This document summarizes a presentation about structural racialization and opportunity mapping. It discusses how understanding of opportunity has evolved from one-dimensional to multi-dimensional, recognizing the interaction of physical, social, and cultural structures that produce racialized outcomes. It addresses concepts like implicit bias, intergroup relations, and the geography of opportunity. Solutions require recognizing how implicit and explicit biases interact with policies and institutions to maintain racial hierarchies through processes like categorization, inequality, and exploitation. Mapping is presented as a way to show the spatial inequities produced by opportunity segregation and the cumulative effects of structures that mediate different groups' access to resources.
I apologize, upon further reflection my previous statement about "conscious or unconscious" was an oversimplification. Implicit biases are complex and exist within social, historical, and institutional contexts that shape our perceptions and behaviors in ways that are not always conscious or intentional. A more nuanced understanding is needed.
1. The document discusses building a multiracial movement through transformation, not just transactions, by recognizing our interconnectedness and linked fate across racial groups.
2. It emphasizes the need to have honest discussions about race, understand how implicit biases and framing shape perceptions, and work towards arrangements where all groups benefit through targeted universalism.
3. True transformation requires changing individual mindsets and rearranging institutions to be more equitable and mutually supportive of diversity, rather than just negotiating the current unequal systems.
This document summarizes key points from a talk on spirituality, identity, and social justice. It discusses how identities are complex and intersectional. It argues for moving beyond an isolated view of self towards an interdependent model of connectedness. It explores how existential and social suffering are interrelated, and how spiritual development involves working for social transformation and justice. It examines the social construction of racial categories and how race operates as a fluid social space rather than fixed biology.
Community engagement builds social capital by cultivating long-term relationships and developing a shared community vision. However, community engagement has declined as private life replaces public life and diversity decreases social capital. Disadvantaged communities face additional challenges to engagement like decades of disinvestment, poverty, and underperforming schools. To rebuild engagement requires long-term efforts that empower local leadership, allow diverse voices to be heard, and foster trust through shared responsibility between community groups.
An essential tenet of liberation is having the freedom to define oneself and the power over one’s own life. The presentation offers educational resources to discuss the concept of “liberation” on the personal, interpersonal, institutional, and larger societal levels.
Nehru employs several types of myth in his "Tryst with Destiny" speech to help unite India as a new nation. He uses the myths of temporal origins to mark India's birth at midnight, ancestry to portray Indians as one people, and a heroic age to reference India's past grandeur. However, he avoids using the myth of location/migration, likely because of the violence surrounding the country's partition. While Nehru strategically employs most myths to define India's identity, the omission of location/migration reflects the difficulties in constructing a unified narrative amid the country's recent history.
Jono Shaffer's Lighting a Fire PresentationSEIU Local 721
California and many parts of the US are facing economic crisis due to the housing crash and recession. The document outlines the dire situation in California with high foreclosure and unemployment rates and billions lost in home wealth and state budget deficits. It argues that Wall Street practices like predatory lending, excessive risk-taking, not paying taxes, and huge executive compensation caused the crash and continue to hurt the economy through lack of lending and exploitation of taxpayers. It calls for taking the fight directly to the big banks and corporations through direct campaigns to change their practices and policies and make them accountable for the role they played in driving communities into crisis.
Structural racialization provides a lens for understanding how opportunity is racialized. It addresses how the joint operation of institutions can produce racialized outcomes, even without racist actors. Using this analysis allows us to recognize that people are situated differently inside existing structures and how institutional arrangements interact to disadvantage some groups. This analysis can then be applied to promote transformative change by involving communities in reshaping policies and arrangements.
I apologize, upon further reflection my previous statement about "conscious or unconscious" was an oversimplification. Implicit biases are complex and exist within social, historical, and institutional contexts that shape our perceptions and behaviors in ways that are not always conscious or intentional. A more nuanced understanding is needed.
1. The document discusses building a multiracial movement through transformation, not just transactions, by recognizing our interconnectedness and linked fate across racial groups.
2. It emphasizes the need to have honest discussions about race, understand how implicit biases and framing shape perceptions, and work towards arrangements where all groups benefit through targeted universalism.
3. True transformation requires changing individual mindsets and rearranging institutions to be more equitable and mutually supportive of diversity, rather than just negotiating the current unequal systems.
This document summarizes key points from a talk on spirituality, identity, and social justice. It discusses how identities are complex and intersectional. It argues for moving beyond an isolated view of self towards an interdependent model of connectedness. It explores how existential and social suffering are interrelated, and how spiritual development involves working for social transformation and justice. It examines the social construction of racial categories and how race operates as a fluid social space rather than fixed biology.
Community engagement builds social capital by cultivating long-term relationships and developing a shared community vision. However, community engagement has declined as private life replaces public life and diversity decreases social capital. Disadvantaged communities face additional challenges to engagement like decades of disinvestment, poverty, and underperforming schools. To rebuild engagement requires long-term efforts that empower local leadership, allow diverse voices to be heard, and foster trust through shared responsibility between community groups.
An essential tenet of liberation is having the freedom to define oneself and the power over one’s own life. The presentation offers educational resources to discuss the concept of “liberation” on the personal, interpersonal, institutional, and larger societal levels.
Nehru employs several types of myth in his "Tryst with Destiny" speech to help unite India as a new nation. He uses the myths of temporal origins to mark India's birth at midnight, ancestry to portray Indians as one people, and a heroic age to reference India's past grandeur. However, he avoids using the myth of location/migration, likely because of the violence surrounding the country's partition. While Nehru strategically employs most myths to define India's identity, the omission of location/migration reflects the difficulties in constructing a unified narrative amid the country's recent history.
Jono Shaffer's Lighting a Fire PresentationSEIU Local 721
California and many parts of the US are facing economic crisis due to the housing crash and recession. The document outlines the dire situation in California with high foreclosure and unemployment rates and billions lost in home wealth and state budget deficits. It argues that Wall Street practices like predatory lending, excessive risk-taking, not paying taxes, and huge executive compensation caused the crash and continue to hurt the economy through lack of lending and exploitation of taxpayers. It calls for taking the fight directly to the big banks and corporations through direct campaigns to change their practices and policies and make them accountable for the role they played in driving communities into crisis.
Structural racialization provides a lens for understanding how opportunity is racialized. It addresses how the joint operation of institutions can produce racialized outcomes, even without racist actors. Using this analysis allows us to recognize that people are situated differently inside existing structures and how institutional arrangements interact to disadvantage some groups. This analysis can then be applied to promote transformative change by involving communities in reshaping policies and arrangements.
The document discusses challenging racial inequalities and moving toward social justice. It addresses how racial identities are fluid and shaped by social situations. While significant progress has been made, racial disparities persist in areas like education, employment, and the criminal justice system. The election of Barack Obama did not erase these inequalities. The document advocates examining structural racialization and the interplay between institutions that produce racialized outcomes, rather than just focusing on individual intent. Moving forward requires changing how we think and act on issues of race.
The document summarizes a talk given by John Powell on structural racialization. Powell discusses how, despite the election of Barack Obama, racial inequalities persist in areas like education and the criminal justice system. He argues that prematurely declaring a post-racial status ignores the continued barriers that marginalized groups face. Powell also examines how implicit biases, institutional arrangements, and public policies have collectively contributed to ongoing racial disparities, even without explicitly racist actors.
John A. Powell discussed structural racialization and opportunity structures. Structural racialization refers to how institutions interact to produce racialized outcomes, even without racist intent. Opportunity structures like housing, employment, education are not equally available to all people. Some benefit from structures that act like an "up escalator" while others face structures like a "down escalator". A systems approach is needed to address how global trends and changing conditions impact opportunity.
