY AND IDENTITY CONFERENCE,
AND THE SUBJECT THAT I WANNA DEAL WITH THIS MORNING
IS THE MYTH OF THE POST-RACIAL SOCIETY.
BEFORE WE ACTUALLY GET INTO ALL OF THAT,
PLEASE FEEL FREE ANYTIME DURING THE LECTURE OR PRESENTATION
TO ACTUALLY ASK QUESTIONS, AND WE'LL DEAL WITH THOSE AS WE GO ALONG.
I'M NOT ONE THAT STANDS ON FORMALITY TOO MUCH,
HENCE, THE REASON FOR NOT WEARING A SUIT AND TIE.
I THINK IF YOU CAN BE COMFORTABLE, I CAN BE COMFORTABLE, TOO, OKAY?
SO, FEEL FREE TO JUMP IN AT ANY TIME.
IT REALLY DOESN'T MATTER WHAT YOUR QUESTION MIGHT RELATE TO
AS LONG AS IT'S ON THE TOPIC.
ALL OF THE THINGS THAT MIKE TALKED ABOUT
IN TERMS OF MY CREDENTIALS
ARE REALLY UNIMPORTANT AS IT RELATES TO THIS TOPIC.
I'VE BEEN DOING RACE AND ETHNICITY ISSUES FOR QUITE A FEW YEARS,
AND UNFORTUNATELY, WE ARE STILL NOT MAKING THE PROGRESS
THAT WE REALLY NEED TO MAKE, AS IT RELATES TO PEOPLE IN GENERAL.
SO, UNFORTUNATELY, I HAVE TO COME BACK AND DO THIS ALL OVER AGAIN,
BUT IT SEEMS LIKE NO MATTER WHAT THE TITLE IS,
THE PROBLEMS REMAIN THE SAME.
SO, TODAY, I'M GONNA TRY TO DO IT IN THIS MANNER--
WHAT IS A POST-RACIAL SOCIETY?
AND TRY TO DEFINE THAT FOR YOU, OR HAVE YOU HELP ME DEFINE IT.
DEAL WITH HISTORICAL ISSUES, AS IT RELATES TO THIS ISSUE.
PROVIDE SOME STATISTICAL EVIDENCE,
IN TERMS OF THE MYTH OF POST-RACIAL SOCIETY.
AND THEN FOCUS ON CHANGE AND QUESTIONS,
AND I'VE ALREADY TOLD YOU THAT YOU CAN ASK QUESTIONS ANY TIME YOU GET READY.
FIRST OF ALL, YOU HELP ME OUT-- WHAT IS MEANT BY A "MYTH"?
ANYBODY WANNA TAKE A SWING AT THIS?
WHAT'S A MYTH?
ANYBODY?
WHAT'S A MYTH?
>> SOMETHING PEOPLE BELIEVE TO BE TRUE, BUT ISN'T.
>> OKAY, THAT'S GOOD.
ANYBODY ELSE?
WHERE DOES THAT MYTH COME FROM?
ANY IDEA?
WELL, LET ME HELP YOU OUT.
IT'S JUST SOMETHING THAT'S OCCURRED FOR A REALLY LONG PERIOD OF TIME
AND IT'S BECOME A PART OF OUR CULTURE,
AND SO, PEOPLE PRETTY MUCH JUST ACCEPT IT AS IS, OKAY?
WELL, "WE'RE AT THE POST-RACIAL SOCIETY."
BY THE WAY, HOW MANY OF YOU ACTUALLY BELIEVE
THAT WE ARE IN A POST-RACIAL SOCIETY?
LET ME SEE YOUR HANDS.
YOU MUST NOT HAVE HEARD ME, LET ME SAY THAT ONCE AGAIN--
HOW MANY OF YOU ACTUALLY BELIEVE THAT WE ARE IN A POST-RACIAL SOCIETY?
LET ME SEE YOUR HANDS.
NOBODY ACTUALLY BELIEVES THAT?
WELL, IF YOU READ THE LITERATURE, IN REALITY,
THEY SAY THAT THAT'S WHERE WE ARE,
IN TERMS OF A POST-RACIAL SOCIETY.
SO, LET ME DEFINE IT, OKAY?
BY THE WAY, I DON'T KNOW IF ANY OF YOUR PROFESSORS ARE REQUIRING YOU
TO TAKE NOTES OR WHATEVER, BUT...
FEEL FREE TO DO SO, IF NECESSARY.
A POST-RACIAL SOCIETY-- THERE ARE TWO POPULAR DEFINITIONS, OKAY?
ONE OF THEM SAYS THAT, BASICALLY, RACE IS NO LONGER AN ISSUE
OR AN IMPEDIMENT IN TERMS OF ADVANCEMENT OR PROGRESS
IN OUR SOCIETY TODAY.
HOW MANY OF YOU BELIEVE THAT ONE?
NO?
WOW, THIS IS-- I'M PREACHING TO THE CHOIR HERE.
THE SECOND DEFINITION IS THAT WE EXIST IN A COMPLETELY COLOR-BLIND SOCIETY
WHERE RACE IS NOT AN ISSUE.
SO THEREFORE, BECAUSE WE HAVE ELECTED PRESIDENT BARACK OBAMA,
WHO CLASSIFIES HIMSELF AS AFRICAN-AMERICAN,
IT'S NO LONGER AN ISSUE,
AND THEREFORE, WE'RE AT A COLOR-BLIND SOCIETY.
HOW MANY OF YOU BELIEVE THAT?
WOW, IT'S TIME TO GO HOME.
OKAY, THIS IS A SHORT LECTURE-- ALL RIGHT.
THOSE TWO DEFINITIONS...
FIRST OF ALL,
WHILE YOU CAN FIND THEM, ARE ACTUALLY WRONG.
OKAY?
IT'S NOT SUPPORTED BY THE STATISTICAL EVIDENCE ANYWHERE.
I DON'T CARE WHERE YOU GO.
GO TO THE CENSUS BUREAU,
YOU CAN DO THE DEPARTMENT OF LABOR AND STATISTICS,
YOU CAN DO THE-- EXCUSE ME, THE CRIMINOLOGICAL LITERATURE,
YOU CAN DO THE LITERATURE IN TERMS OF GOOGLE,
YOU CAN GO ANYWHERE,
LOOK ON BING, YOU CAN LOOK FOR IT ANYWHERE,
BUT THERE'S NO EVIDENCE, IN FACT, THAT THIS ISSUE OF A POST-RACIAL SOCIETY
IS ACTUALLY DONE AWAY WITH.
IN FACT, WHAT WE REALLY FIND
IS THAT RACE IS STILL AN IMPORTANT COMPONENT TODAY
IN TERMS OF EVERYDAY LIFE.
HOWEVER, WE STILL HAVE A FEW PEOPLE THAT REFUSE TO TAKE A LOOK
AT OUR COUNTRY'S RACIAL PAST AND ADMIT WHERE WE REALLY ARE.
AND WHERE ARE WE?
I'M AN AFRICAN-AMERICAN.
I AM ALSO NATIVE AMERICAN, AS WELL.
DOES ANYBODY SEE MY NATIVE AMERICAN HISTORY
AS I STAND HERE IN FRONT OF YOU?
NO, BECAUSE WE JUDGE PEOPLE BASED UPON WHAT?
>> COLOR. >> COLOR!
WHAT YOU LOOK LIKE COMPARED TO THE DOMINANT SOCIETY.
AND THE DOMINANT SOCIETY IN 2012 IS WHAT?
HELLO? (audience laughing)
WHAT'S THE DOMINANT SOCIETY?
THOSE OF YOU THAT ARE MEMBERS OF THE DOMINANT SOCIETY, OKAY,
WHAT IS IT?
>> CAUCASIAN. >> CAUCASIAN-- WHITE.
OKAY?
AND SO, IF YOU DO NOT HAVE WHAT WE WOULD CLASSIFY
AS CAUCASIAN OR WHITE SKIN COLOR,
YOU ARE NOT A MEMBER OF THE DOMINANT SOCIETY--
EXCUSE ME, YOU ARE A MEMBER OF THE DOMINANT SOCIETY.
BUT IF I HAVE DARK SKIN, I AM NOT A MEMBER OF THE DOMINANT SOCIETY,
AND THEREFORE, RACE STILL BECOMES AN ISSUE FOR ME
IN TERMS OF ADVANCEMENT.
OKAY?
BY THE WAY, WHY IS IT I'M NOT PRESIDENT OF GRAND RAPIDS COMMUNITY COLLEGE?
YES? >> YOU DIDN'T APPLY FOR THE POSITION.
>> I DIDN'T APPLY FOR THE POSITION-- THAT'S ONE, YES.
I'M SORRY, YOU'RE SUPPOSED TO HAVE A MIC-- EXCUSE ME FOR DOING THAT.
OKAY, SORRY, STEVE. >> THAT'S OKAY.
>> YES, I DID NOT APPLY FOR THE POSITION.
UM, I THOUGHT, AT THE TIME, THAT THEY WERE ACTUALLY GOING TO UNDERPAY ME,
SO I THOUGHT, “NO, I WON'T TAKE THE POSITION.”
SO, WHAT I DECIDED TO DO WAS LET SOMEBODY ELSE HAVE THE JOB.
BUT IF YOU LOOK AT IT, IN THE SOCIETY, SHOULD INDIVIDUALS OF COLOR,
REGARDLESS OF WHAT YOUR COLOR IS, WHAT YOUR RACE, YOUR ETHNICITY--
SHOULD THERE BE EQUALITY OR EQUAL ACCESS
TO THE POSITION OR THE JOB?
YES OR NO? >> (all) YES.
>> YES.
IS THERE? >> NO.
>> WOMEN HAVE EQUAL ACCESS TO POSITIONS,
THE SAME WAY THAT MEN DO?
DO THEY GET THE SAME ADVANCEMENT OPPORTUNITIES AS MEN?
RACE PLAYS A LARGER-- BELIEVE IT OR NOT-- FACTOR
IN TERMS OF ADVANCEMENT,
OPPORTUNITIES, ETCETERA,
ESPECIALLY WHEN WE LOOK AT OUR RACIAL PAST
AND WE FIGURE OUT WHERE WE ARE TODAY, OKAY?
WHY?
BECAUSE THERE'S STILL DISPARITIES WITHIN OUR SOCIETY.
ARE YOU AWARE THAT INFANT MORTALITY, FOR EXAMPLE,
IN KENT COUNTY ALONE, FOR MINORITIES,
IS THREE TIMES THAT OF NON-MINORITIES?
WOW, WE'RE LIVING IN THE SAME COUNTY-- WHAT'S THE DIFFERENCE?
HELLO?
WHAT'S THE DIFFERENCE?
ANYBODY HAVE A SHOT AT IT?
>> IT'D BE LIVING CONDITIONS, MAYBE?
>> AH, LIVING CONDITIONS PLAYS A PART, YES.
ANYTHING ELSE?
BACK IN THE BACK, MIKE.
>> I'M GONNA GUESS IT HAS SOMETHING TO DO WITH ACCESS.
>> ACCESS, YES.
ANYTHING ELSE?
YES? >> INCOME.
>> INCOME.
ACCESS TO HEALTHCARE,
EDUCATIONAL ACHIEVEMENT,
EMPLOYMENT, UNEMPLOYMENT RATES.
NOW, I KNOW SOME OF US WILL THINK THAT,
“OH, WE'VE PASSED THAT POINT
"WHERE RACE IS NO LONGER IMPORTANT.”
HMM, OKAY.
WELL, WE'LL SEE AS WE GO ALONG.
IS HOME OWNERSHIP EQUAL?
AND BY THE WAY, I DON'T HAVE A BOARD,
BUT IF YOU WERE TO LOOK AT THE STATISTICAL INFORMATION
WHAT YOU WOULD FIND OUT IS... THINGS SHOULD LINE UP
ACCORDING TO A NORMAL CURVE.
PROBABILITY SHOULD PLAY A PART.
ALL OF YOU HAVE HAD STATISTICS AND ALL OF THAT GOOD STUFF, OKAY?
SO, IF YOU REMEMBER THE NORMAL CURVE?
IT'S A BELL CURVE, A BELL-SHAPED CURVE.
PROBABILITY.
SO, THAT MEANS THAT WE SHOULD HAVE WHAT?
EQUAL OPPORTUNITY.
IT DOESN'T NECESSARILY MEAN EQUAL OUTCOME,
BUT IT DOES MEAN EQUAL ACCESS, EQUAL OPPORTUNITY.
“WELL, DR. WILLIAMS, BUT YOU'VE MADE IT.
"WHY IS IT THERE ARE OTHERS THAT HAVE NOT?”
FOR LOTS OF REASONS.
SOME OF YOU WORK JOBS AND GO TO SCHOOL FULL-TIME, CORRECT?
HOW MANY OF YOU DO THAT?
LET ME SEE YOUR HANDS.
WOW, LOTS OF YOU.
FINDING IT PRETTY EASY TO DO?
BREEZING THROUGH, ARE YOU?
HMM?
DEAN'S LIST EVERY YEAR?
HMM?
EXCESS MONEY?
YOU DECIDED TO BUY THAT NEW CAR?
NEW HOUSE?
A LOT OF YOU PROBABLY HAVE A LARGE AMOUNT OF STUDENT LOANS.
YEAH.
BUT THAT'S EQUALITY?
SO, WHY AREN'T YOU AT HARVARD, STANFORD, NORTHWESTERN-- MY ALMA MATER?
WHY AREN'T YOU THERE, INSTEAD OF GRAND RAPIDS COMMUNITY COLLEGE?
HELLO?
YES.
SORRY, STEVE-- RIGHT THERE.
>> IT'S MORE EXPENSIVE TO GO TO THOSE COLLEGES.
>> IT IS MORE EXPENSIVE...
BUT IF YOU HAVE THE ACADEMIC CREDENTIALS
YOU CAN GET IN, TOO.
BUT GUESS WHAT?
WHEN IT COMES TO ELEMENTARY, JUNIOR HIGH, AND HIGH SCHOOL,
DID ALL OF US HAVE EQUAL OPPORTUNITIES?
NO.
EQUAL ACCESS?
NOT AT ALL.
SOME OF US DIDN'T DO WELL IN OUR ELEMENTARY, JUNIOR HIGH,
AND HIGH SCHOOL DAYS, OKAY?
LET'S LOOK AT SOMETHING ELSE HERE.
FIRST OF ALL, STEREOTYPES, PREJUDICE, ROOTED IN ETHNOCENTRISM--
THIS IS A LITTLE BIT OF SOCIOLOGY, SO THAT AT LEAST I CAN SAY
THAT I DID INTRODUCE YOU TO SOME NEW THINGS
IF YOU HAVEN'T ALREADY LEARNED THEM.
UH, STEREOTYPES AND PREJUDICE, ROOTED IN ETHNOCENTRISM, OKAY?
THERE ARE STEREOTYPES ABOUT EVERY GROUP.
I DON'T CARE WHAT GROUP IT IS, EVERYBODY HAS STEREOTYPES.
MY GROUP, BECAUSE I HAPPEN TO BE RATHER LARGE,
WHICH YOU CAN SEE, UH, THAT WHEN YOU GO TO THE BUFFET,
EVERYBODY WANTS TO GET IN FRONT OF ME.
(audience chuckling)
BECAUSE THEY BELIEVE THAT I EAT MORE THAN EVERYBODY ELSE DOES,
AND THEREFORE, THEY WANNA MAKE SURE THAT THERE'S FOOD LEFT.
OKAY?
AND IN FACT, WHAT YOU FIND OUT IS THAT PEOPLE THAT ARE LARGE
ACTUALLY EAT LESS FOOD
THAN PEOPLE THAT ARE VERY THIN, ON AVERAGE.
SO, WE'VE GOT A LOTTA STEREOTYPES.
I'M AN AFRICAN-AMERICAN, SO THEREFORE, YOU KNOW...
I DO LIKE...
UH, LET'S SEE, CHITLINS AND HOG MAWS AND...
LET'S SEE.
OH, I DID BRING MY GREENS AND CORNBREAD WITH ME IN MY BAG,
BUT I DIDN'T WANT YOU TO SEE IT, SO THOSE ARE HID, OKAY?
THAT ALL AFRICAN-AMERICANS PLAY BASKETBALL, CAN DANCE, ETCETERA.
STEREOTYPES.
OKAY?
DO YOU KNOW ANY AFRICAN-AMERICANS THAT CAN'T DANCE AND CAN'T SING?
CAN'T PLAY BASKETBALL?
IF YOU'VE NEVER MET ONE, HERE'S ONE. (audience laughing)
OKAY, I DON'T DO WELL.
ALL RIGHT, REAL DIFFICULT CARRYING A TUNE IN A BUCKET,
BUT THAT'S OKAY.
BASKETBALL-- WITH MY BAD KNEES, THOSE DAYS ARE OVER WITH.
AND IF I HAVE A CHAIR, I CAN SHOOT THE BALL.
OF COURSE, IT HAS TO BE DOWN ABOUT WHERE MY DAUGHTER'S HEIGHT IS,
BUT I CAN ACTUALLY DUNK FROM A CHAIR, IF THE RIM'S LOW ENOUGH.
BUT THEY ARE STEREOTYPES, NONETHELESS,
AND THEREFORE, THOSE STEREOTYPES LEAD US TO PREJUDGE
OR PREJUDICE
TOWARDS OTHER INDIVIDUALS, OTHER GROUPS.
ALL HISPANICS DRIVE LOW-RIDERS.
EVERYBODY KNOW WHAT A LOW-RIDER IS?
YEAH-- OH, OKAY.
DICE OVER THE DASHBOARD?
THEY ALL HAVE THE HYDRAULIC LIFTS, RIGHT, OKAY?
AND IF THEY'RE DRIVING A VAN, THEN OF COURSE, YOU KNOW,
IT'S A LOT OF FOLKS IN THE VAN, OKAY? (audience laughing)
YEAH.
WE'VE GOT FOLKS THAT HAVE THOSE LARGE RED NOSES...
WHAT GROUP MIGHT I BE REFERRING TO?
ANYBODY?
THEY CONSUME LARGE AMOUNTS OF ALCOHOL.
I'M SORRY? >> IRISH.
>> IRISH!
YEAH, REMEMBER, THEY USED TO CALL THE THING THEY PICKED PEOPLE UP IN--
THEY CALLED IT A PADDY WAGON.
OH...
STEREOTYPES, PREJUDICE, OKAY?
AND ALL OF THAT IS ROOTED IN ETHNOCENTRISM,
THAT CONCEPT THAT ONE GROUP IS BETTER THAN ANOTHER.
FOR THOSE OF YOU THAT WANT THE OFFICIAL VERSION,
IT'S AN OVERGENERALIZATION IN TERMS OF STEREOTYPE
ABOUT A PERSON'S APPEARANCE, BEHAVIOR, OR OTHER CHARACTERISTICS.
OKAY?
SO, EVERYBODY HERE HAS A STEREOTYPE.
OKAY?
EVERY GROUP, REGARDLESS.
I JUST GAVE YOU A COUPLE TO GIVE YOU AN IDEA, OKAY?
SO YOU'VE GOT A STEREOTYPE.
ETHNOCENTRISM-- AND I'VE ALREADY TOLD YOU WHAT PREJUDICE IS.
"PREJUDICE" MEANS "TO PRE-JUDGE."
BUT ETHNOCENTRISM IS WHERE ONE GROUP
IS BELIEVED TO BE SUPERIOR
THAN ANY OTHER GROUP.
FOR EXAMPLE,
PROFESSOR LIGHT BACK THERE
AND PROFESSOR ABID BACK THERE--
I AM SUPERIOR TO THEM.
“WAIT A MINUTE-- WHAT DO YOU MEAN?”
I HAVE DARKER SKIN THAN THEY HAVE.
ETHNOCENTRISM.
THE BELIEF THAT ONE GROUP IS BETTER THAN ANOTHER GROUP,
BASED UPON SOME KIND OF CHARACTERISTICS.
MY HAIR-- NOT VERY STRAIGHT...
BUT RATHER CURLY AND KINKY, AT TIMES,
DEPENDING UPON HOW LONG I LET IT GO, OKAY?
I DON'T GET A PERM ANYMORE-- THOSE DAYS ARE GONE WITH, OKAY?
THOSE OF YOU THAT ARE TOO YOUNG, MY PERM DAYS WERE--
DURING MY DAY, IT WAS...
LET'S SEE...
IT WAS FRIED, IT WAS DYED,
IT WAS LAID TO THE SIDE. (audience laughing)
OKAY? (giggling)
ETHNOCENTRISM.
ONE GROUP IS SUPERIOR THAN ANY OTHER GROUP, OKAY?
SO, UNFORTUNATELY...
WE IDENTIFY PEOPLE BASED UPON WHAT THEY LOOK LIKE,
OR THEIR GROUP MEMBERSHIP, OKAY?
SO, EVERYBODY HERE GETS IDENTIFIED.
SO, RACIAL PROFILING EXISTS...
OKAY?
I THOUGHT ABOUT WEARING A HOODIE TODAY,
BUT I THOUGHT THAT I MIGHT GET SHOT
ON THE WAY INTO THE COLLEGE.
ALL OF YOU HAVE SEEN THE RECENT EVENTS
WHERE A YOUNG MAN GOT SHOT...
AND PEOPLE WERE GIVING THEIR OPINION
AND ONE HAD NERVE ENOUGH TO SAY IT WAS THE HOODIE
THAT CAUSED HIM TO GET SHOT.
YOU HAVE ONE ON.
AND YOU HAVE A HOODIE ON.
ANYBODY ELSE?
YOU HAVE A HOODIE ON.
ANYBODY ELSE?
YOU HAVE ONE, YOU HAVE ONE.
I DON'T THINK THE HOODIE CAUSED THE PROBLEM.
BUT YOU GET IDENTIFIED
BASED UPON PEOPLE'S PERCEPTIONS.
SO THE IDEA THAT WE ARE PAST THE RACIAL SOCIETY
IN WHICH THERE IS NO LONGER A NEED
FOR FOCUS ON RACE, ETHNICITY, OR IDENTITY,
THAT'S A MYTH FOR SURE.
RACE-- YOU ALREADY KNOW WHAT RACE IS.
RACE IS BASED UPON SOME KIND OF A CHARACTERISTIC, OKAY?
PEOPLE ARE CLASSIFIED AS INFERIOR OR SUPERIOR
BASED UPON WHAT THEY LOOK LIKE.
SKIN COLOR'S ONE, HAIR TEXTURE'S ANOTHER, EYE SHAPE IS ANOTHER, OKAY?
PLEASE NOTICE THE LAST STATEMENT--
IT IS BOTH A MYTH AND A REALITY.
IT'S MYTH BECAUSE IT DOESN'T REALLY EXIST.
HOWEVER, IF YOU'VE EVER TAKEN A HISTORY
OR SOCIOLOGY OR PSYCHOLOGY CLASS,
YOU'VE HEARD THE TERM...
THAT IT IS REAL
BECAUSE PEOPLE THINK IT IS REAL.
THEREFORE, IT'S REAL IN ITS CONSEQUENCES.
SO, UNFORTUNATELY, IN OUR SOCIETY, WE STILL DEAL WITH PEOPLE
BASED UPON WHAT THEY LOOK LIKE.
NOW, WE'RE FINDING SOME CHANGES HERE, BUT WE HAVEN'T DONE AWAY WITH IT YET.
THE CHANGES COME ABOUT BECAUSE THE YOUNGER GENERATION
IS LESS LIKELY TO LOOK AT THE ISSUE OF RACE
COMPARED TO THOSE THAT TEND TO BE OLDER.
BUT NONETHELESS, THE BELIEF IS THAT...
WE CAN DO AWAY WITH RACE ISSUES NOW.
NO NEED TO COUNT, NO NEED TO PAY ATTENTION, ETCETERA.
ETHNIC GROUP IS GOING TO BE WHERE YOU HAVE PEOPLE
BASED UPON SOME CULTURAL OR NATIONALITY CHARACTERISTICS.
CULTURAL OR NATIONALITY CHARACTERISTICS.
SO, I BELONG TO BOTH A RACIAL GROUP,
AS WELL AS AN ETHNIC GROUP--
NATIVE AMERICAN IS NOT CLASSIFIED AS A RACE,
AS LEAST NOT CORRECTLY.
IT ACTUALLY FALLS INTO THE CATEGORY
OF AN ETHNIC GROUP OR ETHNICITY.
LET ME MOVE ON.
NOW, WE SEE THE PART OF THIS--
DID I GO TOO FAR?
LET ME SEE... YEAH.
1978-- A MAN BY THE NAME OF WILLIAM JULIUS WILSON
WROTE A BOOK CALLED “THE DECLINING SIGNIFICANCE OF RACE.”
IN THIS BOOK, HE ACTUALLY DEFIED PEOPLE
AND SAID THAT RACE WAS LESS IMPORTANT
IN TERMS OF HIS OR HER LIFE CHANCES.
AND BOY, DID HE TAKE A LOT OF CRITICISM FOR THAT WORK.
ALSO, THERE WAS A MAN BY THE NAME OF CHARLES WILLIE
WHO CAME OUT WITH, UM...
A REBUTTAL TO THAT, AND HIS NAME--
EXCUSE ME, WAS CHARLES WILLIE.
I'M SORRY, I DON'T THINK I PUT IT ON THIS SCREEN, BUT THAT'S OKAY.
THE NAME IS CHARLES WILLIE.
AND THE TITLE OF THE BOOK WAS “THE INCLINING SIGNIFICANCE OF RACE,”
WHERE HE ARGUES
THAT, IN FACT, RACE IS STILL RELEVANT,
IT'S STILL IMPORTANT...
AND WHILE THERE HAVE BEEN CHANGES, THOSE CHANGES ARE NOT SUFFICIENT
TO SAY THAT WE'VE MOVED TO A COLOR-BLIND SOCIETY.
WELL, LET'S LOOK AT SOME EVIDENCE.
THE U.S. CENSUS BUREAU, FOR EXAMPLE,
SAYS THAT INFANT MORTALITY RATES FOR WHITES IS 5.6 PERCENT
VERSUS 13.2 PERCENT FOR AFRICAN-AMERICANS
AND THE MATERNAL MORTALITY RATES FOR WHITES IS 10 PERCENT
VERSUS 26.5 PERCENT FOR AFRICAN-AMERICANS.
AND WHEN YOU LOOK AT KENT COUNTY,
IT'S NEARLY THREE TIMES THAT OF WHITES.
BUT REMEMBER, WE STILL LIVE IN A POST-RACIAL SOCIETY.
THE REASON FOR THESE...
ACCESS, OPPORTUNITY...
LACK OF EQUALITY.
PLEASE NOTE, FOR HISPANICS-- AND I HATE THAT,
BUT THAT'S THE TERM THAT MAYBE YOU'VE LEARNED OR BEEN TAUGHT,
BUT I'LL DEAL WITH IT FOR RIGHT NOW-- THAT'LL BE ANOTHER LECTURE.
UH, FOR HISPANICS...
INFANT MORTALITY RATES, MATERNAL MORTALITY RATES, FAIRLY LOW.
WHY?
ANYBODY KNOW WHY?
ANYBODY?
NO?
LET ME HELP YOU OUT.
BECAUSE THE HISPANIC COMMUNITY IS MORE LIKELY--
NATION-WIDE, AS WELL AS IN OTHER COUNTRIES--
TO USE MIDWIVES.
WHITES, LESS LIKELY TO USE MIDWIVES.
NOW, THERE'S BEEN A RESURGENCE OF MIDWIFERY IN THIS COUNTRY,
BUT STILL, IT'S STILL AN ISSUE.
"WHAT DO YOU MEAN?"
HISPANICS ARE LESS LIKELY TO HAVE ACCESS TO...
HEALTHCARE AS WELL.
YOU KNOW, IN THE UNITED STATES, WE HAVE ISSUES IN TERMS OF IMMIGRATION.
HMM.
“LET'S BUILD A FENCE-- KEEP PEOPLE OUT.”
RIGHT?
YEAH.
SO, RACE IS NOT IMPORTANT AT ALL.
LET'S LOOK AT SOMETHING ELSE.
LIFE EXPECTANCY FOR WHITE MALES IS FIVE YEARS GREATER
THAN AFRICAN-AMERICAN MALES,
AND WHITE FEMALES LIVE AN AVERAGE OF THREE YEARS LONGER
THAN AFRICAN-AMERICAN FEMALES.
MAKES A DIFFERENCE.
BY THE WAY, WHAT'S NOT INCLUDED IN HERE
IS THE ISSUE AS IT RELATES TO...
SOCIAL CLASS.
SOCIAL CLASS PLAYS A PART.
I GUESS I WOULD BE CLASSIFIED AS MIDDLE CLASS,
AND THEREFORE, SUPPOSEDLY,
I HAVE BEEN ABLE TO ERASE THAT DIFFERENCE
IN TERMS OF LIFE EXPECTANCY.
HOWEVER, WHEN YOU LOOK AT EQUALITY IN TERMS OF HEALTHCARE
AND YOU GO LOOK AT THE CENSUS IN TERMS OF ALL OF THE DATA
AS IT RELATES TO ACCESS AND TREATMENT
OF WHITES VERSUS AFRICAN-AMERICANS,
YOU'LL FIND THAT, IN REALITY,
AFRICAN-AMERICANS ARE LESS LIKELY TO RECEIVE
THE SAME QUALITY OF CARE...
AS DO NON-AFRICAN AMERICANS.
SO, LIFE EXPECTANCY IS ALSO AN ISSUE.
LET ME MOVE ON.
DROPOUT RATES.
WHITES, 6.0 PERCENT, AFRICAN-AMERICANS, 10.4 PERCENT.
HMM.
I KNOW.
LET'S LOOK AT SOMETHING ELSE-- HOME OWNERSHIP.
WHITES, 72 PERCENT, AFRICAN-AMERICANS, 47 PERCENT.
SO, RACE ISN'T IMPORTANT.
BY THE WAY, AM I MORE LIKELY TO BE STOPPED DRIVING MY VEHICLE
THAN A NON-AFRICAN AMERICAN INDIVIDUAL?
HOW ABOUT THAT?
DOESN'T REQUIRE AN ANSWER-- JUST THINK ABOUT IT.
YEAH.
HATE CRIMES AGAINST AFRICAN-AMERICANS...
NEARLY THREE TIMES GREATER THAN ANY OTHER GROUP.
YEAH.
NOW, THIS IS, ON AVERAGE--
IF YOU WERE TO GO INTO THE BORDER STATES, TYPICALLY,
WHAT YOU WOULD FIND IS THAT NUMBER WOULD CHANGE
BECAUSE IT WOULD BE MORE LIKELY THAT INDIVIDUALS
THAT HAVE...
HISPANIC APPEARANCES, HISPANIC SURNAMES, ETCETERA,
INDIVIDUALS ARE MORE LIKELY TO BE STOPPED BY THE POLICE
THAN MANY OTHER GROUPS.
INCOME...
YOU SEE THE DISPARITY AS WELL.
AFRICAN-AMERICANS, ABOUT 11 PERCENT OF THE LABOR FORCE,
THEY'RE 15 PERCENT OF THE WORKING PART-TIME
FOR ECONOMIC REASONS,
22 PERCENT OF THE UNEMPLOYED, 28 PERCENT OF THE LONG-TERM UNEMPLOYED,
AND 25 PERCENT OF MARGINALLY ATTACHED WORKERS.
STILL A PROBLEM.
AFRICAN-AMERICANS ARE MORE LIKELY THAN OTHER GROUPS
TO EXPERIENCE LABOR MARKET PROBLEMS.
THAT MEANS WHILE YOU'RE ON THE JOB, OKAY?
SO, IF YOU HAVE THE JOB,
YOU'RE MORE LIKELY TO HAVE MORE DIFFICULTY, MORE PROBLEMS.
>> CEDRIC, WE HAVE A QUESTION. >> YES.
>> UM, IN REGARDS TO THE LAST SLIDE,
IT WAS HATE CRIMES ARE MORE LIKELY IN THE AFRICAN-AMERICAN?
>> YES. >> IS THAT IN REGARDS--
LIKE, HAS THAT BEEN TAKEN ACCOUNT INTO THE GAY COMMUNITY RECENTLY
AND IF SO, IF THE PERSON IS GAY AND AFRICAN-AMERICAN,
IS IT STATISTICALLY USED AS AFRICAN-AMERICAN
OR IS IT USED AS THE GAY?
>> IT ACTUALLY WOULD BE RECORDED AS BOTH.
THE DATA WOULD ACTUALLY BE TEASED OUT
IN TERMS OF THE RACE OF THE INDIVIDUAL
AS WELL AS THEIR SEXUAL IDENTITY OR SEXUAL ORIENTATION,
ASSUMING THAT THE INDIVIDUAL SPECIFIES, OKAY?
NOW, YOU DON'T ALWAYS KNOW WHETHER AN INDIVIDUAL IS GAY OR LESBIAN, RIGHT?
YOU CAN'T LOOK AT SOMEONE AND SAY--
AND I KNOW PEOPLE HAVE THOSE STEREOTYPES, “I KNOW, I CAN TELL.”
NO, YOU CAN'T... OKAY?
FOR ME, CAN YOU TELL I'M AN AFRICAN-AMERICAN?
BY ALL MEANS.
OR SOME GROUP OTHER THAN THE DOMINANT SOCIETY?
BUT ARE YOU AWARE THAT THERE ARE HISPANICS
WHO HAVE DARKER SKIN THAN I HAVE?
HELLO?
THERE ARE JEWS THAT HAVE DARKER SKIN THAN I HAVE.
THERE ARE OTHER GROUPS THAT HAVE DARKER SKIN THAN I HAVE.
SO, WHEN IT COMES TO THAT, YES, EVEN WHEN YOU TEASE OUT THE DATA,
YOU STILL SEE THAT HATE CRIMES TOWARD AFRICAN-AMERICANS
IS EVEN HIGHER THAN AMONG GAYS AND LESBIANS.
AND PEOPLE SAY, “WELL, WHY?”
WELL, WE'RE EASIER TO IDENTIFY.
IF YOU HAVE A CLASS-- I'LL GIVE YOU THIS EXAMPLE, THEN MOVE ON.
IF YOU HAVE A CLASS, AND I'M THE ONLY AFRICAN-AMERICAN IN CLASS,
DO YOU KNOW WHEN I'M NOT IN CLASS? (audience laughing)
DO YOU KNOW IF I'M NOT THERE? (laughing)
OKAY.
IT'S LIKE MY WIFE WAS ASKING ME ABOUT GRADUATION,
“DO THEY TAKE ATTENDANCE?”
I SAID, “NO.”
BUT HOW MANY AFRICAN-AMERICAN FACULTY DO WE HAVE THAT YOU HAVE TO COUNT?
YOU SEE WHAT I'M SAYING?
REAL EASY TO IDENTIFY ME.
“NOPE, CEDRIC'S NOT HERE-- OKAY.”
REAL EASY. (laughing)
OKAY?
SO, IT BECOMES AN ISSUE THAT RACE STILL, IN EVERYTHING,
IN EVERY ASPECT OF OUR LIFE, PLAYS A PART.
AND BY THE WAY, IT'S NOT LIMITED TO WHITES AND AFRICAN-AMERICANS.
IT'S NATIVE AMERICANS, OR ASIANS, OR LATINOS,
OR YOU NAME THE GROUP, WHOEVER IT IS--
YOU EVER NOTICE IN THE CONVERSATION?
“I WAS TALKING TO AN AFRICAN-AMERICAN GUY.
"I WAS TALKING TO A WHITE GUY.
"I WAS TALKING TO AN ITALIAN GUY.
"I WAS TALKING TO A GAY GUY.
"I WAS TALKING TO A LESBIAN--”
WHY IS THAT IMPORTANT?
WHY JUST, “I WAS TALKING TO A PERSON.”
YEAH.
AS IF BY IDENTIFYING THEM IN TERMS OF THEIR GROUP MEMBERSHIP,
NOW WE HAVE THIS BOND.
SO ALL OF MY AFRICAN-AMERICAN FRIENDS,
“I WAS TALKING TO A WHITE GUY THE OTHER DAY.”
WHAT DOES THAT HAVE TO DO WITH ANYTHING?
SO, YOU STOP THEM IN THE MIDDLE OF THE CONVERSATION,
“EXCUSE ME, IS 'WHITE GUY' IMPORTANT?”
BUT SUPPOSEDLY, NOW I KNOW WHERE THEY'RE COMING FROM.
YUP, YUP, YUP.
'CAUSE YOU KNOW HOW THEY ALL ARE.
OKAY, ALL WHITES ARE THE SAME.
ALL AFRICAN-AMERICANS ARE THE SAME.
ALL NATIVE AMERICANS ARE THE SAME.
THEY HAVE A TOMAHAWK ON 'EM SOMEWHERE.
I DON'T KNOW WHERE IT IS,
BUT IF WE WALK THROUGH THE METAL DETECTOR, THEY GOT ONE, RIGHT?
ALL AFRICAN-AMERICANS CARRY WEAPONS.
GRCC SAYS I CAN'T CARRY ONE...
SO I CARRY A STILETTO.
(audience laughing) OKAY?
NO GUNS... OKAY?
NOT ON CAMPUS, SO THAT-- OKAY, IT'S ABOUT LIKE THAT, OKAY.
(laughing) THAT'S OKAY.
ALL RIGHT, BECAUSE WE HAVE THOSE STEREOTYPES ABOUT PEOPLE.
SO, WHEN YOU TEASE THIS ALL OUT, YOU STILL FIND THAT DISCREPANCY.
HATE CRIMES AGAINST AFRICAN-AMERICANS ARE STILL THREE TIMES GREATER
THAN ANY OTHER GROUP... YEAH.
OTHER QUESTIONS, BEFORE I MOVE ON?
LET'S SEE WHAT ELSE WE GOT.
AFRICAN-AMERICANS ARE MORE LIKELY THAN OTHER GROUPS
TO EXPERIENCE LABOR PROBLEMS-- WE'VE COVERED THAT ONE.
LET'S SEE.
LESS LIKELY TO PARTICIPATE IN THE LABOR FORCE THAN WHITES.
BY THE WAY, BECAUSE AFRICAN-AMERICANS REALLY DON'T WANNA WORK ANYWAY.
AND YOU KNOW ALL OF US HAVE LARGE NUMBERS OF CHILDREN...
SO WE DON'T HAVE TO WORK.
YEAH.
ANYBODY KNOW WHAT THE AVERAGE NUMBER OF CHILDREN
THAT AFRICAN-AMERICANS HAVE?
AND I CAN TELL YOU NOW, SIX IS NOT THE NUMBER.
OKAY, JUST TO HELP YOU OUT-- IT'S LESS THAN THAT.
JUST TO GIVE YOU A CLUE.
ANYBODY KNOW WHAT IT IS?
WHAT'S THE AVERAGE NUMBER?
YOU DON'T KNOW?
TWO.
HOW LONG ARE AFRICAN-AMERICANS ON WELFARE, A.F.D.C.,
WHATEVER THEY WANNA CALL IT THESE DAYS, ON AVERAGE?
IT'S NOT TEN YEARS, OKAY?
NOT EVEN FIVE.
THE AVERAGE AMOUNT OF TIME?
ONE YEAR.
MOST PEOPLE DON'T WANT TO BE ON WELFARE.
THEY WOULD PREFER TO HAVE A JOB.
AND OF COURSE YOU KNOW WE'RE DOING REAL WELL WITH THAT, AREN'T WE?
UNEMPLOYMENT RATE FOR AFRICAN-AMERICANS IS AT LEAST TWO TIMES THAT OF WHITES.
OH, THIS IS BY CHANCE.
OR... AFRICAN-AMERICANS DON'T WANNA WORK.
HOW ABOUT THIS ONE-- LESS LIKELY TO BE EMPLOYED IN MANAGE--
EXCUSE ME-- MANAGEMENT, PROFESSIONAL,
RELATED OCCUPATIONS THAN THEIR WHITE COUNTERPARTS.
WHY?
REAL IMPORTANT.
AFRICAN-AMERICANS MORE LIKELY THAN WHITES TO WORK IN SERVICE OCCUPATIONS.
YEAH.
BY THE WAY, SERVICE OCCUPATIONS-- DO THEY PAY A LOT?
NO.
NOT A LOT AT ALL.
CAN A FAMILY OF FOUR LIVE ON MINIMUM WAGE?
HELLO?
NO.
NO, NOT AT ALL.
LOOK AT THIS-- MEDIAN WEEKLY EARNINGS FOR FULL-TIME WAGE
AND SALARY WORKERS ARE HIGHER FOR WHITES THAN AFRICAN-AMERICANS.
$690 FOR WHITES VERSUS $554 FOR AFRICAN-AMERICANS.
YEAH, BIG PROBLEMS.
LET ME GO THROUGH THIS REAL QUICK, 'CAUSE I WANNA MOVE ON TO SOMETHING ELSE.
I'M ALMOST DONE, AND YOU CAN ASK QUESTIONS OR WHATEVER.
THE POVERTY RATE, 12.3 PERCENT,
WHILE THE RATE FOR AFRICAN-AMERICANS IS 24.3 PERCENT.
AND OF COURSE, WE KNOW THIS IS JUST BY CHANCE, RIGHT?
AFRICAN-AMERICANS ACCOUNT FOR 13 PERCENT OF THE U.S. POPULATION.
WHO'S THE LARGEST MINORITY GROUP TODAY?
ANYBODY KNOW?
>> IS IT HISPANICS? >> HISPANICS.
EXACTLY RIGHT-- HISPANICS ARE THE LARGEST GROUP.
AFRICAN-AMERICAN MALES, AGES 20 TO 39--
THEY MAKE UP ONE-THIRD OF THE PRISON POPULATION.
IF THE TREND CONTINUES, TWO OUT OF THREE AMERICANS
WILL ULTIMATELY BE IN PRISON.
BY THE WAY, DO AFRICAN-AMERICANS COMMIT MORE CRIME THAN ANYBODY ELSE?
WHAT DO YOU THINK?
WHAT'S THE DATA SAY?
EXCUSE ME. (blowing nose)
WHAT DO YOU THINK?
