Notes for the Day 1 Diversity Studies classes - face to face, hybrid/blended, and night classes.

1. Dr. Xena Crystal Li-chin Huang

2. 1. Welcome to Intro to Diversity (DIV) Studies
2. Let’s get to know each other
3. Course description
4. Expectation between you and me
5. Information for next class
6. Discussion and suggestions

3. For example:
My name is Crystal or Li-chin.
My majors are: Sociology focusing on Social Psychology,
Socio-political science,
Studio art,
Art Education, and
Instructional Technologies
minors are: Women’s studies,
Journalism,
Computer science. And
Military education.
Diversity may be the hardest thing for a society to live with, and perhaps
the most dangerous thing for a society to be without.”
– by William Sloane Coffin, Jr

4. Questions for pondering:
1. What is Diversity ?
2. What is Diversity Consciousness?
3. What this course can do for me?

5. What is Diversity?
The concept of diversity encompasses
acceptance and respect.
It means understanding that each
individual is unique, and recognizing our
individual differences.
These can be along the dimensions of
race, ethnicity, gender, sexual orientation,
socio-economic status/class, age,
physical abilities, religious beliefs,
political beliefs, or other ideologies.

6. What is Diversity?
It is the exploration of these differences in
a safe, positive, and nurturing
environment.
It is about understanding each other and
moving beyond simple tolerance to
embracing and celebrating the rich
dimensions of diversity contained within
each individual.

7. Dimensions of Visible
and invisible Diversity

8. Socio-biological Forces Shape Who and What We Are
Individual
Internal
forces
External
forces
I and ME/
Individual
Positive
Forces
- push you up
Invisible
social Forces
Negative
Forces
- drag you down
Visible
Social Forces
Genetics/
Biology
Environment/
social-culture

9. Constructionism
vs. Essentionalism Experiencing difference
The meaning of difference Bridging differences
Individual
Constructing and Bridging of Differences
Framework Esssay I (FE1)
Personal Accounts
What is race?
What is sex and gender?
What is social class?
What is sexual
orientation/identity?
Framework Essay II (FE2)
Race and ethnicity
Sex and gender
Sexual orientation/identity
Social class
Disability
Framework Essay III
Intersectionality
Law, public, and
economy
Language
Framework Essay IV
Influencing public policy
What can we do?
-Becoming part of the solution
In defense of rich kids
Uprooting Racism

10. What is diversity consciousness?

11. Why is it important to have
diversity consciousness?
• Characteristics that define diversity include
characteristics that are NOT always obvious
to the casual observer.
• With the expanding concept of “diversity”
there is an emerging need for diversity
consciousness.

12. Benefits of
Understanding Diversity
• Personal
• Interpersonal
• Organizational
https://www.youtube.com/watch?v=IHyejLRIXhE Sources of racism Eric’s family
Love is no label: https://www.youtube.com/watch?v=mv-htkf21P0

13. Audio-visual clips relate to race, ethnicity, sexual
orientation/gender, social class and disability
Practical Theme- How can business go wrong?
What about diversity issues in other countries?
Examples- Europe; Canada and US
Specific themes
a. Race/Ethnicity- case studies
b. Social Class- who owns USA
c. Sexual Orientation- Got hates fags
d. Language beer; case two cat ; Accent case two
e. Disability http://www.youtube.com/watch?v=Um9KsrH377A&feature=related
https://www.youtube.com/watch?v=tURJfCDfk38
https://www.youtube.com/watch?v=boicG2puD_4
https://www.youtube.com/watch?v=S5oRAF00RHA
https://www.youtube.com/watch?v=DJllkane5lU
Song

14. What is Critical Thinking? - A Definition
Critical thinking is the ability to apply reasoning
and logic to new or unfamiliar ideas, opinions,
and situations.
Thinking critically involves seeing things in an
open-minded way and examining an idea or
concept from as many angles as possible.
This important skill allows people to look past
their own views of the world and to better
understand the opinions of others.
It is often used in debates, to form more cogent
and well-rounded arguments, and in science.

