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associates particular images with the ideal woman, the
ideal man, and the ideal family. For many Americans, those
images are primarily White middle-class people living in a
nuclear family. Norms and standards are powerful deter-
minants of individual expectations and behaviors, repre-
sented by the arrow pointing from culture to individual.
Once we understand norms and standards, we can begin to
understand what is meant by cultural biases. In a multicul-
tural society, cultural biases can be detrimental to minority
groups whose norms or standards do not conform to those
of the dominant culture.
The influence of culture on individuals is powerful, as
can be seen in the analysis of individual beliefs, attitudes, val-
ues, opinions, actions, and inactions; sometimes what a person
chooses not to do reveals as much as his or her actions. Al-
though individuals are influenced by their cultural norms
and standards, the Vega conceptual framework portrays
that arrow as double headed, meaning that when signifi-
cant numbers of individuals accept cultural norms, express
their agreement, and behave in accordance with them, the
cultural norms and standards are reinforced. Any analysis
of individual behavior must include the influence of preju-
dice on an individual’s choices.
Finally, it is critical to analyze institutional practices,
policies, and standard operating procedures that are
influenced by cultural norms and standards as well
as by individual attitudes and behavior. To the extent
that they reflect cultural norms and standards as well
as individual attitudes and behaviors, institutions also
reinforce them. To relate institutions to human differences,
the analysis must focus on discrimination, identifying
both ways in which the institution intentionally
discriminates against certain groups and ways in which
the institution unintentionally advantages certain groups
and disadvantages others. In the late 1980s, the term
“intersectionality” was coined to address the social
reality of overlapping identities based on factors such as
race, gender, sexual orientation and social class and the
unique forms of oppression occurring as a consequence
of individuals having multiple social identities. The
term was intended to expand our understanding of the
complexity of oppression and the need for anti-oppressive
awareness and activity to go beyond the rigid, established
categories (Robertson, 2017). This term is being included
in the Vega conceptual ­framework for the 6th edition of this
textbook in recognition of its usefulness in understanding
how multiple identities influence oppression. Although
the Vega conceptual framework describes the intricate
relationship among the three areas—cultural, individual,
and institutional—chapter narratives of necessity deal
with each discretely. Readers are asked to keep in mind
the double-headed arrows signifying that all three areas
are interlocked to create the following relationships:
Preface vii
1. Cultural norms and standards influence and are rein-
forced by individual attitudes and behaviors and insti-
tutional policies and procedures.
2. Individual attitudes and behaviors influence and are
reinforced by cultural norms and standards and by insti-
tutional policies and procedures.
3. Institutional policies and procedures influence and are
reinforced by cultural norms and standards and indi-
vidual attitudes and beliefs.
The four sections of this text that relate to the concep-
tual framework are as follows.
• Section 1 focuses on the individual by exploring personal
values, interpersonal communication, and the way an
individual develops negative attitudes toward other
people based on perceptions of group identity (leading
to bias, stereotypes, prejudice, and negative behavior
toward members of these groups).
• Section 2 focuses on culture by examining the pattern of
historical responses in American society toward immi-
gration and the increased racial and religious diversity
that has always been a consequence of this immigration.
The final chapter of this section describes how those
who are pluralism advocates are engaged in efforts to
reject this historical pattern of discrimination, but as the
following section illustrates, discrimination remains a
problem in our society.
• Section 3 describes interrelationships among culture,
individuals, and institutions to produce discrimination
based on race, gender, social class, sexual orientation,
and disability, with institutional issues being a major
focus of this section.
• Section 4 addresses changes that have been imple-
mented to reduce levels of individual prejudice and
institutional discrimination, focusing on major insti-
tutions in our society such as K–12 schools, higher
education, business, the media, and the military; their
pluralistic policies and practices are designed to benefit
from the diversity that exists in our society. This con-
ceptual framework helps us to appreciate not only the
changes that are occurring but also the ongoing issues
that illustrate how much further we have to go.
Before concluding this explanation of Vega’s concep-
tual framework, consider this example to illustrate how
interreliant culture is with individual and institutional be-
haviors. Although many forms of family exist in the United
States, our cultural bias is for the nuclear family (the norm).
Influenced by this cultural bias, Americans tend to form
nuclear families. Even when people with a cultural tradi-
tion of extended families immigrate to the United States,
they tend to form nuclear families within a few generations,
viii Preface
sometimes reversing convention with older adult parents
receiving care in nursing homes rather than at home.
American institutions have encouraged the formation
of nuclear families because they are more able to relocate
in an age in which mobility of workers is highly desirable.
In an analysis of discrimination, problems may emerge for
minority subcultures that value extended families if they
maintain that value rather than adjust to the cultural norm.
As this example illustrates, Vega’s conceptual framework
helps clarify the complexity of intergroup relations by de-
scribing the related factors involved in the oppression of
minority groups by a dominant group.
Inquiry Approach/
Discussion Exercises
Chapter narratives in this text are presented in an inquiry
format. After a brief introduction, each chapter consists of
related questions with responses based on research from a
variety of disciplines and on author expertise. As references
illustrate, information for this text has been collected from
studies in a broad array of behavioral sciences, including
education, psychology, sociology, anthropology, history,
science, and literature. Although sources cited are from
relatively recent publications, some older sources are also
included either because they are still highly regarded in the
field or simply because an author expressed a conclusion
replicated by other research but not stated with as much
clarity.
Discussion Exercises
To reinforce the inquiry approach, exercises for group dis-
cussion are provided at the end of each chapter to examine
serious ethical questions. Based on specific issues, activities
encourage readers to reflect on and discuss aspects of issues
that involve ethical or moral dilemmas. The exercises are not
designed to manipulate readers into finding a “politically
correct” solution; rather, they enable students to hear the
variety of responses from others and appreciate the com-
plexity of individual, institutional, and cultural issues in
America today.
The Intent of This Text
The information provided in this text is intended to chal-
lenge readers to think and talk about issues that each of us
must consider as citizens in a multicultural society; this text
is not necessarily intended to change reader values but to
challenge attitudes based on incomplete or erroneous infor-
mation (see Chapter 1 for a description of the difference
between values and attitudes). Diversity brings benefits as
well as challenges, but the surest way to enjoy the benefits is
to meet the challenges with a firm foundation of knowledge
and insight that is based on research from all behavioral sci-
ences. Once students have read this text, the primary goal
will be realized if they have gained a better understanding of
the issues addressed. Whether or not that is accompanied by
changes in attitudes is up to each individual; and there is an
Attitude Inventory in the Instructor’s Manual that accompa-
nies this text. Your instructor may ask for your cooperation
in taking this inventory before, during, or on completion of
the course.
The intent of this text is to clarify our understanding of
human differences and the role they play in interpersonal
and intergroup relations. The Vega conceptual framework
allows us to recognize how the interlocking circles of cul-
tural biases, individual attitudes and actions, and institu-
tional policies and practices have produced inequities that
continue to polarize and all too often prevent Americans
from achieving ideals first expressed over two centuries
ago when dreamers imagined a radical new concept: a na-
tion where each person would be given the freedom to be
whoever he or she wanted to be.
Support Materials for
Instructors
The following resources are available for instructors to
download on www.pearsonhighered.com/educators.
Instructors enter the author or title of this text, select
this particular edition of the text, and then click on
the “resources” tab to log in and download textbook
supplements.
Instructor’s Resource Manual and
Test Bank (0135170567)
The Instructor’s Resource Manual and Test Bank includes
a wealth of interesting ideas and activities designed to help
instructors teach the course. Each chapter contains learning
outcomes and a comprehensive test bank containing mul-
tiple choice questions, discussion questions, exercises, and
suggested readings. There is also an Attitude Inventory and
instructions for its potential use.
PowerPoint™ Slides (0135170575)
Designed for teachers using the text, the PowerPoint™ Pre-
sentation consists of a series of slides that can be shown as is
or used to make handouts. The presentation highlights key
concepts and major topics for each chapter.

