Verbal and Non-Verbal Communication in Effective Cross-Cultural Communication

Introduction

Cross cultural communication (also known as intercultural communication) as a discipline attempts to describe how people coming from different cultures across the world communicate with each other (Ferraro 2010, p.103). It studies the various media and forms with which people communicate and describes how effectiveness is achieved in their communication. The forms of cross cultural communication may either be verbal or non- verbal. Verbal communication occurs when information is transmitted from an individual (sender) to another (receiver) by oral means. The sender of the information may be one or several; similarly the recipient of the information could either be one person, a group of people or sometimes even an audience (Nantel et al 2008, p.92).

Main body

Oral communication may take various approaches ranging from subject discussions, delivery of speeches to presentations. This form of communication may also adopt a face-to-face approach in which case the intonation of the voice of the sender as well as their body language play a significant role in emphasizing and ensuring the understanding a perfect comprehension of the sent information. In some cases, the body language and tone of the speaker may actually impact more than the real spoken words. (Foong 2008, p.59)

Research done on the discipline of communication has indicated that effective communication is nether words alone nor exclusively non-verbal. In what has come to be identified as the “7%, 38%, 55% rule”, several aspects are critically analyzed in ascertaining the depth and intended meaning of the communication. It has been established that 55% of all communication constitutes the body language of the sender, 38% of this communication lies in the voice and tonal variation of the communicator while only a paltry 7% is evident in the actual meaning of words (content of words used). (Boren 2000, p.74)

The importance of these findings and relationship between various aspects of communication is that, in any particular instance where there is a conflict on the side of the communicator (sender) between the words spoken, the tone of their voice and their body language change so as to make the intended meaning difficult to comprehend; then the orientation of the speaker’s body language and vocal intonation shall prevail in deducing the intended meaning of the message being passed across and not the actual meaning of words spoken (Pease 2001, p. 69).

For example, conveying feelings, sentiments or emotions and a speaker can say “I am excited to see you”, but while speaking these words mumbles inaudibly, haunches over or even looks away from the person whom the words are directed, this may taken to mean that the speaker is actually dishonest in the statement and means the exact opposite.

It is therefore clear that effective communication between individuals of different cultural orientations and backgrounds is not entirely dependent on “what” is being communicated but rather is determined to a larger extent by the “how” the information is being communicated.

Take another instant where two people crack a joke to a listening audience. There is a possibility that the speaker who connects to the audience and captures their attention will cause the audience to burst out and laugh hilariously to a joke that is tactfully delivered with an intelligent use of vocal intonation and gestures. Another speaker may actually employ the same words used by prior speaker and instead of generating a similar effect of laughter; the sitting audience will stare at each other blankly trying to get the joke.

In non verbal communication however, content is passed across from sender to receiver through the use of wordless messages. (Ribbens, 2000 p.76) This brings out a communication dimension that language is not exclusively important in cross cultural communication but other auxiliary means are also of significance. Indeed non verbal messages may be effectively passed across by the exclusive use of gestures, eye contact and facial expressions. It is also important to note the external manifestation and appearance may also communicate effectively, for instance the use of clothing and décor as well as hair style or make up may pass significant social and cultural messages.

In a number of western civilizations and cultures, dress code is considered to be fairly permissive and liberal, however in the African traditional societies as well as other civilizations from Asia and South America; some form of dressing is considered inappropriate or allowed only by a given group of people to help covey cultural messages. The reason for this being the fact that the type of message conveyed is in both instances is varied, what is implied in one case is not necessarily politely taken on the other end.

The dress code of a particular society or setting is generally assumed to be understood whether written or unwritten, in most societies, the mode of dressing communicates information touching on status in society, income of the person or religious inclination, other forms of cross cultural dressing will indicate an individual’s sexual orientation, marital status and attitudes. Even when it is not deliberate, clothing will often communicate a social meaning, when one wears expensive designs, this is associated with wealth and affluence whereas simple or poor quality dressings depict distress and financial incapacity (Kendon 1983, p. 105).

Ceremonies and dancing are regarded as an important form of non verbal communication across different cultures of the world. This mode of communication is used to imply the togetherness and unity of the people. In some ceremonies peoples from different parts of the world come together as one. In business this is a common mode of communication where an organization holds conferences or organizes parties for its actors. This creates an ample ambience for people to act as one and interact; one is able to appreciate other people’s cultures and practices (Leathers 1989, p 25).

Conclusion

However, there are issues related to cross cultural communication and any form of misunderstanding that may arise thereafter, basically border on different interpretations accorded to the message conveyed. It is therefore, critical for consideration to be given to the cultural context before the content of the message is conveyed so as avoid a strain in social or business relationships (Sriussadaporn 2006, p. 96).

In order to iron out any cross cultural differences in communication, the non verbal form should be considered and analyzed critically as it is essentially the most controversial. Winking for instance being a from of non verbal communication may be used among peers to indicate “secret” agreements or consensus that is unknown to other people around while in some societies it may mean dissatisfaction, disagreement or even grief. Because non verbal communication can be misrepresented, reasonable care must be taken and the context fully understood so as not to distort the intended meaning.

Reference List

Boren, M. T., & Ramey, J. 2000. Thinking aloud: Reconciling theory and practice. IEEE transactions on Professional Communication, 43(3), 261-278.

Ferraro, G. P. 2010, The Cultural Dimension of International Business, 6th edn, New Jersey: Pearson Prentice Hall.

Foong, Y. P. & Richardson, S. 2008. The perceptions of Malaysians in a Japanese company. Cross Cultural Management: An International Journal, 15(3), p. 221-243.

Kendon, A. 1983. Gestures and speech how they interact: Non-verbal interaction. Beverly Hills, CA: Sage.

Leathers, D. 1989. Successful non-verbal communication. New York: Macmillan.

Nantel, J. & Glaser, E. 2008. The impact of language and culture on perceived website usability. Journal of Engineering Technology Management, 25(1), p. 112–122.

Pease, A. 2001. Body language – How to read others’ thoughts by their gestures. New Delhi: Sudha Publications.

Reisinger, Y. 2009. Cultural Influences on Intercultural Communication. Jordan Hill: OxfordUniversity Press.

Ribbens, G. & Thompson, R. 2000. Body language in a week. London: Hodder & Stoughton.

Sebenius, J. K. 2002. The Hidden Challenges of Cross-border Negotiations. Harvard Business Review, 80(3), p. 76-85.

Sriussadaporn, R. 2006. Managing international business communication problems at work: a pilot study in foreign companies in Thailand. Cross Cultural Management: An International Journal, 13(4), p. 330-344.

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The Meaning of Gender and Race

Introduction

Outside the academic world, the term gender is usually used to refer to different sexes; male and female. Males refer to human beings who possess primary and secondary sex features and penis is the most significant. The female have different set of features and vagina and the uterus are the most significance. A philosophical view challenging the anatomical distinctions in academics however, should be taken into account when analysing the subject of gender and aspects relating to it. The two sexes not only vary anatomically, but also socially, that is why the term gender has various meanings. In addition the term race has racial distinctions which are more prominent in Americans life. Biologically there is no need to categorize human beings by race. There is increasing doubt to any socioeconomic consequences of classifying people according to their apparent physical appearance. This paper aims to give a better understanding of the meaning of gender and race in an epistemological way that allow for various definitions depending on different concerns. Some significant parallels as well as differences are also mentioned in this paper together with any valuable resources about a wide range of issues that may be learnt from it.

Based on priorities, three projects of different concerns can be developed in relation to gender and race; conceptual, descriptive and analytical. According to Riley (1988), a conceptual view of race or gender seeks employing reflective equilibrium method to articulate concepts of race and gender. The descriptive view does not focus on conceptual analysis. While relying on empirical methods, concentration is made on developing more accurate concepts. The concept is narrowed down to what is natural or physical without presupposing the biological nature of race and gender. An analytical approach according to Scott (1986), on race or gender takes the form of avoiding explicating our ordinary sense, or investigating the kind we may be tracking with conceptual apparatus. On an analytical point of view, the term gender or race would be used in the context we want the terms to fit in. in addition the discussion in this paper is on the intersection of gender and race based on analytical view of the terms. With reference to Emily Martin’s ‘the egg and the sperm’ and Donna Haraway’s ‘The Sexual Politics of a Word” in Simians’ I will look at the effects of opinions and attitudes on development of personality.

Critical theory

In the analytical view, focus is made on the area of concern in question. Although there may be argument that this should be easy we should concentrate on articulating the truth but there is an element of constraint that limits it. Unconstrained facts results into chaos instead of theories. The logic is that gathering of truth is easy and hence a lot can be collected on the subject. This does not necessarily lead into a theory; therefore the facts should be narrowed to what is relevant to the question and of significance (Anderson, 1995).

If we focus in a critical feminist, antiracist manner on concerns of what gender or race can do for us. According to Guess (1981) this provides reasons why feminist antiracists need the concepts of gender and race. For example anthropologists like Emily Martin, who is of the opinion that females are a weaker sex. This has an implication on the way we relate with people of the opposite gender.

Gender

Depending ones area of interest, gender has various differences in sex from psychological orientations, attributes of ideals, or masculinity and femininity. According to Emily Martin (5) the development of gender is quite not understandable with respect to the processes of spermatogenesis as well as the female reproductive process. The focal matter to be addressed is the structure of social relations that constitutes social classes where men dominate while women subordinate. in this definition the identities, norms and symbols that constitute gender in social relations are of great significance (Butler, 1990). The categories are defined in relation to one’s social position. This could be socially, economically, legally, or in any other social category rather than on intrinsic physical or psychological characteristics. Ones’ sex therefore can take various hierarchies depending on culture, place, time and culture of a given people

Race

Scientifically, there are no genes responsible for the various physical appearances (racial patterns). The differences are drawn from various factors such as geographical location. For instance in the United States, one is either white or colored. The colored are further divided into Blacks, Latinos among others (Frye, 1983). While it is easy acknowledging that race is real even if it is a biological fiction but to understand the social meaning of culture however is cumbersome. A group of people can therefore be referred to as a race if they take a social position of being subordinates or privileged in certain socioeconomic, political or legal dimension. Some versions include that the group exhibit bodily features presumed above to be ancestrally linked to certain geographical region (Mischewski, 2005).

Commonality and normativity

In a thesis submitted for the award of PhD to the La Trobe University, Deborah Dempsey says that the sense of mystical commonality is often attributed to connection of biogenetic nature but may sometimes have a bearing on concerns about semen providers (p. 210). The commonality aspect of this seeks to view whether all females or males plausibly have something in common within their individual groups. For example a commonality question would ask if there are some intrinsic non anatomical characteristics that females share amongst themselves. These could be beliefs, experiences, psychological make up and values. Since women are subordinates, they take a specific social position in the society. it is argued that some women are not socially disadvantaged. According to Deborah, women tend to express strong opinions of paternal connections and how they should be socially expressed. Emily Martin however believes that women ought to be a weaker gender as compared to men.

