Washington University Misconceptions about Muslims Questions Essay Read essay 10 (page 156- p163 )After then Please respond to the following questions:What

Washington University Misconceptions about Muslims Questions Essay Read essay 10 (page 156- p163 )After then Please respond to the following questions:What are the most common misconceptions about Muslims in America?What can be done to correct these misconceptions?Answers to both questions should be approximately one (1) typewritten page long ~300 words. Getting Real About Race
Second Edition
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To my students, current and former, whose passion and curiosity
continually inspire me. And to my coeditor, whose courage and
determination continually humble me.
—Stephanie M. McClure
To my precious daughter and my amazing nephews—may you inherit
a world that is a little kinder and understanding toward kids that look
like you. To my students over the years who have fought the good
fight and decided to do the hard work of understanding and fighting
against inequality. And finally, to my coeditor, Steph, whose
friendship continues to be generous and patient, and whose brilliance
and passion inspire me every day.
—Cherise A. Harris
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Getting Real About Race
Second Edition
Editors
Stephanie M. McClure
Georgia College
Cherise A. Harris
Connecticut College
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Printed in the United States of America
Library of Congress Cataloging-in-Publication Data
Names: McClure, Stephanie M., editor. | Harris, Cherise A., 1976- editor.
Title: Getting real about race / editors: Stephanie M. McClure, Georgia College & State
University; Cherise A. Harris, Connecticut College.
Description: Second edition. | Los Angeles : SAGE, 2018. | Includes bibliographical
references.
Identifiers: LCCN 2017021394 | ISBN 9781506339306 (pbk. : alk. paper)
Subjects: LCSH: United States—Race relations. | Stereotypes (Social psychology)—
United States. | Race.
Classification: LCC E184.A1 G43 2018 | DDC 305.800973—dc23 LC record available
at https://lccn.loc.gov/2017021394
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Contents
Preface
Acknowledgments
I. LAYING THE FOUNDATION In this section, essay authors
introduce key concepts and ideas regarding race and racial inequality.
These include how race is socially constructed and how the
construction process connects with questions of biology, history, and
power. The essays also provide students with information about how
and why we need to engage in meaningful, inclusive conversations
about race in contemporary American society.
Essay 1: “But My Mother Says It’s Rude to Talk About Race!”:
How and Why We Need to Discuss Race in the United States
Essay 2: “Blacks Are Naturally Good Athletes”: The Myth of a
Biological Basis for Race
Essay 3: “Native American/Indian, Asian/Oriental,
Latino/Hispanic . . . Who Cares?”: Language and the Power of
Self-Definition
Essay 4: “Is Discrimination Against Muslims Really Racism?”:
The Racialization of Islamophobia
II. DEBUNKING INDIVIDUAL ATTITUDES The essays in this
section consider widespread individual attitudes and beliefs about the
current state of racial inequality in the United States, including beliefs
about color blindness, meritocracy, and structures of opportunity. The
authors compare these perceptions to social science research and
information in psychology, sociology, history, and media studies. The
information presented helps students consider the validity of these
popular attitudes.
Essay 5: “If People Stopped Talking About Race, It Wouldn’t
Be a Problem Anymore”: Silencing the Myth of a Color-Blind
Society
Essay 6: “Obama Says Blacks Should Just Work Harder; Isn’t
That Right?”: The Myth of Meritocracy
Essay 7: “If Only He Hadn’t Worn the Hoodie . . .”: Race,
Selective Perception, and Stereotype Maintenance
Essay 8: “My Family Had to Learn English When They Came,
so Why Is Everything in Spanish for Them?”: Race and the
Spanish Language in the United States
Essay 9: “Asians Are Doing Great, so That Proves Race Really
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Doesn’t Matter Anymore”: The Model Minority Myth and the
Sociological Reality
Essay 10: “But Muslims Aren’t Like Us!”: Deconstructing
Myths About Muslims in America
Essay 11: “But It’s Honoring! It’s Tradition!”: The Persistence
of Racialized Indian Mascots and Confederate Culture in Sports
III. INSTITUTIONS, POLICIES, AND LEGACIES OF
OPPRESSION Following up on the history and attitudes discussed
in the previous sections, these essays consider how misperceptions
and beliefs about patterns of race and racial group differences
manifest across social institutions. Some of the areas addressed
include the family, education, the state and public policy, and the
criminal justice system. In this section, the authors consider the
impact of legal history, individual perceptions and beliefs, and media
representations of racial dynamics.