Acknowledgments
I want to thank Tess Cameron for her assistance in revis-
ing Chapter 10 on sexism, and Alison Leonard for assisting
with resources for the e-text. I am also grateful to Robin Di-
Angelo for her contributions to individual and cultural rac-
ism in Chapter 8. I also want to extend a special thanks to
Preface ix
Jan Koppelman for her assistance on numerous aspects of
revising this text and improving both content and illustra-
tions. I am grateful to my editor, Rebecca Fox-Gieg, for her
advice and assistance. Thanks also to the reviewers for this
edition: E. Jean Swindle, Unversity of Alabama; Kelly Jen-
nings-Towle, University of Central Florida; Mary Frances
Mattson, Georgia State University.
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Brief Contents
SECTION 1
Individual Attitudes and
Interpersonal Relations
1 Understanding Ourselves and Others:
Clarifying Values and Language
2 Understanding Prejudice and Its
Causes22
3 Communication, Conflict, and Conflict
Resolution45
SECTION 2
Cultural Foundations of Oppression in
the United States
4 Immigration and Oppression:
The Assault on Cultural and
Language Diversity
5 Race and Oppression: The Experiences
of People of Color in America
6 Religion and Oppression: The Struggle
for Religious Freedom
7 Rejecting Oppressive Relationships:
The Logic of Cultural Pluralism for a
Diverse Society
SECTION 3
Contemporary Dilemmas
for Intergroup Relations
8 Racism: Confronting a Legacy
1 of White Domination in America 179
9 Classism: Misperceptions and Myths
About Income, Wealth, and Poverty 203
10 Sexism: Where the Personal Becomes
Political238
11 Heterosexism: Challenging the
Heterosexual Assumption 262
12 Ableism: Disability Does Not Mean
Inability287
67 SECTION 4
The Challenge of Diversity to
American Institutions
97
13 Pluralism in Schools: The Promise
of Multicultural Education 313
134
14 Pluralism in Society: Creating Unity
in a Diverse America 339
159
xi
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Contents
Prefacev
SECTION 1
Individual Attitudes and
Interpersonal Relations
1 Understanding Ourselves and Others:
Clarifying Values and Language
The Role of Beliefs and Values in Human Differences 2
What is the relationship between values and
behaviors?2
What inconsistencies exist between American
values and American behaviors?
Are values individually chosen, or are we taught to
accept certain values?
How does the way values are taught explain the
inconsistency between values and behavior?
Why should anyone be concerned about
inconsistencies between values and behavior?
Should parents rather than schools teach values to
children?7
What problems can interfere with making ethical
decisions?8
Defining Terms Related to Human Differences
How do negative attitudes develop?
How does confirmation bias influence people, and
can it be overcome?
What are the differences among race, ethnicity, and
nationality?11
What are minority groups and why are they called
minority groups?
How have minority groups been perceived by the
majority?14
How have labels been used to define and control
subordinate groups?
What is the impact of labels on individuals who are
labeled?16
How are negative bureaucratic terms as harmful
as social derisive terms?
How has our society responded to social problems
experienced by minority groups?
Afterword 19 • Summary 19 • Terms and
Definitions 20 • Discussion Exercises 20
2 Understanding Prejudice and Its
Causes22
Conceptions and Misconceptions of Prejudice
What are examples of misconceptions about prejudice? 23
How widespread is prejudice? 24
How are prejudices reflected in American media? 24
What examples of prejudice exist in our language? 25
How does gender prejudice in our language
promote sexist attitudes? 26
What sexist terms for men could be considered
derisive?27
Aren’t some prejudices positive? 27
1 The Perpetuation of Prejudice 28
How are prejudices perpetuated? 28
DENIAL RATIONALIZATIONS 28 • VICTIM-BLAMING
RATIONALIZATIONS 29 • AVOIDANCE RATIONALIZATIONS 30
Causes and Consequences of Prejudice and
Discrimination31
4
What are the major causes promoting the
development of prejudice? 31
5
How does frustration cause prejudice? 31
6 What do stereotypes have to do with uncertainty,
and how do they cause prejudice? 32
6 How does threat to self-esteem cause prejudice? 34
How does competition for status, wealth, and
power cause prejudice? 35
What is racial profiling? 36
What other forms of discrimination are a
consequence of prejudice? 37
8
Is prejudice the main cause of discrimination in
9
society?37
How does the interest theory explain discrimination? 38
10
How is discrimination explained by the
institutionalized discrimination theory? 39
What can schools do to reduce prejudice? 40
13 Afterword 41 • Summary 42 • Terms and
Definitions 42 • Discussion Exercises 43
3 Communication, Conflict, and
15 Conflict Resolution 45
Communication and Conflict 46
What is an appropriate definition of communication? 46
17 How does assigning meaning lead to conflict? 46
How does nonverbal communication lead to conflict? 47
18 What are other misconceptions about communication? 49
COMMUNICATION IS A NATURAL HUMAN ABILITY 49 •
COMMUNICATION IS A GOOD THING AND SHOULD BE
ENCOURAGED 50 • COMMUNICATION WILL SOLVE ALL OUR
PROBLEMS 50 • COMMUNICATIONS CAN BREAK DOWN 51 •
COMMUNICATION COMPETENCE IS EQUAL TO COMMUNICATION
EFFECTIVENESS 51
How does effective communication occur? 51
23 What does this communication model suggest about
conflict resolution? 53
xiii
xiv Contents

How can attitudes toward people or groups create What American nativist attitudes and actions are
conflict?53 evident today? 79
What are the levels of cultural awareness? 53 How do immigrants today contribute to the
Values and Skills Needed for Conflict Resolution 54 American economy? 84
What are some communication style differences What myths about immigrants do many
that are based on culture? 54 Americans believe?85
How does gender influence communication styles? 56 Attitudes Toward Cultural and Linguistic Diversity 89
How do gender differences in communication Why should immigrants maintain their native
styles lead to misunderstanding and conflict? 57 language?89
What kinds of conflicts occur in K–12 schools? 57 Why do immigrants tend to lose their native
What does “Zero Tolerance” mean, and has it been language?90
effective in schools? 58 What alternative pedagogical strategy have
What values and skills are necessary for conflict American educators proposed? 91
resolution to be effective? 59 Have research studies identified effective
approaches to ELL instruction? 92
Conflict Resolution and the Role of Moral
Reasoning Theory 60 Why should educators be advocates for bilingual
programs?93
DUALISM 61 • MULTIPLICITY 61 • RELATIVISM 62 •
COMMITMENT 62 Afterword 94 • Summary 94 • Terms and
Definitions 95 • Discussion Exercises 95
With so much conflict occurring, how can conflicts be
resolved?62
Afterword 64 • Summary 64 • Terms and
Definitions 65 • Discussion Exercises 65 5 Race and Oppression: The Experiences
of People of Color in America 97
Historical Benefits of Native American Cultures and
Contemporary Issues 98
SECTION 2 What did Europeans learn from native Americans? 98
Cultural Foundations of What did European settlers fail to learn from native
Americans?99
Oppression in the United States FOODS AND MEDICINES 99 • HYGIENE 99 •
GOVERNANCE AND GENDER EQUALITY 100 •
4 Immigration and Oppression: The CHILDCARE 100 • ECOLOGY 101

Assault on Cultural and Language What was the main source of conflict between
Europeans and Indians? 101
Diversity67
Why are Indian treaties still important today? 102
Causes of Xenophobia and Nativism in the Why were native American treaties consistently
United States 69 violated?102
Why were nativists anti-Catholic? 70 What are other contemporary issues affecting
Why were nativists opposed to radical immigrants? 71 Indigenous people? 103
Nativism, Politics, and Social Change 72 The African American Struggle for Freedom and
How successful were the nativists in their political Civil Rights 106
activities?72 How were the Black indentured servants treated
Why did nativists fail to form a major political differently?107
party?72 Why did so many Africans die during the middle
What influenced twentieth-century nativist passage?107
attitudes in America? 73 How did Africans resist the oppression
How did racism affect nativist attitudes and actions? 74 of slavery? 107
What groups were affected by the addition of racism Why did Black people fight on the American side
to xenophobia? 75 during the revolutionary war? 108
The Paradox of Xenophobia and Nativism in a Nation of How did the U.S. constitution address the issue
Immigrants76 of slavery? 108
How did the eugenics movement influence Who opposed slavery, and what did they do? 108
anti-immigrant attitudes? 77 What was the underground railroad? 109
How is the english only movement an example of Did slaves and free Black people fight for the union
xenophobic behavior? 78 during the Civil war? 109
What changes in immigration have occurred since the Did Black people play a role in shaping the new south? 110
passage of the immigration and Nationality How did Black citizens in the south respond to this
Act of 1965? 79 transformation?110
 Contents xv

What did Du Bois want for Black Americans? 111 What other Latino groups live in the United States? 130
What were Black Americans doing to cope with race Afterword 130 • Summary 131 • Terms and
problems?111 Definitions 131 • Discussion Exercises 132
What was the Harlem renaissance? 112
Was there a decrease in discrimination against
Black people after World War I? 113
6 Religion and Oppression: The
Struggle for Religious Freedom 134
Did the new deal programs help Black Americans? 113
What gains did Black Americans make during Religious Diversity in Colonial America and How it
World War II? 114 Led to Religious Freedom 135
What happened to African Americans after How did the first colonists deal with religious
the war? 114 diversity?135
What did the civil rights movement achieve for How did the colonies promote the concept of
African Americans? 115 religious freedom? 136
Historic Hostility Against Asian American Immigrants How was the principle of religious freedom
and Contemporary Stereotypes 116 established in all the colonies? 137
What actions did nativists initially take against the The Exclusion of Religion from the Constitution and
Chinese in America? 116 the Need for the First Amendment 138
Why didn’t Chinese men bring their wives and What was the relationship between Deism and
families?117 Christianity?138
Who employed Chinese immigrants? 117 Why was there so little reference to religion in the
What kind of hostile actions did the Chinese original Constitution? 138
encounter?117 Why wasn’t religious freedom guaranteed in the
How did Americans view the Japanese before Constitution?139
World War II? 118 Did the First Amendment establish religious
What was a picture bride? 119 freedom in the new nation? 140
Where were Japanese immigrants employed? 119 Was any group actively persecuted for their
How did the war affect American attitudes toward religious beliefs? 140
Japanese families living in the United States? 120 The Rise and Fall of Anti-Catholicism and
What actions were taken against the Japanese Anti-Semitism: 1800 to 1970 141
during World War II? 120 What was the impact of large numbers of
What other Asian immigrants faced anti-Asian Catholic immigrants? 142
attitudes?121 Why was hostility directed toward Catholics? 142
What is the model minority myth? 122 What were the Philadelphia Bible Riots? 142
How does the model minority myth distort reality? 122 What caused anti-Catholic sentiments in the
Diverse Latino Immigrants and the Obstacles They United States to subside? 143
Encountered123 How did religious diversity increase following
Which Spanish-speaking group was the first to the Civil War? 143
come to the United States? 123 What non-Christian religions were included
What was the experience like for Mexicans among immigrants?144
immigrating to the United States? 123 Did increasing numbers of non-Christians cause
Why did attitudes toward Mexicans change anti-Catholic prejudice to diminish? 145
during World War II? 124 How did the 1928 election demonstrate
What were the zoot suit riots? 125 anti-Catholic prejudice? 146
Was it better for Latinos after the war? 125 Why were Jewish people regarded as a separate race? 146
How did Mexican Americans respond to In what ways was anti-Semitism promoted? 147
discrimination after the war? 126 What influence did the Holocaust have on
How did Puerto Ricans become citizens of the American attitudes? 147
United States? 126 Immigration and Increasing Religious Diversity
What effect did becoming part of the United Creating New Issues for Religious Freedom 148
States have on Puerto Rico? 127 How have Americans responded to the increasing
How do the experiences of Puerto Ricans religious diversity? 149
in the United States compare to those of other How have K–12 schools taught students about the
Latino groups? 128 concept of religious freedom? 153
Why has the experience of Cubans been so How can public schools teach about religion in a
different from that of Puerto Ricans? 128 way that respects all religions? 155
What happened to the Cubans who came to the Afterword 156 • Summary 156 • Terms and
United States? 129 Definitions 157 • Discussion Exercises 157
xvi Contents
7 Rejecting Oppressive Relationships:
The Logic of Cultural Pluralism for
a Diverse Society 159
Diversity in the United States and Terry’s Up/Down
Metaphor160
How have members of the majority responded to
diverse groups? 161
Attitudes about Diversity and Promoting Pluralism 162
What does it mean to have an Anglo conformity
perspective?162
How did the BIA boarding schools promote Anglo
conformity with Indian children? 164
Which immigrant groups benefited from Anglo
conformity?164
What does it mean to describe America as a
melting pot? 164
How is the separatist perspective negative? 166
What attitudes about diversity does pluralism
promote?166
What are some arguments from people who are
opposed to pluralism? 167
Why should American society become pluralistic? 168
Strategies to Achieve Social Change and the Need to be
Actively Involved 171
Must you be actively involved in change to be a
pluralist?172
What kinds of activities can create social change? 173
Afterword 176 • Summary 176 • Terms and
Definitions 177 • Discussion Exercises 177
SECTION 3
Contemporary Dilemmas for
Intergroup Relations
8 Racism: Confronting a Legacy of
White Domination in America 179
The Intersection of Ethnocentrism, Color-Blind Racism,
and Cultural Racism 180
What is aversive racism? 182
Frontstage and Backstage Racism, and How
Individualism Reinforces Individual Racism 182
What are front- and backstage racism? 183
In what ways are all people affected by individual
racism?183
How does the ideology of individualism reinforce
individual racism? 183
What are some examples of rationalizations
justifying individual racism? 185
Institutional Racism and the Consequences for People
of Color
How is institutional racism reflected in statistics on
employment?188
How does institutional racism influence hiring
decisions?189
How has institutional racism influenced the
development of segregated neighborhoods? 190
How does institutional racism occur in K–12
schools?191
What is the nature of institutional racism in higher
education?193
How does institutional racism affect politics? 193
How can institutional racism be reduced in the
United States? 196
How do advocates and critics assess the effectiveness
of affirmative action programs? 196
What are some consequences of racial
discrimination?198
What remedies have been proposed to address
institutional racism? 199
Afterword 200 • Summary 201 • Terms and
Definitions 201 • Discussion Exercises 202
9 Classism: Misperceptions and Myths
About Income, Wealth, and Poverty 203
Cultural Classism—Attitudes and Responses to U.S.
Poverty204
What was the response to poverty during the
colonial period?204
What happened to the “religious obligation”
to help the poor? 205
Why were people who had jobs so close to poverty? 205
Why was it so difficult to find work? 206
Why did people think poorhouses were the solution
to poverty?206
Why were children removed from poorhouses? 206
What was the response to the needs of poor people? 206
What did workers do to protest employer
exploitation?207
How did unions ultimately help workers to gain
higher salaries? 207
How did the federal government address
unemployment in the 1930s? 208
What was the outcome of the New Deal? 208
Individual Classism and Misconceptions about Poverty
and Welfare 209
How are children from low-income families
disadvantaged in schools? 211
How can schools make a difference in the lives
of low-income children? 213
How has the federal government addressed the
disadvantages for low-income students? 214
Why should problems outside of school affect a
child’s performance in school? 215
How will addressing health issues for low-income
children improve their academic achievement? 216
187 What are some myths about welfare recipients? 217
Institutional Classism and the Impact for Families
in Poverty 219
 Contents xvii

Why is the disparity between the richest and poorest How has rape been misunderstood in the
Americans increasing? 219 United States? 249
How have salaries in the United States been affected Why do women choose not to report a rape or
by recent economic changes? 221 attempted rape? 249
How large is the disparity of wealth in the The Impact of Institutional Sexism on Opportunities
United States? 222 for Women 250
How do income levels determine social class in Why are men earning more than women in the
the United States? 222 workforce?251
Who suffers most from poverty? 224 What are economic consequences of institutional
How Ageism Negatively Affects Both the Elderly and sexism for women? 253
Youth225 How is sexual harassment a significant problem for
How do scholars define ageism? 226 women in the workforce? 255
How has ageism manifested itself in American What are the most common behaviors that women
society?226 regard as sexual harassment? 255
Is there evidence to support claims of prejudiced What are the workplace guidelines for sexual
attitudes toward youth? 228 harassment?256
What are some economic consequences of ageism Are American employers following sexual
for both older adults and youth? 229 harassment guidelines? 256
How do institutions exploit low-income families? 231 How much of a problem is sexual harassment in the
How do businesses discriminate against schools?257
low-income people? 232 What are some other gender issues in schools? 258
What can federal and state governments do to Are there gender equity issues for boys? 258
assist families living in poverty? 233 What evidence indicates that gender equity
Afterword 234 • Summary 235 • Terms and issues are being addressed in schools and society? 259
Definitions 235 • Discussion Exercises 236 Afterword 260 • Summary 260 • Terms and
Definitions 260 • Discussion Exercises 261

