Sociology 134 Exam 4 Review Guide PDF

Sociology 134 Exam 4 Review Guide **Readings and Relevant Reading Terms and Concepts---** +-----------------------------------+-----------------------------------+ | **Module: Immigration Part 2** | | +-----------------------------------+-----------------------...

Sociology 134 Exam 4 Review Guide **Readings and Relevant Reading Terms and Concepts---** +-----------------------------------+-----------------------------------+ | **Module: Immigration Part 2** | | +-----------------------------------+-----------------------------------+ | Lecture Concepts | - [Naturalization Law of | | | 1790] | | | | | | - Regulated naturalization: | | | made it harder to become | | | a citizen through | | | naturalization | | | | | | - Limited access to | | | naturalization to "free | | | white person" "of good | | | moral character" who | | | lived in the U.S for at | | | least two years | | | | | | - Only white male property | | | owners could become | | | citizens through | | | naturalization | | | (essentially, only | | | Europeans were able to | | | get naturalized) | | | | | | - Native Americans, | | | enslaved people, and free | | | African Americans | | | excluded from | | | naturalization (Asians | | | later explicitly | | | excluded) | | | | | | - "Aliens ineligible for | | | citizenship" | | | | | | - [§ Chinese Exclusion Act of | | | 1882] | | | | | | - First major U.S | | | immigration law | | | | | | - Geary Act (1892): | | | Required Chinese | | | immigrants to carry a | | | Certificate of Residence. | | | This became the precursor | | | to the green card system | | | | | | - If any Chinese American | | | caught without | | | certificate of residence, | | | they were subject to | | | deportation | | | | | | - This marked a major shift | | | in immigrations since | | | this was the first time | | | America took steps | | | towards controlling | | | immigration | | | | | | - [§ Fong Yue Ting v. United | | | States (1893)] | | | | | | - Court case where Asian | | | Americans challenged the | | | Geary Act for violating | | | the 14^th^ amendment | | | (equal rights) | | | | | | - The Supreme Court ruled | | | that deportation that | | | occurred without having a | | | certificate is an | | | administrative procedure, | | | not a criminal punishment | | | | | | - They also said that | | | deportations are not | | | subject to legal | | | procedures/appeals | | | | | | - [Repeal of Chinese Exclusion | | | Act (1943)] | | | | | | - Magnuson Act 1943: | | | Allowed entry to Chinese | | | laborers, but instituted | | | a quota/max (105 entry | | | visas per year) | | | | | | - [Emergency Quota Act of | | | 1921] | | | | | | - Placed a cap on number of | | | immigrants from each | | | country each year (based | | | on number of immigrants | | | from each country already | | | residing in the U.S) | | | | | | - [Johnson-Reed Act of | | | 1924] | | | | | | - Also known as the | | | immigration act of 1924 | | | | | | - Quota calculation now | | | based on number of people | | | in the U.S who traced | | | their origins to each | | | country | | | | | | - Especially restrictive to | | | southern and eastern | | | Europeans | | | | | | - Quota for Italy supported | | | 2% of historical | | | immigration from Italy; | | | quota for Germany | | | supported 350% of | | | historical immigration | | | from Germany | | | | | | - [Bracero Program | | | (1942-1964)] | | | | | | - Created in response to | | | labor shortages during | | | WWII | | | | | | - Encourage millions of | | | Mexican labors to enter | | | the U.S and promised them | | | decent living | | | arrangements and a | | | minimum age | | | | | | - Participants from Mexico | | | were very poor so they | | | believed that this | | | program would make them | | | better off when it just | | | kept them at the bottom | | | of the social working | | | class | | | | | | - [Operation | | | Wetback] | | | | | | - Used military-style | | | tactics to remove 1.3 | | | million Mexican | | | immigrants (including U.S | | | citizens and authorized | | | immigrants) from U.S and | | | relocated them far South | | | of the border | | | | | | - [Immigration and Nationality | | | Act of 1965] | | | | | | - Created preferences for | | | | | | - Family reunification | | | (75% visas) | | | | | | - Highly | | | skilled/trained | | | workers (20%) | | | | | | - Refugees (5%) | | | | | | - Quota now set to | | | 20,000/year for all | | | countries (including | | | Western Hemisphere) | | | | | | - Contributed to model | | | minority myth: Affected | | | Asian Americans the most | | | as they moved in and | | | swept up jobs in the | | | United States | | | | | | - Restricted Mexican | | | immigration and