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Students must draw on all of the readings for the particular selected unit in their reflections. For example, if students choose to do a reflection based on Unit 2, the paper must draw on the Dicken (2011) reading and the Knox et al. (2015) reading. Although students are expected to demonstrate a clear understanding of the readings, reflection papers are not intended to simply summarize the readings. Rather, students should outline the main points of the readings and use this as the basis for a critical reflection. Critical reflections should demonstrate depth in thinking about the material they are learning, and evaluate critically how theories and practices of geography can influence their own lived experiences and observations about the world. Students are encouraged to draw on other sources in addition to course materials, including the weekly discussion postings from previous Units if applicable. All sources, including the course readings, lecture notes, and discussion postings must be properly cited using APA. Reflection papers are to be written according to academic scholarship standards (1,000 +/- 100 words excluding title page and references). Unit reference notes below https://issuu.com/wiley_publishing/docs/fouberg_hg11e_c05identityraceethnic Pg 117-142 Unit 5 Notes: Geographies of Culture and Identity The reading this week comes from chapter 5 in the textbook, Human geography: People, place, and culture, by Fouberg, Murphy, and De Blij (2015). This chapter begins by examining the intersections of culture and identity, and in particular the gendered division of labour in different societies. Gender is an important identity category that human geographers seek to understand, especially how it relates to power and intersections with other identity categories, such as ethnicity, race, class, and sex. Human geographers are especially concerned with investigating how identity categories are propped up by unquestioned assumptions and stereotypes. Different societies often impose well-defined identity categories that conceptualize people not as individuals, but as members of a category assumed to behave and act in certain ways. Geographers understand identity in two ways: as a way that individuals define themselves, and as a way individuals are defined by others. Both often rely on processes of inclusion and exclusion, where identity relies on what political and gender theorist Judith Butler (1993) refers to as a 'constitutive outside': defining a particular subject according to what it is not, or according to what it excludes. Place and connections to place can also deeply influence the construction of identity, most obviously at the national scale (think of images often associated with being “Canadian”), but also at more local scales. Race continues to define an identity category, even though a scientific consensus has emerged that physical differences in human appearances do not constitute significant differences in the hu.
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INTRODUCTION TO SOCIOLOGYChapter 11 RACE AND ETHNICITY
INTRODUCTION TO SOCIOLOGY
Chapter 11: RACE AND ETHNICITY
College Physics
Chapter # Chapter Title
PowerPoint Image Slideshow
Twin Brothers. Are they different races?
The groups (e.g. social class, family, football team etc.) which people belong to are an important source of pride and self-esteem. Groups give us a sense of social identity: a sense of belonging to the social world.
In order to increase our self-image we enhance the status of the group to which we belong. For example, England is the best country in the world! We can also increase our self-image by discriminating and holding prejudice views against the out group (the group we don’t belong to). For example, the Americans, French etc. are a bunch of losers!
Therefore, we divided the world into “them” and “us” based through a process of social categorization (i.e. we put people into social groups). This is known as in-group (us) and out-group (them).
Social identity theory states that the in-group will discriminate against the out-group to enhance their self-image.
The central hypothesis of social identity theory is that group members of an in-group will seek to find negative aspects of an out-group, thus enhancing their self-image.
Prejudiced views between cultures may result in racism; in its extreme forms, racism may result in genocide, such as occurred in Germany with the Jews, in Rwanda between the Hutus and Tutsis and, more recently, in the former Yugoslavia between the Bosnians and Serbs.
Henri Tajfel proposed that stereotyping (i.e. putting people into groups and categories) is based on a normal cognitive process: the tendency to group things together. In doing so we tend to exaggerate:
1. the differences between groups
2. the similarities of things in the same group.
We categorize people in the same way. We see the group to which we belong (the in-group) as being different from the others (the out-group), and members of the same group as being more similar than they are. Social categorization is one explanation for prejudice attitudes (i.e. “them” and “us” mentality) which leads to in-groups and out-groups.
Examples of In-groups – Out-groups
o Northern Ireland: Catholics – Protestants
o Rwanda: Hutus and Tutsis
o Yugoslavia: the Bosnians and Serbs
o Germany: Jews and the Nazis
o Politics: Labor and the Conservatives
o Football: Liverpool and Man Utd
o Gender: Males and Females
o Social Class: Middle and Working Classes
Social Identity Theory Outline
Tajfel and Turner (1979) proposed that there are three mental processes involved in evaluating others as “us” or “them” (i.e. “in-group” and “out-group”. These take place in a particular order. The first is categorization. We categorize objects in order to understand them and identify them. In a very similar way we categorize people (including ourselves) in order to understand the social environment. We use social categories like black, white, Australian, Christian, Muslim, student, and bus ...
Dimensionalizing cultures the hofstede model in context
Bài ags, category) makes it easier for others to find your content. The score increases as you
w008cxkText BoxFeagin, Joe R. 2000. Racist America Root.docx
w008cxk
Text Box
Feagin, Joe R. 2000. Racist America: Roots, Current Realities, and Future Reparations. New York: Routledge.
Notice: The material may be protected by copyright law
(Title 17 U.S. Code ).
't
I)
Z)
3)
Lf)
'C~)
Q~
....-~,··· 6 ................. • ••• •••••,, ......... '-.''I'
what were painful racially conflicted chapters in its national history;
(Others think that race and ethnicity are unrelated to their own lives and
should be the concern of those in barrios, ghettos, and ethnic studies pro-
grams. Wome worry about race and ethnicity but avoid talking about
them for fear of being thought racist.IYet others think that even noticing
race and ethnicity is wrong and that these concepts should not be taken
into account when someone is deciding how to interact with another
person.{Still others believe that U.S. Americans have not begun to talk
seriously about these topics and that no one can understand society with-
out analyzing how race and ethnicity are linked and deeply intertwined
with wealth, status, life chances, and well-being in general.
Given the wide range of possible reactions, we might ask, Why are
race and ethnicity so central to our lives and at the same time so difficult
and taboo?
In this essay, the authors propose an understanding of race and ethnic-
ity that, at first, may be hard to accept.tC~ntrary to what most people
believe, race and ethnicity are not things that people have or are. Rather,
they are actions that people do. 1l'R;ce and ethnicity are social, historical,.
and philosophical processes that people have done for hundreds of years
and are still doing. IThey emerge through the social ·transactions that
take place among different kinds of people, in a variety of institutional
structures (e.g., schools, workplaces, government offices, courts, media),
over time, across space, and in all kinds of situations.
Our framework for understanding them draws on the work of schol-
ars of race and ethnicity around the world, including professors asso-
ciated with the Center for Comparative Studies in Race and Ethnicity
(CCSRE) at Stanford University. Over the past several decades, the topics
ofrace and ethnicity have become increasingly central to the research and
theorizing of sociologists, psychologists, and h~rians as well as schol-
ars in the humanities, the law, and education.lPsychologists most often
focus on why people stereotype others and on the multiple negative out-
comes for those who are the target of these stereotypes (e.g., Baron and
Banaji 2006; Dovidio, Glick, and Rudman 2005; Eberhardt and Fiske
1998; Jones 1997; Steele 1992), while sociologists often concentrate on
racism as a system of beliefs that justifies the privilege of the dominant
I Although the term doing race has yet to gain wide currency either. within or outside the academy,
several ,race scholars have previously used ...
Dimensionalizing Cultures_ The Hofstede Model in Context.pdf
Article on the importance of cultures in Multinational Enterprises
Recommended
INTRODUCTION TO SOCIOLOGYChapter 11 RACE AND ETHNICITY
INTRODUCTION TO SOCIOLOGY
Chapter 11: RACE AND ETHNICITY
College Physics
Chapter # Chapter Title
PowerPoint Image Slideshow
Twin Brothers. Are they different races?
The groups (e.g. social class, family, football team etc.) which people belong to are an important source of pride and self-esteem. Groups give us a sense of social identity: a sense of belonging to the social world.
In order to increase our self-image we enhance the status of the group to which we belong. For example, England is the best country in the world! We can also increase our self-image by discriminating and holding prejudice views against the out group (the group we don’t belong to). For example, the Americans, French etc. are a bunch of losers!
Therefore, we divided the world into “them” and “us” based through a process of social categorization (i.e. we put people into social groups). This is known as in-group (us) and out-group (them).
Social identity theory states that the in-group will discriminate against the out-group to enhance their self-image.
The central hypothesis of social identity theory is that group members of an in-group will seek to find negative aspects of an out-group, thus enhancing their self-image.
Prejudiced views between cultures may result in racism; in its extreme forms, racism may result in genocide, such as occurred in Germany with the Jews, in Rwanda between the Hutus and Tutsis and, more recently, in the former Yugoslavia between the Bosnians and Serbs.
Henri Tajfel proposed that stereotyping (i.e. putting people into groups and categories) is based on a normal cognitive process: the tendency to group things together. In doing so we tend to exaggerate:
1. the differences between groups
2. the similarities of things in the same group.
We categorize people in the same way. We see the group to which we belong (the in-group) as being different from the others (the out-group), and members of the same group as being more similar than they are. Social categorization is one explanation for prejudice attitudes (i.e. “them” and “us” mentality) which leads to in-groups and out-groups.
Examples of In-groups – Out-groups
o Northern Ireland: Catholics – Protestants
o Rwanda: Hutus and Tutsis
o Yugoslavia: the Bosnians and Serbs
o Germany: Jews and the Nazis
o Politics: Labor and the Conservatives
o Football: Liverpool and Man Utd
o Gender: Males and Females
o Social Class: Middle and Working Classes
Social Identity Theory Outline
Tajfel and Turner (1979) proposed that there are three mental processes involved in evaluating others as “us” or “them” (i.e. “in-group” and “out-group”. These take place in a particular order. The first is categorization. We categorize objects in order to understand them and identify them. In a very similar way we categorize people (including ourselves) in order to understand the social environment. We use social categories like black, white, Australian, Christian, Muslim, student, and bus ...
