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How to think about cultural identity
Discussion of cultural identity
Similarities between culture and identity
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Answer 1: (3rd choice) Jeanette shows her experience as a marginalized group who is trying to fit in the subcultural group at school. When she says,“Some of the kids looked as poor as me, with home-cut hair and holes in the toes of their shoes. I found it a lot easier to fit in than at Welch Elementary”(199). The word “fit in” closely represents that she is considering herself at a fringe. This is described when she enters a school that is full of students. Some of those students are also not even privileged and they have made a subcultural people of group that is considered as poor. She tries to settle in it easily because she is going through the same existing environment that is marginalized. Answer 2: The principal method of organization
in this book occurs as a person vs person conflict in different ways. Jeannette shows the conflict of her friend Danita when she kills her mothers boyfriend in terms of hateness which is seen when she says, “Later, we all learned she'd been arrested for stabbing her mother’s boyfriend to death”(200). The word death is symbolizing to the anger somebody can be when their loved ones treat them carelessly. The other conflicts happened in the story are also Person vs person conflicts. Reliability of parents sometimes lack in the independency of the children which leads to negative thoughts.It is seen between mother and daughter Maureen. When Jeannette says, “Maureen stabbed Mom. It happened after Mom decided it was time for Maureen to develop a little self-sufficiency by moving out and finding a place of her own”(275). The word ‘stabbed’ is a violent act which is done as the result of too much reliability on parents. When the parents ask her to be independent, as a result she tries to kill her own mother. Answer 3: I agree to my thesis that finding self love regardless of the family status can influence our perspectives on ourselves and what we are capable of achieving. It is seen when at the end everybody has their own set up life. The conclusion is quite satisfying as in the end she says, “We raised our glasses. I could almost hear Dad chuckling at Mom’s comment in a way he always did when he was truly enjoying some thing”(288). They raised their glasses; it means that the whole family was now together. Though her dad dies, but she starts having the flashbacks of her past which remembers her of the time when her dad was alive. It felt like they all were happy at the end and it proved that their own self love helped them in achieving a happy life after. Answer 4: Family love further shapes the perspectives of the children and if the parents would think and talk negatively to their children then it can create hate towards children. When the author speaks about her mother, “ She could have been a famous artist by now, she yelled, if she hadn't had children”(187). She is foreshadowing to the past. She is thinking that without kids she would had a better life. Answer 5:
In this analysis includes a summary of the characters and the issues they are dealing with, as well as concepts that are seen that we have discussed in class. Such as stereotyping and the lack of discrimination and prejudice, then finally I suggest a few actions that can be taken to help solve the issues at hand, allowing the involved parties to explain their positions and give them a few immersion opportunities to experience their individual cultures.
Cedric is an unusual student to walk the halls of Ballou High. Unlike most of his peers, he actually wants to make something of himself; he does his homework, he studies and he works on extra credit projects. The majority of the kids at Ballou barely come to class, much less make any attempt at learning. Since this is the overall attitude of the school, Cedric must exercise social mobility and do whatever he can to better himself as an individual. He is not necessarily competing against the students at Ballou (because he by far surpasses them), but he is in competition with all the other students from better schools throughout the area. During the summer that Cedric spends at MIT, he is truly awakened to the fact that he was extremely far behind the other students from urban areas. The director of the program expresses his frustration with the MIT program- "When he first arrived... He had grand plans to find poor black and Hispanic kids from urban America-... He saw that he had been drea...
It deals with obstacles in life and the ways they are over come. Even if you are different, there are ways for everyone to fit in. The injustices in this book are well written to inform a large audience at many age levels. The book is also a great choice for those people who cheers for the underdogs. It served to illustrate how the simple things in life can mean everything.
Jossie's inteligence and confidence are two unique qualities portrayed in this young girl, struggling with her identity. She is a remarkably imagitive young person possesing a quick temper. She is a confused girl searching to find where she belongs in the two different cultures. These cultures, being australian and italian, are very demanding on such a young girl, having to mould herself for each and find an equalibrium of both. She has major difficulties coping with the harsh reality of prejudice and these problems soon take their toll on her. These pressures continue with her living a life in a prestigious private school, battling to balance herself in a middle class life.
When the “decently dressed” Lengel tried to tell the girls to be “decently dressed” because the girls were wearing “bathing suits”, the girls first argued they “are decent” and left because the girls thought what they were doing was not wrong since they have different perspective than Lengel. The result of feeling empathy for the younger generation in "Railway Club Blues" is that the older generation saw the younger generation as themselves and the protagonist mentioned that teens were the “Strange children of the simple punks we were”. Also, despite of the younger teens “clothes are odd [and] their attitudes obscure”, the protagonist saw their faces that gave him “a kindred memory” of how the teens “repeat the ancient dance”. Ultimately, because the two generations were able to enjoyed a small jazz performance together, the protagonist felt “all cardboard boundaries are erased.”. Both authors used contrast to show the results of feeling empathy for the younger generation, and in “A&P”, the result of Lengel feeling empathy for the teenagers is that he was rejected by the youth due to their contrasting perspectives. When the protagonist from “Railway Club Blues” felt the “boundaries are erased” when the music began to play, this demonstrates how the the protagonist felt how everyone shared the same feelings and empathize the teens despite
...approval by their family and the people around are considered as the most common trend between teenagers around the world and are used throughout the novel. Josephine was first introduced to the reading knowing that she was unsure of her identity and how she was searching for acceptance from her grandmother due to her illegitimacy. Marchetta created Josephine’s characteristic as one that the readers can truly understand and allow them to be able to feel a connection and a relation between the characters in the novel and themselves; it can make them realize that this is a social issues that each generation of teenagers face on a daily basis. The characters in the novel accompanied by the themes such as stereotypes and social statuses supported the author’s idea of creating a novel in which comment on the social issues and reflect reality within the novel.
