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"Black boys as young as 10 may not be viewed in the same light of childhood innocence as their white peers, but are instead more likely to be mistaken as older, be perceived as guilty and face police violence if accused of a crime, according to new research published by the American Psychological Association."

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WASHINGTON - Black boys as young as 10 may not be viewed in the same light of childhood innocence as their white peers, but are instead more likely to be mistaken as older, be perceived as guilty and face police violence if accused of a crime, according to new research published by the American Psychological Association.

"Children in most societies are considered to be in a distinct group with characteristics such as innocence and the need for protection. Our research found that black boys can be seen as responsible for their actions at an age when white boys still benefit from the assumption that children are essentially innocent," said author Phillip Atiba Goff, PhD, of the University of California, Los Angeles. The study was published online in APA's Journal of Personality and Social Psychology®.

Researchers tested 176 police officers, mostly white males, average age 37, in large urban areas, to determine their levels of two distinct types of bias - prejudice and unconscious dehumanization of black people by comparing them to apes. To test for prejudice, researchers had officers complete a widely used psychological questionnaire with statements such as "It is likely that blacks will bring violence to neighborhoods when they move in." To determine officers' dehumanization of blacks, the researchers gave them a psychological task in which they paired blacks and whites with large cats, such as lions, or with apes. Researchers reviewed police officers' personnel records to determine use of force while on duty and found that those who dehumanized blacks were more likely to have used force against a black child in custody than officers who did not dehumanize blacks. The study described use of force as takedown or wrist lock; kicking or punching; striking with a blunt object; using a police dog, restraints or hobbling; or using tear gas, electric shock or killing. Only dehumanization and not police officers' prejudice against blacks - conscious or not - was linked to violent encounters with black children in custody, according to the study.

The authors noted that police officers' unconscious dehumanization of blacks could have been the result of negative interactions with black children, rather than the cause of using force with black children. "We found evidence that overestimating age and culpability based on racial differences was linked to dehumanizing stereotypes, but future research should try to clarify the relationship between dehumanization and racial disparities in police use of force," Goff said.

The study also involved 264 mostly white, female undergraduate students from large public U.S. universities. In one experiment, students rated the innocence of people ranging from infants to 25-year-olds who were black, white or an unidentified race. The students judged children up to 9 years old as equally innocent regardless of race, but considered black children significantly less innocent than other children in every age group beginning at age 10, the researchers found.

The students were also shown photographs alongside descriptions of various crimes and asked to assess the age and innocence of white, black or Latino boys ages 10 to 17. The students overestimated the age of blacks by an average of 4.5 years and found them more culpable than whites or Latinos, particularly when the boys were matched with serious crimes, the study found. Researchers used questionnaires to assess the participants' prejudice and dehumanization of blacks. They found that participants who implicitly associated blacks with apes thought the black children were older and less innocent.

In another experiment, students first viewed either a photo of an ape or a large cat and then rated black and white youngsters in terms of perceived innocence and need for protection as children. Those who looked at the ape photo gave black children lower ratings and estimated that black children were significantly older than their actual ages, particularly if the child had been accused of a felony rather than a misdemeanor.

"The evidence shows that perceptions of the essential nature of children can be affected by race, and for black children, this can mean they lose the protection afforded by assumed childhood innocence well before they become adults," said co-author Matthew Jackson, PhD, also of UCLA. "With the average age overestimation for black boys exceeding four-and-a-half years, in some cases, black children may be viewed as adults when they are just 13 years old."

Article: "The Essence of Innocence: Consequences of Dehumanizing Black Children," Journal of Personality and Social Psychology, published online Feb. 24, 2014; Phillip Atiba Goff, PhD, and Matthew Christian Jackson, PhD; University of California, Los Angeles; Brooke Allison, PhD, and Lewis Di Leone, PhD, National Center for Post-Traumatic Stress Disorder, Boston; Carmen Marie Culotta, PhD, Pennsylvania State University; and Natalie Ann DiTomasso, JD, University of Pennsylvania.

