Lizette Navarro

Professor Santos
Ethnic Studies 1
Final Essay
December 12, 2021

Connect - Counter Narrative Self-Reflection and Reading Response

Upon my reading of A Different Mirror - A History of Multicultural America by Ronald

Takaki, it has become increasingly clear that most minorities have an untold story. Their history

is swept under the rug in history books, museums, movies, and more. So much of their history is

purposely left incomplete so the American master narrative only appeals to that of white descent.

Takaki states, “What I find is that most people don’t know the fact that they don’t know, because

of the complete lack of information,” (Chapter 1, Page 4) which forces us to question whether

this “lack of information” was done purposefully. When the American institutions were created

by white people, they are carefully assembled in such a way that favors them over other races.

This results in the master narrative being configured to purposely praise the white people while

deteriorating the minority groups by not sharing their contributions in the creation of America.

This carefully constructed master narrative favors white people, specifically white men.

This master narrative paints a picture of what an American should look like: light-skinned,

straight blonde hair, tall, skinny, and light-colored eyes. The textbooks states, “The Master

Narrative’s narrow definition of who is an American reflects and reinforces a more general

thinking that can be found in the curriculum, news, and entertainment media, business practices,

and public policies. Through this filter, interpretations of ourselves and the world have been

constructed, leaving many of us feeling left out of history and American itself” (Chapter 1, Page

5). This further reiterates the idea that the master narrative purposely neglects to include the

contributions of minorities when it comes to the creation of America. This results in minorities
not being recognized as Americans and being treated as outcasts; this is where the media then

highlights people of color as migrants and visitors from other countries. Master narratives such

as this can further result in an unsettling relationship between those who are seen as true

Americans and those who are seen as minorities since they will both enact discrimination

between one another. One side perceives the other side as freeloaders while the other side

perceives them as their oppressors, both are correct as the master narrative does not allow either

side to truly understand the full scope of American history. If minorities are trapped under this

“one size fits all” sort of stereotype, then they will never have the opportunity to amount to

anything but to fulfill that stereotype. That is why Takaki emphasizes the importance of

understanding the past in order to change our future for the better. Yet, we are unable to change

the future if we lack the proper knowledge on how to do so; that is why educating ourselves

about our past is so important, especially in today’s society where racial integration is very

common and mainstream now.

It is not until one decides to expand their knowledge and move outside of their beliefs

built by the American schooling system that one can truly understand the positives and negatives

from all sides during the creation of our country. “But what happens when historians do not

‘record’ their stories, leaving out many of America’s peoples? What happens, to borrow the

words of Adrienne Rich, ‘when someone with the authority of a teacher’ describes our society,

and ‘you are not in it’? Such an experience can be disorienting—‘a moment of psychic

disequilibrium, as if you looked into a mirror and saw nothing.’ What should we do about our

invisibility?” (Chapter 1, Page 19) The only answer to this question about our invisibility is

education, taking the time to fully learn about one’s history. This must be done with an open

mind and respect to our emotions because it is not always easy learning about the trauma and
loss our minority ancestors have gone through; it is not always easy learning about the

oppression and pain Spaniards have put millions of minorities through. The explicit dangers of

the master narrative can result in minority groups feeling as if they are unimportant or “invisible”

as the reading mentions. Additionally, Takaki describes how we can use our past as motivation

for a positive future, one where oppression is unknown to all. Of course, this future will be

impossible to create if we do not learn about our past and acknowledge the pain and trauma we

have all endured, and have possibly caused to other groups. It will be through people feeling

welcomed, appreciated, and understood by America that we will reach this goal.

If minorities had an education that was not explicitly made to tail to white Americans,

they would be able to flourish in school. If students are not motivated to learn, they simply will

not gain useable knowledge from school. It has been through this course that I felt the urge to

research the test scores between white and minority students. I discovered that American tests

are designed to tailor to white students by utilizing proper English, educated word choice, etc. It

was not until students were given another test that was tailored to minority students that they

actually outperformed in comparison to the white kids that previously outperformed them on the

other test. This highlights how the test itself should not be utilized to dictate success or one’s

intelligence since it is not worded in such a way that is understood by all. This also enforces how

unequal our social systems are; for instance, lower-class citizens will remain lower class if they

are not educated enough to be successful in this economy. The system that dictates that success is

purposely built for them to fail, remain oppressed, and only occupy labor jobs. The textbook

states, “Justifying this racial hierarchy, mine owner Sylvester Mowry invoked the images as well

as language used earlier by slavemasters to describe the affection and loyalty of their slaves. ‘My

own experience has taught me that the lower class of Mexicans… [are] docile, faithful, good
servants, capable of strong attachments when firmly and kindly treated. They have been ‘peons’

for generations. They will always remain so, as it is their natural condition’” (Chapter 7, Page

173). This is evidence that the American education system is flawed. This system allows students

to feel as if they are incapable of scoring as high as white students which has drastic effects on

their motivation to graduate, go to college, etc. This flawed system will remain intact until

minorities are inspired to the extent that they demand change and attempt to alter the master

narrative set forth by white Americans. This demonstrates that again, minorities are taken

advantage of by white people but with the master narrative they have created, they are able to

weaken the severity of it. For instance, by utilizing words such as “faithful, good servants,

capable of strong attachments when firmly and kindly treated,” they are able to make it seem as

if no harm is being conducted as long as their oppressors treat them kindly. Just because one is

treated with kindness does not mean the acts or manipulation they are conducting is morally

correct. It was not until the black community decided that enough was enough; they had

numerous influential and inspiring people assist with their rallying and protests.