Dimensionalizing cultures the hofstede model in context
Bài ags, category) makes it easier for others to find your content. The score increases as you
w008cxkText BoxFeagin, Joe R. 2000. Racist America Root.docx
w008cxk
Text Box
Feagin, Joe R. 2000. Racist America: Roots, Current Realities, and Future Reparations. New York: Routledge.
Notice: The material may be protected by copyright law
(Title 17 U.S. Code ).
't
I)
Z)
3)
Lf)
'C~)
Q~
....-~,··· 6 ................. • ••• •••••,, ......... '-.''I'
what were painful racially conflicted chapters in its national history;
(Others think that race and ethnicity are unrelated to their own lives and
should be the concern of those in barrios, ghettos, and ethnic studies pro-
grams. Wome worry about race and ethnicity but avoid talking about
them for fear of being thought racist.IYet others think that even noticing
race and ethnicity is wrong and that these concepts should not be taken
into account when someone is deciding how to interact with another
person.{Still others believe that U.S. Americans have not begun to talk
seriously about these topics and that no one can understand society with-
out analyzing how race and ethnicity are linked and deeply intertwined
with wealth, status, life chances, and well-being in general.
Given the wide range of possible reactions, we might ask, Why are
race and ethnicity so central to our lives and at the same time so difficult
and taboo?
In this essay, the authors propose an understanding of race and ethnic-
ity that, at first, may be hard to accept.tC~ntrary to what most people
believe, race and ethnicity are not things that people have or are. Rather,
they are actions that people do. 1l'R;ce and ethnicity are social, historical,.
and philosophical processes that people have done for hundreds of years
and are still doing. IThey emerge through the social ·transactions that
take place among different kinds of people, in a variety of institutional
structures (e.g., schools, workplaces, government offices, courts, media),
over time, across space, and in all kinds of situations.
Our framework for understanding them draws on the work of schol-
ars of race and ethnicity around the world, including professors asso-
ciated with the Center for Comparative Studies in Race and Ethnicity
(CCSRE) at Stanford University. Over the past several decades, the topics
ofrace and ethnicity have become increasingly central to the research and
theorizing of sociologists, psychologists, and h~rians as well as schol-
ars in the humanities, the law, and education.lPsychologists most often
focus on why people stereotype others and on the multiple negative out-
comes for those who are the target of these stereotypes (e.g., Baron and
Banaji 2006; Dovidio, Glick, and Rudman 2005; Eberhardt and Fiske
1998; Jones 1997; Steele 1992), while sociologists often concentrate on
racism as a system of beliefs that justifies the privilege of the dominant
I Although the term doing race has yet to gain wide currency either. within or outside the academy,
several ,race scholars have previously used ...
Dimensionalizing Cultures_ The Hofstede Model in Context.pdf
Article on the importance of cultures in Multinational Enterprises
Fall Int Sex BI SI 1 1 0 45 70 1 1 0 62 66 2.docx
Fall Int Sex BI SI
1 1 0 45 70
1 1 0 62 66
2 1 1 43 64
0 1 1 76 48
2 1 0 51 72
1 1 1 73 39
0 1 1 40 54
0 1 0 66 37
2 1 1 80 81
2 1 1 56 60
2 1 1 59 64
3 1 1 81 44
2 1 1 28 68
3 1 1 76 66
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4 1 0 80 55
3 1 0 41 78
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1 1 1 28 73
5 1 1 51 75
1 1 1 40 70
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4 1 1 43 29
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0 1 1 42 55
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1 1 0 28 63
0 1 0 39 50
4 0 0 74 59
11 0 0 45 87
3 0 1 59 65
2 0 0 48 59
6 0 0 63 90
3 0 1 56 43
3 0 1 63 58
6 0 0 75 69
3 0 1 49 66
3 0 0 55 68
5 0 0 90 58
7 0 1 98 49
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9 0 1 89 58
7 0 1 65 62
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3 0 0 51 65
3 0 1 28 49
2 0 1 36 51
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1 0 1 54 48
4 0 1 52 84
4 0 0 47 83
5 0 0 66 50
4 0 0 31 71
4 0 0 46 73
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3 0 0 80 65
3 0 1 67 44
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3 0 0 25 89
10 0 1 43 70
9 0 0 73 60
7 0 0 43 62
5 0 1 76 46
2 0 1 33 55
4 0 0 69 48
4 0 1 50 52
2 0 0 37 56
w008cxk
Text Box
Feagin, Joe R. 2000. Racist America: Roots, Current Realities, and Future Reparations. New York: Routledge.
Notice: The material may be protected by copyright law
(Title 17 U.S. Code ).
't
I)
Z)
3)
Lf)
'C~)
Q~
....-~,··· 6 ................. • ••• •••••,, ......... '-.''I'
what were painful racially conflicted chapters in its national history;
(Others think that race and ethnicity are unrelated to their own lives and
should be the concern of those in barrios, ghettos, and ethnic studies pro-
grams. Wome worry about race and ethnicity but avoid talking about
them for fear of being thought racist.IYet others think that even noticing
race and ethnicity is wrong and that these concepts should not be taken
into account when someone is deciding how to interact with another
person.{Still others believe that U.S. Americans have not begun to talk
seriously about these topics and that no one can understand society with-
out analyzing how race and ethnicity ...
S o ci a l I d e n t i t yKay DeauxCity University of N.docx
S o ci a l I d e n t i t y
Kay Deaux
City University of New York
I. Conceptions and Definitions
II. Types of Social Identity
III. Multiplicity and Intersectionality
IV. Aspects of Social Identity
V. Assessing Social Identity
VI. Development and Change
VII. Negotiating Social Identities
Encyclopedia of Women and Gender, Volumes One and Two
Copyright © 2001 by Academic Press. All rights of reproduction in any form reserved. 1
Gl o s s a r y
Intersectionality The condition in which a person si-
multaneously belongs to two or more social cate-
gories or social statuses and the unique conse-
quences that result from that combination
Minimal group paradigm An experimental proce-
dure for creating social identity conditions in which
participants are arbitrarily assigned to one group
or another.
Social representations Commonly shared and collec-
tively elaborated beliefs about social reality con-
sensually held by members of a culture or subcul-
ture.
Stereotypes Organized, consensual beliefs and opin-
ions about specific categories or groups of people.
SOCIAL IDENTIFICATION is the process by which
we define ourselves in terms and categories that we
share with other people. In contrast to characteriza-
tions of personal identity, which may be highly idio-
syncratic, social identities assume some commonali-
ties with others. This chapter introduces several key
issues surrounding social identity, including form
and content, assessment, development and change,
and identity negotiation.
I . C o n c e p t i o n s a n d D ef i n i t i o n s
“Identity” is a term that is widely used and, as a
consequence, can mean many different things to dif-
ferent people. Identity is sometimes used to refer to
a sense of integration of the self, in which different
aspects come together in a unified whole. This in-
trapsychic emphasis is often associated with Erik
Erikson, who introduced the term “identity crisis” as
part of his stage model of psychological develop-
ment. Another common use of the term, particularly
in contemporary times, is identity politics, where the
reference is typically to different political positions
that are staked out by members of ethnic and na-
tionality groups.
In this article, the term “social identity” refers
specifically to those aspects of a person that are de-
fined in terms of his or her group memberships. Al-
though most people are members of many different
groups, only some of those groups are meaningful in
terms of how we define ourselves. In these cases, our
self-definition is shared with other people who also
claim that categorical membership, for example, as a
woman, as a Muslim, as a marathon runner, or as a
Democrat.
To share a social identity with others does not nec-
essarily mean that we know or interact with every
other member of the designated category. It does
mean, however, that we believe that we share nu-
merous features with other members of the category
and that, to some degree, events that are rel.
Anti-Black Racism In Kathryn Stockett S The Help A Critical Discourse Analysis
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Main Discussion United States CensusDefining your racial and
Main Discussion: United States Census
Defining your racial and ethnic identities has to do with how you classify race and identity and how others categorize them as well. Race refers to the conception that people can be categorized into groups based on skin color, hair texture, and facial features. Japanese is an example of a racial group. Ethnicity refers to a group of people who share a sense of connectedness based on national origin, language, or religion. Irish-Catholic is an example of an ethnic group. The term
culture
also appears in discussions about race and ethnicity. Culture refers to shared attitudes and behaviors, such as customs. People of the same race and ethnicity often share culture as well, and you may notice some overlap between culture, race, and ethnicity.
There are different approaches used to define racial and ethnic identities. Your text emphasizes an approach called
constructionism
. Constructionists argue that definitions of race and ethnicity cannot be separated from social processes, such as political, legal, economic, and other outside influences. They believe that these outside influences "construct" definitions of race and ethnicity, and definitions change as social processes change. For example, black children in the 1950s may have felt they were not as valued, not as competent, and not as "good" as white children because social processes at the time supported these ideas. Political and economic influences favored white children over black children. Social processes in the current era reject favoring white children over black children. Constructionism has both benefits and limitations when you consider your own racial and ethnic identities.
To prepare for this Discussion:
Review the "Framework Essay" as well as the assigned pages in Readings 1, 4, and 7 from Section I of the course text,
The Meaning of Difference
. Pay particular attention to the concept of constructionism as it relates to race and ethnicity.
Think about how you define your own racial and ethnic identities.
Consider how the constructionist approach has influenced your racial and ethnic identities.
