Cultural diversity
Worldview
Our general beliefs and assumptions about the world
Gender equity
Meeting the needs of students of different genders so that they focus on more than just their strengths
Chronic poverty
A low socioeconomic status that cannot be easily escaped and leads to many challenges for students
Code-switching
The deliberate shift in the language usage
Gender stereotype
Assumptions or beliefs about different genders that are taken to the extreme
SES
Socioeconomic status
Wait time
Variability (in cognitive abilities)
The tendency among respective genders to demonstrate extremely high or low ability levels relative to their age group
Resilient students
Students who acquire characteristics and coping skills that help them rise above their adverse circumstances
Intersectionality
The consideration of the complexity and diversity of the identities of each student.
Visual-spatial ability
The ability to imagine and mentally manipulate two- and three-dimensional figures (on average, males are better at this)
Students at risk
Students who have a high probability of failing to acquire the minimum academic skills necessary for success in the adult world
IRE cycle
The teacher initiates by asking a question, a student responds, and the teacher evaluates the response
Gender schema
Self-constructed understanding of the differences between male and female, based on observations
Schools that have extraordinarily high dropout rates, many of which are in areas of high poverty