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  • How to Write a Diversity Essay | Tips & Examples

How to Write a Diversity Essay | Tips & Examples

Published on November 1, 2021 by Kirsten Courault . Revised on May 31, 2023.

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What is a diversity essay, identify how you will enrich the campus community, share stories about your lived experience, explain how your background or identity has affected your life, other interesting articles, frequently asked questions about college application essays.

Diversity essays ask students to highlight an important aspect of their identity, background, culture, experience, viewpoints, beliefs, skills, passions, goals, etc.

Diversity essays can come in many forms. Some scholarships are offered specifically for students who come from an underrepresented background or identity in higher education. At highly competitive schools, supplemental diversity essays require students to address how they will enhance the student body with a unique perspective, identity, or background.

In the Common Application and applications for several other colleges, some main essay prompts ask about how your background, identity, or experience has affected you.

Why schools want a diversity essay

Many universities believe a student body representing different perspectives, beliefs, identities, and backgrounds will enhance the campus learning and community experience.

Admissions officers are interested in hearing about how your unique background, identity, beliefs, culture, or characteristics will enrich the campus community.

Through the diversity essay, admissions officers want students to articulate the following:

  • What makes them different from other applicants
  • Stories related to their background, identity, or experience
  • How their unique lived experience has affected their outlook, activities, and goals

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Think about what aspects of your identity or background make you unique, and choose one that has significantly impacted your life.

For some students, it may be easy to identify what sets them apart from their peers. But if you’re having trouble identifying what makes you different from other applicants, consider your life from an outsider’s perspective. Don’t presume your lived experiences are normal or boring just because you’re used to them.

Some examples of identities or experiences that you might write about include the following:

  • Race/ethnicity
  • Gender identity
  • Sexual orientation
  • Nationality
  • Socioeconomic status
  • Immigration background
  • Religion/belief system
  • Place of residence
  • Family circumstances
  • Extracurricular activities related to diversity

Include vulnerable, authentic stories about your lived experiences. Maintain focus on your experience rather than going into too much detail comparing yourself to others or describing their experiences.

Keep the focus on you

Tell a story about how your background, identity, or experience has impacted you. While you can briefly mention another person’s experience to provide context, be sure to keep the essay focused on you. Admissions officers are mostly interested in learning about your lived experience, not anyone else’s.

When I was a baby, my grandmother took me in, even though that meant postponing her retirement and continuing to work full-time at the local hairdresser. Even working every shift she could, she never missed a single school play or soccer game.

She and I had a really special bond, even creating our own special language to leave each other secret notes and messages. She always pushed me to succeed in school, and celebrated every academic achievement like it was worthy of a Nobel Prize. Every month, any leftover tip money she received at work went to a special 509 savings plan for my college education.

When I was in the 10th grade, my grandmother was diagnosed with ALS. We didn’t have health insurance, and what began with quitting soccer eventually led to dropping out of school as her condition worsened. In between her doctor’s appointments, keeping the house tidy, and keeping her comfortable, I took advantage of those few free moments to study for the GED.

In school pictures at Raleigh Elementary School, you could immediately spot me as “that Asian girl.” At lunch, I used to bring leftover fun see noodles, but after my classmates remarked how they smelled disgusting, I begged my mom to make a “regular” lunch of sliced bread, mayonnaise, and deli meat.

Although born and raised in North Carolina, I felt a cultural obligation to learn my “mother tongue” and reconnect with my “homeland.” After two years of all-day Saturday Chinese school, I finally visited Beijing for the first time, expecting I would finally belong. While my face initially assured locals of my Chinese identity, the moment I spoke, my cover was blown. My Chinese was littered with tonal errors, and I was instantly labeled as an “ABC,” American-born Chinese.

I felt culturally homeless.

Speak from your own experience

Highlight your actions, difficulties, and feelings rather than comparing yourself to others. While it may be tempting to write about how you have been more or less fortunate than those around you, keep the focus on you and your unique experiences, as shown below.

I began to despair when the FAFSA website once again filled with red error messages.

I had been at the local library for hours and hadn’t even been able to finish the form, much less the other to-do items for my application.

I am the first person in my family to even consider going to college. My parents work two jobs each, but even then, it’s sometimes very hard to make ends meet. Rather than playing soccer or competing in speech and debate, I help my family by taking care of my younger siblings after school and on the weekends.

“We only speak one language here. Speak proper English!” roared a store owner when I had attempted to buy bread and accidentally used the wrong preposition.

In middle school, I had relentlessly studied English grammar textbooks and received the highest marks.

Leaving Seoul was hard, but living in West Orange, New Jersey was much harder一especially navigating everyday communication with Americans.

After sharing relevant personal stories, make sure to provide insight into how your lived experience has influenced your perspective, activities, and goals. You should also explain how your background led you to apply to this university and why you’re a good fit.

Include your outlook, actions, and goals

Conclude your essay with an insight about how your background or identity has affected your outlook, actions, and goals. You should include specific actions and activities that you have done as a result of your insight.

One night, before the midnight premiere of Avengers: Endgame , I stopped by my best friend Maria’s house. Her mother prepared tamales, churros, and Mexican hot chocolate, packing them all neatly in an Igloo lunch box. As we sat in the line snaking around the AMC theater, I thought back to when Maria and I took salsa classes together and when we belted out Selena’s “Bidi Bidi Bom Bom” at karaoke. In that moment, as I munched on a chicken tamale, I realized how much I admired the beauty, complexity, and joy in Maria’s culture but had suppressed and devalued my own.

The following semester, I joined Model UN. Since then, I have learned how to proudly represent other countries and have gained cultural perspectives other than my own. I now understand that all cultures, including my own, are equal. I still struggle with small triggers, like when I go through airport security and feel a suspicious glance toward me, or when I feel self-conscious for bringing kabsa to school lunch. But in the future, I hope to study and work in international relations to continue learning about other cultures and impart a positive impression of Saudi culture to the world.

The smell of the early morning dew and the welcoming whinnies of my family’s horses are some of my most treasured childhood memories. To this day, our farm remains so rural that we do not have broadband access, and we’re too far away from the closest town for the postal service to reach us.

Going to school regularly was always a struggle: between the unceasing demands of the farm and our lack of connectivity, it was hard to keep up with my studies. Despite being a voracious reader, avid amateur chemist, and active participant in the classroom, emergencies and unforeseen events at the farm meant that I had a lot of unexcused absences.

Although it had challenges, my upbringing taught me resilience, the value of hard work, and the importance of family. Staying up all night to watch a foal being born, successfully saving the animals from a minor fire, and finding ways to soothe a nervous mare afraid of thunder have led to an unbreakable family bond.

Our farm is my family’s birthright and our livelihood, and I am eager to learn how to ensure the farm’s financial and technological success for future generations. In college, I am looking forward to joining a chapter of Future Farmers of America and studying agricultural business to carry my family’s legacy forward.

Tailor your answer to the university

After explaining how your identity or background will enrich the university’s existing student body, you can mention the university organizations, groups, or courses in which you’re interested.

Maybe a larger public school setting will allow you to broaden your community, or a small liberal arts college has a specialized program that will give you space to discover your voice and identity. Perhaps this particular university has an active affinity group you’d like to join.

Demonstrating how a university’s specific programs or clubs are relevant to you can show that you’ve done your research and would be a great addition to the university.

At the University of Michigan Engineering, I want to study engineering not only to emulate my mother’s achievements and strength, but also to forge my own path as an engineer with disabilities. I appreciate the University of Michigan’s long-standing dedication to supporting students with disabilities in ways ranging from accessible housing to assistive technology. At the University of Michigan Engineering, I want to receive a top-notch education and use it to inspire others to strive for their best, regardless of their circumstances.

If you want to know more about academic writing , effective communication , or parts of speech , make sure to check out some of our other articles with explanations and examples.

Academic writing

  • Writing process
  • Transition words
  • Passive voice
  • Paraphrasing

 Communication

  • How to end an email
  • Ms, mrs, miss
  • How to start an email
  • I hope this email finds you well
  • Hope you are doing well

 Parts of speech

  • Personal pronouns
  • Conjunctions

In addition to your main college essay , some schools and scholarships may ask for a supplementary essay focused on an aspect of your identity or background. This is sometimes called a diversity essay .

Many universities believe a student body composed of different perspectives, beliefs, identities, and backgrounds will enhance the campus learning and community experience.

Admissions officers are interested in hearing about how your unique background, identity, beliefs, culture, or characteristics will enrich the campus community, which is why they assign a diversity essay .

To write an effective diversity essay , include vulnerable, authentic stories about your unique identity, background, or perspective. Provide insight into how your lived experience has influenced your outlook, activities, and goals. If relevant, you should also mention how your background has led you to apply for this university and why you’re a good fit.

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Using the RACE Strategy for Text Evidence

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How to Teach Constructed Response Using the RACE Strategy

Constructed response questions can be scary at first. Scary to teach and scary to write! Using the RACE Strategy will help ensure students get this skill right, every time!

I mean, when you compare writing a constructed response to answering a multiple-choice question, well, there really is  no  contest.

Constructed Response makes multiple-choice questions seem so simple to complete.

Since we know that students need to be able to write constructed responses, I was so happy when I was introduced to the RACE strategy.

It took the fright out of teaching constructed responses for text evidence.

The RACE Strategy gave me a step-by-step template to teach my students precisely what to do.

Even though writing constructed responses are still challenging, when you teach your students the RACE strategy and give them lots of opportunities for practice, your students will master it!

What is the RACE Strategy? So, just what is the RACE strategy? RACE is an acronym that helps students remember which steps and in which order to write a constructed response.

RACE Strategy Poster for Constructed Response

R = Restate the Question

The first step is to change the question into a statement.

This is also known as restating the question.

Students need to remove the question word like who, what, when, where, or why and then restate the keywords.

