Home Factors Influencing Achievement Of Disadvantaged Students

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Content HOM E FACTORS INFLUENCING ACHIEVEMENT
OF DISADVANTAGED STUDENTS
A D i s s e r t a t i o n
P re se n te d to
th e F a c u lty o f th e School o f E d u catio n
U n iv e r s ity of S o u th e rn C a l i f o r n i a
I n P a r t i a l F u lf illm e n t
o f th e R equirem ents f o r th e Degree
D octor o f E d u c a tio n
by
S arah W in ifre d Day
F e b ru ary 1973
INFORMATION TO USERS
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Xsrox University Microfilms
300 North Zaob Road
Ann Alitor, Michigan 4S108
I
73-18,804
DAY, Sarah Winifred, 1936-
HOME FACTORS INFLUENCING ACHIEVEMENT OF
DISADVANTAGED STUDENTS.
University of Southern California, Ed.D., 1973
Education, curriculum development
University Microfilms, A X ER O X Company. Ann Arbor, Michigan
THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED.
This dissertation, written under the direction
of the Chairman of the candidate's Guidance
Com m ittee and approved by all members of the
Committee, has been presented to and accepted
by the Faculty of the School of Education in
partial fulfillment of the requirements for the
degree of D octor of Education.
'Committee
Date... ................................................ / 1 7 3
Dean
Chairman
TABLE OF CONTENTS
Page
LIST OF TABLES............................................................................................. iv
C h ap ter
I . PRESENTATION OF THE PROBLEM........................................ 1
I n tr o d u c tio n
S ta te m e n t o f t h e Problem
Im p o rtan ce o f th e Study
S p e c if ic Q u estio n s t o be Answered
D e lim ita tio n s o f th e S tudy
L im ita tio n s
D e f in itio n s o f Terms Used
O rg a n iz a tio n o f Remaining C h ap ters
I I . REVIEW OF THE LITERATURE................................................. 10
Overview
G en eral D e s c rip tio n o f th e D is
ad v an tag ed P o p u la tio n
E f f e c ts o f Fam ily I n t e r a c t i o n s A sso c ia te d
w ith S e le c te d D evelopm ental F a c to rs
M o tiv a tio n , A s p ir a tio n , and Achievem ent
R a tio n a le f o r Employing th e Dave and Wolf
S c a le s In T h is I n v e s t i g a t i o n
I I I . PROCEDURES................................................................................... 38
N atu re and S e le c tio n o f th e Sample
In s tru m e n ts and P ro ced u res f o r
C o lle c tin g D ata
S t a t i s t i c a l T reatm ent o f D ata
IV. THE FINDINGS.............................................................................. 50
R e la tio n s h ip o f High and Low School
A chievem ent and M easures o f Home
Environm ent
R e la tio n s h ip Between E th n ic Background
and M easures o f th e Achievem ent
and I n t e l l e c t u a l E nvironm ents
R e la tio n s h ip Between M easures o f A chieve
ment and I n t e l l e c t u a l Environm ents
and L ev el o f A chievem ent W ith in
E th n ic Subgroups
i i
C h ap ter Page
V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS . . 86
P u rp o ses o f t h e Study
N atu re and S e le c tio n o f Sample
I n s tr u m e n ta tio n
C o lle c tio n and R ecording o f D ata
S c o rin g o f R esponses
S t a t i s t i c a l T reatm ent o f Data
Summary of M ajor F in d in g s
Rec ommendat i ons
F u r th e r D isc u ss io n
BIBLIOGRAPHY............................................................................................. 97
APPEN D ICES...................................................................................................... 105
APPENDIX A. CRITERIA FOR IDENTIFYING DIS
ADVANTAGED P U P I L S ....................................... 106
APPENDIX B. LETTER TO P A R E N T S ......................................... 108
APPENDIX C. PARENT INTERVIEW FORM ................................ I l l
APPENDIX D. SCALES FOR RATING EDUCATIONAL
ENVIRONMENT...................................................... 121
APPENDIX E. SCALES FOR RATING INTELLECTUAL
ENVIRONMENT...................................................... 144
APPENDIX F. SCORING SHEET FOR EDUCATIONAL
ENVIRONMENT...................................................... 158
APPENDIX G. SCORING SHEET FOR INTELLECTUAL
ENVIRONMENT...................................................... l 6 l
iii
l i s t o f t a b le s
T able Page
1. D e s c r ip tio n o f Samples A ccording to
E thnic C om position ................................................................ 4 l
2. D e s c r ip tio n o f Samples A ccording to
Sex M e m b e rs h ip .......................................................................... 42
3. D e s c r ip tio n o f th e Sam ples w ith R esp ect to
I n t e l l i g e n c e Q u o tie n ts ...................................................... 42
4. D e s c r ip tio n o f th e Samples w ith R espect to
T o ta l S c o re s on th e Com prehensive T e st
o f B asic S k i l l s ..................................................................... 43
5. D e s c r ip tio n o f th e Samples w ith R espect to
C h ro n o lo g ic a l A g e ................................................................ 43
6. R e la tio n s h ip Between Membership a s High o r
Low A c h ie v er and R a tin g s on D av e's
T o ta l A chievem ent Environm ent Score .................... 52
7. R e la tio n s h ip Between Membership a s High o r
Low A ch iev er and R a tin g s on W o lf's
T o ta l I n t e l l e c t u a l Environm ent Score .................... 52
8. R e la tio n s h ip Between Membership a s High o r
Low A c h ie v er and R a tin g s on t h e
Achievem ent P re s s S u b sc a le ............................................ 54
9. R e la tio n s h ip Between Membership a s High o r
Low A c h ie v e r and R a tin g s on th e
Language Models S u b sc a le ................................................. 54
10. R e la tio n s h ip Between Membership a s High o r
Low A c h iev e r and R a tin g s on t h e
Academic G uidance S u b sc a le . . . . . .................... 55
11. R e la tio n s h ip Between Membership a s High o r
Low A c h ie v e r and R a tin g s on t h e A c tiv e
n ess o f t h e F am ily S u b s c a l e ....................................... 55
12. R e la tio n s h ip Between Membership a s High o r
Low A c h ie v er and R a tin g s on t h e I n t e l
l e c t u a l i t y i n t h e Home S u b s c a l e .............................. 56
iv
Table Page
13. R e la tio n s h ip Between Membership as High o r
Low A c h iev e r and R a tin g s on th e Work
H a b its In t h e Fam ily S u b s c a l e .................................. 56
14. R e la tio n s h ip Between Membership as High o r
Low A ch iev e r and R a tin g s on th e Stim u
l a t i o n and I n t e l l e c t u a l Growth S u b scale . . . 57
15. R e la tio n s h ip Between Membership as High o r
Low A c h ie v e r and R a tin g s on th e Oppor
t u n i t i e s f o r V erbal Development S u b scale . . 57
16. R e la tio n s h ip Between Membership as High or
Low A c h ie v e r and R a tin g s on th e P ro v is io n
f o r G en eral Types o f L e arn in g S u b scale . . . 58
17. S tep w ise D is c rim in a n t A n a ly sis f o r Sub-
e n v iro n m e n ts of th e Dave and Wolf S c a le s . . 60
18. C o r r e l a t io n M a trix f o r Sub-environm ents
o f th e Dave and Wolf S cales
f o r A ll P u p i l s .................................................................... 6l
19. C o r r e la tio n M a trix f o r S ub-environm ents
o f th e Dave and Wolf S cales f o r
t h e High A c h i e v e r s .......................................................... 62
20. C o r r e l a t io n M atrix f o r Sub-environm ents
o f th e Dave and Wolf S cales f o r
t h e Low A c h i e v e r s ............................................................... 63
21. R e la tio n s h ip s Between Sex Membership f o r
t h e High A ch iev ers a s a Group and
R a tin g s on D av e's T o ta l Achievement
Environm ent S c a l e ...................................... 65
22. R e la tio n s h ip s Between Sex Membership f o r
t h e High A ch ie v e rs a s a Group and
R a tin g s on W o lf's T o ta l I n t e l
l e c t u a l Environm ent S c a l e .................................... 65
2 3 . R e la tio n s h ip Between Sex Membership f o r
t h e Low A c h ie v e rs a s a Group and
R a tin g s on D av e's T o ta l A ch iev e
ment Environm ent S c a l e ................................................. 66
v
Table Page
24. R e la tio n s h ip s Between Sex Membership f o r
th e Low A c h ie v ers as a Group and
R a tin g s on W o lf’ s T o ta l I n t e l
l e c t u a l Environm ent S c a le . . . . . . . . . . 66
25. R e la tio n s h ip Between Sex Membership f o r
th e H igh A c h ie v e rs as a Group and
R a tin g s on the A chievem ent P re ss S u b sc a le . . 67
26. R e la tio n s h ip Between Sex Membership f o r th e
High A ch iev ers a s a Group and R a tin g s
on th e Language Models S u b s c a l e ...................... 68
27. R e la tio n s h ip Between Sex Membership f o r t h e
High A ch iev ers a s a Group and R a tin g s
on t h e Academic G uidance S u b s c a l e ................. 68
28. R e la tio n s h ip Between Sex Membership f o r th e
High A ch iev ers a s a Group and R a tin g s
on t h e A c tiv e n e s s of t h e Fam ily S u b sc a le . . 69
29. R e la tio n s h ip Between Sex Membership f o r t h e
High A ch ie v e rs a s a Group and R a tin g s
on th e I n t e l l e c t u a l i t y I n th e Home S u b sc a le . 69
30. R e la tio n s h ip Between Sex Membership f o r th e
High A ch iev ers a s a Group and R a tin g s
on th e Work H a b its in t h e Fam ily S u b sc a le . . 70
31. R e la tio n s h ip Between Sex Membership f o r th e
High A ch iev ers a s a Group and R a tin g s
on t h e S tim u la tio n fo r I n t e l l e c t u a l
Growth S u b s c a l e ............................................................. 70
32. R e la tio n s h ip Between Sex Membership f o r th e
High A c h ie v e rs a s a Group and R a tin g s
on th e O p p o r tu n itie s f o r V erb al
Development S u b sc a le ....................................................... 71
33. R e la tio n s h ip Between Sex Membership f o r t h e
High A c h ie v e rs a s a Group and R a tin g s
on th e P r o v is io n s fo r G en eral Types
of L e a rn in g Sub s c a l e ............................................... 71
34. R e la tio n s h ip Between Sex Membership f o r t h e
Low A c h ie v e rs a s a Group and R a tin g s
on th e A chievem ent P re ss S u b s c a l e ................. 73
vi
Table Page
35. R e la tio n s h ip Between Sex Membership f o r th e
Low A ch iev ers a s a Group and R a tin g s
on t h e Language Models S u b s c a l e .................. 73
3 6 . R e la tio n s h ip Between Sex Membership f o r th e
Low A ch iev ers a s a Group and R a tin g s
on t h e Academic G uidance S u b sc ale ......................... 74
37. R e la tio n s h ip Between Sex Membership f o r th e
Low A ch iev ers a s a Group and R a tin g s
on t h e A c tiv e n e s s o f th e Fam ily S u b sc a le . . 74
38. R e la tio n s h ip Between Sex Membership f o r th e
Low A ch iev ers a s a Group and R a tin g s
on th e I n t e l l e c t u a l i t y i n th e Home S u b sc a le . 75
39. R e la tio n s h ip Between Sex Membership f o r th e
Low A c h ie v e rs a s a Group and Platings on
th e Work H a b its i n th e F am ily S u b sc a le . . . 75
40. R e la tio n s h ip Between Sex Membership f o r th e
Low A c h iev e rs a s a Group and R a tin g s
on th e S tim u la tio n f o r I n t e l l e c t u a l
Growth S u b s c a l e ......................................................... 76
41. R e la tio n s h ip Between Sex Membership f o r th e
Low A ch iev ers a s a Group and R a tin g s on
th e O p p o r tu n itie s f o r V e rb a l D evelop
ment Sub s c a l e .......................................................................... 76
42. R e la tio n s h ip Between Sex Membership f o r th e
Low A ch iev ers a s a Group and R a tin g s on
th e P r o v is io n f o r G en eral Types o f
L e a rn in g S u b sc a le ................................................................ 77
43. R e la tio n s h ip Between E th n ic Membership and
R a tin g s on th e T o ta l Dave S c a l e ............................... 78
44. R e la tio n s h ip Between E th n ic Membership and
R a tin g s on th e T o ta l Wolf S c a l e ............................... 78
4 5 . R e la tio n s h ip Between Sex Membership o f th e
M exican-A m erican P u p ils and R a tin g s
on t h e T o ta l Dave S cale ......................... 80
46. R e la tio n s h ip Between Sex Membership o f th e
Mexican-Am e r ic a n P u p ils and R a tin g s
on th e T o ta l W olf S c a l e ........................ 80
v i i
Table Page
47. R e la tio n s h ip Between Sex M embership o f th e
A n g lo -C au casian P u p ils and R a tin g s
on th e T o ta l Dave S c a l e ................................................. 82
48. R e la tio n s h ip Between Sex Membership o f th e
A nglo-C aucasian P u p ils and R a tin g s
on th e T o ta l Wolf S c a le ......................... 82
49. R e la tio n s h ip Between L evel o f S chool A chieve
ment o f th e M exican-A m erican P u p ils and
R a tin g s on t h e T o ta l Dave S c a l e ............................ 83
50. R e la tio n s h ip Between L evel o f School A chieve
ment o f th e M exican-A m erican P u p ils and
R a tin g s on th e T o ta l Wolf S c a l e ............................ 83
51. R e la tio n s h ip Between L evel o f School A chieve
ment o f th e A n g lo -C au casian s and R a tin g s
on t h e T o ta l Dave S c a l e ................................................. 85
52. R e la tio n s h ip Between L evel o f School A ch iev e
ment o f th e A n g lo -C au casian s and R atin g s
on th e T o ta l Wolf S c a l e ................................................. 85
v i i i
CHAPTER I
PRESENTATION OP THE PROBLEM
I n tr o d u c tio n
D isadvantaged American y o u th s a r e 1 1 1 -fe d , p o o rly
c la d , and housed In su b sta n d a rd c o n d itio n s and, w ith o u t
ad e q u a te e d u c a tio n a l p r o g r e s s , th e y w i l l c o n tin u e to be
1 1 1 -fe d , p o o rly c la d , and housed In s u b sta n d a rd c o n d i
t i o n s .
The d isa d v a n ta g e d a re p re d o m in a n tly N egro, P u e rto
R ic a n , M exican, and so u th e rn r u r a l o r m ountain w h ite s , a r e
c o n c e n tra te d l a r g e l y In m e tro p o lita n c e n t e r s , and a re c h a r
a c t e r i z e d by a t t i t u d e s a l i e n to th o se h e ld by members o f
th e b ro a d e r community. T h e ir c h ild re n come to sc h o o l d i s
ad v an tag ed In t h a t t h e i r c u ltu r e has f a i l e d to p ro v id e them
w ith th e e x p e rie n c e s t h a t a re "normal" i n the l i v e s o f
c h ild r e n th e sc h o o ls a r e u sed to te a c h in g , a c c o rd in g to
Gordon ( 5 ) . I n s te a d o f overcom ing c u l t u r a l d is a d v a n ta g e s
i n s c h o o l, a s a group th e y f a l l I n c r e a s in g ly f a r t h e r b e h in d
t h e i r n o n -d e p riv e d p e e r s . T h e ir sc h o o l achievem ent i s
c h a r a c te r iz e d by a c u m u l a t i v e - d e f i c i t phenomenon. D eutsch
p o i n t s o u t th e s e s tu d e n ts " g e t dumber" a s th e y grow o l d e r
and by th e f i f t h g ra d e , th e y t y p i c a l l y la g th re e y e a r s b e
h in d a s m easured by s ta n d a rd iz e d t e s t s ( 2 7) . H av in g h u rst
1
2
n o te s t h a t such a c h i l d i s d e f i n i t e l y a t a d is a d v a n ta g e i n
l i v i n g a com plete l i f e i n A m erican s o c ie ty (2 0 ).
Of a l l th e v a rio u s f a c e t s o f th e environm ent, th e
home p ro d u ces th e f i r s t , most i n s i s t e n t , and p erh ap s most
s u b t l e in f lu e n c e on th e e d u c a tio n a l developm ent o f th e
c h i l d , a c c o rd in g to Dave (6 0 ). In h i s view , th e a s p e c ts of
th e home environm ent most c l o s e l y r e l a t e d t o a c h i l d 's edu
c a t i o n a l achievem ent a re p r o v is io n s f o r g e n e r a l le a r n in g
m odels, h e lp i n language developm ent, and p a r e n t a l s tim u
l a t i o n and co n cern f o r achievem ent and le a r n i n g . The d i s
a d v an tag ed c h i l d 's home l i f e seems t o d is c o u ra g e more th a n
encourage p ro g re s s i n s c h o o l. G eneral s tim u la n ts to l e a r n
in g such a s books, a r t work, a v a r i e t y o f t o y s , and s e l f -
i n s t r u c t i o n m a te r ia ls a re r a r e l y p ro v id e d .
Many d isa d v a n ta g e d c h i l d r e n a r e r e c e n t a r r i v a l s to
th e U n ited S t a te s from S p a n ish -sp e a k in g c o u n t r ie s . D e f i
c i e n t i n E n g lis h language s k i l l s th e m se lv e s, p a r e n ts can
o f f e r them l i t t l e a s s i s t a n c e i n language developm ent. For
many o f t h e s e c h ild r e n , E n g lis h i s n o t e n c o u n te re d u n t i l
t h e i r f i r s t c o n ta c t w ith i t a t s c h o o l.
F o r th e most p a r t , th e a d u lts i n th e c h i l d 's home
have th e g r e a t e s t r e s p o n s i b i l i t y i n s ti m u l a t i n g h is i n t e l
l e c t u a l g row th and p ro v id in g a good model o f d e s ir a b l e a d u lt
b e h a v io r i n o u r s o c ie ty . A d u lt b e h a v io r and v a lu e s i n a
d is a d v a n ta g e d c h i l d 's environm ent o f te n do n o t c o in c id e
w ith th o s e e x p ected by th e s c h o o l and t h e b ro a d e r commu
n i t y . Many a r e u n r e g i s t e r e d f o r n a t i o n a l and lo c a l e l e c
t i o n s . I n s u f f i c i e n t l y e d u c a te d th e m se lv e s, many o f t h e s e
p a r e n ts have been r e p o r te d a s f a i l i n g to su p p o rt t h e i r
c h i l d r e n ’ s academ ic p u r s u i t s ( l 6 ) .
S ta te m e n t o f th e Problem
The p u rp o se o f t h i s stu d y was to a s c e r t a i n th e e x
t e n t o f r e l a t i o n s h i p o f c e r t a i n c h a r a c t e r i s t i c s o f th e home
e n v iro n m en ts, a s m easured by th e Dave and Wolf s c a l e s , o f
M exican-Am erican and A n g lo -C au casian d isa d v a n ta g e d f o u r th
g rad e p u p ils and t h e i r s t a t u s as h ig h o r low a c h ie v e rs a s
m easured by th e Com prehensive T e st o f B asic S k i l l s . A
seco n d ary p u rp o se was to d e te rm in e th e d eg ree o f r e l a t i o n
s h ip betw een th e m easures o f home environm ent and sex and
l e v e l o f achievem ent w ith in and betw een e th n ic gro u p s.
Im p o rtan ce o f th e Study
E d u c a to rs m ust be p a r t i c u l a r l y concerned about th e
d isa d v a n ta g e d segment o f th e sch o o l p o p u la tio n sin c e t h e i r
numbers a re i n c r e a s i n g . A ccording to Reissman (15) in 1950
f o u rte e n la r g e c i t i e s had one c u l t u r a l l y d e p riv e d c h ild i n
t e n . In i 960 th e r e was one In t h r e e . He p r e d ic te d t h a t by
1970, 50 p e r c e n t o f th e c h ild r e n in sc h o o ls in th e se m e tro
p o l i t a n c i t i e s w i l l come from such en v iro n m e n ts.
Rioux a rg u e s t h a t we must become in v o lv e d w ith " th e
c a u s a tio n o f p o o r s c h o o l p erfo rm an ce and p o o r a t t i t u d e s
tow ard le a r n i n g , which have a condemning and c o n s t r i c t i n g
4
r a m if i c a t i o n on th e l i v e s o f th o se in v o lv e d " ( 5 2 ) . A l
though th e most s a l i e n t c h a r a c t e r i s t i c o f th e d isa d v a n ta g e d
i s t h e i r la c k o f ad eq u ate p r o g re s s in s c h o o l, th e r e s e a r c h
s u g g e s ts t h a t t h i s s i t u a t i o n can be a l t e r e d . A d is a d v a n
tag ed c h i l d i s n o t n e c e s s a r i l y i n h e r e n t l y l e s s i n t e l l i g e n t
than a norm al c h i l d ; r a t h e r h i s l e v e l o f i n t e l l e c t u a l c a
p a c i t y i s l e s s d ev elo p ed due to la c k o f s tim u la tin g e n v i
ronm ents ( 18).
A c h i l d 's e d u c a tio n a l achievem ent i s th e r e s u l t o f
a v a r i e t y o f f o r c e s and f a c t o r s , such as i n t e l l i g e n c e , e x
p e r ie n c e , m a tu ra tio n , and m o tiv a tio n . R esearch f in d in g s
t e s t i f y t h a t moBt o f theBe fa c to rB a re a f f e c t e d b y the
c h i l d 's en v iro n m en t (4; 8 ; 11; 13) . A ccording to Gordon
( 33) in a summary o f c h a r a c t e r i s t i c s o f s o c i a l l y d isa d v a n
tag ed c h i l d r e n , t h e r e rem ain s a need f o r r e s e a r c h to d e
term in e th o s e c irc u m sta n c e s u n d er which c e r t a i n c h a r a c t e r
i s t i c s and c o n d itio n s r e s u l t in su c c e ss and u n d e r which
o th e r s r e s u l t i n f a i l u r e .
The p r e s e n t stu d y was deemed im p o rta n t b ecau se i t
was d e s ig n e d s p e c i f i c a l l y to f in d ways i n which c u l t u r a l l y
d is a d v a n ta g e d c h ild r e n can be more r e a d i l y a s s im ila te d i n t o
th e e d u c a tiv e p r o c e s s . C h a r a c t e r i s t i c s o f home e n v iro n
m ents w ere a n a ly z e d in an e f f o r t to i s o l a t e d e tr im e n ta l
home c o n d i t i o n s . Once such c o n d itio n s have been i d e n t i f i e d
b o th te a c h in g p e rs o n n e l and p a r e n ts o f d is a d v a n ta g e d y o u th s
w i l l be a b le to c o n t r ib u t e more e f f e c t i v e l y to th e o v e r a l l
e d u c a tio n a l p r o c e s s . In a d d i t i o n , s p e c i f i c home c o n d itio n s
ad v an tag eo u s to s c h o o l a d ju stm e n t were sought so t h a t p o s i
t i v e re in fo rc e m e n t and developm ent c o u ld be more d e f i n i
t i v e l y p la n n e d .
P o s s ib le r e l a t i o n s h i p s betw een sch o o l achievem ent
and r a t i n g s o f v a rio u s home su b en v iro n m en ts were B tu d ied in
d e t a i l . A number o f com parisons were made to shed more
l i g h t on th e pro b lem . Home en v iro n m en t r a t i n g s were com
p a re d w ith such v a r i a b l e s a s l e v e l o f ach iev em en t, e th n ic
background (M exican-A m erican o r A n g lo -C a u c a sia n ), and sex
m em bership.
S p e c if ic Q u estio n s to be Answered
To g iv e s t r u c t u r e to th e s tu d y , answ ers to th e f o l
low ing s p e c i f i c q u e s tio n s were so u g h t:
1. On th e b aB is o f p o s t hoc a n a l y s is , d id c h a r a c
t e r i s t i c s o f home environm ent a s m easured by t o t a l s c o re s
on th e Dave and W olf in s tr u m e n ts , c o n s id e re d s e p a r a t e l y ,
d i f f e r e n t i a t e betw een h ig h and low a c h ie v e r s as g ro u p s?
2. On th e b a s is o f p o s t hoc a n a l y s i s , d id c h a r a c
t e r i s t i c s o f home environm ent as m easured by th e v a rio u s
s u b s c a le s o f th e Dave and W olf in s tr u m e n ts , ta k e n s in g ly
and i n c o m b in a tio n , d i f f e r e n t i a t e betw een h ig h and low
a c h ie v e r s a s g ro u p s?
3 . Among h ig h a c h ie v e r s , was sex o f a p u p i l r e
l a t e d to p la c e m e n t above o r below th e group median sc o re
on each o f th e v a rio u s s u b s c a le s o f th e Dave achievem ent
environm ent s c a le o r on th e s c a le as a whole?
4 . Among h ig h a c h ie v e r s was sex o f a p u p il r e l a t e d
to p lacem en t above o r below th e group median s c o re on each
o f t h e v a r io u s s u b s c a le s o f th e Wolf i n t e l l e c t u a l e n v iro n
ment s c a le o r on th e s c a l e as a whole?
5 . Among low a c h ie v e r s , was sex o f a p u p il r e
l a t e d to p lacem en t above o r below th e group m edian sc o re
on each o f th e v a r io u s s u b s c a le s o f th e Dave achievem ent
environm ent s c a le o r on th e s c a le as a whole?
6 . Among low a c h ie v e r s , was sex o f a p u p il r e l a t e d
to placem en t above o r below th e group m edian s c o re on each
o f th e v a rio u s s u b s c a le s o f th e Wolf i n t e l l e c t u a l e n v iro n
ment s c a l e o r on th e s c a le as a whole?
7 . Was e th n ic background o f a p u p il r e l a t e d to
placem ent above o r below th e m edian s c o re s f o r th e t o t a l
sam ple on th e Dave and Wolf in s tru m e n ts ?
8 . Among M exican-A m ericans, was sex o f a p u p il
r e l a t e d t o placem ent above o r below th e group m edian s c o re s
on th e Dave and Wolf in s tru m e n ts ?
9. Among A n g lo -C au casian s, was sex o f a p u p il r e
l a t e d t o p lacem en t above o r below th e group m edian s c o re s
on t h e Dave and Wolf in s tru m e n ts ?
10. Among M exican-A m ericans, were c h a r a c t e r i s t i c s
o f home en v iro n m e n ts, a s m easured by th e t o t a l Dave and
7
W olf s c a l e s , r e l a t e d to w h eth er a p u p il was a h ig h a c h ie v e r
o r a low a c h ie v e r?
11. Among A n g lo -C au casian s, were c h a r a c t e r i s t i c s
o f home en v iro n m e n t, as m easured by th e t o t a l Dave and W olf
B e a le s, r e l a t e d to w h eth er a p u p i l was a h ig h a c h ie v e r o r
a low a c h ie v e r?
D e lim ita tio n s o f th e Study
The fo llo w in g a r b i t r a r y d e l i m i t a t i o n s were im posed
on th e stu d y :
1. The d a ta were g a th e r e d d u rin g a s in g le sch o o l
y e a r , 1969-1970.
2. The sample was r e s t r i c t e d to t h i r t y h ig h
a c h ie v in g and t h i r t y low a c h ie v in g d isa d v a n ta g e d f o u rth
g ra d e p u p i l s in a s in g le sc h o o l d i s t r i c t i n S o u th ern C a l i
f o r n i a .
L im ita tio n s
The fo llo w in g p o s s i b l e l i m i t a t i o n s which co u ld have
a f f e c t e d th e d a ta sh o u ld be k e p t in mind as th e r e s u l t s o f
th e i n v e s t i g a t i o n a re re a d :
1. To th e e x te n t t h a t th e in s tru m e n ts u sed to
m easure home environm ent and achievem ent f a i l e d to do so
v a l i d l y , th e d a ta may have been a f f e c t e d .
2. The f a c t t h a t an i n t e r p r e t e r was u sed i n th e
in te r v ie w s w ith M exican-A m erican p a r e n ts may have a f f e c t e d
th e v a l i d i t y o f th e in fo rm a tio n s e c u re d .
8
3. Because no e x a c t e q u iv a le n ts f o r some E n g lis h
term s e x i s t i n S p a n ish , as w e ll as th e r e v e r s e , t r a n s l a t i o n
from one language to th e o t h e r may have in f lu e n c e d r e s u l t s .
4 . Because th e sam ple used in th e s tu d y was sm all
and lim ite d to one sc h o o l d i s t r i c t , c a re sh o u ld be e x e r
c is e d in g e n e r a liz in g th e r e s u l t s o f th e s tu d y to o t h e r
c h ild r e n in o th e r l o c a t i o n s .
D e f i n i ti o n s o f Terms Used
C u l t u r a l l y d is a d v a n ta g e d . —A d is a d v a n ta g e d p u p i l ,
f o r p u rp o se s o f t h i s s tu d y , was a p u p i l who came from a
home d e f in e d a s c u l t u r a l l y d isa d v a n ta g e d a c c o rd in g to c r i
t e r i a e s t a b l i s h e d by s t a t e and f e d e r a l g o v ern m en ts. (See
Appendix A f o r th e s p e c i f i c c r i t e r i a . )
High a c h i e v e r . —A h ig h a c h ie v e r was d e f in e d a s a
p u p i l who o b ta in e d a t o t a l g ra d e e q u iv a le n t s c o re o f 4 ,0
o r above on th e Com prehensive TeBt o f B asic S k i l l s .
