Traditional culture, perceptual style, and learning: The classroom behavior of Hmong adults
Author(s):
Hvitfeldt, Christina
Format:
Journal article
Citation:
Adult Education Quarterly, Volume 36, Issue 2 (1986). pp. 65-77.
Language:
English
Abstract:
Conducted a microethnographic study of an English language and literacy class composed of 5 male (aged 20–65 yrs) and 8 female (aged 20–64 yrs) Hmong adults to examine how cultural factors affect adult Hmong perceptions and learning. Results show that Ss' classroom behavior reflected consistent reliance on an external frame of reference (i.e., Ss' denial of individual ability and emphasis on cooperative achievement). Their reliance on the authority figure in the classroom closely paralleled Hmong reliance on those in leadership positions within the Hmong culture. A holistic rather than perceptual style appeared to be an important factor in the Ss' interaction with classroom materials. Findings suggest that Ss used their cultural knowledge to organize their behavior and make sense of the classroom experience and that Ss' classroom behavior fits the description of field-dependent behaviors. Findings support the contention of Vygotsky (1962) that everyday concepts differ from scientific concepts. (28 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)