Culture: A Process That

Empowers
Carol Brunson Phillips

know and understand a society’s values,

A major task of every society is to attitudes, beliefs, and behaviors. Participation in
prepare its children to take their place in the that process gives the child a special power to
world as adults. During a child’s earliest years, influence his or her environment in particular
the child’s family is primarily responsible for ways and to have a special impact on the world.
seeing that preparation for adulthood takes For example, babies are born with the capability
place. Yet in today’s complex world, the early to make sounds; but many of those sounds are
years are not left solely to the family. As meaningless until they are shaped and organized
children enter child care at younger and younger into the words and sentences that the babies’
ages, caregivers, especially those of infants and families use. Thus, as children come to know the
toddlers, share with parents the responsibilities ideas that govern speech and language in their
of transmitting culture. What children learn from community, they gain the power to
parents and caregivers is an idea system that communicate. Their acculturation gives them
goes deep into the values of a group of people. that power. Acculturation plays an integral part
The learning goes far beyond the things one in the creation of children’s developmental
generally competence. However, when the caregivers and
families who are involved in this joint process
are from different cultures, problems often arise
that may negatively influence a child’s
development.

Cultural Appreciation and

Enrichment

By studying how ideas about culture are

presented in educational and child care settings,
one can see why problems arise. Generally,
information about cultural background and
cultural influence is limited to the superficial
associates with culture, such as art, music, or aspects of culture. Educators and trainers
styles of dress. When children have acquired the traditionally treat culture with an almost
culture of their society, they have learned to exclusive emphasis on the celebrations, styles of
behave in socially expected ways and can, as dress, art, music, and food habits of different
adults, carry on the functions of the society as a cultures. That emphasis creates a limited view of
whole. what about culture is important to development.
The process by which families and Seldom is there an exploration of the deep
caregivers teach children about culture is called structure of culture, of the idea system at work
acculturation. Acculturation includes all those in the process of development. The surface
aspects of child rearing that enable the child to features of culture tend to be presented in
educational and child care settings in one of two
ways: (1) by teaching cultural appreciation, the efforts, it diverts attention from the more
―let’s learn about people from other cultures fundamental role that culture plays in the
because they are human just like us‖ approach; development of children’s social, emotional,
or (2) by providing cultural enrichment, the ―let physical, and intellectual wellbeing. The
me show you why you should be proud of who challenge for caregivers and trainers of
you are‖ approach. Therefore, when educators caregivers is to develop strategies to help in
and caregivers deal with culture, the approach understanding the critical importance of culture
tends to be characterized by the following to human development and to strive to move
features: beyond cultural appreciation and enrichment to
cultural empowerment.
1. The approach is a ―tourist‖ one,
emphasizing the exotic elements of
groups, such as the holidays and
Cultural Empowerment
costumes. The teacher or caregiver
views the children in the same way a Although the view that culture
tour guide treats visitors to a strange empowers people to function is relatively new to
place: they ―visit‖ non-White cultures, the field of early childhood education and care,
then ―go home to the daily classroom, it is emerging as a most appropriate base for
which reflects only the dominant developing cultural sensitivity. Unlike the goals
culture‖ (Derman-Sparks 1989, 7). of cultural appreciation and cultural enrichment,
the goal of cultural empowerment is not to teach
2. The approach has an international flavor culture to children but to teach children in a
favoring the traditions of a group in its culturally consistent context. Caregivers must
ethnic homeland outside the United become aware that they probably will never
States. Teachers or caregivers often learn a cultural curriculum that they will teach;
choose to highlight those aspects, even instead, they will learn ways to relate to issues
when the same ethnic group has a of culture. It will take work and study to
different lifestyle in this country. understand the subtleties of how culture
influences and empowers people. Such an
3. The selection of which culture to learn endeavor is especially important for those
about is often arbitrary, bearing no caregivers responsible for the care of children
relation to the background or culture of who come from cultures that are different from
the children in the classroom. The their own.
teacher or caregiver chooses her or his
favorite group, usually the one with the The cultural empowerment approach
most exciting and colorful customs. helps the caregiver provide culturally consistent
settings for children—settings built on the
4. The focus is on the historical attitudes, values, and behavioral expectations of
achievements of the group or on the the home culture of the child. The knowledge
romanticized past and highlights the caregivers need to create such settings resides in
superstar members of the group. The
teacher or caregiver may fail to see
cultural meaning in contemporary
events and in the more mundane,
everyday lifestyles of a group.

Surrounding children with artifacts and

customs that are a part of their history, homes,
and communities is important (Hankerson
1987). However, when that approach becomes
the sole emphasis in multicultural curriculum
 Awareness and understanding of these concepts
will help in building relationships with families,
a necessary part of providing culturally
consistent and empowering care for infants and
toddlers.

Culture Is Learned

No one is born acculturated; instead,

everyone is born with a biological capability to
learn. What each person learns depends on the
cultural rules of the people who raise him or her.
Some rules are taught with words; for example,
understanding the deep structure of culture and ―hold your fork in your right hand and your
the process whereby culture works to support knife in your left.‖ Other rules are demonstrated
development. by actions; for example, when to smile or how
close to stand when talking to someone. Because
Children build their basic senses of trust, culture is learned, it is a mistake to assume a
security, and stability on cultural foundations person’s culture by how he or she looks.
learned at home. Therefore, continuity, Someone can be ethnically Black and culturally
consistency, and respect in the caregiving Irish. A person can also become bicultural or tri-
environment for cultural foundations are cultural by experiencing and learning the rules
essential to children’s continuing growth. When of other cultures.
the family’s culture is ignored or when
caregivers react to culturally different children Culture Is Characteristic of Groups
as though they are deficient, underdeveloped, or
incompetent, children experience problems in The rules and beliefs of a culture are
communication, in getting their needs met, and shared by the group, not invented by the
in establishing relationships. Under those individual; the rules of the group that are passed
conditions children lose their power to develop from one generation to the next form the core of
their overall well-being. the culture. It is a mistake to confuse individual
differences with group differences. Within a
The cultural empowerment of children culture each person develops a unique
involves eliminating caregivers’ ignorance of personality as a result of his or her personal
and negative reactions to cultural differences. history and some behavioral characteristics that
One way to begin to do so is for caregivers to are shared with other members of the group.
learn more about how culture is and is not
transmitted. The following important concepts Culture Is a Set of Rules for Behavior
about the process of acculturation are discussed
in this article: You cannot ―see‖ culture because you
cannot see the rules. You can see only the
1. Culture is learned. products of culture in the sense that you can see
2. Culture is characteristic of groups. the behaviors the rules produce. Yet cultural
3. Culture is a set of rules for behavior. rules do not cause behavior; they influence
4. Individuals are embedded to different people to behave similarly in ways that help
degrees within a culture. them understand each other. By understanding
5. Cultures borrow and share rules. your culture’s rules, you know how to greet a
6. Members of a cultural group may be person younger than you or older than you, a
proficient in cultural behavior but friend, or a stranger. Cultural rules shape food
unable to describe the rules. preferences, lifestyle, and celebrations,
determining, for example, whether you celebrate Every cultural group has its own set of core
the sun or the moon or whether you wear a behavioral rules and is, therefore, unique.
However, some of the rules of culture A may be
the same as the rules of culture B. That situation
happens because cultural rules evolve and
change over time. Sometimes, when two groups
have extensive contact with one another, they
influence each other in some areas. Thus, two
groups of people may speak the same language
but have different rules about roles for women.
If you understand that possibility, you will not
be confused when a person from another culture
is so much like you in some ways but is so
different in others.

dress or pants or nothing at all. The rules give

meaning to all the events and experiences of life.
The essence of culture is in the rules that
produce the behaviors, not the behaviors
themselves.

