Group Discussions Practices in Improving English Vocabulary Learning Among ESL Learners

 

Group discussions practices in improving English vocabulary learning among ESL learners

 

Authors:

1.      1.    Mehwish Jameel, M Phil Applied Linguistics, Minhaj University, Lahore, Pakistan. Email: mishi4785@gmail.com (Corresponding Author)

2.     2.     Farah Zahid , M Phil English Linguistics, , Department of English Linguistics, Islamia University of Bahawalpur, Pakistan.

3.      3.    Sami Ul Haq, M Phil Research Scholar, Department of EnglishLiterature and Linguistics, Lahore Leads University Lahore, Pakistan.

Abstract

The ability to write and communicate in English is a crucial skill for academic success of students. Therefore, improving one's command on the vocabulary knowledge is essential for advancing English language skills. As a result, this study was undertaken using a qualitative technique to investigate students’ perceptions about the group discussions strategies their teachers employ to improve English vocabulary learning among them. The population of this study consisted of all the enrolled students in the two schools of high schools in Hyderabad. By using convenient sampling technique, 20 students were recruited to collect the data from conducting interviews. The findings of the study indicate the significance of group discussions in increasing ESL learners' vocabulary knowledge by number of ways. These include active engagement of learners, their exposure to different perspectives, opportunities to practice speaking, and constructive feedback they receive teachers. Therefore, ESL instructors are encouraged to incorporate group discussions practices in their classrooms. Educators can include those activities that stimulate active involvement, allow for peer relationships, and provide constructive feedback.

Keywords: Group discussions; English vocabulary; ESL learners; active engagement; constructive feedback

Introduction

English is widely regarded as the most understood language globally, with an estimated 1.5 billion people speaking it, including both native and non-native speakers. This language has become a universal mode of communication for people from diverse cultures and regions, and its importance in various fields cannot be overstated (Coleman, 2010). Thereby, learning English is essential for individuals who seek to succeed in today's globalized world.

One of the primary reasons why English is considered the most important language to learn is its dominance in international business, politics, and education. English is the official language of the United Nations, which is the primary forum for international diplomacy (Beshaj, 2015). It is also the language of international trade, and most business communication is conducted in English. In addition, English is the primary language used in higher education, with many top universities across the world using it as the language of instruction (Zainuddin et al., 2019). Thus, learning English provides individuals with access to global opportunities in these fields.

Furthermore, English is the language of the internet and technology (Akram & Abdelrady, 2023; Al-Adwan et al., 2022). The majority of websites, software, and applications are developed and maintained in English, making it an essential tool for communication and accessing information online (Akram et al., 2021; 2022). In addition, English is the language of science and research, with a vast majority of scientific papers published in English. Thus, proficiency in English is crucial for individuals who seek to pursue careers in these fields.

Moreover, English is the language of popular culture, including music, films, and literature. Learning English enables individuals to access a vast range of entertainment and media from different parts of the world, which would otherwise be inaccessible to them (Rao, 2019). It also facilitates cross-cultural communication and understanding, as people from different cultures can share and appreciate their art and literature through a common language.

            In addition, English is the primary language of academia and research, and proficiency in English is necessary for academic and professional success. Many universities and research institutions require academic writing in English, and international academic conferences are conducted in English (Zein et al., 2020). Thus, being able to write and communicate effectively in English is essential for academic achievement and advancement. In addition to the professional benefits, being able to write and communicate effectively in English has significant personal advantages. It allows individuals to engage with a broader range of literature, music, and film, as well as connect with people from different cultures and backgrounds. This can broaden one's horizons and foster a deeper understanding and appreciation of the world (Em et al., 2022).

In order to communicate and write in an efficient manner, vocabulary is an essential component. According to González-Fernández and Schmitt (2017), it is the collection of words and phrases that an individual use when communicating in a given language. A strong vocabulary enables individuals to articulate their ideas and thoughts in a way that is both clear and effective, as well as to comprehend the nuances that are present in both written and spoken language.

The ability to write well and communicate effectively is improved in a number of different ways by having a large vocabulary. In the first place, it enables people to use language in a manner that is suitable and accurate (Vu & Peters, 2021). This guarantees that their writing or communication is easy to understand, accurate, and successful in conveying the message they aim to express. According to Arkamy et al. (2022), using suitable vocabulary is one of the best ways to display a high degree of language ability and acquire the respect of the reader or listener.

Secondly, an individual's capacity to grasp both written and spoken language is enhanced when that individual has a vocabulary that covers a wide range of topics. It gives individuals the ability to comprehend the meaning of words with which they are not familiar, which is especially helpful when reading or listening to material that is academic, technical, or legal in nature (Khan, 2022).

Thirdly, an individual's capacity to express themselves in a manner that is both more vivid and creative can be improved by expanding their vocabulary. According to Bahri et al. (2022), this enables people to more effectively communicate their thoughts by making use of a greater variety of evocative words and phrases. Writers, poets, and other creative workers who rely on their linguistic abilities to captivate their audience may benefit from this in a particularly significant way.

Moreover, having a sound vocabulary is an essential component of success in academic and professional fields. In academia, it is important to use technical vocabulary to express ideas and to understand the vocabulary used in academic research (Schmitt, 2019). In the professional world, using the correct vocabulary is crucial in various fields, such as law, medicine, and engineering, where precise and accurate language is necessary for success (Schmitt, 2019).

Many students in Pakistan have difficulty with vocabulary, despite the fact that it is considered to be an essential component of English language instruction in the classroom. This is due to a number of different factors. To begin, the instruction of the English language in many Pakistani schools is not of a high enough standard. According to Akram and Yang (2021), it's possible that educators lack the skills or resources necessary to properly instruct students in English vocabulary. Additionally, class sizes can be large, making it challenging for teachers to give individualized attention to each student (Fareed et al., 2016). Secondly, students in Pakistan may not have adequate exposure to English outside of the classroom. In many cases, English is not spoken at home or in the local community (Jadoon et al., 2020). This limits opportunities for students to practice and improve their vocabulary in natural settings. Moreover, many students in Pakistan may lack motivation to learn English vocabulary (Hambali, 2018). They may not see the practical value of English in their daily lives, or they may find the learning process boring or difficult.

Addressing the challenge of English vocabulary learning in classrooms is crucial to improving the language proficiency of students. One potential solution to this problem is to incorporate interactive group discussions activities into English language classrooms. Interactive group discussions activities involve students working in pairs or small groups to review and provide feedback on each other's writing or speaking English (Lim & Griffith, 2003). This approach has several potential benefits for vocabulary learning. Firstly, interactive group discussions can increase student engagement and motivation (Zhang et al., 2016). By providing students with an opportunity to collaborate with their peers, they can become more invested in the learning process. Secondly, by reviewing and providing feedback on their peers' work, students critical thinking and analytical skills may be developed, which can help to enhance their own vocabulary knowledge and understanding (Liang & Fung, 2021). Thirdly, by receiving feedback on their own writing or speaking, students can identify areas for improvement and work on refining their language usage (Liaw, 2009).

Research on the effectiveness of group discussions in language learning has primarily been conducted in Western countries, and there is limited research on its use in ESL contexts in Pakistan. This lack of research highlights the need for further investigation into the benefits of group discussions as a tool for improving vocabulary learning outcomes for ESL learners in Pakistan. To address this gap in research, this study aims to investigate the effectiveness of group discussions practices in improving vocabulary learning outcomes for ESL learners in Pakistan. The study aims to accomplish the following questions:

1. How do students perceive the effectiveness of group discussions strategies used by teachers to improve their English vocabulary learning?

2.      What are the best practices for teachers to design and facilitate group discussions that promote ESL learners' vocabulary development?

