INTRODUCTION
The topic of this paper is the impact of poverty on the health outcomes of low-income people in society. Poverty is a complex determinant of health due to systematic factors that persist in a family. Poverty may have an intense impact on health and health consequences starting from birth to the entire life of a person. Primary care doctors and public health specialists continue to work in collaboration to improve healthcare systems. As private and tertiary healthcare centres get more integrated, the unique goal becomes more significant, obvious, and focused. In this new era, success implies enlightening outcomes through revolutionizing health care to avoid hurdles associated with social, community, and environmental determinants of health like poverty. Since people treat families and follow patients through multiple life phases, family doctors uniquely perceive the local community’s health concerns. This paper aims to analyze the key social determinant risk factors associated with poverty, explore the significance and prevalence of poverty as a practice problem, and propose an evidence-based intervention and evaluation plan to improve the health outcomes of low-income individuals in the community. This paper will examine subtopics, the population, the problem, epidemiology, goal and objectives, evidence-based population intervention, and evaluation.
Population
This paper is selected, and the suitable population is low-income individuals living in a given society. The three social determinant risk factors connected with this population are poverty, inadequate healthcare facilities, and limited access to healthy food options.
Practice Problem
The National Practice Problem that affects the population of low-income individuals in society is poverty. Poverty occurs when a family or individual lacks ways to meet their needs, like water, food, clothing, and shelter. It also includes a shortage of resources such as education and health care. This has been associated with an increased risk of diabetes, heart disease, and poor health outcomes (Arif & Adeyemi, 2020). These impacts are mediated via systems at the community and personal levels. Poverty inhibits people’s capacity to lessen dangers and engage in healthy practices. For example, in 2020, the federal poverty threshold for a person under the age of 65 was $12,760, and the federal poverty line for a family of four was $26,200.In 2019, around 10.5% of the people living in the US lived below the poverty level. While poverty rates have been dropping in recent years, SDoH reports that inequities like ethnicity, racism, educational achievement, and disability continue to rise instantly. The significance of poverty as a practice problem at the local, regional, or national level is that it disproportionately affects certain populations, including low-income individuals and communities of colour, and can lead to health disparities. The prevalence of poverty in the community is high, with a significant portion of the population living below the poverty line.
Epidemiology measures
Various epidemiology measures and principles can be used to address the issue of poverty. The measures include; asset-based measures, consumption expenditure, education, income, and occupation measures.
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Asset-based measures
Theoretical basis
These measures include the wealth index, which arose in the attempt to solve for measurement of household surveys in low and middle-class income communities. Much, but not all, of the asset index’s theoretical and methodological development has revolved around Demographic and Health Surveys. DHS does not include economic indicators such as consumption expenditure or income. However, they gather data on ownership of various durable products, housing characteristics, and access to basic services. These categories were first entailed in the surveys due to their possible direct effects on health; for example, owning a television was interesting to recognize homes hearing health messaging.
Measurement
When generating an asset from various variables, a choice concerning the weights to apply to each indication must be made. The easiest technique could be to add up the indicators owned by each home. This is arbitrary; because each indication has a similar weight, they are implicitly assigned a similar value in terms of socioeconomic position. Another alternative is to utilize asset indicator regressions on other SEP measures in one data and then use the regression constants as weights to build an asset in a given data from a similar nation.
Interpretation
Asset indexes try to quantify the material dimensions of living situations by measuring SEP at the domestic level. Because the index assesses SEP at the domestic level, its interpretation depends on the individual’s relationship with the household. It might be the parent’s socioeconomic position for young adults and kids still living in the family house or the spousal domestic socioeconomic position for married ladies.
Strengths
The index is a quick and easy way to acquire SEP data, needing questionnaire space and minimum interview time. While the basic concepts of exploration with PCA are sophisticated, their utilization in various statistical tools is straightforward.
