Term Paper: The Significance of both Sociology and Anthropology for Educators: Understanding Cultural Differences of the Students

7/28/2019 Term Paper: The Significance of both Sociology and Anthropology for Educators: Understanding Cultural Difference

1/43

Republic of the Philippines

Polytechnic University of the Philippines

Commonwealth, Quezon City

The Significance of both Sociology and Anthropology for Educators:

Understanding Cultural Differences of the Students

Submitted by:

Mandiit, Ma. Vangeline B.

BBTE 3-1

Submitted to:

Prof. Artemuz Cruz

1


2/43

Introduction

People must acquire certain knowledge and skills in order to survive. Education

is the total process that prepares people for life in their society. It is the social institution

responsible for systematic transmission of knowledge, skills, and cultural values within a

formally organized structure to prepare individuals for effective membership in society.

To achieve the concept of education, effective teachers are needed.

Educators are responsible for molding the students. They are the facilitator of

learning. In order for teachers to facilitate student, learning several things need to occur.

The teachers as facilitators need to assess the students, plan the learning, implement the

plan, and evaluate the process. They should also recognize the talents and potentialities

of each learner. They should provide leadership and initiative to actively participate in

community movements for moral, social, educational, economic and civic betterment.

They should maintain harmonious and pleasant personal relations not just with the

learners but also with peers and other people around the community. They should

develop the skills of the learners into becoming persons of intellect and character. They

should ensure that the learners are provided with safe and adequate learning environment

that is conducive for the students to learn.

The role of the teachers is not easy. They encounter many students who have

different culture. In todays diverse classrooms, sometimes cultural differences can be

mistaken for student behavior problems. Children in various cultures also learn different

2


3/43

rules for communication with adults through facial expressions, body language, and

physical gestures. Understanding the behavioral and cultural differences of the students

may help the teachers to find more ways to effectively engage them in learning and

classroom communication.

Both sociology and anthropology are necessary for understanding the cultural

differences of the students. They are the most interrelated disciplines and which tend to

complement one another. (Masquiso, 1997) Sociology studies the structure of human

interaction and establishes that structures relationship with mans behavior.

Anthropology establishes the bases of such interaction or behavior. It also explains why

man in these structures behave the way they do.

Sociologists and anthropologists view education as the process, in school or

beyond, of transmitting societys knowledge, skills, values, and behaviors. Every society

seeds to educate its young members, to prepare them for adult roles.

The information that will be gathered in this study will prove the importance of

sociology and anthropology for educators to understand the behavioral and cultural

differences of the students that they handle.

3


4/43

Significance of the Study

This study is significant to teachers. This study will help them to be more

effective. It can also let them think for some other ways in order to be successful in

handling their students. Understanding the cultural differences of the students can make

them improve their principles and strategies of teaching.

Students will also benefit in this study. Through the information that can be read

in this study, they will realize the uniqueness of the individuals. They will also

understand why they are different with their classmates. In that way, they will become

more competitive. It will also help them to improve their study skills.

Each of us will benefit in this research. No individuals are exactly alike. In this

case, sociology and anthropology should be considered. Why? The relevance of

sociology and anthropology are the following:

1. Introduces us to the various concepts and principles vital in our understanding

of culture and society.

2. Enables us to see ourselves as part of a larger social pattern. This expands our

view of the world in order that we can appreciate better our culture.

3. Makes us better understand why people of different groups and culture behave

the way they do. Through this understanding, we may be able to adjust

ourselves to their peculiar ways and patterns.

4


5/43

4. Gives us the insight that our group is different from others. Through this, we

may be led to respect the identity and unique nature of other groups and

members of such groups.

5. Help in promoting inter-ethnic and cultural understanding. It can promote

national unity and progress, and international understanding through

promotion and cross-cultural knowledge.( Nael, 2007)

Statement of the Problem

1. How are sociology and anthropology related to each other?

2. What is the purpose of education as a social institution?

3. How are individuals different?

4. What are the effects of cultural diversity inside the classroom?

5. How can educators improve their ways of teaching to effectively engage the

students with cultural differences in learning?

6. What is the significance of both sociology and anthropology for educators?

5


6/43

Review of Related Literatures and Studies

Foreign Literature

Similarities between Sociology and Anthropology

Young (2009) posted about the similarities between sociology and anthropology

in http://www.helium.com/items/1631401-similarities-between-sociology-and

anthropology. Sociology and anthropology both study human society, how societies are

organized and how humans interact and behave within them. The difference is in how all

of this is studied. Anthropology and forensic anthropology can be seen as more oriented

to the biological, historical, and holistic nature of human society and interaction, while

sociology looks at the entire spectrum of human interaction, social structure and social

organization with interest in quantitative analysis of the causes and effects of individual

and group activity. Sociology looks at groups, from small to global in scope, while

anthropologists work closely or even live with groups and societies in order to study the

holistic enterprise of human action and interaction.

