This document provides guidelines for a paper on immigrants and refugees in contemporary American society. It outlines that the paper must incorporate and cite several required sources, be 3-4 pages long, not simply summarize each source, and make an overall argument connecting the sources' themes. It also provides grading criteria and notes on plagiarism, late submissions, and available writing assistance.
Running head MYTHS OF LATINO IMMIGRATION .docxjeanettehully
Running head: MYTHS OF LATINO IMMIGRATION 1
MYTHS OF LATINO IMMIGRATION 3
Myths of Latino Immigration (revised)
Myth Outlining Worksheet
1. What is your myth?
A common myth about Latino is that Latino is homogenous naturally existing and an easily identifiable group of people.
2. What is your argument about your myth? (Should be two to three concise sentences.)
This myth is wrong because Latino is not a homogenous group or an easily identifiable group because Latino is the group that is initially from areas with different ancestries. Latino population is consisting of many types, say, Mexican, Puerto Rican, Cuban or Dominican, and they are not easily identified.
Evidence
I. Latino comprises of several sub-groups with unique identities
· One of the typical stereotype and mentality regarding the Latinos in America is that they have a shared ethnic background, race, and culture.
· However, the reality is that Latino comprises of several sub-groups with unique identities (Holloway, 2008, p.5).
· In the United States, Latino is defined in terms of their nationalities or the countries that they originated.
· For example, in the case of Midwest and Southwest, Latinos are seen as Mexicans.
· In the eastern part of America, particularly New York and Boston regions, Latino is people who are considered to have limitations of communications with the Dominicans and Puerto Ricans.
· In this case, Latinos are defined by their inability to communicate with o people other in the region. In the case of Miami, Cubans, and Central America, Latinos are groups for interpreting Latin America.
· Latin America is considered a group of Latin people who originate from different nationalities. In chapter three, Social Polarization and Colonized Labor: Puerto Ricans in the United States, between 1945–2000 Kelvin Antiago-Valles & Jiménez-Muñoz assert that the idea of homogeneity is quite extensive to the extent of some politicians treating Latino Americans as culturally unified people.
· Latino is racially diverse, thus making the ethnic category rather than a race (Gutiérrez, 2008, p.129). Technically, anyone from central, South America and the Caribbean can be described as Latino because the regions were previously empires of Spanish, Portuguese and French.
· Also, Latino as an ethnicity, has people from different nationalities. Several races are comprised of the group. The only similarity they have is that they are not the original inhabitants in America. Latinos have their roots in the immigrant groups that moved to America.
2. Latino originated from different countries with varying cultures.
· Latino is not easy to identify in terms of cultural practices.
· In chapter six, The Other “Other Hispanics”: South American–Origin Latinos In the United States, Espitia states t ...
1
SCAFFOLD STEP #4: DIVERSITY PERSPECTIVES WORKSHEET
My full name is Marcell Tywa'n Scott
1 July 2017
1. What is your faculty-approved global issue/problem? - My faculty approved global issue/ problem is racism.
2. Explain how you narrowed your focus to examine some aspect of that issue that affects disenfranchised and underrepresented groups. - I narrowed to this focus to represent the different ethnic and cultural groups around the globe. I wanted to highlight the mistreatment along with highlight the myths of racism that affects disenfranchised and underrepresented groups.
3. Draft a working thesis for your Diversity Perspectives paper. - Racism is a world wide problem caused by ignorance that differentiates people with skin color and can be resolved through continuous education.
4. What three to five points will you make to explain the significance of the issue? - What is racism .How racism affects our progress in the world.How racism affect growth in communities and businesses.
5. Identify the competing entities (populations) affected by this issue. Which of them are disadvantaged and underrepresented? - The quality of life for specific groups of people are affected tremendously by this topic. There are so many different races in the world to specifically name them all here in this form; Jewish and Americans from the African decent are the two big ones most are aware of .
6. For each of the groups identified, what cultural perspective will you present? - I will present how Hitler attempted to kill off all the Jewish, I may talk about how there culture changed based off of this action. I will talk about how the everyday discrimination that the Americans from African decent have to endure in America. I will deliver this from the White American along with the African Americans perspective.
7. What cultural inequalities are evident? What evidence will you use from your literature review and additional sources? - Evident cultural inequities have been acknowledge throughout history for both discriminated groups. In America, blacks have been subjected to mistreatment from elected officials, Public servants (police officers). I will utilize evidence from my sources identified in my first proposal, I will also utilize social media groups and show the reader different sides of the issues at concern.
8. How will you use Hofstede's Cultural Values Framework to explain the issues involved? -
9. How does in-group favoritism influence the competing populations? - I will attempt to describe this to the reader as racism.
10. How has out-group bias manifested itself among those involved in the issue? - The bias factor manifested into racism will be a huge portion on my work. I will establish bias and preconceived prejudice that some have.
11. Which justice theory will you choose to frame your argument and why? - I have yet to commit to a justice theory, I would like to stay focused on a moral high ground for this project.
12. What solutions hav ...
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Running head MYTHS OF LATINO IMMIGRATION .docxjeanettehully
Running head: MYTHS OF LATINO IMMIGRATION 1
MYTHS OF LATINO IMMIGRATION 3
Myths of Latino Immigration (revised)
Myth Outlining Worksheet
1. What is your myth?
A common myth about Latino is that Latino is homogenous naturally existing and an easily identifiable group of people.
2. What is your argument about your myth? (Should be two to three concise sentences.)
This myth is wrong because Latino is not a homogenous group or an easily identifiable group because Latino is the group that is initially from areas with different ancestries. Latino population is consisting of many types, say, Mexican, Puerto Rican, Cuban or Dominican, and they are not easily identified.
Evidence
I. Latino comprises of several sub-groups with unique identities
· One of the typical stereotype and mentality regarding the Latinos in America is that they have a shared ethnic background, race, and culture.
· However, the reality is that Latino comprises of several sub-groups with unique identities (Holloway, 2008, p.5).
· In the United States, Latino is defined in terms of their nationalities or the countries that they originated.
· For example, in the case of Midwest and Southwest, Latinos are seen as Mexicans.
· In the eastern part of America, particularly New York and Boston regions, Latino is people who are considered to have limitations of communications with the Dominicans and Puerto Ricans.
· In this case, Latinos are defined by their inability to communicate with o people other in the region. In the case of Miami, Cubans, and Central America, Latinos are groups for interpreting Latin America.
· Latin America is considered a group of Latin people who originate from different nationalities. In chapter three, Social Polarization and Colonized Labor: Puerto Ricans in the United States, between 1945–2000 Kelvin Antiago-Valles & Jiménez-Muñoz assert that the idea of homogeneity is quite extensive to the extent of some politicians treating Latino Americans as culturally unified people.
· Latino is racially diverse, thus making the ethnic category rather than a race (Gutiérrez, 2008, p.129). Technically, anyone from central, South America and the Caribbean can be described as Latino because the regions were previously empires of Spanish, Portuguese and French.
· Also, Latino as an ethnicity, has people from different nationalities. Several races are comprised of the group. The only similarity they have is that they are not the original inhabitants in America. Latinos have their roots in the immigrant groups that moved to America.
2. Latino originated from different countries with varying cultures.
· Latino is not easy to identify in terms of cultural practices.
· In chapter six, The Other “Other Hispanics”: South American–Origin Latinos In the United States, Espitia states t ...
1
SCAFFOLD STEP #4: DIVERSITY PERSPECTIVES WORKSHEET
My full name is Marcell Tywa'n Scott
1 July 2017
1. What is your faculty-approved global issue/problem? - My faculty approved global issue/ problem is racism.
2. Explain how you narrowed your focus to examine some aspect of that issue that affects disenfranchised and underrepresented groups. - I narrowed to this focus to represent the different ethnic and cultural groups around the globe. I wanted to highlight the mistreatment along with highlight the myths of racism that affects disenfranchised and underrepresented groups.
3. Draft a working thesis for your Diversity Perspectives paper. - Racism is a world wide problem caused by ignorance that differentiates people with skin color and can be resolved through continuous education.
4. What three to five points will you make to explain the significance of the issue? - What is racism .How racism affects our progress in the world.How racism affect growth in communities and businesses.
5. Identify the competing entities (populations) affected by this issue. Which of them are disadvantaged and underrepresented? - The quality of life for specific groups of people are affected tremendously by this topic. There are so many different races in the world to specifically name them all here in this form; Jewish and Americans from the African decent are the two big ones most are aware of .
6. For each of the groups identified, what cultural perspective will you present? - I will present how Hitler attempted to kill off all the Jewish, I may talk about how there culture changed based off of this action. I will talk about how the everyday discrimination that the Americans from African decent have to endure in America. I will deliver this from the White American along with the African Americans perspective.
7. What cultural inequalities are evident? What evidence will you use from your literature review and additional sources? - Evident cultural inequities have been acknowledge throughout history for both discriminated groups. In America, blacks have been subjected to mistreatment from elected officials, Public servants (police officers). I will utilize evidence from my sources identified in my first proposal, I will also utilize social media groups and show the reader different sides of the issues at concern.
8. How will you use Hofstede's Cultural Values Framework to explain the issues involved? -
9. How does in-group favoritism influence the competing populations? - I will attempt to describe this to the reader as racism.
10. How has out-group bias manifested itself among those involved in the issue? - The bias factor manifested into racism will be a huge portion on my work. I will establish bias and preconceived prejudice that some have.
11. Which justice theory will you choose to frame your argument and why? - I have yet to commit to a justice theory, I would like to stay focused on a moral high ground for this project.
12. What solutions hav ...
Argumentative essay on immigration. Wonderful Immigration Argumentative Essay ~ Thatsnotus. 004 Immigration Argumentative Essay Topics Illegal How To Write College .... Immigration Reform - Free Essay Example | PapersOwl.com. 002 Immigration Essay Example Argumentative Examples On Military Draft .... 220 Outstanding Immigration Essay Topics and Ideas. 170 Unique Immigration Essay Topics to Deal With. 007 Immigration Essay Best Photos Of Research Paper Outline On L .... Argumentative Essay on Immigration | English Language - SPM | Thinkswap. Essay - 33+ Examples, Format, Pdf | Examples. Immigration Argumentative Essay Topics - 100 Argument or Position Essay .... 007 Essay Example Immigration Argumentative Illegal Essays On Irish .... 006 Immigration Essay Introduction Art Examples College S Reform .... Good Title for Immigration Essay | Peterainsworth. Sample Argumentative Essay On Immigration | Templates at .... Incredible Persuasive Essay On Immigration ~ Thatsnotus. 023 Immigration Essay Example ~ Thatsnotus. Argumentative Essay on Immigration. 10+ Easy Argumentative Essay Examples for Students. 007 Illegal Immigration Argumentative Essay Example On Argument .... Immigration argumentative essay | SAC Homberg. Best Argumentative Essay Topics on Immigration in 2020 | Argumentative .... 023 Essay Example Immigration Topics ~ Thatsnotus. 002 Essay Example Argumentative On Immigration Illegal P Against Thesis .... Trending Immigration Argumentative Essay Thesis Gif - Writing. 001 Essay Example Pros And Cons Of Immigration ~ Thatsnotus. Argumentative Essay Topics Illegal Immigration. CONTOS DUNNE COMMUNICATIONS – Argumentative essay on immigration Immigration Argumentative Essay
w008cxkText BoxFeagin, Joe R. 2000. Racist America Root.docxjessiehampson
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Text Box
Feagin, Joe R. 2000. Racist America: Roots, Current Realities, and Future Reparations. New York: Routledge.
Notice: The material may be protected by copyright law
(Title 17 U.S. Code ).
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what were painful racially conflicted chapters in its national history;
(Others think that race and ethnicity are unrelated to their own lives and
should be the concern of those in barrios, ghettos, and ethnic studies pro-
grams. Wome worry about race and ethnicity but avoid talking about
them for fear of being thought racist.IYet others think that even noticing
race and ethnicity is wrong and that these concepts should not be taken
into account when someone is deciding how to interact with another
person.{Still others believe that U.S. Americans have not begun to talk
seriously about these topics and that no one can understand society with-
out analyzing how race and ethnicity are linked and deeply intertwined
with wealth, status, life chances, and well-being in general.
Given the wide range of possible reactions, we might ask, Why are
race and ethnicity so central to our lives and at the same time so difficult
and taboo?
In this essay, the authors propose an understanding of race and ethnic-
ity that, at first, may be hard to accept.tC~ntrary to what most people
believe, race and ethnicity are not things that people have or are. Rather,
they are actions that people do. 1l'R;ce and ethnicity are social, historical,.
and philosophical processes that people have done for hundreds of years
and are still doing. IThey emerge through the social ·transactions that
take place among different kinds of people, in a variety of institutional
structures (e.g., schools, workplaces, government offices, courts, media),
over time, across space, and in all kinds of situations.
Our framework for understanding them draws on the work of schol-
ars of race and ethnicity around the world, including professors asso-
ciated with the Center for Comparative Studies in Race and Ethnicity
(CCSRE) at Stanford University. Over the past several decades, the topics
ofrace and ethnicity have become increasingly central to the research and
theorizing of sociologists, psychologists, and h~rians as well as schol-
ars in the humanities, the law, and education.lPsychologists most often
focus on why people stereotype others and on the multiple negative out-
comes for those who are the target of these stereotypes (e.g., Baron and
Banaji 2006; Dovidio, Glick, and Rudman 2005; Eberhardt and Fiske
1998; Jones 1997; Steele 1992), while sociologists often concentrate on
racism as a system of beliefs that justifies the privilege of the dominant
I Although the term doing race has yet to gain wide currency either. within or outside the academy,
several ,race scholars have previously used ...
Main Discussion United States CensusDefining your racial and PazSilviapm
Main Discussion: United States Census
Defining your racial and ethnic identities has to do with how you classify race and identity and how others categorize them as well. Race refers to the conception that people can be categorized into groups based on skin color, hair texture, and facial features. Japanese is an example of a racial group. Ethnicity refers to a group of people who share a sense of connectedness based on national origin, language, or religion. Irish-Catholic is an example of an ethnic group. The term
culture
also appears in discussions about race and ethnicity. Culture refers to shared attitudes and behaviors, such as customs. People of the same race and ethnicity often share culture as well, and you may notice some overlap between culture, race, and ethnicity.
