CH 6 PSY 307

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keahi702
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264828
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CH 6 PSY 307
Updated:
2014-03-03 21:41:34
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psychology educational psy 307
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PSY 307
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Chapter 6 Midterm Review
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  1. Today's Diverse Classrooms (p.206-210)

    What is Culture?
    Knowledge, skills, rules, traditions, beliefs, and values that guide behavior in a group.
  2. Culture (p.206-210)

    What does culture determine?
    Membership doesn't determine behavior/values, but makes certain behavior/values more likely
  3. Economic and Social Class Differences (p.211-216)

    What is SES, and how does it differ from social class?
    Social class=reflects groups prestige and power in society.  Most people are aware of it with their peers.

    SES=variations in wealth, power, control over resources, and prestige.
  4. Economic and Social Class Differences (p.211-216)

    What determines SES?
    SES isn't defined by just income and often overpowers other cultural differences.

    8 Characteristics: income, occupation, education, home ownership, health coverage, neighborhood, afford children's college, political power
  5. Economic and Social Class Differences (P.211-216)

    What are the four categories of SES?
    Upper class, middle class, working class, lower class
  6. Economic and Social Class Differences (p.211-216)

    What is the relationship between SES and school achievement?
    Moderately correlated

    high SES-->high academic achievement for all ethnic groups
  7. Economic and Social Class Differences (p.211-216)

    Why is their a a correlation between SES and school achievement?
    Low SES suffer from inadequate health care, teacher's lowered expectations, low self esteem, learned helplessness, participation in resistance culture, school tracking, under-stimulating home environment, school tracking, and summer setbacks
  8. Ethnicity and Race in Teaching and Learning (p. 216-224)

    Distinguish between ethnicity and race
    • Ethnicity=culturally transmitted behavior
    • Race=biologically transmitted physical traits
  9. Ethnicity and Race in Teaching and Learning (p. 216-224)

    How can differences in ethnicity of teachers and students affect school performance?
    Conflicts arise from differences between teachers and students in culture-based beliefs, values, and expectations.  

    Differences among ethnic groups in cognitive and academic abilities are largely the legacy of racial segregation and continuing prejudice and discrimination.
  10. Ethnicity and Race in Teaching and Learning (p. 216-224)

    Distinguish among prejudice, discrimination, and stereotype threat
    Prejudice=rigid and irrational generalization, an attitude or prejudgment, about an entire group of people.

    Discrimination=unequal treatment of or actions towards particular groups of people

    Stereotype threat=extra emotional and cognitive burden that your performance might confirm a stereotype others hold about you. Person doesn't have to believe in it but has to be aware of it
  11. Gender in Teaching and Learning (p.224-229)

    What are the stages of achieving a sexual orientation for gay and lesbian youth?
    Stages of achieving a sexual orientation students can follow a pattern from discomfort to confusion to acceptance.
  12. Gender in Teaching and Learning (p.224-229)

    What are gender roles and how do they develop?
    Image each individual has of himself or herself as masculine or feminine in characteristics--part of self concept

    Biology plays a role, as does the differential behavior of parents and teachers towards children.  

    Through interactions with family, peers, teachers, and the environment, children form gender schemas to know what it means to be male or female.
  13. Gender in Teaching and Learning (p.224-229)

    How are gender biases communicated?
    In children books--more males in titles, boys behave in stereotypical ways.  Girls sometimes cross gender roles (being active).  Boys are never feminine.

    TV commercials

    Teachers interact more with boys in both positive and negative ways
  14. Multicultural Education: Creating Culturally Compatible Classrooms (p. 230-239)

    What is multicultural education?
    • Field of study to increase educational equity for all students.
    • Transform into a society that values diversity.
  15. Multicultural Education: Creating Culturally Compatible Classrooms (p. 230-239)

    What are the 5 dimensions James Banks suggests for multicultural education?
    Integrating content, helping students understand how knowledge is influenced by beliefs, reducing prejudice, creating social structures in schools that support learning and development for all students, and using teaching methods that reach all students.
  16. Multicultural Education: Creating Culturally Compatible Classrooms (p. 230-239)

    What is culturally relevant pedagogy?
    Approach that uses cultural knowledge, prior experiences, frames of reference, and learning styles of ethnically diverse students to make learning relevant and effective.
  17. Multicultural Education: Creating Culturally Compatible Classrooms (p. 230-239)

    What are the elements of a resilient classroom?
    Self-agency of students (their capacity to set and pursue goals) and includes self-efficacy, self-control, self-determination

    Caring and connected relationships with teacher, peers, and home.

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