Creating a culturally responsive classroom: Teachers’ narratives of their influence on ethnic-minority students’ performance and home–school collaboration

Ming Tak HUE

Research output: Contribution to conferencePoster

Abstract

Many Hong Kong schools are concerned with the growing number of enrolments of ethnic minority students. This article examines teachers’ views of their influence on the performance of these students and how the cultural diversity among these students were addressed. Qualitative data were collected from semi-structured interviews with thirty-two teachers from three secondary schools. This study shows that teachers struggle to conceptualize a new rationale for responding to cultural diversity. They develop a sense of inter-cultural sensitivity, promote cultural responsiveness to diversity, and strengthen the home-school connection. The implication for the creation of a culturally responsive classroom will be given. Copyright © 2015 AERA.

Conference

Conference2015 Annual Meeting of American Educational Research Association: "Toward Justice: Culture, Language, and Heritage in Education Research and Praxis"
Abbreviated titleAERA 2015
Country/TerritoryUnited States
CityChicago, Ill.
Period16/04/1520/04/15
Internet address

Citation

Hue, M.-t. (2015, April). Creating a culturally responsive classroom: Teachers' narratives of their influence on ethnic-minority students' performance and home–school collaboration. Poster presented at The 2015 American Educational Research Association Annual Meeting (AERA 2015): Toward justice: Culture, language, and heritage in education research and praxis, Sheraton Chicago, Chicago, Illinois.

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