Abstract/Details

The impact of social class on African -American students' views of school authority and rules


2005 2005

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Abstract (summary)

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.

Indexing (details)


Subject
Educational psychology;
African Americans;
Minority & ethnic groups;
Sociology
Classification
0525: Educational psychology
0325: African Americans
0631: Minority & ethnic groups
0631: Sociology
Identifier / keyword
Social sciences; Education; African-American; Authority; Rules; School; Social class
Title
The impact of social class on African -American students' views of school authority and rules
Author
Goldstein, Ari
Number of pages
77
Publication year
2005
Degree date
2005
School code
0799
Source
DAI-A 66/07, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780542249969, 0542249960
Advisor
Nucci, Larry
University/institution
University of Illinois at Chicago
University location
United States -- Illinois
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3183674
ProQuest document ID
305375691
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/305375691
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