Equity and Social Justice Unit 1 Test Flashcards
1
Q
Diversity is a
A
fact.
2
Q
Inclusion is a
A
choice/action.
3
Q
We all have complex identities, consisting of visible and
A
invisible components.
4
Q
Equity has to do with everyone having
A
access to fair and equal treatment under the law, regardless of race, social class or gender.
5
Q
Social Justice extends the concept of equity to include
A
human rights as part of the social contract.
6
Q
Dominant Groups =
A
Privledge
7
Q
The classic sociological definition of a dominant group is a
A
group with power, privileges, and social status. Another related definition is a social group that controls the value system and rewards in a particular society. The dominant group is often in the majority but not necessarily
8
Q
English is a dominant language in the world. You have an immediate advantage if you were born into the English-speaking world. It isn’t the most widely spoken native language - that’s Mandarin and Spanish. English is 3rd.
A
English speakers are a dominant group
9
Q
My Life - Dominant or Subordinate
Sexual Orientation -
Gender -
Social Class -
A
Sexual Orientation - Dominant: As a straight woman.
Gender - Subordinate: As a woman, I am subordinate because men are the dominant group.
Social Class - Dominant: Upper-middle class income has given me privileges.
10
Q
We all have filters that inform our
A
worldviews
11
Q
The cycle of prejudice and discrimination can result from
A
stereotypes/bias.
12
Q
An ally is any person who
A
supports, empowers, or stands up for another person or a group of people.
13
Q
How do people respond to conflict?
A
- Avoiding–denying a problem; pretending nothing is wrong
- Accommodating–giving in to another person’s point of view; paying attention to others’ concerns, not your own
- Problem Solving– finding a solution that makes everyone happy; looking closely at the sources of conflict
- Compromising– each person wins some and loses some
- Competing–getting what you want, no matter what; some people win, some lose
14
Q
As an Ally…
A
1 Learn about other cultures/histories/ struggles of the group you want to ally with. * Do not solely rely on marginalized groups to educate you on their culture or struggles. They do not have the added responsibility of educating you. Being an ally means taking initiative to do research on your own.
2 Make friends with people from other groups; friendship is a powerful tool. * It enables you to get a firsthand insight into the experiences of diverse people.
3 Take a stand when groups face unjust treatment; remember that choosing to stand up is a privilege. * Those who are oppressed can’t “take a break” from their experiences. Leverage your position to support those whose voices are usually not heard.
4 Help bring isolated or marginalized groups into the centre. * When groups become isolated, they usually need help being connected to the larger community. Build opportunities for these groups to engage with others and offer support when they do.
5 Promote leadership opportunities of people who traditionally don’t occupy leadership roles. * This involves mentoring, encouragement, supporting campaigns, offering resources.
6 Train others to become allies. * Educate others on the importance of allyship by modelling allyship strategies and encouraging others to do the same.
15
Q
How is equity different from the term “equality”?
A
- While equality treats everyone exactly the same, equity meets people where they are to make sure they have equal opportunities. For example, meeting someone with bad eyesight where they are and giving them glasses and not giving glasses to someone with perfect eyesight. The person with perfect eyesight didn’t need glasses, hence why they didn’t get them.
- People aren’t treated exactly the same but they are given the resources they need to have equal opportunities.
16
Q
Liberal View of History
A
History is a progression from one point to a better point. Rights, technology, democracy education, medicine, etc are all improving over time. The goal is to see past mistakes and make things better
17
Q
Marxist View of History
A
History is a class struggle. The names change - king, pope. landowner, noble, capitalist, bourgeoisie, etc.. but one class is always exploiting another. The goal is to end exploitation, and give power to the people.
18
Q
- Postmodernism:
A
- 20th century movement, emphasizing skepticism in the arts, philosophy, history, economics, and literature.
- Heidegger, Derrida, Foucault - the actual ‘truth’ is dependent upon perspective = not universal
Modern example = Baudrillard - ‘real’ in a digital internet age is non-existent - Effect is widespread indifference and detachment * possibly.
