Educational Psychologist · 2001 · 159 citations · 23 references
EducationEducation PolicyMulticultural EducationCulturally Responsive PedagogyCultureEducation ReformCultural ResponsivenessEducational EquityEthnic MinoritiesEthnicity In EducationEthnicity In SchoolingEquity In AchievementHeterogeneous EnvironmentsMinority Student AchievementMinority Student SuccessSchool Cultural ClimateSchool Reform ImplementationUnderachievement Intervention
Improving schooling and achievement in diverse societies requires units of analysis that capture cultural structures, processes, and dynamics affecting students and schools, sensitive to individual variability within groups and similarities across communities. The article aims to present and illustrate two units of analysis—cultural settings and cultural models. These units are derived from parallel research on Spanish‑speaking children’s underachievement and on school and teaching improvement. These units can produce details needed to address the linked problems of minority underachievement and school reform.
AbstractTo improve schooling and achievement in a diverse society requires units of analysis that tap into significant structures, processes, and dynamics of culture as they affect individual students and schools. These units must be sensitive to variability among individuals within seemingly homogenous groups and to similarities between apparently heterogeneous communities. This article presents and illustrates 2 such units of analysis: cultural settings and cultural models. These units can produces details needed to address the linked problems of minority underachievement and school reform. We draw illustrations from 2 parallel lines of research: 1 addressed to underachievement of Spanish-speaking children and the other to improvement of schooling and teaching.
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