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Culturally relevant teaching is instruction that takes into account students' cultural differences. Making education culturally relevant is thought to improve academic achievement, [1] but understandings of the construct have developed over time [2] Key characteristics and principles define the term, and research has allowed for the development and sharing of guidelines and associated teaching ...
The racial achievement gap in the United States refers to disparities in educational achievement between differing ethnic/racial groups. [1] It manifests itself in a variety of ways: African-American and Hispanic students are more likely to earn lower grades, score lower on standardized tests, drop out of high school, and they are less likely to enter and complete college than whites, while ...
The students' college enrollment rate was higher than the national average for Latino/a students. When schools focus on inequities, school can create a positive, safe experience for minority students, where they feel empowered to continue their education and verify their importance. [32] Multicultural education can affect student self-perception.
The education culture is the different education people receive in their life. A culture gap occurs when people with different cultures sit together and take the same class. Different cultures behave differently towards the teacher both in class and after class. Differences can be noticed in assessment method and the direction method of the class.
Unequal access to education in the United States results in unequal outcomes for students. Disparities in academic access among students in the United States are the result of multiple factors including government policies, school choice, family wealth, parenting style, implicit bias towards students' race or ethnicity, and the resources available to students and their schools.
One world many stories. Intercultural learning is an area of research, study and application of knowledge about different cultures, their differences and similarities. On the one hand, it includes a theoretical and academic approach (see e.g. Developmental Model of Intercultural Sensitivity (DMIS) by Milton Bennett, Dimensions of Culture by Geert Hofstede).
DiPrete and Buchmann synthesize other scholars' work concerning conceptions of "masculinity" and its influence on male performance in American high schools. They use examples, such as survey data and student interviews, to highlight the fact that peer groups may be partially responsible for explaining male patterns of achievement. [12]
The tracking phenomenon in schools tends to perpetuate prejudices, misconceptions, and inequalities of the poor and minority people in society. Schools provide both an education and a setting for students to develop into adults, form future societal roles, and maintain social and organizational structures of society.