Chapter 4: Double Image, Single Identity: Constructive Academic Relationships in Multiethnic Classrooms

In multiethnic classrooms throughout the United States of America, cultural knowledge is a necessary and beneficial commodity for effective instruction. Gordon (2014) described culture as a multidimensional construct that supports the judgmental or normative, cognitive, affective, skills or psychomotor, and technological dimensions. While each dimension is salient in the development of double image consciousness and academic relationships, the judgmental/normative dimension is the focus of this chapter. The judgmental/normative dimension of cultural identity encompasses values, social experiences, and epistemological assumptions (Gordon, 2014). The normative dimension of cultural identity should not be underestimated. It provides a framework for cognitive function and it conceives what is right, good, and normal. Hence, if teachers are to provide quality learning experiences it is important that they reflect on the judgmental/normative dimension of their identity in an effort to teach in nonbiased ways. In addition, the normative dimension also influences perceptions on equity and social justice. I submit that the values and experiences that teachers bring to the classroom hold the essence of their knowledge of equity, social justice, and quality instruction.