Transcript Chapter08 - biggerstaffcp

SECTION 3
Contemporary Dilemmas
for Intergroup Relations
Understanding Human Differences
3rd Edition - Koppelman
Chapter 8 - 0
© 2011 Pearson Education, Inc
Understanding
Human Differences
Multicultural Education for a Diverse America
3rd Edition
By
Kent L. Koppelman
Section 3
Chapter 8
Confronting a Legacy of White
Domination of America
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Understanding Human Differences
3rd Edition - Koppelman
Chapter 8 - 1
© 2011 Pearson Education, Inc
Cultural Racism
The practice of recognizing
activities and contributions of one
racial group in preference to others
within a multiracial society
FOR EXAMPLE:
Educators may present an
ETHNOCENTRIC view of
U.S. history and culture to
racially diverse students
Understanding Human Differences
3rd Edition - Koppelman
Chapter 8 - 2
© 2011 Pearson Education, Inc
How is RACISM taught to
children and youth in our
schools
Some Examples:
• Presenting African slaves as primitive,
unsophisticated people
• Lack of information on Spanish settlements
that preceded English settlements in the U.S.
• Omitting information regarding English settlers
that is not complimentary (e.g., digging up
Indian graves for food)
Understanding Human Differences
3rd Edition - Koppelman
Chapter 8 - 3
© 2011 Pearson Education, Inc
How does society
reinforce the cultural
racism taught in school
Source: Akbar, 2003
• Rightness of Whiteness:
Children learn to regard white
Americans as the norm through
predominance of white images in
books, television, movies, etc.
• White Privilege:
A set of options, opportunities, and
opinions that white people have and
maintain at the expense of people of
color.
Understanding Human Differences
3rd Edition - Koppelman
Chapter 8 - 4
© 2011 Pearson Education, Inc
What DENIAL
RATIONALIZATIONS
justify individual racism
Denial of ongoing segregation
and discrimination based on
believing that affirmative
action programs and Brown v.
Board of Education have
eliminated segregated schools
Understanding Human Differences
3rd Edition - Koppelman
Chapter 8 - 5
© 2011 Pearson Education, Inc
What VICTIM-BLAMING
RATIONALIZATIONS
justify individual racism
A 1998 U.S. survey revealed white
prejudices toward blacks:
• 56% thought blacks were
more likely to be lazy
• 35% thought blacks were
less intelligent
• 79% thought blacks were
more likely to be violent
Source: National Opinion Research Center
Understanding Human Differences
3rd Edition - Koppelman
Chapter 8 - 6
© 2011 Pearson Education, Inc
What AVOIDANCE
RATIONALIZATIONS
justify individual racism
AVOIDANCE RATIONALIZATIONS
may propose partial or false solutions
to racial problems or rely on
arguments that distract attention from
problems caused by racism
Understanding Human Differences
3rd Edition - Koppelman
Chapter 8 - 7
© 2011 Pearson Education, Inc
Some Examples of
AVOIDANCE RATIONALIZATIONS:
“If we didn’t talk so much about
racism it would diminish” (false
solution)
“Racism would disappear if children
were taught more about other racial
groups in school” (partial solution)
“There are more middle class black
families” (almost 50% of black
families still live in poverty)
(distracts attention)
Understanding Human Differences
3rd Edition - Koppelman
Chapter 8 - 8
© 2011 Pearson Education, Inc
Institutional Racism
Established laws, customs,
and practices that
systematically reflect and
produce racial inequities
in a society.
Source: Jones, J. (1997). Prejudice and Racism (2nd ed.).
New York; McGraw Hill.
Understanding Human Differences
3rd Edition - Koppelman
Chapter 8 - 9
© 2011 Pearson Education, Inc
How is
INSTITUTIONAL RACISM
reflected in statistics on
EMPLOYMENT
Unemployment is higher for blacks than
for whites one year after high school
graduation regardless of whether the
school was rural, urban or suburban.
