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ERIC Number: EJ942891
Record Type: Journal
Publication Date: 2011
Pages: 8
Abstractor: As Provided
Reference Count: 42
ISSN: ISSN-1098-1608
Cultural Dynamics in an Economically Challenged, Multiethnic Middle School: Student Perceptions
Hughes, Carolyn; Page, Allison; Ford, Donna Y.
Journal of At-Risk Issues, v16 n1 p9-16 2011
Cultural dynamics in school may contribute to disaffiliation and inhibited academic performance among diverse student populations (Marx, 2008). We queried 16 special education students in a low-income, ethnically diverse English Language Learner-cluster middle school about their perceptions of the cultural dynamics at their school and the occurrence of culturally responsive practices. Although most students reported the occurrence of some culturally responsive practices, students overwhelmingly responded that their race and culture were not acknowledged by teachers. Students also indicated that their teachers rarely, if ever, gave information or taught about other cultures or races. The majority of students also believed that animosity and violence among racial groups were a problem at school. Implications of the study are discussed and suggestions are given for future research and practice. (Contains 2 tables.)
National Dropout Prevention Center/Network. Clemson University, 209 Martin Street, Clemson, SC 29631. Tel: 864-56-599; Fax: 864-656-0136; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A