Cultural Identity

If a cultural background, based on an individual’s membership and experiences in religious, ethnic, or other groups, can have a profound impact on his or her life, then it follows that cultural identity, or sense of self as based on those same factors, can also influence an individual’s life (Gollnick and Chinn 8-9). For example, if I were to count up the cultural groups I am a part of, I would have to include the following: I am an American, I am female, I am a Christian (thought I don’t necessarily consider myself a member of any particular denomination), I am a college student, I am a tutor, I am a musician, etc. There are also other groups which have an impact even though I don’t consider myself a full member. For example, I am descended primarily from a mix of English, Scottish, and Irish ancestors with a small amount of French and Spanish heritage thrown in for good measure. While I am not English, Scottish, or Irish, I do have some character traits which can be typically associated with those nationalities. Similarly, while I am only slightly involved in the political arena, my family has a very political history, and I find myself interested in politics despite my distaste for the ugliness and deception that are so prevalent at this time.

Cultural identity, therefore, is an individual’s sense of self as influenced by the “traits and values learned as part of […] membership in these groups” (8). Everyone is influenced by his or her cultural identity, and students are no exception. Children are especially prone to learn these traits and values, often imitating the attitudes and behaviors of adults they see around them (16). A child who is read to or sees adults reading on a regular basis might be more inclined to put her energy into learning to read than one whose role models prefer TV. If a child has a talent and love for drawing, hearing from parents or teachers that doing so is “sissy” or even just being exposed to an attitude of indifference or distaste has the potential to damage the child’s sense of self-worth. Because of this, it is essential that teachers model respectful attitudes and behaviors, accepting each student as a unique individual with a multi-layered background and perspective. Providing this example, and encouraging students to follow it in relating to each other, can help students develop a positive “self-concept [which] contributes to the academic success of the student” (Savage par. 3). Teachers can also consider developing lessons which would allow students to share aspects of their unique cultural heritages, such as essays about family traditions, research papers about ethnic heritage, or other projects of varying complexity depending on the level of the students (par. 7).

Works Cited:

Gollnick, Donna M. and Philip C. Chinn. Multicultural Education in a Pluralistic Society. 10^th ed. Pearson, 2017.

Savage, Sam. “The Cultural Identity of Students: What Teachers Should Know.” RedOrbit.com. 21 Sept. 2005