Cultural Diversity and Social Skill Instruction

Cartledge, Gwendolyn; Loe, Scott A.

doi:10.1080/09362835.2001.9666990

Cited by 21 publications

(20 citation statements)

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“…Descriptive findings reveal several conclusions worthy of note. First, the findings corroborate the premise of this study, which is that mainstream schools may propagate specific cultural values and beliefs (e.g., Cholewa & West-Olatunji, 2008;Ornstein et al, 2011) that may not reflect the cultural values of many racial/ethnic minority students (Cartledge & Loe, 2001;Deyhle, 1995;Durden, 2007). Findings also revealed that experiencing higher or lower levels of cultural discontinuity between home-and school-based learning and social experiences based on Eurocentric cultural values during high school influenced students' academic achievement as measured by GPA, with students who reported higher levels of cultural discontinuity having lower GPAs than students with lower levels of cultural discontinuity.…”

Section: Discussion/conclusionsupporting

confidence: 70%

The Role of Cultural Discontinuity in the Academic Outcomes of Latina/o High School Students

Taggart

2016

Education and Urban Society

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This study examined the impact of cultural discontinuity on the academic outcomes of Latina/o high school students. Hierarchical multiple regression was utilized to (a) investigate the significant differences between the characteristics and academic outcomes of high school students who do and do not experience cultural discontinuity between their home-and schoolbased learning and social experiences based on Eurocentric cultural values, and (b) examine the contribution of demographic variables, socio-cultural variables, academic experiences, and cultural discontinuity to students' cumulative grade point average (GPA) and standardized test scores. Data were collected from two high schools in South Central Texas. Findings revealed that cultural discontinuity had an inverse relationship with GPA; therefore, the more cultural discontinuity based on Eurocentric cultural values that a student experienced, the lower was the student's GPA.

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Section: Discussion/conclusionsupporting

confidence: 70%

The Role of Cultural Discontinuity in the Academic Outcomes of Latina/o High School Students

Taggart

2016

Education and Urban Society

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“…Schools also must consider how the increasing diversity of the student population will continue to impact secondary classrooms (Cartledge and Loe, 2001;Leavel, Cowart, and Wilhelm, 1999). A more diverse classroom has the potenSecondary Co-Teaching disabilities being successful in co-taught settings increases.…”

Section: Diversitymentioning

confidence: 98%

Co-Teaching at the Secondary Level: Unique Issues, Current Trends, and Suggestions for Success

Dieker¹,

Murawski²

2003

hsj

110

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This paper provides readers with an overview of the unique issues present in secondary classrooms and their impact on the practice of collaborative teaching between general and special educators. The authors focus on the changes that are occurring in secondary classrooms related to varied structures (such as block scheduling), higher standards, high stakes testing, a more diverse society, and how co-teaching can better address these issues. Readers are provided with practical strategies to enhance the effectiveness of teachers working together as well as tips to avoid the potential pitfalls when teaming at the secondary level.Co-teaching (sometimes known as collaborative or cooperative teaching, team teaching, or even teaming) is an educational practice currently being discussed in most schools across the nation. This practice is increasingly observed at the secondary level as a potential method of addressing the inclusive movement. Whatever the name, many educators look to co-teaching with a colleague in anticipation, while an equal number fear or even dread the thought.This new trend in service delivery between general and special education is being embraced at all levels. However, constraints on collaboration between educators are compounded at the secondary level. This separation of general and special education begins with the structure at the university level and continues into the structure imposed in many school settings. The purpose of this article is to recognize these constraints and to suggest strategies related to the content, structure and increasing diversity of today's classrooms when attempting to employ a co-teaching model at the secondary level.

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“…Therefore, professional development focused on procedures for clearly defining and overtly teaching schoolwide and classroom expectations for behavior, consistent with models of PBS, is an important area of focus (Cartledge & Loe, 2001;Sugai et al, 1999).…”

Section: Schoolwide Professional Development To Foster Cultural Compementioning

confidence: 99%

Overrepresentation of African American Students in Exclusionary Discipline The Role of School Policy

2007

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The overrepresentation of ethnic minority students, particularly African American males, in the exclusionary discipline consequences of suspension and expulsion has been consistently documented during the past three decades. Children of poverty and those with academic problems are also overrepresented in such discipline consequences. Sadly, a direct link between these exclusionary discipline consequences and entrance to prison has been documented and termed the school-to-prison pipeline for these most vulnerable students. In this article, the authors argue that ethnographic and interview data would support teachers' perceptions of loss of classroom control (and accompanying fear) as contributing to who is labeled and removed for discipline reasons (largely poor students of color). Exclusionary discipline consequences are the primary medium used once students are sent from the classroom. The authors recommend substantial revisions to discipline policies consistent with models of positive behavior support. M ore than 30 years of research has consistently demonstrated the overrepresentation of African American youth in the exclusionary discipline consequences of suspension and expulsion (e.g., Children's Defense Fund

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Cultural Diversity and Social Skill Instruction

Cited by 21 publications

References 0 publications

The Role of Cultural Discontinuity in the Academic Outcomes of Latina/o High School Students

The Role of Cultural Discontinuity in the Academic Outcomes of Latina/o High School Students

Co-Teaching at the Secondary Level: Unique Issues, Current Trends, and Suggestions for Success

Overrepresentation of African American Students in Exclusionary Discipline The Role of School Policy

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