Studied by 1 person
Critical race theory- CRT
A paradigm used to generate insights into contemporary racial stratification is more powerful or enduring than is initially apparent
CRT assumptions
Racism affects everyday life Current system of white supremacy serves an important purpose (conflict theory) Races are a product of social thought/relations (interactionism) Dominant society racializes different minorities at different times A shared experience of POC may not be shared by white people Seeks to propagate social justice
Noel Hypothesis
Competition, ethnocentrism, and differences in power feed directly into ethnic stratification
Blauner Hypothesis
African Americans, Native Americans, and Mexican Americans are forced minority groups White people forcibly enter a territory, dominate indigenous population, and justify it with highly prejudiced and racist belief systems and stereotypes
Group Threat Model
Dominant and minority group mix Minority group size increases Competition Threat discourse Dominant group has a sense of superiority and assumes that the minority group wants to take over
Why are race relations a Black vs white issue?
It creates an "othering" of POC, us vs them mindset
cultural encapsulation
a lack of contact into cultures outside of our own that promotes insensitivity to cultural differences
chattel
personal as opposed to real property; any tangible movable property
5 central components of slavery
slavery was for life slavery was inherited slaves were mere property slaves were denied rights coercion was used to maintain system
Why were African Americans selected to be slaves?
physical differences, non Christian, unfamiliar with the concept of territory, lacked organization, and the ideological belief that they were different
Dred Scott Decision
African Americans had no rights for whites to
Emancipation Proclamation
Slaves were free, allowed military to enlist former slaves
13th amendment
no slavery is legal except as a punishment for crime
Civil Rights act of 1866
Declared Black people to be citizens of the US, gave them equal civil rights, gave federal courts jurisdiction to deal with cases related to this
14th amendment
States can't deprive people of their life, liberty, or property without due process of the law.
Ku Klux Klan
modus operandi: insight hatred of racial and ethnic minorities through fear, intimidation, and violence
Jim Crow Laws
legalized racial segregation
Voting restrictions
literacy tests grandfather clause property owning requirements poll taxes
Plessy v. Ferguson
resulted in "seperate but equal"
De jure vs. De facto segregation
legal segregation vs segregation that happens anyway (redlining, wage gap, etc) outlawed vs not outlawed
Booker T. Washington
Argued that Black people were too recently removed from slavery to be equal to whites Encouraged Black people to pull themselves up by the bootstraps and win their own rights Atlanta Compromise
WEB DuBois
Formed Niagara movement Argued for protesting/taking legal action against segregation and civil rights violations ultimate goal was full acceptance of Black people as citizens
NAACP- National Association for the Advancement of Colored People
Niagara movement + white liberals called for stricter enforcement of civil rights Black Renaissance
Rosa Parks
Refused to give up her seat on the bus to a white person
Brown vs Topeka board of education
separate does not mean equal
Marcus Garvey
Organized the Negro Improvement Association to help Black people move to an independent African nation- separatist
Martin Luther King Jr
Leading figure in Civil Rights movement Founded Southern Christian Leadership Conference to gain civil rights through nonviolent protest and confrontation
civil disobedience
active non-violent resistance to evil seeking friendship of opposition rather than humiliation/defeat no retaliation to hate acting with conviction that the universe is on the side of justice
Civil Rights act of 1964
Banned discrimination on the basis of race, color, religion, national origin, or gender.
Factors that facilitated success of Civil Rights Movement
Changing social/political environment Movement embraced dominant code of American values/beliefs- asking for equal treatment support from many individuals/groups key factor- influence of mass media, the whole world was watching
factors that inhibit a future Black protest movement
Black class structure is highly differentiated institutional strength of Black communit
Why were reparations ineffective?