Phillip Atiba Goff, PhD, can be contacted by phone at (310) 206-8614 (preferred) or by email. If Goff is unavailable, contact Matthew Christian Jackson, PhD, by phone at (814) 574-9781 or by email.

The American Psychological Association, in Washington, D.C., is the largest scientific and professional organization representing psychology in the United States. APA's membership includes more than 134,000 researchers, educators, clinicians, consultants and students. Through its divisions in 54 subfields of psychology and affiliations with 60 state, territorial and Canadian provincial associations, APA works to advance the creation, communication and application of psychological knowledge to benefit society and improve people's lives.

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Black boys viewed as older, less innocent than Whites, research finds

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Black boys as young as 10 may not be viewed in the same light of childhood innocence as their white peers, but are instead more likely to be mistaken as older, be perceived as guilty and face police violence if accused of a crime.

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"One of racism’s harms is the way it falls on the unexceptional Black person who is asked to be extraordinary just to survive--and, even worse, the Black screwup who faces the abyss after one error, while the White screwup is handed second chances and empathy."

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Culture covers more than just the obvious

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Culture covers more than just the obvious

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Culture includes language, ways of understanding the world, and so much more than the physical. Truly committing to understanding another culture is the only way to embrace it

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Discussion Questions (sourced from Diversity & Engagement at University of Mississippi).

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Discussion Questions (sourced from Diversity & Engagement at University of Mississippi).

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https://dce.olemiss.edu/how-to-be-an-antiracist-reading-guide-part-1/

1. Kendi quotes President Bill Clinton saying – “By experience or at least what people see on the news at night, violence for those White people too often has a Black face.” (p70) He then goes on to comment, “Americans today see the Black body as larger, more threatening, more potentially harmful, and more likely to require force to control than a similarly sized White body, according to researchers.” What have you observed about media portrayals of violence? What kinds of antiracist strategies can challenge these racialized depictions of violence?

2.“We were unarmed, but we knew that Blackness armed us even though we had no guns. Whiteness disarmed the cops – turned them into fearful potential victims – even when they were approaching a group of clearly outstrapped and anxious high school kids… Unarmed black bodies – which apparently look armed to fearful officers – are about twice as likely to be killed as unarmed White bodies.” How do these views of the Black body as inherently dangerous play into the recent tragic and deadly police encounters, e.g. George Floyd, Breonna Taylor, Michael Brown, Eric Gardner?

3. On page 75-76, Kendi addresses the depictions of the inner city as perpetuating and breeding violence. “We, the young Black super-predators, were apparently being raised with an unprecedented inclination toward violence – in a nation that presumably did not raise White slaveholders, lynchers, officials, venture capitalists, financiers, drunk drivers, and war hawks to be violent.” What is your reaction to this tendency to overlook White violence? What do you know about the violence of lynching, racial terrorism, and the treatment of slaves? In what ways have we acknowledged and made restitution for those violent acts?

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Difference between Dialect and Language:  

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Difference between Dialect and Language:  

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Dialect is part of a language. If you discount the dialect you are discounting the person. We also use our hearing to discount a person by their accent.

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1. Criminalize black people even if victim of crime. Portrayal of black person in bad light with pictures in media. Moving quickly to criminalize black bodies and humanize white bodies. Kendi spoke of generalizing black for example of being of a certain nature. Have seen some of this change in the media. Yes, the appetite for change is growing. Some progress is being made. Must be willing and open to understanding what for example it is like to be a black male. Mindset and the source to make change and it is a hard task.

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Speaking proper English - speaking one way with co-workers vs outside conversations.   Do we really speak English or do we speak American? Many times if we want to get ahead, we need to assimilate to our surroundings.

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As a graduate of an HBCU, I struggled with the idea that racialiizing culture is problematic, but when I re-read Kendi, I saw the important phrase -- "and then render that group's culture inferior."  Racializing the culture is not the problem. Putting a racial label on and then saying that the thing is lesser, that's the problem. But isn't that exactly what we do in education so often?

