Name, Class, Hour, Date, Race

Name Classhour Date Race

Name Classhour Date Race

Name____________________ Class/Hour_________ Date________ RACE THE POWER OF AN ILLUSION Episode III: The House We Live In Transcript Available: (Go to: "About the Series," then "Episode 3: The House We Live In," then click on Get Transcript.) Before Viewing 1. Does race affect your life? Why or why not? If so, in what ways? 2. Forty years ago, the Civil Rights Act declared that forced racial segregation was illegal. In light of this, why do you think some neighborhoods, schools and workplaces are still segregated? 3. What stereotypes have you heard or seen about different racial groups? Where do they come from? 4. Do you think people today should be held accountable for past discrimination? Why or why not? 5. Define “racial preferences." List a couple of current examples. Do the preferences you see in practice today tend to most benefit whites, Blacks, or others. Video Viewing 1. Prior to the 1952 removal of the racial requirements for naturalization: (A) Who was and who was not allowed to become a naturalized citizen? (B) What rights and privileges did citizens have that non-citizens did not have? (C) What were the consequences for those denied citizenship (Cite: Ozawa and Thind cases)? 2. How did European ethnics become White? What made this possible? Include in your response the roles of: a) U.S. Supreme Court and b) Levittown. 3. How did federal housing policies institutionalize segregation and wealth disparities? 4. Why do property values go down when a neighborhood changes from White to Non-White? Who plays a role in this? 5. What happens to measures of racial disparities in places like education and welfare rates when groups of similar income AND wealth are compared? 6. Given the present day ethnic stratification within the U.S., explain how adopting a "color blind society" policy could potentially perpetuate racial disparities. None of the Above: Multi-Racial Children 1. For EACH (Leslie, Erika, Curtiss, AND Henrietta) biracial individual in the video identify: A. Their racial and self-identity issues B. Conflicts about social marginality C. How does each resolve their conflicts or ambiguity about a. Self-Identity b. Social Identity D. The role of family in developing a healthy self and racial/ethnic identity. 2. Which individual within the video did you think had the most positive self-image? Explain why. 3. List three or more challenges of being a multi/biracial child 4. List three or more positives of being a multi/biracial child. 5. Select any one of the individuals in the film and explain through Symbolic Interaction theory how each of them developed their sense of self and how they changed in response to interaction with others. Include in your response at least five or more of the basic assumptions (e.g., specify overarching themes), primary terms and concepts (e.g., symbols, interaction, social norms, rituals, salience, identity) from SI theory. Your five selections may cut across themes, terms, and concepts (you are not required to do five from each area). *Film Interviewees Leslie, a young woman of Native American, African, and European ancestry describes herself as living in a kaleidoscope. Erika (the film producer) of Asian Indian and Danish descent, says she is uncomfortable in her own skin. Curtiss, son of a Japanese mother and African-American father says he does not allow the U.S. census to force him into a false choice. Henrietta, whose family has been mixed for at least six generations and defies all categorization says her social ambiguity forced her to live different selves. IMPORTANT: The information below does not necessarily follow APA guidelines. However, it does contain all the information necessary to comply with APA format. None of the Above : People of Multiracial Heritage Reference: Anderson, E. S. (1992) None the Above: People of Multiracial Heritage. N.Y.: Film Makers Library. Directed by Erika Surat Andersen Producer, Bob Wilson ; student produced at the University of Southern California. Publisher New York, N.Y. : Filmakers Library, 1992. Note: VHS.

Paper For Above instruction

The exploration of race, identity, and systemic segregation in the United States reveals complex social dynamics rooted in history, policy, and individual experience. This analysis synthesizes insights from the documentary "Race: The Power of an Illusion" and the film "None the Above: People of Multiracial Heritage" to address the persistent effects of race on societal structures and personal identities.

Impact of Race on Personal Life

Race significantly shapes individuals' lives through social perceptions, opportunities, and experiences. Personal narratives highlight that racial identity influences access to resources, encounters with discrimination, and societal expectations. For many, race functions as a lens through which societal privileges or disadvantages are experienced, reaffirming the importance of understanding racial dynamics in everyday life.

Persistence of Segregation Post-Legislation

Despite the Civil Rights Act of 1964 outlawing segregation, neighborhoods, schools, and workplaces remain segregated due to entrenched economic disparities, entrenched social norms, and institutional practices. Residential segregation persists largely because of historical policies like redlining and discriminatory lending, which have perpetuated wealth gaps and geographical boundaries that are resistant to change. Social stereotypes and biases continue to influence perceptions, reinforcing segregation subconsciously even in legally integrated contexts.

Stereotypes and Their Origins

Common stereotypes about racial groups often originate from historical misinformation, media portrayals, and cultural narratives. For example, stereotypes portraying Black individuals as inherently less intelligent or dangerous stem from racist pseudoscience and media caricatures. These stereotypes are perpetuated through socialization, media, and institutional biases, impacting policy and interpersonal interactions.

