Educational Psychology: Developing Learners 6th edition 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 Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

Culture and Ethnicity What is culture? What is an ethnic group? 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 Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

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 Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

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 Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

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 Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

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. Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

Gender Differences Achievement Motivation Sense of Self 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. 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. Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

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 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. Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

Gender Differences Classroom Behavior Boys Girls Career aspirations 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 Girls report being worried that they will appear too smart OR are afraid to fail and give wrong answer. Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

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 Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

Gender Stereotypes Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Sources: Kelly & Smail, 1986; Lueptow, 1984; Nash, 1975; Sadker & Sadker, 1994; Stein, 1971; Stein & Smithells, 1969. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

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 Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

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. Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

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 Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

Risk Factors of Poverty Less parental support/involvement Lower-quality schools Negative neighborhood influences Public attitudes Fewer resources to achieve long-term success Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

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. Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

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 Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

Why Do Students Drop Out? No family or peer encouragement to stick with it Dissatisfaction with school Extenuating life circumstances Lack of teacher support Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

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 Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

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 Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition