Cultural Discontinuity: Toward a Quantitative Investigation of a Major Hypothesis in Education

被引：66

作者：

Tyler, Kenneth M. ^{[1
]}

Uqdah, Aesha L. ^{[2
]}

Dillihunt, Monica L. ^{[3
]}

Beatty-Hazelbaker, ReShanta ^{[1
]}

Conner, Timothy ^{[1
]}

Gadson, Nadia ^{[1
]}

Henchy, Alexandra ^{[1
]}

Hughes, Travonia ^{[1
]}

Mulder, Shambra ^{[1
]}

Owens, Elizabeth ^{[1
]}

Roan-Belle, Clarissa ^{[1
]}

Smith, LaToya ^{[1
]}

Stevens, Ruby ^{[1
]}

机构：

[1] Univ Kentucky, Coll Educ, Lexington, KY 40506 USA

[2] Chicago Sch Profess Psychol, Chicago, IL 60610 USA

[3] Univ Alabama, Huntsville, AL 35889 USA

来源：

EDUCATIONAL RESEARCHER | 2008年 / 37卷 / 05期

关键词：

cultural discontinuity; ethnic minority students;

D O I：

10.3102/0013189X08321459

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Education researchers have suggested that the academic challenges faced by many ethnic minority students are linked to perceived cultural discontinuity between students' home- and school-based experiences. However, there has been very little empirical inquiry into the existence and effects of cultural discontinuity for these students. The purpose of this article is to offer a definition and methodology to be used in the quantitative investigation of cultural discontinuity. A description of the cultural values and corresponding behaviors of African American, Asian American, Latino, and Native American students, along with those values and behaviors salient in most public schools, is offered. Next, a method for investigating cultural discontinuity is proposed. Finally, future research directions to further examine cultural discontinuity are offered.

引用

页码：280 / 297

页数：18

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