Guided by the assumption that teaching methods found successful with the majority cultural group can be utilized effectively with Mexican American students, except where there is clear, significant research evidence to the contrary, the model suggests an instructional approach to improve mathematics achievement of elementary Mexican American…

Research indicates that minority students are more "field sensitive" and less "field independent" than non-minority students in their approach to learning. This means that minority students are more group oriented, more sensitive to the social environment, more responsive to adult models, less competitive, less sensitive to…

The research described in this paper was generated by the presupposition that cultural ethnocentrism is a source of error in the scientific analysis of achievement. In order to examine the relationship between culture and competence, and the effect of culture on achievement, a study was undertaken of family behaviors that could be predictive of…

Recent studies of Mexican American youth in the Southwest show that they possess high aspirations for education and employment; like their Anglo counterparts, they want to finish high school and obtain academic or technical training that will provide a job with adequate salary and security. In contrast to these high aspirations, the 1977 census…

The American Indian population is in a period of transition. It is young, growing, and becoming more urban. There were some improvements in income, housing, education, and health in the 1960-70 decade, but Indians remain the most disadvantaged of the minority ethnic groups in the United States. By most of the above measures, Indians, especially…

Value orientations and academic achievement of Mexican American and Anglo public school youth were studied with regard to (1) differences between Mexican American and Anglo values; (2) value differences within the Mexican American pupil subpopulation; and (3) the relationship between value orientations and academic achievement of Mexican American…

A study of grades for all kindergarten children in a rural midwestern town near an American Indian reservation examined the variables of gender, class time, parent involvement, ethnicity, socioeconomic status, and family style. Cultural differences possibly led to higher grades for Caucasian children in two of the six grade categories. (JHZ)

Reviews research on the relationship of cultural background to academic achievement. Concludes that the most successful approaches to minority education recognize and use cultural background in the activity settings in which the learning process takes place. (FMW)

Because of cultural conflicts and policy or procedural barriers for Hispanic women pursuing higher education, the academic advising function is important. Advisers' understanding of the Hispanic culture and values, awareness of barriers created by color and language, and information about available support services will increase Hispanic women's…

This digest examines recent literature on factors related to resilience, well-being, and school success for American Indian and Alaska Native students. The characteristics of resilient Native youth are discussed, including the ability to bounce back from adversity, and protective factors that enable high-risk resilient children to avoid negative…

Noting that success defines the American identity, this ethnographic case study examined the dynamics of culture, spirituality, and success in the lives of three generations of three Cambodian families. The study pursued three research objectives: (1) to challenge the dominance of quantitative measures to judge refugee students' academic success;…

Investigates age, sex, and cultural differences in achievement motivation. Subjects were 764 male and female British high school and Chinese students aged 13-55. Results revealed that Chinese students tested highest for achievement motivation. Discusses the entire range of results in terms of sociocultural and situational factors. (MJP)

Examines cultural factors affecting black and Hispanic deaf students' achievement, discussing socioeconomic status and single parent families, parent educational levels, non-English speaking environments, inadvertent effects on the deaf child, family view of disability, and parent-school interactions. Notes strategies for developing parents as…

Examined behaviors and personality traits attributed to a "bad kid" by adolescents and mothers of American, Chinese, and Japanese cultures. Five domains of behavior likely to yield cross-cultural differences were society, family, school, interpersonal harmony, and self-control. Adolescents and mothers differed significantly in the…

Examined academic achievement under a cultural motivational framework. Asian American students' performance in mathematics was found to be between that of Chinese and Japanese students and that of Caucasian Americans. Suggests that academic achievement reflects a cultural heritage that emphasizes education and the ability of all persons to benefit…