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Personal Writing Philosophy

     In elementary school, writing was my escape. I often wrote short-stories in the genre of horror. As I grew, writing in school became less focused on my own free train of thought, and more so focused on reading and response assignments that did not interest me. Writing which was once my passion, became a burden to me… until my first semester at St. John’s. 

     First Year Writing has been a journey filled with academic growth. Through writing about race and gender issues that hold significance, this course brought me back to my passion. The first few weeks of class were different than any learning environment I’d been in before, as I knew they would be. There was more expected of me, of all of us as college freshman. I wouldn’t be able to just “breeze by” so to speak as I had in the past. However, with more being expected of me I knew I’d have to work harder. With that being said, I believe I have done my best to attain all of the learning outcomes/goals of First Year Writing. 

     One goal that truly illustrates my personal journey in this course is course goal 6. “Build cross-cultural connections and relationships with others to solve problems collaboratively and strengthen independent thought. “ Our class is very diverse as each of us have different backgrounds. Through peer reviews, I worked with individuals who have different cultures and who thought differently than I. We worked collaboratively, developing relationships even friendships in order to give each other feedback on our work. In peer reviews we were often given criteria to analyze a fellow student’s work on. We would exchange suggestions based on this. Personally, reading another individuals work and giving them suggestions, and receiving feedback on mine based upon how we would be graded allowed me to strengthen my own thought process and rethink what I had done in my work. More specifically in our race and identity essays, I wrote a letter to another student in regards to source introduction. I stated, “...in your first body paragraph when you presented your source you did identify it before proceeding with evidence. In your fourth body paragraph you began describing the incident at the University of New Hampshire before identifying or summarizing your source...I believe the first time a source is mentioned we are supposed to identify it. My only suggestion is that you revisit that paragraph.” giving my peer suggestions, helped me solve potential problems within their work as well as my own. In addition, I was able to strengthen my independent thought through a peer review in which we read our essays out loud. A students stance on use of a racial slur was read aloud from their essay that I personally did not agree with. I considered their perspective, and in doing so I was able to strengthen how I thought through hearing them out and discussing their stance with them.

     Another course goal that best illustrates my journey this semester is course goal #1. “Recognize that writing is a social activity, a matter of experimenting with the rhetorical conventions of different genres and negotiating the expectations of audiences.” Throughout this year we have had to work collaboratively like a society through blackboard and text discussions, as well as peer reviews. For my Gender and Identity/argumentative essay I wrote on an extremely controversial topic, surrounding heteronormativity, gender roles, and gender identity. The idea that you never know who will read your paper is something I learned early on in FYW, which helped me to realize writing is a social activity. Similarly to in society, not everyone will share the same opinion/stance on an issue. For our argumentative essays, I had to provide a counterclaim in order to “negotiate” the expectation of an audience on a controversial topic. I had to recognize that not everyone would agree with my writing and in order to be rhetorical or persuasive I’d have to not only invalidate, but acknowledge an opposing stance. In my counterclaim paragraph in my Gender and Identity essay, I conveyed my understanding of course goal #6 when I stated, “The author is correct in a sense. “Gender ideologies” of any sort can influence the lives of someone just beginning to, or struggling with the understanding of their identity. However, Anderson's statement regarding an individuals ‘self-understanding is flawed.” I went on to explain why Anderson’s stance, which happens to be similar to most, is not wrong but has a flaw. In doing so, I experimented with a rhetorical convention of the argumentative genre, and negotiated the expectation I had of my audience, which was that many of them would not necessarily agree with my argument. Furthermore, I wrote two narratives and completed a research project, this semester. experimenting with these different genres allowed me to try out different forms of evidence and language.

In addition to course goal six and one, I found that course goal 5 itself was essential to me in this course from beginning to end. “Demonstrate the ability to locate, critically evaluate, and employ a variety of sources for a range of purposes.” Through use of blackboard, I located articles provided to us surrounding race and gender issues such as sexism, diverse gender identities, the use of the “N” word, as well as articles meant for guidance on our writing, this was done weekly when this semester began. I critically evaluated these sources through annotations. I utilized numerous quotes from each to support my claims in my Race and Gender and Identity essays. Furthermore, I utilized course goal six when I located database sources for my final research project. I had to search for reliable authors and although it took some digging, I was able to critically evaluate each within my annotated bibliography and use them to develop an answer to my research question.