Family
Essay 12: “But What About the Children?”: Understanding
Contemporary Attitudes Toward Interracial Dating and Marriage
Essay 13: “Black People Don’t Value Marriage as Much as
Others”: Examining Structural Inequalities in Black Marriage
Patterns
Education
Essay 14: “Well, That Culture Really Values Education”:
Culture Versus Structure in Educational Attainment
Essay 15: “They Don’t Want to Be Integrated; They Even Have
Their Own Greek Organizations”: History, Institutional Context,
and “Self-Segregation”
Essay 16: “I Had a Friend Who Had Worse Scores Than Me and
He Got Into a Better College”: The Legal and Social Realities of
the College Admissions Process
Politics, Social Policy, and the State
Essay 17: “We Need to Take Care of ‘Real Americans’ First”:
Historical and Contemporary Definitions of Citizenship
Essay 18: “If Black People Aren’t Criminals, Then Why Are So
Many of Them in Prison?”: Confronting Racial Biases in
Perceptions of Crime and Criminals
Essay 19: “What’s the Point of ‘Black Lives Matter’ Protests?”:
Black Lives Matter as a Movement, Not a Moment
Essay 20: “If Only They Would Make Better Choices . . .”:
Confronting Myths About Ethnoracial Health Disparities
Essay 21: “Now All the Good Jobs Go to Them!”: Affirmative
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Action in the Labor Market
IV. RACE IN EVERYDAY INTERACTIONS This final selection
of essays returns students to the level of the individual and considers
some of the key questions they may have as they look to engage in
further conversation about race. The topics addressed encourage the
kind of meaningful dialogue that is necessary to help students think
more carefully about how they engage others.
Essay 22: “Why Do They Get to Use the N-Word but I Can’t?”:
Privilege, Power, and the Politics of Language
Essay 23: “It’s Appreciation, Not Appropriation! I Don’t Know
Why You’re Offended!”: Understanding Exploitation and
Cultural Appropriation
Essay 24: “#BlackLivesMatter Is Racist; It Should Be
#AllLivesMatter!”: #AllLivesMatter as Post-Racial Rhetoric
Essay 25: “I’m Not Racist; Some of My Best Friends Are . . .”:
Debunking the Friends Defense and Revisiting Allyship in the
Post-Obama Era
About the Editors
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Preface
Professors teaching introductory courses in race and ethnicity or
“diversity” must not only communicate the long and complicated history,
psychology, and sociology of these topics in just one semester but must
also repeatedly respond to the myths and misperceptions of race that
students bring with them into these courses. Some of these include the idea
that race and racial classification systems are based on human biology or
genetic variation; that systematic disenfranchisement by race ended with
the culmination of the Civil War, the civil rights movement, or the election
of the nation’s first Black president; or that evidence for the persistence of
racial discrimination is difficult to establish or does not exist. In teaching
these topics semester after semester, it can become difficult for professors
to summon the patience and empathy needed to engage students in early
stages of critical awareness, particularly given how often we hear the same
misperceptions. Furthermore, for instructors who may be wary of
broaching these questions and discussing them in the classroom, a text that
places the latest research at their fingertips can lead to essential learning in
an area of society too often fraught with controversy and silence.
