Newspapers / Fayetteville State University Student … / Oct. 1, 1991, edition 1 / Page 18
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Page 18 The Broncos' Voice October, 1991 Education From Page 17 political sciencc written by W.E.B. DuBois (who wrote more books than Locke). While literature courses arc determined to teach Uie ofttimes depressing meandcrings of Emily Dickinson, it seems strange that Phyllis Wheatley, who published her first book of poetry at age 17, is not mentioned even in passing. One would be hard pressed to recount the numerous amounts of information deleted from American history. Multicultural education seeks to ’rediscover’ this history. The fact of the matter is, we have no choice but to move toward a multicultural agenda in education. The demands of the ’new world order’, which has nothing to do with Georgie Bush, dictate that students enter the world with knowledge of cultures and ethnicities outside their own. Knowledge of contributions by a wide range of people and the ability to communicate with people outside of one’s suburban neighborhood are essential to social and economic success in the modem world. The monoculturally educated graduate in the new world order may prove as useful as the functional illiterate in the cybernetic world. . Barbara Beebe This is the 1st of a 2-part series. In Part 2; "Why P.C. Methods Won’t Work Toward Obtaining Multicultural Education" Hackley From Page 9 higher the percentage of low-level mathematics and science courses. Similarly, the greater Uie level of poverty in a school, the low^ the achievement levels of both rich and poor students. Moreover, both poor students and rich students achieve better in wealthy schools. Both of the foregoing situations indicate that pocv achievement is more a function of the environment than the genes. Whether a student will eiu^ll himself, SL ^ enrolled by his counselor, in grade-level core courses in high school is dependent on the level of knowledge and skill in ewe subjects he possesses at the end of elahth grade. Black students who complete 20 or more core courses in high school, score 186 SAT points higher Uian Black students who complete fewer than IS cote courses, or nearly 30 percent higher. However, the proportion d* white students who complete 20 or more academic courses before taking the SAT is 65 percent higher than the propwtion of Black studoits who do so. It is noteworthy that Black students who complete 20 or more courses score higher than white students who complete fewo* than 13 such courses. This kind of deprivation helps explain why SO to 60 percent of Black students in college require remedial courses as compared with about 25 percent for white students. It is absolutely clear that the college OPA at FSU tracks directly with the SAT; the higher the SAT, the higher the GPA. The same holds true fw placement scores. I am certain that racism in both attitude and behavior does explain some of the relative lack of success of Black students in higher education However, since I know also that there m wide disparities at every level in the educational achievement of the two groups when they reach college, I cannot know how much of the gap is due to classical racism at the higher education level, and how much is due to the much poorer relative academic preparation of Black youngsters. Therefore, we will not be able to deal effectively with attitudinal problems in higher education until we close the g{^ in academic preparation of the two groups of students as they move through the K-12 system. And until we handle the K-12 problem. Black students will continue to be increasingly under represented at each succeeding level of the education pipeline. - Dr. Lloyd V, Hackley, Chancellor of FSU Unifier From Page 10 other. This is not something that is only racial. Women, handicapped people, obese people, homosexuals, Jews, Catholics, Muslims, all these groups experience indifference from those that fit into another category. Why? Is there some innate process occurring in human beings that in order to make themselves feel better it is necessary to deprecate the value of others? Perhaps Uiis is so, or perhaps once again socialissation has had a hand in teaching a negative process that seems to be passed down from generation to generation like a bad gene. As long as people accept, without question, die labels that are bestowed iq)on them, and ultimately separate them, this will be a two-edged sword. This results in the belief in a concept that has both positive and negative connotations. It is positive to be proud of culture and roots; these aspects of people make them unique and intriguing. Yet it is negative to take tiiis to the extreme and become so et^ocentric that humanism is ignored. Race will never be a unifying theme. Unification will not occur until pec^ all colors come together as members of the human race, discarding hatred, bigotry, imjudice and racism. • Kimberly Smith Slack Jewish From Page 11 incident, or the much-publicized "anti- Semitism" in tiie black community. The bridges of dialogue between the two groups were torched by other more influential events. For example, there has been a