Structural racialization is a process by which inter-institutional interactions produce racialized group disparities. It provides a lens for understanding how subtle interactions between institutions can maintain racial inequality, even without racist actors. The case of Thompson v. HUD illustrates this concept, showing how the lack of affordable housing, segregated schools, and employment barriers interacted over decades through the actions of housing, education, and employment institutions as well as government agencies like HUD to create and perpetuate racial segregation in Baltimore. Analyzing issues through the framework of structural racialization rather than just individual racism can provide greater insight into how racial inequality persists systemically.
48-110 (Foundations of Social Life) - Lesson Objectives:
1. Define and describe social stratification;
2. Identify, define and give examples of the three most common social stratification systems;
3. Discuss the basic ideas of Marx's theory of class structure;
4. Discuss the basic ideas of Weber's class system;
5. Identify and discuss factors contributing to the gender wage gap;
6. Distinguish between absolute and relative poverty;
7. Define what is meant by 'feminization of poverty' and 'cycle of poverty';
8. Identify and discuss common stereotypes associated with poverty and homelessness;
9. Differentiate between types of social mobility;
10. Discuss the role of social class in crime, victimization, and criminal justice
Little Fires Everywhere Capstone And Creative ElementJennaBuggs
This is a literature review that examines issues of identity, racism, classism, and privilege in the novel Little Fires Everywhere. With my group, we collaborated to discuss how the social issues presented in the book relate to scholarly articles and real-world problems that we deal with today. With the aid of a painting, my team visually displayed the battle between prejudice and privilege. These two elements cover content areas such as families and individuals in societal conflicts, internal dynamics of families, family resource management, and family law and public policy. Furthermore, this project involved competencies such as respecting differences of opinion, practicing cultural sensitivity, appreciating diversity, reviewing literature, completing documentation, scheduling activities, and collecting information.
48-110 (Foundations of Social Life) - Lesson Objectives:
1. Define and describe social stratification;
2. Identify, define and give examples of the three most common social stratification systems;
3. Discuss the basic ideas of Marx's theory of class structure;
4. Discuss the basic ideas of Weber's class system;
5. Identify and discuss factors contributing to the gender wage gap;
6. Distinguish between absolute and relative poverty;
7. Define what is meant by 'feminization of poverty' and 'cycle of poverty';
8. Identify and discuss common stereotypes associated with poverty and homelessness;
9. Differentiate between types of social mobility;
10. Discuss the role of social class in crime, victimization, and criminal justice
Little Fires Everywhere Capstone And Creative ElementJennaBuggs
This is a literature review that examines issues of identity, racism, classism, and privilege in the novel Little Fires Everywhere. With my group, we collaborated to discuss how the social issues presented in the book relate to scholarly articles and real-world problems that we deal with today. With the aid of a painting, my team visually displayed the battle between prejudice and privilege. These two elements cover content areas such as families and individuals in societal conflicts, internal dynamics of families, family resource management, and family law and public policy. Furthermore, this project involved competencies such as respecting differences of opinion, practicing cultural sensitivity, appreciating diversity, reviewing literature, completing documentation, scheduling activities, and collecting information.
Complex Identities and Intersectionality Unit Three.docxdonnajames55
Complex Identities and Intersectionality
Unit Three
Learning Objectives
Be able to define race, ethnicity, social class, and sexual orientation.
Understand the theoretical concepts of “intersectionality”, “social location” , & “standpoint”.
Have a clear understanding of the ways in which oppressions are not “additive” but rather “multiples”
Be able to describe your own power/privileges
Know how stereotypes work in American society, including the ways in which they are perpetuated and some of their repercussions
Understand that everyone is vulnerable to their influence
2
PART ONE:
What are race, class, and sexuality?
Understanding: Race
RACE: is social constructed category that divides people into groups based on visible physical characteristics such as skin color, eye shape, hair texture, etc.
Although race is related to the physical body, the meaning we give these superficial differences between us are entirely socially constructed. There are NO actual genetic differences between the various races.
Because race categories are socially constructed, they change over time. Which categories we measure, and how we measure them, shifts.
4
Understanding: Ethnicity
Ethnicity: is a socially constructed category, a way of grouping people based on their shared culture, such as religion, language, and history.
The difference between “race” and “ethnicity” can be confusing. For example, “Asian American” is treated as a race, but “Chinese American” and “Japanese American” are treated as ethnicities because they have distinct languages and traditions.
In the United States, there is a great deal of pressure on ethnic minority groups to assimilate the norms, values, and characteristics of the majority ethnic group.
Race and Ethnicity in America
Different racial groups are just that– different. Even thought we often speak in terms of binaries (“minorities” verses “the majority”), it is important to realize that not all minority race and/or ethnic groups share the same characteristics, both between themselves and within themselves.
White Americans: white is a race!
Hispanic Americans
African Americans
Native Indigenous Americans
Asian Americans
Arab Americans
Multiracial
Racial and Ethnic Inequality
A commonality among those which are considered minority groups is the experience of inequality.
Inequalities are socially structured and thus can impact multiple aspects of an individual’s life– not just, for example, their ability to get a job.
Racism: the belief that the physical and cultural characteristics associated with a group of people are inferior and thus unequal treatment of the group and its members is justified.
Racism can occur at both the individual and institutional level.
7
Race Impacts Life Chances in a Multitude of Ways
The process of Maintaining Inequality
A stereotype is developed and is circulated throughout a society via cultural channels such as popular media .
Beyond Prejudice: Overcoming Racism and Paving the way for social justice KritiBhushan
Dive into the depths of societal transformation with our latest PowerPoint presentation, "Beyond Prejudice: Overcoming Racism." This comprehensive exploration unveils the intricacies of racism, from its historical roots to its contemporary manifestations, challenging our perceptions and urging us toward a more just world.
What to Expect:
Explore the multifaceted layers of racism, from institutional biases to psychological underpinnings, shedding light on the challenges faced by marginalized communities. Uncover inspiring stories of resilience and activism from anti-racist movements worldwide, highlighting the power of collective action in dismantling systemic discrimination.
Why It Matters:
Discover the compelling reasons why overcoming racism is crucial for building inclusive societies. Gain insights into the psychological aspects of prejudice, the impact of racist policies on communities, and actionable strategies for fostering allyship and solidarity.
Empowering Change:
Armed with knowledge, this presentation equips you with practical tools to challenge stereotypes, promote understanding, and actively participate in the fight against racism. Learn about effective policy interventions and grassroots movements, inspiring you to be a catalyst for change in your community.
Are you ready to be part of the change? Explore "Beyond Prejudice: Overcoming and Paving the way for social justice " and embark on a transformative learning experience that challenges perspectives, inspires dialogue, and empowers you to make a difference.
This document was adopted from the Resource Center Team within the Office of Diversity & Inclusion of Amherst College as a guide to common, shared language around identity.
This project emerged out of a need to come to a common and shared understanding of language in order to foster opportunities for community building and effective communication within and across difference.
This is a list of carefully researched and thoughtfully discussed definitions for key diversity and inclusion terms. It is by no means a comprehensive list, but it is a good place for us to start. We understand that language around identity, privilege, oppression and inclusion is always changing, evolving and expanding.
If there is a term that you feel should be included here, or possibly redefined, please let us know. You can email The Office of Equity & Inclusion (OSEI), at osei@georgetown.edu.
Chapter 4Understanding Racism, Prejudice, and White Privilege4-WilheminaRossi174
Chapter: 4
Understanding Racism, Prejudice, and White Privilege4-1Defining and Contextualizing Racism
4-1
Hoyt Jr. (2012) defines racism as “a particular form of prejudice defined by preconceived erroneous beliefs about race and members of racial groups.” It is supported simultaneously by individuals, the institutional practices of society, and dominant cultural values and norms. Racism is a universal phenomenon that exists across cultures and tends to emerge wherever ethnic diversity and perceived or real differences in group characteristics become part of a struggle for social power. In the case of the United States, African Americans, Latinos/as, Native Americans, and Asian Americans—groups that we have been referring to as people of color—have been systematically subordinated by the white majority.
There are four important points to be made initially about racism:
· Prejudice and racism are not the same thing. Prejudice is a negative, inaccurate, rigid, and unfair way of thinking about members of another group. All human beings hold prejudices. This is true for people of color, as well as for majority group members. But there is a crucial difference between the prejudices held by whites and those held by people of color. whites have more power to enact their prejudices and therefore negatively impact the lives of people of color than vice versa. The term racism is used in relation to the racial attitudes and behavior of majority group members. Similar attitudes and behaviors on the part of people of color are referred to as prejudice and discrimination (a term commonly used to mean actions taken on the basis of one’s prejudices). Another way of describing this relationship is that prejudice plus power equals racism.
· Racism is a broad and all-pervasive social phenomenon that is mutually reinforced at all levels of society.
· Institutional racism involves the manipulation of societal institutions to give preferences and advantages to whites and at the same time restrict the choices, rights, mobility, and access of people of color.
· Cultural racism is the belief that the cultural ways of one group are superior to those of another. Cultural racism can be found both in individuals and in institutions. In the former, it is often referred to as ethnocentrism. Jones (2000) mentioned that historical insults, societal norms, unearned privilege, and structural barriers are all aspects of institutional racism.
· People tend to deny, rationalize, and avoid discussing their feelings and beliefs about race and ethnicity. Often, these feelings remain unconscious and are brought to awareness only with great difficulty.
· When young children hear the stories of people of color, they tend to feel deeply and sincerely with the storyteller. “I’m really sorry that you had to go through that” is the most common reaction of a child. By the time one reaches adulthood, however, the empathy is often gone. Instead, reactions tend to involve minimizing, justifying ...
Similar to Toward a Transformative Dialogue On Race: Understanding the Importance of “Structural Racialization (20)
The Kirwan Institute’s past year was marked by wide-ranging accomplishments which touched all three U.S. coastlines and many areas in between, with significant impact right here at The Ohio State University.
In Jude 17-23 Jude shifts from piling up examples of false teachers from the Old Testament to a series of practical exhortations that flow from apostolic instruction. He preserves for us what may well have been part of the apostolic catechism for the first generation of Christ-followers. In these instructions Jude exhorts the believer to deal with 3 different groups of people: scoffers who are "devoid of the Spirit", believers who have come under the influence of scoffers and believers who are so entrenched in false teaching that they need rescue and pose some real spiritual risk for the rescuer. In all of this Jude emphasizes Jesus' call to rescue straying sheep, leaving the 99 safely behind and pursuing the 1.
Why is this So? ~ Do Seek to KNOW (English & Chinese).pptxOH TEIK BIN
A PowerPoint Presentation based on the Dhamma teaching of Kamma-Vipaka (Intentional Actions-Ripening Effects).
A Presentation for developing morality, concentration and wisdom and to spur us to practice the Dhamma diligently.
The texts are in English and Chinese.
The Chakra System in our body - A Portal to Interdimensional Consciousness.pptxBharat Technology
each chakra is studied in greater detail, several steps have been included to
strengthen your personal intention to open each chakra more fully. These are designed
to draw forth the highest benefit for your spiritual growth.
2 Peter 3: Because some scriptures are hard to understand and some will force them to say things God never intended, Peter warns us to take care.
https://youtu.be/nV4kGHFsEHw
Discover various methods for clearing negative entities from your space and spirit, including energy clearing techniques, spiritual rituals, and professional assistance. Gain practical knowledge on how to implement these techniques to restore peace and harmony. For more information visit here: https://www.reikihealingdistance.com/negative-entity-removal/
The Good News, newsletter for June 2024 is hereNoHo FUMC
Our monthly newsletter is available to read online. We hope you will join us each Sunday in person for our worship service. Make sure to subscribe and follow us on YouTube and social media.
Exploring the Mindfulness Understanding Its Benefits.pptxMartaLoveguard
Slide 1: Title: Exploring the Mindfulness: Understanding Its Benefits
Slide 2: Introduction to Mindfulness
Mindfulness, defined as the conscious, non-judgmental observation of the present moment, has deep roots in Buddhist meditation practice but has gained significant popularity in the Western world in recent years. In today's society, filled with distractions and constant stimuli, mindfulness offers a valuable tool for regaining inner peace and reconnecting with our true selves. By cultivating mindfulness, we can develop a heightened awareness of our thoughts, feelings, and surroundings, leading to a greater sense of clarity and presence in our daily lives.
Slide 3: Benefits of Mindfulness for Mental Well-being
Practicing mindfulness can help reduce stress and anxiety levels, improving overall quality of life.
Mindfulness increases awareness of our emotions and teaches us to manage them better, leading to improved mood.
Regular mindfulness practice can improve our ability to concentrate and focus our attention on the present moment.
Slide 4: Benefits of Mindfulness for Physical Health
Research has shown that practicing mindfulness can contribute to lowering blood pressure, which is beneficial for heart health.
Regular meditation and mindfulness practice can strengthen the immune system, aiding the body in fighting infections.
