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HDF 110 Quiz/Midterm COMPLETE 10 page Study Guide

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by: Jenna Carlesimo

HDF 110 Quiz/Midterm COMPLETE 10 page Study Guide HDF 110

Marketplace > Central Michigan University > Human Development > HDF 110 > HDF 110 Quiz Midterm COMPLETE 10 page Study Guide
Jenna Carlesimo
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Very Detailed notes, with EVERYTHING you need for the quiz. This study guide will help you get the A you are looking for!
Roots and Impact on Human Development
Monica Miller Smith
Study Guide
HDF 110, central michigan university, Roots and Oppression, Sexual Assault, HDF
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"Amazing. Wouldn't have passed this test without these notes. Hoping this notetaker will be around for the final!"
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This 11 page Study Guide was uploaded by Jenna Carlesimo on Friday April 1, 2016. The Study Guide belongs to HDF 110 at Central Michigan University taught by Monica Miller Smith in Spring 2016. Since its upload, it has received 77 views. For similar materials see Roots and Impact on Human Development in Human Development at Central Michigan University.

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Date Created: 04/01/16
HDF 110 Online Quiz 2 Study Guide  Examples of ways hate is expressed in the U.S.  o Name calling o Symbols: cross burning/nooses  o Words written/painted on houses, doors, driveways o Hands out literature (mailboxes, newspaper, cars) o Rocks through windows o Cyber bullying  o Violence (ranging from mild to severe)   Purposes of hate crimes and impact on/common reactions of victims o Intimidation  o Get people to move, quite their jobs o Do something to scare them away, and usually they do not know if they should take these hate  crimes serious o Reactions:  FEAR  Anger­ want to fight back  Internalized oppression—buy into the negative beliefs, and believe that something is  wrong with them   Hopelessness about future   Number of active hate groups in the U.S., changes over recent years  o Identified 1018 active hate groups in 2011  o Increasing every year for more than a decade o 2012 and 2013—FINALLY small decreases  o In 2013, there was 939 active hate groups  o Even though there was a slight decrease, there are still a higher number of hate groups since  2000.   Why getting accurate hate crime statistics is difficult o Majority of incidents go unreported so it is difficult to get accurate stats on number of hate  crimes o These reports do NOT represent the extent of the problem  o Of the estimated 260,000 hate crimes per year, only about 6,000 get reported  o Not all police departments report crimes as “hate crimes” to the FBI   Key points of each of the assigned hate readings/video clip      Journey to a hate Free Millennium:   48% of hate crimes committed in the U.S were racially motivated   Gays and Lesbians are more likely to be victims of a violent hate crime than any other  minority group   In 1999 2 students kill 12 classmates, 1 teacher, and themselves at Columbine High  School  2005 Jeff Wise, 16 Kill Grandparents, a teacher, Security Guard, 5 students and himself  2007 Virginia Tech Student Kills 32 students and himself   A Norwegian man kills 68 students while attending summer camp  The number of hate crimes has increased over the years   James Craig Anderson Story: After the assault, one of the co­conspirators yelled “White  Power,” with Dedmon responding by also yelling “White Power.” Dedmon then  deliberately used his vehicle to run over Anderson, causing injuries that resulted in his  death.  Sihk temple shooter page White Supremes group:  Page died in a shootout with police responding to his attack Sunday on a Sikh temple in the Milwaukee suburb of Oak Creek that killed six people and wounded four, including a police officer.  the military experience at Fort Bragg helped instill Page’s allegiance to the white  power movement   "He came to feel that there was preferential treatment for African-Americans in the military and whites were always on the short end of the stick," Simi continued. "And the more he got into the Nazi ideology, the more he came to see all of society in that way."  Michigan official attacks gay student body president in blog: Soon after the University of Michigan students elected their first gay student body president, Shirvell the blogger discriminated against him with words like “resign” with a gay flag on his face.  Andrew Shirvell has been fired from his job as a Michigan assistant state attorney general, his attorney said this afternoon.  Shirvell was fired for using state resources for his campaign against University of Michigan student body President Chris Armstrong and for lying to investigators during his disciplinary hearing, Attorney General Mike Cox said in a statement.  Southern Poverty Law center:  Southern Poverty Law Center monitors hate groups and other extremists  throughout the U.S. and exposes their activities to law enforcement agencies, the  media and the public. Teach Tolerance, seeking justice, and are dedicated to fighting hate and seeking  justice for the most vulnerable members of our society  Currently 892 hate groups in the U.S, and 19 in Michigan   The truly stunning growth came in the antigovernment “Patriot” movement —  conspiracy­minded groups that see the federal government as their primary  enemy.  