...5 This chapter explores how racial and ethnic identity develops and how a sensitivity to this process can improve adult education. Racial and Ethnic Identity and Development Alicia Fedelina Chávez, Florence Guido-DiBrito Racial and ethnic identity are critical parts of the overall framework of individual and collective identity. For some especially visible and legally defined minority populations in the United States, racial and ethnic identity are manifested in very conscious ways. This manifestation is triggered most often by two conflicting social and cultural influences. First, deep conscious immersion into cultural traditions and values through religious, familial, neighborhood, and educational communities instills a positive sense of ethnic identity and confidence. Second, and in contrast, individuals often must filter ethnic identity through negative treatment and media messages received from others because of their race and ethnicity. These messages make it clear that people with minority status have a different ethnic make-up and one that is less than desirable within mainstream society. Others, especially white Americans, manifest ethnic and racial identity in mostly unconscious ways through their behaviors, values, beliefs, and assumptions. For them, ethnicity is usually invisible and unconscious because societal norms have been constructed around their racial, ethnic, and cultural frameworks, values, and priorities and then referred to as “standard...
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...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 Harvey, C. P., & Allard, M. J. (2009). Understanding and managing diversity (4th ed.). Upper Saddle River, NJ: Pearson. Schaefer, R. T. (2011). Racial and ethnic groups (12th ed.). Upper Saddle River, NJ: Pearson. All electronic materials are available on the student website. |Week One: Workplace Diversity | | |Details |Due |Points | |Objectives |Recognize the dimensions of diversity. | | | | |Differentiate the concept of inclusion from the concept of diversity. | | | |...
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...Abstract This paper discusses the underrepresentation of blacks in the accounting profession in light of the increasing demand for Certified Public Accountants (CPA). The paper ex- plores the various reasons why blacks are underrepresented in the accounting profession. Furthermore, the paper examines these reasons through the lens of race and ethnicity. The paper also synthesizes multiple sources regarding blacks’ underrepresentation in account- ing. Blacks are underrepresented in accounting because of internal and external factors linked to their ethnic identity. Many blacks feel that they do not belong to the accounting profession, and as a result, they rarely choose accounting as a career. Many CPA firms think that blacks are not capable of doing the job and delivering the superior results that clients expect. While the demand for new and diverse accounting talents is increasing in light of recent white-collar crimes committed by Bernie Madoff, Enron and WorldCom, blacks’ representation in the ac- counting field still remains low. Research has shown that blacks are under- represented in most American Certified Public Accountant (CPA) firms. There is much speculation as to why this is so. One reason might be that blacks have some personal qualities that cause them to enter the account- ing profession at a low rate. Some people might even wonder if society is still oppressive towards blacks years after the Civil Rights Movement of the 1960’s. The reasons why blacks are underrepresented...
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...Ethnic Themes Skylar Bandalan September 25, 2013 Instructor Solomon One point to remember when writing a comparative paper is that you have to know the material of whatever it is that is being paralleled. The theme I chose to write about is Race and Ethnicity. I am familiar with the theme and I also feel strongly about it which leads me to believe that I can do the topics justice. I chose What It’s Like to Be a Black Girl by Patricia Smith and Child of The Americas written by Aurora Levin Morales. These two authors may not share the same ethnicity; Smith being African American and Morales being Puerto Rican but they have experienced similar internal fights; cultural and personal identity struggles coupled with the need for social acceptance in their worlds. I also felt a personal connection with it seeing as how I am a mix of ethnicities, from Hawaiian, to Filipino, to Caucasian. In this comparative paper, I will discuss the similarities that both authors wrote about as well as the differences. When looking into the theme these two poems share, we can expand our understanding and in some way, reflect on it personally as I have. Both Smith and Morales explain so beautifully in their poems how difficult it was to grow up as young women who were not of Caucasian descent. They both lived completely different lives yet their struggles were comparable because they both suffered racial discrimination and in their writing explained how hard it was to live with what was decided...
