In Latin American and Asian Cultures

FACTORS THAT AFFECT LEARNING

Factors that Affect Learning

In Latin American and Asian Cultures

TESL Program Carson-Newman College

Fall 2010

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ABSTRACT

School systems in the United States tend to reflect traditional Anglo-Saxon values and are not culturally sensitive to the values and multiple factors that affect student learning. The purpose of this paper is to educate teachers about the cultural values and factors that affect the learning of Latin American and Asian students. Furthermore, the paper presents research that shows ways students from these cultures learn best and provides suggestions for teaching to preferred learning styles.

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FACTORS THAT AFFECT LEARNING IN LATIN AMERICAN AND ASIAN CULTURES

Minority children are placed disproportionately in special education programs with an overrepresentation of Asian students in gifted programs (Garguilo, 2009).

Latin American students and American students receive different lessons in the classroom by the same instruction because the expectations and the interactions between the students and teachers promote different school cultures. Studies show that Latino students receive academically less competitive classes than other students, especially in middle school and high school (Portales, 2005).

The United States encompasses a diverse population of people and immigrants

from all parts of the world. While our society claims to be culturally pluralistic, our

schools lack to reflect this ideal. From the facts and observations above, one observes

that our public school systems are not effectively serving culturally diverse students.

"Schools are shaped by cultural practices and values and reflects the norms of the

society for which they have been developed" (Hollins, 2008). American schools were

built on the Anglo-Saxon practices of Protestantism, capitalism, and republicanism. They

reflect the American values of democracy, freedom, equality, justice, human rights,

competition, and success. Competition and success are based on an individual's

achievement (Hollins, 2008). Since our schools are shaped by these practices and values,

the styles of teaching and learning reflect these values. However, are these teaching and

learning styles effective for enriching the education of students with opposing values

such as cooperation and collectivism?

"Teachers have no choice but to inquire into each student's unique culture and learning history, to determine what instructional materials might best be used, and to determine when a student's cultural and life experiences are compatible, or potentially incompatible, with instruction. To do less is to build emotional blocks

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to communication in an already complicated instructional situation." -Berliner, 1986, p. 29 (Hollins, 2008).

The purpose of this paper is to inform teachers in United States school systems about the cultural values and factors that affect the learning of Latin Americans and Asians. Additionally, literature research and the results of an independent study discuss popular learning styles that might identify with each culture and its values. Some suggestions for teaching to culturally popular learning styles are provided to assist teachers in catering lessons toward Latinos and/or Asians.

CULTURAL FACTORS THAT AFFECT LEARNING Before discussing cultural values as they relate to learning, one must be aware of some cultural factors that affect learning. Dr. Christine Bennett concluded that there are five cultural factors that might influence learning: (1) childhood socialization, (2) sociocultural tightness, (3) ecological adaptation, (4) biological effects, and (5) language (Irvine, 1995). Childhood socialization refers the common child-rearing practices of a culture. The ways in which the caretakers in a culture raise their children influences the children's developmental skills. For example, Bennett found that African Americans might have better motor proficiency skills because African American mothers tend to have more physical contact with the babies than Euro-American mothers. Sociocultural tightness is determined by whether a culture is a high-context or low-context culture. High-context cultures regard time in a polychronic format, which means schedules are based around people and events. People in these cultures gain

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knowledge using intuition and spiral logic. Low-context cultures see time as linear with tight schedules. Knowledge is believed to be gained through analytical reasoning.

The environments of particular cultures require the people to acquire skills or to adapt in order to survive. This describes ecological adaptation. The environment may include geography or social settings. Some environments lead to skills that are beneficial. For example, Native Americans may have better perceptual skills because they have been taught to recognize their families' herds from a distance and to interpret signs of dangerous weather and approaching predators. On the other hand, harmful environments, such as impoverished areas, create problems that can be learning deficits for children.

Biological effects like genetics, brain development, and physical development impact how an individual processes information. Some scientists believe that persons from different ethnicities or cultures have specific cognitive characteristics. Scientists Pasteur and Toldson believe that Whites are more likely to be left-brain dominant and African Americans are more right-brain dominant (Irvine, 1995). Although this can be seen as stereotyping race, biological factors such as a person's hereditable traits should be considered when perceiving a person's learning style.

