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Eth 125

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|[pic] |ETH/125 Syllabus |
| |Axia College/College of Humanities |
| |ETH/125 Version 6 |
| |Cultural Diversity |

Copyright © 2010, 2009, 2007 by University of Phoenix. All rights reserved.

Course Description

This course is designed to educate students about issues of race and ethnicity by presenting historical and modern perspectives on diversity in the United States, and by providing tools necessary to promote a respectful and inclusive society. Students will complete several activities that allow them to examine their own values in relation to the values of various other racial and ethnic communities.

Policies

Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents:

• University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum.

University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality.

Course Materials

Schaefer, R, T. (2006). Racial and ethnic groups (10th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.

Axia College’s Writing Style Handbook, available online at https://axiaecampus.phoenix.edu/Writing_Style_Handbook_AxiaUOP.pdf

All electronic materials are available on the student website.

Technical Support

Technical Support is available 24 hours a day, 365 days a year. Call 1-877-832-4867, or use the e-mail support form.
Answers to the most common issues are found in the Knowledge Base by clicking Help, found at the top of every student Web site.
Feedback

Each week, I will provide grades or scores and comments on your assignments. After I send feedback each week, I will post a notification in the Main forum. Feedback on Checkpoints will posted within 48 hours after the due date. Assignment Comments will be posted within seven days after the due date. Weekly Feedback will be posted within seven days of the end of the prior week.

|Week One: Race and Ethnicity: Key Concepts |
| |Details |Due |Points |
|Objectives |Recognize key terms and sociological concepts related to race and ethnicity. | | |
| |Describe subordinate group creation and consequences. | | |
|Course Preparation |Read the course description and objectives. |8/1 | |
| |Read the instructor’s biography and post your own. | | |
|Reading |Read Appendix A. | | |
|Reading |Read Ch. 1 of Racial and Ethnic Groups. | | |
|CheckPoint |Write a 200- to 300-word summary that answers the following questions: |8/2 |30 |
|Defining Race and Ethnicity | | | |
| |What do the terms race and ethnicity mean to you? | | |
| |Why are these concepts important to United States society? | | |
|CheckPoint |Resource: Ch. 1 of Racial and Ethnic Groups |8/4 |30 |
|The Sociology of Race and |Utilize Appendix B to match key terms with their correct descriptions. | | |
|Ethnicity |Post the completed Appendix B as an attachment. | | |
|Assignment |Resources: Ch. 1 of Racial and Ethnic Groups and the U.S. Census Bureau American Fact Finder |8/6 |70 |
|Journal Entry of a Subordinate|website at http://factfinder.census.gov | | |
|Group Member | | | |
| |Select one of the following subordinate groups from Ch. 1 of the text. Because the chapter | | |
| |does not list all subordinate groups, you may select any other group that has a documented | | |
| |history in the United States. | | |
| | | | |
| |Subordinate Groups: Native Americans, African Americans, Chinese Americans, Japanese | | |
| |Americans, Arab Americans, Filipino Americans, Korean Americans, Vietnamese Americans, Asian | | |
| |Indians, Hawaiians, Irish Americans, Polish Americans, Norwegian Americans, Jewish Americans,| | |
| |Cuban Americans, Mexican Americans, and Puerto Ricans. | | |
| | | | |
| |Identify and describe which, if any, of the following creation and consequence situations the| | |
| |group has faced: | | |
| | | | |
| |Creation: migration, annexation, or colonization | | |
| |Consequences: extermination, expulsion, secession, segregation, fusion, or assimilation | | |
| | | | |
| |Write a fictional, first-person account of the creation and consequence situations of a | | |
| |subordinate group in the United States in the form of a 700- to 1,050-word journal entry. | | |
| | | | |
| |Describe, as if you were a member of that subordinate group, where the group originated, how | | |
| |it came to the United States, and one or two locations in the United States where members of | | |
| |your group live. Be creative in your fictional descriptions, and accurate with your facts. | | |
| |Research your text, the Internet, or the University Library for information about your chosen| | |
| |group. Of particular usefulness is the People section of the U.S. Census Bureau American Fact| | |
| |Finder website at http://factfinder.census.gov | | |
| | | | |
| |Cite your sources consistent with APA guidelines. | | |
| | | | |
| |Post your journal entry as an attachment. | | |

