Educational Attainment
Culture plays a significant part in education as it serves as the background of a student’s experience, the foundation of the student’s ideas and beliefs, and the lens that shapes the student’s outlook. By taking culture into consideration, a teacher can better connect with students and provide an atmosphere in the classroom that is conducive to sharing, responding and learning (Saifer, 2011). Educational attainment requires that students engage with the information that is presented to them in their lessons, and one of the best ways to get students to want to engage is to connect the lesson to their own backgrounds and cultural experience (Kea, Campbell-Whatley, Richards, 2006).
The role of cultural responsive teaching in educational attainment is to be the pathway towards cultural diversity. The teacher helps students to define the learning goals, question traditional concepts, understand student diversity, engage with the material and effectively work towards knowledge acquisition through participation (Kea et al., 2006). Yet numerous factors can impact the educational attainment of students. These factors must be addressed by the culturally responsive teacher so that all the issues that might affect a student’s capacity to learn are addressed.
Three factors that can impact educational attainment are: 1) socio-economic background, 2) parental involvement, and 3) school structure. These factors can impact students in various ways. As each student is different,...
References
Kea, C., Campbell-Whately, G., Richards, H. (2006). Becoming culturally responsive educators: Rethinking teacher education pedagogy. Retrieved from https://glec.education.iupui.edu/equity/Becoming_Culturally_Responsive_Educators.pdf
Perna, L. W., & Finney, J. E. (2014). The Attainment Agenda : State Policy Leadership in Higher Education. Baltimore, Md: Johns Hopkins University Press
Saifer, S. (2011). Culturally Responsive Standards-Based Teaching : Classroom to Community and Back. Thousand Oaks, Calif: Corwin.
Stetson, R., Stetson, E., Sinclair, B., & Nix, K. (2012). Home visits: Teacher reflections about relationships, student behavior, and achievement. Issues in Teacher Education, 21(1), 21.
Thompson, R.B., Corsello, M., McReynolds, S. & Conklin-Powers, B. (2013). A longitudinal study of family socioeconomic status (SES) variables as predictors of socio-emotional resilience among mentored youth. Mentoring & Tutoring: Partnership in Learning, 21(4), 378-391.
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