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1110 Cards in this Set

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01. Based on the 2000 US Census, what are the five biggest groups?
a) Hispanic (14%)
b) White (73%)
c) African American (13%)
d) Asian American (4%)
e) Native American (1%)
02. What was the period in the 19th Century called when African Americans had freedom? How did we enforce it?
Reconstruction - federal troops were stationed in the South to keep pace. When they were pulled, hostility returned.
03. Who was the farmer that was a hero to Mexican Americans, because he advocated work conditions? What was the song for the workers?
Cesar Chavez. "De Colores."
04. Ronald Reagan apologized to which group in america?
Japanese americans who were kept in internment camps during WWII. The survivors recieved $20,000 each in 1990.
05. What group in Black Hills, South Dakota constantly turns down money for their land?
The Native American Sioux and Aguila Indians.
06. What was the Trail of Tears? What was the Trail of Broken Treaties?
The Trail of Tears was the forced march of Native Americans out of their homeland in Georgia and North Carolina to Oklahoma reservvations. The Trail of Broken Treaties was the trail made by the American Indian Movement (AIM) from the West Coast to Washington, D.C.
07. What is the song that is considered to be the "Black National Anthem?"
"Lift Every Voice and Sing."
08. What jumpstarted the US entry into WWII?
Pearl Harbor.
09. What was the Harlem Renaissance? What was the "Strange Fruit" in Billy Holiday's song?
The Harlem Renaissance was a period of time when literature, culture, and music flouriished and was published among the african American community. "Strange Fruit" represented the lynched bodies of African American hanging from trees.
01. In 2000, a group of white mothers fought for the right to
choose more than one racial category when filling out personal information. This was for the benefit of multi-racial children.
02. "Hispanic" is derived from
Spain who colonized countries in Central America.
03. Chinese americans are
the largest group out of all Asian Americans.
04. The phrase "I once was blind, but noI see" from the song "Amazing grace, " by John Newton,
represents when he finally realized how awful the slave trade was.
01. The initial contact between any two or more racial/ethnic groups can be for any number of reasons, such as
exploration
adventure
economic opportunities
escape
protection
political
02. Initial contacts can and often do evolve into unequal relationships or stratified relationships. By stratified,
we mean structured inequality that becomes part of the society's: values
norms
expectations
institutions
Both at the indiviual and group level, structured inequality results in what sociologists call situated social power ( Coontz). The perseon or group wit hthe most social power is the person or group who least understands how that power affects their behavior and how not having that power affects the behavior of others.
03. The most common ways of initial contact between and among different race/ethnic groups in U.S. are:
a) colonization
b) annexation
1. voluntary
2. involuntary
c) Immigration
1. voluntary
2. involuntary
04. Three conditoins are necessary for structured inequality to evolve from those initial contacts:
a) ethnocentrism
b) competition for resources
c) unequal power
05. All of the contact occurs in social context ---
-of history and time
-of geography and place
-of resources and other.
-Race and ethnic relationships do not occur ina vaccuum, devoid of social values and social norms and social expectations.
06. Once there is structured inequality bewtween and among groups, there tend to be
certain patterns that evolve in regulating the behavior and opportunities for different groups. These-patterns, which have been applied not only to the u.S. but to other countries, are themselves dependent on several conditions, such as the economic base of a country or region, the level of education in a society, increasing urbanization, changes in communication abilities and capabilities, international events.
07. Those three patterns of relationships are referred to as:
a. paternalistic
b. rigid competitive
c. fluid compeititive
08. If structured inequality is:
reinforced not only socially but also legally and politically and economically, it is persistent and resistant to change.
01. Caste-like stratification systems vs. Class-like stratification systems in a society
I X I
Caste-like - Class-like
Based primarily on Based primarily
ascribed characteristics on achieved characteristics
U.S. society would be the X in the above diagram of the continuum of stratification in a society. It is then, within the theoretical open class-system that the U.S. has, that race/ethnic relationships developed over time and which we'll discuss.
02. Within our open-class-like system ( not ideal or perfect in its reality), there had to be some kind of initial contact between different racial and ethnic groups. And there are three major ways that initial contact can occur. Those three are:
a) colonization
b) annexation
1. voluntary
2. involuntary
c) Immigration
1. voluntary
2. involuntary
03. Under certain conditions, initial contact, that originally may have been cooperative or conflicted ( or both), evolves into inequality. Those three conditions which together lead to inequality are as follows:
1. ethnocentrism
2. competition for resources (valued resources such as land and labor)
3. unequal power (in terms of numbers, technology and weaponry, for example)
04. ONce inequality has been established between different racial and ethnic groups, there tend to be cdertain patterns that evolve in regulating behavior and opportunities for different groups These patterns, descriptive of conditions in the U.S. and elsewhere in the world, are themselves dependent on many conditions, such as
the ecnomic base of a society ( or region, in the case of the U.S.)
the level of education in a society increasing urbanization and modernization, technology and communication, international events and pressure to change, many other factors.
01. Paternalistic Economic Base/ System of Production
Agricultural, esp. Plantation
02. Paternalistic Stratification
Caste-like
03. Paternalistic Relative Size of Groups
Dominant group usually numerical minority
04. Paternalistic Division of Labor
By race: simple division of labor
05. Paternalistic Mobility
Very low
06. Paternalistic Racial/Ethnic Interaction
High interaction, but unequal; little separation of races
07. Paternalistic Conflict or Stability
Little outward conflict
08. Paternalistic Examples
U.S. South during slavery
01. Rigid Competitive Economic Base/System of Production
Early urban industrial
02. Rigid Competitive Stratification
Unstable caste-like
03. Rigid Competitive Relative Size of groups
Variable, but dominant group often small
04. Rigid competitive Division of Labor
Mostly by race, but a more complex division of race
05. Rigid competitive Mobility
Low to Moderate
06. Rigid Competitive Racial/Ethnic Interaction
LIttle and mostly unequal interaction; almost total separation of races
07. Rigid Competitive Conflict or Stability
some racial conflict; occasional violence
08. Rigid Competitive Examples
U.S. South After Slavery
01. Fluid Competitive Economic Base/ System of Production
Advanced industrial & corporate
02. Fluid Competitive Stratification
Mixture of class & caste with racial/ethnic stratification continuing
03. Fluid Competitive relative Size of Groups
Dominant group is usually numerical majority.
04. Fluid Competitive Division Labor
Complex Specialization; beginning to be much variation with in racial/ethnic groups as between
05. Fluid Competitive Racial/Ethnic Interaction
MOre interaction than rigid, and more equal interaction than paternalistic or rigid.
06. Fluid Competitive Conflict or Stability
Institutionalized conflict in racial/ethnic areas
07. Fluid Competitive Examples
U.S. Contemporary Relations
01. Independent Variables
a) urbanization & modernization
b) number of racial and ethnic groups
c) overlapping vs. cross-cutting cleavages (divisions)
d) territorial base
e) language
f) surges of immigration
g) racial vs. ethnic divisions
i) international pressure
j) international relationships
02. Dependent Variable
Degree of inequality & conflict between & among racial and ethnic groups
02. Rashomon (1950s)
black and white movie directed by a Japanese film director. About a string of horrifying events that happened to a wealthy family (woman raped and husband killed).
a) the main purpose is to hear the flashback of events from different characters' perspectives and to observe how they differ ( Rashomon Perspective- different races have different experiences and perspectives.
b) Everyone is influenced by various forces ( culture, parents, etc.) This means that truth is defined differently based on who you are, your gender, or the race you are a part of.
Ex: Native Americans viewed several killings as attempts of genocide
01. In critical thinking we:
a) make our thinking the object of thought
b) improve our thinking as a result
this requires:
c) develping a special level of awareness
d) special skills of self-assessment
01. Concepts of Critical Thinking:
a) clarity
b) accuracy
c) precision
d) relevance
e) depth
02. Clarity of critical thinking Concepts
1. Could you elaborate further?
2. Could you illustrate what you mean?
3. Could you give me an example?
03. Accuracy of Critical Thinking Concepts
1. How could we check on that?
2. How could we find out if that is true?
3. How could we verify or test that?
04. Precision of Critical Thinking Concepts
1. Could you be more specific?
2. Could you give me more details?
3. Could you be more exact?
05. Relevance of Critical Thinking Concepts
1. How does that relate to the problem?
2. How does that bear on the question?
3. How does that help us with the issue?
06. Depth of Critical Thinking Concepts
1. What factors make this a different problem?
2. What are some of the complexities of this quest?
3. What are some of the difficulties we need to deal with?
07. Breadth of Critical Thinking Concepts
1. Do we need to look at this from another perspective?
2. Do we need to consider another point of view?
3. Do we need to look at this in other ways?
08. Logic of Critical Thinking Concepts
1. Does all of this make sense together?
2. Is this the central idea to focus on?
3. Does what you say follow from the evidence?
09. Significance of Critical Thinking Concepts
1. Is this the most important problem to consider?
2. Is this the central idea to focus on?
3. Which of these facts are most important?
01. Ethoncentrism
belief that the group to which you are a member is judged to be right and true, while others are judged not just differently, but as if the other groups are deviant; a tendency to judge other groups or societies by your own group or society or nationality
02. Rashomon Perspective
a perspective ( based on the movie Rashomon that many factors influence what we believe and what we " see" in our culture; who we are in terms of our racial or ethnic identity, our gender, our ecnomic classs, our religion and our age, for example, influence the perspective or lens through which we view events and people in our society. As Kitano ( 1997) refers to it, views of reality are shaped by position in the social structure, experiences, emotions and needs.
03. Social institutions
all of the customs, traditions, norms, values, and beliefs that develop in order to take care of basic social needs, such as the need for reproducing our society, for nurturing and caring for the young and dependent, the need for shelter and food, the need for jobs and income, the need for education, and others. The most basic of social institutions are the family, education, the economy, government, religion and health.
04. Ethnic group
a group of people who are generally recognized by themselves and others as a distinct group, based on social and/ or cultural characterisitics such as nationality, language and religion
05. Racial group
a group of people who are generally recognized by themselves and others as a distinct group, based on physical characteristics, such as skin color, hair texture, facial features, and others
06. Majority group
a dominant group in a society, based on its attainment of more than its proportionate share of valued resources, includng power, prestige, land, and other wealth.
07. Minority group
a subordinate group in a society, based on its having attained less than its proportionate share of valued resources, including power, prestige, land, and other wealth.
08. Racism
attitudes, beliefs, behaviors or institutional arrangements that tend to favor one race or ethnic group over another; racism may be conscious and deliberate, or it may be unconscious and not deliberate.
09. Color blind vs. Color conscious
These two terms have different definitions, depending on diferent authors' perspectives. IN this class, we are defining color blind as the ability NOT to discriminate or be prejudiced toward other racial/ethnic groups. Color conscious, in this class, is the ability to "see" color, and its impllications for different groups in this country, and then to consciously choose NOT to discriminate or be prejudiced based on color. Currently, in the U.S> the supposedly politically correct term is to refer to yourself as color blind. By most sociologists' definition of that term, it is almost impossible, if you were born and raised in the UNited States, to be color blind. Also, by most sociologists' definition of these two terms, it would be a more positive statement to be color conscious, because you have seen, sociologically, the difference that the color of one's skin can make in job opportunities, education and other areas, and you have chosen not to ignore that difference yourself. In other words, you have not chosen NOT to ignore color, and possibly, to change your own views and that of others toward people of color.
