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Laureau finds that the social class of parents affects the parent-school-child triad. Middle class parents get more involved in their children's activities than do working class parents. This involvement has a positive impact on the child's educational attainment. According to Lareau, due to the parents' education, occupation, income, and social networks, middle class parents feel more equal to teachers than do working class parents. This enables them to question and monitor teachers rather than deferring to teachers. Additionally, they have the financial resources to purchase educational resources and usually have more flexibility in their jobs to permit greater involvement. Therefore, they have more frequent abilities to participate in their child's educational pursuits, which results in greater educational success for the child.
Eder found that teachers' perceptions of students, and therefore their treatment of students, were based on students' family backgrounds and social mannerisms. Differences in social mannerisms were often misinterpreted as being reflective of the students' abilities. These attitudes toward students' intellectual abilities led to ability grouping in reading and math, which become sort of a self-fulfilling prophecy for these students.
Alexander considered the social class origin of the teacher and his or...
Alexander found that teachers from high socioeconomic backgrounds perceived lower SES and Black students as lacking in maturity. Additionally, these teachers had lower academic expectations for lower SES and Black students. However, teachers from lower SES backgrounds did not have these perceptions. These perceptions impacted the grades the students received at the end of the year. In classrooms of lower SES teachers, there was no correlation between student's SES or race and his or her year-end grade. Conversely, in classrooms of teachers of high SES backgrounds, students of lower SES and Black students had significantly lower grades than those who were white or of higher SES. Alexander attributes this to the social distance between teachers and students.
According to the Wisconsin Social-Psychological Model, how we see ourselves depend on our interpretations of how other people see us. As has been stated in the other models, when parents and teachers have high expectations of students, they perform better. Mistry et al. (2009) found that both parents' and teachers' expectations of students impacted student achievement. They also found that teacher perceptions were based on the perceptions of earlier teachers, so if as indicated in the Eder and Alexander models, teachers base their expectations on misunderstandings
Eder found that teachers' perceptions of students, and therefore their treatment of students, were based on students' family backgrounds and social mannerisms. Differences in social mannerisms were often misinterpreted as being reflective of the students' abilities. These attitudes toward students' intellectual abilities led to ability grouping in reading and math, which become sort of a self-fulfilling prophecy for these students.
Alexander considered the social class origin of the teacher and his or her perception of student abilities. Alexander found that teachers from high socioeconomic backgrounds perceived lower SES and Black students as lacking in maturity. Additionally, these teachers had lower academic expectations for lower SES and Black students. However, teachers from lower SES backgrounds did not have these perceptions. These perceptions impacted the grades the students received at the end of the year. In classrooms of lower SES teachers, there was no correlation between student's SES or race and his or her year-end grade. Conversely, in classrooms of teachers of high SES backgrounds, students of lower SES and Black students had significantly lower grades than those who were white or of higher SES. Alexander attributes this to the social distance between teachers and students.
According to the Wisconsin Social-Psychological Model, how we see ourselves depend on our interpretations of how other people see us. As has been stated in the other models, when parents and teachers have high expectations of students, they perform better. Mistry et al. (2009) found that both parents' and teachers' expectations of students impacted student achievement. They also found that teacher perceptions were based on the perceptions of earlier teachers, so if as indicated in the Eder and Alexander models, teachers base their expectations on misunderstandings
Sociology The difference between micro and macro perspectives in sociology is that the latter looks into the role of social institutions in influencing social life and interaction, while the former is centered on studying social interaction itself, which happens between individuals or people who are also members of the society. The distinction between the two perspectives become easier to understand when applied in the context of a particular social phenomenon, such as
And as we have gained greater scientific, medical, technological and ideological diffusiveness, theorists from every discipline concerning human matters have required their own lens for examination. For instance, the text by Conrad & Gabe (1999) focuses the whole of its discussion on the relationship between social systems and our ever-growing body of knowledge on systems specific to the physical makeup of the human being. Indeed, the authors provide an
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There is some suggestion on observation that many students of the dominant norm on campus do not engage in activities that might help Asian or other minority students feel as though they were members of a unique family or society with no racial or cultural boundaries. Rather, there is much in the way of stereotypical behaviors observed among the subtype population and the larger student body (Anderson & Taylor,