Teachers' Judgments of Black and White School Beginners

Bibliographic Data

ID2544299
AuthorsBarbara H Long, Edmund H Henderson
Year1971
Volume44
Issue3
Pages358
Publication date1971-01-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueSociology of Education (JOURNAL)
Journal identifiersISSN: 0038-0407 • E-ISSN: 1939-8573
PublisherJSTOR (PUBLISHER)
DOI10.2307/2111999
OpenAlexW1986027522
LanguageEN
Citations received2
References cited1

After six weeks of school, classroom teachers rated 95 Negro and 93 white first-graders on 24 behavioral scales. Mean total ratings did not differentiate the two groups, but the variance was significantly higher for the whites. Total ratings predicted promotion for the Negroes, but not for the whites. For both groups the ratings were (a) higher for the girls, (b) positively related to Otis IQ's and Metropolitan Readiness scores, and (c) among those promoted, predictive of total and subtest Metropolitan Reading scores and of total Metropolitan Reading scores with IQ controlled. Principal components factor analysis with varimax rotation revealed two group factors (good worker, friendly) and three more specific factors (cries, quarrels, wanders) common to both racial groups. Additional factors differentiated the races: (a) leadership for the whites, and (b) docility and curiosity for the Negroes. Good worker for the Negroes and leadership for the whites were related to academic success. The findings suggest both commonalities and race-related differences in teachers' judgments of first-graders' classroom behavior

Cronbach's alpha · Developmental psychology · Ethnic group · Geography · Metropolitan area · Promotion (chess) · Psychometrics · Race (biology) · Racial differences · Reading (process) · Sociology · Varimax rotation · White (mutation) · Demography · Early Childhood Education and Development · Gender Studies · Psychology · Social Psychology · Teacher Education and Leadership Studies

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