Modifying Status Relations in Israel Youth: An Application of Expectation States Theory.

Autor/inn/en	Cohen, Elizabeth G.; Sharan, Shlomo
Titel	Modifying Status Relations in Israel Youth: An Application of Expectation States Theory.
Quelle	(1977), (27 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Comparative Analysis; Cultural Influences; Ethnic Groups; Ethnic Status; Evaluation Methods; Foreign Countries; Group Dynamics; High Achievement; Interaction Process Analysis; Junior High School Students; Low Achievement; Models; Peer Teaching; Secondary Education; Social Science Research; Speeches; Statistical Analysis; Theories; Youth; Israel + Suchen Sie Ihr Suchwort? Cultural influence; Kultureinfluss; Ethnie; Ausland; Gruppendynamik; Prozessanalyse; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Unterdurchschnittliche Leistung; Analogiemodell; Peer group teaching; Peer Group Teaching; Sekundarbereich; Social scientific research; Sozialwissenschaftliche Forschung; Statistische Analyse; Theory; Theorie; Jugend; Jugendlicher; Jugendalter
Abstract	Group participation by Israeli youth is examined in light of the Theory of Status Characteristics and Expectation States. This theory maintains that social and/or group status influences expectations of competence and triggers self-fulfilling prophecies of performance. An experiment designed to prevent unwanted dominance of high status participants was conducted among 15 four person control groups and 45 four person experimental groups of Israeli youth of different ethnic backgrounds. It was hypothesized that the greater initiation and influence of Jews of Western ethnic background (as compared with Jews of Middle Eastern background) would diminish in groups receiving expectation training. Group tasks involved youth in activities including conversing in foreign languages, constructing geometric models, playing simulation games, assembling radios from kits, and constructing three dimensional puzzles. Project staff praised achievements of quick and slow learners equally and worked with all students until they could teach tasks to their trainers. Statistical analysis by ethnic background of boys in both groups indicates that Western influence, which was significant in the control groups, was greatly reduced in groups involved in the experimental training. Findings related to the effects of expectation training on initiation data are less clear. Applications of expectation training to the classroom are discussed. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC