不同社会情境中民族认同和自我尊重的实验研究

研究在贵州黔南布依族苗族自治州的三都水族自治县、荔波县和都匀市,分别选取了三种典型的中学班级(以水族学生占多数,其他民族学生占少数的班级;以水族学生约占一半,其他民族学生约占一半的班级;以其他民族学生为主,水族学生占少数的班级),研究了近150名水族学生在不同社会情境中的民族认同和自我尊重。实验结果表明,在以其他民族为主,水族学生占少数的班级中,水族学生的民族认同和自我尊重的水平明显高于另外两种班级。根据这一研究结果,对民族学校的多元文化教育提出了一定的看法。     

民族地区教师的文化敏感性与教师培训的重构

民族地区教师的文化敏感性即民族地区教师对学生文化背景和生活经验的感知程度,以及在此基础上采取适切的方式帮助学生实现有意义的学习的能力。当前民族地区教师文化敏感性的缺失,很大原因是由于教师培养和培训中忽视当地文化背景的特殊性。民族地区教师培训要把该地区教师发展的文化属性重新还给教师,使教师的教和学生的学植根于当地学校生活的文化土壤。教师培训的内容应包括:正确的民族文化观和民族教育观,当地学生中主体民族的历史文化和风俗习惯,学生的文化背景对其学习和发展的影响,对课程内容进行文化分析和开发民族文化课程资源的能力。     

Student-Faculty Interaction: A Key to Academic Integration and Success for Ethnic Minority Students at a Major University in Southwest China

This study examines the academic performance and “engagement” of ethnic minority students at a leading university in southwest China. Results indicate that ethnic minority students have significantly lower grades, lower class ranking, and have failed more courses than majority Han students. Results also show that the level of student-faculty interaction (SFI) for ethnic minority students is significantly lower than for Han students. Study results also indicate that average scores in coursework and student ranking among their cohorts are significantly, but weakly, correlated with SFI. The study concludes that SFI may have little influence on students’ academic achievement itself, but would help students integrate into the college community, enabling a sense of belonging, which is a major factor in supporting academic success among ethnic minority students.     

Learning Environment, Interaction, Sense of Belonging and Study Success in Ethnically Diverse Student Groups

The purpose of this paper was to investigate a model for describing the relationships between the extent to which learning environments are activating and students’ interaction with teachers and peers, sense of belonging, and study success. It was tested whether this model holds true for both ethnic minority students and ethnic majority students. A total of 523 students from four different universities completed a questionnaire. Structural equation modeling (Amos) was used to test the model. The model that best describes the relationships in the group of ethnic minority students (N = 145) was shown to be different than the model that best fits the group of majority students (N = 378). Ethnic minority students appeared to feel at home in their educational program if they had a good formal relationship with teachers and fellow students. Ethnic minority students’ sense of belonging to the institution nevertheless did not contribute to their study progress. On the other hand, in majority students, informal relationships with fellow students were what led to a sense of belonging. In these students, the sense of belonging did further academic progress.     

Are low achievers disliked in a cooperative situation? A test of rival theories in a mixed ethnic situation

The effect of cooperative and individualistic learning experiences within which majority students worked with lower-achieving minority peers were compared. A number of theories predict that when white students collaborate with lower-achieving minority students prejudice and rejection will increase. These theories were tested against a counter position that working collaboratively promotes liking regardless of differences in achievement. Forty-eight students (20 minority and 28 white) were assigned to conditions on a stratified random basis controlling for ethnic membership, sex, social class, and ability level. They participated in the study for 55 min a day for 15 instructional days. The results indicate that cooperative learning experiences, compared with individualistic ones, promoted higher achievement for minority students, more cross-ethnic interaction aimed at supporting and regulating efforts to learn and ensuring the active involvement of all students, and greater cross-ethnic interpersonal attraction. The results do not support the theories that posit equal achievement levels are necessary for successful integration and do support the position that cooperative experiences result in liking regardless of the ethnic membership or achievement level of collaborators.     

民族学生择校问题的理性分析——从民族中学学生“合法流失”看民族文化传承

民族中学学生的＂合法流失＂成了当前民族中学发展的重要难题,民族中学优秀学生的校际流动,给民族文化传承造成了一定的困难。对此,应该从提升民族中学的办学质量,增强民族教育发展的后劲、调整和放宽对少数民族在升学和就业方面的限制以及做好少数民族学生文化传承意识教育几个方面遏制民族中学学生＂合法流失＂,促进民族文化传承。     

Educational outcomes and functioning of bi-ethnic Dutch children in school

Background: Changing demographics in societies through international migration have led to an increasing number of bi-ethnic individuals. The focus of this study is on bi-ethnic students with one parent with an ethnic majority background and one parent with an ethnic minority background. Most studies worldwide have grouped these bi-ethnic students with ethnic minority students or have grouped them according to the ethnic background of their mothers with the majority or minority group. However, empirical arguments for these groupings are lacking.

