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| The relationships and interactions of various cultural groups and how cultural backgrounds of students affect the behavior of each. |
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| Acquiring the characteristics of a culture and becoming competent in its language and ways of behaving and knowing |
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Blueprint that determines how we think, feel, and behave in society.
- Accepted and patterned ways of ______ needed for people to live together. |
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| Inability and stubbornness in viewing other cultures as a contributing part of reality - seeing one's own cultural traits as natural, correct, and superior to others. |
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| Attempt to understand other cultural systems in their own terms and in the context of their own cultural belies (opposite of ethnocentrism) |
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| The distinctive group identity that allows a group to have cultural patterns related to their group members, while sharing some patterns with members of the dominant group. |
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| The cultural group that makes up the majority of the population in a certain geographic area. |
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| Occurs when groups refuse to or are not permitted to assimilate into the dominant American culture (like Korea Town in Los Angeles) |
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By 2050, 50% of the U.S. population will be minority groups.
Describes the ethnic, racial, socioeconomic, political, and social paradigms that exist in the world, and the universal acceptance of those ideals. |
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| A group's particular cultural patterns become a part of the dominant culture, or can disappear as the group adopts the dominant culture. |
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| Proposes that newly arrived immigrants can become a part of American culture without losing their unique aspects (such as language, foods, religion, and holidays) |
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| Immigrants contribute parts of their culture and create a new, and unique American culture - they should blend in and try to learn English, etc. |
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| Teaching practices that integrate critical pedagogy, antiracist education, and critical race theory, promoting critical thinking about this issue. |
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