Teacher Education, Educational Leadership & Policy ETDs

Publication Date

7-12-1973

Abstract

Previous research has shown both vocal and visual cues are utilized in stereotyping. Studies dealing with stereotypes in the classroom suggest that teachers' stereotypes of students' ethnic and social class backgrounds affect both their expectations for students and their evaluations of them. This study offers evidence toward the following questions: (1) Do teachers evaluate students differently according to mode of presentation, students' ethnicity and social class? (2) What is the relative importance of audio, visual, and audio-visual cues for teachers' evaluations? One hundred fifty-six Albuquerque Public School teachers served as subjects for the study. Fifty-two teachers each in audio, visual, and audio-visual modes of presentation heard or were shown videotapes of fifth and sixth grade Anglo, Black, and Chicano middle and lower class boys. Teachers evaluated the students on a set of fifteen semantic differential scales based upon concepts employed by public school teachers for classroom evaluation. A 3 x 3 x 2 analysis of variance for repeated measures revealed significant F tests for all fifteen scales. Generally, Anglos were rated most positively on the scales, followed by Blacks. Chicanos were rated lowest on the scales. Middle class Anglos and Blacks were rated more favorably than lower class Anglos and Blacks respectively; however, class made no difference in ratings for Chicanos. More cues were carried in the audio mode of presentation than in the visual mode.

Document Type

Dissertation

Language

English

Degree Name

Educational Leadership

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Lawrence Bernard Rosenfeld

Second Committee Member

Martin Burlingame

Third Committee Member

Joseph J. Fashing

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