There are different approaches used to define racial and ethnic identities. Your text emphasizes an approach called
constructionism
. Constructionists argue that definitions of race and ethnicity cannot be separated from social processes, such as political, legal, economic, and other outside influences. They believe that these outside influences "construct" definitions of race and ethnicity, and definitions change as social processes change. For example, black children in the 1950s may have felt they were not as valued, not as competent, and not as "good" as white children because social processes at the time supported these ideas. Political and economic influences favored white children over black children. Social processes in the current era reject favoring white children over black children. Constructionism has both benefits and limitations when you consider your own racial and ethnic identities.
To prepare for this Discussion:
Review the "Framework Essay" as well as the assigned pages in Readings 1, 4, and 7 from Section I of the course text,
The Meaning of Difference
. Pay particular attention to the concept of constructionism as it relates to race and ethnicity.
Think about how you define your own racial and ethnic identities.
Consider how the constructionist approach has influenced your racial and ethnic identities.
Reflect on the benefits and limitations of the constructionist approach as it relates to your racial and ethnic identities.
With these thoughts in mind:
By Day 3
Post
a brief description of your racial and ethnic identities; that is, how do you define your race and ethnicity? After reading about the constructionist model, explain how it influences your racial and ethnic identities. In your explanation, include specific references that are personal to your racial and ethnic identity. Finally, briefly explain what you see are the benefits and limitations of a constructionist approach to one’s identity.
Be sure to support your postings and responses with specific references to the Learning Resources.
ntly Reading
PSYC 3005:
Racial and Ethnic Identities in America
| Week 1
Week 1: Defining Racial and Ethnic Identities
Welcome to ...
Influential Essays. . Best Essays All Time - chicagoris blogYngris Seino
An Unforgettable Influential Person In Your Life Free Essay Example. A Famous Person You Admire Essay - EnzoldOliver. Essays on influential people. Famous person essay sample. The Most Famous Person of All Time .... Essay 5 - Politics amp; Celebrities Assignment Page. Example Of A Good Expository Essay - Effective Tips on How to Write a .... Famous Quotes About Writing Essays. QuotesGram. Essay Written By Famous Writers - 40 Best Essays of All Time With Links. Becoming Influential Essay Example Topics and Well Written Essays .... 006 Essay Example Examples Of College Essays Writing Format For High .... College Essay Unit Topic Fact Sheet Influential Person.doc. The Example of Essay. Famous American Essay Writers Bid4papers blog. Famous essays. Writers on Writing: 20 Best Essays on Writing from .... College Essay About An Influential Person - Nick Huber. Pros And Cons Of Being Famous Essay Example StudyHippo.com. Descriptive essay famous people - eyeofthedaygdc.web.fc2.com. college essay about an influential person. Argumentat
Racial Discrimination in an Intercultural Community Haochuan Tang.docxaudeleypearl
Racial Discrimination in an Intercultural Community: Haochuan Tang, Bohao Cui, Hyejoo Lee
Summary:How racial discrimination has an affect in a community. Racially charged actions can affect education, opportunities, and others political affiliations. Profiling and prejudices can stem from stereotypes and the majority group creating a hierarchy.
Things I liked: I think by creating sections for the paper allowed it to flow better. It allowed the reading to know exactly what they are going to be reading. Since you broke the paper into sections maybe add exactly what ethnic groups you will be discussing in the paper so it gives the reader more of a sense of what groups you will be talking about further along. Tell us who the discriminators are and who the discriminated are.
Constructive Criticism: Be careful to simple typos. There were some small mechanical errors throughout the paper that needs to be fixed. Make sure not to repeat the same descriptive words in the same sentence. I’ve noticed throughout the paper “it should be noted” has been used a lot. Also, make sure the transition between sections flow well. Even though sections are broken into different parts, it still needs to be one concise paper. By aware of run on sentences as well. I saw a couple throughout the paper.
Grade: 80/100 – I found that there were multiple mechanical errors throughout the paper. The paper was clear, however I think if you were to talk about a specific group of people it would strengthen the paper. As of right now, the paper of too broad. Make it more specific and you will be good to go. Also, try not to use the exact same wording Dr. Peterson used for your section titles.
Racial
Discrimination
in
an
Intercultural
Community:
Haochuan
Tang,
Bohao
Cui,
Hyejoo
Lee
Summary:
How
racial
discrimination
has
an
affect
in
a
community.
Racially
charged
actions
can
affect
education,
opportunities,
and
others
political
affiliations.
Profiling
and
prejudices
can
stem
from
stereotypes
and
the
majority
group
creating
a
hierarchy.
Things
I
liked:
I
think
by
creating
sections
for
the
paper
allowed
it
to
flow
better.
It
allowed
the
reading
to
know
exactly
what
they
are
going
to
be
reading.
Since
you
broke
the
paper
into
sections
maybe
add
exactly
what
ethnic
groups
you
will
be
discussing
in
the
paper
so
it
gives
the
reader
more
of
a
sense
of
what
groups
you
will
be
talking
about
further
along.
Tell
us
who
the
discriminators
are
and
who
the
discriminated
are.
Constructive
Criticism:
Be
careful
to
simple
typos.
There
were
some
small
mechanical
errors
throughout
the
paper
that
needs
to
be
fixed.
Make
sure
not
to
repeat
the
same
descriptive
words
in
the
same
sentence.
I
’
ve
noticed
throughout
the
paper
“
it
should
be
noted
”
has
been
used
a
lot.
Also,
make
sure
the
transition
between
sections
flow
well.
Even
though
sections
are
broken
into
different
parts,
it
still
needs
to
be
one
concise
paper.
By
aware
of
run
on
sentences
as
well.
I
saw
a
couple
throughout
the
paper.
Gra ...
(need to read all the links and need good grammar writing.I have s.docxmadlynplamondon
(need to read all the links and need good grammar writing.I have summary and outline, can be referenced from the document)
I. INTRODUCTION to the ASSIGNMENT
Institutionalized Inequalities Persists
Sociology reveals that we live in a stratified society. An individual person’s access to social resources and opportunities varies markedly depending on numerous
factors
, including those
associated with their social location at the always intersecting systems of institutionalized inequalities. Class, race, ethnicity, gender, nationality, religion, and sexual orientation
are important predictors of patterned outcomes at the social group level, across institutions. Examining these arenas at a macro level allows sociologists to achieve a more sophisticated grasp of their workings and the larger social structural dynamics at play. This higher level thinking is also necessary to the creation of well-informed strategies designed to create new forms of justice. Half measures are arguably problematic. As Malcom X once said, "If you stick a knife in my back nine inches and pull it out six inches, there's no progress. If you pull it all the way out that's not progress. Progress is healing the wound that the blow made" (1964, but as relevant as ever today).
People Make History
Sociology also reveals that people make history. We are historical agents who help (re)produce and (potentially) transform institutions and culture moment-to-moment throughout our days perpetually. As historical agents, we have the capacity to contribute to positive change in our daily lives. A more just and sustainable world is possible and looming. “Another world is not only possible, she is on her way. On a quiet day, I can hear her breathing." (
Arundhati Roy)
Social Policy is an Excellent Avenue for Concrete and Critically Informed Social Change.
