Identity Assignment

As I begin to type this essay, I cannot help but feel an oquet barcode over my head. This barcode, having been with me since birth, contains all of the terms used to describe me: Muslim, Brown skinned, Arab American. These terms, a result of the natural human characteristic to categorize what we see, are fallible, inaccurate, and potentially dangerous. For example, because of these terms entire groups of people can become labeled to certain attributes. As an Arab American, people assume many things about before I even speak with them.It is hard to have a different view of people when all you see or hear of them are from indirect sources such as the media, whose priority object is to make profit, even if it requires the creation of a twisted

With my identification as mainly White, I receive more privileges from this affliction and privilege that other groups do not always inquire. I feel that this identity offers me a lot of opportunities to develop as a person, but also creates ignorance towards other minority groups. I used to strongly hold the belief that people of color should not been seen as their skin color and should be treated only based on their human value. Even though sometimes ignoring skin color can be beneficial, it can create strong oppression towards cultural differences and not allow for diversity to be present in the community. My ignorance towards decreased my understanding on why certain groups were being oppressed and different cultural ways that I could fix those being oppressed. The identity of being White can help me reach opportunities that increase my chances as a human being, but it also increases the chances of other groups being oppressed by my White

Collins argues that it is dangerous to engage in a comparison of ranking oppression because it shapes competition for attention, resources and theoretical supremacy. According to Collins, race, class and gender are “interlocking categories of analysis that together cultivate profound differences in our personal biographies.” By using the three levels of oppression, provided as interlocking categories, it helps explain how to combat the notion of who is more oppressed than whom.

Social inequality can practically be made apparent at any moment of someone’s life – whether at work or school amongst peers or simply watching the news in the morning. According to Dalton Conley, social inequality is narrowly defined as “a condition in which a difference in wealth, power, prestige, or status based on nonnatural conventions exist” (2017 p.241). Moreover, social inequality is a process whereby society can determine how a class of people is expected to coexist within predetermined social, political, and economic boundaries. The affected class will live within the predefined constraints, and the affected class will then pass the predefined constraints on to future generations. It is imperative to understand that social inequality is a result of social stratification, which according to

Sociologists use the term social stratification to describe the system of social standing. “Social stratification refers to a society’s categorization of its people into rankings of socioeconomic tiers based on factors like wealth, income, race and education” (Griffith et al., 2016 p.187). In the United States IQ is also one of the characteristics of social stratification in terms of personal skills, achievements, and athletic abilities.

Strong,weak: smart, dumb: rich, poor: everyone gets put into to categories that should not define them. “Of Mice and Men” by John Steinbeck looks at these issues of categorising people into groups. The book takes place in the 1930s when race and gender were big definers of what a person could accomplish because society said ‘if you’re not the ‘right’ gender (male) or the ‘right’ race (white) you weren't worth it. One can be considered marginalized if they don’t fit the normal standards of society. Although marginalization is a theme in itself, it encompasses a wide range of situations and people that must be broken down into smaller categories; in Of Mice and Men the marginalized characters are broken down into groups such as race, gender,

I am so sorry that I don't hand in chapter 26 ID quiz on time. Today, I came to the turnitin to hand in the chapter 27 ID quiz then I found I didn't hand in the former one. But when I checked the 26 ID quiz prompt, I was familiar with them. So I check my document record and I found I had finished it on 27 Oct. Unfortunately, I forgot to hand in. I'm so sorry. I swear I finished in time but forgot to hand in. It may because I had so many assignment several days ago. I just got a little confused. Could you please do not deduct my points? I will pay more attention in

My family instilled in us at a very young age that we had to work for anything we wanted, my families’ social class is middle class. My parents always emphasized the importance of education and respect. My parents always taught me that we are equal to any other race, we lived in a neighborhood that was predominantly African American and attended an all-black elementary school. My earliest memory of race was when I was twelve I was adopted by my aunt and uncle who loved in a predominately Caucasian neighborhood, I would play outside, with my cousins being a few years older than me I often played and rode my bike alone. Soon I met some children that lived in the neighborhood who were caucasian and we would play with each other, I use to even go over their homes. Well, one day I asked one

Social inequality is a problematic phenomenon that occurs all around the world and affects both the developed and developing nations. It is defined as “the unequal distribution of social, political and economic resources within a social collective” (van Krieken et al. 2013, p. 205). Inequality is closely connected with social stratification, a system of social hierarchy that positions individuals and groups into categories according to social variables such as class or ethnicity (van Krieken et al. 2013, p. 485). This stratification has a significant impact on the opportunity that an individual may have to move up the hierarchy of inequality (Gill 2017a).