Reflect on the benefits and limitations of the constructionist approach as it relates to your racial and ethnic identities.
With these thoughts in mind:
By Day 3
Post
a brief description of your racial and ethnic identities; that is, how do you define your race and ethnicity? After reading about the constructionist model, explain how it influences your racial and ethnic identities. In your explanation, include specific references that are personal to your racial and ethnic identity. Finally, briefly explain what you see are the benefits and limitations of a constructionist approach to one’s identity.
Be sure to support your postings and responses with specific references to the Learning Resources.
ntly Reading
PSYC 3005:
Racial and Ethnic Identities in America
| Week 1
Week 1: Defining Racial and Ethnic Identities
Welcome to ...
Disaster Recovery Plan Rubric Levels of Achievement .docx
Disaster Recovery Plan Rubric
Levels of Achievement
Criteria Beginning (0) Developing (30) Accomplished (45) Pts.
Quality of
Response
response was not
relevant to the original
question
response was relevant
to the assignment but
failed to adequately
provide all elements
outlined in the
assignment
response was relevant
to the assignment and
provided all the
elements outlined in
the assignment and
exceeded
expectations
Understanding of
Reading and
Support Materials
response was not
relevant to assignment
or question posed nor
did they draw upon
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or support materials
response reflected
some of the reading
and outside source
materials, but they
were not adequately
utilized
response reflected
outside readings and
information and were
adequately utilized
Criteria Beginning (0) Developing (5) Accomplished (10)
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response had too
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response had a limited
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spelling or grammar
errors
Total: 30 + 30 + 30 + 10 = 100 pts.
Part 5
© Image Source/Corbis
Global Racial and Ethnic
Relations: A Comparison
Chapter 12: Contrasts in Pluralism: Indigenous Groups
12.1 Hawaii: Multicultural Paradise or Indigenous Graveyard?
12.2 Canada: Minorities’ Struggle for Political Pluralism
12.3 Australia: Overcoming a History of Extreme Pluralism
12.4 Romani: An International Minority Without a Homeland
Summing Up and Looking Ahead
Chapter 13: Different Ideas and Systems of Race and Ethnicity
13.1 India’s Caste System: The Rigid Inheritance of Social Status
13.2 Brazil’s Racial Fluidity: Illusion of Democracy?
13.3 Mexico’s La Raza: Claiming a Mixed-Race Ideal
13.4 South Africa’s Apartheid: Extremes of Race Relations
Summing Up and Looking Ahead
Chapter 14: Violent Ethnic Conflicts
14.1 The Breakup of Yugoslavia
14.2 Myanmar and the Karen People
14.3 China and Tibet
14.4 The United Kingdom and Ireland
14.5 The Hutus and Tutsis in Rwanda
14.6 Israelis and Palestinians
Summing Up and Looking Ahead
Introduction
This last section of the book will compare racial and ethnic relations in the United States
with racial and ethnic relations in other countries. While certainly the lessons and con-
cepts learned in studying race and ethnicity in the United States can be applied to other
parts of the world, racial and ethnic relations are by no means uniform around the globe.
For example, in different countries racial and ethnic groups coexist and experience plu-
ralism in markedly different ways. Some societies strive for pluralistic equality, many
marginalize minority racial groups, and still others fracture into violence and bloodshed
on the basis of rac.
Review for Midterm, American Culture1. Individualism and civi.docx
Review for Midterm, American Culture
1. Individualism and civic or community involvement.
What does individualism mean in American culture, how it relates to concepts and values such as freedom, democracy, civic responsibility, community involvement. Be able to discuss how all this is related. Be able to discuss the concept of social capital and its decline. Understand and be able to explain the difference between utilitarian liberalism and moral liberalism. How do Americans connect their own fulfillment to that of other people, despite (or because of) individualism?
2. America as a land apart. This examines how Americans have always thought of America as somehow different, special, set apart from other people, cultures, or countries. It applies to questions like whether America is seen as a haven for the world’s oppressed, as a power in the world, etc. It refers to how many generations of immigrants have seen America and why they came here. It also refers to several opposing or conflicting attitudes and values, such as isolationism (America should not get involved with the rest of the world), nativism (foreign immigrants are the problem), extreme patriotism? What are the positive and negative sides to American exceptionalism?
3. Equality and inequality. This includes the tensions between our cultural ideals and values of equality and the reality of inequality in America—poverty, racism, the heritage of slavery and relations to Native Americans, etc. You should be able to explain how/why social categories such as race, social class, and even gender, as socially constructed, not biological or inherent--how racial and class categories are socially constructed and negotiated and “man-made,” rather than biologically inherent and “God-given.” Basically: our physical and genetic traits are inherent and given, but how we and others choose to perceive, emphasize, or ignore various physical and genetic traits, how we place people into arbitrary categories based on these traits, and how we set one category as “higher” or better than another are all socially constructed and learned. We can look at inequality as giving different groups of people different access to wealth, power, and prestige, and how the same social categories that define our identity (race, ethnicity, gender, etc.) also place us somewhere in a social hierarchy. We can always “negotiate” and try to change this. How can inequality be seen on the level of individuals and images (personal attitudes of prejudice, etc.), institutions discrimination, (policies and practices of institutions that perpetuate racism or inequality), and ideology (systems of attitudes, beliefs, ideas, and symbols that rationalize and support or challenge the “rightness” of a situation of inequality).We can change individuals on the level interpersonal relationships, but if we do not change institutional policies and practices and develop an alternative ideology, we won’t change inequality. Cla ...
1 Personality TraitsResearch has explored universal and culture.docx
1: Personality Traits
Research has explored universal and culture-specific personality traits. “The Five-Factor Model,” also known as the “Big Five,” has identified five universal personality traits—openness, conscientiousness, extroversion, agreeableness, and neuroticism (OCEAN). In contrast, the “Five-Factor Theory” (FFT) of personality “suggests that the universal personality traits representing basic tendencies are expressed in characteristic ways; these characteristic ways can be largely influenced by the culture in which one exists” (Matsumoto & Juang, 2008, p. 268). Culture-specific personality traits, expressed by individuals in a certain culture, have also been identified in research.
For this Discussion,review this week’s Learning Resources. Consider the cultural influences on personality development. Think about how culture-specific personality traits might impact the role of the scholar-practitioner working with a client or research population from this culture. Select two cultures and two culture-specific personality traits to use for this Discussion.
With these thoughts in mind:
2) A brief description of two universal personality traits. Then describe two culture-specific personality traits for each of the two cultures you selected. Explain how culture influences personality development. Finally, discern two ways these culture-specific personality traits might impact a scholar-practitioner. Support your responses using the Learning Resources and the current literature.
.
Reference:
Matsumoto, D., & Juang, L. (2008). Culture and psychology (4th ed.). Belmont, CA: Thomson Wadsworth.
2: Identity
There is a great deal of research on individualism versus collectivism to explain the variety of cultural differences that make up a person’s identity. These studies show a variation in communication, expression, perception, and conflict avoidance that has become a framework of cultural theory (Matsumoto & Juang, 2008). Consider your own identity. Would you be the same person if you were raised in a culture that valued the group over the individual (collectivistic culture) or valued independence and the development of the self (individualistic culture)? How does your culture impact your identity?
For this Discussion, review this week’s Learning Resources. Consider the impact of collectivistic and individualistic cultures on identity development.
With these thoughts in mind:
2) A brief explanation of how a person’s identity may develop differently in a collectivistic versus an individualistic culture. Then explain how your own identity has been impacted by your culture (collectivistic or individualistic). Finally, explain how your identity might differ if you were raised in the other type of culture. Support your responses using the Learning Resources and the current literature.
...
Who Am I? Presenting Cultural Identities
"If we cannot now end our differences, at least we can help make the world safe for diversity", said John F. Kennedy. Presenting one's cultural identity reinforces recognition of the sheer diversity of individuals and their groups. Strikingly, even where cultural identity structures are similar, cultural identity mapping can—and usually does—reveal different individual interpretations of where, how, and to what degree a group's culture is represented in the self. Awareness raising and more effort can build intergroup understanding in organizations.
Plural society
For students of CAPE pursuing Sociology or Caribbean studies. This would provide relevant information pertinent to their understanding of Caribbean society and Culture.
The significance of language to multiracial individuals and identity part ii ...
The significance of language to multiracial individuals and to their identity part II (Jan 18, 2015).
This is the nearly final version of a joint research paper by David L. Brooks, Associate Prof. Kitasato University, Sagamihara, Japan, and Mikio A. Brooks, Associate Prof, Asia University, Musashisakai, Tokyo.
The paper will be published in the annual Kitasato Review, the research publication of the College of Liberal Arts and Sciences at Kitasato University, Sagamihara, Japan. It is the second in (at least) four-part, multiple section research paper by David Brooks and his elder son, Mikio.
Application Social ClassIn the Discussion, you addressed how .docx
Application: Social Class
In the Discussion, you addressed how constructionism influenced your racial and ethnic identities. The concept of social class is also based on or influenced by constructionism. Social class categorizes people according to their level of importance in society. According to the constructionist approach, social processes, such as political, legal, economic, and other outside influences help to categorize you as one class or another. Since outside influences change over time, designations of social class may change over time as well.
When you think of social class, you may think of wealth or power. These attributes do influence social class and will be addressed further in Week 3. Characteristics of race, such as skin color, also can influence social class. In some cultures, people may be assigned to a social class based on their skin, hair, or eye color. For example, in a culture in which white people are considered to be in a higher social class than dark people, the class of people in between may be based on the darkness of their skin, with light-skinned black people being considered in a higher class than dark-skinned black people. In a Native American society, a dark-haired person may be considered to be in a higher social class than a light-haired person. Dark hair matches expectations of appearance for members of a particular tribe. Categorizing individuals by social class can lead to conflicts in defining racial and ethnic identities. In Reading 4, June grapples with such a conflict and must revisit the definition of what it means to be Indian.
