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Can someone help me with this **files (2)** – ## CulturalImmersionProjectProposal.docx – ## CO547CulturalImmersionPaper.pdf **## CulturalImmersionProjectProposal.docx** 2 **Cultural Immersion Project Proposal** Frances G. Brantley University of West Alabama Counseling Multicultural Population Dr. Pa…
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**files (2)**
– ## CulturalImmersionProjectProposal.docx
– ## CO547CulturalImmersionPaper.pdf
**## CulturalImmersionProjectProposal.docx**
2
**Cultural Immersion Project Proposal**
Frances G. Brantley
University of West Alabama
Counseling Multicultural Population
Dr. Patrick Davis
May 24, 2026
**Cultural Immersion Project Proposal**
For the Cultural Immersion Project, I have decided to explore African culture and examine how it differs from American culture. The continent of Africa consists of more than 50 nations, a few thousand ethnic groups, and hundreds of languages. However, despite the great diversity, a large number of African societies tend to have certain cultural values that are common for them all, including values such as respect for family and community, elders, and collectivism. On the other hand, American culture puts more value on individualism, personal success, and independence of every person (Mohammad et al., 2022). It was decided to study this particular topic because there is a strong desire to learn about the traditions of African culture and its values as compared to those of the USA.
One's cultural background influences many aspects of people's lives. It shapes their attitudes towards different phenomena as well as their behaviors. Culture affects communication, decision-making processes, parenting, and interaction of people with each other within the society (Novianti et al., 2023). I am interested in learning about the values of the African cultural environment because of the understanding that cultural background plays an important role in one's life. Despite some knowledge of the traditions of Africa, I realize that the representation of these values may be stereotyped.
One of the most fascinating aspects of the culture of Africa is how much emphasis there is on the family and their relationship within society. It is common for Africans to see themselves as a member of a bigger family as opposed to an independent entity. There tends to be a lot of emotional, financial, and social support between family members. Choices that individuals make tend to be influenced by the interests of the family and not just the individual’s own desires. This stands in stark contrast to American society since children are encouraged from a young age to become independent individuals and make their own choices.
Another interesting thing about African culture is that of reverence to elders. Elders are held in high regard in many African societies because of their knowledge, wisdom, and expertise (Ihejirika, 2024). They are key participants when it comes to making decisions and solving disputes. Children learn to show reverence through language, conduct, and behavior. Respect for elderly persons can be found even in American society; however, elders in American society do not wield as much power and influence as they do in many African societies. There is usually equality of all ages in America.
Before I begin this project, I realize that I could have some kind of bias towards the African culture. First of all, it may be assumed that the cultures of all people from Africa are similar. However, it should be noted that Africa is an extremely diverse country where every country and ethnic group has its own tradition, language, customs, religion. Therefore, assuming that all Africans have the same culture, one completely ignores all these differences.
The second bias that I identify is the idea that Africa can only be associated with poverty, conflicts, or underdevelopment. Despite the fact that some parts of the country face serious social and economic problems, such a perspective completely ignores the accomplishments, innovations, contributions, economic development of the country. Africa is a place full of prosperous cities, thriving businesses, cultural achievements, and even educational system. I acknowledge that cultural differences between the two races may hinder communication. Nevertheless, I understand that even when comparing people of different races, there are usually common values, which include the need for meaningful relationships, education, security, and success.
First, among the aims I have regarding this project is to cultivate cultural humility. Culturally humble individuals realize that none of them will be able to understand another person's culture completely because everyone should be able to listen to others. Therefore, instead of stereotyping African culture based on my assumptions, I want to learn about it directly from people belonging to this culture.
From this cultural immersion experience, I aim to enhance my intercultural communication skills, increase my respect for cultural diversity, and be able to empathize with people whose experiences are different from mine. Through learning about African culture, their family structure, values, society, and way of life, I can expand my outlook on life and improve my level of cultural awareness. I hope that I will learn about some of the positive qualities of African culture, such as resilience, family unity, hospitality, and community solidarity.
**Conclusion**
I am confident that this Cultural Immersion Project will be an enriching experience for me. From learning about African culture and its differences from American culture, I expect to realize some misconceptions I might have held in the past and increase my respect for cultural diversity. Through this process, I will be able to become more culturally open and tolerant and understand better the role of culture in the lives of other people.
**References**
Ihejirika, C. (2024). Harnessing African indigenous knowledge systems for knowledge production: A redefinition of a culture-centric epistemology.
_Journal of Contemporary Philosophical and Anthropological Studies_,
_2_(1).
[http://journals.eikipub.com/index.php/jcpas/article/download/103/93](http://journals.eikipub.com/index.php/jcpas/article/download/103/93)
Mohammad, T., Leila, S. Z., & Saber, K. M. (2022). Collectivism and individualism in US culture: An analysis of attitudes to group work.
_Training, language and culture_,
_6_(2), 20-34.