Evil Identity is a course designed to equip you with your Villainous persona by the end of Year three. This is a core subject for every student taking the Villain track here at Hawthorne therefore this class is mandatory. Each lesson will focus on a different part of your identity and will be designed to make you really think and plan for your evil future. The assignments will be a mixture of quizzes, Short Answers and essay questions. With regards to the essays, I encourage and welcome alternative multi-media submissions should you wish to submit them. If you would like to record audios, videos or even draw your work then this is acceptable. The rules and guidelines for each assignment will be set out in the lessons. I discourage you from skipping assignments as this does not help you build your identity and it wastes my valuable time. As I have said before; I do not wish to waste my time on half hearted Super Villains.

When I am in class or talking with friends, something I think goes unnoticed is my ethnicity and realities in my life outside of school. I am from Eritrea, a country in East Africa, however people do not seem to notice. When classmates I have known for years realize that I am Eritrean, let alone African, they are surprised. They say I don’t sound African because I don’t have an accent (affiliated with certain parts of Africa), nor do I look African because my skin tone is not as dark and my hair is long. It is interesting to me how they categorized all Africans to these few characteristics when it is simply not the case. The ignorance that causes people to stereotype is the reason why I wear my ethnicity proudly on my sleeve so certain people

Prior to beginning my readings on white racial identity, I did not pay much attention to my white race. If someone had asked me to describe my appearance I would have said short blond hair, blue eyes, average stature, etc. One of the last things I would have noted was the color of my skin. Growing up in overwhelmingly white communities, I never thought to use the color of my skin to differentiate myself from others. Over the course of this dialogue I have learned that my white racial identity is one of the most defining aspects of my appearance in this society. There is a certain level of privilege that I am afforded based solely on the color of my skin. According to Peggy McIntosh, “White privilege is like an invisible weightless

Paul Dodenhoff wrote an article titles Five Faces of Oppression and in the article he uses Iris Marion Young’s concept that stated the five elements were oppression, exploitation, marginalization, cultural imperialism, and violence (Dodenhoff, 2016). From this article, there can be a new point of view gained on the idea that our culture has created its own hierarchies of superiority and inferiority (Dodenhoff, 2016). While this system is primarily unspoken, it still exists when you look at it from the stand point that there is the upper class, middle class, and lower class, in addition to the brains, the jocks, the populars, and the disabled. In the online article “Higher Education and Disability, the author discusses that there is a current trend that allows individuals with disabilities to be views as accepted and valued instead of negatively seen as a “special group” (Leake & Stodden, 2014, 399). In this same article they state, “This is a matter of concern in view of the widespread understanding in higher education that students who feel socially accepted are more likely to persist and graduate than those who do not, (Leake & Stodden, 2014, 403).” However, many individuals continue to treat the disabled unjustly because they are seen as the most inferior if the classes, but who are we to judge

Through a qualitative comparative literature approach studies the representation of identity formation on the work of transnational writers Reyna Grande and Sandra Cisneros. I introduce the framework of liminality to understand identity formation of transnational individuals. Transnational and diasporic identities have been understood as the incorporation of multiple geographical sources of identity, inclusive of locations on both sides of the border and having multiple homes (Szeghi 2014:163). While this is true, this definition does not address the disharmonies, sense of alienation and/or identity conflicts that the incorporation of multiple geographic locations that transnationalism can provoke to individuals belonging to the less privilege

Power and privilege: “How and why is a social group represented in a particular way?