The document discusses the impact of culture on academic performance in schools. It examines three theories that explain differences in school performance among racial and ethnic groups: cultural deficit theory, expectation theory, and cultural difference theory. It explores how cultural differences may affect student performance through communication styles like eye contact and physical contact. The document advocates for culturally responsive teaching that builds on students' cultural backgrounds to create a positive learning environment and equal opportunities for all students.

1. THE IMPACT OF
CULTURE IN SCHOOLS

2. EXAMINING THE IMPACT OF CULTURE ON
ACADEMIC PERFORMANCE
• Asian Children see the world in terms of the relationship
between things whereas the American Children see the
world in terms of the object as distinct entities.

3. THREE THEORIES THAT EXPLAIN
DIFFERENCES IN SCHOOL
PERFORMANCE AMONG DIFFERENT
RACIAL AND ETHNIC GROUPS

4. CULTURAL DEFICIT THEORY
•
It proposes that deficiencies in the home environment result in short
comings in skills, knowledge and behaviors that contribute to poor school
performance.
EXPECTATION THEORY
• Focuses on how teacher treat students
• Students who experience high expectations seek to reach the level of
expected behaviors and students who experience low expectations act to
meet the level of behavior expected to them
CULTURAL DIFFERENCE THEORY
• It is based on the idea that students who are raised in different cultural
setting may approach education and learn in different ways.

5. HOW CULTURAL DIFFERENCES MAY
AFFECT STUDENT PERFORMANCE
• Children in various cultures learn different rules for
communicating with adults through facial expressions, body
language and physical gestures. Learn how cultural differences
can play out in the classroom.

6. “ A Picture is worth a
thousand words”
• When the verbal and nonverbal message don’t match up,
people pay more attention to the nonverbal message.

7. EYE CONTACT
• Latin American and Asian- show respect by avoiding the
glance
• American Indian- “showing off”
PHYSICAL CONTACT
• Asia (Female)- hold hands
• Asia (Male)- embrace one another as they walk on down
the street

8. • To create a positive environment for communication,
your nonverbal message must closely match your verbal
message.
• When a person is sensitive to these silent messages,
he/she is far more likely to interact with others in a
friendly, comfortable manner and to make his spoken
message more understandable.

9. CULTURALLY FAMILIAR
ANALOGIES IN THE
CLASSROOM

10. • Every student must have an equal opportunity to achieve
his/ her full potential
• Every student must be prepared to competently
participate in an increasing intercultural society
• Active teaching methods that promote student
engagement
• Cultural sensitivity

11. • Reshaping the curriculum so that it is culturally
responsive to the background of students.
• By recognizing and accepting student diversity, it
communicates that all students are welcome and valued
as human beings.
• By building on student’s cultural backgrounds, culturally
responsive teaching communicates positive images
about the students home culture.
• By being responsive to different student learning styles,
culturally responsive teaching builds on student’s
strengths and uses these to help students learn.

12. SCHOOL AS CULTURAL
INSTITUTION

13. • Schools has cultural functions which refer to the
contribution of schools to the cultural transmission and
development at different levels of society.
• School act as a place for systematic cultural transmission
and reproduction of the next generation.

14. • In
school, norms, values and beliefs of society is
introduced.
• In the community and society levels, schools often serve
as a cultural unit carrying the explicit norms and
expectation of the local community, transmit all the
important values and artifacts of society to students,
integrate the diverse subcultures from different
backgrounds and revitalize the strengths of the existing
culture such that the society or the nation can reduce
internal conflicts and wastage, and build up a unifying
force for national conflicts.

15. RACISM
• A belief or doctrine that inherent differences among the
various human races determine cultural or individual
achievement, usually involving the idea that one’s own
race is superior and has the right to rule others.

16. ETHNOCENTRISM
• Is the tendency to believe that one’s ethnic or cultural
group is centrally important and that all other groups are
measured in relation to one’s own.

17. THANK YOU 

18. GROUP 6
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Madridijo, Joan
Montealto, Carmina
Ramoga, Sarah
Angco, Amie
Calihim, Myra
Sumalpong, Cristephen
Gracia, Richmon Allan