Diversity In American Culture Sociology Essay Example

bilingual education aimed at maintaining students' home language while they learned English as a second language. Informally, human society embraces values that uphold Protestant religious ideology, capitalism, republicanism, competition, and success.

It is indeed difficult to separate two highly valued concepts in the U.S. - competition and success (Bellah et al, 1985). Almost all Americans perceive success as deriving fulfillment from their work and contributing to their community. However, competition plays a role within these realms of achievement. Americans strive to compete with the top performers to secure their desired careers and earn recognition among peers and colleagues. Competition prevails across various facets of life, such as the economic, educational, and political spheres.

Bellah et al. (1985) conducted a comprehensive series of interviews in the U.S. and found that individuals measure their success based on how well they surpass others in a fair competition. The majority of interviewees emphasized achieving their current life position through personal hard work, often overlooking the contributions of their family, education, or initial advantages derived from belonging to the middle class.

198) The cultural diversity in the United States, like the state itself, is vast. People from different parts of the world have migrated at various times, each bringing their unique cultures. These cultures were shaped by established systems that encompassed core ideologies, interconnected beliefs, and a set of values. It's crucial to acknowledge that many of these groups had rich cultural histories prior to their arrival in the United States; Native Americans' history predates European colonists.

The original civilization of different cultural groups in the US was maintained after immigrating due to various factors, including adapting to a new culture, socializing in a

foreign country, and experiencing diverse social and economic situations. European Americans have their own perspective on national values like success and upward mobility, which sets them apart from other cultural groups. Ogbu (1988) pointed out that middle-class Euro-Americans prioritize individual competition, ambition, and entrepreneurship as socially accepted means for societal advancement. These qualities are highly regarded within households, schools, and professional settings...

[ and ] . . . also form a crucial aspect of the values that underlie the child-rearing practices of White middle-class parents and other socialization agents.

( p. 14 ) According to Hill (2001), African Americans may not appreciate the emphasis on individuality in Euro-American culture. African American parents consistently embrace the core values of American society, which include strong ethical values and a focus on achievement. Hill also discovered through numerous research studies that close familial bonds and participation in communal aid continue to exist, countering a strong focus on individual success. Mobile, middle-class African American families often maintain their strong connections with extended family and rely on kinship support.

The United States consists of diverse cultural groups who demonstrate various aspects of individuality, such as independence and autonomy. Escovar and Lazarus (1982) report that a specific set of Mexican American mothers and their children foster a culture centered around dependence rather than independence. The existence of contradictory beliefs, values, and practices contributes to the cultural divide often found within the broader national culture. Core ideologies like Protestantism, capitalism, and republicanism are consistently faced with challenges from oppression, racism, classism, and sexism.

Oppression and its impact on culture

The impact of oppression on culture can be seen in various settings, such as cities, towns, suburbs, and

communities throughout the country. Urban inner cities are particularly affected by increasing poverty rates and a majority population of cultural minority groups. On the other hand, suburbs in major and medium-sized cities still primarily consist of middle-class Euro-Americans. The social and economic status of individuals significantly influences the emergence of affluent and materialistic enclaves within suburbia. According to Hodge (Hodge, 1990), this stratification is a result of one group limiting the rights and power of another group, leading to limited opportunities for its members. The oppressors are those who impose these restrictions on the group.

According to Hodge (1990), there are two types of extreme subjugation: violent subjugation involving murder and physical violence against the oppressed, as seen in the slavery movement, and peaceful subjugation imposed legally, such as de jure segregation in public facilities later overturned by Brown v. Topeka in 1954. Hodge also argues that the ongoing unequal support of public schools will lead to a low-quality education for poor and minority children, ensuring their continued disproportionate poverty and misery. Many institutions perpetuating peaceful and legalized subjugation remain problematic for the country. Even those not actively contributing to this subjugation may still benefit from it (p. 90).

Oppression is a perilous action that leads to unjust misery for the oppressed and downtrodden. The Children's Defense Fund (May 19, 2006) presents data revealing a worrisome situation: many children from ethnic minority groups experience extreme poverty. The report also highlights insufficient prenatal care for mothers and inadequate healthcare for children in these communities. Furthermore, there are distressingly elevated levels of homicide and incarceration among African American males originating from impoverished backgrounds. All these factors have adverse effects

on civil order in America.

Research conducted by the Children's Defense Fund (May 19, 2006) reveals that there has been a significant increase in the number of disadvantaged children living in poverty in the United States. Currently, there are over 13 million such children, indicating a rise of 12.8% since 2000. It is crucial to acknowledge that poverty rates have also surged among various racial and ethnic groups: Latino children (23%), African American children (8.4%), and white children (7.75%). According to Hodge, Western society's perception of good versus evil reinforces subjugation by associating reason and law with goodness while considering emotion, chance, spontaneity, and nature as bad. Even within this dualistic mindset, causing unnecessary suffering to others is seen as highly immoral. However, justifying the pain experienced by oppressed groups relies on perceiving one's own group as inherently good and viewing diverse groups as inferior or bad.

