1 Cultural Differences and How They Impact the Classroom Presented by: Nancy Shade & Deb Kindrat

2 Abstract Determine the relationships between student achievement & culture and the attitudes and expectations of their teachers. Student achievement: academic performance which includes perception and rationales for behaviors and conduct. Student culture: described origins, customs & beliefs of Mexican American students. Teachers’ attitudes: how teachers interacted & behaved toward Mexican American students versus Anglo students.

3 Success High Achieving Mexican American Students 1. Compliant with demands given by teachers. 2. School demands were more important to them than ethnic demands. 3. Often viewed their culture as embarrassing. 4. Viewed experiences in Mexico as impediments to gaining social acceptance.

4 Failure Under Achieving Mexican American Students 1. Less compliant & more resistant to school customs 2. Cultural membership places before achievement in school 3. Social acceptance reflected with relations with their family members 4. Cultural knowledge & integrity more important than making friends & good grades in school

5 Understanding High Achieving Mexican American Students Personal Domain 1. Felt Different from Anglo teachers & students 2. They had to work harder academically - Prove “we aren’t dumb” - “We can do it too”

6 Understanding High Achieving Mexican American Students Interpersonal Domain 1) Actively pursued recognition in school by associating with other high achievers regardless of ethnicity. 2) Eager for praise, higher test scores & higher averages on report cards than affirming their cultural identity. 3) “We [Mexican students] have to be better all the time to show we’re good as Anglos and we belong here.” 4) Teachers described them as “happier” & from “better more supportive homes.”

7 Understanding Under Achieving Mexican American Students Personal Domain 1. Less interested in making a positive impression on the Anglo teachers. 2. Unwilling & resistant to provide answers in class. 3. Felt they were being “singled out” because they were Mexican. 4. Felt picked on by teachers. 5. “Everybody knows you have to give up being Mexican to do good in this school.” 6. Teacher described students as “constantly needed supervision & guidance”

8 Understanding Under Achieving Mexican American Students Interpersonal Domain 1. Neither pursued recognition for academic performance. 2. Did not associate with higher achieving students. 3. Social circles included fewer students but more trusted peers from their neighborhood. 4. Uncomfortable in school. 5. School challenged their personal faith & cultural loyalty. 6. “Being good in class is for the Anglos and the wanna- be’s.”

9 What This All Means Equally important to understand the relationship between minority and majority cultures. Teachers must become knowledgeable of minority cultures. Teachers need a more complete understanding of cultural differences in and out of formal educational setting.

10 Conclusion Culture, ethnicity and race may be based on misconceptions that are formed by socio, political and economic pressures.

11 Conclusion Positive definitions of Mexican American students: Rested on the desire & ability of high achievers to think and act “normally” as the Anglo group in the school believed they should.

12 Conclusion Negative definitions of Mexican American students: Behavior was perceived as resistant and antagonistic & culture seemed opposing to the dominant Anglo culture in school.