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Inside This Section
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"At Risk" and Problem Behavior
in Schools Related to Type/Learning Style
Academics:
 | Some types (i.e. SP’s, especially ESF, and ESP’s)
traditionally show patterns of low achievement in school (see figure
8.2). ESFP’s typically have GPA’s one standard deviation below the
INTJ’s. |
| Students with substantially differing
"types" than their teacher receive relatively lower grades,
report more academic trouble, and enjoy school less. |
| Extreme N’s (especially extreme NP combination) are
by nature rebellious, and unconventional. If they are in a class with
a structured SJ teacher than interprets their resistance to
"coloring between the lines" as disobedience, both teacher
and student are in for a long year. |
Cultural Context:
| Results from a survey of urban, minority, "last
chance" high school students (N=65), found the following:
| 60% Introverts |
| 50% Judgers |
| 31% (IN) Introverted/Intuitives |
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| These findings are consistent with other
"alternative" school populations. |
| One possible conclusion is those traits that are not
embraced by the culture (e.g., normative) at discouraged and create
stress and cognitive dissonance for those who have them. Those with
deviant traits are forced to either conform (against their nature), or
accept isolation and/or "oddness". |
Social Context:
| (IT) Introverted/Thinkers – (especially females)
struggle socially. They are more self-contained, join less, show less
affect, appear cool and less approachable, date less, desire less
affiliation, and do not mind isolation as much as other types. The
"oddness", apparent disinterest, and ultimate
marginalization of these types. |
| EFP’s can be characterized as placing too much
value on the social. |
| In early years – opposites attract |
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"At Risk"
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