Diversity Flashcards
1
Q
social identity theory
A
people are constantly seeking to maintain and enhance their self-esteem; impacted by personal identity and social identity; people enhance their self-esteem by viewing in-groups in positive ways and relevant out-groups in negative ways, which can lead to prejudice and discrimination against members of the out-groups.
2
Q
relationship between self concept and social identity
A
Our self-concept influences our social identity. We are placed into social groups through categorizations from others, as well as ourselves. When categorizing social groups, we
are automatically attributing certain stereotypes to that group.
3
Q
social group status (advantaged vs. targeted)
A
Greater access to social power based on membership of group.
-Advantaged: agent, dominant, oppressor, privileged.
Limited or denied access to social power based on membership of group.
-Targeted: target, subordinate, oppressed, disadvantaged.
4
Q
personal identity
A
how we see ourselves as individuals, including our personality traits, academic and social interests, etc.
5
Q
social group identity
A
how people see me/us based on certain physical, cultural, and social characteristics associated with social group categories.
-Social identity -> self-claimed vs. ascribed by others
-Multiple social identities -> visible vs. invisible
6
Q
socialization
A
process by which individuals acquire the knowledge, skills, and character traits that enable them to participate as effective members of groups and of society.
7
Q
reciprocal and dynamic process of socialization
A
begins at birth and continues throughout life; children play a role in their own socialization and development.
8
Q
intentional socialization
A
when adults instill certain values explicitly in the child.
9
Q
unintentional socialization
A
“what I do” vs. “what I say;” values instilled covertly.
10
Q
what are the different systems in bronfrenbrenners model
A
microsystem
mesosystem
exosystem
macrosystem
chronosystem
11
Q
microsystem
A
system is the closet to children and includes their immediate surroundings
e.g. parents
12
Q
mesosystem
A
system establishes connections between the child’s different microsystems
e.g. relationship between parents and teacher
13
Q
exosystem
A
system encompasses the environmental context which the the child does not directly experience but which still influences their life and development
e.g. parents work schedule
14
Q
macrosystem
A
system includes the cultural values and norms that impact children’s lives
e.g. children have to be in school
15
Q
chronosystem
A
changes that occur through time
e.g. political climate
16
Q
explain the cycle of socialization
A
-we are born into a world with oppression and they impact us against our will
-first socialization: we are socialized by the people we trust, can receive mixed messages
-institutional and cultural socialization: brainwashed by media, language, thought patterns, music
-enforcements: system of rewards and punishments keep us playing by the rules
-results: socialization leads to bad results for this in and out of power (misperceptions, dissonance, silence, etc)
17
Q
choice we have at the end of the cycle of socialization
A
do nothing and the cycle continues or we begin to think, challenge, or question the system
18
Q
what things are in the core of the cycle of socialization that keep us in the cycle
A
ignorance, insecurity, confusion, obliviousness, fear
19
Q
ADDRESSING model
A
Age
Disability (acquired)
Disability (developmental)
Religion
Ethnicity/Race
Sexual orientation
Socioeconomic status
Indigenous heritage
National origin
Gender
20
Q
dominant group for age
A
young/middle aged adults
21
Q
dominant group for disabilities
A
nondisabled people
22
Q
dominant group for religion
A
Christian and secular
23
Q
dominant group for ethnic and racial identity
A
european americans
24
Q
dominant group for socioeconomic status
A
upper and middle class
25
dominant group for sexual orientation
heterosexuals
26
dominant group for indigenous heritage
european americans
27
dominant group for national origin
US born americans
28
dominant group for gender
men, cisgender
29
what are the core processes of racial identity development
transformed consciousness
redefinition
parallel developmental tasks
interactions between racial and ego identity
30
what is transformed consciousness
when dissonance starts to happen; realizing things weren’t the way you thought they were; feelings of guilt, denial, etc.
31
what is redefinition
of how fit into society; what privilege and power look like, etc.
32
what are parallel developmental tasks
-Abandonment of entitlement (internalized dominance)
-Surmounting of internalized racism (internalized oppression).
33
what are interactions between racial and ego identity
personality processes
34
what are the racial identity functions
buffering
bonding
bridging
code switching
individualism
35
define buffering
engaging in strategies to protect oneself from an actual occurrence of prejudice.