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...24 (2000) 777–790 The relationship of ethnic identity and ego identity status among adolescents and young adults Curtis W. Branch*, Priti Tayal, Carla Triplett Columbia University, New York, USA Abstract A multi-ethnic sample of 248, ages 13–26, was used to examine the effects of age, gender, and ethnic group membership on ethnic identity and ego identity scores. Subjects were recruited from college and public schools in a large northeastern metropolitan area. The multigroup ethnic identity measure (MEIM) was used to assess ethnic identity and ego identity status was measured by the extended objective measure of ego identity status (EOMEIS). An age by ethnic group design was employed. Consistent findings of significant ethnic group differences in levels of ethnic identity were observed. Age and ethnic group were found to contribute differently to ethnic identity and ego identity status. The relationship between ethnic identity and ego identity status was found to be pronounced among subjects of color but not as dramatic as hypothesized. # 2000 Elsevier Science Ltd. All rights reserved. Keywords: Ego identity status; Ethnic identity; Adolescents; Adults 1. Introduction The ways adolescents attempt to resolve their identity crises are idiosyncratic to each individual and their life circumstances. Despite such diversity of approach to the ‘‘Who am I?’’ question, some variables seem to consistently contribute to the adolescent identity resolution process. Family type (one- vs...
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...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 Harvey, C. P., & Allard, M. J. (2009). Understanding and managing diversity (4th ed.). Upper Saddle River, NJ: Pearson. Schaefer, R. T. (2011). Racial and ethnic groups (12th ed.). Upper Saddle River, NJ: Pearson. All electronic materials are available on the student website. |Week...
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...the use of chemicals, which may include alcohol, drugs, and other substances that may affect normal physiologic or psychological processes, in an uncontrolled, compulsive way. It is often referred to as substance abuse. Substance abuse has been the subject of many a discussion, due to the adverse effect it has on human health, relationships, and many other spheres of human life. This paper will evaluate the incidence and prevalence of substance abuse in differing populations, with a special emphasis on African Americans. This paper will also review the steps of care that victims of chemical dependency are taken through in the rehabilitation program, with a focus on Africa American populations. Additionally, the paper will review the professional resources that are used in the treatment of chemical dependency victims among African Americans, and finally, the paper will explore the issues that impact treatment and recovery from chemical dependency among African Americans. African Americans and Chemical Dependency African Americans have historically been consistently ranked among the racial/ethnic groups with the highest rates of substance abuse. In recent years, however, the statistics seem to have improved when compared to overall ratings. According to Substance Abuse and Mental Health Services Administration (SAMHSA), alcohol use seems to be lowering among black adults. The rates among black adults were 44.3 percent against a national average of 55.2 percent. Binge alcohol...
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...the social construction of whiteness from a theoretical perspective, whites understanding themselves and their social status, in addition to the evolution of whiteness. Many studies have been undertaken on the social construction of whiteness. These studies shed a lot of light on the different perceptions on whiteness, gaps in research, areas of highest research interest, strengths and weaknesses of the various methodologies, and direction for future studies. In the study done by Hartmann, Gerteis, and Croll, the focus was on the theoretical aspects of whiteness studies. The findings led the researchers to estimate that in the United States, 15% of the population exhibit what may be called ‘categorical whiteness’ (404). The study by Hartmann, et.al, was carried out using data obtained during a recent national survey, which helped provide an empirical assessment of the theoretical underpinnings of whiteness studies (Hartmann, et.al 404). Three propositions regarding the awareness and conception of whites about their own racial status were analyzed. The propositions included: the understanding of racial privileges, the invisibility of the white identity, and adherence to individualistic and color-blind ideals. The findings turned out to be consistent with those previously spelled out in whiteness theories. Hartmann, et.al, discovered that white Americans are much less aware of privilege compared to individuals belonging to minority groups...
