The influence of student ethnicity and gender on teachers' placement issues

Persistent Link:
http://hdl.handle.net/10150/278259
Title:
The influence of student ethnicity and gender on teachers' placement issues
Author:
Lewis, Rhiannon, 1959-
Issue Date:
1992
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This study was designed to examine the effects of ethnicity and gender on African teachers' judgements regarding potential special education placement. The participants were to be 120 randomly-selected black-African teachers in the Southern African country of Botswana. The selection was to have been stratified on the basis of gender and district. Fictitious and equivocal information was given regarding the ability, behavior and academic performance of a nine-year-old student. Due to methodological problems, the study did not yield quantitative data thus a descriptive analysis was performed. Significantly fewer questionnaires regarding Negro students were returned than those depicting Caucasian students. Also, more females than males were suggested for referral, though the difference was not statistically significant. Future research in this area would be beneficial to the understanding of the role played by gender and ethnicity in special education referrals.
Type:
text; Thesis-Reproduction (electronic)
Keywords:
Education, Guidance and Counseling.; Education, Special.
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Graduate College
Degree Grantor:
University of Arizona
Advisor:
Aleamoni, Lawrence M.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleThe influence of student ethnicity and gender on teachers' placement issuesen_US
dc.creatorLewis, Rhiannon, 1959-en_US
dc.contributor.authorLewis, Rhiannon, 1959-en_US
dc.date.issued1992en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis study was designed to examine the effects of ethnicity and gender on African teachers' judgements regarding potential special education placement. The participants were to be 120 randomly-selected black-African teachers in the Southern African country of Botswana. The selection was to have been stratified on the basis of gender and district. Fictitious and equivocal information was given regarding the ability, behavior and academic performance of a nine-year-old student. Due to methodological problems, the study did not yield quantitative data thus a descriptive analysis was performed. Significantly fewer questionnaires regarding Negro students were returned than those depicting Caucasian students. Also, more females than males were suggested for referral, though the difference was not statistically significant. Future research in this area would be beneficial to the understanding of the role played by gender and ethnicity in special education referrals.en_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.subjectEducation, Guidance and Counseling.en_US
dc.subjectEducation, Special.en_US
thesis.degree.nameM.A.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorAleamoni, Lawrence M.en_US
dc.identifier.proquest1351348en_US
dc.identifier.bibrecord.b27148348en_US
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