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Example research essay topic: Socially Constructed Visible Minorities - 1,849 words

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... zed that they do not posses the things that others in their environment do, they may feel inferior. Conversely their peers might treat them in a negative manner leading to what Goffman termed a spoiled identity. Because money is often equate with morality, those children who are monetarily disadvantaged might feel and be made to feel that they are inferior which might affect their self-conception and lead to decreased motivation. It is extremely difficult to draw any conclusion because of the dynamic relationship of the multitude of environmental factors that work together to shape intelligence. No links were found between biomedical risk factors, such as preterm and low birthweight babies, and intelligence test scores.

This study shows a link between SES and the development of a pattern of intelligence, which is tested through conventional IQ tests. It is hard to generalize these results to other types of intellectual patterns such as those in Gardners model. However, if SES affects IQ through the process of stigmatization than there seems to be no reason why it should not affect the development of other types of intellectual patterns such as interpersonal and intra personal intelligence. We have all experienced the negative effects that stigmatization can have so it isnt hard to imagine that being stigmatize due to a factor which is enduring and beyond ones control could potentially have profound effects. A study conducted by Steve Henry, Ph.

D. Gen. Dir. Planning, Eval. & Grant Procurement, looked at the correlation between ethnicity and SES and achievement on a standardized test for 4000 students in grades 3, 5, 8, and 11. The findings showed that ethnicity accounted for 6. 5 % of the variability in scores while SES accounted for 15. 9 %.

There was also a strong link between SES and ethnicity. White students were twice as likely to come from a higher SES bracket than were minorities. This study again suggests that a low SES is a strong predictor of success on standardized achievement tests. It also points to the fact that ethnicity by itself is not a good predictor of achievement. This is in line with mountains of evidence gathered over the last two decades which debunk the myth that race is correlated with intelligence.

The horrors of World War II awoke the world to the reality that associating inferiority with a particular race can have dire consequences. More recent sociological investigations have questioned the entire notion of race. Race can be seen as a way of classifying a group of people based on physical traits that have been given a social meaning. It is a social construction used to maintain a hierarchy, which favours the dominant race. Having darker skin does not correlate with lower intellectual abilities but does correlate with lower socio-economic status. As we have seen low SES also correlates with ethnicity.

It would suggest that the mere belief the visible minorities are intellectually inferior puts them at a socio-economic disadvantage, which leads to poorer intellectual development. In order to properly assess the variance in intelligence across humanity, we must first strip away some of the widely held myths about social groupings. It is extremely important to examine and deconstruct the social meaning behind existing groupings such as race, gender, and sexuality before we can properly asses what environmental factors contribute to the formation of human intelligence. Intelligence as a privilege There is no doubt that the people who demonstrate greater intellectual ability are accorded more freedoms and privileges in our World. As I have iterated intelligence is not a value-neutral concept and is subject to social construction. The first of these constructions is that particular types of intelligence are more valuable to human evolution.

Scientist who posses high level of, what Gardner termed, login-mathematical intelligence are accorded greater prestige while social workers who demonstrate high levels of interpersonal intelligence are given less. The social construction of intelligence can warp our perception of the usefulness of certain types of knowledge. It is my opinion that various patterns of intelligence should be accorded equal importance to ensure that human intelligence is allowed to evolve in all of its diverse manifestations. However, this type of social construction of intelligence transcends all other social constructs. That is that all races, for example, should demonstrate an equal distribution of all the patterns of intelligence. The current conceptions of what types of intelligence are most desirable can not be attributed to socially constructed groups such as race or gender.

Therefore we are all subject to equal discrimination based on the type of intelligence in which we demonstrate the greatest aptitude. However, as I have already mentioned, the mere belief that a group is endowed with particular patterns of intelligence can influence development. The second dimension of intelligence that endows privileges is that of degree. Without relying on conventional IQ test to show that humans differ in levels of intelligence, it seems that life experience has taught us that we are not all as intelligent regardless of what type of intelligence we are referring to. Some of the variance can be attributed to micro and macro environmental factors but for evolution to work intelligence must be passed down from generation to generation. Therefore it seems reasonable to suggest that if all environmental factors were controlled we would still end up with varying degrees of intelligence across all populations.

Viewed in these terms, intelligence seems to give a great deal of privilege quite arbitrarily. However, intelligence does not develop in a completely passive manner. We are not slaves to our environment or our genes. The development of intelligence is also dependent on effort.

Learning is not easy regardless of much intellectual privilege you might have. The dimension of merit further complicates the assessment of intelligence as a privilege. If effort was the only factor which determined intelligence than it could not be considered a privilege. It would seem that there are limits to effort, one who does not have a certain level of intellectual capacity may never be able to attain high levels of intelligence regardless of effort.

But conversely, there are those who may be underachievers as a result of lack of effort. We can however assume that all socially constructed groups are apt to show similar patterns of effort although being the oppressed might make one complacent about their chances to advance and reduce their willingness to make the required effort The ultimate privilege Are there different levels of advantages? We know that certain groups are given a host of privileges solely based on their membership to a socially constructed group. Peggy McIntosh lists some of these privileges that are endowed to whites in her essay White Privilege and Male Privilege: A Personal Account of Coming to See Correspondences Through Work in Womens Studies (1988).

She illustrates quite poignantly how we take for granted many little and big privileges that the colour of our skin gives or takes away from us. She also cautions us about finding parallels between the privileges given to different groups. Since racism, sexism, hetero sexism are not the same, the advantages associated with them should not be seen as the same (p. 104). I think this also points to the suggestion that various privileges give us varying degrees of unearned advantages. Therefore the advantages given to a white male might be mitigated severely if that male is homosexual or the privileges given to a heterosexual male might be entirely negated because of the colour of his skin.

Where does the privilege of intelligence fit in? We have seen that SES correlates with intellectual development and that if you belong to an ethnic minority you are more likely to be part of a low SES. We have also seen that intelligence manifests itself in a variety of forms and to varying degrees across all socially constructed groups. Therefore if everything else was equal, we should see even distributions of all groups in our educational institutions. We know however, that things are not equal. Ethnic minorities are put a decisive disadvantage when it comes to factors such as SES, which have been shown to correlate with intellectual development.

They lack all of the privileges that white skin endows. Therefore it would seem that the disadvantages that ethnic minorities endure should translate to an under-representation in our educational institutions. A group of Canadian researchers looked at the representation rates of visible minorities among 1990 university graduates and the average 1992 earnings of these graduates. The results indicate that visible minorities comprised just over 10 % of the graduates compared to their nine-and-a-half percent share of the 1991 population. Their representation increased from 10 % at the undergraduate level to 19 % at the Ph. D.

level. Their earnings for 1992 were on average 101. 9 % of non-minorities. These results go in the opposite direction of what could be predicted based theories of white privilege. What I believe these results to indicate is that intelligence is the ultimate privilege. Someone who is given the privilege of above average intelligence is able to overcome all other disadvantages they experience as results of socially constructed stereotypes.

In the knapsack of privilege, intelligence occupies the main compartment while other privileges fill the smaller pockets. This does not mean that those ethnic minorities that are endowed with above average intelligence do not suffer from the lack of privileges that whites might enjoy but that the advantages gained from intelligence overcome these socially constructed inequalities. The effects of white privilege become negligible in terms allocation of resources but are undoubtedly still present in terms of the more taken for granted privileges that Peggy McIntosh illustrates. Conclusion It is apparent that inequalities permeate our social structure. The sources of many of these inequalities are often subjective social constructs, which are kept in place for the benefit of those who reap their rewards. The deconstruction of these social groupings is essential if we wish to create a society in which everyone is given the opportunity to fulfil their potential.

However, our potentials may not be equal in the strict sense of the word. Intelligence is a dimension of human existence, which may not be evenly distributed for the good of the collective. If everyone were really intelligent no one would have the patience to do more repetitive tasks that are essential to our survival. Viewed in this light, rewarding higher levels of intelligence with privilege seems to be a social construction in itself.

However, as mentioned earlier the acquisition of intelligence requires hard work and should thereby be rewarded. If it were possible to devise a magical equation that could take into account privilege, potential and effort we might be able to endow the advantages of intelligence in an equitable manner. As researchers in many fields have come to realize, intelligence is an extremely difficult concept for us to wrap our concrete definitions around. However acknowledging that it manifest itself in various forms at varying degrees may help us to see some of the diversity that life has to offer in a more favorable light.

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Research essay sample on Socially Constructed Visible Minorities

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