Eitzen13e.chapter8 lecture.ppt 193990

Editor's Notes

• #4: Racial divisions are changing, but they are not disappearing. Three milestones reveal the extent of population change in the nation: By 2001, more than half of the largest cities had more Blacks, Latinos, Asian Americans, and other minorities than Whites. In 2012, for the first time in history, over half of newborn children belonged to a racial or ethnic group. Today, one in three U.S. residents is a minority. The United States is moving from being predominantly White to being a global society of diverse racial and ethnic peoples. Does this mean that the United States is becoming integrated and moving beyond racial disparities?
• #6: Why are some groups dominant and others subordinate? Power—power derived from superior numbers, technology, weapons, property, or economic resources Dominant group—dominant group establishes a system of inequality maintained by power What occurs because of a power inequality? Oppression. Racial inequalities produce opportunities for some and oppression for others. The word oppression comes from a Latin word meaning “to crush” Racial inequalities are institutionalized in the structure of society Racial stratification offers better occupational opportunities, income, and education to White people. These patterns are found throughout the world even as societies become more racially and ethnically diverse. Today, many racially defined people are becoming even more marginalized by global restructuring. Minority groups lack the same opportunities as everyone else. The cause lies in our race-based system of social rights and resources. Evidence of racial inequality does not mean that minorities are passive victims of oppression.
• #11: Minority group refers to a group that is dominated by a more powerful group. Races are not biological; they are socially constructed and defined. Racial categories have changed over time. We tend to see race as a Black-White dichotomy.
• #12: Racial formation means that society is continually creating and transforming racial categories. Groups once self-defined by their ethnic backgrounds as Mexican Americans and Japanese Americans are racialized as “Hispanics” and “Asian Americans.” Middle Easterners coming from Syria, Lebanon, Egypt, and Iran are commonly grouped together as “Arabs.” The U.S. government has changed racial categories over time. In 2000, the census allowed people to record themselves in more than one racial category. This continued with the 2010 census. About 3 percent of people identify themselves as mixed race. 13 percent of U.S. marriages now mixed-race marriages. While the Census Bureau has begun to capture the complex mix of racial groups present in the United States, it used a confusing classification for Hispanics. According to the 2000 U.S. census guidelines, Hispanics were considered to be an ethnic group, not a race. People who identified their ethnicity as Hispanic could also indicate a racial background by choosing “some other race.” The Census Bureau acknowledges that the distinction between race and ethnicity is flawed. The 2010 census changed the Hispanic origin question to more clearly distinguish Hispanics by adding the sentence “For this census, Hispanic origins are not races.” Hispanics are racialized in the United States. Although classified as an ethnic group, “Hispanic” encompasses a range of ethnic groups. At the same time, although Hispanics are not officially defined as a race, they are socially defined in racial terms The dominant society treats Hispanics as racially inferior. When any group comes to be thought of as a race, this means the group has become racialized. Common thinking about race is flawed. We tend to see race through a Black and White lens, thereby neglecting other rapidly growing groups. We think of Whites, the dominant group, as raceless, or having no race at all. In this view, Whiteness is the natural, or “normal,” condition.
• #13: Whereas race is used for socially marking groups on the basis of presumed physical differences, ethnicity allows for a broader range of affiliation. Both race and ethnicity are historical bases for inequality in that they are constructed in a hierarchy from “superior” to “inferior.” In the United States, some immigrants were viewed as belonging to an inferior race. For example, Jews were once racialized and later reconstructed as White. European ethnics migrated to the United States voluntarily to enhance their status or to market their skills in a land of opportunity. Most had the option of returning if they found the conditions here unsatisfactory. Voluntary immigrants suffered discrimination in employment, housing, and other areas. White ethnic groups were incorporated into society while keeping their cultures alive in their families and communities. “Optional ethnicity” is the ability to choose whether to identify with a group of origin and which cultural traits to keep. “Optional ethnicity” is possible for some White groups, but generally not for people of color.
• #14: The term racial-ethnic group refers to groups that are socially subordinated and remain culturally distinct within U.S. society. The categories of African American, Latino, Asian American, and Native American have been constructed as both racially and culturally distinct. Each group has a distinctive culture, shares a common heritage, and has developed a common identity within the larger society that subordinates it. The racial characteristics of these groups define their place in society.
• #15: In 2010, African Americans were 13 percent of the population. Before 1990, virtually all African Americans descended from people who were brought involuntarily to the United States before the slave trade ended in the nineteenth century. In the past two decades, the Black population in the United States has changed because of immigration from Africa and the Caribbean. In fact, more Blacks are coming from Africa than during the slave trade. Black immigration is also changing what it means to be Black. It has sparked a new debate about the “African American” because of the enormous linguistic, physical, and cultural diversity of the peoples of Africa.
