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Introduction: Exploring the Impact of Societal and Cultural Forces on Education and Career Choices
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Of the four forces shaping human behaviours (as discussed in lectures), psychologists learn much less (if anything) about how societal and cultural forces shape what people do, despite these being imperative for understanding and helping people. For example, if people are suffering from those ‘mental health behaviours which are shaped by societal or cultural forces (e. g., ‘generalized anxiety), then individual CBT is not going to help, and you need to make other changes.
There are several main societal forces which shape what we do and how our lives happen, including economics, laws, bureaucracies, patriarchy, colonization, ‘social norms, and mass media (Guerin, 2016). Everyone is shaped by these but in different ways depending on their life contexts. For example, those in particular life circumstances (not of their making usually), face more bureaucratic hurdles than others. Both men and women are shaped by patriarchal norms but men and women in different ways: women generally have an easier life if they wear make-up and men generally have an easier life if they do not. Of course, people fight and work against any societal shaping.
Cultural forces (custom-made group forces) refer to the shaping done in our lives by groups of people who have pooled their resources and social relationships. These groups are extremely varied, and can be small or large groups, and consisting of strangers, acquaintances or family. People usually have their behaviours shaped by group pressures to act and think in certain ways or face ostracism and lose access to the pooled group resources.
People are often not aware of the societal and cultural forces that have shaped their behaviours because they work indirectly. For example, no one person shaped women to wear make-up, all the societal forces made it just easier in life to go along with this, such as not having to react every time the mass media show women in make-up in a positive way.
This lack of awareness means that contextual questioning is required to have people talk about these forces and how they impacted in their lives (Guerin, Leugi & Thain, 2018). Rather than asking simple questions (“Were you affected by mass media”), the contexts are explored systematically, letting the persons do most of the talking and telling life anecdotes about the forces (“What groups were important in your early life, and did you go along with their way of behaving? Give me some examples if you can.”).
Research Question
(one only, 20 words maximum; this is not like a hypothesis in quantitative research; make it concrete; you will need to answer this question through your analysis – also peruse some qualitative research articles for more on how these are phrased)
The research question is a significant piece of any research. The research is made to address the particular question, which is “How did societal and cultural forces impact the existence decisions of the participant, especially concerning education and career decisions?”
How did societal and cultural forces shape the opportunities and constraints in the life of the participant, specifically in relation to their education and career choices?
Methodology
(up to 700 words: 100 words on ethics, 200 words on the participant, and 400 words on what you did; peruse journal articles as well, or honours theses of those who have worked with this method before, e.g., previous social contextual honours students)
Ethics
Ethical considerations are fundamental in this research project. Prior to participating in conversations, participants are given a Participant Information Sheet, and their informed and voluntary consent is looked for through a signed Consent Form. This interaction guarantees that the participants grasp the idea of the research, their role, and the privileges of secrecy (Arifin, 2018). Participants are not pressured into taking an interest, sticking to the center standards of research ethics.
Participant
The participant in this study is expected to be more than 18 years of age, guaranteeing consistency with legitimate and ethical principles. The participant should not be signed up for psychology courses, especially BEHL2006, and need not be an exceptionally dear companion or relative to keep an impartial viewpoint. The participant ought to be 20-40 years more established than the researcher. This age distinction takes into consideration a significant intergenerational viewpoint on societal and cultural forces. In this study, one individual participated in the survey and offered responses to the questions that were asked by the researcher.
Procedure
The fundamental data assortment method for this research is informal conversational interviewing, following the “conversational method” (Guerin, Leugi, and Thain, 2018). This approach urges open exchange to reveal societal and cultural impacts on the participant's life. The below steps are the outlines of the methodology:
Recruitment: A reasonable participant is approached, given a Participant Information Sheet, and mentioned to sign a Consent Form. This form is held as proof of informed and voluntary consent.
Conversations: The researcher participates in 2-3 face-to-face conversations with the participant, each lasting around 60 minutes, yet versatile relying upon the participants reassurance. Conversations are separated from one to about fourteen days or two weeks, considering natural conversations and the improvement of trust.
Audio Recording: With the participants authorization (as shown in the Consent Form), the conversations are audio-recorded to guarantee centered tuning in and the capacity to return to the recordings for clear note-taking.
Data Analysis: After the conversations, the researcher translates the recordings and breaks down the information. Key subjects connected with societal and cultural forces are distinguished.
Report Writing: The results and experiences accumulated from the conversations form the reason for the non-mathematical research report. The report follows an organized format for clearness and lucidness.
This methodological approach sticks to ethical guidelines, guaranteeing participant classification and consistency with consent necessities. By zeroing in on open conversations, this research works with a profound investigation of what societal and cultural forces have meant for the participant's life, especially with regard to education and professional decisions.
