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Untitled-7 1 25/01/2019 19:43

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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A01_THOM6233_05_SE_WALK.indd 9 1/13/17 6:50 PM

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
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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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unworthiest of the sons of men, but, for Christ’s sake, ever-
honoured Madam,

Your Ladyship’s most dutiful, obliged and ready servant,

G. W.

♦ “Bustall” replaced with “Burstall”

LETTER DCCCCXCII.
To Lady H――.

London, September 26, 1753.

Ever-honoured Madam,

Y ESTERDAY about noon, a good and never-failing Redeemer

brought me and mine in safety to town, where I expect to stay
only a few days. Thanks be to God for this last circuit! I think this day
three months I left London; since which time I have been enabled to
travel about twelve hundred miles, and to preach about one hundred
and eighty sermons to many, very many thousands of souls. More
glorious seasons I never saw; parting has almost killed me. My last
excursion hath been to York, Lincolnshire, Rotheram, Sheffield,
Nottingham, Northampton, where I believe near ten thousand souls
came to hear last Lord’s day. It was a Lord’s day indeed. Praise the
Lord O my soul! I hope your Ladyship received Governor B――’s
letter. I hear that your Ladyship hath honoured me with one, but find
it is gone to Nottingham; I expect it to-morrow; but though somewhat
fatigued, could not omit thanking your Ladyship to-night for this and
all other favours. Innumerable are my obligations.—But the all-
gracious and all-glorious Jesus must discharge them for me. My
poor prayers, is the only pepper-corn I have got to offer by way of
acknowledgment. O that I could do something to express my
gratitude! By the help of my God, I will now begin to begin to love
him. I am sure it is high time.—And in doing so, and studying to
promote by my feeble letters his glory and the good of souls, I shall
make the best return your Ladyship desires. I have some thoughts of
seeing Ireland; the Lord direct my goings in his way! I must now
wish your Ladyship a good night. My wife joins in sending most
dutiful respects, with, ever-honoured Madam,

Your Ladyship’s most dutiful, obliged, and ready servant for

Christ’s sake,

G. W.

LETTER DCCCCXCIII.
To Mr. D――.

Northampton, October 7, 1753.

W HAT! have the birds of prey been pursuing, pecking at, and
wounding one of Christ’s doves? Come, my dear man, play
the man, be strong in the grace which is in Christ Jesus, and be
not like a silly dove that hath no heart. Look to him, and you shall be
saved;

He will give strength, he will give power,

He will in time set free.

These enemies which so perplex us, ere long, blessed be God, we

shall see no more. Pharaoh and his host shall be drowned in the
sea.
 Through Christ we shall

Break through them all,

And sing the song of Moses.

Courage then, my dear Mr. D――; Christ’s blood shall yet purge
out all remaining gall. Alas! alas! how little do we know of our hearts?
What feathers are we, when tossed in the wind of temptations? What
greater and greater abominations shall we find, when the spirit leads
us more and more into the chambers of imagery that are within us!
We shall find, that, comparatively speaking, we know nothing as we
ought to know. O my ignorance! my ignorance! My leanness, my
leanness! Pray for me, dear Mr. D――, and salute all dear friends in
my name. I will write as soon as I can. My stay in London was but
short, yet I trust profitable and sweet to many. The new tabernacle
was filled with God’s glory under the word preached, on the letter
day, and at sacrament. I am now bound for Staffordshire; follow me
with your prayers, and believe me to be

Your affectionate sympathizing friend, in our dear Lord,

G. W.

LETTER DCCCCXCIV.
To Mr. S――.

Northampton, October 10, 1753.

My very dear Sir,

IT is now near eleven at night, and I am to ride beyond Coventry to-

morrow: but I cannot close my eyes without sending you a short
account of my week’s work. On Saturday last, I preached at Oulney,
and had a blessed season. On the Lord’s day we had two glorious
opportunities in this place, where the congregations were much
larger than before. On Monday I went to Oxen near Harborough; it
was their feast-day, but if I mistake not, some of their feasting was
spoiled. In the evening I preached at Bosworth; the congregation
was large as well as that at Oxen, and the power as great. About
nine at night I got to Kettering, where I preached the next morning to
many souls; the Redeemer gave us a spiritual breakfast. About five
in the evening I reached Bedford, and preached in the Green last
night, and this morning. This afternoon we had another blessed
season at Oulney, and this evening I sojourn here, in order to set out
for Birmingham to-morrow. A new scene of usefulness hath opened
this week. O that nothing may retard me in my pilgrim life! It is worse
than death to me, to be stopt in that. You, my dear Sir, are called to
trade, I to travel for my God. Whilst trading, you are in effect
travelling and preaching to thousands; for you greatly strengthen my
hands in the Lord. Great shall be your reward in heaven. O what a
bountiful master do we serve! I am loath to go to sleep, and yet this
vile body stands in need of it. My dear, very dear Sir, good night.
God bless you and yours. I pray for your dear yoke-fellow, and little
maid, incessantly. As you learnt long ago to look through and above
unworthiness, I must still beg you to increase my obligations, by
following with your prayers.

Yours most affectionately in our common Lord,

G. W.
 LETTER DCCCCXCV.
To Dear A――.

Birmingham, October 13, 1753.

H AVING
“ loved his own, he loved them unto the end,” says the
beloved disciple, concerning Jesus Christ. I would copy after
this great exemplar, and have my love like his, steady and
disinterested. Thus you have found, and I trust always will find my
love to you. Works speak better than words. I am reposing the
utmost confidence in you and yours. You are going to assist in a
house, built in answer to millions of prayers, and which I doubt not,
will prove a blessing to many that are now unborn. Look upon it in
this light; think of the honour God is conferring upon you; then you
will launch into the deep with a holy confidence, and when arrived at
your wished for port, will behave with humility, disinterestedness,
integrity and diligence. You need not ask any prayers, they will follow
after you, though you should even fly upon the wings of the wind. I
have pawned my word for your good behaviour in every respect, and
hope to have my most sanguine expectations answered. Get but
humility, and all will be well. I am satisfied about your passage and
your room. You will remember, that God is about your bed, as well
as your other paths, and take care to behave accordingly. To be a
christian husband is no small matter. How much fresh grace is now
necessary for your new state of life! Your sufficiency lives only in
Christ. To his never-failing mercy do I commend you, and, for his
great name’s sake, subscribe myself, dear A――,

Your affectionate and ready friend,

G. W.
 LETTER DCCCCXCVI.
To Mr. S――.

Nantwich, October 18, 1753.

My very dear Sir,

I am now at an Inn, but cannot go farther, without giving you an

account of my last week’s circuit. Since my last, I have been at
Birmingham, and several adjacent places. Still fresh work hath been
done, and souls fled to the gospel like doves to the windows. At a
place near Dudley, called Guarnall, I heard of a whole company
awakened by reading my poor sermons. I met with others awakened
years ago; and at one place, an old saint said, “this is the old story
fifty-five years ago.” Another near as old, said, “I was comforted
when you came last, now God hath sent you to me again, and I can
go more chearful to heaven.” I have heard of a great reprobate, a
notorious persecutor and drunkard, who hath been struck most
powerfully. O my dear Sir; what shall you have for helping me in
outward things, assisting me by your prayers, and thereby causing
me to press forward more chearfully in this delightful work of
publishing the everlasting gospel! I am now going to a neighbouring
village, after that to Chester, and from thence, purpose to return
through Staffordshire. God willing, you shall hear how it goes on,
when I come to cross-plough the ground again. In the mean while,
be pleased to accept this as a token of my love, gratitude, and
respect unfeigned, and after giving my most hearty love to dear Mrs.
S―― and your dear little daughter, I subscribe myself, very dear Sir,

Your most unworthy, though most obliged friend, and ready

servant in our common Lord,

G. W.
 LETTER DCCCCXCVII.
To Mr. S――.

Wolverhampton, October 27, 1753.

My very dear Sir,

M Y last, I think was from Nantwich. Since that, the ever-loving,

ever-lovely Jesus, hath vouchsafed to employ me in breaking
up new ground. I have preached four times at Alperam in Cheshire,
where the Lord was with us of a truth, and where he had sweetly
prepared my way, by blessing several of my poor writings. At
Chester I preached four times; a great concourse attended; all was
hushed and quiet, several of the clergy were present, and the word
came with power. I have since heard, that the most noted rebel in
town, was brought under deep conviction, and could not sleep night
or day. Within doors, where I preached early in the morning,
conviction seemed to go through the whole congregation. At
Liverpool, the way was equally prepared.—A person who had been
wrought on by some of my printed sermons, met me at landing, and
took me to his house; a great number at a short notice was
convened; all was quiet here also. Some came under immediate
conviction; and I could wish to have stayed much longer, but notice
was given for my preaching at Wrexham, which I find since, hath
been a rude place indeed. Upon my coming, the town was alarmed,
and several thousands came to hear. Several of the baser sort made
a great noise, and threw stones, but none touched me, and I trust I
can say, our Lord got himself the victory. The next day, near
Alperam, we had another heaven upon earth. A divine power
descended among the people, and we could say, how awfully sweet
is this place! The next morning I intended to preach near Nantwich,
where a Methodist meeting-house hath lately been pulled down.
Here Satan roared.—The mob pelted Mr. D―― and others much,
but I got off pretty free, and had opportunity of preaching quietly a
little out of town. Last night I preached here in the dark, to a great
body of hearers, for this country, and am now bound for
Wednesbury, Dudley and Kidderminster. From thence, perhaps I
may come to London for a few days. But this as yet is not
determined. You will either see or hear again from me soon. In the
mean while, I commend myself to the continual remembrance of
your whole self, and with ten thousand thanks for all favours, beg
leave to subscribe myself, my very dear Sir,

Yours, &c. in our blessed Lord,

G. W.

LETTER DCCCCXCVIII.
To Mr. E――.

London, November 8, 1753.

Dear Mr. E――,

M AN appoints, but it is God’s prerogative to disappoint, when

disappointments are necessary for our good. But how hard is
it to believe this? How apt are we in our haste to say, all these things
are against us! But what says Doctor Watts?

Where reason fails with all her pow’rs,

There faith prevails and love adores.――

Come then, my dear Sir, and chearfully give up your Isaac for God.
He will be better to you than a thousand creatures.
 Leave to his sovereign sway,

To choose and to command;

So shalt thou wond’ring own his way:

How wise! how strong his hand!

Far above thy thoughts,

His counsel shall appear,

When fully he the work hath wrought,

That caus’d thy needless fear.

Ere now, I trust, the storm is blown over, and that the Redeemer hath
made you happy in himself. His love is unchangeable; this rock of
ages can never fail you. Build upon him, and you are quite safe. I
could enlarge, but time fails. Be pleased to remember us to all, and
believe me to be, dear Sir,

Your affectionate brother and servant in our common Lord,

G. W.

LETTER DCCCCXCIX.
To Mr. P――.

Gloucester, November 16, 1753.

My dear P――,

ITHANK you for your kind letter; it found me just returned from
another tour in the north, which, like the former, I trust hath been
owned and blessed to many precious and immortal souls. At
Liverpool, Chester, Dudley, Wednesbury, Birmingham, Coventry,
Northampton, and various other places, the gospel report was
believed, and the arm of the Lord was revealed. At Nantwich and
Wrexham, I met with a little rough treatment; but what have pilgrims
to expect better, in their journeying through the wide howling
wilderness of this noisy and troublesome world? At London, we had
blessed seasons; and here, in my native country, the Lord of all
Lords hath repeatedly made us cry out, “how dreadful is this place!”
After Lord’s day, I am bound for Bristol and Plymouth, and hope to
get into my winter quarters some time before Christmas. Glad should
I be to travel for Jesus all the year round. It is more to me than my
necessary food. Thank you, thank you my dear singing friends, for
praying for me. I am persuaded, you help to hold up my weak hands.
O continue to pray, that I may at length begin to be a pilgrim indeed.
No other honour do I desire, whilst on this side eternity. I hope to
send you some new tunes ere long. And what is better, infinitely
better, I hope to join with you in singing the song of Moses and the
Lamb ere long in the kingdom of heaven. Till then, though as yet we
are embodied spirits,

We’ll strive to sing as loud as they,

Who shine above in brighter day.

Grace, mercy and peace be multiplied upon you all. But a word or
two concerning Jenks on the righteousness of Christ. It is a
precious book, and I think your extracting Mr. Hervey’s
recommendation, and putting it by way of preface, to a new edition,
will be sufficient. This I know is all he would consent to have done
some time ago, when applied to by a London bookseller. God
prosper this work of your hands upon you. Pray remember me to all
my never to be forgotten friends, and assure them, that not want of
love but leisure prevents their hearing more frequently from, my dear
Sir,

Theirs and yours most affectionately in our common Lord,

 G. W.

LETTER M.
To Mr. G――.

Gloucester, November 16, 1753.

Reverend and very dear Sir,

Y OUR kind letter I received, and would have answered it during

my stay in London (which was only a few days) but really I was
almost killed with a multiplicity of business. The journals also I would
have sent immediately, but knew not how.—My wife promised me to
embrace the first opportunity that offered, and I hope ere long they
will come safe to hand. As for my pointing out particular passages, it
is impracticable; I have neither leisure nor inclination so to do. At
present, my doings and writings appear to me in so mean a light,
that I think they deserve no other treatment than to be buried in
eternal oblivion. “Behold, I am vile, I am vile,” is all that I can say to
God or man. And yet, amazing love! vile as I am, the high and lofty
One that inhabiteth eternity, still delights to honour me, by owning
and succeeding my poor feeble labours. Great things were done in
and about Newcastle; but far greater did we see afterwards in
Yorkshire, Lancashire, &c. Since that, I have been another tour, and
have preached at Liverpool, Chester, Coventry, Birmingham, Dudley,
Wednesbury, Kidderminster, Northampton, Bedford, &c. &c. Ere now
I suppose Mr. B―― P―― hath informed you, what apostolical
treatment we met with at Nantwich. Lord, what am I, that I should
be accounted worthy to suffer reproach for thy great name sake? At
present I am in my native country, where the Lord of all Lords hath
vouchsafed to give us several precious meetings. After a few days
sojourning here, I am bound for Bristol and Plymouth, and in about
three weeks, I purpose to betake myself to my winter quarters.
Blessed be God, I have had good news from Georgia. O that we all
may at length safely arrive in Abraham’s harbour! From thence we
shall never put to sea again. My dear Sir, in the mean while, let us
pray for each other. Christ is in our ship, and therefore it will not
sink. I commend you and yours, and all my other never to be
forgotten Glasgow friends, to his never-failing protection, and beg
them, for Christ’s sake, to always remember to pray for, my very
dear Sir,

Yours most affectionately in our common Lord,

G. W.

LETTER MI.
To Mr. S――.

Gloucester, November 17, 1753.

My very dear Sir,

I T is now just a week since I left London. I must not, I cannot go

any further without writing to him, who doth so much to
strengthen my hands in the Lord. And what shall I say? Truly the
glorious Emmanuel still continues to smile upon my feeble labours.
Although I am in my native country, yet he hath not left himself
without witness. Last Lord’s day was a high day, and since that, we
have had some more beautiful seasons in the country. I write this
from a nineteen years friend’s house, an Alderman of the city, who
with his wife, are my spiritual children. Lord, what am I? To-morrow I
am to move, and expect, besides riding, to preach thrice for some
days.
 Christ’s presence will my pains beguile,

And make me, though fatigu’d, to smile.

After visiting Bristol and Plymouth, I purpose hastening to my winter

quarters. Winter quarters!—The word winter almost shocks me. Alas,
winter come already, and I, ungrateful, ill and hell-deserving I, have
done so little for my God in the summer? How can I lift up my guilty
head? I blush and am confounded before thee, O Lord. Behold, I
am vile; O dig and dung round me, that I may bring forth more fruit to
thee my God! Still, my dear Sir, I must beg your prayers, and those
of your dear yoke-fellow, whom I love and honour, and whom (with
your dear little daughter) I salute much in the Lord. A sense of my
own unfruitfulness, and of God’s amazing condescension in
employing such a wretch, at present so over-powers me, that I am
obliged to retire, to give vent to my heart, after having subscribed
myself, my very dear Sir,

Yours under innumerable obligations, in the best of bonds,

G. W.

LETTER MII.
To Mr. A――.

Bristol, November 21, 1753.

My very dear friend,

IHOPED a few days ago to send you glad tidings, and blessed be
God, I am not disappointed. Never had I before such freedom in
Gloucestershire. It was so pleasant, that I intend taking it again in my
way to London. Sunday was indeed an high day. I preached and
gave the sacrament at the new-house in the morning, and preached
again at Mr. G――’s and Mr. F――’s in the field, at noon and in the
evening. Showers of blessings descended from above. Mr. L――
supped with me; our Lord gave us richly to feast upon his great
love. At Painswick we had two pleasant seasons, and the same
favour was vouchsafed us at Chafford and Tedbury. At Gloucester
also a time of refreshing came from the presence of the Lord, and
the dear Alderman’s house was made a Bethel to my soul. God
brought me here on Monday evening, and to my great
disappointment the new tabernacle is not finished, so that I know not
well what to do. However, we had a good time last night at the hall,
and I hope all this is but the beginning of a warm winter. I am glad
that the Lord Jesus deals so bountifully with you at London. May he
do so more and more! I believe he will. Your motion to go to Norwich
I much approve of. Whatever others design, that is nothing to us.
Simplicity and godly sincerity will carry all before it in the end. O that
the sons of Zeruiah could be persuaded to let us alone! But how then
should we be able to approve ourselves sons of David? By thorns
and briars, the old man must be scratched to death.—O this
crucifixion work! Lord Jesus help us to go through it! He will, he will.
I commend thee and thine to his almighty protection and never-
failing mercy, as being, my very dear man,

Yours most affectionately in our common Lord,

G. W.

LETTER MIII.
Stroude, November 27, 1753.

