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Understanding the Psychology of
Diversity
Third Edition
To Patti and Kate, with love.
—EB
This is for my husband, James, my son, Jackson, and my parents,
Pat and Wayne, whose immeasurable love and support have been
vital to me. This is also for all those who have taught me the true
meaning of Isaiah 1:17: “Learn to do right; seek justice. Defend the
oppressed.”
—KMB
Sara Miller McCune founded SAGE Publishing in 1965 to support the
dissemination of usable knowledge and educate a global community.
SAGE publishes more than 1000 journals and over 800 new books
each year, spanning a wide range of subject areas. Our growing
selection of library products includes archives, data, case studies and
video. SAGE remains majority owned by our founder and after her
lifetime will become owned by a charitable trust that secures the
company’s continued independence.
Los Angeles | London | New Delhi | Singapore | Washington DC |
Melbourne
Understanding the Psychology of
Diversity
Third Edition
B. Evan Blaine
St. John Fisher College
Kimberly J. McClure Brenchley
St. John Fisher College

Los Angeles
London
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Singapore
Washington DC
Melbourne
 Copyright © 2018 by SAGE Publications, Inc.
All rights reserved. No part of this book may be reproduced or
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and retrieval system, without permission in writing from the
publisher.

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Library of Congress Cataloging-in-Publication Data
Names: Blaine, Bruce Evan, author. | McClure Brenchley, Kimberly J.,
author.
Title: Understanding the psychology of diversity / B. Evan Blaine,
Kimberly J. McCure Brenchley, St. John Fisher College.
Description: 3rd edition. | Thousand Oaks, CA : SAGE, [2018] |
Includes bibliographical references and index.
Identifiers: LCCN 2016036978 | ISBN 9781483319230 (pbk. : alk.
paper)
Subjects: LCSH: Prejudices. | Stereotypes (Social psychology) |
Multiculturalism—Psychological aspects.
Classification: LCC HM1091 .B54 2018 | DDC 305.8—dc23 LC record
available at https://lccn.loc.gov/2016036978
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Brief Contents
Preface
Chapter 1 Introduction to the Psychology of Diversity
Chapter 2 Categorization and Stereotyping: Cognitive
Processes That Shape Perceived Diversity
Chapter 3 Stereotypes Expressed: Social Processes That
Shape Diversity
Chapter 4 Prejudice: Evaluating Social Difference
Chapter 5 Understanding Racial Stereotypes and Racism
Chapter 6 Understanding Gender Stereotypes and Sexism
Chapter 7 Understanding Sex Stereotypes and
Heterosexism
Chapter 8 Understanding Obesity Stereotypes and
Weightism
Chapter 9 Understanding Age Stereotypes and Ageism
Chapter 10 Social Stigma: The Experience of Prejudice
Chapter 11 Coping With Social Stigma
Chapter 12 Responding to Social Inequality: Behavioral and
Cognitive Interventions for Reducing Prejudice
References
Name Index
Subject Index
About the Authors
Detailed Contents
Preface
Chapter 1 Introduction to the Psychology of Diversity
Diversity Is Social Difference
Gender
Race
Weight
Sexual Orientation
Age
Making Sense of Diversity
Diversity as a Demographic Concern
Diversity as a Political Concern
Diversity as an Ideological Concern
The Melting Pot
Multiculturalism
Color-Blindness
Diversity and Concern for Social Justice
The Psychology of Diversity: A Conceptual Framework
Diversity Is Socially Constructed
The Individual Is a Social Perceiver
The Individual Is a Social Actor
Diversity Is a Social Influence
Influence on Identity
Influence on Behavior
Summary
Diversity Issue 1.1: Does White + Black = Black?
Diversity Issue 1.2: Income Inequality
Key Terms
For Further Reading
Online Resources
Chapter 2 Categorization and Stereotyping: Cognitive
Processes That Shape Perceived Diversity
Social Categorization
The Neuropsychology of Categorization
Beyond Categorization
 Perceptual Similarity
Accessibility
Perceived Threat
What Do Social Categories Do?
Social Categories Economize Our Social
Thinking
Social Categories Guide Social Judgments
Stereotyping
Where Do Stereotypes Come From?
Personal Exposure
Distinctive Individuals and Behaviors
Socialization
Stereotypes Persist, but Why?
Stereotypes Are Generally Accurate
Stereotypes Confirm Themselves
Stereotypes Diversify Through Subtypes
Consequences of Social Categorization and
Stereotyping for Perceiving Diversity
We Believe Groups Are More Different Than They
Are
We Believe Individuals Within Groups Are More
Similar Than They Are
We Explain “Their ” Behavior Differently Than
“Ours”
Summary
Diversity Issue 2.1: Hypodescent
Diversity Issue 2.2: Positive Stereotypes
Key Terms
For Further Reading
Online Resources
Chapter 3 Stereotypes Expressed: Social Processes That
Shape Diversity
The Self-Fulfilling Prophecy
How Are Teachers’ Expectations Related to
Students’ Achievement?
Self-Fulfilling Prophecy
 Perceptual Bias
Accurate Assessment
Accurate Assessment or Self-Fulfilling Prophecy?
Research Evidence
Stereotypes and Expectations: Are Minority
Students More Vulnerable to the Self-Fulfilling
Prophecy?
Moderators of the Self-Fulfilling Prophecy
Do the Effects of the Self-Fulfilling Prophecy
Accumulate Over Time?
Summary Thoughts on the Self-Fulfilling Prophecy
Stereotypes Expressed in Language and
Communication
Talking About Out-Group Members: Stereotypic
Biases
The Social Transmission of Stereotypes
Stereotypes Expressed in the Media
Summary
Diversity Issue 3.1: Hate Speech
Diversity Issue 3.2: Using the “N-Word”
Diversity Issue 3.3: The Sesame Street Effect
Diversity Issue 3.4: Accents
Key Terms
For Further Reading
Online Resources
Chapter 4 Prejudice: Evaluating Social Difference
Prejudice: Basic Concepts
What Is Prejudice?
What Are the Components of Prejudice?
How Is Automatic Prejudice Measured?
What Are the Conditions in Which Automatic
Prejudice Is Expressed?
Is There a Prejudiced Personality Type?
Self-Esteem and Prejudice: Using Prejudice to Define
and Defend Ourselves
 Prejudice Is Related to Maintaining a Positive
Social Identity
Passive Social Identity Maintenance
Active Social Identity Maintenance
Prejudice Is Related to Defending the Self
Prejudice Is Related to Feeling Deprived
Anxiety and Prejudice: Using Prejudice to Reassure
Ourselves
Managing Anxiety Through Social Identification
Managing Anxiety Through Social Evaluation
Public Image and Prejudice: Avoiding the Appearance
of Prejudice
Summary
Diversity Issue 4.1: Hate Crime
Diversity Issue 4.2: Bullying
Diversity Issue 4.3: Anti-Immigrant Prejudice
Diversity Issue 4.4: Classism
Key Terms
For Further Reading
Online Resources
Chapter 5 Understanding Racial Stereotypes and Racism
Race and Ethnicity
Racial Stereotypes
Stereotypes of Blacks
Stereotypes of Latinos
Stereotypes of Asians
Stereotypes of Jews
Stereotype Content: Implications for Prejudice
Racism
Racism in the Criminal Justice System
Racism in the Health Care System
Summary
Diversity Issue 5.1: Affirmative Action: Confronting
Institutional Racism and Perpetuating Stereotypes
of Incompetence?
Diversity Issue 5.2: Racial Microaggressions
 Diversity Issue 5.3: White Privilege and White Guilt
Key Terms
For Further Reading
Online Resources
Chapter 6 Understanding Gender Stereotypes and Sexism
Gender Stereotypes
Gender Bias
Ambivalent Attitudes Toward Women
Gender Differences and Similarities
Cognitive Abilities
Psychological Outcomes
Helpfulness and Empathy
Aggression
Well-Being
Explaining Gender Differences
Gender Stereotypes Shape Perceived and Actual
Diversity
Girls and Boys Are Socialized Differently
Gender Differences Arise Out of Social
Interaction
Gender Differences Arise Out of Social Roles
Family Influences on Gender Differences
School Influences on Gender Differences
Media Influences on Gender Differences
Self-Construals
Social Selection of Gender Differences
Summary
Diversity Issue 6.1: The Gender Pay Gap
Diversity Issue 6.2: The Glass Ceiling and the
Maternal Wall
Diversity Issue 6.3: Title IX and College Athletics
Key Terms
For Further Reading
Online Resources
Chapter 7 Understanding Sex Stereotypes and
Heterosexism
 Sexual Minority Categories and Sexual Orientation
Stereotypes of Sexual Minorities
Sexual Prejudice
Discrimination of Sexual Minorities
Summary
Diversity Issue 7.1: HIV/AIDS-Related Prejudice
Diversity Issue 7.2: Gay Parenting
Diversity Issue 7.3: Gaydar
Key Terms
For Further Reading
Online Resources
Chapter 8 Understanding Obesity Stereotypes and
Weightism
Obesity Stereotypes
The Role of Weight Controllability in the Obese
Stereotype
Obesity Stereotypes Depend on the Ethnicity of
the Perceiver and the Target
Weightism: Weight-Based Prejudice and Discrimination
Weightism at School
Weightism at Work
Weightism in the Health Care System
Weightism in the Media
Summary
The Psychological and Social Consequences of
Weightism
Attributing Negative Outcomes to Prejudice
Devaluing Negative Outcome Dimensions
Strategic Self-Presentation
Summary
Diversity Issue 8.1: Lookism
Diversity Issue 8.2: Size Acceptance
Diversity Issue 8.3: Weightism After Weight Loss
Diversity Issue 8.4: Does Fat Shaming Lead to
Weight Loss?
Key Terms
 For Further Reading
Online Resources
Chapter 9 Understanding Age Stereotypes and Ageism
Old-Age Categorization and Stereotyping
Old-Age Prejudice
Are Old-Age Stereotypes Self-Fulfilling Prophecies?
Discrimination of Older Workers
Summary
Diversity Issue 9.1: Elderspeak
Diversity Issue 9.2: Retirement
Diversity Issue 9.3: Elder Abuse
Diversity Issue 9.4: Subjective Age
Key Terms
For Further Reading
Online Resources
Chapter 10 Social Stigma: The Experience of Prejudice
Understanding Stigma: Basic Components
Stigma Involves a Mismatch of Identities
Stigma Involves an Attribute–Stereotype
Connection
Stigma Is Situationally Determined
Stigma Involves Being the Object of Ambivalent
Attitudes
Stigma Can Be Acquired by Association
Dimensions That Affect Stigma
Perceived Controllability Affects Stigma
Visibility Affects Stigma
Peril Affects Stigma
Implications of Stigma for Identity: Mindfulness and
Stereotype Threat
Mindfulness
Stereotype Threat
Stereotype Threat in Black Students
Stereotype Threat in Female Students
Stereotype Threat in Economically
Disadvantaged Students
 How Does Stereotype Threat Lower Academic
Performance?
Summary
Diversity Issue 10.1: Mental Illness Stigma
Diversity Issue 10.2: Multiple Stigmatized
Identities
Key Terms
For Further Reading
Online Resources
Chapter 11 Coping With Social Stigma
Social Consequences of Stigma
Psychological Consequences of Stigma
Self-Concept
Self-Esteem
Psychological Distress
Physical Consequences of Stigma
Positive Consequences of Stigma?
Coping With Prejudice: Stigma Management
Strategies for Gaining Social Acceptance
Withdrawal
Passing
Capitalizing on Stigma
Strategies for Protecting Psychological Well-Being
Attributing Negative Outcomes to Prejudice
Devaluing Negative Outcome Dimensions
Making In-Group Comparisons
Self-Affirmation
Mindfulness
Seeking Social Support
Summary
Diversity Issue 11.1: Covering
Diversity Issue 11.2: Online Support: Virtual
Communities for Stigmatized Individuals
Key Terms
For Further Reading
Online Resources
 Chapter 12 Responding to Social Inequality: Behavioral and
Cognitive Interventions for Reducing Prejudice
Behavioral Interventions
Personal Contact With Members of Negatively
Stereotyped Groups
Is Any Contact Okay?
Indirect Contact
Contact Lessens Our Reliance on Social
Categories and Stereotypes
Applications of the Contact Hypothesis
Self-Regulation of One’s Own Prejudiced Behavior
Integrating the Contact and Self-Regulation
Approaches to Prejudice Reduction
Cognitive Interventions
Stereotype Inhibition and Substitution
Cross-Categorization
Empathy
Empathy Changes Attributions for Others’
Behavior
Empathy Prompts Compassion
Summary
Diversity Issue 12.1: Majority Group Allies
Diversity Issue 12.2: Stereotype Rebound
Key Terms
For Further Reading
Online Resources
References
Author Index
Subject Index
About the Authors
Preface
This Book’s Purpose
The academic study of diversity has become a mainstay of
undergraduate curricula. “Diversity ” courses can be found in
humanities as well as social science departments, in general
education programs offered to first-year students as well as
disciplinary courses taken by majors. This type of college curricula
seems to reflect a broader societal concern about teaching students
how to understand the social and cultural differences in our
communities. Indeed, liberally educated students should have some
tools for thinking about diversity. That’s where this book comes in.
Students can study diversity from many perspectives—college
courses on diversity often reflect historical and sociological, as well
as artistic and literary, voices, and perspectives. However, if the
study of diversity includes the need to understand the presence of,
as well as the problems and issues associated with, social and
cultural difference in our society, then psychology has much to offer.
This book attempts to draw together a basic psychology of diversity
for students in diversity-related courses that are taught within and
outside of psychology departments. This book expands and improves
on The Psychology of Diversity: Perceiving and Experiencing Social
Difference (Blaine, 2000) by being a primary rather than a
supplementary textbook, by expanding on the range of social
differences covered, and by incorporating diversity-related social
issues into the text. The book’s level and language assumes no
background in psychology among its readers so that it will be a
serviceable text for diversity courses that are taken by students with
majors other than psychology. This book was not written as a
psychology of prejudice text; nevertheless, it covers enough of that
material that the book could serve as a primary textbook in junior or
senior level psychology courses on prejudice.
A note about striking a balance between the academic study of
diversity and more personal responses to injustice and inequality is
in order. When we study diversity, we confront the fact that social
injustices exist. Too much emphasis on social injustices (e.g., where
they originate, how they can be addressed) adds a political element
to the book which may be intrusive. Avoiding social injustices
altogether, however, intellectualizes problems and issues that
students—particularly minority students—already face. It seems that
a course on the psychology of diversity should provide a safe space
for students to think about the moral implications of inequality. In
writing this book, we avoid explicit (but probably, given our own
social and political attitudes, not implicit) polemic regarding social
injustice and leave to both the instructor and student to strike their
own balance between academic learning and social advocacy.
However, Chapter 12 shows students that much has been learned
about how to reduce inequality, intergroup conflict, and
discrimination and provides instructors with a framework for
advocacy/social action projects and discussions.
This Book’s Organization
The book’s 12 chapters could be divided, for the purposes of
organizing a course, into three units. Chapters 1 through 4 comprise
a “Basic Concepts in a Psychological Study of Diversity ” unit. These
chapters cover concepts and processes for understanding social
difference in general, including dimensions and definitions of
diversity (Chapter 1); social categorization, stereotypes, and
stereotyping (Chapter 2); social processes that shape diversity
including the self-fulfilling prophecy (Chapter 3); and prejudice
(Chapter 4). Chapters 5 through 9 constitute an “isms ” unit that
might be termed “Stereotyping, Prejudice, and Discrimination
Toward Specific Groups. ” This set of chapters applies and illustrates
the concepts learned in prior chapters. This set of chapters covers
racial stereotypes and racism (Chapter 5), gender stereotypes and
sexism (Chapter 6), sexual stereotypes and heterosexism (Chapter
7), obesity stereotypes and weightism (Chapter 8), and age
stereotypes and ageism (Chapter 9). The final three chapters
address “Further Topics in a Psychological Study of Diversity, ”
including social stigma and the consequences of and responses to
stigma (Chapters 10 and 11), and methods for responding to
inequality (Chapter 12).
The book also includes Diversity Issues—short (one to two-page)
content set-asides that address practical issues and problems
associated with diversity and responses to diversity. Collectively, the
Diversity Issues provide a “social issues ” flavor to the text, and
questions posed to the student–readers encourage them to make
connections between academic principles and applied issues and
problems. Some of the Diversity Issues topics include Hate Speech,
Using the N-Word, The Glass Ceiling and the Maternal Wall, The
Gender Pay Gap, and the Sesame Street Effect.
How to Use This Book
Three pedagogical features are woven into this book, each coded
with a symbol, that will assist you in planning class discussions,
assignments, and student projects. Here are some ideas for how to
use each in your course.