Discussion

There are several injustices related to gender or racial discrimination such as: unemployment opportunities, endemic poverty and segregation. In the world, Women do face familiar and similar injustice. For instance, they are paid less amount of money for equal work than their male counter parts, have poor or no access to healthcare and concerning literacy, they are more illiterate. Both race and gender causes inequality but discriminate in different manners. Mostly the two factors intersect resulting to higher discrimination for the victims. Factors such as color, race or nationality that are used in identifying women socially create various problems. These problems affect specific groups. In addition they make some women to be disproportionately affected relative to others. An example is the societal difficulties faced by Eastern Europe Roma ladies. In the Romanian population, ladies’s advocates are few even though hostility cases are constant. Ladies are marginalized both within the family set up and in the community at large. Marginalization is due to their gender and minority status respectively. Therefore women are left with no option of comfort within the society. This trend is similar to what Dalit women face in India, Australian aboriginal women, and female England asylum seekers, among others. Both gender and racial discriminations are faced by the women on regular basis hence they have adapted to it.

According to United Nations Development Fund for Women (UNIFEM) report, women are far from achieving equality status with men irrespective of their racial background. This shows that women do not meet the main progress indicators that measure improvements in women empowerment and gender inequality. With women’s literacy rate of seventy one percent relative to men’s which eighty four percent. Among the nine hundred and sixty million illiterate adults, two thirds of them are women. Gender differences in earnings also is high because women worldwide on average, earn about seventy eight percent of what their male counterparts earn in the service industry. Majority of the women are not in decision making positions. In addition, when we consider world’s poor population, sixty eight percent constitute of women.Moreover, if in the burden gender, we factor out racial discrimination, evidences of related intolerance would be eminent. There are many areas of discriminations which include discrimination in the labour market, violence that is based on race and woman trafficking among others. In several societies, indigenous women and minority immigrants have limited access to employment opportunities and majority of those who may have been lucky enough to get jobs are either in unregulated sectors or informal employment. According the UN, Black women earn the lowest income; they work under an unhealthy working conditions such as working for long hours and face highest rates of discrimination.

Trafficking of women is another aspect of gender discrimination against women. The trafficked immigrants live under conditions in which the marginalized laws do not protect them. For instance, after being shipped from one region to another, the immigrants find themselves living in far countries illegally, jobless with no source of income and with anyone to help them. As a result, women continue to be discriminated and violated in terms of forced labour, arbitrary execution, rape, deprivation of liberty and torture. Blame in most situations goes to governments for lack of strict anti- immigration policies and creation of employment opportunities for women. This situation, coupled with equal unequal educational opportunities makes women more vulnerable compared to the male counterparts. The most popular example of intersectional discrimination is race based violence on women. Documented evidences in areas such as Bosnia, Burundi, Rwanda, and Kosovo explicitly depict intentional gender based violation of women in magnitudes and vast proportions. Ethnic and civil conflicts have negative impact to the society as they cause many people to be left as refugees. The vulnerability of these refugees to sexual harassment and other gender related violence are very high. For instance, in Bosnia and Rwanda, rape against women picked up due to ethnic and or religious origins.

For a long period of time, the intersection of gender and racial atrocities together with the consequences had been subjected to minimal considerations. The major problem was to categorize such manifestations as either gender based or racial based but not both for example in a case where the violations did not fully fit in each setting. This negligence on stakeholders’ part culminated in the problem developing to full scope without adequate effective remedies. The situation though is changing with several bodies acknowledging the various ways that gender roles and relations influence both sexes access to resources, rights and opportunities with an aim of achieving gender equality.

During the World Conference against Racism, Xenophobia, Racial Discrimination, and Related Intolerance in Durban, many of the gender and race based issues were discussed by concern organisations in which it was recognized that modern patterns of racism were worrying and very different in nature (Haraway, 1981). An agreement on paying attention to racism and double discrimination that occur as a result of coupling it with gender challenges especially on women was passed. For example, a lot of attention was paid to the major International problems that is women trafficking and irregular migration during a seminar for experts involved in preparing main World conference that was held in Asia-Pacific. In their deliberations, the seminar reached a consensus that gender, ethnic and racial discrimination were the core causes of illegal migration and human trafficking. This led to the recommendation for specific focus in gender issues and related discrimination specifically comp have suffered for a long time but they always look forward to the time that the human rights and legal bodies will formulate and implement solid and realistic proposals to cub the problems they inevitably face. With the current call for actions, victims wait with high expectations that some one somewhere is concerned with what is happening to them. The International Criminal Court of Justice (ICC) has already recognized gender and racial discrimination as a criminal offence and prosecutes perpetrators of the crime.

Conclusion

It is evident that gender has developed over time having various aspects depending on the approach that one looks at it. The term man and woman are used to distinguish individuals on the basis of sex. Gender or race would be used in the context of considering the work we desire the concepts to perform. We should approach the issue on a more factual point of view so that we don’t seem to contradict the very own principles by which we stand.

On the other hand the intersection of gender and racial atrocities together with the consequences that had been subjected to minimal considerations. In conclusion there is a recommendation for specific focus in gender issues and related discrimination specifically compounded jeopardy due to intersection of gender, race, class, and ethnicity.

Reference List

  1. Anderson, E. (1995). Knowledge, Human Interests, and Objectivity in Feminist Epistemology. Philosophical Topics, 22(2):27-58
  2. Butler, J. (1990). Gender trouble. New York: Routledge.
  3. Frye, M(1983). The politics of reality. Freedom, C.A: Crossing Press.
  4. Guess, R. (1981). The idea of a critical theory. Cambridge: Cambridge University Press.
  5. Haraway, D. (1991). Gender’ for a Marxist Dictionary: The Sexual Politics of a Word. in Simians, Cyborgs and Women. New York: Routledge.
  6. Mischewski, A. (2005). Making your Hair stand on end: The meaning of Sperm. in Sperm Wars: the Rights and Wrongs of Reproduction. Sydney: ABC Books
  7. Riley, D. (1988). Am I that name? Minneapolis: University of Minnesota Press
  8. Scott, J. (1986). Gender: A useful category of historical analysis. American historical view.
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History of Immigration in the United States on China

Introduction

The Statue of Liberty was a symbol of freedom and opportunity for millions of immigrants to the U.S. in the 19th and 20th centuries. That monument, which was a gift from the people of France to commemorate the centennial of America’s Declaration of Independence in 1776, was dedicated in a ceremony in New York Harbor in October 1886. Just four years earlier, however, the U.S. government had passed a law that seemed to go against the entire spirit of the memorial. The first of its kind, that law, the Chinese Exclusion Act of 1882, essentially banned all Chinese immigration to the U.S. The ban would continue well into the 20th century.

The U.S. was founded by immigrants. During the 17th and 18th centuries, the American colonies were settled by a variety of European peoples who came to the New World to escape political and religious persecution. Immigration was encouraged in the colonial era, but mostly because the vast majority of immigrants were white, Anglo-Saxon Protestants. When foreigners of another sort began entering the U.S. around the turn of the 19th century, immigrants were suddenly no longer welcome. (Chan, 86) In 1798, nine years after the U.S. government was formed under the new Constitution, Congress passed a series of controversial laws known as the Alien and Sedition Acts. Those laws were partly an attempt to stem an influx of political refugees from France and Ireland, which were predominantly Catholic nations. A more concerted effort against immigrants was carried out by the “Know Nothing” movement of the 1850s. (Yung, 121) Railing against Irish-Catholic immigrants based on fears that their patriotism was overshadowed by their loyalty to the pope, that political movement, which materialized as the short-lived American Party in 1855, was only marginally successful.

Despite such isolated efforts, the policy and attitude of the U.S. towards immigrants before the Civil War (1861-65) was generally tolerant, and the immigration of free persons was virtually unrestricted by the federal government. That tolerance began to dissolve in the decades following the war, however, as “new immigrants” from regions other than Western and Northern Europe streamed into the U.S. Their arrival was critical to fueling the booming U.S. cities during the Industrial Revolution, a period of economic activity marked by the arrival of mass production, improved transportation, and the industrial factory system. (Michael, 65)

While the Chinese were initially welcomed as a source of cheap labor, they experienced a severe backlash in the 1870s. By that time, the Gold Rush had ended and the transcontinental railroad was complete, leaving a large population of Chinese immigrants and American settlers in their wake. Job competition between those two groups became fierce, particularly after the Panic of 1873 triggered a six-year economic depression. (Alarm-Heriot 98) Chinese workers, who were willing to work for much less than their American counterparts, increasingly faced discriminatory state and local laws and violent reprisals from working-class whites, mainly Irish-Americans.

Pressure from unions and anti-Chinese organizations in California became strong enough by the late 1870s for the issue of immigration to be thrust into the national spotlight. After a few years of diplomatic wrangling with China, Congress passed the Chinese Exclusion Act of 1882, the first U.S. law to ban immigration based on race or nationality. All Chinese people, except members of a select few professions, were barred from entering the country. Combined with a previous federal law that barred any Chinese from becoming naturalized American citizens, the Exclusion Act isolated a sizeable community of Chinese in the U.S. for more than a half-century. (Chen, 154) Though residents of the West Coast overwhelmingly favored Chinese exclusion, and Congress passed the Exclusion Act by a wide majority, there was still considerable debate over Chinese immigration. (Chan, 89) Should the Chinese have been allowed to benefit from the economic growth of the U.S., or was cheap Chinese labor detrimental to the U.S. economy and native workforce? Did the U.S. government have a right to exclude a particular nationality, or did the Chinese deserve to be discriminated against because they were a drain on the U.S. economy and refused to assimilate into American culture?

Supporters of the Chinese Exclusion Act maintained that immigrant Chinese labor hurt the U.S. economy more than it helped. Because the Chinese were willing to settle for a much lower standard of living than U.S. citizens, supporters said, they unfairly undermined the livelihood of the American worker. And because Chinese workers did not purchase many consumer goods themselves, but instead pumped most of their earnings back into the Chinese economy, they dragged down the U.S. economy, proponents asserted. The only benefit of cheap Chinese labor was to fatten the profits of the capitalist class, they charged, which further widened the gap between rich and poor.

