A comparison of the cooperative problem-solving task interactions of Black and White children in mixed-sex, same-ethnicity groups.
Item
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Title
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A comparison of the cooperative problem-solving task interactions of Black and White children in mixed-sex, same-ethnicity groups.
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Identifier
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AAI9207072
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identifier
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9207072
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Creator
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Filardo, Emily K.
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Contributor
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Adviser: Carol Kehr Tittle
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Date
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1991
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Language
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English
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Publisher
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City University of New York.
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Subject
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Psychology, Social | Education, Educational Psychology | Psychology, Developmental
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Abstract
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Studies of children's sex-related interaction patterns in mixed-sex task-oriented groups have found that boys tend to dominate these interactions in a variety of ways. However, the research has focused almost exclusively on white, usually middle-class children, and there is almost no research on sex-related social interaction patterns in mixed-sex groups of Black children.;The present study compared sex-related social interaction patterns in mixed-sex groups of Black children with the patterns in mixed-sex groups of white children.;Eleven white groups and ten Black groups of 14-year-olds were videotaped working on a cooperative problem-solving game. Groups were composed of two boys and two girls. Subjects were eighth grade students matched on socioeconomic status (working class) and reading grade level (average score was 8.0 for the Blacks and 8.3 for the whites).;The dependent measures were rates and percentages of occurrence of various types of utterances. The data were analyzed as 2 x 2 (ethnic group by sex) repeated measures analyses of variance. The unit of analysis was the group of four. For each group, on each dependent variable, there were two measures, the boys' response and the girls' response (the repeated measures).;The analyses revealed that there was greater equality between boys and girls in the Black groups than in the white groups on measures of: (a) level of activity (rate of occurrence of task-related utterances); (b) level of influence (the frequency with which a subject's suggestions were accepted by the group and the frequency with which a subject was interrupted by other group members); and (c) linguistic form of speech (rates of occurrence and percentages of utterances in "Aggravated," "Mitigated," and "Neutral" linguistic forms).;The findings suggest the need to: (a) further examine sex-related interaction patterns in mixed-sex Black groups, and (b) examine possible ethnicity by sex interaction effects on interaction patterns in mixed-ethnicity, mixed-sex groups. Results are discussed in terms of status expectations theory, and implications for educational research and practice are explored.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
