Black in White America: The Struggle for Identity and Power. Results of the Pilot Test.

Autor/inn/en	Hanley, Janet P.; Walter, Arlene S.
Institution	Education Development Center, Inc., Newton, MA.
Titel	Black in White America: The Struggle for Identity and Power. Results of the Pilot Test.
Quelle	(1970), (119 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attitude Change; Attitude Measures; Black Attitudes; Black Power; Blacks; Classroom Environment; Course Content; Course Evaluation; Curriculum Evaluation; Educational Research; Identification (Psychology); Pilot Projects; Racial Attitudes; Racial Discrimination; Racial Relations; Racism; Secondary Education; Social Studies; Student Attitudes; Teacher Attitudes; Teaching Methods + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Afroamerican; Civil rights movement; United States; Afroamerikaner; Bürgerrechtsbewegung; USA; Black person; Schwarzer; Klassenklima; Unterrichtsklima; Kursprogramm; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Bildungsforschung; Pädagogische Forschung; Pilot project; Modellversuch; Pilotprojekt; Rassenfrage; Racial bias; Rassismus; Sekundarbereich; Gemeinschaftskunde; Schülerverhalten; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This report is based upon data collected from grade 9-11 students and teachers during the pilot test of the course, Black in White America, in Boston during 1969-70. Pre- and posttesting was conducted to determine (1) changes in student thinking about problem issues in race relations and changes in understanding course concepts; (2) students' judgments of materials, exercises, and teaching and learning styles; and (3) student and teacher attitudes toward course content, personal reaction to course, use of ideas about race issues, and teachability of course. First, interview data from the six teachers participating in the pilot test is presented and interpreted. The second section explores student experiences, emphasizing the climate of opinion on racial matters and how young people from a variety of classroom situations responded to the course. The third section presents analyses of the objective data by comparing student learning and attitudes. Findings indicate that, in general, students thought about racial matters in much the same way both before and after taking the course. Finally, students' sex, residential background, race, and classroom environment are compared as variables for race-related conceptual content. Pretests, posttests, and checklists indicate that urban black and white students in an integrated situation have relatively similar views about racial matters and about studying such topics in school. (Author/ND)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC