Imperialism Rise in Nationalism • During the French and Industrial Revolution, nationalism continued to inspire nations to increase their political and economic power. • Nationalism became the ideal force in the political, economic, and cultural life in the world, becoming the first universal ideology-organizing all people into a nation state. Nationalism Defined • The strong belief that the interest of a particular nation-state is of primary importance. o Nation-State – a state where the vast majority shares the same culture and is conscious of it. It is an ideal in which cultural boundaries match up with political ones. • As an ideology, it is based on the idea that the individual’s loyalty and devotion to the nation-state surpass other individual/group interests. • Exalting one nation’s belief above all others and placing primary emphasis on promotion of its culture and interests, excluding the interests of others. Changing the World through a Nationalistic Vision • The French Revolution significantly changed the political world and how countries govern. • The Industrial Revolution significantly changed the economic world. • The Age of Imperialism (1870-1914) dramatically changed the political, economic, and social world. What is Imperialism? • Imperialism- The policy of extending the rule of authority of an empire or nation over foreign countries, or of acquiring and holding colonies and dependencies. Power and influence are done through diplomacy or military force. Reasons for Imperialism • There are 5 main motives for empires to seek to expand their rule over other countries or territories: 1. Exploratory • Imperial nations wanted to explore territory unknown to them. • The main purpose for this exploration of new lands was for resource acquisition, medical or scientific research. o Charles Darwin • Other reasons: o Cartography (map making) o Adventure 2. Ethnocentric • Europeans acted on the concept of ethnocentrism o Ethnocentrism- the belief that one race or nation is superior to others. • Ethnocentrism developed out of Charles Darwin’s “survival of the fittest” theory. Philosophers used the theory to explain why there were superior races and inferior races. o This became known as Social Darwinism. • Most imperial nations believed that their cultural values or beliefs were superior to other nations or groups. • Believed imperial conquest would bring successful culture to inferior people. 3. Religious • Imperial expansion promoted a religious movement of people setting out to convert new members of conquered territories. • With the belief that Christianity was superior, missionaries believed it was their duty to spread Christianity to the world. • Christian missionaries established churches, and in doing so, they spread Western culture values as well. • Typically, missionaries spread the imperial nation's language through education and religious interactions. 4. Political • Patriotism and Nationalism helped spur our imperial growth, thus creating competition against other supremacies. • It was a matter of national pride, respect, and security. • Furthermore, European rivalry spurred nations for imperial conquest. Since land equaled power, the more land a country could acquire the more prestige they could wield across the globe. • Empires wanted strategic territory to ensure access for their navies and armies around the world. • The empire believed they must expand, thus they needed to be defended. 5. Economic • With the Industrial Revolution taking place during the same time, governments and private companies contributed to find ways to maximize profits. • Imperialized countries provided European factories and markets with natural resources (old and new) to manufacture products. • Trading posts were strategically placed around imperialized countries to maximize and increase profits. o Such places as the Suez Canal in Egypt which was controlled by the British provided strategic choke hold over many European powers. o Imperial powers competed over the best potential locations for resources, markets, and trade. History of Imperialism • Ancient Imperialism 600 BCE-500 CE o Roman Empire, Ancient China, Greek Empire, Persian Empire, Babylonian Empire. • Middle Age Imperialism (Age of Colonialism-1400-1800s) o Great Britain, Spain, Portugal, France, Netherlands (Dutch), Russia. • Age of Imperialism 1870-1914 o Great Britain, Spain, Portugal, France, Germany, Belgium, Italy, Japan, United States, Ottoman Empire, Russia. • Current Imperialism...? o U.S. Military intervention (i.e. Middle East) o Russia’s Invasion of Ukraine. Imperialism Colonialism • Refers to political or economic control, either legally or illegally. • Refers to where one nation assumes control over the other. • Creating an empire, expanding into neighboring regions and expanding the dominance far outside its borders. • Where a country conquers and rules over other regions for exploiting resources from the conquered country for the conqueror's benefit. • Foreign government controls/governs a territory without significant settlement. • Foreign government controls/governs the territory from within the land being colonized. • Little to no new settlement established on fresh territory. • Movement to settle to fresh territory. Age of Colonialism WHEN? • Started around the late 1400s and ended around the late 1700s/early 1800s. WHY? • Primary Reason: European countries, wished to find a direct trade route to Asia (China & India) and the East Indies. o Quicker and relatively more effective than land routes over Asia. • Secondary Reason: Empire expansion (land power) WHO? • Countries involved: Great Britain, France, Spain, the Dutch & Portugal. • Individuals’ knowns as Mercantilists believed that maintaining imperialized territory and colonizing the region could serve as a source of wealth, while personal motives by rulers, explorers, and missionaries could therefore promote their own agenda. o This agenda being “Glory, God and Gold”. Mercantilism • Mercantilism was a popular and main economic system for many European nations during the 16th to 18th centuries. • The main goal was to increase a nation’s wealth by promoting government rule of a nation’s economy for the purpose of enhancing state power at the expense of rival national power. • It