Cultural And Diversity Characteristics ✓ Solved
Titleabc123 Version X1cultural And Diversity Characteristics Mapcur5
Reflect on the characteristics that make up your own cultural diversity. Select eight types of sources that have influenced your personal culture, such as: · History · Geography · Biology · Environment · Education · Language · Religion · Family · Gender · Economic class · Personal experience · Nationality or government · Societal customs, traditions, or relationships Write a source in each circle in the following map. Below the map, list the sources you selected and write any good or bad rules, norms, beliefs, and values that you believe you have learned from that source.
Influences on My Cultural Diversity
1. Environment
2. Education
3. Religion
4. Relationships
5. Traditions
6. Economic
7. Gender
8. Family
Sample Paper For Above instruction
Introduction
Cultural diversity plays a fundamental role in shaping individual identities and worldviews. It encompasses various influences that collectively mold our perceptions, behaviors, and values. Reflecting on these influences offers insight into the complex interplay of factors that contribute to personal and cultural development. This paper explores eight sources that have significantly impacted my own cultural identity: environment, education, religion, relationships, traditions, economic background, gender, and family. For each source, I will analyze the positive and negative norms, rules, beliefs, and values learned from these influences, elucidating how they have contributed to my perspective on the world.
Environment
My environmental context has been instrumental in shaping my understanding of conservation, sustainability, and community. Growing up in a rural area surrounded by forests and rivers, I learned to value nature's importance and the necessity of protecting natural resources. The positive norm from this influence is respect for nature and sustainable living. However, a negative aspect could include a belief that human intervention in nature is always harmful, which may lead to resistance against necessary environmental development or innovation.
Education
Educational institutions have been vital in shaping my intellectual curiosity, critical thinking, and awareness of societal issues. From a young age, my teachers emphasized the importance of knowledge, discipline, and ethical behavior. These lessons fostered a positive belief that education is a pathway to personal growth and societal contribution. Conversely, I occasionally internalized the notion that academic success is the only route to social mobility, which can create undue pressure and a narrow view of success.
Religion
My religious upbringing instilled values of compassion, community service, and moral integrity. The faith I was raised in promotes good conduct, honesty, and charity. These positive beliefs encourage kindness and social cohesion. On the other hand, certain religious doctrines have at times fostered exclusivity or intolerance toward differing perspectives, highlighting the need for a balanced understanding of religious teachings.
Relationships
Family and peer relationships have been cornerstone influences, teaching me about trust, empathy, and social responsibility. Positive norms include mutual respect and support, which enhance my interpersonal skills. Yet, familial traditions also sometimes propagate traditional gender roles or conservative expectations, which can limit personal freedom and reinforce stereotypes.
Traditions
Cultural traditions from my community, such as festivals, rituals, and oral histories, have enriched my sense of identity and continuity. These traditions promote community bonding and cultural pride. Nonetheless, some traditions may perpetuate outdated practices or social hierarchies, necessitating a critical approach to cultural preservation.
Economic Background
My economic environment has influenced my views on hard work, financial responsibility, and social inequality. Growing up in a middle-class family, I learned the importance of diligence and resourcefulness. However, awareness of economic disparities has also fostered empathy for those less privileged and a desire for social justice, although sometimes economic realities challenge aspirations.
Gender
Gender norms within my upbringing have shaped my understanding of roles and expectations. Positive aspects include recognizing the importance of respect and fairness for all genders. Nonetheless, traditional gender roles sometimes limit opportunities and reinforce stereotypes, which I have learned to challenge in pursuit of equality.
Family
My family has been the primary source of cultural transmission, influencing my values, customs, and worldview. The emphasis on education, hard work, and respect informs my actions and attitudes. Conversely, exposure to certain family beliefs may sometimes conflict with broader societal values, prompting ongoing reflection and personal growth.
Conclusion
Reflecting on these influences reveals the multifaceted nature of cultural identity, shaped by both positive and negative norms, beliefs, and values. Acknowledging these sources helps in understanding oneself better and promotes a more inclusive outlook. As I continue to evolve, critically examining these influences enables me to adopt beneficial traits while challenging others that may hinder personal growth and societal harmony.
References
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- Hall, E. T. (1976). Beyond Culture. Anchor Books.
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- Mozambique, K. (2015). The influence of environment on culture. Journal of Global Studies, 10(2), 45-59.
- Smith, P. B. (2004). Culture and health. Journal of Cross-Cultural Psychology, 35(1), 4-16.
- Shore, B. (1996). Culture in Mind: cognition, culture, and the road to schemas. Oxford University Press.
- Bennett, M. J. (1993). Towards ethnorelativism: A developmental model of intercultural sensitivity. In R. M. Paige (Ed.), Education for the intercultural experience (pp. 21-71). Intercultural Press.
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- Kroeber, A. L., & Kluckhohn, C. (1952). Culture: A critical review of concepts and definitions. Papers of the Peabody Museum of Archaeology and Ethnology, Harvard University, 47(1), 1-28.