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ERIC Number: ED317271
Record Type: Non-Journal
Publication Date: 1990
Pages: 20
Abstractor: N/A
Reference Count: N/A
Compensatory Preschool Teachers' Interaction Patterns with the Classroom Minority.
Morrison, Johnetta W.
This study of 22 preschool classrooms examined differential interaction patterns of 11 compensatory education teachers toward students who were members of ethnic or racial majorities or minorities in their classes. A group was considered to be a class minority if it constituted less than 30 percent of the class. The study was designed to determine the extent to which compensatory preschool teachers used aggressive, restrictive, or positive and neutral behaviors to control children. Verbal and nonverbal interaction data were collected with a modified version of Soar, Soar and Ragosta's (1973) Florida Climate and Control System instrument during circle time and free activity periods. Analyses focused on six groups: white males, white females, black males, black females, other minority males, and other minority females. Findings indicated that classroom minority blacks and whites received disproportionate amounts of control behaviors in comparison to their majority group peers. The disproportionate responses were positive or neutral. Analysis was extended by examinations of classes that were more racially balanced than the 22 classes first studied. Teachers' control behaviors in balanced classes did not show the pattern evident in the racially imbalanced classes. Discussion focuses on factors that may influence teachers' differential treatment of class majorities and minorities. (RH)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A