FINAL EXAM REVIEW SHEET TSOC 2000 1. Be able to define;
a. Racism- the belief that one Priest is inherently Superior to all other groups, and therefore has a right to dominance
b. Sexism- the conscious or unconscious belief that men are superior to women, resulting in behavior and actions to maintain the position of Power by males in society and Families
c. Homophobia- and irrational fear of or aversion to homosexuals that leads to Prejudice, discrimination, and sometimes violence against gays, lesbians, bisexuals, and transgender individuals
d. Sexual Harassment- Unwanted or unwelcome behavior that includes verbal visual or physical abuse that interferes with the victim's normal life
e. Lateral Oppression- occurs when a member of the oppressed group participates in the oppression of other members in their group f. White Bonding- Allegiance formed between two white people when one or both are participating in oppression of another group, often occurs as a basis for the oppression
2. Know the significance of; Don't forget about the age old question of What refers to groups of atoms bonded together?
a. Plessey v. Fergueson - Upheld the constitutionality of Louisiana Separate Car Act, providing for separate but equal Transportation facilities for African Americans
b. Brown v. Topeka Board of Ed. - Students cannot be denied Access to free and appropriate public education
c. Franklin v. Gwinett County, GA - Well known teacher engages in sexual conversation with Franklin, calling her home number, forcibly kisses her, and rapes her. Harassed by students teachers and Neighbors and told that the rape was consensual due to her age. The first time any court has awarded money for damages in a sexual assault case
d. Title IX of the Educational amendments - prohibits sexual If you want to learn more check out What are the distinctive feature of synapamorphies?
discrimination against students and employees in education programs and activities receiving federal financial assistance
e. Civil Rights Acts - The Civil Rights Act of 1964 outlaws discrimination based on race, color, religion, sex, or national origin. The Civil Rights Act of 1968–popularly known as the Fair Housing Act–prohibited
discrimination concerning the sale, rental and financing of housing based on race, religion, national origin and sex.
3. In Dreamworlds the narrator discusses categories of images the degrade women. What are they, and why are they significant? Link the images to harassment and domestic violence.
These types of images make women appear disposable and encourages men to focus only on the portions of a woman’s body that can be sexualized. 4. What is the theme of Still Killing Us Softly? If you want to learn more check out What determines the equilibrium rate of interest?
Media images promote violence toward women because they are being dehumanized by becoming an object rather than a subject.
5. Be able to discuss the various themes and categories that Kilbourne developed in her analysis of sexism in advertising.
6. What are the primary provisions of Title IX? How has it been used to provide equity in schools? Don't forget about the age old question of What are some of the causes of alcohol use disorder?
We also discuss several other topics like What makes francis bacon intrumental in bringing on the enlightenment?
If you want to learn more check out Who is diana baumrind?
Educational institutions maintain policies, practices, and programs that do not discriminate against anyone based on sex. Males and females are expected to receive fair and equal treatment in all areas of schooling: recruitment, admissions, educational programs and activities, course offerings and access, counseling, financial aid, employment assistance, facilities and housing, health and insurance benefits, marital and parental status, scholarships, sexual harassment, and Athletics.
7. What are the stoppers that Ann Wilson Schaef discusses? In what ways are they used to oppress women?
A stopper is anything that keeps us where the White Male System wants us to be. Stoppers come in many different forms. Some-like rape, battering, and incest-are blatantly physical. Others are more subtle and playon our most tender and vulnerable emotions. The greatest stopper of all is the implication that a woman is sick, bad, crazy, stupid, ugly or incompetent. For example, "You are really off the wall "Where on earth did you come up with that idea?" 'You just don't understand, do you?' You just don't know how things are."" How could you possibly believe (care for, imagine, etc.) that?" "You've lost your mind!"
8. What does Derry mean by the term “male bashing”? In what ways is the term a rationalization?
Male bashing is a phrase that is used as a tactic to divert attention away from the reality of men's violence. If successful, it is a diversion that allows men to continue their assaults. It is a phrase that provides support for men's continued control of women by violent means. It is an insistence that women change their behavior, not men. It is a call to arms; an attempt to keep women in line; to shut them up within the roles of their prescribed subordination.
9. Cite some of the examples of what Derry means when he says that male identity is rooted in the domination of women. What happens to men who support women and who advocate equal power sharing in society?
It is quite common-if not the norm-that when a woman or women as a group say to men. "Don't beat and don't rape us," that men respond by saying, "You must not like men." Feminist women in general and women working in the anti-rape and anti-battering movements are often labelled as manhaters or accused of attempting to emasculate men when they ask men to stop beating, raping and killing women. We reveal how true it is that manhood is defined by our relationship to women and how important it is that this relationship be one of male domination and female subordination.