[https://cyberleninka.ru/article/n/collectivism-and-individualism-in-us-culture-an-analysis-of-attitudes-to-group-work](https://cyberleninka.ru/article/n/collectivism-and-individualism-in-us-culture-an-analysis-of-attitudes-to-group-work)
Novianti, R., Suarman, & Islami, N. (2023). Parenting in cultural perspective.
_Journal of Ethnic and Cultural Studies_,
_10_(1), 22-44.
[https://www.ejecs.org/index.php/JECS/article/download/1287/483](https://www.ejecs.org/index.php/JECS/article/download/1287/483)
**## CO547CulturalImmersionPaper.pdf**
Page 1 of 3
Cultural Immersion Paper
General Instructions
Use textbooks, class materials, outside sources, and use APA format (Note: first person
expression is expected). Reflect on your experiences and your prior preconceived ideas.
Which of those preconceived ideas are now open to re-interpretation and why? What have you
learned about yourself and “them” now that the immersion is over? Take what you have learned
about this group and yourself and apply it in a counseling context. Assume you have a client
from this group and discuss each of the following:
• Use the insights you gained into your preconceived ideas of this group to identify ways
you will cope with your internal dialogue about clients from this group. Have your biases
shifted, and how will you keep your internalized biases at bay?
• What are some likely counseling issues you might expect from this group and why?
• What approaches (counseling and systemic) will you use and why?
• What are the ethical and legal issues inherent in counseling a client from this group?
• What will you do now to be ready to meet this future client?
• What did you learn in this experience that you will use with future multicultural/diverse
clients?
• Write 8-10 pages; Graded; 25 pts, APA and outside resources required
• If you are a non-counseling major, instead of applying your experience to the
"counseling" area, please apply it to your area of education (i.e. teacher, administrator,
etc..)
• Also, place your Cultural Immersion papers in the Discussion Board if you wish to share
with your classmates.
CACREP Standards Addressed: 2F.2.a, 2F.2.b, and 2F.2.h
Scoring Guidelines
Points available: 100.
Components Unacceptable
(0 points)
Revisions Required
(5 points)
Target
(10 points)
Introduction
Establishes historical
background and defensible
thesis that supports a logical
line of reasoning
(CACREP 2F.2.a, 2F.2.b,
2F.2.h)
Underdeveloped
introduction; reason for
culture selection is
unclear or missing;
historical background is
inaccurate or missing
Coherent introduction
that includes a reason
for culture selection;
historical background is
accurate but limited
Engaging, well
developed introduction
that includes a detailed
reason for culture
selection; historical
background is accurate
and thorough
Page 2 of 3
Components Unacceptable
(0 points)
Revisions Required
(5 points)
Target
(10 points)
Focus & Purpose
Developed thesis and
attentive focus on topic
(CACREP 2F.2.a, 2F.2.b,
2F.2.h)
Missing thesis; confusion
about or
misunderstanding of
topic; no sense of
purpose
Simplistic and unfocused
ideas; limited sense of
purpose
Developed thesis;
represents sound
understanding of the
assigned topic; focused
Ideas, Support &
Development
Supports ideas and
reflections using specific
and relevant examples of
evidence/experiences
(CACREP 2F.2.a, 2F.2.b,
2F.2.h)
No or limited
evidence/experiences
are provided to support
ideas and reflections;
evidence is incomplete,
incorrect, oversimplified,
or disconnected from the
context
Provides necessary
evidence/experiences to
support ideas and
reflections; the
importance/relevance of
all pieces of
evidence/experiences is
unclear or under
developed but does
support the ideas and
reflections presented
and is placed properly
within the context
Relies on compelling and
detailed
evidence/experiences to
support ideas and
reflections; the
importance/relevance of
all pieces of
evidence/experiences is
clearly stated; considers
alternate interpretations
of evidence/experiences
to enhance
demonstration of cultural
intelligence
Conclusion
Establishes clear conclusion
based upon
evidence/experiences
(CACREP 2F.2.a, 2F.2.b,
2F.2.h)
Missing or no connection
of evidence and analysis
to the reflections; fails to
summarize the argument
coherently
Limited connection
between evidence and
analysis to reflections;
summarizes some ideas
and thoughts but repeats
ideas to support
reflections
Engaging, strongly
connects evidence and
analysis to reflections;
summarizes the main
topics without repeating
previous ideas
Structure &
Organization
Text has unity and
coherence to accomplish the
focused purpose
No paragraph structure;
or single, rambling
paragraph; or series of
isolated paragraphs
Organization is
confusing or disjointed;
weak paragraph
structure; transitions are
missing or inappropriate
Clear organizational
structure; easily followed;
includes transitions;
structured format
Audience & Tone
Audience appropriate and
consistent tone
No awareness of
appropriate audience for
assignment; tone is
inappropriate
Lacks awareness of
appropriate audience for
the assignment; tone is
inconsistent
Effective and accurate
awareness of audience;
tone is appropriate for
audience and
assignment
Sentence Structure
Demonstrates varied
sentence structures to
enhance meaning
Contains multiple and
serious errors of
sentence structure: i.e.
