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Chapter 6 Notes

by: Kenziej218

Chapter 6 Notes CEP 315

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About this Document

These notes are from the powerpoint and cover the important material from Chapter 6 of the textbook
Educational Psychology
Cathy Parisi
Class Notes
diversity, Education, Culture, Psychology
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This 2 page Class Notes was uploaded by Kenziej218 on Saturday July 23, 2016. The Class Notes belongs to CEP 315 at Rhode Island College taught by Cathy Parisi in Spring 2016. Since its upload, it has received 5 views. For similar materials see Educational Psychology in Psychology at Rhode Island College.


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Date Created: 07/23/16
Chapter 6: Culture and Diversity What is culture? • Culture: the knowledge, values, attitudes, and traditions that guide the behavior of a group of people • Belong to many groups, so influenced by many cultures • Knowing group designation does not define individual Socioeconomic Status • Socioeconomic status: standing in community based on income, power, background, and prestige • High SES students show higher levels of achievement on test scores and stay in school longer than low SES students. • No single cause to blame:  poor health care  unhealthy home environments: overcrowding, violence  limited resources: low paying jobs, no access to preschool  family stress  school interruptions, homelessness  exposure to violence  low expectations (teacher and family), low academic  self-concept: learned helplessness  resistance culture—reject behaviors that would make them successful in school  tracking Ethnicity and Race • Ethnicity: Cultural heritage shared by a group of people • Race: Category determined by appearance and ancestry • Minority group: Numerical number of certain category of people in relation to total population • Prejudice: Prejudgment or irrational belief about a category of people: begins early, schema develops and stereotypes form that organized perceptions into categories • Stereotype threat: Burden that your performance may confirm a stereotype Gender • Gender identity: self-identification as male or female as well as beliefs about gender attributes and roles • As early as age 2 children are aware of differences, by age 4 have an initial sense of gender roles, by age 5 have developed gender schema • Gender bias in curriculum: different views of males and females, often favoring one over the other, teachers have more overall interactions with boys that include negative interactions but not positive interactions Banks Dimensions of Multicultural Education • Content integration: use content and examples from variety of cultures to illustrate key concepts • Knowledge construction process: implicit cultural assumptions within discipline influence the way knowledge is constructed within it • Prejudice reduction: modify students’ attitudes • Equity pedagogy: match teaching styles to students’ learning styles • Empowering school culture and social structure: create school community that empowers students from all groups Ladson-Billings Culturally Relevant Pedagogy • Teaching excellence rests on three propositions: 1. Students experience academic success. 2. Students develop and maintain their cultural competence. 3. Students develop a critical conscientiousness to challenge the status quo Resilience • Students may thrive and actively engage in school despite difficult circumstances. • Two strands of elements are important:  Self-agency strand 1. Academic self-efficacy (belief in ability to learn) 2. Behavioral self-control (self-regulation) 3. Academic self-determination (set goals and follow through)  Relationship strand 1. Caring teacher-student relationships 2. Effective peer relations 3. Effective home-school relationships Classroom Participation • Pragmatics: when, where, and how to communicate • Participation structures: appropriate ways to engage in each class activity • Classrooms have many different participation structures


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