ERIC Number: ED073862
Record Type: Non-Journal
Publication Date: 1973-Mar-1
Reference Count: N/A
The Equality of Educational Opportunity within Ethnically Mixed Classrooms.
Jackson, Gregg; Cosca, Cecilia
Teacher-pupil interactions among students of different ethnic groups, with particular focus on possible disparities between Mexican Americans and Anglos, were compared. Data were also collected on Blacks and other ethnic group students, but the number of these students proved inadequate for statistical analysis. Classroom observations in rural, urban, and suburban schools in California, New Mexico, and Texas enrolling substantial numbers of Mexican American students were used. Data from 429 English language arts classrooms in grades 4, 8, 10, and 12 were analyzed using the Flanders Interaction Analysis system to code teacher-pupil interactions; and 22 school, classroom, and teacher characteristics were investigated. The system was modified in order to code the predominant classroom behavior with reference to the most appropriate Flanders category and to the identity of the student involved. The coding of raw data was modified to allow for sensitive analysis of possible disparities among students of different ethnic groups. The coding was done by 5 observers who spent 45 minutes in the 4th grade classes and the entire period in the other classes. Findings indicated significant differences between Mexican American and Anglo students in terms of teacher praise or encouragement, teacher acceptance, teacher questioning, teacher's positive feedback, all non-criticizing teacher talk, and all student speaking. (NQ)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Commission on Civil Rights, Washington, DC.
Identifiers - Assessments and Surveys: Flanders System of Interaction Analysis