Piechura-Couture, Kathy, Nina B. Hollis, and Mercedes Tichenor. “The Boy Factor: Can Single-Gender Classes Reduce The Over-Representation Of Boys In Special Education?” College Student Journal. N.p., 1 June 2013. Web. 20 Apr. 2014. 

From this journal article I learned that “Since the early 1990s numerous studies have concluded that there is an
over-representation of males and minorities in special education” (The Boy Factor). The article also discussed single gender education and that there is a belief of a biological difference between males and females and how they learn in the classroom. A study conducted found out that there are differences in how boys and girls hear and see. The fact that boys and girls have differences in hearing can be the reason why many boys look like they’re not paying attention or why teacher need to re-direct them most of the time. After reading this journal article it has made me become aware of something I didn’t think needed attention to in a classroom. That is how boys and girls learn differently in a classroom. In my future classroom I will now be aware of this fact and make sure to accommodate for both boys and girls so that they can get an equal learning experience.

Karam, Azza. “Education As The Pathway Towards Gender Equality.” UN Chronicle. N.p., 2013. Web. 21 Apr. 2014.

From this journal article I learned that there are some significant inequalities in education regarding gender. For example “surveys in 55 developing countries reveal that girls are more likely to be out of school at a lower secondary age than boys, regardless of the wealth or location of the household” (UN Chronicle). I also learned how there aren’t as many women in fields such as engineering, science, or technology, compared to more popular fields like humanities and social sciences. This article also discussed that gender-discrimination in education is caused by differences that exist in todays society. “Disparities, whether in terms of poverty, ethnic background, disability, or traditional attitudes about their status and role all undermine the ability of women and girls to exercise their rights” (UN Chronicle). After reading this journal article it has informed me that throughout the world girls aren’t receiving an equal education as boys, and the reasons for that. In my future classroom I will not discriminate against gender and provide an equal education to both boys and girls.

McGrady, Patrick B., and John R. Reynolds. “Racial Mismatch in the Classroom: Beyond Back-White Differences.” Sociology of Education. N.p., Jan. 2013. Web. 23 Apr. 2014.

From this journal article I learned that “students who are taught by teachers of the same race and ethnicity receive
more positive behavioral evaluations than students taught by teachers of a different race/ethnicity” (Racial Mismatch). I learned the reason for this is because mainly white teachers are racially biased due to racial stereotypes of groups who might be more academically orientated than others. This article also talked about how black students face disadvantages as compared to there white classmates. These students receive lower scores on behavior and ability from white teachers. After reading this journal article I think it’s important for me to learn not to discriminate against any student and to treat all students equal, and to grade equally not based off of race.

Bassok, D. (). Do Black and Hispanic Children Benefit More From Preschool? Understanding Differences in Preschool Effects Across Racial Groups. Child Development81, 1828-1845.

From this journal article I learned that some recent studies are suggesting that the effects of attending a pre-school vary by race.”Among a subsample of children living below a poverty threshold, no racial differences in preschool impact are detected. However, findings suggest that non poor Black children benefit substantially more from preschool than their non poor White or Hispanic peers” (Child Development). This article also talks about how these findings are being used to narrowing the racial achievement gaps. After reading this journal article it has informed me on an issue that I didn’t even know existed. I also found this article extremely informative and interesting to read.

Anastasiou, D., & Keller, C. (). Cross-National Differences in Special Education Coverage: An Empirical Analysis. Exceptional Children80, 353-367.

From this journal article I learned that there is a great difference in how countries around the world provide special education. “This study investigated the role of educational and socioeconomic factors in explaining differences in national special education coverage” (Exceptional Children). The article talked about how factors that describe a country’s general education context can play a role in explaining cross-national differences in special education coverage. After reading this article I learned how different countries prioritize special education. Becoming a teacher in the future I would love to help out and make my self available to helping out special education students, and I think its important to prioritize special education.

Keddie, A., & Niesche, R. (). Productive engagements with student difference: supporting equity through cultural recognition. British Educational Research Journal38, 333-348.

From this journal article I learned how some Australian teachers support student equality through culturally recognizing each students background. This article also talked about how even though its mandatory for schools to embrace cultural differences, school practices generally do not value and work with student diversity in equitable ways. This school in Australia “provides intensive English as a Second Language (ESL) support for newly arrived refugee and immigrant students to Australia. The group of educators comprise the school’s ‘Justice, Equity and Peace’ (JEP) group, which is responsible for improving the equity outcomes of students” (British Educational). After reading this article I learned that it is important to embrace each students cultural differences, and for schools to accommodate for those students.

Jones, I. (). he Effects of On-time, Delayed and Early Kindergarten Enrollment on Children’s Mathematics Achievement: Differences by Gender, Race, and Family Socio-economic Status. Educational Sciences: Theory & Practice.

The purpose of this journal article was to examine if social-economic status effects kindergarten enrollment and mathematic achievement. From this article I learned that children who came from low social standing families began school with lower math abilities than do the children from higher social standing families. “Findings of this study suggested that children with delayed enrollment in kindergarten had stronger mathematic skills than children with on-time enrollment in kindergarten, who had stronger skills than children with early enrollment” (Educational Sciences). After reading this journal article it has informed me of a finding that I wasn’t aware of before.

Strand, S. (). School effects and ethnic, gender and socio-economic gaps in educational achievement at age 11.. Oxford Review of Education40, 223-245.

From this journal article I learned that there are long standing achievement gaps in England associated with socio-economic status.The article analyses the national test results at of students age 7 and 11 of 2,836 students attending 68 mainstream primary schools in an ethnically diverse inner London city. “Low socio-economic standing students in the more effective schools performed significantly better than high socio-economic standing students in the less effective schools, but all students (both low and high SES) benefit from attending the more effective schools and so these schools do not eliminate the socio-economic standing gap” (Oxford Review). Becoming a teacher I learned that it is important not to judge a student based on their socio-economic standing after reading this article, and to make sure every student receives the same education.

Sweet, R. (). Science, Technology, Engineering and Math Readiness: Ethno-linguistic and gender differences in high-school course selection patterns. International Journal of Science Education36, 610-634.

This journal article examined “ethno-linguistic and gender differences in Grade 12 course choices while accounting for personal and situational differences among students” (International Journal). The study found that math and science course selections were associated with ethnicity. The article suggests that ethnic diversity and broader academic exposure may play a crucial role in changing the gender composition of science classrooms. From this journal article it has informed me of how students who come from different ethnicity or cultural backgrounds select there courses.

Weiss, F. (). Gender differences in the influence of parental class on young adults’ participation in postsecondary education in the US.. Journal of Further & Higher Education38, 182-199.

From this journal article I learned that re-enrollment in college can depend on parental social background. “Working-class men are constantly disadvantaged in their chances to re-enroll in education throughout their lives compared to men with more privileged family backgrounds, while working-class women are only disadvantaged among early re-entrants” (US Journal). After reading this journal article I learned a lot about how social-economic status has such a great effect on your education throughout your life.


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