Order ID:89JHGSJE83839 Style:APA/MLA/Harvard/Chicago Pages:5-10 Instructions:
“I did not get that job because of a Black Man”
Why does someone tell a story like this? What is your first reaction upon hearing it?“I did not get that job because of a Black Man” by Eduardo Bonilla-Silva (this is the reading)
Please make it 7 paragraphs and expand in detail
example
The four significant storylines of colorblind racism are “the past is the past,” “I didn’t own any slaves,” “if Jews, Italians, and Irish made it, how come not Blacks?”, “I did not get a job or go to college because I’m a minority.” A time when I have heard someone say one of these storylines of colorblind racism was probably around my middle school years. Being from up North and recently having moved to Florida, the neighborhood that we lived in at the time tended to have more White people than Colored making me the only person of color in this class of 30 students. I distinctly remember being in Social Studies and sitting next to a white girl (she seemed almost country-like) when we were discussing the topic of slavery. It began to get unruly in the classroom when she said, “slavery was in the past, you can’t blame us Whites for something we don’t have control over now. Plus, that was a different time ago”. The way she was saying this sentence was as if she was saying it innocently as if racial differences no longer exist in America today. I believe she made this statement simply because she was not fully educated on racial injustices. Maybe her family are prejudiced people, and it’s just something she always thought was normal, or perhaps she did not know. Whatever the case may be, it was the first time I have encountered someone saying something boldly while being completely incorrect.
The article “I Did Not Get That Job Because of a Black Man….” The Storylines and Testimonies of Colorblind Racism” by Eduardo Bonilla Silva, Amanda Lewis, and David G. Embrick. It states on page 560, “He contends that the mainframes of this ideology are the denial of the centrality of discrimination (“Discrimination ended in the sixties!”) … To have salience and currency, ideologies must produce narratives that explain the world in ways that make sense to people, that convey its major frames; these stories are then the conveyor belts that transport the new racial frames.” In this quote, ideologies allow prejudiced individuals to reason why racial equality is still partaking in the present time. It is their way of convincing themselves with a reason as to why.
The past may be the past, but it continues to have a measurable impact on current social outcomes, and “legacy of slavery” research shows that chattel slavery is linked to a wide range of issues in the United States, including violent crime rates, economic inequality, executions, black voter turnout, school segregation, and educational disparities. Except for the United States, experts have discovered that the slave trade significantly hampered the economic growth of locations in Africa, where enslaved people were taken and places where slavery was more universally historical.
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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