3820 Exam 2

Front 1

Cultural Identity Theory- 6 qualities

Back 1

1. Provides a framework for acknowledging the existence and impact of complexities of cultural identity and interracial communication

2. Central premise is that each individual has multiple cultural identities that are formed through dialogue
3. Two major ideas: Avowal and Ascription
4. Cultural identity is enduring/changing

5. Context and relational levels of interpretation (e.g., the use of ethnic humor by an ingroup friend vs. an outgroup friend)

6. The salience and intensity of cultural elements in an interracial communication context.

Front 2

Avowal:

Ascription:

Saliency:

Intensity:

Back 2

: “the perceived identity that a person or group enacts in a particular context”
Ex: cultural events, individuals will be enacting their culture

:an individual’s perception of how other see his/her cultural identity

:the relative importance of one or two identities to others

:the level of involvement and investment that person has in importance of one or two identities to a particular aspect of her or his identity

Front 3

Cultural Markers

Back 3

1. Not simple a member of one particular group

2. Multiple cultural identities

Front 4

Identity Hierarchy

Back 4

-Assumes that certain sets of lived experiences result in moving specific identity elements to the core of a particular person's self-concept

1. embraces the interconnectedness of multiple cultural identities
2. recognizes both the enduring and fluid nature of cultural markers
3. avoids the trap of building a rigid, definitive hierarchy of cultural identity for all U.S. Americans

Front 5

Transracial Communication Model

Back 5

1. Focus: on interactions that are impacted by perceived racial distinctions

2. Communication: reflects a particular “ethnic perspective”

3. “Normalization” of communication is the goal of transracial interactions

Front 6

Interracial Communication Model:

Focus on process by which different non-white groups leave their own cultures and enter dominant social structures
Assumptions:

Back 6

a.Racial/ethnic minorities can never totally move within the realm of dominant European American society
b. EAs (European Americans) and accessibility:
controlled people of colors’ accessibility to dominant societal structures
c. EA and status as members of other racial/ethnic cultures:
could never become full-fledged members of other racial/ethnic cultures

Front 7

Speech Community Theory:
Acknowledges that people from different cultural groups follow different sets of communication rules.

Explains misunderstandings between people of diff social groups
Assumptions:

Back 7

a. Shared meaning: among same cultural community

b. Coordinate their actions

c. Meanings and actions: are particular to individual groups

d. Distinct resources for assigning meaning

Front 8

Critical Race Theory:

Developed by: civil rights activists- challenged dominant values of equal opportunity and justice for all by highlighting the reality of racism

Core elements:

Back 8

a. Racism is integral part of U.S.
b. Rejects racial objectivity and colorblindness
c. Rejects historical approach to race
d. Experiential knowledge; a person’s experience with racism is a form of knowledge
e. Interdisciplinary & eclectic; people from all disciplines are using it
f. Elimination of racial oppression

Front 9

Afrocentricity: is a cultural ideology, worldview mostly limited to the United States and is dedicated to the history of Black people.

Back 9

1. African interests :how does this benefit African community?
2. African descent = shared common experiences and origins
3. Seeks agency and action through collective consciousness
4. Culturally centered analysis of IRC

Front 10

Complicity Theory

Back 10

1. Challenges Afrocentric notion that African and European Americans are naturally different

2. Represents a theory specifically created to study the relationships between race, language, and communication.

3. Challenges our basic understanding of racial differences

4. Two key ideas: CC
a. Negative (racial) differences and language are inseparable
b. Dominance and marginality are not fixed states

Front 11

Co-Cultural Theory:

1. Explains: the ways that marginalized persons communicate in everyday interactions
ex: LGBT, women’s groups

Back 11

a. Field of experience: experiences of people of color and other people who are also marginalized
b. Costs and rewards: communication styles; deciding cost v. rewards when making decisions
c. Ability
d. Communication approach: what voice is used by racial group members
e. Preferred outcome: what is the ultimate goal of interaction

Front 12

Five themes for effective interracial communication

Back 12

a. Worldview
b. Acceptance
c. Negative stereotyping
d. Relational solidarity
e. Expressiveness

Front 13

Anxiety/Uncertainty Management (AUM) Theory

Central idea:

Back 13

effective communication occurs when anxiety and uncertainty are reduced

Front 14

Communication Accommodation Theory (CAT)

Convergence:
Divergence:

Back 14

a. Convergence: adapt communication to match someone else’s; conform

b. Divergence: keep communication separate

Front 15

Brown vs. Board of Education:

Back 15

undid the Jim Crow Laws; deemed unconstitutional

Front 16

Intentionality -
Emotionality -

Back 16

-the degree to which a certain behavior is viewed by an offended party as purposeful and causing harm or hurt

-the negative emotions or feelings a party experiences as a result of experiencing firsthand, hearing, or observing the behavior he/she deems offensive (Noah’s experience)

Front 17

Jim Crow Laws:

Back 17

“separate but equal”

Front 18

Barriers to Interracial Friendships

Back 18

mistrust, intetionality vs emotionality, stereotypes prior to friendship

Front 19

Contact Hypothesis:
Definition—Being in the presence of out-group members will shape how we feel about racial and ethnic differences.

