HSB4U Chapter 9

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HSB4U Chapter 9

• Prejudice and Discrimination

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Systemic Discrimination

• Who, in our course so far, has experienced it?

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Perception

• the process by which objects, people, events,
  and other aspects of our surroundings become
  known to us
• Kenneth Boulding
• The Image Knowledge in Life and Society, 1956
• The image people dont perceive things as they
  exist in the real world they respond to an image
  of reality which differs from person to person

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• Joel Barker, 1989
• paradigm set of rules and conditions stored in
  the brain that a person uses to interpret and
  understand sensory experiences
• Like a filter through which information is
  processed by the brain to create an image

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Implications

• What does all this information about perception
  mean for our understanding of prejudice and
  discrimination?

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Standardized Intelligence Quotient Test

• What is it?
• How is it an example of systemic discrimination?

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Sample Question

• Select the most different of the set of items
• Auto, turtle, basket, bird

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Improvements?

• How could tests be made fairer?
• Culturally fair vs. culturally loaded?

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Optical illusions

• What Do You See?

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Self-Esteem and the Psychology of Race

• What effect does racism have on an individual,
  especially a child?
• Black Like Me, textbook p. 256.
• The Clarks research used in the Brown v. Board
  of Education case, 1950s
• Brantford study, textbook p. 295
• Joy Kogawa, Japanese-Canadian interned as a child
  during WWII, A Choice of Dreams (1974)
• And I prayed the God who loves
• All the children in his sight
• That I might be white.

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The Clarks Research and Segregation

• In their groundbreaking studies, Kenneth and
  Mamie Clark investigated black children's racial
  identification and preference. Using drawings and
  dolls of black and white children, these
  researchers asked Black preschool and elementary
  school children to indicate which drawing or doll
  they preferred and which drawing or doll looked
  most like them. They also asked children to color
  line drawings of children with the color that
  most closely matched their own skin color. The
  Clarks found that Black children often preferred
  the white doll and drawing, and frequently
  colored the line drawing of the child a shade
  lighter than their own skin. Samples of the
  children's responses illustrated that they viewed
  white as good and pretty, but black as bad and
  ugly. Clark and Clark concluded that many Black
  children at the time (1939-1950) "indicate a
  clear-cut preference for white and some of them
  evidence emotional conflict when requested to
  indicate a color preference. It is clear that the
  Negro child, by the age of five is aware of the
  fact that to be colored in contemporary American
  society is a mark of inferior status. A child
  accepts as early as six, seven or eight the
  negative stereotypes about his own group.
• CNN replica experiment http//www.cnn.com/2010/US
  /05/13/doll.study/

American Psychological Association. (2007, July).
Research in psychology Segregation ruled
unequal, therefore unconstitutional. Retrieved
June 5, 2014 from http//www.apa.org/research/acti
on/segregation.aspx
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Early Theories of Prejudice

• Use pages 297 to 300 to fill in the information
  about All port and Adornos theories of where
  prejudice comes from.

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Application of Theories

• Can Adornos theory be used to explain the
  prejudice in todays four case studies? If so,
  how?
• Is Allports theory more applicable than
  Adornos? How apply to case studies.
• What are the shared aspects of the theories?

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Abouds More Recent Theory

• Professor at McGill University
• Social-Cognitive Theory
• Incorporates the work of Piaget
• and Kohlberg

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Teaching Activities
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Two Questions

• Has anyone ever made an incorrect assumption
  about you based on preconceived ideas?
• If so, what effect did it have on you?

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Three Concepts of Race
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1. Race as a Scientific Concept

• Genetically humans are 99.9 the same as each
  other (chimpanzees have more internal variation
  than us)
• A small number of genes (0.01) relate to
  physical appearance - they are thought to have
  developed as adaptations to environment
• skin colour, eye colour, nose width
• Differences in skin colour and physical
  appearance do not translate to a whole range of
  other biological differences that are unique to
  groups
• Therefore

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Skin Colour As an Adaptation

• Adaptation to geography and suns ultraviolet
  radiation (UVR)
• Dark skin is thought to protect us vs sun damage
• Pigment also helps balance the bodys need for
  vitamin D and folate (UVR strips away folate)
• As people moved away from the equator, natural
  selection favoured light skin

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Counterintuitive Example

• Native peoples of Alaska and northern Canada
• High UVR from reflection of sun on snow and ice
• Dark skin protects them
• Slows vitamin D production but their traditional
  diet of seal, walrus, fish (all rich in vitamin
  D) compensates for this

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2. Race as a Historical Concept

