ERIC Number: ED135897
Record Type: RIE
Publication Date: 1976-Apr-8
Reference Count: 0
Race, Sex and Schooling: Insights from the "Wisconsin Model" of Early Achievement Process.
DeBord, Larry W.; And Others
This paper reports research on the applicability of the Wisconsin Model of adolescent educational performance and aspirations in explaining development in a sample of 3028 students enrolled in grades 8-12 in 23 public schools in Mississippi. Main and interaction effects of race and sex were examined using questionnaire data gathered in 1972. The initial analysis compared Mississippi results for white males and females with results of three other data sets: 1957 Wisconsin seniors, 1955 "Explorations in Equality of Opportunity" (EEO) sophomores, and 1964-65 High School Climate sample of tenth through twelfth graders. A second phase of analysis employing dummy variable regression assessed sex and race interaction with the variables of the model. A separate analysis for each race sex subsample was presented. Results of the comparison of these data with other data sets showed impressive consistency despite some measurement and sampling differences. The covariance analysis showed both race and sex effects to be consequential with sex effects more pronounced among whites than blacks. The race-sex group analysis showed the model to be more effective in predicting educational and occupational expectations for whites than for blacks. This difference was due primarily to the lesser dependence of expectations on beginning status among blacks than among whites. (Author)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: N/A
Note: Paper presented at the Southern Sociological Society Annual Meeting (Miami, Florida, April 8, 1976)