- Analyze the difference between prejudice and discrimination.
- Describe the sources of discrimination and prejudice.
- Explain the patterns of minority group treatment.
- Discrimination and prejudice are common features of the minority- group experience.
- Discrimination can be either on an individual level or on a societal level.
- Many countries have had systems of legal discrimination.
- Institutionalized discrimination is more resistant to change.
- Stereotyping can have profound effects for society.
- Racism has been used throughout history to justify many atrocities such as slavery and genocide.
- In some countries, control over groups is maintained through force.
- In most societies, assimilation occurs voluntarily.
- History provides many examples of segregation.
- What do you think inequality feels like?
- How do discrimination and prejudice differ?
- What is stereotyping?
- Explain the self-fulfilling prophecy.
- Why is it beneficial for countries to ensure the protection of its minorities?
Prejudice and Racism
Prejudice refers to beliefs, thoughts, feelings, and attitudes that someone holds about a group. A prejudice is not based on experience; instead, it is a prejudgment, originating outside of actual experience. Racism is a type of prejudice that is used to justify the belief that one racial category is somehow superior or inferior to others. The Ku Klux Klan is an example of a racist organization; its members’ belief in white supremacy has encouraged over a century of hate crime and hate speech.
Prejudice and discrimination are often confused, but the basic difference between them is this: prejudice is the attitude, while discrimination is the behavior. More specifically, racial and ethnic prejudice refers to a set of negative attitudes, beliefs, and judgments about whole categories of people, and about individual members of those categories, because of their perceived race and/or ethnicity. A closely related concept is racism, or the belief that certain racial or ethnic groups are inferior to one’s own. Prejudice and racism are often based on racial and ethnic stereotypes, or simplified, mistaken generalizations about people because of their race and/or ethnicity. While cultural and other differences do exist among the various American racial and ethnic groups, many of the views we have of such groups are unfounded and hence are stereotypes. An example of the stereotypes that white people have of other groups appears in Figure 10.2.1 "Perceptions by Non-Latino White Respondents of the Intelligence of White and Black Americans", in which white respondents in the General Social Survey (GSS) are less likely to think blacks are intelligent than they are to think whites are intelligent.
The terms stereotype, prejudice, discrimination, and racism are often used interchangeably in everyday conversation. But when discussing these terms from a sociological perspective, it is important to define them: stereotypes are oversimplified ideas about groups of people, prejudice refers to thoughts and feelings about those groups, while discrimination refers to actions toward them. Racism is a type of prejudice that involves set beliefs about a specific racial group.
As stated above, stereotypes are oversimplified ideas about groups of people. Stereotypes can be based on race, ethnicity, age, gender, sexual orientation—almost any characteristic. They may be positive (usually about one’s own group, such as when women suggest they are less likely to complain about physical pain) but are often negative (usually toward other groups, such as when members of a dominant racial group suggest that a subordinate racial group is stupid or lazy). In either case, the stereotype is a generalization that doesn’t take individual differences into account.
Where do stereotypes come from? In fact new stereotypes are rarely created; rather, they are recycled from subordinate groups that have assimilated into society and are reused to describe newly subordinate groups. For example, many stereotypes that are currently used to characterize black people were used earlier in American history to characterize Irish and Eastern European immigrants.
Sociologist Robert K. Merton proposed that a stereotype could become a self-fulfilling prophecy. A self-fulfilling prophecy describes how a statement may alter actions and therefore become true. A self-fulfilling prophecy is a cultural belief that becomes true because people act as though it is true. In situations where many individuals act on the basis of an expectation, they may actually influence whether an incident will take place or not. The self-fulfilling prophecy has also been demonstrated in experiments where people justify their prejudices toward members of other ethnic groups. Once people come to believe the stereotypes of a minority group and self-fulfilling prophecy come "true", people may find it more acceptable to discriminate. As a result of discrimination, racism can take place. Racism is the belief that one's race or ethnic group is far superior to another race or ethnic group. It is racism which throughout history has given way to acts of atrocity.
Often racial and ethnic prejudice lead to discrimination against the subordinate racial and ethnic groups in a given society. Discrimination in this context refers to the arbitrary denial of rights, privileges, and opportunities to members of these groups. The use of the word arbitrary emphasizes that these groups are being treated unequally not because of their lack of merit but because of their race and ethnicity.