The main difference examined in the textbook between the Mexican and black

communities is that one obeyed their oppressors while the other defied them. As I previously

noted, Mexicans tended to follow the directions of their masters as long as they treated them

kindly but when they were not, they defied their masters. Takaki makes a note in the textbook

stating, “But, like the enslaved blacks of the Old South, Mexican workers demonstrated that they

were capable of defying these stereotypes of docility and submissiveness. Demanding

self-respect and better wages, they repeatedly went on strike” (Chapter 7, Page 174). Both the

Mexican and black communities showed that they could oppose their oppressors and the

stereotypes they created about them acting as their slaves. It is through strikes that they were able
to fight for change. Such change they fought for includes equal rights, which has been granted

under the eyes of the law but in regards to society, America is far from it. For instance, the

economic divide between white people and minorities is still very current as poverty is one of

America’s biggest problems. Minorities do all in their power to move above the poverty line but

the system set in place by the master narrative does not allow for them to do so due to lack of

education, money, resources, and opportunity.

In 1791, Benjamin Banneker, a black mathematician who was freed from slavery and

lived in Maryland, sent a letter to Thomas Jefferson that stated, “Sir, how pitiable is it to reflect

that although you were so fully convinced of the benevolence of the Father of Mankind, and of

his equal and impartial distribution of these rights and privileges which he hath conferred upon

them, that you should at the same time counteract his mercies, in detaining by fraud and

violence, so numerous a part of my brethren under groaning captivity and cruel oppression, that

you should at the same time be found guilty of that most criminal act, which you professedly

detested in others” (Chapter 3, Page 67). With the description of “impartial distribution of these

rights and privileges,” it becomes evident that Banneker understood the inconsistencies of what

Jefferson claimed would happen and what had been truly occurring. Banneker challenges

Jefferson by mentioning how inconsistent he has been when it comes to the rights of all people.

For example, in the Declaration of Independence, he proclaimed that liberty and freedom were a

natural right for all Americans but then he defied his own words by denying freedom to all.

Rights and privileges were only partially given and minorities, such as the Mexican and black

community were still not granted the freedom they so desperately deserved. One way in which

America ensured this was through segregation and discrimination, allowing them freedom but

only equality in certain aspects of their lives. He mentions how they conducted fraud and
committed violence and should be found guilty of those acts. It is interesting to mention how if a

minority group had even attempted to oppress the white community, they would be charged to

the fullest extent of the law. Thus, emphasizing the inconsistencies of the American legal

systems put in place by white people to favor them. This may further be why they wanted

minorities to remain oppressed, so they would not become lawyers, judges, etc., and fight for

their rights in the courtroom.

One way to inspire minority students is by integrating Ethnic Studies courses earlier on in

our American education system. It has been through the video we watched as a class that

students stated on behalf of the court that they believed they could succeed in school once they

understood that their ancestors were mathematicians and scientists. It is through the knowledge

of their ancestors that these minority students believed they could do right by them and further

their education. These students explained how their Ethnic Studies course had drastic effects on

their test scores and grades so I can only imagine the effects of all minorities across America if

everyone took this course early on. I believe that it is best taught alongside American history so

students can understand the timeline of American creation with a more accurate master narrative,

one that is inclusive and truthful to all people. “The planters had come to a crossroads. They

could open economic opportunities to white workers and extend political privileges to them, but

this would erode their own economic advantage and potentially undermine their political

hegemony. Or they could try to reorganize society on the basis of class and race. By importing

and buying more slaves, they could reduce their dependency on an armed white labor force and

exploit workers from Africa, who could be denied the right to bear arms because of their race

(Chapter 3, Page 60). This quote has several points of reference, the first being that economic

opportunities are very one-sided. There are labor jobs that are entry-level for everyone yet, we
rarely see white people work such jobs as minorities tend to occupy them. This is due to them

being exploited by white people; we still see this today as labor workers are nearly all underpaid

and not given the number of breaks they deserve. This is why courses such as Ethnic Studies are

so important, especially today as our media often portrays minorities as freeloaders, runaways,

and illegal aliens. With a lack of proper education, it becomes a cycle for minorities where

generation after generation continues to work these jobs. In order to change our American

educations system, students need to rally, protest, hold conferences and demand more

opportunities such as afterschool programs, clubs, etc. that appeal to them. This is where

inspiration begins.

Upon my reading of A Different Mirror - A History of Multicultural America by Ronald

Takaki, it has become increasingly clear that most minorities have an untold story. Their history

is swept under the rug in history books, museums, movies, and more. So much of their history is

purposely left incomplete so the American master narrative only appeals to that of white descent.

When the American institutions were created by white people, they are carefully assembled in

such a way that favors them over other races. This results in the master narrative being

configured to purposely praise the white people while deteriorating the minority groups by not

sharing their contributions in the creation of America. This master narrative is still very vibrant

in today’s America as minorities still struggle with their fight for equal rights and freedom.
 Works Cited

Takaki, Ronald T. A Different Mirror: a History of Multicultural America. 1st rev. ed., Back Bay

Books/Little, Brown, and Co., 2008.

Precious knowledge - fighting for Mexican American Studies in Arizona schools. Kanopy. (n.d.).,

https://www.kanopy.com/product/precious-knowledge

Weir, K. (2016, November). Inequality at school. Monitor on Psychology.

https://www.apa.org/monitor/2016/11/cover-inequality-school

Status and trends in the education of racial and ethnic ... (n.d.).,

https://nces.ed.gov/pubs2019/2019038.pdf