During the ascribed identity phase of Muslim children's relationship to the larger American culture that Peek described, which of the following best illustrates these children's assimilation patterns?
a. like many new immigrants groups, these children stuck close to their ethnic enclaves and had little to do with people of other ethnicities.
b. like many new immigrant groups, Muslim children felt the pressure to assimilate to American norms and values quickly, attempting to pass as unidentified ethnic Americans.
c. like many new immigrant groups, Muslim children went through a period of American hatred, disdaining all of the norms and values of the larger American culture.
d. like many new immigrant groups, Muslim children gave little thought to their religious or ethnic identities.
Question 2
For Peek, during the phase that she identified as ascribed identity, Muslim children were mostly likely to think of themselves in which of the following ways?
a. Muslim children thought little about their religious identity and mostly took it for granted as part of their everyday lives.
b. Muslim children were seriously engaged in Muslim activities and attended almost exclusive Muslim organizations and events.
c. Muslim children rejected all of their Muslim identity, choosing to play and hang around with only American, non-Muslim children.
d. Muslim children were sequestered away from children who were not Muslims, and had no contact with people from other religious and ethnic backgrounds.
Head binding, or artificial deformation, was used by some populations as a sign of identity.
New England children like David, Joanna, and Abigail Mason (painted by an unknown artist around 1670
MDCK cells can form cysts in culture
Relationship between the pancreas and the digestive system.
Results of the serial dilution technique and subsequent culture of bacteria