|Week Two: Recognizing and Overcoming Prejudice |
| |Details |Due |Points |
|Objectives | | | |
| |Recognize how people are impacted by stereotypes. | | |
| |Prescribe methods for strengthening modern efforts to reduce prejudice. | | |
| |Recognize difficulties in analyzing prejudice. | | |
|Reading |Read Ch. 2 of Racial and Ethnic Groups. | | |
|Reading |Read Ch. 3 of Racial and Ethnic Groups. | | |
|Reading |Read Ch. 4 of Racial and Ethnic Groups. | | |
|Participation |Participate in class discussion. | |40 |
|Discussion Questions |Respond to weekly discussion questions. |8/8 |20 |
| | |8/11 | |
|CheckPoint |Complete the Harvard-Hosted Implicit Association Test (IAT) using the following instructions.|8/13 |30 |
|Implicit Association Test |The test should take about 10 minutes to complete. | | |
| | | | |
| |Navigate to the Project Implicit® home page at https://implicit.harvard.edu/implicit/ and | | |
| |click Demonstration. | | |
| |At the IAT home page, click on the Go to the Demonstration Tests link. | | |
| |At the Measure Your Attitudes page, find and click on the I wish to proceed link. | | |
| |You will be prompted to select a test. Take one of the following IAT tests: | | |
| | | | |
| |Race IAT | | |
| |Arab-Muslim IAT | | |
| |Native IAT | | |
| |Asian IAT | | |
| |Skin-tone IAT | | |
| | | | |
| |Post a 200- to 300-word summary that answers all of the following questions: | | |
| | | | |
| |What was the result of your IAT? Do you think that the test produced valid results in your | | |
| |case? | | |
| |In your opinion, is it difficult to accurately measure prejudice? Why or why not? | | |
| |Describe other measurements sociologists utilize to calculate prejudice. | | |

|Week Three: Countering Discrimination, Immigration in the United States |
| |Details |Due |Points |
|Objectives | | | |
| |Recognize sources of discrimination in your environment. | | |
| |Describe your personal cultural background. | | |
| |Associate being an immigrant to the United States with its inherent challenges. | | |
|CheckPoint |Resources: Ch. 4 of Racial and Ethnic Groups and the U.S. Citizenship and Immigration |8/17 |30 |
|Modern Challenges in |Services (USCIS) website at www.uscis.gov | | |
|Immigration | | | |
| |Browse through the USCIS website, paying special attention to immigration forms, fees, | | |
| |fingerprinting, services, and benefits. | | |
| | | | |
| |Select an immigrant group from Ch. 4 of the text. | | |
| | | | |
| |Imagine yourself as a current member of your selected group, and consider the following | | |
| |question: Would I want to immigrate to the United States, and why? Think about what opinion | | |
| |you would have of the immigration process, including naturalization, the costs, | | |
| |fingerprinting, and so forth. | | |
| | | | |
| |Consider whether the process would seem easy or difficult for you as an immigrant. After you | | |
| |have thought about your answers, proceed to the next step of this CheckPoint. | | |
| | | | |
| |Post a 200- to 300-word summary that answers all of the following questions: | | |
| | | | |
| |Should United States government policy favor certain kinds of immigrants? | | |
| | | | |
| |Should citizenship preference be given to the neediest applicants? The most talented? The | | |
| |most oppressed? The richest? | | |
| | | | |
| |Should applications from certain countries be given priority? (Feltey, 2006, p. 11) | | |
|Assignment |Resources: Racial and Ethnic Groups, the Internet, and the University Library |8/20 |80 |
|Ethnic Groups and | | | |
|Discrimination |Select an ethnic group to which you belong. If you identify with more than one group, choose | | |
| |the group with which you most identify or about which you would like to learn more. | | |
| | | | |
| |Write a 700- to 1,050-word essay in which you answer the following questions: | | |
| | | | |
| |Conduct research to determine if the group colonized or if it immigrated to the United | | |
| |States. Did the group face prejudice, segregation, racism, or any combination of the three? | | |
| |If so, how and why? Include your research findings in your essay. You may search through | | |
| |chapters of the text as part of your research. | | |
| | | | |
| |Was this group affected by any of the following forms of discrimination, or did it | | |
| |participate in any of the following forms of discrimination? If so, describe: | | |
| | | | |
| |Dual labor market | | |
| |Environmental justice issues | | |
| |Affirmative action | | |
| |Redlining | | |
| |Double jeopardy | | |
| |Institutional discrimination | | |
| |Reverse discrimination | | |
| |Glass ceiling, glass walls, or glass escalator | | |
| | | | |
| |Do you culturally identify more with the ethnic group you examined, with United States | | |
| |mainstream culture, or with both equally? | | |
| | | | |
| |Format your essay consistent with APA guidelines. | | |
| | | | |
| |Post your paper as an attachment. | | |