Dear Mrs. C――,

OUR letter came to my hands at Wrexham, but being upon the road I
could not answer it. What said God to Abraham, “Fear not; I

Y will be thy shield and thy exceeding great reward.” Now is your
time to approve yourself his daughter.—My heart’s desire and
prayer to the Lord of all Lords is, that you may be strong in faith,
and thereby give glory to God.—I am much obliged to those who
dissuade you from going.—I find most love to be friends till they
begin to have their Isaacs demanded.—Let them have but a little
patience: perhaps I may embark myself.—If they do not think it a
privilege to go for Christ over the waters, I do.—This, even this is
the language of my heart,

Lord, obediently I’ll go,

Gladly leaving all below;

Only Thou my leader be,

And I still will follow Thee.

O for a pilgrim heart! This I believe God hath given you, and I do not
fear repenting the confidence I have reposed in you.—That the Lord
may make you a mother in Israel, and bless you in taking care of his
dear lambs, is the hearty prayer of, dear Mrs. C――,

Your most assured friend and ready servant for Christ’s

sake,

G. W.

P. S. We have had blessed seasons in the country: the Lord has

been with us of a truth. Grace! grace!

LETTER MIV.
 To Mr. S――.

Bristol, December 1, 1753.

My very dear friend,

T HIS hath been a long fortnight, for so long it is since I wrote to

my very dear friend; but I waited to send him a bundle of good
news together. Blessed be God, I am not disappointed of my hope.
Since my last, I have preached several times in Gloucestershire,
where the people, as well as the unworthy preacher, drank plentifully
of the good wine of the kingdom. In the fields several thousands
attended. Here we have also enjoyed much of God; twice I preached
in my brother’s great house to the quality, amongst whom was one of
Cæsar’s houshold. On Sunday I opened the new Tabernacle. It is
large, but not half large enough: would the place contain them, I
believe near as many would attend as in London. Last Monday I set
out for Somersetshire, intending to have gone as far as Plymouth,
but the weather was so violent, and my call to London likely to be so
speedy, that I turned back. However, I preached in Somersetshire
four or five times. Some told me, they were scarce able to stand
under what God gave them. On Tuesday, at seven in the evening, I
preached in the open air to a great multitude; all was hush’d and
exceeding solemn; the stars shone exceeding bright, and then, if
ever, by an eye of faith, I saw him who calleth them all by their
names. My soul was filled with an holy ambition, and I longed to be
one of those who shall shine as the stars for ever and ever. My
hands and body at this, and at other times were pierced with cold;
but what are outward things when the soul within is warmed with the
love of God? O my very dear Sir, increase my obligations by
continuing to pray, that this unspeakable gift may be shed abroad
abundantly in my heart by the Holy Ghost. Then shall I not grovel as
I do now here below, but mount on wings like an eagle; I shall walk
and not be weary, I shall hold on and not be faint. O that I may die in
the field! But die when or where I will, I shall die under the strongest
obligations to you and your dear yoke-fellow, who will both know, at
the day of judgment, how sincerely I subscribe myself, very dear Sir,
 Yours, &c.

G. W.

LETTER MV.
To Mr. S――.

Bristol, December 3, 1753.

W HEN I saw the seal of your last sweet letter, I guessed at the
contents of it. Blessed be God, I was not disappointed. The
heart was soaring aloft, mounting on the wings of faith and love, and
had fled out of sight of this poor and troublesome world. Thus may
that God, who is rich in mercy, pay and reward all that love ill and
hell-deserving me! The devil himself dares ♦ not accuse us, for
serving and loving God or man, for these wages. They are wages of
God’s appointing, God’s promising, God’s paying. May my dear
friend always find such payment! I believe he will.

O Lord, enlarge our scanty thoughts,

To see the wonders thou hast wrought;

Unloose our stammering tongues to tell,

Thy love immense, unspeakable.