Diversity Issues
This symbol identifies the short interludes, called Diversity
Issues, to the main chapter story to cover practical
problems and issues that relate to or illustrate chapter
concepts. Minimally, each diversity issue can be the focus
of a class discussion; you can use them to draw out
students’ experiences and views on that issue. They can
also be expanded to lecture topics, if you are interested in
pursuing them yourself or in following students’ interest,
by adding supportive readings, video, guest lecturer, or
other resource. Diversity issues can also be the basis for
writing assignments, such as an assignment in which
students find and summarize a research article on the
issue, or another in which students clip a newspaper or
Internet news item related to the issue and present it in
class. Finally, a diversity issue can be the starting point for
student research projects. For example, students might
make some controlled observations about when they hear
the N-word used in conversations as a means of finding
out about the situational or social variables that influence
its use.

Making Connections
This symbol means that student–readers are being asked
questions whose goal is to get them to think more deeply
about the concepts they have just read about, and to
make connections between concepts and applications. The
Making Connections questions also help students pause
and review concepts just read before reading further. You
can use these questions to stimulate discussion in class,
develop short writing assignments, or as a focus for small-
group discussions. They can also be appropriated as essay
questions on exams.

Websites of Interest and Web Exercises

This symbol indicates a website that is particularly well
suited for applying or extending students’ learning on
chapter concepts. The URL is provided, along with a
description of the site and directions for finding the
intended content. Some of these references also include
some type of learning task such as answering a question
from the Web materials or gathering some information to
test or illustrate an idea. Web exercises can be easily
turned into student assignments or, with a little
technological assistance, Web-based presentations of an
issue discussed in class.
Finally, there are For Further Reading resources at the
end of each chapter, following the Key Terms. Here
classic or provocative readings are provided with a
description of why it is good reading and what
contribution the reading makes to the larger chapter-
learning objective. Some of these readings will be more
accessible to the psychology major than to the nonmajor,
 but you can choose which to recommend—or add your
own favorite extra readings—based on the background of
your class.
What’s New for the 3rd Edition?
The 3rd edition features the following:
Several topics are added or lengthened to incorporate new
research and theory around categorization, stereotyping, and
prejudice. These include a new section on the neuropsychology
of social categorization and expanded coverage of stereotype
accuracy and the measurement of automatic prejudice.
A new chapter on sexual prejudice and heterosexism covers
sexual minority categories, sexual orientation, stereotypes of
sexual minorities, sexual prejudice, and discrimination of sexual
minorities.
Expanded coverage of the contemporary social issues that
connect to stereotyping and prejudice through the adding of 17
new Diversity Issues. New for the 3rd edition are DIs on income
inequality, bullying, anti-immigrant prejudice, racial
microaggressions, gay parenting, fat shaming, elder abuse,
multiple stigmatized identities, and many more.
Instructor Teaching Site
A password-protected site, available at
www.study.sagepub.com/blaine3e, features resources that have
been designed to help instructors plan and teach their course. These
resources include an extensive test bank, chapter-specific
PowerPoint presentations, lecture notes, discussion questions to
facilitate class discussion, class activities, links to SAGE journal
articles with accompanying review questions, and links to web
resources.
Acknowledgments
SAGE Publishing would like to acknowledge the following reviewers:
Kristin J. Anderson, University of Houston, Downtown
Ursuline R. Bankhead, State University of New York at Buffalo
Po-Sen Chu, Western New Mexico University
Catherine M. Lido, University of North Carolina Wilmington
Karyn M. Plumm, University of North Dakota
Chapter 1 Introduction to the
Psychology of Diversity
Topics Covered in This Chapter
The guiding concepts in a psychological study of diversity
Dimensions of diversity studied by psychologists
A statistical snapshot of American diversity
The meanings and usages of the term diversity
Diversity as a social construction and social influence
Each of us lives in a diverse social world. Although we are
frequently unaware of it, our lives unfold within social contexts
that are populated by people who are different—both from us
and each other. The people who populate the situations in our
day-to-day lives may differ in many ways, such as their ethnic
identity, sex, cultural background, economic status, political
affiliation, or religious belief. The specific dimensions of
difference do not matter nearly as much as the fact that we
think, feel, and behave within diverse social contexts. Two
important ideas follow from the fact that we, as individuals, are
perpetually embedded in diversity.
First, because individuals are literally part of the social contexts
in which they behave, those situations cannot be understood
independently of the people in them. Have you ever been
amazed that you perceived a situation, such as a job interview,
much differently than a friend? Perhaps you approached the
interview with optimism and confidence, regarding it a
potentially positive step in your career goals. Your friend,
however, may have viewed the same scenario as threatening
and bemoaning how it would never work out. This illustrates
how social situations are, in vital part, constructed and
maintained by people. We project our own attitudes, feelings,
expectations, and fears onto the situations we encounter.
Applied to our social contexts, this principle says that the
differentness we perceive between ourselves and other people,
or among other people, may be inaccurate. As we will learn in
subsequent chapters in this book, there are times when we
project too much social difference onto our contexts and the
people in them. At other times, however, we underestimate the
diversity around us. So, the diversity of our lives is partly a
function of us—our individual ways of thinking and emotional
needs.
Second, because people live and behave in diverse social
contexts, then individuals cannot be understood independently
of the situations in which they act and interact. Are you
sometimes a different person, or do you show a different side
of yourself, as your social setting changes? For example, do you
display different table manners when eating with your friends at
the café than during a holiday meal with the family? Do you
think of yourself differently in those situations? If so, then you
realize how we are, in vital part, social beings. Our behavior
and identity are constructed and maintained by the situations in
which we act and live. Likewise, our thoughts and actions flex
with the situational norms we encounter. If we are interested in
explaining who we are and why we behave the way we do, we
must look to the social context for insight. The diversity of our
social contexts is laden with informative clues to help us
demystify our own behavior and confront our attitudes and
beliefs.
In sum, if we are to fully understand the diversity of our
classroom, community, or nation, we must appreciate that it is
more than statistics about race and gender. Diversity and the
individual are inextricably linked; therefore, the study of one
must include the other. This book examines how we can better
understand diversity by studying how the individual constructs
it, and how we can better understand the individual by learning
how she or he is defined and influenced by social diversity.
These two principles of the psychology of diversity will be
revisited and elaborated at the end of this chapter. First, we
must consider what diversity is and examine some of the