     Lastly, the goal that has contributed to my overall academic growth is course goal 4. “Understand that academic disciplines employ varied genres, styles, syntactical patterns, uses of evidence, and documentation practices that call for a variety of reading strategies.” Over the course of four months, I have grown to understand that academic disciplines employ varied genres. I have explored various genres of writing, from narrative to analytical, as well as research. I learned different types of evidence are used for each. I chose to do a narrative for my Race and Identity essay in which subjective evidence was a necessity, because I was telling a story and supporting my thesis with personal evidence is essential in a narrative. I did an argumentative essay, which required both objective and subjective evidence. Lastly, my research genre was completely objective which was a little of a challenge (no use of I or opinion). Working with syntactical patterns was probably the most challenging. However I have seen improvement in my use of quote framing, signal phrase, and source introductions, and citations. In my first and second essay it was evident that I had some work to do, with signal phrase and my citations. In my first two essays had used statements such as “The author states” as signal phrase instead of an authors last name + a verb. In my final research paper I fixed that issue, as seen when I wrote “Aubrun et al. states…” or "Merskin claims…” In addition, we practiced documentation practices, MLA was the format for this course. I had heard of MLA format, but professor Ewan taught me how to structure MLA properly. Overall, experimenting with each of various genres and styles of writing in each essay of this class has helped me grow as a student. I believe I have advanced in my understanding of some significant concepts in writing throughout this course, and I am prepared to keep learning.

     In essence, My writing habits have changed drastically. I am a different Alysha, but in a positive academic way. I can no longer write when I “have time,” as I recall stating in my first writing philosophy. I produce my best work when others are working around me, this too is a major difference. I’ve discovered the importance of planning and making outlines framed around “GASP” as I was tasked with in this course. This helps me to organize my papers before I begin writing anything, so that my thoughts or purpose and message does not get clouded or lost. Throughout this semester, I have learned some of the essential elements of college writing. Such as the different types of evidence, as well as what genres to use them in. In addition, I’ve been taught (and I believe mastered) source introduction, all of which I had not the slightest clue how to do before this course. I am currently a Legal Studies major here at St. John’s. Therefore my use of components in First Year Writing, from critical analysis to acknowledging opposing viewpoints and simply writing itself will be apart of my life for a very long time. I am certain each will develop and be used throughout the rest of my education here, in graduate school, and in my intended career as a criminal defense attorney. My goal as I stated in my very first philosophy, was to become more fluent in writing, and I think I’m getting close. First Year Writing enabled me to write about significant issues I’ve felt strongly about for a very long time. More than anything this course was rewarding, and I am grateful for it.

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What Does My Hair Have to do With It?

     Wash days were the worst for me as a child. As my mom combed through my curls with a wide-tooth comb in one direction, my hair would pull back with an equal amount of force in the opposite. By the age of five I had been hit in the face by my bright pink and white bubbles(clips) thousands of times, burned by hot tools a thousand more, and I had broken too many combs to count. After my mother was finished with her “masterpiece” (my hair) she’d send me on my way to cause chaos in the house with my twin sister Alyssa. The routine was tiring, but that’s all it was to me, a routine. I was little, I didn’t think much about my hair…until my first day of camp.        When I was six, my mom signed me up for a day camp called ‘fun for kids.’ Like many other children I was amused by the sandboxes, slides, the life-size dollhouses they had, walking in with my sister I felt overly excited. My mom could not leave fast enough I wanted to venture off and play. It was hot and the sun beaming on my face did not help at all. Alyssa and I were skipping towards a pink dollhouse. My skipping came to a halt as we were both greeted by an unfriendly expression. “Hi!” I shouted. She stared at me blankly. My sister and I asked if we could join her in the playhouse. She responded quickly with a no. I stood there awkwardly and she continued, “I only play with people who have straight hair.” My heart dropped. I recall walking away to a nearby bench, I wanted to cry. I sat there watching multiple girls who walked in after I was turned away and all of them had one thing in common. Their hair. I wanted to look like them because if I looked like them I’d be able to play with them. I thought they were better than me, that something was wrong with me, that my hair was something that needed to be fixed.      Kelly was that child’s name. We attended the same middle school, and I cheered for her high school football team. In the hallways and at football games she never recognized me. I will never forget her. Her words made me feel like I was inferior and as though my hair made me “less than” those with straight hair. She was and still is unaware that what she said sparked a lot of hatred towards myself. During my remaining years of elementary school, I sat in front of the mirror, attempting to “fix” what was not meant to be fixed. I tried everything to make my hair resemble those at that camp. I took out my braided ponytail, piling oil on until it was elongated, resembling those around me. I wrapped t-shirts around my coarse hair to mimic others, I recall vividly blowdrying my hair for the first time by myself, watching the smoke and feeling the heat from the blowdryer and being happy, because I was one step closer to being like the majority. I had associated straight hair with beauty, and beauty with superiority. My mom had not the slightest clue what to do with my natural hair, we turned to the blowdryeralways. My two aunts and my mom have what is called a relaxer. A chemical cream which breaks all elasticity in curly hair to make it straight. As soon as my sister knew about it the begging began. “Mommy can we please get one?!” I’d cry. “It can be our birthday present.” My sister would say. She ultimately ended up saying yes. The process is awful, and for years I put myself through pain and chemical burns on my scalp to achieve what I thought was better and desired. About a year ago I decided to go“natural,” to get rid of my straight strands. I realized that I no longer wanted to allow my hair to define me, or my character. I’ve seen the change in myself, I feel like as my natural hair grew, I grew as a person. I learned to be myself and to accept myself the way I am, naturally.      My childhood likely would have been more positive if I wasn't consumed with the idea of having something that someone else had. Due to my experience, I always tell my cousin when I see her that her curly hair is beautiful. I see in her, what I once felt. She often complains about her hair, asking her mom for a relaxer or to have it straightened. I try to remind her that she is beautiful the way she is and that her hair does not define her. I tell her what someone needed to tell me.