• In the past people inaccurately divided groups of
  people according to colour white, yellow, red,
  brown, black
• Then they added geographical names Caucasian,
  Oriental, Indian, Indo-Pakistani
• These designations were used for many negative
  purposes, such as justification of
• Imperialism, slavery, natural hierarchy, war,
  genocide, inequality
• Therefore

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3. Race as a Social Concept

• Race is an arbitrary categorization in which
  humans attach social meaning to physical
  differences
• Social meanings such as education, intelligence,
  income.
• When we assign people to groups based on skin
  colour or other physical features we lose
  information about peoples individuality
• Race is a learned concept it is a social,
  economic and political construct
• However, it is important to many people who link
  it to their culture, identity, heritage.
• Therefore

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Follow-Up Questions

• How do you identify yourself (e.g., if you were
  asked to do so for the Canadian census)?
• What does your identity mean to you? How
  important is it to you?

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Arbitrary Activities on Human Variation

• Group people according to short, medium, tall.
• Then add more people. What happens to the
  original categories?
• One person gets 89. Another person gets 91. They
  are only 2 marks apart but the person with the A
  (over 90) has a real advantage for US college
  admission.
• Skin colour groupings. http//www.pbs.org/race/002
  _SortingPeople/002_00-home.htm

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Debrief of Sorting Activity

• What kinds of things did you notice yourself
• thinking
• saying
• not wanting to say
• feeling guilty or awkward about saying or
  thinking

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Paradigm shift

• Unlearning prejudice

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Robbers Cave Experiment

• Intergroup Conflict and Cooperation The Robbers
  Cave Experiment
• Muzafer Sherif, O. J. Harvey, B. Jack White,
  William R. Hood, Carolyn W. Sherif (1954/1961)
• http//psychclassics.yorku.ca/Sherif/chap5.htm

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Aronson

• Jig Saw Learning
• Equal Status Social Contact
• Context newly desegregated
• schools in Austin, Texas

http//www.jigsaw.org/history.htm
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• A Letter from CarlosAutumn, 1982Dear Professor
  Aronson
• I am a senior at U.T. University of Texas.
  Today I got a letter admitting me to the Harvard
  Law School. This may not seem odd to you, but let
  me tell you something. I am the 6th of 7 children
  my parents had--and I am the only one who ever
  went to college, let alone graduate, or go to law
  school.
• By now, you are probably wondering why this
  stranger is writing to you and bragging to you
  about his achievements. Actually, I'm not a
  stranger although we never met. You see, last
  year I was taking a course in social psychology
  and we were using a book you wrote, The Social
  Animal, and when I read about prejudice and
  jigsaw it all sounded very familiar--and then, I
  realized that I was in that very first class you
  ever did jigsaw in--when I was in the 5th grade.
  And as I read on, it dawned on me that I was the
  boy that you called Carlos. And then I remembered
  you when you first came to our classroom and how
  I was scared and how I hated school and how I was
  so stupid and didn't know anything. And you came
  in--it all came back to me when I read your
  book--you were very tall--about 6 1/2 feet--and
  you had a big black beard and you were funny and
  made us all laugh.

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• And, most important, when we started to do work
  in jigsaw groups, I began to realize that I
  wasn't really that stupid. And the kids I thought
  were cruel and hostile became my friends and the
  teacher acted friendly and nice to me and I
  actually began to love school, and I began to
  love to learn things and now I'm about to go to
  Harvard Law School.
• You must get a lot of letters like this but I
  decided to write anyway because let me tell you
  something. My mother tells me that when I was
  born I almost died. I was born at home and the
  cord was wrapped around my neck and the midwife
  gave me mouth to mouth and saved my life. If she
  was still alive, I would write to her too, to
  tell her that I grew up smart and good and I'm
  going to law school. But she died a few years
  ago. I'm writing to you because, no less than
  her, you saved my life too.
• Sincerely,Carlos
• http//www.jigsaw.org/carlos.htm

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Anti-Prejudice Education

• Anti-racism Multiculturalism

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Multiculturalism

• Preserves __________ while sharing being Canadian
• Pride
• Prejudice can be reduced by _______ programs
• Promotes understanding of __________s
• It is only informational because

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Anti-Racism

• Reduces _________ and removes ______________
• Abouds program in BC with grade 5 students
  creates ______________s between them
• Institutional barriers are
• Culture-fair testing is emphasized by
• Creates paradigm shifts by

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New MC or AR statements

• Addressing prejudices through education
• Allowing people to wear religious headwear in
  school
• Having a literacy class instead of standardized
  test
• Incorporating elementary school diversity
  programs.

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Invisible White Privilege Knapsack