“THE EFFECT OF CULTURAL DIVERSITY IN THE SENIOR HIGH SCHOOL

STUDENT”

Buena Gracia National High School

Feliz gayle L. Demegilio

Adviser

Rangel O. Senoc

2023
 Chapter 1

INTRODUCTION

Background of the study

Culture includes behaviors, beliefs, values, and symbols that are passed down from generation

to generation through communication. Education, on the other hand, is the process of cultivating

human potential in a person so that she/he can contribute to his/her personal growth as well as

the growth of others. Furthermore, culture serves as the foundation upon which we construct our

identities. It shapes how we interact with the world, our viewpoints, and our expectations. Every

one of us has a culture, and most of us have identities built from multiple cultures. Cultural

diversity in the classroom is on the rise. In 2014, U.S. public schools hit a minority majority

milestone with Latino, African-American, and Asian students having surpassed the number of

white students. Moreover, Cultural diversity in the classroom involves celebrating those

differences and creating a culture of inclusion and acceptance among students and the greater

school community.

In addition, Balcı (2011) has stated that traditions coming from the past of the school,

knowledge of those who are at school and the reciprocal communication of them with each other

play a role in the formation of school culture. Diversity in and out of the classroom will continue

to grow, so it’s essential we prepare students to adapt to an evolving world and embrace those

different from themselves. Cultural norms are learned as they are passed down from one

generation to the next. Though culture can be tied to specific racial or ethnic groups, it can also

encompass broader groups of people. This cultural diversity means that teachers will have

students who display different ways of learning, behaving, communicating, and interacting with

others.
 In almost all community, the roles of teacher and student are typical. Many

misunderstandings can happen when professors and students originate from various cultures,

such as in the context of economic development programs. These can be attributed to differences

in the social positions of teachers and students in the two societies, differences in the relevance

of the curriculum for the two societies, differences in cognitive ability profiles between the two

societies' populations, or differences in expected teacher/student and student/student interaction.

Hence, this study will be conducted to determine the effect of Cultural diversity on Senior High

Students.

Theoretical and conceptual framework/ Research paradigm

A group is diverse if it is composed of individuals who differ on a characteristic on which they

base their own social identity” [O’Reilly, Williams, & Barsade 1998, p. 186]. Loden & Rosener

[1991] define diversity as that which differentiates one group of people from another along

primary and secondary dimensions. There is a definite trend towards definitions of a multiplicity

of diversity dimensions; Arredondo [2004] adds culture, social class and language to the primary

dimensions and healthcare beliefs and recreational interests to the secondary dimensions. She

further adds a tertiary dimension, which encompasses historical moments experienced. As

understanding of diversity has risen, the importance of offering chances to learn about various

aspects of diversity has grown. Although the past's homogeneity has given way to increasingly

widespread variation, Educators in a wide range of settings do not appear to have aligned their

approaches with these trends. While it is commonly agreed that developing diversity skills is a

compelling and effective way of restructuring the traditional classroom in order to integrate
students, The theoretical assumptions underlying this lack empirical validity due to the diversity

of abilities, interests, and learning profiles. The theoretical principles explaining how learning

takes place, what is learned by the learners, and the teaching strategies utilized by the instructor

have been the focus of much discussion in educational circles. In this study, the theory of

cognitive development proposed by Vygotsky is used as a framework, as it offers several

important implications for learning and teaching in the present time . Theory provides teachers

with many effective strategies for problem solving. For instance, by studying articles about

diversity among students, teachers are able to familiarize themselves with many strategies for

valuing student diversity in their classrooms. Consequently, teachers should study the theoretical

aspects of teaching and develop various strategies, in this way supporting themselves to become

flexible in using the most effective approaches to resolve students’ issues. In this regard, a

number of scholars, researchers, and school principals have considered the social constructivist

theory of learning produced and developed by the Russian psychologist Vygotsky (1896–1934)

as being central to improvements in instruction, changes in the classroom, and redevelopment.

Learning theory addresses the sociocultural factors of integration, especially curricular and

pedagogical approaches, as well as discipline policies and procedures that affect the school

climate.

Sociocultural theory seems to be one of the most influential and dominant theories for dealing

with cultural diversity under changing local, national, and global circumstances. Sociocultural

theory, drawing on the work of Vygotsky], has significant implications for teaching, schooling,

and education. This theory is based on the premise that the individual learner must be studied

within a particular social and cultural context. Sociocultural theory is an alternative pedagogy,

one that in a fast-changing globalized world is sensitive to understanding cultural diversity and
its complexities. Furthermore, sociocultural theory places learning in the context of various

interrelated historical, cultural, institutional, and communicative processes. In this theory, human

beings are considered as cultural and historical entities who establish a matrix of social

relationships and processes. What is viewed as learning and development is defined and

redefined by the changing nature of these interactions and types of engagement in activities. In

sociocultural theory, learning is reframed as an open-ended process in which new and different

ways of thinking, feeling, and acting may emerge as individuals change and develop in their

interactions, interpersonal relationships, social practices, and collective action. Within the