The document summarizes a speech given by John Powell on race, place, and access to opportunity. Powell discusses how structures and policies can interact to create and perpetuate racial disparities, even without racist actors. He argues that opportunity is unevenly distributed based on race due to a history of discriminatory policies across domains like housing, education, and transportation. Changing implicit biases and aligning values and structures are important for promoting equitable access to opportunities for all.
1) The document discusses structural racialization, which examines how systems and institutions interact to create and maintain racial inequalities and disparate outcomes, beyond individual racism.
2) An example is given of how segregated housing leads to unequal access to quality education, employment, healthcare, and other opportunities.
3) The legacy of policies like the GI Bill is discussed, which provided benefits that widened the racial wealth and education gaps by how benefits were implemented at the local level.
4) The document argues for a systemic analysis of interconnected institutions, rather than focusing on individual actors, to understand and address racial inequalities.
1.Your posts should demonstrate that you have done the reading, dirkrplav
1.Your posts should demonstrate that you have done the reading, that you can explain it, and that you can connect to the assigned readings. No credit for posts in which you say 'colored people', or 'racist'. Please say, 'people of color' and 'prejudice' instead.
Copy this question into your post and then answer it: Write about Session 6.1 or 6.2; try to explain the concepts from a multicultural perspective (a perspective that takes the lived experiences of women and people of color into account).
Stereotype: A SET OF ASSUMPTIONS AND BELIEFS
about the physical, behavioral, and psychological characteristics assigned to a particular group or class of people.
Stereotypes assigned by gender and by race and ethnicity are the ones most deeply embedded in our culture.
We generally apply stereotypes to those who are unknown to us or different from us.
We tend to see others as we think they should be, based on our stereotypes about them.
Stereotypes are based on inaccurate or incomplete information about a particular group.
Stereotypes can lead to prejudice.
Prejudice
:
NEGATIVE OR HOSTILE ATTITUDES
toward sexual, racial ethnic or economic out-groups.
Stereotypes provide the basis for prejudice: a collective characterization of undesirable traits or behaviors, based on incomplete and/or inaccurate information.
Without knowledge of specific individuals or examination of how they present themselves, we make adverse judgments about them.
Discrimination
:
BEHAVIOR (usually institutional)
that disadvantages one group in relation to another group and maintains and perpetuates conditions of inequality. Racism, sexism, classism, and heterosexism are all kinds of discrimination, a system that advantages one group and simultaneously disadvantages other groups.
Discrimination is when those who have the power to act upon stereotypes and prejudices, use that power to affect negatively the life chances of others.
Discrimination creates obstacles and barriers for its targets and provides unfair advantages for its beneficiaries. This implies having the institutional power to behave in this way.
Let’s review:
Stereotypes: ASSUMPTIONS AND BELIEFS
Prejudices: NEGATIVE OR HOSTILE ATTITUDES
Discrimination: BEHAVIOR (prejudice plus the institutional power to act on prejudices in ways that negatively affect the life chances of others)
Some kinds of Discrimination:
Racism: a system of advantage based on (White) race
Sexism: a system of advantage based on (male) sex
Classism: a system of advantage based on (middle) social class
Heterosexism: a system of advantage based on (hetero) sexual orientation
And so we come to Power and Privilege at last, the central concept underlying the discipline of Multicultural Studies.
POWER AND PRIVILEGE
Cyrus says this about power:
"Power: in its simplest sense, means the ability to do, act, think, and behave as we like, to have control over ...
This document discusses issues in cross-cultural communication and how culture impacts perception and communication. It outlines that culture governs both language/thought and behaviors/activities. Cultural differences present greater obstacles to communication than linguistic differences alone. Culture shapes perceptions in areas like individualism vs collectivism, roles, social hierarchies, values, and thought patterns. These cultural lenses can lead to misunderstandings between people from different cultures unless accounted for in cross-cultural interactions and communication. The document provides taxonomy of potential cultural barriers and differences that can obstruct cross-cultural understanding.
Race and ethnicity influence identity through complex interactions with social and environmental contexts. While they do not determine behavior, race and ethnicity can (1) provide frameworks that shape how we see ourselves and others, (2) act as motivators for behavior by influencing things like motivation and performance, and (3) serve as a source of belongingness. How and when race and ethnicity matter depends on many contextual factors and the individual is always located within social systems where these attributes have meaning.
Inequality and Stratification Discussion.docx4934bk
This document provides background information on inequality and stratification through discussing several key topics:
1. It outlines the historical origins of inequality in early hunter-gatherer societies and how gender roles contributed to the development of gender inequality.
2. It examines how class stratification developed in relation to gender systems and how concepts of race emerged in connection to class and gender.
3. It discusses the social construction of categories like race, gender, sexuality and how hierarchies and norms developed to naturalize some identities over others.
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 .
The movie The Invention of Lying explores social class through a world where lying does not exist. When down-on-his-luck writer Mark develops the ability to lie, he uses it to rise to fame, fortune, and the heart of the woman he loves. However, when Mark lies to comfort his dying mother by inventing the concept of heaven, religion, and an afterlife, it threatens the existing social order and scripts. The film examines how social class shapes identity and opportunities in society through ascribed and achieved statuses.
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 ...
The document discusses racial and ethnic relations and patterns of intergroup relations in three sections. Section 1 defines key terms like race, ethnicity, and minority groups. It describes how race is based on physical characteristics and ethnicity is based on shared culture. Section 2 explains discrimination and prejudice, how they differ, and their sources like sociological, psychological, and economic factors. Prejudice can lead to stereotypes and discrimination can be legal or institutional. Section 3 provides an overview of minority groups in the United States.
This document discusses systems of social stratification and examines the American class system and poverty. It outlines different stratification systems such as caste and class and describes the major social classes in the United States. The document also analyzes the causes and effects of poverty, government responses to poverty, and social mobility within stratified systems. Students are assigned a project to further analyze dimensions of social stratification covered in the chapter.
Social stratification refers to the hierarchical ranking of social groups in a society. It results from unequal distribution of rights, privileges, duties and statuses among members of a society. Stratification is found in all societies and involves inequality, with some individuals and groups rated higher than others based on opportunities and privileges they enjoy. There are two main forms of social stratification - caste systems which are closed, with status determined by birth, and class systems which are more open, with status determined by factors like wealth, occupation and education, allowing for some social mobility between classes.
1.Which of the following is truea. Race generally refers to the p.pdffamilycomputerpatna
1.Which of the following is true?
a. Race generally refers to the physical difference between people/groups, such as skin color or
hair texture.
b. Ethnicity is more about shared culture - your values, beliefs, and practices.
c.
Minority status (or minority groups) are those that are singled out or discriminated against
because of their physical appearance (e.g. pigmentation of their skin), or their cultural practices
and beliefs, (or gender, sexual identity, class, age...). For sociologists, the key to being a minority
group is having less power, or being subordinate to the majority group in terms of money,
wealth, access to jobs, education, political decision-making and other resources
d. All of the above are true
e. Only a. and b. are true
2.The Power of an Illusion:
When sociologists talk about "the social construction of race" or say that "race is a social
construct, "They mean that race and racial categories (like White, Black, Asian...) are not real -
they are not based on sound biology research and that previous racial categories were arbitrarily
assigned, based on pseudoscience, and often used to justify racist practices.
True
False
3. Which of the following statements is true?
a. Prejudice and discrimination are basically the same thing.
b. Prejudice and discrimination used to be big problems, but now they are not.
c.
Prejudice refers to feelings, thoughts, beliefs, and attitude someone has about a certain group.
This is not necessarily based on experience but more so based on premature judgment.
Discrimination is not only premature judgment, but also the actions taken against a certain group
of people
d. None of the above are true.
4.What is the difference between racism, institutional racism, and colorism?
a.
