Cultural Interview Presentation

1. Cultural Interview Presentation By: KaceyDanner EDUF 7235 Multicultural Education

2. Cultural Background • Interviewee was from South Russia but came to the U.S. in 2000 • Language: KaBardian • Food in Russia: • Not as many choices for meat and it’s very expensive there but meat is always fresh • More affordable in U.S. and more exotic foods here as well • Attire in Russia: • More stylish • The more expensive the better • Jewelry, diamonds and high heels are important • Most people pay close attention to they way people dress

3. Cultural background Gender Roles: Expectations for males and females are typically the same as in the United States As far as teachers, the majority are women just like in the U.S. • Traditions: • Unlike the United States where Santa comes on Christmas in Russia Santa come on New Years and the participant still practices this in the US. • Christmas is not a big celebration about presents, it’s more about religion

4. Educational background • Education: • Bachelors Degree in Accounting and Audit • Bachelors Degree in English • Masters in Business Administration

5. Children Believes that in order for them to be good leaders they must be able to make good decisions • Children Age and Grade • Two Boys • Child #1: 7 yrs old in the 2nd grade • Child #2: 10 yrs old in the 5th grade • Childrearing Practices: • Advises them about what’s right and wrong • Gives them freedom to make their own decision

6. Participant beliefs about education She believes that an important role the school has but is not fulfilling is to help students to learn about the rest of the world. She thinks its unfortunate that the rest of the world knows about the U.S. but we know nothing about them. • Participant believes her role in her children’s education is to help and direct them but they must learn to study and do the work on their own.

7. Overall schooling experience of children Parents can get involved in PTO Russia has Parents Committee- where parents meet with troubled students. They discuss what can be done to help Participant believes that this Russian Parental Committee would be beneficial in the U.S. Children spend less time on homework than in Russia where children spend at least 2-3 hours a day on homework • Both children participate in after school programs involving • Homework • Sports • The children’s school encourages parental participation often

8. Problems experienced in school • Child #2: • He is a gifted child, very smart • He is not challenged in school and finds himself bored • He finishes his assignments before everyone • Participant would like her son to be given higher level work • Participant is concerned that schools pay much more attention to children who have difficulties with learning rather than the smarter children • Both children are not learning enough about other countries other than the United States.

9. Suggestions to administration and teachers Participant Likes: Schools are safe and monitored Teachers seem to follow all of the rules • Participant Suggests: • Foreign languages should be taught in elementary, starting in kindergarten • Certain courses like Geography should be required for all students and not an elective • Children need more of a challenge because school programs here are too easy • Thinks that a uniform system in the U.S. would be easier, so all students are required to take the same courses and fulfill the same requirements

10. Multicultural Education • Participant and children would benefit from their school implementing a Multicultural Education • The participants strongly believes that learning about other cultures, countries, and how to speak different languages is important in a well-rounded education • This method will be good for her children because they will be taught how to organize concepts around contributions and perspectives of multiple groups, critical thinking skills, analyze diverse viewpoints, relate to students’ experiential backgrounds, and learn multiple languages.

11. Reason for picking theory Respects diverse people Supports power equity among groups All of these qualities addresses the participants concerns about her children being exposed to learning about different cultures and languages and ultimately presenting them with a challenge • This approach focuses on students learning about: • Alternative lifestyles • Cultural Pluralism- idea of maintaining diversity, having respect for differences, and having the right to participate actively in all aspects of society without having to give up one’s unique identity.

12. School intervention • Intervention #1- • In order to better challenge Child #2, he needs a teacher who will challenge his analytical, creative, and practical skills, while teaching him about different cultures • His teachers could teach a lesson about children from Russia (or any other country) • Children would have to compare and contrast their lifestyles with the children from Russia’s lifestyles. This assignment may require the children to do some research. This will require them to use their analytical skills. • Then the children will have to write a story about what their day would consist of if they lived in Russia from the time they wake up to when they go to bed at night. This part of the exercise would require them to use their creativity skills. • The last part of the exercise would require them to show how they could use what they’ve learned about Russian culture to the class in a given scenario from the teacher. This will require the students to use their practical skills.

13. School intervention • Intervention #2: • The participant had concerns about her children not being taught much about other countries • In order to lessen this concern, her students teachers need to better facilitate a curriculum that will teach students about their own heritage, language, and culture as well as others. • I suggest that these children’s teachers learn about each student in their class’s ethnicity, background, language, and culture. • They should then use this information to develop lessons that revolve around a different country every couple of weeks in order to familiarize students with the diversity of their classmates. • Lessons should consist of students becoming familiar with how to speak different languages, write in different languages, and the different cultures of their classmates.

14. School intervention connection to theory Intervention #2: Connected because it uses the second and third CREDE standards, which include developing competence in the language of instruction and connecting schools to students lives as well as contextualizing teaching and curriculum in the experiences and skills of students homes and communities. In this activity students, learn about their own culture and native language as well as their classmates which will help them to relate to one another. • Intervention #1: • Connected because it uses the fourth CREDE standard, which is teaching complex thinking and challenges students toward cognitive complexity. • In this activity students are required to think rather than memorize facts and actually apply what they’ve learned.

15. How interventions help issues and parental concerns • These interventions will help the children because: • Child #2 will finally be challenged to use more of his critical thinking skills • Both children will learn more about other countries • Both children will learn the importance of each culture and the importance of being able to work with all people of different backgrounds

16. What I learned • Through this cultural interview I learned that it’s important for all students to be challenged by their school work. Not only is a challenge important but students also need to be taught about the world around them. Learning about different cultures and backgrounds will better prepare children to interact with the different people they will encounter in their life. I also learned that the right combination of the children’s school and parents is the best way to ensure an effective education for all students.

17. References Sleeter, C.E., & Grant, C.A. (2009). Making choices for multicultural education: Five approaches to race, class, and gender. Hoboken, NY: John Wiley & Sons, Inc.