Jobless rates for working-age black
males in urban areas are consistently
higher than for white males
Understanding Human Differences
3rd Edition - Koppelman
Chapter 8 - 10
© 2011 Pearson Education, Inc
Jobless Rates for
Working-Age Males
Black
White
Disparity
Milwaukee
51.1
18.6
25.7
Buffalo
51.4
25.3
26.1
Detroit
50.6
25.6
25.0
St. Louis
46.3
21.4
24.9
Chicago
45.1
20.4
24.7
Source: Center for Economic Development, University of
Wisconsin-Milwaukee (2008)
Understanding Human Differences
3rd Edition - Koppelman
Chapter 8 - 11
© 2011 Pearson Education, Inc
How does
INSTITUTIONAL RACISM
influence HIRING decisions
Word-of-mouth HIRING (based on
recommendations by current
employees) favors white
applicants if the majority of
employees are white
The LOCATION of a company or
factory in an all-white suburb
favors white applicants
Understanding Human Differences
3rd Edition - Koppelman
Chapter 8 - 12
© 2011 Pearson Education, Inc
How has
INSTITUTIONAL RACISM
influenced the development of
SEGREGATED neighborhoods
Realtors often engage in STEERING
(showing clients homes in
neighborhoods where residents are
primarily the same race as the client)
Studies show that it is more difficult for
families of color to get HOME LOANS
than white families even when incomes
are similar
Understanding Human Differences
3rd Edition - Koppelman
Chapter 8 - 13
© 2011 Pearson Education, Inc
Mortgage Crisis
People of color who qualified for
conventional loans were given sub
prime loans
Three times more families of color had
sub prime mortgages than white
families (twice as many defaulted)
African American families
lost $72-$93 billion
Understanding Human Differences
3rd Edition - Koppelman
Chapter 8 - 14
© 2011 Pearson Education, Inc
How does
INSTITUTIONAL RACISM
occur in SCHOOLS
Schools continue to be segregated by race
and class often resulting in FEWER
RESOURCES and POOR FACILITIES for
racial minority students
TRACKING practices which group
students by ability tend to have few
students of color in ACCELERATED
classes and many in REMEDIAL classes
Understanding Human Differences
3rd Edition - Koppelman
Chapter 8 - 15
© 2011 Pearson Education, Inc
How does
INSTITUTIONAL RACISM
affect politics
LARGE DONORS are essential for FUND
RAISING, but they often believe that
candidates of color are less likely to win
if most voters are white
Electing AT-LARGE CANDIDATES
(representing an entire community) when
there are some predominantly minority
neighborhoods makes it more difficult for
candidates of color to be elected
Understanding Human Differences
3rd Edition - Koppelman
Chapter 8 - 16
© 2011 Pearson Education, Inc
What was unique about the
2008 Presidential Primary
Top Democratic candidates
included a woman, a Latino, and
an African American
Barack Obama raised more than
$350 million from 3.1 million
people via the Internet, avoiding
the large donor problem
Understanding Human Differences
3rd Edition - Koppelman
Chapter 8 - 17
© 2011 Pearson Education, Inc
How do
advocates and critics assess
the effectiveness of
AFFIRMATIVE ACTION
programs
Understanding Human Differences
3rd Edition - Koppelman
Chapter 8 - 18
© 2011 Pearson Education, Inc
Advocates:
• Increased numbers of people of
color in higher paying jobs
• Increased numbers of people of
color in high status professions
Critics:
• claim racial quotas create reverse
discrimination
• call for an end to affirmative action
Courts:
• have consistently struck down
racial quotas
Understanding Human Differences
3rd Edition - Koppelman
Chapter 8 - 19
© 2011 Pearson Education, Inc
What remedies have been
proposed to address
INSTUTIONAL RACISM
Understanding Human Differences
3rd Edition - Koppelman
Chapter 8 - 20
© 2011 Pearson Education, Inc
• Ongoing RESEARCH related to
institutional racism
• National AGENCY to handle antidiscrimination complaints
• Increased RESOURCES for inner cities
• Active monitoring of REAL ESTATE
practices
• Increased FUNDING to segregated
schools serving primarily students of
color
• Better preparation of TEACHERS to
work effectively with racially diverse
students
Understanding Human Differences
3rd Edition - Koppelman
Chapter 8 - 21
© 2011 Pearson Education, Inc