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Terms in this set (93)Why is Oriental a bad word? It brings up unfortunate chapters in our global history. It has problematic racial and political connotations. Its more appropriately used for inanimate objects. Reinforce the idea that Asians were forever foreign and could not become America. The Model Minority Myth Idea that there are some Asian groups who are prospering very well and have gotten that way by perseverance and hard work "pulled up by the bootstraps"; Primary purpose is to support and strengthen the notion that the main cause of economic and social problems among racial minorities is lack of effort, rather than discrimination/racism. Assists to align racial minority groups against one another. Diverts attention away from those who have downwardly mobility. Distracts attention from the fact that more established Asian ethnic groups are victims of discrimination. Income can be discounted due to the fact that most Asian communities live in Coastal popular cities where cost of living is more difficult. Be familiar with the yellow peril discourse idea that Asians are trying to take jobs away from whites and are all horrible for the US What were some push and pull factors for Chinese immigration? push - colonization of China pull - economic prosperity (gold rush and transcontinental railroad) Be familiar with Chinese Exclusion Act of 1882 barred Chinese immigration (laborers) - 10 years. Officially repealed in 1943. What were some characteristics of traditional Chinatowns? offered safety and anonymity where culture could be maintained. Became economic, cultural and social centers of the community (tsu). Provided social and welfare systems (hui kuan). Tongs—secret organizations What are some cultural similarities/attributes among Asians? 1. Stress group loyalty over individualism. 2. Loyalty to the group - conformity. 3. Avoid public embarrassment (bringing shame to your family). 4. Highly patriarchal (foot binding) What are some characteristics of second generation Chinese Americans? 1. Delayed effect (no women). 2. 2nd gen was much more influenced by the larger culture. 3. Looked beyond the enclaves to fill their needs. 4. Education and occupational pursuits. What are some push and pull factors for Japanese immigration? push - originally, emperor wanted to know what the competition was doing, encouraged students to study western ways. Pull -- ??? Be familiar with the Gentlemen's Agreement an informal agreement between Japan and the US saying Japan would limit the amount of passports handed out in return for Japanese students attending the same schools as whites. Be familiar with the Picture-Bride-Invasion as part of the Gentleman's agreement, the Japanese men could bring their wife and children to the US however majority of the Japanese men married by proxy and the women came as an influx after the men had already arrived. Be familiar with the Alien land Law if you couldn't be a citizen you couldn't own land. Japanese thus put land in the name of their children (born in America) or trusted American friends Be familiar with the Emergency Quota Act the US set up a quota for the amount of people coming into America from other countries and denied Japan a quota (gave them 0) immigrant group person moving to another country with the intention of staying refugee group person forced from their home to a new place sojourners people who wanted to amass as much money as possible before returning to their country
The Japanese Internment Experience pearl harbor served as the catalyst to the Interment. This resulted in Japanese being relocated from any area the US considered military areas (via executive order 9066) and put into concentration camps Tsu clans established along family lines and forming a basis for social organization by Chinese Americans Hui Kuan Chinese Americans benevolent associations organized on the basis of the district of the immigrant's origin in China Tongs Chinese American secret associations Xenophobia fear or hatred of strangers or foreigners • cultural misappropriation taking something for your own use from another culture • What are the four points that should be understood when studying Native Americans? 1. Much is unwritten, unstudied and underappreciated about Native American population. 2. Uniquely not an immigrant group. 3. Relationship with the dominant group lends itself to analysis from conflict perspective. 4. Stereotyped as "the Indians"—lumped into one group • Why has the Native American population grown over the past couple of decades? the census opened to select as many boxes as you wanted to which was less stigmatizing and economic incentive to join group. Increasing fertility in the race. Higher socioeconomic status • Native American cultural characteristics humans are simply part of a larger picture. Buying, selling and owning were foreign concepts. Group oriented. Organized around egalitarian values. • Separatism Proclamation of 1763, Northwest Territory Ordinance, Cherokee Nation v. Georgia; and Worcester v. Georgia (be familiar with the consequences of each act or case); • Proclamation of 1763 (S) land west of the Appalachian mountains was Indian territory. Settlers who are west have to return to the colonies. Was created by the British. Kept settlers away from native land but also kept native rampages away from whites. • Northwest Territory Ordinance (S) Land and property must never be taken away from Native Americans unless in just and lawful wars authorized by Congress • Cherokee Nation v. Georgia (S) Native Americans are Domestic Dependent Nations. Tribes have