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Standard English vs Professional English Students need the language game tools to help them.

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Why is "White Language" considered "Professional Language"?

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Who decided "white" American English was considered our "professional" language? 

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Who decided "white" American English was considered our "professional" language? 

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Students are taught at a particular age in schools the "proper" way to speak and write is in English. But as we mature, it becomes the expected norm that you need to speak and write "proper" English, which discounts our cultural dialects, accents, and languages. So when a person speaks with an accent or dialect, people can start to judge them as "unintelligent" or as having negative qualities because they don't speak "proper" language. The larger question is: who decided that "proper" English is an indicator of intelligence or ability in this country?

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I grew up feeling sad for my grandmother because I had been taught that she was speaking "broken" English when she said "tie your mouf" or "what yenna doin?" I was an adult before I learned that this was the language of her Gullah culture and that she had been educated to be ashamed of speaking this way, too.

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Cast overview, first billed only:

It's the mid-nineteenth century Louisiana. Falconhurst, a run down plantation, is owned by Warren Maxwell, and largely run by his son, Hammond Maxwell, who walks with a limp due to a childhood accident. Hammond is under pressure to get married and produce a male heir to continue the Maxwell legacy before Warren dies. With no experience courting a potential bride - his sexual experiences confined to slaves and whores - Hammond ultimately chooses his cousin Blanche for his wife in what would not be considered a courtship in its true sense. In turn, Blanche agrees to the marriage largely to escape the realm of her sadistic brother, Charles. As his father tells him is custom, Hammond, while on his and Blanche's honeymoon in New Orleans, also obtains a slave as a go to sexual partner, he buying Ellen, who he met when she was given to him in hospitality when visiting who was then her master. Concurrently, Hammond also purchases Mede, a Mandingo, as a slave, something Warren had always ... Written by Huggo

Taglines:

Expect all that the motion picture screen has never dared to show before. Expect the truth

Trivia

Came out a month after Jaws (1975), yet still managed to garner enough box-office success to take its filmmakers completely by surprise. See more "

Goofs

About 18 minutes in, when Dite tells Hammond that she's "knocked up," her leg changes position between shots. See more "

Quotes

: Is you gonna sell our sucker?
Hammond Maxwell : No, I ain't. No, I won't do that either, Ellen.
: Is you gonna sell Dite's sucker?
Hammond Maxwell : Well, now, that's different. Our sucker, we keep him right here at Falconhurst. That make you glad? Good.
See more "

Alternate Versions

The original UK cinema version was cut by the BBFC with heavy edits to the fight between Mede and Topaz, the beatings of the slave girl and the suspended male slave, and shots of Mede being prodded with a pitchfork by Hammond Maxwell. The uncut print was again submitted to the BBFC in 1987 for the CIC video release and some cuts were restored, with 47 secs still edited from the two whipping scenes. See more "

Connections

Featured in Sooner or Later (1979) See more "

Soundtracks

Born in This Time
Music by Maurice Jarre
Lyrics by Hitide Harris (as Hi Tide Harris)
Sung by Muddy Waters
[Played during opening title and credits]
See more "

Release Date:

25 July 1975 (USA)

Color:

Color (Technicolor)

See full technical specs "

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Cast overview, first billed only: It's the mid-nineteenth century Louisiana. Falconhurst, a run down plantation, is owned by Warren Maxwell, and largely run by his son, Hammond Maxwell, who walks with a limp due to a childhood accident. Hammond is under pressure to get married and produce a male heir to continue the Maxwell legacy before Warren dies.

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Education should provide the tools to help students appreciate their cultural wealth while also showing them what mainstream expects.

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Code switching has been a necessary strategy but it shouldn't have to be.

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What are the practical implications of what Kendi is saying for an America where those in power generally expect us to speak Mainstream American English? 

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What are the practical implications of what Kendi is saying for an America where those in power generally expect us to speak Mainstream American English? 

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Answers: Only when you are around your own kind, can you speak that language.  You need to meet people where they are at.

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Meeting at the other person's Spectrum of knowledge and language. 

