Implications of Socio-Cultural Diversity to Student, Teacher, School, and Hidden

Curriculum.
1.0 Introduction
Socio-cultural diversity is easy to spot in a country like Malaysia which comprises of
multi-ethnic communities like Malays, Chinese and Indians, as well as a vast majority of the
indigenous people in Sabah and Sarawak as well as other ethnic groups who become
minorities. Every ethnicity has a different socio-cultural, inherited from earlier ancestors
according to Schaefer (2001). In the context of education, socio-cultural diversity is not only
seen from racial, ethnic and cultural customs only, however it also covers a wider scope which
incorporates knowledge, belief, arts, morality, laws, customs and other habits acquired by a
society.
Socio-cultural diversity in a pluralistic society system like locally here in Malaysia, it will
directly affect the development of the education system and also the environment when
conducting teaching and learning activities in the classroom (Lynch, 1986). A good rapport
between teachers, students and schools play an important role to ensure the success of
implementing the National Education Philosophy (Falsafah Pendidikan Kebangsaan).

2.0 Implications of Socio-Cultural Diversity to Student

Students are known as clients for every teacher in the classroom. They will absorb and be
exposed to every teaching and learning activity that takes place in the classroom. This
highlights the very importance of education for the young minds. Upon having a pluralistic
society equates for a classroom with diverse cultures and ethnics among the population of the
students. It is safe to say that there will be vast differences between individuals of the students
in the classroom as referred to Tileston (2004). This factor urges teachers to use their skills in
classroom management optimally and it is important for teachers to understand the behavior
and cultural background of the students in order to overcome adversity in the classroom when
arises.
First of all, a teacher must ensure that the students are clear of the rules in the classroom, be it
spoken or written. Students should be given the opportunity to socialize with students of
different ethnics during the classroom activity. Moreover, students should be encouraged to

interact with other students of different racial background regardless of social class according to
Clauss-Ehlers (2006). Students need to be aware of the different walks of life present in the
society. Such exposure may help to clear out racial and social strata prejudices among the
young students.
Additionally, each pupil of diversified cultural background will surely have different
religious beliefs. Henceforth, students should be given tasks and classroom activities that will
enhance mutual respect and bonds between students of different cultural views and religious
beliefs. With the right classroom activities that inculcate respect among students of various
faiths and cultural backgrounds, it will indirectly help to entice unity among the students.
Next, students should also be encouraged to use only the primary language or the
national language when communicating with each other in the classroom. For instance, a group
of Indian students should use Bahasa Malaysia or English in order to allow communication
involvement of other races such as the Malays, Chinese or even the ethnics from Sabah and
Sarawak. Dialects would best be avoided and students must always be reminded to consistently
interact with each other in the classroom using the right language as stated by Chang Ming
Phang (1973). Teachers should conduct activities to increase language proficiency level of
pupils in English especially, simply because precise vocabulary will help students to achieve a
proper social maturity.
No doubt that a colourful classroom with various ethnic backgrounds, different faiths and
culturally diversified would be entertaining and would evoke an interesting environment. On the
other hand, such diversity and vast differences may also spell of disaster, misunderstandings
and offences among different cultures and beliefs, if the circumstances are not handled carefully
and correctly. Therefore it is in the prime responsibility of the students and teachers to ensure a
smooth sailing classroom of colourful cultural backgrounds among the students.

2.1 Implications of Socio-Cultural Diversity to Teacher

It is known around the globe that Malaysia is unique for it is a melting pot of races and
cultures. Despite the universal truth of the cultural diversity, Malaysia education system choses
to use a common curriculum for all students, ignoring the slightest bits of difference among
students. It certainly is a challenge for teachers to deliver the curriculum to the diversified
students of different cultural background and beliefs as stated by Arends (2004). Basically,

teachers have to make some background checks of the students in order to understand the
students better for an efficient classroom teaching and learning and also management. As a
smart and considerate teacher, one should know that each student has culture, family
background and socio-economic levels that vary.
All teachers in the classroom are entrusted to carry out their lessons and teachings with
dedication and professionally. Teachers must never differentiate students by race or beliefs.
Pupils from different ethnics should also be placed in the same group of the majority ethnics to
ensure socialization among students of different cultural backgrounds (Ebbeck & Russo, 2008).
It is only with interaction and mingling that will allow students to understand one another and at
the same time, to constitute bond and affinity among students.
Furthermore, teachers are expected to teach students regardless of their social strata
and placement. Pupils should be treated equally regardless of whether they are from the upper
class or lower class and shall not be divided according to the social stratification. Any hints of
favours towards students of better social placement among students will discourage other
students who are not so fortunate and brings about learning disabilities and difficulties among
students in the classroom. Teacher is responsible for developing community-based pupil-friendly
learning background in the classroom as stated by Templer (2008). There, a teacher should be
wise in handling the class where students of different cultures, beliefs and social strata come
together in one classroom to learn.
Teachers need to lead by example by respecting and being fair to all students of various
socio-cultures. Some preventive measures should be considered by teachers to restrict any
undesirable ethnics hostility, formation of groups based on ethnocentrism and also eradicate
sentiments of racism among pupils.
Teachers should not raise racial issues or questioned the faith practiced by the students.
Each beliefs and values should be accepted as it is. Sensitive issues related to religions and
students of different races should not be debated according to Martinez (2008). Hence forth,
teachers should plan learning activities that suit all beliefs, values and religion students.
In addition, language aspects need to be given close consideration by the teacher.
Pupils from different ethnics are surely to have their own dialects. It is certain that to some
extent, it will affect learning in the classroom due to the language barrier among certain students
of socio-cultural diversities according to Othman (2008). Therefore, dialects should be

