¶ … Hispanics and 40,375,000 African-Americans live in the United States and the respective percentages of these population groups are projected to continue to increase well into the foreseeable future. The purpose of this study was to provide descriptions of these two cultures and why they are of interest as well as a comparison of similarities and differences related to time orientation, communication, physical and mental health, group relationships, and perceptions and measures of intelligence between these two population groups. The study also presents a description of the theoretical framework that guided the analysis of both of these cultures as well as an explanation concerning how each culture influences human development, identity development, and personality development within it. An examination concerning how each culture influences the expression of emotion, the development of morality, gender, aggression, and marital fidelity and an explanation concerning potential biases that may influence the analysis of these cultures and why are followed by a summary of the research and important findings in the conclusion.
Cross-Cultural Research among Latinos and African-Americans
The demographic composition of the American population has changed significantly in recent decades as the percentages of Latinos and African-Americans have increased faster than the general population. As a result, approximately 88 million Americans at present are Latino or African-American, and these rates are expected to continue to increase well into the foreseeable future. Given these trends, it becomes timely and important to gain some fresh insights into these cultures. To this end, this paper reviews the relevant literature to provide descriptions of these two cultures and why they are of interest as well as a comparison of similarities and differences related to time orientation, communication, physical and mental health, group relationships, and perceptions and measures of intelligence between Latinos and African-Americans and mainstream American culture. In addition, a description of the theoretical framework that guided the analysis of both of these cultures is followed by an explanation concerning how each culture influences human development, identity development, and personality development within it. Finally, an examination concerning how each culture influences the expression of emotion, the development of morality, gender, aggression, and marital fidelity is followed by an explanation concerning potential biases that may influence the analysis of these cultures and why. A summary of the research and important findings concerning the foregoing issues are presented in the conclusion.
Description of the cultures of interest and why they are of interest
For the purposes of this study, the term "Latino" will be used interchangeably with "Hispanic" and likewise, notwithstanding some controversy in this area, the term "black" will be used interchangeably with "African-American." The two cultures of interest, Latinos and African-Americans, are of interest in part because there are so many of them. For example, approximately 15.1% of the total U.S. population is Hispanic and 12.5% African-American (American people, 2016). This means that there are approximately 48,773,000 Hispanics and 40,375,000 African-Americans in the United States today.
Given these enormous numbers and that fact that their representation in the larger population continues to increase, it is clear that these demographic groups will have a significant impact on American society in the future. Indeed, as Gutierrez and Yeakley (2000) emphasize, "Latinos, people of Latin American descent, will be the largest ethnic minority group in the United States in the 21st century" (p. 541). Notwithstanding their growing percentages as part of the larger American population, Hispanics, like other minority groups, remain marginalized along a number of important social metrics. For example, Hanson and Santas (2014) emphasize that, "Although growing as a proportion of the population, Hispanics tend to live in ethnically isolated areas, in housing units with worse quality, and in neighborhoods with worse public services and more crime than the white majority" (p. 136).
According to the cultural dimensions developed by Hofstede, the mainstream American population is regarded as being highly individualistic, and it is reasonable to extend this analysis to the African-American populations as well (Montoya & Huang, 2013). This assertion is congruent with research that dates back to the first half of the 20th century when research confirmed the individualistic nature of the African-American community in the United States (Steely, 1934). By contrast, though, a study by Gutierrez and Yeakley (2000) characterized the Latino population in the United States as being more collectivist in nature. In this regard, Gutierrez and Yeakley (2000) report that the American Latino population is characterized by "a sense of identity and commitment to collectives and groups, rather than the individual [and] a focus on intergroup and intragroup harmony, with an avoidance of conflict and confrontation" (p. 541). Taken together, it is clear that African-Americans reflect the individualistic...
As the vast majority of African-Americans do not know where their ancestors came from, it is difficult to trace one's roots back to the African continent. At the same time, the United States, while certainly the nation that nearly every African-American would consider to be home, has hardly been hospitable to African-Americans throughout history. Even today, nearly a quarter of all African-American families in the United States live below
PSYCHOSOCIAL ISSUES AFFECTING African-American STUDENTS PSYCHOSOCIAL ISSUES AFFECTING African-American STUDENTS "They never want to hear what I have to say…it doesn't matter who started a fight, or what a teacher said to you that made you mad. You might have something heavy going on at home but no one asks. They're not interested. They just want you out of the school." 17-year-old 11th grade African-American female student, NYC (Sullivan, 2007, p. iii). In New York City, one of
(1999) which are: 1) Those with serious mental illnesses such as schizophrenia, bi-polar disorder with major depression and who use alcohol and drugs to self-mediate to cope with the symptoms; and 2) Those with borderline personality and anti-social personality disorders including anxiety disorder that is complicated by use of alcohol and illicit drugs. (Mather et al. 1999) Presenting further difficulty is the establishment of problems with alcohol and illicit drug use
Achievement of African-American students in civilian public schools vs. African-American students in the Depart of Defense (DOD) school system The methods section of this dissertation provides the rationale for the proposed study based on my hypothesis comparing African-American students in the DOD school system with African-American students in civilian school systems. It also highlights the key questions that were examined, how the study was conducted and the measuring criteria for analysis. The
Literature classes focus mainly on the works of dead white guys, and science talks about the accomplishments of dead white guys. While there are token mentions of the works of other races, they are not given equal representation. Furthermore, many of the classics chosen contain antiquated attitudes about race. However, I am against censorship. Stories do not lose their value because of discriminatory depictions of African-Americans; instead they capture
Race and Education Appreciation of the value of an education, upholding high family values and morals, and displaying the physical characteristics is associated with the European culture. Upper class values are viewed as adopting the European culture, which is also known as acting white. An African-American dressed in business attire, and holding a white-collar job is considered to have adopted the European culture values. High achievement is expected among the western
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