Usually, prejudice and discrimination go hand-in-hand, but Robert Merton (1949)Merton, R. K. (1949). Discrimination and the American creed. In R. M. Maciver (Ed.), Discrimination and national welfare(pp. 99–126). New York, NY: Institute for Religious Studies. stressed that this is not always the case. Sometimes we can be prejudiced and not discriminate, and sometimes we might not be prejudiced and still discriminate. Figure 10.2.2 "The Relationship Between Prejudice and Discrimination" illustrates his perspective. The top-left cell and bottom-right cells consist of people who behave in ways we would normally expect. The top-left one consists of “active bigots,” in Merton’s terminology, people who are both prejudiced and discriminatory. An example of such a person is the white owner of an apartment building who dislikes people of color and refuses to rent to them. The bottom-right cell consists of “all-weather liberals,” as Merton called them, people who are neither prejudiced nor discriminatory. An example would be someone who holds no stereotypes about the various racial and ethnic groups and treats everyone the same regardless of her/his background.
|Discrimination?||Yes||Active bigots||Fair-weather liberals|
|No||Timid bigots||All-weather liberals|
The remaining two cells of the table in Table 10.2.2 "The Relationship Between Prejudice and Discrimination" are the more unexpected ones. On the bottom left, we see people who are prejudiced but who nonetheless do not discriminate; Merton called them “timid bigots.” An example would be white restaurant owners who do not like people of color but still serve them anyway because they want their business or are afraid of being sued if they do not serve them. At the top right, we see “fair-weather liberals”: people who are not prejudiced but who still discriminate. An example would be white store owners in the South during the segregation era who thought it was wrong to treat blacks worse than whites but who still refused to sell to them because they were afraid of losing white customers.
Segregation refers to the physical separation of two groups, particularly in residence, but also in the workplace and social functions. It is important to distinguish between de jure segregation (segregation that is enforced by law) and de facto segregation (segregation that occurs without laws but because of other factors). A stark example of de jure segregation is the apartheid movement of South Africa, which existed from 1948 to 1994. Under apartheid, black South Africans were stripped of their civil rights and forcibly relocated to areas that segregated them physically from their white compatriots. Only after decades of degradation, violent uprisings, and international advocacy was apartheid finally abolished.
De jure segregation occurred in the United States for many years after the Civil War. During this time, many former Confederate states passed “Jim Crow” laws that required segregated facilities for blacks and whites. These laws were codified in 1896’s landmark Supreme Court case Plessey v. Ferguson, which stated that “separate but equal” facilities were constitutional. For the next five decades, blacks were subjected to legalized discrimination, forced to live, work, and go to school in separate—but unequal—facilities. It wasn’t until 1954 and the Brown v. Board of Education case that the Supreme Court declared that “separate educational facilities are inherently unequal,” thus ending de jure segregation in the United States.
De facto segregation, however, cannot be abolished by any court mandate. Segregation is still alive and well in the United States, with different racial or ethnic groups often segregated by neighborhood, borough, or parish. Sociologists use segregation indices to measure racial segregation of different races in different areas. The indices employ a scale from zero to 100, where zero is the most integrated and 100 is the least. In the New York metropolitan area, for instance, the black-white segregation index was 79 for the years 2005–2009. This means that 79 percent of either blacks or whites would have to move in order for each neighborhood to have the same racial balance as the whole metro region (Population Studies Center 2010).
Individual discrimination is important to address, but at least as consequential in today’s world is institutional discrimination, or discrimination that pervades the practices of whole institutions, such as housing, medical care, law enforcement, employment, and education. This type of discrimination does not just affect a few isolated people of color. Instead, it affects large numbers of individuals simply because of their race or ethnicity. Sometimes institutional discrimination is also based on gender, disability, and other characteristics.
In the area of race and ethnicity, institutional discrimination often stems from prejudice, as was certainly true in the South during segregation. However, just as individuals can discriminate without being prejudiced, so can institutions when they engage in practices that seem to be racially neutral but in fact have a discriminatory effect. Individuals in institutions can also discriminate without realizing it. They make decisions that turn out upon close inspection to discriminate against people of color even if they did not mean to do so.
Sources of Discrimination and Prejudice
Several theories and explanations have been brought forth to explain the development of discrimination and prejudice. Sociologists often offer three categories: sociological, psychological and economic.
One popular explanation emphasizes conformity and socialization (also called social learning theory). In this view, people who are prejudiced are merely conforming to the culture in which they grow up, and prejudice is the result of socialization from parents, peers, the news media, and other various aspects of their culture. Supporting this view, studies have found that people tend to become more prejudiced when they move to areas where people are very prejudiced and less prejudiced when they move to locations where people are less prejudiced (Aronson, 2008). Aronson, E. (2008).The social animal (10th ed.). New York, NY: Worth. If people in the South today continue to be more prejudiced than those outside the South, even though legal segregation ended more than four decades ago, the influence of their culture on their socialization may help explain these beliefs.
Although prejudice may not be part of the culture by large, it may however be a norm of the groups within the society. Therefore, people may become prejudiced to maintain certain privileges. If a person becomes part of a reference group and that group displays prejudice, then that person may also behave in the same manner of the group by supporting and encouraging such prejudice ideologies.
