cultural activities in school essay

50 Cultural Activities (with Real-Life Examples)

Cultural activities are any activities that have unique significance to a culture and constitute engaging in the culture.

These activities are consider to be highly important because they help to pass-on, continue, and strengthen cultural values, beliefs, and practices.

Examples of cultural activities include participating in cultural dances, cooking traditional foods, learning about cultural attitudes, attending museum, and many, many more. We’ll explore these below.

Cultural Activities (With Examples)

1. traditional dancing.

Culture: Global

Traditional dancing refers to a form of dance that is specific to a particular culture, society, or region. These dances have been passed down through generations, embodying history, stories and traditions of the people who originated them. From the elegance of Ballet in France to the energetic beats of African dances, each dance is unique and reflective of its culture.

2. Storytelling Sessions

Storytelling sessions are an age-old practice where stories are narrated orally to an audience. Historically used as a method for educating, entertaining, and passing on moral lessons or cultural beliefs, these sessions can range from fables and folktales (e.g. The Hare and the Tortoise) to historical accounts or personal experiences and are significant to many cultures worldwide.

3. Pottery Making

Culture: Global, notably in Asian and Native American communities

Pottery making involves forming clay into objects of a desired shape and then heating them to high temperatures in a kiln to induce reactions that solidify the clay. This art form has been practiced by various civilizations for thousands of years, often used for utilitarian purposes but also as an artistic medium, with distinctive styles reflecting different cultural traditions and histories.

4. Calligraphy

Culture: East Asia, notably Chinese, Japanese, and Korean cultures, and Arabic cultures

Calligraphy is a visual art related to writing that involves designing and executing lettering with a broad-tipped instrument, brush, or other writing instrument. Revered in East Asian and Arabic cultures, this art form embodies aesthetic beauty, personal expression, and frequently serves as a medium for poetry.

5. Theatre Performances

Culture: Global, notably Western cultures and Asian cultures (Indian, Chinese, Japanese)

Theatre performances are staged productions where actors perform a story in front of an audience, often on a stage. From Greek tragedies to Elizabethan dramas to Japanese Noh Theatre, these performances are not merely forms of entertainment, but they also provide a reflection of society, culture, and human experience.

6. Folk Music Concerts

Folk music concerts represent events where traditional, indigenous music is performed live. Such music, passed down through generations, often tells stories of a people, depicts their daily life or beliefs, and is a significant part of various cultures around the world, from Appalachian Mountain music to the musical traditions of African tribes.

Culture: Japan

Origami, a traditional Japanese art form, involves folding paper into decorative shapes and figures. Starting from simple figures like cranes and flowers, it can extend to complex representations, reflecting a sense of harmony, balance, and patience that is inherent in Japanese culture.

8. Henna Tattooing

Culture: Middle East, North Africa, and South Asia

Henna tattooing, or Mehndi, is a form of body art using a paste made from the powdered dry leaves of the henna plant. Mostly used in ceremonial events such as weddings, the intricate, lace-like designs symbolize joy, beauty, and spiritual awakening.

9. Mask-making

Culture: Global, notably in African, Native American, and East Asian cultures

Mask-making represents a tradition where masks, often symbolizing deities, spirits, or ancestors, are crafted from various materials. These masks are frequently used in rituals, ceremonies, or theatre, embodying the cultural beliefs and mythologies of the peoples creating them.

10. Culinary Classes (e.g., Sushi-making)

Culture: Specific to each culinary tradition, Sushi-making refers to Japan

Culinary classes are educational sessions where you learn to prepare specific recipes or dishes under professional guidance. For instance, sushi-making classes delve into the traditional Japanese art of preparing sushi, where you are taught how to select the right fish, cook the perfect rice, and roll sushi.

11. Tea Ceremonies

Culture: East Asia, notably in Chinese and Japanese cultures

Tea ceremonies are traditional rituals involving the preparation and presentation of tea. In China and Japan, these ceremonies are art forms encompassing philosophy and aesthetics, embodying values of peace, harmony, and tranquility.

12. Poetry Readings

Poetry readings involve the vocal presentations of poems, often conducted in a group setting. Intended to bring the authored text to life through vocal expression, these sessions showcase diverse poetic styles across the globe, making it a rich cultural experience. A key example of this is the beat poetry of the 1950s and 1960s in the United States, representing a unique American cultural form.

13. Film Festivals

Film festivals are organized events that showcase a selection of films, often in a specific genre, or from a certain country. Providing a platform for new talent, promoting cultural diversity, and encouraging critical dialogue about films and filmmaking, these events are globally significant cultural activities. Of course, France’s Cannes Film Festival comes foremost to mind.

14. Cultural Parades

Cultural parades are public processions celebrating a specific culture or a range of cultures, usually accompanied by music, dancing, and elaborate costumes or floats. For instance, the Mardi Gras Parade in New Orleans or the Notting Hill Carnival in London are famous for their vibrant colors, joyous dancing, and the multitude of people who come together to celebrate culture and community.

15. Puppetry Shows

Culture: Global, notably in Asian and European cultures

Puppetry shows are performances where puppets are used to tell a story. Bunraku from Japan, Wayang from Indonesia, and Punch-and-Judy shows from England are some examples of distinct puppetry traditions which have entertained audiences and presented cultural narratives for centuries.

16. Batik Painting

Culture: Indonesia, Malaysia

Batik painting is an Indonesian traditional art form where patterns are drawn onto fabric using wax before it is dyed. This technique creates a distinctive image with cracked or veined textures. Batik is not just an art; it’s a symbol of national identity, most notably exemplified by Indonesia’s “Batik Day,” when everyone wears Batik to celebrate their cultural heritage.

17. Ikebana (Japanese Flower Arranging)

Ikebana, traditional Japanese flower arranging, is more than mere decoration. It’s a disciplined art form where nature and humanity are brought together. Arrangements are highly considered and each object’s shape, line, and form are carefully chosen, leading to a balanced, harmonious composition. An example of its cultural influence could be the Ikebana International organization, with more than 250 chapters and thousands of members globally, dedicated to promoting and appreciating this intricate Japanese art.

18. Drum Circles

Culture: Global, notably in African, Native American, and Latin cultures

Drum circles are gatherings of individuals who come together to create improvised rhythm music using drums and other percussion instruments. A reflection of community unity, these circles are often spiritual or healing in nature. They are prevalent in many cultures, with the Djembe drum circles of West Africa and the Taiko drumming groups in Japan being notable examples.

19. Traditional Weaving

Culture: Global, notably in Asian, African, and Indigenous cultures

Traditional weaving is the practice of interlacing two sets of threads at right angles to create cloth. It varies across cultures, with distinct patterns, techniques, and materials. Examples include the Navajo rugs in Native American culture, the Kente cloth of the Ashanti people in Ghana, and the Thai silk weaving in Thailand’s northeastern villages.

20. Sand Art

Culture: Global, notably in Indian, Tibetan, and Native American cultures

Sand art involves creating images, shapes, or designs using sand, on a flat surface or in a bottle. From sand mandalas by Tibetan monks as a form of meditation and spiritual offering to the Indian tradition of rangoli – geometric designs created during festivals – sand art speaks of cultural diversity in its many forms.

21. Indigenous Yarning Circles

Culture: Australian Indigenous communities

Indigenous yarning circles are a traditional part of Aboriginal culture in Australia. They provide a harmonious context for communication where everyone has an equal right to voice their opinion, fostering respect, empathy, and social bonding . This tradition is strongly upheld today in many Indigenous communities and has been utilized in educational and professional settings as a tool for inclusive discussion and learning.

22. Kite Flying Festivals

Culture: China, Japan, India, Pakistan

Kite flying festivals entail the tradition of flying kites, generally to celebrate seasonal changes, religious occasions, or local customs. Some notable examples include the Weifang International Kite Festival in China, renowned as the world’s kite capital, the Makar Sankranti festival in India, and the Basant festival in Pakistan, both marking the arrival of spring with kite flying competitions.

23. Cultural Fairs and Exhibitions

Cultural fairs and exhibitions are events showcasing and celebrating the history, traditions, and artistic achievements of a particular culture. The Smithsonian Folklife Festival in the U.S., Rio Carnaval in Brazil, and the World Expo, hosted by various nations, offer unique, immersive experiences where you can witness a spectrum of cultures in their full richness.

24. Traditional Games and Sports

Traditional games and sports refer to recreational activities rooted in cultural traditions and history. They range from the Scottish Highland Games, specifically caber tossing, the Inuit event of Knuckle Hop in the Arctic Winter Games, to the Japanese Sumo Wrestling and Sepak Takraw, a highly acrobatic ‘kick volleyball’ sport prevalent in Southeast Asia.

25. Religious Ceremonies

Culture: Global, Specific to each religion

Religious ceremonies comprise rituals, rites, or services held in accordance with the practices of a particular faith. These are fundamental in expressing and propagating religious beliefs and traditions. The Christian rite of Baptism, the Muslim prayer Salat, the Hindu wedding ceremony, and the Jewish Bar Mitzvah are examples, each representing profound spiritual meaning and cultural significance in its respective religion.

26. Historical Reenactments

Culture: Global, notably in European and North American cultures

Historical reenactments are live portrayals of historical periods or events, often performed with period costume and props. Examples are the reenactment of the Battle of Gettysburg in the United States, which commemorates the American Civil War, and the Jorvik Viking Festival in the United Kingdom, which brings to life the Viking Age.

27. Tribal Chants and Songs

Culture: Indigenous cultures globally, notably in Pacific Islands, Native America, and Africa

Tribal Chants and Songs are oral transmissions of history, traditions, and sacred rituals within indigenous cultures. Hawaiian Mele chants, Native American powwow songs, and Maori Haka war dances, encompassing both songs and chants, are potent tools in preserving cultural identity and ancestral knowledge.

28. Cultural Workshops

Cultural workshops refer to gatherings where participants learn about a specific aspect of a culture. An example could be a workshop on Flamenco dancing in Spain, where participants learn the dance steps, rhythms, and history of this traditional Spanish art form.

29. Traditional Medicine Workshops

Culture: Various, notably in China, India, and Indigenous cultures

Traditional medicine workshops are courses where participants learn about healing practices native to various cultures. One could attend a workshop on Ayurveda in India, learning about its holistic approach to health, or learn about TCM (Traditional Chinese Medicine) practices such as acupuncture and herbal medicine in China.

30. Ethnic Fashion Shows

Ethnic fashion shows are events where traditional clothing and fashion styles from various cultures are showcased. Lagos Fashion Week in Nigeria features African designers promoting Africa’s rich fashion tradition, while Japan’s Kimono Fashion Show exhibits the elegance and diversity of kimono styles, going beyond the mainstream, to highlight its cultural depth.

31. Call and Response Singing

Culture: African cultures, African-American communities

Call and response singing involves a lead singer offering a distinct phrase, and a group replying with a specific answer, creating a pattern of musical dialogue. A testament to African oral traditions, this method has significantly influenced music genres like gospel, blues, and jazz in African-American communities, such as the classic gospel song “Oh Happy Day.”

32. Mural Painting

Culture: Global, notably Mexican and North American communities

Mural painting is the art of painting directly on walls, ceilings, or other large permanent surfaces, often telling a story or making a point. Diego Rivera, a renowned Mexican muralist, used his art to address the social and political lives of the Mexican people. The Belfast murals in Northern Ireland depict their community’s political and religious divisions.

33. Traditional Jewelry Making

Culture: Global, notably in India, Africa, Native American communities

Traditional jewelry making involves crafting jewelry pieces that reflect the cultural aesthetics and symbolism of a community. Be it the intricate gold jewelry of India, the colorful, beadwork of Kenyan tribes, or the turquoise-infused pieces of the Navajo tribe – each tells their unique cultural story.

34. Cultural Photography Exhibitions

Cultural photography exhibitions showcase photographs capturing the essence of different cultures. The World Press Photo Exhibition, globally touring over 100 cities each year, displays powerful cultural narratives and perspectives. Similarly, I recall traveling to Hoi An in Vietnam and seeing beautiful photo galleries of villagers wearing their traditional outfits, passing-on their culture through photos.

35. Sacred Rituals and Dances

Culture: Global, notably in Indigenous, Asian, African cultures

Sacred rituals and dances are ceremonies rooted in religious or spiritual beliefs, and are often integral to cultural identity. Examples range from the Balinese Kecak dance, the Hopi Snake Dance in Native American tradition, to the African Zulu Reed Dance. Each rituals or dance, with its unique rhythms, movements, and symbolism, constitutes a signature of its respective culture.

36. Ancestral Worship Ceremonies

Culture: African, Asian cultures, notably China, Japan, Vietnam

Ancestral worship ceremonies involve rites to honor ancestors’ spirits, frequently held in high regard within the society’s cultural and religious framework. For instance, in China, Qingming Festival, also known as Tomb-Sweeping Day, witnesses families tending ancestral graves, while in Japan, the Obon Festival welcomes ancestral spirits back to the world of the living.

37. Traditional Martial Arts Demonstrations

Culture: East Asia, particularly China, Japan, and Korea

Traditional martial arts demonstrations are displays of specific combat practices native to different cultures, often embodying a blend of physical prowess and spiritual development. From the Chinese Kung Fu, the Japanese Karate, to the Korean Taekwondo, such demonstrations are a testimony to these cultures’ ancient wisdom and discipline.

38. Cultural Storytelling through Shadow Puppetry

Culture: East Asia, notably in Indonesia, China, Thailand

Cultural storytelling through shadow puppetry involves the use of cut-out figures that are held between a source of light and a translucent screen. Narratives shared through this medium are unique cultural gems. Noteworthy examples include the Wayang Kulit of Indonesia and the Nang Yai of Thailand, both UNESCO cultural heritage traditions.

39. Ethnic Instrument-Making Workshops

Culture: Global, notably in Africa, Asia, Native American communities

Ethnic instrument-making workshops offer a hands-on experience to learn the craft behind traditional musical instruments. From African Djembe drum-making workshops to Japanese Shakuhachi flute-making classes, or Native American flute crafting sessions, each bears the distinctive resonance of cultural heritage.

40. Traditional Embroidery and Textile Arts

Culture: Global, notably in South Asia, Middle East, and Latin American cultures

Traditional embroidery and textile arts cover the techniques to embellish fabrics with needle and thread, often creating intricate designs that reflect regional aesthetics. The Phulkari of Punjab in India, the Palestinian Tatreez embroidery, and the colorful textile arts of Peru are just a few examples that showcase this craft’s cultural diversity.

41. Local Craft Fairs

Local craft fairs are festive events where artisans display and sell their handicrafts. They are often full of cultural character such as the Christmas Markets held across various European cities, the Santa Fe Indian Market that showcases Native American art in the United States, or the Marrakesh souks in Morocco, each reflecting local creativity and tradition.

42. Cultural Heritage Walks and Tours

Cultural heritage walks and tours offer guided exploration of a location’s historical, architectural, or cultural sites. For instance, the Freedom Trail in Boston provides insights into U.S. history, while the numerous heritage walks across Kyoto reveal a profound essence of Japanese culture.

