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“there are at least seven categories of ‘otherness’ commonly experienced in US society. People are commonly defined as other on the basis of race or ethnicity, gender (including gender expression), religion, sexual orientation, socioeconomic status, age and physical or mental ability".

I have seen this first hand with some of my friends of races or religions have to put the term other on certain forms and it has always been something that has made me uncomfortable.

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"Why should Whites who are advantaged by racism want to end that system of advantage? What are the costs of that system to them?" p. 93

This quote stood out to me because it was truly reflective as someone who is advantaged by systematic Racism. Why would someone want to end the system that benefits them? While this answer may be different for everyone - For me, one reason why is to give my students an equal opportunity in life

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pg 90 "Of course, people of any racial group...". This one is something I experienced first hand living in a very mixed neighborhood. I was called out many times for being white but I knew there was nothing I could do about it lest I be titled racist.

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"...just found out Cleopatra was actually a black woman"

Growing up we were never shown images of her in that way.

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Its important to recognize what racism truly is and how systemic racism has been prevalent all throughout our educational journeys, even without our knowledge at some points. As we grow more aware and continue to be exposed to inequalities it solidifies the importance of understanding how to combat these inequalities and our roles as educators.

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On page 87 Tatum writes about the idea that prejudice is more of an individualized concept whereas racism is a system that supports white people. Racism is more so policies and practices that operates to the advantage of white people. This idea was interesting to me because I feel as though often we say prejudice and racism are one in the same, but here the author is defining them as two different issues.

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"“Women usually mention being female, while men don’t usually mention their maleness. Jewish students often say they are Jewish, while mainline Protestants rarely mention their religious identification. A student who is comfortable revealing it publicly may mention being gay, lesbian, or bisexual. Though I know usually most of my participants are heterosexual, it is very unusual for anyone to include their heterosexuality on their list.”

Interesting that those in the "dominant groups" often don't actively consider that an important part of their identity or worth mentioning. Shows the importance of identity but it is also interesting to see the differences between groups and what they consider to be "obvious" or even "normal" and not even worth mentioning.

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Pg 104. "When a subordinate demonstrates positive qualities...". The man in this mentioned how he never would have guessed he was talking to a black woman, which is something you just do not say to someone at all. Yet I have heard stuff similar to this where I live.

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Identity is often understood through the groups of individuals that you surround yourself with. As students make observations and reflect on what they experience, they gain a deeper understanding or even a confusion of personal identity with biological and cognitive factors. This can be with their gender, race, religion, community/socioeconomic status, etc.

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"Sometimes the assumptions we make about others come not from what be have been told...but from what we haven't been told."

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"When we claim to be free of prejudice...none of us are completely innocent. Prejudice is an integral part of our socialization, and it is not our fault."

"Each of us needs to look at our own behavior. Am I perpetuating and reinforcing the negative messages so pervasive in our culture or am I seeking to challenge."