Showing papers on "Disadvantaged published in 1971"

Problem-solving thinking and adjustment among disadvantaged preschool children.

Abstract: SHURE, MYRNA B.; SPIVACK, GEORGE; and JAEGER, MARIANNE. Problemsolving Thinking and Adjustment among Disadvantaged Preschool Children. CHILD DEVELOPMENT, 1971, 42, 1791-1803. The relationship between school behavior adjustment of 4-year-old disadvantaged children and real-life problem-solving thinking was studied. The latter includes 3 parameters of thought-conceptualization of solutions to typical peer and authority problems, consequential thinking, and causal thinking. Resulting data show that the ability to conceptualize alternative solutions to problems was the only parameter directly related to teacher-rated judgments of classroom behavior but that all 3 parameters were significantly interrelated. Implications are that increasing a child's ability to think in terms of alternative solutions to real-life problems could supplement a primary preventive mental health program.

Are the Torrance Tests of Creative Thinking Biased Against or in Favor of “Disadvantaged” Groups?

Abstract: Efforts to identify gifted children among disadvantaged and ethnic minority groups have been seriously handicapped by the lack of tests and screening procedures that will give such children a fair chance to perform in a gifted manner. A variety of studies extending over many years have shown that disadvantaged children, especially blacks, usually perform quite poorly on most measures of intelligence, cognitive development, and educational achievement (e.g., Bloom, Davis & Hess, 1965; Deutsch, Katz and Jensen, 1968; Frost and Hawkes, 1970; Kennedy, Van d e Riet and White, 1963). T h e tests used in these studies have rather generally involved experiences common among middle class, rather advantaged children in our society but uncommon among more disadvantaged and culturally different groups. Such tests have required that t h e child being tested assume t h e frame of reference of t h e examiner or test makers and have limited t h e extent to which he can draw upon his own experiences.

Predicting college success of the educationally disadvantaged.

Abstract: Test scores predict the college grades of educationally disadvantaged students at least as well as they do those of the advantaged. High school grades considerably augment the prediction for both groups. Regardless of socioeconomic level, students who are predicted to earn quite low grades within a particular college will tend to have academic difficulties if enrolled in it. There are social and educational justifications for admitting to a particular college some minority-group students who are marginally qualified for it academically, provided that the students are given adequate financial aid and effective remedial courses, tutoring, and coaching. However, if entrants are greatly underqualified academically, new curricula will be required. These may tend to segregate the specially admitted students from the regular student body, thereby diminishing the pacesetter role of the latter. Also, a degree from a special curriculum may not be viewed by employers, graduate schools, and alumni as equivalent to the other degrees awarded by the institution. Thus, admitting students who are seriously underqualified academically for the particular college seems likely to cause frustrations that may be difficult to resolve. Current demands by minority groups for "relevant" courses may reflect the academic difficulties many of their members encounter in present courses more than the educational unsuitability for them of such courses.

Self-Concept and the “Disadvantage” of Ethnic Group Membership and Mixture

Abstract: Numerous studies have found self-concept to be significantly related to academic achievement for so-called "disadvantaged" as well as other students (e.g., Brookover & Thomas, 1963; Campbell, 1965; Coleman, 1966; Meyers, 1966; Caplin, 1968; Paschal, 1968; Epps, 1969; Frerichs, 1970). Is has also become increasingly clear in the light of the schools' attempt to serve the disadvantaged that the schools have a fundamental responsibility to enhance the self-concepts of their students (Clark, 1963; Tannenbaum, 1967; Marston, 1968). This objective has been prescribed and described for virtually all programs for the disadvantaged (Gordon & Wilkerson, 1966; Smiley, 1967; Fantini & Weinstein, 1968). A low self-concept has been cited as one of the major characteristics of the disadvantaged (Gordon, 1965; Havighurst & Moorefield, 1967). Whether or not such a "disadvantage" exists and persists depends largely on the relationship between self-concept and ethnic group membership and mixture.

