Leveraging cultural differences to promote educational equality. (December 2017)

• Record Type: Journal Article
• Authors: Brady, Laura M; Germano, Adriana L; Fryberg, Stephanie A
• Is Part Of: Current opinion in psychology. Volume 18(2017)
• Page Start: 79
• Page End: 83
• Publication Date: 2017-12
• Subjects: Psychology -- Periodicals; 150.5
• DOI: 10.1016/j.copsyc.2017.08.003
• Languages: English
• ISSNs: 2352-250X

Abstract

Highlights: Students' cultural backgrounds shape their academic experiences and outcomes. Many existing academic interventions overlook culture. We argue that culturally grounded interventions may more effectively reduce educational disparities. Abstract : This paper theorizes that academic interventions will be maximally effective when they are culturally grounded. Culturally grounded interventions acknowledge cultural differences and validate multiple cultural models in a given context. This review highlights the importance of considering culture in academic interventions and draws upon the culture cycle framework to provide a blueprint for those interested in building more efficacious interventions. Specifically, the paper reviews literature in education and psychology to argue: first, when working-class and racial minority students' cultural models are not valued in mainstream academic domains, these students underperform; and second, many current academic interventions intended to improve working-class and racial minority students' academic outcomes could be further enhanced by cultural grounding.