common ways that term is used.
Diversity Is Social Difference
What is diversity? According to the dictionary, diversity is the
presence of difference. However, the most common usages of
diversity refer to social difference, or differences among people.
People can differ in so many ways; to appreciate the range and types
of diversity in the United States, and to introduce the dimensions of
diversity that are addressed in this book, let’s develop a statistical
snapshot of the social differences of Americans from the 2010 U.S.
Census Bureau statistics and other recent national surveys. Figure 1.1
displays the research activity in the social scientific research literature
on the five dimensions of diversity that we address in this book.
Figure 1.1 Research Activity on Dimensions of Diversity From 1887
to the Present

Gender
The study of gender, including related topics like sex roles and sex
differences, is by far the most researched aspect of diversity. Gender
is a good case study for understanding that majority-group status is
conferred by status and control over resources and not mere
statistical majority. Figures from the 2010 U.S. Census show that
females and males make up 51% and 49% of the U.S. population,
respectively (Howden & Meyer, 2011). Put another way, there are
about 97 males in America for every 100 females and, because
women tend to live longer than men, they become more of a
statistical majority as they age. Although, statistically speaking,
women are a majority group, women have historically endured
second-class status relative to men in many life domains. For
example, even with legal protections against discrimination of women
in the workplace, in 2011, a gender wage gap still existed such that
women earn about 80 cents for every dollar earned by men
(Hegewisch, Williams, & Henderson, 2011). We will take up gender
diversity, including gender stereotypes and sexism, in Chapter 6.
Race
The second most researched aspect of diversity involves race and
other related topics such as racial identity and racism. Racial
distinctions are based on physical and facial characteristics, skin color,
and hair type and color that developed in response to particular
geographic and climatic forces. The most common race labels are
limited in that they combine color-based racial notions (e.g., White,
Black) with ethnic and linguistic (e.g., Asian, Hispanic) elements.
Moreover, many people now identify themselves on government
surveys as biracial or multiethnic (e.g., having parents from different
racial or ethnic groups). To deal with this complexity, the U.S. Census
Bureau treats ethnic background and race as different concepts so
that, for example, Hispanic people can identify themselves as White
only, Black only, some other race, or even biracial. Measures of race
and ethnic background (appropriately) defy simple snapshots of racial
and ethnic diversity of Americans. Still, a general picture of who we
are as Americans in racial-ethnic terms would be helpful.
In 2000, Whites constituted about 69% of the American population,
with Black (about 12%) and Hispanic/Latino (about 12%) people
comprising minority populations of about the same size. In 2010,
64% of Americans were White, 13% were Black, and 16% were
Hispanic, with people from other racial categories (e.g., Asian, Native
American, Pacific Islander) making up the remaining 7% of the
population (Humes, Jones, & Ramirez, 2011). These figures indicate
that Hispanics are now the largest minority group in the United
States. Indeed, the total U.S. population grew by 27 million people in
the last decade, and growth in the Hispanic population accounted for
over half of that growth. In terms of racial identity, most Hispanic
people consider themselves from one race, with about half of the
Hispanics on the 2010 census listing their race as White. Most of the
other half identified themselves as Black or “some other race,” which
was a catch-all category to include a variety of nationality-based
responses (e.g., Mexican). The U.S. Census allowed respondents to
choose more than one racial category to describe themselves in
2000. Between 2000 and 2010, the number of White and Black
biracial Americans more than doubled and the number of White Asian
biracial Americans nearly doubled (U.S. Census Bureau, 2012).
Although the absolute numbers of biracial Americans is small, this is a
rapidly growing racial category. By 2015, 6.9% of American adults
reported at least two races in their background, and 10% of all
babies born in 2015 were multiracial (Pew Research, 2015). We will
learn more about issues surrounding multiracial identity in Chapters 2
and 4 (see also Diversity Issue 1.1 in this chapter).
About 1 in 5 Americans speaks a language at home other than
English, and about one half of those people speak little or no English.
Spanish is the most common language spoken in those homes where
English is not, or rarely, spoken. Indeed, there are about 35 million
first-language Spanish-speaking Americans (roughly the population of
California), making Spanish literacy an increasingly important concern
in government, business, and education. Look around your class: The
changing nature of the American population is reflected in the
makeup of your college or university student body. In 1990, about
20% of college students were non-White (9% Black, 6% Hispanic,
4% Asian). In 2008, just 18 years later, minority college students
(14% Black, 12% Hispanic, 7% Asian) constituted 33% of the college
population (National Center for Educational Statistics, 2008). We will
take up racial diversity, including racial and multiracial identity, racial
stereotypes, and racism, in Chapter 6.
Weight
Body shape and size is a visible aspect of diversity. Research on the
consequences of overweight and obesity for health, social
opportunity, and well-being has exploded in the past several years.
For evidence of that, look at Figure 1.1. In the first edition of this
book (published in 2007), the number of articles retrieved from
PsychNET on some aspect of weight was about 10,000, making
weight the least researched of the diversity dimensions pictured in
Figure 1.1. Not even 10 years later, over 40,000 articles are available
on some aspect of weight. Currently, about 2 out of every 3 American
adults are overweight (having a body mass index, or BMI, over 25),
and 1 in 3 is obese, having a BMI of 30 or more (Flegal, Carroll,
Ogden, & Curtin, 2010). Obesity rates are higher among women than
among men, among racial and ethnic minority groups than among
Whites, and among lower income compared with middle- and high-
income persons. Overweight/obesity is an important issue in a study
of diversity for several reasons. First, body size informs self-image
and self-esteem. Second, prejudice and discrimination against people
because of their (heavy) weight is widespread and, unlike most other
forms of discrimination, legal. Third, overweight and obesity are
associated with tremendous loss of social status and opportunity. In
Chapter 8, we will discuss stereotypes associated with being
overweight and the widespread weight-based discrimination that
exists in many areas of society.
Sexual Orientation
Estimates vary of the percentage of LGBT (a term including lesbian,
gay male, bisexual, and transgendered) individuals in the population
due to two factors: the reluctance of some people to disclose their
sexual orientation on a survey and the error inherent in small sample
surveys. The most recent and best data on the percentages of LGBT
Americans come from the National Survey of Sexual Health and
Behavior, a survey of 5,965 randomly selected Americans from ages
14 to 94. Regarding homosexual identity, about 3% of male and 9%
of female adolescents identify themselves as gay or bisexual. Among
adults, 7% of men and 5% of women identify as either gay or
bisexual (Herbenick et al., 2010). Same-sex sexual behavior is
somewhat more common than homosexual identity: Among adults
Another random document with
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Ghâficky, Al, the regicide, 335 note, 340
Ghâlib, his song at Câdesîya, 168
Ghassân, Beni, 69, 87, 202
Ghatafân, Beni, 23, 25, 27
Ghauth, Beni, 24
Ghâzies, 382
Ghimâs (Câdesîya), 168, 171
Ghîzeh, 243
Ghôr, 97, 150, 152, 205
Ghûta, 144
Gilead, 141
Greeks, in Egypt, 242
Gregory, 299

