| | | | |Describe the effects of stereotyping. | | | | |Compare stereotyping with prejudice. | | | |Reading |Read Ch. 2 of Racial and Ethnic Groups. |N/A |0 | |Reading |Read this week’s Electronic Reserve Readings. |N/A |0 | |Participation |Participate in class discussion. |Due 7 Sunday |10 | |Discussion Questions |Respond to weekly discussion questions. |Due Day 2 & 4 |10 | |Nongraded Activities and|Watch the video “Myths and Stereotypes” in this week’s Electronic Reserve Readings. |N/A |0 | |Preparation | | | | |Myths and…
According to Bynner and Joshi (1999) class differences have persisted since the late 1950’s. It can be seen that all studies carried out by various theorist came to the same conclusion that middle class pupils tend to do a lot better than working class in terms of educational achievement. Pupils from middle class backgrounds tend to pass more exams, stay on at school for longer and are five times more likely to go to university. This gap in achievement widens with age as right from nursery school to university, processes like labelling or the self fulfilling prophecy take place which insure that the working class are always at a disadvantage.…
In America, a person’s social class plays a huge part in the type of education they will receive. This, in turn, determines how well they will succeed in their adult lives. A study done in 1999 found that on average there was a direct correlation showing the higher the family’s income, the better the student did on their SATs (710). This paper will examine the different educational experiences each social class undergoes. It will also look more in depth into the lives of three individuals who represent each of the social classes, and examine their educational background up to their present day careers and assets.…
Previous reports have shown that people have functioned inadequately in certain situations that they feel they are being stereotyped. (Kemick, 2013) Research studies out of the University of Toronto shows that prejudice has a long lasting negative influence of those who encounter it. (Kemick, 2013) Some people are more likely to become aggressive after they encountered a prejudice in a certain setting. (Kemick, 2013) Some people also had difficulty making good and lucid choices. (Kemick,…
A social class background has a very powerful influence on a child’s chances of success in the education system. The children that are from a middle class background will normally perform better than the working class.…
There are many ways in which factors in children’s home background which may lead to differences in achievement between ethnic groups. The first way is from cultural deprivation, with the socialisation experience of children, values, expectations and norms transmitted at home. Driver and Ballard 1979 argued that high achievement in some Asian groups might be linked to the presence of close knit extended families. However with some ethnic groups many tend to have low income, which may explain why black pupils tend to underachieve as many children from low income black families lack intellectual stimulation and enriching experiences. Some cultural deprivation theorists argue that many children from low-income black families lack intellectual stimulation and enriching experiences.…
Middle class children have a higher tendency of achieving more than pupils of the working class. A few explanations pay attention on the external factors outside school. This includes cultural deprivation – working class pupils are portrayed as having a lack of correct attitude, values, language and knowledge for educational success. Whilst material deprivation means that working class pupils are most likely to have poorer diets, health and housing and their parents are less able to meet the hidden costs of schooling. The middle class have mote cultural capital – they have a better advantage of their choices within the marketised education system.…
In Jean Anyon’s The Social Class and Hidden Curriculum of Work, Anyon depict that the different hidden curriculums in school education predetermine, for the most part, the social status of many of their students. The schools’ outside environment, economic standing, and student’s social background are some of the factors that predetermine the future of the students in a certain school. For example, working class schools, which are usually located in poor neighborhoods, are usually designed to have a simple curriculum since students are not really expected to go to a university. These schools may usually have lower graduation requirements, less advanced classes, and lower rates of students going to a university. On the other hand, affluent schools from wealthy neighborhoods may have a more challenging curriculum since students are expected to attain a higher education. In addition, these affluent schools may have more graduation requirements, more advanced classes, and higher rates of students going to a university compared to working class schools. However, more than the hidden curricula itself, a student’s overall social environment and influences can shape innate perseverance and determination in becoming successful.…
ASSESS THE CLAIM THAT CLASS DIFFERENCES IN EDUCATIONAL ACHIEVEMENT ARE PRIMARILY THE RESULT OF EXTERNAL FACTORS.…
Given the rapidly changing demographics of today’s classrooms combined with the high-stakes testing environment created by the passage of No Child Left Behind, it is important to understand potential explanations for the persistence of achievement gaps. Explanations for the achievement gap have included high populations of English Language Learners (ELLs), socioeconomic issues, lack of resources at the school, teacher, and student levels, and even inherent differences in the intellectual abilities of stereotyped and non-stereotyped groups. A theory developed by Steele and Aronson, called stereotype threat, provided a radical view into how knowledge of stereotypes affects performance (McKown & Strambler, 2009). Stereotype threat is the experience of anxiety or concern in a situation where a person has the potential to confirm a negative stereotype about their social group. The purpose of this research was to determine how and when children begin to develop knowledge of stereotypes and how stereotype threat affects academic performance.…
Anyon, Kozol, and Mantsios analyze the detriments of stereotype expectations and social class conditioning. According to the authors, every school caters toward a certain demographic and prepares students for occupations which keep them in a specific class. Jean Anyon groups these schools into four main types (working-class, middle-class, affluent professional, and executive elite). These classifications are meant to encompass the broad range of American children receiving education (Anyon 398). Likewise, Kozol discusses mainly working class schools in which a majority of the students are black. The schools Kozol outlines all provide their students with significant disadvantages in the educated world when compared to either the affluent professional or executive elite schools. In his essay, “Class in America”, Mantsios goes so far as to correlate family income with students SAT scores. He also outlines two men whose very polar lives resulted from an education that stemmed from their parents annual salary. These are all examples of how society expects certain stereotypes to remain in their societal box. According to these authors, society as a whole does not expect or even encourage social ladder climbers. Students are conditioned from a…
supports his statement that the class you are in effects you in the classroom and your level of achievement, by using statistics from researcher William Sewell. Sewell “showed a positive correlation between class and overall educational achievement. In comparing the top quartile (25%) of his sample to the bottom quartile, he found that students from upper-class families were twice as likely to obtain training beyond high school and four times as likely to attain a postgraduate degree†(pp.342-343). Sewell concluded: “socioeconomic background…operates independently of academic ability at every stage in the process of educational attainmentâ€( pp.342-343).…
“How a Self-Fulfilling Stereotype Can Drag Down Performance” is an article written by Shankar Vendantam. This piece was published in the science section of the Washington Post in 2009. Vendantam’s article discusses how negative stereotypes may impair group member’s performance in tasks that evoke these stereotypes. This is a phenomenon, known by scientists, as “stereotype threats.” Current research supports the notion that stereotype threats negatively influence people when it comes to race and gender.…
Students in our society are greatly influenced by their financial status. There are three different types of social classes: the low class (those who are financially poor), the high class (those who are financially rich) and the middle class (those who lay in between the rich and the poor). The learning behavior of college students in our society is connected to financial power in that the high class tends to act with efficiency in the classroom, the middle class tends to act with mediocre efficiency and lastly the lower class tends to act with low efficiency. Articles such as “Some Lessons From the Assembly Line” by Andrew Braaksma and “The Seven Deadly Sins Of Students” by Thomas H. Benton explain indirectly the correlation between money and the learning behavior. In my opinion, students that come from households of high income are raised in an environment that leads to success in education.…
Youngsters whose families have more resources do not do better at PSU because they are smarter than the ones from a lower social class. Inteligence, studying habits or even the effort they make, are equally distributed through society. It is knowledge what is not equally distributed. Learning implies having had access to it, counting with quality books and teachers and being in an enviroment where culture is important.…