ERIC Number: ED080629
Record Type: RIE
Publication Date: 1973-Jun
Reference Count: 0
The Influence of Non-White Pupil Classroom Composition on Classroom Quality.
Frenk, James H.
The study described here is an attempt to answer the question: does the classroom ratio of non-white to white pupils influence the quality of the behavior of the participants in integrated classrooms? And, if so, is there an optimum ratio of classroom racial composition? To carry out such an investigation, an instrument designed to provide a quantified criterion of school district quality, "Indicators of Quality," was used. It is based upon forty key concepts of classroom behavior categorized under four headings: individualization, interpersonal regard, group activity, and creativity. The study used data from over 18,000 observations taken from 164 of the 224 districts that have employed this instrument--60 districts having no classrooms containing non-white pupils. The major finding of the study was that the percentage of non-white pupil classroom composition does have influence on classroom behavior. If the concept of racial balance is to include the criterion of the quality of classroom behavior, then the findings of this study are held to strongly suggest that two factors should be considered: the percentage of non-white pupil classroom composition, and the proportion of non-white pupils in the school. The most desirable racial balance with respect to the criterion of quality classroom behavior was found to be in classrooms of 21-40 and 41-60 percent non-white pupil composition. (Author/RJ)
Descriptors: Behavior Change, Blacks, Classroom Desegregation, Classroom Environment, Individual Power, Interpersonal Relationship, Racial Balance, Whites
Inst. of Administrative Research, Teachers College, Columbia Univ., New York, N. Y. 10027 ($1.00)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Columbia Univ., New York, NY. Inst. of Administrative Research.