ERIC Number: ED073881
Record Type: Non-Journal
Publication Date: 1973-Mar
Reference Count: N/A
Teachers and Students: Differences in Teacher Interaction with Mexican American and Anglo Students. Mexican American Education Study.
Commission on Civil Rights, Washington, DC.
Teacher-pupil verbal behavior in the classroom was assessed to discover if any significant differences existed in the interactions of teachers toward Mexican American and Anglo students. Classrooms were observed in 52 rural, urban, and suburban schools in California, New Mexico, and Texas with a substantial enrollment of Mexican American students. Data from 429 English and social studies 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. The differences in the way the teacher interacted with students were measured by the disparities in the Anglo and Mexican American per pupil measures which were calculated for each type of behavior. The coding of the classroom interaction was done every 3 seconds for 10 minutes in each classroom by 5 observers. The observers also coded observed teacher and classroom characteristics, briefly interviewed the teacher, and made a seating chart of the location of each chair and the ethnicity of each occupant while in the classroom. Data were also collected as to whether each observed classroom was tracked and to what degree. Significant differences were found between Mexican American and Anglo students in terms of teacher praise or encouragement, acceptance or use of student ideas, questioning, positive response, all noncriticizing talk, and all student speaking. Related documents are ED 052 849, ED 056 821, and ED 062 069. (NQ)
Descriptors: Anglo Americans, Classroom Desegregation, Equal Education, Grade 10, Grade 12, Grade 4, Grade 8, Interaction Process Analysis, Mexican American Education, Mexican Americans, Teacher Influence
Superintendent of Documents, U.S. Government Printing Office, Washington, D.C. 20402 (no price quoted)
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