Research Method

The researcher used a qualitative technique and conducted student interviews to investigate students' impressions of what and how their teachers employ peer feedback strategies to improve their English vocabulary. The interviews were semi-structured (i.e., a mix of open-ended and closed-ended questions) and directed by probing questions, allowing the researcher to collect in-depth information (Kallio et al., 2016). As a result, it is regarded as the most appropriate approach to investigate in depth the peer feedback procedures used by teachers to cultivate English vocabulary among pupils.

Sample size and population

The population of this study included all of the students enrolled in two schools of high schools in Hyderabad. The researcher employed a procedure known as convenient sampling to collect the data, and 20 students were chosen at random to do so. Following that, the researcher personally performed all of the interviews after gaining permission from the different school principals. Furthermore, in order to safeguard the anonymity of those who participated in the study, their genuine names were replaced with fictitious ones.

Data Analysis

A semi-structured approach was taken to recording and transcribing each individual interview. The researcher went through the process of listening to and analyzing each recorded interview with a student to determine how well it matched into the various categories of student interviews. Follow-up interviews were carried out by the researcher in order to gain a detailed and all-encompassing picture of the ways in which students see the challenging components of academic writing. The creation, processing, and categorization of transcriptions were all aspects of the qualitative analysis technique that were required as part of the process. It was essential to track down the data, give it a more precise definition, place it in the appropriate categories, and add to it (Rubin & Rubin, 2011). We looked at motifs from interviews as well as motifs from other pieces of literature. When the coding was finally done, detailed descriptions were provided for each of the themes. Following the clarification, organization, and integration of the primary themes, the primary issues, as well as maybe a variety of findings, were brought to light (Rubin & Rubin, 2011). A narrative provided an account for the evolution of ideas when it finally came around.

Results and discussion

The comments made by the participants, which were directed by the research objectives of the study, pointed out a number of benefits with regards to the English vocabulary learning they gain while engaging their selves in the group discussions. These benefits are listed below:

1.      Active engagement

Group discussions are an effective way of promoting active engagement among ESL learners, as they encourage learners to actively participate and engage with the learning process. This benefit was also highly highlighted by the participants of the study, According to a student:

"Group discussions help me to be more engaged in the learning process. It is a great way to learn new vocabulary and to reinforce what we have already learned."

It is therefore important for ESL teachers to encourage group discussions in the classroom as a regular part of the learning process and assign topics that are relevant and interesting to the learners to promote active engagement. In addition, instructor should also provide clear guidelines and expectations for group discussions to ensure that all learners are actively participating.

Some students linked active engagement with their level of motivation to learn new vocabularies. Sari (2020) also acknowledges that one of the benefits of group discussions in improving English vocabulary learning among ESL learners is that it can increase their level of motivation. As students actively engage in group discussions, they become more interested and invested in the topic being discussed. This, in turn, can increase their motivation to learn new vocabulary words and apply them in their communication. According to a student:

"When I am actively participating in a group discussion, I am more focused and motivated to learn. I am also able to learn from my peers, as we share our knowledge and ideas."

Another student noted:

"When we discuss a topic in a group, I feel more motivated to learn new words and phrases because I want to be able to participate in the discussion and express my opinions effectively. This makes learning new vocabulary more enjoyable and less intimidating."

In addition, when learners are actively engaged in the learning process, they are more likely to remember and retain the new vocabulary they learn. This benefit of group discussions in vocabulary learning has been supported by research studies as well. For instance, Lin (2018) specified that when learners are actively engaged in the learning process, they are able to make deeper connections between new vocabulary words and their existing knowledge, which enhances their overall understanding and retention of these words. In the same manner, a student stated:

"During the group discussions, I am able to learn and remember new vocabulary words more easily. When we discuss the meaning and usage of these words in a group, it helps me to reinforce my understanding and retain them for longer periods of time. It also helps me to use these words more confidently in my speaking and writing tasks."

It is therefore important for ESL teachers to incorporate technology tools, such as online discussion forums or video conferencing, to promote group discussions inside and outside of the classroom.

2.      Exposure to different perspectives

Group discussions provide learners with exposure to different perspectives and ideas, which can be a valuable way to broaden their understanding of the English language. This benefit was also highlighted by the participants of the study, According to a student:

"Group discussions helped me learn new words and phrases that I had never heard before. It was interesting to hear different perspectives from my classmates and it gave me a better understanding of the English language."

It is therefore important for ESL teachers to set clear learning objectives for each group discussion session to ensure that learners understand what they are expected to achieve. This can help learners to focus on the topics discussed and make the most of the learning opportunity. In addition, teachers can provide learners with diverse topics for group discussions. This will help learners to broaden their understanding of the English language and develop a more diverse vocabulary.

As learners interact with their peers, they get the chance to hear different opinions, beliefs, and experiences, which can help them to view the world in new ways. Through this exchange of ideas, learners can also develop a more diverse vocabulary as they are exposed to new words and phrases that they may not have encountered before. Komaruddin et al. (2021) also identify that when learners are exposed to different perspectives, they are also encouraged to think critically and reflect on their own understanding of the language. This can help them to become more confident in their abilities to express themselves in English and to communicate effectively with others. A student expressed this sentiment, stating that:

"group discussions help me to learn different ways of expressing the same thing, which makes me more confident in using English."

Another student stated:

"I never knew the word ' emergence' before my group discussion. My peers used it in their conversation, and I asked them about the meaning. They explained it to me, and now I have learned a new word that I can use in my writing."

Furthermore, exposure to different perspectives can help learners to become more culturally aware and sensitive. As they learn about different cultures and perspectives, they can become more empathetic and understanding towards others. This can be particularly important for ESL learners, who may be from different cultural backgrounds and may be learning English to interact with people from diverse backgrounds. Therefore, facilitators should try to ensure that there is a mix of learners from different cultural and linguistic backgrounds in each group. A student stated:

"I feel like group discussions have helped me to learn more about different cultures and perspectives. Through these discussions, I have been exposed to new ideas and beliefs that I may not have otherwise encountered."

Another student mentioned:

"This has helped me to become more culturally aware and sensitive, which I think is an important aspect of language learning."

3.      Opportunity to practice speaking

Group discussions offer a comfortable and supportive environment where ESL learners can practice speaking English, which can be highly beneficial in improving their speaking skills. This benefit was also mentioned by the participants of the study, as one student noted:

"Group discussions allowed me to practice speaking in English without fear of being judged or making mistakes."

It is therefore important for ESL teachers to promote active engagement among learners, it is essential to encourage learners to actively participate and engage with the learning process. Teachers can provide opportunities for learners to share their perspectives, ideas, and experiences on the topic of discussion. In addition, teachers should also encourage learners to practice speaking English and to gain confidence in their ability, teachers should create a safe and supportive environment for group discussions. Learners should feel comfortable to make mistakes and receive constructive feedback from their peers and the facilitator.

Susanti et al. (2021) also specified that group discussions, provide opportunity to the learners to speak in a non-threatening environment where they can express their thoughts and ideas without fear of judgment. This can help them to overcome their anxiety and gain confidence in their ability to speak English.

Moreover, group discussions can also help learners to improve their pronunciation, intonation, and overall speaking fluency, as they receive feedback from their peers and the facilitator, as one student stated:

"Participating in group discussions has helped me to improve my pronunciation and intonation in English. When I speak, my peers and the facilitator give me feedback on my pronunciation and help me to identify areas for improvement. This has made me more aware of my own pronunciation and has helped me to speak more fluently and confidently in English."

Yasmin (2022) also specified that through the active participation and feedback of their peers in the group discussions, learners can identify areas of improvement in their speaking skills and work on them accordingly. This can lead to improved speaking proficiency and increased self-confidence. It is therefore important for teachers to provide learners with opportunities to practice their speaking skills through various activities, such as debates, role-plays, and group presentations. In addition, teachers should also offer feedback and guidance on pronunciation, intonation, and overall speaking fluency, to help learners identify areas for improvement and develop their language skills.

4.      Constructive feedback

In group discussions, learners have the opportunity to give and receive feedback on their language use, pronunciation, and grammar. Through this process, learners can identify areas where they need improvement and work on developing their language skills, as one student stated:

"When I participate in group discussions, I feel comfortable making mistakes because I know my peers will give me constructive feedback. This helps me to identify my weaknesses and work on improving my language skills. I also enjoy giving feedback to my peers, as it allows me to help them improve their language use."

It is therefore important for ESL teachers to use group discussions as a way to identify areas where learners need improvement and to tailor future lessons and activities to address these areas. In addition, teachers should also provide specific feedback on language use, pronunciation, and grammar, and offer suggestions for improvement. Yu and Lee (2016) also mentioned that Constructive feedback, ESL learners receive during group discussions can be particularly helpful for them, as it can help them to recognize their errors and weaknesses and take steps to address them.

            In addition, during group discussions, learners can also receive feedback from their facilitator. The guidance and feedback received from the facilitator can be extremely valuable in promoting the English vocabulary learning of the learners. The facilitator can correct errors in language use, pronunciation, and grammar, and offer suggestions on how learners can improve their language skills, as one student stated:

"During group discussions, our facilitator always corrects our errors and suggests better ways of expressing ourselves. This has helped me to become more confident in my ability to speak English and to use new vocabulary correctly."

It is therefore important for ESL teachers to provide learners with opportunities to receive feedback from the facilitator and to ask questions about areas where they may need improvement. This can help learners to identify areas for growth and to work on developing their language skills more effectively. Kuyyogsuy, S. (2019) also specified that the facilitator can also help to create a supportive learning environment, where learners feel comfortable practicing their English-speaking skills and taking risks with new vocabulary.

Conclusion

The study emphasizes the significance of group discussions in increasing ESL learners' vocabulary knowledge. According to the findings, group conversations motivate learners to actively interact and engage in the learning process, resulting in improved retention and recall of new terminology. Learners who actively participate in group conversations are more motivated to learn and retain new terms, which can aid in the development of a larger vocabulary over time. Group conversations expose students to a variety of opinions and ideas. Learners can improve their comprehension of the English language, learn new terms and phrases, and become more culturally aware and sensitive through interactions with their peers. Another advantage of group discussions is that they create a safe and supportive atmosphere for ESL students to practice speaking English. Finally, group discussions provide an opportunity for ESL students to provide and receive constructive comments on their language use, pronunciation, and grammar. Based on these findings, instructors can increase ESL learners' vocabulary understanding by encouraging group discussions in their English language lessons. Educators might include activities that stimulate active involvement, allow for peer relationships, and provide constructive feedback. This can assist ESL students in expanding their vocabulary, being more culturally aware and sensitive, and improving their speaking skills.

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Power and Resistance: A Critical Racial Study of Harris ‘s The Other Black Girl (2021)

Power and Resistance: A Critical Racial Study of Harris ‘s The Other Black Girl (2021)

 

Authors:

1.      Rimsha Sameen, M Phil English Literature, the Islamia University of Bahawalpur. 

2.      Dr. Aleem Gillani, Assistant Professor, IR/Deputy Director of Academics & Diplomatic Relations, Minhaj University Lahore, Pakistan. Email: syedaleemgillani@gmail.com 

3.  3.  Sami Ul Haq, M Phil Research Scholar, Department of English Literature and Linguistics, Lahore Leads University Lahore, Pakistan.

Abstract

Zakiya Dalila Harris’ masterwork The Other Black Girl (2021) examines black women’s experiences with racism. American civilization is matured, yet white-black inequalities have caused it to rethink rules and perceptions. Minority ethnic groups are subjugated, but the challenge is how to achieve equal rights under racism. This study explores black women’s lives in America and the “other side” of racism. The qualitative investigation is descriptive. Delgado and Jean Stefancic (2001) study American race and prejudice using Critical Race Theory. Racism also involves exploring race and seeking equal rights. Racism also involves contemplation and “creation of resistance” against racial behaviour. Resistance production seeks power and equal rights. Delgado and Jean Stefancic (2001) defined resistance as literature, media war, defensive behaviour, solidarity of minor ethnic groups, mainstreaming of black women, and fighting racial thought. Power, equal rights, and identity can make a society standardised, according to the study.

 

Kew Words: Racism, Resistance and Power

 

Introduction

Harris’ novel The Other Black Girl (2021) explores race and power in American culture. Harris wrote The Other Black Girl on June 1, 2021, and different departments praised the novel. The Other Black Girl, a New York Times bestseller, follows five Black women at Wagner Books from 1983 to 2018 to discuss systemic internalised racism, Black female experiences, professional advantages, and media portrayal. The Other Black Girl will be a Hulu limited series.

Black Wagner editor Kindra Rae Phillips narrates the four-part novel. In 2018, Nella Rogers, Wagner’s lone black editorial assistant, endured her coworkers’ hypocrisy and wished for a community member. Office politics cause paranoia. Nella is editing “Pins and Needles,” a book with a racist caricature of a Black woman, and she wanted to share her experiences with natural hair products. She also shared her book thoughts. Wagner surprises Nella by recruiting Black woman Hazel-May McCall and they bonded.

Diana Gordon’s Burning Heart release party in October 1983 opens the second part. Nella’s illness is revealed here. Hazel damages Nella’s credibility by defending Pins & Needles in a companywide marketing conference. Her Black employees from other floors favour Hazel. Hazel damaged Shani’s career before Wagner. Hani joins Resistance to avenge Hazel.

The third part shows Black women vs. Resistance. Hazel hosts Nella and Shani at Curl Central, a natural hair cafe. Shani reports the Resistance, Kindra Rae asks about the hair care container Hazel gives Nella.

Diana recalls the events from 1983 to 2018 in the final portion. She met her lover Richard Wagner’s childhood buddy Imani. They failed to make Kindra Rae compliant with their black woman formula. After decades, the three converts young Black women nationwide using “Lead Conditioners” like Hazel.

In the narrative, Nella works at Wagner, a famous shop, where she is alone because of her colour and wants a colour match to share with. Alienation preys on her. She then writes and publishes a book. She thinks the book can show black people’s actual experience if the narrator and writers are black. Social networking, book writing, thesis writing, and discovering authors and editors are all part of the novel’s process.

Race is a social construct that divides people by outward traits that are thought to represent deeper divisions. These classifications fluctuate with time since they are social rather than physical. Because of how racism is entrenched in our society and how different cultures view it, it remains important (Wolf, 2018).

Racism is “an ideology of racial domination” (Wilson, 1999, p. 14), in which one or more racial groups claim biological or cultural superiority to justify or mandate the horrific treatment or social position(s) of others. This belief believes that some races deserve greater rights, benefits, and opportunities than others. Racialization is the classification of humans into “races” based on their perceived physical characteristics, such as skin colour or eye shape (see Section Racism as a Social Process). Racism is racialization with social implications. Analytically, racism differs from racial imbalance and discrimination. “Racial inequality” relates to outcomes, while “discrimination” means unequal treatment (in income, education, health, etc.). Racism is often involved in both processes, but present racial inequities and prejudice are not always caused by it. Racism is often engaged in both processes (Pager & Shepherd, 2008). The sociology of racism investigates “when,” “how,” “why,” and “to what extent” each of these three events repeats. Social scientists in the post-Civil Rights period must conceptualise and measure racism in its more subtle, diffuse, and long-lasting forms.

Delgado and Stefancic’s 2001 Critical Race Theory describes race and prejudice’s stages. This idea says racial prejudice is based on race, ethnicity, social class, wealth, and status. This theory includes the oppressed. Societal racism includes personal, social, and institutional forms. Rights-based judicial injustice is common in other countries.

Racism also equalises status. Resistance and power can restore social norms and values. Racism can lead to equal rights. This study examines the novel’s protagonists’ race, resistance, and power.

