UGC 211 1st Edition Exam #1 Study GuideKey Terms: Systematic inequality Matrix of domination OppressionInstitution Double bind White Privilege Myth of meritocracy Active vs. Passive Racism The sidewalk metaphor Race, Class, and Gender Still Matter (P. 1-6) (re-read pages)Keynotes from reading:o Race, class, and gender continue to structure society in ways that values some lives more than others o Some groups have more opportunities and resources, while others struggle o Race, class, and gender remain the foundations for systems of power and inequality o There is a need for people to form a new frame of vision – see things differently, not just from one group’s view, remove the stereotypes and misconceptions o Rethinking class means seeing the vastly different experiences of both wealthy, middle-class, working class, and poor people in the US and learning to think different about privilege and opportunity o Knowledge is not just about content and information; it provides and orientation to the world o What you know frames how you behave and how you think about yourself and otherso Learning about other groups and their experiences from their perspective helps you realize the partiality of your own perspective o Having misleading and incorrect information and knowledge leads to the formation of bad social policy – reproduces social problems, not solve them o People need to take a broader view of social issues because it will foster more effective social policy o Race, class, and gender operate together is people’s lives – intersecting categories of experience that affect all aspects of human life – they simultaneously structure the experiences of all people in this society o Emphasize social structure to conceptualize intersections of race, class, and gender o Use approach of a matrix of domination to analyze race, class, and gendero Matrix of domination sees social structure as having multiple, interlocking levels of domination that stem from the societal configuration of race, class, and gender relations o Studying the connections among race, class, and gender reveals that the divisionsby race and by class and by gender are not as clear-cut as they may seemo Race, class, and gender intersect with other categories of experience, such as sexuality, ethnicity, age, ability, religion, and nationality o We ground our analysis in the historical, institutional context of the US o Systems of race, class, and gender have been so consistently and deeply codified in US laws that they have had intergenerational effects on economic, political, and social institutions – example: the capitalist class relations that have characterized all phases of US history have routinely privileged or penalized groups organized by gender and by raceo In the US race, class, and gender demonstrate visible, long-standing, material effects that in many ways foreshadow more recently visible categories of ethnicity, religion, age, ability, and/or sexualityFrye Article (available on UB Learns – reread article) Keynotes from reading: o Oppressors are oppressed from their oppressing – example of men and women –men are oppressed (masculinity) and thus oppress women (insensitivity) – stretched the term oppression to become meaningless o Being oppressed is mold, immobilize, reduce o Requirement for oppressed people to smile and be cheerful – if we comply (signaling our docility, not being taken note of, becoming invisible) – on the otherhand, if we are mean, bitter, or dangerous, we are difficult and unpleasant to work with. Results in rape, arrest, beating, and murder o Women are caught in a bind where neither sexual activity or sexual inactivity is all right – caught between systematically related pressures o Frye’s metaphor for oppression – bird cage – need to look macroscopically (BIG picture) not microscopically (small picture) Be able to define oppression:o Unjust or cruel exercise of power, a sense of being weighed down in body or mind. Be able to define institution: o Fairly stable social arrangements and practices through which collective actions are taken. Examples of institutions in the US: legal, educational, healthcare, socialservice, government, media, and criminal justice systems.o Institutional + Oppression = Institutional Oppressiono System of invisible barriers – limits people based on their membership in unfavorable social groups o Institutional Oppression is Systematic OppressionHow does institutional oppression occur? o When established laws, customs, and practices systematically reflect and produce inequalities based on one’s membership in targeted social identity groupso The institution is oppressive whether or not the individuals maintaining those practices have oppressive intentions Militarization of Local Police o Police are trained using same military tactics o Use of military vehicles, strong resemblance of military – looks and actions o Returning veterans from overseas becoming police officers – “returning of the standing army” o Is the way they’re dressing causing this tension? – Psychological perspective o Need police oversight committees to handle this issue before it gets worse – issue is illustrating forms of oppression o Militarization has taken away right of free speech *Know the term double bind (good answer for short answer) o Situations in which options are reduced to a very few and all of them expose one to penalty, censure, or deprivation. o Example: Issue of how women are viewed in societyArticle 5 “A Different Mirror” by Ronald T. Takaki (P. 37-46) (re-read article) Keynotes from article: o The dramatic change in our nations ethnic composition is altering the way we think about ourselveso America's intensifying racial crisiso Four Los Angeles police officers were found not guilty of brutality against Rodney King – reality of racial tension – rage exploded in Los Angeleso How should “we” be defined in America? o “We” will have to include Hispanics and Asianso Our society’s various ethnic groups need to develop a greater understanding of each othero This need to share knowledge about our ethnic diversity has acquired new importance and has given new urgency to the pursuit for a more accurate historyo Be able to discuss about these groups: African-Americans, Asian Americans, Chicanos, Irish, Jews, and