Back 19

1. Salience - the attention individuals place on their intergroup differences
2. Decategorization – an awareness of individual distinctiveness; - an individual is faced with “counter stereo-typical information about the outgroup”; however, it is not guaranteed that and individuals bias is removed
3. Personalization - one responds to others in terms of their relationship to self (commonalities are found) and (2) one self discloses positive information they otherwise would not know. Individuating information is processed. Anxiety and discomfort are often times experienced (affective impact).
4. Typicality - pleasant interaction among in-group and out-group members [that] can be effective in reducing inter-group bias only if the outgroup members typify their group

Front 20

Acculturation:

Assimilation:

Back 20

: the process, as described by cross-cultural adaptation theory, that includes learning and acquiring the elements of a new culture

: people adopting the dominant group's attitudes and beliefs while forsaking those of their primary racial/ethnic group

Front 21

Generalization of Benefit Model -

Back 21

the overall benefits that result from interracial communication

Front 22

Differentiated Model -

Back 22

transitions a person from stereotypical thinking to seeing some distinctions between in-group and out-group members

Front 23

Mutual Intergroup Differentiation Model -

Back 23

Positive contact with an individual out-group member should result in positive behavior and reactions toward individuals but not the entire group because the person is perceived as being ‘atypical’; therefore, interventions must be made at the intergroup not interpersonal level.

Front 24

(Anti)Miscegenation

Back 24

prohibited interracial marriages between whites and nonwhites

Front 25

Interracial Relationship Development Model

Back 25

. Stage 1: Racial Awareness
2. Stage 2: Coping
3. Stage 3: Identity Emergence
4. Stage 4: Maintenance

Front 26

Social group influence

Back 26

a third party’s incentive to keep new generations from marrying interracially; strategies are employed that will prevent group members from marrying an outgroup member.

Front 27

A. Structural Theory— demographics and mutual attraction contribute to the initiation, development, and maintenance of an interracial marriage

Endogamy:
Homogany:

Back 27

1. Endogamy—people marry within their group.

2. Homogamy—a preference for marrying a person who is in close social status

Front 28

"Jungle Fever"

Back 28

tensions from romantic relationships of people from different races/cultures

Front 29

3 categories of responses from White people (miller & harris)

Back 29

Three major themes of student communication emerged regarding Whiteness: accepting the idea of White privilege, determining how to live an antiracist life, and learning how to communicate about race

Front 30

White students in the class took three communicative approaches to what they perceived as their lack of a right to contribute to racial dialogue:

Back 30

(1) providing evidence of personal nonracist lifestyle,
(2) qualification of race-related opinions or questions, and
(3) silence.

Front 31

• 3 concepts (sister-friends)

Back 31

o Safe vs. hostile spaces for speaking
o Ingroup language (signals solidarity)
o Social support

Front 32

• Cross & Cross study:

Back 32

found that black girls prefer white dolls

Front 33

. Racial Motivation Theory—interracial marriages occur because of racial difference, whereby at least one partner finds the racially different other more appealing because of his or her race.

1. Hypergamy

Back 33

— an interest or willingness to date someone of a different race

Front 34

Social Forces that Influence Marriage Patterns
(3 types)

Back 34

1. Preference for marriage candidates— the resources partners offer each other

2. Social group influence—a third party’s incentive to keep new generations from marrying interracially; strategies are employed that will prevent group members from marrying an outgroup member.
3. Constraints on marriage “market”

Front 35

Preference for Marriage Candidates
(2 resources)

Back 35

1. Socioeconomic Resources-- expectations held by males and females

2. Cultural Resources - how important the individual feels it is that both relational partners share similar cultural or racial/ethnic backgrounds

Front 36

Social Group Influences

Group Identification:
Group Sanctions:

Back 36

1. Group Identification: how closely does someone identify with their group
2. Group Sanctions: institutions that traditionally oppose marriage between people from different racial/ethnic backgrounds

Front 37

Critical pedagogy

Back 37

the perspective from which investigations of the construction of social identity within the classroom have largely been undertaken