Boys Underachievement: Contextualising ‘Gaps In Educational Attainment
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Dr Steve Strand presented some of his findings from the Longitudinal Study of Young People in England (2007) in order to explore Boys' underachievement: Contextualising ‘gaps' in educational attainment. His research has shown the attainment gap at age 16, in terms of gender, ethnic group and socio-economic class, to be in inverse rank to the extent of press and media attention (total points score 0.22, 0.61 and 1.29 respectively). However, the interaction effects of these variables are significant (e.g. the gender gap is much larger for Black Caribbean and Bangladeshi pupils than for White British pupils), and call for more "nuanced interpretations"; care also needs to be taken not to over-generalise to the individual. http://www.ttrb.ac.uk/ViewArticle2.aspx?ContentId=15098
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![Boys’ underachievement: Contextualising ‘gaps’ in educational attainment DCSF Gender Agenda Conference Great Hall, King’s College, 28 th November 2008 Dr. Steve Strand Associate Professor University of Warwick [email_address] 024 7652 2197](https://image.slidesharecdn.com/boysunderachievementcontextualisinggapsineducationalattainment-090406143317-phpapp01/85/Boys-Underachievement-Contextualising-Gaps-In-Educational-Attainment-1-320.jpg)
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Labelling and self-fulfilling prophecy
This document discusses labelling and its impact on student achievement. It defines labelling as stereotyping students based on biased perceptions. Teachers inevitably label students, such as viewing working-class students or poorly-behaved students as less bright. This labelling can become a self-fulfilling prophecy, where students internalize the labels and their behavior and performance conform to teacher expectations. The document also summarizes Rosenthal and Jacobson's famous study which found that when teachers were told certain students were high-achievers, even though the labels were random, those students performed better due to increased teacher attention and expectations.
Why Do Boys Underachieve
Boys underachieve for several reasons: lower teacher expectations allow boys to be more disruptive and miss deadlines; an anti-school subculture sees working hard as feminine; and a lack of male role models in primary education. Additionally, declining traditional male jobs reduce aspirations, reading is seen as feminine, and overconfidence leads boys to underestimate exams.
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For AQA GCE Sociology Unit 2: Education, Revision. Print out as a handout, it is a good way to revise. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!!!
Stereotyping
Teachers often make non-academic evaluations of students based on stereotypes related to their social class, such as perceiving working-class students as less motivated and articulate and middle-class students as more able even if less bright. This stereotyping can cause problems by leading teachers to ignore bright working-class students and give them less support and encouragement, while thick middle-class students receive more support just because of their perceived social class.
Self Fulfilling Prophecy In Action
A teacher labels a student as bright and encourages them to answer questions in class, which builds the student's confidence through their positive interaction. As the student tries harder and gets more things right, their self-esteem grows as they start to see themselves as bright. This growing enthusiasm confirms the teacher's original view, offering more praise in a self-fulfilling prophecy where the student achieves success due to believing in themselves.
My Fashion portfolio
Mehtab's Fashion portfolio documents various themes for a clothing collection including Indian Traditional, Western, Summer, Flower Power, Winter, Black and White, True Blue, Animal Prints, and Miscellaneous. It includes mood boards, collections, sketches, flats, and swatches of fabrics like cotton, silk, polyester, viscose, linen, nylon, rayon, taffeta, chiffon, georgette, velvet, corduroy, fur, and different weaves. The portfolio provides visual research and inspiration for a diverse line of clothing.
GENDER DIFFERENCES POWERPOINT
ReadySetPresent (Gender Differences PowerPoint Presentation Content): 100+ PowerPoint presentation content slides. Misinterpreting gender differences can be potentially disastrous. However, understanding them, can lead to a harmonious environment both at work and at home. Gender Differences PowerPoint Presentation Content slides include topics such as: highlighting Gender and Communication Differences, how to avoid pitfalls, 6 common areas of miscommunication between genders, 6 slides on negotiation and gender, 10 slides on biological brain and health differences, 25+ slides on strengths of genders with facts and trivia, 15+ slides on managing and accommodating different genders and moving past stereotypes, 4 slides on the Parson’s model, 9 slides on women working with men, 8 slides on men working with women, and 6 slides on females in business, 10 slides on common misunderstandings and communication between spouses, interesting gender statistics and more!
