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28 Cards in this Set
- Front
- Back
Social class |
Most are aware of this, some groups are above them, some are below them |
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Socioeconomic status (SES) |
Relative standing in society based on income, power, background and prestige most people are not conscious of their SES |
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Effects of Low SES |
More likely to be kept back in school, longer child is in poverty strong the impact on achievement, poor health care for mother and child, limited resources,family stress, interruptions in schooling, exposure to violence, overcrowding, homelessness, discrimination, teachers make assumptions about their intelligence, avoid calling on them, set low standards, accept poorer work |
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Affects of poverty |
Less access to good prenatal care, infant health care and nutrition, more likely to have premature babies which is associated with cognitive and learning problems, children are more likely to be exposed to drugs before birth, problems with organization, attention and language, higher levels of stress hormones which affect development of connections in the brain |
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Resistance culture |
Values and beliefs about refusing to adopt the behaviours and attitudes of the majority culture, to maintain their identity they must reject the behaviour that would make them successful; studying, cooperating, coming to class |
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Tracking |
Assignment of different classes based on achievement, taught differently, if tracked into lower ability classes they may be taught to memorize and be passive, stands in the way of equal opportunity, increases gap between high and low achievers, eliminating tracking will hurt many students as it has positive effects on high tracked students |
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Ethnicity |
Common cultural characteristics: history, homeland, language, traditions and religion |
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Race |
Sharing biologically transmitted traits that are socially significant such as skin colour or hair texture, applied based on appearance |
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Minority group |
A group of people that receives unequal or discriminatory treatment |
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Prejudice |
Prejudgment, generalization about a category of people, made up beliefs, emotions, and tendencies toward actions, can be positive or negative |
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Stereotype |
Used to make sense of the world, organizes knowledge or perceptions of a category |
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Discrimination |
Type of prejudice, unequal treatment of particular categories of people |
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Stereotype threat |
Apprehensiveness about confirming a stereotype, emotional and cognitive burden that ones performance in academics might confirm a stereotype |
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Gender identity |
Self identification as male or female |
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Gender role behaviours |
Behaviours and characteristics that culture associates with gender |
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Sexual orientation |
Choice of sexual partner, involves biological and social factors |
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Sexual identity |
Complicated constructed beliefs, attitudes and behaviors |
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Development of sexual orientation |
1. Feeling different: age 6, less interested in activities of kids of their sex, fear of being found out 2. Feeling confused: adolescent, attraction for same sex peers, may feel upset, lonely, unsure, lacks role models, may try to change 3. Acceptance: young adults, sort through sexual orientation issues may make themselves public |
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Gender roles |
Expectations about how genders should behave, vary by culture, time and place, children are aware of gender differences at 2, at 3 they realize gender cannot change, at 4 start to understand gender roles |
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Gender schemas |
Age 5, organized cognitive structures that include gender related information that influences how children think and behave |
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Gender bias |
Different views of genders often favouring one over the other |
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Resilience |
The ability to adapt successfully despite difficult circumstances, actively engaged in school, good interpersonal skills, confidence in their ability, positive attitudes, pride in ethnicity, easy going, optimistic |
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Academic self efficacy |
Belief in your ability to learn, predicts academic achievement, emerges when students tackle challenging tasks with support and succeed, observe others doing the same |
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Behavioural self control |
Self regulation essential for self orderly learning |
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Academic self determination |
Making choices, setting goals, following through |
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Caring teacher student relationship |
Associated with better performance |
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Effective peer relations |
Critical in connecting students to school |
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Effective home school relationship |
Builds caring, connected network for students when parents stay involved, grades and test scores improve |