The Chinese were not just a threat to the U.S. economy, supporters insisted; they were also a threat to the American way of life. The Chinese refused to assimilate into white America, they argued, and retained every ounce of their foreign culture. (Erika, 235) Conversely, the strange, un-American and often immoral practices of the Chinese undermined American values, proponents of exclusion said. Even if some Chinese wanted to assimilate, others argued, they were simply incapable of doing so. (Michael, 67) The Chinese race was fundamentally incompatible with those of Western civilization, many claimed, which was contaminated by the very presence of the Chinese. Finally, supporters maintained, the immigration ban had to be complete because even a small Chinese community would serve as a magnet for millions. (Yung, 125)

Such racist rhetoric, opponents of the Chinese Exclusion Act countered, was inaccurate at best and deplorable at worst. The Chinese were hard-working and decent members of their communities, they said, who were characterized as dangerous and degenerate by political demagogues pandering to the fears of the working class. A great many American workers were once immigrants themselves, critics of the act contended; thus they should have been more sympathetic to their Chinese counterparts. The reason the Chinese did not readily assimilate was due to the constant animosity directed at them by white Americans, not to mention the federal law that made it impossible for them to become U.S. citizens, critics of exclusion argued. (Chan, 94) From an economic standpoint, opponents of the act maintained, the cheap labor provided by Chinese immigrants greatly benefited the U.S. Such labor decreased the cost of production, they said, and the savings could be funneled back into an ever-expanding economy. Employing a Chinese workforce reinforced the basic principles of the free market, they argued, which called for labor costs to be as low as possible. Other critics of the Exclusion Act insisted that the real culprit was the greedy capitalist, not the Chinese immigrant. They argued that workers of all races and nationalities should unite against that common enemy, who created the entire system of low-wage labor in the first place.

Acceptance of Chinese Immigrants

The California Gold Rush of 1849 caused a sudden and dramatic influx of Chinese immigrants to the American West. On January 24, 1848, a mill construction crew camped out on the American River near Sacramento, California, discovered a few gold nuggets on the riverbank. Word quickly spread, and by the following year hundreds of thousands of gold prospectors from around the world —dubbed the “Forty-Niners”—had descended on California in search of their fortunes. (Michael, 68)

Chinese workers, with their strong work ethic, acceptance of low wages, and willingness to work under dangerous conditions, were particularly appealing to mine operators. Business owners would hire brokers to pay for the transport of Chinese across the Pacific Ocean. Chinese immigrants, in turn, paid off their transit costs through their mine earnings. Once their debts were paid off, most mineworkers hoped to amass small fortunes in the “Golden Mountain”—the Chinese term for California—and return to China as rich men. (Erika, 227) The pull of economic opportunity in California combined with the push of economic hardship in China to inflate the number of overseas Chinese workers. In 1850, followers of Hung Hsiu-, a Christian schoolmaster from the southern province of Guangdong, revolted against the long-standing Qing Dynasty, which had ruled China since 1644. (Peter, 159) The Taiping Rebellion that unfolded over the next 14 years was one of the bloodiest civil wars in history, claiming the lives of an estimated 20 million to 30 million Chinese. Those who survived the bloodshed endured severe food shortages and dismal employment opportunities. In 1852 alone, more than 20,000 Chinese—almost exclusively from Guangdong—fled to California. (Aarim-Heriot, 101)

Meanwhile, the booming economy of the American West had opened up a range of job opportunities, in such industries as canning, timber, agriculture, and, most significantly, railroad construction. In 1862, after Congress passed the Pacific Railroad Act, construction began on the transcontinental railroad. That colossal project would connect the rail networks of California and the East, spanning almost the entire North American continent. (Chen, 154) The construction of the transcontinental railroad was undertaken by two private rail companies. Union Pacific Railroad laid out 1,087 miles of track from east to west, starting in Omaha, Nebraska, while Central Pacific Railroad laid out 690 miles of track in the opposite direction, starting in Sacramento. After several years of hectic construction, the two lines official met on May 10, 1869, in the Golden Spike ceremony at Promontory, Utah. (Yung, 126) Low-wage Chinese laborers, or “coolies,” were essential to the rapid completion of the transcontinental railroad. With an average height of 4’10”and an average weight of 120 pounds, the Chinese initially faced skepticism from rail owners as to whether they could handle the strenuous work of rail construction, which typically involved 80-pound ties and 560-pound rail sections. But the Chinese turned out to be the best laborers of all, outperforming others to such an extent that nine out of 10 Central Pacific workers who stayed until the completion of the transcontinental railroad were Chinese—more than 11,000 in all. (Marissa, 89)

Despite their central role in the completion of the railroad, however, Chinese workers were paid significantly less than their white counterparts for the same work. For instance, Chinese workers laying tracks for the transcontinental railroad in Nevada and Utah received an average of $26 a month and had to pay for their board, while white workers were paid $35 a month and received freeboard. But while nativist sentiment against the Chinese had always been rampant among Americans, the anti-Chinese movement was relatively benign in the 1850s and 1860s. (Nativism is an attitude that favors the interests of established citizens over immigrants.) (Yung, 202) Official acceptance of Chinese immigration by the federal government was codified in the Burlingame Treaty of 1868, an agreement between the U.S. and China that sanctioned unrestrained movement of people between the two countries. Specifically, the treaty recognized “the inherent and inalienable right of man to change his home and allegiance, and also the mutual advantage of the free migration and emigration of their citizens and subjects, respectively for purposes of curiosity, of trade, or as permanent residents.” (Aarim-Heriot, 104) Politicians and journalists praised the treaty, and many wrote of a special friendship connecting the U.S., the youngest nation, with China, the oldest.

Although the Chinese were free to work in the U.S., they were still denied full access to the American way of life. Most notably, the Naturalization Act of 1870 had limited naturalization to “white persons and persons of African descent,” thus placing Chinese and all other Asian peoples into a category of “alien’s ineligible to citizenship.” (Marissa, 90) While the adoption of the 14th Amendment in 1868 had guaranteed citizenship for “all persons born” in the U.S., thereby granting citizenship to second-generation Chinese, the message to the Chinese people was clear: You can come to work, but not to stay.

Backlash Against the Chinese

The passage of the Burlingame Treaty boded well for Chinese workers, who flocked to the U.S. in even greater numbers during the late 1860s. But by the 1870s, the Chinese faced a sharp increase in anti-Chinese sentiment. While there had always been cultural animosity towards the Chinese, the key factor to the growth in animosity was economic.

With the Gold Rush exhausted and the transcontinental railroad complete, there was no longer a major need for Chinese labor. The railroad, in turn, triggered a huge influx of white settlers from the East. The combination of less work and more people fueled fierce job competition between Chinese immigrants and Americans. (Chen, 154) Resentment towards Chinese workers was rooted in their willingness to accept low wages, which led business owners to hire them in much greater numbers. For instance, the Chinese made up nearly 25% of California’s unskilled labor force in 1870 but were just 10% of the state’s total population. (Yung, 206) As job competition increased in the 1870s, violence directed towards the Chinese escalated. Racial tensions in Los Angeles exploded into mob violence in late October 1871 when around 500 people—or 10% of the town’s population—indiscriminately attacked members of the Chinese community. ( Peter, 165) Some 20 Chinese men and boys were murdered in the “Chinese Massacre,” one of the worst incidents of anti-Chinese violence in U.S. history. (Marissa, 93) News of the massacre quickly spread around the world, and the U.S. government was compelled to issue an official apology to China.

Mob violence against the Chinese flared up again in 1877, a year when unemployment in California hovered at 20%. In late July, workers in San Francisco rallied en masse to express solidarity for railroad workers mounting a nationwide strike. (Erika, 223) The protest soon got out of hand, and a prolonged riot ensued. Venting their nativist anger, the white mob burned down dozens of Chinese businesses, including 20 laundries, and attacked scores of Chinese bystanders. Following the riot, a San Francisco businessman named Denis Kearney harnessed the widespread anti-Chinese resentment by forming the Workingmen’s Party of California (WPC). Kearney was an Irish-born immigrant who had come to the U.S. as a young man, established a hauling business in San Francisco, and became an American citizen in 1876.

A fiery orator who threatened “to kill every wretch that opposes [his movement],” Kearney was frequently arrested under a “gag law” that made it a felony to encourage riots through inflammatory rhetoric. He also popularized the nativist battle cry “The Chinese must go!” The WPC would go on to spearhead the national anti-Chinese movement. In January 1878, the party held its first statewide convention in San Francisco. It declared a broad anti-capitalist agenda, which condemned big business in general and the railroad industry in particular. The WPC also called for the abolishment of Chinese labor, which the party argued had driven down the wages of working-class whites for the benefit of both business owners and “un-American” Chinese workers.

While the WPC dominated only two election years—1878 and 1879—before falling by the political wayside, it succeeded in shaping several of the anti-Chinese provisions written into the California Constitution of 1879. (Aarim-Heriot 105) Those included the total disenfranchisement of any “native of China,” a complete ban on Chinese employment in the public sector, and a call to the state legislature to protect California “from the burdens and evils arising from” the presence of Chinese immigrants. Californian lawmakers closely reflected the sentiments of their citizens; in a statewide referendum that year to determine how the public felt about the Chinese, 99.4% of voters opposed their presence. (Yung, 209) The political momentum from local anti-Chinese organizations like the WPC finally spilled over onto the national scene in the late 1870s. California and its neighboring states had emerged as a veritable economic stronghold, and the Democrats and Republicans in the East began to vie for Western constituencies. The public clamor against the “Yellow Peril” was overwhelming. (Marissa, 93) That racist term, referring to the so-called yellow skin color of people from East Asia, invoked the fear that Western civilization itself was under threat from Chinese immigration. The most vocal defenders of the Chinese were entrepreneurs, who wanted them for their cheap and reliable labor, and missionaries, who wanted to convert them to Christianity.

In early 1880, Hayes appointed James Angell, former president of the University of Michigan, to lead a diplomatic team to renegotiate the Burlingame Treaty with China. In October 1881, after more than a year of talks with the Angell Commission, the Chinese government agreed to give the U.S. the power to “regulate, limit, or suspend” the immigration of Chinese laborers. (Peter, 170) However, China stipulated that those traveling to the U.S. as “teachers, students, merchants, or from curiosity” and their servants, as well as Chinese workers already in the U.S., should maintain the right “to go and come of their own free will and accord.” (Yung, 211) In 1882, with the revised treaty in place, Congress passed another exclusion bill. Under the new proposal, a total ban on immigration of Chinese laborers would be imposed for 20 years. But like Hayes, President Chester A. Arthur (R, 1881-85) vetoed the bill. Arthur claimed the 20-year ban was too harsh and not in the spirit of the 1880 negotiations with China. But he also hinted at approving “a shorter experiment,” so Congress went back to the drawing board. (Chen, 154)

Finally, on May 6, 1882, Arthur signed the Chinese Exclusion Act into law; the act excluded Chinese labor for just 10 years. It did permit the entry of teachers, students, and merchants, but only in very limited numbers. It also defined women as laborers, making it impossible not only for female workers to immigrate to the U.S. but also for the wives and children of Chinese laborers to be reunited with those workers in the U.S. Congress would renew the actin 1892 and 1902, and the ban was kept in place until 1943.

