Ed Psych 321 Exam 2

Front 1

How are schools organized?

Back 1

School size, age groupings, and ethnic composition

Front 2

Schools became larger because...

Back 2

cities were growing

-Schools began to offer a wider range of courses

-offered more services for students

Front 3

Student performance and interest improved when...

Back 3

schools were made less bureaucratic

schools are more intimate

Front 4

Larger schools can offer more diverse curriculum and activities BUT

Back 4

-students in larger schools tend to be more observers rather than participants (participation=higher school awareness= higher grades)

-large school size negatively affects participation of students whose grades are not very good

Front 5

Age grouping and school transitions

Back 5

One transition

-Elementary school (6-8 grades) and Secondary School (4-6 grades)

Two Transitions

-Elementary school (5-6 grades) and junior high/middle school (2-4 grades) and high school (3-4 grades)

Front 6

As more children move into middle school, it is associated with

Back 6

-grade drops

BUT
-scores on standardized tests do not decline (shows that still learning the outcomes)

-Implication: Student motivation and changes in grading practices may be changing, not student knowledge

Front 7

Middle School Characteristics

Back 7

-Larger and less personal than elementary school

-teachers less trusting and emphasize discipline (Not necessarily teachers, but characteristics of kids/schools/etc)

-Teachers believe students abilities are fixed

-Teachers feel less confident in their teaching abilities

-Teachers hold cultural stereotypes about adolescents

Front 8

Which students do the most poorly across a school transition?

Back 8

-students with academic and psychosocial problems before making a school transition

-adolescents moving into more impersonal schools

-students who experience the transition earlier in adolescence

Front 9

School Context Factors: Ethnic Composition

Effects of desegregation on school achievement:

Back 9

Research findings are mixed

-Little impact on achievement levels of either minority or white adolescents

-ethnic minority students' self-esteem is higher when they attend schools in which they are the majority

-students psychological adjustment is better when the cultural environments of their school matches that of their neighborhood (whites, blacks and latinos go the schools with the majority of their same ethnicity)

Front 10

Peer Ethnic Discrimination: Definition and Forms

Back 10

Define: Negative treatment by peer's because of one's ethnicity

Forms: Verbal Harassment (Ethnic/racial slurs)

Physical Harassment (Slappings, beatings, punching, pushing)

Front 11

Adolescents' experiences of discrimination are shaped by their contexts:

Back 11

schools as an institution

teachers

peers

Front 12

Consequences of Peer Discrimination

Back 12

low self esteem

high depression

low feelings of social competences

low academic motivation

Front 13

Protective school factors

Back 13

greater representation from your same ethnic group

-Being in minority tends to be protective

Front 14

High Percentage Same ethnicity

Back 14

Possible reasons:

Perceived as the group in power

Front 15

Protective school factors

Back 15

greater school ethnic diversity

-more diverse when equally balanced between two groups, but most diverse with other ethnic groups

Possible Reasons:

Eliminates clear numerical minority (minority status may result in less power)

May foster greater tolerance among ethnic groups

Lessens constraints on expected behavior

Front 16

Protective School Factors: Perceived Ethnic Representation

Back 16

-Students who believe they are in the minority may perceive more discrimination

-The experience of the school context matters as much as the actual ethnic diversity

Front 17

Protective School Factors: Interracial Climate

Back 17

Students experiences of interracial relations

-school norms: how school explains other ethnic groups (My school celebrates music of other cultures)

- Teacher Behaviors (encourage students to make friends with other ethnicities)

-Peer interactions (I talk to students....)

Front 18

Conclusion of Schools

Back 18

-Both objective and subjective perceptions of school environments impact peer discrimination

-schools, teachers, and peers all play a role

Front 19

Historic Beginnings of schools

Back 19

-Initially just for elites

-Industrialization- jobs

-urbanization- social context and morality

-immigration- citizenship

-Dominant views (G. Stanley Hall: Period of storm and stress)

-hope and fear

-preparation for modern society (what does this mean now? Shifts in everchanging times. How has teaching changed?)

