ROMMEL B.

OBILLO
MED-MATHEMATICS

DIVERSITY OF LEARNING with AR

Reaction Paper

1. Socioeconomic Preferences
Social and economic factors, such as income, education, employment, community safety,
and social supports can significantly affect how well and how long we live. These factors
affect our ability to make healthy choices, afford medical care and housing, manage
stress, and more. Socioeconomic status is the social standing or class of an individual or
group. It is often measured as a combination of education, income and occupation.
Examinations of socioeconomic status often reveal inequities in access to resources, plus
issues related to privilege, power and control.
Infact,  I argue that the material conditions in which people grow up and live have a
lasting impact on their personal and social identities and that this influences both the way
they think and feel about their social environment and key aspects of their social
behaviour. Relative to middle‐class counterparts, lower/working‐class individuals are less
likely to define themselves in terms of their socioeconomic status and are more likely to
have interdependent self‐concepts; they are also more inclined to explain social events
in situational terms, as a result of having a lower sense of personal control. Working‐class
people score higher on measures of empathy and are more likely to help others in
distress. The widely held view that working‐class individuals are more prejudiced
towards immigrants and ethnic minorities is shown to be a function of economic threat, in
that highly educated people also express prejudice towards these groups when the latter
are described as highly educated and therefore pose an economic threat. The fact that
middle‐class norms of independence prevail in universities and prestigious workplaces
makes working‐class people less likely to apply for positions in such institutions, less
likely to be selected and less likely to stay if selected. In other words, social class
differences in identity, cognition, feelings, and behaviour make it less likely that
working‐class individuals can benefit from educational and occupational opportunities to
improve their material circumstances. This means that redistributive policies are needed
to break the cycle of deprivation that limits opportunities and threatens social cohesion.

2. Cultural Differences
Culture is defined to be a framework to our lives, something which affects our values,
attitudes and behavior. In analyzing and understanding cultural differences it is important
to pay attention to how members of various cultures see i) the nature of people, ii) a
person's relationship to the external enviroment, iii) the person's relationship to other
people, iv) the primary mode of the activity, v) people's orientation to space, and vi) the
 person's temporal orientation because of these dimensions, I believe that the need to
understand cultural differences is obvious today. Many societies are multicultural, and
many people and organizations collaborate across geographic and cultural boundaries.

3. Gender Differences
Sex and gender divide the human species into broadly two divisions. Whereas sex as it is
understood biologically is an individual dichotomy common to the entire human race,
gender is the cultural conceptualization of sex which is largely understood as a symbolic
category which contains within its gamut, the relationship between the sexes.
There are at least three reasons to study gender differences: i) to understand the source of
any inequalities; ii) to improve average performance; and iii) to improve our
understanding of how students learn. Gender differences point to areas where student
background and characteristics significantly affect student performance. Understanding
what drives differential student performance can foster the design of effective educational
policies to address quality and equity concerns. Why do female and male students
perform differently? What drives gender differences? Is there a need for gender specific
policies? Are there specific policies that would improve male or female student
performance? These are some of the questions that can be analysed by looking into
gender differences.

4. Sexual Preferences Differences

A person who identifies as bisexual, for example, may sexually prefer one sex over the
other. Sexual preference may also suggest a degree of voluntary choice, whereas the
scientific consensus is that sexual orientation is not a choice. We use the acronym LGBT
to describe the lesbian, gay, bisexual, and transgender community. The first three letters
(LGB) refer to sexual orientation. The 'T' refers to issues of gender identity. Gender
identity is your own, internal, personal sense of being a man or a woman (or as someone
outside of that gender binary).Sexual orientation describes a person's enduring physical,
romantic, and/or emotional attraction to another person (for example: straight, gay,
lesbian, bisexual).Transgender people may be straight, lesbian, gay, or bisexual. For
example, a person who transitions from male to female and is attracted solely to men
would be typically identify as a straight woman.