This book is licensed under a Creative Commons Attribution 3.0 License- Eye contact varies by culture. In many African American and Latin American communities, it is considered
appropriate and respectful for a child not to look directly at an adult who is speaking to them (Torres-
Guzman, 1998). In classrooms, however, teachers often expect a lot of eye contact (as in “I want all eyes on
me!”) and may be tempted to construe lack of eye contact as a sign of indifference or disrespect. - Social distance varies by culture. In some cultures, it is common to stand relatively close when having a
conversation; in others, it is more customary to stand relatively far apart (Beaulieu, 2004). Problems may
happen when a teacher and a student prefer different social distances. A student who expects a closer
distance than does the teacher may seem overly familiar or intrusive, whereas one who expects a longer
distance may seem overly formal or hesitant. - Wait time varies by culture. Wait time is the gap between the end of one person’s comment or question and
the next person’s reply or answer. In some cultures wait time is relatively long—as long as three or four
seconds (Tharp & Gallimore, 1989). In others it is a “negative” gap, meaning that it is acceptable, even
expected, for a person to interrupt before the end of the previous comment. In classrooms the wait time is
customarily about one second; after that, the teacher is likely to move on to another question or to another
student. A student who habitually expects a wait time long than one second may seem hesitant, and not be
given many chances to speak. A student who expects a “negative” wait time, on the other hand, may seem
overeager or even rude. - In most non-Anglo cultures, questions are intended to gain information, and it is assumed that a person
asking the question truly does not have the information requested (Rogoff, 2003). In most classrooms,
however, teachers regularly ask test questions, which are questions to which the teacher already knows the
answer and that simply assess whether a student knows the answer as well (Macbeth, 2003). The question:
“How much is 2 + 2?” for example, is a test question. If the student is not aware of this purpose, he or she
may become confused, or think that the teacher is surprisingly ignorant! Worse yet, the student may feel
that the teacher is trying deliberately to shame the student by revealing the student’s ignorance or
incompetence to others.
Cultural differences in attitudes and beliefs
In addition to differences in language and in practices related to language, cultural groups differ in a variety of
other attitudes and beliefs. Complete descriptions of the details of the differences have filled entire books of
encyclopedias (see, for example, Birx, 2005). For teachers, however, the most important ones center on beliefs
about identity, or the sense of self, or of “who you are”. A number of other cultural beliefs and practices can be
understood as resulting from how members of a culture think about personal identity.
In white, middle-class American culture, the self is usually thought of as unique and independent—a unitary,
living source of decisions, choices, and actions that stands (or should eventually stand) by itself (Greenfield, et al.,
2003; Rogoff, 2003). This view of the self is well entrenched in schools, as for example when students are expected
to take responsibility for their own successes or failures and when they are tested and evaluated individually rather
than as a group or team. As teachers, furthermore, most of us subscribe to the idea that all students are unique,
even if we cannot implement this idea fully in teaching because of the constraints of large classes. Whatever the
circumstances, teachers tend to believe in an independent self.
Educational Psychology 78 A Global Text