Analyzing Cultural Models and Settings to Connect Minority Achievement and School Improvement Research

Abstract

To improve schooling and achievement in a diverse society requires units of analysis that tap into significant structures, processes, and dynamics of culture as they affect individual students and schools. These units must be sensitive to variability among individuals within seemingly homogenous groups and to similarities between apparently heterogeneous communities. This article presents and illustrates 2 such units of analysis: cultural settings and cultural models. These units can produces details needed to address the linked problems of minority underachievement and school reform. We draw illustrations from 2 parallel lines of research: 1 addressed to underachievement of Spanish-speaking children and the other to improvement of schooling and teaching.

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