• #16: U.S. Latino population has now surpassed the African American population to become the nation’s largest minority. In many respects, the Latino population is the driving force of this society’s racial and ethnic transformation Two-thirds (65 percent) of all Hispanic Americans are Chicanos, or Mexican Americans 9.2 percent are Puerto Ricans 3.5 percent are Cubans 6.6 percent are “other Hispanic or Latino” The Hispanic category was created by federal statisticians. The term Hispanic was chosen as a label that could be applied to all people from the Spanish-speaking countries of Latin America and from Spain. The term Latino, which many prefer, is a new invention. Latinos tend to view themselves by their ethnicity (national origins, language, and customs). Hispanics do not have a common history. They do not compose a single community.
• #17: In 2010, Asian Americans made up about 4.8 percent of the U.S. population. Asians are now the largest group of new immigrants in the United States. In 2010, 36 percent of new immigrants were Asian compared with 32 percent for Hispanics. The Asian population in the United States is extremely diverse, giving rise to the term Pan-Asian, which encompasses immigrants from Asian and Pacific Island countries and native-born citizens descended from those ethnic groups. Until recently, immigrants who arrived in the United States from Asian countries did not think of themselves as Asians or as Chinese, Japanese, or Korean but rather as people from Toisan, Hoeping, Guangdong Province, Hiroshima, Yamaguchik, or some other locale. It was not until the late 1960s, with the advent of the Asian American movement, that a Pan-Asian consciousness was formed.
• #18: Once thought to be destined for extinction, today the Native American or American Indian population is larger than it has been for centuries. Now at 2 percent of the total U.S. population, Native Americans have more autonomy and are more self-sufficient than at any time since the last century. They are still barred from full participation in the United States. They are extremely heterogeneous, with major differences in physical characteristics, language, and social organization. The current political and economic status of Native Americans is the result of the process that forced them into U.S. society: appropriation of Indian land for the gain of White settlers mismanagement by the Bureau of Indian Affairs of resources found on native lands underinvestment in Native American education and healthcare
• #19: This figure represents the percentage of racial groups over time. Discuss the changes.
• #20: Using one term (e.g., African American) to cover a diverse group of people ignores differences among many unique cultures.
• #25: These three theories offer different explanations for why some racial/ethnic groups have been treated differently and are disadvantaged in society.
• #26: Biological Deficiency was discussed in Chapter 7. This is the theory that racial group inferiority is the result of flawed genetics. “Flawed genes” are to blame for inferior position. There is no definitive evidence for the thesis that racial groups differ in intelligence. Biological deficiency theories are generally not accepted by the scientific community. Cultural Theories state that the cultures and behaviors of minority groups are dysfunctional when compared to those of the dominant group. For over four decades, many social scientists strongly opposed cultural explanations. The culture of poverty is now back on the sociological agenda.
• #28: Bias theories focus on the prejudicial attitudes held by majority group members . Sociologists argue that prejudicial attitudes are not the essence of racism. Bias theories ignore the fact that non-prejudicial Whites uphold a social system that impacts minorities negatively. Unbiased people fight to preserve the status quo by favoring the seniority system in occupations Unbiased people fight to preserve the status quo by opposing affirmative action Today, laws to protect citizens from racial discrimination are firmly in place. The new conventional wisdom views racism as a remnant of the past, the result of individual White bigotry. The focus strictly on prejudice is inaccurate because it concentrates on bigots and ignores the structural foundation of racism. The determining feature of dominant-minority relations is not prejudice but differential systems of privilege and disadvantage. Chapter 8, Activity 1 White Privilege Have students read Peggy McIntosh’s essay about White privilege. It has been years since she wrote the essay. Have students work in groups to update her list and decide if anything needs to be eliminated or added to the essay. Have groups make presentations to class and defend answers.