Front 20

Goals and Outcomes of Schooling

Back 20

-Intellectual and Academic Development

-Life skills

-Social Development

~Types of social and learning interactions: Peer, teacher, and staff=community membership or not. institutional survival and social control=suppression of the individual *Learn the feeling of being part of the community* (Example)

Front 21

Perceived gains of institutional education

Back 21

Many students can learn simultaneously

-maximization of resources

-efficiency

Standardization

Assumptions: (1)students needs, experience and academic levels are close enough to make it work (IEPs) (2)Teachers' skills and experience/training is up to the task (3)Accountability measures for resource use, efficiency, and consistent implementation (standardization) are effective

Front 22

Elements of Successful Learning Opportunities

Back 22

(1)Safe and respectful Environment, (2)Caring and trusting relationships, (3)high and clear expectations, (4)opportunities for meaningful contribution and ownership, (5)consistency and continuity, (6)flexibility and adaptability, (7)know the origins and triggers for your students' disruptive behaviors

Front 23

Self-regulation

Back 23

self-directive process through which learners transform their mental abilities into academic skills

Front 24

Supporting Student Goal Orientation

by Carol Dweck

Back 24

When intelligence is fixed, the goal is to gain positive judgments and avoid negative judgments of competence

-high confidence: Mastery-Oriented

-low confidence: Helplessness

When intelligence is malleable, the learning goal is to increase competence

- high confidence and low confidence are both mastery oriented

Front 25

CHAPTER 5

Back 25

PEERS

Front 26

Different dimensions of peer relationships

Back 26

Clique vs Crowd

Popular vs Unpopular

Liked vs Disliked

Bully vs Victim

Friend vs Enemy

Front 27

Adolescent peer groups

Back 27

-there is a sharp increase during adolescence in the time spent with peers vs adults

-peer groups function with more without adult supervision

-increasingly, more contact is with opposite-sex friends

-Peer relationships begin to include larger collectives in addition to pairs of friends

Front 28

Cliques Characteristics

Back 28

Groups of between 2-12 individuals (Average is 5-6)

-Often of the same age and sex

-Share common activities

-Share friendships

Not all adolescents in a given school are members of a clique

Girls are more likely to be clique members; boys are more likely to be isolates

Adolescents' position within their social network are stable over time

Front 29

Function in development: Cliques

Back 29

-provide a context for socialization (ex: norms acquired by hanging out)

-provide a context for learning social skills (ex: how to be a leader, intimacy, how to break off a friendship)

Front 30

Crowds

Back 30

Large (bigger than 12), reputation or image-based groups of individual

ex: Jocks, Brains, Nerds, Latinos, Populars, Stoners, Skaters, Asians

Front 31

Function in Development: Crowds

Back 31

-Locate oneself within the social structure of the school

-channel associations with some peers and away from others

-provide context that encourages certain lifestyles and discourages others

-contribute to sense of identity- part of the headbangers, but don't smoke

Front 32

How is status assessed?

Back 32

Peer nominations: Peer Acceptance

-Who do you like the most? Least?

Popularity

-Who is the most popular? Least?

**check notes for results

Front 33

Links with Aggression

Popular->well liked/ accepted

Back 33

-socially skilled and friendly

-characteristics valued independent of context, always act like that in all settings

-negative association with overt and relational aggression: weaker in adolescence than middle childhood

Front 34

Links with Aggression

Popular-> perceived popular

Back 34

-status, visibility, and prestige

-characteristics that contribute to perceived popularity are more context dependent (how you dress, act)

-positively associated with overt and relational aggression (stronger in adolescence than middle childhood)

Front 35

Inclusion Tactics

Back 35

find the most popular in school and add them to clique by inviting them

-recruitment

-application-reach out to clique you want to be part of

-realignment of friendships

-ingratiation- giving people things to be part of their clique

*irresistible to adolescents to be part of a clique*

Front 36

Exclusion Tactics

Back 36

-subjugation of the out-group

-subjugation within the in-group (jocking for positions and not inviting other clique members)

-compliance (on Wed. we wear pink- if don't do it, could be kicked out)

-stigmatization (label placed on someone so they can't be part of any peer group)

-Expulsion (Breaking the Rules)