Why don’t black people surf? That can be answered with another race-based generalization: Black people don’t swim. Consider the numbers: A 2010 study by US Swimming, America’s governing body of competitive swimming, found that nearly half of White children (42 percent) had low or no swimming ability. That number was topped by Hispanic American children; 58 percent of whom reported no or low swimming ability. Black children had the highest non-swimming rates at just under than 70 percent.
I suspect that the white numbers are slightly inflated based on the fact many that my Caucasian, land-lubbing friends define “swimming” as walking into a pool up to their waist, getting out, then applying more coconut oil. But that doesn’t change the fact that swimming rates among Black children are abysmal. Infinitely more worrisome is that Black children are around three times more likely to drown than White children, based on another study by US swimming, which is apparently the only organization who studies these sorts of things.
There is one problem with these studies: although the numbers are correct, the conclusion that we causally draw from them is utterly corrupt. The numbers tell us that many black people don’t swim; Our interpretation, however, is that black people are not swimmers, which is wrong. The truth is that American blacks have a long and well-documented history of loving to swim. In order to understand why African American culture does not currently enjoy a well established culture of recreational swimming, we need to delve under the stereotypes and generalizations and look at the history of exclusion that has accompanied their efforts to access the water.
if i need to run up on someone in your defense i fully will btw.
1. they asked stuff on anon
2. they posted shit so i would know it was them, then promptly deleted it so ~no one would know~
they know who they are, i know who they are, they didn’t want everyone to know they are an id-policing ass. i think they have their own problems with mixed race people claiming any blackness but what else is new. gee i didn’t know the white side of my fam excluded me all these years because i was pretending to be black.
yeah man, white people hate pretending. that is why i’ve been called a nigger and a kike and a nigger some more. they were trying to get me to admit i was white like them so i could be accepted into their milky bosom.
everytime another black person tries to police my identity i’m like, PLEASE GO TELL THE RACISTS ABOUT THIS. GO TELL THEM TO REMOVE THEIR HANDS FROM MY HAIR AND TO STOP TALKING ABOUT MY “BLACK GIRL BODY” AND TO STOP TELLING MY BROTHER’S GIRLFRIEND SHE HAS TO BREAK UP WITH HIM CUS HE’S BLACK. TELL THEM TO TIME TRAVEL AND STOP MY RACIALLY BASED SEXUAL HARRASSMENT FROM FOURTH GRADE ON.
TELL THESE WHITE PEOPLE THAT I AM NOT REALLY BLACK AND I AM WHITE LIKE THEM SO THEY CAN STOP CALLING ME A NIGGER.
Yo- it’s National Eating Disorders Awareness Week. The epidemic of body shaming is worldwide and now is a great time to reflect then let go of negativity you may have towards your own body and anyone else’s. Loving yourself and others is the only way to be beautiful.
“On Saturday, February 18, 2012, the Frederick Douglass Foundation of New York presented the first Spirit of Freedom award to Jada Williams, a 13-year old city of Rochester student. Miss Williams wrote an essay on her impressions of Frederick Douglass’ first autobiography the Narrative of the Life. This was part of an essay contest, but her essay was never entered. It offended her teachers so much that, after harassment from teachers and school administrators at School #3, Miss Williams was forced to leave the school.
We at the Frederick Douglass Foundation honored her because her essay actually demonstrates that she understood the autobiography, even though it might seem a bit esoteric to most 13-year olds. In her essay, she quotes part of the scene where Douglass’ slave master catches his wife teaching then slave Frederick to read. During a speech about how he would be useless as a slave if he were able to read, Mr. Auld, the slave master, castigated his wife.
Miss Williams quoted Douglass quoting Mr. Auld: “If you teach that nigger (speaking of myself) how to read, there will be no keeping him. It will forever unfit him to be a slave. He would at once become unmanageable, and of no value to his master.”
Miss Williams personalized this to her own situation. She reflected on how the “white teachers” do not have enough control of the classroom to successfully teach the minority students in Rochester. While she herself is more literate than most, due to her own perseverance and diligence, she sees the fact that so many of the other “so-called ‘unteachable’” students aren’t learning to read as a form of modern-day slavery. Their illiteracy holds them back in society.
Her call to action was then in her summary: “A grand price was paid in order for us to be where we are today; but in my mind we should be a lot further, so again I encourage the white teachers to instruct and I encourage my people to not just be a student, but become a learner.”
This offended her English teacher so much…”
This offended her English teacher so much that the teacher copied the essay for other teachers and for the Principal. After that, Miss Williams’ mother and father started receiving phone calls from numerous teachers, all claiming that their daughter is “angry.” Miss Williams, mostly a straight-A student, started receiving very low grades, and she was kicked out of class for laughing and threatened with in-school suspension.
There were several meetings with teachers and administrators, but all failed to answer Miss Williams’ mother’s questions. The teachers refused to show her the tests and work that she had supposedly performed so poorly on. Instead, the teachers and administrators branded her a problem.
Unable to take anymore of the persecution, they pulled her from School #3. Wanting to try another school, they were quickly informed that that school was filled and told to try “this school.” During her first day at this new school, she witnessed four fights, and other students asked her if she was put here because she fights too much.
Long story short, they took an exceptional student, with the radical idea that kids should learn to read, and put her in a school of throwaway students who are even more unmanageable than the average student in her previous school. To protect their daughter, her parents have had to remove her from school, and her mother has had to quit her job so she can take care of Miss Williams.
To date, the administrators of School #3 have refused to release her records, even though she no longer attends the school, and they have repeatedly given her mother the run around. We at the Frederick Douglass Foundation have contacted school administrators in regards to this situation and have also been told to hit the pavement.
That’s what we intend to do. If this school will sacrifice the welfare of an above-average student whose essay, that they asked her to write, they find offensive, we intend to make everyone aware of this monstrous injustice. The school has a job, and it is not doing it. We would like as many folks as possible to call the Principal of School #3 and complain about this injustice. Her name is Miss Connie Wehner, and she can be reached at (585) 454-3525. This treatment of Jada Williams cannot stand.
“And the hippies are jingling, jangling, blowing smoke all over Haight Ashbury, and they were letting their hair grow long. To the male Indian, this was a phenomenon, because for an Indian to grow his hair long was a violation of federal policy of 1906. According to the 1906 policy, food was withheld until compliance—in other words (by terms of this policy), we could be starved to death until we cut our hair.”—Adam Fortunate Eagle (Red Lake Chippewa), on white privilege and the hippie movement in the Bay (via countrygramma)