Race and Gender Barriers: Preadolescent Peer Behavior in Academic Classrooms.

Autor/inn/en	Sagar, H. Andrew; Schofield, Janet Ward
Titel	Race and Gender Barriers: Preadolescent Peer Behavior in Academic Classrooms.
Quelle	(1980), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Blacks; Classroom Observation Techniques; Elementary Education; Grade 6; Interaction Process Analysis; Interpersonal Relationship; Racial Differences; School Desegregation; Sex Differences; Social Behavior; Social Integration; Urban Schools; Whites + Suchen Sie Ihr Suchwort? Black person; Schwarzer; Elementarunterricht; School year 06; 6. Schuljahr; Schuljahr 06; Prozessanalyse; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Rassenunterschied; Integrative Schule; Sex difference; Geschlechtsunterschied; Social behaviour; Soziales Verhalten; Soziale Integration; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; White; Weißer
Abstract	The classroom behavior of 92 black and white sixth graders was observed in a desegregated urban school. Observations were made once a week during a full semester. The sex and race of each student observed and of his or her interactants were noted. Observers also coded characteristics of observed students' interactive behaviors: the tone (positive, negative, or neutral), the form (physical or other), the source (the subject, interactant, or both), and the task orientation (whether or not the behavior was related to academic tasks). Students interacted primarily with others of their own race and sex although gender aggregation was less pronounced among blacks than among whites. Boys interacted more across racial lines than did girls. Blacks were almost twice as likely as whites to be the source of cross-racial interactions. Students' interracial behavior was generally not different in quality from intraracial behavior, although some potentially important differences between black and white children's behavior styles were observed. These conclusions were reinforced by a parallel study of sociometric choice conducted in the same school. (Author/MK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01