Chapter 4 Group Differences

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

Cultural and Ethnic Differences

Culture and Ethnicity Culture Ethnic group 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

Navigating Different Cultures Cultural mismatch different cultural norms at home and school

Examples of Diversity Language and dialect Waiting vs. interrupting 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

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.

Gender Differences

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

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

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 Girls’ high achievement motivation makes them more likely to choose tasks that ensure success….sometimes this means they choose less challenging fields to study. Boys tend to overestimate their athletic ability and their physical appearance, whereas girls are particularly hard on themselves in regard to their physical appearance.

Sense of Self Self-worth similar until puberty consistent with stereotypes boys overestimate abilities; girls underestimate Girls’ high achievement motivation makes them more likely to choose tasks that ensure success….sometimes this means they choose less challenging fields to study. Boys tend to overestimate their athletic ability and their physical appearance, whereas girls are particularly hard on themselves in regard to their physical appearance.

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 As boys get older, they want to assert their heterosexuality (“can’t sit by you at the theater”) Girls excel academically in same sex classrooms and in environments that encourage cooperation.

Classroom Behavior Boys Girls more likely to misbehave more participatory Girls less likely to volunteer answers more likely to lead in same-sex groups than in mixed groups Girls report being worried that they will appear too smart OR are afraid to fail and give wrong answer.

Career Aspirations Both boys & girls tend toward stereotypical goals Boys historically more ambitious but girls today are also ambitious Both boys & girls tend toward stereotypical goals Girls report being worried that they will appear too smart OR are afraid to fail and give wrong answer.

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

Socioeconomic Differences

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

Challenges of Poverty Poor nutrition & health Inadequate housing & frequent moves Exposure to toxins Unhealthy social environments Emotional stress Gaps in knowledge Lower quality schools

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.

Students at Risk

Defining “At-Risk” At-risk student: High probability of failing to acquire minimal academic skills necessary for success.

Characteristics of Students At Risk History of academic failure Emotional and behavioral problems Lack of psychological attachment to school Increasing disinvolvement with school

Why Students Drop Out Little family or peer encouragement Extenuating life circumstances Dissatisfaction with school Pessimism about ability Lack of teacher support

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

The Big Picture

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.