19
Q
- Anti-Oppression Theory
A
- A way to perceive the world to gain a clearer understanding.
- Identifies the experiences of peoples regarding race, gender, sexuality, ability, religion, class.
- Developed as a way of perceiving all factors that may affect a person = not all people face the same issues - not all feminists are white, straight…etc.
20
Q
- Feminist Theory
A
- The aim is to understand the nature of gender inequality.
- Discrimination, objectification, oppression, patriarchy, and stereotyping.
- Began in the late 1700s.
- Early focus was primarily based around suffrage.
- Susan B. Anthony is arrested in the US for illegally voting.
- She questioned how she can be arrested under the law, but not given rights or protections under those laws.
- Simone de Beauvoir - women are always seen as ‘other’ = the are not defined as individuals, but by their relationship to the men in their lives
21
Q
- Critical Race Theory
A
- Your perspective is defined by your race.
- Examines the intersection of race, law, and power,
- “Colourblindness” is an impossibility.
- Two common themes
– White power is maintained over time and law is the primary way this is done
– Racial emancipation is the main goal - Racism is ingrained in society, and it is pervasive in the dominant culture
- Members of the dominant group can never really understand the oppressed groups problems
- The dominant group (ie. White People) are given a huge number of both large and small advantages that they tend to not perceive.
- The subordinate group is subject to micro-aggressions and systemic racism.
22
Q
- Post-Colonial Theory
A
- A method of examining how we view and are viewed in the world.
- Looks at relationships between colonial powers and colonized nations
- Colonialism was presented historically as the ‘spread of civilization’ = the colonized were subjugated, exploited, and abused.
- All colonized peoples were taught that they were inherently inferior and that their culture was without purpose.
- Their wealth was taken and their lands were exploited.
- The Wretched of the Earth - Franz Fanon
23
Q
- Indigenous Knowledge Approach
A
- Emphasizes the importance of local knowledge that is specific to a culture within that society
- Knowledge acquired over generations as these communities interacted with the environment
- Usually counter to the accepted knowledge of the ‘dominant group’ and usually ignored by them
- UNESCO has begun documenting these practices because they are disappearing.
½ the world’s languages will be dead by 2100 (that is 3500 languages) - As these languages and practices die out, so do different ways of being human.
24
Q
Mechanisms of Oppression
A
(1) violence and the threat of violence,
(2) rendering the oppressed group or their existence as an oppressed group as invisible, so that their status is taken for granted and not questioned,
(3) ensuring that the group is ghettoized so as to be out of sight, out of mind,
(4) Engaging in cultural oppression by treating the group as inferior,
(5) When oppressed groups are easily visible, they argue that the oppression can be rationalized or excused or
(6) keeping oppressed groups divided within themselves or from other oppressed groups.
25
Exploitation
- Those who begin with a $ advantage will have a competitive advantage in economic exchanges.
- The result is still greater inequality of income and assets, via accumulation. Exploitation is simply based upon unfair advantage.
- What is one of the most important concepts which can help understand the outcome of such unfair exchanges?
26
Cumulative disadvantage:
Cumulative disadvantage refers to the manner in which over the life course of individuals and of entire groups and communities of people, such unfair exchanges can become institutionalized into a system of economic exploitation.
27
Unjust outcomes follow from transactions between unequal parties within an institutionalized environment. The outcome is a result of
exploitation.
28
Oppression
(1) Harm
Harm is a much-theorized concept in moral philosophy. However, the harm must be performed in an organized, institutionalized manner. It doesn’t necessarily mean a punch in the face.
(2) Inflicted on a group,
(3) by a more privileged group,
(4) using unjust forms of coercion.
29
Oppression is
a harm perpetuated on a social group - usually as a result of an institutional practice.
30
Material oppression
takes place when one social group uses violence or economic domination to reduce the access of persons of another social group to material resources such as income, wealth, health care, the use of space, etc.
Ie - a landlord prefers to rent to white married couples, over people of colour or people on government disability.
