Below are the questions I accepted from those submitted for Soc. 240A (8:00) whose exam is on Friday morning. You'll note that I did a bit of editing of both some questions and answers. Please copy them down or print them out, because they will appear on the final exam.
SOC. 240A FAMILY FINAL EXAM QUESTIONS:
RED FAMILY (Allison, Chris, Andrew, and as far as I know Marqueal did not participate so he does not earn the points for this exercise) 10pts (plus 1 bonus pt.)
1. What was the basic clash of values between Indians and Europeans or white settlers, which ultimately led to the overtaking of Indians and their land? (2)
ANSWER: White settlers were more individualistic and capitalistic, and believed in private property and exploiting nature, whereas the Indians had no notion of private property; were communal, saw themselves as interdependent with nature.
2. When the University of Illinois and Rep. Winkel attempted to resist the will of the NCAA, they introduced a bill in the state legislature to protect the mascot. How is this similar to a major battleground of the civil rights movement? (1)
ANSWER: During the civil rights struggle, Southern States resisted federal efforts to abolish their state segregation laws.
3. What was Dr. Better's historical argument about the relation between slavery and racism or race theory? (2)
ANSWER: It was not ideas of racial inferiority of Africans that led to the slave trade, but it was the establishment of the slave trade that led to the view of enslaved Africans as being inferior. Race theory became a justification for slavery and developed after slavery was established.
GREEN FAMILY (Alex, Coleman, Ellie) 10 pts. plus 1 bonus point
1. Identify and briefly describe the component of Dr. Better's "Better Model of Institutional Racism" which she sees as most important and places on top. (2)
ANSWER: Economic privilege -- there is no better example of how racism confers benefits on the dominant group than the enslavement of Africans in America and the subsequent relegation of minorities to the lower tier of the two-tier labor market.
2. According to Dr. Tatum, what is the BIG problem or obstacle in encouraging cross-racial dialogue? Briefly explain. (2)
ANSWER: FEAR -- fear that if someone makes an inappropriate comment or out-of-context remark they will be labeled a racist.
3. What is the "perpetual foreigner syndrome," and to which group does it usually apply? (2)
ANSWER: that someone is treated as a foreigner no matter how long they or their forebears have lived in America. It is usually applied to Asian Americans.
BLUE FAMILY (Sarah, Katie, Emily, Kathrine) 10 points (no bonus points)
1. How do Dr. Tatum and Dr. Better differ in their opinions about using the term "Black" to identify African Americans? (2)
ANSWER: Dr. Tatum identifies with the "Black is beautiful" movement of the 1960s and believes that Black is more inclusive than African American because not all Blacks are African American, they may be Afro-Caribbean, for example. Dr. Better believes that both Black and White should NOT be used because both have negative connotations.
2. In the video, "In Whose Honor?", to what is the Indian caricature used in sports' teams' mascots compared, and what is the significance of this comparison? (2)
ANSWER: The Indian caricature is compared to "Black Sambo," which almost everyone recognizes as demeaning and should be avoided.
_____________________________
That's it. See you Friday morning.
Friday, December 11, 2009
Thursday, December 10, 2009
240B (9:30 class) Family Questions & Answers for the Final Exam
Below are the questions I accepted from those submitted for 240B (9:30), whose final exam is on Monday. As usual, I have done some editing of both questions and answers. I will post the family questions from 240A tomorrow (Friday).
240B FINAL EXAM QUESTIONS:
BLACK FAMILY (Melanie, Onyx, Alan) 10pts (no bonus points)
1. What are the TWO principal reasons why Latinos have become the "majority minority?" (2)
ANSWER: (a) higher birth rates; (b) higher immigration rates
2. What is the "power of institutional racism," according to Dr. Better? (1)
ANSWER: That no one person must act to maintain it; that a person need only follow the established racist policies and practices -- or the norm.
YELLOW FAMILY (Aubrey, Zach, Dani, Lauren) 10pts (plus one bonus point)
1. According to Dr. Better, what does she believe is the reason some scholars use the terms "ethnicity" and "race" interchangeably? (1)
ANSWER: "I believe that this is done to neutralize the term "race" and thus reduce its importance in American society."
2. According to Dr. Tatum, what does she see as the BIG problem or obstacle in encouraging cross-racial dialogue? (1)
ANSWER: FEAR -- fear that someone may make an inappropriate comment or "yanked-out-of-context" remark that will be labeled "racist."
3. One of the stereotypes of Asian Americans is that they are all good in math/science/computers. How can this be a problem for them? (2)
ANSWER: Teachers may expect them to be naturally good at these things and not pay attention or help them if they are struggling. It also tends to lock them in to such fields and so they are discouraged from pursuing the humanities.
___________________________
That's all for now. Again, tomorrow I will post the questions from 240A.
240B FINAL EXAM QUESTIONS:
BLACK FAMILY (Melanie, Onyx, Alan) 10pts (no bonus points)
1. What are the TWO principal reasons why Latinos have become the "majority minority?" (2)
ANSWER: (a) higher birth rates; (b) higher immigration rates
2. What is the "power of institutional racism," according to Dr. Better? (1)
ANSWER: That no one person must act to maintain it; that a person need only follow the established racist policies and practices -- or the norm.
YELLOW FAMILY (Aubrey, Zach, Dani, Lauren) 10pts (plus one bonus point)
1. According to Dr. Better, what does she believe is the reason some scholars use the terms "ethnicity" and "race" interchangeably? (1)
ANSWER: "I believe that this is done to neutralize the term "race" and thus reduce its importance in American society."
2. According to Dr. Tatum, what does she see as the BIG problem or obstacle in encouraging cross-racial dialogue? (1)
ANSWER: FEAR -- fear that someone may make an inappropriate comment or "yanked-out-of-context" remark that will be labeled "racist."
3. One of the stereotypes of Asian Americans is that they are all good in math/science/computers. How can this be a problem for them? (2)
ANSWER: Teachers may expect them to be naturally good at these things and not pay attention or help them if they are struggling. It also tends to lock them in to such fields and so they are discouraged from pursuing the humanities.
___________________________
That's all for now. Again, tomorrow I will post the questions from 240A.
Wednesday, December 2, 2009
Lecture Notes on the "Better Model of Institutional Racism" & Reminders
We left off yesterday (12/1) talking about the Better Model of Institutional Racism (p. 25), so let me pick up with that and also incorporate some comments about Douglas Blackmon's book, "Slavery By Another Name," featured in that video segment from Bill Moyers' Journal.
C. Dr. Better's "Better Model of Institutional Racism" involves three key components: (1) Economic Privilege, (2) Social Privilege, (3) Psychic Rewards.
(1) Economic Privilege -- there is no better example of how institutional racism confers benefits on the dominant group than the enslavement of Africans in America.
a. In this context, she makes an important historical argument that it was not ideas of racial inferiority of Africans that led to the slave trade, but rather that the establishment of the slave trade that led to the view of enslaved Africans as being inferior (which is similar to my earlier point about discrimination contributing to prejudice or reinforcing it). And as we've noted before, race theories emerged in the 19th century to justify this institution; that is, racism came after slavery.
b. Dr. Better contends that Jim Crow laws were just a continuation of the slave system without slave owners. (Which brings up the relevance of Douglas Blackmon's book, "Slavery By Another Name." Recall that Blackmon noted how after the Civil War and especially after Reconstruction, the South which, as he put it, was "addicted to slave-forced labor" found a way to re-institute forced labor via the criminal justice system. "Black codes" (similar to previous slave codes) were passed which essentially criminalized black life. For example, laws against vagrancy were easily applied to blacks, and over several decades (up to World War II) thousands were caught up in this and were placed in forced labor camps in which their labor was exploited and they were treated with brutality, not all that different from slavery. He noted how blacks worked in a brick factory outside of Atlanta which provided many of the bricks which literally built the city; also they worked in awful conditions in the coal mines outside of Birmingham, AL.. This placed thousands of blacks at a tremendous disadvantage in terms of being able to accumulate wealth and access to education. And this took place not 150 years ago or more, but barely 70 years ago.)
c. Dr. Better also points out how a "two-tier labor system" is also a reflection of this institutionalized racism where minorities are largely relegated to the lower-tier jobs and are often used to keep wages low (Latinos today).
(2) Social Privilege - she identifies a social ideology which has favored whites. Whiteness associated with goodness, virtue; and even poor whites buy into this because it gives them some advantage over poor black folks.
(3) Psychic Rewards - similar to Social Privilege. Internal satisfaction whites, especially poor, working-class whites, derive from being white.
D. She provides a diagram of the Better Model (p. 30) emphasizing the particular significance of economic privilege (over social & psychic) in the persistence of racism, and of course, the importance of institutional over individual racism. (But let me interject a critical comment about her diagram: it is incomplete, there are no arrows or any other suggestion of exactly how Economic Privilege (and the two other components) relate to the rest of the diagram.)
1. In discussing individual racism, she also stresses that to be racist one must ACT out your negative feelings toward another group. BIGOTRY is the state of mind. Need to distinguish negative feelings or thoughts from actions, especially institutional actions which are much more consequential.
E. Finally, she justifies this whole discussion of racism by noting the importance of having a clear definition -- that "too many disparate feelings and actions are being labeled "racist" in our society."
1. She concludes by cautioning people of color against "playing the victim" -- acquiescing to one's oppression and whites' feelings of guilt -- need to confront this history of oppression honestly.
_______________________________
That's all for lecture notes, which brings us up to Chapter 3 (p. 37)
REMINDERS: INTERVIEW PAPER/PRESENTATIONS DUE TOMORROW, 12/3. Remember, I expect everyone to be ready to give your brief presentation on your interview whether you are ready to turn in the paper or not.
ESSAY III (DESCRIBED ON NOV. 20TH BLOG POST) IS DUE NEXT TUESDAY, 12/8.
C. Dr. Better's "Better Model of Institutional Racism" involves three key components: (1) Economic Privilege, (2) Social Privilege, (3) Psychic Rewards.
(1) Economic Privilege -- there is no better example of how institutional racism confers benefits on the dominant group than the enslavement of Africans in America.
a. In this context, she makes an important historical argument that it was not ideas of racial inferiority of Africans that led to the slave trade, but rather that the establishment of the slave trade that led to the view of enslaved Africans as being inferior (which is similar to my earlier point about discrimination contributing to prejudice or reinforcing it). And as we've noted before, race theories emerged in the 19th century to justify this institution; that is, racism came after slavery.
b. Dr. Better contends that Jim Crow laws were just a continuation of the slave system without slave owners. (Which brings up the relevance of Douglas Blackmon's book, "Slavery By Another Name." Recall that Blackmon noted how after the Civil War and especially after Reconstruction, the South which, as he put it, was "addicted to slave-forced labor" found a way to re-institute forced labor via the criminal justice system. "Black codes" (similar to previous slave codes) were passed which essentially criminalized black life. For example, laws against vagrancy were easily applied to blacks, and over several decades (up to World War II) thousands were caught up in this and were placed in forced labor camps in which their labor was exploited and they were treated with brutality, not all that different from slavery. He noted how blacks worked in a brick factory outside of Atlanta which provided many of the bricks which literally built the city; also they worked in awful conditions in the coal mines outside of Birmingham, AL.. This placed thousands of blacks at a tremendous disadvantage in terms of being able to accumulate wealth and access to education. And this took place not 150 years ago or more, but barely 70 years ago.)
c. Dr. Better also points out how a "two-tier labor system" is also a reflection of this institutionalized racism where minorities are largely relegated to the lower-tier jobs and are often used to keep wages low (Latinos today).
(2) Social Privilege - she identifies a social ideology which has favored whites. Whiteness associated with goodness, virtue; and even poor whites buy into this because it gives them some advantage over poor black folks.
(3) Psychic Rewards - similar to Social Privilege. Internal satisfaction whites, especially poor, working-class whites, derive from being white.
D. She provides a diagram of the Better Model (p. 30) emphasizing the particular significance of economic privilege (over social & psychic) in the persistence of racism, and of course, the importance of institutional over individual racism. (But let me interject a critical comment about her diagram: it is incomplete, there are no arrows or any other suggestion of exactly how Economic Privilege (and the two other components) relate to the rest of the diagram.)
1. In discussing individual racism, she also stresses that to be racist one must ACT out your negative feelings toward another group. BIGOTRY is the state of mind. Need to distinguish negative feelings or thoughts from actions, especially institutional actions which are much more consequential.