For example, if the question was, “Why did Jill decide to give her mother a jewelry box?” the answer would start this way, “Jill decided to give her mother a jewelry box because.”

A = Answer the Question After restating the question, the second step is to finish the sentence and answer the question.

Students may use their knowledge and inferences from the text to identify the answer.

Here are a few tips for this. 

1) Students must answer the specific question being asked.

2) Students also need to answer every part of the question.  Sometimes questions have more than one part. 3) T hey need to list the character’s name before using a pronoun like he/she/they.

C = Cite Text Evidence Citing evidence is the tricky part.

First, kids need to find relevant evidence to support their answer.

Then, they must write it correctly using a sentence stem

According to the text…

  • The author stated…
  • In the second paragraph…
  • The author mentioned…
  • On the third page…
  • The text stated…
  • Based on the text…

To teach this skill, I make an anchor chart with the question stems and put them up when we start to work on citing evidence.

Once kids memorize a few question stems, this part of the RACE strategy goes much more smoothly.

I make sure students know to quote the text  exactly as it is written  and use quotation marks correctly too.

E = Explain What it Means

The last part of the Constructed Response is where kids tell how their text evidence proves their point.

Again, some simple sentence starters help kids stay on track here.

Here are a few examples of sentence starters that help students begin to Explain: 

  • This proves
  • This is a good example of
  • This means that

When I teach the RACE strategy, I give the kids an overview of a completed constructed response example, so they can see where we’re going.

Then, I break it down into separate parts and teach each one before putting it all together.

RACE Strategy Examples for Constructed Response

By the time kids reach my fourth or fifth-grade class, most students at my school have had teachers who have required them to answer a question using a restatement.

Students aren’t doing constructed responses yet, but most are fairly comfortable with restating a question.

Because of this, I might spend a few days teaching or reviewing the restating and answering part.

RACE Strategy Graphic Organizer for Constructed Response

I teach the  Restating  and  Answering  together since they usually form one sentence.

Then, I move to  Citing  text evidence, which takes much longer to teach.

The  Explaining  part goes pretty quickly after that.

Once I’ve taught all of the components, it’s time for students to practice putting it all together.

To do this, we read a short text as a class.

It might be a Scholastic News article, a page from  Chicken Soup for the Soul,  or a passage I’ve created.

Finally, I model (with their input) a Constructed Response using a RACE template from The Teacher Next Door’s Text Evidence Differentiated Unit

RACE Strategy Anchor Chart for Constructed Response

I project it on the smartboard so everyone can see it.

The next day, we repeat this with a different passage in pairs.

When students are finished, we go over it together to compare notes when they’re finished. After that, it is time to work on it independently.

A few notes…

  • Make sure to start teaching the RACE strategy early in the year, so there’s plenty of time to practice.  If you teach this strategy right before standardized testing, it will not be very effective.
  • Start with short passages. One page is ideal. Giving students practice with shorter texts will help them gain confidence for the longer texts in the future.  Baby steps, right?
  • You’ll want students to write constructed responses repeatedly, but NOT for every passage they read.
  • Constructed responses are somewhat of a chore, even with an excellent strategy like RACE.
  • I try not to burn kids out on any one thing so that they dread it. It would be like asking them to write a five-paragraph essay each day. No one wants to do that. So, my advice is to give them a good foundation for how to write them and then sprinkle them in now and then throughout the year. Spiral practice is key!

You can apply the RACE Strategy to any set of materials that you have on hand. However, The Teacher Next Door knows how time consuming it can be to search for standards-aligned and grade level appropriate materials.

To save you time, The Teacher Next Door has created a Text Evidence Differentiated Unit with everything you need for students to master this skill!

The Text Evidence Differentiated Unit contains:

  • 10 color coding passages
  • 8 practice passages
  • 3 sets of text evidence games (with 32 task cards in each set)
  • Posters for the entire RACE Strategy

The entire unit is differentiated for you! Each passage comes in  three  different levels, and the three games are differentiated too!

Click here to check this unit out! 

RACE Strategy Text Evidence Teaching Resource

Want to give this Text Evidence Differentiated Passage a spin for FREE? 

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If you’d like to read more about how to teach text evidence, we have another post you may want to read :

Citing Text Evidence in 6 Steps.

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SCOTUS Says You Can Discuss Race in Your College Essay. Should You?

The us supreme court banned colleges’ affirmative action admission practices, raising a question about students writing about race in their college essay.

Photo: A young, tan woman with curly hair pulled back in a ponytail sits on a couch crossed-legged as she types on her silver laptop. She wears a yellow shirt and jeans as she sits in front of a bright window.

Although the Supreme Court says college application essays may discuss race and disadvantage, BU experts say inauthentic or traumatic recollections won’t cut it. Photo by Delmaine Donson/iStock

Should You Discuss Race in Your College Essay?

“Nothing in this opinion should be construed as prohibiting universities from considering an applicant’s discussion of how race affected his or her life, be it through discrimination, inspiration or otherwise.” — Supreme Court Chief Justice John Roberts

“The student must be treated based on his or her experiences as an individual—not on the basis of race. Many universities have for too long done just the opposite. …Universities may not simply establish through application essays or other means the regime we hold unlawful today.”—Supreme Court Chief Justice John Roberts

Confused? So are many in higher education. When the United States Supreme Court sacked affirmative action racial preferences in June, Chief Justice John Roberts’ majority opinion, while spotlighting applicants’ personal essays, also put vague guardrails around their use. And anyway, not every young person who has suffered racial discrimination wants to revisit it in their essay, that critical part of applying to college where students tell their story in their voice. 

After the SCOTUS decision, the advice from Boston University admissions and college guidance experts is this: your story must always be authentic. It can be about discrimination or other challenges met and dealt with, but it need not be. And it shouldn’t be , if writing about it means revisiting traumatic experiences.

“The essay for us is just going to continue to be as important as it always was,” notwithstanding the new legal landscape, says Kelly Walter (Wheelock’81), BU dean of admissions and associate vice president for enrollment. She has discussed the ruling with the University’s legal office, she says, and her office has tweaked BU’s two essay question options applicants must choose from. (The University also asks potential future Terriers to complete the Common Application for college, which has its own essay requirement.) The tweaks were partly in response to the court ruling, Walter says, but also to ensure that the questions conveyed to students “what BU stood for, and that we value diversity. We thought it was very important to put that out there front and center, and for them to be able to specifically respond to our commitment, our values, as it relates to one of these two essay questions.” 

Those questions are:

Reflect on a social or community issue that deeply resonates with you. Why is it important to you, and how have you been involved in addressing or raising awareness about it? What about being a student at BU most excites you? How do you hope to contribute to our campus community?

While the chief justice exhorted students to share discrimination episodes in answering such questions, recent alum and current student Erika Decklar (Sargent’22, SPH’24) says that may not be comfortable for some. She is an advisor with BU Admissions College Advising Corps (CAC-BU) , which gives college application counseling to low-income and other marginalized high schoolers.

“In my experience,” Decklar says, “students from marginalized backgrounds gravitate towards writing college essays on traumatic experiences, whether they are comfortable sharing these experiences with admissions counselors or not. We have always advised and encouraged students to write about a topic that highlights their strengths, personalities, and passions—whether it is a ‘resiliency’ essay or an essay about their culture, values, or a unique passion.”

After the SCOTUS ruling, Decklar says, her advice to students has not changed. “We should continue motivating students to write about a passion, something that makes them unique, but not coach them to write about their traumatic experiences.” 

Katie Hill, who directs CAC-BU, says applicants sharing in their essays what makes them special “does not require them revisiting their pain. If students so choose, we can help them write about their families and cultures, what is beautiful and makes them proud to be” of that culture.

Students from marginalized backgrounds gravitate towards writing college essays on traumatic experiences, whether they are comfortable sharing these experiences with admissions counselors or not. Erika Deklar (Sargent’22, SPH’24)

But what BIPOC (Black, indigenous, people of color) students do not need, Hill says, is to hear from their advisors that in order to get into college, they need to open themselves up beyond their comfortable boundaries.

Walter agrees that an applicant’s story need not be an unrelenting nightmare. It’s true that some of them “are sharing things about their personal lives that I’m not sure I would have seen 20 years ago,” she says. “Students are certainly talking about their sexual identity in their essays. And some will say to us, ‘I’m telling you this [about my identity], and my parents don’t know yet.’” 

But she can reel off the opening lines from three of her favorite essays over the years that were hardly gloomy. One began, Geeks come in many varieties. “We laughed. It makes you want to keep reading,” she says. Then there was the woman who started, Life is short, and so am I.  

The third: By day, Louis is my trusty companion; by night, my partner in crime. “Doesn’t that make you want to read more and find out who or what Louis is?” Walter asks. (He was the applicant’s first car, a metaphor for this woman’s passion for the independence it conveyed, preparing her for the next step of going to BU, where she indeed matriculated.)

The essay is so important because it’s a given that applicants to BU can manage the academics here. “We have 80,000 students applying for admission to Boston University [annually],” Walter says, “and I think it’s fair to say that the vast majority of them can do the work academically. We’re also shaping and building a class.

“For some, it may be leadership. For some, it may be their cultural background. For others, it might be writing for the Daily Free Press. We really want to think about a wide variety of students in our first-year class.” The essay fills in blanks about applicants for admission, along with teacher and counselor recommendations, their high school activities, and their internships or jobs. 

That’s not to say there aren’t lethal don’ts to avoid, most of them emphasizing the necessity of having a proofreader.

“We often get references to ‘Boston College,’” says Patrice Oppliger , a College of Communication assistant professor of communication, who solicits faculty reviews of applicants to COM’s mass communication, advertising, and public relations master’s program before making a decision.