|Week Four: African American Group Progress, Modern African American Dynamics |
| |Details |Due |Points |
|Objectives | | | |
| |Describe the effects of slavery on modern America. | | |
| |Associate African American leaders and groups with their successes of the Civil Rights and | | |
| |Black Power movements. | | |
| |Weigh persisting social inequities endured by African Americans. | | |
|Reading |Read Ch. 7 of Racial and Ethnic Groups. | | |
|Reading |Read Ch. 8 of Racial and Ethnic Groups. | | |
|Reading |Read Ch. 11 of Racial and Ethnic Groups. | | |
|Participation |Participate in class discussion. | |40 |
|Discussion Questions |Respond to weekly discussion questions. |8/22 |20 |
| | |8/25 | |
|CheckPoint |Research Ch. 7 of the text and Appendix C to identify events and leaders of the Civil Rights |8/27 |30 |
|Leaders and Legislation of the|and Black Power movements and their contributions to their respective causes. | | |
|Civil Rights and Black Power | | | |
|Movements |Complete both Parts I and II of Appendix C. | | |
| | | | |
| |Post the completed Appendix C as an attachment. | | |

|Week Five: Muslim and Arab Americans |
| |Details |Due |Points |
|Objectives | | | |
| |Describe the impact of Orientalism on Muslim and Arab Americans. | | |
| |Identify causes of prejudice and discrimination against Muslim and Arab Americans. | | |
| |Compare and contrast United States-centric views of Muslim and Arab Americans with United | | |
| |States-centric views of Christian Americans. | | |
|CheckPoint |Resource: Appendix D |8/31 |30 |
|Characteristics of |Post a 200- to 300-word response in which you complete the following: | | |
|Orientalism, Prejudice, and | | | |
|Discrimination |Explain the difference between Muslims and Arabs. | | |
| | | | |
| |According to research and news reports within the past 2 years, what are some of the changes | | |
| |the United States has made to policies concerning the treatment of Muslim and Arabic members | | |
| |of society? | | |
| | | | |
| |List two to three characteristics of Orientalism. How may Orientalism and prejudice | | |
| |contribute to hate crimes against these groups? | | |
| | | | |
| |What may individuals do to promote tolerance and reduce prejudice in their towns and cities? | | |
| |For ideas, visit the Teaching Tolerance website at http://www.tolerance.org, and the Southern| | |
| |Poverty Law Center website at http://www.splcenter.org. | | |
|Assignment |Provide a copy of Appendix D to a friend or family member and ask that person to complete the|9/3 |80 |
|United States-Centric Views |table contained therein. In doing so, your chosen participant will consider what he or she | | |
|Comparison |thinks are the common United States-centric viewpoints on Muslim and Arab American and | | |
| |Christian American groups. Ask your participant to return their completed appendix at least 1| | |
| |day before this assignment is due. | | |
| | | | |
| |Complete a duplicate copy of Appendix D, following the same directions as your participant. | | |
| | | | |
| |Write a 350- to 500-word summary in which you compare and contrast your participant’s answers| | |
| |with your own answers, and address the following questions: | | |
| | | | |
| |How are your table answers similar? How are they different? | | |
| | | | |
| |Do either tables list descriptors in the Both Groups category? Describe. | | |
| | | | |
| |From either or both tables, name one or two descriptors that you think represent true facts | | |
| |about each group and one or two descriptors that you think are false. | | |
| | | | |
| |How do you think an average American’s perceptions of each group are created? | | |
| | | | |
| |Post your summary and both completed copies of Appendix D as Microsoft® Word attachments in | | |
| |your Assignments Section. | | |

