By Mira Usama Alkahaleh
Abstract:
The UAE is home to a diverse population of more than 200 nationalities, with students from various nationalities attending schools. This research aims to investigate the impact of cultural diversity on students' attitudes, behavior, and academic performance. With over 326,000 students in the UAE, it's crucial to understand how our diverse backgrounds affect our education. According to KHDA reports, only about 9% of students are Emirati, while the rest come from other nationalities. This raises questions about how our different cultural backgrounds influence our experiences in school. And what values and qualities does this diversity implant in us? What do we learn from them, and what do they learn from us?
Introduction:
As per ….. The misbehavior in schools is increasing by 81%, serious misbehavioural issues such as drug addiction, vaping, harassment, and bullying have arose in countries that have cultural diversity, and now that students spend a minimum of 6 hrs daily in their schools, schools are considered the zones the interaction point with other cultures. We found out that our starting point for this exploratory research is the schools, and in order to embrace positive change of a positive behavior on coming generations, we should start by exploring the correlation between cultural diversity and student misbehavior, taking into consideration the four main pillars (income level, education level, beliefs, and tradition)
Research question:
What is the comparative impact on student behavior and academic attainment between schools characterized by multi nationalities and those with a homogeneous student population of a single nationality?
Hypothesis:
Cultural diversity has more misbehavior than homogeneous
Literature review:
Background Study on Student Behavior in Homogeneous and Culturally Diverse School Environments in Dubai
The number of private schools in Dubai has risen to 216, according to the latest figures from the Dubai Knowledge and Human Development Authority (KHDA). The 2022-23 academic year reflects the city's growing educational landscape. These institutions offer
various curricula, including 13 international schools that offer the Indian curriculum, three German schools, four French schools, and ten Pakistani schools. This diverse collection of educational opportunities highlights the diverse cultural environment in which students learn.
Despite the benefits of cultural diversity, research has shown that misbehavior is more common in culturally diverse schools than in homogeneous environments. The most common forms of misconduct reported in schools include disrespect for teachers - such as talking back or displaying inappropriate behavior - physical and verbal aggression, lack of discipline and disruptive behavior such as talking or interrupting other students. Such behavior can lead to a difficult classroom environment that affects both teaching and learning.
One important finding of recent research shows that in a homogenous school environment, students are more respectful of rules and authorities. In these environments, teachers often believe that misbehavior is less common because of shared cultural values and expectations among students. In contrast, in culturally diverse classrooms, misbehavior often results from different cultural contexts and different social norms that influence student behavior.
One key factor that increases the number of abuses in culturally diverse schools is different expectations for different cultural backgrounds. In some cultures, open-ended questioning and commenting on educational content is encouraged and considered a sign of inclusion. However, this behavior can be considered disrespectful in other cultural contexts, leading to misunderstandings between students and teachers. Such differences in communication style can lead to perceived conflict and increased abuse.
In addition, social dynamics in different classrooms play an important role in shaping student behavior. Peer pressure to conform to certain behaviors that differ from school expectations can also contribute to collective misconduct. As students navigate their identities among many cultural influences, they may feel compelled to take steps that conflict with institutional norms.
In short, while cultural diversity enriches learning, it also presents unique challenges in managing student behavior. Further research into the dynamics of homogenous and culturally diverse classrooms is needed to develop effective strategies to promote positive behavior and improve the learning environment for all students. By understanding and addressing the factors that lead to misbehavior in different settings, teachers can create a more inclusive and respectful climate that promotes academic success..
Methodology :
Introduction:
This research is a combination of Ground theory research and correlational research that studies and tests the hypothesis. These methods were chosen due to the authenticity of the idea and scarcity of similar research which required researching the key pillars (income level, education level, beliefs, and tradition), and exploring how to utilize them efficiently.Data was collected using two main methods: quantitative (surveys) and qualitative (interviews, observations, and focus groups). Quantitative and qualitative research methods are elaborated regarding the objective of each, data collection, and data analysis.
