CHAPTER 2: RRL COMPILATION

Claribelle
1. Research on the academic achievement suggests that it has relationship with some demographic
characteristics. For example, Jaeger & Eagan (2007) and Cole & Espinoza (2008) found gender
differences in the academic performance of male and female students. Keith, et. al. (2006) found
positive relationship between age and academic performance. However, Kaur, et. al. (2010) found that
age does not significantly contribute to academic performance of university students in distance
learning.

Tuttle (2004) found that students’ academic performance correlates with the family household income
and their place of residence. Davis-Kean (2005) found on his study that educational attainment of the
parents and household income are strong predictors of academic achievement. Acharya and Joshi
(2009) found that parents’ education can affect the achievement motivation in academic area. Yousefi,
et. al. (2010) found that there is a relationship between family income and academic achievement of
students.

The above stated research studies indicate that some demographic factors may affect academic
achievement of students. It was hypothesized that some demographic factors may be significant
predictors of academic achievement of students.

Essays, UK. (November 2018). The Socio Demographic Profile Education Essay. Retrieved
fromhttps://www.ukessays.com/essays/education/the-socio-demographic-profile-education-essay.php?
vref=1

2. a.) Individuals are constantly shaped by the environment and the variables from which they surround
themselves. The same can be true for students. Each student’s life is composed and stimulated by
different features whether it is a low income family, family traditions, their parent’s education,
community involvement, or race. Teachers need to understand that every student has been influenced
by these demographic characteristics in order to be effective. This paper will discuss what demographics
are affecting education and how better knowledge of these demographics can be utilized to benefit the
student.

b.) A lower family income left students struggling to achieve in class. Factors that a school is able to
control, such as educational level and teaching experience of the staff, have little to do with student
performance; but socioeconomic factors present in schools seem to significantly influence a student’s
ability to succeed (Okpala, 2002). If a student is in a low income family they may need more attention
than others in order to reach success.
c.) Professor Chasity Bailey-Fakhoury who specializes in African American culture for girls in a school
setting at Grand Valley State University explains: When a teacher is not familiar with the different
backgrounds and is not familiar with how they [students] have been socialized racially you may question
their behavior. There is a conflict and the teacher has misinterpreted the behavior, and ultimately it
affects the way the student feels connected to the classroom and to the teacher. If you don’t have that
cultural competence piece and if it’s not in your purview to take those things into consideration…then
we are judging these students and we aren’t taking into consideration multiple world views and other
perspectives (Bailey-Fakhoury, personal communication, February 18, 2014).

d.) Demographics influence a student’s everyday life. A student’s socioeconomic status, family structure,
parent level of education, culture, technology usage, transience, race, spirituality, and crime rate near
the home all impact them on a daily basis. These are the factors that are imprinted on the student and
characterize them in their own way. They develop the student outside of the classroom, and it is a
teacher’s responsibility to understand this so that they may teach in a way that a student can learn at
their highest potential and thus develop further within the classroom.

VanderStel, A. (2014). The Impact of Demographics in Education. The Impact of Demographics in

Education,2-14. Retrieved July 22, 2019, from https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?
article=1306&context=honorsprojects.

3. Many campuses were not prepared for the changes they would undergo as a result of including more
women and racial/ethnic minorities in their student bodies. Rising minority enrollments were connected
with major intellectual and social movements that raised important questions about the production and
transmission of knowledge, as well as access to education. Diverse student enrollments produced
pressures to make institutions more responsive to the issues that arose as a result. This led to the
development of often with corresponding institutional and individual resistance to new academic
support programs and student organizations, diversification of the faculty and staff, the establishment of
ethnic and women's studies programs, and the revision of curricula to better reflect the diversity of
experiences and perspectives. Many of these issues posed new challenges in the classroom. For
instance, diversification of the student body dictated that faculty develop a more expansive repertoire
of approaches to curriculum and pedagogy (AAC&U, 1995).

Given these widespread changes in institutions, the impact of diversity on the intellectual environment
is actually quite broad, and one can focus on any number of issues. In addition, measuring the effects of
diversity is complicated because they cannot always be observed directly and often are not truly visible
until gauged by long-term outcomes such as career choices, personal beliefs, and friendship patterns.
Hurtado, S. (2001). Linking Diversity and Educational Purpose: How Diversity Affects the Classroom
Environment and Student Development. Harvard Edcuation Publishing Group, 191. Retrieved July 22,
2019, from ERIC.

