Search results
Results from the WOW.Com Content Network
Multiple studies in various disciplines and countries found that teachers systematically give higher grades to girls and women. This bias is present at every level of education, in elementary school (United States [7] [8]), middle school (France, [9] Norway, [10] United Kingdom, [11] United States [8]) and high school (Czech Republic [12]).
However in 2012, Nurit Peled-Elhanan, a professor of language and education at the Hebrew University of Jerusalem, published Palestine in Israeli School Books: Ideology and Propaganda in Education, an account of her study of the contents of Israeli school books, finding that Israeli school books do in fact promote racism against and negative ...
Intergroup approaches to prejudice reduction have been studied a great deal in laboratory settings, as well as outside of the laboratory, particularly in schools. [1] Many intergroup prejudice reduction approaches are grounded in one of 3 main theoretical perspectives: interdependence, [2] intergroup contact, [3] and social identity. [4]
Adaptation and modification to established curriculum serve as an example of an approach to preserving minority group culture. [4] Brief sensitivity training, separate units on ethnic celebrations, and closer attention paid to instances of prejudice, are examples of minimal approaches, which are less likely to reap long term benefits for students.
Students in jigsaw classrooms ("jigsaws") showed a decrease in prejudice and stereotyping, liked in-group and out-group members more, showed higher levels of self-esteem, performed better on standardized exams, liked school more, reduced absenteeism, and mixed with students of other races in areas other than the classroom compared to students in traditional classrooms ("trads").
Schools have a unique acculturative process that helps to pattern self-perceptions and world views. The expectations of the teachers and information taught differ based on tracks. Thus, dissimilar classroom cultures, different dissemination of knowledge, and unequal education opportunities are created. [5]
U.S. schools should teach about issues related to race, most Asian Americans, Native Hawaiians and Pacific Islanders believe. The same share also said they support teaching about the history of ...
There are various concerns regarding the identification of students in special education. The over-identification of students refers to the concern that students of color, particularly African American students, are placed in special education at a higher rate than their white student peers, which can lead to potential stigmatization and negative impacts on their educational experiences. [1]