Both fields share some detailed interest in the same theory, methods, historical

backgrounds, and scientific approaches. It is important that the student of both fields

remain aware that the individual is not eh key unit of study, since the individual is a

product of the society, which, in turn is not the product of the actions of any one

individual. Psychology is more appropriate for study of the individual.

6


7/43

Sociology and anthropology reject arguments that are solely based on human

nature as the sole or overriding causative factor in a situation. It is overall society and its

cultural influence and how it affects the nature of the human that is of interest to

sociologists and anthropologists. While all causation as dependent upon individual action

is rejected, neither field allows slacking off with over broad argumentation, such as

society is entirely the cause of a persons actions, either.

Both fields consider that some aspects of human behavior, culture, and action may

have nothing to do with the group or society as a whole, and seed to understand how

people who form into social groups, or huge societies work, live, develop their thoughts,

beliefs, norms, and values.

According to Hoebel, Sociology and Social Anthropology are, in their broadest

sense one and the same. Evans Pritchard considers social anthropology a branch of

sociology. Sociology is greatly benefited by anthropological studies.

Sociology has borrowed many concepts like cultural area, culture traits,

interdependent traits, cultural lag, culture patterns, culture configuration, etc., from socio-

cultural anthropology.

The knowledge of anthropology, physical as well as socio-cultural, is necessary

for a sociologist. An understanding of society can be gained by comparing various

cultures, particularly, the modern with the primitive.

7


8/43

Anthropology as a discipline is so closely related to sociology that the two are

frequently indistinguishable. Both of them are fast growing. The socio-cultural

anthropologists today are also making a study of the present and their societies. In a

number of universities, anthropology and sociology are administratively organized into

one department.

Anthropology and the Contemporary World

Today, humans face a world that is changing faster than ever before. It is also a

world that, despite a great deal of human progress, is beset by a multitude of serious

problems. Anthropology is at the forefront in the search for solutions to problems of

rapid change, social upheaval, and environmental degradation; moreover its holistic

perspective is especially suited for coming to terms with the complexities of the world

system. In the face of crisis and uncertainty we need, more than ever to understand

where we came from, what we are, and what we have adapted to an array of

environments, anthropologists can contribute a great deal toward gaining this

understanding concern with promoting the notions of universalism and cultural relativism

gives it an important role in a world over run with communal and racial intolerance,

hatred, and violence.

Anthropology, the scientific study of humanity, seeks to explain how and why

people are both similar and different through examination of our biological and cultural

8


9/43

past and comparative study of existing human societies. Anthropologists ultimate goal

is to develop an integrated picture of humankinda goal that encompasses an almost

infinite number of questions about all aspects of our existence. We ask, for example,

what makes us human? Why do some groups of people tend to be tall and lanky, while

others tend to be short and stocky? Why do some people practice agriculture, while

others hunt for living? Anthropologists are interested in all things human. (Hattis, 1992)

The Diversity of Man

Hattis (1992) also mentioned that all modern humans are physically and

genetically very much the same. Even so, physical diversity is readily apparent in body

types, pigmentation, hair textures, and the like. Natural selection may account for some

of the differences because regional populations could have adapted to local conditions.

Random evolutionary processes may account for other differences.

The most astounding aspect of the diversity of modern humankind is the great

variety of human cultural adaptations. Cultural mechanisms have partly circumvented

the slow process of human biological evolution by allowing groups to adapt rapidly to a

broad range of environments.

Human biological diversity can be approached in two ways: first, as the outcome

of human evolution and second, as an ongoing process, as humans continue to adapt to

environmental factors. Within these contexts, anthropologists seek to explain the

9


10/43

diversity. Are there differences of any evolutionary significance? How should human

populations be described and classified? In exploring such questions scientists examine

the biological basis of human variability, including the complex interrelationships

between genes, environment, and traits, and the nature of growth and development. In

their efforts to explain the genetic and evolutionary implications of the diversity,

anthropologists are particularly concerned with identifying the patterns by which specific

traits vary among groups.

Culture

Universal biological imperatives are associated with a universal set of

psychological problems that people need to solve in order to survive; thus, all individuals

must create ways to deal with these universal problems. The ways that each group

develops then become their culture. (Matsumoto 2006)

Matsumoto (2006) define culture as the product of the interaction between

universal biological needs and functions, universal social problems created to address

those needs, and the contexts in which people live. Culture is created as people adapt to

their environments in order to survive, and it results from the process of individuals

attempts to adapt to t heir contexts in addressing the universal social problems and

biological needs.

10


11/43

Cultural Differences among Learners

Taylor (2007) explained that in todays diverse classrooms, sometimes cultural

differences can be mistaken for student behavior problems. She gave a checklist which

offers some possible cultural explanations for 16 perceived behavior problems a teacher

may encounter in a classroom.

Perceived behavior #1: Student avoids eye contact.

