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Anthropology

Name

Course

Date
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Part A

The Latino is comprised the minority group which results in challenges for Latino youth

in the US being the smallest percentage of the population. There is a relationship between

education, striving, and belonging for Latino youth in the U.S as explained in the following

section. The Latino students who had undocumented parents experienced higher poverty levels,

lower education attainment, and significant dependency on social services compared with Latino

youths whose parents were born in the U.S. For instance, Latino youths reframed both their

parents’ documentation for belonging status in the U.S and striving. Otherwise, their

immigration was stigmatized in terms of meeting kinship obligations. Additionally, the school

drop-out rate for the Latino youths was very high which was a result of their ethnic, language,

and cultural background mirroring their teachers.

In the United States, Hispanics have a disadvantaged education experience. Most of the

Hispanic groups started formal education without the social and economic resources that most of

the other students received. The schools were also poorly equipped to compensate for the initial

disparities. As a result of the parents’ socioeconomic and immigrant status and their lack of

knowledge regarding the U.S educational system, it was the cause of the Hispanic disadvantage

in the education system. The quiet politics of belonging in the U.S worked out in the schools. For

example, like Lupita, the challenges came from unlikely sources. In her high school, she was

careful to conform and not be a typical Hispanic. She produced negative stereotypes for others.

The sense of belonging for the Latino youth in the U. S affected their education and

striving in the country systems. The striving toward success through the educational process

showed the race-based and moralized exceptional belonging rules. Stiving both reinforces

stereotypes significant explanations and exclusion of other Latinos and also including their
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parents. The Latino youth recast they are striving to signal their position as a moral minority to

expound on their belonging to the succeeders who care about their lives. The succeeders

understand what is to belong to a nation and belong to each other to produce relatedness bonds.

What forms the basis of the Latino youth striving is the Latinidad’s negative experiences and

reception of Latino threat stereotyping by the non-Latinos.

Succeeders believed that being a Latino is a great thing through their flavor, language,

and holidays. The Latino youth put the stereotype in their hearts which formed images that

resulted in them being motivated to be successful in their desire to be able to differentiate

themselves. The stereotypes revealed and surfaced their significant connections to students’ self-

sense and their striving assumed power. Latino stereotyping can be controlled through

educational striving. For instance, education is regarded as a notion for the social inclusion

pathway and a dreamer movement strategy hence focusing on educational attainment as an

undocumented right for the Latino Youth’s right of belonging. Education attainment is seen as a

key to belonging for the Latino youth to strive in the US. For example, Natalia saw education as

a way to eliminate the stereotypes regarding Latinos. Her main goal for striving in education was

to ensure that Latinos are generally viewed as bright and make sure that she is not the only

Latino standing.

The negative interpretation of the Latino can be prevented through demonstrating

educational striving and excelling in education. Educational success will result in member

belonging which overcomes ethnic and racial differences. The youth do not only understand

Latino being about ethnicity but also understand their belonging in the United States. They have

to overcome race and failure stereotype which threatens their inclusion. Latino youth know there

are other ways for belonging by enduring connections with friends and family and replicating the
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successful dominant order through membership. The Latino youth express their distinctiveness

through education and desire to end up reproducing Latino stereotypes. Stiving is an active

process, it requires work and vigilance. Through striving in education, it represents a certain kind

of success which is measured in educational attainment for the Latino youth in the U.S hence a

belonging sense through schooling.

The Succeeders relate the belonging term to striving. The Succeeders both reproduce and

transform this relationship through their educational efforts. They aspire, write, and speak

through stereotypes of educational success. They believe that the striving toward success has

shown them to be race-based rules and moralized belonging exceptions. However, there is

minimal clarity on how the succeeders transform the belonging term through striving.

Succeeders care about belonging in their lives and strive to expand it and strive to become

collective by shifting from individual success to producing relatedness bonds. They believe that

their strive towards success is based on belonging to rules, they use stereotype explanatory to

exclude other Latinos including their parents.

Additionally, succeeders value the relatedness to others as success through the

transformation of an understanding of what is to belong to a state. They believe their academic

success and aspiration were a result of parental immigration care. Their efforts function within

membership-success-based terms. Through their educational success, the succeeders demonstrate

their parents’ value outside of success. The succeeders offered a diverse moral system that

allowed judging of belonging. The alternative for belonging is served by the ability of good

parenting abilities of parents of the succeeders. Succeeders came to recognize the value of

connection and care as a basis of better belonging. The Succeeders both reproduce and transform

this relationship through their educational efforts, they always strived to make their parents
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proud through educational achievements. They hoped that the achievements translated to an

appreciation of their parents’ immigration and hard work in the U.S as laborers.

