Literature Response 1: Culture

The definition of culture is something that is often discussed and rarely explicitly defined.  In fact, Banks argues that in the educational world, the concept of culture is frequently misused and misunderstood (35).  When most people think of culture, they think of things that are visible and easy to identify, such as race, gender, or language.  However, there are elements of culture that are not easy to identify.  There is a distinction between visible and invisible culture, and much of a person's culture is held outside conscious awareness (Hall and Philips cited in Banks, 38).  Banks also argues that visible culture is only a small part of culture, and that implicit and invisible aspects of culture may even be more important (28).  These aspects include punctuality and how late one can be without being considered rude, personal space, or topics that can and cannot be discussed among friends in a conversation.  While people may respect a person's culture based on visible aspects, they may unknowingly disrespect someone based on a misunderstanding in their invisible cultures.  Culture is a "dynamic, creative, and continuous process including behaviors, values, and substance learned and shared by people that guides them in their struggle for survival and gives meaning to their lives (Arvizu, Snyder and Espinosa cited in Hernández, 58).  A more basic definition of culture is "patterns in the organization of the conduct of everyday life" (Pollock cited in Banks, 35).  This definition seems very appropriate because it considers patterns of behaviors, which may be visible or invisible.  

I agree with Banks's basic definition of culture, as well as the importance that he attributes to invisible aspects of culture.  I have experienced these things in my time living in Spain, where I had to get used to a number of aspects of the culture that were different than my own, and where I had certain situations that led to cultural misunderstandings.  For example, in Spain, mealtimes are very different than they are in the U.S., with the biggest meal of the day at lunchtime around 2 or 3pm and only a small dinner around 9 or 10pm.  Also, Spaniards tend to use a great deal of curse words in conversation.  In Master's classes, I had a number of professors who regularly used these words in class, which is not considered to be rude.  If you agree to meet up with a Spaniard at 2:00, they may not show up until 2:30 and will not apologize for being late, because they do not consider this to be late.  I was prepared to live in a different culture, but some of these things I could not be prepared for, and it was important to just try to keep an open mind and understand that these are the norms of a culture outside of my own, although some of my classmates in the Master's program were offended by the use of language by some professors.  

In the video "Never judge people by their appearance", a mother walking with her young child was immediately suspicious of a man for his appearance as a Muslim who was carrying a duffel bag.  Based upon the visible aspect of his culture, his religion, the woman made an assumption based on a stereotype of the Islamic faith.  What the woman failed to realize is that everyone is more than just one aspect of their culture; this man's commitment to his family was deeper than his commitment to his religion.  He was not the religious zealot that the woman had presumed him to be.  It is important to recognize that groups and group identification are important factors in an individual's identity, and that understanding the groups that one identifies make certain behaviors more probable.  Of course, each individual belongs to several groups at the same time (gender, race, religion, socioeconomic) and the individual may identify very strongly with one group and have little or almost no connection with the others (Banks 13).  

The implications of culture are important for teachers because understanding a student's culture can help to understand their behavior and to avoid misunderstandings and conflict.  If students and teachers do not share the same beliefs, values, and behaviors, conflict can occur.  However, knowledge of cultural differences can allow teachers to be aware of some of the values, attitudes, and behavioral patterns that can lead to problems (Hernández 58-60).  In an increasingly multicultural world, it is essential that teachers have the ability to teach effectively to students in a culturally pluralistic setting.  Hernández proposes several things that teachers can do in order to be more effective in a culturally diverse classroom.  First, teachers must be aware of the culture in themselves, both as individuals and as teachers in order to accept the reality of cultural differences and deal with diversity in the classroom.  Second, teachers must develop an awareness of culture as it is manifested in their students, both as individuals and as members of different cultural groups.  Third, teachers need to know which sociocultural factors influence the teaching and learning process and how they do so (Hernández 60).  Banks and Hernández both discuss the importance of getting to know the culture of the students in a classroom.  However, as a teacher, I struggle with this issue because although I want to know the cultures that my students come from, I teach students from so many different cultures that it would be nearly impossible for me to gain an understanding of so many different cultures.  I do not question the value of this, but rather the reality of it for teachers who teach in a truly multicultural setting.  It might be easier for a teacher who is from one culture (a White female, for example) and teaching an entire classroom of students from one shared culture (Latinos, for example).  While this situation still presents the possibility for cultural misunderstandings, it would allow for an exchange of two cultures in which students and teachers could learn from one another.  

As far as the concept of understanding a student's culture, we must try to understand the culture to be able to see which behaviors are more likely for a student, however we must also avoid stereotyping.  In The Trouble with Black Boys, Noguera addresses the harmful effects of stereotyping in schools, whether they be positive or negative.  He mentions that in a predominantly White school, Black males may face certain stereotypes that could be considered positive such as being inherently gifted athletes, good dancers, and naturally "cool".  While these are positive traits, this stereotype fails to attribute Black males with other, more positive personality traits such as intelligence, honesty, and integrity (xiii).  Additionally, Noguera discusses how these "positive stereotypes" can be harmful in the organization of schools and classes.  He states that schools often reinforce and maintain racial categories and the stereotypes associated with them.  Schools sort children by perceived measure of ability, and Noguera states that White and Asian children are disproportionately placed in gifted and honors classes, reinforcing the idea that they are inherently smarter than children of other races (30).  While the stereotype of being more academic or intellectual is a positive trait attributed to White and Asian children, it can be harmful to the children who fail to live up to this positive stereotype, and it is also harmful to Black and Latino children who are inherently placed in the category of being less intelligent.  

One of the final elements of culture that teachers must consider is the concept of a hidden curriculum.  Within a classroom, there are two interrelated curricula negotiated by teachers and students: visible curriculum, the academic content and instructional materials, and hidden curriculum, which exists in the interactional, social, management, and organizational aspects of classroom life (Hernández 159).  According to Hernández, teachers must recognize the effect of the elements of this curriculum in order to create an environment that enhances the academic performance and self-concept of all students.  For example, patterns of communication and participation deemed appropriate by both teachers and peers is an element of hidden curriculum that could impact student performance if a student comes from a background in which work is done cooperatively rather than individually, or if students are not used to responding to direct questions.  In addition, Noguera presents the hidden curriculum as a barrier for academic success for students of minority groups.  Noguera considers the racial separation in schools as an element of the hidden curriculum, which "teaches" certain students what they can and cannot do because of who they are (12).  Noguera also states that these are not always elements created by teachers or schools, but may be put into place by the students.  

I agree with Hernández and Noguera's assessments of the importance of recognizing the hidden curriculum in a classroom and a school.  These are things that teachers must be aware of in order to ensure academic success of all students, and to create a safe and comfortable learning environment for all students.  Even if the situation is that the boys will not allow the girls to play sports at recess because "girls don't play sports", teachers should monitor this to avoid stereotypes and self-fulfilling prophecies.  Within the classroom, if teachers notice that certain students do not participate in class, or only yell out responses without raising their hands, teachers should attempt to understand this situation rather than immediately reprimanding the students as these may be elements of their culture rather than rude or inappropriate behavior.  

All of the readings from the first portion of this course have underlined the importance of culture in the classroom, not just teaching about cultures but also knowing about the cultures of students in order to better teach them.