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PERCEPTIONS OF FLORIDA EDUCATORS AND SCHOOL BOARD MEMBERS REGARDING THE IMPACT OF SCHOOL INTEGRATION ON THE ACADEMIC GAINS AND SOCIAL ACCEPTANCE OF NEGRO CHILDREN

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Date Issued:
1978
Summary:
The purpose of this study was to determine how Florida educators and school board members perceive the effect of school integration on the academic gains and social acceptance of Negro children. Procedure: The design for this study provided for two independent variables and ten dependent variables for each scale of a composite questionnaire: a ten item academic gains scale (AGS) and a ten item social acceptance scale (SAS). One independent variable was district grouping (DG); this variable was based on a weighted index that classified Florida's school districts into five groups with similar demographic features. The other independent variable was job classification (JC); this variable consisted of elementary and secondary teachers, elementary and secondary principals, superintendents, and school board members. The dependent variables, in each case, were the ten item scores for that scale. A multivariate test of significance (p < .05), employing the Wilks' lambda criterion, was used for testing the hypotheses for each set of scales. In addition, univariate F tests were used to determine if individual items within a scale exceeded chance expectation at the .05 level. Conclusions: 1. Based on the statewide survey-- a. On the academic gains scale (AGS): (1) Perceptions cf the academic gains of Negro students do not differ significantly as a result of interaction between JC's and DG's . (2) Perceptions of the academic gains of Negro students do not differ significantly as a result of JC. (3) Perceptions of the academic gains of Negro students do differ significantly as a result of DG. b. On the social acceptance scale (SAS) : (1) Perceptions of the social acceptance of Negro students do not differ significantly as a result of interaction between JC and DG. (2) Perceptions of the social acceptance of Negro students do not differ significantly as a result of JC. (3) Perceptions of the social acceptance of Negro students do not differ significantly as a result of DG. 2. Based on the correlation study-- There are significant correlations for each JC with measures of social acceptance and academic gains.
Title: PERCEPTIONS OF FLORIDA EDUCATORS AND SCHOOL BOARD MEMBERS REGARDING THE IMPACT OF SCHOOL INTEGRATION ON THE ACADEMIC GAINS AND SOCIAL ACCEPTANCE OF NEGRO CHILDREN.
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Name(s): BERVALDI, PAUL EDWIN, author
Florida Atlantic University, Degree grantor
McCleary, Edward J., Thesis advisor
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Issuance: monographic
Date Issued: 1978
Publisher: Florida Atlantic University
Place of Publication: Boca Raton, FL
Physical Form: application/pdf
Extent: 187 p.
Language(s): English
Summary: The purpose of this study was to determine how Florida educators and school board members perceive the effect of school integration on the academic gains and social acceptance of Negro children. Procedure: The design for this study provided for two independent variables and ten dependent variables for each scale of a composite questionnaire: a ten item academic gains scale (AGS) and a ten item social acceptance scale (SAS). One independent variable was district grouping (DG); this variable was based on a weighted index that classified Florida's school districts into five groups with similar demographic features. The other independent variable was job classification (JC); this variable consisted of elementary and secondary teachers, elementary and secondary principals, superintendents, and school board members. The dependent variables, in each case, were the ten item scores for that scale. A multivariate test of significance (p < .05), employing the Wilks' lambda criterion, was used for testing the hypotheses for each set of scales. In addition, univariate F tests were used to determine if individual items within a scale exceeded chance expectation at the .05 level. Conclusions: 1. Based on the statewide survey-- a. On the academic gains scale (AGS): (1) Perceptions cf the academic gains of Negro students do not differ significantly as a result of interaction between JC's and DG's . (2) Perceptions of the academic gains of Negro students do not differ significantly as a result of JC. (3) Perceptions of the academic gains of Negro students do differ significantly as a result of DG. b. On the social acceptance scale (SAS) : (1) Perceptions of the social acceptance of Negro students do not differ significantly as a result of interaction between JC and DG. (2) Perceptions of the social acceptance of Negro students do not differ significantly as a result of JC. (3) Perceptions of the social acceptance of Negro students do not differ significantly as a result of DG. 2. Based on the correlation study-- There are significant correlations for each JC with measures of social acceptance and academic gains.
Identifier: 11706 (digitool), FADT11706 (IID), fau:8638 (fedora)
Degree granted: Thesis (Educat.D.)--Florida Atlantic University, 1978.
Collection: FAU Electronic Theses and Dissertations Collection
Note(s): College of Education
Subject(s): African American students--Florida
School integration--Florida
African Americans--Education--Florida
Held by: Florida Atlantic University Libraries
Persistent Link to This Record: http://purl.flvc.org/fcla/dt/11706
Sublocation: Digital Library
Use and Reproduction: Copyright © is held by the author with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FAU
Is Part of Series: Florida Atlantic University Digital Library Collections.