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Before You Speak.

      As children we are taught to think before we speak. However, as. many of us age we disregard what it is we say, how we say it and who we say it to. This is evident in use of microaggressions. The StJohnsNow “Microaggressions” video shares the stories of numerous students and their experiences with  microaggressions. St. John's students define it as intentional or unintentional discriminatory insults directed towards and individual (0:10). These insults are frequently made against minorities based on racial and ethnic identities. microaggresions are problematic because they are insults passed off as casual that often play into the idea that the minority is less than the majority in terms of worth.

    The power of language and influence of discriminatory insults were not out of the ordinary to me. When I was six, my mom signed me up for a camp called ‘fun for kids.’ Like many other children I was amused by the sandboxes, slides, the life-size dollhouses they had, and the bright chalk waiting for me on the pavement. More than anything I wanted to play. I’m always told that children don’t see color, and to be honest six year old me had no idea what it meant to be black. What I did know was that every person looked different. I knew my hair was unlike most, and I didn’t think much of it, until my first day of camp.

     It was hot, no… it was sweltering but the heat wasn’t bothersome to me. I couldn’t wait a second longer to play with the other kids. My twin sister Alyssa and I skipped and galloped towards the dollhouses. My skipping came to a halt as we were both greeted by an unfriendly expression. “Hi!” I exclaimed. I asked the girl staring back at me if we could join her in the playhouse, to which she responded with a swift “no.” I was confused. She continued, “I only play with people who have straight hair.” I watched numerous girls walk in after me to play, but she let them enter because their hair was straight. 

     Her comment upset me, I didn’t understand what my hair had to do with anything. I found myself sitting on a bench staring at every girl who walked in and out of the dollhouse. I compared myself to them. I wanted to look like them because if I looked like them I’d be able to play.  I remember believing that somehow they were above me. Her comment was the root of my self-hate as a child. My curls became undesirable to me and I believed they were something that needed to be “fixed.”

      In Hilton Als’ “GWTW”an African American writer sheds light on his experiences as a black man in our society. Als describes feeling “watched” because of his skin color (Als 3). He goes on and describes being at parties with white people they say “We’d know you anywhere. You’re so big so distinctive”(ibid.)! Als states, “when they mean something else all together… you are: big and black.”(ibid.). Als describes negative racially motivated insults that are passed off as casual, which are microaggressions. Als’ experience is problematic because those that made the comments were oblivious to the fact that their words had implied something negative, and racially stereotypical. This is one of the biggest problems with microaggresions people don’t know what they are, how offensive they are, or how commonly they are used in conversation regularly. 

     The situation above was the first of many microaggressions I would experience growing up. discriminatory and stereotypical insults were expressed to me by my teachers and my peers. Frankly, I had no idea how to deal with it. “Why did your mom let you come to school with your hair like that…let me fix it,” said my after school program teacher Ms. Diamond. “Are you sure you didn’t steal Julia’s homework?”  Mrs. Herman asked me. “You talk white,” said my best friend Dina. “Why are you black girls so loud?” Said another.”  These comments often insinuated different things, all of them hurtful. Was something wrong with my hair? Did other black students not doing their work mean I stole my white peers because she didn’t do hers? Did I laugh loudly because a joke was funny? Or was it because I’m black? These comments made me feel “less than” those who they came from. They pointed out things about myself that I couldn’t change. As I’ve grown, my personal experiences with microaggressions have lessened. Until the other night. 

     I have just started my freshman year in college. It hasn’t been too hard for me to adjust here socially. I’ve made two friends, both of whom are of Dominican descent. When I look at them I see them simply for who they are. What has never crossed my mind is what they think when they see me. A few nights ago, after an extremely draining day, I joined a group FaceTime call with my friends Logan, Camrin, Amy, Rayonea, and Sierra. I haven’t seen them in what has started to feel like ages we all attend different universities. 

     While catching up we laughed together as we did at home as we began discussing friendships that we made. Logan mentioned that there are two “types” of black people at UCONN. What he said brought me discomfort. There was a silence. “You know what I mean… there are the athletes and there are thugs.” 

     I’ve been friends with Logan for four years he is Japanese and Italian. He often takes pleasure in playing Devil's advocate when it comes to racial issues, so the fact that this comment came from him was not surprising. However, it was extremely unsettling to me that he genuinely did not find any issue with what he said. His statement dehumanized an entire race and it enraged me. My friends asked him what he meant, and he said: “You know, the ghetto ones or the basketball players.” I told him to stop, as his reasoning was not any better than his first statement “Athletes and Thugs.” I wondered if this was how everyone viewed African American youth, not as a person but as one of two things, ghetto or a basketball player. I laughed the comment off, which is a horrible habit I possess when I am angry or uncomfortable. We started discussing something else, and shortly thereafter we all hung up. Like many instances of prejudice in the world today, his comment was ignored and swept under the rug. Unfortunately, his thoughts and words are not only limited to the conversation I had. Nor are they limited to his university. 

    Microaggressions are widespread and numerous students at St. John’s University have experienced them. There is a portion in the StJohnsNow video when an African American student recalls people's attitudes towards him when he states he is attending St. John’s University (a division one school). The replies are often, “You must be playing ball up there”(1:34). He continues, “but when I tell them I got there on scholarship they’re shocked, they’re like oh wow really, you” (1:46)? The judgment that this young man faced is similar to the judgment that Logan passed. Most often people jump to conclusions and assume young black male students are athletes,  and only athletes based on stereotypes. Another young man was placed into a box based on his race because of a misconception. These statements that are presented as casual are in fact offensive. They are microaggressions. 

     Microaggressions are dangerous. They embody everything that racism stood for, from prejudice to discrimination. Next time you speak to an individual I encourage you to consider what your words mean and what they may imply. Discriminatory and prejudice comments are harmful to any individual who experiences them. Be mindful of your use microaggressions, because words are forever.

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Race and Identity Work Cited

Als, Hilton. “GTWTW”. From White Girls. McSweeney’s, 2014.

StJohnsNow. “Microaggressions”.  SJUNow, January 27, 2017.

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Be Mindful.

     As we grow we are exposed to what is right and what is wrong by our elders. Concepts that are taught as the “right-way” regarding one’s identity can be damaging to individuals who are different than the majority. These concepts are often taught to younger generations by their elders. Older generations should be mindful of normative gender roles, heteronormativity, and stereotypes associated with biological sex because of the harmful effects they can have on children and adolescents.

     Gender roles and stereotypes are often introduced to individuals at a very young age. Ruminawi’s “Hypermasculinity and its Effects” depicts the presence of gender roles and stereotypes in society today. Ruminawi argues that “small, everyday interactions reaffirm the notion that we are gendered beings and that we are supposed to fit neatly into our roles” (1). From the moment a child is born many elders enforce gender roles, stereotypes, and this notion. Ruminawi discusses a two very common ones: “Barbies are for girls and toy trucks are for boys. Women are fragile and men are strong” (ibid.). These roles and stereotypes are taught to impressionable children and they are often expected to follow them. However, not every child is the same.

     Not all children fit “neatly” into their gender roles/gender stereotype. Many boys play with trucks, and many girls play with dolls, but occasionally there is a boy who wants to play with a doll, or a girl who wants to play with a truck. I have watched adults scold children who play with toys that are not “for” their gender. I have watched (child and adolescent) girls be cuddled after crying, and boys scolded and told to “toughen up” when they cry because they are supposed to be strong. Instances like these place children and adolescents into boxes. Children and adolescents are frowned upon for expressing themselves in ways that they should be able to, but can’t because of normative gender roles/stereotypes. Withholding emotions, or being stopped from partaking in activities for something out of their control can negatively effect children. In some cases this can lead to depression, isolation from social activities, as well as lack of friendships. When adults are not cautious of normative gender roles and stereotypes, it can cause numerous harmful effects that no child should experience for being different.

