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Implications of Socio-cultural
Diversity
Charles Sinawat
Siaw Jun Ning
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3.1 Implications of Socio-culturalDiversity to Pupils
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Learning and thinking
styles
Ethnic
Language andcommunication
Settlement and social
class
Gender
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Individual student is unique and different
as different background. Every individual
grows and develops interaction results in
each environment.
Culture is the most effective factor that
influences on individual development.Culture influences the way individuals
think, the way individuals act, also affect
mood and temperament.
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Culture provides the blueprint that
determines the way an individual
THINKS, feels and behaves in society".
(Gollnick & Chin,
1990)
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According to Marcelle, DuPraw and
Axner, there are six basic patterns ofculture that makes it unique and
different individual, namely:
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Different communication styles
Communication style refers to the use of language and
verbal communication. Two people from different cultures,
even within the same culture have different use of
language. North Malay individuals and high-pitched vocal
while chatting is acceptable. Best friend used the acronym
"I-hang" is more acceptable but not in a conversation withan older person. so also in the Malay dialect conversation
on the East Coast, there is a vocabulary that can confuse
users understanding the standard language. For example,
vocabulary 'always' meant now..
Thus, a student in a class lead to different communication
styles in the classroom. Understanding of the variation in
this needs to be recognized so that we can avoid any
problems between individuals arising from
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2Different attitudes toward conflict.
They are trained in family practice
discussion, for example, will be more
open in the face of conflict problems.Solution in the form of face to face
discussions may be appropriate for this
group. On the contrary, most individuals
feel uncomfortable discussing publicly
because they did not want to lose face.
Closed solution or in writing may be more
appropriate.
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3 Different approach in solving thetask.
Every culture has its own way in the
approach to solve the task. Among the
factors that influence include access to
material resources, the view of the
remuneration to be received upon
completion of assignment, the view of theimportance of time, views on cooperation in
the preparation of the team and their
relevance assignments.
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4Different problem-solving styles.
Problem-solving style is also dependent on the
holding of a culture. There is a cultural practice
of shared responsibility and delegation ofpowers to other members of the community or
family. Therefore, the practice of collective
responsibility in solving the problem exists.
Rather, there are cultural practices thatemphasize individual responsibility to solve the
problem. There is also a culture of practicing
mutual agreement to solve the problem.
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5 Different attitudes towards disclosureof view.Each individual has a different view onthe attitude 'frank' emotion and feeling
good about causal argument or personal
information.
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6 Different approaches to find out.
Every culture has its own way of
knowing or learning process. Prefers the
western culture and the eastern culturecognitive thinking more stick to the
accuracy of information. There is also a
culture that is focused on affective,
music and movement.
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3.1.1 Proficiency and language acquisition
(a) Regionallanguages, the
language or dialectonly.
Students who have not mastered
the dialect or mother tongue aloneis likely to face problems in learning,lack of understanding of the readingmaterials and teacher explanation.
Effect, they will be left behind intheir studies.
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(b) Two or more
languages with alimited vocabulary or
widespread.
Students who master two or morelanguages, e.g. mother tongue, Malay
and English will be more easilymastered learning synapses are
formed in the brain. As such, studentspolyglot quick and agile in
understanding the concept checkersbecome gifted students.
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3.1.2 Socio ethnic
(a) Oneracial orethnic
Students who live and learn in anenvironment that is often practicedethnic culture, way of thought and thesame worldview about world cultureswill be exposed communities. Thus,understanding and awareness of othercultures not only learned throughpractice. Possibility of adapting theprocess to other racial or ethnic groupswill difficult.
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(b) Multi-
ethnicStudents studying in the schoolenvironment and the participation ofvarious ethnic groups will be exposedto the practices, customs, opinions andthink how different ethnic groups eitherconsciously or otherwise. Students inthis situation will be able to learnlanguages other ethnic indirectly.Receive and mutual respect can becultivated on the results of formal andinformal learning.
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3.1.3 Social class
Students consist ofvarious socialclasses: low,
medium and high.Social classcreated by thelevel of educationandsocioeconomicstatus of thefamily.
Students who belong to the lowersocial classes may face problemsrelated to funding, study facilities,lack of equipment to learn and so
on. Based on the theory of"cultural deprivation theory ', thisgroup of students face problemsreceived less attention due to busyparents make a living. Studentsare less enthusiastic and riskhaving problems in schooldropout.
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3.1.4 Settlements
Urban and suburban students are moreexposed to the diversity of different ethnic
cultures. There are a variety of cultures that
make up based on socioeconomic status of
different social classes. As such, in urban andsuburban schools will exist environmental
impact of cultural diversity.
a) Urban and suburban
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There are students who belong to the group of the
urban poor, the middle class that the average child ofgovernment officials and private sector, as well as
those of the rich. Student culture of emphasis on the
educational aspect, the ability to spend, behaviour and
perception of clear roles and responsibilities will varydepending on the aspirations of parents, type of
employment, education and so forth.
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School students in rural and remote
areas often practice the same culture,
ethnic identity, a similar world view andso on. Therefore, action, world views,
aspirations and views on education
reflected less likely to challenge as they
are a big city. Average rural students areless cause problems to the school in
terms of their behaviour.
(b) Rural and remote
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3.1.5 Style of thinking and learning styles
As a unique individual, each studentadopted the style of thinking and different
learning styles. Learning style refers to the
most effective way for the individual to
master learning. There are three basic
learning styles of general visual, audio and
kinaesthetic.
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Visual learners need to hear and see tounderstand the lesson content while
kinaesthetic learners need to be involved
doing activities to master the learning.
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There are students who need help learning
the background to understand. Students of
this type belong to the style of thought'field dependent'. More girls need help
setting than men, also depends on the
culture of ethnic life. Next, there are also
students who take a long time tounderstand and act.
Impulsive students more easily make
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Impulsive students more easily make
mistakes in a reflective learning than
students. Reflective students take time and
think twice before taking action. Reflectivestudents are easier to remember
information, a better understanding of the
text and more efficient in problem solving
and decision making than impulsivestudents.
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Learning styles and style of thinking.
Learningstyles
Style ofthinking
Action
Auditory
Easy to learn through
the process of hearingVisual
Quickly learned through
the process of hearing
and seeing.Kinaesthetic
Learn through the
process of creating a
'hands-on'.
Field
Need the help
background setting to
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Learning
styles
Style of thinking Action
Field independent Background does not
need help to
understand the
learning environment.Impulsive Act without thinking.
Fast-acting.Reflective Act after thinking
deeply. Careful and
slow response.
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3.1.6 Gender
Male and female students often getdifferent treatment as indicated
treatment they are often different.
1Girls are more diligent attention
in learning, to comply with
classroom and school rules.
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2Girls are more neat and orderlythan men.
3Female students performed well atthe primary level. Male students
performed
better at the secondary level.
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4Boys usually get the attention of the
teacher in the learning and
interaction with teachers.
5Boys often considered problematic.
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3.2 socio-cultural implications ofdiversity to the teacher
Practice
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Teachersresponsibility
Practice
Record academic achievement-examinations
Co-curriculum achievement-involvement
Such information does not give a truedepiction about pupils as everyindividual is affected by their culturepractised
Not easy: to teach a hugegroup
Guide pupils to achieveindividual potentials in
academic
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Variation of pupils in a classroom
Pupils in aclassroom
ethnic
Socio-
economicstatus
Familybackground
Demography
Culture
language
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3.2.1 Acceptance and equal Attention
Acceptanceand EqualAttention
Understand pupils background,socio-economic status, location,
culture, rituals and beliefs,religions
Should not treat pupils interms of groups of individuals,groups of socials or according
to their ethnics
Give equal treatmentaccording to each pupils
needs
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Continue
Acceptance
and EqualAttention
Should use the information to understandtheir behaviours and opinions which are
affected by the surroundings
Can plan
suitablelesson and
treat equally
Refrain fromdiscrimination and self-fulfilling prophecy effect
Should not label orgeneralize pupils accordingto their family backgrounds
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3.2.2 Cooperative Learning Strategy
Cooperative LearningStrategy
Pupils have different learning styles
Equal education does not mean todeliver using the same methods to
every pupils Equality in education depends on
surroundings, socioeconomic status,learning styles
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HOW?
