ERIC Number: ED052860
Record Type: RIE
Publication Date: 1971-May
Reference Count: 0
The American Elementary School Versus the Values and Needs of Mexican-American Boys. Final Report.
Hepner, Ethel M.
The investigation examined 2 issues: (1) how the values of the subculture influence the underachievement of the Mexican American boy and (2) what happens to him if he is placed into a new educational strategy. The overall purpose of the research was to ascertain promising instructional procedures for underachieving (as measured by standardized achievement tests) Mexican American boys in grades 4-6. Hypothesizing that differences exist in qualitative characteristics of self-image in relation to ethnic classifications and in reading level achievement, and that reading achievement of culturally different children is directly related to differences in teaching techniques used to accomplish reading skills, 50 low-achieving and 50 achieving boys of Mexican American descent and 50 achieving boys of Anglo American heritage from 3 "disadvantaged" Los Angeles schools were studied. Findings tended to support hypothesis 1 while negating hypothesis 2. It appears that there are value conflicts between the Mexican American boy and the American school which affect his classroom achievement. His masculine orientation, strong peer-group identification, and lack of "driveness," as well as the informal classroom which is at odds with his needs for a formal educational setting, are causes of the conflicts. It is recommended that the American school reexamine and restyle its curriculum to enhance legitimacy for all socially or culturally different students. A bibliography and 13 tables are included. (MJB)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Lynwood Unified School District, CA.