Skin tone and Self-esteem among African Americans

Malcolm X

Malcolm X (Photo credit: Wikipedia)

by Hiroyuki Matsuyama

As Verna Keith says, skin tone is one of central features for determining one’s self image, and it happens a lot that your occupation or income are decided by looking at your skin tone. It is so sad, but it is the fact that we are facing today. From this point of view, mulattos distanced themselves from the larger African American community by excluding darker blacks from their social organizations. Moreover, they were avoiding intermarriage with people with darker skin so as to pass their advantages on to their children. In this way, even within black communities, there was hierarchy and discrimination against other people.

It is truly difficult to eliminate this injurious racism completely, and it would probably not happen that people would evaluate others and give jobs equally, but prejudicially. In spite of this unfairness, I hope people who are discriminated against to keep having self-esteem, at least to a certain extent. Thus, Malcolm X was really great person because he tried to make people have confidence. He claimed a notion “black is beautiful” in order to fight against racism.

Nonetheless, it is not for criticizing or discriminating against white people, but for attempting to undo black-on-black racism. The reason is because black people were brainwashed by white power, so he thought that he needed to remove this structure as a priority concern. By stating this concept, he tried black people to have self-esteem.

In addition to this, there is a famous speech ‘Who taught you to hate yourself’ by Malcolm X. In the speech, even though his words were sometimes inappropriate, he encouraged audiences well by saying features that are supposed to be words for insulting black people, such as lips, hair texture and so forth. This speech was really helpful for those who were struggling, and they started to have Afro hairstyle to show their self-esteem. This hairstyle enabled black people to express their culture and historical identity.

In conclusion, cruel racism is still going on in today’s modern world unfortunately. Even though people have started to think more about it, racism is still harsh and out of control. However, people who are racially discriminated against should try to stand up and claim your opinion without any fear. Every single person should be oneself, not like others. Being another person by imitating others or dissimulating yourself is not the way you are. In my opinion, that is the end of your life when you have lost your self-worth.

Reference

Keith, Verna M. 2010. “A Colorstruck World: Skin Tone, Achievement and Self-Esteem Among African American Women.” In Shades of Difference: Why Skin Color Matters, edited by Evelyn Nakano Glenn. Stanford, CA: Stanford University Press.

How African Women See Themselves

by Yutaro Nishioka

The term colorism is defined in the work of Verna M. Keith, “A Colorstruck World: Skin tone, Achievement, and Self-Estimation Among African American Women,” as “the privileging of light skin tone over dark skin tone” (Keith, 2009). In other words, people with dark skin are seen as inferior to those with light skin. This view was somewhat hard for me, as a Japanese, to perceive in Japan, especially before I went to Atlanta at the age of 16 as an exchange student. Before I went to Atlanta, I had never known a black person; I had not seen a black person at school, supermarkets, stations, parks, libraries, or any other public places. Hence it is natural that I could not really perceive or feel colorism in Japan.

According to Keith (2009), black women (and even girls) are encouraged or even told to “marry light,” that is, marry a husband of lighter skin tone, so that they can at least “save” their children from having to go through the hardship and pain of being discriminated against for having dark skin, even if they had to suffer it themselves. Young black girls are even told not to play outside in the sunlight because that would make their skin even darker, which would make them “less attractive (often not spoken aloud)” (Keith, 2009).

While white or European features, such as “blue, grey or green eyes, straight hair texture, thin lips, and a narrow nose” are seen as “higher status,” more attractive, and intelligent, black or African features, such as “broad nose, kinky hair, full lips, and brown eyes” are devalued both inside and outside of the black community (Keith, 2009). This phenomenon, in my opinion, is horrible because not only do young black children get discouraged from playing outside—young children naturally like to play outside—but also the reason or excuse that the adults, or society, use for this phenomenon is extremely lame: having dark skin is somehow less attractive, and any attempt to avoid darkening the skin tone is thus justified. This can even affect who black American women will “date and marry” and the kinds of jobs they end up having (Keith, 2009).

To my surprise, these advices are given “out of love, and a deep historical understanding” of the discrimination against those with dark skin tone (Keith, 2009). This may imply that many black American women would rather “suck it up” and teach their children not to darken their skin any further to avoid undergoing the hardship, than fight the society and discrimination. It might be that the power of the discrimination against people with dark skin is so overwhelmingly strong and influential that they do not have a choice but to suck it up and do what the society tells them to do, that is, to avoid darkening their skin tone and marry a light skinned husband to make sure at least their children’s skin tone turns out lighter.

