Monday, March 31, 2014

CAPS #5 - Kim Boyer

While reading this chapter I was really struck by the issue of the Native American symbols being used as mascots for college and professional teams. Being from South Dakota originally, this issue was huge especially the issue regarding UND (University of North Dakota) and their mascot the Fighting Sioux. With North Dakota as one of our border states, it filled the newspapers and news programs for weeks.


I had a few friends who had graduated before me and were currently attending this school. Some of them were hugely offended at the fact that they were losing their treasured mascot and thought that the idea that this particular mascot was degrading was completely wrong. Others however, agreed that during sporting events and games there were the presence of racist comments as well as stereotypes of the Sioux being portrayed by the students and agreed with the change. I personally never attended a game or an event at UND so I can not speak for what happened at the particular games but I do know that the people from this area, as well as mine are proud to be Sioux and some personally loved that their mascot was so unique and special to the school they had chosen. 


This isn't the first mascot to be called into question though. Many of us know that their are other teams that have Native American mascots that seem to be facing the same fate. From the NFL we have the Kansas City Chiefs as well as the Washington Redskins. From the MLB we have the Atlanta Braves as well as the Cleveland Indians. NBA has their teams the Atlanta Hawks and the Buffalo Braves. The NHL has the Chicago Blackhawks. These are just in the professional leagues, many colleges have had Native American symbols or mascots before changing or dropping them due to the controversy surrounding them. 







As both the video that was posted and what was read in the chapter, it is understandable why some are offended by the use of the mascots. Racial slurs, degrading remarks, cartoonish depictions, and stereotypes associated with that particle racial group being stated during every game. As this video depicts it shows some of the opinions that are provided by the experts about this current issue.

Growing up our rival school all throughout both middle and high school were the Arrows which was a town about an hour away from mine. There mascot wasn't directly a Native American Figure but it was two arrows that connected in the shape of an X encircled by their school colors, violet and gold. As I reflect none our games seemed to have offense racial slurs or degrading remarks that were said. I'm not saying it does not happen but from my own experiences this type of thing was not common. Maybe it ha something to do with the area that we live in, we are used to Native American culture and are surrounded by it everyday, and these other areas are not? This is a potential question to as, when considering the drop of a mascot name or figure that has been present for many years.

The "Fighting Sioux" name had been established with the creation of the school and over the years the logo experienced many changes the logo above being the logo established in 1999. Despite being of Native American descent the logo actually has substantial meaning, the feathers depict the outstanding achievements of the students and staff, the eyes represent focus and determination. The paint present on the cheek bone represents the battle of life and success that happen throughout life, especially the college years. The color green represents growth as well as development, yellow is light and humanity and red is lifehood. Should this all be taken away because of racial slurs said by a few? That is the ultimate question.


Works Cited
"List of Sports Team Names and Mascots Derived from Indigenous Peoples." Wikipedia. Wikimedia Foundation, 31 Mar. 2014. Web. 31 Mar. 2014.
Martin, Judith N., and Thomas K. Nakayama. Intercultural Communication in Contexts. Boston, Mass: McGraw-Hill, 2007. Print.
"Mascot Sensitivity: Experts Weigh in on Native American Controversy." YouTube. YouTube, 08 Feb. 2013. Web. 31 Mar. 2014.
Orwick. "Fighting Sioux Logo." Fighting Sioux History. N.p., n.d. Web. 31 Mar. 2014.

Friday, March 28, 2014

CAPS 3



Labels can make a powerful statements. People every day put labels others and are labeled themselves. At times we label others subconsciously but other times it's a full effort of categorizing
someone. In the video above, Lauren Potter from "Glee" fight to end the use of the R-word. This video is posed on the End the R word movement page, along with many others fighting to end the use of the word. The dominant group in our society, that is people without disablitites, have used the R-word to refer to someone that is doing something stupid. The dominant group in the past has rarely though about the pain it causes those with a disability.

Ellen Seidman worries for her son Max every time she hears the word "retarded." Her son has cerebral  palsy and she worries that people will never show him the respect he is due and treat him as an equal. Ellen is quoted with saying, "It's about helping to see people with cognitive impairments as great people, as competent people, as people who can contribute in so many ways to our society." Ellen believes the pledge to stop using the R-word is one small step in eliminating the prejudices held against those with cognitive impairments. An article in the Huffington Post titled, "What Really Happens When You Use the R-Word," talks about whenever someone is calling someone the r-word the are using that word as a put down. The article talks about when someone uses the R word they are using it to describe someone who is being stupid, crazy or an idiot. 


