We All Have A Culture That We Learn About Through Life

We All Have A Culture That We Learn About Through The Lifelong Process

We all have a culture that we learn about through the lifelong process of socialization. Enculturation is the process of acquiring the characteristics of a certain culture. Socialization is the process through which we learn social norms of the culture. Through these processes we internalize social and cultural norms, so that they become a part of our self. The sources of socialization are clear - the family, the church, the school, peers, the media, etc.

As a part of a cultural group, we share customs, language, dialects, ideas, faith, and beliefs about our own culture, as well as beliefs about other cultures. Our own culture is a lens through which we view the world. This is only natural, but we must be careful that we do not use our culture as the standard by which we measure up and judge the value of other cultures. Sometimes, culture is so intertwined with our feelings that there is a fine line between subjectivity and objectivity. As a teacher, you must be aware of your cultural lens - your learned attitudes as well as learned feelings - about the microcultures to which some of your students may belong.

Your cultural lens is made up of attitudes and opinions and feelings. Your attitudes and opinions are essentially judgments that you may pass from your cultural perspective about the rightness or wrongness of things. Attitudes and opinions are explainable. You can intellectually reason and rationally explain why you believe something is right or wrong, moral or immoral, good or bad. Attitudes and opinions are learned in the socialization process, and may even be so strong that are perceived as feelings.

Feelings, however, are different. Your feelings emerge quickly and may be harder for you to explain or understand than your attitudes. There may be some attitudes, opinions and feelings you want to change, or you may be completely comfortable as you are. Either way, in a multicultural teaching environment, you must be keenly aware of your culture, and the cultural lens through which you consciously and/or unconsciously view your students. In this assignment, reflect on your own cultural lens and think critically about your attitudes and feelings about certain microcultures.

Your cultural lens is how you view the rest of the world from the vantage point of your own culture. It is your learned and socially shared set of attitudes, opinions and feelings about other microcultures. You will also assess the Educational Impact (positive or negative) of your feelings and attitudes. Instructions: Using the list of microcultures below, respond to the following questions for five (5) microcultures that are listed: Indicate your personal feelings. Remember that feelings cannot be right or wrong - they are only feelings.

List the first three "feeling words" (not adjectives to describe the microculture) that come to mind. How does it make you feel when you think about that microculture? Do not describe how you think members of that microculture feels or should feel. If you are not sure if a word is a "feeling word," try it in the sentence, "I feel ______." For example, you may feel sad or frustrated or angry or empathetic when you think about poor people because....... Indicate your attitudes and opinions about the microculture.

Remember, attitudes and opinions are reasoned, intellectual positions. If asked, you could rationally explain and defend (though others may disagree) your position without describing your feelings. If you are not sure if a word is a "thinking word," try it in the sentence, "I think ________." For example, you may think that rich people are snobby or shallow or high achievers or intelligent because....... Reflect on where your feelings, attitudes and opinions come from. What are the sources of your cultural lens?

What socialization forces in your life contribute to your cultural lens? Church, media, friends, family, personal experiences, personal observations? Reflect on how you think your cultural lens could impact your students. How could your feelings and attitudes about this microculture impact your classroom positively or negatively? Finally, reflect on your comfort level with you own cultural lens, and how it views other microcultures.

Do you think that you need to change some aspect of your cultural lens to be an effective teacher? If you think you need to change, indicate the first three things (be specific) that you could do to begin the process of effecting change. In order for this exercise to be effective and useful, you must be honest with yourself. Your answers will not be shared with other students. You will not be graded on the "rightness or wrongness" of your answers.

However, you must answer each of the questions honestly and completely. Microculture List - Choose 5 groups of which you are not a member. Rich people Poor people African American people White people Native American people Asians Muslims Persons who participate in the New Age movement (Wicca, Paganism, Earth-based spirituality) Homosexual women Homosexual men Persons with disabilities Students who are labeled as "gifted and talented" Illegal Immigrants Legal immigrants Persons residing in the U.S. who do not speak English Jews Catholics Add another microculture that is not listed above Format: This assignment should be a minimum of 3-5 double-spaced pages in length, with no more than a one-inch margin, and 10 or 12 pt. font.

Complete this assignment in essay style with a separate paragraph (or more) for each microculture. Save the document in Word, HTM, or Rich Text format. Do not use Works or WordPad. Please use proper grammar, spelling and punctuation. Include your full name, date, course, reference number, and title of assignment at the top of the first page.

Please review the Grading Rubrics for grading reflective writing found in the Field Experience Handbook before beginning your assignment. Please submit using the Reflection Exercise 2 Assignment Drop Box. Please do NOT submit via email.

