<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Michael  Sanson</style></author><author><style face="normal" font="default" size="100%">Rebecca  A. Robles-Piña</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">A COMPARISON OF MATHEMATICS PROFICIENCY AMONG ASIAN AND AMERICAN STUDENTS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">American students</style></keyword><keyword><style  face="normal" font="default" size="100%">Asian students</style></keyword><keyword><style  face="normal" font="default" size="100%">cultural differences</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1395387250.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">15</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In light of the commonly shared view that the United States is the global superpower, one may assume that the academic performance of the nation’s students exceeds all others. However, based on international study, the United States falls sharply behind many industrialized countries, primarily countries within Asia, in mathematics performance. This review explores and compares the curricular, instructional, cultural, and stereotypical influences which reportedly impact mathematical proficiency among American and Asian students. The review concludes with a summarization of critical findings, as well as possible implications for future research.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">139-144</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ana  Bruton</style></author><author><style face="normal" font="default" size="100%">Rebecca  A. Robles-Piña</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DEFICIT THINKING AND HISPANIC STUDENT ACHIEVEMENT: SCIENTIFIC INFORMATION RESOURCES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">achievement gap</style></keyword><keyword><style  face="normal" font="default" size="100%">cultural deficit thinking</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1395386739.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">15</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The purpose of this study was to examine the literature that suggests that the academic gap between Hispanic and White students may be due to cultural deficit thinking. The methodology used for conducting this research was to search through databases using the following key words: deficit thinking, cultural deficit, teacher effectiveness, racism in education, student stereotyping, teacher rating of Hispanic students, and achievement gap. Examination of the theory of cultural deficit thinking was applied to the literature and thus non-significant results were obtained. Practical solutions include changing teacher dispositions through self-reflection and education, recognition of deficit thinking and its effect, communicating high academic expectations to Hispanic students, and the implementation of curriculum that demands egalitarian instruction for all students.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">41-48</style></section></record></records></xml>