Ethnic Identity and African Americans Essay - 871 Words

Ethnic Identity and African Americans Ethnic Identity Ethnic identity is the sum total of group member feelings about those values, symbols, and common histories that identify them as a distinct group (Smith 1991). Development of ethnic identity is important because it helps one to come to terms with their ethnic membership as a prominent reference group and significant part of an individuals overall identity. Ethnic reference group refers to an individuals psychological relatedness to groups (Smith 1991). These reference groups help adolescents sense, reflect and see things from the point of their ethnic groups in which they actively participate or seek to participate. What is ethnic identity? The establishment of identity is an†¦show more content†¦He suggests that these families vary dramatically in backgrounds, social economic status, values, and degree of acculturation to the norms and values of mainstream America (1990). There are also, significant differences that may exist in preparation of African American adolescent, at the level of rearing family practices and in schools (1990). That is, schools continue to reflect historical values that deal with racial-stereotypes and prejudice and beliefs. At the same time there are families trying to avoid and make light out of such situations. These families and communities continue to show constancy by instilling their own beliefs and values through child rearing which maybe different from Caucasian Americas. Identity and ethnicity as adolescent issues Identity has been defined in many ways. It is the concept used to describe an individuals sense of who he or she is (Dashefsky and Shapiro, 1976). Changes in identity occur throughout the life cycle, however, the changes in identity are usually most notable during adolescence. Integrating a positive sense of ethnic identity into ones overall personal identity is an important task of late adolescence (Steinberg, 1996). Ethnic identity has been defined as the aspect of ones sense of identity concerning ancestry or racial group membership (Steinberg, 1996). Ethnic identity development is an essential human need because it provides a sense of belonging and historical continuity.Show MoreRelatedEthnic Unbonding in South Africa1644 Words   |  7 PagesManuel Castells notion of ‘ethnic unbonding’ refers to: the gradual withdrawal certain African-Americans are undergoing, so that they no longer are a member of their initial ethnic group. ‘Ethnic unbonding’ is a process where individuals remove themselves from their ethnic groups, because they are either ashamed or humiliated to be associated as part of a stigmatized ethnic identity. â€Å"So, race matters a lot. But, at the same time, the class divide among blacks has created such fundamentally differentRead MoreRace, Religion, Social Class, And Ethnicity1274 Words   |  6 PagesHow you do in school, your social ability, and your awareness of others are all guided by how you identify. Identification in one’s gender, race, religion, social class, and ethnicity are all driving forces behind your future self. Identity is a crucial part of who you are, and in recent studies and experimentation researchers have been trying to identify new, untested factors that influence behavior in people. Although, in the past there hasn’t been a strong focus on the positive and negative effectsRead MoreEthnic Variability Of Hispanic Latino936 Words   |  4 PagesAn Analysis of the Ethnic Variability of the Latino/Hispanic Group in the United States Census (112) The historical development of ethnic categorization as a distinct concept from race in the U.S. Census was defined through the Office of Management and Budget (OMB) in October 1997. This criterion was meant to discern between biological/genetic factors and the ethnic aspects of Latino/Hispanic identity as part of this governmental decree: â€Å"The racial and ethnic categories set forth in the standardsRead MoreAfrican American Studies : The Matrix Of American Ethnic Studies972 Words   |  4 Pagesfor a presence of Ethnic Studies in Academia. These â€Å"Area† Focused disciplines tries to distinguish their goals apart from other disciplines, which encourages Ethnic Studies to constantly change. Using Color-Line To Borderlands: The Matrix of American Ethnic Studies, I will focus on the following Ethnic Studies and their goals: African American Studies, Women’s Studies, Chicano/a Studies, Native American Studies, and Asian American Studies, and Queer Studies. African American studies, which canRead MoreExchanging Our Country Marks by Michael Gomez.1495 Words   |  6 Pagesa stunning fusion that points the way to a definitive history of American Slavery. In this fusion of history, anthropology, and sociology, Gomez has made expert use of primary sources, including newspapers ads for runaway slaves in colonial America. Slave runaway accounts from newspapers are combined with personal diaries, church records, and former slave narratives to provide a firsthand account of the African and African-American experiences during the eighteenth to the mid-nineteenth centuriesRead MoreImportance Of Race Ethnicity : An Exploration Of Asian, Black, Latino, And Multiracial Adolescent Identity Essay1047 Words   |  5 PagesSeptember 12th, 2015 Dr. Wang Article Critique #1 Importance of race-ethnicity: An exploration of Asian, Black, Latino, and Multiracial adolescent identity Article source- Charmaraman, L., Grossman, J. M. (2010, April). Importance of race-ethnicity: An exploration of Asian, Black, Latino, and Multiracial adolescent identity. Cultural Diversity and Ethnic Minority Psychology, 16(2), 144-151. doi: 10.1037/a0018668 (a) Contextual information about the purpose/intention of this study: Throughout theRead MoreIdentity : Socially Constructed Or Innate?1348 Words   |  6 PagesSurname 1 Student’s Name Professor’s Name Course Date Identity: Socially Constructed or Innate? The issue of whether identity is socially constructed or an innate characteristic remains a contested one. For some, identity is a product of the society, interactions, influence, and practices while for others, it is biological or rather primordial. At the very basic, identity is an essential personal characteristics as it encompasses the membership to different groups, including religion, genderRead Moreculture diversity1404 Words   |  6 Pagesï » ¿Individual Final Assignment- What information about diversity in the United States has helped you better understand or relate to others in ways that you may not have in the past? Have you learned something new about your own racial, ethnic, or cultural history? Trends in immigration will continue to shape the demographics of the United States. What will the U.S. population look like in the year 2050? Why do you think so? What challenges does the United States face due to the diversity of its peopleRead MoreThe Importance Of Sexual Id entity Development1243 Words   |  5 Pages The sexual orientation identity development is a theoretical model that conceptualized the resolution of internal conflict related to the formation of individual sexual identity. For sexual minority people, it is commonly known as the coming-out process (Bilodeau Renn 2005). There have been many different models elaborated to explain such process. All of them share similar stages: awareness, crisis, and acceptance (Loiacano 1989). When individuals become aware of their queer feelings and attractionRead MoreCultural Identity And Ethnic Identity1253 Words   |  6 PagesThe models of cultural identity share most of the same mutual characteristic but the experiences each individual endure in life will have the individual thinking about their belief. The cultural identity is the individuality or feeling of belonging. When thinking about a Native American understanding the racial and ethnic identity of an individual is important part o f that individual. Racial and ethnic identity is a contribution to complete understanding the Native American. For some mainly noticeable

An Analysis The Necklace By Guy De Maupassant - 873 Words

Satisfied Yet? An Analysis of Mathilde Loisel Are all the luxuries in the world worth destroying the peace and happiness of the family? Revolving one’s life around money can make or break the love and relationships of life which sometimes can take a lifetime to acquire. The Necklace is set in 1884 in Paris, France (Roberts and Zweig 6; 2). The story mainly consists of a family, which is about a husband, who works in the ministry of education and a stay at home wife named Mathilde Loisel. The story is mainly about the Mathilde, the wife who is determined to achieve all the comforts of life against the love of her husband, who risked his vacation money to buy his wife a dress for a one night party that she will never use again. In Guy de†¦show more content†¦With all these examples readers can see how delusional Mathilde’s life was. Reality is the state of mind where everything comes true. Some of us have trouble accepting reality and tend to live in a world of fantasy which is fictional and very far from the truth. Mathilde was a poor girl who really did not have much of a chance to get to live her dream because she did not have any â€Å" prospects, no way of getting known, courted, loved, married by a rich and distinguished man† (Maupassant 7;1). Reality is hard to accept and once you accept it you embrace life with full strength. During the party, Mathilde loses her borrowed diamond necklace and fires her only maid for saving to buy a new necklace for the replacement of the lost one and then reality kicks in when â€Å"She learned to do heavy housework, dirty kitchen jobs. She washed the dishes, wearing away her manicured fingernails on greasy pots and encrusted baking dishes,† and this makes her realize that one should always live within one’s means (Maupassant 12;98). To live in reality, one has to accept life as it is,Show MoreRelatedAnalysis Of The Necklace By Guy De Maupassant1355 Words   |  6 Pagesâ€Å"The Necklaceâ₠¬  by Guy de Maupassant is a timeless classic symbolizing different themes and meanings. The necklace itself symbolizes the effect of how greed and pride overshadows Matilde’s life, which lead to a series of conflicts. From the beginning to the end of the story, the theme shows that materialistic things do not always make people happy and to appreciate the things in our lives. In the story, the necklace sets a tone of irony because it represents wealth and the upper class, but in theRead MoreAnalysis Of The Necklace By Guy De Maupassant1405 Words   |  6 PagesOne of Guy De Maupassant s literary influences was Gustave Flaubert, who taught him to write. Flaubert s teaching principles suggested that the writer must look at everything to find some aspect of it that no one has yet seen or expressed,. Maupassant succeeded in being a writer He wrote realistic fiction and