MY CULTURAL AUTOBIOGRAPHY

My Cultural Autobiography
Charlie Lee
College of DuPage

MY CULTURAL AUTOBIOGRAPHY

My Cultural Autobiography
Part One: Individual Cultural Identity
Mahatma Gandhi once said, "No culture can live if it attempts to be exclusive." As a
future educator, it is necessary to realize the importance of the many cultural identities that exist
in the world and how they have such a large influence on learning. My own cultural perspectives,
experiences, talent, knowledge, social class, family, and community values have all had an
impact on how I have learned over the years. As a middle class, third generation Asian American,
I have not experienced as much of my ethnic culture as I would like. Almost all of my relatives
are either not in touch with my family or are deceased, and aside from a few Japanese New
Year's gatherings, we do not have many cultural experiences. I have learned from this lack of a
deep relationship with my ancestry to not let these moments pass me by, and investigate my
culture whenever possible.
While I was raised Catholic, over time I learned about other religions and became more
open to other beliefs, and I currently do not classify with any one religion. Throughout high
school, this open-mindedness to other cultures and religions also contributed in a very
constructive way to my learning. I volunteered to be a guide for a new transfer student from
Bulgaria, who spoke a little English but was still in the process of learning it. This was an
influential experience for me, as I was motivated to help this student succeed at school. At first it
was a struggle due to the language barrier and our entirely different customs, but it was here
when I probably first realized the importance of being cultural responsive. I began to learn more
and more about his culture each day, which included how he was taught in Bulgaria, comparing
the English language to Bulgarian, and other small but significant aspects of his life. Soon he
was one of the smartest students in school and we became very good friends, and still are today.

MY CULTURAL AUTOBIOGRAPHY

My talents as a musician and a tennis player have also impacted my learning in a very
positive manner. I used to be terrible at tennis and could never hit a ball over the net. After
months of practicing, I was able to develop the patience and learning strategies necessary to
become better at the game. I now apply this persistent attitude to any material I am trying to
learn. As a child, I grew up learning to play the piano. Although I no longer play, during the
years that I studied this instrument I was able to build upon my musical intelligence and also
realize the importance of spatial learning, as visually seeing the sheet music helped me play
better. Many people do not realize that talents can have a significant influence on recognizing the
best way an individual learns!
My knowledge of other cultures has also helped create a unique multi-cultural identity
that I relate to today. Growing up in a relatively diverse neighborhood, I was able to start
developing a wide cultural perspective at a young age. A majority of my best friends in
elementary school were of Hispanic, African American, or Asian descent. While I was naturally
open-minded and accepting of other cultures, I also saw the opposite side of this value early on.
Countless times I would hear my community advising myself or my friends that we should not
hang out with certain individuals because they are "different." I could not understand the
reasoning behind these judgmental values, and my family helped confirm the importance of
being culturally respectful. I learned from this moment on that cultures are to be embraced and
not shunned. Overall my culturally identity has greatly influenced the way I learn today.
Although I do not have the strongest roots within my own ancestry, I have learned a great deal
about many other cultures and the importance of respecting them, as well as having a desire to
build upon my own. All individuals have different learning styles, and embracing a student's
culture will help identify the best way he or she learns.

MY CULTURAL AUTOBIOGRAPHY

Part Two: Impact on Teaching

My cultural perspectives, stereotypes, biases, and beliefs will have a large impact on the
way I teach. From my previous examples, I have a very wide perspective on the variety of
cultures that exist in today's society. I believe that it is important to treat all of these different
people with equal respect and show no bias for any one specific culture. In order to successfully
teach students, I must get to know each and every one of them, even if their background is
significantly different from my own. After learning about a student's culture, I will be able to
teach in a more effective manner that will cater to the individual strength's of my students.
Careful considerations will be made when planning my teaching curriculum. I will strive to
relate the subject matter to events and topics that connect with my students' diverse cultures.
When students see the relationship between what they are studying and the real world, they will
be guided towards a deeper understanding of the connections between personal experiences and
knowledge (Dack & Tomlinson, 2015).
While I myself will never apply any stereotypes to my students, it is important to realize
that others may apply them towards me. Fortunately for me, a prominent stereotype of the Asian
culture is that we are all highly intelligent. I will try to use this to my advantage in the classroom
by always displaying a confident morale and being open to discussions on complex topics. Many
students often misjudge teachers and deem them as not qualified to teach a subject based on their
individual appearances and cultures. This may result in a learning gap that negatively impacts a
student's progress. Although I hope to not be stereotyped as an automatically intelligent person
based on my culture, I will always try to display my intelligence to ensure that students are
engaged in the classroom and make them truly believe that I am an educator who can offer
meaningful insights on the subject at hand.