Findings and Conclusion

In the two decades after the passage of the Chinese Exclusion Act, the U.S. and China constantly argued over the extent to which the U.S. government could limit Chinese immigration. The Bayard-Zhang Treaty of 1888, which would have prevented the immigration of Chinese who did not have at least $1,000 in assets or family in the U.S., faced fierce resistance in China and was never ratified. Congress subsequently passed the Scott Act (1888) and the Geary Act (1892), both of which imposed severe new restrictions on Chinese immigration. In 1894, China finally agreed to replace the Burlingame Treaty with a new one that permitted another 10-year ban. Ultimately, in 1902, the U.S. imposed a permanent ban.

While American and Chinese politicians wrangled over various laws and treaties, the Chinese continued to face rampant discrimination and violent reprisals within the U.S. Segregation laws, akin to “Jim Crow” laws used against African Americans, were strictly imposed by various Western states to limit the rights of the Chinese. Violence against them was higher than ever in the 1880s, particularly during the so-called Anti-Chinese Hysteria of 1885-86. The worst incident of violence during that period was the murder of 28 Chinese mineworkers who refused to join a strike in Rock Springs, Wyoming, in September 1885.

While the Chinese Exclusion Act singled out one specific nationality, it also triggered a whole range of restrictions on a variety of immigrant groups, including East Indians, Japanese and Middle Easterners. That same year, for instance, Congress passed a bill that imposed a tax on every immigrant entering the U.S., while prohibiting the entry of convicts, the mentally retarded, lunatics, and that thought likely to become a public charge. The restrictions of that era culminated in the Immigration Act of 1924. Congress primarily passed that law to stem the tide of immigrants from Eastern and Southern Europe, but it also barred nearly all Asians.

In spite of the Exclusion Act, Chinese merchants, their families, students, and elite travelers continued to enter the U.S. legally. But the law proved very effective in limiting the great majority of those seeking entry—laborers—and thus the Chinese population in the U.S. substantially declined. Nevertheless, many Chinese workers entered the country illegally, either by sneaking across borders or jumping ship as stowaways. One elaborate scheme involved the abuse of an immigration loophole that allowed U.S.-born Chinese to bring back two children whom they had conceived while visiting China. Instead, they brought back people posing as their children, who were usually extended family members but sometimes strangers who paid for a slot. Because “children” with false papers were usually boys, they were referred to as “paper sons.”

A major turning point in the history of Chinese immigration occurred during World War II (1939-45). In that conflict, the U.S. and China were close allies against Japan. As a token of solidarity, Congress in 1943 passed the Magnuson Act, which repealed the Chinese Exclusion Act, scaled back other exclusion laws, and for the first time allowed Chinese to become naturalized U.S. citizens. That law by no means swung open the doors to Chinese immigration, however; China was allotted an annual quota of just 105 immigrants under the Magnuson Act. (While restrictions on Chinese immigration were relaxed during the war, U.S. policy toward another Asian people—the Japanese—tightened significantly. In addition to a continued ban on all Japanese immigration, the U.S. government, out of national security concerns and a general suspicion towards the loyalty of Americans of Japanese descent, forcefully relocated more than 100,000 Japanese and Japanese Americans into “War Relocation Camps,” an incident known as Japanese Internment.)

Not until the Immigration Act of 1965 did the U.S. government finally equalizes immigration and abolishes the various national-origin quotas in place since 1924. “The time has come for us to insist that the quota system be replaced by the merit system,” Attorney General Robert Kennedy wrote in favor of the act. Under the new law, an annual limit of 170,000 visas was established for immigrants from Eastern Hemisphere countries, with no more than 20,000 immigrants from each country, regardless of the size of that country. Of those visas, which were available on a first-come, first-served basis, 75% were for specified “preference” relatives of citizens and lawful permanent residents, and an unlimited number were available to spouses, children, and parents of U.S. citizens.

Despite the landmark act of 1965, immigration has continued to be a hot-button issue well into the 21st century. The debate over illegal aliens entering the U.S. from Mexico has been particularly heated. In 2003, the Immigration and Naturalization Service reported that nearly seven million illegal immigrants—70% of them Mexican—resided within the U.S.

In 2004, President George W. Bush (R) proposed that a guest-worker program be created to absorb migrant laborers who would otherwise come to the U.S. illegally. In late 2005, the House passed a controversial immigration bill that proposed, among other provisions, the construction of a 700-mile fence along the U.S.-Mexican border and stiff penalties for anyone aiding or abetting illegal aliens. In early 2006, the Senate passed a similar bill, which included a key “path to citizenship” provision that would allow immigrants who have been in the U.S. illegally for more than five years to apply for citizenship by paying fines and back taxes.

Works Cited

Aarim-Heriot, Najia. Chinese Immigrants, African Americans, and Racial Anxiety in the United States, 1848-82. Chicago: University of Illinois Press, 2003: 98-106.

Andrew, Gyory. Closing the Gate: Race, Politics, and the Chinese Exclusion Act. Publisher: University of North Carolina Press, 1998: 278-292.

Chan, Sucheng (ed). Entry Denied: Exclusion and the Chinese Community in America, 1882-1943. Philadelphia: Temple University Press, 1994: 86-96.

Chen, Yong. Chinese San Francisco, 1850-1943: A Trans-Pacific Community. Palo Alto, California: Stanford University Press, 2000: 154

Erika, Lee. At America’s Gates: Chinese Immigration during the Exclusion Era, 1882-1943. Publisher: The University of North Carolina Press, 2007: 223-235.

Gyory, Andrew. Closing the Gate: Race, Politics, and the Chinese Exclusion Act. Chapel Hill, North Carolina: The University of North Carolina Press, 1998: 137.

Marissa K. Lingen. Chinese Immigration (Changing Face of North America) Publisher: Mason Crest Publishers, 2004: 89-93.

Michael, Teitelbaum Robert, Asher. Chinese Immigrants (Immigration to the United States). Facts on File, 2004: 65-68.

Peter, Kwong & Dusanka, Miscevic. Chinese Americans: The Immigrant Experience. Publisher: Universe, 2000: 157-170.

Yung, Judy, Gordon Chang and Him Mark Lai (eds.). Chinese American Voices: From the Gold Rush to the Present. Berkeley, California: University of California Press, 2006: 121-126.

Yung, Judy. Unbound Voices: A Documentary History of Chinese Women in San Francisco. Berkeley, California: University of California Press, 1999:202-211.

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Hispanic Americans Facing Discrimination

Hispanic Americans are the largest minority group in the US after African Americans. This population includes people who trace their ancestry to Spanish-speaking countries throughout Latin America, as well as some with links to Spain, Africa, and southwestern regions of the United States (Turner, 2002, p. 23). Currently, an estimated 35.3 million Hispanics live in the United States, which is a representation of about 12 percent of the total US population.

It is further projected that, between the years 2000 and 2050, Hispanics will account for the majority (51 percent) of the nation’s population growth. Basically, the Hispanic American population is highly concentrated in southwestern regions of the United States, and within the group, there exists Puerto Ricans, Mexican Americans, and Cubans Americans as main categories of Hispanic Americans (Turner, 2002, pp. 23-24).

Hispanic American families, much like African American families and other minority groups, tend to experience high levels of poverty. This is due to the fact that Hispanic Americans have less education, lower incomes, and experience higher rates of unemployment than the white population. They also face discrimination in housing, schools, and obtaining jobs and promotions (Turner, 2002, p. 24). Although the percentage of Hispanic Americans in white-collar occupations has grown in recent years, they still tend to work in low-paying and semi-skilled jobs. Additionally, many are employed in economic sectors susceptible to cyclical unemployment.

In recent years, there has been an upswing in the number of households maintained by women, a trend that has greatly increased the economic susceptibility of Hispanic American families. Hispanic American families are more likely to be a single-parent or female-headed than are white families. Indeed, about 24 percent of Hispanic American families are female-headed, which is almost double the percentage for whites and Asian Americans (Turner, 2002, p. 24). Moreover, economic disadvantage among Hispanic Americans has been attributed to retreat from marriage, premarital childbearing, and marital dissolution, each of which contributes to female family headship.

Theories and Research Methods among the Hispanic Americans

Many social sciences researches have rarely featured research on ethnic minority populations; they have also paid inadequate attention to the cultural variables in the research (Bernal, 2003, p. 198). This has come to constitute the significant problems facing the social sciences. With no adequate research in these particular areas, people cannot be in a position to understand the condition of these populations and their needs.

Largely in social sciences, there is a consensus that exists over the importance of accurately understanding the experiences of ethnic minority populations through both qualitative and quantitative ethnic minority research (Bernal, 2003, p. 198). Research on ethnic minority continue to remain scarce and although all researchers have to grapple with theoretical and methodological issues in research, ethnic research will need additional considerations because theoretical models, assessment instruments and methodologies have largely been developed on one population-namely the White Americans (Bernal, 2003, p. 198).

This means that investigators cannot simply presume that the existing theories and measurement instruments have validity with the ethnic minority populations, thus they must spend some efforts in validating instruments or testing the applicability of existing theories before the examination of target research questions. They need to take into account the cultural considerations in every phase of the research, which include: planning research, defining variables, selecting valid measures, sampling research participants, gaining cooperation from research participants, designing research, and interpreting the findings. In all these phases, special challenges are always posed for ethnic minority research (Bernal, 2003, p. 199).

The relative negligence to external validity means that researchers are not principally motivated to test the generalization of their research findings, in which case generalization is simply assumed. In such a situation, researchers may be less concerned with assigning resources to study ethnic groups. The assumption of generalization is actually negating to science because conclusions in science are built on facts and evidence, rather than on assumptions or biases. Scientists should be skeptical and must base conclusions on research findings or logical deductions; however, in absence of evidence, beliefs or hypotheses should be tested (Bernal, 2003, p. 205).

Consistency with rigorous science is the careful testing of theories and their generalization, especially because there are many instances when theoretical formulations based on one population fail to be validated with another population (Bernal, 2003, p. 206).

It is true that requiring the cross-validation of theories with different populations will entail much effort. However, even if not all populations can be subjected to research, the goal is to construct a nomological net that supports a theory in question. It is through research that one can increase the probability of being theoretically sound. The real task is in studying different populations, form a nomological net, and increase one’s confidence in the validity of a proposed theory.

Furthermore, cultural considerations are critical in all phases of research and hence, the training of researchers with expertise in ethnic minority and cross-cultural research is important. Training programs should offer opportunities in learning about the methodological and conceptual problems in ethnic research and the means to conduct rigorous ethnic research and that, the importance of ethnic and cross-cultural research invalidating the universality or applicability of theories, methodologies, and measures should be emphasized (Bernal, 2003, p. 206).

Ethnography research approach

Ethnography is a scientific approach to discovering and investing social and cultural patterns and meaning in communities, institutions, and other social settings (Schensul, Schensul and LeCompte, 1999, p. 1). Ethnographers discover what people do, and why, before they assign meaning to behaviors and beliefs.

This approach is appropriate when studying Hispanic-Americans in this context. People’s perspectives form the groundwork for building local theories that can be tested, linked to scientific literature, and adapted for use elsewhere. Ethnography depends on the researcher as the primary tool of data collection, so ethnographers pay special attention to issues of bias and ways of ensuring the accuracy of data (Schensul, Schensul and LeCompte, 1999, p. 1). In conducting ethnography research, the approach adopted is based on four principles:

  1. ethnography research is guided by and generates theory;
  2. ethnography research is both qualitative and quantitative;
  3. ethnography research is conducted locally;
  4. ethnography research is applied.

Researchers begin with an early or rudimentary version of a formative theory and a research model and that, a formative theory can be generated from: preexisting information on the research community and topic; literature on the study topic; researcher’s experience; popular and media sources; and the experience of the study community.

Theory development is the first step in the research process (Schensul, Schensul and LeCompte, 1999, p. 2). The researcher needs to develop a formative theory that is as accurate as possible and based on the most complete view of the available information, more so the researcher should:

  1. expand and fill in the model,
  2. discover the qualitative and quantitative associations among domains or variables,
  3. match the expected results derived from the formative theory with the observed results that accrue from the data collected.

Culture influence among Hispanic Americans

Culture involves values, norms, and beliefs shared by a particular group. Ethnic groups are often defined as belonging to a specific culture which distinguishes them from others in society and binds them together through common symbols and traditions. It is through a culture that persons learn their roles and expected ways of interacting (Cox, 2007, p.174). Basically, cultural expectations are conveyed through norms that govern behaviors and that are often most apparent in the ways social roles are enacted. Thus, men may be expected to be the main providers in the family, make the decisions, and discipline children, while women are expected to adhere to these decisions and focus on the home (Cox, 2007, p.174).

Ties to cultural values and norms alter with generations, acculturation, and assimilation. Although the Hispanic American constitute an eclectic and diverse ethnic group, most of this group is of Mexican ancestry, and the most significant unifying background characteristic among all Hispanics is the historical and present connection to the Spanish language and ultimately Spanish and Portuguese exploration and colonization in the Western hemisphere (Merrell, 2003, p. 379).

Holding onto their cultural identity remains very important for the Hispanic Americans because of a history of oppression, discrimination, and conquests within their own lands (Kaslow et al, 2002, p. 166). Another significant historical commonality among Hispanic people is the influence of the Roman Catholic religion. According to Merrell (2003, p. 379) “Hispanic culture developed as a result of the fusion of Spanish culture, which was brought to the Americans by missionaries and conquistadors, with American Indian and African, as the result of the slave trade culture”. The culture reflected in this ethnic heritage is eclectic.

Historically, the nuclear and extended family and the dominance of fathers and other men, along with a family-centered and home-centered role for women, has played an important role in shaping Hispanic cultural characteristics (Merrell, 2003, p. 379). Group identity is more important to most Hispanic Americans, with the extended family taking priority over individual in many cases. According to Merrell, (2003, p. 379), “most Hispanic Americans tend to place a high value on human relationships, identify strongly with their families and feel comfortable with open displays of affection and emotion”. They also value spiritual pursuits over material gain (Bloomquist and Schnell, 2002, p. 345).

Many Hispanic Americans coming to United States for a better life are discouraged by the sociopolitical and socioeconomic oppression they experience. Families undergo significant distress because of a lack of secure foundation culturally, socially and financially (Kaslow, et al, 2002, p. 166). These experiences have had significant impact on Hispanic Americans youths, who have to negotiate their identities within a context that reinforces negative stereotypes, racism, classism, poverty and limited educational and occupational opportunities. For a long time the Hispanic Americans youth’s behaviors, values and other interpersonal relations aspects are shaped and dictated by the following contextual experience:

First, the family signifies a cultural value whereby family relationships are held in highest regard with one’s individual identity considered being a function of those family relationships. The family provides a strong sense of support and resources, with the family unity and tradition perceived as important aspects of one’s life; loyalty to family and family relations takes precedence and this is seen in children being kept home from school to take care of family obligations (Kaslow et al, 2002, p. 166). Interpersonal associations are negotiated within the milieu of a larger network of family, friends, godparents and informally adopted children, with family members having very different roles. Therefore, the behaviors of the people are manifest of the structure of the family, the hierarchy within the family roles and the role of the youth within this context (Kaslow et al, 2002, p. 167).

Secondly, the immigration context indicates that Hispanic Americans migrated to USA for various reasons ranging from escape from oppression, economic depression and to obtain social and economic power in the “land of opportunity” (Kaslow et al, 2002, p. 167). They come to USA as refugees, illegal aliens or political exiles and the reasons for migration, nature of migration, sociopolitical climates, and nature of oppression, all become important factors in determining behavior in this population.

Unfortunately, their skin color, language, culture, and the essence of their identity become reasons for discrimination. These discriminatory practices have become evident in frequent lack of employment and financial resources, language barriers and confinement to substandard housing. These depleted family, economic and social supports and discriminatory practices have generated high levels of stress for Hispanic Americans (Kaslow et al, 2002, p. 167).

Problems faced by the Hispanic Americans

Hispanic-Americans have a disproportionately high prevalence of disease conditions and other risk factors including but not limited to asthma, chronic obstructive pulmonary disease, HIV/ AIDS, diabetes and obesity (Galarraga, 2007, p. 5). On broader look the Hispanic-Americans continue to face serious health challenges (Latin in America, N.d). For example, Hispanic-Americans aged over 20 years old, 10.4 per cent of them are living with diabetes and the rate is higher as compared to the non-Hispanic whites’ counterparts. On cervical cancer, the Hispanic-Americans have higher rates which are estimated to be “one in seven and are less likely than other women to have regular Pap screening” (Latin in America, N.d).

HIV/AIDS is four times more common among the Hispanic-Americans women that the non-Hispanic women and further, the Hispanic-Americans are the least among the Americans ethnic to use condoms. More so, the incidents of Chlamydia among the Hispanic-Americans in 2007 “were estimated to be three times higher than that of the whites and gonorrhea rates are higher as compared to the whites” (Latin in America, N.d).

Also rampant among the Hispanic Americans a disorder known as the lupus, which is an auto-immune imbalance and the disease affects Hispanic-Americans women more often than the non-Hispanic white women and at an earlier age. Depression continue to manifest itself in Hispanic-American community more than in non-Hispanic white community and the Hispanic-American teenagers are characterized as having the highest rates of attempted suicide as compared to other teenagers in USA. Cancer is also taken as having a more fatal effect on the Hispanic-Americans than the whites, more so due to lack of adequate resources to overcome the problem (Latin in America, N.d).

Most Hispanic-Americans are believed to suffer from arthritis than the whites and the chronic liver ailments have been found to kill more Hispanic-Americans women more than any other group of non-Hispanic women in USA (Latin in America, N.d). The Institute of Medicine has reported four main areas that have contributed to health disparities among the Hispanic-Americans. The areas include; inadequate health coverage, the language barrier, a lack of minority physicians and the healthcare biases (Galarraga, 2007, p. 6). In general, it is estimated that, Hispanic Americans have less formal education than the national average. Only 56 per cent of Hispanic Americans over 25 years of age have graduated from high school and only 11 per cent, have graduated from college (Giger and Davidhizar, 2004, p. 224),

Many Hispanic Americans continue to retain their “cultural uniqueness” and strongly identifies with the cultural values. Unfortunately, because of the desire to retain cultural identity, many Hispanic Americans continue to experience discrimination in education, jobs and also housing. Skin color, language differences and sometimes Spanish surnames have all contributed to discrimination (Giger and Davidhizar, 2004, p. 224).

Hispanic Americans are generally below average on all measures of socioeconomic status and are largely element of the American poor. They are in a less developed stage of political participation when compared to Africans Americans; hence continue to be underrepresented in top positions in all institutional areas. The level of prejudice to Hispanic Americans has been crueler than that suffered by Euro-American ethnic groups.

Professional Competences when working with Hispanic Americans

According to Carson (2008, p. 2), Competence is “a set of skills or attributes that allow one to effectively intervene on the demands of a particular situation or circumstance”. The problem that has been identified among the Hispanic-Americans is the problem of language. Therefore, to ensure the group get access to healthcare more effectively there is need for medical professionals to promote effective physician communication with Hispanic-Americans patients. Secondly, the professionals need to engage in Hispanic American communication that is culturally competent, in order to avoid adverse medical outcomes (Galarraga, 2007, p. 7).

Thirdly, the professionals working among the Hispanic-Americans need to be impartial and non-biased in their judgments or conclusions. For example, most Hispanic-Americans are compounded with psychological problems due to harsh environment they operate in and hence, they are likely to be aggressive. It upon the professional to analyze individual cases impartially and without any bias. Skills in gender differences are also important for the professional working with Hispanic-Americans. For instance the women, men, youth and young children are affected differently and hence, adequate knowledge of gender in relation to degree of facing challenges is necessary, especially in communication. Another competence skill required for the professional is to understand the family structure of Hispanic-Americans.

The need to be warm, friendly and interested in the people’s lives is necessary when working among the Hispanic-Americans (Galarraga, 2007, p. 8). And lastly, as a professional any suggestion, alternative or example used to clarify something it needs to be within the context of Hispanic-Americans culture. This will avoid instances of anger, or aggression.

As a professional working with Hispanic-Americans, it necessary to consider the words of Klein and Chen (2001, p. 38-39) “to develop cross-cultural competence, you must start a process of self-reflection, gather information about your own culture and that of others, appreciate cultural similarities and differences, use cultural resources and acknowledge the value of all cultures and that, to begin this lifelong process, you should have a sense of self, a degree of maturity and a commitment to providing culturally responsive programs”.

