This week, I was honored to attend a seminar presented by high school teacher Kirk Sharma (Glendale Unified School District) entitled Working with Students from Post-Soviet Countries. The seminar addressed educators' significant challenge in engaging and understanding students from diverse cultural backgrounds, particularly recent immigrants. In our district, where we are committed to providing an equitable and enriching education for all students, teachers are increasingly encountering students from different parts of the world, bringing unique experiences, educational expectations, and, in many cases, trauma. This is particularly true for students from Armenia, Russia, and Ukraine.
Further, the seminar provided essential context about these students, focusing on the current events shaping their countries of origin, their prior educational systems, and the specific tensions within their communities. By understanding these factors, teachers can better support these students as they transition to life in the United States. The presentation also offered practical, easily applicable strategies for helping these students feel safe and comfortable in their new environment, fostering a learning atmosphere where they can thrive academically and personally.
The following is my reflection on the lecture…
The dissolution of the Soviet Union in 1991 led to the emergence of independent nation-states, each grappling with new political, economic, and social realities. While many of these countries have embraced independence, they continue to experience the lingering effects of Soviet-era infrastructure and institutions. This is particularly evident in these countries' education systems, which often retain Soviet-style characteristics despite efforts at reform. Educators working with students from these post-Soviet countries must understand the educational backgrounds and the cultural contexts these students bring to the classroom, especially as they navigate the complexities of a new education system and culture.
Soviet-Style Education and Its Legacy
One of the most prominent features of the Soviet-style education system is its emphasis on discipline, memorization, and a uniform curriculum. Students in this system are grouped into cohorts that stay together for several years, fostering a strong sense of camaraderie but also limiting exposure to diverse perspectives. This structure means that students form close-knit relationships, which can provide stability but may also hinder their adaptability to more fluid educational environments, like those in the United States, where peer groups shift frequently.
Classrooms in post-Soviet countries tend to be sparse and utilitarian, focusing on order and formality. Teachers in these settings are viewed as authoritative figures, and interactions between students and teachers are often formal. Unlike in the United States, where student work and decorations might fill the walls, Soviet-style classrooms are bare, emphasizing academic rigor over creative expression. Teachers move from classroom to classroom while students remain in place, reinforcing a sense of order and continuity throughout the school day.
The pedagogy in these schools heavily relies on direct instruction and lecture-based learning, emphasizing students’ ability to recall and regurgitate information. Homework is assigned daily in large amounts, and students are expected to memorize and recite information. Class periods are 45 minutes long, with brief breaks in between, and generally, each day consists of seven periods. The goal of this system is to produce disciplined, knowledgeable individuals who can serve the state and contribute to society, but it does so at the expense of fostering critical thinking and creativity.
The adjustment can be overwhelming for students transitioning from this rigid, memorization-focused system to the more flexible and student-centered American education system. In the United States, students are encouraged to explore ideas, think critically, and collaborate with their peers. Technology, such as Chromebooks and smartphones, is commonplace, and teachers often incorporate multimedia presentations, group work, and creative activities into their lessons. This stark contrast can lead to disorientation and frustration for post-Soviet students who are used to a more structured, hierarchical approach to learning.
Cultural Challenges and Integration
In addition to the educational differences, students from post-Soviet countries often face significant cultural challenges as they integrate into American society. These challenges are deeply rooted in their cultural histories and the geopolitical realities of their home countries. For example, Armenians, who have a long and proud history, face unique pressures due to the historical trauma of genocide and ongoing conflicts in their homeland. Armenian communities, particularly in the diaspora, feel a strong duty to preserve their culture, language, and traditions in the face of external threats and assimilation pressures.
This desire for cultural preservation can create tensions within the Armenian community, especially between recent immigrants and more assimilated Armenian-Americans. Recent immigrants may view those who have adapted to American culture as less authentic or disconnected from their Armenian roots. Differences in language proficiency, religious practice, and political engagement can exacerbate these divisions. For instance, Armenian-Americans who do not speak Armenian fluently or who have married outside the community may be perceived as less connected to their heritage by recent immigrants. This dynamic can create social challenges for students as they navigate their Armenian identity and American surroundings.
This sense of cultural preservation extends to participation in American institutions, including schools. Many young Armenian boys, for instance, may resist becoming fully integrated into American society, preferring to hold onto their cultural identity while benefiting from the safety and economic opportunities the United States provides. These students may struggle with feelings of displacement and misunderstanding from their peers and teachers. The trauma of war, the loss of loved ones, and the challenges of adjusting to a new life in a foreign country can all contribute to difficulties in the classroom.
Beyond the Armenian community, students from other post-Soviet countries face cultural challenges. For example, Ukrainian students, many of whom are war refugees, arrive in the United States with deep gratitude for the support they have received but also for the weight of trauma and loss. These students are highly motivated to succeed and make a positive impression. Yet, they may struggle with the emotional toll of being separated from their families or the anxiety of having loved ones still in conflict zones. Similarly, Russian students, particularly those from metropolitan areas like Moscow and St. Petersburg, may present a mixed attitude toward their new environment. Some are eager to embrace the opportunities available in the United States, while others may feel alienated or indifferent to the American education system.
Strategies for Educators
To effectively support students from post-Soviet countries, educators must bridge the gap between these students' previous educational experiences and the American school system. One crucial strategy is to show genuine interest and care for the students' cultural backgrounds. This can be done by learning a few words in their native language, asking about their home countries, and showing empathy towards their current struggles. Small gestures, such as putting up a flag or playing music from the students' homeland, can make them feel valued and understood.
In the classroom, providing structure and clear expectations is essential. Post-Soviet students are accustomed to a more disciplined environment, so establishing tight routines and being strict about the use of technology can help them adjust. At the same time, it is important to offer differentiation in instruction to accommodate the students' unique educational backgrounds and to avoid placing them in the wrong class levels. Regular communication with parents and setting high expectations for academic performance while being willing to hold students accountable can help create an environment where these students can thrive.
Additionally, educators should recognize the importance of addressing the trauma that many of these students have experienced. Whether it is the trauma of war, displacement, or loss, these students may require additional emotional and psychological support. Schools can play a vital role in providing resources such as counseling services, peer support groups, and connections to community organizations that specialize in assisting immigrant and refugee families.
Working with students from post-Soviet countries requires a nuanced understanding of their educational and cultural backgrounds. Educators can better support their integration into the American school system by recognizing the legacy of Soviet-style education and the cultural pressures these students face. Showing genuine care, providing structure, and addressing their unique emotional needs are key strategies that can help bridge the gap between these students' experiences and their new challenges in their American classrooms. Through these efforts, educators can help post-Soviet students succeed academically while honoring their cultural identities and supporting their well-being.