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Homework answers / question archive / Summer 2021 ANTH 101B OL – Final Exam A) In the film Race the Power of an Illusion, Episode 2: “The Story We Tell,” historian James Horton points out that colonial white Americans invented the story that "there's something different about 'those' people" in order to rationalize believing in the contradictory ideas of equality and slavery at the same time
Summer 2021 ANTH 101B OL – Final Exam A) In the film Race the Power of an Illusion, Episode 2: “The Story We Tell,” historian James Horton points out that colonial white Americans invented the story that "there's something different about 'those' people" in order to rationalize believing in the contradictory ideas of equality and slavery at the same time. Likewise, historian Reginald Horsman shows how the explanation continued to be used to resolve other dilemmas: “This successful republic is not destroying Indians just for the love of it, they’re not enslaving Blacks because they are selfish, they’re not overrunning Mexican lands because they are avaricious. This is part of some great inevitability… of the way races are constituted.” a. What stories of difference are used to mask or cover up oppression today? b. Why do we need to tell ourselves and others these kinds of stories? Write a reaction paper (800 – max 1000 words long) 3 pages double spaced no more than 4 pages In the paper you need to: 1. Explain ways that Americas have used to legitimize racial and/or gender stratification? (6 points) 2. Describe at least two stories (give examples) that are used to cover up oppression in the United States or somewhere else. (10 points) 3. Explain where those stories are coming from (8 points) and what values they promote. 4. Use anthropological terms/concepts, to explain each of the answers. Don’t just quote your textbook or documentary. Use anthropological theories, concepts, and so forth, to answer the questions “how” and “why?” are stories of oppression and inequality created. (4 points) ANTH 101B – Summer 2021– Final Exam – Instructions Due date June 15th 2021 at 11:59 pm. - Your final exam has ONE QUESTION you have until 11:45 pm to answer it. - Please submit your answers on Canvas: attach a word document file and also copy and paste your answers in the space that Canvas provides. If I am unable to open your submission, I will not be able to read and evaluate it, therefore you will fail your final assignment. - This is an open-book, open-notes exam. Use all of the relevant course resources (textbook, pdf files, YouTube video clips used in class) to help you make your points, but do not go outside the course materials. Cite the materials you use (eg, Nanda and Warms text p. 27; etc). The internet can be used to research samples of stories. GOING OUTSIDE THE COURSE MATERIALS FOR THIS EXAM CONSTITUTES ACADEMIC DISHONESTY! - - In addition, you are not allowed to speak with anyone else about the exam. This includes having friends proofread your prose, which is also unacceptable. Discussing any aspect of the exam with anyone also constitutes academic dishonesty. If you have questions, however, feel free to contact me via email, and I will be happy to help you if I can, but do not seek clarity from your classmates or anyone else. - Answer each part very completely and precisely, using examples from the text, pdf readings, videos, etc. Cite your sources as indicated above. Read your exam carefully! GRADING RUBRIC ++ (96-100%): indicates exceptionally thorough, sophisticated understanding and application of the material, incorporates all the major points and several minor ones, no typographical or grammatical errors, prose is clear and mature, followed all directions completely and precisely, cited all relevant course materials appropriately (textbook, supplemental readings, films, videos, etc). + (90-95%): indicates very thorough understanding and application of the material, incorporates all the major points, very few technical errors, followed all directions completely, prose is clear, cited relevant course materials appropriately most of the time. (80-89%): indicates that you were thorough, you followed the instructions, addressed all the questions fairly completely, incorporates most of the major points, and/or there may have been some grammatical/technical errors, and/or lacked clarity on a few points, and/or cited course materials but not completely consistently, and/or cited most of the relevant material but missed some important references. - (70-79%): indicates that you pretty much got the main point but should have been more thorough, and/or you failed to follow all the instructions, and/or you answered most but not all of the questions &/or your answers were confused, and/or your answers lacked clarity or specificity and may have been too vague, and/or there were too many technical errors and it was difficult to understand what you meant, and/or cited course materials some of the time but relied almost entirely on only 1 or 2 sources. ANTH 101B – Summer 2021– Final Exam – Instructions -- (69% or lower): indicates that you missed the main point of the assignment, and/or you didn’t follow directions, and/or you didn’t answer all the questions, and/or your answers were very vague and only addressed a part of the question(s), and/or there were so many technical errors that your meaning(s) was lost, and/or you didn’t cite appropriate course materials at all or did so very rarely or relied only on the PowerPoints.
