Cultural models of education in American Indian, Asian American and European American contexts

Fryberg, Stephanie A.; Markus, Hazel Rose

doi:10.1007/s11218-007-9017-z

Cited by 117 publications

(122 citation statements)

References 55 publications

Supporting

Mentioning

116

Contrasting

Unclassified

Order By: Relevance

“…Reprenant l'idée que l'école véhicule certaines valeurs et normes culturelles, les tenants de l'approche socioculturelle ont cherché à objectiver la non neutralité des institutions. Les travaux montrent que les universités, notamment aux Etats-Unis, promeuvent des normes d'indépendance (Fryberg & Markus, 2007). Il est attendu des étudiants qu'ils développent et expriment leurs propres opinions, qu'ils travaillent en autonomie et apprennent à remettre en cause les normes plutôt qu'écouter l'avis d'autrui ou respecter les règles (Stephens, Fryberg, Markus, Johnson, & Covarrubias, 2012).…”

Section: Approche Socioculturelle De La Classe Socialeunclassified

Etudier, Mesurer et Manipuler la Classe Sociale en Psychologie Sociale: Approches Economiques, Symboliques et Culturelles [Studying, Measuring and Manipulating Social Class in Social Psychology: Economic, Symbolic and Cultural Approaches]

Goudeau¹,

Autin²,

Croizet

2017

rips

View full text Add to dashboard Cite

Jusqu'à récemment, la classe sociale était peu étudiée en psychologie, et lorsqu'elle était prise en compte, c'était plutôt comme une variable démographique à contrôler que comme variable d'intérêt. L'objectif de cet article est de présenter une revue intégrée des recherches récentes sur la classe sociale en psychologie sociale qui examinent la façon dont la classe sociale influence le fonctionnement psychologique et le comportement. Cette littérature conçoit la classe sociale comme un contexte de socialisation modulant l'accès à des ressources, ce qui façonne les manières de penser, de ressentir et d'agir des individus. Nous présen-tons trois approches qui se distinguent en se focalisant sur trois aspects différents du contexte de classe sociale -les ressources économiques, symboliques ou culturelles -et leurs conséquences en termes de processus psychosociaux -focalisation attentionnelle, orientation vers le soi ou l'environnement ou façons de se définir comme individu. La présentation de ces trois approches et des processus psychosociaux associés nous amènera également à discuter des indicateurs utilisés pour mesurer la classe sociale (revenus, emploi, niveau d'éducation, rang perçu). Enfin nous argumenterons comment une psychologie sociale des classes sociales permet, notamment par le recours à la manipulation des processus, une identification précise des mécanismes par lesquels la classe sociale influence le fonctionnement psychologique et le comportement.Mots clés: classe sociale; ressources économiques; rang perçu; capital culturel Until recently, social class has been rarely studied in psychology, and when it was taken into account it was rather as a control demographic variable than as a variable of interest. The aim of this paper is to propose an integrated review of recent research in social psychology that examines how social class influences psychological functioning and behavior. This literature conceptualizes social class as a context of socialization that modulates access to resources, which shapes individuals ways of thinking, feeling and acting. We present three approaches that respectively focus on three distinct aspects of the social class context -economic, symbolic or cultural resources -and describe how these resources impact attentional focus, orientation towards the self or the environment and ways to define oneself as an individual. We review the supporting empirical evidence sustaining these approaches and discuss the relevance of the indicators used to measure social class (income, employment, level of education, perceived rank). Finally, we argue that an experimental social psychology of social class is particularly needed as it allows, through the manipulation of processes, to identify the mechanisms by which social class influences psychological functioning and behavior.

show abstract

Section: Approche Socioculturelle De La Classe Socialeunclassified

Etudier, Mesurer et Manipuler la Classe Sociale en Psychologie Sociale: Approches Economiques, Symboliques et Culturelles [Studying, Measuring and Manipulating Social Class in Social Psychology: Economic, Symbolic and Cultural Approaches]

Goudeau¹,

Autin²,

Croizet

2017

rips

View full text Add to dashboard Cite

show abstract

“…Research framed by cultural psychology found, consistently, that causal attribution beliefs are culturally embodied (Fryberg and Markus, 2007;Heine, Lehman, Markus, and Kitayama, 1999;Holloway, 1988;Li, 2003;Markus and Kitayama, 1991;Okagaki, 2001). This literature reports that Americans attribute success and failure to ability.…”