43. Traditional Beadwork Sessions

Culture: Global, notably in African, Native American, and Indigenous cultures worldwide

Traditional beadwork sessions involve crafting items using beads, often following cultural designs and techniques. The Zulu beadwork in South Africa, expressing social codes and relationships, or the intricate beadwork in Native American tribes like the Apache and Sioux, both attest to the cultural nuances this artform can communicate.

44. Ceremonial Feasts and Dinners

Ceremonial feasts and dinners are an integral part of many cultural traditions, typically celebrating a special occasion or ritual. The Passover Seder feast within Jewish tradition, the Thanksgiving dinner in the United States, or the communal Iftar meal breaking the day-long fast during Ramadan in Muslim cultures are instances of shared meals fostering cultural bonding.

45. Indigenous Art Exhibitions

Culture: Indigenous cultures globally

Indigenous art exhibitions display artwork created by native or indigenous peoples, reflecting their heritage and traditions. The Biennial of Indigenous Art in Canada showcases indigenous talent from the Americas, while the National Gallery of Australia hosts exhibits of Aboriginal and Torres Strait Islander art, presenting rich cultural narratives.

46. Cultural Tattooing Sessions

Culture: Global, notably Polynesian, Japanese, and Native American cultures

Cultural tattooing sessions involve the application of traditional tattoos, often bearing profound cultural significance. The tribal tattoos of Polynesia, known as ‘Tatau,’ Japanese Irezumi tattoos, and the Native American Haida tribe’s tattoos, each carry distinct historical symbolism and links to cultural identity.

47. Traditional Wood Carving

Culture: Global, notably in African, Asian, and Native American cultures

Traditional wood carving involves shaping wood into artistic forms using various tools. African tribal masks, the ornate carvings of Indonesian furniture, the totems of Native American tribes, and the intricate designs of the Chinese Dongyang wood carving are stunning illustrations of this craft’s cultural interpretation.

48. Local Folklore Sessions

Local folklore sessions involve storytelling or performances that preserve and convey a community’s traditional beliefs, myths, and legends. This can range from the Norse Mythology storytelling evenings held in Scandinavia, to the Native American oral tradition of recounting tribal histories and legends, to the folklore storytelling in the Irish seanachai tradition.

See More: Folklore Examples

49. Cultural Astronomy Nights

Culture: Global, notably in Indigenous and ancient cultures

Cultural astronomy nights provide an understanding of how various cultures viewed the night sky and incorporated celestial observations into their mythologies, calendars, and rituals. The Mauna Kea stargazing program, Hawaii, illustrates Polynesian wayfinding, while Stonehenge in the UK hosts gatherings during the summer solstice to mirror the rituals of ancient Celts.

50. Traditional Riddle and Proverb Sessions

Traditional riddle and proverb sessions involve posing and solving riddles, or discussing the meaning and application of proverbs, often tied to cultural values or lessons. The Swahili culture in East Africa, for example, values riddles and proverbs as an educational tool, fostering critical thinking skills , while in Scotland, traditional ceilidhs often include riddles and stories as part of the celebration.

There are, of course, many more cultural activities that you’ll likely find in your town or city, demonstrating the very wide diversity of possible cultural activities you could engage in. However, the above list, I think, captures some of that diversity, and hopefully presents you with some ideas of how to participate in culture – be it your own, or one you’re invited to admire and celebrate.

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 15 Self-Actualization Examples (Maslow's Hierarchy)
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The Importance of Cultural Activities in School

• by Team Varthana
• Posted on January 13, 2023
• in Education

There is often debate about the importance of cultural activities in students’ lives. Some argue that students go to school primarily to gain knowledge, not to participate in extracurricular activities. However, this perception is changing as schools and parents are starting to recognize the importance of cultural activities for holistic development. 

Today, organizations not only look at a candidate’s academic achievements, but also their participation in cultural activities. These activities help students develop a range of skills and knowledge in different contexts and more importantly, allow them to learn about themselves. Cultural activities provide students opportunities to express themselves, build confidence, and develop social skills that are essential for their development, and it is important to consider them as a crucial part of the education.

Additionally, participation in cultural activities can improve the academic performance of students. According to research by the National Center for Education Statistics , participation in cultural activities enhances students’ sense of engagement or attachment to their school, and improves their attendance and performance in academics. Engaging in extracurricular activities can motivate students and encourage them to explore their potential. It also helps in the physical, behavioral, and social development of students. The exposure to a variety of activities and opportunities to express themselves, build self-esteem, and develop social skills, all can contribute to the overall development of a student, and can contribute positively to their academic performance.

Cultural Activities in the School

Cultural activities are non-academic pursuits that provide students a platform to explore their interests and develop aesthetically, artistically, historically, intellectually, or socially. Different types of activities are carried out in schools, such as sports, dance, painting, music, festival celebrations, and photography are important for the overall development  of the children.

What is the Importance of Cultural Activities in School?

Here are 6 benefits why cultural activities are important in school:

1. Improves academic performance

Participation in cultural activities improves the overall academic performance of students. R esearch shows that taking part in cultural activities enhances reading, mathematics, and grades. These activities help students refresh their minds and boost brain function, leading to better concentration and higher grades. Additionally, cultural activities promote creativity and enhance learning skills. 

2. Builds confidence and self-esteem

Participating in cultural activities and achieving success in them can boost students’ self-esteem. Each student has their own skills and interests. When they are given opportunities to explore what they are passionate about, it improves their confidence and self-esteem.

3. Increases sense of commitment

Cultural activities can be an effective way to foster commitment among students. When students participate in activities beyond the academic curriculum, they must balance their schoolwork with these cultural pursuits . This helps them understand their responsibilities and develop a sense of commitment.

4. Offer scholarship opportunities

Many colleges and universities have quotas and scholarships for extracurricular activities . If students excel in an activity and win prizes, it can help them gain admission and receive fee reductions for their studies.

Also Read: Math Games For Struggling Students

5. Learn different skills

Cultural activities provide the chance to develop skills beyond reading and writing. They help students acquire new skills that can be applied to their lives, such as leadership, teamwork, collaboration, and problem-solving, which prepare them for school life.

6. Enhance social skills

When students spend time with others who have similar interests, they have opportunities to learn about different backgrounds and perspectives. These activities help students develop important skills such as friendship, communication, and tolerance, which are highly valued in today’s world as organizations look for individuals who can work with diversity.

Importance Of Cultural And Social Activities In School

Cultural and social activities are super important for students’ overall growth. These activities give students a chance to connect with their culture, making them feel proud of who they are. When students join in cultural events, celebrations, and social activities, it helps them learn about unity, working together, and respecting each other. Plus, taking part in these activities improves how students talk to each other, work in teams, and build friendships, getting them ready for different challenges in the future. In Indian education, cultural and social activities are like colorful threads that make learning exciting and welcoming for everyone.

To Conclude

It is crucial for schools to foster students’ exploration of their interests and skills by offering opportunities for participation in cultural activities. This adds value and benefits to students’ lives, both academically and personally. Through cultural activities, students can gain a deeper understanding of themselves and gain diverse perspectives, which will help them understand life better and live it to the fullest.

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1. What is the concept of cultural activities?

Cultural activities encompass a range of artistic, social, and educational pursuits that celebrate and promote cultural heritage, fostering a sense of identity and community.

2. Why is it important to do cultural activities?

Engaging in cultural activities is crucial as they enhance creativity, promote diversity, and instill a deeper understanding of traditions, contributing to overall personal and social development.

3. Why is cultural events important?

Cultural events hold significance as they provide a platform for communities to showcase their heritage, promote inclusivity, and build strong social bonds. With Varthana’s school loans, leaders can build campuses that support enriching cultural activities, providing children with a vibrant space for growth.

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Cultural Diversity Essay & Community Essay Examples

If you’ve started to research college application requirements for the schools on your list, you might have come across the “cultural diversity essay.” In this guide, we’ll explore the cultural diversity essay in depth. We will compare the cultural diversity essay to the community essay and discuss how to approach these kinds of supplements. We’ll also provide examples of diversity essays and community essay examples. But first, let’s discuss exactly what a cultural diversity essay is. 

The purpose of the cultural diversity essay in college applications is to show the admissions committee what makes you unique. The cultural diversity essay also lets you describe what type of “ diversity ” you would bring to campus.

We’ll also highlight a diversity essay sample for three college applications. These include the Georgetown application essay , Rice application essay , and Williams application essay . We’ll provide examples of diversity essays for each college. Then, for each of these college essays that worked, we will analyze their strengths to help you craft your own essays. 

Finally, we’ll give you some tips on how to write a cultural diversity essay that will make your applications shine. 

But first, let’s explore the types of college essays you might encounter on your college applications. 

Types of College Essays

College application requirements will differ among schools. However, you’ll submit one piece of writing to nearly every school on your list—the personal statement . A strong personal statement can help you stand out in the admissions process. 

So, how do you know what to write about? That depends on the type of college essay included in your college application requirements. 

There are a few main types of college essays that you might encounter in the college admissions process. Theese include the “Why School ” essay, the “Why Major ” essay, and the extracurricular activity essay. This also includes the type of essay we will focus on in this guide—the cultural diversity essay. 

“Why School” essay

The “Why School ” essay is exactly what it sounds like. For this type of college essay, you’ll need to underscore why you want to go to this particular school. 

However, don’t make the mistake of just listing off what you like about the school. Additionally, don’t just reiterate information you can find on their admissions website. Instead, you’ll want to make connections between what the school offers and how you are a great fit for that college community. 

“Why Major” essay

The idea behind the “Why Major ” essay is similar to that of the “Why School ” essay above. However, instead of writing about the school at large, this essay should highlight why you plan to study your chosen major.

There are plenty of directions you could take with this type of essay. For instance, you might describe how you chose this major, what career you plan to pursue upon graduation, or other details.

Extracurricular Activity essay

The extracurricular activity essay asks you to elaborate on one of the activities that you participated in outside of the classroom. 

For this type of college essay, you’ll need to select an extracurricular activity that you pursued while you were in high school. Bonus points if you can tie your extracurricular activity into your future major, career goals, or other extracurricular activities for college. Overall, your extracurricular activity essay should go beyond your activities list. In doing so, it should highlight why your chosen activity matters to you.

Cultural Diversity essay

The cultural diversity essay is your chance to expound upon diversity in all its forms. Before you write your cultural diversity essay, you should ask yourself some key questions. These questions can include: How will you bring diversity to your future college campus? What unique perspective do you bring to the table? 

Another sub-category of the cultural diversity essay is the gender diversity essay. As its name suggests, this essay would center around the author’s gender. This essay would highlight how gender shapes the way the writer understands the world around them. 

Later, we’ll look at examples of diversity essays and other college essays that worked. But before we do, let’s figure out how to identify a cultural diversity essay in the first place. 

How to identify a ‘cultural diversity’ essay

So, you’re wondering how you’ll be able to identify a cultural diversity essay as you review your college application requirements. 

Aside from the major giveaway of having the word “diversity” in the prompt, a cultural diversity essay will ask you to describe what makes you different from other applicants. In other words, what aspects of your unique culture(s) have influenced your perspective and shaped you into who you are today?

Diversity can refer to race, ethnicity, first-generation status, gender, or anything in between. You can write about a myriad of things in a cultural diversity essay. For instance, you might discuss your personal background, identity, values, experiences, or how you’ve overcome challenges in your life. 

However, don’t feel limited in what you can address in a cultural diversity essay. The words “culture” and “diversity” mean different things to different people. Above all, you’ll want your diversity essays for college to be personal and sincere. 

How is a ‘community’ essay different? 

A community essay can also be considered a cultural diversity essay. In fact, you can think of the community essay as a subcategory of the cultural diversity essay. However, there is a key difference between a community essay and a cultural diversity essay, which we will illustrate below. 

You might have already seen some community essay examples while you were researching college application requirements. But how exactly is a community essay different from a cultural diversity essay?

One way to tell the difference between community essay examples and cultural diversity essay examples is by the prompt. A community essay will highlight, well, community . This means it will focus on how your identity will shape your interactions on campus—not just how it informs your own experiences.

Two common forms to look out for

Community essay examples can take two forms. First, you’ll find community essay examples about your past experiences. These let you show the admissions team how you have positively influenced your own community. 

Other community essay examples, however, will focus on the future. These community essay examples will ask you to detail how you will contribute to your future college community. We refer to these as college community essay examples.

In college community essay examples, you’ll see applicants detail how they might interact with their fellow students. These essays may also discuss how students plan to positively contribute to the campus community. 

As we mentioned above, the community essay, along with community essay examples and college community essay examples, fit into the larger category of the cultural diversity essay. Although we do not have specific community essay examples or college community essay examples in this guide, we will continue to highlight the subtle differences between the two. 

Before we continue the discussion of community essay examples and college community essay examples, let’s start with some examples of cultural diversity essay prompts. For each of the cultural diversity essay prompts, we’ll name the institutions that include these diversity essays for college as part of their college application requirements. 

What are some examples of ‘cultural diversity’ essays? 

Now, you have a better understanding of the similarities and differences between the cultural diversity essay and the community essay. So, next, let’s look at some examples of cultural diversity essay prompts.

The prompts below are from the Georgetown application, Rice application, and Williams application, respectively. As we discuss the similarities and differences between prompts, remember the framework we provided above for what constitutes a cultural diversity essay and a community essay. 

Later in this guide, we’ll provide real examples of diversity essays, including Georgetown essay examples, Rice University essay examples, and Williams supplemental essays examples. These are all considered college essays that worked—meaning that the author was accepted into that particular institution. 

Georgetown Supplementals Essays

Later, we’ll look at Georgetown supplemental essay examples. Diversity essays for Georgetown are a product of this prompt: 

As Georgetown is a diverse community, the Admissions Committee would like to know more about you in your own words. Please submit a brief essay, either personal or creative, which you feel best describes you. 

You might have noticed two keywords in this prompt right away: “diverse” and “community.” These buzzwords indicate that this prompt is a cultural diversity essay. You could even argue that responses to this prompt would result in college community essay examples. After all, the prompt refers to the Georgetown community. 

For this prompt, you’ll want to produce a diversity essay sample that highlights who you are. In order to do that successfully, you’ll need to self-reflect before putting pen to paper. What aspects of your background, personality, or values best describe who you are? How might your presence at Georgetown influence or contribute to their diverse community? 

Additionally, this cultural diversity essay can be personal or creative. So, you have more flexibility with the Georgetown supplemental essays than with other similar diversity essay prompts. Depending on the direction you go, your response to this prompt could be considered a cultural diversity essay, gender diversity essay, or a college community essay. 

Rice University Essays

The current Rice acceptance rate is just 9% , making it a highly selective school. Because the Rice acceptance rate is so low, your personal statement and supplemental essays can make a huge difference. 

The Rice University essay examples we’ll provide below are based on this prompt: 

The quality of Rice’s academic life and the Residential College System are heavily influenced by the unique life experiences and cultural traditions each student brings. What personal perspective would you contribute to life at Rice? 

Breaking down the prompt.

Like the prompt above, this cultural diversity essay asks about your “life experiences,” “cultural traditions,” and personal “perspectives.” These phrases indicate a cultural diversity essay. Keep in mind this may not be the exact prompt you’ll have to answer in your own Rice application. However, future Rice prompts will likely follow a similar framework as this diversity essay sample.

