Diversity Among Diversity Among Middle Level Middle Level StudentsStudents

““Perhaps more than any other segment Perhaps more than any other segment of schooling, middle school must of schooling, middle school must exemplify appropriate attention to exemplify appropriate attention to student differencesstudent differences

Gender DifferencesGender Differences Multiple Intelligences TheoryMultiple Intelligences Theory Learning StylesLearning Styles Cultural DifferencesCultural Differences Socioeconomic DifferencesSocioeconomic Differences Family DifferencesFamily Differences Academic DifferencesAcademic Differences Students with Special NeedsStudents with Special Needs

Gender DifferencesGender Differences

Media Impact ( magazines, newspapers, etc) Media Impact ( magazines, newspapers, etc) portray gender differences in exaggerated portray gender differences in exaggerated waysways

Gay and Lesbian Students- often spend middle Gay and Lesbian Students- often spend middle school questioning their sexual orientationschool questioning their sexual orientation

Avoiding Differential treatment- calling on boys Avoiding Differential treatment- calling on boys more than girlsmore than girls

Equalizing Expectations- Science and MathEqualizing Expectations- Science and Math

Multiple Intelligence TheoryMultiple Intelligence Theory

Howard Gardner, Howard Gardner, 1983 1983 Frames of Mind Frames of Mind

Old View and New Old View and New View pg. 58View pg. 58

Eight Intelligences Eight Intelligences pg.60pg.60

Learning StylesLearning Styles

Four learning styles:Four learning styles: Imaginative-interaction, integration, sharingImaginative-interaction, integration, sharing Analytic- sit and getAnalytic- sit and get Common Sense- real life application/hands Common Sense- real life application/hands

onon Dynamic Learners- risks, challenges, order Dynamic Learners- risks, challenges, order

not necessary, most non-traditional learnernot necessary, most non-traditional learner

Learning ModalitiesLearning Modalities

4 Basic learning modalities:4 Basic learning modalities: VisualVisual AuditoryAuditory KinestheticKinesthetic TactileTactile Fig. 3.4 pg. 62Fig. 3.4 pg. 62

Cognitive Type TheoryCognitive Type Theory

Eight psychological type preferences (pg. 64)Eight psychological type preferences (pg. 64) ExtroversionExtroversion SensingSensing ThinkingThinking JudgingJudging IntroversionIntroversion IntuitionIntuition FeelingFeeling PerceivingPerceiving

Self Awareness Self Awareness of how we of how we learnlearn

Students must know how they learn. Self Students must know how they learn. Self awareness is vital component of awareness is vital component of increasing learning capacities.increasing learning capacities. We must help students identify their…We must help students identify their…

Learning stylesLearning styles ModalitiesModalities Learning preferencesLearning preferences

Cultural Differences Cultural Differences

CultureCulture: specific shared values, beliefs and : specific shared values, beliefs and attitudes (Rasool & Curtis, 2000)attitudes (Rasool & Curtis, 2000)

EthnicityEthnicity: depends on a “sense of group : depends on a “sense of group identification, a common set of values, political identification, a common set of values, political and economic interests, behavioral patterns, and economic interests, behavioral patterns, and the cultural elements that differ from those and the cultural elements that differ from those of other groups within a society” (Banks, 1991, of other groups within a society” (Banks, 1991,

p. 13)p. 13)

Race: Race: catagorizes individuals into groups catagorizes individuals into groups (White, Black, Asian) based on certain (White, Black, Asian) based on certain outward physical characteristics (Rasool outward physical characteristics (Rasool & Curtis, 2000)& Curtis, 2000)

Linguistics: Linguistics: There is a wide gap between There is a wide gap between what they (ELL) can understand in what they (ELL) can understand in English and what they can say in English English and what they can say in English (Teemant, Bernhardt, Rodriquez-Munoz, (Teemant, Bernhardt, Rodriquez-Munoz, & Aiello, 2000, p. 30)& Aiello, 2000, p. 30)

DesegreationDesegreation

1954 1954 Brown v. Board Brown v. Board of Education- to of Education- to dismantle racial dismantle racial segregation in public segregation in public schoolsschools

Generalizations of Generalizations of learning characteristicslearning characteristics

African American learnersAfrican American learners More global, focus more on whole picture, rather More global, focus more on whole picture, rather

than partsthan parts Use approximations , like time numbers, rather than Use approximations , like time numbers, rather than

being precise accuracybeing precise accuracy Prefer inferential reasoningPrefer inferential reasoning Rely on non-verbal, as well as verbal Rely on non-verbal, as well as verbal

communication patternscommunication patterns Sometimes distrust mainstream people and Sometimes distrust mainstream people and

institutionsinstitutions Prefer visual and aural cuesPrefer visual and aural cues

Hispanic/Latino learnersHispanic/Latino learners More group oriented and inductive thinkersMore group oriented and inductive thinkers Peer-oriented and more likely to perform Peer-oriented and more likely to perform

better in small groupsbetter in small groups More external locus of controlMore external locus of control Prefer more personal and informal Prefer more personal and informal

relationships with authority figuresrelationships with authority figures

Native American learnersNative American learners Not competitive- prefer cooperative learning and Not competitive- prefer cooperative learning and

sharing environmentssharing environments Have different concept of time than mainstream Have different concept of time than mainstream

perspectiveperspective Frequently exhibit behaviors that seem to indicate a Frequently exhibit behaviors that seem to indicate a

lack of interest in learninglack of interest in learning Are more reflective than impulsiveAre more reflective than impulsive More visually and imagery oriented than verballyMore visually and imagery oriented than verbally More often have an internal locus of control and are More often have an internal locus of control and are

self-directedself-directed View teachers as facilitators of learningView teachers as facilitators of learning

Asian American learnersAsian American learners Prefer formal relationships with Prefer formal relationships with

teachers/authority figuresteachers/authority figures Are autonomous and conformingAre autonomous and conforming Are obedient to authorityAre obedient to authority Usually conservative and reservedUsually conservative and reserved Are more introvertedAre more introverted

Socioeconomic DifferencesSocioeconomic Differences

More than 35 million Americans are More than 35 million Americans are officially poor officially poor

More than 10 million Americans live in More than 10 million Americans live in high poverty neighborhoodshigh poverty neighborhoods

30% African Americans and 30% 30% African Americans and 30% Hispanics were classified as poor in 1995Hispanics were classified as poor in 1995

Family DifferencesFamily Differences

Two biological parentsTwo biological parents One biological parentOne biological parent One biological parent and a stepparentOne biological parent and a stepparent One step parentOne step parent grandparentsgrandparents aunts and unclesaunts and uncles Adult siblingsAdult siblings Foster familiesFoster families Other students in a group homeOther students in a group home

Academic DifferencesAcademic Differences

Academic success is dependent on both Academic success is dependent on both ability and effort.ability and effort.

How students perceive ability and effort How students perceive ability and effort is critical in academic self-esteem is critical in academic self-esteem (Strahan, 1997)(Strahan, 1997)

Underachievement: a discrepancy Underachievement: a discrepancy between a child’s school performance between a child’s school performance and some index of the child’s ability.and some index of the child’s ability.

Students with Special Students with Special NeedsNeeds

Until 1975, students with disabilities were Until 1975, students with disabilities were accorded no federal rights to an accorded no federal rights to an education.education.

The 1975 Education for All Handicapped The 1975 Education for All Handicapped Act mandated that all children with Act mandated that all children with handicaps be given the right to a free and handicaps be given the right to a free and appropriate public education in the appropriate public education in the Least Least Restrictive Environment (LRE) Restrictive Environment (LRE) guided by guided by an an Individual Education Plan (IEP).Individual Education Plan (IEP).

Special Needs-con’tSpecial Needs-con’t

Individuals with Disabilities Education Act Individuals with Disabilities Education Act (IDEA) replaced 1975 Act in 1990 to include (IDEA) replaced 1975 Act in 1990 to include autism, deafness, deaf-blindness, hearing autism, deafness, deaf-blindness, hearing impaired, mental retardation, multiple impaired, mental retardation, multiple disabilities, orthopedic impairments, other disabilities, orthopedic impairments, other health impairments, visual impairments, health impairments, visual impairments, traumatic brain injuries traumatic brain injuries

Was revised again in 1997 to include Was revised again in 1997 to include assessment, academic accountability pieceassessment, academic accountability piece

InclusionInclusion

The assignment of students to a general The assignment of students to a general education classroom. This is the LRE.education classroom. This is the LRE.

Often controversial between teachersOften controversial between teachers

Learning Disabled and ADDLearning Disabled and ADD

LD does not imply low intelligenceLD does not imply low intelligence May be strong in some areas and weak May be strong in some areas and weak

in othersin others Inclusion can usually work with a Inclusion can usually work with a

resource teacher (intervention specialist)resource teacher (intervention specialist) Attention deficit disorder with or with out Attention deficit disorder with or with out

hyperactivity: age-inappropriate actions, hyperactivity: age-inappropriate actions, trouble focusing, impulsivitytrouble focusing, impulsivity

Message of Chapter 3 Diversity Message of Chapter 3 Diversity Among Middle level StudentsAmong Middle level Students

ONE SIZE ONE SIZE DOES NOT DOES NOT FIT ALL and FIT ALL and educators educators must be aware must be aware and sensitive and sensitive to this!to this!