Low a c h i e v e r . —A low a c h ie v e r was d e f in e d a s a
p u p i l who o b ta in e d a t o t a l g ra d e e q u iv a le n t s c o re o f 3*0
o r below on th e Com prehensive T e st o f B a sic S k i l l s .
O rg a n iz a tio n o f Remaining C h a p te rs
The rem ain in g f o u r c h a p te r s o f t h i s s tu d y have been
o rg a n iz e d as fo llo w s : C h a p te r I I p r e s e n t s a re v ie w o f th e
l i t e r a t u r e p e r t a i n i n g to th e d is a d v a n ta g e d . S p e c i f i c a l l y ,
t h i s in c lu d e s home, fa m ily , and s o c ia l group c h a r a c t e r i s
t i c s , language developm ent, m o tiv a tio n , a s p i r a t i o n , and
ach iev em en t. A lso , r e s e a r c h w ith r e s p e c t to i n t e l l i g e n c e
and IQ t e s t s c o re s as th e y p e r t a i n to th e d isa d v a n ta g e d was
su rv e y e d . In a d d i t i o n , s tu d ie s r e l a t i n g t o e a r l y i n f l u e n
c es on a c h i l d , e s p e c i a l l y i n t h e home, t h a t c o n tr ib u te d
to o r r e t a r d e d l a t e r sc h o o l s u c c e ss were re v ie w e d . C hapter
I I I d e s c r ib e s th e p ro c e d u re s and d e s ig n o f th e s tu d y , i n
c lu d in g th e n a tu r e and s e l e c t i o n o f th e sam ple, in stru m e n ts
u se d , and th e s t a t i s t i c a l te c h n iq u e s u t i l i z e d t o e v a lu a te
th e r e s u l t s o f th e i n v e s t i g a t i o n . An a n a ly s is o f th e d a ta
i s p r e s e n te d i n C h ap ter IV. C h a p te r V c o n ta in s a summary
o f th e p ro c e d u re s , f in d in g s , and recom m endations f o r
f u r t h e r r e s e a r c h .
CHAPTER I I
REVIEW OP THE LITERATURE
Overview
For th e p u rp o se o f t h i s stu d y , th e rev iew o f p e r
t i n e n t r e s e a r c h d e a lin g w ith th e d isa d v a n ta g e d was d iv id e d
i n t o th e fo llo w in g m ajo r a r e a s : ( l ) a g e n e r a l d e s c r i p t i o n
o f th e d isa d v a n ta g e d p o p u la tio n , ( 2 ) e f f e c t s o f fa m ily
i n t e r a c t i o n a s s o c ia te d w ith s e le c t e d d ev elo p m en tal f a c t o r s ,
and ( 3) th e r a t i o n a l e f o r em ploying the Dave and Wolf i n
s tru m e n ts and s c a le s i n t h i s i n v e s t i g a t i o n .
One o f th e a r e a s o f g r e a t e s t co n cern in American
sc h o o ls in r e c e n t y e a r s h as been th e e d u c a tio n o f c u l t u r
a l l y d e p riv e d o r d isa d v a n ta g e d y o u th . A rev iew o f r e s e a r c h
r e l a t e d to th e e d u c a tio n o f th e s e c h ild r e n re v e a le d no
a s p e c t o f t h i s problem t h a t h as re c e iv e d more a t t e n t i o n
th an th e stu d y o f th e c h a r a c t e r i s t i c s o f t h i s p o p u la tio n .
There were few s tu d i e s r e p o r te d s in c e 1950 which have n o t
d ev o ted some a t t e n t i o n to th e en u m eratio n , i d e n t i f i c a t i o n ,
o r c o n firm a tio n o f th o s e b e h a v io rs o r c irc u m sta n c e s which
a re assumed to s e t th e s e c h ild r e n a p a r t from t h e i r more
p r iv i l e g e d p e e r s .
As u se d h e r e , th e term c u l t u r a l l y d e p riv e d , o r
10
11
d is a d v a n ta g e d , was n o t so r e s t r i c t i v e as to Im ply economic
d e p r iv a tio n a lo n e . A lthough low Income o f te n goes hand In
hand w ith o t h e r forms o f d e p r iv a tio n , I t may n o t alw ays be
th e m ajo r c o n t r ib u tin g f a c t o r to th e k in d o f d e p r iv a tio n
w hich m a tte rs in s c h o o l. Any p a t t e r n o f s o c i a l , e t h n i c ,
f a m i l i a l , econom ic, o r g e o g ra p h ic f a c t o r s w hich combine so
as to i n t e r f e r e s e r i o u s ly w ith e d u c a tio n a l and v o c a tio n a l
f u l f i l l m e n t o f in d iv i d u a l s may be th o u g h t o f as c u l t u r a l
d e p r i v a t io n , w ith th e a tte n d a n t d is a d v a n ta g e s to th e c h i l d .
G en eral D e s c rip tio n o f the
b lsa d v a n ta g e d P o p u la tio n
H a v ig h u rst ( 3 5 ) h as su g g e ste d th e d isa d v a n ta g e d may
be d e fin e d and d e s c rib e d in th r e e ways: in term s o f c e r t a i n
fa m ily c h a r a c t e r i s t i c s r e l a t i n g d i r e c t l y to th e c h i l d ; in
term s o f t h e i r p e r s o n a l c h a r a c t e r i s t i c s ; and in term s o f
th e s o c i a l g roup c h a r a c t e r i s t i c s o f t h e i r f a m il i e s .
F am ily C h a r a c t e r i s t i c s
Compared w ith o th e r c h ild r e n whose f a m il i e s g iv e
them av erag e o r b e t t e r ad v an tag es f o r g e t t i n g s t a r t e d in
m odem u rb an l i f e , r e s e a r c h i n d i c a t e s th e d isa d v a n ta g e d
c h i l d la c k s s e v e r a l o f th e fo llo w in g : (a) fa m ily c o n v e r
s a t i o n which answ ers h i s q u e s tio n s and e n co u rag es him to
a sk q u e s tio n s , e x te n d s h i s v o c a b u la ry , e s p e c i a l l y w ith
a d j e c t i v e s and a d v e rb s, and g iv e s him a r i g h t and a need
to s ta n d up f o r and e x p la in h i s p o i n t o f view on th e w orld;
12
(b) a fa m ily en v iro n m en t which s e ts an example o f r e a d in g ,
and p ro v id e s a v a r i e t y o f to y s and p la y m a t e r ia ls w ith
c o l o r s , s i z e s , and o b j e c t s t h a t c h a lle n g e h i s in g e n u ity
w ith h i s hands and h i s m ind; (c) two p a r e n ts who re a d a
good d e a l, re a d to him , show him th ey b e lie v e in th e v a lu e
o f e d u c a tio n , and rew ard him f o r good sc h o o l ach iev em en t.
P e rso n a l C h a r a c t e r i s t i c s
The fa m ily en v iro n m e n t la c k in g th e above c h a r a c t e r
i s t i c s te n d s to p ro d u ce c h ild r e n w ith c e r t a i n p e r s o n a l d e
f e c t s . D eutsch ( l8 ) h a s s tu d ie d such c h ild r e n and f in d s
them to have i n f e r i o r a u d i t o r y and v i s u a l d is c r im in a tio n as
w e ll as i n f e r i o r Judgm ent co n cern in g tim e , number, and
o t h e r b a s ic c o n c e p ts . He f in d s t h a t t h i s i n f e r i o r i t y i s
n o t due to p h y s ic a l d e f e c t s o f eye, e a r s , and b r a i n , b u t
r a t h e r i s due to i n f e r i o r h a b i t s o f h e a r in g , s e e in g , and
th in k in g . P resum ably, th e fa m ily environm ent o f th e s e
c h ild r e n d id n o t te a c h them to "pay a t t e n t i o n " to what was
b e in g s a id around them o r to th e v is u a l sc e n e . Thus, when
th e y came to s c h o o l, t h e i r sc h o o l perform ance s u f f e r e d b e
cau se th e y had n o t le a r n e d to " l i s t e n " to th e te a c h e r and
o th e r im p o rta n t p e o p le o r to "see" th e th in g s th e y were
shown in th e s c h o o l.
S o c ia l Group C h a r a c t e r i s t i c s
In term s o f o b s e rv a b le s o c ia l g ro u p s, th e s e c h i l
d ren have th e fo llo w in g c h a r a c t e r i s t i c s :
13
1. They come from v e ry low Income f a m il i e s .
2. They have a r u r a l background.
3. They s u f f e r from s o c ia l and economic d e p r iv a tio n
a t th e hands o f th e m a jo r ity o f th e s o c ie ty .
4 . They a re w id e ly d i s t r i b u t e d in th e U n ite d S t a t e s .
W hile th e y a re m ost v i s i b l e In th e b ig c i t i e s , th e y
a re p r e s e n t In a l l e x c e p t th e v e ry h ig h Income
com m unities.
G lnzberg ( 3 2) in an e x p la n a tio n o f th e u n d e rly in g
dem ographic re a s o n s f o r t h i s s i t u a t i o n , p o i n t s o u t t h a t
m i l l i o n s o f a g r i c u l t u r a l w o rk ers, l a r g e l y from m in o rity
g ro u p s , have been fo rc e d o f f farm s by m e c h a n iz a tio n . They
im m ig rated c h i e f l y to n o rth e rn and w e ste rn c i t i e s , where
th e y fa c e d d i f f i c u l t i e s o f ad ju stm e n t common to a l l new
com ers, e s p e c i a l l y th o se moving from a r u r a l to an urb an
e n v iro n m e n t. Nor d id th e y alw ays f in d im m ediate a c c e p ta n c e
by th e dom inant p o p u la tio n g ro u p s. F i n a l l y , e d u c a tio n a l
d e f i c i e n c i e s in th e a r e a s from which th e y came made i t d i f
f i c u l t f o r them to ta k e f u l l ad vantage o f t h e i r s c h o o lin g .
The N egro, P u e rto R ica n , M exican-A m erican, and p o o r
m ountain w h ite s a re o f te n found amid th e s e slum c o n d itio n s ,
a c c o rd in g to D eutsch ( 2 8 ). They te n d to l i v e i n m o re -o r-
l e s s s e g re g a te d com m unities, r e s i d e in e x tre m e ly crowded
a p a rtm e n ts , a re s u b je c t to h ig h r a t e s o f unem ploym ent,
s u f f e r economic i n s e c u r i t y , a re v ic tim s o f c o n tin u a l expo-
14
s u re to d e n ig r a tio n and s o c i a l o s tr a c is m o f v a ry in g d e
g r e e s , e x p e rie n c e a d is p r o p o r ti o n a t e number o f broken
homes, and r e c e iv e a v ery lim ite d e d u c a tio n .
Such c o n d itio n s as th e s e te n d to a f f e c t th e c h i l
d ren a d v e r s e ly . They e x p e rie n c e o n ly a minimum o f d i r e c t
c o n ta c ts w ith th e c e n t r a l c h a n n e ls o f o u r s o c ie ty . The
f a c t o f s o c i a l I n e q u a l i ty , th e absence o f an a c c e s s ib le
o p p o r tu n ity s t r u c t u r e , and th e fre q u e n t n o n - a v a i l a b i l i t y o f
s u c c e s s f u l a d u lt male m odels c r e a t e s an atm osphere t h a t I s
n o t conducive to wholesome p e r s o n a l developm ent.
M oreover, th e d a l l y problem s o f la r g e f a m ilie s
which b e s e t th e a d u l t s t h a t l i v e amid th e s e c o n d itio n s ten d
to occupy most o f t h e i r tim e ; c o n s e q u e n tly , th e y have l i t
t l e tim e and en erg y l e f t to rew ard t h e i r c h ild r e n f o r th e
s u c c e s s f u l co m p letio n o f ta s k s and to a s s i s t them tow ard
d e v e lo p in g an ad eq u ate s e lf - c o n c e p t .
F r o s t and Hawkes (19) su p p o rt D e u ts c h 's f in d in g s .
They c i t e c h a r a c t e r i s t i c s t h a t accompany d e p r iv a tio n i n
c lu d in g im pairm ent ofs
1. a u d ito r y and v i s u a l p e r c e p tio n
2. d e c e l e r a t i n g i n t e l l e c t u a l grow th
3. f e e l i n g s o f a l i e n a t i o n , in a d e q u a cy , b e in g m is
u n d e rsto o d
4 . fo rm al language d e f i c i t s
5 . few i n t e r e s t s
6 . i n a b i l i t y to a b s t r a c t , c l a s s i f y , o r c o n c e p tu a liz e
d a ta
15
7 . low re s p o n s iv e n e s s to v e r b a l s ti m u l i
8 . n o n - v e r b a liz a tio n in t y p i c a l s c h o o l s i t u a t i o n s
9 . p r e fe r e n c e f o r th e f a m i l i a r
10. a p h y s ic a l s t y l e o f le a r n in g
11. q u ick and p rem atu re c lo s u r e
12. poor re a d in g s k i l l s
1 3 . s h o rt a t t e n t i o n span i n l i s t e n i n g to v e r b a l
m a t e r ia l
14. poor p erfo rm an ce on tim ed o r speed t e s t s
C o rro b o ra tin g f in d in g s in t h i s a r e a , T o rran ce (55)
l i s t s f a c t o r s c o n s t i t u t i n g c u l t u r a l d isa d v a n ta g e a s i n
c lu d in g :
1. in a d e q u a te l i v i n g q u a r t e r s (overcrow ded o r con
demned)
2. few f a c i l i t i e s f o r p la y o r stu d y
3. few books o r m agazines in th e home
4 . f a m ilie s d is r u p te d by d iv o rc e , d e s e r t i o n , o r d e a th
5 . l i t t l e i n t e r a c t i o n betw een p a r e n ts and c h ild r e n
6 . la x , s e v e re , o r i n c o n s i s t e n t d i s c i p l i n e , unem ploy
ment o f p a r e n ts
7 . b o th p a r e n ts employed f u l l tim e when jo b s a re
a v a i l a b l e
8 . r e l i a n c e upon g e s tu r e s in s te a d o f speech
9 . la c k o f involvem ent o f p a r e n ts i n th e sc h o o l
program
10. f re q u e n t t a r d in e s s and absence from sc h o o l
11. p e r s i s t e n t m inor a ilm e n ts
12. in a d e q u a te n u t r i t i o n , c l o th in g , and th e l i k e
16
Riessm an (15) adds to th e s e c h a r a c t e r i s t i c s w ith
th e fo llo w in g d e s c r i p t i o n :
1. The d isa d v a n ta g e d i n d i v i d u a l i s r e l a t i v e l y slow a t
c o g n itiv e t a s k s , b u t i s n o t s tu p id .
2. He a p p e a rs to le a rn m ost r a p i d l y th ro u g h a phys
i c a l , c o n c re te ap p ro ach .
3. He o f te n a p p e a rs to b e a n t i - i n t e l l e c t u a l , p r a g
m a tic , r a t h e r th an t h e o r e t i c a l .
4 . He i s t r a d i t i o n a l , s u p e r s t i t i o u s , and somewhat
r e l i g i o u s in a t r a d i t i o n a l s e n s e .
5. He i s from a m a le -c e n te re d c u l t u r e , ex c e p t f o r a
m ajor s e c tio n o f th e Negro s u b - c u l t u r e .
6 . He i s i n f l e x i b l e and n o t open to re a so n a b o u t many
o f h i s b e l i e f s ( m o r a lity , d i e t , fa m ily p o l a r i t y ,
and e d u c a tio n a l p r a c t i c e s a r e exam ples o f th e s e
b e l i e f s ) .
7. He f e e l s a l i e n a t e d from th e l a r g e r s o c ia l s t r u c
tu r e , w ith r e s u l t a n t f r u s t r a t i o n .
8 . He h o ld s o th e r s to blam e f o r h i s m is f o rtu n e .
9. He v a lu e s m a s c u lin ity and a t t e n d a n t a c tio n , view
ing i n t e l l e c t u a l a c t i v i t i e s a s u n m asc u lin e.
10. He a p p r e c ia te s knowledge f o r i t s p r a c t i c a l , voca
t i o n a l ends, b u t r a r e l y v a lu e s i t f o r i t s own sak e.
11. He d e s i r e s a b e t t e r s ta n d a rd o f l i v i n g , w ith p e r
so n a l c o m fo rts f o r h im s e lf and h i s fa m ily , b u t does
n o t w ish to a d o p t a m id d le - c la s s way o f l i f e .
12. He i s d e f i c i e n t in a u d ito r y a t t e n t i o n and i n t e r p r e
t a t i o n s k i l l s .
13. He r e a d s i n e f f e c t i v e l y and i s d e f i c i e n t in th e
com m unication s k i l l s g e n e r a l l y .
In r a c i a l and e th n ic te rm s, a c c o rd in g to H a v ig h u rst
( 7 ), th e s e g ro u p s a re about e v e n ly d iv id e d betw een w h ites
and n o n w h ite s. They c o n s is t m ain ly o f th e fo llo w in g :
17
1. N egroes from th e r u r a l South who have m ig ra te d
r e c e n t l y to th e N o rth ern i n d u s t r i a l c i t i e s .
2. W hites from th e r u r a l South and th e S o u th ern moun
t a i n s who have m ig ra te d r e c e n t l y to th e N o rth ern
i n d u s t r i a l c i t i e s .
3. P u e rto R ic a n s who have m ig ra te d to a few N o rth ern
i n d u s t r i a l c i t i e s .
4 . M exicans w ith a r u r a l background who have m ig ra te d
i n t o th e West and M iddle W est.
5. European im m ig ran ts w ith a r u r a l b ackground, from
E a s te r n and S o u th ern E urope.
A lto g e th e r , th e s e g ro u p s make up ab o u t 15 p e r c e n t
o f th e U n ite d S t a t e s p o p u la tio n . S in ce th e y te n d to have
l a r g e f a m il i e s , t h e i r c h ild r e n make up as much a s 20 p e r
c e n t o f th e c h ild p o p u la tio n . I t i s e s tim a te d t h a t ap p ro x
im a te ly 30 p e r c e n t o f th e c h ild r e n in th e b ig c i t i e s a re
d is a d v a n ta g e d .
H a rrin g to n (6) would s e t th e number o f d is a d v a n
ta g e d even h ig h e r . He s t a t e s t h a t betw een 20 and 40 p e r
c e n t o f o u r p o p u la tio n l i v e s i n a s u b s o c ie ty o f econom ic,
s o c i a l , and e d u c a tio n a l im poverishm ent in th e m id st o f a
s o c ie ty o f abundance. A p o r tio n o f t h i s im p o v e rish e d popu
l a t i o n i s c o n c e n tr a te d in l a r g e c i t i e s where th e y n o t o n ly
fa c e m a rg in a l employment and crowded and dehum anizing
18
l i v i n g c o n d itio n s b u t a l s o a re th e m ost d is p la c e d by te c h
n o lo g ic a l ch an g es.
The problem i s i n c r e a s in g q u a n t i t a t i v e l y . A ccord
in g to Reissm an ( 15)* i n 1950 f o u rte e n la r g e c i t i e s had one
c u l t u r a l l y d e p riv e d c h i l d in te n ; in i 960 t h e r e was one in
t h r e e . He p r e d ic te d t h a t by 1970* 50 p e r c e n t o f th e c h i l
d ren in th e s e sc h o o ls in th e se c i t i e s would come from such
en v iro n m e n ts.
D eutsch ( 18) s u g g e s ts , i n a d d i t i o n , t h a t a t l e a s t
i n ele m e n ta ry s c h o o ls , anywhere from 40 to 70 p e r c e n t o f
th e s tu d e n ts w i l l be from m in o rity g ro u p s.
In summary, i t may be se e n :
1. The problem o f p o v e rty i s w id esp read th ro u g h o u t th e
U n ite d S ta t e s .
2. C h ild re n o f th e p o o r s u f f e r numerous c u l t u r a l d i s
a d v a n ta g e s which a f f e c t t h e i r i n t e l l e c t u a l d e v e lo p
ment and impose s e r io u s s o c i a l r e s t r a i n t s upon
t h e i r f u tu r e s o c i a l and e d u c a tio n a l developm ent.
3. The d isa d v a n ta g e d c h i l d i s r e t a r d e d b e fo re h i s
e n tr y i n t o s c h o o l, b e ca u se he h a s n o t a c q u ire d
ad eq u ate le v e ls o f sc h o o l r e a d in e s s p r i o r to b e
g in n in g f i r s t g ra d e .
4 . An e n ric h e d home en v iro n m en t te n d s to f a c i l i t a t e
s u p e r io r achievem ent a t s c h o o l.
5. The p r e -s c h o o l y e a r s a r e c r i t i c a l p e r io d s f o r
developm ent.
19
6 . Lack o f e a r l y e n v iro n m e n ta l s tim u la tio n r e s u l t s In
r e t a r d a t i o n o f c o g n itiv e , lo co m o to r, and s o c ia l
developm ent.
7. The c h i l d moves th ro u g h an I n v a r i a n t sequence o f
developm ent a t a h ig h ly v a r i a n t r a t e .
I n t e l l e c t u a l grow th and, c o n s e q u e n tly , sc h o o l p ro g
r e s s a re dep en d en t upon th e manner In which th e c h i l d p r o
g r e s s e s th ro u g h th e d ev elo p m en tal l e v e l s and upon h i s
a tta in m e n t o f a p ro p e r match betw een o b j e c t s In and expec
t a t i o n s a r i s i n g from th e e n v iro n m e n t. The developm ent o f
i n t e l l i g e n t b e h a v io r i s c u m u la tiv e . E a rly e x p e rie n c e s o f
a s tim u la tin g n a tu r e la y th e groundw ork f o r school a c h ie v e
m ent. When e a r l y e x p e rie n c e s a re la c k in g , th e c h i l d can be
e x p e c te d to d ev elo p a p a t t e r n o f f a i l u r e which i s r e i n
f o rc e d w ith th e p a s s in g o f tim e ( 1 9) .
E f f e c t s o f Fam ily I n t e r a c t i o n s A s so c ia te d
W ith S e le c te d D evelopm ental F a c to rs
The im p o rtan ce o f fa m ily i n t e r a c t i o n s i s em phasized
by Wolf ( 6 5 ) who s t a t e s ,
The a s s e r t i o n t h a t i n d i v i d u a l s l i v e in and i n t e r a c t
w ith th e environm ent and t h a t such i n t e r a c t i o n s have
con seq u en ces f o r th e developm ent o f human c h a r a c t e r i s
t i c s i s n o t new. A ll t h e o r i e s o f b e h a v io r and le a r n in g
make p r o v is io n f o r th e e n v iro n m e n t. However, th e r e
have been r e l a t i v e l y few a tte m p ts to m easure th e e n v i
ronm ent and to r e l a t e d a ta ab o u t th e environm ent to th e
developm ent o f p a r t i c u l a r human c h a r a c t e r i s t i c s .
A d d itio n a lly , A n a s ta s i s u g g e s ts t h a t r e s e a r c h o f
f e r in g p ro m isin g te c h n iq u e s f o r e x p lo rin g t h i s q u e s tio n
20
would In c lu d e th e s tu d y o f " c u l t u r a l d i f f e r e n c e s In c h i l d
r e a r i n g p r a c t i c e s . . . " (2 1 ).
Bloom’ s ( l ) r e c e n t stu d y o f human developm ent p r e
s e n ts th e p r o p o s itio n t h a t e n v iro n m e n ta l v a r i a t i o n s can
have t h e i r g r e a t e s t e f f e c t d u rin g th e p e r io d o f r a p i d
change f o r t h a t c h a r a c t e r i s t i c . For many d ev e lo p m en tal
c h a r a c t e r i s t i c s , f u l l y h a l f o f th e human o r g a n is m 's t o t a l
developm ent o c c u rs b e fo re th e c h i l d re a c h e s age t h r e e .
Even g e n e r a l s c h o o l achievem ent p o t e n t i a l i s h a l f d ev elo p ed
by age t h r e e . T h is would s u g g e st t h a t in o r d e r f o r e n v i
ro n m e n ta l m a n ip u la tio n to have i t s g r e a t e s t im p act in th e
a r e a o f i n t e l l i g e n c e , i t o u g h t to o c c u r d u rin g th e p r e
sc h o o l y e a r s .
M o tiv a tio n , A s p ir a tio n ,
and Achievem ent'
There i s an abundance o f p erfo rm an ce c h a r a c t e r i s t i c
d a ta r e l a t i n g to s c h o o l achievem ent in d is a d v a n ta g e d popu
l a t i o n s , w h eth er th e p o p u la tio n s s tu d ie d a re u rb a n o r
r u r a l , p o o r b la c k s , p o o r w h ite s , p o o r P u e rto R ic a n s , p o o r
M exican-A m ericans, o r p o o r American I n d ia n s . T here a re no
c h a r a c t e r i s t i c s w hich i d e n t i f y th e s e young p e o p le more a c
c u r a t e l y th an th e low income s t a t u s o f t h e i r f a m i l i e s , th e
d i s o r g a n i z a t i o n o f t h e i r community and fa m ily l i f e , and
t h e i r low academ ic a c h iev em en t. C h ild re n from low income
and m in o r ity g ro u p s c o n s i s t e n t l y show low er achievem ent
l e v e l s (3 4 ).
21
A t t i t u d i n a l f a c t o r s a re c l o s e l y r e l a t e d to m o tiv a
t i o n a l f a c t o r s . High l e v e l s o f a s p i r a t i o n and p o s i t i v e
a t t i t u d e s tow ard sc h o o l were more f r e q u e n t l y e n c o u n te re d
In m iddle c l a s s c h ild r e n th a n In lo w er socioeconom ic g ro u p s,
a c c o rd in g to Hieronymus ( 3 6 ) . C o n s is te n t w ith t h i s I s th e
f in d in g by Sew el, H a l l e r , and S tr a u s t h a t e d u c a tio n a l and
o c c u p a tio n a l a s p i r a t i o n s te n d to be g r e a t l y in flu e n c e d by
c l a s s v a lu e s in fa v o r o f m iddle and u p p e r c l a s s e s (5 4 ).
The a b i l i t y to d e la y rew ard s f o r more lo n g -te rm
g o a ls h as been shown by M isch el to be a s s o c ia te d w ith
h ig h e r achievem ent m o tiv a tio n s c o re s (4 8 ).
A chievem ent m o tiv a tio n , r e s e a r c h e d by M cC lelland
e t a l ( l l ) , r e f e r s to th e d e s ir e on th e p a r t o f th e i n d i
v id u a l to a c h ie v e e i t h e r f o r th e i n t r i n s i c s a t i s f a c t i o n
a s s o c i a t e d w ith ach iev em en t o r f o r th e rew ard s t h a t s o c ie ty
m etes o u t f o r ach iev em en t b e h a v io r.
The d e g re e and d i r e c t i o n o f m o tiv a tio n in d i s a d
v a n ta g e d c h ild r e n i s f r e q u e n tly i n c o n s i s t e n t w ith th e d e
mands and g o a ls o f fo rm al e d u c a tio n , a lth o u g h th e n a tu r e
o f t h e i r a s p i r a t i o n s i s u s u a l l y c o n s i s t e n t w ith th e s e c h i l
d r e n 's p e r c e p tio n s o f th e a v a i l a b i l i t y o f o p p o r tu n ity and
re w a rd . On th e o t h e r hand, sym bolic rew ard s and p o s tp o n e
m ents o f g r a t i f i c a t i o n a p p e a r to be i n o p e r a t iv e as p o s i t i v e
norms in m o tiv a tio n . G oals f o r th e s e c h ild r e n ten d to be
more s e l f - c e n t e r e d , im m ediate, and u t i l i t a r i a n . D rive i s
22
p r e s e n t , a c c o rd in g to Gordon (6 2 ), b u t i t s d i r e c t i o n and
g o a ls may n o t be com plem entary to academ ic ac h iev e m e n t.
B e r n s te in (22) found t h a t achievem ent s t r i v i n g s due
to p a r e n t a l demands f o r su c c e ss were a more c e n t r a l f a c t o r
in m iddle c l a s s m o tiv a tio n th an in low er c l a s s m o tiv a tio n .
S o c i a l l y d is a d v a n ta g e d c h ild r e n have been r e p o r te d to be
l e s s h ig h ly m o tiv a te d and to have lo w er a s p i r a t i o n s f o r
academ ic and v o c a tio n a l achievem ent th a n do t h e i r m iddle
and u p p e r c l a s s p e e r s ( l l ) .
A chievem ent m o tiv a tio n would seem to have i t s o r i
g in in le a r n in g e x p e rie n c e s d u rin g e a r l y c h ild h o o d .
M cC lelland e t a l (11) s t a t e d t h a t achievem ent m o tiv es
p ro b a b ly r e q u i r e f o r m ost c h ild r e n some s tr u c t u r i n g o f
p erfo rm an ce s ta n d a rd s and some demands by th e p a r e n t s and
th e su rro u n d in g c u l t u r e . They a ls o r e p o r te d t h a t in d i v i d u
a l d i f f e r e n c e s i n achievem ent m o tiv a tio n had a p p eared by
th e age o f f i v e .
Work w ith d isa d v a n ta g e d c h ild r e n i n d i c a t e s t h a t a
r e s t r i c t i v e en v iro n m en t le a d s to th e le a r n in g o f re s p o n s e s
t h a t a re f o r e ig n to th e e x p e c ta tio n s o f s c h o o l. The d i s
a d v an tag ed f r e q u e n t l y la g b eh in d t h e i r p e e rs in th e a t t a i n
ment o f ta s k s c h a r a c t e r i s t i c o f a p a r t i c u l a r age ra n g e and
seem too bound to im m ediate p e r c e p tio n s and n eed s to d e a l
e f f e c t i v e l y w ith complex r e l a t i o n s h i p s and lo n g ran g e
g o a l s . The a d d i t i o n a l f a c t o r s o f f e a r and a n x ie ty , r o o te d
i n th e c u l t u r e o f th e home and th en r e i n f o r c e d by in a p p r o
23
p r i a t e sch o o l e x p e c ta tio n s , p re v e n t th e a tta in m e n t o f a
more m ature l e v e l o f c o g n itiv e developm ent and ach iev em en t.
D if fe r e n c e s in " v a lu in g e d u c a tio n " a r e c l a s s -
o r i e n t e d . F u r th e r , th e em phasis o r v alu e p la c e d on a c q u ir
in g an e d u c a tio n I n f lu e n c e s s c h o la s t i c ach iev em en t.
S tu d ie s by C ra n d a ll, K atkovsky, and P re sto n ( 2 5) and Rosen
and D’Andrade ( 5 3 ) su g g e st t h a t h ig h le v e l s o f a c tiv e p a
r e n t a l In v o lv e m e n t, p a r t i c u l a r l y alo n g c r o s s - s e x , p a r e n t-
c h i l d l i n e s , p ro v id e th e b a s is f o r achievem ent m o tiv a tio n ,
p erfo rm an ce on I n t e l l i g e n c e te B ts and i n t e l l e c t u a l a c h ie v e
ment b e h a v io rs a s ev id en ced in f r e e p la y . I t sh o u ld be
n o te d t h a t In each c a se , p a r t o f t h a t in v o lv em en t was r e
f l e c t e d in n e g a tiv e ly v a lu e d p a r e n t a l b e h a v io rs o r a t t i
tu d e s , such as r e j e c t i o n , c r i t i c a l i t y , h o s t i l i t y , o r
"p u sh in g " th e c h i l d beyond h is a b i l i t y , and t h a t t h i s was
p a r t i c u l a r l y tr u e o f m others o f a c h ie v in g c h ild r e n o f
e i t h e r se x .
The a t t i t u d e s w hich p a r e n ts h o ld a b o u t t h e i r own
p e r s o n a l ach ievem ents have been found to a f f e c t t h e i r a t
t i t u d e s tow ard t h e i r c h i l d r e n ’ s ach iev em en ts and to i n f l u
ence t h e i r own b e h a v io r w ith t h e i r c h ild r e n in achievem ent
a c t i v i t i e s .
These i n v e s t i g a t i o n s s u g g e st s e v e r a l p o s s i b l e h y
p o th e s e s ab o u t th e manner in which p a r e n t a l inv o lv em en t
a f f e c t s p u p il developm ent, p a r t i c u l a r l y academ ic a c h ie v e
m ent. The p a r e n t ’ s p a r t i c i p a t i o n may make him more v i s i b l e
24
to sc h o o l p e rs o n n e l and to h i s c h i l d , which may I n d ic a t e to
b o th t h a t e d u c a tio n a l v a lu e s a r e u p h eld by th e fa m ily .
P a re n t p a r t i c i p a t i o n , a t th e same tim e, may change th e a t
t i t u d e s o f th e p a r e n ts tow ard th e sc h o o ls and toward th e
g o a ls o f e d u c a tio n . A lso , as s tu d i e s done by Hess and
Shipman ( 6 3 ) i n d i c a t e , when p a r e n ts a re in v o lv e d in th e
p ro c e s s o f e d u c a tio n , th e y may come to a c q u ire c e r t a i n
s k i l l s o f te a c h in g which can th e n be a p p lie d i n th e home
s i t u a t i o n .
R ecen t i n v e s t i g a t i o n s by B runer (17)* D eutsch (2 8 ),
and Hunt ( 8 ) have fo c u se d on s tim u la tio n in th e p r e - s c h o o l
c h i l d 's p h y s ic a l and s o c ia l environm ent as a p o s s ib le d e
te rm in e r o f i n t e l l e c t u a l ach iev em en t. The r e s e a r c h e r s
recommended t h a t e n v iro n m e n ta l in t e r v e n ti o n m ight in c r e a s e
th e achievem ent o f c h ild r e n from d e p riv e d b ack g ro u n d s.
W hile th e r e a r e many a s p e c ts o f th e s o c i a l e n v ir o n
ment which c o n t r ib u te to c h i l d r e n 's ach iev em en t b e h a v io r ,
p e rh ap s th e m ost c r u c i a l o f th e s e fo r th e v e ry young c h i l d
i s found in i n t e r a c t i o n w ith h i s p a r e n t s . As Cloward and
Jo n es ( 5 9) have p o in te d o u t, academ ic perfo rm an ce may b e
d ev alu ed b ecau se y o u th from d e p re sse d a r e a s se e no r e l a
t i o n s h ip betw een h ig h le v e l s o f e d u c a tio n a l ach iev em en t and
th e r e a l i t i e s o f t h e i r f u tu r e . These p e r c e p tio n s t r a v e l
from p a r e n ts and o t h e r a d u lts to c h ild r e n .
In th e c u l t u r a l l y d e p riv e d home th e r e i s l i t t l e
e v id en ce t h a t ach iev em en t i s rew arded o r la c k o f a c h ie v e
25
ment p u n ish e d . Because o f h i s u p b rin g in g and la c k o f op
p o r t u n i t y , th e p a r e n t h im s e lf i s n o t an a c h ie v e r ; h en ce,
th e r e i s l i t t l e em phasis p la c e d on th e c h i l d 's academ ic
ach iev em en t.
Mannino (45) compared th e a t t i t u d e s o f p a r e n ts o f
s tu d e n ts who dropped o u t w ith th o s e who d id n o t , m atched
on socioeconom ic background, and found t h a t th e m others o f
s tu d e n ts who s ta y e d in sch o o l were more l i k e l y to have e n
co u rag ed t h e i r c h i l d r e n 's s c h o o lin g , and to have been
a c q u a in te d w ith f a m ilie s whose c h i l d r e n a tte n d e d c o lle g e .
McCarthy (46) em phasized th e r e l a t i o n s h i p betw een
v e r b a l s k i l l s and p a r e n t a l a v a i l a b i l i t y , p a r t i c u l a r l y th e
amount and k in d o f c o n ta c t th e c h i l d e x p e r ie n c e s w ith h i s
m o th er. The sm a ll amount o f c o n ta c t betw een th e p a r e n t
and a c h i l d w ith many s i b l i n g s seemed to e x p la in in p a r t
th e f in d in g t h a t a l a r g e fa m ily i s a h a n d ic a p to v e rb a l
developm ent.
W a lte rs , Connor, and Z unich ( 5 6) found s i g n i f i
c a n tly few er i n t e r a c t i o n s betw een low er c l a s s m o th ers and
c h ild r e n th an betw een m others and c h i l d r e n in o th e r s o c i a l
c l a s s e s .
Karp and S ig e l ( 4 l) o b se rv e th e d is a d v a n ta g e d B tu-
d en t s c o re s low er and h i s s c o re s become i n c r e a s i n g l y low er
( r e l a t i v e to a m iddle c l a s s group) a s he grows o l d e r . The
e v id e n c e f o r c o n tin u e d d e c lin e i n ach iev em en t t e s t s c o re s
o f d is a d v a n ta g e d c h ild r e n o v er th e y e a r s , r e g a r d l e s s o f
26
r a c e , i s c o n s i s t e n t in r e s e a r c h (1 0 ). D eutsch (18) p o in ts
o u t , c o m p a ra tiv e ly s p e a k in g , th e s e s tu d e n ts " g e t dumber" as
th e y grow o l d e r , and by th e f i f t h g rad e th e y a r e th re e
y e a r s b eh in d .
The d i s c o n t i n u i t y betw een the c u l t u r e o f th e home
and o f the s c h o o l makes i t d i f f i c u l t to d ev elo p in th e se
c h ild r e n th e d e s i r e f o r com petence in th e sch o o l e n v iro n
ment which iB n e c e s s a ry f o r a c o n tin u in g p o s i t i v e i n t e r
a c tio n t h e r e . The c h ild r e n have e n te r e d sch o o l w ith o u t th e
s k i l l s on which th e c u rric u lu m i s founded, and, f u r t h e r
m ore, they f in d i t d i f f i c u l t to see th e p o in t i n making an
e f f o r t .
Language Developm ent
C onspicuous d e f i c i t s i n speech and language a re a
h a n d icap which d is a d v a n ta g e d c h ild r e n o f te n h a v e . Because
a d v e rse e n v iro n m e n ta l c irc u m s ta n c e s have n o t equipped many
o f th e se c h i l d r e n to c o n c e p tu a liz e c l e a r l y o r to v e r b a liz e
a d e q u a te ly , t h e i r a b i l i t y to p r o f i t from e d u c a tio n a l o p p o r
t u n i t i e s seems to be l i m i t e d .
S ince th e 1 9 3 0 's , s tu d i e s o f c h ild r e n have been
concerned w ith th e e f f e c t s o f i n s t i t u t i o n a l i z a t i o n o f i n
f a n t s , th e e f f e c t s o f m in o r ity group m em bership, and th e
e f f e c t s o f b e in g a member o f th e low er c l a s s on language
developm ent.
T hat th e absence o f v e r b a l l y o r ie n te d i n t e r a c t i o n s
27
betw een a s i g n i f i c a n t a d u lt and a v e ry young c h ild can have
l a s t i n g and d e tr im e n ta l e f f e c t s on h i s language h a s been
documented by r e s e a r c h done on i n f a n t s c a re d f o r in h o s
p i t a l s o r o rp h an ag es ( 5 1) •
Membership in m in o rity g ro u p s and i t s a d v e rse i n
flu e n c e on language f a c i l i t y was f i r s t p o in te d o u t by
K lin b erg ( 9 ) . P r in g le and Tanner (50) found t h a t v e r b a l
b e h a v io r o f i n f a n t s a p p e a rs to be more s e n s i t i v e to i n t e r
a c tiv e i n f lu e n c e s in th e environm ent th an a r e o t h e r c l a s s e s
o f b e h a v io r.
The c l a s s i c s tu d i e s o f Day (2 6 ), D avis ( 6 l ) , and
McCarthy (64) i n d i c a t e t h a t group d i f f e r e n c e s fa v o r c h i l
d ren from th e u p p e r socioeconom ic l e v e l s on p r a c t i c a l l y a l l
a s p e c ts o f language s tu d ie d . Irw in ( 3 8) a ls o showed th e
s u p e r i o r i t y o f th e speech sounds o f i n f a n t s whose f a t h e r s
were in a b u s in e s s o r p r o f e s s io n , o v e r th o se o f i n f a n t s
whose f a t h e r s were s k i l l e d , s e m is k ille d , o r u n s k il l e d
workmen.
Je n se n ( 39) and John (4 0 ), w orking in d e p e n d e n tly ,
co n clu d ed t h a t th e low er c l a s s c h i l d 's u se o f language as
a c o g n itiv e t o o l i s d e f i c i e n t and n o te d t h a t th e a c q u i s i
tio n o f more a b s t r a c t and i n t e g r a t i v e language form s seems
to be ham pered by low er c l a s s l i v i n g c o n d itio n s . The r e
ta rd e d language developm ent o f th e low er c l a s s c h i l d was
d e s c rib e d by Cohn (24) as c o n t r ib u t i n g to h i s d i s l i k e o f
and d i f f i c u l t y in s c h o o l.
28
The lik e lih o o d o f language and speech im pairm ent in
th e low er c l a s s c h i l d i s e v id e n t when one c o n s id e rs th e
m inim al c a re a c h i l d f r e q u e n t l y r e c e i v e s in a low er c l a s s
home, where m a rg in a l incom e, crow ding, and n o ise o f te n make
i t d i f f i c u l t f o r th e c a r e t a k e r to g iv e th e i n f a n t much b e
yond b a re s u ste n a n c e .
B e r n s te in (22) h a s s tu d ie d th e language b e h a v io r o f
f a m ilie s t h a t r e l a t e to th e i n t e l l e c t u a l developm ent o f
t h e i r c h ild r e n . He d i s t i n g u i s h e s betw een two forms o r
ty p e s , " r e s t r i c t e d " and " e la b o r a te d ." These a re r e l a t e d to
B o cial c l a s s , w ith th e " r e s t r i c t e d " form b ein g most com
monly u sed by members o f th e low er c l a s s . A c h ild who h a s
le a rn e d a r e s t r i c t e d language a t home i s l i k e l y to have
d i f f i c u l t y in sc h o o l where e la b o r a te language i s u sed and
ta u g h t by th e te a c h e r and th e d i f f i c u l t y i s l i k e l y to i n
c r e a s e as he goes f u r t h e r in s c h o o l u n le s s he le a r n s th e
e la b o r a te language t h a t i s e x p e c te d .
M iln e r (47) o f f e r e d p ro m isin g in fo rm a tio n on th e
s p e c i f i c v a lu e o f e a r l y language e x p e r ie n c e s . She found
t h a t c h ild r e n w ith h ig h lan g u ag e s c o re s p a r t i c i p a t e d more
w id e ly in a d u l t fa m ily c o n v e r s a tio n s and r e c e iv e d more
o v e r t d e m o n stra tio n s o f a f f e c t i o n .
R esearch to d a te i n d i c a t e s t h a t th e p ro c e s s o f
language a c q u i s i t i o n f o r d isa d v a n ta g e d c h i l d r e n , in con
t r a s t to t h a t o f m iddle c l a s s c h i l d r e n , i s more s u b je c t to :
29
1. A la c k o f v o c a l s tim u la tio n d u rin g in fa n c y ;
2. A p a u c ity o f e x p e rie n c e s in c o n v e rs a tio n s w ith more
v e r b a l l y m ature a d u l t s in th e f i r s t th r e e o r fo u r
y e a r s o f l i f e ;
3. Severe l i m i t a t i o n s in th e o p p o r tu n i t i e s to d ev elo p
m ature c o g n itiv e b e h a v io r; and
4 . The ty p e s o f e m o tio n a l e n c o u n te rs which r e s u l t i n
th e r e s t r i c t i n g o f th e c h i l d r e n 's c o n c e p tu a l and
v e r b a l s k i l l s . D i s ti n c t i v e q u a l i t i e s o f t h e i r
language and speech in c lu d e s
a . A d e f i c i t in th e a u d ito r y - v o c a l m o d a lity
g r e a t e r th an in th e v is u a l- m o to r a r e a s ;
b . A m eagerness o f q u a n tity and q u a l i t y o f v e rb a l
e x p r e s s io n , which s e rv e s to d e p re ss i n t e l l e c
t u a l f u n c tio n in g as th e y grow o ld e r , and
c . A slo w e r r a t e and low er l e v e l o f a r t i c u l a t o r y
m a t u r a ti o n .
I n t e l l i g e n c e and
IQ frest S co res
Two books t h a t have c o n tr ib u te d a g r e a t d e a l to th e
c o n s id e r a tio n o f th e s o c i a l l y d isa d v a n ta g e d are I n t e l l i
gence and E x p e rie n c e by Hunt (8) and The P ro cess o f Educa
tio n by B ru n er ( 2 ) . Hunt e x p lo re d a g r e a t number o f t a c i t
assu m p tio n s ab o u t th e im m u ta b ility o f i n t e l l i g e n c e . With
a th o ro u g h re v ie w o f P i a g e t 's co n c e p ts b u t t r e s s e d by im
p l i c a t i o n s from an im al s tu d i e s and a re v ie w o f p e r t i n e n t
c h ild developm ent r e s e a r c h , Hunt a tte m p te d to e s t a b l i s h
th e p rim e in f lu e n c e o f e x p e rie n c e i n th e developm ent o f
i n t e l l i g e n c e .
R ec en t s t u d i e s o f i n t e l l i g e n c e su p p o rt th e c o n te n
tio n t h a t th e environm ent and th e s ti m u l i i t o f f e r s have a
30
g r e a t im pact on th e c a p a c ity to le a r n and on th e d e v e lo p
ment o f i n t e l l i g e n c e . The i n i t i a l r e s e a r c h was c a r r i e d on
in th e c o n te x t o f th e in f lu e n c e o f s o c i a l c l a s s s t a t u s on
th e fu n c tio n in g o f i n t e l l i g e n c e ( 3 ) .
More r e c e n t s tu d ie s p o in t o u t t h a t i n t e l l i g e n c e i s
a p ro d u c t o f a t r a n s a c t i o n betw een an i n d i v i d u a l and e n
v iro n m e n ta l s ti m u la tio n . For exam ple, M iner (12) d e s c r ib e s
i n t e l l e c t u a l s tim u la tio n a s a p ro d u c t o f th e i n t e r r e l a t i o n
s h ip o f th r e e f a c t o r s : i n d i v i d u a l p o t e n t i a l , m o tiv a tio n ,
and e n v iro n m e n ta l s tim u la tio n . E n v iro n m en tal s tim u la tio n
in v o lv e s more th a n the d e g re e o f co m p le x ity and v a r i a t i o n s
in th e en v iro n m e n t. I t a ls o in v o lv e s m o tiv a tio n o r s e l e c
t i v i t y in re sp o n d in g to th e en v iro n m e n t. D if f e r e n t i n d i
v id u a ls resp o n d to d i f f e r e n t cues in th e e n v iro n m e n t. The
v a r i a t i o n s i n re sp o n s e s a r e due i n p a r t to th e i n d i v i d u a l ’ s
m o tiv a tio n and in p a r t to th e a v a i l a b i l i t y o f a d u l t m edi
a t o r s who h e lp th e c h ild to d e v elo p c o n c e p ts w ith which to
i n t e r p r e t h i s en v iro n m e n t. T h e re fo re , a p o t e n t i a l l y r i c h
environm ent may be f u n c t io n a ll y u n s tim u la tin g and con
v e r s e ly , a l im ite d en v iro n m en t, i f e x p lo ite d to th e f u l l
e s t , may b e h ig h ly s tim u la tin g . V a r ie ty i n s tim u l a t i o n ,
combined w ith m e d ia tio n , te n d s to sh arp en th e m en ta l o p
e r a t i o n s and to f o s t e r m o d if ic a tio n s in c o n c e p tu a l s t r u c
t u r e . S u p p o rtin g t h i s p o s i t i o n i s Bloom ( l ) , who empha
s iz e d th e m u t a b i l i t y o f i n t e l l e c t i v e as w e ll as o t h e r
c h a r a c t e r i s t i c s o f th e c h i l d .
31
F u r th e r s u g g e s tio n s r e g a rd in g the n a tu r e o f i n t e l
lig e n c e emerge from c o n s id e rin g t h e o r ie s ab o u t i t s d e v e lo p
m ent. P ia g e t ( l4 ) and Hunt ( 3 7), in i n t e r p r e t i n g h i s
i d e a s , p o in t o u t t h a t th e developm ent o f i n t e l l i g e n c e i s
s u b s t a n t i a l l y in f lu e n c e d by en v iro n m e n ta l c o n d itio n s . Ac
c o rd in g to d a ta from th e s e s o u rc e s , th e f u l l developm ent o f
a b s t r a c t i n t e l l i g e n c e depends on th e abundance o f e x p e r i
ence w ith c o n c re te o p e r a tio n s , m a n ip u la tio n o f o b j e c t s ,
p ro c e s s in g c o n c r e te d a ta , e x p e rim e n tin g w ith s p a t i a l and
tim e r e l a t i o n s h i p s , and w ith th e tra n s f o rm a tio n o f s i z e s
and sh a p e s. C o g n itiv e p o t e n t i a l i s developed to th e d e
g re e t h a t such s tim u la tio n i s s y s te m a tic and h a s o r d e r and
to th e degree t h a t th e tra n s f o rm a tio n o f c o n c e p ts i s "m edi
a te d " o r h e lp e d alo n g by a d u l t s . D e fic ie n c y o f a d u lt m edi
a tio n d e c re a s e s th e c h i l d ’s c a p a c ity to c o n v e rt th e k a l e i
doscope o f e n v iro n m e n ta l s tim u la tio n in to o r d e r l y
p e r c e p tio n s and o rg a n iz e d c o n c e p ts .
A ccording to t h i s co n c ep t o f i n t e l l i g e n c e , th e
g r e a t e r th e v a r i e t y o f s tim u la tio n and th e more numerous
th e s i t u a t i o n s w hich i n i t i a t e m o d ific a tio n s o f c o n c e p tu a l
i z a t i o n , th e more m obile and d i f f e r e n t i a t e d th e m ental
s t r u c t u r e becom es. In o th e r w ords, th e more th e c h ild
h e a r s , s e e s , and i n t e r p r e t s , o r i s h e lp e d to i n t e r p r e t ,
th e more d i f f e r e n t th in g s he w i l l want to see and h e a r ,
and th e more he w i l l g e t from what he sees and h e a r s . The
g r e a t e r th e v a r i e t y o f r e a l i t y s i t u a t i o n s w ith which th e
32
c h i l d h a s coped, th e g r e a t e r i s h is a b i l i t y to cope w ith
new s t i m u l i . Any o f th e se c o n d itio n s — a l i m i t e d e n v ir o n
m ent, a la c k o f s y ste m a tic and o rd e re d i n t e r p r e t a t i o n and
m e d ia tio n , o r a l i m i t e d m o tiv a tio n — o r a com b'lnation o f
them , may b r in g a b o u t a d e f ic ie n c y i n th e developm ent o f
i n t e l l i g e n c e .
On th e b a s i s o f a l a r g e number o f m easured v a r i
a b le s s tu d ie d , w ith language fu n c tio n in g a t th e c o re ,
D eutsch (29) i n f e r r e d th a t c h ild re n from low socioeconom ic
b ackgrounds and m in o rity s t a t u s become l e s s a b le to h a n d le
i n t e l l e c t u a l and l i n g u i s t i c ta s k s as th e y move th ro u g h
s c h o o l.
To be c u l t u r a l l y d isa d v a n ta g e d v ery o f te n means to
have a low er sc o re on an i n t e l l i g e n c e t e s t . T his i s n o t
to say t h a t a c u l t u r a l l y d isa d v a n ta g e d i n d i v i d u a l h a s a
re d u c e d i n t e l l i g e n c e , b u t t h a t h is i n t e l l i g e n c e p o t e n t i a l
i s l e s s dev elo p ed th a n th a t o f the i n d i v i d u a l who h a s n o t
s u f f e r e d d e p r i v a t io n . The low score i s n o t n a tiv e b u t
e x p e r i e n t i a l . T hat c u l t u r a l d e p r iv a tio n i s r e l a t e d to
low ered m en tal t e s t sc o re s and school p erfo rm an ces h a s
long been known. E d u c a to rs and p s y c h o lo g is ts ag re e to d ay
t h a t i n t e l l i g e n c e t e s t r e s u l t s r e f l e c t a wide ran g e o f
e x p e r ie n c e .
Kidd (42) su g g e ste d t h a t we a r e d e a lin g w ith a
m ix tu re o f a b i l i t y , school ach iev em en t, and s o c i a l b a c k
g ro u n d . S c o res on s ta n d a rd iz e d in d iv id u a l and group
33
I n t e l l i g e n c e t e s t s have been known to v ary a c c o rd in g to a
c h i l d 's membership In a p a r t i c u l a r socioeconom ic c l a s s , th e
number o f y e a r s o f h i s s c h o o lin g , th e a re a i n w hich he
l i v e s , th e l e v e l o f e d u c a tio n o f h i s p a r e n t s , and h i s
e th n i c o r i g i n .
S ince many s i t u a t i o n f a c t o r s ap p ear to a f f e c t t e s t
s c o r e s s i g n i f i c a n t l y , what i s th e meaning o f m easured i n
t e l l i g e n c e from a s ta n d p o in t o f th e d isa d v a n ta g e d c h ild ?
Bloom ( 5 8) em phasized t h a t m easured i n t e l l i g e n c e sh o u ld
n o t be I n t e r p r e t e d a s a c e i l i n g l e v e l o f le a r n in g a b i l i t y
and t h a t f u l l le a r n in g p o t e n t i a l can be r e a l i z e d o n ly u n d e r
p r o p e r e n v iro n m e n ta l c irc u m sta n c e s o f home and s c h o o l.
Most r e s e a r c h in t h i s a re a h a s d eterm in e d a r e l a
t i o n s h i p betw een i n t e l l i g e n c e and socioeconom ic s t a t u s ( 2 3 ;
2 7 j 30; 31; 4 9 ) . T h is r e l a t i o n s h i p i s n o t, how ever, seen
to be I r r e v e r s i b l e o r p erm an en t, a c c o rd in g to C lark e and
C la rk e ( 23) . The n e c e s s ity o f exam ining th e s u b - c u l t u r a l
v a lu e s o f th e c h i l d te s t e d was p o in te d o u t by Levinson
(4 4 ).
Hunt ( 8 ) h a s very c l e a r l y d ev elo p ed th e p o s it i o n
t h a t i n t e l l i g e n c e i s n o t p r i m a r i l y a g e n e t i c a l l y d eterm in e d
e n t i t y b u t r a t h e r a f u n c tio n which d e v e lo p s in and th ro u g h
th e p r o c e s s o f I n t e r a c t i o n w ith th e e n v iro n m e n t. T h is
p o s i t i o n i s r e f l e c t e d in much o f th e work on i n t e l l e c t u a l
f u n c tio n in d isa d v a n ta g e d p o p u l a t i o n s . He a ls o rem inds u s
t h a t th e n a tu r e o f th e e n c o u n te rs w ith th e environm ent
c o n s t i t u t e s th e c o n d itio n s o f i n t e l l e c t u a l grow th; t h e r e
f o r e , th e q u a l i t y o f th e e n c o u n te rs t h a t a r e open to th e
c h i l d i s a p o w e rfu l in f lu e n c e in d e te rm in in g h i s r a t e o f
m e n ta l g ro w th .
R esearch c o n s i s t e n t l y r e v e a l s t h a t d isa d v a n ta g e d
c h ild r e n g e n e r a l l y have low er IQ s c o re s as m easured by
s ta n d a r d iz e d i n t e l l i g e n c e t e s t s . K lin e b e rg (43) s u g g e s ts
e n v iro n m e n ta l d e te rm in a n ts o f IQ v a r i a t i o n s . F o llo w in g th e
e n v iro n m e n ta l em phasis o f K lin e b e rg , e v id e n c e I s p ro v id e d
to su p p o rt th e c o n te n tio n t h a t IQ s c o re s can be changed by
ch an g es in e n v iro n m e n t, such as m ig ra tio n , a c c u l t u r a t i o n ,
and s p e c i a l e d u c a tio n a l pro g ram s.
Review ing some o ld and some r e c e n t s tu d i e s o f th e
r e l a t i o n s h i p betw een environm ent and i n t e l l i g e n c e , K lin e
b e rg (43) came to a c o n c lu s io n which I s in agreem ent w ith
t h a t o f D eutsch and Brown ( 2 7), nam ely t h a t th e r e i s a
" c u m u la tiv e d e f i c i t " a s s o c ia te d w ith d is a d v a n ta g e d e n v i
ro n m e n ts. As so many o t h e r s tu d ie s have shown, c h ild r e n
who a re exposed to d isa d v a n ta g e d e n v iro n m e n ts a re s u b je c t
to d e c lin e i n I n t e l l i g e n c e s c o re . A ccording to D eutsch
and Brown ( 2 7 ), t h i s d e c lin e i s e v id e n t by th e f i f t h g ra d e
o f s c h o o l.
The work o f Hunt ( 8 ) , A usubel ( 5 7) , and W olf (6 5 ) ,
among o t h e r s , p o i n t s o u t t h a t a m ajor f a c t o r c o n t r ib u t i n g
to i n t e l l e c t u a l developm ent i s s tim u la tio n In th e home by
th e p a r e n t s . A ccording to Bloom ( l ) , t h i s f a c t o r i s o f
35
p eak im p o rtan ce in th e e a r ly y e a r s . Bloom’s a n a ly s is o f
lo n g i t u d i n a l i n t e l l i g e n c e t e s t d a ta l e d him to h y p o th e s iz e
t h a t e x tre m e ly fa v o ra b le o r u n f a v o ra b le environm ents may
a f f e c t th e developm ent o f th e IQ by a b o u t an av erag e o f
2 .5 IQ p o i n t s p e r y e a r in th e f i r s t f o u r y e a rs o f l i f e ,
b u t betw een th e ages o f 8 and 17 may have an av erag e e f
f e c t o f o n ly 0 .4 IQ p o in ts p e r y e a r . In h is a n a l y s is o f
ach ie v e m e n t, Bloom concluded t h a t "by age 9 (g ra d e th r e e )
a t l e a s t 50 p e r c e n t o f th e g e n e r a l ach iev em en t p a t t e r n h a s
been d e v e lo p e d ." As a c o r o l la r y to h i s b e l i e f t h a t e a r l y
developm ent i s h ig h ly im p o rta n t, Bloom h as a s s e r t e d t h a t
th e more s t a b l e a c h a r a c t e r i s t i c becom es, the more e f f o r t
i s needed to change i t .