One of the first social-psychological explanations of prejudice centered on the authoritarian personality (Adorno, Frenkel-Brunswick, Levinson, & Sanford, 1950). Adorno, T. W., Frenkel-Brunswick, E., Levinson, D. J., & Sanford, R. N. (1950). The authoritarian personality. New York, NY: Harper. According to this view, authoritarian personalities develop in childhood in response to parents who practice harsh discipline. Individuals with authoritarian personalities emphasize such things as obedience to authority, rigid adherence to rules, and low acceptance of people (out-groups) not like oneself. Many studies find strong racial and ethnic prejudice among such individuals (Sibley & Duckitt, 2008). Sibley, C. G., & Duckitt, J. (2008). Personality and prejudice: A meta-analysis and theoretical review. Personality and Social Psychology Review, 12, 248–279. But whether their prejudice stems from their authoritarian personalities or instead from the fact that their parents were probably prejudiced themselves remains an important question.
Another early and still popular psychological explanation is called frustration or scapegoat theory (Dollard, Doob, Miller, Mowrer, & Sears, 1939). Dollard, J., Doob, L. W., Miller, N. E., Mowrer, O. H., & Sears, R. R. (1939). Frustration and aggression. New Haven, CT: Yale University Press. In this view individuals who experience various kinds of problems become frustrated and tend to blame their troubles on groups that are often disliked in the real world (e.g., racial, ethnic, and religious minorities). These minorities are thus scapegoats for the real sources of people’s misfortunes.
Scapegoat theory, developed initially from Dollard’s (1939) Frustration-Aggression theory, suggests that the dominant group will displace their unfocused aggression onto a subordinate group. History has shown us many examples of the scapegoating of a subordinate group. An example from the last century is the way that Adolf Hitler was able to use the Jewish people as scapegoats for Germany’s social and economic problems. In the United States, recent immigrants have frequently been the scapegoat for the nation’s—or an individual’s—woes. Many states have enacted laws to disenfranchise immigrants; these laws are popular because they let the dominant group scapegoat a subordinate group.
In the real world, scapegoating at a mass level has been quite common. In medieval Europe, Jews were commonly blamed and persecuted when economic conditions were bad or when war efforts were failing. After the bubonic plague broke out in 1348 and eventually killed more than one-third of all Europeans, Jews were blamed either for deliberately spreading the plague or for angering God because they were not Christian. When Germany suffered economic hardship after World War I, Jews again proved a convenient scapegoat, and anti-Semitism helped fuel the rise of Hitler and Nazism.
The economic explanation of prejudice and discrimination emerge out of the competition of scarce resources. Much of the white mob violence stemmed from whites’ concern that the groups they attacked threatened their jobs and other aspects of their lives. Thus lynchings of African Americans in the South increased when the Southern economy worsened and decreased when the economy improved (Tolnay & Beck, 1995). Tolnay, S. E., & Beck, E. M. (1995). A festival of violence: An analysis of Southern lynchings, 1882–1930. Urbana, IL: University of Illinois Press. Similarly, white mob violence against Chinese immigrants in the 1870s began after the railroad construction that employed so many Chinese immigrants slowed and the Chinese began looking for work in other industries. Whites feared that the Chinese would take jobs away from white workers and that their large supply of labor would drive down wages. Their assaults on the Chinese killed several people and prompted the passage by Congress of the Chinese Exclusion Act in 1882 that prohibited Chinese immigration.
Patterns of Minority Group Treatment
Cultural Pluralism is represented by the ideal of the United States as a “salad bowl”: a great mixture of different cultures where each culture retains its own identity and yet adds to the flavor of the whole. True cultural pluralism is characterized by mutual respect on the part of all cultures, both dominant and subordinate, creating a multicultural environment of acceptance. An example of cultural pluralism is Switzerland. Switzerland has three official languages and one language for each of its three ethnic groups. These ethnic groups live and work together peacefully and are loyal to Switzerland. Some sociologists believe true cultural pluralism is a difficult goal to reach.
Assimilation describes the process by which a minority individual or group gives up its own identity by taking on the characteristics of the dominant culture. In the United States, which has a history of welcoming and absorbing immigrants from different lands, assimilation has been a function of immigration.
Most Americans have immigrant ancestors. In relatively recent history, between 1890 and 1920, the United States became home to around 24 million immigrants. In the decades since then, further waves of immigrants have come to these shores and have eventually been absorbed into American culture, sometimes after facing extended periods of prejudice and discrimination. Assimilation may lead to the loss of the minority group’s cultural identity as they become absorbed into the dominant culture, but assimilation has minimal to no impact on the majority group’s cultural identity.
Some groups may keep only symbolic gestures of their original ethnicity. For instance, many Irish Americans may celebrate Saint Patrick’s Day, many Hindu Americans enjoy a Diwali festival, and many Mexican Americans may celebrate Cinco de Mayo. However, for the rest of the year, other aspects of their originating culture may be forgotten.