WELL, I'LL HELP YOU OUT.
THE ANSWER IS "NO," IT'S VIRTUAL IMPOSSIBILITY.
EVERY AFRICAN-AMERICAN WOULD HAVE TO COMMIT A CRIME
EVERY DAY
IN ORDER TO BE EQUAL WITH THEIR COUNTERPARTS...
BUT WE'RE MORE LIKELY TO BE ARRESTED AND CHARGED.
AND WE'RE MORE LIKELY TO BE SENTENCED TO JAIL OR PRISON TIME
THAN OUR COUNTERPARTS.
LAST ONE...
HOW DO WE BRING ABOUT CHANGE?
WELL, THE FIRST ONE SAYS WE NEED TO CONTINUE TALKING.
HOWEVER, I'VE COME TO A CONCLUSION THAT TALKING
IS NOT DOING US, REALLY, A LOT OF GOOD.
WE'RE TALKING ABOUT IT, BUT WE HAVE NOT YET COME TO THE CONCLUSION
THAT WE ARE RESPONSIBLE
FOR HOW PEOPLE ARE TREATED.
I'M RESPONSIBLE FOR HOW I TREAT YOU.
YOU MAY NOT LIKE ME-- I DON'T ASK YOU TO LIKE ME.
ALL I ASK IS THAT WE-- NOT JUST AFRICAN-AMERICANS--
BUT WE, AS A SOCIETY,
TREAT ONE ANOTHER FAIRLY AND EQUALLY.
YEAH.
IMPROVE SOCIOECONOMIC STATUS OF MINORITIES.
THE UNITED STATES WILL NEVER BE ABLE TO BE A GREAT NATION AGAIN
UNTIL WE LOOK AT THE LOWEST PERSON ON THE RUNG
AND UNTIL WE BRING THEM UP TO EQUALITY WITH THE REST OF THE SOCIETY.
WE HAVE TO INCREASE MINORITY REPRESENTATION
AND PARTICIPATION IN GOVERNMENT.
IT WAS NICE THAT PRESIDENT OBAMA WAS ELECTED,
BUT IF YOU NOTICE PRESIDENT OBAMA HAS BEEN ABLE TO CHANGE VERY LITTLE
AS IT RELATES TO THE ISSUES OF MINORITIES AS A WHOLE.
IT'S NOT SUFFICIENT TO PUT ONE PERSON IN ONE POSITION AND SAY,
“WE HAVE PASSED THE RACIAL SOCIETY.
"WE ARE NOW A COLOR-BLIND SOCIETY.”
WE NEED TO REDUCE DISPARITIES IN EDUCATION.
FOR EXAMPLE...
HOW MANY OF YOU ARE FORCED TO PAY FOR YOUR OWN EDUCATION?
WHY?
SOME OF YOU ARE UNDER 25, SOME OF YOU LIVE AT HOME,
BUT THEY SAY YOUR PARENTS MAKE TOO MUCH MONEY...
BECAUSE WE HAVE NOT CHANGED THE RULES
IN TERMS OF EDUCATIONAL REQUIREMENTS
IN TERMS OF INCOME LEVELS.
WE NEED TO MAKE SURE THAT PEOPLE WHO MAKE,
OR WHOSE FAMILIES, ETCETERA, MAKE $100,000 A YEAR
STILL QUALIFY FOR FINANCIAL AID, BUT WE HAVEN'T DONE THAT.
BY THE WAY, FOLKS, IT'S NOT EASY TO LIVE ON $100,000 A YEAR.
I KNOW, RIGHT NOW, YOU'RE THINKING, “PLEASE, LET ME HAVE IT.
"I'LL TRY.” (audience laughing)
OKAY, BUT IT'S STILL NOT, OKAY?
RIGHT?
OF COURSE, I GUESS I'VE BEEN QUITE FORTUNATE
BECAUSE I HAVE A MAYBACH PARKED IN THE PARKING LOT,
AND I ALSO HAVE A--
LET'S SEE, WHAT ELSE DO I HAVE OUT THERE?
I DROVE ONE, MY WIFE DROVE ONE, OKAY?
HAVE YOU SEEN THE PICTURE WHERE YOU HAVE A PORSCHE AND A LAMBORGHINI
AND ANOTHER CAR, AND IT SAYS, "THE BENEFITS," OR SOMETHING LIKE THAT,
"FOR HIGHER EDUCATION," AND YOU SEE IT PARKED IN THE GARAGE?
DON'T GO INTO HIGHER EDUCATION IF YOU'RE TRYING TO GET THOSE CARS, OKAY?
IT'S NOT EASY TO LIVE ON THE INCOME TODAY THAT PEOPLE ARE MAKING.
A FAMILY OF FOUR IS GONNA HAVE TO, PROBABLY, EVEN WITH MINIMUM WAGE,
APPLY FOR FOOD STAMPS,
FINANCIAL ASSISTANCE, ETCETERA.
BECAUSE MINIMUM WAGE IS NOT ENOUGH FOR A FAMILY OF FOUR TO LIVE ON.
RAISE THE CONSCIOUSNESS THROUGH EDUCATION ABOUT MINORITIES,
BECAUSE BELIEVE IT OR NOT,
WE KNOW VERY LITTLE ABOUT OUR OWN GROUPS,
LET ALONE OTHER GROUPS.
FOR EXAMPLE...
WHO WAS STOKELY CARMICHAEL?
ANYBODY RECALL?
EVER HEARD THE NAME?
YOU REMEMBER?
>> HE WAS ASSOCIATED WITH THE BLACK PANTHERS.
>> BLACK PANTHERS.
YOU WANNA HELP HIM OUT?
STOKELY CARMICHAEL WAS AN INDIVIDUAL WHO BELIEVED
THAT THERE SHOULD BE CHANGES IN TERMS OF THE SOCIETY.
WHAT DO YOU MEAN?
BETTER EDUCATION.
BETTER ACCESS TO HEALTHCARE.
BETTER ACCESS FOR ALL AFRICAN-AMERICANS--
BLACKS AT THAT TIME.
DR. MARTIN LUTHER KING, EVERYBODY KNOWS.
MALCOLM X, WE'VE ALL HEARD OF.
BUT IT'S SOME OF THE OTHER, LITTLE-KNOWN FOLKS
THAT WE KNOW VERY LITTLE ABOUT.
SO, WE NEED TO DO BETTER IN TERMS OF EDUCATION.
I'M TRYING TO STOP HERE, SO-- INCREASE MINORITY OWNERSHIP,
REJECT TRADITIONAL STEREOTYPES, ZERO TOLERANCE OF INTIMIDATION,
DISCRIMINATION, AND PREJUDICIAL PRACTICES.
AND ALL OF US CAN DO THE LAST ONE--
ENCOURAGE INCLUSION AND ACCEPTANCE.
NOW, WHERE I STARTED WAS-- AND THE REASON I WANTED TO DO THIS
IS BECAUSE A LOT OF PEOPLE HAVE SAID
THAT WE ARE AT A COLOR-BLIND SOCIETY-- WE ARE NOT.
YOU WANNA MAKE IT COLOR-BLIND?
YOU CAN DO IT.
EVERY SINGLE INDIVIDUAL HERE CAN MAKE A DIFFERENCE.
SO, IF YOU WANNA DO IT, ALL YOU HAVE TO DO
IS TO MAKE SURE THAT YOU DON'T STEREOTYPE PEOPLE.
YEAH.
QUESTIONS?
I KNOW, A GREAT MORNING TOPIC, RIGHT?
YES, MA'AM.
>> YOU SAID THAT, UH, ONE YEAR
IS THE TYPICAL RATE OF WELFARE FOR AFRICAN-AMERICANS.
IF THEY'RE MORE LIKELY TO BE UNEMPLOYED, HOW IS THAT TRUE?
ARE THEY JUST-- THEY DON'T APPLY AS MUCH OR--
HOW DO THEY REFLECT ON EACH OTHER, I GUESS IS THE QUESTION.
>> OKAY, UNEMPLOYMENT IN TERMS OF AFRICAN-AMERICANS
IN TERMS OF A.F.D.C., WELFARE, ETCETERA, UNEMPLOYMENT
COMES ABOUT THIS WAY--
AFRICAN-AMERICANS ARE LESS LIKELY TO GRADUATE FROM HIGH SCHOOL,
GRADUATE FROM COLLEGE,
HAVE CERTAIN SKILLS AND ABILITIES
IN TERMS OF OUR SOCIETY.
SECONDLY, EVEN NOT HAVING THOSE SKILLS,
IN SOME INSTANCES, WE HAVE-- I JUST SHOWED YOU
HIGH DROP-OUT RATES, ETCETERA, IN TERMS OF THE SOCIETY.
STILL, WHEN YOU SHOW UP,
YOUR SKIN COLOR IS THE FIRST THING THAT'S NOTICED.
SO, WE SEE THE DISPARITY BETWEEN UNEMPLOYMENT...
AND SUCCESS.
IF YOU'RE EMPLOYED, YOU'RE MORE LIKELY TO OWN A HOME...
ESPECIALLY IF YOU EARN ENOUGH MONEY TO BE ABLE TO DO SO.
IT'S NOT THAT PEOPLE ARE NOT APPLYING,
BUT ALL PEOPLE GET TO A POINT WHERE THEY STOP,
REGARDLESS OF THEIR RACE OR GROUP.
>> I MEANT, IS IT IN TERMS OF APPLYING FOR WELFARE,
NOT APPLYING THEMSELVES--
LIKE, IF THEY'RE MORE LIKELY TO BE UNEMPLOYED,
HOW DOES THAT RELATE TO THE WELFARE?
>> THAT MEANS THAT INDIVIDUALS HAVE TO EAT, SURVIVE,
SO THEREFORE, WHAT DO YOU DO?
YOU JUST GONNA GO HOME AND DIE?
NO.
MAYBE I'M NOT UNDERSTANDING WHAT YOU'RE ASKING.
>> I DON'T THINK YOU ARE.
TO ME, I INTERPRET IT AS... YOU WERE--
AFRICAN-AMERICANS ARE STILL HAVE THE SAME RATE AS WELFARE
AS THE DOMINANT RACE, AND THEN-- >> THEY DON'T HAVE THE SAME--
OH, I SEE WHERE YOU'RE GOING.
NO, IT IS NOT THE SAME NUMBERS.
IN TERMS OF THE PERCENTAGE OF THE GROUP,
YOU FIND THAT A HIGHER PERCENTAGE OF THE AFRICAN-AMERICAN GROUP
IS MORE LIKELY TO BE ON WELFARE THAN THE PERCENTAGE OF NON-MINORITIES
TO BE ON WELFARE.
YOU SAY, "WELL, HOW DOES THAT RELATE?"
WELL, IT RELATES THIS WAY-- THAT NON-MINORITIES ARE MORE LIKELY
TO BE EMPLOYED THAN MINORITIES.
IF PROFESSOR ABID AND PROFESSOR LIGHT AND MYSELF
APPLIED FOR THE JOB,
THE PROBABILITY OF ME BEING HIRED VERSUS THE TWO OF THEM, OKAY?
MY PROBABILITY IS FAIRLY LOW,
IN TERMS OF THE SOCIETY AS A WHOLE.
EVEN HAVING THE SAME CREDENTIALS.
WELL, WHAT ABOUT AFFIRMATIVE ACTION?
WELL, ACTUALLY AFFIRMATIVE ACTION REALLY HASN'T WORKED WELL.
HAS IT WORKED WELL FOR SOME?
YES.
WHO BENEFITED THE MOST FROM AFFIRMATIVE ACTION?
ANYBODY KNOW?
WHITE FEMALES.
MY GROUP-- THOSE INDIVIDUALS THAT WERE READY AFTER
"BROWN VERSUS THE BOARD OF EDUCATION,"
A CERTAIN NUMBER OF CASES THAT WERE READY TO MOVE INTO THE WORKPLACE,
THEY DID QUITE WELL.
HOWEVER, ONCE THEY GOT IN, THEY MOVED OUT OF INNER CITIES.
THEY MOVED TO SUBURBS, ETCETERA.
AND THEREFORE, MANY OF THE PLACES ARE NOW NOT AS WELL.
LOOK AT GARY, INDIANA, FOR A GOOD EXAMPLE.
DETROIT, MICHIGAN-- ANOTHER GOOD EXAMPLE, ETCETERA.
SO, WHAT WE HAVE TO DO IS TO BE INVOLVED IN TERMS OF "MORE INCLUSION," OKAY?
AND THAT'S INCLUSION IN EVERYTHING, AND I DON'T BELIEVE IN--
"IF I DON'T HAVE THE QUALIFICATIONS, I SHOULD NOT BE HIRED."
I DON'T BELIEVE THAT-- I THINK THAT'S WRONG.
OKAY?
THE TERM IS KNOWN AS "REVERSE DISCRIMINATION."
THAT'S WRONG, TOTALLY.
YES?
>> I THINK THAT WHAT SHE MIGHT HAVE BEEN TRYING TO SAY--
ASK YOU, IS IF MINORITIES ARE LESS LIKELY TO BE EMPLOYED
OR TO BE DISCRIMINATED IN SO MANY AREAS,
HOW IS THAT THEY'RE ONLY ON WELFARE FOR JUST ONE YEAR?
IF YOU'RE NOT GETTING THE JOB, YOU KNOW, YOU'RE OUT TRYING TO MAKE MONEY,
THINGS OF THAT NATURE, HOW CAN YOU SAY
THAT THEY'RE ONLY ON WELFARE FOR JUST A YEAR?
I THINK THAT MAY BE WHAT SHE'S TRYING TO SAY.
AM I RIGHT? >> BECAUSE WHAT THEY DO-- THANK YOU.
WHAT TENDS TO HAPPEN IS THIS--
PEOPLE MOVE IN AND OUT OF THE WORKPLACE
AND THEY'RE MORE LIKELY TO BE ENGAGED IN PART-TIME WORK
RATHER THAN FULL-TIME WORK.
AND BASED UPON THE RULES OF WELFARE,
IF YOU EARN TOO MUCH MONEY, YOU CAN'T GET IT.
WHAT DO YOU GET?
FOOD STAMPS, MAYBE.
