Contemporary Human Geography 2nd

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 Chapter 7: Ethnicity

CHAPTER

Ethnicity
7
Learning Outcomes

Where are ethnicities and races distributed?

7.1.1: Distinguish between ethnicity and race.

7.1.2: Analyze how the U.S. Bureau of the Census recognizes and classifies races.
7.1.3: Explain the basis of racism.
7.2.1: Describe how clustering of ethnicities can occur on two scales.
7.2.2: Describe the regional distributions of ethnicities in the United States.
7.2.3: Apply the concept of scale to the distribution of ethnicities within urban areas.
7.3.1: Differentiate between the three major migration flows that have shaped the current distribution of
African Americans within the United States.
7.3.2: Explain how the history of slavery is a major factor in the distribution of African Americans.
7.3.3: Hypothesize as to why the triangular slave-trading pattern was initiated.
7.4.1: Explain how races were legally segregated in the United States and South Africa.
7.4.2: Illustrate how spatial interactions in the United States were affected by the notion of “separate but
equal.”
7.4.3: Describe the history and geographic effect of apartheid laws in South Africa.

Where are ethnicities and nationalities distributed?

7.5.1: Identify the concept of nationality and distinguish it from race and ethnicity.
7.5.2: Describe how ethnicity and nationality are viewed in North America.
7.5.3: Explain the concept of a centripetal force, and describe its relationship to nationalism.
7.6.1: Explain how the United Kingdom is an example of a multiethnic state and describe the four main
groups.
7.6.2: Identify the geographic distribution of the Kurds and hypothesize how they came to be a stateless
ethnicity.
7.6.3: Compare and contrast conflicts between ethnicities in Lebanon and Sri Lanka.

Where do ethnicities face conflicts?

7.7.1: Hypothesize the consequences of the lack of correspondence between ethnic and national
boundaries in Western Asia.
7.7.2: Identify the major ethnic groups of Western Asia and the nations in which they are distributed.
7.8.1: Explain ethnic cleansing and its role in recent Balkan history.
7.8.2: Identify ethnicities of the former Yugoslavia.
7.8.3: Discuss how Balkanization leads to the breakdown of states.
7.9.1: Describe the outcome of ethnic competition in Sudan.
7.9.2: Describe how the long-standing conflict between the Hutus and Tutsis has affected Central Africa.
7.9.3: Hypothesize why Africa has suffered multiple instances of genocide in recent decades.

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 Chapter 7: Ethnicity

Chapter Overview

Human beings often identify themselves using one or a combination of several terms such as race,
ethnicity, nationality, and gender. The terms race and ethnicity are often confused and used
interchangeably. Chapter 7 of the text begins by distinguishing between the terms and discusses the
distribution of races and ethnicity across the United States. Ethnicity, like other cultural traits, is a
function of migration and the chapter discusses the distribution of ethnicities across the United States. The
chapter also examines the relationships between ethnicities and nationalities, ethnic diversities in some
countries, and the issues that arise when ethnicities combine within one territory. In the text, case studies
of conflicts among ethnic groups in Europe, Western Asia, and Africa are provided.

Section 7.1 Race and Ethnicity

Section 7.1 describes the differences between race and ethnicity. According to the text, geographers are
interested in ethnicity because characteristics of ethnicity are tied to place and territory rather than
biology. Ethnicity is defined as “identity with a group of people who share the cultural traditions of a
particular homeland or hearth.” Race, on the other hand, is a biological construct and is defined by this
text as “identity with a group of people who share a biological ancestor.” The section identifies the
percentages of the most common ethnicities in the United States as well as the three main racial groups
identified by the Census Bureau. The section also defines racism as the belief that race is the primary
determinant of human traits and capacities and that biological determinants of human traits produce an
inherent superiority of a particular race. It maintains that it is the attempt to classify people into races that
produces racism.

To teach this section, you should first differentiate between the terms race and ethnicity. Begin your
discussion by introducing your students to Figure 7.1.1. Based on the definitions from the textbook, have
your students identify the various races and ethnicities in the photographs. Students can offer examples
from their personal life. In addition, you can discuss with students the population of the three most
populous ethnic groups in the United States.

Section 7.2 Distribution of Ethnicities in the United States

Ethnicities tend to be clustered in specific areas within a country. Section 7.2 describes the regional
distribution of four major ethnicities: Hispanics, African Americans, Asian Americans, and American
Indians. According to the maps on page 160, Hispanics are clustered in the southwest: California, Texas,
and Arizona. African Americans, on the other hand, are clustered in the southeast, while Asian
Americans can be found mainly in the west. Introduce students to the maps in Figures 7.2.1 through 7.2.4
on page 150, and segue into a discussion of the distribution ethnicities in the United States.

