The characteristics and trends that are attributed to the u
•Download as DOCX, PDF•
0 likes•185 views
Brazilian culture differs from U.S. culture in several key ways. Independence and merit-based success are less valued in Brazil, where those with natural gifts or means to achieve results are more admired. This leads to a more pronounced class structure with a sense of entitlement among the wealthy and powerful. Even middle-class Brazilian families rely on cheap labor for manual housework, which is generally not valued in Brazilian culture. The document seeks to identify general cultural patterns to help teachers understand students' backgrounds but stresses that each child is unique.
Report
Share
Report
Share
Recommended
Lecture 3 2011 status students
This document discusses the cultural dimensions of power distance, formality, ascription of status, and paternalism. It explains that some cultures have high power distance and are more hierarchical, while others have low power distance and are more egalitarian. Cultures can also differ in their levels of formality in expressing differences in status, and whether status is determined by achievement or ascribed characteristics like age, gender, and family background. Finally, paternalistic cultures view managers as having responsibility for employees, while non-paternalistic do not.
Classroom, curriculum, and marginalization mishra
This document discusses issues of marginalization and inclusion in education. It notes that school curricula and teaching practices often do not incorporate the diverse cultural backgrounds and experiences that students bring with them. It argues that education should empower all students, including marginalized groups, and help them develop their capabilities. The document examines how social inequalities influence different aspects of schooling, from curriculum to teacher attitudes. It advocates for a more child-centered pedagogy in schools that values students' voices, experiences, and active participation and connects with their lives outside of school.
Course 1 B.ED PLURALISTIC SOCIETY marginalization
Marginalized children face discrimination and barriers to equal access to education. They are typically minority groups who are excluded from power and privilege. This can negatively impact children's physical, emotional, social, and intellectual development by lowering self-esteem and limiting opportunities. Teachers can help marginalized children by ensuring their well-being and academic success, building close relationships, providing culturally responsive education that values students' identities and backgrounds, and maintaining high expectations and standards for all students.
Resource book for marginalized girl child
This resource book provides guidelines for parents, teachers, and communities to help marginalized girl children. It defines marginalized groups as those excluded from power and privilege, like women, disabled people, scheduled castes, tribes, elderly, and children. Problems marginalized girl children face include female foeticide, neglect, early marriage, dowry practices, domestic violence, sexual harassment, and gender bias. These issues stem from expectations of domesticity, safety concerns, and lack of infrastructure. The resource book aims to educate others and solve these problems through constitutional provisions, human rights, and helpful activities.
Unit iv Inequality, Discrimination and Marginalisation in Education
1) Education plays a critical role in reducing social inequalities by providing vocational training, developing skilled regional workers, and advancing research and partnerships. However, ensuring equal access to education remains a challenge.
2) Social inequalities exist in the form of gender, racial, ethnic, and caste-based discrimination. Caste systems in particular assign hereditary social statuses that determine life opportunities.
3) Marginalized groups face socioeconomic exclusion and lack access to resources and participation. Discrimination stems from a lack of appreciation for diversity and prejudice against perceived differences.
Chapter 10 Social Class In The United States
This document discusses social class in the United States. It defines social class according to Weber and Marx and discusses the dimensions of social class including property, wealth, income, power, and prestige. It then discusses status inconsistency and consistency. The document also presents sociological models for updating Marx and Weber's views of social class. It examines social class in the auto industry and consequences of social class such as health, family life, education, and crime. The document discusses types of social mobility and interpreting statistics on mobility. It also covers poverty, myths about the poor, who is poor, why people are poor, and the Horatio Alger myth.
Education of marginalised
The document discusses different types of discrimination that marginalize groups, including gender discrimination, caste discrimination, and language discrimination. It defines marginalization as the process of pushing something or someone to the edge of a group and according it lesser importance. Social exclusion is defined as the process by which individuals are systematically blocked from rights, opportunities, and resources that are normally available to other groups, preventing social integration and observance of human rights.
Civil Identity - Definition - and QUIZ
The document discusses the concept of "civil identity" which describes the collective features that define an individual's ethnicity, political views, race, religion, age, gender, sexual orientation, and marital status. It provides examples of civil identities and lists the key components as ancestry, national origin, disability, race, color, age, sex, religion, and other factors. The document poses examination questions about distinguishing clear versus ambiguous identity characteristics, the relationships between components, how civil identity represents individuals in multicultural societies, and when understanding civil identity would benefit different professionals.
Recommended
Lecture 3 2011 status students
This document discusses the cultural dimensions of power distance, formality, ascription of status, and paternalism. It explains that some cultures have high power distance and are more hierarchical, while others have low power distance and are more egalitarian. Cultures can also differ in their levels of formality in expressing differences in status, and whether status is determined by achievement or ascribed characteristics like age, gender, and family background. Finally, paternalistic cultures view managers as having responsibility for employees, while non-paternalistic do not.
Classroom, curriculum, and marginalization mishra
This document discusses issues of marginalization and inclusion in education. It notes that school curricula and teaching practices often do not incorporate the diverse cultural backgrounds and experiences that students bring with them. It argues that education should empower all students, including marginalized groups, and help them develop their capabilities. The document examines how social inequalities influence different aspects of schooling, from curriculum to teacher attitudes. It advocates for a more child-centered pedagogy in schools that values students' voices, experiences, and active participation and connects with their lives outside of school.
Course 1 B.ED PLURALISTIC SOCIETY marginalization
Marginalized children face discrimination and barriers to equal access to education. They are typically minority groups who are excluded from power and privilege. This can negatively impact children's physical, emotional, social, and intellectual development by lowering self-esteem and limiting opportunities. Teachers can help marginalized children by ensuring their well-being and academic success, building close relationships, providing culturally responsive education that values students' identities and backgrounds, and maintaining high expectations and standards for all students.
Resource book for marginalized girl child
This resource book provides guidelines for parents, teachers, and communities to help marginalized girl children. It defines marginalized groups as those excluded from power and privilege, like women, disabled people, scheduled castes, tribes, elderly, and children. Problems marginalized girl children face include female foeticide, neglect, early marriage, dowry practices, domestic violence, sexual harassment, and gender bias. These issues stem from expectations of domesticity, safety concerns, and lack of infrastructure. The resource book aims to educate others and solve these problems through constitutional provisions, human rights, and helpful activities.
Unit iv Inequality, Discrimination and Marginalisation in Education
1) Education plays a critical role in reducing social inequalities by providing vocational training, developing skilled regional workers, and advancing research and partnerships. However, ensuring equal access to education remains a challenge.
2) Social inequalities exist in the form of gender, racial, ethnic, and caste-based discrimination. Caste systems in particular assign hereditary social statuses that determine life opportunities.
3) Marginalized groups face socioeconomic exclusion and lack access to resources and participation. Discrimination stems from a lack of appreciation for diversity and prejudice against perceived differences.
Chapter 10 Social Class In The United States
This document discusses social class in the United States. It defines social class according to Weber and Marx and discusses the dimensions of social class including property, wealth, income, power, and prestige. It then discusses status inconsistency and consistency. The document also presents sociological models for updating Marx and Weber's views of social class. It examines social class in the auto industry and consequences of social class such as health, family life, education, and crime. The document discusses types of social mobility and interpreting statistics on mobility. It also covers poverty, myths about the poor, who is poor, why people are poor, and the Horatio Alger myth.
Education of marginalised
The document discusses different types of discrimination that marginalize groups, including gender discrimination, caste discrimination, and language discrimination. It defines marginalization as the process of pushing something or someone to the edge of a group and according it lesser importance. Social exclusion is defined as the process by which individuals are systematically blocked from rights, opportunities, and resources that are normally available to other groups, preventing social integration and observance of human rights.
Civil Identity - Definition - and QUIZ
The document discusses the concept of "civil identity" which describes the collective features that define an individual's ethnicity, political views, race, religion, age, gender, sexual orientation, and marital status. It provides examples of civil identities and lists the key components as ancestry, national origin, disability, race, color, age, sex, religion, and other factors. The document poses examination questions about distinguishing clear versus ambiguous identity characteristics, the relationships between components, how civil identity represents individuals in multicultural societies, and when understanding civil identity would benefit different professionals.
Knoxville Film Festival 2013 Program
The document provides information about the inaugural Knoxville Film Festival, including its history, schedule of events, film competitions, and workshops. It began as the Secret City Film Festival in Oak Ridge, Tennessee in 2004 and moved to Knoxville in 2012. In 2013, the Secret City Film Festival partnered with Dogwood Arts to become the Knoxville Film Festival. The expanded festival will feature 75 independent films, a Tennessee film competition, workshops and panels with special guests, and will celebrate and promote independent cinema in the Knoxville region.
Vigilant Enterprises Final Internship Report 2016
Vigilant Enterprises is a manufacturing company located in Sialkot, Pakistan that produces soccer balls, volleyball, garments, shoes, and other sports equipment. It has over 500 employees across various departments including production, marketing, finance, and HR. The company aims to maintain quality through latest technology and employee training. It has been producing soccer balls for major brands for over 18 years. Its financial position appears stable with a current ratio close to 0.8 for the past three years, indicating it maintains sufficient current assets to cover short-term debts and expenses.
Sumit Presentation - PM Between Hard and Rock Place
This was a public presentation given by Sumit Kakkar in July 2013 at Project Management Master Class organized by Crown Leadership and Training in Singapore.
It was 2 days event and I was given this topic as industry PM expert to share knowledge and train new PMs. There were other renowned speaker with different sessions.
Sirma Solutions Brochure: Cloud Computing Services
This document summarizes Sirma Solutions' cloud portfolio and expertise. It discusses their experience providing private, public, and hybrid cloud solutions using platforms like Microsoft Azure and Amazon Web Services. Their cloud development team consists of certified Azure and Amazon developers with over 10 years of experience delivering complex cloud projects for clients in areas like system migration, custom solution development, and mobile services.
Participación y control social mana
El documento habla sobre la participación y el control social en los programas de alimentación complementaria Maná Infantil y Programa de Alimentación Escolar en un municipio de Colombia. Explica que el control social permite hacer seguimiento a los programas del estado para evitar el mal uso de recursos y mejorarlos de forma continua. Indica que ciudadanos de diferentes grupos pueden ejercer control social y que este se puede aplicar al monitorear la calidad de la alimentación, la inclusión justificada de beneficiarios y la destinación adecuada de fondos. Finalmente
Abstract Exec Summary Final Mod (2) (1)
Spicewind Pacific Group proposes to supply bio-jet fuel to the US Department of Defense from facilities in the Marshall Islands. They plan to establish an initial 10,000-25,000 gallons per day refinery on Kwajalein Atoll to supply the nearby US military base by the third year. Their feedstocks will include coconut oil from over 20 million trees, organic waste products providing 850,000 tons annually, and future algae oil production. Revenues from coconut oil alone in the first 5 years are estimated at $239.6 million.
Linkedin
Thomas Brennan has over 10 years of experience working in mental health and education roles. He currently works as an Education Coordinator at the National Alliance on Mental Illness, where he plans educational programs, participates on committees, and assists with office management. Previously, he was a Case Manager who assisted clients in accessing services and complying with treatment plans. Brennan has a bachelor's degree in psychology from the University of Arizona and various certifications in first aid, CPR, and crisis intervention.
Analyse de l'opinion publique tunisienne - la semaine du 03-01-16
Analyse de l'opinion publique tunisienne de la semaine du 03-01-16 par WebRadar, diffusé sur TunivisonsLive le 11-01-16
Analyse hebdomadaire de l’opinion publique tunisienne par WebRadar
Classement de l’opinion publique tunisienne par WebRadar – la semaine du 08- 02-16 diffusée sur tunivisionsLive et First TV le 15-02-16
Vaststellen van examens: hoe organiseren wij dat?
Door Piety Semplonius (ROC Leiden): Hoe kan een school voor de herziene kwalificatiedossiers examens ontwikkelen en vaststellen? Piety Semplonius laat zien op welke wijze ROC Leiden dit aanpakt.
Simplicityday
A business case for an Adaptive Case Management Application in the Energy Sector.
Presentation during realdolmen's SimplicityDay
Culver City Film Festival - Film Marketing Services
The Culver City Film Festival is brought to you by Film Marketing Services Inc., founder of the Marina del Rey Film Festival.
The Culver City Film Festival brings together a diverse group of film makers to share recent work and recognize local talent in a city celebrated for it's cinematic history and cultural depth.
avalos, maria legacy of hope nfeasj se v34 n4 2016
1) The document discusses barriers faced by Latina women in achieving leadership positions in education, including lack of professional networks and mentoring, systemic discrimination, and navigating both professional and cultural expectations.
2) It highlights the stories of five Latina school leaders who overcame these barriers through finding support systems, identifying mentors, and using their cultural skills and experiences to benefit the students and communities they served.
