Cultural and behavioral differences among diverse student populations

Education

Identify the three most important differences teachers are likely to encounter between a typical mainstream American students and a typical Hispanic-American student

This student may not recognize that school success can improve his or her future; may live in an economically and/or unsafe neighborhood where education is not valued; and often attend schools that themselves are economically challenged.

a typical Chinese-American student

Assuming this student is a recent immigrant, he or she may appear unduly shy, speaking with a soft voice, avoiding risk-taking, hesitating to answer because of language difficulties. They may refrain from participating because they view it as unacceptably bold behavior. Their nonverbal language may be different as they may view avoiding eye contact as a sign of respect. Their response to confusion or to not knowing an answer may be a giggle stemming from embarrassment rather than actually finding the situation humorous.

a typical African-American student

The typical American student will reflect the culture most classroom teachers are familiar with and live within. They will understand the educational importance of planning for the future, will value being seen as an individual and be willing to take actions to make him or herself stand out, such as participating in class, and will be willing to take risks.

a typical student living in poverty

Students who live in poverty will have different priorities than the typical middle-class student. They will focus on the here and now, rather than thinking about the future; more concerned about having enough to eat rather than whether they like the food or not; emphasize social relationships over academic achievement. These things emphasize that survival colors their actions, so discipline is seen as punishment and conflicts are more likely to be solved aggressively than other students.

a typical student afflicted with ADHD

This student is likely to have difficulty paying attention and concentrating; be easily distracted; and tend toward disorganization.

a typical student at risk of failure due to misbehavior

These students may appear hostile, lazy or angry. They often do not respond to consequences typically applied to students with more transient behavioral problems. They often do not see school as a place where they are likely to achieve success.

a typical student who bullies or is bullied

The teacher is unlikely to see the bullying, so will not have first-hand knowledge about either instigator or victim; being the victim of bullying may lead to absenteeism or even truancy to avoid the bully or bullies; victims may occasionally lash out at the bully, sometimes violently.

2. What fallacies do you see in considering any individual students as "typical" for a group? What errors in judgment might result from doing so? Given the likelihood of errors in judgment, is there any value in comparing the "typical" behavior of various groups? If so, what is the value?

While it is important to understand members of cultures other than the teacher's own, in doing this we walk a fine line between truly understanding others or succumbing to stereotypes and not seeing the person at all accurately. Not all African-American students play basketball after school and look down on those who study; sometimes an Asian-American student may blow off studies; some Hispanic students struggle with English and see little value in schools, but some have been in the United States three generations or more -- maybe even for more generations than their teacher, and value education. It's one thing to understand other cultures and to be able to draw on strategies to bridge a cultural gulf, but it's quite another to assume that all students from any group share any traits. Unless we still see every student individually, all the knowledge in the world regarding other cultures will do us no good.