rights to govern themselves (DEFEAT) • Worcester v. Georgia (S) Power to make treaties; should be protected from state encroachment, fed government is the sole authority (VICTORY) • Anglo Conformity BIA; Dawes Allotment Act; and boarding schools (know the basics about each type of action); Indian Citizenship Act (why was this viewed as being problematic by some) • Acculturation cultural modification of an individual, sort of like when immigrants come to the US and fully assimilate • BIA (AC) 1824 created to coordinate federal relations with Indians, supervised reservations and given supplies along with chiefs being replaced by white leaders. This initiated the Dawes Allotment Act by controlling minorities. • Dawes Allotment Act (AC) white men divided land into tracks for natives to make money off of them as a tactic to bring them into the mainstream. As a result natives lost a lot of land and only increased the power of the BIA. • Boarding schools (AC) taught white culture not education, BIA sent children here, tribes were mixed and between sessions placed with local white families. Indian Citizenship Act (AC)some who claimed to be native weren't enough percentage wise so they were not let into reservations to get the same benefits as those in the tribe. • Cultural Pluralism Indian Reorganization Act; Indian Civil Rights Act / Self-Determination Act; the Society for American Indians; New Tribalism or Red Power; the American Indian Movement (be able to distinguish each type of action or organization); American Indian Religious Freedom Act (1978) • Indian Reorganization Act (CP) Took back the Dawes Allotment Act (recovery of land to NA), dismantle boarding schools, provide financial aid and assistance, proposed increase self governance (reduced BIA) • Indian Civil Rights Act / Self-Determination Act (CP) Took back the Termination Policy in which NA were freed from federal government - made tribes federally recognized again; Tribes could negotiate with BIA to administer their own education and social service programs; NA able to operate own schools and social services; decrease in paternalistic relationship (treated more like sovereign government) • the Society for American Indians (CP) Creation of pan-Indian ethnic identity in order to save each other rather than individual tribes; Integrationist (pursue goals within framework of American society); Two major goals: abolish BIA, citizenship to all Indians • New Tribalism or Red Power (CP) When Native Amers. Became more visible through acts of disobedience. (similar to Black Power) • the American Indian Movement (CP) argued for Indian sovereignty and the protection of Indian treaties • American Indian Religious Freedom Act (1978) (CP) right to use peyote for religious purposes • Indian Removal Act and the Trail of Tears designed to force all Indians in the SE states to move west of the Mississippi • blood quantum / self-identification when tribes make you prove your ethnicity in order to be part of them • In terms of cultural assimilation, what are the general patterns for Native Americans? attempt to maintain languages by implementing school programs. Permission to use peyote for religious purposes by fed gov. among urban Indians, intermarriage is high. Among reservation Indians, intermarriage is low. Low education, occupation and income compared to other ethnicities. • Pan-Indianism one ethnicity to describe all rather than individual tribes • Sovereignty freedom to govern themeselves Noel Hypothesis If two or more groups come together in a contact situation characterized by ethno- centrism, competition, and a differential in power, then some form of racial or ethnic stratification will result Blauner Hypothesis states that minority groups created by colonization, because it is forced on them, experience a greater degree of racism and discrimination than those created by voluntary immigration Group Threat Model When the majority group is threatened by a minority group's emergence due to competition Why do we tend to view race relations as being a black versus white issue? History - blacks have a history of oppression, numbers (native americans had people on their side here) and geography (far away from home vs Native Americans who knew the land well) cultural encapsulation the lack of compassion one might have due to the lack of contact with cultures outside of their own, promoting insensitivity to cultural differences What is chattel? property. Has to do with slavery and them being property. Know the five central components of slavery lasted for life. Inherited. Chattel. Denied rights. Coercion maintained within the system - used to break down slaves mentally and physically. Why were African American selected to be slaves? Why not Native Americans? They had obvious physical traits, lack of Christianity (made them more Other), foreign land with no organization. Indians were familiar with terrain and could easily escape to their own people. Indians = organized and large #s. Ideology that blacks were a different form of humanity characteristics of slavery in Brazil more tolerant towards PoC and mixture of skin tones, seen as economic necessity, salves were recognized with certain legal rights and slavery ended up lasting longer. Dred Scott Decision ruled that African Americans had no rights, slaves could not become citizens of the US Emancipation Proclamation proclaimed slaves to be free and authorized armed forces to enlist slaves. symbolic and gave slaves a chance to fight 13th Amendment slavery was legally abolished Civil Rights Act of 1866 declared blacks to be citizens of the US (it overruled Dred Scott) 14th