Friday 26 April 2013

Cultural Diversity


While exploring around the topic of cultural diversity, I came across a report by Ho, Holmes & Cooper (2004) which reviews and evaluates the international literature on managing cultural diversity in the classroom.

The authors acknowledge that different cultures have different norms, values, expectations which impact on educational practices. The report identifies two frameworks: the collectivist-individualist framework and the dialectic-dialogic framework. These two frameworks are used to explore broad differences and similarities in value orientations, learning and communication styles in different cultures within the tertiary education setting (Ho et al, 2004).

The authors note that New Zealand culture is often classified as individualist and its mode of education as dialogic, with an emphasis on independent, self-directed and critical thinking, but it is recognised that there is much more diversity in New Zealand’s educational values and practices. These have been influenced by Maori and Pasifika communities, who have a more collectivist approach, and more recently by East Asian students (Ho et al, 2004).

The authors go on to examine ways of assessing students bearing in mind the cultural diversity now seen in tertiary education. They suggest considering the following strategies:
  • Examine prior assumptions and expectations about assessment tasks
  • Analyse the appropriateness of the tasks being set
  • Help students to succeed
  • Provide clear, explicit, and fair criteria
  • Provide adequate, timely, and helpful feedback
  • Set examinations to accommodate diverse students’ needs.

The report examines cultural diversity with a particular focus on ethnicity, however cultural diversity also refers to diversity in sexual orientation, gender, age, religion etc. Our challenge is to be mindful of differing ways of knowing, learning and perceiving when designing and delivering our courses.

In the School of Midwifery we have seen an increased number of Maori and Pacific Island students (although these numbers remain small percentage-wise) with the expansion into the lower North Island. In discussion with the Pacific Island students particularly, some have identified the desire for more face to face contact, as they recognise that this is the way they individually learn best. With a blended learning model, this is a challenge, as along with face to face sessions, practice experience on shift or with Follow Through women, there is content on Moodle and tutorials delivered on Adobe Connect.

We have seen that most of the Pacific Island students excel when doing tasks such as midwifery skills assessments. Although expressing a preference for face to face learning (and therefore we might assume face to face assessment), one student particularly enjoyed a new assessment introduced last year called VAMPS. This is a Video Assessment in the Midwifery Practice Skills course and was designed by Carolyn McIntosh (and influenced by work in the OP School of Veterinary Nursing). The Pacific Island students reported that they especially liked the repetition involved in perfecting the skill, and then being able to see the results on screen before submitting the assessment for marking.

Whilst this assessment does not give a choice of format, which one could argue is not therefore flexible, it can provide an opportunity for students to explore another way of learning. Being creative in designing assessments and providing a variety of assessment formats may provide an opportunity for students, with preferences for a certain learning style, to excel. 

References

Ho, E., Holmes, P. & Cooper, J. (2004, December). Review and evaluation of international literature on managing cultural diversity in the classroom [Report]. University of Waikato, for Ministry of Education & Education New Zealand. Retrieved from http://www.minedu.govt.nz/~/media/MinEdu/Files/EducationSectors/InternationalEducation/ProvidersOfIntEd/InternationalismClassRoomStrategies.pdf.

4 comments:

  1. A fabulous critique of Ho et al (2004). Assessment is certainly an area which can become fraught if diversity is not considered. For students so much is at stake and any injustices are going to be acutely felt. Failures also impact on measures of quality in programmes which has many flow on effects. This illustrates why it is so important 'to get it right' and design assessments that consider the needs and diversity of the students.

    One could argue that requiring students to video practical skills when they may be insecure in using this kind of technology is going to disadvantage some of them - those who are less digitally literate.

    Two things that could address this: 1) Perhaps they could get more credit for this assessment approach if the learning outcomes included something about digital literacy.
    2) Scaffold the use of the technology.

    I presume they work in groups to practice and then film so this has got to be good for their learning as peer feedback is invaluable, particularly when give in a constructive and structured manner.

    Sport students also undertake this kind of assessment and the benefits came particularly from the formative learning process as they practised the skills. Have you also found this to be the case?

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    Replies
    1. Thanks Bronwyn,
      I recently asked all the year one students in the NI whether they would prefer to do the VAMPS assessment or to do an OSCE assessment. All, except one, stated they would much prefer to the VAMPS despite the technical issues some experienced. Several stated that they found it helpful to see themselves relating to others on camera, and liked that they could easily review their submission which helped their learning. Several have asked for more assistance to be provided in Intensive sessions about editing their videos. So yes, I think that scaffolding the use of technology is helpful and will be reviewed for next year.

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  2. Hi Deb
    I have been wondering: Is there a particular age group that seems to be more in favor of becoming a successful midwife?

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  3. Hi Jacqueline,
    I don't believe there is a specific age group that indicates success in our programme. I think that relevant life experience, desire to become a midwife and maturity, at any age, are better indicators of success.
    Personally, I was a 'young' student at age 20 when I was accepted in to the programme. The current workforce data for midwives show that the average age of midwives is 46.8 years, so we are an ageing profession and therefore need to attract some younger students. Check out http://www.midwiferycouncil.health.nz/images/stories/pdf/Publications/workforce%20survey%202012.pdf for more info.
    Thanks for your question!
    Deb

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