This document discusses student diversity in education. It covers individual and group qualities that make students diverse. It discusses cognitive styles, multiple intelligences, gifted students, gender differences, cultural expectations, bilingualism, and cultural differences in language use and attitudes. Key points are that students learn differently, teachers should support different styles, culture influences language and beliefs, and gender can impact language use and expectations.

1. EDUCATIONAL PSYCHOLOGY
DIVERSITY

2. STUDENT DIVERSITY
Students differ in a multitude of ways:
Individual: qualities that are unique
Grupal: qualities shared by members of the group.

3. Individual styles of learning and thinking
● Cognitive style
● Field dependence
● Field independence
● Impulsivity
● Reflectivity

4. Ways to use knowledge of students’ cognitive styles
To build on students’ existing style more strengths and
preferences.
To encourage more balance in cognitive styles for students who
need it.

5. Multiple Intelligences
Howard Gardner proposes that there are eight differents forms of intelligence:
1. Linguistic 5. Bodily
2. Musical 6. Interpersonal
3. Logical 7. Intrapersonal
4. Spatial 8. Naturalist

6. Gifted and talented students. How to support them?
Gifts and talents
Qualities
• Learn quickly and independently
• Vocabulary
• Motivated
• Standards of achievement

7. Differences in gender roles.
• Physical
• Social
• Academic and cognitive
Be careful at the moment to
differentiate genders.

8. ACADEMIC AND COGNITIVE DIFFERENCES IN GENDER
On average, girls are more motivated than boys to perform well in
school, at least during elementary school.
There are individuals of both sexes whose behaviors and choices
run counter to the group trends.

9. ACADEMIC AND COGNITIVE DIFFERENCES IN GENDER
Attention paid: depending on the grade level of the students and
the personality of the teacher.
Public talk versus private talk: teachers have a tendency to talk to
boys from a greater physical distance than when they talk to girls.
Distributing praise and criticism: the tendency is to praise boys
more than girls for displaying knowledge correctly.

10. DIFFERENCES IN CULTURAL EXPECTATIONS AND
STYLES
A culture is the system of attitudes, beliefs, and behaviors. Teachers need to understand
that diversity.
BILINGUALISM: language differences in the classroom.
Balanced or fluent bilingualism: students who speak both languages.
Unbalanced bilingualism: they are still learning English.
Language loss: a student acquiring English but losing the heritage language.

11. CULTURAL DIFFERENCES IN LANGUAGE USE
Cultures and ethnic groups differ not only in languages, but also
in how language are used.
It's considered polite or even intelligence not to speak unless
you have something truly important to say.

12. CULTURAL DIFFERENCES IN LANGUAGE USE
Eye contact varies by culture: It's considered appropriate and
respectful for a child.
Social distance varies by culture: It's common to stand
relatively close when having a conversation.
Wait time varies by culture: Wait time is relatively long-as long
as three or four seconds.

13. CULTURAL DIFFERENCES IN ATTITUDES AND BELIEFS
The most important one center on beliefs about identity.
Teachers tend to believe in an independent self.
The majority of non-white cultures and ethnic groups believe in
an interdependent self.

14. CULTURAL DIFFERENCES IN ATTITUDES AND BELIEFS
• Preference for activities that are cooperative rather than
competitive.
• Avoidance of standing out publicly.
Initiating-Responding-Evaluating
• Interpersonal time versus clock time.

15. EFFECTS OF GENDER AND GENDER TYPING
Women are expected to use language to enhance social
connection.
Men are expected to use language to enhance social dominance.
Women are more likely than men to offer sympathy.

16. CONCLUSION
❖ Students have a preferred learning styles as well asds preferred
cognitive or thinking styles.
❖ Students tend to differ according to their gender.
❖ Students differ according to culture in how language is used or
practiced.

17. REFERENCES
• Basow, S., & Rubenfeld, K. (2003). Sex Roles, 48(3/4), 183-187.
doi:10.1023/a:1022411623948
• Aaanet.org,. (2015). Retrieved 13 October 2015, from
http://www.aaanet.org/sections/cae/wp-content/uploads/2013/03/Beykont_-
Zeynep-The_Power_of_Culture.pdf
• Beaulieu, C. (2004). Intercultural Study of Personal Space: A Case Study. J
Appl