INFLUENCE OF CULTURE ON ACADEMIC ACHIEVEMENT.   Term Paper ID:30327 Click to get this paper Essay Subject: Discusses purposes of education.... More... 7 Pages / 1575 Words 6 sources, 7 Citations, APA Format $28.00 Return to List of Papers Paper Abstract: Discusses purposes of education. Common body of knowledge; informed citizens; future employment. Role different societies play in structuring their schools. Asian and American views of the educational process. Culture related factors. Complications of education in U.S. because of the diversity of its society. Ethnic identification & the American system. Outline. Paper Introduction: OUTLINE INTRODUCTION -- The Influence of culture on academic achievement. THE PURPOSES OF EDUCATION Creating a body of informed citizens. Developing the individual's ability to think and reason. Establishing a common body of knowledge and common socialization. Preparing students for the future (good jobs and a place in society). PHYSICAL AND PSYCHOLOGICAL DIFFERENCES also determine differences. The length of the school day and year. What kind of testing the system does and when. Text of the Paper: The entire text of the paper is shown below. However, the text is somewhat scrambled. We want to give you as much information as we possibly can about our papers and essays, but we cannot give them away for free. In the text below you will find that while disordered, many of the phrases are essentially intact. From this text you will be able to get a solid sense of the writing style, the concepts addressed, and the sources used in the research paper. a common body of knowledge and common socialization D What kind of testing the system does tradeoffs each society finds acceptable IV THE SOCIETY'S INHERENT DIVERSITY with no real ethnic or racial CONCLUSIONS This is a complex issue and some the beginning of the child's lifelong quest to fights against the child's individuality and specificcultural heritage These different those in other places and why certainbackgrounds createa pool of informed citizens with a developed It can also be used to prepare individuals for good Many Asian societies for instance see tests that aredesigned to sort alone as the mostimportant factor in deciding careers How However most Americans see the elementary school experience on giving studentscertain specific skills Harold W Stevenson looked students in farming communities where math proficiencywas not as do their Asian counterparts Jacqueline J compared with being a goodstudent be important Goodnow notesthat a firm understanding of Islam well in society Cultural differences than do Western schools again because time awayfrom other activities including playtime as and found that Chinese studentsoutperformed the Americans from first Asiansocieties testing is always a way are working Stevenson has done considerable hard to achieve a particularjob In a doctor and encourage him to work used to the idea of tradeoffs which is a foreignconcept in America Another cultural gap lies in most Asianlanguages are more arbitrary and the language since students can and do society The students inChicago that Stevenson and his colleagues compared the neighborhood some born thousands of from minorities who have come to the choice was motivated by the opportunitiesthey saw in this new the Asian idea that success is all about hard work Minorities who chose to join opportunities and admission to a racist society Ogbu's argument their scores in order to succeedin school their cultural background them and gives them fewer chances distinct as China students are separately within the toperform below boys on tests and are frequently given fewer factor tied to culture is economic disadvantage of poverty that happened during thecivil rights movement in effect though many of the cultural significance is the designation ofbeing as a student isfinishing elementary school while Asian schools Understanding an individual's cultural heritage can sometimes predicthow likelihood of success butit is not an absolute References Bruner J The culture of education J U From cultural differences H W Lee S Y Chen C Lummis M M Hetherington R M Lerner M Creating a body of informed citizens B Developing the AND PSYCHOLOGICAL DIFFERENCES also determine differences A The D HHHHow each feels about the impact of the United States yet has different genders with poor students discussion of the influence of culture on academicachievement Different cultures a process of socialization that began with particular children withina society react to school This school in their own society Formal education can of knowledgeand who share socialization into valuable will determine how that is the most critical factor Almost as soon asstudents the United States by contrast sorting happens much and ultimately in what kinds of jobs choices think education is most important in providing their parents bartering and selling they tended to elementary school students soschools spend less time teaching math and Americancultures she writes that Americans place more the West cultures such as Malaysian time teachingreligion in order to assure that students theirschools Many Asian schools for instance believe in creating more well-rounded individuals and cultures Stevensonand his colleagues studied the andthese differences might explain some measuringeffectiveness Tests are used to see what Japaneseparents value effort more than innate have talents for An Asian talents but would not expect the schools to force schools do not think of nonacademic skills ascompensation for work words can be discovered bychildren structured regulated system By contrast English more complicated than almost anywhereelse same basic social context the Americanstudents included white black Asian completely absent from the classrooms of almost every othersociety American melting pot For those who do well inschool They may American system for them meanssurrendering their own identities to being forced to give up He suggests that these students are caught in are likely to continue tosuffer because the culture they who tend to be treateddifferently and to perform differently well as Islamic cultures and a number of as aweakness girls usually do not poverty can limit a child's performance in learn and even on their interest in life in the United States varies among societies In theUnited States the also more specific expectations In America gifted actually means her own culture or within a different setting to do and whether or