Leveraging cultural differences to promote educational equality

Laura M. Brady, Adriana L. Germano, Stephanie A. Fryberg

Research output: Contribution to journalReview articlepeer-review

6 Scopus citations

Abstract

This paper theorizes that academic interventions will be maximally effective when they are culturally grounded. Culturally grounded interventions acknowledge cultural differences and validate multiple cultural models in a given context. This review highlights the importance of considering culture in academic interventions and draws upon the culture cycle framework to provide a blueprint for those interested in building more efficacious interventions. Specifically, the paper reviews literature in education and psychology to argue: first, when working-class and racial minority students’ cultural models are not valued in mainstream academic domains, these students underperform; and second, many current academic interventions intended to improve working-class and racial minority students’ academic outcomes could be further enhanced by cultural grounding.

Original languageEnglish (US)
Pages (from-to)79-83
Number of pages5
JournalCurrent opinion in psychology
Volume18
DOIs
StatePublished - Dec 2017

ASJC Scopus subject areas

  • General Psychology

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