New User Special Price Expires in

Let's log you in.

Sign in with Facebook


Don't have a StudySoup account? Create one here!


Create a StudySoup account

Be part of our community, it's free to join!

Sign up with Facebook


Create your account
By creating an account you agree to StudySoup's terms and conditions and privacy policy

Already have a StudySoup account? Login here

Exam 1 Study Guide

by: Sabrina Mendoza

Exam 1 Study Guide CLJ 114

Sabrina Mendoza

Preview These Notes for FREE

Get a free preview of these Notes, just enter your email below.

Unlock Preview
Unlock Preview

Preview these materials now for free

Why put in your email? Get access to more of this material and other relevant free materials for your school

View Preview

About this Document

Study guide filled out with details from the review session + supplemental material from classes.
Race, Class, Gender & the Law
Mrs. Franklin
Study Guide
50 ?




Popular in Race, Class, Gender & the Law

Popular in Criminology and Criminal Justice

This 4 page Study Guide was uploaded by Sabrina Mendoza on Wednesday January 27, 2016. The Study Guide belongs to CLJ 114 at University of Illinois at Chicago taught by Mrs. Franklin in Spring 2016. Since its upload, it has received 185 views. For similar materials see Race, Class, Gender & the Law in Criminology and Criminal Justice at University of Illinois at Chicago.

Similar to CLJ 114 at UIC

Popular in Criminology and Criminal Justice


Reviews for Exam 1 Study Guide


Report this Material


What is Karma?


Karma is the currency of StudySoup.

You can buy or earn more Karma at anytime and redeem it for class notes, study guides, flashcards, and more!

Date Created: 01/27/16
CLJ 114 Exam 1 Study Guide  Yellow​  = went over in review session in class  ∙  “criminalblackmale” Kathryn Russell­ Brown  ­myth of the black male as a criminal  ­1​ used as an expression of stereotype development that began during slavery  ­meant to keep the black man in his place + justify the image of the black man as a  rapist/criminal     ∙  ​ acial Hoaxes  Direct the law enforcement + media to a certain direction about a group of people  ­fabricate stories + blame others     ­eg 1 Susan Smith who drove her children into a lake and killed them but filed a police    report saying that a black male had stolen her car with the kids in them     ­eg 2 Acid attack victims, the white lady was seen as an individual + media hoped that  she got the help that she needed whereas the victim of the imitative crime was  portrayed as not as important, and as if she was a target     ∙  Racially restrictive covenants  Legally enforceable contracts, such as deeds, that limited owners to only sell to certain  race groups or religious groups. Property owners who violated this risked forfeiting their  property. Result à racially segregated communities     ∙  Redlining  The practice of denying or limiting financial services to certain communities. Consisted  of outlining a map with a redline, separating the areas where financial institutions would  allow and not allow assistance to the inhabitants    ­language that was used when describing areas (odor, nowadays abandoned    buildings, rodents) these get associated with areas where minority groups live in    because no one really expects white neighborhoods to have these problems  eg. Detroit, Michigan was growing + whites were settling near a black enclave.       Essentially surrounded by blacks. FHA came out + denied whites loans because of  the     close proximity to blacks. A white developer came in and built a concrete wall along 8     mile road that divided the black enclaves from the white in order to help the whites.      FHA came back in + helped those whites financially +     started to approve their mortgages etc.     ∙  Institutional discrimination  Adverse treatment for members of a minority group due to the implicit + explicit rules  Systematically advantages + disadvantages of certain groups        ∙  Individual prejudice  Inflexible orientation toward a group of people  Eg. Stereotypes à negative generalization about a group     ∙  Saint vs Roughnecks  Saints – group of white teenagers who did more reckless things + put others in greater  danger who dressed nicer ++ had more money/cars. They would ditch class and go out  o town to bars.  Roughnecks – group of white teenagers who were poorer + had less access to things.  Were also as reckless but did not put others in danger, or at least not as much as the  Saints. People viewed them in a negative way. Had no car to get out of town so they got  in trouble in front of people from their neighborhood.     ∙  Discourse of Deficit vs Discourse of Potential  Discourse of Potential: whites in the media are talked about as individuals + in a specific  way that does not implicate race    Eg. When whites commit crimes, there is something psychologically wrong with    Them + people hope they get the help that they need  Discourse of Deficit: refers to the minority as a group, and the implications are  generalized to the group, the individual is but an extension of the larger group    Eg. Black young male gets shot by a police officer, people talk about how he may  have been a thug, associated with drugs, and all this gets generalized to the black  population, people even find it as a way to justify the act     ∙  Privilege (McIntosh)  Concept of the invisible knapsack, white privilege is unconscious  Embedded in our daily life + we fail to notice such advantages and disadvantages  Wrote a list out of advantages during one day  Similar to men’s advantages over women  Unequal Protection and Under­policing     ∙  Jim Crow etiquette  Upholding white supremacy, making sure blacks know their place    Eg. (Recent) group of black teenagers at a pool in predominantly white  neighborhood, police racially profiled them + even put a teenage girl down on the  ground using excessive force     ∙  “The law is not a friend but an enemy”  Historically, the law has always worked against minority groups, especially against  blacks.  ­Unequal enforcement  ­Racial profiling  ­Under/Over Policing     ∙  Ku Klux Klan (KKK)     ∙  Moderate Correction  Gave whites the right to assert their authority, slaves remain in submission (in their  place)  ∙  Plessy v. Ferguson­separate but equal  Supreme Court ruling that separating blacks and whites was lawful as long as equal  facilities were provided for each, which we of course know was not the case  ∙  Identify the 10 Precepts of American Slavery. Why are they significant?  **ONLY being tested on the 8 we talked about (I have 7)… oops **  1.  Inferiority of Blacks – presume, preserve + protect white superiority  2.  Prosperity – slavery maximized masters’ economics interest  3.  Powerlessness – slaves = submissive + dependent, inferior justice system which  meant less rights + greater punishments (utilize laws to restrict power of group)  4.  Manumission – limit, discourage + minimize the amount of free blacks in one  place  5.  Family – black families had no rights, destroy unity, deny marriages, degrade  6.  Education – it was a crime to teach slaves to read + write  7.  Religion – no rights to practice their own religion, encouraged to adapt to the  religion of the master. Were taught that God was white     Unequal Enforcement and Over­policing  ∙  Slave patrol  Organized group of white men who monitored and enforced discipline to slaves in the  southern states.  ∙  Slave codes  Regulate the activity of slaves (white unrestrictedly controlled blacks)  ∙  Vagrancy statutes  Criminalized blacks after they were freed for about anything –idling, being unemployed  Frivolous spending etc – and was enforced during labor shortages + easily exploited     ∙  ​ onvict­leasing system  Punishment for crime, would lease out prisoners  Result: didn’t have to build jails, exploit labor  Started 1846 Alabama – July 1928  ∙  Racial Hierarchy  System of stratification that focuses on the belief that some racial groups are inferior or  superior to other racial groups.     ∙  Voting Rights  Slaves did not count as people they were considered property  Counted them as 3/5​ th of a vote  Once they were freed, they still couldn’t vote because they were threatened with  violence, poll taxes were implemented, grandfather clause implemented, and literacy  tests were given which were meant to keep blacks from voting  Videos  Bethany Storro (BB)  Acid Attack Hoaxer     Tulsa Riots (BB)  Unequal protection     Central Park 5 (Reserve at Daley Library) ‐‐‐‐Call#HV6568 N5 C457 2013—if you have a Netflix  account it is also available.  5 convicted of crime they did not commit  racially profiled  they were not treated the same way a white male or female would have been treated  police officers were rude + seemed threatening  were in jail for crime they did not commit      