Social policy is an excellent avenue for achieving social justice
because it moves human and economic resources and facilitates enacting concrete actions for concrete change. Importantly, it allocates our combined social wealth (tax dollars, human energy). We can continue to invest policy dollars and energy into war, policing, punishment, and corporate welfare--deepening the existing social relationships and macro patterns of unequal power. Another route, already underway, is to shift our resources toward policy efforts that address social inequities at their roots, and nourish healthy communities. Your readings in the final section of the class include policy platforms that you may consider models for this paper (though your proposal will necessarily be much smaller in scope, given word count limits).
Other strategies for social change include but are not limited to
legislation
(lawmaking by representative government or other governmental bodies),
litigation
(using the courts),
research
(the work of think tanks, universities, organizations, activists),
community organizing
(movement building; awareness-building;.
Part 2 (Check part 1 below)Now that you have your topic-Mo.docxrandyburney60861
Part 2 (Check part 1 below)
Now that you have your topic-
Moral Issue in my community: Immigrants are considered second to Natives (Americans),
in this next step in the evolution of your final paper you need a mid-point task, which means that you now need to provide enough material to demonstrate partial mastery of the topic and demonstrate that you have identified key resources and arguments. It's also important to introduce one or more contrary arguments to your position with their source(s). This means using proper citation and references.
This mid-point for your paper demonstrate
clarity of topic and purpose
solid arguments
solid rebuttal
ability to cite and reference your sources
YOUR TASK: In a paper of between 500 and 800 words DOUBLE SPACE provide the following overview of your final project.
1. State the position you will support.
2. Sketch the relevant background for the issue.
3. Sketch the argument you will make in the paper supporting your position. Mention at least 2 authors/ideas/theories found in this course which you will use in the final composition.
4. Give at least one objection that an opponent to your position may offer, drawing from your research AND providing the proper citation and reference of the source where the counter argument was found.
5. Briefly, how will you respond to your opponent?
PLEASE NOTE:
At the beginning of your submission include the following checklist properly marked to indicate that you have completed the assignment properly:
CHECKLIST FOR PART TWO OF FINAL PAPER
_____1. I stated my position clearly in the first paragraph.
_____2. I sketched the relevant background for the issue in 1-2 paragraphs.
_____3. I Sketched the argument supporting my position in 1-2 paragraphs, using at least 2 authors/ideas/theories found in this course.
_____4. I give at least one objection that an opponent of my position may offer providing a citation and a reference.
_____5. I briefly described how I will respond to my opponent.
_____6. My paper is 500-800 words long DOUBLE SPACE
_____7. I spell-checked my document.
Submit to assignment folder and turnitin.com
Part One, Topic Selection (Moral Issue in my community). Immigrants are considered second to Natives (Americans).
The societal engagement provides a significant focus on some of the critical issues, which need to be discussed and provide a beneficial environment where it is possible to achieve a higher level of engagement within a given community. Moral issues define individual relations within a community environment. Moral issues, therefore, involve a difference in ideologies where an idea that is held by a specific group might harm the wellbeing of others within the same social environment. Thus, they are issues that involve a difference in belief rather than preference. Moral issues are also explained based on a similar perspective with ethical issues since they focus on developing a higher level of understand.
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An important part of our course is researching information on dive.docxgalerussel59292
An important part of our course is researching information on diversity and multiculturalism and its social, cultural, and ethical impact upon individual citizens, groups of people, and society at large.
Below are four scenarios pertaining to cultural diversity. For this assignment, you will prepare a research paper that focuses on one of these scenarios, analyzing what happened, what the consequences either are or might be, and how the situation can be corrected and or prevented in the future. These must be concrete suggestions that could actually be implemented rather than vague references or opinions. While the situations have been fictionalized, there have been actual situations that are very similar. You will submit the report in three sections throughout the course, with a due date for each section. These due dates are posted on the Course Schedule.
The Course Project should be six to eight pages in length, with an additional Title page and Reference page(s). The Reference page should include a minimum of four different scholarly, academically accepted books and/or journals used. Do not use Wikipedia and similar encyclopedia websites, such as about.com or buzzle.com. Please review the detailed instructions for each phase of the project, which you can find in the Assignment tab for that week. Your project will be graded as follows.
Here are the scenarios. If you happen to be familiar with an actual incident, you may request it as your scenario, but you will need my approval first.
1. A large hydroelectric dam built in the 1950s and 60s created a 1-million acre impoundment, and it has been a major means of both producing electricity and flood control for many decades. In early spring each year, the water level above the dam is lowered to allow a reservoir for upstream snow melt and runoff later released downstream in a controlled fashion. This annual event has drawn no notice until this past spring, when a Native American tribe whose reservation borders on the impoundment came forward to claim that an ancient burial ground had been revealed less than a mile above the dam when the water level was lowered. To them, this was sacred ground and disturbing the bones of their ancestors was tantamount to desecration. Citing both 19th century treaty agreements and contracts with the U.S. government at the time the dam was built concerning the sanctity of holy grounds, the tribe insists that the burial grounds cannot be submerged again and that the water level must be maintained at its present, lower level. They also say that their culture does not permit the removal and reburial of the remains and that the federal government has recognized the rights of Native Americans to protect their holy places. Anthropologists have surveyed the site and report that indeed it is an ancient burial ground, but that the people may be from a much older group than those presently claiming ancestry.
There are a number of problems presented. One, with no reservoir .
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Text Box
Feagin, Joe R. 2000. Racist America: Roots, Current Realities, and Future Reparations. New York: Routledge.
Notice: The material may be protected by copyright law
(Title 17 U.S. Code ).
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what were painful racially conflicted chapters in its national history;
(Others think that race and ethnicity are unrelated to their own lives and
should be the concern of those in barrios, ghettos, and ethnic studies pro-
grams. Wome worry about race and ethnicity but avoid talking about
them for fear of being thought racist.IYet others think that even noticing
race and ethnicity is wrong and that these concepts should not be taken
into account when someone is deciding how to interact with another
person.{Still others believe that U.S. Americans have not begun to talk
seriously about these topics and that no one can understand society with-
out analyzing how race and ethnicity are linked and deeply intertwined
with wealth, status, life chances, and well-being in general.
Given the wide range of possible reactions, we might ask, Why are
race and ethnicity so central to our lives and at the same time so difficult
and taboo?
In this essay, the authors propose an understanding of race and ethnic-
ity that, at first, may be hard to accept.tC~ntrary to what most people
believe, race and ethnicity are not things that people have or are. Rather,
they are actions that people do. 1l'R;ce and ethnicity are social, historical,.
and philosophical processes that people have done for hundreds of years
and are still doing. IThey emerge through the social ·transactions that
take place among different kinds of people, in a variety of institutional
structures (e.g., schools, workplaces, government offices, courts, media),
over time, across space, and in all kinds of situations.
