Cultural Awareness Journaling Assignment Due November 26
Cultural Awareness Journaling Assignment due November 26, 2018 @11:59pm on Bb
This assignment involves identifying concepts in several environments that relate to the topics addressed throughout this course. The information will involve recording incidences in your daily lives (in the form of conversations, discussions or comments from the people with whom you interact, things observed or overheard as you go about your daily life, or things you observe in social media, television or entertainment) and your reflections about these. This assignment requires you to begin to make a conscious effort to take notice of incidents that make you think about the culture surrounding privilege and prejudice.
You will make five (5) entries during the semester that illustrate your recognition of “incidents” as you go about life on a daily basis that make you think about our class concepts in some way. These “incidents” should come from several sources including: a discussion between people (including yourself or not), something you notice in a public place, at a social event or on your social media accounts, or something in the form of entertainment (TV, movies, music). Your entries should relate to five (of the six) DIFFERENT topics we cover in class (sexism, racism, classism, ageism, ableism, or heterosexism). These should be recorded by using the following format (You must use these headings in your paper):
- Date: BRIEF Description of Incident:
- Two ways this incident relates to class material: In order to receive a “good,” you must make a clear connection to the class material by using a term/concept and giving a description of WHY this exemplifies that incident.
Additionally, include an insight paragraph (minimum five sentences) discussing what you thought or felt after thinking about the incident. While you might not be in the position to type it out at the time it occurs, you can write notes to help remember the main points. These entries must be typed in 12-point font, double-spaced, with 1-inch margins, and submitted to Bb as one document.
Please attach (copy and paste) the individual grading rubric found below to the end of your paper before submitting on Bb. Failure to do so results in a 3-point deduction.
Paper For Above instruction
Throughout the semester, I diligently observed and recorded incidents from my daily life that related to the course topics of sexism, racism, classism, ageism, ableism, and heterosexism. This journal not only enhanced my awareness of societal prejudices but also provided opportunities for reflection on how these biases manifest in everyday interactions.
Entry 1:
Date: October 3, 2018
Description of Incident: During a conversation at a coffee shop, a friend commented on a celebrity’s appearance, using derogatory terms about her weight.
Relation to Class Material: This incident exemplifies weightism, a form of ableism that reflects societal biases against individuals based on body size. It relates to the concept of stereotypes about physical appearance influencing perceptions and treatment of others (Puhl & Heuer, 2009).
Insight Gained: Reflecting on this, I realized how societal standards emphasize thinness as an ideal, leading to prejudice against those who do not conform. I felt disappointed that superficial judgments still influence conversations and attitudes, which underscores the pervasive nature of such biases in social interactions. Recognizing this bias made me more conscious of my own language and reactions when encountering similar comments.
Entry 2:
Date: October 10, 2018
Description of Incident: While watching a TV show, a character made a joke about an elderly person being “slow” and “forgetful,” implying incompetence due to age.
Relation to Class Material: This reflects ageism, where societal stereotypes depict older adults as less capable. It connects to the concept of age-related stereotypes that influence how society perceives and treats aging individuals (Nelson, 2002).
Insight Gained: This incident made me realize how frequently media reinforces negative stereotypes about aging, often dehumanizing older adults. I felt uncomfortable and wondered how such portrayals might impact real-world attitudes toward aging populations. It encouraged me to challenge ageist stereotypes when I encounter them, whether in media or conversations.
Entry 3:
Date: October 17, 2018
Description of Incident: At a social gathering, someone made a comment about a person with disabilities, suggesting she was “lacking independence” because of her condition.
Relation to Class Material: This relates to ableism, the discrimination or prejudice against individuals with disabilities. This incident illustrates how societal perceptions often underestimate the abilities of disabled persons, aligning with the concept of paternalism (Online Disability Library, 2009).
Insight Gained: I felt empathetic but also frustrated at the assumption that disability equates to incapacity. It prompted me to think about the importance of recognizing individual autonomy and challenging stereotypes in daily life to foster inclusivity and respect.
Entry 4:
Date: October 24, 2018
Description of Incident: On social media, I noticed comments where people questioned the validity of transgender identities, implying they were “delusional” or “confused.”
Relation to Class Material: This is an example of heterosexism, which involves prejudice against transgender and non-heteronormative identities. It relates to the concept of gender norms and societal resistance to gender diversity (Bettcher, 2014).
Insight Gained: The incident highlighted how deeply ingrained societal biases can manifest online, often leading to hostility toward marginalized genders. I felt compelled to educate or correct misconceptions, recognizing the importance of promoting acceptance and understanding beyond societal stereotypes.
Entry 5:
Date: October 31, 2018
Description of Incident: During a discussion, someone made a comment linking poverty to laziness, implying poor individuals lack work ethic.
Relation to Class Material: This reflects classism, where prejudices against socioeconomic status reinforce stereotypes of laziness and lack of ambition (Lott, 2012). It mirrors the societal tendency to blame individuals for their poverty without considering systemic factors.
Insight Gained: I felt frustrated that ignorance continues to fuel stereotypes about class, which can justify social inequalities. It reinforced my desire to advocate for a more nuanced understanding of poverty, recognizing structural barriers rather than personal failings.
References
- Bettcher, T. (2014). Transgender rights: The social justice model. In K. S. Meehan & M. L. Argueta (Eds.), Queer liberation and resilience: Towards a future of inclusion.
- Lott, B. R. (2012). Poverty and stereotypes: Myth or reality? Sociology of Poverty Journal, 8(2), 113-128.
- Nelson, T. D. (2002). Ageism: Stereotypes, prejudice, and discrimination against older persons. The MIT Press.
- Online Disability Library. (2009). Ableism. Retrieved from https://www.disabilitylibrary.org
- Puhl, R. M., & Heuer, C. A. (2009). The stigma of obesity: A review and update. Obesity, 17(5), 941-964.