R a tio n a le fo r Employing th e Dave and
Wolf ScaleB in T h is I n v e s t i g a t i o n
In r e c e n t y e a r s th e r e h a s been a s h i f t i n g em phasis
on th e p a r t o f b e h a v io r a l s c i e n t i s t s stu d y in g th e e f f e c t s
o f home en v iro n m e n ts. The tr e n d has b een away from th e
u se o f r a t h e r crude socioeconom ic m easures tow ard u t i l i z a
t i o n o f more s u b tle I n tr a f a m i l y and I n t e r p e r s o n a l m easu res.
T h is s h i f t i s given cogency by th e f a c t t h a t socioeconom ic
v a r i a b l e s , such as Incom e, o c c u p a tio n , and th e l i k e , do
n o t c o r r e l a t e as h ig h ly w ith I n t e l l i g e n c e and e d u c a b i l i t y
as do v a r i a b l e s m easuring i n t e r p e r s o n a l b e h a v io r p a t t e r n s
w hich more d i r e c t l y r e l a t e to th e developm ent o f i n t e l l i
gence such a s w hether th e p a r e n ts re a d to th e c h i l d d u rin g
36
th e p r e - s c h o o l y e a r s , w hether th e fa m ily e a t s to g e th e r ,
w h eth er c h ild r e n a re b ro u g h t I n to th e c o n v e rs a tio n a t th e
d in n e r t a b l e , and o t h e r such f e a t u r e s o f p a r e n t - c h i l d
I n t e r a c t i o n , e s p e c i a l l y th o se In v o lv in g v e rb a l b e h a v io r.
The u s u a l socioeconom ic v a r i a b l e s t h a t have b een found to
c o r r e l a t e w ith IQ and e d u c a b i l i t y have shown c o r r e l a t i o n s
in th e ran g e from .30 to . 5 0 . At m ost only a b o u t 30 p e r
c e n t o f th e v a ria n c e i n i n t e l l i g e n c e can be p r e d i c t e d from
a com posite o f v a rio u s in d ic e s o f s t a t u s . W olf (6 5 ) found
t h a t r a t i n g s o f t h i r t e e n p ro c e s s v a r i a b l e s t h a t d e s c rib e
i n t e r a c t i o n s between p a r e n ts and c h ild r e n would y ie l d a
m u ltip le c o r r e l a t i o n w ith i n t e l l i g e n c e o f . 7 6 .
The W olf S c a le h as been s u c c e s s f u lly u se d in m eas
u r in g environm ents n a t i o n a l l y and c r o s s c u l t u r a l l y . Both
i t s r e l i a b i l i t y and v a l i d i t y e s tim a te s have p ro v en to be
e x c e p tio n a lly h ig h . R e l i a b i l i t y e s tim a te s p r e v io u s ly had
been computed by Wolf f o r each o f th e two en v iro n m en ts
th ro u g h an a n a ly s is o f v a ria n c e p ro c e d u re . An .8 9 e s t i
mate was o b ta in e d f o r th e m easure o f th e environm ent f o r
th e developm ent o f i n t e l l i g e n c e and a .95 e s tim a te f o r th e
developm ent o f academ ic achievem ent ( 6 5 ).
V a l i d i t y d a ta were g a th e re d by Wolf b y means o f a
d o u b le c ro s s v a l i d a t i o n te c h n iq u e and y ie ld e d c o r r e l a t i o n s
f o r th e two subsam ples o f + .6 6 3 and + .6 6 4 . These f ig u r e s
a re e x tre m e ly c lo s e to th e c o r r e l a t i o n o f + .6 9 0 f o r th e
t o t a l sam ple.
37
Dave and W olf d e p a rte d from th e t r a d i t i o n a l m ain
stre a m o f p sy c h o m e tric s when th e y s y s t e m a t i c a l l y t r i e d to
r e l a t e p erfo rm an ce on in d i v i d u a l t e s t s to d a ta b ase d on
th e i n d i v i d u a l 's en v iro n m e n t. They en d eavored to in c r e a s e
th e e x i s t i n g knowledge o f th e i n t e r a c t i v e p ro c e s s betw een
a s tu d e n t and h i s e n v iro n m e n t. T r a d i t i o n a l l y , th e em phasis
h a s been on th e m easurem ent o f in d i v i d u a l c h a r a c t e r i s t i c s ,
to the e x c lu s io n o f th e m easurem ent o f en v iro n m e n ts and
su b -e n v iro n m e n ts. E x is tin g s tu d ie s have d e a l t in a more
g e n e r a l m anner w ith b ro a d e r c h a r a c t e r i s t i c s . These s tu d ie s
have had r e l a t i v e l y l i t t l e d ia g n o s tic and f u n c tio n a l v alu e
f o r the e d u c a to r . By u s in g t h i s in s tr u m e n t i t seemed more
p ro b a b le t h a t a number o f c r i t i c a l a r e a s r e l a t i v e to th e
e d u c a tio n o f d isa d v a n ta g e d c h ild r e n c o u ld be b e t t e r e x
p lo r e d .
CHAPTER I I I
PROCEDURES
The m ajo r s e c t io n s o f t h i s c h a p te r in c lu d e d i s c u s
s io n s o f ( l) th e n a tu r e and s e l e c t i o n o f th e sam ple, (2)
th e in s tru m e n ts and p r o c e d u re s f o r c o l l e c t i n g d a ta , and ( 3 )
th e s t a t i s t i c a l a n a l y s is o f th e d a ta .
N atu re and S e le c tio n o f th e Sample
The sam ple o f h ig h a c h ie v in g and low a c h ie v in g d i s
ad v an tag ed p u p i l s was drawn from an e le m e n ta ry sc h o o l d i s
t r i c t in Los A ngeles C ounty, C a l i f o r n i a . The d i s t r i c t was
an u rb a n , low er c l a s s d i s t r i c t composed o f se v en teen
s c h o o ls . The t o t a l p u p i l p o p u la tio n was a p p ro x im a te ly
10, 000.
A pproxim ately 30 p e r c e n t o f a l l p u p ils in t h i s d i s
t r i c t were c o n s id e re d to be d isa d v a n ta g e d acc o rd in g to
l o c a l , s t a t e , and f e d e r a l c r i t e r i a . (See Appendix A f o r
c r i t e r i a u s e d .) A d d itio n a lly , many o f th e f a m ilie s in th e
d i s t r i c t were r e c e n t a r r i v a l s to th e U n ite d S ta te s from
S p a n ish -s p e a k in g c o u n t r i e s .
The d i s t r i c t ' s se v e n te e n sc h o o ls were examined as
p o t e n t i a l s o u rc e s f o r t h i s s tu d y . E ig h t sc h o o ls were
i d e n t i f i e d in c o o p e r a tio n w ith th e D i s t r i c t A d m in is tra tiv e
38
39
S t a f f a s h av in g th e l a r g e s t number o f S p a n ish -s p e a k in g ,
d isa d v a n ta g e d p u p i l s . Of th e s e e ig h t s c h o o ls , fo u r had 50
p e r c e n t o r more d isa d v a n ta g e d p u p i l s , w h ile f i v e o f th e s e
s c h o o ls c o n ta in e d a p p ro x im a te ly 55 p e r c e n t M exican-
American y o u th s .
U sing th e e s ta b li s h e d g u id e lin e s f o r i d e n t i f y i n g
d is a d v a n ta g e d p u p i l s , 539 f o u r th g rad e p u p ils were i d e n t i
f i e d as su ch .
Once th e s e 539 p u p i l s had been i d e n t i f i e d as d i s
a d v a n ta g e d , th e f u r t h e r p ro c e s s o f i d e n t i f y i n g and s e l e c t
in g th e h ig h and low a c h ie v e r s was begun. B ecause o f th e
l a r g e number o f M exican-A m ericans, h ig h and low a c h ie v e r s
were d e f in e d in th e fo llo w in g way: low a c h ie v e r s were d e
f in e d as p u p i l s who had a t o t a l grade e q u iv a le n t s c o re o f
3 .0 o r below on th e Com prehensive T e st o f B a sic S k i l l s
( CTBS); h ig h a c h ie v e r s were p u p i l s who had a t o t a l g ra d e
e q u iv a le n t sc o re o f 4 .0 o r above on th e same t e s t .
B oth dem ographic and p erfo rm an ce c r i t e r i a were
e s t a b l i s h e d . To be e l i g i b l e f o r e i t h e r th e h ig h a c h ie v e r
o r low a c h ie v e r sam p les, d isa d v a n ta g e d p u p ils had to m eet
a l l o f th e fo llo w in g dem ographic c r i t e r i a :
1. They m ust have b o th n a t u r a l p a r e n ts l i v i n g i n th e
home w ith th e s u b je c t;
2. They m ust have one o r more s i b l i n g s ;
3 . They m ust have a tte n d e d t h e i r p r e s e n t s c h o o l one
y e a r o r more p r i o r to th e s tu d y ; and
40
4. They m ust n o t have f a i l e d o r r e p e a te d a g ra d e or
been a c c e le r a te d a t any tim e .
Those d is a d v a n ta g e d p u p i l s fo r whom com plete d a ta
was n o t a v a i l a b l e in t h e i r sc h o o l re c o rd s on th e fo llo w in g
p erfo rm an ce c r i t e r i a were a lso e lim in a te d :
1. T o ta l IQ sc o re s from th e C a l i f o r n i a T e st o f Mental
M a tu rity ( CTMM), E lem e n ta ry L ev el; and
2. T o ta l ach iev em en t sc o re s from th e Comprehensive
T e st o f B a sic S k i l l s (CTBS), L ev el 2, Form Q.
The t o t a l number o f p u p i l s who f i n a l l y q u a l i f i e d a s
h ig h a c h ie v e rs was 77 (37 boys and 40 g i r l s ) . The t o t a l
number o f p u p ils e l i g i b l e as low a c h ie v e r s was 122 (69 boys
and 53 g i r l s ) . From the t o t a l e l i g i b l e sample o f h ig h and
low a c h ie v e r s , 30 were s e le c t e d from each group th ro u g h
u s e o f a ta b le o f random num bers.
S in ce i t was a n t i c i p a t e d t h a t n o t a l l p u p i l s in
th e o r i g i n a l l y s e le c t e d g ro u p s w ould be s u b je c ts due to
such f a c t o r s as fa m ily m o b ility and th e r e lu c ta n c e o f some
f a m il i e s to p a r t i c i p a t e a d e q u a te ly in th e stu d y , th e o r ig
i n a l g ro u p s o f h ig h and low a c h ie v e r s were k e p t i n t a c t so
t h a t re p la c e m e n ts could b e drawn. This p ro v ed to b e nec
e s s a r y i n 23 c a s e s : 5 from high a c h ie v e r s , 2 b o y s, 3 g i r l s ;
and 18 from the low a c h ie v e rs g ro u p , 9 boys and 9 g i r l s .
These p u p i l s were r e p la c e d by th e u se o f th e t a b le o f
random num bers. The f i n a l sample was composed o f 30 high
a c h ie v e r s , 12 boys and 18 g i r l s , and 30 low a c h ie v e r s , 20
boys and 10 g i r l s .
The t a b l e s t h a t fo llo w summarize th e n a tu r e o f th e
f i n a l sample w ith r e s p e c t to a number o f f a c t o r s . Table 1
c o n ta in s a d e s c r i p t i o n o f th e sample w ith r e s p e c t to e th n ic
c o m p o sitio n . T able 2 f u r n is h e s in fo rm a tio n on a l l s ix t y
p u p i l s w ith r e s p e c t to sex m em bership. T a b le s 3 th ro u g h 5
c o n ta in in fo rm a tio n c o n c e rn in g i n t e l l i g e n c e q u o t i e n t s , t o
t a l achievem ent s c o r e s , and c h ro n o lo g ic a l age o f th e c h i l
d re n , r e s p e c t i v e l y .
TABIE 1
DESCRIPTION OF SAM PLES ACCORDING TO ETHNIC COMPOSITION8,
Number o f Number of
Mexican Number o f Anglo
Group Am ericans O rie n ta ls C aucasians T o ta l
High A chievers 12 2 16 JO
(N = 30)
Low A chievers 2k 0 6 30
(N = 30)
E t h n i c membership a s determ ined by surname.
42
TABIE 2
DESCRIPTION OF SAM PLES ACCORDING TO SEX M EM BERSHIP
Group Boys G irls
High A chievers 12 18
Low A chievers 20 10
TABU! 3
DESCRIPTION OF THE SAMPIES WITH RESPECT TO INTELLIGENCE QUOTIENTS
Group
Minimum
and
Maximum
Scores Range Mean
S tandard
D ev iatio n Median
High A chievers 99/lJO 31 113-07 8 . 8 l 112-50
(N = 30)
Low A chievers 78/102 24 8 9 .70 6-59 89.25
(N - 30)
^3
T A B U S 4
DESCRIPTION OF TH E SAMPIES W ITH RESPECT TO TOTAL SCORES O N
THE COM PREHENSIVE TEST OF BASIC SKILLS8-
Group
Minimum
and
Maximum
Scores Range Mean
Standard
D eviation Median
High A chievers
(N = JO)
4.00;
6.10
2.10 4.65
0.55 ^•53
Low A chievers
(N - 30)
1 . 80;
3.00
1.20 2.55
0.33
2 .5 8
£
Scores a re ex p ressed a s grade e q u iv a le n ts .
DESCRIPTION OF THE SAM PLES
TABIE 5
WITH RESPECT TO CHRONOLOGICAL A G E&
Group
Minimum
and
Maximum
Scores Range Mean
S tandard
D ev iatio n Median
High A chievers
(N = 30)
107;
119
12 114.00
3-53
114.50
Low A chievers
(N * 30)
108;
131
23 114.80
6.17 113.50
a C h ro n o lo g ical ages a r e ex p ressed In m onths.
44
In s tru m e n ts and P ro ced u res
f o r C o lle c tin g D ata
In s tru m e n ts
Four in s tr u m e n ts and te c h n iq u e s were u s e d in t h i s
s tu d y : ( l ) th e Com prehensive T e st o f B a sic S k i l l s , L evel
2, Form Qj (2) th e C a l i f o r n i a T e st o f M ental M a tu rity ,
E le m e n ta ry L e v el; ( 3 ) D a v e ^ I n te rv ie w In s tru m e n t and R a t
in g S c a le s f o r a s s e s s in g s ix achievem ent su b -e n v iro n m e n ts;
and (4) W olf*s I n te r v ie w In stru m e n t and R atin g S c a le s f o r
a s s e s s in g th re e i n t e l l e c t u a l su b -e n v iro n m e n ts.
Comprehen s iv e Te s t o f B asic
S k i l l s (CteS)
The CTBS (a lo n g w ith o t h e r c r i t e r i a ) was employed
to d e te rm in e th e e l i g i b i l i t y o f d isa d v a n ta g e d p u p i l s f o r
mem bership in e i t h e r th e h ig h o r low a c h ie v in g sam p les.
Those c h ild r e n who o b ta in e d a t o t a l CTBS g rad e e q u iv a le n t
s c o re o f 4 .0 o r above were c o n s id e re d h ig h a c h ie v e r s , w h ile
th o s e c h ild r e n who o b ta in e d a t o t a l CTBS g rad e e q u iv a le n t
s c o re o f 3*0 o r l e s s were c o n s id e re d low a c h ie v e r s .
B ecause r e l i a b i l i t y d a t a a re n o t g iv en f o r th e t e n
s u b t e s t s o f th e CTBS, i t was d e c id e d to u t i l i z e o n ly th e
t o t a l s c o r e s f o r t h i s i n v e s t i g a t i o n .
The C a lifo r n ia T est o f
M ental M aturity (C frM M F
The CTM M was th e in s tru m e n t u se d to a s s e s s th e i n
t e l l i g e n c e o f th e s u b j e c t s . T h is t e s t y i e l d s a Language,
45
a N on-Language, and a t o t a l I n t e l l i g e n c e Q u o tie n t. Only-
t o t a l CTM M s c o re s w ere used i n t h i s s tu d y In k eep in g w ith
th e p re v io u s d e c is io n to u se t o t a l CTBS s c o r e s .
D ave’ s I n te rv ie w In stru m e n t
and R a tin g S c a le s
These s c a le s were c o n s tr u c te d to a s s e s s s ix su b
en v iro n m e n ts a s s o c ia te d w ith academ ic a c h ie v e m en t. These
s c a l e s a re I d e n t i f i e d as fo llo w s : ( l ) "The C lim ate C re a ted
f o r A chievem ent M o tiv a tio n " ; (2) "The O p p o r tu n itie s P ro
v id e d f o r V e rb a l D evelopm ent"; ( 3 ) "The N atu re and Amount
o f A s s is ta n c e P ro v id ed in Overcoming Academic D i f f i c u l
t i e s " ; (4) "The A c ti v i t y L ev el o f th e S i g n i f i c a n t I n d iv i d
u a l s in th e E nvironm ent"; ( 5 ) "The L e v el o f I n t e l l e c t u a l i t y
in th e E nvironm ent"; and (6 ) "The Kinds o f Work H a b its That
a r e E xpected o f th e I n d i v i d u a l ." For more in fo rm a tio n on
th e s e s u b s c a le s the r e a d e r i s i n v i t e d to c o n s u lt Appendix
D.
W o lf 's I n te r v ie w In stru m e n t
and R a tin g S c a le s
The W olf S c a le s were d e sig n e d to e v a lu a te th re e
su b -e n v iro n m e n ts a s s o c ia te d w ith g e n e r a l i n t e l l i g e n c e . The
names o f th e s e th re e s u b s c a le s a r e : ( l ) "The S tim u la tio n
P ro v id e d f o r I n t e l l e c t u a l G row th"; (2) "The O p p o r tu n itie s
P ro v id e d f o r , and Em phasis on V e rb a l D evelopm ent"; and ( 3)
"The P ro v is io n f o r G en eral Types o f L e arn in g In a V a r ie ty
46
o f S i t u a t i o n s . " These t h r e e s u b s c a le s a r e d is c u s s e d i n d e
t a i l in Appendix E.
These p a r t i c u l a r s c a l e s w ere u sed b ecau se th e y p r o
v id e d f o r a p e r s o n a l in te r v ie w w hich allo w ed th e i n v e s t i
g a t o r to p ro b e e n v iro n m e n ta l f a c t o r s in d e p th w ith th e
p a r e n ts and th e n a tu r e o f th e s c a l e s e x p lo re d s p e c i f i c a s
p e c t s o f th e home en v ironm ent n o t o b ta in a b le th ro u g h any
o t h e r in s tr u m e n t. S p e c ia l s c o rin g p ro c e d u re s (s e e Appen
d i c e s D and E f o r com plete d i r e c t i o n s ) were d eveloped by
Dave and W olf f o r t h e i r r e s p e c t i v e in s tr u m e n ts .
P rocedure
As i n d i c a t e d e a r l i e r , b o th th e CTBS and th e CTM M
w ere a d m in is te re d to th e p u p i l s i n th e sample d u rin g th e
b e g in n in g months o f t h e i r f o u r th sc h o o l y e a r (November and
O cto b er, 1 9 6 9* r e s p e c t i v e l y ) .
The Dave and Wolf S c a le s were a d m in is te re d by means
o f i n d i v i d u a l fo c u se d in te rv ie w s w ith th e m others o f th e
p u p i l s in v o lv e d . T h is fo cu se d i n te r v ie w te c h n iq u e was a
s e m i-s ta n d a rd iz e d v a r i a t i o n o f th e t r a d i t i o n a l i n te r v ie w
m ethod. Each i n te r v ie w in v o lv e d a p p ro x im a te ly one and
o n e - h a lf h o u r s .
B ecause o f th e number o f S p a n ish -sp e a k in g p a r e n t s ,
a b i l i n g u a l f i e l d in t e r v i e w e r was t r a in e d and u t i l i z e d
w here n e c e s s a r y . The d a ta were ta k e n from th e p a r e n t s
v e rb a tim by th e r e s e a r c h e r o r th e b i l i n g u a l in t e r v i e w e r .
47
D a ta C o lle c tio n
A f t e r th e subsam ples o f t h i r t y h ig h a c h ie v e r s and
t h i r t y low a c h ie v e r s were s e le c t e d , l e t t e r s in b o th S p an ish
and E n g lis h were s e n t to th e p a r e n t s o f th e s e s u b je c ts
( s e e Appendix B ). The p u rp o se o f th e s tu d y was e x p la in e d
b r i e f l y and p e rm is sio n was re q u e s te d f o r th e p u p i l s and
r e s p e c t i v e m others to p a r t i c i p a t e i n th e i n v e s t i g a t i o n .
A p p ro x im a te ly one week l a t e r , fo llo w -u p te le p h o n e c a l l s
w ere made to a l l f a m il i e s who had te le p h o n e s . At t h i s
tim e , any q u e s tio n s about th e l e t t e r and s tu d y were c l a r i
f i e d . The m others were a ls o n o t i f i e d o f th e n a tu r e o f th e
i n te r v ie w ; a d d i t i o n a l l y , th e y were g iv en a s s u ra n c e t h a t
th e i n te r v ie w was c o n f i d e n t i a l and d e sig n e d to a s s i s t th e
s c h o o l to b e t t e r s e rv e t h e i r c h i l d r e n . Times f o r th e home
i n te r v ie w s were sc h e d u le d .
The a c tu a l in te r v ie w s t h a t fo llo w e d w ith each
m o th er o f th e s i x t y s u b je c ts em ployed a d e s c r i p t i v e o r
s u rv e y ty p e o f r e s e a r c h . Each m o th er was asked s i x t y -
t h r e e q u e s tio n s r e l a t i n g to n in e v a r i a b l e s o r su b
e n v iro n m e n ts by means o f th e fo c u se d in te r v ie w te c h n iq u e
a s d e s c r ib e d e a r l i e r . D uring a l l in t e r v i e w s , th e re sp o n d
e n t ’ s r e p l i e s were re c o rd e d v e rb a tim in longhand, and in
E n g lis h . These re s p o n s e s were th e n l a t e r r a t e d u s in g th e
W olf and Dave S c a le s . (See A ppendices P and 0 f o r s c o rin g
p ro c e d u re s and s h e e t s . ) The in te r v ie w s w ith th e p a r e n ts
48
were conducted b e g in n in g in A ugust, 1970, and ending in
O cto b er, 1970.
S t a t i s t i c a l T reatm ent o f Data
In a n a ly z in g th e d a ta c o n ce rn in g the e x t e n t o f r e
l a t i o n s h i p betw een c h a r a c t e r i s t i c s o f th e home environm ent
and placem en t o f d isa d v a n ta g e d y o u th s i n the f o u r th g ra d e
a s h ig h o r low a c h ie v e r s , two s t a t i s t i c a l p ro c e d u re s were
em ployed: c h i- s q u a r e f o r a tw o-by-tw o t a b le and a step w ise
d is c r im in a n t a n a l y s i s . The com puter program s e le c te d f o r
t h i s p u rp o se was BMD07M. The c h i- s q u a r e t e s t was ex ecu ted
when t o t a l m easures o f th e home environm ents were in v o lv e d
in th e a n a ly s is and when m easures o f th e n in e s u b -e n v iro n
m ents were c o n s id e re d s e p a r a t e l y . The s te p w ise d i s c r i m i
n a n t a n a ly s is u t i l i z e d m easures o f th e n in e su b -
en v iro n m e n ts o n ly . The p rim a ry re aso n f o r u t i l i z i n g th e
d is c r im in a n t a n a l y s is was to a s c e r t a i n w h eth er a combina
t i o n o f m easures o f home su b -e n v iro n m en ts would prove to
be s t a t i s t i c a l l y s i g n i f i c a n t i n p r e d i c t in g h ig h o r low
achievem ent on a p o s t hoc b a s i s .
The rem ain in g a n a l y s is in t h i s stu d y in v o lv e d a s
c e r t a i n i n g th e e x t e n t o f r e l a t i o n s h i p betw een c h a r a c t e r i s
t i c s o f home e n v iro n m e n ts and such v a r i a b l e s a s sex, l e v e l
o f ach iev em en t, and e th n ic b ackground. For t h e s e a n a ly s e s
e i t h e r median t e s t s f o r two in d e p e n d e n t sam ples o r c h i-
s q u a re s f o r tw o-by-tw o t a b l e s w ere em ployed. I n d ic h o to -
49
m izlng th e v a r i a b l e s a t the m edian, where f e a s i b l e , an a t
tem pt was made to d e m o n stra te p r a c t i c a l a s w e ll as s t a t i s
t i c a l l y s i g n i f i c a n t d i f f e r e n c e s . For each com parison th e
median th a t was a p p r o p r ia te f o r th e p a r t i c u l a r g ro u p in g o f
p u p i l s in v o lv e d was u t i l i z e d .
L evel o f C onfidence
Throughout th e study th e .05 l e v e l o f c o n fid e n c e
was c o n s id e re d as s i g n i f i c a n t . However, l e v e l s o f c o n f i
dence le s s th a n th e .05 le v e l were a ls o r e p o r te d to f u r n is h
a d d it i o n a l in f o r m a tio n . M oreover, r e l a t i o n s h i p s t h a t were
s i g n i f i c a n t beyond th e .05 l e v e l ( f o r exam ple, a t th e .01
and .001 l e v e l) were a l s o n o te d .
CHAPTER IV
THE FINDINGS
T his c h a p te r i s com prised o f an a n a l y s is o f th e
f in d in g s r e s u l t i n g from t h i s s tu d y . The d i f f e r e n t s e c tio n s
o f th e c h a p te r have been o rg a n iz e d in k eep in g w ith th e s e
quence o f q u e s tio n s r a i s e d in C h ap ter I .
R e la tio n s h ip o f High and Low
School A chlevem ent"and Meas-
u re a o f home Environm ent'
The f i r s t q u e s tio n posed in t h i s i n v e s t i g a t i o n was
s t a t e d as fo llo w s :
On a p o s t hoc b a s i s , can c h a r a c t e r i s t i c s o f th e home
en v iro n m en t as m easured by th e t o t a l s c a le s o r su b -
s c a le s o f th e Dave and Wolf in s tr u m e n ts , tak en s in g ly ,
d i f f e r e n t i a t e betw een h ig h and low a c h ie v e r s as a
group?
The f i r s t s te p i n th e a n a l y s is o f th e d a ta was to
d e te rm in e w h eth er f o r th e t o t a l s c o re s on th e Dave and
Wolf m easures a s t a t i s t i c a l l y s i g n i f i c a n t r e l a t i o n s h i p
e x i s t e d betw een w hether a p u p i l was a h ig h a c h ie v e r o r a
low a c h ie v e r and w h eth er th e r a t i n g s o f h i s home e n v iro n
ment p la c e d him above o r below th e r e s p e c t i v e group m edians.
50
51
T o ta l A chievem ent and I n t e l
l e c t u a l E nvironm ents and
L evel o f School A chievem ent
The t o t a l achievem ent environm ent r a t i n g was a s
se sse d by com puting a t o t a l unw eighted sc o re f o r a l l s ix
s u b s c a le s o f th e Dave in s tru m e n t. The t o t a l i n t e l l e c t u a l
environm ent r a t i n g was m easured by com puting a t o t a l u n
w eig h ted sc o re f o r a l l t h r e e s u b s c a le s o f th e Wolf i n s t r u
ment.
T a b le s 6 and 7 c o n ta in th e f in d in g s o f a tw o-by-tw o
c h i- s q u a r e t e s t o f s ig n if ic a n c e f o r th e s e two t o t a l meas
u r e s o f home environm ent and achievem ent group p la c e m e n t.
In b o th c a s e s , th e r e s u l t s were s t a t i s t i c a l l y s i g n i f i c a n t
beyond th e .001 l e v e l . As m easured by th e s e s c a le s a
marked r e l a t i o n s h i p was d e m o n stra te d betw een c h a r a c t e r i s
t i c s i n th e home environm ent o f th e c h ild and h i s l e v e l o f
sch o o l a c h ie v e m en t.
R e la tio n s h ip s o f A chievem ent
and I n t e l l e c t u a l Home Sub-
e n v iro n m e n ts to L ev el o f
School A chievem ent
In d e v e lo p in g a te c h n iq u e to m easure th o se e x p e r i
en ces o f th e c h i l d in th e home most v i t a l l y r e l a t e d to
sc h o o l ac h ie v e m e n t, Dave and Wolf concluded t h a t th e most
r e l e v a n t c h a r a c t e r i s t i c s o f th e home environm ent co u ld be
grouped i n t o n in e su b -e n v iro n m e n ts. Each o f th e s e home
su b -en v iro n m en ts was a s s e s s e d by a s e p a r a te s u b s c a le .
