Therefore, today's society in the United States is diverse, which is something a social worker needs to understand and know how to deal with each diverse group. Furthermore, through research, it has been discovered most ethnic groups that live in the United States consist of young people, which means by staying in this country, they grow accustom to their surroundings. Once they have grown accustom to living here, they feel like this is their home to start a life with their own families. This continues the growing number of ethnic groups in this country. Due to the educational accommodations that schools and college campuses make for students that have ethnic backgrounds, there is not enough prejudice of one group to let a Holocaust to occur in the United Stated. Furthermore, this country believes in freedom of speech to allow one ethnic to be isolated from the rest and condone any imprisonment to be carried out. As a social worker, it has to be understood that race is a social construct and not biological. For example, since it has been clearly proven that Westerners and Asian-American think and learn differently from one another, it would be effective to bring their parents into the learning process so that every child can learn the same way even though they will process it in a different. If school systems would accept this concept of diversity in learning, there would be no feeling of failure for the no child left behind program. In order to learn, people need to see that learning is about diversity, which needs to become a part of the education school system. From the above evidence, it is clear that race is a social construct rather than biological because social systems such as schools treat people differently due to their racial background.

Things such as the abovementioned only form the apparentness and literalness of the behavior of American students. Because of their differing backgrounds and despite their oneness when it comes to opinionating, the ways in which they were brought up surely play the most significant factor on why they are who they are (Khramtsova and Saarnio 2007). Their behaviors are correlated with all the attributes they and their backgrounds possess. One such example is success. A student in an American classroom can correlate his depression and being antisocial with the way he is performing academically. And also, lest it is forgotten, the behavior of American students inside the classroom depends somewhat upon their relationships with professors and faculty, because, after all, they are the ones who teach the subject and interact with students (Sorcinelli 1995).

The typical American college classroom is as diverse as anything can get, on all facets, virtually. A classroom is comprised of European-Americans, Hispanics, Native Americans, Asian-Americans and African-Americans. This does not stop at race or ethnicity, however that diversity triggers even more "sub-diversities," such as attitude, religion, socioeconomic, behavioral factors and even in points-of-view. It is almost as if the American college classroom is a forum of students since almost everyone is not only entitled to speak out their thoughts and sentiments. American students are urged to speak out their thoughts due to the fact that exchanging of ideas is very common. For in the American college classroom, interactions like that denote the capacity or incapacity of a student to declare his or her identity; opinion is the most prevalent thing personally possessed by individual students. They may be diverse in about almost anything, but opinion and opinionating comprise the common ground they stand on. At this point, it is obvious that the American college classroom is the embodiment, the melting point of all cultures and aspirations. However, all these possess embedded sub-factors and social construct.

On the other hand, it is inevitable that behaviors of students inside an American college classroom in a way depend on their race or ethnicity, which does not make it very neutral place of learning and alienation to American students who form the mainstream population (White Americans) or just one of the effects of being drenched in a multicultural society. Additionally, upon studying the behaviors of ethnically diverse classmates in an American college, Chang in 1996 stated that Asian-Americans are more pessimistic than any other ethnic group and are more likely to anticipate possible problems in their ventures. This insinuates that they are more inclined towards avoidance of future maladies, and thus they always tend to play their affairs safe. The study added that Asian-Americans also are more prone to health problems as aftereffects of their depression and pessimism, not to mention persistent recurrences of inferiority complex.
It need not be disputed that all these can lead to a degraded individual identity of an Asian-American in a college classroom in where European-Americans are of predominance. Only aggravating the situation is the fact that there exists virtually no cultural consciousness among white European-American students, for they form the overwhelming majority of the mainstream Americans. It is a student who is Asian, African, or non-white would feel inferiority because of his or her heritage, the impediment created by other factors. For example, having English only as a second language and several others; this can be perceived by European-Americans as absurd and awkward. These differences between students learning inside one particular college classroom possess many implications, with behavior being the most affected. Another major aspect of school life that would surely be affected by these is psychological well-being. Not only Asian-Americans are experiencing those issues but also other students from other minorities have similar problems. The problems should not be associated with racism however, it should be looked upon from a perspective which is more inclined with the mingling of different cultures under one atmosphere, which is college. As stated earlier, these are all the effects of diversity, nothing more and nothing less; and the probable approach towards remedying these should also come from the root of diversity. It is a fact that almost ten percent of Americans are immigrants and it is a very probable scenario that a big percentage of that number has children rubbing elbows with American students of all heritages in colleges all across the United States (Lee 2000).

From there, I have become aware that I want to help young girls who are going through adolescences. This is because if adolescent girls who suffer from OCD have socially supportive arrangements as the attributes of socially legitimate roles which provide for the meeting dependency needs without loss of esteem, they are less likely to show this obsessive behavior while suppressing destructive behavior (Berlin, 2002).. From there, socially supportive environments were presented as pattern interpersonal relationships mediated through shared values and sentiments as well as facilitate the performance of social roles through which needs are met. In summation, social support has been defined as an intervening factor tied directly to the coping process (Taylor, 2007). Social support is needed in a society where people are influenced to be a certain way, especially when it comes to body image to compensate for the poor relationship that the two have together.

Due to the fact that our bodies do not have a healthy relationship with society, it is apparent that family structure is highly important to children's behavior due to the fact it does affect all levels of performance, which includes preschool to college. Furthermore, family has a big influence on a child behavior. This is due to the fact when observing, other family members behavior, it is not likely that they will pick up the trait but they will have a trait similar to the one that they observed (Stability and change in personality types). This goes along with the idea that support is key to overcome the bad relationship between body and society.

Youths and adults are different in their tendencies to be active and involved with the world around them. Extraverted individuals are outgoing, expressive, energetic, and dominant. Introverted individuals are quiet, inhibited, lethargic, and more content to follow others' lead. Recent theoretical and empirical work with adults has pinpointed three possible central features: the tendency to experience frequent positive moods (Fleeson et al. 2002), sensitivity to potential rewards (Lucas et al. 2000), and the tendency to evoke and enjoy social Attention (Ashton et al. 2002). Extraversion derives from a biological system promoting active approach and exploration of the environment (Depue & Collins 1999) (Caspi, Roberts, Shiner 2005). From there, if people would change their minds about what they expect from young girls when it comes to their bodies, they would have better body images. If the world would change the role women, it is clear from the evidence that as young girls that they can…