Examination of Cultural Perspectives on Education

Examination of Cultural Perspectives on Education

Cultural beliefs influence the way people think and act (Capo, 2013). In Education, culture can play a significant role in the way teachers teach and students learn. It shapes the way people view the world and can impact how people interact with others (Miner, 1956). The racial and ethnic diversity in the United States has a significant impact on Education, where learners bring their unique cultural backgrounds to the classroom. Language acquisition is equally an essential process in a student’s education. The United States has a melting pot of cultures, which influences how students learn and their language. In Sweden, the anti-school culture is vital to the boys as it allows them to maintain their masculinity and independence—the culture of a country shapes education, which can have a significant impact on how people learn.

Part I

Banerjee (2018) analyzes the effects of teacher-student ethno-racial matching and overall teacher diversity in elementary schools on educational outcomes. The learners perform better when they share racial or ethnic features with their teachers. Race matching between the student and teacher significantly impacts academic achievement for African-American, Latino, and multiracial students. In schools where there is a lack of overall teacher diversity, meaning that the staff does not mirror the demographics of the school’s population, White students tend to perform better than their peers from other racial backgrounds (Banerjee, 2018). Learners of color experience increased academic achievement in schools with racially diverse teachers. In the US, the teacher workforce does not mirror the diversity of the school’s population, which can negatively affect academic achievement for students of color. Besides, the percentage of teachers of color is low, implying that most students do not have educators who look like them.

According to Miner (1956), many aspects of American culture are interpreted through the lens of cultural relativism. The Nacirema culture is a group of people who live in North America, and Miner analyzes their behavior. He observed that the members of this society were highly interested in their bodies and would go to extreme lengths to maintain their appearance. Education is also affected by racial composition, especially in school. Learners from different races are influenced differently by their school’s racial makeup. Atkmakeupl. (2018) conducted their study to understand better the effects of school racial composition on psychological distress (Atkin et al., 2018).

Further, Asian American adolescents who internalize the model minority myth are more likely to experience psychological distress in schools with a racial majority. In contrast, African American and Latino adolescents who internalize the stereotype threat suffer more psychologically when attending schools with fewer students from their race or ethnic group. The model minority myth is a stereotype that suggests that Asian Americans are successful in the United States because of their race and ethnicity. Atkin et al. (2018) conclude that the model minority myth can have harmful consequences for Asian American adolescents. The belief in this stereotype can lead to increased psychological distress and an inferiority complex.

Part II

Jonsson (2014) conducted an ethnography of a boys’ school in Sweden to explore the anti-school culture. The researcher found that the boys resisted going to school and had developed their own ways of learning outside of school. The anti-school culture is vital to the boys as it allows them to maintain their masculinity and independence. The boys feel that the school staff does not respect them and see themselves as victims of institutional power. The boys’ anti-school culture can be seen as a way to resist the traditional school structure imposed on them by adults. The boys do not control their lives outside of school, and the anti-school culture allows them to create their own space. The boys can define themselves in opposition to the school, which gives them a sense of power.

The researcher found that the boys’ anti-school culture had a negative effect on their academic achievement. However, it is essential to note that the boys’ culture is not monolithic, and some boys want to succeed in school. The anti-school culture should not be dismissed as it provides a space for the boys to express themselves. The boys saw going to school as a waste of time and felt that they could learn more independently. They had created their alternative educational system, which allowed them to be autonomous. Swedish boys have more freedom than girls, and they are able to express their masculinity in different ways. School systems need to find a way to accommodate the boys’ anti-school culture without compromising their academic achievement. Girls also have their form of resistance, which has not been explored as much as the boys’ culture.

Conclusion

The American and Swedish school systems have their own unique set of problems. The American school system is affected by the racial composition of the students and the low percentage of teachers of color. In Sweden, the boys’ anti-school culture has a negative effect on their academic achievement. However, it is essential to note that not all boys in Sweden resist school. There needs to be a way for the school system to accommodate the boys’ culture without compromising their education. The Education Following the different forms of resistance that students from both countries exhibit, the American and Swedish school systems need to find ways to address them to improve their academic achievement.

References

Atkin, A. L., Yoo, H. C., Jager, J., & Yeh, C. J. (2018). Internalization of the model minority myth, school racial composition, and psychological distress among Asian American adolescents. Asian American Journal of Psychology, 9(2), 108.

Banerjee, N. (2018). Effects of teacher-student ethnoracial matching and overall teacher diversity in elementary schools on educational outcomes. Journal of Research in Childhood Education, 32(1), 94-118.

Capo, R.H. (2013). Cultural Anthropology

Jonsson, R. (2014). Boys’ anti-school culture? Narratives and school practices. Anthropology & Education Quarterly, 45 (3), 276-292.

Miner, H (1956). Body ritual among the Nacirema. American Anthropologist, 58(3),503-507.

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Please review this assignment tutorial to help fill out this worksheet.

1) Select one aspect of culture from the List of Topics. Once you’ve made your selection, please delete all other options.

1. Education
2. Healthcare
3. Gender
4. Rites of passage
5. Religion
6. Politics
7. Business

2) Select a source to use for Part I of the paper. You will be using your textbook and the Body Ritual Among Nacirema article by Miner for this part of the paper, but for this worksheet, include the source you found through your research. Review the ANT101 Evaluating Sources tutorial, available in your online classroom, and enter your reference in the space below.

Using the APA: Formatting Your References List guide, enter your reference entry in APA format:

3) Include the reference for Part II that corresponds to the topic you’ve chosen. Copy and paste the reference entry from the List of Topics (e.g., if you decided on Education, youEducatione the article by Jonsson for Part II).

4) Summarize the main points from each of your sources. See Quoting, Paraphrasing, & Summarizing for help with summarizing your sources.

Summary of your source for Part I (include one to two paragraphs totaling at least 300 words). Enter your resume in the space below.

Summary of your source for Part II (include one to two paragraphs totaling at least 300 words). Enter your resume in the space below.

5) Write a working thesis statement based on your sources. Refer to the Writing Center’s Thesis Generator resource and the Final Introduction Example, which are available in your online course.

Working Thesis Statement: