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Title: HSB4U Chapter 9


1
HSB4U Chapter 9
  • Prejudice and Discrimination

2
Systemic Discrimination
  • Who, in our course so far, has experienced it?

3
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

4
  • 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

5
Implications
  • What does all this information about perception
    mean for our understanding of prejudice and
    discrimination?

6
Standardized Intelligence Quotient Test
  • What is it?
  • How is it an example of systemic discrimination?

7
Sample Question
  • Select the most different of the set of items
  • Auto, turtle, basket, bird

8
Improvements?
  • How could tests be made fairer?
  • Culturally fair vs. culturally loaded?

9
Optical illusions
  • What Do You See?

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15
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.

16
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
17
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.

18
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?

19
Abouds More Recent Theory
  • Professor at McGill University
  • Social-Cognitive Theory
  • Incorporates the work of Piaget
  • and Kohlberg

20
Teaching Activities
21
Two Questions
  • Has anyone ever made an incorrect assumption
    about you based on preconceived ideas?
  • If so, what effect did it have on you?

22
Three Concepts of Race
23
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

24
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

25
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

26
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

27
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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29
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?

30
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

31
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

32
Paradigm shift
  • Unlearning prejudice

33
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

34
Aronson
  • Jig Saw Learning
  • Equal Status Social Contact
  • Context newly desegregated
  • schools in Austin, Texas

http//www.jigsaw.org/history.htm
35
  • 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.

36
  • 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

37
Anti-Prejudice Education
  • Anti-racism Multiculturalism

38
Multiculturalism
  • Preserves __________ while sharing being Canadian
  • Pride
  • Prejudice can be reduced by _______ programs
  • Promotes understanding of __________s
  • It is only informational because

39
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

40
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.

41
Invisible White Privilege Knapsack
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