...through curriculum, and social requirements for assimilation. The personal image of how those from a European dissent view themselves, as Case (2012) refers to as available unearned resources that whites are unaware of, but have the ability to utilize every day. Due to the opportunities, this places a deeper level of importance on assimilation, which exposes the roles non-white individuals have learned to play for acceptance. In many cases, it has cost humanity the knowledge and growth diversity adds...
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...Asian Americans and racism in the USA Name: Institution: Course: Tutor: Date: Abstract Asian Americans are a minority group of both immigrants and person born and raised in the USA. It has been the fastest growing minority group and is considered to be the model minority of the USA due to various factors such as hard work in both academic and employment that successively leads to economic prowess among this minority population (Chou, 2008). The history of the Asian American dates back to the ancient times when they occupied the American land before the European invasion. The tribes that occupied the American land are commonly referred to as the Native Americans. A majority of the Asian American people that are living in the USA are immigrants. Both individuals and the community/communities are faced with various challenges such as adopting the American culture and retaining their root cultures at the same time. However, the major issue of concern is racial segregation they are faced with. Like any other subordinate group in the USA, the Asian American people are not spared off the vice. They experience discrimination emanating from the fact that they are different from other minority groups and as well the whites. They are subjected to discrimination in various fields in which they are engaged such as education, employment, immigration, land acquisition and others (Phan et al. 2009). This forms of discriminations have their impacts on the several life aspects of this minority...
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...Children of Immigrants A familiar story of the American narrative and a great theme in psychology of second generation is that the children of immigrants believe that they are the main reason for immigration of their parents who in most cases stake their hopes for future on the success of their children. Perceiving the sacrifices that are made by parents, seemingly on their behalf, not any amount of guilt toward their parents touches the children and drives their motivation to obtain a dynamic which in turn can offer the immigrant parents some level of psychological control over their offspring. Growing up in the immigrant families is usually marked by discordant acculturation, when the children’s learning of new ways and simultaneous loss of immigrant culture outstrips that of parents. When this occurs, linguistic and cultural gaps among them can exacerbate the intergenerational conflicts; make the children feel ashamed of their parents as they attempt to blend with the native friends, and lead to reversal roles, as the children take up adult roles earlier by dint of situations. All families of immigrants must contend with “stress and storm†adolescence and “generation gapsâ€, and the acculturation to new society. This is often a conflictive and complex process that is full of fault lines that are non-reducible to simplistic elaborations of parental pressure or peer pressure. Nevertheless, at the heart of the matter is the relation between children and their immigrant parents...
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...Children of Immigrants A familiar story of the American narrative and a great theme in psychology of second generation is that the children of immigrants believe that they are the main reason for immigration of their parents who in most cases stake their hopes for future on the success of their children. Perceiving the sacrifices that are made by parents, seemingly on their behalf, not any amount of guilt toward their parents touches the children and drives their motivation to obtain a dynamic which in turn can offer the immigrant parents some level of psychological control over their offspring. Growing up in the immigrant families is usually marked by discordant acculturation, when the children’s learning of new ways and simultaneous loss of immigrant culture outstrips that of parents. When this occurs, linguistic and cultural gaps among them can exacerbate the intergenerational conflicts; make the children feel ashamed of their parents as they attempt to blend with the native friends, and lead to reversal roles, as the children take up adult roles earlier by dint of situations. All families of immigrants must contend with “stress and storm” adolescence and “generation gaps”, and the acculturation to new society. This is often a conflictive and complex process that is full of fault lines that are non-reducible to simplistic elaborations of parental pressure or peer pressure. Nevertheless, at the heart of the matter is the relation between children and their immigrant parents,...
