The Impact of Home Culture, Parental Involvement and Attitudes on Cognitive Skills of Immigrant Students in Denmark

By: Beatrice Schindler Rangvid

There is ample amount of research that indicate student’s academic performance is influenced by their home background, thus, immigrant student’s performance in school is heavily dependent on their home. Previous literature has focused on parental socioeconomic status, education, income and family structure, this new literature is exploring home culture, parental involvement and attitude towards issues. This research is a quantitative analysis parental involvement in their child’s schooling, attitudes towards integration, which examines the language spoken at home, homework assistance from parents, children’s participation in mother-tongue lessons, and leisure time activities. In order to thoroughly comprehend the influence of home culture on a student’s performance an in-depth analysis of the home is conducted via analyzing cultural communication, social communication, home educational resources and cultural possessions. The evidence is supported by immense research and data, which supports the finding that parent neglect and disengagement, especially for immigrant students, negatively impacts their academic performance.

Schindler Rangvid, B. (2016). The Impact of Home Culture, Parental Involvement and Attitudes on Cognitive Skills of Immigrant Students in Denmark (pp. 7-40). Nyropsgade, Copenhagen: AKF, Danish Institute of Governmental Research.

LETs and NETs: Exploring How Teachers from Diverse Cultural ­­Backgrounds Impact Student Motivation and Preferences

By: Ruth Wong

­In an exploratory case study scholars examine a student’s motivation to learn, which is influenced by the perception and practices of a teacher. The research is based on classroom observations, student interviews and teacher interviews.  It is suggested that English language learners prefer to learn from Native-English-Speaking Teachers (NETS) as they have a curriculum oriented approach. According to ELLs that come from Hong Kong NETS have the linguistic model that can provide them with authentic English. The research focuses on two main questions: how do student perceptions of a NET and a LET affect student English learning motivation and preferences and how do the different teaching practices adopted by a NET and a LET affect student English learning motivation and preferences?  The study attempts to focus on the teacher’s ability to speak English, however, it fails to address how the cultural background of a teacher impacts his or her practice, perception and pedagogy. There is little indication of role of culture on a student’s motivation or performance in school.

Wong, R. (2013). LETs and NETs: Exploring How Teachers from Diverse Cultural Backgrounds Impact Student Motivation and Preferences. English Language Teaching, 7(1). http://dx.doi.org/10.5539/elt.v7n1p57

How family background influences student achievement?

By Barbara Neza Brecko

Education is a tool for every child to succeed in life, either it be in a profession or in society. School is the institution that exposes children to knowledge and experiences, ultimately, shaping their abilities to perform at school and in society. It is suggested that educational performance is not only dependent on physical and mental capabilities the home environment plays a huge factor in a student’s performance. Scholars are researching the correlation between social background and family background to a student’s school performance. Previous research has associated social background with children’s cognitive skills since schools support students to balance of their cognitive, emotional and social development. This is done by exposing students to knowledge so they can be independent and develop their awareness of belonging. When conducting the research, a student’s home environment is assessed through the mother and father’s education, number of books at home, family and personal possession and size of household. A prominent finding in the research is if a student does not speak English at home then the students spends most o the time trying to decode and understand the teacher’s instructions instead of learning the subject. Language is a key component of the home environment that impacts a student’s performance. The research conducted does not draw any definitive conclusions. The study simply indicates that a student’s performance in school is correlated to family background, especially where the parents are born. Majority of the research is based on surveys, thus, the findings are not concrete.

Neza Brecko, B. (2016). How family background influences student achievement? (1st ed.). Retrieved from http://www.iea.nl/fileadmin/user_upload/IRC/IRC_2004/Papers/IRC2004_Brecko.pdf

Twelve tips to stimulate intrinsic motivation in students through autonomy-supportive classroom teaching derived from Self-Determination Theory

By: R.A. Kusurkar, G. Croiset, Olle Th. J Ten Cate

The self determination theory indicates there is an differentiation between intrinsic and extrinsic motivation that impact a student’s performance at school. Intrinsic motivation is when a student takes part in an activity because he or she engaged, hence self determined to complete the task. This is associated to deep learning, better performance and well being. Extrinsic is when a student takes part in an activity due to a pressure or a benefit, which is not a permanent means of motivation. Scholars have suggested twelve tips to stimulate intrinsic motivation, which are: identify and nurture what students need and want, encourage students to self determination to guide their behaviour, encourage participation, encourage students to accept more responsibility for their learning, provide structural guidance, provide optimal challenges, provide positive and constructive feedback, give choices, give emotional support and acknowledge a student’s negative expression.

Scholars provide explicit examples of ways to stimulate intrinsic motivation in students, however, there is little support for educators. It is suggested that teachers need to reflect on their practices, but there is not guidance. Not only do students need support with motivation so do the teachers. That is what will make a positive classroom environment for greater learning. Scholars fail to address ways to motivate educators to provide a supportive classroom for teaching.

