The Commonality and Differences of the Hispanic Culture in the United States - Free Essay Example

Sample details Pages: 3 Words: 998 Downloads: 7 Date added: 2017/09/19 Category Environment Essay Type Argumentative essay Did you like this example? The Commonality and Differences of the Hispanic Culture in the United States Hispanics represent a variety of cultures from Mexico, the Caribbean Islands, Central and South America. Of the many Hispanic cultures now living in the United States, four will be used to examine the political, linguistic, religious, and socio-economic behavior of Hispanics. Mexican-Americans: Mexican-Americans have either had families that have lived within the United States for over 400 years, some not as long, and others have just recently emigrated to the U. S. from Mexico. The Spanish of Mexicans is influenced by the Spaniards who occupied Mexico and a heavy Latin influence as the policy of linguistics, a sort of lingua franca, was greatly influenced by the Spanish Crown who was often at odds with the Catholic Church in this regard, which also reveals quite a bit about the religious influences of Mexican-Americans, who are primarily Catholic, although there is a variety of religious sects wi thin that culture, such as the Santero tradition, and many others. 1) (2) Because Mexican-Americans are one of the most economically disadvantaged groups in the United States, (3), religion plays a big part in how they cope with this disadvantage, and while there are claims that they are underrepresented in politics, there is The League of Latin American Citizens, a political rights advocate group for all Hispanics, founded by Mexican Americans in 1929. Puerto Rican-Americans: The language of Puerto Rico is considered to be a Caribbean variant of Spanish that is a combination of Spanish, Taino, (the indigenous language), and Kongo, which was imported from West African Slaves. (4) However, Puerto Rican-Americans also can be people who only speak English, are bilingual, or only speak Spanish. While Puerto Ricans can have a variety of genetic influences and not at all look â€Å"Hispanic†, it is not how they look; however, that is a determination for many Puerto Rican-America ns as to who is Puerto Rican as much as it is their ability to speak Spanish. 5) Since the passage of the Jones Act of 1917, when Puerto Ricans were made American citizens, a cycle of immigration has developed where Puerto Ricans will immigrate to the U. S. to improve their economic status, stay as long as there is improvement, and when not, move back to their homeland, and as is with most Hispanics, their religion is primarily Catholic, but also heavily influenced by the Santeria, and voodoo cults. (6) Cuban-American: Of all the Hispanic cultures within the U. S. Cuban-Americans are perhaps the most affluent and politically connected. After Castro’s coup the first wave of Cuban immigrants did very well economically, assimilated easily, thus the language of many Cuban-Americans from that first wave is primarily English, with subsequent waves of Cuban families not as successful economically, partially because they lacked the financial acumen of the first wave who were not r aised under a communist regime. (7) Cuban-Americans are perhaps the most conservative of Hispanics in the U. S. , mostly Catholic, although due to the anti-religious bias of Castro’s Cuba, there are some who do not claim any religion at all, and a emphasis on their children’s learning English, even at the expense of Spanish fluency common, although the women of middle class Cuban families view a competency in Spanish as essential for themselves. (8) Uruguayan-American: Because the economic and political status of Uruguay was very westernized and strong for many years, Uruguayans did not really begin immigrating to the U. S. ntil about the 1960’s. Even then, many Uruguayans were more inclined to immigrate to Argentina, due to its proximity and shared language. Spanish is the language spoken of most Uruguayans, although many are bilingual due to the excellent education provided in Uruguay, and there is a slight difference in pronunciation in their Spanish than other Hispanics. Uruguay is also a fairly secular state, so those who are not Catholic or Christian tend to be secular in their religious views, and their political status within the U. S. is indiscernible currently as they represent a much smaller portion of Hispanic immigrants who have only recently begun to immigrate. (9) The obvious commonality between these groups is the Spanish language, although there are differences in that language depending upon the founding effect, and the region of which they came. Catholicism also tends to link these groups together, although not so much for Uruguayans, and of course, there are differences there as well, as not all are Catholics. There are far more differences than common features of each culture, and while many