Literaturnachweis - Detailanzeige
| Autor/in | Cohen, Elizabeth G. |
|---|---|
| Institution | Stanford Univ., CA. School of Education. |
| Titel | Interracial Interaction Disability. |
| Quelle | (1968), (44 Seiten)
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| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Black Students; Decision Making; Group Dynamics; Group Status; Group Structure; Interaction Process Analysis; Junior High School Students; Leadership Training; Peer Relationship; Problem Solving; Socioeconomic Status; Student Attitudes; White Students; California |
| Abstract | In this study, the status ordering of a four-man group working on a task requiring discussion and decision was predicted on the basis of status characteristic theory. Two of the group members were white; two were black. They were matched as to age, height, and also on a combined index of socioeconomic status and attitude toward school. The difference in the value of the status characteristic of race proved to be associated with differences in rank order of the number of acts initiated, with the whites much more likely to have a higher rank in the groups than the blacks. The whites were also more likely to be influential in the making of group decisions than the blacks, expecially where the decisions were contested. In addition to some very quiet blacks who helped account for these marked overall results, there were many moderately active and influential black subjects and three black subjects who were both "high" on influence and initiation. Some groups were clearly black-dominated. Certain differences in interaction style were noted between blacks and whites; and these differences suggested different retraining techniques that might be used. [Not available in hard copy due to marginal legibility of original document.] (Author/JM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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