Stereotype “The idea that ‘all’ members of a group are the same, rather that individuals with differing abilities, personalities and values.” “The idea

StereotypeStereotype

““The idea that The idea that ‘all’‘all’ members of a members of a group are the same, rather that group are the same, rather that individuals with differing abilities, individuals with differing abilities, personalities and values.”personalities and values.”

Scottish people are stingy.Scottish people are stingy. Teenagers are loud and obnoxious.Teenagers are loud and obnoxious. Koreans are good at math.Koreans are good at math. White men can’t jump.White men can’t jump. Blondes are dumb.Blondes are dumb.

PrejudicePrejudice

From the words “From the words “Pre”Pre” and “ and “Judge”Judge”..

In other words, “In other words, “to have an to have an opinion or image based on opinion or image based on previously held ideas rather than previously held ideas rather than knowledge or experience”. knowledge or experience”.

It is when you agree with the It is when you agree with the stereotypes. stereotypes.

DiscriminateDiscriminate ““To treat a particular group, or member of To treat a particular group, or member of

a particular group differently or unfairly.” a particular group differently or unfairly.” It is based on prejudices.It is based on prejudices.

For centuries women have been stereotypically For centuries women have been stereotypically viewed as being less intelligent, or incapable of viewed as being less intelligent, or incapable of doing things such as say math or science. They doing things such as say math or science. They were to be “barefoot and pregnant in the were to be “barefoot and pregnant in the kitchen”. This prejudicial attitude led to kitchen”. This prejudicial attitude led to discrimination when it came to women of discrimination when it came to women of ability being allowed to hold down traditional ability being allowed to hold down traditional male jobs that required math/science. And if male jobs that required math/science. And if they did get the job, women were paid less for they did get the job, women were paid less for doing the same job.doing the same job.

RacismRacism

““The mistreatment of people on the The mistreatment of people on the basis of race, place of origin, or basis of race, place of origin, or ancestry; belief that one group of ancestry; belief that one group of people is inferior or superior to people is inferior or superior to another.”another.”

Racism is any action based on Racism is any action based on stereotypes that view all members of a stereotypes that view all members of a racial, ethnic or cultural group as being racial, ethnic or cultural group as being the same, rather than individuals.the same, rather than individuals.

Racism and Racism and Prejudice in Prejudice in CanadaCanada

Do you think racism is Do you think racism is a serious problem in a serious problem in Canadian society?Canadian society?

Historical Examples of Historical Examples of Racism in CanadaRacism in Canada

The Native ExperienceThe Native Experience

The African ExperienceThe African Experience

The Chinese ExperienceThe Chinese Experience

The Native ExperienceThe Native Experience Native Canadians are the only non-Native Canadians are the only non-

immigrants in Canada but are immigrants in Canada but are treated as though they are.treated as though they are.

Europeans imposed their rules and Europeans imposed their rules and regulations onto the natives.regulations onto the natives.

Created Acts which controlled and Created Acts which controlled and restricted the Native’s freedom to restricted the Native’s freedom to serve the government’s interestsserve the government’s interests

Gradual Civilization Act Gradual Civilization Act 18571857

Purpose was to make natives English-Purpose was to make natives English-speaking, Christian and farmers.speaking, Christian and farmers.

Cultural Immersion, so kids removed from Cultural Immersion, so kids removed from homes and rewarded those deemed homes and rewarded those deemed successful.successful.

Given 50 acres of farm land and tribal and treaty Given 50 acres of farm land and tribal and treaty rights removed to be more like the white man rights removed to be more like the white man (enfranchised), which was considered the school’s (enfranchised), which was considered the school’s ultimate goal.ultimate goal.

Is this Cultural Genocide? Ethnocentrism?Is this Cultural Genocide? Ethnocentrism?

The Indian Act (1876)The Indian Act (1876) The Canadian government created a The Canadian government created a

form of racism that was designed to form of racism that was designed to promote, primarily through school and promote, primarily through school and church, forced church, forced ‘assimilation’‘assimilation’ (to make (to make everyone feel they are the same or are everyone feel they are the same or are part of, to make similar). part of, to make similar). In short, In short, make the natives more European.make the natives more European.

