Term Paper: Cultural Differences of Adolescent

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[. . .] (Ventura, 2001, p. 2) (Frost, 2001, p.6) In the duration 1990 and 1997, the rate of pregnancy amidst Latinas teens fell by 11%, as against 23% amidst African-American teens and 26% among non-Hispanic white teens. (Ventura, 2001, p. 3)

African-American teens had more rate of pregnancy than Latinas in 1997 (154 per 1000 women versus 35), thus taking their birth rate well lower than that of Latinas. (Frost, 2001, p.7)

Amidst teens, Latinas had the more birth rate in 2000 which was 94 per 1000 women of the ages from 15 to 19.

In tallying, the teen birth rate amidst African-Americans was 79 per 1000, amidst Native Americans, 68, amidst non-Hispanic whites, 33, and amidst Asian-Americans, 22. (Ventura, 2001, p.11) Latinas had the fewer declines in birth rates of teen tallying with other racial sections. Betwixt 1991 and 2000, the birth rate fell by approximately 12% amidst Latina teens, as against 31% amidst African-American teens, approximately 24% amidst non-Hispanic white teens, and approximately 20% amidst both Asian-Americans and Native Americans. (Ventura, 2001, p.12) Latino young men are at a disconcerting danger for HIV infection. Across December 2001, Latino adolescents made a representation of 20% of the gathering reported AIDS cases amidst teens, even though they held account for only about 12% of the total U.S. teen population.. Latina and African-American young women together held account for 84% of AIDS cases amidst women aged 13 to 19, even though, combined, they make a representation of about 26% of women this age. (Centers for Disease Control & Prevention, 2001, p. 144) Many of the young Latina women are face-to-face with evolving cultural norms, discrimination, poverty, and limited gain to health care - matters which can take them to extreme danger for unpredicted pregnancy and sexually transmitted infections (STIs), comprehensive of HIV / AIDS. (Villarruel, 2001, p. 78) Latinos in the overruling U.S. culture may face racism and differentiation, significantly associated with their traditions, native language, and coloring. The overruling, non-Hispanic white culture may sometimes have a perception of Latinos as varied, and henceforth "minority may have less anticipations of them, and may donate few openings for Latina young women to attain their full ability. (National Coalition of Hispanic Health & Human Services Organizations, 1999, p.2) In this particular way, organized racial/ethnic differentiation may also curb Latinas' economic, academic, and professional attainments. (National Coalition of Hispanic Health & Human Services Organizations, 1999, p.2) (Doswell WM, Braxter, 2002, p.458) The combined entity of anticipations from society and their anticipations for the future may come up in Latina teens taking up uninhibited sexual liaison. (National Coalition of Hispanic Health & Human Services Organizations, 1999, p.3) (Doswell WM, Braxter, 2002, p.459) Many people are of the staunch belief that only White girls are influenced by eating disorders. In actual, no ethnic or socioeconomic section is free of risks of this disease. Analysis particularly are not comprehensive of racially different populations, henceforth, chances of eating disorders amidst different racial ethnic sections, comprehensive of Asian-Americans, and often less reported. Adding up to this, lot of Asian-Americans compares psychological hazards with fragility and sensitiveness, thus, women and girls may evade looking out for treatment. (Hall 1995)

Most of the Asian-American girls have a dilemma with self prestige and labeling-based hugely on matters of attractiveness. (Root, 1990, p.528)

Research that was comprehensive of Asian-American girls made a report that frequently they are concerned or more concerned than white girls about their figure. (Field, Colditz, & Peterson, 1997). In an analysis of more than 900 middle school girls in northern California, Asian-American girls made a report that there was higher body displeasing than White girls. Amidst the remote 25% of girls, Asian girls made a report prominently more disinclination than white girls. (Robinson; Killen; Litt; Hammer; Wilson; Haydel; Hayward & Taylor, 1996, p.387) Current research on Asian-Americans give a suggestion that body displeasing is shooting up due to the inculcation of the Western beauty ideal. (Hall, 1995, p.11). One analysis, for instance, made a report on the tussle in a Western culture that accolades freedom and individualism (Hall, 1995, p.11). For Asian-American girls, acculturation can give rise to sentiments of being cut off, low self-esteem and low assessment of native cultural label which can boost their proneness to eating disorders. (Hall 1995, p.12). Highly acculturated Chinese females bear a more semblance to report abominable behaviors and instigate for thinness than those who associate closer to their family credentials. One particular report discovered that the more numbers of acculturated Asian-American girls were placed at highest danger levels for adjusting the dysfunctional attitudes of white American society, comprehensive of poor eating habits and being open to media messages associated with standards of beauty. (Hall, 1995, p.12).