E. Finally, she justifies this whole discussion of racism by noting the importance of having a clear definition -- that "too many disparate feelings and actions are being labeled "racist" in our society."
1. She concludes by cautioning people of color against "playing the victim" -- acquiescing to one's oppression and whites' feelings of guilt -- need to confront this history of oppression honestly.
_______________________________
That's all for lecture notes, which brings us up to Chapter 3 (p. 37)
REMINDERS: INTERVIEW PAPER/PRESENTATIONS DUE TOMORROW, 12/3. Remember, I expect everyone to be ready to give your brief presentation on your interview whether you are ready to turn in the paper or not.
ESSAY III (DESCRIBED ON NOV. 20TH BLOG POST) IS DUE NEXT TUESDAY, 12/8.
Friday, November 27, 2009
Reminders
As you all should know, there are two big due dates coming up soon after you come back:
I. INTERVIEW PAPER & PRESENTATION (THURS. DEC. 3RD): it would be nice to get all the papers and have everyone give their brief presentation (5-10 min.) on that Thursday. We will not have much time for any make-up presentations, so please be ready to go on Thursday.
II. ESSAY III (WHICH IS DESCRIBED IN THE PREVIOUS BLOG POST, 11/20), WHICH IS DUE ON TUESDAY, DEC. 8TH.
Finally, as soon as we get back we'll also be getting back together with our families to begin working on questions for the final exam.
Hope everyone had a good holiday and will be ready to wrap up the semester when you get back.
I. INTERVIEW PAPER & PRESENTATION (THURS. DEC. 3RD): it would be nice to get all the papers and have everyone give their brief presentation (5-10 min.) on that Thursday. We will not have much time for any make-up presentations, so please be ready to go on Thursday.
II. ESSAY III (WHICH IS DESCRIBED IN THE PREVIOUS BLOG POST, 11/20), WHICH IS DUE ON TUESDAY, DEC. 8TH.
Finally, as soon as we get back we'll also be getting back together with our families to begin working on questions for the final exam.
Hope everyone had a good holiday and will be ready to wrap up the semester when you get back.
Friday, November 20, 2009
Concluding Notes on Dr. Tatum's Book & Essay III Description
Concluding Notes on WHY ARE ALL THE BLACK KIDS SITTING TOGETHER IN THE CAFETERIA?
A. Let me re-emphasize, as Dr. Tatum notes on p. 174, that research showed that bi-racial adolescents did NOT have any more adjustment problems than adolescents of color. "For both groups, all measures of psychological adjustment were in the normal range, suggesting that bi-racial adolescents can be reasonably healthy and happy as other young people are."
1. This is not to say there are not challenges associated with bi-racial identity. The key is addressing these issues openly in the family and elsewhere, as we saw earlier when she first presented the racial identity development theory.
2. One challenge is confronting the question, "what are you?", which reflects the society's need to classify you racially and may imply another question which is divisive: which side are you on or where do you stand? (p. 175)
B. In talking about the various developmental stages -- pre-school thru college and adult years -- Dr. Tatum discusses instances where one's bi- or multi-racial identity is challenged by peers or others. In the early years, parents play an especially crucial role in addressing such instances by instilling pride in all aspects of one's racial identity to counter society's desire to put you in one category or another.
1. During college and adulthood, it becomes easier to reject peer pressure and embrace one's bi-cultural heritage. Dr. Tatum, then, goes on to stress the need these bi- or multi-racial students have to learn about all of their backgrounds, to develop respect for themselves as multiracial, even if they favor one aspect of their heritage over others.
Part V Breaking the Silence
Chapter 10: Embracing a Cross-Racial Dialogue
A. In contrast to those who argue there is too much talk about race and racism in the U.S., Dr. Tatum, as you could have guessed, says there is not enough.
B. A big problem in encouraging cross-racial dialogue is FEAR -- fear is a big obstacle especially these days when people too often latch on an inappropriate comment or yanked-out-of-context-remark and label someone as racist. Both Whites and minorities have these fears, but especially Whites.
C. Dr. Tatum describes well the psychological (and I would also say, social) costs of silence: "As a society, we pay a price for our silence. Unchallenged personal, cultural, and institutional racism results in the loss of human potential, lowered productivity, and a rising tide of fear and violence in our society. Individually, racism stifles our own growth and development. It clouds our vision and distorts our perceptions. It alienates us not only from others but also from ourselves and our own experiences." (p. 230)
D. And positively, embracing one's racial identity and engaging in cross-racial dialogue may lead to five good things: "...increased zest, a sense of empowerment, greater knowledge, an increased sense of self-worth, and a desire for more connection." (p. 202)
E. She acknowledges this will take courage, and developing a support network may help to bolster one's courage to cross the racial divide.
__________________________
That's it for Dr. Tatum's book. Next Tuesday (11/24) we'll begin to discuss Shirley Better's "Institutional Racism." Please read through Chapter 1. I have also decided to show that segment from Bill Moyers' Journal (about 30 min.) which is relevant to one of the three key components of the "Better Model of Institutional Racism," Economic Privilege. (see pp. 25-28) Dr. Better argues that Jim Crow laws in the South were just a continuation of the slave system without slave owners, which is echoed in subject of the book featured on Bill Moyers' Journal, "Slavery By Another Name." Also relevant is her brief discussion of the two-tiered labor system where minorities were largely relegated to the lower tier.
__________________________
ESSAY III
11/20/09
A. Toward the end of the Epilogue of Dr. Tatum's book: "Continuing the Conversation" (pp. 211-219) she focuses her attention on the challenges and promise of diversity on college campuses such as our own. For this final out-of-class essay, I want you to read this section carefully and then relate any THREE points she makes to your perception of the challenges and promise of racial and ethnic diversity on the Wofford campus.
B. Your essay should be roughly 3 pages. Be sure to indicate the page #s of any passages from Dr. Tatum's book that you quote in your essay.
C. This essay is due ON OR BEFORE TUESDAY, DECEMBER 8TH.
*** Note that I moved up this due date from the last class which was the due date I indicated in class. I am giving extra time for this essay because the Interview paper will be due right after we come back from Thanksgiving break (Dec. 3rd), and to give you some more time to think about this topic.
A. Let me re-emphasize, as Dr. Tatum notes on p. 174, that research showed that bi-racial adolescents did NOT have any more adjustment problems than adolescents of color. "For both groups, all measures of psychological adjustment were in the normal range, suggesting that bi-racial adolescents can be reasonably healthy and happy as other young people are."
1. This is not to say there are not challenges associated with bi-racial identity. The key is addressing these issues openly in the family and elsewhere, as we saw earlier when she first presented the racial identity development theory.
2. One challenge is confronting the question, "what are you?", which reflects the society's need to classify you racially and may imply another question which is divisive: which side are you on or where do you stand? (p. 175)
B. In talking about the various developmental stages -- pre-school thru college and adult years -- Dr. Tatum discusses instances where one's bi- or multi-racial identity is challenged by peers or others. In the early years, parents play an especially crucial role in addressing such instances by instilling pride in all aspects of one's racial identity to counter society's desire to put you in one category or another.
1. During college and adulthood, it becomes easier to reject peer pressure and embrace one's bi-cultural heritage. Dr. Tatum, then, goes on to stress the need these bi- or multi-racial students have to learn about all of their backgrounds, to develop respect for themselves as multiracial, even if they favor one aspect of their heritage over others.
Part V Breaking the Silence
Chapter 10: Embracing a Cross-Racial Dialogue
A. In contrast to those who argue there is too much talk about race and racism in the U.S., Dr. Tatum, as you could have guessed, says there is not enough.
B. A big problem in encouraging cross-racial dialogue is FEAR -- fear is a big obstacle especially these days when people too often latch on an inappropriate comment or yanked-out-of-context-remark and label someone as racist. Both Whites and minorities have these fears, but especially Whites.
C. Dr. Tatum describes well the psychological (and I would also say, social) costs of silence: "As a society, we pay a price for our silence. Unchallenged personal, cultural, and institutional racism results in the loss of human potential, lowered productivity, and a rising tide of fear and violence in our society. Individually, racism stifles our own growth and development. It clouds our vision and distorts our perceptions. It alienates us not only from others but also from ourselves and our own experiences." (p. 230)
D. And positively, embracing one's racial identity and engaging in cross-racial dialogue may lead to five good things: "...increased zest, a sense of empowerment, greater knowledge, an increased sense of self-worth, and a desire for more connection." (p. 202)
E. She acknowledges this will take courage, and developing a support network may help to bolster one's courage to cross the racial divide.
__________________________
That's it for Dr. Tatum's book. Next Tuesday (11/24) we'll begin to discuss Shirley Better's "Institutional Racism." Please read through Chapter 1. I have also decided to show that segment from Bill Moyers' Journal (about 30 min.) which is relevant to one of the three key components of the "Better Model of Institutional Racism," Economic Privilege. (see pp. 25-28) Dr. Better argues that Jim Crow laws in the South were just a continuation of the slave system without slave owners, which is echoed in subject of the book featured on Bill Moyers' Journal, "Slavery By Another Name." Also relevant is her brief discussion of the two-tiered labor system where minorities were largely relegated to the lower tier.
__________________________
ESSAY III
11/20/09
A. Toward the end of the Epilogue of Dr. Tatum's book: "Continuing the Conversation" (pp. 211-219) she focuses her attention on the challenges and promise of diversity on college campuses such as our own. For this final out-of-class essay, I want you to read this section carefully and then relate any THREE points she makes to your perception of the challenges and promise of racial and ethnic diversity on the Wofford campus.
B. Your essay should be roughly 3 pages. Be sure to indicate the page #s of any passages from Dr. Tatum's book that you quote in your essay.
C. This essay is due ON OR BEFORE TUESDAY, DECEMBER 8TH.
*** Note that I moved up this due date from the last class which was the due date I indicated in class. I am giving extra time for this essay because the Interview paper will be due right after we come back from Thanksgiving break (Dec. 3rd), and to give you some more time to think about this topic.
Monday, November 16, 2009
Follow-up Points: "In Whose Honor?"
Before I post some follow-up points on the video we saw last Thursday (11/12), let me remind you of the extra credit opportunities coming up this week. Sorry for the mix-up last week, but I did not know what to believe, the e-calendar or the daily announcements. Check that blog post, EXTRA CREDIT OPPORTUNITIES, which is where you should go to post you comments if you attend either or both of these events.
_________________________
Follow-up Points: "In Whose Honor?"
(1) No matter how sincerely or strongly fans, alumni, university officials defended their mascot, Chief Illiniwek, the fact is he was just a mascot: his dress, his dance, etc. were not authentic. As that one Indian counselor put it, to have this person allegedly doing some sacred Indian dance at a sporting contest is a mockery. In whose honor, really?
(2) In attempting to resist the will of national organizations such as the NCAA and invoke states' rights (or university's rights), the University of Illinois and Rep. Winkel (who introduced that bill in the state legislature to protect the mascot) were following in the footsteps of Southern states during the civil rights struggle who resisted federal efforts to force them to abolish their state segregation laws.
(3) Indian caricatures are really no differnt than those of the past, such as Black Sambo, which almost everyone recognizes today as being demeaning and to be avoided.
(4) Finally, I would say that throughout the video, I believe it can be fairly said that many whites were really oblivious or insensitive to the issues raised by Charlene Teter (the Indian woman who protested against the mascot), in part, because they themselves have never really been the target of such a demeaning stereotype.
PLEASE INCORPORATE THESE POINTS IN YOUR NOTES. IF I ASK A QUESTION ON THE FINAL EXAM ABOUT THIS VIDEO, IT WILL BE BASED ON THIS. Also, for those who may have missed seeing the video, I turned it back to the library. You'll find it in the DVD collection under the title, "In Whose Honor?"
_________________________
Follow-up Points: "In Whose Honor?"
(1) No matter how sincerely or strongly fans, alumni, university officials defended their mascot, Chief Illiniwek, the fact is he was just a mascot: his dress, his dance, etc. were not authentic. As that one Indian counselor put it, to have this person allegedly doing some sacred Indian dance at a sporting contest is a mockery. In whose honor, really?
(2) In attempting to resist the will of national organizations such as the NCAA and invoke states' rights (or university's rights), the University of Illinois and Rep. Winkel (who introduced that bill in the state legislature to protect the mascot) were following in the footsteps of Southern states during the civil rights struggle who resisted federal efforts to force them to abolish their state segregation laws.
(3) Indian caricatures are really no differnt than those of the past, such as Black Sambo, which almost everyone recognizes today as being demeaning and to be avoided.
(4) Finally, I would say that throughout the video, I believe it can be fairly said that many whites were really oblivious or insensitive to the issues raised by Charlene Teter (the Indian woman who protested against the mascot), in part, because they themselves have never really been the target of such a demeaning stereotype.
PLEASE INCORPORATE THESE POINTS IN YOUR NOTES. IF I ASK A QUESTION ON THE FINAL EXAM ABOUT THIS VIDEO, IT WILL BE BASED ON THIS. Also, for those who may have missed seeing the video, I turned it back to the library. You'll find it in the DVD collection under the title, "In Whose Honor?"
Wednesday, November 11, 2009
Tomorrow (11/12) & Lecture Notes
Tomorrow (11/12) we'll be seing a video, "In Whose Honor?" which deals with the Indian mascot issue. It takes about 45 minutes. So I don't get behind in terms of lecture, I am going to post the rest of what I had planned to say about Native Americans based on Dr. Tatum's discussion of that minority group in her book (pp. 143-153). Also, don't forget the extra credit opportunities I describe in the previous blog post.
__________________________
LECTURE NOTES
I left off yesterday with the observation that one factor that has led to the increasing numbers of Native Americans is the fact that more people today are claiming their Indian heritage, which does not carry the stigma it once did.
3. Who qualifies as an Indian is a bewildering subject. Tribes each set their own criteria based on blood-lines (i.e., an illusory racial factor reminiscent of the ludicrous "one-drop rule" and other formulas for determining who was Black). It is also based on self-identification or native language fluency.
4. Half of the Indian population lives west of the Mississippi. Just six states contain half of the Indian population, Oklahoma leading the list. Only 22 percent of all American Indians (including Alaskan natives) live on reservations and tribal lands. Most of the rest live in rural areas nearby.
B. Dr. Tatum mentions some generally shared values among Native Americans:
1. Like Latinos, extended family and kinship obligations are considered very important.
2. Focus on GROUP; communal sharing.
3. Traditional Indian culture sees an interdependent relationship between all living things -- harmony with the nature. (Although, in their own way, they certainly did exploit it too.)
C. These Indian values were clearly at odds with the European or White settlers who were more individualistic and capitalistic. So, as Whites conquered these people, it was felt that we had to educate the Indian to the white man's ways (eg., embrace the idea of private property) so they could assimilate.
1. But as I noted previously, because white settlers had an interest in their land and its resources like gold, it often did not make any difference how much the Indians changed their ways: they had to be removed or exterminated. The story of the Cherokees is an excellent case in point.
D. After major hostilities subsided in the late 1800s, we established a reservation system to protect the Indians and facilitate this cultural conversion, along with setting up off-reservation boarding schools for Indian children who were forcibly removed from their families and people. (The Australians did this with the aboriginies.)
1. In my view, it seems counter-productive to separate them if your goal is assimilation. But as President Andrew Jackson believed in the case of the Cherokees, reservations were needed first and foremost for their protection and survival.
2. Dr. Tatum describes the awful nature of these boarding schools -- forced assimilation, hard physical labor, harsh discipline, emotional, physical, often sexual abuse -- one Lakota Sioux woman described it simply as "civilizing with a stick."
a. Basically shut these down in the 1930s.
3. Then, in the 1950s, federal Indian policy shifted to TERMINATION, which really opened up the reservations for resource exploitation (eg., uranium mines in the Southwest). Indians leaving the reservations were discriminated against, alienated -- turned to alcohol, suicide. (Which are huge problems ON reservations today where there are few opportunities - only a handful of Indian tribes have cashed in on the casino craze.)
4. The latest twist in the saga of how we've treated the American Indian is the SOVEREIGNTY MOVEMENT (a term Dr. Tatum does not use, but she describes in the first paragraph on p. 148. Actually, this movement dates back to the early 70s and the Nixon Administration.) And this movement has not been an unadulterated blessing, as Fergus Bordewich argues in his interesting book, "Killing the White Man's Indian." See xerox handout, pp. 328-329.
E. Dr. Tatum then goes on to describe the importance of preserving and strengthening Indian identity, which is important psychologically. (But I would add that Indian survival is also about economics, politics, discrimination, etc.) She argues, along with others she cites, that THE TRICK IS -- "Remaining anchored in a positive sense of one's cultural identity in the face of racism as an antidote to alienation and despair."
1. Obviously, educators have a crucial role to play in this process.
2. She notes the importance of studying American Indian History (just like Black history or Women's history, etc.). She talks about a history professor who apparently believed that we killed off all the Indians and, besides, that is something in the past and not relevant to today.
3. She tells the story of an Alaskan Native educator and how he succeeded in discovering this history and came back to teach it. Note how he explains what he did -- see middle p. 152. I believe there is no better defense of this than Fergus Bordewich's book, "Killing the White Man's Indian," particularly, Chapter 8, "The Hollowness of a Person Must Be Filled." See xerox excerpt pp. 273-274.
_______________________
That's all for now. I will provide the xerox copies referred to above in class tomorrow (11/12). As before, don't forget to incorporate the above lecture notes in your class notes. See you tomorrow.
__________________________
LECTURE NOTES
I left off yesterday with the observation that one factor that has led to the increasing numbers of Native Americans is the fact that more people today are claiming their Indian heritage, which does not carry the stigma it once did.
3. Who qualifies as an Indian is a bewildering subject. Tribes each set their own criteria based on blood-lines (i.e., an illusory racial factor reminiscent of the ludicrous "one-drop rule" and other formulas for determining who was Black). It is also based on self-identification or native language fluency.
4. Half of the Indian population lives west of the Mississippi. Just six states contain half of the Indian population, Oklahoma leading the list. Only 22 percent of all American Indians (including Alaskan natives) live on reservations and tribal lands. Most of the rest live in rural areas nearby.
B. Dr. Tatum mentions some generally shared values among Native Americans:
1. Like Latinos, extended family and kinship obligations are considered very important.
2. Focus on GROUP; communal sharing.
3. Traditional Indian culture sees an interdependent relationship between all living things -- harmony with the nature. (Although, in their own way, they certainly did exploit it too.)
C. These Indian values were clearly at odds with the European or White settlers who were more individualistic and capitalistic. So, as Whites conquered these people, it was felt that we had to educate the Indian to the white man's ways (eg., embrace the idea of private property) so they could assimilate.
1. But as I noted previously, because white settlers had an interest in their land and its resources like gold, it often did not make any difference how much the Indians changed their ways: they had to be removed or exterminated. The story of the Cherokees is an excellent case in point.
D. After major hostilities subsided in the late 1800s, we established a reservation system to protect the Indians and facilitate this cultural conversion, along with setting up off-reservation boarding schools for Indian children who were forcibly removed from their families and people. (The Australians did this with the aboriginies.)
1. In my view, it seems counter-productive to separate them if your goal is assimilation. But as President Andrew Jackson believed in the case of the Cherokees, reservations were needed first and foremost for their protection and survival.
2. Dr. Tatum describes the awful nature of these boarding schools -- forced assimilation, hard physical labor, harsh discipline, emotional, physical, often sexual abuse -- one Lakota Sioux woman described it simply as "civilizing with a stick."
a. Basically shut these down in the 1930s.
3. Then, in the 1950s, federal Indian policy shifted to TERMINATION, which really opened up the reservations for resource exploitation (eg., uranium mines in the Southwest). Indians leaving the reservations were discriminated against, alienated -- turned to alcohol, suicide. (Which are huge problems ON reservations today where there are few opportunities - only a handful of Indian tribes have cashed in on the casino craze.)
4. The latest twist in the saga of how we've treated the American Indian is the SOVEREIGNTY MOVEMENT (a term Dr. Tatum does not use, but she describes in the first paragraph on p. 148. Actually, this movement dates back to the early 70s and the Nixon Administration.) And this movement has not been an unadulterated blessing, as Fergus Bordewich argues in his interesting book, "Killing the White Man's Indian." See xerox handout, pp. 328-329.
E. Dr. Tatum then goes on to describe the importance of preserving and strengthening Indian identity, which is important psychologically. (But I would add that Indian survival is also about economics, politics, discrimination, etc.) She argues, along with others she cites, that THE TRICK IS -- "Remaining anchored in a positive sense of one's cultural identity in the face of racism as an antidote to alienation and despair."
1. Obviously, educators have a crucial role to play in this process.
2. She notes the importance of studying American Indian History (just like Black history or Women's history, etc.). She talks about a history professor who apparently believed that we killed off all the Indians and, besides, that is something in the past and not relevant to today.
3. She tells the story of an Alaskan Native educator and how he succeeded in discovering this history and came back to teach it. Note how he explains what he did -- see middle p. 152. I believe there is no better defense of this than Fergus Bordewich's book, "Killing the White Man's Indian," particularly, Chapter 8, "The Hollowness of a Person Must Be Filled." See xerox excerpt pp. 273-274.
_______________________
That's all for now. I will provide the xerox copies referred to above in class tomorrow (11/12). As before, don't forget to incorporate the above lecture notes in your class notes. See you tomorrow.
Friday, November 6, 2009
Extra Credit Opportunities
You may earn some extra credit points for attending and posting a 2-3 paragraph response for ONE or BOTH of the programs in the "Diversity Matters Series: Native American Heritage Month" listed below. For each program you attend and post a response for, you can earn 3 extra credit points.
(1) "Rhetoric, Democracy, and Sovereignty..." Tuesday, Nov. 17th, 2:30PM Olin Theater.
(2) "Skins" (a film and discussion) Wednesday, Nov. 18th, 2:30PM Olin Theater.
***PLEASE GO TO THIS BLOG POST TO SUBMIT YOUR 2-3 PARAGRAPH RESPONSES.
(1) "Rhetoric, Democracy, and Sovereignty..." Tuesday, Nov. 17th, 2:30PM Olin Theater.
(2) "Skins" (a film and discussion) Wednesday, Nov. 18th, 2:30PM Olin Theater.
***PLEASE GO TO THIS BLOG POST TO SUBMIT YOUR 2-3 PARAGRAPH RESPONSES.
Wednesday, November 4, 2009
Looking Ahead & Lecture Notes
LOOKING AHEAD: As I noted yesterday (Tues. 11/3) in class, we are behind where I'd like to be in Dr. Tatum's book, so I am going to use this blog post to cover a couple chapters in her book in lieu of doing this in class lecture. In your reading you should be farther along in the book -- as far as Chapter 8, which is where I plan to pick up in class tomorrow. We will spend at least another two weeks wrapping up her book and transitioning to Shirley Better's "Institutional Racism" sometime before Thanksgiving break. Also, don't forget about the Interview Paper, the description of which I handed out a few weeks ago. You still have plenty of time to do it, since it will not be due until after Thanksgiving break.
________________________
LECTURE NOTES (Be sure to incorporate the following in your class notes. Anything I present in these lecture notes will be fair game for making up questions for the final exam.)
A couple final points about Chapter 5:
1. Middle-aged people may have a difficult time with racial identity -- having to survive in a predominantly white work environment where you have to contend with stereotypes and prejudice. Encounters with racism may give rise to strong emotions, As Dr. Tatum observes: "Those adults who have adopted a strategy of racelessness may experience racial encounters in middle adulthood with particular emotional intensity. Because of the increased family responsibilities and financial obligations associated with this stage of life, the stakes are higher and the frustration particularly intense when a promotion is denied, a dream house is unattainable, or a child is racially harassed at school." (p. 85) she then goes on to mention some recent books which focus on such problems.
2. There appears to be a continuing need for Black adults in the workplace to be able to get together and commiserate with fellow Black workers, which even extends to the corporate cafeteria. In this context, I appreciate what she says about this in response to a question from a White employee who was troubled by fellow Black employees announcing their get together. (See last paragraph, p. 90.)
Part III: Understanding Whiteness in a White Context
Chapter 6: The Development of White Identity
"I'm not ethnic, I'm just normal."
A. Dr. Tatum opens with an observation we made at the very beginning of this class -- that in contrast to people of color, whites don't recognize themselves as a racial group, which led that one white woman to say, "I'm not ethnic, I'm normal." (as if being ethnic is abnormal).
1. As Dr. Tatum observes, "Like many White people, this young woman had never really considered her own racial and ethnic group membership. For her, Whiteness was simply the unexamined norm. Because they represent the societal norm, Whites can easily reach adulthood without thinking much about their racial group." (p. 93) There tends to be a lot of silence about race in White communities (or "whitopias").
B. Dr. Tatum then cites the work of psychologist Janet Helms who defined six stages of how Whites can achieve a healthy sense of white identity. I appreciate what she says about what both people of color and Whites need to learn to foster positive interaction. (See middle paragraph, p. 94)
1. We'll loosely run through these six stages. I am less concerned about you memorizing these six stages (YOU DO NOT HAVE TO DO IT), than learning some of the insightful observations she makes about the process.
C. The initial or CONTACT stage is when white folks begin to wake up to the many ways they have benefitted from being white and how they have consciously and unconsciously breathed in the smog of prevailing stereotypes of people of color. Whites typically start out believeing they are free of prejudice, colorblind, and only think of racism as the prejudiced behaviors of individuals.
D. The next level, DISINTEGRATION, "is marked by a growing awareness of racism and White privilege as a result of personal encounters in which the social significance of race is made visible."
1. first-hand encounters -- eg., a close friend of color who is the target of racism.
2. racist incidents such as the beating of Rodney King.
3. or, the classroom (such as our own where I hope you all have been exposed through reading and videos to the existence of racism)
4. Dr. Tatum mentions a powerful video, "Ethnic Notions," which I have not seen, but I would say "Race: the power of an illusion" would be a similar example.
5. This new awareness is often accompanied by discomfort, feelings of guilt, shame, anger.
6. In realizing the impact of racism in creating social inequalities, it challenges our belief in American MERITOCRACY.
7. Often leads people to want to act on this new-found awareness by educating others about their prejudices.
E. Then comes REINTEGRATION where "...previous feelings of guilt or denial may be transformed into fear and anger directed toward people of color. The logic is: 'If there is a problem with racism, then you people of color must have done something to cause it.'" --i.e., blame the victim.
1. Don't necessarily have to go through this, but it occurs due to the strength of the system of advantage and socially sanctioned stereotypes.
F. Another big hurdle for Whites to overcome is to see themselves as a GROUP member, rather than as an INDIVIDUAL. People of color deal with this all the time -- being seen by others, first and foremost, as a member of a group. "For Whites, thinking of oneself only as an individual is a legacy of White privilege." (p. 102)
1. Gets a bit complicated when you are both a member of a dominant and subordinate group -- eg., White, Jewish.
2. She makes a good comment about a poorly organized anti-racism workshop which left participants stuck in this reintegration stage -- stuck in anger, and not given ways toward construction action. (p. 105)
G. Deepening your understanding of racism further to recognize institutional racism and dropping the "blame-the-victim" view, leads to a commitment to unlearn one's racism -- the PSEUDO-INDEPENDENT stage, which is epitomized by the "guilty White liberal" who has an intellectual understanding of it but doesn't quite know what to do about it. Also, she notes, "We all must be able to embrace who we are in terms of our racial and cultural heritage, not in terms of assumed superiority or inferiority, but as an integral part of our daily experience in which we can take pride. But, as we see in these examples, for many White people who at this stage have come to understand the everyday reality of racism, Whiteness is still experienced as a source of shame rather than a source of pride." (p. 107)
H. Recognizing the need to find a more positive self-definition is the hallmark of the next stage -- IMMERSION/EMERSION.
1. Need to learn about positive role models -- whites who fought racism who,unfortunately, are generally less well-known than white racists and segregationists who defended it. She mentions: Morris Dees, Virginia Durr, etc.
2. In this context, Dr. Tatum also likes to expose her students to real, living, breathing anti-racist activists.
3. She even recommends forming White consciousness-raising groups -- makes some good points about the need for such groups. (See, bottom p. 110-111.)
I. Finally, the last stage, AUTONOMY, in which "a person incoporates the newly defined view of Whiteness as a part of 'personal identity.'" Energized to confront racism and oppression, Whites (just as Blacks and others) with a healthy sense of self-respect can participate more meaningfully in interracial dialogue. (Reminds me of Malcolm X who welcomed plain-talking Whites, just as he regarded himself as a plain-talking Black man.)
Chapter 7: White Identity and Affirmative Action
"I'm in favor of affirmative action except when it comes to my jobs."
A. Dr. Tatum opens with a very astute observation about how the workplace has become one of the few places where Whites interact with Blacks and other minorities because of persistent residential and school segregation.
1. It is in this context that many Whites have become aware of their Whiteness because of affirmative action policies and the sense that they (especially White males) are the targets of "reverse discrimination" (which I critically examined earlier and Dr. Tatum does not do directly). And -- "Though there is almost no empirical evidence for this 'imaginary white disadvantage,' the idea has achieved widespread popular credence." (p. 114)
2. She notes that invariably in her workshops when the issue of affirmative action comes up, someone has an example of a friend or relative who was not admitted to a school or lost a promotion to a "less-qualified" person of color.
a. less qualified is always the person of color, usually Black (never a White woman). And she also wonders how these individuals know so much about this person's resume.
B. She feels it is important that before discussing affirmative action, people need to have a basic understanding of racism as a system of advantage based on race and be aware of the concept of White privilege -- that is, basically, we need some historical perspective which she goes on to provide a little of.
1. She talks about an exercise she had students do to write an essay on whether they think affirmative action is good. She quotes and analyzes what one White woman wrote. (See last 2 paragraphs p. 115 - 116)
C. What Is Affirmative Action?
1. Dr. Tatum is particularly good in this section, sorting out the difference between GOALS and QUOTAS and GOAL-ORIENTED and PROCESS-ORIENTED programs. PLEASE READ CAREFULLY ALL OF P. 116 AND P. 117, where she clearly explains these distinctions and provides some historial background.
a. On p. 117 mid., she arrives at her own definition of affirmative action: "...affirmative action can be defined as attempts to make progress toward actual, rather than hypothetical, equality of opportunity for those groups which are currently underrepresented in significant positions in society by explicitly taking into account the defining characteristics -- sex or race, for example -- that have been the basis for discrimination."
b. Dr. Tatum then goes on to talk about PROCESS-ORIENTED vs GOAL-ORIENTED programs and she raises some important critical questions about the PROCESS-ORIENTED type, which is considered the weaker of the two. (See bottom p. 117-118)
D. She then goes on to discuss some interesting research which clearly indicates that even the most well-intentioned programs, especially the process-oriented ones, may still favor Whites over people of color because of what is called "AVERSIVE RACISM."
1. They studied how White and Black applicants were rated based on different levels of qualifications. Somewhat surprisingly, bias crept in with regard to the highest qualified Blacks, as Dr. Tatum explains. (see top p. 120) Also, check out what this study's author said, top half p. 121.
a. In short, this research strongly questions whether we can trust a process-oriented program to be operated objectively.
E. Dr. Tatum talks about her own experience on a college search committee and how easily highly qualified Black candidates can be overlooked or an excuse can be made such as: he or she is too good; he or she would never stay here; or they just would not fit in here, which she believes is a problem.
F. GOAL-ORIENTED affirmative action is preferable, but it is important that administrators clearly articulate the organization's diversity goals -- "keep your eyes on the prize".
1. Again, she cites a common complaint but responds by saying that this is more a matter of a poorly administered program. (See middle paragraphs, p. 124)
G. She closes by stressing again how an understanding of what affirmative action is and is not, coupled with an understanding of White privilege, can help eliminate feelings of White disadvantage.
H. We should keep our eyes focused not so much on ourselves but on what is right in terms of society. Affirmative action is only one strategy, we need to discuss others and consider other groups which have been discriminated against. "Racism is not just a Black-White thing," which sets the stage for Part IV.
______________________
That's it for now. Be sure to copy these notes and pay attention to page references throughout.
________________________
LECTURE NOTES (Be sure to incorporate the following in your class notes. Anything I present in these lecture notes will be fair game for making up questions for the final exam.)
A couple final points about Chapter 5:
1. Middle-aged people may have a difficult time with racial identity -- having to survive in a predominantly white work environment where you have to contend with stereotypes and prejudice. Encounters with racism may give rise to strong emotions, As Dr. Tatum observes: "Those adults who have adopted a strategy of racelessness may experience racial encounters in middle adulthood with particular emotional intensity. Because of the increased family responsibilities and financial obligations associated with this stage of life, the stakes are higher and the frustration particularly intense when a promotion is denied, a dream house is unattainable, or a child is racially harassed at school." (p. 85) she then goes on to mention some recent books which focus on such problems.
2. There appears to be a continuing need for Black adults in the workplace to be able to get together and commiserate with fellow Black workers, which even extends to the corporate cafeteria. In this context, I appreciate what she says about this in response to a question from a White employee who was troubled by fellow Black employees announcing their get together. (See last paragraph, p. 90.)
Part III: Understanding Whiteness in a White Context
Chapter 6: The Development of White Identity
"I'm not ethnic, I'm just normal."
A. Dr. Tatum opens with an observation we made at the very beginning of this class -- that in contrast to people of color, whites don't recognize themselves as a racial group, which led that one white woman to say, "I'm not ethnic, I'm normal." (as if being ethnic is abnormal).
1. As Dr. Tatum observes, "Like many White people, this young woman had never really considered her own racial and ethnic group membership. For her, Whiteness was simply the unexamined norm. Because they represent the societal norm, Whites can easily reach adulthood without thinking much about their racial group." (p. 93) There tends to be a lot of silence about race in White communities (or "whitopias").
B. Dr. Tatum then cites the work of psychologist Janet Helms who defined six stages of how Whites can achieve a healthy sense of white identity. I appreciate what she says about what both people of color and Whites need to learn to foster positive interaction. (See middle paragraph, p. 94)
1. We'll loosely run through these six stages. I am less concerned about you memorizing these six stages (YOU DO NOT HAVE TO DO IT), than learning some of the insightful observations she makes about the process.
C. The initial or CONTACT stage is when white folks begin to wake up to the many ways they have benefitted from being white and how they have consciously and unconsciously breathed in the smog of prevailing stereotypes of people of color. Whites typically start out believeing they are free of prejudice, colorblind, and only think of racism as the prejudiced behaviors of individuals.
D. The next level, DISINTEGRATION, "is marked by a growing awareness of racism and White privilege as a result of personal encounters in which the social significance of race is made visible."
1. first-hand encounters -- eg., a close friend of color who is the target of racism.
2. racist incidents such as the beating of Rodney King.
3. or, the classroom (such as our own where I hope you all have been exposed through reading and videos to the existence of racism)
4. Dr. Tatum mentions a powerful video, "Ethnic Notions," which I have not seen, but I would say "Race: the power of an illusion" would be a similar example.
5. This new awareness is often accompanied by discomfort, feelings of guilt, shame, anger.
6. In realizing the impact of racism in creating social inequalities, it challenges our belief in American MERITOCRACY.
7. Often leads people to want to act on this new-found awareness by educating others about their prejudices.
E. Then comes REINTEGRATION where "...previous feelings of guilt or denial may be transformed into fear and anger directed toward people of color. The logic is: 'If there is a problem with racism, then you people of color must have done something to cause it.'" --i.e., blame the victim.
1. Don't necessarily have to go through this, but it occurs due to the strength of the system of advantage and socially sanctioned stereotypes.
F. Another big hurdle for Whites to overcome is to see themselves as a GROUP member, rather than as an INDIVIDUAL. People of color deal with this all the time -- being seen by others, first and foremost, as a member of a group. "For Whites, thinking of oneself only as an individual is a legacy of White privilege." (p. 102)
1. Gets a bit complicated when you are both a member of a dominant and subordinate group -- eg., White, Jewish.
2. She makes a good comment about a poorly organized anti-racism workshop which left participants stuck in this reintegration stage -- stuck in anger, and not given ways toward construction action. (p. 105)
G. Deepening your understanding of racism further to recognize institutional racism and dropping the "blame-the-victim" view, leads to a commitment to unlearn one's racism -- the PSEUDO-INDEPENDENT stage, which is epitomized by the "guilty White liberal" who has an intellectual understanding of it but doesn't quite know what to do about it. Also, she notes, "We all must be able to embrace who we are in terms of our racial and cultural heritage, not in terms of assumed superiority or inferiority, but as an integral part of our daily experience in which we can take pride. But, as we see in these examples, for many White people who at this stage have come to understand the everyday reality of racism, Whiteness is still experienced as a source of shame rather than a source of pride." (p. 107)
H. Recognizing the need to find a more positive self-definition is the hallmark of the next stage -- IMMERSION/EMERSION.
1. Need to learn about positive role models -- whites who fought racism who,unfortunately, are generally less well-known than white racists and segregationists who defended it. She mentions: Morris Dees, Virginia Durr, etc.
