Racism
RACISM INFLUENCE EXPERIENCES.
According to Helms, “racial identity” is defined as “a sense of group or collective
identity based on one’s perception that he or she shares a common racial heritage with a
particular racial group”. What is more about racism is that it divides the society and governs
the social system (Smedley, 1998). In particular, social identity of a person is centred on the
ethnic past. With regard to the experiences of racism, there are higher chances of illegal drug
abuse. Specifically, attainment of racial identity, involvement in social habits, and racial
support impacts on the higher abuse of drugs. Likewise, parents socialize with children to
boost the” minority status” of black in the community and the ways to accept them and their
cultural past. To further enhance the experience of racism, black students were allowed to
attend the private school of whites where parents played a pivotal role to shape their concept
of racial identity, by granting permission to black churches and colleges. Another line of
thought on the topic demonstrates that black friends at school indicates their “minority status”
and the adverse experiences to develop their concept of “self”. However, another angle on
the debate explains that adolescents understand their duties and their opinions are relevant to
understand the struggle of the black people, their experiences to deal with the repression,
biases, and inequity. As discussed earlier, blacks experience negative social status and
involve in personal vilification because of their minority status in the society ( Schmid,
1996).
RACISM INFLUENCE EXPECTATIONS
Alternatively, racism disturbs the scores in schools and affects the scholastic
expectations. Similarly, racism affects scholastic achievement for both boy and girl and
degrades the principles and expectations of the society. Despite this, black mothers are
concerned for their sons and expect low scholastic achievements and job success and drug
abuse in future. Nevertheless, the family programs set the clear expectations of nurture,
discipline, non-use of liquor and drugs, and discuss about sex and ethnicity. Accordingly,
schools and community-based programs include multi-ethnic courses which includes people
of all skin colours and promotes diverse cultural practices. Naturally, the values and
expectations of how men and women should behave have sexual roles which are neutral and
not prejudiced (Smedley, 1998).
RACISM INFLUENCE EXPERIENCES.
According to Helms, “racial identity” is defined as “a sense of group or collective
identity based on one’s perception that he or she shares a common racial heritage with a
particular racial group”. What is more about racism is that it divides the society and governs
the social system (Smedley, 1998). In particular, social identity of a person is centred on the
ethnic past. With regard to the experiences of racism, there are higher chances of illegal drug
abuse. Specifically, attainment of racial identity, involvement in social habits, and racial
support impacts on the higher abuse of drugs. Likewise, parents socialize with children to
boost the” minority status” of black in the community and the ways to accept them and their
cultural past. To further enhance the experience of racism, black students were allowed to
attend the private school of whites where parents played a pivotal role to shape their concept
of racial identity, by granting permission to black churches and colleges. Another line of
thought on the topic demonstrates that black friends at school indicates their “minority status”
and the adverse experiences to develop their concept of “self”. However, another angle on
the debate explains that adolescents understand their duties and their opinions are relevant to
understand the struggle of the black people, their experiences to deal with the repression,
biases, and inequity. As discussed earlier, blacks experience negative social status and
involve in personal vilification because of their minority status in the society ( Schmid,
1996).
RACISM INFLUENCE EXPECTATIONS
Alternatively, racism disturbs the scores in schools and affects the scholastic
expectations. Similarly, racism affects scholastic achievement for both boy and girl and
degrades the principles and expectations of the society. Despite this, black mothers are
concerned for their sons and expect low scholastic achievements and job success and drug
abuse in future. Nevertheless, the family programs set the clear expectations of nurture,
discipline, non-use of liquor and drugs, and discuss about sex and ethnicity. Accordingly,
schools and community-based programs include multi-ethnic courses which includes people
of all skin colours and promotes diverse cultural practices. Naturally, the values and
expectations of how men and women should behave have sexual roles which are neutral and
not prejudiced (Smedley, 1998).