Learning, Race, and School Success

Abstract: At virtually every grade level, differences in the degree of school success attained vary with a number of student characteristics such as ethnicity, socioeconomic status (SES), and IQ; i.e, school success depends on a variety of factors other than ability to learn. It has been established that white children are more successful in school than black children, high-SES children succeed more often than low-SES children, and high-IQ children succeed more often than low-IQ children. The problem for educational research is to answer the question, "Why does school success depend more directly on ethnicity, SES, and IQ than on the ability to learn?" The question is obviously an important and deeply intriguing one. It is tempting to enumerate possible answers hastily and vigorously; however, such a response is premature. There is a necessary prior task-to establish the case that the question is based in valid assumptions and that it is properly phrased. Indeed, the burden of this paper is precisely to present a brief for this case. Many would disagree with both the assumptions and the phrasing of the question; such misgivings have considerable justification. For example, both evidence and beliefs support the notion that IQ is an index of learning ability. If this notion is valid, it makes nonsense of the statement that school success depends on IQ more than on learning ability. Consider also the quandary presented by the fact that IQ is frequently used as a measure of the effectiveness of schooling. Intelligence test performance is the most pervasively used method for evaluating the effectiveness of preschool programs for disadvantaged children. If IQ is a valid measure of the efficacy of schooling, then the statement that school success depends on IQ is trivial at best. Both of these examples demand a closer examination of the question with which we started: "Why does school success depend more directly on ethnicity, SES, and IQ than on learning ability?" First, consider the term school success. Although success in school can be variously defined, it is used here to refer primarily to performance on standardized tests of school achievement and secondarily to evaluations of

Confrontation: special education placement and the law.

Abstract: Recently, suits have been brought against public schools for placing certain children in special classes for the educable mentally retarded. Through the courts parents are challenging the administr...

Ability Grouping: 1970 - Status, Impact, and Alternatives.

Abstract: EDRS Price MF-$0.65 HC-$3.29 *Ability Grouping, *Academic Achievement, Affective Behavior, Clustar Grouping, Culture Free Tests, Disadvantaged Youth, Early Childhood Education, *Educational Improvement, Educational Strategies, Environmental Influences, *Grouping Procedures, Heterogeneous Grouping, Homogeneous Grouping, Individualized Instruction, Low Achievement Factors, Minority Group Children, Predictive Validity, Self Concept, *Standardized Tests, Student Grouping, Team Teaching, Testing Problems, Tutoring Ability grouping, defined as "the practice of organizing classroom groups in a graded school to put together children of a given age and grade who have most nearly the same standing on measures or judgments of'learning achievement or capability," is considered in terms of its effect upon students' academic achievement and affective development. It is contended that grouping results in a trend toward improved achievement in superior groups and poorer achievement in the average or low groups. In addition, it tends to reinforce favorable self concepts in those assigned to high achievement groups and unfavorable self concepts in those assigned to low achievement groups, There seems to be a negative effect with regards to ethnic and socioeconomic separation. Misuses of standardized tests in grouping procedures are fully discussed. In view of the apparent inadequacies of present grouping practices, the following six alternative strategies are recommended: individualized instruction, heterogeneous grouping, stratified heterogeneous grouping, team teaching, student tutoring, and early childhood education. (Author/PR)

Modification of Procedures for Identification of the Disadvantaged Gifted

Abstract: Dr. Bruch is Professor of Education at the University of Georgia. * Figure omitted because of space limitations; available from the author, Educational Psychology, University of Georgia, Athens, 30601. The discovery and enhancement of talent in atypical cultural groups is a major issue in education of the gifted today. I nvestigators concerned with the question of how to identify gifted or potentially gifted children from disadvantaged populations have offered several methods utilizing test and observational approaches.

