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Online Journal Articles and Discussion Introduction The purpose of this online resource is to stimulate critical discussion about the topics and issues surrounding race, ethnicity, gender, and class. This resource is organized into thematic parts which correspond to the textbook's chapters. Some articles offer provocative arguments, some articles discuss the theoretical implications of certain ideas, other articles discuss the meaning of information and data, and others report policy implications. All of the articles have been selected from reputable scholarly journals. If you are interested in further research, please explore Sage Publications' journal homepages and collections from the links given below. Chapter 1: Diversity in the United States: Questions and Concepts
Chapter 1: Diversity in the United States: Questions and Concepts First, Smaje asks us to consider whether viewing "race" only as a social construct may cause us to miss out on the significance that race holds in our lives. Johnson then discusses the stories of White teachers working in multiracial and multiethnic classrooms. This article encourages us to think about how Whites come to see race. Finally, Hartman explores "Whiteness studies," the sometimes controversial field that rests on the idea that race and ethnicity cannot only be discussed in the "other." Instead, we all have a racial and ethnic classification that must be recognized. Smaje, C. (1997). Not just a social construct: Theorising race and ethnicity. Sociology, 31 (2), 307-327. Johnson, L. (March 2002). "My eyes have been opened": White teachers and racial awareness. Journal of Teacher Education, 53, 153-167. Hartman, A. (October 2004). The rise and fall of W hiteness studies. Race & Class, 46, 22-38.Chapter 2: Assimilation And Pluralism Darboe's article looks at some of the unique challenges faced by recent Somali immigrants. How do competing models of the assimilation process account for these challenges? Shah takes some of the models discussed in the text and applies them to the rhetoric of international politics. Finally, Athens provides three narrative vignettes that touch on the ways in which racial and ethnic minorities have to handle their interactions with one another. Darboe, K. (December 2003). New immigrants in Minnesota: The Somali immigration and assimilation. Journal of Developing Societies, 19 , 458-472. Shah, H. (April 2003). Communication and nation building: Comparing US models of ethnic assimilation and 'Third World' modernization. Gazette, 65, 165-181. Athens, L. (June 2004). Three tales from melting pot boils over. Qualitative Inquiry, 10, 443-462.Chapter 3: Prejudice and Discrimination in the Individual Tusting and colleagues document a process through which individuals, even those who should know better, resort to stereotyping and generalizations based on limited knowledge. Swim and her coauthors provide accounts of encounters with "everyday racism" by African American college students. Their description of these experiences and the details of students' responses to them are eye opening. In the same way, Rosenbloom and Way examine the similarities and differences in the types of discrimination faced by three groups of high school students. Tusting, K. Crawshaw, R., & Callen, B. (September 2002). 'I know, 'cos I was there': How residence abroad students use personal experience to legitimate cultural generalizations. Discourse & Society, 13, 651-672. Swim, J., Hyers, L. L., Cohen, L. L., Fitzgerald, D. C., & Bylsma, W. H. (February 2003). African American college students' experiences with everyday racism: Characteristics of and responses to these incidents. Journal of Black Psychology, 29, 38-67. Rosenbloom, S. R., & Way, N. (June 2004). Experiences of discrimination among African American, Asian American, and Latino Adolescents in an urban high school. Youth & Society, 35, 420-451.Chapter 4: Societal Trends in Prejudice and Discrimination: The Decline of Prejudice Buerger and Farrell provide insights into the controversial practice of racial profiling. Looking at a variety of sources, they examine how frequently this profiling occurs and some of the rationales for it. Shaheen examines nearly 900 films to examine how Arabs are portrayed in movies. He argues that these representations are consistently biased and that this creates a strong cultural stereotype. Finally, Heinz looks at the issue of "environmental racism," explaining what this means and how the African American press coverage of this topic differs from that of the mainstream press. Buerger, M.E., & Farrell, A. (September 2002). The evidence of racial profiling: Interpreting documented and unofficial sources. Police Quarterly, 5, 272-305. Shaheen, J. G. (July 2003). Reel bad Arabs: How Hollywood vilifies a people. Chapter 5: The Development of Dominant-Minority Group Relations in Preindustrial America: The Origins of Slavery Harris gives us insight into conditions of slavery and its aftermath in an area we don't typically associate with slavery–New York City. She presents the connections between the slave system and its dissolution and how classes were formed in the 18th and 19th centuries. Reinhardt discusses the slave-led revolution in Haiti and questions what the notable absence of this revolution in U. S. history textbooks tells us. Finally, Shah and Nah look at U. S. newspapers' coverage of racial oppression. They see that often it is presented as "long ago and far away," rather than something real, current and active in U. S. society. Recommended Articles: Harris, L. M. (March 2004). Slavery , emancipation, and class formation in colonial and early national New York City. Journal of Urban History, 30, 339-359. Reinhardt, T. (March 2005). 200 years of forgetting: Hushing up the Haitian Revolution. Journal of Black Studies, 35, 246-261. Shah, H., & Nah, S. (August 2004). Long ago and far away: How US newspapers construct racial oppression. Journalism, 5, 259-278.Chapter 6: Industrialization and Dominant-Minority Relations: From Slavery to Segregation and the Coming of Postindustrial Society Cable and Mix discuss the legal and systematic separation that characterized U. S. society, looking at both the reasons for its formation and the problems that helped to bring about its decline. Lands explores a specific period in the history of Atlanta, in which a concerted effort to create segregated housing led to an increase in stereotyping and racial discord. Souther, on the other hand, paints a picture of New Orleans, explaining the specific economic dimensions that led to segregation and Jim Crow laws being dismantled in that city. Cable, S., & Mix, T. L. (November 2003). Economic imperatives and race relations: The rise and fall of the American apartheid system. Journal of Black Studies, 34, 183-203. Lands, L. B. (May 2004). A reprehensible and unfriendly act: Homeowners, renters, and the bid for residential s egregation in Atlanta, 1900-1917. Journal of Planning History, 3, 83-115. Souther, J. M. (September 2003). Into the big league: Conventions, football, and the color line in New Orleans. Journal of Urban History, 29, 694-725.Chapter 7: African Americans: From Segregation to Modern Institutional Discrimination and Modern Racism In the first article, Chavous explores the relationship between African American university students' sense of racial identity, feelings of belonging, and involvement in campus organizations. These three variables all impact one another, affecting both perception and behavior. Pattillo explores how class and economic status impact one's understanding of one's race. Jackson and Cothran look at the tensions that exist between three groups that have very distinct histories and experiences, yet which are often lumped together in U. S. consciousness and policymaking. Chavous, T. M. (2000). The relationships among racial identity, perceived ethnic fit, and organizational involvement for African American students at a predominantly White university. Journal of Black Psychology, 26, 79-100. Pattillo, M. (March 2003). Negotiating Blackness, for richer or for poorer. Ethnography, 4, 61-93. Jackson, J. V., & Cothran, M. E. (May 2003). Black versus Black: The relationships among African, African American, and African Caribbean persons. Journal of Black Studie, 33, 576-604.Chapter 8: Minority Groups and U.S. Society: Themes, Patterns, and the Future In Staurowsky's article, we examine the specific issues that allow the continued usage of American Indian names, images, and stereotypes in American sports. The variety of rationalizations that allow this to continue is surprising. In Sepez-Aradanas' article, the legal and ethical rights to traditional hunting or gathering practices - "subsistence issues" -of Native American groups are explored. Finally, Greaves explores a much wider range of rights that Native American groups are beginning to examine. He presents five types of rights assertions being made by these groups. Staurowsky, E. J. (February 2004). Privilege at play: On the legal and social fictions that sustain American Indian sport imagery. Journal of Sport and Social Issues, 28, 11-29 Sepez-Aradanas, J. (July 2002). Treaty rights and the right to culture: Native American subsistence issues in US law. Cultural Dynamics, 14, 143-159. Greaves, T. (July 2002). Examining indigenous rights to culture in North America. Cultural Dynamics, 14, 121-142.Chapter 9: Hispanic Americans: Colonization, Immigration, and Ethnic Enclaves Holleran looks at Mexican American youth, exploring the conditions that affect the way these youth view themselves and one another. Barajas and Pierce look at the college success of Latinas and Latinos and examine how race and gender impact this success. Alcoff, finally, presents the question of ethnic names. What are the power issues and meanings associated with the name a group is called? Holleran, L. K. (August 2003). Mexican American youth of the Southwest borderlands: Perceptions of ethnicity, acculturation, and race. Hispanic Journal of Behavioral Sciences, 25, 352-369. Barajas, H. L., & Pierce, J. L. (December 2001). The significance of race and gender in school success among Latinas and Latinos in college. Gender & Society, 15, 859-878. Alcoff, L. M. (June 2005). Latino vs. Hispanic: The politics of ethnic names. Philosophy & Social Criticism, 31, 395-407.Chapter 10: Asian Americans: Are Chinese Americans and Japanese Americans "Model Minorities"? Kim's article attempts to explain the positioning of Asian Americans within the existing framework of a Black-White paradigm. Tsai and colleagues look at