Identity Politics in douglas
Politicizing the Black Identity in Douglas
Douglas as a community is distinct in Chicago, not just for the pride that it has taken in the black identity of the community, but for the historic ability of the neighborhood to use its blackness as a source of strength, fueling innovation and independence among residents. It was the isolation of Douglas from the rest of Chicago that allowed to flourish within itself and be self-sustaining. However, the enforcement of Urban Renewal stripped Douglas of its sense autonomy. The use of eminent domain displaced thousands of African American Douglas forcing creating such a massive housing demand that forced many residents to accept living in segregated housing or poorly maintained public housing, (Kenyon). This economic and social degradation of the neighborhood created by Urban Renewal changed the identity of Douglas of being of a capable proud black community despite discrimination, to identifying as a community that accepts oppression as a part of its blackness.
Both the economic and racial segregation imposed on Douglas by Urban Renewal have made the community environment unhealthy to identify with.. The displacement created by Urban Renewal coupled with the opening up of new business opportunities and housing downtown and in the suburbs 1960s and 1970s to African American’s caused the migration of many of Douglas’s middle class black residents to move out of the Douglas, while the low cost of the public housing attracted low income individuals. The result was that local businesses lost investors and customers, and were forced to shut down, stagnating the economy of the area, and creating a food desert as grocery stores moved to wealthier areas, forcing residents to identify increasingly more as dependent on other areas. The sense of helplessness these economic losses created among Douglas residents was further compounded by “out-group discrimination” (Howard 370) as the Chicago government used public housing as a means to segregate and isolate African Americans in Douglas in order to prevent the growth of the black population into other predominantly white Chicago neighborhoods and resources in a form of “in-group favoritism” (370). This not only forced Douglas residents to exist as a marginalized group, but it perpetuated the attitude to the black residents of Douglas that they were insignificant as their economic and social struggles were ignored by the majority of Chicagoans outside of the community, a perspective which many residents internalized. The lack of opportunity for employment in the community has led to high crime rates, with the average total crime rate at 238, far above the national average of 100 (Bronzeville Demographics & Statistics), with the most common crime being theft driven by the economic desperation of residents. Surrounded by such adversity in their community, most children in Douglas can identify with the experiences of extreme violence and poverty. However, while the student body of the largest high schools in Douglas averages 100% black, and 100% economically disadvantaged, schools often choose specifically to not to acknowledge the experiences of students of color. Rather students are told they will gain success by getting out of the “ghetto”, by acting “less black” and assimilating to into the white culture outside of Douglas, effectively they are encouraged to give up their black identity and the elements of their character that has been shaped by the adversity of the community. This imprints students with the idea that rejecting their blackness is the only way in which they will succeed. This devaluing of students black identity is further reinforced by the fact that despite the fact that the majority of students in Douglas high schools are African American students, few schools in Douglas offer any courses in African Americans studies that could validate students black identity by promoting awareness of the success and innovation of African Americans have achieved, that are not usually highlighted in Euro-Centric history and english curriculums. This conditions combine to create an environment within Douglas classrooms that fails to imbue black students with a sense of achievement and empowerment, but rather are, “responsible for a disruption...between urban students' construction of a Black racial identity and academic achievement” (Harper 232). The failure of school to uplift and invest in the oppressed identities of students transcend the poverty they and discrimination they face is a core part of why Douglas residents remain entrenched in poverty since currently only 13% of residents have recieved a bachelor’s degree (Douglas Neighborhood in Chicago), since students are not presented African American model of academic success they personally know and can identify with. Ultimately without validation the black community as high achieving and capable, Douglas residents will be limited to living as the status quo, as individuals who have been so thoroughly oppressed for such sustained periods, that they are willing to normalize discrimination maltreatment from the government and as a normal part of their identify.
In the wake of Urban Renewal and public housing, the black identity of Douglas has lost its historic pride in its racial identity and become embedded with the negative social stereotypes of blackness. However, the poverty, poorly run schools education, and crime this had led to can begin to be dealt with by reconstruct the meaning of black identity in the community. This will come in part from the Douglas community recognizing that the narratives that historically society has used to discriminate against them are racist and false, and begin to define their own values for the black positive culture once again. This can be achieved by providing resources and encouraging attention be given to resources “protective outlets” that encourage focusing on self, familial support, and communal support, relationships that will help to strengthen communal identity. By ensuring a strong collective identity, Douglas will not only reclaim its power and autonomy as a black community, but also that will have the united strength and support to remain resilient against continued discrimination and marginalization of its identity.
Works Cited
"Bronzeville." Bronzeville. Kenyon College. Web. 23 May 2016.
"Bronzeville Demographics & Statistics." Point2 Homes. Point2. Web. 24 May 2016.
"Douglas Neighborhood in Chicago, Illinois (IL), 60616, 60653 Detailed Profile." Douglas Neighborhood in Chicago, Illinois (IL), 60616, 60653 Subdivision Profile. Web. 24 May 2016.
