This resource is a full set of revision notes on the CCEA A2 topic of ethnic diversity. It includes subtopics such as ethnic groups, ethnicity, race, nationality, language, religion, perceived ethnic and social identity, role, residential concentration, age, gender, location quotient, chi- squared ...
Ethnic
group-‐
a
group
of
people
whose
members
identify
with
each
other
through
a
common
heritage,
often
consisting
of
race,
religion,
language
and
nationality
Ethnicity-‐
refers
to
the
outward
manifestation
of
belonging
to
an
ethnic
group
(can
be
anything
visible
e.g.
skin
colour,
language,
dress
code).
There
are
4
main
factors:
1. Race-‐
refers
to
the
concept
of
dividing
people
into
groups
on
basis
of
visual
characteristics
gained
from
common
ancestry.
Human
racial
categories
include
skin
colour,
facial
features
and
hair
texture
Historically
in
1700s
four
main
racial
groups
were
Caucasian,
mongoloid,
negroid
and
australoid
but
these
now
outdated.
In
modern
society
we
use
alternative
terms
to
classify
people
based
on
racial
characteristics
although
regarded
as
crude
way
to
categorise
people
on
visual
appearance:
• White/
European-‐
related
to
European
location,
light
skin
tone,
cranial
features,
narrow
nose
structure,
fair
hair
colour
and
type
• Asian/oriental-‐
related
to
Asian
location,
straight
black
hair,
dark
brown
almond
shaped
eyes,
broad,
flat
faces
• Black/
African/
African-‐American-‐
originating
from
sub-‐saharan
Africa.
May
also
include
aboriginals
from
SW
pacific.
Differences
in
skull
shape,
nose
structure
(broader),
narrower
ears,
narrower
joints
and
differences
in
hair
and
skin
pigmentation
Place
examples
v Historically
race
used
by
some
as
means
to
justify
dominance
over
ethnic
groups.
In
17th
C,
white
European
colonists
assumed
domination
over
black
Africans,
taking
millions
as
slaves
to
USA
and
Caribbean.
At
this
type
Europeans
thought
black
people
were
lesser
people
who
could
be
traded
as
commodities
v Gov
law
leading
to
abolition
of
slavery
one
of
main
causes
of
American
civil
war.
Despite
fact
that
America
elected
1st
black
president
in
2008,
many
black
Americans
still
remember
struggle
for
civil
rights
in
1960s
v BLM
campaign
since
2020
in
USA
and
across
world
highlighted
distinction
between
ethnic
groups
based
on
race
and
p rotests
against
racially
motivated
attacks
on
black
people
v Therefore
bc
its
most
visually
obvious
way
to
categorise
people,
race
is
widely
used
as
crude
method
to
d efine
ethnicity/
ethnic
identity
2. Nationality-‐
identity
with
a
group
of
people
who
share
legal
attachment
and
personal
allegiance
to
a
particular
country
Some
people
have
country
of
origin/
ancestral
home
as
strong
element
of
ethnicity
over
other
factors.
May
be
displayed
through
allegiance
to
national
flag
or
anthem.
However
nationality
is
both
unifying
and
divisive.
It
is
personal
and
mobile
form
of
ethnicity
even
when
group
are
away
from
home
country
Place
examples
v The
Irish
have
strong
ethnic
identity
expressed
through
nationality.
Can
be
seen
in
USA
where
2 nd,
3rd
and
4th
generation
migrant
Irish
people
still
passionately
celebrate
St
Patrick’s
Day.
When
Irish
football
or
rugby
teams
play
abroad
e.g.
Rugby
world
cup
New
Zealand
2019
many
migrant
Irish
will
support
team
with
sport
tops,
stereotypical
Irish
novelty
clothing
while
singing
national
anthem
and
waving
n ational
flag
v Emigration
from
China
has
seen
many
countries
have
sizeable
Chinese
minorities
(e.g.
USA,
UK).
For
many
national
Chinese
identity
is
more
important
than
national
identity
of
country
they
now
live
in.
can
be
displayed
through
national
ethos
displayed
in
urban
Chinatowns
where
Chinese
national
culture
and
cuisine
is
retained
despite
being
in
cities
like
London
v Post
b rexit
in
2016
Ni
ethnicity
has
been
challenged
further
with
many
citizens
n ow
claiming
both
British
and
Irish
passport.
This
adds
to
complexity
of
out
n ationality.
