The Influence of Integrated and De Facto Segregated Schools on the Racial Attitudes of White Students toward African Americans [electronic resource] / Amy J. Strefling.
The relationship between the existence of integrated and de facto segregated public schools and the racial attitudes of White students toward African Americans was studied by comparing the attitudes of white college freshman from racially integrated or de facto segregated public high schools. The Mu...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1998.
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MARC
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| 099 | |f ERIC DOC # |a ED428161 | ||
| 100 | 1 | |a Strefling, Amy J. | |
| 245 | 1 | 4 | |a The Influence of Integrated and De Facto Segregated Schools on the Racial Attitudes of White Students toward African Americans |h [electronic resource] / |c Amy J. Strefling. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1998. | ||
| 300 | |a 121 p. | ||
| 500 | |a ERIC Document Number: ED428161. | ||
| 500 | |a ERIC Note: Paper presented at the University Council for Administration Convention (St. Louis, MO, 1998). |5 ericd. | ||
| 520 | |a The relationship between the existence of integrated and de facto segregated public schools and the racial attitudes of White students toward African Americans was studied by comparing the attitudes of white college freshman from racially integrated or de facto segregated public high schools. The Multifactor Racial Attitude Inventory (MRAI), developed by J. Woodmansee and S. Cook (1967), was used to study the attitudes of 64 graduates of integrated schools and 64 graduates of de facto segregated schools. Students experiencing a de facto segregated public school education held less favorable attitudes toward African Americans than students who experienced an integrated public school education. While it is not possible for educators to control where people live, they can provide the opportunity for children to be educated in a racially integrated setting that promotes cultural acceptance and racial harmony. Ten appendixes contain the cover letters and questionnaires used in the study. (Contains 2 figures, 4 tables, and 93 references.) (SLD) | ||
| 650 | 1 | 7 | |a Black Students. |2 ericd. |
| 650 | 1 | 7 | |a College Students. |2 ericd. |
| 650 | 1 | 7 | |a De Facto Segregation. |2 ericd. |
| 650 | 0 | 7 | |a Higher Education. |2 ericd. |
| 650 | 0 | 7 | |a Public Schools. |2 ericd. |
| 650 | 0 | 7 | |a Racial Discrimination. |2 ericd. |
| 650 | 1 | 7 | |a School Desegregation. |2 ericd. |
| 650 | 0 | 7 | |a School Segregation. |2 ericd. |
| 650 | 0 | 7 | |a Stereotypes. |2 ericd. |
| 650 | 1 | 7 | |a Student Attitudes. |2 ericd. |
| 650 | 1 | 7 | |a White Students. |2 ericd. |
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