How Culture Has A Big Effect On Education Essay

The opinions of our parents and friends or our ethics can also make our view different. I’m from a “cage-free” family which means that my parents are not strict, and they gave me a lot space to develop myself. But it doesn't mean that they don't teach me things. Of course I have common sense like I know what is right to do and what is wrong, I believe that common sense I have is from my parents. I am influenced deeply by how my parents look at things. For example, many people want to have a degree from a famous school even they don't like their majors. It’s important for them to earn a degree and make good amount money in the future even they won’t like their jobs. But for me, what I like to do is more important. I’d rather doing something that I like even I won’t make a lot money. I don't care if my major is hard to find a job or it’s hard to earn a degree, I will still give it a try with a little chance. This kind of risking spirit is defiantly from my dad. Because he's businessman and he always have to take certain risks. He told me that job is job but career is different, you have to like what you're doing for your career otherwise you will not be happy. He also said that I am young and it’s important that I give myself a chance. with

Anthropologists have always had their discrepancies with the word culture and its background significance. There have been numerous definitions that have filtered through the field, yet not one that everyone can accept or agree with. Franz Boas, an anthropologist in the early 20th Century, and his students, had a difficult time figuring out the objective of what culture is. Culture is about learning and shared ideas about behaviour. Although Boas and his students had a slightly different idea in mind. They ultimately reached a conclusion, a definition of culture in their view that is a contradiction in terms. Boas sates that, “ culture was expressed through the medium of language but was not reducible to it;

Culturally Responsive Teaching is a pedagogy that recognizes the importance of including students' cultural references in all aspects of learning (Ladson-Billings, 1994). This approach to teaching encompasses how knowledge is both communicated and perceived by the students. The teacher must have a good relationship with the parents, have high expectations, learn about their students culture, have culturally mediated student-centered instruction, willing to reshape the curriculum, and be a facilitator in order to accomplish this method of teaching. These are key points a teacher must be willing to do if they intend to be an effective teacher especially in a highly culturally diverse area like central

Anderson, K. (2013). The Difference Between Macro and Microeconomics | Mint.com. Retrieved October 13, 2013, from https://www.mint.com/the-difference-between-macro-and-microeconomics/

Each country has its own kind of education, and education always plays an important role in affecting students’ life and study on many aspects. Having received ten years of education in China and two years of education in the U.S. I would like to compare and contrast a few significant aspects of these two different kinds of educations. Knowing that no two education systems are the same, the differences between American education and Chinese education allow countries to take the essence and discard the dross through learning from each other so as to improve their own current education systems.

When comparing cultures, one must form a definition of what culture is. Culture can be easily defined as the social behavior and normality’s found in human societies. It can also be easily made up of a composed arrangement of educated conduct and thought designs. Culture is a sorted out framework since it includes many parts. Throughout the world, there are many cultures that are both very different and also very similar. "Culture encompasses religion, food, what we wear, how we wear it, our language, marriage, music, what we believe is right or wrong, how we sit at table, how we greet visitors, how we behave and one million other things." (Cristina De Rossi.)

The school atmosphere was different I was hanging with Caucasian girls and the African American children did not understand what I was doing being so close to children opposite of my own culture. At that point, I was unsure of what their problem was but realized they were sheltered from other cultures and raised differently. This caused several fights as a child because other children would call me a “little white girl” and I had no idea of what that meant and was offended. I was raised around majority boys in the neighborhood, until I started playing softball, some would consider me as a tomboy. So

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,

The United States serves as a culturally rich country who opens its arms to individuals from many different ethnicities, backgrounds, and life experiences. It seeks to be the melting pot of a blended group of people, providing opportunity and equity for all. Consequently, our educational system is the cornerstone for providing equal opportunity for all persons. Therefore, as the United States continues to be immersed with individuals from various cultures, the educational system must consistently seek to assure that educational opportunities are equally distributed to our students. In order for this task to be accomplished, developing a well-defined illustration of what multicultural education is necessary.

The first idea which interested me came from Chapter one. The socio- cultural perspective. This perspective explains, how children’s learning is influenced by family and culture in which children are living.

Swami Nirmalananda, a disciple of the Indian mystic Ramakrishna, once said “Our modern society is engaged in polishing and decorating the cage in which man is kept imprisoned.” Society is seen as a cage by many because the cultural beliefs that make up the society are what guide the actions and behaviors of those people within. Sometimes the culture in societies result in helping people develop successfully and positively, but this is not always the case. For instance, societies that were challenged by racism during the mid-twentieth century were marked by rage and were the causes of some troublesome lives. In two short stories set during the mid-twentieth century, “Sonny’s Blues,” by James Baldwin and “The Man Who Was Almost a Man,” by

I believe that schools have hidden cultural agendas, stemming from their policy makers collective cultural backgrounds, which controls what curricula is used, and how knowledge is taught within the system. I further believe that not all students fit the cultural mold defined by our schools, and that those students that find themselves outside the established "norm" cannot fully benefit from their school experiences.

Culture is “the knowledge, values, attitudes, and traditions that guide behavior of a group of people and allow them to solve problems of living in their environment” (Woolfolk 193). It is clear that a students cultural background shapes who they are, therefore this could shape what kind of student they are in the classroom. The visible signs of culture are clothing, language, and traditions. But taking a look deeper into someones culture can reflect who they are and their beliefs. The text suggests that some psychologists believe that cult defines intelligence. I am not sure I totally agree with this. I believe cultural tendencies can definitely impact the way children participate in the classroom. To engage students effectively in the learning process, teachers must know their students and their academic abilities individually, rather than relying on racial or ethnic stereotypes or prior experience with other students of similar backgrounds or culture. “Knowing a student is a member of a particular culture group does not define what that student is like” (Woolfolk 197). People are individuals, and just because they have a certain culture background, does not mean they have the same attributes shared by other members of their culture. I do believe that culture matters. To truly engage students, as teachers we must reach out to them in ways that are culturally responsive and appropriate, and we must examine the cultural assumptions and stereotypes we bring into the

Cultural differences effect many aspects of our daily lives. With the many different cultures embedded in the United States, it is important that everyone has an understanding and respect for the melting pot that is encountered daily in our communities, workplaces and schools.

When speaking of college, the prior benefit of obtaining a college degree that people might consider the most is personal financial gain. Alex Tabarrok states this claim in his article, “Tuning In to Dropping Out”, “…[majors like] Arts, psychology, and journalism, but graduates in these fields have lower wages and are less likely to find work in their fields than graduates in science and math”(250). On the other hand, he mentions that another reason majoring in liberal art fields could not get offers from high wage jobs is because these majors are less likely to drive the economic growth. As a result, how to choose a worthy right major has become a serious problem when students are applying colleges. “What is your child’s major?” This must be one of the most common and debated questions that Asian parents would like to discuss at dinner. During these years, I have heard this kind of conversation innumerably since Asian families are well known as structuring children’s lives for academic success. Therefore, the majority of Asian students would choose a field among science, technology, engineering, or math (STEM) as their majors in college because these subjects offer more career choices than others. The value of a major should be weighted on the importance of making and having a life after graduating from