Understanding behavior disorders: Their perception, acceptance, and treatment: A cross-cultural comparison between India and the United State

The purpose of the study was to explore the perceptions, identification and treatment of students with behavior problems or disorders in India and the United States. The study attempted to develop an understanding of why and which behavior behaviors are perceived as problems in two distinct cultures and how they manifest themselves. Participants in the study were teachers, students and parents in the United States and in India. The students and teachers in the United States were in grades 9--12 coming primarily from Mexican American backgrounds. In India the student participants were the residents of a boarding home for orphaned children or children from low income families. The majority of them are Bengalis. Several in-depth interviews were conducted in India and in the United States with teachers, students, and their parents/guardians. Participant observation was also conducted in all classrooms. Ongoing reflective journals, audio and video recordings, still photographs, and collections of ethnographic information were gathered during interviews and observations by the researcher. Findings indicate that there are several factors which influence teachers' perceptions and understanding of behavior problems and disorders in the United States and in India. These variables/factors shape the teachers' construction of the meaning of "behavior disorders," and impact on teaching beliefs and practices, and interacting with family members. Factors include family backgrounds, socio-economics, environments, peer influence, cultural practices, societal expectations, and cultural gaps between home and school. Implications for educators and recommendation of future research are included.