Native social and political institutions Native social and political institutions

were systematically destroyed were systematically destroyed

The Native ExperienceThe Native Experience The Indian Act (1876)The Indian Act (1876)

- a mandate for government administrators to - a mandate for government administrators to control the lives of Nativescontrol the lives of Natives

-- They could not manage their own reserve They could not manage their own reserve lands or money lands or money and were under the supervision and were under the supervision of the governmentof the government

-- could not own their land could not own their land-- must ask for permission to develop on the must ask for permission to develop on the

landland-- Natives did not have the power to decide Natives did not have the power to decide

whether non-whether non- natives could reside on their land natives could reside on their land-- cannot leave the reserve without permission cannot leave the reserve without permission

from a from a government agent government agent

““I want to get rid of the Indian problem. I do not think I want to get rid of the Indian problem. I do not think as a matter of fact, that the country ought to as a matter of fact, that the country ought to continuously protect a class of people who are able to continuously protect a class of people who are able to stand alone… Our objective is to continue until there stand alone… Our objective is to continue until there is not a single Indian in Canada that has not been is not a single Indian in Canada that has not been absorbed into the body politic and there is no Indian absorbed into the body politic and there is no Indian question, and no Indian Department, that is the whole question, and no Indian Department, that is the whole object of this Bill.” Dr. Duncan Campbell Scott – 1920object of this Bill.” Dr. Duncan Campbell Scott – 1920

Scott was the head of the Department of Indian Scott was the head of the Department of Indian Affairs from 1913 to 1932.Affairs from 1913 to 1932.

Even before Confederation, the Canadian government Even before Confederation, the Canadian government adopted a policy of assimilation. The long term goal adopted a policy of assimilation. The long term goal was to bring the Native peoples from their ‘savage was to bring the Native peoples from their ‘savage and unproductive state’ and force (English style) and unproductive state’ and force (English style) civilization upon them.civilization upon them.

all native children between the ages of seven and all native children between the ages of seven and fifteen must attend one of Canada's Residential fifteen must attend one of Canada's Residential Schools. Schools.

““Idle No More” Idle No More” MovementMovement

Is a reaction to many of the Is a reaction to many of the mistreatments and injustices that mistreatments and injustices that our native people feel they face.our native people feel they face.

It is not a cohesive movement at the It is not a cohesive movement at the moment, but a “groundswell” action moment, but a “groundswell” action that may result in some changes by that may result in some changes by the Harper government.the Harper government.

The African ExperienceThe African Experience

““White” culture, intellect and morality White” culture, intellect and morality was thought to be much more was thought to be much more superior over the black race.superior over the black race.

Many arrived in Canada via the Many arrived in Canada via the underground railroad; settled in Nova underground railroad; settled in Nova Scotia and Southwestern Ontario.Scotia and Southwestern Ontario.

When “free” blacks came to Canada, When “free” blacks came to Canada, they were promised equal land and they were promised equal land and necessities by the British but received necessities by the British but received none or very little.none or very little.

The African ExperienceThe African Experience In 1850, black Canadians experienced In 1850, black Canadians experienced

restricted land ownership and were restricted land ownership and were refused equal education; not allowed in refused equal education; not allowed in “white” schools“white” schools

Segregated schools existed in Nova Scotia Segregated schools existed in Nova Scotia until the 1960’s.until the 1960’s.

Black Canadians forced to settle in Black Canadians forced to settle in segregated communities in Nova Scotia, segregated communities in Nova Scotia, New Brunswick and OntarioNew Brunswick and Ontario

Africville, NS Africville, NS

Africville, NSAfricville, NS

Part of the City of Halifax, isolated from the Part of the City of Halifax, isolated from the rest of the cityrest of the city

Population of about 400 black Canadians; Population of about 400 black Canadians; coming from 80 different familiescoming from 80 different families

Were law-abiding, tax paying citizens who Were law-abiding, tax paying citizens who were proud of their community were proud of their community

Africville area soon became home to many Africville area soon became home to many dirty industries; a prison, disposal pits, a city dirty industries; a prison, disposal pits, a city dump and an infectious disease hospitaldump and an infectious disease hospital

The city failed to install sewers, lights, water The city failed to install sewers, lights, water or roadsor roads

Africville, NSAfricville, NS

In 1947, Halifax designated Africville In 1947, Halifax designated Africville industrial land.industrial land.

Without consultation with the members of the Without consultation with the members of the community, between 1964-70 Africville community, between 1964-70 Africville residents were given $500 and relocated to residents were given $500 and relocated to public housing, some via city dump trucks, and public housing, some via city dump trucks, and the houses were leveled.the houses were leveled.

It is fair to state that while this tight knit It is fair to state that while this tight knit community paid taxes they were treated community paid taxes they were treated unfairly due to their race. unfairly due to their race.

Africville Africville

BEFOREBEFORE AFTERAFTER

The town of Africville, 1965

Africville Monument, 2000

Canada’s Early Bias – Canada’s Early Bias – “Keeping Canada White and “Keeping Canada White and

Christian”Christian” In general, Canada in the first half of In general, Canada in the first half of

1900s was very selective about who they 1900s was very selective about who they let in, despite the fact they needed more let in, despite the fact they needed more people to work in agriculturepeople to work in agriculture

If they couldn’t get Brits or Western If they couldn’t get Brits or Western Europeans, they preferred farmers from Europeans, they preferred farmers from Eastern Europe.Eastern Europe.

There were exclusion laws tried to keep There were exclusion laws tried to keep out Chinese, Japanese, Indians (India). out Chinese, Japanese, Indians (India). These are countries with huge native These are countries with huge native populations.populations.

The Chinese ExperienceThe Chinese Experience

Arrived in British Columbia in the 1850’sArrived in British Columbia in the 1850’s Recruited to build the Canadian Pacific Recruited to build the Canadian Pacific

RailwayRailway Were given the hardest and most dangerous Were given the hardest and most dangerous

jobs; more Chinese victims than whitejobs; more Chinese victims than white Were paid ¼ to ½ less than whitesWere paid ¼ to ½ less than whites

Anti-Chinese Bill in 1885 to limit Chinese Anti-Chinese Bill in 1885 to limit Chinese immigration (railway was built)immigration (railway was built)

In the USA it was even illegal for a white to In the USA it was even illegal for a white to marry a Chinese person (changed in the marry a Chinese person (changed in the 1940s).1940s).

Chinese Experience Chinese Experience con’tcon’t

Chinese “Head Tax” of $50 per person, Chinese “Head Tax” of $50 per person, in 1900 $100, and 1903 to $500 (two in 1900 $100, and 1903 to $500 (two years wages).years wages).

Too expensive to bring family, so usually Too expensive to bring family, so usually males came and sent money back to males came and sent money back to support family. Created a “bachelor support family. Created a “bachelor society” for Chinese in Canadasociety” for Chinese in Canada

1923 Canada passes the Chinese 1923 Canada passes the Chinese Exclusion Act and in the next 14 years Exclusion Act and in the next 14 years only 50 Chinese immigrants were only 50 Chinese immigrants were permitted to enter.permitted to enter.

These Experiences…These Experiences…

Provide a backdrop to help Provide a backdrop to help illustrate the different forms of illustrate the different forms of racism found in our society racism found in our society today….today….

3 Forms of Racism3 Forms of Racism

Cultural – Cultural – “Ethnocentric”“Ethnocentric”

InstitutionalInstitutional

IndividualIndividual

Cultural RacismCultural Racism

Ethnocentric – belief that one’s culture Ethnocentric – belief that one’s culture and beliefs are better than others.and beliefs are better than others.

““we” and “they”we” and “they” mentality where one’s own mentality where one’s own racial group is considered to be better than racial group is considered to be better than other groupsother groups

When the Europeans encountered Native When the Europeans encountered Native North Americans it was inconceivable to them North Americans it was inconceivable to them that natives were their equals. As well, it was that natives were their equals. As well, it was believed that non-Europeans would want to be believed that non-Europeans would want to be like them…superior.like them…superior.

Institutional RacismInstitutional Racism

The process by which organizational The process by which organizational practices and procedures are used to practices and procedures are used to either directly or indirectly discriminate either directly or indirectly discriminate against “others”against “others”

Rules, procedures, rewards and practices that Rules, procedures, rewards and practices that have the intent or effect of excluding “others”have the intent or effect of excluding “others”

Examples include: differential admission Examples include: differential admission policy of Jewish students at McGill, black policy of Jewish students at McGill, black individuals were regularly excluded from individuals were regularly excluded from entry into theatres and restaurants.entry into theatres and restaurants.

Institutional RacismInstitutional Racism

Laws and practices that Laws and practices that segregated minorities, especially segregated minorities, especially blacks, from equal participation blacks, from equal participation in Canadian society until the in Canadian society until the 1960’s1960’s

Individual RacismIndividual Racism The attitude, belief or opinion that one’s The attitude, belief or opinion that one’s

own racial group has superior values and own racial group has superior values and customscustoms

Personal attacks on others who are Personal attacks on others who are perceived as culturally or biologically perceived as culturally or biologically inferior inferior

Racial violence against individuals by Racial violence against individuals by groups with deep racial beliefs, such as the groups with deep racial beliefs, such as the White Aryan Notion Movement and the White Aryan Notion Movement and the Skinheads found in many Canadian citiesSkinheads found in many Canadian cities

Polite racismPolite racism

SkinheadsSkinheads

This group This group believes that the believes that the white race is white race is superior and are superior and are prepared to prepared to transform society transform society along white along white supremacy lines. supremacy lines.

Believe “White is Believe “White is right!”right!”

Racist Beliefs TodayRacist Beliefs Today Henry (1978)Henry (1978)

First to measure racist attitudes in CanadaFirst to measure racist attitudes in Canada 16% of whites are considered extremely 16% of whites are considered extremely

racist, racist, 35% are somewhat racist35% are somewhat racist

Focus Canada Survey (1998)Focus Canada Survey (1998) 7-20% are strongly racist7-20% are strongly racist 13% of Canadians would exclude non-white 13% of Canadians would exclude non-white

groups from immigratinggroups from immigrating 7% would not vote for a black political 7% would not vote for a black political

candidatecandidate

How do Racial Minorities How do Racial Minorities Feel?Feel?

Toronto in 1992Toronto in 1992 80% of Black, 63% of Chinese and 62% 80% of Black, 63% of Chinese and 62%

of East-Indian Canadians felt that they of East-Indian Canadians felt that they had experienced racial prejudice had experienced racial prejudice towards them.towards them.

73% of Blacks, 48% of Chinese and 47% 73% of Blacks, 48% of Chinese and 47% of East-Indian Canadians felt they had of East-Indian Canadians felt they had been racially discriminated against in been racially discriminated against in obtaining a jobobtaining a job

Ipsos-Reid Survey 2005Ipsos-Reid Survey 2005 1 in 6 Canadians say they have been the 1 in 6 Canadians say they have been the

victim of racism.victim of racism.

Approximately one in ten (7% or 1,680,000 Approximately one in ten (7% or 1,680,000 Canadian adults) would not welcome people Canadian adults) would not welcome people from another race as next-door neighbours.from another race as next-door neighbours.

13% (3,120,000 Canadians) would never 13% (3,120,000 Canadians) would never marry or have a relationship with someone marry or have a relationship with someone of another race.of another race.

15% (3,360,000 Canadians) say skin colour 15% (3,360,000 Canadians) say skin colour makes a difference in their workplace. makes a difference in their workplace.

In 2005 which group did In 2005 which group did Canadians feel are the Canadians feel are the

most likely to be most likely to be targeted in their targeted in their

community with racist community with racist acts?acts?

Muslims/ArabsMuslims/Arabs

So…do you think So…do you think racism is a serious racism is a serious

problem in Canadian problem in Canadian society?society?

Individual Racism – Individual Racism – Polite???Polite???

Most racism in Canada is considered to be Most racism in Canada is considered to be “polite” racism“polite” racism no racist comments are shared openly with no racist comments are shared openly with

others, derogatory comments instead are others, derogatory comments instead are made in privatemade in private

Attempt to disguise a dislike of others through Attempt to disguise a dislike of others through a non-prejudicial appearancea non-prejudicial appearance

Evident when turned down for jobs, Evident when turned down for jobs, promotions or accommodations; told job is full promotions or accommodations; told job is full when it’s notwhen it’s not

More sophisticated racism but serves the same More sophisticated racism but serves the same purpose to control, exploit and exclude otherspurpose to control, exploit and exclude others

Polite Racism? Are we Polite Racism? Are we Really a Mosaic Country?Really a Mosaic Country?