Possible Cultural Explanation: Keeping eyes downcast may be a way of showing

respect. In some cultures, direct eye contact with a teacher is considered disrespectful and

a challenge to a teacher's authority.

Perceived behavior #2: The student tends to smile when disagreeing with what is

being said or when being reprimanded.

Possible Cultural Explanation: A smile may be a gesture of respect that children are

taught to employ to avoid giving offense in difficult situations.

Perceived behavior #3: The student shrinks from or responds poorly to

apparently inoffensive forms of physical contact or proximity.

Possible Cultural Explanation: There may be taboos on certain types of physical contact.

Buddhists, for instance, regard the head and shoulders as sacred and would consider it

impolite to ruffle a child's hair or give a reassuring pat on the shoulder. There is also

significant difference among cultures with respect to people's sense of what is considered

an appropriate amount of personal space.

11


12/43

Perceived behavior #4: The student appears to be overtly affectionate with other

students.

Possible Cultural Explanation: In many cultures it is not uncommon for friends (girls

and/or boys) to link arms, hold hands or greet each other with a hug or kiss on the cheek.

Perceived behavior #5: The student refuses to eat with peers.

Possible Cultural Explanation: Some students may be unaccustomed to eating with

anyone but members of their own family.

Perceived behavior #6: The student refuses to eat certain kinds of foods or

doesn't eat at all at certain periods.

Possible Cultural Explanation: Many religions have food taboos and fasting periods.

Young children are often exempt from fasting, but many choose to participate.

Perceived behavior #7: The student does not participate actively in group work

or collaborate with peers on cooperative assignments.

Possible Cultural Explanation: Cooperative group work is never used by teachers in

some cultures. Students may thus view sharing as "giving away knowledge" and may see

no distinction between legitimate collaboration and cheating.

Perceived behavior #8: The student displays uneasiness, expresses disapproval,

or even misbehaves in informal learning situations involving open-ended learning

processes. (For example, exploration).

12


13/43

Possible Cultural Explanation: Schooling in some cultures involves strict formality. For

students who are used to this, an informal classroom atmosphere may seem chaotic and

undemanding, while teachers with an informal approach may seem unprofessional. Such

students may also be uncomfortable with process-oriented learning activities and prefer

activities that yield more tangible and evident results.

Perceived behavior #9: The student talks loudly and sometimes overlaps speech

with the others in the group or class.

Possible Cultural Explanation: In some classrooms around the world, students have more

freedom to speak. They're not as closely regulated. Students talk a lot more, and the talk

more loudly. What is considered interruptive or rude behavior in North American

classrooms would be considered task-oriented behavior in the home country's schools.

Perceived behavior #10: The student refuses to participate in extracurricular or

in various physical education activities. For example, swimming, skating, track and field.

Possible Cultural Explanation: Extracurricular activities may not be considered part of

learning or may even, along with some physical education activities, be contrary to a

student's religious or cultural outlook. Some students may also be required to use after-

school hours to generate income or help out with a family business.

Perceived behavior #11: The student seems inattentive or does not display active

listening behaviors.

13


14/43

Possible Cultural Explanation: In some cultures, the learning process involves observing

and doing or imitating rather than listening and absorbing through note-taking or other

forms of active listening.

Perceived behavior #12: Performance following instruction reveals that the

student does not understand the instruction, even though he or she refrained from asking

for help or further explanation.

Possible Cultural Explanation: In some cultures, expressing a lack of understanding or

asking for help from the teacher is interpreted as a suggestion that the teacher has not

been doing a good enough job of teaching, and is considered impolite.

Perceived behavior #13: The student is unresponsive, uncooperative, or even

disrespectful in dealing with teachers of another gender.

Possible Cultural Explanation: Separate schooling for boys and girls is the norm in some

cultures. Likewise, in some cultures the expectation for boys and girls is quite different.

The idea that girls and boys should have the same opportunities for schooling and play

comparable roles as educators will therefore run contrary to some students' cultural

conditioning.

Perceived behavior #14: The student appears reluctant to engage in debate,

speculation, argument, or other processes that involve directly challenging the views and

ideas of others.

14


15/43

Possible Cultural Explanation: In some cultures, it is considered inappropriate to openly

challenge another's point of view, especially the teacher's. In other cases, there may be a

high value attached to being prepared, knowledgeable, and correct whenever one speaks.

Perceived behavior #15: The student exhibits discomfort or embarrassment at

being singled out for special attention or praise.

Possible Cultural Explanation: To put oneself in the limelight for individual praise is not

considered appropriate in some cultures, where the group is considered more important

than the individual.

Perceived behavior #16: The student fails to observe the conventions of silent

reading.

Possible Cultural Explanation: Some students may be culturally predisposed to see

reading as essentially an oral activity and will therefore read aloud automatically. For

others reading aloud is associated with memorization.