01. Prejudice
attitudes and beliefs ( not behaviors) that favor one group over another .
02. Stereotype
A paarticular form of prejudice, which is an exaggerated belief or opinion about another group ( in this class, racial or ethnic group) with the tendency to attribute the belief or opinion to every member of the group.
02. Discrimination
behaviors ( not just attitudes) that lead to unequal treatment of a person or group based on racial or ethnic characteristics.
03. Individual Discrimination
The person acting towards another person
04. Institutional Discrimination
within our social insitutions with their traditions and customs and laws
01. Two forms of discrimination
Individual
Institutional
*both forms can either be intentional or unintentional
05. Reverse Discrimination
makes no sense at the institutional level. a better term to describe what many consider reverse discrimination ( or discrimintation against whites by blacks and other minorities would be a loss of, or decrease in, historical privilege. There can be individual discrimination by anyone, but it's not reverse. It just is.
01. Ideological racism
belief that one race or ethnic group is intellectually and biologically superior to another; sometimes called scientific racism.
01. Symbolic, aversive, subtle racism
the denial or unwillingness to consider that racism is still evident in our society; the unwillingness to support public policy that would address continuing racial and ethnic disparities in our society in terms of household income, educational levels, health care, and others- Different authors and researchers use a slightly different term for this form of racism, but the majority of them are speaking or writing of the same concept.
01) The key issue between defining a minority or majority group is
who has the most power or the ability to make someone lese do what you want them to do.
02) Common Stereotypes sof Various Racial Groups in America:
-Dirty/Lazy -Multiple families Living together
-Loves frid chicken/watermelon -Althletic
-Greedy -Can't jump or dance
- Rich/ Powerful -Intellectually inferior
-Illegal -Rude
-Generally Smart -Wear Feathers
-Alcoholic -KKK
-Racist -Loud
-Government Assistance -Violence/ Gangs
-"The Man" -Own Restaurants
-Migrants -Own Gas Stations
-Close to nature "spiritual" -Smell's Like "wet dog"
01) Reverse Discrimination
a)"White Priviledge Name"
b) Implies there was discimination to begin with
c) Would effect working and Middle Class More
d) An exception to normal is reverse Discimination in South Africa
e) Olympic Sports Teams
02) Reverse Discrimination: White Priviledge Name
-found in the media and is mainly the thought of the majority against the minority.
-ex: At the University of Michigan a prospective white student tried to sue the school b/c she wasn't admitted when many African Americans ( who were what she descibed as " less qualified" ) were admitted. In all actuality, many other whites were accepted over her as well.
03) Reverse Discrimination:Implies there was discrimination to begin with
-If so, other efforts to stop dsicrimnation are necessary as well as efforts to work on an equal playing field (very hard assumption to make b/c discrimination was formed over generations)
04)Reverse Discimination: Implies there is no
"regular" discrimination
05)Reverse Discimination: Would effect working and middle class more
b/c they are on the borderline of poverty and wealth and want to make a place for themselves in society.
06) Reverse Discimination: An exception to normal "reverse discrimination" can be found in South Africa where Nelson Mandela was elected President.
White farmers were kicked off of their farmland by the government, where in this case, the minority has power over the majority.
07) Reverse Discrimination: Olympic Sports teams
-where there has to be a 50/50 representation on color on each team regardless of athletic ability.
-The minorityy government controls this ruling, although it goes againstthe Olympic regulations
08) Reverse Discrimination: Conclusion
The term " reverse discrimination is not a scientifically favorable term.
01) Bell Curve-
A book that compared SAT scores among different races and found that there " really is a scientific pattern.
02) Bell Curve: (a)
It was soundly discredited by the scientific community, b/c they believe the test really measures how well you take tests, how well your education correlates w/ the curriculum, your performance under pressure w/ a time limit, and how long your mental endurance is
03) Bell Curve (b)
No one ever questoins wat exactly the test is measuring
03) Bell Curve (c) minority gap
scores vary btw majorities and minorities
04) Bell Curve (d)
Test really measures the " majority's culture" b/c courses are predominately taught by the major race.
05) Bell Curve (e)
Research shows that people who took preparation classes for the SAT only incereased their scores by about 20pts.
06) Bell Curve (f)
california colleges, as well as a few states, almost stopped using the test for admittance purposes due to its lack of relevance to the measurement of intelligence. This is one reason that the essay section was added on to the test. The addition was viewed as a business strategy to keep customers ( colleges) happy.
01. Intellectual Humility
You know what you know and you know what you don't know (recognize you don't know everything)
02. Intellectual Courage
Gives confidence to question beliefs you feel strongest about. Questioning isn't bad.
03. Intellectual Empathy
Being able to put yourslef in another's place ( a minority in the pplace of a main race or vice versa).
04. Intellectual Integrity
Your Thinking
05. Intellectual Perserverence
Working through frustrations (dark night of the soul) to come through with confidence.
06. Intellectual Autonomy
Thinking for yourself (foundation of all assignments and how you are graded).
07. Use critical thinking to answer questions
(clarity, accuracy, precision).