helped a | | | population of | | | unauthorized Mexican | | | immigrants | | | | | | - [Immigration Reform and | | | Control Act of | | | 1986] | | | | | | - Gave opportunity to apply | | | for documented status to | | | some unauthorized | | | immigrants | | | | | | - Once granted documented | | | status, excluded from | | | public assistance for 5 | | | years | | | | | | - Allowed 3 million | | | immigrants to achieve | | | documented status | | | | | | - [Illegal Immigration Reform | | | and Immigration | | | Responsibility Act of | | | 1996] | | | | | | - Made it so that more | | | undocumented immigrants | | | would get deported and | | | made rules harsher | | | | | | - Forced people to return | | | their country | | | | | | - Strengthened U.S. | | | immigration laws, | | | increasing penalties for | | | undocumented immigrants | | | who commit crimes while | | | in the United States or | | | who stay in the U.S. for | | | statutorily defined | | | periods of time. | | | | | | - [Consequences of | | | Reform] | | | | | | - Immigrant population | | | significant rose in the | | | 1990s as people stopped | | | leaving | | | | | | - Assisting unauthorized | | | entry became a profitable | | | industry | | | | | | - [Arizona SB 1070] | | | | | | - Required documented | | | immigrants to carry | | | identification documents | | | | | | - Allowed police to arrest | | | people on suspicion of | | | being unauthorized | | | immigrants | | | | | | - Requires confirmation of | | | authorized immigration | | | status before being | | | released from custody | | | | | | - 2011: SCOTUS ruled parts | | | of the law are | | | unconstitutional | | | | | | - State cannot require | | | documents to be | | | always carried | | | | | | - State cannot arrest | | | someone Soley based | | | on suspicion of being | | | undocumented | | | | | | - Looking/being Asian | | | cannot be a | | | justifiable reason | | | for one's suspicion | | | | | | - [DACA (Deferred Action for | | | Childhood Arrivals) | | | 2012] | | | | | | - Aimed to provide | | | protection from | | | deportation for Dreamers | | | | | | - Dream Act has been | | | introduced in | | | Congress several | | | times since 1002 but | | | has never been passed | | | | | | - In 2012, Obama | | | bypassed Congress and | | | issued DACA by | | | executive action | | | | | | - Must be in high | | | school or complete | | | GED program, no | | | felony or sentencing, | | | and many other | | | reasons needed to be | | | fulfilled before | | | being eligible for | | | DACA | | | | | | - Advocate Concerns: | | | | | | - Information about | | | Dreamers being | | | recorded in a | | | database (could be | | | used as a weapon by | | | future anti-immigrant | | | administrations) | | | | | | - Created by Executive | | | Action (easy to Undo) | | | | | | - Denied applicants | | | could be targeted | | | | | | - [Assimilation] | | | | | | - Integrating oneself in | | | the surrounding cultures | | | and beliefs so that they | | | could better fit into | | | society | | | | | | - [Immigration and crime | | | ] | | | | | | - In 2019, 42% of Americans | | | aid immigrants to the U.S | | | make the crime situation | | | worse (only 7% said | | | Immigrants make crime | | | situation better) | | | | | | - Studied have found that: | | | | | | - Cities on the | | | U.S-Mexico border | | | have among the lowest | | | crime rates | | | | | | - Cities with largest | | | increase in | | | immigration have seen | | | the largest decreases | | | in violent rime | | | | | | - Urban Neighborhoods | | | with high proportion | | | of immigrants had | | | lower crime rates | | | | | | - Sociological Explanations | | | for negative correlation | | | between immigration and | | | crime (as immigration | | | goes up, crime goes down) | | | | | | - High rates of | | | marriage among | | | immigrants | | | | | | - The Prescence of | | | professionals in | | | immigrant | | | neighborhoods | | | | | | - Informal social | | | controls within | | | immigrant | | | neighborhoods | +-----------------------------------+-----------------------------------+ | **Module: Social Associations** | | +-----------------------------------+-----------------------------------+ | McPherson et al. (2001) | - **Homophily** | | | | | | - Homophily refers to the | | | tendency for individuals to | | | associate and bond with | | | others who are like | | | themselves. This principle | | | affects various social | | | relationships, such as | | | friendships, marriage, work, | | | and support networks. | | | Homophily limits the | | | diversity of personal | | | networks and reinforces | | | shared attitudes and | | | behaviors within groups. | | | | | | - **Types of