Leveraging cultural differences to promote educational equality.
Curr Opin Psychol
; 18: 79-83, 2017 12.
Article
en En
| MEDLINE
| ID: mdl-28843206
ABSTRACT
This paper theorizes that academic interventions will be maximally effective when they are culturally grounded. Culturally grounded interventions acknowledge cultural differences and validate multiple cultural models in a given context. This review highlights the importance of considering culture in academic interventions and draws upon the culture cycle framework to provide a blueprint for those interested in building more efficacious interventions. Specifically, the paper reviews literature in education and psychology to argue first, when working-class and racial minority students' cultural models are not valued in mainstream academic domains, these students underperform; and second, many current academic interventions intended to improve working-class and racial minority students' academic outcomes could be further enhanced by cultural grounding.
Texto completo:
1
Colección:
01-internacional
Banco de datos:
MEDLINE
Asunto principal:
Diversidad Cultural
/
Educación
Límite:
Humans
Idioma:
En
Revista:
Curr Opin Psychol
Año:
2017
Tipo del documento:
Article