Publishing Web for Students' Final Papers
Publishing Web for Students' Final Papers |
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From: Melanie, Meyer
Email: mellie@cats.ucsc.edu
Course: Psych 100G: Issues of Diversity in Developmental
Psychology
College: University of California, Santa Cruz
Instructor: Eugene Matusov
ClassWeb: http://www.ematusov.com/psych100G
ChildrenObservations: No
Date: 14 Dec 1996
Time: 02:17:26
Remote Name: hay-ca7-44.ix.netcom.com
This paper defines some of the match-mismatch problems between the cultural backgrounds of students and school systems. It also focuses on defining match-mismatch problems between the learners degree of self direction and the teaching styles used in classrooms. For the composition of classrooms are becoming ever more diverse in the areas of age, education levels, abilities, ethnic, linguistic and socio-cultural backgrounds. In order for students to succeed in these diverse setting, these match-mismatch problems need to be defined and addressed in the school systems of today.
Our original group paper focused on fundamental strategies and understandings regarding the present research on ethnically and culturally diverse classrooms. From theses strategies and understandings we developed some culturally relevant classroom practices. The application of these and other classroom policies would be beneficial in reducing intergroup racial tension, as well as, decreasing the mismatch between schools and minority families. Although, these are relevant to today's ever changing classroom composition, we also need to focus on defining match-mismatch problems in all areas of our education system and what are the primary causes of these mismatches. Without an adequate definition and understanding of the problem it is impossible to develop an affective solution.
Today's primary classrooms are composed of students from diverse ethnic, linguistic, and socio-cultural backgrounds. College campus' now find themselves educating students of all ages, education levels, ethnic, linguistic, and socio-cultural backgrounds. There are many advantages to having a classroom of diverse students. These students all bring a set of diverse values and beliefs into the classroom. However, if these issues of diversity are not addressed by the teachers and school system, a state of mismatch will develop between the school system and home environment of the students. When this occurs, a students possibility to succeed in school is decreased. I will explore two of the primary states of mismatch which may develop.
A mismatch may form when there is a contrast between the learning styles and beliefs in the home and school environments. According to Azmitia, Cooper, and Garcia (1992), a mismatch may "arise when the children bring to school learning styles, discourse patterns, or values of education that are different from the teachers." Mismatches are currently being documented and explored among low income Mexican American students by Azmitia, Cooper and Garcia, (1992) in their research on cultural diversity and second language learning. They have found possible mismatches between the school system and home environment in the following areas: beliefs education, tutoring structures, and the learning direction of students. The Mexican American families' and school system's primary focus is the successful education of students. There, however, is a contrast between the beliefs each has about what constitutes an educated individual. While, each group feels academic knowledge is important, Mexican American families feel that a well educated individual should also be moral and well behaved. Both groups agree that parental support and help are beneficial to the success of students, yet, the Mexican American parents are unable to help their students due to a lack of information about how they can help their students advance in school. These families generally have younger less skilled siblings tutor older more advance siblings when students need extra help. This is a contrast from the school system, where tutoring programs are structured so that older more expert students are responsible for tutoring younger less expert students.
Finally, there is a mismatch regarding the initiation and direction of learning among students. At home, learning activities and choirs are often initiated and directed by the children and then completed in the company of siblings. The opposite occurs in school, where initiation and direction are primarily managed by adults. School work is usually completed independently without the help or direction of other students. If a child needs some help with the completion of the independent assignment, he or she is expected to approach the teacher for clarification and direction in the completion of the assignment.
Cultural mismatches such as these can have detrimental effects on the learning process for minority students, yet, there are other mismatches that can be just as detrimental to a student's education. Grow has researched mismatches existing between general teaching styles and learners' stages. According to Grow, "A mismatch in this area appears when teaching style is not matched to the learner's degree of self-directions." If the teaching style of a teach does not compliment the learner's self -direction, problems will arise. Grow has developed a grid of sixteen possible match-mismatch pairings between teaching styles and learning stages. Of these, Grow believes two are the most severe mismatch. The first of which occurs when dependent learners are placed with non-directive teachers. These children do not have the ability or skills to guide their own learning. They require direction, immediate feedback, and motivation from the teacher. If they are not given this direction or motivation they become discouraged and fail to reach their learning potential. The second type of mismatch occurs when self-directed students are paired with authoritarian teachers. Self-directed children have the skills and capability to direct their learning experiences, yet are prohibited by authoritarian teaching styles. When these students are placed with authoritarian teachers, a conflict develops and these students will generally rebel or loss interest in school due to boredom. These mismatches can be disastrous to many students. When these types of mismatches occur students confidence, interest, and learning potential will ultimately suffer.
Cultural, as well as, learner and teacher matches-mismatches are equally important in our school system. If educators fails to address either one of these, classroom diversity then becomes a disadvantage. In order, for students to succeed and reach their fullest potential in school, schools need to be sensitive to student's cultural backgrounds and their learning stages. Perhaps there is a tendency for different cultures to create or influence the development of the learning stages. If our education system is going to successfully educate a diverse population students, this relationship between culture and learner needs to be further defined and examined by researchers in the near future.
BIBLIOGRAPHY
Azmitia, M., Cooper, C.R., & Garcia, E.G. (1992). No Title [On Line]. At http://Imrinet.gse.ucsb.edu:70/0/natcnt/EBB/1992/April92.2
Grow, G. (unknown). Teaching Learners to be Self-Directed [On Line].