Wellman Eds Global prospects for education Development culture and child development pp Hillsdale NJ Lawrence Erlbaum Associates Rohlen Development Stevenson H W Culture OUTLINE I INTRODUCTION The Influence of culture Preparing students for the future good and when C The importance is also a factor A Ogbu's diversity among its population B Every society has comparisons while interesting should not be used to get thebest job possible and do well in society views influence how the society may make success very difficult ability to think and reason It can jobs and aplace in society Whichever of these schools as critical indeciding their children's future Thomas P them into categories Those categories very quickly a student does in elementaryschool will undoubtedly make as being moreimportant in developing an educated person who can at students inthree different parts of Peru In the society valued as highly In America Stevenson notes language Goodnow also notes this different kind of emphasis She sees While Chinese and Japanese cultures see mathematics as being is important to an individual's are often the result of of theirinherent conviction that early education is so critical to bad for students Testing is grade on However even in firstgrade Chinese students to categorize students in terms research comparing Asian and Americanviews of American culture by contrast a lot hardenough to attain a medical degree An to the Asian mind Football scholarships the varying complexity of languages Goodnow notes that can only be learned by rote As learn toread and write English many different ways with students in Beijingincluded many different cultural miles away Theyincluded what John U UnitedStates voluntarily and those who have been forced society American schools were one of the mostattractive opportunities For involuntary minorities however doing well the American culture seetheir choice as explains much about why blacks and Hispanicstraditionally perform below the warns them that they will be lessblack or less Latino to realize theAmerican dream Involuntary minorities same cultureby at least three other factors The first educationalopportunities The degree to which gender determines expectations Even inAmerica where education is supposed the s Poverty can have moretechnologically advanced Asian societies do not have gifted Students who are labeled this way often spot students readyfor advanced teaching as soon as they that student will perform in school This is true guarantee Culture is more of an indication of whatan individual Cambridge MA Harvard University Press Goodnow J J Contexts of to differences incultural frame of reference In P M Stigler J Fan L Ge F Mathematical achievement of children Perlmutter Eds Child development in life-span perspective pp Hillsdale individual's ability to think and reason C Establishing length of the school day and year B hard work or innate ability E The kinds of little bearing in a culture and with the gifted V see education as having different goals Some see school as birth Some see it as anecessary evil that presentation looks at why students in somecountries consistently outperform serve a number of purposes It can help the way things are done in a particularsociety culture sets up its schools andmeasures individual progress begin school they start taking a series of laterbecause in part Americans do not look at education he or she can make acommon body of knowledge for instance focus more have bettermath skills than did and students do not do as well onmath tests emphasis on being a well-rounded well-adjusted happy individual as society alsoconsider things such as religion to will be able to get a good joband do have longer school days andlonger school years see a school system that takes too much differences between Chinese studentsand American students on math tests of the gap between cultures In students have learned and howwell the schools ability In cultures steeped inAsian philosophies the individual can work mothermight decide that her son should be him to goagainst his natural abilities Americans are also in the classroom yet the idea is common while many of the characters and symbols common in teachers continue to disagree onthe best way to teach in the world because of the diversity of its and Hispanic youngsters some bornand raised in in the world Ogbu differentiates chose tocome to the United States their bring some of their cultural expectations with them suchas a structure that will discriminateagainst them anyway something they valuein exchange for fewer an impossible bindbecause of their culture If they improve have been forced to live in stilldiscriminates against in school Even in a country asracially Eurocentricsocieties have different expectations for women They are expected do as well on tests A second school JeromeBruner talks about the discovery learning In some cultures economics has less of an A third factor that has gifted label often happens later that students have more options rather than less However culture is a complex issue It can indicate the not itis succeeding in meeting those expectations schooling pp Washington DC APA Ogbu T P Japan's high schools Berkeley Universityof California Press Stevenson and schooling Influences oncognitive development In E on academic achievement II THE PURPOSES OF EDUCATION A jobs and a place in society III PHYSICAL the society places on specific subjects concept of voluntary and involuntary minorities is relevant in its own ways of dealing with condemn one system over another This is a Some see it as the formal startof as awhole goes about educating its children and how for children from variouscultures whether or not they are attending be used to establish students who share a common body purposes a particular culture findsmost Rohlen observes that inJapanese schools this beginto decide each student's future In some difference in where he or she goes tocollege then make educatedcareer choices Societies that where children were expectedto help skills areseen as more important than is math for deeper roots for cultural differences among Asian moreimportant than it is in abilityto do well in many professions so schools spend much physical andpsychological differences in the way different societies structure later jobsuccess Americans on the other hand also done differently among different are used to taking tests for different reasons offuture careers In America tests start as a way of the educational process He found for example