Racism is both a stronger type of prejudice used to justify the belief that one racial category is
somehow superior or inferior to others and a set of practices used by a racial majority to
disadvantage a racial minority; institutional racism refers to the way in which racism is
embedded in the fabric of society; and colorism is another kind of prejudice, in which people
believe one type of skin tone is superior or inferior to another within a racial group.
b.Racism is only about prejudice towards certain races; institutional racism refers to the way in
which racism is embedded in music; and colorism is another kind of prejudice, in which people
believe one type of skin tone is superior or inferior to another within a racial group.
c. Racism, institutional racism, and colorism are all the same thing.
d. None of the above are true
5.Which of the following is true about the study of group dynamics:
a.
Assimilation is when an individual or a group of minorities gives up their identity by taking the
identity of the more dominant group in society.
b. Pluralism is the idea that society improves because of the mixture of groups, cultures and
beliefs.
C. Amalgamation is when a minority group and a majority group come together to form.
The document discusses how to have constructive conversations about race. It argues that not discussing race ignores how race impacts society. It suggests using "targeted universalism" to address racial disparities while recognizing our shared fate. The document provides strategies for transformative discourse, such as focusing on solutions, narratives, and fixing systemic flaws instead of assigning blame.
Stratification refers to systematic inequalities between groups that arise from social processes and relationships. Social stratification creates a hierarchy in society where groups have unequal access to resources, power, and social worth. It can take many forms like class, race, and gender, which overlap and influence life chances. There are functional and conflict theories for stratification - functionalism sees it as motivating productivity while conflict theory sees it as exploitation. Inequality in the U.S. is growing, with the wealthiest 1% controlling most wealth and CEO salaries far exceeding average incomes. Poverty disproportionately affects minorities and reasons for homelessness include unemployment, lack of affordable housing and support.
The document discusses structural racialization, implicit bias, and systems thinking in relation to race. It notes that implicit bias resides in our unconscious networks and influences our perceptions in ways we are often unaware of. Tests have shown widespread implicit bias against non-whites. The document advocates considering how people are situated within relationships and processes, and recognizing that racialized outcomes do not require racist actors.
The document discusses social differences and social stratification. It notes that sociologists study differences in terms of inequality, stratification, and class. Inequality refers to unequal access to social rewards, stratification refers to how inequalities are passed down through generations, and class refers to social groups with unequal access to wealth, power, and prestige. The document then examines different systems of social stratification including slavery, castes, estates, and social class. It discusses Karl Marx's theory of class struggle and exploitation as well as Max Weber's focus on class, status, and power. Finally, it defines social mobility as movement within a stratification system and describes different types.
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.
This document summarizes a presentation on broadband availability and its relationship to race, income, and location. It explores these relationships through case studies of Los Angeles, Chicago, and South Carolina. The main findings are that income was a more significant determinant of broadband deployment than race alone, availability varies between urban and rural areas, and adoption remains an issue even with some level of competition and availability. Going forward, the researchers intend to further examine availability versus adoption, the role of cost and service type, and speed. Data and technical challenges for the analysis are also discussed.
More Related Content
Similar to Structural Racialization and Opportunity Mapping
The document discusses challenging racial inequalities and moving toward social justice. It addresses how racial identities are fluid and shaped by social situations. While significant progress has been made, racial disparities persist in areas like education, employment, and the criminal justice system. The election of Barack Obama did not erase these inequalities. The document advocates examining structural racialization and the interplay between institutions that produce racialized outcomes, rather than just focusing on individual intent. Moving forward requires changing how we think and act on issues of race.
The document summarizes a talk given by John Powell on structural racialization. Powell discusses how, despite the election of Barack Obama, racial inequalities persist in areas like education and the criminal justice system. He argues that prematurely declaring a post-racial status ignores the continued barriers that marginalized groups face. Powell also examines how implicit biases, institutional arrangements, and public policies have collectively contributed to ongoing racial disparities, even without explicitly racist actors.
John A. Powell discussed structural racialization and opportunity structures. Structural racialization refers to how institutions interact to produce racialized outcomes, even without racist intent. Opportunity structures like housing, employment, education are not equally available to all people. Some benefit from structures that act like an "up escalator" while others face structures like a "down escalator". A systems approach is needed to address how global trends and changing conditions impact opportunity.
The document summarizes a speech given by John Powell on race, place, and access to opportunity. Powell discusses how structures and policies can interact to create and perpetuate racial disparities, even without racist actors. He argues that opportunity is unevenly distributed based on race due to a history of discriminatory policies across domains like housing, education, and transportation. Changing implicit biases and aligning values and structures are important for promoting equitable access to opportunities for all.
1) The document discusses structural racialization, which examines how systems and institutions interact to create and maintain racial inequalities and disparate outcomes, beyond individual racism.
2) An example is given of how segregated housing leads to unequal access to quality education, employment, healthcare, and other opportunities.
3) The legacy of policies like the GI Bill is discussed, which provided benefits that widened the racial wealth and education gaps by how benefits were implemented at the local level.
4) The document argues for a systemic analysis of interconnected institutions, rather than focusing on individual actors, to understand and address racial inequalities.
1.Your posts should demonstrate that you have done the reading, dirkrplav
1.Your posts should demonstrate that you have done the reading, that you can explain it, and that you can connect to the assigned readings. No credit for posts in which you say 'colored people', or 'racist'. Please say, 'people of color' and 'prejudice' instead.
Copy this question into your post and then answer it: Write about Session 6.1 or 6.2; try to explain the concepts from a multicultural perspective (a perspective that takes the lived experiences of women and people of color into account).
Stereotype: A SET OF ASSUMPTIONS AND BELIEFS
about the physical, behavioral, and psychological characteristics assigned to a particular group or class of people.
Stereotypes assigned by gender and by race and ethnicity are the ones most deeply embedded in our culture.
We generally apply stereotypes to those who are unknown to us or different from us.
We tend to see others as we think they should be, based on our stereotypes about them.
Stereotypes are based on inaccurate or incomplete information about a particular group.
Stereotypes can lead to prejudice.
Prejudice
:
NEGATIVE OR HOSTILE ATTITUDES
toward sexual, racial ethnic or economic out-groups.
Stereotypes provide the basis for prejudice: a collective characterization of undesirable traits or behaviors, based on incomplete and/or inaccurate information.
Without knowledge of specific individuals or examination of how they present themselves, we make adverse judgments about them.
Discrimination
:
BEHAVIOR (usually institutional)
that disadvantages one group in relation to another group and maintains and perpetuates conditions of inequality. Racism, sexism, classism, and heterosexism are all kinds of discrimination, a system that advantages one group and simultaneously disadvantages other groups.
Discrimination is when those who have the power to act upon stereotypes and prejudices, use that power to affect negatively the life chances of others.
Discrimination creates obstacles and barriers for its targets and provides unfair advantages for its beneficiaries. This implies having the institutional power to behave in this way.
Let’s review:
Stereotypes: ASSUMPTIONS AND BELIEFS
Prejudices: NEGATIVE OR HOSTILE ATTITUDES
Discrimination: BEHAVIOR (prejudice plus the institutional power to act on prejudices in ways that negatively affect the life chances of others)
Some kinds of Discrimination:
Racism: a system of advantage based on (White) race
Sexism: a system of advantage based on (male) sex
Classism: a system of advantage based on (middle) social class
Heterosexism: a system of advantage based on (hetero) sexual orientation
And so we come to Power and Privilege at last, the central concept underlying the discipline of Multicultural Studies.
POWER AND PRIVILEGE
Cyrus says this about power:
"Power: in its simplest sense, means the ability to do, act, think, and behave as we like, to have control over ...
