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It looks like your browser needs updating. For the best experience on Quizlet, please update your browser. Learn More Yes, because United States has a wide ethnicity, race, and cultural diversity. Learn More. You are caring for a male Native American patient who just came from surgery.He would be described as an Atheist The most common system of health care in the U.S. is the Western System, which beliefs. Uses drugs, radiation, and surgery Different cultures have different beliefs about health care. It is important for the healthcare provider to remember what.What does this mean.What should you do to show support for his spiritual beliefs during clergy visits. Allow privacy during clergy visits What word would best describe the use of alternative therapies in the U.S. today? increasing A movie shows a Greek man who is ethnocentric, which means the man believes that.Out of respect for the patient's culture, the healthcare worker knows what.The therapist does not find this unusual and understands that most Hispanic Americans are what.This behavior would not be unusual for what type of family organization.You understand this is because the grandparents are part of the patients.You would consider this to be an issue of culture if the patient is what type of culture.German American Families Kara has experienced a great deal of acculturation since moving to America. This means that Kara. Talks and dresses like American families In the past, people who came to the U.S. adopted the ways of the dominant culture. In the U.S. today, cultural differences are.This means that Alisha is.Sun Kim was born and raised in Charlotte. To what ethnic group does Sun Kim belong in.She does not attend any church or faith-based services. Ann's belief is best described as. True True or False: Culture is defined as the values, beliefs, languages, symbols, behaviors, and customs unique to a particular group of people.
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True True or False: Family relations, child rearing, education, occupational choice, social interactions, religious beliefs, food preferences, and health care are all influenced by culture. True True or False: Culture is uniform among all members within a cultural group. False True or False: Race determines most of the behaviors and beliefs of an individual. False True or False: Different races are present in most ethnic groups. True True or False: The United States is an excellent example of cultural assimilation. False True or False: Every individual has and will continue to create new and changing blends of values and beliefs. True True or False: Every individual is prejudiced to some degree. True True or False: Family structure affects care of children, the sick, and the elderly. True True or False: Family members should not be allowed to care for a patient who is hospitalized. False True or False: Most women prefer more personal space and will stand farther apart than men while communicating. False True or False: Lack of eye contact can indicate respect. False True or False: Every individual has the right to choose the type of health care system and method of treatment he or she feels is best. True True or False: To determine a patient's health care preferences, the health care provider should talk with the patient and ask questions. True True or False: Spirituality is an organized system of beliefs determined by a specific religion. False True or False: Believers in the Christian Science and Hindu religions do not permit organ donation. False True or False: Religious beliefs can determine health care beliefs. True True or False: Abortion and birth control are prohibited in the Episcopal religion. False True or False: A health care worker must have some awareness of different religious beliefs in order to care for patients in a holistic manner. True True or False: The key to respecting cultural diversity is to regard each person as a unique individual.
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True True or False: All individuals adopt beliefs and form a pattern of behavior based on culture, ethnicity, race, life, experience, and religion. True True or False: Some individuals will not express pain verbally. True True or False: Statistics from the U.S. Census Bureau verify that more than 20 of the population under age 65 speaks a language other than English at home. True True or False: Most patients appreciate it when a health care worker can speak even a few words of their language. True True or False: Always be alert to a patient's verbal and nonverbal communication as well as inconsistencies between them. True True or False: Health care workers must use touch and invade personal space to give many types of care. Holistic Care Short answer: List 5 aspects of cultural diversity a health care worker may encounter. Family organization, language, personal space, touching, eye contact Short answer: Identify two cultures which may believe that tolerating pain is a sign of strength or that pain must be accepted and endured silently. Asian, South Africa Short answer: What is the most common health car system in the United States. Listen to patients as they express their beliefs; appreciate differences in people; recognize and avoid bias, prejudice, and stereotyping; allow patients to practice and express their beliefs as much as possible; recognize and promote the patient's positive interactions with family. The problem of difference involves: Always more than one group because the problem of difference is based on relationships between social groups. To solve the problems associated with difference, people occupying privileged positions must: make the problem of difference their problem. Reclaiming these and other words involves recognizing: That these words are not labels to attach to persons but concepts that name social realities people participate in. Anderson and Hill-Collins ask their readers to think about race, class, and gender as: Systems of power.
