Culture, Style and the Educative Process: Making Schools Work for Racially Diverse Students. Second Edition.
Author(s):
Shade, Barbara J. Robinson
Format:
Book
Publisher:
1997.
Language:
English
Abstract:
Many students of color are not performing to their maximum potential within the current school setting, and examinations of this problem suggest significant differences between student and teacher perceptions of how one becomes educated. The underlying assumptions of this book are that culture, through the mediation of cognitive style, determines affective and cognitive behaviors that an individual selects to meet environmental demands, and therefore, cognitive style significantly affects an individual's competent performance in various settings. Focusing on African American, Mexican American, American Indian, and Hmong children, reviews and studies examine the cultural perspectives that accompany students to school and ultimately influence their responses to the school setting. The book's three sections provide cultural background (particularly on child rearing and social interaction) for various racial and ethnic groups; discuss learning styles, with particular attention to field-independence and field-dependence; and suggest ways to improve the psychological climate of learning. The 20 chapters are: "Culture: The Key to Adaptation" (Barbara J. Shade); "Culture and Learning Style within the African-American Community" (Barbara J. Shade); "American Indian Culture: A Developmental Process" (Maureen E. Smith); "The Culture and Style of Mexican-American Society" (Barbara J. Shade); "Asian-American Children: A Diverse Population" (Valerie Ooka Pang); "Acculturation Issues for At-Risk Southeast Asian-American Students" (Mai Dao); "Cognitive Style: What Is It?" (Barbara J. Shade); "African-American Cognitive Patterns: A Review of the Research" (Barbara J. Shade); "Styles of Learning among Native Children: A Review of the Research" (Brent Kaulback); "Hmong Culture and Cognitive Style" (Joan Thrower Timm, Berttram Chiang); "Cultural Differences in the Cognitive Style of Mexican-American Students" (Olivia N. Saracho); "Teaching Students As They Would Be Taught: The Importance of Cultural Perspective" (Christine Bennett); "Teaching to an African-American Cognitive Style" (Barbara J. Shade); "Using a Black Learning Style" (George O. Cureton); "The Match: Learning Styles of African-American Children and Microcomputer Programming" (Marjorie W. Lee); "Social and Cultural Effects on Indian Learning Style: Classroom Implications" (Floy C. Pepper, Steven Henry); "Culturally Responsive Teaching Strategies for American Indian Students" (Maureen E. Smith, Barbara J. Shade); "English Literacy Acquisition: From Cultural Trauma to Learning Disabilities in Minority Students" (Henry T. Trueba); "Meeting Hmong Students' Educational Needs" (Joan Thrower Timm); and "Making Schools Work for All Students" (Barbara J. Shade). Contains references in each chapter and author and subject indexes. (SV)