Johanna
1. In education, student diversity contributes to classroom learning (Hurtado 2006); workforce diversity
helps avoid “groupthink” and is associated with higher levels of innovation and creativity (Audretsch et
al. 2010); and, increasingly, ethnic or cultural diversity is also seen as conveying an economic advantage:
businesses and cities with more diverse workforces or populations may see higher returns or better
economic growth (Alesina and La Ferrara 2005; Easterly 2001; Ottaviano and Peri 2006).

Franklin, R. S. (Mar 2013). The Roles of Population, Place and Institution in Student Diversity in American
Higher Education. Retrieved from https://www.ncbi.nlm.nih.gov/m/pubmed/25425748/

2. The Right to Education Act states that 25 per cent of seats in private schools must be reserved for the
economically backward. What this does, is encourage students to learn from each other and use their
experiences from their varied backgrounds to mutually benefit each other. Changing demographics in
Indian education are definitely a boon to the system and in a day and age where learning is going
beyond text books, to bring about a cultural as well as intellectual change in society.

Dohadwalla, H. (Nov 2017). The Change in Demographics has brought New-age Learning to the
Classroom, Along with Technology. Retrieved from https://www.entrepreneur.com/article/304961

3. As higher education leaders look to the future, significant demographic challenges lie on the horizon.
While some institutions may manage to mitigate lost enrollments (and associated fee income) through
broader outreach to underserved domestic and international markets, the magnitude of the reduction in
fertility is so large that most cannot rely on this strategy alone. Focusing on the challenge of increasing
student retention and improving college completion rates offers a potentially fruitful approach. By re-
doubling retention efforts some institutions might increase enrollments without recruiting new
students. This may require reconsidering a range of practices in and out of the classroom. Institutions
that cannot find ways to recruit or retain sufficient students may face retrenchment.

Grawe, N. (July 2018). Demographic Changes Pose Challenges for Higher Education. Retrieved
from https://econofact.org/demographic-changes-pose-challenges-for-higher-education
Karen

1. • Organise collected data as soon as it is available

• Begin with the end in mind - know what message you want to get across and then collect data that is
relevant to the message

• Collect more data

• Create more data

• Regularly run experiments or collect data

• Challenge your assumptions

• Set reasonable expectations

• Take note of interesting or significant data

• Quantity is good but quality is even better

Research Guide: Data collection techniques, (2019, July 9). Retrieved

from https://up-za.libguides.com/c.php?g=485435&p=4425506

2. Demographics

Definition of Demographics

Demographics is the study of a population based on factors such as age, race and sex. Governments,
corporations and nongovernment organizations use demographics to learn more about a population's
characteristics for many purposes, including policy development and economic market research. For
example, a company that sells high-end RVs wants to know roughly how many people are at or nearing
retirement age and what percentage are able to afford the product.

Demographics

BREAKING DOWN Demographics

Demographics is the collection of data regarding a specific population. It is frequently used as a business
marketing tool to determine the best way to reach customers and assess their behavior. Segmenting a
population by using demographics allows companies to determine the size of a potential market. The
use of demographics helps to determine whether its products and services are being targeted to that
company's most important consumers. Market segments may identify a particular age group, such as
baby boomers (born 1946-1964) or millennials (born 1981-1996), that have certain buying patterns and
characteristics.

Types of Demographic Information

For corporate marketing goals, demographic data is collected in order to build a profile for the
organization's customer base. The common variables that are gathered in demographic research include
age, sex, income level, race, employment, location, homeownership and level of education.
Demographics make certain generalizations about groups to identify customers. Additional demographic
factors include gathering data on preferences, hobbies, lifestyle and more. Governmental agencies
collect data when conducting a national census and may use that demographic data to forecast
economic patterns and population growth in order to better manage resources.

How Demographic Information Is Used

Most large companies conduct demographic research to determine how to market their product or
service and best capture the target audience. It is valuable to know the current customer and where the
potential customer may come from in the future. Demographic trends are also important, since the size
of different demographic groups changes over time as a result of economic, cultural and political
circumstances.

