Cultural considerations in teachers' perceptions of student classroom behavior and achievement

Kenneth M. Tyler; A. Wade Boykin; Tia R. Walton

doi:10.1016/j.tate.2006.04.017

Cultural considerations in teachers' perceptions of student classroom behavior and achievement

Kenneth M. Tyler, A. Wade Boykin, Tia R. Walton

Educational, School, and Counseling Psychology

Research output: Contribution to journal › Article › peer-review

62 Scopus citations

Abstract

This study examines teachers' perceptions of classroom motivation and achievement among students displaying culture-based classroom behaviors. Sixty-two elementary school teachers read scenarios of hypothetical students who behaviorally manifested themes purported to be consistent with a European/mainstream cultural ethos (competition, individualism) or Afrocultural ethos (communalism, verve). Teachers then rated students' motivation and achievement as if they were in their classrooms. Motivation and achievement ratings were significantly higher for students displaying competitive and individualistic classroom behaviors than communal or vervistic behaviors. These findings suggest that the value teachers assign to academic success should not be understood in the absence of cultural considerations.

Original language	English
Pages (from-to)	998-1005
Number of pages	8
Journal	Teaching and Teacher Education
Volume	22
Issue number	8
DOIs	https://doi.org/10.1016/j.tate.2006.04.017
State	Published - Nov 2006

Bibliographical note

Funding Information:
This research was supported by the Institute of Education Sciences (IES) US Department of Education (R-117-D40005). The opinions expressed in this publication do not necessarily reflect the position or policy of IES, and no official endorsement should be inferred. This study was part of the third author's master thesis project while a graduate student at Howard University.

Keywords

Cultural orientation
Culture
Teachers' perceptions

ASJC Scopus subject areas

Education

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10.1016/j.tate.2006.04.017

Cite this

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abstract = "This study examines teachers' perceptions of classroom motivation and achievement among students displaying culture-based classroom behaviors. Sixty-two elementary school teachers read scenarios of hypothetical students who behaviorally manifested themes purported to be consistent with a European/mainstream cultural ethos (competition, individualism) or Afrocultural ethos (communalism, verve). Teachers then rated students' motivation and achievement as if they were in their classrooms. Motivation and achievement ratings were significantly higher for students displaying competitive and individualistic classroom behaviors than communal or vervistic behaviors. These findings suggest that the value teachers assign to academic success should not be understood in the absence of cultural considerations.",

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AB - This study examines teachers' perceptions of classroom motivation and achievement among students displaying culture-based classroom behaviors. Sixty-two elementary school teachers read scenarios of hypothetical students who behaviorally manifested themes purported to be consistent with a European/mainstream cultural ethos (competition, individualism) or Afrocultural ethos (communalism, verve). Teachers then rated students' motivation and achievement as if they were in their classrooms. Motivation and achievement ratings were significantly higher for students displaying competitive and individualistic classroom behaviors than communal or vervistic behaviors. These findings suggest that the value teachers assign to academic success should not be understood in the absence of cultural considerations.

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Cultural considerations in teachers' perceptions of student classroom behavior and achievement

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

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