2.4. Contextual cues to identify cultural differences. Readings
Considering Intersectionality When Interpreting Student Behaviour
When interpreting student behaviour, it is important for educators to look beyond culture alone and consider intersectionality – the ways in which multiple aspects of identity (such as gender, age, disability, neurodiversity, religion, and socio-economic status) interact with cultural background. While cultural norms influence communication and participation, they never operate in isolation (Crenshaw, 1989; Collins & Bilge, 2020).
For example
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A female student from a culture that values modesty may avoid eye contact or public disagreement, reflecting both cultural and gendered expectations rather than disengagement.
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A neurodivergent student, such as one on the autism spectrum, may have trouble interpreting or expressing non-verbal cues for reasons unrelated to culture.
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Similarly, an older, first-generation student may hesitate to seek help because of socio-economic pressures or internalized beliefs about self-sufficiency.
To create inclusive learning environments, educators should combine cultural awareness with recognition of how diverse identities and lived experiences shape classroom communication and engagement (Gay, 2010; Paris & Alim, 2020).