Culture and Ownership:<i>Schooling of Minority Students</i>

Au, Kathryn H.; Kawakami, Alice J.

doi:10.1080/00094056.1991.10520812

Cited by 29 publications

(13 citation statements)

References 11 publications

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“…Indigenous children's lower school performance may relate to discontinuities between home and school practices (Au & Kawakami, 1991;Erickson & Mohatt, 1982;Philips, 1983;Tharp, 1989), whereas the successful school performance of European American middle-class children may relate to the similarity between family and school practices (Beals & Tabors, 1995;Greenfield, Quiroz, & Raeff, 2000;Heath, 1983;Macias, 1987).…”

Section: Integrating Community and School Practicesmentioning

confidence: 97%

Schooling and traditional collaborative social organization of problem solving by Mayan mothers and children.

Chavajay¹,

Rogoff²

2002

Developmental Psychology

135

134

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Traditional indigenous social organization in the Americas has been characterized as involving horizontal multiparty engagements, in contrast with schooling, which often relies on hierarchy and division of labor. This study examined whether the social organization of problem solving of Guatemalan Mayan indigenous mothers and children varied with the mothers' extent of experience with school. We observed 47 mothers as they constructed a puzzle with 3 children (ages 6-12 years). Mayan mothers with little schooling (0-2 grades) were involved more in horizontal, multiparty engagements, whereas Mayan mothers with extensive experience with schooling (12 or more grades) were involved more in hierarchical, division-of-labor engagements with the children. The results suggest that Western formal schooling contributes to the reshaping of traditional collaborative social organization among indigenous Mayan people.

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Section: Integrating Community and School Practicesmentioning

confidence: 97%

Schooling and traditional collaborative social organization of problem solving by Mayan mothers and children.

Chavajay¹,

Rogoff²

2002

Developmental Psychology

135

134

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“…Researchers have discovered unmistakable differences in cognitive and learning styles among children from various racial and ethnic groups (Au & Kawakami, 1991;Ladson-Billings, 1994;Townsend, 2000;Voltz, 1998). Teachers who use this knowledge to reduce the incongruence between teaching and learning styles create better outcomes for their students.…”

Section: Diversity Justifications and The General Consensusmentioning

confidence: 99%

Cultural and Linguistic Diversity and the Special Education Workforce

et al. 2004

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The need for special education teachers from culturally and/or linguistically diverse (CLD) backgrounds has become a national concern. The majority of school districts nationwide list the recruitment and retention of teachers from diverse backgrounds as a priority. Many cite difficulties with finding adequate personnel, a problem that is complicated by current special education teacher shortages. The authors of this article synthesize research findings on the current demographics of diverse teachers and the impact on student outcomes. They also summarize qualities of teacher preparation programs that successfully prepare CLD teachers according to the following themes: recruitment, retention, alternative certification, and post—teacher preparation. Recommendations for future research are provided.

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“…The Carnegie Forum (1986) (Eckart & Tracy, 1993; Gibson & Follo, 1998;Hoerr, 1998;Pickard, 1994 (Marshall, education that permeate the thinking of many 1996; Nel, 1993;Paine, 1990 (Au & Kawakami, 1991; styles, and that a certain cultural background Erickson & Mohatt, 1977;Garibaldi, 1992); precludes the need for knowledge of multicultural others stress field experiences (Coballes-Vega, education. McIntosh (1988) and Sleeter (1995) 1992; Heinemann, Obi, Pagano, & Weiner, 1992; argue that no amount of multicultural knowledge Sleeter, 1995).…”

mentioning

confidence: 99%