In
2019,
105
of
Irish
passport
applications
came
from
NI
or
GB.
In
fact
many
people
in
NI
have
dual
nationality,
wishing
to
express
the
British
and
Irish
part
of
their
ethnicity
v Spain
as
a
country
entered
a
national
crisis
in
2017
over
nationality
of
its
citizens.
Many
people
from
province
of
Catatonia
voted
for
independence
as
they
see
their
Catalan
national
identity
as
more
important
than
their
Spanish
identity.
This
created
major
u nrest
in
Spain
and
a
national
debate
about
their
ethnicity
3. Language-‐
a
system
of
words
and
grammar
used
to
express
ideas
to
others
• Globally
around
6,000
spoken
languages
exists
and
it’s
the
medium
through
which
knowledge
and
info
are
disseminated.
• Friendships
are
est
through
shared
language.
,• Participation
in
and
access
to
a
country’s
legal
system,
culture
etc.
depend
on
shared
language.
For
many
identity
and
ethnicity
is
expressed
through
language
Place
examples
v Aland,
6500
islands
between
Sweden
and
Finland,
has
complex
political
history
but
now
part
of
Finland.
However
29,000
islanders
speak
Swedish
and
since
1922
when
Aland
received
autonomy
within
F inland,
its
leadership
has
protected
language
rights.
All
communications
from
Finnish
state
must
be
in
Swedish,
state
schools
teach
through
Swedish
and
finnish
is
third
language
after
English.
Their
identity
is
certainly
expressed
through
language,
which
they
see
as
main
way
to
protect
ethnic
identity
v In
Canada,
province
Quebec
maintains
its
separate
identity
by
speaking
French.
Gov
communication
and
road
signs
are
in
F rench
despite
the
fact
the
English
is
dominant
language
elsewhere
in
Canada.
Bill
101
is
a
strict
provincial
law
that
requires
u se
of
French
as
official
language.
This
allows
Quebec
people
(Quebecois)
to
be
united
within
ethnic
status
and
protect
their
unique
ethnic
identity
which
some
see
as
threatened
by
growing
use
of
English
v In
NI
following
est
of
Ni
assembly
in
1998,
nationalist
parties
q uickly
pressed
for
gov
publications
to
be
available
in
Irish
Gaelic
as
well
as
English.
This
they
argues
was
about
giving
parity
of
esteem
to
catholic
culture.
Some
unionists
were
quick
to
react
by
demanding
that
ulster-‐scots
translations
be
made
available
as
well.
The
fact
this
was
acted
upon
so
quickly
and
argued
for
so
strongly
clearly
illustrates
significance
attached
at
least
by
some
to
these
markers
of
ethnicity.
In
2011
census
11%
p opulation
claimed
to
have
some
understanding
of
Irish
while
it
was
8%
for
Ulster-‐scots
Religion-‐
a
set
of
common
beliefs
and
practices
generally
held
by
a
group
of
people
Often
provides
code
of
behaviour
and
makes
followers
instantly
recognisable
as
a
distinct
ethnic
group.
On
a
global
scale
there
are
6
major
world
religions
with
numerous
sub-‐divisions.
Each
religion
tends
to
dominate
continental
area
v In
NI,
protestant
and
catholic
Christian
communities
were
in
conflict
for
decades
after
1960s,
with
both
groups
finding
identity
in
their
strong
religious
beliefs.
In
2011
census
45%
declared
themselves
as
catholic
and
48%
protestant.
Opposing
religious
views
and
associated
cultural
traits
reinforces
differences
between
each
other
v Some
minority
religions
segregate
themselves
from
rest
of
society
to
preserve
u nique
ethnic
identity
e.g.
Amish
in
USA
who
practise
traditionalist
Christian
religion
with
roots
in
18th
century.
They
maintain
very
simple
life
using
horses
and
carts
for
transport
and
wearing
clothing
common
to
life
over
a
century
ago,
surrounded
by
modern
and
fast
paced
US
society.
People
are
u nited
in
religious
and
cultural
beliefs
making
them
close
knot
community
that
resists
assimilating
to
mainstream
American
society
v Religious
symbols
such
as
buildings
of
worship
can
help
reinforce
ethnic
groups
identity.
In
Jerusalem,
Israel
the
dome
of
the
rock
is
important
symbol
of
Muslim
identity
while
nearby
Wailing
Wall
is
holy
shrine
for
Jews.
Such
buildings
are
placed
to
gather,
worship
and
remember.