Amendment people cannot be deprived of "due process" of the law (jury of their peers, trial, etc) Backlash against African Americans after the passing of the Emancipation Proclamation Ku Klux Klan, Jim Crow Laws, voting restrictions, Plessy v. Ferguson KKK thousands of white southerners join to take symbolic stance against new citizens Jim Crow Laws enforcement of racial segregation in southern states Voting restrictions literacy test, must own property, pay tax, ancestors must have been eligible in 1860 Plessy v Ferguson separate but equal. Segregation became official. De jure segregation versus De facto segregation De Jure'-Had laws legally allowing and aiding segregation while 'De Facto' were norms that occurred because of neighborhoods, schools and other residential patterns. De jure segregation had laws allowing and aiding segregation De facto segregation norms that occurred because of neighborhoods, schools and other residential patterns. Booker T. Washington functionalist. Thoughts blacks were too recently removed from slavery to have equal rights. Thought that blacks needed to adopt an economic program focused on manual labor and self-help. Speech titled "The Atlanta Compromise." Advocate for a classical education rather than industrial education for blacks. Advocate for blacks to strive for economic independence. W.E.B. DuBois (Niagara Movement) conflict theorist. Blacks have to protest, economic equality. Educating the best minds would lead the masses (classical vs industrial education) The National Association for the Advancement of Colored People (NAACP) Niagara group members + white liberals. Adoped a legal and legislative strategy to promote equality. Brown v board of education - racial segregation in schools goes against the 14th amendment. Rosa Parks didn't give up seat on a bus for a white man. Mother of the civil movement. Conflict theorist. Brown v. Topeka Board of Education ruled that the 14th amendment (due process) was unconstitutional. Separate is not equal. All judges should be impeached. Schools decided to close up, people would go to private school because no blacks were there. Marcus Garvey anti-assimilationist. Wanted people to go back to Africa, universal negro improvement association. Martin Luther King conflict theory. Civil disobedience - disobeyed law under certain circumstances, civil rights act, voting for blacks - banned literacy tests general philosophy behind civil disobedience ... Civil Rights Act of 1964 banned discrimination based on race, color, religion, natural origin and gender The four factors that facilitated the success of the Civil Rights Movement changing social, political, economic, environment. Movement embraced the dominant code of American values and beliefs. Support from other groups. The influence of the mass media (9/11) - TV could finally see the destruction against peaceful protesters. What are some factors that inhibit another future black protest movement? no clear-cut enemy. Black class structure has become highly differentiated. Institutional strength of the black community. What are some factors that help to explain why the African American reparations movement has been unsuccessful? victims of direct harm are dead. Perpetrators are diffused. The casual train of harm is long and complex. Some of the actual harms were legal at the time they were committed. Malcolm X anti-assimilationist. Emphasized segregation, separation and power. Black power / black Muslims Culture of Poverty Model people are stuck in poverty due to the culture they create for themselves Ethnic Resource Model cultural strengths (tight knit extended family, strong kinship bonds) protected the black family through slavery and recent black male unemployment In regards to secondary, primary, and marital assimilation, what are the general patterns for African Americans? Blacks are very assimilated with mainstream culture. Intermarriage with whites is very low compared to other non-white groups. Blacks are behind whites in income, jobs and housing. Blacks are more connected in the public realm rather than the private (friendship) realm. Blacks are the most culturally assimilated due to slavery and loss of language. white primary voting held in the south where only whites were allowed concept restrictive covenant Racially restrictive covenants refer to contractual agreements that prohibit the purchase, lease, or occupation of a piece of property by a particular group of people, usually African Americans. the riff-raff theory the belief that riots were caused by discontented youths rather than social and economic problems facing all African Americans relative deprivation implies the lack of resources to sustain the diet, lifestyle, activities and amenities that an individual or group are accustomed to or that are widely encouraged or approved in the society to which they belong. tracking placing student in specific curriculum groups based on test scores and other criteria income salary from job wealth all acquired saved money and goods Students also viewedSociology 269 WWU Exam #3: Glenn T81 terms c_longworth Geology 101- Plate Tectonics Practice Ex…74 terms Rosa1024 sociology74 terms Vincent_Chau Sets found in the same folderSOC Prejudice35 terms hailey_sims1 SOC Sociology28 terms hailey_sims1 SOC Basics23 terms hailey_sims1 WWU SOC269 Tsunokai Final93 terms taylor_frederick36 Other sets by this creator310 chapter 1044 terms marimonson Sensation and Perception: Chapter 1140 terms marimonson 397 morality33 terms marimonson 397 Antisocial behavior27 terms marimonson Verified questions
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