It is important to be aware of the labels we put on people. Each article I read talked about the feelings that the use of the r-word causes in those with someone of disabilities. Putting labels on someone who may perhaps have a cognitive disability causes one to come to conclusions about that individual that may in fact not be at all true. It can cause someone to believe that they already know enough about that person that they don't need to explore anything past that label. When the dominant group labels the non-dominant group it causes hostility and can create huge communication barriers. If we think we already know enough about a person based on their label we are the naive ones.


Grinberg, Emanuella. "Ending the R-word: Ban it or understand it?." CNN. Cable News Network, 7 Mar. 2012. Web. 19 Mar. 2014. <http://www.cnn.com/2012/03/07/living/end-r-word/index.html>.

McGinley, John. "What Really Happens When You Use the R-Word." The Huffington Post.
TheHuffingtonPost.com, 4 Mar. 2014. Web. 19 Mar. 2014.
<http://www.huffingtonpost.com/john-c-mcginley/what-really-happens-when-you-use-the-r-word_b_4896444.html>.


"Your Stories." R-word. N.p., n.d. Web. 19 Mar. 2014. <http://www.r-word.org/>.

Thursday, March 20, 2014

Justin Hatfield CAPS #4

         Contextualizing the interpretive approach to cultural adaptation, I came to find the “U-curve Model” details the common adaptation process of study abroad students in new environments. The “W-curve Model” is also a good example of an individual returning to their homeland and relearning how to catch up in their familiar environment, however I wish to focus more on the experience abroad. 
The “U-curve Model” is a theory of cultural adaptation positing that migrants go through fairly predictable phases—excitement and anticipation, shock and disorientation, then adjustment—in adapting to a new cultural situation (Martin and Nakayama 2013 p.337). It is a normal emotion to be excited, even anxious to visit or study abroad. The first phase of the theory describes a common emotional reaction in being in a new environment, followed by the anticipation of discovering new places and things to see and do. To a degree, many students predict certain aspects of their experience will be a prejudged way (like public restrooms or even food standards). Depending on the length of the stay, controlled environment versus an uncontrolled environment (such as a traveling program, or schooling versus staying with a friend or family), and exposure to cultural norms and meanings all factor in to one’s experience. Playing in to how one adapts to the new environment, the interpretive approach then leads on to discuss the onset of “culture shock”: the next phase of the “U-curve Model” theory.
“Culture Shock” is described as a relatively short-term feeling of disorientation and discomfort due to the lack of familiar cues in the environment (Martin and Nakayama 2013 p.338). Most students studying abroad run in to the issues of language and cultural differences due to the lack of knowing how to act in specific situations. During the period of transition to a new culture, the key to beating “culture shock” would be to have continuous contact with that culture. A good example of instances where individuals tend to avoid culture shock would be that of military personnel. For the most part, those personnel who live abroad tend to avoid contact with the surrounding society. This fact is true for the most part, however in my own experience, I found the military personnel more than happy to be caught in downtown Canberra (Australia) than on the military base. Short-term adaptation techniques work more smoothly with the extended contact with the target culture, and then help guide the individual in adjusting to the culture more comfortably.
The final “adjustment” phase of the interpretive approach of cultural adaptation goes on to detail how individuals gradually learn the rules and customs of the new cultural environment; diminishing the sense of “culture shock” (Martin and Nakayama 2013 p.341). Individual adaptation is key to adjusting to a new environment. Sociopolitical, religious as well as moral obligations, and cultural background all play heavily on the phase of adjustment; as adjusting to a new culture happens in increments (primarily limited to exposure). 
Being an international student myself, I have discovered that studying abroad is an incredible experience. It not only opens up new doors and opportunities, but also brings one to see new ways of life and create relationships with people for a lifetime. The “U-curve” theory certainly does outline the basic roller-coaster of an adaptation process for those who study abroad. I certainly can supply proof of the concept of “culture shock” and the process of adjustment, both abroad and on the home front. However, I urge those who have yet to travel or study abroad to do so. Even if it is even in the works for your future, I highly advise on experiencing a culture outside of your own, for you learn so much about yourself apart from that of the surrounding culture. 
On a final, quick note, I would like to add the fact that students are key in opening up relations between nations. The exchange of students between nations allows more opportunities to share information, trade, political ties, and culture. Studying any language is a pertinent tool in developing a more connected world and sharing information between societies. The process of adaptation has become easier due to technological advances and social media, bringing the “U-curve” theory in to a new era of cultural adaptation. Doors are opened through the internet and means of communicating have become cheaper and more common. Opportunities to travel abroad, or even becoming acquainted with other cultures through increasing immigration in some US areas (such as the recent migration of Libyans and southeast asians to the Lincoln, NE area—bringing their culture and experiences).
Exploring new cultures is a normal human tendency in the attempt to understand differences between individuals. The American education system should continue to offer opportunities to allow students to study abroad and share those experiences—in a sense “culturing” Americans more and sparking that interest in visit the world outside of US boarders. 


Sources:

Martin, Judith N., and Thomas K. Nakayama. "Chapter 8: Understanding Intercultural
Transitions." Intercultural Communication in Contexts. 6th ed. New York: McGraw-Hill
Higher Education, 2013. N. pag. Print.

Monday, March 17, 2014

Cultural Reporter Blog #2

We are all part of a number of cultures that shape the person we have become, our attitudes, actions and beliefs. Some of these cultures we were born into, others our parents chose for us and some we have chose to become a part of. As a student at the UNL, I am constantly observing the Greek life and culture around me. About 17% of the student population here at UNL are in greek houses. Over the past few weeks I have been able to interview a number of both sorority and fraternity members. I asked them about the culture of the Greek association and of their own Greek house in general. Each house has its own culture but also lives under a larger umbrella of the Greek life.
Although each house has its own colors, traditions, and unique values they all place emphasis on serving the community, uniting as a sisterhood, and being held responsible for grades and involvement.

A big part of the Greek life is that each house has its own cultural space. A cultural space influences how we think about ourselves and about others. College is a time when each of us are finding ourselves and our own way in life. Belonging to a group such as a Greek house at this time helps shape the person one becomes. A greek house could also be a post modern cultural space because each individual house is defined by the letters they wear, the colors they use, the traditions and causes they support. Each greek house is also subject to a reputation. Over the years each house has earned certain stereotypes. One house may be thought of as full of party students while another one can be known as the smart students. Pledging a house may give others a preconceived notion of who you are before they even meet you. These stereotypes are usually known throughout campus and used as a way to label each student who belongs to certain houses.

As a student who never pledged a greek house I am able to watch the culture of the Greek life from the outside. Even though I am a senior most times when I meet someone new from the University one of the first questions I am asked is, "What house are you in?" People use this question as a way to make assumptions and begin to get to know things about you.

For my research on this topic I have began speaking with a number of men and women from different fraternities and sororities throughout campus. I want to get a good feel of how each house may have similar traditions while still having unique ones as well. One tradition I have heard much about is a pinning. A pinning is a ceremony between a women in a sorority and a man in a fraternity who are pledging to someday marry each other. I will be attending a pinning and talking to the participants to learn more about what they get out of it. I will also attend one of the sororities fundraisers. Each one usually puts on an event sometime throughout the year to support a specific cause close to their chapter's heart. I will also be talking to the office of greek affairs and learning more about rush and initiation policies and standards.

CAPS #4

This week I chose to watch and write about the movie, Taken. In this movie a young girl travels abroad to Paris with her friends. While she is there she gets kidnapped by men and becomes involved in human trafficking. Her father, played by Liam Neeson, is a retired CIA operative and travels over to Europe to save his daughter after being on the other end of a phone call with her when she is "taken". He ends up finding her in a brothel and rescuing her.
In this movie the young girl, Kim, starts out as an Soujourner because she is voluntarily coming to Europe to follow around her favorite band for a few months. After Kim gets taken by kidnappers she becomes a short-term refugee. At this point she is being forced against her will to stay in the country. She is only a short term refugee because after a few days her father finds her and is able to take her home to the U.S.
Kim experiences seperation when first arriving in Paris. At the airport her and her friend share a cab with a man they have never met. They do not know the culture but trust that no one is going to harm them. They are hanging onto their own cultural values while still trying to interact with the new culture. Because the girls had never traveled before they were unaware of the risks involved.
Kim has to take both the fight and flight approaches while she is kidnapped. Kim uses the fight approach when she is being taken she runs from the kidnappers and hides under a bed, when they do not leave she calls her father and keeps him on the line while she is being taken so that he can hear what is going on, she also shouts out descriptions of the men taking her because this will give him a better shot of finding her. She practices the flight approach by not cooperating with the men and staying withdrawn from the new life she has been forced into.