15. Everyone thinks; it is our nature to do so. But much of
our thinking, left to itself, is biased, distorted, partial,
uninformed or down-right prejudiced.
Yet the quality of our life and that of what we produce,
make, or build depends precisely on the quality of our
thought. Shoddy thinking is costly, both in money and
in quality of life. Excellence in thought, however, must
be systematically cultivated.
Why Critical Thinking
The Problem

16. The Result
A well cultivated critical thinker:
1. raises vital questions and problems, formulates
them clearly and precisely, gathers and assesses
relevant information.
2. uses abstract ideas to interpret it effectively comes
to well-reasoned conclusions and solutions,
tests them against relevant criteria and standards.
3. thinks open-mindedly within alternative systems
of thought, recognizes and assesses assumptions,
implications, and practical consequences, and
communicates effectively with others in figuring out
solutions to complex problems.

17. Diversity may be the hardest thing
for a society to live with, and
perhaps the most dangerous thing
for a society to be without.”
- William Sloane Coffin, Jr. quotes (American Activist
and Clergyman, b.1924)

18. Story Writing examples: they can be based on
personal experiences, your observations from
other peoples, stories from the Internet with your
interpretation… and so on.
1. http://www.dailymotion.com/video/x2gp8vg
2. A blind man’s story

19. Allegory
ˈaləˌgôrē - Noun
a story, poem, or picture that can be
interpreted to reveal a hidden meaning,
typically a moral or political one.
For example:
"Pilgrim's Progress is an allegory of the spiritual
journey“
Synonyms: parable, analogy, metaphor, symbol,
emblem.

20. Plato’s Allegory of the Cave

21. Men with
the Visual Impairment and an Elephant

25. It’s all about
Critical Thinking!!
What ? How…..

26. It’s all about
Critical Thinking!!
What ? How…..

32. respect celebrateinteractaccept understand embracetolerate

33. Multi-dimensional
differences in humanity

34. Some aspects of human differences

35. Human Similarities

36. https://www.youtube.com/watch?v=kknSsX1S7xI Love
https://www.youtube.com/watch?v=IHyejLRIXhE Interview

37. Audio-visual clips relate to race, ethnicity, sexual
orientation/gender, social class and disability
Practical Theme- How can business go wrong?
What about diversity issues in other countries?
Examples- Europe; Canada and US
Specific themes
a. Race/Ethnicity- case studies
b. Social Class- who owns USA
c. Sexual Orientation- Got hates fags
d. Language beer; case two cat ; Accent case two
e. Disability http://www.youtube.com/watch?v=Um9KsrH377A&feature=related
https://www.youtube.com/watch?v=tURJfCDfk38
https://www.youtube.com/watch?v=boicG2puD_4
https://www.youtube.com/watch?v=S5oRAF00RHA
https://www.youtube.com/watch?v=DJllkane5lU
Song

38. “How can you govern a country which has 246
varieties of cheese?” ― Charles de Gaulle
“It is never too late to give up your prejudices”
― Henry David Thoreau
“If we cannot end now our differences, at least
we can help make the world safe for diversity.
― John F. Kennedy
“'Controversial' as we all know, is often
a euphemism for 'interesting and intelligent '.”
― Kevin Smith
Some quotes,
you might agree or disagree

39. “ I ________ pledge allegiance to enhance the
understanding of Diversity for which it stands,
the Sentient Beings, indivisible,
with Real Liberty and True Justice for ALL.“ - LCH
Pledge Allegiance to Enhance
the Understanding of Diversity
Note: The sentient beings include the human and non-human forms
that are capable of expressing the emotional state, such as love, care and fear.

