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COMMUNICATION PATTERNS IN INTEGRATED CLASSROOMS AND PRE-INTEGRATION SUBJECT VARIABLES AS THEY AFFECT THE ACADEMIC ACHIEVEMENT AND SELF-CONCEPT OF PREVIOUSLY SEGREGATED CHILDREN.

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Title: COMMUNICATION PATTERNS IN INTEGRATED CLASSROOMS AND PRE-INTEGRATION SUBJECT VARIABLES AS THEY AFFECT THE ACADEMIC ACHIEVEMENT AND SELF-CONCEPT OF PREVIOUSLY SEGREGATED CHILDREN.
Authors: DENMARK, FLORENCE L., City Univ. of New York, NY. Hunter Coll.
Peer Reviewed: N
Page Count: 55
Publication Date: 1967
Descriptors: Academic Achievement, Black Students, Cognitive Ability, Concept Formation, Data, Desegregation Effects, Interaction, Psychological Testing, Racial Relations, Research, School Desegregation, Self Concept, Teacher Evaluation, Verbal Ability, White Students
Assessment and Survey Identifiers: Leiter International Performance Scale, Childrens Embedded Figures Test
Abstract: A RESEARCH PROJECT WAS CONDUCTED TO DETERMINE THE EFFECTS OF ONE YEAR OF SCHOOL INTEGRATION ON 87 LOWER-CLASS NEGRO ELEMENTARY SCHOOL STUDENTS IN A SUBURBAN NEW YORK COMMUNITY. IT WAS HYPOTHESIZED THAT THE INITIAL LEVEL OF STUDENTS' CONCEPT FORMATION, COGNITIVE STYLE (FIELD INDEPENDENCE), SELF-CONCEPT, AND INTERRACIAL CLASSROOM INTERATION WOULD RELATE POSITIVELY TO THEIR ACADEMIC ACHIEVEMENT AND SELF-CONCEPT AFTER INTEGRATION. IT WAS ALSO PREDICTED THAT AFTER INTEGRATION GRADE LEVEL AND ACADEMIC ACHIEVEMENT WOULD BE INVERSELY RELATED. CHANGES BEFORE AND AFTER INTEGRATION WERE MEASURED BY A VERBAL ABILITY TEST, TEACHER RATINGS, AND A SELF-CONCEPT TEST. THE NUMBER OF WHITE FRIENDSHIP CHOICES BY NEGRO STUDENTS WAS USED TO ASSESS PUPIL INTERACTION IN THE INTEGRATED CLASSROOM. IT WAS FOUND THAT ALTHOUGH THE PRE-INTEGRATION VARIABLES OF CONCEPT FORMATION, COGNITIVE STYLE, AND SELF-CONCEPT DID RELATE TO VERBAL ABILITY SCORES, THEIR PREDICTIVE POTENTIAL VARIED WITH GRADE AND SEX. TEACHER RATINGS WERE INVERSELY RELATED TO STUDENTS' SELF-CONCEPT AND UNRELATED TO MEASURES OF COGNITIVE STYLE AND VERBAL ABILITY. ALSO, THE TEACHERS RATED THE STUDENTS LOWER IN VERBAL SKILLS AFTER INTEGRATION THAN THEY HAD BEFORE, DESPITE STUDENTS IN GRADES 3 TO 5 PERFORMING MUCH CLOSER TO THE WHITE MEAN FOLLOWING INTEGRATION. NEGRO FRIENDSHIP CHOICES SHOWED THAT INTERRACIAL CLASSROOM INTERACTION WAS POSITIVELY RELATED TO ACADEMIC ACHIEVEMENT, BUT WAS INVERSELY RELATED TO SELF-CONCEPT, POSSIBLY BECAUSE NEGRO STUDENTS USED INTERRACIAL INTERACTION TO ENCOURAGE A LOWER SELF-IMAGE. (LB)
Entry Date: 1968
Accession Number: ED016721
Database: ERIC
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED016721
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  Label: Title
  Group: Ti
  Data: COMMUNICATION PATTERNS IN INTEGRATED CLASSROOMS AND PRE-INTEGRATION SUBJECT VARIABLES AS THEY AFFECT THE ACADEMIC ACHIEVEMENT AND SELF-CONCEPT OF PREVIOUSLY SEGREGATED CHILDREN.
