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uni semester 1 > Kin final exam > Flashcards

Kin final exam Flashcards

1
Q

Inequalities

A

-a fact
-created and maintained through social practices and social constructs; policies, procedures, the way that we provide resources, how diff resources affect specific populations
-unequal access to opportunities from local thru global scale
-lead to one set of people being denied the privilege of other

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2
Q

Equity

A

-Functions under the assumption that each individual or group of people are given the same resources/opportunities
-fair and just distributions of resources to ensure equity deserving populations are given opportunity

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3
Q

Diversity

A

-mix of people in any social space
-recognizes and understands the uniqueness of each individual
-the diversification of the population
-each individual has their own unique background, race, ethnicity, gender, sexuality etc.

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4
Q

Inclusion

A

-making of new spaces that are better for everyone rather than bringing them into spaces that already exist or that may be discriminatory

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5
Q

Social justice

A

-the equal access to wealth, opportunities, and privileges in society
-requires significant, fundamental change to oppressive systems and structures

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6
Q

Sociological imagination

A

-broad, macro lens
-looks at how society shapes an individual and how the individual shapes society
-our individual experiences are shaped by these overarching social factors like - the way we grow up, our experiences, different institutions we are embedded in…
-C. Wright Mills
-framework for analyzing how the individual and society interact
-society is shaped by, and shape different social factors such as- economy, sport, mass media, law

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7
Q

Social constructionism

A

-the production of knowledge
-a critical stance towards “taken for granted” knowledge
-assumes that social life is influenced thru the production of different interactions between people that create knowledge
-knowledge is a product of social interactions
- allows for critical examination of what we think is true

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8
Q

Social theories

A

-theories used to understand how or why specific behaviours, narratives and/or traditions are upheld and practiced
-examples of these theories: feminist theory, discourse theory, risk and risk relation
-we can apply a social theory to better analyze or critique a problem or an issue

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9
Q

Personal theories

A

How we come to understand the world
-narrative, contextual and typically adapts as we age or experience

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10
Q

Qualitative (goal of it)

A

-provide depth through the voices of participants as they relate their lived experiences
-identify and map out how these experiences relate to productions of social issues
-using the data to challenge societal norms and advocate for social change and reform

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11
Q

Qualitative literature-academic

A

-written by the researcher and provide detailed overviews of the background of the topics/issues, methodology, methods, and theory, the themes or topics of interest, and an in depth discussion of how these findings either parallel or challenge our current knowledge

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12
Q

Qualitative literature- grey literature

A

-written by either the researchers or a secondary journalist and provide an abbreviated, succinct, and easily digestible document that allows for a greater audience to engage with.

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13
Q

Gender identity

A

-the way we express ourselves
-the way we think about ourselves in the world
woman<–gender queer–>man

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14
Q

Gender expression

A

-mannerisms, the way we perform, act out our ideas of gender

feminine<– androgynous–>masculine

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15
Q

Biological Sex

A

-at birth- the sex you are assigned with based on genitals
-1.7% of population is intersex

female<–intersex–>male

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16
Q

Sexual orientation

A

heterosexual<–bisexual–>homosexual

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17
Q

Gender

A

-socially constructed (knowledge is produced through societal actions, values, and beliefs)
-influenced by ideological formats/formulations, cultural texts, institutional structures and cultural practices
-results in the creation of hierarchy that values certain performances of gender over others
-male preserve= sport serves as a medium for celebrating the achievements of men and promoting the values of masculinity while marginalizing the status of women

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18
Q

Patriarchy

A

-a system of unequal gender roles, identities, and experiences that marginalize women and privilege men
-power and privilege lend greater affordances and outcomes for men compared to women

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19
Q

Non-binary

A

-identity and expression do not fit into the heteronormative binary of masculine and feminine

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20
Q

Trans

A

-sex assigned at birth, gender identity, and expression are not in alignment

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21
Q

Intersex

A

-someone who is born with reproductive or sexual anatomy that does not fit “neatly” into the categories of biological sex of “male” or “female” as typically defined

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22
Q

Masculinity

A

-Hegemonic (idealized) forms of masculinity may result in a number of negative effects on a boys/mans mental, social, emotional, and physical health
-hegemonic masculinity also reinforces male dominance and oppresses other gender expressions (femininity, women and girls)
-these negative outcomes may be referred to as toxic masculinity
-Sport as a “male preserve” – functions under the assumption that physicality is “natural” to boys
-Sport and Physical Education spaces as places where boys can “learn to become men”