Pupils inheterogeneou
s groupsshare the
knowledgeand
experience Learn together
Help each
otherCommunicate
To ensure thegroups
achievement
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Benefits
realize thedifferences
betweeneach other
Improve
relationships
Learn to be tolerateand cooperate
(required in amulticulturalcommunity)
l d
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3.2.3 Classroom Management and
Relationship Management
Teachersresponsibility
(explicit)
Teach Conduct formal
curriculum
Teachersresponsibility (in
reality)
Managerelationship in theclassroom
Effective teacher-learning sessions
Behaviourmanagementrules and routines
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Relationship Management
Sociometric research- relationship among pupils
Information gathered- sociogram
To build up relationship and acceptance among
pupils
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How?
Ask pupils to listdown three friends(like) and a friend
(dislike)
Organize the information in adiagram (sociogram)
The Star: The pupil who has the most votes
Dependent pairs: pupils who choose for
each other Click: pupils who choose each other ingroups of 3 or 4
Chain: Pupil A chooses pupil B, pupil Bchooses pupil C
Disqualify: the pupil who is disliked by themost
Alienator: pupils who are not chosen at all
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Teachersaction
Help alienatedand isolated
pupils
Place with thestar
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3.2.4 Aspiration/Expectation of Teachers
Teachers
Different expectations or attention towards pupils
Influenced by outfits, socio-economic status, gender, social
class, ethnic Teachers should realize that pupils potentials are not
influenced by their social class, gender or ethnic
Teachers expectation towards their achievement according
to these general elements are not fair Different attention widens the gap among pupils
Teachers should change their attitudes and perceptionstowards pupils and avoid discriminations
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3.2.5 Selection of Resources and Materials
Materialsand
Resources
Learning
materials aresuitable to theknowledge and
culture
A variation ofcharacters
names, places,food,
occupationsthat involve
various ethnics
Increasemotivation,
more effectiveteaching and
learningsessions
Aware of theselection ofmaterials orresources
Add on extraresources apart
from textbooks
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HOW
?
Avoid negativeor sensitive
issues
Get accurateinformation aboutthe culture
Focus on respecting
different rituals andcultures practised by
various ethnics
Good selectionof materials:Language &
terms which arenot sensitive in
terms of gender,ethnic, beliefs
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3.3 Socio-cultural Implications ofDiversity to the School
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Racial and ethnic composition of the school
community reflects the socio-cultural diversity in the
community. Micro cultural practice of the ethnicfamily and will be brought into school and school
socio-cultural influences.
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3.3.1 Types of school.
Practices in the Malaysian school
system geared towards national and
centralized system, but the
implementation around the types ofdifferent schools. Therefore, the school
culture is also different as citizens of
certain schools belong from certain
ethnic.
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Types of schools that exist are: -
Primary Secondary
Sekolah kebangsaan
Sekolah jenis kebangsaan cina
Sekolah jenis kebangsaan tamil
Sekolah menengah kebangsaan
Sekolah menengah kebangsaan
agama
Sekolah menengah jenis
kebangsaanSekolah berasrama penuh
Sekolah berprestasi tinggi
Sekolah wawasan
Sekolah bestari
Sekolah menengah teknikSekolah menengah sains
Sekolah menengah vokasionalSekolah pendidikan khas
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The types of schools with different focus also
practice different cultures. That secondary school
staff or students have different backgrounds.
Average primary school staff consists of an ethnic
majority.
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Socio-cultural influence of cultural practices in
schools is also limited to the ethnic majority.
However, there will be also based on the diversity of
micro sub-ethnic culture of the language andcustoms.
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3.3.2 School locality
Schools located in the city, most of them
accompanied by a variety of socio-cultural
backgrounds: social class and ethnicity. Rural
schools and rural usually include one or twoethnic groups with low socioeconomic status.
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Rural schools often face a teacher shortage,
frequent transfers of teachers and low
achievement. Therefore, the school culture is
influenced by local socio-cultural aspects arelimitless.
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3.3.3 Schools leaderships
Success or otherwiseof a school depends
on the leadershipstyle of the school
managers.
Good manager cancreate a friendlyschool climate,
motivate and worktogether as a team
Sociocultural composition canbe used to achieve the aims of
the school.
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3.3 socio-cultural implications ofdiversity to hidden curriculum
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What?
