At-Risk Students and Environmental Factors

Abstract

This article begins by describing the impact of socioecono~c factors on children and the family. The next section, "Ethnic Differences," focuses first on the general life strategies of various ethnic groups, then on the cultural values of Hispanic, African, Asian, and Native Americans, and ends with a discussion of differences in cognitive styles prevalent in each ethnic group. The third section, on affirming diversity and promoting equity, concludes the article, describing activities and programs that can be used for achieving greater understanding of ethnic differences. CULTURE AND SENSITIVITY By being exposed to differing socioeconomic backgrounds and cultural influences, people can enhance their sensitivity to others (D. Johnson, 1997) and help to dispel stereotypes about families in a particular cultural category. Regardless of cultural background, families have more similarities than differences. They struggle with similar issues and demands throughout the life cycle and strive toward the same ends. Ethnic background influences how families cope, express themselves, and interact with external systems such as schools. It is helpful for professionals to ask themselves, "Within this person's experience, is this behavior adaptive, normal, or pathological?" For example, when African American, Hispanic, or Asian American parents discipline their child, they expect the child to indicate acceptance by lowering his or her eyes. Making eye contact may be interpreted by a parent from these backgrounds as defiance. In contrast, parents from Anglo-Saxon backgrounds expect their children to maintain eye contact to indicate attentiveness when being disciplined. The Anglo child who lowers his or her eyes may be thought of as being passively resistant. A meeting of the minds between family members and school professionals about the definitions of problematic behavior is essential. This type of understanding can often be facilitated when educators have knowledge of the family's socioeconomic status, history, and ethnic and cultural patterns. The purpose of this article is to help school professionals understand and respond appropriately to these influences. Rosemary Lambie is a professor of education in the School of Education at Virginia Commonwealth University in Richmond, Virginia. This article is adapted from a chapter in her book entitled Family Systems Within Educational Contexts (2nd ed.) published by Love Publishing Company.