Foundations and Assessment of Education/Edition 1/Foundations Table of Contents/Chapter 5/Chapter FAQ

Sociological Influences: Economics &amp; Culture
Chapter FAQ
By: Mellody Liples
Learning targets.
The reader should be able to comprehend and answer a few of the frequently asked questions concerning sociological, economic, and culture influences in schools.
How does poverty affect a child's learning ability?
Studies propose the effects of poverty on children's cognitive development occur early, with poorer children scoring between 6 and 13 points lower on various standardized tests for IQ, verbal ability, and achievement. The study also found that length of poverty was an important factor. Those who lived in persistently poor families had scores lower than children who were never poor. Other studies using different longitudinal data sets found that poverty status has a small negative impact on high school graduation and years of schooling obtained (Brooks-Gunn, J., &amp; Duncan, G. J. 1997).
What is learned helplessness?
The phrase "learned helplessness" which refers to learning or perception of independence between one's behavior, and presentation and/or withdrawal of aversive events; was first studied by Seligman and Maier in 1967(Dweck, C. 1975). Learned helplessness might further explain some of the academic and behavioral deficits that characterize students with emotional or behavioral disorders. Individuals with "learned helplessness" learn that responding and reinforcement are independent, they are slower to initiate responses or do not respond at all.
How can violence in schools be prevented?
According to the U.S. Departments of Education and Justice a three-level approach to prevention is the most efficient way to reduce the risk of violence. (Dwyer, &amp; Osher, 2000, p. 2).
 Build a school wide foundation:
This should include, teaching appropriate behaviors and problem solving skills, as well as creating a caring school environment.
 Intervene early:
Provide services and support that address risk factors, especially for those students who are at risk of behavior problems.
 Provide Intensive interventions:
These are necessary for those students whose needs cannot be fully addressed by early intervention. Intensive interventions should always be individualized to a student's needs and strengths.
What is student mobility?
Student mobility is students moving from one school to another for reasons other than grade promotion. Some reasons for student mobility include: children of migrant workers, homeless children, children from low-income families, and children in military families. The possible impacts of mobility on studentseducation are significant in that they include: lower achievement levels due to discontinuity of curriculum between schools, behavioral problems, difficulty developing peer relationships, and these children are at a greater risk of dropping out (Education Week 2004).
What are some warning signs of teenage alcohol and drug abuse?
Physical warning signs can include fatigue, red and glazed eyes, also a lasting cough. Emotional signs include; a personality change, low self-esteem, depression, and a general lack of interest. At school a student might show decreased interest, a drop in grades, truancy, and discipline problems. A student might have new friends who are less interested in standard home and school activities. The use of illegal drugs is increasing, especially among young teens. The average age of first marijuana use is 14, and alcohol use can start before age 12. The use of marijuana and alcohol in high school has become common (American Academy of Child Adolescent Psychiatry 2008).
How well do you respond to peer pressure?
Survey will also let you know others are respond when they encounter Peer Pressure.
What is racism?
The definition of racism as most people know it to be is: an individual's belief that their race is inherently superior to those of a dissimilar race. Racism in education is a subject that is challenging to research. Racism exists in this country even though federal and state mandates that prohibit discrimination on the basis of race. "As a whole, issues of racial avoidance are not at all uncommon. For example, in educational administration, very few individuals have had a critical dialogue about the role of racism in society." (López 2003 p76) While researching racism in education, the majority of information to be found is on critical race theory (CRT). "CRT scholars suggest that the reason why society fails to see racism is because it is such a common/everyday experience that it is often taken for granted. In other words, racism is part of our everyday reality. It is part of our social fabric and embedded in our organizations, practices, and structures." (López 2003 p84) Racism in education is going to prove to be an education in itself. As we all learn how face racism not avoid the issue.
Multiple-choice Questions.
1) A student’s family travels a lot; as a result that child goes to several different schools. This student is at a greater risk for dropping out of school because of ?
a) Drug abuse
b) Learned helplessness
c) New friends
d) Student mobility
2) Violence in schools is an important topic the three three-level approach to prevention includes all but what?
a) Build a school wide foundation
b) Grade promotion
c) Intervene early
d) Provide Intensive interventions
3) When racism becomes “invisible,” individuals begin to think?
a) It is a controversial subject
b) It is a fly on the wall
c) It is individual’s belief that their race is inherently superior
d) It is merely a thing of the past
4) A student shows signs of low self-esteem, the cause is mostly likely?
a) Alcohol and drug abuse 
b) Discipline problems
c) Learned helplessness
d) Student mobility
Answers 1=d 2=b 3=d 4=a
References.
American Academy of Child Adolescent Psychiatry. Teens: Alcohol And Other Drugs No. 3: Updated May 2008 Retrieved June 6, 2009 from http://www.aacap.org/cs/root/facts_for_families/teens_alcohol_and_other_drugs
Brooks-Gunn, J., &amp; Duncan, G. J. (1997). The effects of poverty on children. The Future of Children, 7(2), 55-71. Retrieved
June 6, 2009 from http://www.futureofchildren.org/usr_doc/vol7no2ART4.pdf
Dweck, C. (1975, April). The role of expectations and attributions in the alleviation of learned helplessness. Journal of Personality and Social Psychology, 31(4), 674-685. Retrieved June 5, 2009, doi:10.1037/h0077149
Dwyer, K. and Osher, D. (2000). Safeguarding Our Children: An Action Guide. Washington, D.C.: U.S. Departments of Education and Justice, American Institutes for Research. Retrieved June 3, 2009,from http://www.ed.gov/offices/OSERS/OSEP/ActionGuide.
López, Gerardo R. (2003)The (Racially Neutral) Politics of Education:A Critical Race Theory Perspective. 
Educational Administration Quarterly 39(1), 68-94. Retrieved June 8, 2009 from http://eaq.sagepub.com/cgi/content/abstract/39/1/68