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...Children of Immigrants A familiar story of the American narrative and a great theme in psychology of second generation is that the children of immigrants believe that they are the main reason for immigration of their parents who in most cases stake their hopes for future on the success of their children. Perceiving the sacrifices that are made by parents, seemingly on their behalf, not any amount of guilt toward their parents touches the children and drives their motivation to obtain a dynamic which in turn can offer the immigrant parents some level of psychological control over their offspring. Growing up in the immigrant families is usually marked by discordant acculturation, when the children’s learning of new ways and simultaneous loss of immigrant culture outstrips that of parents. When this occurs, linguistic and cultural gaps among them can exacerbate the intergenerational conflicts; make the children feel ashamed of their parents as they attempt to blend with the native friends, and lead to reversal roles, as the children take up adult roles earlier by dint of situations. All families of immigrants must contend with “stress and storm†adolescence and “generation gapsâ€, and the acculturation to new society. This is often a conflictive and complex process that is full of fault lines that are non-reducible to simplistic elaborations of parental pressure or peer pressure. Nevertheless, at the heart of the matter is the relation between children and their immigrant parents...
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...They also claim that they are targets of daily racism, hindering their chances for advancement. Proponents point to small numbers of these minorities in certain desirable jobs (i.e. CEOs of corporations and high elected office) as evidence of underrepresentation of minorities and a need for diversity both in the workplace and in higher education. There are a number of different levels of affirmative action, including quotas, preferences, and outreach, in lessening order of severity. Quotas, also called “set asides”, deal with having a definite amount of jobs or college spots reserved for a particular group. For example, if a university admits 1000 students every year and sets aside 150 seats that are open to blacks only, this is considered a quota. A perfect illustration of a quota would be the 1977 Supreme Court case Bakke v Regents of the University of California, in which the court ruled that these quotas could not be used by the system but that race could be considered a plus in admissions to the medical school. This brings us to preferences. Preferences are when persons from certain groups (usually groups that have been underrepresented or disadvantaged) are given a ‘boost' in admissions. An example of...
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...1 CHAPTER OUTLINE Ranking Groups Types of Groups Listen to Our Voices Problem of the Color Line Does Race Matter? Biracial and Multiracial Identity: Who Am I? Research Focus Multiracial Identity Sociology and the Study of Race and Ethnicity The Creation of Subordinate-Group Status The Consequences of Subordinate-Group Status Resistance and Change WHAT WILL YOU LEARN? How Does Society Rank Different Groups? What Are the Four Types of Groups? Does Race Still Matter? How is Biracial and Multiracial Identity Defined? How Is Sociology Applied to the Study of Race and Ethnicity? What Leads to the Creation of Subordinate-Group Status? What Are the Consequences of Subordinate-Group Status? How Does Change Occur in Race Relations? ISBN 1-256-48952-2 2 Racial and Ethnic Groups, Thirteenth edition, by Richard T. Schaefer. Published by Merrill Prentice Hall. Copyright © 2012 by Pearson Education, Inc. Exploring Race and Ethnicity Minority groups are subordinated in terms of power and privilege to the majority, or dominant group. A minority is defined not by being outnumbered but by five characteristics: unequal treatment, distinguishing physical or cultural traits, involuntary membership, awareness of subordination, and ingroup marriage. Subordinate groups are classified in terms of race, ethnicity, religion, and gender. The social importance of race is derived from a process of racial formation; any biological significance is relatively unimportant to society...
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...important one in understanding how it has shaped the politics and society of Malaysia. In this essay I will explain how Malaysia’s colonial past and affirmative action policies has contributed to the formation of a society divided along racial lines and how that has created racial tensions among the ethnic groups of Malaysia. Malaysia which touts itself as a ‘plural society’ is a country constituted by different race/ethnic groups, the three largest being the Malay, Chinese and Indian groups. As of 2010, the Malaysian population consists of 28.3 million people, with 91.8% Malaysian citizens. The Malaysian citizens are made up of 67.4% bumiputera (translated as ‘son of the soil’, a group composed of predominantly ethnic Malays along with various other indigenous tribes and native groups), 24.6% Chinese, 7.3% Indians and 0.7% Others (Department of Statistics Malaysia, 2010). With so many different ethnic groups within a country, chances are that tensions are bound to arise a one point or another. Malaysia’s Colonial Past Malaysia’s colonial history is an important one as the colonial knowledge is the basis from which the Malay and Malaysian history is formed. Group boundaries that have been formed among races in Malaysia were largely a byproduct of British rule of the late nineteenth and early twentieth...
