The Relationship between Culture and Identity - Essay Example

The Relationship Between Culture and Identity Culture and identify are closely linked and in the social psychology literature it is talked about extensively as a way that people can understand themselves and others more effectively. There are many levels of this discussion as well. Culture and identity can start with an individuals understanding of their class, socio-economic situation, self-concept and learning styles. These will all make up their identity and may be designed or influenced by their culture. Others are influenced primarily by their family or other situations in their environment. Language also plays a part in this discussion because it is an intricate part of what makes up a culture and the language can help or hinder an individual or group as they attempt to acclimate themselves in different circumstances. Some of the work that has been done in this area is through the use of cultural models and cultural theories. One of the theories is the social schema theory. According to Wikipedia, the social schema theory helps the individual when they are in familiar situations. This brings all of the information to the individual that is relative to their current experience. "Schemas unique to individuals are created from personal experiences, whereas those shared by individuals are created from various types of common experiences" (Garro, 2000 cited in "Cultural Schema Theory" ). Garro also says that this theory helps to understand why some people have more knowledge than others. The more conversations individuals have with each other, the more information they obtain about the culture (Garro cited in Rodriguez, 2005, p. 7). Affect Control Theory is another theory that can give more understanding into what constitutes cultural identity. Basically, Affect Control Theory says that: Individuals conduct themselves so as to generate feelings appropriate to the situation. Individuals who cant maintain appropriate feelings through actions change their views of the situation. Individuals emotions signal the relationship between their experiences and their definitions of situations. (Heise, 2006, homepage). Britt and Heise (1997) write about this theory in relationship to pride in culture. They support that pride and shame are related because they both can be results of how the individual perceives them. Through this they develop their understanding of their culture and their emotions help them to understand how to act inside the culture. The last part of this theory says that there are three states that people have when getting information: Reference state -- people are trying to maintain the culturally given meanings that come from their and other peoples role identities and behaviors. Observed state -- this depends on the occurrences of a particular situation. Response -- try and bring meaning back. (Heise, cited in Rodriguez, p. 9). The situation works with an example. When people go into any type of situation whether it is cultural or business, they understand going in that they have a role to play and others have a similar role. If someone within the group acts out, they will be interrupting the reference state and that behavior will be deflected to bring the situation back to the reference state. Deflection of the situation is always relative to how much disruption is occurring. These are just a few of the theories that information on how we gain information for cultures. There are a variety of other influences. Family pays a part in helping to shape identity for most people. Torres (2004) gives an example of how family influences work in the Hispanic community. As Torres says, families are the first ones to influence culture when an individual is concerned. In some cultures this influence is greater than in others. This study was done with first year college students but their findings can be translated to a general understanding of family influence. Latino families like other families of color tend to participate differently with their children. For instance, they are more involved with family members and the extended family will work together to solve problems within the group. How an individual learns about their culture will be determined by how acculturated their parents are, the economic position of the family and other environmental factors that come into play (Torres, 2004, par. 7). Families are also the place where an individual begins to formulate their self-concept. As they grow within a family, they develop and shape a view of themselves that they take to school and other places outside of their home environment. Jones (2005) studied the influence of self-concept on how students entered college for the first time. According to Jones: teachers must be cognizant that their teaching practices, their interactions with students, and their own ideas about identity influence the academic success and social development of their students (Jones, 2005, p. 1). It is clear that culture and identity are very important to the individual and those socio-economic conditions, self-concept and familial cultural acculturation have a bearing on how an individual perceives themselves and the world around them. On a global level, there are other factors that must be taken into consideration where culture and identity are concerned. Katz, Joiner and Kwon (2002) researched the affects of self-concept on groups that are devalued in society. They found three ways in which groups can be affected on a global level. First members of a group may be impacted by their personal evaluation of themselves. They may have difficult dealing with the treatment they are given because they belong to this group. Secondly, just recognizing that they are being devalued for their contributions can be a cause for depression. Finally, because members of a devalued group are treated differently by others because of their membership in the group, the devalued group members can develop attitudes and behaviors that can affect their emotional well-being (Katz, Joiner and Kwon p. 1). In more specific situations, gay, lesbian and bisexual groups are affected by the way others see and treat them which causes challenges with their emotional well-being, which in some cases means suicide. Women are another group where they hold less value, power and resources than men which affect them overall. When the three pathways that are discussed above are shown in this group, it becomes acutely to this research that these groups have something in common. When a group is devalued it immediately affects their self-esteem and they begin to feel inadequate. (Katz, Joiner and Kwon, p. 3). Goldstein and Johnson (1997) researched people with disabilities and how they related as a marginalized group when they were dating. They conducted a questionnaire to see what the perception of non-disabled people were to those who were disabled. What