Understanding Cultural Awareness and Classroom Management

Autor/in	Stewart, Derek A.
Titel	Understanding Cultural Awareness and Classroom Management
Quelle	In: Tribal College Journal of American Indian Higher Education, 33 (2022) 4 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-5505
Schlagwörter	Cultural Awareness; Classroom Techniques; American Indian History; American Indian Students; American Indian Culture; Teacher Attitudes; American Indian Education; American Indian Reservations; Trauma; Acculturation; Teacher Behavior; Student Behavior; Teacher Student Relationship; Ethics + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Klassenführung; Lehrerverhalten; Indianerreservat; Akkulturation; Teacher behaviour; Student behaviour; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Ethik
Abstract	Research findings have shown that Native students succeed academically when culture is integrated into the school (Apthorp, 2014). However, most teachers working on reservations are non- Native and have limited knowledge of American Indian history (Martinez, 2013). Moreover, there is a gap in the literature about effective cultural integration methods that improve teacher practices, and about approaches to integrating culture for improving educational outcomes (Ninneman, Deaton, & Begay, 2017). This lack of understanding impacts school and teacher policies for addressing behavior. When students are removed from classrooms for behavioral concerns, they face an increased risk of failure. This study analyzed quantitative data using a Likert scale collected from 65 educators on the Standing Rock Indian Reservation, measuring teacher-reported understandings of the terms "historical trauma," "intergenerational trauma," "forced assimilation," and "adverse childhood experiences," which collectively can be called cultural-historical awareness, along with negative classroom management indicators gleaned from the following questions: (1) How often do you raise your voice to what would be considered a "yell" in your classroom?; (2) How often do you find yourself holding a grudge in regard to student behavior?; and (3) How often do you send students out of your classroom for in-school suspension as part of your approach to discipline? The rationale for comparing teacher-reported understandings of the above cultural awareness terms with negative classroom management indicators is that one would hypothesize that increased cultural-historical awareness would produce more positive/ethical classroom management practices. (ERIC).
Anmerkungen	Tribal College Journal of American Indian Higher Education. P.O. Box 720, Mancos, CO 81328. Tel: 888-899-6693; Fax: 970-533-9145; Web site: http://www.tribalcollegejournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01