Sociology 3AC Final

What is the model minority stereotype? What are some main critiques of the stereotype?

Celebrated model minority image appeared in the mid-1960s at the peak of the civil rights and ethnic consciousness movements Two articles (from NY Times and US News & World Report) marked a significant departure from how Asian immigrants and their descendants had been traditionally depicted in the media. Both of these articles congratulated Japanese an Chinese Americans on their persistence in overcoming extreme hardships and discrimination to achieve success. The press attributed their winning wealth and respect to hard work, family solidarity, discipline, delayed gratification, non-confrontation and eschewing welfare . Consequences: 1) Reinforces the myth that the US is devoid of racism and accords equal opportunity to all, fostering the view that those who lag behind do so because of their own poor choices and inferior culture 2) Celebrating "model minorities" can help impede other racial minorities' demands for social justice by pitting minority groups against each other 3) Model minority image implicitly casts Asian Americans as different from whites. By placing Asian Americans above whites, this image still sets them apart. Less obvious consequences: 1) Holds Asian Americans to higher standards 2) Makes it harder for Asian Americans to pursue careers outside of designated fields such as science and engineering

What are the childrearing approaches that Lareau identifies? How are these different? How do these differences shape children's life trajectories?

Child rearing strategies are influenced by parents education, life experiences, resources, occupational conditions, and economic conditions Middle class parents engage in concerted cultivation Working class and poor parents engage in accomplishment of natural growth Concerted cultivation involves high integration of the parent into the child's development. Involved enrolling children in many activities, engaging in conversations that promote reasoning and negotiation, and children play mostly with other children their own age and gender. Accomplishment of natural growth involves parents that do not seem to think their children's opinions need cultivation or development, and draws strong and clear boundaries between adults and children. Children are also given the freedom to play informally unless they were needed for chores. Extended family networks were deemed important and trustworthy. These families also were distrusting of local authorities and school offficials. Differences: Middle-class homes placed tremendous emphasis on reasoning. They also tended to forge weak rather than strong ties with extended family. EMERGING SENSE OF ENTITLEMENT for middle class children (parents provide them with expensive activities, encourage child to do well in school, engage in thought provoking conversations) EMERGING SENSE OF CONSTRAINT for working-class or poor children (Decreased access to activities due to economic constraint, ties within family, family dependent on school) In working-class and poor families, parents established limits and children were viewed as subordinate to adults; in middle class families, adults' leisure preferences became subordinate to their children's, and children's desires were taken seriously . Middle class children less likely to learn how to fill "empty time" with their own creative play, whereas working class and poor children do this often.

When did the Asian-origin population in the U.S. begin to grow?

Chinese immigration began in the 1850s Seven-fold growth of the Asian-origin population due to Hart-Cellar Act of 1965, which ended the national origins quota system.

According to Bonilla-Silva, What are the main frames of color-blind racism?

Color-blind racism is racism "without racists." Abstract Liberalism -Liberalism = philosophy that focuses on liberty and equality -Most important (foundation for racial ideology bc liberalism is at the core of modernity) -Involves using ideas associated with political liberalism (equal opportunity) and economic liberalism (choice, individualism) is an ABSTRACT manner to explain racial matters -By framing race-related issues in the language of liberalism, whites can appear "reasonable" and even "moral" while opposing almost all approaches that deal with de facto racial inequality. -Example: Regarding each person as an "individual" with "choices" and using this liberal principle as justification for whites having the right to choose to live in segregated neighborhoods -Ignores multiple institutional and state-sponsored practices behind segregation and being unconcerned about these practices' negative consequences Naturalization -A frame that allows whites to explain away racial phenomena by suggesting they are natural occurrences. -Example: Whites can claim segregation is natural because people from all backgrounds "gravitate toward likeness." -Suggests preferences are almost biologically driven and typical of all groups in society ("they do it too") Cultural Racism -A frame that relies on culturally based arguments such as "Mexicans do not put as much emphasis on education" or "blacks have too many babies" to explain the standing of minorities in society Minimization of Racism -Suggests discrimination is no longer a central factor affecting minorities' life chances; allows whites to accept facts such as racially motivated violence against many African-American individuals from police -Example: A certain race is "hypersensitive," or uses race as an "excuse," or "playing the infamous race card." -Involves regarding discrimination exclusively as all-out racist behavior which ultimately eliminated the bulk of racially motivated actions by whites and institutions by order due to the way "new racism" operates in the post-Civil rights America Also from this article... (ideas of White Americans on how to solve racism) "Nothing should be forced on people" - keeps things the way they are No unique opportunities to racially disadvantaged groups - "everyone should have equal opportunity" "The most qualified" - defends white privilege "Blaming the victim," in reality, the disadvantages these minorities face stem from institutional effects of discrimination in labor, housing, and educational markets