52
T A B U S 6
R E L A T I O N S H I P B E T W E E N M E M B E R S H I P A S H I G H O R L O W A C H I E V E R A N D R A T I N G S
O N D A V E 1 S T O T A L A C H I E V E M E N T E N V I R O N M E N T S C O R E
C ategory
High
A chievers
Low
A chievers
Row
T o tal
P u p ils sc o rin g above th e
combined median (h ig h
and low a c h ie v e rs) on
D ave's t o t a l score
25 7 32
P u p ils sc o rin g below th e
combined median (h ig h
and low a c h ie v e rs) on
D ave's t o t a l score
5 23
28
Column t o t a l 30 30 60
X 2 = : 21.67 P < .001
TABLE 7
RELATIONSHIP BETW EEN M EM BERSHIP AS HIGH OR L O W ACHIEVER A N D
ON WOLF'S TOTAL INTELIECTUAL ENVIRONM ENT SCORE
RATINGS
C ategory
High
A chievers
Low
A chievers
Row
T o tal
P u p ils sc o rin g above th e
combined median (h ig h
and low a c h ie v e rs) on
W olf's t o t a l score
24
5 29
P u p ils s c o rin g below th e
combined median (h ig h
and low a c h ie v e rs) on
W olf's t o t a l score
6 25 31
Column t o t a l 30 30 6o
X 2 = 24.09 p < .001
53
S e p a ra te c h i- s q u a r e t e s t s o f s ig n i f i c a n c e were ex ecu ted
betw een each o f th e n in e s u b sc o re s o f th e Dave and Wolf
in s tru m e n ts and l e v e l o f sc h o o l ac h ie v e m e n t.
In T a b le s 8 th ro u g h 13 th e e s s e n t i a l in fo rm a tio n
p e r t a i n in g to each o f D av e's s ix s u b s c a le s i s p r e s e n te d .
A ll c h i- s q u a r e v a lu e s were s t a t i s t i c a l l y s i g n i f i c a n t
beyond the .001 l e v e l e x c e p t f o r th e Work H a b its in the
Fam ily s u b s c a le . The X 2 v alu e f o r th e l a t t e r s c a le was
e q u a l to 4 .3 1 . A c h i- s q u a r e v a lu e o f t h i s m agnitude i s
s i g n i f i c a n t a t th e .0 5 l e v e l b u t n o t a t th e .01 l e v e l .
T ab les 14 th ro u g h 16 r e p o r t th e e s s e n t i a l in fo rm a
tio n re g a rd in g each o f W o lf's th r e e s u b s c a le s f o r the e n
t i r e sample o f s i x t y p u p i l s . Com parisons w ere made betw een
th e t o t a l g roup o f h ig h a c h ie v e r s and th e t o t a l group o f
low a c h ie v e r s . The c h i- s q u a r e v a lu e o f 7 .7 0 f o r th e Stim u
l a t i o n f o r I n t e l l e c t u a l Growth s u b sc a le was s i g n i f i c a n t a t
th e .01 l e v e l . The O p p o r tu n itie s f o r V e rb a l Development
s u b s c a le and th e P ro v is io n f o r G en eral Types o f L earning
s u b s c a le were b o th s i g n i f i c a n t a t th e .001 l e v e l .
M easures o f Home S u b -e n v iro n
m ents a s D is c r im in a to r s b e
tween High and Low School
A chievem ent
The d a t a th en were a n a ly z e d to d e te rm in e w h eth er,
on a p o s t hoc b a s i s , th e h ig h a c h ie v e r s a s a group could be
s i g n i f i c a n t l y d i f f e r e n t i a t e d from th e low a c h ie v e r s as a
54
T A B L E 8
R E L A T I O N S H I P B E T W E E N M E M B E R S H I P A S H I G H O R L O W A C H I E V E R A N D R A T I N G S
O N T H E A C H I E V E M E N T P R E S S S U B S G A I E
Category
High
A chievers
Lov
A chievers
Row
T o ta l
P u p ils sco rin g above th e
combined median (high and
low a c h ie v e rs ) on th e
Achievement P re ss subscale
25
k
27
P u p ils sco rin g b elo v th e
combined median (high and
low a c h ie v e rs ) on th e
Achievement P re s s subscale
7
26
33
Column t o t a l 30 30 60
X 2 = 21.82 p < .001
TABLE 9
RELATIONSHIP BETW EEN MEM BERSHIP AS HIGH OR L O W ACHIEVER AND RATINGS
O N THE L A N G U A G E MOIELS SUBSCALE
C ategory
High
A chievers
Low
A chievers
Rov
T o ta l
P u p ils sc o rin g above
th e combined median
(high and low a c h ie v e rs)
on th e Language
Models subscale
25
11 36
P u p ils sc o rin g b elo v
th e combined median
(high and low a c h ie v e rs)
on th e language
Models su bscale
5 19
2k
Column t o t a l 30 30 60
X 2 - 11.7^ p < .001
55
T A B IE 10
R E L A T I O N S H I P B E T W E E N M E M B E R S H I P A S H I G H O R L O W A C H I E V E R A N D R A T I N G S
O N T H E A C A D E M I C G U I D A N C E S U B S C A I E
C ategory
High
A chievers
Lov
A chievers
Rov
T o ta l
P u p ils sco rin g above
th e combined median
(h ig h and low a c h ie v e rs )
on th e Academic
Guidance sub scale
2k
5 29
P u p ils sco rin g belov
th e combined median
(high and low a c h ie v e rs)
on th e Academic
Guidance su b scale
6
25 31
Column t o t a l 30 30 60
X2 = 21.62 p < .001
TABLE 11
RELATIONSHIP BETW EEN M EMBERSHIP AS HIGH OR L O W ACHIEVER AND RATINGS
O N THE ACTIVENESS OF THE FAMILY SUBSCAIE
C ategory
H igi
A chievers
Lov
A chievers
Rov
T o ta l
P u p ils sc o rin g above
th e combined median
(h ig h and low a c h ie v e rs )
on th e A ctlv en ess o f '
th e Fam ily su b scale
20 k 2k
P u p ils sco rin g belo v
th e combined median
(high and lo v a c h ie v e rs )
on th e A ctlv en ess o f
th e Fam ily sub sc a le
10 26 36
Column t o t a l 30 30 60
x2 - 1 5 .6 3 p < .001
56
TABIE 12
R E L A T I O N S H I P B E T W E E N M E M B E R S H I P A S H I G H O R L O W A C H I E V E R A N D R A T I N G S
O N T H E IN T E U E C T U A L IT Y IN T H E H O M E S U B S C A I E
C ategory
High
A chievers
Lov
A chievers
Rov
T o ta l
P u p ils sc o rin g above
th e combined median
(high and low a c h ie v e rs)
on th e I n t e l l e c t u a l i t y
in th e Home su bscale
25
10
35
P u p ils sc o rin g belov
th e combined median
(h ig h and lo v a c h ie v e rs)
on th e I n t e l l e c t u a l i t y
i n th e Home su bscale
5
20 25
Column t o t a l 30 30 60
X 2 = 15.44 p < .001
TABIE 13
RELATIONSHIP BETW EEN MEM BERSHIP AS HIGH OR L O W ACHIEVER AN D RATINGS
O N THE W O R K HABITS IN THE FAMILI SUBSCAIE
C ategory
High
A chievers
Lov
A chievers
Rov
T o ta l
P u p ils s c o rin g above
th e combined median
(h ig h and lo v a c h ie v e rs)
on th e Work H ab its in
th e Fam ily su b scale
18
9 27
P u p ils sc o rin g belo v
th e combined median
(h ig h and lo v a c h ie v e rs)
on th e Work H ab its in
th e Fam ily su b scale
12 21
33
Column t o t a l 30 30 60
x2 = 4.31
P < .05
57
T A B L E lA
R E L A T I O N S H I P B E T W E E N M E M B E R S H I P A S H I G H O R L O W A C H I E V E R A N D R A T I N G S
O N T H E S T I M U L A T I O N A N D I N T E L I E C T U A L G R O W T H S U B S C A I E
C ategory
High
A chievers
Low
A chievers
Row
T o ta l
P u p ils sc o rin g above
th e combined median
(h ig h and low a c h ie v e rs)
on the S tim u la tio n f o r
I n t e l l e c t u a l Growth sub sc a le
26
15
Al
P u p ils sc o rin g below
th e combined median
(high and low a c h ie v e rs)
on th e S tim u latio n f o r
I n t e l l e c t u a l Growth su b sc ale
A
15 19
Column t o t a l 30 30 60
X 2 = 7-70
P <
.01
TABIE 13
RELATIONSHIP B ETW EEN MEMBERSHIP AS HIGH OR L O W ACHIEVER A N D RATINGS
O N THE OPPORTUNITIES FOR VERBAL DEVELOPM EN T SUBSCAIE
C ategory
High
A chievers
Lov
A chievers
Row
T o ta l
P u p ils sc o rin g above
th e combined median
(h ig h and low a c h ie v e rs )
on th e O p p o rtu n itie s f o r
V erbal Development su b sc ale
19
A
23
P u p ils s c o rin g below
th e combined median
(h ig h and low a c h ie v e rs )
on th e O p p o rtu n itie s f o r
V erbal Development su b sc a le
11 26
37
Column t o t a l 30 30 60
X 2 * 13.82 p < .001
58
T A B U S 16
RELATIONSHIP B ETW EEN M EM BERSH IP AS HIGH O R L O W ACHIEVER A N D RATINGS
O N TH E PROVISION FOR G EN ER A L TYPES O F IEARNING SUBSCAIE
C ategory
High
A chievers
Low
A chievers
Row
T o ta l
P u p ils sc o rin g above
th e combined median
(high and low a c h ie v e rs)
on th e P ro v isio n f o r
G eneral Types o f L earning
24
7 31
P u p ils sc o rin g below
th e combined m edian
(h ig h and low a c h ie v e rs)
on th e P ro v isio n f o r
G eneral Types o f Learning
6 23 29
Column t o t a l 30 30 60
x2 = 17.09
P <
.001
group by c h a r a c t e r i s t i c s o f th e n in e home s u b -e n v iro n m e n ts .
These su b -e n v iro n m e n ts w ere m easured by th e Dave and W olf
s u b s c o re s , ta k en s in g ly and in c o m b in a tio n . I t was r e a l i z e d
t h a t more th a n one s u b s c a le (a co m b in atio n o f s u b sc o re s)
co u ld be v a lu a b le f o r p u rp o se s o f p r e d i c t in g s c h o o l a c h ie v e
ment from c h a r a c t e r i s t i c s o f th e home e n v iro n m e n t, p r o v id
in g t h a t such a co m b in atio n o f m easures was s t a t i s t i c a l l y
s i g n i f i c a n t . The .05 l e v e l was a c c e p te d as th e b a s i s f o r
d e te rm in in g th e number o f su b sc o re s to be in c lu d e d .
59
The r e s u l t s o f th e d is c r im in a n t a n a l y s is a re co n
t a in e d In Table 17. The t a b l e I n d ic a t e s t h a t o n ly one sub
s c a l e , P ro v is io n s f o r G en eral L e a rn in g , a c h ie v e d s t a t i s t i
c a l s ig n i f i c a n c e a t th e .05 l e v e l . A c h i l d ’ s sco re on t h i s
v a r i a b l e would be a s a t i s f a c t o r y s in g le i n d i c a t o r o f w hether
he was to be a h ig h a c h ie v e r o r a low a c h ie v e r . The i n c l u
s io n o f a d d i t i o n a l v a r i a b l e s would n o t be J u s t i f i e d . The
m agnitude o f th e F v a lu e s a s s o c ia te d w ith any com bination
o f a d d i t i o n a l v a r i a b l e s was to o sm all to a c h ie v e s i g n i f i
can ce a t th e .0 5 l e v e l .
T a b le s 18 th ro u g h 20 c o n ta in th e i n t e r c o r r e l a t i o n
c o e f f i c i e n t s among th e n in e su b ac o re s f o r th e fo llo w in g
t h r e e g ro u p in g s o f p u p i l s : a l l s ix t y p u p i l s , th e t h i r t y
h ig h a c h ie v e r s , and th e t h i r t y low a c h ie v e r s . For a l l
s i x t y p u p i l s th e i n t e r c o r r e l a t i o n s ra n g e d from .524 to
.9 2 1 . The i n t e r c o r r e l a t i o n s ran g e d from .482 to .907 and
from .2 5 2 to .8 5 9 f o r th e h ig h a c h ie v e r s and th e low a c h ie v
e r s , r e s p e c t i v e l y . On th e w hole, h ig h i n t e r c o r r e l a t i o n s
were found among th e v a rio u s s u b s c o re s . T h is , in tu rn
te n d s to e x p la in why o n ly a s in g l e s c a le p ro v ed to be
s t a t i s t i c a l l y s i g n i f i c a n t in t h e s te p w ise d is c r im in a n t
a n a l y s is in v o lv in g b o th th e h ig h and low a c h ie v e r s .
T A B IE 17
STEPWISE DISCRIMINANT ANALYSIS FOR SUB-ENVTRONMENTS OF THE DAVE AND W O LF SCAIES
High A chievers Lov A chievers
Dave-Wolf S cale Sub-environm ent Mean S td . Dev. Mean S td . Dev. F R atio
9 P ro v isio n s f o r G eneral
L earning
2.95
1.46 1.26 0.52 34.66**
8 O p p o rtu n itie s f o r V erbal
Development
2.06 1.05 1.17
0.46
2.55
1 Achievement P re ss
5-53 1.33 2 .0 7
O.58 2.54
6 Work H ab its in th e Fam ily 3.20
1-71
2 .17
1.23
3.41
5 I n t e l l e c t u a l i t y in th e Home
^•33
2.11
1.97 0.9 9 3.18
2 Language Models
2 .9 3
1.44
1.57
0 .9 0 1.11
3 Academic Guidance 4.10 1.88 2.03 0 .6 7 0 .7 9
4 A ctlv en ess o f th e Fam ily 3.63 1.88 1.70
0 .9 9 0.05
7 S tim u latio n f o r I n te l le c tu a l
Growth
2.5 3
O.90 1.53 0 .5 7
0.00
■ ^ S ig n ific a n t a t th e .01 le v e l.
TABIE 18
CORREIAIION MATRIX FOR SUB-ENVIRONMENTS OF THE DAVE AND W OLF SCALES FOR ALL PUPILS
(N = 60)
V a r ia b le l a 2 3 4
5
6
7
8
9
1. A ch ievem en t P r e s s 1 .0 0 0 .833 .885 .823
.789
.645 .871 .822 .854
2 . la n g u a g e M odels 1 .0 0 0 .833 .9 2 1 .864
.549 .773
.880 .866
3-
A cadem ic G uidance 1 .0 0 0 .862 .817 .645 .828 .848 .908
4. A c t lv e n e s s o f th e F a m ily 1.000
.897
.568 .756 .869 .886
5.
I n t e l l e c t u a l i t y In th e Home 1.000 .613 • 796 .866 .890
6. Work H a b its I n t h e F a m ily 1.000 .619 .524 .652
7-
S t im u la t io n f o r I n t e l l e c t u a l Growth 1.000 .749 .791
8. O p p o r tu n itie s f o r V e r b a l D evelopm ent 1.000
.913
9-
P r o v is io n s f o r G e n e ra l T yp es o f L ea rn in g 1.000
aNum bers In column headings represent Items on the le f t hearing the sam e number.
T A B L E 19
CORRELATION MATRIX FOR SUB-ENVIRONMENTS OF THE D A V E A N D W O L F SCAIES FOR THE HIGK ACHIEVERS
(N - 30)
V ariab le l a 2 3 4
5
6
7
8
9
1 . Achievement P re ss 1.000 .829 .872 .808
.733
.678 .876 .788 .816
2 . language Models 1.000 .844
.907
.816 .482
• 775 .873
.852
3 . Academic Guidance 1.000
t-
KA
00
•
•739
.636 .822 .800 .868
A ctlv en ess o f th e Fam ily 1.000 .892
• 505 .770 .850
.855
3 . I n t e l l e c t u a l i t y In th e Home 1.000 • 564
.776
.864
•859
6 . Work H ab its In th e Fam ily 1.000 .623 .511
.654
7 . S tim u la tio n f o r I n t e l l e c t u a l Growth 1.000 .728 .889
8 . O p p o rtu n itie s f o r V erbal Development 1.000
.903
9> P ro v isio n f o r G eneral Types o f L earning 1.000
^Num bers in column headings represent Items on the le f t hearing the sam e number.
o\
ro
TABLE 20
CORRELATION MATRIX FOR SUB-ENVIRONMENTS OF THE D A V E A N D W O L F SCA1ES FOR THE L O W ACHIEVERS
(N * = 3 0 )
V ariab le l a
2 3
4
5
6
7
8
9
1 . Achievement P re ss 1 .0 0 0 .584 .524 .454 .418 .367 .613 .598 . 5 0 7
2 . Language Models 1.000 . 71^
O N
IfN
00
•
.829 .441 .466
.763 .772
3. Academic Guidance 1.000 .642 .620 .536 A 93
.764
.765
4. A ctlv en ess o f th e Fam ily 1.000 .688 .466
K N
O N
C M
•
.719
.764
3 . I n t e l l e c t u a l i t y In th e Home 1.000
• 535
.4 5 4 .611 .680
6 . Work H ab its In th e Fam ily 1.000 .4 0 7 .252 .518
7- S tim u la tio n f o r T n te lle r ttu a l Growth 1.000 .463 .316
8 . O p p o rtu n itie s f o r V erbal Development 1.000 .813
9 . P ro v isio n s f o r G eneral Types o f Learning 1.000
aNum bers In column headings represent Items on the le f t hearing the sam e number.
o\
(JO
64
R e la tio n s h ip o f M easures o f
Achievem ent and I n t e l l e c t u a l
E nvironm ents to Sex
W ithin th e h ig h a c h ie v e r s as a group and w ith in the
low a c h ie v e r s as a group c o n s id e r a tio n was g iv e n to th e
e x te n t o f r e l a t i o n s h i p betw een sex and c h a r a c t e r i s t i c s o f
th e home environm ent, as m easured by th e Dave and W olf
s c a l e s .
T ab les 21 and 22 c o n ta in th e e s s e n t i a l fin d in g s
f o r an a n a ly s is in v o lv in g th e high a c h ie v e r s as a g ro u p .
A c h i- s q u a r e was e x e c u te d to d e te rm in e the e x te n t o f r e
l a t i o n s h i p betw een sex and s c o re s on th e Dave and W olf
m easures o f home en v iro n m e n t. In making t h i s a n a l y s is , the
group was d ich o to m ized a t th e median sc o re on b oth th e Dave
and W olf s c a l e s . The r e s u l t s o f t h i s a n a l y s is show no s i g
n i f i c a n t r e l a t i o n s h i p betw een sex o f a p u p il and t o t a l home
environm ent r a t i n g s .
A s im i l a r a n a l y s is was made o f the low a c h ie v in g
s tu d e n ts . T a b le s 23 and 24 c o n ta in t h e e s s e n t i a l f in d in g s .
For th e low a c h ie v e r s , a s i g n i f i c a n t r e l a t i o n s h i p was found
betw een th e sex o f th e p u p il and home environm ent r a t i n g s
on D av e 's t o t a l achievem ent en v iro n m en t s c a l e , but no s i g
n i f i c a n t r e l a t i o n s h i p was found in th e case o f the W olf
s c a l e .
65
T A B U S 21
R E L A T I O N S H IP S B E T W E E N S E X M E M B E R S H I P F O R T H E H I G H A C H I E V E R S A S A G R O U P
A N D R A T I N G S O N D A V E 'S T O T A L A C H I E V E M E N T E N V I R O N M E N T S C A L E
C ategory Boy G irl
Row
T o ta l
H igh a c h ie v e rs sc o rin g
above t h e i r median on
D ave's t o t a l score
5
10
15
High a c h ie v e rs sc o rin g
b elo v t h e i r median on
D ave's t o t a l score
7
8
15
Column t o t a l 12 18 30
X 2 = ■ .56 p < .50
TABIE 22
RELATIONSHIPS BETW EEN SEX M EM BERSHIP FOR TH E HIGH ACHIEVERS AS A G R O U P
A N D RATINGS O N WOLF'S TOTAL INTELIECTUAL ENVIRONM ENT SCA LE
C ategory Boy G irl
Row
T o ta l
H igh a c h ie v e rs sco rin g
above t h e i r median on
W o lf's t o t a l score
5
10
15
High a c h ie v e rs sco rin g
belov t h e i r median on
W o lf's t o t a l score
7
8
15
Column t o t a l 12 18 30
X 2 - .56 P < .50
66
T A B L E 23
H E IA T IO N S H IP B E T W E E N S E X M E M B E R S H I P F O R T H E L O W A C H I E V E R S AS A G R O U P
A N D R A T I N G S O N D A V E 'S T O T A L A C H I E V E M E N T E N V I R O N M E N T S C A L E
C ategory Boy G ir l
Row
T o tal
Low a c h ie v e rs sco rin g
above t h e i r median on
D ave's to ted , score
6 8# 14
Low a c h ie v e rs sco rin g
below t h e i r median on
D ave's t o t a l score
14 2 16
Column t o t a l 20 10 50
X2 = 6.68 p < .01
♦C aution sh o u ld be e x e rc ise d in in t e r p r e ti n g th is ta b le sin c e th e upper
r i g h t c e l l o f th e above ta b le c o n ta in s an expected frequency o f le s s
th a n f iv e .
TABIE 2k
RELATIONSHIP B ETW EEN SEX MEM BERSHIP FOR THE L O W ACHIEVERS AS A G R O U P
A N D RATINGS O N WOLF'S TOTAL INTELIECTUAL ENVIRO NM ENT SCALE
C ategory Boy G ir l
Row
T o tal
Low a c h ie v e rs scoring
above t h e i r median on
W o lf's t o t a l score
10 8 18
Low a c h ie v e rs sco rin g
below t h e i r median on
W o lf's t o t a l score
10 2* 12
Column t o t a l 20 10 ?o
X2 - 2.40 p < .20
♦C aution sh o u ld be e x e rc ise d In in t e r p r e ti n g th i s ta b l e sin ce th e lo v e r
r ig h t c e l l c o n ta in s a n expected freq u en cy o f le s s th a n f iv e .
67
Among th e h ig h a c h ie v in g p u p i l s , an a n a ly s is o f
th e e x te n t o f r e l a t i o n s h i p betw een th e sex o f th e c h i l d
and h i s r a t i n g s on each o f th e n in e Dave and Wolf s u b sc a le s
was u n d e rta k e n . The fin d in g s a r e re c o rd e d i n T ables 25
th ro u g h 33.
For each o f t h e n in e s u b s c a le s in v o lv e d , no r e l a
tio n s h i p s s i g n i f i c a n t a t th e .05 l e v e l were found betw een
th e se x of th e h ig h a c h ie v e r and r a t i n g s b ased on s u b -e n
v iro n m e n ta l c h a r a c t e r i s t i c s o f h i s home. I n f a c t , s in c e
th e m agnitudes o f th e c h i- s q u a r e v a lu e s were a l l so s m a ll,
v i r t u a l l y no r e l a t i o n s h i p a t a l l was o b serv ed betw een
th e s e two s e t s o f v a r i a b l e s .
TABLE 25
RELATIONSHIP BETW EEN SEX M EM BERSHIP FOR THE HIGH ACHIEVERS AS A G RO U P
A N D RATINGS O N THE ACHIEVEM ENT PRESS SUBSGAIE
Rov
C ategory Boy G irl T o ta l
High a c h ie v e rs sc o rin g
above t h e i r median
f o r th e Achievement
P re ss su bscale
1 0 16
High a c h ie v e rs sc o rin g
below t h e i r median
f o r th e Achievement
P re ss su bscale
6 8 11 *.
Column t o t a l 12 18 30
X 2 - .01
P < -95
68
T A B L E 26
R E L A T I O N S H I P B E T W E E N S E X M E M B E R S H I P F O R T H E H I G H A C H I E V E R S A S A G R O U P
A N D R A T I N G S O N T H E L A N G U A G E M O D E L S S U B S C A L E
C ategory Boys G irls
Rov
T o ta l
High a c h ie v e rs sco rin g
above t h e i r median
f o r th e language
Models su b sc ale
7
10
17
High a c h ie v e rs sc o rin g
belo v t h e i r median
f o r th e language
Models su b sc ale
5
8
13
Column t o t a l 12 18 30
i i
*
.02 p < .90
TABIE 27
RELATIONSHIP BETW EEN SEX M EM BERSHIP FOR THE HIGH
A N D RATINGS O N THE ACADEM IC GUIDANCE
C ategory Boys
ACHIEVERS AS A G RO U P
SUBSCAIE
Rov
G irls T o ta l
High a c h ie v e rs sco rin g
above t h e i r median
f o r th e Academic
Guidance su b scale
6 10 16
High a c h ie v e rs sc o rin g
belo v t h e i r median
f o r th e Academic
Guidance su b scale
6 8 14
Column to ta l. 12 18 30
X 2 - .01
p < .95
69
T A B U S 28
R E L A T I O N S H I P B E T W E E N S E X M E M B E R S H I P F O R T H E H I G H A C H I E V E R S A S A G R O U P
A N D R A T I N G S O N T H E A C T I V E N E S S O F T H E F A M I L Y S U B S C A I E
C ategory Boys G irls
Rov
T o ta l
High a c h ie v e rs Rcoring
above t h e i r median
f o r th e A ctiv en ess
o f th e Fam ily su b scale
7 8 15
High a c h ie v e rs sco rin g
b e lo v t h e i r median
f o r th e A ctiv en ess
o f th e Fam ily su b scale
5 10 15
Column t o t a l 12 18 50
X 2 = : .14 P < .80
TABUS 29
RELATIONSHIP BETW EEN SEX M EM BERSHIP FOR THE HICB ACHIEVERS AS A G R O U P
A N D RATINGS O N THE IN1ELIECTUALITY IN THE H O M E SUBSCAIE
C ategory Boys G irls
Rov
Toted.
High a c h ie v e rs sco rin g
above t h e i r median
f o r th e I n t e l l e c t u a l i t y
in th e Home su b scale
4 9
13
High a c h ie v e rs sco rin g
b e lo v t h e i r median
f o r th e I n t e l l e c t u a l i t y
in th e Home su b scale
8 9
17
Column t o t a l 12 18 30
X 2 - .28 p < .70
70
T A B I E 30
R E L A T I O N S H I P B E T W E E N S E X M E M B E R S H I P F O R T H E H I G H A C H I E V E R S A S A G R O U P
A N D R A T I N G S O N T H E W O R K H A B I T S IN T H E F A M I L Y S U B S C A I E
C ategory Boys G irls
Rov
T o ta l
High a c h ie v e rs p la c in g
above t h e i r median
f o r th e Work H ab its
in th e Fam ily su b scale
k 8 12
High a c h ie v e rs p la c in g
belo v t h e i r median
f o r th e Work H ab its
in th e Fam ily su b sc ale
8 10 18
Column t o t a l 12 18 30
X2 = .05 p < .90
TABIE 31
RELATIONSHIP BETW EEN SEX M EM BERSHIP FOR THE HIGH ACHIEVERS AS A G RO U P
A N D RATINGS O N THE STIMULATION FOR INTELIECTUAL G R O W T H SUBSCAIE
Category Boys G irls
Rov
T o ta l
High a c h ie v e rs p la c in g
above t h e i r median
f o r th e S tim u la tio n
f o r I n t e l l e c t u a l
G rovth subB cale
6 10 16
High a c h ie v e rs p la c in g
b elo v t h e i r m edian
f o r th e S tim u la tio n
f o r I n t e l l e c t u a l
Grovth su b sc a le
6 8 14
Column t o t a l 12 18 30
X2 - .01 P < .95
71
T A B L E 32
R E L A T I O N S H I P B E T W E E N S E X M E M B E R S H I P F O R T H E H I G H A C H I E V E R S A S A G R O U P
A N D R A T I N G S O N T H E O P P O R T U N I T I E S F O R V E R B A L D E V E L O P M E N T S U B S C A I E
Category Boys G irls
Row
T o ta l
High a c h ie v e rs p la c in g
above t h e i r median
f o r th e O p p o rtu n itie s
f o r V erbal Develop
ment su b scale
k 8 12
High a c h ie v e rs p la c in g
below t h e i r median
f o r th e O p p o rtu n itie s
f o r V erbal Develop
ment su b sc ale
8 10 18
Column t o t a l 12 18 30
X 2 ■ = .05 p < .90
TABIE 33
RELATIONSHIP BETW EEN SEX M EM BERSHIP FOR THE HIGH ACHIEVERS AS A GRO UP
A N D RATINGS O N THE PROVISIONS FOR GENERAL TYPES OF LEARNING SUBSCAIE
C ategory Boys G irls
Row
T o ta l
High a c h ie v e rs p la c in g
above t h e i r median
f o r th e P ro v isio n
f o r G eneral Types
o f L earning sub scale
7
10
17
High a c h ie v e rs p la c in g
below t h e i r median
f o r th e P ro v isio n
f o r G eneral Types
o f L earning su b scale
5
8
13
Column t o t a l 12 18 30
X 2 - .05 p < .9 0
72
The same a n a l y s is was made o f th e r e l a t i o n s h i p o f
r a t i n g s on th e v a rio u s s u b s c a le s and w ith in th e group o f
low a c h ie v e r s . T ab le s 34 th ro u g h 42 in c lu d e r e l e v a n t i n
fo rm a tio n f o r each o f th e Dave and Wolf s u b s c a le s .
