1. CHAPTER 4: Student Diversity © (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved Educational Psychology: Theory and Practice Edition 11 Robert E. Slavin

2. Slavin, Educational Psychology: Theory and Practice, 11th Ed. © (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved 4-2 Organizing Questions What Is the Impact of Culture on Teaching and Learning? How Does Socioeconomic Status Affect Student Achievement? How Do Ethnicity and Race Affect Students’ School Experiences? How Do Language Differences and Bilingual Programs Affect Student Achievement? What Is Multicultural Education? How Do Gender and Gender Bias Affect Students’ School Experiences? How Do Students Differ in Intelligence and Learning Styles?

3. Slavin, Educational Psychology: Theory and Practice, 11th Ed. © (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved 4-3 What is the Impact of Culture on Teaching and Learning? Students differ. They differ in ethnicity, culture, social class, and home language. If you have ever traveled to a foreign country, you noticed differences in behaviors, attitudes, dress, language, and food. Culture is the shared norms, traditions, behaviors, language, and perceptions of a group. The life of a middle class family living in the United States or Canada can be more like the life of a middle class family in Ireland, Italy or Israel than like a low-income family living a mile away.

4. Slavin, Educational Psychology: Theory and Practice, 11th Ed. © (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved 4-4 Figure 4.1 Cultural Diversity and Individual Identity

5. Slavin, Educational Psychology: Theory and Practice, 11th Ed. © (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved 4-5 How Does Socioeconomic Status Affect Student Achievement? Sociologists define social class or socioeconomic status (SES), in terms of an individual’s income, occupation, education, and prestige in society. These factors tend to go together, so SES is most often measured as a combination of the individual’s income and years of education because these are most easily quantified. Table 4.1 on the following slide shows the relationship between typical social class groupings in the United States and family income.

6. Slavin, Educational Psychology: Theory and Practice, 11th Ed. © (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved 4-6 Social class cuts across categories of race and ethnicity. Definitions of social class are based on such factors as income, occupation, and education, never on race or ethnicity.

7. Slavin, Educational Psychology: Theory and Practice, 11th Ed. © (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved 4-7 The Role of Child-Rearing Practices Average differences between middle-class and lower-class parents in child-rearing practices are the main reason for differences in school achievement. Many children from low-income families receive an upbringing that is less consistent with expected school behavior than do middle-class families. An important difference between middle-class and lower-class families is the kinds of activities parents tend to do with the children.

8. Slavin, Educational Psychology: Theory and Practice, 11th Ed. © (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved 4-8 School and Community Factors o Often children from low-income families are placed at risk for school failure by: the characteristics of the communities they live in the schools they attend o School funding in most areas of the United States is correlated with social class; middle-class children are likely to attend schools with: greater resources better-paid teacher other advantages

9. Slavin, Educational Psychology: Theory and Practice, 11th Ed. © (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved 4-9 Promoting Resilience among Students Who Are Disadvantaged o Low socieoeconomic status does not automatically doom children to failure. o Many children placed at risk develop what is called resilience, the ability to succeed despite many risk factors. o Schools that produced resilient students were places that provided: A supportive school community A safe and orderly environment Positive teacher-student relationships

10. Slavin, Educational Psychology: Theory and Practice, 11th Ed. © (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved 4-10 School, Family, and Community Partnerships As a professional educator, you can reach out to families and other community members in a variety of ways to improve communication and respect between home and school. 1. Parenting: Assist families with parenting skills. 2. Communicating: Inform families about school programs and student progress. 3. Volunteering: Involve families as volunteers and audiences at school and school programs. 4. Learning at home: Involve families in homework and goal setting and curricular-linked activities. 5. Decision making: Include families in school decisions. 6. Collaborating with the community: Coordinate with community businesses, agencies and cultural and civic groups.

11. Slavin, Educational Psychology: Theory and Practice, 11th Ed. © (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved 4-11 Supporting the Achievement of Children from Low-Income Groups Schools can do a great deal to enable children from low- income families to succeed in school. o There are now many intense interventions designed to help: develop children’s cognitive skills early in life parents do a better job of preparing them for school o The research suggests that building positive relations with parents and giving parents practical means of helping their children succeed in school are important in improving the achievement and adjustment of all children.

12. Slavin, Educational Psychology: Theory and Practice, 11th Ed. © (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved 4-12 Theory into Practice: Parent Involvement Parents and other family members have considerable influence over their children’s success in school. You can help establish positive relationships with parents: 1. Home visits 2. Frequent newsletters for families 3. Family workshops 4. Positive calls home 5. Inviting family members to volunteer 6. Make family members your partners

13. Slavin, Educational Psychology: Theory and Practice, 11th Ed. © (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved 4-13 Children Who Are Disadvantaged Vision: severe vision impairment at twice the normal rate. Hearing: more hearing problems. Lead Exposure: far more likely to live in homes where dust from old lead paint is in the air. Asthma: high rates of asthma Medical Care: less likely to receive medical care Nutrition: unhealthy diets are common

14. Slavin, Educational Psychology: Theory and Practice, 11th Ed. © (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved 4-14 Implications of Socioeconomic Diversity for Teachers Children enter school with varying degrees of preparation for the school behaviors that lead to success. Their conduct, attitudes, and values vary. Lack of preparation does not mean they are destined for academic failure. Although you need to be aware of the struggles encountered by many pupils who are disadvantaged, you also need to avoid converting this knowledge into stereotypes. Low-expectations can become a self-fulfilling prophecy, causing students to perform less well than they could have.