What Andrea Flores means when she says that “The Succeeders expand the bounds of

belonging for all of us” is that the Succeeders leveraged educational success towards the state

belonging of their families, communities, friends, and themselves which redefined what it meant

to belong in the U.S. Their efforts demonstrated that one can belong to the U.S through their

actions by caring for the loved ones. The Succeeders thrived through the nature of their loved

ones caring and their acts of striving for educational achievement. The significance of Andrea

Flores’s quote is to emphasize the significant role played by Succeeders in showing the

important role of immigrants in strengthening the society’s social fabric to help communities

everywhere thrive.

Part B

Question 1: What is the relationship between dominant Euro-American understandings of

time and the way we tend to think about progress and development? What unique insights

do anthropologists bring to the meaning and significance of these terms?

The relationship between dominant Euro-American time understanding and how we tend

to think about development and progress is that both, progress and development involve

variables such as environmental, political, gender, social, political, religious, and economic

factors where money is seen as a precious and even scarce commodity. Both the dominant Euro-

American understanding of time and the way we tend to think about progress and development

relate since both value independence and individualism and believe in individual responsibilities

in destiny control. The unique insight that anthropologists bring to the meaning and significance
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of the terms is that both dominant Euro-American understandings of time and how we tend to

think about progress and development involve modernization, dependency, globalization, and

world systems. For example, both shift livelihood modes which can be accompanied by major

cultural and social shifts.

Question 2: What unique value do anthropologists bring to the task of “solving” various

social problems, and how can anthropologists use their methods, theories, and disciplinary

knowledge outside of the academy?

The unique value that anthropologists bring to the task of solving various social problems

is by utilizing anthropological ideas and methods to understand how various societies organize

themselves economically and politically and understand how the systems are created,

established, and maintained to offer an insight into the political and economic issues facing the

world. They also help solve world real problems by working in the communities to solve

problems such as education, environment, and health. For example, anthropologist Nancy

Scheper-Hughes had helped a community fight for clean water, protection, decent wages, and

police brutality. The community viewed the work as anthropology to them. Anthropologists can

use their methods, theories, and disciplinary knowledge outside of the academy to help in history

interpretation by working in archeological sites to understand how people should live to make

their lives meaningful by studying human existence history.

Part C

Identify and Discuss

i. Caste System
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The term caste involves a social institution where endogamous descent groups called castes

and subcastes are hierarchically ranked. It is most common in India and parts of South Asia. It

involves a lifestyle of hereditary transmission which includes ritual status, occupation in a

hierarchy, and exclusion and customary social interaction on the cultural notion basis of

pollution and purity. It is significant in the provision of social roles hierarchy that holds inherent

traits and significantly remains stable throughout life. An implicit status is attached to an

individual caste that historically transformed from social roles to hereditary roles. For example,

India is a well-known paradigmatic social stratification case system. In a stratified society

privilege, wealth and job are largely determined by an individual position in the hierarchy. The

Brahmins the priestly caste devoted to teaching and worship occupy top of the hierarchy,

followed by the Kshattriya cast, the Vaisya caste, and at the bottom Sudra caste who are devoted

to the service of other castes.

ii. The Hutterites

The Hutterites are communal individuals that belong to an Anabaptist sect driven by peace.

They live by the non-resistance principle where they do not resist the authority even when it is

unfair or unjust. They hold property in common by living communally. The significance of the

Hutterites is that they believe their society can only be well preserved in a rural setting since

agriculture is their basic way of earning a living. The Hutterites’ goal is to create a haven colony.

For example, they built commitment in the group through face-to-face interactions, working and

eating together, and frequently meeting to discuss community affairs. There were no formal

means of punishment for those who violated the group rules. Their efforts are created within

Canada and the US where everyone contributes to the common good of the community.

iii. Meritocracy
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Meritocracy involves a society where jobs and payments are allocated based on a person’s

achievements and abilities rather than their social status. Its significance is based on the idea that

individuals get ahead based on their achievements rather than their social class. In a meritocracy,

every individual is allowed to express their ideas and share them transparently. For instance,

there is a significant critique of class hierarchy ideas as a meritocracy. The significance of

meritocracy is to encourage hard work which is believed to result in economic and social

success. For example, every person’s ideas are listened to and sound decisions are made from the

alternatives.