Among th e Dave and Wolf s u b s c a le s , a s i g n i f i c a n t
r e l a t i o n s h i p was found to e x i s t f o r the low a c h ie v e r s b e
tween se x and r a t i n g s on Dave’ s Language Models s u b s c a le .
However, s in c e th e u p p e r r i g h t c e l l o f t h i s c h i- s q u a r e
ta b le c o n ta in e d an e x p e c te d fre q u e n c y o f l e s s th a n f iv e
c a s e s , c a u tio n sh o u ld be e x e r c is e d in i n t e r p r e t i n g t h i s
f in d in g . No s i g n i f i c a n t r e l a t i o n s h i p s were d em o n strated
f o r low a c h ie v e r s betw een sex and r a t i n g s on any o f th e
o th e r e i g h t Dave and W olf s u b s c a le s . Due to e x p e c te d f r e
q u e n c ie s o f l e s s th an f iv e c a s e s in a t l e a s t one c e l l in
T ab les 3 5 , 3^* 37* 38* ^0* ^1* and 42, c a u tio n sh o u ld a ls o
be e x e r c is e d in i n t e r p r e t i n g th e s e f in d in g s .
73
T A B I E 34
R E L A T I O N S H I P B E T W E E N S E X M E M B E R S H I P F O R T H E L O W A C H I E V E R S A S A G R O U P
A N D R A T I N G S O N T H E A C H I E V E M E N T P R E S S S U B S C A I E
C a teg o ry B oys G ir ls
Rov
T o t a l
Lov a c h ie v e r s s c o r in g
above t h e i r m edian
f o r t h e A chievem en t
P r e ss s u b s c a le
2* 2* 4
Lov a c h ie v e r s s c o r in g
b e lo v t h e i r m edian
f o r th e A ch ievem en t
P r e ss s u b s c a le
18 8 26
Column t o t a l 20 10 30
X2 - .0 1 * C C = .0 4 p < .90
*C au tion s h o u ld be e x e r c is e d in in t e r p r e t in g t h i s t a b le s in c e
upper c e l l s c o n ta in e x p e c t e d f r e q u e n c ie s o f l e s s th an f i v e .
b o th
TABIE 35
RELATIONSHIP BETWEEN SEX MEMBERSHIP FOR TH E LO W ACHIEVERS AS A GROUP
AND RATINGS ON THE LANGUAGE MOIELS SUBSCAIE
C a teg o ry B oys G ir ls
Rov
T o t a l
Lov a c h ie v e r s s c o r in g
above t h e i r m edian
f o r t h e Language
M odels s u b s c a le
4
7*
11
Lov a c h ie v e r s s c o r in g
b e lo v t h e i r m edian
f o r t h e Language
M odels s u b s c a le
16
3 19
Column t o t a l 20 10 30
x2 - 5.19 cc * .3 8 p < .05
*C au tion s h o u ld b e e x e r c is e d In I n t e r p r e t in g t h i s t a b le s i n c e th e
upper r i g h t hand c e l l c o n t a in s an e x p e c t e d fr e q u e n c y o f l e s s th a n
f i v e .
74
T A B U S 36
R E L A T I O N S H IP B E T W E E N S E X M E M B E R S H I P F O R T H E L O W A C H I E V E R S A S A G R O U P
A N D R A T I N G S O N T H E A C A D E M I C G U I D A N C E S U B S C A I E
Category Boys G irls
Rov
T o ta l
Lov a c h ie v e rs scoring
above t h e i r median
f o r th e Academic
Guidance subscale
16
9 25
Lov a c h ie v e rs scoring
belov t h e i r median
f o r th e Academic
Guidance subscale
k* 1"
5
Column t o t a l 20 10
30
x2 - .03 cc = .03 p < .90
’ "C aution should be e x e rc is e d in in te r p r e tin g t h i s ta b le sin c e
lo v e r c e l l s contain ex p ected fre q u e n c ie s o f le s s than f i v e .
both
TABIE 37
REIATIONSHIP B E T W E E N SEX MEMBERSHIP FOR THE L O W ACHIEVERS AS A G R O U P
A N D RATINGS O N THE ACTIVENESS OF THE FAMILY SUBSCAIE
Category Boys G irls
Rov
T o tal
Lov a c h ie v e rs scoring
above t h e i r median
f o r th e A ctlveness
o f th e Fam ily subscale
8 6* 14
Lov a c h ie v e rs scoring
belo v t h e i r median
f o r th e A ctlveness
o f th e F am ily sub sc a le
12 k 16
Column t o t a l
20 10 30
X2 - .kZ CC - .1 2 p < .7 0
'"'Caution s h o u ld be e x e r c is e d In in t e r p r e t in g t h i s t a b le s i n c e th e
u p p er r i g h t c e l l c o n ta in s an e x p e c t e d fr e q u e n c y o f l e s s th a n f i v e .
75
T A B L E 38
R E IA T IO N S H IP B E T W E E N S E X M E M B E R S H I P F O R T H E L O W A C H I E V E R S A S A G R O U P
A N D R A T I N G S O N T H E I N T E L I E C T U A L I T Y IN T H E H O M E S U B S C A I E
C a teg o ry B oys G ir ls
Rov
T o t a l
Lov a c h ie v e r s s c o r in g
ab ove t h e i r m edian
f o r th e I n t e l l e c t u a l i t y
In th e Home s u b s c a le
k 6* 10
Lov a c h ie v e r s s c o r in g
b e lo v t h e i r m edian
f o r th e I n t e l l e c t u a l i t y
I n th e Home s u b s c a le
16 k 20
Column t o t a l 20 10 30
x2 = 3 .1 7 CC = .31 p < .1 0
♦ C a u tio n s h o u ld b e e x e r c is e d In I n t e r p r e t in g t h i s t a b le s in c e th e
u p p er r ig h t c e l l c o n ta in s an e x p e c t e d fr e q u e n c y o f l e s s th a n f i v e .
TABLE 39
RELATIONSHIP BETWEEN SEX MEMBERSHIP FOR THE L O W ACHIEVERS AS A GROUP
AND RATINGS ON THE W O R K HABITS IN THE FAMI1X SUBSCAIE
C a te g o ry B oys G ir ls
Rov
T o t a l
Lov a c h ie v e r s s c o r in g
ab ove t h e i r m edian
f o r t h e Work H a b its
i n th e F a m ily s u b s c a le
1 1 8
19
Lov a c h ie v e r s s c o r in g
b e lo v t h e i r m edian
f o r th e Work H a b its
i n t h e F a m ily s u b s c a le
9
2* 1 1
Column t o t a l 2 0 10 30
X2 * .8 8 CC = .1 7 P < .5 0
'"'Caution sh o u ld be e x e r c is e d I n i n t e r p r e t in g t h i s t a b l e s in c e th e
lo v e r r i g h t c e l l c o n t a in s a n e x p e c t e d fr e q u e n c y o f l e s s th a n f i v e .
76
T A B IE 1 * 0
R E IA T IO N S H IP B E T W E E N S E X M E M B E R S H I P F O R T H E L O W A C H I E V E R S A S A G R O U P
A N D R A T I N G S O N T H E S T I M U L A T I O N F O R I N T E L L E C T U A L G R O W T H S U B S C A L E
C ategory Boys G irls
Rov
T o ta l
Lov a c h ie v e rs p la c in g
above t h e i r median fo r
th e S tim u la tio n f o r
I n te l le c tu a l Grovth
9
6
15
Lov a c h ie v e rs p la c in g
belo v t h e i r median f o r
th e St1rmiTn.t1on f o r
I n te l le c tu a l Grovth
11 4
15
Column t o t a l 18 10 30
X 2 = .15 C C = .07
TABIE 4 l
P < .70
RELATIONSHIP BETW EEN SEX MEM3SRSHIP FOR THE L O W ACHIEVERS AS A G R O U P
A N D RATINGS O N THE OPPORTUNITIES FOR VERBAL D EV ELOPM EN T SUBSCALE
C ategory Boys G irls
Rov
T o ta l
Lov a c h ie v e rs p la c in g
above t h e i r median
f o r th e O p p o rtu n itie s
f o r V erbal Development
su b scale
3*
1* 4
Lov a c h ie v e rs p la c in g
belo v t h e i r median
f o r th e O p p o rtu n itie s
f o r V erbal Development
su b scale
17 9
26
Column t o t a l 20 10 30
X 2 * .04 CC = .04 p < .90
*C aution should be e x e rc ise d in In te r p r e tin g t h i s ta b le sin c e b oth
upper c e l l s c o n ta in expected fre q u e n c ie s o f le s s th a n f iv e .
77
T A B IE 42
E E IA T IO N S H IP B E T W E E N S E X M E M B E R S H I P F O R T H E L O W A C H I E V E R S A S A G R O U P
A N D R A T I N G S O N T H E P R O V IS IO N F O R G E N E R A L T Y P E S O F L E A R N I N G S U B S C A I E
Category Boys G irls
Rov
T o tal
Lov a c h ie v e rs p la c in g
above t h e i r median
f o r th e P ro v isio n s f o r
G eneral Types o f
Learning su b scale
4*
3* 7
Lov a c h ie v e rs p la c in g
b elo v t h e i r median
f o r th e P ro v isio n s f o r
G eneral Types o f
L earning su b scale
16
7 23
Column t o t a l 20 10
30
X2 = .02 CC = .03 p < .90
*C aution should be e x e rc is e d in in te r p r e tin g t h i s ta b le s in c e both
upper c e l ls c o n ta in ex p ected fre q u e n c ie s o f le s s th a n f iv e .
R e la tio n s h ip Between E th n ic Background
and M easures o f th e AchlevemerTF
and ! l n t e l l e c t u a l E nvironm ents
The seven th q u estio n r a ise d In t h is Btudy was Btated
as fo llo w s :
Was e th n ic background o f a p u p il r e l a t e d to c h a r a c
t e r i s t i c s o f th e home en v iro n m en t as m easured by-
placem ent above o r below group median s c o re s on
th e t o t a l s c a le s o f th e Dave and Wolf in s tru m e n ts ?
T ab les 43 and 44 c o n ta in th e e s s e n t i a l f in d in g s
w ith r e s p e c t to t o t a l r a t i n g s on th e s c a l e s . For b o th th e
78
T A B U S k}
R E L A T I O N S H I P B E T W E E N E T H N I C M E M B E R S H I P * A N D R A T I N G S O N
T H E T O T A L D A V E S C A L E
C ategory
Mexican
American
Anglo
C aucasian
Rov
T o ta l
P u p ils sco rin g above th e
combined median (Mex. A.
and Anglo C.) on the
t o t a l Dave sc a le
13 17 30
P u p ils sc o rin g belov th e
combined m edian (Mex. A.
and Anglo C .) on the
t o t a l Dave s c a le
23 5
28
Column t o t a l 36
22
58
X 2 - 9.20 p < .01
*Slnce t h i s com parison Involved th e tv e n ty -e ig h t M exlcan-Am ericans and
th e t h i r t y A nglo-C aucaslans o n ly , th e tvo O rie n ta l p u p ils in t h i s
stu d y v e re excluded.
TABIE 44
EEIATIONSHIP BETW EEN ETHNIC M EMBERSHIP*
THE TOTAL W O L F SCALE
AN D RATINGS O N
C ategory
Mexican
American
Anglo
C aucasian
Rov
T o ta l
P u p ils sco rin g above th e
combined m edian (M A and
AC) on th e t o t a l
Wolf sc a le
11 16
27
P u p ils sc o rin g belov th e
combined median (M A and
AC) on th e t o t a l
Wolf sc a le
25
6
31
Column t o t a l 36
22 58
X2 - 9-90 p < .01
*Since th e com parison Inv o lv ed th e tw e n ty -e ig h t M exican-Am ericans and
th e t h i r t y A nglo-C aucasians o n ly , th e two O rie n ta l p u p ils In th e
study v e re excluded.
79
t o t a l Dave and Wolf s c a l e s r e l a t i o n s h i p s , s i g n i f i c a n t a t
th e .0 1 l e v e l , were d e m o n stra te d betw een th e s e m easures o f
home environm ent and th e e th n ic background o f th e p u p i l s
In v o lv e d . As can be seen in th e t a b l e s , a c o n s id e ra b ly
l a r g e r number o f M exican-Am erican p u p i l s had t o t a l r a t i n g s
below th e m edian f o r b o th s c a l e s .
Q u estio n 8 was s t a t e d as fo llo w s :
Among M exican-A m ericans, was sex o f a p u p i l r e l a t e d
to c h a r a c t e r i s t i c s o f th e home en v iro n m en t as a s
s e ss e d by p la c e m e n t above o r below group median
s c o re s on th e t o t a l s c a l e s o f th e Dave and Wolf
in s tr u m e n ts ?
In t h i s i n s ta n c e o n ly th e t h i r t y - s i x M exican-
A m ericans were in v o lv e d . The e s s e n t i a l in fo rm a tio n from
th e c h i- s q u a r e t e s t o f s ig n i f i c a n c e i s com piled in T ab le s
45 and 46.
A r e l a t i o n s h i p , s i g n i f i c a n t a t the .0 1 l e v e l , was
d em o n strated betw een t o t a l s c o re s on D av e's in stru m e n t and
sex membership o f th e M exican-A m ericans in fa v o r o f th e
g i r l s . L i t t l e r e l a t i o n s h i p (p < .5 0 ) , how ever, was demon
s t r a t e d betw een sex and home environm ent r a t i n g s on th e
t o t a l Wolf s c a l e f o r th e M exican-Am erican p u p i l s in t h i s
s tu d y .
80
T A B L E 45
R E L A T I O N S H I P B E T W E E N S E X M E M B E R S H I P O F T H E M E X I C A N - A M E R I C A N P U P IL S
A N D R A T I N G S O N T H E T O T A L D A V E S C A I E
Row
Category Boys G ir ls T o tal
Mexican-Americans
sco rin g above th e i r
median f o r th e
7
12
19
t o t a l Dave sc a le
Mexican-Americans
sco rin g below th e i r
median f o r th e
14
3 17
t o t a l Dave sc a le
Column t o t a l 21
15 36
X2 - 7.71 p < .01
TABIE 46
RELATIONSHIP BETW EEN SEX M EM BERSHIP OF THE M EXICAN-AM ERICAN PUPILS
A N D RATINGS O N THE TOTAL W O L F SCALE
Category Boys G irls
Row
T o ta l
Mexican-Americans
sc o rin g above t h e i r
median f o r th e
t o t a l Wolf sc a le
12 11
23
M exican-Americans
sco rin g below th e ir
median f o r th e
t o t a l Wolf sc a le
9 4 13
Column t o t a l
rH
C U
36
X 2 - 0.97 P < .50
81
The same q u e s tio n was r a is e d w ith r e s p e c t to
A nglos. I t was s t a t e d a s fo llo w s :
Among A n g lo -C au casian s, was sex o f a p u p i l r e l a t e d
to c h a r a c t e r i s t i c s o f th e home en v iro n m e n t as m eas
u red by placem en t above o r below g roup m edian s c o re s
on th e t o t a l s c a le s o f th e Dave and Wolf in s tr u m e n ts ?
T ables 47 and 48 c o n ta in th e r e l e v a n t in fo r m a tio n . V i r t u
a l l y no r e l a t i o n s h i p was d em o n strated betw een th e sex o f
an A nglo-C aucasian p u p i l and h i s r a t i n g s on th e t o t a l Dave
and Wolf in s tr u m e n ts .
R e la tio n s h ip Between M easures o f Achievement
and I n t e l l e c t u a l E nvironm ents and L e v e l of'
A chievem ent W ithin fethnlc Subgroups
Two q u e s tio n s were r a i s e d in C h ap ter I re g a rd in g
t h i s c o n c e rn . The f i r s t was s t a t e d a s fo llo w s :
Among M exican-A m ericans, were c h a r a c t e r i s t i c s o f
home en v iro n m en t, a s m easured by t h e t o t a l Dave
and W olf s c a l e s , r e l a t e d to w h eth er a p u p i l was a
high a c h ie v e r o r a low a c h ie v e r?
When th e M exican-A m ericans w ere c o n s id e re d a s a
group, t h e r e were tw elv e h ig h a c h ie v e r s and tw e n ty - fo u r low
a c h ie v e r s . A c h i- s q u a r e t e s t was e x e c u te d to d e te rm in e
w hether th e r e l a t i o n s h i p betw een l e v e l o f s c h o o l a c h ie v e
ment and r a t i n g on th e t o t a l e n v iro n m e n ta l s c a l e s was s t a
t i s t i c a l l y s i g n i f i c a n t . The r e s u l t s o f t h i s a n a l y s is a re
c o n ta in e d i n T a b le s 49 and 50. In b o th caseB t h e r e l a t i o n -
8 2
TABIE 4-7
R E L A T I O N S H I P B E T W E E N S E X M E M B E R S H I P O F T H E A N Q L O - C A U C A S I A N P U PIL S
A N D R A T I N G S O N T H E T O T A L D A V E S C A I E
C ategory Boys G irls
Rov
T o ta l
A nglo-C aucasians p la c in g
above t h e i r m edian
f o r th e t o t a l
Dave sc a le
6 6 12
A nglo-C aucasians p la c in g
belo v t h e i r m edian
f o r th e t o t a l
Dave sc a le
!+ ♦ 6 10
Column t o t a l 10 12 22
X 2 -
♦C aution should be e x e rc ise d
l e f t c e l l of th e above ta b le
th an f iv e .
20 p < .70
i n in te r p r e tin g t h i s ta b le sin ce th e lo v e r
c o n ta in s an expected frequency o f leBS
TABIE 48
RELATIONSHIP BETW EEN SEX M EM BERSHIP OF THE ANQLO-CAUCASIAN PUPILS
A N D RATINGS O N THE TOTAL W O LF SCAIE
C ategory Boys G irls
Rov
T o ta l
A nglo-C aucasians p la c in g
above t h e i r m edian
f o r th e t o t a l
Wolf sc a le
5 7
12
A nglo-C aucasians p la c in g
b elo v t h e i r m edian
f o r th e t o t a l
Wolf sc a le
5
10
Column t o t a l 10 12 22
X 2 « .20 p < .70
♦Caution should he exercised in interpreting th is table since the lover
le f t c e ll of the above table contains an expected frequency of le ss
than fiv e .
83
T A B IE 1 + 9
R E L A T I O N S H I P B E T W E E N IE V E L O F S C H O O L A C H I E V E M E N T O F T H E M E X I C A N -
A M E R I C A N PUPIIE A N D R A T I N Q S O N T H E T O T A L D A V E S C A IE
C ategory
High
A chievers
Lov
A chievers
Rov
T o ta l
M exican-Americans sc o rin g
above t h e i r median
f o r th e t o t a l
Dave sc a le
10
9 19
M exican-Americans sc o rin g
b elo v t h e i r median
f o r th e t o t a l
Dave s c a le
2
15
e
17
Column t o t a l 12 2k 36
X 2 - 6.86 p - £ .01
TABLE 50
RELATIONSHIP BETW EEN IEVEL OF SCH O O L ACHIEVEM ENT OF THE MEXICAN-
AM ERICAN PUPILS A N D RATINQS O N TH E TOTAL W O L F SCAIE
C ategory
High
A chievers
Lov
A chievers
Rov
T o ta l
M exican-Americans sc o rin g
above t h e i r median
f o r th e t o t a l
Wolf sc a le
11
13
2k
M exican-Americans sc o rin g
b elo v t h e i r median
f o r th e t o t a l
Wolf sc a le
1* 11 12
Column t o t a l 12 2k
36
x2 - 5.07 P < .05
*Cautlon should be exercised In interpreting th is table since the lover
le f t c e ll contains an expected frequency of le s s than fiv e cases.
84
s h ip was s i g n i f i c a n t a t o r beyond th e .05 l e v e l . For
D a v e 's t o t a l m easure o f home ach iev em en t en v iro n m en t, th e
r e l a t i o n s h i p was s i g n i f i c a n t a t th e .01 l e v e l . C aution
sh o u ld be e x e r c is e d in i n t e r p r e t i n g th e r e s u l t s re g a rd in g
th e t o t a l Wolf s c a le s in c e one o f th e fo u r c e l l s o f th e
c h i- s q u a r e t a b le c o n ta in s an e x p e c te d fre q u e n c y o f l e s s
th a n f iv e c a s e s .
The f i n a l q u e s tio n posed i n C h ap ter I was s t a t e d
as fo llo w s :
Among A n g lo -C au casian s, were c h a r a c t e r i s t i c s o f
home en v iro n m en t, a s m easured by th e t o t a l Dave
and Wolf s c a l e s , r e l a t e d to w h eth er a p u p il was
a h ig h a c h ie v e r o r a low a c h ie v e r?
T a b le s 51 and 52 p r e s e n t th e r e l e v a n t in fo rm a tio n r e s u l t i n g
from th e c h i- s q u a r e t e s t s o f s i g n i f i c a n c e .
In i n t e r p r e t i n g th e d a ta i n b o th o f th e s e ta b l e s
extrem e c a u tio n should be e x e r c is e d . In each t a b l e , two o f
th e fo u r c e l l s c o n ta in e x p e c te d f r e q u e n c ie s o f l e s s th an
f iv e c a s e s . Ju d g in g from th e m agnitude o f th e c h i- s q u a r e s ,
n e i t h e r o f th e two com parisons w ere s i g n i f i c a n t a t th e .0 5
l e v e l . However, th e r e l a t i o n s h i p betw een r a t i n g on th e
t o t a l W olf s c a le and l e v e l o f ach iev em en t was s i g n i f i c a n t
a t th e .10 l e v e l . The X 2 v alu e o f 3 .6 6 re c o rd e d in Table
52 was o n ly s l i g h t l y s m a lle r th a n th e 3*84 needed f o r s i g
n i f i c a n c e a t th e .0 5 l e v e l .
85
TABIE 51
R E L A T I O N S H I P B E T W E E N IE V E L O F S C H O O L A C H I E V E M E N T O F T H E A N G L O -
C A U C A S I A N S A N D R A T I N G S O N T H E T O T A L D A V E S C A I E
C ategory
High
A chievers
Lov
A chievers
Rov
T o tal
A nglo-C aucasians sc o rin g
above t h e i r median
f o r th e t o t a l
Dave sc a le
10 2* 12
A nglo-C aucasians sc o rin g
b e lo v t h e i r median
f o r the t o t a l
Dave sc a le
6 k* 10
Column t o t a l 16 6 22
X 2 = 1.5 6 p < .20
*C aution should be e x e rc is e d in in te r p r e tin g t h i s ta b le sin ce th e upper
r i g h t and lo v e r r ig h t c e l ls c o n ta in an expected frequency o f le s s th a n
f iv e cases.
TABIE 52
RELATIONSHIP BETW EEN LEVEL OF SCHO OL ACHIEVEM ENT OF THE ANGLO-
CAUCASIANS A N D RATINGS O N THE TOTAL W O L F SCALE
C ategory
H igi
A chievers
Lov
A chievers
Rov
T o tal
A nglo-C aucasians sc o rin g
above t h e i r median
f o r th e t o t a l
Wolf sc ale
10 1* 11
A nglo-C aucasians sc o rin g
b e lo v t h e i r median
f o r th e t o t a l
Wolf sc ale
6
5*
11
Column t o t a l 16 6 22
X 2 - 3.6 6 p < .10
*Cautlon should, be exercised In interpreting th is table since the upper
right and lover right c e lls contain an expected frequency of le s s than
fiv e cases.
CHAPTER V
SUMM ARY, FINDINGS, AND RECOMMENDATIONS
P u rp o ses o f th e S tudy
One p u rp o se o f t h i s s tu d y was to d e te rm in e th e
e x t e n t o f r e l a t i o n s h i p betw een c h a r a c t e r i s t i c s o f th e home
environm ent and placem en t o f d is a d v a n ta g e d y o u th s in th e
f o u r th g rad e a s h ig h o r low a c h ie v e r s .
A second p u rp o se was to a s c e r t a i n th e e x te n t o f
r e l a t i o n s h i p e x i s t i n g betw een c h a r a c t e r i s t i c s o f th e home
environm ent and th e sex o f a p u p i l w ith in th e h ig h a c h ie v
e r s a s a group and w ith in th e low a c h ie v e r s a s a g ro u p .
A t h i r d pu rp o se in v o lv e d exam ining th e e x t e n t o f
r e l a t i o n s h i p e x i s t i n g betw een c h a r a c t e r i s t i c s o f th e home
en v iro n m en t and e th n ic background o f p u p i l s .
A f o u r th p u rp o se o f t h i s i n v e s t i g a t i o n was to d e
te rm in e th e e x t e n t o f r e l a t i o n s h i p betw een c h a r a c t e r i s t i c s
o f th e home environm ent and sex w ith in th e M exican-A m ericans
as a g roup and w ith in th e A n g lo -C au casian s as a g ro u p .
A f i f t h p u rp o se was to a s c e r t a i n th e e x te n t o f r e
l a t i o n s h i p betw een c h a r a c t e r i s t i c s o f th e home environm ent
and p lacem en t a s a h ig h o r low a c h ie v e r w ith in th e M exican-
A m ericans as a group and w ith in th e A n g lo -C au casian s a s a
g ro u p .
86
N atu re and S e le c tio n o f Sample
The sam ple c o n s is te d o f s i x t y f o u rth - g ra d e c u l t u r
a l l y d isa d v a n ta g e d p u p i l s . T h ir ty o f th e s e c h ild r e n were
low a c h ie v e rs ( p u p ils who o b ta in e d a t o t a l CTBS grade
e q u iv a le n t sc o re o f 3-0 o r l e s s ) . The rem ain in g t h i r t y
p u p ils were h ig h a c h ie v e r s ( p u p ils who o b ta in e d a t o t a l
CTBS g rad e e q u iv a le n t s c o re o f 4 .0 o r a b o v e ).
A t a b le o f random numbers was u se d In th e s e le c t io n
o f th e o r i g i n a l s i x t y p u p i l s and in th e s e l e c t i o n o f r e
p lacem en ts n e c e s s a ry in s i t u a t i o n s , f o r exam ple, where the
fa m ily o f a p u p i l o r i g i n a l l y a s s ig n e d to th e stu d y moved
o u t o f th e community.
Among th e many d is a d v a n ta g e d p u p i l s r e s id in g w ith in
th e lo w e r -c la s s Los A ngeles County School D i s t r i c t in v o lv e d ,
o n ly th o se p u p i l s were e l i g i b l e f o r th e stu d y who s a t i s f i e d
a number o f c r i t e r i a . Such c r i t e r i a in c lu d e d such r e q u i r e
m ents a s :
1. They m ust have b o th n a t u r a l p a r e n ts l i v i n g in
th e home w ith th e s u b je c t;
2. They m ust have one o r more s i b l i n g s ;
3. They m ust have a tte n d e d t h e i r p r e s e n t sc h o o l one
y e a r o r more p r i o r to th e s tu d y ; and
4 . They m ust n o t have f a i l e d o r r e p e a te d a g rad e o r
been a c c e l e r a t e d a t any tim e .
88
In s tr u m e n ta tio n
Two s ta n d a rd iz e d t e s t s were employed In t h i s s tu d y .
The Com prehensive T e st o f B asic S k i l l s , (CTBS), t o t a l
s c o r e s , were u sed In th e c l a s s i f i c a t i o n o f h ig h and low
a c h ie v e r s , a s d e s c rib e d In th e above s e c t io n .
The C a l i f o r n i a T e s t o f M ental M a tu rity , (CTMM),
t o t a l s c o re , was th e m easure o f th e p u p i l 's I n t e l l i g e n c e
u sed In t h i s s tu d y .
The Dave and W olf I n te rv ie w In s tru m e n ts and R a tin g
S c a le s were th e main In s tru m e n ts s e le c t e d f o r t h i s I n v e s t i
g a t i o n . These s c a le s were d esig n e d to a s s e s s c h a r a c t e r i s
t i c s o f two m ajor home e n v iro n m en ts (an achievem ent e n
v ironm ent and an i n t e l l e c t u a l e n v iro n m e n t). A fo cu sed
I n te r v ie w te c h n iq u e was u s e d in c o n fe re n c e s w ith th e m oth
e r s o f each o f th e p u p ils in th e s tu d y . On th e b a s is o f
th e m o th e r's re s p o n s e s to s i x t y - t h r e e m ajor q u e s tio n s , p lu s
o t h e r q u e s tio n s f o r f u r t h e r c l a r i f i c a t i o n , th e c h ild r e n
were a s s ig n e d r a t i n g s f o r d i f f e r e n t su b -en v iro n m en ts w ith in
th e home. D a v e 's s c a le c o n ta in e d s ix s u b s c a le b, and t h e r e
f o r e y ie ld e d r a t i n g s f o r s i x d i f f e r e n t B ub-environm ents
w ith in th e home. When th e sum o f th e s e s ix r a t i n g s was
fo und, an e n v iro n m e n ta l in d e x sc o re f o r academ ic a c h ie v e
ment was s e c u re d . W o lf's s c a le c o n ta in e d th r e e su b -e n
v iro n m e n ts, s i m i l a r in e v e ry way to D av e's s c a l e . The sum
o f th e r a t i n g s f o r each o f th e th r e e s u b s c a le s y ie ld e d an
e n v iro n m e n ta l in d ex sco re f o r i n t e l l e c t u a l developm ent.
