Perspectives in Understanding the Schooling and Achievement of Students from Culturally and Linguistically Diverse Backgrounds

Chu, Szu-Yin
September 2011
Journal of Instructional Psychology;Sep-Dec2011, Vol. 38 Issue 3/4, p201
Academic Journal
The U.S. is comprised of many different cultural and linguistic groups, and this diversity is reflected in every state and local school district. However, the ongoing underachievement and high dropout rate of some racial/ethnic groups is still of major concern. This paper focuses on a discussion of three powerful factors related to the schooling and achievement of students from culturally and linguistically diverse (CLD) backgrounds, including racial gap, social class, and cultural-ecological factors associated with involuntary minority status. Through a review of theoretical frameworks, this paper gives perspectives regarding factors related to CLD students' academic outcomes. In an effort to address the issue of CLD students' underachievement, culturally responsive teaching practices are considered as being central in facilitating those students' learning. This paper then concludes with implications for future research, policy, and/or practice.


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