Decima Research, October 1993Decima Research, October 1993- 1200 respondents- 1200 respondents- - 75% 75% rejected the concept that Canada rejected the concept that Canada is a is a cultural mosaic cultural mosaic - 72% - 72% believed that different racial and believed that different racial and ethnic ethnic groups should adapt to groups should adapt to Canadian societyCanadian society- 41% - 41% think that Canada lets too many think that Canada lets too many people people from different cultures and from different cultures and races into races into Canada Canada

Prejudice DefinedPrejudice Defined

Merriam-Webster DictionaryMerriam-Webster Dictionary defines defines prejudice as: “preconceived prejudice as: “preconceived judgment or negative opinion formed judgment or negative opinion formed without just grounds”without just grounds”

In other words, prejudice is a negative In other words, prejudice is a negative attitude that we carry toward attitude that we carry toward individuals or groups of peopleindividuals or groups of people

Patterns of Prejudice & Patterns of Prejudice & Discrimination by Robert Discrimination by Robert

MertonMerton

Theoretical Perspectives:Theoretical Perspectives:Differential Association & Differential Association &

ConflictConflict Differential Association by Edwin Differential Association by Edwin

Sutherland – also known as The Learning Sutherland – also known as The Learning TheoryTheory

Basic Propositions of the theory:Basic Propositions of the theory:(i) Criminal/deviant behaviour is learned through (i) Criminal/deviant behaviour is learned through

the process of social interaction with those the process of social interaction with those individuals the person has intimate individuals the person has intimate relationships with (no one is born a criminal)relationships with (no one is born a criminal)

(ii) Through social interaction, the individual also (ii) Through social interaction, the individual also learns: motives (excuses and justifications) learns: motives (excuses and justifications) about their deviant behaviours, attitudes, and about their deviant behaviours, attitudes, and techniques (however simple or complex)techniques (however simple or complex)

Differential Association Differential Association Cont’dCont’d

(iii) A person becomes a deviant because (iii) A person becomes a deviant because he or she has excessive associations he or she has excessive associations with deviant groups and limited with deviant groups and limited associations with non-deviant groupsassociations with non-deviant groups

(iv) The process of learning deviant (iv) The process of learning deviant behaviour is the same as the process by behaviour is the same as the process by which non-deviant behaviour is learnedwhich non-deviant behaviour is learned


(v) Associations with deviant and non-(v) Associations with deviant and non-deviant groups vary in:deviant groups vary in:

a)a) Priority – when in life these associations Priority – when in life these associations occuroccur

b)b) Intensity – how meaningful associations Intensity – how meaningful associations are to individualare to individual

c)c) Duration – how long the associations lastDuration – how long the associations last

d)d) Frequency – how often the associations Frequency – how often the associations occuroccur

Prejudice (Pre-judge):Prejudice (Pre-judge):

To have an opinion or image based To have an opinion or image based on previously held ideas rather on previously held ideas rather than knowledge or experience.than knowledge or experience.

Discriminate:Discriminate: To treat a particular group, or To treat a particular group, or

member of a particular group member of a particular group differently or unfairly. It is based differently or unfairly. It is based on prejudices.on prejudices.


Children learn racism and learn to hate Children learn racism and learn to hate members of ethnic groups (no one is born with members of ethnic groups (no one is born with racial attitudes)racial attitudes)

In regards to the reading from Tanner In regards to the reading from Tanner “Skinheads and the Politics of Race” the “Skinheads and the Politics of Race” the learning theory can be applied to explain the learning theory can be applied to explain the deviant ways of the Skinhead youthdeviant ways of the Skinhead youth

Mark Hamm argues that Skinheads “are the Mark Hamm argues that Skinheads “are the products of white, working class families [who] products of white, working class families [who] grow up conforming to the dominant grow up conforming to the dominant achievement ethic and are successful in school”achievement ethic and are successful in school”


These youth learn to be racist and These youth learn to be racist and discriminatory from the people they discriminatory from the people they choose to associate withchoose to associate with

The fact that these youth grew up in The fact that these youth grew up in “good, working class” families does not “good, working class” families does not make them immune to becoming make them immune to becoming deviantsdeviants

Though the family is considered to be a Though the family is considered to be a primary agent in the socialization primary agent in the socialization process, some individuals may be more process, some individuals may be more heavily influenced by their peersheavily influenced by their peers


The same can be said about the reading in our text The same can be said about the reading in our text “Why do they hate us? What to do.” by Fareed “Why do they hate us? What to do.” by Fareed ZakariaZakaria

The reading is about Arab resistance to U.S. policies The reading is about Arab resistance to U.S. policies through the use of terrorismthrough the use of terrorism

Terrorism can be looked at as being a learned Terrorism can be looked at as being a learned behaviourbehaviour

Sutherland would argue that “Terrorists” learn their Sutherland would argue that “Terrorists” learn their criminal behaviour from people they associate with criminal behaviour from people they associate with and are influenced byand are influenced by

In general, it can be argued that racism and prejudice In general, it can be argued that racism and prejudice are learned behaviours that are the result of negative are learned behaviours that are the result of negative associations in one’s life (be it family, friends, etc.)associations in one’s life (be it family, friends, etc.)

