An International Discourse on Culture in the Classroom: Teachers from Four Countries Share their Perspectives

Researchers explored perspectives of teachers from four countries about how they recognize and address their students’ cultural backgrounds; how they incorporate students’ culture into their teaching; and what impact their efforts have on the learning environment. Participants (n = 41) were engaged in an online discussion board and posted thoughts and responses to other participants. Researchers performed a content analysis to identify patterns in participants’ observations and perspectives, which revealed that most participating teachers recognize and address students’ cultural backgrounds in academic, affective, and social contexts. Teachers who attend to these needs enjoy effective academic connections with students, have a heightened sense of confidence in their ability to connect with students, are able to devote ample time to the content they are teaching, and deal with fewer behavioral issues.

Researchers explored perspectives of teachers from four countries about how they recognize and address their students’ cultural backgrounds; how they incorporate students’ culture into their teaching; and what impact their efforts have on the learning environment. Participants (n = 41) were engaged in an online discussion board and posted thoughts and responses to other participants. Researchers performed a content analysis to identify patterns in participants’ observations and perspectives, which revealed that most participating teachers recognize and address students’ cultural backgrounds in academic, affective, and social contexts. Teachers who attend to these needs enjoy effective academic connections with students, have a heightened sense of confidence in their ability to connect with students, are able to devote ample time to the content they are teaching, and deal with fewer behavioral issues.