Ethnic Studies Key Concepts

Our Key Concepts Notebook is a student-facing tool designed to provide definitions, examples, and insight related to Ethnic Studies concepts. Users will note that these are not textbook definitions but instead explanations and examples that highlight the ways these concepts are thought about and used in Ethnic Studies.

This tool is designed for Intro to Ethnic Studies courses or courses taught through an Ethnic Studies lens. Teachers may guide students to strategically engage with particular concepts (slides) as helpful constructs for analyzing oral histories and/or relating to other elements of their enacted curriculum. Teachers and students alike may find the embedded links useful for improving their understanding of these concepts as they relate to Ethnic Studies.

Analytic Summary Paragraph Template

If a summary represents a brief representation of a text, experience, event or other phenomenon, then you can think of an analytical summary as both a representation of the text or phenomenon and your analysis of it. An Ethnic Studies analytical summary uses an analytic lens grounded in Ethnic Studies themes/ concepts/ perspectives such as race/ism, ethnicity, intersectionality, oppression, resistance, and/or liberation. It might also include an analysis of perspective, make historical and present-day connections, attempt to unearth underlying causes and acts of agency, or explore personal relevance. 

Sample Structure for an Analytical Summary

Sentence One:

Introduces the text (oral history) and makes an assertion about what the interviewee helps listeners to understand.

Sentences Two-Three:

Provides a summary of the major points or events expressed in the oral history and provides illustrations/examples.

Sentences Four-Five:

Uses an Ethnic Studies lens to analyze the points or events summarized above.

Sentence Six:

Connects the summary and analysis back to the assertion.

Analytic Summary Sentence Starters

    1. In the _________ oral history from 20__, _______ discusses ______, which…..

    1. ________ speaks about _________________. One example of this is when…..

    2. _________ illustrates ________ when describing…..

    3. Listeners learn that…….

    1. _______’s experience is similar to …….

    2. _______’s description sheds light on ……..

    3. Manifestations of racism are depicted when………..

    4. In _______’s oral history, listeners hear _______, which could have been caused by…..

    5. Despite…..

    1. ______’s story provides ______ and illustrates……..

The Four "I's" of Oppression

PREJUDICE + POWER = RACISM

  • • The dominant group controls the ideas and perceptions of other groups.

    • The dominant group creates a narrative that justifies why they are superior.

    • Ideological oppression perpetuates a social hierarchy.

  • • Groups are controlled through unequal application of society’s institutions such as:

    • The Legal System (Police)
    • Government (Laws and Political Power)
    • The Educational System
    • Media
    • Housing
    • Hiring

    • Those in power create/control institutions, sets the rules which are applied differently to other groups.

    • The unequal application of institutions creates a social hierarchy.

    • Mistreatment is backed up by society's institutions and other forms of power.

    • Institutional oppression is not always intentional. It can also be a result of unintended/unexpected consequences.

  • • Groups are controlled through mistreatment in human relationships.
    • Person-to-person mistreatment occurs through behaviors such as:

    • Racism and Discrimination
    • The use and perpetuation of stereotypes
    • Mental and Physical Harassment
    • Ignoring and Belittling

    • Negative messages and attitudes towards other groups is seen as normal such as:

    • Speaking down to or without respect
    • Ignoring
    • Interrupting
    • Infantilizing

  • • Oppressed people internalize the ideology of inferiority which can manifest in beliefs and actions.

    • People in the dominant group internalize their superiority, which in turn contributes to oppressing others.

    • Internalized notions of inferiority can develop with oppressed people through the intersection of the other three I’s of Oppression (Ideological, Institutional, and Interpersonal).

    1. Oppression experienced via interactions with members of the dominant group, oppression reflected in institutions, and oppression perpetuated in dominant ideology can lead to internalized notions of inferiority and vice versa.

Created by Ryan Trammell with assistance from Dr. Jesse Mills (University of San Diego) and Dr. Kelly Leon (San Diego State University)