was the economic counterpart of political absolutism. Why did mercantilists want colonies? • Mercantilists believed that a country must have an excess of exports over imports. • By colonizing territory, it provided the nation with indispensable wealth of precious raw materials. • Therefore, the claimed territory served as a market and supplier of raw materials for the mother country. Which, in time, provided an excess of exports for the nation and thus created wealth. o Development of Trading Companies to support this economic system. Hudson Bay Company – (1670). Controlled primarily North America. o Dutch East Indie Trading Company (1682) o East Indian Trading Company (1600) o Royal African Trade Company (1672) WHERE? • European nations begun to colonize the America, India and the East Indies to create a direct trade route. • Great Britain was the leading power in India, Australia and North America, South Africa. • Spain colonized central and South America. • French held Louisiana, coastal land of Africa and French Guinea. • The Dutch built an empire in the East Indies. • The Portuguese was able to take control of present-day Brazil and the southern tip of South America and Japan. Age of Colonialism • As countries started to imperialize these regions, eventually the concept of colonization took hold: • This is what makes the Age of Colonialism extremely different! End of Colonialism • By 1800, colonialism became less popular • Why? o Revolutions (Spain, France & American) o The Napoleonic Wars o Struggle for nationalism and democracy. o Exhausted all money and energy to supervise their colonies. Waiting to wake again • Imperialism would stay quiet for close to 50 years before Great Britain and France’s economies revitalized. • The outbreak of the Industrial Revolution only encouraged and revitalized European nations to begin their conquest for new territory and resources. Age of Imperialism THE SCRAMBLE FOR AFRICA 1870-1914 Conditions Prior to Imperialism of Africa  European interest in exploiting Africa was minimal.  Their economic interests & profit in Africa primarily came through coastal trade that took place during the 1500-1700s.  The slave trade became the main source of European profit.  Furthermore, disease, political instability, lack of transportation and unpredictable climate all discouraged Europeans from seeking territory. Slave Trade & the Trans-Atlantic Slave Voyages  Forced labor was not uncommon during the 13-17th Centuries. Africans and Europeans had been trading goods and people across the Mediteranea for centuries.  This all changed from 1526 to 1867, as a new system of slavery was introduced that became highly “commercialized, racialized and inherited”  By 1690, the America and West Indies saw approximately 30,000 African people shipped from Africa. A century later, that number grew to 85,000 people per year.  By 1867, approximately 12.5 million people (about twice the population of Arizona) left Africa in a slave ship. What Changed? 1. End of the Slave Trade- Left a need for trade between Europe and Africa. 2. Innovation in technology- The steam engine and iron hulled boats allowed Europe 3. Discovery of new raw materials- Explorers located vast raw materials and resources and this only spurred imperialism with Europe in the wake of the Industrial Revolution. 4. Politics- Unification of Germany and Italy left little room to expand in Europe. Germany and Italy both needed raw materials to “catch up” with Britain and France so they looked to Africa. The Scramble for Africa  The scramble started in 1870.  Although some coastal land had previously been acquired before 1870, the need for territory quickly accelerated as European countries looked t get deeper into Africa.  Within 20 years, nearly all continents were placed under imperialistic rule. Who was Involved?  Great Britain  France  Germany  Italy  Portugal  Belgium  Spain (kind) Violent Affairs  Violence broke out multiple times when European nations looked to claim the same territory.  Germ Chancellor. Otto van Bismarck. Attempted to avert the possibility of violence against the European powers.  In 1884, Bismarck organized a conference in Berlin for the European nations. The Berlin Conference (1884-85)  The conference looked to set ground rules for future annexation of African territory by European Nations.  Annexation is the forcible acquisition and assertion of legal title over one state’s territory by another state, usually following military occupation of the territory.  From a distant perspective, it looked like it would reduce tensions among European nations and avert war.  At the heart of the meeting, these European countries negotiated their claims to African territory, made it official and then mapped their regions.  Furthermore, the leaders agreed to allow free trade among imperialized territory and some homework for negotiating future European claims in Africa was established. Further Path  After the conference, european powers continued to expand their claims in Africa so that by 1900. 90% of the African territory had been claimed. A Turn towards Colonization?  Upon the imperialization of African territory, European nations and little interest in African land unless it produced economic wealth.  Therefore, European governments put little effort and expertise into these imperialized regions.  In most cases, this emat a form of indirect rule. Thus, governing the natin without sufficient settlement and government from within the mother country. Some Exceptions  There were some exemptions through in Africa as colonization was a necessary for some regions i n Africa.  Some regions where diamonds and gold were present. Government looked to protectorate the regions and establish rule and settlement in the regions.  Protectorates: A state controlled and protected by another state for defense against aggression and other law violations. Would  Some examples include South Africa, Botswana, Zimbabwe and Congo. Conclusion  Although it may appear that the Berlin Conference averted war amid the African Scramble, imperialism eventually brought the world into worldwide conflict.  With the continued desire to create an empire by European nations. World War 1 would break out which can be linked to this quest at imperialism.

