Examines item bias on Forms L and M of the Peabody Picture Vocabulary Test-Revised in Anglo-American and Mexican-American children (N=132). Analyses indicated bias as measured by differences in item difficulty in both groups; however, there was no clear pattern of items that were more difficult for either group. (LLL)

This study was designed to chart the development of racial attitudes in Euro- and Afro-American children (in grades 1-4 of one elementary school) through the administration of the PRAM II procedure. A secondary purpose of the study was to compare the racial attitudes of second graders in several different geographical localities. (CS)

Investigated the internal consistency reliability estimates of the Raven Coloured Progressive Matrices (CPM) for 96 Anglo and Mexican American third-grade boys from low socioeconomic status background. The results showed that the reliability estimates of the CPM for the two ethnic groups were acceptably high and extremely similar in magnitude.…

If teacher preparation programs are to meet learner needs, a knowledge of cognitive styles will be of value. Mexican-American and Anglo-American children were studied to observe how their culture influenced their learning style. Findings indicate that there were no significant cultural differences in the dimensions of cognitive style for these two…

Elementary school teachers use cooperative group classroom structures more often than expected. Teacher behaviors and classroom structures are related to the self-orientation and self-esteem of Anglo-American and Mexican American children in a culturally relative pattern. Teacher behaviors are significantly related to positive classroom climates…

The predictive validity of WISC-R factor scores was examined with samples from the four sociocultural groups of Anglo, Black, Chicano, and native American Papago. The full scale IQ and verbal comprehension (VC) factor scores were significantly better predictors of achievement as measured by teacher ratings and the Metropolitan Achievement Test.…

Compares the nonverbal intellectual performance as measured by the Raven's Coloured Progressive Matrices of Chicano and Anglo third-grade boys. When language status and cultural content of the testing instrument are controlled, mean group differences become negligible. This is a sound intelligence measure for use with Chicano children. (Author)

The effect of extended text writing on the writing proficiency of urban elementary school students was investigated with 39 fourth- and fifth-grade classrooms. Both quality of writing and use of writing conventions was better for students with extended writing practice, a result consistent for minority and European American students. (SLD)

This paper examines the attitudes of teachers from three different cultural backgrounds (Anglo-American, American Black, and Hispanic) concerning elementary school boys and girls. An instrument consisting of 39, seven-step, bipolar semantic differential scales, based on terms descriptive of elementary school boys and girls, was developed and…

School environments dominated by high socioeconomic status levels have a negative effect on ethnic self-attitudes and on ethnic salience in self-identification, but Anglo-dominated school environments alone do not. In a test of the effect of different levels of Anglo dominance in schools on the ethnic self-attitudes of Hispanic elementary…

The performance of fifth and sixth grade Anglos and minorities were compared working in small interdependent learning groups or in traditional, teacher-focused classrooms. A covariance analysis indicated that Anglos perform equally well in both groups. Minorities performed significantly better in interdependent classes than in traditional classes.…

Studies in the area of locus of control have tended to neglect the familial antecedents of this variable, particularly among ethnic minorities, and to overlook the role of teachers in the development of children's locus of control beliefs. Moreover, studies have not examined the simultaneous contribution of parents' and teachers' socialization…

Response patterns to the Raven Coloured Progressive Matrices (CPM) were analyzed for a sample of 203 Hispanic and 254 Anglo first- through fifth-grade children from a rural school district in southern Colorado. Gender distributions were nearly equal. Gender and ethnic differences were examined within the context of determining whether the CPM…

A survey conducted by the American Association of University Women (AAUW) polled 3,000 boys and girls between the ages of 9 and 15 years regarding their attitudes toward self, school, family, and friends. Results confirmed that the passage into adolescence is marked by a girl's loss of confidence in herself and her abilities. The AAUW discovered…