    Although normative gender roles and stereotypes can cause more harm than good to children, many support the use of both.  “Transgender Ideology Hurts Kids” by Ryan T. Anderson focuses on the “harmful” effects that gender ideologies may have on children. Anderson states that new “gender ideologies” are “lies” that will “impact not only those who suffer from gender dysphoria, but all children who need to mature in their self-understanding as a boy or girl…, a potential husband or wife, father or mother.” Anderson is correct in a sense. “Gender ideologies” of any sort can influence the lives of someone just beginning to, or struggling with the understanding of their identity. However, Anderson's statement regarding an individuals “self-understanding” is flawed. His claim suggests that it is necessary for children to mature in their understanding as a boy/girl and husband/wife or father/mother, which reinforces gender roles and heteronormativity. Anderson claims that an individual’s self-understanding as a boy or a girl, and husband or wife is a necessity and suggests that anything other than this is negative. By the age of ten many girls are conditioned to believe their sole purpose in life is to be a mother and a wife. For boys, to be a. father and a husband. Anderson suggests the same. The assertion that someone’s sense of self is limited to being a boy or girl is absurd. Allowing children to explore gender to discover their identities themselves, rather than forcing heteronormative ideas and gender roles/stereotypes onto them, would likely be the least harmful and most efficient way for children to mature in their self-understanding and individuality.

    Much of what a child views can influence their self understanding. In movies, the princess is often the damsel in distress and the prince, her knight and shining armor. They fall in love and that’s the end. Chris Tompkin’s “Why Heteronormativity is Harmful: 5 Proactive Steps For Teachers” describes the presence of heteronormativity in the lives of children, specifically in the classroom. According to Tompkin, “beneath heteronormativity lies homophobia and transphobia”(2). By not being mindful of heteronormativity, educators can insinuate that “LGBT is ‘bad,’ ‘wrong’ or ‘less than’ being straight” (ibid.). Along with a lot that we are taught in school, this way of thinking sticks with adolescents. Many straight individuals look at LGBTQ individuals as though they are negative, “wrong,” or “less than,” because growing up they are not introduced as a part of the norm. This can cause LGBTQ students to become“inherently vulnerable,” making it “impossible for them to learn” (Tompkin 3). These students are “more likely to commit suicide, drop out of school,” and “engage in high-risk sexual behavior”(ibid.). If older generations were mindful of heteronormativity, they could potentially lessen transphobic and homophobic views. They could normalize other sexual orientations. They could promote more learning, lower the amount of school dropouts, and student suicides. By being mindful they could make children and adolescents feel comfortable, rather than “less than” for being themselves.

     Growing up I was oblivious to gender identities or sexual orientations that did not fall under what was taught to me. In elementary school I had a close friend named Heather. A few years ago I learned that she transitioned his name is now Hunter. Growing up it was evident that he did not fit into his assigned gender role. Often, children made comments and teased him for dressing “like a boy.” I don’t think Hunter had a word for his gender identity or sexual orientation because we were so young. Moreover, the only concepts that were explored or taught in school were heteronormative or in relation to boy and girl gender roles. I felt genuine happiness for him when I found out that he came out and that he had transitioned. He was finally allowed to be his authentic self, unapologetically. If teachers had been cautious of normative gender roles, heteronormativity, and gender stereotypes, students likely would have been more understanding of Hunter’s identity. He likely would not have felt lost or misunderstood for being himself.      

     In conclusion, children and adolescents should be allowed to be themselves. No individual is inferior to the next because they are different than what is seen as okay. Furthermore, being different does not equate to being “wrong.” Adults should be mindful of normative gender roles, gender stereotypes, and heteronormativity because the influence of each in the lives of children does more harm than good. 

     The first step to stopping harm to others is to inform yourself. The American Academy of Pediatrics’ mission is to promote the healthy development of individuals between birth and adolescence. Their website offers recommendations on how to further understand, accept, and explore diverse gender identities with children. If you are a part of the older generation, a parent, or educator of a child, I encourage you to click this link https://www.healthychildren.org. There you will find safe alternatives to putting forth normative/harmful gender roles, gender stereotypes, and heteronormativity.

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Gender & Identity Works Cited

Anderson, Ryan .”Transgender Ideology Hurts Kids." Gale Opposing Viewpoints Online Collection, 2019. https://link.gale.com/apps/doc/PGDXJH838016937/OVIC?         u=nysl_me_stjn&sid=OVIC&xid=3335228a.

