Model
Digital Document
Publisher
Florida Atlantic University
Description
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.
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.
Member of