What is the culture of poverty thesis? What other lines of analysis were proposed to explain the continuing poverty among African Americans? How did these lines of analysis differ in their policy recommendations?

Culture of poverty thesis: "The subculture [of the poor] develops mechanisms that tend to perpetuate it, especially because of what happens to the worldview, aspirations, and character of the children who grow up in it." Institutional racism, welfare policies, residential segregation, and structural economic change all explain continuing poverty among African Americans.

What kind of dilemmas arise in the event of a microaggression?

Dilemma 1: Clash of Racial Realities -Majority of Whites do not view themselves as racist or capable of racist behavior -Minorities perceive whiteness as racially insensitive, unwilling to share their position and wealth, believing they are superior, needing to control everything, and treating them poorly because of their race Dilemma 2: Invisibility of Unintentional Expressions of Bias -Law enforcement officials stated they had no conscious awareness that they responded differently on the basis of race, despite investigations that show that these officials are more likely to fire at Black than white suspects and that Afrocentric features tend to result in longer prison terms -The existence of unconscious racial biases in well-intentioned Whites inherits the racial basis of society Dilemma 3: Perceived Minimal Harm of Racial Microaggressions -In most cases where individuals are confronted with their microaggressive acts, the perpetuator usually believes that the victim has overreacted and is being overly sensitive and/or petty -Experiences with microaggressions result in a negative racial climate and emotions of self-doubt, frustration, and isolation on the part of the victims Dilemma 4: The Catch-22 of Responding to Microaggressions -Immediate reaction to a microaggression: "Did that really happen? Was it deliberate, or unintentional? How should I respond?" (universal reaction) -First must determined whether it occurred, and then must decide how to respond; often cannot determine if it occurred, at a loss for how to respond, fearful of consequences, and rationalizing that it "won't do any good" or denial. -Denial of one's experiental reality or experiencing pent-up anger and frustration takes psychological and physical tolls -Responding with anger and striking back is likely to engender neg consequences for persons of color (may be accused of being over-sensitive or paranoid) -Protesting may lead to credence that minorities are hostile, angry (specifically Black males)

According to Bonilla-Silva, Why has the end of Jim Crow racism not meant the end of racism?

Due to the ideology of color-blind racism, which sets paths for interpreting information. Ideas of blacks being mentally, morally, and intellectually inferior has shifted to the idea that it is a black man's own fault that he is lower-caste/class or lack initiative

How has the number of undocumented immigrants increased in the United States?

During the past 25 years, the number of undocumented immigrants in the US has grown substantially, from an estimated 2.5 million in 1987 to 11.1 million today

According to Bourdieu, What are different forms of capital? (economic, cultural, social, symbolic)

Economic capital: Money, property, and other assets Cultural capital: Knowing what you need to know to succeed in a particular social environment Social capital: networks of influence or support based on group membership (such as family), friends, or other contacts Symbolic capital: socially recognized legitimization such as prestige or honor. Bourdieu links these various forms of capital by illustrating how social, cultural, and symbolic capital convert back into economic capital. The film clip from Pretty Woman is useful for discussing and distinguishing among all four types of capital. Vivian's lesson in dinner etiquette, such as knowledge about which fork to use at dinner, illustrates cultural capital. Edward's relationship with his business affiliates illustrates social capital, and his ability to afford an expensive setting for his business meeting (not to mention hiring a person to accompany him all week to social events) illustrates his economic capital. Bourdieu's concept of symbolic capital is more difficult to grasp, and it's closely related to cultural and social capital. However, viewers might consider the ways in which Vivian lacks symbolic capital, as sex work is socially stigmatized and associated with the loss or absence of prestige or honor.