Ways to deliver
and shapeculture and
attitudes through
teaching and
learning process
and schoolorganization
management
Behaviour or attitudes
that are learnt at school
but which are not a part
of the formal curriculum.
E.g. aspects of
classism can often
be unintentionally
conveyed in learningmaterials.
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Culture andattitudes
Obedience towardsauthority
Obeyschoolrules
Punctual
Cooperation
Respect
Tolerance
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Attitudes and practices of culture can
be taught indirectly through stimulusand practises which are normallypractised in the school
Hidden curriculum is an implicit value which is
not planned objectively but is conducted fromthe practices in classrooms as the effect of the
process of implementation of formal
curriculum.
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3 ELEMENTS
Groups
Praise
Power
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Members of a group, pupils need to stand up whenteacher enters,
Greets,
Wait for turns,
Talk with the permission of teachers Do own works
Overcome influences and ask for permission to go out orenter
So, in short, need to learn to be patient to succeed inschool situations.
To prepare them to face their futures
Groups
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Related to evaluation
Teacher evaluates pupils learning through
examinations, writing exercises, oral
Evaluation in the classroom: behaviour Less praise towards good attitudes
Punishments towards pupils who do wrong things,
disobey rules etc.
Praise
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Authoritarian
Pupils obey rules which are prepared by the
teachers
Less motivation and inquiry towards learning
Do not have chances to voice out their opinions and
thoughts
Power
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Teachers should practise democratic style and give
chance to pupils to share the power and giveopinions
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Two aspects of planned curriculum
- Formal curriculum
documented- KBSR, KBSM, syllabus
- Teaching curriculum
- Process of conductingformal curriculum in a
classroom
Teachers can apply hidden curriculum during teachingPupils get messages through teachers actions and practices,
selection of contents, texts, language usage, attentiontowards individuals, feedbacks of teachers and pupils
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Side by side with the manifest curriculum, theknowledge, skills and attitudes that schools are
charge with teaching, there is a hidden
curriculum which may make as much if not more
impact on pupils For example, unintendedstereotypical messages about minorities or ethnic
groups, about the roles of males and females,
about the work ethic to be cultivated or the
meaning of success and failure in schools(Turner, 1983)
Pupils learn through hidden curriculum from the
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Pupils learn through hidden curriculum from the
following 2 aspects
Timetable
Facilities in the schools
Learning resources (textbooks, ICT)
Forms of evaluations Types of courses
Special program of the schools
Co-curricular activities
Relationship management How the principals manage the schools to form a
school climate that affects pupils learning experiencesdirectly and indirectly
SchoolsOrganization
al Structure
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Rules Cleanliness
Information boards
Roles and relationships of the members of the schools
Culture of pupils, Practices
Aspirations of the school
Expectations of teachers towards every group of
pupils
Culture
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Effects of the hidden curriculum in the classroom
Purposely
Not purposely
There are some teachers who fail to manage
learning sessions effectively for pupils who are from
other culture and value systems Teachers- bias or prejudice against the pupils
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Place passive pupils (introvert, weak) at the back ofthe class
Avoid certain pupils in class activities Does not look straight at the pupils, less
communication with certain pupils
Praise the pupils from other culture in minor
achievement instead of focusing on theirperformance
Lower the standard of academic achievement to suitweak pupils, slow learners etc.
Examples
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CONCLUSION
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Variety of schools (SMK, SK, SJKT, SJKC etc.) gives
various effects towards pupils development and
realization about various socio-culture.
Teachers should have positive socialinteraction among pupils.
Teachers should consider hidden curriculuminstead of focusing on academic achievement
only.
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References
Noriati A. Rashid, Boon, P.Y., Sharifah Fakhriah Syed
Ahmad, & Zuraidah A. Majid. (2011). Budaya dan
pembelajaran. Malaysia: Oxford Fajar Sdn. Bhd.
Syed Ismail Syed Mustapa & Ahmad Subki Miskon.
(2012). Budaya dan Pembelajaran (3rd. Ed.).
Malaysia: Penerbitan Multimedia Sdn. Bhd.
Santrock, J.W. (2008). Educational psychology(3rd
Ed.). New York: McGraw-Hill.
Woolfolk, A.H. (2008). Educational psychology(10thEd.). Boston: Allyn & Bacon, Inc.
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