Post on 13-Dec-2015
Jeanne Ormrod
Eighth Edition
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Educational PsychologyDeveloping Learners
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Chapter 4Group Differences
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Group Differences
Consistently observed differences (averages) among diverse groups of students ethnicity or cultural background gender socioeconomic status
Considerable variability within groups Considerable overlap between groups
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Cultural and Ethnic Differences
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Culture and Ethnicity Culture
behaviors and belief systems of a social group
Ethnic group individuals who have common historical
roots, values, beliefs, and behaviors members share a sense of
interdependence
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Navigating Different Cultures
Cultural mismatch different cultural norms at home and
school
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Examples of Diversity Language and
dialect When to talk,
when to be quiet Verbal
assertiveness Emotional
expressiveness Eye contact Personal space Responding to
questions
Waiting vs. interrupting
Private vs. public performance
Views about teasing Cooperation vs.
competition Family relationships
& expectations Conceptions of time Worldviews
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Culturally Inclusive Classrooms Identify your cultural lens and biases. Learn about students’ backgrounds. Be sensitive to “culture shock” of recent
immigrants. Incorporate perspectives & traditions of many
cultures into the curriculum. Adapt instructional strategies to students’
preferred ways of learning & behaving. Work to break down stereotypes of particular
ethnic groups. Bring cultural diversity to culturally homogeneous
classrooms. Foster democratic ideals, & empower students to
bring about meaningful change.
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Gender Differences
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Physical Activity & Motor Skills
Girls less well developed overall better fine motor skills before
puberty Boys
predisposed to be more active biological advantage in height and
strength
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Cognitive & Academic Abilities Differences are small; gap is decreasing Similar on tests of general intelligence Girls
better at some verbal tasks reading, writing, vocabulary
higher grades in school Boys
better at visual-spatial tasks & mathematical problem solving
spend more leisure time with technology greater variability overall
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Motivation in Academic Activities
Girls more engaged more motivated to do well in school
& go to college Boys
more willing to take academic challenges and risks
less concerned about failure
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Sense of Self
Self-worth similar until puberty consistent with stereotypes boys overestimate abilities; girls
underestimate
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Interpersonal Behaviors Girls
more likely to engage in relational aggression more intimate friendships more cooperative, affiliative closer attention to emotions, nonverbal cues
Boys more physically aggressive larger playgroups more competitive
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Classroom Behavior
Boys more likely to misbehave more participatory
Girls less likely to volunteer answers more likely to lead in same-sex groups
than in mixed groups
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Career Aspirations
Boys historically more ambitious but girls today are also ambitious
Both boys & girls tend toward stereotypical goals
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Origins of Gender Differences Biology
hormones brain differences
Parenting expectations &
encouragement toys & other
resources
Peers prefer stereotypical
behavior Popular media
stereotypical models
Self-socialization gender schema
theory—children construct their own beliefs
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Socioeconomic Differences
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Socioeconomic Differences Socioeconomic status (SES)
general social & economic standing in society
family SES includes income, parents’ occupations, parents’ education levels
Academic achievement is correlated with SES lower SES students are at greater risk
for dropping out of school
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Challenges of Poverty Poor nutrition & health Inadequate housing & frequent
moves Exposure to toxins Unhealthy social environments Emotional stress Gaps in knowledge Lower quality schools
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Fostering Resilience
Be a dependable source of academic and emotional support.
Build on students’ strengths. Identify and provide missing
resources and experiences important for successful learning.
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Students at Risk
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Defining “At-Risk”
At-risk student: High probability of failing to acquire minimal academic skills necessary for success.
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Characteristics of Students At Risk
History of academic failure Emotional and behavioral
problems Lack of psychological
attachment to school Increasing disinvolvement with
school
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Why Students Drop Out Little family or peer
encouragement Extenuating life circumstances Dissatisfaction with school Pessimism about ability Lack of teacher support
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Supporting Students at Risk
Identify at-risk students as early as possible
Create a warm, supportive atmosphere
Make long-term, systematic efforts to engage students in the academic curriculum
Encourage and facilitate identification with school
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The Big Picture
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The Big Picture All people’s cultural backgrounds
influence their interpretations of events.
All students have strengths and talents on which they can build.
All students have considerable potential to develop new skills and abilities.
Variability exists within any group. Overlap exists between any two groups.