CHAPTER 10: RACE AND ETHNICITY

1. CHAPTER 10: RACE AND ETHNICITY

2. RACIAL AND ETHNIC DIVERSITY IN AMERICA 1 One in five Americans is either foreign-born or a first-generation U.S. resident. There are 150 distinct ethnic or racial groups in the U.S. The proportion of the population that is white is declining.

3. THE SIGNIFICANE OF RACE AND ETHNICITY • Race— a group of people who share physical characteristics, such as skin color and facial features • Race is a social construct. 2

4. Ethnic Group • Ethnic group—a set of people who identify with a common national origin or cultural heritage • Examples: Italian American, German American, Jewish 2

5. Racial-Ethnic Group • Racial-ethnic group—a category of people that has both distinctive physical and cultural characteristics • Examples: Asian American, Hispanic • The U.S. Census asks for both race and ethnicity. 2

6. Discussion Should the U.S. Census continue to ask for information about race and ethnicity? 2

7. OUR IMMIGRATION MOSAIC • In 1900, almost 85% of immigrants to the U.S. came from Europe. • Today immigrants come primarily from Asia and Latin America. 3

8. Harmful or Beneficial? • Critics allege that low-skilled workers reduce the standard of living and overload schools and welfare systems. • Because immigrants are younger, poorer, and less well educated than the native population, they use more government services, and pay less in taxes. + or − ? 3

9. Immigration Proponents • Proponents argue that immigrants provide services at low wages and in jobs most Americans do not want. • Without new workers, the U.S. will not be able to support the aging population. 3

10. Genocide

11. Discussion • Is immigration harmful or beneficial to the United States? • Are we being fair to current immigrants? 3

12. DOMINANT AND MINORITY GROUPS • Dominant group—any physically or culturally distinctive group that has the most economic and political power, the greatest privileges, and the highest social status • Dominant groups are not always the majority in size. 4

13. Minority group—a group of people who may be subject to differential and unequal treatment because of physical, cultural, or other characteristics • It does not refer necessarily to a numerical minority. 4

14. Patterns of Dominant-Minority Group Relations • Genocide—the systematic attempt to kill all members of a particular ethnic, religious, political, racial, or national group • Examples: colonists' treatment of American Indians, Holocaust • Internal colonialism—the subordinate status of groups who are treated unequally within a nation • Examples: African Americans, Hispanics 4

15. Patterns of Dominant-Minority Group Relations • Segregation—the physical and social separation of dominant and minority groups • De facto segregation—informal • De jure segregation—formal • Assimilation—the process of conforming to the culture of the dominant group • Examples: learning the language, intermarrying 4

16. Patterns of Dominant-Minority Group Relations • Pluralism—minority groups exist separately but enjoy access to resources across all institutions • Also called multiculturalism 4

17. Application • Identify the dominant/minority pattern • Massacres of minority Tutsis by dominant Hutu group in Rwanda • African Americans living in racially separate, economically deprived neighborhoods • French and German speakers coexisting peacefully in Switzerland

18. Discussion • Should the United States be a "melting pot" or a "tossed salad?" • Should recent immigrants to the United States be required to learn English? 4

19. SOURCES OF RACIAL-ETHNIC FRICTION • Racism—a set of beliefs claiming that one's own racial group is "naturally" superior to other groups. • Prejudice—an attitude, positive or negative, toward people because of their group membership 5

20. Stereotypes and Ethnocentrism • Stereotype—an oversimplified or exaggerated generalization about a category of people • Ethnocentrism— a belief that one's own culture, society, or group is inherently superior to others 5

21. Discrimination • Discrimination—an act that treats people unequally or unfairly because of their group membership • Individual discrimination—harmful action directed intentionally on a one-to-one basis • Institutional discrimination—unequal treatment due to the everyday operations of a society 5

22. Dominant-Minority Groups • Dominant-minority group relations can be mapped along a continuum, as shown in Figure 10.2.

23. Application • Identify the type of discrimination: • Rhonda refuses to work with Latinos. • An IQ test includes questions about experiences more familiar to Hispanics than non-Hispanics. • Minorities are less likely to be scheduled for heart bypass surgery.

