ERIC Number: ED052131
Record Type: RIE
Publication Date: 1971
Reference Count: 0
Teacher Perceptions of Race, Socio-Economic Status and Language Characteristics.
Gilberts, Richard A.; And Others
A study was conducted to find whether race, socio-economic status (SES) and language cues of speakers modify the ratings of white experienced teachers. Subjects were 250 white male and female experienced teachers whose responses were recorded on a semantic differential designed to assess teacher expectancies on two concepts: speaker and speaker's language. The experimental treatment consisted of an audio and audio-visual presentation of the speakers (two white and two black exhibiting lower and middle SES and speech characteristics) to teachers via closed circuit television. Speakers were randomly presented reading a prepared statement on civil disobedience. An analysis of variance factorial design was used to test the hypotheses. The race and the SES and language factors independently elicited significantly different responses from the teachers, and the following interaction effects were also sognificant: 1) race x SES and language, 2) race x mode of presentation, and 3) race x SES x mode of presentation. The data indicated that black speakers were rated significantly less favorably than the white speakers matched on SES and language levels. Rated most negatively was the middle class black speaker, who seemed to have the most significant impact on the teachers' rating. The race of the speaker did not dominate initial impressions of teachers. However, the SES and language factor appeared to compound and magnify racial bias rather than to relieve it. (JS)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Wisconsin State Univ., Whitewater. School of Education.