Our framework for understanding them draws on the work of schol-
ars of race and ethnicity around the world, including professors asso-
ciated with the Center for Comparative Studies in Race and Ethnicity
(CCSRE) at Stanford University. Over the past several decades, the topics
ofrace and ethnicity have become increasingly central to the research and
theorizing of sociologists, psychologists, and h~rians as well as schol-
ars in the humanities, the law, and education.lPsychologists most often
focus on why people stereotype others and on the multiple negative out-
comes for those who are the target of these stereotypes (e.g., Baron and
Banaji 2006; Dovidio, Glick, and Rudman 2005; Eberhardt and Fiske
1998; Jones 1997; Steele 1992), while sociologists often concentrate on
racism as a system of beliefs that justifies the privilege of the dominant
I Although the term doing race has yet to gain wide currency either. within or outside the academy,
several ,race scholars have previously used ...
Main Discussion United States CensusDefining your racial and PazSilviapm
Main Discussion: United States Census
Defining your racial and ethnic identities has to do with how you classify race and identity and how others categorize them as well. Race refers to the conception that people can be categorized into groups based on skin color, hair texture, and facial features. Japanese is an example of a racial group. Ethnicity refers to a group of people who share a sense of connectedness based on national origin, language, or religion. Irish-Catholic is an example of an ethnic group. The term
culture
also appears in discussions about race and ethnicity. Culture refers to shared attitudes and behaviors, such as customs. People of the same race and ethnicity often share culture as well, and you may notice some overlap between culture, race, and ethnicity.
There are different approaches used to define racial and ethnic identities. Your text emphasizes an approach called
constructionism
. Constructionists argue that definitions of race and ethnicity cannot be separated from social processes, such as political, legal, economic, and other outside influences. They believe that these outside influences "construct" definitions of race and ethnicity, and definitions change as social processes change. For example, black children in the 1950s may have felt they were not as valued, not as competent, and not as "good" as white children because social processes at the time supported these ideas. Political and economic influences favored white children over black children. Social processes in the current era reject favoring white children over black children. Constructionism has both benefits and limitations when you consider your own racial and ethnic identities.
To prepare for this Discussion:
Review the "Framework Essay" as well as the assigned pages in Readings 1, 4, and 7 from Section I of the course text,
The Meaning of Difference
. Pay particular attention to the concept of constructionism as it relates to race and ethnicity.
Think about how you define your own racial and ethnic identities.
Consider how the constructionist approach has influenced your racial and ethnic identities.
Reflect on the benefits and limitations of the constructionist approach as it relates to your racial and ethnic identities.
With these thoughts in mind:
By Day 3
Post
a brief description of your racial and ethnic identities; that is, how do you define your race and ethnicity? After reading about the constructionist model, explain how it influences your racial and ethnic identities. In your explanation, include specific references that are personal to your racial and ethnic identity. Finally, briefly explain what you see are the benefits and limitations of a constructionist approach to one’s identity.
Be sure to support your postings and responses with specific references to the Learning Resources.
ntly Reading
PSYC 3005:
Racial and Ethnic Identities in America
| Week 1
Week 1: Defining Racial and Ethnic Identities
Welcome to ...
Influential Essays. . Best Essays All Time - chicagoris blogYngris Seino
An Unforgettable Influential Person In Your Life Free Essay Example. A Famous Person You Admire Essay - EnzoldOliver. Essays on influential people. Famous person essay sample. The Most Famous Person of All Time .... Essay 5 - Politics amp; Celebrities Assignment Page. Example Of A Good Expository Essay - Effective Tips on How to Write a .... Famous Quotes About Writing Essays. QuotesGram. Essay Written By Famous Writers - 40 Best Essays of All Time With Links. Becoming Influential Essay Example Topics and Well Written Essays .... 006 Essay Example Examples Of College Essays Writing Format For High .... College Essay Unit Topic Fact Sheet Influential Person.doc. The Example of Essay. Famous American Essay Writers Bid4papers blog. Famous essays. Writers on Writing: 20 Best Essays on Writing from .... College Essay About An Influential Person - Nick Huber. Pros And Cons Of Being Famous Essay Example StudyHippo.com. Descriptive essay famous people - eyeofthedaygdc.web.fc2.com. college essay about an influential person. Argumentat
Racial Discrimination in an Intercultural Community Haochuan Tang.docxaudeleypearl
Racial Discrimination in an Intercultural Community: Haochuan Tang, Bohao Cui, Hyejoo Lee
Summary:How racial discrimination has an affect in a community. Racially charged actions can affect education, opportunities, and others political affiliations. Profiling and prejudices can stem from stereotypes and the majority group creating a hierarchy.
Things I liked: I think by creating sections for the paper allowed it to flow better. It allowed the reading to know exactly what they are going to be reading. Since you broke the paper into sections maybe add exactly what ethnic groups you will be discussing in the paper so it gives the reader more of a sense of what groups you will be talking about further along. Tell us who the discriminators are and who the discriminated are.
Constructive Criticism: Be careful to simple typos. There were some small mechanical errors throughout the paper that needs to be fixed. Make sure not to repeat the same descriptive words in the same sentence. I’ve noticed throughout the paper “it should be noted” has been used a lot. Also, make sure the transition between sections flow well. Even though sections are broken into different parts, it still needs to be one concise paper. By aware of run on sentences as well. I saw a couple throughout the paper.
Grade: 80/100 – I found that there were multiple mechanical errors throughout the paper. The paper was clear, however I think if you were to talk about a specific group of people it would strengthen the paper. As of right now, the paper of too broad. Make it more specific and you will be good to go. Also, try not to use the exact same wording Dr. Peterson used for your section titles.
Racial
Discrimination
in
an
Intercultural
Community:
Haochuan
Tang,
Bohao
Cui,
Hyejoo
Lee
Summary:
How
racial
discrimination
has
an
affect
in
a
community.
Racially
charged
actions
can
affect
education,
opportunities,
and
others
political
affiliations.
Profiling
and
prejudices
can
stem
from
stereotypes
and
the
majority
group
creating
a
hierarchy.
Things
I
liked:
I
think
by
creating
sections
for
the
paper
allowed
it
to
flow
better.
It
allowed
the
reading
to
know
exactly
what
they
are
going
to
be
reading.
Since
you
broke
the
paper
into
sections
maybe
add
exactly
what
ethnic
groups
you
will
be
discussing
in
the
paper
so
it
gives
the
reader
more
of
a
sense
of
what
groups
you
will
be
talking
about
further
along.
Tell
us
who
the
discriminators
are
and
who
the
discriminated
are.
Constructive
Criticism:
Be
careful
to
simple
typos.
There
were
some
small
mechanical
errors
throughout
the
paper
that
needs
to
be
fixed.
Make
sure
not
to
repeat
the
same
descriptive
words
in
the
same
sentence.
I
’
ve
noticed
throughout
the
paper
“
it
should
be
noted
”
has
been
used
a
lot.
Also,
make
sure
the
transition
between
sections
flow
well.
Even
though
sections
are
broken
into
different
parts,
it
still
needs
to
be
one
concise
paper.
By
aware
of
run
on
sentences
as
well.
I
saw
a
couple
throughout
the
paper.
Gra ...