Conclusion

Hispanic Americans have largely been the victims of discrimination that has been manifested in employment, education, housing, political representation, and other areas. These have greatly modified their behaviors, perception, and attitude and even, to large extent dictate their interpersonal relations. Therefore, it becomes important to any professional interested in working with the Hispanic Americans to have decisive historical information of the people, their cultural setting, problems they experience and also the context of their everyday living and interaction.

References

Bernal, G. (2003). Handbook of racial and ethnic minority psychology. CA, SAGE. Web.

Bloomquist, M. L. and Schnell, S. V. (2002). Helping children with aggression and conduct problems: best practices for intervention. NY, Guilford Press. Web.

Cox, C. B. (2007). Dementia and social work practice: research and interventions. NY, Springer Publishing Company. Web.

Garallaga, J. (2007). Hispanic-American Culture and Health. Web.

Giger, J. N. and Davidhizar, R. E. (2004). Transcultural nursing: assessment & intervention. PA, Elsevier Health Sciences. Web.

Kaslow, F. W. et al. (2002). Comprehensive Handbook of Psychotherapy: Interpersonal. NY, John Wiley and Sons. Web.

Klein, M. D and Chen, D. (2001). Working with children from culturally diverse backgrounds. KY, Cengage Learning. Web.

Latin in America. (N.d). The 10 Biggest challenges facing Latinas. Web.

Marger, M. N. (2008). Race and Ethnic Relations: American and Global Perspectives. KY, Cengage Learning. Web.

Merrell, K. W. (2003). Behavioral, social, and emotional assessment of children and adolescents. NY, Routledge. Web.

Schensul, S. L, Schensul, J. J., and LeCompte, M. D. (1999). Essential ethnographic methods: observations, interviews, and questionnaires. CA, Rowman Altamira. Web.

Turner, J. S. (2002). Families in America: a reference handbook. CA, ABC-CLIO. Web.

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Teen Pregnancy Prevention in Modern Society

Introduction

Female teenage pregnancy is defined as adolescent pregnancy where by an adolescent is aged 19 years or below. At this stage, the female is very productive and can have children. Among the developed countries, however the situation is different in the third world nations as many girls in those countries undego early marriage or are expected to have children of their own when they are still underage.

There has been a decline in teenage pregnancy during the early 90s which is an encouraging situation to females and their young ones considering the adverse effects of this kind of pregnancy to living standard to the humanity.

Teen pregnancy prevalence in America

By the year 1985, over a million American teenagers became pregnant and four of every five of them were unmarried and this tainted the social image of the American society. Even though it is not a new problem, teenage pregnancy has made itself appreciated because of the social cost associated with it in addition to a rising need to put it under control. The revelation on the prevalence of teenage pregnancy among blacks and whites was revealed in the early 1985 by the Allan Guttmacher Institute. This shocking revelation that US stayed atop nearly all developed nations in its incidence of teenage pregnancy, made the nation take more rapid steps in order to bring under control these incidences. That was back in the 80s, today teen pregnancy has significantly declined in the midst of all age, racial and ethnic groups. This is attributed to the increased openness of teenagers with their parents thus they discuss issues of sexual activity putting into consideration the fact that sex education has its roots at home. The state has also taken the initiative of funding projects that help to decrease the prevalence of teenage pregnancy. With time the government effort has borne fruit since the decline is evident. The government is aware that its success in reducing teenage pregnancy is a direct means to improve the general well being of a child and subsequently sinking child poverty.

Ways of preventing teenage pregnancy

In the modern society there has been high rate of teen pregnancy of which the effect has been consequently experienced as a burden towards the achievement in life. As a result, young females become parents at tender age which makes the entire fsmily to have a heavy task to perform thus demanding ordinary and special aged people in the society who can assist in such cases. Even after the excellent health, teens’ children are both socially and economically disadvantaged. Most campaign has been launched targeting females who stand a high chance of conceiving at minor age in life. Just because of indulging into sexual intercourse with the older people which is contrary to our way of life of which junior teens are regarded as immature to participate in sexual activities. This thus provides an opportunity for law enforcement authority. At national level, an attempt has been created to ensure that proper policies are put down to take care of sexual activities directed at young females with one aim of creating partly awareness about the whole episode. However, teen pregnancies can also be prevented by taking the following appropriate measures based on traditional approaches:

Prevention program for girls at risk and programs for pregnant teen and teen mothers to highlight some information and also males should also get involved at all levels because they contribute to decision making of having sex and to initiate proper use of contraception without worry.

The main explanation why ladies do not participate in sexual activities is simply because it does not conform to spiritual and spirits values. However the need to limit the rate of pregnancy and fear of being at risk to be affected with sexually transmitted disease for not waiting the right time to indulge in sexual contact.

Young female developing strong love there parents does not stand a high chance of emerging sexually active at tender age.

Through the proper utilization of contraception from various health organization ,the chances of getting pregnancy annually has reduced as compared to those who do not apply this method hence they stand 90% risk as compared to other teenagers. However, to young females who have been brought up under parental love after delivery, there possibility of indulging in sex as compared to those who have been brought up in different relations is limited.

Preventing teen pregnancy as we realize, is not just a concern of reproductive health issue but which is aimed at improving measures such as lower birth weights which in turn translate into poor academic performance, abuse and neglect.

Factors contributing to teenage pregnancy

Several imaginations have been put down to explain what contribute to teenage pregnancy. Teenage pregnancy among young girls may be as a result of participating in a elongated period dating in a association. Moreover, some young female find themselves pregnant after a premature relationship.

The immoral activities among the members of the society also contribute to female teenage pregnancy of which rape cases stand as a major example. In conjunction to voluntary and involuntary, both teenage pregnancies are characterized by sexual contact of which all the precaution for reproductive measures the most applicable is refrain against sexual contact.

Effects of teenage pregnancy

There have been numerous side effect that have been created by the teenage pregnancy of which the decision to be made is quite difficult to whether the newborn should be brought up with strategy of how to achieve a good parental care with possibility of ensuring embracing plan. As a result of this, there will be a rapid change on the teenager’s body as the growing child continues to develop. There is a lot of difficulty among children who come from teenage mothers’ home due to hopeleness and mental health problem which is characterized by a high rate of poor quality living standard. N addition, most of the teenagers have a lot of leisure time with little self conrol which at a later stage of social interaction results into sexual intercourse. Encounter a serious relationship which may not spare any chance from both parties. Provided this kind of situation sexual intercourse normally emerges Teens also get disturbed, worried and confused which may generate some other emotions i.e.

  • Initial excitement
  • Uncertainty
  • Horror
  • Hatred
  • Irritation

Prevention vs. abstinence

Prevention has always been better than cure, therefore in an attempt to stop these kinds of irresponsible acts that bring about teenage pregnancy; prevention still stands out as a measure far better than the rest of the ways and means that are used in connection to curbing teenage pregnancy. Abstinence however is the word for prevention when it comes to matters involving sex and the society. When one chooses to abstain then for sure the individual has prevented herself from teenage pregnancy. Therefore prevention and abstinence are used interchangeably to refer to procrastinating sexual activities during one’s teen age until marriage. Prevention is only used on its own to illustrate other activities that can be undertaken so as to avoid the catastrophe of teenage pregnancy. The significant prevention measures include support funding for complete, defined sexuality health education, including education on abstinence in the society and schools. Teen pregnancy preclusion programs to exclusively assess their usefulness with youth in foster care.

Sex is very powerful though we realize that abstinence is more powerful than it. This is because the moment one chooses to abstain, it means that the individual has chosen a much healthy future and has better and bigger life goals. The decision by a teenager to abstain is directly reflected in his/her life in a number of ways, for example; the individual develops and maintains the management of their own lives hence avoiding exploitation in a relationship, the individual also tends to get more pleasure from dating relationships since there is no pressure of having sex. On the other hand, an individual gains greater self respect and respect of other people, this is important for the sake of positive relationship with the people one wishes to attract respect and positive relationship with. When a teenager makes a decision to abstain, they have made a choice for prevention hence if both actions are taken into consideration; the credibility of resisting sex shall have been achieved. The outcome of this kind of decision is to:

  • Have the confidence to live a self driven teen
  • Have a single partner
  • Eliminate sex as they continue giving more appointments in a relationship
  • Personal self control
  • Enable a teenager to fulfill his dream
  • Take a precaution against sexual transmitted diseases and pregnancy
  • Advice each other towards there destiny

Advantages and disadvantages of abstinence and sex education

The greatest advantage of of abstinence is that it has no side effects; hormonal or medical, it is free of charge; it is an effective way to put off the risks presented by sexual relationships until such a time that one is able to handle the risks effectively. Women are less likely to become infertile as a result of STDs if they choose to abstain.

A few disadvantages are associated with abstinence, they include; coping with abstinence for a long period of time is quite difficult. At the end of the abstinence period, women and men are not prepared to protect themselves against any risks associated with sexual intercourse.

Facts and statistics on American teenage pregnancy

To completely exhaust the topic of teenage pregnancy, it would be of great help to show various data and statistics that support the claims. Facts regarding the use of contraceptives include:

A 90% chance of conceiving within one year exists for a sexually active teen who declines the use of contraceptives.

Most sexually experienced teenagers used contraceptives during the first intercourse.

It is also true that condom is the most commonly used contraceptive during the first encounter; 66% females against 71% males.

Most recent sex statistics show that 83% female teens and 91% male teens used contraceptives. This shows an improved status since 1995 only 71% of the females and 82% males used contraceptive method the last time they had sex

Every year, about 750,000 females between the age of 15-19 become pregnant. An overall 75 pregnancies occur every year per a thousand females between the same ages. This has however declined 36%since the time it was at its climax in 1990.

Most of the drop in teen pregnancy rates is attributed to increased use of contraceptives in addition to a larger of teens delaying sexual activity. Studies have shown that nearly a third of all teen pregnancies end in abortion

The highest teen pregnancy rate exists in black women (134 out of every 1000 women aged 15-19), then Hispanics (131 per 1000 women) and non-Hispanic whites (48 per 1,000)

Pregnancy rates in black teens have significantly reduced 40% between 1990 and 2000.

Teenage Pregnancy, Birth & Abortion Rates
Year Pregnancy
(per thousand)
Abortion
(per thousand)
Birth
(per thousand)
1960 NA NA 15.3
1965 NA NA 16.7
1970 NA NA 22.4
1972 49.4 19.9 22.8
1975 63.1 32.1 23.9
1980 78.3 43.4 27.6
1985 89.6 45.9 31.6
1988 93.0 44.4 36.8
1990 99.2 43.8 42.5
National Center for Health Statistics, The Alan Guttmacher Institute, Centers for Disease Control.
Teen Pregnancy, Birth and Abortion Rates
Pregnancies per
1,000 Teenage Girls
Abortions/Births
per 1,000 Teenage Girls
Source:National Center for Health Statistics, The Alan Guttmacher Institute, Centers for Disease Control.

These figures show the trends that teen pregnancy, birth and abortion take.

References

  1. Jacqueline E. Darroch and Susheela Singh. Guttmacher Institute. Why is Teenage Pregnancy Declining? The Roles of Abstinence, Sexual Activity and Contraceptive Use.1998. Web.
  2. Kristine Napier. Chastity Programs Shatter Sex-Ed Myths.2008.
  3. Option Line For Teens. Causes and Effects of Teen Pregnancy.
  4. Planned Parenthood. Abstinence. 2008. Web.
  5. Wallis C. Children having children. Teen pregnancies are corroding America’s social fabric. 1985.
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The Lack of African American Participation in Clinical Trial in the US

The importance of considering the low level of African American communities in the clinical trials is explained by a set of reasons which lie in the scientific and social dimensions: firstly, African American population in the USA is rather numerous and has the big potential in terms of providing volunteers for the clinical trials; at the same time, lack of African American participants raises the question of possibility to generalize the results of clinical research and extend its validity to the African American population.

However, the level of the African American minority’s participation in the clinical trials remains rather low, which sets the following tasks for the dissertation: to investigate the reasons for low participation level and to outline the ways to stimulate the African American population to take part in the clinical trials more actively.

Although the final answer for the topic has not been formulated, the research has shown a set of possible reasons for the low participation level; to sum up, they can be classified as those concerning social and cultural issues. That is why the dissertation should imply combining positivist and interpretive approaches when carrying out the research, as each of these approaches provides appropriate instruments for investigating both groups.

The first group of reasons includes social issues which mainly concern the African American community’s setting and mode of life. First of all, considering that the African American population lives in the rural, it is possible to say, that the awareness of the clinical trials is rather low in this community: the information does not reach its destination. It is marked, that the doctors do not provide sufficient discussion with the clients from the African American community in terms of both clinical trials’ importance and their benefits.

As well, other sources of information about the clinical trials are considered not to reach the African American community effectively. Besides, the social factor hinders the community’s participation in the numerous participation criteria which turn out to be rather strict for the African American citizens who often have multiple health problems. At the same time, African American citizens are often not able to find time for participation in the clinical trial programs, as it does not fit their mode of life.

The reasons mentioned above require investigation based on both qualitative and quantitative analysis: on the one hand, it is necessary to analyze the effectiveness of the information sources and their disadvantages; on the other hand, separate aspects concerning the programs’ requirements and timing, as well as those describing rate of the minority’s health level correspondence to the programs’ requirements, can be described in numbers.

The second group of factors touches on the cultural dimension. Mostly they concern the African American population’s sense of unity. First of all, the clinical trials are analyzed by the African American citizens in terms of their benefit for their community; at the same time, low participation of people from their environment hinders their decision making in terms of volunteering: example and precedent are rather important for the minority.

African American community is also considered to require the programs’ adaptation, which is often not fulfilled. Cultural issues should not be underrated when studying social processes concerning the African American communities, and numerous sources support this idea: for example, Gerald Early has devoted his essay published in The New York Times to analyzing the reasons for the African American citizens’ rare presence at baseball games, asking, “Do they have a need for a certain level of representation because they are the minority?” (Early, 2006, cited in Aaron, 2009, p. 314). Juana Bordas in her (2007) talks about the ancient African principle of unity kept by the modern community.

Elijah Andersen’s (2000) is about a certain “code of practice” which exists among the representatives of the African American community: this book provides useful examples of how the African American citizens interact and what values they consider to be the most important. Thus, it is obvious, that investigation of these cultural issues cannot be limited by the positivist approach and requires using elements of interpretive studying.

After investigation of the reasons for the African American citizens’ low participation in the clinical trials, it will be possible to develop the scheme of its increase and to recommend the appropriate practical steps.

References

Anderson, E. (2000). Code of the street: decency, violence, and the moral life of the inner city. London, Norton.

Bordas, J. (2007). Salsa, soul, and spirit: leadership for a multicultural age. San Francisco, Berrett-Koehler Publishers.

Early, G. (2006). Black Ball. In: E. Aaron. Compact reader. 8th edition. Bedford, St Martins.

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Gender Bias in Professional Sports

Gender bias in sports has been a tradition that has been passed through generations. It dates back to the times when Olympic Games were inaugurated when women were sidelined from taking part in certain sporting events like races that were more than 200 hundred meters as it was feared they could faint. In Greek city state Sparta only virgins were allowed to participate in sports. Despite all the gender prejudices that cloud the professional sporting arena, there has been an increase in the number of women who have developed interest in sports especially in America where many women are now taking part in national college championships.

Superiority ideology has been a major contributor to gender bias in professional sports. Gender bias is witnessed in remuneration of athletes where male athletes are paid well than their female counterparts. During major sports events like the 1992 Olympics women sporting activities were marginalized in terms of media coverage. This actually changed in 1996, when women got a fair share of media attention.

Other incidences of gender bias were reported in Saudi Arabia where only women audience was allowed to spectate in women championships. Several Arabic countries have refused to take part in Olympic Games because they fear the attires the women put on expose their bodies. They say this is a violation of Islamic religious beliefs. Saudi Arabia has been a very strong proponent of this.

Gender Bias in Professional Sports

Introduction

In the recent past, sports fraternity has witnessed an upsurge in the number of women and men who have developed interest in different sporting activities. Traditionally, certain sporting activities were a preserve of a specific gender. As a matter of fact, soccer was and is still popularly known as a man’s sports. Currently, things have started changing and men have started developing interest in women sporting activities and women taking to traditionally male dominated sporting activities. In spite of all these advancements, there are still many male and female prejudices that frustrate efforts to divorce gender related chauvinistic inclination from the sports industry. This research paper will illuminate gender related biases that have been witnessed in the professional sports industry over the years.

Sports program for women in the US has witnessed a remarkable growth. Many women have considered registering as professional women athletes. The number of women taking part in high school sports has also increased compared to the previous years. In the year 1972, 0.29 million women took part in High School Athletics Competition. In the year 1978, the figure shot up to 2.08 million women. Fifteen seasons then elapsed before a record 2 million mark registered previously was broken (Frankl 1).

The 1993/94 season of these competitions witnessed the number of women grew from 2.13 million to 2.86 million. The women comprised 7.4 per cent of the total number of athletes who participated in the 1971/72 national sports championships. In the 1975/76 championships women participation quadrupled (Frankl and Hansen 9). From the year 1997, the number of women participating in high school championships hit the 40 per cent margin. Women sports is becoming popular but still faces hitches that are gender related. These increments in female precipitation in professional sports have not withered the storm of male superiority ideology (Frankl 1).

In the ancient Greek city states, physical education was a preserve of men. However, Sparta was the exception, because here, virgins often participated in such sporting activities as wrestling and foot races (2). From the history of ancient Olympics, women were only allowed to take part in Heraira games but not other sports activities. From the time Olympics were burnt up to the time when the burn was lifted, women participation in the Olympic Games was strongly opposed. Many Greek leaders advanced religious and aristocratic explanation for there position on denying women a chance to participate in sporting activities (Frankl 3).

Marginalization of women in sports has widely been studied and has adequate data that can be invoked. In the US alone, these data can be verified from the annals of Boston globe, the orange county register and the Dallas Morning. Women sports have partly been marginalized because women have widely been infantilized and seen as sex objects (Davidson 3). There have also been preferential treatments that are accorded to professional athletes based on their gender.

Elissa Steamer one of the women participants in the Los Angeles Skateboard Street X-Games was awarded $ 50 000 for winning gold metal, while a male participant who scooped gold in the same event was paid 25 times more. This was a clear sign that remuneration of professional sports women is also trapped in gender biases. In the Berger beach volleyball series, $ 1000 prize money was set for men while women were offered $500.

Of the $7, 500 which was allocated for winning professional teams in the US, a massive $6,500 went to men’s professional division. Only $1 000 went to the women’s professional wing. Women’s tennis enjoys large following, but the money that top most woman professional tennis player takes home was averaged at $1 434 632 compared to men’s $2 118 815 in the year 1996 to 2000. This meant that for every dollar a male professional tennis player earned, a woman got 59 cents. The top men professional tennis player s were awarded a total purse $63 031 00 compared to women’s $41 000 000 for the same period of time.

Fans do appreciate that women tennis is as interesting as men’s tennis but they further justify the pay disparity by saying that men’s competition is tougher as sometimes men play 5 sets compared to women’s 3 sets. Bowling, golf, and skiing have a very big fan base, but remunerations are greatly influenced by gender biases (Davidson 3). Between 1996 and 2000, payments for professional bowling athletes amounted to $ 130 969 for the males while the women were paid $ 92 123.

For that period men got $7 433 000 while women got $2 278 000 of the total purse for professional bowlers. The average earning for professional bowlers for that period of time was $2 196 000 for males where as females took home only $ 781 056 (Duncan 2). Men professional golf players took home a staggering $ 108 572 200 of the total purse compare to women’s $ 32 817 400 between 1996 and 2000 (Hilliard 2). Total purse for men Alpine skiers averaged $ 2 336 338 where as women skiers got $ 1 907 864.

The traditional male sports, soccer and basketball have registered the worst disparity in pay ever (Lakoff and Scherr 4). An American male soccer player earns $90 000. Professional women soccer players in America gets between $20 000 to $40 000. Coaches that have performed exceptionally well in women coaching have realized that it is extremely hard to make it to the hall of fame just like was witnessed with Anson Dorrance of the university of north Carolina women soccer team. In the year 2001 Muslim Women’s Games, men were barred from spectating.

These women took part in volley ball, basketball, and other sporting activities. The officers who managed the games were absolutely women. This initiative was arrived at when Muslim women pleaded they wanted a sorts sphere they would proudly call their own (Lumpkin and William 2).

Katherine (1) compared the coverage that leading dailies gave to female athletes during the 1996 Olympic games. She critically examined athlete’s profiles in the dailies for any form of gender bias from the reporting perspective and the photograph captions the dailies took of the women. From her study she deduced that women athletes enjoyed preferential treatment compared to their male counter parts hence no evidence of gender disparity in terms of women representation and their coverage in the newspapers.

