Final Exam

intersectionality

A concept that refers to the fact that we live our lives as occupants of a combination of social statuses that locate us in relation to social systems—gender, race, social class, and many others-and that to understand our experience and behavior, we have to consider how those combine and interact with one another, often in complicated ways.

privilege

An advantage that is unearned, exclusive to a particular group or social category, and socially conferred by others

racism

Anything that has the consequence of enacting, enforcing, or perpetuating a system of privilege based on race.

Individual racism Racial Slurs, Racial Microaggressions

Conscious or unconscious assumptions, beliefs or behaviors that intend to humiliate, degrade, and/or harm BIPOC people give examples

Subtle, verbal and nonverbal slights, insults, indignities, and denigrating messages directed toward an individual due to their group identity, often automatically and unconsciously. Usually committed by well-intentioned folks who are unaware of the hidden messages being communicated. Types include microassault, microinvalidation, microinsult

Define Microaggression

Characterized by communications that convey rudeness, insensitivity and demeans a person's heritage or identity. Microinsults represent subtle snubs, frequently unknown to the perpetrator, but clearly convey a hidden insulting message to the recipient. EXAMPLES •Joking that a female colleague cannot be provided constructive criticism because she'll cry or get too emotional •A Black male college student at a highly selective university is asked what sport he plays, with the underlying assumption that he did not gain admission based on his academic credentials but rather his athletic ability.

Define Microinsult Characterized by... Represent... Examples...

A social system organized around the principles of male dominance, male centeredness, male identification, and an obsession with control that is gendered as masculine. This makes power look natural on a man but unusual and even problematic on a woman, marking her as an exception to be scrutinized and explained.

Define Patriarchy

The collection of beliefs, values, norms, attitudes, and material objects associated with a social system

Define culture

Unconscious bias either for or against a category of people. those beliefs we are aware of conceal or suppress in an effort to appear non-biased inaccurate information or stereotypes equity and opportunity

Define implicit bias Implicit bias does NOT refer to ___________, but that we __________ Possible for us to form implicit evaluations based on ___________ Actions resulting from our implicit biases can create real-world barriers to ___________

An explicit racial derogation characterized primarily by a verbal or nonverbal attack meant to hurt the intended victim through name-calling, avoidant behavior, or purposeful discriminatory actions. Most similar to what has been called "old fashioned" racism conducted on an individual level. EXAMPLES •Use of the "N-Word" to describe a Black or African individual •Use of the "R-Word" to describe an individual with a disability

Define microassault most similar to... examples..

Characterized by communications that exclude, negate, or nullify the psychological thoughts, feelings, or experiential reality of a minority EXAMPLE •When Asian Americans or Latin Americans (born and raised in the United States) are complimented for speaking "good English" or are repeatedly asked where they were born, the effect is to negate their U.S. American heritage and to convey that they are perpetual foreigners

Define microinvalidation characterized by... example?

A rigid, over-simplified, positive or negative belief that is attached to all members of a particular group or social category.

Define stereotype

An interconnected collection of socially structural relationships, ecological arrangements, cultural symbols, ideas, and objects, and population dynamics and conditions that combine to form a whole. smaller systems cultural, structural, ecological, and population arrangements and dynamics.

Define system Complex systems are comprised of __________ that are related to one another and the larger system through ___________

The collection of interconnected beliefs, values, attitudes, images, stories, and memories out of which a sense of reality is constructed and maintained.

Define worldview

2. White individuals still dismiss or invalidate comments or actions that indicate that racism still exist. They expect People of Color to "get over it". These may be people who subscribe to colorblindness. They may express views that "everyone" has struggles and people should try to conform which will make things better.

Describe acceptance in Helms racial identity development model for White people

1. For People of Color, they are exploring what race means to them individuality probably has not taken place. They are just going along and take assimilation as a normal part of life.

Describe conformity in Helms racial identity development model for People of Color

1. In this stage, Whites and People of Color both feel that they are "regular Americans". There is an unconscious piece, with all individuals. All groups strive to emulate Whiteness- through actions, speech, dress, and attitudes. Unconsciousness of "White" being perceived as right.

