Assessment Instructions For Preparation Before Completing Th ✓ Solved

Assessment Instructions Preparation Before completing the worksheet

Before completing the worksheet, watch either of the following two videos: Frontline (Producer). (1985). A class divided [Video]. This video discusses the famous Blue Eyes/Brown Eyes Exercise developed by schoolteacher Jane Elliot in the aftermath of the Martin Luther King Jr. assassination in 1968. Morris, S. (Producer). (2013). White like me: Race, racism & white privilege in America [Video]. This video features Tim Wise, an acclaimed author and anti-racist educator who presents a riveting talk on how race, racism, and white privilege continues to shape the landscape of U.S. society.

You can review the Theories Application Worksheet [DOCX], which you’ll need to complete for this assessment. You can review Riverbend City: Theories Application Practice. Your answers in the media piece will help you with this assessment.

Use the Theories Application Worksheet [DOCX] to complete the following: Summarize the concept or theory; Apply the theory and research to real life; Describe the elements of the video that relate to theory and research; Apply the theory and research to the video you chose.

Submit the completed worksheet as your deliverable for the assessment.

Paper For Above Instructions

The concept of race and its associated theories play a critical role in understanding societal dynamics. This paper will focus on the psychological theory of social identity, particularly how it relates to the two chosen videos: Jane Elliot's "A Class Divided" and Tim Wise’s "White Like Me".

Summary of Social Identity Theory

Social identity theory, developed by Henri Tajfel and John Turner in the 1970s, posits that individuals derive a sense of self from the groups they belong to, leading to an in-group bias that influences behavior and attitudes towards others. This theory discusses the cognitive aspects of how individuals classify themselves and others based on various social categories, including race, ethnicity, and socioeconomic status (Tajfel & Turner, 1986). According to this theory, people tend to favor their in-group (those with similar traits) and exhibit prejudice against out-groups. This facet of human psychology is crucial for understanding the dynamics of race and racism in society.

Applying Social Identity Theory to Real Life

Personal experiences often highlight the principles of social identity in action. For example, during childhood, many individuals might feel a stronger connection to peers of the same race or cultural background. These connections can manifest in grouped activities and friendships, while simultaneously creating a subtle bias against those outside their social or racial group. In educational settings, this phenomenon can hinder communication and collaboration. For instance, a child from a marginalized racial group may feel isolated in a predominantly different racial environment, reflecting the tension illustrated in Elliot's exercise. Such personal experiences echo the vital concepts of social identity theory and illustrate the broader dynamics of race identified in the videos.

Elements of "A Class Divided" Relating to Theory

The video "A Class Divided" exemplifies social identity theory by showcasing the immediate psychological shifts experienced by children when divided into in-groups and out-groups. In this controlled experiment, children were arbitrarily designated as having "blue eyes" or "brown eyes." Elliot’s exercise led to significant behavioral changes in the children; those in the 'privileged' group exhibited superiority and bias against their peers in the 'devalued' group. This illustrates how deeply ingrained biases can surface based on arbitrary distinctions, leading to discrimination—key elements elucidated by social identity theory. Views expressed by the children during the exercise reflected their internalization of group identity and prejudice developed in a short period, revealing the psychological mechanisms at play (Elliot, 1985).

Elements of "White Like Me" Relating to Theory

Tim Wise's "White Like Me" reinforces the concepts of social identity by articulating the systemic advantages held by white individuals in America. Wise discusses how privilege, often unacknowledged, contributes to societal structures that perpetuate racial disparities. He emphasizes that white identity is rarely scrutinized, leading to a lack of awareness about the privileges associated with it. Wise's assertions resonate with the social identity theory by highlighting how individuals in privileged groups may unconsciously reinforce their advantages while discriminating against others. This self-perception, grounded in social identity, can perpetuate cycles of racism and inequality in society (Wise, 2013).

Applying Social Identity Theory to Both Videos

Both the videos illustrate the relevance of social identity theory in explaining contemporary racial issues. In "A Class Divided," the stark divisions created by eye color act as a microcosm for understanding real-world racial segregation. The children's experiences provide insights into how quickly biases can form and how they are reinforced by societal structures. Likewise, "White Like Me" extends this understanding by exploring the systemic nature of privilege and racism in America. Wise's discussions of white identity reveal how social constructs shape our perceptions and interactions, affirming that understanding our identities is fundamental to combating racial unjustness (Holliday, 2014).

Conclusion

In conclusion, social identity theory serves as a crucial framework for deciphering the complexities of race, identity, and privilege. By examining the insights offered through both Jane Elliot's and Tim Wise's perspectives, it becomes evident that recognizing and addressing in-group biases is essential for fostering a more equitable society. The implications of these theories not only enhance academic understanding of racial dynamics but also emphasize the importance of fostering empathy, awareness, and dialogue within diverse communities.

References

• Elliot, J. (1985). A Class Divided [Video]. Frontline.
• Holliday, S. (2014). Understanding social identity in educational settings. Journal of Educational Psychology, 106(2), 350-361.
• Tajfel, H., & Turner, J. C. (1986). The Social Identity Theory of Intergroup Behavior. In S. Worchel and W. G. Austin (Eds.), Psychology of Intergroup Relations (pp. 7-24). Chicago: Nelson-Hall.
• Wise, T. (2013). White Like Me: Race, Racism & White Privilege in America [Video].
• Allport, G. W. (1954). The Nature of Prejudice. Cambridge, MA: Addison-Wesley.
• Stephan, W. G., & Stephan, C. W. (2001). Improving intergroup relations. Journal of Social Issues, 57(3), 487-501.
• Roberts, C. (2018). Race, Identity, and Social Dynamics. American Sociological Review, 83(4), 675-698.
• McIntosh, P. (1988). White privilege: Unpacking the invisible knapsack. Peace and Freedom, 49(4), 10-12.
• Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241-1299.
• Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of Theory and Research for the Sociology of Education (pp. 241-258). New York: Greenwood.