ETST 100

Mid-Term Exam #2 (125 points)

This exam is due via Canvas by March 31st at 11:59pm. Late exams will not be accepted. It is your
responsibility to ensure that you upload the correct document into Canvas.

Be sure to cite at least one of the assigned readings in each of your responses. In-text citations are
fine (author’s last name, page number), but you may use another citation method if you prefer. As
much as possible, paraphrase rather than using direct quotes from texts. If you do use quotes, be sure to
cite your sources and explain the quotes.

You do not need to do any outside research to answer the questions below. All answers can be found in
our in-class discussions and films, and the course texts. If you do any outside research, you are
expected to formally cite your sources.

1. Golash-Boza describes the evolution of racism as emerging through three overlapping, yet distinct
phases. Name the three phases, briefly describe each of them, and then provide an example for each.
(15 pts)

2. Map out the timeline of how race was initially constructed as biological and created scientific racism,
by noting key scientists/explorers and the prevailing ideas. As you map out this timeline, be sure to
note how the thinking shifted over time. Your timeline should start around the 1600’s and end around
the 1970’s. (15 points)

Race in terms of the color of one's skin tone is apparent and has no biological impact on anything.
However, society has turned race into scientific proof of racial superiority to rid guilt and
normalize colonization and discrimination. in 1759: Botanist Carl Linnaeus published the 10th
edition of Systema Naturae, which is the first to fully describe the four races of man. Those
four races are Europaeus, Americanus, Asiaticus, and Africanus. These races described obvious
differences in appearance and regions.

3. What was the significance of scientists repeatedly categorizing and “scientifically proving” that white
racial groups/people were superior, and people of color were inferior? How was this science used to
rationalize racism? (5 points)

In pages 27-38 of Golash-Boza’s piece Race and Racism, He explains that many Europeans in
earlier times tried to identify biological differences between different races in order to prove
superiority between races. He writes, “...the idea of race clearly demonstrates the power of ideologies
about human difference...Europeans wished to take land from indigenous peoples in the americas and
to extract labor”(31). This helps us understand that racism stems from colonialism in order for
Europeans to justify taking land and exploiting people for free or cheap labor. Science also played a
part in justifying racism by allowing scientists to conduct biased experiments and create a divide
between races that seemed more justified because of science.
4. Describe how the definition of “feebleminded” has changed over history. What role did
“feeblemindedness” play in the eugenics movement? How does this history inform our current
understanding of disability? (15 pts)

In Anna Stubblefield’s thesis, “"Beyond the Pale": Tainted Whiteness, Cognitive Disability,
and Eugenic Sterilization”, she argues that eugenics culture grew to its secession from Americans and
Europeans propagating that those who aren't white, straight, intelligent, able-bodied, and wealthy, are
considered vacuous and had nothing to offer to society. She uses the term “feebleminded”, to better
describe the lack of importance eugenic supporting Americans and Europeans found in othera groups.
There was lots of research done for feeblemindedness in order to “prove” that the white race was
superior. The researchers concluded that, “Researchers began to link feeblemindedness to poverty, off-
whiteness, and lack of civilization-building skills: the three versions of white impurity”. Researchers
used this to support sterilization of non-white or impovrished groups by saying that all of the factors of
white impurness are genetic and can be eliminated through selective sterilization. Feeblemindedness
was then used as the term to describe anyone who was not seen fit as a superior human.

5. Name and briefly describe four frames of colorblind racism, and then provide an example of each. (20
pts)

6. Name and briefly outline the three pillars of white supremacy. And what is heteropatriarchy and how is
it connected to the pillars? (15 pts)

Heteropatriarchy, as defined by Andrea Smith in their essay, “Heteropatriarchy and the three
Pillars of White Supremacy”, is the belief that straight cisgender males are superior over women, non
cisgender individuals, and those who don’t identify as heterosexual. They also describe the three pillars
of white supremacy as being the logic of slavery, the logic of genocide, and the logic of orientalism.
Heteropatriarchy is connected to the three pillars because in all of these pillars, there has to be a base
of hierarchy in order to defend and fulfil the logic of each of the pillars. Smith wrote, “in order to
colonize peoples whose societies are not based on social hierarchy, colonizers must first neutralize
hierarchy through instituting patriarchy”. This means that in order to colonize, colonizers must create a
hierarchy where they themselves are on top.

7. What are treaties and what effect do they have? How do they relate to tribal sovereignty? (10 pts)

8. Erasure of Native Americans is a key element within settler colonialism. Why is erasure central to this
settler colonialism? Briefly, describe one concrete way erasure was enacted in the past during the
settlement of the U.S. and then describe one way that erasure is ongoing in a contemporary context.
(15 pts)
9. Where did the term redskins come from and thus why should we mascots like the Washington
Redskins be banned? (5 pts)

The term redskins refers to Native Americans. In Dana Williams essay, “But it’s Honoring!It’s
Tradition!”, They write about how mascots that are representative of Native American Culture are
insensitive. Teams such as the Redskins, Chiefs, Indians, Savages, Warriors, and so on, strip and
dehumanize Native American culture. Most mascots are animals, when we make people a mascot, we
have dehumanized them. By keeping these “traditions” and “sport histories” alive, we are
simultaneously reinforcing stereotypes and bias.

10. What is your relationship to ongoing settler colonialism? What is one thing you can do to address this
ongoing structure of violence? (10 pts)