On the one hand it could be said that it is down to discrimination in schools that there is evidence of ethnic differences in educational achievement. One example of discrimination in schools is labelling and teacher racism. Interactionists focus on the different labels teachers give to children from different ethnic backgrounds. Their studies show that teachers often see black and Asian pupils as being far from the ‘ideal pupil’. For example black pupils are often seen as disruptive.
Such theories include that “boys need a competitive and confrontational learning environment, while girls can only succeed if they work cooperatively and are not placed under stress” (Sherwin). However, this theory can be proved wrong due to the fact that women cope better with stress than men do, which is one of the main reasons why women tend to outlive men (Barber). This theory also provides a clear example of how gender stereotypes are being forced into the minds of boys and girls in a school setting. If a school starts to separate boys and girls from each other due to such theories, girls will start to make excuses for their poor test scores, etc. by saying that they were “too stressed out” to do well on a homework assignment, test, quiz, etc.
When looking at ethnic differences in achievement, sociologists often focus on the labels teachers give to children from different ethnic backgrounds. Their studies show that teachers often see Asian and black pupils as being far from the “perfect pupil.” Instead, they often label black children as disruptive and Asian children as passive. Negative labels may lead teachers to treat ethnic minority pupils differently, which often disadvantages them and results in failure in education. David Gilborn (1990) found teachers were quick to discipline black students, seeing them as a threat to their authority and safety. Teachers often misinterpreted their behaviour as threatening when no threat was intended.
When studying education, the point is that pupils respond to their education in different ways. Some groups accept teachers' rules and authority unquestioningly, whilst others spend most of their time breaking the rules and avoiding work. In the 1970s, the media gave a great deal of attention to inner-city schools and to the misbehaviour of their pupils. This motivated sociologists such as Paul Willis to look into the reasons for the development of these working class groups of 'undisciplined' school pupils, or anti-school subcultures. Paul Willis's study entitled 'Learning to
Heilbroner then goes on to tell us that stereotyping is like gossip which makes us pre judge people before we get a chance to even meet them. Once we stereotype a person then we tend to see them in the manner in which we pre judged them. Heilbroner goes on to tell us about another study he did in a gym class in middle school. He told the "cool" kids to mess up on the exercises. When he asked the children who messed up on the exercise, they said the children who were considered "bad" were doing it wrong instead of identifying the "cool" kids as the children who did it wrong.
Although boys and girls are taught together, should classrooms be separate due to the lack of female education compared to males? Females do not achieve all they can in coeducational schools because of the silent sexism going on each and every day. Little things such as calling on a student of one gender more often, making remarks about one gender’s certain abilities in a field (for example, science or math), “guiding” students into subject and career choices based on their gender rather than their interests or abilities, and assigning classroom chores or tasks based on their gender are all forms of sexism. Sexism in classrooms affects women’s self-esteem, overall educational levels, careers choices, and ultimately income. What seems to be a little more attention given to males really adds up to women underachieving throughout their lives.
Body Paragraph 2 * Reason 2: Students feel unprepared for an examination. Body Paragraph 3 * Reason 3: To make their parents proud and not face disappointment. Conclusion * Why cheating is bad * Solution to reasons making students not cheat. Why Students Cheat Through School Snehal Kathuria Ms. Ramsey Wednesday, October 26, 11 Cheating in school is defined as an act of dishonesty in order to gain an advantage during an examination. Students that are caught cheating face a wide range of extreme consequences.
Later, though, after the student has cheated, there is a sense of ease and resolution to the situation, and this weakens her argument, making the issue of cheating seem almost irrelevant or benign. The reader also notices Wenke’s use of the personal pronoun “you” throughout the scenario in the first paragraph, suggesting that she is aiming the argument at high school and college students. It’s evident that the tone of this piece shifts, but the author begins with a quizzical tone and asks many questions throughout her argument. “If my parents’ generation had such high morals and wouldn’t cheat, wouldn’t they teach their children the same?” (Wenke, Page 1) She then moves to a more contemplative tone in the latter part of the piece, explaining the possible effects of cheating on our society today. She points out that “this attitude will not stop in the classroom, but will carry on into the business world… [the students who cheat] are in turn the ones who will
The differences in culture were looked at as a deficiency or abnormality by counselors. This affected the relationship between the students and the counselors, which caused attention to be given to differences in race and ethnicity in the counseling practice and theory. Now almost all counseling programs have courses or practicums to ensure school counselors can work in a culturally diverse world, while being sensitive and effective (Erford, 2015). The School counseling role in my opinion has become more appreciated over time. For example, in 2006, the “Diploma Project” was started to reduce high drop-out rates at a lot of schools in Los Angeles.
Theories of aberrant or unusual behavior have been time and again used as possible explanations as to why they cheat (Lathrop & Foss, 2000). However, it has with time evolved from being an unusual way of behaving by students to something normal in modern day times. Consequently, this posses a major challenge to those who advocate for change among students to halt cheating in the school environ since it has become a part of the student code which is really tough to break. One of the most successful sociological theories in the explanation of cheating among students in institutions of learning is the conflict theory. Karl max developed the theory which has been further developed in modern times more prominently by C. Wright Mills (Davis, Drinan, & Gallant, 2009).