15. Slavin, Educational Psychology: Theory and Practice, 11th Ed. © (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved 4-15 How Do Ethnicity and Race Affect Students’ School Experiences? One major determinant of a student’s cultural background is his or her ethnic origin. Ethnic group—shared identity with a common culture. Race—physical characteristics. Under represented groups—groups found less often in situations of economic security and power.

16. Slavin, Educational Psychology: Theory and Practice, 11th Ed. © (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved 4-16 Barriers to the Achievement of Students from Underrepresented Groups

17. Slavin, Educational Psychology: Theory and Practice, 11th Ed. © (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved 4-17

18. Slavin, Educational Psychology: Theory and Practice, 11th Ed. © (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved 4-18 Stereotype Threat A stereotype threat refers to the phenomenon: individuals who are aware of a stereotype about a group to which they belong becoming anxious about confirming the stereotype their anxiety causes them to perform below their real abilities. Obviously the stereotype threat is of greatest concern when members of a certain group feel they are not expected to do well on particular school tasks.

19. Slavin, Educational Psychology: Theory and Practice, 11th Ed. © (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved 4-19 Effects of School Desegregation  Before 1954 segregated schools were common in the US.  Brown v. Board of Education of Topeka was a landmark case that brought the practice to an end on the grounds that separate education was inherently unequal.  1970s a series of Supreme Court decisions found that the continued segregation of many schools was due to deliberate drawing of neighborhood boundary and attendance areas to separate schools along racial lines.  These Supreme Court decisions forces local school districts to desegregate their schools by any means necessary.  The overall effect of desegregation on the academic achievement of students from underrepresented groups has been small but positive.

20. Teaching in a Cultural Diverse School 1.Fairness and balance with students. 2.Educational materials reflect the diversity of the student population of the school/community. 3.Utilize supplementary material that is authentic. 4.Create a strong school—home onnection. 5.Avoid stereotyping. 6.Zero tolerance for slurs, taunts or jokes. 7.Create tolerance and respect for others. 8. Assignments not offensive/frustrating. 9.Structured use of cooperative learning.

21. Slavin, Educational Psychology: Theory and Practice, 11th Ed. © (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved 4-21 How Do Language Differences and Bilingual Programs Affect Student Achievement? In 1979, only 9 percent of Americans aged 5 to 24 were from families in which the primary language spoken was not English. In 2007, this proportion had increased to 20 percent. Projections forecast that by 2026, 25 percent of all students will come from homes in which the primary language is not English. 65 percent of these families speak Spanish.

22. Slavin, Educational Psychology: Theory and Practice, 11th Ed. © (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved 4-22 Language Differences continued The term language minority is used for all such students The term limited English proficient (LEP) and English learners (EL) are terms used for the much smaller number who have not yet attained an adequate level of English to succeed in an English only program.

23. Slavin, Educational Psychology: Theory and Practice, 11th Ed. © (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved 4-23 Bilingual Education English immersion: English learners are taught primarily or entirely in English. Transitional bilingual education: Children are taught reading or other subjects in their native language for a few years then transitioned to English usually in second, third, or fourth grade. Paired bilingual education: Children are taught reading or other subjects in both their home language and in English, usually at different times of the day. Two-way bilingual education: All students are taught both in English and in another language. So English speaking students learn Spanish for example and Spanish speaking students learn English.

24. Slavin, Educational Psychology: Theory and Practice, 11th Ed. © (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved 4-24 Theory into Practice: Teaching English Learners Don’t Just Say It—Show it with Enactive Learning. Safe Opportunities to Use Academic English. Develop Vocabulary. Keep Instructions Clear. Identify Cognates. Never Embarrass Children by Correcting their English. Provide Small-Group Instruction in Reading when Needed.

25. Slavin, Educational Psychology: Theory and Practice, 11th Ed. © (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved 4-25 What is Multicultural Education?  In recent years, multicultural education has become a much-discussed topic in U.S. education.  Definitions of multicultural education vary broadly.  The simplest definitions emphasize including non- European perspectives in the curriculum-for example the works of African, Latino, Asian, and Native American authors in English curricula.

