Implications of Socio-cultural Diversity

Charles Sinawat Siaw Jun Ning

3.1 Implications of Socio-cultural Diversity to Pupils

Learning and thinking styles Ethnic Language and communication

Settlement and social class

Gender

Individual student is unique and different as different background. Every individual grows and develops interaction results in each environment.

Culture is the most effective factor that influences on individual development. Culture influences the way individuals think, the way individuals act, also affect mood and temperament.

Culture provides the blueprint that determines the way an individual THINKS, feels and behaves in society".

(Gollnick & Chin, 1990)

According to Marcelle, DuPraw and Axner, there are six basic patterns of culture that makes it unique and different individual, namely:

Different communication styles

Communication style refers to the use of language and verbal communication. Two people from different cultures, even within the same culture have different use of language. North Malay individuals and high-pitched vocal while chatting is acceptable. Best friend used the acronym "I-hang" is more acceptable but not in a conversation with an older person. so also in the Malay dialect conversation on the East Coast, there is a vocabulary that can confuse users understanding the standard language. For example, vocabulary 'always' meant now..

Thus, a student in a class lead to different communication styles in the classroom. Understanding of the variation in this needs to be recognized so that we can avoid any problems between individuals arising from

Different attitudes toward conflict.

They are trained in family practice discussion, for example, will be more open in the face of conflict problems. Solution in the form of face to face discussions may be appropriate for this group. On the contrary, most individuals feel uncomfortable discussing publicly because they did not want to lose face. Closed solution or in writing may be more appropriate.

Different approach in solving the task.

Every culture has its own way in the approach to solve the task. Among the factors that influence include access to material resources, the view of the remuneration to be received upon completion of assignment, the view of the importance of time, views on cooperation in the preparation of the team and their relevance assignments.

Different problem-solving styles.

Problem-solving style is also dependent on the holding of a culture. There is a cultural practice of shared responsibility and delegation of powers to other members of the community or family. Therefore, the practice of collective responsibility in solving the problem exists. Rather, there are cultural practices that emphasize individual responsibility to solve the problem. There is also a culture of practicing mutual agreement to solve the problem.

5 Different attitudes towards disclosure

of view.
Each individual has a different view on the attitude 'frank' emotion and feeling good about causal argument or personal information.

6 Different approaches to find out.

Every culture has its own way of knowing or learning process. Prefers the western culture and the eastern culture cognitive thinking more stick to the accuracy of information. There is also a culture that is focused on affective, music and movement.

3.1.1 Proficiency and language acquisition

(a) Regional languages, the language or dialect only.

Students who have not mastered the dialect or mother tongue alone is likely to face problems in learning, lack of understanding of the reading materials and teacher explanation. Effect, they will be left behind in their studies.

(b) Two or more languages with a limited vocabulary or widespread.

Students who master two or more languages, e.g. mother tongue, Malay and English will be more easily mastered learning synapses are formed in the brain. As such, students polyglot quick and agile in understanding the concept checkers become gifted students.

3.1.2 Socio ethnic (a) One racial or ethnic

Students who live and learn in an environment that is often practiced ethnic culture, way of thought and the same worldview about world cultures will be exposed communities. Thus, understanding and awareness of other cultures not only learned through practice. Possibility of adapting the process to other racial or ethnic groups will difficult.

(b) Multiethnic
Students studying in the school environment and the participation of various ethnic groups will be exposed to the practices, customs, opinions and think how different ethnic groups either consciously or otherwise. Students in this situation will be able to learn languages other ethnic indirectly. Receive and mutual respect can be cultivated on the results of formal and informal learning.

3.1.3 Social class

Students who belong to the lower social classes may face problems related to funding, study facilities, lack of equipment to learn and so on. Based on the theory of "cultural deprivation theory ', this group of students face problems received less attention due to busy parents make a living. Students are less enthusiastic and risk having problems in school dropout.

Students consist of various social classes: low, medium and high. Social class created by the level of education and socioeconomic status of the family.

3.1.4 Settlements
a) Urban and suburban

Urban and suburban students are more exposed to the diversity of different ethnic cultures. There are a variety of cultures that make up based on socioeconomic status of different social classes. As such, in urban and suburban schools will exist environmental impact of cultural diversity.

There are students who belong to the group of the urban poor, the middle class that the average child of government officials and private sector, as well as those of the rich. Student culture of emphasis on the educational aspect, the ability to spend, behaviour and perception of clear roles and responsibilities will vary depending on the aspirations of parents, type of employment, education and so forth.

(b) Rural and remote School students in rural and remote areas often practice the same culture, ethnic identity, a similar world view and so on. Therefore, action, world views, aspirations and views on education reflected less likely to challenge as they are a big city. Average rural students are less cause problems to the school in terms of their behaviour.

3.1.5 Style of thinking and learning styles

As a unique individual, each student adopted the style of thinking and different learning styles. Learning style refers to the most effective way for the individual to master learning. There are three basic learning styles of general visual, audio and kinaesthetic.

Visual learners need to hear and see to understand the lesson content while kinaesthetic learners need to be involved doing activities to master the learning.