36
define bonding
sense of comfort and security with being around members of own group.
37
define bridging
sense of comfort and able to interact with people of different cultural backgrounds.
38
define code switching
feeling obligated to interact according to norms of one group and playing down norms of same group.
39
define individualism
internalized positive sense of self.
40
stages of black identity development model
pre encounter
encounter
immersion/emersion
internalization
internalization and commitment
40
what is pre encounter (black identity development model)
Lack of awareness; person is programmed to view and think of the world as
being non-Black, anti-Black, or the opposite of Black; internalized oppression.
41
what is encounter (black identity development model)
Experience that manages to slip by or shatters the person’s current feeling about themselves and their current interpretation of the condition of Black people in
the US (around preschool/early childhood).
42
what is immersion/ emersion (black identity development model)
Person immerses themselves in the world of Blackness; withdraw from dominant
culture/accept own culture; anti-White/pro-Black; want a majority experience.
43
what is internalization (black identity development model)
Individual develops an idealistic, superhuman level of expectancy toward
practically anything “Black” in which case minimal reinforcement may carry the person into continued involvement; conflict between old identity and new
identity; what it means to be one’s race and what it means to be oneself.
44
what is internalization and commitment (black identity development model)
The shift is from concern about how your friends see you to confidence in one’s personal standards of Blackness; person is committed to a plan and actively
trying to change; social change and justice involvement.
45
explain some general ideas about the minority identity development model
-Anchored in the belief that all minority groups experience the common force of oppression, and as a result will generate attitudes and behaviors consistent with a natural internal struggle to develop a positive sense of self.
-Framework to understand attitudes and behaviors of minority individuals in relation to their ethnic development.
-Stages tend to blend or even overlap (not linear).
46
stages of the minority development model
conformity
dissonance
resistance and immersion
introspection
synergistic articulation and awareness (integrative awareness)
47
what is conformity (minority development)
Embraces dominant culture’s belief, rejects their culture; negative impact on self-esteem; high appreciation for dominant culture/prefer over their
culture’s values; characteristics of their own culture are rejected and viewed
with contempt.
48
what is dissonance (minority development)
Awareness of conflicting messages from the dominant group to their group;
questioning; usually a gradual process; encounter.
49
what is resistance and immersion (minority development)
Appreciation of self/members of their group; endorse minority held views
and reject dominant values; guilt, shame, and doubt about oppression and racism they had put up with.
50
what is introspection (minority development)
Cognitive dissonance and identity—conflict between their identity and their desire to be an individual member of society, independent of stereotypes;
about finding a sense of self as an individual who is part of a minority group.
51
what is synergistic articulation and awareness (integrative awareness) (minority development)
Rather than seeing conflict between one’s culture and that of the dominant group, individuals realize that there are acceptable and unacceptable factors from both; a strong desire to end all forms of oppression; develop more realistic views of groups and sense of security; ability to appreciate positive
aspects of their culture and the dominant culture.
52
what does white racial identity model involve
Involves coming to terms with one’s own unearned privilege in society, followed by an honest self-examination of one’s role in maintaining the status quo and ending with a balanced identity characterized by self-awareness and a commitment to social justice.
53
steps of white racial identity model
phase 1:
contact
disintegration
reintegration
phase 2:
pseudo-independent
immersion/emersion
autonomy
54
contact (white identity development)
Whites pay little attention to the significance of their race (“colorblindness”); person has yet to confront the moral dilemmas resulting from other stages;
think of racism as prejudiced behaviors of individuals rather than as an institutionalized system of advantage benefiting whites in subtle and blatant
ways.
55
disintegration (white identity development)
Marked by a growing awareness of racism and white privileged as a result of personal encounters; stage is characterized by discomfort (guilt, shame, anger); awareness of one’s personal prejudices within one’s family; cognitive
dissonance.
56
reintegration (white identity development)
Person consciously acknowledges their whiteness and accepts system of white superiority and Black inferiority; not wanting to be recognized as part of a group, but would rather be recognized as an individual; actively and/or
passively reinforcing stereotypes; developing an understanding of cultural
mistrust.