The adaptation of youth who are betwixt nine and fifteen during the duration of arrival will be included by the label dilemma of adolescence. Tussles about being Southeast Asian or American - cheating one for the other - are frequently portrayed by limit testing. "I am Vietnamese. These are American rules" (Carlin, 1979, p.3) Adolescents who made migration in course of time of age 11 have had suffrage of predominant stress. This is due to the fact that they correspondingly had to clear the evolutionary crisis of label formation, feature of adolescence, and the historical crisis of turning a refugee (Nidorf, 1985, p.4). Southeast Asian students have had acknowledgement for having promotional behavior toward education and performing really well literarily. Actually, though, even not every student is prominent, frequently due to the fact that school inculcated difficulties such as indiscriminate age grade matching, badly portrayed and staffed English as a second language (ESL) programs, unfruitful mainstreaming (frequently into low attaining classes) and overall indifference of the school system to their particular requirements (Goldstein, 1985, p.14; Peters, 1988). Arising from more ruling education systems, Southeast Asian students can frequently observe their American counterparts as possessing no behavioral constraints, and so turn out discipline problems (Wehrly & Nelson, 1986, p.6).

The prominent change of Asian immigrants and refuges during the past ten years has given rise to anti-Asian feelings, and even actions of fury around the country (U.S. commission on Civil rights, 1988, p.2) Not any variation from their elders, white, black, and Hispanic students can turn out in the extreme indifferent to the new Southeast Asians. (Peters, 1988, p.5; Rumbaut & Ima, 1988, p.3; Wehrly & Nelson, 1986, p.7). In certain cities, name calling and yet other whimsical has inculcated Southeast Asian students to tussle, and Vietnamese students have a higher proportion of school repulsiveness influenced by self-defense in such circumstances. (Rumbaut & Ima, 1988, p.4). This prestige existing against Southeast Asians generate a cycle that is vicious. When Southeast Asian students experience indifference from native teenagers, they are either vehement, become reversed, or become more determinant to save their cultural label -- "any of which, not surprisingly, gives rise to further non-acceptance (Goldstein, 1985, p.16). Counterpart pressure on immigrant students is even influential than on those American born. South East Asian adolescents speedily assume the external cultural patterns of those mingling around them - at the cost of their very own cultural heritage. At native, these new patterns often give rise to friction inside families, who righteously deserve to save some of their own orthodox assets. School counselors can give a hand to refugee youth in mitigating the phenomenon of accumulation to a rate adhering to both them and their parents. Teachers can mitigate counterpart pressure by carrying out with all students to give them a hand in realizing cultural variations, and by applying multicultural teaching materials and methods (Yao, 1985, p.4)

Activities targeted at supportive and abstention are important and comprehensive of special counseling, turning out teachers and Southeast Asian and American students to light of the cultural variations, estimating activities to inculcate communication betwixt Southeast Asian and When variations do frequent, students should be handled meticulously, as staff would make use of any student. First variation should be taken into account with forebodings. Ever since Indo Chinese parents are afraid about and deeply inculcated in their children's literacy, parents should be made contact of, and a briefing should be donated of what has incurred. Ultimately, native speakers should be applied as and when the difficulties are prominent or there is no possibility of cultural and/or linguistic variation. Teachers and counselors need to throw light of critical vicinities of possible tussle, such as growing rates of accumulation and literary education by children more than parents (Elllis 1980, p.5), cultural variations in learning styles (though what is analyzed at a provided grade level has semblance in southeast Asia and the U.S., the procedure of teaching differs particularly, and varied styles of social relationships (the obviously irrelevant smile of a Southeast Asian child my be his or her cultural pattern of expressing embarrassment.)

Even though school personnel have made an expression for a requirement of better changes to emphasize strain signals amongst their Southeast Asian students (Wehrly & Nelson, 1986, p.10),… [END OF PREVIEW]

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