10 Sexism: Where the Personal

Becomes Political 238 11 Heterosexism: Challenging the
A History of Cultural Sexism and Contemporary Heterosexual Assumption262
Issues Concerning Body Image 240 Cultural Heterosexism: Historical and Scientific
What gender biases did women confront in the Perspectives on Human Sexuality 263
earliest years of the United States? 240 What is the heterosexual assumption? 263
How and when did forms of discrimination change? 240 When was the heterosexual assumption challenged? 263
What effect did the Civil War have on women’s How did the Kinsey Report challenge the
demands for gender equality? 241 heterosexual assumption? 264
What progress and what resistance to women’s What was the impact of the Kinsey Report? 264
rights occurred in the early twentieth century? 241
What has the current research reported? 265
Did women workers during World War II prove
What historical evidence has described the
their competence? 241
existence of same-sex attraction? 266
What role did the media play in women
How have attitudes of the American people
being forced out of their jobs? 242
changed concerning gay people? 268
How did women respond to the pressure to stay
What are some heterosexist cultural and religious
home and not have a career? 242
beliefs?269
What do studies say about who benefits from
marriage?243 Individual Heterosexism: Ongoing Myths About
Being Gay and the Growing Awareness of
What sexist messages still exist in American culture
and how are they being addressed? 243 Transgender Individuals 270
How does the culture’s image of ideal beauty What groups are included in the LGBT
adversely affect women? 245 community?270
What examples of violence against LGBT people
Individual Sexism, Feminism, and Violence Against
have been reported? 272
Women247
What are some myths about being gay? 273
What does it mean to be a “male chauvinist” or a
“feminist”?247 The Impact of Institutional Heterosexism and
What does it mean to be androgynous? 247 Recognizing Gay Rights as Human Rights 276
What kind of abuse do women encounter in the Is the demand for LGBT rights really a demand
United States? 248 for special privileges? 277
xviii Contents

How can LGBT people be discriminated against SECTION 4

if they don’t reveal their sexual identity? 278
Why are Americans so divided on the issue of gay
The Challenge of Diversity to
marriage?279 American Institutions
Are LGBT couples good parents? 280
Why have gay men and lesbians always been 13 Pluralism in Schools: The Promise of
excluded from military service? 281 Multicultural Education 313
Why should LGBT people be encouraged to
become teachers? 282 Defining Multicultural Education 314
Afterword 283 • Summary 284 • Terms and What does it mean for education to be called
Definitions 284 • Discussion Exercises 285 multicultural?315
What is an appropriate definition for multicultural
12 Ableism: Disability Does Not education?315
Mean Inability 287 Traditional Assumptions in American Education 316
What body of knowledge have essentialists
Historic Origins of Cultural Perspectives on identified?316
Disability288 What essential human values do schools teach? 317
What are the historical perceptions of people with How do essentialists define or describe learning? 317
disabilities?290
What is the role of the essentialist teacher in
A SUBHUMAN ORGANISM 290 • MENACE TO SOCIETY 290 •
helping students learn? 317
OBJECT OF DREAD 290 • OBJECT OF PITY 290 • DISEASED
ORGANISM 291 • HOLY INNOCENT/ETERNAL CHILD 291 • Why are students not learning in essentialist
OBJECT OF RIDICULE 291 schools?317
How do scholars describe a disability culture? 292 Assumptions of Multicultural Education 319
Individual Ableism as an Outcome of Negative What assumptions do multicultural educators
Language, Labels, and Assumptions 294 make about curriculum? 319
What assumptions are made about people Why is it necessary to take a conceptual approach
with disabilities? 294 to curriculum? 319
What labels represent legitimate ways of What is the hidden curriculum? 320
identifying people? 295 Why have schools implemented multicultural
What are some current controversies about curriculum?320
labeling children? 296 How do multicultural educators describe
How can negative attitudes be changed? 297 learning?321
Historic Foundations of Contemporary Institutional In what different ways do individuals learn? 322
Ableism297 Why is self-confidence necessary for learning? 322
Why were people with disabilities placed in What must teachers do to implement a
institutions?297 multicultural education approach? 322
How were institutions for people with disabilities What specific instructional strategies are
established in the United States? 299 recommended for teachers? 324
What evidence exists that negative attitudes How can multicultural education help to reduce
prevailed in institutions and in society? 299 student prejudice? 326
Are institutions for people with disabilities Multicultural Education as a Context for Culturally
providing good care today? 300 Responsive Teaching 327
What is the best alternative to placing people with How does culturally responsive teaching address
disabilities in institutions? 301 multicultural education goals? 327
What is the cost of care for people with disabilities? 301 What are some current issues that make culturally
How does the United States support people with responsive teaching difficult? 329
disabilities who want to live independently? 302 Which students benefit from culturally responsive
What are some examples of discrimination against teaching?329
people with disabilities living in communities? 303 What characteristics are necessary to be a culturally
JOBS 303 • MOBILITY/ACCESSIBILITY 304 • HEALTH responsive teacher? 330
CARE 306 • EDUCATION 306 What actual classroom experiences illustrate
How difficult is it to change people’s attitudes? 309 culturally responsive teaching? 331
Afterword 310 • Summary 310 • Terms and What problems do teachers encounter when they
Definitions 310 • Discussion Exercises 311 attempt to implement culturally responsive teaching? 333
 Contents xix

What other educational reforms are being
implemented?334
Afterword 336 • Summary 337 • Terms and
Definitions 337 • Discussion Exercises 337
What has been the impact of discrimination
lawsuits against corporations? 348
What have corporations done to increase their
diversity and create a positive work environment? 349
How effective are diversity training programs? 350

14 Pluralism in Society: Creating

What diversity problems persist?
Mass Media
351
352
Unity in a Diverse America 339
How diverse is the workforce in mass media? 353
Origin and Evolution of Affirmative Action 341 How is diversity portrayed in mass media? 353
What are some of the major arguments in the What impact has digital media had on mass media? 354
affirmative action debate? 341 Military Services and Diversity 357
What limitations have the courts placed on What is the history behind the desegregation of the
affirmative action programs? 342 military?358
Have the courts approved the use of quotas in What problems had to be addressed because of the
affirmative action plans? 342 military’s decision to integrate? 358
What was the “set aside” strategy for minority- What gender issues have required military leaders
owned businesses? 343 to consider new policies? 359
Should affirmative action programs be eliminated? 343 How has the military dealt with other forms of
Higher Education and Diversity 344 diversity such as religion and sexual orientation? 361
What are some criticisms of diversity goals in Is there diversity among military leaders? 362
higher education? 344 Afterword 362 • Summary 363 • Terms and
What are the benefits of increasing diversity among Definitions 364 • Discussion Exercises 364
college faculty and in course content? 345
What have diversity advocates achieved and what
issues persist? 346 References366
Corporate, Small Business, and a Diverse Workforce 347 Index397
 This page intentionally left blank

A01_THOM6233_05_SE_WALK.indd 9 1/13/17 6:50 PM

Chapter 1
Understanding
Ourselves and Others:
Clarifying Values and
Language
Culture

ectionali
ters ty
In
Intersectio
nality
ctio
se

r ali
Inte ty
Individual Institutions

Learning Outcomes
After reading this chapter you will know and be able to:
1.1 Explain how Americans learn their beliefs and values, and the role
of these beliefs and values in shaping behavior.
1.2 Provide meaningful definitions and distinctions for two sets of
related terms: (1) bias, stereotype, prejudice, bigotry, and ­discrimination,
and (2) race, ethnicity, nationality, and minority group.

“I have striven not to laugh at human actions, not to weep at them, nor to hate
them, but to understand them.”
— BARUCH SPINOZA (1632–1677)

If we take Spinoza’s quote seriously, we need to understand all kinds of diversity—

including opinions, appearances, values, and beliefs—as well as the categories of race,
ethnicity, social class, gender, sexual orientation, and disability. Because America is
not only a diverse society but also a democratic one, we have the freedom to choose
1
2 Chapter 1

our perceptions, assumptions, and behaviors. The study of human diversity obviously
requires an examination of social groups that encounter discrimination. ­However,
in addition to focusing on the sociocultural differences among groups, we must also
acknowledge the importance of individual differences. Each of us wants to be r­ ecognized
as an individual. Our experiences are affected by multiple factors, including whether
we are White or an individual of color; female or male; from a low-, middle-, or upper-
income family; or from a rural, suburban, or urban home. Each individual’s opinion
offers a unique perspective that only the individual expressing it can fully understand.
The task for us as listeners is to understand as best as we can the beliefs and values
articulated by the individuals we encounter.