40. https://www.youtube.com/watch?v=IHyejLRIXhE (Banks)
https://www.youtube.com/watch
?v=14QA4JNsm58
WiseBanks

41. State Required Competencies:
Differentiate the basic concepts of race,
ethnicity, gender, minority group,
components of culture, and the role of
cultural transmission in perpetuating
inequality.
Video - Communication Skills

42. • Recognize, respect, accept, and
value differences
• Assess the impact of how language
influences thought
• Practice appropriate trans-cultural
human relations and
communications skills
• Appreciated one’s own cultural
heritage

44. • Race and Ethnicity
• Sex and Gender
• Social Class
• Disability
• Sexual Orientations
• Religions
• Ageism
• Political Affiliations
• Physicality/Appearance
• Language/accents

45. What do our brains look like ?
Root Bound
Root Expanded

46. Learning Journey

47. 1. Preview 10 pages for each class session
and then raise 5 questions on your notebook.
2. If you assignments have multiple pages in paper format,
they need to be stapled, otherwise, 2 points will be lost.
3. All assignments need to have your name on the right top
corner and class name/section and due date.
4. When email me to ask questions, always tell me
which class and section, for example,
Diversity, face to face, section 702
5. You need to attend class on time.
Each attendance/participation earns 5 points.
Late attendances will not earn full points.
Every 10 minutes will be counted as 1 point.
Rule of thumb

49. The first step towards Freedom
• “Unlike puppets, we have the
possibility of stopping in our
movement, looking up and
perceiving the machinery by which
we have been moved.
In this act lies the first step towards
freedom.”
---- Peter Berger

50. The society is not so transparent
as you perceive or as you think.

51. 1. Physiological Limitations in
perception
a. Optical illusion
b. Neurological Inhibition
c. Innate limitations and Salience
2. Socio-psychological Limitations
in perception
a. Selective Perception
b. Socio-cultural experience
c. Psychological and Emotional states
Fallibility - The limitations in Perception

52. For example: What do you see?

53. PERCEPTION-
can be manipulated-
just an example in daily life
The Size-Distance Relationship:
Given the perceived distance of
an object
and the size of its image on our
retinas, we unconsciously infer
the object’s size.

54. 3 Models of Mental Organization
Expressed in exclusive categories for purposes of theoretical clarity
The Uncritical Person
Admitting to a range of
sophistication
From black-white, simple,
awkward rationalizations to
highly sophisticated, creative,
and intellectually resourceful
egocentric and sociocentric
rationalizations
Admitting to a range of
developmental levels
From the fair-
mindedness that an
individual is able to
exercise to that of the
most profound thinkers
Critical thinking skills
internalized in the
service of balanced
truth, rationality,
autonomy and self
insight
Critical thinking skills
internalized in the service of
one’s vested interests and
desires
No Self-
Awareness
Self-
Awareness
The Self-Serving Critical
Person (Weak Sense)
The Fair-minded Critical
Person( strong sense)
No Self-
Awareness
Self-
Awareness

55. Classroom activities:
A General Critical Thinking Method to
examine an ideology/hegemonic ideology
• What is said?
• How it is said?
• Who says so?
• To whom it is said?
• For whose best interest?
• When it is said?
• Where it is said?
Examples:
Inquiries or counterpoints regarding the
definitions or understanding

56. Constructionism vs. Essentionalism Experiencing difference
The meaning of difference Bridging differences
Individual
How differences were/are Constructed and
Ways to Bridge the Differences
Framework Essay I
What is race?
What is sex and gender?
What is social class?
What is sexual orientation/identity
Framework Essay II
Race and ethnicity; Sex / gender
Sexual orientation/identity
Social class
Disability
Framework Essay III
Intersectionality
Law, public, and economy
Language
Framework Essay IV
Influencing public policy
What can we do?
Becoming part of the solution
Uprooting Racism

57. Apply SEADS critical thinking model to
examine an ideology/hegemonic ideology
S- Identify sources (reliability, and validity)
E- Evidence (enough? objective?)
A- What are the assumptions
hidden behind that message?
D- What is the definition of the buzz words
or hot button issues in the message?
S- How biased? Slanted?
Classroom activities:

58. Social Forces Shape Who and What We Are
Individual
Internal
forces
External
forces
I and ME/
Individual
Positive
Forces
- push you up
Invisible
social Forces
Negative
Forces
- drag you down
Visible
Social Forces
Genetics/
Biology
Environment/
social-culture

