Staples High School in Westport, CT Sponsored Racist Essay Contest on So-Called "White Privilege"

[Snouter]

The Town of Westport, which is mostly Jewish, not White, had their racist, transgender organization called TEAM promote a contest for high school students to hate on Whitey. The winner is a douchebag who parroted the "leftist" establishment bullshit and lies, but he did cite a funny example of oppression when he alleged non-Black runners on the track team said they were not surprised they could not beat the time of the Afro Americans on the opposing team. My guess is the winner is a liar. I was on the track team and nobody gave a shit, they just wanted to beat their personal best time. By the way, him using the term "terrific" is a give away one of the Jewish instructors helped edit his essay.

First Place: Chet Ellis, Staples High School

Essay: “The Colors of Privilege” Prize: $1,000

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 neverdid 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 asindicative 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.

White privilege frames teen’s Westport experience

 

[gipper]

The ruling class must keep the races divided, so they can continue to enrich and empower themselves....sadly way too many Americans can't see the deception.

 

[heil hitler]

The ruling class must keep the races divided, so they can continue to enrich and empower themselves....sadly way too many Americans can't see the deception.

Especially the K!kes right?

 

[gipper]

The ruling class must keep the races divided, so they can continue to enrich and empower themselves....sadly way too many Americans can't see the deception.

Especially the K!kes right?

What?