Review of the Geography of Intellect by Nathaniel Weyl, Stefan Possony
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Castro's Cuba and Stroessner's Paraguay: A comparison of the totalitarian/authoritarian taxonomy. Item Type text; Dissertation-Reproduction (electronic) Authors Sondrol, Paul Charles. Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 05/10/2021 11:08:31 Link to Item http://hdl.handle.net/10150/185284 INFORMATION TO USERS The most advanced technology has been used to photogr2,pb and reproduce this manuscript from the microfilm master. UMI films the text directly from the original or copy submitted.. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this -reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is inciuded in reduced form at the back of the book. -
Perceptions of Race
Review TRENDS in Cognitive Sciences Vol.7 No.4 April 2003 173 Perceptions of race Leda Cosmides1, John Tooby2 and Robert Kurzban3 1Department of Psychology, University of California, Santa Barbara, CA 93106, USA 2Department of Anthropology, University of California, Santa Barbara, CA 93106, USA 3Department of Psychology, University of Pennsylvania, 405 Psychology Office Building, 3815 Walnut Street, Philadelphia, PA, USA Until recently, experiments on person perception had between European, Asian and sub-Saharan African led to two unwelcome conclusions: (1) people encode populations ‘are of the same order of magnitude as those the race of each individual they encounter, and (2) race for local populations in other organisms and considerably encoding is caused by computational mechanisms smaller than those for subspecies.’ (Ref. [4], p. 11). That is, whose operation is automatic and mandatory. Evol- by the criteria that biologists typically use to apply the utionary analyses rule out the hypothesis that the brain concept of ‘subspecies’ or ‘races’, humans do not qualify. mechanisms that cause race encoding evolved for that Most telling of all, virtually no expressed genes have been purpose. Consequently, race encoding must be a bypro- identified that are shared by all normal members of one duct of mechanisms that evolved for some alternative race (and hence could explain a common racial appear- function. But which one? Race is not encoded as a ance) that are not also present at substantial levels in byproduct of domain-general perceptual processes. other races (thereby failing to sort individuals into Two families of byproduct hypotheses remain: one races) (see Fig. 1). -
RACIAL IDENTITY SALIENCE and CAMPUS CLIMATE 1 Thinking About Race
Running Head: RACIAL IDENTITY SALIENCE AND CAMPUS CLIMATE 1 Thinking About Race: The Salience of Racial and Ethnic Identity in College and the Climate for Diversity Sylvia Hurtado, Adriana Ruiz, and Chelsea Guillermo-Wann University of California, Los Angeles This research was supported by a grant from The Ford Foundation. The authors also acknowledge the Diverse Learning Environments research team for their contributions to the project and survey development, which serves as the foundation for this article. Correspondence concerning this article should be addressed to Dr. Sylvia Hurtado, UCLA, Higher Education Research Institute, 3005C Moore Hall, Los Angeles, CA 90095-1521. Email: [email protected] Running Head: RACIAL IDENTITY SALIENCE AND CAMPUS CLIMATE 2 Abstract While racial identity salience in college is important to identity development, cognition, and achievement, more research is needed to understand it in contemporary and diverse college contexts. Using a combination of identity development models as its framework and the Diverse Learning Environment (DLE) survey piloted at 14 two-year and four-year institutions, this study identifies the pre-college and institutional factors that contribute to a heightened salience of racial and ethnic identity, and the relationship of this salience to students’ pre-college socialization, general college experiences, and experiences with the campus climate for diversity. After controlling for pre-college socialization and racial differences, results show that race identity was more salient among students that experience discrimination/bias, but also among students who had in-depth conversations outside of class on issues of racial/ethnic diversity, took courses as part of an inclusive curriculum, and participated in co-curricular diversity initiatives. -
Security and Freedom-That Is Today’S Great Challenge