57
pseudo independent (white identity model)
Defining a positive white identity; develop a commitment to unlearn one’s racism; movement depends on POC the white person interacts with;
whiteness is experienced as a source of shame rather than pride.
58
immersion/emersion (white identity development)
Recognizing the need to find a more positive self-definition; must seek a new way of thinking about whiteness, that take whites beyond the role of victimizer; finding other white allies and the importance of being around like-
minded whites.
59
autonomy (white identity development)
A person incorporates the newly defined view of whiteness as a part of a personal identity; person is continually open to new information and new
ways of thinking about racial and cultural variables; benefits include increased
effectiveness in multiracial settings.
60
white fragility
state in which even a minimum amount of racial stress becomes intolerable, triggering a range of defensive moves. These moves include the outward
display of emotions such as anger, fear, and guilt, and behaviors such as argumentation, silence, and leaving the stress-inducing situation. These behaviors, in turn, function to reinstate white racial equilibrium.
61
tone policing
An ad hominem and anti-debate tactic based on criticizing a person for expressing emotion. Tone policing detracts from the validity of a statement by attacking the tone in which it was presented rather than the message itself.
62
white silence
Experienced by members of the White culture who, during discussions of racial issues, experience negative emotions including guilt and anger. When these
feelings are not addressed, Whites begin to resist certain content areas. This resistance takes on the form of White silence.
63
white saviorism
assumption that BIPOC need White people to save them.
64
white feminism
epithet used to describe feminist theories that focus on the struggles of white women without addressing distinct forms of oppression faced by ethnic minority women and women lacking other privileges.
65
acculturation
process in which members of one cultural group adopt the beliefs and behaviors of another group (i.e., incorporate both).
66
does acculturation only work in one way
no, Although acculturation is usually in the direction of a minority group adopting habits and language patterns of the dominant group, acculturation can be reciprocal (i.e., dominant group adopts patterns typical of the minority group).
67
acculturative stress
generational acculturation conflicts involves parents who want to preserve traditional cultural beliefs in their children and their children experiencing stress as they are pressured by the dominant culture (often resulting in feeling alienated from parents).
68
what are the 5 modes of acculturation
assimilation
integration
separation
segregation
marginalization
69
assimilation (acculturation)
relinquishing of cultural identity and assuming the beliefs, values, attitudes, and behaviors of the majority group.
70
integration (acculturation)
maintenance of one’s cultural identity while also incorporating components of the majority group.
71
separation (acculturation)
self-imposed withdrawal from the larger society.
72
segregation (acculturation)
forced separation of ethnic groups by larger society.
73
marginalization (acculturation)
person does not identity with their traditional culture or the majority culture.
74
social construction of reality
race and all its categories have no significance outside of privilege and oppression in which they are created in the first place.
-Everything is relative, for example there is only white because there are people of color (or termed nonwhite historically).
-There’s a belief that the way our culture defines something (like race or gender) is done an objective sense).
-Historically, these classifications have little to do with objective characteristics and everything to do with preserving white power and wealth.
75
race as social construction
human interaction rather than natural differentiation must be seen as the source and continued basis for racial categorization (socialization processes). Racial
formation -> sociohistorical process by which racial categories are created, inhabited, transformed, and destroyed.
76
four facets of racial formation
1) Humans rather than abstract social forces produce races.
2) As human constructs, races constitute an integral part of a whole social fabric that includes gender and class relations.
3) Meaning-systems surrounding race change quickly rather than slowly.
4) Races are constructed relationally against one another rather than in isolation.
77
explain defining race
-Meanings are constantly changing because of political struggles.
-Race is a concept that signifies and symbolizes social conflicts and interests by referring to different types of human bodies.
-Race places a role in structuring and representing the social world.
78
what are the five costs/kinds of racism generally
insensitive and afraid type
oblivious type
fearful guilt type
empathic unaccountable type
antiracist type
79
insensitive and afraid type
irrational fear of BIPOC; defensive and angry
80
oblivious type
unemphatic and unaware; colorblind attitudes
81
fearful guilt type
high levels of White guilt and fear; experience high anxiety about being perceived as racist.
