EDUCATIONAL PSYCHOLOGY

LESSON 1(FINALS): SOCIOCULTURAL DIVERSITY

CULTURE AND ETHNICITY
● CULTURE WHAT IS THE RELATIONSHIP BETWEEN
● ETHNICITY SOCIOECONOMIC STATUS AND
● SOCIOECONOMIC STATUS EDUCATION?
● LANGUAGE ● Increasing evidence supports the link
between lower SES and learning
CULTURE disabilities or other negative
● Behavior patterns, beliefs, and all other psychological outcomes that affect
products of a particular group of people academic achievement. Low SES and
that are passed on from generation to exposure to adversity are linked to
generation. decreased educational success
● Results from the interaction among ● Children who come from low-SES
groups of people and their households develop academic skills
environments over many year slower than those who are from higher
SES families primarily because poor
INDIVIDUALISTIC COLLECTIVIST households have less access to learning
materials which promote a positive
- Giving priority -Preserve group literacy environment.
to personal goals integrity,interdependence HOW COULD WE ADDRESS DIVERSITY IN
rather than to of the group’s members, SOCIO-ECONOMIC STATUS?
group goals and
Harmonio us STRATEGIES FOR WORKING WITH
-Values include relationships CHILDREN IN POVERTY
feeling good, SCENARIO:
gaining personal
distinction, and 1. Improve thinking and language skills
establishing 2. Make student motivation a high priority
independence 3. Think about ways to support and
● Regardless of their cultural background, collaborate with parents
people need both a positive sense of 4. Look for ways to involve talented people
self and connectedness to others to from impoverished communities
develop fully as human beings. 5. Observe the strengths of children from
SOCIO-ECONOMIC STATUS low-income backgrounds
● Refers to the grouping of people with ETHNICITY
similar occupational, educational, and ● Shared pattern of characteristics such as
economic characteristics cultural heritage, nationality, race,
● Implies certain inequalities religion, and language
● OCCUPATION ● The classification of a person based on
● ECONOMIC RESOURCES his/her common ancestry, social and
● EDUCATION cultural identity, language, race,
● POWER motherland, etc

