He earned his Masters of Library Science Degree from North Carolina Central University. Teachers have a tendency to talk to boys from a greater physical distance than when they talk to girls (Wilkinson & Marrett, 1985). Frequently Asked Questions about the NFL and Football, Pro-Football-Reference.com Blog and Articles, Subscribe to Stathead Football: Get your first month FREE. To teach students well, we need to understand the important ways that they differ among themselves, and when or how the differences really matter for their education. Expand/Collapse Global Navigation, Dr. Kevin A. Clark Cambridge, MA: Harvard Education Publishing Group. Kelvin Clark - Pro-Football-Reference.com New York: Quill. One of the most prominent of these models is Howard Gardners theory of multiple intelligences (Gardner, 1983, 2003). In any discussion about individual and group differences that impact student learning we must also acknowledge the structural inequities or opportunity gap that disproportionately impact the learning outcomes of students from diverse backgrounds. Kevin Clark INTRODUCTION: Anyone in the legal profession who has kept his eyes and ears open during the last ten to fifteen years knows that the diversity movement is alive and well in the practice of law. Instead of moving ahead to more difficult kinds of math programs, the student might work on unusual logic problems not assigned to the rest of the class. Having a large vocabulary in a first language, for example, has been shown to save time in learning vocabulary in a second language (Hansen, Umeda & McKinney, 2002). Savings in the relearning of second language vocabulary: The effects of time and proficiency. Differences among students remain a challenge during all phases of teaching, from planning instruction, to implementing lessons and activities, to assessing students learning after lessons or activities are all finished. Cohen, E. (2004). Opportunity gaps can take a wide variety of formstoo many to comprehensively describe here. Kelvin comes to St. Mary's from Willamette University where he held the positions of Associate Dean of Students, Senior Director of Student Success and Director of the Office of Academic Support. A culture is the system of attitudes, beliefs, and behaviors that constitute the distinctive way of life of a people. Since these tests affect the work of teachers, I return to discussing them later in this book. newspapers) instead of full-fledged research studies. Kolbs learning styles and learning preferences: Is there a linkage? His mother has appeared on his Instagram account. At first glance, the gender differences in interaction can seem discouraging and critical of teachers because they imply that teachers as a group are biased about gender. Puberty eventually adds to this advantage by making boys taller and stronger than girls, on average, and therefore more suited at least for sports that rely on height and strength. Cognitive development in gifted children: Toward a more precise understanding of emerging differences in intelligence. National Science Foundation (2012 - 2016). Journal of Applied Social Psychology, 34(4), 794-805. We believe it is essential that our students and employees be Global Citizens. The distinction is convenient, but it is also a bit arbitrary because, as you will see, the features of a culture overlap and influence each other. Later sections of this chapter deal with three important forms of group diversity: gender differences, cultural differences, and language differences. As a group, both sexes can run, jump, throw a ball, and the like with about equal ease, though there are of course wide significant differences among individuals of both sexes. In this respect co-ed student groups parallel interaction patterns in many parts of society, where men also have a tendency to ignore womens comments and contributions (Tannen, 2001). Intervention with linguistically diverse preschool children. If they have more difficulty with English, then programs that add their first language together with English have proved to be helpful. For clarity, psychologists sometimes distinguish gender differences, which are related to social roles, from sex differences, which are related only to physiology and anatomy. Rogoff, B. The net result in this case is to make girls seem more good than they may really be, and also to make their goodness seem more important than their academic competence. Boys, on average, are more likely to speak up during a class discussionsometimes even if not called on, or even if they do not know as much about the topic as others in the class (Sadker, 2002). A kindergarten child who is precociously advanced in reading, for example, may make little further progress at reading if her teachers do not recognize and develop her skill; her talent may effectively disappear from view as her peers gradually catch up to her initial level. Or write about sports? Javascript is required for the selection of a player. This view of the self is well entrenched in schools, as for example when students are expected to take responsibility for their own successes or failures and when they are tested and evaluated individually rather than as a group or team. A good example is the difference in cognitive ability of boys and girls. A student may prefer to hear new material rather than see it; he may prefer for you to explain something orally, for example, rather than to see it demonstrated in a video. Mahwah, NJ: Erlbaum. PDF Clark University Survey on Campus Culture and Community Final Report Each person has a mix of all eight abilitiesmore of one and less of anotherthat helps to constitute that persons individual cognitive profile. The difference may be both a cause and an effect of general gender expectations, expressive nurturing is expected more often of girls and women, and a businesslike task orientation is expected more often of boys and men, particularly in mixed-sex groups (Basow & Rubenfeld, 2003; Myaskovsky, Unikel, & Dew, 2005). New York, NY: Routledge Publishing. Nature, 438, 148-149. Kohnert, K., Yim, D., Nett, K., Kan, P., & Duran, L. (2005). In the next chapter, I illustrate this reality by describing how students with disabilities can be included in classroom life one of the more telling examples of accommodating to diversity.

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