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The study of race, class, and gender is about: None of the above Knowledge: Provides an orientation to the world. Tends to look at the interrelationships among race, class, and gender. According to Takaki's analysis of history, America: has always been multicultural. According to Takaki, the cab driver he spoke with expressed a widely shared sense of history that views American as: European in its ancestry. According to Takaki, the Chicano experience is unique in that: their presence in the United States is the result of colonization and immigration. According to Takaki, the encounters between Indians and Whites: shaped the course of race relations in America. Takaki maintains that the history and influence of all groups in America: offer a concreteness to the founding national principle of equality. The author thinks that the need for unity is often misnamed as a need for: homogeneity What is the most serious threat to the mobilization of women's power, according to Lorde. Ignoring the differences of race between women Who are the lowest paid wage earners in America. Socially constructed reality is so powerful because: What we assign meaning to takes on a force of its own, hiding its true causes. White privilege Peggy McIntosh argues that recognizing White privilege challenges: the notion that an individual's experience is based solely on his or her own merit.Each has this (these) feature(s): All of the above Which of these patterns on poverty is (are) correct. In recent years, poverty has risen most among Hispanics. Color-blind racism is: A new form of racism that assumes race no longer matters. To understand class as a social structure, it is important to think of class as: A series of relationships that shape social institutions and relationships among people. Gendered institutions refer to: A total pattern of gender relations present in ideas, practices, and in the distribution of power in institutions.
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Laotian American What kind of labor has been viewed as outside the main business of capitalism.Cutting jobs to raise profits is a form of: violent and hegemonic masculinity. Violence Aggressiveness, decisiveness, competition, a focus on winning and defeating the enemy, and taking of territory from others are characteristics of: all of these answers are correct. Masculinities: shift with other social changes. Patrick's day is an example of: symbolic ethnicity. Maxine Baca Zinn, Pierrette Hondagneu-Sotelo, and Michael Messner argue it is possible to make good generalizations about women and men. But these generalizations should be drawn carefully, by always asking the question(s): Which women. Reject their own masculinity Social Institutions are: The established societal patterns of behavior organized around particular purposes. White men Which group is most likely to hold subprime mortgages.Dill tells us that African American, Chinese American, and Chicano women had which of the following in common during the eighteenth and nineteenth centuries. They all had to work outside the home for wages, as well as inside the home raising children and caring for husbands. According to Dill, which of the following was true with regard to Chinese American families of the eighteenth and nineteenth centuries.Their required participation in the labor force denied them the status of socially acceptable women, wives, and mothers. Weston believes gay, or chosen, families cannot be understood apart from the families lesbians and gay men call: biological, blood or straight. According to Weston, to assert that straight people naturally have access to family, while gay people are destined to move toward a life of solitude and loneliness, is to: tie kinship closely to procreation. According to Weston, a lesbian or gay identity has been portrayed as a rejection of: the family and a departure from kinship.
The majority of drug users and dealers nationwide are: White The majority of people in prison for drug offenses are: Black and Latino According to Alexander, patterns of drug crime do not explain: glaring racial disparities in the criminal justice system. What is responsible for the 'prison boom' according to Alexander. Family and Medical Leave Act (1993) Which group takes the least amount of maternity leave during pregnancy and childbirth. Learn More He would be describes as an.It is important for the health care provider to remember what.She does not attend any church or faith based systems. Ann's beliefs are best described as.What does this mean.What should you do to show support for his spiritual beliefs during clergy visits.Out of respect for the patients culture, the health care works knows what.The therapist does not find this unusual and understand that most hispanic americans are what.You understand this is because the grandparents are part of the patient's. extended family A female patient refuses care from a male nurse. You would consider this to be an issue of culture if the patient is from what type of culture.This means that kara.? talks and dresses like the mainstream american culture In the past, people who came to the US adopted the ways of the dominant culture. In the US today, cultural differences are.This means that Alisha is.Sun Kim was born and raised in Charlotte. To what ethnic group does Sun Kim belong. Why or why not? Please complete our brief Module Feedback Form. Cultural norms are learned as they are passed down from one generation to the next. Though culture can be tied to specific racial or ethnic groups, it can also encompass broader groups of people. Think about the term Southern. It encompasses and reflects something about Southern culture that is very different from that of the North or the Southwest. As mentioned on a previous page, there are over 1,000 different cultures represented in our schools today.