Gender Differences in Education
In 2015, PISA asked students about the occupation they expect to be working in when they are 30 years old. Students’ responses were later grouped into science-related and non-science-related careers – with the former including science and engineering professionals; health professionals; science technicians and associate professionals; and information and communication technology (ICT) professionals. Girls and boys are almost equally likely to expect to work in a science-related career.
On average across OECD countries, almost one in four students (24%) reported that they expect to work in an occupation that requires further science training beyond compulsory education. Specifically, 8.6% of students expect to work as professionals who use science and engineering training (e.g. engineer, architect, physicist or astronomer), 11.4% as health professionals (e.g. medical doctor, nurse, veterinarian, physiotherapist), 2.6% as ICT professionals (e.g. software developer, applications programmer), and 1.4% as science-related technicians and associate professionals (e.g. electrical or telecommunications engineering technician).
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The Inclusive School: Navigating Sexuality and Gender Diversity Issues on Campus
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Influence of gender, types of school and occupational stress on pupil control...
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Gender Differences in Educational Outcomes in Europe 2010.
Gender Differences in Educational Outcomes in Europe 2010.
GCE Sociology Revision (AQA)- Unit 2 Education- Gender differences and educat...
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GCE Sociology Revision (AQA)- Unit 2 Education- Functionalist and the New Rig...
Similar to Boys Underachievement: Contextualising ‘Gaps In Educational Attainment
Dr. Karen Weddle-West & Dr. Rosie Phillips Bingham, University of Memphis
Dr. Karen Weddle-West & Dr. Rosie Phillips Bingham, University of Memphis - Published by NATIONAL FORUM JOURNALS, Dr. William Allan Kritsonis, Editor-in-Chief, www.nationalforum.com
Dr. W.A. Kritsonis, National FORUM Journals, www.nationalforum.com
This document discusses efforts by senior administrators to increase graduation rates of students of color from preschool through graduate school. It outlines three key roles of senior administrators: 1) enhancing social integration of students of color by increasing diversity in student groups and leadership positions; 2) advocating for policies that strengthen academic preparedness, such as early intervention programs; and 3) addressing negative campus climates for minority students through surveys and student organizations.
Class and educational attainment in australia
This document discusses the relationship between social class and educational outcomes in Australia. It begins with an overview of how different types of schools were historically designed to serve different social classes, with schools for the working class focusing on basic education and job training, and schools for the elite focusing on preparation for higher education. It then discusses ongoing issues like lower educational attainment and university attendance rates among those from lower socioeconomic backgrounds. Studies discussed found that a person's social class still impacts opportunities and that students from lower socioeconomic backgrounds have poorer outcomes and are underrepresented among high achievers. The document examines factors like concentrations of disadvantage at the school-level independent of an individual's socioeconomic status that can impact student performance.
A R T I C L EEFFECTS OF AN OUT-OF-SCHOOLPROGRAM ON URBAN.docx
A R T I C L E
EFFECTS OF AN OUT-OF-SCHOOL
PROGRAM ON URBAN HIGH
SCHOOL YOUTH’S ACADEMIC
PERFORMANCE
Julie O’Donnell and Sandra L. Kirkner
California State University, Long Beach
Research strongly indicates that low-income youth, particularly those of
color who are overrepresented in poverty, have lower levels of academic
performance than their higher-income peers. It has been suggested that
community-based out-of-school programs can play an important role in
reducing these academic differences. This study examined the effect of the
YMCA High School Youth Institute on the grades, test scores, and school
attendance of urban high school youth using a randomly selected matched
comparison group. Those involved in the program had significantly higher
English-language art and math standardized test scores and somewhat
fewer absences than the comparison group. Active program participants
had significantly higher academic grade-point averages (GPAs) and math
test scores as well as somewhat higher total GPA. The findings suggest that
high-quality out-of-school programs can positively influence the academic
performance of low-income youth. Implications for practice are discussed.
C© 2014 Wiley Periodicals, Inc.
In recent years, there has been substantial interest around increasing high school grad-
uation rates, yet youth from low-income families and communities seem to be espe-
cially vulnerable to experiencing academic challenges and dropping out of high school
(Balfanz & Legters, 2004; Hammond, Linton, Smink, & Drew, 2007; Reardon, 2011;
The funding for this study was provided by the Beneventures Foundation.
We thank Robert Cabeza, Les Peters and the Office of Research, Planning and Evaluation for Long Beach
Unified School District for their contributions to this research.
Please address correspondence to: Sandra Kirkner, Child Welfare Training Centre, School of Social Work,
California State University, Long Beach. 6300 E. State University Drive, Suite 180, Long Beach, California,
90815. E-mail: [email protected]
JOURNAL OF COMMUNITY PSYCHOLOGY, Vol. 42, No. 2, 176–190 (2014)
Published online in Wiley Online Library (wileyonlinelibrary.com/journal/jcop).
C© 2014 Wiley Periodicals, Inc. DOI: 10.1002/jcop.21603
High School Youth Program and Academic Outcomes � 177
Tyler & Lofstrom, 2009). The achievement gap between children from low- and high-
income families has been growing for many years, and students who live in poverty remain
well behind their more affluent peers (Center on Education Policy, 2011; Reardon, 2011;
Tavernise, 2012) in grades, standardized test scores, and high school completion rates
(Balfanz & Legters, 2004; Education Weekly, 2011; Guskey, 2011; Hopson & Lee, 2011;
Newcomb et al., 2002; Reardon, 2011; Stuart & Hahnel, 2011). It has been found that a
$1,000 increase in annual income can raise reading and math scores by 6% of a standard
deviation (Dahl & Lochner, 2012). Youth from low-income families are also five times
more ...
C Nofo Action Research Pt 2 2009
The document summarizes data about student dropout rates and academic performance in Washington state schools. It finds that students from low-income, multicultural, and limited English backgrounds are most at risk of dropping out. Schools with higher percentages of students in poverty also tend to have higher dropout rates. The author aims to use this data to identify at-risk students and integrate resources to better support these students and communicate with their families to improve outcomes.
SociologyExchange.co.uk Shared Resource
The document discusses factors that may contribute to ethnic differences in educational achievement in the UK, including cultural deprivation, material deprivation, and racism. It provides data showing that in 2004, Chinese, Indian, and white British youth had higher rates of educational attainment compared to black Caribbean, Bangladeshi, and Pakistani youth. Theories discussed include the ideas that minority families may lack resources to intellectually stimulate their children or value education less, and that experiences with racism can negatively impact self-esteem and achievement. The document also notes evidence that class plays a role in achievement gaps and that discrimination in the job market can exacerbate poverty among some ethnic groups.
2018 First 5 California Summit Presentation: Moving from Insights to Action o...
2018 First 5 California Summit Presentation: Moving from Insights to Action o...appliedsurveyresearch
ASR presented findings from a school readiness assessment conducted with entering kindergartners and their family in San Francisco, Alameda, and Contra Costa, and our partners at First 5 agencies in these counties shared how they use data to inform policy and practice in their communities. The school readiness assessment found that just over 4 in 10 children in the region were fully ready for school, meaning they were proficient or nearly proficient in their social-emotional and academic readiness skills. Although some of the predictors of readiness were demographic (e.g., age, gender, and race/ethnicity), many of the factors could be changed with intervention.Research dissemination.matthew l. parker
What factors contribute/hinder academic success in Black Males throughout the Public School System?
How can this information be enhanced and replicated to become obtainable for all Black Males?
You Want Us To Do What???
You Want Us to Do WHAT????
Dr. Becky Blink, Data-Driven Instructional Solutions, LLC. WI
Fusion 2012, the NWEA summer conference in Portland, Oregon
Do you feel like your head is spinning with all the initiatives that have fallen into the field of education? This presentation will help you FUSE it all together MAP, common core, RTI, Odyssey (content partner to NWEA). Differentiated lesson plans will be shared; a newly designed template will be unveiled to help teachers create a plan for RTI intervention. These examples can provide you and your teachers with immediate practical applications to classroom instruction.
Learning Outcome:
- Participants will leave with an understanding of how to use MAP data to differentiate their universal classroom instruction.
- Participants will leave with an understanding of how to create their own lesson plan based on MAP data.
- Participants will leave with and overall concept of how MAP, RTI, common core standards, all fit together under one umbrella.