Statement of the Problem

Racism and prejudice affect underprivileged groups. Racism threatens values and conventions. Racism must be confronted to achieve social equality. Empowerment and fight against social injustice lead to equal power.

Research Objective

·         To understand the other side of racism which lead towards resistance and gaining of power for equal status in the society.

Research Question

1.      How resistance and struggle for power affects the lives of black women in The Other Black Girl in American society?

Significance of the Study

 

Zakiya Dalila Harris’ debut novel is The Other Black Girl. The novel was well-received and made the author famous quickly. The study explores black-white racism. The study explains resistance against racism to gain power in society. To comprehend women’s professional actions and attitude, it will enrich the knowledge of teachers, students, and researchers to understand the racial aspects and resistance for power gaining.

 

Literature Review

 

Racism implies that one group is better than another. It can also be more embedded in values, attitudes, and stereotypical perspectives. Hate crimes and racist slurs demonstrate it. They can become subconsciously ingrained in systems and institutions over time. Racism is personal, institutional, and societal (Ontario, 2022).

Since race is a social construct, the Commission uses “racialized person” or “racialized group” instead of “racial minority”, as “Non-White” or “visible minority.”

Racism goes beyond racial prejudice. Despite the Code’s efforts to eliminate racism through public education and human rights, the current human rights complaint mechanism cannot address every occurrence of racism. Yet, racism fosters racial prejudice (Ontario, 2022).

Racism is when systems, policies, actions, and attitudes give different races uneven chances and results. Racism is more than prejudice. It occurs when institutional or individual bias coexists with the ability to discriminate, oppress, or restrict others’ rights.

Racism includes laws, rules, beliefs, and other restrictions that prevent people of colour from enjoying justice, dignity, and equity. Intimidation, aggression, verbal or physical abuse, and harassment are possible. Racism also exists in unjust institutions and systems.

Racism is:

 

“A social construct that arbitrarily separates people into smaller social groups based on qualities such shared feeling of group membership, beliefs, behavioural patterns, language, political and economic interests, history, and ancestral geographical base,” ethnicity is defined as. (p. 88)

Individual racism is “the attitudes, ideas, and behaviours that support or perpetuate racism.” Racism can be conscious or unconscious and aggressive or quiet. Racist jokes, insults, and thinking White people are superior are examples (Wijeysinghe, et, al. 1997, p. 89)

Active racism supports the persecution of targeted racial groups while defending “the rights” of the agent group. White culture, values, and people justify these goals (p. 89).

Active racism supports the persecution of targeted racial groups while defending “the rights” of the agent group. White people, culture, and beliefs are used to justify these goals (p. 89).

 

An influential book in the topic of disability studies is by Thomson (1997). One of the earliest investigations on the connection between race and disability is what makes it noteworthy. According to Thomson (1997), the process of recasting disability as a feature of ethnicity rather than a form of disease can be used to “move it from the arena of medicine into that of political minority” (p. 6). Her work tries to draw parallels between the discrimination, stigma, and cultural obstacles faced by people with disabilities and the homophobia, racism, and sexism experienced by queer-identified people, people of colour, and women. The purpose of this comparison is to highlight the commonalities between these events. In Baynton, the use of the idea of a disability to excuse prejudice and unfair treatment of women, African Americans, and immigrants is highlighted (2001). One of the first comprehensive monographs on the subject of race and disability was Rowden’s 2009 book (specifically on African Americans and blindness). Intersectionality is used by Erevelles and Minear (2010) to examine how race, class, gender, and disability are mutually constitutive. Racism and mental health are the main topics of Jarman’s (2011) study. Intersectionality is used by Erevelles and Minear (2010) to examine the connections between racism and mental illness. Senier & Barker (2013) is a special issue that focuses on the subject of indigeneity and disability, which is one that is frequently disregarded. The following collections of articles and special issues on race and disability are crucial resources. A thorough examination of the interactions between race, ethnicity, and disability is provided by James and Wu (2006). Bell (2011) presents a body of study that focuses primarily on the relationships between blackness and disability across a range of artistic forms, such as music, film, photography, and literature.

Research on unfairness and inequality in the US was done by Bleich et al. in 2019. Using current data, this report offers a thorough, all-encompassing evaluation of the racism that Black Americans experience throughout the nation. It is now widely known that the vast majority of black Americans believe that racism and discrimination are still pervasive throughout the nation. Adults of African heritage claim that they have experienced persistent bias in their daily lives, in a range of social settings, and in their contacts with others. The need for medical care, receiving unfair police treatment, becoming the object of racial slurs, or other minor transgressions are examples of these situations. No matter their gender, social standing, or neighborhood’s racial makeup, people of African origin report racial discrimination at much higher rates than do white people. All demographic groups may attest to this. Despite popular belief to the contrary, these findings corroborate past studies that showed black Americans still experience significant barriers to fair treatment throughout public institutions, particularly with the police and health care. This has a negative impact on their health and safety. These results reveal that black People continue to confront significant barriers to equal treatment, particularly in the areas of law enforcement and health care (Pew Research Center, 2017). Discrimination, according to studies, is a significant obstacle to receiving timely and high-quality medical care.

This body of research is furthered by the large proportion of black individuals who claim to have encountered bias in clinical encounters and to have avoided seeking medical care out of fear of prejudice (Weitzer & Tuch, 2005). Despite the Patient Protection and Affordable Care Act’s (the first federal law to include a broad prohibition on sex discrimination in health programmes) inclusion of specific antidiscrimination provisions, discrimination in health care remains a significant issue for black Americans, further widening the gap in health outcomes between blacks and whites (Geronimus et, al., 2006). Based on financial class, gender, and the racial make-up of their neighbourhoods, there was a startling lack of variance in the experiences of discrimination among black individuals. This might be explained by the large percentage of black adults who claimed to have experienced discrimination in various circumstances. The experiences of discrimination varied by domain, which is consistent with earlier research showing that reporting of discrimination varies depending on both demographic characteristics and the type of discriminatory treatment that was assessed. Also, no matter the category, being in a neighbourhood with a sizable black population did not suggest any kind of discrimination. This goes against the findings of earlier studies, which indicated that residing in areas with a greater percentage of black individuals was linked to lower levels of bias (Rodriguez, 2008).

 

Research Methodology

 

Present study is qualitative based on the textual analysis. This study is confined to the analysis of the Other Black Girl under Critical Racial Theory by Delgado and Jean Stefancic (2001).

According to Delgado and Jean Stefancic (2001), resistance against racism and prejudice is necessary for the social creation of norms and balance, which can be achieved through the power balance and power realities. Theoretically, only by standing up to oppressive authorities can civil liberties be restored (p. 86). In order to maintain the fight and win equal rights, criminal defence is necessary (p. 131). As society accepts its dominant institutions, resistance ensues on the stage (P. 135). In matters of childbirth and abortion, women should be able to make their own decisions with full autonomy (P. 30). According to CRT, a black storyteller must have extensive experience describing and rebutting racism from white listeners. Standing, or the “right to redress,” is at dispute (P. 92). Minorities need to put aside their differences in order to form a unified front against racism and oppression (P. 58). How people view and use power can help the world overcome bigotry and racism (P. 57). Black women in America have the power to determine what ideas are accepted by the general public (P. 58). Constructed social conflict against institutionalised racism and sexism is one route to political empowerment (P. 75). Literature has the potential to bolster effective tactics in the fight against institutionalised racism (P. 76). CRT (P. 102) addresses all the core problems of capitalism, wealth, and distribution. Money is the colonial force that rules over the masses (P. 112).