|Week Six: Native American Cultures |
| |Details |Due |Points |
|Objectives | | | |
| |Evaluate the overall effectiveness of Native American organizations in the advancement of | | |
| |their people’s needs. | | |
| |Recognize how key policies shape the relationship between tribal Native Americans and the | | |
| |federal government. | | |
| |Differentiate among causes of tribal poverty and prosperity. | | |
| |Describe levels of Native American assimilation within mainstream society. | | |
|Reading |Read Ch. 6 of Racial and Ethnic Groups. | | |
|Reading |Read Ch. 9 of Racial and Ethnic Groups. | | |
|Reading |Read Ch. 10 of Racial and Ethnic Groups. | | |
|Participation |Participate in class discussion. | |40 |
|Discussion Questions |Respond to weekly discussion questions. |9/5 |20 |
| | |9/8 | |
|CheckPoint |Resources: National Congress of American Indians website http://www.ncai.org and the Indian |9/10 |30 |
|Legislation Legacy |Country Today website at http://www.indiancountry.com | | |
| | | | |
| |Post a 200- to 300-word summary of a current issue between Native Americans and the federal | | |
| |government. Identify the legislation that you think is linked to the issue, and explain why | | |
| |you think there is a connection. Consult the National Congress of American Indians website, | | |
| |the Indian Country Today newspaper, or another online source for examples of pertinent | | |
| |issues. | | |

|Week Seven: Hispanic American Diversity |
| |Details |Due |Points |
|Objectives | | | |
| |Describe cultural interests important to modern Hispanic Americans. | | |
| |Give examples of diversity among Hispanic American groups. | | |
|CheckPoint |Resources: Racial and Ethnic Groups, the Internet, and the University Library |9/14 |30 |
|The Official Language Movement| | | |
| |Investigate the official language movement, which is an important Hispanic American cultural | | |
| |interest, described on pp. 243–244 of the text by researching bilingualism in education and | | |
| |politics in the United States. Find four to six credible websites or articles that support, | | |
| |oppose, or present information about bilingualism in education or politics. Most sources will| | |
| |focus exclusively on either topic of education or politics; therefore, try to find at least | | |
| |two sources per topic. | | |
| | | | |
| |Write one paragraph about each source, summarizing the main points presented. | | |
| | | | |
| |Provide APA-formatted reference citations. | | |
| | | | |
| |Submit all of your summaries in a 200- to 300-word post. | | |
|Assignment |Resources: Racial and Ethnic Groups, the University Library, and the Internet |9/17 |80 |
|Hispanic American Diversity | | | |
| |Write a 1,050- to 1,400-word research paper in which you identify the linguistic, political, | | |
| |social, economic, religious, and familial conventions or statuses of four Hispanic groups | | |
| |living in the United States. Your paper must address Mexican Americans, Puerto Ricans, and | | |
| |two groups of your choice from Ch. 9 of the text. | | |
| | | | |
| |Dedicate an equal portion of your paper to each Hispanic group. | | |
| | | | |
| |Conclude your essay by summarizing major differences and commonalties apparent among the | | |
| |groups. | | |
| | | | |
| |Format your paper consistent with APA guidelines. | | |
| | | | |
| |Post your paper as an attachment. | | |