Although this prompt is not as flexible as the Georgetown prompt, it does let you discuss aspects of Rice’s academic life and Residential College System that appeal to you. You can also highlight how your experiences have influenced your personal perspective. 

The prompt also asks about how you would contribute to life at Rice. So, your response could also fall in line with college community essay examples. Remember, college community essay examples are another sub-category of community essay examples. Successful college community essay examples will illustrate the ways in which students would contribute to their future campus community. 

Williams Supplemental Essays

Like the Rice acceptance rate, the Williams acceptance rate is also 9% . Because the Williams acceptance rate is so low, you’ll want to pay close attention to the Williams supplemental essays examples as you begin the writing process. 

The Williams supplemental essays examples below are based on this prompt: 

Every first-year student at Williams lives in an Entry – a thoughtfully constructed microcosm of the student community that’s a defining part of the Williams experience. From the moment they arrive, students find themselves in what’s likely the most diverse collection of backgrounds, perspectives, and interests they’ve ever encountered. What might differentiate you from the 19 other first-year students in an Entry? What perspective would you add to the conversation with your peer(s)?

Reflecting on the prompt.

Immediately, words like “diverse,” “backgrounds,” “perspectives,” “interests,” and “differentiate” should stand out to you. These keywords highlight the fact that this is a cultural diversity essay. Similar to the Rice essay, this may not be the exact prompt you’ll face on your Williams application. However, we can still learn from it.

Like the Georgetown essay, this prompt requires you to put in some self-reflection before you start writing. What aspects of your background differentiate you from other people? How would these differences impact your interactions with peers? 

This prompt also touches on the “student community” and how you would “add to the conversation with your peer(s).” By extension, any strong responses to this prompt could also be considered as college community essay examples. 

Community Essays

All of the prompts above mention campus community. So, you could argue that they are also examples of community essays. 

Like we mentioned above, you can think of community essays as a subcategory of the cultural diversity essay. If the prompt alludes to the campus community, or if your response is centered on how you would interact within that community, your essay likely falls into the world of college community essay examples. 

Regardless of what you would classify the essay as, all successful essays will be thoughtful, personal, and rich with details. We’ll show you examples of this in our “college essays that worked” section below. 

Which schools require a cultural diversity or community essay? 

Besides Georgetown, Rice, and Williams, many other college applications require a cultural diversity essay or community essay. In fact, from the Ivy League to HBCUs and state schools, the cultural diversity essay is a staple across college applications. 

Although we will not provide a diversity essay sample for each of the colleges below, it is helpful to read the prompts. This will build your familiarity with other college applications that require a cultural diversity essay or community essay. Some schools that require a cultural diversity essay or community essay include New York University , Duke University , Harvard University , Johns Hopkins University , and University of Michigan . 

New York University

NYU listed a cultural diversity essay as part of its 2022-2023 college application requirements. Here is the prompt:

NYU was founded on the belief that a student’s identity should not dictate the ability for them to access higher education. That sense of opportunity for all students, of all backgrounds, remains a part of who we are today and a critical part of what makes us a world class university. Our community embraces diversity, in all its forms, as a cornerstone of the NYU experience. We would like to better understand how your experiences would help us to shape and grow our diverse community.

Duke university.

Duke is well-known for its community essay: 

What is your sense of Duke as a university and a community, and why do you consider it a good match for you? If there’s something in particular about our offerings that attracts you, feel free to share that as well.

A top-ranked Ivy League institution, Harvard University also has a cultural diversity essay as part of its college application requirements: 

Harvard has long recognized the importance of student body diversity of all kinds. We welcome you to write about distinctive aspects of your background, personal development, or the intellectual interests you might bring to your Harvard classmates.

Johns hopkins university.

The Johns Hopkins supplement is another example of a cultural diversity essay: 

Founded in the spirit of exploration and discovery, Johns Hopkins University encourages students to share their perspectives, develop their interests, and pursue new experiences. Use this space to share something you’d like the admissions committee to know about you (your interests, your background, your identity, or your community), and how it has shaped what you want to get out of your college experience at Hopkins. 

University of michigan.

The University of Michigan requires a community essay for its application: 

Everyone belongs to many different communities and/or groups defined by (among other things) shared geography, religion, ethnicity, income, cuisine, interest, race, ideology, or intellectual heritage. Choose one of the communities to which you belong and describe that community and your place within it. 

Community essay examples.

The Duke and Michigan prompts are perfect illustrations of community essay examples. However, they have some critical differences. So, if you apply to both of these schools, you’ll have to change the way you approach either of these community essays. 

The Duke prompt asks you to highlight why you are a good match for the Duke community. You’ll also see this prompt in other community essay examples. To write a successful response to this prompt, you’ll need to reference offerings specific to Duke (or whichever college requires this essay). In order to know what to reference, you’ll need to do your research before you start writing. 

Consider the following questions as you write your diversity essay sample if the prompt is similar to Duke University’s

• What values does this college community have? 
• How do these tie in with what you value? 
• Is there something that this college offers that matches your interests, personality, or background?  

On the other hand, the Michigan essay prompt asks you to describe a community that you belong to as well as your place within that community. This is another variation of the prompt for community essay examples. 

To write a successful response to this prompt, you’ll need to identify a community that you belong to. Then, you’ll need to think critically about how you interact with that community. 

Below are some questions to consider as you write your diversity essay sample for colleges like Michigan: 

• Out of all the communities you belong to, which can you highlight in your response? 
• How have you impacted this community? 
• How has this community impacted you?

Now, in the next few sections, we’ll dive into the Georgetown supplemental essay examples, the Rice university essay examples, and the Williams supplemental essays examples. After each diversity essay sample, we’ll include a breakdown of why these are considered college essays that worked. 

Georgetown Essay Examples

As a reminder, the Georgetown essay examples respond to this prompt: 

As Georgetown is a diverse community, the Admissions Committee would like to know more about you in your own words. Please submit a brief essay, either personal or creative, which you feel best describes you.

Here is the excerpt of the diversity essay sample from our Georgetown essay examples: 

Georgetown University Essay Example

The best thing I ever did was skip eight days of school in a row. Despite the protests of teachers over missed class time, I told them that the world is my classroom. The lessons I remember most are those that took place during my annual family vacation to coastal Maine. That rural world is the most authentic and incredible classroom where learning simply happens and becomes exponential. 

Years ago, as I hunted through the rocks and seaweed for seaglass and mussels, I befriended a Maine local hauling her battered kayak on the shore. Though I didn’t realize it at the time, I had found a kindred spirit in Jeanne. Jeanne is a year-round resident who is more than the hard working, rugged Mainer that meets the eye; reserved and humble in nature, she is a wealth of knowledge and is self-taught through necessity. With thoughtful attention to detail, I engineered a primitive ramp made of driftwood and a pulley system to haul her kayak up the cliff. We diligently figured out complex problems and developed solutions through trial and error.

After running out of conventional materials, I recycled and reimagined items that had washed ashore. We expected to succeed, but were not afraid to fail. Working with Jeanne has been the best classroom in the world; without textbooks or technology, she has made a difference in my life. Whether building a basic irrigation system for her organic garden or installing solar panels to harness the sun’s energy, every project has shown me the value of taking action and making an impact. Each year brings a different project with new excitement and unique challenges. My resourcefulness, problem solving ability, and innovative thinking have advanced under her tutelage. 

While exploring the rocky coast of Maine, I embrace every experience as an unparalleled educational opportunity that transcends any classroom environment. I discovered that firsthand experience and real-world application of science are my best teachers. In school, applications of complex calculations and abstract theories are sometimes obscured by grades and structure. In Maine, I expand my love of science and renourish my curious spirit. I am a highly independent, frugal, resilient Mainer living as a southern girl in NC. 

Why this essay worked

This is one of the Georgetown supplemental essay examples that works, and here’s why. The author starts the essay with an interesting hook, which makes the reader want to learn more about this person and their perspective. 

Throughout the essay, the author illustrates their intellectual curiosity. From befriending Jeanne and creating a pulley system to engineering other projects on the rocky coast of Maine, the author demonstrates how they welcome challenges and work to solve problems. 

Further, the author mentions values that matter to them—taking action and making an impact. Both facets are also part of Georgetown’s core values . By making these connections in their essay, the author shows the admissions committee exactly how they would be a great fit for the Georgetown community. 

Finally, the author uses their experience in Maine to showcase their love of science, which is likely the field they will study at Georgetown. Like this writer, you should try to include most important parts of your identity into your essay. This includes things like life experiences, passions, majors, extracurricular activities for college, and more. 

Rice University Essay Examples

The Rice University essay examples are from this prompt: 

The quality of Rice’s academic life and the Residential College System are heavily influenced by the unique life experiences and cultural traditions each student brings. What personal perspective would you contribute to life at Rice? (500-word limit)

Rice university essay example.

Like every applicant, I also have a story to share. A story that makes me who I am and consists of chapters about my life experiences and adventures. Having been born in a different country, my journey to America was one of the most difficult things I had ever experienced. Everything felt different. The atmosphere, the places, the food, and especially the people. Everywhere I looked, I saw something new. Although it was a bit overwhelming, one thing had not changed.

The caring nature of the people was still prevalent in everyday interactions. I was overwhelmed by how supportive and understanding people were of one another. Whether it is race, religion, or culture, everyone was accepted and appreciated. I knew that I could be whoever I wanted to be and that the only limitation was my imagination. Through hard work and persistence I put my all in everything that I did. I get this work ethic from my father since he is living proof that anything can be accomplished with continued determination. Listening to the childhood stories he told me, my dad would reminisce about how he was born in an impoverished area in a third world country during a turbulent and unpredictable time.

Even with a passion for learning, he had to work a laborious job in an attempt to help his parents make ends meet. He talked about how he would study under the street lights when the power went out at home. His parents wanted something better for him, as did he. Not living in America changed nothing about their work ethic. His parents continued to work hard daily, in an attempt to provide for their son. My dad worked and studied countless hours, paying his way through school with jobs and scholarships. His efforts paid off when he finally moved to America and opened his own business. None of it would have been possible without tremendous effort and dedication needed for a better life, values that are instilled within me as well, and this is the perspective that I wish to bring to Rice. 

This diversity essay sample references the author’s unique life experiences and personal perspective, which makes it one example of college essays that worked. The author begins the essay by alluding to their unique story—they were born in a different country and then came to America. Instead of facing this change as a challenge, the author shows how this new experience helped them to feel comfortable with all kinds of people. They also highlight how their diversity was accepted and appreciated. 

Additionally, the author incorporates information about their father’s story, which helps to frame their own values and where those values came from. The values that they chose to highlight also fall in line with the values of the Rice community. 

Williams Supplemental Essay Examples

Let’s read the prompt that inspired so many strong Williams supplemental essays examples again: 

Every first-year student at Williams lives in an Entry—a thoughtfully constructed microcosm of the student community that’s a defining part of the Williams experience. From the moment they arrive, students find themselves in what’s likely the most diverse collection of backgrounds, perspectives and interests they’ve ever encountered. What might differentiate you from the 19 other first-year students in an entry? What perspective(s) would you add to the conversation with your peers?

Williams college essay example.

Through the flow in my head

See you clad in red

But not just the clothes

It’s your whole being

Covering in this sickening blanket

Of heat and pain

Are you in agony, I wonder?

Is this the hell they told me about?

Have we been condemned?

Reduced to nothing but pain

At least we have each other

In our envelopes of crimson

I try in vain

“Take my hands” I shriek

“Let’s protect each other, 

You and me, through this hell”

My body contorts

And deforms into nothingness

You remain the same

Clad in red

With faraway eyes

You, like a statue

Your eyes fixed somewhere else

You never see me

Just the red briefcase in your heart

We aren’t together

It’s always been me alone

While you stand there, aloof, with the briefcase in your heart.

I wrote this poem the day my prayer request for the Uighur Muslims got denied at school. At the time, I was stunned. I was taught to have empathy for those around me. Yet, that empathy disappears when told to extend it to someone different. I can’t comprehend this contradiction and I refuse to. 

At Williams, I hope to become a Community Engagement Fellow at the Davis Center. I hope to use Williams’ support for social justice and advocacy to educate my fellow classmates on social issues around the world. Williams students are not just scholars but also leaders and changemakers. Together, we can strive to better the world through advocacy.

Human’s capability for love is endless. We just need to open our hearts to everyone. 

It’s time to let the briefcase go and look at those around us with our real human eyes.

We see you now. Please forgive us.

As we mentioned above, the Williams acceptance rate is incredibly low. This makes the supplemental essay that much more important. 

This diversity essay sample works because it is personal and memorable. The author chooses to start the essay off with a poem. Which, if done right, will immediately grab the reader’s attention. 

Further, the author contextualizes the poem by explaining the circumstances surrounding it—they wrote it in response to a prayer request that was denied at school. In doing so, they also highlight their own values of empathy and embracing diversity. 

Finally, the author ends their cultural diversity essay by describing what excites them about Williams. They also discuss how they see themselves interacting within the Williams community. This is a key piece of the essay, as it helps the reader understand how the author would be a good fit for Williams. 

The examples provided within this essay also touch on issues that are important to the author, which provides a glimpse into the type of student the author would be on campus. Additionally, this response shows what potential extracurricular activities for college the author might be interested in pursuing while at Williams. 

How to Write a Cultural Diversity Essay

You want your diversity essay to stand out from any other diversity essay sample. But how do you write a successful cultural diversity essay? 

First, consider what pieces of your identity you want to highlight in your essay. Of course, race and ethnicity are important facets of diversity. However, there are plenty of other factors to consider. 

As you brainstorm, think outside the box to figure out what aspects of your identity help make up who you are. Because identity and diversity fall on a spectrum, there is no right or wrong answer here. 

Fit your ideas to the specific school

Once you’ve decided on what you want to represent in your cultural diversity essay, think about how that fits into the college of your choice. Use your cultural diversity essay to make connections to the school. If your college has specific values or programs that align with your identity, then include them in your cultural diversity essay! 

Above all, you should write about something that is important to you. Your cultural diversity essay, gender diversity essay, or community essay will succeed if you are passionate about your topic and willing to get personal. 

Additional Tips for Community & Cultural Diversity Essays

1. start early.

In order to create the strongest diversity essay possible, you’ll want to start early. Filling out college applications is already a time-consuming process. So, you can cut back on additional stress and anxiety by writing your cultural diversity essay as early as possible. 

2. Brainstorm

Writing a cultural diversity essay or community essay is a personal process. To set yourself up for success, take time to brainstorm and reflect on your topic. Overall, you want your cultural diversity essay to be a good indication of who you are and what makes you a unique applicant. 

3. Proofread

We can’t stress this final tip enough. Be sure to proofread your cultural diversity essay before you hit the submit button. Additionally, you can read your essay aloud to hear how it flows. You can also can ask someone you trust, like your college advisor or a teacher, to help proofread your essay as well.

Other CollegeAdvisor Essay Resources to Explore

Looking for additional resources on supplemental essays for the colleges we mentioned above? Do you need help with incorporating extracurricular activities for college into your essays or crafting a strong diversity essay sample? We’ve got you covered. 

Our how to get into Georgetown guide covers additional tips on how to approach the supplemental diversity essay. If you’re wondering how to write about community in your essay, check out our campus community article for an insider’s perspective on Williams College.

