Ethnic Inequality

Throughout history stereotyping has been used to generalize a race class. Although when a race is being stereotyped it can be done in a positive way, in many cases it has also been done in order to keep a minority group inferior. In the article, “Thin Ice” by Claude M. Steele, Steele shows how African Americans who are stereotyped or have the mental image of being stereotyped negatively can affect their success in their academic success. In the other hand, in Jennifer Lee and Min Zhou’s “The Asian American Achievement Paradox” demonstrates when a stereotype is positive it can feed one’s ego and deliver better outcomes in a people’s academic achievements. Even though a large population of people can be stereotyped in a certain way through false concepts, it can affect the mindset of a single individual.

Clark’s work on identity and stereotyping has continued and has extended to not only minority groups, but to white-Americans and women as well. Research on prejudices and stereotyping has continued in the area of education. According to Steele (2004), the framework of one’s life can be controlled by their social identity and that individuals must contend to the prejudices and stereotypes that they socially must identify with. Further research suggests that those who are exposed to negative stereotypes are influenced either by believing or mimicking the stereotype or, both (Steele, 2004). Steele (2004) found that stereotypes have contributed to the underperformance of minority groups in the school setting. As suggested by Clark, Steele (2004) also believes that conforming to suggested stereotypes weakens the social identity and brings severe deficits to the ability of student to excel in the classroom. Clark’s ideas on stereotyping were elaborated in the notion that stereotype threat does not only affect minority groups, but can exhibit deficits in any group of individuals. For instance, Steele (2004) offers the example of white vs. black athletes and how in many sports (e.g. basketball or football) white athletes have shown to feel less competent in comparison to black athletes because of

The lack of representation for struggling students further infused the misconception of the stereotype. Since the majority of students do not understand their Asian classmates’ family dynamic and appreciate their dedication in school work, many non-Asians assumed academic achievements for Asian students happen effortlessly. While they labeled their Asian classmates as “model minority”, such compliment can evoke jealousy and resentment. To examine the relationship between positive stereotypes and negative feelings, researchers William Maddux, Adam Galinsky, Amy Cuddy and

Throughout American history, the United States has been a cauldron where different diversities mix and mingle. In this hot pot of diversity, all of the ingredients (ethnicities) will not always conform to one and other; this could possibly lead to discrimination. This paper will be primarily focus on the discrimination towards Asian American youth of the 21st century and how it affects their academics. The research question guiding this investigation is “To what extent does the stereotyping of Asian American high school students as the model minority impact their performance on standardized tests such as ACT?” The focus will lead towards the stereotyping of Asian American students such as smart, math geniuses, or good at

The achievement gap is evident in the standardized test scores of racial minority students. When examining demographic information published by College Board Inc. and ACT Inc., it is evident that there exists a widening gap between the scores of African-American adolescents on the SAT, or the Scholastic Aptitude Test, and the ACT, or American College Test. Statistics from the 2013 SAT show African-American students earning scores of 431 in critical reading, 429 in mathematics, and 418 in writing (College Board, 2013). On the ACT in the 2013 year, the average composite score for African-American test takers was 18.2. In comparison to their racial and ethnic counterparts, African-Americans scored lower in every subject area than every other test taker. Frequently this gap in scores has been attributed to a number of factors including a student’s socioeconomic status, teacher qualifications, and school’s lack of access to academic resources. Instead, one should look to the theory of stereotype threat. In summation, stereotype threat is being at risk of confirming a negative stereotype threat about one’s group (Steele & Aronson, 1995). One may question: To what extent does stereotype threat lead to African-American adolescents underperforming in academic settings? Stereotype threat negatively affects African-American students in that it produces self-fulfilling prophecies causing African-American adolescents to underperform on college entrance exams.

Many theories have been suggested to try to explain the low performance of Hispanic and African American students compared to their white peers. Stereotype threat theory proposes that the possibility of being judged in terms of a negative stereotype in a particular domain negatively affects one’s performance. African American students are even more vulnerable to this social-psychological threat that occurs when students anticipate the possibility of fulfilling a negative stereotype. Some of the effects of stereotype threat include anxiety, low academic standards and low test scores. (Steele,

Stereotypes are socially constructed, over-generalized views regarding a particular group of persons with certain characteristics that are widely accepted, and usually expected, in a society. The dominant group of a certain society, which in this case is probably Caucasians and men, usually creates these social constructions. Claude M. Steele, a researcher from Stanford University, performed multiple research studies on the idea and psychological effects of stereotypes on its victims. In his studies, he coins the term “stereotype threat” as the “social-psychological predicament that can arise from widely-known negative stereotypes about one's group,” which implies that “the existence of such a stereotype means that anything one does or any of one's features that conform to it make the stereotype more plausible as a self-characterization in the eyes of others, and perhaps even in one's own eyes” (Steele 797).

