This information is helpful when we consider how culture affects school performance. How Asians and Westerners Think Differently -- and why Nisbett worked with psychologists in Japan and China and determined that the holistic way of viewing the world typical of many students from those countries differed from that of their American counterparts, who tended to view the world in parts or distinct classes of objects that could each be defined by a set of rules. In other words, the Asian children see the world in terms of the relationship between things, whereas the American children see the world in terms of the objects as distinct entities. This information is helpful when we consider how cultural background might influence approach to learning and school performance.
Bridging Cultures Between Home and School: A Guide for Teachers Vol. Lawrence Erlbaum Associates Pp. In the same way, even the best-intentioned person may be unaware of how deep cultural values affect his or her own beliefs about what is right or wrong, valuable or worthless.
People naturally work to avoid such moments of unpleasantness. Yet seizing such a moment of cultural dissonance and peering beneath its surfaces leads to deeper understanding between people.
In Bridging Cultures Between Home and School, the goal is clearly to build stronger ties between parents, teachers, and students of differing cultural backgrounds by increasing intercultural skills.
First and foremost, Bridging Cultures describes a collaborative educational study project in the Los Angeles area. University of California professors started the Bridging Cultures project with teacher training in Seven bilingual elementary teachers, four of whom were Latino, learned how to define culture using a framework of examining collectivism vs.
After completing their workshop training, teachers met together twice a month to continue researching and using the framework in their schools. The project itself is an excellent example of partnership between classroom teachers and university researchers.
As a result of this ongoing partnership, some of these teachers have been published including co-authorship of Bridging Cultures: A Guide for Teachers as well as become educational trainers themselves.
The Bridging Cultures project has promoted a long-term process of inquiry and discovery. The framework it presents for understanding cultural diversity is both nimble and effective. Rather than define culture by examining five, or seven, or even ten different components, the framework presents a single continuum—individualism vs.
The goal is to identify the underlying deep value orientations that differ so greatly between the predominate North American culture and immigrant cultures from countries such as Mexico, Thailand, South Korea, West African countries, as well as many others.
Behaviors and beliefs rise out of these deep values and surface in classroom situations and parent-teacher conferences, resulting in dissonance that, when misperceived by both sides, leads very quickly to conflict or withdrawal.
Most educators are familiar with the multicultural approach to curriculum and instruction. Bridging Cultures does not deal with multicultural education or curriculum design; the focus is on more than incorporating surface culture elements into classroom settings and instructional conversations, although that is certainly likely to occur in a classroom designed by a culturally skilled teacher.
The ideas in Bridging Cultures are presented with a clear aim—to increase understanding between school personnel and family members of immigrant children.
Tools are suggested for monitoring parent-teacher conference conversations in order to determine the degree of successful communication. Examples of conflict and misunderstandings between parents and schools are discussed in the book, and guidelines for examining and improving communication are suggested.
Children of immigrant children move between two cultures every day. Her brothers even stopped communicating with the family and with their father because they saw him as ignorant. One of the results of realizing the disparity of messages immigrant children may be receiving is often a more informed, compassionate approach to discipline issues.
Recognizing cultural differences does not require teachers to revamp the predominant culture, but it can empower them to train children to see with bicultural eyes and acquire the skills they need to survive and thrive in the individualistic environment of North American schools.
The uproar that followed a parent call to a talk radio show included fears of communism and the violation of constitutional rights. Parent involvement in the education of their children has been clearly linked with the academic success of their children. Schools that receive federal funds must demonstrate that they are building vital relationships between parents and school.
Often, in an effort to elicit more parent involvement, schools add insult to injury by offering parenting classes and prescribing behaviors at home.
In order to affect change in the amount of parent involvement at their schools, teachers in the project became ethnographers. They prepared by researching a particular culture, then carefully asked questions to discover key information, such the amount of education the parent has had, in order to design appropriate ways for that parent to become more directly involved with the school.
Guidelines for conducting ethnographic research are also included in the book, since information gathered can impact families negatively if misused. Culturally Adept Innovation An emphasis on oral expression in the predominate culture versus a strong respect for authority in collectivistic cultures creates a contrast that can lead to awkwardness for students and parents alike in student-led conferences.
Some of the teachers in the project decided that student-led conferences put undue pressure on both children and parents from cultures that emphasize children listening and showing respect for elders, rather than initiating and leading a conversation in a formal setting. One result of the Bridging Cultures project was the development of group parent-teacher conferences.
Meeting with the teacher as part of a group encouraged parents to talk with each other and resulted in a much more relaxed atmosphere for parents and children.
This alternative conference design also allowed more time with the teacher than the minutes typically allotted for individual conferences. This type of innovation following thoughtful research and relationship-based observations is precisely what the Bridging Cultures project aims to cultivate.While school culture encompasses the collective norms and traditions of the school environment, school climate is “the heart and soul of a school” (Freiberg , p.
11). Yet. the literature on how school leadership impacts schools and conclude that leaders tend to impact student learning through their influence on school staff and structures.
The Schools and Staffing Surveys (SASS) and related Teacher Follow-Up Surveys (TFS).
Abstract Impact of a Rural Public School District on Community Culture by Lynnwood M. Baade MA, University of the Southwest, BS, Texas State University, abstract the principal’s role in defining a student success-based school culture: the impact of specific behaviors on school-level teacher working conditions.
It is the manner in which school leaders weave these data sources together that they lay the foundation for effective school leadership. Researchers exploring the qualities of effective school leadership often begin with the leader’s knowledge of the students in his or her school.
The Impact of Scholarship Programs on the Culture of Law School. Journal of Legal Education, November some of the ways in which this type of program may have pernicious impacts on the learning community within the law school – the culture of the law school.
The Impact of Scholarship Programs on the Culture of Law School (December.