2. Objective: To explore and clarify what culture is and what it means to different people Culture and Learning Goals CULTURE: The values, traditions, worldview, and social and political relationships that are created, shared, and transformed by a group of people bound together by a common history, geographic location, language, social class, and/or religion. (adapted from Sonia Nieto)

3. 1. Culture is a dynamic, constantly changing process that is shaped by political, social and economic conditions.

4. 2. People share a myriad of different group identities based on a complex interaction of factors including racial identity, ethnicity, language, gender, socio-economic status (class), age, physical ability, religion, political ideology, interests and experiences.

5. 3. Although general knowledge of the cultures represented in our classrooms is useful, authentic cultural knowledge is gained one student at a time. Eugene García

6. What Culture Is Dynamic, neither fixed nor static Dynamic, neither fixed nor static A continuous and cumulative process Learned and shared by a people Behavior and values exhibited by a people Symbolically represented through language and interactions That which guides people in their thinking, feeling and acting

7. What Culture Is Not Mere artifacts of material used by a people Mere artifacts of material used by a people A ‘laundry list’ of traits and facts Biological traits such as race The idealized and romantic heritage of a people as seen with music, holidays, etc. Higher class status derived from a know- ledge of the arts, manners, literature, etc. Something to be bought, sold, or passed out

8. Culture Exists on 3 Levels The Symbolic: Our values and beliefs The Behavioral:What we do and how we communicate The Concrete:Artifacts, music, foods, and artistic works

9. What is done? What is good/best? What is true? What is real? Behavior Values Beliefs World View

10. “Perceptions depend on our life experiences and cultural orientation.”

11. Ha! And you were worried they wouldn’t like Americans…Why, these people just lit up when I explained we were Virginians!

12. Adapted from J.A.Banks, Multiethnic Education: Theory and Practice, 2nd ed. (Boston: Allyn & Bacon, 1988), p. 79. THE INDIVIDUAL Social Class Religion Physical Differences Race/Ethnic Group Nationality Sexual Orientation Gender Geographic Region Age

13. These group affiliations provide you with your sense of identity and a certain security in the world. When they become dangerous and damaging to others, is when they become discriminatory. Racism Sexism Class-ism Age-ism Able-ism Heterosexism

14. To explore and clarify what culture is and what it means to different people Culture and Learning Goals To examine some of the obstacles that culturally diverse students face in schools

15. Adapted from J.A.Banks, Multiethnic Education: Theory and Practice, 2nd ed. (Boston: Allyn & Bacon, 1988), p. 79. THE INDIVIDUAL Social Class Religion Physical Differences Race/Ethnic Group Nationality Sexual Orientation Gender Geographic Region Age How can these group identifiers be obstacles that culturally diverse students face in schools?

16. To explore and clarify what culture is and what it means to different people Culture and Learning Goals To examine some of the obstacles that culturally diverse students face in schools To reflect on how the instructional decisions you make are guided by your perspectives about who you are, who your students are, and how to best facilitate learning

17. Write a paragraph on some area of cultural discrimination that you have observed operating in schools.

18. Identify your own cultural orientation. Nationality… Age… Ethnicity… Economic status… Gender… Race… Other… Urban-suburban-rural… Geographic region…

19. To explore and clarify what culture is and what it means to different people Culture and Learning Goals To examine some of the obstacles that culturally diverse students face in schools To reflect on how the instructional decisions you make are guided by your perspectives about who you are, who your students are, and how to best facilitate learning To examine how your own beliefs and practices are shaped by your socio-cultural context

20. Where Are You From?

21. Interdisciplinary concepts of culture include: Culture, ethnicity and related concepts: culture, ethnic group, ethnic diversity, minorities Culture, ethnicity and related concepts: culture, ethnic group, ethnic diversity, minorities Socialization and related concepts: prejudice, discrimination, racism, values Socialization and related concepts: prejudice, discrimination, racism, values Intercultural communication and related concepts: intercultural communication, perception Intercultural communication and related concepts: intercultural communication, perception Power and relations and related concepts: power, protest and resistance Power and relations and related concepts: power, protest and resistance Migration and immigration Migration and immigration

22. Culture, ethnicity and related concepts Macrocultural group> microcultural group>ethnic group>ethnic minority Macroculture: US cultureMacroculture: US culture Microcultures, smaller groups within the macroculture:Microcultures, smaller groups within the macroculture: Appalachian culture, Southern culture, Western culture Appalachian culture, Southern culture, Western culture gay culture (voluntary group) gay culture (voluntary group) various ethnic groups various ethnic groups

23. Ethnic group: Ethnic group: Anglo-Saxon, Italian Americans, Mexican- AmericanAnglo-Saxon, Italian Americans, Mexican- American involuntary microcultural groups with which individuals may or may not identify involuntary microcultural groups with which individuals may or may not identify group has a historic origin, shared heritage and ancestral tradition group has a historic origin, shared heritage and ancestral tradition members (may) share orientation, values, behavioral patterns, and often political and economic interests; members (may) share orientation, values, behavioral patterns, and often political and economic interests; individuals may be members of many different groups: religious kinship (association, relationship), economic groupsindividuals may be members of many different groups: religious kinship (association, relationship), economic groups Ethnic identification or ethnicity may not be important to highly assimilated or upper socio- economic class members Ethnic identification or ethnicity may not be important to highly assimilated or upper socio- economic class members

24. Ethnic minority group: Ethnic minority group: People of color--African Americans, Vietnamese Americans, HispanicsPeople of color--African Americans, Vietnamese Americans, Hispanics Distinguished on the basis of religious characteristics: Muslims, Jewish AmericansDistinguished on the basis of religious characteristics: Muslims, Jewish Americans involuntary microcultural groups with a historic origin, heritage and ancestral tradition; shared orientation, values, behavioral patterns, and often political and economic interests; involuntary microcultural groups with a historic origin, heritage and ancestral tradition; shared orientation, values, behavioral patterns, and often political and economic interests; minority in number, and political and economic power minority in number, and political and economic power