There are students who need help learning the background to understand. Students of this type belong to the style of thought 'field dependent'. More girls need help setting than men, also depends on the culture of ethnic life. Next, there are also students who take a long time to understand and act.

Impulsive students more easily make mistakes in a reflective learning than students. Reflective students take time and think twice before taking action. Reflective students are easier to remember information, a better understanding of the text and more efficient in problem solving and decision making than impulsive students.

Learning styles and style of thinking.

Learning styles Auditory Style of thinking Action Easy to learn through the process of hearing Quickly learned through the process of hearing and seeing.

Visual

Kinaesthetic

Field

Learn through the process of creating a 'hands-on'. Need the help background setting to

Learning styles

Style of thinking

Action

Field independent Background does not need help to understand the learning environment. Impulsive Act without thinking. Fast-acting. Act after thinking deeply. Careful and slow response.

Reflective

3.1.6 Gender
Male and female students often get different treatment as indicated treatment they are often different.

1
Girls are more diligent attention in learning, to comply with classroom and school rules.

2
Girls are more neat and orderly than men.

3
Female students performed well at the primary level. Male students performed better at the secondary level.

4
Boys usually get the attention of the teacher in the learning and interaction with teachers.

5
Boys often considered problematic.

3.2 socio-cultural implications of diversity to the teacher

Practice
Record academic achievementexaminations Co-curriculum achievementinvolvement Such information does not give a true depiction about pupils as every individual is affected by their culture practised

Teachers responsibility

Guide pupils to achieve individual potentials in academic

Not easy: to teach a huge group

Variation of pupils in a classroom

ethnic language Socioeconomic status

Pupils in a classroom
Culture Demography Family background

3.2.1 Acceptance and equal Attention

Understand pupils background, socio-economic status, location, culture, rituals and beliefs, religions

Acceptance and Equal Attention

Give equal treatment according to each pupils needs

Should not treat pupils in terms of groups of individuals, groups of socials or according to their ethnics

Continue
Should use the information to understand their behaviours and opinions which are affected by the surroundings

Acceptance and Equal Attention

Can plan suitable lesson and treat equally

Should not label or generalize pupils according to their family backgrounds

Refrain from discrimination and selffulfilling prophecy effect

3.2.2 Cooperative Learning Strategy

Cooperative Learning Strategy

Pupils have different learning styles Equal education does not mean to deliver using the same methods to every pupils Equality in education depends on surroundings, socioeconomic status, learning styles

To ensure the groups achievement

Pupils in heterogeneou s groups share the knowledge and experience

Learn together

HOW?
Communicate Help each other

realize the differences between each other

Benefits
Learn to be tolerate and cooperate (required in a multicultural community)

Improve relationships

3.2.3 Classroom Management and Relationship Management

Teachers responsibility (explicit)
Teach Conduct formal curriculum

Teachers responsibility (in reality)

Manage relationship in the classroom Effective teacherlearning sessions Behaviour management rules and routines

Relationship Management

Sociometric research- relationship among pupils Information gathered- sociogram To build up relationship and acceptance among pupils

How?
Organize the information in a diagram (sociogram)
The Star: The pupil who has the most votes Dependent pairs: pupils who choose for each other Click: pupils who choose each other in groups of 3 or 4 Chain: Pupil A chooses pupil B, pupil B chooses pupil C Disqualify: the pupil who is disliked by the most Alienator: pupils who are not chosen at all

Ask pupils to list down three friends (like) and a friend (dislike)

Help alienated and isolated pupils

Teachers action
Place with the star

3.2.4 Aspiration/Expectation of Teachers

Teachers
Different expectations or attention towards pupils Influenced by outfits, socio-economic status, gender, social class, ethnic Teachers should realize that pupils potentials are not influenced by their social class, gender or ethnic Teachers expectation towards their achievement according to these general elements are not fair Different attention widens the gap among pupils Teachers should change their attitudes and perceptions towards pupils and avoid discriminations

3.2.5 Selection of Resources and Materials

Learning materials are suitable to the knowledge and culture Add on extra resources apart from textbooks A variation of characters names, places, food, occupations that involve various ethnics

Materials and Resources

Aware of the selection of materials or resources

Increase motivation, more effective teaching and learning sessions

Get accurate information about the culture

Focus on respecting different rituals and cultures practised by various ethnics

Avoid negative or sensitive issues

HOW ?

Good selection of materials: Language & terms which are not sensitive in terms of gender, ethnic, beliefs

3.3 Socio-cultural Implications of Diversity to the School

Racial and ethnic composition of the school community reflects the socio-cultural diversity in the community. Micro cultural practice of the ethnic family and will be brought into school and school socio-cultural influences.

3.3.1 Types of school.

Practices in the Malaysian school system geared towards national and centralized system, but the implementation around the types of different schools. Therefore, the school culture is also different as citizens of certain schools belong from certain ethnic.

