Educational Psychology

Developing Learners
Eighth Edition
Jeanne Ormrod

2014, 2011, 2008, 2006, 2003

Pearson Education, Inc. All rights reserved.

Chapter 4
Group Differences

Ormrod
Educational Psychology: Developing Learners, 8e
2014 Pearson Education, Inc. All rights reserved.

4-2

Group Differences

Consistently observed differences

(averages) among diverse groups of
students

ethnicity or cultural background

gender
socioeconomic status

Considerable variability within groups

Considerable overlap between groups

Ormrod
Educational Psychology: Developing Learners, 8e
2014 Pearson Education, Inc. All rights reserved.

4-3

Cultural and Ethnic

Differences

Ormrod
Educational Psychology: Developing Learners, 8e
2014 Pearson Education, Inc. All rights reserved.

4-4

Culture and Ethnicity

Culture

behaviors and belief systems of a social

group

Ethnic group

individuals who have common historical

roots, values, beliefs, and behaviors
members share a sense of
interdependence

Ormrod
Educational Psychology: Developing Learners, 8e
2014 Pearson Education, Inc. All rights reserved.

4-5

Navigating Different Cultures

Cultural mismatch

different cultural norms at home and

school

Ormrod
Educational Psychology: Developing Learners, 8e
2014 Pearson Education, Inc. All rights reserved.

4-6

Examples of Diversity

Language and
dialect
When to talk, when
to be quiet
Verbal
assertiveness
Emotional
expressiveness
Eye contact
Personal space
Responding to
questions

Ormrod
Educational Psychology: Developing Learners, 8e
2014 Pearson Education, Inc. All rights reserved.

4-7

Waiting vs.
interrupting
Private vs. public
performance
Views about teasing
Cooperation vs.
competition
Family relationships
& expectations
Conceptions of time
Worldviews

Culturally Inclusive
Identify your cultural lens and biases.
Classrooms

Learn about students backgrounds.

Be sensitive to culture shock of recent immigrants.
Incorporate perspectives & traditions of many
cultures into the curriculum.
Adapt instructional strategies to students preferred
ways of learning & behaving.
Work to break down stereotypes of particular ethnic
groups.
Bring cultural diversity to culturally homogeneous
classrooms.
Foster democratic ideals, & empower students to
bring about meaningful change.

Ormrod
Educational Psychology: Developing Learners, 8e
2014 Pearson Education, Inc. All rights reserved.

4-8

Gender Differences

Ormrod
Educational Psychology: Developing Learners, 8e
2014 Pearson Education, Inc. All rights reserved.

4-9

Physical Activity & Motor

Skills

Girls

less well developed overall

better fine motor skills before puberty

Boys

predisposed to be more active

biological advantage in height and
strength

Ormrod
Educational Psychology: Developing Learners, 8e
2014 Pearson Education, Inc. All rights reserved.

4-10

Cognitive & Academic

Differences are small; gap is decreasing
Abilities

Similar on tests of general intelligence

Girls

better at some verbal tasks

reading, writing, vocabulary

higher grades in school

Boys

better at visual-spatial tasks &

mathematical problem solving
spend more leisure time with technology
greater variability overall

Ormrod
Educational Psychology: Developing Learners, 8e
2014 Pearson Education, Inc. All rights reserved.

4-11

Motivation in Academic
Activities

Girls

more engaged
more motivated to do well in school
& go to college

Boys

more willing to take academic

challenges and risks
less concerned about failure

Ormrod
Educational Psychology: Developing Learners, 8e
2014 Pearson Education, Inc. All rights reserved.

4-12

Sense of Self

Self-worth similar until puberty

consistent with stereotypes

boys overestimate abilities; girls
underestimate

Ormrod
Educational Psychology: Developing Learners, 8e
2014 Pearson Education, Inc. All rights reserved.

4-13

Interpersonal Behaviors

Girls

more likely to engage in relational aggression

more intimate friendships
more cooperative, affiliative
closer attention to emotions, nonverbal cues

Boys

more physically aggressive

larger playgroups
more competitive

Ormrod
Educational Psychology: Developing Learners, 8e
2014 Pearson Education, Inc. All rights reserved.