The Role of Beliefs and Values in

Human Differences
How do scholars distinguish between beliefs and values? Kniker (1977) suggests that
beliefs are inferences about reality that take one of three forms: descriptive, evalua-
tive, or prescriptive. A descriptive belief is exemplified by those who argued that the
world was not flat but round because they observed boats sailing off to the horizon
and recognized that the hulls disappear while sails are still visible. An evaluative belief
is illustrated by Winston Churchill’s conclusion about democracy based on his reading
of history: He understood why some called democracy the worst form of government,
but he found it to be better than all other forms of government that had been attempted
thus far. An example of a prescriptive belief would be the recommendation that students
take a role in creating classroom rules because research showed that students who
help create rules are more likely to be cooperative and abide by them. All beliefs are
­predispositions to types of action. Rokeach asserts that a cluster of related beliefs creates
an attitude; he defines values as “combinations of attitudes which generate action or
deliberate choice to avoid action” (Kniker, 1977, p. 33).
Rokeach is saying that values determine our choices: Values are the foundation for
actions we choose to take—or to avoid (see Figure 1.1). What value do Americans place
on wealth? For some, money and possessions are the primary measures of success. They
admire others who are rich and successful, and they define their own worth by their
income and wealth. For others, money is not a priority. Their main concern is to make
enough money to support a comfortable lifestyle, however they choose to define it.
There are also people who believe the biblical caution that love of money is “the root of
all evil” and refuse to let wealth play an important role in their choices. Their behavior
is a reflection of their values. While serving as vice president to John Adams, Thomas
Jefferson was once turned away from a prominent hotel because his clothes were soiled
and he had no servants with him. After the proprietor was told whom he had refused,
he sent word to Jefferson, offering him any room in the hotel. Having been accepted into
another hotel, Jefferson sent a reply politely refusing the offer of a room, noting that if
the hotel proprietor did not have a room for a “dirty farmer,” then he must not have a
room for the vice president either (Botkin, 1957).

What is the relationship between values and

behaviors?
America has a history of social commentary on the role of values in people’s lives, and
scholars engage in research examining the relationship between expressed values and
behavior. Searching for consistent patterns in values research is challenging. However,
one theme from social critics has been repeatedly supported by research and case study:
There is a consistent inconsistency between what we say we value and our actual behav-
ior (Aronson, 2012; Lefkowitz, 1997; Myrdal, 1944; Terry, Hogg, & Duck, 1999).
 Understanding Ourselves and Others: Clarifying Values and Language 3

Figure 1.1 The Relationship of Values, Beliefs, Attitudes, and Choices

From Charles R. Kniker, You and Values Education. Published by Allyn & Bacon/Merrill Education, Boston, MA.
Copyright © 1977. Reprinted and Electronically reproduced by permission of Pearson Education, Inc., Upper
Saddle River, NJ.

efs
Beli

Att
Beliefs es i

Attitud
fs

tu
Belie

de s
VALUE
CH
A OI
CE CE
OI B
CH

The tendency for Americans to say we believe in a certain value and then engage
in contradictory behavior is a curious and yet consistent pattern. Contradictory
behavior by human beings has been criticized and even ridiculed by essayists, ­novelists,
and observers of American society. In 1938, the Carnegie Foundation invited ­Swedish
social economist Gunnar Myrdal to the United States to conduct a study on the
“American Negro Problem.” Myrdal (1944) went far beyond a study of racial
relations: He attempted to identify and understand the core values of American
society.
In his analysis of Myrdal’s research, Risberg (1978) identified nine values that
Americans perceived as defining their culture:

1. Worth and dignity of the individual

2. Equality
3. Inalienable rights to life, liberty, property, and the pursuit of happiness
4. Rights to freedom of speech, press, religion, assembly, and private association
5. Consent of the governed
6. Majority rule
7. Rule of law
8. Due process of law
9. Community and national welfare. (pp. 5–6)

These identified core values seem to be accurate, especially if we compare American

culture to other cultures. For example, many nations around the world put great empha-
sis on the collective good, but in the United States we tend to focus on personal worth and
to reward individual achievements. Expectations of equality and of having “inalienable
rights” are expressed in founding documents such as the Declaration of Independence,
and our various freedoms are guaranteed by the Bill of Rights to the U.S. Constitution.
Our representative form of democracy is based on the assumption that local, state, and
national governments will be elected by the majority, with an expectation that they will
rule with the consent of the governed for the welfare of the community, state, and nation.
Finally, being ruled by laws and being given a chance to resolve issues by making our
case in court (due process) was established to protect our citizens from the whims of the
wealthy and powerful (a reaction to oppressive behavior from aristocrats and monarchs
in the past). These values have historically defined America as a society, and they repre-
sent beliefs that all Americans share.
4 Chapter 1
“The primal principle of
­democracy is the worth and
­dignity of the individual.”
— EDWARD BELLAMY (1850–1898)
Despite the consensus about them, Myrdal observed that all of the values were
regularly contradicted by American behavior. He provided examples from his observa-
tions, primarily based on race relations, to illustrate his conclusion.
What inconsistencies exist between American values
and American behaviors?
Although Americans have always tended to emphasize individuality, American soci-
ety quite consistently has demanded conformity. The influence of peers on individual
behavior illustrates the seductive power of conformity. Social psychologists studying
the influence of peer pressure have reported that people in groups engage in behaviors
they would not undertake as individuals (Aronson, 2012; Haag, 2000; Terry, Hogg,
& Duck, 1999). According to LeBon (1968), when individuals congregate, the group
“presents new characteristics very different from those of the individuals composing it”
(p. 27). In a study of young men who had assaulted gay males, Franklin (2000) found
that many of the men she interviewed expressed tolerant attitudes toward homosexual-
ity even though they admitted that when they were with friends, they participated in
verbal or physical assaults on people perceived to be gay. When questioned, 35 percent
said they were motivated by a desire to prove their “toughness” and to become closer
to the friends who engaged in antigay behavior.
Contradictory behavior also is illustrated in the belief that Americans value equal-
ity. The Declaration of Independence proclaims that the United States is founded on
the belief that “all men are created equal,” and yet the man who wrote that statement
owned slaves. During World War II, boxing champions Joe Louis and Sugar Ray
­Robinson signed up for military service. At a bus stop in Alabama, a military police-
man insisted that the two “colored soldiers” move to the rear of the station. When they
refused, they were arrested. After an officer had reprimanded them, Louis responded,
“Sir, I’m a soldier like any other American soldier. I don’t want to be pushed to the back
because I’m a Negro” (Mead, 1985, p. 231). Despite the gains made from the 1964 Civil
Rights Act, the United States has still not achieved the goal of racial equality.
This nation also was founded on the rule of law and the belief in a justice system
that would be fair to everyone, yet people with wealth and status are able to circumvent
this ideal. One of many examples challenging this belief occurred in Texas in 2013. A
mother and daughter tried to assist a woman whose car had stalled on the side of a
highway, and a youth pastor also stopped to help. Suddenly a pickup veered off the
road, smashing into the cars and killing the four people. Two people in the back of the
pickup were also injured; one had a brain injury that deprived him of the ability to move
or talk. The teenage driver, Ethan Couch, had a blood alcohol level of 0.24, three times
the legal limit. When the case came to trial, the boy’s wealthy father hired an expensive
legal defense team. A psychologist testified that Ethan was a victim of “affluenza,”
describing his misbehavior as a result of having wealthy, privileged parents who never
set limits for him. After the trial, the judge insisted that the “affluenza” claim had no
influence on her ruling; however, as punishment for killing four innocent people and
injuring two others, Ethan Couch was sentenced to no jail time and only 10 days’ proba-
tion. In response to outrage over this light punishment, the judge modified her sentence
to order Couch to a residential treatment facility. The judge did not indicate what length
of time the teenager would be required to stay there (Ford, 2014). In contrast to Ethan
Couch, there are a lot of poor people in prison today because they could not afford to
hire the skilled lawyers available to wealthy clients who are more likely to be successful
in getting desired outcomes in court.
Even when wealthy people are convicted and incarcerated, they may have a very
different experience than the average individual. Since the 1990s, certain Southern
­California city jails and prisons have provided upscale cells for affluent prisoners. For
$45 to $175 a day, incarcerated people can have luxuries such as an iPod, a cell phone,
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 VERRADERLIJKE ROOK!

De blijde dag is daar.—Wim Bolk komt terug.

Zijn zes makkers staan op het perron en wachten op den trein.

„Hij is te laat,” zegt Chris ongeduldig.

„Weet ie, dat we er allemaal zijn?” vraagt Paul.

„Neen, daar weet ie niks van,” is Ambro’s antwoord.

