Final Research Paper ANT101: Introduction to Cultural Anthropology
Final Research Paper
ANT101: Introduction to Cultural Anthropology
Part I
Cultural relativism put simply, is the view that no one culture is superior to another. It may often be difficult to understand, much less appreciate a culture that is not your own. It is important when attempting to understand other cultures to put yourself into their shoes or view yourself from an emic perspective. Likewise, it is important to view your own culture from the eyes of an outsider (etic) perspective. During part I of this assignment, I will cover the views of the American education system from an etic perspective. During part II of this assignment, I will depict the boys school performance in Sweden against the girls’ school performance in Sweden.
It is no surprise that other cultures often study in America. What is surprising is the struggles behind their American education. To truly understand why other cultures study in America we must first be sure to understand their point of view or an etic perspective. An etic perspective is viewing a culture from the outsider’s point of view to create a broader understanding of that culture (Crapo, 2013). Miner (1956) helps us better understand an etic perspective in his article Body Ritual among the Nacirema.
According to the Institute of International Education, 820,000 international students were studying in the United States in 2013. This number continues to grow as outsiders believe the United States education system set them up for success. International students often feel that the United States does not always offer adequate support to their cause. For example, many international studentsencounter difficulty in the language barrier. Western Europeans and other students that speak fluent English have an easier time in their endeavors of education in the United States.
The challenges of higher education as an international student does not stop with the language barrier. Multiple studies have shown that international students face discrimination and a social barrier that can cause negative effects on their learning habits (Constantine, Okazaki, &Utsey, 2004; Yeh&Inose, 2003). Most international students expect more support from the schools in the United States. They expect a more formalized peer meeting system and often struggle to make friends because of this. It is no surprise that international students feel like outsiders when studying in the United States.
Another study was conducted to find the perceptions of the United States college system to international students. A sample size of 1,140 international students studying in the United States was examined. The study found that international students engaged in many academic and social aspects. The study also found that international students preferred to organize with other international students because it was hard to make friends with local students. Students questioned felt they learned adequate skills to prepare them for employment. The test subjects did complain however that the institution did not engage them well in co-curricular activities. The areas in which the test subjects felt the United States college system helped them most were getting a quality education and learning new ways of thinking. The areas in which the test subjects shared the least gains include getting practical experience and learning to write clearly. Nearly all of the subjects showed irritation with the lack of available professional opportunities such as internships or on campus work.
Part II
Part II of this essay will cover the reason why boys perform worse than girls in school. I will be examining a study conducted by Jonsson, R. (2014) about school children in Sweden. To fully understand why boys are scoring lower than girls in Sweden we must partake in an emic point of view. In using an emic point of view, we will strive to interpret the “native’s point of view” by understanding the distinct terms, experiences, and symbolic systems that matter tothe people whom the anthropologist is studying (Geertz 1973, p. 58).
It is foolish to assume that boys and girls learn and grow in the same manner. There is a direct correlation between free lesson plans and poor performance in young boys. This is due to the fact that boys mature slower than girls. Jan Björklund(1996) believes that school is perceived as a feminine place. In return, young boys feel like they “don’t belong” in the education system. A reason why boys are failing in school is that they are not allowed to behave as rowdy boys. In one British Study, it was found that boys see the importance of achieving good grades. The reason many boys perform poorly is that it is not cool to get good grades or to try hard. Girls can put in the effort and be cool due to the feminist nature in today’s schools.
The data used in Johnsons study is taken from two multi-ethnic schools in the suburbs of Sweden. These schools are known to breed underachieving students and ethnic segregation. This makes it the perfect grounds to study the role of the “rowdy cowboy”. The study was an infield examination in which Richard followed the school children and took notes. Richard found that the young boys would often intentionally disobey rules made by the teacher. The young boys turned these rules into games they could avoid to be “cool”. When the boys asked the girls if they would like to play rule breaking games, the girls responded with remarks such as “we must work now if we wish to finish in time.”
It is often found that young boys create a careless attitude toward their school years. This casual attitude is formed from a feeling of aloneness and solidity. These reckless boys often use these expressions to escape the accusation of being a failing student. The boys feel like if they make it look intentional that they are not learning, that their peers will think no differently of them.Some of the boys Jonsson (2014) interviewed noted that they were not brown nosers, and so they, “are unable to achieve higher grades. It is possible that boys would score better grades if schools were less feminized.
Conclusion
As we can see from this essay, cultural anthropology provides us with a way to view the world differently. We can either use an etic (outsiders) perspective such as Crapo, (2013). We can also use an emic (insiders) perspective such as Geertz (1976). We have found that both perspectives are crucial in studying Cultural Anthropology. When viewing the American education system from the etic perspective, we found that students approach many challenges such as language barriers and making friends. In examining the American education system, we also found that international students felt they obtained a quality education and quality life skill in their studies. Part II of this essay covered the reason why boys performed worse than girls at school in a Swedish study conducted by Jonsson (2014). In part II we found that many boys in Sweden intentionally perform badly as to keep their cool status. This had a direct correlation with the fact that schools are a primarily set up for females. If schools were made for boys and girls separately we may see different results.
Self-Reflexive Analysis
I enjoyed my time in this course because it felt like more than an average college course. Instead of simply studying to memorize the material, I learned to take off the blinders and see the wider scope of the world. My wife and I are now talking about taking a trip to a different country to live in their culture for a couple weeks.
References
Bjorklund D. F., Kipp K. (1996). Parental investment theory and gender differences in the evolution of inhibition mechanisms. Psychol. Bull. 120, 163–188 10.1037/0033-2909.120.2.163
Constantine, M. G., Okazaki, S., &Utsey, S. O. (2004). Self-concealment, social self-efficacy, acculturative stress, and depression in African, Asian, and Latino international college students. American Journal of Orthopsychiatry, 74, 230–241.
Crapo, R. H. (2013). Cultural anthropology [Electronic version]. Retrieved from https://content.ashford.edu/
Geertz, C. (1973). The interpretation of cultures. New York: Basic Books
Jonsson, R. (2014). Boys’ anti-school culture? Narratives and school practices. Anthropology & Education Quarterly, 45 (3), 276-292. Retrieved from the AnthroSource database.
Miner, H. (1956). Body ritual among the Nacirema. American Anthropologist, 58(3), 503–507. Retrieved from https://www.msu.edu/~jdowell/miner.html
Urban, E., & Palmer, L. B. (2016). International Students’ Perceptions of the Value of U.S. Higher Education. Journal Of International Students, 6(1), 153-174.
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