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ERIC Number: ED415565
Record Type: Non-Journal
Publication Date: 1997-Nov
Pages: 21
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Acknowledging Culture in the Classroom: An Exploration of the At-Risk Student.
Lind, Scott L.
The role of culture in the classroom is of increasing interest to teachers and researchers alike. Teachers communicate from unique perspectives and backgrounds; the same is true of students. Many differing cultures are represented in today's classroom, and consequently, many differences in approaches and preferences are represented. Research clearly indicates that students of differing cultural backgrounds benefit differentially by the efforts and methods of the instructor. Generally, minorities benefit the least from the educational system. To better understand why members of certain minority groups are performing less well than students from the dominant culture, an investigation of classroom interaction is worthwhile. How cultural factors can place a student at risk is shown by a literature review which focuses on several areas of difference that can impact the success of interactions in the classroom, specifically intercultural communication differences, learning differences across cultures, and a cultural-deficit perspective of "at risk." Findings suggest that there is ample research on which to base a claim that students are placed at risk because the culture of mainstream education fails to acknowledge and account for the many cultural differences that affect and exist in the classroom. Students who possess and appreciate the communication behaviors and approaches to learning that are fostered and rewarded in the mainstream classroom are certainly at an advantage over those who possess differing communication behaviors and learning approaches. Researchers should continue to investigate ways to help students overcome risk barriers. (Contains 38 references.) (NKA)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A