Nella Larsen’s “Quicksand” depicts a young woman who lives her life around her dyer need to find her place in society. In the setting of Quicksand, discrimination is a key factor in the text because Helga Crane, who is a biracial woman, is expected to settle in a race in which she does not necessarily call her own. With this said, Crane maintains her status as an outsider in both the white and black community, and is never content with her surroundings. She also disregards her peer’s philosophies on life as annoying or absurd. She is constantly looking for a “better” life that will bring her self-fulfillment, but to her misfortune she never finds it. In the text Quicksand, Helga Crane shows great dissatisfaction with her life because of the racial barriers she has set for herself psychologically. She has formed these barriers in her life to keep distance from facing racial discrimination and conformity. Crane fights to keep differentiation between herself and the rest of society, and makes a life choice to not repeat the same mistakes as her given mother. While trying to find her own happiness, Helga Crane looks towards her materialistic views which prove to dissatisfy her in every situation.
As the student begins his essay, he points out that Sammy is part of the lower class structure. He is an “eighteen-year-old boy who is working as a checkout clerk in an A&P in a small New England town five miles from the beach” (2191). While working an afternoon shift on Thursday, he notices “these girls in nothing but bathing suits” (2191) enter the store. It is in this scene that the student begins to identify the differences between the group of girls and Sammy.
The novel “Women Without class” by Julie Bettie, is a society in which the cultural you come from and the identity that was chosen for you defines who you are. How does cultural and identity illustrate who we are or will become? Julie Bettie demonstrates how class is based on color, ethnicity, gender and sexuality. The author describes this by researching her work on high school girls at a Central Valley high school. In Bettie’s novel she reveals different cliques that are associated within the group which are Las Chicas, Skaters, Hicks, Preps, and lastly Cholas and Cholos. The author also explains how race and ethnicity correspondence on how academically well these students do. I will be arguing how Julie Bettie connects her theories of inequality and culture capital to Pierre Bourdieu, Kimberle Crenshaw, Karl Marx and Engels but also how her research explains inequality among students based on cultural capital and identity.
Queer. Exile. Class (Clare 31).” When Clare writes about losing home, he is writing about the parts of his identity that pulled him away from the place that he raised, as well as the parts of his identity that prevent him from finding home in other places (Clare 41). These words, queer, exile, and class, are both driving forces behind why Clare can’t find a place where he feels fully comfortable settling, but also these words give him a place where he feels at home. Clare explains his trouble finding home best when he describes, “I was a rural, mixed-class, queer child in a straight, rural, working-class town. Afterwards, I was an urban-transplanted, mixed-class, dyke activist in an urban, mostly middle-class, queer community. Occasionally I simply feel as if I’ve traded one displacement for another and lost home to boot (Clare 46).” This telling of Clare’s displacement highlights how his queer identity drove him from his childhood home, but his rural, mixed-class background prevents him from feeling content in the city (Clare 46). His queer identity, and his desire to escape his class situation, is part of what forced Clare into the exile that he experiences. However, these identities don’t only serve as a point of alienation for Clare but also as a place where he can belong. When talking
For some people, fitting in is a natural thing, but for others it was a different story. Immigrants often had a hard time blending in with Americans because of their clothing, the way they spoke, and the way they approached people. When reading the experiences of an immigrant’s child, you will find out that some fit in because of how independent they are while others do not fit in because they follow the wishes of their parents. In the book Living In Two Worlds, it appears that for Aisha it came natural to fit in with Americans, it was as if she was a natural born teenager. She “was dressed like any American girl of her age- large gold earrings, baggy jeans, and an oversized sweatshirt” (Kosof 19-20). Her father hated the fact that he brought her to America and that he was the reason she had received an American influence in ...
Hinton’s novel “The Outsiders”, demonstrates how having both internal and external expectations impact the way you live and how you act on a day-to-day basis. In the text, the Socs and Greasers are put into roles with specific limitations, which impacted their lives accordingly. These standards for each group come from ideas relating to maintaining reputations. This could range from being the poor kids with turbulent, misfortunate lives to the wealthy kids who got to live a life of opportunity. In summation, the Greasers and the Socs dealt with conflicts that were related to living up to the expectations placed on them by the society they lived in and what they anticipated from
Her realization that she is not alone in her oppression brings her a sense of freedom. It validates her emerging thoughts of wanting to rise up and shine a light on injustice. Her worries about not wanting to grow up because of the harsh life that awaits her is a common thought among others besides the people in her community. As she makes friends with other Indians in other communities she realizes the common bonds they share, even down to the most basic such as what they eat, which comforts her and allows her to empathize with them.
As a student, practice is crucial to learn group therapy techniques. In order to achieve these practices, I attended 2 support groups of the same topic. Observation and attendance constructs an idea of how group therapy works. Attending this group was important because of the profoundness of its meaning and experiences I have witnessed.
...up on Stokesie like sheep, Engel explains that policy insists that shoulders must be covered. Policy is what the kingpins want. What others want is juvenile delinquency. Like a champ Sammy throws in the towel. He watched as 3 girls bucked the norm and alternately was confident enough to quit altogether. They get away from him and his feet are carrying him to the place of his residence rather than a car, reserved for higher classes. He ends with the thought how hard the world was to be to me hereafter. Sammy?s variety of verbal simulations and creations for the reader reveal the social and economic classes of basic society. The adults like animals, the attractive women- analyzed on a pedestal in full description and personification, employees get harped on too. Stoksie was a little to ambitious for a bagger, and management was regarded like the rest of the animals.