Education that values diversity through multicultural education practices include students who come from a variety of socioeconomic backgrounds, their individual ethnicity, and gender. Teachers can improve relationships, views and connotations, and academic advancements through a variety of practices and strategies. Multicultural education encompasses empowerment of students and improvements towards relationships of students between different ethnic groups and cultures, and it involves practices such as culturally relevant teaching and issues-centered education approaches. Teachers can practice community relevant education to support students who come from low socioeconomic backgrounds to stay in school and continue their education. Culturally …show more content…
However, developmentally, males and females differ greatly academically. Teachers must develop pedagogies which pertain to equitable attention towards their students; they can modify their teaching practices and integrate differential learning materials and strategies to support all student’s learning. Student’s family’s socioeconomic status is a component of multicultural education; this can determine whether a student is receiving the proper academic support and attention at home, whether they are nutritionally impaired, and whether or not the child is getting the instructional materials they need in order to succeed. According to the 2015 United States Census Bureau, Hispanic family income is on average 36% less than Asian American and Caucasian households; African American family income is on average 47% less than Asian American and Caucasian households (U.S. Census Bureau, 2015). Students from low socioeconomic backgrounds have higher dropout rates, are more exposed to drugs, alcohol, and harmful chemicals (asbestos, black mold, lead) at early ages, and have higher psychological distress (American Psychological Association, 2017). Discipline, motivation, increased parental involvement, mentoring, and hidden knowledge are all ways that teachers can support the learning for …show more content…
This is affiliated with multicultural education because students and educators develop their own schemas and stereotypes for students, and do not always practice differentiated instruction that is essential for their developmental gender similarities and differences. Schemas and stereotypes develop at a young age and continue through adulthood; it is not up to society to determine what is and is not appropriate for children to play with, who they should interact with, and how they preform academically. Teachers can eliminate or reduce these biases by providing differentiated instruction and equitable distribution of their attention towards both genders. According to the textbook, Educational Psychology – 5th Edition, girls are more compliant, while boys are rambunctious; boys excel through math and science, while girls perform better in reading and writing; also consider, girls practice rapport talk, while boys practice report talk (Santrock, 2011, pp. 166, 167, 169). Through quantitative research, Yvette Lapayese, Karen Huchting, and Olga Grimalt found in their study Gender and Bilingual Education: An Exploratory Study of the Academic Achievement for Latina and Latino English Learners: “In today’s educational context, most indicators of academic achievement (i.e., standardized test scores, grades,
Mention separating students and putting them in same sex classrooms or even schools guarantees an uproar, however what most students don’t realize is that when making the great divide it actually creates a better learning environment and it unlocks opportunities for their future. Of course students will need time to adapt and most should take into consideration that just because they’re put into different classrooms doesn’t mean that their grades will automatically be golden. This approach is taken to understand the different learning styles of the male and female. With this, new lesson plans will be able to be assembled to suit their divergent needs.
In a country that is striving toward gender equality, this is an important issue that needs to be addressed to avoid potential consequences for our citizens down the line. The educational system in the United States is seeing boys fall behind in their studies due to programs being aimed at girl’s success.
This shows the reader the difficulty of the topic from the very start. This suggests that the educational system will always be more favorable to a certain group within our society because of societal expectations. It is also clear that because of the engrained stereotypes such as “girls are all hardworking” (Forde, p.5) and “boys are inevitably troublesome” (Forde, p.5) complicates the task of creating a gender-equal curriculum and environment. This is why it is important to realize that gender in education cannot only be evaluated as an individual variable, other factors (such as disability, poverty, religion…) come into play and can affect one’s education and identity. The first part of the book gives us background knowledge on this issue.
Schlosser. She carried out the study while on a post-doctoral fellowship at Princeton University, and will study the effects of gender in higher education lecture halls next. This is one of few studies of its kind to use scientific data to address the question of gender effects in school. Boys with more female peers in their classes show higher enrollment rates in both advanced math and science classes, but overall benefits were found in all grades for both sexes. Prof. Schlosser found that primary-school classrooms with a female majority showed increased academic success for both boys and girls, along with a notable improvement in subjects like science and math. In the middle schools, girls were found to have better academic achievement in English, languages and math. And in high school, the classrooms which had the best academic achievements overall were consistently those that had a higher proportion of girls enrolled. A higher percentage of girls lowers the amount of classroom disruption and fosters a better relationship between pupils and their teacher, a study of the data suggests. Teachers are less tired in classrooms with more girls, and pupils overall seem to be more satisfied when a high female-to-male ratio persists. Prof. Schlosser was inspired to the study by a “renewed interest on the effects of classroom gender composition on students’ learning, since a new amendment to America’s Title IX
Over time there has been a change in gender success throughout education “coming into the late 1980’s girls were less likely than boys to obtain one or more A-levels and were less likely to go on to higher education however 1990 's there was a sudden reversal girl were doing better than boys and In 2006 10% more females were obtaining 2 or more A-levels than males (Trueman,2016)”. In today’s society feminist’s doubt that the topic in school want girls to achieve less like the model also considers that gender stereotyping may still be in society as boys are believed to fit better in the workforce than girls. The distinction between girls and boys are often sketched on sex and ideas of biology Dr Zuleyka mention that “Sex are the biological traits that societies use to assign people into the category of either male or female, whether it be through a focus on chromosomes, genitalia or some other physical ascription." (Zevallos), Gender does not depend on biological personality it is an idea that describes how societies determine and manage sex categories also determined by what an individual feels and does. Girls are more conscientious and mature while boys are seen as a liability student. A parent who spends less time reading to their son impact their son to achieve a lower grade. Many jobs tend to be dominated by one gender for example nursing which is seen as a female job. Girls do consistently better than boys at all levels and likely to get higher grades