Mindfulness may help reduce the risk of chronic diseases such as type 2 diabetes and obesity by reducing stress and improving overall lifestyle habits.
Slide 5: Impact of Mindfulness on Relationships
Mindfulness can help us better understand others and improve communication, leading to healthier relationships.
By focusing on the present moment and being fully attentive, mindfulness helps build stronger and more authentic connections with others.
Mindfulness teaches us how to be present for others in difficult times, leading to increased compassion and understanding.
Slide 6: Mindfulness Techniques and Practices
Focusing on the breath and mindful breathing can be a simple way to enter a state of mindfulness.
Body scan meditation involves focusing on different parts of the body, paying attention to any sensations and feelings.
Practicing mindful walking and eating involves consciously focusing on each step or bite, with full attention to sensory experiences.
Slide 7: Incorporating Mindfulness into Daily Life
You can practice mindfulness in everyday activities such as washing dishes or taking a walk in the park.
Adding mindfulness practice to daily routines can help increase awareness and presence.
Mindfulness helps us become more aware of our needs and better manage our time, leading to balance and harmony in life.
Slide 8: Summary: Embracing Mindfulness for Full Living
Mindfulness can bring numerous benefits for physical and mental health.
Regular mindfulness practice can help achieve a fuller and more satisfying life.
Mindfulness has the power to change our perspective and way of perceiving the world, leading to deeper se
The Book of Joshua is the sixth book in the Hebrew Bible and the Old Testament, and is the first book of the Deuteronomistic history, the story of Israel from the conquest of Canaan to the Babylonian exile.
Toward a Transformative Dialogue On Race: Understanding the Importance of “Structural Racialization
1. Toward a Transformative Dialogue On Race:
Understanding the Importance of “Structural Racialization”
Tom Rudd, Senior Researcher
Round Table Convening
Michael E. Moritz College of Law
February 12, 2009
2. Presentation Overview
Identifying
conditions, processes, practices, policies, ideologies, and
interactions that lead to racial inequality
Individual racial animus
Implicit Bias (“symbolic racism”)
Colorblind racism
Institutional racism
Structural Racialization
What do we mean by “structural racialization”
A process by which inter-institutional interactions produce
racialized group disparities
A lens to perceive these often subtle interactions
Thompson v. HUD as an illustration
2
3. Individual Racism
Definitions:
“Racism” is the belief that race is the primary determinant of human traits and capacities and that racial
differences produce an inherent superiority of a particular race. 1
“Racism is the lowest, most crudely primitive form of collectivism. It is the notion of ascribing moral, social
or political significance to a man's genetic lineage…” “…racism is a quest for the unearned…” 2
Despite the continuing prevalence of race-based violence in the U.S., 3 research suggests that racial attitudes
have improved since 1997. For example:
Fewer White Americans readily endorse statements that African Americans are less intelligent and
hardworking than Whites.
Fewer White Americans verbally object to increasing levels of inter-racial mixing in neighborhoods and in
marriage partners. 4
Because of a history of violence and oppression toward people of color in the U.S., racial injustice is often
perceived as the product of individual racial animus and bigotry. This view is incomplete.
A closer look often reveals that pervasive durable racialized disparities have structural rather than individual
causes.
Racialized outcomes do not require racist actors.
3
4. Implicit Bias
Research suggests that most of us are guided by a set of
very subtle “symbolic attitudes” that develop over time from
our earliest experiences
Racial prejudice
Liberal/conservative political ideology
Gender bias…
Negative unconscious attitudes about race are called
“implicit bias” or “symbolic racism.”
These attitudes operate in our “unconscious” (also called
“subconscious”) mind
Usually invisible to us
Can significantly influence our position on critical issues
like affirmative action and school integration
4
5. Implicit Bias
Drew Westen writes that unconscious attitudes are typically less egalitarian
than conscious attitudes (what we think we believe about race) and that most
White Americans—including many who hold consciously progressive values
and attitudes—harbor negative associations toward people of color. 5
When we talk about race, we create an opportunity to examine and challenge
our implicit bias and reinforce our conscious beliefs.
5
6. Colorblind Racism
Since the civil rights acts of the 1960s, racism is a thing of the past.
There is full equality in the society now that all people have rights under the law.
All Americans have an equal opportunity to achieve success—President Obama,
Oprah Winfrey, and Tiger Woods are proof …
Our cities are segregated not because of structural racialization but because people
of color choose to live only with other people of color no matter how negative the
environment might be.