It
helps
gives
people
collective
focal
point
so
can
worship
together.
These
acts
help
maintain
ethnic
groups
distinct
religious
views
and
protect
ethnic
identity.
How
role,
residential
concentration
age
and
gender
influence
perceived
ethnic
and
social
identity
Any
concept
of
ethnicity
based
on
race,
nationality,
language
or
religion
as
these
are
highly
visible
but
other
factors
have
influence
on
how
individuals
or
groups
personally
or
subjectively
access
their
own
distinctiveness
in
society.
A
combination
of
above
factors
to
differing
degrees
creates
a
perceived
ethnic
identity.
People
perceive
themselves
and
their
ethnicity
is
important
in
defining
who
they
are-‐
some
ethnic
groups
place
more
importance
on
some
factors
than
others
Perceived
ethnic
and
social
identity-‐
the
way
in
which
groups
of
people
are
classified
by
themselves
or
others
based
on
their
roles,
residential
concentration
age
or
gender
v Tibet,
province
in
China
but
craves
independence.
Tibetans
have
distinct
ethnic
identity
based
on
Buddhism
b ut
‘nation’
is
currently
in
China
flowing
military
invasion
in
1949.
Tibetans
perceive
religion
as
most
important
ethnic
marker
as
way
of
maintaining
distinctiveness
from
Chinese.
They
refuse
to
be
assimilated
into
mainstream
Chinese
society
and
culture.
v Kurds
are
ethnic
group
who
have
a
territory
in
which
they
are
dominant
between
Iraq
and
turkey
but
there
is
n o
Kurdistan.
They
perceive
their
ethnic
identity
through
language
and
religion
since
they
do
not
officially
have
a
nation.
They
bond
together
through
common
language
and
refuse
to
integrate
into
Turkish,
Iraqi
or
Iranian
culture
because
they
perceive
themselves
as
different
Role-‐
this
refers
to
a
person’s
occupation
or
social
position
in
society
and
has
significant
role
to
play
in
perceived
ethnic
and
social
identity
, v All
countries
e.g.
UK
display
some
sort
of
social
division.
The
social
class
person
has
within
society
will
impact
on
perception
that
they
have
of
themselves
and
perception
other
have
of
them.
Divisions
in
social
class
may
create
ethnic
and
social
groups.
The
amount
of
money
someone
earns
will
directly
influence
class
to
which
they
are
perceived
to
belong.
People
of
similar
class
live
in
similar
neighbourhoods,
go
to
same
schools
and
interact
together
so
reinforces
ethnic
and
social
differences
from
others
in
society
v Most
black
Americans
descend
from
slaves
brought
to
Americas
in
1500s
and
even
after
emancipation
in
late
1800s
remained
social
disadvantaged
within
American
society.
They
were
condemned
by
poverty
and
discrimination
to
lowest
paid
jobs,
which
offered
little
opportunity
for
social
mobility.
It
was
only
in
1960s
that
black
American
population
achieved
basic
civil
rights
but
many
still
remain
a
disadvantaged
group.
The
controversial
death
of
George
Floyd
in
May
2020
highlighted
sense
of
social
disadvantage
and
discrimination
at
hands
of
white
population.
African
Americans
weekly
earnings
are
just
65%
of
white
neighbours.
This
reinforces
role
in
society
as
a
distinct
ethnic
and
social
group
perceived
to
be
different
and
of
a
lower
socio-‐economic
standard.
v Caste
system
(India)
Role
is
dictated
at
birth.
Caste
system
relates
to
traditional
Hindu
societies,
caste-‐
group
of
families
bearing
a
common
name
and
claiming
descent
from
a
common
ancestor.
People’s
social
position
depends
on
caste
they
were
born
into,
no
social
mobility.
There
are
3000
subdivisions
within
4
main
groups:
Brahmins-‐
(highest
caste,
entitled
to
be
priests),
Kshatriyas
(nobles/
warriors),
Vaisyas
(traders,
farmers)
sudras
(servants)
dalits
(outcasts/
untouchables
with
few
rights)
Dalits
(1/3
od
1.2b
population)
traditionally
limited
to
menial
tasks
e.g.
handling
garbage
and
considered
to
be
polluting
to
touch
and
even
sight
to
other
castes.
Each
caste
is
perceived
as
distinct
ethnic
and
social
group
and
dalits
are
destined
to
inferior
role
in
society
Residential
concentration
• Minority
ethnic
groups
who
migrate
to
urban
areas
often
find
themselves
in
clusters
for
many
reasons
e.g.
social,
economic
or
for
safety.
• Once
living
there
and
becoming
established,
may
be
no
social
interaction
with
other
groups.
At
worst
may
not
integrate
at
all
with
majority
of
society
• Such
concentrations
lead
to
development
of
services
to
serve
ethnic
group,
isolating
them
further,
leading
to
ghettos
and
ethnic
tension.
This
can
reinforce
perceived
identity
as
distinct
ethnic
group
E.g.
South
Asians
in
Leicester
v Many
south
Asian
migrants
and
d escendants
live
in
inner
city
areas
e.g.
Highfields
to
which
primary
migration
took
place.
v Life
is
lived
within
largely
south
Asian
environment:
shops
and
services
cater
for
Asian
clientele
v South
Asians
wishing
to
live
in
a
different
environment,
either
from
desire
to
assimilate
more
into
mainstream
British
society
or
for
better
housing
must
buy
themselves
out
for
p laces
like
Highfields.
The
chance
to
do
this
is
affected
by
wealth
and
minorities
are
often
handicapped
by
a
social
system
that
traps
them
in
poverty
v Therefore
a
high
concentration
of
Asian
immigrants
in
this
area
reinforces
their
collective
ethnic/social
identity
and
p reserves
distinct
culture
v Casey
report
published
in
2016
details
levels
of
ethnic
residential
concentration
in
British
cities.
Shows
some
wards
of
Birmingham,
Burnley
and
Bradford
were
75%
Muslim
with
little
integration
into
British
society.
M any
choose
to
live
together
to
strengthen
Muslim
bonds,
which
they
perceive
a
key
ethnic
marker.
Age-‐
This
is
particularly
seen
in
differences
that
exist
between
different
generations
within
migrant
groups.
E.g.
Turkish
migrants
in
Germany
v After
WW2
Germany
needed
to
fill
low
status
jobs
during
rebuilding
of
the
country
so
it
welcomed
‘guest
workers’
primarily
from
Turkey
with
the
intention
that
these
migrants
would
work
in
Germany
until
rebuilding
was
complete,
then
return
home.
v The
reality
was
d ifferent-‐
instead
of
returning
home,
workers
brought
their
families
over
with
them
to
Germany.
v The
first
generation
migrants
were
very
distinct
ethnically
in
terms
of
race
(Arab)
and
religion
(Muslim)
but
second
generation
migrants,
those
actually
born
in
Germany
took
on
much
more
German
identity
than
parents
in
terms
of
language
and
nationality.
The
perceived
ethnic
and
social
identities
of
different
generations
were
very
distinct.
v This
also
true
of
American
cities
when
European
migrants
often
lived
in
ethnic
clusters:
'little
Italy’,
‘Germantown’
etc.
The
children
learnt
English,
became
American
and
moved
out.
v Once
established
in
the
suburbs
it
became
fine
to
declare
oneself
proud
to
b e
for
example
Italian-‐American
v In
earlier
years
when
such
a
declaration
might
impede
social
progress
it
was
not
always
made
and
parents
were
left
behind
in
Little
Italy
whilst
children
became
Americans
Los beneficios de comprar resúmenes en Stuvia estan en línea:
Garantiza la calidad de los comentarios
Compradores de Stuvia evaluaron más de 700.000 resúmenes. Así estas seguro que compras los mejores documentos!
Compra fácil y rápido
Puedes pagar rápidamente y en una vez con iDeal, tarjeta de crédito o con tu crédito de Stuvia. Sin tener que hacerte miembro.
Enfócate en lo más importante
Tus compañeros escriben los resúmenes. Por eso tienes la seguridad que tienes un resumen actual y confiable.
Así llegas a la conclusión rapidamente!
Preguntas frecuentes
What do I get when I buy this document?
You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.
100% de satisfacción garantizada: ¿Cómo funciona?
Nuestra garantía de satisfacción le asegura que siempre encontrará un documento de estudio a tu medida. Tu rellenas un formulario y nuestro equipo de atención al cliente se encarga del resto.
Who am I buying this summary from?
Stuvia is a marketplace, so you are not buying this document from us, but from seller hannahmccartney. Stuvia facilitates payment to the seller.
Will I be stuck with a subscription?
No, you only buy this summary for 11,62 €. You're not tied to anything after your purchase.
