Racial Conceptualization (Lecture #2)

StudyBlue printing of Racial Conceptualization (Lecture #2) html, body, div, span, applet, object, iframe, h1, h2, h3, h4, h5, h6, p, blockquote, pre, a, abbr, acronym, address, big, cite, code, del, dfn, em, font, img, ins, kbd, q, s, samp, small, strike, strong, sub, sup, tt, var, b, u, i, center, fieldset, form, label, legend, table, caption, tbody, tfoot, thead, tr, th, td { margin: 0; padding: 0; border: 0; outline: 0; font-size: 100%; background: transparent; } body { line-height: 1; } blockquote, q { quotes: none; } blockquote:before, blockquote:after, q:before, q:after { content: ''; content: none; } /* remember to define focus styles! */ :focus { outline: 0; } /* remember to highlight inserts somehow! */ ins { text-decoration: none; } del { text-decoration: line-through; } /* tables still need 'cellspacing="0"' in the markup */ table { border-collapse: collapse; border-spacing: 0; } /* end RESET */ .header { min-width:800px; } .logo { padding:6px 20px 2px 20px; margin:0; font-size:25px; 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still present today but often in a more muted form addressing the problems of racism there is NO problem we should expect to see inequalities based on race because of natural inferiority of some groups Cultural understandings of race understands race to be a social construction emphasis is the presumed cultural distinctiveness of "race" groups supported by "multiculturalism" and "color blind" discourses race and racial differences are recast as expressions or ethnic identity ethnic identity: group identity based on common origins and shared values and behaviors delinks race from biology that defines "old" racism fails to engage "race" as central to a system of domination and oppression ignores the reality that racial classification is most always coercive while ethnic identity is an option implies marginalized racial identities optional or symbolic racism without racists emerged in 1960's, dominant discourse today addressing the problems of racism enhance multicultural curriculums in schools celebrate diversity in communities Power cognizant understandings of race recognizes race as a social construction but also acknowledges that race is a system of inequality; the outcome of a raicalization process that involved unequal power relations there are lasting disparate outcomes for racial groups depending on structural location in the racial hierarchy recognizes importance of cultural differences and similarities comparing racial groups emerged in 1960's, remains a marginal public discourse today addressing the problems or racism public policies (i.e. busing, desegregation of military) targeted opportunities (i.e. affirmative action, contracting set asides, small business loans) teach about oppression, not just culture