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Studied by 11 people

4.5(2)

17: Prosocial and Antisocial Behavior

17.1 Affiliation and Attraction

Need to affiliate: The desire to associate with other people.
Interpersonal attraction: Social attraction to another person.
Reciprocity: A mutual exchange of feelings, thoughts, or things between people.
How Relationships Deepen
Self-disclosure: The process of revealing private thoughts, feelings, and one’s personal history to others.
Social Exchange Theory
Social exchange: Any exchange between two people of attention, information, affection, favors, or the like.
Social exchange theory: A theory stating that rewards must exceed costs for relationships to endure.
Comparison level: A personal standard used to evaluate rewards and costs in social exchange.
Loving: Dating and Mating
Intimacy: Feelings of connectedness and affection for another person.
Passion: Deep emotional and/or sexual feelings for another person.
Commitment: The determination to stay in a long-term relationship with another person.
Romantic love: Love that is associated with high levels of interpersonal attraction, heightened arousal, mutual absorption, and sexual desire.
Companionate love: A form of love characterized by intimacy and commitment, but not passion.
Fatuous love: Love characterized by passion and commitment, but not intimacy.
Consummate love: A form of love characterized by intimacy, passion, and commitment.
Evolution and Mate Selection
Evolutionary psychology: The study of the evolutionary origins of human behavior patterns.
17.2 Prosocial Behavior: Helping Others
Prosocial behavior: Any behavior that has a positive impact on other people.
Altruism: A specific type of prosocial behavior motivated primarily by improving the circumstances of others.
Empathy: State in which people, when faced with someone who is suffering, experience a feeling state that parallels that of the person in distress.
Bystander effect (bystander apathy): The unwillingness of bystanders to offer help during emergencies or to become involved in others’ problems.
Diffusion of responsibility: Spreading the responsibility to act among several people; reduces the likelihood that help will be given to a person in need.
17.3 Antisocial Behavior: Aggression, Conflict, and Prejudice
Antisocial behavior: Any behavior that has a negative impact on other people.
Aggression: Any action carried out with the intention of harming another person.
Aggression
Bullying: The deliberate and repeated use of aggression (whether verbal or physical, direct or indirect) as a tactic for dealing with everyday situations.
Biology
Instinct: Innate impulse that directs or motivates behavior.
Frustration-aggression hypothesis: States that frustration tends to lead to aggression.
Social Learning
Social learning theory: A theory that combines learning principles with cognitive processes, socialization, and modeling, to explain behavior.
Prejudice
Prejudice: Positive or negative attitude toward an entire group of people.
The Fundamentals of Prejudice
Social stereotypes: Oversimplified images of the traits of individuals who belong to a particular social group.
Discrimination (in social behavior): Unfair actions based on stereotyping and prejudice.
Microaggressions: Subtle acts of discrimination that may not be intended to hurt the victim but rather reflect a lack of awareness or sensitivity.
Classifying Prejudice
Racism: Stereotyping, prejudice, and discrimination directed against someone based solely on their race.
Sexism: Stereotyping, prejudice, and discrimination directed against someone based solely on their gender.
Ageism: Stereotyping, prejudice, and discrimination directed against someone based solely on their age.
Heterosexism: Stereotyping, prejudice, and discrimination directed against someone based solely on the belief that heterosexuality is better or more natural than homosexuality.
Ethnocentrism: Placing one’s own group or race at the center—that is, tending to reject all other groups but one’s own.
Explicit prejudice: Prejudice that is conscious and clearly and publicly expressed.
Implicit prejudice: Unconscious prejudiced thoughts and feelings about members or other groups.
Factors Associated with Prejudice
Scapegoating: Blaming a person or a group for the actions of others or for conditions not of their making.
Displaced aggression: Redirecting aggression to a target other than the actual source of one’s frustration.
Status inequalities: Differences in the power, prestige, or privileges of two or more people or groups.
Authoritarian personality: A personality patter characterized by rigidity, inhibition, prejudice, and an excessive concern with power, authority, and obedience.
Dogmatism: An unwanted positiveness or certainty in matters of belief or opinion.
Dehumanization: Beliefs that outgroups are less human and deserve the discrimination that they are subject to.
Consequences of Prejudice
Self-stereotyping: The tendency to apply social stereotypes to one’s self.
Stereotype threat: The anxiety caused by the fear of being judged in terms of a stereotype.
Combating Prejudice
Equal-status contact: Social interaction that occurs on an equal footing, without obvious differences in power or status.
Superordinate goal: A goal that exceeds or overrides all others, a goal that renders other goals relatively less important.
17.4 Psychology and Your Skill Set: Diversity and Inclusion
Individuating information: Information that helps define a person as an individual, rather than as a member of a group or social category.
Just-world beliefs: Beliefs that people generally get what they deserve.
Self-fulfilling prophecy: An expectation that prompts people to act in ways that make the exception come true.
Social competition: Rivalry among groups, each of which regards itself as superior to others.

Chapter In Review:

17.1 Affiliation and Attraction

17.1.1 Provide three reasons that explain why humans seek to affiliate with others

Affiliation is tied to needs for social comparison, anxiety reduction, and the desire to get and give approval, support, friendship, and love.

17.1.2 Describe four factors that influence our attraction to others

Four factors include familiarity (stemming from Physical proximity and frequency of contact) "similarity (in terms of characteristics such as background, age, sex, and attitudes) physical attractiveness, and reciprocity (responding to one another in a similar way).

17.1.3 Describe how relationships deepen, making reference to self-disclosure and social exchange theory

Relationships deepen through self-disclosure, which follows a reciprocity norm: Low levels of self-disclosure are met with low levels in return; moderate self-disclosure elicits more personal replies. However, overdisclosure tends to inhibit self-disclosure by others. According to social exchange theory, we tend to maintain relationships that are profitable; That is, those for which perceived rewards exceed perceived costs.

17.1.4 Explain the fundamental ideas behind Sternberg’s triangular theory of love

According to Sternberg's triangular theory of love, romantic love is based on feelings of both intimacy and passion, and fatuous love is based on passion and commitment period companionate love involves feelings of both intimacy and commitment period consummate love, involves intimacy, passion, and commitment, is the most complete form of love.

17.1.5 Name and describe the three types of adult attachment

Adult relationships tend to mirror patterns of emotional attachment observed in infancy and early childhood. Secure, avoidance, and ambivalent patterns can be defined on the basis of how a person approaches romantic and affectionate relationships with others. Secure adults generally trust each other and find it relatively easy to get close to each other. Avoided adults tend to be more suspicious of others in close relationships, often worrying that partners will not be reliable. And bivalent adults have completed conflicted feelings about their close relationships, wanting those close relationships but simultaneously warning that partners may leave them.

