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The effects of knowledge acquisition...

Indiana University.

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The effects of knowledge acquisition about Blacks on the racial attitudes of White high school sophomores.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The effects of knowledge acquisition about Blacks on the racial attitudes of White high school sophomores./
作者:	Sanchez, Tony Ray.
面頁冊數:	197 p.
附註:	Chair: Jesus Garcia.
Contained By:	Dissertation Abstracts International52-12A.
標題:	Education, Bilingual and Multicultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9205914

The effects of knowledge acquisition about Blacks on the racial attitudes of White high school sophomores.
Sanchez, Tony Ray.

The effects of knowledge acquisition about Blacks on the racial attitudes of White high school sophomores. - 197 p.

Chair: Jesus Garcia.

Thesis (Ph.D.)--Indiana University, 1991.

(H-1). A limited utilization of a history textbook's features/activities will result in a gain in knowledge of the Black experience and a positive change in racial attitudes of White students toward Blacks.Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

The effects of knowledge acquisition about Blacks on the racial attitudes of White high school sophomores.
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100 1 $a Sanchez, Tony Ray. $3 1043410
245 1 4 $a The effects of knowledge acquisition about Blacks on the racial attitudes of White high school sophomores.
300 $a 197 p.
500 $a Chair: Jesus Garcia.
500 $a Source: Dissertation Abstracts International, Volume: 52-12, Section: A, page: 4480.
502 $a Thesis (Ph.D.)--Indiana University, 1991.
520 $a (H-1). A limited utilization of a history textbook's features/activities will result in a gain in knowledge of the Black experience and a positive change in racial attitudes of White students toward Blacks.
520 $a (H-2). An extensive utilization of a history textbook's features/activities by White students will result in significantly greater knowledge of the Black experience and more positive racial attitudes toward Blacks as compared to a limited utilization.
520 $a (H-3). There is a positive relationship between knowledge about the Black experience and the racial attitudes of White high school sophomores toward Blacks.
520 $a Three hypotheses were tested. These included the following:
520 $a The purpose of this study was to assess whether teacher use of a secondary U.S. history textbook with White high school sophomores influenced the students' knowledge about Blacks and their attitudes toward Blacks. The following research questions were developed from this general inquiry: does utilization of a textbook's features/activities affect knowledge acquisition and racial attitudes?; and, is knowledge of the Black experience related to racial attitudes of White students toward Blacks?
520 $a The sample included 149 White high school sophomores in two midwestern high schools. Four selected history teachers and their respective classes were classified/designated as either comprehensive-textbook teacher-groups (extensive utilization) or supportive-textbook teacher-groups (control group). Each school contained one experimental and one control teacher/group.
520 $a The 9-month study employed a pretest/treatment/posttest quasi-experimental design. Two instruments served as pretest/posttest. A Black History Knowledge Test devised by the author measured information concerning the Black experience. The Multifactor Racial Attitude Inventory measured racial attitudes of White subjects toward Blacks.
520 $a A t-test analysis indicated both the experimental (N = 79) and control (N = 70) groups exhibited significant knowledge gains but no significant attitude changes. Further, the knowledge gains between the groups were not significant. Concluding that neither treatment had a significant impact, H-1 was partially supported (the limited utilization resulted in a significant knowledge gain) and H-2 was rejected. H-3 was rejected as correlational analysis indicated that within this study's parameters there was no positive relationship between knowledge gain of Blacks and racial attitude change of Whites toward Blacks for either group. Possible explanations for the findings center on student and community characteristics, crystallized attitudes, and the knowledge focus.
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650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Education, Secondary. $3 539262
650 4 $a Education, Social Sciences. $3 1019148
650 4 $a Education, Sociology of. $3 626654
650 4 $a Sociology, Ethnic and Racial Studies. $3 1017474
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710 2 $a Indiana University. $3 960096
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791 $a Ph.D.
792 $a 1991
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