Modern racism victim blaming white people
Malcom X
Black Muslim Black Power movement Black is Beautiful Separatist movement
Culture of poverty model vs. ethnic resource model
poop people are poor because they're lazy vs cultural strengths have protected Black people through unemployment crises and effects of slavery
assimilation of African Americans
still huge gaps in income, wealth, jobs, education, housing, etc. public sphere is more common than private sphere, outmarriage is relatively low
indentured servants
agreements between 2 parties about long-term labor
plantation system
an economy based on agricultural mass production, usually a few staple crops
paternalism
members of a minority group are viewed as docile, childlike, or in need of supervision
caste system
a class structure determined on birth
sharecropping
landlord allows use of the land in exchange for a percentage of the
primary labor market versus secondary labor market
lower turnover, long term jobs vs temporary, high turnover jobs
cultural misappropriation
stealing things from other cultures with no recognition or remorse
points to understand when studying Native Americans
Much is unwritten, understudied, and underappreciated about Natives Natives are unique- they're not an immigrant group their relationship with dominant groups lends to analysis from conflict perspective stereotyped as Indians- massive culture with many differences
Native culture characteristics
humans are part of a larger reality land just exists- buying, selling, and owning were foreign concepts collectivistic society tribes organized around egalitarian values
Proclamation of 1763
all land west of the Appalachians was Indian territory settlers couldn't use land without express tribal permission all future purchases from Indians had to be conducted publicly with a rep from the king
Northwest Territory Ordinance
Utmost good faith shall always be observed towards Indians, land and property shall never be taken without their consent, and their properties, rights, and liberties shall never be invaded or disturbed unless in just + rightful wars authorized by Congress.
Cherokee Nation v. Georgia
Federal gov would nullify land claims of Cherokees- 60 million acres Cherokees protested with court action Declared Natives as Domestic Dependent Nations and put limits on sovereignty
Worcester v. Georgia
although sovereignty had limits, remaining sovereignty was great tribal powers could make treaties federal government dealings only
Bureau of Indian Affairs (BIA)
designed to take choices out of the hands of Indians, run by white people supervised reservations and distributed supplies clear example of role of government in defining and controlling racial + ethnic groups
Dawes Allotment Act 1887
divided land into tracts (160 acres) which were then allotted to members of the tribes, leftover land could be sold to the US prohibited land from being resold for 25 years centerpiece of general effort to anglicize Natives Natives lost 98 million of 138 million total acres increased power of BIA
boarding schools
BIA sent children to boarding schools required to speak English, convert to Christianity, become educated in western civilization, become a "good Indian" no familial contact different tribes were intermixed
acculturation
the process by which a group (generally a minority group) learns the culture of another group (generally dominant group)
Indian Citizenship Act
a "token of gratitude" for the thousands of Natives that served in WWI made all Indians full citizens of the US fears arose that the dominant group would forgo treaty obligations and detribalize Natives
Indian Reorganization Act
abandoned angloconformity and embraced pluralism restored sovereignty as long as Indians adopted American model of representative democracy rescinded Dawes Allotment Act dismantled boarding schools financial aid for developing reservations financial aid for college increased self governance and reduced role of BIA
Indian Civil Rights Act/Self-Determination Act
renounced Termination policy reaffirmed pluralistic rights of Indians Tribes could negotiate with the BIA to self administer education/social service programs decreased paternalistic relations
Society for American Indians 1911
integrationist 2 main goals- abolition of BIA and citizenship to all Indians
New tribalism/Red Power
Stressed self determination, pride in race and culture occupation of Alcatraz Island 1969
American Indian Movement
argued for sovereignty and protection of treaties pushed for legal action to be taken
American Indian religious freedom act
protects access to worship areas and sacred rituals in Native religion
Indian removal Act
designed to get all southeastern Indians to move west of the Mississippi river ignored all previous court rulings it took 94 treaties, bribery, threats, and misrepresentation for the Natives to fully move
Trail of Tears
Ordeal of removal took about 20 years more than 15000 Natives died by early 1840, 100,000 Indians were relocated In 1838 Cherokees were forcibly taken from their homes, incarcerated in stockades, and forced to walk 1000 miles.
blood quantum
the amount of fully Native blood a person has- they have to have a certain percentage of Native heritage to qualify as a Native American person
self-identification
deciding which part of your blood you identify with most.
Assimilation of Native Americans
they have some language retention, religious freedom and traditions they have been hindered from participating equally in educational, occupational, and financial spheres due to history of discrimination Natives on reservations tend to have less non-Native friends, urbanized Natives have more non-Native friends
Idealized Indian, the body and embodiment
"The bodies of the dancing sideline mascots, such as those like the former UI performer Chief Illiniwek, are the frameworks of embodiments whose gestures, movements, and postures condense physical histories, cultural experiences, and effects of colonial interactions of redness and whiteness. In the dance that had been performed by Chief Illiniwek, the gymnastics-like abilities of the performers were to mimic the physical attributes of the idealized Indian body by the nonnative performer. By dancing like an Indian, the white performer became an actual Indian body, one that contained the abilities of speed, agility, stamina, and endurance of the romanticized ideal Indian."