Types of schools that exist are: Secondary Sekolah menengah kebangsaan Sekolah menengah kebangsaan agama Sekolah kebangsaan Sekolah menengah jenis kebangsaan Sekolah jenis kebangsaan cina Sekolah berasrama penuh Sekolah berprestasi tinggi Sekolah jenis kebangsaan tamil Sekolah wawasan Sekolah bestari Sekolah menengah teknik Sekolah menengah sains Sekolah menengah vokasional Sekolah pendidikan khas Primary

The types of schools with different focus also practice different cultures. That secondary school staff or students have different backgrounds. Average primary school staff consists of an ethnic majority.

Socio-cultural influence of cultural practices in schools is also limited to the ethnic majority. However, there will be also based on the diversity of micro sub-ethnic culture of the language and customs.

3.3.2 School locality

Schools located in the city, most of them accompanied by a variety of socio-cultural backgrounds: social class and ethnicity. Rural schools and rural usually include one or two ethnic groups with low socioeconomic status.

Rural schools often face a teacher shortage, frequent transfers of teachers and low achievement. Therefore, the school culture is influenced by local socio-cultural aspects are limitless.

3.3.3 Schools leaderships

Success or otherwise of a school depends on the leadership style of the school managers. Good manager can create a friendly school climate, motivate and work together as a team

Sociocultural composition can be used to achieve the aims of the school.

3.3 socio-cultural implications of diversity to hidden curriculum

What?
Ways to deliver and shape culture and attitudes through teaching and learning process and school organization management
Behaviour or attitudes that are learnt at school but which are not a part of the formal curriculum. E.g. aspects of classism can often be unintentionally conveyed in learning materials.

Obedienc e towards authority Tolerance Obey school rules

Culture and attitudes

Respect Cooperatio n Punctual

Attitudes and practices of culture can be taught indirectly through stimulus and practises which are normally practised in the school

Hidden curriculum is an implicit value which is not planned objectively but is conducted from the practices in classrooms as the effect of the process of implementation of formal curriculum.

3 ELEMENTS

Groups Praise Power

Groups

Members of a group, pupils need to stand up when teacher enters, Greets, Wait for turns, Talk with the permission of teachers Do own works Overcome influences and ask for permission to go out or enter So, in short, need to learn to be patient to succeed in school situations. To prepare them to face their futures

Praise

Related to evaluation Teacher evaluates pupils learning through examinations, writing exercises, oral Evaluation in the classroom: behaviour Less praise towards good attitudes Punishments towards pupils who do wrong things, disobey rules etc.

Power

Authoritarian Pupils obey rules which are prepared by the teachers Less motivation and inquiry towards learning

Do not have chances to voice out their opinions and thoughts

Teachers should practise democratic style and give chance to pupils to share the power and give opinions

Two aspects of planned curriculum

Formal curriculum documented

-

Teaching curriculum
-

KBSR, KBSM, syllabus

Process of conducting formal curriculum in a classroom

Teachers

can apply hidden curriculum during teaching

Pupils get messages through teachers actions and practices, selection of contents, texts, language usage, attention towards individuals, feedbacks of teachers and pupils

Side by side with the manifest curriculum, the knowledge, skills and attitudes that schools are charge with teaching, there is a hidden curriculum which may make as much if not more impact on pupils For example, unintended stereotypical messages about minorities or ethnic groups, about the roles of males and females, about the work ethic to be cultivated or the meaning of success and failure in schools (Turner, 1983)

Pupils learn through hidden curriculum from the following 2 aspects

Schools Organization al Structure

Timetable Facilities in the schools Learning resources (textbooks, ICT) Forms of evaluations Types of courses Special program of the schools Co-curricular activities Relationship management How the principals manage the schools to form a school climate that affects pupils learning experiences directly and indirectly

Culture

Rules Cleanliness Information boards Roles and relationships of the members of the schools Culture of pupils, Practices Aspirations of the school Expectations of teachers towards every group of pupils

Effects of the hidden curriculum in the classroom

Purposely Not purposely There are some teachers who fail to manage learning sessions effectively for pupils who are from other culture and value systems Teachers- bias or prejudice against the pupils

Examples

Place passive pupils (introvert, weak) at the back of the class Avoid certain pupils in class activities Does not look straight at the pupils, less communication with certain pupils Praise the pupils from other culture in minor achievement instead of focusing on their performance Lower the standard of academic achievement to suit weak pupils, slow learners etc.

CONCLUSION

Variety of schools (SMK, SK, SJKT, SJKC etc.) gives various effects towards pupils development and realization about various socio-culture.

Teachers should have positive social interaction among pupils.

Teachers should consider hidden curriculum instead of focusing on academic achievement only.

References
Noriati A. Rashid, Boon, P.Y., Sharifah Fakhriah Syed Ahmad, & Zuraidah A. Majid. (2011). Budaya dan pembelajaran. Malaysia: Oxford Fajar Sdn. Bhd. Syed Ismail Syed Mustapa & Ahmad Subki Miskon. (2012). Budaya dan Pembelajaran (3rd. Ed.). Malaysia: Penerbitan Multimedia Sdn. Bhd. Santrock, J.W. (2008). Educational psychology (3rd Ed.). New York: McGraw-Hill. Woolfolk, A.H. (2008). Educational psychology (10th Ed.). Boston: Allyn & Bacon, Inc.