|Week Eight: Asian American Relations |
| |Details |Due |Points |
|Objectives | | | |
| |Recognize the cultural makeup of Asian American and Asian Pacific Islander minority groups | | |
| |present in United States society. | | |
| |Compare and contrast the cultural experiences of Chinese and Japanese Americans. | | |
|Reading |Read Ch. 12 of Racial and Ethnic Groups. | | |
|Reading |Read Ch. 13 of Racial and Ethnic Groups. | | |
|Participation |Participate in class discussion. | |40 |
|Discussion Questions |Respond to weekly discussion questions. |9/19 |20 |
| | |9/22 | |
|CheckPoint |Complete the matrix in Appendix E using information from the Asian Pacific American Heritage |9/24 |30 |
|Asian Americans According to |Month press release located under the Materials tab on the student website. | | |
|the U.S. Census Bureau | | | |
| |Post the completed Appendix E as an attachment. | | |

|Week Nine: Core Concept Application |
| |Details |Due |Points |
|Objectives | | | |
| |Describe the effects of the expansion of race and ethnicity on United States society. | | |
|Capstone CheckPoint |Write a 200- to 300-word summary that answers all of the following questions: |9/29 |30 |
| | | | |
| |What information about race and ethnicity in the United States has helped you better | | |
| |understand or relate to specific minority groups? | | |
| | | | |
| |Have you learned something new about your own cultural history? | | |
| | | | |
| |Trends in immigration will continue to shape the face of the United States. What will this | | |
| |face look like in the year 2050? | | |
| | | | |
| |How might the country best prepare for the changing race and ethnicity of its current and | | |
| |future citizens? | | |
|Final Project |Resource: Appendix A. |10/2 |150 |
|Race and Your Community | | | |
| |Write a 1,400- to 1,750-word autobiographical research paper that analyzes the influences of | | |
| |race as it relates to your community. In your paper, write your first-person account of how | | |
| |human interactions in your community have been racialized. For the community, you may | | |
| |consider relations within your neighborhood, local government, service groups, clubs, | | |
| |schools, workplace, or any environment of which you are a part. | | |
| | | | |
| |Answer the following questions and provide examples: | | |
| | | | |
| |Do members of your community look like you? In what ways do they look the same or different? | | |
| | | | |
| |How do leaders within your community treat people who are like you? How do they treat people | | |
| |who are different? | | |
| | | | |
| |How do other members of your community treat people who are like you? How do they treat | | |
| |people who are different? | | |
| | | | |
| |Do your texts or work manuals contain information by or about people like you? | | |
| | | | |
| |Do the local media represent people like you? If so, in what ways? | | |
| | | | |
| |What are some similarities and differences between you and the people who are in leadership | | |
| |positions in your community? Do you think minority group interests are represented within | | |
| |your community? | | |
| | | | |
| |If you could resolve any inequities within your community, what would you change? How and | | |
| |why? | | |
| | | | |
| |Which main concepts from the text relate to race? Apply some of these concepts to your | | |
| |project. | | |
| | | | |
| |Include the following elements in your paper: | | |
| | | | |
| |The thesis addresses racial issues in your local community. | | |
| | | | |
| |The content is comprehensive and accurate. | | |
| | | | |
| |The paper itself draws on your personal experiences with and opinions about cultural | | |
| |diversity in your community. | | |
| | | | |
| |Three sources are used, and one source is a community member, leader, or representative from | | |
| |a local community organization. | | |
| | | | |
| |The paper is written in first-person point of view, with an autobiographical approach. | | |
| | | | |
| |Text concepts are applied to your observations. | | |
| |Assignment questions are answered. | | |
| | | | |
| |The paper includes perspectives from supporting sources. | | |
| | | | |
| |The conclusion is logical, flows from the body of the paper, and reviews the major points. | | |
| | | | |
| |Paragraph transitions are present. | | |
| | | | |
| |The tone is appropriate. | | |
| | | | |
| |Sentences are well-constructed. | | |
| | | | |
| |The paper, title page, and references follow APA guidelines. | | |
| | | | |
| |Rules of grammar, usage, and punctuation are followed. | | |
| | | | |
| |Spelling is correct. | | |
| | | | |
| |Post your completed research as an attachment. | | |

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...Diversity of Hispanic Minorities in America Diversity of Hispanic Minorities in America The American soil has experienced centuries of Spanish inhabitants beginning with the legendary explorers during the 15th century. Hispanic visitors of this decade have not traveled from the European nations; they are from Mexico and islands South of Florida. The inhabitants of Mexico, Haiti, Puerto Rico, and The Dominican Republic have entered the United States both legally and illegally in search of a better life. The largest group of Hispanic immigrants is the Mexicans. The Mexicans represented 66.9% of the Hispanic population of the United States in 2002 (Schaefer, 2006, p. 236). Census figures confirm that 69% of illegal aliens inhabiting America in 2009 entered from Mexico. If fact, nearly one out of ten Mexicans currently resides in the United States (Terrazas, 2010). The linguistic choices of Mexican immigrants are 23% English dominant, 26% English and Spanis- speaking, and 51% Spanish (Schaefer, 2006, p. 241) The language barriers lead to inadequate schooling and less chance for economic advancement. Over half of Mexican immigrants entering America have not graduated high school or obtained proper documentation for employment; this leads to employment of most in unskilled fields. With less than 6% of immigrants earning a college degree, few immigrants qualify for professional positions (Buffington, 2011). Most Mexican immigrant males find employment as factory or construction...

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Eth 125

...Living in Watervliet was an adjustment. From the moment we moved there, we realized we had to adjust our way (myself, wife and son) of thinking and the way we viewed people. The neighborhood was no longer the brown African American faces we had become accustom to, now the brown faces were that of people of Arab descent and a lot of white faces. Our first couple of days in the neighborhood, we were greeted with “hello” and “welcome to the neighborhood” by most, some even stopped by to drop off baked items. We felt more and more comfortable as the weeks went on and we became more acclimated to the area. Its wasn’t until we got our son settled into school that started to realize that the seemingly cozy neighborhood was actually struggling with races and religion issues that should have long been settled. As I became closer to my neighbors, we developed a close friendship with a community member named David and his family. They were born in Iraq, and moved to the United States in the early 70’s, they spoke English with a slight accent, but had adjusted to the way of American culture for the most part. After visiting their home I noticed that they were Muslim, as David and his wife and children would leave to go pray at particular times through the day. In talking I found that David had nowhere to pray, there were churches all around, but none served the religious beliefs of any one who wasn’t Catholic or Christian. David had told me that his children also were not allowed to pray...

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Eth 125

...University of Phoenix Material Leslie Maxwell kennasnana@email.phoenix.edu May 13, 2012 Appendix B Part I Define the following terms: Term Definition Stereotypes Stereotypes are oversimplified beliefs in a particular group of people. Stereotypes are usually based on race, ethnicity, or gender. Someone that is judged by their membership in a group instead of on their own individual differences. Prejudice An opinion of belief learned from environmental factors such as friends, relatives, and mass media. Though there are many theories about prejudices and how they are created and approached, most believe that prejudices are taught from a very young age. Labeling theory The labeling theory is the belief that the view of deviance according to which being labeled as a "deviant" leads a person to engage in deviant behavior. The labeling theory explains why people’s behavior clashes with social norms. A person that is labeled may incorporate the label into his/her self-concept. Part II Select three of the identity categories below and name or describe at least 3 related stereotypes for each: • Race • Ethnicity • Religion • Gender • Sexual orientation • Age • Disability Category Stereotype 1 Stereotype 2 Stereotype 3 Race All African Americans are good at sports. All Americans are lazy and obese. All Mexicans are illegal aliens. Ethnicity All Arabs or Muslims are terrorists. All Jews are greedy. All...