they found was that the non-disabled people thought that partners of disabled people were naturally more nurturing and caring than those of non-disabled people. In the same study, non-disabled people tended to be described as more athletic, sociable and intelligent than those who were disabled. They used this study for further conversations in this area (p. 495). Kagan, Burns, et.al (n.d.). studied the effect of marginalized groups on the practice of psychology and they found that there were a variety of challenges to the psychologist. They stated that the term "marginalized" has many different definitions and can depend on ethnicity, socio-economic situations, gender, age and many other factors. They suggest several definitions. Peter Leonard described marginalization as "being outside the mainstream of productive activity and/or social reproductive activity" (Leonard ,1984 as cited in Kagan, Burns, et. al, n.d., p. 3). Some of the groups he suggested were new age travelers, commune members, certain religious sects, some artists and those who are involuntarily marginalized. Those who are "involuntarily marginalized" are outside the group because they are not working and therefore not providing work activity. Kagan, Burns et. al. says that marginalization is at the core of exclusion from fulfilling and full social lives at individual, interpersonal and social level. People who are marginalized have little control over their lives and the resources available to them; they may become stimatised and are often at the receiving end of negative public attitudes. Their opportunities to make social contributions may be limited and they may develop low self- confidence and self esteem.(p. 3). It is also clear from their research that social policy may be a detriment to many in this position because they may not have access to healthcare, housing, income, work or even leisure activities (Kagan, Burns, et.al p. 4). They pointed out two groups that anyone can fit into: Poverty and economic marginality -- people in this situation will have less money to do the things they need to do for themselves and their families. Their income will be sporadic and emotionally they may carry feelings of shame and this can impact their health (Kagan, Burns, et. al, p. 4). Impaired support networks and social marginalization -- most marginalized people have no access to social networks. Much of the time their networks are weaker than the individual who is in the mainstream. A positive outcome is that when people are oppressed they are able to become more resilient to their circumstances. Many because they are mistreated will strive to change the situation. Sometimes this can be negative as in violence and vandalism, but it can also be health when there is collective action to improve social situations (Kagan, Burns, et. al, p. 8). Culture and Identity are an intricate part of any society and we must further our understanding of how these two elements come together. On a global level, many cultures are creating a voice and an opportunity for others to come and listen to what they have to say. The only way that cultures can come together is if they understand that the diversity that they show can come together with other cultures to create a positive place for all to find relieve from oppression. The Internet has allowed a more global understanding of the differences that people present. There are a myriad of programs that people can sit at home and find out more about as they continue to define their own identities. People who live in villages can now understand what the larger world has to offer if they have television in their homes. If the information is found to not be totally reliable, it still gives some information about what the outside world may be like and how it can affect them. There are still challenges in society though that will never be fixed but they need to change. The people who are marginalized and who are excluded from what the rest of society is doing and creating will need to be brought in. Social programs that create more poverty or programs that are geared to help with work but that are just another way to give benefits to the poor need to be changed so that more people can benefit from them. People still need education and a way to use the skills they learn in meaningful employment. Although these types of things cant be fixed over night, in order to work with them, those clinicians and others who work within these systems must understand better how culture and identity come together to make the whole person. References Britt, L. and Heise, D. 1997. From Shame to Pride in Identity Politics. Paper presented at Conference on Self, Identity, and Social Movements, Indianapolis, IN, April 17-20, 1997. Published as a chapter in Self, Identity, and Social Movements, edited by Sheldon Stryker, Timothy J. Owens, and Robert W. White. Minneapolis: University of Minnesota Press, 2000, pp. 252-268. Available from http://www.indiana.edu/~socpsy /papers/identityPolitics/pride.html. [Accessed 10 June 2008]. Cultural schema theory. 2008, May 30. In Wikipedia, The Free Encyclopedia. Available from http://en.wikipedia.org/w/index.php?title= Cultural_schema_theory &oldid=215953484. [Accessed June 2, 2008]. Goldstein, S.B. and Johnson, V.A. 1997. Stigma by Association: Perceptions of the Dating Partners of College Students with Physical Disabilities. Basic and Applied Social Psychology. 19(4): 495. Heise, D. 14 November 2006. Affect Control Theory. Available from http://www.indiana.edu/~socpsy/ACT/. [Accessed 02 June 2008]. Jones, Lisa A. 2005. Cultural identity of students: what teachers should know. The Kappa Delta Pi Record. Available from http://findarticles.com /p/articles/mi_qa4009 /is_200507/ai_n15353820. [Accessed 02 June 2008]. Kagan, C., Burns, D., Burton, M. et. al. n.d. Working with people who are marginalized by the social system: challenges for community psychological work. Department of Psychology and Speech Pathology Manchester Metropolitan University. Available from http://www.compsy.org.uk/margibarc.pdf. [Accessed 02 June 2008]. Katz, J., Joiner, T.E., and Kwon, P. 2002. Membership in a devalued social group and emotional well-being: Developing a model of personal self-esteem, collective self-esteem, and group socialization. Sex Roles: A Journal of Research. 419-434. Rodriguez, L. 2005. Culture, structure, identity and family change. Highlights from the Culture Meeting. Demographic and Behavioral Sciences Branch, National Institute of Child Health and Human Development. Available from http://www.soc.duke.edu/~efc /Docs/pubs/Culture%20Meeting%20Report%20final.doc. [Accessed 01 June 2008]. Torres, Vasti. 2004. Familial influences on the identity development of Latino first-year students. Journal of College Student Development, Jul/Aug. Available from http://findarticles.com/p/articles/mi_qa3752/is_200407/ai_n9457041. [Accessed 02 June 2008]. Read More