SO 342 Park University Unit 4 Arab Muslim and Native Implicit Bias Tests Results Essay

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Ppbyr1029

Humanities

SO 342

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Introduction

Answer the prompt in a 2-3 page essay. Your essay will be graded on how well it exhibits: clear sociological understanding of unit and question concept; critically reflective and insightful analysis, explanation and application: clear writing, with strong thesis and organization, proper formatting aligned with disciplinary conventions and citations

Directions

Take two different implicit bias tests that relate to ethnicity and race, Project Implicit (Links to an external site.). Options include Race, Skin Tone, Arab-Muslim, Native, Asian. Reflect on the outcomes, and describe why you think you got the results that you did, as well as the the overall impacts of implicit bias. Were you surprised by the results? Why or why not?

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Examples of Racial Microaggressions Theme Alien in own land When Asian Americans and Latino Americans are assumed to be foreign-born Ascription of Intelligence Assigning intelligence to a person of color on the basis of their race. Microaggression “Where are you from?” “Where were you born?” “You speak good English.” A person asking an Asian American to teach them words in their native language. “You are a credit to your race.” “You are so articulate.” Asking an Asian person to help with a Math or Science problem. Color Blindness Statements that indicate that a White person does not want to acknowledge race “When I look at you, I don’t see color.” “America is a melting pot.” “There is only one race, the human race.” Criminality – assumption of criminal status A person of color is presumed to be dangerous, criminal, or deviant on the basis of their race. A White man or woman clutching their purse or checking their wallet as a Black or Latino approaches or passes. A store owner following a customer of color around the store. A White person waits to ride the next elevator when a person of color is on it. “I’m not a racist. I have several Black friends.” “As a woman, I know what you go through as a racial minority.” Denial of individual racism A statement made when Whites deny their racial biases Myth of meritocracy Statements which assert that race does not play a role in life successes “I believe the most qualified person should get the job.” “Everyone can succeed in this society, if they work hard enough.” Pathologizing cultural values / communication styles The notion that the values and communication styles of the dominant / White culture are ideal Asking a Black person: “Why do you have to be so loud / animated? Just calm down.” To an Asian or Latino person: Why are you so quiet? We want to know what you think. Be more verbal.” Speak up more.” Dismissing an individual who brings up race / culture in work / school setting. Message You are not American You are a foreigner People of color are generally not as intelligent as Whites. It is unusual for someone of your race to be intelligent. All Asians are intelligent and good in Math / Sciences. Denying a person of color’s racial / ethnic experiences. Assimilate / acculturate to the dominant culture. Denying the individual as a racial / cultural being. You are a criminal. You are going to steal / You are poor / You do not belong / You are dangerous. I am immune to races because I have friends of color. Your racial oppression is no different than my gender oppression. I can’t be a racist. I’m like you. People of color are given extra unfair benefits because of their race. People of color are lazy and / or incompetent and need to work harder. Assimilate to dominant culture. Leave your cultural baggage outside. Theme Microaggression Message Second-class citizen Occurs when a White person is given preferential treatment as a consumer over a person of color Person of color mistaken for a service worker Having a taxi cab pass a person of color and pick up a White passenger Being ignored at a store counter as attention is given to the White customer behind you “You people …” Environmental microaggressions Macro-level microaggressions, which are more apparent on systemic and environmental levels A college or university with buildings that are all names after White heterosexual upper class males Television shows and movies that feature predominantly White people, without representation of people of color Overcrowding of public schools in communities of color Overabundance of liquor stores in communities of color “Indian giver.” “That’s so gay.” “She welshed on the bet.” “I jewed him down.” “That’s so White of you.” “You people …” “We got gypped.” Imitating accents or dialects Others? People of color are servants to Whites. They couldn’t possibly occupy high-status positions. You are likely to cause trouble and / or travel to a dangerous neighborhood. Whites are more valued customers than people of color You don’t belong. You are a lesser being. You don’t belong / You won’t succeed here. There is only so far you can go. You are an outsider / You don’t