59. Audio-visual clips relate to race, ethnicity, sexual
orientation/gender, social class and disability
Practical Theme- How can business go wrong?
What about diversity issues in other countries?
Examples- Europe; Canada and US
Specific themes
a. Race/Ethnicity- case studies
b. Social Class- who owns USA
c. Sexual Orientation- Got hates fags
d. Language beer; case two cat ; Accent case two
e. Disability http://www.youtube.com/watch?v=Um9KsrH377A&feature=related

60. Social Structures
History Biography
Individual
How does sociology make your mind-eyes sharp and see things differently?
Capitalism. Representative Democracy. Religiosity, social class, Diverse population
Revolutionary war,
waves of immigration,
wars against Native
Americans,
industrialization,
Slavery, Civil War,
Suffrage movement,
WWI, Union movement,
Great Depression, WWII,
Civil right movement,
Korean war, Vietnam
war, oil crunch, gulf
wars, war on Iraq…
Ascribed
(race,/ethnicity
gender, sexual
orientation, social
class, disability…etc)
vs. Achieved status;
Genetics vs.
Environment.
Family upbringing,
education, occupation,
peers, media…etc.

61. An informed, well-educated and alert
citizenry keeps a society healthy and safe.
• “Educate and inform the whole mass of the
people... They are the only sure reliance for the
preservation of our liberty.”
“Whenever the people are well-informed, they
can be trusted with their own government.”
- Thomas Jefferson
• Some problems are so complex that you have to
be highly intelligent and well informed just to be
undecided about them. - Dr. Laurence J. Peter
• “We believe that an informed citizenry will act for
life and not for death.” - Albert Einstein

62. • The only good is knowledge and the
only evil is ignorance. – Socrates
• Information is the currency of
democracy. - Thomas Jefferson
• "The less you know, the more you
think you know, because you don't
know what you don't know."- Ray Stevens
• "Only when we know a little do we
know anything; doubt grows with
knowledge.“ - Johann Wolfgang von Goethe

63. The cost we pay…..
• About 2.2 million people nationwide are victims of
crime, harassment, internal conflicts and violence in
the workplace each year
• Homicide accounts for 17% of all deaths in the
workplace.
• Annually an average of 18 million cases were filed
in U.S. courts at a cost of $ 300 billion due to conflicts
happened in the workplace. 20% of executives’ time is
spent in litigation-related activities.
• More than 2/3 of employers provide no training
related to violence prevention.
---according to the Federal Bureau of Justice Statistics and
NIOSH report (2007).

64. E.g.-An Effective Conflict Resolution
Strategy for the Use in the Work Setting

65. Bloom’s Taxonomy

66. Learning Pyramid

69. My birthplace: Taipei Taiwan, 60 years ago.

70. My His / Her Majesties

81. ‘CQ + PQ > IQ’
That’s “Curiosity Quotient” plus
“Passion Quotient”
is greater than “Intelligent Quotient.”
-The World is Flat - by Thomas Friedman

82. Puppets and Puppeteers

83. Puppets and Puppeteers
Who are puppets, puppeteers, or both?
Who is behind the screen?
Who writes the script?
What connects the puppets and puppeteers?
Why are the strings important and invisible to the viewers?

84. My blogsite Some of my artwork

85. “Philosophers only
interpret the world,
the thing however,
is to CHANGE it...”
- Karl Marx
What do you think?
“We make the road by walking together…;
While nothing we do as individual matters, it is
taking action together that counts…”

86. Always remind yourself
• Think
• Start small.
• Act NOW!
Obstacles bring you opportunities and challenges!

87. Janus-faced.

88. Thanks your patience and attention!

89. The rest of slides are
some extra information
from other sources:

97. Martin Luther King’s
‘I Have a Dream’ Speech.
Men hate each other because they fear each other,
and they fear each other because they don’t know
each other, and they don’t know each other
because they are often separated from each other
– MLK Jr.

