Dominant Cultures Case Study Assignment
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Dominant Cultures Case Study Assignment
Although many societies are multicultural, they generally have a dominant culture— a term used by sociologists, anthropologists, and researchers in cultural studies to describe the established language, religion, behavior, values, rituals, and social customs of a particul ar society. The dominant culture may or may not represent the majority of the population; i nstead, it is considered dominant because it controls or has influence over social institution s such as the media, educational institutions, law, political processes, business, and artistic expression (Marshall, 1998). When the dominant culture is not the majority in terms of pop ulation, it is known as the dominant minority. One political example of a dominant minority was White South Africans during apartheid in South Africa. Even though this ethnic group comprised only 22% of the country, it dominated the political and economic institutions of the nation and was able to enact laws and sustain other customs that kept Black South Afric ans from having equal rights and opportunities. An economic example is Chinese dominanc e in Southeast Asia, where, even though they comprise 15% of the population, they control over half of other Asian countries’ economies (Chua, 2003). This power and control is not absolute, nor is it permanent; other groups within the society may challenge the dominant culture. For example, because people from England, Ireland, a nd Scotland predominantly settled the original 13 colonies in the United States, many aspec ts of U.S. culture were based on British culture, which was itself a mix of English and other European traditions. As a result, the English language as well as elements of its legal and po litical systems, religious views, attitudes toward work, recreational pastimes, and other cha racteristics of Anglo (English) culture became dominant in the United States (Mio, Trimble, & Arredondo, 1999). These laws and traditions also established the roles of males and fema les in dominant American culture, sometimes overtly via laws that stated that married wo men were not recognized as legal entities separate from their husbands. Small but effective co- cultures such as the women’s suffrage movement in the 1920s, the women’s rights moveme nt in the 1960s and 1970s, and the current #MeToo/#TimesUp movement, built and sustai ned both interpersonally and on mediated channels, are often responsible for marked shifts in dominant cultural beliefs regarding gender roles.
When individuals are born into a particular society, they begin a process of enculturation w herein they learn and adopt the norms, traditions, and beliefs of their dominant culture. For example, they will eat food that is preferred by members of that culture, learn the primary language, and view and experience the major forms of media popular within that culture. I mmigrants usually undergo a period of acculturation as well, during which they learn and b egin to adopt the norms and the behaviors that are acceptable or preferred in the dominant culture. Acculturation, for example, involves observing others who are members of the do minant culture to see how they behave, communicate, and what their preferences and disli kes are. From these observations, and by directly interacting with the newly adopted cultur e, the individual will begin to absorb the characteristics of that culture. The acculturation pr ocess is not just one-way— as more new members join a culture, their values and beliefs shape and influence the domi nant culture as well. That being said, a society may celebrate its multicultural makeup, but its most widely share d customs, holidays, and traditions are usually those of the dominant culture, such as the U. S. holidays of Thanksgiving and Independence Day. The dominant culture of a society can c
hange, but, unless a revolution or other major social upheaval occurs, this change usually h appens slowly.
Co-Cultures
In addition to a dominant culture, most societies have several co-cultures— regional, economic, social, religious, or ethnic groups that are not the dominant culture but still exert influence in society. These co- cultures have characteristic customs and patterns of behavior that are unique to them and t hat distinguish them from the dominant culture. The terms co- culture and subculture have similar meaning, but co- culture implies that multiple cultures can exist together in the same geographic space, wher eas subculture could imply that some cultures are necessarily subsumed into, or are inferior to, other cultures. The term co- culture emphasizes that, even though you identify with a dominant culture, there may be an other culture with which you identify more closely and feel best represents who you are an d how you behave. An example of this might be your high school. Although every student in the school identified as a member of the student population dominant culture, co- cultures existed alongside each other as well, such as the football team, the theatre club, or the jazz choir. Each of these co- cultures had their own communication norms. If you were a part of two co- cultures, you may remember adapting to and changing your communication— such as using jargon or specific nonverbal cues—based on which co- culture’s members you were communicating with at a particular time. On a broader scale, y ou might identify yourself as an American, but have a particular co- culture, such as a religious affiliation, geographic region, or occupation that you also strongl y identify with and that is an important component of who you are.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. 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Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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