ERIC Number: ED054480
Record Type: RIE
Publication Date: 1967
Factors Contributing to Adjustment and Achievement in Racially Desegregated Public Schools.
Gerard, Harold B.; And Others
The overall design is elaborated for a proposed research program which would examine the antecedents, concomitants, and consequences of successful integration of Black, Mexican-American, and white children in the elementary grades of the Riverside, California public school system. Essentially, the proposed research is a 7-year longitudinal study involving some 1800 children, of whom approximately half are minority group members and half are white. The basic research strategy proposed is extensive multiple measures of all variables: (1) achievement, personality, and adjustment of the child; (2) parental values and attitudes; and (3) school and teacher characteristics. More specifically, the study would provide basic information on the antecedent child, and school characteristics which promote achievement and adjustment following termination of "de facto" segregation. The impact of desegregation on the children will also be assessed for the extent to which its effects feed back through the child to alter family attitudes, values, interaction patterns, and community participation. (Author/TL)
Publication Type: N/A
Education Level: N/A
Authoring Institution: California Univ., Riverside.