When children are exposed to discriminative behaviour at school, they become withdrawn and not valued. This theory centres on the behaviour and actions of the social environment children are exposed to at school. The most noted discriminative behaviours children are confronted with are a negative demeanour towards gender, culture, skin colour, dress and appearance. However, with a positive environment of acceptance for all people from an early age, children learn to value and respect themselves and each other. The way a teacher listens, talks and observes a child is influenced by the images they have of the child. Teachers who see children as being creative, engaging, imaginative, communicators and learners have a classroom of children who …show more content…
The effects of poverty can cause negative behaviour in the classroom due to emotional and social challenges. Research suggests that children who have had a disadvantaged upbringing are less likely to do well at school (Connell, White and Johnson as cited in Ewing , 2013, p. 74). Not being socially accepted because of socio economics can deter a child’s experience of schooling and create cognitive lags. For this reason, it is important for schools to bridge this gap. Children from different socio economic backgrounds bring similar knowledge to the classroom, but it is the children’s experiences that can have a negative impact on a child’s learning (Thomson, 2002, p.4). For example, children from low socio economic backgrounds can have high levels of behavioural and emotional problems, anger, have less linguistic knowledge and high levels of absent days from school. Likewise, another factor that can affect a child’s schooling experience is gender …show more content…
This discriminate behaviour causes children to feel like they do not belong; there for withdrawing themselves from their school and learning. It is up to us as teachers, to further our learning and educate ourselves on the diverse world we live and teach in. The gender, culture, skin colour, dress and appearance of a child does not change who they are inside and their capability to learn. Teachers must not have preconceived ideas of a child. When children have strong relationships between home and school their learning and development is best supported (Hedges, Cullen & Jorden 2011). When teachers are interpreting the curriculum it is important they include practices that that link the home, family and community experiences. With a positive and supportive school environment, children can learn to feel and show acceptance for all people no matter of age, sex, race, culture and socio economics. Children can learn to value and respect themselves and each other. Australia has a diverse range of culture and ethnicities in schools and majority of schools are using effective methods to cater and enrich a child’s learning experience. Schools must support the ongoing professional development of teachers in gaining better knowledge of different cultures and the links between educational outcomes. Every child has the right to enjoy school, and it is up to us as
Racism and ethnicity continue to affect the sector of education in most parts of the world. More often, it influences adults and children’s experiences in education at all levels and in various ways. These include professional employment, academic performance, parental involvement, social interactions, assessment issues, and curriculum development. Certainly, the terms racism and ethnicity identify as problematic and arise socially. Therefore, many people fail to recognize that racism is a perception about the color of the skin and traditions of a particular group of people. Racism and ethnicity exist in quite blatant and subtle forms. As such, racism and ethnicity usually lead to negative consequences for the group that does not belong to the dominant culture. The contemporary racism originated from various avenues, one of it being the society norms and upbringing. Indeed, as children grow, they exclusively rely on their parents or guardians to learn new things. Moreover, part of the upbringing involves teaching the children things about the society and the
Prejudice is a topic of interest to social psychologists and society as a whole. Prejudice can be defined as ‘an attitude that predisposes a person to think, feel, perceive and act in a favourable or unfavourable way towards a group or its individual members’ (Secord and Backman, 1974, p). Prejudice is often the cause of negative behaviour such as bullying and aggression. Discrimination such as; racism, ageism, sexism, nationalism, classism may occur as a result. Jane Elliot’s study: A Class Divided (1968) attempts to highlight prejudicial behaviour in children. Elliot divided her class into groups of eye colour. She told the children that blue eye colour defined people to be more intelligent and superior to those with brown eyes. Results showed that the divide caused pupils to develop characteristic responses of discrimination. Additionally, it showed the subconscious affect of discrimination by both the oppressor and the oppressed. (Video, 1968)
There are many social identities to take into consideration. It is not just race, ethnicity, gender, sexual orientation, language and social class. There are also categories such as health, education level, and body type. With a surplus of social factors, it is easy to have a hidden prejudice toward certain social identities. It is critical to first acknowledge how institutional forms of prejudice will covertly affect a child’s educational experience. As you can imagine, overt prejudice, a term used to describe the explicit discrimination you see, is easier to spot and therefore avoid. But the covert/indirect prejudices are much easier to slip through the cracks of lessons and classroom materials. For example, having a selection of children’s books that showcase only white, slim, heterosexual family structure is an illustration of a way ...
As a community we enact tangible proclamations of our values in the form of legislation and policies. Furthermore the public education system reflects what we, as a community hold in esteem whilst embodying our hope for the future. Education Queensland’s (EQ) Inclusive Education Statement (2005) clearly articulates a commitment to quality teaching and learning that actively enables immediate and long-term achievement for young people regardless of circumstance. Based on a social justice and equity model, inclusion in schools presents as distinct promotion of social change. Perceptions of previously marginalised persons as being without value is now challenged, as we are encouraged to acknowledge each unique individual in direct opposition to the stereotype. The status quo is shifting, so too must our ideals and attitudes in order to accommodate this shift.
It is imperative that educators have high expectations for all children regardless of their circumstances. There are different explanations of how poverty and class relate academic achievement. Some of the explanations to clarify reasons for low achievement with students are genetically inherited intelligence, language deficit, and lack of aspirations. Lack of aspiration plays a matter in academic achievement. Aspirations develop in relations of what appears possible to achieve. Children living or affected by poverty often experience lack of aspiration due to growing up in poverty and seeing their parents, relatives experience unemployment, struggle to provide and support them. Thus, children affected by poverty frequently learn that aspirations lead to disappointment. Furthermore, teachers need to be supported and given time to understand children/students who are living or affected by poverty to create successful interactions between teachers and leaners in challenging schools. More so, teachers need the opportunities to gain more knowledge and better understanding view of their students outside of
In conclusion, it is obvious through everyday life and from past history that it is still very important that society and the government address the issues of stereotyping, prejudice, and discrimination, and promote tolerance and respect for all people by implementing curriculum and practices in American schools. However, what students learn in the classroom needs to be reinforced by the examples their parents set. Educating students about other races, gender, religious, and cultures help them understand and accept people who are different from themselves.
Despite this, there are still those who do not believe that children raised in poverty are more likely to underachieve in school. A more equal distribution of income in society can lead to fewer social problems. The Ministry of Education in New Zealand believes that with the right skills, teachers can help all students succeed regardless of their social grouping. However, this is not always possible as some families living in poverty lack the necessary resources for their children's education. Parents with higher socioeconomic status have more opportunities to spend time with their children and can afford pre-school education.
It can be argued that the academic performance of children has nothing to do with their socioeconomic status, because there have been many cases of children from very poor families who have excelled greatly in academics (APA, 2017). Furthermore, many predominantly high-end schools have posted poor results when compared to school with poorer backgrounds. This is despite the fact children from lower socioeconomic classes do not have access to the best forms of learning materials. The high performance of children from poor backgrounds is often attributed to the fact that they are not preoccupied with many activities which would otherwise hinder them from concentrating on their studies (Sacerdote, 2002). Therefore, some believe it is false to say that poor performance is associated with children who come from low socioeconomic classes. Rather, they believe academic achievement is genetic (Sacerdote, 2002).
Behaviorism contends that desired behavior from people is formed by the actions and reactions of other people rather than an individual’s own free will. This means that by carefully and deliberately shaping desirable behavior, morality and information is learned by individual, so important causes of, and motivations for behavior lie outside, rather than within an individual. Therefore for behaviorists, all learning is observable and measurable.
A child miseducated is a child lost. As we have evolved into a mostly efficient country, we still have obstacles regarding education. According to Lucy Hart, students of lower economic statuses often face additional problems like resources, learning conditions, and poor motivation that negatively affects their academic performance. Families with lower incomes struggle with providing academic support for their children. They have limited time and financial resources, making it hard to create a good support system. Most parents cannot afford the technology necessary and tutors for their children. “When children do not have a positive learning environment at home, it negatively affects their academic achievement level in school” (Lucy Hart). This study addresses a number of issues regarding the poor having less access to good education and technology.
Among the deprived and polarized are children. They are usually denied a variety of culture as many gated communitites tend not to be richly diverse in class or ethnic standing. This deficiency of being raised surrounded by diversity can play a key role in the increase of feelings of apathy toward those of different ethnic or social background; and in extreme cases, can lead to school violence.
Teachers shape lives through words and actions. It is a great responsibility to show guidance, care, and acceptance to all children and to inspire them to become the best that they can be. This philosophy has been discussed in the areas of the nature of students, the nature of knowledge, the purpose of public education, methodology, and curriculum. In order to help a child, I must teach, and be teachable. I must speak and listen. I must look into their eyes and understand. They must look into mine and know truth.
Living in poverty exposes children to disadvantages that influence many aspects in their life that are linked to their ability to do well in school. In the United States of America there are an estimated 16.4 million children under the age of 18 living in poverty (U.S. Census Bureau, 2010). “The longer a child lives in poverty, the lower the educational attainment” (Kerbo, 2012). Children who are raised in low-income households are at risk of failing out before graduating high school (Black & Engle, 2008). U.S. children living in poverty face obstacles that interfere with their educational achievement. Recognizing the problems of living in poverty can help people reduce the consequences that prevent children from reaching their educational potential.
In 2013, Inclusive Education Report stated that discriminatory practices of schools were the greatest barriers to education in Australian schools (Cologon, 2013). Inclusivity has a potential to positively impact the students and the tutors. It creates an environment where the school system cares for both the student’s and the teacher’s needs. Inclusion creates a sense of community among the children. In order to understand the concept, I conducted an interview with the head teacher of my former school. I intended to know her understanding on inclusivity, the Christian understanding of inclusivity, its importance and the strategies that schools implement to achieve it. I also sought to find out whether the school was making deliberate attempts to make sure that learners from different backgrounds had quality education. Lastly, I also asked he...
"Simple Successive Discrimination And Functional Class Formation In Preschool Children." Psychological Record 63.3 (2013): 525-544. Academic Search Premier. Web. 21 Apr. 2014.