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section 1: Individual attitudes and interpersonal relations -- ch. 1. Understanding ourselves and others: clarifying values and language -- The role of values in human differences -- What is the relationship between a person's values and behaviors? -- What inconsistencies exist between American values and American behaviors? -- Should parents rather than schools teach values to children? -- What problems can interfere with making ethical decisions? -- Defining terms related to human differences -- How do negative attitudes -- What is the difference between race, ethnicity, and nationality? -- What are minority groups and why are they called minority groups? How have labels been used to define and control subordinate groups? -- What is the impact of labels on individuals who are labeled? -- How are negative bureaucratic terms as harmful as social derisive terms? How has our society responded to social problems experience by minority groups? -- ch. 2. Understanding prejudice and misconceptions of prejudice -- Conceptions and misconceptions of prejudice -- How are prejudices reflected in American media? -- What examples of prejudice exist in our language? -- How does gender prejudice in our language promote sexist attitudes? -- What sexist terms for men could be considered derisive? -- Aren't some prejudices positive? -- Consequences and causes of prejudice -- I prejudice the main cause of discrimination in society? -- How does the interest theory explain discrimination? -- How is self-interest involved in the internal colonialism theory? -- How is discrimination explained by the institutional discrimination theory? -- What factors promote the development of prejudice? -- How does frustration cause prejudice? -- What do stereotypes have to do with uncertainty and how do they cause prejudice? -- How does threat to self-esteem cause prejudice? -- How does competition for status, wealth, and power cause prejudice? -- The perpetuation of prejudice -- How are prejudices perpetuated? -- Denial rationalizations -- Victim-blaming rationalizations -- Avoidance rationalizations -- ch. 3. Communication, conflict, and conflict resolution -- Communication and conflict -- What is an appropriate definition of communication? -- How does assigning meaning lead to conflict? -- How does nonverbal communication lead to conflict? -- How does effective communication occur? -- What does this communication model suggest about conflict resolution? -- How can attitudes toward people or groups create conflict? -- What are the levels of cultural awareness? -- Culture, communication style, and conflict -- What are some communication style differences that are based on culture? -- How does gender influence communication styles? -- How do gender differences in communication styles lead to misunderstanding and conflict? -- Conflict resolution -- With so much conflict occurring, how are conflicts resolved? -- How do people develop moral reasoning abilities? |
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section 2: Cultural foundations of oppression in the United States -- ch. 4. Immigrants and oppression: the assault on cultural and language diversity -- As the dominant ethnic group, how did British colonists react to diversity? -- Causes of Xenophobia and nativism in the United States -- Nativism as anti-Catholicism -- Nativism as anti-radicalism -- Nativism, politics, and social change -- How successful were the nativists in their political activities? -- Why did nativists fail to form a major political party? -- What influenced twentieth-century nativist attitudes in America? -- What new development affected xenophobic attitudes in the United States? -- How did racism affect nativist attitudes and actions? -- What groups were affected by the addition of racism to xenophobia? -- The paradox of xenophobia and nativism in a nation of immigrants -- How is the English Only movement an example of xenophobic behavior? -- How have xenophobic attitudes promoted violent behavior? -- What American nativist attitudes are evident today? -- How do immigrants contribute to the American economy? -- The value of cultural and linguistic diversity -- Do Americans support or oppose linguistic diversity? -- Why do immigrant families tend to lose their native language? -- What alternative pedagogical strategy have American educators proposed? Have research studies identified effective approaches to ELL instruction? -- Why should educators be advocates for bilingual programs? -- What myths about immigrants do many Americans believe? -- ch. 5. Race and oppression: the experiences of people of color in America -- Native Americans -- What did Europeans learn from Native Americans? -- What did European settlers fail to learn from Native Americans? -- What relationships did colonists have with native people? -- What was the main source of conflict between Europeans and Indians? -- Why are Indian treaties still important today? -- Why were Native American