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SOC 323: Racism and Inequality Week 5 Lecture Notes

by: Megan Notetaker

SOC 323: Racism and Inequality Week 5 Lecture Notes SOC 323

Marketplace > Central Michigan University > Sociology > SOC 323 > SOC 323 Racism and Inequality Week 5 Lecture Notes
Megan Notetaker
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These notes cover lecture material from week 5 of lecture.
Racism and Inequality
Dr. Cedric Taylor
Class Notes
SOC 323, racism, inequality, cmu, Cedric Taylor, week 5




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This 5 page Class Notes was uploaded by Megan Notetaker on Thursday March 10, 2016. The Class Notes belongs to SOC 323 at Central Michigan University taught by Dr. Cedric Taylor in Spring 2016. Since its upload, it has received 19 views. For similar materials see Racism and Inequality in Sociology at Central Michigan University.


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Date Created: 03/10/16
February 18, 2016 Unique Exploitation of Mexican Americans  Entered the U.S. through annexation and migration from present day Mexico o Annexation: Treaty of Guadalupe Hidalgo—outcome of Mexican-American War o Much of Mexico’s territory was taken over by the United States; 50% including California, New Mexico, Arizona, etc. o In order to get Mexicans off land, experienced prejudice, violence, etc.  By mid-1800’s Mexican Americans lost political and economic power; driven off their land and relegated to menial labor. Gender, Sexuality, and Race  Historically, women of color have been sexually exploited o Did not have control over their own bodies; breeding of women to have more children. o Mass rape: Reason why most black people can identify white ancestry  European colonizers imposed patriarchal gender relations on Native Americans. Resistance:  There is evidence of minority group agency  Ethnic minorities have actively and creatively individually and collectively, resisted their oppression at every step o Suicide through force starvation, running away, learning to read, etc. Race Relations:  Sociological Perspective on Intergroup Relations o Functionalism emphasize the importance of social order and stability, societal consensus and equilibrium o Assimilation: where race relations were going anyway  Robert E. Park  Milton Gordon:  Cultural assimilation: change of cultural patterns in society  Structural Assimilation: not being able to get in bars, etc.  Anglo-conformity: belief that minorities will eventually assimilate  Not set time frame and very ethnocentric  From reconstruction to Jim Crow o Civil War officially ended in 1865  Black Codes:  Laws that were passed restricting black freedom of movement, travel, and access to better jobs.  Vagrancy Laws: o Made it illegal for a black person to quiet his job or illegal to get a job. o Put many blacks in prison—you’re labor was hired out  Sharecropping: exploitative system, which allowed southern land owners to continue to get cheap labor from blacks.  Reconstruction: wanted to make sure that the south could pave its way back into the union. o Reconstruction Acts of 1867 o Civil Rights Act of 1866 o The Freedmen’s Bureau established in 1865.  Built schools and churches in the south o Ended in 1877 with the withdrawal of federal troops from the South  Great Compromise: gave the election to the Republican in exchange for the union to withdrawal trips o Set the stage for:  Civil Rights Act of 1875 overturned by Supreme Court  Plessy v. Ferguson legalized racial segregation and allowed for Jim Crow Laws to emerge Racial Subordination through Terror  Lynching is a form of vigilante justice; a murder carried out in public o Kills were viewed as celebration o White southerns justified lynching through several myths, most commonly that white men needed to protect the purity of white womanhood.  Finance reasons, looking at the wrong way, etc. o Black women were systematically raped as part of post reconstruction terror tactics  “Black women were more closer to nature and it is okay—she wanted it.”  African American Actively Resisted o Active anti-lynching movement o Formation of the NAACP o Organizations of black worker unions Irish Immigration and Assimilation:  1845-1849 over 1 million Irish Catholics arrive in U.S. fleeing famine  Faced hostile reception due to SES and Catholicism  By the early 1900’s, they started to assimilate and become part of the politics and race. o Democratic party drawing in Irish for political gain o Starting to discriminate against blacks as well to make them feel normalized. February 23, 2016 Class Lecture Notes Chinese Americans  Critical part of the labor force in the west o Railroad building; mining; domestic labor; laundry businesses  Gold Rush o People are rushing to the west coast to strike gold, but didn’t strike gold and had to find work elsewhere  Tightening of the labor market  Hatred for Chinese Americans started to emerge (burning of homes, mobs, etc.)  Laws being passed sanctioning discrimination  Sinophobia—yellow peril: belief that all these Chinese coming to U.S. was the cause for economic stress  1854—Chinese could not testify against white  Anti-miscegenation laws: made it illegal for Asians to marry whites  Page Law: effectively almost eliminated Chinese women from immigrating to the U.S.  Chinese Exclusion Act of 1882 o Assimilation was blocked  Stereotypes emerged:  Carried diseases Jewish Americans and Anti-Semitism  The increasing numbers and diversity of Jewish American community anti-Semitism increased significantly  Despite pre-migratory skills and abilities distinguishing this group they still faced discrimination o Henry Ford—housing, education.  Received a reward from the Nazi’s for his efforts  Assimilation process mired in conflict Westward Expansion and the Problem with Indians  White policy on Native Americans was either extermination or assimilation o Forced assimilation: relocations to reservations, breaking up of land, boarding schools, etc.  Boarding School Movement: o 6 to 18 years old o Instilling white cultural beliefs; Christian beliefs; Patriarchal values  Dawes Act (1887) o Break up communal lands o Make individual land owners of tribal members o Prevented sale for 25 years Social Movement—organized activism intended to be engaged in over a long period of time, with the aim of changing society in some way through collective action Social and Cultural Context:  The social movements in the US took place within a certain social, cultural, and historical context o Economic growth and increasing urbanization o President’s Truman’s Executive Order 9981—integrated the black and white troops together o International scrutiny and pressure  Ideologies, Institutions and Identities o Social movement may contribute to the emergence of new ideologies and new identities o Social movements create both collective identities and individual identities The Civil Rights Movement  Social Movement Organizations o NAACP  Montgomery Bus Boycott o Successfully challenged segregation in transportation through a mass boycott of city buses. Lasted 381 days o Eventually brought the issue to the Supreme Court  Brown vs. Board of Education o Declared segregated schools o Overturned Plessy v. Ferguson o Opened the door for desegregation in all aspects of life  Sit-in Movement o A form of nonviolent protest which began in Greenboro, North Carolina o Led to the Woolworth department store chain reversing its policy of racial segregation in the South.


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