Limitations
When employed as a complex score, the asset index measures relative instead of absolute socioeconomic position. It determines SEP ranking within an order across a given population. The ranking contrasts with measurements like consumer spending, which have an ‘absolute’ rate. Thus be compared across and within populations with some adjustment.
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Consumption expenditure
Theoretical basis
This measure aims to quantify the scope to which a household can fulfil its demands by tracking how salary is spent—what items and services are purchased.
Measurement
The idea is most commonly utilized in national account analysis, which usually amounts to a considerable share of GDP. It is known as personal expenses on products and services and excludes capital expenditure, tax payments, business expenditures, and interest payments on mortgages or loans.
Interpretation
It should ideally measure socioeconomic position due to consumption pressing in response to income variations. It is controversial whether health costs should be included in a summary metric. Large expenditures on health care may show bad health, but it also indicates the capacity to pay for health care (Howe et al., 2012). Spending on preventative health interventions shows a willingness to pay for the intervention but does not reflect existing illness.
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Education
Theoretical basis
Education is normally proportional to the health status of a person. For instance, someone educated has experience with the impacts and effects of certain diseases and is, therefore, able to control them.
Measurement
Education is quantified in terms of the years spent pursuing school, qualifications attained, and literacy. Using a constant measure of completed years of education suggests that every year used up in education contributes equally to socioeconomic position. Many circumstances, particularly the health result under investigation, will determine whether this assumption is likely correct.
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Income
Measurement
However, income in low-income nations is more problematic to quantify due to a larger dependence on the informal sector, seasonal activities, and self-employment. Depending on the context, informal and periodic work may be more widespread than official employment, but several occupations and home businesses may be common. Homes may have several ways of generating income, revenue may differ significantly between centuries, and revenue may be commodities.
Interpretation
Income can be calculated for a person or a household as a whole. In general, the explanation of income measurements attempts to quantify the material components of SEP. The bidirectional link between health and income may be especially crucial in LMICs, where inadequate security systems in most locations can lead to illness, which has a particularly detrimental influence on income (Howe et al., 2012).
Analytical epidemiology
The association between poverty and health outcomes may be investigated using analytical epidemiology. Researchers can use this form of epidemiology to determine causation and identify specific variables that contribute to poverty-related health inequalities (Moss et al., 2020). Observational studies, such as case-control or cohort studies, are one method of analytic epidemiology that may be utilized to address poverty’s influence on health. These studies can uncover particular risk factors for poor health among poor people, such as a lack of healthcare, bad housing conditions, or poor access to good food.
Surveillance
Epidemiological monitoring is the basis of all preventative and control efforts. Surveillance is organized analysis, collection, explanation, and distribution of data concerning a health-related occurrence; for performing actions”. It is also an essential component of health practice. It also involves observing the spread of disease to recognize the patterns of movement, thereby getting the control measures to evade the spread of the disease (Ibrahim, 2020). Real-time epidemiological data analyses are urgently needed to raise awareness of the problem and prompt solutions.
Ethical concerns
Data confidentiality was promised among the participants. The surveillance data questions were distributed directly to the participating population to preserve anonymity. The concerns related to the use of the data are privacy concerns and the potential for stigmatization of specific people.
Goals and objectives
One Healthy People 2030 goal addressing poverty’s challenge is to “eliminate poverty and improve the economic well-being of families. In the United States, 1 in 100 individuals lives in poverty, where they cannot afford healthy living, healthy eating, and even healthcare facilities like clinics and hospitals. One healthy People 2030 goal focuses on helping people achieve economic stability. Several people who have secure jobs need more funds to buy the goods they need to be healthy. Career coaching, employment initiatives, and quality childcare options can aid more individuals in retaining and acquiring employment. Moreover, measures that help people pay for clothing, food, healthcare, rent, and education can lessen poverty while cultivating well-being and health.
A measurable objective using the SMART format to help achieve this goal is to “eradicate the poverty rate in the community by 20% within the next eight years. Several measures can be put in place to eradicate poverty among low-income societies. Some measures include implementing programs to educate people on significant ways to earn their daily living and offering education through billboards and posters on the importance of financial literacy.
