The Need for Research on Teaching the Disadvantaged
Bibliographic Data
| ID | 5082092 |
|---|---|
| Authors | Allan C Ornstein (corresponding author) |
| Year | 1971 |
| Volume | 40 |
| Issue | 2 |
| Pages | 133 |
| Publication date | 1971-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Journal of Negro Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-2984 • E-ISSN: 2167-6437 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/2966723 |
| OpenAlex | W2026857889 |
| Language | EN |
| References cited | 10 |
Attitudes (expectations and perceptions) and values affect behavior (Allport, 1958; Clark, 1965; Goff, 1954; Rosenthal and Jacobson, 1968b), and what we read about the teachers of the disadvantaged seems overwhelmingly negative. The literature generally views the middle-class teacher in relation to lowerclass and disadvantaged children.2 The results seem to coincide: Becker (1952), Cohen (1955), Davis (1948), Friedenberg (1962), Havighurst, Bowman, Liddle, Matthews, and Pierce (1962), and Sexton (1964) refer to lower-class children, while Arnez (1966), Bettelheim (1965), Conant (1961), Hickerson (1966), Johnson (1964), and Riessman (1962) refer to the disadvantaged. These educators agree that the teachers' middleclass attitudes and values are in conflict with those of lower-class or disadvantaged students, and therefore are antithetical to
Disadvantaged · Economic growth · Economics · Mathematics education · Sociology · Critical Race Theory in Education · Early Childhood Education and Development · Psychology · Social and Intergroup Psychology
Street Corner Society
Up from Puerto Rico
Pygmalion in the classroom
Goal aspirations and goal fulfillments
The Inner City Classroom
Education in Depressed Areas
The Vanishing Adolescent
Negro Self-Concept
Theory Practices for Teaching Disadvantaged Youth
Organizing Instruction and Curriculum Planning for the Socially Disadvantaged
| Citation velocity | historical |
|---|---|
| Highly cited | No |