ERIC Number: ED430360
Record Type: Non-Journal
Publication Date: 1999
Reference Count: N/A
Social Skills and Problem Behaviors as Contexual Variables in African American Education: Students with and without Disabilities.
Butler, Douglas M.
This paper discusses the outcomes of a study that examined social skills as a contextual factor of African American male students with and without behavior problems. Forty-four African American male students (grades 3-5) reported three placement designations: mainstreamed with learning disabilities, mainstreamed with emotional disturbances, or general education students. The study included 22 general education teachers, participants who were homeroom teachers for special education, and a general education student participant in the mainstream classroom. Data were gathered through examiner interviews of student participants and teacher ratings of a minimum of two student participants (one special education student and one general education student). Results found no significant difference in teacher ratings of typical students and students with emotional disturbances in either social skills or problem behaviors. While there were significant differences in teacher ratings of social skills of typical students versus students with learning disabilities, no significant differences were found on problem behaviors. Additionally, there were no significant relationships when comparing teacher versus student ratings of social skills across groups. (Contains 23 references.) (CR)
Descriptors: Behavior Problems, Black Students, Elementary Education, Emotional Disturbances, Interpersonal Communication, Interpersonal Competence, Interviews, Learning Disabilities, Males, Minority Group Children, Social Development, Socialization, Teacher Attitudes, Teacher Expectations of Students
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Virginia Univ., Charlottesville.