Deck 4: Unmaking Race and Ethnicity

Question 1

Compare the ways that France, Germany, and the U.S. currently frame assimilation. What are the pros and cons of each of these approaches? Who is most negatively affected by these policies and public discourses? Who benefits from them?

Answer 1

France, Germany, and the U.S. each have their own unique approaches to assimilation, and each approach has its own set of pros and cons.

In France, assimilation is framed as a process of integrating immigrants into French culture and society, with an emphasis on the idea of a unified national identity. The pros of this approach include the potential for creating a cohesive society and reducing social divisions. However, the cons include the potential for erasing cultural diversity and marginalizing minority groups. Immigrants and their descendants are most negatively affected by this approach, as they may feel pressure to conform to a singular national identity. The French government and mainstream society may benefit from this approach by promoting a sense of unity and national identity.

In Germany, assimilation is framed as a process of integration and participation in German society, with a focus on language acquisition and cultural adaptation. The pros of this approach include the potential for fostering social cohesion and economic integration. However, the cons include the potential for creating barriers to full inclusion and perpetuating stereotypes about immigrant communities. Immigrants and their descendants are most negatively affected by this approach, as they may face discrimination and exclusion. The German government and mainstream society may benefit from this approach by promoting a sense of national unity and economic productivity.

In the U.S., assimilation is framed as a process of cultural adaptation and integration into American society, with an emphasis on the "melting pot" metaphor. The pros of this approach include the potential for creating a diverse and dynamic society. However, the cons include the potential for erasing cultural heritage and perpetuating inequality. Immigrants and their descendants, particularly those from marginalized communities, are most negatively affected by this approach, as they may face discrimination and pressure to assimilate. The U.S. government and mainstream society may benefit from this approach by promoting a sense of national unity and economic growth.

Overall, the most negatively affected by these policies and public discourses are immigrants and their descendants, particularly those from marginalized communities. The benefits of these approaches are often reaped by the dominant culture and the government, as they promote a sense of national unity and economic productivity. However, it is important to consider the impact on marginalized communities and strive for more inclusive and equitable approaches to assimilation.

Question 2

What concerns have scholars historically had regarding cultural assimilation? In what ways does Brubaker's argument that there has been a shift from cultural to socio-economic assimilation address these concerns? In what ways does this argument not address these concerns?

Answer 2

Historically, scholars have had concerns regarding cultural assimilation due to the potential loss of cultural diversity and the imposition of dominant cultural norms on minority groups. There have been worries about the erasure of unique cultural practices, languages, and traditions, as well as the pressure for minority groups to conform to the dominant culture.

Brubaker's argument that there has been a shift from cultural to socio-economic assimilation addresses these concerns by emphasizing the importance of economic and social integration rather than just cultural conformity. He argues that the focus should be on ensuring equal access to resources, opportunities, and rights for all groups within a society, rather than expecting minority groups to assimilate into the dominant culture. This shift acknowledges the value of cultural diversity and seeks to address the structural inequalities that can hinder the full participation of minority groups in society.

However, Brubaker's argument may not fully address concerns about cultural assimilation, as it does not explicitly address the potential loss of cultural identity and the pressure for minority groups to abandon their unique traditions and practices. While socio-economic assimilation is important, it is also crucial to recognize and respect the cultural autonomy and diversity of different groups within a society. Without addressing these concerns, there is still the risk of cultural homogenization and the marginalization of minority cultures. Therefore, a comprehensive approach to assimilation should consider both socio-economic and cultural factors to ensure the full inclusion and recognition of all groups within a society.

Question 3

Feagin argues that U.S. society generally does not teach people to be routinely critical thinkers. What does he mean by this? Why does this matter? Do you agree? What other areas of social life could be impacted by this lack of critical thinking?

Answer 3

Feagin argues that U.S. society generally does not teach people to be routinely critical thinkers. By this, he means that the education system and broader social institutions do not prioritize teaching individuals to question and analyze information critically. Instead, there is often an emphasis on rote memorization and acceptance of information without questioning its validity or implications. This lack of critical thinking skills can lead to individuals being more susceptible to misinformation, manipulation, and biased thinking. It matters because critical thinking is essential for making informed decisions, understanding complex issues, and participating in a democratic society. Without critical thinking skills, individuals may struggle to navigate the complexities of modern life and may be more easily swayed by propaganda or false narratives.

I agree with Feagin's argument that U.S. society does not prioritize teaching critical thinking skills. In addition to education, other areas of social life that could be impacted by this lack of critical thinking include politics, media consumption, consumer behavior, and interpersonal relationships. In politics, individuals may be more likely to accept political rhetoric without questioning its validity, leading to polarization and misinformation. In media consumption, individuals may be more susceptible to believing fake news or biased reporting. In consumer behavior, individuals may be more easily influenced by advertising and marketing tactics. In interpersonal relationships, individuals may struggle to critically analyze their own beliefs and perspectives, leading to conflicts and misunderstandings. Overall, the lack of critical thinking skills can have far-reaching implications for individuals and society as a whole.