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Meeting at the other person's Spectrum of knowledge and language. 

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Having to shift from Professional to "the level or language of the other". There are multiple layers or the American Language.

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They have been determining our history, our story, our education, our language, our institutions. All translate to Power and Money.

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The antithesis to racism is humanizing. This is what Kendi says.  Instead, we normalize Whiteness.

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Many of our students have a distrust of the systems because of the historical baggage related to those systems: educational systems, criminal justice systems.

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Where do they come from - Who identifies what a standard is?

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Will we ever get to the point where we acknowledge that the founding fathers were racists?

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It can be debilitating for Black people who present themselves in a way that is not "acceptable" mainstream. We "package" people. We expect their bodies and their appearance to be a certain way.

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Always Considering How I Will Be Perceived

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Always Considering How I Will Be Perceived

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When I go to certain places, I don't know how people will see me or my husband or my children. As the only one of my race in my work, I have to do the work all the time of thinking about how people will perceive me.

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People of Color Have to Take Accountability for their own Biases, Too

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People of Color Have to Take Accountability for their own Biases, Too

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As a Black person, I have to reflect on this and how we make judgments based on how we package ourselves.

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I love that we are having these discussions, and I feel like I am learning a lot. However, my question is: What now? What next? How are we going to use these ideas to change how we help students and engage with our colleagues?

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Colorful Language Definition of "Fuck" Fornication under concent of the King.  Try to use it in the context and see if it makes sense.

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Colorful Language Definition of "Fuck" Fornication under concent of the King.  Try to use it in the context and see if it makes sense.

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Get your first look at Cage's brand new Netflix comedy series, "History of Swear Words."

Nicolas Cage continues to have one of the least predictable careers in Hollywood as he now moves to Netflix to host a new comedy series in which he will be exploring the origins of some of the most used curse words in the English language, from f*ck and sh*t to p*ssy and d*ck. Yes, you read that correctly. The streaming giant has announced " History of Swear Words," hosted by Cage and debuting at the start of 2021. The comedy series is set to run six episodes, with each episode devoted to uncovering the history behind one curse word.

Netflix's official synopsis for "History of Swear Words" reads: "An education in expletives: the history lesson you didn't know you needed. 'History of Swear Words,' hosted by Nicolas Cage, is a loud and proudly profane series that explores the origins, pop culture-usage, science and cultural impact of curse words. Through interviews with experts in etymology, pop culture, historians and entertainers, the six-episode series dives into the origins of 'F**k,' 'Sh*t,' 'B*tch,' 'D**k,' 'Pu**y,' and 'Damn.'"

Joining Cage in the series is a roster of comedians that include Joel Kim Booster, DeRay Davis, Open Mike Eagle, Nikki Glaser, Patti Harrison, London Hughes, Jim Jefferies, Zainab Johnson, Nick Offerman, Sarah Silverman, Baron Vaughn, and Isiah Whitlock Jr. The host will also consult with experts that include Benjamin Bergen (PhD, Cognitive Scientist, author of "What The F"), Anne Charity Hudley (PhD, Linguist and Educator), Mireille Miller-Young (PhD, Professor of Feminist Studies), Elvis Mitchell (Film Critic/Host of "The Treatment" on KCRW), Melissa Mohr (PhD, author of "Holy Sh*t: A Brief History of Swearing"), and Kory Stamper (Lexicographer, author of "Word By Word").

"History of Swear Words" is set to kick off a busy 2021 for Cage, who most recently starred in "Jiu Jitsu" and lent his voice to Universal's animated sequel "The Croods: A New Age." Cage-starring films lined up for the new year include "Pig," "Willy's Wonderland," and "The Unbearable Weight of Massive Talent," in which Cage is starring as both himself and a fictionalized version of himself.

Nicolas Cage's "History of Swear Words" will be available to stream January 5 on Netflix. Watch the first trailer for the comedy series in the video below.

Sign Up: Stay on top of the latest breaking film and TV news! Sign up for our Email Newsletters here.