Describe conformity in Helms racial identity development model for White people

2. Dissonance occurs for People of Color when they desire to "get along" like Americans but realize that their race or gender may be excluding them from the privileges they notice White men receive. •They feel confused about past ideas they have held in the past. •They start thinking about how racism and sexism may have played a role in their life.

Describe dissonance in Helms racial identity development model for People of Color

5. After feeling guilty and ashamed, White individuals may start exploring and understanding their privilege and how it has continued to benefit them. They start taking control over what type of White individual they want to be.

Describe emergence in Helms racial identity development model for White people

4. The fourth stage is where the anger about racism is directed towards White individuals leading them to feel that they can only belong with others in their own racial groups who understands them. They may start avoiding White individuals and seeking out others of their own race. They may be experience discomfort and feeling unsettled about what the world looks like from their perspective.

Describe emersion in Helms racial identity development model for People of Color

3. The last stage has left People of Color with a lot of questions. Now People of Color, and Women of Color may be angry and frustrated about racism and sexism. They start to feel that White individuals and men are racist and sexist and part of the problem.

Describe immersion in Helms racial identity development model for People of Color

6. For People of Color, they come to the conclusion that there is much more to them as an individuals besides their race and gender. They start acknowledging other aspects of their identities and how they can continually contribute to their personhood. They are committed to doing the work while also learning to how to manage and balance the emotional labor that is to come.

Describe integrative awareness in Helms racial identity development model for People of Color

6. This is the last stage for White individuals. White individuals come to the conclusion that there is much more to them as an individual besides their race and gender. They start acknowledging other aspects of their identities and how they can continually contribute to their personhood.

Describe integrative awareness in Helms racial identity development model for White people

5. This occurs when they realize that there are negative qualities among their own people and that all White people are not the enemy. They start to see racism and sexism as the enemy that can be fought against. They desire to be more in control over who they want to be.

Describe internalization in Helms racial identity development model for People of Color

3. White individuals into this stage after acceptance when they profess that racism is a thing of the past. They may start expressing that their belief is that there is a new racism- racism against Whites. They may refer to "reverse racism" as something that White individuals may face.

Describe resistance in Helms racial identity development model for White people

4. When their assumptions about People of Color and their own lack of privilege is proven false, they may go into the retreat stage. White individuals may start to feel guilty or ashamed by how hard life has been and still is for People of Color. They tend to start getting frustrated, annoyed, and impatient with other White individuals who do not understand or "just don't get it".

Describe retreat in Helms racial identity development model for White people

They present us with the easiest course to follow in any given situation social resistance we'd run into if we followed them those paths with the least. the only one we see some paths bring on more resistance than others.

Describe the paths of least resistance There are an almost limitless number of things a human being could do at any moment, sitting in a movie theater, for example, we could go to sleep, sing, eat dinner, undress, dance, surf the Internet, carry on loud cell phone conversations, or dribble a basketball up and down the aisles—to name just a few. All of these paths vary in how much _____________, with the odds loaded toward _____________ We often choose a path of least resistance because it's _____________, as when we get on an elevator and turn and face front along with everyone else. It rarely occurs to us to do it any other way, such as facing the rear, and if we did, we'd soon be reminded how _______________

The arrow on the left shows that we make systems happen. Since people make a system happen, they can also make it happen differently, changing the consequences as well. The arrow on the right represents the idea that as we participate in systems, we are shaped as individual people in two ways, socialization and paths of least resistance Socialization: Through the process of socialization we learn to participate in social life and develop a personal identity for ourselves Paths of least resistance: present us with the easiest course to follow in any given situation

Describe theory of this model what do the arrows mean?

