Ethnic Studies Week 3 Lecture Notes
Ethnic Studies Week 3 Lecture Notes ETST 001
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This 2 page Class Notes was uploaded by Nancy Notetaker on Wednesday April 20, 2016. The Class Notes belongs to ETST 001 at University of California Riverside taught by Jennifer Najera in Spring 2016. Since its upload, it has received 20 views. For similar materials see Intro to Ethnic Studies in Culture at University of California Riverside.
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Date Created: 04/20/16
Lecture: Week 3 ® 04/14 Social Structure Cultural Representation: • iconography, television, social media, How does media affect the way that you see other people? • it can influence the way that you see people through stereotypes • even the positive stereotypes have negative ramifications if you don’t fulfill the expectations ex) you’re Asian you have to get a 4.3…but you’re at a 2.4 ex) you’re black, you have to do really good in sports to get to college In the late 19 and early 20 c. forged by overt forms of egregious violence Moving into the middle of the 20 c.- era of increases modernity- racial formation took on a new shape. *particular social structures are what shape the racial formations/ideologies& cultural representation Social Structures • Federal: Federal Housing Administration | Congress • Local: Cemeteries | Neighborhoods | Schools *acknowledge how federal affects the local Immigration • Who makes immigration policy in the US? Congress Congress and the Johnson Reed Act (1924 • Represented shift from open immigration from Europe to an era of immigration restriction (numerical limits) • Established a quota system that classified the world’s populations according to nationality and race, ranking them in a hierarchy of desirability for admission into the US • Prof: o They took the census of 1920s, so they got quotas of how many of what kind of people were there o They ranked people according to race to determine how valuable they were, they let 100 Europeans from India, 100 Europeans from Vietnam, etc. Johnson Reed Act as a racial project • creating a White populace based on 1920 Census • In a table of the population of the US published in 1924, there was a column of country of birth which listed 53 countries and five “colored races” (black, mulatto, Chinese, Japanese, and Indians) o “colored races” not assigned a country of origin ex) if you are black that’s it, you are just black not “Nigerian” just black Racial Implications of the Johnson Reed Act • creates a “white” majority • excluding immigrants of color • constructing a “white” immigrant American identity • promoting the value of whiteness to citizenship o being white becomes incredibly important to become a citizen o IMPORTANT: 2 Cases that has to do from immigrants from Asia, one Japanese and one is Indian. They sue the gov’t because they can’t be citizens due to the color of their skin, their reasons are § 1) we should be considered whites, “I have been here since I was a child, I speak perfect English, I served in the army, I went to Berkley, SO I should be able to naturalize” It goes to the Supreme Court and they say nooooo you aren’t white 2) He approached the case scientifically “If you look at my family history I am just as European as any white man” and the supreme court says noooooo o why would people want to be white? § because in doing so they have access to opportunities § people at this point weren’t saying that it is not okay to say white is the only good race rather people were saying that they were white “look at me I am white treat me as such” • When were racial quotas removed from immigration policy? 1965 Segregation • Where did racial segregation occur? The East Coast, The West Coast, The South, The Midwest…so EVERYWHERE o Importance of exploring not only WHERE but HOW segregation occurred • The FHA and Redlining o Popular perception of residential segregation? determines what kind of houses you can buy, where we sit in theaters, separate water fountains, where students of color can go to school, public transportation, o Role of the federal gov’t § assigning market values to homes (appraisals) § granting loans § housing covenants o Video: Redlining in NY The practice of Mexican segregation • de facto: segregated by popular opinion (very sneaky), what is going on ex) Mexicans • de jure: segregated by legislation, because the law says so ex) Jim Crow • Mexican people were segregated through schools, neighborhoods, cemeteries, churches, restaurants, public parks & pools, barbershops, etc. o what was this about? sanitation (pools, cemeteries…think about it) o idea was that black and brown bodies were dirty • The Longoria Affair o individual v. structural discrimination o Felix Longoria died in battle, his body was shipped back to South Texas to his family o they are able to reach senator LV Johnson (our former president) o its not about an individual who is racist, it is about a racial structure who is racist o YOU may not be racists but you do benefit from that racism, and if you do not do anything to help stop it The Federal Gov’t had a hand in the racial formation of this country through housing policies
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