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WMST 1110 test 1 study guide

by: Kay Patel

WMST 1110 test 1 study guide WMST 1110

Marketplace > University of Georgia > WMST 1110 > WMST 1110 test 1 study guide
Kay Patel

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About this Document

Goes over the concepts and the readings for the test
Multicultural Women in the US
Nichole Ray
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Multicultural Women in the United States
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This 8 page Study Guide was uploaded by Kay Patel on Tuesday February 16, 2016. The Study Guide belongs to WMST 1110 at University of Georgia taught by Nichole Ray in Summer 2015. Since its upload, it has received 55 views.


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Date Created: 02/16/16
Important terms, concepts and dates:  Feminism: A belief that women and men are of equal worth. Because most of the  societies privilege men as a group, social movements are necessary to achieve equality  between women and men, with the understanding that gender always intersects with other social hierarchies    Women’s Studies: born out of conviction that women are worth studying about  Academic arm of the feminist movement:  1960s/70s  Women were organizing for issues surrounding gender equality; were  working for social equality  Entering higher education institution aka cultural change  Feminist pedagogy: assumptions were made about women studies, classes, and  programs  19th Amendment, 1920:   Women’s right to vote  First wave of feminism   Women's Studies  Intersectionality/matrix of domination framework  Rcg together impact all experiences of human life  Intersectionality: understanding how rcg operate together to impact all experiences of  the human life  Matrix of domination sees social structure as having multiple, interlocking levels of  domination that stem from the societal configuration of race, class, and gender  relations  Emphasis on the social structure  Studying the interconnections among race, class, and gender within a context of  social structure helps us understand how race, class, and gender are manifested  differently  Matrix of domination approach to race, class, and gender studies is historically  grounded  Multiculturalism/Difference framework  Encourages comparative thinking  Difference Framework: focuses on unique group experiences  Individuals are encourages to compare their experiences with those supposedly  unique them  Encourages comparative thinking, which tends to assume that rcg constitute  separate and independent components of human experience that can be compared  for their similarities and differences  Comparative thinking can foster greater understanding and tolerance, but it can  also leave intact the power relations that create rcg relations  Additive approach: reflected in terms of double and triple jeopardy   Produces hierarchy of difference that ironically reinstalls those who are additively privileged at the top while relegating those who are additively oppressed to the  bottom  Seeing rcg only in this term misses the social structural connections among them  and the particular ways in which different configurations of rcg affect group  experiences  This form of recognizing difference can erase the workings of power just as  effectively as diversity initiatives  Meritocracy: success is a function of hard­work, determination etc…  Connected to privilege  Sexual orientation  Describes physical, romantic, emotional, and/or spiritual attraction to another person  Gender identity: one’s personal sense of being a man or a woman  Queer: used to describe individuals who challenge dominant views regarding sexuality  Transgender: birth­assigned sex and their own internal sense of gender identity do not  match  Gender as: process, stratification and structure  Process: social differences that create men and women and their expectations  Stratification: ranks men about women same as race and class  Structure: divides work in the home and economic production  Heterosexism: Normalized white heterosexuality now depends on deviant white  homosexuality to give it meaning  Symbolic/Optional Ethnicity: Individualistic in nature; choosing to identify with a  particular ethnic group. Important to recognize those who do not have the privilege of  choosing.  Racism:  Race as visible marker used to separate people  State sanctioned laws that separate blacks from whites in school, housing etc…  Def: a system of advantage based on race  System of power and privilege  It is rooted in society’s structure  Cultural Racism: cultural images and messages that affirm the assumed superiority of  whites and the assumed inferiority of people of color  Prejudice: preconceived judgement based on limited information  Is a hostile attitude toward a person who is presumed to have alleged negative  characteristics associated with a group to which they belong  Refers to peoples attitude  Internalized Oppression: internalizing stereotypical categories or negative message about  one’s group  White Privilege: Negates racial inequality. Whites relieved from truly understanding ow  race impacts people of color.  Transformative Assets: a particular asset that can transform you/ your family’s life  Class mobility: Opportunity to shift from one class to another. A part of the American  dream. Has flattened for many in the U.S   Fair Housing Act: Protect buyer/renter from seller/landlord discrimination. Unlawful to  refuse to sell, to rent to, or to negotiate with any person because of that person's inclusion in a protected class. Readings: 1. Missing People—Arturo Madrid:  “The other”  Means feeling different  Awareness of being distinct  Involves contradictory phenomenon 2. A Different Mirror—Ronald Takaki  Judged based on his look  1882 Chinese Exclusion Act: first law the prohibited the entry of immigrants on the  basis of nationality  Asian Americans seen as “Model Minority”  Chicanos represent the largest group among the Hispanic population  Irish were the first group that the English class “savages”  Naturalization Law of 1790 reserved citizenship for whites only  Market Revolution employed Irish immigrants in New England factories 3. Oppression—Marilyn Fyre  Bird cage  Things look different when we see them from close  Everything looks fine up close until we take a step back  Fundamental claim that women are oppressed  Opening Door example  Wants us to critic and question everything 4. The Social Construction of Gender—Judith Lorber:  Gender as process, stratification, and structure 5. Systems of Power and Inequality—Anderson and Collins  Systems of power: systems that differently advantage and disadvantage groups based  on their social location  Rcg form a structure of social relations 6. Sex and Gender through Different Prism  60s/70s:  Women studies focused on the differences between women and men rather than  among women and men  Didn’t really address the serious issues 7. Prison for our Bodies:  Racism and heterosexism both rely on segregating people as a mechanism of social  control  Racism:  Normalized: white heterosexuality :: Deviant: black heterosexuality  Heterosexism:  Normalized: white heterosexuality :: Deviant: white homosexuality  Binary system 8. Invention of Heterosexuality  1820­1860:  Heterosexual did not exist  True womanhood, true manhood, true love  Purity  Early Victorian era  Procreation  1860­1892:  Late Victorian Era America  Hetero­lust  Desire for proliferation of a new eroticism  Normal woman, normal man, normal, love  1892­1900  “The first years”  Dr. James Kiernan: the earliest­known American to use the term heterosexuality  1900­1930  19  amendment: 1920  The Heterosexual Mystique  Human need, drive, and instinct for propagation  1930­1945  1930: The New York Times: heterosexuality became a first love that dared to  speak its name  Prostitution/stripping  1945­1965  Heterosexual hegemony  1965­1985  Late 60s: feminist rights, homosexual rights 9. Darker Shades of Queer—Han  Asian and gay  Discriminated by the Asian community for being gay  Discriminated by the gay community for being an Asian  Negotiating the crisis of “masculinity” 10. Seeing More than Black and White  There are other minor group who experience racism but are overseen  Latinos have become largely ignored 11. Colorblind privilege  Impact of the media on how we view diversity and culturalism  Color depiction of US race relations serves to maintain white privilege by negating  racial inequality 12. Optional Ethnicities:  Explores difference in ethnic identities by white and non­white and racial groups  Important to recognize those who do not have the privilege of choosing  Racial Integrity Act of 1924


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