This document discusses how student motivation can vary based on factors like age, culture, gender, socioeconomic background, and special education needs. It states that there is no single best way to motivate learners given their diversity. To motivate students from different backgrounds, teachers should employ differentiated approaches and use models similar to the students' own identities and experiences who have achieved success. The document emphasizes exposing students to role models from similar cultural and socioeconomic backgrounds to help improve students' sense of efficacy.
2. Students motivation is likely to vary as a
function of age, culture, gender,
socioeconomic background and special
education needs. There is no single best
method of motivating learners. From the
module of Student’s Diversity in
Motivation, we will be able to know how
these factors influences student’s
motivation.
3. DIVERSITY
the quality or state of having
different forms, types, ideas, etc. -
the state of having people who
are different races or who have
different cultures in a group or
organization
5. Our students’ motivation may vary on
account of age, gender, cultural,
socioeconomic backgrounds, and
special education needs. Our class is a
conglomerate of students with
varying ages, and gender and most
especially cultural background and
socioeconomic status.
6. Our students’ motivational drives
reflect the elements of the culture in
which they grow up – their family,
their friends, school, church, and
books. To motivate all of them for
learning, it is best to employ
differentiated approaches. “Different
folks, different strokes”. What is
medicine for one may be poison for
7. Two principles to consider
regarding social and cultural
influences on motivation
8. Students are most likely to model
the behaviors they believe are
relevant to their situation.
9. Students develop greater efficacy
for a task when they see others like
themselves performing the task
successfully.
10. What conclusion can be derived
from the two principles?
Students need models who are similar
themselves in terms of race, cultural
background, socioeconomic status, gender,
and (if applicable) disability. (Ormrod,
2004. ). Then it must be good to expose our
student to models of their age and models
who come from similar cultural,
socioeconomic backgrounds
11. Do we have to limit ourselves to
line models?
Not necessarily. We can make our
students read biographies and
autobiographies of successful
individuals who were in situations
similar to them.
12. Diversity and Motivation: Culturally
Responsive Teaching was coauthored by
an educational psychologist and a former
teacher/professor. Both are practioners
and researchers examining effective
classroom techniques that promote
learning. The primary concern of the text is
identifying key elements that can be used
among a diversified student population by
instructors in classroom relationships.
13. In approaching “diversity” and
“multiculturalism”, which are used
interchangeably, the authors look at a wide
range of characteristics including race, gender,
class, impression after completing this text is
that the authors bit off more than they could
chew while simultaneously failing to adequate
address teaching at the university level. If the
authors had narrowed their topic and/or limited
it to the elementary and secondary school level
it would have been much more effective in its
