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What are the influences of culture in society
What are the influences of culture in society
What are the influences of culture in society
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“ It's Not the Culture of Poverty, It's the Poverty of Culture: The Problem with Teacher Education” by Ladson-Billings (2006). The Self-Esteem Problem is one of the problem in American culture. Usually, preservice teachers are having narrow foundation courses in psychological aspect. The author asked preservice teachers to choose one children from their field experiences that is hard to handle while one were choosing a African American. The author critized preservice teachers that they are choosing based on their race, gender and ethnic that was different from them. Those teachers tend to blam on student’s misbehavior instead of understand their socioeconomic problems. In addition, the problem of cultural capital in America is that dominant
As the author in Chapter 9: Culture and Education mentioned, “culture is not a given, but a human creation ”. Culture can change over time through human activities. People interact with people with other cultural groups to share their own languages, skills. Therefore, we, as a value exist, has the abilities to be producers of culture. However, Nieto considered culture can be influenced by Social and Political elements. Dominant social groups in a society often determine what counts as culture. A dominant cultural group such as White, they can determine itself as the norms of society, and people from other culture as “culturally
Teachers tend to disentangle race and culture instead of suture those two. They use “cultural” as a catchall phrase to described cultural students’s misbehavior. In the second piece where it decribes the culture with African American and Whites, Culture and Education. Whites, as political privilege, determine what counts as culture. But, as in the the example that a children from working-class African American was considered as “cultural-deprived.” . In “Whose culture has capital” by Yosso included six types of capital that educational leaders may use to frame their interactions with students. Aspirational capital is defined by Yosso as the “hopes and dreams” students have. She explains that African American and Latina/o students and their families continue to have high educational aspirations despite persistent education inequities. The culture of power as the “norm” as Whites. As Nieto mentioned, “Whites do not experience their culture as a culture, they believe they are “cultureless” because as the sanctioned and high-status culture in which they
Cater, the author of the book Keepin’ It Real: School Success Beyond Black And White, became interested as of why minority students were faced with white society challenges in school systems? In her book, Keepin’ It Real: School Success Beyond Black And White, she offers an insightful look at the educational attainment in low-income urban communities. Carter suggest that these students are embraced the dominant opportunity ideology, they acknowledge the dominant cultural to obtain status and goods. However, they use their own cultural to gain status in their own communities. She conducted a research to study the importance of cultural authenticity for minority, such as African American and Latino, students. She examines how cultural authenticity influences minority students’ relationship with the values they believe are privileged in schools. Cultural authenticity reflects on the beliefs and values of everyday society. Carter questioned, why do so many African American and Latino students perform worse than their Asians and White peers in class and on exams? And why might African Americans and Latino students are less engaged in
Courageous Conversations About Race: Chapter 5. Authors Glenn E. Singleton and Curtis Linton in Chapter Five of Courageous Conversations About Race broach the topic of race, by asking the reader to evaluate his or her own consciousness of race. According to the authors, in order to address the achievement gaps between African American students and White students, educators should shift their energy towards focusing on the factors that they have direct control of inside the classroom rather than on the factors that influence this achievement disparity between races outside the classroom. The first step towards addressing the racial achievement gap begins with educators addressing their individual racial attitudes for, as the authors purport, “As we become personally aware of our own racialized existence, we can more deeply understand the racial experiences of others” (Singleton, Linton, 2006). In all honesty, I think Singleton and Linton hit the bull’s eye by suggesting that the first step towards initiating culturally relevant teaching is for the teacher to really examine his or her attitudes, values, and principles.
Critical Race Theory (CRT) began in the field of law and has been used as a theoretical framework in educational research for over 15 years (Savas, 2014). Gloria-Ladson-Bilings and William F.Tate IV’s wrote an article, “Toward a Critical Race Theory of Education”, in 1995 and began the use of Critical Race Theory as a lens for future studies in education. The first tenet of CRT looks at race and racism through historical contexts. To explore this tenet, I will take a brief glance back to the beginning of our country and the beginning of white as a superior race.
Data proves that America does not have enough African American males teaching in today’s schools. As a matter of fact, only 2% of America’s nearly five million teachers are black men (Bryan 1). In our American society, more and more African American females are fiercely taking over both public and private classrooms. Although this might be a great accomplishment, school officials believes that if more black males teach, it would reduce the numbers of minority achievement gaps and dropout rates. According to the Bureau of Labor Statistics, about 44% of students nationwide are minorities, but nearly 90% of teachers are white. Polls and surveys further read that if there were more African American male teachers, the dropout rate would decrease while the graduation rate increases. In urban societies most African American teens would be more likely to succeed if there were more black males instructing secondary classrooms.
The theme of the research is to discover why there is such a vast educational gap between minority and Caucasian students. Many American are unaware that such an educational gap actually exists among today’s students. This article informs us of alarming statics, such as of African American students representing a majority of the special education population, despite only making up roughly 40% of the student population. It also breaks down key events that contributed to the poor education that minority children are currently receiving. For example, in the past, it was illegal to educate African Americans and when it became legal to blacks were treated as second class students. They were segregated from their white counter parts and given hand-me-down textbooks. This article also discusses others factors that contributed to the poor education of minority students such as moral principles, socio-political, and economic stat. Despite the amount of time that has past, today’s schools are similar to the past. Minority children are still in second-rate learning environments while white students enjoy the comforts of first class school buildings and textbooks. In summary, the theme of this article was to bring attention to the educational gap among African-American, Latino, Asian, and other non-white students.
The author, Gloria Ladson-Billings, discusses in her book, "The Dreamkeepers: Successful Teachers of African American Children," how African American students perform at lower academic levels in part due to teacher approaches and attitudes. She performed a study on eight teachers of different races and backgrounds and their approaches to teaching African American students. The purpose of the study was to identify what approaches or techniques have been most successful in helping African American students to achieve academic success. She also focuses on the idea of "culturally relevant teaching" and how it can positively impact students when teachers are aware and incorporate a student's culture and backgrounds into the classroom. Throughout the book, the
The novel “Women Without class” by Julie Bettie, is a society in which the cultural you come from and the identity that was chosen for you defines who you are. How does cultural and identity illustrate who we are or will become? Julie Bettie demonstrates how class is based on color, ethnicity, gender and sexuality. The author describes this by researching her work on high school girls at a Central Valley high school. In Bettie’s novel she reveals different cliques that are associated within the group which are Las Chicas, Skaters, Hicks, Preps, and lastly Cholas and Cholos. The author also explains how race and ethnicity correspondence on how academically well these students do. I will be arguing how Julie Bettie connects her theories of inequality and culture capital to Pierre Bourdieu, Kimberle Crenshaw, Karl Marx and Engels but also how her research explains inequality among students based on cultural capital and identity.
Critical Race Theory in education recognizes that Race and racism are prevalent and significant in the American school system. This particular theory has been used to understand the oppressive aspects of society based on race, culture and language in order to generate transformation in schools as well as in society (Sólorzano & Yosso, 2001).
The sole purpose of this interview paper is to help us as future teachers, identify the cultural capital that diverse students bring to the schooling or classroom setting. This information will help serve as an aid for identifying cross-cultural communication and teaching strategies, which will allow us as teachers to better accommodate and facilitate student success in school. My Interviewee is an African American male who has moved and lived around the world and was not born in America. He is 21 years old and attends school here in Central Washington University.
The National Center for Education Statistics (NCES, 2004) reported that Black students continue to trail White students with respect to educational access, achievement and attainment. Research on the effectiveness of teachers of Black students emphasizes that the teachers’ belief about the Black students’ potential greatly impacts their learning. Teachers tend to teach black students from a deficit perspective (King, 1994; Ladson-Billings, 1994; Mitchell, 1998). White teachers often aim at compensating for what they assume is missing from a Black student’s background (Foorman, Francis & Fletcher, 1998). The deficit model of instruction attempts to force students into the existing system of teaching and learning and doesn’t build on strengths of cultural characteristics or preferences in learning (Lewis, Hancock...
Culture as defined by the Webster’s dictionary the 2007 edition, is the integrated pattern of human knowledge, belief and behavior that depends upon man’s capacity for learning and transmitting knowledge to succeeding generations. It is also the customary beliefs, social forms, and material traits of a racial, religious or social group. Since, we are social beings, our knowledge, beliefs and behavior are acquired from the social group we live in. We have inherited our ancestors’ discoveries, beliefs and customs which have been gathered and altered by generation after generation and to which we will add up new elements for the generations to
While thinking back on my observations in the Middle School particularly, I realized there were three different cultures. There were the students that were of Hispanic culture, the African American and the Caucasian American culture. These cultures were then subdivided into whether they were underprivileged or well-off students. It was interesting to see that the students weren 't focused on the culture as much as they were more focused on hanging around with the individuals that had the same financial background as they did. When I was in the classrooms watching the teachers, they did not focus on the premade grouping; they focused on whether the student was performing at the needed level.
“Cultural capital maintains group identity and distinctive cultural boundaries” (Carter: 2005: 49). Being raised in Los Angeles Country, I have seen many of my friends and family struggle with the education system. I knew being a minority in this country it would be difficult to move up in the hierarchy if I did not display dominant cultural capital. Attending a low-income school where students do not feel attached or engage because they are labeled “dumb” for taking ELD (English Language Development) courses had an effect in most students. I took ELD courses up until my junior year in high school. Most of my friends tested out, so they would tease me for not testing out and receiving an “F” in the course. At the time, I reject the dominant culture for not accepting me as a Mexican-American. In fact, being in ELD courses made me feel less American. I still struggle with reading and writing both in English and Spanish because I am stuck in between two cultures. The way I socialized with my peers throughout my education journey was through the objectified cultural capital. I knew the trendy books, artwork, and music that were popular at the
Culture is defined as “the way of life of a people” (Hall, 1996; Mathews, 2000). Culture will be developed over period of time as society keeps learning their culture; they will silhouette their behaviours and characters (Mathews, 2000). Culture is profound, common, un-stated experiences which group members of a given culture share. The member communicates with one another without knowing, and which form the surroundings against which all other events are judged in order to provide the approach in which a group resolves dilemmas. According to Hofstede (1980), “Culture is always a collective phenomenon, because it is at least partly shared with people who live or lived within the same social environment, which is where it was learned not distinctive.” Furthermore, culture is not uniform which enable us to access to different cultural meaning and amend between different culturally relevant behaviours depending on the context.
Culture is one of the many words we use today that has an infinite amount of meaning depending on who is using it. Here I will list four different viewpoints of culture based on the reviews of sociology, education, political, and anthropology. According to the article, Culture and Society Defined (2016), states that culture “Consists of the beliefs, behaviors, objects, and other characteristics common to the members of a particular group or society”. In other terms, it means to be knowledgeable in one’s arts and fashion whether it is standards of low or high culture (2016). Rather the definition of culture