Sociology, Department of
Date of this Version
1983
Abstract
Desgregated elementary school students display verbal and non-verbal indicators of status relationships in a structured, videotaped interaction game. Both Hispanic and Anglo third grade student responses are analyzed across ten schools for a case study of factors that influence racial/ethnic integration outcomes. Variance in student outcomes are primarily explained by socioeconomic dimensions of the schools. These findings suggest that school desegregation poses a contradiction for Hispanic students.
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Sociology Commons, Inequality and Stratification Commons, Race and Ethnicity Commons
Comments
Published in AZTLAN 14:1 (1983), pp. 147-173. Published by UCLA Chicano Studies Research Center, Los Angeles, California