prohibited from use in the classroom and instead, persuade and encourage students to use one
standard language that will give equal opportunity to all the students to participate in the
learning activities happening in the classroom.
Having a diverse of everything in the classroom among students that ranges from the
cultural background to beliefs and even social placement is definitely huge challenges for
teachers in many Malaysian schools need to overcome wisely and timely (Malakolunthu & Lim,
2008). In fact, to call it a huge challenge may be an understatement to some teachers. Thus,
teachers need to address this difficulty accordingly and wisely because racial issues, cultural
and beliefs can be such delicate matters to tackle.

2.2 Implications of Socio-Cultural Diversity to School

Malaysian education system is home to many types schools due to the presence of
varied ethnics group here locally. Socio-cultural diversity has call out for schools such as the
national schools, Chinese and Tamil school type. The Ministry of Education has been working to
overcome socio-cultural diversity through these types of schools. Integration Programme for
Unity (RIMUP) is one of the Ministry of Educations programmes to foster unity among students
regardless of race and cultural background as stated by Embong (2013).
Currently, there are different types of schools in Malaysia to cater to different purposes are
firstly, sekolah kebangsaan are schools that use the national language which is Bahasa
Malaysia and also English as the medium. The school hosts to many races especially the
Malays and the bumiputeras. While sekolah jenis kebangsaan are schools that host to one
ethnic group be it Indians for sekolah jenis kebangsaan Tamil or the Chinese sekolah jenis
kebangsaan Cina. Many of these schools uses national curriculum but they are given privileges
to uphold and use their own mother tongue language fully as the medium of their curriculum.
Schools are one of the important socialization agents for the students of the various
cultures and social background. It is a common place where students come together to learn
and spend more than 8 hours per day. It is beneficial that school authorities see this opportunity
to cultivate unity among students with activities that instill tolerance and acceptance for other
races (Gage & Berliner, 1998). For instance, schools in Malaysia should make it a point to hold
cultural festivals in order to make space for understandings among students of different races
and various cultural backgrounds.

Besides that, school authorities need to be aware of the differences among the sociocultural diversified students. What may suit one race and culture may be an offence to another,
once quoted by an unknown philosopher. School authorities need to filter activities that may stir
racial disputes and offences in order to show respect and mutual understanding to the other
cultures and races.
School authorities need to be open and yet at the same time, very sensitive to the
feelings of many races and cultures that pertain in the school. It is only through genuine respect
and a sense of understanding that can create a natural bond between various races and
different cultures according to Michalak (2011). School authorities should always find a midpoint between all races and cultures and work hand in hand to achieve academic success and
national unity among the students.

2.3 Implications of Socio-Cultural Diversity to Hidden Curriculum

Curriculum refers to a systematic written plan which includes objectives, content,
delivery method and assessment strategies to be implemented whilst, hidden curriculum refers
to the norms, values and beliefs that are transmitted through the formal education and
interaction in schools (Nambiar, 1993).
A hidden curriculum emphasises on the environment that exists among students in the
school. Academic culture in the school curriculum can be said to be an implicit hidden
curriculum. Hidden curriculum can also be implemented through co-curricular activities like
sports and games, clubs and societies and even the prefectorial board in schools.
The hidden curriculum includes values and norms set by the school authorities itself
such as the accepted practices, procedures, rules, relationships boundaries and structures in
the school. In a simple word, a hidden curriculum is basically the unspoken but known dos and
donts in the school. It is carried out indirectly as students learn good behaviours from the
teachers, exhibition of morals through charities, and even the relationships between other
schools and so forth.
Regardless, some hidden curriculum sometimes brings about a negative connotation as
stated by Chang Ming Phang (1973) because the values instilled may lead to the spread of
things like social stratification where the rich and poor do not correspond; race and gender

differentiation and even class streaming may breed the sense of division between the A scorers
and the low achievers. Such circumstances may lead to hostility and resentment among
students. In this case, the school and the teacher should play a role and give the students that
may fall victims to the circumstances some proper attention despite the negative effect of the
hidden curriculum. Teachers and school need to work together to build positive attitudes
towards social justice based on the socio-cultural diversity of the local community in the school
compound. The values, norms and rules carried out in the school environment will affect the
students life practices indirectly in the future. So, it is vital for the school authorities to ensure of
a hidden curriculum with good values, norms and rules that takes place in the school.

3.0 Conclusion
Last but not least, educators in Malaysia must learn the cultural diversity of the society in
our country. Teachers and schools must have the urge to develop good social interaction with
the students. Plus, teachers should help students to develop their skills and talents without any
prejudice against any races or beliefs. Schools, teachers and the community should be made
aware that students can be taught to love and learn cultural knowledge through the right and
positive means.
Schools and teachers need to establish relevant pedagogy to instill cultural acceptance
and unity among students in the school. Emphasis should be placed on the integration of
knowledge, skills and values that are fundamental to overall development of culturally diversified
students. From the perspective of functionalism, the school is seen as a process of socialization
that works to educate the students in accordance with their social communities and therefore,
teachers are responsible for meeting the needs of pupils without prejudice and racial
sentiments.