To prepare for this assignment:
Review the Readings 1, 4, and 6 in the course text, The Meaning of Difference. Pay particular attention to social class and the biological definitions of race and ethnicity.
Think of an historical example of how social class has changed over time.
Identify the major conflict in June's scenario in Reading 4.
Think about the consistencies and inconsistencies in June's approach to solving the conflict.
Consider the impact of social class on June's logic.
The assignment (1–2 pages):
Describe an historical example of how social class has changed over time. Then explain how social class changed in the example, and what caused it to change.
Describe the major conflict in June's scenario.
Explain the consistencies and inconsistencies in June's approach to solving the conflict.
Analyze the impact of social class on June's logic.
.
Babel or Great Wall Social Media Use Among Chinese Students.docx
Babel or Great Wall: Social Media Use Among Chinese
Students in the United States
Shaoke Zhang
Department of Psychology
Tsinghua Uni versity
Beijing, 100084, P.R.C.
[email protected]
Hao Jiang
College of Inform ation Sciences
and Technology
Pennsylvania State Uni versity
Uni versity Park, PA 16802
[email protected]
John M. Carroll
College of Inform ation Sciences
and Technology
Pennsylvania State Uni versity
Uni versity Park, PA 16802
[email protected]
ABSTRACT
We investigated how social media supp ort the acculturation
p rocess for an exp atriate group : Chinese students in the United
States. We interviewed 20 p articip ants and found that 1) students
extensively used Chinese social med ia to maintain their original
self, esp ecially through social bond in g and infor mation
surveillan ce activities, while facin g culture shock; 2) social media
were also critical in help in g students assimilate into their new
(American) cu lture, through affordances for scaffoldin g, brid gin g,
and surveillance; 3) the use of social med ia across the
acculturation p rocess is evolvin g in the context of the changin g
ecolo gy of social media. This study exp ands existing HCI work on
inter-cultural co mmunication and co llabor ation activities toward
consideration of accu lturation strategies, online sup p ort for
identity , and designin g for indiv idual d evelop ment.
Categories and Subject Descriptors
H5.m. [Information interfaces and presentation (e.g., HCI)]:
M iscellaneous.
J.4 [Computer Applications]: social and behavioral sciences -
Economics, Psycho logy, Sociology.
General Terms
Design, Human Factors, Theory
Keywords
Social Identity , Social M edia, Acculturation, Culture Shock, Uses
and Gratifications, Online Community
INTRODUCTION
The era of globalization is marked by communications p enetrating
national or cultural boundar ies in all sorts of areas. Unp recedented
levels of mobilization or migration, and the boom of infor mation
communication technolo gies (ICT s) such as social media, which
free p eop le from the limitations of sp ace and time, have been two
high ly salient features that are rap idly and irrevocably changin g
the world. In this p ap er, we exp lore how social media use is
influencin g the acculturation p rocess (i.e. learnin g about,
exp erien cin g, and p articip ating in a n ew culture) in an exp atriate
context: Chinese students livin g in the United States.
ACCULTURATION PROBLEMS
Increasin g migration or exp atriation has transformed cultural
p henomena in recent decades. It has brought many new
opp ortunities for learnin g and exchan ge, but also social p roblems
and challen ges. Accord in g to a rep ort by the Dep artment of
Homeland Secur ity [38] in August 2011, there were 46,471,516
nonimmigr ant admissions to the US in the single y ear of 2010;
1,595,078 of these were students, greatly increasing the ethnic
divers ...
Students Name Asaad HalawnaiCourse Title Intercultural Encount.docx
Students Name: Asaad Halawnai
Course Title: Intercultural Encounters
Professors Name: Stefania Benini
Date: Spring 2019
Short paper #2
La Haine is a 1995 drama film that directed by Mathieu Kassovitz. The events of the movie took place in France, and it was mainly focused on three friends from different ethnic backgrounds who were trying to face the struggles that faced them in their lives in a city called banlieues in France. (Kassovitz). The three young men were first Vinze a young Jewish who wanted to revenge from the police, and he was always trying to show the aggressive face, and he wished to kill the police, but he could not kill any policeman because he was kind and could not do it. Instead by the end of the movie, he got shot that killed him by police. The second character was Hubert an afro France who was a boxer, and he was selling drugs as well to get the money so he can help his family. Also, he hated the police like Vinze, but the difference between them was that Hubert was able to kill a police officer while Vinze was not. The last character was Said an Arab Maghrib, and he was loving his friends and liked to hang out with them. Also, he was in between the two in which when Vinz and Hubert dispute with each other, he was the one who tried to get them together again. So, the three young men were treated differently from the public, police, and other people as well and that because they had different ethnicity and roots. For example, the police violence against the people who had a different ethnic background, in which the entire movie the police was chasing the three young men especially Hubert and Said because Hubert was black, and Said Muslim. That means the France government or society encouraged the idea of racism and hatred to other ethnic groups, and that affected the people who diaspora from other countries to France with the hope that they would find a better life, but they surprised by the bad treatment from the police and society. Thus, that caused the people with a different ethnicity to face problems like fewer job opportunities which lead them to work as a drug dealer or other bad jobs to get some money to live like what happened with Hurburt. Another struggle that they would face because of the France system was an education in which they did not have the opportunity to get a proper education. Even if they got an education, they would not have the chance to have a proper job. So, the ethnic minority groups in France was facing many struggles from the government, and police that made their life harder and even impossible to live.
Works Cited
Dubreil, and Sebastien. “Rebels with a Cause: (Re)Defining Identities and Culture in Contemporary French Cinema.” L2 Journal, 14 Jan. 2011, https://escholarship.org/uc/item/86n1q1j2#author
Kassovitz, Mathieu, director. La Haine. Amazon, 1995, www.amazon.com/Haine-English-Subtitled-Vincent-Cassel/dp/B00A5IZABQ/ref=tmm_aiv_title_1?_encoding=UTF8&qid=&sr=.
Mur.
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Students must identify one business networking events such as a seminar speaker, workshop, competition or simple networking mixer. Student must attend event and make effort to connect with 2 business professionals within the local community and present. Student must collect this business card and write a 1 page summary about the event, their new business contact and what they learned from it.
.
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Text Box
Feagin, Joe R. 2000. Racist America: Roots, Current Realities, and Future Reparations. New York: Routledge.
Notice: The material may be protected by copyright law
(Title 17 U.S. Code ).
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what were painful racially conflicted chapters in its national history;
(Others think that race and ethnicity are unrelated to their own lives and
should be the concern of those in barrios, ghettos, and ethnic studies pro-
grams. Wome worry about race and ethnicity but avoid talking about
them for fear of being thought racist.IYet others think that even noticing
race and ethnicity is wrong and that these concepts should not be taken
into account when someone is deciding how to interact with another
person.{Still others believe that U.S. Americans have not begun to talk
seriously about these topics and that no one can understand society with-
out analyzing how race and ethnicity ...
S o ci a l I d e n t i t yKay DeauxCity University of N.docx
S o ci a l I d e n t i t y
Kay Deaux
City University of New York
I. Conceptions and Definitions
II. Types of Social Identity
III. Multiplicity and Intersectionality
IV. Aspects of Social Identity
V. Assessing Social Identity
VI. Development and Change
VII. Negotiating Social Identities
Encyclopedia of Women and Gender, Volumes One and Two
Copyright © 2001 by Academic Press. All rights of reproduction in any form reserved. 1
Gl o s s a r y
Intersectionality The condition in which a person si-
multaneously belongs to two or more social cate-
gories or social statuses and the unique conse-
quences that result from that combination
Minimal group paradigm An experimental proce-
dure for creating social identity conditions in which
participants are arbitrarily assigned to one group
or another.
Social representations Commonly shared and collec-
tively elaborated beliefs about social reality con-
sensually held by members of a culture or subcul-
ture.
Stereotypes Organized, consensual beliefs and opin-
ions about specific categories or groups of people.
SOCIAL IDENTIFICATION is the process by which
we define ourselves in terms and categories that we
share with other people. In contrast to characteriza-
tions of personal identity, which may be highly idio-
syncratic, social identities assume some commonali-
ties with others. This chapter introduces several key
issues surrounding social identity, including form
and content, assessment, development and change,
and identity negotiation.
I . C o n c e p t i o n s a n d D ef i n i t i o n s
“Identity” is a term that is widely used and, as a
consequence, can mean many different things to dif-
ferent people. Identity is sometimes used to refer to
a sense of integration of the self, in which different
aspects come together in a unified whole. This in-
trapsychic emphasis is often associated with Erik
Erikson, who introduced the term “identity crisis” as
part of his stage model of psychological develop-
ment. Another common use of the term, particularly
in contemporary times, is identity politics, where the
reference is typically to different political positions
that are staked out by members of ethnic and na-
tionality groups.
In this article, the term “social identity” refers
specifically to those aspects of a person that are de-
fined in terms of his or her group memberships. Al-
though most people are members of many different
groups, only some of those groups are meaningful in
terms of how we define ourselves. In these cases, our
self-definition is shared with other people who also
claim that categorical membership, for example, as a
woman, as a Muslim, as a marathon runner, or as a
Democrat.
To share a social identity with others does not nec-
essarily mean that we know or interact with every
other member of the designated category. It does
mean, however, that we believe that we share nu-
merous features with other members of the category
and that, to some degree, events that are rel.
