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ERIC Number: ED088986
Record Type: Non-Journal
Publication Date: 1973-Apr
Pages: 13
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Relative Potency of Teacher Attitudes Toward Black and Retarded Children.
Clifford, Miriam
The attitudes of nine teachers in three graded, open classrooms toward their home-base pupils were measured using Schaefer's Classroom Behavior Inventory (CBI). CBI explores teacher perception of the child's behavior in the area of extraversion-introversion, task orientation-distractability, and hostility-considerateness. The total group of 87 white and 54 black 4th, 5th, and 6th grade pupils, including 12 balck Educable Mentally Retarded (EMR) subjects, were significantly different on all three dimensions. Black subjects were seen by their teachers as more introversive, more distractable, and more hostile than were white pupils. Random samples of white and black non-retarded children were matched for number of boys and girls and by grade, with the group of black EMR children. There were no white EMR children in the classes. Significant differences were found among the 12 nob-retarded white, the 12 non-retarded black, and 12 EMR pupils on two of the three dimensions, namely, task orientation-distractability and hostility-considerateness. The differences between black and white, and EMR and white subjects were significant, while those between EMR and black students were not. Teachers described their black non-retarded and their black EMR as similar while seeing their white students as different on the dimensions measured. Race was more potent than intellectual ability in determining teacher attitudes toward their students. (Author/RJ)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Classroom Behavior Inventory