Assignment#7_PrejudiceDisciminationConstructionDifference

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SOC 302 M. Senter Fall 2023 Assignment #7: Prejudice, Discrimination, and the Social Construction of Difference Your Name : Desiree Falkenhagen 1. THE SOCIAL CONSTRUCTION OF DIFFERENCE Go to: http://www.pbs.org/race/001_WhatIsRace/001_00-home.htm List four key points made in the presentation “what is race?” (Go to the Quick Facts section at the bottom of the page – What is Race? Is Race for Real?) THEN, after each point , write “I knew that” or “that’s new to me.” (Just be honest. I hope that this doesn’t just repeat what you knew already from other classes.) (1) I did not know this and find it super interesting that this was like this, but also understand how it was like this. (2) I did know about this as we are currently learning all about this in our current class.

(3) I kind of knew about this as I understand that slavery was existing long before race, especially in war times, as stated in the fact. (4) I know about this as I am constantly learning about his with my MAC scholarship.

2. THE BLUE EYES/BROWN EYES EXPERIMENT a. How does prejudice lead to discrimination? Discuss. Here you want to provide specific examples from the experiment described in “A Class Divided.” Prejudice Establishment:  In the experiment, Jane Elliott divided her class into two groups based on eye color - blue-eyed children and brown-eyed children. She arbitrarily assigned negative characteristics to one group (blue-eyed) and positive characteristics to the other (brown- eyed).  This initial step established prejudice, as the children were taught to view each other through the lens of an arbitrary characteristic, in this case, eye color. In-Group and Out-Group Dynamics:  The creation of two distinct groups led to the development of in-group and out-group dynamics. Children in the "superior" group (brown-eyed) started to exhibit behaviors typical of an in-group, such as feeling entitled and expressing superiority over the "inferior" group (blue-eyed).  Prejudice often involves favoring one's own group (in-group) while harboring negative attitudes toward others (out-group). Discrimination in Treatment:  The experiment demonstrated how prejudiced beliefs can translate into discriminatory behavior. For instance, the teacher provided privileges to the "superior" group (brown- eyed) and restricted privileges for the "inferior" group (blue-eyed).  Discrimination can manifest in various forms, such as unequal opportunities, preferential treatment, or stigmatization based on perceived differences. Internalization of Bias:  The experiment showed how children quickly internalized the biased beliefs imposed upon them. Those labeled as "inferior" (blue-eyed) started to exhibit signs of lower self- esteem and performance, while the "superior" group (brown-eyed) became more confident and dominant.  Prejudice, when consistently reinforced, can be internalized by individuals, influencing their self-perception and behavior. Escalation of Hostility:  Prejudice can escalate into overt hostility and conflict. In the experiment, the children began to taunt and belittle those in the "inferior" group, leading to emotional distress and negative social interactions.  Discrimination often intensifies when prejudiced attitudes are allowed to persist, creating an environment conducive to hostility and conflict. This experiment vividly illustrates the process by which prejudice, when ingrained and perpetuated, can lead to discrimination, affecting individuals' thoughts, emotions, and behaviors. The negative consequences highlight the importance of addressing and challenging prejudiced beliefs to prevent discrimination and promote understanding.

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b. How does discrimination, in turn, lead to more prejudice (or how does discrimination perpetuate prejudice)? Discuss – again providing specific examples from the experiment in “A Class Divided.” Discrimination can create a feedback loop that perpetuates and reinforces prejudice. In the case of "A Class Divided," the experiment conducted by Jane Elliott with her third-grade students provides specific examples of how discrimination can contribute to the persistence and intensification of prejudice. Here are some key points: Confirmation Bias:  Discriminatory actions can reinforce existing prejudices by confirming biased beliefs. In the experiment, the children who were labeled as "inferior" (blue-eyed) experienced negative treatment and limitations on their privileges. This treatment confirmed the prejudiced beliefs imposed on them, reinforcing the idea that they were indeed inferior. Stereotype Amplification:  Discrimination often involves applying stereotypes to a group, and these stereotypes can become more deeply ingrained through discriminatory experiences. For example, the experiment highlighted how the "inferior" group (blue-eyed) started to exhibit behaviors associated with negative stereotypes, such as lower academic performance and decreased confidence. Self-Fulfilling Prophecy:  Discrimination can contribute to a self-fulfilling prophecy, where individuals who are subjected to negative treatment may internalize those perceptions and act in ways that align with the imposed stereotypes. In the experiment, the children in the "inferior" group (blue-eyed) began to display signs of lower self-esteem and academic achievement, aligning with the prejudiced expectations placed upon them. Inter-Group Hostility:  Discrimination can foster resentment and hostility between groups, further entrenching prejudiced attitudes. In "A Class Divided," the experiment led to increased hostility between the "superior" (brown-eyed) and "inferior" (blue-eyed) groups. The discriminatory treatment fueled animosity, making it more challenging for the children to overcome pre-existing prejudices. Social Reinforcement:  Discrimination can be socially reinforced, as individuals within the discriminated group may share their negative experiences with others. This sharing of discriminatory experiences can contribute to the perpetuation of prejudiced beliefs within the wider community. In the experiment, the children likely discussed their experiences with their families and friends, potentially reinforcing prejudiced attitudes in the broader social context.

