THE ROAD NOT TAKEN.pptx
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The document discusses social issues, concerns, and dispositions that people face. It defines social issues as problems in society like poverty and discrimination. Concerns are things people worry about, like surviving or finding a job. Dispositions are someone's tendency to act or view the world in a positive or negative way based on circumstances. It also discusses vocabulary words from the poem "The Road Not Taken" by Robert Frost.
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Recommended
The topics covered relate to material from Lesson 10 Social Psy
The topics covered relate to material from Lesson 10: Social Psychology (Chapter 12). Choose from
one
of the three options below.
Option A: Thoughts on Race, Ethnicity and Culture
This page contains an assortment of springboards for you to dive into a discussion of prejudice, stereotyping, and discrimination. This is an activity in self-reflection. Consider your own personal history. Respond to at least 5 (or more) of the following questions in a 2-3 page paper:
1. Is it possible to be free of prejudice? Have you ever met anyone who was?
2. Are you prejudiced? If so, what are some recent instances in which you behaved in a prejudiced way? If not, how do you know that you're not prejudiced?
3. If you've behaved in a prejudiced way, what caused the prejudice, and what might reduce it? How did other people respond to your behavior?
4. If a close friend or family member were to make a prejudiced comment, would you protest? Why or why not? What about a stranger or acquaintance -- would you respond in that situation?
5. If you were to make a prejudiced comment at a party or among a group of friends, would your friends say something?
6. Does the categorization of people always result in prejudice? What about categorizing people in a positive way -- does that result in prejudice?
7. Are stereotypes ever a good thing? Have you ever tried to get people to stereotype you, either positively or negatively?
8. Does the very categorization of people -- for example, as female, a college student, African-American, or Texan -- necessarily rob them of individuality?
9. At a psychological level, what are the common denominators that link all forms of prejudice?
10. In general, which forms of prejudice seem to be declining over time, and which forms seem to be persisting or increasing?
11. Describe the earliest memory you have of an experience with a person or people of a racial, ethnic, or cultural group different from your own..
12. Who or what has had the most influence in the formation of your attitudes and opinions about people of different racial, ethnic, and/or cultural groups? In what way?
13. What influences in your experience have led to the development of positive feelings about your own heritage and background?
14. What influences in your experience have led to the development of negative feelings, if any, about your own heritage or background?
15. What changes, if any, would you like to make in your own attitudes or experiences in relation to people of other racial, ethnic, or cultural groups?
16. Describe an experience in your own life when you feel you were discriminated against for any reason.
17. How do you feel you should deal with (or not deal with) issues of racial, ethnic, and cultural diversity in American society?
18. Which forms of prejudice are most socially acceptable, and which are least acceptable? Why are some forms more acceptable than others?
19. When, if ever, is it best to remain colorblind to race and ethni ...
Third EditionPrivilege, Power,and DifferenceAllan G..docx
Third Edition
Privilege, Power,
and Difference
Allan G. Johnson
Privilege,
Power,
and Difference
Third Edition
Allan G. Johnson, Ph.D.
PRIVILEGE, POWER, AND DIFFERENCE, THIRD EDITION
Published by McGraw-Hill Education, 2 Penn Plaza, New York, NY 10121. Copyright
© 2018 by McGraw-Hill Education. All rights reserved. Printed in the United States
of America. Previous editions © 2006 and 2001. No part of this publication may be
reproduced or distributed in any form or by any means, or stored in a database or
retrieval system, without the prior written consent of McGraw-Hill Education,
including, but not limited to, in any network or other electronic storage or
transmission, or broadcast for distance learning.
Some ancillaries, including electronic and print components, may not be available
to customers outside the United States.
This book is printed on acid-free paper.
1 2 3 4 5 6 7 8 9 LCR 21 20 19 18 17
ISBN 978-0-07-340422-6
MHID 0-07-340422-5
Chief Product Officer, SVP Products &
Markets: G. Scott Virkler
Vice President, General Manager,
Products & Markets: Michael Ryan
Managing Director: David Patterson
Brand Manager: Jamie Laferrera
Product Developer: Jamie Laferrera
Marketing Manager: Meredith Leo
Program Manager: Jennifer Shekleton
Content Project Managers:
Jennifer Shekleton, Katie Klochan
Buyer: Susan K. Culbertson
Design: Studio Montage, Inc.
Content Licensing Specialists:
Lori Hancock
Cover Image: The Studio Dog/Getty Images
Compositor: Aptara®, Inc.
Printer: LSC Communications
All credits appearing on page or at the end of the book are considered to be an
extension of the copyright page.
Library of Congress Cataloging-in-Publication Data
Cataloging-in-Publication Data has been requested from the Library of Congress
The Internet addresses listed in the text were accurate at the time of publication.
The inclusion of a website does not indicate an endorsement by the authors or
McGraw-Hill Education, and McGraw-Hill Education does not guarantee the
accuracy of the information presented at these sites.
mheducation.com/highered
iii
Contents
About the Author vii
Introduction ix
Chapter 1 We’re in Trouble 1
The Trouble We’re In 5
Chapter 2 Privilege, Oppression, and Difference 12
Difference Is Not the Problem 12
Mapping Difference: Who Are We? 13
The Social Construction of Difference 17
What Is Privilege? 20
Two Types of Privilege 21
Privilege as Paradox 23
Oppression: The Flip Side of Privilege 32
Chapter 3 Capitalism, Class, and the Matrix of
Domination 35
How Capitalism Works 36
Capitalism and Class 39
Capitalism, Difference, and Privilege: Race and Gender 40
The Matrix of Domination and the Paradox of Being Privileged and
Oppressed At the Same Time 44
Chapter 4 Making Privilege and Oppression Happen 47
Avoidance, Exclusion, Rejection, and Worse 49
A Problem for Whom? 53
iv Contents
And That’s Not All 56
We Cannot Heal Until the Wounding Stop.
