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ERIC Number: ED177426
Record Type: RIE
Publication Date: 1979
Pages: 34
Abstractor: N/A
Reference Count: 0
Relations of Classroom Structures and Teacher Behaviors to Social Orientation, Self-Esteem, and Classroom Climate Among Anglo American and Mexican American Children.
Gumbiner, Jann; And Others
Two social trends are affecting the way in which children--particularly those of different ethnic groups--become socialized: children are spending less time with parents and more in day care centers and schools, and desegregation alters normal patterns of peer relationships. Since classroom behavior is affected by antecedent social behaviors, a group of children were examined along several variables. Classroom goal structure and teacher behaviors were explored in relation to cooperative, competitive, and individualistic social orientation, self-esteem, and classroom climate, among Mexican American and Anglo American children. Teachers were systematically observed in their classrooms and children (77 Anglo, 30 Mexican American, aged 7-11) were tested on the Social Orientation Choice Card, Rosenberg's Self-Esteem Scale, and Anderson's My Class Inventory. Results indicate that: (1) teachers infrequently used competitive goal structures; (2) teacher behaviors and goal structures were related to social orientation and self-esteem of children in a culturally relative pattern; and (3) teacher behaviors were significantly related to positive classroom climates for both cultural groups. The cultural relativity of the interrelations among the school and child variables, and the possible antecedents of social orientation, and implications for desegregation are discussed. (Author/CKJ)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Western Psychological Association (59th, San Diego, California, April 5-8, 1979)