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SW503A HBSE Final > Ethnocentrism and Racism > Flashcards

Ethnocentrism and Racism Flashcards

1
Q

A race is people with a common set of “?”

A

physical characteristics

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2
Q

Racism is based on “?” differences than on “?” differences.

A

Physical than cultural

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3
Q

Racism is “?2” about people, usually negatively because of their “?”, commonly a basis of ? against members of racial minority groups

A

Stereotyping and generalizing
race
discrimination

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4
Q

Prejudice is a combination of stereotyped “?” and negative “?” so that prejudiced individuals think about people in a “?3” way, without “?”

A

beliefs
attitudes
predetermined negative, categorical way.
proof

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5
Q

Discrimination is “?” and “?” of people based on identifiable characteristics such as race, gender, religion or ethnicity.

A

prejudgment and negative treatment

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6
Q

Ethnic group is a distinct group of people who share common “?”, set of “?”, “5?”

A 
common language
set of customs
history
culture
race
religion
origin
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7
Q

Ethnocentrism is an orientation or set of beliefs that holds one’s own “?3” is superior to others.

A

culture
ethnic or racial group
nation

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8
Q

Merton’s 4 different types of people in terms of prejudice

A

Unprejudiced non-discriminator
Unprejudiced discriminator
Prejudiced non-discriminator
Prejudiced discriminator

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9
Q

2 types of discrimination:

legal discrimination such as Jim Crow laws

A

De jure discrimination

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10
Q

2 types of discrimination:

Discrimination that actually exists, whether legal or not.

A

De facto discrimination

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11
Q

Oppression:
The social act of placing severe “?” on a group or institution by a government or political organization in power. It is the “? or ?” exercise of authority or power.

A

restrictions

unjust or cruel

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12
Q

Oppression and discrimination are closely related because?

A

all acts of oppression are also acts of discrimination

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13
Q

Stereotypes:
“?” and relatively “?” ideas about an individual, group, or social status. These ideas are usually based on “?” characteristics or overgeneralizations of traits observed in some members of the group

A

Preconceived and relative fixed

superficial

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14
Q

Stereotypes are closely related to the way we think, because we seek to perceive and understand things in “?”.

A

categories

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15
Q

Minority:
a group or a member of a group of people of a distinct “adjunct?” identify that is smaller or less powerful than the community’s controlling group.

A

racial, religious, ethnic or political identify

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16
Q

Examples of white privilege

A 
Shopping
Driving
Housing
School material about Whites
Easier time at banks
Never asked to speak out for all
More confidence in police
Easier access to medical care
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17
Q

Institutional racism:

Discriminatory acts and policies against a racial group that pervade “?” of society, such as?

A

major macro systems

ex. legal, political, economic, and educational system
(example: schools in white neighborhoods generally have better facilities and more highly trained teachers)

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18
Q

Individual racism:

the negative attitudes one person has about “?”

A

all members of a racial group

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19
Q

Institutional discrimination:

prejudicial treatment in organizations based on “?”

A

official policies
overt behaviors
covert but approved by those with power

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20
Q

African americans compose only ?% of population but ?% of the prison population.

A

12/50

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21
Q

Sources of Prejudice and Discrimination:
1. psychological defense mechanism in which one attributes to others characteristics that one is unwilling to recognize in one self.

A

projection (ex. you see african americans as lazy when you are concerned of your laziness)

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22
Q

Sources of Prejudice and Discrimination:

Frustration and aggression - some frustrated people displace their anger and aggression onto ?”

A

scapegoat

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23
Q

Sources of Prejudice and Discrimination:

Desire to counter feelings of “?2”.

A

insecurity or inferiority

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24
Q

Sources of Prejudice and Discrimination:

?” personality (inflexible and rigid personality)

A

authoritarian

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25
Q

The authoritarian personality views members of minority groups as “?” and degrades them.

A

unconventional

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26
Q

Sources of Prejudice and Discrimination:

History of “?”

A

conquering and enslaving

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27
Q

Sources of Prejudice and Discrimination:
Competition and Exploitation - dominant group know they are treating the subordinates as inferior so to justify the discrimination,, they develop an ideology that “?”

A

their group is superior and have right to have more rights and goods.

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28
Q

Sources of Prejudice and Discrimination:

Prejudice is learned phenomenon and is transmitted from generation to generation through “?”.

A

socialization processes.

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29
Q

Sources of Prejudice and Discrimination:

Prejudice due to belief in ‘?” religion

A

one true religion

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30
Q

Sources of Prejudice and Discrimination:

The belief and promotion of the belief that white people are superior to people of other racial backgrounds.

A

White supremacy

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31
Q 
NASW position:
Social workers should act to prevent and eliminate ? of, ? of, and ? against any person, group, or class on the basis of race, ethnicity, national origin, color, sex, sexual orientation, age, marital status, political belief, religion, or mental or physical capacity
A

domination of, exploitation of, and discrimination

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32
Q

Intersectionality of Multiple Factors:
Classical models of oppression within society do not act independently of one another. instead, these forms of oppression “?v”, creating a system of oppression that reflects the “?” of multiple forms of discrimination.

A

interrelate

intersection

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33
Q

Intersectionality is a theory to analyze how “?” and “?” categories intertwine.

A

social and cultural categories

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34
Q

African Americans:

Slaves were prohibited from practicing and developing their “4?”.

A

art
language
religion
family life

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35
Q

African Americans:

After the Civil War, a rigid caste system in the South hardened into a system of oppression known as ?”

A

Jim Crow laws

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36
Q

African Americans:

US Supreme court decision that ruled that racial segregation in public schools was unconstitutional.

A

Brown v. Board of Education in 1954

37
Q

5 strengths identified by National Urban League that African American families have.

  • Strong “?” bonds
  • Strong “?” 3 orientation
  • Adaptability of “?” roles
A
  • Strong kinship bonds
  • strong work orientation
  • Strong achievement orientation
  • strong religious orientation
  • Adaptability of family role
38
Q

Effects of discrimination on development of self-concept:
A positive self-concept is a key element in school “?”, in positive social “?”, and in emotional, social and intellectual “?”.

A

school achievement
interactions with others
growth

39
Q

Effects of discrimination on development of self-concept:

The predominant system in shaping one’s self-concept is -

A

one’s immediate environment (family support)

40
Q

African culture and expressions of African beliefs, values, institutions and behaviors are acknowledged in this perspective.

A

Afrocentric perspective

41
Q

The Afrocentric perspective asserts that the use of “?” of human behavior to explain the behavior and ethos of African Americans is often inappropriate.

A

Eurocentric theories

42
Q

The Afrocentric perspective seeks to dispel the negative distortions about people of African ancestry by legitimizing and disseminating a “?” that goes back thousands of years and that exists in the hearts and minds of many people of African descent today.

A

worldview

43
Q

The Afrocentric perspective seeks to promote a world view that will facilitate human and societal transformation toward “3?” ends.

A

moral, spiritual, and humanistic ends.

44
Q

The Afrocentric perspective emphasizes a collective identity that encourages ?

A

sharing, cooperation and social responsibility.

45
Q

The Afrocentric perspective emphasizes the importance of “?”, which includes moral development and attaining meaning and identity in life. It views the major sources of human problems in the US as being “?”.

A

Spirituality

oppression and alienation

46
Q

The Afrocentric perspective (theory):
Oppression and alienation are generated not only by “?” but also by a worldview that teaches people to see themselves primarily as “?” seeking immediate pleasure.

A

prejudice and discrimination

material, physical being

47
Q

The Afrocentric perspective (Theory):

Violent crimes by youths are thought to be a result of the limited “?” that they have to advance themselves “adv?”.

A

options and choices

economically

48
Q

The Afrocentric perspective (Theory):

It values a more “?” view of human beings.

A

holistic, spiritual, and optimistic view

49
Q

Community Strategies to promote social and economic justice:
Prejudice is likely to subside when individuals are placed in situations in which they share characteristics in “?” matters.

A

nonracial and nonethnic matters (ex. co-workers, classmates)

50
Q

Ethnic-Sensitive practice:
This model incorporate understanding of diverse “?” groups into the theories and principles that guide social work practice.

A

ethnic, cultural, and minority groups

51
Q 
Ethnic-Sensitive practice:
this is based on the view that practice must be attuned to the "?" related to clients' ethnic group membership and social-class position.
A

values and dispositions

52
Q

Ethnic-Sensitive practice: This practice requires that SW have an “?” of the effects of oppression on racial and ethnic groups.

A

in-depth understanding

53
Q

Ethnic-Sensitive practice:

The concept that all people are a part of two systems.

A

dual perspective

1. society 2. family and community

54
Q

Ethnic-Sensitive practice: the dual perspective asserts that the adverse consequences of an oppressive society on the self-concept of a person of color/minority group can be partially offset by “?”.

A

the nurturing system (family and community)

55
Q

Ethnic-Sensitive practice: SW have a special obligation to be “?” and to seek to “?” the oppression experienced by ethnic groups.

A

obligation to be aware of and to seek to redress

56
Q

Ethnic-Sensitive practice:
It assumes that “?” is most important. Traditional “?” may not be appropriate for some ethnic minority women as they wish to progress.

A

present

traditional gender role

57
Q

3 concepts that are emphasized in Ethnic-sensitive practice:

A

Empowerment
Strengths perspective
Culturally competent practice

58
Q

Empowerment counters “?” with positive one and emphasize the “?” of each group member to influence the conditions of his/her life.

A

negative images

the ability

59
Q

Empowerment counters “?” with the belief that each person is able to address problems competently, beginning with a “?” of the self.