 

Data Analysis

 

“This meant one of two things: One of her white colleagues had started using Brown Buttah. Or—more likely, since she was pretty sure none of them had accidentally stumbled into the natural hair care aisle—there was another Black girl on the thirteenth floor.” (Part 1, Chapter 1, P, 13)

Analysis

Critical Race theory of Delgado and Stefancic (2001) explores the things, which are presented in the people in shape of superiority and the prejudice. As the American society is prey of prejudice and have the racial roots about black people so the black people have to prey of these types of prejudice where the white people are idealized even in the advertisement. As Nella is working in company and the hair are tended to be presented in a way that these look like more shining and the products are more idealized. The way of idealizing and adoption is as the example is given of the “white colleagues” as she is prey of the complexity and the structured racism can be observed in the previous line in which the Nella has wish of having a same coloured female in the company.  CRT (2001) further discuss about the depiction of the racial aspects and prejudice through art. As it is known that, the art is of the two types, composed and drawn. The drawn art is there where the depiction of the white girl is idealized and she is presented as the symbol of the beauty. This tendency show that the Black people are intended to present white people in the idealized way so that their actions would also be adopted and accepted in the society. This tenet of CRT is of the resistance and power gaining in the prejudice society by Nella. CRT (2001) discusses about the criminal defense to approach the right state of power but here the persuasive attitude is presented for the purpose gaining equal status in the society.

 

“Realizing that they would have to walk by her own cube to get there, Nella looked up. Through the small crack in her partition, she spotted the swath of dark locs, the flash of a brown hand.” (Part 1, Chapter 1, P, 17”

Analysis

The lines present the tenets of racial prejudice, which has been felt by Nella. She is prey of structured and institutional prejudice where she is lone and have no common things of sharing for the people. White people are presented in the lines as they are intended to work according to their will and choice and have no intentions for the other community. CRT (2001) views that the prejudice is not official rather than it is the socially constructed phenomenon. The line “Realizing that they would have to walk by her own cube to get there, Nella looked up” illustrates that Nella is preyed of social prejudice and the racial behaviour where she is has to feel the feelings of alienation and “other” which presents that she has to suffer interpersonal and institutional prejudice where she is not given such prestige and is not given the freedom of sharing and discussion in the people. The phrase at the end of the line “, Nella looked up” clarify that she is at the state of feelings that there would be resistance against such of the behaviour as CRT (2001) in perspectives of power views that the society accept the power (p. 135) so the social concertation of the powers is necessary. Here the feelings of Nella can be observed as she is in finding the social power and social construction of power by its ethnicity. CRT (2001) views that social power is gained when a person is “standing” which means that he/she is able to “redress” the situation.

 

 “Now, Nella was no fool. She understood that characters of color were in vogue, as was maintaining vigilance when it came to calling out anything that lacked proper representation. Nella was not the one doing the calling out, but she closely monitored social media so she could support whoever did. She read think pieces by day and retweeted that the Oscars were indeed too white by night, and following the infamous Black-boy-in-a-monkey-hoodie incident, she took a six-month-long break from shopping at H&M—a big deal for someone who loved buying cheap basics in the summertime. She could see the common thread of perceived sub humanity that ran between the cultural faux pas of major corporations and the continuous police killings of Black people.” (Part 1, Chapter 2 , P, 20)

Analysis

Critical Theory of Racism by Delgado and Jean Stefancic (2001) explains, “Perception towards power and its practice can enable the society against prejudice and racism (P. 57)”. In the lines, it is clear that Nella is in need of such friends and company, which would be of the same ethnicity. She is intended to write the book about the racial prejudice in the society, she understand that without knowledge, and feelings of the same affected character, it is impossible to present the same and accurate things. CRT (2001) explores that the unity of the minorities and the minor groups can lead towards taking power and the power is the only things, which can produce resistance in the society against the running prejudice. The line “Nella wasn’t the one doing the calling out, but she closely monitored social media so she could support whoever did” clarify that she is intended to take power in the society so that the resistance could be produced and the intended aspects of the equality and elimination of the prejudice could be possible in the society. CRT (2001) explains the unequal aspects and the perceptions towards the society so it can be said that the social prejudice and the personal prejudice leads towards thinking the social power is necessary and without taking the social power it is impossible to have the same and the proper rights. Critical Theory of Racism by Delgado and Jean Stefancic (2001) clarify, “The black women can set mainstream validity of thoughts in American society (P. 58)” and the narrator Nella is presenting as she is in search of such characters, which could give voice to the marginalized segments of the society. Representation of Black people is seemed abandoned as in the Oscar awards as the novel presents “She read think pieces by day and retweeted that the Oscars were indeed too white by night, and following the infamous Black-boy-in-a-monkey-hoodie incident, she took a six-month-long break from shopping at H&M—a big deal for someone who loved buying cheap basics in the summertime” so that things are much clear in this regard where the equal rights and the division of equal awarding and nomination is abandoned. Taking the strength of social media, Nella is seemed intended to present such of the tendencies through which the resistance could be produced against the constructed and institutional racism to gain the power. CRT (2001) as clarify that “power can be gained through constructed struggle in the society against the prejudice and racism existed in the society (P. 75)” so Nella is intended to have same views to recollect the feelings and reunite the people of minor groups against the constructed prejudice running in the society to eliminate the constructed racial behaviour in the society.

 

“Not too long after Vera called the diversity meetings “extracurricular,” dashing Nella’s hopes for a promotion anytime soon, Nella met up with Malaika at their favorite Mexican spot. Enchiladas usually salved her wounds, but Nella spent a good minute and a half staring at her plate before finally positing the question that she and Malaika always asked one another when they’d been slighted: “Do we think it’s a race thing? This no-promotion thing?” (Part 1, Chapter 2, P. 22)

Analysis

The lines present the attitude of Nella who is in search of the equal rights and is intended to raise her voice for the marginalized segment, as the black people have to suffer. Race is a social construction, not a thing that occurs naturally. It is a behavior that white people have a predisposition to engage in, and it can be observed in a range of institutional, interpersonal, and private circumstances. The lines depict the unfair legal proceedings that a white person must endure. The Critical Race Theory by Delgado and Jean Stefancic (2001) exposed how institutions and people have prejudices engrained in them.  Power is an other aspects, which can give the true statues in the society. The worlds as “Vera called the diversity meetings “extracurricular,” dashing Nella’s hopes for a promotion anytime” presents that something is going to be happened out of the course and this course is of the things which are related to the promotion of the products. However, the situation is quite different when the products are presents through the hand of white people and white people are shown as they are the true representation of the society and the society is constructed through them.  Critical Theory of Racism by Delgado and Jean Stefancic (2001) clarify, about resistance and powers as “Resistance is met on the stage when the social powers are accepted by the society (P. 135)”. Here the resistance is shown by the words of Nella as she speaks out ““Do we think it’s a race thing? This no-promotion thing?” it shows that the tendency of Nella is of the resistance and she is intended to have the equal rights as white people have. These intentions are due as Nella is intended to post her voice against the things which are happening neglecting the minorities and the minor ethnic groups of the society. Claim of Nella is diverse to the situation which show that she is not taking care of the protocols and is intended to impose her voice and same is of Critical Theory of Racism by Delgado and Jean Stefancic (2001) stating, “There is need of criminal defense to preserve the resistance so that the equal rights would be gained (p. 131)”. Here Nella is at the state of defense not taking care of the protocols and intended to raise the voice against racism.

