In classrooms across California, students arrive carrying more than backpacks and Chromebooks — they bring with them languages, traditions, histories and identities that shape how they learn and live. As school instructional leaders, innovators and educators, we have a responsibility — and a powerful opportunity — to celebrate those cultures as an integral part of our school communities and learning environments.

Culture isn’t an add-on — it’s the foundation Embracing and incorporating the values, traditions and diversity of the community can have a profound impact on student achievement and overall morale. When schools foster a strong community culture, they enhance student learning, improve relationships between home and school, and create a sense of belonging for students, staff, families and community members alike. This sense of connection builds trust, deepens engagement and motivates students to see their identity as a source of pride and strength — leading to stronger academic outcomes and more resilient school communities. When students see their cultures reflected in the curriculum, school events, library shelves and even the lunch menu, they understand that who they are matters. They feel seen. And when students feel seen, they are more likely to engage, persist and thrive.

Celebrating culture goes beyond food fairs or flag parades (although those have value too). It means integrating culturally responsive pedagogy and andragogy, welcoming home languages, and creating spaces where students’ lived experiences are affirmed daily. It’s about being more human, more effective in driving student achievement and engagement as we embrace all.

Heritage months as pathways to deeper learning One key way schools can regularly affirm student identity and foster understanding is through heritage month celebrations. When done with care and authenticity, these observances provide intentional time to elevate stories, traditions and contributions that may be absent from standard curriculum.

Heritage months invite the entire school community into learning — and unlearning — with empathy and curiosity. They also create space for students to share their lived experiences with self-worth. These months are not meant to tokenize, they are meant to transform by providing opportunities for curriculum integration, student projects, community panels, guest speakers and family engagement. They help all students better understand one another’s backgrounds and histories, while also giving students from these communities the opportunity to uplift the voices of their ancestors, and affirm that their identities, languages, and histories are worthy of study and celebration. Heritage months include Hispanic/Latinx Heritage (Sept 15- Oct 15), Native American Heritage (November), Black History (February), Arab American Heritage (April), and Asian American & Pacific Islander Heritage (May), among others.

Tapping into cultural capital/wealth to drive student achievement Research shows that culturally responsive schools see improved attendance, academic performance, and graduation rates. Sociologist Pierre Bourdieu defined cultural capital as the knowledge, skills, values, and cultural assets individuals inherit from their families and communities. In schools, this capital is too often undervalued—especially when it doesn’t match dominant cultural norms. But when schools recognize and elevate all forms of cultural capital, they unlock powerful tools for student success. Similarly, Dr. Tara J. Yosso refers to cultural wealth as an array of knowledge, skills, abilities, and contacts possessed and used by communities of color to survive and resist oppression. Cultural capital/wealth isn’t an optional add-on—it’s a foundation for school transformation.

Student involvement fosters global citizenship When students take part in cultural projects they aren’t just helping out—they’re learning how to lead, collaborate, and connect across cultures. They are actively developing the mindset and skills of global citizens: empathy, curiosity, respect, and civic responsibility.

By engaging in cultural celebrations, students begin to see themselves as contributors to something bigger than themselves. They learn that their voice matters, their background matters, and their actions have the power to build bridges. This sense of agency and belonging is essential—not only for academic success but for preparing students to thrive in a diverse, interconnected world.

Families as cultural partners Recognizing cultural capital/wealth also means recognizing families as experts and essential partners in their children’s education. This is where frameworks like Dr. Karen Mapp’s Dual Capacity Framework come into play—emphasizing that family engagement must be a two-way street built on trust, respect, and shared responsibility.

Cultural celebration becomes a key vehicle for this kind of partnership. It invites parents and caregivers into the school space not just as helpers or spectators, but as cultural leaders and educators in their own right. Families and schools become co-creators of environments where everyone learns from one another—and where everyone belongs.

Educators need cultural celebration too Let’s not forget our staff. Cultural celebrations that include staff stories, language heritage, and inclusive professional learning foster stronger team cohesion and reduce burnout. When we create a culture of care that honors the identities of the adults in the building, we model what we hope to build for students.

A celebration that builds bridges: The Chaffey Joint Union High School District example The Chaffey Joint Union High School District is the second largest high school district in CA. Its adult school hosted a recent multicultural fair that was a testament to the district’s commitment to create an inclusive, welcoming environment where students and community members come together to celebrate their shared and diverse cultural backgrounds. This event not only highlighted the rich tapestry of languages, traditions, and histories represented at the school but also fostered a sense of belonging and pride for all those involved.

The multicultural fair was a collaborative effort that brought together students from Chaffey Adult School, high school students from across the district, teachers, administrators, parents, grandparents, and community members. Everyone played an active role in organizing and participating, reflecting the school’s belief in the power of community-driven celebrations of culture.

The fair was brimming with opportunities for cultural exchange. Guests were treated to an aromatic array of food sampling from Mexico, Central America, Latin America, China, Korea, Philippines, Thailand, Taiwan, Vietnam, Germany, Armenia, Iran, Turkey, Pakistan, Ghana, Syria, Lebanon, and Jordan. As community members, parents, high school students, and teachers served patrons, they were also treated to traditional Jordanian coffee and tea with cardamom, served in ornate coffee and tea pots. Besides food, there were also interactive learning stations, offering hands-on activities to immerse patrons in the various traditions represented. One station, for instance, allowed attendees to write their names in Chinese and write the letters of the Arabic alphabet, connecting them to these beautiful and intricate writing systems. Another station invited visitors to create their own tableh—a traditional Middle Eastern drum and hear the different sounds it can make. Guests were also treated to intricate henna designs as community members created unique designs on their hands. Throughout the event, high school students from the district helped guide attendees through these activities, offering mentorship and a sense of leadership.