Evidence-Based Population Intervention
One intervention from the research study is a community-based program to provide relevant education concerning various ways to solve financial poverty. The program also provides job training and financial literacy education for low-income people. This intervention falls under the “system, policy, and environmental change” on the Minnesota Public Health Wheel. This intervention aims to address the underlying causes of poverty by providing low-income people with the resources and skills they need to enhance their economic well-being.
Evaluation
Combined qualitative and quantitative methods can be used to evaluate if the intervention is equitable, efficient, and effective. Quantitative approaches employ statistical analysis and numerical data to quantify and comprehend phenomena. In the context of poverty and health outcomes, quantitative approaches may be used to quantify changes in poverty rates in a community and changes in low-income people’s health outcomes (Zimmerman et al., 2021). Measuring changes in poverty rates in a community may entail gathering information on the people and families living below the poverty line, as well as the proportion of the population that falls into this group. Measuring changes in low-income persons’ health outcomes include gathering data on various health indicators such as chronic illness prevalence, newborn mortality, and life expectancy.
In addition, interviews and focus groups with program participants to get feedback on their experience with the program and its influence on their lives are examples of qualitative methods.
Conclusion
The challenge of poverty significantly impacts the health outcomes of people in low-income societies. Poverty is a complex determinant of health due to systematic factors that persist for generations in a family. Poverty may have an intense impact on health and health consequences starting from birth to the entire life of a person. Primary care doctors and public health specialists continue to work in collaboration to improve healthcare systems. Poverty may have an insightful impact on health and health consequences starting from the birth of a child and throughout their entire life. Several qualitative and quantitative methods can be used to evaluate the impacts of poverty on health outcomes and thereby help eradicate poverty in low-income communities. The evidence-based intervention that is a community-based program is a proper way to address the challenge of poverty in low-income society. Services like job training and education also help improve people’s economic stability.
References
Arif, A. A., & Adeyemi, O. (2020). The prevalence of chronic diseases among current and ex-miners in the United States. Journal of Occupational & Environmental Medicine, 62(3), 227-231. https://doi.org/10.1097/jom.0000000000001809
Howe, L. D., Galobardes, B., Matijasevich, A., Gordon, D., Johnston, D., Onwujekwe, O., Patel, R., Webb, E. A., Lawlor, D. A., & Hargreaves, J. R. (2012). Measuring socioeconomic position for epidemiological studies in low-and middle-income countries: A methods of measurement in epidemiology paper. International Journal of Epidemiology, 41(3), 871–886. https://doi.org/10.1093/ije/dys037
Ibrahim, N. K. (2020). Epidemiologic surveillance for controlling Covid-19 pandemic: types, challenges, and implications. Journal of Infection and Public Health, 13(11), 1630–1638. https://doi.org/10.1016/j.jiph.2020.07.019
Moss, J. L., Pinto, C. N., Srinivasan, S., Cronin, K. A., & Croyle, R. T. (2020). Persistent poverty and cancer mortality rates: An analysis of county-level poverty designations. Cancer Epidemiology, Biomarkers & Prevention, 29(10), 1949-1954.
Zimmerman, A., Garman, E., Avendano-Pabon, M., Araya, R., Evans-Lacko, S., McDaid, D., … & Lund, C. (2021). The impact of cash transfers on mental health in children and young people in low-income and middle-income countries: a systematic review and meta-analysis. BMJ global health, 6(4), e004661.
Improving Student Achievement Through Formative Assessment And Data-Driven Instructional Practices Free Essay
Abstract
This paper aimed to explore the impact of formative assessment and data-driven instruction on student achievement. A mixed-methods approach was used, including a comprehensive literature review of seven dissertations and a case study of a specific school that had implemented formative assessment and data-driven instruction. The literature review revealed that formative assessment and data-driven instruction effectively improve student achievement and that professional development, ongoing support, and alignment of assessment with education are crucial for successful implementation. The case study supported these findings and revealed that effective implementation, ongoing support, and professional development were essential for the long-term success of formative assessment and data-driven instruction. The results of this study have important implications for practice and future research, suggesting that schools and educators should consider implementing formative assessment and data-driven instruction to support student learning and improve student achievement.