SECURITYand FREEDOM the GREAT CHALLENGE Thirtieth Annual Report of the American Civil Liberties Union Dedicated to ROGER N. BALDWIN Esecntive Director 1920-1910 JOHN HAYNES HOLMES Chairman of the Board of Directors 1940- 19 T 0 EDWARD A. ROSS Chairman of the National Committee 1940-1950 with Respect, Gratitude and Affection TABLE OF CONTENTS INTRODUCTION--“A FREE NATION OF FREE PEOPLE” 5 SECURITY AND CIVIL LIBERTIES .,.. 10 A. GENERAL ANTI-SEDITION LBGISLAI‘IVE EFFORTS 10 1. The McCarran Act ,. .,, 10 2. “Little McCarran” Acts 3. The Smith Act .,. ,.,..... ,.. :i 4. House Un-American Activities Committee ,........ .,............ 5. House Lobbying Committee ::, 6. State Investigations 17 B. SKIJRITY AND LOYAL’IY AMONG EMPLOYEES 17 1. Federal Program 2. The McCarthy Charges ::, 3. State and Local Programs; 4. Private Programs’ 22 C. OTHER THREATS TO FREEDOM OF OPINION 25 1. General Free Speech .,,....,,..,.... 2. Radio and Movies ., :: 3. Magazines and Books ..,. .._........... 29 4. Schools and Colleges .._.......... 5. Labor Unions .._...... 6. Aliens .._ .,..... .,.. .._ 7. Conscientious Objection __....,.._.........._.,..,,.......,,........................... D. OTHER THREATS TO DUE PROCESS OF LAW 1. Wiretapping ..,,...., .,..... 2. Bail Cases 3. Picketing of Courts 4. Grand Juries 38 THE FIRST FREEDOM .._............... 39 A. GENERAL FREE EXPRESSION .._.............................. B. LABOR ,,., . .. .. .. .. .. :; C. CENSORSHIP .,,,,.. ,.,... 40 D. RELIGION .,.. 44 DUE PROCESS OF LAW ,. 46 A. WIRETAPPING ,, ., .,,.... ..,...,_ .,, .,... .., .,.. 46 B. FAIR TRIAL .., 48 C. PUNISHMENT ,,... ,, 49 EQUALITY 49 A. MINORITIES ..~... 50 B. STATE AND LOCAL GOVERNMENT ACTIVITIES .._......... .._...... 53 1. Employment and Education .._ 2. Housing and Public Accommodations :; 3. Voting and Fair Trial .,.... ,... 55 C. PRIVATE ORGANIZATIONS 56 1. Social 56 2. -
Critical Race Theory in Education: Analyzing African American Students’ Experience with Epistemological Racism and Eurocentric Curriculum
DePaul University Via Sapientiae College of Liberal Arts & Social Sciences Theses and Dissertations College of Liberal Arts and Social Sciences 6-2019 Critical race theory in education: analyzing African American students’ experience with epistemological racism and eurocentric curriculum Sana Bell DePaul University, [email protected] Follow this and additional works at: https://via.library.depaul.edu/etd Recommended Citation Bell, Sana, "Critical race theory in education: analyzing African American students’ experience with epistemological racism and eurocentric curriculum" (2019). College of Liberal Arts & Social Sciences Theses and Dissertations. 272. https://via.library.depaul.edu/etd/272 This Thesis is brought to you for free and open access by the College of Liberal Arts and Social Sciences at Via Sapientiae. It has been accepted for inclusion in College of Liberal Arts & Social Sciences Theses and Dissertations by an authorized administrator of Via Sapientiae. For more information, please contact [email protected]. CRITICAL RACE THEORY: EPISTEMOLOGICAL RACISM Critical Race Theory in Education: Analyzing African American Students’ Experience with Epistemological Racism and Eurocentric Curriculum June, 2019 BY Sana Bell Interdisciplinary Self-Designed Program College of Liberal Arts and Sciences DePaul University Chicago, Illinois 1 CRITICAL RACE THEORY: EPISTEMOLOGICAL RACISM Contents Abstract 3 Section 1 Introduction: The Intersection of White Supremacy Ideology and Curriculum— Epistemological Racism 4 Purpose 4 Conceptual, -
Linking Racial Classification, Racial
Law & Social Inquiry Volume 44, Issue 1, 257–272, February 2019 Review Section Review Symposium: Policing in American Society Linking Racial Classification, Racial Inequality, and Racial Formation: The Contributions of Pulled Over Daanika Gordon and Emma Shakeshaft EPP,CHARLES,STEVEN MAYNARD-MOODY, and DONALD HAIDER-MARKEL. Pulled Over: How Police Stops Define Race and Citizenship. Chicago: University of Chicago Press, 2014. Pulled Over: How Police Stops Define Race and Citizenship, by Charles R. Epp, Steven Maynard-Mood, and Donald Haider-Markel, is an important piece of law and society scholarship that isolates investigatory police stops as an institutional practice with profound consequences for racial inequality. Pulled Over also speaks to scholarship on race and ethnicity by addressing an ongoing tension between a focus on the socially constructed nature of racial categories and their stratifying significance. Pulled Over offers an important model for future studies by incorporating social constructionist insights into how race is measured, empirically documenting institutionally produced racial inequalities, and linking these inequalities to the evolving meaning of race itself. INTRODUCTION Pulled Over: How Police Stops Define Race and Citizenship,byCharlesR.Epp, Steven Maynard-Moody, and Donald Haider-Markel, examines the racialized practice of the investigatory police stop. Police stops are a key site of contact between the state and citizens, in part because they communicate consequential messages about who is free to participate in America’s mobile society and who is subject to state surveillance and intrusion. Pulled Over draws on a telephone survey of 2,329 adult drivers and follow-up, in-depth interviews with a subsample of those stopped by the police to describe the patterns, experiences, and consequences of being Daanika Gordon is Assistant Professor of Sociology at Tufts University. -
Race, Ethnicity, and the Weberian Legacy. by John Stone
