Object label learning by middle- and working-class, black and white, younger and older preschool children

1999 ◽  
Vol 20 (3) ◽  
pp. 429-447 ◽  
Author(s):  
VALERIE WHITTLESEY ◽  
ELIZABETH F. SHIPLEY
Keyword(s):  
Preschool Children ◽  
Middle Class ◽  
Working Class ◽  
Older Children ◽  
White Children ◽  
Related Target ◽  
Black And White ◽  
Inclusion Relations ◽  
First Session

The present study examined the ability of younger and older preschool children from different backgrounds (16 middle-class black, 16 middle-class white, 16 working-class black, and 16 working-class white) to map labels to objects and to establish inclusion relationships. The children were taught novel labels for perceptually related and unrelated unfamiliar objects. Although the groups were similar in their ability to comprehend the first label during the first session, white children produced the first label more. When additional labels were taught during subsequent sessions, the differences among the groups of children were augmented. Although children from all backgrounds applied labels to objects based on initial labelings, middle-class, white, and older children did this to a greater extent than working-class, black, and younger children. Evidence for the use of inclusion relations for perceptually related target objects was not found for the children; rather, the children used a mutually exclusive labeling strategy.

Social-Class Differences on the Mc Carthy Scales for Black and White Children

1975 ◽  
Vol 41 (1) ◽  
pp. 205-206 ◽  
Author(s):  
Alan S. Kaufman ◽  
Nadeen L. Kaufman
Keyword(s):  
Social Class ◽  
Middle Class ◽  
Working Class ◽  
Racial Groups ◽  
Occupational Groups ◽  
White Children ◽  
Black And White ◽  
Class Differences ◽  
Relationship Of ◽  
The Relationship

The relationship of social class to the cognitive and motor Indexes yielded by the McCarthy scales was explored for representative groups of black ( n = 154) and white ( n = 862) children aged 2½ to 8½ yr. For both racial groups, children categorized as middle class scored significantly higher than working-class youngsters on each of the six indexes. The pattern of mean Indexes for different occupational groups resembled the pattern of mean IQs found in previous studies.

Achievement Motivation in Canadian Indian, Middle- and Working-Class Children

1965 ◽  
Vol 16 (2) ◽  
pp. 459-463 ◽  
Author(s):  
Ann Cameron ◽  
Thomas Storm
Keyword(s):  
Middle Class ◽  
Working Class ◽  
Achievement Motivation ◽  
Light Flash ◽  
Learning Task ◽  
Cultural Groups ◽  
White Children ◽  
Material Reward ◽  
Class Child ◽  
Better Than

Sixty-sis elementary school children from three sub-cultural groups (B. C. Indian, white middle- and white working-class) were given 50 trials on a concept learning task under conditions of material (candy) or non-material (light flash) reward. There was a significant interaction between subculture and reward condition, middle-class whites performing better than Indian or working-class white children under non-material reward but not under material reward. Two other results were obtained consistent with the hypothesis that middle-class children differ from the other two groups on measures related to achievement motivation. The middle-class child was more likely than his Indian or working-class peer to tell stories to projective stimuli containing achievement imagery and to prefer a larger, delayed reward to a small immediate one.

The effectiveness of a foreign language immersion program for children from different ethnic and social class backgrounds: Report 2

1991 ◽  
Vol 12 (2) ◽  
pp. 179-198 ◽  
Author(s):  
Naomi E. Holobow ◽  
Fred Genesee ◽  
Wallace E. Lambert
Keyword(s):  
Middle Class ◽  
Working Class ◽  
White Students ◽  
Minority Group ◽  
French Immersion ◽  
Immersion Program ◽  
Black And White ◽  
Language Tests ◽  
White Middle Class ◽  
And Mathematics

ABSTRACTThis report presents the results of the second year of a 4-year longitudinal evaluation of a partial French immersion program in Cincinnati, Ohio. This program is of particular interest because it includes children from lower socioeconomic group and ethnic minority group (black) backgrounds in addition to majority group (white), middle-class students who have been the subject of virtually all evaluations of immersion to date. The native language development (English), academic achievement (math), and second language attainment (French) of pilot groups of middle- and working-class students and of black and white students who were in grade 1, as well as those of a follow-up cohort of kindergarten students, were assessed. The results showed that performance differences in English and mathematics between subgroups of students did not depend on the program of instruction they were receiving. Moreover, it was found that the working-class and black students scored as well as the middle-class and white students on the French language tests. The results are discussed further in terms of the immersion students’ level of proficiency in French.