AND THERE ARE REASONS THAT WE HAVE THE PROBLEMS THAT WE HAVE
WITHIN THE SOCIETY,
AND ARE ALL OF THEM BASED UPON RACE?
NO.
SOME OF IT IS BECAUSE OF THE ECONOMY.
ANYBODY LOOKING FOR A JOB?
YEAH, WE GOT A FEW OF YOU LOOKING.
WHY DON'T YOU HAVE ONE?
>> (indistinct speaking). >> I'M SORRY?
>> I'VE TURNED DOWN THREE JOBS. >> YOU'VE TURNED DOWN THREE?
>> YEAH. >> OH.
>> I THINK THE JOBS THAT ARE AVAILABLE ARE OF LOWER PAY,
BUT THERE'S DEFINITELY JOBS OUT THERE, IF YOU'RE GONNA WORK AT IT.
I'VE PUT OVER 100 RESUMES IN AND DONE OVER, PROBABLY, 20 INTERVIEWS,
SO YOU JUST GOTTA WORK HARD AT IT, I SUPPOSE.
>> YOU DO.
AND SO, YOU'VE TURNED DOWN THREE JOBS.
WOULD YOU TELL THE OTHER FOLKS WHERE YOU TURNED THOSE DOWN,
SO THAT THEY CAN GO GET THOSE? (audience laughing)
>> ONE JOB WAS AT P.R.G.X., OUT BY BROADMOOR AIRPORT--
THAT WAS FILLED. >> OKAY.
>> THE TWO OTHER JOBS-- ONE WAS AT HANGER PLUS IN COOPERSVILLE.
THAT JOB WAS FILLED, AS WELL.
THERE WAS TWO CANDIDATES-- MYSELF AND ANOTHER.
BECAUSE OPPORTUNITY-COST, FOR ME--
IT WAS BETTER FOR THAT CANDIDATE, I SUPPOSE.
>> HMM. >> AND THEN THE THIRD JOB
I WILL ACTUALLY GO AHEAD AND KEEP THAT ONE TO MYSELF--
>> OH, YOU'RE GONNA KEEP THAT ONE? >> IT'S A LITTLE EMBARRASSING, SO...
>> BUT THAT'S OKAY. (laughing)
NOW, LET'S SEE.
I LIVE IN THE INNER CITY.
I DO HAVE A BIKE.
HOW DO I GET TO COOPERSVILLE?
IS THERE A BUS THAT GOES THERE?
>> (indistinct speaking). >> ABSOLUTELY NOT.
"SHOOTS, COOPERSVILLE-- "LET'S SEE IF WE CAN FIND ANOTHER ONE."
YOU SEE WHERE I'M GOING?
I MEAN, THE PROBLEMS BECOME COMPOUNDED
WHEN YOU ARE IN A LOW SOCIOECONOMIC STATUS ANYWAY.
AND THE WAY THAT PEOPLE STAY OFF OF WELFARE IS--
ESPECIALLY NOW THAT THE GOVERNOR HAS SIGNED THE LEGISLATION
THAT SAYS "MAXIMUM OF FOUR YEARS," WHERE THEY JUST DUMP PEOPLE.
IF YOU'VE DONE FOUR YEARS, "YOU'RE OFF.
"WE'RE DONE."
"BUT I NEED IT!" "WE DON'T CARE.
"GO ELSEWHERE."
SO, WHAT YOU FIND IS, PEOPLE TEND TO WORK LOTS OF PART-TIME JOBS.
FOUR HOURS-- JUST A MINUTE-- FOUR HOURS AT ONE PLACE,
FOUR HOURS AT ANOTHER PLACE.
ONE PLACE, I WORK TWO DAYS A WEEK.
ANOTHER PLACE, I WORK THREE DAYS A WEEK.
AND I TRY TO PUT ALL OF THAT TOGETHER.
I'M SORRY I MISUNDERSTOOD WHAT YOU WERE ASKING, SO THANK YOU.
YES?
>> DO YOU BELIEVE AFRICAN-AMERICANS ARE OWED REPARATIONS,
AND IF SO, WHO OWES US?
>> WELL, LET ME, FIRST OF ALL, PREFACE IT THIS WAY--
YOU'RE NOT GOING TO GET IT.
THAT'S NUMBER ONE. (audience laughing)
OKAY, NOW, I'LL DEAL WITH THE OTHER PARTS OF IT, OKAY?
YES, WE ARE OWED REPARATIONS,
BUT WE'RE NOT GONNA GET IT IN TERMS OF OUR SOCIETY
UNLESS, POSSIBLY,
THERE ARE ONLY AFRICAN-AMERICANS LEFT ON THE PLANET.
(audience laughing) OKAY?
I BELIEVE AFRICAN-AMERICANS ARE OWED REPARATIONS,
BUT ONLY IN THIS SENSE...
UM, FOR THOSE INDIVIDUALS
THAT HAVE BEEN VICTIMS OF SLAVERY
OR THEY'RE, UM--
THEY ARE OFFSPRING OF FORMER SLAVES,
THEN MY ANSWER TO YOUR QUESTION IS "YES."
WE PAID THE JAPANESE.
NATIVE AMERICANS ARE STILL SEEKING REPARATIONS
IN LOTS OF DIFFERENT AREAS.
AND THE REPARATIONS ARE NOT ALWAYS IN TERMS OF...
MONEY-- SOMETIMES, IT'S LAND.
THEY WANT THEIR LAND BACK.
SHOULD WE GET CERTAIN THINGS?
YEAH.
I'LL TAKE 40 ACRES AND A MULE.
NO INTEREST.
JUST GIVE ME THE 40 ACRES AND A MULE.
GOOD FOR ME... OKAY?
I CAN FEED MYSELF.
BUT, HOPEFULLY, YOU'RE NOT HOLDING YOUR BREATH FOR THOSE REPARATIONS.
(laughing)
>> PROFESSOR WILLIAMS, ONE OF THE THINGS THAT WE TALKED ABOUT
IN AFRICAN-AMERICAN HISTORY CLASS IS THE ISSUE OF REPARATIONS,
BUT ALSO THIS NOTION OF A SHARED RESPONSIBILITY--
"WHO'S RESPONSIBLE?"
IN OTHER WORDS, SHOULD IT ONLY BE THOSE PEOPLE WHO DIRECTLY BENEFITED
FROM THE INSTITUTION OF SLAVERY?
IN OTHER WORDS, CORPORATIONS THAT CAN TRACE THEIR ORIGINAL PROFITS
BACK TO THAT SLAVE-OWNING ERA?
OR IS IT THE RESPONSIBILITY OF THE ENTIRE AMERICAN PEOPLE
AND THE AMERICAN GOVERNMENT FOR FOCUSING ON ISSUES LIKE THAT?
>> EVERYBODY'S RESPONSIBLE.
EVERY SINGLE CORPORATION, BUSINESS, ETCETERA,
IS RESPONSIBLE.
"I DIDN'T HAVE AN EQUAL CHANCE-- I WASN'T EVEN HERE-- I WASN'T ALIVE."
SO WHAT?
YOU BENEFIT... OKAY?
THERE'S A BOOK YOU NEED TO READ AT SOME POINT IN YOUR LIFE.
IT'S CALLED "WHITE MAN'S BURDEN."
READ IT.
THERE'S ANOTHER ONE THAT YOU NEED TO READ BY W.E.B. DU BOIS
CALLED "SOUL OF BLACK FOLKS."
BECAUSE WE HAVE TO TAKE RESPONSIBILITY AS WELL.
HELLO?
I KNOW THIS IS GONNA BE NEW, DIFFERENT.
"IT WASN'T MY FAULT.
(audience chuckling) "THEY MADE ME DO IT."
CAN YOU STOP PEOPLE FROM MAKING YOU DO SOMETHING?
YES!
BUT YOU MIGHT DIE.
OF COURSE.
WHAT HAPPENED DURING THE HOLOCAUST?
LARGE NUMBERS OF PEOPLE DIED.
WHAT'S GOING ON TODAY?
LARGE NUMBERS OF PEOPLE ARE STILL DYING,
IN THIS COUNTRY EVEN.
BECAUSE THEY DON'T HAVE ENOUGH TO EAT.
THERE ARE CHILDREN THAT GO TO BED EVERY NIGHT HUNGRY
IN THE UNITED STATES OF AMERICA.
ONE OF THE RICHEST COUNTRIES ON THE PLANET.
HOW MANY OF YOU PARTICIPATE IN A FOOD PANTRY?
I'M NOT TALKING ABOUT THE ONE AT THE COLLEGE.
HOW MANY OF YOU PARTICIPATE IN A FOOD PANTRY?
WAY TO GO.
THANK YOU, FOLKS.
WHEN YOU GO TO THE GROCERY STORE, PICK UP A FEW EXTRA CANS...
AND TAKE IT TO THE NEIGHBORHOOD FOOD PANTRY.
TAKE IT TO THE NEIGHBORHOOD CHURCH.
SALVATION ARMY, GOODWILL.
YEAH, MIKE, WE'RE ALL RESPONSIBLE.
THAT'S CORPORATIONS-- I'M GONNA COME BACK TO YOU--
THAT'S CORPORATIONS, THAT'S BUSINESSES, THAT'S EVERYBODY,
WHETHER YOU WERE ALIVE OR NOT, YOU BENEFIT.
REGARDLESS OF THE COLOR OF YOUR SKIN,
YOU BENEFIT.
WHERE ON THE PLANET CAN YOU GO
AND FIND 24-HOUR GROCERY STORES?
CAN YOU FIND THAT IN EVERY COUNTRY AROUND THE WORLD?
HOPEFULLY YOU'VE TRAVELED.
NO!
YOU KNOW WHAT THE POOR DO IN LOTS OF COUNTRIES?
THEY EAT OFF OF THE GARBAGE DUMP.
THEY GO THROUGH TRASH CANS.
GUESS WHAT THEY DO IN THIS COUNTRY?
THEY GO THROUGH TRASH CANS.
HAVE ANY OF YOU SEEN THE FOLKS OUT BY WHEREVER, WITH THE SIGN,
"WILLING TO WORK FOR FOOD"?
"HUNGRY.
"NEED WORK."
WHAT DO WE DO?
WHILE I'M HAVING MY BIG MAC, FRIES, LARGE SHAKE.
"THEY NEED TO GET A JOB, IS WHAT THEY NEED TO GET."
ARE THERE ENOUGH JOBS FOR EVERYBODY?
NO.
AND THE SOCIETY IS DESIGNED SO THAT THERE'S GOING TO BE
A CERTAIN PERCENTAGE
OF UNEMPLOYMENT NEEDED FOR THE SOCIETY.
ANYBODY GOING INTO SOCIAL WORK?
OKAY.
YOU KNOW WHERE YOUR FOLKS WILL COME FROM?
YOU'LL BE TAKING CARE OF THE PEOPLE WHO DON'T HAVE.
BUT WHAT IF EVERYBODY HAD A JOB AND WAS EMPLOYED?
WOULD WE NEED YOU AS A SOCIAL WORKER?
PROBABLY NOT.
SO, "THE UNEMPLOYMENT BENEFITS ME," OKAY?
THAT'S WHY, HERE AT GRAND RAPIDS COMMUNITY COLLEGE,
IF THERE WAS SOMEWHERE ELSE TO GO
AND YOU COULD AFFORD TO GO, WOULD YOU GO?
YEAH, YOU MIGHT HAVE TO.
I'M SORRY, YOUNG MAN-- GO AHEAD.
>> ABOUT YOUR-- YOU SAID--
YOUR RECOMPENSE-- YOU SAID WE ALL OWE?
>> YES. >> WHO?
>> WE OWE EVERY INDIVIDUAL THAT WE TREATED WRONGLY.
EVERY INDIVIDUAL THAT WAS BROUGHT TO THIS COUNTRY IN CHAINS,
THE FOLKS WHO DIED ON THE WAY,
WE OWE THEIR FAMILIES.
WE OWE EVERY INDIVIDUAL, REGARDLESS.
AND BY THE WAY, ALL OF IT ISN'T BASED UPON SLAVERY.
THERE ARE PEOPLE WHO DIED FOR ME TO BE ABLE TO BE WHERE I AM TODAY.
I'M NOT HERE OUT OF THE GOODNESS OF SOMEBODY'S HEART.
SOMEBODY DIED SO I COULD BE HERE.
YEAH.
WHEN YOU CHECK IT OUT-- GO BACK AND LOOK IT UP--
THERE WERE TWO BOYS THAT WENT DOWN SOUTH, AND LOST THEIR LIVES.
AND BECAUSE OF THAT, I GET TO BE HERE.
THE LITTLE GIRLS THAT WERE GOING INTO THE SCHOOLS
AND NOBODY WANTED THEM THERE.
HOW ABOUT THE LITTLE GIRLS THAT WERE KILLED IN THE BOMBING OF CHURCHES?
WE ALL OWE.
I OWE YOU THE DECENCY TO TREAT YOU AS A HUMAN BEING.
DO YOU SEE WHERE I'M GOING?
AND IF I DON'T DO THAT, I'M GUILTY AND I OWE.
YOU SAY, "WELL, HOW DO YOU PAY FOR THAT?
"HOW DO YOU QUANTIFY THAT?"
WELL, I'LL LET SOMEBODY ELSE QUANTIFY.
BUT I STILL OWE YOU.
AND I SHOULD TREAT YOU DECENTLY.
AND THAT'S FOR EVERYBODY.
YOU HAVE THE SAME THING, OR SAME RESPONSIBILITY
THAT I HAVE TOWARDS YOU, FOR YOU TO TREAT ME THE SAME WAY.
IT'S NOT WHETHER YOU LIKE ME OR NOT.
IT'S, AS A HUMAN BEING, DO I DESERVE
THE RIGHT TO BE TREATED RESPECTFULLY?
EQUALLY, FAIRLY?
I GOT ONE IN THE BACK FIRST, AND I'LL COME TO YOU NEXT-- YES?
>> ON YOUR POINTS OF THE DROP-OUT RATE-- >> YES?
>> AND UNEMPLOYMENT, LOWER INCOME, AND MORTALITY RATE,
WOULD YOU SAY THAT IS ROOTED IN RACISM OR MORE SO IN EDUCATION?