Anti-Black Racism In Kathryn Stockett S The Help A Critical Discourse Analysis
Custom Writing Service
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Main Discussion United States CensusDefining your racial and
Main Discussion: United States Census
Defining your racial and ethnic identities has to do with how you classify race and identity and how others categorize them as well. Race refers to the conception that people can be categorized into groups based on skin color, hair texture, and facial features. Japanese is an example of a racial group. Ethnicity refers to a group of people who share a sense of connectedness based on national origin, language, or religion. Irish-Catholic is an example of an ethnic group. The term
culture
also appears in discussions about race and ethnicity. Culture refers to shared attitudes and behaviors, such as customs. People of the same race and ethnicity often share culture as well, and you may notice some overlap between culture, race, and ethnicity.
There are different approaches used to define racial and ethnic identities. Your text emphasizes an approach called
constructionism
. Constructionists argue that definitions of race and ethnicity cannot be separated from social processes, such as political, legal, economic, and other outside influences. They believe that these outside influences "construct" definitions of race and ethnicity, and definitions change as social processes change. For example, black children in the 1950s may have felt they were not as valued, not as competent, and not as "good" as white children because social processes at the time supported these ideas. Political and economic influences favored white children over black children. Social processes in the current era reject favoring white children over black children. Constructionism has both benefits and limitations when you consider your own racial and ethnic identities.
To prepare for this Discussion:
Review the "Framework Essay" as well as the assigned pages in Readings 1, 4, and 7 from Section I of the course text,
The Meaning of Difference
. Pay particular attention to the concept of constructionism as it relates to race and ethnicity.
Think about how you define your own racial and ethnic identities.
Consider how the constructionist approach has influenced your racial and ethnic identities.
Reflect on the benefits and limitations of the constructionist approach as it relates to your racial and ethnic identities.
With these thoughts in mind:
By Day 3
Post
a brief description of your racial and ethnic identities; that is, how do you define your race and ethnicity? After reading about the constructionist model, explain how it influences your racial and ethnic identities. In your explanation, include specific references that are personal to your racial and ethnic identity. Finally, briefly explain what you see are the benefits and limitations of a constructionist approach to one’s identity.
Be sure to support your postings and responses with specific references to the Learning Resources.
ntly Reading
PSYC 3005:
Racial and Ethnic Identities in America
| Week 1
Week 1: Defining Racial and Ethnic Identities
Welcome to ...
Disaster Recovery Plan Rubric Levels of Achievement .docx
Disaster Recovery Plan Rubric
Levels of Achievement
Criteria Beginning (0) Developing (30) Accomplished (45) Pts.
Quality of
Response
response was not
relevant to the original
question
response was relevant
to the assignment but
failed to adequately
provide all elements
outlined in the
assignment
response was relevant
to the assignment and
provided all the
elements outlined in
the assignment and
exceeded
expectations
Understanding of
Reading and
Support Materials
response was not
relevant to assignment
or question posed nor
did they draw upon
the external readings
or support materials
response reflected
some of the reading
and outside source
materials, but they
were not adequately
utilized
response reflected
outside readings and
information and were
adequately utilized
Criteria Beginning (0) Developing (5) Accomplished (10)
Spelling and
Grammar
response had too
many spelling errors
and had not been
quality checked prior
to response for
grammar issues
response had a limited
number of spelling or
grammar usage errors
response had been
quality checked and
was free of noticeable
spelling or grammar
errors
Total: 30 + 30 + 30 + 10 = 100 pts.
Part 5
© Image Source/Corbis
Global Racial and Ethnic
Relations: A Comparison
Chapter 12: Contrasts in Pluralism: Indigenous Groups
12.1 Hawaii: Multicultural Paradise or Indigenous Graveyard?
12.2 Canada: Minorities’ Struggle for Political Pluralism
12.3 Australia: Overcoming a History of Extreme Pluralism
12.4 Romani: An International Minority Without a Homeland
Summing Up and Looking Ahead
Chapter 13: Different Ideas and Systems of Race and Ethnicity
13.1 India’s Caste System: The Rigid Inheritance of Social Status
13.2 Brazil’s Racial Fluidity: Illusion of Democracy?
13.3 Mexico’s La Raza: Claiming a Mixed-Race Ideal
13.4 South Africa’s Apartheid: Extremes of Race Relations
Summing Up and Looking Ahead
Chapter 14: Violent Ethnic Conflicts
14.1 The Breakup of Yugoslavia
14.2 Myanmar and the Karen People
14.3 China and Tibet
14.4 The United Kingdom and Ireland
14.5 The Hutus and Tutsis in Rwanda
14.6 Israelis and Palestinians
Summing Up and Looking Ahead
Introduction
This last section of the book will compare racial and ethnic relations in the United States
with racial and ethnic relations in other countries. While certainly the lessons and con-
cepts learned in studying race and ethnicity in the United States can be applied to other
parts of the world, racial and ethnic relations are by no means uniform around the globe.
For example, in different countries racial and ethnic groups coexist and experience plu-
ralism in markedly different ways. Some societies strive for pluralistic equality, many
marginalize minority racial groups, and still others fracture into violence and bloodshed
on the basis of rac.
Review for Midterm, American Culture1. Individualism and civi.docx
Review for Midterm, American Culture
1. Individualism and civic or community involvement.
What does individualism mean in American culture, how it relates to concepts and values such as freedom, democracy, civic responsibility, community involvement. Be able to discuss how all this is related. Be able to discuss the concept of social capital and its decline. Understand and be able to explain the difference between utilitarian liberalism and moral liberalism. How do Americans connect their own fulfillment to that of other people, despite (or because of) individualism?
2. America as a land apart. This examines how Americans have always thought of America as somehow different, special, set apart from other people, cultures, or countries. It applies to questions like whether America is seen as a haven for the world’s oppressed, as a power in the world, etc. It refers to how many generations of immigrants have seen America and why they came here. It also refers to several opposing or conflicting attitudes and values, such as isolationism (America should not get involved with the rest of the world), nativism (foreign immigrants are the problem), extreme patriotism? What are the positive and negative sides to American exceptionalism?
3. Equality and inequality. This includes the tensions between our cultural ideals and values of equality and the reality of inequality in America—poverty, racism, the heritage of slavery and relations to Native Americans, etc. You should be able to explain how/why social categories such as race, social class, and even gender, as socially constructed, not biological or inherent--how racial and class categories are socially constructed and negotiated and “man-made,” rather than biologically inherent and “God-given.” Basically: our physical and genetic traits are inherent and given, but how we and others choose to perceive, emphasize, or ignore various physical and genetic traits, how we place people into arbitrary categories based on these traits, and how we set one category as “higher” or better than another are all socially constructed and learned. We can look at inequality as giving different groups of people different access to wealth, power, and prestige, and how the same social categories that define our identity (race, ethnicity, gender, etc.) also place us somewhere in a social hierarchy. We can always “negotiate” and try to change this. How can inequality be seen on the level of individuals and images (personal attitudes of prejudice, etc.), institutions discrimination, (policies and practices of institutions that perpetuate racism or inequality), and ideology (systems of attitudes, beliefs, ideas, and symbols that rationalize and support or challenge the “rightness” of a situation of inequality).We can change individuals on the level interpersonal relationships, but if we do not change institutional policies and practices and develop an alternative ideology, we won’t change inequality. Cla ...
1 Personality TraitsResearch has explored universal and culture.docx
1: Personality Traits
Research has explored universal and culture-specific personality traits. “The Five-Factor Model,” also known as the “Big Five,” has identified five universal personality traits—openness, conscientiousness, extroversion, agreeableness, and neuroticism (OCEAN). In contrast, the “Five-Factor Theory” (FFT) of personality “suggests that the universal personality traits representing basic tendencies are expressed in characteristic ways; these characteristic ways can be largely influenced by the culture in which one exists” (Matsumoto & Juang, 2008, p. 268). Culture-specific personality traits, expressed by individuals in a certain culture, have also been identified in research.
For this Discussion,review this week’s Learning Resources. Consider the cultural influences on personality development. Think about how culture-specific personality traits might impact the role of the scholar-practitioner working with a client or research population from this culture. Select two cultures and two culture-specific personality traits to use for this Discussion.
With these thoughts in mind:
2) A brief description of two universal personality traits. Then describe two culture-specific personality traits for each of the two cultures you selected. Explain how culture influences personality development. Finally, discern two ways these culture-specific personality traits might impact a scholar-practitioner. Support your responses using the Learning Resources and the current literature.
.
Reference:
Matsumoto, D., & Juang, L. (2008). Culture and psychology (4th ed.). Belmont, CA: Thomson Wadsworth.
2: Identity
There is a great deal of research on individualism versus collectivism to explain the variety of cultural differences that make up a person’s identity. These studies show a variation in communication, expression, perception, and conflict avoidance that has become a framework of cultural theory (Matsumoto & Juang, 2008). Consider your own identity. Would you be the same person if you were raised in a culture that valued the group over the individual (collectivistic culture) or valued independence and the development of the self (individualistic culture)? How does your culture impact your identity?
For this Discussion, review this week’s Learning Resources. Consider the impact of collectivistic and individualistic cultures on identity development.
With these thoughts in mind:
2) A brief explanation of how a person’s identity may develop differently in a collectivistic versus an individualistic culture. Then explain how your own identity has been impacted by your culture (collectivistic or individualistic). Finally, explain how your identity might differ if you were raised in the other type of culture. Support your responses using the Learning Resources and the current literature.
...
