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Soc101 Q2 3-4
| Question | Answer |
|---|---|
| Reverse racism? | Accusations of racial discrimination against members of a dominant racial group by individuals from minority or historically oppressed groups |
| ***Presumes racism is a matter of negative judgements about others Confuses racism with prejudice But racism is more than prejudiced attitudes | |
| Institutional Racism- Systemic | Refers to the policies and practices within institutions that produce racial/ethnic inequality Inequality built into our institutions and involves their policies, practices, and procedures It is more than individual attitudes! |
| ***people tend to think of racism as a matter of prejudicial ideas that demean racial groups, but racism is much more than this | |
| ***Racism can be reflected in individual attitudes, but it is also not present even when prejudiced attitudes are not expressed | |
| _____ is central to the concept of prejudice | Prejudgement |
| A prejudice person judges people based on | presumed characteristics often knowing little else about them |
| Prejudice (3) | 1. Prejudice is about perception- how people see other people 2. Prejudice is learned- from family, peers, mass media 4. Prejudice can be unlearned- with education and experience with diverse groups |
| Factors predicting prejudice (3) | 1. Education (the more educated the less prejudice and vice versa) 2. Age (the older generation vs younger 3. Fundamentalist religious belief |
| ***In other words, prejudice emerges in a social context (not something we are born with!) | |
| ***It is not just about ideas; how we think There are unequal power relationships within society- systems of inequality Prejudice emerges out of these systems of inequality | |
| Prejudices emerge from and can also | reinforce systems of inequality (How so) |
| Stereotypes | A generalized, oversimplified, and often inaccurate belief or assumption about all members of a particular group |
| ***Stereotypes and prejudice have real consequences on the lives of minority groups in ways that differ from majority groups | |
| Stereotype threat | Refers to an individual's fear that their actions or behaviors will support negative stereotypes about the group which they belong |
| When a Stereotype threat is activated | stereotypes threat causes students to perform worse on assignments than they might otherwise |
| Stereotypes can lead to | prejudice but many people are unaware of the prejudices/biases they hold about different groups but these biases can shape their behaviors |
| ***When we have attitudes towards people or associate stereotypes with them without our conscious knowledge Stereotypes that circulate in our culture can become part of our subconscious We can internalize these ideas if we are not careful | |
| Racial resentment | A more subtle form of racism Believes Black people are “getting something for nothing”; “getting special benefits just because they are black” Ignores systemic discrimination! |
| Racial resentment... white people's thoughts? | Whites view themselves are victims; threatened by supposed success of people of color |
| But this belief is not supported by the data | white people continue to have higher incomes, wealth and lower unemployment than blacks The belief that whites are losing ground is not true but the belief is very powerful |
| White supremacy | A belief that a particular race is ‘naturally’ superior to others Modern white supremacist ideology is centered on the assertion that the white race is in danger of extinction. jews are taking over |
| White nationalism | A ‘white nationalist’ generally wants a nation of white people Based on a feeling of white superiority They identify with the concept of a ‘white nation’ Accompanied by a sense of a threat from the presumed ‘racial other’ |
| Color blind racism | Refuses to acknowledge race as a factor impacting experiences Wants to ignore race and assume all people are alike Ignores institutional racism |
| Commonsense racism | Commonsense racism is a narrative- a story, a fiction- that people believe to be true Public conversations, talk radio, social media Based on myths but treated as legitimate; factual |
| Common sense Racism: uninformed assumptions Ignores | systemic racism and blame people of their own predicament Blame the victim Ignores race, blames social class and culture |
| Past actions and policies continue to | influence the economic standing of different racial and ethnic groups today |
| While attitudes matter, they alone cannot explain | racial inequality in society Historical patterns of inequality have shaped the patterns of racial inequality we see today This is evident in racial patterns of wealth and income |
| Income | - Money received regularly from working - It denotes a financial inflow - Can be generated immediately - Expressed in terms of money - Helps maintain lifestyle - Salary, wages, interest |
| Wealth | - Total amount of money and other properties of an individual or a firm - It denotes net work - Takes long time to create wealth - Expressed in terms of market value - Helps to improve lifestyle - Share, bank deposits, personal opportunities |
| ***Wealth represents the inequality of the past and predicts the inequalities of the future | |
| Wealth inequality | Centuries of policies that systematically disadvantage a group can inhibit their ability to build, maintain, and pass on wealth |
| You cannot explain today’s wealth gap without | understanding the impact of race-specific practices from the past |
| De jure | designates what the law says |
| De facto | designates what actually happens in practice |
| The New Deal | A series of programs and projects instituted during the Great Depression by President FDR that aimed to restore prosperity to Americans (de jure) African Americans were denied access to these programs and projects (de facto) |
| GI Bill | A law that provided a range of benefits for some of the returning WW2 veterans (de jure) African American vets were denied these benefits which would have given them access to benefits such as high education (de facto) |
| Other barriers…. Zoning restrictions | denied people of color access to suburban neighborhoods |
| Other barriers….' Redlining | denied people or color significant assets and services because they lived in areas classified as "hazardous" to investment |
| In many places the highway was built to | block off communities of color Helped keep blacks and Hispanics out of suburban areas Many cut off from transportation that could help them seek jobs in more economically vibrant cities Still feel the effect today !! |
| ***Racism goes beyond the individual. It is embedded in our society | |
| Color blind racism | “I don’t see color” Refuses to acknowledge race as a factor impacting experiences Wants to ignore race and assume all people are alike |
| Racial Wounds? | Color blind approaches do not address the reality of race and racism in society That can be painful to those who experience racism; like their experiences do not matter It overlooks the significance of race and reproduces existing forms of inequality |
| Use a race conscious approach. What is this? | This approach takes into account all factors that produce racial stratification and develop policies to address them all |
| 4 factors to this race conscious approach | 1. The continued significance of race 2. Racial wounds that hurt individuals and society 3. Cumulative effects of the past 4. Institutional discrimination |
| Summary of argument in book 1-2 | 1. Race is not a biological fact. It is socially created and sustained 2. Racism is rooted in society, but experiences in immediate face to face social interactions |
| Summary of argument in book 3-4 | 3. Racial inequality can neither be understood nor changed solely through individual attitudes 4. Dominant groups develop commonsense explanations of racism that divert attention away from societal factors |
| Summary of argument in book 5 | 5. Advantages and disadvantages that accrue to different racial groups are cumulative |
| Anti-racism | A process of actively identifying and opposing racism The goal of anti-racism is to challenge racism and actively change the policies, behaviors, and beliefs that perpetuate racist ideas and actions |
| An Active process | Involves working to understand how race and racism affect people Focus on Systemic inequality It requires the ability to examine our own biases and engage in critical thinking |
Created by:
liladdoyle