08. Grade based on your reply to the following questions to newspaper about race relation?
1. Disaggree or disagree with author of newspaper about racial relations
2. Does the reace of the writer matter?
3. How is the Rashomon principle applied?
4. Would the impact of the article change if it was not from a minority standpoint?
5. What is the author trying to say?
09. Majority of these social term definitions in soci 122 are from
Farley, 2005, and Kitano, 1997 though they are very, very commonly used throughout most sociology materials and texts.
01) Institutionalized Discrimination
hurts the minority the most.
02) Whites recieve
benefits of instutitutionalized racism ( normally agianst the minority group, but it can be harmful to everyone)
01) Stereotypes help us
categorize, simplify, organize the information coming to us.
02) Stereotypes:Learned ability
( parents, surroundings, situations) and can " un learn" it.
03) Stereotypes: can be useful,
but it gets overused to an extreme extent in our culture.
04) Stereotypes: Represent an extremely simplified view of a group of people
This is doing a grave injustice o one's own' race and all other races.
05) Stereotypes:Serve as justrificatoin for
mistreatment, different rules, regulations, and punishments. By doing injustices you create more social discernments ( gap gets wider rather than closer).
06) Stereotypes: Harvard Univeristy Implicit associaton Test (IAT)
tests subconcious racial reactions to different images. It measure the extent of your view of racism.
01) Characteristics of Stereotypes: Positive/Negative
can be positive or negative, (even when they're positive, they an be used against people) and can be strongly or weakly believed.
ex: Asian Americans are assigned a limited # of college admission spots. If we went strictly by grades and achievement, Asian Americans would represent the majority of students admitted to colleges.
02) Characteristics of Stereotypes: The groups that is least likely to konw what the stereotypes are for their specific group is the majority race.
This is because minority groups are more likely to hear racial comments from the majority group rather than the majority group hearing them from the minority.
03) Characteristics of Stereotypes: The fact that social norms exist
reinforces that there are sanctions ( positive/negative)for going along w/ stereotypes or rejecting them.
ex: In your family there are systems of rewards and punishment for what you believe.
04) Characteristics of Stereotypes: can be socially reinforced by
members from other groups from group members themselves.
05) Characteristics of Stereotypes: Tend to be very, very
persistent over time, even in the face of challenge.
c) Major Statuses
1. Race
2. Gender
3. Age
04) In class- example of Discrimination in the Mass Media
An article in the paper showing a picture of a multi racial couple recieved much criticism from the public
05) History of Ethnic of Race: Stereotypes and discrimination in mass media
Reactions to the newspaper picture of multiracial use anything but critical thinking skills.
Pervasive in our culture within mass media and within institutionalized discrimination.
Learned Behavior b/c it can be unlearned or relearned another way.
Racial and ethnic stereotypes are very closely linked to color of skin ( darker your skin the more stereotypes you have).
Based on assumptions linked to stereotypes, people behave in negative ways. (ex: Vincent Chen - Asian american Dreams) was beaten b/c of racial differences,.
Requires an intentional choice within an individual's heart to change a stereotype. It isn't just going to happen. Unfortunately, the people wo are responsible for changing stereotypes are normaly the ones who are socially punished.
06) Strategies reducing prejudice and stereotypes - most successsful way is:
-Intergroup education
-Inter group contact
-Simulation Exercises
-Pervasie Communication
-Thereapy
07) Inter-group - education
beginning to use information about all different ethnic groups in U.S. and give facts abou their history rather than just white. There have always been difficult relationships between racial and ethnic groups throughout history.
ex: this class is only an elective. Based on past semesters, it is usually taken by people who are less prejudiced.
08) Intergroup contact
different groups living and working together. Every day of your life you see group other than your own. You don't need need to be in contest witho one naother, and you need to be ina ituation in which the environment is non-threatening.
ex: -military
-brown vs.. board of education 2nd best attempt to integrate
09) Simulating Exercises
participatin in an experiment in which discrimnation is tested.
10) Simulating exercises: Teacher in Idaho
Labeled students with labels sayiung they were brown or blue-eyed. The reaction of third graders was amazing b/c they began judging other student differently by this imaginary diffference. This experiment taught that you can pick an item to judge, no matter what, and prejudice will start to kick in
A documentary was made about Jane Elliot ( original teacher who performed the first experiment in Idaho) doing an experiment in a usiness setting. The employees had given informed consent to participate in the study and knew it was an experiment, but the reactions were similar to those of the third grade classs.
11) Simulating exercises: Camp Chustnut
-Camp Chestnut is a local camp that prepares students for thier incoming year at UNC. every one stood in a line and read off comments that were reflexctive of institutionalized prejudice ( if parents went to college, if you plan to graduate w/ no loans.). The participants moved forwards or backwards depending on the answers to these questions. The purpose of this was to show the effect over over generations of generalized privilege and institutionalized discrimination.
12) Persuasive Communication-
showing videos, pamphlets or movies in which the object is to show another point about discrimnation. The only way it's effective is if it's paid attention to.
13) Therapy-
(pyschologicall and psychiatric ) - going to get professional help to change your views about prejudice and discrimination. The biggest problem oreducing prejudice is that person has to be very motivated to do so.
01) In class example of Instittutionalized Discrimination in the Legal Justice System: Jena 6
-In Sept 2006, white high school students in Louisiana alaways sat beneath a huge oak tree for shade. Some African American students asked the principal if anyone could sit under this tree and he said yes. The next day after the African American students sat under it, there were six nooses hanging from the tree. The principal wanted to expel the white that did this, but there were only suspended for a few days.
- A few African Americans students beat white student after this occurrence and are now awaiting a sentence for aggravated assault and attemepted murder. One of the boys is only seventeen and is likely to serve 22yrs in prison. There were no eyewitnesses to prove the actual events
02) People use the history of other minorities to
discriminate against them ( hanging nooses in tree).
