You talk about black neighborhoods and white ones, but the problem is poverty stricken neighborhoods, not the color of the residents. Poor white people feel defeated too, when it goes on beyond their ability to keep hoping for something better.
Feeling that success is available to those who strive for it is completely unrelated to the "after effects of racism", [WTH?] it's about opportunities, which simply don't appear in most poor peoples' lives.
Another generation, and you think "the scars [of the past, ie: racism] will fade? Based on what evidence? Cause it's been a whole bunch of generations already, and it's still kicking our collective butts.
And then you have THIS being taught in our schools,driving a wedge between the races and dividing them further. Yes, it's being taught in Baltimore.
Excerpt below:
Plumbing the politically correct depths to explain why black and Hispanic students lag behind whites academically, the PEG identifies the supposed culprit: “white privilege.” The idea is that our educational system is based upon white culture and norms and thus is not conducive to minority success. And what are “white norms” according to the PEG? Qualities such as industriousness, punctuality, and civilized classroom behavior. Of course, it’s phrased a bit more euphemistically than that. As EAG News’ Steve Gunn
writes:
Teachers are … taught that they should have separate behavior expectations for minority students, because those students supposedly come from cultures with radically different values.
For instance, one of the annual white privilege conferences in Wisconsin taught participants that minority kids frequently have a “different value and view on time, missed days, working together, and wait time between questions and answers.”
It tells teachers to “be flexible” with minority students who are persistently late or miss a lot of school days. It also tells teachers to be tolerant if black children exhibit “an exuberant participation style of shouting out answers and questions.”
According to PEG, white culture is based on “white individualism” or “white traits” like “rugged individualism,” “adherence to rigid time schedules,” “plan(ning) for the future,” and the idea that “hard work is the key to success.”
One could almost conclude that if the races have such intractably different modi operandi — if black is black and white is white and ne’er the twain shall meet — perhaps segregation is in order.
And, actually, that’s what PEG sometimes prescribes.
Though, again, they mince words a bit. As Gunn reports, the organization instructs teachers “to identify ‘focus students,’ adding that ‘it is preferable for all the students to be of the same racial group.’”
So gone are the days when liberals swore that black children learned better when alongside white children; in the past are their battles against segregationists, such as infamous Democrat George Wallace, who never had recourse to say, “I’m not denying opportunity — I’m just protecting these hapless black kids from white privilege!”
And this is precisely PEG’s message. According to Gunn, the organization preaches that so-called “white privilege” is detrimental to minority students’ academic endeavors, and that white values are “foreign” to these non-white youth. Ironically and tragically, this echoes negative messages black children often hear on the street, where successful black students are often impugned by peers as “acting white” (a phenomenon driven by jealousy).
And PEG’s philosophy — which has been called “the soft bigotry of low expectations” — is convincing some educators. For instance, Gunn quotes school principal Sharon Brittingham as having said at a 2010 PEG-influenced “white privilege” conference that while she’d previously thought they were doing their best for minority students, she now realizes that “what had to change was that belief that these children could learn at high levels of expectations.”
http://www.thenewamerican.com/cultu...o-teach-white-privilege-and-black-stereotypes
