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The concept of "culture" encompasses a broad spectrum of elements, often understood as the art, beliefs, behaviors, ideas, and activities related to the literature, art, and music of a particular society or group of people. However, this definition merely scratches the surface of what culture truly signifies. Culture delves deeper into realms such as family dynamics, language, identity formation, stereotypes, upbringing, economic circumstances, and more. In this context, the interplay between family and cultural identity becomes particularly significant, and children often find themselves at the crossroads of these intricate dynamics.
Children raised in the midst of two distinct cultures must navigate the complex terrain of dual identities, grapple with issues of poverty, and confront language barriers that profoundly influence their sense of self and belonging.
This essay will explore the challenges these children encounter as they attempt to balance the demands and expectations of living in two different cultures.
One of the central challenges faced by children growing up in dual-culture households is the quest to define their identity.
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Proficient in: Culture
5 (204)
“ She followed all my directions. It was really easy to contact her and respond very fast as well. ”
This task is particularly daunting for those from immigrant families who must reconcile their heritage with the culture of their adopted homeland. In Caroline Hwang's narrative, "The Good Daughter," the protagonist, an American-born Korean, experiences a profound identity crisis.
Throughout her life, she had considered herself both American and Korean, assuming that her dual identity was seamless. However, a seemingly innocuous encounter at a dry cleaner shattered this perception. The woman behind the counter chastised her, saying, "You do not know how to speak your name" (Hwang 15).
The realization that she had been mispronouncing her own name her entire life was jarring, leading her to question her authenticity as both an American and a Korean.
Caroline's inner turmoil is palpable as she grapples with a profound sense of cultural displacement. She laments, "I identify with Americans, but Americans do not identify with me" (Hwang 16). This poignant sentiment underscores the complexities of forming an identity when straddling two cultures, where acceptance and self-recognition become elusive goals.
Similarly, Esmeralda Santiago, in her narrative "Almost a Woman," embarks on a quest to unravel the intricacies of her identity. As a young Puerto Rican immigrant thrust into the United States, she grapples with a fundamental question: What defines her as American or Puerto Rican?
Esmeralda's mother imparts conflicting messages, urging her to uphold her Puerto Rican heritage while simultaneously expecting her to assimilate into American culture. The resulting confusion is palpable as Esmeralda questions her choices and actions, wondering, "Was I Americanized if I preferred pizza to pastelillos? Was I Puerto Rican if my skirts covered my knees?" (Santiago 25).
This profound uncertainty underscores the challenges faced by children who must delineate the boundaries between their cultural identities. The struggle to determine where one culture ends and another begins can be emotionally taxing, further accentuating the importance of family dynamics in shaping one's sense of self.
For many children living in dual cultures, the stark reality of poverty becomes evident when they transition between these worlds. Marcus Mabry, in his narrative "Living in Two Worlds," offers a poignant glimpse into this jarring dichotomy. While studying at Stanford University, Marcus enjoys a life of comfort and privilege, residing in a well-appointed on-campus apartment and partaking in dinner parties and academic pursuits.
However, during winter breaks, he returns to his family home, where the harrowing grip of poverty comes into sharp focus. This transition unleashes a tumultuous wave of emotions, leaving Marcus feeling helpless, embarrassed, and guilt-ridden. He poignantly confesses, "More than my sense of guilt, my sense of helplessness increases each time I return home" (Mabry 153).
Marcus's experience vividly illustrates how poverty, hidden from view during his university life, emerges as a stark reality when he steps back into his family's world. Witnessing his family's struggle in impoverished circumstances gnaws at his conscience, serving as a poignant reminder of the disparities that exist within and between cultures.
Esmeralda Santiago, too, grapples with the disheartening truth of poverty in her narrative "Almost a Woman." As a young Puerto Rican immigrant in the United States, she initially perceives herself as escaping poverty by virtue of her newfound surroundings. However, the sudden loss of her mother's job thrusts her family into financial instability.
Her mother's visit to the DEPARTMENT OF PUBLIC WELFARE lays bare the harsh reality of their economic plight. This situation forces Esmeralda to confront the challenging predicament of poverty, leading her to question her place in American society.
Esmeralda's transformation from a girl who perceived herself as free from poverty to one seeking assistance underscores the vulnerability of immigrants navigating unfamiliar cultural terrain. Poverty, in such circumstances, becomes a formidable adversary that can challenge one's self-identity and belonging.
Language, a fundamental element of culture, emerges as a pivotal factor influencing the adjustment of children living between two cultures. In "Almost a Woman," Esmeralda Santiago grapples with the language barrier as she endeavors to acclimate to her new life in the United States.
Despite the challenges, Esmeralda is determined to learn English, as she recognizes it as a key to unlocking opportunities in her adopted culture. She diligently immerses herself in English, reading books with illustrations, practicing with her family, and striving to bridge the linguistic divide.
However, this linguistic journey does more than facilitate her adaptation to American society; it inadvertently alienates her from her own family. English becomes a bond between her and her siblings, but it also erects a barrier between her and her mother and grandmother.
Esmeralda's poignant reflection encapsulates the language struggle: "Whose English was this? How had this strange language insinuated itself between my mother and me?" (Santiago). This dichotomy between her newfound linguistic proficiency and her family's inability to communicate effectively accentuates the challenges faced by children who must bridge the linguistic divide between cultures.
Children growing up in dual cultures navigate a multifaceted landscape fraught with challenges related to identity formation, poverty, and language. These challenges serve as crucibles in which their sense of self is forged, shaped by the complex interplay of family dynamics and cultural expectations.
Understanding the intricate nature of these challenges is paramount in providing support and guidance to children who straddle two worlds. By acknowledging and addressing the issues surrounding identity, poverty, and language, society can empower these young individuals to embrace their unique cultural duality and thrive in both spheres.
Challenges of Cultural Duality: Identity, Poverty, and Language. (2016, Jun 21). Retrieved from https://studymoose.com/what-does-the-word-culture-mean-essay
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