Literaturnachweis - Detailanzeige
| Autor/in | Haralson, Mitchel, Jr. |
|---|---|
| Titel | The Influences of Gender, School Year, and Socioeconomic Status on Assertiveness for Blacks at Predominantly White Universities. |
| Quelle | (1995), (29 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Assertiveness; Behavior Patterns; Black Students; College Freshmen; College Juniors; College Students; Higher Education; Qualitative Research; Self Expression; Sex Differences; Socioeconomic Influences; Student Attitudes; Student Development; Universities |
| Abstract | This study investigated the influences of gender, school year, and socioeconomic status on assertiveness for black students attending four predominantly white, southeastern universities. The study employed a combination of quantitative and qualitative techniques. Quantitative data on assertiveness were collected from 560 black freshmen and juniors with the "College Self Expression Scale." The qualitative aspect of the study employed semi-structured personal telephone survey interviews with 21 key black student informants and attempted to identify unique beliefs, attitudes, and campus experiences associated with assertiveness. Analysis found that traditional gender related assertiveness differences tended to be associated with on-campus social behaviors whereas non-traditional gender differences tended to be associated with on-campus academic behaviors. This may help explain why respondents who rated themselves as assertive in quantitative surveys, later claimed to be passive or even submissive in the qualitative research. In addition, passive freshmen appeared to be intimidated by the unfamiliarity of their new campus environment, and believed that they would become more assertive in the future. Passive juniors appeared to fear the possibility of not graduating and expressed no belief in their future assertiveness. The socioeconomic backgrounds of the students did not influence their academic assertive behaviors but did influence their campus social assertiveness with high SES students more likely to express anger or aggression. (Contains 23 references.) (JB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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