Results and Discussion (up to1000 words excluding participant quotes; please review some of the qualitative articles for general conventions on how we blend this together and present data – more on this will be given in tutorials)
The aim of this research task is to investigate the way in which societal and cultural forces formed the opportunities and limitations in the existence of the participant, explicitly corresponding to their education and professional decisions. In this segment, we will break down the information assembled from the conversations with the participant and examine the different societal and cultural forces that affected their life.
Provision of Opportunities by Society Forces
The participants initial life in India and their ensuing move to Australia introduced a glaring difference in societal forces. In India, they were continually encircled by an affectionate local area and a rich cultural climate. The societal standard put critical significance on education, and the participants approached great educational opportunities. This accentuation on education established areas of strength for a point for their future opportunities and decisions. The accessibility of value education in India was a critical societal power that moulded their initial life, offering them the potential chance to acquire information and abilities.
After moving to Australia, the participant encountered a change in societal forces. Australian culture underlines independence, self-reliance, and freedom. While this introduced another arrangement of opportunities, it likewise presented an alternate arrangement of limitations. The cultural change impacted the participants approach to education and professional decisions. The accentuation on autonomy and self-reliance urged them to look for professional ways that lined up with these qualities. This change featured the pliability of societal forces and how they can shift starting with one cultural setting and then onto the next. According to the evolutionary theory of social change, if anyone in society does not adapt fast enough will fall behind so people need to adapt to the change quickly so that they can stay in society (humanrightscareers.com, 2023).
Constraints or Barriers by Society Forces
One eminent imperative the participant experienced was the language boundary after moving to Australia. The shift from Hindi to English as the essential language was a critical test, impacting their capacity to impart successfully both at school and inside the more extensive society. Language requirements are an illustration of societal boundaries that can essentially influence ones life, particularly during progress to another cultural setting. The participant says, “Language is quite fundamental and in India, the main language is Hindi whereas in Australia it is English, which meant I needed to overcome a language barrier to communicate effectively both at school and Just in society.” According to Ahmad Abuarqoub (2019), language barriers are the root causes of many problems in education, patients, and many other sectors. The author showed that the ASAS (“Aviation Safety Reporting System”) of NASA (“National Aeronautics and Space Administration”) provides that almost 70% reports of the first 28000 reports were related to the issue of communication. According to Meuter et al. (2015), the effect of language barriers on the customers of English as a Second language. It proposed that language barriers create negative cognitive and emotional responses and prevent people from doing any particular actions which they want to do. It is very difficult for many people to adopt any language quickly as they are not used to that language.
Economic Constraints
The participants portrayed the financial limitations they faced as a family when they originally showed up in Australia. Financial factors often play an important part in making opportunities and requirements. For their situation, financial plan limitations affected their decisions, for example, choosing more financial plan amicable excursions and focusing on fundamental necessities over cares about. Monetary imperatives often require people and families to make decisions in looking after monetary considerations, influencing different parts of life, including relaxation exercises and travel.
Participation in the Economic System
The participant stressed the societal assumption that people ought to seek financially stable careers. The quest for monetary soundness was especially huge for their situation, given their settler foundation. This societal standard directed their underlying decision of a lifelong in designing, in spite of it not lining up with their own advantages. The strain to conform to societal assumptions about professional decisions can be a powerful force, influencing the dynamic cycle of individuals. In this situation, the participant in the long run perceived the significance of chasing after a profession that lined up with their energy, delineating the impact of societal forces on their excursion (open.lib.umn.edu, 2016).
Constraints on Various Groups in Society
As a brown-colored lady in a predominantly white society, the participant confronted the difficulties of racial segregation and orientation generalizations. Social change has a few triggers. These imperatives addressed critical societal and cultural forces that affected their life decisions. Racial segregation and orientation inclinations have impacted their self-regard and encounters, molding their promotion for testing generalizations and predispositions. These encounters highlight the significance of understanding what societal and cultural forces mean for people diversely founded on their characters and foundations. In an article, it was mentioned that inequalities based on gender, religion, cast, color, and class develop dissatisfaction and anger but in the interview, the participants took it in a positive way and said “I recognized the need to challenge these stereotypes and biases, and it wasnt just for myself, but it was for so many other women and people of color that face similar challenges.” (humanrightscareers.com, 2023).
Behaviors Being Monitored
The participant shared what societal assumptions about clothing standards and clothing meant for their way of behaving. The checking of attire decisions was especially huge inside their cultural local area. Societys assumptions about clothing standards are a form of checking that can impact the self-articulation and decisions of individuals. As the participant became older, they started to declare their independence in this perspective, mirroring the developing effect of societal forces on their way of behaving. While these changes introduced opportunities, for example, quality education, they additionally presented difficulties, similar to language hindrances, which must be explored. Societal expectations in Australia, stressing financial problems and societal standards, at first drove the participant to seek after a profession in designing, in any event, when it was not lined up with individual interests.