Grusky, David B. 1994. The Contours of Social Stratificatio.docx
Grusky, David B. 1994. “The Contours of Social Stratification.” Pp. 3-35 in Social Stratification: Class, Race,
and Gender in Sociological Perspective, edited by David B. Grusky. Boulder: Westview Press.
When Alexander the Great brought his armies across Asia Minor, he was reportedly shown the Gordian knot, an intricate, tightly bound tangle of cords tied by Gordius, king of Phrygia. It was said that only
the future ruler of all Asia would be capable of untying the knot. The story recounts
that a frustrated Alexander finally sliced the knot open with his sword.
There are many dimensions to inequality, and all of these dimensions are inter-
related. Class, race, and gender are three of inequality's core dimensions. Asking
which of them is most important may be like asking, Which matters more in the
making of a box: height, length, or width? These dimensions are like the 9 to 11
dimensions that quantum physics imagines for our universe: tangled, intertwined,
some hard to see, others hard to measure, but all affecting the makeup of the whole.
We could note other dimensions as well. Age, for example, can provide both advan-
tage and disadvantage, privileges and problems. We stereotype both ends of the age
spectrum: "silly teenagers" who talk, dress, and act funny, and "silly old codgers"
who talk, dress, and act funny. Age is unlike class, race, or gender, however, in that
unless our lives are cut short, we all move through all age categories. Sexuality and
sexual orientation also constitute a complex dimension. Debates over gay marriage
and who qualifies as a partner for the purposes of health care, tax, and housing
benefits highlight how sexuality can be a dimension of privilege or disadvantage.
Stereotypes, discrimination, and vulnerability to violence are also bound up in the
sexuality dimension. Some dimensions, such as race, ethnicity, and religion, are
frequently so bound together that they are hard to disentangle. In this chapter, we
explore some of the dimensions of inequality. We can't completely untangle this
knot in our social fabric, but we can at least slice into it.
Dimensions of an Unequal World
Inequality is at the core of sociology and its analysis of society. It is also at the core
of your daily life experience, although you may not realize it. You may know you
are broke. You may wish you were rich. You may be angry about the time you felt
rebuffed as a black female-or as a white male. You may have a sense that some
3
4 PART I: ROOTS OF INEQUALITY
people's lives have been a lot easier than yours-or that some have had a much
harder time. In the United States in particular, and in most of the world in general,
we are continually affected by social inequalities, yet we are rarely encouraged to
think in those terms.
We know that many people are poor, but why are they poor? Perhaps they are just
lazy. That's certainly possi ...
Recommended
The topics covered relate to material from Lesson 10 Social Psy
The topics covered relate to material from Lesson 10: Social Psychology (Chapter 12). Choose from
one
of the three options below.
Option A: Thoughts on Race, Ethnicity and Culture
This page contains an assortment of springboards for you to dive into a discussion of prejudice, stereotyping, and discrimination. This is an activity in self-reflection. Consider your own personal history. Respond to at least 5 (or more) of the following questions in a 2-3 page paper:
1. Is it possible to be free of prejudice? Have you ever met anyone who was?
2. Are you prejudiced? If so, what are some recent instances in which you behaved in a prejudiced way? If not, how do you know that you're not prejudiced?
3. If you've behaved in a prejudiced way, what caused the prejudice, and what might reduce it? How did other people respond to your behavior?
4. If a close friend or family member were to make a prejudiced comment, would you protest? Why or why not? What about a stranger or acquaintance -- would you respond in that situation?
5. If you were to make a prejudiced comment at a party or among a group of friends, would your friends say something?
6. Does the categorization of people always result in prejudice? What about categorizing people in a positive way -- does that result in prejudice?
7. Are stereotypes ever a good thing? Have you ever tried to get people to stereotype you, either positively or negatively?
8. Does the very categorization of people -- for example, as female, a college student, African-American, or Texan -- necessarily rob them of individuality?
9. At a psychological level, what are the common denominators that link all forms of prejudice?
10. In general, which forms of prejudice seem to be declining over time, and which forms seem to be persisting or increasing?
11. Describe the earliest memory you have of an experience with a person or people of a racial, ethnic, or cultural group different from your own..
12. Who or what has had the most influence in the formation of your attitudes and opinions about people of different racial, ethnic, and/or cultural groups? In what way?
13. What influences in your experience have led to the development of positive feelings about your own heritage and background?
14. What influences in your experience have led to the development of negative feelings, if any, about your own heritage or background?
15. What changes, if any, would you like to make in your own attitudes or experiences in relation to people of other racial, ethnic, or cultural groups?
16. Describe an experience in your own life when you feel you were discriminated against for any reason.
17. How do you feel you should deal with (or not deal with) issues of racial, ethnic, and cultural diversity in American society?
