Other researchers have found similar differences in learning styles of the same culture groups. Aronson and Gonzales (1988) states African American and Latino students, for example, tend to improve academically with cooperative learning methods of teaching. Such students tend to be field-dependent: they prefer working together (as cited by Morgan, 2010. p. 116). According to Pewewardy (2008), Native American cultures, tend to value possessions. As a result, they greatly respect people who share. Conversely, they are more likely to distrust someone with many possessions. That norm makes Native American students more likely to help others students and less likely to show that they know an answer if others do not (as cited by Morgan, 2010. P.
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During the data based description development, researchers administer learning and cognitive style instruments. Based upon the result of their findings a profile of each cultural group is produced than compared with that of the group of White Americans. These instruments identify two differences, style preferences; which respondents self-report their favorable approaches to learning. The other test is style strengths, which is the ability to do task with a certain approach. The instrument that is used to test the style preference is the Myers-Briggs Type Indicator, because it infers learning styles patterns from basic perceptual and judging traits (Guild, 1994, p. 18). The Swassing-Barbe Modality Index, tests for style strengths. This particular test ask the individual that is taking it to repeat patterns given to them auditory, visually, and tactilely. The important of these test is that they are language and culture specific. So, the response to these test are strictly based the cultural experience of that particular person. Instruments give us a useful way for assessing learning styles among culture and despite some conflicts it is still evidence to linking culture and learning.
The third way in which we know there is a link between learning styles and culture is through direct discussion. Bennett (1986) warns that ignoring the effects of culture and learning styles would …show more content…
As stated by Guild (1994) “generalizations about a group of people often lead to naïve inference about individual members of that group” (pg. 17). Generalizations can foster discrimination as well as weaken culturally responsive teaching. For example, Nieto and Bode (2008) refer to research on teachers who believed that Hispanic student would feel uncomfortable in leadership roles and consequently prefer to share and work cooperatively. As a result, the teacher rarely allowed Hispanic students to work or make decisions on their own, although they allowed other students to do so (as cited by Morgan, 2010, p.118). Other teachers made Hispanic students share books when there wasn’t enough books to go around and non-Hispanic individuals had their own. This is a clear example of how generalizing can lead to discrimination when a teacher believed they were acting on behave of the culture preference of the students.
Regardless of the conflicts that still exist when teacher have knowledge of culture and learning styles, it is still much more beneficial than not knowing. Teaching a culturally diverse classroom can be an overwhelming challenge for some, but given the proper tools can help bridge the cultural gap in education. Similar to learning theories, the understanding of learning usually involves a number of theories combined together. Same thing goes for teaching a culturally diverse classroom. Teachers must use
During the data based description development, researchers administer learning and cognitive style instruments. Based upon the result of their findings a profile of each cultural group is produced than compared with that of the group of White Americans. These instruments identify two differences, style preferences; which respondents self-report their favorable approaches to learning. The other test is style strengths, which is the ability to do task with a certain approach. The instrument that is used to test the style preference is the Myers-Briggs Type Indicator, because it infers learning styles patterns from basic perceptual and judging traits (Guild, 1994, p. 18). The Swassing-Barbe Modality Index, tests for style strengths. This particular test ask the individual that is taking it to repeat patterns given to them auditory, visually, and tactilely. The important of these test is that they are language and culture specific. So, the response to these test are strictly based the cultural experience of that particular person. Instruments give us a useful way for assessing learning styles among culture and despite some conflicts it is still evidence to linking culture and learning.
The third way in which we know there is a link between learning styles and culture is through direct discussion. Bennett (1986) warns that ignoring the effects of culture and learning styles would …show more content…
As stated by Guild (1994) “generalizations about a group of people often lead to naïve inference about individual members of that group” (pg. 17). Generalizations can foster discrimination as well as weaken culturally responsive teaching. For example, Nieto and Bode (2008) refer to research on teachers who believed that Hispanic student would feel uncomfortable in leadership roles and consequently prefer to share and work cooperatively. As a result, the teacher rarely allowed Hispanic students to work or make decisions on their own, although they allowed other students to do so (as cited by Morgan, 2010, p.118). Other teachers made Hispanic students share books when there wasn’t enough books to go around and non-Hispanic individuals had their own. This is a clear example of how generalizing can lead to discrimination when a teacher believed they were acting on behave of the culture preference of the students.
Regardless of the conflicts that still exist when teacher have knowledge of culture and learning styles, it is still much more beneficial than not knowing. Teaching a culturally diverse classroom can be an overwhelming challenge for some, but given the proper tools can help bridge the cultural gap in education. Similar to learning theories, the understanding of learning usually involves a number of theories combined together. Same thing goes for teaching a culturally diverse classroom. Teachers must use