Homophily** | | | | | | - **Baseline Homophily**: | | | Arises from the opportunity | | | structure or demographic | | | availability of similar | | | individuals in each | | | population or social setting. | | | For example, the size of | | | racial or occupational groups | | | influences the likelihood of | | | within-group interactions. | | | | | | - **Inbreeding Homophily**: | | | Goes beyond baseline | | | availability, reflecting a | | | preference or structural | | | reinforcement for | | | associations with similar | | | others. This may result from | | | personal choice, | | | institutional practices, or | | | correlated social | | | characteristics. | | | | | | - **Status Homophily**: Based | | | on ascribed or achieved | | | social characteristics, such | | | as race, ethnicity, gender, | | | education, occupation, and | | | religion. | | | | | | - **Value Homophily**: Reflects | | | shared values, attitudes, and | | | beliefs, shaping deeper | | | connections in personal and | | | group dynamics. | | | | | | - **Role of Race in Homophily** | | | | | | - Race and ethnicity are the | | | strongest determinants of | | | homophily in the United | | | States. Patterns of racial | | | homophily are evident in | | | intimate ties (e.g., | | | marriage, close friendships) | | | and less personal connections | | | (e.g., workplace advice). | | | Both baseline and inbreeding | | | homophily contribute to | | | racial network divides: | | | | | | - Baseline homophily reflects | | | demographic structures like | | | neighborhood composition or | | | school enrollments. | | | | | | - Inbreeding homophily is | | | driven by societal | | | segregation and individual | | | preferences, often countering | | | opportunities for diverse | | | interactions. | | | | | | - | +-----------------------------------+-----------------------------------+ | Stearns et al. 2009 | - **Theories of Friendship | | | Formation:** Friendship | | | formation is shaped by: | | | | | | - **Propinquity**: Friendship | | | is influenced by shared | | | physical or social spaces, | | | such as classrooms, residence | | | halls, and extracurricular | | | activities. According to | | | Allport's *contact theory*, | | | positive intergroup relations | | | require conditions like equal | | | status, cooperation toward | | | shared goals, and | | | institutional support for | | | interaction. | | | | | | - **Homophily** | | | | | | - Homophily strongly affects | | | racial friendship networks. | | | White students tend to have | | | overwhelmingly same-race | | | friendships, while minority | | | groups, like Black, Latino, | | | and Asian students, are more | | | likely to have diverse | | | networks. This pattern is | | | evident in pre-college | | | experiences and persists to | | | varying degrees during | | | college. | | | | | | - - **Propinquity vs. | | | Exposure** | | | | | | - The proximity created by | | | shared environments can | | | counteract homophily: | | | | | | - **Residence Halls**: Living | | | arrangements significantly | | | influence interracial | | | friendships. Having a | | | roommate of a different race | | | or living in a diverse hall | | | increases the likelihood of | | | forming interracial | | | friendships. | | | | | | - **Classrooms**: Despite | | | diverse settings, classrooms | | | have less impact due to | | | limited interaction time and | | | competitive dynamics rather | | | than cooperative engagement. | | | | | | - **Living Situations vs. | | | Classrooms** | | | | | | - **Residence Halls**: Strong | | | predictors of interracial | | | friendships. Random roommate | | | assignments in diverse | | | settings foster connections, | | | even if roommates are not | | | direct friends. | | | | | | - **Classrooms**: Weak | | | predictors of interracial | | | friendships. While | | | propinquity exists, | | | structural and behavioral | | | dynamics in classrooms don't | | | effectively promote | | | intergroup relationships. | | | | | | - **Effect of Group Membership | | | (Civil Society) on | | | Interracial Friendships** | | | | | | - Extracurricular activities | | | show mixed effects: | | | | | | - Participation in diverse, | | | cooperative groups (e.g., | | | student government, sports | | | teams) can increase | | | interracial friendships. | | | | | | - Membership in culturally or | | | ethnically focused | | | organizations, particularly | | | for minority students, often | | | reinforces same-race | | | networks. | | | | | | - White students in | | | predominantly white Greek | | | organizations exhibit fewer | | | interracial friendships, | | | while minority students in | | | such groups tend to increase | | | interracial connections. | | | | | | - **Findings of the