Rafferty, Jason. “Gender Identity Development in Children.” HealthyChildren.org, 18 Sept. 2018, https://www.healthychildren.org/English/ages-stages/gradeschool/Pages/Gender- Identity-and-Gender-Confusion-In-Children.aspx.

Ruminawi. “Hypermasculinity and Its Effects.” Rampages.us, Cosas, 28 Apr. 2016,https://rampages.us/ruminawi/2016/04/28/hypermasculinity-and-its-effects/.

Tompkins, Chris. “Why Heteronormativity Is Harmful: 5 Proactive Steps For      Teachers.” HuffPost, HuffPost, 1 Aug. 2017, https://www.huffpost.com/entry/why- heteronormativity-is-harmful-5-proactive-steps_b_596fd5e8e4b0d72667b05e2a.

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The Impact of Media Representation and Portrayal on Minorities

     In the era we live in today, much of an individual’s knowledge comes from how they perceive what they view, and media plays a huge role in what is presented to individuals. The representation and portrayal of racial minorities in mass media has been and still is a pressing issue. These representations and portrayals are problematic as they promote stereotypes, stigmas, and ideas surrounding superiority and inferiority. All of which reinforce a divide between racial minorities and the majority.

     Axel Aubrun et al.’s “Six Harmful Patterns in Newspaper Presentations of Race” is centered on the analysis of news media's influence on the lives of minority individuals.  According to Aubrun et al. in media “minorities are portrayed as distinct from and unconnected to Whites, as the ‘Other...” (5). This can be done through various forms of media, from film to internet, television, as well as magazines. However, news media coverage in particular commonly associates minorities with dysfunction, delinquency, unemployment, poverty, and crime (Aubrun et al. 15). Although the depiction of problems and differences between races can be significant, the overarching effects of portraying one race as negative or inferior to another can be divisive. Aubrun et al. use the term “distancing effect” to describe the separation between the minority and the majority caused by media (14). Aubrun et al. state it can be challenging for white individuals to connect to minorities who are consistently depicted as inferior, or an “other” in comparison to them (ibid.). News media’s portrayal of minorities can make those individuals out to be “less than” their white counterparts. This divide can be especially harmful when negative depictions are common. However, the effects of media portrayal do not end with divide.

     In addition, Aubrun et al. suggest that by characterizing minorities and their communities as problematic and needy, those who consume these portrayals can begin to view situations regarding minorities as “permanent and unchanging” (14). As a result, problems persist in minority communities and nothing is done to combat them (ibid.). When what is being viewed on a large scale influences the way individuals view other races in reality, it can lead to an abundance of problems that go unsolved. A cycle between portrayal and problems presents itself in real life. Moreover, news media is not the only form of mass media that has the capability to do so. 

     In a survey conducted in November 2019, 86% of respondents said media (TV/Film or News Media) has an influence on their own views pertaining to their race or other races (See Appendix A). All respondents answered that there is somewhat, or a definite correlation between media portrayals and stereotypes associated with race. Moreover, 93% of respondents believe minority groups in race are portrayed more negatively than non-people of color in media (Appendix A). The survey conveyed that the views of most individuals are influenced by what is presented in mass media. All respondents were between the ages of 17 and 50. However, media consumption and its influence on the lives and beliefs of minorities begins far before adolescent and adulthood.

    Lack of representation in media of minorities can be impact children negatively. Neal Lester’s “Disney's the princess and the frog: The pride, the pressure, and the politics of being a first," explores Disney’s first inclusion of an animated black princess. Disney is a “globally dominant producer of cultural constructs related to gender, race, ethnicity, class and sexuality” (Lester 294). Because the franchise is largely viewed by children (of all races), author Dorothy L. Hurley speaks of how depictions of different individuals are, “translated into beliefs children hold about status in particular group membership, in relation to notions of good, bad, pretty, and ugly as reflected in the films” (qtd. in Lester 295). This conveys the power media has on one’s mind. For children, portrayals of individuals in media are often internalized and held as true.