98. A brief introduction of
the coming week contents
Framework Essay 1- Key Concepts
Natural Differences
vs.
Constructed Differences

99. Race, Ethnic and Diversity Studies
Diversity in America

100. Objectives:
• Define descriptive categories that contribute to
diversity.
• Examine the diversity issues related to
subcategories of race and ethnicity.
• Analyze the patterns of immigration and
resulting implications.
• Evaluate diversity in the media.
• Explore personal biases and describe the value
of diversity.

101. What is diversity
consciousness?

102. Building Diversity Consciousness:
• Learning about various characteristics
that contribute to definitions or
interpretations of diversity
• Identifying myths about diversity
• Becoming aware of personal challenges
& barriers

103. Why is it important to have
diversity consciousness?
• Characteristics that define diversity
include characteristics that are not
always obvious to the casual observer.
• With the expanding concept of
“diversity” there is an emerging need
for diversity consciousness.

104. Descriptive Categories of Diversity
• Race and Ethnicity
• Social class/Socioeconomic class (SES)
• Gender
• Sexual orientation
• Physical abilities/limitations (Disability)
• Age
• National Origin/Ancestry
• Religion

105. Forms of Inequalities in
America Relating to Diversity
• Privilege
• Status
• Racism
• Ageism
• Homophobia
• Gender bias

106. History of diversity issues
in the United States
• The Emancipation Proclamation and the
United States Constitution
• Court cases: Plessy v. Ferguson,
Korematsu v. United States,
Brown v. Board of Education of Topeka,
Roe v. Wade
• The Equal Rights Amendment
• Affirmative Action

108. Dislike 1 2 3 4 5 6 7 Like
• List 2 things you believe about this person
• Would it be all right if your brother or sister
married one of these people?

109. Ethnicity and Minority Groups
• Race refers to “...a category of people who are
defined as similar because of a number of
physical characteristics.”
• Ethnic groups have a distinct cultural rather than
biological similarities.
• Minority groups: Not related to numbers. “People
who are singled out for unequal treatment and
who regard themselves as objects of collective
discrimination”

110. PREJUDICE
STEREOTYPE
DISCRIMINATION
Generalized belief
about members of a
group
Behaviors directed
towards people on the
basis of their group
membership
Generalized attitude
towards members of
a group

111. AFFECT
(Feelings)
BEHAVIOR
(Actions you
would take)
BEHAVIOR
(Discrimination)
AFFECT
(Prejudice)
COGNITION
(Stereotype)

112. Stereotypes
• Stereotypes are shaped by:
– Group contacts
– Misinformation/lack of information
– Superficial generalization based on anecdotal
evidence
– Other stereotypes
– Assumptions

113. • List some negative stereotypes (with
corresponding groups)
• Do the same with some positive
stereotypes
• Were the stereotypes specific or abstract?
• Were the stereotypes mentioned focusing
on males, females, or neither?
• Do you see yourself as belonging to any of
the groups mentioned? Which ones?

114. Seeking mental efficiency
• What’s good about
stereotyping?
• It makes things easy 
categorizing someone as a
member of a group and
inferring they share that group’s
characteristics saves time and
energy

115. Prejudices
• Prejudices are shaped by:
– Group identity and group status (Tajfel, 1981)
– Ingroup favoritism (preference shown to the
members of one’s group)
– Status of power (Bourhis, 1994)
– Ethnocentrism or feeing that “one’s group is the
center of everything” (Sumner, 1906)

116. • Negative prejudices stem from:
– Social learning
– Threats
• Is being prejudiced against one group the
same as being prejudiced against another
group?
– E.g., Do people who have prejudices against
women and homosexuals have those
prejudices for the same reason?

117. Types of prejudice
• Explicit  positive or negative of which you are aware
• Implicit  feelings of which you are not aware
– In car dealerships, white ♂ were offered better deals
than: white ♀ (+ $109), black ♀ (+ $318), and black ♂
(+ $935) (Ayres & Siegelman, 1995)
– Minority youth receive harsher and longer
punishments for identical crimes than white youth
– Overweight ♀ receive less financial help for college
from parents than thinner ♀ (Crandall, 1995)

118. Discrimination
• Manifestations of discrimination:
– Individual discrimination
– Institutional discrimination
• Environmental racism

119. Institutionalized Discrimination
• Exists by discrimination becoming a part of
social institutions.
– Example: Black schools are poorly funded
because they lack a tax base; this results in less
qualified teachers and poorer facilities;
resulting in African American students being
less competitive on college admission tests

120. What’s in a Name?
• Chicago/Boston 2001-2002
• Selected 1,300 help-wanted ads
• Four resumes were typically submitted for each ad
(selected from reservoir of 160).
• Names of applicants (“white sounding and black
sounding”) were randomly assigned to resumes
• Likelihood of being called for an interview rises
sharply with an applicant’s credentials for those
with white-sounding names—much less for those
with black-sounding names. (10.1% vs. 6.7%)
(Krueger, 2002)

121. Prejudice and Discrimination
Figure 10.2: Racist Fringe Groups in the United States

122. • Have you ever been the subject of
a negative reaction based only on
your membership in a group?
• How about a positive reaction for
the same reason?

123. Reducing PSD
What can we do to reduce the existence or
expression of prejudice, stereotyping, and
discrimination? Do we always want to?

125. What is the difference between
sex and gender?
• Sex refers to the physical and biological
attributes of men and women
• Gender refers to the social, psychological
and cultural attributes of masculinity and
femininity, many of which are based on
biological distinctions

126. Gender Role Socialization in
Childhood
– Girls wear pink, have bonnets and
ribbons, are allowed to cry, and are
caressed more than boys
– Boys wear blue, are expected to be
strong, and not allowed to cry
– This socialization takes place by
parents, siblings, peers, schools and
the mass media

127. Gender Role Socialization in
Adolescence
– Girls are encouraged to be
passive and less achievement
oriented
– Boys are encouraged to be
competitive, autonomous and
independent

128. Gender Inequality and Work
• In 1999, women earned approximately 77% of what
men did
• Even within occupational categories, and controlling
for educational level, women earn significantly less
than men
• Women experience discrimination on the job in three
ways:
– During the hiring process, they are given jobs with
lower prestige
– Through unequal wage policies
– Promotional practices

129. Salary Differences
• Gap between salaries of men and women
widened between 1995-2000.
– Entertainment/recreation: 62 cents:1.00
– Educational services: 91 cents:1.00
– Managerial: 71 cents: 1.00 (Seglin, 2002)

131. Glass Ceiling — Barriers
Outside Direct Control of Business
• Societal barriers
– Supply barrier related to educational
opportunity
– Difference barrier (prejudice, stereotyping,
bias)
• Governmental barriers
– Lack of consistent monitoring and law
enforcement
– Inadequate reporting of data related to glass
ceiling

132. Glass Ceiling-
Internal Structural Barriers
– Recruitment that does not target women and
minorities
– Corporate climates that alienate women and
minorities
– Some departments are less likely to lead to
advancement (glass walls)
– Pipeline barriers that affect growth
opportunities (Lack of mentoring, management
training, job diversity)

134. Sexual Orientation
• Diversity in sexual preference and behavior
as old as humanity
• What is new is the public & political
expression of sexual orientation

135. Changing Views of
Sexual Orientation
• Middle Ages - in Western society homosexuality
punished…sometimes by death
• Puritan values = sex with sin (US)
• 18th -19th century all forms of non-reproductive
sex considered deviant and morally offensive
• Homosexual acts considered a “condition” &
stigma, illness
• 19th century emphasized a congenital basis for
sexuality - inborn & permanent

136. Changing Views of
Sexual Orientation
• 19th & 20th century heterosexuality deemed
healthy, homosexuality an illness that could be
cured.
• Sigmund Freud
– Plasticity, all humans innately capable of
bisexuality but normal development results in
heterosexuality
• WWII Fascists and Nazi’s heterosexism

137. Alfred Kinsey report (1948-53) US
– Understanding social construction of sexual
orientation
– Same sex relations more common and complex
than earlier psychosocial and biomedical
models proposed
– Findings concluded that sexual orientation
exists in gradations and not in a dichotomy of
polar heterosexuality and homosexuality