Cultural racism Criminalizing or sexualizing the way BIPOC look Anti-Black hair discrimination

Exerting power and practices that define BIPOC cultural norms as inferior and less valuable. Most often occurs through negative stereotyping as well as drawing attention to racism due to devaluing characteristics such as social customs, manners and behavior, religion, language, and leisure activities Give examples

the systemic mistreatment of one group by another as an assertion and defense of privilege belong to an oppressed category group with enough power to oppress them oppressive person who behaves in an oppressive or harmful manner

For every social category that is privileged, one or more are oppressed in relation to it, what is oppression? People can vary in their experience of being oppressed however in order to have an experience of being oppressed, it is necessary to _______________ Groups can only be oppressed if there exists a _____________ Being in a privileged category that has an oppressive relationship with another category is NOT the same as being an _____________

Ask people with disabilities what terminology they prefer to be addressed by. Ask first before assisting a person with a disability. Wait for acceptance and instructions before you help. Be considerate of the extra time it may take a person with a disability to walk, talk, write, or perform a task. Apologize if you offend someone or use inappropriate language. Remember to not use the term "disabled" or "handicapped" when referring to a person with a disability. Use person-first language Offer a handshake when greeting a person with a disability if that is what you normally do. A person who cannot shake hands will let you know. When talking with a person with a disability, speak directly to that person rather than speaking toward a companion. A person should not be defined by their condition. Do not refer to individuals by their disability. Do not block ramps or park in accessible parking spaces. When describing a person with a disability, do not emphasize the disability over other characteristics they possess.

Give examples of appropriate etiquette when thinking about Ableism

If you can expect time off from work to celebrate your religious holidays (e.g. Christmas or Easter) If you can comfortably walk down the street holding your partner's hand If you don't have to worry about where the elevator or an accessible entrance is in a building

Name examples of privilege in everyday life

Institutional racism Education Employment Healthcare Leadership

Policies, laws, norms, and practices that restrict opportunities for BIPOC people and advantage white people for control of economic and political resources. Often not widely recognized because it is embedded in laws and norms with ideologies that justify it give examples

Environmental racism Flint, Michigan Water Crisis Dakota Access Pipeline

Rules, regulations, and policies that deliberately target BIPOC communities for undesirable land uses and lax enforcement of environmental laws which disproportionately exposes these communities to toxic and hazardous waste and pollution Give examples

1. conformity 2. acceptance 3. resistance 4. retreat 5. emergence 6. integrative awareness

The schemas of Helm's racial identity development model for White people are ___________

1. Conformity 2. Dissonance 3. Immersion 4. Emersion 5. Internalization 6. Integrative Awareness

The schemas of Helm's racial identity development model for people of color are ___________

systems privilege and oppression

This is how social life happens through a complex dynamic between __________—families, schools, workplaces, communities, entire societies—and the choices people make as they participate and make them happen. How we experience the world and ourselves, our sense of other people, and the ongoing reality of the systems themselves, all arise, take shape, and happen through this dynamic. And, of course, social life produces all kinds of consequences, including ____________

participate in social life. ideas and images of the world and who we are in relation to them and other people personal identity other people and social systems, especially in terms of inequalities of power.

Through the process of socialization we learn to ______________ From families, schools, religion, and the mass media, through the examples set by parents, peers, coaches, teachers, and public figures, we are exposed to ______________ We learn to name things and people, to value one thing or kind of person over another, to distinguish what's considered "normal" and acceptable from what is not. We also develop a sense of _____________—including gender, sex, race, ethnicity, class, religion, disability status, and sexual orientation—and how that positions us in relation to ______________, especially ___________-

1951 student strike laid groundwork for Brown v. Board of Education 1968 East LA walkout - high school students helped ignite the Chicano movement Wisconsin students marched 50 Miles More to Paul Ryan's hometown for gun reform Westboro targets gay high school football player-100+ students show him love Student activism has shaped Black Lives Matter movement

Throughout our history students have engage in activism efforts geared towards creating social change. Give examples:

Individual, Institutional, Cultural, and Environmental

What are the four types of racism?