Intercultural Representations in Pop Culture


Popular culture is a powerful way for individuals to learn about other cultures without personally experiencing those cultures. Martin and Nakayama (2012) define popular culture as "cultural products most people share and know about" (p. 361). Examples include:
Film
 
Television











Advertisements like the 2013 Cheerios ad featuring an interracial/ethnic family:

Music videos such "Same Love" by Macklemore & Ryan Lewis featuring Mary Lambert:

It is important that we think about how cultural groups are portrayed through these systems of communication that are consumed and resisted. Specifically, pop culture assists in the creation and reinforcement of stereotypes (Martin & Nakayama, 2013). 

For this blog post, I would like you to select a popular culture text that you regularly consume and conduct an analysis of this cultural text. For instance, watch a few episodes of your favorite TV show, watch your favorite film, read a few issues of a magazine you subscribe to, watch viral YouTube videos, advertisements, or if you are up @ 7am you can sometimes catch actual music videos on MTV. Shocking I know!

You will then perform a thematic analysis of this text. You will consume these texts and take notes on what you find intriguing. You will make notes based on repetition (specific words, phrases, and images that are consistently used), recurrence (ideas and concepts that keep coming up), and forcefulness (the capacity to persuade). You will use these notes to organize your data around three key themes that shine a light on the relationships between pop culture and stereotyping. Continue to read and reread the text until you can begin to group like minded things together and create labels and larger categories to explain these stereotypes. Your goal is to describe three themes that inform the use of stereotypes in pop culture.

This approach of conducting a thematic analysis is how you will process your own data for the Cultural Reporter project. You will begin by conducting interviews, recording them, and transcribing those interviews (I recommend that you download ExpressScribe for this). You will also need to document your observations with written field notes. You will put all of these documents together and begin a process of open and axial coding. You will first read through all of your data to get a feel for it. Then you will begin open coding. Start this process by looking at chunks of information and creating descriptors for these chunks. Some chunks will contain multiple codes. Once you have coded all the data, you will go back and create axial codes, which are broader categories of information/insight that unite a few of your open codes together under one central theme. I would recommend that you use Atlas ti for coding your data. You can download a trial version of this software - http://www.atlasti.com/demo.html

We will use this blog post to familiarize yourself with the process of open and axial coding. For this blog, consume a pop culture text of your choosing and then present three key themes that appear in your analysis. See pages 371-376 for themes found in previous research. This might be a good place to start the coding process. You can use these codes to begin to make sense of the data and then add in your own unique codes. Identify three themes in your blog post and describe how they create certain representations and assumptions about cultural groups. Then discuss how these cultural texts and stereotypical messages might be resisted. See the section in chapter 9 on resistance. It's important to note that resistance does not always mean refusing to consume pop culture. Think dialectical tensions in terms of resistance. 

Sunday, March 16, 2014

Concept Application


The culture group that I am study is the Muslim community in Lincoln. While there are many concepts that can be used I am looking at the social support systems. Having a social support system for any group is incredible important but can be even more so in places where you are clearly a minority. In talking to some of my friends who are Muslim as well as some who are exchange students have said that it can be hard sometimes because they know that most people are looking at them in a different light. Because of this having a social support group that can be there to relate and help cope with any situation is extremely important.
            While I have done some research in talking with some friends I wish to talk to some of the religious leaders in the community and get their take on the subject. I have started looking into who I want to reach out to and am currently waiting to hear back from a couple people. While I do not have all my questions ready the major theme of my questions our going what role their social support system plays to the members of the community.





CAP #4

For this blog post I decided to watch The Terminal because I felt as though it was a good representation of short-term refugee The movie stars Tom Hanks and came out in 2004. The main character of this movie is Viktor Navorski and we are introduced to him as he arrives at JFK International Airport. He quickly discovers that he is not allowed to enter the United States because while his flight was in the air a revolution occurred in Krakozhia, his native nation. Due to the civil war, the United States no longer recognizes Krakozhia as a sovereign nation and denies Viktor's entrance to the US. Unable to leave the airport or return to Krakozhia, He ends up having to stay in the terminal because he cannot gain entry to the United State or go back home.
            I chose the term short-term refugee because I felt as though this best described the situations Viktor finds himself in. The concept of a short-term refugee is someone who involuntarily leaves his or her country to sometimes fleeing some type of armed conflict. Obviously the difference between the two types of refugees discussed in the book is the length of time they spend away from their home country.
            There were many concepts I could have used in relation to The Terminal but I found short-term refugee to be the best. While the movie begins with Viktor voluntarily leaving his country for a trip to the United States he quickly becomes a refugee. With a civil war happening in his home country and the United State no longer recognizing his home country he is forced to stay in the airport until one of those issues are resolved. Throughout the movie we see how being a refugee can be very difficult, especially when attempting to communicate.