greatly influences writers still The Necklace was written in the 19th century Literary Realism period. The st ory focuses on everyday events, lives, and the relationships of middle/lowerRead MoreAnalysis Of Guy De Maupassant s `` The Necklace ``1681 Words   |  7 Pagessaid greed is the root of all evil was right. This is shown through irony in Guy De Maupassant’s short story, â€Å"The Necklace† in the fate of the main character Madame Mathilde Loisel and also her husband, Monsieur Loisel. The story about Madame Loisel reveals the effects excessive jealousy, ungratefulness, pride and greed have on the life of not only herself, but also her husband. Many critics have read â€Å"The Necklace† as a Cinderella tale in reverse. Like Cinderella, Madame Loisel lives a commonRead MoreAnalysis Of Guy De Maupassant s `` The Necklace ``980 Words   |  4 PagesGuy De Maupassant s, The Necklace, is a short story about Mathilde Loisel, a middle-class wife, who is dissatisfied with her life and believes that she was meant to live as an upper-class woman. When invited to her husband s ball, she manipulates her way into getting a new dress and borrows her friend s diamond necklace. After the ball, she discovers the necklace is gone. Both Malthilde and her husband delay returning the lost necklace, and secretly buy a replica. They both struggle ten yearsRead MoreAnalysis Of Guy De Maupassant s `` The Necklace `` Essay1463 Words   |  6 Pages Guy de Maupassant, a French writer, was born in August 1850 and died in July 1893, during which the Franco-Prussian war took place. Subsequently, many of his narrations were set during this w ar to describe its meaningless and disastrous aftermath to countless innocent people whose experiences were changed forever. He was known as a master of short stories and belonged to naturalist school of writers, in which he described human lives, along with society, in disillusioned and often pessimistic termsRead MoreAnalysis Of Guy De Maupassant The Necklace And Nikolai Gogol s The Overcoat1788 Words   |  8 Pageswhich it is produced and consumed, and this explains the incorporation of moral and ethical dilemmas in Guy de Maupassant’s â€Å"The Necklace† and Nikolai Gogol’s â€Å"The Overcoat†. The fact that the two stories are generally different is unchallengeable. However, a close scrutiny of character development reveals similar and different portrayals of moral and ethical dilemmas. In the context of this analysis, moral or ethical dilemmas are situations in which people must struggle with the â€Å"should or should not†Read MoreAnalysis Of The Necklace1358 Words   |  6 Pages â€Å"The Necklace† Analysis Plot Analysis - The plot analysis of (Exposition) â€Å"The Necklace† by Guy de Maupassant, take place in the late 1800s when Mathilde Loisel and her husband decides to go to a ball. The importance of the place is so you can fully appreciate how royal Mathilde is supposed to be at the ball, and let me tell you, she pulls it off. She was the most beautiful woman there, but surprisingly it wasn t the necklace that made her shine that night. She alreadyRead MoreLiterary Essay Of The Necklace By Guy De Maupassant829 Words   |  4 Pages Literary Analysis Essay of ‘The Necklace’ by Guy de Maupassant ‘The Necklace’ is a morality tale written by Guy de Maupassant where he portrays the life of a beautiful but dissatisfied girl named Mathilde who desires to live a luxurious life despite being born into a clerk’s family and marrying a clerk too. Mathilde’s discontentment in life instigates her to pretend someone rich that she is not. Moreover, it leads her to severe trouble that caused ten years of hardshipRead Moremarxism in the necklace1512 Words   |  7 Pages Textual Analysis of â€Å"The Necklace† In â€Å"The Necklace†, Guy de Maupassant uses a woman’s life, and very important event in it, to depict the Marxism of his or her lifetime, especially amongst women. He uses comparisons and downfalls of her life to depict society’s shortcomings and beliefs of class. Marxism looks at the economic and social structures of a society and the draws attention to the struggles between the classes. A Marxist might believe that people are born as creations of economical orRead More Comparing the Female Characters in The Necklace and Recitatif892 Words   |  4 PagesThe Use of Female Characters in The Necklace and Recitatif  Ã‚     Ã‚   In Guy de Maupassants The Necklace and Toni Morrisons Recitatif, materialism and the desire to be envied are vital ingredients in the themes of the stories. Both authors enhance their themes through the manipulation of plot and the use of women as their central characters. Maupassant and Morrison prove the notion that women are effective characters in depicting themes that deal with the social issue of craving material

Teen Pregnancy and High School Drop Out Prevention free essay sample

