The effects of using students ' funds of knowledge on educational outcomes in the social and personal domain

Knowledge that students acquire outside school may not be recognized in school when teachers have different social-cultural backgrounds than their students. The theory of funds of knowledge/ identity (FoK/I) makes a plea for teaching that draws on students' knowledge, skills and experiences. We investigated how using students' FoK/I affected their personal and social functioning and the social cohesion in the classroom, using a mixed-method quasi-experimental design. Thirteen teachers applied several ways of drawing on their students' FoK/I; eight teachers and their students participated as a control group. Student questionnaire data were collected (N = 299; pre-post control group) and students from the intervention group were interviewed (N = 67). Teachers from the intervention group completed logbooks and were interviewed individually twice during the intervention, and in a focus group setting after the intervention. The quantitative data did not show significant effects. However, teachers and students reported effects on students' engagement, learning behavior, learning attitudes, collaboration skills, self-confidence, general well-being in the classroom, ambitions and perspective taking. Also positive effects on the climate in the classroom were reported: students getting to know each other better, increased respect among students, improved interactions, increased involvement in learning, and a more positive atmosphere in the classroom.

Automated summary

The theory of funds of knowledge/ identity (FoK/I) advocates for teaching that draws on students' knowledge, skills and experiences, which can have positive effects on students' personal and social functioning, learning attitudes, and classroom atmosphere.