McGee (2008) posted in http://www.greatschools.org/special-

education/support/704-cultural-differences-student-performance.gs#sthash.JEF0EOBp

about how cultural differences may affect student performance. In everyday

conversation, spoken words are only one way to communicate. As little as 7 percent of a

message may be expressed in words. The rest is through facial expression, voice tone,

body gestures, and overall posture. When the verbal and nonverbal messages don't match

15


16/43

up, people pay more attention to the nonverbal message. That's what's meant by the old

saying, "A picture is worth a thousand words."

It may be difficult to understand nonverbal messages because different cultures

have different expectations about eye contact, physical touch, body gestures, etc. A

person's gender, age, position in society, level of acculturation, and individual preference

can complicate communication even more.

Let's consider eye contact. Kids from many Latin American and Asian cultures

show respect by avoiding the glance of authority figures. A teacher who's unfamiliar with

this cultural norm, however, might interpret the lack of eye contact as just the opposite - a

sign of disrespect. For many American Indian children, looking a teacher in the eye and

answering her question in front of the class is "showing off." Yet a teacher who doesn't

know this could think the child was unmotivated or inattentive.

Culture greatly influences attitudes about physical contact, whether it's a

handshake, hug, or pat on the back. In Asia, female friends often hold hands and men

casually embrace one another as they walk down the street. Americans, however, may

feel uncomfortable with such public behavior. In some Asian cultures, affectionately

patting an adult's head is strictly taboo, although it can be acceptable behavior between

adults and young children.

16


17/43

How close should people stand to each other when they're having a conversation?

In areas of the Middle East and South America, people stand very close when talking.

European Americans like to have more distance between them, while some African

Americans prefer even more space. You can create great discomfort by standing too close

to another person. Not being aware of this can even prevent someone from understanding

or accepting the ideas you're trying to get across.

To create a positive environment for communication, your nonverbal message

must closely match your verbal message. First, recognize your own expectations about

nonverbal communication, and then find ways to learn about those of individuals and

other cultures. One way to do this is to carefully observe how kids and families speak and

behave around each other and with people of authority. This can provide clues about the

true meaning of their nonverbal interactions.

Nonverbal messages have a powerful impact on what's communicated. When a

person is sensitive to these silent messages, he's far more likely to interact with others in

a friendly, comfortable manner and to make his spoken message more understandable.

Grossman (2004) in his book entitled: Classroom Behavior Management for

Diverse and Inclusive Schools, discussed about cultural differences. Cultural differences

can affect whether or not a teacher regards a students behavior as appropriate, polite,

fair, or moral. For example, in some cultures, people are brought up to be considerate of

others. Dont play the stereo too loud, Dont make noise too early, you will wake the

17


18/43

people in the next campsite, and Play outside with your friends so that your brother can

study. In other cultures, youngsters are brought up to be tolerant of others: Dont let

the radio bother you, You better go to sleep early; you know that campers make noise

in the morning, and Learn not to be distracted by other peoplethe world cant stop

just because you have to do your homework.

Teachers who have been brought up to be considerate of others are more likely to

perceive students as interfering with the rights of others or as unwilling to share,

conform, or go along with the group. As a result, they may intervene in situations that

other teachers would accept as reasonable behavior.

As noted previously, teachers are less likely to view the behavior of students who

share their ethnic and socioeconomic class cultural backgrounds as problematic. Since

cultures have different expectations regarding active versus sedentary behavior,

cooperative versus competitive and independent behavior, sharing, waiting ones turn,

meeting conflicts head on, apologizing for mistakes, speaking frankly, and so on, whether

teachers view many behaviors as problematic depends in part on the match between their

students and their cultural backgrounds.

Local Literature

Sociology is a science of society. It focuses attention to all kinds of social

interaction such as social acts, social relationships, social structures and social processes.

18


19/43


20/43

9. It relies heavily on field work

The Relationship between Sociology and Anthropology

Tayle (2012) posted on scribd.com about anthropology and sociology.

Anthropology studies how and why man has changed; how and why societies across

culture and time have different customary ideas and practices; and the belief, politics,

religion, social life, aesthetics, and health. It answers the following questions:

Who are you?

What makes you?

What is your place in this world?

On the other hand, sociology answers the following questions:

Who are the people around you?

What is their story?

How do these stories affect you?

According to del Rosario (2006), anthropology is closest to sociology. Both are

interested in social organizations and social interaction. Both address social problems

and issues like population, environment, poverty, delinquency, crime or even mental

illness. Anthropologists also have shown concern over social problems related to poverty

as well as in the social impact of industrialization and urbanization.

20


21/43

Practical Applications of Anthropology and Sociology

Anthropology has practical uses. It reduces ethnocentrism by instilling

appreciation of other cultures. Through a study of other societies and cultures, it

contributes to education. It suggests the potential and general value of anthropology in

inspiring government action. Researches on all aspects of culture are undertaken by

anthropologists. Through anthropological studies, programs of aid in the military,

economic, and political fields are assessed and evaluated. Not only is there evaluation,

but also inspiration of economic development and technical assistance programs.