Reference

Keith, V. (2009). A Colorstruck world skin tone, achievement, and self-esteem among African American women. In Shades of Difference: Why Skin Color Matters, edited by E.N. Glenn. Stanford, CA: Stanford University Press.

Colorism within the black community in the U.S.

by Nami Irikuchi

When I first read “A Colorstruck World” by Verna Keith, I could not believe that there was/is a discrimination against black people by black people. As most of us know, white people have discriminated against dark-skinned people, African-Americans in the U.S. People have thought that white people are superior to black people. The lighter skin black people have, the better life they can have.

What I want to say is that the differences of their skin color occurred because of genetics. The activation level of melanocyte is different between blacks and whites, and its activation level is decided by their genes. Even dark-skinned people who did not do wrong things to others have been discriminated against.

In the reading, Keith writes that dark-skinned mothers try to protect their daughters from sunlight not to have darker skin. I thought that if I were a dark-skinned women and had a dark-skinned daughter, what advice would I give to my daughter? If it is now, then I would not, but I would have advised if it was the past, when there was more discrimination against blacks. When I advise my daughter, I would not tell why I would try to protect her from the sunlight. They do not need to know the fact that dark-skinned women would not be preferred, and also black people did not do anything that was worth discriminated. Just because they have the darker skin, they would get discriminated against.

Some black males now also think that black females are less attractive, though they have the almost same color. I think that it is related to not only racism or colorism, but also gender issues. I found an internet article which said that black men try to date light-skinned women because they find them more beautiful than darker-skinned women. Furthermore, if they got married and had children with those light-skinned women, there is a possibility that they could have children who have “favorable features,” such as lighter skin and eye color. Those children might face less discrimination.

However, in that article, there is no statement about women’s preferences. As we can see, women are distinguished by their appearance at first, and if the appearance did not match to the preference, then men do not try to have a relationship with them. Somehow most people have the prejudice for dark-skinned people, and women still get hurt not only in the white community but also within the dark-skinned community.

Slavery is over. Colonialism is over. But there are still or more discrimination against black people. I think that the situation is very similar to the Japanese people’s attitudes toward Korean or Chinese people. Those people were colonized by Japanese government in the past, and although that period has ended, there are still some Japanese people who think that Korean or Chinese people are bad and they have to get out of Japan. I think that they have stereotyped thinking, and maybe do not know the facts. I also do not know the reality both in the U.S. and Japan, so I really want to research about those problems when I go to the U.S., or encounter some demonstrations for Korean and Chinese in Japan.

When I hear the word “discrimination”, I came up with “against black people” at first. Unconsciously, people tend not to be an attacker and that is why Japanese people try to think about “discrimination against black people”, but not “against Korean or Chinese people.”

References

Garrell, M. Colorism in black community still prevalent, unacceptable. The University Star. Retrieved July 1, 2014 from http://star.txstate.edu/node/1047

Huff Post. (January 13th, 2014).  Retrieved July 3, 2014 from http://m.huffpost.com/us/entry/4588825

Keith, V.M. (2009). “A Colorstruck world skin tone, achievement, and self-esteem among African American women.” In Shades of Difference: Why Skin Color Matters, edited by E.N. Glenn. Stanford, CA: Stanford University Press.

Skin tone and self-esteem: Impacts of colorism

by Keisuke Yamada

In “A Colourstruck World: Skin Tone, Achievement and Self-Esteem Among African American Women”, Verna M. Keith examines the relationships between skin tone, social and economic achievement, and self-esteem among African American women. Keith briefly mentions the history of slavery and how lighter-skinned blacks were more accepted than darker-skinned blacks because they had similarities with white people. As history clearly shows, colourism existed in the past when the skin tones you were categorised in decided what you can do and how you are treated. Even after the period of slavery, colourism continued to affect education, occupation, and income of African American women. The graphs the authour provides clearly show differences in education, occupation, and income among groups of people with different skin tones.

Then, Keith moves on to look at the relationship between skin tone and self-esteem, which I personally thought very interesting. Keith provides two graphs which show the relationships between the level of self-esteem and skin tones in adolescents and adulthood. There is not a huge difference in the level of self-esteem in adolescents. However, as they become adults, self-esteem of very dark brown people drops, although the author says that the results may have been different depending on when you were born. More interestingly, Keith mentions how skin tone is not related or ignored in predominantly white environments. One suggestion was that in predominantly white environments, there is only a distinction between black and white. I had a discussion in the class whether this can be applied to other cases. For example, in a country like US where Asian people are the minority, it is often ignored which part of Asia they come from. However, from the perspectives of those Asian people, it is of course a big of deal where they originated.

As we discuss the issue, I heard that the ratio of ‘black’ and ‘white’ people is changing in some parts of the US, and I guess that some parts of the world may be experiencing similar shifts as well. So my last question was whether colorism would still matter for some people, considering this shift may occur in the future. I personally think that it would have less influence on one’s self-esteem and career achievements, but at the same time, it is also possible that there would always be some kind of distinction or differentiation beside the idea of colorism.

Reference

Keith, Verna M. 2010. “A Colourstruck World: Skin Tone, Achievement and Self-Esteem Among African American Women.” In Shades of Difference: Why Skin Color Matters, edited by Evelyn Nakano Glenn. Stanford, CA: Stanford University Press.

Adolescence and migration: Struggling to fit in

by Tomoka Adachi

Currently in global society, there is a comparatively broad definition referring to people who leave their home country and immigrate overseas as global citizens. An increasing number of transnational migrants have been challenging such concepts of the nation-state (Ohno,S 2008). The term immigration is not unfamiliar at all and has even been highlighted in recent years as more issues have been discovered.

Immigrants can be broadly categorized by generation, based on the period of time in their lives that they moved to the host country. In the more precise language of social-science research, the term second generation is usually reserved for those children of immigrants who are born in the host society, while the children who arrived at a young age and thus receive part or all of their schooling in the new society are called the 1.5 generation, a term invented by the sociologist Rubén Rumbaut (Alba & Waters 2011).

Adolescence is one of the most significant steps in the formation of self-identity. There are  outcomes internally and externally for children who migrate at a younger age. In the first place,  immigrant children have to get used to the new environment in the receiving countries, while apart from other close family members, peers and friends in the home country. Homesickness may appear in numerous forms as the result of the diversity of language usage, diet, customs, school system, and citizens from different ethnic groups. All those features certainly depend on the culture and social similarity and differences between the receiving country and home country.

Nevertheless, the efforts immigrant children should take is because they are disadvantaged under many conditions. They are considering who they are and what they tend to be, whether to change or not in the receiving countries as heavily affected by the relation to their surroundings. While at the same time still requires the recognition from people around. Youth immigration demanded changes to the social identity and culture identity in the social and culture environment. The youth may cope with the psychological pressure produced by such dissonance by seeking to reduce conflict and to assimilate (literally, to become similar) within the relevant social context (Rumbaut 1994). However, the invisible pressure which forced assimilation may lead in another direction, in a  reaction of refusing to fit in. For the 1.5 generation, the possibility of segmented assimilation happens in most cases.

In addition, when it comes to 1.5 generation regarding to assimilation, children more or less have the concept of certain social and culture value of their home country, so that it becomes  more of a challenge to define self-identity in the receiving countries. The border and notion of national identity in relation to citizenship belongings blurs.

Furthermore, the reality is that the mass of society tends to offer limited options to classify immigrants. Categories by questioning whether to belong to one culture or not, to socially belong to our culture or outside of our culture. Hence, the lack of social recognition for those who culturally maintained in the middle, such as the 1.5 generation, led those people to fill in the gap and to struggle to connect their self-identity to nation-state citizenship in order fit in the current social position.

References

Alba, R & Waters, MC. (2011) “The Next Generation: Immigrant Youth in a Comparative Perspective Dimensions of Second-generation Incorporation. New York: NYU Press.

Ohno, S. (2008) “Transnational Citizenship and Deterritorialized Identity: The meaning of Nikkei Diasporas’ Shuttling between the Philippines and Japan.Asian Studies 44(1):1-22.

Rumbaut, RG. (1994) The Crucible within: Ethnic Identity, Self-Esteem, and Segmented Assimilation among Children of Immigrants. International Migration Review 28(4):748-794.

The 1.5 Generation: Succeeding for the Family

by Tomoka Adachi

Among international immigrants, there are issues from family as well society, and those factors impact the 1.5 generation. Various external elements pressure each individual immigrant and help to develop the social life of immigrants in relation to the society, whether in the native country or the receiving countries.

Mostly, the social status in the home country is less significant when people migrate overseas. Social ties and qualified careers become less useful and less important in terms of the immigrant life in the host countries. There is a status shift for immigrants, especially the first generation, resulting in various forms which heavily affect the performance of the 1.5 generation. As a consequence, 1.5 generation children are under family pressure in terms of the parents’ expectations to have better performance and social success compared to native speakers.

I would like to take a personal experience to illustrate this problem. I am a 1.5 generation migrant to Japan. I migrated with my family right after I finished primary school. Even though my mother worked as a high school teacher for 15 years in the home country, she was working in the restaurant, shops and so on service-related sectors for part-time work, which are considered as lower-class jobs in Japan. Thus, I tend to push myself and want to improve Japanese language ability as soon as possible to cope with the school curricula.

There are mainly three reasons that drive me to think that way. The first reason is an acknowledgement of the sacrifice of my family members to fulfill my education and expenses in Japan. My parents are not only giving up their stable careers but also social status in the home country to migrate to Japan. This is an invisible and indirect pressure that has influenced me to take the responsibility to work harder on my school studies and activities outside of school to financially support the family.

The potential disadvantage as a foreigner in Japan is the second reason. Scholars have argued about the notion of ‘immigrant optimism’, in that Immigrant parents tend to have expectations about their children’s advance that are significantly higher than those of natives, or the working-class (Alba & Waters 2011). Although in Japan there are privileges as a foreigner, the 1.5 generation is not able to benefit from them. Sometimes they may even have a negative influence. Compared to my classmates, our starting line is different. I am disadvantaged in various means, such as a lack of language capability, social participation, access to the job market, and the possibility to enter university. Under this circumstance, I have been forced to take more effort to compete as a 1.5 generation migrant.

The limited education support and assistance in school is the third account I took. While I was in junior high school, it was tough for me to catch up with my academic studies because there were fewer learning directions and treatment by teachers to me as an international student. Thus, Japanese public schools, like their counterparts in other countries, continue to face the responsibility of preparing immigrant children for their futures in Japan (Moorehead 2013).

Overall struggles within the 1.5 immigrant generation are likely to be ignored, based on what is appeared on the surface.

Reference

Alba, R & Waters, MC. (2011) “The Next Generation: Immigrant Youth in a Comparative Perspective Dimensions of Second-generation Incorporation. New York: NYU Press.

Moorehead, R. (2013) “Separate and Unequal: The remedial Japanese Language Classroom as an Ethnic Project” The Asia-Pacific Journal 11(32):3. http://japanfocus.org/-Robert-Moorehead/3980

Citizenship and migration: Questions of identity and belonging

English: Coat of arms of the Philippines

English: Coat of arms of the Philippines (Photo credit: Wikipedia)

by Mayumi Futagami

As I read the article “Citizenship and immigration: multiculturalism, assimilation, and challenges to the Nation-State,” I am reminded of my own family’s multi-cultural experiences with Japanese culture and Filipino culture. The book says that “immigration challenges and reaffirms identity” (Bloemraad, 2008) I also think that is true, because immigration makes you know and acknowledge a new environment in which you will be found out anew. These new things will change your knowing about the culture that you used to know.

Citizenship is important to have a legal status of “belonging to a country”. I know that we should belong to a country to group ourselves. However I have this kind of doubt for those people who have double blood lineage of other countries. Do we really need to be divided? How can we answer questions such as: What is your nationality?

In a situation in which you are born in the Philippines, your mother is Filipino, and your father has Japanese nationality, because of visa problems these parents have to apply for you to have Japanese citizenship because that citizenship makes it easier to go abroad. They think of your future. For instance my sister is “half” Japanese and Filipino. When you ask her what her identity or nationality is, at home she will proudly say “I am both Japanese and Filipino”, however when you asked her outside (e.g. supermarket, malls, schools) here in Japan, asking “Are you Filipino?, she will say “urusai” means “shut up”.

