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In Anderson and Collins’, chapter on “Why race, class, and gender still maters” encourage readers to think about the world in their framework of race, class, and gender. They argued that even though society has change and there is a wide range of diversity; race, class and gender still matters. Anderson and Collins stated, “Race, class, and gender matter because they remain the foundation for system of power and inequality that, despite our nation’s diversity, continue to be among the most significant social facts of peoples lives.” (Anderson and Collins, 2010) When I was a little girl, I never knew that people were classified in to groups such as race, class, gender. I knew there were people that had a different color of skin than my color of skin. I knew that there were rich people and poor people, and that there were girls and boys. I saw everyone as being human beings, as being the same and not classified as something. As I was growing up, I started to see the differences in classifications in groups. It was not because I just woke up knowing that there were different classifications, but because I was taught about them in school and society. Anderson and Collins stated, “Race, class and gender shape the experiences of all people in the United States. (2010) This means that experiences that we have gone through in life are formed from a race, class, and gender view.
Being a low-income Hispanic person, I have had a bad experience when shopping in a predominately-white shopping center. I remember a time my aunts and I went to buy clothes at a shopping center in Utah. When we were at a store looking at the clothes we noticed that staff from the store was following us like if we were going to rob something. When ...
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... (2007) This case clearly demonstrated that there is no equality in the sentencing of female offenders and that women are being sentence more harshly than males.
References
Anderson, M.L., & Collins P.H. (2010). Race, Class, & Gender: An Anthology. Why Race, Class, and Gender Still Matter. 8th Edition.
Belknap, J. (2007). The invisible women. 3rd ed. Belmont, CA: Thomson Higher Education.
McIntosh, P. (1988). White Privilege, Color, and Crime. Roxbury Publishing Company, Los Angeles, CA
Renzetti, C. (1999). The challenge to Feminism posed by Women’s use of violence in intimate relationships.
Tavris, C. (1992). The Mismeasure of Woman: Why Women Are Not the Better Sex, Inferior or Opposite Sex. The 70-kilogram man and the pregnant person. Simon & Schuster.
Tellis, K. Handout. California State University of los Angeles, CA, February 11, 2014.
In Schooltalk: Rethinking What We Say About - and to - Students Every Day, Mica Pollock provides readers with fact-based information to “flip the script” of the misrepresentation of students in the education setting. Pollock demonstrates how race, gender, and ethnic labels can be detrimental to student achievement. She, then, dives in to 600 years of myths regarding social race labels and how they continue to affect humans today. By correcting race, gender, and ethnicity label myths in our minds, we can effectively advocate for these students. To conclude the book, Pollock focuses on how to devise a plan to correct our own misconceptions and foster a supportive environment for diverse students. Throughout
Fiske, R., & Cyrus, V. (2005). Experiencing Race, Class, and Gender in the United States: Fourth Edition. Boston: McGrawHill
"Violence against women-it's a men's issue." Jackson Katz:. N.p., n.d. Web. 15 Apr. 2014. .
Race, Gender, and Social class are all common interests in our American Society since before the Civil Rights Movement until now and will continue to be. Many theories have been developed with the intent to analyze these concepts of human life, and genetics within the scope of society. Critical Race theory, a modern take on the subtle racism and discrimination in institutional society and our American law, is one of these theories that construct the ideas relating race, gender and social class to American society. All groups of people are affected by racism and discrimination throughout the United States. Arab Americans and the Sioux, Native American Indian group, are two groups I will analyze in relation to Critical Race theory.
Wolf, Naomi. The Beauty Myth. How Images of Beauty are Used Against Women. New York: William Morrow, 1991.
Imagine Kirsty and Marc, a young couple who resort to robbing a house in a desperate attempt to make money. They are caught, charged with the same crime and given the same sentence, except for one thing: the male dominant world we live in does not stop at the courtroom door. Marc is sent to a medium security prison one hour from his family with every opportunity to earn his way into a minimum-security facility. He spends his days learning to cook in the kitchenette and has access to basic necessities like aftershave or hairspray. Meanwhile, Kirsty walks into her frigid six-by-ten foot cell with bars for a door, a toilet in plain view and not a trace of sunlight. She is twelve hours from home with no hope of changing location since there is nowhere else to go. The stories of rapes, beatings and riots told by her new neighbours are endless. Kirsty realizes that the only way for her to survive this place is to oppose nature and forget what it is to feel. This is discrimination against women as they are penalized more severely than men for committing less crime. How can women strive for equality when they cannot attain justice in the justice system itself? The controversy over the gender bias goes beyond the "too-few-to-count" syndrome as Sally Armstrong calls it, it is a question of women's constitutional right to be treated equally.