03) Jena 6: Legal Justice System consisted of an all white jury and judge.
There have been many negative experiences throughout history with an all all white jury verses the accused minority.
04) In class Discussion Jena 6: Why did they cut down the trree at Jena High School?
Authorities thought they would solve the problem
05) What group of adult officials would make decision to cut down tree at Jena High School?
IT takes more than a generatio nto get rid of hatred or resentment btween groups (learned behaviors from parents and friends.
If one whit person tried to stand up for the unjust treatment of the Jena 6 he or she would be shunned.
06) Cartoon in Paper -"we've fixed the race problem by cutting down all of the trees in the U.S. (Jena 6)
example of scape goat: cutting down trees in the Jena 6 example.
originates from the bile-you load all of your sins on to a goat and sacrifice it for your sins.
Rashomon perspective is extremely strong in Jena 6 situation.
01) Minority Groups: Africans
Enslaved
02) Minority Groups: Native Americans
pushed on reservations
03) Minority Groups: Mexicans
immigration; low level jobs given to them
04) Minority Groups: Chinese
a) It was difficult to unite Pan Asians together
b) Vincent Chen death , in which white men were only given minor charges was a rallying cry for Asian groups
05) Minority Groups: Japanese
a) 1st born in NY
b) Myth of Model Minority
06) Minority Groups: Other
a) Korean
b) Vietnamese
c) Indian Filipino
07) Minority Groups: Irish
Come to escape the potatot famine, one of few groups in which single women immigrated over rather than single men.
08) Minority Groups: Other Europeans
a) Italians
b) Germans
09) Minority Groups: Majority has expectations of what they are immigrating for
Normally, it is that you will assimilate into the cultre that is already here (Melting Pot Theory), but it didn't always happen here.
10) Minority Group: Melting Pot Theory
Taking jobs and adopting traditions of mainstream culture.
11) Minority Groups: How they assimilated or not had to do much with
how they came in ( involuntary/voluntary) because they were not always allowed to assimilate. The re is a back and forth inter-group relationship.
12) Minority Groups: Involuntary Immigrants
lag behind generation after generation.
13) Minority Groups: Voluntary Immigrants
wanted to be here and knew they could go to school and get jobs There is a proactive reason they are here to begin with.
14) Minority Groups: The major reason that minorities were brought into the country was
for cheap labor ( pull factor)
15) Minority Groups: Minority reposnses can depend on wide cultural level context including:
a) Adaptation
b) Change oriented responses
c) World wide context that has an effect on majority and minority groups in terms of equality and inequality.
16) Minority Groups: Urbanization
movement from arms to city demographically changing the face of country.
a) cities offer more jobs, but more poverty, more housing opportunities but mor ecrowded living conditions.
17) Minority Groups: Increasing levels of education
"There is power in knowledge."
Increasing levels of education tend to affect relationships between groups.
18) Minority Groups:Changing Economic Base
Going from agricultural to industrial to now technological economic base.
19) Minority Groups: WWI, WWII, Korea, and Vietnam
all had influence on minorities.
20) Minority Groups: WWI
inspired the Great Migration which was tremendous movement of african Americans from the south to north to find factory jobs. The tension from this created Race Rights.
21) Minority Groups: WWII
was when the internment of Japanese americans occurred. Many Japanese men participated in armed forces and thoguht they should be included in the same rights that U.S. soldiers had; however, they didn't get benefits. This created unhappiness and anger.
22) Minority Groups: Vietnam
After Vietnam, Asian refugees were given protective status in the U.S. GIs married " war brides" overseas who were Asian and brought them back to live. This changed the demographics of the minority groups.
23) Minority group numbers ( of people in group)
When minorities increase in numbers they have a bigger voice ( Political, economical , social) .
01) Majority Group
White/ Anglo Saxon
01) Three factors leading to inequality:
a) Ethnocentrism
b) Unequal Power
c) Competition of Resources
02) Three factors leading to inequality: Unequal Power
a) If you are the group making the rules and you are a society living by the rules , then the rules are going to favor your group. Any group that's not your groups is going to be unfavored by the rules set by the majority group.
b) Very resistant to change
c) Verying degrees of Inequality
03) Three factors leading to inequality: Competition of Resources
a) Money
b) Wealth
c) Jobs
d) school
e) the basics of trying to live your life
01) Relationships between and among racial and ethnic groups is the core focal point of this class and course, so as we trace those relationships from initial contact thorugh generations of history in the U.S., we will be
observing relationships between individuals of differnent racial and ethnic broups, but we also will be observing relationships between groups who differ by race or ethnicity.
02) Initial Contact for groups has been based on one of several reasons:
a) Colonization
b) Annexation ( either voluntary/ involuntary)
c) Immigration ( either voluntary/ involuntary and includes indentured servants, political and other refugees, etc...
03) Dependent on the initial contact between different racial and ethnic groups, there has been a stratification by race and ethnicity, which developed as the result of:
a) ethnocentrism
b) competition for resources
c) unequal power
04) Ethnocentrism
includes: racial and ethnic stereotyping, other prejudices, and discrimination
05) Competition for resources
includes: jobs, land, capital, housing, and so on
06) Unequal power
Power in sociology is defined as being able to make someone else do what you want. That power can be individual or institutionalized through the legal/ judicial system, banking, finance, housing, education, political, medical, and others.
07) With unequal power established in a culture,
there are expectations of behavior from the group in power towards their own group and expectations of behavior (and attitudes) from other groups over which the power is held.
08) The expectation from the majority white ethnic groups ( predominantly white, Anglo Saxon, Protestants) as to what the role was of immigrants was
assimilation.