>> WELL, BOTH ACTUALLY PLAY A PART IN THIS
BECAUSE, UNFORTUNATELY, IN EDUCATION,
MOST EDUCATORS ARE ACTUALLY MIDDLE CLASS INDIVIDUALS.
SO THEY TEND TO TEACH WHAT IS KNOWN AS THE "HIDDEN CURRICULUM,"
AND THEREFORE, WE HAVE, IN THE UNITED STATES--
SOME SCHOOLS EVEN IN GRAND RAPIDS--
THAT WE PRACTICE SOCIAL PROMOTION.
"YOU'RE A PROBLEM IN MY CLASS,"
AND I DON'T KNOW IF YOU'RE IN MY CLASS OR NOT, BUT, "YOU'RE IN MY CLASS.
"I DON'T WANNA SEE YOU NEXT SEMESTER," SO GUESS WHAT I DO?
"OH, YEAH, HE PASSES."
NOT WITH A GREAT GRADE, BUT HE PASSES, SO I DON'T HAVE TO SEE YOU ANYMORE.
AND SO, IF YOU BECOME A PROBLEM, IN TERMS OF ELEMENTARY,
JUNIOR HIGH, AND HIGH SCHOOL, THEN YES.
SO, THEY'RE LINKED TOGETHER.
IN OTHER WORDS, THERE IS DEFINITELY A CORRELATION BETWEEN THOSE.
>> THE REASON I ASK IS BECAUSE YOU HAD LISTED
THAT THE DROP-OUT RATE PERCENTAGE WAS HIGHER FOR AFRICAN-AMERICANS,
WHICH WOULD MAKE SENSE TO ME
THAT THEY WOULD BE MORE LIKELY TO BE EMPLOYED IN THE SERVICE INDUSTRY
BECAUSE YOU WOULD HAVE TO HAVE A LESSER EDUCATION.
AND AS FOR THE HIGHER PAYING JOBS,
YOU NEED A HIGHER EDUCATION TO RECEIVE HIGHER EMPLOYMENT,
WHICH WOULD CONTINUE INTO A CIRCLE OF HAVING TO BE IN AN IMPOVERISHED AREA,
WHICH WOULD LEAD INTO THE LOWER MORTALITY RATE.
SO, IT SEEMED TO ME THAT EDUCATION PLAYED A LARGER PART INTO IT AND THAT--
AND I 100 PERCENT AGREE THAT RACISM IS A FACTOR,
BUT SEEING THAT EDUCATION WAS VERY IMPORTANT INTO THE CIRCLE.
>> OKAY, LET ME ADDRESS THAT.
LET'S LOOK AT IT THIS WAY.
LET'S LOOK AT IT IN TERMS OF GRAND RAPIDS AND JUST GRAND RAPIDS BY ITSELF.
IF I GO TO A GRAND RAPIDS ELEMENTARY, JUNIOR HIGH, AND HIGH SCHOOL,
COMPARED TO A LOWELL ELEMENTARY, JUNIOR HIGH, AND HIGH SCHOOL,
AM I MORE LIKELY OR LESS LIKELY TO GO ON, FIRST OF ALL,
TO GRADUATE FROM HIGH SCHOOL IN LOWELL OR IN GRAND RAPIDS?
LOWELL.
SECONDLY, AM I MORE LIKELY, IN TERMS OF THAT EDUCATION,
TO BE BETTER PREPARED FOR COLLEGE, THE HIGHER EDUCATION, ETCETERA,
IN THE LOWELL SCHOOL VERSUS GRAND RAPIDS?
SO, NOW, YOU'RE RIGHT-- THERE IS A CORRELATION BETWEEN THE TWO,
BUT YOU CAN'T SAY THAT EDUCATION IS MORE IMPORTANT
BECAUSE WHAT HAPPENS IS AN INDIVIDUAL GETS TREATED DIFFERENTLY
NOT BASED UPON WHERE THEY ARE IN THE EDUCATION
BUT BASED UPON SKIN COLOR.
PEOPLE DON'T PULL ME OVER
AND SAY TO ME, "EXCUSE ME, SIR,"
BASED UPON ME BEING A MEMBER OF THE DOMINANT SOCIETY?
NO.
DO THEY SAY "DR. WILLIAMS" WHEN THEY PULL ME OVER?
NO.
DO YOU SEE WHERE I'M GOING?
>> YES, AND I BELIEVE THAT RACISM EXISTS-- I'M NOT DENYING THAT.
I JUST THOUGHT IT WAS INTERESTING THAT THE--
YOU WERE MAKING THE POINTS OF UNEMPLOYMENT AS OPPOSED TO THE DROP-OUT RATE.
I'M NOT DISPUTING THE FACT THAT RACISM EXISTS.
>> NO, NO, NO-- I UNDERSTAND.
IT'S JUST THAT BECAUSE THERE IS A RELATIONSHIP BETWEEN THOSE TWO,
YOU'RE TRYING TO FIGURE OUT WHICH ONE IS MORE IMPORTANT.
>> CORRECT. >> SO, IT BECOMES "A CHICKEN OR THE EGG."
WELL, WHEN THEY ACTUALLY DO THE RESEARCH ON IT
AND YOU REMOVE THE EDUCATIONAL ISSUES,
YOU FIND OUT THAT RACE IS STILL MORE IMPORTANT.
EVEN IF YOU HOLD EVERYTHING ELSE CONSTANT.
>> SO YOU WOULD SAY THAT A CAUCASIAN MALE AND AN AFRICAN-AMERICAN MALE,
IF THEY WERE BOTH TO DROP OUT AT THE SAME TIME, SAME AREA,
THAT THE WHITE MALE WOULD HAVE A BETTER CHANCE IN LIFE
THAN THE AFRICAN-AMERICAN MALE? >> YEAH.
AND ALL THE DATA SHOWS JUST THAT.
THAT WHITE MALES
WITH THE SAME AMOUNT OF EDUCATION THAT AFRICAN-AMERICANS HAVE
STILL HAVE HIGHER INCOME LEVELS,
EVEN THOUGH WE'RE TALKING ABOUT AT THE SAME LEVEL, IN TERMS OF EDUCATION.
SAME, OKAY?
THAT WHITE MALES HAVE HIGHER INCOMES
THAN DO NON-WHITE MALES.
YEAH.
AND SO, YOU'RE RIGHT-- IT'S A GOOD POINT,
BUT YOU JUST HAVE TO UNDERSTAND, WHILE THERE IS A CORRELATION,
UNDERSTAND THAT, AT THIS POINT, YOU CANNOT MAKE IT
IN TERMS OF A CAUSE AND EFFECT RELATIONSHIP.
THAT IS, EDUCATION CAUSES-- DO YOU SEE WHERE I'M GOING?
THE OTHER ISSUES, OKAY?
BECAUSE OF THAT OVERLAP.
I KNOW I'VE GOT A QUESTION OVER HERE, TOO.
>> THANK YOU SO MUCH FOR THE INFORMATION THAT YOU'VE PRESENTED.
ONE OF THE THINGS THAT I THINK CONTRIBUTES TO THE MYTH OF THE POST-RACIAL SOCIETY,
AND I'M NOT SURE IF YOU WOULD AGREE,
IS THE INCREASE OF INTERPERSONAL RELATIONSHIPS
AMONG VARIOUS RACES,
AS OPPOSED TO THE STRUCTURAL ISSUES OF RACISM.
AND I JUST WONDERED IF YOU WOULD SPEAK TO THAT A LITTLE BIT.
>> WELL, IF YOU LOOK AT, LET'S SAY, INTERRACIAL RELATIONSHIPS, OKAY?
YOU FIND THAT THERE HAS BEEN AN INCREASE,
BUT THAT WAS NOT THE MAJOR REASON
FOR THE DECLARATION OF THE MYTH OF THE POST-RACIAL SOCIETY.
IT CAME ABOUT BY SAYING
THAT SINCE INDIVIDUALS OF COLOR
HAVE MADE IT INTO CERTAIN POSITIONS,
NOW THEY HAVE AN EQUAL OPPORTUNITY
WITH EVERYBODY IN THE SOCIETY.
WRONG.
A WHITE CHILD BORN TODAY
AND AN AFRICAN-AMERICAN CHILD BORN TODAY DO NOT--
THEY'RE NOT BORN EQUALLY.
EVEN IN THE SAME HOSPITAL, WITH THE SAME DOCTOR,
AND THE SAME MEDICATION, THEY'RE STILL NOT EQUAL.
SAY, "WAIT A MINUTE, SOMETHING'S WRONG.
"THEY'RE IN THE SAME HOSPITAL-- WHY AREN'T THEY EQUAL?
"WHAT'S GOING ON?"
WELL, THE REASON THAT IT'S NOT EQUAL-- YOU TALKED ABOUT THE STRUCTURAL ISSUES.
YOU HAVE POOR WHITES IN THE SOCIETY THAT ARE IN THE SAME BOAT
THAT AFRICAN-AMERICANS ARE,
BUT THEY'RE ABLE TO GET BY BECAUSE THEY'RE ABLE TO BLEND.
DO YOU SEE WHERE I'M GOING?
A PERSON THAT COMES HERE FROM ANOTHER COUNTRY
THAT HAS VERY FAIR SKIN, BLOND HAIR, BLUE EYES.
BLEND, OKAY?
ALL RIGHT, EASY FOR THEM TO BECOME A PART OF THE DOMINANT SOCIETY.
I GET HERE-- JUST OFF THE BOAT-- I SPEAK ENGLISH QUITE WELL,
BUT I JUST CAME FROM SENEGAL OR I CAME FROM ETHIOPIA OR WHEREVER,
IS IT AS EASY FOR ME TO BLEND?
NO.
OPPORTUNITY-WISE?
NO.
THE STRUCTURAL CHANGES THAT WE HAVE WITHIN OUR SOCIETY,
WHILE THERE HAVE BEEN IMPROVEMENTS,
THEY'RE NOT WHERE THEY NEED TO BE.
WE DO NOT HAVE THE SAFETY NET WE REALLY OUGHT TO HAVE TODAY
FOR EVERY INDIVIDUAL WITHIN THE SOCIETY.
AND UNTIL WE GET TO THAT POINT, WE'RE NOT GOING TO MAKE IT.
NOW, THERE HAVE BEEN AN INCREASE IN, AS YOU SAY, INTERRACIAL RELATIONSHIPS,
BUT THAT'S NOT WHERE THAT'S COMING FROM.
MOST PEOPLE WANNA MOVE ON FROM HERE BECAUSE THEY BELIEVE,
"LOOK, I DON'T TREAT PEOPLE DIFFERENTLY.
"I TREAT EVERYBODY THE SAME."
BUT IT DOESN'T MATTER WHEN YOU GO TO FILL OUT AN APPLICATION.
IF THE PERSON-- THAT I GO, FILL OUT THE APPLICATION--
IS A RACIST,
OR IS PREJUDICED OR WHATEVER,
AND THERE'S NOT EQUAL TREATMENT BETWEEN MYSELF AND PROFESSOR LIGHT,
THEN THEY MIGHT TEAR MINE UP.
"OH, YOU DIDN'T GET THE JOB.
"YOU'RE NOT AS QUALIFIED AS PROFESSOR LIGHT."
THE REASON THAT PEOPLE WANNA MOVE ON FROM HERE
IS BECAUSE OF THE BACKLASH TOWARD AFFIRMATIVE ACTION.
I GOT THE JOB HERE AT GRAND RAPIDS COMMUNITY COLLEGE,
SOME PEOPLE WOULD SAY, BECAUSE OF AFFIRMATIVE ACTION.
WRONG-- I HAD TO BEAT OUT A LOT OF FOLKS TO GET THIS JOB.
YOU SEE WHERE I'M GOING?
BUT THE PERCEPTION IS, "YOU'RE HERE BECAUSE OF AFFIRMATIVE ACTION."
WILLIAM JULIUS WILSON, WHO I DO KNOW,
ALSO WENT TO MY ALMA MATER, NORTHWESTERN,
AND WE WERE TALKING ONE DAY AND HE SAID, "YOU KNOW,"
HE SAID, "WHEN I WENT TO SCHOOL, THE PERCEPTION WAS QUITE DIFFERENT.
"WE DIDN'T HAVE AFFIRMATIVE ACTION," HE SAID, DURING HIS DAY.
THE PERCEPTION WAS, WHEN HE'S IN SCHOOL, HE HAD TO BE GOOD TO GET THERE.
FOR ME, "YOU'RE HERE BECAUSE WE NEED A QUOTA."
DO YOU SEE WHERE I'M GOING?
SO, NOW, PEOPLE WANNA MOVE ON.
"WE'VE DONE ENOUGH.
"WE'VE DEALT WITH THIS LONG ENOUGH, WE DON'T DEAL WITH IT ANYMORE.
"IT'S DONE WITH.
"EVERYBODY IS TREATED EQUALLY-- WE LIVE IN A COLOR-BLIND SOCIETY."
RIGHT.
SO, WHY IS IT THAT, UH, LET'S SEE...
MEIJERS, WALGREENS, FAMILY FARE, ETCETERA,
DOESN'T PROVIDE OR CARRY
ALL OF THE AFRICAN-AMERICAN HAIR PRODUCTS THAT--
DO YOU SEE WHERE I'M GOING?
WHY DON'T THEY CARRY THAT?
I'M ONE OF THEIR PATRONS-- I GO TO WALGREENS,
I GO TO D&W, FAMILY FARE.
WHY DON'T THEY CARRY MY PRODUCTS?
ENCOURAGE ME TO SHOP THERE?
THEY WANT ME TO GO TO "HAIR JOY."
(chuckling)
WHEN'S THE MOST RACIST TIME?
SUNDAY MORNING.
SO, WE SEPARATE ON SUNDAY MORNING.
I GO TO CHURCH, AND THEY'RE ALL AFRICAN-AMERICANS IN THE CHURCH
AND THE CHOIR COMES IN. (humming)
RIGHT?
NOW, WHEN I GO TO ANOTHER SECTION OF TOWN
AND IT'S NON-WHITE, AND THEN WE'RE ALL WITH THE CHOIR
AND THE HYMNAL, ETCETERA.
WHY DO WE DO THAT?
WHY HAVEN'T WE INTEGRATED?