24. Relationships Between Prejudice and Discrimination Typology created by Robert Merton • Active bigot—prejudiced discriminator • Timid bigot—unprejudiced discriminator • Fair-weather liberal—prejudiced nondiscriminator • All-weather liberal—unprejudiced nondiscriminator 5

25. Discussion • Why might someone discriminate even if they are not prejudiced? • Why might someone be prejudiced but not discriminate? 5

26. SOCIOLOGICAL EXPLANATIONS OF RACIAL-ETHNIC INEQUALITY • Functionalism argues that newcomers must assimilate by adopting the dominant group's ways. • Racial-ethnic inequality provides a large pool of cheap labor. • Racial-ethnic inequality maintains the dominant group's current status. • Discrimination can be dysfunction. 6

27. SOCIOLOGICAL EXPLANATIONS OF RACIAL-ETHNIC INEQUALITY • Conflict theorists see ongoing strife between dominant and minority groups. • Dominant groups protect their power and privilege. • Economic inequality perpetuates racial hierarchies. • Economic stratification pits minorities against each other and low-income whites. 6

28. SOCIOLOGICAL EXPLANATIONS OF RACIAL-ETHNIC INEQUALITY • Feminist theorists stress gendered racism. • Gendered racism—the combined and cumulative effects of inequality due to racism and sexism • Minority women face discrimination based on race, gender, and social class. 6

29. SOCIOLOGICAL EXPLANATIONS OF RACIAL-ETHNIC INEQUALITY • Symbolic interactionists emphasize learned attitudes, norms, and values. • Labeling and selective perception can increase prejudice and discrimination. • Images shape our perceptions. 6

30. SOCIOLOGICAL EXPLANATIONS OF RACIAL-ETHNIC INEQUALITY • The contact hypothesis states that the more people get to know members of a minority group personally, the less likely they are to be prejudiced against that group. 6

31. MAJOR RACIAL AND ETHNIC GROUPS IN THE UNITED STATES • European Americans • First colonists • About 68% of the U.S. population has a European background. • Early immigrants (WASPS) looked down on later immigrants from other areas of Europe. • As a group, European Americans are the most successful. 7

32. Latinos • Half of new immigrants are Latino. • Latinos are a diverse group. • Median household income of Latinos is 72% that of whites. • Many Latinos become successful. 7

33. African Americans • The second largest minority group • The only group brought to the U.S. involuntarily • Experience high rates of poverty • Median income is the lowest of all racial-ethnic groups • Success rates are increasing. 7

34. Asian Americans • Comprise 5% of U.S. population • Highest median income in the U.S. • Higher educational levels • Labeled the "model minority" 7

35. Discussion Why might Asian Americans object to being called the model minority? 7

36. American Indians • 1.5% of the population • More than 560 recognized tribes • Experienced centuries of subjugation, exploitation, and political exclusion • High rates of poverty • Economic progress in recent years 7

37. Middle Eastern Americans • Heterogeneous population • Most are Muslim • Tend to be better educated and wealthier than other Americans • Prejudice and discrimination increased after 9/11 7

38. INTERRACIAL ANDINTERETHNIC RELATIONSHIPS • Miscegenation—marriage or sexual relations between members of different races • Antimiscegenation laws declared unconstitutional in 1967 • Racial-ethnic intermarriages are increasing and account for 5.4% of married couples. 8

39. Intermarriage • Approval of racial-ethnic intermarriages has increased. • Racial-ethnic groups that are the most assimilated are the most likely to intermarry. • People are increasingly likely to identify themselves as multiracial. 8

40. Discussion • Are there any potential problems of being multiracial or multiethnic? • Are there potential benefits of being multiracial or multiethnic? • Is the increasing rate of intermarriage good for society? 8

41. Internet Connections: Quick Links • The Middle East Research and Information Project produces the Middle East Report Online, a good source for news and research on contemporary issues in the United States and the Middle East: http://www.merip.org • CensusScope provides census data on race (and other topics) by state, county, and metropolitan area. Many of the charts and maps show racial/ethnic trends in population growth, age, income, and segregation since 1980: http://www.censusscope.org • Understanding Race explains differences among people, “the reality—and unreality—of race,” and provides material on racial variations: http://www.understandingrace.org • Ansel Adam's Photographs of Japanese-American Internment at Manzanar offer an unforgettable look into the suffering of Japanese Americans in war relocation centers: http://memory.loc.gov/ammem/aamhtml/aamhome.html • The Smithsonian Latino Center promotes Latino culture, spirit, and achievement in America. The site highlights notable Latino astronauts, athletes, labor leaders, playwrights, composers, educators, and computer animators: http://www.latino.si.edu • Famous Black Contributors highlights numerous African American leaders and innovators in the fields of politics, public service, sports, business, arts and literature: http://www.africanamericans.com/FamousContributors.htm • Brainwashing and Boarding Schools: Undoing the Shameful Legacy offers an excellent historical summary of American Indian boarding schools. The site also provides photographs, “books to avoid,” and other resources: http://www.kporterfield.com/aicttw/articles/boardingschool.html