The Study
MSU Professor Janet Alleman and MSU Distinguished Professor Jere Brophy set out to understand in this article if lessons about cultural universals, or the basic needs and activities found in all societies, promote self-efficacy in elementary students. Alleman and Brophy define self-efficacy as self-confidence, as a state of mind that says, “I can do it. I can contribute. I can decide. I can figure it out.” The study focused on first and second grade classes learning about the cultural universals of food, shelter and clothing.

The Findings
Alleman and Brophy designed three units of study for the first and second grade, then collected data on teaching and learning with the use of student interviews, daily field notes, and parent questionnaires and interviews. They identified five features of teaching that appeared to promote self-efficacy, all of which hinged on the real-life experiences of both teachers and students. The five features were: Teachers modeling their thought process, drawing on real-life examples from adult life and eliciting input from students, drawing on students’ personal situations in ways that promote positive interactions with their peers, discussing decision making as an adventure, not a drill, and using different sources of information. The researchers noticed that as the lessons progressed students began to realize that decisions didn’t always have one right answer and that people make choices within limits defined by resources like money, time and information. Their decision-making began to shift from “I want French fries for dinner” to “Our family needs potatoes and baked ones would probably be better (i.e., more healthful).” Focusing on the cultural universal of food, the example show how the student quoted has learned that there are options, choices and consequences. The student has begun to understand that there are reasons for what people put on their plates, and has carried over that learning to his or her own life. The research showed that by teaching cultural universals in ways that were meaningful and thought-provoking, students gained self-respect and empowerment. “Can the knowledge learned in school be carried over to real life?” Alleman and Brophy wrote. “Our research shows that the answer is yes.”

What It Means to You
Teaching children about cultural universals provides natural opportunities for students to contribute ideas, examine choices and tradeoffs, and influence their social experiences. With instructional units that can be carried home, students learn to apply what they've learned in class to their every day lives. This type of powerful learning can translate into evidence of students gaining a sense of self-efficacy.

For More Information
Alleman, J. & Brophy, J. (2000, January/February). On the menu: The growth of self-efficacy. Social Studies and the Young Learner, 15-19.

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