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Eth 125 Final

...ETH 125 Final Project ETH 125 ETH 125 Final Project There are a lot of issues we face as a nation. There are so many, that often times you wonder if any of them will actually see a resolution. Americans everyday face very real issues of poverty, employment, security, and education. None of these issues are to be taken too lightly. One of the most important issues off all, though, is diversity. The equal treatment of all citizens either born in, or immigrated to, America. A lot of strides have been made over the course of America’s history. Diversity, and equal treatment of Americans, has to be one of the top priorities for everyone. Over the course of time, I have had a lot of interaction with different cultures. We have lived in Japan, America, and Europe. All of which provide very different cultures to learn and experience. One thing I have learned is to always keep an open mind. When you approach another culture with a closed mind that is when stereotypes take shape. I also learned to evaluate the history of your own people and their struggles. A lot of times, even though we may look different, we have all had very similar struggles throughout the course of history. Women have had the same struggles as African Americans when it comes to basic civil liberties. The same applies to Gay, Lesbian, Bisexual, and Transgender people. As you look at the different racial and gender groups, you do see a lot of similarities. You also learn some new things about their histories...

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Eth 125

...University of Phoenix Material Appendix E Part I Define the following terms: Term Definition Racial formation process where individuals are divided and categorized by mutable rules into different racial categories Segregation the act of separating individuals from a main body or group De jure segregation Segregation or isolation of individuals from a main group which is imposed by law. Pluralism where different groups culturally, ethnically or religiously are | | |present and are tolerated in a given society. Assimilation To adapt or conform one’s self to a new different environment Part II Answer the following questions in 150 to 350 words each: • Throughout most of U.S. history in most locations, what race has been the majority? What is the common ancestral background of most members of this group? I would have to say that throughout history in the U.S., the “white” race has been the majority. I believe that this is because of their ancestral background. I believe that the Europeans came her to America looking for a better opportunity of life, then came the other races; so I feel that the Europeans started off as the majority. I • What are some of the larger racial minorities in U.S. history? What have been the common ancestral backgrounds of each of these groups? When did each become a significant or notable minority group? • In what ways have laws been used to enforce discrimination?...

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Eth 125

...Islam is the second largest religion in the world. Islam has many beliefs and values. They believe in Allah and praying five times a day. Some of their rules that they must follow are, any wealth obtained from illegal or criminal means. The practice of gambling, be it money or property or any object. The practice of taking interest or usury. Drinking or consuming alcohol in any form. Taking drugs. Eating the flesh and products obtained from pigs or swine. Eating the flesh of dead animals or carcasses. Eating flesh of carnivorous beasts and birds of prey. Eating flesh of an animal that has not been killed in the name of Allah (http://www.buzzle.com/articles/islamic-beliefs-and-practices.html). In order to submit to Allah, the Islam region has to perform certain duties to Allah and fellow members. The duties to Allah are; Prayer, Fasting, and Pilgrimage to Makka. The duties to their members is to spend their resources, time, energy, money, etc. for the welfare of others, to give a part of one's wealth to help those in need (known as giving zakaat, a charity-tax). They believe in doing at least one good deed a day. Islam believe that Black people were the first race. With this belief Islam also had a role in shaping America’s Culture. The Nation of Islam (NOI) was the largest organization. It taught a form of Islam, promoting Black supremacy and labeling White people as "devils". Malcolm X was one of the most influential leaders of the NOI, he wanted complete separation of Blacks...

