Term
| Ethnicity/Ethnic Identity |
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Definition
Group classification of individuals who share a unique social and cultural heritage (i.e. Language, custom, religion) passed on between generations.
The focus does not rest on biological or genetic foundation as the case for race. |
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| A group of people who, because of physical or cultural characteristics, are singled out from others in their society for differential or unequal treatment; are regarded as objects of collective discrimination. Focus: lack of social, political and economic power/influence in the society. |
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| Acculturation Identity/Ethnic Identity |
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Definition
- the product of cultural learning that happens between the members of two culturally distinct groups; deals with attitudinal or character exchange.
- Ex. Coming to America and having the ability to gain knowledge of the host culture.
The more acculturated you are, the more America you are.
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- a right
- an advantage
- immunity granted to or enjoyed by white persons beyond the common advantage of others
- to invest white persons with a privilege or privileges |
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| (aka dominant or mainstream group) the group that holds the power of balance, influence and wealth in society. The majority group in the US consists of the white population, generally, and more specifically white middle-class men. |
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| socialization process by which one acquires the social and psychological qualities that are necessary to function as a member of one's group |
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- tendency to view one's own group as the norm and other groups not only as different but also strange and usually inferior.
- individual sees his culture as not only the best but also the norm, natural way of doing things, a standard onto which other groups are to be judged. |
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| Example: within white American groups there are many diverse ethnic groups such as Irish, Polish, Italian, Jewish and so on. Within these groups there might lie a diversity of cultures predicted by such factors as length of time living in the US, socioeconomic status, religion, sexual orientation, geographic localeand so on. |
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| Attitudes and beliefs involving a tendency to prejudge people, usually negatively and usually on the biases of a single personal characteristic without objective bases. Not a behavior, a belief. |
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| The relinquishing of culture identity and assuming the beliefs, values, and attitudes of the majority. |
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Term
| Discrimination level vs. extermination |
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Definition
| Discrimination is active steps to exclude or deny member of another group. (Employment social privileges). On the other hand, extermination is a systematic planned destruction of a group. |
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| Mildest form, prejudice talk among like-minded individuals and occasional stranger. EX: Neighors and property value |
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| off the bus example. active behavior for minimal interaction. |
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| active steps to exclude or deny a member of another group (exmployment, social privileges) |
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| Racial destruction of a property, cross burning, beatings |
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| Systematic planned destruction of a group (ex: massacres, Hitler genocide) |
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| Whites profited greatly from slavery. Even today discriminatory treatment of migrant workers brings significant financial reward to landownders and company-owners. |
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| Sexual advantage accrues to men in their power relations over women of minority groups. More globally, sexual harassment to women in education and work seems to be an endemic problem of the 1990s. |
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| If an entire racial group can be kept in an inferior position and can be led to give signs of humility and deference, the oppressor gains a comfortable feeling of prestige. |
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| The status quo even if unhealthy is familiar. People are scared of the unfamiliar. Even when something is harmful (ex. Racism) its hard to change. By maintaining the status quo, old ingrained habtis are hard to kill. |
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| Distinction between Prejudice |
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Definition
| Race-based prejudice often leads to racism, but not always. A person could have race-based prejudices but not act on them. Similarly, not all racist behaviors stem from race prejudice thoughts. People who are well-intentioned and free of race-based prejudices can unintentionally engage in behaviors that are racist. |
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| Tripartite Model of Racism |
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Definition
1. Individual
2. Institutional
3. Cultural |
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Definition
Is shaped by environmental learning and learned through social proccess & cognitive template. It transfers the natural and is seen as a tradition that can be handed down across generations.
Includes:
- knowledge
- law
- art
- moral
- belief |
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| language, dress, food habits, religion |
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| how long is late, how one conceives emotional pain, how to express |
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| influences coming from parents in the socialization process |
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| influences that come from peers |
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| Influences that come from adults or institutions |
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1. contact
2. disintegration
3. reintegration
4. pseudoindependence
5. immersion
6. emmersion
7. autonomy |
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| Stage 1. the moment he or she first encounters the idea that Black people exist. Limited social and occupational interaction with Blacks. |
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| Stage 2. The individual acknowledges his/he whiteness and understands the benefits of being white in a racist society. This is a conflicting stage. |
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| Stage 3. Person accepts the belief in White racist superiority. |
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| Stage 4. First stage of phase 2. Redefining a non-racist white identity. Individuals begin to acknowledge their responsibilities of whites for racism. They examine how their own actions have perpetuated racism and maintained the status quo. At this stage, the individual still thinks of the issue from an intellectual perspective, rather than a personal responsiblity. |
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| Stage 5. Individuals immerse themselves in the search for accurate information about race and gain a deeper understanding of their own racist socialization. (Might become involved in social activism) |
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| Stage 6. A withdrawl from the previous franti search and a new identity that is characterized of immersion and the embracing of a new community of reeducated Whites where one can be rejuvenated and empowered in continuing one's identity development. |
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| Stage 7. Cognitively complex and flexible person opened to oppurtunities to learn about other cultural groups. Work toward eliminating other forms of oppression (i.e. sexism, ageism). Opts to not be involved in activities that perpetuate racisl oppression. |
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| 3 Levels of Acculturation |
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Definition
1. Superficial
2. Intermediate
3. Significant |
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- the learning and forgetting of the facts that are part of one's cultural history and tradition
- forget historical figures of own country and learn new country's history |
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| - The learning that takes place evolves around the more central behaviors that are at the core of one's life (i.e. language preference, ethnicity of friends, ethnicity of spouse, name of children, media preference) |
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| - Changes that take place are in the values, beliefs and norms that make up the constructs of the person's views. (i.e. negative competition, assertive interactions, confrontation encounters) |
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Term
| Phinney Model of Adolescent Ethnic Identity Development |
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Definition
1. Ethnic Identity Diffusion/Foreclosure - little interest
2. Ethnic Identity Search - increase aware -> interest to learn more
3. Ethnic Identity Achievement - secure view of ethnic identity |
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| Anchored in the belief that all minority groups experience the common force of oppression, and as a result, all will generate attitudes and behaviors consistent with a natural internal struggle to develop a strong sense of self- and group-identity in spite of oppressive conditions. |
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| Atkinson's Model (MID) - Stages |
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Definition
1. Conformity
2. Dissonance
3. Resistance and Immersion
4. Introspection
5. Synergistic |
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