According to Bonilla-Silva, What is ideology?

Expressions at the symbolic level of the fact of dominance.

According to Najera, What is formal education? What is informal education?

Formal education is classroom-based, provided by trained teachers. Informal education happens outside the classroom, in after-school programs, community-based organizations, museums, libraries, or at home.

According to Bourdieu, What is habitus? What is capital?

Habitus: Internal dispositions; refers to the physical embodiment of cultural capital, to the deeply ingrained habits, skills, and dispositions that we possess due to our life experiences Capital: Sums of money or assets put to productive use

What is audit methodology?

Involves sending matched pairs of individuals to apply for real job openings in order to see whether employers respond differently on the basis of selected characteristics.

What is Japanese-American internment? When and why did it happen?

Japanese-American internment involved taking all Japanese-Americans out of normal society and placing them in camps where they were mistreated and isolated. 1) Japanese attack on Pearl Harbor during World War 2 in 1941. After this, the idea of Japanese spying took on an urgent and sinister cast. - Walter Lippman, one of the nation's most respected newspaper columnists stated that Japanese navy long had been engaged in spying on West Coast defenses; communication was taking place between enemies at sea and an land; and the absence of any major acts of sabotage by Japanese Americans was an ominous portent of things to come. -Great fear an uncertainty 2) West coast delegation in Congress issued a stern recommendation for the mass evacuation of Japanese Americans. "The boisterous backing on Capitol Hill for mass evacuation squared with public opinion polls showing growing distrust on the West Coast of Japanese Americans and dissatisfaction with the Justice Dept. handling of enemy aliens." Appealed with the ratification for the Treaty for the Renunciation of Extraterritoriality in China; overwhelming egalitarian vote -also granted right of naturalization to Chinese immigrants

Describe and discuss the debates around Mexican schools in La Feria.

La Feria schools were segregated for Mexicans, justified by race and more often, arguments based on Mexican students' language ability, hygiene, intelligence deficiencies, and supposedly inherited racial inferiority. La Feria thought to deracinate Mexican children and to reproduce a racially stratified socioeconomic system because these schools never Mexican people in La Feria created a strong and vibrant community life and were able to create a sense of belonging for themselves by promoting their culture by engaging values of mutualism and reinforcing a Mexicanist identity. Acts of cultural resistance enable mexicans to claim human rights in their community, such as the right to respect and dignity. In these communities, Mexicans celebrated and reinforced a proud Mexicanist identity that stood in stark contrast to negative attitudes about Mexicans that were in La Feria schools and toward the towns in general. Growing demand for labor due to the building of a new railroad heightened the amount of Mexicans entering La Feria communities. Downsides: La Feria highly Americanized (exposed to an English only curriculum, focused on Anglo American history and culture; was upsetting to children whose language and culture was Mexican), exposed to glories of US citizenship that these children's families and community did not possess. Additionally, these schools provided vocational courses that was "the problem to the solution" to the Mexican problem for Anglos. Basic education was provided, focused mainly on acculturation and language acquisition, while at the same time preparing them to occupy the same subordinate economic and social positions as the generation before them. Ultimate conclusion of study of La Feria: informal education was important in shaping the identities of the individuals within the community; this included pageants where young Mexican girls held the standard of beauty within the community, mutual benefit societies that provided financial, medical and burial expenses, allowed purchases on a good-faith basis, escuelitas served as an opportunity for the Mexican community to educate their children directly in a way that would preserve and assign value to their children's heritage language., singing festive songs, matachines performances that were suppressed by Anglo Catholics, and repatriations.

How does Kivisto define multiculturalism, racial democracy and color-blind society?

Multiculturalism: Interethnic relations, defense of group rights, rationale for new state policies of incorporation (ex bilingual education act) Racial democracy: A racially diverse nation not characterized by racial inequality (does not exist) ~connection: multiculturalism in a racial democracy constitutes a "mode of incorporation" characterized by a particular type of civil participation. Color-blind society: posits the best way to end discrimination is by treating individuals as equally as possible, without regard to race, culture, or ethnicity

According to lecture, What is Marshall's theory of citizenship rights?

