Foundations of Culture Cultural and Personal Identity Self-Assessment
Your Historical, Ethnic, and Cultural Background (Adapted from Cultural Advantage, 1998) Think of yourself as a cultural being whose life has been influenced by various demographic, historical, social, political, economic, and geographical circumstances. This exercise will help you become aware of aspects of your demographic, historical, ethnic, and cultural background. 1. Where were you born? 2. When were you born? 3. Where did you grow up? 4. Where did your parents grow up? 5. Where did your grandparents grow up? 6. Where did your great grandparents grow up? 7. What is your earliest memory as a family? 8. What is your earliest school memory? 9. As a family, what events did you celebrate? 10. Have you traveled or moved as a child? 11. Have you traveled or moved as an adult? 12. Recall an international event that happened to you before you turned 18. Try to answer the following: Who was involved; what was the event; where did it happen; how did it happen; and why did it happen? 13. Recall an event that happened in the country where you were born, before you turned 18. Try to answer the following: Who was involved; what was the event; where did it happen; how did it happen; and why did it happen? 14. What is your earliest recollection as a member of a group? 15. What was your first job? 16. As an adult, what events or holidays do you currently celebrate? Exercise #2: Understanding Your Own Worldview Our perceptions are shaped by our view of the world, which is learned through socialization, from childhood to adulthood, and constantly reinforced by the culture in which we live. For each of us, our view of the world is the taken-for-granted view of “the way things are,” and most of the time unquestioned and
invisible. It is important that we examine and understand how we see the world first. If we don’t realize that other people have different worldviews, we tend to think that our way is the “only” way, and we may not value the different perspectives other people may bring. In the name of “our” worldview, atrocities have been committed in history. How do you view the following? Aspects of worldview What is your worldview? Time (Example: Time is money?)
Space between you and the next person (Example: When do you start feeling uncomfortable?)
Relationships (Example: Work relationships versus personal relationships?)
Technology (Example: How do you see technology?)
Religion or spirituality (Example: What about religion?)
Honesty (Example: Tell the truth no matter what?)
Exercise #3: Appreciating Your Own Multiple Identities We all live within and identify with multiple identities. Most of us can claim different identities related to gender, age, religion, ethnicity, socioeconomic status, profession, national origin, educational level, etc. By recognizing our multiple identities, we are less likely to stereotype others based on minimal information about another person’s historical, social, and cultural backgrounds. Take a blank sheet of paper and write the numbers 1–10 on the left-hand column. Complete the statement “I am______” using the first words that come to mind. “I am_.” 1. ___________________ 2. ___________________ 3. ___________________ 4. ___________________ 5. ___________________ 6. ___________________ 7. ___________________ 8. ___________________ 9. ___________________ 10. ___________________ What were your first five answers? When did you start to slow down in writing your answers?
What were the last three answers? Do you feel that your list accurately captures your multiple identities? Exercise #4: Acknowledging Assumptions and Biases We all develop assumptions and biases as we go through life. We tend to inherit them from our parents’ worldview, but we also develop our own based on our personal experiences and our values and beliefs. Self-awareness involves not only examining one’s culture, but also examining perceptions and assumptions we hold about other people. Understanding our assumptions and biases is the first step in naming them, identifying them, and helping us to become aware of why we respond the way we do toward certain people or groups of people. As the saying goes, identifying the problem is the first step toward recovery. Respond to the following questions: 1. What racial group do you identify with? 2. What ethnic group(s) do you identify with? 3. What socioeconomic class do you identify with? 4. What is your earliest memory of belonging in a group (other than your family)? 5. What is your earliest memory of being excluded from a group? 6. What is your earliest memory of excluding someone from a group? Note: The answers to these questions are some of the factors that shaped our biases toward others and our assumptions about the world. Being aware of their origin can help us understand the lenses through which we see the world. Exercise #5: Relating to Various Groups of People (Adapted from Luckman,1999) How do you relate to various groups of people in society? Please answer honestly, not as you think might be socially or professionally desirable. Remember no one but you will read this information. Fill in the chart with the following levels of response: 1. I feel I can genuinely try to help this person without prejudice. 2. Even though I do not agree with this person, I feel I can accept this person as he or she is and am comfortable enough to listen to him or her. 3. I do not feel that I have the background knowledge or experience to help this person. 4. I feel uncomfortable taking care of this person. 5. I feel biased and prejudiced against this person. Individual Your Response Iranian immigrant Child abuser Mexican American Elderly person with dementia
Prostitute Methodist minister Gay/lesbian Unmarried, pregnant teen White Anglo-Saxon American Amputee Anorexic teenager Morbidly obese man in his 30s Norwegian Person with AIDS Person with cancer Person who does not speak English Note: Ambiguity can be difficult to accept. It is the opposite of certainty, which means there is “a right way to do something.” But culturally speaking, certainty can lead to harmful ideologies, like ethnocentrism. Ethnocentrism is defined as “the universal tendency of human beings to think that their ways of thinking, acting, believing are the only right, proper, and natural ways” (Purnell, 2005, p. 9) and that, hence, beliefs, values and practices that differ from one’s own are wrong. Exploring our biases, assumptions, and preconceived ideas about other people helps us shed light onto our own ethnocentric behaviors and attitudes. Exercise #6: Considering Your Cultural Beliefs (Adapted from Luckmann, 1999) In general, do you believe these statements to be true or false: 1. People are responsible for their own actions. 2. The outcome of events is beyond our control. 3. It is dishonest to give vague and tentative answers. 4. It is best to avoid direct and honest answers in order not to hurt or embarrass someone. 5. Intelligent, efficient people use time wisely and are always punctual. 6. Being punctual to work or meetings is not as important as spending time with family or close friends. 7. Stoicism is the appropriate way to grieve. 8. Loudly crying and moaning is the appropriate way to grieve. 9. The best way to gain information is to ask direct questions. 10. It is rude and intrusive to ask direct questions. 11. It is proper to call people by their first names to show that you are friendly. 12. It is disrespectful to call people by their first names unless they give you permission to do so.
13. It is rude not to look at a person who is speaking to you. 14. It is rude to engage in direct eye contact with persons of higher status. Note: You may feel like there is only one right answer to these statements, but the fact is that culture has much to do with how people answer them. For example, in Latin American cultures, it is acceptable for people to ask direct questions about money. In the United States, this is considered rude. Who is right? So, understanding and accepting that people have different views on values we consider core to our culture helps us to be more empathetic and tolerant.
Adapted from these sources: Tervalon, M., & Murray-García, J. (1998). Cultural humility versus cultural competence: A critical distinction in defining physician training outcomes in multicultural education. Journal of Health Care for the Poor and Underserved, 9(2), 117–125.
Purnell, L. (2005, Summer). The Purnell Model for Cultural Competence. The Journal of Multicultural Nursing & Health 11(2). Luckman, J. (1999). Transcultural communication in nursing. Huntington Beach, CA: Delmar Publishing.
