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Intercultural communication is defined as situated communication between individuals or groups of different linguistic and cultural origins. People interacting with those from unfamiliar cultures may have communication difficulties. They may function as schemes that facilitate social interaction with unfamiliar individuals, but also as social norms that influence expectations and behavior towards members of certain social groups. All of the international communications are influenced by cultural differences. There are many barriers to cultural communication. Stereotypes are one of the barriers to intercultural communication. Stereotypes are thoughts that can be adopted about specific types of individuals or certain ways of doing things. These can be beliefs or may not be beliefs in reality. Even if you understand or don’t think about it you’re constantly creating mental models and stereotyping the world around you. The term of stereotype derives from the Greek words stereos meaning ‘firm, solid and typos, meaning impression, hence’ solid impression on one or more ideas or theories. Stereotypes are regarded as the most cognitive components and often occur without conscious awareness. Studies of stereotype content examine what people think of others, rather than the reasons and mechanisms involved in stereotyping. Stereotypes also occur in school areas such as high schools.
This essay will discuss several things about stereotypes in high school in the context of communication barriers between cultures.
This essay will cover an explanation of stereotypes in high school, examples of cases that occurred in high school, and will explain the consequences of stereotypes in high school. From the understanding of stereotypes, we can see that this is very dangerous. Imagine if we don’t know what stereotypes are, examples of what things we do are stereotyped, and we don’t know the consequences of stereotypes for students. Students are future candidates for the nation, therefore it is very important to know stereotypes in high school. This essay is created to add insight into the stereotypes of high school.
The stereotype is one of the barriers between cultures. It sometimes happened in High school. High school stereotypes are boxes into which teenagers may be placed by the same teenagers. Teens spend their high school years learning about themselves, they may end and up believing some of the stereotypes that are thrust upon them during this important developmental phase. School is not only a place where children extend their knowledge and competencies, but it is also a place where the children grow. It is also can be a social environment where children develop an understanding of who they are and why they are alive. Students are not the only ones to blame for stereotypes. There are also parents, teachers, or someone else even play a role in reinforcing them as well. Besides this, social media’s impact on social norms has increased the negative impact of stereotyping in American schools today. Consider television shows and movies about teenagers. The Breakfast Club, a movie from the 1980s, found examples of stereotypical burnout, athlete, nerd, loser, and princess. Such stereotypes are very harmful to high school students. It can be the cause of depression, anxiety, and even suicidal ideation. High school stereotypes also can affect student’s futures like their career or their opportunities.
There are many stereotypical cases in high school. Stereotypes by teachers may also be wrong. For example, teachers may treat students differently based on their individual, characteristics, nationality, race, or ethnicity. One study found that some teachers preferred African-American over Asian-American and Latino students because of stereotypes. Teachers think that Asian Americans will be more academically successful in the future. The result was bullying among all groups as students fought to avoid being stereotyped. There are also classmate stereotypes of students. They see gender in their opinion of a person’s abilities. In reality, students have different characteristics, goals, expectations, and attitudes. Students also have their abilities. Research has shown that students’ stereotypes about gender-specific competencies in mathematics can significantly influence their competency achievement and beliefs. However, this study largely ignores the potential role of class context in shaping stereotypes. There are statements that reading is for girls and Mathematics for boys. However, since there is no study of the explicit relationship between gender stereotypes of children and their reading, this statement will refer to studies conducted in the mathematical domain – assuming that the underlying processes are somewhat similar. There is prior research that has found about the gender stereotypes of students in reading that girls outperform boys in large-scale reading achievement assessments. Reading is the process of looking at a series of written symbols and getting meaning from them. There is example, Program for International Student Assessment (PISA) scores show that, in 30 countries, girls consistently outperform boys in reading (OECD, 2014). In addition, girls tend to read more often than because girls have higher reading motivation, and rate their language skills more increase than boys. Reading disability is more common in boys than girls and boys are more susceptible to the reciprocal damaging effects of reading anxiety. Reading is essential to academic success and participation in society in the future, the underachievement of boys is a central issue in educational research. Since reading is stereotyped as a female domain, there is a hypothesis of a negative relationship between gender stereotypes of boys favoring girls in reading and their self-concept of reading, intrinsic reading motivation, and reading achievement. Gender stereotypes that emphasize the conception that girls are more competent at reading than boys can severely affect boys by undermining their performance in reading; it can undermine their true reading skills and make boys insecure. In explicitly testing a contextual effect, the regression coefficient of the class-average gender stereotype has to be more significantly different from the coefficient of the individual gender stereotype. The result, the coefficient of class-average gender stereotype in class is not a direct estimate of the contextual effect but of the effect of class-average gender stereotype that does not control for the effect of the individual gender stereotype. There are also examples of cases of stereotypes In my school. Students differentiate their peers by making stereotypes. Towards a black Madura boy and a white girl from Kalimantan. All friends have different treatment towards friends from Madura and Kalimantan. They made their friends from Madura feel ashamed and they thought that the group from Madura was indeed black. Though skin color is not the main thing that can be questioned. This is a stereotypical case in high school.
High school stereotypes lead to stress and anxiety. The stereotypes can cause increased stress for students of high school, as well as anxiety related to academic success. Research has shown that racism at school creates a greater risk for mental illness. For example, because of racial stereotypes students from marginalized or minority groups might feel intense pressure to succeed in the future. In high school stereotypes also lead to bullying. Bullying is unwanted aggressive behavior among school-age children that involves an imbalance of real or perceived power. The behavior is repeated or has the potential to be repeated, over time. Bullying can be based on social, and physical differences and culture, or students may stereotype other students as weak, weird, or not beautiful or handsome. Bullying has become a larger problem over the past few decades. There are many educational efforts have been made to increase awareness of bullying. Stereotypes lead to isolation. It will be the process or fact of someone isolating him or being alienated by others. We’ve seen at The Breakfast Club, that certain high school groups are not all well-known high schools in our culture. Many schools still select students only because of their parents’ backgrounds. When a student doesn’t fit into an established group, they may become isolated and lose their rights. For example, consider an Asian-American student who does not do well academically, as the Asian-American student stereotypically might expect. The student may feel they have nowhere to fit in and become socially isolated. Researcher Gabrielle Rappolt-Schlichtmann described stereotype threat as ‘fear of being judged on negative stereotypes, and fear of doing something that would confirm those stereotypes,’ which can lead to decreased academic achievement and can affect student socio-emotional well-being.
To summarize, by combining the assessment about explanations, examples of cases, and the consequence of stereotypes in high school to students and their classmates or their teacher, it can be able to highlighted that classmates’ gender stereotypes are related to individual students’ outcomes. The value from teacher to students also can be assessed in a school. These results suggest that if we are interested in reducing the effects of stereotypes on academic outcomes, we should focus not only on students’ stereotypes but also on keeping their classmates’ stereotypes in mind. To support awareness of students when and how classmates’ gender stereotypes can impact students’ behavior should be a major goal for interventions aimed at preventing the transmission of gender stereotypes about reading within a classroom. To avoid a barrier of cultural communication stereotypes we should think carefully about someone. Never judge anyone if you don’t know anything about them. High school is very important for a student’s future. From now we must beware of stereotypes in high school. If there are always cases or measures about stereotypes in high school, the lives of teenagers will be threatened. Let’s stop stereotypes in high school for the good life in the future.
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