Professional Documents
Culture Documents
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
http://www.jstor.org/page/info/about/policies/terms.jsp
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content
in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship.
For more information about JSTOR, please contact support@jstor.org.
Taylor & Francis, Ltd. is collaborating with JSTOR to digitize, preserve and extend access to College Teaching.
http://www.jstor.org
This content downloaded from 161.139.39.211 on Thu, 26 Mar 2015 02:50:49 UTC
All use subject to JSTOR Terms and Conditions
to the Commentary
readers contributions
encourage
or opinion piece in a maximum
of 900 words.
We
COMMENTARY
Culture
Shock
Deborah
Haskins
on my
I reflect
As
was
more
traumatic
I now
transition,
than
see
new
that of many
that my
teachers,
shock.
In my
country.
new
case,
I experienced
however,
teachers
who
have
experienced
culture
shock,
new
were
environment
not
used
to seeing
Amer
ican women
parents.
They
were
surprised,
for
instance,
to
learn
that
went
environment,
some
of my
ideas
about
course
content
of my
Eventually,
cultural
identity
able
I was
so
that others
to overcome
would
my
accept
culture
seemed
me.
shock.
of
some
tions
culture
shock.
One
clear
way
gender,
not
may
less
sources
student
supplement
to
into my
classes,
the
pus
priority
Thus,
teacher
norm
sexual
or handicap.
identity,
should understand
an accurate
such
measures,
picture
as peer
of
because
authoritative
Those
the
teacher's
per
should
evaluation,
evaluations.
Colleges
sity
and
credible
ethnicity,
present
Other
formance.
want
their
new,
a new
entering
or the college.
should
strive
should
who
Professors
to overcome
their
to suc
teachers
less-traditional
culture
not
a crisis
create
do
culture
not
fit
shock
the
so
for
cam
they
I do not
can fulfill their desire to achieve teaching excellence.
think it is overly optimistic to believe that students ultimately
recognize good teaching, no matter who is filling the role of
professor.
Deborah
of
as
College
impact
orien
opportunity
then provide
could
sessions
information
During
an
teachers
multicultural
incorporating
race,
measures
the
The
experiences.
professors
their
new
offer
offer
transitions.
cultural
ceed.
could
their
value
espe
African
and
shock
culture
shock
sessions
could
orientations
faculty
culture
information
Moreover,
tation,
as a consequence.
leave
and
couraged
describe
regarding
an editorial
It presents
page.
Haskins
in Baltimore,
is an assistant
professor
of psychology
at Loyola
Maryland.
122
This content downloaded from 161.139.39.211 on Thu, 26 Mar 2015 02:50:49 UTC
All use subject to JSTOR Terms and Conditions
COLLEGE TEACHING