context of contemporary education, social contact, teacher–student engagement, physical space

and organization, meaningful instruction, scaffolding, and student aptitude are all considered

important and need to be taken into consideration in the practice of teaching. Vygotsky’s theory,

with its emphasis on social interaction, believes that student–teacher relationships should be

collaborative and that learning should be reciprocal. Based on Vygotsky’s theory, teachers should

design the lessons in such a way that instruction extends the student slightly above his or her

current developmental level, building on the base of existing knowledge while motivating the

learner to move ahead into areas that pose greater challenges. In this regard, curricula should be

designed to engage students and potentially influence their levels of motivation. It is necessary

for the teachers to have the knowledge and skills to address the growing diversity of

contemporary classrooms. Addressing the various differences and interests of students seems to

further inspire them to be more involved in the class and invites them to maintain their

commitment and optimism towards learning. If these fundamental differences are ignored,

individual students may fall behind, lose enthusiasm, and finally fail to succeed . Therefore, in

both schools and communities, venues must be created where people of all backgrounds and
 abilities can express their concerns, share their experiences and ideas in their personal ways and

words, participate in exploratory discussions, and negotiate numerous perspectives.

Statement of the Problem

This study aims to determine the Effect of Cultural Diversity to the Senior High School

Students, specifically it sought to answer the following questions:

1. What is the socio-demographic profile of Senior High Students in terms of:

a. Age;

b. Gender;

c. Place

d. Tribes

e. Culture

f. Religion

2.What are the traditions, celebrations or rituals that Senior High School students' families

participate in?

4. What are the things that Senior High School students' culture does that help with sadness,

anxiety, bad experience or other troubles?

Significance of the study

The findings of the study will benefit these specific people of the society.

Students. This study will serve as a guide and reference for the students undertaking similar

studies.
Future Researchers. This research will be a useful reference for the researcher who would plan

to make any related studies precisely the effect of Cultural DIversity in the Senior High School

Students.

Scope and the limitations of the Study

This study focuses on the effect of Cultural Diversity in the Senior High School

Students. The study will be conducted through a face-to-face interview using a printed

questionnaire for survey and reference purposes.

Definition of terms

Age refers to the period of time someone has been alive or something has existed.

Cultural Diversity refers to the quality of diverse or different cultures, as opposed to

monoculture, the global monoculture, or a homogenization of cultures, akin to cultural evolution.

Gender refers to the characteristics of the participants .

Place refers to a particular region, center of population, or location of the

participants.

Tribes refer to a social group made up of many families, clans, or generations that share the

same language, customs, and beliefs.

Religion refers to the belief in and the religion of the participants.

Tradition refers to a belief, principle, or way of acting that people in a particular society or

group have continued to follow for a long time, or all of these beliefs, etc. in a particular society

or group.
 Chapter 2

REVIEW OF RELATED LITERATURE

Research literature

This chapter consists of research literature,conceptual literature, readings and studies from the

internet and unpublished materials.

Culture includes all products, institutions, customs and traditions, attitudes and behaviors

emerging as a result of the relations and interactions shared among people living in a society; in

other words, culture consists of all beliefs and purposes (Başaran, 1994). Cultural differences in

respect of authority, academic and social values, self-regulation and peer regulation behaviors

and teachers’ classroom management are the factors for their perception of the school

environment (Chunyang Y.2013). Many advocates of multicultural education quickly found

attention to diversity and equity being replaced by attention to standards and student test scores,

particularly in schools in which multicultural education had been seen as having to do mainly

with getting along rather than improving academic teaching and learning (Sleeter C.2007) .

Cultural diversity in education is an educational system through which cultural variations are

explored. Therefore, multicultural education is applicable and equally important in rural areas as

in the urban area. The difference between urban and rural communities is that urban communities
constitute immigrants, while rural communities, to some extent, are not and they are relatively

stable when compared with the highly mobile urban residents (vertically and horizontally)

(Biswajit Biswas ,2021)

Barjak & Robinson (2008) have found that academic research teams at the middle level cultural

diversity are more successful. Looking at 16 sections of three universities in Denmark, Lauring

and Selmer (2010) found that cultural diversity has a positive influence on satisfaction and

performance. More relevant to this research, Mamiseishvili and Rosser, (2010) have found that

international diversity had a positive impact on performance.

TYPES OF CULTURAL DIVERSITY IN THE CLASSROOM

Every student is unique. In order to properly understand and promote cultural awareness,

teachers need to understand all the different types of diversity they may encounter in their

classrooms including:

Race

A person’s skin color can have a great impact on their experience in society. It can also impact

how they view themselves and others when engaging in classroom activities.

Ethnicity

Ethnicity relates to a person’s culture and nationality. Ethnicity is sometimes confused with race,

but it is important to recognize that while some people may have the same skin color, they may

come from different places and have vastly different cultural beliefs and views of the world.
Religion

It is important to understand that people have different religious belief or no religious beliefs,

and it may impact their participation in the classroom. Students may react differently to lessons

based on their religion or may not be able to be present on certain religious holidays.

