The Cultural Differences of Chicago High Schools - Term Paper Example

Why Do Cultural Differences Within Urban Chicago High Schools Result In So Many Discipline Problems?” This study investigates causes of common disciplinary problems in multicultural urban high schools in Chicago, and if cultural differences play a vital role in the development of such problems. Participants in this study will answer open-ended interview questionnaires that probe into their observations and opinions on the matter at hand. These participants are directly involved with the high schools being investigated – students, school support staff, teachers, parents and school counselors. Furthermore, the participants shall also be asked for suggestions on how to minimize or entirely eliminate disciplinary problems in their schools. Review Of Literature In a multicultural environment, people gain skills in dealing with all sorts of personalities. Conflicts between two different personalities are bound to arise. How much more between personalities from distinct cultures? Studies on the differences in academic achievement of children from different cultures have been done. Arthur Hu (n.d.) has indexed various results of comparative academic standings of different races and concludes that indeed, there are cultural differences in school achievement performances. Value systems of different cultures have likewise been compared. In a comprehensive research by Kai-ming Cheng (1998), he outlined several points of comparisons. One is that parents of American children attribute their children’s successes or failures to their innate abilities while Japanese and Chinese parents pay more attention to their children’s effort and the environment in which they learn. This has a multitude of implications on cultural views and expectations in education. It is observed that Asian schools value uniformity and conformity to the collective culture. Priority is given to one’s status within the collective group, so there is much focus on examinations and competition. This suggests why much emphasis is given on the effort exerted by the students. In contrast, cultures where individualism dominates, such as in many Western nations, tend to view “education as a means of empowering children. The goal is to enable children to grow and respect themselves as individuals. Schools and parents encourage children to develop according to their unique needs and potentialities. Consequently, education systems tend to honor individuality over conformity and individual ability over effort. “ (Cheng, 1998) In terms of discipline, Cheng discusses that in Western countries, disciplinary measures are only enforced when necessary, and when misbehavior gets in the way of learning. Teachers are trained in classroom management skills to prevent and solve behavior problems. School faculties learn to implement systems of school-wide discipline (e.g., assertive discipline) when and only when there is a perception that school discipline is weak. In East Asian systems, discipline does not receive focus only for the purpose of effective teaching and learning, but discipline is itself a primary objective of education. School discipline is seen as a positive, necessary and valued aspect of socialization. (Cheng, 1998) What happens then when schools are attended by students from different cultures who are expected to abide by the school’s built-in culture? This school culture may be more congruent with some cultures than with others. “Students with cultural and communicative norms, which are incongruous with the school’s norms, are more likely to engage in unacceptable behavior”. (Taylor, 1987). While most of the students learn to accept and conform to the rules of schools, cultural differences may play an important role in apparent discipline problems in the school simply because some cultures fail to know, accept or conform to school norms which are either divergent or incongruous with their own cultural or communicative norms. (Taylor, 1987)). From the discussion above, an example would be an Asian student being annoyed with an American peer who does not feel as much pressure to conform to certain directions as long as this American applies the knowledge he has learned and gets results done. From the explanation that Asians are more likely to conform to society’s dictates and Americans are more likely to be more individualistic, then conflicts are bound to happen, probably resulting in a discipline problem later. Some common disciplinary problems culled from research are the following: (Taylor, 1987) Challenging the teachers authority; Using obscene language Interrupting another student; Seeking assistance from another student on a test; Not waiting until one person has finished speaking before taking a turn; Ignoring the teachers directions; Responding in a loud voice; Socializing in class; Being late to class; Not walking away during discord; Using physical means to settle a conflict Each of the behaviors listed above may be in conflict with communication rules for a given cultural group. However, it may also be possible that some students do not perceive some troublesome behavior as meriting disciplinary action. Chaney (1981) in her doctoral dissertation found out that students, parents and teachers do not share a common perception of which behaviors warranted disciplinary action. Somehow, some behavior problems are compounded by disputes on these that may create factions between parents, teachers and students. Some strategies to minimize and avoid communication and disciplinary problems include the following: (Taylor, 1987; Quiroz, 2000; American School Counselor Association) Determine which school or classroom norms may be in conflict with some cultural or communicative norms of specific cultural groups. Educate students on the need for rules to govern appropriate behavior while simultaneously recognizing the validity of other behaviors in