People are treated differently based on their racial or ethnic origin. Unlike in the past pre-colonial era when discrimination and prejudice were widespread and overt, today, it is hard to identify bias which poses a problem to the social scientific measurement and conceptualization (Quillian, Pager, Hexel, & Midtbøen, 2017). Stories of difference are used to mask up and cover oppression today. Most people who face discrimination tend to tell their stories in a different positive way. They tend to maintain their optimism and do not allow the dominant hegemonic belief of their inferiority to take away their strengths. The stories focus more on how they overcame discrimination and harsh treatment and the challenges they faced instead of focusing on how they were mistreated because of their race or skin color and how they were taken differently from people of other color and ethnicity. For instance, how black people were treated differently from the white. The allies will tell people of color that they do not see race as they possibly have good intentions to deny people's unique experiences because of their racial differences and significant aspects of their identity. Ironically despite the “good intentions” described by the allies, people of color are always treated differently based on their skin color and racial origin (Quillian, Pager, Hexel, & Midtbøen, 2017). Allies cover up their stories of discrimination through “good intentions"; thus, people of color are marginalized, and their stories are not given the same care and attention as the white experiences.
Also, racial experience is erased with other forms of oppression, which aims to cover up pressure in different aspects. For instance, when people of color try to tell their stories, white people bring out their stories into the conversation, which is oppressive as it takes away time and space for people of color. They don't have the confidence to narrate their experience of discrimination. For example, there is persistent racial inequality in housing and employment. The whites are given priority in employment opportunities, unlike the black Americans, and there is a wide gap in wages for black people and whites. Hiring decisions are strong evidence for racial discrimination, and unemployment outcomes are accounted for by observing human capital characteristics. Research indicates that most black men spend a lot of time searching for employment opportunities, have less experience, and do not acquire stable jobs like the whites due to their skin color and racial differences. However, when people of color vocalize their experiences of oppression in the employment sectors, the white also brings out their stories of discrimination, for example, mentioning the simultaneous oppressions of the LGBTQ people. When black people discuss oppressions at workplaces, they are also reminded that women face discrimination at jobs. The main aim of contradicting the stories is to simplify the oppressions and mistreatment people face in employment sectors based on their racial and ethnic differences. The whites try to point out that they also suffer.
Besides, the voice and presence of white people are prioritized in communities of color. Allies assume that people of color cannot achieve anything without the white and will continue with racial discrimination. Ironically, despite the desire to help the people of color, white allies are not given any priority in communities of color. People of color are robbed of their ability to speak and act on their behalves by the presence of the whites, and without realizing it, their power is undervalued by the whites. Moreover, racial identity binaries are discussed to cover up oppression. For instance, in the United States, the race is a binary that is black or white, which highly ignores how people of different color are treated. People of color are used as tokens. The whites defend themselves from oppression by stating that they grew up and interacted with people of different races; thus, they minimize the value of other people and use them as an excuse for their oppressive behaviors.
Different stories in America are used to cover up oppression. For instance, “Discrimination in America” by the Havard T.H. Chan school of public health Robert Wood Johnson Foundation and National Public Radio (NPR) (Lee, Perez, Boykin, & Mendoza-Denton, 2019). The story illustrates widespread experiences of discrimination across different groups in America and the significant occasions and manifestations of oppression and discrimination across other groups. For example, from the report, African Americans experienced various forms of discrimination when trying to rent an apartment, or buy a home, when interacting with police. Unlike Chinese – Americans, Chinese- Americans report more police stops and unfair treatment. Latins have avoided medical care and treatment due to mistreatment, and women are mistreated in equal pay and promotion at their employment places. The experiences are highly covered not to expose discrimination and any form of oppression. Also, the story of “healing from the effects of internalized oppression, states that black students who identified themselves by their race scored lower than students who did not recognize their race. Also, from the story, minority and female middle school students who applied for higher schools that registered tests were given higher tests to disqualify them from obtaining positions in the high schools.
Writing - Oppression