EDU PSY- Understanding Student Differences- Diversity

Question 1

Culture

Answer 1

The way in which a group of people perceives the world; formulates beliefs; evaluates objects, ideas, and experiences; and behaves

Question 2

Melting Pot

Answer 2

Diverse ethnic groups assimilate into one mainstream culture

Question 3

Cultural Pluralism

Answer 3

A society should strive to maintain the different cultures that reside within it
Each culture should be respected by others
Individuals within a society have the right to participate in all aspects of that society without having to give up their cultural identity

Question 4

Ethnic Group

Answer 4

Collection of people who identify with one another on the basis of:
Ancestors’country of origin Religion Language

Question 5

The effect of ethnicity on learning

Answer 5

• Verbal communication patterns (rules that govern how adults and children speak to one another and about public speaking)
• Nonverbal communication (Differences in the meaning of eye contact)
• Time orientation (Differences in organizing activities around specific start and stop times)
• Social values (Differences in the value of competition and working independently)
• Instructional formats and learning processes (traditional instructional format, role-play, peer tutoring, small-group learning, slower pacing, and use of stories–visual, written, and spoken formats, and for memorizing)

Question 6

Othering

Answer 6

the practice, usually unintentional, of making a person an outsider.
Positing white, middle-class, Christian experience as the default and Identifying people primarily by their minority characteristics
Reinforces patterns of marginalization and social domination.

Question 7

The effect of ethnicity and social class on teachers’expectations

Answer 7

Race, SES, ethnic background, dress, speech pattern, and test scores: teacher expediencies about how various students will perform in class ---- Students come to behave in a way that is consistent with what the teacher expects
Middle-class students are expected to receive higher grades than low-SES students, even when their IQ scores and achievement scores are similar
Minority students are given less attention and are expected to learn less than white or Asian American student

Question 8

The effect of socioeconomic status (SES) on learning

Answer 8

Compared to children from middle- and upper-SES families, children from low-SES families are more likely to experience:
Higher dropout rates
Lower levels of achievement Poor quality health and living conditions
Disadvantaged family and community environment
Negative classroom environments

Question 9

Arguments Against Bilingual Education

Answer 9

Bilingual education effectively means “Spanish only” instruction, and a failure to teach kids to read and write in English
Learning English is easier at an earlier age. Bilingual children face economic and social harm if they don’t learn English fully
Bilingual education allows children to resist assimilation and not learn English

Question 10

ELL myths and facts

Answer 10

MYTHS
Students can learn English by being surrounded by English language speakers
The ability to converse signals proficiency and means the child should be achieving academically
Students should learn English before attempting to study an academic discipline
ELL’s should stop speaking their native language and concentrate on learning English

FACTS
Exposure is not enough. Instruction is needed.
Social proficiency is not the most important factor in school success
much of what is learned in “pull-out” classes is survival oriented, and not sufficient for school
English language learning is enhanced when students are using both English and their native language.

Question 11

approaches to English language education

Answer 11

• Transition programs (new comer models
• English Only
• Bilingual (including two way bilingual programs)

Question 12

Explain approaches to English language education

Answer 12

Transition programs (new comer models) teach students wholly or partly in their native language until they can function effectively in an all English class
English-Only models offer instruction only in English.
English as a Second Language (ESL) Structured English Immersion (SEI)
Bilingual models give instruction in the student’s first language (L1) as well as English
Two-way bilingual programs (two-way immersion) provide instruction in the language of both the majority and
the minority culture