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Factors that contribute to educational motivation
Educational significance of motivation
Factors that contribute to educational motivation
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In chapter 5, Motivating the Unmotivated, Kuykendall discusses the lack of motivation among Hispanic and Black students. Many youths who exhibit low motivation may fail to reach their full potential not because they do not want to learn but, because it is impossible for them to learn (p. 93). Setting low expectations, having an incongruent teaching style, grouping students based on ability, and test bias are all ways to debilitate a student’s motivation. Many Blacks Hispanics are in a survival state, therefore it is important that teachers are educating students for the real world to keep them motivated in the classroom. Kuykendall mentions ten techniques that are helpful to motivate unmotivated students (p. 97). 1. Develop strong bonds with
Cater, the author of the book Keepin’ It Real: School Success Beyond Black And White, became interested as of why minority students were faced with white society challenges in school systems? In her book, Keepin’ It Real: School Success Beyond Black And White, she offers an insightful look at the educational attainment in low-income urban communities. Carter suggest that these students are embraced the dominant opportunity ideology, they acknowledge the dominant cultural to obtain status and goods. However, they use their own cultural to gain status in their own communities. She conducted a research to study the importance of cultural authenticity for minority, such as African American and Latino, students. She examines how cultural authenticity influences minority students’ relationship with the values they believe are privileged in schools. Cultural authenticity reflects on the beliefs and values of everyday society. Carter questioned, why do so many African American and Latino students perform worse than their Asians and White peers in class and on exams? And why might African Americans and Latino students are less engaged in
Through the first half of the movie, all the students were prone to dropping out. Where some wanted to inherit their family’s restaurant or auto shop or others just believed they couldn't do it because they were Mexican-American. This belief was drilled into their heads at a young age where once they got out of highschool, they would immediately start working. Mr. Escalante saw potential in his students and worked hard to make them realise they needed to challenge racial stereotypes and do things at their best ability. We learned that we should be able to struggle to achieve more without regards to our ethnicities. This film made us think how people these days are still being held back from their full potential because of race and how there are still people who hold stereotypes in this modern
I remember being especially motivated by the movie Stand and Deliver, which I saw when I was in elementary school. The movie depicted the real life story of Jaime Escalante, a mathematics teacher of a Los Angeles school with mostly minority students. In the movie, most administrators and teachers doubted the abilities of these students based on stereotypes of their cultures and where they grew up, but Mr. Escalante decided to prove them wrong and pushed the students to a point that even the students started believing in themselves. His class worked so hard that they eventually passed a rigorous Advanced Placement exam in calculus, not without some controversy, but the
Students were grouped by IQ, those who had an above average or higher were helped to go to college and those who had a low IQ’s were not given the support or the push needed to get them into college. Educators allowed low education standards and refused to see students as equals. The advisors set students sights low for the future by encouraging how service jobs were a practical choice for us Mexicans. Cleaning houses were the normal thing to do for Mexican-American females. Students were tired of the inadequate staff and the staff's lack of concern for their students. The students sent out a survey among the other students to see if they were satisfied with what they were getting from their education. The result was that the schools and instructors were not meeting the needs of the students’ more so of the Chicano students.
Education is exceptionally significant for a minority student. A minority student faces economic issues with his or her lower class status. There is very little money. A minority student comes from a home in which parents have a low level of education. There are not many books around while growing up. A desire to change their economic and cultural position makes education their first priority as a goal they have to reach. Life’s circumstances did not give their parents the chance to go to school. Minority students have seen first-hand how hard it is to live throughout their lives without education. These students believe that if they ed...
Menchaca, Velma D. "Achievement Motivation in Mexican-American Eighth Grade Students." Psychological Reports 72.3 (1993): 971-978.
Why do some groups not succeed in academic settings? One theory brought up in “Understanding inequality” suggests that the gap in the socioeconomic status drives the inequalities in the school system. The low and working class have less time and income to intervene with schooling. This means they have less time to meet with teachers, hire tutors, and provide continuous transportation. Therefore the lower class can’t possibly compete with the middle and upper classes. Angela Valenzuela gives the accounts of some Hispanic students’ experiences in school. These students feel that it is the inferior nature of the schools in the US that contribute to the low success levels. The schools in Mexico have “teachers [that] value and nurture in their students an ability to communicate and express themselves with confidence” (Valenzuela). This is what leads to success in schooling, which the United States does not provide them. Another explanation to this is a theory of cultural deprivation. This is the idea that certain cognitive styles connect to different ethnic groups. It just so happens that what school demands from students is a characteristic of the White and Asian races, which is abstraction , while other less successful groups like African Americans and Latinos possess more concrete thinking. Current manifestations of this can be seen from Samuel Huntington’s article “The Hispanic Challenge.”
As the fastest growing racial or ethnic group in America's public schools, Hispanic students have the unique potential to positively affect the economic and cultural future of the United States. Ensuring the promise of this diverse group of learners requires the attention and commitment of the entire country. We must work harder to close the educational achievement gaps between Hispanic students and the nation as a whole. This must begin with high expectations for achievement, clear goals for what must be accomplished, and specific benchmarks to measure our progress.
Meanwhile, as the pressure of schools losing their students due to dropout, it is important that the inner city students have the support they need in school or at home, because many years of oppression have kept African-Americans from having the will to do better. Now young African-Americans have that same oppressed feeling in the schools that they are attending. When the students give up it seems as though everyone around them wants to give up. In fact, “In many parts of the country, the problems present withi...
Johnson, D. and A. Ruldolph (2001). Beyond Social Promotion and Retention-Five Startegies to Help Students Succeed, North Central Regional Educational Laboratory.
In spite of high school student dropout prevention programs already in place in the public school system, even more are needed to help students realize the dire consequences of dropping out of school. A study done by NYC Department of Education states, “Over 20,000 students drop out of high school each year”. It also states, “Most of them are Black and Hispanic. Another study was conducted in 2006 and concluded that about 19 percent of Hispanic students and 15 percent of Black students dropped out, and only 8 percent of Asians and 9 percent of whites dropped out as well”. With careful planning and consideration for the tax payer and the at-risk students, the United States can implement programs which effectively incorporate parents and teachers. Curricula could include: mandatory after school programs, tutoring/mentoring, and community activities, all of which can help to change the students’ outlook on their future.
Being motivated is not just about a good end result, but it is about acquiring an ingrained mindset that empowers and directs one’s behavior. (Tan, OS, Parsons, R. D., Hinson, S. L., & Sardo-Brown, D., 2011) Mary Doe can clearly be seen to be unmotivated in learning as seen from her low expectations of success. She is seen to have a low gauge of her ability, which leads to her low confidence, and lowered motivation towards her academics. We will explore the possible causes, as well as solutions to aid the improvement of her motivation in learning.
I was unprepared, unknowing, and curious about what South County middle school would offer me for my observation. South County is established in a well developed neighborhood with most of the houses costing $329,232 or more. The middle school has over 1,100 students with different ethnic backgrounds including: 59% Caucasian, 29% Hispanic, 6% African American, 4% unknown ethnicity, and 2% Asian (publicschoolreview.com, 2013). As I walked into the middle school the Leander ISD vision is posted on the walls stating, “Every student is encouraged, supported, and challenged to achieve the highest levels of knowledge, skills, and character.” South County tries to uphold this vision by ensuring that each student is provided the best opportunities to learn by having a teacher student ratio of sixteen to one (publicschoolreview.com, 2013). The middle school also upheld this vision when performing in the Performance Index Report. The school surpassed the goals set in student achievement, student progress, and closing performance gaps (. As I walked through the school the hallways were empty; however, there was a sense that those hallways would be filled within minutes. The bell rang above me and soon the halls were filled with students scampering to their designated classrooms. I entered the classroom of Bob Faust and saw that the desks were set in 5 distinct rows with whiteboards on opposite sides of the room. There was a math problem on the board followed by Mr. Faust stating, “Please find your chairs and solve the problem on the board.” As the sixth graders filed into the classroom each of them pulled out their notebooks and began to solve the problem on the board.
Theories of Motivation What is the motivation for this? According to the text, motivation is defined as a set of factors that activate, direct, and maintain behavior, usually toward a certain goal. Motivation is the energy that makes us do things; this is a result of our individual needs being satisfied so that we have inspiration to complete the mission. These needs vary from person to person as everybody has their individual needs to motivate themselves.
It is first important to understand how motivation works in the classroom. There are infinite procedures teachers use to achieve desired effects from their students, but there are general patterns these motivational tools follow. In order for teachers to communicate with their students, they must identify with their needs on an individual basis (Gawel, 1997). This proposal is much akin to Maslow's Hierarchy of Needs, which states five basic needs that must be met in order to achieve full motivation. These needs, in ascending order, are as follows: physiological, security, love and belongingness, esteem and self-respect, and self-actualization (Gawel, 1997). Each of these needs details a very important issue in motivation inside the classroom and out.