Individuals Are Embedded to Different

Degrees Within a Culture

Because culture is learned, it can be

learned well by some people in the group and
learned less well by others. While children are Members of a Cultural Group May Be
growing up, they usually learn the core rules of Proficient in Cultural Behavior but Unable to
their culture; yet they may not always learn Describe the Rules
every cultural rule equally well. Some families
are more tradition oriented, others less so. Even Acculturation is a natural process that
when families and individuals learn the cultural begins at birth. During the process individuals
rules, they may not always behave according to are not conscious that their ideas and behavior
what they have learned. Some people are are being shaped by a unique set of rules. A
conformists; others are nonconformists. As a four-year-old who is proficient in language
consequence of both phenomena, the behavior of could not, if asked, diagram a sentence or
members of a culture will vary, depending on explain the rules of grammar. In the same way
how deeply embedded their experiences are people become thoroughly proficient in cultural
within the core of a culture. When you work as a behavior without consciously knowing that they
caregiver with individual families, thinking are behaving according to rules. This natural
about behavioral variations in this way will help process explains why you cannot walk up to
you understand why, for example, all Japanese people and ask them to teach you their culture.
do not always act as Japanese. Nor, probably, could you explain your own.

Practical Suggestions for Becoming

Cultures Borrow and Share Rules Culturally Sensitive
1. Make a commitment to learn about the represent a limited range; for example,
cultural expectations of the families the hustling, street-smart Puerto Rican,
whose children are in your care and the dumb Mexican, the mobster Italian,
eliminate any stereotyped and biased the violent Black, the quiet and
attitudes you may have toward cultures submissive Native American. No matter
different from your own. There are no how much you may want to deny that
shortcuts to achieving this goal; it is a those images affect your attitude about
continuous process. A conscious choice various groups of people, they do. An
is required to create a climate in which important step in the exercise is to look
dialogue about culture occurs on a for appropriate models in the
regular basis; caregivers and parents
can raise issues openly; and decisions
about what is best for children are
collaborative, resulting from a
negotiated consensus. Where to begin is
not difficult—begin at the beginning.
Commit yourself to identifying and
eliminating your own cultural biases.
Remember that everyone has biases
from growing up and living in a society
in which negative attitudes and
practices are institutionalized in the
political, social, and economic systems
that govern one’s everyday life. Biases
in institutional systems give privilege to
one group over others by declaring the community to counteract the negative
characteristics of that group superior to mass-media stereotypes. This kind of
all others. Because the biases exercise can help eliminate your own
sometimes take the form of racist, bias if done sensitively. Once bias is
classist, and sexist ideas, you must deal acknowledged, it is necessary to go
with those also. There are many written beyond the negative images to the
resources to help you explore your positive ones you want to share with the
biases (see Katz 978; Ryan 1976). One children in your care.
organization that specializes in such
resources is Educational Equity 3. Find out accurate information about the
Concepts in New York City. culture of the children in your care and
determine how to use the information in
2. Actively search for subtle messages of your caregiving setting. Keep in mind
bias in your daily life. One beginning the six concepts of acculturation
exercise to become aware of how biased presented earlier. Avoid focusing only
messages subtly penetrate your life on artifacts. Instead, try to get at
involves examining the ways in which attitudes and values in the deep
different people and their behavior are structure of culture, knowing that
represented on prime-time television. various families are embedded to
Arrange with a group of caregivers, or different degrees in their culture and
with both caregivers and parents, to that people’s cultural rules will not be
watch a series of the same television on the tips of their tongues. Talk with
programs; then meet for a follow-up families about what they do at home
discussion of what you saw and did not that they feel is particularly culturally
see on the television screen. You will significant, what values they have about
probably find that the characters the right and wrong ways to discipline
 children, and what ways they want their 5. Help families deal with issues of
children to express anger or relate to cultural conflict. Children and families
authority figures. Ask how they feel experience conflict when society
children should act toward their friends devalues them by demanding that they
and toward their siblings. Have them give up their culture to achieve success
describe their style of bathing their (Hale-Benson 1986; Extracting 1986).
babies, feeding them, and playing with Often, families do not realize that
them. Remember that you, too, operate young children can become bicultural.
on cultural rules and should share them Family members think they must
in the discussions. choose between their culture and the
dominant one. Sometimes they feel that
4. Read about other cultures and discuss the dominant culture is more important
what you read with your families and because they want their children to be
colleagues. Ask people from other successful in the broader society. That
cultures whether the information you conflict can be resolved through open
read is of value and discuss with them discussions and program approaches
when and how to apply it. A good deal that support families in maintaining
of theoretical as well as practical their cultural integrity while they are
material appears in the early childhood acquiring skills to function in the larger
education literature. The most visible society.
and well-known body of information in
recent years has resulted from the 6. Work consciously to establish a
multicultural education movement that program approach that both helps
began in earnest in the 1960s (Teaching children function in their own cultural
1977). The movement has had an community and builds their competence
enormous impact and has generated a in the culture of the larger society. Set
large body of curriculum material. (See up caregiving settings that emphasize
Kendall 1983 for resources listed in the the following strategies:
appendixes.) Note that much of what
has been written contains stereo types a. Use culturally appropriate
and biases. Be cautious and remain (culturally empowering) child-
open to other people’s opinions about rearing strategies in the daily
what you read. functions of the caregiving
environment.

b. Use children’s native language as an

appropriate bridge to
communicating with children and
their families.

c. Select and train program staff who

understand how culture influences
their own behavior and who are
proficient in the culture of the
children.

d. Establish agreed-on strategies to

foster development in the children’s
own culture. (For example, develop
both English and the native
language through the natural use of
 both in child care, whenever
possible.) Hankerson, Henry. 1987. ―Quality Programs for
Infants and Toddlers: Focusing on
e. Establish agreed-on strategies to Multicultural Education,‖ in Multicultural
facilitate the development in Learning in Early Childhood Education.
children of skills necessary for Edited by Kevin J. Swick. Little Rock, Ark.:
successful functioning in the Southern Association on Children Under
dominant culture. (This way of Six.
helping children is most effectively
done by programs adopting an Katz, Judith. 1978. White Awareness: A
additive approach to care that helps Handbook for Anti-Racism Training.
children gain additional skills rather Norman: University of Oklahoma Press.
than substitute dominant-culture
skills for home-culture skills.) Kendall, Frances E. 1983. Diversity in the
Classroom: A Multicultural Approach to the
To grow and thrive, children need Education of Young Children. New York:
cultural skills—skills that will provide them Teachers College Press, Teachers College,
with power and productivity in mainstream Columbia University.
North America and with a sense of meaning in
life, history, and home. With your help they will Phillips, Carol Brunson. 1988. ―Nurturing
learn those skills and form their views about Diversity for Today’s Children and
who they are and their visions about who they Tomorrow’s Leaders,‖ Young Children, Vol.
can be. Children can see themselves only as they 43 (January), 42–47.
are seen by the adults in their lives. When
children see themselves through your culturally Ryan, William. 1976. Blaming the Victim. New
sensitive eyes, they will see their power. York: Random House, Inc.

References Teaching in a Multicultural Society. 1977.

Edited by Dolores E. Cross, Gwendolyn C.
Alike and Different: Exploring Our Humanity Baker, and Lindley J. Stiles. New York:
with Young Children (Revised edition). Free Press.
1992. Edited by Bonnie Neugebauer.
Washington, D.C.: National Association for
the Education of Young Children.

Derman-Sparks, Louise, and the A.B.C. Task

Force. 1989. Anti-Bias Curriculum: Tools
for Empowering Young Children.
Washington, D.C.: National Association for
the Education of Young Children.

Extracting Learning Styles from Social/Cultural

Diversity: Studies of Five American
Minorities. 1986. Edited by Lee Morris.
Norman, Okla.: Southwest Teacher Corps
Network.

Hale-Benson, Janice. 1986. Black Children:

Their Roots, Culture, and Learning Styles.
Baltimore: Johns Hopkins University Press.