     Before the arrival of Princess Tiana a black royalty in Disney’s Princess and The Frog, the representation for African American princesses was at a low. Lester refers to the overwhelming presence of Disney’s white princesses, and the questionable historical portrayal of animated characters of color (Lester 295). Disney’s lack of representation of black individuals, and positive portrayal of white royalty sent a message to minority children through Disney’s association of “beauty, fame, fortune, and desire with whiteness” (Lester 295). Donna Brown Guillame, television producer, shares the message Disney films sent her when she states, “when I was young, all the fairytale princesses had long blond hair. When you are black, you just don't feel like it could be you”(qtd. In Lester 294). Lack of representation of minorities in media networks such as Disney, can have a harmful influence on youth of color. Particularly when those who are frequently represented are associated with positive characteristics and are of the majority race. They may feel inferior to the majority. It can make minorities believe things such as “beauty, fame, fortune, and desire” are unattainable if they are not white (Lester 295). Princess Tiana in the Princess and The Frog was a step towards inclusion. However, many children did not grow up with that representation in media. Portrayals and representation of African American females on TV specifically are problematic as they are often negative and have influenced young girls and women alike. 

     Media consumption has the ability to affect how African American youth views themselves. Gholnescar Muhammad and Sherell McArthur’s “Styled by Their Perceptions’: Black Adolescent Girls Interpret Representations of Black Females in Popular Culture,” is centered on black girls and their internalization of media portrayal. Muhammad and McArthur assert that current representation for black women in media is flawed and current media portrayals make it harder for young black girls to develop their identities (133). The authors conducted interviews with black female adolescents ages 12-17. Nine percent of respondents spoke of positive portrayals in music and on TV (Muhammad & McArthur 136). However, 64% respondents stated they viewed media representation of black girls as negative, with depiction of “exaggerated characters, objectification, and belligerence”(ibid.).  The result of these portrayals Muhammad et al. states, is that many African American women may feel the need to act a certain way to not play into negative stereotypes in media, even if it is warranted (138). Being forced to suppress emotions to not play into stereotypes associated with race can have a damaging impact on an individual, especially at a young age. Media’s influence on how individuals are perceived were discussed by numerous black girls who took part in Muhammad and McArthur’s study.

     Violet, an interviewee, wrote about being judged based on preconceived notions about black girls surrounding ignorance and confrontation. She speaks of how although she embodies “cleverness, mannerism, gentleness,” people make their minds up about her at first glance and are unwilling to see anything else (qtd. in Muhammad & McArthur). Therefore, media portrayal and representation, can promote negative and racially stereotypical stigmas widely associated with a singular race. In the case of black adolescent girls who took part in this study, media portrayal and representation presented the capability to make forming their identity’s difficult. In addition to the promotion of stigmas, and racial stereotypes, the over sexualization of minority women in media can have dangerous consequences.

    Media depiction in media can put women at risk in the reality. Debra Merkin’s “Three Faces of Eva: Perpetuation of The Hot-Latina Stereotype in Desperate Housewives” is centered on common portrayals of Latina women on television. Merskin claims that mass media, more specifically, TV is used today as a means for majority (white male) beliefs about sex, race, and gender to be spread (134). Merskin argues that by conveying stereotypes that depict certain races as the “other,” media enables “racial superiority” to continue (ibid.).The power of stereotypes in media can be have a negative influence on the lives of Latina women in particular, whom in mass media are frequently portrayed as "exotic, sexual, and available, and as more in touch with their bodies and motivated by physical and sexual pleasure than white women” (Merskin 136).The constant exploitative portrayal of minority women in media has the ability to alter their value and worth in a general sense in reality. In the interviews conducted by Muhammad and McArthur a respondent stated that the over sexualization of minority women in media makes them,“ vulnerable to mistreatment by others and susceptible to violent acts such as rape or abuse” (qtd. in Muhammad & McArthur 138). When an individuals value is constantly depicted as less than, and they’re over-sexualized frequently, it can put them in harms-way in reality. Not every individual’s portrayal in media is accurate. When these portrayals are frequent, the impacts are more damaging than anything else. 

     In essence, mass media’s representation and portrayal of minorities is a fairly significant issue. Media has the tendency to overlook minorities, and when they are represented, the portrayals are commonly misleading. The impacts of media representation on minorities, and all races as a whole are more harmful than anything else. Although the issue of lack of media representation minorities is resolving, stigmas and a divide still result from the presence of racial stereotypes portrayed in media. Will the minority ever be represented equally or portrayed equally to the majority in forms of mass media? Does the inclusion of one African American princess dismiss decades of absence? Overall, one step towards change, is better than no step at all. And informing oneself about issues otherwise overlooked, is the first step towards making a difference.

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Annotated Bibliography

Aubrun, Axel, et al. “Six Harmful Patterns in Newspaper Presentations of Race.”    The Frameworks Institute, Feb. 2005,  https://www.frameworksinstitute.org/assets/files/   PDF_race/cognitive_media_analysis.pdf. Accessed 17 Nov 2019.