„Ik heb hem wel geschreven, dat ik hem zou afhalen.”

„’t Duurt lang,” bromt Puckie.

„Kwam ie nou maar.” [183]

„Zou ie z’n puist nog op z’n neus hebben?” vraagt Piet.

„Ik zie hem,” roept Ambro verheugd.

„Z’n puist?” vraagt Piet nog, maar de trein is in aantocht en rolt met
donderend geweld de stationskap binnen.

Een hevig gekrijsch en gepiep van de assen en de trein staat

snuivend en dampend stil.

„Jonge, jonge, wat een menschen! Goed uitkijken, knullen,” zegt

Ambro.

„Laten we ons verdeelen ieder bij een uitgang,” stelt Karel voor. En
juist wil het troepje zich splitsen, als Puckie hard schreeuwt:
„Ik zie ’m, daar heb je ’m, daar heb je ’m!”

Wim heeft de jongens nog niet in de gaten. Hij nadert langzaam,

schuifelend achter de dichte menschen-massa aan.

Ambro begint luidkeels signalen te geven, seinen, die alleen bekend

zijn bij de rooverbende. Hij wordt berispt door een hoofd-conducteur,
die hem verbiedt zoo’n lawaai te maken.

Maar Wim heeft de krijgskreten gehoord en rekt zijn hals uit, om te

zien waar het bekende en geliefde signaal vandaan komt.

Ja, daar zijn ze, hij ziet ze staan z’n oude makkers, alle zes, wat een
verrassing! Hij had wel over de hoofden van de menschen heen
willen springen om maar vlug bij hen te zijn en hij geeft een mijnheer
voor hem hevige duwen in den rug om hem aan te sporen wat
vlugger op te schieten. [184]

Zijn ouders komen een heel eind achteraan, ze vinden echter best,
dat Wim vooruit holt, want ze hebben de bende herkend, die hun
zoon komt verwelkomen en kunnen zich nu zijn ongeduld best
voorstellen.

Eindelijk is hij bij hen en komt aan ’t handen schudden schier geen
einde.

Dan zoeken de jongens naar woorden om hem toch maar te laten

zien hoe blij ze wel zijn, dat de oude makker terug is.

„Adi Wim,” gilt er een. „Hallo jong!” en dit gepaard met een stevigen
slag op z’n schouder.

En Ambro, die oorspronkelijk van plan was geweest, uit naam van
de bende een korte welkomstrede uit te spreken, is deze geheel
vergeten en doet nu niets dan om Wim heen dansen als een hond
die na langen tijd zijn baas terugziet.

Wim is bijna verlegen met al die blijdschap van het wederzien.

„Hè, wat fijn, om weer bij jullie te zijn,” zegt hij. „Wat heb ik naar
Rotterdam verlangd! Allemaal nog dezelfde snuiten …” en lachend
inspecteert hij de bende.

„Wat gaan we doen, jongens?” vraagt Chris. „We zijn vanmiddag

allemaal vrij, jij toch ook, Wim?”

„Natuurlijk,” luidt Wim’s antwoord. „We gaan weer ouderwetsch

keetschoppen, maar dat is waar … ik kan niet in den Dierentuin … ik
ben geen lid … Vader moet het weer worden.”

„Da’s niks,” stelt Ambro hem gerust. „We peesen [185]zoo hard we
kunnen allemaal het hek door, zóó hard, dat die kerel in z’n hok ons
niet eens kan onderscheiden.”

„Ja, ja, da’s goed,” vindt de heele bende.

„Eerst m’n ouwetjes vertellen, dat ik met jullie meega,” en Wim holt
met de jongens naar z’n ouders om hun te zeggen, dat ze hem
vooreerst niet zullen zien, want dat hij eerst met de jongens gaat
spelen.

En nu kuieren ze allen de Kruisstraat in en zijn het hek van den

Dierentuin genaderd.

„Op een draffie, jongens,” schreeuwt Ambro. „Vlug, hij zit binnen.”
Die „hij” is de dikke roodharige portier die als een Cerberus den tuin
bewaakte en er voor zorgde, dat geen vreemdeling dit heiligdom kon
binnentreden.
In vollen ren draafde de bende het hek binnen, Wim tusschen hen in
en de portier, die wel eenige bekende gezichten zag bleef rustig in
zijn kantoortje, terwijl de jongens, uit vrees terug geroepen te
worden, niet rustten voor zij buiten het bereik van den portier waren.

„Het is hier nog niks veranderd,” zei Wim toen het troepje hijgend stil
stond.

„Ik ben erg benieuwd naar het Hol.”

„Nou, dat zal je zien,” zegt Ambro. „De kamer is net aan kant.”

Bij dit gezegde kijken de jongens elkaar met een blik van
verstandhouding aan.

Nu gaat het in gestrekten draf naar het Hol.

Als ze er aangekomen zijn, zegt Ambro met [186]een fraaie buiging

tegen Wim: „Aan n de eer, mijnheer.”

En alsof hij niet weg is geweest, kruipt Wim op handen en voeten

langs het van ouds bekende paadje het geliefde Hol binnen.

Dan slaakt hij een kreet van verrukking.

„Da’s verduiveld aardig van jullie,” roept hij.

Het heele Hol is versierd met vlaggetjes, serpentine en papieren

rozen. In het midden hangt aan een tak een groote lampion te
bengelen waaronder een stoel staat, rijkelijk versierd met
sparregroen ter eere van het feestvarken.

Vlak over den stoel hangt aan een boom een blauw schild, waarop
met vergulde letters de woorden prijken:

„Welkom in het Hol van Kaan.”

Uit angst ontdekt te worden, durfden de jongens geen „lang zal ie
leven’s” te laten schallen en moest de plechtigheid in alle stilte plaats
hebben.

Toch bleef er nog een verrassing. Toen Wim met vereende krachten
op z’n versierde zetel was geheschen, zóó hardhandig, dat de
sparrenaalden hem om de ooren vlogen, haalde Ambro met
gewichtig gebaar een rol papier uit z’n zak en verzocht stilte.

Hij begon:

„Beste Wim, daar zit je weer,

Net zoo als den laatsten keer.
Jôh! we vinden ’t zoo fijn!
Lang mag j’ in ons midden zijn. [187]
Waren wij niet al te bang,
Schreeuwden wij „hij leve lang”.
En dan was ’t met de lol
Gauw geëindigd in ons Hol.
Daarom spreek ik niet te luid
Deze welkomstrede uit.
Fluister het me allen na,
Héél zacht hiep, hiep, hiep hoera!”

(Dit bevel werd stipt opgevolgd en nog nooit was een jubilaris op
zulk een zonderlinge wijze verwelkomd. En Ambro vervolgde:)

Wim, je lijkt wel aangedaan,

Laat je tranen vrij uit gaan.
Veeg die druppel van je neus,
Want hij hangt er, maar niet heusch.
Nog een woordje tot besluit,
En dan is dit pracht-vers uit.
(na deze woorden haalt Ambro een klein pakje uit zijn zak en terwijl
hij het Wim aanbiedt, vervolgt hij:)

Dit geschenk is voor Wim Bolk

Namens heel het roovervolk,
Dat je het gebruiken mag
Ter herinnering aan deez’ dag.”

Na dit schoone vers, dat ook een verrassing voor de andere jongens
was, wilde Puckie, alles vergetend, een luid hoera aanheffen, dat
direct [188]door de jongens gesmoord werd met uitroepen als: hou je
kop, enz.

Intusschen maakt het feestvarken, nog geheel onder den indruk van
de opeenvolgende verrassingen het pakje open en ziet tot z’n groote
vreugde een prachtig zakmes, wel zoo mooi als het veel-benijde van
Ambro.

„Potver …!” roept hij blij.

„En ’n fijn hoor!” zegt Puckie.

„Zweedsch staal, uit Solingen,” pocht Chris.

„En niet goedkoop ook,” zegt Karel.

„’n Reuze-messie!” vindt Paul. Maar al deze loftuigingen op het mes

waren onnoodig, want er was niemand, die het zoo prachtig vond als
Wim; hij wist alleen maar niet hoe ie ze zou bedanken en verlegen
drukte hij, zonder iets te zeggen, de zes vriendenhanden.

„Nou een pijp rooken,” stelt Ambro voor.

„Da’s een idee,” zegt Wim, blij, dat ze weer in hun gewone doen
komen. „Maar ik heb me pijp niet bij me,” zegt hij.
„Da’s niks,” zegt Paul. „Neem de mijne maar, die heb ik toch maar
voor ’t mooi.”