2. In this context, Dr. Tatum also likes to expose her students to real, living, breathing anti-racist activists.
3. She even recommends forming White consciousness-raising groups -- makes some good points about the need for such groups. (See, bottom p. 110-111.)
I. Finally, the last stage, AUTONOMY, in which "a person incoporates the newly defined view of Whiteness as a part of 'personal identity.'" Energized to confront racism and oppression, Whites (just as Blacks and others) with a healthy sense of self-respect can participate more meaningfully in interracial dialogue. (Reminds me of Malcolm X who welcomed plain-talking Whites, just as he regarded himself as a plain-talking Black man.)
Chapter 7: White Identity and Affirmative Action
"I'm in favor of affirmative action except when it comes to my jobs."
A. Dr. Tatum opens with a very astute observation about how the workplace has become one of the few places where Whites interact with Blacks and other minorities because of persistent residential and school segregation.
1. It is in this context that many Whites have become aware of their Whiteness because of affirmative action policies and the sense that they (especially White males) are the targets of "reverse discrimination" (which I critically examined earlier and Dr. Tatum does not do directly). And -- "Though there is almost no empirical evidence for this 'imaginary white disadvantage,' the idea has achieved widespread popular credence." (p. 114)
2. She notes that invariably in her workshops when the issue of affirmative action comes up, someone has an example of a friend or relative who was not admitted to a school or lost a promotion to a "less-qualified" person of color.
a. less qualified is always the person of color, usually Black (never a White woman). And she also wonders how these individuals know so much about this person's resume.
B. She feels it is important that before discussing affirmative action, people need to have a basic understanding of racism as a system of advantage based on race and be aware of the concept of White privilege -- that is, basically, we need some historical perspective which she goes on to provide a little of.
1. She talks about an exercise she had students do to write an essay on whether they think affirmative action is good. She quotes and analyzes what one White woman wrote. (See last 2 paragraphs p. 115 - 116)
C. What Is Affirmative Action?
1. Dr. Tatum is particularly good in this section, sorting out the difference between GOALS and QUOTAS and GOAL-ORIENTED and PROCESS-ORIENTED programs. PLEASE READ CAREFULLY ALL OF P. 116 AND P. 117, where she clearly explains these distinctions and provides some historial background.
a. On p. 117 mid., she arrives at her own definition of affirmative action: "...affirmative action can be defined as attempts to make progress toward actual, rather than hypothetical, equality of opportunity for those groups which are currently underrepresented in significant positions in society by explicitly taking into account the defining characteristics -- sex or race, for example -- that have been the basis for discrimination."
b. Dr. Tatum then goes on to talk about PROCESS-ORIENTED vs GOAL-ORIENTED programs and she raises some important critical questions about the PROCESS-ORIENTED type, which is considered the weaker of the two. (See bottom p. 117-118)
D. She then goes on to discuss some interesting research which clearly indicates that even the most well-intentioned programs, especially the process-oriented ones, may still favor Whites over people of color because of what is called "AVERSIVE RACISM."
1. They studied how White and Black applicants were rated based on different levels of qualifications. Somewhat surprisingly, bias crept in with regard to the highest qualified Blacks, as Dr. Tatum explains. (see top p. 120) Also, check out what this study's author said, top half p. 121.
a. In short, this research strongly questions whether we can trust a process-oriented program to be operated objectively.
E. Dr. Tatum talks about her own experience on a college search committee and how easily highly qualified Black candidates can be overlooked or an excuse can be made such as: he or she is too good; he or she would never stay here; or they just would not fit in here, which she believes is a problem.
F. GOAL-ORIENTED affirmative action is preferable, but it is important that administrators clearly articulate the organization's diversity goals -- "keep your eyes on the prize".
1. Again, she cites a common complaint but responds by saying that this is more a matter of a poorly administered program. (See middle paragraphs, p. 124)
G. She closes by stressing again how an understanding of what affirmative action is and is not, coupled with an understanding of White privilege, can help eliminate feelings of White disadvantage.
H. We should keep our eyes focused not so much on ourselves but on what is right in terms of society. Affirmative action is only one strategy, we need to discuss others and consider other groups which have been discriminated against. "Racism is not just a Black-White thing," which sets the stage for Part IV.
______________________
That's it for now. Be sure to copy these notes and pay attention to page references throughout.
Monday, October 26, 2009
Looking Ahead
In addition to handing back and going over your midterm exams tomorrow (Tues. 10/27), I will also be handing out a write-up of your second out-of-class essay. I am not posting it on the blog because, as with the first essay, it involves an interview with an author which will be attached. Among other things, it will ask you to relate an aspect of that interview to what Dr. Tatum has to say in Chapter 6 of her book. So, in that context, you should continue reading "Why Are All the Black Kids Sitting Together in the Cafeteria?" You should be at least through Chapter 3 by now, and you probably want to have read through Chapter 6 by the end of this week, since this second essay will be due next Tuesday, November 3rd. We'll pick up with Chapter 3 tomorrow. See you then.
Monday, October 19, 2009
Family Questions for the Midterm
Below are my selections, with some editing, from the family questions & answers that were submitted. Remember that you only need to focus on the families in your section (240A-8:00 or 240B-9:30).
240A - 8:00-9:20AM
GREEN FAMILY (Ellie, Coleman, Alex) No questions submitted, so you do not earn the 4 points for this activity.
BLUE FAMILY (Kathrine, Sarah, Katie, Emily) 4pts.
1. What is the difference between RACE and ETHNIC GROUP? (2)
ANSWER: Race is determined by socially-selected PHYSICAL traits, whereas ethnic groups are distinguished by CULTURAL traits such as religion, music, food, language.
2. Identify and briefly describe any TWO of the four strategies for overcoming prejudice that were presented in class lecture. (4)
ANSWER: any TWO of the following: (1) CONTACT - breaking down barriers and fostering contact between people of different ethnic and racial groups that is meaningful and direct. Equal-status contact is most effective; unequal-status contact may just reinforce prejudice. (2) COOPERATIVE ACTION - people of different racial and ethnic backgrounds working together for a common goal, such as in the military. (3) EMPATHY - taking the role of someone from a different racial and ethnic background and trying to see the world from their point of view. Promotes understanding but this does not mean you agree with their perspective. Intellectually, this is mainly what we're trying to do in this course. (4) LAW - cannot legislate directly against prejudice, but by regulating behavior you may help to break down barriers which in turn may help you to overcome prejudice. So, law may work INDIRECTLY to overcome prejudice.
RED FAMILY: (Allison, Marquel, Chris, Andrew) 4pts.
1. In what sense is the "melting pot" metaphor an inaccurate way to describe America's diversity? (2)
ANSWER: Because it was applied only to the mixing and blending of the different white ethnic groups from different European countries. It did not include people of color such as Blacks, Indians, or Asians.
2. Toward the end of Part 2 of the video series, what was meant by the phrase "white man's burden?" (1)
ANSWER: this refers to the belief shared by both American and European colonizers that it was the white man's duty to conquer, convert, and educate the inferior races of people in different parts of the world to the white man's ways.
_____________________________
240B - 9:30-10:50AM
BLACK FAMILY (Onyx, Alan, Melanie, Kaitlyn) 4pts.
1. Based on class lectures on the basic definition of PREJUDICE, identify TWO of the four sources from which prejudice is learned. (2)
ANSWER: any TWO of the following: (1) authority figures, (2) media images, (3) negative experiences, (4) discrimination.
2. Explain the difference between ETHNOCENTRISM and RACISM. (2)
ANSWER: Ethnocentrism involves judging other groups based on one's own culture's standards and values. Or, seeing one's culture as superior and right, which all cultures seek to instill in their people. Racism involves judging others as inferior based on innate physical characteristics.
YELLOW FAMILY (Aubrey, Lauren, Zach, Dani) 4pts.
1. Many famous people referred to both in class lecture and the video series were quoted as arguing that in order to overcome race we must first do what? (1)
ANSWER: Acknowledge it.
2. Describe the argument the Japanese man, Takeo Ozawa, made to the Supreme Court in his petition to be declared white so he might be eligible to become a naturalized citizen. And what was the decision of the Court? (2)
ANSWER: He argued that SOCIALLY he was white: he learned English, converted to Christianity, was patriotic. But the court ruled that did not matter since "SCIENTIFICALLY" he was not white, so his petition was denied.
____________________
That's it. See you tomorrow, when we'll make some more progress in Dr. Tatum's book and have time to review for the midterm on Thursday 10/22.
240A - 8:00-9:20AM
GREEN FAMILY (Ellie, Coleman, Alex) No questions submitted, so you do not earn the 4 points for this activity.
BLUE FAMILY (Kathrine, Sarah, Katie, Emily) 4pts.
1. What is the difference between RACE and ETHNIC GROUP? (2)
ANSWER: Race is determined by socially-selected PHYSICAL traits, whereas ethnic groups are distinguished by CULTURAL traits such as religion, music, food, language.
2. Identify and briefly describe any TWO of the four strategies for overcoming prejudice that were presented in class lecture. (4)
ANSWER: any TWO of the following: (1) CONTACT - breaking down barriers and fostering contact between people of different ethnic and racial groups that is meaningful and direct. Equal-status contact is most effective; unequal-status contact may just reinforce prejudice. (2) COOPERATIVE ACTION - people of different racial and ethnic backgrounds working together for a common goal, such as in the military. (3) EMPATHY - taking the role of someone from a different racial and ethnic background and trying to see the world from their point of view. Promotes understanding but this does not mean you agree with their perspective. Intellectually, this is mainly what we're trying to do in this course. (4) LAW - cannot legislate directly against prejudice, but by regulating behavior you may help to break down barriers which in turn may help you to overcome prejudice. So, law may work INDIRECTLY to overcome prejudice.
RED FAMILY: (Allison, Marquel, Chris, Andrew) 4pts.
1. In what sense is the "melting pot" metaphor an inaccurate way to describe America's diversity? (2)
ANSWER: Because it was applied only to the mixing and blending of the different white ethnic groups from different European countries. It did not include people of color such as Blacks, Indians, or Asians.
2. Toward the end of Part 2 of the video series, what was meant by the phrase "white man's burden?" (1)
ANSWER: this refers to the belief shared by both American and European colonizers that it was the white man's duty to conquer, convert, and educate the inferior races of people in different parts of the world to the white man's ways.
_____________________________
240B - 9:30-10:50AM
BLACK FAMILY (Onyx, Alan, Melanie, Kaitlyn) 4pts.
1. Based on class lectures on the basic definition of PREJUDICE, identify TWO of the four sources from which prejudice is learned. (2)
ANSWER: any TWO of the following: (1) authority figures, (2) media images, (3) negative experiences, (4) discrimination.
2. Explain the difference between ETHNOCENTRISM and RACISM. (2)
ANSWER: Ethnocentrism involves judging other groups based on one's own culture's standards and values. Or, seeing one's culture as superior and right, which all cultures seek to instill in their people. Racism involves judging others as inferior based on innate physical characteristics.
YELLOW FAMILY (Aubrey, Lauren, Zach, Dani) 4pts.
1. Many famous people referred to both in class lecture and the video series were quoted as arguing that in order to overcome race we must first do what? (1)
ANSWER: Acknowledge it.
2. Describe the argument the Japanese man, Takeo Ozawa, made to the Supreme Court in his petition to be declared white so he might be eligible to become a naturalized citizen. And what was the decision of the Court? (2)
ANSWER: He argued that SOCIALLY he was white: he learned English, converted to Christianity, was patriotic. But the court ruled that did not matter since "SCIENTIFICALLY" he was not white, so his petition was denied.
____________________
That's it. See you tomorrow, when we'll make some more progress in Dr. Tatum's book and have time to review for the midterm on Thursday 10/22.