89
C o lle c tio n and R eco rd in g o f D ata
Prom th e sch o o l c u m u la tiv e r e c o r d s and h e a l t h c a rd s
th e fo llo w in g d a ta were d e r iv e d : ( l ) t o t a l CTBS BcoreB;
(2) t o t a l CTM M s c o re s ; ( 3 ) age In months o f s u b je c ts ; (4)
sex o f s u b je c ts ; and ( 5 ) o t h e r dem ographic in fo rm a tio n such
a s e x is te n c e o f s ib l i n g s in th e home, and r e s id e n c e o f b o th
n a t u r a l p a r e n ts in th e home.
In o r d e r to a d m in is te r th e in te r v ie w in s tru m e n t and
r a t i n g s c a le s o f Dave and W olf, th e f i r s t m ajor s te p was
to s e t up s e p a r a te c o n fe re n c e s w ith th e m others o f each o f
th e c h ild r e n in t h i s s tu d y . The i n v e s t i g a t o r conducted th e
in te r v ie w s w ith a l l m others from E n g lis h -s p e a k in g homes; a
w e ll q u a l i f i e d b i l i n g u a l f i e l d i n te r v ie w e r was t r a i n e d to
co n d u ct th e in te rv ie w s i n homes where S p an ish was th e
language spoken.
The in fo rm a tio n o b ta in e d from th e re sp o n d e n ts d u r
in g th e ap p ro x im a te ly n in e ty -m in u te in te r v ie w was re c o rd e d
in th e r e s p o n d e n t's w ords, when p o s s i b l e . O th erw ise, an
a tte m p t was made to re c o rd key p h r a s e s o r th e "m eat" o f th e
m o th e r's r e s p o n s e s . The re s p o n s e s were re c o rd e d on a s h e e t
s p e c i f i c a l l y d e sig n e d f o r t h i s p u rp o se .
S c o rin g o f R esponses
I n i t i a l l y th e i d e n t i t y o f th e s tu d e n t was co m p letely
c o n c e a le d . The coded re sp o n s e s h e e ts were th e n a ssig n e d
r a t i n g s in acco rd an ce w ith th e d e t a i l e d p ro c e d u re s s e t
90
f o r t h by Dave and W olf. The ran g e o f v a lu e s a s s ig n e d to
each o f Dave'B s u b s c a le s was from one to n in e p o i n t s ; f o r
each o f W o lf's s u b s c a le s th e ran g e o f p o s s ib le s c o re s was
from one to seven p o i n t s .
In a d d itio n to th e r a t i n g s a s s ig n e d f o r each su b
s c a l e , two a d d i t i o n a l s c o re s were com puted, a t o t a l
achievem ent en v ironm ent Bcore which was e q u a l to th e sum
t o t a l o f D a v e 's s i x su b sc o re s and a t o t a l i n t e l l e c t u a l e n
vironm ent sc o re which was e q u a l to th e sum t o t a l o f W o lf's
th re e s u b s c o re s .
S t a t i s t i c a l T reatm en t o f D ata
In a n a ly z in g th e d a ta f o r th e f i r s t pu rp o se o f t h i s
i n v e s t i g a t i o n , two s t a t i s t i c a l p ro c e d u re s were em ployed:
c h i- s q u a r e f o r a tw o-by-tw o t a b l e and a s te p w ise d i s c r i m i
n a n t a n a l y s i s . The c h i- s q u a r e t e s t was e x e c u te d when t o t a l
m easures o f th e home en v iro n m en ts w ere in v o lv e d in th e
a n a l y s i s , and when each m easure o f th e n in e s u b -e n v iro n
m ents was c o n s id e re d s e p a r a t e l y . The ste p w ise d is c r im in a n t
a n a ly s is u t i l i z e d m easures o f th e n in e su b -en v iro n m en ts
o n ly . The p rim a ry re a so n f o r em ploying th e d is c r im in a n t
a n a ly s is was to a s c e r t a i n w h eth er a com b in atio n o f m eas
u r e s o f home su b -e n v iro n m e n ts would p ro v e to be s t a t i s
t i c a l l y s i g n i f i c a n t in p r e d i c t in g h ig h o r low achievem ent
on a p o s t hoc b a s i s .
91
W ith re g a rd to th e o th e r f o u r p u rp o se s o f t h i s
s tu d y , c o n c e rn in g th e e x te n t o f r e l a t i o n s h i p betw een
c h a r a c t e r i s t i c s o f home en v iro n m e n ts and such f a c t o r s as
s e x , l e v e l o f achievem ent and e th n ic background; e i t h e r
m edian t e s t s f o r two in d ep en d en t sam ples o r c h i- s q u a r e s
f o r tw o-by-tw o t a b l e s were em ployed. In d ic h o to m iz in g th e
v a r i a b l e s a t th e m edian, where f e a s i b l e , an a tte m p t was
made to d e m o n stra te p r a c t i c a l as w e ll as s t a t i s t i c a l l y
s i g n i f i c a n t d i f f e r e n c e s . F or each com parison th e median
t h a t was a p p r o p r ia te f o r th e p a r t i c u l a r g ro u p in g o f s t u
d e n ts in v o lv e d was u t i l i z e d .
Summary o f Major F in d in g s
As a r e s u l t o f t h i s stu d y a number o f m ajor f i n d
in g s were r e a l i z e d .
1. In a s s e s s in g th e e x te n t o f r e l a t i o n s h i p betw een
m easures o f home en v iro n m en ts and home su b -en v iro n m en ts
and le v e l s o f sch o o l achievem ent (h ig h o r lo w ), a l l r e
l a t e d c h i- s q u a r e v a lu e s in d ic a te d t h a t s t a t i s t i c a l l y s i g
n i f i c a n t r e l a t i o n s h i p s e x i s t e d a t th e .05 l e v e l o f c o n f i
dence a t th e l e a s t when each m easure o f home environm ent
was c o n s id e re d s e p a r a t e l y . In most in s ta n c e s th e r e l a t i o n
s h ip s were s i g n i f i c a n t a t o r beyond th e .0 1 l e v e l in fa v o r
o f h ig h a c h ie v e r s .
2. When a d is c r im in a n t a n a l y s i s was made to d e
te rm in e w h eth er two o r more m easu res o f home s u b -e n v iro n -
92
mentB co u ld be ta k e n In co m b in atio n to more e f f e c t i v e l y
d i f f e r e n t i a t e h ig h from low a c h ie v e r s , no a d d i t i o n a l su b
s c a le s i g n i f i c a n t l y in c r e a s e d th e p r e d i c t i v e a b i l i t y o f
the P r o v is io n s f o r G en eral L e arn in g s u b sc a le as a d i s
c r im in a to r .
3. W ithin th e h ig h a c h ie v e r s as a g ro u p , no s t a
t i s t i c a l l y s i g n i f i c a n t r e l a t i o n s h i p s were found betw een
sex and r a t i n g s on th e t o t a l o r p a r t i a l m easures o f home
en v iro n m en t. A s i g n i f i c a n t r e l a t i o n s h i p was d e m o n stra te d
betw een sex and r a t i n g s o f th e t o t a l achievem ent e n v ir o n
ment f o r th e low a c h ie v e r s . With re g a rd to s u b -e n v iro n
m ents a s i g n i f i c a n t r e l a t i o n s h i p e x i s t e d f o r low a c h ie v e r s
betw een sex and r a t i n g s on th e Language Models s u b s c a le .
However, th e f in d in g s in v o lv in g t h i s su b -en v iro n m en t sh o u ld
be i n t e r p r e t e d w ith c a u tio n s in c e one o f th e fo u r c e l l s in
th e c h i- s q u a r e t a b l e c o n ta in e d an e x p ected fre q u e n c y o f
le s s than f i v e c a s e s .
4 . A r e l a t i o n s h i p , s i g n i f i c a n t a t th e .01 l e v e l ,
was found to e x i s t betw een e th n ic background and r a t i n g s
o f t o t a l ach iev em en t and i n t e l l e c t u a l environm ent i n th e
home in f a v o r o f th e A nglos.
5. Among th e M exican-Am erican p u p i l s , a s t a t i s
t i c a l l y s i g n i f i c a n t r e l a t i o n s h i p a t th e .0 1 l e v e l was
d e m o n stra ted betw een sex and r a t i n g s o f th e t o t a l a c h ie v e
ment en v ironm ent i n th e home in fa v o r o f th e g i r l s .
93
6 . Among th e A nglo-C aucaslan p u p i l s , no s i g n i f i
c a n t r e l a t i o n s h i p s e x is te d betw een sex and r a t i n g s on th e
t o t a l m easures o f th e two home en v iro n m e n ts.
7. W ithin th e M exican-American subgroup, s t a t i s
t i c a l l y s i g n i f i c a n t r e l a t i o n s h i p s a t th e .0 5 l e v e l were
found to e x i s t betw een sch o o l achievem ent and r a t i n g s on
b o th t o t a l m easures o f home environm ent w ith h ig h a c h ie v e r s
r e c e iv in g h ig h e r r a t i n g s .
8 . F or th e s e same co m p ariso n s, w ith in th e A nglo-
C au casian s a s a g ro u p , no such r e l a t i o n s h i p s e x i s t e d a t
th e .05 l e v e l . The r e l a t i o n s h i p in v o lv in g th e t o t a l W olf
m easure o f i n t e l l e c t u a l environm ent in th e home, how ever,
was s i g n i f i c a n t a t th e .10 l e v e l in fa v o r o f h ig h a c h ie v e r s .
Recommendations
1. A fo llo w -u p s tu d y i s recommended to e x p lo re th e
p o s s i b i l i t y o f u s in g th ese s c a le s a s an a id in a s s i s t i n g
p a r e n t s to im prove th e home su b -en v iro n m en ts w hich a p p e a r
r e l a t e d to sc h o o l a d ju stm e n t and p r o g r e s s .
2. F o r p u rp o se s o f p r e d i c t io n o f sc h o o l a c h ie v e
ment a s a s s e s s e d by t o t a l CTBS s c o re s o r s i m i l a r m easu res,
i t i s recommended t h a t in f u tu r e s tu d i e s a w eig h ted com bi
n a tio n o f i n d i v i d u a l Dave and Wolf s u b s c a le s be u t i l i z e d
r a t h e r than th e t o t a l en v iro n m e n ta l in d ic e s c o r e s .
3. I n s i t u a t i o n s w here sc h o o l d i s t r i c t s , b ecau se
o f economic n e c e s s i t y o r s h o rta g e o f q u a l i f i e d i n t e r v i e w e r s ,
can o n ly g iv e lim ite d tim e f o r th e a d m in is tr a tio n and
s c o rin g o f e n v iro n m e n ta l m e asu re s, I t I s recommended t h a t
th e P r o v is io n s o f G en eral L e arn in g s u b sc a le a lo n e be u sed
f o r d is c r im in a tin g betw een h ig h a ch lev erB from d is a d v a n
tag e d homes and low a c h ie v e r s from d isa d v a n ta g e d homes.
4 . A fo llo w -u p Btudy i s recommended to a s s e s s
w h eth er th e same s u b sc a le would d em o n stra te s t a t i s t i c a l
s ig n i f i c a n c e f o r (a) o t h e r sam ples o f g r a d e - f o u r d i s a d
v an tag ed c h i l d r e n , and (b) f o r d isa d v a n ta g e d y o u th a t
o t h e r g rad e l e v e l s in c lu d in g J u n io r and s e n io r h ig h s c h o o l.
5. A fo llo w -u p stu d y i s recommended to a s c e r t a i n
w h eth er c h r o n o lo g ic a l age i s r e l a t e d to p erfo rm an ce on
each o f th e n in e s u b s c a le s f o r o t h e r d isa d v a n ta g e d p u p ils
in (a) f o u r th g ra d e , and (b) in o t h e r e le m e n ta ry , J u n io r
h ig h , and seco n d ary l e v e l s .
6 . I t i s recommended t h a t a fo llo w -u p s tu d y a t
tem pt to m odify th e e x i s t i n g s c a l e s so t h a t each s u b s c a le
would be b a se d on in d e p e n d e n t re s p o n s e s . At p r e s e n t , th e
same re sp o n s e o f a p a r e n t i s f r e q u e n tly re c o rd e d and
s c o re d f o r a number o f d i f f e r e n t s u b s c a le s .
F u r th e r D isc u ssio n
The m a t e r ia ls c o n ta in e d i n t h i s s e c tio n do n o t r e
l a t e to s p e c i f i c f in d in g s i n t h i s s tu d y , n e c e s s a r i l y .
R a th e r, th e y te n d to be im p re s s io n s and o b s e r v a tio n s t h a t
95
have ev o lv ed o u t o f a com bination o f e x p e rie n c e s a s s o c ia te d
w ith t h i s i n v e s t i g a t i o n .
One im p re ssio n a r i s i n g o u t o f t h i s stu d y i s t h a t
th e Dave and Wolf s c a l e s can be in s tr u m e n ta l i n h e lp in g
lo c a te in a d e q u a c ie s in th e home which a re a s s o c ia te d w ith
a p u p i l 's low l e v e l o f ach iev em en t. I t h a s been w e ll
d e m o n stra ted t h a t t r a d i t i o n a l s ta n d a rd iz e d t e s t s o f
achievem ent and i n t e l l i g e n c e a re e f f i c i e n t i d e n t i f i e r s o f
p o o r ach iev em en t. However, th e y te n d n o t to g e t a t th e
u n d e rly in g c au se s o f p o o r ach iev em en t. Too o f te n th ey
g iv e too lim ite d o r even f a l s e in fo rm a tio n in t h i s r e g a r d .
By c o n t r a s t , th e Dave and W olf s c a le s a p p e ar c a p a b le o f
g iv in g s p e c i f i c i n s i g h t s i n t o where th e a c t u a l d i f f i c u l t i e s
l i e .
S in ce th e P r o v is io n s f o r G en eral L earn in g s u b sc a le
d e m o n stra te d marked f a c i l i t y as a d i s c r i m i n a t o r betw een
h ig h and low ach iev em en t, i t would a p p e a r o f v a lu e to stu d y
th e s p e c i f i c home su b -e n v iro n m e n ts i n v e s t i g a t e d by t h i s
s u b s c a le . An a tte m p t should be made to d is c o v e r q u a l i t a
t i v e a s w e ll as q u a n t i t a t i v e d i f f e r e n c e s betw een th e home
su b -en v iro n m en ts o f h ig h and low a c h ie v e r s . Once s p e c i f i c
in a d e q u a c ie s in th e home su b -e n v iro n m e n ts o f low a c h ie v e r s
have been i s o l a t e d , a v ig o ro u s e d u c a tio n a l program sh o u ld
be d e sig n e d to h e lp a l l e v i a t e d e tr im e n ta l home f a c t o r s .
The Dave and Wolf s c a l e s show d e f i n i t e prom ise a s a id s in
96
such b e h a v io r m o d ific a tio n s in c e each s u b s c a le i s com prised
o f s p e c i f i c i d e n t i f i a b l e b e h a v io r s .
Not o n ly do th e Dave and W olf s c a l e s e n a b le th e
r e s e a r c h e r to stu d y u n d e rly in g f a c t o r s a s s o c ia te d w ith
p o o r sch o o l ach iev em en t, in a manner s u p e r io r to t h a t o f
t r a d i t i o n a l achievem ent t e s t s and th e l i k e , b u t th e se
s c a le s ap p e ar s u p e rio r a ls o to such g e n e r a l s o c io l o g i c a l
c h a r a c t e r i s t i c s as socioeconom ic s t a t u s .
A nother o b s e rv a tio n from t h i s s tu d y i s t h a t th e
s c a le s ap p eared as v a l i d in a s s e s s in g c h a r a c t e r i s t i c s o f
th e home environm ents o f p u p i l s from M exican-Am erican
homes as th e y d id in a s s e s s in g home c o n d itio n s o f th e
A nglo-C aucasian s tu d e n ts . In f a c t , th e s e s c a le s would
a p p e a r to be a b e t t e r a l t e r n a t i v e to ach iev em en t t e s t s f o r
p u p i l s unaccustom ed to th e E n g lis h language a n d /o r f o r
p u p i l s w ith a d e f e a t i s t a t t i t u d e tow ard ta k in g t r a d i t i o n a l
t e s t s .
B I B L I O G R A P H Y
97
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A P P E N D I C E S
105
APPENDIX A
CRITERIA FOR IDENTIFYING DISADVANTAGED PUPILS
106
A ccording to th e sch o o l d i s t r i c t in v o lv e d i n t h i s
s tu d y , t h e i r d e f i n i t i o n o f a d isa d v a n ta g e d p u p il i s :
One who i s p o t e n t i a l l y a b le to su cceed i n s c h o o l, b u t
who, b ecau se o f lan g u ag e, c u l t u r a l , economic and e n v i
ronm ental h a n d ic a p s , i s u n l i k e l y to su cceed w ith o u t
s p e c ia l com pensatory e d u c a tio n a l program s.
The sam ple was drawn from s tu d e n ts m eeting th e
above c r i t e r i a as w e ll as based on Aid to F a m ilie s w ith
Dependent C h ild re n re c o rd s and re c o rd s o f low income fam
i l i e s .
A d d itio n a lly , a d i s t r i c t su rv ey was employed based
on s u b je c tiv e a p p r a i s a l o f te a c h e r s on such f a c t o r s as
d e n ta l n eed s, a b se n c e s, c l o th e s , o b s e rv a tio n o f p a r e n ts
d u rin g c o n fe re n c e s , e t c .
107
APPENDIX B
LETTER TO PARENTS
1 0 8
1^5 W averly D rive
Alhambra, C a lifo rn ia 91301
September 13, 1970
Dear Mrs.
Your c h ild , , has been s e le c te d
from among 539 fo n n er fo u rth grade s tu d e n ts o f th e E l Monte School D is
t r i c t to be in c lu d ed in a s p e c ia l stu d y .
T his i s a study o f d iffe re n c e s in environm ental, backgrounds of
fo u rth y ear elem entary school c h ild re n . W e a re tr y in g to g e t an e s t i
mate o f th e v a r ie ty o f home s itu a tio n s in your community. The reaso n
f o r t h i s i s to have th e sch o o ls ta k e t h i s k in d o f In fo rm atio n in to
account in p la n n in g e d u c a tio n a l program s. Thus, t h i s stu d y i s f o r
re se a rc h purposes to a id in te a c h in g your c h ild more e f f e c tiv e ly . W e
guarantee th a t ve w o n 't g ive any p e rso n a l in fo rm atio n , a s such, to th e
sch o o l.
W e e a rn e s tly re q u e s t and need your h e lp and co o p era tio n in t h i s
stu d y . W e would a p p re c ia te bein g allow ed to ta l k b r i e f l y w ith you
about your c h ild . The in te rv ie w w i l l be conducted in Spanish o r
E n g lish ; w i l l ta k e o n ly approxim ately an hour to an hour and a h a l f ;
and be h e ld in your home a t any tim e convenient f o r you.
T his stu d y has been approved by th e E l Monte School D i s t r i c t and
i s under th e guidance o f th e Chairman o f th e D ept, o f E lem entary Educa
tio n a t th e U n iv e rsity o f Southern C a lifo rn ia . Your .c h ild 's school
p r in c ip a l can v e rify t h a t t h i s stu d y i s f o r e d u c a tio n a l re se a rc h pu r
poses o n ly .
I w ill c a l l you t h i s week to arran g e f o r th e In te rv ie w .
Thank you f o r your h e lp .
S in c e re ly ,
( M I b b ) Sarah Day
I f you have any q u e s tio n s, p le a se f e e l fre e to c a l l : M iss Sarah Day
# 282-5213
(E n g lish speaking
only)
o r
Mrs. M atild a Diaz
# 286-6975
(S panish & E n g lish
speaking)
109
110
E stim ada S ra.
Su n in o , , fue e s c o jid a de 539 e s tu -
d le n ts d e l grade c u a tro d e l an? pasado de e l D is tr it o E sc o la r de E l
Monte, p a ra s e r ln c lu ld o en un e stu d io e s p e c ia l.
E sto i s una obra de d ife re n te s am bientes de nine's d e l grado cu atro
en l e p rim a ria .
Tratam os de c o je r una opinion de s ltu a c lo n e s d e l h ogar. S itu a -
cio n es de su communldad.
La razon p o r e s to e s p ara que la s e sc u e la s tengan e s ta c la s e de
inform acion y tomen en c o n sid era clo n p a ra bus p la n e s de lo s program as
de educacio n . E sto e s so lo p ara b u scar nuevas id e a s p a ra poder ayudar
en l a educacion de sus n in o s mas e fe c to s o .
Le g arantisam os no d a r inform acion p e rso n a l o como sea a l a
e s c u e la , n e c e s ita ro s y pidemos se ayuda y coperacion en e s te e s tu d io .
Le agradecem os poder h a b la r p o r un c o rto tiem po de su nincT.
E s ta v l s i t a s e ra ' en espahol o in g le s y tom ara” 45 m inutos en su
casa cuando sea mas com biniente p a ra Ud. E ste e s tu d io a sid o approvado
p o r e l D is tr it o de E scu ela de E l Monte. E s ta b ajo y guido p o r un
com ite d e l departm anento de Educacion p rim a ria en l a U nerversidad d e l
Sur de C a lif o r n ia .
E l p rin c ip a l, de l a e sc u e la de su nlnS puede v e r l f l c a r que e s te
e s tu d io e s unicarm ente en busca de re s u lta d o s de educacion.
Le llamare' esta Bemana para tra ter de hacer s ita con Ud. para
e sta v is lt a .
Muchas g ra c ia s p o r su ayuda.
Slnceram ente,
Miss Sarah Day
S i tle n e alguna p ro g u n ta, p o r fa v o r hablem e:
Sarah Day
#282-5213 ( in g le s nomas)
Mrs. M atild a D iaz
#286-6975 (esp an o l o in g le s )
APPENDIX C
PARENT INTERVIEW FORM
111
SOUTHWESTERN COOPERATIVE EDUCATIONAL LABORATORY, INC.
P aren t In te rv ie w
R ich ard M. Wolf USC
SWCEL R e v isio n 9 /6 7
S ta te m e n t of P u rp o se : This i s a stu d y o f d i f f e r e n c e s i n
e n v iro n m e n ta l backgrounds o f 4 th y e a r e le m e n ta ry sc h o o l
c h i l d r e n . W e a r e t r y i n g to g e t an e s tim a te o f th e v a r i e t y
of home s i t u a t i o n s i n your community. The re a s o n f o r t h i s
i s t o have th e sc h o o ls ta k e t h i s k in d o f in fo rm a tio n i n
p la n n in g e d u c a tio n a l program s. Thus, t h i s s tu d y i s f o r
r e s e a r c h p u rp o se s to a i d in te a c h in g y o u r c h i l d more e f
f e c t i v e l y . W e g u a ra n te e t h a t we w o n 't g iv e t h i s p e r s o n a l
in fo rm a tio n , a s such, t o th e sch o o l!
P le a se answ er a s b e s t you can.
1. How many c h i l d r e n do you have? What a re t h e i r ag es?
S exes? In what g ra d e s a r e they? In what s c h o o ls?
N o te: I f n o t in sc h o o l, d eterm in e w h eth er employed
a n d /o r s e p a ra te d from th e fa m ily . N ote, re c o rd i n f o r
m a tio n on o p p o s ite s id e .
P o in tin g out t h e S u b je c t: W e a r e goin g to t a l k about y o u r
4 th g ra a e '" c h ild (name him ). W e w i l l p ro b a b ly be r e f e r r i n g
t o th e o th e r s on o c c a s io n , b u t o u r d is c u s s io n w i l l be
m ainly about . . . (nam e).
2. How i s he doin g i n school? In w hich s u b je c t do you
t h i n k he w i l l do b e s t? I n which do you t h i n k he w i l l
do w orst?
B est Worst
3. What s u b je c t do you th in k he w i l l im prove in ?
Most L e ast
4 . How has h e /s h e done in s c h o o l so f a r ? What g ra d e s
w ould you l i k e him to g e t? What g ra d e s do you ex p e c t
he w i l l g e t?
Expect S a t i s f y
112
113
5 . How do y o u r o th e r c h i l d r e n g e n e r a lly do in sch o o l?
6 . What o r g a n iz a tio n s o r c lu b s , i f any, do you belo n g to
(PTA, Church, P o l i t i c a l , e t c . ) ? Does your c h i l d know
what you do i n th e s e o r g a n iz a tio n s ? Yes No
How?
7 . What a re y o u r f a v o r i t e r e c r e a t i o n p astim e s? Your h u s
b a n d 's ? What r e c r e a t i o n a l a c t i v i t i e s do you and y o u r
fa m ily engage i n on weekends to g e th e r ? What p la c e s
have you v i s i t e d on weekends d u rin g th e p a s t s ix
months? Why?
8 . Do you u s u a ll y p la n your weekends and v a c a tio n s ahead
o f tim e? How o fte n ? Who makes th e p la n s?
9 . Where have you, as a fa m ily , t r a v e l e d d u rin g th e p a s t
two y e a rs? Why were th e s e p la c e s chosen? What sp e
c i f i c a c t i v i t i e s ta k e up most of y o u r tim e a t th e s e
p la c e s ?
10. What new spapers a n d /o r m agazines do you s u b s c rib e to ?
Do you encourage y o u r c h i l d to re a d them? I f so , how?
Do you d is c u s s th e a r t i c l e s o r s t o r i e s in them in h i s
p re se n c e ? (Give ex a m p le s.) Does y o u r c h ild e v e r
p a r t i c i p a t e i n th e s e d i s c u s s i o n s - - v s . l i s t e n i n g ?
11. Does y o u r c h i l d ta k e any le s s o n s —m u sic a l, dan ce,
academ ic s u b je c t? I f so , what? How long h a s he ta k e n
th e s e ? How d id he g e t s t a r t e d i n t h i s are a ?
12. What h o b b ie s , i f any, does y o u r c h i l d have? How long
h as he been i n t e r e s t e d i n t h i s ? What seemed t o g e t him
s t a r t e d i n t h i s a re a ? (N ote p a r e n t i n i t i a t i o n . )
13. What k in d s o f to y s , games, books, p am p h lets, e t c . ,
have you bought f o r your c h i l d i n th e p a s t two y e a rs?
(In c lu d e b ir th d a y s and h o l i d a y s .) Give exam ples.
P re sc h o o l p e rio d ? l i s t .
114
14. Does y o u r c h i l d have a l i b r a r y card? I f so , how long
has he had I t ?
How d id he come t o g e t t h i s card ? (N ote p a r e n t
i n i t i a t i o n . )
Do you remember th e f i r s t few tim es h e went t o th e
l i b r a r y ? Did anyone accompany him? Who?
What k in d o f books have you encouraged him t o read ?
Where e l s e does he o b ta in re a d in g m a te r ia l?
Do you s t i l l re a d to him? Does he r e a d to you? How
o fte n ?
15. What a p p lia n c e s do you p e rm it him to o p e ra te ? How
long have you allo w ed t h i s ?
16. Do you ask y o u r c h i l d problem s r e l a t e d to s c h o o l
s u b je c ts t h a t he i s r e q u ir e d t o answ er o r s o lv e on
h i s own? Dive exam ples.
1 7 . Does y o u r c h i l d have a desk o f h is own? I f n o t, where
does he stu d y ? What k in d s o f s u p p lie s a re a v a i l a b l e
f o r him to work w ith ? (O b serv e.)
____ p a s te _________compass _______ r u l e r
____ p a p e r _________p r o t r a c t o r crayons
_______p a i n t s o th e r s ( s p e c if y )
18. Do you have a d i c t i o n a r y i n y o u r home? I f so , what
kind?
Does y o u r c h i l d have a d i c t i o n a r y o f h i s own? I f so,
what k in d ?
Where a r e th e y k e p t?
How o f te n does y o u r c h i l d u se th e d ic tio n a r y ? How
o f te n do you?
When t h e c h i l d u ses t h e d i c tio n a r y , a t whose i n i t i a
t i o n —h i s o r y o u rs?
What o t h e r ways does y o u r c h i l d have o f le a r n in g new
words? S ch o o l, r e l a t i v e s , e t c .
Home d i c t i o n a r y Yes No C h ild 's d i c t i o n a r y Yes No
"Y" o r "N"
115
19. Do you have an e n c y c lo p e d ia i n your home? I f so, when
d id you g e t i t ? Why? Do you buy y earb o o k s to accom
pany th e e n c y clo p ed ia?