This information helps the company decide how much capital to allocate to production and advertising.
For example, the aging U.S. population has certain needs that companies want to anticipate. Each
market segment can be analyzed for its consumer spending patterns. Older demographic groups spend
more on health care products and pharmaceuticals, and the method of communicating with these
customers differs from that of their younger counterparts.

Kenton, W. (2019, March 31). Demograpics. Retrieved

from https://www.investopedia.com/terms/d/demographics.asp

3. Better Education in Diverse Populations

Diversity among students in education directly impacts their performance. Studies show that students
work better in a diverse environment, enabling them to concentrate and push themselves further when
there are people of other backgrounds working alongside them. This promotes creativity, as well as
better education, as those with differing viewpoints are able to collaborate to create solutions.

When talking about diversity, it's paramount to remember that the student body is not the only group
that should be discussed. Diversity among staff is also important. Queens University of Charlotte’s MA in
Educational Leadership coursework in leading diversity equips education administrators to analyze and
interpret various staffing options through human resource management experience.
Promoting diversity in staffing also enables students from different backgrounds to identify with
teachers, effectively enhancing their trust in a learning environment.

THE BENEFITS OF DIVERSITY IN SCHOOLS. Retrieved July 23, 2019,

from https://online.queens.edu/online-programs/medl/resources/benefits-of-diversity-in-school

Winston
1. School climate and school culture directly impact student success. As a result, it is particularly
important for the school culture (and the classroom culture) to reflect, acknowledge, and celebrate
diversity. Taking these feel-good ideals and making them a reality can be tough for educators, especially
with so many other initiatives on their ever-tighter schedules.

But I think that this is so important that as an educator, you must take the time to do it. How to
celebrate diversity in the classroom is another article, but for now, I want you to begin your journey with
knowing exactly why it’s important.

a. Because the idea of “diversity” is not even that straightforward. Not only must schools recognize
diversity evident among broad racial and ethnic groups (e.g., Asian or Hispanic), but the diversity within
these groups must be recognized as well. For example Chinese and Japanese students may share
common cultural characteristics as a result of being Asian, but will also have distinctly Chinese and
Japanese cultural characteristics that differ from each other. The same is true of Caucasian students who
come from vastly different family backgrounds, even from the same neighborhoods. In the interest of
treating students equally, giving them equal chances for success, and equal access to the curriculum,
teachers and administrators must recognize the uniqueness and individuality of their students.

b. Teachers have a particular responsibility to recognize and structure their lessons to reflect student
differences. This encourages students to recognize themselves and others as individuals. It also
encourages the appreciation of a diverse school population, and brings a sense of connection between
disparate cultural heritages within a single school’s culture. It is certainly in the best interest of students
and teachers to focus on the richness of our diversity. Recognizing and acknowledging our differences is
part of treating students fairly and equally.

c. So that you can facilitate the process of learning overall. One reason for seeking out and
acknowledging cultural differences among students is the idea that learning involves transfer of
information from prior knowledge and experiences. To assist in this transfer process, it is important to
acknowledge the students’ background, and to validate and incorporate their previous knowledge into
the process of acquiring new information. All students begin school with a framework of skills and
information based on their home cultures. This may include a rudimentary understanding of the
alphabet, numbers, computer functions, some basic knowledge of a second language, or the ability to
spell and write their names. It also includes a set of habits, etiquette and social expectations derived
from the home.
d. So that you can help students assimilate what they learn with what they already know. If a student
cannot relate new information to his own experiences, or connect the new material to a familiar
concept, he may perceive the new information as frustrating, difficult or dismiss it completely, believing
it to be in conflict with his already tenuous understanding of the world. Teachers have the responsibility
to seek out cultural building blocks students already possess, in order to help build a framework for
understanding. Some educational pedagogy refers to this process as “scaffolding.” Recognition of a
student’s cultural differences provides a positive basis for effective learning, and a “safe” classroom
environment. Every group of students will respond differently to curriculum and teachers must
constantly adjust to be sure their methods are diverse, both in theory and in practice.

Lynch, M. (2016) Retrieved from: https://www.theedadvocate.org/4-reasons-classrooms-need-diversity-

education/

2. The importance of diversity in education faculties

Diversity goes beyond colour and ethnic backgrounds, also including customs, cultural and religious
experiences, political views, sexual orientation, and more.

