scholarly journals HMông Students’ Sources of Funds of Knowledge: A Case Study of Kinh Primary School Teachers’ Practices

2021 ◽  
Vol 5 (3) ◽  
pp. 13-22
Author(s):  
Ha Thi Thanh Tran ◽  
Hung Thai Le
Keyword(s):  
Ethnic Minority ◽  
Minority Students ◽  
Primary Schools ◽  
Teaching Practices ◽  
Funds Of Knowledge ◽  
School Context ◽  
Primary Teachers ◽  
Ethnic Minority Students ◽  
Hmong Students

Teachers working with ethnic minority students who have different language and cultural background from their own may have little knowledge of their students in out-of-school context. This lack of students’ knowledge and resources outside of the school may lead to deficit thinking regarding this non-dominated group as intellectually and academically deficient. Underachievement and low study engagement by HMông ethnic minority students in disadvantaged primary schools in Vietnam evidence a need for more effective teaching practices to support these minority students’ learning and reduce inequality within their educational environment. The funds of knowledge (FoK) approach attempts to overcome teachers’ perceptions of ethnic minority students and their knowledge through learning about these students’ FoK and incorporating these insights into the teaching practices. The purpose of this study is to explore how Kinh teachers identify HMông students’ sources of FoK in order to support their teaching/learning practices. This research employs qualitative educational research method together with case study method to examine the way Kinh primary teachers identify HMông students’ sources of FoK. The findings indicate that Kinh primary teachers identified HMông students’ different sources of FoK that the teachers could beneficially be drawing on to empowering HMông children’ participation, achievement and Kinh teachers’ teaching practices.

About Ethnicity, Fitting In, and Acting Out: Applying the Person–Environment Fit Framework to School Misconduct

2016 ◽  
Vol 15 (2) ◽  
pp. 293-319 ◽  
Author(s):  
Jannick Demanet ◽  
Lore Van Praag ◽  
Mieke Van Houtte
Keyword(s):  
Ethnic Minority ◽  
Minority Students ◽  
Teacher Support ◽  
School Context ◽  
School Belonging ◽  
Ethnic Minority Students ◽  
Person Environment Fit ◽  
School Misconduct ◽  
General School ◽  
Ethnic Congruence

Starting from a person–environment fit framework, this study investigates whether ethnic congruence—the percentage of co-ethnics in a school—relates to school misconduct and whether congruence effects differ between ethnic minority and majority students. Moreover, we investigate whether eventual associations are mediated by friendship attachment, perceived teacher support, and general school belonging. Multilevel analyses of data from 11,759 students across 83 Flemish secondary schools show that higher ethnic congruence is associated with lower levels of school misconduct but only for ethnic minority students. This effect was not mediated by friendship attachment, nor by teacher support, but it was mediated by general school belonging. We conclude that ethnic minority students in schools with a higher percentage of peers of co-ethnic descent are less likely to break the school rules because they feel more contented in the school context, which is congruent with the person–environment fit framework.

Lao as a touch stone

2013 ◽  
Vol 23 (1) ◽  
pp. 119-143
Author(s):  
Manynooch Faming
Keyword(s):  
Ethnic Minority ◽  
Minority Students ◽  
Mother Tongue ◽  
National Language ◽  
Medium Of Instruction ◽  
Official Language ◽  
Ethnic Minority Students

The purpose of this article is to provide a specific case study of the contradictory discourses concerning Lao as the national language, as the official language, and as the medium of instruction. Through the diglossia framework or Lao as a touch stone, the article investigates how non-mainstream and ethnic minority students use the national language in comparison to their mother tongues and other languages at schools. The result shows that students often use their mother tongue and other non-national language to negotiate their social positions among the majority and the dominant groups.

scholarly journals The Funds of Knowledge Approach: An Opportunity to Access Education for Ethnic Minority Students in Vietnam

2021 ◽  
Author(s):  
Tran Thi Thanh Ha
Keyword(s):  
Ethnic Minority ◽  
Minority Students ◽  
Minority Groups ◽  
Immigrant Students ◽  
Funds Of Knowledge ◽  
Developed Countries ◽  
Minority Education ◽  
Educational Approach ◽  
Ethnic Minority Students ◽  
Ethnic Minority Education

