Different ethnic dating styles
Of significance for the educational and scholarly communities is the extent to which certain kinds of learning are conducive to mainstream academic achievement within the context of formal educational institutions.
This concern emanates from the fact that scores of students from some racial and ethnic minority groups do not "achieve" in schools at rates comparable either to those of European-American students or to those of students from other racial and ethnic minority groups.
Membership status within ethnic groups can sometimes be negotiated, situational, or optional, particularly for some white ethnics.
An assumption, therefore, was that racially and ethnically diverse students' learning could be enhanced if there was cultural congruence or synchronization between the home and the school, and if the schooling experiences resonated with the unique cognitive or learning styles and cultural patterns of students. These largely immigrant parents are less fluent in English.Nevertheless, while these scholars find great value and potential in the research into learning styles for enhancing the achievement of students from diverse cultural backgrounds, Jacqueline Jordan Irvine and Darlene Eleanor York, in their exhaustive literature review from 1995, "Learning Styles and Culturally Diverse Students: A Literature Review," cautioned against using this body of research to automatically categorize students' styles of learning primarily on the basis of cultural characteristics. Racial Formation in the United States, 2nd edition. In the same Los Angeles county survey, 96 percent of U.Nevertheless, the cultural difference view of students' schooling experiences will remain a viable explanation because of an increasingly heterogeneous student population in which nonwhite students accounted for more than 30 percent of the school-age population at the end of the twentieth century. S.-born Latino parents and 98 percent of immigrant Latino parents wanted their children to speak Spanish.Shade's 1982 article, "Afro-American Cognitive Styles: A Variable in School Success? Wade Boykin's 1986 chapter, "The Triple Quandary and the Schooling of Afro-American Children." In general, these scholars assert that the instructional strategies used in schools do not work well with African-American students, and consequently, many do not experience academic success. S.-born Latino parents and 96 percent of immigrant Latino parents agreed that their children should be taught English in the schools.Teaching strategies proposed to increase students' academic achievement include creating settings that are conducive to their learning styles such as cooperative environments, informal class discussions, a focus on larger concepts, and the de-emphasis of competition. However, Latino parents also want their children to know how to speak Spanish.
Examples of the scholarship that documented this variation among cultures include Manuel Rameda's 1974 book Cultural Democracy, Bicognitive Development, and Education, which describes Mexican-American students as field-dependent learners, in comparison to white students who are described as field independent. As measured by the 1990 census indicator of limited English proficiency (not to speak English at all, or not to speak it very well) in Latino adults age nineteen to sixty-four, 37 percent in Los Angeles, 35 percent in Miami, 32 percent in Chicago, and 28 percent in New York were not functional in English.