Want to learn strategies for writing compelling cultural diversity essays? Check out this Q&A webinar, featuring a former Georgetown admissions officer. And, if you’re still unsure of what to highlight in your community essay, try getting inspiration from a virtual college tour . 

Cultural Diversity Essay & Community Essay Examples – Final Thoughts

Your supplemental essays are an important piece of the college application puzzle. With colleges becoming more competitive than ever, you’ll want to do everything you can to create a strong candidate profile. This includes writing well-crafted responses for a cultural diversity essay, gender diversity essay, or community essay. 

We hope our cultural diversity essay guide helped you learn more about this common type of supplemental essay. As you are writing your own cultural diversity essay or community essay, use the essay examples from Georgetown, Rice, and Williams above as your guide. 

Getting into top schools takes a lot more than a strong resume. Writing specific, thoughtful, and personal responses for a cultural diversity essay, gender diversity essay, or community essay will put you one step closer to maximizing your chances of admission. Good luck!

CollegeAdvisor.com is here to help you with every aspect of the college admissions process. From taking a gap year to completing enrollment , we’re here to help. Register today to receive one-on-one support from an admissions expert as you begin your college application journey.

This essay guide was written by senior advisor, Claire Babbs . Looking for more admissions support? Click here to schedule a free meeting with one of our Admissions Specialists. During your meeting, our team will discuss your profile and help you find targeted ways to increase your admissions odds at top schools. We’ll also answer any questions and discuss how CollegeAdvisor.com can support you in the college application process.

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Cultural Festivals in Education: Celebrating Diversity and Multiculturalism

ultural festivals provide a wonderful opportunity for schools to celebrate diversity and promote multiculturalism among students. These festivals bring together various cultural traditions, art forms, music, dance, and cuisine, allowing students to experience and appreciate different cultures. This article explores the importance of cultural festivals in education and provides insights into organizing and implementing successful cultural festivals in schools.

The Significance of Cultural Festivals in Education

Cultural festivals play a crucial role in promoting diversity, inclusivity, and multicultural understanding in schools. They provide a platform for students to learn about different cultures, traditions, and customs. By actively participating in cultural festivals, students develop respect, empathy, and appreciation for diverse communities, fostering a sense of global citizenship.

Organizing a Cultural Festival

Organizing a successful cultural festival requires careful planning and collaboration. Here are some steps to consider:

• Identify the Purpose: Determine the goals and objectives of the cultural festival. Is it to showcase different cultures, promote cultural exchange, or celebrate specific cultural events?
• Choose Cultural Themes: Select specific cultural themes for the festival, such as "Celebrating Asia" or "Exploring African Traditions."
• Engage the Community: Collaborate with parents, community members, and cultural organizations to involve them in the festival planning and execution.
• Plan Activities: Arrange a variety of activities, such as traditional performances, art exhibitions, food stalls, workshops, and cultural displays.
• Promote Student Involvement: Encourage students to actively participate by organizing performances, sharing cultural artifacts, or preparing traditional dishes.
• Facilitate Learning Opportunities: Incorporate educational components, such as workshops on cultural traditions, history, or language, to enhance students' understanding and knowledge.
• Ensure Accessibility: Make the festival accessible to all students, staff, and families, considering different abilities, languages, and cultural backgrounds.

Examples of Cultural Festivals

There are numerous cultural festivals celebrated around the world. Here are a few examples:

• Diwali: A Hindu festival of lights celebrated in India and other countries, symbolizing the victory of light over darkness.
• Carnival: A vibrant and festive event celebrated in many countries, with colorful parades, costumes, and music.
• Chinese New Year: A significant festival in Chinese culture, marking the beginning of the lunar calendar year with dragon dances, fireworks, and family gatherings.
• Hanami: The Japanese tradition of enjoying the beauty of cherry blossoms during springtime, often accompanied by picnics and outdoor festivities.
• Juneteenth: A celebration of African American culture and freedom, commemorating the emancipation of enslaved people in the United States.

Benefits of Cultural Festivals in Education

Participating in cultural festivals offers several benefits for students:

• Increased Cultural Awareness: Students gain a deeper understanding and appreciation of different cultures, fostering respect and empathy.
• Promotion of Inclusivity: Cultural festivals create a sense of belonging and inclusivity, making all students feel valued and respected.
• Enhanced Global Perspective: Experiencing diverse cultures broadens students' worldview and prepares them to be global citizens.
• Strengthened Community Bonds: Cultural festivals bring together students, families, and the wider community, fostering stronger connections and relationships.
• Development of Creativity and Self-Expression: Students can showcase their talents, creativity, and self-expression through various cultural activities.

By organizing and participating in cultural festivals, schools can create an inclusive and vibrant learning environment that celebrates diversity, fosters multicultural understanding, and promotes a sense of unity among students and the community. These festivals provide opportunities for students to explore, appreciate, and learn from different cultures, nurturing their respect for diversity and contributing to their overall personal and academic growth.

World Environment Day: Promoting Environmental Stewardship in Education

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THE BENEFITS OF CULTURAL ACTIVITIES FROM A SCHOOL ENVIRONMENT

The school, as an educational space for cultivating cultural sensitivity, critical thinking, and aesthetics, enables the development of cultural activities-from infancy to adolescence-through the implementation of cultural events and / or activities, participation in cultural events and/or programs and browsing in cultural and/or artistic web sites. At the same time, as a social operator, it is a miniature of the society in which its living potential lives and is developed. Its goal is to learn and develop the children's organizational and management skills that will help them to meet the challenges and demands of the modern environment. The purpose of the present study is to analyze the concept of cultural activity in the elementary school and to examine the importance of applying innovative models-such as the CPFM. The stydy'sanother perpuse is to reveal the educational benefits which come from organizing a theatrical performance. The study consists of two modules. The first-theoretical-attempts to delineate the concept of cultural activity in the school's environment, through a variety of theoretical perspectives and bibliographical research. At the same time, the stages of organizing and shaping a cultural activity in the information and knowledge society are studied. Examples are given of how these steps could be applied in education and in particular in the school environment. Also, it emphasizes the importance of innovative models such as the CPFM in shaping a cultural activity, and highlights their educational character. The second section-practical-attempts to link the theoretical views, presented in the first part, with the structured as a whole, to the school's reality through the organization of a play. The stages are presented in a sequence through the analysis of the play's design and are linked to the elementary schools curriculum at the interdisciplinary level. In addition, the educational benefits resulting from this process are identified, and the importance and role of Innovative Models in the schools environment are highlighted.

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Gaetano Oliva

Francesca Antonacci

Involving children in theatre at school means ritua-lizing and progressively enhancing the educational valence of a language and a natural inclination that are typical of both children and educational settings. In this paper, we present the outcomes of an action research project involving childhood education services , educators, teachers, children and their families, which allowed us to experience the implicitly theatrical dimension of school life and more consciously help it to emerge. The aim of this training and research programme was to systematise diverse projects-all centred around theatre, theatricality and its various forms-that were already ongoing in early childhood education centres and preschools. Through this programme, we set out to train teachers and educators in recognizing and harnessing the educational potential inherent in theatre, both in the course of their everyday educational practice and in designing and implementing cycles of workshops based on the languages and techniques of theatre. Two specific research hypotheses were formulated by the research team. The first hypothesis was that theatre is already part of daily educational action with pre-schoolers, because it is present in the domains of narrative, symbolic play, expressive and bodily play, self-discovery and self-expression in the group context. Hence, we set out through our research to identify the existing relationship between theatre and everyday educational practice, between the visible and invisible theatres that are already present in our schools; we also wished to identify the urgent areas of need in which theatre can act as a vehicle and driver of educational change. The second hypothesis concerned the transformative function that theatre can fulfil in (pre)school settings: the research aim here was to identify the conditions under which theatre can bring about change in any educational context, by facilitating cognitive decentring, enhancing subjects' awareness of their "role" and their relationships with others, allowing them to "theatrically render" their relationships and mutual positioning, and leading them to discover new languages and expressive techniques. Fare teatro a scuola con i bambini significa questo: ritua-lizzare e rendere sempre più educativo un linguaggio e una disposizione naturale dell'infanzia e dei contesti educativi. Quello che segue è l' esito di una ricerca-azione che ha coinvolto servizi per l'infanzia, educatori, insegnanti, bambini e le loro famiglie, durante il quale abbiamo spe-rimentato quanto ci fosse di implicitamente teatrale nella vita scolastica per farlo emergere con più consapevolezza. Quello qui presentato è l' esito di un percorso di formazione e ricerca volto a sistematizzare le molteplici ed eterogenee esperienze già in atto in diversi servizi e scuole per l'in-fanzia di una metropoli del Nord Italia in merito al teatro e alle varie forme di teatralità. Nell’ambito del progetto di ricerca-formazione “Milano - Infanzia e Linguaggi Tea- trali”, uno degli intenti primari è stato quello di formare insegnanti ed educatori capaci di cogliere e utilizzare il po- tenziale educativo insito nel teatro sia all’interno della nor- male prassi educativa e scolastica sia nella progettazione e realizzazione di percorsi laboratoriali in grado di riferirsi ai linguaggi e alle tecniche dell’arte teatrale. Nello specifico le ipotesi di ricerca da cui il gruppo è par- tito e su cui si è costantemente confrontato e interrogato. La prima riguarda la convinzione che il teatro sia già presente nell’agire educativo quotidiano con i bambini della prima infanzia, poiché è presente negli ambiti di narrazione, di gioco simbolico, di gioco espressivo e corporeo, di sco- perta e espressione di sé in gruppo. La ricerca è stata così rivolta all’individuazione del rapporto esistente tra teatro e pratiche scolastiche quotidiane, tra teatri visibili e teatri invisibili già presenti e disseminati nella scuola e all’indi- viduazione di quelle zone di emergenza dove il teatro può essere portatore e motore di cambiamento e trasformazioni educativamente rilevanti. La seconda riguarda la funzione trasformativa che il teatro può avere nella scuola: in questo senso la ricerca è stata indirizzata all’individuazione delle condizioni grazie alle quali il teatro può produrre cambia- mento in ogni contesto educativo, attraverso la dislocazio- ne cognitiva che offre, attraverso la possibilità di aumenta- re la consapevolezza del proprio “ruolo” e della relazione con gli altri e attraverso la “messa in scena” delle relazioni e delle reciproche posizioni, grazie alla scoperta di nuovi linguaggi e tecniche espressivi.

Prima Educatione

Bozena Švábová

Problems of education in the 21st century

Olga Shcholokova

The research was conducted as part of the project of Erasmus + (Module Jean Monnet) “EU experience of soft skills development of preschool and primary school age children by theatre activities in teacher training”. The purpose of the article is to find out the educational value of theatrical activities, to reveal the methodological aspects of preparing teachers for theatrical activities with pupils. The study used theoretical methods: analysis of psychological and pedagogical literature, synthesis, comparison, method of modeling and generalization of research results; diagnostic methods: interview, survey, observation, interview: methods of processing experimental data for quantitative and qualitative analysis of the results of diagnostic tests. The concept of “theatrical activity” is specified, the educational and developmental potential of theatrical activity is revealed, the technique of introduction of theatrical activity in practice of modern school is developed, methodical bas...

Kinga Gajda

World Journal of Education

Lucia Montani

Reinald Doebel

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The Importance of Cultural Activities in Education

Jul 29, 2021

"The future belongs to young people with an education and the imagination to create."- Barrack Obama

Over the years, the methodology of teaching has progressed to a point where education is no longer about simply imparting academic knowledge to students, but also about encompassing larger aspects of life by including the holistic development of each individual. At ESCA, our vision is to develop students who are eager and motivated to engage in their learning journey and the developments of their talents with confidence, drive and professionalism.

Seeing as the ‘C’ in ESCA focuses on Culture, we pride ourselves on augmenting the student’s ESCA experience with a multitude of cultural activities such as Art, Dance, Music, and much more. Giving students the opportunity to participate in cultural activities ensures they can improve their academic performance, develop essential life skills and broaden their world views from a young age. Advantages of participating in cultural activities in school include:

Overcoming performance anxiety and building confidence

Cultural activities help students realise their own potential and overcome the fear of facing a crowd, allowing them to face challenges head on. Overcoming stage fright goes hand-in-hand with building a student’s confidence. In Art, we encourage students to work with their mistakes instead of erasing them and starting again. Mistakes are welcome as a regular part of the process. Students develop the ability to acknowledge their mistakes and find a better solution. The ability to accept mistakes and work on weaknesses also helps students develop a growth mindset which focuses on continuous improvement, rather than perfection. This process can help students develop confidence by making them aware that not everyone is perfect and that mistakes can, in fact, help you grow.

Gaining time-management skills

Time management skills are essential in both cultural and academic activities. Taking part in cultural activities helps students develop a solid understanding of effective time management. Understanding the importance of properly managing their time also emphasises the necessity of putting the proper planning and schedule in place.

Increased accountability

Art helps students learn a sense of responsibility for successfully completing the task at hand. Self-discipline is crucial for the embodiment of one of ESCA’s four core values - Accountability. With schools opting for traditional and online delivery, self-discipline is a great asset to have, as it ensures that students take responsibility to manage their resources constructively.

Improved academic performance

Allowing students to see their potential by expressing themselves creatively has a direct impact on their ability to stay focused on the task at hand, as well as their ability to work independently. Cultural activities also develop students’ critical thinking skills, and their ability to communicate effectively, by challenging them to tackle real-life problems while developing the appropriate tools to solve them.

Development of life skills

Students’ involvement in a diverse range of cultural activities automatically develops various life skills. Working in a space where students get to broaden their worldview and express their emotions, perspectives and ideas in a group setting aids the development of creativity, teamwork, leadership and social skills.

Freedom of expression

Students can use Art as a form of expression, allowing them to step away from the everyday pressures of academic excellence and giving them a creative outlet. This brief break from academics allows students to learn more about themselves, about others and the world around them.

At ESCA we aim to develop well-rounded students who will be able to meet the demands of the future world of work and life. Their generation will be prepared to effectively manage the complexity and uncertainty that will come with the increasing pace of development and progress.

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Greater Good Science Center • Magazine • In Action • In Education

Five Ways to Celebrate Your Students’ Cultures

Effective teachers cultivate positive relationships with students every day, no matter if the classroom is physical or virtual. They foster emotional connections among students, and help them to feel a sense of belonging and purpose. 

This is not a small task. In fact, it is possibly one of the most difficult but important things an educator can do. According to the latest research in developmental science , relationships between and among children and adults are “a primary process through which biological and contextual factors influence and mutually reinforce each other.”

This means that when children experience positive relationships, they are not only creating the pathways for lifelong learning, adaptation, and integration of social, emotional, and cognitive skills, but also making qualitative changes to their genetic makeup. In other words, children’s brains change in response to their life experiences, relationships, and the environments they encounter from birth into adulthood. 

Positive relationships also foster resilience, and reduce the impact that negative factors—such as adverse childhood experiences (ACE)—may have on children’s healthy development. Researchers from the Center on the Developing Child at Harvard University suggest that these positive experiences, along with support from adults and the development of adaptive skills, can counterbalance the lifelong consequences of adversity. 

Unfortunately, differences in social and cultural backgrounds can make it harder for students to trust teachers. For instance, Black, Indigenous, and People of Color (BIPOC) students and their families may have a hard time trusting their white teachers, given America’s history and current reality of institutionalized racism. At the same time, white teachers may not be inclined to trust their BIPOC students due to their own bias and learned beliefs. This trust gap may hinder their ability to establish meaningful relationships, and can affect students’ academic success.

While an increasing number of schools are adopting social-emotional learning (SEL) programs and practices to create positive learning environments, many fail to incorporate cultural competence as an essential building block to foster these trusting relationships. However, educators still need to gain awareness of their own cultural identity, consider their biases, and how they use their power and privilege with students. Cultural competence also means that educators develop their ability to learn about and build on the varying cultural and community assets of students and their families.   In my new book, Teaching with the HEART in Mind: A Complete Educator’s Guide to Social Emotional Learning , I discuss why educators need to build their cultural competence in order to nurture positive relationships—and how they can ensure that students feel respected, seen, and affirmed. At the root of developing a culturally responsive classroom lies the belief that students’ diverse cultural practices and ethnic backgrounds are assets in the learning process, that should be celebrated and incorporated into academic content and pedagogy. “Culture is central to student learning,” writes education consultant Zaretta Hammond. “Cultural practices shape students’ thinking processes, which serve as tools for learning in and outside of school.” Therefore, students’ languages, cultures, and life experiences should be acknowledged as meaningful sources for learning and understanding.

Considering that almost 80% of teachers in public schools are white, while almost half of public elementary and secondary school students are people of color, it is essential that educators create a space where students can bring the pride they feel for their race and ethnicity, and develop an appreciation for diverse racial and ethnic identities. This will support BIPOC students to succeed in school as individuals—and it can help plant the seeds for a more equitable and just world. Here are five strategies for developing cultural competence in the classroom, adapted from my book.

1. Develop an awareness of your own racial and cultural identity

This entails identifying the historical roots of your identity, as well as beliefs, values, the way culture has influenced your life, and the things that motivate and matter to you. It also involves considering implicit biases, and the privileges and disadvantages afforded to you based on your race or ethnicity. This process is especially important for white educators, since research suggests people of color will commonly begin developing their racial identity before white people. According to author and University of Georgia professor Dr. Anneliese Singh, developing a positive racial identity entails cultivating nonjudgmental curiosity—questioning old ideas and remaining open to new ones. 

Once educators engage in this process of developing their racial and cultural identity, they can consider their internalized perceptions toward other racial and ethnic groups and decide to challenge or maintain these perceptions. As educators intentionally engage in developing their own racial identity, they will be better equipped to support students in doing the same.

2. Learn about each student and incorporate this knowledge into classroom instruction

The quality of teacher-student relationships has been repeatedly linked with students’ academic, social, and emotional outcomes. These relationships can be established when educators take the time to know their students individually; learning about students’ historical roots, ethnic group, home language, religion, or immigration story can provide teachers with valuable information. Even if students identify with a single racial or ethnic group, educators shouldn’t make assumptions about their values or beliefs, since there is great variability within communities. Getting to know students individually, while learning about the history and culture of their identities, sets up the foundation to establish meaningful relationships with students. 

Once educators have learned about the varying racial and cultural assets of students, they can try to connect academic instruction with students’ prior knowledge and experiences. Teachers can spark students’ motivation for learning by contextualizing the content and making it relevant to students’ lives. When students are able to bring what they already know into their classrooms, deeper connections can be made with new academic content. 

3. Promote an inclusive and equitable classroom that proactively works to counter bias

In order for classrooms to be inclusive and equitable, educators need to understand the larger sociopolitical context that shapes individual experiences. Many BIPOC, LGTBQ+, or neurodiverse students, and those coming from low-income backgrounds, experience insults and denigrating messages in and outside of school on a regular basis. When students have to face hostile environments, they use most of their cognitive and emotional skills for dealing with these challenges rather than for learning.

When safe and supportive environments are created, and students’ unique traits and life experiences are acknowledged, celebrated, and used to enrich the learning environment, students are more likely to feel a sense of belonging and be able to engage with the classroom content in meaningful ways.

This takes work. It requires a commitment to proactively dismantle racism and discrimination, and intentionally work to counteract and reverse implicit bias. 

4. Get to know students’ families and invite them to the classroom

Parents also experience emotions about their children’s school and teachers. They may fear their child is being mistreated or bullied, or they may distrust a teacher whose culture is not the same as theirs. They may question a teacher’s suitability because the classroom doesn’t look like the classroom they attended when they were kids. Whatever their feelings toward teachers or the school, educators should remember that parents’ emotions are real and valid. They may not agree with them, but understanding these feelings will help educators to connect with these families.

Educators can invite parents to participate in virtual or physical classrooms. This can take the shape of a family potluck, a getting-to-know-you back-to-school night, home visits, or phone calls to celebrate students’ accomplishments. The goal of these interactions is for educators to develop important connections with families: to learn about their beliefs, hopes, and dreams and to learn how they perceive their role in supporting their children’s education.

Elena Aguilar, author and founder of Bright Morning Consulting, encourages teachers to let families know that they want to learn about their individual cultures, acknowledging the differences that exist. Many immigrant parents worry that their home culture will be forgotten when kids go to school. For parents, it can be a big relief knowing that their child’s teacher wants to learn about their culture. Inviting parents into the classroom is also a great way to celebrate and share students’ cultures. 

5. Learn about the community

This is an extension of knowing students and their families. Walking around a neighborhood and understanding the community’s assets—the food, music, traditions, or history of the neighborhood—as well as some of the issues they face can provide educators with important data to connect with students and inform teaching practices.

• How does the community celebrate special holidays?
• How has the neighborhood changed in the last decade?
• Are some of the parents facing unemployment or housing challenges?
• How is that affecting the student population that the school serves?

Educators can approach this process with curiosity and without judgment, searching for insights that can help them better serve students. As educators engage in this process, their immediate reactions to the neighborhood can provide valuable data to examine and counter their own biases. If educators notice they only see the deficits in the community, while having a difficult time seeing the assets, that can be an indicator that additional exploration and reflection is needed. As Hammond says, “You need to put yourself in a place where you are not the majority.”   Teachers can shape children’s growth and development in constructive ways through the power of relationships. They can make a positive impact in a child’s life by first developing their cultural competence and considering their learned beliefs and implicit biases, and then by recognizing the assets and greatness in their students and families, with the ultimate goal of creating emotional bonds, celebrating a sense of shared humanity, and nurturing trusting and meaningful relationships.

About the Author

Lorea Martínez

Lorea Martínez, Ph.D. , is the award-winning founder of HEART in Mind Consulting, a company dedicated to helping schools and organizations integrate social-emotional learning (SEL) in their practices, products, and learning communities. An educator who has worked with children and adults internationally, Dr. Martínez is a faculty member at Columbia University Teachers College, educating aspiring principals in Emotional Intelligence.

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What Makes a Good School Culture?

• Posted July 23, 2018
• By Leah Shafer

Most principals have an instinctive awareness that organizational culture is a key element of school success. They might say their school has a “good culture” when teachers are expressing a shared vision and students are succeeding — or that they need to “work on school culture” when several teachers resign or student discipline rates rise. 

But like many organizational leaders, principals may get stymied when they actually try to describe the elements that create a positive culture. It's tricky to define, and parsing its components can be challenging. Amid the push for tangible outcomes like higher test scores and graduation rates, it can be tempting to think that school culture is just too vague or “soft” to prioritize.

That would be a mistake, according to  Ebony Bridwell-Mitchell , an expert in education leadership and management. As she explains, researchers who have studied culture have tracked and demonstrated a strong and significant correlation between organizational culture and an organization’s performance. Once principals understand what constitutes culture — once they learn to see it not as a hazy mass of intangibles, but as something that can be pinpointed and designed — they can start to execute a cultural vision.

A culture will be strong or weak depending on the interactions between people in the organization. In a strong culture, there are many, overlapping, and cohesive interactions, so that knowledge about the organization’s distinctive character — and what it takes to thrive in it — is widely spread.

At a recent session of the  National Institute for Urban School Leaders  at the  Harvard Graduate School of Education , Bridwell-Mitchell took a deep dive into “culture,” describing the building blocks of an organization’s character and fundamentally how it feels to work there. 

Culture Is Connections

A culture will be strong or weak depending on the interactions between the people in the organization, she said.  In a strong culture, there are many, overlapping, and cohesive interactions among all members of the organization.   As a result, knowledge about the organization’s distinctive character — and what it takes to thrive in it — is widely spread and reinforced.  In a weak culture, sparse interactions make it difficult for people to learn the organization’s culture , so its character is barely noticeable and the commitment to it is scarce or sporadic.

• Beliefs, values, and actions will spread the farthest and be tightly reinforced when everyone is communicating with everyone else. In a strong school culture, leaders communicate directly with teachers, administrators, counselors, and families, who also all communicate directly with each other.
• A culture is weaker when communications are limited and there are fewer connections. For example, if certain teachers never hear directly from their principal, an administrator is continually excluded from communications, or any groups of staff members are operating in isolation from others, it will be difficult for messages about shared beliefs and commitments to spread. 

Culture Is Core Beliefs and Behaviors

Within that weak or strong structure, what exactly people believe and how they act depends on the messages — both direct and indirect — that the leaders and others in the organization send. A good culture arises from messages that promote traits like collaboration, honesty, and hard work.

Culture is shaped by five interwoven elements, each of which principals have the power to influence: 

• Fundamental beliefs and assumptions , or the things that people at your school consider to be true. For example: “All students have the potential to succeed,” or “Teaching is a team sport.”
• Shared values , or the judgments people at your school make about those belief and assumptions — whether they are right or wrong, good or bad, just or unjust. For example: “It’s wrong that some of our kindergarteners may not receive the same opportunity to graduate from a four-year college,” or “The right thing is for our teachers to be collaborating with colleagues every step of the way.” 
• Norms , or how members believe they  should  act and behave, or what they think is expected of them. For example: “We should talk often and early to parents of young students about what it will take for their children to attend college.” “We all should be present and engaged at our weekly grade-level meetings.”
• Patterns and behaviors , or the way people  actually  act and behave in your school. For example: There are regularly-scheduled parent engagement nights around college; there is active participation at weekly team curriculum meetings. (But in a weak culture, these patterns and behaviors can be different than the norms.)
• Tangible evidence , or the physical, visual, auditory, or other sensory signs that demonstrate the behaviors of the people in your school. For example: Prominently displayed posters showcasing the district’s college enrollment, or a full parking lot an hour before school begins on the mornings when curriculum teams meet.

Each of these components influences and drives the others, forming a circle of reinforcing beliefs and actions, Bridwell-Mitchell says; strong connections among every member of the school community reinforce the circle at every point.

More on School Culture

• See Part II of our story, which moves from "what makes school culture" to "how to build it."

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Multicultural Diversity and Performance in the Classroom Essay

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Issues around cultural diversity in classroom

The concept of multiculturalism in australia, political and social climate influence on students’ achievements, culturally competent and multicultural education.

Diversity in a classroom can be a rewarding experience for students, as it could increase their awareness of other cultures and teach them how to collaborate with people from different backgrounds. However, diversity can also be challenging for teachers because it requires them to use an informed approach to developing a positive and inclusive classroom environment and adjust the lessons to the needs of all students. When I was in school, there were a lot of students in my class who came from different cultural and socio-economic backgrounds. For example, we had two students from immigrant families whose first language was not English, as well as several Indigenous students. We also had children from different socio-economic backgrounds, including those from low-income families. As the majority of the students were white and from middle-class families, students from other backgrounds were seen as different and sometimes struggled to communicate or blend in with the rest of the class.

Unfortunately, my school did not address these students’ differences in any formal way. However, some teachers attempted to facilitate communication with students from immigrant families by engaging them in discussion and encouraging them to develop their English skills. This was particularly helpful for one of the students, who had the opportunity to improve her English skills. Others, however, were shy to participate in the conversation and made little progress with their language skills. My classmates did not try to address the cultural, socio-economic, and linguistic differences, which led to students forming several different small groups. There was also a problem of bullying in my school, and students from diverse backgrounds were often targeted by bullies.

Thus, I believe that my school and teachers did not address classroom diversity appropriately. I think it would be more practical if the school has taken action against the bullying of students from minority groups and taught students about cultural diversity and communicating with people from various backgrounds. Providing English lessons for students from immigrant families would also help to promote communication. Finally, I believe that the school could offer extra-curricular activities aimed at improving children’s awareness of other cultures. This could assist in addressing barriers to communication and facilitate a sense of community while also teaching students to respect those who are different in any way.

Overall, if I had to teach a class that has students from diverse backgrounds, I would aim to ensure that all students get equal opportunities to learn. To do that, I would partner with children from all backgrounds and their parents to develop a suitable curriculum. I would also apply teaching methods that promote discussion in the classroom, which would help to engage students from different cultural, linguistic, and socio-economic backgrounds. I would also partner with school leaders to develop and implement an effective strategy for preventing bullying and promoting cultural awareness in all students through extra-curricular events and activities.

The first topic of the class explored the concept of multiculturalism as it applies to Australia. In particular, the readings focused on political approaches to multiculturalism, as well as on its integration in schools. For instance, Jupp (2002) described some of the criticism of multiculturalism. According to Jupp (2002), multiculturalism raised several issues with the Indigenous peoples, as they were perceived as distinct from other minority cultural groups. Multiculturalism was considered to be an alternative to cultural assimilation, which threatened the identity of Aboriginal people. However, it was also seen as a divisive policy contradicting the notion of ‘one Australia’.

A similar discussion is evident in the second reading, as it discusses the application of multiculturalism to education. Smolicz (1999) raises the issue of dominant versus minority groups, arguing that most approaches to politics and education in these settings lead to cultural reductionism. Another problem with cultural assimilation that is noted by the author is that it does not lead to equal treatment. Smolicz (1999) argues that educational programs promoting multiculturalism should incorporate minority ethnic content into the curriculum. Thus, the chapter shows the necessity of integrating minority cultures into teaching.

Hill and Alan (2004) also describe the relationship between political movements and education in Australia. The authors consider the conflict between cultural assimilation in education and preserving Indigenous identity. Leeman and Reid (2006) reflect on the essence of multicultural education in Australia, showing how it aims to promote cultural assimilation by reducing social exclusion and fostering communication among the students. The article also notes that preserving the Indigenous culture is critical, as the loss of culture can have a profound effect on the youth.

My plan of addressing cultural diversity in the classroom appears to be similar to the approach promoted in multicultural education. However, the readings show that this approach is not always correct. For example, helping students to learn the English language could affect their cultural values and heritage, as culture and language are tightly connected (Smolicz, 1999). My plan would also promote cultural assimilation, which can have a negative influence on the students and their identity. Particularly in the case of Indigenous populations, cultural assimilation does not help to resolve the problems experienced by minority groups (Smolicz, 1999). While various events can help to improve cultural awareness among students and reduce tension between dominant and minority groups, it does not integrate minority cultures into the curriculum. Thus, I can see that my approach is rather one-sided and does not target the cultural needs of minority students.

