KASA - The Culture of Academia
US educational institutions share a unique culture that can be strikingly different from one's own culture. Language is inseparable from culture and both play a defining role in how we see and interact in the academic environment.
Being able to understand the culture of US Academia and possessing the skills to thrive in a non-native culture is critical to both the success of the students, the sustainability of minority cultures and the ability of the teacher to .
There are four facets of culture that students and teachers need to explore.
Being able to understand the culture of US Academia and possessing the skills to thrive in a non-native culture is critical to both the success of the students, the sustainability of minority cultures and the ability of the teacher to .
There are four facets of culture that students and teachers need to explore.
- Knowledge of a cultural norm: it is encouraged to ask questions and challenge the teacher.
- Understanding the reason behind this cultural trait: challenging the teacher shows independence & critical thinking.
- Having the skills to reflect the cultural norm: being able to ask questions in class that challenge the teacher.
- Being aware of cultural similarities/differences: in my culture, we never challenge authority.
Multicultural Education: The key is in the KASA.
KnowledgeDefinition: Knowing about cultural traits and practices.
Example #1: Navajo
Culturally, Navajo youth are not encouraged to ask elders any questions.
Example #2: HispanicIt is appropriate for Hispanic students to ask questions, but not challenge the teacher.
Example #3: US Academiain an educational environment, students are expected and encouraged to ask questions.
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AttitudeDefinition: Knowing why cultural practices exist.
Example #1: NavajoRespect for one's elders is demonstrated by listening to and observing one's elders.
Example #2: HispanicRespecting a teacher's authority takes precedent over one's performance.
Example #3: US AcademiaA student demonstrates knowledge by questioning & challenging the teacher.
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SkillsDefinition: Knowing how to do cultural practices effectively.
Example #1: NavajoAllowing elders to explain & demonstrate. Possess strong auditory and visual skills.
Example #2: HispanicBe able to ask questions without disrespecting the teacher's role in academia.
Example #3: US AcademiaKnow when to ask questions, how to formulate them, and how to ask them in class.
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AwarenessDefinition: Knowing about one's own culture is critical.
Example #1: NavajoAsking oneself how s/he feels about taking a more passive role in one's learning.
Example #2: HispanicAsking how comfortable one feels with culturally appropriate questioning.
Example #3: US AcademiaAsking oneself how s/he feels about taking a more active role in one's learning.
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Non-native English Speakers in the US American Classroom
Understanding the KASA of US Academia can have a huge impact on the success of students and teachers. Promoting multicultural education begins with this.
Students who become aware of cultural norms, why they exist, and what skills are required gain intercultural competence and develop the KASA they need to be career and college ready.
Teachers who understand the KASA of US Academia gain a greater ability to connect with non-native English speaking students (ELLs) and to consciously include KASA in teaching.
Schools that support multicultural education by providing K-12 teacher training on the KASA of US Academia consciously implement steps to improve intercultural competence in their schools.
Students who become aware of cultural norms, why they exist, and what skills are required gain intercultural competence and develop the KASA they need to be career and college ready.
Teachers who understand the KASA of US Academia gain a greater ability to connect with non-native English speaking students (ELLs) and to consciously include KASA in teaching.
Schools that support multicultural education by providing K-12 teacher training on the KASA of US Academia consciously implement steps to improve intercultural competence in their schools.
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