4-14

Classroom Behavior

Boys

more likely to misbehave

more participatory

Girls

less likely to volunteer answers

more likely to lead in same-sex groups
than in mixed groups

Ormrod
Educational Psychology: Developing Learners, 8e
2014 Pearson Education, Inc. All rights reserved.

4-15

Career Aspirations

Boys historically more ambitious

but girls today are also ambitious

Both boys & girls tend toward

stereotypical goals

Ormrod
Educational Psychology: Developing Learners, 8e
2014 Pearson Education, Inc. All rights reserved.

4-16

Origins of Gender
Differences
Peers
Biology

hormones
brain differences

Parenting

expectations &
encouragement
toys & other
resources

Ormrod
Educational Psychology: Developing Learners, 8e
2014 Pearson Education, Inc. All rights reserved.

Popular media

stereotypical
models

Self-socialization

4-17

prefer stereotypical
behavior

gender schema
theorychildren
construct their own
beliefs

Socioeconomic Differences

Ormrod
Educational Psychology: Developing Learners, 8e
2014 Pearson Education, Inc. All rights reserved.

4-18

Socioeconomic Differences

Socioeconomic status (SES)

general social & economic standing in

society
family SES includes income, parents
occupations, parents education levels

Academic achievement is
correlated with SES

lower SES students are at greater risk

for dropping out of school

Ormrod
Educational Psychology: Developing Learners, 8e
2014 Pearson Education, Inc. All rights reserved.

4-19

Challenges of Poverty

Poor nutrition & health

Inadequate housing & frequent
moves
Exposure to toxins
Unhealthy social environments
Emotional stress
Gaps in knowledge
Lower quality schools

Ormrod
Educational Psychology: Developing Learners, 8e
2014 Pearson Education, Inc. All rights reserved.

4-20

Fostering Resilience

Be a dependable source of
academic and emotional support.
Build on students strengths.
Identify and provide missing
resources and experiences
important for successful learning.

Ormrod
Educational Psychology: Developing Learners, 8e
2014 Pearson Education, Inc. All rights reserved.

4-21

Students at Risk

Ormrod
Educational Psychology: Developing Learners, 8e
2014 Pearson Education, Inc. All rights reserved.

4-22

Defining At-Risk

At-risk student: High probability of

failing to acquire minimal
academic skills necessary for
success.

Ormrod
Educational Psychology: Developing Learners, 8e
2014 Pearson Education, Inc. All rights reserved.

4-23

Characteristics of Students At
Risk

History of academic failure

Emotional and behavioral
problems
Lack of psychological
attachment to school
Increasing disinvolvement with
school

Ormrod
Educational Psychology: Developing Learners, 8e
2014 Pearson Education, Inc. All rights reserved.

4-24

Why Students Drop Out

Little family or peer

encouragement
Extenuating life circumstances
Dissatisfaction with school
Pessimism about ability
Lack of teacher support

Ormrod
Educational Psychology: Developing Learners, 8e
2014 Pearson Education, Inc. All rights reserved.

4-25

Supporting Students at Risk

Identify at-risk students as early

as possible
Create a warm, supportive
atmosphere
Make long-term, systematic efforts
to engage students in the
academic curriculum
Encourage and facilitate
identification with school

Ormrod
Educational Psychology: Developing Learners, 8e
2014 Pearson Education, Inc. All rights reserved.

4-26

The Big Picture

Ormrod
Educational Psychology: Developing Learners, 8e
2014 Pearson Education, Inc. All rights reserved.

4-27

The Big Picture

All peoples cultural backgrounds

influence their interpretations of events.
All students have strengths and talents
on which they can build.
All students have considerable potential
to develop new skills and abilities.
Variability exists within any group.
Overlap exists between any two groups.

Ormrod
Educational Psychology: Developing Learners, 8e
2014 Pearson Education, Inc. All rights reserved.

4-28