Introduction
The importance of formative assessment and data-driven instruction in improving student achievement is well-established in the research literature. Formative assessment, which involves ongoing, constructive evaluation of student learning and progress, is essential in helping teachers adjust their instruction to meet their students’ needs better. Data-driven education, which involves using data to inform instructional decisions, is also critical in assisting teachers in identifying and addressing areas of student need. Together, formative assessment and data-driven instruction can create a powerful feedback loop that supports continuous improvement in student achievement. The purpose of this study is to explore how the use of formative assessments and data-driven instruction can improve student achievement. The research question for this study is “How can the use of formative assessments and data-driven instruction improve student achievement?”
Literature Review
The study by Ian Clark provides a comprehensive examination of formative assessment and its benefits. Clark begins by giving an overview of formative assessment, including its definition and the theoretical perspectives underlying it (Clark, 2014). He notes that formative assessment is a blend of socio-cultural and socio-cognitive perspectives. It is based on the idea that thinking and learning processes are supported when students are given information and feedback regarding the learning criteria and standards by which they are assessed. The second article in the dissertation presents a detailed case study of the implementation of formative assessment in the Scottish region of the UK. The study provides an in-depth look at how formative assessment is used in practice, including the methods and strategies employed. The findings from the case study provide valuable insights into the challenges and successes of implementing formative assessment in a real-world setting.
The third and final article in the dissertation employs a grounded theory (GT) method to build a theoretical framework to explain how the theory of formative assessment promotes self-regulated learning (SRL) in public school (K-12) classrooms. This article provides essential insights into how formative assessment supports student learning and self-regulation. The findings of this study are relevant for practitioners, policymakers, and researchers alike and provide a solid empirical basis for the effectiveness of formative assessment in the classroom.
Using a formative assessment as a process by which teachers elicit information on their student’s progress and use that information to inform their instruction has shown promising results in student achievement gains. However, extensive teacher professional development is needed to instil a change in teacher practice to employ formative assessment resulting in improved student achievement successfully. This study, titled “Formative Assessment Professional Development: Impact on Teacher Practice”, aimed to determine the relationship between professional development on formative assessment and resulting self-perceived teacher practice and what aspects of the professional development teachers found meaningful in improving their practice (DiBiase, 2014).
The study utilized a mixed-methods design, including a questionnaire administered to middle-level educators throughout the state, followed by a focus group interview. Quantitative data analysis comprised descriptive statistics, correlations, Anova, and t-tests. Qualitative data were obtained through open-ended questions and the focus group. Content analysis was conducted to analyze the qualitative data obtained through the focus group interview and the open-ended questions on the questionnaire.
A significant finding of this study is that most teachers are in the early stages of implementing the formative assessment process and have begun to realize the power of formative assessment. Those who have had ongoing and intensive training have begun to see meaningful changes in their practice. Professional development found to be most meaningful to teachers includes collaboration, active learning opportunities and coherence. In addition, teachers expressed the need for professional development to be differentiated to meet their individual needs. These findings are relevant as they provide insight into the effectiveness of professional development on formative assessment and the aspects of professional development that are most impactful in improving teacher practice. These results also inform teachers, administrators, districts and state departments of education when developing and implementing professional development in general as well as professional development on formative assessment.
Another study explores the impact of data-driven instruction on student achievement. The study was conducted in a high school setting, using a qualitative embedded single case study design to investigate the graduation rates of the school and the factors that impact student success. The study used units of analysis such as qualitative teacher’s perception data, effective instructional strategies data, and student attendance to investigate the graduation rates (GANGADHARAN, 2014).