Based on the readings for Topic 1, I would make some corrections to my approach. First of all, it would be critical to include education about minority cultures in the curriculum. For instance, when studying a topic, it would be beneficial to consider it from the viewpoint of the dominant culture, as well as the minority groups. This strategy would help to engage minority students in the discussion while taking into account their cultural heritage. Secondly, I would also consider additive bilingualism as a strategy for addressing multiculturalism (Smolicz, 1999). Given the importance of language to cultural heritage, it would be beneficial to provide students from minority cultural groups with the opportunity to learn their native language in the same way as they are learning English. This strategy would require a commitment from the school and its leaders, but it could be a helpful solution. Lastly, while I believe that extra-curricular events for promoting cultural awareness are useful, it is also essential to address the minority groups’ needs for cultural separatism. Introducing extra-curricular activities for students of specific minority groups would enable them to retain their cultural identity.

The readings for Topic 2 explored the impact of the political and social climate on students’ achievement. For example, Cummins (1997) shows that the coercive and collaborative relations of power impact both the educator role definitions and educational structures, thus affecting the interactions between teachers and students and students’ engagement in learning. While coercive relations of power reinforce the relationship between the dominant and the subordinate group, collaborative relations promote empowerment and communication across the boundaries. Delpit (1988) also considers the influence of power structures on learning in culturally diverse classrooms. The author shows how interrelations of power affect students’ learning, explaining how teachers can target oppressive power structures within their classrooms to promote a safe learning environment.

Other authors also consider students’ academic achievement as a result of the roles reinforced by dominant cultural groups. For example, Fordham and Ogbu (1986) state that the problem of underachievement of black students arose as part of cultural stereotypes created by the dominant white culture, which deemed black people less intellectually capable. As a result, academic achievement is often seen as white people’s prerogative, and black Americans began to discourage their peers from “acting white” and striving for academic success (Fordham & Ogbu, 1986). The authors thus show that the problem of academic achievement is rooted in stereotypes that were enforced by the dominant culture.

Kohl (2007) offers another viewpoint on students’ lack of academic achievement, arguing that non-learning is a choice stemming from the desire to avoid oppression, racism, and similar challenges. For instance, students from cultural or ethnic minorities might find the majority of textbooks racist and thus refuse to study the material presented in it. The author explains that the best strategy, in this case, is to teach the students how to acknowledge, question, and confront oppression in all settings instead of avoiding it. Finally, Mansouri and Trembath (2005) also highlight the role of the political climate in the minority students’ classroom achievement. The article shows how educators should seek to challenge social inequality experienced by minority groups, thus engaging in a dialogue with students and parents.

After reading the materials for this topic, it became clear that I did not address underachievement and academic struggles as part of my plan for promoting cultural diversity. I believe that this was mainly because I did not acknowledge the effect that social inequality has on students and their academic life. The articles on this topic showed that students from minority groups are often less likely to succeed academically, and their learning is affected by external social and political forces. In particular, I found Cummins’ (1997) discussion of influences useful in explaining minority students’ attitudes towards learning. However, it is also important that all of the articles highlighted the teacher’s role in mediating the relationship between coercive power relations and academic achievement.

Therefore, based on the readings, it would be essential to expand my plan for addressing cultural diversity. In particular, it is critical to establish a collaborative relationship with all students, thus empowering them to achieve academic success. The knowledge of this topic would also help address underachieving students. As an educator, I should allow students to challenge the information presented in textbooks and other readings so that they would learn how to acknowledge and question oppressive systems in real life. Additionally, it would be useful to offer students and parents additional resources for improving achievement. For example, if the student is struggling despite the efforts to address the problem, they could benefit from a minority-friendly psychologist, who would help them to improve motivation.

The materials for Topic 3 review strategies for culturally competent and multicultural education. Grant and Sleeter (2003) offer a questionnaire that can be used by teachers to examine the extent to which a classroom or a school is accommodating to the needs of students from minority groups. The assessment considers a variety of learning components, from visuals in presentations to staff resources. Additionally, the questionnaire examines gender equality in education, which is also relevant to the topic of classroom diversity. Based on this activity, educators can determine the gaps in their approach to diversity. Ladson-Billings (1995) reflect on the components of culturally relevant teaching, drawing a link between cultural competence and academic success. In particular, the author argues that teachers should use students’ culture as a “vehicle for learning” (p. 161). The article also suggests some useful strategies for teaching in culturally diverse classrooms, including parent involvement, promoting sociopolitical consciousness, and fostering a collaborative relationship with students.

Other authors stress the importance of comprehensive multicultural education in their texts. For instance, Nieto and Bode (2008) define multicultural education as “a process of comprehensive school reform and basic education for all students” (p. 44). They also describe seven critical features of multicultural education, which can be used by teachers to apply multiculturalism in their classrooms. Pearce (2005) explains some of the main mistakes made by teachers in culturally diverse classrooms, which include avoiding differences and racism. According to the author, teachers should provide a safe environment for critical, cross-cultural discussions to promote diversity. Lastly, Burridge, Buchanan, and Chodkiewicz (2009) offer comprehensive strategies for teachers to respond to cultural diversity. The authors state that teachers should counter racism, promote representations of cultural diversity, and encourage cultural exchange throughout schools.

Overall, the resources for Topic 3 provided useful insights into creating a practical approach to cultural diversity. Looking at the initial essay, I understand that my plan for addressing cultural diversity was somewhat relevant, but not comprehensive. For instance, in terms of school policies, it only considered anti-bullying efforts. However, as shown by Grant and Sleeter (2003), schools are also involved in establishing an inclusive environment for all students. To develop my plan further, I would focus on changes on the school level. For example, it is essential to ensure that the plan for selecting study materials includes the criteria for multicultural education and that the school library reflects cultural and language diversity (Grant & Sleeter, 2003). Special events hosted by the school should also consider diversity and should be relevant to students from all cultural, racial, ethnic, and religious backgrounds.

Another essential addition to my plan would be a collaboration with parents in all aspects of learning. Ladson-Billings (1995) note that families are often a valuable cultural resource for young students, and thus involving parents in various events and discussing learning goals with them could improve the school’s approach to cultural diversity. For instance, when planning events for students, I could consult with parents about the aspects of their culture that could be reflected in the event.

Furthermore, the resources also provided a useful framework for resolving diversity-related problems in class, such as cultural differences, racism, and more. As a teacher, I should be active in responding to these problems instead of avoiding them. For example, taking note of cultural differences among the students and challenging racist views or expressions are meaningful strategies for addressing diversity-related issues. In general, all of the approaches explained in the materials for this topic could be successfully incorporated in an Australian classroom. Moreover, these strategies could complement the ones developed after reading the articles for previous topics, thus forming a comprehensive plan for approaching diversity.

Burridge, N., Buchanan, J. D., & Chodkiewicz, A. K. (2009). Dealing with difference: Building culturally responsive classrooms. Cosmopolitan Civil Societies: An Interdisciplinary Journal, 1 (3), 68-83.

Cummins, J. (1997). Minority status and schooling in Canada. Anthropology & Education Quarterly, 28 (3), 411-430.

Delpit, L. (1988). The silenced dialogue: Power and pedagogy in educating other people’s children. Harvard Educational Review, 58 (3), 280-299.

Fordham, S., & Ogbu, J. U. (1986). Black students’ school success: Coping with the “burden of ‘acting white’”. The Urban Review, 18 (3), 176-206.

Grant, C. A., & Sleeter, C. (2003). Action research activity 5.2: Classroom and school assessment. In C. A. Grant & C. Sleeter (Eds.), Turning on learning: Five approaches for multicultural teaching plans for race, class, gender, and disability (pp. 213-215). New York, NY: John Wiley & Sons.

Hill, B., & Allan, R. (2004). Multicultural education in Australia. In J. Banks & C. A. McGee Banks (Eds.), Handbook of research on multicultural education (2nd ed., pp. 979-996). San Francisco, CA: Jossey-Bass.

Jupp, J. (2002). The attack on multiculturalism. In J. Jupp (Ed.), From white Australia to Woomera: The story of Australian immigration (pp. 105-122). Cambridge, UK: Cambridge University Press.

Kohl, H. (2007). ‘I won’t learn from you!’: Confronting student resistance. In W. Au, B. Bigelow & S. Karp (Eds.), Rethinking our classrooms: Teaching for equality and justice (vol. 1, pp. 165-166). Milwaukee, WI: Rethinking Schools Ltd.

Ladson‐Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34(3), 159-165.

Leeman, Y., & Reid, C. (2006). Multi/intercultural education in Australia and the Netherlands. Compare A Journal of Comparative and International Education , 36 (1), 57-72.

Mansouri, F., & Trembath, A. (2005). Multicultural education and racism: The case of Arab-Australian students in contemporary Australia. International Education Journal, 6 (4), 516-529.

Nieto, S., & Bode, P. (2009). Multicultural education and school reform. In S. Nieto & P. Bode (Eds.), Affirming diversity: The sociopolitical context of multicultural education (5th ed., pp. 42-62). Sydney, Australia: Pearson.

Pearce, S. (2003). The teacher as a problem. In S. Pearce (Ed.), You wouldn’t understand: White teachers in multiethnic classrooms (pp. 29-51). Trent, UK: Trentham Books.

Smolicz, J.J. (1999). Culture, ethnicity and education: Multiculturalism in a plural society. In M. Secombe & J. Zadja (Eds.), J.J. Smolicz on education and culture . Melbourne, Australia: James Nicholas Publishers.

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National Geographic Education Blog

Bring the spirit of exploration to your classroom.

Strategy Share: Celebrating World Cultures in the Elementary Classroom

Our Strategy Share series features innovative ideas, projects, and approaches from our community of educators. This post was written by educator Julie Yeros.

Hi! I’m Julie Yeros, an elementary educator and creator of Globe Trottin’ Kids —a global learning website for students and educators. While my home base is in the beautiful state of Colorado, I have family scattered across three continents.

Last spring, I wrote a blog post about how to celebrate world cultures over the summer . Now, with a new school year upon us, it’s important to create a classroom that inspires children to become invested in their world. Integrating global learning experiences throughout the year and across the curriculum allows students to explore their world and understand their place in it.

Here are some ideas for celebrating world cultures in your classroom this year:

Keep an eye on the calendar.

Introduce children to a variety of cultures through holidays, festivals and current events taking place around the world. Share the history and traditions associated with the celebrations and be mindful to avoid stereotypical representations. Allow time for discussion and questions, and encourage further investigation for the class, small groups, or individuals to conduct and share.  

Choose several events to feature throughout the year, and plan activities for deeper exploration. Gather a variety of resources (books, videos, art, music, clothing, etc.), schedule guest presenters (parents, staff members, cultural groups, etc.), and invite other classrooms to join in the fun, so students can share what they learn.

Here are some suggestions to get you started:

• For the Chinese New Year , retell the legend explaining how the 12 animals on the Chinese zodiac were chosen, discover the meaning behind popular symbols and traditions of the holiday and try a variety of festival foods . In 2020, the Chinese New Year falls on January 25th.
• For Songkran , Thailand’s New Year Festival (April 13-15), learn about the importance of water in the Thai culture and its role in the celebration. (A good water fight is always a fun activity to include at the end of the day!)
• For World Read Aloud Day (February 5), connect with others to enjoy tales from other countries.

Explore places near and far with traditional or virtual a field trip.

Did you know October is National Field Trip Month? Integrate experiential learning (real or virtual) into your curriculum now and throughout the year.

• Plan a local field trip to learn more about your community. Meet with elected officials, businesses, and community leaders. Visit a museum, library, or senior citizen center to learn about the history and culture in your own backyard.
• Take a virtual field trip to investigate a famous landmark in a country across the globe or to observe an underwater ecosystem that is under threat. Get inspired with a variety of National Geographic’s Google Earth resources .
• Join a live video event or expedition with National Geographic Explorer Classroom . Each month a new theme is featured and supporting resources for educators are provided. The full archive is also available on YouTube .  

Develop a geographic perspective.

Provide consistent opportunities for students to learn, practice and apply geography skills. Understanding cardinal and ordinal directions, locating continents and oceans, and navigating a map using a compass rose, map key and scale are essential to learning about our planet.

• A globe or world map in the classroom makes a great reference tool for locating the setting of a story, identifying where historical events took place, or calculating the distance between cities.
• National Geographic’s mapping resources make it easy to create and view interactive maps. You can easily customize one-page maps and assemble large-scale maps. There’s even Giant Maps , large enough for your students to walk on, that your school can order!

• Puzzles, interactive games and activities make engaging workstations for practicing and reinforcing spatial reasoning skills.

Join me in setting our young students on the path to being informed, caring, and responsible global citizens by using these easy ways to bring world cultures into your classroom this school year.

Julie Yeros is an elementary educator from Denver, Colorado. She is founder of Globe Trottin’ Kids and a National Geographic Certified Educator.

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10 thoughts on “ Strategy Share: Celebrating World Cultures in the Elementary Classroom ”

This is really interesting blog ! I am Thanks to you for sharing such as great Blog !

Thanks for stopping by. Keep exploring!

This is a great article about how to incorporate multiple cultures in the classroom. At Elk Grove Unified School District we are currently celebrating African American history month to appreciate other cultures and I think this article has great suggestions we can incorporate the rest of the year.

Thanks Abby! There are so many great opportunities for raising cultural awareness and celebrating diversity. Please let me know if you need anything else.

Some times you found something interested just because you are exploring the new thing on the internet and looking for something else and you found more interesting then you found. Thanks for sharing such a great content .!!!

Hey Julie, thanks for sharing this blog post. I was looking for such a post to get some ideas to celebrate world culture in Alpine Union School, now my research is completed. Thank you once again. Keep sharing more posts in the future.

Hi Bob! Thanks for your feedback. National Geographic and Globe Trottin’ Kids are great resources for world cultures all year long. Happy Exploring!

You’re most welcome.

Introducing children to a variety of cultures through holidays, festivals and current events taking place around the world can actually turn to fruitful results as children will get to know about different cultures around the world which will help them develop an unbiased overview of the world. Thanks for sharing the amazing piece of your thought, Kudos!

Thanks for your reply. The benefits are truly endless. 💟

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Importance of cultural activities in schools

The main aim of school education is the overall development of a child. It includes all aspects such as personality development, behavioural development, development of communication skills, confidence building, development of etiquette etc. Apart from this, cultural activities have an important role in the all-round development of students. In this article, the importance of cultural activities in school education is described.