Through what is termed participant interference, anthropology acts as catalyzer and

instigates action. (Lardizabal 1988).

Sociology and anthropology are both important in social institutions. One of

those social institutions is education which is responsible for systematic transmission of

knowledge, skills and cultural values within a formally organized structure. People must

acquire certain knowledge and skills in order to survive.

Education is the total process that prepares people for life in their society. It

transmits selected knowledge, skills and values to prepare individuals for effective

membership in society. (Nael, et. al 2007)

21


22/43

Education and Society

Nael, et al (2007) indicated in his book the different perspectives on the purpose

of education in contemporary society. The first one is the functionalist perspective.

Functionalists view education as one of the most important components of society.

Durkheim explained that education is the influence exercised by adult generation on

those that are not yet ready for social life. In order to achieve a cohesive social order,

moral values should be the foundation. Schools have the responsibility of teaching a

commitment to the common morality. In this perspective, teaching students to put the

groups needs ahead of their individual desires and aspiration is needed.

In conflict perspective, education is used to perpetuate class, racial-ethnic, and

gender inequalities through tracking, ability grouping, and a hidden curriculum that

teaches subordinate groups conformity and obedience. In interactionist perspective,

classroom dynamics, examining the interpretations that students and teachers give their

interactions with one another.

The changing society and the demands for more effective programs create serious

implications to education. In the words of Francis Brown, the curriculum of the school

will markedly affected by the results of a study of the community where the school

operates.

22


23/43

On the other hand, Falsom stressed the value of the schools knowing community

life and culture. He said that events in education and in the community have brought

leaders in these two fields into an awareness of their relation to each other. Education

has come into closer relations with life, in the homes and family, with the results that a

new movement, education of family living is underway. (Palispis 2007)

Palispis (2007) also indicated in his book that in order to bridge the gap between

the school and community draw on the community and its activities. Anthropologists

point to the existing incongruence between what is learned in school and what is

practiced in the family and in the community. Seemingly, the school becomes the word

of the ideal, and the family, the world of the real. It is the main concern of

educational sociologists and anthropologists to narrow down the gap or existence

incongruence between the school and the local communities.

Effects of Education on Individuals

Every school serves as a miniature society. Whatever realities prevail in the

higher society is reflected in the school and its system.

The children in any given society are inducted into the special society and culture

of schooling by a variety of mechanisms that are common to most schools in the greater

society, as well as unique to their own elementary or secondary school.

23


24/43

Children also learn the special traditions, folkways, and mores of their particular

school. Its distinctive sub cultural patterns include its degree of emphasis upon the

acquisition of basic skills as opposed to life adjustment competencies.

Implications for Education: Individual Differences

Lardizabal (1988) mentioned in his book entitled: Foundations of Education about

the implications of Education. Since individuals mature at different rates, parents, and

teachers should not expect the same degree of development in children. In the same class

of pupils with the same chronological age, there will be individual differences. So

teachers should not try to push children to attain the same performance as the bright ones.

Parents should not try to compare their children with each other and expect the same

level of performance from all.

In spite of individual differences, certain general characteristics go with every

stage of life. Parents should be concerned if a child is behind his stage of development.

For instance, if a child cannot walk yet at the age of three, the parents had better consult a

doctor to find out what is wrong. If a child is growing too fast and has reached a height

of five feet at the age of seven, it is also necessary to consult the doctor.

Parents and teachers should also help children and youth with the development

tasks at each stage of life. Mastering the 3Rs (reading, writing, arithmetic) in the

elementary school is a must. Teachers should drill the children well in the four

24


25/43

fundamental operations in arithmetic so that they will not encounter difficulties when

they take up algebra, geometry, or trigonometry. To be socially adjusted in college, the

youth should plan to have parties where young men and women may have opportunities

to practice their terpsichorean, communication and social skills.

Foreign Study

In the study entitled: Cultural differences in the non-verbal communication

within the cross-cultural negotiations by the European Master in Business Studies

Master Program (2012), they mentioned Jandt (1900) in defining culture as sum of total

ways of living including behavioral norms, linguistic expression, styles of

communication, patterns of thinking, and beliefs and values of a group large enough to be

self-sustaining transmitted over the course of generations. GLOBEs definition includes

shared motives, values, beliefs, identities, and interpretations or meanings of significant

events that result from common experiences of members of collectives and that are

transmitted across generations (House et al., 2004, p15). Furthermore, De Long and

Fahey (2000) describe culture more general, as a system of values, norms, practices that

are shared among a group of people and that form a model for living. To define the

meaning of culture helps to identify what the causes and effects are and how culture

can influence negotiation outcomes.

The purpose of their study is to investigate the cultural differences in non-verbal

communication. They concluded that non-verbal communication or body language is an

25


26/43

important part of how people communicate and it is evident that there are differences

from one culture to another.