Teenage pregnancy is affecting the graduation rate in high schools. All over the nation the dropout rate of students is increasing, of which teen pregnancy is often a factor. â€Å"Approximately 1,000 high school students will drop out with each hour that passes in a school day in America. This means that 30 percent of the class of 2007, or 1. 2 million students, were estimated to have dropped out last year† (National Womens Law Center, 2007). Many factors combine to affect a pregnant or parenting teen’s decision to drop out of high school. This paper will discuss these factors, the statistics and history of teen pregnancy, strengths and needs of this population and finally an intervention plan will be proposed based on past evidence to help teen mothers graduate high school. Over the years, schools and districts printed false or incorrect graduation rates, and as a result, the American public knew little of the possibility and seriousness of the problems faced by far too many of the nation‘s high schools. Reputable research has uncovered alarmingly low graduation rates that were previously hidden behind incorrect calculations and inadequate data. Between 2007 and 2008, the State Event Dropout rate of Arizona’s was 6. 7% (Chapman, Laird KewalRamani, 2010). Policies regarding teen mothers have been lost in the education system and people aren’t aware there even is a policy. â€Å"†¦Under Title IX, passed in 1972 and implemented in 1975, public schools are explicitly charged with providing equal educational access and opportunity to pregnant and mothering students† (Pillow, 2006). Sometimes even the slightest forms of discrimination can be enough to drive pregnant teens out of school. They come in the form of schools refusing to allow excused absences when a teen has a doctor’s appointment related to pregnancy or teachers not allowing make-up work to be completed. Sometimes counselors convince pregnant teens to move to substandard alternative schools or do not allow them to participate in school activities based on disparaging, discouraging and disapproving comments from teachers and students. This can be illegal due to Title XI and contribute to the high dropout rates. In the past people did not worry about teen pregnancy as long as they were married before they had their child. It was encouraged for young couples to get married and have a family at a young age. School was not as important as starting a family. By the 1900’s people started to put education before early marriages. When the Great Depression occurred, marriages and teen pregnancies began to rise again causing a decrease in education (Lindenmeyer, 2008). If a teen was seen pregnant in school the family was shunned or extremely embarrassed. Families would take their pregnant daughter out of school for the year. Families hid the fact that their daughters were pregnant out of wedlock. They would send them to special schools or home school them until the baby was born. Sometimes they would go back and finish school and other times they would drop out in order to help support the family. A teen that dropouts of high school significantly reduces their chances to secure a good job and a promising future. In 2006, it was estimated that adult women without a high school diploma earned only $15,500 per year. This is $6,000 less annually than women with a high school diploma (National Womens Law Center, 2007). Moreover, not only do the individuals themselves suffer, but the children of parenting teenagers suffer as well. Often, young women are left to raise a baby on their own, without the father and many times without any financial aid. This leads to more women who rely on the welfare system, which is funded by taxpayers. Each class of dropouts is responsible for financial and social costs to the communities and states in which they live, so a lack of financial contribution affects the economy. Teenagers also lack the sex education information they need. Schools do not allow sex education to be taught without parent approval and parents do not believe it is appropriate to discuss in school, yet they do not discuss it at home either. Teenagers are not educated about the dangers of engaging in sexual activity, which does lead to teen pregnancy. Providing comprehensive sexual education does not increase the likelihood that kids will have sex (Males, 1993). It will only give them the chance to make a better decision and know their options. Once teen pregnancy occurs, their lives change and the female rarely continues with her education. Teen mothers do not realize they can meet the same educational goals they had prior but it might take a little longer (Lopez-Dawson, 2000). Girls, who leave because they become pregnant, report that they would have continued with their education if they had received greater support from the educators in the school (Lopez-Dawson, 2000). Teen mothers do not know their options and do not know where else to turn. They end up dropping out and getting their GED because they are not told of any other options. Everyone needs to be educated and learn other resources that might be out there. There are many strengths and needs of the teen mothers who have dropped out of high school. Their strengths include resiliency and being a parent. Many teen mothers have had difficult childhoods and have survived many struggles. Overall, 84% of teen pregnancies are unintended and since they have  overcome many hardships, this is just another obstacle (Sheaff Talashek, 1995). Hopefully, teen mothers will see a new beginning in their new role as a mother and in their child and will work to be a good parent, even if they do not complete high school. Another strength is that they are in fact a parent. Whether larger society approves of teen parenting or not, they are parents and raising part of our future generation. According to the NASW Code of Ethics, social workers need to respect a person for whom they are and this will in turn help build the teen mother’s self-esteem (2008). It is important to recognize this and treat teen mothers like any other parent and count their child as a blessing and a future contribution to society. There are numerous specific needs of this population in regards to finishing high school that can be  identified through their most common struggles. Only 2% of teen mothers earn a college degree by age 30 (Albert, 2010). This can be understood through  reasons why teen mothers do not complete their high school education. According to Lall (2007) many teen moms leave school due to peer pressure. Other teenagers may not accept the teen parent and ridicule them, which may cause them to self-exclude and eventually leave school. Parenting teens may also leave school due to health and safety reasons (Lall, 2007). Pregnant women are seen as a liability by the school as if they are injured on school premises, there could be litigation. Also, pregnant women have morning sickness and  teen mothers often have sick children, which prevent them from attending class. Therefore, many of these teens require a flexible program that is able to meet their unique needs. A program needs to integrate these students back into academic classes after their child is born as often they lose sight of their academic goals. A study completed by Brosh, Weigel, Evans (2007)  found that  teen mothers need support and resources to help reach their education goals as teens feel â€Å"defeated and hopeless when it comes to achieving their goals†. This same study found teen mothers were more likely to reach educational goals if they were supported, in order of importance, by their  boyfriend, parents, teachers, daycare and nurse. It would also be beneficial if  teenage mothers could attend school with other teen mothers as they could relate to each other and would not be ostracized. The NASW Code of Ethics (2008) states that social workers need to help strengthen human relationships, and teen mothers need someone to give them the support they need. Most importantly, teen mothers  need day care for their children  while they are receiving their education so they are able to attend academic classes. These specific needs for this population demonstrate that teen mothers need a special program to assist them in receiving their high school education. The issue of dropping out of high school as a result of teen pregnancy impacts the larger community. Teenage girls who are pregnant and have not completed their high school education are often seen as a burden to the social security system as they may end up on welfare (Lall, 2007). There is a greater chance of teen mothers relying on welfare when they do not have their GED, which may prevent them from employment. It is estimated that teen parenthood costs the larger society $9 to $29 billion annually (Allen, Philliber, Herrling, Kupermins, 1997). This comes in the form of being on welfare and other government assistance that they may not have had to utilize if they were not teen parents. These high school dropout rates also affect larger society because society loses income and tax revenue when young women are on welfare. Since these women often do  not work, or work low income jobs, each class of high school drop outs cost society approximately $260 billion throughout their lifetime (Allen et. al, 1997). It is for these  reasons that some studies report teen pregnancy is mediating the intergenerational transmission of poverty (Bonnell, 2004). Society is failing to fully support teen mothers and prevent issues before they occur. This is why as social workers it is our duty to provide services and address the social problems of teen pregnancy in order to help (National Association of Social Workers, 2008). Society responds  poorly to teen mothers by a lack of education, social care, training and welfare provision (Bonnell, 2004). If social workers and society played a larger role helping these young women proceed, perhaps they would not fiscally harm the greater community. There are many cultural issues to take into consideration about the population of teen mothers who drop out of high school. These include socio economic status, ethnicity, age and religion. Since this paper is focused on teen mothers, the gender is only female. The economic status of teen girls affects their chances of having a child and dropping out of high school. Poor people have disproportionately high rates of teen pregnancy compared to their population size, but number wise, the majority of teen mothers are not poor (Albert, 2010). In fact, 41% of teen moms come from homes 200% or above poverty. A study by Sullivan (1993) determined the pattern of teen pregnancy out of wedlock in poverty is characterized by a lack of effective contraception, refraining from abortions, sexual activity and being unwed. It can be concluded that poorer people have less life options and therefore often have less motivation to avoid teen pregnancy. Ethnicity and nationality are also a crucial factor of teen mothers dropping out of school. Sullivan (1993) found that of those in poverty, African Americans had the highest amount of teen pregnancy, then Latinos then Whites. The majority of teen pregnancies was unplanned and half chose abortion. Latinos were least likely to abort and Whites were the most likely to abort. In Sullivans (1993) study, he found that many reported a lack of social supports to get them through high school or college so they did not have many options for the future. Childbearing was highly accepted for teens in poor neighborhoods as