Introduction Modern education focuses on not only the academic development of students but also their skill development. Cultural activities are sports or other activities that contribute to or enhance the social development and appreciation of people. It is the development and improvement of a person's mind, interests, preferences, and talents. The best strategy to teach students personality-related abilities is to motivate them to take part in cultural events such as athletics, music, dancing, and other activities. Sadly, not all parents think the same, and they find it worthless to engage their children in these activities . The reality, however, is completely different because cultural events help pupils build confidence and better understand their culture. To instill in the children a global outlook, it is absolutely necessary to engage them in cultural activities as well as the academic curriculum. Students' individuality and self-confidence are developed through this diverse range of activities. In addition, it teaches them life skills that will enable them to succeed once they finish their academic careers. Cultural activities at school Cultural activities are of different kinds, like art and craft activities, health-related activities, music and dancing activities, drawing and painting, poetry, woodworking, pottery, etc. When it comes to cultural activities in schools, apart from sports activities, there are several types of cultural activities which are performed by the school students. Some of the common cultural activities that are carried out in schools include sports, dance, music, drama, painting, art competitions, charity events, exhibitions, debates, speeches, festival celebrations, etc. The Advantages of Cultural Activities in Schools Cultural activities have a variety of advantages. Incorporation of them into the school curriculum helps students in several ways. 1. Aids in the reduction of stage fright Many students have stage fright. They feel anxiety while performing on the stage. It has a significant impact on one's personality and self-esteem and sometimes also affects the desired results. It can stop you from performing better and, therefore, affects career growth. However, regular participation in cultural activities removes the fear of public speaking or performing on stage. Reducing stage fright also helps to build confidence.  2. Enhancement in academic achievement Culturally-engaged students generally perform better academically. This is because of their higher levels of creativity and increased self-esteem. For this reason, they get fresh thoughts and are not fatigued from the constant study. Their knowledge and skills are also enhanced. 3. Improving physical health Students can maintain their physical health by participating in cultural activities. By participating in different activities like dancing, martial arts, etc., they become cognizant of their physical health and stay active. Participation in various competitions makes them more mindful. Additionally, they also learn to eat healthily and stay fit. 4. Superior time management abilities Time management is a skill that a student can learn by putting in some extra effort. Participating in extracurricular and other cultural activities helps to develop a good understanding of time management. In schools, students have to do their studies and also participate in extracurricular activities, and they have to make a balance between them. So, they learn to adjust their time to create a balance between the two activities so that they can run in parallel without any hassle. They learn to make pre-planning for all activities and follow it. 5. Acquiring new abilities Participating in cultural activities helps students gain other skills that they can apply in their daily lives. They learn various new skills like collaboration, analytical thinking, effective communication, leadership skills, etc. All these skills make them ready for life beyond school. 6. Developing responsibility Giving a student a specific assignment to complete fosters their sense of responsibility. It is the duty of a student who participates in extracurricular activities to carry them out successfully. The kids become more accountable for the work that is given to them as a result. 7. Instill confidence Students' consciousness is strengthened when they perform cultural activities. It helps them to face every problem and find their solutions and become more confident in handling academic and social difficulties considerably better. Thus, these are a few benefits of planning cultural programs in schools and encouraging students to take part in them. So that students grow into well-rounded individuals with stellar personalities and great academic records.

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Welcome To MIT Vishwashanti Gurukul

Inspiration & Founder’s message

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"Education is the manifestation of the perfection already in man"

- Swami Vivekananda

Cultural Activities in School

Today’s education system is not just confined to academics but modern-day schools focus on imparting skills to students like personality development, confidence building, communication skills, etiquettes, etc. Cultural activities come into play in instilling these skills in the students.

Encouraging students to participate in cultural activities is the most effective way to inculcate personality-related skills. These include activities like dancing, singing, sports, etc. Unfortunately, many parents and students find these activities as total waste of time and energy. However, the truth is entirely different as cultural activities enable students to gain confidence and understand their culture in a much better way.

Some of the important cultural activities in schools are:

• Local festival celebration
• Charity Events
• Sports events
• Dance and music competitions
• Painting competitions
• Debates and speeches
• Exhibition and workshop

Benefits of cultural activities in schools

1. these vanish stage fear.

Stage fear is a common problem faced by many students and even adults. However, schools can reduce this stage fear of students by encouraging them to participate in cultural activities. Getting rid-off stage fear is the first step toward gaining confidence.

2. Better academic performance

The students who are involved in extra-curricular activities score higher in academics because of their increased self-esteem and high creativity level. Extra-curricular activities refresh the mind of students and allow them to study with more concentration. Students gain more knowledge about different fields and the status-quo through such activities.

3. Good understanding of time management

A student involved in co-curricular activities learns the art to balance academic as well as extracurricular activities simultaneously. They learn to manage their time in order to give appropriate time to both things. They pre-plan their schedule and this habit benefits them throughout their life.

4. Learn new skills

Students acquire new skills through such activities that are useful for their life. The students who are involved in extra-curricular activities learn social skills, critical thinking skills, teamwork and many other skills. They develop have better leadership skills and peer understanding.

5. Sense of responsibility

When a student is given a task to accomplish, it develops a sense of responsibility in them. A student participating in extra-curricular activities has the responsibility to carry it successfully. This makes the students more responsible for the work assigned to them.

6. Increase self-confidence

When students get successful in cultural activities, it gives a boost to their self-esteem. This self-esteem helps them to face the outer world more confidently. Furthermore, they face their academic challenges in a much better way.

So, these were some of the advantages of organizing cultural activities in schools and encouraging the students to participate in these activities. At MIT Vishwashanti Gurukul, we aim at holistic development of students. That is why we give importance to cultural activities. We organize an array of extracurricular activities and encourage each student to participate in these. In this way, our students develop as well-balanced individuals who have an impressive academic record and impeccable personality. So, if you want to mold your child into a well-balanced individual, then send him/her to MIT Vishwashanti Gurukul, one of the best boarding schools in India.

'Education is the manifestation of the perfection already in man' - Swami Vivekananda

Driven by this belief and the responsibility to mould the future generation, MAEER’s MIT Vishwashanti Gurukul is an IB World School known for imparting value-based education for more than a decade.

We are inspired and strongly believe that this is the era to revive the age-old principle of Guru Shishya Parampara . Based on this traditional style of learning combined with modern amenities and facilities , we endeavor to create global citizens of tomorrow who are still connected with their history & heritage.

In this fast paced world which is increasingly coming closer and with the advancement of technology, what we really need today is not just advanced technology, but men and women of strong character who are self-disciplined and capable of being global citizens making the utmost use of technology for the benefit of mankind.

Vishwashanti Gurukul aims to do this while creating awareness of the ancient Indian culture and the deep-rooted ethos of our country. The Gurukul system is the perfect blend of modern technological advancements and the ancient Indian culture to create a new generation of confident & winning personalities.

We are committed to providing these values to the students to make them physically strong, mentally alert and spiritually elevated along with academic excellence.

Dr. Vishwanath D. Karad

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MIT Gurukul Popular Search

Mit gurukul, international school in pune,maharashtra.

In this era of globalization, it is the need of the hour to keep the students abreast with both local as well as international issues and to train them to endure in the global sphere. This is where the international school has its significance as it is based on international academic standards and it imparts global perspective to the students. An international school is the best in this ever-changing world as it aims at creating global citizens who are connected to their heritage.

If you are looking for the best international school in Pune,Maharashtra , then your search ends here. MIT Pune’s Vishwashanti Gurukul is a pioneer international school in Pune,Maharashtra . The school follows the curriculum of International Baccalaureate (IB) board and believes in creating responsible citizens with strong character.

IB Schools in Pune,Maharashtra

A school is a place where a child spends most of his/her childhood. Whatever a child learns at school stays with him/her lifelong. That is why parents are very particular about their child’s schooling. However, education should not just be confined to the syllabi and rather it should include imparting life skills and inculcating moral values to the child so that he/she grows up as a well-balanced individual. For this, you should send your child to an international school. Vishwashanti Gurukul is one of the finest IB Schools in Pune,Maharashtra that creates future leaders.

Best School in India

MIT Vishwashanti Gurukul is one of the best schools in India as it prepares your child to face all impending challenges. It is an IB board school that is based on international academic standards. The student to teacher ratio is low such that every child gets individual attention. The school’s value based education aims at imbibing the skill of inquiry, action & reflex in the child and makes them risk takers. It motivates the child to come out with ingenious ideas and respect the perspective, religion, culture and heritage of others. All these factors make Vishwashanti Gurukul the best school in India.

MIT Gurukul - Boarding and Residential School in Pune,Maharashtra

Vishwashanti Gurukul is a residential school that provides affable ambience to the students and serves as a ‘home away from home’. The boarding at MIT Gurukul Boarding School Pune, Maharashtra offers world-class facilities along with inculcating India ethos. The hostels are equipped with all the modern amenities and have a robust infrastructure. The Guru-Shishya Parampara is fostered in the hostels where every child learns discipline and life skills under the guidance of Guru.

• Our Mission

Cultivating Belonging in the Elementary Classroom All Year Long

Feeling like part of a larger classroom community improves students’ grades and their self-confidence.

A sense of belonging is critical to a student’s academic and social development. Typically, there is a strong focus on belonging that occurs at the beginning of the year; however, we know that as the year progresses, students can experience feelings of isolation and “othering,” as they navigate social dynamics, learning, and individual growth. As teachers, we can cultivate a culture of belonging in every facet of what we do that helps students to feel more connected. By exploring strategies focusing on identity, connection, care, and community, teachers can foster a culture that supports students’ meaningful learning, beginning in the classroom and extending to the broader school community.

Educational research points to the importance of students’ sense of belonging directly correlated to academic achievement. Beyond that, research also shows that students who feel a sense of belonging are more confident in school and have less anxiety, depression, and overall stress that carries into young adulthood . This, coupled with students having a healthy sense of identity, is an important factor that helps students become more connected to their school, contributing to an overall positive school experience.

Beyond the research is the day-to-day experience expressed in how children engage and interact in the classroom. Do students feel they can be their authentic selves? Do students feel they can actively contribute? Are students encouraged to be who they are, or are they called upon merely to conform and comply? These are important questions to consider when thinking about how our classrooms can bring about a true sense of belonging.

For educators and school leaders, here are some strategies to make students feel a sense of belonging in your classroom.

5 Ways to Build a Culture of Belonging

1. Conduct classroom greetings. Create a classroom routine that includes a greeting for each student . This is a great way to begin or close out the day, allowing every student to be recognized and appreciated. Classroom greetings offer an opportunity to show attentiveness to students, building a reflective practice for the day. When this happens, students feel they are essential to the group. This is an important opportunity for the teacher to assess a student’s energy and if there is something to take note of that could potentially impact the remainder of the day.

2. Provide a sense of ownership. Do your students feel like the classroom belongs to them? Your classroom should be like a second home, as opposed to a space they are just visiting. When a child feels that they are an outsider, they expend energy processing their psychological safety, which takes away from meaningful learning. They should see themselves reflected in the classroom. This is so important in cultivating belonging, because you can’t be what you can’t see, and the classroom should reflect aspects of all of the students’ identities.

Examining what’s on the walls , the books on the bookshelves, and more is critical when it comes to students’ feeling represented. From language to names to cultural heritage representation and the sharing of lived experiences, the identities of students must be reflected.

As children learn who they are and develop their identity, this process can be supported through classroom engagement. Activities that cultivate belonging are key to self-pride, respect, and appreciation for each other’s backgrounds. Engaging in identity development where identity is named, acknowledged, and appreciated is critical to expressing the value of diversity in a nonsuperficial way.

3. Make the most of circle time. Circle time is a great way to begin and end the day, where students come together to be in community with each other. Circle time can be utilized to discuss challenging topics, reflect on the day, or have an opportunity to hear from every student. Various activities can be built into circle time that teach the values of respect, active listening, showing appreciation for each other, and encouraging each other—a great way to model empathy.

4. Develop classroom agreements. Classroom agreements are important tools for setting classroom expectations for student engagement and community building. Students can collaborate on classroom agreements where they decide on a set of expectations for how they will enter the space and how they will engage with each other. This is a great activity to begin the school year and can be revisited as the year progresses. Classroom agreements are important in setting boundaries for students when they are expressing their thoughts and opinions or working through moments of frustration and conflict.

5. Start a buddy program. Belonging can extend beyond the classroom and into the school by establishing a buddy program between grade levels or within another classroom. Buddy programs that develop an ongoing meeting time are important for strengthening peer relationships, cultivating joy where students are excited to see each other, and expanding their engagement with other students at school. This supports making students feel that they belong, where they are comfortable and it’s safe to take risks. Buddy programs support building a stronger community because students get to know each other more intimately, across classrooms and grade levels, building consistency and continuity within school life.

Cultivating a culture of belonging is essential to every student being seen, valued, and heard. This important and necessary work shouldn’t be relegated to just the beginning of the year; it’s something that needs to be woven into the fabric of the classroom so that students feel belonging every day at school. When we incorporate these sustainable practices, students play a role in shaping the most optimum environment for them to learn in.

With more conversations on the distractions of technology and its impact on the mental health and well-being of students, classrooms must remain spaces of curiosity, growth, and safety. Building bridges of belonging in our classrooms instills confidence, empathy, and respect for differences, along with an unwavering responsibility to leave your school community better than how you found it.

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Cultural Appreciation Clubs: Celebrating Your Heritage, Educating Others, and Boosting Your College Applications

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There’s no denying the importance of strong extracurricular activities these days. As college admissions become increasingly selective, a strong academic record and test scores to match often aren’t enough to get into the most selective schools any more. In fact, most selective colleges are forced to turn away many academically qualified students each year. So what sets apart those who get in? It’s hard to say exactly, but we do know what’s left after academics are considered: essays, recommendations, and extracurriculars.

Most students find that they are able to participate in extracurricular activities that reflect their existing interests and values, but what happens when you can’t find a club that reflects an important part of who you are? What if you feel that a critical part of your identify or values isn’t reflected by the existing offerings?

If you feel that your culture isn’t reflected in your activities or in your school community, you might consider creating a cultural appreciation club. In these clubs, you’ll reaffirm your own identify while sharing your unique traditions and values with others. To learn how to start a cultural appreciation club, keep reading.    

What Is a Cultural Appreciation Club?

A cultural appreciation club is a club dedicated to spreading awareness, understanding, and appreciation of a particular culture, its people, diversity, and values. Often, cultural appreciation clubs also serve to support and unite members of a cultural identity while helping the community to understand common misconceptions associated with that culture.

Cultural appreciation clubs exist at many different levels, often starting at the elementary school level and continuing on through college and sometimes into adulthood through local community centers or libraries. In college in particular, cultural appreciation groups can serve an important function, uniting students who might feel disconnected from their culture as they are often living away from home for the first time.

Why Start a Cultural Appreciation Club?

The most obvious reason to start a cultural appreciation group is to get in touch with your culture and share it with others. You might learn more about your culture and get the chance to teach others how you celebrate it. Furthermore, you might also potentially practice foreign language skills, or appreciate different cultures through food, music, clothing, or movies.

Finally, many colleges have cultural appreciation groups. Getting involved now, while you’re still in high school, might situate you well to transition straight into a college club where you’ll find classmates with the same interests and appreciation.

What Type of Cultural Appreciation to Start

Usually, students are self-motivated to start a cultural appreciation group as a means of connecting with a side of their culture that they either don’t feel is represented at school or that they want to learn more about. Usually, in this model, the founder is also a member of the culture to be explored and celebrated.

Sometimes, though, especially in schools without much diversity and where a single culture may not have enough representation to warrant a club, a multicultural appreciation group might be formed to celebrate and learn about different cultures each month. In this model, the calendar is broken into different units of study and celebration, usually based around significant cultural events. For example, you may learn about and celebrate African cultures during Black History Month.