(need to read all the links and need good grammar writing.I have s.docxmadlynplamondon
(need to read all the links and need good grammar writing.I have summary and outline, can be referenced from the document)
I. INTRODUCTION to the ASSIGNMENT
Institutionalized Inequalities Persists
Sociology reveals that we live in a stratified society. An individual person’s access to social resources and opportunities varies markedly depending on numerous
factors
, including those
associated with their social location at the always intersecting systems of institutionalized inequalities. Class, race, ethnicity, gender, nationality, religion, and sexual orientation
are important predictors of patterned outcomes at the social group level, across institutions. Examining these arenas at a macro level allows sociologists to achieve a more sophisticated grasp of their workings and the larger social structural dynamics at play. This higher level thinking is also necessary to the creation of well-informed strategies designed to create new forms of justice. Half measures are arguably problematic. As Malcom X once said, "If you stick a knife in my back nine inches and pull it out six inches, there's no progress. If you pull it all the way out that's not progress. Progress is healing the wound that the blow made" (1964, but as relevant as ever today).
People Make History
Sociology also reveals that people make history. We are historical agents who help (re)produce and (potentially) transform institutions and culture moment-to-moment throughout our days perpetually. As historical agents, we have the capacity to contribute to positive change in our daily lives. A more just and sustainable world is possible and looming. “Another world is not only possible, she is on her way. On a quiet day, I can hear her breathing." (
Arundhati Roy)
Social Policy is an Excellent Avenue for Concrete and Critically Informed Social Change.
Social policy is an excellent avenue for achieving social justice
because it moves human and economic resources and facilitates enacting concrete actions for concrete change. Importantly, it allocates our combined social wealth (tax dollars, human energy). We can continue to invest policy dollars and energy into war, policing, punishment, and corporate welfare--deepening the existing social relationships and macro patterns of unequal power. Another route, already underway, is to shift our resources toward policy efforts that address social inequities at their roots, and nourish healthy communities. Your readings in the final section of the class include policy platforms that you may consider models for this paper (though your proposal will necessarily be much smaller in scope, given word count limits).
Other strategies for social change include but are not limited to
legislation
(lawmaking by representative government or other governmental bodies),
litigation
(using the courts),
research
(the work of think tanks, universities, organizations, activists),
community organizing
(movement building; awareness-building;.
Part 2 (Check part 1 below)Now that you have your topic-Mo.docxrandyburney60861
Part 2 (Check part 1 below)
Now that you have your topic-
Moral Issue in my community: Immigrants are considered second to Natives (Americans),
in this next step in the evolution of your final paper you need a mid-point task, which means that you now need to provide enough material to demonstrate partial mastery of the topic and demonstrate that you have identified key resources and arguments. It's also important to introduce one or more contrary arguments to your position with their source(s). This means using proper citation and references.
This mid-point for your paper demonstrate
clarity of topic and purpose
solid arguments
solid rebuttal
ability to cite and reference your sources
YOUR TASK: In a paper of between 500 and 800 words DOUBLE SPACE provide the following overview of your final project.
1. State the position you will support.
2. Sketch the relevant background for the issue.
3. Sketch the argument you will make in the paper supporting your position. Mention at least 2 authors/ideas/theories found in this course which you will use in the final composition.
4. Give at least one objection that an opponent to your position may offer, drawing from your research AND providing the proper citation and reference of the source where the counter argument was found.
5. Briefly, how will you respond to your opponent?
PLEASE NOTE:
At the beginning of your submission include the following checklist properly marked to indicate that you have completed the assignment properly:
CHECKLIST FOR PART TWO OF FINAL PAPER
_____1. I stated my position clearly in the first paragraph.
_____2. I sketched the relevant background for the issue in 1-2 paragraphs.
_____3. I Sketched the argument supporting my position in 1-2 paragraphs, using at least 2 authors/ideas/theories found in this course.
_____4. I give at least one objection that an opponent of my position may offer providing a citation and a reference.
_____5. I briefly described how I will respond to my opponent.
_____6. My paper is 500-800 words long DOUBLE SPACE
_____7. I spell-checked my document.
Submit to assignment folder and turnitin.com
Part One, Topic Selection (Moral Issue in my community). Immigrants are considered second to Natives (Americans).
The societal engagement provides a significant focus on some of the critical issues, which need to be discussed and provide a beneficial environment where it is possible to achieve a higher level of engagement within a given community. Moral issues define individual relations within a community environment. Moral issues, therefore, involve a difference in ideologies where an idea that is held by a specific group might harm the wellbeing of others within the same social environment. Thus, they are issues that involve a difference in belief rather than preference. Moral issues are also explained based on a similar perspective with ethical issues since they focus on developing a higher level of understand.
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An important part of our course is researching information on dive.docxgalerussel59292
An important part of our course is researching information on diversity and multiculturalism and its social, cultural, and ethical impact upon individual citizens, groups of people, and society at large.
Below are four scenarios pertaining to cultural diversity. For this assignment, you will prepare a research paper that focuses on one of these scenarios, analyzing what happened, what the consequences either are or might be, and how the situation can be corrected and or prevented in the future. These must be concrete suggestions that could actually be implemented rather than vague references or opinions. While the situations have been fictionalized, there have been actual situations that are very similar. You will submit the report in three sections throughout the course, with a due date for each section. These due dates are posted on the Course Schedule.
The Course Project should be six to eight pages in length, with an additional Title page and Reference page(s). The Reference page should include a minimum of four different scholarly, academically accepted books and/or journals used. Do not use Wikipedia and similar encyclopedia websites, such as about.com or buzzle.com. Please review the detailed instructions for each phase of the project, which you can find in the Assignment tab for that week. Your project will be graded as follows.
Here are the scenarios. If you happen to be familiar with an actual incident, you may request it as your scenario, but you will need my approval first.
1. A large hydroelectric dam built in the 1950s and 60s created a 1-million acre impoundment, and it has been a major means of both producing electricity and flood control for many decades. In early spring each year, the water level above the dam is lowered to allow a reservoir for upstream snow melt and runoff later released downstream in a controlled fashion. This annual event has drawn no notice until this past spring, when a Native American tribe whose reservation borders on the impoundment came forward to claim that an ancient burial ground had been revealed less than a mile above the dam when the water level was lowered. To them, this was sacred ground and disturbing the bones of their ancestors was tantamount to desecration. Citing both 19th century treaty agreements and contracts with the U.S. government at the time the dam was built concerning the sanctity of holy grounds, the tribe insists that the burial grounds cannot be submerged again and that the water level must be maintained at its present, lower level. They also say that their culture does not permit the removal and reburial of the remains and that the federal government has recognized the rights of Native Americans to protect their holy places. Anthropologists have surveyed the site and report that indeed it is an ancient burial ground, but that the people may be from a much older group than those presently claiming ancestry.
There are a number of problems presented. One, with no reservoir .
Similar to IMMIGRANTS AND REFUGEES IN CONTEMPORARY AMERICAN SOCIETY.pdf (20)
MUTUAL FUNDS (ICICI Prudential Mutual Fund) BY JAMES RODRIGUESWilliamRodrigues148
Mutual funds are investment vehicles that pool money from multiple investors to purchase a diversified portfolio of stocks, bonds, or other securities. They are managed by professional portfolio managers or investment companies who make investment decisions on behalf of the fund's investors.
Collective Mining | Corporate Presentation - June 2024
IMMIGRANTS AND REFUGEES IN CONTEMPORARY AMERICAN SOCIETY.pdf
1. IMMIGRANTS AND REFUGEES IN CONTEMPORARY AMERICAN SOCIETY
IMMIGRANTS AND REFUGEES IN CONTEMPORARY AMERICAN SOCIETY ON
IMMIGRANTS AND REFUGEES IN CONTEMPORARY AMERICAN SOCIETY I attached the
paper guidelines that specifically states what the paper is about and how it should be done.
