PSYC-3005-2,Racial and Ethnic Identities

Learning Resources

Please read and view (where applicable) the following Learning Resources before you complete this week's assignments.

Reading

• Review Course Preview and read Course Introduction
• Course Text: Rosenblum, K. E., & Travis T. C. (2016). The meaning of difference: American constructions of race and ethnicity, sex and gender, social class, sexuality, and disability (7th ed.). New York: McGraw-Hill.
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    • Section I, "Framework Essay"
    • Section I, Reading 1, "'Race' and the Construction of Human Identity"
    • Section I, Reading 4, "Real Indians: Identity and the Survival of Native America"
    • Section I, Reading 7, "Whiteness as an 'Unmarked' Cultural Category
    • Section I, Reading 3, "The Evolution of Identity"
• Discussion
• Constructionism
  
  Defining your racial and ethnic identities has to do with how you classify race and identity and how others categorize them as well. Race refers to the conception that people can be categorized into groups based on skin color, hair texture, and facial features. Japanese is an example of a racial group. Ethnicity refers to a group of people who share a sense of connectedness based on national origin, language, or religion. Irish-Catholic is an example of an ethnic group. The term "culture" also appears in discussions about race and ethnicity. Culture refers to shared attitudes and behaviors, such as customs. People of the same race and ethnicity often share culture as well, and you may notice some overlap between culture, race, and ethnicity. There are different approaches used to define racial and ethnic identities. Your text emphasizes an approach called constructionism. Constructionists argue that definitions of race and ethnicity cannot be separated from social processes, such as political, legal, economic, and other outside influences. They believe that these outside influences "construct" definitions of race and ethnicity, and definitions change as social processes change. For example, black children in the 1950's may have felt they were not as valued, not as competent, and not as "good" as white children because social processes at the time supported these ideas. Political and economic influences favored white children over black children. Social processes in the current era reject favoring white children over black children. Constructionism has both benefits and limitations when you consider your own racial and ethnic identities.To prepare for this Discussion: • Review the "Framework Essay" as well as the assigned pages in Readings 1, 4, and 6 from Section I of the course text, The Meaning of Difference. Pay particular attention to the concept of constructionism as it relates to race and ethnicity. • Think about how you define your own racial and ethnic identities. • Consider how the constructionist approach has influenced your racial and ethnic identities. • Reflect on the benefits and limitations of the constructionist approach as it relates to your racial and ethnic identities.With these thoughts in mind:
  Post by Day 4 a brief description of your racial and ethnic identities, that is, how do you define your race and ethnicity? Explain how the constructionist model has influenced your racial and ethnic identities. Include specific references that are personal to your identity. Finally, briefly explain the benefits and limitations of the constructionist approach as it relates to your identity.Be sure to support your postings and responses with specific references to the Learning Resources.Read a selection of your colleagues' postings.Respond by Day 6 to at least one of your colleagues' postings, in one or more of the following ways: • Ask a probing question. • Share an insight from having read your colleague's posting. • Offer and support an opinion. • Validate an idea with your own experience. • Make a suggestion. • Expand on your colleague's posting.