Public schools are beginning to see a shift in demographics in the United States. There is now a culturally diverse student population and educators need to respond to this shift in order to ensure an equal education for all students. Culture aids in determining how students learn, and culturally responsive teaching is a way teachers can educate culturally diverse students and provide an equal education for all. Culturally responsive teaching is defined by Geneva Gay as using the various characteristics, perspectives, and experiences of many cultures to effectively teach culturally diverse students (2000). Culturally responsive teaching prepares teachers to work with and teach a culturally diverse classroom of students and allows teachers to create a classroom environment that is similar to their students’ home environments so students do not have to assimilate to the dominant culture or change from their home culture to their school culture depending on their setting (Brown). Multicultural education is not only important for ensuring equal education for all students, but also creates youth who will be able to function and be effective citizens in a pluralistic society (Gay 2003). In order to implement culturally responsive teaching, teachers must acknowledge potential biases and reconstruct their attitudes, create a diverse knowledge base, be caring and empowering, and create a classroom environment that is conducive to a culturally diverse
According to Groundwater-Smith, Ewing & Le Cornu, gender is a socially and culturally constructed phenomenon and there has been many debates in Australia that curriculum, assessment policies and practices have either advantaged boys or girls. One major gender issue began in the 1980s and early 1990s, which was the lower performance of girls when compared with boys, particularly in the subjects maths and science. The effect of gender on learning and achievement is constructed by culture. Paechter (2007) discusses Martino's (2004) study, which suggested that many teachers consider gender and schooling in terms of normalising assumptions that initialises particular ways of behaviour for boys and girls. Boys and girls are set in oppositional positions in terms of perception of the educator: Girls are expected to behave more passively than boys and boys are expected to be active and curious, often to the point of getting into trouble, which is considered normal and acceptable behaviour.
It is no secret that, in general, boys and girls differ in their learning styles. Capitalizing on these differences could advance classroom performance. With on-going concerns about student success in school, any changes in the classroom that could increase student achievement should be considered. Recognizing the learning differences between boys and girls, one of the changes that could be instituted is single-gender classrooms.
Educators have long been challenged by the differences in educational outcomes between boys and girls, and between different ethnic
According to the National Center for Educational Statistics, in 2012 it was reported that 76 percent of public school teachers were female. Some theories suggest that the teacher’s gender has a large impact on how students learn. The idea is that the teacher gender shapes the relationship and communication between teacher and student. Teachers can also act as role models for that specified gender, even if he/she is not fit to be a role model. According to this theory students are often better behaved and perform better when taught by teachers of the same gender. A study done using the National Education Longitudinal Survey was conducted to see the effect of the teachers gender on students ‘ test scores. The study confirmed that teacher’s gender has effects on students test performance, teacher perceptions of students, and students’ engagement in the material being taught ( In a study conducted of 1,799,243 ACT-tested students more astonishing data was found that confirms the teacher gender theory.1 On average females had a higher Grade Point Average in English, Math, Social Science and Science as well as an overall GPA (Buddin, 2013). However grades are not given out by who is the smartest; attendance, homework, participation and behavior are all factors of many high school classrooms. So if a male student has a female teacher (which is very likely) he will not do as well as a female student in the same class because of
In the United States, millions upon millions of children attend public schooling. These millions of children come from every background; African American, Caucasian, Asian, Latin, etc. All of these ethnicities go to our public schools. Not only are children categorized into different ethnic groups, but also economic groups. Children from low, middle, and high-income families all attend public schooling. Because of all these societal groups going to school together, public schooling can truly be characterized as an engine for multicultural education. However, due to barriers within society (e.g. racial discrimination and economic barriers and stereotypes), some students are not being taught in a multicultural environment. Due to this
Gender differences occur in many aspects of a person’s life whether it is culture, politics, occupation, family and relationships, or the economy (just to name a few). One major difference in gender occurs in learning and education in the elementary and secondary levels. Research has found that males and females learn differently in many aspects of education. First of all, female and male brains are constructed differently affecting the way they learn; this leads to basic differences in learning and also gives an introduction into why the way one learns differs according to gender and how males and females learn subjects and tasks differently. Second, males and females are treated differently, sometimes unconsciously, in educational
Education as we know it today is based off the belief that every child deserves the chance to better their future. In modern times, the United States has nearly closed all gender gaps but in education you can see the differences students of both genders help create. Girls in high school tend to have an advantage in getting higher class averages and final grades than most boys in the same class. This “design” isn’t because of personal attributes though but more of a evolutionary curve.
51). There are some people that believe there are behaviors that reflect socialization: girls are praised for cooperation and compliance, while boys are rewarded for activity and competition. The thought that many girls prefer to learn one way, and many boys another, suggest a useful generalization that can present information about gender that can help a teacher plan more successfully. Based on this information as an effective teacher it is important to include competition and cooperative activities.
Gender equity in terms of education is about the socialization of men and women and the results of this process on the life outcomes of the two genders (Husen & Postlethwaite, 1994). In the United States, the education system is required to treat males and females equally. There has been much research done to compare the genders in all areas. In the past, research has found that women fall far behind men in many areas such as math, and science, but men lag behind women in certain areas as well. Over the years, many provisions have been made with the goal of equalizing the treatment of girls and boys in public education. These improvements are proven successful as women, as well as men, are advancing in areas where they tend to lag