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Transcript of Group Differences Chapter Four Educational Psychology: Developing Learners 6th edition Jeanne Ellis...
Group Differences
Chapter Four
Educational Psychology: Developing Learners 6th edition
Jeanne Ellis Ormrod
Group Differences Defined
Consistently observed differences (averages) among diverse groups of students (e.g., gender or ethnic background)
Great deal of variability within groups
Overlap between groups is common
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
Culture and Ethnicity
What is culture? The behaviors and belief systems of a social
group Can be determined by participation in cultural
activities What is an ethnic group?
A group of individuals who have common historical roots, values, beliefs, and behaviors and who share a sense of interdependence
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
Navigating Different Cultures at Home and at School
Children entering school for the first time may experience culture shock.
Teachers can misinterpret students’ behaviors due to lack of understanding of the community’s cultural traditions. Don’t rush students’ understanding Encourage communication Educate yourself about various cultural and ethnic
backgrounds
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
Examples of Cultural & Ethnic Diversity in the Classroom
Language and dialect
When to talk, when to be quiet
Eye Contact Personal Space Questioning/
answering style Waiting vs.
interrupting
Private vs. public learning
Teasing Cooperation vs.
competition Families Use/conception of
time World views
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
The Multicultural Classroom
What is Multicultural Education? Integrating perspectives and experiences of
numerous cultural groups throughout the curriculum
Looking critically at our own assumptions Incorporating the values, beliefs, and traditions
of many cultures into the curriculum Breaking down stereotypes Acknowledging multiple cultural affiliations Promoting productive interaction among
students from diverse racial and ethnic groups Fostering democratic ideals
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
Gender Differences
Physical Activity and Motor Skills Boys: More active Girls: Better fine motor skills
Cognitive and Academic Abilities Similar on IQ tests Girls: Slightly higher verbal ability Boys: Slightly higher visual-spatial ability
Boys have greater variability.
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
Gender Differences
Achievement Motivation Girls are more engaged and motivated to do
well in school. Boys are more willing to take academic
challenges and risks. Sense of Self
Self-worth similar until puberty Boys stay high; girls drop. Boys overestimate abilities; girls underestimate.
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
Gender Differences
Interpersonal Behavior and Relationships Girls have more intimate friendships; boys
have larger playgroups. Boys are more competitive. Girls are more cooperative/affiliative.
Pay closer attention to emotions and nonverbal cues
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
Gender Differences
Classroom Behavior Boys
More participatory than girls More apt to be called on by teachers Tend to ignore girls in cooperative learning groups
Girls Not as likely to volunteer answers in large group
discussions
Career aspirations Gender stereotypes influence both boys’ and girls’
career aspirations
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
Origins of Gender Differences
Biology Hormones Brain differences
Socialization Gender stereotypes Parenting (e.g.,
selection of toys) Media
Peer Behaviors Encourage traditional
gender stereotypes
Teacher Behaviors Pay more attention to
boys Give boys more
feedback Self-socialization
Gender schema theory—children construct their own beliefs about the traits and behaviors of males and females
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
MALES FEMALES Personality Characteristics
Aggressive Ambitious
Competitive Courageous Independent
Self-confident Dominant
Strong Unemotional
Affectionate Sensitive
Sympathetic Emotional Talkative Gentle Passive
Submissive Weak
School Subjects Mathematics
Science Mechanics Athletics
Art Music
Reading Literature
Occupations Police officer Electrician
Computer operator Car mechanic
Engineer Repairman
Business manager Airline pilot
Scientist
Librarian Fashion model
Child care worker Housekeeper
Secretary Hair stylist
Nurse Ballet dancer Seamstress
Sources: Kelly & Smail, 1986; Lueptow, 1984; Nash, 1975; Sadker & Sadker, 1994; Stein, 1971; Stein & Smithells, 1969.
Gender Stereotypes
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
Promoting Gender Equity
Use your knowledge of gender differences to create equitable opportunities
Be on the lookout for gender stereotypes in texts, homework assignments, etc
Occasionally ask students to work in same-sex groups or pairs
Monitor yourself to see if you are unintentionally treating boys and girls differently
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
Socioeconomic Differences (SES)
SES is one’s general social and economic standing in society. It includes income, parents’ occupations, and
parents’ education levels. Academic achievement is correlated with
higher SES. Lower SES students are at greater risk for
dropping out of school.
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
Risk Factors of Poverty
Poor nutrition Poor health Miss more school
Inadequate housing Risk of lead poisoning
Emotional stress Many single-parent homes
Gaps in knowledge foundation Lack of access to early educational
opportunities to develop basic knowledge and skills
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
Risk Factors of Poverty
Less parental support/involvement
Lower-quality schools
Negative neighborhood influences
Public attitudes
Fewer resources to achieve long-term success
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
At-Risk Students
An at-risk student has a high probability of failing to acquire the minimal academic skills necessary for success.
High dropout rates are not just a characteristic of the student; schools play a significant role.
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
At-Risk Student Characteristics
History of academic failure
Older age in comparison to classmates
Emotional and behavioral problems
Lack of psychological attachment to school
Low-achieving peer group
Increasing disinvolvement with school
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
Why Do Students Drop Out?
No family or peer encouragement to stick with it
Dissatisfaction with school
Extenuating life circumstances
Lack of teacher support
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
The Resilient Student
Some at-risk and/or low-income students succeed against the odds. Called “resilient” Tend to have likeable personalities, positive
self-concept, strong motivations, and set high goals for themselves
Secret may be having just one person who has faith in them, gives them respect, and is available to provide support
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
Supporting Students At-Risk
Identify at-risk students as early as possible Create a warm, supportive classroom atmosphere Make the curriculum relevant to students’ lives and
needs Communicate high, but realistic, expectations Provide extra academic support Show students that they are the ones who have
made success possible Encourage attachment to school
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.