This document discusses issues in cross-cultural communication and how culture impacts perception and communication. It outlines that culture governs both language/thought and behaviors/activities. Cultural differences present greater obstacles to communication than linguistic differences alone. Culture shapes perceptions in areas like individualism vs collectivism, roles, social hierarchies, values, and thought patterns. These cultural lenses can lead to misunderstandings between people from different cultures unless accounted for in cross-cultural interactions and communication. The document provides taxonomy of potential cultural barriers and differences that can obstruct cross-cultural understanding.
Race and ethnicity influence identity through complex interactions with social and environmental contexts. While they do not determine behavior, race and ethnicity can (1) provide frameworks that shape how we see ourselves and others, (2) act as motivators for behavior by influencing things like motivation and performance, and (3) serve as a source of belongingness. How and when race and ethnicity matter depends on many contextual factors and the individual is always located within social systems where these attributes have meaning.
Inequality and Stratification Discussion.docx4934bk
This document provides background information on inequality and stratification through discussing several key topics:
1. It outlines the historical origins of inequality in early hunter-gatherer societies and how gender roles contributed to the development of gender inequality.
2. It examines how class stratification developed in relation to gender systems and how concepts of race emerged in connection to class and gender.
3. It discusses the social construction of categories like race, gender, sexuality and how hierarchies and norms developed to naturalize some identities over others.
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 .
The movie The Invention of Lying explores social class through a world where lying does not exist. When down-on-his-luck writer Mark develops the ability to lie, he uses it to rise to fame, fortune, and the heart of the woman he loves. However, when Mark lies to comfort his dying mother by inventing the concept of heaven, religion, and an afterlife, it threatens the existing social order and scripts. The film examines how social class shapes identity and opportunities in society through ascribed and achieved statuses.
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 ...
The document discusses racial and ethnic relations and patterns of intergroup relations in three sections. Section 1 defines key terms like race, ethnicity, and minority groups. It describes how race is based on physical characteristics and ethnicity is based on shared culture. Section 2 explains discrimination and prejudice, how they differ, and their sources like sociological, psychological, and economic factors. Prejudice can lead to stereotypes and discrimination can be legal or institutional. Section 3 provides an overview of minority groups in the United States.
This document discusses systems of social stratification and examines the American class system and poverty. It outlines different stratification systems such as caste and class and describes the major social classes in the United States. The document also analyzes the causes and effects of poverty, government responses to poverty, and social mobility within stratified systems. Students are assigned a project to further analyze dimensions of social stratification covered in the chapter.
Social stratification refers to the hierarchical ranking of social groups in a society. It results from unequal distribution of rights, privileges, duties and statuses among members of a society. Stratification is found in all societies and involves inequality, with some individuals and groups rated higher than others based on opportunities and privileges they enjoy. There are two main forms of social stratification - caste systems which are closed, with status determined by birth, and class systems which are more open, with status determined by factors like wealth, occupation and education, allowing for some social mobility between classes.
1.Which of the following is truea. Race generally refers to the p.pdffamilycomputerpatna
1.Which of the following is true?
a. Race generally refers to the physical difference between people/groups, such as skin color or
hair texture.
b. Ethnicity is more about shared culture - your values, beliefs, and practices.
c.
Minority status (or minority groups) are those that are singled out or discriminated against
because of their physical appearance (e.g. pigmentation of their skin), or their cultural practices
and beliefs, (or gender, sexual identity, class, age...). For sociologists, the key to being a minority
group is having less power, or being subordinate to the majority group in terms of money,
wealth, access to jobs, education, political decision-making and other resources
d. All of the above are true
e. Only a. and b. are true
2.The Power of an Illusion:
When sociologists talk about "the social construction of race" or say that "race is a social
construct, "They mean that race and racial categories (like White, Black, Asian...) are not real -
they are not based on sound biology research and that previous racial categories were arbitrarily
assigned, based on pseudoscience, and often used to justify racist practices.
True
False
3. Which of the following statements is true?
a. Prejudice and discrimination are basically the same thing.
b. Prejudice and discrimination used to be big problems, but now they are not.
c.
Prejudice refers to feelings, thoughts, beliefs, and attitude someone has about a certain group.
This is not necessarily based on experience but more so based on premature judgment.
Discrimination is not only premature judgment, but also the actions taken against a certain group
of people
d. None of the above are true.
4.What is the difference between racism, institutional racism, and colorism?
a.
Racism is both a stronger type of prejudice used to justify the belief that one racial category is
somehow superior or inferior to others and a set of practices used by a racial majority to
disadvantage a racial minority; institutional racism refers to the way in which racism is
embedded in the fabric of society; and colorism is another kind of prejudice, in which people
believe one type of skin tone is superior or inferior to another within a racial group.
b.Racism is only about prejudice towards certain races; institutional racism refers to the way in
which racism is embedded in music; and colorism is another kind of prejudice, in which people
believe one type of skin tone is superior or inferior to another within a racial group.
c. Racism, institutional racism, and colorism are all the same thing.
d. None of the above are true
5.Which of the following is true about the study of group dynamics:
a.
Assimilation is when an individual or a group of minorities gives up their identity by taking the
identity of the more dominant group in society.
b. Pluralism is the idea that society improves because of the mixture of groups, cultures and
beliefs.
C. Amalgamation is when a minority group and a majority group come together to form.
The document discusses how to have constructive conversations about race. It argues that not discussing race ignores how race impacts society. It suggests using "targeted universalism" to address racial disparities while recognizing our shared fate. The document provides strategies for transformative discourse, such as focusing on solutions, narratives, and fixing systemic flaws instead of assigning blame.
Stratification refers to systematic inequalities between groups that arise from social processes and relationships. Social stratification creates a hierarchy in society where groups have unequal access to resources, power, and social worth. It can take many forms like class, race, and gender, which overlap and influence life chances. There are functional and conflict theories for stratification - functionalism sees it as motivating productivity while conflict theory sees it as exploitation. Inequality in the U.S. is growing, with the wealthiest 1% controlling most wealth and CEO salaries far exceeding average incomes. Poverty disproportionately affects minorities and reasons for homelessness include unemployment, lack of affordable housing and support.
The document discusses structural racialization, implicit bias, and systems thinking in relation to race. It notes that implicit bias resides in our unconscious networks and influences our perceptions in ways we are often unaware of. Tests have shown widespread implicit bias against non-whites. The document advocates considering how people are situated within relationships and processes, and recognizing that racialized outcomes do not require racist actors.
The document discusses social differences and social stratification. It notes that sociologists study differences in terms of inequality, stratification, and class. Inequality refers to unequal access to social rewards, stratification refers to how inequalities are passed down through generations, and class refers to social groups with unequal access to wealth, power, and prestige. The document then examines different systems of social stratification including slavery, castes, estates, and social class. It discusses Karl Marx's theory of class struggle and exploitation as well as Max Weber's focus on class, status, and power. Finally, it defines social mobility as movement within a stratification system and describes different types.
Similar to Structural Racialization and Opportunity Mapping (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.
This document summarizes a presentation on broadband availability and its relationship to race, income, and location. It explores these relationships through case studies of Los Angeles, Chicago, and South Carolina. The main findings are that income was a more significant determinant of broadband deployment than race alone, availability varies between urban and rural areas, and adoption remains an issue even with some level of competition and availability. Going forward, the researchers intend to further examine availability versus adoption, the role of cost and service type, and speed. Data and technical challenges for the analysis are also discussed.
This document discusses the role of federal policy in promoting or limiting opportunities for low-income people and people of color in America. It provides historical examples of how policies around schooling, housing, transportation and lending influenced racial inequities that persist today. It also examines unemployment insurance and finds that while Black and Latino Americans face higher unemployment rates, they are underrepresented among recipients of unemployment benefits compared to their share of the unemployed population. Geographic distribution of minority groups in states with less generous unemployment systems as well as ineligibility factors may partially explain these disparities.