that of schooling is aimed towardhelping students find out what they American mother might hope her sonhad medical are a good example ofthis kind of tradeoff Asian in English the meanings of aresult these complex languages are best taught using a more Education in America is much backgrounds The Chinese students allshared a common ancestry and the Ogbu calls both voluntary and involuntary minorities groups almost to leave their nativecultures and join the so voluntary minorities tend to in school representscultural betrayal Accepting the adding to their existing background but involuntaryminorities see themselves as levels of whites and Asians in the sameschools At the same time they are not the only ones is gender Many Asiancultures as isculturally related In societies in which being female is seen to be available to all regardless offamily income a powerfulinfluence on the way children the kind of dramaticextremes in income that characterize are given specialconsideration though that consideration start school To Asians gifted means more advanced but whether that schoolis within his or is likely to think school ought achievement In S G Paris H M Greenfield R R Cocking Eds Cross-cultural roots of minority in Chinaand the United States Child NJ Lawrence Erlbaum Associates a common body of knowledge and common socialization D What kind of testing the system does tradeoffs each society finds acceptable IV THE SOCIETY'S INHERENT DIVERSITY with no real ethnic or racial CONCLUSIONS This is a complex issue and some the beginning of the child's lifelong quest to fights against the child's individuality and specificcultural heritage These different those in other places and why certainbackgrounds createa pool of informed citizens with a developed It can also be used to prepare individuals for good Many Asian societies for instance see tests that aredesigned to sort alone as the mostimportant factor in deciding careers How However most Americans see the elementary school experience on giving studentscertain specific skills Harold W Stevenson looked students in farming communities where math proficiencywas not as do their Asian counterparts Jacqueline J compared with being a goodstudent be important Goodnow notesthat a firm understanding of Islam well in society Cultural differences than do Western schools again because time awayfrom other activities including playtime as and found that Chinese studentsoutperformed the Americans from first Asiansocieties testing is always a way are working Stevenson has done considerable hard to achieve a particularjob In a doctor and encourage him to work used to the idea of tradeoffs which is a foreignconcept in America Another cultural gap lies in most Asianlanguages are more arbitrary and the language since students can and do society The students inChicago that Stevenson and his colleagues compared the neighborhood some born thousands of from minorities who have come to the choice was motivated by the opportunitiesthey saw in this new the Asian idea that success is all about hard work Minorities who chose to join opportunities and admission to a racist society Ogbu's argument their scores in order to succeedin school their cultural background them and gives them fewer chances distinct as China students are separately within the toperform below boys on tests and are frequently given fewer factor tied to culture is economic disadvantage of poverty that happened during thecivil rights movement in effect though many of the cultural significance is the designation ofbeing as a student isfinishing elementary school while Asian schools Understanding an individual's cultural heritage can sometimes predicthow likelihood of success butit is not an absolute References Bruner J The culture of education J U From cultural differences H W Lee S Y Chen C Lummis M M Hetherington R M Lerner M Creating a body of informed citizens B Developing the AND PSYCHOLOGICAL DIFFERENCES also determine differences A The D HHHHow each feels about the impact of the United States yet has different genders with poor students discussion of the influence of culture on academicachievement Different cultures a process of socialization that began with particular children withina society react to school This school in their own society Formal education can of knowledgeand who share socialization into valuable will determine how that is the most critical factor Almost as soon asstudents the United States by contrast sorting happens much and ultimately in what kinds of jobs choices think education is most important in providing their parents bartering and selling they tended to elementary school students soschools spend less time teaching math and Americancultures she writes that Americans place more the West cultures such as Malaysian time teachingreligion in order to assure that students theirschools Many Asian schools for instance believe in creating more well-rounded individuals and cultures Stevensonand his colleagues studied the andthese differences might explain some measuringeffectiveness Tests are used to see what Japaneseparents value effort more than innate have talents for An Asian talents but would not expect the schools to force schools do not think of nonacademic skills ascompensation for work words can be discovered bychildren structured regulated system By contrast English more complicated than almost anywhereelse same basic social context the Americanstudents included white black Asian completely absent from the classrooms of almost every othersociety American melting pot For those who do well inschool They may American system for them meanssurrendering their own identities to being forced to give up He suggests that these students are caught in are likely to continue tosuffer because the culture they who tend to be treateddifferently and to perform differently well as Islamic cultures and a number of as aweakness girls usually do not poverty can limit a child's performance in learn and even on their interest in life in the United States varies among societies In theUnited States the also more specific expectations In America gifted actually means her own culture or within a different setting to do and whether or Wellman Eds Global prospects for education Development culture and child development pp Hillsdale NJ Lawrence Erlbaum Associates Rohlen Development Stevenson H W Culture If this paper is not what you are looking for, you can search again: Search for: or Click here to request an essay written just for you.