Cognitive, Attitudinal, and Environmental Factors of Canadian Indian and White Students.

Autor/inn/en	Morrow, Marilyn A.; Randhawa, Bikkar S.
Titel	Cognitive, Attitudinal, and Environmental Factors of Canadian Indian and White Students.
Quelle	(1981), (23 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	American Indian Education; American Indians; Canada Natives; Classroom Environment; Cognitive Development; Cultural Differences; Cultural Influences; Educational Needs; Elementary Education; Grade 4; Grade 6; Grade 8; Learning Problems; Multiple Regression Analysis; Racial Differences; Sex Differences; Student Attitudes; Teacher Attitudes; Underachievement; Values; Whites + Suchen Sie Ihr Suchwort? American Indian; Indianer; Klassenklima; Unterrichtsklima; Kognitive Entwicklung; Kultureller Unterschied; Cultural influence; Kultureinfluss; Educational need; Bildungsbedarf; Elementarunterricht; School year 04; 4. Schuljahr; Schuljahr 04; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08; Lernproblem; Rassenunterschied; Sex difference; Geschlechtsunterschied; Schülerverhalten; Lehrerverhalten; Performance deficiency; Leistungsschwäche; Wertbegriff; White; Weißer
Abstract	Similarities in cognitive, attitudinal, and environmental factor structures of 60 Canadian Indian and 91 White students in grades 4, 6, and 8 were analyzed and compared to determine if learning difficulties of Indian students stemmed from those factors. White and Indian cognitive factor structures were most similar, and attitudinal factor structures were least similar. Attitudinal and environmental factors were clearly differentiated for Indians, but not for Whites. Multiple regression analysis indicated that school and race were significant predictors of cognitive factor and that grade, school, and the interactions of sex x race and grade x school were significant predictors of environmental factor. Because learning difficulties of Indian students may be related to differences between their personal attitudes and values and those of the school personnel, it was suggested that recognition of sociocultural differences in values and attitudes may be vital to the development of effective programs for Indian children and for all minority groups. (Author/CM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC