Diversity in the Classroom (cont.)

Cultural Issues

The international culture of science and technology is well represented at Caltech. Caltech students come from more than 58 different countries and all parts of the U.S., forming a wide cross-section of linguistic, religious, and ethnic backgrounds. At Caltech, you will be teaching and working with students from cultures and backgrounds other than your own. Although the professional expectations of scientists and engineers are similar around the world, individual values, communication styles, and language skills can create barriers to learning and understanding. Even when people seem to be the same on the surface, their deeply rooted individual understandings of power balances, interpersonal communication patterns, and learning expectations can vary a great deal.

To minimize the problems that can arise from cultural differences in the classroom, we encourage you to:

• inform students of class norms and coursework expectations clearly at the outset of the class.
• prepare handouts and use the board to write down key points, new terminology, and an outline of the class lesson. Refer to the board and handouts as you progress through your lesson. This is particularly helpful in overcoming language barriers.
• hold regular review times at the beginning or end of each class or section as a way of helping students feel comfortable asking questions and encouraging them to interact with you about the general subject matter.
• be attentive to the possibility that cultural factors or language difficulties are operating if you feel confused or uncertain about an interaction you are having with a student in your class.

Comments about Cultural Differences

Whether you are international yourself, or interacting with international students, some general differences between American culture and most others may be helpful to keep in mind. Of course, the following comments are generalizations and will not hold true for every American or for every foreign culture!

• Americans value independent and critical thinking. It is not only acceptable but encouraged for students to approach a problem from a different angle from that suggested by their teacher. American students expect the freedom to question the authority and expertise of their teachers. In contrast, in many countries it is disrespectful to ask questions in class or to challenge an instructor directly. If you are international, typical American student behavior may appear offensive, while, if you are American, international students who are being “respectful” may seem shy or dull.

• Americans generally reject the formality of student-teacher relationships that is the norm in most other cultures. Although many Caltech faculty, particularly those of an older generation, expect a somewhat formal relationship with students, casual interactions are the general norm. Student classroom behavior is often much more relaxed than in other cultures. It is common for students to come to class without shoes, eat or drink during class, or talk with a neighbor. They may arrive late or leave early. They may call instructors by their first names and speak in a tone that does not convey respect. If you are international, do not interpret this behavior as a lack of respect for you. If you are American, you may be uncomfortable with the level of respect and authority accorded to you by your international students; don’t feel you must respond by pretending to be all-knowing or stand-offish.

• U.S. graduate students play a far more active role in the education of undergraduates than do their counterparts elsewhere. International students may not seek help as readily as their American counterparts, and may need to be encouraged to visit office hours or talk with the TAs after section. On the other hand, your international TAs may find that American students expect a lot of help and direction; remind these TAs that what the students ask may be typical and reasonable in a U.S. university.
• If you are concerned about language barriers, create a friendly atmosphere by introducing yourself and trying to know your students by name. If your native language is not English, discuss this with your students and urge them to ask you right away if they hear a word that they do not understand. If you are an American with non-native speakers in your class, talking to your students one-on-one may help you discover the extent of the language barriers and work around them.

If you are uncertain how to deal with a difficult language or cultural problem, contact the International Student Programs office (x6330). Talk with other faculty and teaching assistants about how to handle difficult problems and learn from them by observing what they do in their sections or classrooms. The Writing Center and ESL program can also help you with language concerns. Also, consider that if you need help, your TA's may need it to, in which case, you should refer them to these resources.

Students with Disabilities

As a faculty member, you may also encounter Caltech students with specific, diagnosed disabilities. Some of these students need slightly modified settings in which to do their best work. If a student discusses a disability with you, it is your role to be open and supportive and to work with other campus offices to make sure appropriate arrangements are made. The Caltech policy, quoted below, gives basic information and contacts should you come across this issue in your teaching:

It is the policy and practice of Caltech to comply fully with the Americans with Disabilities Act, and other applicable federal, state and local laws to ensure equal opportunity for qualified persons with disabilities. Caltech is committed to ensuring that there is no unlawful discrimination in any of its programs, services, activities, and terms and conditions of employment. As required by law, Caltech will provide reasonable accommodations to qualified individuals with a disability. It is the responsibility of the Caltech administration and faculty to ensure the Institute’s compliance with this policy.

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