Stuff White People Like Essay Contest

“Hate cannot drive out hate: only love can do that.” –Martin Luther King Jr.

There have been three major violent attacks in the United States in the past six weeks. A shooter in Las Vegas killed 58 people and injured 546 others attending a music festival. In another attack, in New York City, a man murdered eight people and injured 12 using a rented truck from Home Depot to plow into them. Last Sunday, a man killed 26 and injured 20 people attending Sunday services at a church in a small town in Texas. As humans sharing the world, it is hard to believe how commonplace violence is, whether in the form of a “lone shooter” or as an “act of terrorism.” Instead of feeling the shock and horror we should, we have almost become numb in reaction to these outrageous and revolting events.

As a 17-year-old, I have never known a time in America where there wasn’t violence. I was just 1 year old when the 9/11 attacks happened. I have lived through many acts of violence, such as the Sandy Hook Elementary School shootings in 2012. That same year, Trayvon Martin, a 17-year-old African- American from Florida, was fatally shot, ironically, by a neighborhood watch volunteer. Whether it’s a mass attack, mass shooting or the killing of one person, the action is violence and the result is the same—death. And we are left asking ourselves, “Why?” What can we do about it?

As teens, we don’t have to feel powerless. There are things we can do. One thing we can do is to raise awareness about religion and racism. Interfaith programs at our churches, synagogues, mosques and temples can help promote goodwill and understanding through diversity. By seeing that we share faith in a higher power and working together for the greater good, we promote understanding. Programs like Harvard University’s The Pluralism Project runs the Interfaith Youth Leadership Coalition in the St. Paul, Minn., area, where “teens work together to nurture interfaith understanding, reduce prejudice and misunderstanding, and act together on common values through service and justice to transform their worlds. In the process, these young people are empowered to be capable interfaith leaders, both within their own communities and beyond.” This program includes many community-based events like a gardening service as well as leadership workshops for the teens. Having more programs like this one, throughout the United States and the world, will help cultivate more understanding leadership and promote greater understanding among different religions.

Teens can also raise awareness of gun violence. Events such as Seattle, Washington’s “Teens Against Guns Youth Summit,” hosted by the Atlantic Street Center, are a way to bring teens together to actively support the anti-gun movement at a grassroots level. Programs like these can help empower teens to help them realize they can be proactive in ending the cycle of violence.

Another way teens can use their voice to denounce violence and terror is through social media. When she was challenged by another student to prove there were Muslims who condemned violence in the name of Islam, Heraa Hashmi, a 19-year-old college student at the University of Colorado Boulder, decided to make a list of all the Muslim groups that did. According to a November 2016 Teen Vogue article, “ The result was Worldwide Muslims Condemn List — a spreadsheet with 5,720 instances of Muslim groups and leaders denouncing various acts of terrorism.” Her Twitter account generated 12,000 re-tweets and the list has been made into an interactive website called www.muslimscondemn.com. Her idea led to a resource for anyone to access the information.

Whether coming together in an interfaith group, rallying at an anti-gun youth summit or using social media to create awareness against violence, teens have a voice. Gun violence and terror attacks need to end in my generation. Maybe Mr. Rogers (Fred Rogers), said it best: “When I was a boy and I would see scary things in the news, my mother would say to me, ‘Look for the helpers. You will always find people who are helping.’ ” We, as teens, need to be those helpers.

Scroll down to read the full essay.

The black 15-year-old winner of an essay contest about white privilege says older residents of the well-to-do Connecticut town who caused a national debate about the competition could learn a thing or two from the youth.

Chet Ellis, a sophomore at Staples High School, won the competition’s $1,000 first prize for writing about the “unavoidable” racial incidents growing up in Westport, which is 93% white.

“I can come at the issue from a young black teen perspective rather than all the old white men of Westport,” he told the Daily News Tuesday, a day after receiving his award.

‘White privilege’ essay contest sparks controversy

The contest put on by the town’s diversity council TEAM Westport gained widespread attention after some residents reacted strongly against it, saying it was an indictment of an affluent community that considers itself welcoming.

“There are no barricades here. Nobody says if you’re black or whatever, you can’t move here,” Bari Reiner, 72, said in January.

Other parents said the board overstepped its bounds by bringing up white privilege, the unseen advantages given automatically to white people in a society where positions of power are dominated by people who look like them.

Chet, who moved to Westport from Morningside Heights, Manhattan, six years ago, said in his essay that he had not thought about white privilege until he moved to the wealthy suburb.

Conn. politican allegedly insulted and groped woman

He recounted incidents where a white student said the N-word when talking about diversity in an almost all-white classroom, and another classmate saying he would have an easier time getting into college because he is black.

“I was stunned,” Chet wrote, “and mumbled something instead of firing back, ‘Your parents are third-generation Princeton and your father runs a hedge fund and yet you think my ride is free?”’

The teen, who wants to go into law or social work to help others, told the News that the episodes in his essay were just two examples of all the racially tinged interactions he has had in Westport, such as when a middle school teacher called him Jamal despite no student at the school having that name.

He urged more inclusive discussions and sensitivity about privilege, words echoed by his mother Amanda Freeman, a white college sociology professor at University of Hartford.

“We have the kids discuss these things at the dinner table because it’s part of our work,” she told the Daily News.