exist. People of color don’t / shouldn’t value education. People of color are deviant. How to offend without really trying Adapted from: Wing, Capodilupo, Torino, Bucceri, Holder, Nadal, Esquilin (2007). Racial Microaggressions in Everyday Life: Implications for Clinical Practice. American Psychologist, 62, 4, 271-286 SO342. Unit 4: Bias, Discrimination, Prejudice, and Racism Racial Microaggressions Concepts: Implicit (Unconscious) Bias Microaggression Prejudice Discrimination This unit continues to explore the relationship between race, power, and privilege by examining how racial prejudice and discrimination are enacted at different levels, including the individual and implicit; interactional; and institutional representational level. New research on the role of bias at the unconscious, or implicit (unintentional) level has indicated how this form of discrimination has effects in how students are treated in schools, citizens are treated by police, and patients are treated by doctors. Along with this week’s readings, these concepts indicate how deeply embedded racial privilege and discrimination are in all aspects of life, largely in ways that are unacknowledged, with great social impact. As renewed (though not new) discussions and protest has centered around the public display of Confederate monuments that celebrate those who fought to keep slavery legal. These monuments were erected at various points throughout history, including during the Civil Rights movement in the 1960’s, 100 years SO342. Unit 4: Bias, Discrimination, Prejudice, and Racism after the end of the Civil War. Additionally, there has been constant protest and critique of these monuments since they were erected, due to the lack of representation of other people’s histories in the same honor. Herbert Blumer analyzes how this group membership, or allegiance, happens through forms of racial prejudice and the seeing other groups in oppositional, and inferior ways. Current trends indicate that hate crimes have increased, and that white nationaliists movements have been growing, exemplified by the “Unite the Right” rally in Charlottesville, VA in August 2017 which included many self-identified white supremacist groups, in which one protestor was killed. (Unite the Right Rally) With this personal and group identity formation around forms of racial superiority, sociologists identify the variances in forms of discrimination between the implicit and the explicit levels, particularly in how they can be mitigated. Implicit bias and microaggressions are the results of being socialized in racialized society, while explicit identification and espousal of white supremacy, and the promotion of white idealism while deliberately diminishing the racial intent in monuments and ‘heritage’ arguments, all contribute to the racial stratification system, albeit, in different ways. Without knowing how we participate in racial discrimination at the implicit and interactional level through microaggressions, no attempt to change these behaviors can be made. Arguing that culture and heritage are justifications for things like monuments and symbolic forms fails to acknowledge the systemic inequality that exists in which ideologies and representations contribute to. Greater visibility of white supremacy movements creates greater fear and discord among groups that are already targeted and marginalized. Resources: SO342. Unit 4: Bias, Discrimination, Prejudice, and Racism Microaggressions “If Microaggressions Happened to White People” MTV News Microaggressions Study: Black Students More Likely Seen as Gifted by Black Teachers “The Loss”. Implicit Bias in Doctor’s Diagnosis “FBI: Spike in US Hate Crimes for Third Year in a Row Podcast: Onate’s Foot. Story of controversial debate between European descendant and Native American tribes in the design of a new monument. “You Won’t Believe What the Government Spends on Confederate Graves” Kirwan Institute: Understanding Implicit Bias
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Running head: IMPLICIT BIAS TESTS RESULTS

Implicit Bias Tests Results
Student’s Name
Institutional Affiliation
Date

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IMPLICIT BIAS TESTS RESULTS

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Implicit bias can be described as the stereotypes or the attitudes that affect our
decisions, actions, and understanding in a conscious manner. Sometimes referred to as
implicit social cognition, implicit biases get activated involuntarily, without our intentional
control or awareness. These biases can either be unfavorable or favorable, reside deep in our
subconscious, and cannot be accessed through introspection. The biases that we harbor in our
subconscious can make us have certain attitudes or feelings towards other people based on
attributes such as appearance, race, age, and ethnicity. As we live through life, we develop
implicit associations through exposure to indirect or direct messages. In this essay, I will
reflect on the outcomes of two implicit bias tests that I took at Project Implicit.
The two IATs that I took are “...


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