The Patriot movement first emerged in 1994, a response to what was seen as  violent government repression of dissident groups at Ruby Ridge, Idaho, in 1992  and near Waco, Texas, in 1993, along with anger at gun control and the  Democratic Clinton Administration in general. It peaked in 1996, a year after the  Oklahoma City bombing, with 858 groups, then began to fade. By the turn of the  millennium, the Patriot movement was reduced to fewer than 150 relatively  inactive groups.  The LGBT community made significant advances in 2011, with the repeal of the  “Don’t Act, Don’t Tell” policy on gay men and lesbians in the military, the  growing acceptance of same­sex marriage by Americans and the legalization of  such bonds in New York state.  What’s more, bullying is only the beginning of the violence experienced by gays in  American society. The reality is that homosexuals or perceived homosexuals are by far  the group most targeted in America for violent hate crimes,  Gay people are more than twice as likely to be attacked in a violent hate crime as Jews or  blacks; more than four times as likely as Muslims; and 14 times as likely as Latinos. o    Highest Number of Anti­Gay Murders Reported in 2011:   In 2011, 30 fatally violent hate crimes were committed against lesbian, gay, bisexual or transgender victims, 3 more than the previous year’s total. o Anti Semitism:  The belief or behavior hostile toward Jews just because they are Jewish.  It may take the form of religious teachings that proclaim the inferiority of Jews, for instance, or political efforts to isolate, oppress, or otherwise injure them.  May also include prejudiced or stereotyped views about Jews.  The rise of Christianity greatly increased hatred of Jews The Jews were seen as outsiders Called “Christ Killers”  The Holocaust killed more then 6 million Jews  The Middle East is home to the harshest anti-Semitism in the world today. o Psych. Professor:  Cal State Long Beach psychology professor Kevin MacDonald has made the leap from  academia to activism, signing on recently as director of the American Third  Position (ATP), a new white supremacist political party established “to represent the  unique political interests of White Americans.”  Matthew Shepard & James Bryd Jr. Hate Crimes Prevention Act o The act permits the government to provide grants and assistance to state and local authorities investigating and prosecuting hate crimes. The need for this provision is real, as demonstrated by the Matthew Shepard case. o When Matthew Shepard was murdered in 1998, the Laramie, Wyo., police department requested assistance from the U.S. Department of Justice. Because crimes motivated by anti-LGBT bias were not covered in federal law, the department could not assist, and the prosecution was so expensive that Laramie had to furlough law enforcement officers. The act ensures that local law enforcement will have the resources it needs to address hate crimes. o Until the Matthew Shepard and James Byrd Jr. Hate Crimes Prevention Act, federal law has never protected our community. o What it took to get this Act passed: support from everyone! More then 300 organizations signed  the act o Over 1 million emails and calls sent to Capital   Westboro Baptist church protests why?  response: new laws and Patriot Guard Riders o Protests throughout the U.S at military funerals claiming deaths to soldiers are due to U.S  acceptance of Gays and Lesbians  o In 2011 supreme court ruled that they have the right to protest, but now state and federal laws  have put in “boundary” restrictions for these protesters  o Response: Motorcycle group called the Patriot Guard Riders attempt to drown out the anti­gay  protests  o The Westboro church also targets Jewish people and protest at other locations throughout the  U.S   Similarities and differences between the three largest monotheistic religions covered in class o The three largest monotheistic religions are  Christianity   Islam  Judaism  o Similarities:   All trace back to Abraham   All worship the same God o Differences  Worship in different places  Christians: Church  Muslims: Mosque   Jews: synagogue/ Temple  Word of God is written in different   Christians: Bible  Muslims: Quran   Jews: Torah (old testament)   Misconceptions about Islam and Muslims  o All Muslims are not Arab, Middle-Eastern or of African descent. Islam is a universal religion and way of life that includes followers from all races. There are Muslims in and from virtually every country in the world. Arabs only constitute about 20% of Muslims worldwide.      Islam is the RELIGION, Muslims are the followers of Islam o Islam is not a new religion or cult. It is a universal way of life and civilization. o All Muslims are not Arab, Middle-Eastern or of African descent. Islam is a universal religion and way of life that includes followers from all races. There are Muslims in and from virtually every country in the world.    