Chet’s father, Trey Ellis, is a Columbia University professor and the screenwriter of films such as 1995’s "The Tuskegee Airmen."

Freeman said she has been contacted by many parents who said they were moved after reading her son’s essay, though Chet said he met with a local police chief to discuss possible hate mail he may receive.

He also said some at his school claimed he only won the hotly debated contest because he is black.

“I think it’s a factor but I think rightfully so it’s a factor,” he said adding that he has an uncommon perspective for the town.

Chet said he was aware of the backlash against the contest, but said “I never in a million years thought I could win so I wrote my essay from my heart.”

Second place and $750 was awarded to Josiah Tarrant, a white student who wrote about seeing white privilege while growing up with a little brother adopted from Ethiopia.

Claire Dinshaw, a white student who wrote that “being ignorant of my privilege is a privilege itself,” won third place and $500.

With News Wire Services

The Colors of Privilege

By Chet Ellis

It was second period and our US History class quieted once the bell rang. But not just because of the bell. Our classroom, usually busy with thought provoking conversations was anxiously anticipating the lecture today on racial equality. My teacher was thankful to have at least some diversity in class this year. We three African American students in the same classroom at Staples High School was a rare sight. Since our town is 92.6% white and just 1.2% black, she explained how most years when addressing issues of race in the classroom she would get to use the line, “let’s ask all the black people in the class...” to a silent room. Her joke broke the ice, and we dove into a thoughtful discussion about race relations in Fairfield County, Connecticut.

In the midst of our discussion, a student raised her hand to add an anecdote about seeing a student from another school holding a sign at a football game. She said that on the sign was written, “Warde [High School] has N******,” except she used the actual word. In US History class. In our 92.6% white Fairfield County suburb. My body froze. Time stopped. I never did hear the end of her story. The air became viscous and the tension in the room felt palpable. The teacher deftly interjected to continue the flow of the conversation, pointing out the power, sometimes, of confronting such ugliness head on, but for the rest of class, I sat stunned. I knew the student hadn’t used the word in a malicious way, but the response from my body was primal.

The N-word is a word that takes African Americans back to 1619 on the tobacco fields of Jamestown and the very beginnings of the American tragedy of human enslavement. It reminds us of Jim Crow, of the senseless beating of Rodney King, and of the killings of 258 black people by the police in 2016. Nevertheless, several of my white friends want to use the N-word in recounting their favorite lyrics. Others even claim that keeping them from saying it is some form of reverse racism. They, like the student in my class, don’t understand how the word takes my breath away.

As a black teen in Westport, race issues in and outside the classroom are unavoidable. One afternoon at track practice, some white friends were discussing how hard it would be to get into college and then out of nowhere one said, “Chet you don’t have this problem because you’re black.” I was stunned and mumbled something instead of firing back, “Your parents are third-generation Princeton and your father runs a hedge fund and yet you think my ride is free?” Even seemingly safe discussions about our sport can be racial minefields. I remember a terrific runner on our team saying after he lost, “I mean I was running against two giant black guys” and the other teammates nodding with understanding.

All of this casual black envy doesn’t take into account American history. A history where slavery and segregation were the law, and black inferiority the unwritten law. In 1940 an experiment was conducted by Kenneth and Mamie Clark to help understand the physiological effects of segregation on children. Today this study is colloquially known as the “The Doll Tests.” In these tests, students would be given identical dolls, except for color, and asked which one they liked more, which one was more pretty. An overwhelming amount of participants from both white and black communities chose the white doll.

My own “Doll Test” occurred in the fifth grade, when I moved to Westport from Manhattan where I thought we were upper middle class. I would look up at all the houses bigger than our rental and imagine what life would be like if I were born lighter and richer. I had no grasp of the deep social issues that had been keeping my people from attaining such heights of prosperity; didn’t yet understand the lack of truly wealthy black residents in my town as indicative of larger social issues. Now as a sophomore in high school, I have a better understanding of the legacy of institutionalized racism. Now I see the history behind the big houses.

I see my fifth grade envy mirrored in my classmates’ jealousy of how fast I can run or how high I can jump. I know my classmates know about the deep social issues African Americans have had to face and are still facing today, but in our peaceful bedroom community that struggle is not present on a day-to-day basis. Students get blinded by the thought that a student could get into college more easily because of their skin color, while not seeing that African-Americans are twice as likely to be unemployed, and once employed earn nearly 25 percent less than their white counterparts. They don’t see that despite making up 12% of the population, we are 35% of jail inmates and 24% of people shot by the police.

Honestly, I never really thought much about white privilege until I moved to Westport. From a young age, I was taught that not everything is meant to be fair and to deal with it. But living in this place where almost everyone is white makes me question, when I’m in Walgreens and the manager follows me around the store, would this happen if I looked different? Now I see the need to speak out, to address white privilege when it happens, so that people know that it’s real despite their best intentions, like the girl in my class pointing out that despicable sign at the football game. We need to make sure there is an open discourse that includes a more diverse history and a sensitivity to each other. In our town it’s impossible to have three black students in every class, but maybe we should all imagine that they are there just the same, and that they will speak out.

Tags:
connecticut
racial injustice
Send a Letter to the Editor
Join the Conversation:
facebook
Tweet

One thought on “Stuff White People Like Essay Contest

Leave a Reply

Your email address will not be published. Required fields are marked *