25. Ethnic diversity vs. cultural assimilation (melting pot--true assimilation) Ethnic diversity vs. cultural assimilation (melting pot--true assimilation) The mainstream culture and ethnic minority groups incorporate concepts from each culture and are transformed as they interact;The mainstream culture and ethnic minority groups incorporate concepts from each culture and are transformed as they interact; Ethnic individuals may be bicultural, especially members in ethnic minorities;Ethnic individuals may be bicultural, especially members in ethnic minorities; Upper social classes and upwardly mobile member are less ethnic than lower-class members, i.e., they tend to conform to the dominant culture’s norms and language;Upper social classes and upwardly mobile member are less ethnic than lower-class members, i.e., they tend to conform to the dominant culture’s norms and language; Acceptance to upper classes and possibility of upward mobility requires assimilation to the mainstream culture: speech, behavior, valuesAcceptance to upper classes and possibility of upward mobility requires assimilation to the mainstream culture: speech, behavior, values Mainstream culture has the economic and socio- political power and control of institutions Mainstream culture has the economic and socio- political power and control of institutions

26. Goal: ethnic diversity and acculturation, not assimilation, encapsulation. Schools should help release students from cultural and ethnic encapsulation and participate of ethnic diversity Schools should help release students from cultural and ethnic encapsulation and participate of ethnic diversity Cultural assimilation: Cultural assimilation: process by which an individual or group acquires the cultural traits of a different ethnic or cultural group, mainly for social mobilityprocess by which an individual or group acquires the cultural traits of a different ethnic or cultural group, mainly for social mobility culturally assimilated groups, especially color groups, may still be victims of discrimination;culturally assimilated groups, especially color groups, may still be victims of discrimination; Types:Types: voluntary –need of upward mobility voluntary –need of upward mobility involuntary –forced assimilation such native migrants (native Americans) or forced immigrants (African Americans) who were forcedly integrated to the mainstream culture involuntary –forced assimilation such native migrants (native Americans) or forced immigrants (African Americans) who were forcedly integrated to the mainstream culture

27. Acculturation: Acculturation: process by which the mainstream culture incorporates components of ethnic minority cultures: ethnic foods, artifactsprocess by which the mainstream culture incorporates components of ethnic minority cultures: ethnic foods, artifacts Cultural encapsulation: Cultural encapsulation: process by which ethnic minority groups form cultural enclaves;process by which ethnic minority groups form cultural enclaves; Reverse cultural encapsulation: ethnic minority groups, in order to attain social and economic mobility, are usually forced out of their ethnic encapsulation—e.g. youths of color tend to devaluate their ethnic cultures to gain acceptance from peers;Reverse cultural encapsulation: ethnic minority groups, in order to attain social and economic mobility, are usually forced out of their ethnic encapsulation—e.g. youths of color tend to devaluate their ethnic cultures to gain acceptance from peers; Mainstream culture groups show strong forms of encapsulation as they deny cultural values of other groups;Mainstream culture groups show strong forms of encapsulation as they deny cultural values of other groups;

28. Intercultural communication and related concepts The wider the differences in cultures or microcultures between individuals, the more ineffective communication is likely to be. Communication often fails across cultures because the message producer and the receiver have few shared symbols and have been socialized within environments in which the same symbols are interpreted differently.

29. Intercultural communication and related concepts Perception: Perception: “process by which people select, organize, and interpret sensory stimulation into a meaningful and coherent picture of the world” (Berelson & Steiner, 1964)“process by which people select, organize, and interpret sensory stimulation into a meaningful and coherent picture of the world” (Berelson & Steiner, 1964) Factors that may influence perception:Factors that may influence perception: level of identification with a group, level of identification with a group, culture, ethnicity, and race are strong factors in The United States, a country characterized by inequality, high levels of ethnic discrimination and stratification along racial, social class, and ethnic lines culture, ethnicity, and race are strong factors in The United States, a country characterized by inequality, high levels of ethnic discrimination and stratification along racial, social class, and ethnic lines

30. Power and related concepts Struggle for power among competing groups (Anglo Saxon Protestants) has played a considerable role in shaping American history Almost every decision is made by those in power to enhance, legitimize and reinforce their power People in power make socio-political and economic decisions, laws, and determine which traits and characteristics are necessary for admittance to society and full participation Social protest emerges within ethnic communities to protest social conditions, political policies, and economic practices that attempt against their integrity as humans

31. Movement and related concepts Migration: movement of natives or citizens within the same country Migration: movement of natives or citizens within the same country American Indians, Eskimos, Native Hawaiians, AleutsAmerican Indians, Eskimos, Native Hawaiians, Aleuts Puerto Ricans are migrants to the mainland; not considered immigrants as they became citizens with the passage of the Congressional Jones Acts of 1917.Puerto Ricans are migrants to the mainland; not considered immigrants as they became citizens with the passage of the Congressional Jones Acts of 1917. Immigration : individuals or groups who have settled in the US culture from a foreign country; legal, illegal, political asylum, etc. Immigration : individuals or groups who have settled in the US culture from a foreign country; legal, illegal, political asylum, etc.

32. Important Terms Culture Culture MacrocultureMacroculture MicrocultureMicroculture Ethnic groupEthnic group Ethnic minorityEthnic minority Encapsulation Encapsulation Assimilation: melting pot Assimilation: melting pot Acculturation: salad bowl Acculturation: salad bowl Migration Migration Immigration Immigration