31
Psychological oppression is both direct and indirect. Direct psychological forces produce inequality through
the purposeful actions of members of the dominant group on people in a subordinate group (including the use of terror, degradation and humiliation, and objectification).
Ie - Police stop an Audi full of young people of colour and ask about car theft. Same car full of white kids doesn’t get stopped.
32
Subjective oppression
as the conscious awareness that one is in fact oppressed.
- In other words, a person realizes they are being unjustly and systematically harmed by virtue of their membership in a social group.
- The group is treated differently than others.
33
Recent theoretical and empirical work on the question of dehumanization has distinguished between two forms of dehumanization:
animalistic dehumanization and mechanistic dehumanization
34
Animalistic dehumanization
takes place primarily in an intergroup context, in interethnic relations and towards groups of persons with disabilities. It is accompanied by emotions such as disgust and contempt for the members of the other social group.
35
Mechanistic dehumanization
involves the treatment of others as not possessing the core features of human nature. Dehumanized individuals or groups are seen as automata (not animals). It is called mechanistic because it is involves “standardization, instrumental efficiency, impersonal technique, causal determinism, and enforced passivity”
36
Dominant vs. subordinate:
Dominant is the oppressor because while they have access to power, economic control, set the “norms,” and privilege, subordinate groups are disadvantaged, categorized & labelled, receive differential treatment, and lack of power and influence.
37
Stereotypes are
mental ideas/images that are overly simplistic and exaggerated generalizations about social groups. They are used to spread misinformation and stigmatize a subordinate group.
38
Prejudice is different because
it involves having conscious arbitrary attitudes or beliefs and unfair bias towards or against a person/group. This is based on little or no experience and projected onto an entire group.
39
Discrimination takes this to a higher level because
it is an action based on prejudice. For example, excluding, ignoring, avoiding, threatening, ridiculing, jokes, slurs, violence, and unfair treatment towards a specific group. Discrimination is an individual’s external behavior
40
What are the 5 faces of oppression and how do they affect people?
1) Exploitation
2) Marginalization
3) Powerlessness
4) Cultural Imperialism
5) Violence
41
Exploitation
- treats someone unfairly in order to benefit from their work
42
Marginalization
- treating a person, a group, or a concept as insignificant or peripheral
43
Powerlessness
- someone having a lack of ability, influence, or power and a lack of access to the people who have them.
44
Cultural Imperialism
- creating and maintaining unequal relationships between civilizations, in order to favour the more powerful civilization.
45
Violence
- using behaviours involving physical force intended to hurt, damage, or kill someone or something.
46
What is internalized oppression? Can you give any examples?
Internalized oppression is the incorporation and acceptance by people within a target group of the prejudices against them. For example, as a woman, we often deal with “internalized misogyny,” sometimes we want to look or act a certain way that is inauthentic to ourselves but attracts men. It is one of our ways of being affected by the patriarchy so much that it is in our own heads.
47
What is assimilation and what groups have challenged the idea in the past?
Assimilation is the elimination of group-based differences and essentially treats everyone according to the same principles, rules and standards. Black Power, Idle No More, the Women’s movement, and LBGTQ Liberation have challenged the idea of assimilation in the past.
48
Social Oppression:
1, Dominant group defines what is normal,
2. Differential treatment,
3. Internalized oppression,
4. Target group’s culture is discounted and dominant group’s culture imposed.
49
Systemic Oppression:
- Embedded in institutions such as: media, family, religion, education, language, economics, criminal justice and in cultural definitions of what is normal, real, correct, beautiful and valuable.
- Socially sanctioned and maintains an imbalance of power
50
Cultural Competence:
A set of behaviours, attitudes and policies that come together in a system, agency or among professionals and enables that system, agency or professionals to work effectively in cross-cultural situations.
51
Assimilation's Ideals:
- Elimination of group-based difference; treat everyone according to the same principles, rules and standards.
- The belief that it maximizes “choice”. People can develop themselves as “individuals”, unconstrained by group norms or expectations
- Assimilation implies coming into the game after it has already begun –
= Blindness to difference perpetuates cultural imperialism
- Aspirations to assimilate can produce self-loathing if unable to “fit in”
52
Diversity:
- May create the illusion of participation, when in fact there is no shared power.
- Presence of diversity means very little without the power of decision making, an equitable share of the resources, development of agenda/plans, policies.
53
A stereotype is a widely held but
fixed and oversimplified image or idea of a particular type of person or thing.
54
Cognitive Dissonance:
Holding two conflicting ideas to be true, at the same time.
55
Unconscious bias:
is defined as prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair. Unconscious bias can manifest in many ways, such as how we judge and evaluate others, or how we act toward members of different groups.
- The primary literature shows people can harbour unconscious biases against, for example, white women or people of color, even when that person consciously believes that sexism and racism are wrong.
56
Intersectionality is the idea that social categorizations such as race, class, gender, physical ability, sexual orientation, gender identity, and more can
create overlapping systems of discrimination.
57
Milgram Experiment by Stanley Milgram
- Experiment focusing on the conflict between obedience to authority, and personal conscience. Rose after the Nazis and why they acted the way they did.
- The procedure was that the participant was paired with another person and they drew names to find out who would be the ‘learner’ and who would be the ‘teacher.’ The draw was fixed so that the participant was always the teacher, and the learner was one of Milgram’s people (pretending to be a real participant).
- The’ learner’ (called Mr. Wallace) was taken into a room and had electrodes attached to his arms, and the teacher and researcher went into a room next door that contained an electric shock generator and a row of switches marked from 15 volts (Slight Shock) to 375 volts (Danger: Severe Shock) to 450 volts (XXX).
- Whenever they were instructed to they shocked the learners, up until they could kill then.
- Ordinary people are likely to follow orders given by an authority figure, even to the extent of killing an innocent human being. Obedience to authority is ingrained in us all from the way we are brought up.
58
People tend to obey orders from other people if
they recognize their authority as morally right and/or legally based. This response to legitimate authority is learned in a variety of situations, for example in the family, school, and workplace.
59
People are more open to follow the person
with higher authority and power without questioning it. Even though they know it's wrong.
60
OUR MORALS ARE
SITUATIONAL
61
If a person was given power and privilege the dynamics between the two would
change.
62
Stanford (prison) experiment by
Philp Zimbardo
63
Stanford Prison Experiment
- To investigate how readily people would conform to the roles of guard and prisoner in a role-playing exercise that simulated prison life.
- To study the roles people play in prison situations, Zimbardo converted a basement of the Stanford University psychology building into a mock prison. He advertised asking for volunteers to participate in a study of the psychological effects of prison life,
- none of the subjects had any mental disabilities or past in crime yet acted in criminal ways...and impacted prisoners with disorders
64
The prisoners were immediately
dehumanized - treated like every other criminal, being arrested at their own homes, without warning, and taken to the local police station. They were fingerprinted, photographed and ‘booked.’ Then they were blindfolded and driven to the psychology department of Stanford University, where Zimbardo had had the basement set out as a prison, with barred doors and windows, bare walls and small cells. Here the deindividuation process began.
Prisoners were stripped naked, deloused, had all their personal possessions removed and locked away, and were given prison clothes and bedding. They were issued a uniform, and referred to by their number only. The use of ID numbers was a way to make prisoners feel anonymous.
65
People will readily conform
to the social roles they are expected to play, especially if the roles are as strongly stereotyped as those of the prison guards
66
The “prison” environment was an important factor in
creating the guards’ brutal behavior (none of the participants who acted as guards showed sadistic tendencies before the study).
67
Therefore, the findings support the situational explanation of behavior rather than the dispositional one
- we mostly behave in ways that give us an advantage, not because we are “good” or “bad” people.
68
investigation of how readily people will conform to roles; to understand police brutality and if it is
- dispositional (sadist personality) or
- SITUATIONAL (prison-environment)
69
Social constructionism is a theory of
knowledge
70
all knowledge that we have, wasn’t you just DISCOVERING that knowledge. It was also you putting that knowledge into its
social context
71
Your thoughts are entirely
‘socially constructed’ information about reality.
72
A social construct is a concept or category that has
socially and culturally mediated meaning.
73
The theory centers on the notion that
meanings are developed in coordination with others rather than separately within each individual
74
You behave in
ways that people expect us to behave, based on how we think they see us. We define ourselves by how others perceive us.
75
Nature -
Your genetic information and how it is expressed determines who you are.
76
Nurture -
Your society and its values, and how you are raised determine who you are.
77
Race is:
- Categories defined and assigned significance by the society
- an ever changing complex of meanings shaped by socio-political conflict
- not a fixed, concrete, natural attribute
- socially or culturally and historically constructed
- shaped by those in power
- social meaning which has been legally constructed
78
Social Meaning of Race Affects
Life chances
Where you live
How you are treated
Access to wealth, power and prestige
Access to education, housing, and other valued resources
Life expectancy
79
Ethnicity
Shared cultural characteristics of a group
80
What is Racism?
- a doctrine or belief in racial superiority, including the idea that race determines intelligence, cultural characteristics and moral attributes
-- Racism thus makes an association between physical psychological and moral attributes
--- and these are used to justify discrimination and prejudice.
81
Racism
- The notion of ascribing moral, social or political significance to a person’s genetic lineage
- One group becomes ‘normal’ - the way things are supposed to be, and every other group is judged as lesser by that group.
- Race is employed in order to classify and systematically exclude members of given groups from full participation in the social system controlled by the dominant group.
82
While the 13th Amendment abolished slavery it
upheld an exception allowing slavery for prisoners. This loophole allowed Black people to continue to be imprisoned and enslaved for relatively minor offences.
83
This impacted the black community psychologically, economically, and politically. People of colour were negatively impacted by later policies like the
War on Drugs and tough-on-crime strategies, which contributed to racial inequalities.
84
Slavery is still considered to be legal in the US, so long as it is used as
a punishment for a crime
85
Rather than outwardly pushing discrimination against black people,
the US government made the general population associate drugs with the race to promote discrimination
86
Media and pop culture has perpetrated dangerous stereotypes about black people. These stereotypes have perpetrated ideas that POC are
criminals or are dangerous.
87
This affects POC through
destabilizing communities and breaking up families, while upholding the prejudice already held by society.
88
Gender has
Biological differences, for example, the female of the species, has
health superiority. At every age, from conception until old age, more males than females get sick and die.
89
Males are more susceptible than females to
respiratory, bacterial, and viral infections and hepatitis at all ages.
90
Hormonal differences may explain in part why males tend to be more active, aggressive, and dominant than females. BUT
THIS IS ON AVERAGE AND NOT ON A PERSON TO PERSON BASIS.
91
The most compelling explanations of gender inequality explain gender inequality as an outcome of how women and men are tied to
the economic structure of society. This leads to social stratification.
92
women's roles of mother and wife, although vital to the well-being of society,
are devalued and also deny women access to highly valued public resources. (moneyyy)
93
Dangerous for both genders -
as women accepting abuse, and men being told that their place is to BE abusive.
94
Girl infants are talked to more.
Boys less.
95
Girls are the objects of more
physical contact such as holding, rocking, caressing, and kissing
96
Fathers rewarded their daughters and gave them positive feedback for
gendered behavior. With their sons they used more negative feedback and punish them for gender inappropriate behavior
97
Mothers were more likely to reinforce gendered behaviour of
both boys and girls with rewards and positive feedback.
98
Dr. Jackson Katz is a former all-star football player who became the first man at the University of Massachusetts Amherst to earn a minor in
women's studies.
99
Images of masculinity became
less sensitive, less understanding, more violent and more dependent on muscle power to get the job done
100
It is mostly learned through media –
– which is, in actuality, the primary educator of our time.