09) The expectation from the majority white ethnic groups ( predominantly white, Anglo Saxon Protestants) for groups such as freed slaves, native Americans, etc, was
Segregation and seperation from mainstream whites.
10) Pluralism
groups coexist with relative equal status in the society
11) From minority groups' perspective there were various reponses to the expectations of the majority group. These responses
varied over time and in different contexts of U.S. history as well as by the group.
12) A summary of responses from the minority groups' perspective include
adaptation and change-oriented responses to expectations of majority white ethnic groups.
13) As with most of these processes (adaptation / change-oriented), the context of national and international conditions affected the different responses and include but are not limited to:
a) Numbers of the minority relative to the majority
b) Galvanizing events which violate civil rights.
c) International events (independence in african nations, for example)
d) Changes in the economy here and abroad
e) Wars and wartime service by minorities
f) Urbanization
g) Discrimination as irrational in a business sense
h) Increasing Education
i) Cross-cutting ties between and among groups
j) Institutionalized power ( including police/legal/judicial, etc. )
14) Once the inequality between and among racial and ethnic groups has been established, it becomes entrenched in
the laws and customs of our society and culture
in the minds and attitudes and beliefs of members of the society.
*This mindset can be very resistant to change, but it has changed.
15) Change in the past few decades has come about primarily through
change oriented responses such as:
a) boycotss
b) sit-ins
c) protests
d) social movements
16) Many social movements by different minority groups have been successful. Those that have been successful generally met the 5 necessary conditions:
a) Sense of dissatisfaction ( also known as relative deprivation)
b) Communication Network
c) Resources, such as money, time, energy
d) Leadership
e) Sense of Efficacy
01) Marriage is legally consderably the
best way for 2 human beings to get together and learn one another.
02) interracial marriage: even though interraicial marriage in the U.S. has increased in terms of population it is still:
THE EXECPTION & NOT THE RULE!
03) Interracial marriage is a
social integrator in many ways. It literally gives definition to hte terms " assimilation" and "accomodation"
- ex: say 80% of the marriages were interracial, this would take a great deal of assimlation and high integration and a low rate would be the opposite of this.
04) Ant-mesigination (1661)
Laws outlawing interracial marriages.
- All kinds of laws against blacks and asian americans, but not hispanics because states of the U.S. aquired were then part of Mexico and the Mexicans were classifed as WHITe, and could marry.
a) Pennselvania, was the first state to remove this law in 1771
b) Alabama took it out of their books in 2000.
05) Interracial marriage: Some of the main changes happened after
WWII
06) 1980: All married couples that were interracial in U.S. included
1.30%
07) Interracial marriage: 2004 interracial census statistics included
3.70%
08) Interracial marriage: Largest number of interracial marriage is
a) between white and another race
-1980: 69%
-2004: 75.2%
b) between white and black couples
-1980 - 25.9%
-2004 - 19%
c) of the white/black couples, largest proportion were black husband, white wife, whic was
-1980 - 73%
-2004 - 69%
09) Factors determining interracial marriage:
a) Sex Ratio - 50/50
b) Legal Constraints
c) Religious Constraints
d) Group Size - racial and etnic groups
e) where you live
f) Age
10) Interracial marriage: Native Americans are the
smallest group and are more prone to marrying outside of their group
11) Endigamy
marry within your group.
a) this is a social custom
b) racial endigamy is NOT only a social custom, but a legalized one.
12) Summary of Interracial Marriages:
a) Typical person in the U.S. is a white person w/ non-white spouse.
b) WHites and blacks have the lowest inter-marriage race
c) American INdians, Hawaiians, and multiple race people have the largest inter-marriage rates
d) U.S. born Asians and Hispanics and foreign born whites and blacks are more likely to inter-marry than foreign born Asians and Hispanics and U.S. born Whites and Blacks.
e) Why? THere exist traditions and cultural implications that almost force one to marry in theire ethnic backgrounds.
01) What is the American dream in terms of housing?
Owning your own Home
02) How do you plan to own your own home?
a) Education
b) Get a Job
c) Save Money
03) Before the 1900s, people did not lead such segregated lives because
along the terms of economy:
a) dfferent groups had to meet
b) Migration of African Americans from the south to the north and midewest, after WWI and WII, during the industrial era
04) How did people intentionally create segreation?
a) personal choices
b) people owned property, leased and sold to their race ONLY.
c) RENT
- owners pay rent
d) OWN
-taxes paid by the people living in household
Everything is connected from housing to American dream to schooling to graduation rate to pay. EVERYTHING!
05) What do you have to do to buy a house?
Find the house you want through:
a) papers
b) word of mouth
c) real estate
d) internet
06) Steering
if you call in a real estate agency, and you sound black, then they'll "steer" you towards a BLACK neighborhood
07) Covenants:
a) Appearance
b) Uniformity
08) housing segregation:
started by writing a table on the board of the factors that contribute to housing segregation:
a) choice / preference
b) financial / Social Economic Status
c) Public/ Private Discrimination
d) Education
e) Segregation
09) Housing Segregation: Index of dissimlarity ( 0 - 1) or (0 - 100)
a) if we went all the way to 100, it's all the way to complete segregation.
b) If we went all the way to 0, it would be complete integration
- Detroit has an index of about 88/89 and is usually top of the list of this index
-Chapel Hill/ Raliegh is 37 on the scale
c) Whites are comfortable living in an area w/ an index of 20
10) Housing Segregation: Choice / Preference least affects
what sociology claims to determin House Segregation
a ) Real Estate Industry
b) Red-lining
c) Highway construction
11) House Segregation: Real Estate Industry
a) Racial Steering: IF you call an agent, and you say you want to look at some houses, what they will of ten do based on your race is show you home s in neighborhoods of your race i.e. they push you in a certiain direction based on race. This happens because of the consensus tha tif you are white, then you don't want to live in a black dominated neighborhood b/c the home value wil go down.