 

 ““Hell, yeah. That’s a factor, too. She’s protecting what’s hers for as long as she can… you know, the way some white people insist on only reproducing with other white people because they want to preclude the population of mixed-race babies that’s obviously gonna rule the country by 2045. But here’s what I say to myself whenever Igor gives me shit at work about little things that don’t really matter, like his Twitter bio. Girl—I’m saying this to you now, Nell, not me—you are a double threat. You understand me?You’re not just Black, you’re Black and you’re young. And if she’s smart—and she must be, since she’s been doing this for what, thirty years?” Malaika paused, continuing only after Nella confirmed this with a nod. “If she’s smart, she knows that girls like you…” She smiled a small, silly smile. “And me… are the future.”“ (Part 1, Chapter 2,  P. 24)

Analysis

The discussion between Nella and Malaika is about the ongoing situation of Blacks in the country where their rights are swallowed and their social status is neglected due to of being  black. Institutional, personal, and social injustice can ruin a society, and racial prejudice causes many problems for it. Black people preparing to protect “Blackness” shows that injustice has social roots and that society must cope with its ramifications, which include destabilization and demoralization. Delgado and Jean Stefancic’s proposed theory of racism (2001) examined the components that demonstrate that racism is a social construction that deals with inequality and the oppression of other ethnic groups based on color and creed rather than an inherent attribute. Here the resistance against the constructed social injustice and social prejudice is shows. The lines “Hell, yeah. That is a factor, too. She’s protecting what’s hers for as long as she can… you know, the way some white people insist on only reproducing with other white people because they want to preclude the population of mixed-race babies that’s obviously gonna rule the country by 2045” presents as the racial behaviour is much crucial and the crucial issues of racial ending is there where the perception  of a black girl is presented as she is thinking that the social and familial injustice can lead towards end of the blacks in the country. CRT by Delgado and Jean Stefancic (2001) suggests, “The black story teller have great experience in describing the prejudice especially countering the white people. The issue is of “standing” which means, “right to redress” (P. 92)”. Here the description of the feelings are presented by the black girls as they are prey of social injustice and prejudice and intended to have resistance against the injustice. These intentions and the constructions can lead them towards gaining of social powers for equal rights. The expressions as “Girl—I’m saying this to you now, Nell, not me—you are a double threat. You understand me?You’re not just Black, you’re Black and you’re young” are kept as the threats to the existence of the black people where the future prediction is presented that the young black girls have to feel social insecurity and the social insecurity can be issuing for the virginity of the young girls because they are not at the state preserve their rights. Another meaning which are convinced in the text, are that the existence of black people is at risk and they are prey of social prejudice as well as the social insecurity where their existence is at risk and can be raped at any time. The far beyond meanings are conveyed that the power would be achieved and this can only be gained through resistance and the resistance is the ultimate tool to get power and to be secured in the American society.

“ Their confusion was understandable enough, and Nella did her best to rein everyone back in toward the task at hand with her own small “objective” observations. But she couldn’t bring herself to say that maybe higher-level employees shouldn’t primarily hire people with Ivy League degrees or personal connections, because her own résumé had been boosted by an editor friend of one of her professors at the University of Virginia. And the zinger she really wanted to deliver—Yes, we just published “that Black writer” last year, but that writer, along with the last six Black people we’ve published here at Wagner, was not a Black American, he was from an African country, and while that’s definitely an example of diversity, it’s also really not—wouldn’t work, either. It would only unleash a whole new slew of gradations that Nella didn’t even feel comfortable grappling with on her own yet, let alone with her white employers.” (Part 1, Chapter 2,  P. 32)

Analysis

The lines present the situation of black people in America who are intended to publish their books and have to face a number of issues. The book is about the racism and its exploration in the society. In American society, socioeconomic class and blackness are interwoven. Because of social constructions of norms and intents, where the standards for understanding other people are changed and transformed into new standards, people in society develop bias. Delgado and Jean Stefancic’s book CRT (2001) discusses different forms of unfairness that might upset society’s balance and generate instability. CRT (2001) expresses that the things are not in favouring to the black people and they are intended to take equal rights in the divided society where the white people are dominant. CRT by Delgado and Jean Stefancic (2001) suggests, “The black story teller have great experience in describing the prejudice especially countering the white people. The issue is of “standing” which means, “right to redress” (P. 92)”. In the lines, the storytellers are the black people and they things that their feelings can be better conveyed when they compose the books themselves. Struggle, unity and the resistance are the elements, which are core in taking the power. The early first lines “Their confusion was understandable enough, and Nella did her best to rein everyone back in toward the task at hand with her own small “objective” observations” show that Nella is at the state of struggle and she is intended to have the equal power in the society as the black people required. Publishing books denotes that they wants to feel their feelings among the masses and want to gain the equal rights in the society. The mains aspects is taking the equal rights in the society so Critical Theory of Racism by Delgado and Jean Stefancic (2001) views that “The black women can set mainstream validity of thoughts in American society (P. 58)” and it is clearly described in the lines that Nella is intended to have equal rights and tendency in the society where she could gain the expected results. Depiction of the women in the books and their feelings can true present the situation where the situation is in favour of the black people and they would be able to get equal rights and would not be preyed of the racial behaviour in the society. Nella is intended to publish the book only with the names of Black people of USA as it is told “Yes, we just published “that Black writer” last year, but that writer, along with the last six Black people we’ve published here at Wagner, was not a Black American, he was from an African country, and while that’s definitely an example of diversity, it’s also really not—wouldn’t work, either.It would only unleash a whole new slew of gradations that Nella didn’t even feel comfortable grappling with on her own yet, let alone with her white employers” so the lines show that she is intended to present the true picture of the society as it is clear the native feelings can be better judged rather than presenting an author of the other continent or the state. Things are clear here where the roots of the feelings and subjugation are intended to be presented in the books and gaining of equal rights and power is the main concern so that the social behaviour could be changed about black people and they could have get rid from the social injustice, prejudice and racial behaviour due to their colour.

 

“Nella traced a finger down the second page of Maisy’s assistant packet, careful to avoid the large grease stain in the top right corner. She wondered which of Maisy’s assistants had left that mark—definitely not Yang, who never ate anything at her desk except green grapes and red pears, and not Emily, whom Nella had never seen eat anything at all. Heather, the one who’d just graduated from King’s College London and was always quick to drop a “bloody” here and a “loo” there, had hardly been at Wagner long enough to get her name on her cube. Nella supposed the perpetrator had been Erin herself. All those bags of Lay’s. All that noisy crunching.” (Part 1, Chapter 2, P, 36)

Analysis

Lines show that the racial behaviour where the interpersonal racial behaviour is presented based on the prejudice describing the unrest between the speakers. Delgado and Jean Stefancic (2001) provide a comprehensive explanation of the situation in CRT that is negative to the marginalized minority, who are referred as both locally and legally as the accusers. The situation is very different when killings are called disrespectful and the perpetrator is portrayed as a victim of society. This social construction and deconstruction can lead to racial injustice. Racial injustice is dependent on race and is socially constructed rather than being a natural reality, claims CRT (2001). The lines show that the educated person are also prey of the racial behaviour and are intended to show that the race and prejudice is also shown by the educated present too. It can also be said that the educational institutes are also laden which such of the thinking where the race and prejudice is also frequent based on such intentions in which the black people are not considered equal to the whites. The written world “bloody” and “loo” show that the racial behaviour is there when the to call other as “bloody” is trend in the society. These intentions can be said as the attitude of the people, which is socially constructed, and this behaviour lead towards unequal perception of humans and setting them in the specific term where humans are subjugated and considered as the other people, not equal to them. Here the intentions of Nella are clear that she is intended to remove such of the distanced and wants to eradicate the prejudice among the people because the people are fully laden with wrong perception and are not intended to show that their life is not only limited to the negative behaviour yet to produce harmony and justice.

