Prejudice, Discrimination, Racism

Question 1

Prejudice

Answer 1

A negative attitude towards members of a group

Question 2

Components of “attitude” in prejudices

Answer 2

Cognitive: Ideas/ thoughts about groups of people
Affective: emotions
Behavioral: behavioral tendencies

Question 3

Discrimination

Answer 3

Negative behavior towards the members of a disliked group. The overt expression of prejudice

Question 4

Tokenism (Form of discrimination)

Answer 4

prejudice person acts positively towards a group, then use tokenism act as a way to express discriminatory behavior

Question 5

Reverse Discrimination

Answer 5

Discrimination against white males

Question 6

Racism

Answer 6

The combination of prejudice, discrimination, and power; power being economic, political, and social

Question 7

Economic power

Answer 7

The capital/ financial power to control the life experience of others

Question 8

Political Power

Answer 8

Ability to control laws, rules, regulations that impact the life experience of others

Question 9

Social Power

Answer 9

power to defined the social reality (Mostly with negative claims) of a group and have that definition widely accepted even by members of the targeted group

Question 10

James Jones 3 levels of racism

Answer 10

Individual: individuals own perception pertaining to the superiority of oe race over another
Cultural: value of one culture over another
Institutional: formal law regulations that discriminate against certain ethnic groups. Whites are usually the baseline of comparison

Question 11

Mircoagression

Answer 11

Subtle, preconscious, or unconscious segregations that are capable of being verbal or kinetic

Question 12

Not One Phenomenon

Answer 12

One black person can speak for or be the voice for ALL black people

Question 13

Macroaggression

Answer 13

Collective assault on people’s rights, humanity, or even real life

Question 14

Gordon Allport & Equal Status Contact (straightforward meaning)

Answer 14

Assumption that contact between groups will reduce intergroup conflicts between antagonistic groups

Question 15

Four components of Equal Status Hypothesis

Answer 15

1) Equal status contact: antagonist groups are on the same level
2) Mutual Cooperation: Both groups agree
3) Superordinate goals/ Interdependence: tasks that force groups to work together
4) Institutional Support: Institutions encourage, reward, & reinforce the acts

Question 16

Nelson & approaches to reducing prejudice

Answer 16

1) Salvation Approach: Reduces prejudice through information and education
2) Remediation Approach: Moves targeted members into mainstream contexts
3) Colorblind Approach: Race neutral society
4) Transactional Approach: Considers perspective and purposes of all people (having tough conversations about bias & bigotry)

Question 17

Brofenbrenner’s Ecological Systems Theory (5)

Answer 17

1) Microsystem: immediate environment
2) Mesosystem: System compromising connection between immediate environment (school & home)
3) Ecosystem: External environment that indirectly affects development (parent’s workplace)
4) Macrosystem: Larger cultural context (European vs African culture)
5) Chronosytem: Environmental events and transitions over a lifetime

Question 18

Nature vs Nurture controversy

Answer 18

Nature: Intelligence is genetic
Nurture: Intelligence is impacted by environment

Question 19

Sir Cyril Bank

Answer 19

Impactful Study: “Proved” intelligence is biological

study about twins IQ was fabricated

Question 20

Henry Goddard (Immigrants)

Answer 20

Developed tests that would identify mentally defective immigrants through content about American culture, language, and writing

Question 21

Lewis Termann

Answer 21

Standardized intelligence testing on middle class white Americans, poc would test 10-15 points lower

Experiments in CA that resulted in segregation

Question 22

Reciprocal Exchange

Answer 22

The ideal that people will invest in a society where they believe that they will gain some opportunity without restriction, end, or negatively impacted by social barrier

Question 23

No Child Left Behind (NCLB)

Answer 23

George W. Bush’s attempt to reshape the future of school children, including African American children

Question 24

Correlates of Achievement

Answer 24

1) Self Concept: How one perceives themselves (importances of external validation)
2) Value Orientation: Values can influence academic achievement of Black children
3) Teacher Expectation: Teacher’s attitudes and expectation affect a child’s school performance
4) Family Composition:
5) Poverty: Children in poverty are less likely to have the opportunity of academic excellence
6) Parent Education Attainment: Parents education levels affect poverty, which also affects a child’s learning experiences
7) Academic Achievement Motivation: Personal factors that motivate a child to compete and achieve in their academic endeavors w a standard of excellence
8) Personal & Academic Self-Efficacy: How confident a child is in knowing that they can successfully complete a task

Question 25

Mulatto Hypothesis

Answer 25

Black People’s intelligence was based off the amount of white blood they had

Question 26

Robert Williams BITCH test

Answer 26

Black Intelligence Test of Cultural Homogeneity
The test had words that participants had to define as they were used in more urban/ hood areas. Black participants did better than white participants, emphasizing the differences in culture between black and white people.

Question 27

Testing Game (COME BACK)

Answer 27

tbd

Question 28

IQ

Answer 28

Intelligence quotient: set of standardized tests used to determine human intelligence

Question 29

G. Stetson

Answer 29

Tested black and white students to observe memory. They were read a poem and were told to repeat it, and black students outdid the white students. Coincidentally it was later concluded that memory technique was not a valid measure of intelligence.

Question 30

Josiah Morse & Alice C. Strong

Answer 30

(Columbia, South Carolina) Morse directed Strong to measure the intelligence of 225 white children and 1,125 black children using the Binet scale.

She separated the black children by skin pigmentation to support the mulatto hypothesis

Morse noticed picture flaw in test

Question 31

White Supremacy

Answer 31

The local and global power system and dynamic structured and maintained by people who are white

Question 32

George Ferguson

Answer 32

Claimed that black people should be trained as manual laborers (capable of sensory and motor powers which is involved in manual work)

Question 33

Beatrice Blackwood (Mexican American IQ Testing)

Answer 33

Gave the International Group Mental Test to Native American and Spanish American children to see where to test could use improvement, and if there were any differences between the populations

Question 34

Jorge Sanchez (Mexican American IQ Testing)

Answer 34

Director of the Division of Info and Stats

He criticized the translated test because they were used for actual measures rather than experimental tools

Stressed importance of linguistic variable: neglected third variable in heredity & environment debates

Question 35

Horace Bond (Black)

Answer 35

prof. at Langston Uni (Oklahoma)
Heavily criticized psychometric studies done on black children using white standards
Used Stanford-Binet test to test black children from professional homes and middle class homes rather than the targeted laboring-class homes, and the children scored high

Question 36

Mental Liberation

Answer 36

Teaching children how to analyze information, and decipher what is false and hidden truths