ERIC Number: ED021652
Record Type: Non-Journal
Publication Date: 1968-May
Reference Count: N/A
Factors Contributing to Adjustment and Achievement. Progress Report.
Gerard, Harold B.
A longitudinal study to determine the conditions surrounding successful or unsuccessful integration of Negroes, Mexican Americans, and Anglos in the Riverside Unified School District in Riverside, California, began in school year 1965-66, and included kindergarten through grade 6. Test batteries placed emphasis on achievement "related attitudes. It was found that, on a delay-of-gratification test, racial differences were not significant, and age seemed to be the primary source of difference between the 3 ethnic groups. It was also found that there was a marked change in dialect tending toward standardization of dialect as measured by Standard California English (SCE). An experiment is planned to determine the effects of changes in comparison referents caused by desegregation of the public school. (DA)
Descriptors: Achievement Rating, Adjustment (to Environment), Black Stereotypes, Black Students, Comparative Analysis, Cultural Differences, Developmental Tasks, Dialects, Educational Retardation, Evaluation, Intelligence Tests, Language Standardization, Mexican Americans, Minority Group Influences, Psychological Testing, Puzzles, Racial Differences, Racial Relations, School Desegregation, White Students
Publication Type: N/A
Education Level: N/A
Sponsor: Rockefeller Foundation, New York, NY.; Public Health Service (DHEW), Rockville, MD.
Authoring Institution: California Univ., Riverside.
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test