12) House Segregation: Red Lining
City maps drawn on w/ red lines in areas where they were less likely to give loans for homes and green lines around areas where it was good. Illegal, but still goes on.
13) Construction of highways thorugh cities splitting neighborhoods
a) Most whites are out of inner city
b) They moved to the suburbs and left behind predominantly rental units
c) Rental units were taking the landlord, not the property owners
d) As a result of this, there were very few jobs for them ( having professionals from outside the city in the suburbs. ) People in the city weren't uqalified ( mis-match theory )
14) Zoning
Determone how many people can occupy a unit
a) number of people limited to unit size
b) in certian neighborhoods, we have to build houses of certain
sizes
c)40 yr constant segregation
15) How dod we make the connection btw housing segregation and education?
The higher the property taxes, the better funded the eudacaiton system around that place becomes.
16) Housing Segregation and education: Affirmative action
ended up helping women more tha nit did minorites..
-women could also be minorities
01) Admission process for school:
It has literally become much harder for white males to go to school at UNC-Chapel NC because of the amount of different races/ genders being accpeted
01) Who is Duke Cheston?
White
INstate
Junior
Bio Major
02) Hidden Consequences: Critical Thinking Skills
Purpose - Explain the real results of affirmative action
Assumptoions -
a) Anybody in / on Affirmative action are unqualified
b) Affirmative Action should be ended
c) Affirmative action has not worked
d) Graduation Rates
e) Disparity
f) Inter- group relations ( race/ethnic)
01) Stratification in Sociology means
inequality.
02) All social insitutions are
intertwined and dependent upon one another
03) In any society, there are conservatives in the sense of
"slow to change."
04) We know what we know because of
what we have learned from our families
05) How do we find out if there is racisim and discrimination within our social insitutions?
We find out by proxy measures:
a) Money
b) Job
c) owning a home
d) education
e) family
f) health
06) Proxy rates look at these measures
a) money
b) job
c) owning your own home
d) education
e) family
f) health
and see how they differ by racial grooup
01) The U.S. has the highest
intermarriage rate out of all industrialized countries.
02) 90% of us will be
married one day.
03) In 2004, 3.65% of married couples in the U.S. were
interrracial.
04) Interracial and interethnic marriages have increased recently because of
immigration and integration of public schools.
05) Interracial and interethnic marriages have
caused us to be required not to discriminate in jobs so all positions are open to any race with a higher education.
06) Interracial and interethnic marriages result in children who are
more likely themselves to be in a mixed marriage.
07) Intermarriage between minority groups is
more unlikely than intermarriage between the majority and the minority.
08) Whites and African Americans have the lowest
intermarriage rates among all of these minority groups.
09) The most common intermarriage between minority groups
is between African Amerian and whites (70%) is a black man and a white wife.
10) Asian women are much more likely to
intermarry than Asian men because many were war brides
11) U.S. born Hispanics and Asian
foreign born whites and blacks are more likely to to intermarry than foreign born hispanics and Asians and U.S. born whites and blacks.
12) Sex Ratio in the U.S. is
the number of males per female in the population ( now 104 boys to every 100s girls.
13) By the time a baby has reached 1 yr of age,
the sex ratio switches because boy infants have a higher infant mortality rate than girl infants.
14) Marrying age -
25 for women and for men ( sex ratio varies greatly among racial groups)
15) Interracial marriage rate is
inversely related to the size of the group
16) Specifically, the smaller the group the
more likely they are to marry across ethnic lines. andin this case whites are the least likely to marry across the race and native americans are most likely to marry across the race.
17) The racial group that is most skewed is
African Americans ( more women than men because most are in jail. )
18) Ultimate assilmilation would be
to marry across an ethnic group because by doing so, you are erasing the purity of any one group.
This would void out the lines between ethnic groups because they are all mixed together.
19) The expectations of the majority group do not encourage intermarriage,
but encourage assilmilation.
20)______was illegal for many years
intermarriage.
21) In the past, these laws were imposed
anti-miscegenation laws.
22) Anti miscengenation laws
a) forbid marriage between races
b) were taken out of the books in 1957.
- reason was b/c a white and black couple from VA were arrested, convicted and suspended from VA for 25yrs. They went to D.C. to get this wrong righted. At the time, 16 states had to take this law out of the books, but Alabama didn't until 2000.
23) It matters whether you are married or not married as adults because
there are many incentives for being married
a) tax breaks
b) being able to see your spouse in emergency settings
c) sign papers
In other words the government encourages people to marry legally.
01) Neighborhoods are very
segregated.
02) There used to be convenants only
allowing specific racial groups to live in certain neighborhoods.
03) The best way to build wealth in the U.S. is
by taking out a mortgage and buying a home
a) housing industry is tanking
b) people pay for college by taking out a loan from the equity of their home.
04) Buying a home is
very important for a family's wealth.
05) Home mortgage is opened up to
many more people 5-6 years ago
06) All of these ______ are interconnected by institutionalized racism
a) housing,
b) family
c) marriage
07) Graphical Overview of Race/Ethnic Relations in U.S.
