School Desegregation and the Status Attainment Process: Some Results from Rural Schools. [Report No.: USDA(CSRS)-S-81

Autor/in	Falk, William W.
Titel	School Desegregation and the Status Attainment Process: Some Results from Rural Schools. [Report No.: USDA(CSRS)-S-81
Quelle	(1976), (42 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Academic Achievement; Aspiration; Attitude Change; Black Students; Desegregation Effects; Educational Attitudes; High School Graduates; High School Students; Income; Longitudinal Studies; Rural Schools; Social Mobility; Social Status; Statistical Analysis; Status Need + Suchen Sie Ihr Suchwort? Schulleistung; Streben; Attitudinal change; Einstellungsänderung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Student; Students; Schüler; Schülerin; Studentin; Einkommen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Soziale Mobilität; Sozialer Status; Statistische Analyse
Abstract	The primary goal of this study was to determine if attending desegregated schools has a measurable impact on mobility attitudes and status attainments. This study restricted itself to rural black respondents who had attended segregated-only or segregated and desegregated schools. Two lines of analysis were followed. The first dealt exclusively with a comparison of the levels of mobility aspirations, perceived blockages and assuredness, and actual educational attainment. The second type of analysis assessed the processual differences between segregated and desegregated students. In this case, three models were tested for both groups to see if the theorized causal linkages varied between groups. The findings of critical importance seem to be centered around the educational variables. First, when educational attitudes were regressed on each other, the coefficient between the 1968 and 1972 Levels of Educational Aspiration was much larger for the desegregated group. This suggested that the desegregated group had much greater stability in maintaining its educational attitudes. Second, the larger difference in the relationships between the 1968 level of Educational Aspiration and Educational Attainment suggests that a much greater correspondence between educational plans and educational behavior exists for the desegregated group. These findings suggest that youth who attend desegregated schools differ somehow in the process of attitude formation and maintenance, and status attainment. (Author/JM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01