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23
Q

Femininity

A

-sport reproduces ideal forms of femininity (specific body types, shapes and forms)
-may have negative effects on a girls/woman’s mental, social, emotional and physical health

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24
Q

Importance

A

-movement culture spaces are often unsafe for LGBTQ+ people due to practices and policies that reinforce heteronormativity

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25
Q

Heteronormativity

A

-A cultural and societal bias, often unconscious, that privileges heterosexuality and ignores or under represents diversity in attraction and behaviour by assuming all people are heterosexual- although 10-12% of the population are LGBTQ+

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26
Q

Locker room talk

A

-reproduces phobic language, misogyny, and fear based harassment towards women, racialized persons and members of the LGBTQ+ community

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27
Q

Cheryl Cooke TedTalk

A

-idea that a year is being named “the year of women in sports” shows that women’s sports are still not considered equal
-As per her study, there has been a decline of the broadcast of women’s sports
-compared mens and women’s basketball broadcasting and it showed that mens stories were broadcasted 120 times and women’s were broadcasted only 9 times
-Mens sports are broadcasted whether or not the sport is even in season
-Mens sports are described as a battle, or thriller, players spoken about as if they are rockstars, or heroes, and they are incredible or sensational.
-Women’s sports stories were delivered in a very bland, straight to the point type of way. They didnt sound interested in the topic at all.
- advertisement showed men being treated or asked the same stupid questions that women are asked during interviews
-only 35/716 covers had a woman on it
-only 11 of those depicted women in the same way as men
-more likely to see women in a bikini than there actual sports wear

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28
Q

How might gender be present in everyday life

A

Behavior
Clothing
Expectations of employment/life ambitions
(Unacknowledged) male privilege
Expected sexual/emotional/romantic partner- Heteronormativity
Body ideals
Language

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29
Q

Impact of sports in girls and women

A

A
-Continued struggle for media representation and economic support
-Fewer opportunities for women and girls ( athlete, coach, administration, etc)
-Continued narrative that certain sports or activities are “appropriate” for women and girls
-Continued appropriation for cosmetic fitness
-Implementation and continued use of rules, regulations, or changes to game play based on false assumptions and historical narratives

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30
Q

Sexuality and sport- Why is it important?

A

-LGBTQ+ youth drop out of sport and physical education at far higher rates than cisgender, heterosexual peers
-Canadian youth experience more homophobic language in team sport settings than other countries
-LGBTQ+ adults are less likely to participate in sport and physical activity due to negative experiences in their youth

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31
Q

Lesbian and gay athletes and coaches

A

-Experiences of outright homophobia
-Culture of silence; don’t ask, dont tell
-Social isolation if remain in “toxic” sport environment
-Coming out is often presented as having “gone better” than anticipated
-Expectations to fit dominant idea about femininity or masculinity
-Have considered, attempted, or died by suicide
-Improved performance after coming out
-Worried about employment (coaches but also pro athletes)

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32
Q

Gendered experiences in eSports

A

-In 2018, the League of Legends World Championships gathered the views of over 200 million people
-Women report being harassed, threatened, and isolated within the sport
-A two part study was performed to understand the nature of feedback women receive in the eSport community
-In this study, they asked university students (61 women and 31 men), about their experiences with online gaming, finding that there were no reports of criticism based on gender
-In this second study, they randomly observed selected players on Twitch. 170 lines of chat messages were collected from each of the 87 selected streamers . Analysis of the chat revealed that women received more positive comments than men did, however most of these “positive” comments focused on the physical appearance and often objectified the female’s body.
-Females received about 11 times more sexual comments than men did, getting 1 every 2 minutes
-As of 2019, the highest earning male gamer has made over 6.8 million dollars
In contrast, the highest earning female gamers don’t even fit into the top 300 ranking

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33
Q

Misrepresentation of female athletes in video games

A

-in march of 2023 women’s soccer was added to the FIFA video game
- this was seen as a step forward for gender equity in the sport and video game industry
-however athletes we upset when they saw how they were represented in the game and their playing ability
-they are able to show such small details on characters such as tattoos, yet blame the enlarged breast, tiny waist and smoothed out muscles as technological issues
-in some games female athletes perform way less than male characters do, like not even being able to sprint