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Eth 125

...Associate Program Material Michelle Mora Milwaukee, WI Date: 6-13-13 Diversity Worksheet Answer each question in 50 to 150 words. Provide citations for all the sources you use. 1. What is diversity? Why is diversity valued? Diversity is refer to race, religion, color, gender, disability, age and more. Diversity is valued because is a condition of being different and unique. Diversity Help us respect and learn from others. 2. What is ethnocentrism? In what ways can ethnocentrism be detrimental to a society? Ethnocentrism is when a culture judges another culture for their values and standards. Ethnocentrism to a society has positive and negatives. The positive of ethnocentrism It helps people to be confident and self-esteem understand of ourselves and most important the psychological sense of well being. The negative effects exist. Pride and disrespectful can be major points in the negatively of ethnocentrism. It can also give false opinion about difference of cultures that can lead to falsified communication between the majority. 3. Define emigration and immigration. Emigration is when a person leaves the country to settle in another. Immigration is when a person comes into a new country . Migration is the general term used to described any transfer of population. 4. What are some of the ways groups of people are identified? Race, Ethnicity, Religious and Gender. Each society defines what its finds obvious. In race, obvious would mean...

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Final for Eth.125

...Final Project Brianna Bradshaw ETH/125 Katria Haynes-Jenkins University of Phoenix September 1, 2013 Diversity is a challenging topic for me to argue, because there is so much to it. It can be both beneficial and challenging; it varies in characteristics, understanding, effectiveness to others, and acceptability from place to place as well as being an extremely debatable subject due to the variety of challenges and benefits involved. Most of the information about diversity in the United States that has helped me to better understand or relate to others in ways that I did not in the past was all mostly learned through this class’s material, however a great deal of personal experiences has been a huge contributor. Some of what I have learned is how to be more sensitive and less offensive toward others. Diversity can come in many forms: variations of race, religion, gender, sexual orientation, customs, style, and age; almost anything that sets people apart and creates difference amongst a population or area. Whether people recognize it or not, diversity is everywhere. Nobody is exactly alike; everyone is different in some way or another. So many people are against the idea of diversity because they believe that one specific “group” is dominant over others, but what they don’t consider is how even the people within their own group are all different, too, in other ways. That is what I have learned about diversity: it comes in many forms and tends to be very controversial...

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Eth 125 Final

...Final Project Nathan Schmidt ETH/125 December 22, 2013 Howard Snider Final Project There was a great deal of new information about diversity available during this course. There was never had much of a chance to learn about other cultures considering the current environment. Growing up in Salt Lake City Utah, which is almost entirely Caucasian, particularly in the more wealthy areas, diversity in cultural and racial systems was almost non-existent. The area is also not very mixed religiously, being almost entirely dominated by the Mormon Church. People of the catholic faith are in the minority in the area. This can give a point of view on discrimination that is not as common among Caucasian males as it is among females and people of other races in the United States. The interest in history meant that there was a great deal of familiarity with the history of discrimination, but the realization that many of those struggles still persist today was never appreciated. Learning more about the current conditions of the various races, particularly the difference in salary has helped foster the understanding that discrimination is still very present in today’s society. The presence of discrimination has also helped with understanding the current situation. As part of the racial, cultural, and gender benefited groups, there was no real discriminatory experience related to these aspects, but struggles with disability and membership in the religious minority makes this a...

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Eth 125 Final

...Race and Your Community: Knoxville, Tennessee John Smith Date Aixa College ETH 125 The community of Knoxville is extremely small. A larger amount of the Tennessee population consists of several minority groups. Within my location the residency is composed of mostly Blacks and Whites; I have recently found out that the two groups do not have much differences between the two. As there have been identified, there are several differences between these two groups and the Hispanics, Asians, and Filipinos. Traveling through the City of Knoxville, it is easily noticeable and obvious that the Whites and Blacks are obligated to a higher standard of living; the nicer vehicles and larger houses is the proof of this statement. Throughout the city of Knoxville, I have experienced that although there are numerous differences that are easily noticeable between the different races and ethnicities, the unifying of all groups occur when required because of our common ethics and principles. Each group within the community to which I were raised, correlate and empathize in contradictory ways; however, a general respect for another is displayed by all and the thoughtfulness for each person throughout the community’s miscellaneous ways of living are revealed. Within my community, there is a resemblance bearded of me in observations to color as an outcome of me being white and residing within a community in which many of the residents are of the black...

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