I rejoice in the promising prospect of the happiness of your brother’s

houshold. May it widen and spread over all! If I have any time, I hope
to send him a few lines. Lord, hasten the time when my poor
kinsmen and brethren after the flesh shall be joined to thee by one
spirit! Till then, help me, O Lord, to be continually crying out, “Why
me, Lord, why me?” Well may distinguishing grace, and the
thoughts of everlasting love, swallow up your whole soul. Strange!
that God’s children should not know their own bread. But these
corrupt hearts of ours still verge towards the law. Grace, omnipotent
grace alone, can enable us to see our compleatness in Christ, and
yet excite us, from principles of gratitude and love, to faithfulness
and zeal, as though we were to be saved entirely by them. Glorious
mystery! Like the blessed angels, may you and yours, my dear
friend, be continually employed in looking into it! This is what I have
been preaching on last week in Somersetshire. The fire there
warmed and enflamed me, though I preached in the air on Tuesday
evening at seven o’clock, as well as on Wednesday and Thursday. I
purposed to go as far as Plymouth, but providence hath brought me
back, and I am now hastening to London, to pay my last respects to
my dying friend. It may be, that shortly Mr. J―― W―― will be no
more; the physicians think his disease is a galloping consumption. I
pity the church, I pity myself, but not him. We must stay behind in
this cold climate, whilst he takes his flight to a radiant throne,
prepared for him from the foundations of the world. Lord, if it be thy
blessed will, let not thy chariot wheels be long in coming. Even so
come Lord Jesus, come quickly! Poor Mr. C―― will now have
double work. But we can do all things through Christ strengthening
us. The residue of the Spirit is in the Redeemer’s hands, and he hath
promised not to leave his people comfortless. Our eyes, O Lord, are
unto thee from whom cometh all our salvation. Here I could enlarge,
but I must send a few lines to London, which I hope to reach myself
some time this week. Be pleased to direct your next there. My Leeds
friends have my cordial acknowledgements for their kind enquiries
concerning me. I hope this will find them all, with your dear yoke-
fellow, leaning on the Mediator’s bosom. There am I now reclining
my weary head. Adieu. The Lord Jesus be with your spirit.

Yours, &c.

G. W.

♦ “nor” replaced with “not”

 LETTER MVI.
To Mr. C―― W――.

Bristol, December 3, 1753.

B EING unexpectedly brought back from Somersetshire, and

hearing you are gone upon such a mournful errand, I cannot
help sending after you a few sympathizing lines. The Lord help and
support you! May a double spirit of the ascending Elijah, descend
and rest on the surviving Elisha! Now is the time to prove the
strength of Jesus yours. A wife, a friend, and brother, ill together.
Well! this is our comfort, all things shall work together for good to
those that love God. If you think proper, be pleased to deliver the
inclosed. It was written out of the fulness of my heart. To-morrow I
leave Bristol, and purpose reaching London by Saturday morning or
night. Glad should I be to reach heaven first; but faith and patience
hold out a little longer. Yet a little while, and we shall be all together
with our common Lord. I commend you to his everlasting love, and
am, my dear friend, with much sympathy,

Yours, &c.

G. W.

LETTER MVII.
To the Reverend Mr. J―― W――.

Bristol, December 3, 1753.

Reverend and very dear Sir,

I F seeing you so weak when leaving London, distressed me, the
news and prospect of your approaching dissolution hath quite
weighed me down. I pity myself, and the church, but not you. A
radiant throne awaits you, and ere long you will enter into your
Master’s joy. Yonder he stands with a massy crown, ready to put it
on your head amidst an admiring throng of saints and angels. But I,
poor I, that have been waiting for my dissolution these nineteen
years, must be left behind to grovel here below! Well, this is my
comfort, it cannot be long ere the chariots will be sent even for
worthless me. If prayers can detain them, even you, reverend and
very dear Sir, shall not leave us yet: but if the decree is gone forth,
that you must now fall asleep in Jesus, may he kiss your soul away,
and give you to die in the embraces of triumphant love. If in the land
of the living, I hope to pay my last respects to you next week. If not,
reverend and dear Sir, farewel.—I præ, sequar, etsi non passibus
æquis. My heart is too big, tears trickle down too fast, and I fear you
are too weak for me to enlarge. May underneath you be Christ’s
everlasting arms! I commend you to his never-failing mercy, and am,
very dear Sir,

Your most affectionate, sympathizing, and afflicted younger

brother in the gospel of our common Lord,

G. W.

LETTER MVIII.
To Mr. C―― W――.

London, December 13, 1753.

My dear Friend,

T HE searcher of hearts alone knows the sympathy I have felt for

you and yours, and what suspence my mind hath been in