3) While they faced discrimination and feelings of isolation, the women indicated that the very aspects of their identity that caused challenges, such as language skills, also enabled their success in representing and supporting Latino students and families.
BSL 4000, Managing Diversity in Organizations 1 Cours.docx
BSL 4000, Managing Diversity in Organizations 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Summarize how changes in the demographic makeup of the U.S. population affect fair treatment of
people with different ethnicities.
1.1 Distinguish which cultures and demographics make up society in the United States.
1.2 Diagnose the challenges of one dynamic culture group working in both an onsite and remote
environment with two other diverse cultural groups.
5. Examine workplace diversity data.
5.1 Identify demographic data in the workplace.
5.2 Explore the differences in culture, perspective, and experience.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit Lesson
Chapters 1 and 3
Blandin, D. M. (1991).
Unit I Project
1.2
Unit Lesson
Chapter 1
Blandin, D. M. (1991).
Unit I Project
5.1
Unit Lesson
Chapter 3
Unit I Project
5.2
Unit Lesson
Chapter 1
Blandin, D. M. (1991).
Unit I Project
Reading Assignment
Chapter 1: Introduction, pp. 3-27
Chapter 3: Legislation, pp. 63-91
Additional Reading Assignment(s):
In order to access the following resource, click the link below:
Blandin, D. M. (1991). Strategies for a diverse and competitive America. Vital Speeches of the Day, 57(6),
181-185. Retrieved from
https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=http://search.ebscohost.com/logi
n.aspx?direct=true&db=bth&AN=9101282051&site=ehost-live&scope=site
UNIT I STUDY GUIDE
Diversity in Perspective
https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=9101282051&site=ehost-live&scope=site
https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=9101282051&site=ehost-live&scope=site
BSL 4000, Managing Diversity in Organizations 2
UNIT x STUDY GUIDE
Title
Unit Lesson
The term diversity has about as many definitions as there are people that use the term. For the purpose of
this course, we will use the textbook’s definition. Diversity is defined as actual or perceived differences among
people in areas including race, ethnicity, sex, age, and other identity-based characteristics that impact their
relationships and interactions (Bell, 2017). The term is often used to describe our differences rather than how
we are similar. How, then, are diversity and discrimination so often used in the same sentence? Organizations
talk about diversity training or cultural sensitivity training. Employees are mandated to attend these trainings
on their differences in order to be considered all the same. Is this irony? The next several units will take a
more in-depth look at this issue from different perspectives.
Diversity will often be considered when we look at physical and cultural or religious characteristics. As this
course is about diversity in organizations and ...
Teaching Cultural Competence A Closer Look at Racial and Eth.docx
Teaching Cultural Competence
A Closer Look at Racial and Ethnic Identity Formation
by Ebony Hall, Ph.D., M.Div., LMSW, and Shelia Lindsey
Editor’s Note: Our ethics columnist, Allan Barsky, will return in the next
issue.
The new social worker of tomorrow is emerging with a new way of
critical thinking and a new way of application. The new social worker is
different, not settling or conforming for reasons of financial stability and
job security. The new social worker is on a path of self-discovery and has
embraced acceptance, where he or she is from, and all that it entails. The
new social worker speaks with confidence about race and ethnicity and
knows about his or her culture. Are we ready?
For several decades, the social work profession has effectively saturated
academia with various models of practice for students to be knowledgeable
about other cultures in order to be culturally competent and sensitive (Sue,
1991; Locke, 1992; Poston, 1990; Rodgers & Potocky, 1998). As a younger
generation of social workers emerges, the emphasis on identity not only
creates a “more comprehensive view of cultural competence” (Garran &
Rozas, 2013, p. 99), but attributes to a larger notion of being a healthy
professional. The competency of social workers is limited when they do not
possess tools of acknowledgment that can affect them when working with
diverse populations. Teaching students to be mindful of and sensitive to
issues, from potential language barriers to recognizing various religious
sects, plays a role in effective practice. However, if the massive “elephant in
the room” continues to be overlooked, ethnicity and race will continue to
have an influence on professional and personal relationships, leading to
insufficient cultural competence resulting in poor services (Seipel & Way,
2006).
The social work profession is built upon culturally sensitive practices
that advocate for social and economic justice for those who are
disadvantaged, oppressed, and/or discriminated against. Standard 1.05(c)
in the National Association of Social Workers’ (NASW) Code of Ethics
(NASW, 2000), reminds social workers of their duty to be culturally
competent and to purposefully “obtain education about and seek to
understand the nature of social diversity and oppression.” NASW’s
National Committee on Racial and Ethnic Diversity (NASW, 2001)
highlights this necessity by identifying standards that make up culturally
competent practices, including self-awareness, cross-cultural knowledge,
skills, and leadership. Although “diversity is taking on a broader meaning to
include the sociocultural experiences of people of different genders, social
classes, religious and spiritual beliefs, sexual orientations, ages, and
physical and mental abilities” (p. 8), the historical impact of race on
American society continues to play an integral part in the development and
effectiveness of culturally competent practice..
4.2.24 Socioeconomic Class and Inequality.pptx
This document discusses socioeconomic class, social inequality, and related concepts. It defines key terms like socioeconomic status, class, class traits, meritocracy, social mobility, income, wealth, poverty, and food insecurity. It examines theories for why social inequality exists, such as functionalism, conflict theory, Marxism, and symbolic interactionism. It also discusses the American Dream, meritocracy as an ideal social system, the role of home ownership and policies in wealth accumulation, and debates around the meaning of the "middle class."
4.9.24 Social Capital and Social Exclusion.pptx
This document discusses social capital and social exclusion. It defines key terms like social capital, bonding capital, bridging capital, and social exclusion. It argues that social exclusion limits the disadvantaged's access to social capital needed for social mobility. Processes like othering, subordinate adaptation, and boundary maintenance reproduce social exclusion and isolation of the poor. The persistence of social exclusion despite legal equality is examined, along with implications for public policy to reduce poverty.
Week 5 Discussion Response.docx
1) The document discusses the historical experiences and worldviews of Asian Americans/Pacific Islanders and Latino Americans.
2) It notes that both groups have faced challenges such as hierarchical family structures and stereotypes.
3) Understanding these historical influences is important for counselors to acknowledge different cultural values and help clients navigate multiple identities.