they often had a lack of educational and career goals. Dogan-Ates (2007) found among Latinas, one third of pregnant teens drop out of school right before or right after childbirth. The maternal role is highly valued among many Latinas and for some pregnancy signified a planned goal or the desire to become an adult. Dogan-Ates (2007) also found that Latina teens experienced greater support for their pregnancies than pregnant teens who were not Latina. The Latina teens that were pregnant had much less parental supervision and a lower GPA  than non-pregnant teens. The non-pregnant teens also had stronger religious beliefs compared to pregnant teens. Age also is a factor in teen pregnancy. For the purposes of this paper, ages 13 to 19 are the focus. Sheaff et. al (1995) compared pregnant and never-pregnant teens in a  housing shelter. The older the teen, the most likely her chances are to get pregnant. Beginning at age 10, birth rates increase until age 20 (Sheaff et. al, 1995). At least half of teen mothers become a second time parent within 36 months of their first child and 95% within 5 years of their first child (Sheaff et. al, 1995). It is extremely difficult to follow through with any form of education when you are a teen with one child so more than that makes it even more challenging. While teen pregnancy affects many young women, socio economic status, ethnicity, age and religion are factors that must be addressed when designing a program to help these teenage mothers finish high school. In past decades there have been many proposed interventions to help control dropout rates among teen mothers. Some of the most effective include programs that focus on sexual behavior, curriculum based STD/HIV education programs, clinic based or one-on-one programs, parent child communication programs, and programs that focus on both sexual and non-sexual behavior (Kirby, 2007). According to the National Schools Boards Association, public school in the United States serve over fifty million children per year and believe that the most poignant information can be brought to United States youth in public schools. The National School Boards Association states that promoting academic success and self-worth among teenagers lowers the chance of risky behavior among at–risk youth, which in return will lower the teen pregnancy dropout rate (Pike, 2009). Furthermore, the association proclaims that it is the job of schools to implement comprehensive programs to bring support of the importance of education to reduce the risk of pregnancy of at-risk youth (Pike, 2009). Lastly, it is noted that schools need to positively relay this information to the youth and encourage connectedness, confidence, and character (Pike, 2009). Although these programs are known to be effective in reducing the rate of teen pregnancy, the lack of teen mothers who continue on to pursue their high school diploma or GED after having given birth is ineffective. All of these aspects can help lead to lower the chance of drop out among teen mothers. However, it is important that interventions be put in place to give teen mothers an alternative to pursue their education after childbirth. An example of a specific intervention was through the Family Growth Center located in Pittsburg Pennsylvania. The program was created to intervene on behalf rising numbers of adolescent mothers in low socioeconomic neighborhoods. This study intervention used the ecological model and aimed to focus on the prevention of repeat pregnancies and school retention (Lehr, 2004). The four main aspects used in this intervention include: contact with the mother before they have the baby or directly after, family involvement, parenting groups, and community involvement, however the main focus is to involve other family members for social support such as mothers, father and grandparents (Lehr, 2004). The clients for this intervention were found through prenatal counselors. After birth, the clients were given perinatal counseling to help the mothers understand the importance of interacting with their newborns and to educate them on the newborns sensory abilities (Lehr, 2004). When the mothers return home, social workers from Family Growth Center continue to work with the clients and are given resources such as parenting classes, schooling, health care and assistance in finding housing. Family Growth Center also provides emergency day care, transportation, and extra curricular activities for teen mothers (Lehr, 2004). The primary focus of this intervention was to decrease repeat pregnancies and help teen mothers remain in school. This study lasted three years and data was collected on the occurrence of repeat pregnancies and school retention. Results showed that clients had much lower rates of repeat pregnancies and a higher rate of school completion in comparison to teen mothers who had no intervention after giving birth to their first child (Lehr, 2004). Maricopa Center for Adolescent Parents (MCAP) is the proposed intervention, located in Phoenix, Arizona. This non-profit organization provides adolescent mothers with an alternative to obtain their GED if they were forced to drop out of high school due to teen pregnancy or the responsibility of parenting was too overwhelming (Liscio, 2010). In many cases, girls can be out of school for years after having a baby, or they are hesitant to return to their original school. This obstacle makes it difficult for teen mothers to re-enroll in