SOC101: Introduction to Sociology

It is important to learn about stereotypes before discussing the terms prejudice, discrimination, and racism, which are often used interchangeably in everyday conversation. Stereotypes are oversimplified generalizations 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) 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 consider individual differences.

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 new immigrants were used earlier in American history to characterize Irish and Eastern European immigrants.

Prejudice

Prejudice refers to the beliefs, thoughts, feelings, and attitudes someone holds about a group. Prejudice is not based on personal experience; instead, it is a prejudgment originating outside actual experience. Recall from the chapter on Crime and Deviance that the criminalization of marijuana was based on anti-immigrant sentiment; proponents used fictional, fear-instilling stories of "reefer madness" and rampant immoral and illegal activities among Spanish-speaking people to justify new laws and harsh treatment of marijuana users. Many people who supported criminalizing marijuana had never met any new immigrants rumored to use it; the ideas were based on prejudice.

While prejudice is based on beliefs outside of experience, experience can lead people to feel that their prejudice is confirmed or justified. This is a type of confirmation bias. For example, if someone is taught to believe that a certain ethnic group has negative attributes, every negative act committed by someone in that group can be seen as confirming the prejudice. Even a minor social offense committed by a member of the ethnic group, like crossing the street outside the crosswalk or talking too loudly on a bus, could confirm the prejudice.

While prejudice often originates from outside experience, it isn't instinctive. Prejudice – as well as the stereotypes that lead to it and the discrimination that stems from it – is most often taught and learned. The teaching arrives in many forms, from direct instruction or indoctrination to observation and socialization. Movies, books, charismatic speakers, and even a desire to impress others can all support the development of prejudices.

Figure 11.4 Stereotypes and prejudices are persistent and apply to almost every category of people. They are also subject to confirmation bias, in which any bit of supporting evidence gives a person more confidence in their belief. For example, if you think older people are bad drivers, every time you see an accident involving an older driver, it's likely to increase your confidence in your stereotype. Even if you hear the statistics that younger drivers cause more accidents than older drivers, the fulfillment of your stereotype is difficult to overcome.

Discrimination

While prejudice refers to biased thinking, discrimination consists of actions against a group of people. Discrimination can be based on race, ethnicity, age, religion, health, and other categories. For example, discrimination based on race or ethnicity can take many forms, from unfair housing practices such as redlining to biased hiring systems. Overt discrimination has long been part of U.S. history. In the late nineteenth century, it was not uncommon for business owners to hang signs that read, "Help Wanted: No Irish Need Apply." And southern Jim Crow laws, with their "Whites Only" signs, exemplified overt discrimination that is not tolerated today.

Discrimination also manifests in different ways. The scenarios above are examples of individual discrimination, but other types exist. Institutional discrimination occurs when a societal system has developed with embedded disenfranchisement of a group, such as the U.S. military's historical nonacceptance of minority sexualities (the "don't ask, don't tell" policy reflected this norm).

While the form and severity of discrimination vary significantly, they are considered forms of oppression. Institutional discrimination can also include the promotion of a group's status, such as in the case of privilege, which is the benefits people receive simply by being part of the dominant group.

Most people have some level of privilege, whether concerning health, ability, race, or gender. When discussing race, the focus is often on White privilege, which is the societal privilege that benefits White people, or those perceived to be White, over non-White people in some societies, including the United States. Most White people are willing to admit that non-White people live with a set of disadvantages due to the color of their skin. But until they gain a good degree of self-awareness, few people are willing to acknowledge the benefits they themselves receive by being a part of the dominant group. Why not? Some may feel it lessens their accomplishments, others may feel a degree of guilt, and still others may feel that admitting to privilege makes them seem like a bad or mean person.

But White (or other dominant) privilege is an institutional condition, not a personal one. It exists whether the person asks for it or not. In fact, a pioneering thinker on the topic, Peggy McIntosh, noted that she did not recognize privilege because, in fact, it was not based on meanness. Instead, it was an "invisible weightless knapsack full of special provisions" that she did not ask for, yet she still benefitted from. As the reference indicates, McIntosh's first major publication about White privilege was released in 1989; many people have only become familiar with the term in recent years.

Prejudice and discrimination can overlap and intersect in many ways. To illustrate, here are four examples of how prejudice and discrimination can occur. Unprejudiced nondiscriminators are open-minded, tolerant, and accepting individuals. Unprejudiced discriminators might be those who unthinkingly practice sexism in their workplace by not considering women or gender-nonconforming people for certain positions that men have traditionally held. Prejudiced nondiscriminators are those who hold racist beliefs but don't act on them, such as a racist store owner who serves minority customers. Prejudiced discriminators include those who actively make disparaging remarks about others or who perpetuate hate crimes.

Racism

Racism is a stronger type of prejudice and discrimination used to justify inequalities against individuals by maintaining that one racial category is somehow superior or inferior to others; it is a set of practices used by a racial dominant group to maximize advantages for itself by disadvantaging racial minority groups. Such practices have affected wealth gap, employment, housing discrimination, government surveillance, incarceration, drug arrests, immigration arrests, infant mortality, and much more.

Broadly, individuals belonging to minority groups experience both individual racism and systemic racism during their lifetime. While reading the following some of the common forms of racism, ask yourself, "Am I a part of this racism?" "How can I contribute to stop racism?"

• Individual or Interpersonal Racism refers to prejudice and discrimination executed by individuals consciously and unconsciously that occurs between individuals. Examples include telling a racist joke and believing in the superiority of White people.
  
  
• Systemic Racism, also called structural racism or institutional racism, is systems and structures that have procedures or processes that disadvantage racial minority groups. Systemic racism occurs in organizations as discriminatory treatments and unfair policies based on race that result in inequitable outcomes for White people over people of color. For example, a school system where students of color are distributed into underfunded schools and out of the higher-resourced schools.
  
  
• Racial Profiling is a type of systemic racism that involves the singling out of racial minorities for differential treatment, usually harsher treatment. The disparate treatment of racial minorities by law enforcement officials is a common example of racial profiling in the United States. For example, a study on the Driver's License Privilege to All Minnesota Residents from 2008 to 2010 found that the percentage of Latinos arrested was disproportionally high. Similarly, the disproportionate number of Black men arrested, charged, and convicted of crimes reflect racial profiling.
  
  
• Historical Racism is economic inequality or social disparity caused by past racism. For example, African Americans have had their wealth, education, and employment opportunities adversely affected due to the mistreatment of their ancestors during the slavery and post-slavery period.
  
  
• Cultural Racism occurs when the assumption of inferiority of one or more races is built into the culture of a society. For example, the European culture is considered supposedly more mature, evolved, and rational than other cultures. A study showed that White and Asian American students with high GPAs experience greater social acceptance, while Black and Native American students with high GPAs are rejected by their peers.
  
  
• Colorism is a form of racism, in which someone believes one type of skin tone is superior or inferior to another within a racial group. For example, colorism is when an employer believes a Black employee with a darker skin tone is less capable than a Black employee with a lighter skin tone. Studies suggest that darker-skinned African Americans experience more discrimination than lighter-skinned African Americans.
  
  
• Color-Avoidance Racism (sometimes referred to as "colorblind racism") is an avoidance of racial language by European Americans that racism is no longer an issue. The U.S. cultural narrative that typically focuses on individual racism fails to recognize systemic racism. It has arisen since the post-Civil Rights era and supports racism while avoiding any reference to race.

How to Be an Antiracist

Almost all mainstream voices in the United States oppose racism. Despite this, racism is prevalent in several forms. For example, when a newspaper uses people's race to identify individuals accused of a crime, it may enhance stereotypes of a certain minority. Another example of racist practices is racial steering, in which real estate agents direct prospective homeowners toward or away from certain neighborhoods based on their race.

Racist attitudes and beliefs are often more insidious and harder to pin down than specific racist practices. They become more complex due to implicit bias (also referred to as unconscious bias), which is the process of associating stereotypes or attitudes towards categories of people without conscious awareness – which can result in unfair actions and decisions that are at odds with one's conscious beliefs about fairness and equality. For example, in schools, we often see "honors" and "gifted" classes quickly filled with White students while the majority of Black and Latino students are placed in the lower track classes. As a result, our mind consciously and unconsciously starts to associate Black and Latino students with being less intelligent and less capable. Osta and Vasquez (2021) argue that by placing the students of color into a lower and less rigorous track, we reproduce the inequity, and the vicious cycle of structural racism and implicit bias continues.

Figure 11.5 Implicit Bias and Structural Racialization

If everyone becomes an antiracist, breaking the vicious cycle of structural racism and implicit bias may not be far away. To be an antiracist is a radical choice in the face of history, requiring a radical reorientation of our consciousness. Proponents of anti-racism indicate that we must work collaboratively within ourselves, our institutions, and our networks to challenge racism at local, national, and global levels. The practice of anti-racism is everyone's ongoing work that everyone should pursue at least the following:

• Understand and own the racist ideas in which we have been socialized and the racist biases that these ideas have created within each of us.
  
  
• Identify racist policies, practices, and procedures and replace them with antiracist policies, practices, and procedures.

Anti-racism need not be confrontational in the sense of engaging in direct arguments with people, feeling terrible about your privilege, or denying your own needs or success. In fact, many people who are a part of a minority acknowledge the need for allies from the dominant group. Understanding and owning racist ideas and recognizing your privilege is good and brave.

We cannot erase racism simply by enacting laws to abolish it because it is embedded in our complex reality that relates to educational, economic, criminal, political, and other social systems. Importantly, everyone can become an antiracist by making conscious choices daily. Being racist or antiracist is not about who you are but what you do.

What does it mean to you to be an "anti-racist"? How do you see the recent events or protests in your community, country, or somewhere else? Are they making any desired changes?

Source: Tonja R. Conerly, Kathleen Holmes, Asha Lal Tamang; OpenStax, https://openstax.org/books/introduction-sociology-3e/pages/11-3-prejudice-discrimination-and-racism
This work is licensed under a Creative Commons Attribution 4.0 License.