Colorblind racism weakens support for programs and policies designed to remove racialized
barriers to opportunity.
“Strategic colorblindness” is the fear among Whites that talking about race will lead to a racist
label.
6
7. Institutional Racism
The institutional racism frame supports the understanding that racism does not
need to be individualist or intentional to have an impact.
Institutional racism can be prescribed by formal rules but also depends on
organizational cultures that tolerate such behaviors and practices.
The Institutional racism framework focuses on intra-institutional dynamics, not
on interactions between institutions. 6
Examples
Past segregation in the military
Redlining in the housing industry
The absence of advanced placement courses in many racially segregated high schools
7
8. Structural Racialization
Visualizing Systems Theory
Structural Racialization is an analytical framework that assists in
understanding how the joint operations of institutions create and maintain
racial inequality. The Newtonian Perspective: Systems Thinking:
In this framework, “structures” are defined as inter-institutional
arrangements and interactions.
A D
These structures are neither natural or neutral. A
7
BCDE
C
In all complex societies, institutional arrangements help to create and
distribute benefits, burdens, and interests.
It is difficult, if not impossible, to understand the work that structures do in
creating and maintaining racial inequality by looking atphenomena may be
Social the policies, B
practices and procedures of a single institution. understood by breaking down
the sum of the constituent parts. E
Inter-Institutional structures are multiple, intersecting, and often mutually
reinforcing. Causation is reciprocal, mutual,
and cumulative.
26
8
9. Structural Racialization:
An Example
Lack of affordable housing in “high-
opportunity” areas restricts African Students attend low-performing
Americans to hyper-segregated low schools
opportunity communities
HOUSING PRIMARY/SECONDARY EDUCATION
Individuals lack traditional Students do not meet
educational credentials for traditional measures of “merit”
stable high wage employment in college admissions
EMPLOYMENT HIGHER EDUCATION
9
10. Thompson v. HUD
Filed in 1994 on behalf of a class of African American public housing residents.
Plaintiffs claimed that the city of Baltimore, the Baltimore Housing Authority, and HUD acted in
concert over many decades to create a hyper-segregated system of public housing.
Plaintiffs’ expert witnesses included john a. powell who presented an analysis of “access to
opportunity” in the metro region, the harms of segregation, the development of public housing in
the context of larger regional patterns, and HUDs failure to pursue regional approaches.
The Court’s decision faults HUD for failure to consider and implement a regional housing plan that
would ameliorate racial segregation in Baltimore public housing.
In its decision, the Court observed that :
“Title VIII imposes upon HUD an obligation to do something more than simply refrain from
discriminating,” and that “through regionalization, HUD has the practical power and leverage to
accomplish desegregation through a course of action that Local Defendants could not implement
on their own, given their own jurisdictional limitations.” 8
10
11. Today’s Challenge
Identify the past and present
conditions, processes, practices, policies, interactions, and
ideologies that may have contributed to racial segregation in
metropolitan Baltimore, Maryland.
Place each of these components into one or more of the categories
that typically account for racialized outcomes:
Individual racial animus
Implicit bias (“symbolic racism”)
Colorblind racism
Institutional racism
Structural racialization
11
12. End Notes
1 http://www.merriam-webster.com/dictionary/racism
2 http://freedomkeys.com/ar-racism.htm
3National Crime Victims Survey reports an annual average of 161,000 racial or ethnic hate crimes in the
U.S. between 2000 and 2003. Twenty-First Century Color Lines. Andrew Grant-Thomas and Gary Orfield,
editors. 2009.
4 http://www.igpa.uillinois.edu/programs/racial-attitudes/brief
5Westen, Drew. The Political Brain: The Role of Emotion in Deciding the Fate of the Nation. New York:
PublicAffairs, 2007.
6Grant-Thomas, Andrew and Gary Orfield, eds. Twenty-First Century Color Lines: Multiracial Change in
Contemporary American. Philadelphia: Temple University Press, 2009.
7 Unger, Roberto Mangabeira. Democracy Realized: The Progressive Alternative. New York: Verso, 2000.
8 Poverty & Race Research Action Council. “An Analysis of the Thompson v. HUD Decision.” February,
2005.
http://74.125.95.132/search?q=cache:4ZKRo4W7m84J:www.prrac.org/pdf/ThompsonAnalysis.pdf+prrac+an
+analysis+of+the+thompson&hl=en&ct=clnk&cd=1&gl=us
12