Assimilation is antithetical to the “salad bowl” created by pluralism; rather than maintaining their own cultural flavor, subordinate cultures give up their own traditions in order to conform to their new environment. Sociologists measure the degree to which immigrants have assimilated to a new culture with four benchmarks: socioeconomic status, spatial concentration, language assimilation, and intermarriage. When faced with racial and ethnic discrimination, it can be difficult for new immigrants to fully assimilate. Language assimilation, in particular, can be a formidable barrier, limiting employment and educational options and therefore constraining growth in socioeconomic status.
Segregation refers to the physical separation of two groups, particularly in residence, but also in the workplace and social functions. It is important to distinguish between de jure segregation (segregation that is enforced by law) and de facto segregation (segregation that occurs without laws but because of other factors). De jure segregation occurred in the United States for many years after the Civil War. During this time, many former Confederate states passed “Jim Crow” laws that required segregated facilities for blacks and whites. De facto segregation, however, cannot be abolished by any court mandate. Segregation is still alive and well in the United States, with different racial or ethnic groups often segregated by neighborhood, borough, or parish.
Subjugation is the practice of gaining control over groups through the use of force. Slavery the owning of one person by another person is the worst example of subjugation. There have been many examples of slavery throughout history. A more recent example of subjugation is South Africa's system of apartheid. By the mid 1990's, through international opposition the system of apartheid began to be dissolved.
Expulsion refers to a subordinate group being forced, by a dominant group, to leave a certain area or country. As seen in the examples of the Trail of Tears and the Holocaust, expulsion can be a factor in genocide. However, it can also stand on its own as a destructive group interaction. Expulsion has often occurred historically with an ethnic or racial basis. In the United States, President Franklin D. Roosevelt issued Executive Order 9066 in 1942, after the Japanese government’s attack on Pearl Harbor. The Order authorized the establishment of internment camps for anyone with as little as one-eighth Japanese ancestry (i.e., one great-grandparent who was Japanese). Over 120,000 legal Japanese residents and Japanese American citizens, many of them children, were held in these camps for up to four years, despite the fact that there was never any evidence of collusion or espionage. (In fact, many Japanese Americans continued to demonstrate their loyalty to the United States by serving in the American military during the War.) In the 1990's, the U.S. executive branch issued a formal apology for this expulsion; reparation efforts continue today.
Population transfer occurs when a dominant group in society separates itself from a minority group by moving the minority group to another territory through either direct or indirect means. Direct transfer involves the forceful removal of people. Indirect transfer occurs when the dominant group makes the minority group's existence so unbearable to the point of them leaving. Most of the time the forced transfer of people is based on ethnicity or religion.
Genocide, the deliberate annihilation of a targeted (usually subordinate) group, is the most toxic intergroup relationship. Historically, we can see that genocide has included both the intent to exterminate a group and the function of exterminating of a group, intentional or not.
Possibly the most well-known case of genocide is Hitler’s attempt to exterminate the Jewish people in the first part of the 20th century. Also known as the Holocaust, the explicit goal of Hitler’s “Final Solution” was the eradication of European Jewry, as well as the decimation of other minority groups such as Catholics, people with disabilities, and homosexuals. With forced emigration, concentration camps, and mass executions in gas chambers, Hitler’s Nazi regime was responsible for the deaths of 12 million people, six million of whom were Jewish. Hitler’s intent was clear, and the high Jewish death toll certainly indicates that Hitler and his regime committed genocide. But how do we understand genocide that is not so overt and deliberate?
During the European colonization of the United States, some historians estimate that Native American populations dwindled from approximately 12 million people in the year 1500 to barely 237,000 Native Americans by the year 1900 (Lewy 2004). European settlers coerced American Indians off their own lands, often causing thousands of deaths in forced removals, such as occurred in the Cherokee or Potawatomi Trail of Tears. Settlers also enslaved Native Americans and forced them to give up their religious and cultural practices. But the major cause of Native American death was neither slavery nor war nor forced removal: it was the introduction of European diseases and Indians’ lack of immunity to them. Smallpox, diphtheria, and measles flourished among indigenous American tribes who had no exposure to the diseases and no ability to fight them. Quite simply, these diseases decimated the tribes. How planned this genocide remained a topic of contention. Some argue that the spread of disease was an unintended effect of conquest, while others believe it was intentional with rumors of smallpox-infected blankets being distributed as “gifts” to tribes.
Importantly, genocide is not just a historical concept, but one practiced today. Recently, ethnic and geographic conflicts in the Darfur region of Sudan have led to hundreds of thousands of deaths. As part of ongoing land conflict, the Sudanese government and their state-sponsored Janjaweed militia have led a campaign of killing, forced displacement, and systematic rape of the Darfuri people. Although a treaty was signed in 2011, the peace is fragile and may break under pressure.