Patterns of Communication in a Racial/Ethnic Context
The Case of an Urban Public High School
Bibliographic Data
| ID | 10855432 |
|---|---|
| Authors | Doris Alvarez (Hoover Institution), Doris Sanchez Alvarez (Hoover High School, San Diego), C Richard Hofstetter (San Diego State University), Mark C Donovan (University of Washington, Seattle), Carolyn J Huie (San Diego State University) |
| Year | 1994 |
| Volume | 29 |
| Issue | 2 |
| Pages | 133-149 |
| Publication date | 1994-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Urban Education (JOURNAL) |
| Journal identifiers | ISSN: 0042-0859 • E-ISSN: 1552-8340 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0042085994029002002 |
| OpenAlex | W2076094960 |
| Language | EN |
| References cited | 7 |
Data from interviews with 475 parents (and 84 nonparent controls) of students attending a multiracial/ethnic high school in a major southwestern city were used to test hypotheses about parental school communication. Grunig's situational involvement theory of communication was supported. Passive and active forms of communication were largely explained by the extent to which parents recognized problems at the school, were involved with the problems, and felt constrained from acting effectivety in relation to the problems regardless of racial-ethnic background. Still, the major groups differed in anticipated ways concerning amount of communication, doubtlessly based on historical-cultural experiences
Context (archaeology) · Cultural diversity · Developmental psychology · Ethnic group · Geography · Situational ethics · Sociology · Test (biology) · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Parental Involvement in Education · Psychology · Social Psychology
| Highly cited | No |
|---|