fragments, run-ons;
unable to write simple
sentences
Formulaic sentence
patterns or overuse of
simple sentences; errors
in sentence structure
Effective and varied
sentences; errors (if
present) due to lack of
careful proofreading
Mechanics
The text has few
Frequent errors in
agreement, verb tense,
Contains several errors
in agreement, verb
Virtually free of errors in
agreement, verb tense,
Page 3 of 3
Components Unacceptable
(0 points)
Revisions Required
(5 points)
Target
(10 points)
grammatical, spelling and
punctuation errors.
spelling, and
capitalization; intrusive
and/or inaccurate
punctuation;
communication is
hindered
tense, spelling,
capitalization, and
punctuation (up to 6);
errors interfere with
meaning
spelling, capitalization,
and punctuation (no
more than 3); errors do
not interfere with
meaning
Vocabulary & Word
Usage
Uses extended and
appropriate vocabulary
Vocabulary is
unsophisticated; or
subject specific
vocabulary or
sophisticated vocabulary
used incorrectly.
Proper, but simple
vocabulary used; subject
specific vocabulary used
infrequently
Vocabulary is varied,
specific and appropriate;
uses subject specific
vocabulary correctly
APA Format/Citations
Correctly uses APA style and
formatting
Reference page includes
frequent errors (more
than 3); no attempt was
made to cited
supporting sources in-
text; contains multiple
errors in APA format
Reference page in
accurate and virtually
free of errors (no more
than 3); all supporting
sources are cited in-text,
but minor errors in APA
format are present
Reference page in
accurate and free of
errors; all supporting
sources are properly
cited in-text; APA format
is correct and accurate
– Cultural Immersion Paper
– General Instructions
– Scoring Guidelines
**## CO547CulturalImmersionPaper.pdf**
Page 1 of 3
Cultural Immersion Paper
General Instructions
Use textbooks, class materials, outside sources, and use APA format (Note: first person
expression is expected). Reflect on your experiences and your prior preconceived ideas.
Which of those preconceived ideas are now open to re-interpretation and why? What have you
learned about yourself and “them” now that the immersion is over? Take what you have learned
about this group and yourself and apply it in a counseling context. Assume you have a client
from this group and discuss each of the following:
• Use the insights you gained into your preconceived ideas of this group to identify ways
you will cope with your internal dialogue about clients from this group. Have your biases
shifted, and how will you keep your internalized biases at bay?
• What are some likely counseling issues you might expect from this group and why?
• What approaches (counseling and systemic) will you use and why?
• What are the ethical and legal issues inherent in counseling a client from this group?
• What will you do now to be ready to meet this future client?
• What did you learn in this experience that you will use with future multicultural/diverse
clients?
• Write 8-10 pages; Graded; 25 pts, APA and outside resources required
• If you are a non-counseling major, instead of applying your experience to the
"counseling" area, please apply it to your area of education (i.e. teacher, administrator,
etc..)
• Also, place your Cultural Immersion papers in the Discussion Board if you wish to share
with your classmates.
CACREP Standards Addressed: 2F.2.a, 2F.2.b, and 2F.2.h
Scoring Guidelines
Points available: 100.
Components Unacceptable
(0 points)
Revisions Required
(5 points)
Target
(10 points)
Introduction
Establishes historical
background and defensible
thesis that supports a logical
line of reasoning
(CACREP 2F.2.a, 2F.2.b,
2F.2.h)
Underdeveloped
introduction; reason for
culture selection is
unclear or missing;
historical background is
inaccurate or missing
Coherent introduction
that includes a reason
for culture selection;
historical background is
accurate but limited
Engaging, well
developed introduction
that includes a detailed
reason for culture
selection; historical
background is accurate
and thorough
Page 2 of 3
Components Unacceptable
(0 points)
Revisions Required
(5 points)
Target
(10 points)
Focus & Purpose
Developed thesis and
attentive focus on topic
(CACREP 2F.2.a, 2F.2.b,
2F.2.h)
Missing thesis; confusion
about or
misunderstanding of
topic; no sense of
purpose
Simplistic and unfocused
ideas; limited sense of
purpose
Developed thesis;
represents sound
understanding of the
assigned topic; focused
Ideas, Support &
Development
Supports ideas and
reflections using specific
and relevant examples of
evidence/experiences
(CACREP 2F.2.a, 2F.2.b,
2F.2.h)
No or limited
evidence/experiences
are provided to support
ideas and reflections;
evidence is incomplete,
incorrect, oversimplified,
or disconnected from the
context
Provides necessary
evidence/experiences to
support ideas and
reflections; the
importance/relevance of
all pieces of
evidence/experiences is
unclear or under
developed but does
support the ideas and
reflections presented
and is placed properly
within the context
Relies on compelling and
detailed
evidence/experiences to
support ideas and
reflections; the
importance/relevance of
all pieces of
evidence/experiences is
clearly stated; considers
alternate interpretations
of evidence/experiences
to enhance
demonstration of cultural
intelligence
Conclusion
Establishes clear conclusion
based upon
evidence/experiences
(CACREP 2F.2.a, 2F.2.b,
2F.2.h)
Missing or no connection
of evidence and analysis
to the reflections; fails to
summarize the argument
coherently
Limited connection
between evidence and
analysis to reflections;
summarizes some ideas
and thoughts but repeats
ideas to support
reflections
Engaging, strongly
connects evidence and
analysis to reflections;
summarizes the main
topics without repeating
previous ideas
Structure &
Organization
Text has unity and
coherence to accomplish the
focused purpose
No paragraph structure;
or single, rambling
paragraph; or series of
isolated paragraphs
Organization is
confusing or disjointed;
weak paragraph
structure; transitions are
missing or inappropriate
Clear organizational
structure; easily followed;
includes transitions;
structured format
Audience & Tone
Audience appropriate and
consistent tone
No awareness of
appropriate audience for
assignment; tone is
inappropriate
Lacks awareness of
appropriate audience for
the assignment; tone is
inconsistent
Effective and accurate
awareness of audience;
tone is appropriate for
audience and
assignment
Sentence Structure
Demonstrates varied
sentence structures to
enhance meaning
Contains multiple and
serious errors of
sentence structure: i.e.
