2. DISKUSI
1. Diskusikan pengalaman Anda di sekolah yang
berkaitan dengan perbedaan perbedaan kultur,
etnis, sosio-kultural, dan gender!
2. Bagaimana faktor-faktor tersebut berpengaruh
terhadap dinamika interaksi di sekolah ataupun
proses belajar mengajar? Misalnya, adakah
kesulitan atau hambatan (terutama yang dialami
oleh siswa tertentu) yang muncul akibat adanya
perbedaan tersebut?
3. 1. Budaya dan Etnis
CULTURE
The behavior patterns, beliefs, and all other
products of a particular group of people that are
passed on from generation to generation
4. Individualistic and Collectivistic
Cultures
• One way that differences in cultures have been
described involves individualism and collectivism
(Kormi-Nouri & others, 2015). Individualism refers to a
set of values that give priority to personal goals rather
than to group goals. Individualistic values include
feeling good, gaining personal distinction, and
establishing independence.
• Collectivism consists of a set of values that support the
group. Personal goals are subordinated to preserve
group integrity, interdependence of the group’s
members, and harmonious relationships (Masumoto &
Juang, 2017). M
5. SOCIOECONOMIC STATUS (SES)
• refers to the grouping of people with similar
occupational, educational, and economic
characteristics.
• Socioeconomic status implies certain inequalities.
Generally, members of a society have (1) occupations
that vary in prestige, and some individuals have more
access than others to higher-status occupations; (2)
different levels of educational attainment, and some
individuals have more access than others to better
education; (3) different economic resources; and (4)
different levels of power to influence a community’s
institutions.
7. ETHNICITY
• refers to a shared pattern of characteristics such
as cultural heritage, nationality, race, religion, and
language.
Prejudice, Discrimination, and Bias
The negative schooling experiences of many ethnic
minority children that Kozol described may involve
prejudice, discrimination, and bias (Marks & others,
2015). Prejudice is an unjustified negative attitude
toward an individual because of the individual’s
membership in a group.
8. 2. MULTICULTURAL EDUCATION
• Multicultural education is education that
values diversity and includes the perspectives
of a variety of cultural groups on a regular
basis.
• Its proponents believe that children of color
should be empowered and that multicultural
education benefits all students (Banks, 2014,
2015)
9. 3. GENDER
• Gender refers to the characteristics of people
as males and females. Gender roles are sets of
expectations that prescribe how females or
males should think, act, and feel. Gender
typing refers to acquisition of a traditional
masculine or feminine role.
10. Gender Stereotypes
Gender stereotypes are broad categories that
reflect impressions and beliefs about what behavior
is appropriate for females and males. All
stereotypes—whether they relate to gender,
ethnicity, or other categories—refer to an image of
what the typical member of a category is like.
Recent research continues to find that gender
stereotyping is pervasive. Researchers have found
that boys’ gender stereotypes are more rigid than
girls’ (Blakemore, Berenbaum, & Liben, 2009).
11. • Intelligence
No gender differences occur in overall
intellectual ability, but gender differences do
appear in some cognitive areas, such as math
and verbal skills (Halpern, 2012).
• Math and Science Skills
• Verbal Skills
A major review of gender similarities and
differences conducted in the 1970s concluded
that girls have better verbal skills than boys do
(Maccoby & Jacklin, 1974).
12. • Educational Attainment In regard to school
achievement, girls earn better grades and
complete high school at a higher rate than
boys do (Halpern, 2012).
• Relationship Skills Researchers have found
that girls are more “people oriented” and boys
are more “things oriented” (Galambos &
others, 2009).
13. • Prosocial Behavior Are there gender differences
in prosocial behavior? Girls view themselves as
more prosocial and empathic than boys do
(Eisenberg, Spinrad, & Knafo-Noam, 2015).
• Aggression One of the most consistent gender
differences is that boys are more physically
aggressive than girls (Underwood, 2011).
• Emotion and Its Regulation Gender differences
occur in some aspects of emotion (Deng &
others, 2016; Leaper, 2015)
14. • “boy code” tells boys that they should show
little if any emotion and should act tough
