Schooling

Question 1

Teacher Quality

Answer 1

high-quality teaching improves:
* engagement
* motivation
* ** learning outcomes**

Effective teachers provide structure, clarity, and emotionally supportive instruction.

Poor-quality teaching increases disengagement and alienation.

Question 2

Teacher–Student Relationships

Answer 2

Warm, supportive relationships provide:
* ** emotional security**
* belonging
* motivation

Negative or conflictual relationships predict:
- higher stress
- lower engagement
- more behavior problems

Adolescents especially benefit from adults who respect their autonomy and competence

Question 3

Teacher’s expectations for students

• Pygmalion effect

Answer 3

• somebody’s (students) attention can cause a student to bloom
• The teacher thinks the student is smart> the teacher focuses on the student> the student learns more> the student gets better grades> confirms what the teacher already think that the student is smart
• It shows the effect of bias in teachers in terms of gender,race,ses,languague.
  ex: teachers give a longer time for boys to answer questions than girls

Question 4

study

Answer 4

• random assigned two groups (both similar iq tests)
• condition 1 : told the teachers they are bloomers (same test)
• ** condition 2:** told teacher werent told anything special (same test)
• results
  those students who were lebeled as bloomers actually had their iq increased

negative expectation can also bring negative effects in students

Question 5

Acadmic Work

Answer 5

• Benefits when curriculum is interesting, meaningful, at an appropriate level,structured,relvent,choice
• Consideration of global social realities students tend to do well when they can see themselves in what they are studying (mirrors), but they should also teach them about other experiences** (windows**)- highly beneficial

Question 6

Going beyond the basics (reading, writing, arithmetic)

social-emotional learning (SEL)

Answer 6

• focuses on : self-menagment,self-awarness,social awarness,relationship skill,responsible decision-making
• positive peer reporting (tootling); research shows links with improved peer interactions,reduced aggression/disruption, and more academic engament

**PATHS: emotional recognition and regulation **
-teach them in how to do a turtle, instead of hiting someone when u anger, thinking and telling someone else’s emotions instead of hiting someone else

SEL programs often associated with improved prosocial/social skills, student well-being, AND improved academics

Question 7

why?

Answer 7

• useful skills: executive function attention
• more positive feelings about school and peers
• better self-estemm belongness

Question 8

challanges

Answer 8

• support for teachers(time or teach teachers how to do this)
• generalizability across all students (ex: neurodivertity students-autistic)
• ** not all available program may be effective** ( SEL that are more consistent across time are more advantageous then just one time intervention/assembly

Question 9

Achivment goals

Answer 9

Mastery goals: Focus on developing competence, learning, understanding, improvement
* to learn and understand the content better
* to chase for compatence and know some practical knowledge about child development

Relative-ability goals (performance goals): Focus on being superior, besting others, and avoiding looking poorly compared to others
* maintain a high GPA
* i want to get over a 90 in this class
* i dont want to be one of the worst students in the class
* i dont want fail the class

u can have both this goals at the same time
- to achive high grade and make sure that i learn something new

Question 10

practices that boost mastery goals in a classroom: TARGETS

Answer 10

Tasks
Authority
Recognition
Gruping
Evaluation
Time
Social relation

Question 11

Task

Answer 11

when tasks are meaningful, interesting, seem relevent to them
* learning something they can use for their future.

Question 12

Authority

Answer 12

when authority is shared : students also have control
* what books they read
* the percentage of assignments)

Question 13

Recognition

Answer 13

recognition of students good work and working hard
* recognition should be private

Question 14

Gruping

Answer 14

more mixed grouping
* not from the same background
* even with different abilities

Question 15

Evaluation

Answer 15

• is private
• based in improvment and clear criterias

Question 16

Time

Answer 16

when time is flaxibal
* they can choose when to hand in (more control)

Question 17

Social relation

Answer 17

** when students do well with other students and teacher**
* students feel supported

Question 18

Mastery Goal Increses

Answer 18

• engagement
• persistence
• effort
• well- being
• less cheating…

Not necessarily linked with better academic performance!!!

Question 19

What achievement goals are emphasized by the school?

Answer 19

Emphasize relative-ability goals
* Public honour rolls
* Assemblies recognizing top grades
* Class rankings on report cards, published

Emphasize mastery goals
* Recognition for effort/improvement
* Recognition for different abilities (feels fake ?)
* Diverse course options (authority,task)

Question 20

School type

Answer 20

Traditional research shows benefits for private school
* better grades
* less behavioral problems

But, confounded with SES, school size, etc.
* small findings when control SES
Newer research that attempts to control for these factors suggests no advantage

Question 21

study

Answer 21

• Studies examining children who switch to private school through random lottery are mixed→ often find no improvement from those who didnt win the lottery who are low ses– or even decline?
• being the only low ses (bullying, not feeling of belongness, being part of minority)
• not knowing anyone - as prive school children tend to stick together, know eachother for longer
  * not all prive schools are all the same

Question 22

school transitioning

Answer 22

• common experience transition, get older, move schools for other grades most schools(elemnetary,high school,middle school)
• ** School transitions are linked with decreases in motivation, interest in school, confidence, high anxiety, lower academic scores**
  -elementary (doing well)
  -go to middle school(do first years really bad),
  -high school(first years bad)
• Transition can cause negative outcomes
• worst declines cause more risk outcomes (ex: drop out)
• behaviral problems

-** transition to a new school (elementary to elementary,high school to high school also do worst)**

Question 23

why the decline?

Answer 23

• age
  -puberty - not on its own
• transition it self
  -transiotion any school does result it worst outcome
• changes in achievement goals
  -mastery rather then doing ur best- more focuses in academic goals
  -more decline when schools focuses on grades and going to uni-,mastery
• change teacher beliefs
  -public school teachers see more negative expectations (through time, first they dont have that)
• stage-enviroment fit: middle/high school as developmental mismatch

Question 24

stage-enviroment fit

Answer 24

adolescent stage:
need for autonomy
concern for peer opinion

Middle/high schools (mismatch adolescence stages)
greater emphaises on teacher control
increase in practice that emphaiszes comparison

see decline in interanalize and externalize problems when school matches their stage needs

Question 25

Individual differences

Answer 25

*** Lowest achievers, those struggling with anxiety, social skills** → **most impacted** * Ethnic minorities who move to school that have more of **your ethnic minority** **don't see as much of a decline** -**but when they(change) elementary school that have less students from your identity/ethinic group do worst!!**

Question 26

Academic track

Answer 26

**Ability tracking:** **Students separated into different classes based on ability**(i.e Honours,AP) - social comparison Incredibly mixed evidence for outcomes! * **High ability tracks → benefits academically; but may be costs for self-esteem, well-being** * **Low ability tracks → negative outcomes** * concerns about how children are assigned to tracks racial/languague bias -**when the name of student is not white (not sure about asian students) are put into lower ability classes**

Question 27

**school size**

Answer 27

**Smaller schools → better outcomes** * **individualize attention and support** -K-8: 300-500 students -9-12: 600-1000 students

Question 28

School start and stop time

Answer 28

Sleep cycle shifts during adolescence teenagers feel tired 2 ours later compared to adults and kids -**Sleep 2 hours after adults are tired (biological)** **Developmental mismatch with secondary schools?** * it does not aligns with when school starts (8 or 7)

Question 29

study

Answer 29

**improvement when schools move start time later ? ** * one group 7:50 * the other group 8:45 -**students got more sleep** -**fewer absence and latness** -**improvment in their grade 4-5%** **may not have universal** -students who work or care for siblings -since school would end later

Question 30

**School year**

Answer 30

* Traditional school year with summer break reflects agricultural heritage (help with farming) * **Decrease in academic performance/IQ over summer break** -**More so for low-income families** (break of resources) -**high income can send them to museams,extra classes,travel 2X more likely** - **year-round school?** like brazil (one month break for summer, winter,fall) **some positive academic results maybe less so in well being?**

Question 31

Extracurricular Activities

Answer 31

Extracurricular involvement supports: * **identity development * competence and autonomy * social connection * emotional well-being * higher academic engagement** Activities offer structured environments with adult mentors, which **protect against risk behaviors and promote positive development.**

Question 32

**School diversity**

Answer 32

* Ethnic diversity * Associated with **benefits for all youth** * study * mesure ethic diversity **more diverse : students feel less lonly,less victimized** across ethical group (same benefit acrross) - **not only minorities but also majority (white people)**

Question 33

**why?**

Answer 33

* **allow for more friendships** -**more positive intergroup relations** -**cross ethic friendships** * **more balance of power **(not just one ethic group -**less social vulnerability** -**better mental health** **all this results in school belonging and performance**

Question 34

**school diversity ideology**

Answer 34

**Colour-evasiveness (“colorblindness”)** → best to ignore race/ethnicity, focus on the individual * **less beneficial (minimizing suffering)** **Multiculturalism** → recognizes and values social group differences (such as race/ethnicity/culture) **Previous research has found advantages with institutions emphasize multicultural ideologies ** But... does this also **depend on what schools actually do. not just what they say **

Question 35

Leer, Gaither, & Gassman-Pines (2025) **reserch question**

Answer 35

RQ1: **What is the relationship between a school explicitly valuing diversity (via its mission statement)** and **adolescent outcomes (school belonging, mental health, academic achievement)**? RQ2: How does this relationship depend on school context RQ3:Do these associations differ for students from different racial/ethnic backgrounds, especially minority vs majority groups?