A

hopelessness and powerlessness

a positive view of the self

60
Q

Empowerment counters oppression and poverty by helping members of ethnic groups increase their ability to make and implement “?”.

A

basic life decisions

61
Q

In order to become culturally competent, social workers need to 1. become aware of culture and its “?”

A

pervasive influence

62
Q

In order to become culturally competent, social workers need to 2. learn about “?”

A

own and other culture

63
Q

In order to become culturally competent, social workers need to 3. recognize their own “?”

A

ethnocentricity

64
Q

In order to become culturally competent, social workers need to 4. acquire “?” about the clients

A

cultural knowledge

65
Q

In order to become culturally competent, social workers need to 5. adapt social work skills and intervention approaches to ? of the cultures of these clients.

A

the needs and styles

66
Q

10 standards for cultural competence in social work practice (NASW)

A
  1. Ethics and Values
  2. Self-Awareness
  3. Cross-Cultural knowledge
  4. Cross-Cultural skills
  5. Service Delivery
  6. Empowerment and Advocacy
  7. Diverse Workforce
  8. Professional Education
  9. Language Diverstiy
  10. Cross-Cultural leadership
67
Q

Learning about clients of different cultures: Crucial questions
What kinds of “?” are likely to lead to the development of a relationship?

A

communications and actions

68
Q

Learning about clients of different cultures: Crucial questions:
What are ? ways of providing help?

A

culturally acceptable ways

69
Q

A strong sense of masculine pride valued among Chicano men.

A

Machismo

70
Q

The belief that the family takes precedence over the individual.

A

Familism

71
Q

Examples of Natural support systems of Chicanos

A

Extended family
Folk healers
religious institutions
Merchant and social clubs

72
Q

Techniques of Intervention:

Social workers should seek to use their own “?” and avoid the temptation to adopt the client’s “?”

A

patterns of communication

accent, vocabulary, or speech

73
Q

Techniques of Intervention: A SW with an urban background who has a job in a small rural community needs to live his personal life in a way that is consistent with ?

A

community values and standards

74
Q

Techniques of Intervention: examps of community values

A 
Religious beliefs and patterns of expression
Dating and marriage patterns
Values toward animals
Political beliefs
Sexual mores
75
Q

Techniques of Intervention: In initial meetings with adult clients of diverse racial and ethnic groups, use “?”

A

formality (title, full name, show ID, etc)

76
Q

Techniques of Intervention:

Native Americans place a high value on the principle of “?”

A

self-determination

77
Q

Techniques of Intervention:
In establishing rapport with members of groups that have suffered from racial oppression, “?” should be sought in which there is mutual respect and mutual sharing of information.

A

a peer relationship

78
Q

Social workers roles in ending racial discrimination:
They can be “?” for equal treatment for those who are being oppressed.
They can be “?” of societal conditions that result in institutional racism and then be “?” for the development of programs to counter such racism.

A

advocates
analysts
advocates

79
Q

Social workers roles in ending racial discrimination:
They can be “?” of action by seeking to inform social service systems and the political systems of social injustices and then advocating for changes in policies and programs.

A

initiators

80
Q

Social workers roles in ending racial discrimination:
They can fulfill an “?” role by giving information on options to counter oppression.
They can serve as “?” by seeking to have these organizations form a coalition in which they work together in some organized manner to effect change.

A

educator

integrators/coordinators

81
Q

Social workers roles in ending racial discrimination:
They work as “?” to help individuals and small groups to problem-solve personal concerns related to being victimized by oppression and discrimination.
They can be “?” by linking oppressed client systems with needed resources.

A

counselor

brokers

82
Q

Future of race relations:3 possible patterns of intergroup relations.
1. this relation assumes the desirability of maintaining modified English institutions, language, and culture as the dominant standard in American life.

A

Anglo-conformity (=assimilation)

83
Q

Future of race relations:3 possible patterns of intergroup relations.
2. This relation vies the future American society not as a modified England but rather as a totally new blend, both culturally and biologically, of all the various groups that inhibit the US.

A

melting pot

84
Q

Future of race relations:3 possible patterns of intergroup relations.
3. A series of coexisting groups, each preserving its own tradition and culture but each loyal to an overarching American nation.

A

Cultural pluralism

85
Q

Hate crimes have been added to “?” in nearly every state.

It is aimed at individuals or groups of a particular “5”.

A

penal codes

race, ethnicity, religion, sexual orientation, or gender

86
Q

When members of a minority group are treated by the majority group as if they are inferior, second-class citizens, it is substantially more difficult for such members to develop “?”

A

positive identity

87
Q

Young children of groups who are the victims of discrimination are likely to develop “?” at at early age.

A

low self-esteem

88
Q

A “?” system: Circular feedback process that exhibits properties such as stability, predictability, and identity that are common to all systems.
This particular system threatens “?” and reinforces problematic responses in “3?”.

A

Victim system

self-esteem
community, families, and individuals

SW503A HBSE Final (4 decks)

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