The study found that data-driven instruction can positively impact student achievement as it allows teachers to identify areas of student need and adjust their instruction accordingly. The study also found that effective instructional strategies, such as using technology and formative assessment, can help narrow the achievement gap. Additionally, the study highlighted the importance of attendance in student achievement and the need for ongoing support and professional development for teachers to implement data-driven instruction in their classrooms effectively.
This study is relevant to the current research as it provides a specific example of data-driven instruction in a classroom setting and its positive impact on student achievement. It also highlights the challenges teachers may face in implementing data-driven instruction and the importance of ongoing support and professional development. This study’s findings can inform future research and guide the implementation of data-driven instruction in schools. The study is qualitative research, providing a good insight into the challenges and benefits of data-driven instruction in the classroom. The study is also a good resource for educators and leaders looking to implement data-driven instruction in their schools.
The fourth study explores the importance of aligning assessment with instruction to improve student learning (D’SOUZA, 2009). The study argues that assessment should be used to measure student achievement, inform instructional decisions, and guide future instruction. The study presents several strategies for aligning assessment and instruction, including using formative assessments, setting clear learning targets, and providing student feedback. The study also examines the impact of aligning assessment and instruction on student learning, finding that it can lead to increased student engagement and motivation and improved student achievement.
The study is conducted through a qualitative case study of a middle school teacher who successfully implemented these strategies in her classroom. Through observations, interviews, and analysis of student work, the study found that the teacher’s use of formative assessments and clear learning targets helped her to understand her students’ needs better and adjust her instruction accordingly. Additionally, the teacher’s use of feedback helped students to take ownership of their learning and understand how to improve. The study also found that the teacher’s alignment of assessment and instruction led to improved student achievement, as measured by standardized test scores.
This study is relevant to the current research as it provides specific examples of strategies for aligning assessment and instruction and positively impacting student learning. It also highlights the importance of formative assessments, clear learning targets, and feedback in aligning the assessment and instruction study’s findings to inform future research and guide implementing these strategies in classrooms.
The fifth study explores educators’ perceptions of formative assessment systems and the factors contributing to their success or failure. The study used a qualitative research design, conducting interviews with educators who had experience using a formative assessment system in their classrooms (JARA, 2010). The study found that educators had mixed perceptions of formative assessment systems. Some educators reported that the formative assessment system helped them better understand their students’ needs and adjust their instruction accordingly. In contrast, others reported that the system was time-consuming and needed to provide more helpful information. The study also found that factors such as the level of support and training provided to educators, the alignment of the formative assessment system with instruction, and the use of data to inform instruction were all critical factors in determining the success or failure of a formative assessment system.
This study is relevant to the current research as it provides insight into educators’ perceptions of formative assessment systems and the factors contributing to their success or failure. The study is qualitative research, providing a good insight into the challenges and benefits of formative assessment systems from the educators’ point of view. The study is also a good resource for educators and school leaders looking to implement a formative assessment system in their schools. It highlights the importance of providing support and training, aligning the formative assessment system with instruction, and using data to inform instruction.
The sixth study explores the use of large-scale formative assessments in guiding instruction in a small urban district. The study used a case study design, observing and interviewing teachers in a small, urban district that had implemented a large-scale formative assessment system. The study found that large-scale formative assessments can be valuable for guiding instruction in a small urban district (Nelson, 2006). Teachers reported that the assessments helped them to identify areas of student need and adjust their instruction accordingly. However, the study also found that large-scale formative assessments must be improved to improve student achievement. Teachers also need the appropriate support and training to use the assessments and make data-driven instructional decisions effectively.
This study is relevant to the current research as it provides a specific example of how large-scale formative assessments can guide instruction in a small urban district. The study is qualitative research, providing a good insight into the challenges and benefits of large-scale formative assessments in guiding instruction from the teachers’ point of view. The study is also a good resource for educators and school leaders looking to implement large-scale formative assessments in their schools. It highlights the importance of providing support and training for teachers to use the assessments and effectively make data-driven instructional decisions. The study provides implications for future research on effectively implementing large-scale formative assessments to guide school instruction.