101
1) Katz says we must change the "cultural environment" -- to begin, men must have the "courage" to work with women and speak out.
They need to see a more honest portrayal of male vulnerability. Then, they can also join with others -- such as in gay/straight alliances -- but change must happen on a personal and institutional level (media are institutions, along with the typical ones like schools, etc.).
102
2) All of society must show
they value men who reject the tough guise.
103
3) People must work to break the media controlled by
rich, white men who control the existing stories -- and include MORE STORIES about men as humans not trapped by the guise.
104
Masculinity is
an act. It is social performance.
105
Women are presented in the media through:
stereotypes, are sexualized, and are shown as unimportant.
106
People say that women shouldn't be running for leadership positions unless they
look good. Even when women are shown to be empowered, they are still valued through their physical appearance and are still sexualized.
107
Stereotypes of women within media include:
female leaders are bossy and rude, women in general are emotional and dumb, and overall women's main goal should be getting a man.
108
The majority of female characters in prime-time television are between the ages of
20-35 years old
109
The lack of proper representation of women in powerful positions leads to difficulty for women and girls to
envision themselves within these roles.
110
The idea that women are supposed to be dumb, useless, objects for men, and decorative pieces are
repeated constantly in the media
111
Boys who engage with violent media can be influenced into believing that behaviour is ok, which can lead them
hurting others (particularly women).
112
Mainstream media Hollywood films tend to underrepresent women in
their own stories. Often female directors are told that a man would better direct a movie or a female director isn’t even shown on a list of potential directors.
113
Two stereotypes tend to be used in the representation of female leaders;
either they are likeable and sexualized, or they are aggressive and viewed as disgusting for being assertive. Sarah Palin and Hillary Clinton are two examples of these stereotypes.
114
When both young men and women see women only shown in such a narrow lens - one where it’s only “hot” for women to be powerful if they have exaggerated physical features and a lack of physical attire -
we teach society that women are two-dimensional beings.
115
Jennifer Pozer claims that the representation of women on reality television is dangerous as
it often showcases women in conflict with one another.
116
LGBTQ+ stereotypes are conventional, formulaic generalizations, opinions, or images based on
the sexual orientations or gender identities of LGBT people.
117
Stereotypical perceptions may be acquired through interactions with parents, teachers, peers and mass media, or, more generally
through a lack of firsthand familiarity, resulting in an increased reliance on generalizations.
118
Many societies had no concept of sexual orientation.
The concept of gay or straight didn’t exist.
119
Gay ppl no relgion?
But 60%+ of Americans that identify as gay say that their faith is extremely important to them and that they go to their house of worship regularly.
120
Gay people are more likely to die in TV and movies than
any other identifiable group. They are also the least likely group to have a positive ending in a film or TV show.
121
Lionsgate and Warner Bros, they have gay characters in around 20% of their productions, which they were proud of. However, over 80% of people have said that they have LGBTQIA people in their lives,
which would mean that even the number that they were happy about is a serious under-representation.
122
Not all gay men are flamboyant, not all gay women fit the “butch” archetype. But your voice/clothing are not a archetype. But your voice/clothing are not a singular
signifier of your sexuality.
123
It was a common stereotype for decades that gay men are
sexual predators or pedophiles.
124
Like in all areas, rigid social constructions are restrictive for people. We classify and then immediately
limit the possibilities for those that we just classified.
125
The self is always performing. The heterotopia often
shows you HOW you are supposed to perform.
126
Foucault argues that prisons, mental health institutions and even schools are such types of
heterotopias - prom “king” and “queen”
127
According to Foucault,
heterotopias are almost invisible and perceived as natural by members of a society, but they are nevertheless measures of 1) disciplining, 2) controlling and 3) punishing of the different and deviant. In other words, heterotopias are seen as natural, necessary and harmless when in fact they are a way for society to regulate our behavior.
128
which contain three key instruments:
hierarchical observation, normalizing judgments, and micro-penalties and rewards.