82
empathic unaccountable type
lack awareness of their own privilege in a White- privileging racialized society; feel bad about injustice but does not feel the need to contribute to change.
83
antiracist type
empathize with target’s perspective & feelings; see error in their ways; apologize and look to repair rupture.
84
privilege
unearned, unasked for, often invisible benefits and advantages not available to members of targeted groups.
-Exists when a group has something of value that is denied to others simply because of the groups they belong to, rather than because of anything they’ve done or failed to do.
-Allows people (those with privilege) to assume a certain level of acceptance, inclusion, and respect in the world, to operate with a relatively wide comfort zone.
85
white supremacy
a belief system that rationalizes and reproduces white advantage in the political, social, and cultural institutions of society. This belief system holds that
white people, white culture, and things associated with whiteness are superior to those of other racial groups.
Perpetuated through exploitation and rationalization:
-Genocide/colonialism
-Slavery/capitalism
-Positioning/war
86
systemic racism
a pervasive system of advantage and disadvantage based on the socially constructed theory of race. It is enacted on multiple levels simultaneously and impacts at all levels -> institutional, cultural, interpersonal, and individual.
87
oppression
a system that maintains advantage and disadvantage based on stereotyped social group memberships; it is pervasive, restrictive, and hierarchical.
88
what are the five faces of oppression
exploitation, marginalization, powerlessness, cultural imperialism, violence
89
exploitation
structural transfer of the labor of one social group to benefit another (e.g., enslavement); enables a few to accumulate while it constrains many more.
90
marginalization
people permanently confined to living on the margins of society; people expelled from useful participation in social life and subjected to material deprivation; makes people dependent on society (e.g., welfare); prevents them from
getting to a higher place because of mental exhaustion and system set up against them creates too many physical obstacles to physically overcome.
91
powerlessness
social position that allows people little opportunity to develop and
exercise skills; those who lack authority or power and must take orders and are rarely in a position to give them.
92
cultural imperialism
dominant meanings of society -> experiences and culture are
viewed as the norm, other is seen as deviant from the norm (assumption of Eurocentric perspective). Double consciousness -> always looking at one’s self through the eyes of others, refusing to coincide with these devalued, objectified, stereotyped versions of oneself.
93
violence
living with the knowledge that one must fear random, unprovoked attacks on their persons or property, which have no motive but to damage, humiliate, or destroy the person.
94
what does oppression result in
-Disadvantage for targeted groups (chronic and cumulative)
-Privilege for advantaged groups (compounding and cumulative)
95
what are the dimensions of oppression
-Individual acts of prejudice, ignorance, hatred (intentional and unintentional).
-Institutional policy, practice, norms (intentional and unintentional).
-Cultural assumptions, norms, practices (intentional and unintentional).
96
implicit bias
attitudes or stereotypes that affect our understanding, actions, and decisions in an unconscious manner; often used in a negative manner, but bias simply means an evaluation of a belief; our thoughts are operating outside of our conscious awareness; implicit processes assist us in moving efficiently through the world.
97
when are people more susceptible to implicit bias
cognitive load or mental fatigue; friends, family, and the people we surround ourselves with.
98
conscious communication
no guess work; communications are happening within one’s consciousness.
99
metacommunication
outside the level of awareness of the perpetrator; must explicitly acknowledge metacommunication in order to begin to evoke change.
100
migroaggressions
quick, small acts; slights or indignities, subtle and often unintentional; reveal an assumption or stereotype; repeated slights accumulate and develop a weight of their own and may cause hypervigilance, depression, anxiety, irritable behavior, physical symptoms, low self-esteem, avoidance, intrusive thoughts, exaggerated stress response, and exaggerated negative
beliefs about the world.
101
microassaults
involve explicit and intentional acts of racism, prejudice or discrimination.
102
microinvalidations
deny the experience of a cultural group.
103
microinsults
subtle, often unconscious messages that put down an individual’s cultural group.
104
macroaggressions
produced, reproduced, and maintained by policies and practices of institutions such as government agencies, business and industry, banking and finance, K-12 & postsecondary, etc.
Examples: voting laws, abortion laws, dress codes, workplace schedules, health insurance policies, redlining.
105
sociocultural manifestations of macroaggressions
“superior” position of the privileged and advantaged groups is maintained and reproduced both through networks of institutions and unquestioned belief systems and norms.
Examples: policies preventing LGB couples from marrying or adopting children, female survivors of rape provoked rapist due to dress, etc.
106
multicultural competence
the capability to shift cultural perspective and adapt (or bridge) behavior to cultural commonality and difference.
A set of problem-solving skills that includes: the ability to recognize and understand the dynamic interplay between the heritage and adaptation dimensions of culture in shaping human behavior; the ability to use the knowledge acquired about an individual’s
heritage and adaptational challenges to maximize the effectiveness of assessment, diagnosis, and treatment; and internalization (i.e., incorporation of one’s clinical
problem-solving repertoire) of this process of recognition acquisition, and use of cultural dynamics to that it can be routinely applied to diverse groups.
107
what sue's model of multicultural competence consists of
-Awareness: understanding one’s “cultural” self.
-Knowledge (of others): exploring other cultural norms, values, and beliefs.
-Skill: bridging skills; learning to be culturally adaptive.
108
emic approach
analysis of cultural phenomena from perspective of one who is a member of the culture; interventions that are culture-specific; inside view; willing to step inside someone else’s world and allows for one to be a critical thinker without passing judgment. We want to be emic!
109
etic approach
analysis of cultural phenomena from perspective of one who is not a member of that culture; interventions categorized as culture-general; perspective from someone outside; often will make comparisons based on our own experiences and tend to judge rather than
understand.
110
model for culturally informed case formulation steps
1) Assess the client’s cultural identity.
2) Consider whether or how culture influences the client’s explanation of problems.
3) Integrate cultural data (extent to which personality factors vs. cultural factors are contributing to the individual’s problems).
4) Consider how cultural factors affect the therapist-client relationship.
111
assumptions of multicultural orientation framework
-Client and therapist co-create cultural expressions.
-Involves a way of being with the clients rather than a way of doing therapy.
-Cultural processes are especially important for connecting the clients’ most salient identities.
-Having a strong multicultural orientation motivates therapists to learn about their own and their clients’ cultural perspectives and worldviews.
112
three main pillars of multicultural orientation framework
1) Cultural humility: encompasses the intrapersonal and the interpersonal spirit; therapist understands their own cultural values and also maintains a perspective that involves respect, lack of superiority, and attunement regarding beliefs and values.
2) Cultural opportunities: things that happen in the work that you can lean into; markers that occur in the therapy in which clients beliefs and identity can be explored.
3) Cultural comfort: feelings that arise during or after a culturally relevant conversation in session between client and therapist; learning edges and comfort zones.
113
heterosexual ally
heterosexual person who confronts heterosexism/homophobia.
114
gender roles
Socially constructed behavior expectations for men and women
115
transphobia
Fear of or discomfort with people who do not meet our cultural expectations for gender expression
116
sexual orientation
Emotional, affectional, and sexual attractions toward someone of another sex (heterosexual), same-sex (lesbian or gay) or any sex (bisexual/pansexual)
117
transgender oppression
system of cultural beliefs and practices that assume a fixed, binary system of gender into which everyone must fit.
118
transsexual
person who alters their body through surgery or hormonal treatments to live as another gender or sex
119
intersex
person born with both male and female physiological or anatomical sex characteristics.
120
biological sex
sex one is objectively assigned at birth based on measurable organs, hormones, and chromosomes.
121
cross dresser
person who enjoys dressing in clothes typically associated with another gender, often are heterosexual men.
122
transgender
person whose self-definition challenges and disrupts traditional binary conceptions and boundaries of gender and sexuality.
123
heterosexism
system of institutional and cultural beliefs, norms, and practices that
advantages heterosexuals (opposite sex sexuality and relationships). Assumption that all people are (or should be) heterosexual Belief in superiority of heterosexuality and the inferiority of
homosexuality. Rights and privileges given to heterosexuals and denied to LGBT individuals.
124
sexism
system of beliefs and practices that privileges men and subordinates women.
125
gender identity
person’s sense of being a woman, a man, or other gender identification.