A Research Note on the Self-Perception of Youth:

Abstract: Considerable controversy has been generated recently regarding the self-image of disadvantaged children. This controversy arose from a study by Soares and Soares (1966) in which they reported finding that disadvantaged children have more positive self-perception than do advantaged children. Soares and Soares hypothesize that the apparent lack of congruence between self-image and environmental endowment may be explained by the fact that disadvantaged children are exposed only to other disadvantaged people in their daily activities. They cite a report by Coleman (1966) which postulates that when Negro pupils become part of an integrated school system, their selfconcepts diminish. They further hypothesize that the parental pressures brought to bear on advantaged children may predispose to lower self-perception if the child feels he is not measuring up to expectations. Long (1969) contends that the Soares and Soares findings run counter to the results reported by other researchers. She further contends that the results reported by these other researchers seem "sensible" because of the more harsh environmental conditions for lower class children.

Factors Related to School Achievement in an Economically Disadvantaged Group.

Abstract: BUCK, MILDRED R., and AUSTRIN, HARVEY R. Factors Related to School Achievement in an Economically Disadvantaged Group. CHILD DEVELOPMENT, 1971, 42, 1813-1826. 50 matched pairs of eighth-grade, economically disadvantaged, Afro-American students, categorized as adequate achievers or underachievers, were administered a measure of internal-external control of reinforcements and rated by teachers. Maternal attitudes were ascertained from questionnaires and interviews. Adequate achievers were found to be more internal than underachievers, and rated as more positive and less deviant in classroom behavior. Mothers of adequate achievers tended to report fewer negative responses and to rate their children as more competent. The mothers did not differ in minimal standards or in attainment values. Findings were discussed in the light of social-learning theory.

Comprehension of English and Spanish by Preschool Mexican-American Children.

Abstract: O NE OF THE MAJOR factors postulated as responsible for the reported mental, social, and educational problems of the Mexican-American child is what is referred to as his language handicap. This is described by some as a result of schooling in English when the language of the home is Spanish. To this point, Sinchez (1967, p. 31) writes, "Imagine the Spanish-speaking child's introduction to American Education! He comes to school, not only without a word of English but without the environmental experience upon which school life is based . . ." In similar vein, Brussell (1968, p. 38) states that "The fact that the Mexican-American's primary language is usually Spanish may cause complex social problems for the Mexican-American child when he enters school." A different, but related interpretation bases the educational problem on the fact of what is termed the "bilingualism" of the Mexican-American child. In this context, bilingualism is interpreted as exposure to two languages, regardless of the degree of competency. Holland (1960) believes that these children cannot really be thought of as fully bilingual, but rather as substandard or partial speakers of two languages. Another factor that seems pertinent, but which is seldom controlled in research on the mental and educational problems of the Mexican-American, is economic status. Behaviors which may be a function of poverty are attributed to language. Sanchez (1966, p. 21) comments "The fact that his state of socio-economic disadvantage is usually accompanied by a lack of knowledge of the English language is nearly always interpreted as 'language handicap,' or 'bilingualism.' As a consequence of this confusion, the school addresses itself to a fruitless hunt into the mysteries of the deleterious effects of being unable to speak English, instead of adapting its program to the requirement of children who are disadvantaged socio-economically." Although statements similar to the previous abound in the literature, there have been few investigations into the language of preschool Mexican-American children that study the relationship among language, the degree of bilingualism, and socio-economic status. In a review of the literature on bilingualism with specific reference to the Mexican-American child I stated, "The possibility of comparing findings among the various studies was made difficult in that the definition of bilingualism varied from study to study. In most cases, no indication was made of the age at which the second language was learned, the extent of bilingual background, etc. In some investigations, language proficiency in the mother tongue was studied, while in others only the language proficiency in the second language was considered.

Open Admissions and Programs for the Disadvantaged.

Abstract: (1971). Open Admissions and Programs for the Disadvantaged. The Journal of Higher Education: Vol. 42, No. 8, pp. 629-647.

Intervention Strategies for Spanish-Speaking Preschool Children.