Wednesday, November 30, 20161104 AM#2.docx
Wednesday, November 30, 2016
11:04 AM
#2
#71
#2
#14
Zhenmu Gong
English 102
Draft 2
Nov 15th 2016
The world, and not least its 256 million Americans, has an unwavering belief in America as the land of freedom and the country of equality. The American Civil War unequivocally declares the equal rights to all the civilians and residents. However, in practice, such ambition rarely leads a success in all aspects of the society. With the national consciousness awaken, the discrimination towards the black people seems currently under control. Which indicates a passive trend in the cultural integration in the era of globalization. The 20th century had undoubtedly witnessed a great improvement of the culture quality and the form of the domestic cultures. But as cultures collapse and multiply with each other, the unequal treatment towards people are not limited within the range of the black man, but also involves every kind of people due to their different religions, skin colors, and the places they came from. Among then the unfair treatment towards Asian American has arisen and it still remains out of the frame of the crowd view.
Under the general circumstance of cultural integration and improving of civilian’s educational quality, how are those kinds of discrimination hang over their way on the society? How the situation is going to develop? According to Rastogi, Sonya, et al, in a 2011 US census bureau estimation, it is said that “the Asian Americans take up 5.6% of the US population, of which the number is around 18,205,898.” (Rastogi, Sonya, et al). The authors claim that “Among all of the Asian who have sailed a long way onto the land of the United States, about a quarter of the current number is aimed in further education.” (Iwamura and Jane Naomi). However, questions come as a half of the learning group choose to go back to their own home country for working rather than accommodate in the current country they are actually dreaming for. Logically speaking, this does not make sense as America is not only one of the countries that provide best education, but also one of the countries with a complete merchandise to maintain the living quality of its people. Not to mention it is described as the most powerful country in the world and it encourages everyone to realize his dream. What drives people to leave? What’s more, people who receive education can be described as in a large number. But when people graduate, the number of people who goes to work is cut in half. Also, there are many Asian Americans who have settled in the USA for generals. The reasons behind such phenomenon are concluded as they received unfair treatment in many aspects. But to reveal the very basic reason for them to leave USA, the emphasis is laid onto the unfair treatment in job application for Asian American. So that, there are indeed unfair treatments towards Asian Amer.
Essay On Social Class Discrimination
This film review summarizes the documentary "People Like Us: Social Class in America". The film explores how social class is determined in the US by factors like ancestry, education, and wealth. It specifically focuses on how ancestry strongly influences one's social class. This is illustrated through interviewing members of the upper-upper class WASPs and telling the story of Tammy. The film shows how the social class one is born into via their family can greatly impact the life they lead. It depicts how WASPs see themselves as upholding a reputation to be better, nicer, and more cultured people due to the advantages and knowledge gained from their high social status.
More Related Content
Viewers also liked
Knoxville Film Festival 2013 Program
The document provides information about the inaugural Knoxville Film Festival, including its history, schedule of events, film competitions, and workshops. It began as the Secret City Film Festival in Oak Ridge, Tennessee in 2004 and moved to Knoxville in 2012. In 2013, the Secret City Film Festival partnered with Dogwood Arts to become the Knoxville Film Festival. The expanded festival will feature 75 independent films, a Tennessee film competition, workshops and panels with special guests, and will celebrate and promote independent cinema in the Knoxville region.
Vigilant Enterprises Final Internship Report 2016
Vigilant Enterprises is a manufacturing company located in Sialkot, Pakistan that produces soccer balls, volleyball, garments, shoes, and other sports equipment. It has over 500 employees across various departments including production, marketing, finance, and HR. The company aims to maintain quality through latest technology and employee training. It has been producing soccer balls for major brands for over 18 years. Its financial position appears stable with a current ratio close to 0.8 for the past three years, indicating it maintains sufficient current assets to cover short-term debts and expenses.
Sumit Presentation - PM Between Hard and Rock Place
This was a public presentation given by Sumit Kakkar in July 2013 at Project Management Master Class organized by Crown Leadership and Training in Singapore.
It was 2 days event and I was given this topic as industry PM expert to share knowledge and train new PMs. There were other renowned speaker with different sessions.
Sirma Solutions Brochure: Cloud Computing Services
This document summarizes Sirma Solutions' cloud portfolio and expertise. It discusses their experience providing private, public, and hybrid cloud solutions using platforms like Microsoft Azure and Amazon Web Services. Their cloud development team consists of certified Azure and Amazon developers with over 10 years of experience delivering complex cloud projects for clients in areas like system migration, custom solution development, and mobile services.
Participación y control social mana
El documento habla sobre la participación y el control social en los programas de alimentación complementaria Maná Infantil y Programa de Alimentación Escolar en un municipio de Colombia. Explica que el control social permite hacer seguimiento a los programas del estado para evitar el mal uso de recursos y mejorarlos de forma continua. Indica que ciudadanos de diferentes grupos pueden ejercer control social y que este se puede aplicar al monitorear la calidad de la alimentación, la inclusión justificada de beneficiarios y la destinación adecuada de fondos. Finalmente
Abstract Exec Summary Final Mod (2) (1)
Spicewind Pacific Group proposes to supply bio-jet fuel to the US Department of Defense from facilities in the Marshall Islands. They plan to establish an initial 10,000-25,000 gallons per day refinery on Kwajalein Atoll to supply the nearby US military base by the third year. Their feedstocks will include coconut oil from over 20 million trees, organic waste products providing 850,000 tons annually, and future algae oil production. Revenues from coconut oil alone in the first 5 years are estimated at $239.6 million.
Linkedin
Thomas Brennan has over 10 years of experience working in mental health and education roles. He currently works as an Education Coordinator at the National Alliance on Mental Illness, where he plans educational programs, participates on committees, and assists with office management. Previously, he was a Case Manager who assisted clients in accessing services and complying with treatment plans. Brennan has a bachelor's degree in psychology from the University of Arizona and various certifications in first aid, CPR, and crisis intervention.
Analyse de l'opinion publique tunisienne - la semaine du 03-01-16
Analyse de l'opinion publique tunisienne de la semaine du 03-01-16 par WebRadar, diffusé sur TunivisonsLive le 11-01-16
Analyse hebdomadaire de l’opinion publique tunisienne par WebRadar
Classement de l’opinion publique tunisienne par WebRadar – la semaine du 08- 02-16 diffusée sur tunivisionsLive et First TV le 15-02-16
Vaststellen van examens: hoe organiseren wij dat?
Door Piety Semplonius (ROC Leiden): Hoe kan een school voor de herziene kwalificatiedossiers examens ontwikkelen en vaststellen? Piety Semplonius laat zien op welke wijze ROC Leiden dit aanpakt.
Simplicityday
A business case for an Adaptive Case Management Application in the Energy Sector.
