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ERIC Number: ED041055
Record Type: RIE
Publication Date: 1970-Mar-5
Pages: 10
Abstractor: N/A
Reference Count: 0
Racial Identification as a Variable in Mediated Instruction.
Felsenthal, Norman A.
The hypothesis of this study was that scholastic achievement of the low achieving student has positive correlations with his ability to identify with his teacher. Two hundred and sixty-five eighth grade students, 40 percent black, viewed and heard one of two versions of a tape-slide presentation, one with a black narrator teacher and one with a white narrator teacher. The black teacher spoke in a Negro dialect, and the white teacher spoke in a standard or general American dialect. Three tests were administered to measure: (1) concept acceptance, persuasiveness, and source credibility; (2) retention of information; and, (3) racial identity (unrelated to content of presentation). Statistical data were inconclusive. Although black and white students clearly identified with their respective racial groups, the difference in reference groups have no significant effect on interaction between race of subjects and perceived race of narrator when retention, attitude toward content of narration, or source credibility were the criteria. [Not available in hard copy due to marginal legibility of original document.] (KG)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association, Minneapolis, Minn., March 5, 1970