5 pillars of Islam  o Faith –belief in one god o Prayer­ 5 times a day o Charity – Help those in need o Fasting­ Daily during the month Ramadan  o Pilgrimage – to mecca   Reasons why White Supremacists hate Jews o The believe Jews threaten “racial purity”  o Whites feel that they are innately better then Jews o They find the Jews ambiguity in Jews racial identity threatening* o Whites are also threatened by the idea that U.S racial categories are changing almost every  census   Terms sex and gender.     Sex: Anatomical/ reproductive differences between women and men  Women: able to have children and lactate   Men: able to impregnate  o Gender: Socially constructed ROLES attributed to individuals based on their biological sex.  Influences on gender role development.     1) Family  Modeling the “correct” behavior of males vs. females   Parenting style differs for sons and daughters…more gentle with the girl   Select toys (babies, nail polish for girls), clothes (pink or blue clothes, dresses vs. pants),  and reinforcing different behaviors depending on gender of baby (crying)      2) Media   Media portrays boys and girls in stereotypic ways. Boys and Girls are portrayed  differently in: Children T.V shows Movies (princess and Prince)  Advertisements—focusing Barbie’s on girls, and trucks for boys  Sitcoms      3) Peers and Community   Children learn from their peers what behaviors are excepted and accepted for boys and  girls Observe around them If made fun of “you are not meant for dolls”—know that girls are only supposed  to play with dolls or they are called out by peers   Current forms of oppression of women      Ideologically   Media  Decisions on what is shown in media is in the hands of men o Women only hold 3% of clout positions in the mainstream media  (entertainment, publishing and advertising)  o Women only comprise of 18% of all directors, producers, and editors on  films  Sexism in English Literature: Parallel words  Generally these words started off as “neutral” terms but over time female words  take on more negative connotation. Referred to as PEJORATION: done because  of prejudice towards women  o Bachelor vs. “old maid” o Dog vs. Bitch  o Master vs. Mistress*­­these terms were originally used to refer to male and female heads of households,   Sexism in English Literature: Male as Normative  He or man supposedly included men and women  Sexism in English Literature: Infantilizing  Referring to men as men and woman as girls—makes women lesser  Slang terms for women such as babe, or baby      Politically   *Men still maintain the majority of the highest decision making positions in our political  system  2013: 18% members of house are women  20% members in senate are women  Overall 98 out of 535 (18%) in congress are women      Economically   Gender gap*  U.S ranked 22  overall gender inequality in 2012  Women do 2/3 of the worlds work, and receive 10% of the income and own 1% of the  property   Currently every dollar earned by a full time White Male, white women earn .77   Only 4% of women are CEO’s (20 out of 500)       Use of Violence   1 in 4 women will be abused by dominant male while in relationship   2 million to 4 million women are abused each year  3 to 10 million children witness domestic violence each year  The power and control men feel they have today can be a possible explanation to why  there is violence against women   Parents and gender socialization (Kane article) o Parents begin gendering their children from their very first awareness of those children  o Parents use different treatment of sons and daughters based on selection of toys o Fathers appear to engage in more differential treatment of sons and daughters and more  enforcement of gender boundaries than mothers o For both mothers and fathers, boundary maintenance appears to be evident in the treatment of  sons over daughters  o In depth qualitative research with families of preschool boys and girls mirror findings of other  studies   Gender nonconformity was not generally seen as a problem for girls, and was actually  encouraged or celebrated  Gender nonconformity for boys varied by the type of nonconformity   Domestic skills, nurturance, and empathy was accepted in sons by parents,  particularly mothers  “Icons of femininity”­such as pink clothes, dresses, nail polish were viewed  negatively  Emotionality (crying) and passivity concerned parents and had responses like  “stop crying like a girl”  Gender nonconformity raised concern about homosexuality at preschool that sons might  be Gay or perceived as gay   Similar concerns did not exist for girls  o Parents discussed encouraging masculinity for acceptance into the culture, fathers ere  significantly more concerned about it  Miss Representation research findings, examples of oppression of women in media, implications  for political involvement, and suggestions for change (end of movie during credits are a lot of good suggestions) o In politics, women are painted as “emotional” and not competent to run the country  o A women in power is seen as a NEGATIVE thing  o 78% of girls hate their bodies by the age of 15 o 65% have an eating disorder. o 17% cut themselves, and the number of cosmetic surgeries quadrupled on women ages 17 from 1997 and 2007 and have increased six fold since. o