In 1982, Kathleen Wilcox did
a comparative ethnographic study of a classroom in a lower - middle - class neighborhood and an upper - middle - class neighborhood classroom.
Our
comparative, multivocal
ethnographic study of teachers in five U.S. cities in a number of early childhood settings suggests that immigrant teachers often experience difficulty applying their cultural knowledge to the education and care of young children of immigrants because they face a dilemma between their pedagogical training and their cultural knowledge; between the expectations of their fellow teachers and of parents; and between the goals of being culturally responsive to children, families, and their community and being perceived as professional by their fellow teachers and their superiors.