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Multicultural Learning and Teaching

Editor-in-Chief: Obiakor, Festus / Algozzine, Robert

Managing Editor: Banks, Tachelle

Online
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2161-2412
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Establishing Positive Learning Environments for Students of Chinese American and Latino Backgrounds

Mickie Wong-Lo
  • Corresponding author
  • Department of Special Education, Northeastern Illinois University, 5500 North St. Louis Avenue, Chicago, IL 60625, USA
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/ Gabriel A. Cortez
  • Department of Educational Leadership and Development, Northeastern Illinois University, 5500 North St. Louis Avenue, Chicago, IL 60625, USA
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Published Online: 2013-11-23 | DOI: https://doi.org/10.1515/mlt-2013-0023

Abstract

Cultivating positive learning environments for underrepresented groups such as students of Chinese American and Latino backgrounds require careful planning and consideration. As our society strives to embrace individual differences of all cultures, educators must equip themselves with effective tools to adapt to the ever-changing dynamics within classrooms. In an effort to bridge research into practice inside the walls of the school campuses, we discuss recommendations for educators who serve students of Chinese American and Latino backgrounds. The recommended practices are highlighted in layers of society, community, school programming, and classroom experience.

Keywords: Chinese Americans; Latinos; learning environment

References

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About the article

Published Online: 2013-11-23


Citation Information: Multicultural Learning and Teaching, Volume 9, Issue 1, Pages 83–91, ISSN (Online) 2161-2412, ISSN (Print) 2194-654X, DOI: https://doi.org/10.1515/mlt-2013-0023.

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