126
gender expression
How you demonstrate your gender (based on traditional gender roles) through the ways that you act, dress, behave, and interact.
127
queer
umbrella term used by some lesbian, gay, bisexual people to refer to themselves, often to
avoid binary and static conceptions of sex, gender, and sexuality.
128
homophobia/biphobia
fear, hatred or intolerance of lesbian, gay, bisexual people
129
heteronormativity
assumption that heterosexuality is the only normal sexual identity.
130
heterosexual privilege
system of advantages received by heterosexuals in a heterosexist society.
131
internalized homophobia
Homophobia occurring in a LGB person; associated with self- loathing, and self-censorship, shame, and secrecy; result in depression, anxiety, relationship difficulties, substance abuse, suicide.
132
"coming out" and three challenges
lifelong process of self-acceptance. People forge a LGBTQ identity first to themselves and then they may reveal it to others. Publicly sharing one’s identity may or may
not be a part of coming out. Three challenges: overcoming internalized biases, clarifying sexual orientation and identity, making decision about disclosure.
133
sexual stigma
negative beliefs and feelings about sexual minorities that are held by greater society.
134
internalized homophobia
refers to the negative self-views that are internalized as result of being socially stigmatized.
135
internalized transphobia
refers to the negative self-views that are internalized as a result of being stigmatized for a transgender identity.
136
non binary
spectrum of identities that are not exclusively masculine or feminine.
137
social construction of gender
Social institution of gender depends on the production and maintenance of a limited number of gender statuses (male-female; man-woman) and of making the members of the statuses similar to each other. Pervasiveness of gender is a way of
structuring social life. Social institution, gender is a process of creating distinguishable social statuses for assignment of rights and responsibilities.
How gender is socially constructed: Parenting roles, adolescence and dating, work prospects, femininity vs masculinity, etc.
138
covert sexism
Less direct, less revealed, and often conscious (e.g., men believe themselves to be liberal but still view women as an inferior gender).
139
benevolent sexism
Subjectively favorable, chivalrous ideology that offers protection and affection to women who embrace conventional roles. Men believing it is their duty to protect and provide for women. Implicitly stating that women are helpless and need to be taken care of.
140
male socialization and impact
Men are socialized to be masculine in a way that confuses self- esteem and intimacy with emotional repression and domination. Cisgender men with masculine expression ward off threats of isolation, marginalization, and violence. Domination and emotional repression are not inherent and instead are damaging effects of patriarchy on men.
141
gay affirmative therapy
is not an independent system of psychotherapy rather it represents a special range of psychological knowledge which challenges the traditional view
that homosexual or transgender desire are pathological. This approach regards homophobia, as opposed to homosexuality, as the major pathological variable in the development of certain symptomatic conditions.
Takes the position that there is nothing wrong with being LGBTQ. What’s wrong is what is done to LGBTQ individuals by society.
142
themes of LGB identity development
awareness of difference prior to exploring sexuality; initial exploration of sexuality and tentative self-identification; feelings of separation from heterosexual others; feelings of connection with LGB others; deepening connection with LGB others; awareness of and response to oppression, continued deepening of connection with LGB others; sense of sexuality as one
part of a complex identity, increased skill interacting with heterosexual and LGB others.
143
Cass model of gender/sexuality development stages
prestage
identity confusion
identity comparison
identity tolerance
identity acceptance
identity pride
identity synthesis
144
prestage (sexuality development)
Assume they are heterosexual and perceive being lesbian or gay as undesirable.
145
identity confusion (sexuality development)
Attempt to integrate societal view of lesbian or gay individuals with their own
personal values (“How can I be a good person and also be gay/lesbian?”).
146
identity comparison (sexuality development)
Individuals begin to grapple with what it might be like to join a stigmatized group.
147
identity tolerance (sexuality development)
Relinquish attempts to rationalize their same-sex attraction using heteronormative
values; feel less interested to conform to interest of heterosexual peers.
148
identity acceptance (sexuality development)
Begin to accept their lesbian or gay identity; begin to disclose to others and seek
out associations with other lesbian or gay individuals.
149
identity pride (sexuality development)
Fully express a gay or lesbian identity, consequent devaluing of heteronormative
standards and behaviors.
