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10 aspects of cultural identity
10 aspects of cultural identity
Multicultural counseling.Essays
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More handpicked essays just for you.
10 aspects of cultural identity
10 aspects of cultural identity
Multicultural counseling.Essays
Don’t take our word for it - see why 10 million students trust us with their essay needs.
The remedy, creating an identity safety. This remedy gives the impression of creating a zone, which you are not bothered by any kind of triggers from a stereotype threat. This remedy could be achieved, when "being of importance" is encourage, and it also helps, but not truly required, a multicultural setting, where there are no true minority of ethnicities. Steele gives a situation on how, one could create an identity safety, "California,[...] the breakdown of students ethnicities was 33 percent Latino, 32 percent African American, 17 percent white,[...] and where the vast majority of t he students came from low-income families"(179) and "we would observe teachers in their classroom and measure,[...] their practices and as many features of their classroom culture as we could,[...] then see which practices and features enabled their students to feel more identity safety" (180). They view a multicultural classroom, then observed the teachers performance and the role of culture in the classroom.
Some strategies that can be used to enrich children’s understanding and respect for cultural identities within the services community may include: - • providing activities and opportunities that engage other cultures These activities could be a culture celebration for a day or week such as Chinese New Year, St Patrick’s Day, Christmas etc., where the children could come dressed up as something that represents that particular culture i.e. dragon, leppricon, Noah etc. and play games that originated from that culture, do drawings of things found in that culture or read books at story time that give information and embraces the culture. • engaging parents and families to discuss cultural practices.
Who Are You? Shy, timid, quiet, modest, cautious, and hesitant are all words that anybody could describe Walter Mitty with. In his 2013 film, The Secret Life of Walter Mitty, director Ben Stiller shows the importance of identity. He does this through his search for negative 25. The main idea from this movie emphasizes how this timid little man found his identity.
The United States Army and West Point are dedicated to the respect of others and to respecting diversity. Each member of the Armed Forces is unique and his or her identity should be respected. Growing up as a military child, I have been exposed to all sorts of people and cultures that are different from my own. Furthermore, many of my classmates, teammates, and friends have come from different backgrounds and I have learned to work successfully with all people. From my experiences growing up around many different cultures of people and from working with them, I believe that I will be successful in working with any person at West Point and in the U.S. Army.
Cultural competence is an important key feature as a humanitarian aid worker due to the job requiring one to interact with different cultures and ethnicities. Previously at UMR, I have taken Ethics of Sociology where I learned how different cultures, classes, races and ethnicities are viewed by society and how it affects their health. Along with this course, I took CLI: Community Collabortory where I specifically researched ways to increase the diversity and inclusivity on campus. I met with multiple organizations, such as the Diversity Council, to learn how to help students accept and participate in other cultures. In my capstone next spring, I plan to take Drugs and Society to continue to understand how different cultures, classes, races and ethnicities perceive drug use and treatment.
The Office of Equity, Inclusion & Multicultural Affairs is also available on campus to help students identify and
As a woman of color, I believe it is essential that I become aware of my own biases in order to help individuals that have different beliefs, values, and cultural practices. When I was done completing the “Multicultural Counseling Competencies: A Self Examination” assessment, I became aware of my strengths, weaknesses, and areas where I need to grow as a future college counselor. To begin with, I notice that I questioned myself continuously whether I take the time to evaluate the limits of my competency when helping a student from a different cultural heritage from mine.
From experiences with my parents, and those growing up around me, our parents held a certain type of cultural capital, or societal resources, which garnered them knowledge sets and access to certain resources (Bourdieu, 1986). It is apparent that the educational system values the cultural capital students have gained from “white, middle or upper-class resources,” and considers those without these knowledges “deficient” (Yosso, 2005, p. 81). Within higher education, this may still be the case. In my experience as a Peer Advisor, I had a multitude of different students with varying identities.
In consideration of cultural counseling, social workers will provide interventions to help identify clients’ barriers and identify their family expectations and cultural assumptions that influence their life choices. This tie into helping the client identify ways and solutions when they want to go against their family or cultural expectations, but at the same time be respectful of the client’s overall cultural values and bring awareness to the client that their cultural values and racism may influence their aspirations. Afterwards, the social workers must counsel the client to encourage and promote
The Search for Nwoye’s Identity. Our lives leads us in different directions. Nwoye at first struggled with identity, but then he found himself through Christianity. For the first time he desired something other than satisfying his father.
2.2.5. Cultural diversity in Classroom: There are various cultural differences that teachers are likely to come across culturally diverse classrooms including Gender, Age, Cognition, Norms, beliefs, Primary language, Exceptionality, Cultural heritage, Socio-economic status, Opinions, ideas, Attitudes, Expectations, Behavioral styles, Geography, Learning styles, Communication Styles, Decision making styles, Ways of Communicating Non-verbally, Ways of Learning, Ways of Dealing with Conflict, Ways of Using Symbols and Approaches to completing tasks etc. According to Pratt-Johnson (2005), there are six basic cultural differences that teachers are likely to encounter in the culturally diverse classroom. Familiarity with these differences will begin
In the article ‘The Complexity of Identity - Who am I?’ , the author Beverly Tatum argues that the definition of identity for a person is laid down by the societal norms and not by one’s own conscious understanding of her or his existence. And these societal norms are the ones that are acceptable to the dominant group of the society. Any aspect of one’s identity that sets her or him apart from others is targeted by the dominants. Tatum has used the terms ‘dominants’ and ‘subordinates’.
(pg.80) Acknowledging and embracing a student’s racial or ethnic background is important, but it is just a piece of the educational puzzle. Effective teachers must be culturally responsive, with fine-tuned classroom management skills, and high expectations for all their students. It is crucial for an effective
IDEA lists three ways of being culturally skilled in the classroom. This includes the teacher being culturally alert in the class to connect the gap of learning about other ethnicities, learning to communicate to students in unwritten and non-vocal styles, and know the different views of the cultures, for example, skin-to skin contact, no communication, the clothing of the student, and simple gestures. This is important in my eyes because my school alone is very diverse, and I had my share of teachers that did not respect a certain students religion or culture. This upset me and made me want to learn more about different cultures and religions. It also leads me to want to work harder to become more culturally aware, and diverse for my future students and willing to do what I can to break down barriers that may be created by students of different cultures or religions.
How are the Socio-Cultural Issues of Social Disadvantage and Cultural Diversity Understood and Represented in the Australian Education System? Issues of social disadvantage, particularly those associated with socio-economic and cultural diversity, are still not adequately understood or represented in the Australian education system. A short investigation into this issue indicates that not only are students from lower socio-economic backgrounds and certain cultural backgrounds experiencing education inequity and struggling to achieve success, but that in addition the current education system may even be perpetuating this situation, and contributing to the alienation of these students (Ewing, 2013. p.73).