Explaining Stereotype Threats

Osborne, Jason W. (2001.) Testing Stereotype Threat: Does Anxiety Explain Race and Sex Difference in Achievement? Contemporary Educational Psychology, 26, 291-310.

A study was done to test whether anxiety explains differences in achievement related to race and sex. The hypothesis was that anxiety would explain the racial difference in academic scores. The study found that anxiety accounted for a significant portion of test differences between whites and blacks, and whites and latinos. However, the research did not find a relationship between anxiety and the test scores of native americans. This could be due to smalls sample sizes. The study confirms that stereoptype threat is a viable theory. The part of the article I found the most interesting was the researchers' recommendations for improving outcomes of students in minority groups. They discuss the importance of students viewing intelligence as malleable and emphasizing the learning curve and how far they have come. Also, implementing a multicultural curriculum can undermine stereotypes.

Culturally Responsive Instruction

Jones, Shelly J. "Culturally Responsive Instruction." Leadership (2007): 14-18. Print.

The article proposes that celebrating diverse cultures while simaultaneusly staying true to a standards-based curriculum is the best way to go about closing the achievement gap. In lower-income schools that have students from various cultural backgrounds it is important to create an environment where these differences are celebrating, however the school can not lose focus on the fact that its overall direction as a school should towards the mastering of standards.

The article then goes on to outline the five different guidelines to creating a culturally aware standards based instruction. The components are caring, communication, curriculum, instruction and standsards-based instruction. If teachers are able to encorporate these criteria into their daily lessons they will be able to create a hybrid of standards based instruction and a culturally responsive classroom.

When reading this article I found it to be less helpful than some of the other articles assigned to the ’09 cohort. I found that the article spoke in generals and clitches about teachings that were no more than common sense. For example, the article preached about importance teaching caring to creative a cullturallyl responsive classroom. This seemed common sense to me, for it obvious to see the difference having a caring teacher in a school environment can create. One thing I agreed with the author on is that having a multicultural environment is not enough to close the achievment gap. If all students in America are expected to follow standard based curriculum than it is imperative that minority students be held to the same standard. Having a structured curriculum is important in catching up these often times behind schools.

Project Based Learning w/ Standards

Mitchell, Sascha, Teresa Foulger, Keith Wetzel, and Chris Rathkey. "The Negotiated Project Approach: Project-Based Learning without Leaving the Standards Behind." Early Childhood Education (2009): 339-46. EbscoHost. Web. 5 Nov. 2008.

This article examines how a first grade teacher implemented project based learning strategy, while simultaneously staying aligned to state benchmarks and standards. The article outlines the strategies the teacher used in both getting students invested in the projects and her own planning to align said projects to state standards. Project Based Learning in her classroom changed the environment from a teacher directed and centered room to an atmosphere where the teacher and students worked together to create a worthwhile output. The teacher was able to integrate project based learning and standards because although the projects were student centered the teacher created options and pathways that aligned to desired learning outcomes.

This article was interesting because it showed me that projected based learning and teaching to standards don’t have to be mutually exclusive practices. Often times as an educator I am torn between creating meaningful, student lead activities and trying to reach desired benchamarks. Often times when student run actiivites and lead their own learnigns they create wonderful products, but they aren’t necessarily aligned to standards. This article indicates that with the proper planning phases and guidelines students can lead their own education through the creation or projects, while simaultaneously covering benchamarks. This article has inspired me to try more projected based learning strategeis within my classroom because they can add to my progress through state benchmarks rather than delay my journey.

Motivation? I have none, can i borrow some of yours?

Liu, Woon C., C.K. J. Wang, Oon S. Tan, Caroline Koh, and Jessie EE. "A self-determination approach to understanding students' motivation in project work." Elsevier (2008): 139-45. EbscoHost. Web. 5 Nov. 2008.

This article explores the role of autonomy plays in student achievement. The article explored project based learning, which has been introduced fairly recently to schools in Singapore. The author reports that these schools have noticed a tremendous increase in student investment as a direct correlation to choice. Under project based learning curriculum students get a choice in their creative outlet, and consequently are more invested in the work they are producing. This is one of the strengths of projected based learning because autonomy allows students to feel greater related to the work they are creating.

The article then goes on to explore the 4 different types of behavioral regulations. The article defines external regulation as behavior controlled by external means. Examples of behavioral regulation include rewards and punishments from others. So a teachers incentive policy and management system would be examples of external regulation inside of the classroom. Introjected Regulation is the second form of behavioral regulation, and it is defined as internally controlled behavior, such as acting out of a sense of obligation or guilt. The article suggests that this mode of behavior changes from student to student, but possibly having a large connection to one’s home life. Identified regulation is the third from of behavioral regulation which occurs when a student follows classroom norms out of choice or because of their own sense of values. Finally, intrinsic motivation is actions undertaken for to entertain or to invoke self-enjoyment.

After reading this article I realized the value choice can have on increasing student investment. I have noticed in the past whenever I give studetns a choice their investment and quality of work is much greater then when the assignment is choosen for them. Currently in my class we are teaching classification of organisms, and I plan on using the principles of autonomy to increase student investment right away. When I give students problems and ask them to classify organisms I will give them a choice of which groups of organisms they want to break up. Having students feel as though they are driving their learning project a great tool to use within the classroom and one I plan on incorporating more and more within my own teaching practices.

I'm Racist and I didn't even know it!

Moule, Jean. "Understanding Unconscious Bias and Unintentional Racism." Phi Delta Kappan, Vol. 90, No. 05, January 2008, pp. 320-26.

This articles outlines unitnential racism, which is a type of racism of unintended racism that the subject doesn’t even know they possess. The article suggests that intrinsically all people have preferences and biasis towards certain ethnicities. The reason for this is that as humans we are programmed to quickly differentiate between friends and enemies, and skin color or ethnicity is a quick way we can group strangers.

The article further suggests that the best way to combat these unconscious biases within the school community is to vocally address them. Understanding that we all subject to have these biases within us and understanding strategies to cope with them is the best way to improve the culture of a school.

Furthermore, the article outlines a famous study conducted in the 1950’s in which a black child actually called a black doll bad and a white doll good. This indiates that the unconscious biases we have are not necessarily shaped by our race but rather by the images and unintended themes that are reinforced in the society we live in and the schools we attend. Thus it is our role as educators to make sure that we are conscious fo these biases within us and make sure we create an atmosphere that is culturally sensitive.

In my own classroom I find these messages to be very important. I am a white educator in a classroom filled of minority students. Teaching in a predominately Hawaiian and Samoan environment I need to be aware of my own biases and make sure that I don’t project them on the students. For me when a student is acting up or being a pain I need to make sure that I remember these actions are occurring because they are middle school kids and not because they are minority kids. I need to constantly be aware that I may have unintentional biases which result in my expecting less from my students because of their race, and I need to make sure that I don’t allow these unconscious thoughts to impact my teaching.

Multicultural Education

Burnett, Gary. "Varieties of Multicultural Education: An Introduction." ERIC Clearinghouse on Urban Education (1994). Print.

These article states that the original purpose of a multicultural education was to assimilate minorities into the larger, mainstream population. The aim was to have minorities fit in with the white majority rather than celebrate them for their differences. Today there is still great controversy as to what a multicultural education should look like. For the most part, American public schools agree that multiculturalism should supplemented to the school’s curriculum rather than replace or retract from it. In Florida a controversial 1994 court case proclaimed that public schools could teach curriculum celebrating other cultures, as long as the overarching theme made it clear that American culture was superior. Within my own experiences at school I remember writing essay questions in elementary school entitled “Why is the American Government the greatest government in the world”. So although as Americans educators we are expected to teach our students about other cultures and being sensitive to them, we are supposed to be keeping a patriotic undertone reflecting America’s superiority.

Within my own classroom I feel that it is important to have a mulitcutlural education. Teaching in an environment with a predominately Pacific Islander student population creates a lot of space for a meaningful multicultural education. The students come into class wanting to share their culture and experiences and as an educator I should foster this pride and incorporate it into the classroom.