treaties consistently violated? -- What are other contemporary issues affecting indigenous people? -- African Americans -- How were the black indentured servants treated differently? -- Where and how did the British procure Africans? -- Why did so many Africans die during the Middle Passage? -- What was it like to be a slave? -- How did Africans resist the oppression of slavery? -- Who opposed slavery and what did they do? -- Why did blacks fight on the American side during the Revolutionary War? -- How did the U.S. Constitution address the issue of slavery? -- Were these anti-slavery organizations widely supported and effective? -- What was the Underground Railroad? -- Did slaves and free blacks fight for the Union during the Civil War? -- Did blacks play a role in shaping the new South? -- How did black citizens in the South respond to this transformation? -- What did Du Bois want for black Americans? -- What were black Americans doing to cope with race problems? -- What was the Harlem Renaissance? -- Was there a decrease in discrimination against blacks after World War I? -- Did the New Deal programs help black Americans? -- What gains did black Americans make during World War II -- What happened to African Americans after the war? -- What did the civil rights movement achieve for African Americans? -- Asian Americans -- What actions did nativists initially take against the Chinese in America? -- Why didn't Chinese men bring their wives and families? -- Who employed Chinese immigrants? -- What kind of hostile actions did the Chinese encounter? -- How did Americans view the Japanese before World War II? -- What was a picture bride? -- Where were Japanese immigrants employed? -- How did the war affect American attitudes toward Japanese families living in the United States? -- What actions were taken against the Japanese during World War II? -- What other Asian immigrants faced anti-Asian attitudes? -- What is the model minority myth? -- How does the model minority myth distort reality? -- Hispanic Americans (Latinos/as) -- What was the first Spanish-speaking group to come to the United States? -- What was the experience like for Mexicans immigrating to the United States? -- What did Nativists do to keep Mexicans from immigrating? -- Why did attitudes toward Mexicans change during world War II? -- What were the Zoo Suit Riots? -- Was it better for Latinos afters the war? -- How did Mexican Americans respond to discrimination after the war? -- How did Puerto Ricans become citizens of the United States? -- What effect did becoming part of the United States have on Puerto Rico? -- What happened to the Cubans who came to the United States? -- What other Latino groups live in the United States? -- Why have many Americans objected to Latino immigration? -- ch.6. Religion and oppression: the struggle for religious freedom -- Religious diversity in Colonial America -- How did the first colonists deal with religious diversity? -- How did the colonies promote the concept of religious freedom? -- How was the principle of religious freedom established in all the colonies? -- The emerging concept of religious freedom -- What was the relationship between Deism and Christianity? -- Why was there so little reference to religion in the original Constitution? -- Why wasn't religious freedom guaranteed in the Constitution? -- Did the First Amendment establish religious freedom? -- Was any group actively persecuted for their religious beliefs? -- The rise and fall of anti-Catholicism -- What was the impact of large numbers of Catholics immigrants? -- Why was hostility directed against Catholics? -- What were the Philadelphia Bible Riots? -- What caused anti-Catholic sentiments in the United States to subside? -- How did religious diversity increase following the Civil War? -- What non-Christian religions were included among immigrants? -- did increasing numbers of non-Christians cause anti-Catholic prejudice to diminish? -- How did the 1928 election demonstrate anti-Catholic prejudice? -- How were Jews affected by the "Americanization of religion"? -- Anti-Semitism in America -- What influence did the Holocaust have on American attitudes? -- The impact of immigration reform on religious diversity -- How have schools taught students about the concept of religious freedom? -- How can public schools teach about religion in a way that respects religions? -- ch. 7. Rejecting oppressive relationships: the logic of cultural pluralism for a diverse society -- Diversity in the United States -- Attitudes about diversity -- What does it mean to have an Anglo conformity perspective? -- How did the BIA boarding schools promote Anglo conformity with Indian children? -- What does it mean to describe America as a melting pot? -- How is the separatist perspective negative? -- What attitudes about diversity does pluralism promote? -- Why should American society become pluralistic? -- Valuing individual differences -- Must one be actively involved in change to be a pluralist? -- what kinds of activities can create social change? |
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section 3: Contemporary dilemmas for intergroup relations -- ch. 8. Racism: confronting a legacy of white domination in America -- Cultural racism -- How is racism taught to children and youth in our schools? -- How does society reinforce the cultural racism taught in school? -- Individual racism -- What denial rationalizations justify individual racism? -- What victim-blaming rationalizations justify individual racism? -- What avoidance rationalizations justify individual racism -- Institutional racism -- How is institutional racism reflected in statistics on employment? -- How does institutional racism influence hiring decisions? -- How has institutional racism influenced the development of segregated neighborhoods? -- How does institutional racism occur in schools? -- How does institutional racism affect politics? -- How can institutional racism be reduced in the United States? -- How do advocates and critics assess the effectiveness of affirmative action programs? -- What are some consequences of racial discrimination? -- What remedies have been proposed to address institutional racism? -- ch.9. Sexism: where the personal becomes political -- Cultural sexism -- What gender bias did women confront in the earliest years of the United States? -- How and when did forms of discrimination change? -- What effect did the Civil War have on women's demands for gender equality? -- What progress and what resistance to women's rights occurred in the early twentieth century? -- did women workers during World War II prove their competence? -- What role did the media play in women being forced out of their jobs? -- How did women respond to the pressure to stay home and not have a career? -- What other sexist messages exist in American culture? -- How does learning sexist language influence attitudes and behavior? -- what do studies say about who benefits from marriage in our culture? -- Individual sexism -- "Male chauvinists" or a "feminist" -- Androgynous -- What kind of abuse do women encounter in the United States? -- How has rape been misunderstood in the United States? -- Why do women choose not to report a rape or attempted rape? -- Institutional sexism -- Why are men earning more than women in the workforce? -- Economic consequences of institutional sexism for women -- How is sexual harassment a significant problem for women in the workforce? -- what are the workplace guidelines for sexual harassment in the United States? -- Are American employers following sexual harassment guidelines? -- How much of a problem is sexual harassment in the schools? -- Gender issues in schools -- Gender issues for boys -- Gender equity issues addressed in schools -- ch. 10. Heterosexism: transforming homosexuality from deviant to different -- The heterosexual assumption -- When was the heterosexual assumption challenged? -- The Kinsey Report -- What has current research reported with regard to homosexuality? -- Cultural heterosexism -- What historical evidence has described the existence of homosexuality? -- How have attitudes of the American people changed concerning homosexuality? -- What are some anti-gay cultural and religious beliefs? -- Individual heterosexism -- Myths about homosexuality -- Institutional heterosexism -- Is the demand for gay rights really a demand for special privileges? -- How can homosexuals be discriminated against if they don't reveal their identity? -- Why do homosexuals want legal recognition for domestic partnerships? -- If domestic partnerships were recognized, why would homosexuals wish to marry? -- What harm is done to a child raised by gay parents? -- Why have homosexuals always been excluded from military service? -- Why should homosexuals be allowed become teachers? -- Why are the terms bisexual and transgender being linked to gays and lesbians -- ch.11. Classism: misperceptions and myths about income, wealth, and poverty -- Cultural classism -- What was the response in England to people in poverty? -- what was the response to poverty in America during the colonial period? -- What happened to the "religious obligation" to help the poor? -- Why were people who had a job so close to poverty? -- Why was it so difficult to find work? -- Why did people think poorhouses were the solution to poverty? -- Why were children removed from poorhouses? -- What was the response to the needs of poor people? -- What did workers do to protest employer exploitation? -- How did unions ultimately help workers to gain higher salaries? -- How did the federal government address unemployment in the 1930s? -- What was the outcome of the New Deal? -- Individual classism -- How are children from low-income families disadvantaged in schools? -- How can schools make a difference in the lives of poor children? -- How has the federal government addressed the disadvantages for low-income students? -- Why should problems outside of school affect a child's performance in school? -- How do we know