Social Construction

Social Constructivism-

In fifth grade my teacher, Mr. Erickson, was instructing us about the food chain. He told us it is necessary for one species to kill another as a means of survival, it is the "natural order" of things. He made his way from the bottom to the top in as much detail as possible. Insects seemed to be at the bottom, while animals such as the tiger were at the top. Then, after making his way to the top he drew a figure of a human being at the upper right hand side of the food chain. He then made a statement which had a profound impact on me. He said, "human beings are not necessarily part of the food chain, but exist outside of it because of our ability to think." Is it possible that we inhabit the Earth, along with everything else, yet exist independently? How could this be?

According to our book, social constructivism is, “the theory that individuals actively construct knowledge and ideas about reality and themselves through social processes and experiences” (Marsiglia & Kulis, 2009, p. 85). Human beings congregate and socially construct language, and then give names to objects in the phenomenal world. Human consciousness divides the world by discrimination through language. We are then deceived by our mental "constructs", and believe there is inherent separation. In fact, we are not separate from the world, we are a part of it. We could not survive, and would not exist, were it not for everything else. Without the sun, rain, farmers, workers, and grocery stores we would not have food to eat that creates our bodies. This is also the case with mental conception. How would I know what to write if language didn't exist prior to me writing?

President Obama could not be president if there were no people to preside over. I could not be a student in Diversity and Inequality without any instructor. Both the teacher and student, or president and citizen, are dependent on one another for their identity; they are interdependent and part of a whole. However, because we are human beings with the ability to conceptualize, we differentiate the teacher from the student, overlooking these are fleeting identities which have no inherent existence. This is not theory, but reality prior to conception. We are given identities because society agrees on their meaning through social constructivism. Would you consider yourself a pedestrian when sitting in a classroom? Eggs could not exist without the hen. Rain could not exist without the clouds. There isn't a place we can gaze where interdependence doesn't exist. We are the sum total of all experience, mind and body.

References

Marsiglia, F. F., & Kulis, S. (2009). Diversity, oppression, and change. (p. 85). Chicago, IL: Lyceum Books,

Inc.

Posted by BEAU.

Reinforcing Gender...

A twenty six year old man was attacked outside his local McDonalds because he wore pink shoelaces. While dining at the restaurant with a friend, the two began to get verbally attacked. The verbal abuse soon escalated into a vicious attack. Two men proceeded to beat the victim while yelling anti- gay slurs, leaving the victim with two black eyes, and a cut on the nose (http://www.ktla.com/news/landing/wpix-gay-brutally-beaten-in-greenwich-village,0,1736566.story ) .
This unfortunate situation illustrates how strong the world puts an emphasis on gender. While reading the section regarding men and masculinity, the book stated how men feel the need to prove their manhood. It could be express through competitiveness, aggression, and toughness ( Marsiglia, Flavio Francisco., and Stephen Stanley Kulis. "Men and Masculinity." Diversity, Oppression, and Change: Culturally Grounded Social Work. Chicago: Lyceum, 2009. 146-47. Print.).
Gender is something that is created by a society. Being masculine requires men to not participate in any feminine activities; these concepts need to be demonstrated daily. Wearing pink shoelaces was seen as being inappropriate nor was it an acceptable cultural symbol and the offenders were determined to make the victim suffer for his action.

Disabilities and Discrimination

BY Katrina - SWK 280

Discrimination comes in many different shapes and forms. In a couple different class periods we have touched on the subject of people with disabilities facing discrimination. I found an article on abcnew.com about an eight-year-old boy with cerebral palsy who was denied communion. According to the article, when the Rev. Phil Henning was questioned about his motives he replied that the boy had “the mental capacity of a 6-month old.” He also said he didn’t have sufficient knowledge of Christ. The family argued that Catholic doctrine doesn’t require a specific level of knowledge. The boy’s grandmother said that he had been preparing for months for his communion.

In my opinion, telling a child he cannot participate in a religious milestone because his disability does not allow him to be “smart enough” is absolutely horrific. I think this is in every way possible a form of discrimination. First communion is a ceremony that symbolizes acceptance but the church community. They are rejecting this boy’s desire to become a part of the church and take a step closer to his relationship with God.

According to Douglas C. Baynton’s article, Disability and the Justification of Inequality in American History, “In recent decades, historians and other scholars in the humanities have studied intensely and often challenged the ostensibly rational explanations for inequalities based on identity-in particular, gender, race and ethnicity. Disability, however, one of the most prevalent justifications for inequality, has rarely been the subject of historical inquiry.” I think we as a society need to question ourselves as well as those in power to ensure everyone is getting equal opportunities.

Social Contact Theory

Celia SWK280

Earlier this semester I got a position as coordinator of Paso Doble, a culture and language exchange program, at Pangea World Theater. The objective of the Paso Doble component is:
1) To connect the Latina/o immigrant community and potential allies
2) To strengthen those relationships through bilingual and cross-cultural conversation exchanges; English and Spanish language-learning support; and gatherings focused on social justice and immigration issues.

I found myself applying many of the theories we learned in class to this project. The one that I found most relevant was Gordon Allport’s Social Contact Theory, which states that prejudices is reduced when people of diverse backgrounds communicate under equal status, are potential friends and have shared goals and activities (Rothenberg, 2010).