Women only own 5.8% of television  o 97% are male presented on television o Media plays a crucial role in who we are o Advertisers focus on male audience 18­34 to support their business (beer commercials with girls  bodies promoting) o 1 in 4 girls experience teen dating violence  o 1 in 4 girls are abused by a partner in their lifetime  o To make a change:  Measure yourself by your accomplishment’s, not how you look  Reflect on the ways you contribute to sexism   As women, we need to stop the destructive behavior that we reflect on our self   We need strong women role models   Boycott movies, magazines that objectify women   Go see movies written and directed by women   Write your own stories about women   Teach those around you about media   Ask your school to start a media literacy about women issues   Find a healthy role models and be a good role model to others   Make empowering other women and girls a PRIORITY   Main points of “Still killing Us Softly” clip on gender powerpoints o Advertisers express the ideal look of women to be flawless, no blemishes, and overall not ideal o Media is turning women into “things” and “objects” which is dehumanizing women  Beer bottles, video games, cars  These ads cause violence, because we are portraying these women as “things”  o Advertising tells women that how we look is all that matters to be successful  o The ideal is absolute flawlessness, nobody looks like this o Computer retouching is used to reduce the size of models, take away blemishes o Girls are getting these messages so young that they need to be thin, and flawless which effects  their self esteem, and eating disorders o Models are getting thinner and thinner   One model died recently due to anorexia  o We need to become aware, and these are public health problems that affect us all   The connection between gender role ideology and the oppression of women in political and  economic domains as well as how it contributes to intimate violence.  o (See point above for the oppression of women) o The connection between Gender Ideology and the oppression of women in all domains, as well  as violence:   Males socially constructed roles such as power in the office, and  having better  knowledge paint that picture that women are lesser, and men are supposed to be dominant  Sexism in English language (Hyde article)  Sexism in English Literature: Parallel words  Generally these words started off as “neutral” terms but over time female words  take on more negative connotation. Referred to as PEJORATION: done because  of prejudice towards women  o Bachelor vs. “old maid” o Dog vs. Bitch  o Master vs. Mistress*­­these terms were originally used to refer to male and female heads of households,   Sexism in English Literature: Male as Normative  He or man supposedly included men and women  Sexism in English Literature: Infantilizing  Referring to men as men and woman as girls—makes women lesser  Slang terms for women such as babe, or baby  Suggestions for workplace policies to improve family well­being (Hochschild) o Paid family leave time available for men and women o Child care subsidizes  o Incentives for companies that allow flexible hours and job sharing o Reduced work hours o Paid sick leave o Paid vacation time  Challenges of black and white women working together to end sexism (Russell article weblink) o Believe that there is little reason now to believe that suddenly white women, newly aware of  their oppression will rise up with a new vision of the future which somehow encompasses more  than their historical experience o White women’s physical, social, cultural, and economic charasterics resemble each other o In the past, white women were seen as their enemy  o One reason why the black sisters have been so hostile toward whites in women’s liberation is  that they have perceived great hostility from white sisters because they have looked upon the  good intentions of these sisters with doubt.   Housework/child care distribution and impact on marriage (Hochschild) o “Second Shift” o Majority of women with children working full time but women still doing the majority of  housework and child care o Working wives are working more hours every week then men (5 to 7 more hours on average per  week)  o Women get less sleep on average o Impact on marriage:  Unequal distribution of household labor in dual earner families negatively impacts  marriage   Top reason for divorce is unequal distribution of household labor  Congruence between beliefs of gender roles and living that way increases marital  satisfaction   Family leave acts cross­cultural comparisons o Some countries such as Germany, set aside paid time off for fathers too, and not just mothers o They encourage fathers to be involved   Domestic violence stats, characteristics of and impact on perpetrator, victim, and children o 1 in 4 girls experience teen dating violence  o 1 in 4 girls are abused by a partner in their lifetime  o FBI reports that 1250 women killed by husbands, boyfriends, ex­husbands in the U.S each year —that’s 3 murders a day o 1 women is killed by an abuser every 8 days in Michigan  o 30% of murders of women are domestic violence related vs. 5% of murders of men  o 3 to 10 million children witness domestic violence each year      Characteristics of perpetrator:  Hard to point out perps because many seem like “nice guys” to the victim and the rest of  the world  A few predictors include Controlling (what you wear and see) Jealously  Regular verbal put downs/name calling       Impact on Children:  Children who witness domestic violence are greater risk of: Aggression, acting out, poor school performance, depression, and/or anxiety  Boys increased risk of becoming abuser as adults Girls increased risk of being victims as adults       Impact on Victim:  Guilt  Feel stupid  Blame themselves   Depression  Loose sense of control—feel that they can’t make own decisions   “Why doesn’t she just leave?”  