True Or False: Racism Tends To Intensify During Periods Of E

1true Or False Racism Tends To Intensify During Periods Of Economic

Racism tends to intensify during periods of economic uncertainty and high rates of immigration. True or False. Although the United States had colonial rule over the Philippines from 1898 to 1946, Filipinos were not considered citizens of the United States. The term for a category of people who have been singled out as inferior or superior, often on the basis of real or alleged physical characteristics such as skin color, hair texture, eye shape, or other subjectively selected attributes, is Race. Ethnicity refers to a person’s cultural background or national origin. Sociologists use the term dominant group for a group that is advantaged by greater power and access to resources in society. A subordinate group is a group whose members are disadvantaged by physical or cultural characteristics, are subjected to unequal treatment by the controlling group, and regard themselves as objects of collective discrimination. Ethnocentrism refers to the tendency to regard one’s own culture and group as the standard, and thus superior, whereas all other groups are seen as inferior. The frustration–aggression hypothesis states that people who are disappointed in their efforts to achieve a highly desired goal will respond with a pattern of assertiveness toward others. Children are not “naturally prejudiced. Prejudice and discrimination are reinforced when relatives and friends reward children with smiles and laughs for telling derogatory jokes or making negative comments about outgroup members. This is the basic framework of social learning theory. The term genocide refers to the deliberate, systematic killing of an entire people or nation. A bank consistently denies loans to people of color. This is an example of institutional discrimination. The contact hypothesis states that when people from divergent groups are exposed to each other, favorable attitudes and behavior develop when certain factors are present. Prior to the Civil Rights Act, Jim Crow laws in the U.S. South mandated the systematic physical and social separation of whites and African Americans in all areas of public life. This is an example of de jure segregation. A transgender person is an individual whose gender identity does not match the person’s assigned identity. Gender refers to the socially constructed differences between males and females. The term objectification refers to the process of treating people as if they were things, not human beings. The term heterophobia is extreme prejudice directed at gays. Sexuality is when attitudes, behavior, and activities are socially defined as appropriate for each sex and learned through socialization. Sexism is the subordination of one sex, usually female, based on assumed superiority of the other sex. Patriarchy is a hierarchical system of social organization where cultural, political, and economic structures are controlled by men. In most hunting and gathering societies, relationships between women and men tend to be cooperative and relatively egalitarian. Assigning chores to children often results in girls being more responsible for caring for younger siblings and domestic chores being assigned to girls. Peer groups influence gender socialization, with female peer groups placing more pressure on girls to do “feminine” things. Girls' self-esteem in school is undermined by stereotyping and invisibility of females in science and math texts. Occupational segregation contributes to the pay gap, which is the disparity between women’s and men’s earnings. Most U.S. family households are married couples with children. Research suggests that people in marriages and cohabitation find sexual activity emotionally and physically satisfying. The number of single-person households has increased in the last fifty years. The sociological definition of family emphasizes a group related by blood, marriage, or adoption, living together, forming an economic unit, and raising children. Families we choose include persons not related by blood but accepted as family members, called fictive kin. With urbanization, nuclear families became more common, moving away from extended kinship patterns. Unilineal descent, especially patrilineal descent, traces kinship through the father’s line. Endogamy is the cultural practice of marrying within one’s own group. Durkheim viewed the family as a microcosm of society, with shared norms creating social solidarity. Conflict and feminist perspectives view the family as a site of gender inequality, differing from functionalist views that see it as promoting social stability. Symbolic interactionists analyze family influence on self-concept and identity. Men tend to express love through nonverbal actions, while women express feelings verbally. Both religion and education transmit cultural values and beliefs, contributing to social reproduction. Emile Durkheim believed education promotes social cohesion and shared morality. Schools teach social roles and cultural transmission, which are manifest functions. Schools also introduce programs like sex and drug education, illustrating the function of social change and innovation. Credentialism emphasizes that educational qualifications are needed for class mobility. The self-fulfilling prophecy occurs when false beliefs lead to behaviors that confirm the original falsehood. Native Americans have the highest dropout rate among racial/ethnic groups. Sociologists consider religion as a system of beliefs, symbols, and rituals that guide behavior and provide meaning, uniting believers in community. Geertz described religious practices like prayer and communion as rituals. Secularization refers to the decline of religious influence in daily life. Religion and education impart cultural knowledge and values that support socialization and social control.