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...Feb. 11, 2016 Ethnic Studies Week 6 *Paper due in 3 weeks Immigration, Eugenics, White Ethnics, Mexican Americans U.S. Immigration Legislation (Tyner, 60) -1907: U.S. Japan Gentlemen’s Agreement -Denied entry to Japanese laborers -1917: Immigration Act -Denied entry to illiterates (meant to exclude Southern and Eastern Europeans) -Designated an “Asiatic Barred Zone” denying entry to people from the lands between India, Australia, and Japan 1924: Johnson-Reed Act (National Origins Act) -Promoted by the American eugenics movement -Designated to maintain national purity and security -America should remain a white, Protestant nation -All others must either assimilate or be relegated to a permanently inferior status. *Eugenics want to keep white/Anglo-Saxon -Product of scientific racism - Applied to Charles Darwin’s “survival of the fittest” theory to modern, industrial civilization (Social Darwinism) -1890s: popular with educated Americans concerned about an imminent “race suicide” due to low Anglo-Saxon birth rates -1903: American Breeders Association founded -1906: its Committee on Eugenics formed “to emphasize the value of superior blood and the menace to society of inferior blood.” -1908: first Eugenics Society (England) -1909: first professorial Chair in Eugenics established (University College, London) -By 1910: emergent international eugenics movement proclaimed itself “the science of human improvement through programs of controlled...
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...words, we are focusing on students whose background ethnicity represents Southeast Asian (Thai, Vietnamese, Laotian, Indonesian) and South Asian (Indian, Bengali, Pakistani) and so forth. We want to explore how various Asian ethnic groups identify socially and culturally with the term Asian American. We asked for written responses from Asian American students, who have these background ethnicities, to describe in their own words what being Asian American means to them. In addition, we walked around campus and interviewed several second-generation Asian Americans. In their explanations, we encouraged the students to explain if it was a struggle growing up in America, whether they have ever been a victim to stereotypes or discrimination and how they have dealt with it. We took these statements and compared them to the stereotypes placed immigrants of the 1900s. In addition to the interviews, we analyzed our finding with an article published by Jerry Park of Baylor University titled, “Second-Generation Asian American Pan-Ethnic Identify: Pluralized Meaning of a Racial Label” who did a similar study in four public universities, along with other readings from class. The term, Asian American, was formed as a significant symbolic move in constructing an ethnic identity for the pan-Asian community in the 1960s (Espiritu, 33). The term was created to identify the majority of Asian American immigrants, mainly Japanese, Chinese and Pilipino (Espiritu, 32-33). The beginning waves of Asian immigration...
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...Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists American Psychological Association Approved as APA Policy by the APA Council of Representatives, August, 2002 Copyright, American Psychological Association, 2002 Author Note: This document was approved as policy of the American Psychological Association (APA) by the APA Council of Representatives in August, 2002. This document was drafted by a joint Task Force of APA Divisions 17 (Counseling Psychology) and 45 (The Society for the Psychological Study of Ethnic Minority Issues). These guidelines have been in the process of development for 22 years, so many individuals and groups require acknowledgement. The Divisions 17/45 writing team for the present document included Nadya Fouad, PhD, Co-Chair, Patricia Arredondo, EdD, Co-Chair, Michael D’Andrea, EdD and Allen Ivey, EdD. These guidelines build on work related to multicultural counseling competencies by Division 17 (Sue et al., 1982) and the Association of Multicultural Counseling and Development (Arredondo et al., 1996; Sue, Arredondo, & McDavis, 1992). The Task Force acknowledges Allen Ivey, EdD, Thomas Parham, PhD, and Derald Wing Sue, PhD for their leadership related to the work on competencies. The Divisions 17/45 writing team for these guidelines was assisted in reviewing the relevant literature by Rod Goodyear, PhD, Jeffrey S. Mio, PhD, Ruperto (Toti) Perez, PhD, William Parham, PhD, and Derald Wing Sue...
