Identifying Student Cultural Awareness and Perceptions of Different Cultures

Rodríguez, Mary; Lamm, Alexa J.

doi:10.5032/jae.2016.02106

Cited by 11 publications

(10 citation statements)

References 15 publications

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“…While the educators did face structural challenges during the course of the partnership and despite the observation that there remained clear tensions between the authentic vs. standardised approaches to writing instruction in the schools, as highlighted earlier, the successes that were indeed observed with literacy seem to align with previous research, pointing to the usefulness of awareness for developing cultural understanding, enhancing relationships and instruction, differentiating instruction, impacting instruction, and providing diverse populations of students with equitable learning opportunities (e.g. Pedersen, ; Schoorman & Camarillo, ; Klug & Hall, ; Pohan & Adams, ; Jones, ; Rodriguez & Lamm, ; Tucker, ; Pallotta, ). The evidence that awareness was reflected within the context of the RPP suggests that more research is needed to determine if and how structural elements of an RPP can facilitate (or disrupt) awareness and influence literacy educators’ responses to CLDs’ literacy practices.…”

Section: Resultsmentioning

confidence: 63%

Making Visible Awareness in Practice: Literacy Educators in Diverse Classrooms

Smith

Karkar

Varner

et al. 2020

Review of Education

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Teacher-educators who are aware of differences that present themselves in diverse student populations must increasingly work to help teachers to connect with students in ways that allow them to improve literacy outcomes. Despite its potential for helping to address the needs of diverse students, awareness of culture and language often tends to be touted primarily as an expectation for teachers who work in K-12 schools and classrooms. It is less visible as a requirement for teacher-educators, despite the ever-increasing need for them to have the skills and expertise to guide teachers who work with culturally and linguistically diverse students (CLDs) in underperforming schools. This study was therefore developed to show the ways in which teacher-educators demonstrated awareness of language and culture while supporting the instructional literacy practices of in-service teachers and the literacy learning of CLDs. More specifically, the purpose of this study was to identify the elements of critical multilingual and critical multicultural awareness displayed by three literacy educators, who were supporting students' writing practices in diverse K-12 literacy classrooms within a research-practice partnership, over a period of one academic year. Findings show that the educators reflected awareness in their support for CLDs' literacies as they experienced transitions, confronted deficit views, capitalised on verbal, visual and written scaffolds with students and teachers, and fostered authenticity. The study presents implications for literacy educators who wish to reflect awareness when responding to CLDs' literacies in schools.John, a middle-school English language arts (ELA) teacher for five years, was recently asked to transfer to a 'turnaround' campus to support the diverse literacy needs of this student population, using the balanced literacy model. As John quickly realised, the demographics of the campus were quite different from his previous experiences. Challenged by the new setting, John's principal offered the support of a literacy teacher-educator from a nearby university with whom her school had previously worked. While John felt eager to learn, he also wondered whether the educator would have sufficient 'hands-on' experience with the culturally and linguistically diverse students (CLDs) 1 in his setting to be able to help him implement balanced literacy for this diverse student population.Teacher-educators who are aware of differences presenting themselves in diverse student populations must increasingly work to help teachers connect with students in ways that allow them to improve literacy outcomes (Haddix, 2017;Risko et al.,

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Section: Resultsmentioning

confidence: 63%

Making Visible Awareness in Practice: Literacy Educators in Diverse Classrooms

Smith

Karkar

Varner

et al. 2020

Review of Education

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“…Participants focus on their own culture. However, the necessity of considering cultural differences in the teaching process is proved by studies (Parlindungan, Rifai, & Safriani, 2018;Rodriguez & Lamm, 2016). As a result of different cultures and classroom discussions, it was determined that participants rearranged their knowledge in the end-of-day evaluations.…”

Section: Discussion and Conclussionmentioning

confidence: 99%

Cultural Literacy in Mother Tongue Education: an Action Research

Bal

Mete²

2019

QRE

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The aim of the research is to relate the middle school students’ literacy skills to their basic language skills. The study was designed as an action research. The participants of the study are middle school students. The data collection tool consists of semi-structured interview form, semi-structured observation form, log form and activity files. The research process was carried out in three stages: cultural awareness, cultural diversity and cultural literacy. It was observed that participants cultural literacy skills developed at each stage. In addition, while performing basic language skills, they were found to be more effective at every stage. Based on the results of the study, it is concluded that the mother language education lesson can be associated with the learning outcome of cultural literacy skills and basic language skills.

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“…This inaccurate perception of Latinos by such a large portion of the non-Latino population, what Chavez terms the Latino Threat Narrative, helps perpetuate existing structural discrimination practices and mistrust as many associate the portrayal of illegal immigrants in the media with all Latinos. A related study by Rodriguez and Lamm (2016) found agriculture undergraduates' colorblindness was a predictor of their attitudes toward undocumented immigrants. With so much negativity in the media, political climate and education, many Latino students begin to internalize and believe these stereotypes.…”

Section: Introduction and Review Of Literaturementioning

confidence: 94%

Urban and Rural Latino Students’ Experiences in Agricultural Education: Toward Defining Rural Privilege

Elliott¹,

Lambert²

2018

JAE

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Agricultural Education programs continue to become more diverse and dynamic. However, diversity does not necessarily ensure equity or inclusion. As such, many programs strive to increase inclusive programming and ensure all students fully actualize the three-circle model of school based agricultural education. In some programs, students from rural and non-rural backgrounds coexist in a single setting. As part of a larger parallel mixed methods multiple case study investigating the experiences of Latino students in Agricultural Education, the data from this substudy found certain inequalities between the rural and non-rural students in three of the four cases. Three sub-themes emerged from the data: 1) Students from non-rural backgrounds may not possess the same understanding of agriculture and agricultural education as their urban counterparts; 2) Lack of privileged information may present a barrier to access, enrollment, and involvement in secondary agricultural education programs; and, 3) Students from non-rural backgrounds tend to report fewer opportunities and more barriers to fully actualizing the three-circle model. Thick, rich descriptions are provided of the participants' perceptions of these inequalities. Furthermore, researchers offer a working definition of Rural Privilege along with suggestions for practice and further research.

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Identifying Student Cultural Awareness and Perceptions of Different Cultures

Abstract: The population of the United States is growing and increasing in cultural diversity. Of the total U. S. population in 2010, 50.48

Cited by 11 publications

References 15 publications

Making Visible Awareness in Practice: Literacy Educators in Diverse Classrooms

Making Visible Awareness in Practice: Literacy Educators in Diverse Classrooms

Cultural Literacy in Mother Tongue Education: an Action Research

Urban and Rural Latino Students’ Experiences in Agricultural Education: Toward Defining Rural Privilege

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