fragments, run-ons;
unable to write simple
sentences
Formulaic sentence
patterns or overuse of
simple sentences; errors
in sentence structure
Effective and varied
sentences; errors (if
present) due to lack of
careful proofreading
Mechanics
The text has few
Frequent errors in
agreement, verb tense,
Contains several errors
in agreement, verb
Virtually free of errors in
agreement, verb tense,
Page 3 of 3
Components Unacceptable
(0 points)
Revisions Required
(5 points)
Target
(10 points)
grammatical, spelling and
punctuation errors.
spelling, and
capitalization; intrusive
and/or inaccurate
punctuation;
communication is
hindered
tense, spelling,
capitalization, and
punctuation (up to 6);
errors interfere with
meaning
spelling, capitalization,
and punctuation (no
more than 3); errors do
not interfere with
meaning
Vocabulary & Word
Usage
Uses extended and
appropriate vocabulary
Vocabulary is
unsophisticated; or
subject specific
vocabulary or
sophisticated vocabulary
used incorrectly.
Proper, but simple
vocabulary used; subject
specific vocabulary used
infrequently
Vocabulary is varied,
specific and appropriate;
uses subject specific
vocabulary correctly
APA Format/Citations
Correctly uses APA style and
formatting
Reference page includes
frequent errors (more
than 3); no attempt was
made to cited
supporting sources in-
text; contains multiple
errors in APA format
Reference page in
accurate and virtually
free of errors (no more
than 3); all supporting
sources are cited in-text,
but minor errors in APA
format are present
Reference page in
accurate and free of
errors; all supporting
sources are properly
cited in-text; APA format
is correct and accurate
– Cultural Immersion Paper
– General Instructions
– Scoring Guidelines
**## CulturalImmersionProjectProposal.docx**
2
**Cultural Immersion Project Proposal**
Frances G. Brantley
University of West Alabama
Counseling Multicultural Population
Dr. Patrick Davis
May 24, 2026
**Cultural Immersion Project Proposal**
For the Cultural Immersion Project, I have decided to explore African culture and examine how it differs from American culture. The continent of Africa consists of more than 50 nations, a few thousand ethnic groups, and hundreds of languages. However, despite the great diversity, a large number of African societies tend to have certain cultural values that are common for them all, including values such as respect for family and community, elders, and collectivism. On the other hand, American culture puts more value on individualism, personal success, and independence of every person (Mohammad et al., 2022). It was decided to study this particular topic because there is a strong desire to learn about the traditions of African culture and its values as compared to those of the USA.
One's cultural background influences many aspects of people's lives. It shapes their attitudes towards different phenomena as well as their behaviors. Culture affects communication, decision-making processes, parenting, and interaction of people with each other within the society (Novianti et al., 2023). I am interested in learning about the values of the African cultural environment because of the understanding that cultural background plays an important role in one's life. Despite some knowledge of the traditions of Africa, I realize that the representation of these values may be stereotyped.
One of the most fascinating aspects of the culture of Africa is how much emphasis there is on the family and their relationship within society. It is common for Africans to see themselves as a member of a bigger family as opposed to an independent entity. There tends to be a lot of emotional, financial, and social support between family members. Choices that individuals make tend to be influenced by the interests of the family and not just the individual’s own desires. This stands in stark contrast to American society since children are encouraged from a young age to become independent individuals and make their own choices.
Another interesting thing about African culture is that of reverence to elders. Elders are held in high regard in many African societies because of their knowledge, wisdom, and expertise (Ihejirika, 2024). They are key participants when it comes to making decisions and solving disputes. Children learn to show reverence through language, conduct, and behavior. Respect for elderly persons can be found even in American society; however, elders in American society do not wield as much power and influence as they do in many African societies. There is usually equality of all ages in America.
Before I begin this project, I realize that I could have some kind of bias towards the African culture. First of all, it may be assumed that the cultures of all people from Africa are similar. However, it should be noted that Africa is an extremely diverse country where every country and ethnic group has its own tradition, language, customs, religion. Therefore, assuming that all Africans have the same culture, one completely ignores all these differences.
