Alternation 22,1 (2015) 367 - 392 ISSN 1023-1757 367 Educator Student Cultural Congruence as a Predictor of Academic Performance in Information Systems and Technology Education Peter Denny Manoj Maharaj Abstract The South African ICT educational landscape is as fluid and complex as the broader society it serves. Improving the quality of ICT education and skills development is critical. However, the challenges related to race and culture- based performance gaps continue to be an unavoidable characteristic of the South African educational landscape. This paper investigates the cultural factors that impact and predict ICT students’ academic achievement in the context of a multicultural South African classroom. The results show that congruence factors do impact academic performance. A recommendation is for a review of teacher education with a view to ensuring that specific programmes are included that enhance teachers’ abilities to relate appropriately to students of various cultures, counter the influences of deep seated prejudices and the expression of these via discriminatory teaching practices, assist educators to cultivate and nurture immediacy behaviours that are shown by research to appeal to the various students they teach, and which generally assist educators to create and maintain a higher level of affinity with their students. Keywords: Academic performance, congruence, culture, education, gender, home language, information systems and technology, race, student, teacher Introduction The study investigates the cultural factors that impact and predict ICT students’ academic achievement in the context of a multicultural South African classroom. The research aims to contribute significantly to better