MULTICULTURAL EDUCATION
● Is education that values diversity and
includes the perspectives of a variety of
cultural groups on a regular basis.
GOAL:
● Educational opportunity for all students.
● The 1987 Constitution likewise
guarantees the right to education of
every
Filipino.
● It provided that, “The State shall protect
and promote the right of all citizens to
quality education at all levels and shall
take appropriate steps to make
education accessible to all.”
● The right of every Filipino to quality
basic education is further emphasized in
Republic Act 9155 or the Governance of
Basic Education Act of 2001 and
Republic Act 6655 or the Free
Secondary Education Act.
● EDUCATION FOR ALL
● Republic Act 10931 or the "Universal
Access to Quality Tertiary Education Act"
exempts eligible college students
enrolled in a bachelor's degree,
certificate degree or any comparable
undergraduate degree from paying
tuition and other school fees.
HOW CAN WE PROMOTE
MULTICULTURAL EDUCATION?
1. EMPOWERING STUDENTS
Providing people with the intellectual
and coping skills to succeed and create
a more just world.
2. CULTURALLY-RELEVANT TEACHING
3. ISSUES-CENTERED EDUCATION
4. IMPROVING RELATIONSHIPS AMONG
CHILDREN FROM DIFFERENT ETHNIC
GROUPS
Jigsaw Classroom
- students are divided into small
groups of 4-5 members with
each group responsible for
becoming expert on a different
aspect of the same problem or
topic
- organize a classroom activity
that makes students dependent
on each other to succeed.
- Positive personal contact with
others from different cultural
background
- Perspective taking
- Reducing bias
- Increasing tolerance
5. BE SENSITIVE TO RACIST CONTENT IN
MATERIALS AND CLASSROOM
INTERACTIONS
6. LEARN MORE ABOUT DIFFERENT
7. BE AWARE OF STUDENTS’
ETHNIC
8. PERCEIVE ALL STUDENTS IN POSITIVE
WAYS AND HAVE HIGH EXPECTATIONS
OF THEM REGARDLESS OF THEIR
9. RECOGNIZE THAT THE MOST PARENTS,
REGARDLESS OF ETHNICITY, ARE
INTERESTED IN THEIR CHILDREN’S
EDUCATION, AND WANT THEM TO
SUCCEED IN SCHOOL.
GENDER
● Refers to the characteristics of people as
males and females
 ● Refers to the socially constructed • From very early in life, boys are more
characteristics of women and men, such active than girls are
as norms, roles, and relationships of and in terms of gross motor movements. In the
between groups of women and men. classroom, this
A. EXPLORING GENDER VIEWS means that boys are more likely than girls to
● Some stress the influence of biological fidget and
factors on the behavior of males and move around the room, and they are less likely
females. to pay
● Others emphasize social or attention. In physical education classes, boys
cognitive factors. expend
B. GENDER STEREOTYPING, more energy through movement than girls do.
SIMILARITIES, AND DIFFERENCES INTELLIGENCE
● No gender differences occur in overall
GENDER STEREOTYPES intellectual ability, but gender
● Are broad categories that reflect differences do appear in some cognitive
impressions and beliefs about what areas, such as math and verbal skills.
behavior is appropriate for females and MATH AND SCIENCE SKILLS
males. ● Studies have shown gender differences
GENDER SIMILARITIES AND in Math and Science skills
DIFFERENCES IN ACADEMICALLY VERBAL SKILLS
RELEVANT DOMAINS ● Studies have shown that girls have
better verbal skills than boys.
THE BRAIN EDUCATIONAL ATTAINMENT
● Female brains are smaller than male ● Studies have shown that girls earn
brains, but female brains have more better grades and complete high school
folds; the larger folds (called at a higher rate than boys do.
convolutions) allow more surface brain RELATIONSHIP SKILLS
tissue within the skulls of females than ● Researchers have found that girls are
in males more “people oriented” and boys are
● An area of the parietal lobe that more “things oriented”.
functions in visuospatial skills tends to PROSOCIAL BEHAVIOR
be larger in males than in females
● Girls view themselves as more prosocial
● The areas of the brain involved in and empathic than boys.
emotional expression tend to show
● Across childhood and adolescence, girls
more metabolic activity in females than
engage in more prosocial behavior.
in males.
AGGRESSION
PHYSICAL PERFORMANCE
● One of the most consistent gender
• In general, boys outperform girls in differences is that boys are more
athletic skills such as physically aggressive than girls.
running, throwing, and jumping EMOTION AND ITS REGULATION
 ● Overall gender differences in children’s (sympathy, for example) and more
emotional expression were small, with internalized emotions (sadness and
girls showing more positive emotions anxiety, for example)
● Boys usually show less self-regulation of
their emotions than girls do, and this low
self-control can translate into behavior
problems.

C. ELIMINATING GENDER BIAS

WHAT CAN TEACHERS DO TO REDUCE OR

ELIMINATE GENDER BIAS IN THEIR
CLASSROOM?
● Teacher-Student Interaction
● Curriculum Content
(1)MANAGINGTHECLASSROOM
CLASSROOM MANAGEMENT CLASSROOM ARRANGEMENT STYLES
● The process by which teachers and
schools create and maintain appropriate
behavior of students in classroom
settings.
WHY SHOULD CLASSROOMS NEED TO BE
MANAGED EFFECTIVELY?
● The purpose of implementing classroom
management strategies is to enhance AUDITORIUM STYLE- all students sit facing
prosocial behavior and increase student the teacher
academic engagement.

EFFECTIVE CLASSROOM MANAGEMENT:

● Establishes and sustains an orderly
environment in the classroom.
● Increases meaningful academic learning
and facilitates social and emotional
growth. FACE TO FACE STYLE- Students sit facing
● Decreases negative behaviors and each other.
increases time spent academically
engaged.

