NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ966925
Record Type: Journal
Publication Date: 2011
Pages: 9
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: ISSN-0094-1956
Perspectives in Understanding the Schooling and Achievement of Students from Culturally and Linguistically Diverse Backgrounds
Chu, Szu-Yin
Journal of Instructional Psychology, v38 n3 p201-209 2011
The U.S. is comprised of many different cultural and linguistic groups, and this diversity is reflected in every state and local school district. However, the ongoing underachievement and high dropout rate of some racial/ethnic groups is still of major concern. This paper focuses on a discussion of three powerful factors related to the schooling and achievement of students from culturally and linguistically diverse (CLD) backgrounds, including racial gap, social class, and cultural-ecological factors associated with involuntary minority status. Through a review of theoretical frameworks, this paper gives perspectives regarding factors related to CLD students' academic outcomes. In an effort to address the issue of CLD students' underachievement, culturally responsive teaching practices are considered as being central in facilitating those students' learning. This paper then concludes with implications for future research, policy, and/or practice.
Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/jip.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States