In the study of Guo (2008), they define culture as an all inclusive system of

communications which incorporates the biological and technical behavior of human

beings with their verbal and non-verbal systems of expressive behavior. In a country of a

region, culture is the sum total of a way of life: it is the pattern of values, traits, or

behaviors shared by the people, at the same time, behavior practices that have a social

meaning greater than the activity itself and which by their nature reinforce the culture, so

the function of culture is to establish modes of conduct, standards of performance, ways

of dealing with interpersonal and environmental relations that will reduce uncertainty and

increase predictability, thereby it can promote survival and growth among the members

of any society. Culture influences behavior and explains how a group filters information.

Different cultures may have different values; different cultural theories also have

different ways to analyze.

In Friesens (1972) study, the spontaneous expressions of Americans and

Japanese were examined as they viewed highly stressful films in two conditions, first

alone and then a second time in the presence of an older, male experimenter. In the first

condition, the American and Japanese participants were similar in their expressions of

disgust, sadness, fear, and anger; in the second condition, however, cultural differences

emerged. Whereas the Americans continued to express their negative emotions, the

Japanese were more likely to smile.

26


27/43

Other researchers have also examined cultural differences in emotional

expression. In the study of Matsumoto and Kupperusch (2001), European American

females were classified as either individualistic or collectivistic based on their responses

to an individual difference measure and were then videotaped unobtrusively as they

watched films designed to elicit positive and negative emotion, first alone and then in the

presence of an experimenter. They self-rated their emotional responses to both films in

both films in both conditions, and samples of their emotional expressions were judged by

a separate group of decoders.

Ekman and Friesen (1969) coined the term cultural display rules to account for

cultural differences in facial expressions of emotion. These are the rules learned early in

childhood that help individuals manage and modify their emotional expressions

depending on social circumstances. Ekman and Friesen used the concept to explain the

American-Japanese cultural differences in expression they observed, suggesting that in

the first condition of their experiment there was no reason for display rules to modify

expressions because the participants were alone and their display rules were inoperative;

in the second condition display rules dictated that the Japanese mask their negative

emotions in the presence of the experimenter.

Matsumotos (1990) study examining display rules in Americans and Japanese.

Participants saw faces portraying seven emotions and rated the appropriateness of each in

eight social situations involving people of varying intimacy and status. Americans rated

27


28/43

negative emotions more appropriately than did the Japanese in in-groups, whereas the

Japanese rated negative emotions more appropriately than Americans in outgroups; the

Japanese also rated negative emotions more appropriately than Americans toward lower

status individuals. Matsumoto (1993) used the same methodology to document

differences in display rules among four ethnic groups within the United States.

Ekman and Friesen (1969; 1975) noted six ways in which expressions may be

managed when emotion is aroused. Of course, individuals can express emotions as they

feel them with no modification. But individuals can also amplify (exaggerate) or

deamplify (minimize) their expressions; for instance, feelings of sadness may be

intensified (amplification) at funerals or minimized (deamplification) at weddings.

People can mask or conceal their emotions by expressing something other than what they

feel, as when nurses or physical hid their emotions when speaking with patients with

terminal illness, or when employees in service industries (e.g., flight attendants) interact

with customers. Individuals may also learn to neutralize their expressions, expressing

nothing, such as when playing poker (poker face) and to qualify their feelings by

expressing emotions in combination, such as when feelings of sadness are mixed with a

smile, with the smile commenting on the sadness, saying Ill be OK.

Erickson and Mohatt (1982) address cultural differences between Native

American and Anglo-American majority culture pupils. They draw on ethnographic data

to show that Native American children avoid asserting control in ways that could be seen

as limiting the autonomy of others. They do this in order to argue that Native and

28


29/43

mainstream patterns of social and linguistic interaction differ in ways which are

fundamental to learning.

Lipka (1991) bases his case for cultural congruence in teaching and learning on

his study from the Bristol Bay region of Alaska of a Yupik teacher implementing what

he refers to as Yupik pedagogy, which emphasizes cooperation, the use of overlapping

speech and co-speaking as well as a cognitive style that is holistic in relating all elements

to a whole. Lipka uses video to record the detail of classroom interactions noting

especially the absence of lengthy teacher lesson introductions and the employment of

modeling rather than direct instruction to encourage particular behaviors and values.

Local Study

According to the study of Ortega, Merylle Rose entitled: The Study of Sociology

and Anthropology, the history of anthropology starts at 15th to 18th century during

discoveries and explorations period. In 19th century, anthropology began to take shape as

a separate field of study which had its roots in the natural sciences, social sciences and

the humanities. Sociology is considered one of the youngest of the social sciences.

The ideas of sociology and anthropology were diffused in Europe. Anthropology

began as a practical activity of colonizers in the service of religion and government.

Anthropology was elevated to an academic discipline in the University of the Philippines

in 1914 by Otley Beyer.