Who Am I? Presenting Cultural Identities
"If we cannot now end our differences, at least we can help make the world safe for diversity", said John F. Kennedy. Presenting one's cultural identity reinforces recognition of the sheer diversity of individuals and their groups. Strikingly, even where cultural identity structures are similar, cultural identity mapping can—and usually does—reveal different individual interpretations of where, how, and to what degree a group's culture is represented in the self. Awareness raising and more effort can build intergroup understanding in organizations.
Plural society
For students of CAPE pursuing Sociology or Caribbean studies. This would provide relevant information pertinent to their understanding of Caribbean society and Culture.
The significance of language to multiracial individuals and identity part ii ...
The significance of language to multiracial individuals and to their identity part II (Jan 18, 2015).
This is the nearly final version of a joint research paper by David L. Brooks, Associate Prof. Kitasato University, Sagamihara, Japan, and Mikio A. Brooks, Associate Prof, Asia University, Musashisakai, Tokyo.
The paper will be published in the annual Kitasato Review, the research publication of the College of Liberal Arts and Sciences at Kitasato University, Sagamihara, Japan. It is the second in (at least) four-part, multiple section research paper by David Brooks and his elder son, Mikio.
Application Social ClassIn the Discussion, you addressed how .docx
Application: Social Class
In the Discussion, you addressed how constructionism influenced your racial and ethnic identities. The concept of social class is also based on or influenced by constructionism. Social class categorizes people according to their level of importance in society. According to the constructionist approach, social processes, such as political, legal, economic, and other outside influences help to categorize you as one class or another. Since outside influences change over time, designations of social class may change over time as well.
When you think of social class, you may think of wealth or power. These attributes do influence social class and will be addressed further in Week 3. Characteristics of race, such as skin color, also can influence social class. In some cultures, people may be assigned to a social class based on their skin, hair, or eye color. For example, in a culture in which white people are considered to be in a higher social class than dark people, the class of people in between may be based on the darkness of their skin, with light-skinned black people being considered in a higher class than dark-skinned black people. In a Native American society, a dark-haired person may be considered to be in a higher social class than a light-haired person. Dark hair matches expectations of appearance for members of a particular tribe. Categorizing individuals by social class can lead to conflicts in defining racial and ethnic identities. In Reading 4, June grapples with such a conflict and must revisit the definition of what it means to be Indian.
To prepare for this assignment:
Review the Readings 1, 4, and 6 in the course text, The Meaning of Difference. Pay particular attention to social class and the biological definitions of race and ethnicity.
Think of an historical example of how social class has changed over time.
Identify the major conflict in June's scenario in Reading 4.
Think about the consistencies and inconsistencies in June's approach to solving the conflict.
Consider the impact of social class on June's logic.
The assignment (1–2 pages):
Describe an historical example of how social class has changed over time. Then explain how social class changed in the example, and what caused it to change.
Describe the major conflict in June's scenario.
Explain the consistencies and inconsistencies in June's approach to solving the conflict.
Analyze the impact of social class on June's logic.
.
Babel or Great Wall Social Media Use Among Chinese Students.docx
Babel or Great Wall: Social Media Use Among Chinese
Students in the United States
Shaoke Zhang
Department of Psychology
Tsinghua Uni versity
Beijing, 100084, P.R.C.
[email protected]
Hao Jiang
College of Inform ation Sciences
and Technology
Pennsylvania State Uni versity
Uni versity Park, PA 16802
[email protected]
John M. Carroll
College of Inform ation Sciences
and Technology
Pennsylvania State Uni versity
Uni versity Park, PA 16802
[email protected]
ABSTRACT
We investigated how social media supp ort the acculturation
p rocess for an exp atriate group : Chinese students in the United
States. We interviewed 20 p articip ants and found that 1) students
extensively used Chinese social med ia to maintain their original
self, esp ecially through social bond in g and infor mation
surveillan ce activities, while facin g culture shock; 2) social media
were also critical in help in g students assimilate into their new
(American) cu lture, through affordances for scaffoldin g, brid gin g,
and surveillance; 3) the use of social med ia across the
acculturation p rocess is evolvin g in the context of the changin g
ecolo gy of social media. This study exp ands existing HCI work on
inter-cultural co mmunication and co llabor ation activities toward
consideration of accu lturation strategies, online sup p ort for
identity , and designin g for indiv idual d evelop ment.
Categories and Subject Descriptors
H5.m. [Information interfaces and presentation (e.g., HCI)]:
M iscellaneous.
J.4 [Computer Applications]: social and behavioral sciences -
Economics, Psycho logy, Sociology.
General Terms
Design, Human Factors, Theory
Keywords
Social Identity , Social M edia, Acculturation, Culture Shock, Uses
and Gratifications, Online Community
INTRODUCTION
The era of globalization is marked by communications p enetrating
national or cultural boundar ies in all sorts of areas. Unp recedented
levels of mobilization or migration, and the boom of infor mation
communication technolo gies (ICT s) such as social media, which
free p eop le from the limitations of sp ace and time, have been two
high ly salient features that are rap idly and irrevocably changin g
the world. In this p ap er, we exp lore how social media use is
influencin g the acculturation p rocess (i.e. learnin g about,
exp erien cin g, and p articip ating in a n ew culture) in an exp atriate
context: Chinese students livin g in the United States.
ACCULTURATION PROBLEMS
Increasin g migration or exp atriation has transformed cultural
p henomena in recent decades. It has brought many new
opp ortunities for learnin g and exchan ge, but also social p roblems
and challen ges. Accord in g to a rep ort by the Dep artment of
Homeland Secur ity [38] in August 2011, there were 46,471,516
nonimmigr ant admissions to the US in the single y ear of 2010;
1,595,078 of these were students, greatly increasing the ethnic
divers ...
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Students Name Asaad HalawnaiCourse Title Intercultural Encount.docx
Students Name: Asaad Halawnai
Course Title: Intercultural Encounters
Professors Name: Stefania Benini
Date: Spring 2019
Short paper #2
La Haine is a 1995 drama film that directed by Mathieu Kassovitz. The events of the movie took place in France, and it was mainly focused on three friends from different ethnic backgrounds who were trying to face the struggles that faced them in their lives in a city called banlieues in France. (Kassovitz). The three young men were first Vinze a young Jewish who wanted to revenge from the police, and he was always trying to show the aggressive face, and he wished to kill the police, but he could not kill any policeman because he was kind and could not do it. Instead by the end of the movie, he got shot that killed him by police. The second character was Hubert an afro France who was a boxer, and he was selling drugs as well to get the money so he can help his family. Also, he hated the police like Vinze, but the difference between them was that Hubert was able to kill a police officer while Vinze was not. The last character was Said an Arab Maghrib, and he was loving his friends and liked to hang out with them. Also, he was in between the two in which when Vinz and Hubert dispute with each other, he was the one who tried to get them together again. So, the three young men were treated differently from the public, police, and other people as well and that because they had different ethnicity and roots. For example, the police violence against the people who had a different ethnic background, in which the entire movie the police was chasing the three young men especially Hubert and Said because Hubert was black, and Said Muslim. That means the France government or society encouraged the idea of racism and hatred to other ethnic groups, and that affected the people who diaspora from other countries to France with the hope that they would find a better life, but they surprised by the bad treatment from the police and society. Thus, that caused the people with a different ethnicity to face problems like fewer job opportunities which lead them to work as a drug dealer or other bad jobs to get some money to live like what happened with Hurburt. Another struggle that they would face because of the France system was an education in which they did not have the opportunity to get a proper education. Even if they got an education, they would not have the chance to have a proper job. So, the ethnic minority groups in France was facing many struggles from the government, and police that made their life harder and even impossible to live.
Works Cited
Dubreil, and Sebastien. “Rebels with a Cause: (Re)Defining Identities and Culture in Contemporary French Cinema.” L2 Journal, 14 Jan. 2011, https://escholarship.org/uc/item/86n1q1j2#author
Kassovitz, Mathieu, director. La Haine. Amazon, 1995, www.amazon.com/Haine-English-Subtitled-Vincent-Cassel/dp/B00A5IZABQ/ref=tmm_aiv_title_1?_encoding=UTF8&qid=&sr=.
Mur.
Students must identify one business networking events such as a semi.docx
Students must identify one business networking events such as a seminar speaker, workshop, competition or simple networking mixer. Student must attend event and make effort to connect with 2 business professionals within the local community and present. Student must collect this business card and write a 1 page summary about the event, their new business contact and what they learned from it.
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Students must be careful about what they post on social media..docx
Students must be careful about what they post on social media.(Topic)
Introduction
Attention Getter:
Motivation for Listening:
Establish Credibility:
Thesis Statement:
Preview of Speech
Transition to body of speech:
Body
Establish the Problem
Analysis and Research
2. Establish Secondary Problem
Analysis and Research
3. Establish Final Problem
Analysis and Research
Transition:
Establish Opposing Views (research that disagrees with you)
Build-up and Breakdown
Build-up and Breakdown
Build-up and Breakdown
Transition:
Call to Action
Visualization/
Solution
: How would your plan work?
Specific Plan of Action: What can your audience do? Give them a task!
Transition:
Conclusion
Summary of Main Points
Reiterate Call to Action: Remind us what we can do in the greater plan!
Throwback to Attention Getter
REQUIRED BIBLIOGRAPHY for 4-5 sources in APA format
.
Students must identify one business networking events such as a .docx
Students must identify one business networking events such as a seminar speaker, workshop, competition or simple networking mixer. Student must attend event and make effort to connect with 2 business professionals within the local community and present. Student must collect this business card and write a 1 page summary about the event, their new business contact and what they learned from it.
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Students maintained and submitted weekly reflective narratives throu.docx
Students maintained and submitted weekly reflective narratives throughout the course to explore the personal knowledge and skills gained throughout this course. This assignment combines those entries into one course-long reflective journal that integrates leadership and inquiry into current practice as it applies to the Professional Capstone and Practicum course.
