The Swann report found important differences between ethnic minorities' children and white children. From a survey of five LEAs it was found that Asian children did almost as well as whites or 'others'. Asians were slightly less likely than 'others' to get five or more graded results in GCSE exam or any other sort of important examination qualifications. Although the Swann report did stress the importance of the Asian community doing quite well, a certain type of Asian community known as the Bangladeshi did particularly bad, was this, the result of racism or the result of ignorance. The Swann report found out that the average performance of West Indians was considerably worse than that of whites.
Data on SAT scores by race shows that White test-takers perform significantly better than all racial minorities with exception of Asians. African-Americans consistently perform most poorly on the SAT. One possible explanation is bias in question construction. The SAT uses an experimental section to test questions that may be used for the future. If they don’t test well, they are scrapped.
The achievement gap is defined as the disparity between the performance groups of students, especially groups defined by gender, race/ethnicity, ability and socio-economic status. The achievement gap can be observed through a variety of measures including standardized test scores, grade point averages, drop out rates, college enrollment and completion rates. The Black-White achievement gap is a critical issue in modern society’s education system. Although data surrounding the issue clearly indicates that the racial performance gap exists in areas of standardized tests, graduation rates, dropout rates, and enrollment in continuing education, the causative reasons for the gap are ambiguous—therefore presenting a significant challenge in regard to the most effective way to close the gap. The gap appears before children enter kindergarten and it persists into adulthood (Jencks 1998).
Social anxiety and shyness is correlated to low self-esteem. High self-esteemers have clear and consistent ideas about themselves, whereas people with low self-esteem do not. People with low self-esteem are more likely to bec... ... middle of paper ... ...put others down to make themselves feel better. People accept information that makes them look good, but rejects and find faults in people who criticize them. For instance, when people take a test and perform well on it, the test is fair and valid.
Another risk factors of discrimination includes group-esteem and self-esteem—low self-esteem is seen in the students that are bullied at school, although social psychology indicates that “if one feels a sense of relatedness to their ethnic group they portray a higher self-esteem as well as better mental health—this is seen in African, Asian, and Hispanic Americans.” American Schools and the Latino Student Experience by Patricia Gandara includes a study by Robert Crosnoe on Mexican immigrants and their developmental experiences going through school. Crosnoe presents that even if Mexican immigrants are intelligent and deserve high placement courses, they are placed at an academic disadvantage due to English being there second language—this is
Examining the Reasons for Changes in the Educational Attainment In this essay, the reasons for the changes that have occurred in recent years in regards to the educational attainment of males and females will be looked at. Evidence seems to suggest that females outperform males in schools. There are various reasons for this, which will be examined in the essay. Mitsos and Browne are a few of the many sociologists that believe that boys are underachieving more than girls, even though they also believe that girls are disadvantaged. The fact that boys are doing worse than boys is shown in the SATs results where girls are doing better than boys.
Steele's definition of stereotype threat is "a situational threat, in general form, can affect the members of any group about whom a negative stereotype exists" ("Threat" 614). He believes that the stereotyping towards minority students and women, in certain fields, affects their performance to a high enough degree that they could and do fail. Steele included statistics of the lower achievement scores of African Americans in colleges as compared to white students. If the stereotype threat shows up often enough, those being stereotyped could internalize the stereotype. That would mean that students would always think that they... ... middle of paper ... ...nderlying effects to prove that it is not.
Galton suggested that self-control would be a shockingly poor predictor of high achievement. He instead said that it was an instinctive craving for intellectual work that drove individuals to high achievement. Since personality traits become relatively stable over time, the researchers also expected older adults to be slightly higher in grit than younger ones. They predicted that IQ would be a poor indicator of grit. In the Terman longitudinal study of mentally gifted children, the individuals who had the most accomplishments scored only five points higher than the ones who had the least accomplishments.
Then in the Brown vs. Board of Education in Topeka case it was brought to attention that segregation and discrimination obviously affect the children's state of mind. In the experiment to prove this hypothesis many black children were given a variety of white dolls and black dolls. They were then told to describe what they thought of each doll. The results were in fact that majority of the young black children related the bad characteristics with th...
Studies have found that cheating is more prevalent in group oriented settings, such as fraternities and sororities (Anderman and Murdock 17). Most dishonest behaviors involve some form of collaboration or communication between learners thus, this correlation is logical. The correlation between cheating behaviors and academic performance based on GPA is also incredibly strong. The shocking statistics surrounding academic performance and cheating behaviors show that most dishonest behaviors occur in students with a low performance and a high performance rating, and less in the average performing students. While those with lower GPA's and those with higher GPA's both show higher rates of cheating, the cited reason for their dishonest behaviors is completely different.