Kusurkar, R., Croiset, G., & Ten Cate, O. (2011). Twelve tips to stimulate intrinsic motivation in students through autonomy-supportive classroom teaching derived from Self-Determination Theory. Medical Teacher, 33(12), 978-982. http://dx.doi.org/10.3109/0142159x.2011.599896

Creating a Culturally Inclusive Classroom Environment

By: Michelle Barker, Elisha Frederik’s and Brona Farrelly

Creating an inclusive classroom does not only focus on age, gender, ethnicity, religious affiliation, and socioeconomic orientation. It involves recognizing, appreciating and capitalizing on diversity. According to scholars a culturally inclusive classroom is associated to positive interaction between a student and a teacher, using inclusive language, encouraging open, honest and respectful class discussion and discouraging classroom incivilities. The source proceeds to outline multiple examples for implementing strategies. For example, engaging in positive interactions with students may include meet and greets, celebrating similarities and discovering differences, informal one on one interactions, understanding culturally differences and displaying positive nonverbal behaviors. Scholar provide a wide range of strategies, tips and good practice example for educators to implement.

Besides the strategies for creating a culturally inclusive classroom the scholars provide educators with a road map for reflection. It is essential for an educator to reflect on his or her practices to ensure the students are benefiting from their learning. Scholars have developed a self development checklist so guide teachers in the right direction.

10 Questions to Guide Self-Reflection: Creating a Culturally Inclusive Classroom

1. What is my definition of “diversity”?
2. What national, cultural, linguistic or religious group(s) do I belong to? How do my teaching practices reflect this?
3. What do I know about the cultural, linguistic, religious and educational backgrounds of my students and other staff?
4. How could I learn more about the diversity of my students and staff colleagues?
5. What are my perceptions/assumptions of students and staff colleagues from diverse cultural groups? Or with language or dialects different from mine? Or with special needs or requirements?
6. What are the sources of these perceptions (e.g., friends/relatives, media, stereotypes, past experiences)?
7. How do I respond to my students (emotionally, cognitively, and behaviorally), based on these perceptions?
8. What experiences do I have as a result of living, studying or working in culturally and linguistically diverse cultures? How can I capitalize on this experience?
9. How can I adapt my teaching practices to be more responsive to the unique needs of diverse student groups?
10. What other knowledge, skills and resources would help me to teach from a more culturally inclusive perspective?

Barker, M., Frederik’s, E., & Farrelly, B. (2016). Creating a Culturally Inclusive Classroom Environment. In GIHE Good Practice Resource Booklet on Designing Culturally Inclusive Learning and Teaching Environments (1st ed.). Retrieved from https://www.griffith.edu.au/__data/assets/pdf_file/0011/184853/Creating-a-Culturally-Inclusive-Classroom-Environment-mcb2.pdf

Culturally Responsive Classroom Management Strategies

By: Metropolitan center for urban education

An educator, that takes on the responsibility to create a culturally response classroom, is bound to be challenged by behaviour problems. It is essential to implement classroom management strategies to ensure the classroom climate fosters learning. It is suggested a positive classroom climate is when the most effective teaching takes place as it provides all students with the opportunity to learn. It is important to understand that students are capable of controlling their behaviour, thus, an educator must support students in taking ownership, making choices and brainstorming and implementing strategies for conflict resolution. Scholars identify the key elements that an educator must address from their position in order to create a culturally responsive classroom. The key elements are recognizing one’s own cultural lens and biases, having knowledge of students cultural backgrounds, awareness of broader social, economic and political context, willingness to use cultural appropriate management and commitment to creating a positive classroom community.

Professionals were able to identify key components that educators need to focus on, however, there is no reference to the role of the student. The research is founded on student-directed management; therefore, the role of student is crucial. There needs to be more research on the impacts of different classroom strategies on students, especially for ELLs. It is evident that in order to have a classroom in which all students, including ELL, classroom management needs to a part of an educator’s pedagogy.

Culturally Responsive Classroom Management Strategies. (2016) (1st ed., pp. 1-10). New York. Retrieved from http://steinhardt.nyu.edu/scmsAdmin/uploads/005/121/Culturally%20Responsive%20Classroom%20Mgmt%20Strat2.pdf

Title: Factors affecting student’s self-efficacy in higher education

Authors: Mart van Dinther, Filip Dochy, Mein Segars

The article explored the concept of self-efficacy being a key component of a student’s motivation. Self-efficacy is recognized as an aspect of social cognitive theory, which defines the beliefs of one’s capabilities to organize and execute the actions for academic success. It is suggested tha­­­­t a student’s self-efficacy is accountable for their choice of exertion, perseverance and performance. Self-efficacy beliefs became the focus of a clinical experiment regarding phobias, depression and assertiveness. It was concluded that self-efficacy is a predictor of behavioural modification, thus, it has the ability to impact the behaviour of learning new skills. Thus, a positive relationship between self-efficacy and a student’s effort, perseverance and elasticity. In order to ensure the concept of self-efficacy is not misinterpreted the authors differentiates between concepts of self-esteem, self-reflection an self-concept. According to the study a student sense of self-efficacy comes from mastery experience, observational experience, social persuasion, physiological and psychological states, which are factors all students take into consideration when taking on a challenge.