2 VIEWS IN CLASSROOM MANAGEMENT

● Emphasized creating and applying rules OFFSET STYLE- Small numbers of students
to control students’ behavior (usually 3 or 4) sit at tables but do not sit directly
● Focuses more on meeting students’ across from one another.
needs for nurturing relationships and
creating opportunities for self-regulation

DESIGNING THE PHYSICAL

ENVIRONMENT OF THE CLASSROOM

PRINCIPLES WHEN ARRANGING THE

SEMINAR STYLE- Large numbers of students sit
CLASSROOM
in circular, square, or U-shaped arrangements.
1. Reduce congestion in high traffic areas.
2. Make sure that you can easily
see the students.
3. Make often-used teaching materials and
student supplies easily accessible.
4. Make sure that students can easily observe CLUSTER STYLE- Small number of students
whole class presentations work in small, closely bunched group
(2) MANAGING THE CLASSROOM

I. CREATING A POSITIVE ENVIRONMENT

FOR LEARNING

A. GENERALCLASSROOM
MANAGEMENT STRATEGIES
● AUTHORITARIAN CLASSROOM
MANAGEMENT STYLE
● PERMISSIVE CLASSROOM STYLE
● AUTHORITATIVE CLASSROOM
STYLE

B. CREATING, TEACHING, AND

MAINTAINING RULES AND
PROCEDURES
● Classrooms need clearly defined
rules and procedures
FOUR PRINCIPLES TO KEEP IN MIND:
1. Rules and procedures should be E. STRATEGIES FOR GUIDING
reasonable and necessary. STUDENTS TO SHARE AND
ASSUME RESPONSIBILITY
2. Rules and procedures should be
clear and comprehensible.
3. Rules and procedures should be
consistent with instructional and
learning goals.
4. Classroom rules should be
consistent with school rules.

C. GETTING STUDENTS TO COOPERATE

THREE MAIN STRATEGIES:

II. BEING A GOOD COMMUNICATOR
1. Develop a positive relationship
with students ● SPEAKING SKILLS
2. Get students to share and assume ● LISTENING SKILLS
responsibility ● NONVERBAL COMMUNICATION
3. Reward appropriate behavior
SPEAKING SKILLS
D. SUGGESTIONS FOR ESTABLISHING ● Some good strategies for
POSITIVE RELATIONSHIP WITH speaking clearly with your class
STUDENTS include (Florez, 1999):
 1. Selecting vocabulary that is
understandable and appropriate
for the level of your students
2. Speaking at an appropriate pace,
neither too rapidly nor too slowly
3. Being precise in your
communication and avoiding
vagueness
4. Using good planning and logical
thinking skills as underpinnings of
speaking clearly with your class.
LISTENING SKILLS
● Some good active listening
strategies follow:
1. Pay careful attention to the person
who is talking, including
maintaining eye contact.
2. Paraphrase.
3. Synthesize themes and patterns.
4. Give feedback in a competent
manner
III. DEALING WITH PROBLEM BEHAVIORS
✓ MANAGEMENT STRATEGIES
✓ DEALING WITH AGGRESSION
A. MANAGEMENT STRATEGIES
1. Minor interventions. May be
applied to problems which involve
behaviors that, if infrequent,
usually don’t disrupt class
activities and learning.
● Use nonverbal cues. ● Keep
the activity moving ● Move
closer to students.
● Redirect the behavior
● Provide needed instruction
● Directly and assertively tell
the student to stop
● Give the student a choice
2. Moderate interventions. May be
applied to problems which involve
behaviors that abuse privileges,
disrupt an activity, goof off, or
interfere with your instruction or
other students’ work.
● Withhold a privilege or a
desired activity ● Isolate or
remove students ● Impose
a penalty.
3. Using others as resources
● Peer mediation
● Parent-Teacher Conference
● Enlist the help of the principal or
counselor
B. DEALING WITH AGGRESSION
FIGHTING
● Let the fighters have a cooling-off
period so that they can calm down.
● Meet with the fighters and get
their points of view on what
precipitated the fight.
● Question witnesses if necessary.
● Have a conference with the
fighters, emphasizing the
inappropriateness of fighting, the
benefits of taking each other’s
perspective, and the value of
cooperation.
BULLYING
● Confront a bully in a firm manner.
● Get older peers to serve as
monitors for bullying and
intervene when they see it taking
place
● Be aware that bullying often
occurs outside the classroom, so
you may not actually see it taking
place.
● If you observe bullying in your
classroom or in other locations,
you will need to make a decision
about whether it is serious enough
to report to school authorities or
parents.
● Get together with other teachers
and the school administration to
develop school-wide rules and
sanctions against bullying and
post them throughout the school
● Become educated about ways that
your school and teachers can
communicate effectively with
students about cyberbullying