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34
Q

concussions in surf culture

A

-Concussions are most often associated with contact sport like hockey, football and rugby
-Through a study with 12 canadian surfers, it was found that most of them had little to no understanding of how to deal with or recognize a suspected concussion
-3 main reasons for downplaying their head injury
-Having a limited time to surf at a particular location
-Pressure from other surfers in the water
-To avoid missing out on favorable surf conditions
-Surfers tend to have a risk-taking behavior and want thrill-seeking experiences
-Surfers are willing to fight the concussion if the waves are good
-The experience of the surf outweighed the severity of the injury
-Underlying social, political, (sub)cultural, and environmental factors appeared to influence many of the surfers attitudes

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35
Q

brock mcgillis hockey player

A

-gay semi pro Canadian hockey player
-Wants to persuade kids to change their vocabulary that they use in places like the dressing room
-Throughout his career he adopted a hyper masculine attitude
-Says that many gay athletes never reached their full potential because of reasons around being gay
-Felt so alone that he didn’t see the point of living
-because of the culture of hockey, he never felt like he would be accepted if he came out as gay

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36
Q

class ideology

A

web of ideas that people use to
-understand economic inequalities
-identify themselves and other in terms of class position
-power, prestige, and privilege are connected to certain classes more than others

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37
Q

power

A

a relationship in which an individual, group, or organization is capable of exerting influence over others and resist the influence of individuals, groups or organizations

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38
Q

privilege

A

a pattern of increased opportunities related to the features of the local environment
-people have more opportunities and personal resources to access a higher range if services enabling healthier lives

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39
Q

social class

A

-categories of people who share a similar economic position based on a combination of wealth, income, education, occupation, residence, buying power, social networks
-people tend to hang around people in same class as them
-the class you are born into usually dictates what class you will be in for the rest of your life

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40
Q

socio-economic status

A

refers to someone placed into society purely based on their income

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41
Q

upper upper class

A

-less than 1% of population
-old money, guaranteed millionaires

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42
Q

lower upper class

A

-2-4% of population
-high education, success stories

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43
Q

upper middle class

A

-20%of population
-professionals, educated, accumulate wealth, children go to university

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44
Q

average middle class

A

-20% of population
-middle to lower management jobs, high skill blue collar, some wealth, children go to local college

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45
Q

working class

A

-33% of population
- blue collar, job insecurity, little to no wealth, may own a house in a low cost neighbourhood

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46
Q

lower class

A

-20% of population
-life unstable and insecure, some depend on social assistance

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47
Q

scale of culture

A

as we go from lower class to upper class there is a scale of culture

culture of poverty–> culture of promotion–> culture of privilege

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48
Q

upper class sports

A

polo, golf, croquet, hunting

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49
Q

middle class sports

A

rugby union, racket sports, hockey, football

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50
Q

working class sports

A

rugby league, darts, soccer, running

51
Q

sports are egalitarian

A

-opportunities to be physically active are equal and that success is dependent only on skill and achievement

-people say this is not true tho because of financial differences and people may not have time for them

52
Q

sport as a meritocracy

A

-a mean for upward social mobility
-if one works hard, they too can achieve success and upward social mobility

-barriers- cost, access

53
Q

impact of sport barriers

A

children from low income families often miss out on opportunities to participate in sport and physical activity due to cost

54
Q

economic capital

A

-financial resources available to an individual
-purchase time
-hiring workers or assistants
-this allows them to spend more time in sport
-nicer sport equipment and spaces

55
Q

social capital

A

-accumulated through social relationships
-quality and quantity of social relationships
-high social capital=networks that have positive influence on your life
-strongly connected to participation in sport activity
-spillover effect- gain belongingness

56
Q

cultural capital

A

-knowledge, skills, norms, values that are highly rated in society
-closely tied to social capital
-2 key ideas tied to cultural capital
- healthism
- social determinism

57
Q

healthism

A

-public perception that the fit and healthy body are morally, physically, and socially responsible
- a person chooses the right lifestyle
-places emphasis on physique and states that anyone can achieve the ideal body

58
Q

social determinism

A

-argues ones location on the social ladder controls whether they can create a fit body and healthy lifestyle

59
Q

physical capital

A

-the embodied form if capital
-development of bodies in ways that recognized as possessing values within social contexts
-this form of capital represents the interrelationship between economic, social, and cultural capital

60
Q

bikes as a tool for development

A

-the bike is praised for reducing poverty and supporting youth development and education
-bikes provide people with positive attitudes, the potential to experience a sense of belonging and encouraged people to explore their city

61
Q

colonialism

A

-establishment, exploitation and maintenance of a colony or territory by a political power from another territory
-control by one power of a dependent area
-forces langage and culture onto another area
-5 types

62
Q

settler colonialism

A

-involves large scale immigration motivated by religious, political or economic reasons
-settlers are brought in to replace an existing indigenous population
-intend to permanently occupy and assert their sovereignty over indigenous land
-ensures the elimination of indigenous and control over them through new govt. or legal systems

63
Q

residential schools

A

-between 1880’s and 1990’s- 139 schools
-affected 150,000 indigenous children
-tried to set new cultural conditions
-chronically underfunded, in a constant state of disrepair, lacking qualified educators
-generally large schools, situated near non-indigenous populations
-key aim was to assimilate/civilize

64
Q

assimilate

A

-a process by which a culture is encouraged or forced to resemble or take on characteristics of a different (often dominant) culture

65
Q

civilize

A

-to bring a person (or place) to a stage of social and cultural development considered more advanced

66
Q

sport and cultural genocide

A

-systematic destruction of traditions, values, language and other elements that make one group distinct from another
-sport was though to help the indigenous cultivate the values and behaviours they needed to succeed
-they were assumed to naturally like the white sports better because they were “more legitimate”
-indigenous sport were only accepted sports when they had been taken up and transformed by whites
-they were constantly watched to sure the remedial effects were being administered

67
Q

residential school and sport

A

-forsyth argued that sport and games at residential schools served 2 purposes
1. to mobilize civic support for assimilation
2. to broader agenda to civilize indigenous children

68
Q

waneek horn-miller

A

-first First Nations woman to be on cover of times magazine
-big emphasis on how we see sport through Eurocentric view vs. First Nations view
-winning, masculinity, norms vs. honour, challenging self, skill development
-she was stabbed by a bayonet when the Canadian military invaded her communities land
-became an icon for girls- especially indigenous

69
Q

race

A

-social construction that classifies and groups individuals based on shared phenotypic traits
-hair colour, skin colour, eye colour, genetic makeup

70
Q

ethnicity

A

-social construction of people who share or have shared a similar history, locality, or lineage often with shared customs and cultural beliefs and practices
-geography, history, practices, experiences

71
Q

myth of race

A

-social construction and upheld through sociocultural classifications rather than biological differences
-assumes that biological and physiological differences are directly related to mental, moral, and intellectual characteristics
-this places certain races in positions of power and authority

72
Q

racialization

A

the process of an individual or group being ascribed a race and thus granted the characteristics perceived to be associated with that race

73
Q

Jim Crow laws

A

-collection of statutes and laws that legalized racial segregation and discriminatory practices against black americans
-kept them in an inferior social position
-blatant segregations across a variety of social spaces
-restaurants, parks, sport places, elevators, stairs, sport programs

74
Q

colourblindness

A

-racial ideology that posits that “the best way to end discrimination is by treating individuals as equally as possible, without regards to race, culture or ethnicity”
-acts to perpetuate racism
-problematic statements
-“ I dont see colour I just see people”
-“ we are all just people”

75
Q

biological racism

A

-characteristics and traits are a product of a persons genetic makeup
-idea that the races are meaningfully different in their biology and create a hierarchy of value
-ex. black bodies are more inclined to athleticism

76
Q

bodily racism

A

-percieving of certain racialized bodies as more animal like and violent compared to others
-language used to reinforce ideas related to the body
-ex. black- powerful, violent, beastly, savage vs. white- team first, athletic, classy, hardworking

77
Q

cultural racism

A

-creating a cultural standard to impose a cultural hierarchy among racial groups
-success of non-white groups is because they “overcame deficiencies” associated with their group

78
Q

spatial racism

A

policies that lead to inequities within spaces and places
-“belong” in a space
-segregation

79
Q

racial ideology

A

a web of beliefs and ideas that people use to give meaning to specific traits such as skin colour and evaluates them in terms of how they are classified by race
-more differences within a homogenous group than a heterogenous group

80
Q

racial microaggressions

A

the “new face of racism”
-subtle, ambiguous , often unintentional actions, terms and behaviours that lead to segregating or discriminating people
-connects to the idea of colourblindness
-leads to believe that racism is no longer a problem for racialized people in North American context

