It is also of paramount importance that educators set high expectations for all students and ensure students that they can meet those expectations, regardless of income and opportunity. While many teachers hold low-opportunity students to a lower standard out of good will, this prevents students from rising to meet high standards and allows more room for bias to come into play (Source G). A study conducted by David Yeager confirms this. During the study, students were given feedback on essays. When they were told “I’m giving you these comments so you’ll have feedback on your paper,” 24% of Black students revised their essays. On the other hand, when they were told, “I’m giving you these comments because I have very high expectations and I know …show more content…
Social-psychological interventions are “brief exercises that do not teach academic content, but instead target student’s thoughts, feelings, and beliefs in and about school” (Source A, page 3). These have a profound impact; in a Walton and Cohen study, a 1-hour session to increase social belonging among Black college students led to increased GPA of these students over the next three years, halving the black-white achievement gap (Source A).
These small interventions have large impacts by removing significant social barriers to education, such as a feeling of exclusion. In order to be effective, however, a few conditions need to be met. An effective intervention must begin with a precise and accurate understanding of students’ individual experiences in school. Then, the intervention must be specifically targeted to directly address a specific problem with students’ experiences. The interventions must include students actively participating and processing their emotions and knowledge. Additionally, they must be “stealthy.” Direct persuasive appeals or telling students that they are receiving an “intervention” makes students feel controlled, stigmatized, and looked down upon. Finally, interventions must be brief; long interventions can feel controlling or create repetitiveness, preventing information from being internalized (Source
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The first is accountability. Individuals should be held accountable to explain their decisions related to discipline, grades, and other such manners. This prevents educators from making the snap judgements that promote bias. The second is transparency. Making academic and disciplinary criteria objective, explicit, and well-known helps prevent bias by anchoring decisions to concrete guidelines. The third is allowing sufficient time to make decisions, which prevents educators from defaulting to System 1 thinking. The last is diversity, as intergroup contact challenges stereotypes and biases (Source
In Schooltalk: Rethinking What We Say About - and to - Students Every Day, Mica Pollock provides readers with fact-based information to “flip the script” of the misrepresentation of students in the education setting. Pollock demonstrates how race, gender, and ethnic labels can be detrimental to student achievement. She, then, dives in to 600 years of myths regarding social race labels and how they continue to affect humans today. By correcting race, gender, and ethnicity label myths in our minds, we can effectively advocate for these students. To conclude the book, Pollock focuses on how to devise a plan to correct our own misconceptions and foster a supportive environment for diverse students. Throughout
In many low income communities, there are teachers that are careless and provide their students with poor quality education. These teachers are there just to make sure that they keep receiving their monthly paychecks and act in this way because they believe that low income students do not have the drive, the passion, or the potential to be able to make something of themselves and one day be in a better place than they are now. Anyon reveals that in working class schools student’s “Work is often evaluated not according to whether it is right or wrong but according to whether the children followed the right steps.” (3). This is important because it demonstrates that low income students are being taught in a very basic way. These children are being negatively affected by this because if they are always being taught in this way then they will never be challenged academically, which can play a huge role in their futures. This argument can also be seen in other articles. In the New York Times
America is often thought of as the land of equality and opportunity. We have fought for many things like all people being treated as equals and women’s rights and seen change, but one thing that has not seen a lot of change is the equality for the students in the American education system. Many people think that the American education system gives all students an equal chance to succeed, but minority students such as Hispanics, African-Americans, Asians, etc. have a harder time persevering in school than other students. Since our education system is based on strict disciplinary methods, curriculums for students that speak English, and funding for resources, the question that arrives in many people’s minds are, if all students are given an equal
According to Jerry Rosenfeld, American schooling is failing minority students in widespread proportions. In his ethnographic book “Shut Those Thick Lips!” (1971), African American students arrive at a Harlem school with deficient baseline skills, resulting in less than optimal academic outcomes. The predominantly white teaching staff accepts these deficiencies as a consequence of “cultural poverty,” whereby the minority culture itself is lacking and wanting for successful integration into the larger society. By excepting the culture as impoverished, teachers shift responsibility for such common minority failure directly onto the students.
As students and educators, we should learn that a student should not be judged because ultimately we expose them to stereotypes based on things such as racial background, education level, and social class.
...e and prepared for college work. For a student in a black that is majority black and under resourced is highly unlikely to receive an education and graduate on time and won’t be college ready. Unfortunately this scenario happens way too often. Lots of black students do not receive the knowledge that they need to further their education in college and many students that do try to further their education do not end up finishing. Because they missed out on so much information they have a very difficult time doing their work and get the feeling that they need to drop out. It is unfortunate that today, not all students can receive a good education and have a chance a furthering their education and becoming successful. This is why it is necessary that the education system change immediately so that all students can receive an equal opportunity to further their education.
The Impact of Social Intervention on Individuals When attempting to explain the question of what is crime? Two predominate theories emerge, that of a structural explanation and that of an agency. These theories form one of the fundamental debates in Social Science and each offers its own perspective on how free individuals are to act as they chose with out social intervention. As such in this essay I intend to illustrate the key points of each explanation and in turn highlight key methods of evidence used to support them. Those who would describe crime with the foundation on social structures, focus on the collective influences, which drive individuals to behave or conform in certain manners.
Our education system faces a myriad of questions. One of which is, what is the main objective of our education system: to graduate students at a high academic standard, to graduate students who can interact socially, or to prepare students wholly in order to become contributing members of society? Parents, school districts, and the government all have their own ideas as to the primary purpose. The means (education) to the end (producing educated citizens) can take many roads or methods. One method goes down the road of social promotion. However, the unpopular practice of social promotion in our schools does not prepare our children academically. It promotes low standards, accepts mediocrity, and gives a false hope of success in a world which is unforgiving towards the uneducated.
Social work is a highly organized profession that involves a large broad of need-to-know knowledge base and the up most intellectual skills, which allows the social worker to follow a certain process of assessment and intervention when working with a service user. Throughout this essay an intervention plan will be developed, canvassing Trevithick’s framework of theoretical, factual and practical for the case study of Mrs. Browning. The case describes a widowed 85-year-old Mrs. Browning who has been admitted to Western Health Hospital after a fall at her home. Before the incident, she has managed independently with some support from her daughter who lives 50 miles away, whereas her other two adult children live out of state. The fall has resulted
There are several school-level processes that may affect student outcomes either as direct effects of instructional practice or indirectly through support of students’ social-psychological needs (Rowan, B., Chiang, F.-S., Miller, R. J., 1996).
Early Intervening Services is a hot topic and nonetheless relevant topic for us educators. Early Intervening Services is essential for all students to succeed. “The concept of early intervening services was introduced into public school systems with the implementation of the Individuals With Disabilities Education Improvement Act (IDEA) of 2004” (Mire & Montgomery, 2009). Administrators need to adhere to the educational laws so that all children have the right to learn and grow with their peers in an educational setting. One change in the law is this emphasis of intervening early to meet the needs of children at risk of not succeeding in the classroom. A common thread with the research articles I’ve selected is this notion of effectiveness. Dickman’s (2007) formula and the provided description of IDEA: Early Intervening Services ( ) both support the non negotiable pieces of the puzzle in order to have an effective approach when providing Early Intervening Services. The research heavily emphasizes the importance of Early Intervening Services must be provided with scientific research-based, training to carry out the program, and informed environment. The research strongly suggests that all three are essential to meet the expectations of Early Intervening Services. Dickman’s vital points do align with the definition of IDEA. In Neuman’s (2007) Changing the Odds article, identifies effective principles to an intervention just like Dickman; she also agrees professional training is key to effective Early Intervening Services. Although, her attributes for an effective intervention consist of eight principles and his consist of three, both of them strongly believe children can succeed when provided effective early intervention services by...
The National Center for Education Statistics (NCES, 2004) reported that Black students continue to trail White students with respect to educational access, achievement and attainment. Research on the effectiveness of teachers of Black students emphasizes that the teachers’ belief about the Black students’ potential greatly impacts their learning. Teachers tend to teach black students from a deficit perspective (King, 1994; Ladson-Billings, 1994; Mitchell, 1998). White teachers often aim at compensating for what they assume is missing from a Black student’s background (Foorman, Francis & Fletcher, 1998). The deficit model of instruction attempts to force students into the existing system of teaching and learning and doesn’t build on strengths of cultural characteristics or preferences in learning (Lewis, Hancock...
In the United States 20% of the adult population report that they are living a flourishing life (Keyes, 2002). However, a high percentage reports feeling as if they are ‘‘stuck’’ or ‘‘want more’’ and are yet not diagnosable with a mental disorder (Fredrickson, 2008). Because happiness has been found to be the source of many desirable life outcomes e.g. career success, marriage, and health, it is of importance to understand, how languishing individuals can reach this ideal state: How can well-being be enhanced and misery reduced (Lyubomirsky, King, & Diener, 2005). Over the past decade, research in the field of positive psychology has emerged to provide evidence-based methods to increase an individual’s psychological well-being, through so called positive psychology interventions (PPI’s). PPI’s are treatment methods or intentional activities used to promote positive feelings or behaviour. PPI’s vary from writing gratitude letters, practicing optimistic thinking and replaying positive experiences. A meta-analysis of 51 independent PPI studies demonstrated significant results in the effectiveness of PPI’s increasing well-being (49 studies; r = .29) (Sin & Lyubomirsky, 2009).
Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2004). The Scientific Base Linking Social and Emotional Learning to School Success. New York: Teachers College Press, Columbia University .
...the pressure of keeping up with other students. Here, they can work at their own pace and figure out a solution that best works for them to understand or solve a problem. One last idea school reform should address in creating an equality of opportunity in public schools would be to set standards and spend more time in the classroom on these important tasks. These standards are put into place to help evaluate one’s progress. It’s important to have some standards in place, but they need to be feasible. To make such standards feasible, the teacher will be able to tailor it so that the standard can be met by the student. Spending a decent amount of time to get students to reach these standards is imperative. Without a sufficient amount of time, students may not be able to grasp and fully understand what is being taught to them resulting in standards not being met.