Another form of cultural appreciation group arises when a student feels that a culture has been treated unfairly or is commonly misunderstood, and hopes to educate his or herself and others about it and share in celebrating it. If you find yourself in such a position with regards to a culture that is not your own, it’s important that you proceed respectfully. First, reach out to members of that cultural community to see if they would like to be involved in guiding and forming this group. If so, follow their lead for the vision of the club.

Also keep in mind that there is a fine line between appreciating a culture and appropriating a culture. Appreciation avoids generalizations and stereotypes while learning about another culture with respect and courtesy. Appropriation often takes and uses the sacred history, traditions, or styles of another culture for aesthetic or entertainment purposes without knowledge of their significance. -->

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How to Get Started Forming A Cultural Appreciation Group

Most schools have a formal process for starting a new school-sanctioned club. You can talk to your adviser or another mentor to get a better idea of what your school requires, but generally there will be an application process and a prescribed timeline for completing it. Usually, you will need to submit the application for a new school club during the winter or spring before it becomes an official school club. This means planning ahead for the following school year.

Another critical piece of forming a school club will be finding a faculty adviser. Ideally this will be someone with whom you’ve worked closely in the past and who also shares an appreciation for or connection with this particular culture. 

You don’t have to start a school-sanctioned club, though. If you think that there is interest in your greater community, you could start a cultural appreciation club outside of school. Doing so through a community center or your local library are two possible options. Contact each to get an idea of what this would entail. Sometimes, you only need approval to use a room for meetings, and the rest will be up to you.

Gather Interested Members

Once your club is established, you’ll need to gather interested members. You can advertise your club through flyers, posters, school announcements, and social media. Get classmates talking about it so that they can share the news with others as well.

Be sure to communicate that your cultural appreciation club is open to anyone. You don’t need to be Italian or even speak Italian in order to participate in the Italian culture club. You only need to have respect and admiration for the culture, and an earnest desire to learn more about it. Make sure that your club is welcoming to people of all backgrounds.

Form a Leadership Committee

There are varying levels of formality involved in forming a club’s leadership. Sometimes, if the club is formally established through your school, you will need to hold formal nominations and elections for club officers. Check with your school to see what is required of school clubs.

Other times, if the club is formed more casually, leadership might be self-appointed by the founders at the beginning, in order to get the club moving forward. This casual leadership can always be reassessed as the club progresses, and you can always hold more formal elections later on, once the club is up and running.

What To Do in a Cultural Appreciation Club

There are many different ways in which a cultural appreciation club will function on a daily basis. Sometimes, during regular club meetings, it’s likely that you’ll spend time discussing various important aspects of the culture. Other times, you might be planning public outreach events or participating in more hands-on cultural appreciation experiences.

Your discussions might include common points from popular media or current events, ways in which your culture impacts your everyday interactions, and how others view your culture. Sometimes your discussions might be about serious topics like stereotypes or discrimination, and other times it will be more light-hearted, like reminiscing about your favorite childhood traditions or meals.

Your cultural appreciation club might also hold public events aimed at welcoming and educating the general public. These events could include sharing of arts, foods, customs, or habits that characterize a culture. You might incorporate a fundraising element to benefit a cause that’s important to your culture, or you may fundraise to help sustain your club itself.

Sometimes, your regular club meetings might include special events, like sharing and then cooking favorite recipes, bringing in cultural artifacts, or inviting guest speakers. It’s important to avoid stereotypes or generalizing a culture, so always bear in mind that members of a culture each choose their own ways of connecting with that culture. By inviting others to share those connections, you will learn more about your own culture too.

Starting a cultural appreciation club is a great way to connect with others, take initiative and show leadership, and validate an important part of your identity. In addition, educating others about different cultures is increasingly important as our society becomes more and more diverse. By sharing your culture with others, you’ll not only hold on to an important part of who you are, but you’ll also have the opportunity to teach others about why it matters.

Looking for help navigating the road to college as a high school student? Download our  free guide for 9th graders  and our  free guide for 10th graders . Our guides go in-depth about subjects ranging from  academics ,  choosing courses ,  standardized tests ,  extracurricular activities ,  and much more !

For more information about culture or starting a club in high school, check out these posts:

How to Start a Club in High School

Clubs You Can Start in High School

Organizing Your New Club

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How to Choose the Right Extracurriculars in High School

Guide to Rotary Youth Programs

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Essay on Cultural Programme

Students are often asked to write an essay on Cultural Programme in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Cultural Programme

Introduction.

A Cultural Programme is an event that exhibits the diverse cultures of a community. It’s a platform where people display their traditions through dance, music, drama, and arts.

Significance

Cultural Programmes are important as they help in preserving and promoting cultural heritage. They bring people together, fostering unity and respect for different cultures.

A Cultural Programme includes various activities such as folk dances, traditional songs, drama performances, and art exhibitions. Each activity represents a unique culture.

In conclusion, a Cultural Programme is a celebration of diversity. It’s a way to appreciate and learn about different cultures, fostering a sense of unity and respect.

Also check:

• Speech on Cultural Programme

250 Words Essay on Cultural Programme

Cultural programmes are an integral part of any educational institution, fostering a sense of community and unity among students. They provide a platform for students to showcase their talents and abilities, and to learn about diverse cultures, traditions, and societies.

Significance of Cultural Programmes

Cultural programmes are not mere entertainment; they serve a broader purpose of learning and growth. They promote cultural exchange, broadening horizons and fostering appreciation for different cultures. This exposure helps students to develop a global perspective and encourages them to become more tolerant and accepting of diversity.

Cultural Programmes as Learning Platforms

Cultural programmes can also be seen as experiential learning platforms. They provide opportunities for students to take on leadership roles, work in teams, and manage resources. These experiences help to develop essential life skills such as communication, teamwork, problem-solving, and decision-making.

Role in Personal Development

Participation in cultural programmes contributes significantly to personal development. It helps students to discover their interests and talents, build self-confidence, and develop a sense of identity. It also enables them to understand the importance of discipline, commitment, and hard work.

In conclusion, cultural programmes are more than just a break from academic routine; they are a vital part of holistic education. They help students to grow as individuals, learn about different cultures, and develop essential life skills. Therefore, educational institutions should continue to invest in and support cultural programmes.

500 Words Essay on Cultural Programme

Cultural programs are a crucial part of every educational institution. They serve as platforms for students to showcase their talents and skills beyond the scope of academic performance. These events provide an opportunity to foster a sense of unity, cultural understanding, and mutual respect among diverse student communities.

The Essence of Cultural Programs

Cultural programs are not just about entertainment; they are a celebration of diversity and a reflection of societal norms, traditions, and values. These events provide an avenue for students to explore their cultural roots and understand others’ cultures. Through music, dance, drama, and art, students can express their creativity and gain a broader perspective of the world.

Role in Personality Development

Participation in cultural programs plays a significant role in students’ personality development. It encourages students to step out of their comfort zones and fosters skills such as teamwork, leadership, and time management. It also aids in building self-confidence, as students learn to face audiences and present themselves effectively.

Inter-cultural Understanding and Respect

In an increasingly globalized world, cultural programs serve as a medium to promote inter-cultural understanding. They expose students to different cultural practices, beliefs, and traditions, fostering a sense of respect and appreciation for diversity. This exposure can help eradicate stereotypes and promote a more inclusive mindset among students.

Academic Relevance

Cultural programs also have academic relevance. They complement classroom learning by providing practical experiences and opportunities for experiential learning. For instance, a student studying a foreign language can enhance their understanding by participating in a cultural event related to that language or country.

In conclusion, cultural programs are an integral part of the holistic development of students. They provide a platform for showcasing talent, promoting diversity, and fostering essential life skills. In the era of globalization, these programs are more important than ever to encourage intercultural understanding and respect. They are not just events, but powerful tools to shape a more inclusive and culturally aware generation.

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Home — Essay Samples — Social Issues — Cultural Diversity — Cultural Diversity in Schools

Cultural Diversity in Schools

• Categories: Cultural Diversity

About this sample

Words: 932 |

Published: Jun 5, 2019

Words: 932 | Pages: 2 | 5 min read

Works Cited

• Al-Hendawi, O. H. (2019). Exploring the impact of school culture on teacher professional development in Kuwait. International Journal of Educational Development, 65, 174-183.
• Capper, C. A., & Jamieson, I. (2019). School culture and student outcomes: Considering culture types and contingencies. Educational Management Administration & Leadership, 47(4), 552-570.
• Deal, T. E., & Peterson, K. D. (2019). Shaping school culture: Pitfalls, paradoxes, and promises. Jossey-Bass.
• Duignan, P. (2017). School culture and change. Springer.
• Ebel, R. L., & Richter, M. J. (2019). Understanding school culture and its influence on student learning. Research in Middle Level Education Online, 42(6), 1-12.
• Gruenert, S., & Whitaker, T. (2015). School culture rewired: How to define, assess, and transform it. ASCD.
• Kotzé, T. (2016). The impact of school culture on learner engagement: A case study. Journal of Education, 67, 29-52.
• Mitchell, C., & Sackney, L. (2015). Profound improvement: Building capacity for a learning community. Routledge.
• Schein, E. H. (2010). Organizational culture and leadership (Vol. 2). Jossey-Bass.
• Sergiovanni, T. J. (2017). The principalship: A reflective practice perspective. Pearson.

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Home » Blog » General » Teaching Cultural Sensitivity in Middle School: Effective Approaches and Resources

Teaching Cultural Sensitivity in Middle School: Effective Approaches and Resources

As educators, it is our responsibility to foster an inclusive and respectful learning environment for all students. One crucial aspect of this is teaching cultural sensitivity in middle school. By promoting cultural awareness, we can help students develop empathy, understanding, and respect for diverse cultures and backgrounds. In this blog post, we will explore effective approaches and resources for teaching cultural sensitivity in middle school.

I. Introduction

A. importance of teaching cultural sensitivity in middle school.

Middle school is a critical time in a student’s development, where they are forming their identities and beliefs. By introducing cultural sensitivity at this stage, we can help shape their attitudes and behaviors towards others. Teaching cultural sensitivity in middle school can also contribute to creating a more inclusive society in the future.

B. Definition of cultural awareness

Cultural awareness refers to having knowledge and understanding of different cultures, including their beliefs, values, customs, and traditions. It involves recognizing and appreciating the diversity that exists in our world.

C. Significance of effective approaches and resources

Effective approaches and resources are essential for teaching cultural sensitivity in middle school. They provide educators with the tools and strategies to engage students in meaningful discussions and activities that promote cultural awareness. By utilizing these approaches and resources, educators can create a positive and inclusive learning environment.

II. Understanding Cultural Sensitivity

A. definition and components of cultural sensitivity.

Cultural sensitivity encompasses the ability to recognize, respect, and appreciate the differences and similarities between individuals from different cultures. It involves being open-minded, non-judgmental, and willing to learn from others.

The components of cultural sensitivity include:

• Knowledge: Understanding the cultural practices, traditions, and values of different groups.
• Attitude: Having a positive and respectful attitude towards individuals from diverse cultures.
• Skills: Possessing the skills to effectively communicate and interact with people from different cultural backgrounds.

B. Benefits of developing cultural sensitivity in middle school students

Developing cultural sensitivity in middle school students has numerous benefits:

• Promotes empathy and understanding: Cultural sensitivity helps students develop empathy and understanding towards others, fostering positive relationships and reducing conflicts.
• Enhances communication skills: By learning about different cultures, students improve their communication skills, including active listening and effective verbal and non-verbal communication.
• Prepares students for a diverse world: In today’s globalized society, cultural sensitivity is crucial for students to navigate and thrive in diverse environments.

C. Challenges in teaching cultural sensitivity

Teaching cultural sensitivity can come with its challenges:

• Overcoming biases and stereotypes: Students may have preconceived notions or stereotypes about certain cultures, which need to be addressed and challenged.
• Engaging resistant students: Some students may be resistant to learning about different cultures or may not see the relevance of cultural sensitivity.
• Time constraints: Incorporating cultural sensitivity into an already packed curriculum can be challenging, requiring careful planning and integration.

III. Effective Approaches to Teach Cultural Sensitivity

A. promoting self-reflection and self-awareness.

Self-reflection and self-awareness are crucial for developing cultural sensitivity. Here are two effective approaches:

• Encouraging students to explore their own cultural identities: By reflecting on their own cultural backgrounds, students can better understand and appreciate the diversity within their own classroom.
• Reflecting on personal biases and stereotypes: Engaging students in discussions and activities that challenge their biases and stereotypes can help them develop a more open-minded perspective.

B. Encouraging empathy and perspective-taking

Empathy and perspective-taking are essential skills for cultural sensitivity. Here are two effective approaches:

• Engaging in perspective-shifting activities: Activities that require students to put themselves in someone else’s shoes can help develop empathy and understanding.
• Promoting understanding of diverse experiences: Exposing students to diverse stories, experiences, and perspectives through literature, videos, or guest speakers can broaden their understanding of different cultures.

C. Fostering open and respectful communication

Open and respectful communication is vital for creating an inclusive classroom environment. Here are two effective approaches:

• Creating a safe and inclusive classroom environment: Establishing clear expectations for respectful communication and creating a safe space where students feel comfortable expressing their thoughts and opinions.
• Facilitating discussions on cultural differences and similarities: Engaging students in discussions that explore cultural differences and similarities can promote understanding and appreciation for diversity.

IV. Resources for Teaching Cultural Sensitivity

A. books and literature.

Books and literature are powerful tools for teaching cultural sensitivity. Here are two types of resources:

• Fiction and non-fiction books promoting cultural awareness: Books that depict characters from diverse backgrounds and explore themes of cultural identity and acceptance.
• Multicultural literature for middle school students: Books specifically written for middle school students that highlight diverse cultures and experiences.

B. Online platforms and educational websites

Online platforms and educational websites offer a wealth of resources for teaching cultural sensitivity. Here are two types of resources:

• Websites offering lesson plans and activities on cultural sensitivity: Websites that provide educators with ready-to-use lesson plans, activities, and discussion prompts.
• Online resources for promoting diversity and inclusion: Websites that offer videos, articles, and interactive activities to engage students in learning about different cultures.

C. Cultural events and community engagement

Engaging with cultural events and the local community can provide valuable learning experiences. Here are two approaches:

• Field trips to cultural museums or events: Taking students on field trips to museums or cultural events can expose them to different cultures and foster appreciation.
• Collaborating with local organizations and community members: Inviting guest speakers or partnering with local organizations can provide students with firsthand experiences and insights into different cultures.

V. Conclusion

A. recap of the importance of teaching cultural sensitivity in middle school.

Teaching cultural sensitivity in middle school is crucial for fostering inclusive and respectful attitudes towards diverse cultures. It prepares students for a diverse world and promotes empathy and understanding.

B. Emphasizing the role of effective approaches and resources

Effective approaches and resources play a vital role in teaching cultural sensitivity. They provide educators with the tools and strategies to engage students and create a positive learning environment.

C. Encouragement for educators to prioritize cultural awareness in their teaching

As educators, it is our responsibility to prioritize cultural awareness in our teaching. By incorporating cultural sensitivity into our lessons, we can help shape the attitudes and behaviors of our students, creating a more inclusive and accepting society.

Start your EverydaySpeech Free trial today and gain access to a wide range of resources and activities to teach cultural sensitivity in your middle school classroom.

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