Research Design:
- Quantitative research was performed using surveys as a tool to reach a massive pool of large audience. A probable sample design was utilized to choose the audience for the surveys, and the survey questions and data analysis were carefully sorted to match the goals of each hypothesis.
- Qualitative research was performed to get deeper insights, and studying the complications , and exploring the possible validation and limitations of the recommended solutions. The non-probable sample design was used to choose the audience of qualitative research tools which are:
- Interviews with students from schools with one nationality, and a school with a diverse student population to compare between schools with monoculturalism and schools with cultural diversity. And the interview will be with the possible stakeholders (parents, teachers, school
administration, student).
- Observation validate valuable information obtained from research or acquire new data for each hypothesis.
- Focus groups with stakeholders to gather insights based on their perspectives. Focus groups were categorized and organized according to the requirements of the main hypothesis.
- Parents Focus group: aims to gain insights on how parents view the diversity in schools, and the impact of diversity on their children's skills and attitude.
- Student Focus group: aims to gather insights on how students feel about the lack of diversity in their schools, and how they are impacted by the lack of diversity.
Results:
Research results indicate that student behavior is more effectively managed in homogeneous classrooms than in culturally diverse classrooms. This finding is based on interviews conducted with seventh graders in Syria, who are part of a homogeneous classroom, and seventh graders in the United Arab Emirates, where the environment is culturally heterogeneous. Analysis of the results showed that the presence of minority students in the classroom was correlated with an increase in misbehavior. On the other hand, when the majority of students come from outside the dominant cultural background, misbehavior seems to be better controlled. These findings suggest that the dynamics of classroom composition play an important role in influencing student behavior, highlighting the need for further research on the effects of cultural diversity in educational settings..
Conclusion:
This research focuses on understanding student behavior in culturally diverse school environments and seeks to identify effective strategies to reduce misbehavior. This highlights the need to respond to challenges arising from different cultural backgrounds, which can create misunderstandings between students. The research examines approaches such as culturally responsive teaching, conflict resolution strategies and peer mediation, and recognizes the importance of appreciating students' different cultures in promoting respectful communication.
Cooperation between teachers, parents and the community is essential to create an environment that promotes positive behavior. Effective communication and family involvement can increase student responsibility and reduce delinquency. Additionally, ongoing teacher training is critical to effectively managing diverse classrooms, enabling teachers to recognize and respond appropriately to cultural dynamics.
In short, this study aims to provide comprehensive solutions to reduce misbehavior in various educational settings by prioritizing engagement and communication. By equipping teachers with the necessary resources, the research aims to create a respectful learning environment where all students can succeed, emphasizing the importance of embracing diversity in the classroom for academic success..
References:
“KHDA's data & statistics.” KHDA, 2022,
https://web.khda.gov.ae/en/Resources/KHDA%E2%80%99s-data-statistics. Accessed 15 July 2024.
“List of every Indian school in Dubai-Sharjah-Ajman.” International Schools Database, https://www.international-schools-database.com/in/dubai?curriculum%5B%5D=Indian&filter=on. Accessed 10 July 2024.
Marvi, Khadija. “Impact of Cultural Diversity in Classrooms of Secondary Schools.” Scientific Research Publishing, https://www.scirp.org/journal/paperinformation?paperid=122688. Accessed 13 July 2024.
“Number of private schools in Dubai increases to 216 in 2022-23 academic year.” KHDA, 2022, https://web.khda.gov.ae/en/About-Us/News/2022/ Accessed 20 July 2024. “Student Classroom Misbehavior: An Exploratory Study Based on Teachers' Perceptions.” NCBI, https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3415159/. Accessed 10 July 2024. Sutton, Jeremy, and Jo Nash. “What Is Cross-Cultural Psychology? 11 Theories & Examples.” PositivePsychology.com, 10 April 2021,
https://positivepsychology.com/cross-cultural-psychology/. Accessed 11 July 2024.