The second bias that I identify is the idea that Africa can only be associated with poverty, conflicts, or underdevelopment. Despite the fact that some parts of the country face serious social and economic problems, such a perspective completely ignores the accomplishments, innovations, contributions, economic development of the country. Africa is a place full of prosperous cities, thriving businesses, cultural achievements, and even educational system. I acknowledge that cultural differences between the two races may hinder communication. Nevertheless, I understand that even when comparing people of different races, there are usually common values, which include the need for meaningful relationships, education, security, and success.
First, among the aims I have regarding this project is to cultivate cultural humility. Culturally humble individuals realize that none of them will be able to understand another person's culture completely because everyone should be able to listen to others. Therefore, instead of stereotyping African culture based on my assumptions, I want to learn about it directly from people belonging to this culture.
From this cultural immersion experience, I aim to enhance my intercultural communication skills, increase my respect for cultural diversity, and be able to empathize with people whose experiences are different from mine. Through learning about African culture, their family structure, values, society, and way of life, I can expand my outlook on life and improve my level of cultural awareness. I hope that I will learn about some of the positive qualities of African culture, such as resilience, family unity, hospitality, and community solidarity.
**Conclusion**
I am confident that this Cultural Immersion Project will be an enriching experience for me. From learning about African culture and its differences from American culture, I expect to realize some misconceptions I might have held in the past and increase my respect for cultural diversity. Through this process, I will be able to become more culturally open and tolerant and understand better the role of culture in the lives of other people.
**References**
Ihejirika, C. (2024). Harnessing African indigenous knowledge systems for knowledge production: A redefinition of a culture-centric epistemology.
_Journal of Contemporary Philosophical and Anthropological Studies_,
_2_(1).
[http://journals.eikipub.com/index.php/jcpas/article/download/103/93](http://journals.eikipub.com/index.php/jcpas/article/download/103/93)
Mohammad, T., Leila, S. Z., & Saber, K. M. (2022). Collectivism and individualism in US culture: An analysis of attitudes to group work.
_Training, language and culture_,
_6_(2), 20-34.
[https://cyberleninka.ru/article/n/collectivism-and-individualism-in-us-culture-an-analysis-of-attitudes-to-group-work](https://cyberleninka.ru/article/n/collectivism-and-individualism-in-us-culture-an-analysis-of-attitudes-to-group-work)
Novianti, R., Suarman, & Islami, N. (2023). Parenting in cultural perspective.
_Journal of Ethnic and Cultural Studies_,
_10_(1), 22-44.
[https://www.ejecs.org/index.php/JECS/article/download/1287/483](https://www.ejecs.org/index.php/JECS/article/download/1287/483)
**## CO547CulturalImmersionPaper.pdf**
Page 1 of 3
Cultural Immersion Paper
General Instructions
Use textbooks, class materials, outside sources, and use APA format (Note: first person
expression is expected). Reflect on your experiences and your prior preconceived ideas.
Which of those preconceived ideas are now open to re-interpretation and why? What have you
learned about yourself and “them” now that the immersion is over? Take what you have learned
about this group and yourself and apply it in a counseling context. Assume you have a client
from this group and discuss each of the following:
• Use the insights you gained into your preconceived ideas of this group to identify ways
you will cope with your internal dialogue about clients from this group. Have your biases
shifted, and how will you keep your internalized biases at bay?
• What are some likely counseling issues you might expect from this group and why?
• What approaches (counseling and systemic) will you use and why?
• What are the ethical and legal issues inherent in counseling a client from this group?
• What will you do now to be ready to meet this future client?
• What did you learn in this experience that you will use with future multicultural/diverse
clients?
• Write 8-10 pages; Graded; 25 pts, APA and outside resources required
• If you are a non-counseling major, instead of applying your experience to the
"counseling" area, please apply it to your area of education (i.e. teacher, administrator,
etc..)
• Also, place your Cultural Immersion papers in the Discussion Board if you wish to share
with your classmates.
CACREP Standards Addressed: 2F.2.a, 2F.2.b, and 2F.2.h
Scoring Guidelines
Points available: 100.