Study** | | | | | | - **Changes in Friendships**: | | | White students increase their | | | proportion of interracial | | | friendships during college, | | | although their networks | | | remain the least diverse. | | | Black students experience a | | | decline in interracial | | | friendships, possibly due to | | | social cocooning or | | | discriminatory behaviors. | | | | | | - **Institutional Policies | | | Matter**: Policies such as | | | random roommate assignment in | | | racially diverse residence | | | halls effectively promote | | | interracial friendship | | | formation. | | | | | | - **Racial Differences in Group | | | Interactions** | | | | | | - **Black Students**: Decrease | | | in interracial friendships, | | | possibly reflecting the need | | | for supportive same-race | | | alliances or experiences of | | | exclusion. | | | | | | - **White Students**: Least | | | diverse networks pre-college | | | but some increase in | | | diversity during college. | | | | | | - **Latino and Asian | | | Students**: Begin with and | | | maintain more diverse | | | networks, influenced by | | | pre-college experiences and | | | group membership choices. | | | | | | - | +-----------------------------------+-----------------------------------+ | Lecture Concepts | - Civil Society | | | | | | - All the non-governmental | | | organizations and | | | institutions that | | | represent the interests | | | and will of citizens; or | | | all the individuals and | | | organizations in a | | | society which are | | | independent of the | | | government | | | | | | - Civil participation, Income, | | | and Race | | | | | | - Once economic differences | | | are considered: | | | | | | - Latinos are just as | | | likely as Whites to | | | participate in | | | Voluntary | | | associations | | | | | | - African Americans are | | | even more likely than | | | Whites to participate | | | in Voluntary | | | Associations | | | | | | - African Americans are | | | "super joiners" | | | | | | - Immigrants and Civil Society | | | | | | - The immigrant experience | | | can create barriers to | | | civic participation | | | | | | - Lack of English | | | Proficiency: it is harder | | | to participate if | | | communication is limited | | | | | | - Time of Arrival: more | | | recent immigrants tend to | | | participate less | | | | | | - High levels of community | | | building in some | | | immigrant enclaves: NYC | | | Chinatown has had | | | increased participation | | | mainly to help immigrants | | | adjust to America | | | | | | - Voluntary associations | | | | | | - Black nationalism | | | | | | - **Separating from white | | | people was the only way | | | towards breaking racial | | | segregation supported by | | | Malcom X** | | | | | | - Racial differences in civil | | | society participation (what | | | are key the **sociological | | | explanations** for these | | | differences in | | | participation?) | | | | | | - White people are more | | | likely than people of | | | color to join voluntary | | | associations. | | | | | | - White people are out | | | joining people of color | | | because: | | | | | | 1. People of color have low | | | degrees of social trust-which | | | is a fundamental requirement | | | for community building | | | | | | | | | | | | 2. People of color disillusioned | | | with civil society | | | | | | -Underclasses parts of | | | society were often created by | | | the state and federal | | | policies, so POC find it | | | difficult in the society that | | | has always separated and | | | pushed them down | | | | | | 3. Racialized economic | | | inequality limits | | | participations | | | | | | -Participating in | | | associational life requires | | | time and money | | | | | | - Importance of community | | | organizations | | | | | | - Interracial friendships | | | (connect back to McPhersons | | | et al. 2001 and Stearns et | | | al. 2009) | | | | | | - Homophily: The practice of | | | associating with people like | | | you in terms of identity | | | characters | | | | | | - Characteristics include | | | race, class, religion | | | | | | - Associational life today | | | is highly racially | | | segregated | | | | | | - You are more likely to | | | associate regularly with | | | people outside your | | | class, religion, and | | | education level than | | | people of different | | | racial and ethnic groups | | | | | | - May and Goldsmith (2018): | | | Dress Codes as Mechanisms of | | | Exclusion | | | | | | - Audit Study of Nightclubs | | | in Texas | | | | | | - 2 Black, 2 Latino, and 2 | | | White male Testers | | | | | | - Black testers more likely | | | to be denied access even | | | if they followed dress | | | codes while White people | | | were more likely