Paper For Above instruction

The exploration of personal cultural lenses is an essential component in effective teaching within multicultural classrooms. Recognizing that every individual is shaped by socialization processes—family, media, education, peers, and personal experiences—helps educators become more aware of their biases, attitudes, and feelings towards different microcultures. Reflecting on one’s own perceptions allows teachers to foster a classroom environment rooted in understanding, respect, and inclusivity. This paper explores five microcultures different from my own, analyzing my feelings, attitudes, and opinions for each, as well as considering the sources of my cultural lens and potential impacts on educational practice.

Microculture 1: Rich People

When I think of rich people, I feel envy, skepticism, and admiration. These feelings arise from societal narratives that associate wealth with privilege, power, and sometimes corruption. I feel uneasy about the vast differences in economic status, which can breed resentment or admiration. Attitudinally, I might see wealthy individuals as high achievers who have been fortunate or perhaps as entitled and disconnected from everyday struggles. These opinions are shaped by media portrayals, personal observations, and societal messages about wealth and success. My feelings come from personal observations of wealth disparities and media narratives emphasizing the glamor and greed associated with riches. These perceptions could influence my classroom by either motivating me to encourage success or by fostering biases that unfairly judge wealthy students. To improve as an educator, I could consciously work to see wealth as a diverse experience rather than a monolith and develop a more nuanced understanding of economic inequality.

Microculture 2: Native American People

Thinking about Native American people evokes feelings of respect, empathy, and curiosity. I feel a deep sense of reverence for their history and resilience. My attitudes are rooted in respect for their rich cultural traditions and the injustices endured over centuries. I think that Native Americans have an invaluable cultural heritage that should be celebrated and preserved. These attitudes are informed by historical education, media representations, and personal readings. My attitudes could positively influence my classroom by promoting respect for indigenous cultures and encouraging students to learn about history and cultural diversity. However, I am aware that my perceptions may sometimes oversimplify or romanticize their culture. To be more effective, I should continue to educate myself about Native American communities and approach their culture with humility and genuine respect, avoiding stereotypes.

Microculture 3: Muslims

I feel cautious, curious, and sometimes apprehensive when I think about Muslims. These feelings originate from societal narratives, current events, and media coverage that often depict Muslims through a lens of misunderstanding or fear. My attitudes tend to be shaped by these perceptions, which sometimes lead to stereotypes or assumptions about their beliefs and practices. I think that Muslims are a diverse group with a rich religious tradition that promotes compassion and community. These perceptions can influence my classroom by either fostering openness or inadvertently perpetuating stereotypes. To enhance my effectiveness as a teacher, I need to overcome any biases and seek authentic knowledge about Islam and Muslim cultures, ensuring I approach students from these backgrounds with cultural humility and respect.

Microculture 4: Persons with Disabilities

When I think of persons with disabilities, I feel compassion, responsibility, and sometimes discomfort. My feelings stem from societal messages about disability, inclusion, and accessibility. I think that persons with disabilities are resilient and deserving of respect and equal opportunity. Attitudinally, I believe inclusivity is vital in an educational setting to accommodate diverse needs. However, I recognize that I may hold subconscious biases about limitations and independence. My feelings and attitudes could impact my classroom by either encouraging adaptive strategies and inclusive practices or unintentionally isolating students with disabilities. To improve, I need to continually educate myself on disability awareness and implement inclusive practices that promote integration and empowerment.

Microculture 5: LGBTQ+ Women

Thinking about LGBTQ+ women evokes feelings of acceptance, admiration, and sometimes discomfort. I feel empathetic toward their experiences of discrimination and strength. My attitudes are influenced by societal attitudes, media representations, and personal relationships. I think that LGBTQ+ women are vital members of society with unique perspectives and resilience. These perceptions could positively influence my classroom by fostering an environment of acceptance and respect for gender and sexual diversity. However, I might also have internal biases or discomfort rooted in societal norms that I need to address. To be a more effective teacher, I ought to educate myself further about LGBTQ+ issues, challenge any unconscious biases, and actively promote inclusivity in my classroom.

Reflection and Conclusion

Analyzing my cultural lens reveals both strengths and areas for growth. My feelings and attitudes towards these microcultures are shaped significantly by media, societal narratives, personal experiences, and education. Recognizing these influences is crucial in minimizing biases and fostering an inclusive environment. As an educator, I must remain self-aware and committed to ongoing cultural competence development. I acknowledge that some perceptions may need to be challenged or revised to ensure I do not inadvertently perpetuate stereotypes or biases. Specific strategies include engaging in cultural humility training, seeking authentic interactions with diverse communities, and reflecting regularly on my teaching practices. Ultimately, self-awareness and continuous learning are essential to becoming an effective teacher in a multicultural classroom, ensuring that I view all students through a lens of respect, understanding, and equity.

References

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