An investigation was made of the effect of returned grades and actual performance on 102 junior and senior students' evaluation of one instructor's instruction viewed once indicated no significant relationships. Implications were discussed.
Comparison of peer perceptions of 95 rural Negro and 95 white elementary level students shows substantial differences across race in the factor structure on a form of Osgood's Semantic Differential. Caste, class, race, grade level, poverty level, or other factors should, in further studies, be related to the depressed peer evaluation of Negro samples should this low evaluation reappear.
