Why Should One Pass Their Culture Analysis

Cultural ideology strongly influences a student’s decision in regards to schooling and future opportunities (Lawrence et al., 2012, pp. 79-80). Whether students specifically choose otherwise; and the students run the risk isolation themselves from the cultural practices and expectations of his family and friends (Thompson, 2002, p. 8). Within the schooling culture a child will feel the same feeling isolated (Ewing, 2013, p. 85). As previously stated by the interviewee, parental input is a vital component. Discussing beliefs about cultural ideology with parents can be incorporated into the children’s

The main reason for the huge crack in the mother-daughter relationship is due to the joint culture that they share and their conflicting opinions on their joint cultures (Parini 294). Communication problems with their mothers, in Tan’s writings, are due to the daughters of Chinese mothers wanting to be more American than Chinese (Tan The Opposite of Fate…. 22). Mothers who have immigrated to America face language barriers and feel the pressure of their new culture (Wiener 22). To a Chinese American daughter, not only does the Chinese mother humiliate the daughter, but traditions that tie back to their past are also humiliating to them (Parini 292). After the death of her father, Tan’s relationship with her mother decreased and caused her to become more rebellious to her mother’s good intentions (Angel 26-27).

Culture is the most basic cause of a person’s wants and behaviour. Growing up, children learn basic values, perception and wants from the family and other important groups.

Culture affects people’s perspectives of the world and others through their upbringing and how, when, and where they were raised. In the essay, “An Indian Father’s Plea,” Robert Lake writes about how his Indian child’s traditional way of learning is different from those in western education systems and that he's not a “slow” learner but learns in a different way from his peers. In the personal essay, “Two Ways to Belong in America,” Bharati Mukherjee describes her differing views of living in America with her sister, despite both being raised in India. In the poem, “My Mother Pieced Quilts,” by Teresa Palomo Acosta, Teresa how this quilt that her mother made for her involves all these pieces of her past that are stitched together. In the

Immigrants’ refusal to appreciate a fused culture promotes division. Mukherjee questions the idea of immigrants losing their culture for American ideals: “Parents express rage or despair at their U.S.-born children's forgetting of, or indifference to, some aspects of Indian culture,” to that Mukherjee asks, “Is it so terrible that our children are discovering or are inventing homelands for themselves?” (Mukherjee, 1997, para. 28). Many immigrants experience anger when their children no longer hold the ideals of their home country. This tension produced within the household hinders the unity within a resident country’s culture and encourages division within families. Using herself as an example, Mukherjee provides another instance of anger directed at her from her own subculture: “They direct their rage at me because, by becoming a U.S.

It is important to respect and understand a child and their families culture because if educators don’t it can make it difficult for families to feel a sense of belonging to the centre. As educators it is important for us to help families and their children develop a cultural identity and sense of belonging but it is important we don’t change the families parenting style, we just assist them in any way we can. It helps children feel positive about their culture if they feel a sense of belonging within a child care, school and community. Educators can use the internet and community to learn more about the languages, traditions, beliefs and values of the children’s cultures so that they can help the children feel more positive about their culture

When one is questioned about their culture, a common answer involves a person’s upbringing and how they were raised. How an individual is brought up into the world determines how they live their life, how they make their life, and how they view their life. This is because culture plays a major role on one’s everyday life: history, relationships, social status Though one’s culture is a major key on how one lives their live, their personality may also play a role in their life as well as how they view the world. A person may make certain decisions in their life that are pulled from their own personality as an individual rather than their background; but, those views were taught and introduced by past experiences at one point or another.

Gaining learning and experience about other cultures background will enrich my multicultural knowledge. Therefore, as an educator I must learn about others culture. As I begin to learn about others cultures I will understand how values influence the ways families interpret the instruction that feels right to them. A close study on Figure 3.1 implies that a teacher’s point view or the way the students are treaty can affect their learning. It keeps narrating the story of a teacher that had to learn her students’ roots, their culture values, to get to know them in order to reach them in an academically level. The cultural values are very important and cannot be overlooked, they shape our intrinsic motivation. Many families try to keep their values and belief intact at home, so their children when they step in a classroom. Monica Brown, is the Department editor of Diversity Dispatch, argues in her article, Educating All Students: Creating Culturally Responsive Teachers, Classrooms, and Schools, that nowadays it is noticeable the diversity growths in schools, however, this is not the problem. The problem is the way teachers have responded to the diversity growth. (Brown, M. 2007). Therefore, this will affect the students learning. Brown cross with a strong point in regarding the lack of sensitivity some educators show towards their students’ culture. As educator I don’t want to be one of many teachers Monica Brown speaks on her article. I will understand that I must respect my

However, her mother sees it as a way for her daughter to be the best. Meanwhile, Jing-mei decides to rebel against her mother’s wishes. During piano lessons with Mr. Chong she realizes easy ways to get out of practicing.

Pulling a child off the path of their dream can cause them to rebel. Rebellious children can be almost impossible to deal with. Jing Mei’s mother decides Jing Mei will take piano lessons and makes arrangements with a retired piano teacher named Mr. Chong exchanging housecleaning services for weekly lessons. Jing Mei shows a lot of anger when her mother tells her of the lessons. “Why don’t you like me the way I am? I’m Not a genius! I can’t play the piano. And even if I could, I wouldn’t go on TV is you paid me a million dollars!” (32) Jing Mei takes the lessons and after a year of daydreaming during practice

As a child you first and official very of culture come from your family. Your family is the first and foremost culture that you are introduced to in life. My family

Without the knowledge of what culture is and does, we as a society would be lost. "An Indian Father's Plea," an essay by Robert Lake, explains the ways in which a difference in culture can affect someone's

She quickly gathers that she can be lazy while at these practices and not correct herself if she makes a mistake; she realizes that she never really gave herself a chance. Her negative determination keeps her from trying, just like her mother had said. And when her mother brags about her natural talent to her Aunt Lindo, her determination gets stronger. She continues to cheat at her piano lessons when she is supposed to memorize her piece for the talent show and she put more effort into practicing her curtsy than the song. This shows when it’s time her to perform the piece “Pleading Child” in front of her family and Old Chong.

Indian-Americans ranging from ages 16-24 that are first generation Americans undergo the stages of minority identity development. They are commonly placed in environments which force them to question their own identity. As they communicate with peers, they question themselves and their personal beliefs and customs. Occasionally, they view the majority culture as better than their own and may develop negative feelings of their Indian household upbringing. One may feel the need to internalize the values of the dominant culture of the community and change to fit the status quo. This is especially difficult for Indian-Americans because so many things that they are taught within the home are not normal for the majority culture therefore presenting a major division and causing an uproar in the home. Parents tend to view “normal” majority culture attributes as

Many scholars and journalists (e.g., Bergin & Bergin, 2015; Boaler & Staples, 2008; Lareau & Horvat, 1999; Lareau, 2002; Lewin, 2005) insisted that culture initiated and possessed by different groups of people influences schooling and learning of children in distinctive ways. This paper aims to investigate students? cultural capital from home influencing schooling and learning. Regarding Bourdieu?s (1986) culture capital, group of people has been creating and living within their own habitus embedding believe, culture, cultural materials and activities, norm, and so on. Framed by Bourdieu?s cultural capital states, this paper demonstrates three aspects of cultural capital including the embodied, the objectified, and the institutionalized states. Generated within our habitus, these three aspects create us differently regarding our beliefs, thoughts, behaviors, and interaction. I interviewed several colleagues and fellows and selected five interviewees whose data is synthesized and presented in the following sections. In addition, the interviewees? personal and educational background will briefly be presented. In a conclusion section, I specifically suggest parents to support their children? cultural capital. However,