The very definition of ‘diverse’, according to Cambridge Dictionary, is “including many different types of
people or things”.

Universities are constantly encouraged to employ a diverse faculty – and for good reason.

In today’s global market, people are travelling more, and working abroad has become a lot more
accessible. People of all walks of life can easily travel across borders and boundaries to exchange ideas
and share knowledge with eachother.

Plus, the growth of online programmes makes it easier for remote faculty members to engage with
students all over the world.

It has thus become easier for universities to make their faculty more diverse, yet many still haven’t fully
embraced just how important it is.

Here is why having a diverse faculty is extremely important and beneficial not only to students, but also
institutions and faculty members themselves.

The importance of role models

Students need role models and positive relationships with teachers. This gives them a sense of belonging
and comfort, meaning they will be able to study better and enjoy classes and academic experience.

When a student feels they have things in common with a teacher, they naturally feel more comfortable
and can relate to them better.
According to the report, “Students can find security in knowing that there is someone at their school or
on their campus that has their best interest in mind, that is looking out for them, and more importantly,
someone who understands their culture and the different things about them.”

A study found that “when high dominant women are presented with a female leader model, they are
more likely to take on the leadership role in the presence of a male partner than when they are
presented with a male leader model.”

Students get more exposure

According to the report National Viewpoint: The Importance of Hiring a Diverse Faculty, “a diverse
faculty will allow students to be exposed to a wide array of ideas, cultures, and individuals. In a diverse
student population students need to be exposed to teachers who are like them. They need to see
people who have an impact on their lives, look like them, sound like them, and have similar life
experiences.”

The more diverse a faculty, the more diverse the course content, curricular, teaching methods and
scholarly ideas presented to students.

Students only stand to benefit positively from a faculty of diverse backgrounds that bring a range of
their own experiences to the classroom, which has been shown to improve the effectiveness of
teaching, as “Many studies and longstanding research show that a diverse faculty and student body lead
to great benefits in education for all students.”

It’s not just limited to a small group of students that benefit from a diverse faculty, but actually a
majority. A survey for the PhD Project found that 96 percent of minority students found that studying
under minority professors had a positive impact on their education.

It prepares them for the world

In countries like the US, UK, Australia, and even in Asian countries like China and Singapore, the
demographics are made up of all sorts of people.

When international students graduate and either go home or start work in their host country, they meet
people from different socioeconomic backgrounds, races, ideologies, cultures, and so on.

Instead of getting culture shock, they would be more adjusted and prepared to deal with all kinds of
people (and bosses!) if they’ve had enough exposure to a diverse faculty and student population.

Having a mix of different teachers shows them how to communicate and work with all types of people.
Less discrimination lawsuits

This is important for educators and institutions if they need another reason to have a diverse faculty.

According to the National Viewpoint: The Importance of Hiring a Diverse Faculty report, “Diversifying
the faculty reduces the amount of discrimination claims. If educators of different cultural backgrounds
are aware that the educational institution openly hires those of diverse cultures, they are more apt to
want to work for the institution and least likely to feel discriminated against.”

So how can universities go about making their faculty more diverse? The report suggested that one way
is to provide incentives and resources for diversity hires. “Such specific hiring programs should be
carefully tied to any affirmative action plan, mission statement or particular educational need that is the
basis for its existence.”

Perry Greene, Vice President for Diversity and Inclusion at Adelphi University in New York, shared some
tips with Inside Higher Ed.

He said it’s a group effort and the whole institution must be committed to creating a more diverse
learning environment.

“A sincere institutional commitment to diversity and inclusivity requires engagement and collaboration
with others on and off campus, including unit-level search committees, the provost’s office, the office of
human resources, professional associations and doctoral programs.”

He also emphasised that it’s an ongoing effort and retaining diverse staff must not be overlooked.

“It makes little sense to recruit diverse faculty of color if they leave after only a few years (or even
months). As a person of color, and having served in the faculty ranks, it is my experience that faculty of
color often leave predominantly white institutions due to a lack of support and engagement with the
institution.

“That can take many forms, including undesirable course assignments, a devaluing of their scholarship,
poor support and collaboration on research efforts, and microaggressions in the work environment.”