• #29: Focus on institutionalized patterns of discrimination as the sources of the secondary status of minorities. Shift from individual racism (or individual’s prejudicial attitudes) to the structure of society and how discrimination continues as a result of how society functions. Historically, institutions defined and enforced norms and role relationships that were racially distinct. The United States was founded and its institutions established when Blacks were slaves, uneducated, and different culturally from the dominant Whites. Everyday practices reinforce racial discrimination and deprivation. The inequities of institutions are cumulative. But, why is the U.S organized along racial lines? Chapter 8, Activity 3 Subtle Discrimination Subtle discrimination is often hard to pinpoint, but it can be present in every stage of the hiring process. For this activity, break the class into small groups. Give them a handout with the following information:   You are the owner of a business that sells car stereos. You need to hire someone to work as a manager and seller in your store. The following four people apply and interview for the job. As a group, rank them in order #1 to #4 (#1 being your number one hiring choice).   Applicant A: White male, 34 years old, married, two children ages 10 and 12, wore a Yarmulke to the interview (Jewish head covering). Has a Bachelor’s degree in anthropology. Since he graduated he has worked at a grocery store as a checker, a shoe store as a salesperson, and most recently at a cell phone company as a salesperson and part-time manager. Left when the company went out of business.   Applicant B: White female, 36 years old, married, no children. Recently moved to the area following her husband’s new job. Has a Bachelor’s degree in communication. Since she graduated has worked at a large department store chain, and moved up to management in the last six months before the move.   Applicant C: Black male, 28 years old, unmarried, no children. Has a Bachelor’s degree in business. Since he graduated he has worked in a bookstore, a clothing store, and a health club. At the health club he had some managerial responsibilities. Left when the company went out of business.   Applicant D: Hispanic female, 32 years old, divorced, two children ages 8 and 6. Has a Bachelor’s degree in business. Since she graduated she has worked at a small restaurant as a server, cashier, and moved up to manager in the last two months. She is looking for a change from the food service business.   Have the groups present their rankings. Questions for the class discussion: What factors made an applicant more desirable for hiring? Did they consider race, gender, age, marital status, presence of children, religion, physical attractiveness, etc. in their decision? What questions should potential employers be allowed to ask applicants? What questions should they not be allowed to ask? How can a person “prove” subtle discrimination in hiring? Are the groups’ rankings similar or different?
• #34: The treatment of Blacks and Hispanics has been disgraceful throughout American history. Through public policies and everyday practices, they have been denied the opportunities that should be open to all people. Since World War II, however, under pressure from civil rights advocates, the government has led the way in breaking down many discriminatory practices. Community organizing, civil rights legislation, landmark court decisions, and rising education have advanced the cause of racial equality. No matter how affluent or influential, Blacks and other dark- skinned people are vulnerable to “microinsults,” such as being followed around in stores. Studies of public accommodation have found that in stores, bars, restaurants, and theaters, middle-class Blacks are ignored or treated with hostility. Substantial growth of the minority middle class has not erased the problem of segregation.
• #35: Racial income disparities have remained unchanged over time. In 2010, the median income of Black households was about $35,000. In 2010, the median income of White households was about $55,000. In 2010, the median income of Hispanic households was about $41,000. Even though the median household income for Blacks is .below that of Hispanics, per- person income for Hispanics is .lower because Hispanics tend to have larger households. Although the income gap is large, the wealth gap is even larger. Wealth is the total of all assets minus debt. The recession and uneven recovery have erased decades of minority gains, leaving Whites with twenty times the net worth of Black households and eighteen times that of Hispanic households
• #36: The landmark Brown v. Board of Education (1954) ruling did not end segregation. In fact, U.S. schools are now more racially segregated than ever before. Since the decades of the 1980s and 1990s, school resegregation has continued to grow in all parts of the country. More than one-third of African Americans and Hispanics attend schools with a minority enrollment of 90 to 100 percent. This is class as well as race segregation, both from Whites and from middle-class students. The 2010 high school graduation rate for Whites was 87 percent compared with 85 for Asian Americans, 81 percent for African Americans, and 62 percent for Hispanics . Today 70 percent of jobs are knowledge-work jobs requiring high levels of literacy and specialized skills beyond high school. College campuses are more diverse than in the past, but there is still a gap in minority higher education attainment. All these disparities translate into economic inequalities. Even with a college degree, African Americans and Latinos have higher unemployment rates than their White counterparts.
• #37: For the last three decades, unemployment among Black workers has been twice that of White workers, with Latinos in between. Unemployment hits minority teens even harder.
• #38: African Americans and Latinos have always been an important component of the U.S. labor force. Although no longer barred from particular occupations, as they were in the past, many occupations remain largely segregated by race and ethnicity. Sociological research shows that race is related to workplace recruitment, hiring, firing, job levels, pay scales, promotion, and degree of autonomy on the job. African Americans and Latinos are more likely to work in low-skilled occupations. Immigrants work in the lowest rungs of the low-wage workforce. Economic shifts and the Great Recession have greatly affected minority groups. In 2009, joblessness for 16- to 24-year-old Black men reached Great Depression proportions (34 percent—more than three times the rate for the general U.S. population).