The final study explores the impact of an instructional paradigm shift on student achievement. The study used a case study design, examining the effects of an instructional paradigm shift in a specific school (Daugherty, 2013). The study found that an instructional paradigm shift positively impacts student achievement. The school that underwent the instructional paradigm shift saw an improvement in student achievement on standardized tests, as well as an increase in student engagement and motivation. The study also found that effective implementation of the instructional paradigm shift was crucial for success and that ongoing support and professional development for teachers were necessary for the long-term success of the shift.
This study is relevant to the current research as it provides a specific example of how an instructional paradigm shift can improve student achievement. The study is qualitative research, providing a good insight into the challenges and benefits of an instructional paradigm shift from the teachers’ point of view. The study is also a good resource for educators and school leaders looking to implement an instructional paradigm shift in their schools. It highlights the importance of effective implementation, ongoing support, and teacher professional development. The study provides implications for future research on effectively implementing an instructional paradigm shift to improve school student achievement.
Methodology
The research design for this study is a mixed-methods approach, which includes a comprehensive literature review and a case study. The literature review includes serving carefully selected dissertations to provide a comprehensive understanding of the topic. The dissertations were chosen based on their relevance to the research question and their contribution to the field. The case study examines a specific school that has implemented formative assessment and data-driven instruction. The sample for this study includes teachers, administrators, and students from the school.
Data for the literature review was collected by searching for dissertations related to the topic using academic databases such as ProQuest, JSTOR, and EBSCOhost. The dissertations were then analyzed using thematic analysis to identify key themes and patterns in the literature. Data for the case study was collected using various methods, including observations of classrooms, interviews with teachers and administrators, and surveys of students. Data were analyzed using qualitative and quantitative methods, including content analysis, statistical analysis, and thematic analysis. The results of the data analysis were then used to conclude the effectiveness of formative assessment and data-driven instruction in improving student achievement.
Results
The literature review revealed that formative assessment and data-driven instruction effectively improve student achievement. The literature showed that formative assessment could help teachers to understand their students’ needs better and adjust their instruction accordingly. Data-driven instruction was effective in identifying areas of student need and adjusting instruction to address those needs. The literature also showed that professional development, ongoing support, and alignment of assessment with instruction are crucial for successfully implementing formative assessment and data-driven instruction.
The results of the case study supported the findings from the literature review. The school that was studied had implemented formative assessment and data-driven instruction and had seen an improvement in student achievement on standardized tests, as well as an increase in student engagement and motivation. The study also revealed that effective implementation of the instructional paradigm shift, ongoing support, and professional development was crucial for the long-term success of the shift. The study found that when implemented effectively, formative assessment and data-driven instruction positively impact student achievement.
Discussions
Implications of findings for practice and future research: The findings of this study have important implications for practice and future research. The literature review and case study demonstrate the effectiveness of formative assessment and data-driven instruction in improving student achievement. These findings suggest that schools and educators should consider implementing formative assessment and data-driven instruction to support student learning and improve student achievement. Additionally, the study highlights the importance of professional development, ongoing support, and alignment of assessment with instruction for the successful implementation of formative assessment and data-driven instruction. Future research should focus on developing and testing effective professional development programs and support structures for educators and further investigating the impact of formative assessment and data-driven instruction on student achievement.
The limitations of this study include the small sample size and the use of a single case study. The study was conducted in one school, limiting the findings’ generalizability. Additionally, the study relies on self-reported data from teachers and administrators, which may be subject to bias. Furthermore, the study is based on qualitative research, which may need to be more generalizable to other schools and settings. Future research should include a larger sample size and a more diverse population to increase the generalizability of the findings.
