Showing papers on "Disadvantaged published in 1973"

Effects of personal background and training on work values of the hard-core unemployed.

Abstract: This study described how work values of 110 disadvantaged persons differ from those of 180 unskilled and semiskilled employees, identified biographical correlates of work values, and examined changes in work values following training. When compared with regular employees, hard-core trainees placed less emphasis on the tendency to keep active on the job, taking pride in their work, and subscribing to the traditional Protestant Ethic, but placed more emphasis on making money on the job. Significant relationships were found between background characteristics and work values of the hard core. Changes in work values of disadvantaged subjects after 8 weeks of training did not differ from those of 2 52 controlled subjects (insurance agents and college students). Persons classified as disadvantaged or hard core represent a subculture of our society with an indigenous life style and value system. One aspect of this value system that is of particular interest to social scientists is the concept of work values-—an individual's attitude toward work in general rather than his feelings about a specific job. Many authors have speculated about the development of attitudes of the hard core, but they have presented few data to support their conclusions. From a series of intensive interviews of 600 middle- and working-class families in Chicago, Davis (1946) identified three factors that may produce the behavior and set of values characteristic of the ghetto subculture. First, the necessity for survival forces the child of the lower-class family to seek immediate gratification of the most basic physical needs (food, clothing, and shelter), and it inhibits his striving for less urgent goals. Second, Davis argued that when a person becomes

Racial identification and preference in ‚black' British children

Abstract: The aim of this study was to discover whether the pattern of out-group oriented racial attitudes manifest among the children of various disadvantaged minority-groups (e.g. black American children) might also be found among the children of ‚coloured' immigrants to Britain. To this end, measures of racial identification, preference, rudimentary stereotyping and social aspirations were administered to primary school children whose parents were of West Indian and Asian origin, and to native white English children for purposes of comparison. While the English children showed attitudes which consistently favoured the in-group, both immigrant groups evidenced marked out-group (i.e. white) orientation. One-quarter of the Asian children and nearly one-half of the West Indian children identified themselves with the white out-group. The phenomenon of misidentification among children of disadvantaged racial minorities is discussed, and explanations of the difference between the West Indian and Asian groups in this respect are suggested in terms of their differing cultural backgrounds and practices, aspirations to integration, and relationship to the host community. The results of the study are reported in the context of the continuing debate over the effect of the race of the tester in racial attitude research.

Cultural Deprivation and Cognitive Competence

Abstract: Publisher Summary This chapter discusses the cultural deprivation and cognitive competence. A disadvantaged or culturally deprived child is characterized by his failure in the academic situation. Lack of proper intellectual stimulation as well as social-personality factors, such as poverty, broken home, absence of a male model, and language disability, are often blamed for the child's cognitive incompetence. Early intervention and compensatory education programs almost ignore the possibility that the genetic factors partially contribute to the child's academic failure. An environmental approach, therefore, recommends as early an intervention as practicable to reverse the trend of intellectual retardation found in disadvantaged children at a later stage. The cognitive competence of disadvantaged children should be examined in the general context of cognitive growth. Cognitive abilities are products of underlying psychological processes, mostly related to the reception, analysis, and integration of information. This chapter describes some issues and their contents in the area of cultural disadvantage, followed by reports of a series of the author's investigations aimed at clarifying the nature of cultural deprivation in different settings. It also provides evidence for suggesting a structure for cognitive abilities. Details of a cross-cultural look at cultural deprivation are also provided in the chapter.

Non-Test Indicators of Creative Talent Among Disadvantaged Children.

Abstract: days. Two special sessions of the 1973 meeting of the American Educational Research Association featured presentations by 12 of the United States’ outstanding measurement experts to discuss issues regarding the testing of black students. In several other sessions, passionate demands and pleas were made for the discontinuance of all testing of black children. From a newspaper account (Seabrook, 1973) just read by the author, this

External control expectancies among disadvantaged children at preschool age.

Abstract: STEPHENS, MARK W., and DELYS, PAMELA. External Control Expectancies among Disadvantaged Children at Preschool Age. CHILD DEVELOPMENT, 1973, 44, 670-674. Internal-external control (IE) expectancies of disadvantaged preschool children in Head Start classes were compared with those of middle-class children in 1 Montessori and 2 parent cooperative nursery schools using the Stephens-Delys Reinforcement Contingency Interview (SDRCI) IE measure. There were 55 Head Start (1 white group and 1 black group), 16 Montessori, and 34 parent cooperative nursery school children. The middle-class groups had significantly higher internal control scores than did the Head Start groups but did not differ from each other, and the black and white Head Start groups did not differ significantly from one another. The external control expectancies of both black and white disadvantaged children do, then, precede their school attendance.

The Denver Articulation Screening Exam

Abstract: This report describes the development of an articulation-screening test for economically disadvantaged children. The test is unique in that it was designed for use by trained nonprofessional worker...

Music and Self-Esteem: Disadvantaged Problem Boys in an All-Black Elementary School.

Abstract: Self-esteem has been of interest to investigators for a long time, but it has recently gained new attention in regard to disadvantaged learners. Self-esteem is the judgmental evaluation an individual makes of himself and is related not only to early home environment but also to achievement, including skill development.1 In the winter of I968-1969, an experimental study in music and self-esteem was undertaken in an all-black elementary school. The subjects were fourteen boys between ten and twelve years old, from tlae fourtll, fiftll, and sixth grades. These boys had been referred to the county psychological services center and were described as having learning and behavior problems in their classrooms-"slow learning," "bothering other children," "dullness," "daydreaming." All had accumulated records of repeated failures in at least part, if not all, of their school work. This failure-set characteristic suggested tllat these boys needed some successful experiences that might help improve tlleir self-esteem. Tlle purpose of this study was to determine whether or not the learning of simple musical performance skills would affect selfesteem in such boys. For example, if learning to play chords on a uklllele could affect self-esteem, could further instruction and performance be used to reinforce learning of other basic classroom skills, such as increased attention span?