„Durf jij niet te rooken?” vraagt Wim.

„Hij durft wel, maar hij wordt er zeeziek van en hij is ook een jaar
jonger dan wij,” zegt Ambro.

Uit een gat in den grond wordt nu een groote blikken trommel te
voorschijn gehaald. Dit is de provisiekast van de bende; daar
bewaren ze hun detective-romans, hun rookgerei en zelfs kwam het
voor, dat bij feestelijke gelegenheden er versche [189]kadetjes en
chocoladereepen in opgeborgen zijn.

De pijpen werden uit de trommel gehaald en in een doosje vonden

zij nog juist genoeg tabak om zes pijpen te stoppen.

Ambro haalde een lucifersdoosje uit zijn zak, waarin nog slechts één
lucifer zat.

„Oppassen, jongens, als die uitgaat, zijn we zuur,” waarschuwde hij.

En allen bogen zich over hem heen om het aanstaande vlammetje

tegen tocht te beschermen. En terwijl ze den adem inhielden, stak
Ambro moedig z’n pijp aan en trok als een stoomzuiger.

„Hou bij, hij brandt nog,” riep hij.

En bliksemsnel werden de vijf andere pijpen aangestoken. Nu

dampen ze er op los als mooren.

Wim had z’n stekelige feestzetel verlaten en was als de andere

jongens languit op den grond gaan liggen.
Er werd niet veel gesproken, hun volle aandacht was bij de pijp en al
beweerden ze tot elkaar dat rooken toch een genot was, in
werkelijkheid was het rooken van een pijp steeds een heele karwei,
waarvan de eenige bekoring was, dat ’t niet mocht en dat het
mannelijk stond.

—————————————

Twee tuinlui met een kruiwagen komen langs de rots aangeloopen

en naderen het rhododendronbosch.

„Kijk es,” zegt de eene. „’t Lijkt wel of daar wat smeult in dat
bosschie.”

„Waarachtig,” zegt de andere. [190]

„Wat zalle me nou hebbe?”

„Es effetjes kijke.”

Voor een volwassen mensch was het bereiken van het Hol een
heele toer, vooral, zonder bekend te zijn met het door de jongens
gemaakte paadje, dat steeds zorgvuldig bij den ingang werd
afgesloten door enkele takken.

„Daar kom je soo niet in.”

„Stil,” zegt plotseling de ander. „’t Is of ik stemme hoor.”

Nu luisteren ze allebei aandachtig bij het boschje, en ja, ze hooren

duidelijk jongensstemmen.

„Wat motte me doen,” vraagt de eene.

„Weet je wat,” zegt de ander. „We zalle ’t zaakie omsingelen.” In het

groote bloemperk bij de sociëteit zijn drie tuinlui aan het werk en
deze worden te hulp geroepen voor de aanstaande jacht.

Maar de jongens, zijn op hun hoede. Ze hebben het gesprek van de

tuinlui wel terdege gehoord.

„We zijn verraaje, jongens,” zegt Ambro.

„Hoe komen we d’r uit, ze willen ons omsingelen. Maar stil, ik weet
wat! Puckie, Chris en ik zijn de vlugsten, wij kunnen ’t hardst
loopen.”

De jongens hebben de hoofden bijeen gestoken om te vernemen

wat Ambro van plan is te doen om zich uit deze hachelijke positie te
redden.

„Wij drieën kruipen in verschillende richting naar den rand van het
boschje en houden ons zoo goed als het gaat, verscholen. Dan
kijken we uit naar een gaatje om ’m door te piepen, liefst alle drie
tegelijk en dan hollen we uit alle macht den [191]tuin uit, laten we
afspreken dat we elkaar dan weer zien bij den telefoonpaal op de
Diergaardelaan.”

„Alles best,” zegt Piet. „Maar wij dan?”

„Dat zal ik je zeggen. Jullie gaan plat op je buik liggen, dáár, een
eindje verder en houdt je doodstil. Wij verbergen jullie onder de
afgevallen bladeren; als je je maar koest houdt als wij drieën ’m
smeren, dan zullen ze vast denken dat er geen meer in het boschje
zit. Als alles dan veilig is, kunnen jullie ’m ook piepen. Maar gauw
wat, want we hebben weinig tijd.”

De vier jongens volgen stipt het bevel van Ambro op en in minder

dan geen tijd is er niets meer van hen te bespeuren.
Ambro, Puckie en Chris sluipen vlug voort naar den rand van het
boschje. Gelukkig voor hen, heeft het den vorigen dag flink geregend
en hebben ze geen last van krakende takken.

Intusschen houden de tuinlui de wacht om het boschje en twee van

hen turen door de dichte blader-massa om te zien of ze ook iets van
de bengels kunnen ontdekken.

Bliksemsnel springt er iets tusschen de beenen van een ouden

tuinman door en rent in volle vaart weg.

Het is Ambro.

De andere tuinlieden kijken hem verbaasd na, terwijl er een uitroept:

„Heere nog an toe, kan dat jong loope.”

Ambro is al bijna uit het gezicht. Puckie en Chris maken nu van de

gelegenheid gebruik, [192]schieten ook uit het boschje en verdwijnen
eveneens als vluchtende gemzen.

„Wel heb ik me nou!” raast een der tuinlieden. „We worden effetjes
genomen, Piet.”

En zich richtende tot den ouden tuinbaas: „Sijmen, kâ-jij ze inhalen?

Ik niet.”

„Neen,” zegt Sijmen. „Die snuiters ben-me te vlug af.”

„Nou oppasse,” zegt een ander. „D’r kenne d’r nog best meer zijn.”

En met beide handen dringt hij de takken weg en baant zich een
weg door het dichtbegroeide boschje.

Hij heeft heel wat moeite om vooruit te komen, want de geheime

paadjes van de jongens zijn hem onbekend. Maar eindelijk is hij dan
toch het Hol genaderd en slaakt, gelijk Wim Bolk die verrast was
door de versiering ter zijner eere, een kreet van verbazing.

„Neen maar, kom nou d’r es kijke! Je mot ’t zien! ’t Laikent wel
kerremis. De heeren hebben een best plekkie uitgezocht.”

De vier jongens, liggen in doodsangst onder den bladerenhoop. Ze

hebben het benauwd en durven zich toch niet te verroeren.

De tuinman staat nu vlak bij Karel en de volgende stap die hij doet,
is bovenop Karel’s hand; maar de jongen weet zich goed te houden
en de tuinman merkt niets.

Nu de overige tuinlieden geen belang blijken te stellen in de

inrichting van het Hol van Kaan [193]blijft ook hij niet langer talmen en
begint zich weer het boschje uit te werken.

Na verloop van eenigen tijd hooren de jongens niets meer en ze

achten nu het oogenblik gekomen om ook hun biezen te pakken.

Piet is de eerste die beweegt, hij schudt de bladeren van zich af en

roept zacht: „Jongens, de baan is vrij! Kom mee, we smeren ’m!
Gauw wat!”

De heele troep komt nu van onder het bladerendek te voorschijn en

Karel kan niet nalaten den jongens van zijn heldendaad te vertellen.

„Je lijkt wel die soldaat uit ’t turfschip van Breda,” lachte Piet.

„Nou, kijk me poot es,” zegt Karel. „De striemen staan er op!”

„We zullen ’t in de Geschiedenisboeken vermelden,” zegt Wim Bolk.

„Zelfverloochening van Karel Boekers, bij de belegering van ’t Hol
van Kaan op den 17den April van het jaar 1904.”
De jongens zijn nu veilig buiten het Hol gekomen en kijken
behoedzaam rond of er geen onraad meer in de buurt is. Piet
constateert, dat de baan vrij is.

„Vooruit,” zegt Wim. „Den tuin uit en naar den telefoonpaal.”

Daar komt het viertal hijgend aan en wordt er juichend begroet door
de rest van de bende.

„Nou, dat is goed afgeloopen,” zegt Wim opgelucht. „Ik heb ’m

geknepen, hoor! Ik dacht, dat we er bij zouden zijn.” [194]

„Noem jij dat maar goed afloopen,” antwoordt Ambro met een
bedrukt gezicht.

„Nou,” zegt Piet. „Ze hebben ons toch maar niet te grazen gehad.”

„Ons niet,” zegt Ambro. „Maar ’t Hol, dàt hebben ze te grazen, dat
zijn we voor goed kwijt.”

„Ja, da’s waar,” zegt Paul. „Ze hebben ’t Hol ontdekt. We kunnen er
vast niet meer in.”

