Running Head: PERSPECTIVE PAPER

Perspective Paper
Ashley OShaughnessy
National-Louis University
29 July 2014

Running Head: PERSPECTIVE PAPER

When I began this program, I would have told you that I was a culturally responsive
educator; however, I now know that that is simply not true. I am on my way to becoming
culturally responsive, but I am not there yet. I have learned that some things must be examined
by all those who wish to have a culturally responsive classroom. First, personal identity both as
an educator and a member of society must be examined. Second, the culture of the students
we teach must be studied, and bridges between our own culture and the culture of our students
must be made. Finally, instruction must be culturally relevant, and multicultural information must
be integrated into the curriculum.
"As a white person, I realized I had been taught about racism as something which puts
others at a disadvantage, but had been taught not to see one of its corollary aspects, white
privilege, which puts me at an advantage." (McIntosh, 1990, p. 31) Realizing that I am a white
woman in America who was born with an advantage has been a huge stride forward on my
journey to becoming culturally responsive. My whiteness, and the privilege that comes with it,
means that I will have to work hard to connect with my students and to connect culture with all
subjects. I come from a markedly different cultural background than the one my students
belong to. Acknowledging this fact means that I will have to make a concerted effort to
recognize their culture, how it impacts their lives, and how it impacts their learning. Activating
prior knowledge, which is so important in a child's education, becomes a matter of learning how
their culture differs from my own, and how I can use that to an educational advantage in the
classroom. Respecting cultural differences, and learning from them is an important part of
developing a strong relationship with students who have a very different background than I do.
Part of this respect is empathizing with students unique situations, and forming the trusting,
communicative, open relationship that allows learning to take place.

Running Head: PERSPECTIVE PAPER

"In school, primary cultural differences may initially cause problems in interpersonal and
intergroup relations as well as difficulties in academic work...children from different cultural
backgrounds may begin school with different cultural assumptions about the world and human
relations." (Ogbu, 1992, p. 196) Differences in culture can cause a wide range of problems in
student performance. As educators, we must learn all we can about the community and the
culture that has produced the students we teach. It is important to be cognizant of the
differences in cultural norms and expectations of prior knowledge may need to be adjusted. Our
students will come into our classrooms with largely different experiences than we had ourselves
at their age. Educators must immerse themselves in the cultural traditions of their students, and
do all they can to bring those traditions into the classroom. If a student's culture is not
acknowledged, accepted, and valued, the student-teacher relationship may not develop. In
order to develop a relationship of respect and trust between student and teacher, teachers must
respect and value the unique traditions of their students.
"In my space, there must be a wide range of ways to succeed, multiple interests to
pursue, a variety of possible contributions to make." (Ayers, 2001, p. 69) Culturally responsive
classrooms differentiate instruction based both on skill and cultural background. My classroom
will not succeed in educating a culturally diverse group of learners if it does not offer them
multiple opportunities for success. Culture affects the way students learn, what they are
interested, and the value they place on success in school. As a culturally responsive educator, I
must be aware of the effects cultural differences have on my teaching style and my students'
learning styles. Incorporating students' interests and diverse backgrounds into every subject
area can help broaden their interest in those subjects, and positively affect their ability to
succeed in that subject area. Acknowledging cultural heritage and seeking out ways to learn
from it as an educator shows students that their contributions to the classroom are both
welcome and valuable. Bridging the home and school gap is only possible if both parties are

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willing to cross the bridge to the other side. Students will be willing to learn from the teacher
only if the teacher is willing to learn from the students and their families.
If I am to become an effective teacher, than I must recognize and accept that I am
different than my students, and that their differences are to be respected and valued in the
classroom. In order to develop a trusting relationship with students, I must utilize their cultural
backgrounds in their education, and build their education on the shoulders of what they already
know. Success, as measured by the educator, must be differentiated to include culturally
responsive methods of instruction and assessment. If I utilize this knowledge and these tools in
my daily lessons, than I believe I will be a more effective teacher.

Running Head: PERSPECTIVE PAPER

References
Ayers, W. (2001). To teach: The journey of a teacher (2nd ed.). New York, NY: Teachers College Press.
McIntosh, P. (1990). White privilege: Unpacking the invisible knapsack. Independent School, 49,
31-35.
Ogbu, J. U. (1992). Understanding cultural diversity and learning. Educational Researcher, 21(8),
5-14.