Axel Aubrun et al. claims that the common depictions of racial minorities in news media can have damaging potential. They examine this in regards to news media’s portrayal/ representation of minorities and the results of it. Moreover, Aubrun et al. supports claims through analyzing various news media headlines, and the substance found within them. Each author who took part in this analysis has a doctorate degree. In addition, Axel Aubrun and Joseph Grady have conducted research for the Frameworks Institute for numerous studies. This information will be useful in answering my research question, asthis paper is focused largely on the effects of media on minorities. 

Lester, Neal A. “Disney’s The Princess and the Frog: The Pride, the Pressure, and the Politics of Being a First.” Journal of American Culture, vol. 33, no. 4, Dec. 2010, pp. 294–308.EBSCOhost, doi:10.1111/j.1542-734X.2010.00753.x. Accessed 14 Nov 2019.

Lester claims that American media, specifically Disney has a powerful influence on the beliefs of children who watch their films and television shows. The author discusses the long time lack of representation of African Americans, as well as the inclusion of the first black princess in a Disney film in recent years .The article is focused on exploring the how children internalize representations or lack thereof in media. Lester has published books on racial issues.This information will help in exploration of the strides being made towards inclusion of minorities, as well as the history behind one of the biggest franchises in media.

 Merskin, Debra. “Three Faces of Eva: Perpetuation of The Hot-Latina Stereotype in ‘Desperate Housewives.’” Howard Journal of Communications, vol. 18, no. 2, Apr. 2007, p. 133. EBSCOhost,doi10.1080/10646170701309890. Accessed 10 Nov 2019.

Merskin claims that mass media is a way for the majority’s beliefs about race, gender, and sex to be reinforced. The author examines this in regards to the sexual objectification of Latina women in particular, and discusses common stereotypical portrayals associated with that race in media. In addition , Merskin discusses why these stereotypes are largely accepted as the truth. Merskin has written articles on subjects such as cultural identity, racism and social conflict. This information will help me convey where and how the ideas in media representation develop/begin, establish common stereotypes associated with a racial and gender minority.

Muhammad, Gholnecsar E., and Sherell A. McArthur. “‘Styled by Their Perceptions’: Black Adolescent Girls Interpret Representations of Black Females in Popular Culture.” Multicultural Perspectives, vol. 17, no. 3, July 2015, pp. 133–140. EBSCOhost, doi: 10.1080/15210960.2015.1048340. Accessed 10 Nov 2019.

Muhammad and McArthur claim that coming to terms with one’s identity is one of the most essential parts of an adolescents life. The authors assert that current portrayal of black women in media makes it harder for young black girls to form their identities. Both authors provide evidence to support their claims through a study in which African American adolescents are asked questions about media portrayal. Each respondent shares their own views on media representation and how representation and portrayal has effected their lives. Both authors have written articles on social change regarding youth of color, oppression, and pop culture. This information will be useful in making a point about how media portrayal resonates with black youth, and what impact it has on their development/sense of self. 

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Appendix A

 Survey Objective:

     I conducted this survey in hopes of gaining insight into what individuals think about media representation and portrayal of different races. In doing so, my goal was to asses how various individuals interpret media portrayal of minorities and if it differed from how they interpreted portrayal of the majority. In addition, I hoped to discover how much influence media had over their views.When developing my survey questions, I wanted to gain a sense of understanding of how others thought.  I wanted to see if it would correspond to my research and for the most part it did.

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Appendix B: “I Am Not”

Appendix B Objective:

     For my creative expressions genre,  I felt that a drawing would be the most effective way to get my message across. In “I am not” I drew an African American woman, a Latina woman and an African American man, all of whom came up in my research. Each minority represented has a line drawn through them, to represent different sides of them. One side as themselves, and the other as what media portrays them to be. Frequent portrayals I have seen in media are written on television screens to the left of them. Half of the African American woman is wearing a crown, in reference to lack of representation in Disney films until recently. Growing up I didn’t have a princess I could identify with, I wanted to convey what I had been missing. On her screen is written common portrayals associated with black women in media. The African American man is wearing a ski mask on the left half of his face to represent the common depiction of a perpetrator. Half of his face is left as normal and stereotypical portrayals are written on his TV screen as well. Lastly, my Latina woman, her screen does the same and lists derogatory characteristics that are often depicted and associated with her in media. Above each television screen is written I am not, to convey that in reality these portrayals are often inaccurate. I’d want others who view this drawing to see if the screens represents anything they view as true, and to reconsider. Because there is a difference between knowing an individual and knowing their portrayal.