ERIC Number: ED030521
Record Type: RIE
Publication Date: 1969-Jul
Reference Count: 0
Mexican-American Students in a Metropolitan Context: Factors Affecting the Social-Emotional Climate of the Classroom.
Anderson, James G.; And Others
The study was undertaken to systematically explore some of the social mechanisms within classrooms that mediate educational effects of schools for Mexican Americans in a metropolitan context. Seventy-two teachers from 9 schools in 3 distinct ecological areas in El Paso, Texas, were asked to complete a questionnaire and the Minnesota Teacher Attitude Inventory in order to learn about their academic backgrounds, experience, instructional practices, and attitudes toward special programs for Mexican American students. The instructional process was analyzed by observing and recording classroom behavior. All of the classrooms studied were found to be highly teacher-dominated with little student-initialed discussion. However, differences in teachers' attitudes and classroom approaches were apparent at all grade levels and in all 3 areas. These included affective relations with students, directness in the classroom, and amount of empathy for Spanish-speaking students. The findings indicated that the 2 factors which profoundly affected teacher-student relationships in classrooms were the professional training of the teacher and the peculiar characteristics of the school's student body. Tables and figures are included. (CM)
Descriptors: Classroom Environment, Disadvantaged Youth, Elementary School Students, Emotional Development, Mathematics Teachers, Metropolitan Areas, Mexican Americans, Secondary School Students, Social Environment, Spanish Speaking, Student Teacher Relationship, Students, Teacher Attitudes, Teacher Background, Urban Education
Publication Type: N/A
Education Level: N/A
Sponsor: Southwest Educational Development Lab., Austin, TX.
Authoring Institution: New Mexico State Univ., University Park.
Identifiers: Minnesota Teacher Attitude Inventory; Texas; Texas (El Paso)