The impact of social class on African -American students' views of school authority and rules
This study investigated the impact of income and social class on African American students views of school rules and authority through the lens of social cognitive domain theory. 147 students from a mixture of low-income and middle-income homes were surveyed to determine who should create and have authority for a set of fourteen rules often seen in school settings. The rules were broken down by conceptual domain, consisting of moral, prudential, conventional, contextually conventional, and personal. The data was analyzed using separate repeated measures ANOVAs, and findings indicated that there were some significant differences in student response patterns based on income level. Development provided expected responses.
Minority & ethnic groups;
0325: African Americans
0631: Minority & ethnic groups