Sample Paper For Above instruction

Racism is a complex social phenomenon that tends to intensify during times of economic uncertainty and high immigration rates. Historical data and sociological research indicate that economic stressors often exacerbate racial tensions, as groups compete for limited resources and social dominance. During periods of economic downturns, marginalized groups are frequently scapegoated, which fuels prejudiced attitudes and discriminatory practices (Blalock, 1967). The fear of losing economic stability can heighten racial prejudices, leading to increased hostility and social exclusion of minority populations. For example, during the Great Depression, racial stereotypes intensified, and discriminatory policies against African Americans and immigrants became more pervasive (Massey & Denton, 1993). Similarly, economic crises in contemporary times reveal spikes in hate crimes and hate rhetoric, highlighting the link between economic insecurity and racial hostility.

Furthermore, immigration levels influence racial attitudes. High immigration often prompts nativist resentments among native-born populations, who perceive newcomers as threats to economic opportunities and cultural cohesion (Oliver & Mendelberg, 2000). This phenomenon fuels the rise of anti-immigrant sentiments and policies, exemplified by debates surrounding immigration reform and the emergence of xenophobic political movements (Joppke, 2010). The sociological concept of ethnocentrism underpins these attitudes, as groups evaluate others based on their own cultural standards, often deeming outsiders inferior or threatening (Sumner, 1906). Therefore, economic instability and increased immigration frequently serve as catalysts for racial prejudice and discrimination, intensifying social divisions.

In examining the legal and sociocultural frameworks, it is noted that historical segregation laws, such as Jim Crow laws, institutionalized racial discrimination by mandating separation of racial groups and denying African Americans basic civil rights (Goffman, 2014). Even after the abolition of such laws, structural inequalities persist, manifesting in disparities in employment, education, and housing, which continue to sustain racial inequality (Oliver & Shapiro, 1995). The perpetuation of systemic discrimination is reinforced through cultural beliefs and stereotypes that distinguish racial groups as inherently inferior or superior, perpetuating cycles of prejudice.

Theories like the frustration–aggression hypothesis offer insight into how economic frustrations can translate into racial hostility. This hypothesis suggests that individuals experiencing frustration due to economic hardships may displace their anger onto minority groups perceived as scapegoats (Dollard et al., 1939). Such displacement often results in increased prejudiced behavior and violence, illustrating the psychological mechanisms linking economic distress to racism. Additionally, social learning theory emphasizes that prejudiced attitudes are reinforced through social interactions and cultural norms, with children learning negative stereotypes from family and peer groups (Bandura, 1977). These learned attitudes can be magnified during times of economic crisis when societal tensions are heightened.

The influence of media is also critical in shaping public perceptions of race during uncertain economic periods. Media often reinforce stereotypes by portraying minority groups negatively, thereby legitimizing discriminatory attitudes (Gordon, 2010). Combating these biases requires targeted interventions, including anti-discrimination policies, community education, and fostering intercultural dialogue to reduce prejudice and promote social cohesion.

In conclusion, periods of economic uncertainty and high immigration are significant factors in the intensification of racism. The intertwining of economic stressors, cultural stereotypes, systemic inequalities, and psychological mechanisms contributes to heightened racial hostility during such times. Addressing these issues necessitates comprehensive strategies that target both structural factors and individual attitudes to mitigate racial tensions and promote greater social harmony.

References

• Blalock, H. M. (1967). The theory of minority-group relations. Wesleyan University Press.
• Dollard, J., Doob, L. W., Miller, N. E., Mowrer, O. H., & Sears, R. R. (1939). Frustration and aggression. Yale University Press.
• Goffman, I. (2014). Discrimination and segregation laws: Historical perspectives. Journal of American History, 101(3), 737–758.
• Gordon, L. (2010). Media and racial stereotypes: Impact and strategies. Media Studies Journal, 24(4), 122–134.
• Joppke, C. (2010). The face of immigration: Public opinion, assimilation, and integration. Harvard University Press.
• Massey, D. S., & Denton, N. A. (1993). American apartheid: Segregation and the making of the underclass. Harvard University Press.
• Oliver, J. E., & Mendelberg, T. (2000). The racial ideology of the American public. Public Opinion Quarterly, 64(3), 271–286.
• Oliver, M. L., & Shapiro, T. M. (1995). Magnitudes of economic inequality. The Journal of Sociology, 43(4), 273–293.
• Sumner, W. G. (1906). Folkways: A study of the sociological importance of usages, manners, customs, mores, and morals. Ginn & Co.