The funds of knowledge approach has been increasingly studied and applied to teaching practices in many developed countries. Learning about students’ funds of knowledge and incorporation into their learning enables teachers to increase relevant learning experiences, empowering a socio-constructivist approach to teaching and learning. It is acknowledged to help students learn meaningfully by connecting lessons to students’ funds of knowledge, especially to ethnic minority students, color, immigrant students, or disadvantaged students. However, there is a lack of studies and papers on the funds of knowledge approach in education in Vietnam. This article aims to introduce this educational approach and contribute to solving the challenges that ethnic minority education in Vietnam is facing. The article also suggests further studies to promote the application of the Funds of knowledge approach in Vietnam, thereby improving the quality of ethnic minority education in Vietnam and value the cultural resources, languages, and local knowledge of ethnic minority groups in Vietnam.           

scholarly journals Teacher interventions to student misbehaviors: The role of ethnicity, emotional intelligence, and multicultural attitudes

2019 ◽  
Author(s):  
Ceren Su Abacioglu ◽  
Monique Volman ◽  
Agneta H. Fischer
Keyword(s):  
Ethnic Minority ◽  
Minority Students ◽  
Primary Schools ◽  
Intervention Strategies ◽  
Ethnic Minority Students ◽  
Teacher Interventions ◽  
Educational Trajectories ◽  
Positive Attitudes ◽  
Majority Students

AbstractTeachers play an important role in students’ educational trajectories. As a consequence, their approach to diversity in the classroom might contribute to an unfavorable educational position for ethnic minority students. The current study tested whether teachers in Dutch primary schools differed in their interventions towards ethnic minority students compared to ethnic majority students for the same kind of misbehavior and whether this difference was related to their multicultural attitudes and their abilities to recognize and interpret emotions. Teachers responded to scenarios depicted in vignettes, describing student misbehaviors, by providing the frequency with which they would engage in various intervention strategies. Our results yielded no significant differences in teachers’ intervention strategies to student misbehaviors based on student ethnic background. A notable finding was that teachers’ multicultural attitudes were related to their intervention strategies: an increase in teachers’ positive multicultural attitudes predicted an increase in relatively tolerant (e.g., discussing the misbehavior) as opposed to more dismissive intervention strategies (e.g., sending the student out of class). This finding may suggest that demonstrating positive attitudes towards multiculturalism reflects an awareness of and comfort with cultural diversity, as well as general understanding of individual differences between students and their behaviors.

scholarly journals Subtle discrimination: do stereotypes among teachers trigger bias in their expectations and widen ethnic achievement gaps?

2021 ◽  
Author(s):  
Georg Lorenz
Keyword(s):  
Ethnic Minority ◽  
Minority Students ◽  
Primary Schools ◽  
First Grade ◽  
Achievement Gaps ◽  
Negative Stereotypes ◽  
Ethnic Minority Students ◽  
Subtle Discrimination ◽  
Achievement Expectations ◽  
Core Issue

AbstractEthnic and racial disparities in educational outcomes, such as test scores, are a core issue of educational research. While the role of student and family factors in the formation of such disparities is well established, existing studies fail to draw a similarly clear picture of how teachers contribute to ethnic and racial achievement gaps. In contrast to previous studies, which focussed on the consequences of rather blatant forms of discrimination, such as in teachers’ grading practices, this study investigates rather subtle processes that might result in discrimination of ethnic and racial minority students. In particular, I address stereotypes among teachers and analyse if they induce bias in their achievement expectations for ethnic minority school beginners. Additionally, I analyse if such bias results in a self-fulfilling prophecy and contributes to ethnic achievement gaps at the end of first grade. Multilevel regressions applied to a sample of 1007 children and 64 teachers in German primary schools reveal that different teachers internalize distinct stereotypes regarding ethnic achievement gaps and the achievement-related attributes of ethnic minority students. I also find that teachers with more negative stereotypes expect lower mathematics and reading achievements for ethnic minority students at the beginning of first grade. However, although I replicate the finding that inaccurate teacher expectations result in a self-fulfilling prophecy, I find no statistically significant effects of teacher stereotypes on ethnic differences in the development of students’ reading and mathematical skills throughout first grade.

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