Intergroup Attitude Change in a Tribal Society: An Experimental Study in a New Guinea School.

Autor/in	Pearse, Richard
Institution	Stanford Univ., CA. Stanford International Development Education Center.
Titel	Intergroup Attitude Change in a Tribal Society: An Experimental Study in a New Guinea School.
Quelle	(1970), (117 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attitude Change; Cultural Interrelationships; Developing Nations; Educational Research; Educational Sociology; Interaction Process Analysis; Intergroup Relations; Research Methodology; School Role; Secondary School Students; Social Attitudes; Social Integration; Socialization; Student Attitudes; Tribes + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Developing country; Developing countries; Entwicklungsland; Bildungsforschung; Pädagogische Forschung; Bildungssoziologie; Erziehungssoziologie; Prozessanalyse; Intergruppenbeziehungen; Research method; Forschungsmethode; Sekundarschüler; Social attidude; Soziale Einstellung; Soziale Integration; Socialisation; Sozialisation; Schülerverhalten; Tribal society; Stammesgesellschaft
Abstract	The general purpose of this study is to investigate the effects of education or common schooling upon the attitudes of high school students who are socialized in tribal societies and who belong to different sociocultural groups within the total society. The specific problem is to conceptualize the independent variables which can be considered to have theoretical relevance for the formation of interpersonal attitudes, to derive from them conditions of interpersonal experience which can be expected to lead to the formation of positive attitudes, and to test the relationship between experience and attitude in an experimental design in a field setting. Chapters discuss: 1) theory of conditions of interaction to promote positive attitudes; 2) population and experimental sample; 3) treatments of forced compliance and participation in goals, observation of interaction, attitude scales, sociometric test, measurement of actual associations, testing procedures; 4) statistical results and inferences; and, 5) theoretical and practical significance, i.e. under certain conditions, different patterns of classroom interaction do affect intergroup attitudes, and lead to better understanding of the relationship between education and the integration of social and political communities. See SO 000 270 for related documents. (SBE)
Anmerkungen	Publications Secretary, SIDEC, School of Education, P. O. Box 2329, Stanford, California 94305
Erfasst von	ERIC (Education Resources Information Center), Washington, DC