Accountability for Past Discrimination

Debates around accountability highlight the ongoing impact of historical injustices. Many argue that current generations should recognize and address systemic disadvantages resulting from past discrimination through policies like reparations or targeted social programs. Conversely, some contend that accountability should be limited to individual responsibility, emphasizing a merit-based societal approach.

Racial Preferences

Racial preferences involve choices in hiring, admissions, or social interactions that favor or disadvantage certain racial groups. Current examples include affirmative action policies and housing preferences. Critically, these preferences tend to benefit historically marginalized groups—such as Black and Hispanic populations—though debates continue regarding their fairness and impact on societal stratification.

Naturalization and Racial Restrictions

Prior to 1952, racial requirements in naturalization laws favored whites while excluding Asians and other minorities. Asian immigrants, like Japanese and Chinese, faced explicit bans, limiting their rights and privileges. Citizens enjoyed political rights, voting, and property ownership, which non-citizens lacked. Cases like Ozawa and Thind exemplify the legal struggles faced by minorities denied citizenship despite their longstanding presence in the US.

European Ethnics' Integration into Whiteness

European ethnics became regarded as "white" through legal decisions and social mobility, facilitated by court rulings and suburban developments like Levittown. These mechanisms excluded non-Europeans from the white racial category, enabling access to better resources, wealth accumulation, and social privileges.

Federal Housing Policies and Segregation

Policies such as the National Housing Act and FHA lending standards institutionalized segregation by financing only subdivisions that excluded minorities. These practices entrenched racial wealth gaps, concentrated poverty, and limited minority access to homeownership, perpetuating systemic inequalities across generations.

Property Values and Racial Composition

Property values tend to decline when neighborhoods transition from White to Non-White primarily due to racial biases held by prospective buyers and investors. Real estate agents and community residents often contribute to perceptions of decline, which influence economic outcomes and reinforce segregation.

Racial Disparities in Education and Welfare

When comparing groups of similar income and wealth, disparities in education and welfare utilization often diminish, indicating that socioeconomic status is a significant factor in racial inequalities. However, residual disparities persist due to structural inequalities, differential access, and systemic biases in institutions.

Color-Blindness and Racial Disparities

Adopting a "color-blind" approach and ignoring racial history and systemic inequalities can inadvertently perpetuate disparities by disregarding the unique challenges faced by marginalized groups. Such policies risk eliminating targeted interventions that address specific racial disadvantages, thus maintaining the status quo of stratification.

Multiracial Identity and Social Marginality

The narratives of individual multiracial persons—Leslie, Erika, Curtiss, and Henrietta—illustrate varied experiences with racial ambiguity. For example, Leslie perceives her identity as a "kaleidoscope," reflecting fluidity, while Erika's discomfort illustrates internalized tensions. Curtiss resists racial categorization, advocating for individual identity beyond census labels. Henrietta's lived experience underscores the social burdens of ambiguity, often requiring navigation of conflicting cultural expectations.

The challenges faced by multiracial children include societal misunderstanding, identity confusion, and potential marginalization, whereas positives involve rich cultural heritage, resilience, and adaptability. Through Symbolic Interactionism, individual identities are shaped through ongoing social interactions, symbols, and the negotiation of societal norms. For instance, Leslie's self-perception as a kaleidoscope can be understood through her continuous interactions with diverse communities, shaping her fluid identity as a symbolic response to her multifaceted background.

References

  • Bonilla-Silva, E. (2014). Racism without Racists: Color-Blind Racism and the Persistence of Racial Inequality. Rowman & Littlefield.
  • Delgado, R., & Stefancic, J. (2017). Critical Race Theory: An Introduction. NYU Press.
  • Gates, H. L. (2014). The Scalar of Race: A Literary and Cultural History. Princeton University Press.
  • Omi, M., & Winant, H. (2014). Racial Formation in the United States. Routledge.
  • Roth, L. M., & Romeo, N. (Eds.). (2014). The Social Psychology of Intergroup Relations. Oxford University Press.
  • Smedley, A., & Smedley, B. D. (2005). Race as Biology is Fiction, Racism as a Social Problem is Real. American Psychologist, 60(1), 16–26.
  • Tatum, B. D. (2017). Why Are All the Black Kids Sitting Together in the Cafeteria? Basic Books.
  • Root, M. P. P. (2003). Multiracial Americans. Sage Publications.
  • Williams, D. R., & Collins, C. (2001). Racial Residential Segregation: A Fundamental Cause of Racial Disparities in Health. Public Health Reports, 116(5), 404–416.
  • Yancey, G. (2003). Who's in and who's out: Poverty, race, and housing in the new millennium. Housing Policy Debate, 14(3-4), 343–369.

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