Segaren, S. (2019) Retrieved

from: https://www.google.com.ph/amp/s/www.studyinternational.com/news/amp/the-importance-of-
diversity-in-education-faculties/

3. Diversity in education matters maybe more than you think. A school’s environment and culture can
have a major impact on a student’s success.i With this fact in mind, it is imperative to a student’s growth
and cultural awareness that the school he or she attends embodies ethnic, religious, and racial
differences by acknowledging, accepting, and celebrating diversity.
Our differences give us a unique perspective, character, and belief system that enriches our learning,
work, and life.ii These differences which can often serve to divide, can also unite. At GBSB Global, we
prefer to take a proactive approach to diversity and take it to a whole new level. With a student body
that represents over 70 different nationalities and a faculty with life experience and industry knowledge
hailing from over 20 countries worldwide, GBSB Global Business School not only embraces diversity, but
we can define ourselves by diversity. It is a core value that sets us apart.

Diversity, especially at the collegiate level, is something that is often overlooked by prospective students
canvasing college fairs and pursuing program guides. Though, it may not be high on student’s radars, its
benefits, especially in the real-world are unparalleled. Attending a school that acknowledges and stands
behind diversity, not only offers students a chance to see the world from another vantage point, but it
serves as preparation for their professional careers in a globalized business market- this is something
that cannot be ignored.

How does embracing diversity impact students’ success in the classroom and on the job, foster
understanding?

1. Diversity is not always straight forward.

Nationalities can be defined as broad ethnic groups. Within these groups there can also be
fractionalizations based upon racial and ethnic communities that may have entirely different world
views.

2. Professors have to structure lessons and discussions to reflect differences.

Treating students equally, providing the same opportunities for all has a major impact on an individual’s
ability to grow. Success goes hand-in-hand with students’ ability to access curriculum, where the
professor or instructor customizes topics to take into consideration each students’ unique background
and individuality and they can work together in a large group.

3. Diversity encourages appreciation and learning from every angle.

There is a richness in diverse environments that fosters peer-to-peer learning, that is often unconscious
learning, in addition to more tradition learning approaches from the instructor or theory written in a
book. A unique feature at GBSB Global Business School is that the professors also learn from their
students which motivates them to engage in such a way that fosters deeper analyzation of social,
economic, and political issues impacting business today.

4. Students assimilate new material with old, building a more eclectic and open-mined foundation and
outlook.

Constructing the base of understanding, in regard to diversity, requires empathy and tolerance.
Educating tomorrow’s business leaders for a globalized world, GBSB Global Business School does this by
nurturing relationships, conversations, and dynamic experiences that inspire students to form a new
outlook and become more aware of their differences. This awareness helps to add to the knowledge
base students have already acquired from their past and sometimes will alter their world view for the
future. This can have an overwhelmingly positive impact on their career success in the international
landscape where multinational companies are looking for cultural intelligence and the ability to lead
diverse teams.

Responding and adapting to diversity pushes school educators and academic professionals to continually
grow, adapting the curriculum, theory, and practical methodology to meet the market’s growing
demand for empathetic global leaders.

THE IMPORTANCE OF DIVERSITY IN EDUCATION AT GBSB GLOBAL BUSINESS SCHOOL.(2017). Retrieved

from: https://www.global-business-school.org/announcements/importance-of-diversity-education-at-
gbsb-global-business-school

Cherrie
1. Source: Davis, J. & Bauman, K. (2008). School Enrollment in the United States. Retrieved
from https://www.census.gov

"This report discusses school enrollment levels and trends in the population aged 3 and older based on
data collected in 2008 by the U.S. Census Bureau in the American Community Survey (ACS) and the
Current Population Survey (CPS). This is the second report in a series of reports using both ACS and CPS
data to discuss school enrollment. The two surveys are used in this report because of their
complimentary strengths in providing data on enrollment. The ACS is a valuable source of school
enrollment data because of its large sample size and ability to provide statistics for small levels of
geography. The CPS data offer a detailed selection of questions on school enrollment, allowing for
unique analysis.

Highlights of the report are:

Enrollment in Grades 1 through 12 fell from 50.0 million in 2000 to 49.3 million in 2008.