In Paso Doble this is put to the test when we pair one member of the Latina/o immigrant community and one person who self-identifies as an ally, for Spanish-English conversation exchanges. This dialogue and cultural exchange is further facilitated through monthly meetings in which all pairs come together for social justice and language workshops. At the beginning of the program the participants were a little intimidated by each other, but now it seems they are already on the path of making lifelong friendships. I believe that if we all make an effort to get someone we don’t know a lot about, we will begin to reduce prejudices and respect each other as humans.

Reference:
Rothenborg, N. (2011). Continuum of Cultural Traits. Social Work 280

Nature vs. Nurture; Appreciating the History of a Culture

Allison - SWK 280

Having a Native American speaker in class last week was a very interesting lesson for me. Her story telling method of teaching caught my attention and made me more curious about her life. I took from what she told us about her life that she is a very wise woman with a lot of knowledge in her heritage. The speaker described that the best way to appreciate the Native American culture is to understand their history. The more people understand any group’s history, the more they can appreciate what that group’s ancestors went through to be where they are today. I thought it was interesting that even though the speaker had been raised by a European American couple, she still recognized her Indian traits, not only physically, but mentally. Once she learned more about her heritage, she could relate to her Indian way of living, a lot of her life was given meaning. She understood the reason why she had struggled in school was because her heritage caused her to learn through storytelling. For example, she learned that as an American Indian person she may have learned better if her teachers had used story telling rather than more standard educational methods. I think this is a great example of nature vs. nurture. Despite her being raised in a dominantly white environment, her Indian traits were not completed covered up by her white upbringing. I think all people should have a chance to learn their own unique cultural heritage. This helps increase self understanding and appreciation for one’s own culture.

MN Recidivism in Incarceration

Collin

4/25/11

As I was leafing through the Star Tribune about a week ago (4/14/11) I came across an article that described how Minnesota leads the nation in incarceration recidivism. This issue is important to me so I took a second glance at it. Since we recently spoke about disparity levels I made an attempt to piece the puzzle together.
According to a new study Walsh reported in the Star Tribune, 61 percent of Minnesota’s prisoners released in 2004 went back to a correctional facility. By comparison nationally there is only a rate of 41 percent (Walsh, 2011). The Commissioner of Corrections Tom Roy went on to challenge the study by stating. “Combining technical violations like use of alcohol with statistics on new crimes is inherently misleading”. I questioned the statements made, especially after taking Social Work 280 and discussing disparities.
Immediately I began to think critically of the arguments and statements as to why we have the problem of increase in recidivism. A few things in the article troubled me. The first is that Minnesota is predominantly a white state and a majority of people incarcerated are of a minority group. Is it possible that micro-aggression within supervision is a contributing factor to recidivism? Also, could the conditions of release be unrealistic? As an educated able-bodied white male I am well aware of the white privilege I carry. However as I have a criminal record, I know how hard it is to fulfill the conditions of release. These conditions are that the person must find employment and a place to live within 30 days. This is very difficult, since jobs are scarce. It is hard to be gainfully employed especially with a tarnish on your record.
I would ask Mr. Roy how he expects people who are released without access to a great deal of resources to find an address, afford a car to get to work, or find a job within the 30 days given. As the second largest piece of the Minnesota budget is allocated to supervising and housing people in correctional facilities behind social security where are we going wrong as a state? I firmly believe this may be due to disparity and micro-aggression, as well as the difficulty in release conditions. It is difficult to find a decent job or place to live due to a criminal record especially if one might face racial micro-aggression or other forms of discrimination. Overall I think that it is deeper than recidivism. I believe it is a disparity problem along with an intolerance of people with a criminal record.

Walsh, P. (2011, April,14). Minnesota leads nation in recidivism. Start Tribune,
p. B4

"We" not "Me"

by Aaron

One of the things we’ve been learning about in the past week is the difference between individualism and collectivism. Dominant western culture can be categorized as individualistic, “meaning that the most common psychosocial unit of operation is the individual, not the group. Individualistic societies believe that the needs of the group are satisfied when the needs of the individual are satisfied” (Marsiglia & Kulis, 2009, p. 178-179). I do not believe that when the needs of an individual are met the needs of society are met. This is evidenced in the lack of basic healthcare, access to equal education, and affordable housing in the United States, to name a few. I think that we can learn from collectivist societies, which “believe that the individual needs are met when the group’s needs are met” (Marsiglia & Kulis, 2009, p. 178-179). I think that this individualistic culture in which we live has led us to being greedy, selfish and caring more about having things than loving people.
Now, I’m not proposing that individuals should not have the freedom to choose who they are, how they want to be in the world, or what they believe or think; I’m proposing that perhaps there is a middle ground where we think less about how something is going to affect “me”, and more about how is something going to affect all of “us” as a country, state, city and community.
Our individualistic culture in America has led to an uneven distribution of wealth. One of the news items I submitted for this class was an article written by Michael Moore about how “400 obscenely rich people, most of whom benefited in some way from the multi-trillion dollar taxpayer ‘bailout’ of 2008, now have as much loot, stock and property as the assets of 155 million Americans combined” (Moore, 2011). Our society of individualism is costing us our collective wellbeing.
What do you think?



Marsiglia, F. F., & Kulis, S. (2009). Diversity, oppression and change: culturally grounded social work. Chicago, IL Lyceum Books, Inc.

Moore, M. (2011, April 27). America is not broke. Retrieved from http://www.truth-out.org/michael-moore-america-is-not-broke68265