17.1.6 Describe how evolutionary forces shape men’s and women’s preferences for mates

Evolutionary psychology attributes human mating patterns to the differing reproductive challenges faced by men and women during the course of evolution.

17.2 Prosocial Behavior: Helping Others

17.2.1 Define prosocial behavior, and outline three motives that can promote it

Pro social behaviors are those that benefit others. Three models that promote pro social behaviors are evolutionary forces, self-oriented motives, and other oriented motives.

17.2.2 Distinguish between prosocial behavior and altruism

Altruistic acts are a smaller subset of prosocial behaviors that are motivated primarily by other oriented motives.

17.2.3 Distinguish three factors that influence helping

Three factors that influence helping include the characteristics of the person requiring help, characteristics of the helper, and characteristics of the situation.

17.2.4 Describe three components of empathy and distinguish empathy from sympathy (or compassion) and personal distress

Empathy has affective (emotional), cognitive, and behavioral components. It differs from sympathy/compassion on the effect of a component: An empathetic response involves feeling and emotion that is the same as the victim; A sympathetic/compassionate response instead involves an effective response that would be more similar to concern or caring for the victim.

17.2.5 Explain what is meant by the term bystander apathy, and the three decision points that are relevant in determining whether bystanders will assist others in need

Bystander apathy (the bystander effect) refers to the finding that bystanders are often likely to provide help when others are present. Three decision points must be passed before a person gives hope: noticing, defining an emergency, and taking responsibility/ selecting a course of action.

17.3 Antisocial Behavior: Aggression, Conflict, and Prejudice

17.3.1 Distinguish between antisocial behavior and aggression including the difference between direct aggression and indirect aggression

Antisocial behavior is defined as behavior that violates social norms in the rights of others, and it may be non-aggressive or aggressive. Aggressive acts are a subset of antisocial behaviors in their specifically defined as actions that harm other people. Direct aggression refers to verbal and physical attacks, while indirect aggression refers to acts that harm others' reputations, social standing, friendships, or self-esteem.

17.3.2 Outline three potential causes of aggression

Three potential causes include biology (emphasizing brain mechanisms and physical factors that lower the threshold for aggression), frustration (which may increase arousal make people more sensitive to aggression cues), and social learning which suggests that we learn from aggressive models).

17.3.3 Describe some of the ways that aggression can be minimized, at both the societal and individual levels

That's a societal level, aggression could be minimized by reducing exposure to violence and increasing exposure to pro-social behaviors. At the individual level, strategies may include enhanced self-regulation, problem-focused coping, and making more charitable attributions for events that frustrate us.

17.3.4 Name the three components of prejudiced attitudes

Prejudiced attitudes are comprised of effective (emotional), cognitive (stereotype), and behavioral (discrimination) components.

17.3.5 Discriminate between explicit and implicit prejudice

Explicit prejudices is that which is conscious and publicly displayed period in contrast comma implicit reduce includes attitudes towards groups that reside awareness.

17.3.6 Name four factors that are associated with greater levels of prejudice

Four factors include higher levels of frustration social learning, a greater endorsement of authoritarian beliefs and dehumanization.

17.3.7 Outline some of the consequences experienced by victims of prejudice

Research suggests that victims of prejudice are sometimes unable to do what they wish (e.g., rent an apartment or secure a desired job) and may be victims of racial profiling. They may also experience negative consequences related to their mental and physical health, or fall prey to stereotype threat.

17.3.8 Describe three ways that prejudice can be reduced

Aggression can be reduced through equal- status contact, the pursuit of superordinate goals, and through direct instruction (in diversity training sessions, for example).

17.4 Psychology and Your Skill Set: Diversity and Inclusion

17.4.1 Create a plan that will allow you to foster improved relationships with diverse others

skillfully managing relationships with diverse others requires that we think carefully about several things, individuating information, avoiding just-world beliefs, awareness of self-fulfilling prophecies, looking for commonalities, setting a good example for others, and always remembering that different doesn't mean inferior. We hope t after reading this section, you'll be better able to think about how you can use these components to help when you are working with diverse others in your everyday life.

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