Leveraging cultural differences to promote educational equality

Brady, Laura; Germano, Adriana L.; Fryberg, Stephanie A.

doi:10.1016/j.copsyc.2017.08.003

Cited by 12 publications

(14 citation statements)

References 32 publications

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“…Racial gaps in funding are due in part to NIH offering less funding for topics that are relatively more popular among Black scientists (e.g., interventions, disparities) and more funding for topics that are relatively more popular among White scientists (e.g., fundamentals, mechanisms; Hoppe et al, 2019; see also Hofstra et al, 2020). Understanding why Native American students tend to underperform in school compared with White students benefits from a cultural approach that considers how schools default to culturally independent ways of being, such as working alone and carving one’s own path, instead of culturally interdependent ways of being, such as working with others and adjusting to others’ expectations (Brady, Germano, & Fryberg, 2017; Fryberg & Markus, 2007). Similarly, understanding why Asian students are perceived as “too quiet” or “disengaged” in the American classroom benefits from a cultural analysis that reveals how American classroom practices value and reward culturally independent practices such as self-expression and distinguishing oneself from others (H.…”

Section: Part 4: Empirical Evidence For Masculine Defaultsmentioning

confidence: 99%

Masculine defaults: Identifying and mitigating hidden cultural biases.

Cheryan

Markus

2020

Psychological Review

204

202

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Understanding and remedying women's underrepresentation in majority-male fields and occupations require the recognition of a lesser-known form of cultural bias called masculine defaults. Masculine defaults exist when aspects of a culture value, reward, or regard as standard, normal, neutral, or necessary characteristics or behaviors associated with the male gender role. Although feminist theorists have previously described and analyzed masculine defaults (e.g., Bem, 1984;de Beauvoir, 1953;Gilligan, 1982;Warren, 1977), here we define masculine defaults in more detail, distinguish them from more well-researched forms of bias, and describe how they contribute to women's underrepresentation. We additionally discuss how to counteract masculine defaults and possible challenges to addressing them. Efforts to increase women's participation in majority-male departments and companies would benefit from identifying and counteracting masculine defaults on multiple levels of organizational culture (i.e., ideas, institutional policies, interactions, individuals).

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Section: Part 4: Empirical Evidence For Masculine Defaultsmentioning

confidence: 99%

Masculine defaults: Identifying and mitigating hidden cultural biases.

Cheryan

Markus

2020

Psychological Review

204

202

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“…Not much has changed. U.S. schools still segregate by race and class, privilege one cultural way (i.e., White middle-class values), present marginalized groups as deficient, and reinforce stereotypes that undermine academic performance (Brady et al, 2017; Frankenberg et al, 2019; Sleeter & Zavala, 2020). Today, Black, Latinx, and Native American students demonstrate less reading achievement, math achievement, and advanced placement than their White peers (NCES, 2019).…”

Section: Ongoing Omission and Marginalization In Educationmentioning

confidence: 99%

Critical Pedagogy and Children’s Beneficial Development

Pinedo

Vossoughi

Lewis

2021

Policy Insights from the Behavioral and Brain Sciences

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Ongoing controversy debates whether public schools should implement critical pedagogy—curricula centering on the perspectives of marginalized peoples. Despite much contention, students (particularly racially marginalized students) enrolled in courses that employ critical pedagogy demonstrate more school engagement, higher grade point averages (GPAs), and more civic engagement than students who do not. Building on previous reviews, this article briefly summarizes the history and controversy of critical pedagogy, evaluates the scientific evidence surrounding it, and offers suggestions on how to make the most of critical pedagogy in academic curricula.

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“…Recent work has built on these findings, searching for ways to alleviate non-WEIRD students' anxiety and underperformance in educational contexts (78)(79)(80)(81), arguing for culturally grounded (vs. one-size-fits-all) educational interventions (82), and creating interdependent school cultures to improve non-WEIRD students' outcomes (83). This work provides a starting point for understanding how cultural factors such as race and social class interact with contextual factors to shape students' outcomes.…”

Section: Characteristic #3: Misapplication Of Weird Findings In Non-wmentioning

confidence: 99%

Expanding the interpretive power of psychological science by attending to culture

Brady

Fryberg

Shoda

2018

Proc. Natl. Acad. Sci. U.S.A.

152

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A lack of interpretive power (i.e., the ability to understand individuals’ experiences and behaviors in relation to their cultural contexts) undermines psychology’s understanding of diverse psychological phenomena. Building interpretive power requires attending to cultural influences in research. We describe three characteristics of research that lacks interpretive power: normalizing and overgeneralizing from behaviors and processes of people in Western, educated, industrialized, rich, and democratic (WEIRD) contexts; making non-WEIRD people and processes invisible; and misapplying WEIRD findings in non-WEIRD contexts. We also describe research in which leveraging interpretive power prevented these negative consequences. Finally, using the culture-cycle framework, we outline a vision for creating culture change within psychology by implementing culture-conscious practices to guide the formation of research questions, empirical design, and data analysis and interpretation.

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Leveraging cultural differences to promote educational equality

Cited by 12 publications

References 32 publications

Masculine defaults: Identifying and mitigating hidden cultural biases.

Masculine defaults: Identifying and mitigating hidden cultural biases.

Critical Pedagogy and Children’s Beneficial Development

Expanding the interpretive power of psychological science by attending to culture

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