Question 4

Feagin states that "the system of racial oppression requires that most whites contradict their commonly expressed moral precepts of liberty and justice by living lives that maintain actively or collude in discrimination against other racial groups." What do you think of that statement? What are some examples of this process playing out? In what other ways do the American ideals of liberty and justice not match the current social structure?

Question 5

Since racial and ethnic categorization is complex, should we just completely eliminate these categorizations? Should the U.S. Census, application forms, and so on stop asking about race and ethnicity? What would be the pros and cons of doing so?

Question 6

Think of an example of differentialist discourse that is common in the current U.S. public conversations regarding immigration.

Question 7

Share an example of a way in which you have assimilated in some capacity to a group or a norm or a practice. Was this required of you in order to feel like you fit in? Do you feel like you lost anything in that process?

Question 8

Step back and think about what you have learned in this course. What do you know now that you didn't know before taking this class? Share one example. How does this connect to Feagin's argument that most Americans are not educated about the history and contemporary reality of U.S. racial oppressions and that all levels of education need to include courses on this?

Question 9

Reparations are a debated issue in the U.S. Present both sides of this debate and describe which side you feel is most compelling and why.

Question 10

Think of forms that you have filled out asking about your racial/ethnic identity. Have there been different versions of the questions you've been asked? Have you ever struggled with deciding which box to check?

Question 11

Which term means the intergenerational acquisition of English at levels sufficient to permit success in schooling, occupational mobility, and full participation in public life?

A) Linguistic pluralism
B) Linguistic assimilation
C) Linguistic relativism
D) Linguistic differentiation

Question 12

Which term means the development of a sense of peoplehood based exclusively on the host society?

A) Identificational assimilation
B) Identificational pluralism
C) Identificational relativism
D) Identificational naturalization

Question 13

Which term describes the process of consciously taking apart and critically analyzing elements of the old racial frame?

A) Reframing
B) Deframing
C) Affirming
D) Reifying

Question 14

Which term describes accepting or creating a new frame to replace the old white racial frame?

A) Reframing
B) Deframing
C) Affirming
D) Reifying

Question 15

In which century did the concept of ethnicity emerge?

A) Fifteenth
B) Seventeenth
C) Twentieth
D) Twenty-first

Question 16

In the 2010 U.S. Census, Hispanic origin was considered a(n)

A) Race
B) Ethnicity
C) Both race and ethnicity
D) None of the above

Question 17

Which of the following is NOT one of the new drivers of rising heterogeneity in the U.S.?

A) Low levels of immigration
B) Public recognition of multiracialism
C) Growth of genomic science
D) High levels of immigration

Question 18

Which term describes public discourse and policies that are more sensitive to and supportive of difference?

A) Assimilationist
B) Relativist
C) Homogenous
D) Differentialist

Question 19

All of the following are domains in which differentialist policy exists in Germany EXCEPT

A) Schools
B) Social services
C) Public discourse
D) Citizenship

Question 20

In France, the differentialist turn is most clear in which domain?

A) Public discourse
B) Institutionalized practices
C) Public policies
D) Social services

Question 21

Which of the following is NOT one of the main elements in transformation occurring in assimilation in Germany, France, and the U.S.?

A) Shift from transitive to intransitive understandings of assimilation
B) Shift from abstract understandings of assimilation to organic understandings of assimilation
C) Shift in thinking in terms of homogeneous units to thinking in terms of heterogeneous units
D) Shift in the unit within which change occurs from an individual to a multi-generational population

Question 22

The shift from a holistic approach to a disaggregated approach to assimilation includes all of the following dynamics EXCEPT

A) Shift from a mono-dimensional understanding of assimilation to a multi-dimensional understanding of assimilation
B) Shift from a multi-dimensional understanding of assimilation to a mono-dimensional understanding of assimilation
C) Shift from an assimilationist understanding of assimilation to an agnostic stance on assimilation
D) Shift from a normative endorsement of assimilation to a more varying understanding of the likelihood and desirability of assimilation

Question 23

Historically, periods of dismantling aspects of the racist system in the U.S. have been followed by all of the following EXCEPT

A) Significant backtracking
B) Retrenchment
C) Slowing down of new racial change
D) Rapid increase in racial change

Question 24

Which of the following is NOT one of Feagin's recommendations for deframing and reframing the dominant racial frame?

A) Listening to Americans of color
B) Teaching people to dissent actively
C) Stop talking about race
D) Material reparations

Question 25

Which of the following statements describes the historical trend of racial categorization over time?

A) The number of racial categories has stayed the same throughout history.
B) The number of racial categories has increased steadily throughout history.
C) The number of racial categories has decreased steadily throughout history.
D) The number of racial categories and what constitutes these categories has been unstable throughout history.

Question 26

Describe Brubaker's two different meanings of the term "assimilation" and discuss why this distinction is important.

Question 27

Brubaker concludes that there are six main elements in transformation occurring in assimilation in Germany, France, and the U.S. Choose three of these elements and explain them.

Question 28

Feagin argues that "our great barrier to racial change in the United States is the pervasive and deep-seated character of the centuries-old white racial frame." Explain what he means by this. In your answer make sure to provide the historical context of this statement, explain what a white racial frame is, and what the current ramifications of the white racial frame are.

Question 29

Explain the difference between deframing and reframing education in regard to racism.

Question 30

Describe how the U.S. Census categorization of race and ethnicity has changed over time and discuss why this matters. How is racial/ethnic categorization related to public policy?

Question 31

In his "A More Perfect Union" speech, then-Senator Obama talked about the "gap between the promise of our ideals and the reality of our time." What are examples of this gap currently? Why do these gaps still remain? What is required to close those gaps, and what are the challenges in doing so?

Question 32

What are the implications of the C. Wright Mills quote: "No social study that does not come back to the problems of biography, history, and their intersections within a society has completed its intellectual journey"?

Question 33

Van Ausdale and Feagin state that "many affluent Americans still seem reluctant to fund schooling for 'other people's children.'" Why do you think that is?

Question 34

Why is it important to address both individual and institutional discrimination along racial and ethnic lines? Which one is easier to address? Why? What is the social and political pushback to addressing these?

Question 35

How do the dimensions of racial mixture in Brazil compare to the U.S.? Why might that be?

Question 36

Think of examples you've observed in public discourse, the media, and your own experiences of the concept of being "too black" or "not black enough." From what do these ideas emerge? What might be problematic about these concepts?

Question 37

What did you find most compelling about the speech "A More Perfect Union" by then-Senator Obama? What questions do you have?

Question 38

Describe the school(s) you attended when growing up. How was your school experience shaped by where you lived? What impact did this have on you at the time? What impact did this have on your educational trajectory?

Question 39

Share an example of your own experiences with media representations of people involved in the criminal justice system. How did this impact you?

Question 40

Discuss the quote that "Latin America is a racial hell." Could the same be said for the U.S.?

Question 41

In the years between the early and mid-1990s, U.S. public schools

A) Became less racially segregated than at any other time since Brown v. Board of Education (1954)
B) Became more racially segregated than at any other time since Brown v. Board of Education (1954)
C) Remained the same in the amount of racial segregation
D) Became completely racially integrated

Question 42

Public school funding comes primarily from

A) Federal funding
B) State funding
C) Non-profit donors
D) Local property taxes

Question 43

What are examples of the contexts of racism in U.S. society?

A) Education and neighborhoods only
B) Employment policy and practices only
C) Crime and violence only
D) All of the above

Question 44

Since 1980, interracial marriages in Brazil have

A) Increased
B) Decreased
C) Remained the same
D) None of the above

Question 45

Interracial marriages in Brazil are least common among which group?

A) Browns
B) Blacks
C) Whites
D) None of the above

Question 46

Which of the following is NOT one of the dimensions of racial mixture used in the narratives of Brazilian respondents in Moraes da Silva and Reis's research?

A) Whitening
B) Brazilian negritude
C) National identity
D) Essentialist racialism

Question 47

Brazilian negritude is broadly interpreted as

A) Rejection of white identity
B) Rejection of black identity
C) Rejection of brown identity
D) None of the above

Question 48

Which of the following is a true statement about children and racism?

A) Racism is impossible for young children.
B) Racism cannot be an important part of children's lives because racism is a fading social reality.
C) Children cannot comprehend racism.
D) None of the above

Question 49

Which of the following statements accurately describes recent trends in mandatory busing programs for school desegregation?

A) Many are being eliminated because schools are becoming less segregated.
B) Many are being eliminated despite evidence that schools are becoming more segregated.
C) Many are being expanded because schools are becoming less segregated.
D) Many are being expanded because there is a lot of public support for these programs.

Question 50

Gaps in unemployment between blacks and Latinos, on one hand, and whites, on the other have followed which trend?

A) Declined dramatically
B) Completely eliminated
C) Remained large
D) None of the above

Question 51

Which demographic group currently occupies the vast majority of jobs with higher wages?

A) Black Americans
B) Latino Americans
C) White Americans
D) There is no racial difference.