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Nicolas Cage to Explore the Origins of F*ck, Sh*t, and More Curse Words in New Netflix Series

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Get your first look at Cage's brand new Netflix comedy series, "History of Swear Words." Nicolas Cage continues to have one of the least predictable careers in Hollywood as he now moves to Netflix to host a new comedy series in which he will be exploring the origins of some of the most used curse words in the English language, from f*ck and sh*t to p*ssy and d*ck.

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"I may speak with an accent but I do not think with an accent."

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"Don't think that just because I speak with accent, I think with accent." - A WALK IN THE CLOUDS

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Check out the eye opening documentary Mr Soul! by Melissa Haizlip.  Soul! was the first national broadcast All-Black variety show on public television.  This show helped pave the way for Black Cultural Programming.

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History of Swear Words on Netflix

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Regarding language and quality/standards in writing, I highly suggest Zen and the Art of Motorcycle Maintenance by Robert Pirsig

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Ideally, code switching wouldn't be necessary and my hope is that the "professional" world would be more accepting of diversity

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Many cultures combine languages or code switch

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Many cultures combine languages or code switch

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No Second Chances for Some Cultural Groups

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No Second Chances for Some Cultural Groups

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In my Pathway, one Black instructor (PT) had to cancel class several times during the semester. He had a lot going on outside of work, and yes, it was bad that he missed class.  He was told at the end of the term that he would not be invited back to teach next time. A White female (PT) in the same department also missed classes, but she was allowed to continue teaching. She was "coached." Can I prove that there was a racial dimension? No. Do I feel in my heart it was? Yes. You decide.

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I just want to remind everyone that being an antiracist means speaking out when we see these injustices. We don't need to be rude or militant, but we must speak up or we are part of the problem.

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cultural bias of Standardized Tests
- how can we work with students to close that equity gap?
- give students the support & education they need for success rather then passing them along through the semester by changing
their grade

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Discussion, Conversations and Observations shared ...

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Discussion, Conversations and Observations shared ...

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Topic: Behavior
Holding individuals responsible for perceived  behavior of racial groups Reactions to the passage pulled from Chapter 8  included:
- one participant said really? (Thanks a stretch for her, she doesn't dismiss or buy-in to that narrative)
- second chances not granted for cultural groups
- look at January 6th event, it's over and done with. If that group had been people of color? A completely different outcome ... it is ingrained in our (racist) system. No consequences for white people.
- Do you speak out when you see these injustices? (When we know better, we {can} do better)

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We need to meet the students where they are with wrap-around supports, work with the WHOLE student (all aspects - academic, social, physical, mental health, etc.)

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Having these open conversations in critical for transformation!

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I am a Hispanic woman with naturally curly hair. People often tell me how much they like my hair (not bragging). But honestly, from as long as I can remember, I was raised to believe that straight hair is the ideal. I wake up early every day that I have to go out just so that I can flat iron my hair; it takes up an enormous amount of my time. I have one daughter and when her I first saw her,  one of my first thoughts was, "Thank goodness she has straight hair." Now, years later, I can see how society normalizes Whiteness and the White body, "White" hair. You can trace it back to those old phrases: Gentleman prefer blondes. Or, blondes have more fun. How does that make a Black or Hispanic woman feel?

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Antiracist Teaching - What is my responsibility?

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Antiracist Teaching - What is my responsibility?

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Is it our responsibility as instructors to move the students' communication to what is referred to as "professional" communication.  Where was this definition of professional communication come from.?

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A lot of the Black people I know who call themselves "woke" and say they are "unapologetically Black" are speaking proper English, wearing weaves so they look like they have long, straight hair, dressing the way mainstream expects.  It's easy to proclaim your Blackness but not so easy to live it out in every way.

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I grew up in an immigrant household, parents from Mexico, and my parents felt strongly that my siblings and I should assimilate, including language. We were never allowed to speak Spanish. We had to speak perfect English. When I got to college, my classmates laughed when I had to take Spanish 1. It took a long time to realize that having that second language was a strength, not a weakness.