Why is this oppression question? Common reasons “she doesn’t  just leave” o This question focuses on the victim, when it should be focused on the perp. It’s not just the  women’s issue! o Common reasons why she “doesn’t just leave”:  Tension Building—feel stress  Battering incident  Apology/promises it will never happen again  Financial reasons  Threaten their life, or even family  Too forgiving  Believe the negative things about them and have low self­esteem to stand up and say  something.   Whitney Benson’s story of intimate violence (blackboard reserve reading):  what happened to her, what factors contributed to the ongoing violence? o Brad, Whitney’s boyfriend at the time when they were 14, began controlling her weight calling  her fat, and not good enough. She went down to 85 pounds, since he wouldn’t let her eat  anything fatty or he would call her names. She broke it off with him because she couldn’t take  the starving anymore, but soon after she got back together with him…as she recalls now as the  “honeymoon stage” o The abuse lasted 3 years...over the years she gained scars from his hitting and throwing of  objects at her o The factors that contributed to the ongoing violence was that nobody around her said anything or told her it was wrong what he was doing…that is why she stayed with him   Prevalence of sexual aggression, definition, perp. characteristics, impact of gender ideologies o Sexual Assault: any time anyone does sexual acts WITHOUT consent  o Prevalence: 25 sexual assaults each week, 3 a day      Perp. Characteristics: Victim usually knows the perp…they have either seen them before or they  know them (students at CMU, when they go to parties they feel that they “know” the other  students because they are the same age, and going through the same things as them). They also  come across very nice, and genuine        Impact of gender ideolog  Since many girls don’t report the assaults, the men feel they have the  power to continue raping without getting caught.   “Boys will be boys” statement regarding men’s behavior and violence makes boys feel  dominant and able to behave in that way because they are “boys”.   Reasons and ways men should/can get involved in ending violence against women (“10 Things men can do to prevent gender violence” and See A New Kind of Strength video clip—link on gender  powerpoint notes)       A New Kind of Strength video:   This film focused on talking about the issues going on today, and how we need to better  educate men about violence against women  Men’s movement to end domestic violence  Men have greater power and resources to end violence, and women do not  Men interviewed talked about family (mothers, sisters) who were assaulted and explain  the effect it had on them  Its not just the women’s issue…it’s the mans issue too   Football coaches have began teaching about women violence, and how not to take their  aggression off the field  o          10 Things men can do to prevent gender violence  1. Approach gender violence as a MEN’s issue, not just a woman’s issue. Realize it can involve men of all ages, races, and socioeconomic levels. Realize men can be empowered bystanders and confront abusive peers.  2. If someone you know is abusing his female partner – or is disrespectful or abusive to girls and women in general – don’t look the other way. Try to talk to him about it if you are comfortable doing so. Urge him to seek help.  3. Question your own attitudes and language. Could they be inadvertently perpetrating sexism and violence or be hurtful to someone else?  4. If you suspect someone you know is being abused, ask if you can help.  5. If you are emotionally, psychologically, physically, or sexually abusive to women, or have been in the past, seek professional help NOW.  6. Be an ally to women who are working to end all forms of gender violence. Support their efforts with your time, talent and treasure. Support local rape crisis and domestic violence programs. Consider organizing a fundraiser for them or for MAVAW.  7. Recognize and speak out against homophobia and gay-bashing as abuse of one affects all and this abuse can have a link to sexism.  8. Learn more about gender inequality in differing societies and about the root causes of gender violence. Educate yourself and others on the issue.  9. Don’t fund sexism. Refuse to purchase items that are sexually degrading towards women.  10. Teach young boys about how to be men that are respectful of women. Lead by example.


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