This final submission should also outline what students have discovered about their professional practice, personal strengths and weaknesses that surfaced during the process, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and, finally, how the student met the competencies aligned to this course.
The final journal should address a variable combination of the following, while incorporating your specific clinical practice experiences:
New practice approaches
Interprofessional collaboration
Health care delivery and clinical systems
Ethical considerations in health care
Practices of culturally sensitive care
Ensuring the integrity of human dignity in the care of all patients
Population health concerns
The role of technology in improving health care outcomes
Health policy
Leadership and economic models
Health disparities
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies:
RN to BSN
2.3:
Understand and value the processes of critical thinking, ethical reasoning, and decision making.
4.1:
Utilize patient care technology and information management systems.
4.3:
Promote interprofessional collaborative communication with health care teams to provide safe and effective care.
5.3:
Provide culturally sensitive care.
5.4:
Preserve the integrity and human dignity in the care of all patients.
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Students learning self-regulation strategies may not always reco.docx
Students learning self-regulation strategies may not always recognize how those skills can be developed across content areas. Teachers can assist these students by providing them guidance on how to expand their skills. It is also helpful when teachers establish common processes that provide students with the feedback they need to assess their personal efforts and outcomes.
For this assignment, take on the role of an elementary level teacher at a K-5 school. Your principal has noticed how well you communicate learning objectives, guide students to set individual goals, and guide students to self-regulate and track their progress across multiple content areas. Because of your successes using these best practices, your principal has asked you to present best practices to fellow teachers across all content areas in an upcoming professional development.
Part 1: Best Practices Presentation
Create a 10-12 slide digital presentation to present to your teacher colleagues describing evidence-based instructional practices related to the self-regulation cycle, including goal setting, communicating learning objectives, monitoring student progress, providing effective feedback, and promoting self-regulation across multiple content areas.
The presentation should include the following components:
How to communicate the unit or lesson learning objectives to students, and how they will be measured on their performance of those objectives
How to encourage students’ motivation and engagement through the use of technology and other strategies, creating opportunities for students' active participation in learning, self-motivation, and positive social interaction
How to continuously monitor student progress to provide effective, descriptive feedback across multiple content areas
How to work with students to collaboratively establish learning goals, identify quality work, and analyze their assessment results across multiple content areas
Title slide, reference slide, and presenter’s notes.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
Part 2: Reflection
In 250-500 words, summarize and examine the process of implementing best practices in encouraging self-regulation, setting goals, communicating objectives, monitoring progress, and providing effective feedback.
Consider the following questions:
How can you use students’ performance data to guide and engage students in thinking and learning?
How does the assessment data inform future instructional planning based on identified learning gaps and patterns?
How does planning for students to engage in the self-regulation cycle influence students’ confidence in learning independently and taking ownership of their academic progress?
.
Students learn in a variety of ways. It is important for teachers to.docx
Students learn in a variety of ways. It is important for teachers to be aware of the various learning theories and models mentioned in the text and topic materials related to the history of how students learn. This knowledge will provide a foundation in order to create learning experiences that promote student development and acquisition of knowledge.
For this assignment, utilizing the topic materials and and your own research to create a brochure to be used as a resource for beginning teachers, describing how learning occurs and the different ways that students learn.
Your brochure should include:
Detailed descriptions of how students learn, including principles related to development and acquisition of knowledge.
Strategies to teach collaboration in the classroom environment.
Strategies for encouraging students to monitor their work and engage in self-reflection.
A description of the type of teaching you prefer to demonstrate in the classroom environment.
How your teaching practices will support the learning preferences of students based on researched learning theories.
The importance for a teacher to assist diverse students’ learning.
Support your brochure with a minimum of 2-3 scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is not required.
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Students learn sociology by doing sociology, in addition to re.docx
Students learn sociology by "doing" sociology, in addition to reading and thinking about it. Chapter 3 describes the different methods of sociological research. Since we are in the era of COVID-19, we will be doing an individual interview with someone who is in your social circle - or someone with whom you can use technology to interview. Your interview will begin with demographic characteristics: how do they identify in terrms of race, gender, age, religion (and so forth). The next part of your interview will focus on their perspectives of recent changes and challenges in our society. Be careful to be objective and ethical.
Your discussion will first discuss interviews as part of a broader array of social research methods. You will then describe your interviewee's perspective. Last, you will discuss how you felt about the process and what you learned.
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Students draft a formal case report exploring a real-world issue per.docx
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brain imaging technology
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Students learn in a variety of ways. It is important for teacher.docx
Students learn in a variety of ways. It is important for teachers to be aware of the various learning theories and models mentioned in the text and topic materials related to the history of how students learn. This knowledge will provide a foundation in order to create learning experiences that promote student development and acquisition of knowledge.
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Detailed descriptions of how students learn, including principles related to development and acquisition of knowledge.
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A description of the type of teaching you prefer to demonstrate in the classroom environment.
How your teaching practices will support the learning preferences of students based on researched learning theories.
The importance for a teacher to assist diverse students’ learning.
At least 3 scholarly resources
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STUDENTS JOURNAL ENTRY As I progressed in this class I tried a.docx
STUDENT'S JOURNAL ENTRY
As I progressed in this class I tried applying what I was learning to the world around me and open my eyes to things I do not see or take for granted. I never really considered myself part of the dominant group as I felt separate from it growing up homeschooled in a Romanian immigrant community. Looking back in retrospection I now that I have benefited from being white in ways I never even realized. By learning how others have struggled to gain access to treatment I never had to think twice about was eye opening.
I look white and have no accent, therefore there is nothing to set me apart from the dominant white culture around me. I never realized I was no different from them in their perspective but also from the perspective of other immigrants and minorities. I can relate to the struggle to fit in and find a place in society because in my childhood we were different. We had an accent, dressed differently, and were poor. However, I could not relate to how difficult it is for others to assimilate because as we lost our accents and entered the middle class the dominant group practically invited us in with open arms.
I have opened my eyes to things I’ve never seen and see how much further we have to go to create a truly open and fair society. There is so much injustice around us that I have never seen before and I feel ashamed for my lack of empathy for those around me.
Just to illustrate how blind I was to racism I have a little story. I have a Hispanic girlfriend, she is a Mexican immigrant in fact. Before taking this class she would occasionally express frustration with how she and her family were treated by hospital and school officials in her neighborhood. At the time I processed this as just people having a misunderstanding and that my girlfriend was probably overreacting. However as I started learning what racism in America really looks like, and that its not just hillbillies in pointy hats I began to notice things I never thought about.
I could see how my girlfriend would sometimes get different service in a negative way that was racially motivated. I finally understood why she wanted me to go with her to certain places like the DMV or car dealerships. She has been talked down to by others because see is a Mexican immigrant. As my eyes opened to her plight I saw how different her immigration story was to mine. I asked her about the time she spent in Texas where she said her family was the most mistreated by whites. I understood why she had angst towards the idea of visiting my family in Tennessee because she is somewhat traumatized by her childhood experience of crossing into a new land and being mistreated and seen as a second class person because she was different.
In hindsight I even noticed while taking this class that my treatment has changed because of her. Looking back at dates I have had in previous relationships I would occasio.
Students at Northwood Middle School are given one class from List A .docx
Students at Northwood Middle School are given one class from List A and one class from List B every 12 weeks.
List A: Visual Arts, Music Education, and Physical Education
List B: World Languages, Technology Education, and Health Education
1) Create a tree diagram to represent the possible combinations of classes for the first 12 weeks.
2) Pick your favorite class from List A and your favorite class from List B. Using your tree diagram, what is the probability that you would get both of your favorite classes in the first 12 weeks if you were randomly assigned one class from each list?
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Students are typically consumers in the school community. To what ex.docx
Students are typically consumers in the school community. To what extent, if at all, is it reasonable to expect students to go beyond being consumers to being contributors to and collaborators in the school community? How does knowledge of the groups with which some students identify shape or bias your view? Support your position.
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Students are to watch Liberty The American Revolution part 6 answer.docx
Students are to watch Liberty: The American Revolution part 6 answer the following prompt. In your own words, state the true meaning of the American Revolution and its contribution to our understanding of what it means to be American, past, present, and future. Be warned ..... this is not a FLUFF question. Put significant effort into this prompt. Demonstrate critical thinking and writing in the highest order. ( 1 and half page) ( Also you need to watch the video first)
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Students are to write a four to five paper based on a current events.docx
Students are to write a four to five paper based on a current events article, applying theory to a specific subject/issue/event in today's society. Students will use this article as "data' on which they will seek to explain this current event through theory we have discussed this year in class (going from Tocqueville to Dubois). The article must be attached to the paper!
The paper should include:
1) An intro, one or two paragraphs explaining the topic the student is writing on, the source of this information, and the theory they will be using
2) A summary and description of the article and the social issue it reports on (1-2 pages).
3) A discussion of how your theory explains this issue.(1-2 pages)
4) A conclusion, summing up your argument; why is the theory you chose important in dealing with this issue (1-2 paragraphs).
5) References. Must include at least a reference from the writings of the theorist (on Blackboard) and a secondary reference relating to this theorist and theory (for instance, a reference to an article by sociologist Robert Merton on Weber's Protestant Ethic thesis)
Example's of Theorist: Marx, Max Weber, Du bois, Tocqueville.
.
Students are to write a two-page narrative that summarizes the argum.docx
Students are to write a two-page narrative that summarizes the arguments both
in favor of
and
those opposed to
the granting of public funds for the support of non-public schools. Please make sure you discuss education vouchers, tax credits, and charter schools. Please use at least 3 citations from outside sources.