Language

While English is commonly used in American classrooms, for some students, it is not the

language they speak at home. Accommodations should be made to help students for whom

English is a second language.

Socioeconomic Status

A student’s socioeconomic status can affect their ability to participate in the classroom without

some type of accommodation. For instance, access to a computer at home or reliable internet

access is not a given for some children. Teachers should be aware of this and the stress it may

cause students who may struggle due to a lack of resources.

Sexual Orientation

A student’s sexual orientation can have a great impact on how they are experiencing the world.

Teachers should understand the struggles that exist and ensure that the lessons taught in their

classroom are inclusive.

Similar to sexual orientation, it is important to understand each student’s gender identity and how

they would prefer to be recognized. Teachers should respect their student’s identity and use

preferred pronouns when interacting with their students.

Conceptual Literature

Diversity in education is one aspect of social and cultural change that affects our society

deeply and is also rapidly changing. According to Bruner (1996) suggested that how a culture or

society manages its system of education is a major embodiment of the culture’s way of life, not

just of its preparation for it. The idea of a “culture capital” has also received considerable

attention recently. According to Bourdieu (1988) cited by (Skrzeszewskwi & Culberley, 1998),

who developed the notion of a culture capital, it is to be educated and culturally literate, that is,

knowledgeable and fluid in both language and customs. Hence, immersion in the arts as a

symbol of the culture is the most critical factor for the future success of any society.

“This text challenges educators to better understand themselves and their students through

examination of the various facets of culture and their influence on and within educational

settings, and provides a conceptual and practical framework for moving forward in developing

culturally responsive environments and practices.” Peggy Hickman, Arcadia University, USA

Scholars have pondered over strategies to assist teachers in teaching about diversity

(multiculturalism, racism, etc.) as well as interacting with the diversity found within their

classrooms in order to ameliorate the effects of cultural discontinuity. One area that has

developed in multicultural education literature is culturally relevant pedagogy (CRP). CRP

their students in order to be effective facilitators of learning in the classroom. For more than a

quarter of a century,scholars have written extensively on the role that the intersection between

school and home-community cultures does and should play in the delivery of instruction in

schools (e.g., Gay, 2000; Jordan, 1985; Ladson-Billings, 1992, 1994, 1995; Nieto, 1999, 2004).

While CRP focuses on the importance of culture in schooling, it does not focus on race and

racism as they relate to the socio historical pattern of schooling in the U.S. In an effort to

understand and change how culture and race interact in the educational system, scholars

(Chapman, 2008; Dixson & Rousseau, 2006; Howard, 2008; Ladson-Billings & Tate, 1995;

Lynn, 2004; Lynn & Parker, 2006; Milner, 2008) have written about the relationship or

connection among race, racism, and power as critical race theory (CRT).

Chapter 3

METHODOLOGY

Research Design

Researcher use phenomenological study research to gain a better understanding of the students'

common experiences as well as their journey of dealing with cultural diversity in their school.

Phenomenological study research is a qualitative strategy or method in which interviewers try

their best to ensure the success of the study. After a short-live summary of the developments of

phenomenology, the research paradigm of the specific study follows. Thereafter the setting of

the information, the gathering data and the data storage methods are explained. Unstructured
in-depth phenomenological interviews in which the researcher implemented in focusing

individual interviews. The data exploitation, by means of a simplified version of Hycner’s (1999)

process, is further explained.

Participants of The Study

The participants of the study are the students in Senior High and the teachers in Buena Gracia

National High School. Researcher choose the students and the teacher as the participants

because they are best to fit in as our informants that give and provide information on their real

experiences, awareness, and learning regarding the study.

Setting of the Study

The study will take place in Buena Gracia National High School. Under the supervision of Carla

Adorable the Principal of the School.

Moreover, the researcher decided upon conducting the research in Buena Gracia Talacogon

Agusan del Sur to further observe and determine the effect of Cultural Diversity in the Senior

High School Students.

Research Instrument

In this study, the researcher will be using the questionnaire and Face-to-face interview. The

questionnaire is a set of orderly arranged questions carefully prepared to answer by the people

designed to collect facts and information.

Data Gathering Procedure

guided interviews from the Senior High School Students and the teachers. The survey

questionnaire consists of the socio-demographic profile of the respondents, and other factors of

cultural diversity that have an effect on the Senior High School Students.

Data Analysis

The researcher will use a thematic analysis method to analyze the data collected. The

method assists the researcher in familiarizing information with the facts, discovering, reviewing,

and describing the theme. In addition, build reports and starting code for every data (Boyatsiz,

1998). Coding the data relevant to the study, transcribing the information that will provide

comprehension by hearing the participants' voices on the audio-recording.The researcher will be

able to organize and categorize the information acquired from the participants with the theme

that arises to specific code properly by coding-recording. The next step in the process is to

interpret the data by identifying any recurring themes and emphasizing the differences and

similarities. Lastly, the data is verified by checking and rechecking the validity of comprehension

of the transcribed data and retyping, so the researcher will verify or change if the theory was

reliable and valid in this study generated from descriptive themes that is very valuable to the

researcher study.
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