Meyer Weinberg's Definition of Racism

According to Meyer Weinberg, “racism consists centrally of two facets: First, a belief in the inherent superiority of some people and the inherent inferiority of others; and second, the acceptance of distributing goods and services– let alone respect – in accordance with such judgments of unequal worth” (p.66). In addressing the institutional nature of racism he added, “Racism is always collective. Prejudiced individuals may join the large movement, but they do not cause it.” According to this concept, what Weinberg called the “silence of institutional racism” and the “ruckus of individual racism” are mutually supportive. It is sometimes difficult to separate one level of racism from the other, because they feed on and inform one another. The crucial point to understand racism, according to Weinberg, is that concept that White supremacy is at the root of racism (p. 66). 

 What surprised or moved you about Weinberg’s definition of racism? What can you do as an individual or part of many collectives to challenge the   ”silencing of institutional racism?” 

           

In  Meyer Weinberg’s definition of racism, he cites two main facets: “first, a belief in the inherent superiority of some people and the inherent inferiority of others; and second, the acceptance of distributing goods and services—let alone respect—in accordance with such judgments of unequal worth” (Bode & Nieto, 2012, p.66).  The first is the more common ideal of what many would consider the criteria for one to be considered a racist.  The second, worded very eloquently, also falls in line with the common criteria but is more dependent on the first.  Bode & Nieto (2012) discuss schools as institutions which reflect the larger society.  Because of this reflection, it is not surprising that racism finds its way into schools, “the same way it finds itself into other institutions, such as housing, employment, and the criminal justice system” (p.66).  To me, Meyer Weinberg was describing the larger ‘institution’ of racism as being silent because a school system, for instance, is just following the pattern of other facets in society.  The school house is not intentionally spreading prejudices and racism, but is ‘silently’ following the greater consensus.

                       Whites are better than Blacks.  Whites are better than Hispanics.  Whites are better than anyone who is ‘different’, whether that be color or religion (non-protestant).  This is what Meyer cites as being the root of racism.  At what point in our society did Anglos assume all the ‘power’ and ‘control’?  I would guess primarily White supremacy came about due to the sheer number of Whites versus what I will call simply ‘others’.  This imbalance of power gave groups of people the idea that they were better in every way because they did not, and were not, able to accept the differences of others.  So, to understand this intolerance, I feel that we should place some, if not most, of the blame on our founding fathers.  They came to this country to escape tyranny and repression yet, once established, created it themselves against those who were not like them.  Over time, the concept of “I am better than you” has continued to build exponentially.  Until the ‘others’ were finally able to stand up and find a voice (and actually be heard), the silent institutional racism continued.

            The ideas of goods and services Weinberg speaks of is more than just serving people in restaurants or riding the same busses.  To me he is referring to all facets of life.  As he mentions briefly respect, goods and services could include things such as hospitality, religious services, education, and the workforce to name a few.  This, the second part of his definition, breeds and grows based on the first part.  The more a person inherently feels they are superior to someone else, the less likely they are to give or even receive the goods and services he speaks of. 

                        In the school setting, Weinberg asserts that for one to be antiracist, it means that they are “mindful of how some students are favored over others in school policies and practices…” (p.43).  For multiculturalism to work in schools at its very roots it must be antiracist.  When teaching students to be more tolerant, educators must do a better job of relaying the entire message to students.  In lessons or practices concerning racism, it is easy to just speak of the positive messages.  The ones that include everyone and teach students how to be inclusive and respectful are only one piece of meeting the criteria to be truly antiracist.  The horrible aspects of our history should be shared and discussed.  The things we are not proud of in the past must be collective.  If we are to move forward as an antidiscriminatory society, then we owe it to students to be informed of where we came from.  If this step does not happen, then we cannot move forward in my opinion.

                       Meyer Weinberg’s definition of racism did not surprise me in the least.  I feel that it is a very appropriate representation of what discrimination looks like in the real world.  As the White population continues to shrink compared to that of the ‘minority’ population, a more tolerant America is going to emerge.  The prejudices of yesteryear no longer apply the same way today.  A good example of this is the racist attitudes of many Americans, of every color, towards Middle Eastern peoples since the September 11^th, 2001 attacks on U.S. soil.  Depending on what is going on in the world there will always be hate and bigotry.  Teaching tolerance in our schools is essential for a better world to become reality.  To me, Weinberg spoke the truth with his definition.  It is a great platform for us to continue turning things around in this country.

 References

Bode, P., & Nieto, S. (2012). Affirming diversity the sociopolitical context of multicultural education. (6 ed.). Boston: Pearson.