Components Unacceptable
(0 points)
Revisions Required
(5 points)
Target
(10 points)
Introduction
Establishes historical
background and defensible
thesis that supports a logical
line of reasoning
(CACREP 2F.2.a, 2F.2.b,
2F.2.h)
Underdeveloped
introduction; reason for
culture selection is
unclear or missing;
historical background is
inaccurate or missing
Coherent introduction
that includes a reason
for culture selection;
historical background is
accurate but limited
Engaging, well
developed introduction
that includes a detailed
reason for culture
selection; historical
background is accurate
and thorough
Page 2 of 3
Components Unacceptable
(0 points)
Revisions Required
(5 points)
Target
(10 points)
Focus & Purpose
Developed thesis and
attentive focus on topic
(CACREP 2F.2.a, 2F.2.b,
2F.2.h)
Missing thesis; confusion
about or
misunderstanding of
topic; no sense of
purpose
Simplistic and unfocused
ideas; limited sense of
purpose
Developed thesis;
represents sound
understanding of the
assigned topic; focused
Ideas, Support &
Development
Supports ideas and
reflections using specific
and relevant examples of
evidence/experiences
(CACREP 2F.2.a, 2F.2.b,
2F.2.h)
No or limited
evidence/experiences
are provided to support
ideas and reflections;
evidence is incomplete,
incorrect, oversimplified,
or disconnected from the
context
Provides necessary
evidence/experiences to
support ideas and
reflections; the
importance/relevance of
all pieces of
evidence/experiences is
unclear or under
developed but does
support the ideas and
reflections presented
and is placed properly
within the context
Relies on compelling and
detailed
evidence/experiences to
support ideas and
reflections; the
importance/relevance of
all pieces of
evidence/experiences is
clearly stated; considers
alternate interpretations
of evidence/experiences
to enhance
demonstration of cultural
intelligence
Conclusion
Establishes clear conclusion
based upon
evidence/experiences
(CACREP 2F.2.a, 2F.2.b,
2F.2.h)
Missing or no connection
of evidence and analysis
to the reflections; fails to
summarize the argument
coherently
Limited connection
between evidence and
analysis to reflections;
summarizes some ideas
and thoughts but repeats
ideas to support
reflections
Engaging, strongly
connects evidence and
analysis to reflections;
summarizes the main
topics without repeating
previous ideas
Structure &
Organization
Text has unity and
coherence to accomplish the
focused purpose
No paragraph structure;
or single, rambling
paragraph; or series of
isolated paragraphs
Organization is
confusing or disjointed;
weak paragraph
structure; transitions are
missing or inappropriate
Clear organizational
structure; easily followed;
includes transitions;
structured format
Audience & Tone
Audience appropriate and
consistent tone
No awareness of
appropriate audience for
assignment; tone is
inappropriate
Lacks awareness of
appropriate audience for
the assignment; tone is
inconsistent
Effective and accurate
awareness of audience;
tone is appropriate for
audience and
assignment
Sentence Structure
Demonstrates varied
sentence structures to
enhance meaning
Contains multiple and
serious errors of
sentence structure: i.e.
fragments, run-ons;
unable to write simple
sentences
Formulaic sentence
patterns or overuse of
simple sentences; errors
in sentence structure
Effective and varied
sentences; errors (if
present) due to lack of
careful proofreading
Mechanics
The text has few
Frequent errors in
agreement, verb tense,
Contains several errors
in agreement, verb
Virtually free of errors in
agreement, verb tense,
Page 3 of 3
Components Unacceptable
(0 points)
Revisions Required
(5 points)
Target
(10 points)
grammatical, spelling and
punctuation errors.
spelling, and
capitalization; intrusive
and/or inaccurate
punctuation;
communication is
hindered
tense, spelling,
capitalization, and
punctuation (up to 6);
errors interfere with
meaning
spelling, capitalization,
and punctuation (no
more than 3); errors do
not interfere with
meaning
Vocabulary & Word
Usage
Uses extended and
appropriate vocabulary
Vocabulary is
unsophisticated; or
subject specific
vocabulary or
sophisticated vocabulary
used incorrectly.
Proper, but simple
vocabulary used; subject
specific vocabulary used
infrequently
Vocabulary is varied,
specific and appropriate;
uses subject specific
vocabulary correctly
APA Format/Citations
Correctly uses APA style and
formatting
Reference page includes
frequent errors (more
than 3); no attempt was
made to cited
supporting sources in-
text; contains multiple
errors in APA format
Reference page in
accurate and virtually
free of errors (no more
than 3); all supporting
sources are cited in-text,
but minor errors in APA
format are present
Reference page in
accurate and free of
errors; all supporting
sources are properly
cited in-text; APA format
is correct and accurate
– Cultural Immersion Paper
– General Instructions
– Scoring Guidelines
**## CulturalImmersionProjectProposal.docx**
2
**Cultural Immersion Project Proposal**
Frances G. Brantley
University of West Alabama
Counseling Multicultural Population
Dr. Patrick Davis
May 24, 2026
**Cultural Immersion Project Proposal**
For the Cultural Immersion Project, I have decided to explore African culture and examine how it differs from American culture. The continent of Africa consists of more than 50 nations, a few thousand ethnic groups, and hundreds of languages. However, despite the great diversity, a large number of African societies tend to have certain cultural values that are common for them all, including values such as respect for family and community, elders, and collectivism. On the other hand, American culture puts more value on individualism, personal success, and independence of every person (Mohammad et al., 2022). It was decided to study this particular topic because there is a strong desire to learn about the traditions of African culture and its values as compared to those of the USA.
One's cultural background influences many aspects of people's lives. It shapes their attitudes towards different phenomena as well as their behaviors. Culture affects communication, decision-making processes, parenting, and interaction of people with each other within the society (Novianti et al., 2023). I am interested in learning about the values of the African cultural environment because of the understanding that cultural background plays an important role in one's life. Despite some knowledge of the traditions of Africa, I realize that the representation of these values may be stereotyped.
