Education and Delinquency Summary of a Workshop (2000) / Chapter Skim
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Facilitating Learning
Facilitating Learning
Pages 28-34
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From page 28... ...
Her research examines the factors that cause some children to avoid risk and to break down in the face of a challenge, while others, who might not be thought of as academically talented, seek challenge, enjoy effort, and maintain effective strategies to deal with difficult tasks. Dweck's research clearly shows that intellectual ability is not a sufficient explanation of these observed differences.
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From page 29... ...
In addition, more students may benefit from a structure in which they can seek temporary, focused assistance with especially challenging academic tasks, according to Dweck. RESEARCH ON MASTERY AND HELPLESS ORIENTATIONS Two orientations toward challenging academic tasks emerge from the research of Dweck and colleagues mastery and helplessness.
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From page 30... ...
Mastery-oriented students show more positive affect after a failure, saying things like "I love a challenge." Dweck concluded that students with a helpless orientation attribute failure to themselves. In their academic work these students emphasize performing well and documenting their competence and try to avoid situations where they might be challenged academically.
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From page 31... ...
In the process, city schools became more and more associated with low educational achievement, and the inequities between city and suburban schools became more clearly marked. Margaret Beale Spencer, University of Pennsylvania, Graduate School of Education, noted a serious limitation in the literature on student school performance in its disregard of the unique needs of urban minority students.
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From page 32... ...
She suggested that children without a strong sense of racial identity develop what she refers to as a "reactive racial identity." Children with a "reactive racial identity" realize that identifying with a group is important, and they know that society sees them as being part of a group; they do not, however, have a deep structured understanding of what it means to claim a specific racial identity. According to Spencer, not only does this leave the child with slim resources for dealing with stress, it can also have a devastating impact on school outcomes and academic performance when, for example, students associate performing well in school with "acting white." Parents are largely responsible for racial socialization and training.
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From page 33... ...
In a random sample of 561 (70 percent male) young people involved in a summer academy designed to furnish academic support to failing students, Spencer found that the young men who elected to participate in an outdoor program for 2 weeks scored higher on help-seeking and help-accepting behaviors than their cohorts who chose not to participate (controlling for scores at baseline on these measures)
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From page 34... ...
Graduation rates in this program are 94 percent, whereas the graduation rate in the school system in general is 35 percent. A month following graduation, 93 percent of program students were engaged in full-time stable employment.
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