I feel that citizenship also matters through images. The rule of Japan that you could have a dual citizenship until age 22 is like just giving you time to think. It makes it really complicated for those young people for they are forced by the imagined tradition of the society. Citizenship makes the pressure of participation model in the society (ibid). When you say that your citizenship here in Japan is different, even if you have the lineage blood of Japanese you may feel a little shame. For as the transnational says about the image of your home country or maybe the home country of your mother or father, maybe both, does make differences good or bad. You may also think is true for the superiority of the country in which you live (e.g. comparing Japan and Philippines).

I don’t really feel ashamed of where I come from in social saying that I have Filipino and Japanese blood. However, it makes me feel sad and embarrassed when they compare those 2 countries in culture or tradition or daily lifestyles. It is because when they say something about it I feel like a little loss of which identity. I feel that why do we need to choose between 2 nations to find citizenship?

Sweden adopted dual citizenship in 2001 (ibid.). I envy this kind of policy in some points that when I am here in Japan I could say that “I am Japanese”, and if they say that “no you’re not”. I could say that, “even though I am Filipino I have Japanese citizenship.” As well as I go back to the Philippines I could also say the same thing because I already have the both culture that already compiled in my daily life.

Migrating for me here in Japan at first was a big challenge for even though I am Japanese in DNA, I felt at that time I am completely Filipino. However, as I migrate here and my father is Japanese I could find myself that I have the capacity or right to have the citizenship of Japan. I applied for it and did easily get it. I just feel it’s strange that we really need to have one kind of citizenship to define what kind of people we are. And some are forced, for there is what they called the “beautiful culture” of Japan and some “bad image” of the Philippines (in which people come to Japan to find jobs) which affects children.

Of course there are some exceptions of having the citizenship of the host country, e.g. Japan. Either you are born there, live there for long years, or marry a citizen there. This could happen to people who are old (come for work) or young people (come for education), etc. Taking Japan as a place where people migrate, there are many people do this and that they could find some loss of identity. Even though they are fully strangers in the host country, they feel that they somehow belong to it for they were able to adopt the culture and lifestyles.

A friend of mine in school here also feels that even though she is not really Japanese she could feel that she “culturally” and “traditionally” belongs to Japan. I don’t mean that it is citizenship that matters, I just mean that citizenship relates to identity. I see that citizenship is easy to answer when you never been out of the country. However as you try to move, taking the question where I belong is a really hard question, especially when you need to choose. I think it is not a matter of the society but also matters from your family decision of what to choose. I thought one reason was the importance of culture, or how advantageous it is to have that citizenship in the country or even overseas.

That is why I feel that citizenship matters in many aspects, where you belong, what you take important the most (culture or superiority), and more. In my point of view, citizenship is a hard thing to choose. However if I just think which is better for my future, Japan or the Philippines, maybe I certainly choose Japan as my citizenship for it will be easy for me to travel abroad.

Chinese as “honorary Whites” in Apartheid South Africa

“For use by white persons” – sign from the apa...

“For use by white persons” – sign from the apartheid era Español: “Sólo para blancos” – letrero de la era del apartheid (Photo credit: Wikipedia)

by Krishna Vanstraelen

If assimilation theory seems to oppose the general trend for first generation Chinese migrant in recent years, it however sheds light and corroborates segmented assimilation theories for the second and third generations. The first wave of Chinese migrants in South Africa in the early 1900s has followed a so-called typical way of integrating a culturally foreign society. Though what drove Chinese migrants in South Africa to follow classic segmented assimilation theories is the succession of two distinct historical events, their entrepreneurship and desire to access the higher sphere of South African society, which is striking and somewhat unusual, given the political and social nature of the host country.

Much like current Chinese migrants to South Africa, first generation migrants tended to send their offspring to China, both to learn and preserve Chinese tradition and culture and to receive what parents viewed as a “proper” education. However, in the early 1950s, the Immigrants Regulation Amendment Act enacted by the newly established Communist Party, along with the strengthening of institutionalised apartheid in South Africa, made it increasingly difficult for Chinese to travel in and out of China, hindering thus education in the home country.

When examining the case of first, second, and third generations, Yoon Jung Park, the most cited scholar in this specific field, refers to them respectively as shopkeepers, fence-sitters, and bananas. Shopkeepers because these children born in the 1920s and 1930s usually received Chinese education, had little to no English proficiency, and typically ended up helping their parents as shopkeepers or working in unskilled or semi-skilled positions in factories, retail shops, or offices. Though second generation children as well, fence-sitters were born from the 1940s through the early 1960s, and were labelled as such due to an ambiguous identity.

Although growing in a climate separating whites and non-whites, Chinese migrants and their children were given concessions and privileges as their social status shifted progressively towards “honorary whites”. Hence, most Chinese children born during this time period attended private white church schools by means of a progressive loosening of discriminatory rules and heavy financial sacrifices made by their parents. Ineluctably, as children were gradually losing their Chinese language ability and increasingly conform to western culture, their identity and place in the South African society became equivocal.

Lastly, the bananas refer to the physicality of the fruit; yellow on the outside, white on the inside. Born in the late 1960s through the 1970s, these children had little to no experience of Apartheid-era discrimination, as Apartheid and its institutionalized rules were gradually fading away—at least for Chinese residents/citizens, who enjoyed a full primary and secondary education alongside white children in government and private white schools. As a result, most children of this generation developed a strong affiliation to western culture, low relations to China and its language, and an ever-growing number completing tertiary education allowing them to climb the social ladder (Park, 2009).

The crux of Chinese assimilation that trails segmented theories is found in the early 1950s, when regulatory rules hamper Chinese migrants to follow customary patterns in regards of their low integration and their offspring. When returning to their home country became less of an option, Chinese migrants generally estimated that providing their children with better/white education will facilitate and increase their social mobility. Through massive financial sacrifices and the withstanding of discriminatory rules and societal norms, parents of children born from the 1940s through the early 1960s (and onwards) were able to send them to white schools, allowing these children to access tertiary education and gain a foothold and recognition in the South African society.

Reference

Park, Y. J. (2009). A matter of honour: Being Chinese in South Africa. Lanham, MD: Lexington Books/Rowman & Littlefield Publishers.

Brazilian immigrants children’s identities between expectation and reality

by Minako Sanda

“On the sports festival day, Brazilians were gathered and forced to dance Brazilian Samba. I hated it. While I was trying my best to assimilate to Japanese friends, being forced to dance with Brazilians felt humiliating. We studied about many countries, but there was no class that featured me (Japanese-Brazilian), but if any, I kept distance from or deleted those memories. Until I got into Junior High, I didn’t like to be seen as a Brazilian, in High School I started to think I don’t care, then in University I began to like it” (From an interview with a Brazilian immigrant, Amano, 2013)

The author’s interview with his Japanese-Brazilian friend sounded familiar to me because I have a friend in similar circumstances as this interviewee. I remember she had a hard time reading textbooks and had extended classes after school.

Nonetheless, I have known only a little about her feelings as a Brazilian immigrant as we spent a few years together in Kobe. I never saw my friend as someone different, except for what she knew about the different country where she had lived, and according to her—she belonged there. As a child I didn’t think ‘belongingness’ was something to ponder; we were in Kobe and that was where we belonged, at least I thought so.

Indeed, the feeling of belongingness is simple for those who lived in a culture and places where people speak a common language. The formation of self identity went along with the cultural environment. But those who have moved from one culture they know well to a foreign one, and then return to their home culture after assimilating to another environment, trying to identify themselves in multiple cultures suddenly starts to make them feel like their feet are off the ground, as if they were indecisive people in-between here and there.

Throughout our class, we have learned how some can choose to take advantages of an in-between lifestyle, for instance I now understand that I benefit by choosing to study abroad, knowing cultural differences, and assigning such advantages as part of my identity. However, for people who did not have choice—in the following contexts, children of immigrants—and therefore have had to struggle to identify where to call their home, the feeling of belongingness is not so simple.

I imagine this struggle is vivid in the case of children in lower grades of elementary school. Moving to another place when they may have just began developing solid identities does not simply mean the struggle of language acquisition. There must be an entire reconstruction of personality and identity in order to gain comfort ‘standard’, in other words, to be treated just the same as everyone else in host country.

According to Amano (2013), who interviewed migrant children, the parents of the interviewee (in the beginning of this paper) had a strong will to put him in Japanese education. Likewise, many immigrants recognize Japanese schools have better education than those in Brazil. This interviewee came to Japan with his parents when he was in grade 3, and studied in Japanese school till he graduated university.

