ERIC Number: ED344953
Record Type: RIE
Publication Date: 1988-Nov-4
Reference Count: N/A
Ethnic Differences in Responses to Schooling: Perceptions of Organizational Climate in Multiethnic Middle Schools.
A study was done to explore student perceptions of school environments in multiethnic, New York State middle schools and the impact of those perceptions on teacher efforts to develop social interaction within the schools. Using a survey questionnaire, 804 students from 5 middle schools selected for their multiethnic characteristics participated. Students were from all ability and middle school grade levels. Findings indicate that multiethnic middle schools appear to have low structures, high social relationships, and rather ambivalent feelings about relationships with teachers as well as low academic initiative. In addition, along racial lines, both Black and White students see their teachers as interested in them, but with emphasis on different factors. Hispanic American students emphasize social issues with higher concern for peer friendliness and school loyalty. Black students emphasize group solidarity and feel that they are conscientious about school but that school is monotonous. White students see their teachers as interested in them in connection with social activities. They also emphasize being busy with group activities, orderlines, new ideas, teacher efforts to plan, and good manners among students. Overall, the data show a complexity of deep psychological underpinnings of ethnic perceptions driving behavior among students. Included are 6 tables and 29 references. (JB)
Descriptors: Black Students, Educational Environment, Ethnic Groups, Hispanic Americans, Intermediate Grades, Interpersonal Relationship, Junior High Schools, Middle Schools, Multicultural Education, Organizational Climate, School Attitudes, Student Attitudes, Student Reaction, Urban Youth, White Students
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Ethnic Differences; New York
Note: Paper presented at the Conference of the New York State Teachers of English to Speakers of Other Languages (Tarrytown, NY, November 4, 1988).