of each prefer to view themselves as simply Americans, those who do identify as hyphenated Americans tend to illustrate the variety of differences between each culture, which are vast and as wide as the mileage between the ir homelands, and what is clear is that Hispanics are not simply just one united culture, but are a disparate mixture of many cultures. References: Espinoza, Gaston Garcia, Mario T. 2008). Mexican-American Religions: Spirituality, Activism and Culture. Durham, NC: Duke University Press. Ballestra, Alejandra, Martinez Glenn, Moyna, Maria I. (2008). Recovering the U. S. Linguistic Heritage: Socio-historical approaches to Spanish in the United States. Huston, TX: Arte Publico Press. Public Policy Institute of California. (2002). The Economic Progress of Mexican-Americans. San Francisco, CA: Grogger, Jeffery Trejo, Stephen J. Center for Applied Linguistics. 1974). A Socio Linguistic Study of Assimilation: Puerto Rican English in New York City. Washington, D. C. : Wolfram, Walt. Garcia, Jessica Nieves-Ferris, Kristin. (2001). Hablas Spanish? : The Linguistic Culture of Bronx Puerto Ricans. Retrieved from https://www. nyu. edu/classes/blake. map2001/puertorico. html Green, Derek. Puer to Rican Americans. Retrieved from https://www. everyculture. com/multi/Pa-Sp/Puerto-Rican-Americans. html Buffington, Sean. Cuban Americans: History, Slavery, Revolution, Modern Era, Significant Immigration Waves, Settlement Patterns, Acculturation and Assimilation, Education. Retrieved from https://www. everyculture. com/multi/Bu-Dr/Cuban-Americans. html Lambert, Wallace E. Taylor, Donald M. (2010). Language in the Lives of Ethnic Minorities: Cuban-American Families in Miami. Oxford Journals, volume 17(issue 4), pages 477-500. Spear, Jane E. Uruguayan Americans. Retrieved from https://www. everyculture. com/multi/Sr-Z/Uruguayan-Americans. html Don’t waste time! 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The Kinsey Scale - 1277 Words

Human Sexuality 21 Professor Lanoix December 4, 2012 Pros and Cons of the Kinsey’s Scale Sex was such a horrible topic to talk about, but a biologist of Indiana University introduced a scale that broke the silence. The silence changed due to this biologist named Alfred C. Kinsey (1894-1956). Kinsey broke the silence because before the scale everyone would keep their sexual orientation to themselves and most likely did not tell anyone. In other words, he was a great influence to people because since then people have become a bit more open about themselves. The importance of Kinsey is that he has conducted several of researches. For instance, on one of his research he found out that many people had sexual experiences with both female†¦show more content†¦They would view the life of homosexuals with a clear mind that isn’t going to judge instead of fighting against what they have been taught since birth. 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Social Networking and College Athletes Free Essays

Freedom of Speech in College Athletics Brent Schrotenboer argues that the reputation of colleges is more important than the views and opinions of a student-athlete that attends such colleges. Student-athletes participating on the women’s soccer team at San Diego State University were suspended for posting inappropriate pictures and statuses on a social networking site. They were warned by their coach that a punishment would be issued upon their continuance of posting such statuses about consuming alcoholic beverages and criticisms of the soccer program. We will write a custom essay sample on Social Networking and College Athletes or any similar topic only for you Order Now The students did not heed their coaches warning and were thus penalized for it. The student-athletes felt that the punishment violated their fundamental right of freedom of speech outlined in the Constitution. College administrators are desperately searching for a solution to this ongoing problem that allows anyone to access the postings of college students and athletes alike. Some colleges allow the discretion of college coaches to regulate their players’ social networking activities and others set regulations for all sports programs. The total prevention of the use of social media by college athletes should not be implemented by college administrators because alternative solutions exist such as programs that aid coaches in controlling students’ social activities, social media is a valuable tool for student-athletes to connect with their fans and the world, and criticism is a fundamental right owned by any citizen of the United States. As the issue of social networking in the college environment increases in difficulty, solutions to this debate have been researched, and one potential aid to coaches is the development of applications to help monitor student-athletes social media postings. Medcalf explains that Varsity Monitor is a firm that provides a computer