How students’ ethnic and cultural identification influence learning. A discussion based on a series of studies of culturally diverse learners in today’s classrooms.

Author(s):

Jo FletcherFaye Fiona Parkhill

Conference:

ECER 2008

Network:

7. Social Justice and Intercultural Education

Format:

Paper

Session Information

07 SES 02A, Social Justice and Diversities

Paper Session

Time:

2008-09-10

11:15-12:45

Room:

BE 016

Chair:

Chris Gaine

Contribution

The rapid changes in demographics across the globe have necessitated dealing to the increasing ethnic diversity in classrooms. This has become a world-wide issue, particularly in European countries, for governments, educationists, educational policymakers, teacher educators and teachers (see for example, Abbas, 2002; Duursma, Romero-Contreras, Szuber, Proctor, and Snow, 2007; Hartoonian, 2007). Au (2002) foreshadowed this issue of changing demographics in the United States, predicting that by 2025, the population of students from diverse backgrounds will be larger, and a greater percentage of children will be growing up in poverty. Similar changes are happening in European countries. For example, in Norway, the demographics have altered with immigrant population changes. In 2002, 6.8 percent of the Norwegian population were language minority students (Statistics Norway, 2002). Comparable to the changes in the United States and Norway, in New Zealand, the ethnic make-up of the population has altered. These demographic changes, in what has traditionally been a European-dominated society with predominantly European-based education systems, challenge educators to ascertain pedagogical practices that more effectively meet the needs of the growing numbers of learners with diverse ethnic, cultural and socioeconomic backgrounds. Quality teaching is a key influence on high-quality outcomes for diverse students (Alton-Lee, 2003; Au, 2002). Bourdieu’s (1984) theory of cultural capital implies that children equipped with values and attitudes in harmony with those of the school are more likely to succeed than are children whose cultural dispositions differ. The notion of cultural capital holds that students’ academic achievements are shaped by the family’s and the school’s social and cultural resources (Bourdieu & Passerson, 1977). As language is a medium of culture, it is a central element of society. Sociocultural theory focuses on a broad concept of culture and emphasises the roles of social, cultural and historical factors in the human experience (Tracey & Morrow, 2006). From a socio-cultural perspective literacy learning and teaching need to be a collaborative process (Cullen, 2002). This approach to literacy education is supported by international research on literacy development (see, for example, Allington, 2001; Au, 2002; Ministry of Education, 2003, 2006; Pressley, Roehrig, Bogner, Raphael, & Dolesal, 2002). Approaches commonly used in literacy education, such as shared and guided reading, acknowledge that the co-construction of knowledge is not restricted to multiple individual contributions, but also grow out of participation in joint activity (Cullen, 2001). Reading fluency is influenced by the amount of time spent on reading along with repeated exposure to the same texts, thereby enhancing speed, ease of reading, comprehension and word recognition (Samuels, 2002).

Method

This research paper presents a series of studies (Fletcher, Parkhill & Fa’afoi, 2005; Fletcher, Parkhill, Fa’afoi & Taleni, 2006; Parkhill, Fletcher & Fa’afoi, 2005; Taleni, Parkhill, Fa’afoi & Fletcher, in press) in which groups of 10 to 13 year old students from two diverse cultural groups in New Zealand reported in focus group interviews what they saw as supporting or hindering one area of their educational achievement—reading. Focus group interviews provide an effective method for gathering in-depth qualitative data, as they not only present opportunity for discussions amongst the participants and allow them to reflect on ideas raised by group members, but also provide social support (Dockrell, Lewis & Lindsay, 2000; Vaughn, Schumm, & Singagub, 1996). This personal and inviting approach, wherein the researcher respects the participants’ ideas and opinions, encourages the participants to share their observations and recall of pertinent information (Bogdan & Biklen, 1998). The researched can qualify responses or give contingent answers to questions, and researchers can observe body language, such as frowns or smiles, that contradict or supplement the verbal responses (Stewart, Shamdasani, & Rook, 2007). Accepted research methodology tends to disfavour interviewing children for several reasons, including the perception that children are not competent interview subjects, issues around power, and threats to validity and reliability (Dockrell, Lewis, & Lindsay, 2000; Smith, Taylor, & Gollop, 2000). It is therefore the adult’s view of the world that shapes our understanding of children, and this view shapes how data are collected and interpreted. As researchers we wanted to uncover the children’s perceived realities.