• #39: Minority health problems: Limited healthcare, lower-quality healthcare, stress, shorter life span, and higher rates of disease. Hispanics are the most likely to be without health coverage. No insurance percentages (2010): Hispanics 30 percent African Americans 18 percent Asian Americans 15 percent Whites 13 percent Racial discrimination affects health in other ways as well. Race is the strongest predictor of hazardous waste facility location in the country. The health disadvantages of living in impoverished neighborhoods cannot be overstated. Those living in “high-opportunity” neighborhoods can expect to live up to twenty years longer than residents of a “low- opportunity” neighborhood in the same city.
• #44: These trends are occurring in a global context, closely associated with macrosocial forces around the world. Chapter 8, Activity 2 Recognizing Privilege and Oppression A good way for students to realize that racial status is socially constructed is to use an exercise that allows them to experience themselves how society constructs race.   Have your students make a straight line (it is best to move all of the furniture out of the way or go outside). Read off the following list of items to them. Participate with them so that they will not feel uncomfortable about revealing personal things about themselves. Once the exercise is complete, allow time to discuss what the outcome was and how they felt about it.   If you are male, take a step forward. If you have ever attended any private school, take a step forward. If you or anyone in your family has emigrated from another country, take a step back. If English was the first language you learned, take a step forward. If you grew up with a set of encyclopedias in your home, take a step forward. If you or anyone in your family is gay, take a step back. If you or anyone in your family has ever been convicted of a crime, take a step back. If you have had a computer for more than 5 years, take a step forward. If you or anyone in your family has been denied insurance because of location, take a step back. If you were raised in a home with two parents, take a step forward. If you are married, take a step forward. If you are a person of color, take a step back. If you were raised in a home with a front and back yard, take a step forward. If you have ever been without health insurance, take a step back. If you own your own car, take a step forward.
• #46: When the economy is bad, any tensions are compounded. Anti-Hispanic sentiment increased steadily during the last two decades, producing restrictive immigration laws and policies such as Arizona’s 2010 legislation. Anti-immigration movements often translate into hate-related activities.
• #47: The common belief is that immigrants take jobs from Americans. In fact, most Americans benefit from the work immigrants do.
• #48: The Southern Poverty Law Center (SPLC) documented 1,000 hate groups in forty-eight states and the District of Columbia in 2010, a number that has swelled by 66 percent since 2000. More than half of all hate crimes are now committed by young people ages 15 to 24. Profiling and Maltreatment Racial profiling is the use of race and ethnicity as clues to criminality and potential terrorism. In 2005 Black drivers were twice as likely to be arrested during traffic stops, whereas Latino drivers were more likely than Black or White drivers to receive a ticket. “DWB—driving while Black.” Since September 11, Arab Americans, Muslims, and other Middle Easterners have been the targets of threats, gunshots, firebombs, and other forms of vigilante violence. Campus Racial Tensions Over the past few years, students of color have reported a dramatic increase in acts of racial discrimination, intolerance, hate crimes, and insensitivity among different cultures at institutions of higher education. Hateful and racially insensitive incidents have occurred on some of the most prestigious campuses in the country. Every day, at least one hate crime occurs on a college campus, and every minute, a college student somewhere sees or hears racist, sexist, homophobic, or otherwise biased words or images. These problems are not isolated or unusual events. Instead, they reflect trends in the wider society.
• #49: In large cities across the nation, African Americans are much more likely than Whites to live in communities that are geographically and economically isolated from the economic opportunities, services, and institutions that families need to succeed. Without jobs, cars, or phones, inner-city residents are utterly vulnerable to urban disaster. The movement of middle-class Black professionals from the inner city has left behind a concentration of the most disadvantaged segments of the Black urban population. Research reveals how crime, family dissolution, and welfare are connected to the structural removal of work from the inner city. The Black inner city is not destroying itself by its own culture; rather, it is being destroyed by economic forces.
• #50: Social and economic changes have removed jobs from inner cities. To understand the “underclass,” we need to look at structural disadvantages.
• #51: The 1960s civil rights movement led to race-specific remedies to end racial bias. In the 1980s, economic restructuring brought new dislocations to both Whites and minorities. As racial minorities became an ever larger share of the U.S. population, racial matters grew more politicized. Many Whites began to feel uncomfortable with race-conscious policies in schools and the workplace. The social climate fostered an imaginary White disadvantage, said to be caused by affirmative action and multiculturalism. Color-blind racism is the belief that race no longer matters in people’s experiences. Color-blind practices are the basis for the current downsizing of policies related to affirmative action, school desegregation, and voting rights. Multiracial organizations composed of racial ethnic and White antiracist activists continue to work at national and local levels to fight and eradicate racist prejudices and institutional racism.