This cultural diversity means that teachers will have students who display different ways of learning, behaving, communicating, and interacting with others. Consider the story of seven-year-old Amelia. Not long after she’d moved to a new school, the principal called her parents to complain about her behavior; she continued to address her teacher as “ma’am” (something the teacher was uncomfortable with) even after being told not to. As you might have already guessed, in Amelia’s culture, saying “ma’am” was the expected appropriate behavior, an ingrained reflexive response that was difficult for her to stop. Further, she knew she would get in trouble at home if she did not address female authority figures in this manner. From the teacher’s point of view, however, Amelia’s behavior appeared patronizing and disrespectful, especially after she had been told to stop. And this was just one brief interaction. Imagine the potential for other culturally based conflicts—known as cross-cultural dissonance —that Amelia might experience throughout the course of a day, much less an entire school year. For example, in some cultures children are expected to observe quietly and then imitate adult activities. In others, adults spend a great deal of time talking to and questioning children. In yet others, students are expected to be inquisitive and ask lots of questions. When these types of learning behaviors conflict with the teacher’s expectations, the teacher may mistakenly believe that the student is inattentive, lazy, or defiant. Similarly, when the teacher’s instructional behaviors conflict with the student’s expectations, the student may perceive the teacher as unfair, uncaring, intimidating, or insensitive to his or her feelings. He does not ask for help because he does not want to insult her. She calls his name, beckoning with one finger for him to come to her desk. As they work together, he seems to become frustrated and gives only short, curt answers.
Frustrated, the teacher finally sends him back to his desk. He is deeply hurt that his teacher would behave this way toward him, but also embarrassed and angry that she would do so in front of everyone. Her misperception is reinforced after the second interaction. On the other hand, Marcos, who was only trying to be polite, ends up feeling insulted and humiliated. Further, instruction might be confusing to students if their cultural experiences or background knowledge are different from or inconsistent with those of their teacher. For example, in the Challenge movie, some of Ms. Christie’s students who have American-Indian heritages questioned her lesson on Westward expansion because it contradicted their families’ oral histories in which their people were invaded by settlers from the East. Similarly, these students may experience a cultural disconnect if their group’s knowledge or contributions are not recognized in other classes as well. Teachers should take the time to learn more about the background, values, histories, practices, and traditions of these students and their families. More, teachers who embrace a fuller understanding of their students’ backgrounds and personal experiences can use them as a tool to make connections for all of their students. This is known as culturally responsive teaching. Teachers are culturally responsive when they: By getting to know the students and their families, teachers are more likely to better communicate and create positive relationships. Project Officer, Sarah Allen. All rights reserved. By using the IRIS Website, you consent to our use of cookies. Ok. Already in many parts of the country, non-Hispanic whites comprise less than 50 percent of the population, and by 2020 an estimated one in three Americans will be a person of color, as will be about half of all college students. But “diversity” means much more than a variety of racial and ethnic differences.
While we should all celebrate diversity, at the same time we need to acknowledge past issues that grew from misunderstandings of such differences and work together to bring change where needed. What does diversity mean. Better yet—what does diversity mean to you. And what does it mean to your best friend, your teacher, your parents, your religious leader, or the person standing behind you in a grocery store? These differences are an essential part of what enriches humanity. Aspects of diversity may be cultural, biological, or personal in nature. Diversity generally involves things that may significantly affect some people’s perceptions of others—not just any way people happen to be different. For example, having different tastes in music, movies, or books is not what we usually refer to as diversity. The following descriptions are meant only to suggest that individuals are different from other individuals in many possible ways and that we can all learn things from people whose ideas, beliefs, attitudes, values, backgrounds, experiences, and behaviors are different from our own. This is a primary reason college admissions departments frequently seek diversity in the student body. Following are various aspects of diversity: Such perceptions are often at least as much social as they are biological. Ethnic groups share a common identity and a perceived cultural heritage that often involves shared ways of speaking and behaving, religion, traditions, and other traits. The term “ethnic” also refers to such a group that is a minority within the larger society. Race and ethnicity are sometimes interrelated but not automatically so. We are all influenced by our culture to some extent. While ethnic groups are typically smaller groups within a larger society, the larger society itself is often called the “dominant culture.” The term is often used rather loosely to refer to any group with identifiable shared characteristics.
