Cultural Flashcards
What did Bronfenbrenner believe about influences that shape our experiences and developments?
He believes that some influences that shape the experiences and developments are Proximal (direct influences on their experiences) or Distal (indirect)
Describe the most proximal system in bronfenbrenner’s model.
It is the context that the child’s directly involved in that influences their development)
Examples:
+Home (relationship with siblings and parents)/ if extended family lives there, that’s also part of it; +School (relationship with peers & teachers… being bullied will affect his/her development)
+Religious setting +Neighborhood (neighbors… who are they?); quality of relationship; is it open and communicative? Supportive?
Religious setting falls under which system in Bronfen’s model?
Microsystem - it’s proximal to a child
Describe the Mesosystem in bronfenbrenner’s model.
Double-headed arrows signify the relationship between the two microsystems interact to influence the child
Examples:
+Interaction between home & school; parent-teacher conference; does parent and teacher have good communication?; parent involvement in school is the blanket for educational system
How does the mesosystem of parent involvement influence the child?
Makes parent aware and learns more about where child is academically and socially; provide resources
+Can change the teacher’s perspective and treatment of a child (unconsciously or not)
A demanding parent can make a teacher treat a child worse - what is this an example of?
This is an example of mesosystem (negative)
T or F: A parent that is not involved in the school means there is no mesosystem (influence) for the child.
False - Doesn’t mean there is no mesosystem
Indirect influences that are settings and system that children are not directly involved in but still influences their development is considered what type of system?
Exosystem
How does a parent’s workplace affect child?
What type of system is this?
Exosystem
+Parents work a lot of hours, thus affecting the child’s meso system of not being involved in school; this ultimately affects the child’s development in school
+parents who hate their job (work-related stress) affects the child vs. the parent who love their job
Gender stereotypes that affect child’s choices, confidence, and skills is considered what type of system?
Macrosystem
Way of dress, foods, holidays celebrated are all examples of what type of culture?
Observable culture
What type of culture is the following: Rules themselves that aren’t observable, but can be noticed, such as Rules of Communication (Greeting someone).
Inferred
Eye contact is what type of culture?
Inferred rules
Collective or Individualism is what type of culture?
common values
What can a Collectivism teacher do to not leave individualistic children out?
+Balance activities that require Competition and Cooperation
+Provide or allow opportunities to talk about individual accomplishments
What can an Individualistic teacher do to not leave Collective children out?
Balance activities that require Competition and Cooperation
When criticizing students, do it in private to prevent losing “face”
In the circles of culture, what does Exceptionality mean?
Having the ability…
What does the Dominant culture have that the subordinate culture does not have?
Social, economic, political POWER
ESSAY QUESTION:
Draw your own circles of culture, using course material, what’s my own underlying norms values and culture; how would this influence me as a teacher? What type of expectations would I have of my students?
Based on these analysis, how would I not affect my students negatively?
Example:
+Race (subordinate affected me); SES (working class…)l religions; SES
-Clearly connect my analysis to the Course material –> use the -iceberg for rules of culture
Individualism vs. collectiveness (as a member of sub. Ethnic group, collectiveness)
-Underlying norms, values and assumptions that I developed based on my circles…
EXAM ANSWERS:
>Disidentification from school is due to the inconsistency between school and home cultural values (dom. White culture in school); so we can:
+Have MORE VARIETY (based on cooperation and competition)
+Emphasize that Intelligence is Malleable (combat stereotype threat)
+Examine own stereotypes identify specific strategies to reduce effects
+Specific things like calling on boy and girl; picking names out of a hat
What are the 3 components that measure SES?
SES is typically measured by 3 MAIN COMPONENTS:
- Income
- Level of Education
- Occupation (prestige and status)
What does it mean when the rich gets richer and the poor gets poorer?
-Inter-generational privilege (vicious cycle): my parent’s income level will affect the amount of education received
What is the easiest thing to break in the SES cycle?
Educational
+First in family to attend college breaks the cycle; one person will be the role model for children, cousins; etc…
What are the implications for teachers who know that a child is from a low SES but does well in class?
If the kid’s from low SES, but you see potential; knowing the parents work extended hours; etc… I can nudge them, help them fill applications; etc to help break the cycle; Educational is the easiest to break the cycle.
If we control for SES, what similarities and differences do we see in achievement scores between whites and blacks?
They will do equally well
What are the negative impacts of poverty in school?
Poor schools:
+Have fewer resources
Outdated textbooks; sharing textbooks
+Old, poorly maintained buildings
+Less-experienced teachers
Environment; lots of burn-out due to the hardships of tension; etc
+Encourage more rote learning (why?)
- Pre-school isn’t free unless it’s jump start
- Encountering things for the first time so it can be beyond the kid’s learning abilities; due to Stereotypes.
- For funding and performance index due to NCLB; How does Common Core shift the kids problem-solving skills?
+Provide environments not conducive to learning
- Can’t really provide it due to not have money
- Poor students tend to have poorer language development; middle class parents often speak to their children differently than parents in lower SES (more likely to issue orders than asking questions)
- Less cognitively stimulating environment (books; etc).
