Misunderstanding and Cultural Factors
Why is there such a strong need for teachers to have a sense of control in their classrooms? There is a misunderstanding that exists between students and teachers, especially in the urban classroom. In this setting, there is a greater population of students who come from different backgrounds culturally, racially and ethnically while their teachers are frequently from a homogenous cultural background. This friction between students and teachers is delineated by Kindall-Smith, McKoy and Mills:
"There is a disparity between the cultural backgrounds of many students and those of their teachers. Given that teacher education research has shown that the majority of pre-service teachers are White, female, and middle class, from small towns or suburbs, and with limited diversity experiences and negative attitudes and beliefs about people who differ from themselves, this disparity has a negative impact on teacher expectations" (378).
Because of their differences and prejudices (explicit or implicit), teachers and students often experience trouble communicating their ideas about classroom goals and expectations. This communicative strain may result in a distrust that fosters a teacher’s perceived need to control the classroom and a student’s desire to make their own voice heard. In an effort to contain this potential chaos and conform students to their understandings of the purpose of schooling, teachers may exert inflexible control over their classroom. Students, on the other hand, may or may not believe that school is worthwhile. For many middle and upper-class students, college and a well-paying career may be expected of them and success in school is understood as a necessary prerequisite. However, students from poorer backgrounds or with little access to college may find school to be a waste of time and rebel against the institution through truancy, dropping out, or academic apathy.
Dropping Out: Hispanic Perspectives
Why do you think Hispanic students drop out of school?
Hispanic Drop Out Rates