I think this expectation puts a great pressure on Brazilian children who not only need to catch up with language but also learn the ‘standard’ level of contents. This was a serious task for them because they have to fight against the stereotype which tends to be easily put on individuals as ‘lazy’, ‘not serious’ Brazilian, despite the lack of adequate language support that matches the on-going contents of other Japanese children are learning.

“Japanese public education envisions an egalitarian and communal notion of citizenship, in which students become equal members of the nation-state and part of tightly knit, cohesive social groups. To this end, teachers strive to provide students the necessary skills. However, in the space between the school’s ideals and reality, many immigrant children are left behind in the Amigos Room to idly complete worksheets and play, as the years until graduation pass them by” (Moorehead, 2013).

Is this a failure of Japanese education system not providing tailor-made support to immigrant children? Even if they are giving special support to immigrants. somehow it ends up segregating the children from the average Japanese children’s learning contents? Or is it their parents who are putting too-high expectations on the children? Or, could it be, children who are really just lazy?

As a result, children stand between their parents’ expectations and reality. Their parents expect their children to grow as ‘successful Brazilians who got educated in Japan’, whereas in reality they are failing to identify themselves in neither a fully Brazilian community nor as well-assimilated foreigners in Japan.

References

Amano, Masato. (2013). Study of the Actual Condition of the Foreign Student in Japan by Interview ―The Importance of The Degree of Expectation and The Identity―. インタビューを通した日本の外国人児童の実態に関する研究 ―期待度とアイデンティティの重要性について―, Departmental Bulletin Paper. Aichi:Japan.

Moorehead, Robert. (2013). Separate and Unequal: The Remedial Japanese Language Classroom as an Ethnic Project. The Asia-Pacific Journal 11(32):3. Retrieved July 26, 2014 at http://japanfocus.org/-Robert-Moorehead/3980

Double Consciousness at Miss Bronze Contests

by Miyu Fujihara

In “The Color of an Ideal Beauty Queen,” Maxine Craig talks about how Miss Bronze or beauty contests clearly show “systems of representation”, which makes contests such as Miss Bronze significantly different from beauty contests mostly for white women. System of representation can be simply explained as differences of perspective. Specifically skin color is one of the elements that decide representation, as well as other factors like body features. For example, blond hair represents white race and a dark-skinned person evokes the image of low social status, and so on. However, since systems of representation are different depending on the racial group, features can represent anything. Thus the definition of beauty differs a lot among groups, thus making different impressions. What black people and white people think is beautiful can differ.

As Craig mentions in her chapter, at the Miss Bronze Contest, black contestants try to walk carefully so they can show their well-educated behavior, which reminds people of middle class manners or the social representation of whites, and some straighten their hair to be “white” in order to achieve beauty acknowledged by the majority.

However, at the same time, since it is Miss Bronze, the contest which decides the symbol of the race, contestants want to keep their blackness or authenticity in their appearance. This is why some get their hair short in order not to be too white (long hair is regarded as element of being white). The one that meets the both expectations wins the contest, in other words, the one that is regarded as beautiful from both whites and blacks can win. This whole process to be the winner is said to be based on the one’s double consciousness.

From what I’ve mentioned above, this can be applied to Asian American women in the United States. Keeping racial identity and achieving the majority’s standard of beauty for them is to have black hair or Asian hair, but to keep it long like other white people do. Thus this shows how they have double consciousness.

In my opinion, this is something very considerable and profound in a way it shows that there’s more than one standard of beauty exists. Cherishing her race and natural appearance will build self-confidence and stop people from rushing to get plastic surgery whenever they want to change their race. As for the day a black woman won the beauty contest, it’s proved that the one that’s beautiful is not always white, but black or Asian and any other race. However, even recently it seems that  colorism still exists in a form of social hierarchy. This explains how the concept of multiple standards of beauty was established with color-based social hierarchy coming from colonialism. It sounds difficult to change this issue. Nonetheless, people at least are secured to have their own racial identity and are given the environment where they can be respected from each other in disregard of racism.

Reference

Craig, Maxine L. 2009. “The Color of an Ideal Beauty Queen” in Shades of Difference: Why Skin Color Still Matters, edited by Evelyn Nakano Glenn. Stanford, CA: Stanford University Press.