Research Matters/Flip the Script on Fate Control

Autor/in	Goodwin, Bryan
Titel	Research Matters/Flip the Script on Fate Control
Quelle	In: Educational Leadership, 74 (2016) 3, S.83-84 (2 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Equal Education; Poverty; Low Income Students; Minority Group Students; Racial Discrimination; Self Concept; Student Empowerment; Locus of Control; Student Attitudes; Teacher Role; Educational Environment; Educational History + Suchen Sie Ihr Suchwort? Armut; Racial bias; Rassismus; Selbstkonzept; Studienberechtigung; Schülerverhalten; Lehrerrolle; Lernumgebung; Pädagogische Umwelt; Schulumwelt; History of education; Bildungsgeschichte
Abstract	In this article, Bryan Goodwin reflects on a Johns Hopkins University study from 1966 that at that time sent shock waves across America. The report's sober conclusion was that: "Schools provide no opportunity at all" to bring impoverished and minority students up to the starting line. Rather, schools allow them to "fall farther behind the white majority in the development of critical skills" (1966). The results of a survey of students revealed that they felt they could not control their own destinies. This was a predictable response to living with the uncertainty of poverty or in the long shadow of discrimination. So educators shouldn't be surprised that many poor and minority students tend to see themselves as lacking "fate control." Yet Goodwin adds, it's worth keeping in mind that although 50 years ago the label "fate control" has since found that educators can nurture students' internal locus of control by creating safe, secure, predictable learning environments. In so doing, there is the ability to help students flip the script and develop a new belief: "People like me have a chance." (ERIC).
Anmerkungen	ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01