Chapter 5 Response to: Stereotypes and Low SES

by April

The issue you mentioned of ensuring that we have high expectations for our students keeps coming up in almost every chapter we read. I thought it was interesting that on page 191 the text pointed out that "exemplary African American teachers are described repeatedly by their students as having high expectations and a demanding teaching style." But it didn't stop at that. Not only did it show that these teachers have high expectations for their students but they clearly had expectations for themselves as teachers as well in that they refused to lower standards even if it meant working extra hours to help students achieve success. I think we have to be careful to make sure that high expectations for students are coupled with high expectations on ourselves for quality instruction and commitment to helping children learn.

You brought up the issue of gender schema and stereotype threat. First, I thought it was interesting that the information in our Psych book was very incomplete or almost in disagreement from the information in our Sociology book. Actually as I was reading it I was thinking, "Weird, it seems that I've heard lately that the problem is now reversed and there is concern for boy's lack of success in school." So I wasn't surprised to see that perspective brought out in our sociology text. What I wanted to say about the stereotype threat, though, was that there can be positive stereotype threats as well that can hinder a child's learning. For example, telling a boy that boys are always good at math and science puts on a certain pressure that he has to do well in math and science. I think the issue is actually more pronounced in terms of racial positive stereotypes. When a person feels they have to live up to a certain positive view of their race, it adds the performance anxiety of, not only would I be failing myself if I don't succeed, but I will be letting down my race as well. I read that some where in the past and thought it was interesting. I think the point is that we have high expectations for our students as individuals and not based on known stereotypes. "I think you will succeed in math because you have the ability to succeed in math." Rather than, "I think you'll succeed in math because you're a boy and boys are good at math."

Lastly, you mentioned the struggle for students from a lower SES losing ground during the summer because of their lack of access to the resources that most middle-class students have. I would be interested in seeing data as to whether students from a lower SES actually do better in the long term in schools that are year-round rather than schools that are in session 9 months and out 3 months. I just wonder if that makes any difference in their long term achievement.