Question 36

Leer, Gaither, & Gassman-Pines (2025) method

Answer 36

**Design** * Large, multi-school adolescent survey study * Students reported: -**Perceived school ideology** (multicultural or colorblind) -**Degree to which the school practiced inclusion **(teacher behavior, school responses to discrimination, curriculum) -**Mental health indicators**(internalizing symptoms) -**Academic engagement** (motivation, interest, participation) **Sample** - Middle and high school students(grade 5-8) - **Racially and ethnically diverse**; included White, Black, Latine, Asian, and multiracial youth. **Measures** - **belongness** - **Mental Health:** - **Academic Engagement:**

Question 37

Leer, Gaither, & Gassman-Pines (2025) **Findings**

Answer 37

**1. Multicultural ideology predicted better outcomes—**but **only when schools backed up their claims with actions.** - Students who perceived multicultural messages + consistent inclusive practices showed: -**Lower depressive/anxiety symptoms -Higher academic engagement -Greater belonging** 2. **“Performative multiculturalism”** (celebrating diversity without structural follow-through) **harmed minority youth.** - When schools said “we value diversity” but: did not address discrimination (did not hire diverse staff, did not include inclusive curriculum) - then minority students reported: -**More internalizing symptoms -Lower sense of belonging -Lower academic motivation** 3. **Colorblind ideology was generally associated with worse outcomes—especially for students of color**. - Colorblind messaging predicted: **-Lower belonging -More distress -Lower engagement** **This was strongest among racial/ethnic minority youth, whose lived experiences were invalidated**. **4. For White students, ideologies mattered less**. -White youth were less affected by the mismatch between diversity messages and practices. -**For White students → pro-diversity ideology staments was associated with more psychological distress if more diversity in teachers (Feel threat to privileged status)** - Minority youth were highly sensitive to ideological mismatch. **5. “Alignment” mattered more than absolute level.** A school with modest multicultural messages but strong inclusive practices was better than one with: high messaging + low follow-through.

Question 38

ranking best outcomes in ideology and action(best to worst)

Answer 38

1. Multicultural ideology statments, follow with actions 2. not many statments, but follow Multicultural ideology actions 3. Multicultural ideology statments, dont follow with actions (not good) 4. Color blind ideology statments (worst)

Question 39

Leer, Gaither, & Gassman-Pines (2025) implications

Answer 39

1. **Schools must prioritize structural inclusion—not just symbolic celebration.** 2. **Colorblind rhetoric is harmful for minoritized youth.** **3. Adolescents can detect hypocrisy**. **4. Policy and teacher training should focus on actionable inclusion.** **5. Diversity is an opportunity only when paired with intentional inclusion**.

Question 40

Leer, Gaither, & Gassman-Pines (2025) **limitation**

Answer 40

1. **Cross-sectional design** - **Cannot infer causality** (e.g., students’ mental health may influence how they perceive school ideology) 2. **Self-report data** - **Potential bias in students’ perceptions** 3. **Limited to specific geographic regions/school types** - **May not generalize to private, rural, or international schools** 4. **Only two ideologies were examined** - Real-world schools may use other diversity frameworks (e.g., equity-focused, justice-oriented, assimilationist) **5. Did not capture teacher-level variation** -Students in the same school may experience different ideology implementation depending on their teacher

Question 41

community

Answer 41

**students do better with more Involvement of community** * Parents * Local organizations **Factors include**: - Neighborhood resources (libraries, safe spaces, after-school programs) - Cultural values about education - Family SES and stability - Community support networks - Exposure to violence or discrimination **These community contexts shape:** -stress levels - school readiness - motivation - mental health - academic achievement **Resources** * **School resources** typically **linked with community resources** * **School buildings: can communicate value of education** lots of windowns vs no windows

Question 42

country and culture

Answer 42

* **Role of testing** **in canada dont use a lot of testing ** but usually used to determines which school,classes etc. **Importance of education/schooling ** * Gender