The critical role violence and abuse plays in maintaining patriarchy is so embedded in our indiVidual and collective psyches that we understand any challenge to male violence as a threat to our manhood.
The message is: the right kind of man is aheterosexualman. Secondly, to be the right kind of heterosexual man, you must be willing to abuse women. In
no way is real support of women considered manly, unless, of course. you are "rescuing" some helpless woman somewhere which certainly does not disrupt the power roles of sexism.
10. Discuss examples of rationalizations in the Construction workers video. a. Too hard of a job for women
b. Women are taking jobs away from men
c. Women aren’t physically able to do the work
d. Women should be secretaries (working gender assigned low paying jobs)
11. Explain what Sheldon means in the article titled On Being Color Blind. It is important for people to understand that being a person of color is important, and claiming to not see that is a sign of ignorance. Black and white
are not the same, and that should be respected, not ignored as a mode of tolerance.
12. Much of what we have discussed is predicated on the notion of MCSR education. Define that multicultural approach and discuss what is in it for you as a citizen or educator to advocate for historically marginalized groups. What benefits does the society as a whole receive when democratic principles of equity become a reality?
a. Views Culture partially as a product of power relations
b. help students to investigate issues of inequality in their own environments and encourages them to take action regarding those conditions
c. conceptualizes culture and identity as complex and dynamic with race, class, gender, ability, and sexual orientation delineating power
relationships in which everyone participates
d. considers all cultures to be an integral part of the curriculum e. Organizes a curriculum that incorporates student backgrounds, experiences, and learning styles
f. Uses schools as Laboratories to prepare students to participate actively in a Democratic Society
g. build a curriculum that enable students to become change agents in the society
h. create an environment that celebrates diversity
i. teaches students to build coalitions and develop Cooperative learning strategies
13. Be able to give examples of;
a. Denial - Reject the existence of a problem
i. We never had any problems with racism here until all of those Outsiders got here
b. Avoidance - accept the existence of the problem, but attempts to ignore or avoid it
i. I know we have a problem but will need to develop a committee and take our time studying the problem
c. Victim blaming rationalizations - defines the problem as the result of the attitudes and behaviors of the marginalized Group which lacks the power to change the problem
i. the problem with those people is there just too lazy to work 14. What is the thesis of Jackson Katz’s video Tough Guise? Apply the Vega model to his thesis. What are the implications of the “guise” for women? For men?
Masculinity is defined by a lack of emotion, ability to take pain, being aggressive and assertive, being physically strong. Violence often gets the gendered or focuses on the victim rather than the perpetrator, which fails to recognize socially expectations of masculinity as problematic. When analyzing violence we focus on the subordinate group. Violence is taught and learned and attributing violence in males to biological factors negates cultural factors. The media glamorizes hyper-masculinity and ignores the negative consequences of this image. We silence the voices the man who do not comply with the traditional role of masculinity.
15. In the Eyes on the Prize video two young Southern white women discuss how Blacks are more different from them than someone who is either Spanish or Chinese.
The two young women were dealing with the effect of avoidance, by never having been around people of color, they had never had to face their racism or that of their parents.
16. Cite examples of avoidance, denial and victim blaming from the Eyes on the Prize video.
The scenario with the two young women is an example of avoidance. Also, President Eisenhower was avoiding people's racist reactions toward desegregation by refusing to lead his country beside the moderates. The senator was using passages from the Bible to convince people to side with him and denying the necessity of desegregation.
17. A female child approaches a teacher and says that a boy has just hit her and flipped her skirt. The teacher tells the child “That’s how little boys show little girls that they like them.” Discuss the rationalization in the teacher’s response given what you have learned in this course.
The teacher is rationalizing with avoidance by claiming that the issue cannot be dealt with because that is just how little boys are going to behave. 18. According to Ryan several things characterize a person who engages in victim blaming. What are they?
The typical Victim Blamer is a middle-class person who is doing reasonably well in a material way; he has a good Job, a good income, a good house, a good car. Basically, he likes the social system pretty much the way it is, at least in broad outline. He likes the two-party political system, though he may be highly skilled in finding a thousand minor flaws in its functioning. He heartily approves of the profit motive as the propelling engine of the economic system despite his awareness that
there are abuses of that system, negative side effects, and substantial residual inequalities.
On the other hand, he is acutely aware of poverty, racial discrimination, exploitation, and deprivation, and, moreover, he wants to do something concrete to ameliorate the condition of the poor, the black, and the disadvantaged. This is not an extraneous concern; it is central to his value system to insist on the worth of the individual, the equality of people and the importance of justice.