18. Which forms of prejudice are most socially acceptable, and which are least acceptable? Why are some forms more acceptable than others?
19. When, if ever, is it best to remain colorblind to race and ethni ...
Third EditionPrivilege, Power,and DifferenceAllan G..docx
Third Edition
Privilege, Power,
and Difference
Allan G. Johnson
Privilege,
Power,
and Difference
Third Edition
Allan G. Johnson, Ph.D.
PRIVILEGE, POWER, AND DIFFERENCE, THIRD EDITION
Published by McGraw-Hill Education, 2 Penn Plaza, New York, NY 10121. Copyright
© 2018 by McGraw-Hill Education. All rights reserved. Printed in the United States
of America. Previous editions © 2006 and 2001. No part of this publication may be
reproduced or distributed in any form or by any means, or stored in a database or
retrieval system, without the prior written consent of McGraw-Hill Education,
including, but not limited to, in any network or other electronic storage or
transmission, or broadcast for distance learning.
Some ancillaries, including electronic and print components, may not be available
to customers outside the United States.
This book is printed on acid-free paper.
1 2 3 4 5 6 7 8 9 LCR 21 20 19 18 17
ISBN 978-0-07-340422-6
MHID 0-07-340422-5
Chief Product Officer, SVP Products &
Markets: G. Scott Virkler
Vice President, General Manager,
Products & Markets: Michael Ryan
Managing Director: David Patterson
Brand Manager: Jamie Laferrera
Product Developer: Jamie Laferrera
Marketing Manager: Meredith Leo
Program Manager: Jennifer Shekleton
Content Project Managers:
Jennifer Shekleton, Katie Klochan
Buyer: Susan K. Culbertson
Design: Studio Montage, Inc.
Content Licensing Specialists:
Lori Hancock
Cover Image: The Studio Dog/Getty Images
Compositor: Aptara®, Inc.
Printer: LSC Communications
All credits appearing on page or at the end of the book are considered to be an
extension of the copyright page.
Library of Congress Cataloging-in-Publication Data
Cataloging-in-Publication Data has been requested from the Library of Congress
The Internet addresses listed in the text were accurate at the time of publication.
The inclusion of a website does not indicate an endorsement by the authors or
McGraw-Hill Education, and McGraw-Hill Education does not guarantee the
accuracy of the information presented at these sites.
mheducation.com/highered
iii
Contents
About the Author vii
Introduction ix
Chapter 1 We’re in Trouble 1
The Trouble We’re In 5
Chapter 2 Privilege, Oppression, and Difference 12
Difference Is Not the Problem 12
Mapping Difference: Who Are We? 13
The Social Construction of Difference 17
What Is Privilege? 20
Two Types of Privilege 21
Privilege as Paradox 23
Oppression: The Flip Side of Privilege 32
Chapter 3 Capitalism, Class, and the Matrix of
Domination 35
How Capitalism Works 36
Capitalism and Class 39
Capitalism, Difference, and Privilege: Race and Gender 40
The Matrix of Domination and the Paradox of Being Privileged and
Oppressed At the Same Time 44
Chapter 4 Making Privilege and Oppression Happen 47
Avoidance, Exclusion, Rejection, and Worse 49
A Problem for Whom? 53
iv Contents
And That’s Not All 56
We Cannot Heal Until the Wounding Stop.
Grusky, David B. 1994. The Contours of Social Stratificatio.docx
Grusky, David B. 1994. “The Contours of Social Stratification.” Pp. 3-35 in Social Stratification: Class, Race,
and Gender in Sociological Perspective, edited by David B. Grusky. Boulder: Westview Press.
When Alexander the Great brought his armies across Asia Minor, he was reportedly shown the Gordian knot, an intricate, tightly bound tangle of cords tied by Gordius, king of Phrygia. It was said that only
the future ruler of all Asia would be capable of untying the knot. The story recounts
that a frustrated Alexander finally sliced the knot open with his sword.
There are many dimensions to inequality, and all of these dimensions are inter-
related. Class, race, and gender are three of inequality's core dimensions. Asking
which of them is most important may be like asking, Which matters more in the
making of a box: height, length, or width? These dimensions are like the 9 to 11
dimensions that quantum physics imagines for our universe: tangled, intertwined,
some hard to see, others hard to measure, but all affecting the makeup of the whole.
We could note other dimensions as well. Age, for example, can provide both advan-
tage and disadvantage, privileges and problems. We stereotype both ends of the age
spectrum: "silly teenagers" who talk, dress, and act funny, and "silly old codgers"
who talk, dress, and act funny. Age is unlike class, race, or gender, however, in that
unless our lives are cut short, we all move through all age categories. Sexuality and
sexual orientation also constitute a complex dimension. Debates over gay marriage
and who qualifies as a partner for the purposes of health care, tax, and housing
benefits highlight how sexuality can be a dimension of privilege or disadvantage.
Stereotypes, discrimination, and vulnerability to violence are also bound up in the
sexuality dimension. Some dimensions, such as race, ethnicity, and religion, are
frequently so bound together that they are hard to disentangle. In this chapter, we
explore some of the dimensions of inequality. We can't completely untangle this
knot in our social fabric, but we can at least slice into it.