that addressing the social problems of children living in poverty will improve their academic achievement? -- Myths about welfare recipients -- Institutional classism -- Why is the disparity between the richest and poorest Americans increasing? -- How have salaries in the United States been affected by recent economic changes? -- How large is the disparity of wealth in the United States? -- Who suffers most from poverty? -- Ageism -- How do the market place and the media portray elderly people in a negative way? -- What are some economic consequences of ageism for both the elderly and youth? -- How do institutions exploit poor people? -- How do businesses discriminate against poor people? -- What can federal and state governments do to assist families living in poverty? -- ch.12. Ableism: disability does not mean inability -- Why should people with disabilities be considered a minority group? -- Cultural ableism -- Historical perceptions of people with disabilities -- How do scholars describe a disability culture? -- Individual ableism -- What assumptions are made about people with disabilities? -- What labels represent legitimate ways of identifying people? -- What are some current controversies about labeling children? -- How can negative attitudes be change? -- Institutional ableism -- Why were people with disabilities placed in institutions? -- How were institutions for people with disabilities established in the United States? -- What evidence exist that negative attitudes prevailed in institutions and in society? -- Are institutions for people with disabilities providing good care today? -- What is the alternative to placing people with disabilities in institutions? -- Cost of care for people with disabilities -- How do other countries respond to the needs of people with disabilities? -- How does the U.S. government provide support for people with disabilities? -- How does the United States support people with disabilities who want to live independently? -- Is there discrimination against people with disabilities living in communities? -- How difficult is it to change people's attitudes? |
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section 4: The challenge of diversity to American institutions -- ch. 13. Pluralism in schools: the promise of multicultural education -- Defining multicultural education -- Traditional assumptions in American education -- What body of knowledge have essentialists identified? -- What essential human values do schools teach? -- How do essentialists define or describe learning? -- What is the role of the essentialist teacher in helping students learn? -- Why are students not learning in essentialist schools? -- Assumptions of multicultural education -- What assumptions do multicultural educators make about curriculum? -- Why is it necessary to take a conceptual approach to curriculum? -- What is the hidden curriculum? -- Why have schools implemented multicultural curriculum? -- How do multicultural educators describe learning? -- In what different ways do individuals learn? -- Why is self-confidence necessary for learning? -- What must teachers do to implement a multicultural education approach? -- What does it mean to implement democratic practices in schools? -- What specific instructional strategies are recommended for teachers? -- How can multicultural education help to reduce student prejudice? -- Multicultural education as a context for culturally responsive teaching -- Culturally responsive teaching -- How does culturally responsive teaching address multicultural education goals? -- Current issues that make culturally responsive teaching difficult -- What students benefit from culturally responsive teaching? -- Characteristics of a culturally responsive teacher -- What actual classroom experiences illustrate culturally responsive teaching? -- What other strategies for culturally responsive teaching have been advocated? -- Is multicultural education too idealistic? -- ch. 14. Pluralism in society: creating unity in a diverse America -- Federal Government -- The Affirmative Action debate -- Judicial limitations on Affirmative Action -- Affirmative Action and quotas -- Affirmative Action for minority-owned businesses -- The future of Affirmative Action -- Higher education -- Criticism of diversity goals in higher education -- Diversity in college faculty and course content -- Results and possibilities -- Corporate and small business -- Corporate litigation -- Workplace diversity -- Diversity training programs -- Lingering problems -- Mass media -- Increasing media representation of human diversity -- Media presentation and language -- Representation of diversity in media: present and future -- Military services -- Military desegregation -- Integration problems -- Diversity policy and gender -- Religion and sexual orientation -- Military leadership. |
| Bibliography note | Includes bibliographical references and index. |
| LCCN | 2009052046 |
| ISBN | 9780136103011 (alk. paper) |
| ISBN | 0136103014 (alk. paper) |
