Bridging Cultures Between Home and School

Parenting Practices Among Low-income Parents/Guardians of Academically Successful Fifth Grade African American Children

“…Finally, when an African American parent initiates contact with a teacher because they have a conflicting opinion about the child's ability, teachers can view this as a form of positive parenting and support for the work that they are doing in the classroom. This is divergent from current teacher practices wherein teachers often view assertive African American parents as threatening and intrusive (Trumbull et al, 2001). Teachers can use this as an opportunity to learn more about cultural diversity and parenting behaviors.…”

“…For example, teachers often hold stereotypical expectations regarding parent behaviors that involve a set of culturally embedded norms (Hoover-Dempsey & Sandler, 1995;Trumbull, Rothstein-Fisch, Greenfield, & Quiroz, 2001). Teachers who lack an understanding of cultural diversity often view culturally diverse parents, particularly those of lower social standing, as disinterested, incompetent, or unfit parents (Goodnow & Collins, 1990).…”

Celebrating diversity in early care and education settings: moving beyond the margins

“…In comparison, 60.3% of students enrolled in public schools were white, non-Hispanic, 16.8% black, non-Hispanic, 17.7% Hispanic, 3.9% Asian/Pacific Islander and 1.3% Native, non-Hispanic. These statistics underscore the point that teaching children from ethnic backgrounds different from one's own is the norm rather than the exception for a great many teachers, and current trends suggest that the imbalance of representation of ethnic minorities in the teaching population will not be addressed in the foreseeable future, due to recent demographic projections (Trumbull, Rothstein-Fisch, Greenfield, & Quiroz, 2001). As noted scholars in the field of race, racial identity and teacher education have commented (e.g.…”

Meeting the Needs of English Language Learners With Learning Disabilities in the General Curriculuam

“…Their cultural orientations are evident in their academic performance as well as behavior, including ways in which they process information, use logic (e.g., spiral vs. linear), interact with others (e.g., collectivistic vs. individualistic), communicate (e.g., high vs. low context, indirect vs. direct), and learn (e.g., holistic vs. analytical) (Hollins, 2008;Trumbull, Rothstein-Fisch, Greenfield, & Quiroz, 2001). From a sociocultural perspective, math, science, literacy, and other forms of knowledge can be understood as cultural tools for thinking and learning (Rogoff, 2003).…”

“…Consequently, how these subjects are taught at school, as well as the tools used to teach them (e.g., using an abacus vs. a calculator), will most likely reflect mainstream society's representation of these subjects. It is, therefore, important for teachers to realize that their instruction is as much influenced by culture as is student learning, and that principles of good teaching cannot be assumed to be universalistic (Trumbull et al, 2001).…”