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...resources and contacts in the new country prompted many of these immigrants to settle down in the place the first set down. These immigrants came from various parts of Italy they were scattered all around the US. This paper will look at the common menu of those Italian migrants and look at how it has involved in the community that is now known as the Italian-American. This essay will mainly try to address the significant issues of the process of ethnic identity. This paper will argue that the role of family is very important in advocating ethnic identity. The influence of a very rigid and traditional family institution helped the Italian immigrants whom in the end were known as Italian American to maintain their identity. This is fascinating because despite undergoing changes from generations to generations their tradition is still very much alive and important to them. The paper will further argue this point by looking, the transmission of ethnic consciousness amongst the Italian American. Last but not least we will look at the maintenance of ethnic group boundaries and most importantly, the role of food in such process. Overall, this essay aims to look at the evolution of the Italian migrants in America and how this has affected their everyday food. This paper will articulate all the forwarded arguments and try to answer the main question of whether Americanization disintegrated the original Italian culture and traditions amongst the migrants or have their community managed...
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...Now that you have selected a topic and generated ideas for your final paper, it is time to write a one-page proposal. This proposal should include your main idea, your plan in terms of research and writing approach, and any other information pertinent to your final paper. One of your sources for this paper will be a personal interview. Choose a person that knows you well (one of your parents, a family member, a friend, a former teacher, etc.) and interview them about your topic. You may quote your interviewee in your paper. Therefore, your proposal should include basic information about who you are interviewing. Make sure that your proposal clearly answers the following: (Integrate these answers in your paragraphs; don't make a list of your questions and answers.) What are you going to write about? Why did you choose this topic? Based on your topic, what are the main issues you will explore? What is the thesis (or the tentative thesis) of your final paper? Who are you interviewing for your paper? Why? What are your other sources? (Remember that there should be at least two sources in addition to your interview.) What do you intend to prove with this paper? What, in your view, is the relevance of your topic? I am going to write about being Asian and more specifically being Chinese in a particular part of the United States in the 21st century. I will explore the perception that some non-Chinese people have of Chinese people in the US and also explore...
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...based on distinctive sets of hereditary phenotypical features that distinguish varieties of mankind” (1986, p. 189). In Malaysia however, race is oftentimes used to mean ‘ethnicity’, which is incorrect as ethnic groups are sub-divisions of a particular racial stock differentiated by history and cultural practices (Rex and Mason, 1986, p. 189). Nevertheless, the concept of race is an important one in understanding how it has shaped the politics and society of Malaysia. In this essay I will explain how Malaysia’s colonial past and affirmative action policies has contributed to the formation of a society divided along racial lines and how that has created racial tensions among the ethnic groups of Malaysia. Malaysia which touts itself as a ‘plural society’ is a country constituted by different race/ethnic groups, the three largest being the Malay, Chinese and Indian groups. As of 2010, the Malaysian population consists of 28.3 million people, with 91.8% Malaysian citizens. The Malaysian citizens are made up of 67.4% bumiputera (translated as ‘son of the soil’, a group composed of predominantly ethnic Malays along with various other indigenous tribes and native groups), 24.6% Chinese, 7.3% Indians and 0.7% Others (Department of Statistics Malaysia, 2010). With so many different ethnic groups within a country, chances are that tensions are bound to arise a one point or another. Malaysia’s Colonial Past Malaysia’s colonial history is an important one as the colonial knowledge is the...
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...Three Abbreviated Research Plans Introduction Public health practitioner, when presented with a crisis, problem, or circumstances in the community can use the different research methods, such as quantitative, qualitative, or mixed methods. These advance plans of query explore not only potential clarification, but it explores different route that will conclude an exact treatment or intervention and influence an outcome. The three abbreviated research plans will be outlined in this paper, will provide possible clarification to the rising concerns in the U.S. on health disparities in to the people in the community that have limited or no health insurance that will prevent them from receiving adequate medication, health care, and the use of preventive measures such as diet and exercise (Walden, 2012). Strength and Limitation of Research Methods The two major strengths found in the quantitative research methods are that using the strategy of inquiry, the researcher have the chance to test and confirm presented theories about how and why incident happen and test theory assemble before the information is achieve to study a large number of people in a determined community or population (Creswell, 2009). The next strength of this research is that based on the findings, the investigator can make an overview when the composed information is based on casual samples of major size (Creswell, 2009). According to Creswell (2009), the strength for the qualitative methods is the data...
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