This document provides recommendations for updating Ohio's 1980 diversity policy. It recommends reaffirming commitment to diversity and reducing racial isolation. It also recommends supporting voluntary diversity policies, conducting diversity assessments of new schools/closures, diversifying staff, expanding diversity training, limiting zero tolerance policies, expanding successful magnet programs, monitoring referral rates and representation in advanced courses, and promoting comprehensive counseling programs. The goal is to foster inclusive, equitable and diverse learning environments.
The document discusses using a targeted universalism approach to promote racial equity by changing the geography of opportunity. It provides examples of how targeted universal policies in Portland and the Neighborhood Stabilization Program invested in communities hardest hit by crises while also providing access to higher opportunity areas. The document advocates for a multi-faceted approach including opportunity mapping to coordinate regional investments in people, places, and connections to expand access to high opportunity communities.
This document summarizes the history of school desegregation efforts in the United States following the 1954 Brown v. Board of Education Supreme Court decision that ruled racial segregation in public schools was unconstitutional. It discusses the phases of desegregation including massive resistance in the South, courts enforcing desegregation through rulings like Green v. County School Board and Swann v. Charlotte-Mecklenberg, desegregation moving to northern states through cases like Keyes v. School District No. 1 and Penick v. Columbus Board of Education, and the limiting of desegregation through rulings like Milliken v. Bradley. It also examines trends of resegregation and the impacts of segregation on opportunities and outcomes.
This document discusses potential reasons for the underrepresentation of African Americans and Latinos among unemployment insurance (UI) beneficiaries. It finds that:
1) African Americans and Latinos experienced higher unemployment during the recession but were also overrepresented among the long-term unemployed.
2) While recipiency rates were around 40% for whites, they were lower for African Americans and Latinos, ranging from 32-39%.
3) Geographic distribution of racial groups may play a role, as African Americans and Latinos are more concentrated in states with lower UI recipiency rates. Implicit bias and discretion in the UI system could also potentially contribute to underrepresentation of minorities.
This document summarizes a seminar on access to higher education presented by Jason Reece at Ohio State University. The seminar discussed unequal access to higher education in Ohio as a form of inequity and examined what drives disparate educational outcomes in the state and what can be done to improve access. Reece, a senior researcher at the Kirwan Institute, explored how systemic barriers to higher education represent inequity in Ohio and how providing greater access promotes greater equity.
This document discusses facing issues of race and humanity. It notes that while we may unconsciously think about and hold biases related to race even with sincerely egalitarian attitudes, avoiding discussions of race does not make bias go away. Having open conversations about race, though difficult, is important. It concludes by providing information about the Kirwan Institute and its work related to issues of race.
Jason Reece gave a lecture on using GIS and mapping for advocacy and promoting equity. He discussed how maps can effectively display spatial inequities related to race, class, and other social factors. He provided examples of opportunity mapping projects conducted by the Kirwan Institute to analyze access to education, jobs, housing and other opportunities. Reece explained how these maps have informed programs and policies to improve opportunities for disadvantaged communities.
This document discusses using mapping and spatial analysis to advance advocacy and social justice. It provides examples of how opportunity mapping has been used in litigation, research, and policymaking to illustrate disparities, propose solutions, and measure impact. Opportunity mapping combines quantitative data analysis with narrative to identify gaps in access to critical resources and structures. The approach has informed fair housing legal cases, program evaluation, and efforts to direct investment to disadvantaged communities.
This document discusses critical race theory and the intersection of race and class. It makes three key points:
1) Race and class are co-constitutive and intersect at individual, group, and societal levels, shaping identity and inequality over time. The exclusion of non-whites from New Deal programs entrenched structural racial inequality.
2) Opportunity structures in domains like housing, employment, education sort individuals and groups in racialized ways. A shift is needed to examine how institutions collectively racialize opportunities.
3) Corporate power increasingly shapes key areas of life and diminishes public and private spaces, with implications for civil rights that are debated in issues like Citizens United.
The document discusses structural barriers to opportunity and how they disproportionately impact marginalized communities. It provides an overview of the Kirwan Institute's work studying how systems produce racial inequities and analyzing neighborhoods' access to opportunities like education and employment. It then examines how policies historically enforced inequity and how racial segregation persists spatially and in schools. The document concludes by analyzing disparate impacts of the recent recession, like higher unemployment rates for Black and Latino communities in Ohio.
The document discusses the disproportionate impacts of the recession on minorities and calls for a more equitable recovery. It summarizes data showing higher unemployment rates among minorities, in areas with larger minority populations, and at the intersections of geography and race. While the stimulus provided relief, more targeted investments are needed to assist communities hardest hit and develop opportunities for minorities. The Kirwan Institute advocates for policies that combine universal goals with targeted approaches to promote a fair recovery.
This document discusses the impacts of the recession and economic crisis. It notes that the recession has hit communities unevenly across states and demographics. Certain groups, such as Black and Latino youth, have faced particularly high unemployment rates. The response to the recession through policies like the American Recovery and Reinvestment Act aimed to stimulate the economy and assist those most impacted, but there are questions around whether the recovery has reached all communities equally and how future policies and investments can better promote equity.
John A. Powell discussed structural racialization and opportunity in Seattle. He explained that structural racialization involves mutually reinforcing policies and institutions that restrict opportunity and perpetuate racial disparities, often through spatial segregation. Considering how institutions interact as systems is important to understand opportunity and racialized outcomes. Analyzing specific regions requires thinking about structures and social relationships that mediate access to resources like housing, employment, education and transportation.
Jason Reece from the Kirwan Institute presented on using mapping to advocate for equity issues, explaining how maps can effectively display spatial inequities and discussing opportunity mapping projects in various states and regions to analyze access to education, jobs, housing and other opportunity indicators. The presentation covered case studies of how opportunity mapping has informed legal services, housing programs, and other advocacy efforts to address racial and social inequities.
This document discusses approaches to diversity in the 21st century United States. It notes that the U.S. population is highly diverse, with the largest ethnic groups being non-Hispanic whites, Latinos, African Americans, and Asians. In higher education, 64.4% of students are white with the remaining being various minority groups. The document advocates moving beyond a numerical definition of diversity to a contextual approach that considers power structures and marginalization. It argues for recognizing how differences are socially constructed rather than natural in order to implement meaningful diversity initiatives.
The document provides an overview of the challenges facing black males in the areas of economics, education, and family structure based on research data. It then discusses some community assets and strengths that can help address these challenges, such as the growth of black-owned businesses, political representation, coalitions between black and immigrant communities, and potential funders interested in supporting black male achievement initiatives.
The document discusses the interconnected issues of fair housing and fair credit. It notes that unequal dual housing and credit markets developed together due to discriminatory policies like redlining. Moving forward, the document argues that reforming the financial system requires addressing its racial inequities and ensuring all communities have access to fair and affordable credit. Local context matters, so solutions require input from communities most affected by lending abuses and lack of access to financial services and homeownership opportunities.
More from Kirwan Institute for the Study of Race and Ethnicity (20)
Salesforce Integration for Bonterra Impact Management (fka Social Solutions A...Jeffrey Haguewood
Sidekick Solutions uses Bonterra Impact Management (fka Social Solutions Apricot) and automation solutions to integrate data for business workflows.
We believe integration and automation are essential to user experience and the promise of efficient work through technology. Automation is the critical ingredient to realizing that full vision. We develop integration products and services for Bonterra Case Management software to support the deployment of automations for a variety of use cases.
This video focuses on integration of Salesforce with Bonterra Impact Management.
Interested in deploying an integration with Salesforce for Bonterra Impact Management? Contact us at sales@sidekicksolutionsllc.com to discuss next steps.
AI 101: An Introduction to the Basics and Impact of Artificial IntelligenceIndexBug
Imagine a world where machines not only perform tasks but also learn, adapt, and make decisions. This is the promise of Artificial Intelligence (AI), a technology that's not just enhancing our lives but revolutionizing entire industries.
Skybuffer SAM4U tool for SAP license adoptionTatiana Kojar
Manage and optimize your license adoption and consumption with SAM4U, an SAP free customer software asset management tool.
SAM4U, an SAP complimentary software asset management tool for customers, delivers a detailed and well-structured overview of license inventory and usage with a user-friendly interface. We offer a hosted, cost-effective, and performance-optimized SAM4U setup in the Skybuffer Cloud environment. You retain ownership of the system and data, while we manage the ABAP 7.58 infrastructure, ensuring fixed Total Cost of Ownership (TCO) and exceptional services through the SAP Fiori interface.
Digital Marketing Trends in 2024 | Guide for Staying AheadWask
https://www.wask.co/ebooks/digital-marketing-trends-in-2024
Feeling lost in the digital marketing whirlwind of 2024? Technology is changing, consumer habits are evolving, and staying ahead of the curve feels like a never-ending pursuit. This e-book is your compass. Dive into actionable insights to handle the complexities of modern marketing. From hyper-personalization to the power of user-generated content, learn how to build long-term relationships with your audience and unlock the secrets to success in the ever-shifting digital landscape.
For the full video of this presentation, please visit: https://www.edge-ai-vision.com/2024/06/building-and-scaling-ai-applications-with-the-nx-ai-manager-a-presentation-from-network-optix/
Robin van Emden, Senior Director of Data Science at Network Optix, presents the “Building and Scaling AI Applications with the Nx AI Manager,” tutorial at the May 2024 Embedded Vision Summit.
In this presentation, van Emden covers the basics of scaling edge AI solutions using the Nx tool kit. He emphasizes the process of developing AI models and deploying them globally. He also showcases the conversion of AI models and the creation of effective edge AI pipelines, with a focus on pre-processing, model conversion, selecting the appropriate inference engine for the target hardware and post-processing.
van Emden shows how Nx can simplify the developer’s life and facilitate a rapid transition from concept to production-ready applications.He provides valuable insights into developing scalable and efficient edge AI solutions, with a strong focus on practical implementation.
Best 20 SEO Techniques To Improve Website Visibility In SERPPixlogix Infotech
Boost your website's visibility with proven SEO techniques! Our latest blog dives into essential strategies to enhance your online presence, increase traffic, and rank higher on search engines. From keyword optimization to quality content creation, learn how to make your site stand out in the crowded digital landscape. Discover actionable tips and expert insights to elevate your SEO game.
Taking AI to the Next Level in Manufacturing.pdfssuserfac0301
Read Taking AI to the Next Level in Manufacturing to gain insights on AI adoption in the manufacturing industry, such as:
1. How quickly AI is being implemented in manufacturing.
2. Which barriers stand in the way of AI adoption.
3. How data quality and governance form the backbone of AI.
4. Organizational processes and structures that may inhibit effective AI adoption.
6. Ideas and approaches to help build your organization's AI strategy.
Project Management Semester Long Project - Acuityjpupo2018
Acuity is an innovative learning app designed to transform the way you engage with knowledge. Powered by AI technology, Acuity takes complex topics and distills them into concise, interactive summaries that are easy to read & understand. Whether you're exploring the depths of quantum mechanics or seeking insight into historical events, Acuity provides the key information you need without the burden of lengthy texts.
Fueling AI with Great Data with Airbyte WebinarZilliz
This talk will focus on how to collect data from a variety of sources, leveraging this data for RAG and other GenAI use cases, and finally charting your course to productionalization.
Introduction of Cybersecurity with OSS at Code Europe 2024Hiroshi SHIBATA
I develop the Ruby programming language, RubyGems, and Bundler, which are package managers for Ruby. Today, I will introduce how to enhance the security of your application using open-source software (OSS) examples from Ruby and RubyGems.
The first topic is CVE (Common Vulnerabilities and Exposures). I have published CVEs many times. But what exactly is a CVE? I'll provide a basic understanding of CVEs and explain how to detect and handle vulnerabilities in OSS.
Next, let's discuss package managers. Package managers play a critical role in the OSS ecosystem. I'll explain how to manage library dependencies in your application.
I'll share insights into how the Ruby and RubyGems core team works to keep our ecosystem safe. By the end of this talk, you'll have a better understanding of how to safeguard your code.
TrustArc Webinar - 2024 Global Privacy SurveyTrustArc
How does your privacy program stack up against your peers? What challenges are privacy teams tackling and prioritizing in 2024?
In the fifth annual Global Privacy Benchmarks Survey, we asked over 1,800 global privacy professionals and business executives to share their perspectives on the current state of privacy inside and outside of their organizations. This year’s report focused on emerging areas of importance for privacy and compliance professionals, including considerations and implications of Artificial Intelligence (AI) technologies, building brand trust, and different approaches for achieving higher privacy competence scores.
See how organizational priorities and strategic approaches to data security and privacy are evolving around the globe.
This webinar will review:
- The top 10 privacy insights from the fifth annual Global Privacy Benchmarks Survey
- The top challenges for privacy leaders, practitioners, and organizations in 2024
- Key themes to consider in developing and maintaining your privacy program
How to Get CNIC Information System with Paksim Ga.pptxdanishmna97
Pakdata Cf is a groundbreaking system designed to streamline and facilitate access to CNIC information. This innovative platform leverages advanced technology to provide users with efficient and secure access to their CNIC details.
How to Get CNIC Information System with Paksim Ga.pptx
Structural Racialization and Opportunity Mapping
1. Structural Racialization and
Opportunity Mapping
john a. powell
Executive Director, Kirwan Institute for the Study of Race and Ethnicity
Williams Chair in Civil Rights & Civil Liberties, Moritz College of Law
Racial Justice Training Institute
The California Endowment
Oakland, CA
May 27-28, 2010
2. Today’s Outline
Structural Racialization, Systems Thinking, and Implicit
Bias
The Geography of Opportunity and Opportunity Mapping
Targeted Universalism and ‘Situatedness’
Knowledge and Narratives
Strategies for Moving Forward
5. From a one- dimensional understanding…
• One variable can explain
why differential outcomes.
…to a multi-dimensional understanding….
• Structural Inequality
– Example: a Bird in a cage.
Examining one bar cannot
explain why a bird cannot fly.
But multiple bars, arranged in
specific ways, reinforce each
other and trap the bird.
6. ...to an understanding of processes and
relationships
• Understanding the
relationships among
these multiple
dimensions, and how
these complex intra-
actions change
processes
• Relationships are neither
static nor discrete
6
7. Opportunity is….
Racialized… Spatialized… Globalized…
• In 1960, African- • marginalized people of • Economic
American families in color and the very
poverty were 3.8 times globalization
poor have been
more likely to be spatially isolated from
concentrated in high- opportunity via • Climate change
poverty neighborhoods reservations, Jim
than poor whites. Crow, Appalachian
mountains, ghettos, • the Credit and
• In 2000, they were 7.3 barrios, and the Foreclosure crisis
times more likely. culture of
incarceration.
8. Systems Thinking
We are all situated within “opportunity structures”
Physical
Social Cultural
Outcomes
&
Behaviors
These structures interact in ways that produce racialized outcomes for
different groups, but also in ways that influence racial identity…..
9. Social Cognition
Warmth and Competence
High
Where do you Perceived as highly
think your group competent, with
high warmth
ranks?
Warmth
Perceived as
incompetent, with
Low low warmth
Low Competence High
Source: Douglas Massey. Categorically Unequal: The American Stratification System. New York: Russell Sage Foundation. 2007.
10. Social Cognition contd.
Warmth and Competence
High
Your own
Pity : women,
group, who you
elderly, disabled
identify with
Warmth
Competent, but
don’t really like
Despised: African them: Asians
Americans
Low Mexican Americans
Low Competence High
Source: Douglas Massey. Categorically Unequal: The American Stratification System. New York: Russell Sage Foundation. 2007.
11. Checkpoint:
What if two groups are marginalized in similar ways?
What’s the relationship between these two groups?
Example: African Americans and Mexican Americans--
they are both despised.
We can’t assume that these two groups will be in
coalition simply because they might hold similar social
positions…
Interactions are impacted by members of dominant
group and mediated by marginalized groups themselves
12. Just because people have a similar
position, does not mean they have similar
consciousness….
13. Studies of Intergroup Relations
Rodriguez and Segura (2004). Latinos and Blacks often share socioeconomic
circumstances, but these shared circumstances “lead to shared positions only
when the similarity of circumstances and their root causes are accurately
perceived. .. [However] middle class Latinos or higher educated African-
Americans might not necessarily perceive their own co-ethnics, let alone the
other group, as sharing needs and, hence, political interests.” (10)
“While common circumstances may lead to the perception of shared
interests, there is simultaneously a second likely effect – the very high
likelihood that these groups will be forced to engage in competition
over jobs, over control of labor unions and sectors of the economy, and even
over demographic hegemony at the neighborhood level.” (11)
To the extent it exists, is emerging cooperation the product of genuinely
shared values and preferences, or rather the result of circumstances and
structured choices?
14. Intergroup Relations, contd.
Kaufman (2007).“In the multiethnic city, the minority group that
garners the top spot in the political arena gets a disproportionate
amount of [these] resources…. In this ‘winner takes most’ system of
minority rewards, the prospect of being in the winning coalition is a
powerful incentive to coalesce with White voters against competing
minority groups.” (87)
It’s a 3-player game, and the minority group in coalition with
Whites always wins.
McClain et. al. (2006). Study found that “the overwhelming majority
of Latino immigrant respondents (78.3%) feel that they have the
most in common with whites and the least in common with blacks
(52.8%). Curiously, the relatively warm feelings toward whites and
the coolness toward blacks among Latino respondents are not
mutual.” (579-580)
15. Example: African Americans and
Immigrants (African)
There is occasional competition over which group is more oppressed.
“The biggest tool used to divide is ignorance.”
Immigrants are unaware of the history of the Civil Rights
movement and the role of race in the U.S.
African Americans often take an anti-immigrant position because
they do not understand the forces of globalization.
The established leadership in both communities can be reluctant to join
alliances.
Hesitation to support an issue of the other community because they
think their constituency is against it
Fear of losing the power they possess
Part of the African American community feels that the increased
attention to the immigrants means a lack of attention to their
community, and their disenfranchisement.
“Immigrants are exploited; African Americans are excluded.”
16. Process of Social Stratification: Who
gains access to what resources...
Conscious and Pattern
Unconscious recognition and
(i.e. implicit generalization
Categorization bias)
Inequality This may
change over
time, but the
Emulation
Hoarding and and whole
Exploitation Adaptation structure is
highly inert
Source: Douglas Massey. Categorically Unequal: The American Stratification System. New York: Russell Sage Foundation. 2007.
17. Wait! “Conscious or unconscious”
categorizations??
Implicit Bias and Structural Racialization
19. Implicit Bias
• only 2% of emotional cognition is
available to us consciously
• messages can be ‘framed’ to
speak to our unconscious
• racial bias tends to reside in the
unconscious network
19
25. Awareness Test
25 http://www.youtube.com/watch?v=yrqrkihlw-s
26. Checkpoint:
How does the concept of implicit bias impact my
understanding of systems and structural racialization?
Where does this fit in with the work I do?
What does it indicate about changing ‘the system’?
27. I. Physical opportunity structures…
We need to think about the ways in which the institutions that
mediate opportunity are arranged
The order of the structures
The timing of the interaction between them
The relationships that exist between/among them
27
28. II. Social opportunity structures…
People/groups are situated differently in relation to social
infrastructure
Social Capital
Different levels of social capital within and between groups
Different geographies of social capital
Some may only have access to capital/networks within their immediate
neighborhood, but others may have access to capital/networks beyond
their immediate environment
Organization
Some groups are more organized than others and are more able to
make collective demands on institutions
Some groups may be considered “invisible” in a community
Some groups may be organized but keep their efforts internal, they do
not project their efforts beyond their immediate group
29. III. Cultural opportunity structures
‘Space’ where symbolic meaning (shared norms, values,
goals etc) is experienced and expressed, constructed and
confirmed
30. Structural Racialization
Context: The Dominant Consensus on Race
National values Contemporary culture
Current Manifestations: Social and Institutional Dynamics
Racialized public policies and institutional
Processes that maintain racial hierarchies
practices
Outcomes: Racial Disparities
Racial inequalities in current levels of Capacity for individual and community
well-being improvement is undermined
Ongoing Racial Inequalities
30
Adapted from the Aspen Roundtable on Community Change. “Structural Racism and Community Building.” June 2004
31. The outcome of structural racialization is a
highly uneven Geography of Opportunity…
Some people ride the Others have to run
“Up” escalator to reach up the “Down”
31
opportunity. escalator to get
there.
33. Historic Government Role
A series of mutually reinforcing federal policies across
multiple domains have contributed to the disparities we
see today
School Desegregation
Suburbanization/ Homeownership
Urban Renewal
Public Housing
Transportation
33
34. Today,
Institutions continue to
support, not dismantle,
the status quo. This is
why we continue to see
racially inequitable
outcomes even if there is
good intent behind
policies, or an absence of
racist actors. (i.e. structural
racialization)
36. “Race or Risk” ?
…what about fair credit
Source: United for a Fair Economy
37. Global financial systems operate outside the scope of
US regulations and they are increasingly complex…
Pre Depression:
The Two Party Housing Market
Party Party
1 2 Seller
Homebuyer
(and/or)
Lending
Institution The Post Depression FHA Era:
The Three Party Mortgage Market
Party Party Party
1 2 Lending 3 Government
Homebuyer Sponsored
Institution Institution
purchases,
insures or
underwrites
loan
37
Based on research by Chris Peterson, University of Utah Law School
38. …From Two Party Transactions to Mortgage Securitization at a
Global Scale
Today:
The web of actors and
institutions involved in
the sub prime lending
and mortgage
securitization market
38
Created by Chris Peterson, University of Utah Law School
39. What is the Solution?
Individual?
Example: Financial literacy for consumers.
But even Wall Street investors didn’t know what was going on…
System?
Example: The Goldman Sachs SEC charge…
But it was not just one hedge fund manager’s fraud.
Multiple breaking points in the system
2-tiered delivery system
Pre-emption?
Enforcement?
Credit rating agencies?
Etc.
40. Solutions contd.
Rational vs. Reasonable:
Rational: decisions that are good for me (i.e. transactional)
Reasonable: decisions that are good for the collective whole.
They change the system (i.e. transformative)
Dynamic patterns over time tell us whether something is
good or bad.
Example: If doctor tells me one cell in my body died, that
doesn’t tell me much about health of my entire body. My body
is not only shedding things, but taking things in.
Example: Price in housing is increasing--that’s good for me. But
if everyone decides to buy, this inflates the bubble and that
means economy is going to implode-- that’s bad for society.
41. What do the Structural Racialization and
implicit bias approaches contribute?
Structural Racialization lifts up the impact of institutional
arrangements and policies on group outcomes
Cumulative causation—systems interact!
Racialized outcomes do not require racist actors
Implicit Bias moves us beyond a “colorblind” frame
Challenges our assumptions
Both move us beyond the “individual merit” argument
42. Example: “In the US, Black students do not perform
as well as white students on standardized tests.”
Factually correct
But what does this sentence
suggest?
Black students inherently not as
capable?