Wednesday, October 14, 2009
Reminders & Dr. King Quote
Since I finally managed to get into "Why Are All The Black Kids Sitting Together in the Cafeteria?" yesterday (Tues. 10/13), we will continue to work our way into the book on Thursday. As I noted yesterday, I believe we will be able to get through Chapter 3 by next Tuesday 10/20, which is where I will draw the line in terms of what you'll be responsible for on the Midterm exam which is scheduled for Thursday 10/22. Also tomorrow I will be giving the families more time to each come up with 4 short-answer questions for the midterm. Don't forget that you can also make up questions from Dr. Tatum's book, even though we have not gotten into it very much. And remember the deadline for submitting those questions is NOON FRIDAY 10/16. Check out the description of this family activity in the previous blog post.
_________________________
I quoted the following passage from Dr. King's first book, "Stride Toward Freedom," and used that quote to support my point that law can play an INDIRECT role in overcoming prejudice.
"Government action is not the whole answer to the present crisis, but it is an important partial answer. Morals cannot be legislated, but behavior can be regulated. The law cannot make an employer love me, but it can keep him from refusing to hire me because of the color of my skin. We must depend on religion and education to alter the errors of the heart and mind; but meanwhile it is an immoral act to compel a man to accept injustice until another man's heart is set straight. As the experience of several northern states has shown, antidiscrimination laws can provide powerful sanctions against this kind of immorality."
"Moreover, the law itself is a form of education."
That's all for now. See you tomorrow.
_________________________
I quoted the following passage from Dr. King's first book, "Stride Toward Freedom," and used that quote to support my point that law can play an INDIRECT role in overcoming prejudice.
"Government action is not the whole answer to the present crisis, but it is an important partial answer. Morals cannot be legislated, but behavior can be regulated. The law cannot make an employer love me, but it can keep him from refusing to hire me because of the color of my skin. We must depend on religion and education to alter the errors of the heart and mind; but meanwhile it is an immoral act to compel a man to accept injustice until another man's heart is set straight. As the experience of several northern states has shown, antidiscrimination laws can provide powerful sanctions against this kind of immorality."
"Moreover, the law itself is a form of education."
That's all for now. See you tomorrow.
Friday, October 9, 2009
Family Activity: Making Up Midterm Exam Questions & Reminders
Reminders: First, let me note that I will, FINALLY, be wrapping up my lectures on the Basic Definitions and then moving on to Dr. Tatum's book on Tuesday 10/13. I anticipate that we will be able to get through Chapter 2 by the end of next week. Our midterm exam will be on Thursday 10/22. In preparation for that, I want the families to begin brainstorming some midterm exam questions that I can use on that exam. Below are the details of what I want you to do:
FAMILY ACTIVITY: MAKING UP MIDTERM EXAM QUESTIONS
Drawing on anything we've covered in class since the beginning of the semester, including any handouts, class lectures on the video series, and blog material, I want each of the families to come up with FOUR short-answer questions. Keep in mind some of the samples I've given in class. I do NOT want any True/False or Multiple-Choice questions. Please also keep in mind that I will be looking for questions that deal with fairly significant points, not relatively insignificant facts. When you submit the questions also include the answers as well. After I get all these questions I will review them and try to select at least TWO from each family; for each additional question I select that family will earn a bonus point, so you may earn up to two bonus points for this exercise.
I will give you some time to confer with your family members on both Tuesday 10/13 and Thursday 10/15 of this coming week. Each family should designate someone to be responsible for submiting your questions. THE DEADLINE IS FRIDAY, OCT. 16TH BY NOON. Put the questions and answers in an email to me, or you may submit them on a sheet of paper in class or drop it by my office. I need to have them by then so I can make my selections and post them on the blog, as well as make up the test itself.
All participating family members will earn 4 activity points for this exercise.
See you next Tuesday 10/13.
FAMILY ACTIVITY: MAKING UP MIDTERM EXAM QUESTIONS
Drawing on anything we've covered in class since the beginning of the semester, including any handouts, class lectures on the video series, and blog material, I want each of the families to come up with FOUR short-answer questions. Keep in mind some of the samples I've given in class. I do NOT want any True/False or Multiple-Choice questions. Please also keep in mind that I will be looking for questions that deal with fairly significant points, not relatively insignificant facts. When you submit the questions also include the answers as well. After I get all these questions I will review them and try to select at least TWO from each family; for each additional question I select that family will earn a bonus point, so you may earn up to two bonus points for this exercise.
I will give you some time to confer with your family members on both Tuesday 10/13 and Thursday 10/15 of this coming week. Each family should designate someone to be responsible for submiting your questions. THE DEADLINE IS FRIDAY, OCT. 16TH BY NOON. Put the questions and answers in an email to me, or you may submit them on a sheet of paper in class or drop it by my office. I need to have them by then so I can make my selections and post them on the blog, as well as make up the test itself.
All participating family members will earn 4 activity points for this exercise.
See you next Tuesday 10/13.
Friday, October 2, 2009
Quoted Passages & Some Lecture Notes
Below are the passages I quoted in class yesterday, adding and reinforcing the argument contained in the basic definition of RACE.
First, from "The Geometer of Race," by Stephen Jay Gould. Gould discusses the racial hierarchy of Johann Frederick Blumenbach. Blumenbach is the one who is credited with coming up with the term "Caucasian" to refer to whites, and note that it is based on aesthetic grounds (not scientific):
"...Blumenbach chose physical beauty as his guide to ranking. He simply affirmed that Europeans were most beautiful, with Caucasians as the most comely of all. This explains why Blumenbach,...linked the maximal beauty of the Caucasians to the place of human origin. Blumenbach viewed all subsequent variation as departures from the originally created ideal -- therefore, the most beautiful people must live closest to our primal home."
"Blumenbach's descriptions are pervaded by his subjective sense of relative beauty, presented as though he were discussing an objective and quantifiable property, not subject to doubt or disagreement. He describes a Georgian female skull (found close to Mount Caucasus) as 'really the most beautiful form of skull which...always of itself attracts every eye, however little observant.' He then defends his European standard on aesthetic grounds: 'In the first place, that stock displays...the most beautiful form of the skull, from which, as from a mean and primeval type, the others diverge by most easy gradations....Besides, it is white in color, which we may fairly assume to have been the primitive color of mankind, since...it is very easy for that to degenerate into brown, but very much more difficult for dark to become white.'"
And then a couple paragraphs from the American Anthropological Association's Draft Official Statement on Race (Sept. 1997):
"Biophysical diversity has no inherent social meaning except what we humans confer upon it. The concept of 'race' is in reality a product of that process. 'Race' is a set of culturally created attitudes toward, and beliefs about, human differences developed following the widespread exploration and colonization by Western European powers since the 16th century. In the North American colonies, European settlers conquered an indigenous population and brought in as slaves alien peoples from Africa. By the end of the 18th century a rising antislavery movement, produced by liberal and humanistic forces mostly in Europe, compelled slave owners to find new defenses for preserving slavery. 'Race' was invented as a social mechanism to justify the retention of slavery. 'Race' ideology magnified differences among these populations, established a rigid hierarchy of socially exclusive categories, underscored and bolstered unequal rank and status differences and provided the rationalization that such diffferences were natural or God-given. The different physical traits became markers or symbols of status differences."
"How people have been accepted and treated within the context of their society and culture has a direct impact on how they perform within that society. The 'racial' worldview was invented to assign some groups to perpetual low status while others were permitted access to privilege, power and wealth. The tragedy is that it succeeded all too well in constructing unequal populations. Given what we know about the capacity of normal humans to achieve and function within any culture, we conclude that present-day inequalities between human groups are not consequences of their biological inheritance; rather, these inequalities are products of historical and contemporary social, economic, educational and political circumstances."
_________________________
Let me, then, pick up where I left off in commenting on the basic definition of RACISM. You recall that I suggested that the vast majority of people would probably reject the notion that they are racist according to that definition. That does not mean racism is dead. Racism, today, is more subtle than blatant, and it has the most serious consequences when it is subtle and unrecognized.
(1) George Federickson (a historian who was interviewed in part II of the video series) observes in his recent book, "Racism: A Short History," that many people were ready to declare racism as a thing of the past, especially after the fall of South African apartheid, the last explicitly racist regime. And he goes on to comment --
"But racism does not require the full and explicit support of the state and law (as in the northern U.S.). Nor does it require an ideology centered on the concept of biological inequality. Discrimination by institutions and individuals against those perceived as racially different can long persist and even flourish under the illusion of nonracism, as recent studies of Brazilian race relations have discovered."
(a) In this context he talks about a "cultural racism," such as whites who believe blacks or Latinos in ghettos are incurable infected by cultural pathologies. Indeed, he argues that such "cultural racism" actually predates the scientific theories of race in the late 18th century (i.e., Blumenbach).
(2) Eduardo Bonilla-Silva (also appearing in the video series) argues that a new form of racism has emerged, what he calls "color-blind racism" (which appears to be an oxymoron) -- that is, similar to cultural racism, color-blind racism involving differential treatment of racial groups is NOT based on a belief in inherent biological inferiority but rather is based on or explained by nonracial factors such as market forces, cultural factors (such as a poor work ethic), etc.
(3) INSTITUTIONAL RACISM (or institutional discrimination) persists even though it has lost its legal sanction (as slavery and Jim Crow segregation once had) -- that is, there continue to be racial biases built into the operation and policy of various institutions. (Eg., "redlining," "glass ceiling," "racial profiling," etc.) Much more on this in Shirley Better's book.
(a) I believe it is unquestionable the the so-called "war on drugs" has had a clear racial bias which has led to the disproportionate incarceration of African Americans.
That brings us up to ETHNIC GROUP in our list of basic definitions, which is where we will pick up next Tuesday, 10/6. Please make sure to incorporate the above lecture material in your class notes.
First, from "The Geometer of Race," by Stephen Jay Gould. Gould discusses the racial hierarchy of Johann Frederick Blumenbach. Blumenbach is the one who is credited with coming up with the term "Caucasian" to refer to whites, and note that it is based on aesthetic grounds (not scientific):
"...Blumenbach chose physical beauty as his guide to ranking. He simply affirmed that Europeans were most beautiful, with Caucasians as the most comely of all. This explains why Blumenbach,...linked the maximal beauty of the Caucasians to the place of human origin. Blumenbach viewed all subsequent variation as departures from the originally created ideal -- therefore, the most beautiful people must live closest to our primal home."
"Blumenbach's descriptions are pervaded by his subjective sense of relative beauty, presented as though he were discussing an objective and quantifiable property, not subject to doubt or disagreement. He describes a Georgian female skull (found close to Mount Caucasus) as 'really the most beautiful form of skull which...always of itself attracts every eye, however little observant.' He then defends his European standard on aesthetic grounds: 'In the first place, that stock displays...the most beautiful form of the skull, from which, as from a mean and primeval type, the others diverge by most easy gradations....Besides, it is white in color, which we may fairly assume to have been the primitive color of mankind, since...it is very easy for that to degenerate into brown, but very much more difficult for dark to become white.'"
And then a couple paragraphs from the American Anthropological Association's Draft Official Statement on Race (Sept. 1997):
"Biophysical diversity has no inherent social meaning except what we humans confer upon it. The concept of 'race' is in reality a product of that process. 'Race' is a set of culturally created attitudes toward, and beliefs about, human differences developed following the widespread exploration and colonization by Western European powers since the 16th century. In the North American colonies, European settlers conquered an indigenous population and brought in as slaves alien peoples from Africa. By the end of the 18th century a rising antislavery movement, produced by liberal and humanistic forces mostly in Europe, compelled slave owners to find new defenses for preserving slavery. 'Race' was invented as a social mechanism to justify the retention of slavery. 'Race' ideology magnified differences among these populations, established a rigid hierarchy of socially exclusive categories, underscored and bolstered unequal rank and status differences and provided the rationalization that such diffferences were natural or God-given. The different physical traits became markers or symbols of status differences."
"How people have been accepted and treated within the context of their society and culture has a direct impact on how they perform within that society. The 'racial' worldview was invented to assign some groups to perpetual low status while others were permitted access to privilege, power and wealth. The tragedy is that it succeeded all too well in constructing unequal populations. Given what we know about the capacity of normal humans to achieve and function within any culture, we conclude that present-day inequalities between human groups are not consequences of their biological inheritance; rather, these inequalities are products of historical and contemporary social, economic, educational and political circumstances."
_________________________
Let me, then, pick up where I left off in commenting on the basic definition of RACISM. You recall that I suggested that the vast majority of people would probably reject the notion that they are racist according to that definition. That does not mean racism is dead. Racism, today, is more subtle than blatant, and it has the most serious consequences when it is subtle and unrecognized.
