Students from non-dominant ethnic backgrounds perception of effective instructional practices compared to teachers’ perception of effective instructional practices.

Abstract

Since education is becoming more diverse, this mixed-methods study examined what students from non-dominant ethnic backgrounds perceive as effective instructional practices compared to teachers’ perception on effective instructional practices. This study was conducted using interviews with 16 teachers and a survey among 16 students from a non-dominant background from both secondary school and intermediate vocational education. This study shows that teachers and students from non-dominant backgrounds have a different perception of effective instructional practices. Results from qualitative data suggests that teachers fail to translate their awareness of students’ different backgrounds into effective instructional practices. However, teachers from a non-dominant background relate to their non-dominant students easier, compared to their dominant counterparts. Findings indicate that teachers are concerned about both the content and context of their instructional practices. Results from the quantitative data indicate that students from a non-dominant background are mainly concerned about the content of the instruction. Additionally, this study suggests students from a non-dominant background experience cultural discontinuity.