26. Slavin, Educational Psychology: Theory and Practice, 11th Ed. © (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved 4-26 Dimensions of Multicultural Education Defined Content integration: involves your use of examples, data, and information from a variety of cultures. Knowledge construction: helping children understand how knowledge is created and how it is influenced by the racial, ethnic, and social class positions of individuals and groups. Prejudice reduction: a critical goal of multicultural education-involving advancement of positive relationships among students and development of tolerant attitudes. Equity pedagogy: the use of teaching techniques that facilitate the academic success of students from different ethnic and social class groups Empowering School culture: school organization and practices are conducive to the academic and emotional growth of all students. 26

27. Slavin, Educational Psychology: Theory and Practice, 11th Ed. © (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved 4-27 How Do Gender and Gender Bias Affect Students’ School Experiences? A child’s sex is a visible, permanent attribute. Cross-cultural research indicates that gender roles are among the first that individuals learn. All societies treat males differently from females. Gender-role or sex-role behavior is learned behavior. What is considered natural behavior is based more on cultural belief than on biological necessity.

28. Slavin, Educational Psychology: Theory and Practice, 11th Ed. © (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved 4-28 Although there is much evidence of differences in temperament and personality between boys and girls there is considerable debate about differences in aptitude and achievement. 1. Negligible differences in intellectual ability. 2. Males score higher on general knowledge, mechanical reasoning and mental rotation measures. 3. Females score higher on language measures—reading and writing measures. 4. Females underestimate their skills in high school. 5. Males have a higher rate of learning disabilities/emotional disorders.

29. Slavin, Educational Psychology: Theory and Practice, 11th Ed. © (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved 4-29 The Boy Crisis Although there has been a great deal written over the past 30 years about how girls are Underserved in schools, in more recent years there has been more concern about the “boy crisis”. More Boys: Assigned to Special Education. Held Back. Drop Out. Trouble with the Law.

30. Slavin, Educational Psychology: Theory and Practice, 11th Ed. © (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved 4-30 “The Boy Crisis” and African American Males 1.More at risk than African American girls. 2.More at risk for learning disabilities. 3.Higher Rate of ADHD. Although boys are actually improving on many indicators such as drop-out and college attendance, girls are improving faster.

31. Slavin, Educational Psychology: Theory and Practice, 11th Ed. © (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved 4-31 Avoiding Gender Bias in Teaching o Teachers, usually without being aware of it, exhibit gender bias in classroom teaching in three principal ways: Reinforcing gender stereotypes Maintaining sex separation Treating males and females differently as students

32. Slavin, Educational Psychology: Theory and Practice, 11th Ed. © (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved 4-32 How to Avoid Gender Bias in Teaching Avoid Stereotypes: for example assign jobs in the classroom without regard to gender. Promote Integration: encourage cross-sex collaboration, seating, and sports activities. Treat Females and Males Equally: allow all students equal opportunities to participate in class, to take leadership roles and to engage in all kinds of activities.

33. Slavin, Educational Psychology: Theory and Practice, 11th Ed. © (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved 4-33 How Do Students Differ in Intelligence and Learning Styles? Intelligence is one of those words that people believe they understand until you ask them to define it. At one level, intelligence can be defined as a general aptitude for learning or an ability to acquire and use knowledge or skills. A consensus definition is that intelligence is the ability to figure out how to get what you want out of life by purposefully using your strengths to compensate for your weaknesses. Intelligence Quotient (IQ) a broad range of skills and performances expressed in a single score.

34. Slavin, Educational Psychology: Theory and Practice, 11th Ed. © (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved 4-34 Definitions of Intelligence Gardner’s Multiple Intelligences

35. Slavin, Educational Psychology: Theory and Practice, 11th Ed. © (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved 4-35 Origins of Intelligence The origins of intelligence have been debated for decades. Some psychologists believe that intelligence is overwhelmingly a product of heredity. Others hold that intelligence is shaped mostly by factors in a person’s social environment. Most investigators agree that both heredity and environment play an important part in intelligence.

36. Slavin, Educational Psychology: Theory and Practice, 11th Ed. © (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved 4-36 Theories of Learning Styles o Just as students have different personalities, they also have different ways of learning. Think about how you learn the names of people you meet.  Do you learn a name better if you see it written down?If so, you may be a visual learner.  Do you learn a name better by hearing it? You may be an auditory learning. o Of course we all learn in many ways, but some of us learn better in some ways than in others.

37. Slavin, Educational Psychology: Theory and Practice, 11th Ed. © (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved 4-37 Aptitude-Treatment Interactions Research on matching teaching styles to learning styles has only inconsistently found any benefits for learning based on styles. However the search for such aptitude-treatment interaction goes on. The commonsense conclusion from research in this area is that you should be alert to detecting and responding to the differences in the ways that children learn.

38. Slavin, Educational Psychology: Theory and Practice, 11th Ed. © (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved 4-38 Understanding Diverse Thinkers Many faltering students have specialized minds-brains exquisitely wired to perform certain kinds of tasks masterfully, but decidedly miswired when it comes to meeting other expectations. Research suggests addressing this problem in three ways: Broaden student assessment: identify talents not just deficits Reexamine the curriculum: explore new instructional practices and curricular choices Provide professional development for educators: provide teachers with training on the insights from brain research