Multicultural Issues

The world is changing rapidly, and most people live in communities where other people from different cultures and religions coexist. Several misconceptions about other cultures are important to address for us to work effectively with children and families from other nations and cultures. Here are three of the most common misconceptions:

1. People from the same country who speak the same language share a common culture. This is not true. For example, while people from Argentina, Cuba, Mexico, and Puerto Rico share a common language, they do not share a common culture. Customs and traditions vary.
   
   
2. Families from the same culture share common values. This is another widespread misconception. The values held by people within a cultural group may differ. This is also true of varying generations living in the same household.
   
   
3. Many people identify with only one culture. This is also not true. For example, Maria is an active member of a Southern Baptist Church. She is originally from Ecuador but married Mohammed, a Muslim from Pakistan. They have two children who are going to school in New York where the family now lives. Patrick is of Chinese heritage but does not speak any Chinese. He was born in Jamaica but was raised in Canada. Today he lives in the United States. These individuals cannot be stereotyped as belonging to a particular culture. This is increasingly true throughout the world but especially in the United States.

Based on these three examples, what guidelines can you invent for working with children from other cultures?

While we cannot generalize about any culture, certain cultures historically have shared specific values. While the following list is not meant to stereotype and individuals may not share these, the following examples of general culture are provided (from E. Lynch, & M. Hanson, eds., Developing Cross-cultural Competence: A Guide for Working with Children and Their Families, 1998).

Anglo-American

1. Believe in competition.
2. Have a future orientation.
3. Are more direct in dealing with others.
4. Are materialistic.
5. Believe in being on time.

Native American (American Indian)

1. Believe in harmony.
2. Focus on the group rather than the individual.
3. Accept things as they are (for example, a child with a disability).
4. Avoid criticism in public.
5. Make time and place negotiable.

African-American

1. Are more authoritarian with children.
2. Value family and extended family.
3. Focus on how something is communicated more than what is said.
4. Respect the elderly.
5. Focus on the situation rather than time.

Latino

1. Have a strong group orientation.
2. Include extended family members.
3. Are less uptight about child development (do not usually hurry children).
4. Are interdependent on one another.
5. Respect the father as the head of the household.

Asian

1. Have a family and society orientation.
2. Practice self-discipline and self-denial.
3. Are very contemplative (think before they speak).
4. Believe in harmony with nature.
5. Believe in tradition and patience.

Based on these characteristics, how would you adjust your interactions with children and parents from these broad examples?

Suggestions for working with children from other cultures.

• Adjust your interactions with young children based on their culture. For example, some Latino parents teach their children to look down when their names are called. This indicates respect. In the U.S., most teachers expect a child to look at them when the child’s name is called.
• Try to include authentic information about the different cultures represented in the class. This shows respect for every child’s heritage.
• Maintain high standards of cultural diversity. Be inclusive of all children no matter what culture or background exists in the classroom.

Suggestions for working with parents from other cultures.

1. Find out as much as you can about the culture but do not generalize.
2. Be a good listener and look for appropriate ways to communicate with both the parents and the child.
3. Find out the nature of immigration. For example, a child of Chinese heritage could come from a traditional Chinese family or one which does not speak any Chinese language.