to be | | | let in even if they broke | | | the dress code | | | | | | - Race and Friendship | | | | | | - In this study, people | | | were asked to list | | | demographic of people who | | | they closely interacted | | | with | | | | | | - 75% of White people have | | | entirely White social | | | network | | | | | | - 65% of Black people have | | | entirely Black social | | | networks | | | | | | - 46% of Hispanic people | | | have entirely Hispanic | | | Social networks | | | | | | - White Seniors (65+): 80% | | | have all white social | | | networks | | | | | | - White Young adults | | | (18-29): 72% have | | | all-white social networks | | | | | | - White women: 77% have all | | | white social networks | | | | | | - White men: 76% have | | | all-white social networks | | | | | | - Different types of homophily | | | | | | - Value Homophily: | | | Associating with people | | | like you in terms of | | | values, attitudes, and | | | beliefs | | | | | | - Status Homophily: | | | Associating with people | | | like you in terms of | | | identity characteristics | | | like race, gender, age, | | | religion, socioeconomic | | | status | | | | | | - Inbreeding Homophily: | | | homophily that exceeds | | | what would be happy by | | | chance | | | | | | | | | | | | - In the same school of 80% | | | white and 20% Asians, White | | | students have friend groups | | | that are 95% White and 5% | | | Asian; Asian Students have | | | friend groups that are 50% | | | White and 50% Asian | | | | | | - Caused by prejudice behaviors | | | towards people | | | | | | - Even if Baseline Homophily | | | were taking place, | | | institutional racism can lead | | | to different breakdown of | | | people in friend groups | | | | | | - **Out of norm group like a | | | group of white friends in a | | | dominantly black area like | | | Milwaukee** | | | | | | - Baseline Homophily: the | | | amount of homophily that | | | would happen by chance | | | given the number of | | | people from each group in | | | the population | | | | | | | | | | | | - 80% of students in a school | | | are white and 20% are Asian; | | | so, if race isn't a factor | | | friend groups will be about | | | 80% and 20% Asian | | | | | | | | | | | | - Propinquity Effect: the | | | tendency for people to form | | | friendships or romantic | | | relationships with those whom | | | they encounter often | | | | | | - You tend to become | | | friends with: | | | | | | - Your neighbors | | | | | | - The people at your | | | school | | | | | | - The people on your | | | sports teams | | | | | | - The people at your | | | religious institution | | | | | | - The people you work | | | with | | | | | | - Research indicates that | | | these relations also tend | | | to be racially homogenous | | | | | | - Exposure and Propinquity | | | Effects | | | | | | - Mere Exposure Effect: the | | | tendency for people to | | | develop a preference for | | | things merely because | | | they are familiar with | | | them | | | | | | - Propinquity Effect: the | | | tendency for people to | | | from friendships or | | | romantic relationships | | | with those whom they | | | counter often | | | | | | - \*Through propinquity, | | | repeated exposure has the | | | potential to overcome the | | | homophily effect\* | | | | | | - Propinquity and College | | | Friendships | | | | | | - White students with Black | | | roommate's 1^st^ year of | | | college are more | | | comfortable interacting | | | with members of other | | | racial groups later in | | | college | | | | | | - White college students | | | with different-race | | | roommates reported more | | | interracial friendships | | | | | | - White people (from UK, | | | Australia, U.S studies) | | | with friends from | | | non-white groups are more | | | likely to be | | | sexually/romantically | | | attracted to people from | | | those groups | | | | | | - Black British people with | | | White friends are more | | | likely to be | | | sexually/romantically | | | attracted to White | | | people...if their | | | friendships are | | | characterized by | | | self-disclosure | | | | | | - Two Conditions are needed for | | | Black people with White | | | Friends to fall in love: | | | | | | - Black people need to have | | | other white friends | | | | | | - Friendships are | | | characterized by | | | self-disclosure or | | | vulnerable situations) | | | with these white friends | +-----------------------------------+-----------------------------------+ | **Module: Health** | | +-----------------------------------+-----------------------------------+ | Cerdeña et al. (2020) | - **Race-based Medicine** | | | | | | - Race-based medicine involves | | | using race as a biological | | | determinant in