Students learn more, however, if they produce their own map. You could have students produce ethnic
distribution maps by providing them with simplified census data. You can lead them into the discussion
of distribution after. You should emphasize the regional distribution of each group and the clustering of
groups such as the African Americans and Hispanics in urban centers. See Additional Resources for
supplementary reading. You can also assign homework from MasteringGeography.

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Section 7.3 African-American Migration

Section 7.3 focuses on African-Americans whose current clustering and distribution was largely
influenced by three major migration flows. According to the text, African Americans were part of a
forced migration movement between the Colonies and Europe. During the 18th century, enslaved
Africans were forced to migrate from their hearth in Western Africa to various areas such as the
Caribbean, Latin America, and the United States. The triangular slave trade—a trading pattern
involving the Americas, Europe, and Africa—was responsible for the arrival of more than 10,000,000
Africans into the new world. Their descendants are now concentrated in the south and after slavery ended,
many African-Americans moved from the south to northern and western cities.

To teach this section, introduce students to the map of the origin and destination of slaves in Figure 7.3.3.

Figure 7.3.3. Origin and Destination of Slaves

Ask students to identify the origin and destination of enslaved Africans indicated by the arrows. Your
discussion with your students should include the triangular slave trade (Figure 7.3.2) and the landmasses
involved in the trade. Use Figure 7.3.4 to initiate discussion about the second movement of African
Americans from the south to the northeast and the west. You could also use a map of Baltimore to show
the expansion of African Americans from the city into adjoining areas. See the additional resources for
supplemental reading.

Section 7.4 Discrimination by Race

In Section 7.4, the text focuses on the situation that exists when spatial interaction is discouraged
deliberately or through legal means as in the case of segregation in the United States and apartheid in
South Africa. Under the “separate but equal” doctrine, no spatial interaction was allowed between blacks
and whites. Blacks and whites attended separate schools, went to different restaurants, used separate
bathroom facilities, and blacks were prevented from moving into all white neighborhoods. According to

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the text, the same situation existed in South Africa under a system called apartheid. Apartheid was a
series of laws that physically separated races into different geographic areas. The laws determined where
people would live, work, and own land. There were further isolated by race in areas designated as
“homeland.” Discuss with students how races were deliberately isolated from each other through legal
means, the separate but equal doctrine in the United States and apartheid in South Africa. Using images
7.4.1 and 7.4.3, discuss with students the separate landscapes that discrimination by race can create. In
addition, you should also explain to students the historical and geographical effects of both these laws on
the United States and South Africa. See MasteringGeography for assignments to reinforce these concepts.
Students may also view the video “South Africa’s Post-Apartheid Geography” mentioned in Additional
Resources.

Section 7.5 Ethnicities and Nationalities

Section 7.5 introduces the concept of nationality, a term which is distinct from race and ethnicity.
Nationality is defined as “identity with a group of people who share legal attachment and personal
allegiance to a particular country.” The section also distinguishes between ethnicity and nationality as
used in the United States, but notes some similarity between the two. According to the text, nationality
and ethnicity are somewhat similar in that they both involve identification with a place or territory.
However, the distinction between ethnicity and nationality is sometimes blurred and difficult to identify
and this can lead to confusion and conflict. The section also defines the concept of nationalism—loyalty
and devotion to a nationality—which can act as both a centripetal and centrifugal force. Centripetal
force refers to “an attitude that tends to unify people and enhance support for a state” and centrifugal
force, on the other hand, is the opposite of this. Nationalism, according to the text, is often promoted by
symbols such as flags and songs and as a force can lead to conflicts among states. For this section, discuss
the concept of nationalism, distinguishing the term from ethnicity. You should establish the relationship
between the two terms ethnicity and nationality. In your discussion should be the importance of
nationalism as both a dividing as well as a unifying force in the existence of the state. Students should
also understand how nationalism leads to conflict. See section 9.3 of Encounter Human Geography for
homework assignments.

Section 7.6 Combining and Dividing Ethnicities

Section 7.6 focuses on the relationship between ethnicity and territory. The section notes that ethnicity
rarely inhabits the same territory as a nationality, and sometimes more than one ethnicity occupies the
same space. When more than one ethnicity occupies the same territories, conflict often results, but
sometimes they manage to coexist peaceably as in the United Kingdom. The section also discusses the
Kurds that occupy territories that span several national borders. The Kurds, despite their distribution over
these territories, were displaced by national boundaries with ongoing discrimination and conflicts. The
text also discusses national territories occupied by multiple ethnicities and offers two case studies in
Lebanon and Sri Lanka.

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Figure 7.6.1. United Kingdom

To begin your discussion, bring your students’ attention to
Figure 7.6.1, the map of the United Kingdom—a multi-
ethnic country that lives with little ethnic conflict.
Students should be able to name the ethnic groups and then
discuss why they live without much conflict. Discuss with
them the case of Northern Ireland, but emphasize that this
conflict is religious rather than ethnic. Your discussion
should also include the Kurds, their distribution, and the
creation of nationalities that excluded them from their
territories. Your students should note that the Kurds have
become a stateless nation and the conflicts that result from
their exclusion.

As an in-class assignment, you can provide students with

additional resources about the ethnic groups in Lebanon and
Sri Lanka in conflict with each other. From this they can
compare and contrast the conflict as well as trace the
historical basis of the conflict. The video “Roma Rights,”
found in MasteringGeography, can provide students with
addition information about groups that live across national borders. See Mastering Geography and
Encounter Human Geography for additional resources or assignments.

Section 7.7 Ethnic Diversity in Western Asia

Asia, like Eastern Europe, is a hodgepodge of ethnicities and nationalities. However, ethnic boundaries
and national boundaries do not necessarily coincide in western Asia since several ethnicities inhabit areas
that were apportioned to seven countries. Section 7.7 discusses these nationalities which include Iraqis,
Armenians, Azerbaijanis, Georgians, Afghanis, Iranians, and Pakistanis and the various ethnic groups that
compete for territories within their borders. The section is an annotated map of western Asia and
chronicles the historical origins of ethnic conflicts, current conflicts, and the reasons they persist in time
and space. If you have access to laboratory facilities, you can assign students the task of creating their
own maps of the conflicted area. You can also introduce students to the map in image 7.7.2 and then have
students identify the major nationalities and ethnic groups in the region. You can also discuss with
students the possible consequences of the lack of matchup between the borders of the nationalities and
that of ethnic groups in western Asia. See MasteringGeography and Encounter Human Geography for
additional resources or assignments.

Section 7.8 Ethnic Cleansing in the Balkans

Section 7.8 focuses on ethnic cleansing as a form of conflict in Eastern Europe. Ethnic cleansing as
defined by the text is when “a more powerful ethnic group forcibly removes a less powerful one in order
to create an ethnically homogeneous region.” According to the text, ethnic cleansing occurs because one
group desires to get rid of another so that they can occupy that space alone. The section discusses the case
of the former Yugoslavia, a nation that consisted of several ethnicities, put together because they spoke
languages that were similar. In the 1980s, Yugoslavia broke up because of conflict between these ethnic
groups. Historically, this region has always been well known for its ethnic conflicts and the term
“Balkanization”—the process by which a state breaks down through conflicts among its ethnicities—has
been attributed to the region. The section chose two of the seven countries formed after the collapse of
Yugoslavia, Bosnia & Herzegovina and Kosovo, for a closer examination of ethnic conflicts. You can
begin to teach this section with the clarification of terms such as ethnic cleansing and Balkanization. The
Video “Srebrenica: Looking for Justice” in MasteringGeography is an excellent starting point for a

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discussion on ethnic cleansing in contemporary times. Using the film as an example of the concept of
Balkanization, discuss with students the outcome of such a process in Eastern Europe. Students should
understand that the outcome of ethnic cleansing includes death of a specific population, isolation, and
displacement. See MasteringGeography and Encounter Human Geography for additional resources or
assignments.

Section 7.9 Ethnic Competition and Genocide in Africa

Another type of conflict that occurs when ethnicities share the same space is discussed in section 7.9.
With particular reference to Africa, this section discusses an extreme form of ethnic cleansing: genocide.
The text defines genocide as “the mass killing of a group of people in an attempt to eliminate the entire
group out of existence.” The section focuses on Sudan and Rwanda, both contemporary ethnic conflicts
in North Africa and Central Africa respectively. The conflict in Sudan features two groups, the Arab-
Muslims to the north and black-Christian and animists to the south. Causes of this conflict range from
repression by the Arab-Muslims of the Blacks and discrimination and neglect by the Arab-led
government. The text also describes the longstanding conflict in Rwanda that spread into the neighboring
Congo, between the Hutus and Tutsis.

To begin your discussion, help your students to a conclusive definition of the term genocide and remind
students of ethnic cleansing and the relationship between the two terms. Discuss with your students the
general causes for genocide and more specifically those in Sudan. Students should understand that an
outcome of genocide and conflict in Sudan is the division of the country into separate nations with the
newly formed South Sudan formally recognized by the United Nations. You can have your students
speculate why instances of genocide continue to occur in this time. Your discussion should also include
the causes and effects of genocide in Rwanda, particularly its effect on space and territory and population
distribution. To reinforce this section, students can be assigned tasks from MasteringGeography. For
additional reading, see the Students’ Link in MasteringGeography.

Answers to Thinking Geographically Questions

1. The U.S. Census permits people to identify themselves as being of more than one race, in
recognition that several million American children have parents of two races. What are the
merits and difficulties of permitting people to choose more than one race?

The U.S. permits people to identify themselves racially and ethnically on the national census.
While this might have some advantages, this process is rife with difficulty. The census is one of
several organizations to collect racial and ethnic data from their respondents. For one, the data
has real-world usages for the government and other organizations involved in policymaking in
social issues such as health, education, employment, and even housing matters. Multi-ethnic
groups are often underserved, especially in education, as recent studies have shown. The data can
provide information about distribution and numbers so that as a group, race-based policymaking
can meet their needs. On the other hand, it could create a situation where it becomes difficult to
deal with those very disparities based on race and ethnicity.

2. Sarajevo, capital of Bosnia & Herzegovina, once contained concentrations of many ethnic
groups. In retaliation for ethnic cleansing by the Serbs and Croats, the Bosnian Muslims now in
control of Sarajevo have been forcing other ethnic groups to leave the city, and Sarajevo is now
inhabited overwhelmingly by Bosnian Muslims (Figure 7.CR.1). What are the challenges in
restoring Sarajevo as a city that multiple ethnicities could inhabit?

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Sarajevo is Bosnia & Herzegovina’s fastest growing city today despite its destruction during
ethnic cleansing conflicts that ended in 1995. Considered a multi-ethnic city prior to the war,
effort was made to restore the city to that distinction. However, restoring the city has proven
challenging. Bosnian Muslims now make up more than 45 percent of the total population of the
city. They control government, education, and other social structures and social policies. It is
going to be difficult for other ethnicities to subsist in conditions like that. For a multi-ethnic
Sarajevo to work, the Muslim majority has to be willing to give up some of the political power
they have gained. Another challenge they might face is attracting and maintaining non-Muslim
population, since the cultural landscape has become distinctly Muslim in the last few years. Mid-
Eastern countries in the 1990s in offering aid to Sarajevo restoration, insisted on the building of
Mosques and sacred Islamic buildings instead of factories that might have attracted other ethnic
groups. Another challenge might be that the city itself stands as a reminder of the atrocities
humankind is capable of and the possibilities that this might happen again as a matter of revenge
(given the power of the Muslims today). Restoring Sarajevo might just be an international
effort, but will succeed only with the participation of all actors in the situation.

3. A century ago, European immigrants to the United States had much stronger ethnic ties than
today, including clustering in specific neighborhoods. What is the rationale for retaining strong
ethnic identity in the United States as opposed to full assimilation into the American nationality?

Immigrants still cluster in ethnic neighborhoods today rather than assimilating into the American
culture, though to a lesser extent than a century ago. The rationale for maintaining such strong
ethnic ties lies in the benefits that people gain from sharing a common history and an “ethnos,” a
sense of belonging. Living in their own ethnic neighborhoods set them apart from other
ethnicities while giving them a sense of identity in a world that might consider them different.
Identity is usually tied to the concept of place and identifying with a place often involves
claiming ownership of the place. Assimilating into a national culture implies the loss of an
identity. It is therefore necessary for some groups to define and maintain their identity secured by
an ethnic neighborhood.

Discussion Topics and Classroom Activities

1. Students could discuss the creation of distinctive cultural landscapes formed when segregation or
the deliberate separation of ethnic groups takes place as in the United States and South Africa.
2. Discuss the origin, distribution, and consequences of forced migration of enslaved Africans.
Students can discuss the influence of geographical factors on the “triangular trade.”
3. Sports and nationalism - Have students read the article “When Nationalism and Sports Collide”
then discuss the spatial cause and impact. This article is listed under additional resources below.
4. Discuss the causes and consequences of when national territories and ethnicities don’t
correspond.
5. Create a map of ethnicities in the United States using census data.
6. Have students research ethnicity conflicts since 1900. Discuss the cause and spatial consequences
of the conflicts.

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Additional Resources

Handbook for Census Users

http://www.census.gov/acs/www/Downloads/handbooks/ACSGeneralHandbook.pdf

Detroit Census Confirms a Desertion Like No Other

http://www.nytimes.com/2011/03/23/us/23detroit.html

400 Years of Struggle for Freedom and Culture, African Resistance

http://www.un.org/en/events/slaveryremembranceday/video.shtml

South Africa’s Post-Apartheid Geography http://www.youtube.com/watch?v=e0HCgNef9N8

When Nationalism and Sports Collide

http://www.guardian.co.uk/commentisfree/2007/oct/13/whennationalismandsportcol

Gillespie, Nick. Blurred Vision: Seeing Beyond Government Racial Categories

http://findarticles.com/p/articles/mi_m1568/is_n3_v29/ai_20150659/

Ethnic and Racial Sub-Population Focus Group Research

http://www.middleeastern.maryland.gov/documentsMidEast/CensusFocusGroup.pdf

Multi-Ethnic Societies: http://www.unesco.org/most/giordeng.htm

U.S. Bureau of the Census Distribution by Race and Ethnicity in the United States: www.census.gov.

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