Chapter_5_Outline - Chapter 5 Sociocultural Diversity...

Info icon This preview shows pages 1–2. Sign up to view the full content.

View Full Document Right Arrow Icon
Chapter 5:  Sociocultural Diversity CULTURE AND ETHNICITY Culture Culture:  behavior patterns, beliefs of a group of people  Individualism vs. Collectivism Individualism values personal goals—US, Western cultures Collectivism values group goals—Eastern cultures- China, Japan, etc. Individualistic cultures have higher rates of suicide, drug abuse, crime,  divorce, child abuse, mental disorders, etc. Cross-Cultural Comparisons of Adolescents’ Time Use US adolescents have too much unstructured “free” time—negatively  impacts development Socioeconomic Status SES: categorize people based on economic, educational, and occupational  characteristics 17.8% children live below poverty line—rate is highest for children in female- headed households and for African Americans and Latinos Impoverished children have more adverse conditions/situations and less  resources, causing a negative impact on education.  They are more likely to have  young/inexperienced teachers; school facilities and supplies that are inadequate.  Teachers then to nurture, rather than expect academic progress/excellence.  It is  important to provide rigorous academics. Ethnicity Ethnicity: shared pattern of characteristics—nationality, race, religion, language,  culture Ethnic groups can be very diverse themselves Race: characterizing people by physiological characteristics—features, skin  color, etc. Ethnicity and Schools Segregation—still a reality SES- schools serving ethnic minorities also have few resources and tend  to use less qualified teachers than those serving a higher SES Prejudice, Discrimination, and Bias Diversity and Differences:  the challenge is to recognize diversity without bias Bilingualism
Image of page 1

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full Document Right Arrow Icon
Image of page 2
This is the end of the preview. Sign up to access the rest of the document.
  • Spring '08
  • MANGOLD,SUSANL
  • Gender Schema Theory, Ethnic groups, Multicultural Education, emotion Gender Controversy, Gender Stereotypes Masculine

{[ snackBarMessage ]}

What students are saying

  • Left Quote Icon

    As a current student on this bumpy collegiate pathway, I stumbled upon Course Hero, where I can find study resources for nearly all my courses, get online help from tutors 24/7, and even share my old projects, papers, and lecture notes with other students.

    Student Picture

    Kiran Temple University Fox School of Business ‘17, Course Hero Intern

  • Left Quote Icon

    I cannot even describe how much Course Hero helped me this summer. It’s truly become something I can always rely on and help me. In the end, I was not only able to survive summer classes, but I was able to thrive thanks to Course Hero.

    Student Picture

    Dana University of Pennsylvania ‘17, Course Hero Intern

  • Left Quote Icon

    The ability to access any university’s resources through Course Hero proved invaluable in my case. I was behind on Tulane coursework and actually used UCLA’s materials to help me move forward and get everything together on time.

    Student Picture

    Jill Tulane University ‘16, Course Hero Intern