Group Differences Chapter Four Educational Psychology: Developing Learners 6th edition Jeanne Ellis Ormrod

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




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




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




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




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.




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.




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




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




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




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




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




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.




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




Risk Factors of Poverty

Less parental support/involvement

Lower-quality schools

Negative neighborhood influences

Public attitudes

Fewer resources to achieve long-term success




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.




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




Why Do Students Drop Out?

No family or peer encouragement to stick with it

Dissatisfaction with school

Extenuating life circumstances

Lack of teacher support




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




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




Documents

Group Differences Chapter Four Educational Psychology: Developing Learners 6th edition Jeanne Ellis Ormrod