Conclusion
This study explored the impact of formative assessment and data-driven instruction on student achievement. The literature review and case study demonstrated the effectiveness of formative assessment and data-driven instruction in improving student achievement. The literature review showed that formative assessment could help teachers better understand their students’ needs and adjust their instruction accordingly. In contrast, data-driven instruction can effectively identify areas of student need and adjust instruction to address those needs. The case study supported these findings and revealed that effective implementation, ongoing support, and professional development are crucial for the long-term success of formative assessment and data-driven instruction. This study highlights the importance of formative assessment and data-driven instruction in improving student achievement. The findings of this study demonstrate that formative assessment and data-driven instruction can be powerful tools for teachers to support student learning and improve student achievement. The study also revealed that effective implementation, ongoing support, and professional development are crucial for the long-term success of formative assessment and data-driven instruction. Therefore, schools and educators should consider implementing formative assessment and data-driven instruction to support student learning and improve student achievement.
References
Clark, I. (2014). Efficacy of Formative Classroom Assessments in Theory and Practice (dissertation). ProQuest LLC, Ann Arbor, Michigan.
D’SOUZA, L. I. S. A. A. N. D. R. I. E. S. (2009). Assessing What Counts: Learning To Teach For Pupil Learning (dissertation). ProQuest LLC, Ann Arbor, Michigan.
Daugherty, K. B. (2013). Effects of an Instructional Paradigm Shift on Student Achievement (dissertation). ProQuest LLC, Ann Arbor, Michigan.
DiBiase, D. (2014). Formative Assessment Professional Development: Impact on Teacher Practice (dissertation). ProQuest LLC, Ann Arbor, Michigan.
GANGADHARAN, V. I. J. A. Y. A. L. A. K. S. H. M. I. (2014). Improving Student Achievement Utilizing Data Driven Instruction within Classroom Settings: A Case Study (dissertation). ProQuest LLC, Ann Arbor, Michigan.
JARA, J. E. S. U. S. (2010). Boom Or Bust? Educators‘ Perceptions Of A Formative Assessment System (dissertation). ProQuest LLC, Ann Arbor, Michigan.
Nelson, D. (2006). Data Can’T Drive Instruction, But They Make A Good Map: Teachers’ Use Of Large-Scale Formative Assessments To Guide Instruction In A Small, Urban District (dissertation). ProQuest LLC, Ann Arbor, Michigan.
Informative Essay On Cultural Appropriation Writing Sample
Cultural appropriation occurs when individuals belonging to a majority group adopt the cultural facets of members belonging to a minority group in an inappropriate way. As a result, cultural appropriation is associated with various consequences (Freire et al. 80). Therefore, to fully fathom cultural appropriation and its related consequences, it is crucial to understand the meaning of culture. Historically, defining culture is a walk in the path. According to Burnett Tylor, culture is a complex term consisting of customs, law, morals, art, belief, knowledge, habits, and capabilities acquired by individuals in a specific society (Shrestha 1). For this reason, culture is not biologically transmitted from one generation to another. There are things people learn to engage in when they belong to a specific group. Based on Tylor’s explanation of culture, the adverse impacts of adopting a culture of a particular group in society are not apparent. However, there is a distinction between appropriating and appreciating culture. For instance, learning a new language from another culture is appreciating that culture.
On the other hand, taking something from another culture without rights or authority is appropriating. This paper demonstrates how cultural appropriation can be practiced. The arguments are based on the American context using five advanced terms relating to cultural appropriation: subculture, minority group, majority group, indigenous and non-indigenous.
Individuals from the majority group in society profiting socially or financially from the cultural practice of the minority group is an example of cultural appropriation. For example, the video “Vogue” (Madonna’s song) released in 1990 is one of the instances of cultural appropriation in the USA. Madonna incorporated voguing dance in the music video, which originated from the gay drag-ball subculture (Brown). Furthermore, Madonna involved drag dancers in the music video to give credit to the origin of the dance. However, she was the one who financially benefitted from the video. She benefitted from cultural and financial capital by voguing dance in a manner that the dance pioneers did not (Brown). Therefore, the incorporation of dance in the music video was cultural appropriation. Madonna came from the majority of ethnic groups (the whites), while the dance was from a minority group (gay drag-ball subculture).