Abstract: NEDLER, SHARI, and SEBERA, PEGGY Intervention Strategies for Spanish-Speaking Preschool Children CHILD DEVELOPMENT, 1971, 42, 259-267 This study compared 3 strategies of early intervention designed to increase the language and communication skills of disadvantaged 3-year-old Mexican-American children Treatment group I (T1 included 16 children in a planned Bilingual Early Childhood Educational Program Group T2 included 16 children who were indirectly involved in a Parental Involvement Program Group T3 was composed of 14 children in a traditional day-care center Before and after a 9-month intervention period, all Ss were tested with the Leiter International Performance Scale and the Peabody Picture Vocabulary Test in English and Spanish On all measures, T1 made significantly greater gains than T2 or T3, indicating the greater effectiveness of the planned Bilingual Early Childhood Education Program

The effectiveness of an enrichment program for disadvantaged young children.

Abstract: Using a special semi-structured instrument, The Locus of Control Interview, the authors attempted to assess changes in feelings of powerlessness and helplessness—and their relation to cognitive changes—among first grade students in a Follow Through program. Results suggest that the pessimism often surrounding enrichment programs may be unwarranted, and that youth and inexperience may be positive attributes in teachers of disadvantaged children.

The montessori method: Some recent research

Abstract: This paper on recent research with the Montessori method includes a brief review of this method for educating preschool-age children and criticisms leveled against it, and a review of comparative research studies in relation to several types of non-Montessori preschool programs with economically disadvantaged and middle-class populations The comparative results are discussed in relation to three kinds of preschool experience: no schooling, traditional early childhoodoriented programs, and structured cognitive-oriented programs The findings are interpreted in terms of Hunt's conceptual leel matching model

Educating Disadvantaged Urban Children in Suburban Schools: An Evaluation1

Abstract: A 1-year experimental program that transported a total of 38 “volunteer” disadvantaged city children to schools in a nearby suburban community was evaluated in grades 1 and 2. Twenty-six of the 38 children were in a total of 12 different classes at these two grade levels. At the conclusion of the program, transported first graders displayed significantly higher average gains in reading, mathematics, and listening skills than did counterparts who remained in the city school. Among second graders, achievement mean gains for the transported group did not differ significantly from those of the counterpart group. Suburban children in classes containing city youngsters displayed no measured detrimental effects on achievement, when compared to similar classes without city children. In general, year-end affective measures indicated that most groups of students preferred integrated classes that were mostly white, and they also felt these classes were among the smartest.

Early Childhood Special Education for Intellectually Subnormal and/or Culturally Different Children.

