Running head: RACE AND OTHER SOCIAL CATEGORIES 1

Race and Other Social Categories

Ebone J. Bonham

The University of Houston

Professional Seminar II
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Social identity “refers to social categories in which an individual claims membership as

well as the personal meaning associated with those categories” (Deaux, 1993). According to the

social identity wheel provided, there are 12 different categories: race, ethnicity, socio-economic

class, age, sex, gender, mental ability, emotional ability, physical ability, religion and spirituality,

first language, and nationality. These various characteristics, along with many other and

unknown classifications, make an impact on an individual’s behavior and approach to life

(Ditama, 2016).

Race is defined as an individual’s identification with one or multiple social groups, such

as White, Black or African American, Asian, American Indian and Alaska Native, Native

Hawaiian and Other Pacific Islander, etc. (U.S. Census Bureau, 2017). Race is different from

ethnicity according to the U.S. Census Bureau (2017), as ethnicity “determines whether a person

is of Hispanic origin or not.” Race is one of many social identity categories that needs to

continue to be factored into efforts to reform and improve the public education system and

student outcomes in America. Fellow classmate Keila Quezada (2020) asserts the importance of

race because it will assist teachers in how they approach teaching their students. Many others,

like myself, would say the educational institutions in this country have the ability to do more in

ensuring students of all racial groups are academically successful and have the tools they need to

compete in the world. My personal belief is that race should be embraced and it is important for

educators to view their students through this identity, and not settle for colorblindness.

“Colorblindness creates a society that denies their negative racial experiences, rejects their

cultural heritage, and invalidates their unique perspectives” (Williams, 2011). Having the ability

to be colorblind can seem like a positive characteristic, but this trait alone is not enough and, in

actuality, acts as “a half-measure that in the end operates as a form of racism” (Williams, 2011).
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As a Black American female, I appreciate individuals who recognize and respect the

characteristics that make me who I am as a person. I have more pride in myself and in my

physical traits as an adult, than I did as a child in Katy, Texas. In junior high and high school, the

majority of the student body was white, along with the school staff, and I was very much aware

of this fact. I definitely felt isolated and different from my peers and the adults who were my

teachers. The topic of race was not discussed in school, unless I was in history class or with a

group of peers who made subtle racist comments. Although I did not have a seriously traumatic

experience in school, I wish more of my teachers made an effort to relate to me and other

minority students. I think if they were to make the effort, their classroom would have been more

welcoming to all students.

We can all play a part in reforming education by fighting the false narratives pop culture

and individuals portray on race. Niral Shah from The Conversation (2020) recommends teachers

to monitor the learning opportunities given to students, specifically the students of Asian

descent, and allow students to present their strengths in many areas, their ideas, and their

individual creativity to their peers. This is a great suggestion that many educators should

consider, because I know adults make unconscious decisions that could potentially limit another

person. Fellow classmate Nura LeBlanc (2020) follows by encouraging teachers “to use race as a

means of educating, as a stepping-stone, instead of linking it to behavior or intellect”. Educators

should provide students with positive reinforcement and praise and “learn how to spot racism”

(Shah, 2020) to build a warm and responsive learning environment in the classroom. Because we

are educated in best practices and social equity, we should have the confidence to not tolerate the

instance of a student or a student’s parent making a discriminatory comment or joke, and not

ignore any form of racism.

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In addition, teachers in America can improve student outcomes by confronting their

personal biases of certain social groups and be conscious of how the race of students can affect

their academic success (Jefferson, 2020). “Studies indicate that relationships with faculty are one

of the most effective predictors of student outcomes for black students on largely white

campuses” (Ditama, 2016). In my opinion, educators must remove the barriers they have so they

can consider the differences and similarities they have with their students to be effective

teachers. Furthermore, positive teacher-child interactions and relationships is another method for

creating a supportive environment. There are studies confirming a correlation of positive

relationships teachers and students to lower levels of alienation, higher retention, and higher

graduation rates (Ditama, 2016).

In conclusion, I believe educators should consider all social identity categories of their

students, but especially race. Teachers have to consider their school environment and

community, their personal biases, the teacher-student relationships they build, and the school’s

demographics to ensure their students are receiving the support they need to be academically

successful.
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References

Deaux, K. (1993). Reconstructing Social Identity. Personality and Social Psychology Bulletin.

https://journals.sagepub.com/doi/abs/10.1177/0146167293191001

Ditama, B. (2016). Characteristics of Personal Identity. Scribd.

http://trc.virginia.edu/resources/teaching-a-diverse-student-body-practical-strategies-for-

enhancing-our-students-learning/teaching-a-diverse-student-body-2/characteristics-of-

personal-identity/

Jefferson, T. (2020, April 12). SJ Week 2: Discussion (B) – Jefferson. CUIN 7304-16969

Professional Seminar II. University of Houston Blackboard.

LeBlanc, N. (2020, April 12). SJ: Week 2 Discussion (B) – LeBlanc. CUIN 7304-16969

Professional Seminar II. University of Houston Blackboard.

Quezada, K. (2020, April 11). SJ: Week 2 Discussion (B) – Quezada. CUIN 7304-16969

Professional Seminar II. University of Houston Blackboard.

Shah, N. (2020, January 6). Asians are good at math? Why dressing up racism as a compliment

just doesn’t add up. The Conversation. https://theconversation.com/asians-are-good-at-

math-why-dressing-up-racism-as-a-compliment-just-doesnt-add-up-128731

United States Census Bureau. (2017, January). Race & Ethnicity. Census.gov.

https://www.census.gov/mso/www/training/pdf/race-ethnicity-onepager.pdf

Williams, M. (2011, December 27). Colorblind Ideology Is a Form of Racism: A colorblind

approach allows us to deny uncomfortable cultural differences. Psychology Today.

https://www.psychologytoday.com/us/blog/culturally-speaking/201112/colorblind-

ideology-is-form-racism