Presentation during realdolmen's SimplicityDay
Culver City Film Festival - Film Marketing Services
The Culver City Film Festival is brought to you by Film Marketing Services Inc., founder of the Marina del Rey Film Festival.
The Culver City Film Festival brings together a diverse group of film makers to share recent work and recognize local talent in a city celebrated for it's cinematic history and cultural depth.
Viewers also liked (14)
Sumit Presentation - PM Between Hard and Rock Place
Sumit Presentation - PM Between Hard and Rock Place
Sirma Solutions Brochure: Cloud Computing Services
Sirma Solutions Brochure: Cloud Computing Services
Analyse de l'opinion publique tunisienne - la semaine du 03-01-16
Analyse de l'opinion publique tunisienne - la semaine du 03-01-16
Analyse hebdomadaire de l’opinion publique tunisienne par WebRadar
Analyse hebdomadaire de l’opinion publique tunisienne par WebRadar
Culver City Film Festival - Film Marketing Services
Culver City Film Festival - Film Marketing Services
Similar to The characteristics and trends that are attributed to the u
avalos, maria legacy of hope nfeasj se v34 n4 2016
1) The document discusses barriers faced by Latina women in achieving leadership positions in education, including lack of professional networks and mentoring, systemic discrimination, and navigating both professional and cultural expectations.
2) It highlights the stories of five Latina school leaders who overcame these barriers through finding support systems, identifying mentors, and using their cultural skills and experiences to benefit the students and communities they served.
3) While they faced discrimination and feelings of isolation, the women indicated that the very aspects of their identity that caused challenges, such as language skills, also enabled their success in representing and supporting Latino students and families.
BSL 4000, Managing Diversity in Organizations 1 Cours.docx
BSL 4000, Managing Diversity in Organizations 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Summarize how changes in the demographic makeup of the U.S. population affect fair treatment of
people with different ethnicities.
1.1 Distinguish which cultures and demographics make up society in the United States.
1.2 Diagnose the challenges of one dynamic culture group working in both an onsite and remote
environment with two other diverse cultural groups.
5. Examine workplace diversity data.
5.1 Identify demographic data in the workplace.
5.2 Explore the differences in culture, perspective, and experience.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit Lesson
Chapters 1 and 3
Blandin, D. M. (1991).
Unit I Project
1.2
Unit Lesson
Chapter 1
Blandin, D. M. (1991).
Unit I Project
5.1
Unit Lesson
Chapter 3
Unit I Project
5.2
Unit Lesson
Chapter 1
Blandin, D. M. (1991).
Unit I Project
Reading Assignment
Chapter 1: Introduction, pp. 3-27
Chapter 3: Legislation, pp. 63-91
Additional Reading Assignment(s):
In order to access the following resource, click the link below:
Blandin, D. M. (1991). Strategies for a diverse and competitive America. Vital Speeches of the Day, 57(6),
181-185. Retrieved from
https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=http://search.ebscohost.com/logi
n.aspx?direct=true&db=bth&AN=9101282051&site=ehost-live&scope=site
UNIT I STUDY GUIDE
Diversity in Perspective
https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=9101282051&site=ehost-live&scope=site
https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=9101282051&site=ehost-live&scope=site
BSL 4000, Managing Diversity in Organizations 2
UNIT x STUDY GUIDE
Title
Unit Lesson
The term diversity has about as many definitions as there are people that use the term. For the purpose of
this course, we will use the textbook’s definition. Diversity is defined as actual or perceived differences among
people in areas including race, ethnicity, sex, age, and other identity-based characteristics that impact their
relationships and interactions (Bell, 2017). The term is often used to describe our differences rather than how
we are similar. How, then, are diversity and discrimination so often used in the same sentence? Organizations
talk about diversity training or cultural sensitivity training. Employees are mandated to attend these trainings
on their differences in order to be considered all the same. Is this irony? The next several units will take a
more in-depth look at this issue from different perspectives.
Diversity will often be considered when we look at physical and cultural or religious characteristics. As this
course is about diversity in organizations and ...
Teaching Cultural Competence A Closer Look at Racial and Eth.docx
Teaching Cultural Competence
A Closer Look at Racial and Ethnic Identity Formation
by Ebony Hall, Ph.D., M.Div., LMSW, and Shelia Lindsey
Editor’s Note: Our ethics columnist, Allan Barsky, will return in the next
issue.
The new social worker of tomorrow is emerging with a new way of
critical thinking and a new way of application. The new social worker is
different, not settling or conforming for reasons of financial stability and
job security. The new social worker is on a path of self-discovery and has
embraced acceptance, where he or she is from, and all that it entails. The
new social worker speaks with confidence about race and ethnicity and
knows about his or her culture. Are we ready?
For several decades, the social work profession has effectively saturated
academia with various models of practice for students to be knowledgeable
about other cultures in order to be culturally competent and sensitive (Sue,
1991; Locke, 1992; Poston, 1990; Rodgers & Potocky, 1998). As a younger
generation of social workers emerges, the emphasis on identity not only
creates a “more comprehensive view of cultural competence” (Garran &
Rozas, 2013, p. 99), but attributes to a larger notion of being a healthy
professional. The competency of social workers is limited when they do not
possess tools of acknowledgment that can affect them when working with
diverse populations. Teaching students to be mindful of and sensitive to
issues, from potential language barriers to recognizing various religious
sects, plays a role in effective practice. However, if the massive “elephant in
the room” continues to be overlooked, ethnicity and race will continue to
have an influence on professional and personal relationships, leading to
insufficient cultural competence resulting in poor services (Seipel & Way,
2006).
The social work profession is built upon culturally sensitive practices
that advocate for social and economic justice for those who are
disadvantaged, oppressed, and/or discriminated against. Standard 1.05(c)
in the National Association of Social Workers’ (NASW) Code of Ethics
(NASW, 2000), reminds social workers of their duty to be culturally
competent and to purposefully “obtain education about and seek to
understand the nature of social diversity and oppression.” NASW’s
National Committee on Racial and Ethnic Diversity (NASW, 2001)
highlights this necessity by identifying standards that make up culturally
competent practices, including self-awareness, cross-cultural knowledge,
skills, and leadership. Although “diversity is taking on a broader meaning to
include the sociocultural experiences of people of different genders, social
classes, religious and spiritual beliefs, sexual orientations, ages, and
physical and mental abilities” (p. 8), the historical impact of race on
American society continues to play an integral part in the development and
effectiveness of culturally competent practice..