Abstract: DOCUMENT RESUME EC 041 771 Weikart, David P. Early Childhood Special Education for Intellectually Subnormal and/or Culturally Different Children. High/Scope Educational Research Foundation, Ypsilanti, Mich. 71 28p. MF-$0.65 HC-$3.29 Academic Achievement; Curriculum Evaluation; *Disadvantaged Youth; *Early Childhood Education; *Educable Mentally Handicapped; *Exceptional Child Research; Longitudinal Studies; *Minority Groups The paper investigates the problem of placement of minority group or low socioeconomic status children classified as mentally retarded in special classes. Summarized are four basic models outlined by Robert Hess et al. (1971) used to account for the discrepancies in intellectual attainment between minority groups and the doninant culture: the deficit model, school-as failure model, cultural difference model, and social structure model. The author presents information on outcomes of his 10 years of work in the early education of children diagnosed at age 3 years as functionally retarded and in the educable mentally retarded range. Two major issues were focused upon in the research: the long term impact of preschool education on later school performance, and relative impact of preschool education when differing educational procedures on models are employed. Results showed that the preschool experience enabled the children to better proceed through elementary school at regular grade level without retention or special classes. It was also concluded that style of curriculum had no differential effect on subsequent academic achievement. 000 L EL fro 7n O. rHIS DOCUM: ,PRODUCED EXAM._ CEIVED FROM THE PERSON OR ORIGINt.TING IT. POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. EARLY CHILDHOOD SPECIAL EDUCATION FOR INTELLECTUALLY SUBNORMAL AND/OR CULTURALLY DIFFERENT CHILDREN David. P. Weikart High/Scope Educational Research Foundation Ypsilanti, Michigan Mental subnormality as a diagnostic categor is alive and well, living within the walls of academic institutions and special education classes. But these seem to be the only places these days. Spokesmen for the civil rights movement and various minority groups have stated their opposition to spec:al education for the "educable mentally retarded." As the September 20, 1971 Newsweek reports, quoting a civil-rights lawyer, "In a manner that is hard not to call cultural genocide, an inordinate number of black children are labeled 'retarded' and assigned to. . .special classe,..* As is well known, there is a high correlation between the diagnosis of mental subnormality and social-economic background, children from lower-class backgrounds, and especially black children, oc2urying a disproportionate number of seats in special education classes. This has lead to what is peitaps an inevitable conflict between practices in special education and the recognized need for general improvement of the economic, social, and educational opportunities of minority groups. The clash occurs especially in the area of diag tic testing, with its emphasis on the use of standardized intelligence tests to "screen" for mental retardation. Scores obtained with minority group children are held suspect. Again a quote from Newsweek strikes the popular tenor of the time: "Since the design of those tests strongly favors white, English-speaking children from middle-class homes, the black, Spanish-speaking and other minority group students consistently score significantly lower than the norms--and frequently below the point that demarcates retardation." The outcry against the placement of minority-group children classified as mentally retarded in special education has had great impact upon the education programs of many cities and states. For example, in Michigan, new state rules and regulations require that, to be admitted to a special education class, a ydungster must not obtain a score above the 70 IQ leve,1 on any intelligence test or sub-scale. Since very few youngsters from any group drop below 70 on standard; 1 and individually administered tests, the impact upon special education classes is imrr J ar1J_I ioUs. (One school system switched from the Stanford-Binet IQ test to the Leiter Inteinational Performance Scale in order to utilize a "culture free" instrument, which they felt would better balance the special classes. Howevcr, since lower-class preschool children tend to score about 10-15 points below their Stanford-Binet scores on the Leiter, many such youngsters did "qualify" to fill the classes, and the preponderance of lc wer-class children remained.) Prepared for the National Leadership Institute in Early Childhood Development in Washington, D.C. October 1971.

Disadvantaged Children and Their First School Experiences: ETS-Head Start Longitudinal Study: Structure and Development of Cognitive Competencies and Styles Prior to School Entry.

Abstract: . In a continuing description of a Head Start longitudinal study, analyses are presented of the interrelationships among individual measures of the childls.performances prior to school. entry, accompanied by brief descriptions of the tasks and the, scores used. Despite the size and extensiveness of the data base, the findings are considered tentative until further data is colleCted on socio-cultural determinants,'developmental trends, and other interrelationships. This report describes the interrelationships among_ certain cognitive,-perceptual, and personal-social behaviors of the children, age 4, in the first year of the study as assessed by the initial':test battery., Chapters of the, report include characterisics-df the sample4,,methcdology, results and discussion, and conclusiOns. Structural analyses of he Year 1 child test data yielded 1) a general ability dimension information-processing skills), cutting across contents and operations sampled in the cognitive test battery', and 2) a stylistic response tempo dimension. Descriptions of each of the individual child measures are presented in the appendices, which comprise about half the report. (LH)

Poverty and early education in Canada

Abstract: Current concern regarding the need for early childhood intervention programs is rationalized through a review of the characteristics of disadvantaged children and a discussion of findings regarding early experiences, both with infrahumans and with children. The representative selection of Canadian intervention programs described provides the background for a critical appraisal of the issues involved in intervention research as well as specific proposals for future intervention procedures in Canada.