Discussion in 'AACOOLDRE' started by AACOOLDRE, Jun 30, 2012.


    AACOOLDRE Well-Known Member MEMBER

    United States
    Jul 26, 2001
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    What contributes to Bi-racial and foster black students being indifferent to black history programs in schools.

    I found that many bi-racial students were indifferent and hostile to black history programs. For bi-racial kids living only with their white moms and absent black father or black foster kids with white household. We see this on a national stage when president Obama didn’t want to talk about race unless he was forced to by politics. People were upset that race relations were advancing and at same time saying we can’t talk about race because it would kindle up white racist on the opposite political side to mobilize. So every other cause could be treated as a special interest group (gays, immigration, Israel etc.) by blacks must fall universally.

    The advancement of Obama’s political throne was due to white bloodline with ancestry to Bush Cheney and other political figures. Obama said nothing nice of his African father when he ran for president and presented his white mom as a flawless angel. This is complicated by his books that overexagerated his black roots between the his teenage years and early twenties.

    There is nothing wrong with interracial relations except for org like the NAACP * who present it as a cure all solution to the color-line. Diversity is good for the environment. It serves the human race well to populate and create new human species from old without attempting to exterminate one. No one once to see just one colored flower. We like ice cream and flowers when we have a variety of colors and flavors to pick from.

    So what are some of the reasons a bi-racial of black foster student be hostile to black history? They may see it as one half of themselves dominating over the other half. The black association of Social Workers state when black kids are living with whites their history and ancestry should be preserved. They also state about black kids:

    Children of African ancestry learn about their identity from within the home and community. Identity is critical to being able to negotiate the world, understand one's barriers and realities, and feeling good about self. Identity forms the basis of character development, pride, and belief in achievement.

    Out-of-home placements generally remove a child from their home, school, and community. They have poorer educational outcomes, such as lower reading and math scores. Children in out-of-home placements can receive upwards of 3 or more placements. On the average, children spend 33 months in foster care placement, with 17 percent spending 5 years or more in placement (DHHS, 2002). Children of African ancestry are more likely to receive multiple placements and are more likely to be placed in care for a longer period of time than other children (Brown & Bailey-Etta, 1997).

    The significance of culture in the life of a person is profound (Hines et aI., 1997). "Culture is the essence of being human Culture is the bridge that links the present with the past and the past with the future. Culture provides a sense of historical continuity. It is a protective device structured to eliminate trial and error in the past and the future. Culture is second nature. It is a person's values, beliefs, learning’s, practices, and understandings that are passed on...:' (NABSW, 1994, p. 8). Children removed from their home, school, religious environment, physicians, friends, and families are disengaged from their cultural background. They are denied the opportunity for optimal development and functioning.


    *NAACP was created in part to prevent blacks from destroying white property durning race riots