4.2.24 Socioeconomic Class and Inequality.pptx
This document discusses socioeconomic class, social inequality, and related concepts. It defines key terms like socioeconomic status, class, class traits, meritocracy, social mobility, income, wealth, poverty, and food insecurity. It examines theories for why social inequality exists, such as functionalism, conflict theory, Marxism, and symbolic interactionism. It also discusses the American Dream, meritocracy as an ideal social system, the role of home ownership and policies in wealth accumulation, and debates around the meaning of the "middle class."
4.9.24 Social Capital and Social Exclusion.pptx
This document discusses social capital and social exclusion. It defines key terms like social capital, bonding capital, bridging capital, and social exclusion. It argues that social exclusion limits the disadvantaged's access to social capital needed for social mobility. Processes like othering, subordinate adaptation, and boundary maintenance reproduce social exclusion and isolation of the poor. The persistence of social exclusion despite legal equality is examined, along with implications for public policy to reduce poverty.
Week 5 Discussion Response.docx
1) The document discusses the historical experiences and worldviews of Asian Americans/Pacific Islanders and Latino Americans.
2) It notes that both groups have faced challenges such as hierarchical family structures and stereotypes.
3) Understanding these historical influences is important for counselors to acknowledge different cultural values and help clients navigate multiple identities.
Wednesday, November 30, 20161104 AM#2.docx
Wednesday, November 30, 2016
11:04 AM
#2
#71
#2
#14
Zhenmu Gong
English 102
Draft 2
Nov 15th 2016
The world, and not least its 256 million Americans, has an unwavering belief in America as the land of freedom and the country of equality. The American Civil War unequivocally declares the equal rights to all the civilians and residents. However, in practice, such ambition rarely leads a success in all aspects of the society. With the national consciousness awaken, the discrimination towards the black people seems currently under control. Which indicates a passive trend in the cultural integration in the era of globalization. The 20th century had undoubtedly witnessed a great improvement of the culture quality and the form of the domestic cultures. But as cultures collapse and multiply with each other, the unequal treatment towards people are not limited within the range of the black man, but also involves every kind of people due to their different religions, skin colors, and the places they came from. Among then the unfair treatment towards Asian American has arisen and it still remains out of the frame of the crowd view.
Under the general circumstance of cultural integration and improving of civilian’s educational quality, how are those kinds of discrimination hang over their way on the society? How the situation is going to develop? According to Rastogi, Sonya, et al, in a 2011 US census bureau estimation, it is said that “the Asian Americans take up 5.6% of the US population, of which the number is around 18,205,898.” (Rastogi, Sonya, et al). The authors claim that “Among all of the Asian who have sailed a long way onto the land of the United States, about a quarter of the current number is aimed in further education.” (Iwamura and Jane Naomi). However, questions come as a half of the learning group choose to go back to their own home country for working rather than accommodate in the current country they are actually dreaming for. Logically speaking, this does not make sense as America is not only one of the countries that provide best education, but also one of the countries with a complete merchandise to maintain the living quality of its people. Not to mention it is described as the most powerful country in the world and it encourages everyone to realize his dream. What drives people to leave? What’s more, people who receive education can be described as in a large number. But when people graduate, the number of people who goes to work is cut in half. Also, there are many Asian Americans who have settled in the USA for generals. The reasons behind such phenomenon are concluded as they received unfair treatment in many aspects. But to reveal the very basic reason for them to leave USA, the emphasis is laid onto the unfair treatment in job application for Asian American. So that, there are indeed unfair treatments towards Asian Amer.
Essay On Social Class Discrimination
This film review summarizes the documentary "People Like Us: Social Class in America". The film explores how social class is determined in the US by factors like ancestry, education, and wealth. It specifically focuses on how ancestry strongly influences one's social class. This is illustrated through interviewing members of the upper-upper class WASPs and telling the story of Tammy. The film shows how the social class one is born into via their family can greatly impact the life they lead. It depicts how WASPs see themselves as upholding a reputation to be better, nicer, and more cultured people due to the advantages and knowledge gained from their high social status.
Asian american teachback
This document discusses cultural competence in working with Asian and Pacific Islander populations. It begins by providing demographic information on the diversity within these groups. It then discusses the importance of cultural awareness, knowledge acquisition, and skill development for social workers. The document also outlines some of the discriminatory experiences that early Asian immigrants faced and the impact of oppression. It concludes by emphasizing the need for achieving social and economic justice and culturally competent practice for these client groups.
Response 1 Sociocultural Differences in Perspectives on Aging.docx
Response 1:
Sociocultural Differences in Perspectives on Aging
·
Respond
to at least two colleagues who addressed cultures that are different from the ones you addressed.
·
Share an insight from reading your colleagues' postings.
·
Describe how you might incorporate the cultural perspectives on aging described by your colleagues into your own social work practice.
Be sure to support your responses with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.
Colleague 1: BM
Americans are living far longer than they have in the past, with the average age of death at approximately 77 years of age (Ryman, 2003). This increase in years can possibly be attributed to our advanced medical findings, ranging from research to cure, which have resulted in prolonging the lives of individuals who otherwise may not have lived as long. With our citizens living longer, amenities for these individuals have also been revamped, including senior housing facilities and additional units included in nursing homes. Furthermore, it is an unfortunate reality that the elderly population in our society is often considered as a burden (Zastrow and Kirst-Ashman, 2016). This can typically be heard when people refer to driving behind a senior citizen or shopping in the same stores. Their habitually slower pace does not always align with our quick-paced, instantly-gratifying society, typical in the United States. The mental and physical health of the elderly can also have an effect on society, with financial resources being allocated for this population, thus further prolonging their lives (Zastrow and Kirst-Ashman, 2016).
In countries including Japan and China, however, the elderly are viewed with a much higher prestige than here in the United States. Their role within their families, particularly as they age, becomes more ingrained, with the majority of the elderly living with their grown children and their children (Zastrow and Kirst-Ashman, 2016). This becomes the expectation. In these cultures, the elderly are viewed as wise, possessing a knowledge that can only be obtained with years spent on the planet. On the contrary if grown children consider a nursing home for their parents, they are actually considered uncaring and non-traditional (Zastrow and Kirst-Ashman, 2016). Additionally, the Indian culture reveres their elderly population, again often living in joint families. The patriarch in these families is often the grandfather or great grandfather. It is customary for the grandparents to have a direct hand in raising the grandchildren, including the child care and decision making regarding the children (Ryman, 2003).
The difference between the United States and the other aforementioned viewpoints on aging can most likely be directly linked to the pace of society. The United States prides itself on technology, economics and the resulting power. W.
