Over the past few years, the number of Arkansas students from diverse backgrounds (social, economic, ethnic, etc.) has grown exponentially. Among these groups are the Marshallese. Today there are more Marshallese in Northwest Arkansas than anywhere else in the world (except the home island).

To effectively serve these students, teachers and administrators need to understand that there are major cultural differences involved. Without that understanding, erroneous assumptions can be made and students’ needs may not be met.

Even something as simple as the Marshallese concept of “family” (and what that involves in terms of familial relationships) can differ significantly from teachers’ preconceptions of the norm. For example, their strong sense of obligation to non-English speaking parents may cause students (even very young ones) to miss significant amounts of school in order to assist with doctor’s appointments, legal matters, and other situations where their interpreting skills are required. And this is just one example.

A few years ago, Paula Floyd-Faught (one of our doctoral students) conducted a fascinating study of Marshallese students. In order to capture a broad perspective, she interviewed Marshallese graduates, Marshallese parents/guardians, Marshallese community liaisons, and non-Marshallese school
personnel. Her findings provide significant insights into a variety of factors that impact these students. And some of the responses may surprise you!

Her summary information begins on page 97. Consider this a “must read” for anyone seeking a better understanding of this unique culture and its complex interaction with traditional American schools.