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Cultural Discontinuity: Toward a Quantitative Investigation of a Major Hypothesis in Education

¹ KENNETH M. TYLER is an assistant professor of educational psychology in the College of Education at the University of Kentucky, 229 Dickey Hall, Lexington, KY 40506; Kenneth.Tyler{at}uky.edu. His research interests include cultural discontinuity processes, cultural socialization, and psychological antecedents of middle grade student performance.
² AESHA L. UQDAH is a doctoral candidate in clinical psychology at The Chicago School of Professional Psychology, 325 North Wells Street, Chicago, IL 60610. Her interests include retention of African American graduate students in professional psychology programs.
³ MONICA L. DILLIHUNT is an assistant professor of education at the University of Alabama at Huntsville, 245 Morton Hall, Huntsville, AL 35889. Her research interests include teacher expectations and multiple intelligence among students of color.
⁴ ReSHANTA BEATTY-HAZELBAKER, TIMOTHY CONNER, ALEXANDRA HENCHY, SHAMBRA MULDER, ELIZABETH OWENS, and RUBY STEVENS are doctoral students in educational psychology in the College of Education at the University of Kentucky, 229 Dickey Hall, Lexington, KY 40506.
⁵ NADIA GADSON is a doctoral candidate in educational psychology in the College of Education at the University of Kentucky, 229 Dickey Hall, Lexington, KY 40506. Her interests include examining the effects of cultural discontinuity on behavioral and performance outcomes of African American students.
⁶ TRAVONIA HUGHES is a postdoctoral research associate in educational psychology in the College of Education at the University of Kentucky, 229 Dickey Hall, Lexington, KY 40506.
⁷ CLARISSA ROAN-BELLE is a doctoral student in school psychology in the College of Education at the University of Kentucky, 229 Dickey Hall, Lexington, KY 40506.
⁸ LaTOYA SMITH is a doctoral student in counseling psychology in the College of Education at the University of Kentucky, 229 Dickey Hall, Lexington, KY 40506

Education researchers have suggested that the academic challenges faced by many ethnic minority students are linked to perceived cultural discontinuity between students’ home- and school-based experiences. However, there has been very little empirical inquiry into the existence and effects of cultural discontinuity for these students. The purpose of this article is to offer a definition and methodology to be used in the quantitative investigation of cultural discontinuity. A description of the cultural values and corresponding behaviors of African American, Asian American, Latino, and Native American students, along with those values and behaviors salient in most public schools, is offered. Next, a method for investigating cultural discontinuity is proposed. Finally, future research directions to further examine cultural discontinuity are offered.

Key Words: cultural discontinuity • ethnic minority students

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