Hodge argues that the illogical and xenophobic practice of granting more power and rights to those perceived as good while restricting the power and rights of those deemed less good leads to negative tendencies such as racism, agism, sexism, and improper treatment of individuals with emotional, mental, and physical challenges (p. 97).

Race/Racism in USA

This type of oppression is fundamental and widespread, where a specific group holds disproportionate power over other groups in society. Scholars define racism as an institutionalized system of significant power that goes beyond personal biases but is reinforced by various personal actions and involvement, resulting in advantages for one racial group while disadvantaging another (Blum, 1999). For example, state governments establish laws and policies governing support for schools and high school graduation requirements.

Many laws and regulations can

adversely affect ethnic, racial, and social groups. Despite well-meaning intentions, these actions often perpetuate institutional racism and harm certain groups. There is evidence that individuals knowingly or unknowingly engage in discriminatory and racist behaviors towards others. A notable study by Lewis (Lewis, 2003) reveals that teachers at a specific school displayed prejudice against minority students, impeding their educational opportunities and social development in the classroom. Moreover, there were instances where these teachers overlooked bias and discrimination against students from particular groups.

The concept of race is essential and significant as it supports and validates the social structure where one group holds dominance over others. In accordance with Carter (2000), race is described as "the sociopolitical designation assigned based on perceived skin color, physical attributes, and occasionally language (e.g., Hispanic)" (p.865).

Carter further emphasizes that the label of a racial group has been linked to assumptions about positive cultural characteristics (p. 865). Lewis (2003) asserts that racial classifications are utilized to determine similarities and differences, leading to the distribution of opportunities and resources along racial lines. This ultimately determines whether individuals are included or excluded from various institutions, activities, or opportunities based on their racial classification (p. 152).

Goldberg (1990) cautions against adopting a simplistic view of how racism is created, maintained, and perpetuated. The author suggests that racism is deeply ingrained in a racialist dialogue that permeates all aspects of society, including scientific, linguistic, economic, bureaucratic, legal, philosophical, and spiritual dimensions. According to Goldberg (1990), the adoption of racialist discourse is widespread and crosses boundaries of class, nation, and social and cultural groups. This phenomenon cannot be solely explained by socioeconomic, political, or historical factors. These explanations fail

to acknowledge a crucial element: the compelling nature of racialist discourse for individuals.

Similarly, the prevailing irrationality of racism and the misguided beliefs of racists highlight the psychological state of these individuals rather than their conscious beliefs or rational inclination. To understand the widespread acceptance of racist discourse, we must examine human agency and the development of subjectivity (pp. 308-309). Racist dialogue also fosters a sense of humanity that allows for categorization and description, ultimately leading to numerous hierarchies that marginalize those who are culturally and racially different. In an article titled "Warlords and White Lies" published in the San Francisco Chronicle, Lester (1993) discusses the modern-day use of hateful language.

''The writer argues that the term warlords is specifically used to describe Asians and Africans, while Europeans in a similar feudal role are called 'lords of the manor' or 'knights' (p. A-23). The term warlord is associated with political conflicts in Somalia, but it can also refer to gang violence in the United States. However, cultural clashes in Eastern Europe are not seen as tribal warfare or 'white on white' violence. In a racist context, these categorical differences form the basis for establishing relationships with those who are different.''

The text highlights the social agreements that support racism, such as apartheid, which involves segregation in housing and education. In the United States, classism is evident with a unique class structure upheld by societal institutions. Middle and upper-class individuals enjoy exclusive privileges while those from lower social strata are excluded. An example of this perpetuation is the unequal public school funding between wealthy and impoverished neighborhoods, resulting in higher quality education for wealthier families compared to poorer households.

Children

from affluent families often opt for professions that preserve their parents' social status, while those from disadvantaged backgrounds with limited education tend to remain in the same socioeconomic class as their parents. Despite some cultural minorities achieving middle and upper-class incomes and positions, a significant portion still face low income and social standing, particularly when compared to Euro-Americans. Edelman (1987) found that African American children are three times more likely than Euro-American children to live in poverty. Conversely, Close (1993) argued that cultural minority individuals who attain middle and upper-class status seldom possess similar opportunities for power and prestige as their Euro-American counterparts.

Sexism in US society

The oppression of women by men poses multiple challenges in society, as it is a blatant form of subjugation. Men's dominance over women can impact the social, economic, and educational fabric of the nation. Male attitudes and actions convey characteristics of control, influence, and guidance. Conversely, females embody qualities and behaviors that are nurturing and compassionate, making them more fitting for domestic duties and child-rearing. Regrettably, society frequently ignores or underestimates their capacity for leadership positions.

Traditionally, women have always faced limitations in terms of the types of jobs they are expected to have, typically in more feminine and lower-paying roles. Single women who are responsible for their own homes and families often fall into a lower income bracket compared to single men in the same situation. These perceived biases impact their upbringing, education, career aspirations, and their ability to make choices and decisions for themselves. Throughout history, women have consistently fought for their political, social, and economic rights and privileges. Women's rights activists have become

increasingly active, advocating for a range of causes including suffrage and reproductive rights. The struggle for freedom and equality for women also encompasses the right to full citizenship and the ability to make choices regarding personal health.

Many adult females militants and academicians have compared the low status of adult females in US society to the racial discrimination faced by minority populations. Women from ethnic minority groups face a double jeopardy in society, and are also expected to join women's rights protest groups to improve their own social standing. Some people argue that Euro-American women should support oppressed cultural groups who are fighting for freedom and equality. As mentioned before, there is ample evidence of perceived inequalities in employment based on race and gender, as seen in the national unemployment rate.

According to a 2002 study by the Bureau of Labor Statistics, individuals with a college degree tend to earn more than those with similar education levels, especially men compared to women. Interestingly, the study found that Euro-American women were on par with Euro-American men in important managerial and professional positions, as evidenced by similar unemployment rates. Specifically, the national unemployment rates for Euro-American men and women over 20 years old were 4.7% and 4.4% respectively. However, African American and Latino men over 20 years old faced significantly higher unemployment rates of 9.5% and 6.4% respectively.

In summary, the data presented reveals significant differences in employment rates and wages among various racial and gender groups. Among adults over 20 years old, the unemployment rate for African American females was 8.8%, while it was 7.2% for Latino females. These disparities were not limited to employment but also extended to

wages. The findings suggest that Euro-American females experienced a significant increase in employment, whereas both men and women from cultural minority groups had lower gains. Women's rights movements have long focused on achieving equal access to higher-paying jobs. In 2005, a research study conducted by the Bureau of Labor Statistics demonstrated that average weekly earnings were much higher for Euro-American men compared to both Euro-American women and cultural minority men and women.

The information provided reveals a clear and unfair pattern in the US that treats a specific cultural community in an extremely skewed and contrary manner. In addition, both African American and Latino workers received much lower compensation compared to Euro-American women.

Oppressive Laws and Statutes

Any significant changes or transformations in the national culture have always faced strong opposition. Instances of hostility, senseless acts of terrorism, and racial hatred have been witnessed. Historical events indicate that individuals involved in hate crimes and other forms of negative behavior always aimed to legitimize patterns of cultural domination.

Another indication of negative behavior has been the intimidation and discrediting of groups that were believed to pose a discreet threat to the status quo. History provides us with many examples of this. The establishment of the Immigration Restriction League in 1884 and the lynching of 11 Italians in New Orleans in 1891 were two notable instances of alleged bullying and terrorism aimed at protecting the so-called national culture. The Emergency Quota Act of 1921 was another example of restrictive legislation that was promoted as a means to preserve national culture; this oppressive law aimed to limit immigration for all nationalities to 3% of their respective expatriate populations living in the country

as of 1910. Conversely, the National Origins Act of 1924 actually decreased the immigrant quota from 3% to 2% of those present from each nationality as of 1890.

The Myth of the Great Melting Pot

There was a significant influx of foreign individuals into the country between 1870 and 1920.

The inflow of immigrants consisted of individuals from different regions such as Southern and Eastern Europe, Asia, and Central America. Unlike previous waves of immigrants, these newcomers arrived in larger numbers and were able to establish their own cultural enclaves while retaining and practicing their own traditions. However, these new immigrant groups were not keen on assimilating into the dominant mainstream culture. To address this issue, a modified and restructured form of cultural assimilation, symbolized by the melting pot, was implemented. This new approach no longer required immigrants to abandon their native culture and fully embrace the foreign and native culture. The main idea was to create a new shared culture that would incorporate the best aspects from all the existing cultures in society.

This move appeared contradictory, as the rhetoric was different but the procedure remained the same. Despite the motivations, the national and institutionalized culture remained northern European, which unfortunately influenced the people and bureaus governing the state, who were focused on northern European mentalities and cultural values.

Journal Activity

Why is language important in the cultural context of the US? Do you think using English as the standard for classroom instruction is beneficial for the country? Do you agree that any form of subjugation is detrimental to a civilization's survival? Does classism in US schools create an unfair social structure that benefits children from affluent

backgrounds?

Pause and Reflect

Aspiring to be an effective English teacher, how do you approach teaching English to children from various cultural backgrounds? Consider the steps and strategies that can help you become an effective teacher while overcoming issues like racism, classism, and subjugation.

Internet Activity

Compile a list of laws and regulations related to subjugation and classism in different US states. Additionally, gather current statistics and data on gender differences and sexism in the US.