[Jackie-I]

For the past 12 years, we have lived in a middle-class neighborhood. Demographics: 80 percent black, 10 percent white, 10 percent other (Hispanic, Filipino, Asian). The new high school near our neighborhood is 65 percent black, with a majority of black teachers. When the time came for the prom this year, the music committee (all black students) submitted a list of 100 percent rap music. No allowance was made for the ‘country’ or ‘techno’ or ‘rock and roll’ enthusiasts in the student body. The reaction from the committee was: ‘Why should we include that other music? We’re the majority.’ My question: Is equality and tolerance being perceived by our children as a one-way street?
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User Detail :  

Name : Jackie-I, Gender : F, Race : White/Caucasian, Age : 46, City : West Palm Beach, State : FL, Country : United States, 

[Louis N.]

I am an African American who attended high school in Milwaukee from 1977-1980. During that time, the school was 80 percent white, 15 percent black and 5 percent “other.” When the social committee scheduled activities for the school year, there was no consideration of the other ethnic groups. Country and rock ‘n roll were the choices. Now that times have changed, these same people who didn’t give consideration to other ethnic groups in the past are complaining because it has come back to haunt their kids.

To the young lady from Milwaukee: I don’t know what high school you graduated from, but I am a graduate of Pulaki High, and the only dance I can remember that had African Americans’ interests in mind was the one the African-American committee planned.

I do agree there should be music from all ethnic groups played at a high school dance. But these days you find a lot of white students interested in rap and R & B.

User Detail :  

Name : Louis N., Gender : M, Sexual Orientation : Straight, Race : Black/African American, Religion : Presbyterian, Age : 38, City : Virginia Beach, State : VA, Country : United States, Occupation : System Analyst, Education level : 2 Years of College, 

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