empire conquest and the frontier
Mascots celebrate the conquest of Native American peoples from the perspective of the settlement of Native American land and the perseverance and courage needed to accomplish this nation-building feat. Mascots honor the repopulating of the conquered grounds with the new heirs to the land in the form of the mascots and their kin—a newly sanctioned male elite, especially those attending university. On a larger framework of perspective, Manifest Destiny serves the purpose of justifying the wresting of lands away from the Native Americans in order to build a country, celebrated by the heirs, the male elite, and the new inhabitants in an equally vigorous fashion. Mascots become the idealized Indian male foe foil to these constructs of American masculinity.
Masculine and Feminine Mascots and Gender
"The bellicose, militant warrior is a predominant icon of mascot portrayals. It is this aggressive posture that represents an ideal of masculine behavior and attitude. For those white men invested in Indian-styled mascots, it becomes a part of the construction of their identity in what it means to be a man in American society. This identity can be construed from an institutionalized form of mascot attachment garnered through the schools and educational sites that are represented by Indian-styled mascots. Any critique of such a tradition or heritage is met with resistance and opposition to change regarding mascot imagery, logos, and nicknames."
Why is Oriental a bad word?
brings up problematic connotations and history more appropriate for inanimate objects used to reinforce "othering"
Model minority myth
high academic standards and economic upward mobility make Asians the perfect patsy primary purpose is to support modern racism aligns minority groups against each other diverts attention away from those that are downwardly mobile distracts from discrimination against Asian people
Deconstruction of the Model Minority Myth
Asians tend to have multiple workers in the same household- accounts for higher household income Asians have good education but can't usually find jobs that actually use that education properly, which leads to them being overqualified for jobs
Yellow peril discourse
feeling that eastern and southeastern Asians are a threat to western civilization
push factors for Chinese immigrants
colonization
pull factors for Chinese immigrants
gold rush-1849 transcontinental railroad quickly expanding economy
Chinese exclusion act of 1882
barred Chinese immigrants for 10 years- officially repealed in 1943
Characteristics of traditional Chinatowns
offered safety of urban anonymity and neighborhoods where culture could be maintained- invisible minority became centers of community provided social welfare and services for immigrant
cultural similarities among Asians
stresses group membership over individual needs loyalty to the group, conformity to social expectations, respect for superiors-dual culture conflict patriarchal values family obligations saving face
Second gen Chinese Americans
much more influenced by larger culture looked beyond enclave for fulfilling needs more occupational and educational pursuits
push for Japanese immigration
meiji restoration heavy taxation
pull for Japanese immigration
economic opportunities higher wages Chinese laborers were banned, Japanese laborers filled the shortage
Gentleman's Agreement 1908
Anti-Japanese campaign Compromise between Japan-US If the US repealed segregated schools, the gov of Japan would only give passports to laborers visiting from America, non-laborers, and wives, parents, and children of people already living in US
Picture Bride Invasion
Similar to mail order bride used to get Japanese women to the US-over 40,000 women came to the US in a 10 year period
Alien Land Laws
prevented people "ineligible to citizenship" from owning land sense of threat Japanese registered land in the name of their children or trusted American friends instead
Emergency Quota Act
Established a quota for the percentage of immigrants from certain countries, denied a quota for Japanese which means no new Japanese immigrants
immigrant
moving permanently for opportunities or a better life
sojourner
someone who moves to send money/resources back home with every intention of going back to their home
refugee
someone who comes with no plans for the future, usually someone who's fleeing war
Pearl Harbor bombing
catalyst for Japanese Internment
Japanese Internment Experience
very unconstitutional, esp because there was no real basis for evacuating- no proof of a coup first stage- removed people from their homes to hastily prepared assembly centers second stage- moved people from assembly centers to relocation centers (concentration camps) 120,000 Japanese relocated, with 2/3 of them being US citizens HUGE loss of power
Tsu
clans with common ancestors
hui kuan
benevolent associations-based on districts in China
Tongs
secret societies/gangs- provided drugs, gambling, prostitution
racial triangulation
model minority is most influential and prevalent stereotype for Asian Americans today evokes negative implications like racial hostilities and violence despite its positive image that it supposedly makes for Asian Americans
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