gradual shift in political sympathies from Israel to Palestinians among most of Black America's leaders and activists. Geographically, many middle-to-upper class Jewish Americans have moved from the central cities to Uie affluent suburbs in the past thirty years, and in the process removed themselves from the problems and plight of urban minorities. Politically, although Jews are still far more "liberal" in tiieir electoral behavior than most whites, there has been a racial polarization in this group as well. Blacks like Dinkins and Chicago’s late mayor Harold Washington, who consistentiy supporied Jewish policy interests, didn't receive a m^ority of Jewish votes at election time. Finally, Uie Jewish leadership’s vehement opposition to Jesse Jackson’s presidential candidacies alienated blacks. In this post-Cold War era, a black-Jewish dialogue is more crucial now than ever before. As conservatives and racial reactionaries "lose" their traditional enemy. Communism, they will increasingly fall back to attacks against their historical "scapegoats" - racial and etiinic minorities. Blacks and Jews have a imssing self-interest to address the legitimate differences which have separated them, and initiate a dialogue which can build genuine understuiding. - Dr. Manning Mu'able is a Professor of Political Science an History at the University of Colorado, boulder. - USDA From Page 13 Q. My daughter's college is only a four- hour drive away so she comes home for the holidays. How can I safely pack l^oversfor her to take back to school? A. For a four-hour drive, food must be handled properly to keep it safe fi;om spoilage and food poisoning bacteria. The leftover foods should be divided into small, shallow containers and cooled with ice or a freeze-pack insert, and add the cold containers of food from the refi-igerator when she’s ready to leave. Freezing foods {H'ior to tiie return trip is also an option. During tite drive, Uie cooler should be kept in the passmger area of the car. It’s much cool» than the trunk. Advise your daughter to refrigerate the food as soon as she arrives at school. For answers to oth^* questions about food safety, call USDA's Meat and Poultry Hotiine at 1-800-535-4555. The Hotline is open weekdays 10 a.m. to 4 p.m. Eastern time. Akbar From Page 5 situation of blacks. He stated that blacks need to get a better knowledge of themselves by understanding that, "We did not come here as immigrants The statue of liberty didn’t wave at us The Declaration of Independence did not free us". Akbar said that slavery is a mental, not physical, condition. He mentioned how blacks were not slaves in America until they were robbed of their identity, culture, language, religion and, most of all, their minds. Akbar noted how blacks were split from their African heritage and were distorted into thinking that Africa was a place of butt-naked savages. Thus, blacks were taught to emulate "Massa." Citing the television miniseries, "Roots", as an example, Akbar relayed how Kunta Kinte’s slavemaster U-ied to give him the name Tobi. Akbar said, "As long as Kunta Kinte insisted upon being called Kunta Kinte, he would be essentially free". He said that his point is relevant today in the way that blacks try to be like and identify with someone of anoUier race. Akbar believes the lost knowledge of the African self and identity has lead to division among black people, especially when it comes to groups. Akbar used college fraternities and sororities as one example when he said tiiat they’re always in competition with each other instead of realizing that they have common goals in order to do more for black people. This was similar to another example he used,saying how Africans-Americans have been too divided in separate religions. Akbar believes that as long as blacks ti‘y to identify with groups instead of tiiemselves, they will still be tile "same slaves on the plantation in tiie cheap labor, caste system." Dr. Akbar said that he was able to make it through the power structure to get his PH.D. in Psychology. Then he said tiiat after he got it, he became a "Frankenstein" to the academia because he was too black. He noted that no black scholars in psychology work at historically black colleges and universities because tiiey do not want them. If they do work at these institutions, they are terminated from their Jobs in secrecy. Akbar continued, saying that African-Americans need to build a power base so they can control their own destiny and learn to have pride and q)irit in Uiemselves. He said, "We need to look at Africa and love it. We need to look at black and love it." Observing that black people don’t own most of Uie businesses Uiat they work fw, Akbtf said blMks need to motivate Uieir children to not Just play in ^n^fessional sports but to own the team Uiat Uiey play for as well. He elaborated, saying that instead of killing each other over shoes owned by a racist company like Nike, blacks should try to run Uie companies Uiat are profiting from blacks.
Fayetteville State University Student Newspaper
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Oct. 1, 1991, edition 1
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