the ways in which three different groups of Chinese Americans view the questions of "What does it mean to be Chinese?" and "What does it mean to be American?" Finally, Pyke looks at the ways in which siblings who respond differently to assimilation into U. S. culture may be labeled or even stigmatized within the family. Kim, C. J. (March 1999). The racial triangulation of Asian Americans. Politics & Society, 27, 105-138. Tsai, J. L., Ying, Y., & Lee, P. A. (May 2000). The meaning of "being Chinese" and "being American": Variation among Chinese American young adults. Journal of Cross-Cultural Psychology, 31, 302-332. Pyke, K. (May 2005). "Generational deserters" and "black sheep": Acculturative differences among siblings in Asian immigrant families. Journal of Family Issues, 26, 491-517.Chapter 11: New Americans: Immigration and Assimilation Marrow first addresses the Brazilian experience of race and ethnicity within the United States. As a group, Brazilians are often considered to be Hispanic, and (many) are considered to be African American. Neither categorization is true. This is an experience that is becoming more common, as new immigrant groups do not fit neatly into existing paradigms. Kurien explores how one immigrant group has attempted to establish an identity outside the existing structure. Cattaro, finally, looks at the role played by Catholic schools in assimilating new immigrants, simultaneously changing to fit the needs of these new groups. Marrow, H. (December 2003). To be or not to be (Hispanic or Latino): Brazilian racial and ethnic identity in the United States. Ethnicities, 3, 427-464. Kurien, P. (January 1999). Gendered ethnicity: Creating a Hindu Indian identity in the United States. American Behavioral Scientist, 42, 648-670. Cattaro, G. (February 2002). Immigration and pluralism in urban Catholic schools. Education and Urban Society, 34, 199-211.Chapter 12: White Ethnic Groups: Assimilation and Identity—The Twilight of Ethnicity? First, Perry looks at the issue of the lack of an ethnic identity among Whites. This article fits nicely with Kusz's article, in which "white male backlash politics" are examined as largely rising out of a sense of questioned identity. Finally, Schrauf explores the conditions under which some ethnic groups maintained their "mother tongues," while others completely lost their native languages. Perry, P. (February 2001). White means never having to say you're ethnic: White youth and the construction of "cultureless" identities. Journal of Contemporary Ethnography, 30, 56-91. Kusz, K. W. (November 2001). "I want to be the minority": The politics of youthful White masculinities in sport and popular culture in 1990s America. Journal of Sport and Social Issues, 25, 390-416. Schrauf, R. W. (May 1999). Mother tongue maintenance among North American ethnic groups. Cross-Cultural Research, 33, 175-192.
In the first article, Body-Gendrot looks at France and how it is dealing with increased racial intolerance. Takenaka examines the Japanese in Peru, exploring the historical issues that led to a rather unique intersection of cultures. Moodley and Adam look at post-apartheid South Africa, a country which in recent decades has experienced an incredible shift in race relations, and examine the challenges faced there in establishing a sense of nation. Body-Gendrot, S. (September 2002). Living apart or together with our differences?: French cities at a crossroads. Ethnicities, 2, 367-385. Takenaka, A. (May 2004). The Japanese in Peru: History of immigration, settlement, and racialization. Latin American Perspectives, 31, 77-98. Moodley, K., & Adam, H. (July 2000). Race and nation in post-apartheid South Africa. Current Sociology, 48, 51-69.
Chapter 14: Dominant-Minority Relations in Cross-National Perspective Jalata examines the successes and failures of African Americans in achieving equality in the United States. Reflections on these attempts provide possible direction for the future. Contreras looks at Latinos in the United States and argues that the Black-White dichotomy cannot hold when Latinos have become the largest minority group in the country. He specifically addresses the ways in which the educational institution needs to accommodate to the new realities. Finally, Johnson addresses California, a state that is often looked at as a microcosm of American life, perhaps reflecting the racial diversity that will be the norm for America in the future. Johnson specifically looks at the ways in which various racial and ethnic groups are seen to compete and cooperate within California. Jalata, A. (September 2002). Revisiting the Black struggle: Lessons for the 21st century. Journal of Black Studies, 33, 86-116. Contreras, A. R. (February 2004). Epilogue: Latinos at the portal of the 21st century. Education and Urban Society, 36, 223-234. Johnson, K. R. (September 2004). Law and politics in post-modern California: Coalition or conflict between African Americans, Asian Americans, and Latina/os? Ethnicities, 4, 381-401.To learn how to access all of Sage Publications' Journals Collections, please visit www.sagefulltext.com. To view all of Sage Publications' extensive collection of books and journals in criminal justice, please visit our Criminology and Criminal Justice home page.
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