Outlines the history of citizenship over the past centuries -The civil rights aspect of citizenship developed in Britain in the 18th century, with the rise of individual liberty, the right to work in the occupation of one''s choice, and the end of servile status for peasants. -The political rights aspect developed in the early 19th century, with the disconnection of the right to vote from economic status. -Social rights of citizenship formed in the 20th century, starting with the introduction of free and compulsory elementary education

Define and contrast prejudice, stereotype and discrimination

Prejudice: an unfavorable opinion or feeling formed beforehand or without knowledge, thought, or reason. DRAW ON STEREOTYPES Stereotype: a simplified and standardized conception or image invested with special meaning and held in common by members of a group; self-fulfilling prophecy Discrimination: Unfair treatment of people because of their group membership

What is restorative justice? Explain with reference to a restorative juvenile justice program. (Wacquant)

Restorative justice refers to the fact that justice is achieved when persons causing harm understand the impact of their actions on others and take responsibility by making amends to the persons and community harmed. This is designed to give peace and healing to persons harmed, reintegrate responsible persons back into the community, and ultimately to construct community capacity to manage crime and other harm; examples include Victim-Offender Mediation, Family Group Conferencing, Neighborhood Accountability Boards, and Peacemaking Circles. In schools impacted by programs such as Restorative Justice for Oakland Youth's, trends such as reduced suspensions and expulsions, decreased disciplinary referrals, improved academic achievement, and decreased violence were seen. Overall suspension rates fell by 52% in one year in Oakland. Promotes accountability, addresses needs of those harmed, fosters possibility for reconciliation; involves official apologies, truth commissions, reparations Greensboro Truth and Reconciliation Commission created in response to a tragic event: Ku Klux Klansmand and Nazis opened fire on a racially mixed group of protestors in a black neighborhood, killing five and wounding ten. After two decades, two failed criminal trials, and a civil trial holding police complicit with Ku Klux and Nazis in one death, the community was still very damaged. After holding public hearings, examining historical documents, interviewing survivors, witnesses, police, judges, lawyers, former Klansmen and Nazis, the commission issued a report in 2006 recommending institutional reform and community healing through official apologies, public monuments, museum exhibits, a community justice center, a public review board, and anti-racism training for police and other officials.

According to Bourdieu, What role do educational institutions play in legitimizing modern stratification?

Schools in low-income areas are under resourced and do not adequately prepare students for higher education → therefore, they do not always attend higher education systems let alone elite institutions Private schools allocate resources and attention to cultivate high-achieving students who go onto elite colleges and pursue sought-after jobs As argued elsewhere (Anderson 1991), rather than acting as "social mobility escalators" for the "more talented" members of ethnic/racial minorities and the white working and middle classes, the educational system has a strong tendency to reproduce the existing social order by devaluing the cultural capital of dominated groups. By judging, classifying, and tracking students from dominated class fractions on the basis of the alien standards of the dominant, schools perpetuate the extant status hierarchy. Moreover, the educational system ensures that its reproductive practices will be misrecognized because it makes its judgments on what appear to be "objective" and "meritocratic" criteria. It is only rarely recognized that said criteria reflect the (arbitrary) cultural capital of the dominant

-According to lecture, Why is Jane Collier's book subtitled: "From Duty to Desire"?

Social obligations: need to think of oneself Status-based: marriage romantic love Partriarchal family: marriage as partnership parental authority : parents hope affection

What is urban renewal?

The large-scale and comprehensive process of renovating or replacing housing and public works (e.g., parks, public buildings, roads, etc.) considered substandard or outdated.

According to Lareau, How do class and race shape childrearing?

Variations among families did not appear to be linked to social class. Some of the middle class children had learning problems. Neither middle-class children nor their parents were insulated from the realities of serious illness and premature death among families and friends. Also, some elements of family life seemed relatively immune to social class, including how orderly and dish households were. Families also differed with respect to the presence or absence of a sense of humor, levels of anxiety, and signs of stress-related illness. There was also no significant differences in temperament and disposition among children in the same family. As for economic class, higher status allowed for parents to pay for their children to be involved in activities. Race appeared to play little role in childrearing. The middle class black children's parens were alert to the potential effects of institutional discrimination; they also took steps to help their children develop a positive racial identity. White and black parents engaged in a very similar, and often identical, form of practices with their children.

Define white privilege, microagressions and types of micro aggressions.

White privilege: Being taught to see racism in individual "acts of meanness," not in invisible systems conferring dominance on my group Microaggressions: brief and commonplace daily verbal, behavioral, or environmental indignities, intentional or unintentional, that communicate hostile, deragatory or negative racial slights and insults toward people of color. This leads to diminished mortality, augmented mobility, and flattened confidence. Is equally likely to occur in therapeutic transactions. Tends to be subtle, are most likely to emerge not when a behavior would look prejudicial but when other rationales can be offered for prejudicial behavior and when Whites pretend not to notice differences Types: -Microassault: Verbal/non-verbal; meant to hurt the victim through name calling, avoidant behavior, or purposeful discriminatory actions; examples include swastika display, calling someone "oriental," and discouraging interracial interactions -Microinsult: communications that convey rudeness and insensitivity; subtle; verbal and non-verbal -Microinvalidation: communications that exclude, negate, or nullify the psychological thoughts, feelings, or reality of a person of color (i.e. "you're just being too sensitive," "don't think that everything is about race")

How does Najera study the schooling of Mexican-origin children in La Feria in the early 20th century?

urthermore, cultural and class (which can end up becoming race) segregation can influence families as well as education which in turn influences inequality. Examples include the Mexican families in Texas written about by Jennifer Najera. She writes that because of the schools attempting to force white anglo-saxon American culture onto the Mexican families in Texas, the families organized community events and such as counter education to reinforce their native culture. - It is a historical study: she looks at old legal proceedings, court cases, old records, and files

According to Cainkar, How is the racialization of Arab Americans and Muslim Americans similar to and different from that of other groups?

-Arabs and Muslims in the US had experiences that were similar in sequencing to those of Japanese Americans because they were both widely considered with negative social constructions of their treacherous "character" -Arab Americans once considered white in American society, but lost this "whiteness" over time as the Middle East ensued in conflict with the United States, and especially after the 9/11 attacks -Had good socioeconomic position, fever legislative, residential, and economic barriers than historically racialized groups (b4 terrorism w/ US) -Arab Americans share similar experiences with this negatively racialized groups including stereotyping, media vilification, discrimination, government profiling, assertions of collective culpability, hate crimes, and political exclusion

According to Bloemraad et al. Which mobilizing structures, political opportunity structures and frames informed these protests?

-Arose because of the passage of Border Protection, Antiterrorism, and Illegal Immigration Control Act in December of 2005 -Double layer fencing, high border security, new technology to protect borders and monitor them, more local law enforcement, Homeland Security measures, and penalties for employers hiring illegal immigrants -Essentially made being illegal a crime rather than a civil offence and criminalized those who offered support to illegal immigrants -Aided by the loose network of local groups (ex. Catholic Church or media) -May 1 → International Day of the Worker -Energies of the 2006 protests were channeled into the 2008 electoral participation -Most scholars argue protests are important surrounding politics -But the election wasn't until 2 years later, so this challenges that -Successful framing centered around: family and hard work -Just innocent people trying to provide for their families -Unsuccessful frames: Immigration history, human rights, or home-country pride -Protests killed the Acts in December of 2005 because Senate refused to even consider the act and similar acts in 2007

What are the promises of a racial democracy?

-Democracy not undermined by racial equalities

What did Bertrand & Mullainathan find in their field experiment? How did they explain their findings?

-Found large racial differences in call-back rates between African Americans and Whites (50-percent gap) -Whites with higher-quality resumes received nearly 30-percent more callbacks than Whites with lower-quality resumes; having a higher quality resume has a smaller effect for African-Americans -Living in a wealthier neighborhood increases callback rates; African-Americans are not helped more than Whites by living in a "better" neighborhood -Racial gaps in callback are statistically indistinguishable across all the occupation and industry categories -Federal contractors do not treat African-American resumes more preferentially, nor do large employers who state they provide equal opportunity -In terms of social background interpretation associated with names with strong racial origins, employers do not care about race but discriminate against the social background conveyed by the names chosen. -Bias is a result of reverse discrimination; if qualified african-americans are thought to be in high demand, employers with average quality jobs might feel that an equally talented African-American would never accept an offer or be called in for an interview. -Racial gap does not vary across jobs with different skill requirements -Found that for two identical individuals engaging in an identical job search, the one with an African American name would receive fewer interviews; in a racially neutral review process, equal treatment of Whites and African Americans resulted. Explain these findings? Doesn't really say a specific model that does, rather speculates on a few but says why they wouldn't make sense. Ideas: -Economic theories of discrimination can be classified into taste-based and statistical discrimination models, which can explain the racial gap in callbacks for jobs. -Employer discrimination -Employers may use observable race to proxy for unobservable skill -Employers may see observable signals as more precise in Whites than for African-Americans; thus, African-Americans receive lower returns to observable skills because employers place less weight on these skills -- doesn't really make sense with findings though -Lexicographic search by employers, meaning they use heuristics in reading resumes (such as simply reading no further when they see an African American name)