Stark (2006) would suggest that thirty years of research has failed to produce a consensus as to what constitutes a case of domestic violence considering that 90% of women who report the abuse have no physical injuries. Methods of coercive control do not meet the criminological viewpoint rather, control extends to financial, emotional, and psychological aspects of subjugating the partner thus no physical violence occurs. If only violent means are reported, then the reported number of victims would perhaps change thus creating a more gender symmetrical pattern. Until operational definitions are defined throughout the disciplines with consistency then there will continue to be discrepancies and opposing views. However, integrative theories of feminist views are being explored which investigate the intersection of not only male dominance as a form of oppression but the use of race, class, national origin, age, sexual orientation, and disability and their impact on intimate partner violence as stated by McPhail and colleagues
Rothenberg, P. 1998. Race, Class, and Gender in the United States. New York: St. Martin's Press.
In learning about different ways that we as a society categorize and divide people, it is essential to understand what about people it is that we feel the need to label and differentiate between. When a person is born into this world, there are certain statuses that they automatically obtain, called ascribed statuses (Henslin 98). These statuses determine each person’s social location in society. This includes gender, race, ethnicity, class, sexual orientation, and ability. Each person has their own unique social location, and is affected in a different way than the next person may be. As a white, queer, cisgender, middle class, female, in relatively good health, I have always been relatively privileged.
“An array of knowledges, skills, abilities and contacts possessed and used by Communities of Color to survive and resist racism and other forms of oppression” encompasses the main idea of Community Cultural Wealth. It is vital to understand that students will step foot into the classroom with a variety of cultures zipped up in their backpacks, and it is our job as educators to make sure that equality is instilled/taught in our classrooms. The second a student feels a sense of discrimination, whether from ourselves or their fellow classmate(s), is when the safe and comforting environment of the classroom begins to diminish. Here I will discuss just how important it is to see the differences amongst students as an advantage
Race as a “…social and historical idea, not biological” (Palaita, Lecture 1/25/18), only works because according to Social Construction Theory, “…these categories work because our complacency allows us to presume that the identities are natural and a group’s social status relies on biology, rather than social/cultural circumstances” (Palaita, Lecture 1/25/18). Our unwillingness to challenge these identities has allowed these categories to be used to determine who will be on the advantageous side of the inequality we face here in the United States. If we no longer accepted these conditions, and change the way social groups are viewed and treated, we may create a new norm and close the inequality gap between social
In this world we are constantly being categorized by our race and ethnicity, and for many people it’s hard to look beyond that. Even though in the past many stood up for equality and to stop racism and discrimination, it still occurs. In this nation of freedom and equality, there are still many people who believe that their race is superior to others. These beliefs are the ones that destroy our nation and affect the lives of many. The people affected are not limited by their age group, sex, social status, or by their education level.
To understand our existence, we interact with other members of society and develop a set of shared notions, institutions, and structures. Sociology, the systematic study of human society, helps us understand these interactions and developments. In particular, applying the sociological imagination to the social construct of race yields insight into its fallacy and utility. This essay examines the historical origin, functions, and societal implications of race in the United States. I also connect the social construct of race with the writings of Barbara J. Fields, Kingsley Davis, Wilbert E. Moore, Marianne Bertrand, and Sendhil Mullainathan. In a larger context, the social construct of race is a system of schematic classification; race
Throughout the Race, Ethnicity, Class and Gender class, we discussed about race, ethnicity, class and gender and how they are involved in our lives today. I read different articles under each of the topics in the class, answered questions and discussed them in our follow-up class the week after. In each of our discussions, I’ve learned something new. Everywhere I go race, ethnicity, class and gender are all around me and there’s nothing I can do to change it, just accept it. Some people don’t know the difference between race and ethnicity, but I do. Race is biology and ethnicity is culture. Race is your physical appearance like what you look like such as skin color, your DNA, etc., and ethnicity is your language such as Spanish, Chinese, French, etc.
One’s cultural identity consists of their race, gender, socioeconomic status, age, religion, and so on. Being aware of your own cultural identity is just as important as being aware of other’s. People’s cultural identity defines who they are, the privilege (or lack of privilege) they receive, and how society views them. It is important to understand that White individuals have more privileges than individuals of color. White individuals do not experience detriment and difficulties due specifically to their skin color and instead receive advantages. White privilege is defined as benefits that white individuals have that people of color do not (Kendall, 2012). The following walks through my personal cultural background, how it was shaped, defined, and developed, and limitations to my personal competencies.