Drawing from our experience of teaching race for over 20 years, we
believe professors will find it useful to have an engaging text that
comprehensively and succinctly addresses the most common
misconceptions about race held by students (and by many in the United
States, in general). In this book, we have put together a collection of short
essays that draw on the latest sociological research on these topics. It is a
“one-stop-shopping” reader on the racial topics most often pondered by
students and derived from their interests, questions, and concerns. Many
scholars write on these topics in various places (e.g., journal articles,
books, readers), but what is often lacking is a systematic deconstruction of
specific, widely shared myths believed by students. Moreover, with other
readers, the professor is left to pull out the key pieces of information in
each reading, provide the additional supporting information to debunk a
particular myth, and create consistency in a format that is understandable
to students. The concise and topic-specific, short-essay format we use here
aims to facilitate quicker movement from acknowledging misperceptions
about race to examining and discussing the sociological evidence. Each of
our contributors has also provided excellent follow-up discussion
questions for in-class work and suggested out-of-class activities that can
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help students apply their new knowledge to their everyday lives.
What we saw as necessary, and what drove us to put this collection
together, is the work of “translation.” The information contained in these
essays is available in many other places, and given our space constraints,
we point to those outside sources at the end of each essay. What we saw
happen in our own courses was that students often had difficulty
connecting the primary text readings to the specific kinds of
misinformation and misunderstanding they brought with them. We have
tried to build a reader that speaks both languages—the language of the
commonly held myths and the language of social science—so that the two
are together in one book. Our contributors are those who have written
books and articles on these topics or who have been “in the trenches”
teaching these topics on a regular basis. As scholars who consistently
cover these issues in the classroom and in their scholarship, they are well
versed in the latest scholarly literature on controversial racial topics such
as these.
The primary target audience for this text is lower-level or introductory race
and ethnicity or diversity courses, especially those in the core or general
education curriculum. Courses of this kind are taught every semester in
colleges and universities across the country; class sizes are usually
between 30 and 60 students. Other courses where this text might be useful
include education courses, social psychology of race or racism courses,
introduction to higher education courses, and ethnic studies courses.
Our hope is that this reader will make the work of translation less difficult
for the many excellent instructors all across the country engaging these
important topics in their classes every semester.
Suggested Additional Resource
Fox, H. (2009). “When race breaks out”: Conversations about race
and racism in college classrooms. New York, NY: Peter Lang.
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Acknowledgments
Putting together an edited volume is no small task and requires the
assistance of many. As we were deciding on which topics would be
covered, we sought the advice of treasured colleagues and friends who
gave us the benefit of their many years of experience in the classroom. We
would like to thank Nikki Khanna, Keisha Edwards Tassie, Michelle
Petrie, Ronald J. O. Flores, Afshan Jafar, Michallene McDaniel, Kelly
Manley, Victoria Bruce, Michael Ramirez, and E. M. “Woody” Beck for
their input and support during the early stages of our project and for the
advice and wisdom they offered along the way. We would also like to
thank Jeff Lasser, Eve Oettinger, Adeline Wilson, and the rest of the team
at SAGE who worked tirelessly to get this project off the ground and make
our vision a reality.
Thanks go to the following reviewers for this second edition: Sofya
Aptekar, University of Massachusetts Boston; Stacye A. Blount,
Fayetteville State University; Jesus Jaime-Diaz, University of Arizona;
and David Oberleitner, University of Bridgeport.
This project is the product of teaching these topics to thousands of students
in race and ethnicity courses over many years. In that time, we have
witnessed and moderated many challenging discussions—discussions that
remind us just how much there is left to know in this area and how
important it is that instructors continue to do this difficult work, while
having the tools to do so. We thank all the students we have had over the
years, as it is their questions and insights that fueled this anthology.
Finally, we would like to express our great appreciation and gratitude to
the contributing authors for lending us their expertise and for writing
essays that were better than we could have even hoped for when we first
envisioned this project. We are honored and humbled to have you as
colleagues and are beyond grateful for all you did to make this volume
come to life.
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Part I Laying the Foundation
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Essay 1 “But My Mother Says It’s Rude to
Talk About Race!” How and Why We
Need to Discuss Race in the United
States
Cherise A. Harris
Connecticut College
Stephanie M. McClure
Georgia College
In spite of our hesitance to talk about them, racial myths permeate our
social world. They are frequently present in the mass media and public
discourse, as well as in our everyday conversations with each other.