Purpose: The present study examined the educational outcomes and functioning of bi-ethnic students compared with mono-ethnic majority and mono-ethnic minority students in the Netherlands.

Sample: Data on in total 12,841 sixth-grade students (age 11–12) in primary education from two consecutive measurements of the national Dutch cohort study (COOL^5–18) were used in this study.

Method: Educational outcomes were measured with test scores on reading comprehension and mathematics. Educational functioning in school was measured with teacher and student questionnaires. Student questionnaires included instruments for well-being of the pupil in relationship with fellow students and citizenship competences. Teachers reported on problem behaviour of the pupils. To analyse the differences in educational outcomes and functioning among bi-ethnic, mono-ethnic minority and mono-ethnic majority students, multivariate, multilevel analyses were performed.

Results: The research findings indicate that bi-ethnic students do not differ from mono-ethnic majority students while they do differ from mono-ethnic minority students in their cognitive achievement, social-emotional functioning and citizenship knowledge. Bi-ethnic students scored higher on cognitive outcomes, social-emotional functioning and citizenship knowledge than mono-ethnic minority students did. For citizenship orientation alone, it was found that bi-ethnic students score in between mono-ethnic majority and mono-ethnic minority students.

Conclusion: This study indicates that researchers should not assume that bi-ethnic students will be similar to mono-ethnic ones.     

Complex Inequalities of Educational Opportunities. A Large-Scale Longitudinal Study on the Relation Between Gender,Social Class,Ethnicity and School Success

It is well documented that stratification in education precedes social stratification. Many authors hypothesise that the stratification patterns in education may be related to background characteristics of students in a more complex way than researched so far in this field. Therefore, in this article the interactive effects of social class, ethnicity and gender on various indicators for school success are analysed and discussed. A large-scale longitudinal database offered the possibility to establish the complex relations between the three student background variables and school careers, measured by educational attainment 6 years after entering secondary education and by technical or science related choices. Results show that school success is not always predicted by expected additive or multiplicative effects of the different background variables. For example the situation of girls from ethnic minorities is better than expected, while that of indigenous boys from low socio-economic backgrounds is worse when compared to similar boys from ethnic minorities. Inequalities arising from different choice patterns regarding technical and science subjects can only partly be deduced from differences present at the age of 12, whereas in terms of general educational attainment secondary schools even reduce arrears of ethnic minority female students as these can be observed at the age of 12.     

Are there differences in ethnic majority and minority adolescents’ friendships preferences and social influence with regard to their academic achievement?

Research has established that adolescents both befriend peers based on their academic achievement and adjust their own achievement to that of their friends’ over time. However, these processes may be different for ethnic minority students, because some of them may adhere to an oppositional culture that rejects striving for academic success. We examine respective differences between self-identified ethnic minority and majority students using longitudinal social network analysis (stochastic actor-oriented models) in a sample of 1175 students (aged 13) from 12 grade-level networks in Germany secondary schools. Among the students, we find that academically successful students in particular prefer friends with high grades, but that students with poor grades exert more social influence on their friends to adjust their performance. Moreover, while minority students are indeed less inclined to select friends with higher grades, both ethnic majority and minority youth prefer friends with similar academic achievement and are similarly influenced by their friends’ achievement. However, social influence is stronger from same-ethnic than from inter-ethnic friends. In sum, there is mixed evidence for an oppositional culture among ethnic minority students in our sample.     

Do Students' Religion and School Absences Moderate the Effect of Ethnic Stereotypes on School-Placement Recommendations?

The results of two experiments demonstrate that preservice teachers made biased school-placement recommendations depending on student's ethnicity, which on average penalized students from an ethnic minority. Moreover, additional information that was supposed to disconfirm ethnic stereotypes (religious affiliation in Experiment 1, number of missed school days in Experiment 2) led to more high-track recommendations for low-achieving minority students and to fewer high-track recommendations for high-achieving minority students. Conversely, stereotype-disconfirming information exerted little or no influence on the recommendations for high-achieving native students but worsened recommendations for low-achieving students. The results were interpreted as being based either on subtyping (predominantly for minority Turkish students) or subgrouping (predominantly for majority German students) of ethnic stereotypes.     

Student perception of assessment practices: towards ‘no loser’ classrooms for all students in the ethnic minority schools in Hong Kong

As part of a wide-scale education reform, Hong Kong schools have been focusing on the creation of ‘no loser’ classrooms that support learning for all students (Education Commission 2000). This article examined both groups of ethnic minority and Chinese students’ perception of assessment practices and the extent to which classroom practice is consistent with preferred assessment practices. The 11 items of assessment practices list, developed by Brown et al. (2009a), were used to investigate the perceptions of 1,518 student respondents from 15 primary and secondary schools, in which a large number of ethnic minority students were accommodated. A confirmatory factor analysis showed that the respondents in the group from secondary schools viewed teacher-dominated assessment as the most important assessment practice in the model examined (Brown et al. Learning and Instruction, 19(2), 97–111, 2009b) whereas those in the primary group considered teacher-student interactive assessment as the most important practice. Also, three perceptions of assessment practices of ethnic minority students were confirmed: teacher-dominated, student-centred and teacher-student interactive. Amongst them, the most preferred one was the teacher-student interaction assessment practice. Finally, the implications of the creation of a no loser classroom for all students are discussed.     

Ethnicity and student identity in schools: an analysis of official and unofficial talk in multiethnic classrooms

The present study shows that power relations in classrooms between Dutch and immigrant students radically shift when students move from academic talk to more open, free talk. Whereas in their interactions with immigrant students, Dutch students are able to represent the more powerful role in the official, academic discourse, they lose this position in the unofficial, nonacademic discourse. These shifts show that ethnic relationships are played out differently in different discursive domains. They also show that academic identities do not exist as such but are specific to certain minority–majority relationships. This study builds upon a tradition of studies that have argued that ethnic minorities construct academic identities depending on the social setting. However, this study shows the instability of these constructions while demonstrating their dependency on specific ethnic interactions and discursive modes. The study is based on the analysis of interaction patterns in multiethnic classrooms in the Netherlands focussing on (a)symmetries in knowledge sharing. An ethnographic approach is combined with quantitative analyses to test group differences. The results are interpreted and discussed in the light of a poststructuralist view on how ethnic minority groups construct academic identities and how these are related to minority–majority relationships.     

少数民族师范生整合技术的学科教学知识(TPACK)调查研究

多民族是我国基本国情,利用信息技术发展民族教育是实现教育公平的重要措施,更是国家教育信息化战略的重要部署。民族教育现代化的发展关键在于提升少数民族教师队伍,特别是少数民族师范生整合技术的学科教学知识(TPACK)水平。研究以1050名南方少数民族师范生为研究对象,采用问卷调查法,辅之以访谈法,展开了针对少数民族师范生TPACK水平的调查与研究。通过描述统计分析,阐明了少数民族师范生TPACK水平的差异;通过多元回归分析,探讨了TPACK水平发展的影响因素以及相互关系。结果表明:(1)少数民族师范生TPACK知识总体水平偏低,专业学科知识有待加强;(2)少数民族师范生倾向于重视学科知识,对教学法的重要性认识不足,对信息素养缺乏信心;(3)少数民族师范生TPACK水平受到民族地区教育境脉、生源基础、课程体系等因素的影响。最后,从构建合理的少数民族师范生TPACK课程体系、改革少数民族师范生TPACK教学模式以及完善少数民族师范生TPACK发展辅助支撑系统等方面,发掘提升少数民族师范生TPACK水平的途径与策略。     

中国西南地区少数民族大学生民族认同心理研究

In China, ethnic identity refers to both one’s own ethnic identity and the identity of the Chinese nation. It is of great significance not only to individuals’ mental health and full play of psychological functions but also to ethnic solidarity and regional and national stability. On the whole, ethnic minority college students in the Southwestern regions have positive national identity and behavior tendency. Universities and colleges should further uplift students’ national identity and improve their behavior through education. __________ Translated from Minzu Jiaoyu Yanjiu 民族教育研究(Journal of Research on Education for Ethnic Minorities), 2007, 18(2): 32–36     

浅析内地民族班(校)师生的文化适应

内地民族班（校）是20世纪80年代以来规模不断扩大的一种民族教育异地办学模式,这一办学模式在民族教育体系内的作用日益凸显。文化适应则是内地班（校）师生首先共同面对的问题,该问题直接制约着民族学生的学业进步以及内地班（校）办学质量的提高。借鉴文化适应理论,进行文化适应的实践创新,有助于加速内地班（校）民族学生初步的文化适应过程。     

Ethnic and Panethnic Asian American Identities: Contradictory Perceptions of Cambodian Students in Urban Schools

This article examined the various ethnic identities of Cambodian students, a group often perceived by the larger society through the lens of the model minority stereotype but often endure low expectations from teachers and counselors in their local high schools. Our findings suggested that a Cambodian identity was often considered a stigmatized label and students identified as Cambodian were essentialized into the discourse of urban low achieving and culturally deficient minority students. Cambodian students’ identities in the less selective academic programs were often quite visible to teachers. This characterization was often coupled with a panethnic representation of Asian American students in selective programs who were considered motivated and supported by advantageous home and cultural values. In these contexts, teachers preferred to discuss Cambodian students in panethnic terms, ignoring students’ ethnic backgrounds, described their Cambodian students as part of their “bright Asian students” group. Overall, this study extends other works on Asian American ethnicity and panethnicity by focusing on the conflicting identities that affect the schooling of Cambodian students. These analyses complicate further the static notion of Asian American students as model minorities by emphasizing the fluid, problematic, and contextually-based nature of the construct.     

