Understanding Military Culture
Understanding Military Culture
An iceberg is a commonly used analogy to explain culture. Like an iceberg, culture includes both visible and invisible elements. The aspects above the surface—such as language, dress, food, traditions, and observable behaviors—are easily recognized. While these surface-level expressions help us make initial sense of a culture, they represent only a small portion of what truly shapes how individuals and groups think, interact, and navigate the world. (see image below)
Just below the surface are elements that may not be immediately visible but can be understood with time and interaction. These include communication styles, concepts of time, norms around personal space, and unspoken rules for participation and politeness. These elements often influence how students engage in the classroom, respond to authority, or collaborate with peers, and they can vary widely across cultural contexts.
The deepest and most influential aspects of culture lie below the surface. These include core values, belief systems, expectations, family roles, and priorities. Researchers such as Edward T. Hall (1976) and later cross-cultural theorists emphasize that these underlying dimensions—such as individualism versus collectivism, attitudes toward authority, and definitions of success—shape behavior in profound ways, often without conscious awareness. Because these elements are not immediately visible, they are also the most likely to be misunderstood.
Applying the cultural iceberg model to military culture provides a useful framework for educators. While visible aspects may include uniforms, rank structure, terminology, and ceremonies, much of military life is defined by deeply rooted values such as discipline, service, respect for hierarchy, accountability, and mission-first thinking. These values influence both service members and their families, often shaping expectations around behavior, communication, and relationships with schools.
For military-connected students, the “below the surface” experiences may include frequent transitions, strong adaptability, heightened resilience, and a sense of responsibility connected to their family’s service. At the same time, these students may navigate stressors such as deployment cycles, separation, reintegration, and uncertainty. Research from the Military Child Education Coalition (MCEC) and Department of Defense Education Activity (DoDEA) highlights that understanding these layered cultural experiences is critical to supporting both academic success and social-emotional well-being.
Recognizing that much of culture is not immediately visible challenges educators to move beyond assumptions and surface-level observations. By taking time to understand both the seen and unseen aspects of military culture, educators can create more responsive learning environments, build stronger relationships, and better support the unique strengths and needs of military-connected students. As you review the cultural iceberg, consider which aspects of military culture may be most visible in your school—and which may remain unseen but still significantly impact students’ experiences.
Reflection
- What visible aspects of military culture can you name?
- Can you think of any aspects that are just below the surface?
- What about the invisible aspects of military culture?
Understanding culture requires us to look beyond what is immediately visible. While surface-level elements such as language, traditions, or behaviors provide helpful context, they do not fully explain how individuals think, respond, and interact. The cultural iceberg model reminds us that the most influential aspects of culture, values, beliefs, assumptions, and expectations, often exist below the surface and may not be readily apparent.
This is especially true when exploring military culture. While visible elements such as uniforms, rank, and ceremonies are often recognized, they are supported by a deeper framework of shared values and lived experiences. These include concepts such as duty, service, respect for hierarchy, and a strong sense of mission and responsibility. These deeper elements, often referred to as the military or warrior ethos, shape not only service members but also the experiences of military-connected students and their families.
As you watch the following video, consider how both the visible and invisible aspects of military culture influence the students and families you serve. Recognizing these layered dimensions can help educators move beyond assumptions and build more informed, responsive, and supportive learning environments.
(Click Image Below, you will be taken to another site)
Reflection
- Which aspects of military culture described in the video were most familiar to you, and which were new or surprising?
- How might the “below the surface” elements of military culture influence a student’s behavior, communication, or engagement in school?
- In what ways can understanding both visible and hidden aspects of culture improve your ability to support military-connected students and families?
One of the best ways to learn about another's culture is through our interactions. As opportunities to interact with service members and veterans is often limited, please watch the video below to learn about what veterans want you to know about military culture. (Click Image Below, you will be taken to another site)
This video highlights key insights directly from veterans about their experiences, perspectives, and needs when interacting with civilians, including educators. It emphasizes that while military service creates shared experiences, military-connected individuals are not a monolithic group. Each person’s experience is shaped by their branch, role, deployment history, and personal background.
A central message of the video is the importance of moving beyond assumptions. Veterans and military-connected individuals want to be recognized as individuals rather than defined solely by their service. Well-intentioned questions or comments can sometimes unintentionally reinforce stereotypes. Instead, respectful curiosity, active listening, and a willingness to learn help foster trust and meaningful relationships.
The video also highlights the strengths many military-connected individuals bring, including leadership, adaptability, teamwork, and resilience. At the same time, it reminds us that some experiences—such as transition challenges, stress, or loss—may not be visible. Awareness of both strengths and challenges helps educators create learning environments that are respectful, responsive, and supportive.
The military also has subcultures. For example, Marine Corps culture differs from Army culture, which differs from Air Force culture. It is not necessary to know the specifics of each branch; however, as highlighted in the video, one of the most effective ways to learn is to ask students and families about their experiences. These conversations often include lighthearted humor—military culture commonly includes friendly rivalry between branches, paired with a deep respect for one another. Taking time to ask and listen communicates genuine care and builds strong connections.
For the general public, one important takeaway is that “soldier” is not an all-encompassing term for members of the military. Each branch has its own terminology:
Additional Resources:
Finally, being a “Military Brat” is considered its own subculture. While the term “brat” may sound negative outside the military community, it is often embraced as a point of pride by military-connected children. Brats Without Borders Many identify strongly with this shared experience, reflected in traditions, organizations (such as Brats Without Borders), and community connections. As with any identity, it is always best practice to follow the student’s lead in how they prefer to be identified.
Reflection
- Which message from the video most reinforced or challenged your assumptions about military-connected individuals? How might this influence your approach as an educator?
- How can you create opportunities for military-connected students and families to share their experiences in ways that feel respectful, voluntary, and empowering?
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A Walk in My Shoes: Military Life Full-Length Documentary (37 minutes) (Click Image Below, you will be taken to another site)
Reflection
Perspective & Empathy
- How does the video challenge you to better understand the lived experiences of students whose backgrounds differ from your own?
Suggestion: Intentionally incorporate opportunities for student voice in your classroom (e.g., storytelling, identity projects, or choice-based discussions) to center diverse perspectives and build empathy.
Awareness of Barriers
- Reflection: What systemic or environmental barriers highlighted in the video might impact students’ access to learning and sense of belonging?
Suggestion: Review your classroom practices and school procedures for potential barriers (e.g., transitions, communication, participation expectations) and identify one change you can make to increase equity and access.
Role of the Educator
- Reflection: In what ways can you, as an educator, actively create a more inclusive and supportive environment for all students?
Suggestion: Develop at least one intentional strategy, such as establishing predictable routines, using inclusive language, or building stronger relationships with families so that all students feels seen, listened to, and valued.