SR opens the analysis to impact
of housing on schools,
concentrated poverty in schools,
under-resourced schools
Structures “normalize”. So
when we are navigating through
structures (ex. education
system), we do so without
actively thinking.
Example: We have accepted
the normalization of testing in
the US.
43. Example contd.
But what if testing itself is the problem??
We look at the gap in
testing and ways to alleviate
that gap.
Example: Finland has eliminated
examination systems that had
previously tracked students for
middle schools and restricted
access to high schools, among
other key changes
Outcome of changes: graduating
over 90% of HS students;
consistently high rankings on
international standards
Point: without SR/implicit
bias approach, we
misdiagnose the problem
44. Checkpoint:
What do the Structural Racialization and implicit bias approaches
suggest in terms of indentifying problems and developing solutions
in the work I do?
How might my understanding of systems inform the work I do?
We have a lot of knowledge and experience relating to the social
determinants of health—how has this research been informed by
an understanding of how systems interact?
We know that neighborhoods matter for health, but how does
structural racialization matter for health?
How are these concepts (systems, neighborhoods, structural
racialization) related?
46. So Why Mapping?
Regional, racial and
social inequity often
manifest as spatial
inequity
Mapping shows the
cumulative effects of
opportunity
segregation
47. Using Mapping For Advocacy:
Spatial and Regional Equity
Why are maps particularly effective in dealing with
issues of equity?
Maps are naturally the best tools to display this spatial
phenomena
Used to identify the salient opportunity structures,
and which groups have access to them, or what
possible impediments might exist
Other disciplines and sectors are using mapping
to problem solve
Private industry
47
52. Checkpoint:
How does this multi-dimensional, multi-scalar
understanding of the geography of opportunity inform the
work I do?
How do these maps help my understanding of structural
racialization, neighborhoods, and health?
What are they missing? How could they be improved?
How do I go about the hard work of transferring these
complex concepts to the critical work that I do?
55. “Situatedness” is relational…
Laws on Wall Street…
“Wall Street Reform”
Goldman Sachs
Charged with Fraud in
structuring and marketing
of CDOs tied to
Subprime Mortgages
Graphic:: LOUISE STORY and GRETCHEN MORGENSON, “SEC Sues Goldman Over Housing Market Deal.” NewYorkTime.com, April 16, 2010
56. …But our traditional approach
fails to recognize the connections
among these…
…have an impact in
Cleveland neighborhoods
In other words, hedge fund manager
wins if Cleveland loses
57. Targeted Universalism and Situatedness
Problem: 3 people are out
to sea and a big storm is
coming.
Goal: To reach the people
within 6 hours
Assumption: If we can
reach them within 6
hours, we will save them
all
58. Example Contd.
But the 3 are not all in the
stormy water in the same
way…
Which person would be
most likely to survive the
6 hours it would take to
reach them??
If water is a
“structure,”(housing,
education, etc.) some groups
are able to navigate the
structure more successfully
than other groups…
59. Checkpoint:
What about differences in the experience of
marginalization within one group?
Example: Asians/Asian Americans are extremely diverse in
religion, language, culture
Also extremely diverse in their experiences with ‘the system’
As a whole, Asian American population fares well (ranks highest in
income and education of any group)
But subgroups within population have very different experiences
Example: Cambodian, Laotian, Hmong per capita income below Blacks,
Latinos, and American Indians, and half that of whites.
60. Locating Your Opportunity Structures
What are the salient
opportunity structures in
your community?
Parks, Schools, Housing, etc.
Does your group have the
resources to access these
structures?
What is the relationship
between your group and
other groups?
How does access vary
within your group?
60
61. Difference between individual assets and
community assets
Example: Universal Health care
Giving individuals health care insurance does not
guarantee improved health outcomes
Since the passage of near-universal healthcare in Massachusetts
in 2006, emergency room visits in the state have spiked, fed
largely by demand from newly insured patients with conditions
best treated by primary care doctors. Kowalczyk, Liz.
What structures matter for health outcomes?
Housing, schools, parks, etc.?
Is it just proximity to a hospital?
How do we connect communities to these assets? Or do
we have to build these structures first??
62. Knowledge and Narratives
Understanding the shifting relationships
among/between structures and people changes
how we think and talk about “race”
63. Knowledge
Bounded but not closed
All knowledge is anchored in relationship to other
knowledge
But not all knowledge is created equal….
Example:
Historically, Blacks could not testify in court
This institutionalized white superiority of knowledge and made
knowledge “exclusive”
Tensions between knowledge
Hierarchy
64. Narratives
Different narratives for different groups
Middle-class Latinos have different structural relationships than
poor Latinos,
Asian Americans as a group vs. subgroup structural
relationships,
So they have different stories/experiences of structures…
This is why giving everyone a voice by creating a space for
discourse is critical
Creating a new knowledge, shared and more holistic
65. Checkpoint:
How are my programs and services accounting for how
people are differently situated?
Whose knowledges and narratives are encouraged?
How could we better understand and monitor our
different interventions?
67. Understanding “Situatedness”
We come from different places. Illuminating people’s
different and shared experiences of oppression
encourages collective action with others whose
experiences may be slightly different.
Young’s 5 Faces of Oppression: Different groups/people
experience one or more of these faces throughout their
lives
Exploitation
Marginalization
Powerlessness
Cultural Dominance
Violence
Source: Grassroots Policy Project. “Faces of Oppression.” http://www.grassrootspolicy.org/node/85
68. “Situatedness” and Interests
Our interests are Solutions?
“situational” Transactional: “Discovering”
common interests
Not all tensions are But this operates within the
personal, some are current structure, may limit our
choices
structural
Targeted Universalism Transformational:
We may have common “Creating” common interests
goals, but because we are This changes our situatedness,
differently situated we in turn changes our interests
and ultimately the structure
may be in sharp contrast.
69. Successful Examples
Strategy: Reframing
Portland, OR.
Chasm between social justice
advocacy organizations and the
planning community. Recent
dialogue changed the frame from
“disparities” to a “universal but
targeted” frame that moved all
groups closer to the target.
Outcome: Advocacy organizations
are now involved in the planning
process to develop Metro's
regional plan that will shape
investment and development over
the next 50 years.
Source: Metro Regional Government. “Making the Greatest Place.” Brochure.August 2009.
70. Reframing contd.:
Cleveland, OH.
Regionalism and tension
between city and inner
suburbs. Inner suburbs afraid
would lose resources to the
city, but city recognized that
they needed to work with the
suburbs. Reframed from fight
over current resources, to
future distribution.
Outcome: No current
resources would be
redistributed between city and
suburbs, but future
development would be shared
more equitably.
71. Successful Examples contd.
Strategy: Changing the Situatedness
SEIU Union in LA. and undocumented immigrant
organizing
Black tensions with Latinos in unions
Union concerned that not including undocumented workers in
union would decrease its effectiveness.
When union included undocumented immigrants into its ranks,
this changed the structure of tensions among these different
groups
No longer Blacks against Latinos, etc.
Outcome: “Silent structure” that had been operating was
revealed—the real beneficiary from tensions among workers
were corporations.
Workers’ situations were changed, interests were changed, structure
was changed.
73. Contd.
Structural racialization includes a person’s or group’s position
in and to physical, social, and cultural opportunity structures.
Uneven distribution of resources within these structures
creates an uneven geography of opportunity.
But this landscape is constantly changing/evolving. Creating a
space for dialogue that is inclusive of all groups reveals our
different –and evolving—narratives and knowledge.
Overcoming structural tensions between groups requires:
Importance of Leadership
Constructive Dialogue
Trust
Framing
Opportunity mapping is a way to spatially locate groups’
different narratives and understand different groups’
geographies of opportunity. This understanding has important
implications for addressing groups’ “situatedness”.