YOU SEE WHERE I'M GOING?
SO, REALLY WHAT PEOPLE WANNA DO IS TO MOVE ON FROM THAT POINT
IN TERMS OF AFFIRMATIVE ACTION.
SO, THEY'RE REALLY TRYING TO GET IT TO THE POINT
WHERE WE CAN SAY, "ENOUGH IS ENOUGH."
I DON'T REMEMBER THE MAN'S NAME
IN TERMS OF TRYING TO GET RID OF AFFIRMATIVE ACTION--
REMEMBER THIS WHOLE ISSUE WITH UNIVERSITY OF MICHIGAN?
"AFFIRMATIVE ACTION-- OH, NO, YOU CAN'T DO THAT ANYMORE."
"OH, OKAY."
SO, NOW, WE WANNA DO IT BASED UPON TEST SCORES, RIGHT?
AND THE ONE THING WE KNOW IS...
A.C.T., S.A.T.,
ALL OF THOSE SCORES AND TESTS, ARE WHAT?
THEY'RE BIASED.
YEAH.
THEY OUGHTA LET ME CREATE THE TEST.
AND I'LL DO IT FROM AN AFRICAN-AMERICAN PERSPECTIVE
AND THEN WE'LL SEE HOW MANY WHITES PASS IT.
HOW MANY HISPANICS PASS IT.
I WAS DOWN THE STREET, AND I HAPPENED TO SEE AN ALLEY APPLE.
"HUH-- WHAT?"
"WHOA."
YOU SEE WHERE I'M GOING?
ON THE REGULAR TEST, YOU READ QUICHE, Q-U-I-C-H-E.
I'D READ IT AS "QUICKIE"-- AFRICAN-AMERICAN, "QUICKIE."
OH, OKAY.
MAKES A DIFFERENCE
WHAT MY ANSWER IS, ISN'T IT?
(laughing)
ONE'S LIKE AN EGG CUSTARD, FOLKS,
FOR THOSE OF YOU THAT DON'T KNOW IN TERMS OF QUICHE.
"QUICKIE" IS SOMETHING ELSE. (audience laughing)
DID I ANSWER YOUR QUESTION?
OKAY.
YES?
>> IF AFFIRMATIVE ACTION SHOULD BE TAKEN AWAY
AND REPARATIONS ARE STILL NEEDED OR OWED,
THEN I DON'T UNDERSTAND WHY SOCIETY DOESN'T JUST KIND OF MOVE ON
AS A WHOLE AND JUST--
NOT FORGET ABOUT WHAT HAPPENED--
OBVIOUSLY, CELEBRATE IT WITH THINGS LIKE BLACK HISTORY MONTH
AND OTHER THINGS LIKE THAT,
BUT JUST KIND OF MOVE ON AND NOT EXPECT ANYTHING.
I MEAN, OBVIOUSLY, YOU SAID NOT TO EXPECT 'EM,
BUT THEY'RE STILL TALKED ABOUT.
>> YEAH, IT'S GOING TO BE TALKED ABOUT, NO MATTER WHAT.
WE'RE TALKING ABOUT THE HOLOCAUST, EVEN THOUGH WE'VE MOVED ON FROM THAT.
THAT'S IN ORDER SO THAT IT DOESN'T OCCUR AGAIN.
FIRST OF ALL, THE REPARATIONS ARE NOT GOING TO BE PAID.
I AGREE WITH YOU
THAT WHAT WE SHOULD DO IS TO PAY THE REPARATIONS,
WE MOVE ON, EVERYBODY HAS AN EQUAL CHANCE.
OKAY?
I AGREE, WE SHOULD DO THAT.
ARE WE GOING TO DO THAT AS A NATION?
NO.
CAN WE DO IT?
YES.
WILL WE?
NO.
YES?
OH, I'M SORRY, OVER HERE FIRST, AND I'LL COME BACK TO YOU.
>> HI, I'M THE IMMIGRANT MOTHER OF A MIXED RACE DAUGHTER.
WHAT STEPS DO YOU THINK I CAN TAKE TO HELP HER
TO BECOME AN INTEGRATED MEMBER OF SOCIETY?
>> MAKE SURE SHE KNOWS HER RACIAL HERITAGE.
ALL PARTS OF IT.
I DON'T CARE WHAT GROUP SHE COMES FROM, WHATEVER IT IS.
MY DAUGHTER IS AFRICAN-AMERICAN, WHITE, AND NATIVE AMERICAN.
SHE WILL KNOW ALL OF THOSE.
DO YOU SEE WHERE I'M GOING?
AND THEN, SHE WILL GET TO CHOOSE WHAT GROUP SHE WANTS TO IDENTIFY WITH.
I KNOW WHAT THE SOCIETY WILL SAY,
"YOU HAVE THIS COLOR SKIN, YOU HAVE THIS, ETCETERA."
BUT WE ALREADY KNOW, AND YOU SHOULD ALREADY KNOW,
THAT RACE IS REALLY SOMETHING THAT DOESN'T EXIST.
OKAY?
IT'S NOT REAL. (laughing)
OKAY, SO, YOU MAKE SURE THAT SHE KNOWS ABOUT WHATEVER.
IMMIGRANT STATUS, THE PARENTS' STATUS--
OKAY, MOTHER AND FATHER-- AS WELL AS ALL OF HER ANCESTRY.
I COME FROM HERE, HERE, HERE, AND HERE.
AND ALL OF US ARE MIXED.
THERE'S NO SUCH THING AS A PURE RACE.
IT DOESN'T EXIST.
THE GENE POOL IS SO MIXED
THAT YOU DON'T KNOW WHAT YOU'RE GONNA GET
WHEN THAT BABY COMES OUT.
SO, YOU GET A PERSON THAT'S BLOND HAIR, BLUE EYES,
AND YOU GET A REDHEAD BABY, AND YOU'RE LIKE, "WHOA, WHOA, WAIT A MINUTE."
(audience laughing) OKAY, SOMETHING'S UP.
"NO, NO, NO, WE NEED TO DO SOME D.N.A. CHECKING HERE," OKAY?
'CAUSE DAD'S A LITTLE CONCERNED NOW. (audience laughing)
DAD'S LIKE, "I GOT BLOND HAIR, BLUE EYES, MOM'S GOT BLOND HAIR, BLUE EYES.
"WE NEED TO MAKE SOME CHANGES," OKAY?
"CHECK SOME THINGS OUT."
SO, YOU TEACH THEM ABOUT THEIR HERITAGE.
SECOND THING, YOU RAISE THEM AS A MULTICULTURAL CHILD.
NOT ONLY AS ONE THING.
'CAUSE THE SOCIETY WANTS TO PUT US IN A BOX.
THAT'S WHY I TOLD YOU,
I'M AFRICAN-AMERICAN AND NATIVE AMERICAN, OKAY?
AND I WANT YOU TO UNDERSTAND THAT WE ARE ALL MIXED WITH SOMETHING,
SO WE ALL COME FROM SOMEWHERE.
AND EVEN NATIVE AMERICANS ARE NOT PURE NATIVE AMERICANS
BECAUSE YOU HAVE TO TRACE THEIR HISTORY BACK
AND YOU FIND OUT WHERE THEY LITERALLY COME FROM,
SO, MAKE SURE YOU DO THAT.
THE OTHER THING IS, TRY YOUR BEST TO LIVE IN A MULTICULTURAL NEIGHBORHOOD,
AND MAKE SURE THAT SHE'S EXPOSED TO EVERYTHING THAT IS MULTICULTURAL.
OKAY?
DON'T LET HER PLAY WITH JUST THIS KIND OF DOLL--
ALL DIFFERENT KINDS OF DOLLS.
BUT NOT ONLY DOLLS, BUT DUMP TRUCKS OR WHATEVER--
EXPOSE THEM SO THEY CAN HAVE A GOOD IMAGINATION, CREATIVITY.
DON'T TRY TO PUT 'EM IN A BOX.
"NO, NO, THIS IS YOUR AISLE AT TOYS 'R US.
"PINK-- THIS IS YOUR AISLE-- GO DOWN THIS AISLE."
OKAY?
"THAT'S THE GIRL'S AISLE."
OKAY, LET HER GO DOWN SOME OF THE OTHER AISLES-- IT'S OKAY.
ALL RIGHT, THEY'RE NOT GONNA BE, "OH, SHE'S GONNA BE GAY.
"GOING DOWN THE BOY'S AISLE."
THAT'S NOT GONNA HAPPEN-- THAT'S NOT THE WAY IT WORKS, FOLKS.
OKAY?
YEAH, YES?
>> I GOT A QUESTION. >> OKAY.
>> IF I WAS TO MOVE TO A PREDOMINANTLY AFRICAN-AMERICAN COUNTRY
AND TRY TO INTEGRATE INTO THAT SOCIETY,
WOULD I RECEIVE THE SAME LEVEL OF DISCRIMINATION
AS AFRICAN-AMERICANS DO HERE? >> NO.
AND ACTUALLY...
WE DON'T HAVE TO GO TO ANOTHER COUNTRY-- WATCH THIS.
JUST GO TO HERITAGE HILL.
GENTRIFICATION.
THE PEOPLE WITH MONEY MOVED INTO A COMMUNITY
THAT IS PRIMARILY HISPANIC AND AFRICAN-AMERICAN.
AND YOU KNOW WHAT?
THEY'RE ACCEPTED.
THEY DON'T HAVE LOTS OF PROBLEMS, LOTS OF CRIMES, ETCETERA.
YOU WANNA GO TO AFRICA?
PEOPLE ARE GONNA KNOW YOU, RIGHT OFF THE BAT.
YES-- NO WAY TO HIDE.
"OH, YOU'RE NOT FROM HERE, ARE YOU?" "UH, NO."
OKAY, IF EVERYBODY HAS DARK SKIN, RIGHT?
CURLY HAIR-- AND YOU'RE LIKE, "NO, I'M NOT FROM HERE."
OKAY?
"WHERE YOU FROM?" "OH, THE U.S."
"OH, AMERICA-- OH, GREAT!
"EVERYBODY'S RICH IN AMERICA."
BECAUSE THAT IS, A LOT OF TIMES, THE PERCEPTION OF PEOPLE
THAT COME FROM OTHER COUNTRIES HERE.
BUT YOU'RE NOT GONNA FIND THAT, BECAUSE IN OTHER COUNTRIES,
PEOPLE ARE LESS LIKELY TO DEAL WITH THE RACE
AS THEY ARE TO DEAL WITH THE COUNTRY YOU'RE FROM.
"OH, WHAT'RE YOU?" "I'M ITALIAN."
YOU SAID IMMIGRANT, RIGHT?
DO YOU MIND IDENTIFYING? >> (indistinct speaking).
>> ENGLAND, OKAY.
SO, IF I GO TO ENGLAND, "WHERE YOU FROM?"
"AMERICA."
IF I GO TO JAPAN, "WHERE YOU FROM?"
DO YOU SEE WHERE I'M GOING?
IT'S LESS ABOUT RACE
THAN IT IS ABOUT WHERE YOU ARE IN THE WORLD.
EVEN WHEN IT COMES TO SLAVERY--
SLAVERY IN OTHER PARTS OF THE WORLD WAS ENTIRELY DIFFERENT
THAN HERE IN THE UNITED STATES.
I KNOW, I'M RUNNING OUT OF TIME HERE.
IN OTHER COUNTRIES AROUND THE WORLD, SLAVERY WAS TREATED THIS WAY--
"I DON'T LIKE YOU AS A SLAVE OWNER, I CAN GO DOWN THE STREET,
"AND BE A SLAVE FOR SOMEBODY ELSE."
HERE, MY CHILDREN,
MY OFFSPRINGS ARE ALL SLAVES
THAT BELONG TO THIS ONE PERSON, AND I DON'T GET TO MOVE.
TREAT IT DIFFERENTLY.
SO, SLAVERY EXISTED IN OTHER PARTS OF THE WORLD,
THE UNITED STATES JUST PERFECTED IT. (laughing)
OKAY?
WAIT A MINUTE, JUST A MINUTE-- EXCUSE ME.
THERE WAS SOMEBODY BACK THERE IN THE BACK WHO HAD THEIR HAND UP
BEFORE THIS YOUNG MAN DID, OKAY?
SO, LET ME DO HER FIRST, AND THEN I'LL COME BACK TO YOU.
>> YOU WERE JUST SAYING TO RAISE YOUR CHILDREN,
THAT IT'S NOT A RACE OR WHATEVER,
BUT STILL, IF YOU'RE IN THE INNER CITY AND YOU ARE COPYING BOOKS
ON THE COPY MACHINE AND PASSING OUT PAPERS
AND NOT GETTING THE SAME EDUCATION, HOW IS THAT HELPING--
GONNA HELP THE SITUATION ANY?
THEY'RE STILL NOT GETTING THE EDUCATION AND THE EQUAL OPPORTUNITIES.
>> THAT'S WHERE THE PARENT HAS TO TAKE RESPONSIBILITY.
WE CANNOT PUT EVERYTHING ON SOMEBODY ELSE.
>> I MEAN, I'M NOT SAYING, LIKE, YOU CAN DO,
BUT IF YOU DON'T HAVE THE MATERIALS NEEDED.
LIKE IN MY CASE, I JUST BASICALLY DRIVE 'EM TO ANOTHER PLACE,
BUT THEN THEY EVEN GOT STIPULATIONS WHERE YOU CAN'T DO THAT
UM, IN SOME PLACES, BECAUSE THEY GOT IT WHERE YOU CAN'T TRANSFER YOUR KIDS.
>> RIGHT.
BUT LET ME ASK YOU A QUESTION.
IF YOUR CHILD BRINGS HOME A GEOGRAPHY PROBLEM,
AND YOU DON'T KNOW HOW TO DO IT, WHAT DO YOU DO?
>> I'LL FIND OUT. >> EXACTLY RIGHT.
>> BUT...
I'M JUST ONE OF THE LUCKY ONES THAT HAVE THAT OPPORTUNITY,
BUT THERE'S PEOPLE WHO CAN'T AFFORD TO DO THE THINGS THAT I CAN DO.