138. Changing Views of Sexual
Orientation
Alfred Kinsey report (1948-53) US
– Kinsey proposed a 7 point scale
• 0 = exclusive heterosexuality
• 6 = exclusive homosexuality
• 37% of men reported at least one same sex
experience vs. 26% women
• 4 % of males and 2% of females had exclusive same
sex orientation

139. – 1994 study by Michael, Gagnon, Laumann
and Kolata
• Majority US population practices
heterosexuality
• 9% men 4% females reported same sex
experiences in life span
• 2.8% men 1.4% females claimed total or
partial homosexual identity

140. Gay rights Movement in US
• Gay refers to a way of life and community not just
sexual orientation or activity
• Goals of Gay Rights Movement:
– Protection from discrimination
• Military service
– Domestic partnerships and legalization of
same sex marriages
– Parenting rights
– Kinship
• Stereotypes of Gays in America
– Bravo’s Queer Eye for the Straight Guy

141. Workplace Issues related to
Sexual Orientation
• To be out or not? When? In the interview?
Later?
• Domestic partner benefits
• Are potential employees discouraged from
applying due to company policies or
company culture?

143. Class
• Classes are groups of people distinguished on the
basis of their socioeconomic status
• Attributes of class
– Wealth (assets)
– Power (imposing one’s will)
– Prestige (external approval)
– Cultural capital = education
– Knowledge. (Digital divide; Hull, 2003)

144. The Difference Class Makes
• Health is closely related to social standing.
• Children born into poor families are three times
more likely to die from disease, neglect, accidents,
or violence during their first year of life.
• Affluent people have a strong sense of family
history, and are more tolerant of controversial
behavior.

145. • More privileged people support the
Republican party, and people with fewer
advantages favor the Democrats.
• Most lower-class families are somewhat
larger than middle-class families.
• Class also shapes our world of relationships.

146. Poverty in the United States
• Relative poverty – the deprivation of some
people in relation to those who have more.
• Absolute poverty – a deprivation of
resources that is life threatening.
• In 2003, the government tallied 35.9 million
people as poor in this country.

147. Distribution of Income and
Wealth in the United States
Figure 8-3

149. Poverty Thresholds
• Single Individual
– Under 65 years = $ 9,827
– 65 years & older = $ 9,060
• Single Parent
– One child = $ 13,020
– Two children = $ 15,219
• Two Adults
– No children = $ 12,649
– One child = $ 15,205
– Two children = $ 19,157
– Three children = $ 22,543

150. Who is in poverty in the US?
• Children under 5 years old have the highest
poverty rate of all age groups with one in five
living in poverty.
• Among households, those headed by single
women have a poverty rate of 30 percent.

151. • Up to 70 percent of the people who are living in
poverty are the so-called "working poor." That is,
these people usually work full time, but don't earn
enough to leave the ranks of the poor.

152. Minimum Wage & Poverty

153. What does this mean?
• Full time employment at minimum wage
translates into gross pay of $260 a week
from which to pay for groceries, rent, heat,
electricity and transportation.

154. Who is in poverty in the US?
• Elderly
• Case example: Francis and Tom Pickett

155. Who is in poverty in the US?
• Disabled

156. Global Wealth and Poverty
• Half of the world’s population (nearly 3 billion people)
live on less than $2 a day
• 1.3 billion live on less than $1 a day
– What can you buy on $2 a day? $1 a day?
– How much do you live on a day?
• The Gross Domestic Product of the poorest 48 countries
(1/4 of the world) is less than the wealth of the world’s 3
richest people.
• 20% of the population in the developed nations consume
86% of the worlds goods.
• Poverty in poor countries is more severe than in rich
countries.

157. Figure 9-1 (p. 222) Distribution of World Income

158. The World's Increasing
Economic Inequality

159. Prosperity and Stagnation
in Global Perspective
Global Map 9-2

160. Global Wealth and Poverty
• Death comes early in poor societies.
• Families in poor societies depend on
women’s income.
– They often work in sweatshops.
– They have little access to birth control.
• As many as 400 million people live today in
conditions that amount to slavery.

