Integrating Ideas

Project three focused heavily on reading sources and incorporating the ideas into your own argument. I read Between the World and Me by Ta-Nehisi Coates,  ““More Than Skin Deep”: Stress Neurobiology and Mental Health Consequences of Racial Discrimination” by Maximus Berger & Zoltán Sarnyai, and the “Effects of Diversity Experiences on Critical Thinking Skills Over 4 Years of College” by Ernest T. Pascarella et al.. Each source provided its own unique aspect to my argument. I used the scientific source to explain the mental and physical harm the exclusion can have on students. It provided a drive that showed why fixing this issue within education is so important. I paraphrased, summarized, and quoted the article. From there, I was able to propose a solution that could prevent that harm from occurring. Incorporating this source made my argument a lot stronger than it would have been. I used the humanistic source to help explain that education is selective about what it teaches. The quote from Ta-Nehisi Coates provided an entryway to introducing the idea that parts of history are being suppressed. A quote can be very helpful in setting the stage and providing a more personal connection to the topic. I used the social science article to help create a counterargument and a solution. I quoted one of the main findings of the article and how that may only apply to white students. I then set up the counterargument using the flawed findings from the source. Finally, I came up with a rebuttal that proposed a solution on how representation can help all races of students.

Example of integrating ideas from Between the World and Me by Ta-Nehisi Coates

“An unceasing interrogation of the stories told to us by the schools now felt essential” (Coates 2). Students are often not being taught crucial stories that had significant impacts, but rather just one singular point of view. This lack of representation can lead to a false sense of history and knowledge being implemented in students’ heads. Additionally, they cannot actively practice some of the skills that the liberal arts claim to teach if the content is cherry-picked. The action of cherry-picking information regarding education means that the pieces of information being selected are only beneficial to the chosen narrative. It suppresses other evidence and stories that may contradict the position being taught. 

Example of Integrating Ideas from ““More Than Skin Deep”: Stress Neurobiology and Mental Health Consequences of Racial Discrimination” by Maximus Berger & Zoltán Sarnyai

Exclusion can cause dangerous health effects, “Stress activates the sympathetic-adrenal-medullary-axis (SAM), leading to changes in cardiovascular function with increased heart rate, blood pressure and vasoconstriction” (Berger and Sarnyai 2).  Not only does it affect physical health, but it also impacts mental health by increasing the chance of schizophrenia, anxiety disorders, mood disorders, chronic stress, and psychosis. If there is not a change to the lack of inclusion in education, then it could end up causing physical and mental harm to students down the line. Simply adding in more diverse perspectives, not excluding certain stories, letting students challenge beliefs, and not being centered around one race can have a positive impact on students. 

Example of Integrating Ideas from “Effects of Diversity Experiences on Critical Thinking Skills Over 4 Years of College” by Ernest T. Pascarella et al.

This research states, “[I]ndividual diversity experiences such as attending a racial— cultural workshop and making friends with someone of a different race were significantly and positively linked to first-year gains in critical thinking scores” (Pascarella et a.l. 2). However, the effects of critical thinking skills are more apparent for white students than students of color. This change in education may be beneficial for white students, but it does not fix the problem that students of color are facing with the liberal arts. A solution to this predicament would be to include curriculum and experiences that students of color could also benefit from. This could be as simple as including more culturally representative content, teaching topics that students can challenge, and acknowledging all sides of history. Some may argue that the inclusion of representative content only caters to students of color and neglects the needs of white students. In reality, every student can be impacted positively since the inclusion of representative topics allows every single student to have their history and heritage represented in the curriculum. The current model of the liberal arts is focused on the typical white student, but increasing representation does not center around one race. Representation should come from all races and backgrounds to ensure that every student feels included. The act of learning about other cultures and diverse topics allows students to become more accustomed to the world, while still actively engaging in their liberal arts skills. The liberal arts need to effectively teach to every student, and not just white students.