Habîb, 394
Hadhramaut, 21, 56
Hafîr, 72
Hajjâj, 445
Hakam ibn Jabala, 333
Hakîm ibn Hizâm, 340
Hâma, 199
Hamadan, 256, 257
Hamza, 44
Hâni, 435
Hanîfa, Beni, 38 et seq., 44, 45, 48
Hanifite, the, Aly’s wife, 89
Hantzala, 337
Hantzala, Beni, 30
Haphsa, widow of Mahomet, 2, 231, 307, 353
Haram, at Jerusalem, 209
Haram, in Hejâz, 263
Harîr, or Night of Clangour (Câdesîya), 168, 173
Harôra, 389
Harrân, 217
Hasan, 65, 350, 359, 394, 414;
becomes Caliph, 418;
abdicates, 419, 422, 442
Hâshim, Beni, 227
Hâshim ibn Otba, 153, 172, 179 et seq.;
killed at Siffîn, 382
Hassân ibn Thâbit, 202, 343
Haurân, 205
Hawâb, dogs of, 354
Hawâzin, Beni, 26, 27
Hebron, 97
Hegira, 1;
era established, 271
Hejer, 47, 50
Heliopolis, 241, 242
Heraclius, 67, 97, 201;
death of, 243
Hims, 198, 216
Himyar, 51;
troops, 146
Hind, daughter of Nómân, 265
Hindia, western branch of Euphrates, 70, 135, 175
Hind, wife of Abu Sofiân, 237, 277
Hîra, 49, 68, 76, 78;
capitulates, 79 et seq., 85, 127, 161, 164;
reoccupied, 178
Hît, 190, 199
Hobâb, 4
Hodeibía, 226, 386
Hodzeifa, 18, 51, 307
Hodzeil, 85, 90
Holwân, 190, 249, 256
Horcus, 90
Horcûs, 251
Hormuz, 72, 112
Hormuzân, 166, 250, 252, 254;
murder of, 293
Honey-bee, part of the Lord’s host, 257
Horr, 436 et seq.
Hosein, 65, 394, 414, 434;
 march to Kûfa, 435 et seq.;
death, 440
Hotem, 48, 49
Houries, 105

Ibn Aámir, Governor of Bussorah, 305, 317, 326;

sends help for Othmân, 334, 347
Ibn Abbâs, 282, 345, 350, 355;
Governor of Bussorah, 368, 393, 394, 396, 409
Ibn Abu Sarh, 248, 290, 298, 299, 324, 326, 329
Ibn Backîla, 82
Ibn Honeif, 347, 356 et seq.
Ibn Ishâc, 21
Ibn Khaldûn, vi
Ibn Masûd, 270, 304, 307;
death of, 311
Ibn Muljam, the assassin, 412;
body burned, 414
Ibn Sauda (Ibn Saba), 316, 362
Ibn Zobeir, 353, 367, 391, 430, 435, 434, 443;
death, 446
Iddat, interval before cohabitation, 75
Ikrima, 18, 39, 51, 52, 55, 57, 58, 93, 97, 108;
death, 111
Imâmate in Aly’s family, 417, 451
Imprecation of Caliphs, 394, 421
Imrulcays, Beni, 30
Indian Ocean, 296
Irâc Araby, 70;
field measurement, 230, 249, 308, 348
Isfandiar, 258
Islam for Arabia, 17, 224
Ispahan, 259
Istakhr (Persepolis), 249, 256
Iwân, 180
Iyâdh, 68, 84, 87, 89, 217
Iyâdh, Beni, 190, 217
Iyâs ibn Cabîsa, 78, 80

