Whitman has both a multicultural and colored student body
This is not a politically correct article. This article is a step towards removing the veil of political correctness to hopefully arrive at the TRUTH.
Disclaimer: Someone made a great point regarding last week’s article, so we wanted to correct some misunderstandings. In our discussion on diversity, we have asserted that making generalizations of groups causes further problems and divisions. At the same time, we generalize Whitman. This is not our intention. Of course not all Whitties and all members of the Whitman administration are generalizing Christians or blurring the definition of diversity. Rather, unawareness exists along with feelings of promotion and acceptance within Whitman culture. We do not mean to target individuals nor are we saying that all Whitman is like this. Please forgive us for the misunderstanding.
This week, we hoped to continue our discussion of religion on campus. Due to certain events, we decided to delve deeper into the language we use when we discuss diversity before we tackle the delicate issue of religion again.
A sort of “diversity language” (terms used when discussing diversity) has developed at Whitman. A close examination of a few of these terms is necessary for understanding the effects of such terms on campus. In our first article, we dealt with the word “diversity;” in this article, we are examining the meaning behind the terms “culture” and its plural form “multicultural.”
What is culture? Is it something learned or inherently determined by one’s race?
Whitman seems to believe the latter. At Whitman, multiculturalism has become an exclusive group that consists primarily of “students of color.” These are the students who receive invitations to exclusive multicultural events, are followed around by the Communications Department (the people who publish the Whitman magazine and all other forms of Whitman propaganda) and are encouraged to visit the Intercultural Center.
While it is important to offer “safe-spaces” for students of various ethnic cultures, it is equally important to recognize that multi-ethnic cultures are not limited to students of color. Therefore, by extending invitations to only a certain group of students who are automatically dubbed “multicultural” because of their skin color perpetuates the idea that “color” means multicultural and “white” means not having an exotic enough culture to be considered cultural at all. Is this right?
According to author Linda Chavez, it is not. Chavez wrote in her critique on multiculturalists that her primary complaint against them is that they continue to “presume that skin color and national origin, which are immutable traits, determine values, mores, language, and other cultural attributes, which, of course, are learned.”
Here’s an example. If you look at someone who is black, do you automatically assume their culture? If you saw a tall, black, male teenager wearing FUBU with matching Jordan’s, you are likely to assume that 1) he plays basketball, 2) he loves rap music, and if you so happen to start to talk politics with him, you might assume that 3) he is liberally minded. Of course, not all of you would assume this, and hey, this part of the article is not directed at you. However, the point is to realize that someone’s skin does not determine their culture.
Another prime example is me, Becky. I am Mexican. I look the part—minus my unusually light brown eyes (Veronica added that). One thing you likely assumed about me that is wrong is that I speak very good Spanish, when I know several white people who speak way better Spanish than I. We need to stop making assumptions about people based on their skin.
Whitman makes such assumptions that who we are and who we are like is based on the outside. In other words, students of color are more like each other and therefore can find the most support from each other. We, Becky and Veronica, are just one example out of many of how two people from seemingly different backgrounds, one of us is brown and the other is white, can find the most solace, comfort and support in each other.
How can Whitman claim who is multicultural and who is not? How can Whitman assume that certain students belong to only one culture (e.g. white culture) when there are instead so many cultures (e.g. Irish, Italian, Swedish, German, etc.)?
Again, the problems with these issues are the assumptions behind them. Whitman assumes that all white cultures are the same with no variation in their way of life and thus continues to group them together in this “non-multicultural” group. This creates a false dichotomy of “multicultural” students and “non-multicultural” students, widening the gap between the two groups. Instead of fostering an all-inclusive community where bonds can be shared beyond racial lines, Whitman maintains the idea that minorities are different and will thus always be the “other.”
If we are suppose to progress over racism, how can we if certain groups are getting special treatment? Again, this creates further divisions. If we really want to build bridges across cultural divides, we should be working towards bringing everyone together. That is the only way learning occurs—when differences are there, yet there is an attempt and a push for understanding the people behind these differences. If only we all had the chance and an invitation to some “multicultural” reception together, then maybe white students wouldn’t feel so separated from “colored” students and vice versa.
While a simple invitation to a multicultural event is not the remedy for the separation between “multicultural” and “non-multicultural” students, it can be a step in the right direction.
And at times this step has been taken. UN Day every year is designed to bring various cultures together to share their ethnic background. This past year, not a single student presented the American culture as part of who they are. Some people aren’t as connected to their “ethnic roots” or Chavez would say their “skin color and national origin.” Rather, these students identify themselves as Americans because that is their culture. It is important to know that these students are not all white. For some unfortunate reason, these students didn’t feel welcome at this “multicultural” event. One could argue that Americans are an excellent example of multiculturalism because you do not frequently find an American who is of one race or national origin.
Whitman needs to recognize that it is not solely the responsibility of the minority or “colored” students on campus to bring multiculturalism to the school. This is everyone’s responsibility seeing how everyone has a culture to contribute. We encourage you all to take in a more active role in building your own bridges across your own cultural divides.
On a last note, we don’t understand why minority students are called “students of color.” Aren’t white people the ones with color? They are red when embarrassed, green when sick, white when scared, and blue when cold—c’mon! Those are some colored people! Or how about this: white is a color.
Maybe we are getting this all wrong. If we are, please tell us. If we are not and the concerns we are raising our valid then let’s talk. All we are really trying to do here is build effective cultural bridges.
More to come next week. And thank you to all who wrote and talked to us before. We respect your concerns and criticisms.
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