161. Percentage of Births Attended
by Skilled Health Staff
Figure 9-3

162. Children and poverty
• Number of children in the world:
– 2.2 billion
• Number of children in poverty
– 1 billion (almost every second child)
• Number of children in the developing world:
– 1.9 billion
• 1 in 3 without adequate shelter
• 1 in 5 with no access to safe water
• 1 in 7 with no access to health care
• 121 million children worldwide not in education

163. Survival for children
• In 2003, 10.6 million died before the age of
5
• 1.4 million children die each year from lack
of access to safe drinking water and
adequate sanitation
• 2.2 million children die each year because
they are not immunized

164. Issues related to Poverty
Health
– 1.3 billion people in the world have no access
to clean water
– 3 billion have no access to sanitation
– 2 billion have no access to electricity

165. Issues related to Poverty
Education
– Nearly a billion people entered the 21st century
unable to read a book or sign their names.
– In US, poverty rates are 3 times higher for high
school dropouts.

166. • The world in poverty:
– http://www.time.com/time/covers/1101050314/

167. Global Priority $U.S. Billions
Cosmetics in the US 8
Ice cream in Europe 11
Perfumes in Europe and the US 12
Pet foods in Europe and the US 17
Business entertainment in Japan 35
Cigarettes in Europe 50
Alcoholic drinks in Europe 105
Narcotics drugs in the world 400
Military spending in the world 780

168. Estimated cost to achieve services in
developing countries:
Global Priority $U.S. Billions
Basic education for all 6
Water and sanitation for all 9
Reproductive health for all women 12
Basic health and nutrition 13

170. Age
• Elderly in modern American society and
other cultures
• Generation gaps in modern American
society
• Challenges of aging
– Social challenges
– Personal challenges

171. Religion
• Religion includes beliefs, rituals, and
institutions concerned with supernatural

172. WHAT HAVE YOU OBSERVED?

173. Discussion
• Based on your research, what are the
examples of stereotypes in the media
reports on different groups?
• What fuels media stereotypes?
• What effect do media stereotypes have on
public life?
• Are there any stereotypical representations
of other groups that you would like to
change?

174. References
Department of Workforce Development (2002). Governor’s 2002 Diamond Award
Winner. Retrieved on November 10,2002 from
http://www.dwd.state.wi.us/glassc/2002.htm
Henslin, J. (1993). Sociology: A down-to-earth approach. Needham Heights,
MA: Allyn and Bacon.
Krueger, A. (2002, Dec. 12). What’s in a name? Perhaps plenty if you’re a job seeker.
New York Times. Retrieved on March 5, 2003 from
http://econ.ucsc.edu/faculty/nuclear/econ180/hotnews/blackwhitenames.htm
National Committee on Pay Equity (2005). Equal Pay Day. Retrieved on April 3, 2005
from http://www.pay-equity.org/day.html
Post, J.E. Lawrence, A.T., & Weber, J. (1999).Contemporary business issues with
readings: Selected materials from business and society, corporate strategy, public
policy, ethics, 9th edition. (Customized edition for the University of Phoenix).
Boston: McGraw-Hill.
Rasmussen, Tina. (1996). The ASTD Trainer’s Sourcebook. New York: McGraw-Hill.
Seglin, J. (2002, March 17). How to get a company’s attention on women’s pay. The
New York Times, p.3A.
Theiderman, S. (2003). Making diversity work: Seven steps for defeating bias in the
workplace. Chicago: Dearborn.
Thanks to UOP instructor Danielle Birdeau for some of these slides.

175. About Diversity
• Diversity may be the hardest
thing for a society to live with,
and perhaps the most
dangerous thing for a society
to be without.”
- William Sloane Coffin, Jr. quotes (American Activist
and Clergyman, b.1924)
- https://www.youtube.com/watch?v=IHyejLRIXhE Banks’ interview
-