African American Learning Styles

Culture refers to the social heritage of a people- those learned patterns for thinking, feeling, and acting that are transmitted from one generation to the next, including the embodiment of these patterns in material items. Culture provides the meanings that enable human beings to interpret their experiences and guide their actions (Hughes and Kroehler, 2013). The African culture have played a role in our society for many years. America is known for its diversity and is called the melting pot.

The tradition of education in the African American culture implies the cultural values of the better opportunities for the family. Education provides an efficient ways to avoid the struggles that other African American’s families had to endure to provide a stable life for their families. An understanding of your ethnic culture

Each student completed a task and self ranking report twice during their first semester, in the first two weeks and the last two weeks, and then were followed up with each following spring semester. In the study, there were 136 white students and 126 African American

The impact of ethnic background and education level on parents parenting style been a topic of interest to both developmental and family psychologists. This intense interest stems from the fact that a person’s parenting style is so intimately intertwined the culture they were exposed to. Ethnic variation in parenting style is almost universal. Numerous studies have investigated parenting in a very diverse set of countries, each with its own value systems, using parenting styles derived from Baumrind 's work as the measure. All of these studies have shown that authoritative parenting is the most consistently parenting style associated with the best psychosocial development and mental health development across cultures (textbook).

There has always at least two groups of deaf people. You have the African Americans, then you have the “community”. This refers to everyone else. Black deaf students were always separated from the white deaf students. In the early 1950’s, there were thirteen states that had separate and segregated schools.

Running Head: Racial Disparities in Education Racial Disparities within Education Tatiana Martinez Georgia State University   Introduction Within the world of academia, aptitude and intelligence are usually measured by standardized testing and the level of information one can attain within a certain amount of time. When a particular group consistently scores lower than another in terms of performance, the group with the lower score is considered to be inferior, or subordinate. Throughout the years there has been a noticeable disparity between African American students and European American students as it relates to education. However, are the differences and experiences that accompany the African-American culture being factored in when

Psychology today can tell us that the environment in which we grow up in can have an important impact on a youth’s identity and future. Growing up in not only a state of poverty, but with additional social and economic disadvantages can have an overwhelming negative influence on student’s performance. In major cities across the United States schools that poverty stricken African American students attend are segregated, not in a legal sense, but because of location. Neighborhoods with soaring levels of poverty are limited to the oftentimes overpopulated, underfunded, and understaffed local schools. Creating a culture of multigenerational families isolated in their own poverty.

Learning styles of the Hispanic culture Research on the Hispanic culture consists of an expanding body of affirmation that teaching and counseling students with interventions are congruent with the students' learning-style preferences result in their increased academic achievement and more positive attitudes toward learning. Research done on the learning styles of Hispanic-Americans have compared various ethnic groups of students in elementary school through college levels using a measure that identifies different elements of learning style grouped into subjective categories. These categories consist of environmental learning style, emotional learning style, psychological learning style, physiological learning style, and the sociological

In the article, “Stop Blaming Black Parents for Underachieving Kids”, Dr. Andre Perry defends the negative comments being thrown at black parents based on their child’s academic success. He expresses his feelings and ideas in forms of anecdotes and factual evidence. He also uses his knowledge as a dean of urban education. In his article “Stop Blaming Black Parents for Underachieving Kids”, published in the Washington Post, Dr. Andre Perry defends black parents’ participation in their kids’ education by providing facts and anecdotes discussing what the parents are willing to provide for their children’s education.

While Mrs. Moran is considering the socioeconomic status of Tyrel’s family, she should also be considering how gender, language differences, and family dynamics affect Tyrel. M. Baruth and L. Manning suggests that African American males tend to need an alternative education to address individual needs (2013). Taking time to know the individual student and his needs should be a major priority. Language differences may also create a barrier in Tyrel’s education. If parents are non-readers or undereducated, then the meaning of many words he may hear in a learning environment will differ dramatically from the words he is exposed to at home.

The National Council for Black Studies, Inc., developed this slogan. They wanted to “provide a fundamental understanding of those varied forces that have shaped the Afro-American experience in the Western Hemisphere.” They educate students with a “basic understanding of the special problems of Afro-Americans in contemporary life.” It means to establish a standard of teaching in Afro-American studies programs. They recruit Black Scholars to properly teach the courses and conduct research.

In many instances masculinity can be an avoided topic amongst African-American men. Black men are seemingly expected to show no signs of emotion, fear, and happiness. If so, black men will be categorized as feminine or weak. In American society, black men are deemed the providers and the leaders, so they must not possess any aspects that may be exemplify their fear and vulnerability. During the class on Week 9, LaShonda Coleman touched on many of these topics.

If you were to look at a single culture, you would probably find so many differences between this culture and the one you consider yourself to be. Now if you consider that group only, and look at the individuals within it, would you find similarities across the board or would you find variation between people? The odds are that you would not find similarities across the board due to many different reasons. In order to illustrate this we will look at individuals within the African American culture as well as the culture in general to see if they are similar or if they are completely off based. We realize that studying everything about their culture would be very hard to do, therefore we are only going to collect evidence on the topics of marriage

The majority of black men are not able to achieve traditional and hegemonic masculinity because instructional racism (Hatfield, E. F. 2010). The effect of the instructional racism on black man has product hyper-masculinity in black men. Black men are more willing to prove their manliness through the use of physical dominance and creativity. Black men are more likely to fight, display a lack of emotions and aggression. Addiction display of black men’s masculinity is through creativity such as speech, fashion, hairstyles and greeting (Majors, 1987).

For differences that result from cognitive abilities, learning styles, or developmental stages, the differentiation in delivery style and product styles support students’ academic, emotional, and social growth. Strategies that support diversity: • frequently vary instructional technique • develop lessons around students ' interests, needs, and experiences • provide an encouraging, supportive environment • use cooperative learning and peer tutors for students needing remediation • provide study aids • teach content in small sequential steps with frequent checks for comprehension • use individualized materials and individualized instruction whenever possible • use