Perhaps in your dorm rooms, dining halls, workplaces, or on social media,
you have heard a variation on the following statements:
We elected a Black president twice, which means racism doesn’t exist
anymore.
We need to look out for “real Americans” first, not immigrants.
Native American/Indian, Asian/Oriental, Latino/Hispanic—why does
it matter what we call them?
Asian Americans are doing very well. If other racial groups had their
values, they would do well also.
I know a minority who got worse scores than me and got into a better
college!
When people come here, they should learn the language.
I don’t know why people are so upset about team names like the
Washington Redskins. It’s really just a way of honoring Native
American culture.
These kinds of statements reflect a great deal of the conventional wisdom
around race. We define conventional wisdom as the received body of
knowledge informally shared by a group or society that is often unstated,
internally inconsistent, and resistant to change. This conventional wisdom
is full of racial myths and misunderstandings. In this reader, we look at
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common racial myths that we and many sociology professors and race
scholars have heard from students in race courses. In this essay, we will
give you the tools necessary to use this reader and introduce some key
ideas and questions to help you navigate discussions about race both inside
and outside the classroom.
Early in our schooling, we learn a simplified history of America’s
founding that ignores the significant levels of racial conflict and inequality
that have existed. For instance, it is often stated that America was founded
on ideals of freedom and equality for all, an image that ignores the many
groups who were excluded from that freedom and equality—namely,
people of color. We also tend to think that racial or ethnic strife happened
sometime after that idealized founding. However, as sociologist Joe
Feagin (2013) notes in his book The White Racial Frame: Centuries of
Racial Framing and Counter-Framing, “racial oppression was not added
later on in the development of [U.S.] society, but was the foundation of the
original colonial and U.S. social systems, and it remains as a foundation to
the present day” (p. ix). Yet there is a tendency in American society to
gloss over this history or in other ways minimize the import of race. We
see this minimization in the present day when political pundits and others
in the media characterize our society as post-racial, asserting that race no
longer determines one’s life chances, or determines them to a far lesser
extent than it once did.
Indeed, since the election of President Barack Obama in 2008, we have
heard more and more that we have moved beyond race, despite much
evidence to the contrary. To be sure, the election of the nation’s first Black
president signaled a significant shift in the tenor of race relations in the
United States, but not always for the positive. For this reason, you may see
President Obama mentioned often in the essays in this volume, because his
election was a watershed moment in American race relations. Yet his
election has also been something of a miner’s canary, signaling that
perhaps we haven’t come as far on the issue of race as we would like to
think. Unique occurrences during his presidency, such as the “birtherism”
movement, which many mark as the beginning of Donald Trump’s
political career, or his being called a liar by a congressman during a
televised congressional address, suggest that we are far from post-racial.
The reemergence of the Ku Klux Klan (KKK) in modern political
discourse and the power of the white nationalist movement in the form of
the “alt-right” in the United States (and abroad) reaffirm evidence that a
“post-racial” diagnosis was premature.
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The move toward post-racialism and an emphasis on color blindness are
what Michael Omi and Howard Winant (1994) have referred to as racial
projects. They are “simultaneously an interpretation, representation, or
explanation of racial dynamics and an effort to reorganize and redistribute
resources along particular racial lines” (p. 56). American history is replete
with racial projects that have resulted in negative outcomes for people of
color. The defining of Native Americans as savages that coincided with
the violent removal of groups from their land; the current dehumanizing
construct of Latinos (and Mexican Americans, specifically) as “illegal
immigrants,” thus prompting calls for stringent legislation and policy; and
the branding of Black women as welfare queens undeserving of public
assistance are all examples of racial projects and policies that have
disenfranchised people of color. More recently, we have seen the
racialization of Muslims as a racial project designed to mark Muslims as
threatening (see Garner and Selod in this volume). As Ted Thornhill
explains in greater detail in his essay, the post-racial/color-blind discourse
also seems to be a racial project designed to convince Americans that the
restrictive racial barriers of the past have fallen (particularly with the
election of a Black president) and thus keep people from thinking or
talking about the reality of race as it plays out in their day-to-day lives.
While empirical information about unequal outcomes in educ…
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