29


30/43

Sociology is the science of society and the social interaction taking place among

individuals in a social group. There are various areas concern of sociology:

a. Social organization

b. Social Psychology

c. Social change and social disorganization

d. Population

e. human ecology

f. sociological theory and methods

g. applied sociology.

Anthropology is also a science of humanity and its society. It is a scientific study

of humanity. The similarities and diversity of cultures attempts to present an integrated

picture of humankind. There are subdivisions linked by unifying themes. There

includes:

a. Universalism

b. Integration

c. Adaptation

The disciplines of sociology and anthropology have close attrinities and many

sociologists and anthropologists recognize that two disciplines have much in common.

Both disciplines synthesize and generalize data about human behavior and social systems.

Both are related to the humanities.

30


31/43

Sociology and anthropology are also related to history, which is the study of past

events and which attempts to establish the social contexts that influence people.

31


32/43

Discussion

How are sociology and anthropology related to each other?

Anthropology is closest to sociology. They both study human society, how

societies are organized and how humans interact and behave within them. Sociology is a

science of society. It focuses attention to all kinds of social interaction such as social

acts, social relationships, social structures and social processes. Anthropology is

concerned with the study of biological, cultural, social and psychological aspects of

human nature, origin and development. It is also a science that studies mans behavior,

works and modes of production.

Both fields consider that some aspects of human behavior, culture, and action may

have nothing to do with the group or society as a whole, and seek to understand how

people who form into social groups or huge scientists work, live, develop their thoughts,

beliefs, norms, and values.

Both are interested in social organizations and social interaction. Both address

social problems and issues like population, environment, poverty, delinquency, crime or

even mental illness.

32


33/43


34/43

Anthropologists point to the existing incongruence between what is learned in

school and what is practiced in the family and in the community. The school is the word

of ideal and the family is the world of the real. It is the main concern of educational

sociologists and anthropologists to narrow down the gap or existing incongruence

between the school and the local communities.

How are individuals different?

Human biological diversity can be approached in two ways: first, as the outcome

of human evolution and second, as an ongoing process, as humans continue to adapt to

environmental factors. Within this context, anthropologists seek to explain the diversity.

Scientists examine the biological basis of human variability, including the complex

interrelationships between genes, environment, and traits, and the nature of growth and

development. In their efforts to explain the genetic and evolutionary implications of the

diversity, anthropologists are particularly concerned with identifying the patterns by

which specific traits vary among groups.

Natural selection may account for some of the differences because regional

populations could have adapted to local conditions. Random evolutionary process may

account for other differences.

The most astounding aspect of the diversity of modern humankind is the great

variety of human cultural adaptations. Cultural mechanisms have partly circumvented

34


35/43

the slow process of human biological evolution by allowing groups to adapt rapidly to a

broad range of environments.

What are the effects of cultural diversity inside the classroom?

In todays diverse classrooms, sometimes cultural differences can be mistaken for

student behavior problems. Cultural differences can affect whether or not a teacher

regards a students behavior as appropriate, polite, fair, or moral. For example, in some

cultures, people are brought up to be considerate of others while in other culture,

youngsters are brought up to be tolerant of others.

Teachers who have been brought up to be considerate of others are more likely to

perceive likely to students as interfering with the rights of others or as unwilling to share,

conform, or go along with the group. As a result, they may intervene in situations that

other teachers would accept as reasonable behavior.

Teachers are less likely to view the behavior of students who share their ethnic

and socioeconomic class cultural backgrounds as problematic. Since cultures have

different expectations regarding active versus sedentary behavior, cooperative versus

competitive and independent behavior, sharing, waiting ones turn, meeting conflicts,

head on, apologizing for mistakes, speaking frankly, and so on, whether teachers view

many behaviors as problematic depends in part on the match between their students and

their cultural backgrounds.

35


36/43

How can educators improve their ways of teaching to effectively engage the students with

cultural differences?

Understanding that certain behaviors may be the cultural norm for some of the

students may help the teachers to find ways to more effectively engage them in learning

and classroom communication. For example, a student avoids eye contact. Keeping eyes

downcast may be a way of showing respect. But, in some cultures, direct eye contact

with a teacher is considered disrespectful and a challenge to a teachers authority.

What is the significance of both sociology and anthropology for educators?

Both sociology and anthropology has practical uses. It reduces ethnocentrism by

instilling appreciation of their cultures. Through a study of other societies and culture,

educators will understand the behavior of their students for them to improve their

methods and principles of teaching.

Since anthropology studies how and why man have changed; how and why

societies across culture and time have different customary ideas and practices; and the

belief, politics, religion, social life, aesthetics, and health and answers the questions like

Who are you?, What makes you?, and What is your place in this world? and

sociology answers the questions, Who are the people around you, What is their

story?, and How do these stories affect you?. They are concerned in individual

differences.

