The Importance of Examining Cross-Cultural Issues Experienced by Foreign Science Teachers in U.S. Science Classrooms
The Importance of Examining Cross-Cultural Issues Experienced by Foreign Science Teachers in U.S. Science Classrooms

Author(s): Samantha L. Strachan
Subject(s): Higher Education , Social development, Sociology of Culture
Published by: Scientia Moralitas Research Institute
Keywords: foreign teachers; international teachers; cross-cultural issues; science teachers;
Summary/Abstract: The United States continues to embrace foreign teachers as a means of addressing teacher shortages across the country. For subject areas where shortages may be most acute, such as science, foreign teachers have been actively recruited to teach these subjects in U.S. schools. While the active recruitment and eventual migration of foreign science teachers to the United States has helped to mediate shortages in school districts across the country, foreign teachers can experience cross-cultural issues when they teach in U.S. classrooms. These cross-cultural issues can include cultural clashes and differences in expectations tied to communication, instruction, behavior, curricula, and the overall structure of schools. This paper expounds on the importance of examining cross-cultural issues experienced by foreign science teachers who work in U.S. science classrooms.

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