Based on their study, boys significantly score better in Mathematics than girls while in science, both gender are approximately equal. But for those students who struggles in studying, there are differences. According to them, 50 percent of boys are more likely to fail in all three areas than girls. 3. Why are women perform better in school than men?
At first glance gender difference in math cognitively may seem unexciting, however its study is necessary for anyone wishing to intellectually advance beyond their childhood. Remarkably gender difference in math cognitively is indispensable to humans today, it is important to remember that ‘most people at one point have struggled with math. Mathematics in many classrooms is based on rote and memorization skills. A classroom that can accommodate gender differences while considering individual styles and behaviors would overall have better learning results (Geist 2008). Certain theories about different gender abilities of girls and boys when it comes to mathematics have been made.
Since parents tend to have limited English language skills, the communication between school and parent is limited. (Huffcut 34). Hmong parents who do not speak English insist that their children communicate in their native language and keep up Hmong traditions (Vang, F. 4). First generation Hmong American college students do not perform as well as other students because of language barrier too. Students whose parents are illiterate in English or their primary language are more likely to be underachievers in school (Vang, C. 10).
In his article “ Segregation Now,” James writes about how poor African Americans and Latinos are being segregated in schools today. Segregation still occurs, and it has become worse in recent years. Segregation is still a common circumstance in American public schools. This no longer consists of only white and black students but also other ethnical students. A recent study from USA Today, explained that Latino and African Americans students are more likely to attend schools that are mostly made up of poor students.Meanwhile, white and Asian American students are more likely to attend middle-class schools.
Baugh grew up with well-educated parents who taught him the importance of Standard English. Growing up in Philadelphia, where kids spoke in an African American vernacular at school made him an outsider. Baugh addresses that he feared sounding “lame” or in other words he would be considered uncool because he couldn’t communicate effectively without conforming to the mainstream way of speaking (9). To avoid this; Baugh responded by code-switching, or changing his way of speaking based on how the people around him spoke. Baugh faced a second language conflict when he moved to Los Angeles, where the speaking styles differed from the ones he experienced in Philadelphia.
Integration meaning, not excluding English learners from English speakers. Doing so can have detrimental effects on the English learners, because when they are excluded from the regular classroom, they more often than not fall behind the standard. Thomas and Collier state that their preferred method of language education is some sort of bilingual enrichment or immersion. Immersion is when children are taught in two languages, when they begin school, 90% of instruction is in the minority language. This method proved to make the students proficient in both languages.
Some children in today 's society seem to struggle more than others with reading and writing. Most children are born with this disability and sometime it is developed. This disability is very frustrating and stressful. Many parents, teachers, and even some students think that they are just not smart enough to spell, read, write, or comprehend letters and words. It is not because they aren’t smart.
A word recognition ability such as the explicit instruction of sight words maybe used by students who are facing problems in reading to increase their reading capacity (Alexander & Heathington (1988). Frantantoni (1999) mentioned that as good readers have a large sight word, they are different from poor readers. A largely familiar problem faced by learners through the ESL/EFL world is that of slow reading (Hamp-Lyons 1983; Cooper 1984). Logically, students all differ in their capacity to process and quickly name words. Though, this speed can depend on the amount and quality of exposures to the words (Rasinski, Blachowicz et al.
The students that I have are all second graders ranging from 7-8 years old. The students that I have are all African American. I am a Caucasian female so it is nice to teach students that are a different race than I am because I know that all students are not going to be the same as I am. The teacher told me that this group of kids does really well in class but they score poorly on tests. I have one student that is very hard on themselves when they get an answer wrong so when teaching I try to make things as positive as possible.
The difference tends to emanate from the approach that the parents of both genders take toward raising children in the absence of their spouse. Battle and Coates (2004) have conducted a research that shows differences in the academic successes of children from single-parent households. This research was secondary in nature and was based on the data from the National Educational Longitudinal Study (NELS). The findings revealed that a survey of black girls in the 12th grade showed that those from single-mother families had better academic achievements than those who only had a father. The differences in parental configuration and the good grades of children in these households were less related than the socioeconomic status of single-parent families.
The timing of identification was similar in each group. The proportion of students diagnosed with LD who were ELL matches the portion in the schools in the group with RTI. The proportion who were ELL in comparison group suggests underrepresentation with 16% of students diagnosed with LD in schools were 50 percent of students are ELL. Reading difficulties of students with vocabulary and comprehension problems became increasingly prominent as more ELL students were identified as learning disabled in third through fifth
Children who do not exhibit antisocial behavior or Conduct Disorder, are less likely to develop Antisocial Personality Disorder. Other studies have reported that a significant factor for Antisocial Personality Disorder is the presences of Conduct Disorder in childhood. As stated before, the diagnosis of Antisocial Personality Disorder entails a history of Conduct Disorder (Black, 2015). Furthermore, once the child turns 18 years old and the behavior problems continue, then the diagnosis changes to Antisocial Personality Disorder (Black, 2015). It is estimated that 40% of boys and 25% of girls with Conduct Disorder will come to meet the criteria for Antisocial Personality Disorder (Black, 2015).
This is not to say, we have resolved all issues and challenges affecting African American students. In my opinion, too often, nonwhite children are referred to remedial reading and special programs because of the language, not necessarily due to their abilities. Unfortunately, special programs typically implement scripted programs and doesn’t focus on critical thinking. As suggested by Delpit (2006), academically, students need more than the “basic skill”, they need critical thinking activities, connecting background knowledge, a sense of belonging to the community, and understanding, honoring, and respecting the African American students’ culture. In conclusion, parents of African American children want their children to be successful without a doubt in my mind.