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...America Needs More Immigrants After political security, there is nothing that the Republic needs so much as bone and sinew, for the development of its vast resources . . . we want flesh and blood, men, women, and children, to assist in fulfilling that intention. —Editorial from the Commercial and Financial Chronicle, published in August 12, 1865—as the re-United States reels back from the divisiveness of the Civil War (Abbott 156) When my ancestors came to the U.S. in the 1800s to help build the transcontinental railroad (enabling intracontinental commerce on an unprecedented scale), it was very true that immigrants contributed to America’s economic prosperity. Does this remain true today? Today is a very different time than the aftermath of the Civil War. Or is it? Now, the U.S. is also reeling back from wars, albeit of very different sorts: the Cold War and the latest series of riots in the cities. The U.S. is turning inwards, wanting to rebuild its infrastructure and inner cities. Pre-eminence in various scientific areas and the education of its citizens, who are, by world standards, lagging educationally, are again prime national goals—much as they were following the Civil War. Skills and labor are needed. Although not as powerfully delineated as in a North-South segregation, the American population is still bitterly divided over many issues—one of which is immigration. Would immigration aggravate our problems, especially unemployment and social tension, or benefit us...
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...List and be able to give examples of Bloom’s Cognitive Taxonomy of higher learning, and how it must be applied to multicultural education. Know this material well! Be able to listen to typical “teacher talk” and match up the levels appropriately. (Building MC Curriculum PPT) a. Level 1: knowledge –lists, label, recite, name, find, and memorize b. Level 2: Comprehension- paraphrase, discover, translate c. Level 3: Application- apply, transfer, generalize, relate, operate d. Level 4: Analysis- deduce, distinguish, dissect, audit, inspect e. Level 5: Synthesis- create, hypothesize, invent imagine, assemble f. Level 6: Evaluation- appraise, evaluate, interpret, predict, justify Study the 13 multicultural dispositions that Dr. T. has based his curriculum for this class on. Be able to quote them (your own words are Ok as long as they are accurate). (PPT a. Not about me, about the lives I serve b. Everyone can learn all my best effort c. Celebrate differences d. Many truths in the world e. Multi-disciplinary makes largest impression f. Analysis of power and privilege needed g. Disagree with being… h. Stay on top of things to always justify i. Show every side, let them decide j. Get thicker skin k. Good intentions are not enough l. First step begins with helping the hurt m. I must be the change Question: According to contemporary anthropologists, is race a stable category for organizing and differentiating the people of our world? (L, F-2) No its not ...
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...Abstract Immigrant groups in various lands have had to contend with ferocious animosity in the wake of the twentieth century. It is not till the late decades of twentieth century that there has been significant relief from oppression and stigmatization even in the face of law prohibiting such inhumane acts. These illegal activities are present long after all lands were emancipated and freed from colonization. Of noteworthy concern is the issue of citizenship. Neither philosophers nor legal professionals have come to a consensus on a clear cut definition of citizenship in order to determine who does or does not qualify for citizenship in different lands worldwide. Despite adequate protection by conventions on human rights outright objectification...
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...Sample Research Paper on Citizenship Introduction Citizenship is being defined as the relationship between the state and individuals. Historically citizenship is being inevitably linked with the state formation. Originally citizenship was denoting residence of people within protected walls of a city. Thus, whoever belonged to a community residing inside the boundaries was considered a citizen. Later this term has acquired a different meaning and the standards and definitions of citizenship have changed. There were many reasons that have caused such changes: history proceeded with its migrations, wars and annexation and along on its way brought new meanings to citizenship. Such change in definition, for example, can be found in suffrage granted to women and the nonpropertied classes. Paupers, convicts and soldiers are another example of how political and civil rights were once a privilege of certain classes only (Dahrendorf, 1974, p. 11). With the introduction of mass democracy and social protection as well as introduction of welfare state a need in the new conception that would look on the relationship on an individual and the state appeared consequently. The norms of citizenship, therefore, have improved with the development of state and citizenship became a multination concept, which implies different things to different nations (Dahrendorf, 1974, p. 12). According to Michael Ignatieff (1995), the introduction of the welfare state can be explained as an attempt to make citizenship...
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...experience. In order to gather these options I have devised a questionnaire to hand out and analyse the results in order to come to a conclusion. Some of the questions I asked are; ‘Do you think where you’re brought up has an effect on your attitudes to a multicultural society?’ ‘Do you think there are enough laws in place to reduce decimation?’ ‘Do you think there is enough being done in schools to decrease discrimination amongst a younger generation?’ ‘Who do you think is to blame for increase in prejudice’ ‘Would you be happy with your child being taught about prejudice and living in a multicultural society?’ To complete this investigation effectively I will be looking at studies from professors, results from questionnaires, personal opinions from primary teachers, documentaries, case studies and my personal opinions, to answer my hypothesis. Formative years; The most important years in a child’s life when they are taught right from wrong, how they want them to grow up, talk and think are the first 5 years of...
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...third generation immigrants living in East Harlem (Bourgois 2006: 15). He conducted a participant-observer study of the ethnic groups living in El Barrio primarily focusing on Puerto Ricans. He discusses East Harlem’s cultural history emphasizing the racial tension that still exists today. Bourgois notes the street culture associated with residents in El Barrio, “In this particular case of the United States, the concentration of socially marginalized populations into politically and ecologically isolated inner-city enclaves has fomented an especially explosive cultural creativity that is in defiance of racism and economic marginalization” (Bourgois 2006: 8). By using social psychology to describe racism and marginalization, one can see that psychological theories can be used to explain the racial tension, substance abuse, and frustration with mainstream society of the people who live in El Barrio. Social marginalization prevented many immigrants from engaging in normal activities within the society they live. Prior to the Puerto Rican invasion of El Barrio in the 1930’s and 1940’s, Italians immigrated to America and lived in El Barrio. El Barrio has always been stigmatized, “the streets of East Harlem have always produced violent, substance-abusing felons no matter what immigrant ethnic group happened to be living there at the time” (Bourgois 2006: 55). When the Italians moved in, “competition for jobs and housing expressed itself in extreme ethnic segregation” (Bourgois 2006:...
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...Neighborhood Poverty David Bjerk Robert Day School of Economics and Finance Claremont McKenna College 500 East Ninth Street, Claremont CA 91711 Ph: 909-607-4471 david.bjerk@cmc.edu April 25, 2010 Abstract This paper develops a model of crime analyzing how such behavior is associated with individual and neighborhood poverty. The model shows that even under relatively minimal assumptions, a connection between individual poverty and both property and violent crimes will arise, and moreover, "neighborhood" e¤ects can develop, but will di¤er substantially in nature across crime types. A key implication is that greater economic segregation in a city should have no e¤ect or a negative e¤ect on property crime, but a positive e¤ect on violent crime. Using IV methods, I show this implication to be consistent with the empirical evidence. Keywords: Crime; Segregation; Neighborhood E¤ects; Instrumental Variables; Poverty. 1 “I don’ care if I got money, or work Monday through Friday. I just go shoot a t motherf*@#er on the weekends. If that’ what need to be done to keep my hood s and my young ones around here safe, then that’ what to get done” (quoted by s Landesman, 2007). 1 Introduction High rates of crime and violence in poor neighborhoods have been described by numerous scholars and journalists (Wilson, 1987; Krivo and Peterson, 1996; Kotlowitz, 1991; Patterson, 1991; Messner and Tardi¤, 1986, to name just a few). However, the quote above from a man residing in a high-poverty...
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