„Nou,” stelt Chris ze gerust, „’t Is te probeeren. Morgen zijn die

kerels ’t weer vergeten.”

„Ik geloof er niks van,” zegt Karel. „Je zult zien, ’t Hol is voor goed
naar de haaien,” en hij voegt er spijtig aan toe: „Hadden we maar
niet zoo zitten dampen.”

„’t Is wel sneu,” zegt Wim. „Net den eersten dag dat ik er ben
ontnemen ze ons onze vergaderzaal.”

„Waar moeten we nou voortaan zitten om onze geheime

besprekingen te houden?” vraagt Puckie.
„Onder de Hooge Brug,” zegt Piet.

„Een reuzen-plekkie! Ambro, zeg es wat, je staat zoo te suffen.”

„Ja, ik zal me daar ’t Hol laten afkapen,” zegt deze en z’n oogen
schieten vuur.

„An me nooit niet! Ik zàl ’t terug hebben.”

„Als je ons dan maar es verteld hoe!” zegt Wim.

„We moeten beginnen,” zegt Ambro, „met een week buiten het Hol te
blijven, want ik beloof je, dat ze op zullen letten. Als ze dan niets
meer van ons merken, zullen ze misschien denken, dat het maar
een tijdelijke schuilplaats was en geen [195]haan zal er meer naar
kraaien. Die week, zullen we samen komen onder de Hooge Brug,
maar dat is erg gevaarlijk en we mogen ons dan wel heel stil
houden, want daar kunnen ze ons al gauw ontdekken.”

„Ik ga er morgenochtend heen om eens poolshoogte te nemen,” zegt

Wim. „Dan zal ik zoo goed als ’t gaat, den boel in orde maken en
dan komen jullie tusschen 12–1 maar kijken.”

„Moet je dan niet naar school?” vraagt Paul.

„Neen, antwoordt Wim. „Ik word twee maanden thuis bijgewerkt voor
de H.B.S.”

„Nou,” zegt Ambro. „’t Kon wel es gebeuren, dat ik morgen puzzerde
en dan vind ik je wel onder de brug.”

„Hè, willen we allemaal wegblijven?” stelt Chris voor.

„Mij best,” zegt Piet. „Maar als er zes mankeeren en juist wij met z’n
zessen, dan begrijp je wel, dat we voor ’n paar vrije middagen zuur
zijn.”

Dit vonden de anderen ook en ze besloten, geduld te hebben tot na

schooltijd. Ambro moest dan maar zelf weten wat hij deed.

De bende ging uit elkaar en sprak af den volgenden dag op het

bepaalde uur present te zijn op de nieuwe vergaderplaats. [196]
[Inhoud]
 VAN EEN DIEFSTAL OP SCHOOL EN EEN
VUILNISBLIK ALS KOEKEPAN.

Ambro volvoerde dien volgenden morgen zijn plan en puzzerde. Had

hij geweten, hoe ’n belangwekkende dag het op school was, dan zou
hij zeker niet ontbroken hebben.

Toen n.l. de jongens dien morgen in het eerste les-uur waren, ging
plotseling de deur open en trad het Hoofd der school binnen,
gevolgd door een Inspecteur van politie en een agent.

Het ongewone van dit verschijnen bracht even groote stilte als
verbazing.

„Wat hebben we nou aan de hand!” fluisterde Chris, Karel in ’t oor.

„Ze komen Ambro toch niet halen?” Intusschen komt het Hoofd der
school voor de klasse staan, geflankeerd door den Inspecteur en
den ridder van den Heiligen Hermandad.

Hij verzoekt den onderwijzer even de les te staken en richt zich tot
de jongens.

„Jongens, leg je pen eens neer en luistert.

„We hebben een dief op school. Ik zeg een, misschien zijn ’t er meer.
We weten niet, in welke klas de dief zit. Wie dus iets van de zaak
afweet, moet ons nu helpen. De diefstal moet aan ’t licht komen. Ik
schaam me, dat op mijn school zooiets gebeurd is.”

De Inspecteur fluistert het Hoofd der school iets in het oor, waarop
deze den jongens gebiedt één voor één voor de klasse te komen.
[197]

„De Inspecteur vindt het wenschelijk, dat jullie de zakken leeg

maken. Het is zeer onaangenaam voor degenen die geen schuld
hebben, doch als de dader zoo laf is zich schuil te houden, moeten
we hier wel toe over gaan.”

Plotseling weerklinkt een hevig gesnik, dat uit de achterste bank der
klasse komt en een angstig-bevende stem roept:

„Ik heb ’t gedaan, mijnheer, maar ik heb nog maar de helft.”

„Jij Koos,” zegt streng het Hoofd. „Van jou had ik zooiets het
allerminst verwacht. Kom hier, en breng alles mee.”

Schoorvoetend, met beschaamde kaken, schuifelt bolwangige Koos

de bank uit en begeeft zich naar het Gerecht.

Drie paar oogen kijken vol gestrengheid op den knaap voor hen
neer, en die van den agent maken den meesten indruk op hem.

Dan diept de schuldige uit zijn zakken een klein appeltje op, waarin
reeds een hap is gegeven.

Hij legt het met bevende vingers op tafel voor hem neer en snikt:

„M’n moeder koopt … altijd bij ’m … en gisteren … wou ie … er me

nog … een geven … en … dat heef ie niet … gedaan … en nou … heb
ik … ’m … genomen …”

Voor een scherp opmerker is op het gezicht van den Inspecteur een
glimlach te bespeuren.

„Ga maar weer zitten, Koos,” zegt het Hoofd der school. „Het is hier
blijkbaar niet om jou te [198]doen. Wat je deed, is heel verkeerd, maar
daar spreken we elkaar nog nader over.”

Koos stapt, zichtbaar opgelucht, doch nog nasnikkend naar zijn bank
terug.

Puckie kan niet nalaten hem toe te roepen: „Je vergeet je appel!”

Hij wordt door de drie paar voornoemde oogen tot stilte gedwongen.

„Het gaat hier om een ernstiger feit, jongens,” zegt nu weer de

hoofd-onderwijzer. „We zullen van het rijtje afgaan.

„Karel Boekers, kom hier.”

Karel komt geheel onbevangen naar voren en keert z’n zakken om

die een geheel museum van jongens-rariteiten bevatten. Hij kan
weer naar z’n plaats gaan. Plotseling begeeft de Inspecteur, die
totnogtoe niet anders deed, dan rustig rondspeuren, zich naar een
der banken en terwijl hij den daarin zittenden jongen streng aankijkt
zegt hij:

„Wat haalde jij uit je blouse en berg je daar in je kastje?”

Vuurrood, maar ongeroerd kijkt de jongen hem aan en zwijgt.

„Als jij ’t niet zegt, zal ik ’t je zeggen,” en terwijl hij zich voorover
buigt, haalt hij vlug het kastje leeg.

„Net zooals ik dacht,” zegt hij.

Hij legt den inhoud van het kastje op de bank, bestaande uit 15
pijpen kaneel en 12 dropveters.

„Waar is de rest?” vraagt hij streng.

De jongen volhardt in zijn zwijgen. [199]

„Spreek op! Waar heb je de rest gelaten? Ik raad je in je bestwil aan
te bekennen.”

„Weggegeven,” zegt de jongen norsch.

„Aan wie?”

„Zeg ik niet.”

„Weet je wel, dat dit je straf verzwaart?” zegt de Inspecteur om hem

schrik aan te jagen.

„Hier is ’t andere,” klinkt plotseling een stem, niet ver van den dader
af en de rest, bestaande uit dezelfde artikelen, wordt op het kastje
voor hem neergelegd.

„Heb jij die van hem gekregen of ook weggenomen?” vraagt de

Inspecteur.

„Gekregen, mijnheer, maar ik wist, dat ie ze gegapt had.”

Dan richt de Inspecteur zich weer tot het Hoofd en verzoekt hem, nu
alles terecht is, met de twee jongens het lokaal te verlaten.

’t Is een nare stoet, zooals ze zich daar verwijderen. Voorop de

dader en de heler, met gebogen hoofden, gevolgd door de drie
gestrenge rechters. Als de deur zich achter hen sluit, ontspant zich
de stilte, die al dien tijd in de klas geheerscht had.

„Waar hebben ze dat gegapt?” vraagt Chris.

„Nog al wiedes, bij de Hazelip natuurlijk.”

„Zou die ze d’r bij gelapt hebben? Wat een serpent.”