clinical | | | practice. It relies on the | | | assumption that racial groups | | | have distinct genetic and | | | physiological traits, | | | influencing diagnoses, | | | treatments, and medical | | | education. For example: | | | | | | - Black patients\' renal | | | function is adjusted based on | | | presumed higher muscle mass. | | | | | | - Asian patients are screened | | | for diabetes at lower BMI | | | thresholds due to assumptions | | | about visceral fat | | | distribution. | | | | | | - Hypertension treatment | | | guidelines recommend | | | different algorithms for | | | Black patients based on | | | presumed ACE inhibitor | | | efficacy differences. | | | | | | - - **What is Wrong with This | | | Approach?** | | | | | | - Race-based medicine is | | | fundamentally flawed because: | | | | | | - **Race is a Social | | | Construct**: It does not | | | correspond to biological | | | categories. Genetic variation | | | is continuous and does not | | | align with racial | | | classifications. | | | | | | - **Implicit Bias**: It | | | perpetuates stereotypes and | | | systemic inequalities, | | | misrepresenting health | | | disparities as inherent | | | racial traits rather than | | | outcomes of structural | | | racism. | | | | | | - **Inaccuracy**: Using race as | | | a proxy oversimplifies | | | complex factors like genetic | | | ancestry, environment, and | | | socioeconomic conditions. | | | | | | - - **Detrimental Impacts** | | | | | | - **Misinformed Care**: | | | Adjustments based on race can | | | lead to delayed diagnoses or | | | inappropriate treatments. For | | | instance, Black patients may | | | receive delayed dialysis due | | | to higher eGFR thresholds. | | | | | | - **Health Disparities**: | | | Racialized assumptions | | | reinforce unequal care, such | | | as inadequate pain management | | | for Black patients due to | | | biases about pain | | | sensitivity. | | | | | | - **Scientific Stagnation**: It | | | discourages identifying | | | precise biomarkers or | | | understanding structural | | | contributors to health | | | disparities. | | | | | | - - **Race-conscious Approach | | | to Medicine** | | | | | | - This alternative focuses on | | | acknowledging and addressing | | | racism as a determinant of | | | health, rather than using | | | race as a biological marker. | | | | | | - - **What Does This | | | Entail?** | | | | | | - **Avoidance of Race-based | | | Adjustments**: Replace | | | race-adjusted tools with | | | precise, individualized | | | measures (e.g., using | | | cystatin C for kidney | | | function instead of | | | race-based eGFR adjustments). | | | | | | - **Education on Structural | | | Racism**: Teach that health | | | disparities stem from | | | systemic inequities, not | | | racial biology. Highlight the | | | role of socioeconomic and | | | environmental factors. | | | | | | - **Critical Research | | | Practices**: Use race to | | | investigate structural | | | barriers and explicitly | | | define its context in | | | research, avoiding race as a | | | proxy for biology. | | | | | | - **Inclusive Policymaking**: | | | Ensure diverse representation | | | in guideline creation and | | | leadership decisions to | | | address systemic biases. | | | | | | - - **How is This | | | Different?** | | | | | | - **Race-based Medicine**: | | | Treats race as an inherent | | | biological factor, | | | perpetuating stereotypes and | | | inequities. | | | | | | - **Race-conscious Medicine**: | | | Recognizes race as a social | | | determinant, focusing on | | | structural factors and | | | individual context to promote | | | equity and precision in care. | | | | | | - | +-----------------------------------+-----------------------------------+ | Cheah et al. (2020) | - **What Do the Authors Want to | | | Explore?** | | | | | | - The study examines the | | | experiences of | | | COVID-19-related racism and | | | racial discrimination among | | | Chinese American parents and | | | their children, focusing on | | | the associations between | | | these experiences and their | | | mental health. The authors | | | explore multiple dimensions | | | of discrimination, including | | | online and in-person direct | | | and vicarious discrimination, | | | as well as perceptions of | | | Sinophobia related to health | | | and media portrayals. | | | | | | - - **What Did Their Survey | | | Find?