application that allows schools to filter and identify problematic social media activity (â€Å"Policing†). Applications such as Varsity Monitor can greatly increase the power of coaches in regulating what their athletes post without encroaching on the right of freedom of speech. These applications do not prevent the athletes from posting inappropriate statuses, yet they allow the coaches to filter the statuses and delete them if warranted. This does not take away the freedom of speech because once the posts are up anyone can see them, so the act of free speech is upheld. If the coaches do not want the statuses to be continued to be seen however, they have the ability to delete them at their own discretion. The coaches should clearly include that the applications are being used in their code of conduct if one exists at the university or college so as to prevent discrepancies among players and coaches when the coaches use their application to delete a post. Social media is a very effective way for fans and peers of college athletes to connect with each other. It is also used to quickly convey news about the team or college from the players to the fans which is considered vitally important to the recipients of the news because they want to support their favorite team. Bruce Feldman interviewed Matt Barkley, USC’s starting quarterback who frequently uses twitter, and he stated â€Å"It’s my own words, my own thoughts that are coming directly from me, they (the media) can’t twist your words, because that’s exactly what you wrote† (â€Å"Social-media†). The social networks allow the athletes to voice their own opinion that is not altered by the media because what they post is exactly in their own words and it is not relayed to the public by a separate news writer or analyst. This is a valuable aspect of social networking to college athletes because it solidifies their right of freedom of speech, and it allows their true opinion to be relayed directly to their fans. This also means that student-athletes must take responsibility for their own posts, and be aware that a negative response from their fans and the public is a possible outcome in reaction to their posts. Criticism is an important factor included in the freedom of speech, and at times it can be very controversial. College athletes must be aware of what they post and they must consider if they post criticism that it may be risky. College coaches around the nation agree that student-athletes can be immature, and it is their responsibility to guide their players in what they say and do when in the public light. Zain Motani writes that we acknowledge that athletic departments and universities need to protect their brand, but at what point does this monitoring become Big Brother like and overstep the boundaries of what is and is not okay? (â€Å"The Use of Social Media†). Coaches should guide their players in what they say instead of over regulating their social networking policies in order to uphold the first amendment which includes the freedom of speech. Many colleges and universities agree that their reputations cannot be tainted under any circumstances and they will take any degree of action to prevent a scandal associated with their respected college. Many administrators have the opinion that the easiest way to prevent a scandal is to ban all social networking activity by student-athletes. Another policy that is being enforced at universities is that the players are required to give their passwords to their coaches. These policies violate the freedom of speech because it completely prevents players from expressing their own opinions. In this regard, college athletes are just like any citizen of the United States, and preventing them from using social networking sites takes away their constitutional right. The ongoing debate between coaches and their student-athletes seems monumentally difficult to resolve. Finding a solution that pleases both sides of the argument is a delicate procedure. New technologies should be researched that allow coaches and administrators to exercise their power of regulating what their athletes post without angering them. An application like Varsity Monitor can be implemented with improvements that give coaches the ability to monitor and regulate what their athletes post before they are submitted for the public to see unlike the present programs that only allow the deletion of already posted statuses and pictures. However, the use of these applications must be aware to the athletes and explained in detail in order to prevent misunderstanding between the two parties. Coaches can include what applications they are using and how they are using them in their original code of conduct that is signed by both coach and athlete. This can entirely prevent the posting of inappropriate statuses and pictures by student-athletes for good. How to cite Social Networking and College Athletes, Essay examples