(1) George Federickson (a historian who was interviewed in part II of the video series) observes in his recent book, "Racism: A Short History," that many people were ready to declare racism as a thing of the past, especially after the fall of South African apartheid, the last explicitly racist regime. And he goes on to comment --
"But racism does not require the full and explicit support of the state and law (as in the northern U.S.). Nor does it require an ideology centered on the concept of biological inequality. Discrimination by institutions and individuals against those perceived as racially different can long persist and even flourish under the illusion of nonracism, as recent studies of Brazilian race relations have discovered."
(a) In this context he talks about a "cultural racism," such as whites who believe blacks or Latinos in ghettos are incurable infected by cultural pathologies. Indeed, he argues that such "cultural racism" actually predates the scientific theories of race in the late 18th century (i.e., Blumenbach).
(2) Eduardo Bonilla-Silva (also appearing in the video series) argues that a new form of racism has emerged, what he calls "color-blind racism" (which appears to be an oxymoron) -- that is, similar to cultural racism, color-blind racism involving differential treatment of racial groups is NOT based on a belief in inherent biological inferiority but rather is based on or explained by nonracial factors such as market forces, cultural factors (such as a poor work ethic), etc.
(3) INSTITUTIONAL RACISM (or institutional discrimination) persists even though it has lost its legal sanction (as slavery and Jim Crow segregation once had) -- that is, there continue to be racial biases built into the operation and policy of various institutions. (Eg., "redlining," "glass ceiling," "racial profiling," etc.) Much more on this in Shirley Better's book.
(a) I believe it is unquestionable the the so-called "war on drugs" has had a clear racial bias which has led to the disproportionate incarceration of African Americans.
That brings us up to ETHNIC GROUP in our list of basic definitions, which is where we will pick up next Tuesday, 10/6. Please make sure to incorporate the above lecture material in your class notes.
Saturday, September 26, 2009
Family Points on Video Series
Below are the results of our first family exercise. As I noted in class, I did some editing, but I kept it to a minimum. I included all the families from both sections of this course.
Part I: the difference between us
BLUE FAMILY: (1) Race is a social and historical construct. Black, white, and brown are simply skin colors but we attach meanings and social expectations to them. Despite superficial differences, we are all the same.
(2) Biology is used to describe social differences. However, there are no genetic markers in one race that are not in another race. Genetically, we are the most similar of any species.
RED FAMILY: (1) There is more genetic diversity among members of the same race than there is genetic diversity between members of different races.
(2) Race, as determined by (superficial) differences in skin color, does not determine one's athletic ability or other traits such as intellect.
GREEN FAMILY: (1) The perception of race will continue to change as we evolve. People are always being criticized and judged by their color or the way they present themselves. The idea of who is white and who is black will continue to change. The idea of race is very flexible and will take on different meanings as time goes on because it is a perception that we as humans make.
(2) Differences between human's genetics came through migration not because of race. Humans originated from east Africa and spread from there. As they migrated racial mixing was going on.
YELLOW FAMILY: (1) There is no evidence of racial differences in biology or genetics.
(2) Biology is used as an excuse for racial differences -- to justify or explain obvious social inequality.
BLACK FAMILY: (1) The eugenics debate, says that we are not very different genetically; in fact there is more genetic diversity within a race than between different races.
(2) Race is defined by the power of illusion and that race does not define intellectual superiority, athletic dominance, or any other concept or misperception that are stereotypically viewed as race defining.
Part II: the story we tell
RED FAMILY: (1) Thomas Jefferson wrote "all men are created equal," yet he owned over 200 slaves. He wrote texts claiming African Americans are inferior physically and mentally, yet he had mixed children and used their "inferior physicality" for labor.
(2) The whites believed Native Americans were closer related to themselves. That being said, they believed that they could eradicate the "savage" within them and make them more civilized.
BLUE FAMILY: (1) Racial theory used to naturalize ideas of power between the races; science used as a justification for some types of people lower than others.
(2) It would have been different if we said that we need these people for their labor and we have the power to enforce that, but we said there's something about these people that rationalizes their being slaves. Therefore, once slavery is gone, the rationality for slavery is still there.
GREEN FAMILY: (1) Before race started to emerge into American society as a defining factor into one's character, one's status and charachter were defined by their religion and/or wealth. But as slaves were brought over to America in the shiploads, Americans needed a scientific answer to why blacks were inferior. Groups of philosophers, scientists, and even politicians decided slavery was justified in that Africans were not just of another race but a different species entirely, different from Americans, to be put on display at events such as the "World's Fair." When scientific books "proving" that blacks were inferior were made accessible to the less knowledgeable public, why wouldn't they believe the new literature? It was coming from "qualified scientists."
(2) These books on race could explain to some extent why racism became so prevalent. Educated whites so persistently proved blacks were inferior that in effect after the Civil War, when blacks were freed, the rationale for slavery still lingered.
BLACK FAMILY: (1) Originally, other factors such as Christianity and status were more important than race, but race became the defining factor of status. Race is how people defined meaning to how people looked.
(2) The process of defining race is constantly changing based on public opinion. The more power the white race gained the more inferior other races were seen and treated.
YELLOW FAMILY: (1) In the beginning (early colonies) people were separated by religion and wealth rather than by skin color and physical features. It was faith and morally based instead of physically based until they realized they could use Negro slaves as cheap labor. Race is constructed by a society to further certain economic and political pulls(?) (I believe you meant, goals).
(2) "All men are created equal." It is central to America's foundation yet we had slaves and mistreated the Indians and Mexicans, and what allowed us to do this was creating a story of race which placed these groups in an inferior status.
Part III: the house we live in
RED FAMILY: (1) The Supreme Court contradicted itself when it denied the naturalization of a Japanese man due to science, then in turn denied a Hindu man due to social reasons.
(2) Fair Housing was not really fair. The government used home value as a reason not to involve minorities. Even after the Fair Housing Act there was segregation.
GREEN FAMILY: (1) Want to be a "colorblind" society and be able to overlook skin color. The video mentioned how we don't want to see color, we want to see people.
(2) The unequal treatment in housing developments. Came up with fair housing for all. This included non-whites, but when non-whites moved into the Roosevelt neighborhood the white people began to leave and this caused the neighborhood to decline.
BLUE FAMILY: (1) Institutions, as well as legal and political authority, reinforced segregation between the races. Such institutions were the Housing Authority, National Appraisal, Urban Renewal.
(2) Another main issue in this section of the documentary was the emphasis placed on races other than black and white as being "in between races."
BLACK FAMILY: Laws and practices that affect opportunities define race, not physical characteristics of the individuals.
(2) Segregation according to housing was very significant. Houses depreciated when colored people bought them or when white people moved out. Laws defined the levels of poverty and federal aid but these were only available to white people and no one else.
YELLOW FAMILY: (1) The court had to make decisions on who was white and who was not. Virginia law defined a black person with one-sixteenth African ancestry. Alabama said if you have one drop of black ancestry you are black. You could literally walk from state to state and change from black to white. What does this mean? It means race was CLEARLY a political illusion.
(2) When the housing market adopted the innovation of housing at the end of World War II, it reinforced the racial divide because they made it impossible for minorities to purchase the homes that were offered and made the neighborhoods they lived in receive a lower rating. This triggered the creation of suburbs and solidified the idea that any race that was not considered white was inferior. To get beyond racism we must first acknowledge it.
______________________________
That's it. I tried to be faithful to what was submitted, warts and all. We will be doing something with these points in the future, but I need to give some more thought to what that will be.
Part I: the difference between us
BLUE FAMILY: (1) Race is a social and historical construct. Black, white, and brown are simply skin colors but we attach meanings and social expectations to them. Despite superficial differences, we are all the same.
(2) Biology is used to describe social differences. However, there are no genetic markers in one race that are not in another race. Genetically, we are the most similar of any species.
RED FAMILY: (1) There is more genetic diversity among members of the same race than there is genetic diversity between members of different races.
(2) Race, as determined by (superficial) differences in skin color, does not determine one's athletic ability or other traits such as intellect.
GREEN FAMILY: (1) The perception of race will continue to change as we evolve. People are always being criticized and judged by their color or the way they present themselves. The idea of who is white and who is black will continue to change. The idea of race is very flexible and will take on different meanings as time goes on because it is a perception that we as humans make.
(2) Differences between human's genetics came through migration not because of race. Humans originated from east Africa and spread from there. As they migrated racial mixing was going on.
YELLOW FAMILY: (1) There is no evidence of racial differences in biology or genetics.
(2) Biology is used as an excuse for racial differences -- to justify or explain obvious social inequality.
BLACK FAMILY: (1) The eugenics debate, says that we are not very different genetically; in fact there is more genetic diversity within a race than between different races.
(2) Race is defined by the power of illusion and that race does not define intellectual superiority, athletic dominance, or any other concept or misperception that are stereotypically viewed as race defining.
Part II: the story we tell
RED FAMILY: (1) Thomas Jefferson wrote "all men are created equal," yet he owned over 200 slaves. He wrote texts claiming African Americans are inferior physically and mentally, yet he had mixed children and used their "inferior physicality" for labor.
(2) The whites believed Native Americans were closer related to themselves. That being said, they believed that they could eradicate the "savage" within them and make them more civilized.
BLUE FAMILY: (1) Racial theory used to naturalize ideas of power between the races; science used as a justification for some types of people lower than others.
(2) It would have been different if we said that we need these people for their labor and we have the power to enforce that, but we said there's something about these people that rationalizes their being slaves. Therefore, once slavery is gone, the rationality for slavery is still there.
GREEN FAMILY: (1) Before race started to emerge into American society as a defining factor into one's character, one's status and charachter were defined by their religion and/or wealth. But as slaves were brought over to America in the shiploads, Americans needed a scientific answer to why blacks were inferior. Groups of philosophers, scientists, and even politicians decided slavery was justified in that Africans were not just of another race but a different species entirely, different from Americans, to be put on display at events such as the "World's Fair." When scientific books "proving" that blacks were inferior were made accessible to the less knowledgeable public, why wouldn't they believe the new literature? It was coming from "qualified scientists."
(2) These books on race could explain to some extent why racism became so prevalent. Educated whites so persistently proved blacks were inferior that in effect after the Civil War, when blacks were freed, the rationale for slavery still lingered.
BLACK FAMILY: (1) Originally, other factors such as Christianity and status were more important than race, but race became the defining factor of status. Race is how people defined meaning to how people looked.
(2) The process of defining race is constantly changing based on public opinion. The more power the white race gained the more inferior other races were seen and treated.
YELLOW FAMILY: (1) In the beginning (early colonies) people were separated by religion and wealth rather than by skin color and physical features. It was faith and morally based instead of physically based until they realized they could use Negro slaves as cheap labor. Race is constructed by a society to further certain economic and political pulls(?) (I believe you meant, goals).
(2) "All men are created equal." It is central to America's foundation yet we had slaves and mistreated the Indians and Mexicans, and what allowed us to do this was creating a story of race which placed these groups in an inferior status.
Part III: the house we live in
RED FAMILY: (1) The Supreme Court contradicted itself when it denied the naturalization of a Japanese man due to science, then in turn denied a Hindu man due to social reasons.
(2) Fair Housing was not really fair. The government used home value as a reason not to involve minorities. Even after the Fair Housing Act there was segregation.
GREEN FAMILY: (1) Want to be a "colorblind" society and be able to overlook skin color. The video mentioned how we don't want to see color, we want to see people.
(2) The unequal treatment in housing developments. Came up with fair housing for all. This included non-whites, but when non-whites moved into the Roosevelt neighborhood the white people began to leave and this caused the neighborhood to decline.
BLUE FAMILY: (1) Institutions, as well as legal and political authority, reinforced segregation between the races. Such institutions were the Housing Authority, National Appraisal, Urban Renewal.
(2) Another main issue in this section of the documentary was the emphasis placed on races other than black and white as being "in between races."
BLACK FAMILY: Laws and practices that affect opportunities define race, not physical characteristics of the individuals.
(2) Segregation according to housing was very significant. Houses depreciated when colored people bought them or when white people moved out. Laws defined the levels of poverty and federal aid but these were only available to white people and no one else.