.
Students are to complete this assignment based on the movie Losing .docx
Students are to complete this assignment based on the movie: Losing Isaiah (1995). This assignment will focus on the components of the Helping Process, which covers Engagement through Termination.
Watch Losing Isaiah (1995) and pay attention to details
Paper
· 7 pages (not including cover page and references)
· Use headings
· APA Format
· This paper is supposed to be in the format as you (me) being the social worker and the character, Khailia Richards, being the client.
Directions:
1. Introduce the individual (Khaila Richards)
2. Discuss each of the following practice areas as you experience using these techniques/skills at the micro-level.
a.
Exploring and Engaging
- relationship building skills, interviewing skills, communication with empathy/authenticity, basic interviewing skills, clarifying roles and responsibilities. (Discuss engagement at the generalist level)
b.
Exploring, Assessing, and Planning
- Develop goals
c.
Exploring and understanding the situation and clients’ strengths, interpersonal and environmental factors, and any other important factors
.
d.
Assessing and Intervening
– Identify any theory and conceptual frameworks that are relevant to the case.
e.
Planning and implementing
– Incorporating theories, contracting/treatment planning, connecting needs to resources, creating goals, and evaluating goals.
f.
Terminating
-Resolution of problems, reviewing treatment goals and successes, securing additional resources.
3. End by providing comments on what this process meant for your learning experience.
4. Identify 8 community resources in Chicago that relate to the problem(s) in the case and submit them in writing.
Links that could possibly help!
https://thehelpingprocess.weebly.com/
https://www.chegg.com/flashcards/chapter-1-introduction-to-social-work-and-the-helping-process-0d7dd03a-4a57-43ba-b9b0-984c74b5e175/deck
.
Students are to have a titlecover page and bibliography page as wel.docx
Students are to have a title/cover page and bibliography page as well as resources should be included.
Discuss 2pages in 12pt font. The advantages and disadvantages of working for someone else versus being self-employed. What characteristics make up an entrepreneur. Discuss social "dot.com" entrepreneurships and how it is changing the global economic landscape.
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Students are to observe two or more adults unknown to the observ.docx
Students are to observe two or more adults unknown to the observer. The student must not be able to hear the subjects being observed and those being observed must not be wearing a uniform of any kind as this would provide information about their occupation to the observer. Students must describe the environment and the people being observed, i.e., age, gender, dress, etc. Discuss the nonverbal communication, i.e. eye contact, body position and any other nonverbal behavior. Provide your interpretation of the relationship between those being observed. Be very discrete and do not have a conversation with those being observed.
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Students are asked to research and articulate the impact of AI eithe.docx
Students are asked to research and articulate the impact of AI either on a company in the finance industry.
When writing your paper, pls use a "business report" style: about two to three pages long, with facts and figures, citing three to five sources, which can include general media and business media.
Rubrics:
Clearly presents a main idea appropriate to the topic/assignment and supports it throughout the paper.
Exceptionally well presented and argued. Ideas are detailed, well developed, and supported with specific evidence and facts, as well as examples and specific details
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Students must draw on all of the readings for the particular selec.docx
- 1. Students must draw on all of the readings for the particular selected unit in their reflections. For example, if students choose to do a reflection based on Unit 2, the paper must draw on the Dicken (2011) reading and the Knox et al. (2015) reading. Although students are expected to demonstrate a clear understanding of the readings, reflection papers are not intended to simply summarize the readings. Rather, students should outline the main points of the readings and use this as the basis for a critical reflection. Critical reflections should demonstrate depth in thinking about the material they are learning, and evaluate critically how theories and practices of geography can influence their own lived experiences and observations about the world. Students are encouraged to draw on other sources in addition to course materials, including the weekly discussion postings from previous Units if applicable. All sources, including the course readings, lecture notes, and discussion postings must be properly cited using APA. Reflection papers are to be written according to academic scholarship standards (1,000 +/- 100 words excluding title page and references). Unit reference notes below https://issuu.com/wiley_publishing/docs/fouberg_hg11e_c05ide ntityraceethnic Pg 117-142 Unit 5 Notes: Geographies of Culture and Identity The reading this week comes from chapter 5 in the textbook,
- 2. Human geography: People, place, and culture, by Fouberg, Murphy, and De Blij (2015). This chapter begins by examining the intersections of culture and identity, and in particular the gendered division of labour in different societies. Gender is an important identity category that human geographers seek to understand, especially how it relates to power and intersections with other identity categories, such as ethnicity, race, class, and sex. Human geographers are especially concerned with investigating how identity categories are propped up by unquestioned assumptions and stereotypes. Different societies often impose well-defined identity categories that conceptualize people not as individuals, but as members of a category assumed to behave and act in certain ways. Geographers understand identity in two ways: as a way that individuals define themselves, and as a way individuals are defined by others. Both often rely on processes of inclusion and exclusion, where identity relies on what political and gender theorist Judith Butler (1993) refers to as a 'constitutive outside': defining a particular subject according to what it is not, or according to what it excludes. Place and connections to place can also deeply influence the construction of identity, most obviously at the national scale (think of images often associated with being “Canadian”), but also at more local scales. Race continues to define an identity category, even though a scientific consensus has emerged that physical differences in human appearances do not constitute significant differences in the human species that can be described as race. Race is usually an identity imposed on people, and is based primarily on skin colour and other physical features. Geographers and other social theorists often use the terms racialize and racialization to refer to identities that are subjected on people, mainly based on skin colour. As opposed to the term race, which implies an objective category, racialize and racialization suggest a process that has been imposed on some subjects by others. These terms are usually associated
- 3. with processes of racism, the act of associating negative or inferior behaviours and traits with specific groups of people. Racism has often been used as the rationale or excuse for colonial and imperialist domination of some groups by others for the sake of cultural and economic exploitation. Although all terms describing racial category are problematic, it is now common in Canada to refer to certain groups of people by skin colour (e.g., Black, Brown, White); generic cultural grouping (First Nation, Inuit), or nationality (e.g., Chinese, Mexican, Icelandic, Samoan). However, as Fouberg et al. (2015) show, different countries refer to cultural groups and identity categories in different ways, as evidenced by census categories that continue to separate out society along identity categories (p. 120). This illustrates the role that place has in shaping or imposing identity. As opposed to race, which is based mainly on physical attributes, ethnicity is an identity category that refers to a placed based cultural grouping formed over a long period of time, and which often become associated with specific languages and sometimes specific national or sub-national boundaries. In immigrant receiving countries like Canada, ethnicities are often hyphenated, such as Chinese-Canadian, Indo-Canadians, English-Canadian, French-Canadian, and so on. In the United States, race and ethnicity are sometimes conflated, such as with the term African-American. Geographers also study the identity category sex or sexuality, often drawing on queer theory, a body of literature and theorizing that disrupts heteronormative and naturalized divisions of humans into two discrete sexes, male and female. Moving beyond questioning gender in terms of cultural assigned roles and assumptions, queer theorists disrupts the biological, as well as cultural assumptions that give rise to the normalization and dominance of heterosexuality and the division of individuals into two opposite sexes based exclusively on sex
- 4. organs. A final crucial point that Fouberg et al. (2015, p. 132) make is that geography shapes power relationships and directly influences identity: "Power relationships can ... subjugate entire groups of people, enabling society to enforce ideas about the ways people behave". These ideas, or cultural norms, are the subject of the videos for this week, both of which are TED Talks. The first (2014) questions assumptions between place and identity. The second (2015) is a humorous but nevertheless critical view of the cultural identities of a number of American towns from the perspective of a black man who finds he is not part of the cultural landscape. These videos also show how individuals can resist identities imposed on them by others, and advocate for identities that move beyond stereotyped assumptions based on race, class, gender, and sexuality. Identity also has intersections with political geographies, as we will discuss in Unit Seven. For example, nations and nationalism are often functions of identity, as groups of people, sometime around ethnic lines, identify as belonging to a particular territory. Identity can also be defined along sectarian lines, which sometimes coincides with particular geographical territories. Identity can be disrupted when colonial and imperialist powers impose their own power on groups of people and destabilize existing spatial relationships, when internal and external conflicts pit certain groups of people against each other, or when warfare leads to redefinitions of boundaries, as is what happened with the Ottoman Empire after the WWI. The discussion this week focuses on processes of identity formation. In discussing identity, please keep in mind the points from this week's readings and videos: that identity is both imposed upon, and taken on by individuals. Identity is both self constructed and resisted in many ways. Geographers pay particular attention to the role of place in these two
- 5. dimensions of identity formation. Things to Work On Part C of the Research Project (annotated bibliography) is due this week. Active discussion posting is required every week. The second reflection paper is due in Unit Seven. References Butler, J. (1993). Bodies that matter: On the discursive limits of 'sex'. New York, NY: Routledge. Fouberg, E., Murphy, A., & De Blij, H. (2015). Chapter 5: Identity: Race, ethnicity, gender, and sexuality. In Human geography: People, place, and culture (11th ed.). Hoboken, NJ: John Wiley & Sons. Retrieved from http://issuu.com/wiley_publishing/docs/fouberg_hg11e_c05iden tityraceethnic TED. (2015, May). Rich Benjamin: My road trip through the whitest towns in America [Video file]. Retrieved from https://www.ted.com/talks/rich_benjamin_my_road_trip_throug h_the_whitest_towns_in_america TED. (2014, October). Taiye Selasi: Don't ask where I'm from, ask where I'm a local [Video file]. Retrieved from https://www.ted.com/talks/taiye_selasi_don_t_ask_where_i_m_f rom_ask_where_i_m_a_local