Al Shammari 1

Talal Al Shammari
English 113B
Professor Spitler-Lawson
11 May 2016
Project Web Essay: Final Draft
Word count 1609
Does Culture and Education Affect College Students in the United States?
The impact of culture and education in the United States has sparked various perceptions
from different scholars. In higher education institutions, the issue of culture has influenced the
aspect of communication tremendously. Conflicting cultures between the instructors and the
college students may also affect their relationship. The issue of beliefs on the division of labor
and specialization among some culture also affect the participation of students in leadership
positions in the U.S. Significant studies have also established that the beliefs on parents role in
education also influenced the behavior of college students significantly (Lin 12). The students
from more authoritative families tend to have a significant level of discipline in college. Some
cultures believe in building the intellectual abilities of their children from childhood while others
concentrate on building artistic and athletic abilities. This strategy is essential in defining the
activities they engage in while pursuing the college education. This paper critically analyzes on
how culture and education influence the behavior of college students in the context of the U.S.
According to Chen and Chua, many students from the Chinese culture the transition to
adulthood has been identified to be taking place at an earlier stage. Chen and Chua discuss that
transition to adulthood for the Chinese students takes place between 18-25 years. At this stage,
an individual is usually given freedom to pursue different aspects of life such as getting married

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and having children. On the other hand, in some cultures like the Indians consider and an
individual who is 18 years are still under the care of their parents (Chen and Chua). Therefore, an
instructor from the Indian culture may view a college student from Chinese culture as
disrespectful due to their social behavior. This aspect may result in conflicts between the tutors
and the students. The relationship between a college student and their instructors is usually
essential and when affected it can lead to underperformance.
The quality of education has also been identified as having a significant influence on
activities that college students undertake. Another survey has revealed that many African
American students who graduate from high school do not attend college. Those who do enroll in
college often find themselves in need of developmental or remedial courses in order to be
successful (chandler). This aspect of education usually makes them have a low self-esteem
regarding the education status.
The influence of cultural beliefs on the educational aspect and the participation strategies
in class are also significant. According to Lin, students from Asian cultures are associated with
the habit of being quiet in class and making an eye contact with the speaker appears to be
inappropriate for them. On the flip side, the European American students are usually shown the
value of maintaining a significant eye contact with their teacher to show participation and
attentiveness. Most of the college instructors attribute participation and listening to eye-contact
and frequent contributions to the discussions. This aspect may make the tutors make incorrect
judgment concerning the learning habits of the college student from the Asian culture.
There is also the tendency of some college students not being proud of their culture and
race. For instance, Bryant has pointed out that the African-American students have a myth that
their culture is inferior. The inferiority complex of their cultural values affect the psychologically

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and they develop a myth that there are other students from a superior culture. This aspect has
contributed to underperformance in the academics for most of the students from this culture.
Their belief that they come from inferior cultures is also one of the most significant barriers for
them to seek services from counselors while at school. Without a rigorous guidance from college
counselors, these students do not realize the significance of making significant decisions in
college life. They end up acquiring emotional stress that affects their prospects and aspirations
tremendously. According to Bryant he showed that Perhaps the greatest challenge is dispelling
myth about African American students abilities and inspirations (Bryant15).
The strategy of establishing significant partnerships between the colleges mostly
dominated by the minority groups has contributed in raising hope for the African American and
the Latino students (Chandler). A significant example can be evident when the University of
California teamed up with University of Pennsylvania to increase the representation of their
culture in humanities. This aspect shows that some culture are not allowed to assume some
leadership positions. In another article, Chandler has shown how the blacks are underrepresented
in the leadership platforms. However, the non-profit making organizations has struggled to
elevate the status of the blacks in colleges (Chandler). This aspect shows that there are
significant methods established to reduce discrimination.
Bryant has acknowledged that there are much stereotypic information and propaganda
that inform the behavior that blocks the African American students in colleges from reaching
their full potential. Most of these students have shown remarkable performance in the cocurricular activities but are still being discriminated by their cultural backgrounds. However,
there is a significant body established to eliminate the myth that African American children and
their families are their primarily at fault for not being prepared for college (Bryant 15). This