Cycle of Discrimination and Prejudice:  The discriminatory actions and experiences created a cyclical pattern where discrimination fueled increased prejudice, and heightened prejudice, in turn, justified and perpetuated further discrimination. This cycle can be challenging to break without intentional efforts to challenge and change prejudiced beliefs and discriminatory behaviors. In summary, discrimination can perpetuate and intensify prejudice through mechanisms such as confirmation bias, stereotype amplification, self-fulfilling prophecies, inter-group hostility, social reinforcement, and a self-sustaining cycle of discrimination and prejudice. Recognizing and addressing these dynamics is crucial for breaking the cycle and promoting understanding and equity.

3. EVERYDAY INDIGNITIES OR MICROAGGRESSIONS The Saginaw Chippewa Indian Tribe of Michigan provided funding to the Isabella County Human Rights Commission to study microaggressions against Native Americans in Isabella County (the county where CMU is located). OPTIONAL: The full report from this study is found at: https://www.isabellacounty.org/wp-content/uploads/2019/10/Study-of-Microaggressions- Against-Tribal-Members-in-Isabella-County-Full-Report.pdf . Especially relevant for the questions below are pages 13-29. a. Discuss three specific ways in which Prejudice against Native Americans (in particular, Stereotypes) in Isabella County leads to Discrimination against Native Americans in Isabella County. For each of your three entries based on this study in Isabella County:  First , list/discuss the stereotype. (This might be a single sentence.)  Then , discuss the negative consequences for Native Americans—the discrimination—that follows from that stereotype. (1) Stereotype : One prevalent stereotype is the assumption that Native Americans are more prone to alcohol or substance abuse. Discrimination : As a result of this stereotype, Native Americans in Isabella County may face discrimination in various aspects of their lives, such as employment and housing. Employers may be hesitant to hire or promote Native American individuals based on the unfounded assumption of substance abuse, leading to economic disparities. Additionally, landlords may discriminate in renting or leasing properties, contributing to housing inequalities. (2) Stereotype : There is a stereotype perpetuating the idea that Native Americans are resistant to modern education or less academically inclined. Discrimination : This stereotype can lead to discriminatory practices in educational institutions, with educators holding lower expectations for Native American students. Consequently, Native American students may be disproportionately placed in lower-level classes, denied access to advanced courses, or receive inadequate educational resources and support. This perpetuates educational disparities, limiting the opportunities and achievements of Native American students in Isabella County.

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(3) Stereotype : Another stereotype is the romanticization or exoticization of Native American culture, reducing diverse Native communities to a monolithic, simplistic identity. Discrimination : The romanticization of Native American culture can lead to discrimination by commodifying aspects of their identity, such as through inappropriate use of sacred symbols or culturally insensitive practices. This not only disrespects Native American traditions but also reinforces a lack of understanding and perpetuates harmful stereotypes. Such discrimination may manifest in cultural appropriation, further marginalizing Native Americans in Isabella County and undermining the richness of their diverse cultures. b. In what ways are the findings from this study in Isabella County consistent with the historical sketch of the experiences of Native Americans presented in Chapter 10 of your textbook? Historical Oppression and Stereotyping: Many historical accounts detail the oppression and marginalization of Native American communities, including forced removals, loss of land, and cultural assimilation efforts. Stereotyping has been a consistent issue, with Native Americans often portrayed in narrow and inaccurate ways. Economic Disparities: Historical and contemporary accounts often highlight economic disparities faced by Native American communities. Forced removals from ancestral lands, loss of resources, and discriminatory policies have contributed to economic challenges. Employment and housing discrimination, as well as disparities in educational opportunities, can be part of this broader historical context. Educational Inequities: Historical experiences often include inadequate access to quality education for Native American communities. Boarding schools aimed at assimilation often had detrimental effects on cultural identity and educational attainment. These historical factors may contribute to present-day educational disparities for Native American individuals and communities. Cultural Appropriation: Historical and contemporary experiences highlight instances of cultural appropriation and commodification of Native American cultures. This includes the use of sacred symbols, rituals, and attire without proper understanding or respect. Such practices contribute to the perpetuation of stereotypes and the marginalization of Native American communities. Health Disparities: Historical experiences, including forced relocations and loss of traditional lifestyles, have contributed to health disparities within Native American populations. Limited access to healthcare resources and discriminatory practices may persist, affecting the health and well-being of Native Americans.

4. RACIAL SEGREGATION IN HOUSING AND ITS CONSEQUENCES a. In Blackboard, go to Course Reserves. Then, click on the chapter in the book on the Detroit school busing controversy by Joyce A. Baugh. Discuss three ways that RACIAL SEGREGATION IN HOUSING was created/maintained in Detroit. Provide a brief description of each. Make sure that your focus is on housing segregation . (1) Redlining: a. Redlining was a discriminatory practice initiated by the Federal Housing Administration (FHA) in the 1930s. It involved the categorization of neighborhoods based on their racial composition, with areas predominantly occupied by African Americans marked as high-risk and assigned lower credit ratings. This made it difficult for residents in these neighborhoods to secure mortgages or loans. b. Impact: Redlining led to disinvestment in predominantly African American neighborhoods, as residents were denied access to loans and mortgages essential for homeownership. This resulted in limited economic opportunities, decreased property values, and a cycle of poverty within these communities, contributing significantly to racial segregation in housing. (2) Restrictive Covenants: a. Restrictive covenants were clauses in property deeds that explicitly prohibited the sale or rental of homes to individuals of certain racial or ethnic backgrounds. These covenants were widely used in Detroit and other cities to maintain racially homogeneous neighborhoods. b. Impact: By legally preventing the sale of properties to African Americans and other minority groups in certain areas, restrictive covenants reinforced racial segregation in housing. Even after such covenants were declared unenforceable by the courts, their legacy persisted as informal practices and attitudes continued to discourage interracial housing patterns. (3) Blockbusting and White Flight: a. Blockbusting was a practice in which real estate agents encouraged white homeowners to sell their properties quickly at lower prices, citing the impending arrival of African American residents as a threat to property values. This was often coupled with scare tactics and the deliberate destabilization of neighborhoods. White flight refers to the subsequent mass departure of white residents from these neighborhoods. b. Impact: Blockbusting and white flight accelerated racial turnover in neighborhoods, contributing to the concentration of African American residents in specific areas. The rapid demographic shifts fueled by these practices often left behind economically distressed neighborhoods with diminished services and amenities, perpetuating racial segregation in housing.

b. Discuss two consequences of racial segregation in housing for African Americans. That is, discuss two ways in which racial segregation affects aspects of life other than housing . The following video from National Public Radio will be useful to you (noting that there is “adult language” at the beginning): https ://www.youtube.com/watch?v=O5FBJyqfoLM (1) Wealth Inequality: a. Impact: Racial segregation in housing has contributed to substantial wealth disparities between African American and white households. The historical denial of opportunities for homeownership due to redlining, restrictive covenants, and discriminatory lending practices has hindered the ability of many African Americans to accumulate wealth through property ownership. b. Consequence: The lack of access to homeownership and the devaluation of properties in racially segregated neighborhoods have limited the capacity of African American families to build generational wealth. Homeownership is a primary source of wealth for many Americans, and the exclusion of African Americans from this opportunity has perpetuated economic disparities, affecting their ability to invest in education, start businesses, or weather financial downturns. (2) Educational Disparities: a. Impact: Racial segregation in housing often correlates with educational disparities. Schools in predominantly African American neighborhoods have historically received fewer resources due to funding mechanisms tied to local property taxes. Additionally, the concentration of poverty in segregated neighborhoods can lead to challenges in educational achievement. b. Consequence: African American students in racially segregated areas may have limited access to quality educational opportunities, advanced placement courses, extracurricular activities, and experienced teachers. This perpetuates a cycle of disadvantage, limiting educational attainment and future opportunities. Educational disparities are closely linked to socioeconomic mobility and can contribute to the persistence of systemic inequality over generations.

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Assignment#7_PrejudiceDisciminationConstructionDifference

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