ORGANIZATION NAME

SOCIO CULTURE &

FAMILY ROLES IN
TEACHING AND
LEARNING
DR KHAIRUL JAMALUDIN
Contents 01
Learning,
02
self-regulation
03
social env.
of the school &
academic perf.
Report 04 05 06
Social Cultures & Suggestions
economic differences in for
status school improvements

WHAT IS LEARNING
learning as a relatively permanent
change in an individual’s behaviour.
changes in the amount or type of
knowledge that we have, or the way
in which we reason about our world
DR KHAIRUL JAMALUDIN
Learning shows that we have benefItted from
experience in some way, and can work or act
more effectively as a result.
learning can be evidenced by changes in
strategy, or the ability to think differently about a
problem.
School Gagné and St Pere (2002) found a correlation of about 0.70
between cognitive ability and academic performance in school

attainment it would clearly be wrong to assume that innate intelligence is

the sole factor in academic success.

and
intelligence

what's your opinion?

ACADEMIC Self-regulation involves self-
reflective, motivational, and
SELF-
behavioral process
REGULATION: (Zimmerman, 2015)
Your opinion? Help to control the factors
influencing learning
Successful learners find a way
to excel!
Is intelligence the main
factor to succss?

“After years of research in learning &

motivation, educators have found that
students can learn how to become more
successful learners by using appropriate
strategies to manage their motivation,
behavior & learning”
(Seli & Dembo, 2020)
Let's
reflect...
Let’s
scrutinize
Established a goal and action plan
how he was going to prepare for the
exam

his actions Used a variety of learning strategies (underlining,

developing answering questions, making chart to
compare and contrast)

Monitored his understanding of the materials as he studied

What if other
students who As you develop the personal qualities
(self-regulation) to manage your
did not have learning, you’ll find that you can
apply the same skills to other

self-regulation situations.

like Robert?
Self-regulation strategies used is
helpful not only for learning but also
personal and work lives (Seli & Dembo,
2020)
Your Organization Name | SDG Progress Report 2025
 culture?
Culture is a human cognitive process that takes place both inside and outside
the minds of people. It is the process in which our everyday cultural practices are
enacted. (Hutchins, p.354, 1995)

Society learnt, shared and transmitted from generation to generation- though socialization

in scholl: fprormal (through subjects) and

informal (influence of peer contact and values)

The process of enculturation does more than just transmit information; it

also establishes shared values and beliefs which are necessary for society
to function
revisiting Vygotsky's
Sociocultural view on
learning culture shapes cognitive development by determining what and
how the child will learn about the world—the content and processes of thinking

our specific mental structures and processes can be traced to our interactions
with others

create our cognitive structures and thinking processes (Palincsar, 1998)

“Vygotsky conceptualized development as the transformation of socially shared

activities into internalized processes” (John-Steiner & Mahn, 1996, p. 192).
 cultural tools

1 2
social level individual level

The Social Sources of

Individual Thinking

higher mental processes, such as directing your own attention and

thinking through problems, first are co-constructed during shared
activities between the child and another person

Then these co-constructed processes are internalized by the child and

become part of that child’s cogni- tive development
cultural tools

technical tools (e.g., printing presses, plows, rulers,

abacuses, graph paper, devices, computers, the Internet

sychological tools (signs and symbol systems, e.g., numbers and

mathematical systems, Braille and sign language, maps, works of
art, codes, and language)

cognitive development
There are many definitions of culture. Most
include some or all of the following: the
knowledge, skills, rules, norms, practices,
traditions, self-definitions, institutions
(educational, legal, communal, religious,
political, etc.), language, and values that shape
and guide beliefs and behavior in a particular
group of people as well as the art, literature,
folklore, and artifacts produced and passed
down to the next generation (A. B. Cohen, 2009,
2010; Pai & Adler, 2001).

Many cultural differences are “below the

surface.” They are implicit, unstated, even
unconscious biases and beliefs (Sheets, 2005).
Social class &
socioeconomic
status
economic background, wealth,
poverty, or privilege
 The average correlation between SES and achievement tests is moderate,
Poverty and about .30 to .40 (Sackett, Kuncel, Arneson, Cooper, & Waters, 2009; Sirin,
2005)
School
Achievement
students of all ethnic groups with high SES show higher average levels of
achievement on test scores and stay in school longer than students with
low SES, and this difference widens with the student’s age from 7 to 15
(Berliner, 2005; Cutuli et al., 2013).

"And the longer the child is in poverty, the stronger the impact is on
achievement. " (Woolfolk, p.244, 2016)
 Low academic
Low SES
achievement
 TRACKING: POOR
TEACHING HEALTH, ENVIRONMENT, &
STRESS

Low SES
HOME ENVIRONMENT AND
RESOURCES LOW EXPECTATIONS—LOW
ACADEMIC SELF-CONCEPT
PEER INFLUENCES AND
RESISTANCE CULTURES
 Low academic
Low SES
achievement
 Families in poverty have less access to good prenatal and infant
HEALTH, health care and nutrition.

ENVIRONMENT Poor mothers and adolescent mothers are more likely to have
premature babies, and prematurity is associated with many

& STRESS cognitive and learning problems.

Children in poverty are more likely to be exposed to both legal

drugs (nicotine, alcohol) and illegal drugs (cocaine, heroin)
before birth.

Poor children are four times as likely to experience stress due to

evictions, lack of food, over-crowding, or utility disconnections.