Finally, a person's language influences how a person learns, especially with a second language. "Language reflects the worldviews, the thought processes, and the lifestyles of its people" (DeCapua, 2004). The values of the culture are expressed through language, whether it be communicated nonverbally or spoken in the words of the culture's primary language. Hence, one's native language shapes how a person thinks and perceives knowledge.

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HISPANIC CULTURE

The values of Latin America are influenced by an Ibero-Catholic culture; that is the culture established by Spanish Catholics (Harrison, 1998). The overall values of the Latin American culture are best described by the Chadwick Center on . It defines eight set values: familismo, children, marianismo, machismo, personalismo, respeto, simpatia, and religion/spirituality. Familismo is the value that upholds family as the most important people group, and in some households, children are treated with a lot of love and affection. Marianismo is the emphasis on women to follow the Virgin Mary's example in living a pure life. The women are to follow the Virgin Mary's example in being "spiritually strong, morally superior, nurturing, and self-sacrificing" Her role is to role is to keep the house, rear the children, and serve and take orders from her husband. Machismo refers to male dominance and the role of the man to have responsibility in providing, protecting, and defending his family. Respeto means respecting others, especially higher authorities. Latinos always try to act with simpatia, or kindness, by being polite and pleasant towards others and by avoiding any conflict. Lastly, religion and spirituality sets the rules for leading life; all values are held together by their faith, which is predominantly rooted in Catholic beliefs. Childhood Socialization

The values of family, personal relationships, respect, and trust and the sex-role distinctions are reflected in Hispanic families' childhood rearing practices. The father is the head of the household, who is to be obeyed and respected. Latin American families may differ in parenting styles; some might be more authoritarian and others may be more permissive. However, most reviews describe parent-child relationships as warm and

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nurturing (Julian, 1994). In fact, Hispanic parents generally nurture their children longer than Anglo-Saxon Americans. Children in the deeply rooted Anglo-Saxon value-based American school systems are expected to be self-reliant and independent by the fourth or fifth grade. However, Hispanic parents do not rear their children to be self-reliant until about the sixth or seventh grade (Portales, 2005).

The results from a survey conducted by Julian, McKenry, and McKelvey show that Hispanic parents are more concerned with their children obeying, getting along with others, and exhibiting self-control rather than performing well in school and demonstrating creativity (1994). This data reflects the belief that socialization is more important than "independent success" as defined by traditional Anglo-Saxon standards. Additionally, Hispanic parents are less likely than Anglo parents to encourage selfdependence and analytic skills (Irvine, 1995). Sociocultural Tightness

Hispanic parents do no encourage analytic skills because Hispanic culture is a high-context culture. They believe that knowledge is gained through spiral logic and intuition. Time is viewed in relation to events, and schedules are loose. Present time has a higher importance than future time, and Latinos focus more on meeting present needs rather than long-term goals. Activities move at a relaxed pace without time constraints (Enriquez).

Latinos tend to discourse in a higher context by expressing what they want to say without many details or talking around the main point. The message is implied and is to be understood through nonverbal behaviors and the understanding of cultural knowledge, values, and background (DeCapua, 2004). High context communication is especially

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used in confrontation; they try their best to maintain kindness (simpatia) and friendship while confronting another about a certain argumentative matter. Ecological Adaptation

Many social environment factors place young Latin Americans at risk for not receiving a good education or dropping out of school. According to the World Bank's report from 2005, 8.2% of Latin Americans live on $1.25 a day and 17.1% live on $2 per day. This extreme poverty hinders the learning of Latino students. Most Latin American youth claim that they leave school because they have to get a job to help support themselves and their family. A number of students also report that they do not have enough money to buy school supplies or to pay for transportation.

Latin American countries lack schools that provide quality education to students. A high percentage of Mexican females (40%) drop out of school because they do not feel like they are getting a good education. Students from other countries, like Honduras and Peru, state that schools are not equipping them with the necessary skills to obtain a good job (Cunningham, 2008). Biological Factors

In addition to environmental factors, many biological factors can affect the learning and intelligence of Latinos. Since most Latin American countries are underdeveloped and have high poverty rates, children probably do not receive the proper nutrition and medical attention that they need. Furthermore, the mothers may not receive prenatal care and good nutrition that can cause low birth rates or other problems that can lead to mental retardation (Dunlap, 1997).

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