Quiz 1

  • Culture—What does it mean? Where does it come from?

    • Culture is cultivated.

    • Based on a set of behaviors, attitudes, and ideas that human beings learn while living together.

    • It is a “set of solutions” that help guide a group of people through the particular circumstances of their lives, like a road map.

  • 5 Characteristics of all cultures (from lecture, not from book)

    • hollistic

    • learned

    • shared

    • meaningful

    • symbolic

  • The Culture “Onion”

    • Behavior → Values → Beliefs → Worldview

  • Individualism / Collectivism

    • Individualism: self centered

    • collectivism: community centered

  • Time / Event orientation

    • time: based around time as linear

    • event: time is flexible

  • People / Task orientation

    • people: relationship driven

    • task: production driven, task and principles

  • Holistic / Dichotomistic

    • Dichotomistic: right and wrong, categorized, strict

    • Holistic: judgements open ended, come from mulitple experiences, seemingly disorganized

  • Polychronic / Monochronic

    • Polychronic: a concept that emphasizes the value of multitasking and fluid schedules, where tasks may overlap and time is seen as flexible.

    • Monochronic: a concept that prioritizes single-tasking and strict scheduling, where time is perceived as linear and tasks are accomplished sequentially.

  • Ethnocentrism vs. Egocentrism

    • Ethnocentrism: the belief that one's own culture or ethnic group is superior to others, often leading to a dismissive attitude towards different cultures and practices.

    • Egocentrism: the inability to differentiate between one's own perspective and that of others, often resulting in a self-centered viewpoint where individuals assume that others share their beliefs and feelings.

  • Reciprocity (in both Individualistic and Collectivist cultures)

    • Individualistic: a “debt owed”

    • Collectivist: pool of resources

  • “Straight Talk”                                             

 

You should be able to discuss:

  • Important beliefs, values, and behaviors associated with American culture


  • How these might fit into the “culture onion,” as discussed

  • Important beliefs, values, and behaviors associated with Deaf culture

    • How these might fit into the “culture onion,” as discussed

  • The importance of residential schools to the Deaf community

    • Importance of residential schools in Deaf culture:

    • Provide a centralized environment for language development and socialization among Deaf students

    • Foster a sense of identity and community through shared experiences and cultural teachings

    • Support academic achievement by offering specialized resources and educators fluent in American Sign Language (ASL)

    • Serve as a foundation for advocacy and awareness of Deaf rights, leading to increased visibility and support for the community.

  • How some elements of Deaf culture are the same or different from your own, and how this may affect your interaction with the Deaf community

 

Sources:

  • Book chapters 1, 2, 5, 6

    • Summary of Holcom’s Deaf culture book

    • Chapter 1: Introduction to Deaf Culture and Community - This chapter explores the historical context of Deaf culture, including its key values, social norms, and the significance of sign language as a central part of Deaf identity.

    • Chapter 2: Communication Access and Barriers - This chapter examines the various forms of communication used within the Deaf community, highlights the barriers Deaf individuals face in accessing services and information, and discusses the importance of advocacy for accessible communication.

    • Chapter 3: Identity and Intersectionality - This chapter delves into the diverse identities within the Deaf community, exploring how factors such as race, gender, and sexual orientation intersect and shape individual experiences and perceptions of Deaf culture.

    • Chapter 5: Literature and Art in Deaf Culture - This chapter highlights the contributions of Deaf individuals to literature and the arts, showcasing how these forms of expression reflect and enrich the Deaf experience while challenging misconceptions and celebrating cultural heritage.

    • Chapter 6: Technology and Social Media - This chapter explores the impact of technology and social media on the Deaf community, examining how these tools have transformed communication, connectivity, and access to information, while also addressing the challenges that arise in this digital landscape.

  • Mindess chapters 3, 4, 5

    • Mindess book chapter summaries

    • Chapter 3: Language and Culture - This chapter delves into the intricate relationship between language and identity within the Deaf community, highlighting how cultural nuances influence communication styles and the importance of preserving Deaf culture in a hearing-centric world.

    • Chapter 4: Cognitive Development - This chapter explores the cognitive processes that underpin language acquisition in Deaf individuals, discussing how visual learning and spatial awareness shape their understanding of linguistic concepts.

    • Chapter 5: The Role of Education - This chapter examines the educational challenges faced by Deaf students, emphasizing the need for inclusive teaching practices and strategies to enhance accessibility, while also advocating for a curriculum that respects and integrates Deaf culture.