Carrie is a fifth grader at Gorrie Elementary school—a school near an affluent neighborhood in a suburb of a major city. Carrie, who lives with her divorced mother—a high school dropout with a steady job as a minimum wage housekeeper—seems to have limited background experiences. In a discussion of the “Old West,” for example, she asked what a saddle horn was, when Mrs. Williams talked about the saddles cowboys used. Also, she had never heard of a wild turkey, thinking only of the turkeys people eat on Thanksgiving. However, Carrie “picks up” new ideas in class more quickly than most of her classmates, and she periodically asks questions atypical of fifth graders, such as, “Wouldn't our country be better off if some of the money the Congress spends fighting with each other went to educating poor people instead?”



How does Carrie's socioeconomic status compare to that of her typical
peers? Explain.



2. If Carrie fits typical patterns for students with her background and

socioeconomic status, is the likelihood of her dropping out of school at

some point before graduation greater than, less than or similar to the

likelihood of her typical peers’ dropping out? Explain.



3. If Mrs. Williams’ questioning patterns are similar to those identified by

research, is Carrie more, less, or similarly likely to be called on,

compared to typical boys in her class? Is she likely to be asked high- or

low-level questions? Explain.

Didn't I answer this first question before?

1. Lower because children's socioeconomic status is typically based on the parent's status. From her ignorance of the facts stated above, I would wonder if her mother could afford a TV set.

2. All factors being equal, she would be more likely to drop out. However, it would depend on various factors. Is she socially accepted by her peers in school? Do they make fun of her ignorance? Will the teachers encourage her questions? Does her mother encourage her in her education? What is her intelligence level? (it sounds at least average.) Etceteras.

3. There is a tendency for teachers to call on girls less and ask them lower-level questions, but this is becoming less likely.

https://www.google.com/search?client=safari&rls=en&q=gender+bias+of+teachers&ie=UTF-8&oe=UTF-8&gws_rd=ssl

1. Carrie's socioeconomic status is lower than that of her typical peers. This is evident from the information provided, such as her mother being a high school dropout with a minimum wage job as a housekeeper. In contrast, Carrie's classmates likely come from more affluent backgrounds since they attend a school in an affluent neighborhood near a major city.

2. If Carrie fits typical patterns for students with her background and socioeconomic status, the likelihood of her dropping out of school at some point before graduation is likely greater than that of her typical peers. Research has consistently shown that students from low-income families are more likely to drop out of school compared to their more affluent peers. Factors such as limited resources, lack of support at home, and financial constraints to further education may contribute to this higher likelihood of dropout for students like Carrie.

3. If Mrs. Williams' questioning patterns align with those identified by research, Carrie is likely to be called on less compared to typical boys in her class. Studies have shown that teachers tend to exhibit gender biases in classroom interactions, with boys receiving more attention and being called on more frequently than girls. Additionally, it is also possible that Carrie might be asked lower-level questions due to assumptions about her background experiences. Teachers may unintentionally lower expectations or make assumptions about the cognitive abilities of students from lower socioeconomic backgrounds. This can impact the level of questioning and engagement experienced by students like Carrie.