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ERIC Number: ED384110
Record Type: Non-Journal
Publication Date: 1994-Nov
Pages: 57
Abstractor: N/A
Reference Count: N/A
Education Gains a Product of Political Action: Ideological Signs of Black and White Leadership in Louisiana.
Hester, Paul H.
This paper presents findings of a study that determined whether the educational benefits received by four African-American communities in Louisiana were a product of political interaction. The following theoretical frameworks were used: Floyd Hunter's (1953) method for identifying "community influentials," Robert Dahl's (1963) method for the objective study of policy formation, and social-semiotics theory. Data were collected through interviews with over 40 individuals, a survey of a total of 168 European-American and African-American educational leaders from the four communities, and content analysis of school board minutes. Findings indicate that the higher the median income per African-American family, the higher the frequency of policy outputs for African-Americans. A high positive correlation existed between progressive/traditionalism and policy outputs and between interaction frequency and educational policy. Three types of policy benefits were identified--symbolic, distributive, and evaluative. These concepts were converted to frequency scores and sorted by a panel of seven judges (university professors, K-12 school leaders, and community informants). The scores were compared and correlated with the variables: progressive/traditionalism, interaction frequency, and socioeconomic factors. The findings illustrate the practical use of formulating a grammar to account for and to guide critical thinking. Two figures and 20 tables are included. (LMI)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Louisiana