American Behavioral Scientist Jan 1995 v38 n3 p391(16) Page 1 Race, ethnicity, and the Weberian legacy. by John Stone Max Weber was one of the most prominent sociologists who conducted extensive research on group behavior. However, Weber has been criticized by many scholars for his failure to focus on racial, ethnic and national conflicts. Although these scholars have their own basis for their criticism, a closer analysis of Weber’s findings reveals implicit reference to racial and ethnic conflicts. For instance, Weber observed the general tendency of social groups to establish monopolies and oligopolies. His observation led to the development of a new perspective on ethnic group formation. © COPYRIGHT Sage Publications Inc. 1995 race and ethnicity into his sociological writings. Then I consider some of the principal ways in which aspects of The whole conception of ethnic groups is so complex and the Weberian legacy have been adopted by a broad range so vague that it might be good to abandon it altogether. of sociologists and other scholars concerned with race and ethnic relations.(4) Finally, I argue that a Weberian Max Weber (1922/1968) Economy and Society perspective still offers some of the most important insights into the enduring problems of racial and ethnic conflict. [The present century has witnessed] explosions of nationalism, [of] racism and, in places, of religious bigotry, Following in the footsteps of other prominent European which, interestingly enough, not one among the most social thinkers such as Tocqueville and Beaumont, Harriet perceptive social thinkers of the nineteenth century had Martineau, and James Bryce,(5) Weber found that contact ever predicted. -
Genetics, History and the American Eugenics Movement
LESSON PLAN & TEACHER’S GUIDE Genetics, history and the American eugenics movement Aim How can we as a society avoid the mistakes of the past to take advantage of the promise of genetics? Time This lesson can be adjusted to fill 1 or 2 classes. Guiding questions • What is eugenics? • Why would improvements in healthcare that have the potential to save lives and reduce suffering through the use of genetic information cause people to worry about eugenics? • How did the eugenics movement in the United States impact people? • Why did some leaders think it would be beneficial to control who could have children and who could not? • How can we avoid the mistakes of previous years so that society can benefit from advances in healthcare without the fear of unethical treatment? Learning objectives By the end of the lesson, students will be able to: • Understand the role that society played in promoting the ideas of eugenics leaders. • Analyze why the eugenics movement took root in the United States. Personal Genetics Education Project (pgEd.org) 1 Rev. 2019 • Discuss the ethical implications of some current genomic technologies and how they relate to the past. • Become aware of the organizations and laws that are now in place to help people take advantage of new advances in genetic knowledge without putting themselves in danger of eugenics. • Understand that genetic information can lead to breakthrough medical treatments for devastating diseases. Materials Articles, handouts, laptop, projector or SMART board. Standards alignment Common Core Standards CCSS.ELA-LITERACY.RST.9-10.2 Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. -
Ex-Communist Witnesses
Michigan Law Review Volume 61 Issue 1 1962 Packer: Ex-Communist Witnesses Malcolm Sharp University of Chicago Law School Follow this and additional works at: https://repository.law.umich.edu/mlr Part of the Evidence Commons, and the National Security Law Commons Recommended Citation Malcolm Sharp, Packer: Ex-Communist Witnesses, 61 MICH. L. REV. 209 (1962). Available at: https://repository.law.umich.edu/mlr/vol61/iss1/12 This Book Reviews is brought to you for free and open access by the Michigan Law Review at University of Michigan Law School Scholarship Repository. It has been accepted for inclusion in Michigan Law Review by an authorized editor of University of Michigan Law School Scholarship Repository. For more information, please contact [email protected]. 1962] REcENT BooKs 209 Ex-COMMUNIST WITNESSES. By Herbert L. Packer. Stanford: Stanford University Press. 1962. Pp. xii, 279. $4.95. The four witnesses considered in this book-Chambers, Miss Bentley, Budenz and Lautner-all experienced misery and tension. Chambers se cured the indictment and conviction of Alger Hiss for perjury in denying charges of minor espionage committed while Hiss was an outstanding young New Deal lawyer in the '30's. Professor Packer agrees with me, if I under stand him, that Hiss has built a "very cogent case . against Chambers' veracity." (p. 42; and see pp. 22, 41) He considers that Hiss and his lawyers in their final efforts for a new trial raised substantial doubts, at least, about the typewriter evidence which was the most effective corroboration of Cham bers' story. (pp. 82-41} On the other hand he thinks that what seems to me the rather inconclusive testimony of Hedda Massing at the second trial and, more particularly, Nathaniel Weyl later, "tends to support the conclusion that Hiss was involved to some extent in Communist activities." (p. -
If We Are Going to Talk About Implicit Race Bias, We Need to Talk About