Jabala, 87, 88, 202

Jabân, 127, 132
Jâbia, 94, 97, 205, 207, 208, 235
Jacob’s Pillow, 209
Jadîla, Beni, 24, 139
Jalenûs, 174, 175
Jalôla, battle of, 187
Jarîr, 133, 139, 376
Jârjea, 97, 107, 109
Jarûd, 47, 49
Jaulân, 94, 141
Jazia, tribute, 218
Jehâd, Sura, 167
Jerâsh, 153
Jerusalem, 202, 206;
capitulation, 207
Jews, 153, 211;
expelled from Kheibar, 224, 452
Jeyfar, 51
Jezîra, 69
Jobeir, 269
Jobeir ibn Motím, 340
Jôf, 68
John, son of Zacharias, his tomb, 206
Jondob, 304, 318
Joppa, 206
Jordan (Ordonna), 153, 205
Jorf, 8, 96
Jûdi, 87, 88
Jundai-Sabûr, 252

Káb, the Rabbin, 236, 279, 310

Kâbul, 296
Kahânat (soothsaying), 26
Karoon, river, 251, 252
Kaskar, 127
Kelb, Beni, 87, 415
Kerâmat, 80
Kerbala, 437;
tragedy of, 438
Kermân, 259, 260, 297
Khabûr, 191
Khâcân, 259
Khaffân, 128
Khâlid ibn Saîd, 17, 53;
his defeat, 92;
death, 94
Khâlid ibn Welîd, 18;
his character, 21;
discomfits Toleiha, 22 et seq., 27;
attacks Mâlik ibn Noweira, 32;
marries his widow, 34;
and Mojâa’s daughter, 46;
the ‘Sword of the Lord,’ 68;
in Irâc, 72 et seq.;
kills Hormuz, 73;
speech, 75, 82;
cruelty, 76, 86, 79;
frets at inaction, 84, 88;
pilgrimage incognito, 91;
transferred to Syria, 100;
march across desert, 101;
commands on the Yermûk, 106 et seq.;
deposed, 111, 143;
storms Damascus, 146, 199 et seq.;
received back into favour, 204, 207, 216 et seq.;
arraigned for malversation, 219;
death, 221, 276, 284
Khanâfis, 138
Khandac, Trench of Sapor, 71, 160, 165
Khansa, Al, 28
Kharanba, 347, 402
Khârejites, 388 et seq.;
hostile attitude towards Aly, 395;
defeated at Nehrwân, 399;
origin of name, 400;
émeutes, 405, 443, 444, 454
Khaulân, 54
Khawarnac palace, 79, 82, 161
Khazraj, Beni, 4, 5, 61
Kheibar, 22, 64, 224
Khirrît, the Khârejite rebel, 405
Khorasan, 259
Khuzistân, 249, 250
Kibla, 209
Kinda, Beni, 56
Kindy, Al, 23, 75, 220, 416, 452
Kinnisrîn (Chalcis), 199, 200, 204
Kirckesia, 190, 199
Kremer, Herr von, vii
Kubbet al Sakhra, 209
Kûfa, 70;
founded, 193, 195 et seq., 216;
threatened by Yezdegird, 256, 270, 297;
change of governors, 303;
émeute, 317, 329, 348;
assists Aly, 359, 364;
seat of Aly’s government, 369;
indifferent to Aly, 398, 403
Kûtha, 179

Lackît, 51
Lady’s Castle, the, 73
Lakhmite dynasty, 69, 78
Laodicea, 199
Leila, 34, 36, 41;
Abu Bekr’s son enamoured of her, 272
Lesser Pilgrimage, 329
Levant, 298
Lydda, 206

Maâb, 97, 153

Maára, 199
Madzâr, Battle of, 74
Mahomet, death of, 1;
burial, 5, 20, 27, 36, 38;
woman betrothed to him, 59, 76, 223, 224, 286;
his ring, 314, 354;
pulpit, 425
Mâhra, 18, 51, 52
Mâlik, Beni, 30
Mâlik ibn Noweira, 30 et seq., 221, 222
Mamûn, Al, 450, 452
Marásh (Germanica), 201
Marj al Soffar, 94
Marj Arjûn, 206
Mary, Coptic maid, 276
Masbazân, 190
Mascala, 406
Masjid al Acksa, at Jerusalem, 209
Maskat, 51
Masûd, brother of Mothanna, 137
Masûdy, 309
Mecca, 52, 263, 351
Medâin, 67, 70, 84, 162, 179;
western suburb taken, 181;
capture of city, 183;
spoil, 184;
jewelled carpet, 185, 193
Medîna threatened, 10
Mehrân, 135
Melchite and Maronite patriarchs, 248
Membaj, 377
Memphis, 241
Menbij (Hierapolis), 201
Merve, 259, 450
Merwân, 300, 322, 324, 332, 338, 339, 354, 372, 429;
Caliph, 446
Mesopotamia, 69;
Upper, 217
Micdâd, 288, 290
Minas, 200
Ministers of religion, 270
Miracle of lake, 48;
of the sea, 49;
of Darâbgird, 260
Misr, 241
Moâdz ibn Jabal, 56, 132;
dies in plague, 235
Moánna, 74
Mocarran, sons of, 14
Modeya, 90
Moghîra ibn Shoba, Governor of Bussorah, 192;
deposed, 264;
appointed to Kûfa, 269, 278, 284, 288, 345, 423, 425, 429
Moghîra, the Thackîfite, 338, 340
Mohâjir, 18, 52, 56, 57, 58
Mohakkem, 42, 44
Mohammed, doctor of Bussorah, 86
Mohammed, Hanify, son of Aly, 350, 381
Mohammed ibn Coteira, 333
Mohammed ibn Maslama, 194, 248, 325, 333
Mohammed, son of Abu Bekr, 302, 313, 330, 338, 339, 360;
Governor of Egypt, 372, 392, 394, 402;
killed, 403
Mohammed, son of Abu Hodzeifa, 302, 313, 330, 370
Mohammed, son of Talha, 391
‘Moharram,’ the, 442
Mojâa, 40 et seq., 44;
Khâlid marries his daughter, 46
Mondzir, chief of Bahrein, 47
Moseilama, 18, 23;
marries Sajâh, 31, 38;
 killed, 43;
sayings, 45
Mosque of Omar, 209
Motammim, 34 et seq.
Motázelites, 451 et seq.
Mothanna, 50, 67, 74, 84, 101, 112 et seq.;
retrieves defeat at Bridge, 131;
gains battle of Boweib, 135;
his horse, ‘the Rebel,’ 136;
suspended, 139;
character, 135, 139, 155;
death, 159;
his widow Selma, 159, 170
Mothers of the Faithful, Mahomet’s widows, 59, 225, 278
‘Mount of the Eagle,’ 103
Muâvia, 218;
appointed Governor of Syria, 237;
his mother Hind, 277, 294;
attacked by Romans, 297, 310, 319, 326;
sends help to Othmân, 334, 345;
letter to Aly, 349;
machinations against Cays, 372;
joined by Amru, 373;
marches to meet Aly, 378;
at battle of Siffîn, 379 et seq.;
arbitration, 386;
saluted Caliph, 394;
gains Egypt, 403;
raid against Irâc, 407;
visits Mosul, 408;
truce with Aly, 410;
escapes assassination, 412;
sole Caliph, 419;
declares Yezîd heir apparent, 429;
death, 433
Mucoucus, 241 et seq.
Muedzzin, 175, 238
Muhâjerîn, or Refugees, 5
Mukhtâr, 445
Mundzir, Gharûr, 49
Mundzir, Prince of Hîra, 82
Murad, Beni, 55
Mûsa, conqueror of Spain, 86
Muslim, killed, 435
Mûta, 8, 22, 82

