Hispanic checklist peer review

Hispanic checklist peer review

The female author of the Hispanic checklist is addressing the persons prone to dark complexion discrimination. She, in this case, intends to sensitize them of the likelihood of their life decisions being influenced by the ill encounters due to marginalization. She acknowledges that her dream of bringing up children in the Dominican society that embraced racial diversity was threatened when her family relocated to the United States. It dawned on the author the severity of racism when she saw tables aligned on racial fronts in the lunchroom. She finally refrains on a possibility that her courtship life was surrounded by choices aimed at diminishing the dark complexion in her siblings.

Flash-forward is a captivating aspect that is profoundly utilized in the excerpt. The author presupposes that she wished that her children would have uplifting experiences as she had during her upbringing. Relocation to the new land thus triggers an interest to determine what kind of family she landed subject to the hinted on racial discrimination. The plot of the narration folds in a systematic manner vivid of discrimination from the class to the lunchroom. Besides, the series of questions in the mind of the author takes the impact on the reader resulting in a prospect of learning the bottom line of the issue. A prospect is further raised after finishing 8^th grade an aspect that implied non-attendance of ESL classes. The audience is intrigued to know whether the author would be treated the same way as in ESL classes.

The impact of the authors’ narration is felt from the series of showing incidences depicted throughout the excerpt. Her misunderstanding of why the students in the 8^th grade stared at her implies that racial harmony was a daily ordeal in Dominica. Besides the Spanish shout, “Que hace esta monera aqui” in a racially diversified class expresses the level of racial segregation in her new environment. It is not a matter of stating that there was racial disparity, the tables separated along racial lines is a clear indication of what the author is referring to as the reason for not taking lunch. It is disparaging the emotional pain the author hand to bear from the hair pull by two black girls in the hallway of their classes. She further goes ahead to note that the emotional pain surpasses physical pain.  Again she opted to leave the examination checklist boxes empty due to the notional picture of the kind of Latina girl she ought to be.

A cross-examination of the status quo in the authors’ new society is characterized by a series of telling narration to lay out facts. The author’s definition of the racial harmony of Dominican people is, for instance, susceptible to disregard as a personal opinion. The author recalls an incident when they went to a restaurant with her mother and a man bumped without an apology. It is stated that in Dominica no person would commit such a wrong, a notion that sounds vague. In a different incidence the author though that her perception of the black kids stealing was racially prejudiced. It is however conventional that a wrong committed is not based on once racial affiliation. Even though the author made good and reliable friends with the Junior reserve officers training corps, the code of conduct might have resulted from the code of service rather than personal discipline. Her allegation that the blossoms held no racial negativity might thus be disputed.

The author was subjected to inquiries of her origin as well as her probable Spanish proficiency. The aspect lays the foundation of an ensuing segregation based on racial affiliations. A further racial orientation is indicated in the intrigue by the classmate on the traits including her hair size betraying her black complexion. The author however made attempts to explain the racial harmony in Dominica in what entices the difficulty of doing away with racial segregation as the students could not understand.

Racial segregation is the main theme in the story essentially in Latin America. The author intends to create a sensation of the trauma that the victims bear. A reference is made comparing Dominica to American societies to express the severity of the problem. Parents always have the best intentions for their children. The authors’ mother, as a result, relocated her family to America to source for a better life in what turns to be a hub of racial discrimination. Young children who borrow the behaviors from their parents are seen as the most affected an aspect that translates into their lives to the extent of affecting their decisions. The author’s input in bringing up her children differently, however, implies that actions can be taken to change the situation. Her experience with the members of the junior reserve officers training corps, on the contrary, indicates that the problem is not entirely rampant.

A closure of the narration is expected to in addition to highlighting the main aspects featuring throughout the excerpts, outline the bottom line implied at the beginning. As a result, the much anticipated and tragic journey of the author through racial segregation ends up in marriage. Her clear aim in the new land was to ensure that her kids are not subject to the trauma she bore. She consequently constantly shows them, love, through both confession and provision. She, however, nails it out that the acquired adversity of negative self-image is not easy to let go thus terms herself as a work in progress.