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Appendix C: Study Populations in Research on Learning
Pages 315-318

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From page 315...
... , attempting to fit individuals within a single descriptor of race or culture and then generalizing the results of the research to a broader population is highly problematic for a number of reasons. First, all individuals function within culturally plural societies, so the identification of any singular cultural groups is likely to be inaccurate.
From page 316...
... Mixed-race respondents compelled to choose a single race scored lower on subsequent motivation and self-esteem questions than did mixed-race respondents who were allowed to select multiple races on the questionnaire. In short, the denial of multiracial identities had negative consequences for respondents' self-perception, in the context of the questionnaire, which in turn may influence how they learn (see Chapter 3 for the role of motivation, identity, emotion, and culture on learning)
From page 317...
... For instance, in the United States, racial categories reflect historical factors such as racism, inequality of opportunity, and social stratification. Although the United States is rapidly becoming a majority minority population -- a population in which the majority of persons identify as being of one or more racial/ethnic minority groups -- the status of these groups is highly dependent on the race construct as it has developed in the mainstream culture.
From page 318...
... , we recognize that it is useful to analyze and understand the relevant determinants, processes, and outcomes of learning and the relationships among these factors. But we also recognize that the responsible use of research in educational contexts includes taking the time to integrate the findings to understand what they mean for individual learners: learners who are whole, unique persons, who each live in particular contexts.

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