Question 52

Which of the following is an accurate statement about current trends in crime?

A) African and Latino Americans are less likely to be victims of crime than white Americans are.
B) African and Latino Americans are more likely to be victims of crime than white Americans are.
C) African and Latino Americans are equally likely to be victims of crime as white Americans are.
D) None of the above

Question 53

Deep social change requires recognition of discrimination along racial and ethnic lines at which level(s)?

A) Individual only
B) Institutional only
C) Both individual and institutional
D) Neither individual nor institutional

Question 54

Which was the most frequently occurring dimension of racial mixture used in the narratives of respondents in Moraes da Silva and Reis's research?

A) Whitening
B) Brazilian negritude
C) National identity
D) Non-essentialist racialism

Question 55

Which dimension of racial mixture was most frequently used in the narratives of working-class respondents in Moraes da Silva and Reis's research?

A) Whitening
B) Brazilian negritude
C) National identity
D) Non-essentialist racialism

Question 56

Describe how children become adept at race-centered behavior. Provide two examples to illustrate this process.

Question 57

Summarize in your own words the main ideas about race presented in then-Senator Obama's "A More Perfect Union" speech.

Question 58

Explain what the phrase "Children learn what they live" means and discuss how that relates to residential segregation and educational disparities in the U.S.

Question 59

Describe the role that the media plays in representations of those connected to the criminal justice system and the impact that this has on children.

Question 60

Describe two of the four dimensions of racial mixture used in the narratives of Brazilian respondents in Moraes da Silva and Reis's research.

Question 61

Why is there a wealth gap between white and black families, regardless of income?

Question 62

Historian Sugrue writes, "Without federal intervention in the housing market, massive suburbanization would have been impossible." Explain what this statement means and the historical context to which it refers. How do you think things would be different in the U.S. now if racist housing policies had not been in place in the past? Are there racist housing policies that still continue to this day?

Question 63

Why do you think public discourse in U.S. society tends to promote the myth that fatherhood is the solution for challenges in black communities? Why is this a myth? Who benefits from this myth and who does not?

Question 64

What other social issues could the mutual-obligations approach be applied to other than racial issues? Describe this application.

Question 65

How does the cultural value of individualism impact a mutual-obligations approach to social issues? In what other ways does the value of individualism shape our society?

Question 66

Present both sides of the reparations argument. What are the pros and cons of this proposed policy?

Question 67

What is white flight? Can you think of examples of the impact of white flight in your community or other communities?

Question 68

Think of an example of a collective identity that you hold and describe how you formed that collective identity.

Question 69

Take one of the steps in the mutual-obligations approach to addressing racial issues and reflect on what it would look like for you to engage in that step. What would be the challenges? What would be the benefits?

Question 70

What do you think of the policy suggestions offered by Emerson and Yancey? Do you have alternative or additional policy suggestions?

Question 71

Which term describes the process in which neighborhoods were rated according to their perceived stability based on their racial composition and received differential resources according to this rating?

A) Blockbusting
B) Redlining
C) Mapping
D) Allocation

Question 72

Which organization(s) participated in redlining?

A) Federal Housing Authority only
B) Home Owner's Loan Corporation
C) Mortgage industry
D) All of the above

Question 73

Which term describes the process where individuals from different social locations work across a specific line of privilege?

A) Same-status coalition
B) Cross-status coalition
C) Amalgamation
D) Reparations

Question 74

What does Enriquez find to be the primary focus that resulted in the successful formation of the DREAM Coalition?

A) Collective identity
B) Collective status
C) Shared ideology
D) Ideological differences

Question 75

Which term describes any social category that distinguishes membership?

A) Ideology
B) Identity
C) Coalition
D) Collaboration

Question 76

Which term describes an individual's cognitive, moral, and emotional connection with a broader community . . . a perception of shared status or relation?

A) Ideology
B) Individuality
C) Collective identity
D) Heterogeneity

Question 77

Open dialogue during the initial development of a coalition involves a three-part framework. Which of the following is NOT an element of this framework?

A) Minimize and ignore differences so they matter less.
B) Recognize and discuss differences and identities.
C) Assess how privileges affect relationship within the coalition.
D) Search for commonalities and accept differences.

Question 78

Which of the following is NOT one of the steps in using a mutual-obligations approach to addressing racial issues?

A) Define the racial problem carefully.
B) Identify the critical core.
C) Minimize cultural differences.
D) Recognize cultural differences.

Question 79

Which demographic group is currently the most segregated in the U.S.?

A) African Americans
B) Latinos
C) Asians
D) Native Americans

Question 80

What was the single largest financial asset in the U.S. economy in the mid-1800s?

A) Land
B) Slaves
C) Cotton
D) Ships