A special feature of the fair was the tatreez station, where guests could color sheets of traditional Palestinian cross-stitch patterns. These patterns, known for their symbolic and artistic significance, were accompanied by a manual explaining their meanings and cultural relevance. The tatreez station provided an opportunity not only to engage in a creative activity but also to learn about the deeper cultural stories woven into the designs.

There was an Ecuadorian roses booth where guests could learn about the various symbols of these flowers and try on the Ecuadorian panama hats as they munched on bolon. At the ethnic dress-up booth, the kente cloth of Ghana was on full display for guests to try on head scarves and wraps along with the various clothing of intricate, bright prints. By trying on clothing and jewelry from countries like Ghana, Morocco, Palestine, Syria, Egypt, Jordan, Korea, Vietnam, and Pakistan, guests were provided the rare opportunity to immerse themselves through the tactile connection to these rich cultural traditions.

In addition, a variety of artifacts from countries like Peru, Vietnam, Korea, China, Saudi Arabia, Yemen, Oman, Jordan, Syria, Palestine, Egypt, Iraq, Armenia, Mexico, and the Osage Native American tribe were on display. Guests could admire and learn about hand-carved figurines, textiles, pottery, and moccasins and amulets from the Osage tribe, each item telling its own story of cultural heritage.

The multicultural fair also featured performances that united everyone in celebration. A spirited dabke dance circle, led by students and community members, invited all attendees to join in the traditional Levantine folk dance. The energy was electric, as everyone, regardless of background, danced together in joyous unity. In another moment of shared expression, students, staff, and community members brought their flags and swayed to “We Are the World”, a song that continues to inspire messages of global unity, hope, and social responsibility. Adding to the emotional resonance, students, staff, and community members sang in their native languages, including Spanish, Mandarin, and Portuguese, demonstrating the linguistic diversity that enriches the school community. As teacher and student, principal and teacher, and student and community member each sang in their native languages, guests participated in dancing to songs they may have heard for the first time.

A key element that made the event especially meaningful was the partnership with local resource vendors and community organizations throughout San Bernardino County. 27 resource vendors provided valuable services and information to attendees, turning the fair into a community resource hub. This partnership reinforced the school’s role as not just an educational institution but a place where families can find support and connect with resources to help them thrive.

Events like the multicultural fair do more than just provide fun and entertainment—they are an essential part of building a strong, unified community. By celebrating culture in such an immersive and meaningful way, Chaffey Adult School helped dissolve boundaries between roles—student, teacher, parent, neighbor—and replaced them with something more powerful: connection, empathy, and shared pride. These are the values that will continue to guide the district as it builds an inclusive environment that truly honors the rich diversity of its community.

Linguistic identity on the walls: The power of the mural Another striking example of cultural affirmation within the CJUHSD is a multilingual mural that welcomes visitors at the front of the Chaffey Adult School campus. This mural was not a top-down project—it was co-created with students, who provided feedback and input on what should be included to reflect their lived experiences. The result: a beautiful visual display that includes welcome greetings in all 39 languages spoken by students, staff, and families at the school.

This mural is more than artwork—it’s a declaration of belonging. For many students, seeing their home language represented on a school wall is a deeply emotional moment. It affirms their identity, honors their families, and breaks down the false binary between “school language” and “home language.”

Displaying these languages prominently fosters connection and builds bridges—between students and staff, between families and school leadership, and between cultures that may never have crossed paths otherwise. It tells the community, “You matter here. Your voice is visible. Your language is beautiful.”

At Chaffey Joint Union High School District, multilingualism, life experience, resilience, and cultural traditions are not only celebrated—they are recognized as academic strengths. These assets become part of classroom conversations, schoolwide projects, and even professional development for staff. And the result? Higher student engagement, stronger family partnerships, and a school culture where learning feels relevant and inclusive.

When schools value cultural capital/wealth, students become leaders and global citizens as they see themselves reflected in the fabric of the school and the learning process; teachers, staff and administrators develop deeper connections with their learners; and families become empowered contributors to student growth. Celebrating culture is not a box to check. It’s a commitment to building schools where every student, family member, staff, and school community member feels valued, respected, and empowered to learn. It’s about recognizing the cultural capital/wealth students, staff, and families already bring—and using it as a foundation for achievement. It’s about giving students agency to shape the spaces they learn in, like murals that speak their languages. And it’s about creating moments of joy, pride, and unity—like dancing dabke with your principal, or singing your heart out in your home language surrounded by classmates, teachers, and neighbors.

Schools that value culture within the core curriculum and not an extra, shine light on the aspirational, familial, social, linguistic, navigational, and resistant wealth that students, staff, and families bring with them into the learning space. Schools are ready to say Yōkoso (ようこそ) — the Japanese expression that conveys deep respect, warmth, and honor toward the guest; Huānyíng guānglín (欢迎光临) — the Chinese phrase which translates to “welcome, your presence brings light,” symbolizing that the guest’s arrival is a blessing and Ahlan wa sahlan (أهلا و سهلا)— the Arabic phrase that expresses that guests are family, that you belong here. It shows us that when schools invest in cultural celebration, whether through the curriculum or heritage month observances, they don’t just reflect the diversity of the world—they build the bridges that help transform it.

Nora Hourani-Farraj, Ed.D., is the director of Community Relations for Chaffey Joint Union HSD and assistant principal of Chaffey Adult School.