ERIC Number: ED221643
Record Type: Non-Journal
Publication Date: 1980-May
Reference Count: N/A
The Utilization of Values Clarification in Multicultural Education as a Strategy to Reduce Prejudicial Attitudes of Eighth Grade Students.
Dunbar, Louise H.
This study investigated the impact of values clarification in multicultural education as a teaching strategy to reduce racial and ethnic bias and prejudices against older people, women, and the handicapped among eighth qraders at the Meadowbrook Middle School, Poway Unified School District, California. The study also examined students' qeneral attitudes toward school. Before the workshop, social science teachers participated in a workshop on developing and implementinq multicultural education units and teaching strategies. An assessment survey of students' multicultural attitudes was administered to the Meadowbrook subjects and to a control group, before and after the values clarification program. Results indicated that the values clarification strategy, as the experimental"treatment," did not significantly reduce students' racial/ethnic prejudices or alter their attitudes toward school, although it improved students' ability to clarify their own attitudes and perceptions toward other ethnic groups. Initially positive attitudes toward the elderly, women, and the handicapped remained unchanged after the treatment. Male and female differences in attitudes and values were attributed to differences that existed before the treatment. No differences in attitude changes were found among the ethnic groups in the sample. (MJL)
Descriptors: Age Discrimination, Cultural Awareness, Curriculum Development, Disabilities, Ethnic Bias, Ethnic Groups, Females, Grade 8, Inservice Teacher Education, Junior High Schools, Males, Multicultural Education, Older Adults, Racial Bias, School Attitudes, Self Concept, Social Bias, Student Attitudes, Teaching Methods, Values Clarification
Publication Type: Reports - Research; Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Authoring Institution: N/A