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Background
Teachers who are responsive to their students' values, beliefs and experiences will be more effective than those who are not. Some generalizations can be made about the cultures of different racial and ethnic groups that can help teachers to begin to understand their students. However, these generalizations also can lead to stereotypes and a failure to recognize that within broad racial and ethnic groupings (e.g., Latino and Asian) there are very big average differences related to subgroups (e.g., Chinese Americans and Cambodian Americans) and social class differences within groups. Moreover, even within subgroups and students of similar socioeconomic status, there are often significant differences in the factors that influence student learning. There is no substitute for getting to know each student well and adapting instruction to these realities.
Questions
1. What are some ways in which teachers can view the cultures of their students without stereotyping them?
2. How might teachers learn about the cultural perspectives and practices of their students?
3. What is culturally relevant pedagogy?
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