PSYC 3050 Review
Final
Monday, April 28, 2014
3:09 PM
Chapter 8:
Variables affecting school achievement:
• Cognitive dissonance: where there are significant differences between the culture of the student and the culture of the schoo l
• Poverty, lack of stimulating extracurriculars, lack of family support, underrepresentation (if minority) in head start progra ms, needing to support family
Society:
• Group of people who share a culture, government, institutions, land or set of social relationships.
• Schools often reflect this
Agents of socialization:
• Schools, family, peer groups, religion, mass media
• Schools give three different perspectives of purpose
○ Functionalist: benefits social and economic order
○ Conflict theory: perpetuation of inequality
○ Symbolic interactionist: examines interactions in social setting of school
The media:
• Strong influence on children
• Concern with media's effect on antisocial behavior, health, school achievement, and attention
Poverty:
• Consists of 15 million children
• Impacts health of cognitive functioning and academic achievement
• Less exposure to enriching activities
• Limited parental involvement in academics
• Parental income related to school readiness
Macro-culture:
• The school's culture
• Ideals and ideas that are so broad that all members of a society share them
Micro-culture:
• The student's culture
• Subgroups that are distinguished by their ethnic, racial, religious, geographic, social, economic, or lifestyle traits.
Chapter 9:
Culture:
• The behavioral patterns, ideas, values, attitudes, norms, religious and moral beliefs, customs, laws, language, institutions, art, artifacts, and symbols characteristic of a given people during a given time period.
Customs:
• Verbal/nonverbal interactions
○ Communication patterns, family behaviors, governmental and social institutions, conversational styles (business/casual/ritual ), friendship patterns, community roles, and gender
roles.
Monday, April 28, 2014
3:09 PM
Chapter 8:
Variables affecting school achievement:
• Cognitive dissonance: where there are significant differences between the culture of the student and the culture of the schoo l
• Poverty, lack of stimulating extracurriculars, lack of family support, underrepresentation (if minority) in head start progra ms, needing to support family
Society:
• Group of people who share a culture, government, institutions, land or set of social relationships.
• Schools often reflect this
Agents of socialization:
• Schools, family, peer groups, religion, mass media
• Schools give three different perspectives of purpose
○ Functionalist: benefits social and economic order
○ Conflict theory: perpetuation of inequality
○ Symbolic interactionist: examines interactions in social setting of school
The media:
• Strong influence on children
• Concern with media's effect on antisocial behavior, health, school achievement, and attention
Poverty:
• Consists of 15 million children
• Impacts health of cognitive functioning and academic achievement
• Less exposure to enriching activities
• Limited parental involvement in academics
• Parental income related to school readiness
Macro-culture:
• The school's culture
• Ideals and ideas that are so broad that all members of a society share them
Micro-culture:
• The student's culture
• Subgroups that are distinguished by their ethnic, racial, religious, geographic, social, economic, or lifestyle traits.
Chapter 9:
Culture:
• The behavioral patterns, ideas, values, attitudes, norms, religious and moral beliefs, customs, laws, language, institutions, art, artifacts, and symbols characteristic of a given people during a given time period.
Customs:
• Verbal/nonverbal interactions
○ Communication patterns, family behaviors, governmental and social institutions, conversational styles (business/casual/ritual ), friendship patterns, community roles, and gender
roles.