CAPS #4 - Joe Morrison



I decided to Dances With Wolves. It came out in 1990 and was directed by Kevin Costner who also starred in it. In the movie he is a Civil War "hero" who gets to chance to see the frontier before it disappears. So he gets sent to an abandoned post in what's supposed to be South Dakota. When there in came in contact with two tribes at different points, the Pawnee and the Lakota. A Lakota, named Kicking Bird, came across him and showed a strong curiosity for John Dunbar (Kevin Costner). Neither seemed threatened by the other, but remained distant. Eventually Lt. Dunbar and the Lakota become unafraid of one another and after a few slightly awkward meetings they formed a strong bond. Lt. Dunbar eventually came to learn to culture and language. He married another "white" Lakota like himself. He participated in cultural events, and even went to battle with them against the Pawnee and the U.S. military.

The concept that going to discuss is assimilation. This is a type of cultural adaptation where an individual drops their culture for the dominant culture (Martin & Nakayama, 2013). I always liked this because this happened in so many cases throughout history for all kinds of tribes. Even though the Lakota weren't the dominant culture in the country, they were however the dominant culture in that area of the country. By the end of the movie he had learned the language completely, changed up his wardrobe, and was ready to live with them and leave his fort. He was mistaken as a Lakota by the U.S. army. The thing about this, there was no pressure on either side to have him assimilate. It was the fact that there was a huge language barrier and when he was learning the language he was learning the culture. With Lakota it is impossible to learn the language and not learn about the culture. They are the same thin

Cultural Reporter Blog #2/Christian Boehm

          
             Culture has an innate ability to sway our opinions and affect our decision-making. We become so influenced by our culture that it affects our choices, attitudes, and views.  Some children are born into a culture that seems unfair or unjust while others are born into a culture of learning and reasoning.  I was born into a culture with two parents who have taught me right from wrong.  I was fortunate to have a loving culture.  Some children are not as fortunate.  My Cultural Reporter Project is centered on a foster care unit at CEDRS here in Lincoln for young women whose culture has been shattered in terms of support from their biological parents. Now they enter a new culture that will hopefully help prepare them for life.  The unit Group Home is called TLC which is a community based residential center designed to meet the needs of teen females from the ages of 13 to 18. 

           
           Cultural Shock is defined by the Oxford dictionary as “the feeling of disorientations experienced by someone who is suddenly subjected to an unfamiliar culture, way of life, or set of attitudes.”  Many of these young girls are hit with culture shock the first month of living at the Group home and in many cases over a year before they feel loved and secure.  According to Janelle Boehm, an administrative counselor at CEDRS TLC, notes, “that culture shock is dealt with every girl that comes in because their life alters in a sense that new rules are set forth and they don’t trust anyone or feel loved.  It’s a difficult process at first. Their surroundings have changed drastically.  Based on their situation, we do our best to teach them over time the Life Skills needed to help them succeed once they graduate.”  CEDARS mission is to help children who have been abused, neglected or homeless achieve safety, stability and enduring family relationships.  With that said, these young women have been through many circumstances that culture shock has already played a role in their life.   Each girl from CEADARS comes from a different social environment and background. They are exposed to different cultures and a different way of life, which will expose them to new ideas and understandings that may not be the norm.   
           
             I have made good strides in collecting data for my project.  I have obtained materials explaining how the Teaching, Learning and Connecting (TLC) Group home operates.  I’ve spoken to two administrators at TLC to understand the core values and mission statement of the Group Home. Also, I took notes to fully understand the criteria on how and why certain girls are given the opportunity to live at TLC.  Although I cannot interview any of the young girls on video I can interview a few girls with an administrator in the same room to get an understanding of their past and current cultures. I cannot provide names of the girls, but simply report Girl A and Girl B. I’m in the process of setting up these interviews.  I have also interviewed my mother who works at the TLC Group Home to understand the guidelines and generalities of the program. She is a part-time employee at CEDARS.  The interview went well because I now have a greater understanding on the various Life Skills provided to each girl in the home.  This will help prepare me when formalizing my interview questions surrounding identity, culture shock, and intercultural communication between the girls and support staff of the Group home.  I’m also seeking an interview with a young adult who has already been through the program.  Overall, the process is going well.




References:
Oxford Dictionaries." Oxford Dictionaries. N.p., n.d. Web. 15 Mar. 2014.
Janelle Boehm administrative counselor at CEDRS TLC