Section: Findings Consequences Of Literacymentioning

confidence: 97%

Literacy From Educators Perspetives

Tüfekci¹

2017

jisr

View full text Add to dashboard Cite

The study was conducted to explore literacy perceptions of elementary school principals and teachers. The research was conducted using interpretive methodology. The data were collected through questionnaires and semi-structured interviews. The findings indicate that participants placed greater emphasis on the academic and functional values of literacy than on its experiential value. In addition, they highlighted child-related and family-and home-life-related factors, touching only briefly on some of the larger institutional and socio-cultural factors contributing to literacy success/failure of their student Keywords: Literacy Conceptions, Educators' Views, Elementary School, Interpretive Methodology. INTRODUCTIONThough written language has a long history, literacy started spreading to the masses around 17 th century. Literacy in these early periods referred mainly to reading and was used for patriotic, religious, and moral education and teaching. Learning practices were influenced largely by religious instructional methods. Beginning with mid-20 th century the notion of functional literacy, which refers to literacy skills necessary for one to be able to function in the society, became a major concern. The criteria for what constitutes functional literacy changed over time as society changed (de Castell and Luke, 1988;Kaestle, 1988;Resnick and Resnick, 1988;Scribner, 1988), but its relationship with power (Robinson, 1988;Scribner, 1988) and school literacy remained (Bartholomae, 1988;de Castell and Luke, 1988;Heat, 1988;Luke and Kale, 1997;Robinson, 1988;Scribner and Cole, 1988;Szwed, 1988).A review of the literacy conceptions indicates two main approaches to literacy, neither of which alone is adequate for a complete understanding of young children's literacy experiences-(a) the autonomous approach (also called technocratic, mechanistic, reductionist), and (b) what Nicolopoulou and Cole (1999) call the contextual perspective (also called sociocultural approach). The autonomous approach (a) views literacy as a set of neutral skills having its own characteristics regardless of historical context; (b) situates literacy in the individuals; and (c) overemphasizes school literacy as the source of success/failure (de Castell and Luke, 1988;Keller-Cohen, 1993;Gee, 1990;Street, 1999). The contextual perspective views literacy as (a) composed of various elements instead of having a static and universal essence; (b) within the social, historical, and political contexts in which it is practiced; and (c) manifested both in and out of school (Cook-Gumperz and Keller-Cohen, 1993;de Castell and Luke, 1988;Erickson, 1987Erickson, , 1988Gee, 1990;Graff, 1988;Heat, 1988;Kaestle, 1988;Keller-Cohen, 1993;Kintgen et al., 1988;Luke and Kale, 1997;Moll and Diaz, 1987;Monaghan and Hartman, 2000;Resnick and Resnick, 1988;Scribner, 1988;Szwed, 1988).These conceptions of literacy have significant implications for educational research, policy, and practice because the ability to read and write forms the basis of formal education sys...

show abstract

“…Research framed by cultural psychology found, consistently, that causal attribution beliefs are culturally embodied (Fryberg and Markus, 2007;Heine, Lehman, Markus, and Kitayama, 1999;Holloway, 1988;Li, 2003;Markus and Kitayama, 1991;Okagaki, 2001). Comparing attribution theories in American and Asian cultures, this literature reports that whereas Asians attribute success and failure to effort, Americans attribute them to ability.…”

Section: Adults' Perceptions Of the Good And Poor Readersmentioning

confidence: 99%

Literacy Experiences of Good and Poor Readers

Tüfekci¹

2017

jisr

View full text Add to dashboard Cite

The study is conducted to investigate literacy experiences of good and poor readers within their overall schooling experiences and from multiple perspectives. Data were collected in two public elementary schools and include classroom observations, interviews, questionnaires, profile sheets, and journal samples. While the findings indicates different patterns between the experiences of the good and poor readers, some within group variations were also observed. In addition, the factors, found to be contributing to good and poor readers' success or failure, are discussed.Keywords: Literacy Experience, Good Readers, Poor Readers, Elementary School, Interpretive Methodology. INTRODUCTIONA good deal of research is devoted to investigate literacy performance of good and poor readers by comparing their literacy related sub-skills such as phonological awareness, lexical knowledge, oral language proficiency, and so on (Bentin, Deutsch, and Liberman, 1990;Briggs, Austin, and Underwood, 1984;Chiappe, Chiappe, and Gottardo, 2004;Dolores, 1982;Fox and Baker, 1980;Gillon and Dodd, 1994;Johnston, Rugg, and Scott, 1987;Katz, Healy, and Shankweiler, 1983;McBride-Chang and Manis, 1996;Paris and Myers, 1981;Solan, Shelly-Tremblay, Hansen, and Larson, 2007;Waterman and Lewandowski, 1993).While this literature helps identifying correlates of literacy failure and strengths of good readers so as to provide poor readers with better assistance in increasing their literacy performance, there is a need for interpretive research looking deeply into their experiences. The aim of this study is to explore literacy experiences of a small group of children, who were identified by their classroom teachers as good or poor readers, within their overall schooling experiences and from multiple perspectives. METHODThe findings presented in this paper are drawn from my doctoral dissertation research investigating a small group of good and poor readers' literacy experiences and their teachers' and school principals' conceptions of literacy. The original research was conducted using interpretive methodology and framed by cultural psychology (Cole, 1998) and Erickson's (1987) notion of school success/failure, both of which emphasize the micro and macro contexts of schooling. Cultural psychology informed the research by drawing attention to the everyday lives of the participants in their classroom context; by considering the children's and teachers' actions as mediated in the immediate and larger contexts of schooling; and by viewing learning as coconstructed by the teachers and children. Erickson's notion of school success/failure informed this research by pointing out the role of micro-and macro-factors in schooling.Data Sources Data were collected over two academic semesters in two public elementary schools and analyzed at case level (each child as a case) and cross-case level (good and poor readers groups as separate cases). Data sources included (a) classroom observations, (b) semi-structured interviews with the children, their teachers, and t...

show abstract

Cultural models of education in American Indian, Asian American and European American contexts

Cited by 117 publications

References 55 publications

Etudier, Mesurer et Manipuler la Classe Sociale en Psychologie Sociale: Approches Economiques, Symboliques et Culturelles [Studying, Measuring and Manipulating Social Class in Social Psychology: Economic, Symbolic and Cultural Approaches]

Etudier, Mesurer et Manipuler la Classe Sociale en Psychologie Sociale: Approches Economiques, Symboliques et Culturelles [Studying, Measuring and Manipulating Social Class in Social Psychology: Economic, Symbolic and Cultural Approaches]

Literacy From Educators Perspetives

Literacy Experiences of Good and Poor Readers

Contact Info

Product

Resources

About