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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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