Dimensions of an Unequal World
Inequality is at the core of sociology and its analysis of society. It is also at the core
of your daily life experience, although you may not realize it. You may know you
are broke. You may wish you were rich. You may be angry about the time you felt
rebuffed as a black female-or as a white male. You may have a sense that some
3
4 PART I: ROOTS OF INEQUALITY
people's lives have been a lot easier than yours-or that some have had a much
harder time. In the United States in particular, and in most of the world in general,
we are continually affected by social inequalities, yet we are rarely encouraged to
think in those terms.
We know that many people are poor, but why are they poor? Perhaps they are just
lazy. That's certainly possi ...
Guided ResponseReview several of your classmates’ posts and res.docx
Guided Response:
Review several of your classmates’ posts and respond to at least two of your peers original posts. Please keep in mind that this assignment can be a sensitive subject and that people’s past experiences may have shaped their views. Choose one point from your peer’s post that made an impact on you and explain why this particular comment resonated with you. Share your thoughts on the disadvantages and advantages of segregation with your peers.
BY:
Tiffany
Bradley
When preparing for this week’s discussion post I was a little at awe, I personally had never heard of the little rock nine. And I’m not that far from Arkansas. The Little Rock Nine was a group of nine African American students that were enrolled in Little Rock Central High School in 1957. However, their enrollment was engaged by the Little Rock Crisis. Which the students were initially prevented from entering the racially segregated school by Orval Faubus, the Governor of Arkansas. When President Dwight D. Eisenhower done an intervention, the students were then allowed to attend the school. The nine students were Ernest Green, Elizabeth Eckford, Jefferson Thomas, Terrance Roberts, Thelma Mothershed, and Melba Pattillo Beals. (https://en.wikipedia.org/wiki/Little_Rock_Nine)
Personally, if I was in the situation that these nine students experienced I would have been lost, afraid, and felt like something was wrong with me. A child of any race should not have to be put in this situation to feel unwanted or that they are unwelcome because they are of a different color. Many times however that is not the case. And this was the case for these nine children. My reaction would have been a sense of sadness, and anger. I don’t believe I would not have made a seen, simply out of fear of being hurt. I would have wanted to stand up for myself as well as my peers of the same color. Nowadays, if the situation would arise that an African American child was not allowed into a while school, yes I would stand up. And voice my opinion. It should not matter the color of a child’s skin. They should be allowed to receive the proper education. Without first having to go through turmoil. This situation I’m sure was emotionally devastating for these nine children. Who simply just wanted to get an education. (Webb. L. D. (2014). History of American education: Voices and perspectives. San Diego, CA: Bridgepoint Education, Inc.)
De facto segregation, I believe does not have a detrimental effect on students nowadays. Some adults that were raised to racial, still are. But if children are taught not to be that way. Then most of the time children learn to except another student of a different minority. Where I live we have a lot of white and minority students. Which none are treated differently. They are all in school for the same reason to get an education. My own personal beliefs are we are all children of God, and just because we are different races, does not mean.
Civic Values - What Does It Mean to Be an American?
A shortened presentation about the Civic Values that we share as a nation and why students should be aware of them and begin to use them in their lives.
I NEED IT TODAY BY 10PM.Please no plagiarism and make sure you
I NEED IT TODAY BY 10PM.
Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references
must
come from Flamez, B. & Sheperis, C. J. (2015) and/or Sommers-Flanagan, J., & Sommers-Flanagan, R. (2007). I have also attached my discussion rubric so you can see how to make full points. Please respond to all 3 of my classmates separately with references. I need this completed by 12/08/18 at 10pm.
Top of Form
Read
a selection of your colleagues' postings.
Respond
to your colleagues' postings.
Respond in one or more of the following ways:
· Ask a probing question.
· Share an insight gained from having read your colleague's posting.
· Offer and support an opinion.
· Validate an idea with your own experience.
· Make a suggestion.
· Expand on your colleague's posting.
1.
Classmate (N. Joh)
Description of Contemporary Youth Culture
Children and adolescents live in a seemingly different world than adults, and within that world is a unique and ever-changing culture (Sommers-Flanagan & Sommers-Flanagan, 2007). And that culture is forever being influenced by outside forces such as media, pop culture, Hollywood, fashion, and sports. As a professional counselor, it is important to not only understand that culture but be willing to step into that unique world, in order to understand the perspective of the child. Looking first at a specific example of an influencer of child and adolescent culture, I will explain two core cultural messages communicated through that item. Then I will explain how those messages could both positively and negatively affect children. Lastly, I will explain how my understanding of contemporary youth culture will help me to be an effective child and adolescent counselor.
Girl’s World Magazine
The item I selected to examine was Girl’s World magazine. The magazine is created for young girls ages 7 - 12 and includes information regarding the most popular age- appropriate fashion trends, celebrity gossip, party ideas, and arts and crafts (Girl’s World Magazine, n.d.). Created in 2013, the magazine is published bi-monthly, there are seven issues a year, and it costs twenty dollars for an annual subscription. There are sections within the magazine titled “Your World,” “Your Favorite Stars,” “Get Crafty,” “Juicy Read,” and “All About Animals” (Girl’s World Magazine, n.d.). The article claims to understand the pressures young girls are facing and seeks to provide healthy and fun information free of pressure or bias.
