Holistic paradigm: underachievement as a multi-factor, multi-level phenomenon¶

Theory · All theories
Evidence · no claims cited

Description¶

The review proposes the Holistic paradigm as a third approach that, despite difficulties of application, "seems to account for most of the deficiencies of the other two models". It treats underachievement as arising from interactions among people and institutions rather than from any single vertex, and the review organizes recent studies under it using Pianta and Walsh's Contextual Systems Model. The review concludes the field still lacks "a theoretical treatment of the evolution of the mathematical discourse" and its social, cultural, and political relations.

Design Implications¶

Context¶

Requirements¶

• A conceptual framework that can show where and how specific factors and relationships fit, accounting for multiple elements and the relationships between them

Constraints¶

• The review notes the paradigm is difficult to apply, that studies under it have concentrated on particular aspects of the system, and that secondary levels and balanced qualitative-quantitative methods remain under-addressed

Target Learners¶

• minority students, particularly Latino immigrants, in K-12 mathematics

Target Learning Objectives¶

• understanding and addressing minority underachievement in mathematics

Claims¶

Related Theories¶

• Contextual Systems Model (CSM): child/family and school/schooling as interrelated systems
• Cultural Difference paradigm: underachievement explained by mismatch between school and students' cultures
• Deficit paradigm: minority underachievement explained by deficits the child brings to school

Examples¶

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Key Sources¶

• Vilma Mesa. (1998). A Review of Literature on Under Achievement of Minorities in Mathematics. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA. https://eric.ed.gov/?id=ED428113