Presentation on theme: "Cultural Identity and Biases Lustig & Koester Chapter 6."— Presentation transcript:
Cultural Identity and Biases Lustig & Koester Chapter 6
Cultural Identity Ingroups and outgroups – Natural to language – How we learn language (Burke) Cultural identity Social identity Personal identity
Cultural Identity Exercise Page 67 in packet…Instead, compare your circle to others in your group First, take 5 minutes to list all the cultures to which you belong Groups: Discuss how each of your cultures affects your communication (10 minutes) – Similarities – Differences
Cultural Identity Exercise Group: Now look at the text definition of “cultural identity” (5 minutes) – Generate a list of how your discussion of similarities and differences coincides with the text’s definition (how does it fit?) – In what ways does your discussion not fit the definition? Report from each group
Exercise: Targets / I am
Interrelationships Cultural identity Social identity Individual identity
Discussion Yield What we found Midwest Immigrant ancestors American Family identification Young adults (can divide) Small-town v. large v. rural v. suburbia (varies) Class-orientation may play a part Family-identification perhaps Common value of sports, team-bonding, teamwork What we’ve learned Consistent with text: – Accepting traditions – Connection with heritage – Connections with areas & experiences Clarifications – Employee identity is social – Group-oriented / organizational – social – Gender may or may not be part of a cultural identity – Different religions – Experiences make a difference – Different Greek, non-Greek groups – Different majors, possibly
Cultural Identity Its nature – Results from membership in the particular culture – Learning traditions, heritage, language, religions, ancestry, aesthetics, thinking patterns, social structures – Internalized as beliefs, values, and norms Result of social practices Identification with culture => self-concept
Cultural Identity Stages of Identity Formation – Unexamined cultural identity Whiteness exercise: McIntosh – Cultural identity search – Cultural identity achievement How it “works” – Multiple overlapping (or contradictory) identities – Central and peripheral; central and salient – “Activation” (and negotiation) of identities (p. 145) – Identities are fluid, dynamic (yet also stable) (p. 146)
ETHNOCENTRISM SCALE p. 68 in the packet – prepare before class
Social Categorizing A normal human activity The “spiral of silence” Simplification
Ethnocentrism Superiority (or Centrality) All cultures (a cultural universal!) Communication competence – Recognition – Awareness – Acknowledgement "What kind of bird are you, if you can't fly?" said he. To this the duck replied, "What kind of bird are you if you can't swim?" as it dove into the pond" ~Sergei Prokofiev, Peter and the Wolf ~
I Don’t Stereotype People: Exercise Groups Page 69, packet Brainstorm – Effect on communication? – Consequences of stereotyping Class discussion – Nature of stereotyping – Its impact – Solutions?
Problems Stereotyping – Definition – How it occurs – Specific problems (3) pp. 154-155 Prejudice – Definition – Universal – 4 functions (not 5) Discrimination Racism
Racism (etc.) What is it? (see 2 defs, p. 159) – “racialization” versus “racism”? – Who can be racist? – What are 3 levels of racism? – Is racism equal at all levels? What are 7 types of racism? [add “benevolent”] – Which is more common today? – Which are worse/more harmful? How might our discussion apply to Exercise: Media Analysis Discussion: Is it offensive?
Hate crimes: FBI database – http://www.fbi.gov/sandiego/pr ess-releases/2011/fbi-releases- 2010-hate-crime-statistics http://www.fbi.gov/sandiego/pr ess-releases/2011/fbi-releases- 2010-hate-crime-statistics – http://www.huffingtonpost.com /2011/11/14/fbi-report-says-67-of- eth_n_1092976.html http://www.huffingtonpost.com /2011/11/14/fbi-report-says-67-of- eth_n_1092976.html What social, personal, and other factors might lead to increases in hate crimes? http://www.fbi.gov/news/st ories/2011/november/hatec rimes_111411
Beyond racism How might our discussion apply to other “isms” (sexism, etc.) Do such intolerances impact only the “target” group? What are some positive functions that stereotypes and prejudice serve? Does this justify them? How might stereotypes, prejudice, etc. impact competence?
Solutions: Group Exercise What are some concrete things that you, as an individual, can do to reduce the impact of prejudice, stereotypes, etc. on society? What are some higher-level (social, educational) things we could do?