And need we say, do your own work? Walter recalls an essay from a couple of years back where the applicant discussed life in Warren Towers. “And I was like, wait, you couldn’t have lived in Warren Towers, you’re not here yet. And it became very clear that the parent, who was an alum—I think in an effort to help—was telling her story. And somehow no one [in that family] caught that.”

So writing about dealing with discrimination, race-based or otherwise, is fine if it’s not traumatic for you to revisit— and if it’s authentic. Authenticity also includes avoiding over-reliance on artificial intelligence in crafting your essay. According to Admissions’ AI statement ,

If you opt to use these tools at any point while writing your essays, they should only be used to support your original ideas rather than to write your essays in their entirety. As potential future Terriers, we expect all applicants to adhere to the same standards of academic honesty and integrity as our current students. When representing the words or ideas of another in their original work, students should properly credit the source.

“We want to think about not just who will thrive academically at BU,” Walter says, “but also who will enrich the University community and make diverse contributions.”

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How to teach the race writing strategy.

Teachers and students rely on the RACE or RACES writing strategies to construct high-quality answers using text evidence.

WHAT IS THE RACE – RACES WRITING RESPONSE STRATEGY?

Students and teachers rely on the RACE – RACES written response strategy for a good reason. It’s a simple method for teaching students how to answer text-based questions.

RACE – RACES helps students remember the key components of a quality response as they answer questions about a passage, story, or text.

Many students aren’t sure how to begin when faced with writing out answers about what they’ve read. This easy-to-use method gives students confidence. Moreover, it’s a concrete strategy they can use in all subject areas.

Teach students the RACE - RACES writing strategy to construct high-quality answers using text evidence.

WHY SHOULD TEACHERS USE RACE/RACES?

Students struggle to write complete answers to text-based questions on tests, quizzes, assignments, and high-stakes tests. RACE/RACES is a step-by-step formula that can be used across all subject areas, leading to increased confidence.

All students benefit from explicit writing instruction. However, reluctant writers require direct instruction on what to write and how to write it. In addition, they should practice regularly to improve their skills.

The RACE/RACES strategy helps students organize their thinking and writing. Students add details, such as citing text evidence and extending their answers, as they follow the steps of the acronym. As a result, students learn essential skills as they practice writing clear and complete responses.

What do the letters in RACE – RACES mean?

First, you need to choose either RACE or RACES for your instruction. RACE/RACES are acronyms that stand for the following writing strategies:

R  – Restate the question

A  – Answer the question

C  – Cite the text evidence

E  – Explain and extend the evidence

S  – Summarize your answer

*Some teachers prefer ACE or ACES. Choose the method that best suits your students and your curriculum. 

classroom RACES bulletin board idea for successfully teaching writing to students

The R in RACE/RACES means “Restate the question.”

Restating the question becomes the topic sentence for the student’s answer. Each letter of RACE/RACES doesn’t have to be a complete sentence on its own. The R is often combined with the A in the same sentence. Remember – writing is individualized, and there’s more than one way of doing it.

The A stands for “Answer the question.”

Students provide the answer to the question in their own words. Unfortunately, many students resist taking the time to refer back to the text. I stress to my students that they need to look back in the reading to find the answer, even if they think they already know it.

Additionally, students need to make sure they answer all parts of the question . Unfortunately, students often answer only part of the question, causing them to lose points.

The C stands for “Cite the text evidence.”

First, students must understand what “cite” means. I often link “cite” to the word “sight” and connect it to looking back at the reading and seeing the answer with their eyes. Building that connection may help some students remember the meaning, especially if “cite” is a new word for them.

I also tell my students this step is where they need to use words and ideas straight from the text. In a follow-up lesson, older students should quote the text using quotation marks, which teachers should directly teach. Younger students can tell what the text says without directly quoting the text.

All students benefit from practicing with sentence starters (also called sentence stems). Sentence starters are the beginnings of sentences that allow students to fill in the blanks with the text evidence. Students (especially struggling students) find them very helpful for this step of the writing process.

Some examples are:

“The text states ___”

“The author explains ___”

There are many good sentence starter choices for students. They should use the ones they’re most comfortable with, and that come most naturally. (If you’re looking for a set you can display in your classroom, see the section at the end for links to matching sentence starter sets!)

The E stands for “Explain and extend the evidence.”

Lots of e’s! This step directs students to expand on their answers. They should explain the answer and text evidence using their own words. They should also provide examples to clarify their explanations.

The S (if you choose to use it) stands for “Summarize your answer.”

Like a summary/closing sentence in paragraph writing, this works as a restatement of the topic sentence. It concludes the response.

RACE or RACES writing strategy bulletin board and lesson set for teachers and students

How do I teach the RACE/RACES method?

As with any instruction, there are many right ways of teaching a topic. You know your students best, so you can choose and adjust your teaching to their needs. Below are some general guidelines to keep in mind.

1. Choose the right text for the RACE/RACES strategy

Of course, choosing the right text depends entirely on your students. Students can apply the RACE/RACES strategy to any text, so you have many options. But I can offer you the following tips for successful instruction.

Begin with a simple reading comprehension paragraph.  It must be simple enough for students to understand yet meaty enough to contain details. We want to keep the focus on answering the question rather than understanding the text. For this purpose, I’ve found it best to begin with a basic passage on an exciting topic .

Eventually, as students practice and improve their skills, you can challenge them with more complex text.

2. Differentiate for students and their needs

Differentiating is pretty easy and straightforward when using RACE/RACES. 

During the introduction phase or for struggling students and special education students, choose passages that are familiar in some way to your students. For example, you might select a previously studied topic or a text that students have already read.

image of student using the RACE method to answer a text-based question during class

3. Use different types of reading materials

We know the importance of exposing our students to a wide variety of reading materials. RACE/RACES can be used for all types of reading. So, as students become accustomed to the RACE/RACES strategy, y ou can choose any genre or style of reading material and feel confident it will work well.

You may also differentiate by choosing several passages of varying levels for different ability levels in your classroom.

When it’s time to add variety and challenge to the texts, here are some suggestions:

  • Vary the text length
  • Vary the genre – fiction, nonfiction, persuasion, expository, etc.
  • Vary the complexity
  • Vary the question types
  • Use paired passages

4. Teach important words and terms

  • Explain the important terms and methods as you “think aloud.”
  • Use the terms frequently each day as you teach. Students learn new words and vocabulary best when they hear it often in a natural way. 

5. Use color-coding to highlight

As you’re working through the steps of RACE – RACES, highlight and underline text as you color-code each step using different colors. Then, continue the modeling and think-aloud for as long as students need.

6. Offer visuals for easy reference

Hang visual references in your classroom and encourage students to refer to them. Posters make great visual representations hanging in the classroom. Anchor charts can be developed as a class or in small groups.

Students can use the RACE/RACES bookmarks as references taped to notebooks or desks. Students may benefit from receiving multiple copies of the bookmark references to be kept in notebooks at school and at home.

7. Think about pacing and reviewing

You can teach one step per day, two steps, or more. The pace depends on the age and ability level of your students.

The RACE/RACES strategy must be modeled and practiced many times.  The practice should occur as a group, together at first, and then students can be gradually released to independence.

A Quick RACE – RACES Recap:

  • Explain important terms and steps as you “think aloud.”
  • Model the steps as the class watches.
  • Begin encouraging students to contribute their own ideas. Students can read passages and develop answers to text-based questions as a large group, small group, and with partners.
  • Transition students to independence after ensuring they understand what’s expected of them.
  • Use important terms daily as you teach. Students will gain a deeper understanding as they hear important words used naturally and frequently. 

Over time, keep students’ writing skills sharp by continuing to spiral back to practice the RACE – RACES writing technique.

The continued practice may not make students’ writing perfect, but it can help make their skills permanent and keep it fresh in their minds.

Looking for SENTENCE STARTERS?

If you need some Sentence Starters ready to be printed and hung in your classroom, check out the Sentence Starters sets at my Teachers Pay Teachers store. There are two different styles for you to look over.

bulletin board for sentence starters using the speech bubble style

These sentence starters are also known as writing stems , sentence stems , and constructed response starters .

Want to learn more about citing text evidence?

Your students can successfully cite text evidence when responding to reading comprehension questions.

Step-by-step on how to teach your students to cite text evidence in their reading.

How to Teach Compare and Contrast Essays .

Help students write high-quality responses and prepare for tests with Sentence Starters.

If you use a PLOT DIAGRAM, this article shows you How to Use the Plot Diagram for Teaching. 

race for essay

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student using RACE to answer a text-based question

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50+ Essay Topics on Racism for students

Why choose racism essay topics for writing purposes .

There are many reasons why someone might choose to write an essay on racism. For some, it may be a way to explore their own personal experiences with racism. Others may want to raise awareness about the issue, or explore the history of racism in America. Whatever the reason, there are a number of potential essay topics to choose from. One potential topic is to explore the origins of racism in America. This could include a discussion of the slave trade, and how racism has been perpetuated throughout history. Another possibility is to discuss the current state of racism in America. This could include a discussion of the recent events in Charlottesville, Virginia, and how racism is still a very real problem in our country. No matter what topic you choose, it is important to remember that your essay should be well-researched and well-written. Be sure to support your claims with evidence, and be sure to cite your sources. With a little effort, you can write a compelling and thought-provoking essay on racism.

Racism Essay Topics

How To Choose Racism Essay Topics? 

There are a lot of racism essay topics to choose from. However, it can be difficult to decide which one to write about. Here are some tips to help you choose the right topic for your essay:

  • Pick a topic that you are passionate about.
  • Choose a topic that you know something about.
  • Make sure the topic is something that you can research.
  • Be sure to choose a topic that is controversial.
  • Be sure to choose a topic that is interesting to you.

