While, it has been found that stereotype is one of the reasons that makes girls to hinder in math and other stem subjects. According to (Steel,1997)"Stereotype refers to a decrease in test performance in situations where individuals feel threatened by the possibility that their performance will confirm—to others, and/or themselves—a negative stereotype about their group abilities" (psychol,2016). Girls perform similarly to the boys throughout elementary schools or show better performance in the subjects like math, science and computer. However, things change when they step their adulthood. Studies show that girls start to feel less confidence in math abilities than boys since, boys are more encouraged in science and math by their teachers and parents.
Issues of cultural diversity are more focused, especially in the class room setting. There are several techniques that may be applied to teaching to accommodate students of diverse backgrounds. Teachers must first be aware of stereotypes, ethnocentrism, and biasness. They should apply management techniques to the physical space as well as students’ behavior. Multiple intelligence theory active learning, technology and multi cultural education are among some of the techniques that may be applied to teaching in the class room.
According to Jarmel and Schneider (2010), by the year 2025, one-third of students attending public schools will not know English when they start Kindergarten. How will schools adapt to this? Will teachers and/or students be limited on what they can teach/learn throughout the school year because of time restraints? In a documentary Speaking in Tongues, directed by Jarmel & Schneider (2010), four students who range from Kindergarten to eighth grade, showcase their experiences about attending public school around the San Francisco area to become bilingual. The four students Durrell, Jason, Julian, and Kelly are taught in English and also in a second language such as Mandarin, Spanish, Chinese, and Cantonese.
They could have separate churches, houses of worship, for each of their religions. They would also learn by going through the process of acculturation. Immigrants would adapt to their new surroundings by learning everything they can to survive and do well in their new nation. Immigrants would learn English and send their children to school to learn English and all about American culture. “Immigrants learned how to use American institutions such as schools, factories, and the political system.” (online book, page 588) Immigrants would have to still face some discrimination and persecution in learning to live in a new nation but they would adjust.
The typical American classroom is becoming more diverse culturally, which warrants the need to be more educated about student differences. The educator has to be aware of students’ backgrounds, in order to help them grow as learners. Understanding different cultures ensures the ability to meet the students where they are to better educate them. Each learner is different, and it is helpful to know they best way to teach students from different races and cultures. By educating future teachers, exploring culturally diverse schools, and learning about racism and culture through museums, the teaching work force will be better equipped for educating all children, or Americans future.
To further this point, “Men’s teams per school have dropped 17%... meanwhile… women’s teams per school rose 34%.” Schuld writes about the discrimination in hopes to show that schools are in a way, going against what Title IX stands for, just not in the way that many would expect. Even though Title IX does not require schools to cut men’s sports to meet women’s sports, however, that is a solution and if schools did this they would be in total compliance with Title IX. This, Schuld writes, points to significant damage in school sports. Particularly men’s sports, which is a shame considering the strides for equality that so many are pushing for. Title IX itself should not be undone, simply the poor interpretation and execution of the bill.
Unfortunately, after ages of attempting to make equality, the gender gap in education still occurs. The alteration is, now boys are the ones being left behind as girls rise ahead. The culture of the classroom has reformed to become more inclusive of girls and has, in the process, become an aggressive environment for boys. Boys are the focus of disciplinary action far more frequently than girls, make up a meaningfully larger percentage of those in distinct education courses, are excessively established with attention deficit disorder and are less likely to progress from high school. In the current educational environment, it’s not a good time to be a boy.
It has been always told that differences between males and females in language are really notorious since the speech of both sexes and the way of communicating themselves has its own characteristics. It also exists a belief that women are more supportive and subordinate than men because they tend to be more dominant and competitive mostly. This occurs when both of them are in the same place of conversation. In terms of a school context, differences in gender are more hugely proved. Respect to education, history has shown us that girls and boys were separated in schools for each gender, so there could not be a possibility to make an investigation about this differentiation.
It is also suggested boys are less motivated to learn and have difficulties focusing and paying attention in school, some even may become overly optimistic about their academic ability which results in lack of effort (Long et al 2011). However not all boys are underachievers, research suggests boys outperform girls in Maths at Key Stage 2, and continue to outnumber girls at higher level maths. However research argues there is a large gender gap favouring girls in English DfES (2007). Nevertheless, not all girls are achievers, some girls may not be conforming to the hard-working, careful and motivated stereotypes they familiarise themselves with. Although there is a large
Today, many people can strongly feel the importance of people who can not only read English but speak in English. I think teachers should adopt other methods such as Audio Lingual method and Comprehension approach. When I was in Junior high school, some teachers taught English using Audio Lingual method. The textbook that I used at Junior high school had lots of sentence patterns. My teacher required us to repeat the sentences.