The Iceberg Concept of Culture Surface Culture Most easily seen Emotional level - low textual conversational patterns, con pace, rules of conduct, facial expressions, al Fornrnumnication, body language, touching, contact, patterns of handling emations, of modesty, concept of beauty, courtship practices onships to animals, notions of leadership, tempo of work, ‘of food ideals of child rearing, theory of disease, oclal interaction rate, nature of friendships, tone of voice, ‘toward elders, concept of cleanliness, notions of adolescence, patterns of group decision-making, definition of insanity, preferences for competition or cooperation, i \ce of physical pain, concept of "self", * concept of past and future, definition of obscenity, “attitudes toward dependents, roles in relation to age, sex, class, occupation "kinship, and. 3Social Identity Groups Social identity groups are based on the physica, social, and mental characteristies of individuals, They are sometimes cbvious and clear, sometimes not obvious and unclear, often self claimed and frequently ascribed by others. For example, racial groupings are often ascribed as well as self- claimed. Government, schools, and employers often ask an individual to ciaim a racial identity group or simply aseribe one to an individual based on visual perception. Otter social identities are personally claimed but not often announced or eesily visually escribed such as sexual orientation, religion, or disability status. For the purpose ofthis seftexaminstion please identify the memberships you elaim or those ascribed to you. Below are examples of social identity groupings. Examples (Feel free to use your awn language for your identities.) Gender ‘Woman, Man, Transgender, Post-Gender Sex Intersex, Female, Male Race Islander, Native American, Latin@, Black, White, Ethnicity to Rican, Italian, Mohawk, Jewish, can-American ‘Sexual Orientation/ Lesbian, (: sexual, Pan Attractional, Heterosexual, Queer, Attractionality Questionin Religion/Spirituality Hindu, Mustim, 3 . jewish, Christian, Pagan, Agnostic, Faith/Meaning, Atheist, Secular Humanist Social Class Poor, Working Class, Lower-Middle Class, Upper-Middle Class, ‘Owning Class, Ruling Class Age Child, Young Adult, Middle-Age Adult, Elderly isjAbility People with disabilities (cognitive, physical, emotional, ete), ‘Temporarily able-bodied, Temporarily disabled Nation(s) of Origin United States, Nigeria, Korea, Turkey, Argentina anior Citizenship ‘Tribal or Indigenous Mohawk, Aboriginal, Navajo, Santal Affilistion Body Size/ Type Fat, Person of Size, Thin ‘Target Group: social identity groups that are disenfranchised and exploited Agent Group: social identity groups thet hold teamed privileged in societySocial Identity Profile ‘Socal Tdentity Group Membership Yous most aware of You ‘hin shout Teast Have grenest effect on how others se you (positive or negative) in we school Have szongest effet on how you se yourselfasa person Have an effet on éecision making in yourjob Hivethe cexclies of. Gender woman Sex Rave Caucasian Fainicty Amencor Sexual Orientation! Ateetionsity Religion! Spirtualtyaithy Meaning Social Class fae DiNAbT Nation) oF Origin and/or Citizenship Tribal or Indigenous Afiliaion Body sizeliype ‘aionadWorksheet #1: Features of Culture 1 Sys of ess 16. Concept of flrs 2 Ways of retin pale 1. Natur of endship 2 Beliefs about hosrtay 1 Meas about doting 1 mportanes of tine 18. Feds 5 Pts 20, Greetings So aiee 21 Fada pressions and hand gestures 7: iterte | Fa Conca of clk Bees about child stg (liven ard teas) ‘5. Atiades about persona pace/pivacy 17 eigios belies | | 25. Raigious nals | 10 ales about the eponsbities af dren w 1 Gestures to show you understand what as buen fe to you | 26, Concept of beauty aes zeae ae aa oane ae aR vie = Sa Peer ding Aeages: A Peace Corps Classroom Gu > Coss-Cotura Understanding Coveraal Horie ite SchostsThe Cultural VISIBLE Iceberg LESS VISIBLE AKGTC 2018NAME: DATE: STUDENT SURVEY DIRECTIONS: This survey is to help us, your teachers, get to know you better SO we can help you as best as we can. Respond to the following questions/ Statements as openly and honestly as you feel comfortable sharing. | What/who motivates and fepres LP (Learning? Grades? Awards? Friends? Parents? Quotes? Books? Music? ETc) a da 2 How do youlearnbest? (Reaang? watching? Dong? Listening? Creating? etc) 3. What are your goals? ¢c ‘What do you want to De when you gr 4. Tell ie about your previous SCNOO! Experiences? «wnat dd youlke/ disike?)What do youneed from us (your Teachers) and your parents in order To be successful in school? Describe some of Yor: Interests? what do you do for Fun? What do you lke? What ore your hobbies?) What are some challenges, obstacles, and/or distractions in your life? What can you Tell me about your Friends, parents, and the neighborhood where you live? What can you tell me about your history ond/or culture that is important To you?