Two Core Cultural Messages
Upon review of the magazine, there are two core cultural issues identified. First, is that it is assumed that all girls are into fashion, arts and crafts, and celebrities. This is evidenced just by observing various covers of the magazine. Examples include statements such as “Why you’re so obsessed with slime,” “Fashion fun - get dressed up for the holidays,” and “test your Taylor Swift Knowledge.” In addition, every cov ...
Personal Reflection End-of-Semester Letter 60 points DUE Sub.docx
Personal Reflection: End-of-Semester Letter
60 points
DUE: Submitted to turnitin on Cougar Courses on the due date (no paper version needed)
The purpose of this assignment is to help you apply communication concepts learned throughout the semester to your own experiences of communication. This assignment asks you to thoughtfully consider your experience in this course, and to reflect upon what you have learned. By exploring the readings, reflecting on team interactions, and discussing your perceptions of the course as a whole, you can gain insight into the complexities of group interaction and the relationships between human communication theory and practice.
This assignment therefore helps fill the following student learning outcomes for this class:
Communication Department Student Learning Objectives for COMM 100 (Mass Media and Communication):
➢ Analyze forms and contexts of communication from a variety of intellectual perspectives (philosophical, historical, theoretical, and practical). (ANALYSIS).
Dr. Rivera’s Student Learning Outcomes for COMM 100:
1. Identify, name, and describe key communication concepts and vocabulary appropriately in context through quizzes, exams, and Personal Reflection writing assignments (KNOWLEDGE EXPANSION)
2. Apply communication theories to solving “real world” problems through course exercises, assignments, and teamwork (APPLICATION).
FORMAT:
2 pages total
APA formatting: 12 pt. font, double-spaced, 1 inch margins
· APA Reference page IF NEEDED (should have at least the text book on it). See Cougar
Courses for APA Tips or look online at https://owl.english.purdue.edu/owl/resource/560/01/.
DIRECTIONS:Write a letter! Consider this an opportunity to share what you’ve learned in this class
with someone outside of the class.
You may want to take this chance to tell someone about the impact they had on
your communication development (positive or negative or otherwise).
You might want to make this an opportunity to try to help someone else change
or improve their communication habits
You can draw on ANY topic covered this semester, including those covered in
Team Assignments!
• You can and should use informal, first person language.
Guidelines: This is a letter, but it’s also an assignment. You’ll balance your informal language with a discussion of at least two (2) concepts from the class somewhere in your
letter.
You will list and define the concept (be sure to cite the text book or other
reading!)
You will then discuss the concept and how it applies to the audience for your
letter
The purpose is to demonstrate your understanding of the course concept!
Rivera, COMM 100, Fall 2019
Audience: You might consider writing to one of the following people (these are IDEAS, but you don’t have to write to one of these people):
o Yourparent(s)
o Your siblings or cousins
o Your kids, hypothetical children, or nieces and nephews/cousins you help raise o Your boss or former boss
o Your teacher (inc ...
SOC350 Cultural DiversityPaige MasseyA person has just start.docx
SOC350 Cultural Diversity
Paige Massey
A person has just started a world travel experience, and here they land in Japan where they will be spending a night with a welcoming host family. Everything is fantastic the guest speaks a small bit of Japanese and is able to communicate with them. The guest is invited to a family dinner in their house. As the meal begins the entire family is enjoying the food so much that it is increasing the guest’s biggest pet peeve, slurping the food. Little does the guest know that their pet peeve is a sign of appreciation in the country of Japan. The guest is not participating in the slurping as they were taught that slurping was an activity that was looked down upon by Americans. This is an example of a social faux pas in the country of Japan. Personally a social faux pas that really turns me off is hacking and spitting in public areas. It just creates the heebe jeebes because I was taught social ettique. Can words breach the idea of social ettique, or is it just considered social faux pas?
A social faux pas can be confused with microaggressions. Microaggressions are defined as acts of mostly non physical aggression -- they are common place verbal, behavioral, or environmental indignities that can be intentional or unintentional and communicate derogatory slights. Racial microaggressions suggests that people of color endure physical and physiological distress (Robinson-Wood et al., 2018). These microaggressions occur across many different identities such as skin color, body size, mental ability, age, and social class. When a person fits into multiple identities that overlap such as being gay and black, can experience more microaggressions versus a person who is white and gay. There are a lot of words that describe microaggressions, but what actually is an example of microaggressions?
If you have ever walked through Target wearing khakis and a red shirt and automatically being asked to help a customer, you have experienced a microaggression. You were assumed to be in a service role just because of the clothes you were wearing. According to Byrd, some examples of microaggressions include being stared at in the dining hall, asking an Asian person “you must be good at math, can you help me with this problem?”, or when someone merely crosses a street to avoid a person of color (Byrd, 2018). People are not necessarily conscious of these actions. It can be a taught attribute; like crossing the road to avoid a person of color, the person’s parent could have been thinking they are protecting the child from a potentially scary situation like a mugging. The child then learned that they should avoid any colored person on the street. The unconscious nature of humans can lead to some hurtful actions.
Microaggressions can cause a toll on a person’s mind. It can take a lot of thinking to try and make sense of the interpersonal interactions. This characteristic is known as attributional ambiguity. The expenditure of cognitive e.
The Eight (8) [plus 1] Psychosocial Stages of Development by Erik Erikson
This is the Theory of psychosocial development of a person. Here we can discover also that there are actually 9 stages because the 9th one came from his main collaborator and wife Joan Erikson.