Paupers: The Making of the New Claiming Class

Abstract: Originally published in 1973, Paupers looks at poverty through the lens of class and the Welfare State. The book examines those living in poverty, and the direct effects poverty has. The book follows the basis that the economic factors which gave rise to poverty, have little to do with the Welfare State, and that fragmentary changes, can do little to change them. The book’s core argument examines the political and social significance of poverty, and look at the underlying causes and effects of the drift towards a more unequal and unjust society. The book also analyses the factors which bring economically disadvantaged people together, and what happens when they join for collective action.

A Black Response to Christopher Jencks's Inequality and Certain Other Issues

Abstract: In recent years public perspective on American social science has been dominated by a species of inquiry most notably characterized by the published works of Coleman, Moynihan, and Jensen. These otherwise dissimilar individuals share the dubious honor of offering social science observations that sustain or encourage those who would reverse the national momentum of social reform. The Coleman "Report" disparaged a decade of educational intervention on behalf of black children. Moynihan recommended "benign neglect" of national issues of race. Jensen concluded that black children are educationally disadvantaged by reason of genetic inferiority. Christopher Jencks's recently published Inequality is the latest on this list of nay-saying social science observations.

Education and Inequality

Abstract: In this essay, I propose first to describe and out line the links between the educational system and the genera tion of income inequality. The educational system has been criticized as one of the major institutions by which inequality has been perpetuated, especially in less developed countries. In response to this criticism, there have been a number of alternative proposals for modification of our present structure. I shall examine a few of the more important of these proposals and trace through their implications. The desirability of these proposals depends on certain factual assumptions and philo sophical presuppositions which may encounter substantial dis agreement. Thus, it is not surprising to find disagreement on the nature of desirable reforms for our educational system. This analysis does not lead to any clear-cut policy recommenda tions; if anything, it suggests that, so far at least, no convinc ing case has been made for any significant changes in the or ganization of our educational system.

Who Are the Disadvantaged

Abstract: (1973). Who Are the Disadvantaged? The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 48, No. 2, pp. 117-120.

The Health of American Indian Children

Abstract: A summary of the present health status of major health problems in American Indian infants, children, and youth is presented. It is evident that, although considerable progress is being made, they represent a high-risk group of children from disadvantaged families. High priority in the delivery of health and related services is needed for American Indian children and their families.

Open Admissions and the Disadvantaged Teacher.

Abstract: For anyone who has witnessed the success of many young men and women who were taught to fail, has watched them lay claim to their talents, meet their commitments and set out with a plan in their minds, the widespread pessimism about whether Open Admissions can "work," as they put it, is baffling. Especially baffling is the fact that this pessimism was deep-rooted even before any of the new students had stepped on our campuses. By now, there is a literature of pessimism, a theology-more precisely, a social science-of despair that serves the purposes of those who have already rejected the social policy implicit in Open Admissions. Unfortunately, the debate about Open Admissions has been and is being carried on in the language of those who oppose it: in the alphabet of numbers, the syntax of print-outs, the transformations of graphs and tables, the language, in particular, of a prestigious group of social scientists who perceive through their language truths that even they seem, at times, unwilling to hear, much as scientists of another kind in another

Disadvantaged Children and Their First School Experiences. ETS-Head Start Longitudinal Study: Development of Self-Regulatory Behaviors.

Abstract: A three-year longitudinal 'study was conducted with , 895 Head Start children to examine the development of self4tegqlatory abilities during the' preschool yearsd.The,purpose.was to discover, given ,the behavi=ors measured, whether they .is convergent and dAscetiminat validity for the existence orone,4x more dimension of self regulatory behaviors during this period. Two cognitively-ba.ed measures of self-regulatory behavior, the,Matching Familiar Figuies Test anclt.the,Motor Inhibition Test, were administered.. Results are -given in terms of levels of performance-on the selfregulatory measures= internal characteristics of the scone's from the MFF and MIT,interrelations among the'self-regulatory tehallors, and'their discriminant validity with respect to .general,ahility and response tpo dimensions..Results indicate a change W;i.th age in the preschool 17.::-rs in the M.eaning,of the self-regulatory behaviors. Mrst: latencies . d %lop significant correlations with other scores as age increases. errors,showed,a signific nt sex difference, with males makinig e errors than females each year..(KW

Child‐rearing practices associated with the development of cognitive skills of children in low socioeconomic areas

Abstract: Parents of pre‐school children with effective learning patterns in low socio‐economic areas were studied in relation to four dimensions: parental philosophy and values, perception of the child, feelings of competence, and verbal interaction. In these families, parents maintained a helpful and encouraging attitude toward their children as curious adventurers, creative and independent learners, and often interacted with them in situations which were non‐conflictual, thus providing a rich verbal environment This research adds to our knowledge about atypical parent‐child interaction in low socio‐economic areas which leads to effective learning, and may be helpful in planning optimal care for disadvantaged children.

A Statistical Analysis of the O E O Experiment in Educational Performance Contracting

Abstract: Private educational firms claimed to be able to substantially increase the reading and mathematics achievement test scores of disadvantaged students. The OEO Performance Contracting Experiment tested this claim. Although analysis of experimental effects is complicated by imperfect matching of experimental and control students and by measurement error in pretest scores, there are statistical techniques for dealing with these problems. Our results indicate that the private companies which participated in the experiment did not have the capability of bringing about any great improvement in the educational status of disadvantaged students.