文化适应视角下民族院校少数民族大学生信息素养的提升路径

民族地区信息化的发展,需要大量具有较高信息素养的复合型人才,因而提升少数民族大学生信息素养是民族地区发展的现实需求。少数民族大学生在具有多元民族文化背景的民族院校进行跨文化学习和生活,文化适应能力成为其信息素养构建和发展的一个重要影响因素。本研究借助文化适应理论,依据少数民族大学生信息素养问卷调查和个体深度访谈的数据分析结果,对民族院校少数民族大学生信息素养构建中的态度倾向、存在问题和影响因素进行归因分析。研究发现:少数民族大学生的信息素养建构与其文化适应意识、能力具有显著的相关性;少数民族大学生进入大学前的信息素养文化资本较弱,入学后普遍对信息素养重要性的认识呈现积极态度;民族院校开设的信息技术等公共必修基础课程为少数民族大学生提升信息素养提供了重要帮助,校园网络、在线网络课程、同伴间的互相学习也是少数民族大学生跨文化适应和信息素养发展的关键影响因素;民族院校的信息素养教育课程体系和教学环境亟待完善。最后,本研究基于文化适应的学习环境,提出提升民族院校少数民族大学生信息素养的路径:(1)在意识观念上加强少数民族大学生的信息素养意识教育;(2)在技术知识上不断完善民族院校的信息素养教学改革;(3)在组织管理上加强民族院校的顶层设计和制度建设。     

Differential Prediction in the Use of the SAT and High School Grades in Predicting College Performance: Joint Effects of Race and Language

The literature on differential prediction of college performance of racial/ethnic minority students for standardized tests and high school grades indicates the use of these predictors often results in overprediction of minority student performance. However, these studies typically involve native English‐speaking students. In contrast, a smaller literature on language proficiency suggests academic performance of those with more limited English language proficiency may be underpredicted by standardized tests. These two literatures have not been well integrated, despite the fact that a number of racial/ethnic minority groups within the United States contain recent immigrant populations or heritage language speakers. This study investigates the joint role of race/ethnicity and language proficiency in Hispanic, Asian, and White ethnic groups across three educational admissions systems (SAT, HSGPA, and their composite) in predicting freshman grades. Our results indicate that language may differentially affect academic outcomes for different racial/ethnic subgroups. The SAT loses predictive power for Asian and White students who speak another best language, whereas it does not for Hispanic students who speak another best language. The differential prediction of college grades of linguistic minorities within racial/ethnic minority subgroups appears to be driven by the verbally loaded subtests of standardized tests but is largely unrelated to quantitative tests.     

Ethnic Minority Representation in Counselor Education

Chairpersons of the counselor education programs listed in Counselor Preparation, 1980 were surveyed to determine ethnic minority representation among students and faculty. Compared to population statistics, Asian Americans were found to be underrepresented as faculty and Blacks and Hispanics were found to be underrepresented as both students and faculty. Compared to nonminorities in counselor education, minorities (particularly Blacks and Hispanics) are more likely to be enrolled in part-time and master's degree programs and less likely to be enrolled in full-time and doctoral degree programs. Minority faculty are more likely to hold nonacademic, nontenured, and part-time appointments than are nonminority faculty. For the most part, minority faculty are distributed regionally in the same proportion as are minority students. The difficulty in achieving parity on counselor education faculties in a period of no growth is discussed.     

母语依赖观念在少数民族学生英语学习过程中的实证研究

此研究是对少数民族学生英语学习过程中母语依赖观念的实证研究,对象为广西环江县壮族和毛南族中学生。研究发现:(1)少数民族学生中广泛存在民族语单母语、汉语单母语、民汉双母语等不同情形的母语现象;(2)英语学习过程中母语依赖观念普遍存在,且程度较高,其中以英语作文时的母语依赖程度最高,母语依赖成为一种有益的学习方法;(3)对于教师的课堂教学用语,绝大多数希望使用汉语和英语两种语言,对民族语的期待极低,同时没有学生期待全英语教学,即对母语尤其是汉语的依赖与期待远远高于对民族语的依赖与期待。这些发现对少数民族地区基础教育阶段的英语教学具有一定的参考价值。