Best Essay Topics on Racism

  • Racism is a social construct that has been used to justify discrimination and violence against certain groups of people
  • Racism is a form of discrimination that is based on the belief that one race is superior to another.
  • Racism can be manifested in the form of individual prejudice, institutional discrimination, or hate crimes.
  • Racism is often used as a justification for xenophobic and anti-immigrant sentiment.
  • Racism has a long history in the United States, dating back to the colonial era.
  • Racism is a global problem that affects people of all races and ethnicities.
  • The rise of Donald Trump and the alt-right has emboldened racists and white supremacists in the United States.
  • The Black Lives Matter movement has brought renewed attention to the problem of racism in America.
  • Racism is a complex issue that cannot be solved overnight.
  • Education is key to combating racism and promoting social justice.

Good Racism Research Topics

  • Racism in America: A History from Slavery to Today
  • The Impact of Racism on African Americans
  • Racism and Discrimination in the Workplace
  • The School-to-Prison Pipeline: How Racism Contributes to the Mass Incarceration of African Americans
  • The Role of Media in Promoting Racism
  • The Impact of Racism on Mental Health
  • Racism and the Criminal Justice System
  • How has racism changed over time?
  • What are the different forms of racism?
  • How does racism affect people?
  • What are the causes of racism?
  • How can racism be prevented?
  • What are the consequences of racism?
  • What are the solutions to racism?
  • Is racism a global problem?
  • How does racism affect society?
  • What is the history of racism?

Easy Racism Essay Topics

  • The history of racism and its impact on society.
  • The different forms of racism and their effects on individuals and society.
  • The role of race in shaping individual and group identity.
  • The ways in which racism is perpetuated through institutional policies and practices.
  • The impact of racism on economic, social, and political life.
  • The challenges of living in a racially diverse society.
  • The role of the media in perpetuating or challenging racism.
  • The impact of racism on personal relationships.
  • The role of education in combating racism.
  • The challenges of addressing racism in the workplace.

Research Questions About Racism

  • How has racism impacted the lives of people of color in the United States?
  • What are the origins of racism in the United States?
  • How has racism changed over time in the United States?
  • What are the current manifestations of racism in the United States?
  • How do people of color experience racism in the United States?
  • What are the psychological effects of racism on people of color in the United States?
  • What are the economic effects of racism on people of color in the United States?
  • What are the educational effects of racism on people of color in the United States?
  • What are the health effects of racism on people of color in the United States?
  • What are the social effects of racism on people of color in the United States?

Argumentative essay topics about racism

  • Racism is a major problem in our society today and it needs to be addressed.
  • Racism is a major barrier to social cohesion and harmony.
  • Racism is a major cause of discrimination and prejudice.
  • Racism is a major source of tension and conflict in our society.

Topics about racism for essay

  • Racism as a social problem.
  • The history of racism and its impact on society..
  • Racism in the criminal justice system.
  • The different forms of racism.
  • Racism in the media.
  • The causes of racism.
  • Racism in the workplace.
  • The effects of racism on individuals and society.
  • Racism in education.
  • Racism and its impact on mental health.

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race for essay

Writing About Race, Ethnicity, Socioeconomic Status, and Disability

View in pdf format.

As language evolves alongside our understanding of race, ethnicity, socioeconomic status, and disability, it is important for writers to make informed choices about their language and to take responsibility for those choices. Accurate language is important in writing about people respectfully and in crafting effective arguments your audience can trust. This handout includes writing practices and language tips to help you discuss various groups of people respectfully and without perpetuating stereotypes.

Best Practices

  • Use people-first language. Use terms that focus on people rather than on the method of categorization to ensure your language is not dehumanizing. For example, use “people with mental illness” rather than “the mentally ill,” “people with disabilities” rather than “disabled people,” and “enslaved peoples” rather than “slaves.”
  • Don’t use adjectives as nouns.   Using adjectives as nouns is not only grammatically incorrect, it is often demeaning to the people you are describing. For example, use “Black people,” not “Blacks.”
  • Avoid terms that imply inferiority or superiority.   Replace terms that evaluate or might imply inferiority/superiority with non-judgmental language. For example, use “low socioeconomic status” rather than “low class,” or “historically marginalized population” rather than “minority.”
  • Be specific.  When these descriptors are relevant, be as specific as possible to avoid inaccurate or generalized statements. For example, use “Dominicans” rather than “Hispanics,” or “people who use wheelchairs” rather than “people with disabilities.”

Writing About Race and Ethnicity

When writing about race and ethnicity, use the following tips to guide you:

  • Capitalize racial/ethnic groups, such as Black, Asian, and Native American. Depending on the context, white may or may not be capitalized.
  • African Americans migrated to northern cities. (noun)
  • African-American literature. (adjective)
  • The terms Latino/Latina/Latin are used mostly in the US to refer to US residents with ties to Latin America .

Umbrella Terms

  • Avoid the term “minority” if possible. “Minority” is often used to describe groups of people who are not part of the majority. This term is being phased out because it may imply inferiority and because minorities often are not in the numerical minority. An alternative might be “historically marginalized populations.” If it is not possible to avoid using “minority,” qualify the term with the appropriate specific descriptor: “religious minority” rather than “minority.”
  • Note that the terms “people of color” and “non-white” are acceptable in some fields and contexts but not in others. Check with your professor if you’re uncertain whether a term is acceptable.  

Writing About Socioeconomic Status

When writing about socioeconomic status, use the following tips to guide you:

  • “Avoid using terms like “high class” or “low class,” or even “upper class” or “lower class,” because they have been used historically in an evaluative way. Also avoid “low brow” and “high brow.” Instead, if you must incorporate adjectives like “high” or “low,” use the term “high” or “low socioeconomic status” to avoid judgmental language.
  • The word “status” (without the qualifier of “socioeconomic”) is not interchangeable with “class” because “status” can refer to other measures such as popularity.
  • When possible, use specific metrics: common ones include level of educational attainment, occupation, and income.Use specific language that describes what is important to the analysis.
  • Be aware of numbers: there are no distinct indicators of “high” and “low,” but there are percentages that make it easy to determine, via income bracket for example, where on a range an individual falls.

General Guidelines

When writing about disability, use the following tips to guide you:

  • uses a wheelchair rather than confined to a wheelchair
  • diagnosed with bipolar disorder rather than suffers from bipolar disorder
  • person with a physical disability rather than physically challenged
  • Do not use victimizing language such as afflicted, restricted, stricken, suffering, and unfortunate.
  • Do not call someone ‘brave’ or ‘heroic’ simply for living with a disability.
  • Avoid the term “handicapped,” as some find it insensitive. Note that it is widely used as a legal term in documents, on signs, etc.
  • Do not use disabilities as nouns to refer to people. For example, use “people with mental illnesses” not “the mentally ill.”
  • Avoid using the language of disability as metaphor, which stigmatizes people with disabilities, such as lame (lame idea), blind (blind luck), paralyzed (paralyzed with indecision), deaf (deaf ears), crazy, insane, moron, crippling, disabling, and the like.
  • Capitalize a group name when stressing the fact that they are a cultural community (e.g. Deaf culture); do not capitalize when referring only to the disability.

Referring to people without disabilities

Use “people without disabilities,” or “neurotypical individuals” for mental disabilities.  The term “able-bodied” may be appropriate in some disciplines. Do not use terms like “normal” or “healthy” to describe people without disabilities.

Writing with Outdated/Problematic Sources

  When analyzing or referencing a source that uses harmful language (slurs, violent rhetoric, etc.), either:

  • Explain that the author or character uses harmful language without stating it verbatim. For example: “The author uses an ableist slur when discussing [context of the quote], indicating that [analysis].”
  • Acknowledge its offensive nature in your analysis if you must quote the harmful language verbatim.

Do not change the quote or omit harmful language without acknowledging it. If you must use outdated and problematic sources, it is best to acknowledge any harmful language or rhetoric and discuss how it impacts the use and meaning of the text in your analysis.

Note that if you do need to use dated terminology in discussing the subjects in a historical context, continue to use contemporary language in your own discussion and analysis.

If you are still unsure of what language to use after reading this, consult your professor, classmates, writing center tutors, or current academic readings in the discipline for more guidance.

As we have noted, language is complex and constantly evolving. We will update this resource to reflect changes in language use and guidelines. We also welcome suggestions for revisions to this handout. Please contact the Writing Center with any questions or suggestions.

Thank you to the following people who contributed to earlier versions of this resource: Emma Bowman ’15, Krista Hesdorfer ’14, Jessica LeBow ’15, Rohini Tashima ’15, Sharon Williams, Amit Taneja, Phyllis Breland, and Professors Jessica Burke, Dan Chambliss, Christine Fernández, Todd Franklin, Cara Jones, Esther Kanipe, Elizabeth Lee, Celeste Day Moore, Andrea Murray, Kyoko Omori, Ann Owen, and Steven Wu.

Adapted from prior Writing Center resource “Writing about Race, Ethnicity, Social Class, and Disability.”

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April 21, 2021

RACE Writing Strategy Examples: Student Guide and Grading Guide

RACE Writing Strategy responses are quite easy to grade. Teachers have asked me for tips and example responses. Today I’ll be sharing everything I have learned about grading RACE strategy responses quickly and efficiently!

Don’t know about teaching the RACE Writing Strategy? Read all you need to know about it here!

Tip 1: Use the Checklist

Just like you teach your students to write with the checklist, it is also helpful to grade with the checklist. As you read each response, make a small check mark beside each letter. This gives your students visual feedback about which parts of the assignment they have successfully completed. Additionally, it gives you a quick and easy reference for assigning a score.

race for essay

Tip 2: Easy Scoring

There are four parts to the RACE Strategy, so scoring a response is easy.

Each step in the RACE strategy=25%, with successful use of all parts of the RACE strategy equaling 100%.

For example: if a student re-states the question, answers it, provides one citation, and explains, that would be 100%. If they did RAC, but did not explain the importance of their quotations, then they will score a 75%.

RACE strategy example answer

Tip 3: Answers will Vary

There is almost always more than one way to successfully respond to a question. As long as students are getting the fundamentals of responding in a paragraph and citing the text, consider it a win!

RACE writing strategy example response

Tip 4: Save and Share Exemplar Responses

I have found that students love to share their responses when they’ve really nailed the assignment. The more your students can see examples of well-written paragraphs, the more they’ll understand how to write one on their own. Take some time to ask for volunteers to share their responses with the class. Praise students for making progress, and model well-written examples.

Tip 5: Feedback for Improvement

While providing scores and checkmarks is essential, offering constructive feedback is equally important for student growth. Take a moment to jot down specific comments about what the student did well and areas where they can improve. Encourage them to focus on enhancing certain aspects of their response, such as providing more in-depth explanations, strengthening their citations, or refining their restatement of the question. Constructive feedback not only guides students towards improvement but also reinforces the importance of continuous learning and refinement of their writing skills.

Consider scheduling brief one-on-one conferences with students to discuss their graded responses, addressing any questions they may have and offering personalized tips for enhancement. This individualized attention can foster a deeper understanding of the RACE Strategy and help students take ownership of their writing progress.

Paired Passages

If you are grading a response to paired passages , the RACE strategy can be modified to RACCE (since students should cite BOTH texts). In this case, each part of the response is worth 20%. If students complete each part, they will score 100%.

The predictable routine of writing using the RACE Strategy is one of the reasons I love it so much. Kids become very familiar with it, and before long, they’re using it on their own without being prompted. I’ve seen some of my most struggling writers find success with this method. With repeated practice, your students will be writing evidence-based passages like pros!

Get resources for teaching the RACE Writing Strategy here!

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Essays and Commentary

Reflections and analysis inspired by the killing of George Floyd and the nationwide wave of protests that followed.

My Mother’s Dreams for Her Son, and All Black Children

Two women, one is author’s mother, Marie Als, left at a table.

She longed for black people in America not to be forever refugees—confined by borders that they did not create and by a penal system that killed them before they died.

By Hilton Als

June 21, 2020

How do we change america.

A group of protesters making a large shadow

The quest to transform this country cannot be limited to challenging its brutal police alone.

By Keeanga-Yamahtta Taylor

June 8, 2020

The purpose of a house.

A teenage girl hiding her face in front of a laptop.

For my daughters, the pandemic was a relief from race-related stress at school. Then George Floyd was killed.

By Emily Bernard

June 25, 2020

The players’ revolt against racism, inequality, and police terror.

A row of players for the Washington Mystics kneeling on a basketball court with their backs to the viewers wearing white shirts that have seven bullet holes drawn on each player's backs. The basketball court also has "Black Lives Matter" painted on it and there is a large "WNBA" sign in the background.

A group of athletes across various American professional sports have communicated the fear, frustration, and anger of most of Black America.

September 9, 2020, until black women are free, none of us will be free.

An illustrated portrait of Barbara Smith

Barbara Smith and the Black feminist visionaries of the Combahee River Collective.

July 20, 2020, john lewis’s legacy and america’s redemption.

protest

The civil-rights leader, who died Friday, acknowledged the darkest chapters of the country’s history, yet insisted that change was always possible.

By David Remnick

July 18, 2020

Europe in 1989, america in 2020, and the death of the lost cause.

Protesters raise their fists in the air at  the Robert E. Lee Statue

A whole vision of history seems to be leaving the stage.

By David W. Blight

July 1, 2020

The messy politics of black voices—and “black voice”—in american animation.

Scene from "Big Mouth";" the character Missy is in the center.

Cartoons have often been considered exempt from the country’s prejudices. In fact, they form a genre built on the marble and mud of racial signification.

By Lauren Michele Jackson

June 30, 2020

After george floyd and juneteenth.

People marching wave at a group of toddlers watching.

What’s ahead for the movement, the election, and the protesters?

June 20, 2020, juneteenth and the meaning of freedom.

Image may contain: Symbol, Flag, Text, and American Flag

Emancipation is a marker of progress for white Americans, not black ones.

By Jelani Cobb

June 19, 2020

A memory of solidarity day, on juneteenth, 1968.

Protestors wading in the Lincoln Memorial Reflecting Pool  in 1968.

The public outpouring over racism that has been taking place in America since George Floyd’s murder feels like a long-postponed renewal of the reckoning that shook the nation more than half a century ago.

By Jon Lee Anderson

June 18, 2020

Seeing police brutality then and now.

Cops depicted as pigs

We still haven’t fully recognized the art made by twentieth-century black artists.

By Nell Painter

The History of the “Riot” Report

Scene of officer holding gun and frisking two black men.

How government commissions became alibis for inaction.

By Jill Lepore

June 15, 2020

The trayvon generation.

 Carrie Mae Weems, “Blue Black Boy”

For Solo, Simon, Robel, Maurice, Cameron, and Sekou.

By Elizabeth Alexander

So Brutal a Death

world

Nationwide outrage over George Floyd’s brutal killing by police officers resonates with immigrants, and with people around the world.

By Edwidge Danticat

An American Spring of Reckoning

protester

In death, George Floyd’s name has become a metaphor for the stacked inequities of the society that produced them.

June 14, 2020, the mimetic power of d.c.’s black lives matter mural.

Letter B seen on pavement

The pavement itself has become part of the protest.

By Kyle Chayka

June 9, 2020

Donald trump’s fascist performance.

President Donald Trump walking with a group of people

To the President, power sounds like gunfire and helicopters; it sounds like the silence of men in uniform when they are asked who they are.

By Masha Gessen

June 3, 2020

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  • RACES Writing Strategy

The RACES writing strategy is an acronym that stands for the following components:

This refers to restating or rephrasing the question or prompt in your own words to ensure that you understand it correctly.

Provide a clear and concise answer to the question or prompt. This is the main part of your response and should directly address what is being asked.

Support your answer with evidence or examples. This could involve referencing specific facts, data, quotations, or other sources of information that support your response. Citing your sources helps to strengthen your argument and provide credibility to your writing.

Elaborate on your answer and provide further clarification or reasoning. Explain how your evidence or examples support your answer and demonstrate your understanding of the topic.

Summarize your response by restating your main points and bringing your writing to a conclusion. This helps to reinforce your main argument and leave a lasting impression on the reader.

Google Doc of the student graphic

The strategy provides a simple and structured framework for students to follow when responding to questions or prompts. It helps them develop their writing skills by encouraging them to restate the question, provide a clear answer, support their answer with evidence, explain their reasoning, and summarize their response.

By introducing the RACES strategy to students, teachers can help them organize their thoughts, express their ideas more effectively, and develop critical thinking skills. The strategy can be applied to various types of writing tasks, including short responses, paragraph writing, or longer compositions.

However, it's important to adapt the strategy to the age and abilities of the students. For younger elementary students, the concept of citing sources may be simplified to using examples from the text or personal experiences. Teachers can provide guidance and support as students learn to apply the different components of the RACES strategy in their writing.

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Doing Race: 21 Essays for the 21st Century

race for essay

Doing Race focuses on race and ethnicity in everyday life: what they are, how they work, and why they matter. Going to school and work, renting an apartment or buying a house, watching television, voting, listening to music, reading books and newspapers, attending religious services, and going to the doctor are all everyday activities that are influenced by assumptions about who counts, whom to trust, whom to care about, whom to include, and why. Race and ethnicity are powerful precisely because they organize modern society and play a large role in fueling violence around the globe. Doing Race is targeted to undergraduates; it begins with an introductory essay and includes original essays by well-known scholars. Drawing on the latest science and scholarship, the collected essays emphasize that race and ethnicity are not things that people or groups have or are, but rather sets of actions that people do. Doing Race provides compelling evidence that we are not yet in a “post-race” world and that race and ethnicity matter for everyone. Since race and ethnicity are the products of human actions, we can do them differently. Like studying the human genome or the laws of economics, understanding race and ethnicity is a necessary part of a twenty first century education.

About the Author

Paula Moya

PAULA M. L. MOYA, is the Danily C. and Laura Louise Bell Professor of the Humanities and Professor of English at Stanford University. She is the Burton J. and Deedee McMurtry University Fellow in Undergraduate Education and a 2019-20 Fellow at the Center for the Study of Behavioral Sciences.

Moya’s teaching and research focus on twentieth-century and early twenty-first century literary studies, feminist theory, critical theory, narrative theory, American cultural studies, interdisciplinary approaches to race and ethnicity, and Chicanx and U.S. Latinx studies.

She is the author of  The Social Imperative: Race, Close Reading, and Contemporary Literary Criticism  (Stanford UP 2016) and  Learning From Experience: Minority Identities, Multicultural Struggles  (UC Press 2002) and has co-edited three collections of original essays,  Doing Race: 21 Essays for the 21st Century  (W.W. Norton, Inc. 2010),  Identity Politics Reconsidered  (Palgrave 2006) and  Reclaiming Identity: Realist Theory and the Predicament of Postmodernism  (UC Press 2000). 

Previously Moya served as the Director of the Program of Modern Thought and Literature, Vice Chair of the Department of English, Director of the Research Institute of Comparative Studies in Race and Ethnicity, and also the Director of the Undergraduate Program of the Center for Comparative Studies in Race and Ethnicity. 

She is a recipient of the Dean’s Award for Distinguished Teaching, a Ford Foundation postdoctoral fellowship, the Outstanding Chicana/o Faculty Member award. She has been a Brown Faculty Fellow, a Clayman Institute Fellow, a CCSRE Faculty Research Fellow, and a Clayman Beyond Bias Fellow. 

Race and Ethnicity

Race is a concept of human classification scheme based on visible features including eye color, skin color, the texture of the hair and other facial and bodily characteristics. Through these features, humans are ten categorized into distinct groups of population and this is enhanced by the fact that the characteristics are fully inherited.

Across the globe, debate on the topic of race has dominated for centuries. This is especially due to the resultant discrimination meted on the basis of these differences. Consequently, a lot of controversy surrounds the issue of race socially, politically but also in the scientific world.

According to many sociologists, race is more of a modern idea rather than a historical. This is based on overwhelming evidence that in ancient days physical differences mattered least. Most divisions were as a result of status, religion, language and even class.

Most controversy originates from the need to understand whether the beliefs associated with racial differences have any genetic or biological basis. Classification of races is mainly done in reference to the geographical origin of the people. The African are indigenous to the African continent: Caucasian are natives of Europe, the greater Asian represents the Mongols, Micronesians and Polynesians: Amerindian are from the American continent while the Australoid are from Australia. However, the common definition of race regroups these categories in accordance to skin color as black, white and brown. The groups described above can then fall into either of these skin color groupings (Origin of the Races, 2010, par6).

It is possible to believe that since the concept of race was a social description of genetic and biological differences then the biologists would agree with these assertions. However, this is not true due to several facts which biologists considered. First, race when defined in line with who resides in what continent is highly discontinuous as it was clear that there were different races sharing a continent. Secondly, there is continuity in genetic variations even in the socially defined race groupings.

This implies that even in people within the same race, there were distinct racial differences hence begging the question whether the socially defined race was actually a biologically unifying factor. Biologists estimate that 85% of total biological variations exist within a unitary local population. This means that the differences among a racial group such as Caucasians are much more compared to those obtained from the difference between the Caucasians and Africans (Sternberg, Elena & Kidd, 2005, p49).

In addition, biologists found out that the various races were not distinct but rather shared a single lineage as well as a single evolutionary path. Therefore there is no proven genetic value derived from the concept of race. Other scientists have declared that there is absolutely no scientific foundation linking race, intelligence and genetics.

Still, a trait such as skin color is completely independent of other traits such as eye shape, blood type, hair texture and other such differences. This means that it cannot be correct to group people using a group of features (Race the power of an illusion, 2010, par3).

What is clear to all is that all human beings in the modern day belong to the same biological sub-species referred to biologically as Homo sapiens sapiens. It has been proven that humans of different races are at least four times more biologically similar in comparison to the different types of chimpanzees which would ordinarily be seen as being looking alike.

It is clear that the original definition of race in terms of the external features of the facial formation and skin color did not capture the scientific fact which show that the genetic differences which result to these changes account to an insignificant proportion of the gene controlling the human genome.

Despite the fact that it is clear that race is not biological, it remains very real. It is still considered an important factor which gives people different levels of access to opportunities. The most visible aspect is the enormous advantages available to white people. This cuts across many sectors of human life and affects all humanity regardless of knowledge of existence.

This being the case, I find it difficult to understand the source of great social tensions across the globe based on race and ethnicity. There is enormous evidence of people being discriminated against on the basis of race. In fact countries such as the US have legislation guarding against discrimination on basis of race in different areas.

The findings define a stack reality which must be respected by all human beings. The idea of view persons of a different race as being inferior or superior is totally unfounded and goes against scientific findings.

Consequently these facts offer a source of unity for the entire humanity. Humanity should understand the need to scrap the racial boundaries not only for the sake of peace but also for fairness. Just because someone is white does not imply that he/she is closer to you than the black one. This is because it could even be true that you have more in common with the black one than the white one.

Reference List

Origin of the Races, 2010. Race Facts. Web.

Race the power of an illusion, 2010. What is race? . Web.

Sternberg, J., Elena L. & Kidd, K. 2005. Intelligence, Race, and Genetics. The American Psychological Association Vol. 60(1), 46–59 . Web.

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Hear Something, Say Something: Navigating The World Of Racial Awkwardness

Listen to this week's episode.

We've all been there — confronted with something shy of overt racism, but charged enough to make us uncomfortable. So what do you do?

We've all been there — having fun relaxing with friends and family, when someone says something a little racially off. Sometimes it's subtle, like the friend who calls Thai food "exotic." Other times it's more overt, like that in-law who's always going on about "the illegals."

In any case, it can be hard to know how to respond. Even the most level-headed among us have faltered trying to navigate the fraught world of racial awkwardness.

So what exactly do you do? We delve into the issue on this week's episode of the Code Switch podcast, featuring writer Nicole Chung and Code Switch's Shereen Marisol Meraji, Gene Demby and Karen Grigsby Bates.

We also asked some folks to write about what runs through their minds during these tense moments, and how they've responded (or not). Their reactions ran the gamut from righteous indignation to total passivity, but in the wake of these uncomfortable comments, everyone seemed to walk away wishing they'd done something else.

Aaron E. Sanchez

It was the first time my dad visited me at college, and he had just dropped me off at my dorm. My suitemate walked in and sneered.

"Was that your dad?" he asked. "He looks sooo Mexican."

race for essay

Aaron E. Sanchez is a Texas-based writer who focuses on issues of race, politics and popular culture from a Latino perspective. Courtesy of Aaron Sanchez hide caption

He kept laughing about it as he left my room.

I was caught off-guard. Instantly, I grew self-conscious, not because I was ashamed of my father, but because my respectability politics ran deep. My appearance was supposed to be impeccable and my manners unimpeachable to protect against stereotypes and slights. I felt exposed.

To be sure, when my dad walked into restaurants and stores, people almost always spoke to him in Spanish. He didn't mind. The fluidity of his bilingualism rarely failed him. He was unassuming. He wore his working-class past on his frame and in his actions. He enjoyed hard work and appreciated it in others. Yet others mistook him for something altogether different.

People regularly confused his humility for servility. He was mistaken for a landscape worker, a janitor, and once he sat next to a gentleman on a plane who kept referring to him as a "wetback." He was a poor Mexican-American kid who grew up in the Segundo Barrio of El Paso, Texas, for certain. But he was also an Air Force veteran who had served for 20 years. He was an electrical engineer, a proud father, an admirable storyteller, and a pretty decent fisherman.

I didn't respond to my suitemate. To him, my father was a funny caricature, a curio he could pick up, purchase and discard. And as much as it was hidden beneath my elite, liberal arts education, I was a novelty to him too, an even rarer one at that. Instead of a serape, I came wrapped in the trappings of middle-classness, a costume I was trying desperately to wear convincingly.

That night, I realized that no clothing or ill-fitting costume could cover us. Our bodies were incongruous to our surroundings. No matter how comfortable we were in our skins, our presence would make others uncomfortable.

Karen Good Marable

When the Q train pulled into the Cortelyou Road station, it was dark and I was tired. Another nine hours in New York City, working in the madness that is Midtown as a fact-checker at a fashion magazine. All day long, I researched and confirmed information relating to beauty, fashion and celebrity, and, at least once a day, suffered an editor who was openly annoyed that I'd discovered an error. Then, the crush of the rush-hour subway, and a dinner obligation I had to fulfill before heading home to my cat.

race for essay

Karen Good Marable is a writer living in New York City. Her work has been featured in publications like The Undefeated and The New Yorker. Courtesy of Karen Good Marable hide caption

The train doors opened and I turned the corner to walk up the stairs. Coming down were two girls — free, white and in their 20s . They were dancing as they descended, complete with necks rolling, mouths pursed — a poor affectation of black girls — and rapping as they passed me:

Now I ain't sayin she a golddigger/But she ain't messin' with no broke niggas!

That last part — broke niggas — was actually less rap, more squeals that dissolved into giggles. These white girls were thrilled to say the word publicly — joyously, even — with the permission of Kanye West.

I stopped, turned around and stared at them. I envisioned kicking them both squarely in their backs. God didn't give me telekinetic powers for just this reason. I willed them to turn around and face me, but they did not dare. They bopped on down the stairs and onto the platform, not evening knowing the rest of the rhyme.

Listen: I'm a black woman from the South. I was born in the '70s and raised by parents — both educators — who marched for their civil rights. I never could get used to nigga being bandied about — not by the black kids and certainly not by white folks. I blamed the girls' parents for not taking over where common sense had clearly failed. Hell, even radio didn't play the nigga part.

I especially blamed Kanye West for not only making the damn song, but for having the nerve to make nigga a part of the damn hook.

Life in NYC is full of moments like this, where something happens and you wonder if you should speak up or stay silent (which can also feel like complicity). I am the type who will speak up . Boys (or men) cussing incessantly in my presence? Girls on the train cussing around my 70-year-old mama? C'mon, y'all. Do you see me? Do you hear yourselves? Please. Stop.

But on this day, I just didn't feel like running down the stairs to tap those girls on the shoulder and school them on what they damn well already knew. On this day, I just sighed a great sigh, walked up the stairs, past the turnstiles and into the night.

Robyn Henderson-Espinoza

When I was 5 or 6, my mother asked me a question: "Does anyone ever make fun of you for the color of your skin?"

This surprised me. I was born to a Mexican woman who had married an Anglo man, and I was fairly light-skinned compared to the earth-brown hue of my mother. When she asked me that question, I began to understand that I was different.

race for essay

Robyn Henderson-Espinoza is a visiting assistant professor of ethics at the Pacific School of Religion in Berkeley, Calif. Courtesy of Robyn Henderson-Espinoza hide caption

Following my parents' divorce in the early 1980s, I spent a considerable amount of time with my father and my paternal grandparents. One day in May of 1989, I was sitting at my grandparents' dinner table in West Texas. I was 12. The adults were talking about the need for more laborers on my grandfather's farm, and my dad said this:

"Mexicans are lazy."

He called the undocumented workers he employed on his 40 acres "wetbacks." Again and again, I heard from him that Mexicans always had to be told what to do. He and friends would say this when I was within earshot. I felt uncomfortable. Why would my father say these things about people like me?

But I remained silent.

It haunts me that I didn't speak up. Not then. Not ever. I still hear his words, 10 years since he passed away, and wonder whether he thought I was a lazy Mexican, too. I wish I could have found the courage to tell him that Mexicans are some of the hardest-working people I know; that those brown bodies who worked on his property made his lifestyle possible.

As I grew in experience and understanding, I was able to find language that described what he was doing: stereotyping, undermining, demonizing. I found my voice in the academy and in the movement for black and brown lives.

Still, the silence haunts me.

Channing Kennedy

My 20s were defined in no small part by a friendship with a guy I never met. For years, over email and chat, we shared everything with each other, and we made great jokes. Those jokes — made for each other only — were a foundational part of our relationship and our identities. No matter what happened, we could make each other laugh.

race for essay

Channing Kennedy is an Oakland-based writer, performer, media producer and racial equity trainer. Courtesy of Channing Kennedy hide caption

It helped, also, that we were slackers with spare time, but eventually we both found callings. I started working in the social justice sector, and he gained recognition in the field of indie comics. I was proud of my new job and approached it seriously, if not gracefully. Before I took the job, I was the type of white dude who'd make casually racist comments in front of people I considered friends. Now, I had laid a new foundation for myself and was ready to undo the harm I'd done pre-wokeness.

And I was proud of him, too, if cautious. The indie comics scene is full of bravely offensive work: the power fantasies of straight white men with grievances against their nonexistent censors, put on defiant display. But he was my friend, and he wouldn't fall for that.

One day he emailed me a rough script to get my feedback. At my desk, on a break from deleting racist, threatening Facebook comments directed at my co-workers, I opened it up for a change of pace.

I got none. His script was a top-tier, irredeemable power fantasy — sex trafficking, disability jokes, gendered violence, every scene's background packed with commentary-devoid, racist caricatures. It also had a pop culture gag on top, to guarantee clicks.

I asked him why he'd written it. He said it felt "important." I suggested he shelve it. He suggested that that would be a form of censorship. And I realized this: My dear friend had created a racist power fantasy about dismembering women, and he considered it bravely offensive.

I could have said that there was nothing brave about catering to the established tastes of other straight white comics dudes. I could have dropped any number of half-understood factoids about structural racism, the finishing move of the recently woke. I could have just said the jokes were weak.

Instead, I became cruel to him, with a dedication I'd previously reserved for myself.

Over months, I redirected every bit of our old creativity. I goaded him into arguments I knew would leave him shaken and unable to work. I positioned myself as a surrogate parent (so I could tell myself I was still a concerned ally) then laughed at him. I got him to escalate. And, privately, I told myself it was me who was under attack, the one with the grievance, and I cried about how my friend was betraying me.

I wanted to erase him (I realized years later) not because his script offended me, but because it made me laugh. It was full of the sense of humor we'd spent years on — not the jokes verbatim, but the pacing, structure, reveals, go-to gags. It had my DNA and it was funny. I thought I had become a monster-slayer, but this comic was a monster with my hands and mouth.

After years as the best of friends and as the bitterest of exes, we finally had a chance to meet in person. We were little more than acquaintances with sunk costs at that point, but we met anyway. Maybe we both wanted forgiveness, or an apology, or to see if we still had some jokes. Instead, I lectured him about electoral politics and race in a bar and never smiled.

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Getting Real About Race

Getting Real About Race

  • Stephanie M. McClure - Georgia College & State University, USA
  • Cherise A. Harris - Connecticut College, USA
  • Description

Getting Real About Race  is an edited collection of short essays that address the most common stereotypes and misconceptions about race held by students, and by many in the United States, in general. Key Features

  • Each essay concludes with  suggested sources  including videos, websites, books, and/or articles that instructors can choose to assign as additional readings on a topic.
  • Essays also end with  questions for discussion  that allow students to move from the “what” (knowledge) to the “so what” (implications) of race in their own lives.
  • In this spirit, the authors include suggested “ Reaching Across the Color Line ” activities at the end of each essay, allowing students to apply their new knowledge on the topic in a unique or creative way.
  • Current topics  students want to discuss are brought up through the text, making it easier for the instructor to deal with these topics in an open classroom environment.

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Home — Essay Samples — Sociology — Discourse Community — Critical Discourse Analysis of Race and Racism

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Critical Discourse Analysis of Race and Racism

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Published: Feb 13, 2024

Words: 2712 | Pages: 6 | 14 min read

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The importance of context, critical discourse analysis, systemic functional linguistics, ‘race’, racism and discourse.

  • they all examine the type of language that is “naturally occurring”
  • all of them are occupied with looking at discourse as a whole, at a bigger scale than “word and sentences”
  • they perform a linguistic study of ”actions and interactions” instead of being only con-cerned with “sentence grammar”
  • they investigate on not only verbal but also “non-verbal (semiotic, multimodal, visual) aspects of interaction”
  • within all of them, there is a focus “on dynamic (socio)-cognitive or interactional moves and strategies”
  • they explore “contexts of language use” and the functions of these “(social, cultural, situative and cognitive)”
  • these disciplines scrutinize wide array of “phenomena of text grammar and language use: coherence, anaphora, topics, macrostructures, speech acts, interactions, turn-taking, signs, politeness, argumentation, rhetoric, mental models, and many other as-pects of text and discourse

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Colour tests … a still from Prism.

Prism review – three-part film essay turns the camera on race, colour and imperialism

Three film-makers, An van Dienderen, Rosine Mbakam and Eléonore Yaméogo, examine how the lens cannot be neutral in issues of marginalisation

A collaborative project between film-makers Rosine Mbakam, An van Dienderen and Eléonore Yaméogo, Prism interrogates the supposed neutrality of the photographic lens, principally in regards to representations of race. Moving through the corridors of a film school before alighting on a sparse set where a lighting test is taking place, Dienderen’s section unfolds as a continuation of her short film Lili , which grapples with a cinema practice called “china girl” . Used for calibration purposes, these test images usually feature a white model and a colour chart; in other words, colour films were made with only white skin in mind.

While Dienderen’s work grapples with camera bias on a technical level, Mbakam and Yaméogo expand the argument by pointing to larger ideological frameworks. In her segment, Mbakam draws an explicit link between imperialism and cinema; early footage of Africans, for instance, was taken by their colonisers. And restaging Marie-Guillemine Benoist’s famous painting Portrait of a Black Woman with a live model, who applies her own makeup and stares back at the viewers with defiance, Mbakam reclaims the autonomy of marginalised figures from the white gaze.

Structured around candid interviews with Black talents such as the actor Tella Kpomahou and director Sylvestre Amoussou, Yaméogo’s contribution argues that the camera’s racial bias is not set in stone. While systemic hurdles remain, works by visionary film-makers ranging from Senegalese pioneer Paulin Soumanou Vieyra to Spike Lee have shown that Black lives can exist on screen in their full vibrancy and complexity. In creating a dialogue between the three different segments, this prismatic exploration of race and cinema emphasises how film-making can never be a monologue, but a conversation.

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Race & Queer, Trans, and Reproductive Rights

Call for Papers:

“When we are talking about gender and sexual politics…I’m not convinced we need to invent any trans or gender-based rubrics to understand the space or to mobilize against it. The existing critical rubrics of race and empire and racial governance would already encompass and analyze perfectly well what is going on and also provide us with a different political grammar of political solidarity and history.”

-Jules Gill Peterson, “Critical Race Theory Today” JCRI Vol 9 No 2, 2022.

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Science Fiction at the End of History Conference

“Some people think the future means the end of history. Well, we haven't run out of history quite yet.” 

- Captain Kirk, Star Trek VI: The Undiscovered Country (1991)

MMLA 2024 Permanent Session: Old and Middle English Language and Literature

This year’s theme of "Health in/of the Humanities" has broad possibilities within the languages, literatures, histories, and cultures related to Old and Middle English. This panel welcomes papers that address the presence, importance, and/or relevance of health, medicine, and/or science in Old and Middle English works of any kind, as well as explorations, arguments, or discussions of the relevance or importance or perceptions of these texts and ideas in both the medieval  and the modern world.

Collections as Data / Data as Collections @ 27-28 June 2024 / Limerick, Ireland

DPASSH is a biennial conference responding to questions relating to digital preservation within the arts and social sciences subject domain.

The 2024 conference is entitled  Collections as Data / Data as Collections  and takes place on 27-28th June. The event is a joint collaboration between the Digital Repository of Ireland, the University of Limerick and the Hunt Museum, Limerick.

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Fin the Sexe is a FREE symposium, and we will offer travel bursaries to all chosen participants.  

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‘The Space Race’ Review: Why Was NASA So White?

The days of shooting for the stars, interpreted through the stories of people of color whose aspirations were repeatedly thwarted.

A black and white portrait of a man in a flight suit, holding a pilot’s helmet and about to board a military plane.

By Devika Girish

The story of man’s foray into space is a thrilling one, encompassing war, technological innovation and the power of imagination. The story of the Black man’s foray into space — the subject of the documentary “The Space Race” — comprises a different set of milestones. For African Americans who dreamed of traveling beyond the earth’s atmosphere, the barriers weren’t just physical or scientific, but also social and political.

Directed by Lisa Cortés and Diego Hurtado de Mendoza, “The Space Race” offers an alternative history of American space travel through interviews with pioneering figures — including Ed Dwight, an Air Force captain who was the first Black trainee at the Aerospace Research Pilot School; and Guy Bluford, who became the first African American to go to space almost two decades later, in 1983.

But the film’s most fascinating revelation is that the Soviets beat the Americans in sending a Black person to space in 1980 with Arnaldo Tamayo Méndez, a Cuban pilot — an achievement that never got its due during the Cold War.

