Running head: REFLECTION POINT 4

Reflection Point 4
Natalie Beals
George Mason University

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Reflection Point 4

The American public school system is becoming increasingly diverse with regard to
language, ethnicity, educational background, and family situation, along with numerous other
differences that create an unprecedented educational grouping of child learners. Many of these
differences among students emanate from their culture. The definition of culture is not often
agreed upon among scholars, and one of the benefits of EDUC 606, Education and Culture, was
in exploring various perceptions of culture and organizing a definition based upon my newfound
understanding. I tend to align with Carters (as cited in Hollins, 2008) definition of culture,
which is learned patterns of thought and behavior that are passed from one generation to
another and are experienced as distinct to a particular group (p. 18). Through my investigation
into culture, I was able to explore the diverse cultural needs of my students and to examine how I
could change my teaching practices and the overall culture of my school to meet the needs of
culturally diverse learners.
The Cultural Inquiry (CI) Study, the culminating assignment for EDUC 606, provided a
context in which I could delve into the cultures represented in my classroom. Though I had
completed an action research study as a part of one of my concentration courses, this particular
study was undertaken, analyzed, and reflected upon through the lens of culture. Prior to this
study, I had acknowledged that culture embodies more than language or ethnicity, but the study
accomplished through this course and in my classroom allowed me to experience the
multifaceted nature of culture. The journals, blogs, and discussion board posts that I wrote
throughout the course challenged me to think beyond a simplistic look at culture, and really
consider the backgrounds from which my students come. A concept from our course reading
that deeply impacted my thinking about culture was that in order to teach subject matter in
meaningful ways and engage students in learning, teachers need to know about their students'
lives (Villegas & Lucas, 2007, p. 30). Through the study conducted in my classroom, I was
able to learn more about my students lives outside my classroom and how these background
lives impacted their learning, their interactions with others, and their concepts of success.
Understanding alone, however, is not enough to make a change in students education.
One of the Advanced Studies in Teaching and Learning (ASTL) Learning Outcomes is for
teachers to be change agents, teacher leaders, and partners with colleagues (GMU, 2014, p. 3).
Through the actions undertaken as a part of my CI Study, I was able to make adjustments to my
classroom that would benefit student learning. The readings completed through the course, both
required and as a part of my literature review, allowed me to explore different methods of
helping the students in my classroom, and the CI Study provided me with the framework in
which to implement them. The data collected through the study provided me with substantiated
findings that I could present to my colleagues for our mutual benefit. The formal data collection
and analysis process of action research allowed the data to speak for itself when sharing
information with colleagues and collaborating to make the overall culture of the school accepting
to all students.
The coursework undertaken through EDUC 606 allowed me to further my understanding

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of culture and how it is manifested in my students and provided me with more tools with which
to help them and future students. I believe that my concept of culture and its presence in the
classroom has been expanded through this course as I have read of other teachers experiences,
considered my own classroom, and taken steps to close understanding gaps in my classroom that
arise from different cultural perspectives. As I continue to work with various cultural
backgrounds represented in my classroom, I believe that this course has better prepared me not
only to be more aware of culture, but to engage students through their cultural experience.

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References

George Mason University (GMU). (2014). ASTL Student Handbook 2014-2015. Retrieved May
7, 2015 from http://gse.gmu.edu/advanced-teaching-studies/
Hollins, E. R. (2008). Culture in school learning: Revealing the deep meaning. (2nd ed.). New
York and London: Routledge.
Villegas, A., & Lucas, T. (2007). The culturally responsive teacher. Educational Leadership,
64(6), 28-33.