Diversity of educational background helps ensure a free flow of ideas and challenges those who might become set in their ways. Socioeconomic diversity can contribute a wide variety of ideas and attitudes. These changing roles have brought diverse new ideas and attitudes to college campuses. Because they often have broader life experiences, many older students bring different ideas and attitudes to the campus. Exposure to this diversity helps others overcome stereotypes and become more accepting of human differences. Religion helps shape different ways of thinking and behaving. Some students have physical disabilities. Physical differences among students brings yet another kind of diversity to colleges—a diversity that both widens opportunities for a college education and also helps all students better understand how people relate to the world in physical as well as intellectual ways. In the following video, students from Juniata College describe what diversity means to them and explain why it’s an important aspect of their college experience. You can quickly and easily observe these features in a person. And people often do just that, making subtle judgments at the same time, which can lead to bias or discrimination. For example, if a teacher believes that older students perform better than younger students, she may give slightly higher grades to the older students than the younger students. This bias is based on perception of the attribute of age, which is surface-level diversity. These attributes are generally communicated verbally and non-verbally, so they are not easily noticeable or measurable. You may not detect deep-level diversity in a classmate, for example, until you get to know him or her, at which point you may find that you are either comfortable with these deeper character levels, or perhaps not. But once you gain this deeper level of awareness, you may focus less on surface diversity.
For example, at the beginning of a term, a classmate belonging to a minority ethnic group whose native language is not English (surface diversity) may be treated differently by fellow classmates in another ethnic group. But as the term gets under way, classmates begin discovering the person’s values and beliefs (deep-level diversity), which they find they are comfortable with. The surface-level attributes of language and perhaps skin color become more “transparent” (less noticeable) as comfort is gained with deep-level attributes. It is important to prepare yourself to be able to adapt to diverse environments. Cultural competency can be defined as the ability to recognize and adapt to cultural differences and similarities.Such awareness will help you successfully navigate the cultural differences you will encounter in diverse environments.Cultural competency is a skill that you can learn and improve upon over time and with practice. What actions can you take to build your cultural competency skills? Diversity doesn’t involve just other people. Consider that you may be just as different to other people as they are to you. Don’t think of the other person as being the one who is different, that you are somehow the “norm.” Your religion may seem just as odd to them as theirs does to you, and your clothing may seem just as strange looking to them as theirs is to you—until you accept there is no one “normal” or right way to be. Look at yourself in a mirror and consider why you look as you do. Why do you use the slang you do with your friends. Why did you just have that type of food for breakfast. How is it that you prefer certain types of music. Read certain books? Talk about certain things. Much of this has to do with your cultural background—so it makes sense that someone from another cultural or ethnic background is different in some ways. But both of you are also individuals with your own tastes, preferences, ideas, and attitudes—making you unique.
It’s only when you realize your own uniqueness that you can begin to understand and respect the uniqueness of others, too. A stereotype is a fixed, simplistic view of what people in a certain group are like. It is often the basis for prejudice and discrimination: behaving differently toward someone because you stereotype them in some way. Stereotypes are generally learned and emerge in the dominant culture’s attitudes toward those from outside that dominant group. A stereotype may be explicitly racist and destructive, and it may also be a simplistic generalization applied to any group of people, even if intended to be flattering rather than negative. As you have read this chapter so far, did you find yourself thinking about any group of people, based on any kind of difference, and perhaps thinking in terms of stereotypes. If you walked into a party and saw many different kinds of people standing about, would you naturally avoid some and move toward others. Remember, we learn stereotypes from our cultural background—so it’s not a terrible thing to admit you have inherited some stereotypes. Thinking about them is a first step in breaking out of these irrational thought patterns. Some people try so hard to avoid stereotyping that they go to the other extreme and try to avoid seeing any differences at all among people. But as we have seen throughout this chapter, people are different in many ways, and we should accept that if we are to experience the benefits of diversity. As an extension of not stereotyping any group, also don’t think of any individual person in terms of group characteristics. People are individuals first, members of a group second, and any given generalization simply may not apply to an individual. Be open minded and treat everyone with respect as an individual with his or her own ideas, attitudes, and preferences. Realize that your words may not mean quite the same thing in different cultural contexts or to individuals from different backgrounds.
