Department of Education that show that girls outshine boys in reading, writing, science, math, and have a lot higher educational aspirations. She also gives us data that shows that girls are starting to beat boys in enrolling in college, and that girls are more engaged in academically then boys. She implies that all of this has been happening because the educational doesn’t “favor” boys over girls anymore. I agree with that statement, but I also don’t think that the educational should let boys be “left behind” either. Yes, boys are bad at school; I can say this because I’m a boy and I see everything first hand, my peers are less and less interested in school and college, they often talk about just either dropping out of high school and getting a job, graduating and just work and not go to college or simply join the military.
Gender Bias in our School System Myra and David Sadker, experts in the field of education and sexism in schools published the opinionated article “Hidden Lessons” as an excerpt from their book “Failing at Fairness: How Our Schools Cheat Girls”. Their work brings to light an omnipresent gender bias problem in education. Is gender bias an issue that violates the laws of ethos, pathos, and logos or does this article embellish the issue found in modern day society? The Sadker’s use “Hidden Lessons” as a launch board to illustrate gender biasing in schools by stating examples of unfair teacher interaction where girls are given less opportunities than boys via unfair activities. The Sadker’s open their “Hidden Lessons” work by stating that “it is difficult to detect sexism unless you know precisely how to observe it” (Sadker, and Sadker 55).
Research shows that teachers are more likely to label middle class children as 'bright and well behaved' but working class children as 'naughty and disruptive'. Following the label being attached on the child is self fulfilling prophecy, this is when the child will respond and act according to the label being placed on them, so a middle class student will act well behaved and complete the work that is set whereas the working class student will disrupt and not complete the work set and therefore not do well in exams. This shows that labeling working and middle class students affects the educational achievements because of their social class.However George H. Mead can be criticised by material/cultural deprivation. Material deprivation is when the child doesn't have the right equipment for school e.g. books, and cultural deprivation is when the children
The study found that the counsellor judged pupils largely on their social class; this therefore put them at a disadvantage as middle-class students were placed on higher level courses. The self-fulfilling prophecy is another internal factor that can be linked to social class differences in achievement. A self-fulfilling prophecy is a prediction that comes true simply by virtue of it being made. Some sociologists argue that labelling can effect pupil’s achievement by creating a self-fulfilling prophecy. This can be seen in a study of a primary school by Rosenthal and Jacobson.
2). Instead of searching for a better educational environment, students look for better tests numbers. Lang Wood goes on by stating “Students can easily become discouraged and negative about education in general, which affects their learning ability” (par. 2). In addition to what Lang Wood believes, Stephens claims, students who are taking the test suffer from stress in result of worrying about passing it.
The teachers unknowing pass the ideas that they learned as a child onto their students, who also do not realize that it is being done to them. <br> Peggy Orenstein very effectively tackles the question "are boys and girls treated differently in school?" (Italicized paragraphs 7). She concluded from her field studies in junior high schools that the teacher sometimes treats boys and girls differently in the classroom. She also admits that boys and girls do have many differences, which cause them to behave differently.
Similarly at AS and A level, girls have a better chance of passing and achieving higher grades. For example in 2006, 95.8% of girls passed two or more a levels, whereas 94% of boys passed. One of the internal factors which also play an important part in the gender differences in achievement is the teacher’s attention. Joan Swann and David Graddol found that boys are generally more boisterous and attract the teachers gaze more often than girls, therefore receiving more chances to speak. Nevertheless, they found that the way teachers interacted with girls was more positive because it focused on schoolwork rather than behaviour.
This way, researchers have found that the result of reward programs will be better for kids, especially for those kids who are struggling the most. At the same time, KIPP found that rewarding for the actions they can control, works better on kids. In the case of Fog city school district, many of the high schools have received negative accountability report cards in truancy, achievement gap and test score. It means students are not doing well, and teachers and parents can’t control them. In my opinion, they definitely should try PASS, which they are planning to do.
The following day she reversed the situation and found that a similar scenario occurred but with the blue-eyed pupils achieving better marks than the brow-eyed pupils. In a follow up to the investigation ten years later, Elliott found that the experience had made the participants more tolerant to differences between groups and that they were opposed to prejudice. The implications of Elliot’s informal study were investigated by Weiner and Wright (1973, cited in Eysenck, 2002 pg 194), by a similar study. They also found that exposing children to prejudice in a protected environment helped them to understand it and therefore reduced it. However, both the investigations were carried out in school environments
One was the restricted code, this consists of a limited vocabulary with short unfinished grammar, and speech would be predicable they may even gesture instead (slang, street language.) The other code is the elaborate code this is typically used by middle class people; it has a wider vocabulary and is based on longer structured sentences. This would lead to under achievement because the language used in schools and in test papers tend to be in the elaborate code, so middle class people are again at an advantage. Finally, attitudes and values, Feinstein (1998) found that working class parents “lack of interest” was the main reason for their children’s under achievement