NAME: _Ben Rogaczewski_

COURSE: ___LTM-612____

ELEMENTS OF CULTURE
Directions: Using the definitions and examples from the Elements of Culture, choose two Elements of Culture and jot notes in
the first two columns. Think about the values you grew up with for those elements, how those values might have changed as
you have grown, what values schools model, what other values that your students and families might hold, and how that
difference might create conflict. In the last three columns, describe how these elements of culture relate to the Wisconsin
Human Relations Code, i.e., what you learned in the course and field experience that prepares you to work with diverse
learners.
Elements of Culture

My Values
Growing Up

My Values Now

How Schools
Operate

Language

--Swearing was
strongly
prohibited in my
home.

--Swearing is still
frowned upon but
not completely
prohibited.

--In the schools I

have been in,
swearing has
been prohibited,
but I know that
other schools turn
a blind eye to
swearing.

Space/proximity

Attitudes towards
time

Gender roles

How my
Students/Families
might be different
--I do hear my
students swear
from time to time,
but when I catch
them swearing
they stop and look
embarrassed.

How this
difference Creates
Conflict
--The conflict isnt
necessarily a
negative one, but
I can see a
conflict between
my students from
private school,
and other
students from
public schools.

Elements of Culture

My Values
Growing Up

My Values Now

How Schools
Operate

How my
Students/Families
might be different

How this
difference Creates
Conflict

--A drive for

good grades in
school.

--A means to an
occupation, yet
still incredibly
important.

--Many schools
appear to set up
their curriculums
in a vocational
manner.

--My students still

appreciate
education, not in
a vocational
manner, but in the

--The curriculum
then conflicts with
the students
desires and the
administrators

Family Roles and/or

Family Values

Family Ties

Taboos

Grooming and
Presence

Life cycles

Autonomy

Status of age

Education

Elements of Culture

My Values
Growing Up

My Values Now

How Schools
Operate

How my
Students/Families
might be different
manner of liberal
arts.

How this
difference Creates
Conflict
wishes.

This chart was adapted from: Zion, S., Kozleski, & Equity Alliance at ASU. (2009) Understanding Culture. National Institute for Urban
School Improvement.

WISCONSIN HUMAN RELATIONS CODE

PI 4.11 HUMAN RELATIONS - All professional education programs leading to certification shall provide study and experiences in human relations.
The program shall meet the following requirements:
PI 4.11 (1) The institutions shall have written evidence that members of various racial, cultural, and economic groups, including at least three of the
following designated minority groups: African-American, American Indians, Asian-American, Hispanic-American, and Pacific Islander-Americans,
foreign born persons of color, and majority and minority low income persons and representatives of both sexes have participated in the development
of the human relations program for professional school personnel. Human Relations Advisory Committee
PI 4.11 (2) The program shall require study in the theory and application of human relations practices including skill building activities in identifying
and constructively responding to expressions or acts which devalue other persons. SPE 611
PI 4.11 (3) The program shall require study of the history, culture, customs, social institutions' values, lifestyles, and contributions of women and
various racial, cultural and economic groups, including African-American, American Indians, Asian-Americans, Hispanic-Americans, and Pacific
Islander-Americans in the United States. SPE 611, SPE 614, SPE 635
PI 4.11 (4) The program shall require study of the psychological and social implications of the forces of discrimination, especially racism, and
sexism, and their broader impact on relationships among members of the various groups in American society. SPE 611
PI 4.11 (5) The program shall require study of the constitutional and legal bases related to the status of women and various racial and cultural groups
in American society. SPE 611

PI 4.11 (6) The program shall require experiences for students to systematically evaluate the impact of the forces of discrimination, especially racism
and sexism, on language, instructional materials, learning activities, learning styles, interaction between staff and pupil, tests and measurement, and
school environments. SPE 614, SPE 623
PI 4.11 (7) The program shall require experiences in assessing a curriculum and in making modifications, if necessary, to assure multicultural and
nonsexist content. SPE 623, SPE 634, SPE 641
PI 4.11 (8) The program shall require a minimum of 50 documented clock hours of direct involvement with adult and pupil members of a group
whose background the student does not share including at least one of the following minority groups: African-American, American Indian, Asian
Americans, Hispanic-Americans, and Pacific Islander-Americans, and with foreign born persons of color; and with various socioeconomic groups,
including low income. At least 25 of the 50 clock hours of direct involvement shall be with representatives of one or more of the designated ethnic
minority groups. SPE 612, SPE 615, SPE 620, SPE 634, SPE 641
PI 4.11 (9) The institution shall provide that the evaluation of student teachers addresses their competence in human relations skills, knowledge, and
attitudes. SPE 641
PI 4.11 (10) The institution shall have a written evaluation plan of the effectiveness of its implementation of the human relations program in the area
of administration, program development, community input, and ongoing monitoring responsibilities. Student progress will be continually evaluated
beginning in the first field experience (SPE 612) until Student Teaching and Portfolio (AC 640 and SPE 641).
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