This document discusses self-identification and culture. It begins by examining Saint Leo University's core value of personal development and how having a sense of self and cultural understanding enhances character. It then explores how culture is deeply ingrained in individuals, shaped by various traits. The document also discusses how the author's small, homogeneous community impacted their interest in other cultures. Later sections provide suggestions for incorporating multicultural education into classrooms, from having students learn about their own culture first before exploring others, to celebrating diversity and different perspectives. The document advocates creating an environment of cultural tolerance and understanding to pave the way for a more accepting society.

1. Self Identification
and Culture
by Seann Combs

2. Personal Development
According to their Core Value of Personal Development, “Saint Leo
University stresses the development of every person’s mind, spirit,
and body for a balanced life. All members of the Saint Leo
University community must demonstrate their commitment to
personal development to help strengthen the character of our
community.” (Core Value of Personal Development, 2013).
Having a sense of self as well as a strong cultural understanding
enhances the character of individuals, and when properly instilled,
it broadens the understanding of a society.
If we were to look at ourselves, the aspects of us—our
motivations, our physical characteristics, our beliefs, etc.—how
would we define who we are? If we were to disaggregate the
information about our cultural identity, what would be left? The
answer is nothing. Our culture is an amalgam of all the traits, both
minute and paramount, which shape who we are.

3. How do I identify?

4. How has my cultural identity
impacted my learning?
Being raised in a small community, I was accustomed to the homogenously
white, southern Baptist lifestyle. With a relatively low minority population, I
was the child who was constantly drawn to the exceptional. Among my
friends growing up were a Hindu from Bangladesh and a Puerto Rican. My
fixation on other cultures carried over into my teens, and has continued as
an adult. Sadly, few instances arise in my memory in which our teachers
created opportunities to celebrate cultural diversity. As a teacher at my
childhood elementary school, I now consider many former teachers to be
my colleagues. Our student population remains largely unchanged, but I
have noticed more diversity. I am encouraged not only by this, but also at
how well our teachers and staff have helped these students assimilate to
our culture without losing that sense of self. They are often given
opportunities to share about their culture, and even to correct some
cultural misconceptions. Although we have a long way to go culturally, this is
a positive trend that I hope will continue.

5. How does culture define us?
“Culture is often compared to an iceberg. Like the tip of an iceberg, visible aspects of culture
such as behavior, eating habits, or clothing are easy to see. Under the surface, however, hides
a huge and potentially fatal portion made up of beliefs, values, customs, experiences and
assumptions. Knowledge of the deeper parts of the iceberg helps us understand the “why”
behind the behavior. It enables us to make more informed evaluations of global counterparts
and avoid misunderstandings that can waste time and damage relationships.” (Davey, 2014).

6. Culture is often
erroneously connected
to surface attributes:
• skin color
• language
• dress
• cuisine
• holidays
However, culture has greater,
more far-reaching
implications which many
ignore:
• response to crises
• worship
• morality
• authoritarian views

7. Beginning Multicultural
Education
Before students can begin to understand other cultures, they must first have
familiarity with their own.
1. Take field trips to local institutions, such as a historical society or park, which reflect
regional culture.
2. Have students research and/or create their family tree.
3. Students can write a report about their personal lineage.
4. Have parents/local leaders come to the classroom and share personal/local history.
Allowing students to establish a sense of self will open the door for them to
accept other cultures in the future.

8. Continuing Multicultural
Education
Once students are aware of their own self, it is imperative that they are instilled
with a greater acceptance for diversity.
1. Display maps for a variety of countries.
2. Study other cultures, and enjoy their cuisine at parties.
3. Allow opportunities for students to openly discuss their cultures.
4. Read to students and provide them with literature which expands their understanding
of cultural diversity.
When students are surrounded by diversity, it broadens their tolerance for
differences and exceptionalities, paving the way for a brighter tomorrow.
“Multicultural Learning is learning that integrates and explores the rich tapestry of
perspectives reflected in our diverse world.” (Chomsky, 2008).

9. Perpetuating a Legacy of
Multiculturalism
“We become not a melting pot but a beautiful mosaic. Different people,
different beliefs, different yearnings, different hopes, different dreams.”
-Jimmy Carter
Creating an environment of cultural tolerance.

10. References
Saint Leo University. (2013). Core value of personal
development. Retrieved from
http://www.saintleo.edu/about/florida-catholic
university.aspx
Davey, A.D. (2014). Across cultures: The meaning of culture.
Retrieved from http://www.acrosscultures.info
/meaning-of-culture.html
Chomsky, C. (2008). What is multicultural learning? Retrieved
from http://www1.umn.edu/ohr/teachlearn/resources
/multicultural/whatis/index.html
Jenaguilar3. 2012, August 29. Multicultural education. Retrieved
from https://www.youtube.com/watch
?v=RPgMVQZ2RNY