Custom-Made Groups and Monitoring:
The participant portrayed what cultural gatherings meant for their way of behaving and the significance of conformity inside these gatherings. They noticed that people inside these gatherings often follow the sentiments and standards set by the larger part. The fear of segregation and prohibition can act as a powerful force that deeply impacts conduct inside cultural gatherings. The participant's encounters featured the strain between the longing for independence and the strain to conform inside their cultural local area.
The participants encounters give important experiences into how societal and cultural forces have formed their opportunities and requirements, especially with regard to education and vocation decisions. The progress from India to Australia achieved a change in societal forces, prompting changes in values and assumptions. Financial variables, language boundaries, and societal standards generally assumed a part in forming the participant's excursion. The requirements looked at by the participant, including racial segregation and orientation inclinations, feature the effect of societal forces on individual encounters. These findings highlight the need to consider the complicated interaction of societal and cultural forces while understanding the human way of behaving and direction (pressbooks.pub, 2023).
Your Brief Reflections
(This original section is up to 100 words and for you just to reflect on what your participant has said about their behaviour being constrained by societal and cultural groups, and what has occurred for you in your lifetime. Have there been changes in social and cultural groups do you think?)
In reflecting with my participant, I can perceive what societal and cultural forces have a profound meaning for an individuals life decisions and encounters. Paying attention to their life story highlighted the complex exchange of these forces. I was especially struck by the differentiation between their childhood in India and their encounters in experiences after moving to Australia. Societal standards and cultural qualities essentially affected their education and vocation decisions. The societal accentuation on monetary dependability in their Indian culture at first drove them to seek a lifelong in designing, despite the fact that it wasn't their actual enthusiasm. This experience mirrors the heaviness of societal expectations on people, which can in some cases frustrate individual satisfaction.
The effect of cultural gathering forces was clear in the strain to conform to customary orientation roles and expectations. It was moving to hear how they defeated such limitations and created strength and a solid feeling of support for testing generalizations and predispositions. This discussion highlights the significance of understanding how societal and cultural forces shape our lives and how, as people, we can explore these forces to pursue decisions that line up with our qualities and desires. It likewise features the requirement for progressing exchange and backing to challenge societal and cultural standards that sustain disparity and separation.
Conclusions
(what you have found out from your research, to answer the research question you gave at the beginning, 100 words)
The conversations with the participant have revealed insight into the profound effect of societal and cultural forces on the life decisions of individual, especially with regard to education and vocation choices. The participants excursion from India to Australia has featured unmistakable contrasts in societal standards, stressing the role of cultural forces in shaping personality and customs. The strain to conform to societal standards often comes at the expense of individual joy, as apparent in the participant's battle with her underlying professional decision. Issues connected with orientation and race disparities were examined, featuring the separation and inclination confronted, which has developed strength and support for testing generalizations and predispositions. This research gives an important look into the perplexing exchange of societal and cultural forces, impacting the participant's life decisions and underlining the requirement for a more nuanced understanding of these elements to advance individual prosperity and societal advancement.
References
(add more if and only if you have cited)
- Guerin, B. (2016). How to rethink human behavior: A practical guide to social contextual analysis. Routledge.
- Guerin, B., Leugi, G. B., & Thain, A. (2018). Attempting to overcome problems shared by both qualitative and quantitative methodologies: Two hybrid procedures to encourage diverse research. The Australian Community Psychologist, 29, 74-90.
- Ahmad Abuarqoub, I. (2019). Language barriers to effective communication. Utopía y Praxis Latinoamericana, 24. [Retrieved From: https://www.redalyc.org/journal/279/27962177008/html/] [Retrieved On: 17-10-2023]
- MEUTER, RF, GALLOIS, C, SEGALOWITZ, NS, RYDER, AG, & HOCKING, J (2015). “Overcoming languagebarriers in healthcare: a protocol for investigating safe and effective communication when patients or clinicians use a second language”, in: BMC health services research, 15(1), p.371. [Retrieved From: https://www.redalyc.org/journal/279/27962177008/html/] [Retrieved On: 17-10-2023]
- Arifin, S. R. M. (2018). Ethical considerations in qualitative study. International journal of care scholars, 1(2), 30-33. [Retrieved From: https://journals.iium.edu.my/ijcs/index.php/ijcs/article/download/82/27] [Retrieved On: 17-10-2023]
Website
- humanrightscareers.com, (2023) What is Social Change? [Retrieved From: https://www.humanrightscareers.com/issues/what-is-social-change/] [Retrieved On: 17-10-2023]
- open.lib.umn.edu,(2016). 20.2 Sources of Social Changer. [Retrieved From: https://open.lib.umn.edu/sociology/chapter/20-2-sources-of-social-change/ - :~:text=Major%20sources%20of%20social%20change%20include%20population%20growth%20and%20composition,in%20another%20sector%20of%20society..] [Retrieved On: 17-10-2023]
- pressbooks.pub, (2023). ESTABLISHING AND MAINTAINING GROUP NORMS. [Retrieved From: https://pressbooks.pub/smallgroup/chapter/norms/] [Retrieved On: 17-10-2023]
