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When asked to research my family history I was a bit apprehensive. I knew very little
about my family members’ background and origin. In addition, I did not think that there was
anything out of the ordinary or special about where my family came from, our religion or where
we live. To be completely honest, I did not think that my family belonged to a “culture” at all. In
researching my family, I was given the opportunity to find out more about where my ancestors
originated and how my family ended up where they are today. To my surprise, I realized that
there are aspects of my family that set us apart from other people. These differences exist among
all groups no matter how large or small the population. My family history and personal
experiences have helped shape me into the person I am today. Learning about my personal
history and discovering new information about my identity helped me realize that every person
has a unique culture that should be embraced and celebrated.
Researching my family history and culture allowed me to become more aware of my
unique experiences within my family and my education. Investigating my family history was
more difficult than I expected. I could find little information on my mother’s side of the family.
In fact, because “Keck” is a relatively popular name it was impossible for my family and me to
research when our Keck family immigrated to America. I was happy to read information about
my father’s side (Flory) that my Dad discovered on the internet. The family history dated back to
the first known Flory immigrant to America (Joseph Flory). Joseph was born in Germany and
brought his family to America to escape religious persecution. I had no idea that anyone in my
family history was forced to leave a country because they were not allowed to practice the
religion that they wished. Learning about my own family’s religious persecution made me reflect
on the many reasons that families may immigrate to America. Some may be forced to flee from
religious persecution while others may desire to gain economic freedom. Children whose
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families have immigrated may experience a number of problems. Immigrant children may reach
America safely while others experience dangers crossing borders and may be separated from
family members (Gordon, 2007, pp. 7-8). They could also be experiencing unfriendliness or
feelings of anxiety if they are not fitting in with their peers. As a teacher, it is important that I be
sensitive and aware of hardships that students may be enduring. For instance, a student may be
living with a relative or family member they have never met while their parents attempt to enter
the U.S. This would affect how a student completes homework or interacts with peers. If aware
of problems that students may be having, I will be better able to help students in their school
work and with any transitions they may be making in their lives.
When researching my family history, I was very shocked to find out that my parents were
both the first in their families to receive college degrees. Going to college allowed my parents to
secure jobs that provided my family with financial security. This financial security allowed my
brother and I to attend schools that pushed students to achieve academic excellence. I was
fortunate enough to have teachers at these schools that instilled in me a love of learning and an
appreciation for diversity. My parents realized the value that education has in life and instilled
this realization in my brother and me. The reason I am attending the University of Illinois is
because my parents and teachers constantly encouraged me to do my best and to maintain high
marks in school. However, there are many students who do not have parents that can help them
with their education as my parents helped me. Some students have parents that immigrated to
America and were not able to receive an education. Other children have parents that that have to
focus more on getting food on the table rather than their child’s homework. I want to have the
same positive influence on my students as my parents had on me. I believe that each student, no
matter their culture or family history, has the potential to achieve academic success. I know this
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to be true because both of my parents received PhDs when no other person in their family had
gone to college before. I want to help each student realize that no matter their family history they
can achieve great things if they work hard and complete each task to the best of their ability.
After evaluating my family history, I was surprised to discover that I am a part of a
number of cultures. Before taking C & I 415, I had a very limited definition of the word
“culture.” I thought that culture was only a word that described where a person lived. However,
culture means much more. “Culture” comes from the German word “Kulture” meaning the
customs, beliefs and arts of a person (Class lecture, February 1, 2010). Each person identifies
with a culture that is unique to their history, ideals or customs. It is most important to realize that
that there is no one superior culture. Because the world is an extremely diverse place, there are
an infinite amount of equally valuable cultural possibilities. Some cultures are more prevalent
than others, especially depending on the location. Macro-culture describes a huge culture that is
the dominant group in a region. The US macro-culture can be described as being white middleclass/upper-class males (Class lecture, February 1, 2010). A smaller group within the macroculture is called a subculture or micro-culture. Subcultures differ from macro-cultures in various
ways depending on the structure of the society. Using the example from above, subcultures in the
US are women, non-white ethnic/racial groups and those with low socioeconomic status (SES)
(Class lecture, February 1, 2010). Because I am a white middle-class American, I am a part of
the macro-culture. Belonging to the macro-culture can make it easy to overlook being a part of a
micro-culture. Through my research I discovered that there are a number of micro-cultures with
which I can identify; I am German, a woman, an educator, an athlete, a college student, Catholic
and am a member of the Greek community (sorority). After conducting my research I was
surprised to realize that I identify more with these subgroups than with the macro-cultures to
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which I belong. I feel that being a woman and a teacher play a much stronger role in my identity
than my socioeconomic status. However, all of the groups that I belong to are part of who I am
and thus are a part of my culture.
Before learning about the different aspects of culture I believed that my culture was not
as interesting or important as other people because I belong to the dominant American macroculture and because my family has always spoken English. I have realized that just because I
identify with a macro-culture does not mean that my culture is less interesting or unimportant.
The fact that I am a white American that grew up in a middle-class household who speaks
Standard English is what makes me “me.” While I did not realize it growing up, being a part of
the macro-culture has taught me many different things. By interacting with others in my culture I
was both intentionally and unintentionally taught different socially acceptable behaviors. For
instance, in the American culture it is common for children to look down or away from an adult
that is scolding them. In other cultures, this would be considered rude or disrespectful. After
discovering that I belong to a number of different cultures, I can appreciate that each of my
students will have unique cultures. Each individual culture will affect how those students
interact, do work, behave etc. These behaviors are not born within a person but are learned as
that person lives in their culture (Class lecture, February 1, 2010). It is important for educators to
recognize these cultural differences so that each student, parent and teacher can be treated with
respect for their unique actions.
Teachers have the opportunity to work with a diverse group of students. Each year the
group of students changes providing teachers with new challenges and experiences.
Understanding differences between students is extremely important. When educators understand
differences it helps introduce English Language Learners as well as immigrants into US schools.
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Understanding differences helps reduce student anxiety and culture shock. It also allows teachers
to evaluate teaching styles for students from different backgrounds who may need to be taught in
a different way (Class lecture, February 1, 2010). It is important to celebrate diversity with
students. By mandating that each student treat others with respect, teachers are demonstrating
that each person’s uniqueness and identity are important. Additionally, teachers should share
different contributions that immigrants and micro-cultures have made in the United States. For
instance, Native Americans advanced agriculture that led to the population expansion of
Europeans while African Americans established jazz that has now become a part of the
American culture (Diaz-Rico, 2010, pp. 214). Celebrating differences and learning about various
cultures’ contributions helps students learn that diversity is what makes America such a special
and unique country.
Promoting differences among students is important in preventing cultural assimilation.
Cultural assimilation is when one “acquires the behavior, values, perspectives and motivations of
another cultural group and shed’s their own” (Class lecture, February 1, 2010). Sometimes
American schools force children whom identify with two or more cultures to “choose one culture
over the other.” This makes the student feel that there is a right or wrong culture when that is not
the case. Students should not be forced to get rid of behaviors and values that they are familiar
with in order to appeal to popular culture (Delpit, 2002, pp. 6-11). Rather, teachers should help
students achieve structural assimilation where they have “access to the dominant groups’
political, economic and social institutions” but do not loose their own culture and beliefs. (Class
lecture, February 1, 2010).
Students that are recent immigrants to the United States may be dealing with a number of
issues that I have never had to experience. Some students could be living with split families,
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facing religious persecution, be experiencing culture shock (exposure to new religions and/or
customs) and/or may feel completely out of place in their classroom. Because each student has a
unique set of differences it is important for educators to view students from different
perspectives. An etic or outsider perspective involves going beyond describing behaviors in
order to evaluate how culturally appropriate something is. Emic perspectives involve an insider
view that requires cultural relativity or understanding people and their cultures from their
outlooks and perspectives. In order to avoid judging students from diverse backgrounds it is
important to take both etic and emic perspectives to learn about others while evaluating how our
own behavior and norms are influenced by our cultural identities (Class lecture, February 1,
2010). When a student in my classroom is faced with a difficult situation that I have never had to
deal with, I will do my best to view the situation from the child’s perspective to find a solution.
For example, at some point in my teaching career, I will have a student that is in a low socio
economic household. While I did not grow up in a low SES household I will not be able to know
exactly how that child feels. However, it will be my job as an educator to try and view the
situation from the child’s perspective and do my best to help them.
My family history, experiences and cultural groups have shaped me into the person that I
am today. These aspects of my life will contribute to what kind of teacher I become as well as
what expectations I have for my students. In conducting research on my family I learned that the
macro and micro-cultures to which I belong are unique and special. My own culture sets me
apart from others and helps me understand that my future students will each have a unique
culture. It is necessary to identify each others differences. In doing so, we are showing respect
for others’ traditions and beliefs. By understanding our own culture and respecting differences in
each other we can do our part to live, teach and interact together in a peaceful, harmonious way.
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Research
1. Flory
My father’s name, Flory, has been traced back to a Caucasian white man named Joseph Flory
(1682-1741). Records indicate that Joseph was born in Germany and came to the United States
on an English ship, “The Hope,” in 1733 with his wife and four children. His ancestors are
believed to be German. At the time of arrival, Joseph was 51. Joseph was believed to immigrate
to the United States for religious reasons. It is believed that Joseph belonged to the Mennonite
religion and came over from Europe (along with other families) to help spread his religious
beliefs. Evidence suggests that Joseph may have been fleeing from religious persecution. It is
thought that Joseph was relatively prosperous since he was able to afford to bring six passengers
aboard a transatlantic trip. Education level/occupation for Joseph could not be found.
Keck
My mother’s name, Keck, has been traced back to a Caucasian white man named Jacob Keck
(1829-1867). Jacob was born in Germany and died in O’Fallon, Illinois. Other than the fact that
Jacob had four children, additional information about Jacob could not be found. One of Jacob’s
children was Phillip Keck (1860-1907). Phillip was born and died in Illinois and was my greatgrandfather.
2. While some of my family members have lived in different areas around the country, most of
my immediate family members were born and raised near my current hometown in Edwardsville,
IL. My grandparents on my father’s side, Donald Flory Senior and Flo Flory, have lived most of
their lives in Godfrey, IL. Donald was born in 1933 and Flo in 1931. My grandmother received a
high school diploma while my grandfather completed 8th grade. Donald was a truck driver for
most of his life and Flo was a home maker and a nurse’s aid. They are both white, Caucasians
that were born American citizens. Donald and Flo spoke English as their first and only language.
My grandparents on my mother’s side, James and Darline Keck, were born in 1928 and 1927.
My grandfather passed away in 1992 and my grandmother in 2009. Both of my mother’s parents
were born as American citizens and were white Caucasians. Both James and Darline received a
high school diploma. James worked various jobs but held a primary job as a worker for a power
line company. Darline also had various jobs but was primarily a seamstress for her own business
and home maker. Both Darline and James spent most of their lives living in Belleville, IL. James
and Darline spoke English as their first and only language.
My parents, Don Flory and Pam Keck, are white Caucasian American citizens born in 1957 and
1958 (respectively). My parents were the first in their family to go to college. They both received
PhDs in Chemistry and currently make a living as scientists. They have two children; my brother
Samuel who was born in 1992 and myself (born in 1989). My brother is a white, Caucasian male
and is currently a senior in high school headed for college. They currently reside at our home in
Edwardsville, IL.
