Mexican American Students and Classroom Interaction: An Overview and Critique

Losey, Kay M.

doi:10.2307/1170685

Cited by 13 publications

(19 citation statements)

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“…These results seem to indicate that, indeed, culture may have an impact on Latino college students' preferred classroom participation patterns and other school-related behaviors. Latino students' responses to several questions appeared to corroborate previous research done with Latinos in the classroom such as Losey's (1995) and Valenzuela's (1999) where group solidarity is given priority over individual achievement. Many Latinos value community and cooperation more than individualism and competition as manifest in the results outlined above.…”

Section: Discussionsupporting

confidence: 78%

“…These in-depth analyses of the current predicament of Latino students have certainly helped address institutional, societal, sociocultural, and filial concerns present outside of the classrooms, but the question remains: How does the Latino culture interact with current pedagogical practices adopted by the majority of teachers in the American educational system and what are the students' perspectives on these practices? Losey (1995) provides a rather comprehensive review of studies into Mexican American students and their classroom interaction patterns. She divides her review of the literature into four sections: cultural mismatch (mother-child and teacher-student interaction), differential treatment (large-scale studies and case studies), patterns of language use among bilinguals, and successful classroom environments.…”

Section: Latino Students and Secondary And Postsecondary Education Inmentioning

confidence: 99%

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Effectively Educating Latino/a Students

Brown

2008

Journal of Hispanic Higher Education

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This article provides, first, a brief review of literature concerning the education of Hispanic American (Latino/a) students at the secondary and postsecondary levels and, second, the results of questionnaire research conducted with Latino/a and Anglo-American (White) students at a large university in the Southwest regarding classroom participation patterns. Latino/a students' responses reflected traditional Hispanic values (i.e., community and cooperation) when compared to White students' responses. However, intriguing similarities and counterintuitive responses from each group resulted as well.

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Section: Discussionsupporting

confidence: 78%

Section: Latino Students and Secondary And Postsecondary Education Inmentioning

confidence: 99%

Effectively Educating Latino/a Students

Brown

2008

Journal of Hispanic Higher Education

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“…In Australia, there is some qualitative evidence that Indigenous cultural presence in schools encourages a 'sense of belonging' amongst Indigenous students (Losey, 1995). This is supported by other evidence: a survey of 34 key stakeholders from Indigenous organisations specialising in family welfare (SNAICC, 2004b); case studies with Indigenous children (Frigo and Adams, 2002); and interviews with teachers, Indigenous children and their parents (Dockett, Mason & Perry, 2006).…”

Section: Ready Schoolsmentioning

confidence: 94%

Defining and Assessing the School Readiness of Indigenous Australian Children

McTurk

Lea

Robinson

et al. 2011

Australasian Journal of Early Childhood

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This article summarises a comprehensive literature review of school readiness for Australian Indigenous children (McTurk, Nutton, Lea, Robinson & Carapetis, 2008). It considers definitions and evidence for the effectiveness of approaches to assessment of school readiness; the review includes English language literature on the school readiness of the Australian Indigenous population, along with supporting evidence from the international literature on comparable indigenous populations. Significant examples of 'grey literature' from government and non-government organisations' websites are cited to supplement peer-reviewed academic research. defining school readiness of Australian indigenous children The term 'school readiness' is often misunderstood because of a tendency to confuse readiness to learn (having the cognitive capacity to undertake learning of specific material) with readiness for school (the ability to make the transition to school-based learning, to meet school requirements and to assimilate curriculum) (Kagan & Rigby, 2003). The prerequisites for schooling also include social skills: the capacity to follow directions, knowing not to be disruptive in class and how to be sensitive to others (Arnold, Bartlett,

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“…To date, however, teacher effectiveness work has not considered the ways ABP addresses the unique needs of historically marginalized students. To that end, the operationalization of the discrete dimensions in the ABP literature can be used to examine the ways teachers' ABP beliefs and behaviors are related to student outcomes, thus addressing limitations raised (e.g., Goldenberg et al, 2008;Jussim & Harber, 2005;Ladson-Billings, 1999;Losey, 1995;Sleeter, 2004Sleeter, , 2012. Collectively, the ABP literature reflects cultural knowledge, cultural content integration, and language as necessary pedagogical practices for historically marginalized students.…”

Section: Abpmentioning

confidence: 99%

Altering the Trajectory of the Self-Fulfilling Prophecy

López

2017

Journal of Teacher Education

119

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Classroom dynamics research has added to our understanding about the ways teachers communicate their expectations to students (e.g., Brophy & Good, 1984), how students perceive differential teacher behaviors (e.g., Weinstein, Marshall, Sharp, & Botkin, 1987), and their effect on students' own perceptions of ability and achievement (Rubie-Davies, 2006). Despite the established presence of classroom dynamics in teacher preparation programs (e.g., Barnes, 1987) and licensure standards (e.g., Council of Chief State School Officers, 2011), historically marginalized students who face particularly onerous obstacles associated with poverty and prejudice continue to be underrepresented in a vast array of achievement outcomes (e.g., National Center for Education Statistics [NCES], 2015). Scholars have argued that there are unique competencies that are essential to the effective teaching of historically marginalized students (Ladson-Billings, 1999). Among these competencies is asset-based pedagogy 1 (ABP) that views students' culture as a strength, countering the more widespread view that inordinate achievement disparities stem from deficiencies in the child and/or child's culture. Cumulatively, ABP scholarship shares a fundamental belief that teachers who possess an understanding of the sociohistorical influences on traditional marginalized students' trajectories (critical awareness) are better able to cultivate students' knowledge by building on their prior knowledge (cultural knowledge) and incorporating knowledge that validates students' experiences (cultural content integration) into their instruction. Accordingly, ABP is believed to help students develop identities that promote achievement outcomes. Although scholarship reflecting ABP is prominent in the teacher education literature, scholars have urged researchers to address the paucity of studies that explicitly link teachers' ABP beliefs and behaviors to student outcomes (Goldenberg,

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Mexican American Students and Classroom Interaction: An Overview and Critique

Cited by 13 publications

References 0 publications

Effectively Educating Latino/a Students

Effectively Educating Latino/a Students

Defining and Assessing the School Readiness of Indigenous Australian Children

Altering the Trajectory of the Self-Fulfilling Prophecy

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