36


37/43


38/43

Conclusion

Sociology and anthropology are very much related. They consider some aspects

of human behavior, culture, and action. They seek to understand how people who form

into social groups, or huge scientists work, live, develop their thoughts, beliefs, norms,

and values. Because of that, they are both necessary for educators.

Educators handle students with different behavior because of their culture. The

most astounding aspect of the diversity of modern humankind is the great variety of

human cultural adaptations. Cultural mechanisms have partly circumvented the slow

process of human biological evolution by allowing groups to adapt rapidly to a broad

range of environments.

Cultural differences can be mistaken for student behavior problems. Cultural

differences can affect whether or not a teacher regards a students behavior as

appropriate, polite, fair, or moral.

Through sociology and anthropology, teachers will understand the differences of

their students. It is necessary for them to learn how to handle those differences.

Understanding their students will make them improve their ways of teaching and

classroom communication.

38


39/43

Recommendation

In the same class of pupils with the same chronological age, there will be

individual differences. Teachers should not try to push children to attain the same

performance as the bright ones. They should also help children and youth with the

development of tasks at each stage of life. They should master the 3Rs (writing, reading,

and arithmetic.)

Teachers should have the following behaviors:

Appreciate and accommodate the similarities and differences among the

students cultures. Effective teachers of culturally diverse students acknowledge both

individual and cultural differences enthusiastically and identify these differences in a

positive manner. This positive identification creates a basis for the development of

effective communication and instructional strategies. Social skills such as respect and

cross-cultural understanding can be modeled, taught, prompted, and reinforced by the

teacher.

Build relationships with students. Interview with African-American high

school students who presented behavior challenges for staff revealed that they wanted

their teachers to discover what their lives were like outside of school and that they

wanted an opportunity to partake in the schools reward systems. Developing an

39


40/43

understanding of students lives also enables the teacher to increase the relevance of

lessons and make examples more meaningful.

Focus on the ways students learn and observe students to identify their task

orientations. Once students orientations are known, the teacher can structure tasks to

take them into account. For example, before some students can begin a task, they need

time to prepare or attend to details. In this case, the teacher can allow time for students to

prepare, provide them with advance organizers, and announce how much time will be

given for preparation and when the task will begin. This is a positive way to honor their

need for preparation, rituals, or customs.

Teach students to match their behaviors to the setting. We all behave

differently in different settings. For example, we behave more formally at official

ceremonies. Teaching students the differences between their home, school, and

community settings can help them switch to appropriate behavior for each context. For

example, a teacher may talk about the differences between conversations with friends in

the community and conversations with adults at school and discuss how each behavior is

valued and useful in that setting. While some students adjust their behavior

automatically, others must be taught and provided ample opportunities to practice.

Involving families and the community can help students learn to adjust their behavior in

each of the settings in which they interact.

40


41/43

Teachers should also practice the following strategies for teaching culturally

diverse students:

Use a variety of instructional strategies and learning activities. Offering

variety provides the students with opportunities to learn in ways that are responsive to

their own communication styles, cognition styles, and aptitudes. In addition, the variety

helps them develop and strengthen other approaches to learning.

Consider students cultures and language skills when developing learning

objectives and instructional activities. Facilitate comparable learning opportunities for

students with differing characteristics. For example, consider opportunities students who

differ in appearance, race, sex, disability, ethnicity, religion, socioeconomic status, or

ability.

Incorporate objectives for affective and personal development. Provide

increased opportunities for high and low achievers to boost their self-esteem, develop

positive and self-attributes, and enhance their strengths and talents. Such opportunities

can enhance students motivation to learn and achieve.

Communicate expectations. Let the students know the classroom rules about

talking, verbal participation in lessons, and moving about the room. Tell them how long

a task will take to complete or how long it will take to learn a skill or strategy, and when

appropriate, give them information on their ability to master a certain skill or complete a

41


42/43

task. For example, it may be necessary to encourage students who expect to achieve

mastery but are struggling to do so. They may need to know that they have the ability to

achieve mastery, but must work through the difficulty.

Provide rationales. Explain the benefits of learning a concept, skill, or task. Ask

students to tell you the rationale for learning and explain how the concept or skill applies

to their lives at school, home, and work.

Use advance and post organizers. At the beginning of lessons, give the students

an overview and tell them the purpose or goal of the activity. If applicable, tell them the

order that the lesson will follow and relate it to previous lessons. At eh end of the lesson,

summarize its main points.

Provide frequent reviews of the content learned. For example, check with the

students to see if they remember the difference between simple and compound sentences.

Provide a brief review of the previous lesson before continuing on to a new and related

lesson.

Facilitate independence in thinking and action. There are many ways to

facilitate students independence. For example, when students begin their work without

specific instruction from the teacher, they are displaying independence. When students

ask questions, the teacher can encourage independence by responding in a way that lets

the student know how to find the answer for him or herself. When teachers ask students

42


43/43

Documents

Term Paper: The Significance of both Sociology and Anthropology for Educators: Understanding Cultural Differences of the Students