Reflection on Mexican-American Culture for Case Study Cynthia Czerwonka

Based on research from several sources, I felt that the most comprehensive summary of learning style preferences for Mexican-American students was offered by Dunn and Griggs (1995). 

Environmental learning style: cool temperature

Emotional learning style: conformity, structured setting, formal design

Sociological learning style:  learning with peers (most likely, but varies by geographical region and socio-economic status)

Physiological learning style:  kinesthetic,   “Yong and Ewing (1992) reported that Latinos' strongest perceptual strength was kinesthetic.”

need for mobility: “Contrary to findings for the U.S. general population, Mexican-American females had a significantly higher need for mobility than their male counterparts (Dunn, Griggs, & Price, 1993).”   

late morning and afternoon peak energy

Psychological learning style: variety in routine and patterns, field-dependent cognitive mind style

It was interesting to note that Dunn and Griggs, (1995), did not strictly adhere to these characteristics alone for an optimal learning setting for Hispanics and Mexican American students.  They add that, “for responsive teaching and counseling strategies, look not for cultural-group characteristics. Instead, emphasize the learning-style strengths of each individual and teach students how to match instructional resources and methods to their own processing, perceptual environmental, sociological and physiological preferences,” (Dunn & Griggs, 1995).

My style as a learner and teacher includes: a cool, quiet environment, conformity, structured setting, learning alone, early morning energy, field independence, linear, sequenced learning, ability to sit for long periods, interpersonal, musical,  and intrapersonal intelligences.  

I will need to adjust the areas above in bold for my Mexican-American students.  I will need to realize that partner and peer learning is key.  I will adjust the time I pull my student for individual instruction, due to noting that the early morning time I normally use may not be the optimal time for her.  I will realize that detailed instruction may not be as effective as allowing her to look at the bigger picture first and then note details after she has a context in which to apply them.  Mobility will also need to be incorporated regularly for her optimal learning environment.

Use of appropriate learning-styles for the individual learner by the teacher seems to be the best way to match instruction to the learner when informed by cultural preferences.

Cynthia Czerwonka