Cultural Discontinuity: Toward a Quantitative Investigation of a Major Hypothesis in Education
Education researchers have suggested that the academic challenges faced by many ethnic minority students are linked to perceived cultural discontinuity between students' home- and school-based experiences. However, there has been very little empirical inquiry into the existence and effects of c...
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| Veröffentlicht in: | Educational researcher 2008-06, Vol.37 (5), p.280-297 |
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| creator | Tyler, Kenneth M. Uqdah, Aesha L. Dillihunt, Monica L. Beatty-Hazelbaker, ReShanta Conner, Timothy Gadson, Nadia Henchy, Alexandra Hughes, Travonia Mulder, Shambra Owens, Elizabeth Roan-Belle, Clarissa Smith, La Toya Stevens, Ruby |
| description | Education researchers have suggested that the academic challenges faced by many ethnic minority students are linked to perceived cultural discontinuity between students' home- and school-based experiences. However, there has been very little empirical inquiry into the existence and effects of cultural discontinuity for these students. The purpose of this article is to offer a definition and methodology to be used in the quantitative investigation of cultural discontinuity. A description of the cultural values and corresponding behaviors of African American, Asian American, Latino, and Native American students, along with those values and behaviors salient in most public schools, is offered. Next, a method for investigating cultural discontinuity is proposed. Finally, future research directions to further examine cultural discontinuity are offered. |
| doi_str_mv | 10.3102/0013189X08321459 |
| format | Article |
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However, there has been very little empirical inquiry into the existence and effects of cultural discontinuity for these students. The purpose of this article is to offer a definition and methodology to be used in the quantitative investigation of cultural discontinuity. A description of the cultural values and corresponding behaviors of African American, Asian American, Latino, and Native American students, along with those values and behaviors salient in most public schools, is offered. Next, a method for investigating cultural discontinuity is proposed. Finally, future research directions to further examine cultural discontinuity are offered.</abstract><cop>Thousand Oaks, CA</cop><pub>SAGE Publications</pub><doi>10.3102/0013189X08321459</doi><tpages>18</tpages></addata></record> |
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| ispartof | Educational researcher, 2008-06, Vol.37 (5), p.280-297 |
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| subjects | 2008 Wallace Foundation Distinguished Lecture African American Culture African American Students African American studies African Americans American Indian Culture American Indians Asian American Students Asian Americans Asian Culture Association (Psychology) Cultural Background Cultural Traits Cultural values Culturally Relevant Education Culture Culture Conflict Dropout Rate Education Educational Experience Educational research Ethnic Groups Family School Relationship Hispanic American Culture Hispanic American Students Hispanic Americans Hispanics Individualism Investigations Learning Mathematical discontinuity Minority & ethnic groups Minority Group Students Minority Groups Minority students Native Americans Politics of Education Public Schools Research Methodology Statistical Analysis Values |
| title | Cultural Discontinuity: Toward a Quantitative Investigation of a Major Hypothesis in Education |
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