Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
The impact of cultural assimilation
The impact of cultural assimilation
American and European cultural differences
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: The impact of cultural assimilation
Cultural Chameleon
For me, being late to school meant chasing down taxis at 7:15 am and hurriedly telling the driver, in broken Cantonese, to please hurry. A day of shopping meant searching the Hong Kong market streets for a pair of shoes larger than a size 7 and bargaining for thirty minutes with the shopkeeper to bring the price down to fewer than ten dollars. Lunch with a friend was being the only white girl in a small noodle house tainted by the smell of the ducks and chickens hanging in the window, my voice drowned out by music blaring through Cantonese speakers. Sometime in the five years I had lived in Hong Kong, between speaking a little Cantonese and knowing the downtown streets like the back of my hand, I was promoted from my status as a typical American blonde to a true Hong Kong kid. When I moved away the summer after my sophomore year in high school, I was leaving home and going somewhere completely foreign.
Texas.
I will always remember the first day of public school. My mom dropped me off at the front of the school, as kids sped by us in their huge SUV’s to viciously snag a parking space. Inside, I was met with a swarm of Abercrombie-clad blondes and brunettes in every hall and at every corner. My thoughts were drowned out by singing of the latest songs on the radio, gossip, and laughter. Seeing as these were people who spoke the same native language as me, who looked the same and sounded the same, you would think that I would finally feel at home and relieved. But I had never felt so foreign in my life.
This American culture that my parents called their own, did not at all feel like something that was mine. I was confused by the fact that I felt more at home and at ease in a culture where I stuck out as blatantly different, than in one where I blended in completely. It was this challenge and these feelings that established me as what is commonly referred to as one of the world’s “Third Culture Kids.” In their book so titled, David C. Pollock and Ruth E. Van Reken describe in detail the concept of what it means to grow up in a culture other than that of your own native culture, and the challenges and emotions that are often met.
The essay “Being a Chink” was written by Christine Leong for her freshman composition class at NYC and was later published in Mercer Street. Leong begins with the affect that language has on people, how it can define us, make us feel, and differentiate us. She recalls the first time she saw the word chink, one summer while working in her family’s Chinese restaurant. While dusting some shelves she came across a white bank envelope with the work chink written on it in her father’s handwriting. Consequently she was upset by this finding; since she was not sure if her father was called this name by a customer and he wrote it down to find the meaning of this word. Since her family was one of two Asian families living in the area, she was not surprised
Elwood, J. (2006). Formative assessment: possibilities, boundaries and limitations. Assessment in Education: Principles, Policy & Practice, 215-232, doi:10.1080/09695940600708653
Culture often means an appreciation of the finer things in life; however, culture brings members of a society together. We have a sense of belonging because we share similar beliefs, values, and attitudes about what’s right and wrong. As a result, culture changes as people adapt to their surroundings. According to Bishop Donald, “let it begin with me and my children and grandchildren” (211). Among other things, culture influences what you eat; how you were raised and will raise your own children? If, when, and whom you will marry; how you make and spend money. Truth is culture is adaptive and always changing over time because
In analyzing these two stories, it is first notable to mention how differing their experiences truly are. Sammy is a late adolescent store clerk who, in his first job, is discontent with the normal workings of society and the bureaucratic nature of the store at which he works. He feels oppressed by the very fabric and nature of aging, out-of date rules, and, at the end of this story, climaxes with exposing his true feelings and quits his jobs in a display of nonconformity and rebellion. Jing-Mei, on the other hand, is a younger Asian American whose life and every waking moment is guided by the pressures of her mother, whose idealistic word-view aids in trying to mold her into something decent by both the double standards Asian society and their newly acquired American culture. In contrasting these two perspectives, we see that while ...
and yet simple of the act, which severely impacts pharmacy and is forbidden by the PDMA, is the act of knowingly trading, purchasing, or knowingly selling a prescription drug sample. This offense is punishable for a fine of up to two hundred and fifty- thousand dollars, and up to ten years of imprisonment. Many pharmacists do not realize is that there is a fee of up to one hundred and twenty five thousand dollars for the individuals who provide information leading to the conviction of a violator of the PDMA. Another important portion of this vast law is that it prohibits pharmacists to resale of any prescription drug that was previously purchased by hospitals or any other health care facility. The provision was intended to eliminate a major source of drugs in the diversion market such as; drugs that were originally purchased by hospitals or health care facilities at substantially discounted prices, as allowed by the Nonprofit Institutions Act of 1938, and then resold to the retail class of trade. Congress believed that the resale of such drugs created an unfair for of competition. Re...
Establishing an identity has been called one of the most important milestones of adolescent development (Ruffin, 2009). Additionally, a central part of identity development includes ethnic identity (ACT for Youth, 2002). While some teens search for cultural identity within a smaller community, others are trying to find their place in the majority culture. (Bucher and Hinton, 2010)The Absolutely True Diary of a Part-Time Indian chronicles Junior’s journey to discovery of self. As with many developing teens, he finds himself spanning multiple identities and trying to figure out where he belongs. “Traveling between Reardan and Wellpinit, between the little white town and the reservation, I always felt like a stranger. I was half Indian in one place and half white in the other” (p.118). On the reservation, he was shunned for leaving to go to a white school. At Reardon, the only other Indian was the school mascot, leaving Junior to question his decision to attend school he felt he didn’t deserve. Teens grappling with bicultural identities can relate to Junior’s questions of belonging. Not only is Junior dealing with the struggle between white vs. Indian identities, but with smaller peer group identities as well. In Wellpinit, Junior is th...