According to Wacquant, Why are slavery and mass imprisonment to be understood as linked?

-LINKED because growing disproportionality in incarceration that has afflicted African-Americans over the past three decades can be understood as the result of the 'extra-penological' functions that the prison system has come to shoulder in the wake of the crisis of the ghetto and the continued stigma that afflicts the descendants of slaves by virtue of their membership in a group deprived of ethnic honor. -Four "peculiar institutions" ~Slavery: unfree fixed labor; plantation; slave ~Jim Crow: free fixed labor; agrarian and extractive; sharecroppers -Ghetto: free mobile labor; segmented industrial manufacturing; menial worker -Hyperghetto: fixed surplus labor, polarized postindustrial services, welfare recipient & criminal -Slavery, Jim crow, and ghetto were all instruments in the extraction of labor and social isolation of African-Americans -Slavery created a racial caste line between Blacks and Whites, which perpetuates today -Like slavery once was, mass incarceration of Blacks signifies and reinforces 'blackness'; also removes them from the social compact. ~Prisoners denied access to cultural capital (Pell grants for education) ~Prisoners systemically excluded from social redistribution and public aide in an age where work insecurity makes access to such programs more vital than ever for those in low social spaces. (welfare programs, veterans benefits, food stamps denied to anyone in detention for more than 60 days; most ex-convicts banned from Medicaid) -Convicts banned from political participation; one black man in seven nationwide is banned from electing officials Through this ~triple exclusion~ the prison and criminal justice system broadly contributes to the ongoing reconstruction of the 'imagined community' of Americans -- is simply a transformation of slavery over time that perpetuates discrimination

According to Chernega, What are some of the defining characteristics of the "Black Lives Matter" movement?

-Lack of cohesion (no clear founder) -Death of Michael Brown & getting media attention via social media -Social media pivotal in its magnitude and presence -Focus on female black women rather than men in a sociopolitical movement -Emphasis of black identity and black inequality -Lack of religious component normally present in african american movements -use of general guidelines rather than specific policy incentives

According to Bloemraad et al. Why were the 2006 protests for immigration rights important and puzzling?

-Largest immigration rights seen in the world -Rapid, large scale mobilization due to loose network of local groups who received support from actors like the media or Catholic Church, which could send widespread messages about protests. -Unlike the 21st century protests, the 2006 protests were peaceful and contained no violence. -2006 protests were remarkable because they focused on, and were in a substantial part animated by people, without citizenship in the political system they challenged. -The lack of national centralization, especially in the field of immigration reform, is puzzling. -Demonstrations were a "spontaneous" upsurge rather than an organized protest. -Channeled into 2008 electoral participation -The most successful framing of the movement centered on American values of family and work: immigrants are members of families and hard workers who do not deserve to be seen or treated like deportable criminals; American public, it seems, needs immigrants to make appeals to their Americanism -Immediate catalyst was passage of Border Protection, Antiterrorism, and Illegal Immigration Control Act; made living in the US without legal documentation a crime rather than a civil offense it currently was. -Immediate goal of marches to kill HR 4437 -Federal attack on non-citizens social and legal rights resulted in increase naturalization and the development of a new generation of immigrant rights activists; fueled by fear over anti-immigrant legislation

What were some major events and processes by which the ethnic composition of the Fillmore district changed over the twentieth century?

