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ERIC Number: ED418874
Record Type: RIE
Publication Date: 1998-Apr
Pages: 24
Abstractor: N/A
Reference Count: N/A
Learning Styles and Personality Types of African American Children: Implications for Science Education.
Melear, Claudia T.; Alcock, Martha W.
This study focuses on determining whether the learning styles of African American children, as described in the literature, are related to the preference of feeling and the sensing-perceiving temperament as defined by the Myers Briggs Type Indicator (MBTI). Science teachers were particularly interested in understanding influences because science educators are trying to engage more underserved populations in science for both lifelong personal benefits and for careers in science. This study aimed to present type preferences for African American high school students in North Carolina, to identify learning style differences between minority and majority high school males, to compare the learning style preferences of African American high school students to the learning style preferences of male Howard University students, and to compare the learning style preferences of Grade 6 and Grade 11 African American students. Analysis of the data show learning style differences among African American youth and a population of white male students. The learning styles of African Americans have more heterogeneity than previously reported. It is suggested that white Americans must take major responsibility for the underrepresentation of African American students in science careers. (Contains 37 references and results of the MBTI survey.) (DDR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: African Americans; Myers Briggs Type Indicator; North Carolina
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (71st, San Diego, CA, April 19-22, 1998).