Cultural Adaptations
In the United States, we have always been a country well experienced in diversity. Here in late years, immigration is growing at relatively high rates. Many of these immigrants experience stresses that the majority does not often consider. Often the struggle of immigrants is that they do not have a place where they feel they belong. Acculturation had been linked to adolescent problems, in many recent studies (Choi, He & Harachi, 2008). This may happen largely because the immigrated students don’t feel a true sense of belonging and merging with the majority culture. A hard language barrier, difficult support frames and social-economic status are just a few items that plague immigrants.
A large part of identity development centers around cultural identity. Erik Erikson, along with his other ideas on identity, had a strong sensitivity to the part that cultural identity played in youth growth. There is also the reciprocal issue; while the minority doesn’t fully understand the majority, the majority isn’t understanding the minority. This lack of connection creates more distance and even more difficulty. Growing up in a hometown where, as a Caucasian female, I was the minority, I can emphasize with a lack of connection between cultures. Even as elementary students, our town accommodated for our strong mixture of Latino and Caucasian backgrounds. We were all educated heavily on our diversity. As we grew, the identities only became stronger. As an educator in the future I hope to handle diversity in the same way. No matter the ranges of ethnicity in my classrooms, the beautiful thing about English is that it can so easily transport people. Sitting in a classroom in say, Tennessee, as a class we can read a novel about a young teenage boy in Japan and what his life is like there. After reading a novel such as that, having a day where we mimic a day in the life of that culture in dress and food and possibly vocabulary, I can help to ease the gap between cultures. By practicing these things, I will be showing my comprehension of sub-standard 5.3
A large part of identity development centers around cultural identity. Erik Erikson, along with his other ideas on identity, had a strong sensitivity to the part that cultural identity played in youth growth. There is also the reciprocal issue; while the minority doesn’t fully understand the majority, the majority isn’t understanding the minority. This lack of connection creates more distance and even more difficulty. Growing up in a hometown where, as a Caucasian female, I was the minority, I can emphasize with a lack of connection between cultures. Even as elementary students, our town accommodated for our strong mixture of Latino and Caucasian backgrounds. We were all educated heavily on our diversity. As we grew, the identities only became stronger. As an educator in the future I hope to handle diversity in the same way. No matter the ranges of ethnicity in my classrooms, the beautiful thing about English is that it can so easily transport people. Sitting in a classroom in say, Tennessee, as a class we can read a novel about a young teenage boy in Japan and what his life is like there. After reading a novel such as that, having a day where we mimic a day in the life of that culture in dress and food and possibly vocabulary, I can help to ease the gap between cultures. By practicing these things, I will be showing my comprehension of sub-standard 5.3
- Sub-standard 5.3- the ability to apply skills and strategies for planning and adapting learning environments that reflect cultural competency; are responsive to the characteristics, strengths, experiences, and needs of each student; and promote all students' development and learning