Nablûs, 206
Nahr Shîr, 84, 179
Nâila, Othmân’s wife, 315, 339;
her fingers hung up at Damascus, 342, 348
Najaf, 79;
Sea of, 135, 161, 414
Najrân, 53, 55;
Christians of, 223
Namârick, 128
Namr, Beni, 31, 134, 137, 190
Narsa, 127
Naval enterprise, 264, 300
Nefûd, desert, 101
Negus of Abyssinia, 223
Nehâvend, 266;
battle of, 257, 278
Nestorians, 49
Night of Clangour (Câdesîya), 168, 173
Nile, 241, 242, 245;
Omar’s letter to, 246
Nisibîn, 216, 217
Nóeim ibn Mocarrin, 258
Nojeir, 57, 64
Nokheila, 401
Nómân ibn Mocarrin, 14, 251, 252, 256;
his death, 257;
Nómân, Prince of Hîra, 79
Noseir, 86
Nubians, 242

Obeidallah, son of Abbâs, his little children put to death, 408

Obeidallah, son of Omar, 381
Obeidallah, son of Ziâd, 435 et seq., 444
Obna, 10
Obolla, 76, 191, 192
Odzeib, 160, 171
Ohod, 22, 44
Okeidar, 87, 88
Okkâsha, 25
Omân, 21, 47, 50
Omar, described, 2, 275, 283, 4, 6, 9, 18, 28 note;
angry with Khâlid, 34, 46, 90;
mourns for his brother Zeid, 45, 50;
frees all Arab slaves, 64;
judge, 65;
deposes Khâlid, 111, 114;
accession to Caliphate, 125, 132;
orders new levies, 133, 156;
receives tidings of victory at Câdesîya, 177;
weeps at seeing spoil, 189;
forbids advance on Persia, 189, 203, 249;
visits Jerusalem, 207 et seq.;
journeys to Jâbia, 216;
arraigns Khâlid, 219;
his Dewân, 225;
compiles Corân, 231;
administration of famine, 232;
in the plague, 234;
progress through Syria, 236;
entertained by a bishop, 236;
performs pilgrimage, 238;
conquers Egypt, 239 et seq.;
letter to the Nile, 246;
releases Hormuzân, 253;
pressed to allow advance on Persia, 255;
 sends army against Persia, 256;
miraculous interposition of, to save Saria, 261;
enlarges square at Mecca, 263;
dread of naval enterprise, 264;
acquits Abu Mûsa, 267;
establishes era of Hegira, 271;
simplicity, 273;
marries Omm Kolthûm, 276;
last pilgrimage, 278;
assassination, 280;
appoints Electors, 280;
death, 283;
burial, 285, 286, 306, 456
Omeyyad, Beni, 294, 316;
dynasty, 443, 446;
in Spain, 449
Omm al Banîn, 315
Omm al Fâdhl, widow of Abbâs, 355
Omm Ayman, 65
Omm Farwa, 58, 120
Omm Habîba, 336
Omm Keis, 152
Omm Kirfa, 27
Omm Kolthûm, 203;
Omar’s wife, 276, 413, 415
Omm Salma, 55
Omm Siml, 27
Omm Walad, 265, 272
Omra, or Lesser Pilgrimage, 329
Ordinances of Omar, 212, 452
Ordonna (Jordan), 153, 205
Orontes, 199, 203
Orthodoxy, intolerant, 455
Orwa, 318
Osâma, expedition, 8 et seq., 16, 325
Otba, 191, 249, 251, 264
Othmân, 275;
 appointed Elector, 280;
elected Caliph, 291, 294;
appoints Abu Sarh over Egypt, 298;
outlook darkens, 302;
recension of Corân, 307;
palace, 309;
puts down unlawful amusements, 311;
enlarges square of Káaba, 312;
embellishes Mosque at Medîna, 312;
alters rites of pilgrimage, 313;
loses Prophet’s ring, 314;
sinks wells, 314;
marries Nâila, 315;
gives in to Kûfa, 320;
Aly expostulates with him, 321;
appeals to the people, 322;
last pilgrimage, 323;
contumeliously treated, 324;
complaints invited, 325;
conference with governors, 326;
attacked by regicides, 329 et seq.;
addresses them, 335;
blockade, 337;
slain, 339;
character, 341;
bloody shirt hung up at Damascus, 348, 374, 376
Othmân ibn al Aás, 52
Othmân ibn Honeif (see Ibn Honeif)
Oxus, 259, 296
Oyeina, 23, 25, 27, 28, 315

Palestine, 200, 205, 211

Paradise, 105
Patriarch, Jerusalem, 208;
Maronite, 248
Pella, 150
Persepolis, 249, 255
Persian Gulf, 191
Persians, 72 et seq., 76, 90
Persia, war in, 296;
Shîyite, 455
Phacûsa (Tel Fâkhus), 245
Pilgrimage, 65;
Khâlid’s incognito, 91;
rules altered by Othmân, 313, 323
‘Pilgrimage to Nejd,’ 101
Plague, 234
Polygamy, 457
Predestination, 211, 235
Promised Land, 95

Rabadza, 13, 16
Rabia, 21
Rajjâl, 39, 41
Rama (Arimathea), 206
Ramh, 206
Râm Hormuz, 249, 251
Ramleh, 206, 211
Readers of Corân, 45, 231, 381
‘Refugees,’ 5, 32, 126, 227
Regicides attack Medîna, 329;
return with document bearing Othmân’s seal, 331
Register (Dewân) of Arab race, 229
Rei, captured, 258
Retribution, law of, 202
Ricca, 216, 377
Ring of Mahomet, 314
‘River of Blood,’ 76
Roha, 199, 216, 217
Roman army, 90, 92, 104, 190;
and fleet, 215
Roman empire, 66
Rustem, 126, 155, 163;
forebodings of, 165;
 killed, 174