... himself in the service of others. Though Raskolnikov initially holds the belief that he is a higher being among others, his sense of regret and internal conflict after the murder shows otherwise. If Raskolnikov truly embodied the ubermensch as he envisioned himself to, he would show no sign of sorrow for bringing “happiness” to the rest of society, as well as providing justice for all the people Alyona Ivanovna has scammed. In Crime and Punishment, Raskolnikov’s sense of emotional and physiological regret works against him, and helps portray to readers his false sense of justice and self image. By using murder as a key event, Dostoevsky gives readers an opportunity to understand the protagonists’ logic and justification for killing, how the character would react in such extreme situations, and how those reactions reflect his view toward society and his own beliefs.
He concerns himself not with the process of murder, but with the impact murder leaves on the psychology of the criminal, suggesting that actual imprisonment counts, so little and much less terrible than the stress, doubt, fear, despair and anxiety of trying to avoid punishment. The working of Raskolnikov mind after the killing, the intense guilt and half-delirium state in which guilt throws him, enables the reader to understand this character as an embodiment of beliefs and characteristics that impels him to commit his crime, and provides a clear picture of the character within the context of the events that took place in the novel
When asked to define ones cultural identity people usually take the path that leads to their country of origin. They describe their beliefs and tradition which mirrors the values of people within that geographic location. But what about the people who are torn between two cultures? How would they define their cultural identity? This is the problem faced by Henry Park, the protagonist of the book Native Speaker by Chang-Rae Lee. Originally from Korea, he immigrated to the United States with his parents when he was little. However, his struggle of trying to find his acceptance into the American culture still continues. The book outlines his endless uncertainty of trying to define his cultural identity and his feelings as an outsider to the American Culture. Not being able to commit to either of the cultures leaves Henry confused regarding his true Cultural identity which Chang very artfully presents as a fuzzy line between the American and Korean Culture.
Experiencing a society of multi-cultures is beneficial through a variety of concepts to epitomize each individual identity. A person may vary in the degree to which he or she identifies with, morals, or...
Assessments have always been a tool for teachers to assess mastery and for a long time it was just to provide a grade and enter it into the grade book or report card. Through resources in and out of the course, there has been a breath of new life into the research on how to use assessments. They take many forms and fall within the summative or formative assessment category. Sloan (2016) addresses how formative assessments has traditionally been used by teachers to modify instruction, but when we focus on a classroom that is learner-centered “it becomes assessment for learning as opposed to assessment of learning” (slide 4). The fact is, the students are the ones that should be and are the ones using the data we collect through assessments, since it is our way of providing feedback in order
Cultural identity defines an individual and how they interpret society; however, my cultural knowledge is limited and has remained static due to the consumption of environmental influences. For a long period of time, I did not know why I was culturally disconnected, since I had a hard time grasping my family’s religious practices of Buddhism. This resulted in my inability to interpret my culture and religion. Individuals within society ask, “What are you?” I would like to answer that question myself if I could, so the real question is, “How does one define cultural identity?” My cultural identity is defined by my interpretation and knowledge of how my family responds to American culture versus how I am influenced by the sociological norms of American culture; however, my sense of cultural identity contrasts differently to that of my family in which results in my cultural displacement in society, conflicting me internally.
Assessments were not aligned and incongruent with what was happening in the classroom. It was difficult to accurately measure student success (Polikoff, Porter, & Smithson, 2011). One of the greatest contributors to the difficulty of aligning assessments to standards is that the standards are so complex (LaMarca, 2001.) How can a single assessment demonstrate mastery of so much content? Also, some assessments items measure multiple standards. This can be difficult to analyze. Furthermore, some assessment contain content that is neither developmentally appropriate for the intended audience or it may content that is not mentioned in the standards (Polikoff, Porter, & Smithson, 2011). This can be discouraging and frustrating for both students and
Classroom assessments can do more than measure learning. How educators access and communicate the results send a clear message to students about what is worth learning, how we expect them to perform as well as how it should be learned. Linking instruction and assessment is critical to effective learning. Educators should provide students with various options for learning that include: different ways to learning (style and time), di...
Through assessment students and teachers are able to determine the level of mastery a student has achieved with standards taught. Both formative and summative assessment should be purposeful and targeted to gain the most accurate data to drive further instruction (Ainsworth, 2010). While this syllabus does a good job of identifying the need for both formal and informal assessments, the way in which this is communicated does not provide enough detail for understanding. Simply listing assessment types does not give any insight into how these assessments fit in the learning process of this course. While some of the assessments mentioned could be common assessments chosen by the school or district to gain insight into the effectiveness of instruction, the inclusion of authentic assessments is most beneficial to students and demonstrates learning in a context closer to that of a work environment (Rovai, 2004). Unfortunately, this particular course, according to this syllabus, relies heavily on quizzes and traditional tests and essays to form the bulk of assessment opportunities. While other activities, such as formative assessments, journaling and discussions are mentioned as possible avenues for scoring, they are given a very low percentage of the overall grade. This shows that they are not valued for their ability to show progression and mastery. If this is indeed the case, this puts the students as a