Human Diversity Test 3

Poverty

Extent to what an individual does without reosurces

Financial poverty

they lack the money to purchase good and services

Emotional Poverty

able to choose and control emotional repsonses.

Mental Poverty

not having mental abilities and acquired skills to deal with daily life

Spiritual Poverty

Believing in divine purpose and guidance

Physical Poverty

Having health and mobility.

Support system poverty

Friends,family, and backup resources

Relationships/role model poverty

access to those who are nurturing and not self-destructive

Knowledge of hidden roles poverty

knowing the unspoken cues and habits of a group (like noise level)

Registers of language

Variation in language based on occasion and background

ex: slang, proper

Frozen language

Language is always the same (e.g., Lord'sPrayer, wedding vows)

Formal language

Standard in work and school. Complete sentence, specific word choice.

Consultative Language

Not quite as direct as formal and used in conversation

Casual Language

Language b/w friends and limited to about 400-800 words in total vocabulary. Strong use of non-verbalcues.

Intimate Language

Language b/w lovers, family members, and sexual harassers.

What is SES?

Socioeconomic Status: an economic and sociological combined total measure of a person's work experience and of an individual's or family's economic and social position in relation to others, based on income, education, and occupation.

Glass ceiling

a perceived barrier to advancement in employment based on discrimination, especially sex discrimination

How to work with Multicultural communities:

Use paraprofessionals: natural leaders within ethnic communities, and use traditional healers.

Racial Identity

evolves in relation to these three sequential acquisitions of three learning processes: Racial classification ability, racial identification, and racial acceptance

Racial classification ability

Involves the child's learning to apply ethnic labels accurately to members of diverse groups. (Identify the black doll)

Racial Identification

Involves a child's learning to apply the newly gained concept of race to himself or herself. (I am...)

Racial evaluation

Involves the creation of an internal evaluation of one's own ethnicity. It is how children come to feel about being black or yellow, or brown. Assigning a positive evaluation to one's own racial group

Racial Acceptance

A second measure of racial evaluation was measured by showing the subjects photos of dark- and light-skinned individuals and asking if they would like to play with this person

Adolescence Racial Identity

African American adolescents formed a stable integration of self-image much earlier than White counterparts.• White Americans experienced higher levels of:• Confusion• Disequilibrium• Personal exploration

Primary Discourse

L1 (language an individual first acquired)

Secondary discourse

L2 (language of the larger society that the individual must be able to use to function in the larger society)

POVERTY CLASS

Money is to be used and spent, personality is for entertainment, quantity of food is important, being time present is important, language is casual, education is abstract, world is local

MIDDLE CLASS

Money is to be managed, personality is for achievement, food quality is important, time; the future is important, education is critical and see the world in a national setting

UPPER CLASS (wealth)

Money is to be conserved and invested, personality is for connections, food presentation is important, traditions and history is important, educations is necessary for forming connections, lanaguage is formal, worldview is international.