Like privilege, oppression results from the relationship between social categories, which makes it possible for individuals to vary in their personal experience of being oppressed. This also means that in order to have the experience of being oppressed, it is necessary to belong to an oppressed category. because oppression results from relations between categories, it is not possible to be oppressed by society itself. Living in a particular society can make people feel miserable, but that doesn't qualify as oppression unless it arises from being on the losing end in a system of privilege Finally, being in a privileged category that has an oppressive relationship with another category is not the same as being an oppressive person who behaves in oppressive ways.

What are the key elements of oppression?

they are dominated by privileged groups, identified with privileged groups, and centered on privileged groups All three characteristics support the idea that members of privileged groups are superior to those below them and, therefore, deserve the advantages that come with it. Ex: patriarchy

What are the three distinct features of systems centered around privilege?

The belief that all members of a purported race possess characteristics, abilities, or qualities specific to that race, especially so as to distinguish it as inferior or superior to another race or other races. prejudice privilege historical and ongoing institutional power and authority

What is Racism? Racism is a particular form of ___________ defined by preconceived erroneous beliefs about race and members of racial groups Racism enacts, enforces, or perpetuates systems of _________ based on race Racism involves ____________ that supports discriminatory behaviors towards social categories with less privilege and power as it relates to race (e.g. BIPOC

the concept of social integration refers to a situation where minority groups come together or are incorporated into mainstream society. Though, we should note, this doesn't mean in a forceful way. Social integration also refers to a process of largely agreeing on a shared system of meaning, language, culture, and the like

What is integration

The theoretical framework understanding how aspects of a person's identities might combine to create unique modes of discrimination and privilege. experiences and identities. identity categories social identities

What is intersectionality? A big part of intersectionality is about taking into account people's _____________ Intersectionality is the understanding that inequalities and oppression cut across different ___________, and that __________ have multiple dimensions; for instance, sexual orientation and gender identity and constituted differently in relation to a number of other social subjectivities, such as age, ethnicity, region or country of origin.

Privilege exists when one group has something of value that is denied to others simply because of the social category they belong to, rather than anything they have done or failed to do. who individuals are as people privilege and people system Having a specific privilege (or privileges) does not determine or guarantee outcomes for one's life cost

What is privilege? Although privilege is received by and benefits different people, accessing privilege does not have anything to do with __________ There are consequences to the contradictory relationship between ____________ Doing something about issues of equity and justice takes more than just changing people, we must work to address the __________ The contradiction of being privileged without feeling privileged: ____________ Privilege can exact a _______ from those who have it

The trouble surrounding diversity isn't just that people differ from one another. The trouble is produced by a world with societies organized in ways that encourage people to use difference in order to include or exclude, accept or reject, reward or punish, credit or discredit, elevate or oppress, value or devalue, leave alone or harass others

What is the "trouble with diversity"?

1848 - 1920 Concerned with political equality Suffragettes

When did the first wave of feminism occur and what took place?

~2008 - Present day? More organized movement Slut Walks #MeToo Defined by the internet Intersectionality and empowerment

When did the fourth wave of feminism occur and what took place?

1963 - 1980 Concerned with social equality The Feminine Mystique - sold 3 million copies in 3 years Equal Pay Act of 1963 Both married and unmarried women gained the right to use birth control Title IX gave women educational equality Roe V. Wade Equal Credit Opportunity act of 1974

When did the second wave of feminism occur and what took place?

1991 - ? 1991 Anita Hill Case Kimberlé Crenshaw coins the term intersectionality Judith Baker argues that sex and gender are different Riot grrrls

When did the third wave of feminism occur and what took place?

Effective July 26, 1990 The ADA prohibits discrimination on the basis of disability in employment, State, and local government, public accommodations, commercial facilities, transportation, and telecommunications. Additionally applies to the United States Congress Three basic values: equal opportunity, integration, and full participation To be protected by the ADA, one must have a disability or have a relationship or association with an individual with a disability.

When was the Americans with Disabilities Act established and what did it do? Three basic values? To be protected by the ADA, one must ________