>> UM, THERE ARE--
WE HAVE A MENTORING PROGRAM HERE AT THE COLLEGE
WHERE PEOPLE GO OUT TO DIFFERENT SCHOOLS
AND THEY SPEND TIME READING TO CHILDREN.
THE DIFFICULTY HERE IS THIS--
THE PARENT DETERMINES EVERYTHING.
IF THE PARENT SPENDS THE TIME AND THE EFFORT,
THERE IS SOMEBODY THAT WILL LISTEN, OKAY?
IF I'M NOT MISTAKEN--
AND I'M NOT SURE THAT THEY'RE STILL HERE,
BUT IF I'M NOT MISTAKEN, THERE WAS--
NO, NO, I BELIEVE ONE OF THE TRUSTEES IS HERE,
SITTING BACK IN THE SECOND ROW.
I BELIEVE SO, I COULD BE WRONG. >> YOU WANT HER TO STAND UP?
>> NO, NO, I DON'T WANT HER TO STAND UP, BUT--
I DON'T WANNA PUT HER ON THE SPOT.
BUT HERE'S WHAT I'M TRYING TO GET YOU TO UNDERSTAND.
SOMEBODY HAS INFORMATION SOMEWHERE.
YOU KNOW WHAT HAPPENS?
WATCH THIS.
WHEN THERE IS A TRUCK THAT GIVES AWAY FREE FOOD,
DO YOU FOLKS TALK TO ANYBODY-- YOU CALL ANYBODY?
"HEY, LISTEN, OVER HERE!
"GO OVER HERE-- LET'S GO OVER HERE-- LET'S GO OVER THERE!"
WHAT ABOUT IF--
OH, YEAH, MINISTER LOUIS FARRAKHAN WAS IN TOWN.
THERE WASN'T A LOT OF ANNOUNCEMENT,
BUT THERE WAS A LOT OF PEOPLE THERE.
HOW DID THEY FIND OUT?
>> GRAPEVINE. >> THANK YOU.
WE'VE GOT A GRAPEVINE FOR EVERYTHING.
IF SOMEBODY NEEDS HELP,
YOU PICK UP THE PHONE, AND YOU CALL SOMEBODY.
IF YOU DON'T HAVE IT-- AND THE PARENT IS THE FIRST PERSON
IN TERMS OF RESPONSIBILITY.
NOW, THIS IS GRAND RAPIDS COMMUNITY COLLEGE.
IF YOU GOTTA PROBLEM, YOU DON'T KNOW-- ONE OF THE TRUSTEES BACK THERE.
PROFESSOR LIGHT IS THE DEPARTMENT HEAD.
PICK UP THE PHONE AND CALL HIM.
DO YOU SEE WHERE I'M GOING?
ALL RIGHT, I DON'T KNOW HOW TO DO THIS PROBLEM--
>> 234-4298.
>> I JUST WANT-- I'M TRYING TO GET YOU--
BECAUSE, SEE, WHAT HAS HAPPENED IS WE, AS PARENTS, HAVE SAID
THAT THE SCHOOL IS RESPONSIBLE.
BUT THE SCHOOL CAN'T DO EVERYTHING.
SO, I HAVE TO TAKE RESPONSIBILITY, WHICH SAYS,
"WHEN MY CHILD GOES TO SCHOOL--" EXCUSE ME--
THAT "A," MY CHILD IS PREPARED-- THAT'S NUMBER ONE.
WHEN THEY GO, I'M NOT JUST SENDING THEM OFF INTO NO MAN'S LAND.
DO YOU KNOW WHAT I WANT THEM TO DO?
"WHAT DID YOU DO TODAY?
"WHAT DID YOU LEARN TODAY?"
THAT'S LIKE THIS PRESENTATION, "WHAT'D YOU LEARN?"
"NOTHING, WE JUST WENT FOR AN HOUR AND A HALF, I GOT MY CREDIT,"
WE MOVE ON.
WELL, IF YOU DIDN'T LEARN ANYTHING, WE'VE WASTED OUR TIME.
YES, MA'AM? >> I'M SAYING, LIKE--
MY SON, FOR INSTANCE.
I'M TAKING MY SON FROM THE SCHOOL BECAUSE HE BROUGHT A "B+" PAPER HOME,
THAT WAS A PAPER HE WROTE, AND IT DIDN'T HAVE A PERIOD,
A QUESTION MARK, ANY KIND OF PUNCTUATION, BUT HE GOT A "B+" ON THE PAPER.
SO, I BASICALLY REMOVED HIM FROM THE SCHOOL
BECAUSE THE TEACHER'S ANSWER TO ME WAS HE WAS ONE OF THE BETTER STUDENTS
IN THE CLASS, AND SHE GRADED IT ON A CURVE.
WELL, THAT'S NOT GONNA HELP HIM WHEN HE GET TO COLLEGE.
>> I KNOW-- >> I WAS ABLE TO TAKE HIM OUT THE SCHOOL,
BUT THERE'S OTHER PARENTS WHO CAN'T TAKE 'EM OUT THE SCHOOL.
>> I AGREE, I UNDERSTAND-- BUT WATCH THIS.
YOU TOOK YOUR CHILD OUT OF THE SCHOOL.
WHY?
>> BECAUSE I'M WORKING FULL-TIME
AND I NEED TO MAKE SURE HE'S GETTING HIS EDUCATION,
SO THAT HE CAN BETTER HIMSELF.
>> HOW ABOUT THE OTHER 20-SOME CHILDREN OR WHATEVER NUMBER IN THE CLASS
THAT ARE STILL THERE?
WHAT ABOUT THEM? >> THAT'S MY QUESTION.
WHAT IS IT THAT WE CAN DO TO HELP THEM?
>> WHEN EVERYBODY TAKES THE CHILD OUT
AND DEMANDS THAT THE TEACHERS TEACH THEM WHAT THEY NEED TO KNOW
BEFORE THEY MOVE ON-- DO YOU SEE WHERE I'M GOING?
THINGS WILL CHANGE.
THAT'S WHAT I WAS TALKING ABOUT WHERE,
INSTEAD OF PULLING IT OUT, AND SAYING "WAIT A MINUTE,
"I CAN TAKE CARE OF MY CHILD."
WELL, THAT'S GOOD, BUT YOU'VE LEFT 20 CHILDREN BEHIND YOU.
DO YOU SEE WHERE I'M GOING?
ONE OF THE THINGS THAT WE'VE GOTTA GET OVER
IN TERMS OF EDUCATION IS THIS--
ONE PERSON'S NOT RESPONSIBLE.
NO WAY.
IF YOU HAVE A PROBLEM,
THEN YOU NEED TO GO GET SOME HELP FOR THE PROBLEM.
NOW, SUPPOSEDLY, AS COMMUNITY COLLEGE STUDENTS,
BECAUSE I BELIEVE MOST OF THESE ARE STUDENTS--
I DON'T KNOW IF YOU ARE OR NOT-- BUT WATCH THIS--
IF MOST OF THESE INDIVIDUALS ARE STUDENTS
AND THEY HAVE A PROBLEM,
WHAT ARE THEY SUPPOSED TO DO?
"I JUST DROP OUT, I QUIT."
GO GET SOME HELP.
WE PROVIDE HELP, WE PROVIDE ASSISTANCE.
WHY WOULD I GIVE A STUDENT A "B" WITH NO PUNCTUATION IN A PAPER?
I JUST COLLECTED IT.
BECAUSE IT'S EASIER FOR ME TO WHAT?
GRADE ON THE CURVE.
THEN, IF I GRADE ON THE CURVE, I DON'T HAVE TO HEAR FROM YOU.
"OH, YOU GOT A 'B.'
"GREAT, WE'RE DONE-- PUT THAT ONE OVER THERE,
"OR PUT IT ON THE REFRIGERATOR OR WHATEVER."
BUT IT DOESN'T PREPARE YOU FOR THE NEXT LEVEL.
THAT'S PROBLEMATIC.
SO, WHAT HAS TO HAPPEN IS THE COMMUNITY HAS TO COME TOGETHER,
AND SAY, "WE'RE NOT GOING TO ACCEPT THIS ANYMORE."
HOW WE DEAL WITH EACH OTHER-- THE SAME WAY.
WHAT ABOUT WHEN YOU WERE IN A GROUP
AND SOMEBODY'S TELLING A JOKE ABOUT SOME GROUP.
"WELL, THERE WERE THREE PEOPLE STANDING ON THE BRIDGE
"AND YADDA YADDA YADDA--"
DO YOU SEE WHERE I'M GOING?
"WHOA, WHOA, WHOA-- WE'RE NOT LISTENING TO THAT.
"THAT'S UNACCEPTABLE."
BUT MOST OF THE TIME, WE'RE-- (chuckling politely)
AND THEN, WE GO AND TELL SOMEBODY ELSE, "OH, DID YOU KNOW?
"MAN, THIS GUY WAS OVER HERE TALKING--"
WELL, WHY DIDN'T WE SAY SOMETHING THEN?
BECAUSE WE DIDN'T WANT TO BE VIEWED AS DIFFERENT.
THE ONE THING THAT I'VE LEARNED, IN TERMS OF GROWING OLDER,
IS I DON'T CARE.
YOU CAN THINK OF ME WHATEVER YOU WANNA THINK-- THAT'S FINE.
OKAY?
BUT HERE'S WHAT I DO KNOW-- I'M RESPONSIBLE FOR TELLING YOU THE TRUTH,
AND THEN, TREATING YOU AS A HUMAN BEING...
IN ALL SITUATIONS.
WHAT YOU DO IS BAND TOGETHER WITH YOUR...
PARENTS IN THAT CLASS.
"DID YOUR-- YOU GET A-- DID YOU SEE THIS?
"THIS IS UNACCEPTABLE.
"WE'RE GOING TO THE SCHOOL TOMORROW, AS A GROUP."
AND I KNOW IT'S HARD, ESPECIALLY IF YOU'RE A SINGLE PARENT.
REAL DIFFICULT.
BUT YOU ALSO KNOW IF YOUR CHILD DOES NOT ACHIEVE A CERTAIN LEVEL,
THAT THAT CHILD IS GOING TO HAVE DIFFICULTY
FOR THE REST OF THEIR LIFE.
YEAH-- I'M SORRY, YOUNG MAN.
>> WHAT IS THE PROGNOSIS?
LIKE, HOW FAR INTO THE FUTURE DO YOU PROJECT
WHEN AMERICAN SOCIETY WILL BECOME COLOR-BLIND?
>> I DON'T THINK WE EVER WILL.
AND IT'S NOT BECAUSE WE CAN'T.
I DON'T THINK THAT WE REALLY WANT TO
BECAUSE SOME PEOPLE GET CERTAIN BENEFITS.
BY THE WAY, THIS IS MY PERSONAL PHILOSOPHY.
I'M NOT A COMPLETE CONFLICT THEORIST, BUT I DO BELIEVE IN CERTAIN PARTS OF IT.
I BELIEVE THAT THE RICH CONTINUE TO HAVE US AT EACH OTHER'S THROAT
IN ORDER TO LAUGH ALL THE WAY TO THE BANK.
SO, I DON'T LIKE YOU AND YOU DON'T LIKE ME,
AND THEY LAUGH ALL THE WAY TO THE BANK.
I WAS TALKING TO PROFESSOR LIGHT ABOUT HIS IPAD.
DO YOU KNOW WHERE THE IPADS ARE MADE, TYPICALLY?
CHINA.
HOW ABOUT THOSE NIKES OR REEBOKS OR WHATEVER YOU'RE WEARING?
DO YOU SEE WHERE I'M GOING?
AND WHAT'S THE MARK-UP?
AND HOW MUCH DO WE PAY THOSE FOLKS
IN CHINA, THAILAND, ETCETERA?
DO YOU SEE WHERE I'M GOING?
NOW, WE COULD STOP THEM FROM DOING THAT.
WE COULD ACTUALLY MAKE THEM BRING THE WORK BACK TO THE UNITED STATES.
QUIT BUYING IT... UNTIL THEY DO, OKAY?
I SAW YOU LOOKING AT MY SHOES-- MINE ARE MADE IN THE U.S.
OKAY, YOU WANNA KNOW. (laughing)
(audience laughing)
OKAY, SO WHAT WE COULD DO IS, WE COULD STOP THE PROBLEM
THAT SHE WAS TALKING ABOUT WHEN WE, AS A SOCIETY,
DECIDE TO CHANGE IT.
BUT MOST OF THE TIME, YOU KNOW WHAT WE'RE LIKE?
"MAN, I GOTTA CAR.
"I GOTTA WIFE.
"I GOTTA DAUGHTER.
"I GOTTA POCKET FULL OF MONEY--"
WELL, NOT SO MUCH THAT, BUT ANYWAY, I'LL USE THAT EXAMPLE,
AND, "DO I CARE ABOUT YOU?
"NAH."
YOU GET THROUGH, "FINE, OKAY, SO WHAT?"
YOU DON'T GET THROUGH, "EH."
I HAD A STUDENT SEND ME AN E-MAIL THE OTHER DAY
THAT THEY WERE GONNA DROP MY CLASS
AND I ASKED 'EM NOT TO DROP IT.
"KEEP GOING-- YOU DON'T QUIT."
"I'M HAVING DIFFICULTY." "THAT'S ALL RIGHT.
"COME ON, JUST KEEP GOING-- LET'S SEE WHAT HAPPENS.
"NO NEED TO DROP HALF-WAY THROUGH-- YOU DONE PAID YOUR MONEY."
THAT'S LIKE ME GOING TO THE MOVIE,
AND I GOT MY POPCORN AND MY POP,
AND I GET THERE, AND I'M LIKE, "MAN, THIS IS A REALLY BAD MOVIE."
BUT I AT LEAST NEED TO SEE WHAT IT'S LIKE,
SO AT LEAST I CAN CRITIQUE IT.
(laughing) IF YOU LEAVE HALFWAY THROUGH,
DO YOU KNOW WHAT HAPPENED?
AND BY THE WAY, MAYBE IT GETS BETTER!
(chuckling)
IF NOTHING ELSE, I'M GOING TO ENJOY MY POPCORN AND POP.
(all laughing)
THANK YOU, LADIES AND GENTLEMEN.
I ENJOYED BEING HERE THIS MORNING.
(applause) THANK YOU FOR YOUR TOLERANCE--