The Assets of Non-Dominant Ethnic Students Regarding Their Educational Experiences: A Narrative Inquiry with the Use of Photovoice
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With the growing cultural diversity in the world, classroom diversity in the Netherlands increases as well. According to research the performances of non-dominant ethnic students show lower scores than the performances of dominant ethnic students. This study uses asset-based pedagogy to find the cultural knowledge non-dominant ethnic students gained from their culture and how this knowledge affects their educational experiences in their perspectives. In this study non-dominant ethnic students are defined as students with a non-western background. Asset-based pedagogy focuses on the strengths and cultural knowledge of students. Teachers can build upon students' cultural knowledge during classroom instruction. This inductive study consists of narrative inquiry with semi-structured interviews and photovoice to define the assets of non-dominant ethnic students. The participants included 10 students from higher education in the Netherlands. Analysis of the study is done with themes found in the narratives that address the cultural assets and educational experiences of the students. The most common assets are family, religion, and cultural norms and values. The cultural backgrounds influence the educational careers of students and gives them perseverance and motivation. Moreover, the students use their assets in helping others.