One of the most fascinating aspects of the culture of Africa is how much emphasis there is on the family and their relationship within society. It is common for Africans to see themselves as a member of a bigger family as opposed to an independent entity. There tends to be a lot of emotional, financial, and social support between family members. Choices that individuals make tend to be influenced by the interests of the family and not just the individual’s own desires. This stands in stark contrast to American society since children are encouraged from a young age to become independent individuals and make their own choices.
Another interesting thing about African culture is that of reverence to elders. Elders are held in high regard in many African societies because of their knowledge, wisdom, and expertise (Ihejirika, 2024). They are key participants when it comes to making decisions and solving disputes. Children learn to show reverence through language, conduct, and behavior. Respect for elderly persons can be found even in American society; however, elders in American society do not wield as much power and influence as they do in many African societies. There is usually equality of all ages in America.
Before I begin this project, I realize that I could have some kind of bias towards the African culture. First of all, it may be assumed that the cultures of all people from Africa are similar. However, it should be noted that Africa is an extremely diverse country where every country and ethnic group has its own tradition, language, customs, religion. Therefore, assuming that all Africans have the same culture, one completely ignores all these differences.
The second bias that I identify is the idea that Africa can only be associated with poverty, conflicts, or underdevelopment. Despite the fact that some parts of the country face serious social and economic problems, such a perspective completely ignores the accomplishments, innovations, contributions, economic development of the country. Africa is a place full of prosperous cities, thriving businesses, cultural achievements, and even educational system. I acknowledge that cultural differences between the two races may hinder communication. Nevertheless, I understand that even when comparing people of different races, there are usually common values, which include the need for meaningful relationships, education, security, and success.
First, among the aims I have regarding this project is to cultivate cultural humility. Culturally humble individuals realize that none of them will be able to understand another person's culture completely because everyone should be able to listen to others. Therefore, instead of stereotyping African culture based on my assumptions, I want to learn about it directly from people belonging to this culture.
From this cultural immersion experience, I aim to enhance my intercultural communication skills, increase my respect for cultural diversity, and be able to empathize with people whose experiences are different from mine. Through learning about African culture, their family structure, values, society, and way of life, I can expand my outlook on life and improve my level of cultural awareness. I hope that I will learn about some of the positive qualities of African culture, such as resilience, family unity, hospitality, and community solidarity.
**Conclusion**
I am confident that this Cultural Immersion Project will be an enriching experience for me. From learning about African culture and its differences from American culture, I expect to realize some misconceptions I might have held in the past and increase my respect for cultural diversity. Through this process, I will be able to become more culturally open and tolerant and understand better the role of culture in the lives of other people.
**References**
Ihejirika, C. (2024). Harnessing African indigenous knowledge systems for knowledge production: A redefinition of a culture-centric epistemology.
_Journal of Contemporary Philosophical and Anthropological Studies_,
_2_(1).
[http://journals.eikipub.com/index.php/jcpas/article/download/103/93](http://journals.eikipub.com/index.php/jcpas/article/download/103/93)
Mohammad, T., Leila, S. Z., & Saber, K. M. (2022). Collectivism and individualism in US culture: An analysis of attitudes to group work.
_Training, language and culture_,
_6_(2), 20-34.
[https://cyberleninka.ru/article/n/collectivism-and-individualism-in-us-culture-an-analysis-of-attitudes-to-group-work](https://cyberleninka.ru/article/n/collectivism-and-individualism-in-us-culture-an-analysis-of-attitudes-to-group-work)
Novianti, R., Suarman, & Islami, N. (2023). Parenting in cultural perspective.
_Journal of Ethnic and Cultural Studies_,
_10_(1), 22-44.
[https://www.ejecs.org/index.php/JECS/article/download/1287/483](https://www.ejecs.org/index.php/JECS/article/download/1287/483)
**## CO547CulturalImmersionPaper.pdf**
Page 1 of 3
Cultural Immersion Paper
General Instructions
Use textbooks, class materials, outside sources, and use APA format (Note: first person
expression is expected). Reflect on your experiences and your prior preconceived ideas.
Which of those preconceived ideas are now open to re-interpretation and why? What have you
learned about yourself and “them” now that the immersion is over? Take what you have learned
about this group and yourself and apply it in a counseling context. Assume you have a client
from this group and discuss each of the following:
• Use the insights you gained into your preconceived ideas of this group to identify ways
you will cope with your internal dialogue about clients from this group. Have your biases
shifted, and how will you keep your internalized biases at bay?
• What are some likely counseling issues you might expect from this group and why?
• What approaches (counseling and systemic) will you use and why?
• What are the ethical and legal issues inherent in counseling a client from this group?
• What will you do now to be ready to meet this future client?
• What did you learn in this experience that you will use with future multicultural/diverse
clients?
• Write 8-10 pages; Graded; 25 pts, APA and outside resources required
• If you are a non-counseling major, instead of applying your experience to the
"counseling" area, please apply it to your area of education (i.e. teacher, administrator,
etc..)