"In the early years, children in poverty experience higher levels of stress hormones than children in
middle-class and wealthy families. High levels of these hormones can interfere with the flow of blood in
the brain, decrease the development of synaptic connections, and deplete the body’s supply of
tryptophan, an amino acid that calms impulsive and violent behaviors (Hudley & Novak, 2007; Richell,
Deakin, & Anderson, 2005; Shonkoff, 2006)".
LOW
EXPECTATIONS because poor students may wear older clothes, speak in a dialect,

—LOW
or be less familiar with books and school activities, teachers and
other students may assume that these students are not bright

ACADEMIC low expectations become institutionalized, and the educational

SELF-CONCEPT
resources provided to these children are inadequate (Borman &
Overman, 2004)

Low expectations, along with a lower-quality educational

experience, can lead to a sense of learned helplessness
PEER "Students who attend schools where most of their peers are from
middle and high-income families are 68% more likely to attend
INFLUENCES college compared to students in schools where most of the
students are from low-income homes"
AND
RESISTANCE
Gregory Palardy (2013) concluded that peer influences were the strongest
predictor of this discrepancy in college attendance.

CULTURES Students in high-poverty schools are much less likely to have friends who
plan to attend college and much more likely to have friends who drop out
of school.

Some researchers have suggested that students with low SES may
become part of resistance culture.

Adolescents whose parents value academic achievement tend to select

friends who also share those values (Berndt & Keefe, 1995).
HOME
Families in poverty seldom have access to high- quality preschool care
ENVIRONMENT for their young children, the kind of care that enhances cognitive and
social development (G. J. Duncan & Brooks-Gunn, 2000; Vandell, 2004).
AND
Poor children read less and spend more time watching television; they
RESOURCES have less access to books, computers, libraries, trips, and museums (J. S.
Kim & Guryan, 2010).
TRACKING: If they are tracked into “low-ability,” “general,” “practical,” or “vocational”

POOR classes, they may be taught to memorize and be passive.

TEACHING Middle-class students are more likely to be encouraged to think and be

creative in their classes.
ETHNICITY AND
RACE IN Ethnicity usually refers to a group’s shared common
cultural characteristics such as history, homeland,

TEACHING AND language, traditions, or religion. We all have some

ethnic heritage, whether our background is Italian,
LEARNING Ukrainian, Hmong, Chinese, Japanese, Navajo,
Hawaiian, Puerto Rican, Cuban, Hungarian, German,
African, or Irish—to name only a few.
ETHNICITY AND
RACE IN Race, on the other hand, is defined as “a socially
constructed category of people who share
TEACHING AND biologically transmitted traits that members of a
society consider important,” such as skin color or
LEARNING hair texture (Macionis, 2013, p. 274). In effect, race
is a label people apply to themselves and to others
based on appearances.
Ethnic and some ethnic groups consistently achieve below the average
Racial for all students (Matthews, Kizzie, Rowley, & Cortina, 2010; Uline
& Johnson, 2005).
Differences in Opportunity gaps and educational debts lead to education completion

School gaps.

Achievement most researchers agree that the reasons for these differences are mainly
the legacy of discrimination, the product of cultural mismatches and
language differences, or a result of growing up in poverty.

RACIAL DESCRIMINATION
Ethnic and
Racial
Differences in prejudice is a rigid and unfair generalization—a
School prejudgment—about entire category of people.
Prejudice is made up of beliefs, emotions, and
Achievement tendencies toward particular actions. For example, you
are prejudiced against people who are overweight if
you think they are lazy (belief), feel disgusted
(emotion), and refuse to date them (action) (Aboud
et al., 2012; Myers, 2010).
Ethnic and
Racial
Differences in Racial prejudice (racism) is pervasive, and it is not
School confined to one group.
Blatant racism has decreased but subtle, below-
Achievement the-surface racism continues.
Ethnic and
in response to several police shootings of unarmed
Racial Black men, researchers created a videogame that
Differences in showed a series of White or Black men holding
either a gun or a non-weapon such as a flashlight
School or wallet.
Participants in the research were told to “shoot”
Achievement whenever the person in the videogame held a
weapon. Race was not mentioned.
Nevertheless, participants shot armed targets more
quickly and more frequently when those targets
were Black, rather than White, but decided not to
shoot unarmed targets more quickly and more
frequently when they were White (Greenwald,
Oakes, & Hoffman, 2003).
Prejudice Prejudice by age 4 or 5 (Aboud et al., 2012; Anzures et
al., 2013).
begins

it's Popular beliefs 1. young children are innocently colorblind

and

development 2. that they will not develop biases unless

their parents teach them to be
prejudiced.

How it is personal, social, and societal factors (Aboud

et al., 2012; P. A. Katz, 2003; McKown, 2005).
developed?

Why it's hard because it can be part of our thinking

processes.
to combat?
Ethnic and
gender usually refers to traits and behaviors that a
Racial particular culture judges to be appropriate for men
Differences in and for women. In contrast, sex refers to biological
differences (Brannon, 2002; Deaux, 1993).
School Gender roles are expectations about how males
and females should behave—about what is
Achievement masculine and what is feminine.
Gender roles vary by culture, time, and place
Gender
schema
theory
Sandra
Bem
(1981)
BANKS’S
DIMENSIONS OF
MULTICULTURAL
EDUCATION
Characteristics of
Schools and
Teachers Associated
with Academic
Achievement for
African American
Students
THANK