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perspective has been used by many substandard schools in the U.S to escape the accountability
for the provision of low-quality education.
Culture can also have a significant influence on the behavior of an individual, especially
in college. According to the social learning theory, individuals tend to develop some type of
behavior as a result of observing what happens in society around them (Mills and Harmon-Jones
62). For instance, research on alcoholism showed that Indian-American has the highest
prevalence of alcoholism in the U.S. There alcoholism is associated with genetics and it is
believed that they inherited the habit from their forefathers. Additionally, in their culture tobacco
smoking is regarded as a spiritual activity (Rhoades). The smoke from tobacco is also attributed
to a form of prayers to their God. This aspect makes most of the college students from IndianAmerican cultures to abuse alcohol and other drugs like tobacco. This behavior is detrimental to
the well-being of other students because they may influence their peers in college to abuse
alcohol too.
The parental beliefs also have some significant influence on the academic performance of
the college students in the U.S. For instance, parents of Hispanic culture tend to believe that
lecturers are experts and they trust their work in educational decision making for their children
(Selin). Therefore, they have the likelihood of trusting their children to seek knowledge on career
development from the instructors. This aspect makes them be passive contributors to the
academic affairs of their children in college and higher education platforms. On the other hand,
the European American parents are considered to be active participants and contributors in
education and they can volunteer on aspects about the educational achievements of their
children. The difference in the role of parents in education is essential in determining the level of
academic achievement for their children. Additionally, the African American believe more

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building the athletic and artistic abilities of their children while at home. This aspect makes the
students from African American cultures be active members of sports and art clubs in college.
Most of the African American cultures believe in the aspect of division of labor and
specialization in various activities. They believe that the leadership positions in societies can
only be assumed by the males (Chandler). Therefore, their primary interest is based on the
masculinity and the femininity of an individual. This cultural belief has affected the decision of
the female students in college to be reluctant in going for student leadership positions. It is
because of the kind of treatment they receive from their culture that makes the girl-child feel
inferior. Furthermore, this aspect can also be reflected in the disparity in academic performance
between the female and male students. Selin has also pointed out that most culture in the U.S has
the tendency of having different perceptions of roles for the students basing on gender. The male
students are expected to be assertive and focused to achieving success. On the other hand, the
females are expected to behave in a tender manner. This expectation makes them expect
remarkable academic performance for a male student. Therefore, when a male student exhibits
poor performance in college education, they are treated as failures. Nonetheless, the females
underperformances are less likely to attract significant attention from the teachers and the parents
because of the society the live.
Another study has shown that Asian parents appear to be stricter and authoritative on
their children on the type of behavior they exhibit in school compared to the Caucasian parents
(Lin). Therefore, the Asian students tend to have more self-discipline in college compared to the
students from Caucasian families in the U.S. This strategy has also been a significant reason for
academic discipline in college for the Asian students.

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In conclusion, an individual cultural values and beliefs play a significant role in
determining their lifestyle and personality in College. The community in the U.S is a significant
example of how the aspect of education and culture influences a college students behavior. The
skills and time taken by the family to nurture good habits in these students from childhood are
also important. Therefore, the society has a moral obligation of being accountable for their
children behavior regardless of socioeconomic status. They also have an obligation of nurturing
the talents depicted with their children in various fields such as athletics, art and academics. The
attitudes of the instructors also have a remarkable potential to influence the process of shaping
the interaction of college students in the U.S today.

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Works Cited
Bryant, Rhonda. "College preparation for African American Students: Gaps in the High School
educational experience." (2015): Web. 21 Feb. 2016. <http://www.clasp.org/resourcesand-publications/publication-1/College-readiness2-2.pdf>.

Chandler, Carmen R. "CSUN Teams Up with University of Pennsylvania to Increase Latino

Faculty in the Humanities | CSUN Today." CSUN Today | California State University,
Northridge. N.p., 1 Feb. 2016. Web. 21 Feb. 2016.
Chandler, Carmen R. "CSUN Forum to Explore Ways to Support Black Youths | CSUN
Today." CSUN Today | California State University, Northridge. N.p., 3 Feb. 2016. Web.
21 Feb. 2016.

Chen, Kuan-Hsing, and Beng H. Chua. The Inter-Asia Cultural Studies Reader. London:
Routledge, 2007. Print.
Lin, Isabella Z. "How Do Different Parental Beliefs and Parenting behaviors Affect Students
College Academic Performance?" A Comparative Study of Asian American and
Caucasian American College Students (2012): n. pag. Web. 21 Feb. 2016.
<http://econ.duke.edu/uploads/media_items/isabellazifanlinhonorsthesis.original.pdf>.
Mills, Judson, and Eddie Harmon-Jones. Cognitive Dissonance: Progress on a Pivotal Theory
in Social Psychology. Washington: American Psychological Assn., 2009. Print.
Rhoades, Everett R. American Indian Health: Innovations in Health Care, Promotion, and
Policy. Baltimore: Johns Hopkins UP, 2000. Print.

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Selin, Helaine. Parenting Across Cultures: Childrearing, Motherhood and Fatherhood in NonWestern Cultures. New York: Springer, 2014. Print.