Johnson, H. B. (2014). The American dream and the power of wealth: Choosing schools and inheriting inequality in the land of opportunity. Routledge.

The social construction of race changed due to the great number of immigrants coming to the U.S. Once they arrived they must identify as a certain race which is based on phenotype or ancestry. This concept is seen in the reading What is Racial Domination? by Matthew Desmond and Mustafa Emirbayer explains the effect phenotype has on an individual such as the color of their skin, eyes and also ancestry too. The social construction of race is related to the racial inequality because it determined if a person had rights or not. This idea is seen through the two supreme cases Ozawa and Thind. For the case of Ozawa for example, he used his own skin color and the idea that race should not matter but the beliefs they hold. He was denied citizenship

What is racial inequality? Racial inequality is discrepancies in the opportunities and treatment of people based solely on their race. Racial inequality is a serious issue that is often discussed in the American criminal justice system. Although racial discrimination is present in the criminal justice system, some people use the words inequality, discrimination, racism, and profiling loosely and do not understand how truly complex it is to prove that there actually is racial inequality present in the criminal justice system. Daniel P Mears, Joshua C. Cochran, and Andrea M. Lindsey article Offending and Racial and Ethnic Disparities in Criminal Justice: A Conceptual Framework for Guiding Theory and Research and Informing Policy illustrates

The barriers that separate men have existed for centuries. Race, class, status, these are all ideas that have created a divide among humans. This divide creates competition and tension. Throughout the history of the legal system, justice has been used to validate slavery and other forms of racial inequality. Our system now has changed, but the basic concept has remained the same. According to one study, the judicial system was invented by whites to protect whites and keep people of color at bay (Constitutional Rights Foundation, 2017, p1). This idea of preserving a one superior racial system resulted in a bias still existent today.

There have been many studies on stereotype threat and self-esteem and their negative effects on task performance. These studies have focused primarily on minorities such as women, blacks, Latinos and Asians and have found that stereotype threat and self-esteem have influenced negatively in task performance. Steele (1997) investigated how self-esteem and stereotype threat affects task performance and has found that most of task failures have to do with the individual social environment. For instance, a study was conducted in which black students completed a difficult task with either a black or white experimenter. The task was described as intelligent test (Steele & Aronson, 1995). When the experimenter was white, the student performed more

Since America’s beginning, race based barriers have mired the fulfillment of our shared principles and many of these barriers still persist today. The institutionalized inequalities are detrimental on an individual basis as well a societal basis. Racism does not only affect the individuals that are being oppressed but also how society functions as a whole. Racial inequalities have manifested in American society in ways that underlies a wide range of societal domains such as housing patterns, educational opportunities, healthcare inequality, and incarceration rates. Current events and experiences demonstrate moreover that racial inequality is still adamant in the American culture. Long after slavery, the Jim Crow Era, and the civil rights movement, racial inequality has taken distinctive forms which affect many people within a racially oppressed group. Racial segregation at large is embedded within a structural matrix that not only permeates in the American culture but in our private and public institutions. Disparities in the criminal justice system and housing patterns remain a key barrier to racial equality in America. In order to eradicate racial inequality, there needs to be policy solutions that place fundamental changes to a system with profound historical origins, one that structurally disadvantages minority groups.

Studies show that police are more likely to pull over and frisk blacks or Latinos than whites. In New York City, 80% of the stops made were blacks and Latinos, and 85% of those people were frisked, compared to a mere 8% of white people stopped (11 Facts about Racial Discrimination). America is known as the land of opportunity. Immigrants and people come from far and wide seeking success and achieving their dream in this land. There is a reason for that and throughout history this reason hasn’t changed. America is a melting pot. The most diverse country in the world. We have Asians, African Americans, Chinese, Indians and much more all living together as one. You go into any big business, law firm or

The first effect of stereotyping is a phenomenon known as “stereotype threat” that occurs in a situation where a person is in fear of unintentionally confirming a negative stereotype. Several studies have been conducted to discover the effects of stereotype threats. For example, I discovered that Toni Schmader, an assistant professor of the UA psychology department, and Michael Johns, a UA graduate (ethos), conducted studies that showed, “college women score lower on tests of mathematical ability, and Hispanic students might score lower on tests of intelligence, not because they have less ability, but because reminders of negative stereotypes temporarily decrease their ‘working memory capacity’ (UA News Services, “Exploring the Negative Consequences of Stereotyping”, UANews.Arizona.edu).” This demonstrates that the students did not do worse on the test due to their lack of skills, but rather due to negative stereotypes. In a similar study by professors Claude Steele and Joshua Aronson, African American and White college students took the same intelligence test under two conditions. In the stereotype threat condition the students were told the test would evaluate their intelligence, and in the