150
identity synthesis (sexuality development)
Integrate other aspects of their identity with their sexual identity.
151
D'Augellis theory of LGB development, how is it different
thinks more about context; identity is socially constructed and shaped by different degrees of social situations; development of sexual
orientation is a life-long development process; environmental and biological changes can impact developmental plasticity; individuals have an impact on their own development.
personal subjectivities and actions, interactive intimacies, sociohistorical connections
152
identity processes in D'Augellis model
exiting heterosexual identity
developing a personal LGB identity status
developing a LGB social identity
becoming a LGB offspring
developing an LGB intimacy status
entering an LGB community
153
exiting heterosexual identity
recognizing that one’s sexual orientation is not heterosexual; includes telling others that they are LGB; “coming out” story.
154
developing a personal LGB identity status
figuring out what it means to be LGB; S.O. can’t be confirmed without the interaction of other individuals who identify as LGB; learn how to be LGB from community; create a support network that consist of people who know & accept status; positive network is affirmative; negative network encourages one to continue to hide their orientation.
155
developing an LGB social identity
markers are similar to previous “stage;” members of individual’s social network must also “come out” in their acknowledgement to others about their orientation.
156
becoming an LGB offspring
“coming out” to parents and caregivers; establishing positive relationship with caregivers; problems can occur if there is a lack of family support; one of the most difficult disclosures that individuals face.
157
developing an LGB intimacy status
individual is in a non-heterosexual intimate relationship; may be difficult to achieve because of the invisibility of the community.
158
entering an LGB community
development of commitments to political and social action; some will not engage in this process.
159
bisexual identity development
identity confusion: conflict between ones gender role and ones sexual feelings towards both men and women
finding and applying the label: discovers the label and begins to apply this label to their feelings and behavior
settling into the identity: seek out a supportive network to settle into their identity so that they can begin to learn how to define this new label
identity maintenance: the individual decides to retain the label or abandon it for one that is more salient
160
social class
relative social rank in terms of income, wealth, education, occupational status, and/or power.
161
classism
the institutional, cultural, and individual set of practices and beliefs that assign
differential value to people according to their socioeconomic class; and an economic system that creates excessive inequality and causes basic human needs to go unmet.
162
class identity
one’s predominant class experience, such as ruling class, owning class, middle class, working class, chronic poverty class.
163
cultural capital
the forms of knowledge, skill, education, any advantages a person has that give her or him a higher status in society.
164
social capital
resources based on group membership, relationships, networks of influence and support.
165
individual classism
classism on a personal or individual level, either in behavior or attitudes, either conscious and intentional or unconscious and unintentional.
166
institutional classism
refers to the ways in which intentional and unintentional classism is manifest in the various institutions of our society.
167
cultural classism
refers to the ways in which classism is manifest through our cultural norms and practices.
168
internalized subordination
acceptance and justification of classism by working-class and poor people, feelings of inferiority to higher-class people,
169
internalized domination
feelings of superiority to people of lower class comes with a sense of entitlement, rationalizations of classist policies and institutions.
170
class privilege
tangible or intangible unearned advantages of higher-class, such as personal contacts with employers, good childhood, health care, inherited money, speaking the same dialect/accent as people with institutional power.
171
motherhood penalty
is a term coined by sociologists who argue that in the workplace, working mothers encounter systematic disadvantages in pay, perceived competence, and benefits relative to childless women. Specifically, women may suffer a per-child wage penalty, resulting in a pay gap between non-mothers and mothers that is larger than the gap between men and women.
172
cultural contextual mismatch in Wright's model (three parts)
dominant culture: mismatch between a person's culture and the dominant culture
developmental: mismatch between a person's developmental level and the developmental demands across life (cognitive, emotional, social, etc)
personal contextual: neurodevelopmental disorder
173
individual historical context mismatch in Wright's model (two parts)
pathologizing trauma: adverse childhood experiences (ACES), negative life events (NLES)
diminishing defensive adaptiveness: development of defenses/ways of interacting with the world that can be problematic, due to adverse childhood experiences
174
double consciousness
always looking at one’s self through the eyes of others, refusing to coincide with these devalued, objectified, stereotyped versions of oneself.