Expected Outcomes

The students in our studies reported that they considered some instructional literacy strategies to be barriers during their years of learning to read. While the approaches themselves, such as reading to, guided reading, independent reading activities following a guided reading lesson, and buddy reading, were viewed negatively, it was the implementation and delivery that formed the focus of their criticism. Also, parents’ encouragement of their reading and other scholastic skills were viewed as critical for success. This project adds to our understanding of how ethnicity and SES intertwine in various ways with each other, across different ethnic and cultural groups, to influence educational achievement. It also reinforces the notion that student and parental values and attitudes towards education and home-based literacy practices that align with those of the school (cultural capital) continue to exert a strong influence on achievement. We believe this project has potentially important implications for international awarenesses of catering for minority cultural groups in schooling where the European cultures are dominant.

References

References Abbas, T. (2002). Teacher perceptions of South Asians in Birmingham schools and colleges. Oxford Review of Education, 28 (4) 447 - 471. Allington, R. L. (2001). What really matters for struggling readers: Designing research-based programs. New York: Addison-Wesley Educational Publishers. Alton-Lee, A. (2003). Quality teaching for diverse students in schooling: Best evidence synthesis. Wellington: Ministry of Education. Au, K. (2002). Multicultural factors and the effect of the instruction of students of diverse backgrounds. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading (pp. 392–414). Newark, DE: International Reading Association. Bogdan, R. C., & Bicklen, S. K. (1998). Qualitative research for education: An introduction to theory and methods. Boston, MA: Allyn and Bacon. Bourdieu, P. (1984). Distinction: A Social Critique of the Judgement of Taste. Cambridge, Mass: Harvard University Press. Bourdieu, P., & Passerson, J. C. (1977). Reproduction in education, society and culture. Beverly Hills, CA: Sage. Cullen, J. (2001). An introduction to understanding learning. In V. Carpenter, H. Dixon, E. Rata, & C. Rawlinson (Eds.), Theory in practice for educators (pp. 47–51). Palmerston North: Dunmore Press. Cullen, J. (2002). The social and cultural contexts of early literacy: Making the links between homes, centres and schools. In P. Adams & H. Ryan (Eds.), Learning to Read in Aotearoa New Zealand: A collaboration between early childhood educators, families and schools. Palmerston North: Dunmore. Dockrell, J., Lewis, A., & Lindsay, G. (2000). Researching children’s perspectives: A psychological dimension. Buckingham: Open University Press. Duursma, E., Romero-Contreras, S., Szuber, A., Proctor, P. and Snow, C. (2007). The role of home literacy and language environment on bi-linguals’ English and Spanish vocabulary development. Applied Psycholiguistics, 28, 170-190. Fletcher, J., Parkhill, F., & Fa’afoi, A. (2005). What factors promote and support Pasifika students in reading and writing? Set: Research Information for Teachers, 2, 2–8. Fletcher, J., Parkhill, F., Taleni, T., & Fa’afoi. A. (2006). Pasifika students’ perceptions of barriers and support to reading and writing achievement in New Zealand schools. New Zealand Journal of Educational Studies. 41 (2) 163 -182. Hartoonian, H. M. (2007). Identity and the office of the citizen: Tensions, arguments, and multidimensional engagement. Paper presented at 31st Annual Conference of the Pacific Circle Consortium, Hawai’i, June 2007. Ministry of Education. (2003). Effective literacy practice in Years 1–4. Wellington: Learning Media. Parkhill, F., Fletcher, J., & Fa’afoi, A. (2005). What makes for success? Current literacy practices and the impact of family and community on Pasifika students’ literacy learning. New Zealand Journal of Educational Studies, 40 (1&2), 61–84. Pressley, M., Roehrig, A., Bogner, K., Raphael, L. M., & Dolesal, S. (2002). Balanced literacy instruction. Focus on Exceptional Children, 34(5), 1–14. Samuels, J. S. (2002). Reading fluency: Its development and assessment. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading (pp. 166–183). Newark, DE: International Reading Association. Smith, A. B., Taylor, N. J., & Gollop, M. M. (2000). Children’s voices. Auckland: Pearson Education New Zealand Limited. Statistics Norway. (2002). Statistical Yearbook of Norway. Oslo: Statistics Norway. Stewart, D. W., Shamdasani, P. N., & Rook, D. W. (2007). Focus groups theory and practice. Thousand Oaks, CA: Sage Publications. Taleni, L. T., Parkhill, F., Fa’afoi, A. & Fletcher, J. (in press). Pasifika students voice their classroom realities on what supports or hinders their literacy learning? Pacific-Asian Education Journal. Tracey, D. H., & Morrow, L. M. (2006). Lenses on reading: An introduction to theories and models. New York: Guilford Press. Vaughn, S., Schumm, J. S., & Singagub, J. M. (1996). Focus group interviews in education and psychology. Thousand Oaks, CA: Sage Publications.

Author Information

Jo Fletcher

University of Canterbury

School of Literacies and Arts in Education

Christchurch

162

Faye Fiona Parkhill