Incorporating Family Involvement with Culturally Responsive Pedagogy for Chinese Americans in Elementary Schools

2273 WordsJul 10, 201810 Pages
Cultural diversity has been a major issue of concern for several decades, and it has affected institutions of learning, where facilitators have to balance the family and school involvement in enhancing learning. Establishing a meaningful environment for students with diverse backgrounds enhances positive performance in their academic, personal, and professional objectives. A healthy relationship with family members involves identifying the needs of each family’s cultural stand; this is because a culture may play a major role in defining a family’s responsiveness to a school’s involvement. The globalization aspect has facilitated the creation of a multicultural society, and hence the need for an education system that addresses the need to…show more content…
The difference between Chinese and western curricular expectations does demand the need for family involvement in academic and extracurricular activities (Yang, 2013). The Chinese have a cultural belief that certain subjects, such as mathematics and science, should be emphasized by use of extracurricular activities. Take myself as an example, I began to take after-school programs since second grade until I graduated from middle school every weekend. However, the article I read, which suggested by the instructor of EDEC7020, asserted that knowledge is obtained by children, not imposed by the adult (Moll, Amanti, Neff, & Gonzalez, 1992). Motivating children’s interest would help accelerate the learning process. Including family in the learning process enhances the learning process; the teachers have to adapt to the demands of a multicultural classroom to facilitate a healthy environment for learning. A culturally responsive pedagogy ensures that the learning process is student-centered; teachers focus on identifying and nurturing the unique cultural strengths among students to foster high academic and social achievements (Jocson, 2013). The use of the three dimensions of culturally responsive pedagogy has indicated a positive effect on students’ performance and the family involvement. These three include the institutional, instructional, and the personal dimension (Richards, Brown & Forde, 2007). According to

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