Reference no: EM131884895

Loc Nguyen is a ninth-grade Vietnamese child of immigrant parents who do not speak English fluently. His parents own a nail salon in the center of town, and they work long hours. Loc is often at the shop until 8 or 9 p.m. with his parents. Loc has experienced some academic difficulties in terms of his ability to complete assignments in a timely fashion, pass vocabulary tests, and remain current with the assigned readings for the course. His Language Arts teacher, Mr. Daniels, has observed some of Loc's difficulties; however, Mr. Daniels seems to overlook this fact because he is of the impression that Asians represent the model minority. Mr. Daniels has hesitated to schedule a conference with Loc's parents given his perception that Asians routinely do well in school. Mr. Daniels has even mentioned to Loc on several occasions that he should not worry about his grades because he is Asian, and he'll probably go on to become a successful engineer. When it appears that Loc may be in jeopardy of passing Language Arts, Mr. Daniels finally decides to schedule a parent conference. The parents' relentless work schedule complicated efforts to meet with the teacher. When the meeting finally took place, Mr. Daniels had difficulty explaining his concerns about Loc's academic progress because the parents did not speak English fluently. Moreover, Mr. Daniels was not sure the parents understood him either. At one point during the conference, Mr. Daniels asked Loc to translate, but questioned the extent to which Loc was being forthright with his parents about his academic difficulties. In any case, Mr. Daniels satisfied his obligation to inform the Nguyen's of their child's progress.

Examine the scenario through a lens of cultural competence to determine when/how a deeper cultural understanding would have influenced the teacher's responses.

In a 500-750 word analysis, discuss 2-3 of the following concepts of deep culture in the context of the selected case study: 

• Collective orientation (promoting needs of the group versus promoting needs of the individual)
• Time orientation
• Respect for authority
• Perceptions and value of education
• Priority of family
• Communication (e.g., language development, verbal communication styles, nonverbal communication, physical proximity)
• Value of work/Work ethic
• Peer pressure
• Assimilation dilemma: adaptation versus preservation

In addition, include specific advice to the teacher in your case study to help him or her respond more appropriately to the student/family.

Use at least 2-3 scholarly sources (other than the assigned readings) to justify your responses.