exam 3 Flashcards
Effect of economic impact on adolescents’ education in developing countries
-adolescents are more likely to stay in school and literacy rates are increasing
Why there is a push to have separate 9th-grade-only schools
- separate them from other kids to make the transition easier
- if they don’t get the credits that they need their freshman year they fall behind, most problem behaviors start in 9th grade, having them in a different school keeps them from influencing the other kids
benefits of attending college
Better job outlook Possibly better pay Intellectual benefits Verbal and quantitative skills better developed Writing skills improve Gain critical thinking skills Want to learn for the sake of learning Identity development Time to explore Tend to be more socially adapted Realize other view-points Self-concepts improve
drop out predictors at 3rd grade
4 predictors at 3rd grade increase likelihood of not graduating high school– each factor makes impact but predictors are cumulative and the more you have, the poorer your outlook
1. Low SES 2. Going to school with other poor children 3. Being retained a year 4. Reading at least one year below grade level
Changes in schooling – focus of different time periods in American schools, especially
“relevance” and “back to basics”
- 19th century: school is for the wealthy, liberal arts focus
- 1920: higher secondary school attendance, educational reform- shift from education for education’s sake to a more practical approach, creation of comprehensive high school which includes general education, college preparation, and vocational training
- 1920s-to mid-20th century—curriculum expands to include preparation for family life and leisure, music, art, health, and physical education
- 1950s-60s: recognize deficiencies in school system—particularly in science education
- 1970s blame put on school system for alienation and disillusionment of adolescents—thought schools were too far removed from real life—relevance important—time spent learning skills in workplace with direct occupational training and experience
- 1980s: too much relevance becomes a problem- need “back to basics” approach: more discipline and homework- more stringent requirements in math, science, and English, high schools start having exit exams
Implications of the European system of secondary schools
Students must decide at a very young age (15/16) what they want to do for the rest of their life
Majority to go to prep schools
characteristics of school in Egypt
Co-ed elementary
Separated for middle and high school
Overcrowding is a problem and lots of students are repeating grades
Half days are common to deal with overcrowding but then there is not enough time to cover all the content
Only 7% of teachers have college degrees–others have about 9 years of formal education
Salary of the high status jobs barely cover transportation to and from work
characteristics of school in Saudi Arabia
Schools sex segregated
Girls have fewer academic study areas and more home economics classes
If they finish high school and college they are often able to get a high paying job
characteristics of school in North Africa
Likely to be more literate than parents
Used to be focused on Koran but not as much now
Education of youth is typically important
characteristics of school in sub-saharan africa
Illiterate
Lowest rate of secondary school enrollment; female enrollment is very low
characteristics of school in India
School is designed on a british model
Quality of education in urban areas are some of the best in the world
characteristics of school in China and Japan
Only for most highly academic school
Participate in sports
Japan–all adolescents graduate high school
China–less than 75% graduate high school
characteristics of school in Latin America
Increased enrollment rate, but still high drop out rates
Private schools are only for the rich
large schools vs. small schools
- large schools: diverse range of classes but feelings of alienation- less connected to teachers and school as a whole, majority of students are observers rather than participants
- small schools: less diversity in extracurricular activities but students are more likely to participate in them, students more likely to be placed in a leadership position, more participation more confident in abilities and feel needed and important
- no consistent relationship found with academic performance
International comparisons of academic performance – how US compares
- decline in 70s and 80s but rose from the 90s-present
- better than developing countries, but lower than other developed countries
characteristics of Japanese education
- longer school year—243 days vs. 180 days in US
- parts of curriculum fit together smoothly and course order is structured less time is spent reviewing past courses
- rote learning and memorization with little encouragement of critical thinking
- parents, teachers, and adolescents believe that success is based on effort not ability
- -entrance exams set adolescents occupational future before they leave high school
- lots of time is spent out of school preparing for these exams – attending cram school and having private tutors less leisure time
- college is a more relaxing time, leisure time, only time relatively free of pressure
Rutter’s and Coleman’s findings on school climate
- positive school environment is positively related to grades and negatively related to depressive symptoms and behavior problems
- positive climate measured by support from teachers and other students
effect of part time work on school performance
1-10 hours of work seem to improve GPA but anything more than that has negative effects
-more than 10 hours a week makes student too tired to do homework cheating ad cutting class, lower grades, less committed to school, lower educational aspirations
drop-out prevention programs
- adolescents drop out due to: personality characteristics, learning disability, pregnancy- father is also more likely to drop out, family factors- low SES, parents who didn’t graduate, Latinos with language barriers, school factors
- -prevention programs need to address the adolescent’s individual needs
- alternative programs: for at risk students, students in these programs are half as likely to drop out—program starts in middle school because high school is usually too late, attention from caring staff members, low student-teacher ratios
- IHAD: privately sponsored dropout prevention program- offers extra attention and incentives
cathartic effect
heavy metal music has a cathartic effect on fans, use it to purge anger harmlessly
displacement effect
amount of time with media takes time away from other activities
uses and gratifications approach
people viewing media are active in consuming it