The same document includes that rubric. I need this paper done by Tuesday night please I
also attached the articles associated with the paper.SOC 555: Paper guidelines for section
papers: 1) Papers must incorporate all material for the particular section (eg first paper:
Massey, Rodriguez, Lubheid, Douglas, Tell Me How it Ends, The Visitor). You must refer to
the authors in your text or include parenthetical citations. You can also include material
from class discussion and presentations. Generally, do not use outside sources, if you do
please include a bibliography with references for outside sources only. 2) Papers should be
3-4 pages, 12 point font, 1 inch margins, double spaced. 3) Do not summarize each source.
Instead integrate the material by choosing arguments or themes that connect different
sources and by organizing your paper (your paragraphs) around these ideas. IMMIGRANTS
AND REFUGEES IN CONTEMPORARY AMERICAN SOCIETYDo not have each paragraph be
about one source. 4) This is an essay. The arguments of the different paragraphs should be
connected into an overall argument (thesis) that is stated in the introduction. 5) The paper
will be graded on: a. Content – demonstration of understanding of concepts from material –
there are no tests in this class, papers are where you show that you have learned concepts.
b. Incorporation of all sources from section c. Strength of argumentation and use of
evidence from sources to arguments d. Structure (topic sentences, cohesion of paragraph,
organization, flow) e. IMMIGRANTS AND REFUGEES IN CONTEMPORARY AMERICAN
SOCIETYEditing (attention to grammar, spelling, etc.) Assistance: SDSU Writing Center will
do a tutoring session on assignment. Make an appointment at:
http://writingcenter.sdsu.edu/appointment.html My regular office hours: Wednesdays
2:15-3:15 and Thursdays 2-3 Plagiarism: Generally, describing the author’s ideas,
arguments and examples in your own words with a reference to that author shows your
understanding better than simply quoting. If you do use the author’s words, you must use
quotation marks and cite the pae number. Using the authors’ words as your own is
plagiarism and will result in no credit for the paper. Late papers: papers that are not turned
in at the beginning of the class period when they are due will receive one full grade
deduction for every 24 hours. So, a paper turned in after class up until 4pm the following
day receives the same deduction as handing it in late during class. Please bring a hard copy,
but if you have printing issues, email a copy to make sure it meets the deadline.
3. regarding immigrant demographics dominates political and social discourse on
immigration. More important, the politics of immigration have been imbued with racial
meaning. Indeed, prior to the Civil Rights era, legislators overtly worked to preserve the
racial status quo through the formation of immigration policies. Policy makers were explicit
in their language and intent as they excluded and minimized migration opportunities for the
racialized other. Immigrants such as Asians, Jews, Poles, Italians, Slavs, and Irish, were
affected by these actions. These immigrants were widely identified as racially inferior and
linked to criminality, poverty, and disease.These racist notions guided immigration
legislation for most of the 20th century. In the post–Civil Rights era, many minimize the
impact of race in immigration debates, but racism has not disappeared. Despite major
transformations in the United States over the last century, the immigration tropes seem
remarkably the same. However, there is one critical difference from a century ago that is of
particular importance for this article: the racial language that once characterized
immigration issues has largely disappeared. Yet it is our contention that race is still very
much a part of the immigration landscape. In the post–Civil Rights era, overtly racist
language has been replaced by racial euphemisms that serve in their stead. Words like
“immigrant,” “illegal immigrant,” and “undocumented immigrant” operate as racialized
proxies for immigrants of color, particularly Mexicans and more generally Latinos. The
disappearance of racist language is a relatively new development for throughout much of
our history, the United States has not been shy about proclaiming White racial
superiority.In fact, the United States has had explicitly color-coded immigration laws that
designated only Whites (and later Blacks) as eligible for citizenship. Today, however, we
have entered a new era in race relations—one that is more “sophisticated” and “subtle” but
nonetheless still as effective as Jim Crow in “maintaining the status quo” (Bonilla-Silva,
2014, p. 25): the era of color blindness. Color-blind racism provides a critical perspective
for understanding the enduring role of race in immigration practices in the post–Civil Rights
era. This article aims to illustrate this enduring reality within immigration policies and
practices utilizing the color-blind perspective. In particular, we argue that immigration
policies serve as a crucial mechanism in the maintenance and reproduction of both color-
blind racism and structural racial inequality.We begin with an overview of the key tenets of
Bonilla-Silva’s color-blind racism. We then examine immigration policies and practices
during the era of explicit racialization and then contrast this with the more subtle
employment of racialization today. The bulk of our work is devoted to illustrating the color-
blind mechanisms employed in the contemporary era. As the Supreme Court has affirmed
the power of Congress to govern all areas of immigration, immigration debates among
lawmakers are a most appropriate forum for analyzing the discourse in immigration
debates and will serve as the primary data source for our analysis. Specifically, we select for
analysis the statements on immigration of politicians, including key legislators, who
introduced immigration legislation to Congress. We conclude with a discussion of the
racialized impact of immigration policies and the difficulties in grappling with these issues
in a racially stratified society reluctant to acknowledge it.Douglas et al. 1431 Eduardo
Bonilla-Silva and Color-Blind Racism For many Americans, the historical signing of the 1964
Civil Rights Act signaled an end to the racial struggles experienced by people of color.
4. Indeed, the signing of the Act by President Lyndon B. Johnson attested to many people that
the racism experienced by people of color during the Jim Crow Era was over; segregation,
discrimination, and other racist acts were believed things of the past. The idea that racial
discrimination is an anachronism remains embedded in our national consciousness.
Nonetheless, critical race scholars challenge this proclamation through evidence
demonstrating the persistence of systemic racism (Feagin, 2006). The United States
operates along racialized social systems where racial categories are created, maintained,
and used to place people along economic, political, social, and ideological hierarchies
(Bonilla-Silva, 2014; Feagin, 2006). Bonilla-Silva (2014, p. 8) notes that the social
construction of race and the meaning associated with the hierarchical positioning of people
produce a “social reality” for individuals who are racialized along systemically unequal
positions based on White supremacy.Furthermore, racist ideas and actions based on the
notion of White supremacy are no longer problematized in the same way as they were prior
to Civil Rights. The prevailing ideology in the United States after the Civil Rights era holds
that race no longer matters (BonillaSilva, 2014). In this context, the reality of White
supremacy and racial dominance remains hidden or misrepresented. It is our contention
that White supremacy remains at the core of immigration policies and practices. The use of
color-blind racism allows people, particularly Whites, to explain racial inequalities through
the use of nonracial factors. As such, Whites absolve themselves from critically examining
their relationship to the experiences and realities of people of color (Bonilla-Silva, 2014).
Accordingly, Bonilla-Silva (2014) suggests that Whites rationalize and frame racial
inequalities in various ways: through cultural deficiencies within communities of color,
through the use of what are considered to be natural tendencies, or market dynamics. In
sum, Bonilla-Silva (2014) argues that we are living in a time of “racism without racists.” This
new racial ideology works through the use of four central frames that filter information
regarding racial phenomenon.These frames are abstract liberalism, naturalization, cultural
racism, and minimization of racism (Bonilla-Silva, 2014). Central to the abstract liberalism
frame is its association with political and economic liberalism. Abstract liberalism allows
Whites to oppose “almost all practical approaches” to dealing with racial inequality by
having these oppositions appear as though they are “reasonable” and “moral” (Bonilla-Silva,
2014, p. 76). This occurs in situations where White privilege is defended by the myth of
meritocracy or in the name of equality. The naturalization frame explains racial matters as a
consequence of natural occurrences or tendencies. Thus, racially motivated inequalities, like
residential segregation, are normalized as people simply wanting to “live among their own
kind” instead of as a product of racist structures.The cultural racism frame utilizes cultural
arguments to minimize racist patterns. Whites utilize this frame to argue that the racial
inequalities experienced by people of color are due to a lack of morals, values, 1432
American Behavioral Scientist 59(11) efforts, or pathologies within communities of color
(Bonilla-Silva, 2014). For example, the pathology of the Black family is linked to “blacks
have too many babies” or to a culture of poverty and welfare dependence thereby
rationalizing enduring racial inequality (Bonilla-Silva, 2014, p. 76). The minimization of
racism is the fourth frame in Bonilla-Silva’s color-blind paradigm. This frame is used to
posit that discriminatory acts no longer affect the life chances of people of color. Hence, in
5. contemporary times, racial inequalities are minimized as “not being as bad as they were
back then (before Civil Rights legislation)” or people of color overreacting or being overly
sensitive to racial matters (Bonilla-Silva, 2014). Color-blind ideology provides a critical
understanding of the realities experienced by racial minorities. As we turn to contemporary
issues of immigration, we see that these frames are used in many ways to dehumanize and
criminalize immigrants in the United States, especially immigrants of color. Indeed, the
paradox of U.S. immigration is that while the country is recognized and celebrated as a
nation of immigrants, its policies and the everyday lived realities of immigrants are
dominated by the dynamics of White supremacy. To assess the usefulness of Bonilla-Silva’s
thesis on “colorblindness,” we analyze the immigration discourse of U.S. political leaders.
Given the Supreme Court’s continued affirmation of the power of Congress on matters of
immigration, this is an appropriate source of discourse data on immigration.C-Span videos
of U.S. House and Senate sessions provide much of the data analyzed below. Other sources
include statements of sitting presidents on signing legislation into law and other statements
found in newspaper coverage of immigration issues and legislation. Table 1 summarizes the
data used in our analyses and provides a brief synopsis of the significance of the source.
Immigration Policies and Practices During the Explicitly Racial Era For most of U.S. history,
racially coded immigration and naturalization laws prescribed the race and national origin
of the country’s inhabitants. The science of eugenics affirmed the racial superiority of the
nation’s initial immigrants originating from northern and western Europe, and was
foundational to the construction of immigration and naturalization laws hereafter. U.S.
citizenship was definitely a Whites-only privilege inscribed as such in 1790. Eventually, the
United States extended citizenship to racial and ethnic groups that had originally been
incorporated to the country outside the traditional route of voluntary immigration.The 14th
amendment enacted in 1868 extended citizenship to people formerly enslaved following the
Civil War. Other groups were granted U.S. citizenship through the backdoor as they were
neither Black nor White, including Mexicans who came with Texas when the United States
granted it statehood and later others who came with acquisition of Mexico’s territory on the
signing of the Treaty of Guadalupe Hidalgo in 1848; Puerto Ricans who came as part of the
Puerto Rico commonwealth and the signing of the Paris Treaty in 1898 following the U.S.–
Spanish War; and Native Americans whose land the United States usurped. Asians and 1433
7. Harry Reid 6. Edward Kennedy 5. Ronald Reagan 4. Alan Simpson U.S. Senator—Nevada
Democrat Senate Majority Leader 40th U.S. President Republican U.S. Senator—
Massachusetts Democrat 38th U.S. President Republican U.S. Senator— Wyoming
Republican 3. Gerald Ford 2. Joshua Eilberg 36th U.S. President Democrat U.S.
Representative— Pennsylvania Democrat Status 1. Lyndon B. Johnson Who Table 1.
Immigration Discourse Sources. Cosponsor (Simpson) of S 358—the Immigration Act of
1990 July 11, 1989, Opening Senate debate on S 358 after bill came out of committee S.
1351—Immigration Stabilization Act of 1993 Early federal response to events in California
and illegal immigration 1976 Amendment to the 1965 Immigration Act signing statement
Cosponsor (with Mazzoli) of 1986 Immigration Reform and Control Act (IRCA) Excerpts
from Senator Simpson before the U.S. Senate introducing the IRCA of 1983 1986 IRCA
signing statement Sponsor of 1976 Amendment to the 1965 Immigration Act Eilberg
6. statement on bill signing 1965 Immigration Act signing ceremony Event/legislation
(continued) https://www.govtrack.us/congress/bills/103/s1351:
http://www.reagan.utexas.edu/archives/ speeches/1986/110686b.htm CSPAN—
http://www.c-span.org/video/?8396-1/ senate-session Labor Law Journal LBJ Library;
http://www.lbjlib.utexas.edu/Johnson/ archives.hom/speeches.hom/651003.asp
https://www.govtrack.us/congress/bills/94/ hr14535#overeview Shabecoff, Philip. “Ford
Signs Immigration Bill Aiding Residents of Western Hemisphere,” New York Times, October
24, 1976. p. 26 & October 31, 1976—New York Times Corrections.
http://www.presidency.ucsb.edu/ws/?pid=6495 Source 1434 9. Ted Poe 8. Buck McKeon
Who Table 1. IMMIGRANTS AND REFUGEES IN CONTEMPORARY AMERICAN
SOCIETY(continued) Republican U.S. Representative— Texas Republican U.S.
Representative— California Status First speaker in of H.R. 2202 (sponsored by Lamar
Smith, Representative from Texas)—Immigration Control and Financial Responsibility Act
(the bill was retitled to Illegal Immigration Reform and Immigrant Responsibility Act of
1996) Bill passed House and Senate. Conference Report reconciling differences between
House and Senate versions accepted by the House; Senate scheduled a vote for cloture;
however, agreed on components of the bill were incorporated into H.R. 3610, the 1997
Omnibus Consolidated Appropriations Act (sponsored by C.W. Young) and signed by
President Clinton on September 30, 1996 H.R. 5272—To prohibit certain actions with
respect to deferred action for aliens (DACA) not lawfully present in the United States
(Introduced 7/30/14 by Marsha Blackburn, Republican Representative from Tennessee;
passed by House) Poe speaking in of the bill Event/legislation Congressional Record:
https://www.congress.gov/ crec/2014/08/01/CREC-2014-08-01.pdf Page H7232 C-SPAN:
http://www.c-span.org/video/?320818-6/ house-debate-immigrant-deportation time:
32:03 http://www.c-span.org/video/?75436-1/illegalimmigration-debate Source Douglas
et al. 1435 Latinos migrating to the United States toward the end of the 19th and beginning
of the 20th century also sought citizenship. While ineligible according to U.S. law, they did
take their appeals to U.S. courts most claiming to be White. López (1996) provides an
overview of these court cases and the contradict