This slide report was made for Continuing Professional Education at Colegio de Santa Teresa de Avila, Zabarte Subdivision, Novaliches, Quezon City
Scanned by CamScannerDoing Sociology #6 – Are Your Cloth.docx
Scanned by CamScanner
Doing Sociology #6 – Are Your Clothes part of the Global Commodity Chain? DUE____________________
BACKGROUND
You probably own and consume a large number of products that originated in faraway countries, including your car, clothing or shores. These items have traveled widely during the process from production to consumption. Food, pharmaceuticals, and electronics are other examples of globally made products. Social scientists class such international movements of goods “global commodity chains.”
Global commodity chains are networks of corporations, product designers and engineers, manufacturing firms, distribution channels (such as ocean freightliners, railroads, and trucking firms), and consumer outlets (such as Walmart). Global commodity chains start with a product design and brand name and end with the consumer making a purchase. But between start and finish is often a complex global process involving many different people, in many different nations, all contributing to the final product.
The manufacturing of goods, from garments to electronics to automobiles, used to happen primarily in the United States and other Western nations; today’s manufacturing centers are located primarily in poorer nations, such as the Philippines, China, Indonesia, and many Latin American countries. American corporations such as Nike, the Gap, and Levi-Strauss have closed all their U.S. manufacturing plants and hired contractors and subcontractors from East Asia and Latin America to make their products at substantially lower prices. Now these companies focus large amounts of financial resources on “branding” their products. Branding is the process, usually accomplished through advertising, by which companies gain consumers’ attention and loyalty. Much of the money you pay for some products goes toward financing these branding campaigns, while a much smaller sum pays the workers who actually make the products.
ASSIGNMENT: There are three separate parts to this assignment.
Part 1.The Global Closet – Pick out 5-10 items of clothing from your closet. Check the labels. Where were your clothes made? Make a list of the nations represented in your closet. How many nations are in East Asia or Latin America or other parts of the globe? Is there a difference between whether an item is made and where it is assembled? Does the label indicate where the fabric originated?
Part 2.Once “Made in the U.S.A” – Ask your parents, grandparents or other older family members if you can look at the labels of their older clothes. Or go to a thrift store and look for older or vintage clothes there. Again pick out 5-10 items of clothing. How many of those items were made in the United States? How many were made elsewhere? What does this tell you about the globalization of the garment industry over the past several decades?
Part 3.Are Your Favorite Brands “Sweat Free”? – Choose one or more of your favorite brands of clothing, shoes, or other.
[RELO] American Culture Series: Women's History Month
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Guided ResponseReview several of your classmates’ posts and res.docx
Guided Response:
Review several of your classmates’ posts and respond to at least two of your peers original posts. Please keep in mind that this assignment can be a sensitive subject and that people’s past experiences may have shaped their views. Choose one point from your peer’s post that made an impact on you and explain why this particular comment resonated with you. Share your thoughts on the disadvantages and advantages of segregation with your peers.
BY:
Tiffany
Bradley
When preparing for this week’s discussion post I was a little at awe, I personally had never heard of the little rock nine. And I’m not that far from Arkansas. The Little Rock Nine was a group of nine African American students that were enrolled in Little Rock Central High School in 1957. However, their enrollment was engaged by the Little Rock Crisis. Which the students were initially prevented from entering the racially segregated school by Orval Faubus, the Governor of Arkansas. When President Dwight D. Eisenhower done an intervention, the students were then allowed to attend the school. The nine students were Ernest Green, Elizabeth Eckford, Jefferson Thomas, Terrance Roberts, Thelma Mothershed, and Melba Pattillo Beals. (https://en.wikipedia.org/wiki/Little_Rock_Nine)
Personally, if I was in the situation that these nine students experienced I would have been lost, afraid, and felt like something was wrong with me. A child of any race should not have to be put in this situation to feel unwanted or that they are unwelcome because they are of a different color. Many times however that is not the case. And this was the case for these nine children. My reaction would have been a sense of sadness, and anger. I don’t believe I would not have made a seen, simply out of fear of being hurt. I would have wanted to stand up for myself as well as my peers of the same color. Nowadays, if the situation would arise that an African American child was not allowed into a while school, yes I would stand up. And voice my opinion. It should not matter the color of a child’s skin. They should be allowed to receive the proper education. Without first having to go through turmoil. This situation I’m sure was emotionally devastating for these nine children. Who simply just wanted to get an education. (Webb. L. D. (2014). History of American education: Voices and perspectives. San Diego, CA: Bridgepoint Education, Inc.)
De facto segregation, I believe does not have a detrimental effect on students nowadays. Some adults that were raised to racial, still are. But if children are taught not to be that way. Then most of the time children learn to except another student of a different minority. Where I live we have a lot of white and minority students. Which none are treated differently. They are all in school for the same reason to get an education. My own personal beliefs are we are all children of God, and just because we are different races, does not mean.
Civic Values - What Does It Mean to Be an American?
A shortened presentation about the Civic Values that we share as a nation and why students should be aware of them and begin to use them in their lives.
I NEED IT TODAY BY 10PM.Please no plagiarism and make sure you
I NEED IT TODAY BY 10PM.
Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references
must
come from Flamez, B. & Sheperis, C. J. (2015) and/or Sommers-Flanagan, J., & Sommers-Flanagan, R. (2007). I have also attached my discussion rubric so you can see how to make full points. Please respond to all 3 of my classmates separately with references. I need this completed by 12/08/18 at 10pm.
Top of Form
Read
a selection of your colleagues' postings.
Respond
to your colleagues' postings.
Respond in one or more of the following ways:
· Ask a probing question.
· Share an insight gained from having read your colleague's posting.
· Offer and support an opinion.
· Validate an idea with your own experience.
· Make a suggestion.
· Expand on your colleague's posting.
1.
Classmate (N. Joh)
Description of Contemporary Youth Culture
Children and adolescents live in a seemingly different world than adults, and within that world is a unique and ever-changing culture (Sommers-Flanagan & Sommers-Flanagan, 2007). And that culture is forever being influenced by outside forces such as media, pop culture, Hollywood, fashion, and sports. As a professional counselor, it is important to not only understand that culture but be willing to step into that unique world, in order to understand the perspective of the child. Looking first at a specific example of an influencer of child and adolescent culture, I will explain two core cultural messages communicated through that item. Then I will explain how those messages could both positively and negatively affect children. Lastly, I will explain how my understanding of contemporary youth culture will help me to be an effective child and adolescent counselor.
Girl’s World Magazine
The item I selected to examine was Girl’s World magazine. The magazine is created for young girls ages 7 - 12 and includes information regarding the most popular age- appropriate fashion trends, celebrity gossip, party ideas, and arts and crafts (Girl’s World Magazine, n.d.). Created in 2013, the magazine is published bi-monthly, there are seven issues a year, and it costs twenty dollars for an annual subscription. There are sections within the magazine titled “Your World,” “Your Favorite Stars,” “Get Crafty,” “Juicy Read,” and “All About Animals” (Girl’s World Magazine, n.d.). The article claims to understand the pressures young girls are facing and seeks to provide healthy and fun information free of pressure or bias.
Two Core Cultural Messages
Upon review of the magazine, there are two core cultural issues identified. First, is that it is assumed that all girls are into fashion, arts and crafts, and celebrities. This is evidenced just by observing various covers of the magazine. Examples include statements such as “Why you’re so obsessed with slime,” “Fashion fun - get dressed up for the holidays,” and “test your Taylor Swift Knowledge.” In addition, every cov ...
Personal Reflection End-of-Semester Letter 60 points DUE Sub.docx
Personal Reflection: End-of-Semester Letter
60 points
DUE: Submitted to turnitin on Cougar Courses on the due date (no paper version needed)
The purpose of this assignment is to help you apply communication concepts learned throughout the semester to your own experiences of communication. This assignment asks you to thoughtfully consider your experience in this course, and to reflect upon what you have learned. By exploring the readings, reflecting on team interactions, and discussing your perceptions of the course as a whole, you can gain insight into the complexities of group interaction and the relationships between human communication theory and practice.
This assignment therefore helps fill the following student learning outcomes for this class:
Communication Department Student Learning Objectives for COMM 100 (Mass Media and Communication):
➢ Analyze forms and contexts of communication from a variety of intellectual perspectives (philosophical, historical, theoretical, and practical). (ANALYSIS).
Dr. Rivera’s Student Learning Outcomes for COMM 100:
1. Identify, name, and describe key communication concepts and vocabulary appropriately in context through quizzes, exams, and Personal Reflection writing assignments (KNOWLEDGE EXPANSION)
2. Apply communication theories to solving “real world” problems through course exercises, assignments, and teamwork (APPLICATION).
FORMAT:
2 pages total
APA formatting: 12 pt. font, double-spaced, 1 inch margins
· APA Reference page IF NEEDED (should have at least the text book on it). See Cougar
Courses for APA Tips or look online at https://owl.english.purdue.edu/owl/resource/560/01/.
DIRECTIONS:Write a letter! Consider this an opportunity to share what you’ve learned in this class
with someone outside of the class.
You may want to take this chance to tell someone about the impact they had on
your communication development (positive or negative or otherwise).
You might want to make this an opportunity to try to help someone else change
or improve their communication habits
You can draw on ANY topic covered this semester, including those covered in
Team Assignments!
• You can and should use informal, first person language.
Guidelines: This is a letter, but it’s also an assignment. You’ll balance your informal language with a discussion of at least two (2) concepts from the class somewhere in your
letter.
You will list and define the concept (be sure to cite the text book or other
reading!)
You will then discuss the concept and how it applies to the audience for your
letter
The purpose is to demonstrate your understanding of the course concept!
Rivera, COMM 100, Fall 2019
Audience: You might consider writing to one of the following people (these are IDEAS, but you don’t have to write to one of these people):
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o Your siblings or cousins
o Your kids, hypothetical children, or nieces and nephews/cousins you help raise o Your boss or former boss
o Your teacher (inc ...
SOC350 Cultural DiversityPaige MasseyA person has just start.docx
SOC350 Cultural Diversity
Paige Massey
A person has just started a world travel experience, and here they land in Japan where they will be spending a night with a welcoming host family. Everything is fantastic the guest speaks a small bit of Japanese and is able to communicate with them. The guest is invited to a family dinner in their house. As the meal begins the entire family is enjoying the food so much that it is increasing the guest’s biggest pet peeve, slurping the food. Little does the guest know that their pet peeve is a sign of appreciation in the country of Japan. The guest is not participating in the slurping as they were taught that slurping was an activity that was looked down upon by Americans. This is an example of a social faux pas in the country of Japan. Personally a social faux pas that really turns me off is hacking and spitting in public areas. It just creates the heebe jeebes because I was taught social ettique. Can words breach the idea of social ettique, or is it just considered social faux pas?
A social faux pas can be confused with microaggressions. Microaggressions are defined as acts of mostly non physical aggression -- they are common place verbal, behavioral, or environmental indignities that can be intentional or unintentional and communicate derogatory slights. Racial microaggressions suggests that people of color endure physical and physiological distress (Robinson-Wood et al., 2018). These microaggressions occur across many different identities such as skin color, body size, mental ability, age, and social class. When a person fits into multiple identities that overlap such as being gay and black, can experience more microaggressions versus a person who is white and gay. There are a lot of words that describe microaggressions, but what actually is an example of microaggressions?
If you have ever walked through Target wearing khakis and a red shirt and automatically being asked to help a customer, you have experienced a microaggression. You were assumed to be in a service role just because of the clothes you were wearing. According to Byrd, some examples of microaggressions include being stared at in the dining hall, asking an Asian person “you must be good at math, can you help me with this problem?”, or when someone merely crosses a street to avoid a person of color (Byrd, 2018). People are not necessarily conscious of these actions. It can be a taught attribute; like crossing the road to avoid a person of color, the person’s parent could have been thinking they are protecting the child from a potentially scary situation like a mugging. The child then learned that they should avoid any colored person on the street. The unconscious nature of humans can lead to some hurtful actions.
Microaggressions can cause a toll on a person’s mind. It can take a lot of thinking to try and make sense of the interpersonal interactions. This characteristic is known as attributional ambiguity. The expenditure of cognitive e.
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Doing Sociology #6 – Are Your Clothes part of the Global Commodity Chain? DUE____________________
BACKGROUND
You probably own and consume a large number of products that originated in faraway countries, including your car, clothing or shores. These items have traveled widely during the process from production to consumption. Food, pharmaceuticals, and electronics are other examples of globally made products. Social scientists class such international movements of goods “global commodity chains.”
Global commodity chains are networks of corporations, product designers and engineers, manufacturing firms, distribution channels (such as ocean freightliners, railroads, and trucking firms), and consumer outlets (such as Walmart). Global commodity chains start with a product design and brand name and end with the consumer making a purchase. But between start and finish is often a complex global process involving many different people, in many different nations, all contributing to the final product.
The manufacturing of goods, from garments to electronics to automobiles, used to happen primarily in the United States and other Western nations; today’s manufacturing centers are located primarily in poorer nations, such as the Philippines, China, Indonesia, and many Latin American countries. American corporations such as Nike, the Gap, and Levi-Strauss have closed all their U.S. manufacturing plants and hired contractors and subcontractors from East Asia and Latin America to make their products at substantially lower prices. Now these companies focus large amounts of financial resources on “branding” their products. Branding is the process, usually accomplished through advertising, by which companies gain consumers’ attention and loyalty. Much of the money you pay for some products goes toward financing these branding campaigns, while a much smaller sum pays the workers who actually make the products.
ASSIGNMENT: There are three separate parts to this assignment.
Part 1.The Global Closet – Pick out 5-10 items of clothing from your closet. Check the labels. Where were your clothes made? Make a list of the nations represented in your closet. How many nations are in East Asia or Latin America or other parts of the globe? Is there a difference between whether an item is made and where it is assembled? Does the label indicate where the fabric originated?
Part 2.Once “Made in the U.S.A” – Ask your parents, grandparents or other older family members if you can look at the labels of their older clothes. Or go to a thrift store and look for older or vintage clothes there. Again pick out 5-10 items of clothing. How many of those items were made in the United States? How many were made elsewhere? What does this tell you about the globalization of the garment industry over the past several decades?
Part 3.Are Your Favorite Brands “Sweat Free”? – Choose one or more of your favorite brands of clothing, shoes, or other.
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THE ROAD NOT TAKEN.pptx
- 1. “Don’t worry that your life is turning upside down. How do you know that the side you are used to is better than the one to come? REFLECT
- 3. As you can remember in the previous lesson, there are a lot of social issues, concerns, and dispositions that people face nowadays. To reiterate, social issues are problems in the society like poverty, natural disasters, discrimination, and others; concerns are those that we worry about like how to survive the next day, not having a job, passing an exam, and others; and, dispositions are someone’s or something’s tendency to act or view the world either in a positive or negative way under given circumstances like resignation, pro-activeness, hopefulness, and others.
- 4. VOCABULARY ENRICHMENT: The following words are taken from the poem “The Road Not Taken” by: Robert Frost. Read it correctly and understand its meaning. DIVERGE – to split and move out in different directions from a single point. UNDERGROWTH – the low growth on the floor of a forest. FAIR – not too harsh or critical. CLAIM – to say that something is true when some people may say it is not true. WORN – to use or to have. DOUBTED – to have no confidence in (someone or something) SIGH – to take in and let out a long sound, loud breath in a way that shows you are bored, disappointed, relieved.
- 5. Look at the picture closely. What do you think does it suggest?
- 7. Based on the poem of Robert Frost, what does the poems tells us? Why did he gave it a title “The Road not Taken”?