Feminism, multiculturalism, and learning styles
Here's an extract from a paper: "Issues of feminism and multicultural education for educational technology" Martin,D.J., Lucek,L.E., & Fuentes,S. (1999) ["Published" on ITFORUM on 8 Nov 1999.]
"We are always on shaky ground when considering cultural differences. It is vital to examine how culture may influence learning and achievement in school, but the danger lies in overgeneralizing its effects" (Nieto, 2000, p. 140). To illustrate the "shaky ground," we discuss one attribute of learning styles, the characteristics of field dependence (more recently, this is referred to as field sensitivity) and field independence. Bennett (1995) indicates that learners with a more field dependent style tend to have a more global view, are more sensitive with "highly developed social skills," and are extrinsically motivated. Field independent learners may be better able to perceive discrete parts, are more individualistic, and are more intrinsically motivated. Shade (1997) summarizes that African-Americans tend to be more field dependent whereas Euro-centric students tend to be more field independent. Bennett (1995) also indicates that "Mexican Americans tend to be relatively field dependent or global in orientation" (p. 168).
Field dependent learners tend to favor a "spectator approach" to learning and field independent learners tend to favor "inquiry" approaches (Bennett, 1995). Is it possible that a particular theory of instruction, such as Reigeluth's Elaboration Theory, is appropriate for designing instruction for some minority groups that have a more field dependent learning style? If some African-Americans tend to be more social and relational in learning styles (field dependent), they may learn more productively with interactive, collaborative situations, but not be as successful with inquiry/Socratic learning situations and with competitive educational methods. Euro-centric students may learn more successfully in inquiry learning situations and individual-based situations, but have more difficulty with collaborative situations.
In her case study of computer use, Chisholm (1996) discusses problems of computer access, but goes beyond that to note learning style differences among a culturally diverse group of young students. Chisholm identified the following cultural themes that emerged in the use of computers:
The students whose cultures value cooperation and interdependence, such as the Mexican-Americans and the African-Americans, could work and share with others. Those whose cultures value independence and self-reliance, such as the white culture, could work alone. Whereas those whose native culture tends to look at the world holistically, such as the Mexican-Americans, could explore and learn through play, those from cultures valuing analytic thinking could learn in a step-by-step deductive fashion (p. 171).
These propositions are not intended to highlight cultural "deficiencies," but to highlight strengths. We are familiar with the literature that indicates the importance of using a variety of learning styles and teaching styles. The argument, however, is that education in the United States has tended to focus on learning styles for the Euro-centric students' competitive, inquiry-driven, and independent work. A vital caution -- where we are standing on shaky ground -- is in the "misapplication of learning style theories" (Nieto, 2000, p. 143). Nieto summarizes studies in which teachers made incorrect assumptions. For example, in one study, Flora Ida Ortiz indicated that teachers assumed Hispanic students would not want to assume leadership roles in the class activities; thus teachers did not provide the Hispanic students with opportunities they provided to non-Hispanic students. Nieto indicates there is particular promise with Howard Gardner's multiple intelligence theory "in challenging current assessment practices that focus almost exclusively on logical-mathematical and linguistic intelligence" (p. 144).
Here's an extract from a paper: "Issues of feminism and multicultural education for educational technology" Martin,D.J., Lucek,L.E., & Fuentes,S. (1999) ["Published" on ITFORUM on 8 Nov 1999.]
"We are always on shaky ground when considering cultural differences. It is vital to examine how culture may influence learning and achievement in school, but the danger lies in overgeneralizing its effects" (Nieto, 2000, p. 140). To illustrate the "shaky ground," we discuss one attribute of learning styles, the characteristics of field dependence (more recently, this is referred to as field sensitivity) and field independence. Bennett (1995) indicates that learners with a more field dependent style tend to have a more global view, are more sensitive with "highly developed social skills," and are extrinsically motivated. Field independent learners may be better able to perceive discrete parts, are more individualistic, and are more intrinsically motivated. Shade (1997) summarizes that African-Americans tend to be more field dependent whereas Euro-centric students tend to be more field independent. Bennett (1995) also indicates that "Mexican Americans tend to be relatively field dependent or global in orientation" (p. 168).
Field dependent learners tend to favor a "spectator approach" to learning and field independent learners tend to favor "inquiry" approaches (Bennett, 1995). Is it possible that a particular theory of instruction, such as Reigeluth's Elaboration Theory, is appropriate for designing instruction for some minority groups that have a more field dependent learning style? If some African-Americans tend to be more social and relational in learning styles (field dependent), they may learn more productively with interactive, collaborative situations, but not be as successful with inquiry/Socratic learning situations and with competitive educational methods. Euro-centric students may learn more successfully in inquiry learning situations and individual-based situations, but have more difficulty with collaborative situations.
In her case study of computer use, Chisholm (1996) discusses problems of computer access, but goes beyond that to note learning style differences among a culturally diverse group of young students. Chisholm identified the following cultural themes that emerged in the use of computers:
The students whose cultures value cooperation and interdependence, such as the Mexican-Americans and the African-Americans, could work and share with others. Those whose cultures value independence and self-reliance, such as the white culture, could work alone. Whereas those whose native culture tends to look at the world holistically, such as the Mexican-Americans, could explore and learn through play, those from cultures valuing analytic thinking could learn in a step-by-step deductive fashion (p. 171).
These propositions are not intended to highlight cultural "deficiencies," but to highlight strengths. We are familiar with the literature that indicates the importance of using a variety of learning styles and teaching styles. The argument, however, is that education in the United States has tended to focus on learning styles for the Euro-centric students' competitive, inquiry-driven, and independent work. A vital caution -- where we are standing on shaky ground -- is in the "misapplication of learning style theories" (Nieto, 2000, p. 143). Nieto summarizes studies in which teachers made incorrect assumptions. For example, in one study, Flora Ida Ortiz indicated that teachers assumed Hispanic students would not want to assume leadership roles in the class activities; thus teachers did not provide the Hispanic students with opportunities they provided to non-Hispanic students. Nieto indicates there is particular promise with Howard Gardner's multiple intelligence theory "in challenging current assessment practices that focus almost exclusively on logical-mathematical and linguistic intelligence" (p. 144).
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