Ethnocentrism - Paternalistic
competitism for resources orginal contract - rigid competitive
unequal power assimiliation - fluid competitive
accomodation - pluralism - social institutions
social change separation
08) Recap of Intermarriage
a) By intermarrying the demographics are changed
b) Efforts were made to restrict interracial marriage especially btw african americans and whites.
c) WWI, WWII, and Vietnam created assimilation by definition.
d) Endogmay - marrying within race
e) If you were segregating by race and social class as well you are segregating twice.
f) People in simlar professions mary each other because of "pull of eligibility" (those are the people you are around at marrying age).
g) Intermarriage rate is at 5% and is a significant indicator of assimiliation between ethnic groups in society.
h) Whites and blacks marry more than any other group
i) China has the highest number of eligible chidrento be adopted
j) It is very difficult to adopt across race
k) Rate of foreign adoption is increasing tremendously
l)Chinese females are who American couples are adopting the most
m) Chinese families can only have one child and they would rather hav e aboy due to their patricarchal
n) The girl children are either aborted or sent to orphanages.
09) Housing: There is a tremenedous effect on the
Rashomon Perspective
10) The index of disimilarity is
measured on a scale from 0-100 or 0-10
11) 0 is total integration
racial and ethnic groups are proportional to the whole population.
12) 100 or 10 would
be complete segregation
13) Current facts in the U.S.
Whites live in neighborhoods that are over 80% White
Blacks live in neighborhoods that are 60%
Hispanics live in neighborhoods that are 40% Hispanic.
14) Individual explanatoins for housing situations
a) Individual Choice
-people tend to want to live around people who are like them
-in a free market system, choosing a house plays into this
b) Economic
-the entire process of buying a house involves racial and ethnic issues
-You have to have money
- The main conditoin for buying houses many years ago was that you had to be wealthy
- After the 40s during WWII, many men came back and married and had children and needed a place to live
c) Literal Discriimination
15) After the 40s during WWII, many men came back and married and had children and needed a place to live
a) Few places to live in the urban areas
b) This was the era in which " cookie cutter" houses in suburban
c) The houses were made the same way because it was cheaper
d) Loans were available to mostly white soldiers.
e) There were very few nieghborhoods that allowed African Americans to live in them.
f) You could get a 30yr mortgage - opened housing up to way more people
h) The beginnings of suburbia occured when people moved out of uran areas
16) Public Policy
restricted covenants
a) applied to almost every one not in same social class and race
b) can still be in the books, but can't have a racial/ethnic overtone
c) Most towns have them for the purpose of keeping everything equal
d) Ex: You can only put up certain kinds of fences in certain neighborhoods ( wooden or white picket, not chain linked)
17) Private practices/ industries that discriminated
a) real estate
b) banking industries and lending instutions
c) appraisal industry
18) Real estate
the following discriminatory practices have been outlawed by now.
a) One practice that was used for segregation was " racial steering" (showing poeple houses in certain areas based on their ethnic or racial group).
19) Block Busting
occurred when real estate agents would go into neighborhoods and request people who were moving out to sell their houses to them. The real estate companies would turn right around and sell the house to a minority buyer and make more money. It is illegal, but it still happens.
20) Banking industries and lending institutions
a) "redlining" happened when bank officials would get a map of a city and draw red and green lines around certain areas.
b) If an area was green, people in that area would get a loan.
c) If they lived in the red area, they wouldnn't get a loan/ In theory, it was a way to cover losses from the bank, but really just segregated races out.
21) Appraisal Industry
a) housing in a green area would be appraised differntly than housing in a red area because where a house is mattters more than what a hous is
22) Fair Housing Act
supposed to get rid of housing in a green area being appraised differently than housing in red areas, but this still exists.
23) In Chapel Hill, the median cost of a house is over 300,000dollars
a) This price cuts out a large number of people who can afford to live here
b) The custodial staff here can't afford o live in the city so they relocate to Carrboro, Pittsborough, or Hillsborough.
24) Adjustable Rate Mortgage was
introduced equally for people who normally couldn't get a home (people are defaulting now)
25) Detroit is the most segregated area with an
integration/segregation index of 80%
26) There has been a dramatic increase in
housing payments
27) The government is tryting to get
lending industries to work with peple they gave loans to, but industries will lose money if that happens.
28) Right now, eespecially with homes valued at 250,000 and above,
there are more houses available than can really be sold.
29) When the middle class defaults,
the industry is in trouble
30) You are allowed to take interest
off mortgages from tax income.
31) Most importantly, you can use the equity on your
home to get a loan to pay for college.
32) The benefits of owning your own home
keep increasing.
33) If minorities and the poor are least likely to buy into nice homes,
they are not going ot get a good education.
34) Wealth makes a tremendous difference for
children and the education they will recieve.
01) traditions
a) there is a law stating that you have to be in school from ages 4-16
b) there is an increasing need for getting an education at an early age.
02) Causes of segregated schools:
a) Pubic Education is supposed to serve everyone
b) Most students K-6 go attend schools near their homes.
c) In the U.S., 50% of the public schools' budgets are paid w/ property taxes. These are determined by the value of your home.
d) this segregates by (social class, income, and race).
e) Affects the level of education that you can get
f) Children from homes with low property taxes get good
educational programs while children from homes with low
property taxes ( mostly minorities ) don't.
g) Chapel Hill has high property taxes and eve a special school tax that goes straight to the schools
h) The overall state rate for dropouts is around 30%
i) 70% are graduating now when ten yrs ago, 90% were
j) You have to look at how many people start school in the 9th grade
k) North Carolina, is in the bottom ten of school systems in the U.S.
l) graduating rates:
03) Education depends on
parental education and social class
04) Students with ext remely high grades or
low grades get attention but average students get ignored.
05) A college now equates to
what a high school diploma was about 50 years ago
06) the is a sense among U,S. citizens that affirmative action
should be done away with.