Gender, Age, And Ethnicity

Society and culture have created scripts (i.e., social norms) that dictate the ways in which we are to grieve. These scripts also prescribe the unique ways in which men and women are expected to respond to grief. Specifically, men’s grief scripts suggest that men will resolve to grieve in solitude as a demonstration of their self-reliance. Men may also have muted emotional response and expressed emotions are typically in the form of anger or guilt (Martin & Doka, 2011). Comparatively, women’s grief scripts suggest that women are more emotive and seek support from others to help cope with loss (Martin & Doka, 2011).

The life transition of death and dying is inevitably one with which we will all be faced; we will all experience the death of people we hold close throughout our lifetime. This paper will explore the different processes of grief including the bereavement, mourning, and sorrow individuals go through after losing someone to death. Bereavement is a period of adaptation following a life changing loss. This period encompasses mourning, which includes behaviors and rituals following a death, and the wide range of emotions that go with it. Sorrow is the state of ongoing sadness not overcome in the grieving process; though not pathological, persistent

In the book “To Kill A Mockingbird”, Mayella Ewell is the conflict of the story. To challenge herself to see if she is powerful based on class, gender, and race. Mayella is powerful due to her race; however, she would not be powerful due to her class and gender. One might think she is powerful over all; however, she does not have power in the eyes of some readers. Proceeding on to see if Mayella has power in race.

Race, gender, and social class has several implications in the United States and how it shapes policy and perceptions of those who live in poverty. Current welfare systems are not perfect, and capitalistic policies do not work as intended to solve income inequalities. Given this, we will discuss social inequalities and capitalism, the welfare system, and propose two policies that solves welfare, and social and income inequalities.

When registering for classes for the Spring semester I looked at the required courses that I had to take based on my major. I then came across one of them which was Social Issues. The title intrigued me, so I decided to fit it into my schedule. I felt that the course would be interesting and be an enjoyable class to take. I had an idea of what the course would be about, but when I walked into the first class I was surprised how much the course would actually be covering in terms of race, class, and gender.

I would like to focus my response to the reading in Gabbidon & Greene, Chapter 1, generally around the idea of social construction. Furthermore, I would like to specially provide responses to discussion questions number one and two as posed in the conclusion of chapter one. Discussion question number one asks to “Explain the origin of race and its implications for race and crime.” Discussion question number two asks “Do you believe there are distinct races?” I will also provide perspective on issues surrounding the term “minorities”.

When a loved one dies, children handle their grief differently than adults, but they still often grieve very deeply in their own way. Much of the grief children experience comes from the fact that children often lose friends to a sudden death such as a traffic accident. The loss of older loved ones may be more anticipated, such as

The United States recognizes five types of categories in order to distinguish the race of the population. I feel discriminated when I have to fill out an application, surveys or any type of documentation that has this type of question: Please identify your race, Caucasian or White American, African American, Native American, Asian, and Pacific Islander (US Census, 2015) CITATION. The problem with this type of questions is that the majority of surveys who require a specific answer don’t have Hispanic or Latino categorization. I often feel confused about which type of race I am. When I watched White Americans or African Americans respond to this questions, they rapidly marked the correct answer to the categorization with no confusion. I turned around to see if anyone of my race was having the same problem that I had. Unfortunately, this type of question always created confusion in my mind, Was I white American? African American?. My response to the surveys usually were more inclined to Caucasian or White American. I realized that I never took the time to ask to family about my descendant’s race or ethnicity. In reality, I discovered that it is true what professor Gates presented in the video “The Back Grandma in the closet”. Family members often hide information because they don’t want us to discover the truth about our descendants.

After interviewing the social workers Hope and Hodge (2006) found that they had observed similar patterns regarding the factors that affect the adjustment of children who lost a parent to death. Boys tend to show externalizing behaviors whereas girls tend to show internalizing behaviors due to the lost of a parent. They found that the cognitive level rather than the age of the child affects their adjustment more. Therefore younger children and preadolescents seem to have more difficulty adjusting to the death of a parent than adolescents. The results did not support earlier findings that sudden death present more difficulty adjusting than expected death. Most of the participants reported that sudden and expected death is equally traumatic to children. The participants also said that the adjustment of the caretaker is important for a positive adjustment for the children. The caretaker must be able to grieve while supporting the child’s need to grieve. This study shows that children of different ages and genders react different to the death of a parent.

Race, ethnicity, religion, class, sexual orientation, ability, and gender have all impacted my life in ways beyond my total comprehension. However, I can begin to identify some of the notable interactions and effects and discuss the ways in which they might present themselves in my teaching practices. I am a White, European American, Christian, and heterosexual female without a medically ascribed disability. I can say that ultimately (and unfortunately) my cultural and physical identity is considered normative within the United States and has placed me on a path of privilege and power. Throughout my life, though, I have been fortunate to encounter other cultural groups in very meaningful ways. My international, religious, and family experiences have shaped my worldview most notably.

Death and dying is a natural and unavoidable process that all living creatures will experience at some point in life, whether it is one’s own person death or the death of a close friend or family member. Along with the experience of death comes the process of grieving which is the dealing and coping with the loss of the loved one. Any living thing can grieve and relate to a loss, even children (Shortle, Young, & Williams, 1993). “Childhood grief and mourning of family and friends may have immediate and long-lasting consequences including depression, anxiety, social withdrawal, behavioral disturbances, and school underachievement” (Kaufman & Kaufman, 2006, p. 61). American children today grow up in cultures that attempt to avoid grief and

“Ordinary people” everywhere are faced day after day with the ever so common tragedy of losing a loved one. As we all know death is inevitable. We live with this harsh reality in the back of our mind’s eye. Only when we are shoved in the depths of despair can we truly understand the multitude of emotions brought forth. Although people may try to be empathetic, no one can truly grasp the rawness felt inside of a shattered heart until death has knocked at their door. We live in an environment where death is invisible and denied, yet we have become desensitized to it. These inconsistencies appear in the extent to which families are personally affected by death—whether they

Nader and Salloum (2011) made clear that, at different ages, children differ in their understanding of the universality, inevitability, unpredictability, irreversibility, and causality of death. They believed, despite the increasing understanding with age of the physical aspects of death, a child may simultaneously hold more than one idea about the characteristics of death. However, factors that complete the determining nature of childhood grieving across different age groups may be a difficult task for a number of reasons including their environment in means of the support they have available, the child’s nature in terms of their personality, genetics, and gender, coping skills and previous experiences, the developmental age, grieving style, whether or not therapy was received, and the relationship to the deceased (Nader & Salloum, 2011). Crenshaw (2005) found that according to our current understanding of childhood traumatic grief and normal grief, thoughts and images of a traumatic nature are so terrifying, horrific, and anxiety provoking that they cause the child to avoid and shut out these thoughts and images that would be comforting reminders of the person who died. The distressing and intrusive images, reminders, and thoughts of the traumatic circumstances of the death, along with the physiological hyper-arousal associated with such re-experiencing, prevent the child from proceeding in a healthy way with the grieving process (Crenshaw, 2005). McClatchy, Vonk, and

The passing of a loved one is a universal experience and every person will experience loss or heartache, at some point in their life. Some people obviously appear upset, some do not, grief is individual, dependent on; age, gender, development stage, personality, their normal stress reactions, the support available, their relationships or attachments, other death experiences, how others react to their own grief around them (Thompson & Hendry, 2012).

Age, gender and the level of education are variables that predict the possibility of burnout in online adjunct faculty, along with lack of benefits and job security (Mandernach et al., 2014) Several studies have identified variables associated with increased levels of work related burnout. Age, and gender are the most common demographic variables discovered from burnout research and the level of education, lack of benefits and job security also are important demographic variables.