** | | | | | | - **High Rates of | | | Discrimination**: Nearly half | | | of parents and youth reported | | | direct COVID-19 racial | | | discrimination online | | | (parents: 31.7%; youth: | | | 45.7%) and in person | | | (parents: 50.9%; youth: | | | 50.2%). | | | | | | - **Vicarious Experiences**: A | | | large majority witnessed | | | vicarious racial | | | discrimination online | | | (parents: 76.8%; youth: | | | 76.5%) and in person | | | (parents: 88.5%; youth: | | | 91.9%). | | | | | | - **Perceptions of | | | Sinophobia**: | | | | | | - 49.1% of parents and 71.1% of | | | youth perceived | | | health-related Sinophobia, | | | with many believing that | | | Chinese people were unfairly | | | viewed as a public health | | | threat. | | | | | | - Media perpetuation of | | | Sinophobia was recognized by | | | 50.4% of parents and 56.0% of | | | youth. | | | | | | - - **What Did These Mental | | | Health Issues Look Like?** | | | | | | - **Parents**: | | | | | | - Psychological well-being was | | | negatively associated with | | | discrimination and | | | perceptions of Sinophobia. | | | | | | - Anxiety and depressive | | | symptoms increased with | | | exposure to all types of | | | discrimination and | | | Sinophobia. | | | | | | - **Youth**: | | | | | | - Psychological well-being | | | declined due to online and | | | in-person direct | | | discrimination, | | | health-related Sinophobia, | | | and media Sinophobia. | | | | | | - Anxiety and internalizing | | | problems correlated with all | | | discrimination types and | | | Sinophobia. Externalizing | | | problems were linked | | | specifically to Sinophobia. | | | | | | - Both parents and youth were | | | negatively affected by the | | | cumulative and intersectional | | | impacts of direct, vicarious, | | | and collective forms of | | | racism. | | | | | | - - **What is Meant by the | | | "Racialization of Disease"?** | | | | | | - The \"racialization of | | | disease\" refers to the | | | association of specific | | | diseases with particular | | | racial or ethnic groups, | | | leading to stigmatization and | | | systemic bias. During the | | | COVID-19 pandemic, Chinese | | | Americans were unfairly | | | blamed and viewed as carriers | | | of the virus, perpetuated by | | | terms like \"Chinese virus\" | | | and stereotypes about Chinese | | | culture and behavior. This | | | framing reinforces | | | xenophobia, perpetuates | | | stereotypes, and has tangible | | | mental health consequences | | | for affected communities. | | | | | | - | +-----------------------------------+-----------------------------------+ | Lecture Concepts | - Key findings of: *In Sickness | | | and in Wealth* | | | | | | | | | | | | - Misconception: Our biology | | | defines us  | | | | | | | | | | | | - We develop and grow as we | | | age, and we are capable of | | | change  | | | | | | | | | | | | - We carry our *history* in our | | | bodies  | | | | | | | | | | | | - America spends \$2 trillion a | | | year on medical care - nearly | | | half of all the health | | | dollars spent in the world  | | | | | | | | | | | | - Yet we live shorter and | | | sicker lives than most other | | | developed countries  | | | | | | | | | | | | - "A lack of healthcare is not | | | the cause of illness and | | | disease"  | | | | | | | | | | | | - Economic status correlates | | | with health status - a twin | | | study showed that among | | | identical twins who grew up | | | together but separated later, | | | if one twin was higher-class | | | and the other was lower-class | | | (compared to each other), the | | | higher-class one tended to | | | have a better health status | | | later in life  | | | | | | | | | | | | - Notion of excess death - | | | should be able to predict how | | | many people in a given | | | population will die in a | | | certain time frame, any more | | | than that prediction is | | | "excess death"  | | | | | | | | | | | | - Wealth of the top 1% of | | | Americans is greater than the | | | bottom 90% combined  | | | | | | | | | | | | - Excess death is more of a | | | problem in poorer areas  | | | | | | | | | | | | - Whitehall studies (in the UK) | | | prove that the lower the | | | grade of employment, the | | | higher the risk of major | | | causes of death (*even after | | | controlling for health | | | behaviors*)  | | | | | | | | | | | | - Similar findings when you | | | look at data in America, | | | including the gradient of | | | risk as you go up the | | | socio-economic ladder  | | | | | | | | | | | | - College graduates live (on | | | average) 2.5 years longer | | | than high school graduates  | | | | | | | | | | | | - Homeownership is a method of | | | financial security for many | | | families, and contributes to | | | economic disparities and thus | | | health disparities  | | | | | | | | | | | | - Based on someone's high | | | school/college education, | | | income, and a couple other | | | factors, a person's life | | | expectancy can be predicted | | | to a relatively high level of | | | accuracy. That's not right | | | for society.  | | | | | | | | |