ERIC Number: ED052269
Record Type: RIE
Publication Date: 1971-Jan
Reference Count: 0
School Integration, Classroom Climate, and Achievement.
St. John, Nancy H.
The aim of the study was a search for factors influencing the achievement of black and white elementary pupils in urban schools of varying racial and social class composition. Key variables tested include school racial composition (current and cumulative), school social observers, and the interracial friendliness of classmates as evidenced by their sociometric choices. The sample included all children in 36 sixth grade classrooms, two in each of 18 schools randomly drawn from a matrix representing the racial and social class distribution of interracial elementary schools in the city. The classrooms varied from seven to 100 in the percentage of black children enrolled and from lower to middle in mean socioeconomic status; of the total of 956 children, slightly over half were white. Data to measure achievement, parental occupation, and previous schools attended were copied from school cumulative records. State racial censuses established the racial composition of city schools over a six-year period. After week-long observations in each classroom teachers were rated on Ryans (1960) Characteristics of Teachers Scale. A Sociometric test was the source of information on peer-group friendship patterns. (JM)
Descriptors: Academic Achievement, Black Students, Classroom Desegregation, Classroom Environment, Desegregation Effects, Elementary School Students, Parent Background, Peer Relationship, Racial Balance, School Desegregation, Social Relations, Socioeconomic Status, Teacher Behavior, Urban Schools, White Students
Publication Type: N/A
Education Level: N/A
Sponsor: Ford Foundation, New York, NY.; Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Harvard Univ., Cambridge, MA. Graduate School of Education.