This journal article studies the relationship between student
achievement, student culture and teacher and administrator's attitudes
and expectations. Twenty, first-generation Mexican-American middle
school students, 10 high achievers and 10 underachievers were chosen
for
the study. Also, 12 teachers and two middle school administrators were
interviewed and observed. Guardians of the students and relevant members
of the community were also observed.
What the study found was that the high achieving students generally
were
"compliant" with the demands placed on them by teachers and the school
structure. They also believed that meeting those demands was more
important and satisfying than pursuing ethnic membership. These students
also often viewed their cultures as embarrassing and as an "impediment
to fitting in, gaining social acceptance and their achievement in
school".
The underachieving students were generally less "compliant" and more
resistant to the school structure and placed their culture above their
achievement in school. They received more personal satisfaction from
relationships with their family members and community and not from
"getting good grades".
Both student groups expressed that they understood that they were
different from their Anglo teachers, students and administrators. The
high achievers understood that they had to "work harder to prove we
all
aren't dumb and we could achieve too." The underachievers were more
often resistant and unwilling to "comply" in that manner. They believed
they were somehow not being true to their cultural heritage.
Teachers also treated these students differently. The high achievers
were more often praised, and recognized, underachievers ignored.
Comments from teachers describing the two groups were categorized as
follows: the high achievers were "neat in dress, industrious, pleasant",
the underachievers were, "insubordinate, demonstrative, messy, less
reliable".
The author concludes that "students who viewed their Mexican American
culture less favorably achieved in school and were less accepted in
their communities. Those who emphasized their Mexican American culture
underachieved in school and flourished at home." He added that teachers
should try to understand how to promote self-concept, acceptance and
belonging in school and the outside community.
I chose this article because the abstract mentioned middle schoolers
and
Mexican American students. I am a substitute in a middle school with
a
number of Mexican American students so I hoped to gain some insight.
The questions I would have for the author are:
1. What price are the high achievers paying
emotionally, as they
resist their own culture in order to "achieve" in the Anglo culture?
2. Both underachievers and high achievers
felt that they were seen
as "not as good" as Anglos, therefore what role could teachers play
to
improve this self-concept?
3. Are there any models for teaching
the underachievers where their
culture is more integrated? Perhaps being taught by Mexican Americans
who are intimate with their native culture?
4. Are there examples of teachers "finding
out more about the
specific culture and experiencing being a minority" and were the
resultant changes or non-changes documented?
5. Is there any evidence that the high
achievers also come from
more affluent or educated parents, i.e. what is the socio-economics
of
each category?
Submitted by Denise Buck.