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Beard 2013 [1]
Defining role
When asked to describe their role in educating minority students, participants from high performing schools (HPS) believed their role was to increase awareness and appreciation of cultural differences. They attempted to increase cultural awareness in varying ways. One participant stated that she provided students with: “…culturally relevant material that incorporates their culture and their practice and beliefs”. Another participant stated
“I teach them about being nonjudgmental to others, accepting of other people and that everyone is treated equally”. While efforts to increase cultural awareness were evident
Among participants from HPS, some made biased comments that suggested they viewed minorities as deficient, in spite of their desire to be receptive and nonjudgemental of diverse students. The comments also suggested that a few participants from HPS held underlying
Unconsciously biased perceptions of minority
Students, even though their actions portrayed them as accepting of minorities. One commented that her Asian and Philippine students were
“highly, highly motivated, whereas other ethnic students were just interested in like you know, what do I have to do to get by”
Their role was to increase awareness and appreciation of cultural differences
They attempted to increase cultural awareness in varying ways
She provided students with: “…culturally relevant material that incorporates their culture and their practice and beliefs”
“I teach them about being nonjudgmental to others, accepting of other people and that everyone is treated equally”
Some made biased comments that suggested they viewed minorities as deficient, in spite of their desire to be receptive and nonjudgemental of diverse students
A few participants held underlying unconsciously biased perceptions of minority students, even though their actions portrayed them as accepting of minorities
One commented that her Asian and Philippine students were: “highly, highly motivated, whereas other ethnic students were just interested in like you know, what do I have to do to get by”
It appeared that this participant lacked an appreciation of how minority students were individuals, who varied in how they demonstrated their interest in learning
1. Increase awareness of cultural diversity
2. Increase appreciation of cultural diversity
3. Providing culturally and linguistically diverse students with culturally relevant material
4. Incorporate culturally and linguistically diverse students’ culture, practice and beliefs in teaching
5. Practising cultural equality when teaching culturally and linguistically diverse students
6. Teaching culturally and linguistically diverse students with a nonjudgemental attitude
7. Seeing culturally and linguistically diverse students as deficient
8. Holding unconsciously biased perceptions of culturally and linguistically diverse students
9. Seeing culturally and linguistically diverse students as highly motivated
10. Seeing culturally and linguistically diverse students as “just wanting to get by”
11. Teachers lack the skills to see culturally and linguistically diverse students as individuals
An example of content analysis process from sub-categories to main categories
Sub-categories | Categories | Main categories |
|---|---|---|
Lack of cultural competence in instruction | Cultural competence in the teaching of culturally and linguistically diverse students | Cultural competence of teachers |
Cultural awareness in cultural diversity | ||
Cultural sensitivity in supportive instruction | ||
Cultural communication | ||
Cultural appreciation | ||
Judgemental attitude towards cultural diversity | ||
Not recognising cultural diversity in instruction | Cultural diversity in instruction of culturally and linguistically diverse students | |
Cultural educational guidance in providing relevant materials and services | ||
Integrating cultural diversity in educational guidance | ||
Student-centred guidance according to the needs of culturally and linguistically diverse students | ||
Role modelling of professional conduct | ||
Using evaluation criteria for culturally and linguistically diverse students’ learning need assessments | ||
Cultural judgemental attitude in instruction |
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