This fact, mentioned only cursorily, reinforces the limitations of the movie (which also, it should be noted, features hardly any stories of Black women). A theme running through the interviews is that for the U.S. government, sending a Black astronaut to space was more a matter of propaganda than racial justice. Cortés and de Mendoza capture these contradictions through archival footage of Civil Rights leaders’ excoriating the nation for spending millions on space travel while poverty decimated communities on the ground.

But for the most part, “The Space Race” doesn’t quite interrogate these tokenizing narratives, leaving the central question unaddressed: Can the glorified achievements of a few result in change for the many?

The Space Race Not rated. Running time: 1 hour 31 minutes. Watch on Disney+ and Hulu .

A Guide to Black History Month

The monthlong celebration honors how african americans have shaped the united states through both triumphs and trauma..

Carter G. Woodson’s house, the birthplace of Black History Month, was a hub of scholarship, bringing together generations of intellectuals, writers and activists .

Wondering how Black History Month  came to be? Learn about the history of this celebration .

Dig deeper with the 1619 Project , an initiative by The Times Magazine that aims to reframe America’s history by placing the consequences of slavery at the very center of the nation’s narrative.

Expand your knowledge with Black History, Continued , our project devoted to pivotal moments and transformative figures in Black history.

Explore Black love in all its forms and expressions with this collection of heart-warming stories .

Celebrate the contributions of Black authors to literature by diving into the works of Octavia Butler  and Toni Morrison .

Over the years, many important African American landmarks have disappeared or fallen into disrepair. Here are eight historical sites  that are being preserved.

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COMMENTS

  1. How to Write a Diversity Essay

    Example: University of Michigan supplementary essay Everyone belongs to many different communities and/or groups defined by (among other things) shared geography, religion, ethnicity, income, cuisine, interest, race, ideology, or intellectual heritage. Choose one of the communities to which you belong, and describe that community and your place ...

  2. Using the RACE Strategy for Text Evidence

    Here are a few tips for this. 1) Students must answer the specific question being asked. 2) Students also need to answer every part of the question. Sometimes questions have more than one part. 3) T hey need to list the character's name before using a pronoun like he/she/they. Citing evidence is the tricky part.

  3. 325 Race Topics to Write about & Essay Samples

    325 Race Essay Topics & Examples Updated: Oct 26th, 2023 26 min Here, you will find what you can explore regarding different ethnicities and racism. Besides, click on the links to read race essay examples for free. We will write a custom essay specifically for you by our professional experts 809 writers online Learn More Table of Contents

  4. Should You Discuss Race in Your College Essay?

    Should You Discuss Race in Your College Essay? The US Supreme Court banned colleges' affirmative action admission practices, raising a question about students writing about race in their college essay August 9, 2023

  5. Race & Ethnicity—Definition and Differences [+48 Race Essay Topics]

    Writing Tips Race & Ethnicity—Definition and Differences [+48 Race Essay Topics] by IvyPanda Updated on: Aug 11th, 2023 5 min 5,680 Race and ethnicity are among the features that make people different. Unlike character traits, attitudes, and habits, race and ethnicity can't be changed or chosen. It fully depends on the ancestry.

  6. How to Teach the RACE Writing Strategy

    RACE/RACES is a step-by-step formula that can be used across all subject areas, leading to increased confidence. All students benefit from explicit writing instruction. However, reluctant writers require direct instruction on what to write and how to write it. In addition, they should practice regularly to improve their skills.

  7. 50+ Topics About Racism For Essay

    Racism is a form of discrimination that is based on the belief that one race is superior to another. Racism can be manifested in the form of individual prejudice, institutional discrimination, or hate crimes. Racism is often used as a justification for xenophobic and anti-immigrant sentiment.

  8. Writing About Race, Ethnicity, Socioeconomic Status, and Disability

    When writing about race and ethnicity, use the following tips to guide you: Capitalize racial/ethnic groups, such as Black, Asian, and Native American. Depending on the context, white may or may not be capitalized. Do not hyphenate a phrase when used as a noun, but use a hyphen when two or more words are used together to form an adjective.

  9. How to Use the RACE Writing Strategy with Students

    #1 Model RACE. Start by completing some whole class exercises and model for students exactly what RACE looks like. You can read a text together as a class, and then write the response on the projector or whiteboard. I liked to have students write along with me as well, and then glue the example into their journals. #2 Get clear on vocabulary.

  10. RACE Writing Strategy Examples: Student Guide and Grading Guide

    Tip 1: Use the Checklist Just like you teach your students to write with the checklist, it is also helpful to grade with the checklist. As you read each response, make a small check mark beside each letter. This gives your students visual feedback about which parts of the assignment they have successfully completed.

  11. Essays and Commentary on Race and Racism

    Essays and Commentary on Race and Racism | The New Yorker Essays and Commentary Reflections and analysis inspired by the killing of George Floyd and the nationwide wave of protests that...

  12. RACES Writing Strategy

    By introducing the RACES strategy to students, teachers can help them organize their thoughts, express their ideas more effectively, and develop critical thinking skills. The strategy can be applied to various types of writing tasks, including short responses, paragraph writing, or longer compositions. However, it's important to adapt the ...

  13. 150 Essay Topics On Racism to Help You Compose an Essay

    Here's a list of 150 essay ideas on racism to help you ace a perfect paper. The subjects are divided based on what you require! Before we continue with the list of essay topics on racism, let's remember the definition of racism. In brief, it's a complex prejudice and a form of discrimination based on race.

  14. Doing Race: 21 Essays for the 21st Century

    Doing Race is targeted to undergraduates; it begins with an introductory essay and includes original essays by well-known scholars. Drawing on the latest science and scholarship, the collected essays emphasize that race and ethnicity are not things that people or groups have or are, but rather sets of actions that people do.

  15. Race and Ethnicity Essay

    Race and Ethnicity Essay - Effective Race Essay Example > Free Essays > Sociology > Racism Race and Ethnicity Exclusively available on IvyPanda Updated: Nov 7th, 2023 Race is a concept of human classification scheme based on visible features including eye color, skin color, the texture of the hair and other facial and bodily characteristics.

  16. Is It "Okay" to Talk About Race in Your College Application and Essays

    Analysis of a college application and essays that mention race: Personal Statement Activities List COVID Additional Information section Additional Information section Supplemental Essays Further resources What the Supreme Court decision on race-conscious admission says If you're up for it, here's the actual Supreme Court SFFA v Harvard decision.

  17. Personal Essays About Casual Racism With Friends And Family ...

    We delve into the issue on this week's episode of the Code Switch podcast, featuring writer Nicole Chung and Code Switch's Shereen Marisol Meraji, Gene Demby and Karen Grigsby Bates. We also asked ...

  18. Teaching Students the RACE Writing Strategy

    The RACE writing strategy is great to use when dissecting a novel or an informational text in science class. Make sure students have opportunities to practice this response strategy with nonfiction and fiction passages as well as longer texts (novels, articles) and shorter texts (short passages, poems).

  19. Getting Real About Race

    Getting Real About Race is an edited collection of short essays that address the most common stereotypes and misconceptions about race held by students, and by many in the United States, in general. Key Features. Each essay concludes with suggested sources including videos, websites, books, and/or articles that instructors can choose to assign as additional readings on a topic.

  20. Critical Discourse Analysis of Race and Racism

    The entirety of the following paragraph issues an overview of Fairclough (1992) approach to the concepts of 'discourse' and 'text'. Fairclough (1992: 3-4) considers 'dis-course' to be a problematic notion, owing to a multitude of definitions one may find in a variety of theories and disciplines.

  21. A Necessity Of Hate Crime Laws Free Essay Example

    Essay Sample: A Hate Crime is "a criminal offense against a person or property motivated in whole or in a part by an offender's bias against race, religion, disability, ... Whether it is race, sexual orientation, or religion, these types of crimes cause ripples in communities, and can disturb the physical, and mental aspect of a person. The ...

  22. Prism review

    Prism review - three-part film essay turns the camera on race, colour and imperialism. Three film-makers, An van Dienderen, Rosine Mbakam and Eléonore Yaméogo, examine how the lens cannot be ...

  23. PDF Idaho State Racing Commission TRAINER'S INFORMATION MANUAL

    the papers have been turned into the race office, all changes must be made through the steward's office and may require notarized bill of sales. These papers should be on file prior to entering the horse to race, however, in certain situations the entry will be accepted with the stipulation that the papers will arrive prior to racing.

  24. cfp

    Call for Papers: Race & Queer, Trans, and Reproductive Rights ... and cultures related to Old and Middle English. This panel welcomes papers that address the presence, importance, and/or relevance of health, medicine, and/or science in Old and Middle English works of any kind, as well as explorations, arguments, or discussions of the relevance ...

  25. 'The Space Race' Review: Why Was NASA So White?

    Carter G. Woodson's house, the birthplace of Black History Month, was a hub of scholarship, bringing together generations of intellectuals, writers and activists. Wondering how Black History ...

  26. Introducing Mike Juster

    INTRODUCING MIKE JUSTER. by Rhina Espaillat. originally published in Light. When extraterrestrials land and begin their destruction--or enslavement, or culinary preparation--of the human race, they will find allies among us. I mean, of course, those writers who cheerfully describe how loathsome human beings are and what a blessing it will be ...

  27. war and social upheaval: World War II Eastern Front -- consequences of

    The consequences of the Stalingrad battle were enormous. The result in the end was the complete loss of the entire 6th Army as well as assiciated units, the most powerfull formation in the German order of battle. There were 20 German divisions destroyed and more sevely damaged. War material equal to 6 months production of German war plants was lost or destroyed.

  28. Book Report The Ivankiad by Vladimir Voinovich

    The Teacher had just blown money on numerous losing horses and was shocked to see a flock of people swarm him after exiting the bathrooms. It turns out that the Teacher had the only winning ticket in the house. This not only went unnoticed in the Moscow Racetrack; the government immediately paid heed to the winner.