Avoiding Ethnic Group Stereotyping

• A primary concern among educators is defining what constitutes an ethnic group and how to apply appropriate cultural activities in the classroom. Although "Hispanic" is considered an ethnic group, cultures within that group, such as Puerto Rican, Cuban, or Mexican American, celebrate many differences as well as similarities. Teachers may inadvertently promote stereotypes by including cultural activities that assume broad assumptions of a particular ethnic group. Teachers may consider instead talking to the students on a personal level about their own culture or suggest that students conduct research on their own family history and culture.
  
  

Avoiding Discrimination

• According to a Fall 2003 article in "Theory Intro Practice," teachers often respond to student's behavior according to mainstream social norms that lead to alienation of some students. In order to include positive cultural activities in the classroom, teachers must understand and bring cultural biases to a conscious level. For example, teachers must acknowledge an emphasis in Western culture on individualism that can cause misinterpretation of the behavior of students from a culture that emphasizes unity, such as Asian or American Indian cultures.
  
  

Establishing Behavior Expectations

• Different cultures have different expectations of what constitutes appropriate behavior. Some cultures consider direct eye contact a sign of respect while other cultures consider it a sign of disrespect. Teachers should be explicit about behavior expectations, engage all students in discussions about the expectations and provide opportunities for students to practice appropriate behavior.
  
  

Establishing Communication

• Language, as well as discourse style, often has direct effect on student's behavior. The "Theory Into Practice" article points out the black children and children from working class families respond better to a direct discourse style, such as "Sit down and do your work" rather than a more polite, indirect style of discourse such as "Would you like to sit down?" Teachers can promote a welcoming environment to students whose primary language is not English by greeting the student with a phrase from their native language.