Glenn clement_e_the_diversity_dilemma_in_texas_and_the_nation
This document presents a holistic educational model aimed at helping disadvantaged students overcome environmental factors hindering their success and achieving the goals of No Child Left Behind. The model teaches the whole child through both cognitive and affective methods. It aims to develop students' self-confidence, vision, discipline, empathy, and ability to work with others. The model trains teachers, parents and communities to nurture students' cognitive and emotional development and facilitate integrating the two to produce balanced, well-rounded students. Its goal is closing achievement gaps by addressing students' self-concepts and developing their emotional intelligence.
Glenn clement_e_the_diversity_dilemma_in_texas_and_the_nation
This document presents a holistic educational model aimed at helping disadvantaged students overcome environmental factors hindering their success and achieving the goals of No Child Left Behind. The model takes a holistic, whole-child approach integrating cognitive and affective learning. It aims to develop students' self-confidence, vision, discipline, empathy, and ability to work with others. The model involves training teachers to nurture students' cognitive and emotional development and integrate these areas. It also emphasizes the role of parents and community in supporting students' growth. The goal is for students to overcome challenges and achieve positive academic and life outcomes.
Glenn clement_e_the_diversity_dilemma_in_texas_and_the_nation
This document presents a holistic educational model aimed at helping disadvantaged students overcome environmental factors hindering their success and achieving the goals of No Child Left Behind. The model addresses the whole child through interventions to develop self-confidence, empower students to see beyond present circumstances, and improve academic performance and relationships. It identifies historical oppression, suppression and repression of minority groups as creating deficiencies like lack of vision, discipline, empathy and unity. The proposed holistic model combines cognitive and affective learning to help redefine education's purpose of raising understanding across diverse societies.
Complex Identities and Intersectionality Unit Three.docx
Complex Identities and Intersectionality
Unit Three
Learning Objectives
Be able to define race, ethnicity, social class, and sexual orientation.
Understand the theoretical concepts of “intersectionality”, “social location” , & “standpoint”.
Have a clear understanding of the ways in which oppressions are not “additive” but rather “multiples”
Be able to describe your own power/privileges
Know how stereotypes work in American society, including the ways in which they are perpetuated and some of their repercussions
Understand that everyone is vulnerable to their influence
2
PART ONE:
What are race, class, and sexuality?
Understanding: Race
RACE: is social constructed category that divides people into groups based on visible physical characteristics such as skin color, eye shape, hair texture, etc.
Although race is related to the physical body, the meaning we give these superficial differences between us are entirely socially constructed. There are NO actual genetic differences between the various races.
Because race categories are socially constructed, they change over time. Which categories we measure, and how we measure them, shifts.
4
Understanding: Ethnicity
Ethnicity: is a socially constructed category, a way of grouping people based on their shared culture, such as religion, language, and history.
The difference between “race” and “ethnicity” can be confusing. For example, “Asian American” is treated as a race, but “Chinese American” and “Japanese American” are treated as ethnicities because they have distinct languages and traditions.
In the United States, there is a great deal of pressure on ethnic minority groups to assimilate the norms, values, and characteristics of the majority ethnic group.
Race and Ethnicity in America
Different racial groups are just that– different. Even thought we often speak in terms of binaries (“minorities” verses “the majority”), it is important to realize that not all minority race and/or ethnic groups share the same characteristics, both between themselves and within themselves.
White Americans: white is a race!
Hispanic Americans
African Americans
Native Indigenous Americans
Asian Americans
Arab Americans
Multiracial
Racial and Ethnic Inequality
A commonality among those which are considered minority groups is the experience of inequality.
Inequalities are socially structured and thus can impact multiple aspects of an individual’s life– not just, for example, their ability to get a job.
Racism: the belief that the physical and cultural characteristics associated with a group of people are inferior and thus unequal treatment of the group and its members is justified.
Racism can occur at both the individual and institutional level.
7
Race Impacts Life Chances in a Multitude of Ways
The process of Maintaining Inequality
A stereotype is developed and is circulated throughout a society via cultural channels such as popular media .
SOCW 6051 Week 2 JournalFor this Week’s Journal, complete the fol.docx
SOCW 6051: Week 2 Journal
For this Week’s Journal, complete the following activities:Part A
According to section 1.05(c) Cultural Awareness and Social Diversity of the NASW (2017) Code of Ethics, "Social workers should obtain education about and seek to understand the nature of social diversity and oppression with respect to race, ethnicity, national origin, color, sex, sexual orientation, gender identity or expression, age, marital status, political belief, religion, immigration status, and mental or physical ability."
National Association of Social Workers. (2017). Code of ethics of the National Association of Social Workers. Retrieved from https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English
Instructions:The table below shows a list of Social Identities. Place an X in the box to signify whether you hold privilege or lack privilege based on that identity. Then briefly explain why you identified as holding or lacking privilege. Provide a concrete example to demonstrate your understanding of privilege related to this specific identity characteristic. In the final column, provide a brief narrative about why you hold or lack privilege based on that specific identity.
Your place of privilege is often determined by the perceived social group in which society places you, and privilege varies depending on the context and intersecting identities. You may hold a position of privilege with one identity, while simultaneously holding a position which lacks privilege from another identity. You will not be graded on how you self-identify. The goal is to engage in self-reflection and critical thought. You may choose not to disclose any identity. If you prefer not to state, explain which groups hold privilege based on that identity characteristic and how that affects other groups.
Social Identity
Hold
Privilege
Lack Privilege
Prefer Not to State
Why?
Example: [Social Identity]
x
I identify as OR Other people identify me as ____. This identity holds [does not hold] a position of privilege in society because…
In US culture, [this identity] is considered the “norm.”
A specific example of the privilege [or lack of privilege] that I experience is seeing [not seeing] positive representations of people who look or believe like me in the mass media. This is a privilege [or lack of privilege] because…
My experience with this identity characteristic is…
Race/Ethnicity
X
I identify as an African American. As per the African American history, most of the forefathers of the race migrated into the US as a result of slavery. It is due to such a history that African Americans have been an inferior race in the US as most of the other races do not consider African Americans as belonging in the US. Such inferiority has resulted in a lack of privileges among African Americans.
For instance, African Americans often have a hard time accessing public resources or even funds as they are viewed as a lower race compared to others. The same.
