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ERIC Number: ED170414
Record Type: RIE
Publication Date: 1979
Pages: 12
Abstractor: N/A
Reference Count: 0
Cognitive Dissonance and the Affective Domain in Collegiate Compensatory Education.
Cavin, Alonzo
In addressing the problems faced by compensatory education programs in getting financially and academically disadvantaged students through postsecondary education, this paper explores three common myths about schools and schooling: (1) academic success is highly correlated to intelligence; (2) families of these students are not supportive of education; and (3) no one has ever attempted to teach these students. Citations from research done in each of these areas are used to illustrate the lack of substantial support for each of the statements. It is argued that there is yet no clear understanding of the causes and remedies for the deficits in traditional learning activities that the poor sustain, though the barriers are real and well-documented. It is also argued that the current large-scale efforts of compensatory educational programs cannot adequately encompass the distinctive needs of these students. It is suggested that some answers might be found in the affective domain. Questions concerning the elements of affective compensatory education and the implications of these elements for different aspects of higher education are proposed. (Author/EB)
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: For a related document, see ED 145 004