This is particularly true of slang words, which you should generally avoid until you are sure the other person will know what you mean. Never try to use slang or expressions you think are common in the cultural group of the person you are speaking with. Similarly, since body language often varies among different cultures, avoid strong gestures and expressions until the responses of the other person signify he or she will not misinterpret the messages sent by your body language. Your college likely has multiculturalism courses or workshops you can sign up for. Special events, cultural fairs and celebrations, concerts, and other programs are held frequently on most campuses. There may also be opportunities to participate in group travel to other countries or regions of cultural diversity. Many students just naturally hang out with other students they are most like—that almost seems to be part of human nature. Even when we’re open minded and want to learn about others different from ourselves, it often seems easier and more comfortable to interact with others of the same age, cultural group, and so on. If we don’t make a small effort to meet others, however, we miss a great opportunity to learn and broaden our horizons. Next time you’re looking around the classroom or dorm for someone to ask about a class you missed or to study together for a test or group project, choose someone different from you in some way. Making friends with others of different backgrounds is often one of the most fulfilling experiences of college students. Conflicts simply occur among people, whether of the same or different background. If you are afraid of making a mistake when interacting with someone from a different background, you might avoid interaction altogether—and thus miss the benefits of diversity. Nothing risked, nothing gained. If you are sincere and respect the other, there is less risk of a misunderstanding occurring.
If conflict does occur, work to resolve it as you would any other tension with another person. It is also the first step in being able to appreciate the benefits diversity can bring to a situation. It matters because when you are exposed to new ideas, viewpoints, customs, and perspectives—which invariably happens when you come in contact with diverse groups of people—you expand your frame of reference for understanding the world. If you approach diverse settings with cultural competency, you are able to learn about the experiences of others and your thinking becomes more open and global. When approached with an open mind and a willingness to learn, diverse environments can produce the following benefits: Learning to understand and accept people different from ourselves is very important in our world. While many high school students may not have met or gotten to know well many people with different backgrounds, this often changes in college. Success in your career and future social life also requires understanding people in new ways and interacting with new skills. Experiencing diversity in college assists in this process. Encountering new concepts, values, and behaviors leads to thinking in deeper, more complex, and more creative ways, rather than furthering past ideas and attitudes. Students who experience the most racial and ethnic diversity in their classes are more engaged in active thinking processes and develop more intellectual and academic skills (and have higher grade point averages) than others with limited experience of diversity. Just as people are different in diverse ways, people from different backgrounds and experiences learn in different ways. College teaching has expanded to include many new teaching techniques. All students gain when instructors make the effort to address the diverse learning needs of all students. Students have more fulfilling social relationships and report more satisfaction and involvement with their college experience.
Studies show all students on campus gain from diversity programs. All the social and intellectual benefits of diversity cited in this list hold true for all students. Discrimination against others—whether by race, gender, age, sexual orientation, or anything else—is rooted in ignorance and sometimes fear of people who are different. Getting to know people who are different is the first step in accepting those differences, furthering the goal of a society free of all forms of prejudice and the unfair treatment of people. Younger students may not yet have reached a point at which they can fully understand and accept very different ideas and behaviors in others. The college years are a time of growth and maturation intellectually, socially, and emotionally, and a sustained experience of diversity is an opportunity to heighten this process. When people can better understand and consider the ideas and perspectives of others, they are better equipped to participate meaningfully in our society. Democratic government depends on shared values of equality and the public good. An attitude of “us versus them,” in contrast, does not further the public good or advance democratic government. Studies have shown that college graduates with a good experience of diversity generally maintain patterns of openness and inclusivity in their future lives. We gain insights into our own thought processes, life experiences, and values as we learn from people whose backgrounds and experiences are different from our own. Even though at first the writer felt like an ethnic outsider at college, she grew in understanding the importance of diversity of campus and of speaking openly and honestly about connecting with diverse cultures. The campus was predominately white and was nestled in a wealthy suburb among beautiful trees and landscaped lawns. My stepfather and I pulled into the parking lot and followed the path to my residence hall.