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ERIC Number: ED028833
Record Type: RIE
Publication Date: 1969
Pages: 8
Abstractor: N/A
Reference Count: 0
Affective Dimensions of Teachers of Disadvantaged Children in Six Majority Negro School Districts.
White, William F.
During a summer institute at the University of Georgia, 10 concepts of 144 teachers (120 females and 24 males) were assessed. This study examined the structure of the affect that teachers in six majority Negro school districts had on the teacher learning process. Twelve adjective pairs were used to measure each of the following ten concepts: (1) this summer's institute, (2) the economically deprived child, (3) myself, (4) a Negro teacher, (5) a white teacher, (6) Negro principals, (7) white principals, (8) other teachers, (9) a Negro child, and (10) a white child. Teachers' perceptions of four concepts shifted significantly over the tenure of the institute: (1) perceived initially as negative and worthless, the Negro teacher appeared to become more valuable, with a higher measure of personal worth; (2) attitude toward the summer institute improved; (3) teachers developed more independence in their attitudes and possessed more ego strength in resolving feelings about teaching in disadvantaged areas; and (4) at the conclusion of the institute, the concepts of the white child and the Negro child reflected the concern of Federal programs for deprived children, regardless of race. (DO)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A