-Mostly black population; those that weren't black were Japanese (Overall) -Had restaurants, clubs, hotels, music originally -Jazz scene -Earthquake destroyed the area and fires scathed the lands; Fillmore street was left intact -Boarding houses created for new residents in this undamaged area, resulting in an influx of people of various ethnic compositions -Fillmore became "main street" of San Francisco -50,000 residents drawn together into own of the most diverse neighborhoods in the country; large presence of Jewish folks -Japanese internment following Pearl Harbor removed the large presence of Japanese-Americans in Fillmore district; African Americans moved in following their exit, making the area their own -African Americans escaping the South due to Jim Crow Laws and creation of wartime jobs in the city due to World War 2 also increased African population in the area -When Japanese released from internment, many could not return to their homes because they were occupied in Fillmore

According to Pager, how do race and criminal record impact the ability to find work?

-The "credential" of a criminal record constitutes a formal and enduring classification of social status, which can be used to regulate access and opportunity across various social, economic, and political domains. -Stereotype of blacks as criminals deeply embedded in the collective consciousness of white Americans -Disproportionate growth of criminal justice intervention in lives of young black men; more news coverage of violent incidents committed by Blacks, further increasing negative attitudes -There is a large and significant effect of criminal record for all job seekers -50 percent reduction in likelihood of callback among whites -Effect of criminal record is 40 percent larger for blacks than whites (combination of minority status and background intensify negative reactions of employers) -Black applicants WITHOUT criminal records were less than half as likely to receive callbacks compared to equally qualified whites -** A white applicant with a criminal record was just as likely, if not more, to receive a callback as a black applicant with no criminal history -Being black in America today is just about the same as having a felony conviction in terms of finding a job- ALL HAS TO DO WITH STRATIFICATION!! The criminal justice system is STRATIFYING labor marker opportunities based on the official certification of individual character and competence associated with criminal records.

According to lecture, How has incarceration rate in the U.S. risen? Why? How does the incarceration rate vary for different groups?

-The incarceration rate has increased seven-fold since the 1970s due to economic downturn -African Americans represent 40% of those incarcerated but make up 13% of total pop., Latinos make up 16% of incarcerated and 19% of total pop., whites make up 39% of those incarcerated and 65% of the total pop.

What are some obstacles to building a racial democracy?

-Traditional political fault line that divides left and right on topics of inequality -Pursuit of equality not on the political agenda; exponents of neoliberalism state that any attempt to implement redistributive policies that are designed to reduce existing levels of inequality ought to be rejected

How do undocumented youth transition into adulthood?

-Transition to adulthood for these youth involves exiting the legally protected status of K to 12 students and entering adult roles that require legal status as the basis for participation. This move to illegality sets them apart from their peers. Undocumented young adults cannot work legally, vote, receive financial aid, or drive in most states, and deportation remains a constant threat. Unauthorized residency overall prevents youth from following normative pathways into adulthood. Coupled with family poverty, illegal status places undocumented youth in a developmental limbo. As family need for financial contributions increases and youth assume considerable responsibility for their own care, they are less likely to linger in adolescence; at the same time, legal restrictions keep them from participating in many adult activities. This faster movement to adulthood contrasts the longer process of coming of age in today's age that occurs among American youth with citizenship. -Involves learning to be illegal and coping (Day to day struggles, stress, and the ever-present ceiling on opportunities similarly forced undocumented adults to acknowledge the distance between their prior aspirations and present realities) OVERALL: Transition quicker into adulthood than American youth with little resources and unprepared for their role as an illegal immigrant in society.

According to Harris and Allen, How should we explain the differential representation of Black and Latino youth in California higher education and juvenile justice institutions?