YELLOW FAMILY: (1) The court had to make decisions on who was white and who was not. Virginia law defined a black person with one-sixteenth African ancestry. Alabama said if you have one drop of black ancestry you are black. You could literally walk from state to state and change from black to white. What does this mean? It means race was CLEARLY a political illusion.
(2) When the housing market adopted the innovation of housing at the end of World War II, it reinforced the racial divide because they made it impossible for minorities to purchase the homes that were offered and made the neighborhoods they lived in receive a lower rating. This triggered the creation of suburbs and solidified the idea that any race that was not considered white was inferior. To get beyond racism we must first acknowledge it.
______________________________
That's it. I tried to be faithful to what was submitted, warts and all. We will be doing something with these points in the future, but I need to give some more thought to what that will be.
Friday, September 11, 2009
Follow-Up to Comments on the Relevance of this Course & Description of First Family Activity
FOLLOW-UP ON COMMENTS ON THE RELEVANCE OF THIS COURSE
I'd like to finish my presentation on the relevance of this course here, so we can get on with the BASIC DEFINITIONS and seeing the video series, "Race: the power of an illusion," next Tuesday (9/15).
What I was trying to say about why the "dominant white majority," generally speaking, does not appreciate the relevance of a course in race and ethnic relations is captured very well in a passage from a book I used in this class a few years ago, "Racism Without Racists," by Dr. Eduardo Bonilla-Silva. He said:
"Nowadays, except for members of white supremacist organizations, few whites in the United States claim to be 'racist.' Most whites assert that they 'don't see any color, just people;' that although the ugly face of discrimination is still with us, it is no longer the central factor determining minorities' life chances; and, finally, like Dr. Martin Luther King, Jr., they aspire to live in a society where 'people are judged by the content of their character, not by the color of their skin.' More poignantly, most whites insist that minorities (especially blacks) are the ones responsible for whatever 'race problem' we have in this country. They publicly denounce blacks for 'playing the race card,' for demanding the maintenance of unnecessary and divisive race-based programs, such as affirmative action, and for crying 'racism' whenever they are criticized by whites. Most whites believe that if blacks and other minorities would just stop thinking about the past, work hard, and complain less (particularly about racial discrimination), then Americans of all hues could 'all get along.'"
And Dr. Bonilla-Silva went on to say: "But regardless of whites' 'sincere fictions,' racial considerations shade almost everything in America." and he goes on to list many socio-economic variables on which blacks lag far behind whites.
Let me also add the following:
(1) In terms of sensitivity training, I would encourage all of you to try to put yourself in a situation of being a distinct racial or ethnic minority. You can experience something of this when you travel abroad, or even here in America in ethnic enclaves such as "Little Havana" in Miami, Harlem in NYC, an Indian reservation, any Chinatown, or "Little Saigon" in Orange Co., California. You'll find, I believe, that you become much more conscious of your racial and ethnic identity (that you are white, or American), concerned with how you are regarded by others.
(2) Martin Luther King, Jr., one of the great proponents of integration, stressed that American society needed to be integrated not only at the level of kids playing together, holding hands (an image he invokes in his famous "I Have a Dream" speech), but he also went far beyond this romantic vision to suggest that we need to integrate all groups and individuals into the full economic, political, and cultural life of this society.
(a) The sad fact is, however, that racial and ethnic minorities have arbitrarily been denied full access to the rights and opportunities this society has to offer, the rights and opportunities necessary to develop as complete human beings.
(b) In his last book, Dr. King spoke of all groups being "woven in a single garment of destiny," -- that even though we may not associate with each other all the time, we are all important to the current and future well-being of this society, that we should all have an opportunity to contribute. That means ALL of us, from the lowly janitor or sanitation worker to the teacher, doctor, or CEO, etc.
(Which is why one of the great tragedies of Hurricane Katrina and its aftermath was the sense of being neglected, forgotten among the many (mainly blacks) left behind in New Orleans.)
PLEASE INSERT THE ABOVE IN YOUR NOTES WHERE I LEFT OFF ON THURSDAY. This brings us to where I hoped to be, a consideration of those basic definitions and viewing of "Race: the power of an illusion."
FIRST FAMILY ACTIVITY: Over the next two weeks, we are going to be seeing a three-part video series entitled, "Race: the power of an illusion." It challenges the whole notion of race and gives a great overview of the pernicious effects of race theory and racism in America from our earliest days as a nation. Following the viewing of each part, I want each of the families to discuss what you saw and identify what you believe were the TWO most important points made in each part, points you believe everyone should know and appreciate. I am sure there will be many more than two points that you believe are important, but you will have to come to some agreement on just TWO. Then, have a designated family member post these points as COMMENTS on this blog entry (and you should rotate the responsibility for this among your family members). Please be succinct in stating these points -- no more than a few sentences. At the conclusion of this, each family will have contributed a total of SIX points. We'll review these in class and I will add my own analysis of the video series. Finally, I will use some of the points you come up with as a basis for some questions on the midterm exam. This activity is worth 6 points, and you have to participate to earn these points.
That's all for now. Don't forget to post your comment on the first individual exercise by next Wednesday, and we'll see you Tuesday (9/15).
I'd like to finish my presentation on the relevance of this course here, so we can get on with the BASIC DEFINITIONS and seeing the video series, "Race: the power of an illusion," next Tuesday (9/15).
What I was trying to say about why the "dominant white majority," generally speaking, does not appreciate the relevance of a course in race and ethnic relations is captured very well in a passage from a book I used in this class a few years ago, "Racism Without Racists," by Dr. Eduardo Bonilla-Silva. He said:
"Nowadays, except for members of white supremacist organizations, few whites in the United States claim to be 'racist.' Most whites assert that they 'don't see any color, just people;' that although the ugly face of discrimination is still with us, it is no longer the central factor determining minorities' life chances; and, finally, like Dr. Martin Luther King, Jr., they aspire to live in a society where 'people are judged by the content of their character, not by the color of their skin.' More poignantly, most whites insist that minorities (especially blacks) are the ones responsible for whatever 'race problem' we have in this country. They publicly denounce blacks for 'playing the race card,' for demanding the maintenance of unnecessary and divisive race-based programs, such as affirmative action, and for crying 'racism' whenever they are criticized by whites. Most whites believe that if blacks and other minorities would just stop thinking about the past, work hard, and complain less (particularly about racial discrimination), then Americans of all hues could 'all get along.'"
And Dr. Bonilla-Silva went on to say: "But regardless of whites' 'sincere fictions,' racial considerations shade almost everything in America." and he goes on to list many socio-economic variables on which blacks lag far behind whites.
Let me also add the following:
(1) In terms of sensitivity training, I would encourage all of you to try to put yourself in a situation of being a distinct racial or ethnic minority. You can experience something of this when you travel abroad, or even here in America in ethnic enclaves such as "Little Havana" in Miami, Harlem in NYC, an Indian reservation, any Chinatown, or "Little Saigon" in Orange Co., California. You'll find, I believe, that you become much more conscious of your racial and ethnic identity (that you are white, or American), concerned with how you are regarded by others.
(2) Martin Luther King, Jr., one of the great proponents of integration, stressed that American society needed to be integrated not only at the level of kids playing together, holding hands (an image he invokes in his famous "I Have a Dream" speech), but he also went far beyond this romantic vision to suggest that we need to integrate all groups and individuals into the full economic, political, and cultural life of this society.
(a) The sad fact is, however, that racial and ethnic minorities have arbitrarily been denied full access to the rights and opportunities this society has to offer, the rights and opportunities necessary to develop as complete human beings.
(b) In his last book, Dr. King spoke of all groups being "woven in a single garment of destiny," -- that even though we may not associate with each other all the time, we are all important to the current and future well-being of this society, that we should all have an opportunity to contribute. That means ALL of us, from the lowly janitor or sanitation worker to the teacher, doctor, or CEO, etc.
(Which is why one of the great tragedies of Hurricane Katrina and its aftermath was the sense of being neglected, forgotten among the many (mainly blacks) left behind in New Orleans.)
PLEASE INSERT THE ABOVE IN YOUR NOTES WHERE I LEFT OFF ON THURSDAY. This brings us to where I hoped to be, a consideration of those basic definitions and viewing of "Race: the power of an illusion."
FIRST FAMILY ACTIVITY: Over the next two weeks, we are going to be seeing a three-part video series entitled, "Race: the power of an illusion." It challenges the whole notion of race and gives a great overview of the pernicious effects of race theory and racism in America from our earliest days as a nation. Following the viewing of each part, I want each of the families to discuss what you saw and identify what you believe were the TWO most important points made in each part, points you believe everyone should know and appreciate. I am sure there will be many more than two points that you believe are important, but you will have to come to some agreement on just TWO. Then, have a designated family member post these points as COMMENTS on this blog entry (and you should rotate the responsibility for this among your family members). Please be succinct in stating these points -- no more than a few sentences. At the conclusion of this, each family will have contributed a total of SIX points. We'll review these in class and I will add my own analysis of the video series. Finally, I will use some of the points you come up with as a basis for some questions on the midterm exam. This activity is worth 6 points, and you have to participate to earn these points.
That's all for now. Don't forget to post your comment on the first individual exercise by next Wednesday, and we'll see you Tuesday (9/15).
Monday, September 7, 2009
Welcome to Soc. 240 Blog for Fall '09 & First Exercise
Welcome to this blog for Sociology 240: Race and Ethnic Relations for the Fall '09. Let me fill you in on what we will be using this blog for this semester:
(1) First, let me note that two classes will be accessing this blog, sections A & B, so if you encounter unfamiliar names submitting material, this is why. It would be helpful to me that in submitting material you indicate whether you are in section A or B.
(2) This blog is intended to give you another outlet for comments, discussion, questions. In addition, I will be posting individual and "family" (or group) exercises from time to time for which you can earn activities points, such as the first exercise you see described at the bottom of this post. One family activity we will be doing prior to the midterm and final exams will be making up exam questions in which you will be called upon to contribute questions for both the midterm and final exams.
(3) This blog will also be used for occasional extra credit opportunities such as posting some brief reflections on an outside lecture or film you may attend that is relevant to this class.
(4) I may also use this blog to post lecture notes or comments relevant to what we covered in class, especially if I get behind in class. But do NOT expect me to do this all the time.
(5) THIS BLOG WILL BE THE MAIN VEHICLE I'LL USE TO CARRY ON CLASS IN THE EVENT THAT I COME DOWN WITH THE SWINE FLU.
(6) Finally, I will usually remind you in class if I have posted something on the blog, but it would still be a good idea to check it a couple times a week regardless.
FIRST INDIVIDUAL EXERCISE:
In a couple paragraphs, I want you to state your view of the argument offered by a number of commentators that with the election of our first black president, this country has entered a "post-racial era." In addition to expressing what you think about this argument, I want you to cite an example or piece of evidence which supports your position.
This exercise is worth 5 points and is to be posted NO LATER THAN NEXT WEDNESDAY, SEPT. 16TH.
(1) First, let me note that two classes will be accessing this blog, sections A & B, so if you encounter unfamiliar names submitting material, this is why. It would be helpful to me that in submitting material you indicate whether you are in section A or B.
(2) This blog is intended to give you another outlet for comments, discussion, questions. In addition, I will be posting individual and "family" (or group) exercises from time to time for which you can earn activities points, such as the first exercise you see described at the bottom of this post. One family activity we will be doing prior to the midterm and final exams will be making up exam questions in which you will be called upon to contribute questions for both the midterm and final exams.
(3) This blog will also be used for occasional extra credit opportunities such as posting some brief reflections on an outside lecture or film you may attend that is relevant to this class.
(4) I may also use this blog to post lecture notes or comments relevant to what we covered in class, especially if I get behind in class. But do NOT expect me to do this all the time.
(5) THIS BLOG WILL BE THE MAIN VEHICLE I'LL USE TO CARRY ON CLASS IN THE EVENT THAT I COME DOWN WITH THE SWINE FLU.
(6) Finally, I will usually remind you in class if I have posted something on the blog, but it would still be a good idea to check it a couple times a week regardless.
FIRST INDIVIDUAL EXERCISE:
In a couple paragraphs, I want you to state your view of the argument offered by a number of commentators that with the election of our first black president, this country has entered a "post-racial era." In addition to expressing what you think about this argument, I want you to cite an example or piece of evidence which supports your position.
This exercise is worth 5 points and is to be posted NO LATER THAN NEXT WEDNESDAY, SEPT. 16TH.
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