3. The past two generations of my family have spoken English as their first and only language.
When I was growing my parents always used Standard American English (SE). By Standard
American English I mean that my parents orally spoke what is the written form of English (or
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mainstream English) . My parents discouraged uses of slang words such as “like” that are
characteristic of “Valley Girl” speech representative of California dialect (popular after the
movie Clueless). Standard English is what most of my extended family speaks as well. Standard
English is still spoken in my home today. Because I grew up speaking SE at home as well as in
school, I continue to use it on campus with friends and in academic and professional settings. My
father, brother and I were exposed to a foreign language (my father and brother in Spanish and
myself in French) in high school. However, we do not know these languages well enough to
speak fluently or for communication. Other than my father, brother and I being briefly exposed
to a foreign language in high school, there has been no identifiable language gain, shift or loss in
my family.
4. There are a number of subgroups, smaller cultural groups within a macroculture, to which I
belong. These subgroups differ from the macroculture in different ways. These subgroups
include being a woman (25%), being from German ancestry (1%), belonging to a Greek
organization (sorority) (10%), being an athlete (10%), being a college student at the University
of Illinois (10%), being Catholic (10%) and being an educator (teacher) (34%). Each of these
subgroups has affected my cultural and linguistic identity in a different way and in varying
degrees. I identify least with being German because my family members do not talk about our
German ancestry or participate in any German family traditions. In fact, until this assignment I
did not know that my father’s side is from German ancestry. I identify as belonging to a Greek
organization (sorority), being an athlete, being a college student at the University of Illinois and
being Catholic as accounting for 10% of my identity because each of these subgroups plays a
small but significant roll in my life. 25% of my identification as a woman is because many of the
things that I enjoy and want to achieve are characteristic of women in the dominant American
culture (i.e. shopping and becoming a mother). I identify 34% of myself as an educator because
teaching is my life passion and revolves around many other things that I do (i.e. school).
Aside from subgroups and history that I have mentioned in the previous questions, I link
my cultural and linguistic identity to being a part of the macroculture or dominant group in
America. I am a white American that grew up with a middle/upper socioeconomic status.
Belonging to these groups of the macroculture has affected my identity in a number of ways.
After my parents obtained college degrees, they found great jobs that provided financial security.
My parents knew the value of a good education and were able to pay for my brother and I to live
in a safe community and enroll in great schools. My parents’ education, socioeconomic status
and my involvement in quality schools have led to my cultural and linguistic identity.
5. I can link my success/achievement in US schools and expectations as a teacher to two
experiences in my life. Growing up with parents that received PhDs led to my success in US
schools. Because both of my parents are highly educated, I grew up in an environment that was
very academic. My parents made sure that they spoke and required me to speak in grammatically
correct Standard English. Since my parents valued my education, they made sure that I always
took school seriously and completed my homework to the best of my ability. This helped me
acquire a complete understanding of the English language. My parents helped me realize the
importance of education and speaking Standard English in America.
I have had many experiences as a student in the classroom that have helped shape my
expectations as a future teacher. I have been very fortunate to have experienced teachers that
emphasis the importance of education and Standard English. In addition to these areas of
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emphasis, almost all of my teachers have stressed the importance of diversity and acceptance of
others. My teachers have taught me that America is an amazing mix of cultures, languages and
people. We must be patient and accepting of others’ backgrounds in order to co-exist peacefully
and successfully. Because of my own teachers, I developed the desire to work in education and
spread these same ideas to my students. I will do my best to always be accepting of any student
that walks into my classroom and will try my best to help them see the importance of accepting
others.
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References
Delpit, Lisa. (2002). The Skin That We Speak. The New Press. (pp.1-11).
Diaz-Rico. Weed. (2010). The Crosscultural Language and Academic Development Handbook.
Boston: Allym & Bacon. (pp. 212-233).
Gordon (2007) Teaching Young Children a Second Language. Westport: Praeger. (pp.1-25).