Buy Material

Are you sure you want to buy this material for

50 Karma

Buy Material

BOOM! Enjoy Your Free Notes!

We've added these Notes to your profile, click here to view them now.


You're already Subscribed!

Looks like you've already subscribed to StudySoup, you won't need to purchase another subscription to get this material. To access this material simply click 'View Full Document'

Why people love StudySoup

Steve Martinelli UC Los Angeles

"There's no way I would have passed my Organic Chemistry class this semester without the notes and study guides I got from StudySoup."

Jennifer McGill UCSF Med School

"Selling my MCAT study guides and notes has been a great source of side revenue while I'm in school. Some months I'm making over $500! Plus, it makes me happy knowing that I'm helping future med students with their MCAT."

Jim McGreen Ohio University

"Knowing I can count on the Elite Notetaker in my class allows me to focus on what the professor is saying instead of just scribbling notes the whole time and falling behind."

Parker Thompson 500 Startups

"It's a great way for students to improve their educational experience and it seemed like a product that everybody wants, so all the people participating are winning."

Become an Elite Notetaker and start selling your notes online!

Refund Policy


All subscriptions to StudySoup are paid in full at the time of subscribing. To change your credit card information or to cancel your subscription, go to "Edit Settings". All credit card information will be available there. If you should decide to cancel your subscription, it will continue to be valid until the next payment period, as all payments for the current period were made in advance. For special circumstances, please email


StudySoup has more than 1 million course-specific study resources to help students study smarter. If you’re having trouble finding what you’re looking for, our customer support team can help you find what you need! Feel free to contact them here:

Recurring Subscriptions: If you have canceled your recurring subscription on the day of renewal and have not downloaded any documents, you may request a refund by submitting an email to

Satisfaction Guarantee: If you’re not satisfied with your subscription, you can contact us for further help. Contact must be made within 3 business days of your subscription purchase and your refund request will be subject for review.

Please Note: Refunds can never be provided more than 30 days after the initial purchase date regardless of your activity on the site.