Moll and Greenberg found that Mexican American students judged cognitively deficient in school performed complex cognitive tasks in their home communities, attributing the deficit judgment to culture-laden evaluative mediation¶

Claim · All claims
Evidence · 1 study (2 entries) · theoretical r3 · q2
Currency · newest study 1995 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The review attributes to Moll and Greenberg (1990) the finding that students' cognitive-deficiency designations stemmed from culture-laden means of evaluative mediation more congenial to European American middle-class students than to Mexican American agricultural-community students. → Peter Smagorinsky 1995

q2 i? Moll and Greenberg (1990) found that Southwestern Mexican American students judged as failing in school engaged in complex cognitive tasks in their home communities, and attributed the deficit judgments to culture-laden means of evaluative mediation. → Peter Smagorinsky 1995

Evidence¶

Peter Smagorinsky 1995¶

Peter Smagorinsky. (1995). The Social Construction of Data: Methodological Problems of Investigating Learning in the Zone of Proximal Development. Review of Educational Research, 65(3), 191-212. https://doi.org/10.3102/00346543065003191

q2 · i? · theoretical · r3

Narrative review attributing this to Moll and Greenberg (1990), who studied Southwestern Mexican American students in school and home community and found students engaged in complex tasks such as repairing farm machinery and managing budgets while being judged as failing in school. No effect size is printed.

"Moll and Greenberg (1990) concluded that the determination that the students were cognitively deficient was a function of culture-laden means of evaluative mediation"

Peter Smagorinsky 1995 (2)¶

Peter Smagorinsky. (1995). The Social Construction of Data: Methodological Problems of Investigating Learning in the Zone of Proximal Development. Review of Educational Research, 65(3), 191-212. https://doi.org/10.2307/1170682

q2 · i? · theoretical · r3

The article reports, citing Moll and Greenberg (1990), that students judged 'failing' academically performed complex tasks such as repairing farm machinery and managing budgets at home, and that deficit conclusions stemmed from assessment means 'more congenial to students of European American origin'. Reported here as the review-style attribution it is; the study's design is not described in the article.

"Moll and Greenberg (1990) concluded that the determination that the students were cognitively deficient was a function of culture-laden means of evaluative mediation that were more congenial to students of European American origin and middle-class backgrounds"

Discussion¶

Related Claims¶

• The perception that language minority students bring language disadvantages and knowledge deficiencies from home has too often led to lowered academic expectations for them. — a broader claim this one bears on
• Teachers who took part in funds of knowledge household research came to view their minority students as competent and raised their expectations of them. — related
• In the Tucson household ethnography, exchanges within households' social networks were often reciprocal and built mutual trust through shared practical activities. — related
• Luria's Uzbekistan cognition research is of questionable validity because its mediational means were culturally inappropriate — related