Family Structure and Rejection of Teacher Authority.

Autor/inn/en	Lamberts, Martha Bullock; und weitere
Titel	Family Structure and Rejection of Teacher Authority.
Quelle	(1971), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Adolescents; Family Influence; Family Structure; Hostility; Individual Development; Junior High School Students; One Parent Family; Power Structure; Race; Security (Psychology); Sex Differences; Socialization; Socioeconomic Status; Student Attitudes; Student Teacher Relationship + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Familienkonstellation; Familiensystem; Individuelle Entwicklung; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Single parent family; Ein-Eltern-Familie; Rasse; Abstammung; Security; Psychology; Sicherheit; Sex difference; Geschlechtsunterschied; Socialisation; Sozialisation; Socio-economic status; Sozioökonomischer Status; Schülerverhalten
Abstract	The general purpose of this investigation is to assess the impact of one and two parent family structures upon the consonance and dissonance of children's attitudes toward authority figures in other institutions; i.e. teachers. A random sample of 200 seventh and eighth grade pupils drawn from two of five public junior high schools in a midwestern community served as the selection pool for this study. From this pool, all students living in one parent families were selected (N=50), and paired on the basis of sex, age in years, socioeconomic status, and race with control "mates" from two parent families. Both subject and control groups responded on scales which assessed overt and covert acceptance/rejection of teachers. These were included within a questionnaire containing a number of items pertaining to their school. The students responded to items ranking: (1) the extent to which they "got along" with their teachers; (2) how interested they felt their teachers were in their doing well in class; (3) whether they felt their teachers were consistently fair or unfair with them; and, (4) whether they felt teachers used grades as a mechanism for revenge. The findings of the study showed a divergence between the overt/covert attitudes of children from one and two parent family structures; the incidence of one parent families is great enough to warrant further research for the development of theory. (Author/JM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01