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There was a time, he recalls, when he didn’t measure the worth of his weekend in empty bottles and orgasms.  Later, he will search his wallet for the paper with her number.  He calls it. It rings for a long time. He hangs up, eats breakfast. Plain yogurt and granola. It was her favorite.  By the time the bowl is empty, so is he.


There was a time, he recalls, when he didn’t measure the worth of his weekend in empty bottles and orgasms.  Later, he will search his wallet for the paper with her number.  He calls it. It rings for a long time. He hangs up, eats breakfast. Plain yogurt and granola. It was her favorite.  By the time the bowl is empty, so is he.


And even a bonus slide for any remaining queries:


(via shitwhitepeoplesayatvc)




High Level:

Key Excerpt:

But recent research published in the American Sociological Association’sSociology of Educationjournal shows that my gender (male) was one of the determinative factors in the relative ease of my social integration. Inan articlepublished last year, Megan M. Holland, a professor at the University of Buffalo and a recent Harvard Ph.D., studied the social impact of a desegregation program on the minority students who were being bussed to a predominantly white high school in suburban Boston. She found that minority boys, because of stereotypes about their supposed athleticism and “coolness,” fit in better than minority girls because the school gave the boys better opportunities to interact with white students. Minority boys participated in sports and non-academic activities at much higher rates. Over the course of her study, she concluded that structural factors in the school as well as racial narratives about minority males resulted in increased social rewards for the boys, while those same factors contributed to the isolation of girls in the diversity program.

Another study looked at a similar program, called Diversify. Conducted by Simone Ispa-Landa at Northwestern University,it showedhow gender politics and gender performance impacted the way the minority students were seen at the school. The study shows that “as a group, the Diversify boys were welcomed in suburban social cliques, even as they were constrained to enacting race and gender in narrow ways.” Diversify girls, on the other hand, “were stereotyped as ‘ghetto’ and ‘loud’”—behavior that, when exhibited by the boys in the program, was socially rewarded. Another finding from her study was that because of the gender dynamics present at the school—the need to conform to prevalent male dominance in the school—“neither the white suburban boys nor the black Diversify boys were interested in dating” the minority girls. The girls reported being seen by boys at their schools as “aggressive” and not having the “Barbie doll” look. The boys felt that dating the white girls was “easier” because they “can’t handle the black girls.”  

The black boys in Ispa-Landa’s study found themselves in peculiar situations in which they would play into stereotypes of black males as being cool or athletic by seeming “street-smart.” At the same time, though, they would work to subvert those racial expectations by code-switching both their speech and mannerisms to put their white classmates at ease. Many of the boys reported feeling safer and freer at the suburban school, as they would not be considered “tough” at their own schools. It was only in the context of the suburban school that their blackness conferred social power. In order to maintain that social dominance, the boys engaged in racial performance, getting into show fights with each other to appear tough and using rough, street language around their friends.

In the case of the girls, the urban signifiers that gave the boys so much social acceptance, were held against them. While the boys could wear hip-hop clothing, the girls were seen as “ghetto” for doing the same. While the boys could display a certain amount of aggression, the girls felt they were penalized for doing so. Ispa-Landa, in an interview, expressed surprise at “how much of a consensus there was among the girls about their place in the school.” She also found that overall, the girls who participated in diversity programs paid a social cost because they “failed to embody characteristics of femininity” that would have valorized them in the school hierarchy. They also felt excluded from the sports and activities that gave girls in those high schools a higher social status, such as cheerleading and Model U.N., because most activities ended too late for the parents of minority girls. Holland notes that minority parents were much more protective of the girls; they expressed no worries about the boys staying late, or over at friend’s houses.  

Once minority women leave high school and college, they are shown to continue to struggle with social integration, even as they achieve higher educational outcomes and, in certain locales, higher incomes than minority men. Though, as presaged by high-school sexual politics, they were stillthree times less likelythan black men to marry outside of their race.

This is exactly why discussions about intersectionality are so incredibly important, and I can also attest to this personally. My little sister (1 grade below me) and I attended the same 90% white elementary school. I was, at first, the only black boy in my class and she was the only black girl (and black person period) in her class. Despite being shy and bookish at the time, I still benefited from being tokenized as a black male in my class. My sister, who was much more strong-minded and outspoken than I was, was summarily tortured by her classmates (white girls especially) and her teachers for years. Eventually it was so bad that she was forced to transfer out, even as I continued on at the school without many problems. 

The year after she transferred out, another black boy transferred into my class. This boy was athletic and his manner of speech, mannerisms, etc. instantly endeared him to all of the white people in the class. He performed blackness in a way that our white peers wanted to see, and he was immediately one of the most popular kids in the class, in a way that I never was.

There is a performance of blackness that occurs before white audiences, as per white supremacist tropes which constrain and define “blackness” in narrow ways, and this is a performance which many black people can feel compelled to engage in, inhabiting the associated stereotypes for social capital from their white peers. But this is also a performance that black males can benefit disproportionately from socially in white spaces even as black women get criticized and demonized (including, paradoxically, by black men!!!) for the same behavior.

Great article, click through the link for the full piece by .

Last year, I was subbing one of the suburban high schools and in one class, out of 33 kids there were two black boys and four black girls. After the kids were done with everything I gave them free time and sho nuff, those two boys were surrounded by their white classmates while the black girls stayed off in the corner. When I went over to talk to the girls, we had a conversation about boys. One of their main issues with black boys in particular was that they were getting ignored and/or passed over by black boys who’d pursue lighter WOC and white girls. They also went on about how it seemed as if black boys had it easier in the school compared to them for many of the reasons put forth in the article.

I attend the University of Virginia, where the population is mostly well-off white kids from Northern Virginia. Living here for the past 3 months, I have noticed a similar dynamic in how white people treat black women and how how people treat black men. A lot of the black men play popular sports, such as football, basketball, and track and are therefore like by their white peers. Every Friday and Saturday night, I see a gaggle of white girls surrounding the black football players that live in my dorm when they go out to party. Because they fit into the black stereotype of white people, the are easily accepted into their group. With black girls however, I’ve noticed that we have to stick together. When in a group of my mostly white hallmates, walking past a group of males (black or white), they will tend to look at them. Therefore, it’s not just the white people only accepting black men, it’s also the black men themselves not being interested in black women. To most men here, black women come off as angry and defensive, when really we are not. White girls and lighter woc seem ‘easier’ because they have more ‘bright personalities’. As a black woman, I don’t think that’s true. But as a black woman, I know that that view on black women is the general consensus.

To be plain: I think that half these negroes here know that we think they ain’t shit so they don’t fuck with us. And while some of the white girls may think that as well, they fuck with them for popularity anyways. 

(Source: owning-my-truth, via shitwhitepeoplesayatvc)

This is exactly what I would do if Cait said that. haha

(Source: nbcparksandrec, via picassoofloneliness)

The Fifth Element, 1997 (dir. Luc Besson)

My favorite movie of all time.

The Fifth Element, 1997 (dir. Luc Besson)

My favorite movie of all time.

(via picassoofloneliness)