The study noted that there was improvement in the coverage of women athletes who took part in Olympic Games compared to the previous years when women were openly given black out or openly reported about with a lot of bias. Over the years, the 1996 summer Olympic Games (Katherine 1) was thought of as being a female sporting event because women made a massive 34.4 per cent of those who participated. A record 3 770 women competed in the 1996 Atlanta event.

This was 39 per cent more than the women who took part in the Barcelona meet (Katherine 1). In Atlanta, two women sports featured: softball and soccer. Women’s mountain biking and beach volleyball also featured. At the Atlanta event, women were also perceived as a television audience. NBC airing of the sports prime time hours worked well for women. Gymnastics and swimming was given fair coverage (Katherine 1).

The 1996 Olympic, was planned on the back drop of the bias that Olympic Games has ever had against women. Founder of modern Olympics reiterated that Olympic is supposed to the game of men. However, in 1900 women were allowed to participate in golf and tennis. At a certain point in history of Olympics, women were nearly disallowed from competing in the events because they were perceived as a health risk (Katherine 2). Because women athletes who took part in athletics in 1928 Olympics collapsed, women were not allowed to take part in any track event more than 200 meters. This ban stayed for 32 years (Katherine 2).

In the 1996 event, men had 63 medals more than the women. The international cycling federation gave a directive that allowed only to women cyclists to take part in the Atlanta meet against 9n from the men’s teams. Women are up to date not allowed to take part in wrestling, boxing, pentathlon, and weight lifting at the Olympic level. Women from Arabic countries are forbidden from participating in Olympic Games. This is because the dressing code of the Olympics would totally contradict with the existing Islamic dressing standards. The international Olympic committee membership in 1996 had only 7 women out of the total 106 members (Katherine 3).

Person (2) says that women have benefited from provisions of Title IX. However, there are play grounds where women are still not welcome. Many people have had a belief that women should only take part in activities like cheer leading and ice skating. Many people still insist that energy consuming physical activities are not meant for women (Person 2) like wrestling, rugby and football. Title IX advocates for equal opportunity for all genders but is not so clear about specific sports (Person 3).

Gender inequality is fuelled by male or female perception of what defines feminity and masculinity (Person 3) hence the menace of gender typing which manifests itself early during the girl child’s development. This contributes to a tendency by specific group of people to make generalization about other people on how best they ought to or should behave. Not all female athletes have dared entertain feminist thought. Some women athletes maintain that gender related issues are of no use to them. Women do not develop passion in certain sporting events because of the commitments they have. Title IX is so silent about women participation in professional sports especially outside college athletics.

Women taking part in professional basketball are only paid $ 55 000 contrasted to men’s $4 000 000. Probably due to disparity in pay many ladies tend to shy away from taking part in professional sporting activities. Sponsorship biases are also rampant in professional women sports. They work in favor of men (Person 4). Companies that market their brands only give endorsements most of the time to male athletes first because of obsession with getting fast returns from the money they have used in advertising. Such companies have the feeling that the returns are not likely to be lump some if they engaged the services of female professional athletes as opposed to male athletes (Person 4).

Such mentalities have made many corporate organizations to look down upon WNBA. Media is known to create fans for a particular sporting event. Cleveland cavaliers, Chicago bulls, New York Yankees, and Dallas cowboys enjoy a lot of popularity because of the much attention that the media accord them, their legacy, their successes, and their location (Person 4). The 1993 NCCA basketball competition for both men and women was marred with media biases with much attention given to men than women.

This contributed to the building of audience for men and not women (5). This is suicidal as potential investors normally look at the viewer rating before they can consider investing in such teams. During the NCCA championships, 41 stories were run for men compared to 10 for women. The men’s stories were elaborative with video footages. This was seen as an effort by them to build men by making them have larger audience as opposed to women (Person 5). Women sports have also been dogged by controversy where if women coaches ask for an increase in their pay, men coaches are hired and they are fired. Number of women who have taken coaching jobs is very low.

Forces of demand and supply are responsible for sidelining of women sports in communication media. The media fraternity has over the years been preoccupied with sports that show women’s feminity (Higgs, Weiller, and Scott 1) like gymnastics and figure skating. This has contributed in enhancing the already established societal norms (Higgs et al. 1). Sports media has a greater responsibility in shaping peoples opinion on different sporting activities.

Media fraternity when covering bigger sporting events like Olympics ought to focus on women sports in order to attract female spectators and their viewership. In the 1992 Olympic Games, NBC gave a lot of coverage to women sports within the first week (Higgs et al. 1). Their highest rating within the first two weeks of coverage was on the night when gymnastics was being telecasted. This kind of approach tended to personalize the life of athletes by building emotional identification an approach largely known as feminine narrative form (Higgs et al. 1) a feature commonly applied in soap opera airing.

This approach was basically used in the 1996 Olympic Games to target the female viewers who were between the ages of 35 to 54 years who valued human drama. The coverage of 1992 Olympic Games was characterized with greater coverage of women in individual sports. Commentaries were biased, gender marked, personality oriented, and ambivalent (Higgs et al. 3). American women athletes’ success in the 1996 Olympics was an indication of growth of women sports after the inception of Title IX (Higgs et al 3).

The more than 150 hours of Olympic coverage by NBC was tapped and its content analyzed for same sports activities. Random selection of 60 hours was done. This was deemed as the appropriate sample of the sum total coverage. Quantitative analysis was done based on running time that was dedicated to male and female sports activities, the duration the running took, the length of time the slow motion took, and the duration of the onscreen statistics.

The analysis majored on a characteristic, adjectives used to describe athletes participating in a sporting activity, and the choice of words by reporters used to refer to both male and female athletes. 30 hours of the 60 hours was dedicated to same sports activities. These activities included basketball, volley ball, swimming, gymnastics, field and track events, kayaking, cycling, tennis, and soccer.

The study deduced that compared to other Olympic Games, women were given more media coverage in the 1996 Atlanta Olympics than their male counterparts in the same sport activities. By comparing the quantitative time totals of same sport activities in the 1992 and 1996 Olympic games, it was noted that coverage of women sports increased in 6 sports where as there was a notable decrease in men’s category (Higgs et al. 4). Men’s volleyball was least televised but their track and field events became the most televised in the Olympic Games competition. Women were given more coverage in basketball, volley ball where they enjoyed a 26 and 69 per cent coverage.

Men’s basket ball and volley ball was allotted lesser time (Higgs et al. 5). The rest of the sports that were analyzed during the 1992 and 1996 Olympic competitions were fairly covered. Gymnastics was the most televised in the 1996 Olympic Games and tennis the least covered. In the 1992 Olympic games, women soccer was not a medal entry where as men’s soccer was a medal sports activity. As opposed to the 1992 Olympic meet, the 1996 event steered clear of gender marking and the commentators’ choice of adjectives to describe women was objective despite the fact that slow motion still favored men’s sports. Use of words like girls was replaced with phrases like US women team (Higgs et al 5).

In the 1992 Olympics words such as aggressive and powerful were used 185 times to refer to the male athletes compared to women’s 68. In 1996, they were used 52 times on male athletes and 47 times on female athletes. Ambivalence that characterized 1992 games was not witnessed in the 1996 Olympic Games. Phrase like ‘plenty of game and grit’, ‘perfect execution’, were quite often used to refer to women athletes. Emotional narratives that were used in the 1992 games were never witnessed in the 1996 games. Commentators on several accounts reminded their audiences that the US women basketball team for the last two years had not been beaten prior to coming for the Olympics (Higgs et al. 5).

This statement was used 14 times in the commentaries. Mini narratives were largely used to allow the audience to interact with the athletes closely (Higgs et al. 5). Despite the fact that personal interviews of women athletes were not factored in the study time frame commentators did give highlights on women professional athletes likes talking about the colleges they schooled at , the degrees they had earned, their play level, and their successes in college and national championships.

No much attention was given to the athletes’ social lives as was seen in the 1992 games which were marred by gender bias. Against the 11 slow motions that were done on men’s sports, women had a total of 24 slow motions in the 1996 Atlanta Games (Higgs et al. 6). Use of the first name to refer to men by the media personalities was more than the women athletes. Hierarchy of naming was not so evidenced. The commentators used words that emphasized the strength of women rather than majoring on their weaknesses. These words were captured 25 times against connotations that emphasized weaknesses (Higgs et al. 5).

Conclusion

Gender related issues are still being focused on in reports and sports science researches. This emphasizes how dearly people like to associate kinesiology with modern sports. Any effort made to search for any literature related to gender, men and sports will be met with citations emphasizing differences in sexes. Men and women should be thought of as being more similar than different. The thought that women and men are different has continued to harm and limit opportunities for booth professional athletes and amateur sportsmen.

This issue of gender bias in sports is still entangled with a host of social and psychological prejudices which can only be overcome when a virtue of attitude change is embraced by the stakeholders and funs alike. The government should consider coming up with legislations aimed at outlawing any form of sentiment that undermine gender parity. Any form of stereotypification on basis of gender should be treated as an illegality.

American government’s Title IX has done very little in fighting gender biases in sports despite the fact that it was meant to create equal opportunities for both men and women. Gender bias has also been witnessed in sponsorship and sports branding.

Works Cited

Davidson, Garry. Bonus pool grows to $1.12 million following World Cup triumph. Soccer Times: Los Angeles. 2010. Web.

Duncan, Margaret and Messener, Michael. Gender stereotyping in televised sports: A follow upto the 1989 study. Los Angeles, CA: Amateur Athletic, 1994.

Frankl, Daniel and Hansen, K. Gender bias in popular body building magazines. Paper presented at the 66th Annual CAHPERD State Conference, Long Beach, California: CUP, 1999.

Frankl Daniel, Gender bias in sports: separate and not equal. Los Angeles: CSUP, 1999.

Higgs, Catriona, Weiller Karen and Martin Scott. “Gender bias in the 1996 Olympic Games”. Journal of sports and social sciences, 2000. 27(1).

Hilliard, D. Media images of male and female professional athletes: An interpretive analysis of magazine articles. Sociology of Sport Journal, 1984. (1) 251-262.

Katherine, Kinnick. “Gender bias in newspaper profiles of 1996 Olympic athletes: a content analysis of five major dailies”. Women stories in communication. 21.

Lakoff, R.T., & Scherr, R.L. Face value: The politics of beauty. Boston, MA: Routledge & Kegan Paul, 1984.

Lumpkin A., & Williams, L. D.Analysis of Sports Illustrated featured articles, 1954-1987. Sociology of Sport Journal, 8, 16-32. 1991.

Mahoney. R. MLS: Freddy Adu tops list of MLS player payouts. Web.

Person, Erick. Gender bias in American sports: lack of opportunity, lack of administrative positions and lack of coverage in women sports. United states sports academy, 2004.

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