81
Q

the “savage” of savage race

A

-these sport races reproduce the traditional masculine notions
-historically racist term “savage” is used to sell an opportunity for people to push their physical and mental limits
-“savage” was a term used to characterize indigenous and non-white people- created by whites
-company is almost blind to the racism

82
Q

the queen of basketball

A

-luisa harris- first woman to be drafted by mens NBA team
- only black girl on her university team
-6’3
-joined team without knowing how to play
-3 back to back national championships
-first women’s Olympic basketball team
-first woman to score a goal in olympic basketball
-won silver
-if she were a man there would have been more opportunities and money for her

83
Q

dismantling dominant narratives through digital media

A

-muslim women often portrayed as the “other” and needing saving from their culture
-media tends to over focus on the hijab athlete
-seen as “oppressed”
-idea that they are passive and oppressed creates narratives that adhere to the orientalist pov which distorts non-western culture, implying the “other” culture is backwards or oppressed
-women want to be recognized for their skill and not as “ woman from muslim country” or “first muslim woman to do so-and-so

84
Q

language and disability

A

-disability is a socially constructed concept
-language is also constructed
-no right or wrong way to label individuals however the use of person-first language vs. identity-first language allows you to put the person as a whole rather than identified as a disability
-prevents othering

85
Q

impairment

A

-physical, sensory, intellectual, psychological variations
-may cause individual function limitations
-impairment neither causes nor justifies disability

86
Q

disability

A

-results from systemic barriers when a person with impairments is excluded from full participation in society

87
Q

what is normal?

A

-ideas of normal/abnormal have had profound impact on the way ability and disability have been constructed and understood

88
Q

Adolphe quetelet

A

-“ social physics” law of error
-created the idea of human error and applied it to human life
-people with disabilities we random human error

89
Q

Sir Francis Galton

A

_“philosophy of the normal”
-cousin of Darwin
-basically said that people with disabilities can be cured, fixed, or made invisible based upon Darwins theory of natural selection

90
Q

eugenics

A

-making a society stronger by eliminating genetic traits
-resulted in genocide of people not in the norm
-euthenization of children with disabilities
-adults with disabilities sent to institutions in a dire state (we can’t see them, they dont affect us mindset)

91
Q

infanticide

A

intentional killing of infants or offspring
-prevented resources being spent on disabled offspring

92
Q

institutionalization

A

-the state of being kept or being placed in an institution

93
Q

medical model of disability

A

-defines disability as an individualized condition that impairs an individual form functioning in traditional ways
-reinforces the notion that impairments need to be cured
results in barriers that “disable” the person from functioning in society
-justifies social exclusion
-impacts social benefits, housing, education, employment

94
Q

social model of disability

A

-3 main societal barriers
-environmental
-institutional
-altitudinal
-disability comes from without- not within
-normal human variation needs no cure
-goal is to remove barriers that lead to discrimination
-society, not individuals, must adapt

95
Q

neurodiversity

A

-umbrella term used to include and spectrum of cognitive, developmental, and mental health conditions
-ex. autism, adhd, dyslexia
-impairments related to gross and fine motor development , hand dominance, eye movements, perception, emotions, speech
-often face similar barriers to those with mental health diagnosis

96
Q

discrimination

A

institutional/structural—> interpersonal/personally mediated—> internalized/individual

97
Q

ableism

A

-discrimination against individuals with disabilities on the basis of ability

98
Q

inspiration porn and supercrip

A

stereotype used to describe disabled athletes as having “courageously overcome” their disability to participate in sport
-explains the presence and success of athletes w/ disabilities
-influences media representation

99
Q

firth twins

A

-canadian Olympians in cross country skiing
-first female athletes to compete for Canada at winter Olympic Games

100
Q

5 types of colonialism

A

-settler
-exploitation
-plantation
-surrogate
-internal

101
Q

mark Arendt

A

-lost arm at age 7
-first paralytics in van 2010
-a doctor in 1944 named Ludwig guttmann opened a spinal unit and 4 years later her organized the first competition for wheelchair athletes
-1976 first first games held in Sweden
-now olympics and Paralympics are held at almost the exact same time
-para=parallel

102
Q

risk

A

-socially constructed phenomenon
-used to explain:
deviations from the norm
misfortune
frightening event
-wrongly synonymized with danger and hazard