Taboo: The Journal of Culture and Education Volume 19 Issue 2 Special Issue: 50 Years of Critical Article 10 Pedagogy and We Still Aren’t Critical February 2020 If We Are Going to Talk About Implicit Race Bias, We Need to Talk About Structural Racism: Moving Beyond Ubiquity and Inevitability in Teaching and Learning About Race Arlo Kempf [email protected] Follow this and additional works at: https://digitalscholarship.unlv.edu/taboo Recommended Citation Kempf, A. (2020). If We Are Going to Talk About Implicit Race Bias, We Need to Talk About Structural Racism: Moving Beyond Ubiquity and Inevitability in Teaching and Learning About Race. Taboo: The Journal of Culture and Education, 19 (2). Retrieved from https://digitalscholarship.unlv.edu/taboo/vol19/ iss2/10 This Article is protected by copyright and/or related rights. It has been brought to you by Digital Scholarship@UNLV with permission from the rights-holder(s). You are free to use this Article in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This Article has been accepted for inclusion in Taboo: The Journal of Culture and Education by an authorized administrator of Digital Scholarship@UNLV. For more information, please contact [email protected]. Taboo,Arlo Spring Kempf 2020 115 If We Are Going to Talk About Implicit Race Bias, We Need to Talk About Structural Racism Moving Beyond Ubiquity and Inevitability in Teaching and Learning About Race Arlo Kempf Abstract This article argues for a critical intervention in the popular discourse sur- rounding the analysis of implicit race bias as an anti-racism strategy. -
“Only White People Can Be Racist”: What Does Power Have to with Prejudice?
“Only White People can be Racist”: What does Power have to with Prejudice? Pooja Sawrikar and Ilan Katz Social Policy Research Centre, University of New South Wales Abstract Social researchers and activists who use the ‘Racism = Prejudice + Power’ definition, often cited in the sociological literature, generally strive for racial equality by highlighting the need to equalise differences in social power among racial groups. However, this definition can be taken to extreme when the role of social power is given disproportionate weight over the role of prejudice, such as assertions that racism is synonymous with White supremacy. While recent debates in the sociological literature do take into account the complex relationship between power and prejudice, it is still important to point out the pitfalls of a reductionist approach. We argue that the definition ‘Racism = White supremacy’ is logically flawed, demonstrates reverse racism, is disempowering for individuals from all racial groups who strive for racial equality, and absolves those who do not. We also argue that the recent literature on cultural competency may provide a more enabling discourse towards reducing racism. Cultural competency is a move away from ethnocentrism and towards respect and value for cultural difference, with no racial group treated as a reference point around which the discourse on race relations revolves. We have focused on cultural competency in the delivery of human services in this paper, simply as an exemplar for refining the way the term ‘racism’ is used and understood in the current sociological literature. Specifically, by properly acknowledging the role of prejudice and not exclusively focusing on power, and by de-centring the discourse on race relations from whites, all racial groups can be better empowered to take responsibility for protecting the human right to racial equality. -
Race and Society
Revised: April 2018 Race and Society Sociology 208 Spring 2018 Professor Stewart Teaching Assistant Erica Banks [email protected] COURSE DESCRIPTION For years we have understood that race is, biologically speaking, an exceedingly complex matter and that preconceived biases much more than biology govern the way people think about race. Students in this course will critically review both the biological myth and social reality of race. In particular, students will assess the social significance of race by examining the reality of racial stratification, the reality of the experience of race, and the rationality of those who study racial dynamics and processes. During this course students will review the origins of the concept race, the historical science and statistics used to justify racial thinking, and review several empirical works on race in Sociology. The first portion of the course is aimed at disentangling the social construction of race. The readings, lectures and classroom discussions for this part of the course are largely based on historical figures and events that played a role in the social genesis of the racial construct. Our discussions will center on the reality of race prior to the 16th century, the early science that validated the racial construct and the associated social hierarchy, the eugenics movement, and the current scientific perspective on the relationship between race and intelligence. In the second portion of the course, students will review and critically examine a number of theoretical and empirical readings on the Sociology of race. Taken together, these latter readings are an introduction to the theories and empirical research on race in Sociology.