• Also, place your Cultural Immersion papers in the Discussion Board if you wish to share
with your classmates.
CACREP Standards Addressed: 2F.2.a, 2F.2.b, and 2F.2.h
Scoring Guidelines
Points available: 100.
Components Unacceptable
(0 points)
Revisions Required
(5 points)
Target
(10 points)
Introduction
Establishes historical
background and defensible
thesis that supports a logical
line of reasoning
(CACREP 2F.2.a, 2F.2.b,
2F.2.h)
Underdeveloped
introduction; reason for
culture selection is
unclear or missing;
historical background is
inaccurate or missing
Coherent introduction
that includes a reason
for culture selection;
historical background is
accurate but limited
Engaging, well
developed introduction
that includes a detailed
reason for culture
selection; historical
background is accurate
and thorough
Page 2 of 3
Components Unacceptable
(0 points)
Revisions Required
(5 points)
Target
(10 points)
Focus & Purpose
Developed thesis and
attentive focus on topic
(CACREP 2F.2.a, 2F.2.b,
2F.2.h)
Missing thesis; confusion
about or
misunderstanding of
topic; no sense of
purpose
Simplistic and unfocused
ideas; limited sense of
purpose
Developed thesis;
represents sound
understanding of the
assigned topic; focused
Ideas, Support &
Development
Supports ideas and
reflections using specific
and relevant examples of
evidence/experiences
(CACREP 2F.2.a, 2F.2.b,
2F.2.h)
No or limited
evidence/experiences
are provided to support
ideas and reflections;
evidence is incomplete,
incorrect, oversimplified,
or disconnected from the
context
Provides necessary
evidence/experiences to
support ideas and
reflections; the
importance/relevance of
all pieces of
evidence/experiences is
unclear or under
developed but does
support the ideas and
reflections presented
and is placed properly
within the context
Relies on compelling and
detailed
evidence/experiences to
support ideas and
reflections; the
importance/relevance of
all pieces of
evidence/experiences is
clearly stated; considers
alternate interpretations
of evidence/experiences
to enhance
demonstration of cultural
intelligence
Conclusion
Establishes clear conclusion
based upon
evidence/experiences
(CACREP 2F.2.a, 2F.2.b,
2F.2.h)
Missing or no connection
of evidence and analysis
to the reflections; fails to
summarize the argument
coherently
Limited connection
between evidence and
analysis to reflections;
summarizes some ideas
and thoughts but repeats
ideas to support
reflections
Engaging, strongly
connects evidence and
analysis to reflections;
summarizes the main
topics without repeating
previous ideas
Structure &
Organization
Text has unity and
coherence to accomplish the
focused purpose
No paragraph structure;
or single, rambling
paragraph; or series of
isolated paragraphs
Organization is
confusing or disjointed;
weak paragraph
structure; transitions are
missing or inappropriate
Clear organizational
structure; easily followed;
includes transitions;
structured format
Audience & Tone
Audience appropriate and
consistent tone
No awareness of
appropriate audience for
assignment; tone is
inappropriate
Lacks awareness of
appropriate audience for
the assignment; tone is
inconsistent
Effective and accurate
awareness of audience;
tone is appropriate for
audience and
assignment
Sentence Structure
Demonstrates varied
sentence structures to
enhance meaning
Contains multiple and
serious errors of
sentence structure: i.e.
fragments, run-ons;
unable to write simple
sentences
Formulaic sentence
patterns or overuse of
simple sentences; errors
in sentence structure
Effective and varied
sentences; errors (if
present) due to lack of
careful proofreading
Mechanics
The text has few
Frequent errors in
agreement, verb tense,
Contains several errors
in agreement, verb
Virtually free of errors in
agreement, verb tense,
Page 3 of 3
Components Unacceptable
(0 points)
Revisions Required
(5 points)
Target
(10 points)
grammatical, spelling and
punctuation errors.
spelling, and
capitalization; intrusive
and/or inaccurate
punctuation;
communication is
hindered
tense, spelling,
capitalization, and
punctuation (up to 6);
errors interfere with
meaning
spelling, capitalization,
and punctuation (no
more than 3); errors do
not interfere with
meaning
Vocabulary & Word
Usage
Uses extended and
appropriate vocabulary
Vocabulary is
unsophisticated; or
subject specific
vocabulary or
sophisticated vocabulary
used incorrectly.
Proper, but simple
vocabulary used; subject
specific vocabulary used
infrequently
Vocabulary is varied,
specific and appropriate;
uses subject specific
vocabulary correctly
APA Format/Citations
Correctly uses APA style and
formatting
Reference page includes
frequent errors (more
than 3); no attempt was
made to cited
supporting sources in-
text; contains multiple
errors in APA format
Reference page in
accurate and virtually
free of errors (no more
than 3); all supporting
sources are cited in-text,
but minor errors in APA
format are present
Reference page in
accurate and free of
errors; all supporting
sources are properly
cited in-text; APA format
is correct and accurate
– Cultural Immersion Paper
– General Instructions
– Scoring Guidelines
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