103
Q

culture of risk

A

-risk perception is based on cultural and social factors
-determines what is risky or what is acceptable
-functions in determining if there is worth or value in entering into the risk

104
Q

edge work

A

-a way of conceptualizing certain forms of voluntary risk
-participants “court” danger while maintaining control of themselves, their equipment and their surroundings
-risk takers push their limits to the potential of losing control

105
Q

risk within physical activity and sport

A

-risk often expected and celebrated within physical activity spaces
-glorifies risk taking- specifically within boys and men
-normalizes pain and injuries

106
Q

(re)producing masculinity and “doing” gender

A

-embracing risk as performance of masculinity and gender expression can result in
(re)production of hegemonic ideas and values
downplay in health concerns
increase in physical injury
(re)production of gender roles within society ex. women and motherhood

107
Q

gendered risk regimes

A

-dominant understandings and practices that shape the gendered ways practitioners do risk and particular ways they do gender from within a risk regime

108
Q

parenting attitudes towards risk

A

-mothers respond differently to risky behaviours depending on the sex of a child
-boys- greater allowances
-girls- greater emphasis on limited risk-taking behaviours
-fathers are less likely to stop a Childs risky behaviour

109
Q

idealistic body

A

-different between genders
-female- slim, toned, lean, hairless
-male- bog strong
-athletic
-condifent
able bodied

-if someone doesn’t fit this body shape then theyre assumed to not be taking care of themselves
-assumptions about their lifestyle
-someone with the idea body has an “easier life”

110
Q

body image

A

-combination of thoughts and feelings about ones body
-constructed idea
-positive and negative
-influenced by internal and external factors

internal
self worth
self efficacy

external
environmental
social factors
social media
coaches

111
Q

aspects of body image

A

perceptual
-how you view your body
-can lead to harmful behviour
affective
-how you feel based on how you look
cognitive
-how we think about our body
behavioural
-behaviours that you engage in or disengage in to achieve ideal body

112
Q

negative self esteem

A

-diminished overall evaluation of ones self

113
Q

negative body esteem

A

-diminished feelings about ones body
-how we separate our self worth from our bodies worth

114
Q

negative body satisfaction

A

-diminshed thoughts about how one thinks of their body
self esteem and body esteem relate to this
-occurs when someone has consistent negative thoughts feelings and emotions about their body
-may result in
unhealthy weight control behaviors
disordered eating
withdrawal form activities
self harm

115
Q

Caitlin davis fisher

A

The body image of female athletes
-gender sexuality and social class
women fed different food than men
women wore jerseys form 7 years ago
expected to take on a new image
grow long hair
club wanted tighter uniforms(but too tight to run)
only a feminine version of game was allowed
makeup on field but not off

116
Q

libby trickett tedx

A

-problematic comments made about the bodies of young girls that continue across their lifespan
-problematic sciences to discuss the body- bmi, skin fold tests
-struggle between the ideal figure and the figure athletes get as they gain muscle
-idea that minds and bodies of athletes are not connected

117
Q

crossfit

A

-frowns on modern technology and workouts
-shamed
-scores kept and compared against others
-niche
-body is a result of the work put in
-creator of it used names of women as names of workouts
-expensive
-not inclusive to new people
-celebrates muscle

118
Q

equity

A

-focuses on fairness rather than everyone having same opportunity
-justice
redistribution of resources so everyone can participate
-intentional and unintentional barriers
-creating adjustments in policies and procedures and programs

119
Q

positionality, intersectionality and equity

A

-refers to the ways an individual is defined or “identified” by socially constructed identity dimensions
-important as different identifying factors contribute to different privileges and values
-influences the way policies are written and programs and procedures are acted out

120
Q

dr Crenshaw tedtalk

A

-double discrimination (black and female)
-framing problem
-framework used to gender or race discrimination is partial
-impacted by multiple forces then abandoned to fend for yourself- intersectionality
-if we dont talk about it we can’t confront it

121
Q

intersectionality

A

-everyone had identities which either provide power or oppression
-idea of the wheel of power and privilege
-closer you are to middle the more power and privilege you hold

122
Q

conscious bias

A

-self aware intentions and predeterminations of people based on explicit prejudice or stereotypes

123
Q

unconscious bias

A

-unconcious attitudes or beliefs we hold about different groups of people as response to our neurological shortcuts
-not meaning to but can further oppress certain individuals

uni semester 1 (14 decks)

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