Audience:
- New data user
- Experienced data user
- Advanced data user
- District leadership
- Curriculum and Instruction
Starting On Track To Career And College Readiness
Early learning opportunities from birth to age 5 are critical for children's development and later educational success. Children from low-income families often start school behind due to fewer language and cognitive experiences in early childhood. Providing educational support to parents and children as early as birth can help address developmental diversity and close achievement gaps. Research shows high-quality early childhood programs improve school readiness and lead to higher graduation rates, college completion, employment outcomes, and lower incarceration and health costs later in life.
Starting on track_to_career_and_college_readiness
Early learning opportunities from birth to age 5 are critical for children's development and later educational success. Children from disadvantaged backgrounds often start school behind due to fewer language and cognitive experiences in early childhood. Providing educational support to parents and children as early as birth can help address developmental diversity and close achievement gaps. Research shows high-quality early learning programs improve school readiness and lead to higher educational attainment, employment outcomes, and reduced social costs through grade 12 and beyond. Expanding access to early childhood education from birth to age 5 strengthens families and positively impacts children's lifelong learning and career trajectories.
Multicultural Education Needs and Risks
This document discusses the need for inclusive multicultural education. It begins by defining multicultural education and noting that students come from diverse backgrounds that affect their education. It then provides evidence that multicultural education is needed, such as demographic data showing the increasing diversity of students and achievement gaps between racial groups. It also discusses disproportionate education outcomes for minority students in Oregon specifically. The document then addresses misconceptions about multicultural education and defines inclusive multicultural education. It provides examples of culturally responsive teaching practices and successful multicultural education programs that have improved student outcomes.
Veda brown
This article discusses the role of parental involvement in closing the academic achievement gap between minority and disadvantaged students and their white and Asian counterparts. It argues that improving school quality alone through legislation like No Child Left Behind is not sufficient, and that parental accountability is missing from such efforts. The article highlights research showing parental involvement is highly predictive of student success. It recommends expanding NCLB to include mechanisms for holding parents accountable and engaging them in their children's education.
Veda brown
The article discusses the role of parents in closing the academic achievement gap between minority and disadvantaged students and their white and Asian counterparts. It argues that while legislation like No Child Left Behind aims to address this gap, it neglects to hold parents specifically accountable for their level of involvement in their children's education. The article highlights how proven strategies for parental involvement could be implemented under NCLB's framework, with a focus on parental responsibility. It offers suggestions for mechanisms to make parents accountable for their children's school success.
Bridging the-gap-presentation-for-baltimore-county-plubic-school-principals
The document summarizes a conversation about enhancing achievement for African American male students. It describes data showing their underachievement, such as lower literacy rates and higher incarceration. Implications of underachievement are discussed, like effects on the economy. Best practices shared include mentoring, role models, and single-gender schooling. Speakers urge addressing the issue and discuss helping students through relationships, relevant learning, and acknowledging cultural differences.
SOC 463/663 (Social Psych of Education) - Race/Ethnicity & Education
Here are some suggestions for encouraging useful cross-race feedback:
- Establish clear norms and expectations around respectful feedback early on. Make it clear that the goal is constructive criticism, not personal attacks.
- Encourage feedback to focus on observable behaviors and ideas, not personal attributes. Stick to specific examples.
- Have students practice giving and receiving feedback in small, low-stakes exercises to build skills and comfort. Provide models of effective feedback.
- When possible, have feedback come from multiple sources rather than just one person to avoid appearing like a personal attack.
- Consider having students give anonymous feedback initially to reduce potential biases.
- Promote perspective-taking. Discuss how feedback may
Preserving Strong and Integrated Schools in Montclair
Preserving Strong and Integrated Schools in MontclairKirwan Institute for the Study of Race and Ethnicity
The document summarizes the recommendations of a task force on school integration in Montclair, New Jersey. It finds that a three-zone school assignment plan that considers race, income level, and other demographic factors can help achieve racial and socioeconomic diversity across schools while still allowing for some parental choice. The plan is aimed at complying with a state desegregation order and Supreme Court rulings banning the use of individual student race in assignments.Achievement Gap within Foster Youth
1) Nationally around 20,000 foster youth age out of care each year, but only 1-2% complete a college degree due to various challenges.
2) Foster youth experience high mobility between homes and schools, leading to performance dips and lower academic achievement - only 50% graduate high school compared to 80% of all students.
3) African American and Native American youth are overrepresented in foster care, exacerbating existing challenges like high suspension rates - every 7 seconds an African American student is suspended.
Racial and Ethnic Stratification in Educational Achievement and Attainment
Racial and ethnic stratification in educational achievement and attainment analyzes differences in academic performance, educational attainment, and theories that attempt to explain these differences among racial and ethnic groups. The study reviews findings that show gaps in test scores, grades, educational aspirations, course taking, and completion rates. It discusses theories like parental socioeconomic status, cultural orientations, and structural position influence achievement. While parental background explains some differences, the study finds less consistency in fully accounting for all racial/ethnic variations. It concludes aspirations are high for all groups but factors translating aspirations into achievement differ among immigrant and minority families.
Against All Odds: Increasing College Access & Retention for First Generation ...
Krystal Ferguson, Hobsons K-12 Consultant, presents on the unique challenges that first-generation and minority students face in enrolling and persisting in college. Krystal also discusses strategies for school systems to best support these students to reach their post-secondary goals.
Similar to Boys Underachievement: Contextualising ‘Gaps In Educational Attainment (20)
Dr. Karen Weddle-West & Dr. Rosie Phillips Bingham, University of Memphis
Dr. Karen Weddle-West & Dr. Rosie Phillips Bingham, University of Memphis
Dr. W.A. Kritsonis, National FORUM Journals, www.nationalforum.com
Dr. W.A. Kritsonis, National FORUM Journals, www.nationalforum.com
A R T I C L EEFFECTS OF AN OUT-OF-SCHOOLPROGRAM ON URBAN.docx
A R T I C L EEFFECTS OF AN OUT-OF-SCHOOLPROGRAM ON URBAN.docx
2018 First 5 California Summit Presentation: Moving from Insights to Action o...
2018 First 5 California Summit Presentation: Moving from Insights to Action o...
Bridging the-gap-presentation-for-baltimore-county-plubic-school-principals
Bridging the-gap-presentation-for-baltimore-county-plubic-school-principals
SOC 463/663 (Social Psych of Education) - Race/Ethnicity & Education
SOC 463/663 (Social Psych of Education) - Race/Ethnicity & Education
Preserving Strong and Integrated Schools in Montclair
Preserving Strong and Integrated Schools in Montclair
Racial and Ethnic Stratification in Educational Achievement and Attainment
Racial and Ethnic Stratification in Educational Achievement and Attainment
Against All Odds: Increasing College Access & Retention for First Generation ...
Against All Odds: Increasing College Access & Retention for First Generation ...
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ECER 2010: Curriculum Reform in Four Nations: a home international perspective:
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The TTRB aims to provide free access to an extensive database of resources to improve teaching and learning for children with special educational needs and disabilities. It contains guidance, legislation, research, and materials for trainees and tutors on topics related to SEN/D. Users include students, tutors, teachers, and it receives over 124,000 page views per month from various countries.
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Evaluation Of Virtual School Heads For Looked After Children
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Chapter wise All Notes of First year Basic Civil Engineering.pptx
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
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- 1. Boys’ underachievement: Contextualising ‘gaps’ in educational attainment DCSF Gender Agenda Conference Great Hall, King’s College, 28 th November 2008 Dr. Steve Strand Associate Professor University of Warwick [email_address] 024 7652 2197
- 5. Ethnic gaps
- 6. Ethnic gaps Ethnic group Total Points Score 5+ A*-C incl. Eng & maths Black Caribbean -0.29 31% Pakistani -0.13 36% Black African -0.09 42% Mixed heritage -0.09 41% White British -0.05 45% Bangladeshi -0.04 42% Any other group 0.18 50% Indian 0.32 59% Gap (lowest vs highest) 0.61 28%
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- 13. Mothers educational qualifications and IDACI by ethnicity % 5+ A*-C Incl. En & Ma Mothers educational qualifications Ethnic group Degree or other HE GCSE A*-C or A/AS Less than GCSE White British 69% 47% 24% Indian 85% 66% 49% Pakistani 71% 47% 31% Bangladeshi 54% 56% 41% Black Caribbean 40% 29% 23% Black African 60% 44% 26%
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- 17. Low social class - Key Stages 2-4
- 25. APPENDIX 1: Ethnic group*gender*class