 “Nella hadn’t been able to put Burning Heart down for the entire month of August, and even though it rounded out at a whopping five hundred pages, she’d read it three times in rapid succession. She wrote about it for a freshman summer reading project in September, and nearly eight years later, it provided the backbone for a senior thesis that she’d never managed to publish. Since Burning Heart had been both written and edited by Black women, she placed its societal impact front and center, along with two other books that were edited and written by individuals of the same race—arare feat, Nella had come to learn.” (Part 1, Chapter 3, P. 46)

 

Analysis

CRT (2001) looks on the possibility of both social and material segregation when characters are maintained with a prejudiced tone and objectives. The legal and social systems that tend to treat black people as if they are not truly a member of society are two ways that institutional racism might be examined. The lines show that Nella is intended to publish her books and the thesis to explore and present the racial behaviour inlaid in the society. Things are not as common and real as are presented in the society. The intentions behind publishing the books and the thesis are to show the prejudice of the society whose preys are the black people. Critical Theory of Racism by Delgado and Jean Stefancic (2001) explains, “power can be gained through constructed struggle in the society against the prejudice and racism existed in the society” (P. 75) and it is further stated that “Literature can support in reinforcing the powerful strategies against the structured racism” (P. 76) so Nella want to present the racial tendencies of the people towards the black people. The lines are laden with the CRT (2001) intentions of exploration that the literature composed by the women can be supportive to understand the racial behaviour and the racial tendencies. Here the lines are also illustrating the Nella is herself black woman and she is intended to construct such of the resistance against the social behaviour that she is prey of racial behaviour and she has intentions that she could be able to eradicate the social injustice. She is also able to understand that the resisting behaviour can be supportive for the black people and these black people have to presents resistance so they could be able to gain the true status in the society. CRT (2001) states that literature can also be best tool to engage the people to understand the racial behaviour as same is seen in the lines as Nella is intended to publish the books, thesis and is also working on social media to construct such of resistance against prejudice which could enable the society to give equal rights to the black people.

 

“I eyed my friend, who was having a hard time standing in one place for more than a few moments. Clearly, she’d helped herself to more than a couple of glasses of wine, which explained the messy lipstick, the “perfumed assholes,” and the fact that she was again linking her arm in mine—this time, more forcefully. “I can’t believe I’m the one telling you this,” she said, “but Kendra Rae Phillips, you need to chill the hell out and take a deep fucking breath.”“ (Part II, Kendra Rae,  P. 72)

Analysis

People’s attitudes are not standardized, and the new era necessitates sacrifice and loyalty demands, claims CRT (2001). Because human behavior and tendencies are not based on loyalty, they should be based on logic. Subjugation of woman and it is entirely life suppression is also raised in CRT (2001). It is clearly mentioned that the life and the body of the female is the owner of the female and nobody cannot rule her. Critical Theory of Racism by Delgado and Jean Stefancic (2001) views that “The black women can set mainstream validity of thoughts in American society (P. 58)” so the lines depicts that black woman is sexually assaulted and it is told “she’d helped herself to more than a couple of glasses of wine, which explained the messy lipstick, the “perfumed assholes,” and the fact that she was again linking her arm in mine—this time, more forcefully”. This presents that the it was not only harassing yet it was attempt of rape where the female was intoxicated and later was messy with the body love. Critical Theory of Racism by Delgado and Jean Stefancic (2001) mentioned that, “Women has right to have control and command on her body in giving birth or abortion  (P. 30)” so the main thing which is presented her is the abandoned of the body control and she is sexually assaulted due to wine. It presents that the life of the minor ethnic groups is known as the life of the subjugated things rather than the life of the standardized person. The question which is intended to explore the meaning of the text is “to produce resistance” against such assaults.

 

Owen had groaned and rolled over on his side, even though they both knew he had no qualms about watching Roots—or reading it, for that matter, if that proposition had also been on the table. He was more than happy to be inundated with “Black Thangs,” as Nella called them, either through the Black literature and film canons, or straight from Nella herself as she recapped her day-to-day feelings —which was the case on the morning after the Colin Incident. Owen was always ready to discuss the latest hot-button issue circulating on Twitter: blackface, underrepresentation, police shootings of unarmed Black men and women. But it was because he was never too eager—he didn’t feel the need to call all of the things racist all of the time, like a few of the white men she’d dated and known before him—that made Nella trust him the most. He had nothing to prove; he was perfectly content that his worldview, established thirty years earlier by a lesbian couple in Denver and glued in place by a daily viewing of Democracy Now!, had set him on the right course. “ (Part II, Kendra Rae,  P. 77)

Analysis

Contrary to what many people think, race is a social construction. It is a deeply rooted trait in white people that can be brought to light in institutional, interpersonal, and private contexts. The lines show how a person of color must go through an unjust judicial process. In 2001, Delgado and Jean Stefancic’s Critical Race Theory revealed entrenched prejudice and racism. The lines show that there would be resistance against the roots of prejudice being made for the black people. CRT (2001) says that the unity of the minor groups can play vital role in producing resistance against the social aspects so in this regard, it can be understood that the social media is the platform through which the resistance can be produced and the intended results can be gained. Here in the lines, the narrator is intended to create her own indemtity in the legitimated way showing that their unity can play vital role in power gaining and social media is the best tool to spread the awareness and power gaining.

“The list of hypotheticals, longer than each of Nella’s brown arms and legs all put together, went on to include not just hair, but love interests. If she had had Black friends as a child, maybe she would have gone on more than just one date with Marlon, a Black UVA classmate who’d asked her out in baggage claim after they met on a plane one holiday season. Maybe she’d feel less self-conscious about holding Owen’s hand on various subway platforms, because then, at least she’d know—even if that Black teenager across the way who was giving her side-eye didn’t—that she’d been courted and bedded by a man with the same ancestral lineage as her own at least once.” (Part II, Kendra Rae,  P. 83)

 

Analysis

Institutional, individual, and social injustice are some of the issues that racial prejudice causes for society, and these issues can ultimately cause civilization to fall apart. The measures adopted by black people to defend “Blackness” show that injustice has social roots, that it will have a bad impact on morale, and that it will destabilize society. Delgado and Jean Stefancic’s proposed theory of racism (2001) examined the components that demonstrate that racism is a social construction that deals with inequality and the oppression of other ethnic groups based on color and creed rather than an inherent attribute. It is clear in the lines the students also have to face the prejudice due their blackness and such type of things lead towards gaining of the equal rights in the society. These rights could be in shape of the positive identity, no calling of names and using identity as the positive way rather than inferiority. Rights and the norms are interlinked so the narrator is intended to have such of the rights which could give the black people positive image in all of the institutes including the schooling place.

 

“The guy manning the door took a break from his phone so he could look me up and down. I didn’t mind it so much. I’d done the same to him when I’d stumbled up to the entrance of Joe’s Barbershop a few seconds earlier, studying as much of him as the shadows beneath the building’s awning would allow. I got a decent look, and I’ll say this: I’d never been to Harlem, but he looked exactly as I’d always imagined Black guys in Harlem would look: Tall, dark, and cute. The kind of Black guy that reminded me of one of the many debonair, coiffed men who speckled my grandfather’s collection of army photos. Old school, 1940s, with skin the color of wet sand and a kind smile that suggested he’d much sooner call a woman “brown sugah” than “bitch.”“ (Part II, Shani,  P.93)

 

Analysis

Blackness and social class are interconnected in American culture. People form prejudices because of the social construction of norms and intentions because the new standards that are subsequently established limit their ability to grasp the perspectives of others. Delgado and Jean Stefancic CRT (2001) discusses the numerous forms of unfairness that can upset social order and hasten its fall. Here the own ethnicity is destroyed where the writer is intended that there would be unity of purpose and the unity of people against the prejudice and the racial aspects in the society. These are seemed abandoned in the lines and no resistance is there rather than the own ethnic groups are intended to radicalized the status of black women. The lines show that the male member of the society are also subjugated and have to feel a number rod issues. Even they serve in the army and believes in the loyalty towards their country but many times, they have to go from a number of issues. Critical Theory of Racism by Delgado and Jean Stefancic (2001) clarify, about resistance and powers as “Resistance is met on the stage when the social powers are accepted by the society (P. 135)”.  Here the intentions behind illustrations love for country seemed at the risk and loyalty for the country seems on the risk due to the behaviour of the social constraints, which are against the black people.

“I shivered and did as I was told, even as I realized someone—Will, probably— had put his hands on my shoulders to guide me. Everything was dark, pitch-black dark, so I let him pull me forward, straining my eyes to detect chains hanging from the ceiling, or suspicious swaths of dried meat lining the baseboards— anything that would confirm that I was foolish to be there.” (Part II, Shani, P.95)

Analysis

 

Delgado and Jean Stefancic (2001) characterize the situation in CRT in a way that is obvious is not in the best interests of the oppressed minority, who are referred to as the accusers both locally and legally. The situation is very different in this instance since the murderer is portrayed as a victim of societal injustice and the crime is viewed as insulting. This social construction and deconstruction can lead to racial injustice. (CRT (2001) says racial injustice is founded on race and is a social construction rather than a natural occurrence.  The line show that the sexual subjugation is much there for the black people in American society and they keep it as the racial prejudice when their existence is neglected and called as “bitch” which denotes that the equal norms and identity is not provided to them by the society which creates the question of existence and resistance. In this regard, gaining of power can be supportive to revise the thoughts of the society and livings aspects of the society. 

“The words “Leave Wagner” worked their way up and down Nella’s brain, stretching wider and wider and echoing louder and louder until her subconscious started playing them back to her in different genres: country, rap, polka, and then —perhaps the cruelest of all—big band. It got so bad that at about three minutes after five, she got out of bed so she could get herself as “together” as she possibly could.” (Chapter 7, P, 97)

Analysis

CRT (2001) asserts that there is social and material segregation existing when characters are maintained with a prejudiced tone and objectives. The legal and social systems that tend to treat black people as if they are not truly a member of society are two ways that institutional racism might be examined. The line show that Nella have to suffer a lot at Wagner and she is told to leave the place and she could not be adjusted at the place due to the racial behaviour and intention in the society. Critical Theory of Racism by Delgado and Jean Stefancic (2001) mentioned that, “Women has right to have control and command on her body in giving birth or abortion (P. 30)”.  Here the women is intended to be controlled and is intended to secure the things which are quite diverse. The ideal place which likes the status of the females as working lady and an ideal lady of working but the female have to leave as the norms of the company are not truly followed.

 

“Nella hadn’t been just bullshitting to make herself feel better. It had been the truth. Ask her how much it pained her to be the only Black person in the room, and the answer varied depending on the day. It pained her to have to blacks’ plain cultural moments to people who didn’t understand them, like the seriousness of Kanye’s mental breakdown or the significance of seeing Black women wearing protective scarves in Girls Trip. And no, Nella had not read every Notable Black Book with gusto (she’d started The Bluest Eye at least five different times and had never gotten past the first chapter), so she could not speak to how this or that upcoming Black writer compared with Toni Morrison in her prime. .” (Chapter 7,   P, 101)

Analysis

Instead of being a biological or natural occurrence, racism is a socially manufactured phenomenon. According to Delgado and Jean Stefancic’s (2001) Critical Race Theory, everything is socially constructed. Social pressure and established social standards may inspire ideas of justice and retaliation. CRT by Delgado and Jean Stefancic (2001) suggests, “The black story teller have great experience in describing the prejudice especially countering the white people. The issue is of “standing” which means, “right to redress” (P. 92)”. Compromising the differences by the minorities can lead towards the united resistance against the racism and power in general (P. 58).  The lines are also in the same perspectives telling that the black people are subjugated and are not at the state of unity where their unity can format their behaviour of power and intentions as the resistance against the social illegal aspects of the society.

 

 

Conclusion

 

Racial and prejudiced behaviour persists in American society despite legal and societal measures. Racial prejudice is social, not legal or personal, although it has roots in American history. The presented phenomenon depicts an idealised white girl as a beauty icon. This shows that Black people idealise white people to ensure that society accepts their actions.

Yet, the persuasive attitude promotes social equality, unlike the criminal defence, which seeks power.

A social concentration of powers is necessary to see Nella’s feelings as she searches for social power and ethnicity-based power. Nella’s ascension to power is designed to enable resistance, equality, and the elimination of prejudice. Social bias and personal prejudice lead to the belief that social power is important and that without it, equal rights cannot be achieved.

After abolishing equal rights and nomination and reward, this side becomes evident. Nella uses social media to show how to reject manufactured and institutional racism to attain power. It is also explored that constructed and institutional racism would be resisted.

Nella allows underrepresented groups to rediscover their prior feelings and find common ground in their struggle against socially manufactured racial behaviour by sharing their opinions.

Nella’s remark shows that she is not following protocol and is trying to assert herself.

Nella resists and battles for white rights to attain her aims. Nella aims to speak out against occurrences that show disregard to societal minorities and their ethnic groups, therefore these goals are justified.

After completion, this product advertising course will cause many incidents. Nevertheless, when white people are portrayed as society’s representatives and as its creators, the situation is entirely different. White individuals show the products here.

Society causes injustice, which can destabilise and lower morale.

The perception of a black girl is an important part of the problem of racial extinction. This girl thinks social and familial injustice could wipe out black people in the country. The black girls, victims of societal injustice and prejudice, describe their feelings to inspire readers to fight back. These aims and structures can help people gain social power and equal rights.

The text implies that black people are easy targets for societal prejudice and socioeconomic insecurity, making them vulnerable to rape at any time. The far-reaching consequences are that power will be achieved and that resistance is the only way to gain power and security in American culture. Racism and its study in society are also found. American society links race and social class. The books aim to explain sentiments and oppression and promote equal rights and power. This is done in hopes of changing society views about black people and freeing them from social injustice, prejudice, and racist behaviour caused by their skin colour.

Black authors better capture their feelings and experiences. Nella struggles, and society expects her to have the same power as black people. Taking power requires struggle, solidarity, and resistance. They create books to spread their views and gain social equality.

Nella will have the same rights and tendencies as society to attain her goals. The books’ description of women’s feelings might actually present a condition that benefits black people. This would mean black people would have equal rights and not be victimised by society’s racism.

These statements show that the educated are also victims of bigotry and prejudice. Educational institutions are likewise plagued with race and prejudice based on aims that place black people below whites.

Nella aims to eliminate prejudice and distance. Because individuals are fully saddled with the wrong view, they are not designed to show that their existence is not only confined to negative behaviour but also to peace and justice.

Nella, a black lady, hopes to end social injustice by resisting the social behaviour that makes her a victim of racism. Nella wants to fight racism since she was a victim. She also understands that resisting can help black people and that they must resist to acquire actual social position. She understands that black people must resist to acquire actual status.

Nella will publish the books, finish her thesis, and use social media to fight racism. This resistance could provide black people equal rights if successful.

Characters should have the same rights as others when they are repressed and unable to work in prestigious palaces. Also, the narrators should have generated behaviour to improve their lives and goals rather than be subjugated. Race-based behaviours suggest that the characters are designed to depict a scenario in which their lives are in jeopardy and they look to be on opposite sides of an issue. Survival and role-playing questions arise from black and white preconceptions. The motivations of gossipers and companies are easy to suspect, which might lead black people to distrust each other. Nella should fight for equal rights to end prejudice and racism.

Although law enforcement and the judiciary are responsible for upholding the rule of law, the media is shamefully dividing the community. “Second-generation” African Americans are considered unfit for the position. Nella’s concerns are portrayed, and she worries about finding mates of the same ethnicity, yet she appears abandoned.Nella’s professional achievements and abilities are recognised, but her blackness gives her the status as a person who is unfit for the circumstances and unable to improve.Individuals tend to achieve their goals this way. CRT studies white people’s public tone and behaviour segregation.Racial prejudice inhibits the state from offering characters equal rights, making the standardised place not the state. Black individuals liked working at “Wagner” since their identity and label didn’t matter. Since the characters must face several barriers to avoid discussing about her or her identity, the question concerns their mental health.Media inducing, print media, social media, and mainstream media can best oppose social behaviour.Characters seek tools and equipment that empower underprivileged groups.

 

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