ERIC Number: ED108073
Record Type: RIE
Publication Date: 1973-Aug
Reference Count: 0
The Development of Time Perspectives as Functions of Race, Integrated School Attendance, and Socio-Economic Class Between the Ages of 11 and 17. Final Report.
Mezei, Louis L.
Thirteen groups of 11-19 year old boys, stratified by age, race, socio-economic class, and attendance of racially segregated or integrated schools served as subjects (N=185). Measures of the relative importance of the past, present, and future were derived from a story completion and story productions. Attitudes toward the three time divisions were measured by seven semantic differential scales, by the feeling tone of past and future events, and by time machine travel preferences. Measures of past and future extension were obtained by computing the time span of personal events. Only two developmental effects appeared. The personal past extended with increasing age, and a tendency to use all three time divisions on the importance measures appeared at or above the age of 14. All groups, except a black college age group, were optimistic about the present and the future. There were no differences between the relative importance and extension measures, but blacks showed a tendency to evaluate the past as worse than whites. Comparisons of middle class whites with lower class blacks showed a greater use of past and future on the past by whites. Attendance of segregated or integrated schools did not appear to influence the time perspective variables. (Author)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Detroit Univ., MI.