Jeanne Ormrod

Eighth Edition

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Educational PsychologyDeveloping Learners

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Chapter 4Group Differences

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Group Differences

Consistently observed differences (averages) among diverse groups of students ethnicity or cultural background gender socioeconomic status

Considerable variability within groups Considerable overlap between groups

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Cultural and Ethnic Differences

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Culture and Ethnicity Culture

behaviors and belief systems of a social group

Ethnic group individuals who have common historical

roots, values, beliefs, and behaviors members share a sense of

interdependence

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Navigating Different Cultures

Cultural mismatch different cultural norms at home and

school

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Examples of Diversity Language and

dialect When to talk,

when to be quiet Verbal

assertiveness Emotional

expressiveness Eye contact Personal space Responding to

questions

Waiting vs. interrupting

Private vs. public performance

Views about teasing Cooperation vs.

competition Family relationships

& expectations Conceptions of time Worldviews

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Culturally Inclusive Classrooms Identify your cultural lens and biases. Learn about students’ backgrounds. Be sensitive to “culture shock” of recent

immigrants. Incorporate perspectives & traditions of many

cultures into the curriculum. Adapt instructional strategies to students’

preferred ways of learning & behaving. Work to break down stereotypes of particular

ethnic groups. Bring cultural diversity to culturally homogeneous

classrooms. Foster democratic ideals, & empower students to

bring about meaningful change.

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Gender Differences

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Physical Activity & Motor Skills Girls

less well developed overall better fine motor skills before puberty

Boys predisposed to be more active biological advantage in height and

strength

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Cognitive & Academic Abilities Differences are small; gap is decreasing Similar on tests of general intelligence Girls

better at some verbal tasks reading, writing, vocabulary

higher grades in school Boys

better at visual-spatial tasks & mathematical problem solving

spend more leisure time with technology greater variability overall

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Motivation in Academic Activities

Girls more engaged more motivated to do well in school

& go to college Boys

more willing to take academic challenges and risks

less concerned about failure

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Sense of Self

Self-worth similar until puberty consistent with stereotypes boys overestimate abilities; girls

underestimate

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Interpersonal Behaviors Girls

more likely to engage in relational aggression more intimate friendships more cooperative, affiliative closer attention to emotions, nonverbal cues

Boys more physically aggressive larger playgroups more competitive

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Classroom Behavior

Boys more likely to misbehave more participatory

Girls less likely to volunteer answers more likely to lead in same-sex groups

than in mixed groups

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Career Aspirations

Boys historically more ambitious but girls today are also ambitious

Both boys & girls tend toward stereotypical goals

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Origins of Gender Differences Biology

hormones brain differences

Parenting expectations &

encouragement toys & other

resources

Peers prefer stereotypical

behavior Popular media

stereotypical models

Self-socialization gender schema

theory—children construct their own beliefs

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Socioeconomic Differences

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Socioeconomic Differences Socioeconomic status (SES)

general social & economic standing in society

family SES includes income, parents’ occupations, parents’ education levels

Academic achievement is correlated with SES lower SES students are at greater risk

for dropping out of school

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Challenges of Poverty Poor nutrition & health Inadequate housing & frequent

moves Exposure to toxins Unhealthy social environments Emotional stress Gaps in knowledge Lower quality schools

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Fostering Resilience

Be a dependable source of academic and emotional support.

Build on students’ strengths. Identify and provide missing

resources and experiences important for successful learning.

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Students at Risk

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Defining “At-Risk”

At-risk student: High probability of failing to acquire minimal academic skills necessary for success.

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Characteristics of Students At Risk

History of academic failure Emotional and behavioral

problems Lack of psychological

attachment to school Increasing disinvolvement with

school

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Why Students Drop Out Little family or peer

encouragement Extenuating life circumstances Dissatisfaction with school Pessimism about ability Lack of teacher support

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Supporting Students at Risk

Identify at-risk students as early as possible

Create a warm, supportive atmosphere

Make long-term, systematic efforts to engage students in the academic curriculum

Encourage and facilitate identification with school

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The Big Picture

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The Big Picture All people’s cultural backgrounds

influence their interpretations of events.

All students have strengths and talents on which they can build.

All students have considerable potential to develop new skills and abilities.

Variability exists within any group. Overlap exists between any two groups.