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consider all information in our pursuit their families? Or are we inextricably ing. But culture shock occurs when
to promote learning in all our students. wed to the most efficient and cost examining another culture’s values,
Do we exhaust all our options? Do effective delivery system to educate works, thoughts and aspirations
we provide our students with all the greatest number of students? and being taken aback. “That is OK.
opportunities? Are curricular efforts Does our quest for efficiency “result Studying culture without experiencing
worthy of the richness of our student in making students, their varied culture shock is like practicing swim-
body? Are contemporary curricular experiences, their emotions, and the ming without water. Studying culture
efforts in opposition to the notions good in their communities invisible” without culture shock is like listening
of an evolutionary curriculum based (Emdin 2006, p. 20)? to foreigners who are only from here”
on the richness students bring to the These are important leadership ques- (Hofstede, Hofstede, Minkov, 2010,
learning experience? Do we make tions. But they also demand a slight pp. XIII, XIV).
the effort as leaders to examine our change in our perspective. Moving our In the end, our students are the
cultural lens and expand this lens to leadership dial a click to the right or beneficiaries of our efforts in the
include the myriad, deep, and noble left can be a bit shocking and disturb- evolution of our school organization.
experiences of our students and

References
Boland, E. (2016). The Battle for Room 314: My Year of Hope and Despair in a New York City High School. New York, NY:
Hatchette Book Group.
Delpit, L. (1995, 2006). Other People’s Children: Cultural Conflict in the Classroom. New York, NY: The New Press.
Dewey, J. (1916, 1944). Democracy and Education. New York, NY: Simon & Schuster.
Dewey, J. (1938, 1997). Experience and Education. New York, NY: Simon & Schuster.
Diller, J.V. & Moule, J. (2005). Cultural Competence: A Primer for Educators. Belmont, CA: Wadsworth.
Emdin, C. (2016). For White Folks Who Teach in the Hood… and the Rest of Y’all Too: Reality Pedagogy and Urban
Education. Boston, MA: Beacon Press.
Hofstede, G., Hofstede, G.J., & Minkow, M (2010). Cultures and Organizations: Software of the Mind: Intercultural
Cooperation and Its Importance for Survival. New York, NY: McGraw-Hill.
House, R. J., Hanges, P. J., Javidan, M., Dorfman, P. W., & Gupta, V. (2004). Culture, Leadership and Organizations: The
GLOBE Study of 62 Societies. Sage Publications Inc.
Searle, J. R. (1995). The Construction of Social Reality. New York: Free Press.
Standing Bear, Luther (1928, 1975, 2006). My People the Sioux. Lincoln, NE: Bison Books.
Tienken, C.H. & Orlich, D.C. (2013). The School Reform Landscape: Fraud, Myth, and Lies. Lanham, MD: Rowman & Littlefield.
Tienken, C. H. (2017). Defying Standardization: Creating Curriculum for an Uncertain Future. Lanham, MD: Rowman &
Littlefield.

About the Author
Robert J. Andrews, Ed.D. began his career in Jersey City, New Jersey as a high school teacher. From that
position he moved into public school leadership in a variety of settings. Subsequent to his public school
service Robert served as a School of Education faculty member and the Chairperson of the Graduate
Educational Leadership Programs at Georgian Court University and later as the Northeast Regional
Supervisor for the University of Phoenix. Currently, he teaches and supervises dissertation development in
the Ed.D. Program at St. Peter’s University. Robert's undergraduate degree (BA) was earned at St. Peter’s
College, Jersey City, New Jersey. His MS (Administration/Supervision) was earned at Fordham University, New York City,
and his Ed.D. (Educational Leadership) was earned at Seton Hall University, South Orange, New Jersey.

Educational Viewpoints -86- Spring 2018