Sabât, 138, 179

Sacalâr 152
Sád ibn (Mâlik) Abu Wackkâs, 157;
marches to Irác, 158;
marries Selma, Mothanna’s widow, 159;
reorganises army, 159;
battle of Câdesîya, 167;
upbraided by Selma, 170;
captures Medâin, 183;
his castle, 194;
deposed, 268;
appointed Elector, 280, 287;
again appointed to Kûfa, 303;
superseded, 303, 326, 343
Sád ibn Obáda, 3 et seq., 6, 371
Saffâh, Al, ‘the Bloody,’ 449
Safia, 37, 76
Safwân, 15, 351
Sahba, 89
Saîd, Governor of Kûfa, 306;
expelled by citizens, 319;
servant killed, 320, 353
Sajâh, Prophetess, 23, 30 et seq., 39, 85
Sakatia, 129
Sakûn, Beni, 56
Salahiya, in Egypt, 241
Sâlim, 42
Salmân, 183
Salûba, 83
Samaritans, 153, 211
Samsât (Samosata), 201
Samsât, the sword, 53, 92
Sanâa, 54, 56
Saria, 260
Sawâd, 83, 179, 194;
 ‘Garden of Coreish’, 317 et seq., 320
Sayhad, desert, 57
Sea of Najaf, 71
Sebastia, 206
Second coming, 317
Sedîr, palace, 82
Sejestan, 259, 370
Seleucia, 70, 179
Service of victory;
at Hîra, 82, 83;
at Medâin, 184
Servile population, 344
Shahrîrân, 112, 113
Shaizar, 199
Shamir, 438, 440, 445
Shanas, Roman general, 198
Shât al Arab, 191
Sheibân, Beni, 31, 50
Sherâf, 158
Shîyas, 448 et seq., 451;
tolerant, 455
Shorahbîl, 18, 39, 40, 94, 97, 108, 152, 153, 205, 208, 237
Shoreih, 391, 394
Showeil, 80
Shuhîb, 413
Shusan, 252
Shuster (Tostar), 251
Sicily, 450
Siffîn, 378;
battle of, 379 et seq.
Sinnimâr, 79
Sirhân, Wady, 102
Sirîn, 86
Siroes, 67, 84, 127, 155
Slavery, female, 273, 457
Slaves, Arab, set free, 68
Society, Moslem, 271, 273 et seq.
Sohâr, 51
Soheil, 96
Sommeyya, 290, 380
Songstresses, two, mutilated, 59
Soofeeism, 455
Soonnies, 455
Sophronius, Bishop of Jerusalem, 208, 210
Spain, 449
Spoil, at Câdesîya, 176;
at Medâin, 184;
at Jalôla, 188
Succession, 7, 286, 427 et seq.
Sudân, the regicide, 340
Suez Canal, 244
Suleim, Beni, 26, 27
Sunh, Al, 121
Sunnat, 451, 455
Sûra, 179
Sûr al Rûm, 377
Sûras, read before battle, 167;
at Medaîn, 184;
how compiled, 231
Sûs (Shushan), 252
Suwâ, 103
‘Sword of God,’ ‘Sword of the Lord,’ name of Khâlid, 68, 77, 107
Syria, attacked, 94;
east of Jordan, described, 141;
Northern, 198 et seq., 205, 211, 215;
field measurement, 230;
sends grain to Hejâz, 233, 297, 348, 350, 370, 374;
invaded by Aly, 377, 408
Syrian desert, 68

Tabari, vi, 21, 77

Tadmor, 103, 154
Tadzâric, 98
Tâghlib, Beni, 31, 89, 137, 190;
 Christian, 218, 406
Tâhir, 53
Tâhirite dynasty, 450
Tâk i Kesra, 179
Talha, 6, 117;
appointed Elector, 280, 287, 329 et seq.;
sends son to protect Othmân, 334, 342 et seq., 350;
retires to Mecca, 352, 353;
marches on Bussorah, 354;
its occupation, 356 et seq.;
Battle of Camel, 361 et seq.;
killed, 364, 366
Tay, Beni, 15, 22;
reclaimed, 24, 27, 131, 436
Tâyif, 52, 53, 55
Tebûk, 55
Tekrît, 181, 190
Tell Azâz, 201
Temîm, Beni, 15;
described, 30, 48, 360, 436
Thâbit ibn Cays, 22, 42, 318
Thackîf, Beni, 131
Theocratic faction, 388
Theodore, 198
Theodoric, 97
Thinia, 90
Thomâma, 48
‘Three Hundred’ of Bedr, 95
Tiberias, 153, 205, 208
Tiflis, 298
Tigris, 71, 130, 179;
swum by Arab cavalry, 183;
canals, 230
Tihâma, 52
Timoor, passage of Tigris by, 183
Tithe, 218
Toleiha, 13, 17, 21 et seq.;
 defeated, 25, 26, 164, 173, 257, 318
Tostar (Shuster), 251
Tower of Babel, 70
Tradition, 20
Trench of Sapor, 71, 160, 165
Tripoli (Africa), 247, 299
Tumlât, valley of, 245
Turks, 259, 297;
mercenaries, 453

Veiled prophet, 52
Veil, the, 265, 458
Victory, Service of, 82
Villains’ Road, the, 53
Volcano near Medîna, 263
Voluptuousness, 273

Wacûsa, 98
Wâdi al Cora, 10, 94
Wahshi, 43
Walaja, battle of, 75
Wâsit, 447
‘Waterer of the two Holy Places’ (Abbâs), 233
Welîd ibn Ocba, 87, 93, 94, 303;
deposed for inebriety, 304, 394
Welîd the Caliph, 447
White Palace of Medâin, 180
Widows of Mahomet, 59, 225, 278
Windmill, 279
Wine forbidden, as a bath, 219;
intemperance in, 273
Women, Moslem, fight, 138;
and children give coup de grâce to wounded enemies, 175;
influence of captive, 273

Yabna, 206
Yála, 347
Year, Mussulman, viii
‘Year of Ashes,’ 232
Yemâma, 21, 38 et seq.;
battle of, 41
Yemen, 18, 21, 55, 56
Yenbó, 245
Yerbóa, Beni, 30 et seq.
Yermûk, 98
Yezdegird, 127, 155;
deputation to, at Medâin, 162, 251, 255, 258;
his death, 259, 297
Yezîd, 95, 97, 108, 198, 207, 218, 276
Yezîd ibn Cays, 388
Yezîd, son of Muâvia, declared heir apparent, 429;
becomes Caliph, 433, 434, 443, 446

Zab, battles on the, 445, 449

Zeid, brother of Omar, 36;
killed, 42, 45
Zeid ibn Thâbit, 123;
compiles Corân, 231, 309, 333, 343
Zeinab, 276, 415
Ziâd, 56, 188, 265, 267, 368, 407, 423;
declared brother of Muâvia, 424, 429
Ziâd ibn Lebîd, 293
Zibricân, 15, 48, 50
Zimmies, 83, 194, 301, 318
Zobeid, Beni, 53
Zobeir, 6, 240 et seq.;
appointed Elector, 280, 287, 309, 327, 328, 329 et seq.;
sends son to protect Othmân, 334 et seq., 350;
retires to Mecca, 352;
marches on Busserah, 354;
its occupation by, 356;
Battle of Camel, 361 et seq.;
killed, 364, 366
Zohra, 164, 176, 179