Influences of Age, Sex, and Ethnic Origin on Goodenough-Harris Drawing Test Performances by Disadvantaged Preschool Children

1971 ◽  
Vol 33 (3) ◽  
pp. 708-710
Author(s):  
Rip O'Keefe ◽  
Richard J. Leskosky ◽  
Thomas G. O'Brien ◽  
Allan C. Yater ◽  
Allan Barclay
Keyword(s):  
Preschool Children ◽  
Ethnic Group ◽  
Group Membership ◽  
Black Children ◽  
Ethnic Origin ◽  
Older Children ◽  
White Children ◽  
Drawing Test ◽  
Ethnic Group Membership

Age, sex, and ethnic group membership influenced performances of 120 disadvantaged preschool children on the Goodenough-Harris Drawing Test. On Man and Woman drawings combined, performances of girls were significantly higher than boys, white children scored significantly higher than black children, and older children scored significantly higher than younger children. No significant differences for these factors were found when performances on the Man and Woman drawings were considered separately.

Black and White Middle Class Children Who Have Private Health Insurance in the United States

PEDIATRICS ◽  
1999 ◽  
Vol 104 (Supplement_1) ◽  
pp. 151-157 ◽  
Author(s):  
Michael Weitzman ◽  
Robert S. Byrd ◽  
Peggy Auinger
Keyword(s):  
Mental Health ◽  
United States ◽  
Special Education ◽  
Middle Class ◽  
Black Children ◽  
The United States ◽  
Special Education Services ◽  
White Children ◽  
Education Services ◽  
Black And White

Objective. To compare the health, behavior and school problems, and use of medical, mental health, and special education services of privately insured, middle class black and white children in the United States. Design/Methods. Analyses of the Child Health Supplement to the 1988 National Health Interview Survey, with a nationally representative sample of 17 110 children age 0–17 years. Results. Privately insured middle class black children had fewer chronic health conditions, but were less likely to be reported to be in excellent health (46.2% vs 57.3%) and more likely to have had asthma (8.5% vs 5.8%) or to have been of low birth weight (10.7% vs 5.6%). There were no differences in rates of having a usual source of routine care (92.2% vs 93.8%) or of being up to date with well-child care (79.3% vs 78.2%), but black children made fewer physician visits, were less likely to use physicians' offices, were more likely to lack continuity of care, and were twice as likely to use emergency departments. These differences in use of medical services persisted in multivariate analyses and analyses restricted to more affluent children. Despite similar rates of behavior problems, black children were more likely to repeat a grade (20.0% vs 12.3%) and to have been suspended from school (11.3% vs 5.0%). Although significantly fewer black middle class children received mental health or special education services in bivariate analyses, no differences in receipt of these services were noted in multivariate analyses. All differences reported were significant. Conclusions. Among middle class children in the United States, black and white children have similar rates of health and behavior problems, but black children experience substantially increased rates of asthma, low birth weight, and school difficulties. Although not differing in the receipt of mental health or special education services, middle class black children, even in the presence of private health insurance, have markedly different sources and patterns of use of medical services.

Prowhite/Antiblack Bias among Southern Preschool Children

1982 ◽  
Vol 51 (3) ◽  
pp. 1003-1006
Author(s):  
Victoria R. Fu ◽  
Susan W. Fogel
Keyword(s):  
Preschool Children ◽  
Black Children ◽  
Black Box ◽  
Color Preferences ◽  
White Children ◽  
Black And White ◽  
Color Bias

The present study investigated black and white color bias among 24 black and 24 white 5-yr.-old children from a non-urban southern community. Stabler, Johnson, and Jordan's method (1971) of talking black and white boxes was used to assess color preferences and identification. Both black and white children demonstrated a white-positive/black-negative (W+/ B—) bias. The black children showed a preference for the black box but identified with it less intensely than the white children with the white box.

Parental speech to middle- and working-class children from two racial groups in three settings

1996 ◽  
Vol 17 (2) ◽  
pp. 233-255 ◽  
Author(s):  
Valerie W. Lawrence ◽  
Elizabeth F. Shipley
Keyword(s):  
Preschool Children ◽  
Middle Class ◽  
Working Class ◽  
Free Play ◽  
Racial Groups ◽  
Class Groups ◽  
Quality Of Information ◽  
Parental Sensitivity ◽  
Picture Identification

ABSTRACTThe speech of 9 middle-class black, 9 middle-class white, 9 working-class black, and 9 workingclass white parents to their preschool children was examined during picture identification, free play, and a meal. The groups were found to be similar in the level and form of parental labeling. The groups differed in the information the parents supplied about objects in the various settings, in the parent's direction of the child's behavior, and in parental sensitivity to the child's age. Within the working-class groups, the frequency of vernacular features in the parents' speech correlated with the quality of information they provided.

Attractiveness/Beauty and Color Preferences Among Black and White Children

2008 ◽  
Author(s):  
Stephen N. Campbell ◽  
Christian Delucia ◽  
Erin Hughes ◽  
Marybeth Bailar-Heath ◽  
Tom McDonagh ◽  
...  
Keyword(s):  
Color Preferences ◽  
White Children ◽  
Black And White
Sign in / Sign up

Export Citation Format

Share Document