Criticisms of Differential Criticisms of Differential Association TheoryAssociation Theory

1. Theory cannot explain all complex 1. Theory cannot explain all complex processes involved in criminal behaviour processes involved in criminal behaviour (some individuals commit crimes without (some individuals commit crimes without learning practices)learning practices)

2. Perspective ignores personality or 2. Perspective ignores personality or psychological traitspsychological traits

3. Many techniques learned by criminals are 3. Many techniques learned by criminals are learned by legitimate meanslearned by legitimate means

4. Emphasis is on socialization – does not 4. Emphasis is on socialization – does not explain why criminal or deviant behaviour explain why criminal or deviant behaviour was there in the first place i.e.) why did was there in the first place i.e.) why did person start hanging around deviants?person start hanging around deviants?

Conflict TheoryConflict Theory

Relevant Propositions of Conflict TheoryRelevant Propositions of Conflict Theory Power is the most important explanatory Power is the most important explanatory

variablevariable

- use power to maintain one’s position at the - use power to maintain one’s position at the expense of others is the fundamental expense of others is the fundamental cause of cause of social problems such as racism social problems such as racism

Groups that have clashing interests compete Groups that have clashing interests compete with each other, therefore producing winners with each other, therefore producing winners and losersand losers

- conflicts benefit the winners at the - conflicts benefit the winners at the expense of the expense of the losers losers

Power is the most Power is the most important explanatory important explanatory

variablevariable- use power to maintain one’s - use power to maintain one’s

position at the position at the expense of others expense of others is the fundamental cause of is the fundamental cause of social social problems such as racismproblems such as racism

- The Indian Act, Africville- The Indian Act, Africville

Groups that have clashing Groups that have clashing interests compete with each interests compete with each other, therefore producing other, therefore producing

winners and loserswinners and losers - conflicts benefit the winners at - conflicts benefit the winners at the expense of the the expense of the losers losers

- The winners interests and beliefs - The winners interests and beliefs are strengthen while the losers beliefs are strengthen while the losers beliefs are abusedare abused

- American History X example- American History X example

Raising AwarenessRaising Awareness

Raising AwarenessRaising Awareness Since 1966, March 21Since 1966, March 21stst has been recognized has been recognized

as the International Day for the Elimination as the International Day for the Elimination of Racial Discrimination by the United of Racial Discrimination by the United NationsNations

Initiated in response for the need to Initiated in response for the need to increase awareness of the harmful effects of increase awareness of the harmful effects of racismracism

Canadian youth have spoken out: there’s no Canadian youth have spoken out: there’s no room for racism in their livesroom for racism in their lives

Youth are the voice of the futureYouth are the voice of the future

2003 Winner of Racism. Stop 2003 Winner of Racism. Stop it! National Video Competitionit! National Video Competition

““Why Do You Tease Me?”Why Do You Tease Me?”Southview Community School Southview Community School Medicine Hat, ABMedicine Hat, AB

Students across the country are Students across the country are challenged to create a one-minute challenged to create a one-minute video that expresses their feelings video that expresses their feelings about racismabout racism

Discussion QuestionsDiscussion Questions

Is racist behaviour considered Is racist behaviour considered deviant in all situations? deviant in all situations?


Is racist behaviour considered Is racist behaviour considered deviant in all situations? deviant in all situations?

Is affirmative action “reverse Is affirmative action “reverse discrimination” or an unfair discrimination” or an unfair advantage to members of minority advantage to members of minority groups?groups?


Is racist behaviour considered deviant Is racist behaviour considered deviant in all situations? in all situations?

Is affirmative action “reverse Is affirmative action “reverse discrimination” or an unfair advantage discrimination” or an unfair advantage to members of minority groups?to members of minority groups?

Will events like Will events like Racism. Stop it!Racism. Stop it! And And other awareness programs be able to other awareness programs be able to erase racism in our society? Why or erase racism in our society? Why or why not?why not?

Documents

Stereotype “The idea that ‘all’ members of a group are the same, rather that individuals with differing abilities, personalities and values.” “The idea