In 2008, college enrollment was at an all-time high with 18.6 million students enrolled, up 22 percent
from 15.3 million in 2000.

Two-year college enrollment was also at an all-time high in 2008, with 5.3 million students enrolled, up
40 percent from 3.8 million in 2000.

In 2008, 1 million Hispanic students were enrolled in 2-year colleges, up 85 percent from 540,000 in
2000.
The number of students enrolled in nursery school in 2008 was not statistically different from the
number of students enrolled in 1998; however, there were changes in the race and Hispanic origin of
the students. Hispanic students made up 18 percent of nursery school students, up from 13 percent in
1998.

• In October 2008, the majority of kindergarten students, 72 percent, were enrolled in full-day
kindergarten programs, up from 28 percent of students enrolled in full-day kindergarten programs in
1978."

2. Source: Chockett, L.J. atl(1989). School Transitions and Adjustments During Early Adolescence.
Retrieved from https://www.researchgate.net

The aim of this investigation was to determine the impact of the timing and number of school
transitions on young adolescents' subsequent adjustment. Three groups of adolescents (total N = 253)
were compared: those making a single early school transition prior to sixth grade, those making a single
later transition prior to seventh grade, and those making a double transition prior to both sixth and
seventh grades. Adjustment was assessed in terms of course grades and self-image. Negative effects
were found for both early and repeated school transitions, with the double transition being especially
debilitating. In addition, effects were seen primarily with course grades. Few gender differences were
observed in the response to early and double transitions, but those that emerged suggest that girls may
be more adversely affected than boys.

3. Source: Gattron, M. atl (1999). The Impact of School Transitions and Transfers on Pupil Progress and
Attainment. Retrieved from https://www.cumbria.gov.uk

"There is a strong body of professional opinion among teachers that pupils’ experiences of transfers and
transitions can make a difference to their commitment to learning and to their progress. However, there
is little evidence of a systematic kind that throws light on questions about the size of the effects,
whether they are cumulative or merely temporary ‘blips’ in pupils’ progress, and whether some groups
of pupils - and some subjects - are more at risk than others. Data from a study of pupils transferring into
year 5 and year 7 by Hargreaves and Galton (in press) Department for Education and Employment
suggest that there is a hiatus in progress for a substantial number of pupils. Typically, 45% of year 5
pupils failed to achieve a better result on tests of mathematics, language use and reading at the end of
the transfer year when compared to the scores obtained one year previously in the feeder school. For
year 7 pupils the corresponding average figure was 38%. We estimate that up to two out of every five
pupils fail to make expected progress during the year immediately following the change of school. This
hiatus in progress is also accompanied by a decline in motivation towards some subjects. In year 7 there
was also a less positive attitude towards school in general and this included a group of boys who,
although doing well academically, said they were no longer enjoying school. One common indicator of
motivation is the pupils’ level of engagement on the task. In Hargreaves and Galton’s study pupils were
said to be ‘fully engaged’ if they were ‘on task’ for more than 75% of the observed lesson. In the feeder
schools levels of engagement were high; between 70% and 60% of all pupils were ‘fully engaged’ for
most lessons. However, after transfer the numbers of pupils ‘fully engaged’ fell by 5% in English, 12% in
mathematics and by 26% in science. Evidence from OFSTED inspections appears to provide some
support for the professional view that transitions and transfers make a difference to rates of pupils’
progress. Their most recent evidence (1999) suggests a ‘dip’ at around year 3/4 in primary schools.
Across the national sample, inspectors rated pupil progress as ‘good’ or ‘very good’ in 47% of reception
classes and 45% of year 6 lessons but only 35% of lessons in year 3 classes were rated in this way. A
similar dip was noted in secondary schools at around years 8/9. Transitions and transfers have different
effects on different pupils. An NFER study for the QCA (see Minnis et al, 1998) suggested that certain
groups of pupils made less progress in the primary school ‘optional tests’ than others - these were pupils
whose difficulties have been highlighted in other policy initiatives: boys, for example, in relation to
progress in reading and spelling and girls in relation to written and mental maths; pupils on free school
meals, pupils with special educational needs, pupils who were less fluent in English and pupils from
some ethnic minority groups (which ones depended on the particular subject being tested). "