a high school after having been out of the education system. Maricopa Center for Adolescent Parents provides GED classes while giving parenting and life skills to help teen mothers adjust back into mainstream society. Maricopa Center for Adolescent Parents also provides case management to mothers to work on personal and parenting goals throughout their time at the school. In addition, MCAP provides free onsite childcare for any mother who is enrolled in the school. This invention is proven successful and will work because it allows the teen mothers to enter the school at any level they are at (ages 16-21) whether they dropped out at 7th grade or 12th grade and work on their GED in a self-paced manner. This program permits the teen mothers to interact with one another and work to become ready to join the workforce or continue with further education. Programs such as these are a necessity in keeping young mothers in school post childbirth. Nearly forty girls within Maricopa Center for Adolescent Parents obtain their GED on an annual basis, which statistically shows that the children of these teen mothers will have a higher chance of completing high school themselves (Mangel, 2010). This program is culturally competent because it does not discriminate the enrollment of teen mothers due to race, religion, socio economic status, past education, language, or any other underling factors. Maricopa Center for Adolescent Parents hires professions who are trained to be culturally competent by creating awareness by functioning in line with the NASW Code of Ethics. Examples of this are working as an advocate for the clients in the program, having knowledge and understanding of the history, traditions, and values that the individual clients have, using appropriate methodological approaches, and working on retention within the school in the most cross cultural competent manner. Overall, teenage girls who are pregnant or parenting have many more difficulties completing their high school education than non-pregnant and non-parenting teens. These girls need much more supports to finish high school like daycare, counselors and a realistic curriculum. A high school degree helps teen moms get a better job and become more financially stable and not rely on welfare. A program such as Maricopa Center for Adolescent Parents is beneficial in helping teen moms obtain their GED, which is turn, benefits larger society by decreasing the population on welfare.

The Ethical Dilemmas of Outsourcing free essay sample

Outsourcing nowadays has become a global phenomenon and a key player in a lot of businesses around the world. Yet, at the same time, many questions have arisen about the negative impacts of such practice and more and more businesses have to face the dilemma of outsourcing their work at the cost of its ethical consequences. The recent downturn in global economy has put more pressure on companies to cut their cost while doing business. Numerous corporations in big countries such as US, UK have been driven to begin outsourcing and offshoring work to other countries such as India, China, Vietnam and others where the cost of labor is significantly lower. By doing so, they can be able to survive and increase profits. However, the cost of this practice is not low at all and it is criticized as an unethical practice which causes losing majority of local jobs, violating privacy of personal information and possible identity theft as well as creating bad work conditions in host countries, etc. We will write a custom essay sample on The Ethical Dilemmas of Outsourcing or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Recent years, many technology giants in US such as IBM, Microsoft, HP, etc. have been steadily reducing the number of workers based in the US and shifting their work to India and other countries. While outsourcing allows these companies to cut costs and save billions of dollars, more and more US people are displaced from jobs by foreign workers. It is a serious ethical issue when these US people, who paid for their education through savings, loans, and grants, and are then denied the opportunity of earning in their homeland because the career opportunity is given to a foreign person, and then they have to be re-trained for other jobs. Not only are the US people affected by outsourcing in career and future earnings, but their sense of security is affected too. Many CPA firms in US outsource the tax preparation work to India but rarely inform their client of this practice. This is unacceptable from ethical point of view since a client must have a right to know that their personal and tax information is being transmitted overseas for processing and prepared by a non-US CPA and a right to choose whether to use this approach or not. Another ethical concern is about bad work conditions caused by outsourcing, whether it is a direct or indirect effect. The tragedy of the Foxconn sweatshop is one of the painful repercussions. Inside this Chinese factory manufacturing products for Apple, Dell, HP, Motorola, Nintendo, Nokia and Sony, workers are forced to stand for 24 hours, work overtime excessively without a single day off during the week, live together in crowded dorms and exposure to dangerous chemicals, etc. causing dozen of employees committed suicide. It is obvious that in a changing world today, improving business ethical behaviors and its social responsibilities has become more urgent and necessary than ever.