MY CULTURAL AUTOBIOGRAPHY

Schools are growing more and more diverse each day. I believe that there is no room in
the educational system for a biased learning environment. My role as a teacher is to foster
learning amongst students and bring out their maximum potential, no matter what culture they
come from. I believe that all students will benefit from an unbiased teacher. Education professors
Richard Ingersoll and Henry May believe that "minority students benefit from being taught by
minority teachers, because minority teachers are likely to have 'insider knowledge' due to similar
life experiences and cultural backgrounds." On the contrary, students who interact with teachers
from another culture will be able to build trust in them and have a better appreciation for cultural
diversity (Boser, 2014). Whether I am educating students who share the same culture as me or
those that are different, both groups will benefit greatly.
In general, I possess many beliefs that will reflect in the way I teach. As previously
mentioned, I believe all students regardless of what culture they are from must be treated with
respect, free from stereotypes and biases. I believe that all individuals have a unique set of
abilities and talents that have a deep connection with the way they best learn. It is my mission as
an educator to assess these qualities and create a curriculum that utilizes them to the fullest. I
believe that teaching and learning experiences are maximized when both the educator and the
student are interested in the material being studied. It is my job as an educator to create engaging
lessons and teach them in a manner that captivates my students and sparks a desire to learn more
about the subject. I also believe that parents are one of the most important factors for a child's
success, and they should be informed and involved with their child's educational progress
whenever possible. Just as it was with students, it is always important to respect a family's
beliefs and culture. Along with an open-minded cultural perspective, these beliefs will have a
great impact on my teaching strategies, and will continue to evolve over time.

MY CULTURAL AUTOBIOGRAPHY

Part Three: The Social, Intellectual, and Political Implications of Language Use
Language has various social, intellectual, and political implications which must always
be taken into consideration when teaching. From a social standpoint, language can be a defining
factor of a person's culture. An individual uses language to communicate with his or her friends
and family. I have many friends whose primary language is English, yet use the language of their
culture at home because their parents are more comfortable with it. Many schools are aware of
the social importance of language and demonstrate this by sending out fliers and announcements
in different languages, based on the diversity of their student body.
Language is an essential and fundamental tool used for gaining knowledge. Its
intellectual implications are tremendous and must always be recognized by educators. We learn
from building on our vocabulary and defining new words or ideas. If a student is trying to solve a
problem and does not know what a word means, it will be much more difficult to arrive at a
correct answer. This can prove to be an important issue for students learning English as a second
language. It is my duty as a future educator to make sure I identify any language barriers and
find ways to solve them in order to ensure intellectual learning.
The political context of language must also be addressed in an educational environment.
With all the different languages in the world, there are many words that have different meanings
depending on the culture. If a transfer student from England is asking for a biscuit, one would
most likely assume he or she is referencing a small, flaky piece of bread. Yet in his culture, a
biscuit actually refers to the cookie that we know in America. In Spanish, there are different
words to represent different levels of formality with an individual. It would be inappropriate to
address a student's parent as you would a personal friend. As a teacher, I will be aware of these
differences so as to not cause any political confusion or offense amongst students and parents.

MY CULTURAL AUTOBIOGRAPHY

There are many ways I can ensure the best possible learning environment for students
who primarily speak a language other than English. One of the most important steps to take
refers back to the above intellectual aspects of language. I will strive to create a curriculum that
is comprehensible to these students. These English learners must be able to understand the
vocabulary used on all assignments, or their learning will be greatly hindered. Video clips and
other multimedia can help simplify advanced topics, as students can visually see what they are
expected to do, as opposed to reading instructions. Ms. Pocino, a 4th grade teacher, also suggests
a technique of grouping students who need support together in order to help them all at once.
Then she will group these English learners with the primary English speakers to learn among
their peers (Echevarria, Fisher, & Fray, 2015). I can also encourage these students for having the
desire to become fluent in more than one language. By showing a respect for their native
language, students will appreciate learning the English language and will have the yearning to
correct their errors in order to become bilingual (Echevarria, Fisher, & Fray, 2015). It is also
important to not oversimplify topics for English learners. They deserve to be challenged as much
as native speakers, and with the correct guidance they will be able to solve advanced problems.
My interactions with a family who does not primarily speak English will always be
carefully planned and thought out. Similar to the strategy used with the student, I will try and use
simple vocabulary when discussing the child's educational progress. Visual aids, such as any
assignments the student may have completed, will also be very beneficial for parents to look
over. To avoid insulting them, their beliefs, or their culture, I would maintain a professional
discussion focused primarily on their child's academic success. If the parents displayed a very
minimum understanding of the English language, I would seek out any fellow educators who are
fluent in their language and ask them to translate my thoughts.

MY CULTURAL AUTOBIOGRAPHY

Part Four: Collaboration

Many organizations are important for educators to collaborate with in order to enhance
student learning. Science organizations such as museums and nature centers are great places for a
school field trip, where students can learn more about the topics that were seen in the classroom.
As a future English teacher, I look forward to connecting with many theatre organizations so my
students can witness Shakespeare's plays first hand. Visually seeing what we are studying can
greatly enhance the learning of a student, as it helps to stimulate the mind in ways that a textbook
does not. Many schools work together with the local police and firefighters to address safety
concerns in the community. While I could explain about the dangers of fires to my students, it
would be much more engaging for an actual fireman in uniform to present this topic.
Aside from directly experiencing the benefits of these businesses, many organizations can
indirectly help improve a student's learning. High schools work together with places such as the
city's Chamber of Commerce, Lion's Club, and Rotary Club to form scholarships for graduating
students. I received one of these scholarships when I graduated, and it was a great help towards
my future college tuition. Many schools have their own booster clubs composed of parents and
community volunteers. I could request a fundraiser for certain educational material, such as new
computers, and the club will set out to raise the money to purchase them. Another prominent
organization that exists in many schools across the country is the Parent Teacher Association
(PTA). There is a national PTA and thousands of local PTAs, and both types are dedicated to
improving a child's educational experience. Consisting of teachers and parents, this organization
allows each group of adults to discuss ways to enhance learning and collaborate on projects to
carry out these goals. This is also a great way for parents to be more involved with their child's
education and also develop a deeper connection with their teachers.

MY CULTURAL AUTOBIOGRAPHY

Certain local businesses may also be eager to collaborate with schools, as it benefits both
parties. Profits will increase when more people attend an event, and student learning will
ultimately be enhanced. As a student, I have personally been a part of such occasions. Many
local restaurants such as McDonalds and Portillos would host a special day where a percentage
of their profits would be donated to the local school. Besides restaurants, other types of
businesses can also benefit greatly. In Elgin, a bookstore called Books at Sunset collaborated
with Harriet Gifford Elementary school and hosted a "Kids Love a Mystery" night. The goal of
this event was to increase literacy and bring more attention to mystery novels. The local high
school's drama class also participated by acting out short plays for the students (Corcoran, "n.d").
These are just a few examples of how teaming up with local businesses has proven to be a very
favorable educational venture and learning experience for the students.
Public libraries are also a very common source for educators to collaborate with. I am
volunteering to be part of such an event this semester. The Addison Public Library has created
the Homework Help program through a partnership with School District 4, District 88, and the
College of DuPage. Every Tuesday and Thursday, children ranging from those in kindergarten to
high school are able to come by the library after school and receive assistance with their
homework. There are librarians, teachers, and student tutors present to help them with any
subject. Overall it is a great learning experience for not only the students, but also myself as a
future educator. Public libraries are also taking the initiative to be culturally responsive. The
Denver Public Library has teamed up with the Denver Public Schools to share their ideas on
improving the literacy of students who are still learning English, which make up 34% of the
student body (Murvosh, 2013). A great number of organizations can significantly help enhance
student learning, and it is my job as an educator to seek out these opportunities.

MY CULTURAL AUTOBIOGRAPHY

10

References
Boser, U. (2014, May). Teacher Diversity Revisited. Retrieved from https://cdn.american
progress.org/wp-content/uploads/2014/05/TeacherDiversity.pdf
Corcoran, J. ("n.d"). School Business Partnerships That Work: Success Stories from Schools of
All Sizes. Retrieved from http://www.educationworld.com/a_admin/admin/
admin323.shtml
Dack, H., & Tomlinson, C. A., (2015, March). Inviting All Students to Learn. Educational
Leadership, 72(6), 10-15. Retrieved from http://www.ascd.org/publications/educationalleadership/mar15/vol72/num06/Inviting-All-Students-to-Learn.aspx
Echevarria, J., Fisher D., & Frey N., (2015, March). What It Takes For English Learners to
Succeed. Educational Leadership, 72(6), 22-26. Retrieved from http://www.ascd.org/
publications/educational-leadership/mar15/vol72/num06/What-It-Takes-for-EnglishLearners-to-Succeed.aspx
Ingersoll R., & May. H., (2011). Recruitment, Retention and the Minority Teacher Shortage.
Retrieved from http://www.cpre.org/sites/default/files/researchreport/1221_
minorityteachershortagereportrr69septfinal.pdf
Murvosh, M. (2013, January). Partners in Success: When School and Public Libraries Join
Forces, Kids Win. Retrieved from http://www.slj.com/2013/01/programs/partners-insuccess-when- school-and-public-librarians-join-forces-kids-win/