different settings such as students’ homes or communities. Ensure that all rules are clarified to each student’s understanding so obedience to such will be expected. Engage in discussions with colleagues on how school or classroom norms might be revised to make them more sensitive to the various cultural groups in the school community. Promote more extra-curricular activities that would aim to promote camaraderie among different cultural groups Empower the school counselors in establishing better relationships with the students to open communication lines about probable problems that may be resolved internally instead of taking it out on other people. Rationale Of The Study The significance of attending high school cannot be underestimated. Schools are environments that encourage socialization skills. It is here where many significant relationships are established. Adolescents firm up their character and personalities from their experiences in high school. It is alarming that many disciplinary problems happen during this critical stage of human development. There are many reported juvenile delinquent behaviors such as inflicting sadistic aggression and verbal abuse on peers. Cultural differences are usually blamed for several discipline problems. Because the youth is considered the hope for a better future, it is essential that they be given the proper training and environment conducive to developing their potentials optimally. Factors such as disciplinary problems may be influential in derailing such a vision, as these may cause undue anxiety and trauma that may affect a person’s future development. This study attempts to investigate the root of most of disciplinary problems, and some possible remedies or solutions to minimize or totally avoid such. It will specifically explore if cultural differences play a vital role in the development of disciplinary aberrations. Research Questions The following questions are to be asked to participants of the study: 1. List 5 disciplinary problems that you know of in your school and rate them from most pressing to least pressing. 2. What do you think are the main causes of such discipline problems. 3. In what way/s do you think cultural differences play a role in these discipline problems? 4. What do you suggest can be done to avoid or at least minimize such disciplinary problems? Participants In The Study This study will choose participants who are directly involved in the schools to be investigated, as these people are most concerned with the problem at hand. Their personal observations, insights and suggestions need to be seriously considered as they bear witness to such problems on a more regular basis, and will be the ultimate beneficiary if these problems are solved. In each of the three urban Chicago high schools that are to be chosen, 100 subjects will serve as participants: 30 students, 20 parents, 30 teachers and counselors, 20 non-teaching and support staff. Instruments The open-ended questions listed above will be typed in standard form to be answered by each of the participants. A more detailed survey questionnaire on the questions mentioned may be administered to the same. Procedure Subjects will be randomly selected to participate in the study. They will be invited to a scheduled session with the researcher. Each session will accommodate a group of 20 participants (students, parents, teachers/counselors, non-teaching staff are randomly mixed in each session). The participants shall be briefed on the background of the study and the directions to be followed in the questionnaire. They shall be given a maximum of 45 minutes to complete the questionnaire and submit these to the researcher upon completion. Ethical Consideration The following ethical considerations shall be followed in this study: No pressure in case selected subjects will decline from participating in the study. Specific details of each subject’s responses shall not be publicly divulged. Confidentiality of identities of the subjects shall be maintained Translations to preferred language of the questions will be available. Translations of the responses should be objectively made (no subjective interpretations) Results may be submitted to school admin for consideration Data Analysis Plan Data gathered from the responses to the questions shall be organized according to the specific questions and the position of the respondent (if student, parent, teacher, etc.) and the school. Should categories of answers are formed, percentages shall be applied. More importantly, data gathered will be analyzed qualitatively. Results of the study will be used to create an action plan based on the suggested activities/ solutions of the participants. This shall be forwarded to the school authorities concerned for consideration and implementation. References American School Counselor Association (n.d.), ‘The ASCA national model: A framework for school counseling programs.’ Retrieved on November 21, 2006 from http://www.schoolcounselor.org/files/ExecSumm.pdf Chaney, J. (1981). An examination of student, teacher and parent perceptions of a junior high school’s most pressing discipline problems (Doctoral dissertation, Florida Atlantic University, 1981) Cheng, K. (1998)’Can education values be borrowed? Looking into cultural differences’, Peabody Journal of Education. Vol. 73: 2 ‘Family Involvement in Childrens Education - October 1997 Retrieved on November 21, 2006 from http://www.ed.gov/pubs/FamInvolve/local5.html Hu, A. (n.d.), ‘Testing: index of diversity’ Retrieved on November 21, 2006 from http://www.arthurhu.com/index/test.htm Quiroz, P. (2000) ‘A comparison of the organizational and cultural contexts of extracurricular participation and sponsorship in two high schools’. Educational Studies. Vol 31: 3 Taylor, O. (1987) Cross-Cultural Communication: An Essential Dimension of Effective Education. Retrieved on November 21, 2006 from http://www.maec.org/cross/8.html Read More