Harper, Brian E. "The Relationship between Black Racial Identity and Academic Achievement in Urban Settings." Theory Into Practice 46.3, Urban Education (2007): 230-38. JSTOR. Web. 24 May 2016.
Howard, Judith A. "Social Psychology of Identities." Annual Review of Sociology 26.No. (2000): 367-93. JSTOR. Web. 24 May 2016.
Both the economic and racial segregation imposed on Douglas by Urban Renewal have made the community environment unhealthy to identify with.. The displacement created by Urban Renewal coupled with the opening up of new business opportunities and housing downtown and in the suburbs 1960s and 1970s to African American’s caused the migration of many of Douglas’s middle class black residents to move out of the Douglas, while the low cost of the public housing attracted low income individuals. The result was that local businesses lost investors and customers, and were forced to shut down, stagnating the economy of the area, and creating a food desert as grocery stores moved to wealthier areas, forcing residents to identify increasingly more as dependent on other areas. The sense of helplessness these economic losses created among Douglas residents was further compounded by “out-group discrimination” (Howard 370) as the Chicago government used public housing as a means to segregate and isolate African Americans in Douglas in order to prevent the growth of the black population into other predominantly white Chicago neighborhoods and resources in a form of “in-group favoritism” (370). This not only forced Douglas residents to exist as a marginalized group, but it perpetuated the attitude to the black residents of Douglas that they were insignificant as their economic and social struggles were ignored by the majority of Chicagoans outside of the community, a perspective which many residents internalized. The lack of opportunity for employment in the community has led to high crime rates, with the average total crime rate at 238, far above the national average of 100 (Bronzeville Demographics & Statistics), with the most common crime being theft driven by the economic desperation of residents. Surrounded by such adversity in their community, most children in Douglas can identify with the experiences of extreme violence and poverty. However, while the student body of the largest high schools in Douglas averages 100% black, and 100% economically disadvantaged, schools often choose specifically to not to acknowledge the experiences of students of color. Rather students are told they will gain success by getting out of the “ghetto”, by acting “less black” and assimilating to into the white culture outside of Douglas, effectively they are encouraged to give up their black identity and the elements of their character that has been shaped by the adversity of the community. This imprints students with the idea that rejecting their blackness is the only way in which they will succeed. This devaluing of students black identity is further reinforced by the fact that despite the fact that the majority of students in Douglas high schools are African American students, few schools in Douglas offer any courses in African Americans studies that could validate students black identity by promoting awareness of the success and innovation of African Americans have achieved, that are not usually highlighted in Euro-Centric history and english curriculums. This conditions combine to create an environment within Douglas classrooms that fails to imbue black students with a sense of achievement and empowerment, but rather are, “responsible for a disruption...between urban students' construction of a Black racial identity and academic achievement” (Harper 232). The failure of school to uplift and invest in the oppressed identities of students transcend the poverty they and discrimination they face is a core part of why Douglas residents remain entrenched in poverty since currently only 13% of residents have recieved a bachelor’s degree (Douglas Neighborhood in Chicago), since students are not presented African American model of academic success they personally know and can identify with. Ultimately without validation the black community as high achieving and capable, Douglas residents will be limited to living as the status quo, as individuals who have been so thoroughly oppressed for such sustained periods, that they are willing to normalize discrimination maltreatment from the government and as a normal part of their identify.
In the wake of Urban Renewal and public housing, the black identity of Douglas has lost its historic pride in its racial identity and become embedded with the negative social stereotypes of blackness. However, the poverty, poorly run schools education, and crime this had led to can begin to be dealt with by reconstruct the meaning of black identity in the community. This will come in part from the Douglas community recognizing that the narratives that historically society has used to discriminate against them are racist and false, and begin to define their own values for the black positive culture once again. This can be achieved by providing resources and encouraging attention be given to resources “protective outlets” that encourage focusing on self, familial support, and communal support, relationships that will help to strengthen communal identity. By ensuring a strong collective identity, Douglas will not only reclaim its power and autonomy as a black community, but also that will have the united strength and support to remain resilient against continued discrimination and marginalization of its identity.
Works Cited
"Bronzeville." Bronzeville. Kenyon College. Web. 23 May 2016.
"Bronzeville Demographics & Statistics." Point2 Homes. Point2. Web. 24 May 2016.
"Douglas Neighborhood in Chicago, Illinois (IL), 60616, 60653 Detailed Profile." Douglas Neighborhood in Chicago, Illinois (IL), 60616, 60653 Subdivision Profile. Web. 24 May 2016.
Harper, Brian E. "The Relationship between Black Racial Identity and Academic Achievement in Urban Settings." Theory Into Practice 46.3, Urban Education (2007): 230-38. JSTOR. Web. 24 May 2016.
Howard, Judith A. "Social Psychology of Identities." Annual Review of Sociology 26.No. (2000): 367-93. JSTOR. Web. 24 May 2016.