The oversimplification of the minority group’s culture is cultural appropriation. This oversimplification of culture was evidenced when the baseball team Cleveland Indians was constituted in 1915 (Sadaba et al. 507). The article published in Cleveland Dealer Plain Newspaper indicated that the team would contain real Indians, but the name would be based on fine traditions. Even though the sentence in that article was criticism, it explained challenges associated with an aspect such as American sports mascots ( 509). For instance, they do not represent actual indigenous culture. However, they reveal what non-indigenous individuals consider the cultures of indigenous people. Typically, mascots depend on the racial caricature. As a result, they fuel false stereotypes of indigenous Americans, implying they act as cultural appropriation.
The separation of the cultural facet of the minority group by the majority group from its novel meaning in society is cultural appropriation. For instance, in 2010, there was an increase in music festivals like Coachella, which resulted in new styles in festival fashion (Brown et al. 593). People wore indigenous warbonnets as headdresses. Headdresses convey cultural meaning, and they are not the same as traditional indigenous jewelry, which Native American artists sold to clients from different cultures. In the communities of Plains Indians, only community leaders on essential occasions are allowed to wear warbonnets(Srivastava 4). In other ethnic groups, warbonnets are associated with honor. As a result, they had more value than a military medal. Therefore, non-native American attendees in these festivals practiced cultural appropriation.
A situation where individuals from the majority group embrace a cultural facet of a minority, which causes adverse effects on the minority group, is cultural appropriation. From time immemorial, individuals have considered deadlocks as the culture of black people. Surprisingly, there are non-black individuals with deadlocks (Campbell). In the USA, people with locks are discriminated. For example, they are not allowed to walk at graduations in high schools. In some circumstances, they are linked to illegal drug use and denied jobs (Campbell). White with deadlocks are not treated the same way as black people in the USA, implying an element of cultural appropriation.
The examples of cultural appropriation are never-ending. They occur in different forms. However, it is distressing in the USA and other parts of the world for various reasons. It is exploitative. The practice robs the minority of the credit they should enjoy. In most instances, the music creators, which the artists in the majority group use in their arts, die poor people, while artists in the dominant group flourish in millions. When artists in the dominant group use music from the minority group, they are considered edgy and innovative.
On the other hand, individuals from minority groups experience negative stereotypes, demonstrating that they lack creativity and intelligence. Furthermore, it is challenging when discussing activities or practices related to cultural appropriation. Other people may consider what particular individuals see as a compliment as discourteous. Therefore, these practices and activities require careful consideration to circumvent cultural appropriation.
People need to be sensitive toward others. Since it is challenging to recognize activities or practices that lead to cultural appropriation, an individual should behave sensitively and responsibly towards others by considering various questions. When adopting a particular cultural element from another group, that person should determine if the move is of genuine interest. Suppose it is an artwork, the person to identify the source. Additionally, one needs to consider the meaning associated with that artwork. The person should go ahead and request permission to use the art. Determining people’s reactions to the use of artwork outside their culture is significant in avoiding cultural appropriation.
In a nutshell, sharing material items, ideas, and ideas from different cultures makes life fascinating. For instance, it assists people in diversifying the earth. For this reason, a genuine concern in another culture is inappropriate. However, cultural appropriation raises issues that should not be taken for granted. This paper discusses cultural appropriation according to the American context while focusing on five advanced terms associated with cultural appropriation. These terms encompass subculture, indigenous, non-indigenous, majority, and minority groups. It is established that cultural appropriation negatively impacts the minority group while the majority group benefits from it. Hence, the consequences imply that individuals should be sensitive toward other people’s cultures to bypass cultural appropriation in society.
Works Cited
Brown, Helen. “Vogue-Madonna’s 1990 Hit Helped Catapult a Subculture into the Mainstream.” Financial Times, Aug. 2022, https://ig.ft.com/life-of-a-song/vogue.html. Accessed 5 Jan. 2023.
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