Family Systems in Social Work PracticeFamilies are as unique as th.docx
Family Systems in Social Work Practice
Families are as unique as the individuals who form them. While you may utilize the same or similar techniques, while working with family systems (through the steps in the GIM and related practice skills), it is also important to recognize that each family has its own unique needs and experiences in the world. The empowerment perspective states that an essential aspect of working with individuals and families is to address their feelings of powerlessness and oppression. Empowerment is a process; and one part of that process is to gain an awareness of the oppressive structures evident in our society. Oppression, in the form of racism, sexism, classism, and homophobia, can impact a family’s quality of life and ability to thrive. Empowerment practice includes discussing potential societal barriers that may have contributed to the family’s concerns.
For this Discussion
, review this week’s Learning Resources. Select a diverse family system, such as a family with differences in sexual orientation, a family with differences in race or ethnicity, or a family with members who are managing a disability. Then, consider potential barriers they might encounter in society. Finally, think about how a social worker might address one of these barriers on an individual, family, organizational, group, or community level.
A brief description of the diverse family system you selected. Then explain a potential barrier they might encounter in society. Finally, explain one skill a social worker might use to address this barrier on an individual, family, organizational, group, or community level.
Please see the student exemplar that I have posted below as a guide when developing your main post this week.
The family system that I selected is a family with differences in race or ethnicity. There are a variety of factors that play a role when working with a family system with differences in race or ethnicity. It is a social worker’s “responsibility to recognize the importance of difference, including that of color, race, and culture, when working with diverse populations” (
Kirst
-Ashman & Hull, 2015, p. 387). These differences “directly affect life experiences and access to resources and power” (
Kirst
-Ashman & Hull, 2015, p. 387). One potential barrier that this family system may encounter in society is being viewed as inadequate or inferior.
Important skills a social worker may use to address this barrier is engagement and empathy. It is important to be able to connect with and understand clients on many different levels. In this case, it is crucial to engage with a client and understand the diversities they may face and learn about their culture. As a social worker, “empathizing with a family and its situation is important” (
Kirst
-Ashman & Hull, 2015, p. 388). Overall, being aware of a client’s differences and engaging with them would be beneficial for a social worker.
References
Kirst
-Ashman, K. K., & Hull, G. H., ...
Not separate but not equal
This document discusses racism in education and the impact of social justice. It defines key terms like social justice and racism. It notes that while children are entitled to equal access to quality education, the US has not achieved this in reality. Specifically, it discusses how lower expectations for minority students can negatively impact their opportunities and achievements. It also examines individual and institutional forms of racism in education. The document calls for steps to address problems in the public education system to uphold the intent of desegregation and create an equal system for all students.
Social Class In America
The document discusses social class in America. It states that social class can be defined as groups of people who relate to each other based on financial means, social status, and culture. Social class is usually classified into three groups: lower class, middle class, and upper class. The document then provides an example of a person who grew up in the middle class based on how their parents raised them and their family's financial status.
Teaching students who live in poverty
This presentation contains a brief overview of the definition and theories underlying poverty in the U.S. as well as methods for teaching students who live in poverty.
Ospi Sti Curriculum Update 09 09
This document summarizes a curriculum project aimed at teaching students in Washington State about tribal sovereignty. It provides an overview of the curriculum's vision, approach, organization, and goals. The curriculum is designed to teach students about tribal sovereignty and cultures in a way that is integrated into existing history and social studies classes. It provides lesson plans and materials accessible online. The goals are to ensure students understand key aspects of tribal sovereignty and local tribes by certain grade levels.
Similar to The characteristics and trends that are attributed to the u (20)
avalos, maria legacy of hope nfeasj se v34 n4 2016
avalos, maria legacy of hope nfeasj se v34 n4 2016
BSL 4000, Managing Diversity in Organizations 1 Cours.docx
BSL 4000, Managing Diversity in Organizations 1 Cours.docx
Teaching Cultural Competence A Closer Look at Racial and Eth.docx
Teaching Cultural Competence A Closer Look at Racial and Eth.docx
Response 1 Sociocultural Differences in Perspectives on Aging.docx
Response 1 Sociocultural Differences in Perspectives on Aging.docx
Glenn clement_e_the_diversity_dilemma_in_texas_and_the_nation
Glenn clement_e_the_diversity_dilemma_in_texas_and_the_nation
Glenn clement_e_the_diversity_dilemma_in_texas_and_the_nation
Glenn clement_e_the_diversity_dilemma_in_texas_and_the_nation
Glenn clement_e_the_diversity_dilemma_in_texas_and_the_nation
Glenn clement_e_the_diversity_dilemma_in_texas_and_the_nation
Complex Identities and Intersectionality Unit Three.docx
Complex Identities and Intersectionality Unit Three.docx
SOCW 6051 Week 2 JournalFor this Week’s Journal, complete the fol.docx
SOCW 6051 Week 2 JournalFor this Week’s Journal, complete the fol.docx
Family Systems in Social Work PracticeFamilies are as unique as th.docx
Family Systems in Social Work PracticeFamilies are as unique as th.docx
The characteristics and trends that are attributed to the u
- 1. The characteristics and trends that are attributed to the U.S. majority and Brazilian cultures are not presented as definitive descriptions of behavior, custom or practice manifested by every member of either society. Culture is a dynamic, constantly evolving, highly subjective phenomenon, and each individual within either culture may (or may not) demonstrate varying degrees of conformity with such characteristics or trends. Brazilian culture, in some crucial respects, is fundamentally different from that of the U.S. majority culture. According to Silvana Watson (2000), a Brazilian-American renowned for her expertise on the impact of culture on educational strategies, personal qualities such as independence (acting alone or standing apart from the crowd) and reward based entirely on effort, are not the qualities that Brazilians deem necessary for success. Brazilian’s are more impressed with those who have the means and personality to achieve results. This characteristic or ability is known as “jeito.” “The Brazilian hero does not exhibit merit; that hero exhibits natural gifts. The hero does not earn a place in society; that place is simply recognized” (p.59). The sense of entitlement that is assumed by those with material means or other forms of power (and conferred on them by those who do not) inevitably creates a more pronounced class structure that has its inherent bias. Even middle-class families have lifestyles that rely on employees (very cheap labor in comparison to the U.S.) to do most of the physical work involved in daily housekeeping chores (Watson, et al, 2000). “Manual labor is not valued in Brazilian culture” (p.66). This website is attempting to identify general patterns of conduct that may assist teachers in classrooms to understand their students’ knowledge base and learning styles, so as to be able to recognize and distinguish learning differences that can be attributed to cultural factors from those that are genuine disabilities. The contents of this website are NOT intended to create stereotypes, and each child should be considered unique.