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22DENMARK%2C+FLORENCE+L%2E%22">DENMARK, FLORENCE L.</searchLink><br /><searchLink fieldCode="AR" term="%22City+Univ%2E+of+New+York%2C+NY%2E+Hunter+Coll%2E%22">City Univ. of New York, NY. Hunter Coll.</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 55
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1967
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Black+Students%22">Black Students</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Ability%22">Cognitive Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Formation%22">Concept Formation</searchLink><br /><searchLink fieldCode="DE" term="%22Data%22">Data</searchLink><br /><searchLink fieldCode="DE" term="%22Desegregation+Effects%22">Desegregation Effects</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Testing%22">Psychological Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Relations%22">Racial Relations</searchLink><br /><searchLink fieldCode="DE" term="%22Research%22">Research</searchLink><br /><searchLink fieldCode="DE" term="%22School+Desegregation%22">School Desegregation</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Evaluation%22">Teacher Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Verbal+Ability%22">Verbal Ability</searchLink><br /><searchLink fieldCode="DE" term="%22White+Students%22">White Students</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Leiter+International+Performance+Scale%22">Leiter International Performance Scale</searchLink><br /><searchLink fieldCode="SU" term="%22Childrens+Embedded+Figures+Test%22">Childrens Embedded Figures Test</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: A RESEARCH PROJECT WAS CONDUCTED TO DETERMINE THE EFFECTS OF ONE YEAR OF SCHOOL INTEGRATION ON 87 LOWER-CLASS NEGRO ELEMENTARY SCHOOL STUDENTS IN A SUBURBAN NEW YORK COMMUNITY. IT WAS HYPOTHESIZED THAT THE INITIAL LEVEL OF STUDENTS' CONCEPT FORMATION, COGNITIVE STYLE (FIELD INDEPENDENCE), SELF-CONCEPT, AND INTERRACIAL CLASSROOM INTERATION WOULD RELATE POSITIVELY TO THEIR ACADEMIC ACHIEVEMENT AND SELF-CONCEPT AFTER INTEGRATION. IT WAS ALSO PREDICTED THAT AFTER INTEGRATION GRADE LEVEL AND ACADEMIC ACHIEVEMENT WOULD BE INVERSELY RELATED. CHANGES BEFORE AND AFTER INTEGRATION WERE MEASURED BY A VERBAL ABILITY TEST, TEACHER RATINGS, AND A SELF-CONCEPT TEST. THE NUMBER OF WHITE FRIENDSHIP CHOICES BY NEGRO STUDENTS WAS USED TO ASSESS PUPIL INTERACTION IN THE INTEGRATED CLASSROOM. IT WAS FOUND THAT ALTHOUGH THE PRE-INTEGRATION VARIABLES OF CONCEPT FORMATION, COGNITIVE STYLE, AND SELF-CONCEPT DID RELATE TO VERBAL ABILITY SCORES, THEIR PREDICTIVE POTENTIAL VARIED WITH GRADE AND SEX. TEACHER RATINGS WERE INVERSELY RELATED TO STUDENTS' SELF-CONCEPT AND UNRELATED TO MEASURES OF COGNITIVE STYLE AND VERBAL ABILITY. ALSO, THE TEACHERS RATED THE STUDENTS LOWER IN VERBAL SKILLS AFTER INTEGRATION THAN THEY HAD BEFORE, DESPITE STUDENTS IN GRADES 3 TO 5 PERFORMING MUCH CLOSER TO THE WHITE MEAN FOLLOWING INTEGRATION. NEGRO FRIENDSHIP CHOICES SHOWED THAT INTERRACIAL CLASSROOM INTERACTION WAS POSITIVELY RELATED TO ACADEMIC ACHIEVEMENT, BUT WAS INVERSELY RELATED TO SELF-CONCEPT, POSSIBLY BECAUSE NEGRO STUDENTS USED INTERRACIAL INTERACTION TO ENCOURAGE A LOWER SELF-IMAGE. (LB)
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 1968
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED016721
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED016721
RecordInfo BibRecord:
  BibEntity:
    PhysicalDescription:
      Pagination:
        PageCount: 55
    Subjects:
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Black Students
        Type: general
      – SubjectFull: Cognitive Ability
        Type: general
      – SubjectFull: Concept Formation
        Type: general
      – SubjectFull: Data
        Type: general
      – SubjectFull: Desegregation Effects
        Type: general
      – SubjectFull: Interaction
        Type: general
      – SubjectFull: Psychological Testing
        Type: general
      – SubjectFull: Racial Relations
        Type: general
      – SubjectFull: Research
        Type: general
      – SubjectFull: School Desegregation
        Type: general
      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: Teacher Evaluation
        Type: general
      – SubjectFull: Verbal Ability
        Type: general
      – SubjectFull: White Students
        Type: general
      – SubjectFull: Leiter International Performance Scale
        Type: general
      – SubjectFull: Childrens Embedded Figures Test
        Type: general
    Titles:
      – TitleFull: COMMUNICATION PATTERNS IN INTEGRATED CLASSROOMS AND PRE-INTEGRATION SUBJECT VARIABLES AS THEY AFFECT THE ACADEMIC ACHIEVEMENT AND SELF-CONCEPT OF PREVIOUSLY SEGREGATED CHILDREN.
        Type: main
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      – PersonEntity:
          Name:
            NameFull: City Univ. of New York, NY. Hunter Coll.
      – PersonEntity:
          Name:
            NameFull: DENMARK, FLORENCE L.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 08
              Type: published
              Y: 1967
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