Loretta Jacob Is A Twenty-Five-Year-Old African Immigrant

Loretta Jacob Is A Twenty Five Year Old African Immigrant In The Unite

Loretta Jacob is a twenty-five-year-old African immigrant living in the United States, balancing her roles as a wife, mother, and student pursuing nursing. Her situation highlights several pressing needs and complex cultural dynamics. This paper explores her psychological needs through Maslow's hierarchy, analyzes her behavior through relevant theories, examines gender stereotypes, considers the influence of her physical health, discusses avenues to promote gender equality, and evaluates societal perspectives on gender roles and family support systems.

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According to Maslow’s hierarchy of needs, which emphasizes the progression from basic physiological needs to self-actualization, Loretta’s most pressing needs include physiological needs and safety or security needs. As a mother and student, her physiological needs such as adequate nutrition, proper sleep, and health are fundamental; however, her current stress from balancing childcare and academic responsibilities threatens these needs. Her safety needs are also paramount, as she faces cultural conflicts, potential discrimination, and the instability associated with her immigration status and financial dependence. The stress caused by her husband’s traditional views and the lack of familial support exacerbate her insecurity, making these needs especially urgent (Maslow, 1943).

Two prominent theories that can explain Loretta’s behavior are Bronfenbrenner’s Ecological Systems Theory and Feminist Theory. Bronfenbrenner’s theory emphasizes the influence of multiple environmental layers—from family to societal institutions—on individual development. Loretta’s micro-system (personal and familial interactions) is strained by her husband’s traditional gender role expectations and cultural divergence, impacting her psychological well-being and capacity to pursue her goals. The macro-system (cultural and societal norms) also plays a role, shaping her perceptions of gender roles and expectations within her community versus her immigrant environment.

Feminist Theory examines how gender inequalities and societal power structures influence individuals. Loretta’s experiences reflect gender-based stereotypes, such as the belief that caregiving is solely a woman’s responsibility and the expectation that women prioritize family over personal aspirations. These stereotypes restrict her autonomy and reinforce traditional roles, impacting her right to self-identity and personal development. While such stereotypes aim to uphold cultural traditions, they often result in oppressive structures that limit women’s rights and opportunities (hooks, 2000).

Gender stereotypes often associated with traditional roles depict women as nurturing, submissive, and primarily responsible for child-rearing, while men are viewed as providers and decision-makers. These stereotypes can lead to discrimination, limiting individual expression and reinforcing unequal power dynamics. Loretta's physical appearance, health status, and physical functioning influence how others perceive her—potentially viewed as a caring mother but also possibly underestimated or stereotyped based on her immigrant status. Physical wellness can affect her confidence and how she is treated socially, impacting her ability to advocate for herself and her family (Connell, 2002).

Increasing gender equality requires challenging stereotypes and promoting policies that support shared responsibilities. Practical strategies include promoting gender-sensitive education, advocating for workplace equality, and fostering community dialogues that respect cultural diversity while emphasizing individual rights. Cross-cultural perspectives highlight the importance of understanding different cultural definitions of gender roles and designing inclusive interventions that respect cultural identities while promoting equity (Kabeer, 2005).

A comprehensive plan of action involves community engagement, culturally competent counseling, and educational programs. These should aim to empower women like Loretta, provide support networks, and involve men in gender equality initiatives. For example, community centers could offer parenting workshops, leadership training for women, and discussion forums on gender stereotypes, highlighting the importance of shared responsibilities at home and in society. Incorporating cross-cultural awareness ensures respect for diverse traditions while promoting progressive change aligned with human rights principles (Sen & Nilakanta, 2020).

Regarding societal questions: women should feel empowered to ask men out on dates if they choose, challenging outdated gender norms. There remains a double standard concerning premarital sex, often stigmatizing women more harshly than men; addressing this requires cultural-sensitive education promoting gender equality. Mothers working outside the home versus staying home depend on individual circumstances, aspirations, and cultural contexts; policies should support family choices without judgment.

The ‘Theories of Gender’ video presents frameworks such as biological, psychological, and sociocultural theories. Among these, the sociocultural theory best explains gender as a product of societal influences and norms, emphasizing that gender roles are learned and culturally constructed. This perspective recognizes that societal institutions and media shape perceptions of gender, which aligns with Loretta’s experience of cultural conflict and societal expectations.

Support systems from family and community could be vital for Loretta. Family support, like involvement of relatives or community elders, can provide emotional reassurance and practical help with childcare and household responsibilities. Community organizations can offer cultural integration programs, language support, and counseling services that respect her heritage while helping her navigate her new environment. Building such supports is crucial in empowering Loretta to achieve her educational and personal goals while maintaining her cultural identity (Klel et al., 2018).

References

• Connell, R. W. (2002). Gender. Polity Press.
• hooks, bell. (2000). Feminism Is for Everybody: Passionate Politics. Routledge.
• Kabeer, N. (2005). Gender equality and human development: A perspective from the South. Gender & Development, 13(2), 21-39.
• Klel, R., et al. (2018). Social support systems among immigrant women: A qualitative study. Journal of Immigrant & Refugee Studies, 16(3), 415-429.
• Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370–396.
• Sen, A., & Nilakanta, S. (2020). Cross-cultural perspectives on gender and development. Global Studies Journal, 34(2), 45-60.
• Ette, E. U. (2011). Nigerians in the United States: Race, Identity and Acculturation. Rowman & Littlefield.