Answering Questions (Anthropology) - Assignment Example

ASB 202 MIDTERM PART 2 (PLEASE USE 125 WORDS PER ANSWER Describe the origins of the word “race” and its meanings and implications over the last two centuries. The term race has a long and somewhat ambiguous history. It was first used in the fifteenth century when European settlers began to expand and journey beyond the borders of their country (Smedley, 1999). Having no way to characterize those that they met, they began to refer to them by different names, and out of this came the term “race”, to categorize the differences among those that they met during these journeys (Smedley, 1999).

The meaning, even over the past two centuries, has not deviated much from its original purpose, and is today used in differentiated populations of different areas (Smedley, 1999). However, the implications have changed, as at times it has had a negative connotation, such as when describing African-Americans during the time of slavery (Smedley, 1999). 2. Define scientific racialism and explain how its historical context allows the concept of racism to still be looked at today by scientists. Scientific racialism, by definition, is a process predicated on using the classification principles developed by Linnaeus in the eighteenth century (Cohen & LeFebvre, 2005).

Based on these principles, it allowed anthropologists in the early nineteenth century to apply them to different races based on phenotypic or observable traits (Cohen & LeFebvre, 2005). In doing so, Europeans in particular came to classify themselves as racially superior to other cultures and ethnic groups and began to believe that others were inferior (Cohen & LeFebvre, 2005). Due to the historical context of subjugating other races, it allows the concept of racism to be looked at today through the use of genetics, including research that is trying to prove that one portion of the human race is superior to another based on phenotypic traits (Cohen & LeFebvre, 2005).

Though since the 1970s it has been understood that humans could not be broken down into subspecies, there are still scientists that are looking at the possibilities of doing so (Cohen & LeFebvre, 2005). In applying phenotypic properties to research and trying to determine if one portion of humans are, indeed, superior to others, scientists are practicing scientific racialism. 3. Describe the Circumstantialist Model and provide an example of how it shows itself on a daily basis in U.S. culture.

The Circumstantialist Model is a model used by anthropologists concerning both ethnicity and race. It bases ethnicity on certain factors, such as ethnic groups forming for organizational reasons, or for economic reasons and/or access to certain utilities such as water (Cornell & Hartmann, 2007). The Circumstantialist Model also believes that ethnic and racial groups formed for expediency and by circumstance (Cornell & Hartmann, 2007). Its main defining quality is that ethnic and racial groups are fluid and constantly changing, even within the main group themselves (Cornell & Hartmann, 2007).

The Circumstantialist Model shows itself, for example, on a daily basis in the languages that are heard throughout the country. While even twenty years ago one could go to a supermarket and possibly hear one family every once in a while speaking a different language, it is now almost commonplace to hear a medley of languages, all of them different. Another example is the products that line the shelves in those same markets. Foreign foods, once a rare delicacy and treat to a family, can be found almost too easily.

Now, it is almost as though one has to search for what was once considered a basic staple through the different ethnic foods that are for sale. These are prime examples of how the ethnic groups in the United States have changed and evolved, enlarging and changing to change the overall culture of the country. 4. Explain why WASP dominance is still seen in U.S. government policies and actions of today. The reason that WASP (White Anglo Saxon Protestant) dominance is still seen in government policies and actions of today is really quite simple.

In looking back over the cultural makeup of the country, for almost two hundred years, the country was controlled by WASP dominance (Kaufmann, 2004). Even the earliest of histories of the United States show that all landowners would be male, white, and of good education and breeding stock, possibly with family money connected to them (Kaufmann, 2004). Those that were anything else had no ability or privileges to speak for themselves and propose any kind of change whatsoever (Kaufmann, 2004). These policies are still seen today because it was not until the late 1960s that it began to decline, and a “de-WASPing” of the country occurred (Kaufmann, 2004).

America, both historically and culturally, has been slow to change, and these policies and actions of the government are merely a carryover from the general cultural attitude that has prevailed for over two hundred years, albeit in different forms (Kaufmann, 2004). 5. Compare and contrast the concepts of multiculturalism, cultural pluralism, and melting pot theory. Give an example of each. The concepts of multiculturalism, cultural pluralism, and the melting pot theory are all alike in that they describe how different cultures adapt to changing circumstances, most notably to where they live.

All are also alike in that they stress diversity, albeit to varying degrees, and how diversity is managed in cultures. Multiculturalism is ideally described as “the will and desire of diverse and multiple ethnic cultures to live together without exploitation and subordination of others” (Jackson II, 2010). This is similar to the melting pot theory in that groups of different ethnicities live together peacefully, yet contrasts the concept at the same time, as melting pots start out as different or multiple ethnic cultures but eventually end up as one culture.

The melting pot concept emphasizes that a “host culture” is dominant, and whatever cultural groups move into that host culture are absorbed to within that host culture (Jackson II, 2010). Even though the host culture themselves are slightly changed by the experience of absorbing another culture, the original host still remains at the forefront (Jackson II, 2010). An example of this, ironically, is the United States, in which different cultures immigrated to and yet became part of a whole, while America today is a stunning example of multiculturalism.

In the past, when different cultures came from Europe, but were all absorbed into one American society, yet today, this is not the case, as different ethnic groups retain far more of their culture, such as their language. Both of these concepts are in complete contrast to that of cultural pluralism, in which a different culture maintains their ethnicity (Jackson II, 2010). Instead of being absorbed into any one culture, ethnic traits and differences are in fact highlighted, rather than becoming less distinct (Jackson, 2010).

Using the previous example of America, one example would be the different areas of ethnicity found within some cities. For example, many large cities such as New York and San Francisco have a Chinatown, and New York boasts a Little Italy. In these communities, cultural pluralism exists within the United States, as ethnic differences are highlighted rather than absorbed. References Cohen, H., & Lefebvre, C. (2005). Handbook of categorization in cognitive science. San Diego: Elseiver. Cornell, S. E., & Hartmann, D. (2007). Ethnicity and race: Making identities in a changing world. (2nd ed., pp. 70-71). Thousand Oaks: Pine Forge Press.

Jackson II, R. (2010). Encyclopedia of identity. (Vol. I, pp. 480-481). Thousand Oaks: Sage Publications. Kaufmann, E. P. (2004). The rise and fall of Anglo-America. Boston: Harvard University Press. Smedley, A. (1999). Race in North America: Origin and evolution of a worldview. Boulder: Westview Press.