1) Education under-representation ~African Americans more likely to face greater academic challenges during their transition to the college environment due to poorer high school academic preparation and hostile campus climate -Enrollment of African Americans has shown drastic declining since affirmative actions was banned in 1996 -Structural and institutional patterns create and perpetuate racial/ethnic inequities from the K-12 through the college years in California -In California, continued white dominance and increasing growth of the Asian population is paralleled by the continued over-representation of economically affluent, privileged students on the state's best public campuses -Latino family life is responsible for persistent, race-ethnic gaps in educational achievement; since student relationships and exchanges are key determinants in educational outcomes, this places Latinos at a disadvantage due to the strong emphasis on importance of family ties -Skilled, caring counselors absent in schools populated by impoverished Black and latino youth One clear structure that affects higher education is affirmative action policies. 2) Juvenile justice disproportionality -Youth of color over-represented at every major decision point in the national juvenile justice system (youth of color more likely than White youth to be arrested for violent felonies, more formal processing in drug cases involving African Americans, African American youth transferred at a higher rate to the criminal system) -Over-representation in detention -Differential involvement of youth of color due to differential or discriminatory treatment of minority youth -Minority youth disproportionately processed because they are committing more offense -Legal system emphasis on certain offenses and stereotypes disproportionately affect youth of color in negative ways -Legislation such as California Senate Bill 334 and Proposition 21 allowed for direct filing in adult court of minors with prior felonies who are accused of specific crimes; indicates the intended expansion of social control powers over certain communities and youth, particularly Black and Latino youth who appear to be gang members (HOW THE LEGAL SYSTEM EMPHASIS ON CERTAIN OFFENSES AND STEREOTYPES DISPROPORTIONATELY AFFECT YOUTH OF COLOR NEGATIVELY) -Disproportionate involvement in crimes due to extreme exposure to guns and drugs in poor inner-city communities -Judges determine whether minors are salvageable by the juvenile court system based on the characterizations of their lives, including "gut" feelings and the "type" of minor, school performance, family structure, and overall lifestyle or gang membership (Is this a "good" or "bad" kid), which can often be defined by stereotypes and assumptions about certain types of youth and over-select youth of color -Reasons for delinquency lead to different treatment; i.e., White delinquency often linked to external factors such as family issues and negative peer pressure, while African American delinquency is often derived from internal factors such as predatory nature and moral deficiencies. BROADER PUBLIC POLICY DECISIONS COUPLED WITH GROUND LEVEL DECISION MAKING PROCESSES HAVE LED TO AN OPERATIONAL LINKAGE BETWEEN SCHOOLS AND PRISON THAT PERPETUATES DIFFERENCES IN REPRESENTATIONS BETWEEN THESE TWO INSTITUTIONS

According to lecture, What is a social movement? How do resources, opportunities, networks and frames shape social movements?

A social movement are conscious, concerted and sustained efforts by ordinary people to change (or preserve) some aspect of their society by using extrainstitutional means, that is, collective actions undertaken outside institutions like courts or legislatures

Why does White argue urban farming is a strategy of resistance and agency?

Agency is a social actors' ability to create and enact options necessary to shape their future Resistance bc urban farming re-creates a sense of community around intergenerational engagement, exercise, and better-quality food; uses agency to produce a culturally relevant language for discussing healthy eating and lifestyle For individuals to resist, they must initiate a specific type of agency based on desired outcomes that demand a deviation from the hegemony, create new identities, and require new kinds of social relations. Detroit's urban farming accomplished all of this with D-Town. The organization responds to the major food insecurity within the area through cooperative buying, food-policy development, and urban agriculture. Same overall goal: provide an alternative to expensive health-food stores, supermarkets, and other retail outlets. In this case, resistance D-town farmers chose to resist through direct action; farming and food security became steps toward self determination & reliance. Their resistance strategy focuses on their use of land to create community spaces, to teach about healthy eating, and to create a new vision of Detroit for members of the community. These farmers work from an African-American perspective to inform citizens about healthy lifestyles. Farm established as a beacon of progress in an economically abandoned area; different strategy of resistance to oppression, but effective.

What is a field experiment?

An experiment carried out in a 'natural' setting (i.e. observing students in a classroom as they go about a normal school day)

What is a food desert?

An urban area in which it is difficult to buy affordable or good-quality fresh food

How did Lareau study the effects of social class on interactions inside the home?

Based on interviews with parents and observations of children and their familial interactions Phase one: Observations in third-grade classrooms in a public school in "Lawrenceville." Families were grouped into social classes and racial categories Phase two: observations in at Lower Richmond (working class and urban area) and swan (suburban, 90% white) Phase three: home observations and interviews

How does Gonzales study undocumented youth in the United States?

By examining the transition to adulthood among 1.5-generation undocumented Latino young adults; for them; draws on 150 interviews with undocumented 1.5-generation young adult Latinos in Southern California