Cultural Diversity and Academic Achievement Are Two Essay

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Cultural diversity and academic achievement are two areas where psychology has long argued over nature vs. nurture origins as though one excludes the other. The following essay attempts to structure a synthesis between the two showing that both can be integrated into one science. Biology bestows the individual with certain genetic traits; culture defines what is desirable, what is to be believed, how one is to judge, and how one is to behave. As regards academic achievement, all individuals are born with a base rate of intelligence and motivation; culture may augment or deprive the individual of academic opportunities thus shaping the individual's academic achievement.

Cultural diversity related to Biological psychology

Evolutionary development transmits itself via two mechanisms: genetic variation and natural selection. Genes affect transmission of traits, and genetic frequencies changes from generation to generation since environment differentially affect individual. Culture affects behavioral changes that, in turn, get passed onto the next generation.

Put in other words: Biology provides the motivation and intelligence for learning, whereas the environment (i.e. culture) provides the content of what is to be valued and learned. Culture, too, defines what is desirable, what is to be believed, how one is to judge, and how one is to behave. Culture depends upon the specific environment. Different environments espouse different value-structures. The biological innate cognitive systems enable us to absorb those structures and, by absorbing, to internalize one's particular cultural prototype.

Culture, too, defines 'normality' and 'abnormality' by deviation or adherence to its rules. Biology, for instance, may have bestowed an individual with extreme temper characteristics. Culture may categorize this biological attribute as sociopath or murderous aggressiveness. The individual has his or her biological characteristics; culture provides a name to these characteristics and deals with it according to peculiar cultural tendencies.

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The genetic tendencies in the individual also determine the treatment which that individual will be accorded by that specific culture (namely hierarchy or privileges accorded the individual); to that degree will cultural attributes more likely be internalized by individuals. Genes are also more likely to prevail over culture. An individual with certain genetic behavioral patterns that are contrary to cultural teachings may show resilient non-conformity to enculturation.

In short, culture is a substratum of society (therefore the same culture often shows differential patterns according to the larger society that it is in), and humans form interplay of biological, societal, and cultural elements (Cairns et al., 1990). In this way, Richardson (1993), for instance, sees biology and culture working together to form a concerted personality, or, as Wilson (1975) put it, culture is merely a thin overlay glossing biology.

Academic achievement related to biological psychology

Environments provide the opportunity for biological development in all areas to occur, and one of these areas is cognitive. A culture, for instance, that discourages educational opportunities for females may well suppress academic achievement in that area and for that gender. Similarly, one that rejects scholastic learning altogether, or, due to penury, does not provide the opportunity, may as equally suppress academic achievement and any chances of obtaining it. The reverse is the case, too, with cultures that actively encourage scholastic opportunity and offer it on the same level to all regardless of genetic attributes, social hierarchy / class, and the individual's economic resources. Biology is there. Societies / culture shares the responsibility of inducing, maintaining,….....

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