Where i s i t u s u a lly k e p t?
How o f te n do you use i t ? How o f te n does y o u r c h i l d
u se i t ?
"Y" o r "N"
20. Do you have an almanac o r f a c t book? I f s o , when was
i t p u rch ased ?
Who u s e s i t ? When?
What o th e r so u rc e s o f re a d in g m a te r ia l does y o u r c h i l d
have a v a i l a b l e to l o c a te answ ers t o h i s q u e s tio n s —
l i b r a r y , f r i e n d s , e t c . ?
21. Do you have any workbooks o r o th e r k in d s o f le a r n in g
m a te r ia ls which you u se t o h e lp y o u r c h i l d i n h i s
le a rn in g ?
What o th e r s te p s , i f any, do you ta k e to in s u r e t h a t
y o u r c h i l d keeps up i n h i s sc h o o l work?
22. Does y o u r c h i l d r e c e iv e homework? Do you h e lp him
w ith th e s e assig n m en ts?
How much tim e do you f in d t o work w ith him on th e s e
a ssig n m en ts p e r week?
How much tim e do you and y o u r husband spend p ro v id in g
d i r e c t h e lp to your c h i l d i n h i s sch o o l le a r n in g on
weekdays? On weekends?
A lso a sk f o r p re s c h o o l and p rim ary g ra d e s .
23. How o f te n do you and y o u r husband d is c u s s y o u r c h i l d 's
p r o g re s s In sch o o l? What g e n e r a lly r e s u l t s from such
d is c u s s io n s ?
24. Have you had any e x p e rie n c e i n te a c h in g ? What?
Your husband?
25. When does y o u r c h i l d u s u a l l y e a t d in n e r on weekdays?
Who e a ts w ith him?
Who does most o f th e t a l k i n g a t th e d in n e r ta b le ?
About what?
116
26. At what o th e r tim e s a r e you to g e t h e r as a fa m ily on
weekdays? What a r e some o f th e th in g s you do t o g e t h e r
a t th e s e tim es?
27. What a r e some o f th e a c t i v i t i e s y o u r husband engages
i n w ith th e c h i l d on weekdays? On weekends?
28. Are t h e r e any a d u l t s o u ts id e o f you and y o u r husband
t h a t y o u r c h i l d i s p a r t i c u l a r l y f r i e n d l y w ith ? I f so ,
what does he seem t o l i k e ab o u t them?
What do you see as t h i s p e r s o n 's s p e c i a l q u a l i t i e s ?
How o f te n does y o u r c h i l d see them? What does he do
when h e 's w ith them?
29. Did any o th e r a d u l t s l i v e w ith you when y o u r c h i l d was
young? I f so , who?
How long d id th e y l i v e w ith you?
What was th e age o f th e c h i l d when th e y l e f t ?
(N ote: I f th e c h i l d was c lo s e t o them , a sk th e f o l
low ing q u e s ti o n s .)
How much s c h o o lin g d id th e y have? How would you r a t e
t h e i r u se o f language?
30. Did you have a Job o u ts id e th e home when y o u r c h i l d
was younger? I f so , who to o k c a re o f th e c h ild ?
31. Did you re a d books t o him when he was younger? I f so ,
when d id you s t a r t ? When d id you sto p ? How re g u
l a r l y d id you re a d t o him?
/ H o u r s /
32. About how many h o u rs a week does he u s u a l l y w atch TV?
What a r e h i s f a v o r i t e program s? Do you ap p ro v e o f
them?
I f n o t, what do you do ab o u t them?
33. What a r e y o u r f a v o r i t e TV program s? Did you recommend
t h a t y o u r c h i l d w atch any p a r t i c u l a r program s i n th e
p a s t week? I f so , w hich ones?
Did you d is c u s s any program s w ith him a f t e r w atching
them?
117
34. How would you d e s c r ib e y o u r c h i l d 's lan g u ag e u sage?
Do you h e lp him t o In c re a s e h i s v o c a b u la ry ? I f so ,
how?
How have you h e lp e d him to a c q u ir e a p p r o p r ia te u se of
words and s e n te n c e s?
Are you s t i l l h e lp in g him In th e s e r e s p e c ts ? I f so,
how?
35. How much would you e s tim a te you c o r r e c t him i n h i s
speech? E x .: Use o f " a i n 't , e t c . How p a r t i c u l a r a re
you about y o u r c h i l d 's speech?
Are th e r e p a r t i c u l a r speech h a b i t s o f h i s t h a t you a re
w orking on t o im prove? Give exam ples, i f so.
E a r l i e r ?
36. Do you speak any language o t h e r th a n E n g lis h i n th e
home? I f so , which one? Does th e c h i l d a ls o sp eak
t h i s language?
37. How much sc h o o lin g do you w ish your c h i l d to r e c e iv e ?
38. How much sc h o o lin g do you ex p ect y o u r c h i l d to r e
c e iv e ?
39. What i s th e minimum le v e l o f e d u c a tio n t h a t you th in k
y o u r c h i l d must r e c e iv e ?
40. Do you have any id e a s about th e k in d o f work you would
l i k e t o see y o u r c h i l d do when he grows up?
Do you have any id e a s about th e k in d o f work you would
not l i k e y o u r c h i l d to do?
4 l . How does y o u r husband f e e l ab o u t th e k in d o f work h e 's
doing? I s t h i s th e k in d o f work he alw ays w anted to
do?
42. How do you f e e l , i n g e n e r a l, about t h e accom plishm ents
o f y o u r fam ily ? How f a r have you been a b le to accom
p l i s h th e a s p i r a t i o n s o r p la n s w ith w hich b o th o f you
s t a r t e d y o u r fa m ily l i f e ?
118
43. How Im p o rta n t h as e d u c a tio n been i n a c h ie v in g th e s e
g o a ls?
How much im p o rta n ce i s e d u c a tio n g o in g t o have i n th e
l i f e o f y o u r c h ild ?
Would h i s f u tu r e s t a t u s be r a d i c a l l y a f f e c t e d i f he
does n o t a t t a i n t h e l e v e l o f e d u c a tio n you w ish him
to a t t a i n ?
44. What i s th e e d u c a tio n a l l e v e l o f some o f y o u r c lo s e
f r ie n d s and r e l a t i v e s ?
45. Do any o f t h e i r c h i l d r e n go to c o lle g e o r have th ey ?
Are t h e r e any who d id n o t a tte n d c o lle g e ?
Are t h e r e any who d id n o t com plete h ig h sch o o l?
46. Have you met w ith y o u r c h i l d 's p r e s e n t te a c h e r? I f
so , when? Why?
Does th e t e a c h e r u s u a ll y i n i t i a t e p a r e n t- te a c h e r
c o n fe re n c e s?
I f you a sk f o r a m eetin g , f o r what purpose?
What o t h e r ways, i f any, a r e you i n c o n ta c t w ith
th e sch o o l?
47. Do you know y o u r c h i l d 's b e s t f r i e n d s in th e n e ig h b o r
hood and sch o o l? Do you approve o f them?
How would you r a t e th e s e c h ild r e n i n t h e i r s tu d ie s ?
Do you h e lp y o u r c h i l d i n ch o o sin g h i s f r ie n d s ? I f
so , how?
4 8. Do you have y o u r c h i l d re a d b io g ra p h ie s o f g r e a t
peo p le? I f so , whose?
Has he re a d any b io g ra p h ie s i n th e p a s t two months?
I f so, whose?
49. Did you hug, k i s s o r speak a p p ro v in g ly to y o u r c h i l d
i n th e p a s t few days? I f so , f o r what re a so n s?
50. What a r e some o f th e a c t i v i t i e s and accom plishm ents o f
y o u r c h i l d t h a t you p r a i s e and approve of? How do you
do t h i s ?
What th in g s do you f in d you have t o s c o ld him fo r?
119
51. Have you th o u g h t ab o u t what k in d o f h ig h s c h o o l p r o
gram you want y o u r c h i l d to e n r o l l in ? I f so , w hich
one? Why?
52. How o f t e n does th e s c h o o l g iv e out r e p o r t c a rd s? Who
u s u a lly s ig n s i t ? Do b oth p a r e n ts se e i t ? In what
ways do you u se th e r e p o r t card ?
53. Do you d is c u s s h i s sc h o o l g ra d e s w ith him?
What p a r t i c u l a r th in g s do you d is c u s s w ith him?
54. Do you have c o lle g e p la n s f o r him? I f so , what have
you done t o f i n a n c i a l l y p re p a re f o r t h i s ?
In what o th e r ways, i f any, do you p re p a re him f o r th e
a tta in m e n t o f e d u c a tio n a l g o a ls ( e . g . , a c q u a in t him
w ith c o l l e g e s , t e l l i n g him about what p e o p le l e a r n in
c o lle g e , e t c . ) ?
55. About how o f te n do you ask y o u r c h i l d how w e ll he i s
doing i n sch o o l? What p a r t i c u l a r th in g s do you ask
him?
5 6 . Do you know what te x tb o o k s he u ses i n d i f f e r e n t s u b
j e c t s i n sch o o l? Do you know a t th e b eg in n in g o f th e
sch o o l y e a r what th in g s he w i l l be stu d y in g d u rin g th e
y e a r i n each s u b je c t? I f so , how do you f in d t h i s
o ut? (N ote: Get s p e c i f i c t o p i c s , n o t s u b je c ts , e . g . ,
r e a d i n g . )
57. How much tim e do you t h in k a c h i l d i n 4 th g ra d e sh o u ld
d ev o te t o h i s s tu d i e s o u ts id e o f sc h o o l each day?
5 8. I s t h e r e any r e g u l a r amount o f tim e you have y o u r
c h ild s tu d y each day? How r e g u l a r l y I s i t fo llo w e d ?
59. Does he h e lp you i n t h e r o u tin e housework? I f so ,
what r e s p o n s i b i l i t i e s does he have? How p u n c tu a lly
does h e c a r r y them o u t?
120
60. I s t h e housework d i s t r i b u t e d among th e members o f t h e
fa m ily ? I f so , who d id th e p la n n in g f o r such a s s i g n
m ents?
How r e g u l a r l y a re th e s e a ssig n m e n ts fo llo w e d ?
What f a c t o r s , i f any, come in t h e way o f c a r ry in g o u t
such p la n s?
61. How would you r a t e your c h i l d 's h a b it o f co m p letin g
h i s work on tim e , n o t le a v in g a problem undone, c o r
r e c t i n g h i s m is ta k e s , e t c . ?
How d id he a c q u ir e th e s e h a b i t s ?
6 2 . Do you e v e r have t o change y o u r own p la n s f o r th e sak e
o f y o u r c h i l d 's s c h o o l work? I f so , what k in d s o f
p la n s have you had to change?
6 3 . Have you had to s a c r i f i c e any o f your m ajor needs o r
d e s i r e s such as buying a new c a r , g iv in g up a jo b ,
e t c . , f o r t h e p r e s e n t a n d /o r f u t u r e e d u c a tio n o f y o u r
c h ild ? I f s o , what d id you g iv e up? What were th e
im m ediate consequences?
64. Are you ta k in g any c o u rse s o r in v o lv e d i n a hobby? I f
so , what?
How d id you g e t in v o lv e d i n t h i s ?
How a r e you doing i t —fo rm a lly o r in fo rm a lly ?
Did you s tu d y any s u b je c ts o r h av e a hobby d u rin g t h e
p a s t two y e a rs ? I f so , what?
APPENDIX D
SCALES FOR RATING EDUCATIONAL ENVIRONMENT
121
RATING SCALES
T here a r e tw enty-one r a t i n g s c a l e s i n a l l , as
g iv e n i n t h i s a p p en d ix . Each r a t i n g s c a le i s p reced ed by
th e name o f th e en v iro n m en tal p ro c e s s c h a r a c t e r i s t i c , th e
c r i t e r i a f o r i t s measurem ent, and th e s e r i a l numbers o f
th e q u e s tio n s i n t h e in te rv ie w sc h e d u le t h a t a r e based on
th e c h a r a c t e r i s t i c . The in te r v ie w sc h e d u le g iv e n i n Ap
p e n d ix A may be c o n s u lte d f o r t h e q u e s tio n s .
The d e s c r i p t i o n s of th e a l t e r n a t i v e p o i n t s on th e
s c a l e g iv e n as cu es to th e r a t e r had t o be as b r i e f and
e x p l i c i t as p o s s i b l e f o r t h e i r p r a c t i c a l u s e . T h e re fo re ,
th e y a re o f te n s t a t e d in th e form o f p h ra s e s o r in c o m p le te
and a b rid g e d s e n te n c e s . T h e ir m eaning, how ever, w i l l b e
come e x p l i c i t when re a d in th e c o n te x t o f th e o th e r p a r t s
o f th e s c a le s and th e c r i t e r i a f o r th e measurement o f th e
p ro c e s s c h a r a c t e r i s t i c concerned.
122
123
la. PARENTAL ASPIRATIONS FOR THE EDUCATION OF THE CHILD
C r i t e r i a ; * N atu re o f th e e d u c a tio n a l and v o c a tio n a l g o a ls
♦L evel o f e x p e c ta tio n o f th e e d u c a tio n a l accom
p lish m e n ts
Q u e stio n s: 4, 5, 37 > 38, 40, 43
R a tin g S c a le :
9 Beyond f o u r y e a rs o f c o lle g e . O c c u p atio n a l e x p e c ta
t i o n r e q u i r i n g v ery h ig h e d u c a tio n . E x p e c ta tio n o f
b e s t g ra d e s i n s c h o o l.
8
7 Four y e a r s o f c o l l e g e . O c c u p a tio n a l e x p e c ta tio n r e
q u irin g h ig h e d u c a tio n . E x p e c ta tio n o f A 's w ith some
B ’s.
6
5 At l e a s t th ro u g h h ig h s c h o o l. Some c o lle g e e d u c a tio n
d e s ir e d . M o d erately h ig h o c c u p a tio n a l a s p i r a t i o n .
E x p e c ta tio n o f B’s w ith some A’s and some C’s .
4
3 Only up t o h ig h s c h o o l. V ery m oderate and u n c e r t a i n
o c c u p a tio n a l e x p e c ta tio n . E xpected g ra d e s C’s w ith
some B 's .
2
1 Absence o f any long term e d u c a tio n a l and v o c a tio n a l
g o a ls . Only narrow and im m ediate g o a l s . No e x p e c ta
t i o n s ab o u t g ra d e s , o r e x p e c ta tio n below C’s .
124
l b . PARENTS1 O W N ASPIRATIONS
C r i t e r i a : ♦ P re se n t accom plishm ents
♦Means o f th e accom plishm ents
♦ F u tu re a s p i r a t i o n s
Q u e s tio n s : 40, 4 l , 42, 43
R atin g S c a l e :
9 V ery h ig h accom plishm ents a lre a d y a t t a i n e d . Educa
t i o n used as i n th e most im p o rta n t means o f th e a c
com p lish m en ts, o r a v e ry keen f e e l i n g f o r n o t hav in g
enough e d u c a tio n . S t i l l v ery h ig h a s p i r a t i o n s .
8
7 High accom plishm ents a lr e a d y a t t a i n e d . E d u c atio n
u s e d as one o f th e c h i e f means o f th e a c c o m p lish
m ents, o r a keen f e e l i n g f o r n o t h av in g enough ed u ca
t i o n . S t i l l h ig h a s p i r a t i o n s .
6
5 F a i r l y h ig h accom plishm ents a lr e a d y a c h ie v e d . Edu- .
c a t i o n u sed as one o f th e c h ie f means o f th e accom
p lis h m e n ts , o r a keen f e e l i n g f o r n o t h a v in g enough
e d u c a tio n . S t i l l more, b u t m oderate a s p i r a t i o n s .
4
3 M oderate acco m p lish m en ts. E d u catio n p la y e d o n ly an
i n c i d e n t a l r o l e i n th e acco m p lish m en ts. Very mod
e r a t e a s p i r a t i o n s .
2
1 L i t t l e acco m p lish m en ts. E d u catio n i s n o t c o n s id e re d
a s a means o f any p o s s i b l e acco m p lish m en ts. P ra c
t i c a l l y no f u t u r e a s p i r a t i o n s .
125
l c . PARENTS' INTEREST IN ACADEMIC ACHIEVEMENT
C r i t e r i a : * E x ten t o f p a r t i c i p a t i o n I n th e e d u c a tio n a l
a c t i v i t i e s ( e . g . , r e a d in g , PTA)
♦Keenness f o r th e e d u c a tio n a l p ro g re s s o f th e
c h i l d
Q u e s tio n s : 6 , 7, 23, 24, 46
R atin g S c a l e :
9 Both p a r e n ts v ery a c t i v e i n e d u c a tio n a l o r g a n iz a tio n s
and a c t i v i t i e s . Very p a r t i c u l a r ab o u t th e ed u ca
t i o n a l p ro g re s s o f th e c h i l d .
8
7 Both o r any one o f th e p a r e n ts a c t i v e i n e d u c a tio n a l
o r g a n iz a tio n s and a c t i v i t i e s . P a r t i c u l a r ab o u t th e
e d u c a tio n a l p ro g re s s o f th e c h i l d .
6
5 Only one o f th e p a r e n ts o c c a s io n a lly a c t i v e i n edu
c a t i o n a l o r g a n iz a tio n s and a c t i v i t i e s . F a i r l y p a r
t i c u l a r about th e e d u c a tio n a l p r o g re s s o f th e c h ild .
4
3 Only one o f th e p a r e n ts o c c a s io n a lly a c t i v e i n edu
c a t i o n a l o r g a n iz a tio n s and a c t i v i t i e s . Not q u ite
p a r t i c u l a r about th e e d u c a tio n a l p ro g re s s o f th e
c h i l d .
2
1 None o f t h e p a r e n ts a c t i v e i n any e d u c a tio n a l o r g a n i
z a t i o n o r a c t i v i t y . Not a t a l l p a r t i c u l a r ab o u t th e
e d u c a tio n a l p ro g re s s o f th e c h i l d .
126
Id. SOCIAL PRESS FOR ACADEMIC ACHIEVEMENT
C r i t e r i a : *E d u c atio n o f th e c lo s e r e l a t i v e s , p a r e n ts ,
f r i e n d s , and n eig h b o rs
♦E d u catio n o f t h e i r c h ild r e n
Q u e s tio n s : 44, 45
R atin g S c a l e :
9 A ll o r most h av in g fo u r y e a rs o f c o lle g e and beyond.
T h e ir c h ild r e n o f c o lle g e age a r e In c o lle g e .
8
7 Most h av in g some c o lle g e e d u c a tio n . Many h a v in g
f in i s h e d a l l th e fo u r y e a r s . Most o f t h e i r c h ild r e n
o f c o lle g e age a r e in c o lle g e .
6
5 Some h a v in g h ig h sch o o l com pleted o r above, and some
h av in g h ig h s c h o o l not co m p leted . Some o f t h e i r
c h ild r e n o f c o lle g e age a r e in c o lle g e .
4
3 Mat y h a v in g h ig h sc h o o l n o t co m p leted . Most o f t h e i r
c h ild r e n o f c o lle g e age a r e n o t in c o lle g e . Some
have dropped out b e fo re co m p letin g h ig h sc h o o l.
2
1 H ard ly any hav in g h ig h sc h o o l co m p leted . T h e ir c h i l
d re n o f t h e c o lle g e age a r e n o t i n c o lle g e . Most of
them have dropped out b e fo re co m p le tin g h ig h s c h o o l.
127
l e . STANDARDS OF REW ARD FOR EDUCATIONAL ATTAINMENT
C r i t e r i a : ^V aluing academ ic accom plishm ents
♦ S e le c tio n o f g i f t s h av in g e d u c a tio n a l v a lu e
Q u e s tio n s : 4, 13, 49* 52
R a tin g S c a l e :
9 Academic accom plishm ents v e ry h ig h ly and I n v a r ia b ly
p r a i s e d . They a re p r a i s e d more th a n any o th e r a c
co m p lish m en ts. Very h ig h e x p e c ta tio n s o f e d u c a tio n a l
ach iev em en t. S e le c tio n o f g i f t s i n v a r ia b ly h av in g
e d u c a tio n a l v a lu e .
8
7 Academic accom plishm ents a r e one o f th e most h ig h ly
p r a is e d acco m p lish m en ts. High e x p e c ta tio n s o f edu
c a t i o n a l ach iev em en t. G if ts v e ry o f te n h av in g edu
c a t i o n a l v a lu e .
6
5 Academic accom plishm ents a re p r a i s e d . Some o t h e r
accom plishm ents a re p r a i s e d m ore. M o d erately h ig h
e x p e c ta tio n s f o r e d u c a tio n a l a ch iev em en t. Some g i f t s
h a v in g e d u c a tio n a l v a lu e .
4
3 Academic accom plishm ents a r e o c c a s i o n a l l y p r a i s e d .
Some o th e r accom plishm ents a r e p r a is e d h ig h ly . Mod
e r a t e e x p e c ta tio n s o f e d u c a tio n a l ach iev em en t. G ifts
h a v in g e d u c a tio n a l v a lu e ch o sen o n ly o c c a s io n a lly .
2
1 Academic accom plishm ents a re n o t p r a is e d a t a l l .
Some o th e r accom plishm ents a r e v e ry h ig h ly p r a is e d .
V ery low e x p e c ta tio n s o f e d u c a tio n a l ach ie v em en t.
G i f t s h a r d ly having any e d u c a tio n a l v a lu e .
128
If. KNOWLEDGE OF THE EDUCATIONAL PROGRESS OF THE CHILD
C r i t e r i a : * E x ten t o f know ledge o f th e c h i l d 's e d u c a tio n a l
p ro g re s s
♦ E x ten t o f knowledge o f th e te x tb o o k s used by
th e c h i l d and h i s c o u rse s o f s tu d y
Q u e s tio n s : 2, 3* 51* 54* 55
R a tin g S c a l e :
9 D e ta ile d and u p - t o - d a t e knowledge about th e d a i l y
p ro g re s s o f t h e c h i l d i n th e s c h o o l. Knowledge about
th e s p e c i f i c t o p i c s b e in g s tu d ie d o r r e c e n t l y com
p le te d by th e c h i l d i n d i f f e r e n t s u b je c ts .
8
7 D e ta ile d knowledge ab o u t th e d a i l y p r o g re s s o f th e
c h i l d in th e s c h o o l. Knowledge ab o u t th e g e n e r a l
t o p ic s co v ered o r b e in g co v ered . A cq u ain tan ce w ith
some o f th e te x tb o o k s .
6
5 G en eral id e a ab o u t t h e c h i l d 's sc h o o l p ro g re s s i n
term s o f s u b je c t- w is e g ra d e s . Knowledge o f th e g e n
e r a l t o p i c s co v ered i n some o f th e s u b je c ts . Ac
q u a in ta n c e w ith one o r two te x tb o o k s .
4
3 Some g ro s s i d e a about th e c h i l d 's sc h o o l p ro g re s s i n
term s o f g e n e r a l g r a d e s . Knowledge o f th e s u b je c ts
s tu d ie d but n o t th e t o p i c s . No a c q u a in ta n c e w ith
te x tb o o k s .
1 No knowledge o f th e c h i l d 's s c h o o l p r o g r e s s . No
knowledge o f th e te x tb o o k s o r t o p i c s o f s tu d y .
129
lg . PREPARATION AND PLANNING FOR THE ATTAINMENT OF EDUCA
TIONAL GOALS
C r i t e r i a : * F in a n c ia l p r e p a r a tio n
♦Academic and m en tal p r e p a r a tio n ( e . g . , empha
s iz in g good g ra d e s as p r e p a r a tio n f o r h ig h e r
le a r n in g , s e l e c t i n g b r ig h t c h i l d r e n as f r i e n d s )
Q u e s tio n s : 46, 47, 48, 50, 52, 53, 62
R a tin g S c a l e :
9 Sound f i n a n c i a l p r e p a r a tio n . A lso academ ic and
m en tal p r e p a r a t i o n f o r h ig h e r le a r n in g .
8
7 A good f i n a n c i a l p r e p a r a tio n , o r achievem ent o f b e s t
g ra d e s in th e hope o f g e t t i n g good s c h o la r s h ip s f o r
h ig h e r l e a r n i n g . Also f a i r l y good academ ic and
m en tal p r e p a r a t i o n f o r h ig h e r le a r n in g .
6
5 M oderate f i n a n c i a l p r e p a r a tio n , o r a d e s i r e to do i t
but not y e t done. Some e f f o r t s tow ard academ ic and
m en tal p r e p a r a tio n f o r h ig h e r le a r n in g .
3 Only i n c i d e n t a l p r e p a r a tio n . No d e f i n i t e p la n s made
y e t . M o d erately h ig h e d u c a tio n a l g o a ls . However,
th e p a re n ts a r e aware o f th e need f o r d o in g f i n a n c i a l
and o th e r p r e p a r a t i o n t o re a c h th e g o a ls .
1 No f i n a n c i a l o r o th e r p r e p a r a t i o n . Absence o f any
h ig h e r e d u c a tio n a l g o a ls .
130
2a. QUALITY OP THE LANGUAGE USAGE OP THE PARENTS
C r i t e r i a : ♦F luency o f e x p re s s io n
♦ P ro n u n c ia tio n
♦V ocabulary
♦ O rg a n iz a tio n o f th o u g h ts
E v id e n c e s : From th e c o n v e r s a tio n w ith th e m other d u rin g
th e in te r v ie w .
R atin g S c a le :
( i ) t o r a t e each o f th e f o u r c r i t e r i a i n d i v i d u a l l y
on th e fo llo w in g s c a l e , and
( i i ) to ta k e t h e i r a v e ra g e as th e o v e r a l l r a t i n g f o r
t h i s c h a r a c t e r i s t i c
9 E x c e lle n t
8 V ery good
7 Good
6 A l i t t l e above av erag e
5 Average
4 A l i t t l e below a v era g e
3 Q u ite below av erag e
2 Poor
1 V ery poor
131
2b. OPPORTUNITIES FOR THE ENLARGEMENT AND USE OF VOCABU
LARY AND SENTENCE PATTERNS
C r i t e r i a : * V a rie ty o f o p p o r tu n i t i e s ( e . g . , books, TV,
t r a v e l , p i c n i c s , v e r b a l I n t e r a c t i o n In home
s i t u a t i o n s )
♦F requency o f o p p o r tu n i t i e s
Q u e s tio n s : 7 , 9, 25, 26, 27, 28, 29, 30, l b , 36
R atin g S c a l e :
9 A g r e a t v a r i e t y o f s i t u a t i o n s a v a i l a b l e f r e q u e n tly
and c o n s i s t e n t l y .
8
7 A good v a r i e t y o f s i t u a t i o n s a v a i l a b l e q u ite f r e
quent l y .
6
5 A m oderate v a r i e t y o f s i t u a t i o n s a v a i l a b l e f a i r l y
f r e q u e n tly .
3 Only a few s i t u a t i o n s a v a i l a b l e I n f r e q u e n tly .
1 Very l i m i t e d s i t u a t i o n s a v a i l a b l e .
132
2c. KEENNESS OF THE PARENTS FOR CORRECT AND EFFECTIVE
LANGUAGE USAGE
C r i t e r i a : ^ R e g u la r ity In r e a d in g to t h e c h i l d d u rin g p r e
s c h o o l p e rio d
♦ V a rie ty o f e f f o r t s f o r I n c r e a s in g v o cab u lary *
and c o r r e c t i n g language u s a g e , I f needed
Q u e s tio n s : 14, 18, 31, 34, 35
R atin g S c a l e :
9 Read t o th e c h i l d v ery r e g u l a r l y , alm ost ev ery d a y ,
from e a r l y c h ild h o o d u n t i l he began r e a d in g h im s e lf .
Some s p e c i a l re a d in g t o him s t i l l c o n tin u e s . The
c h i l d i s encouraged to re a d some s p e c ia l m a t e r ia l to
th e p a r e n ts and o t h e r s . A g r e a t v a r i e t y o f e f f o r t s
in in c r e a s i n g v o c a b u la ry and im proving language
u sa g e .
8
7 Read t o th e c h i l d q u i t e r e g u l a r l y , alm ost ev ery d ay ,
f o r ab o u t 3 y e a r s o r more b e fo re he began t o re a d
h im s e lf . Some o c c a s io n a l re a d in g to him s t i l l c o n
t i n u e s . A good v a r i e t y o f e f f o r t s i n im proving h i s
v o c a b u la ry and lan g u ag e u sag e.
6
5 Read t o th e c h i l d f a i r l y r e g u l a r l y f o r two o r t h r e e
tim e s a week f o r about 2 y e a rs o r so . Some e f f o r t
to im prove v o c a b u la ry and lan g u ag e usage s t i l l
c o n t i n u e s .
4
3 Read t o th e c h i l d d u rin g th e p re -s c h o o l p e r io d o c
c a s i o n a l l y and w ith o u t any r e g u l a r i t y . I n c i d e n t a l
e f f o r t s to im prove v o c a b u la ry and lan g u ag e u sag e.
2
1 Not re a d t o c h i l d w ith any r e g u l a r i t y a t any tim e .
H ard ly any e f f o r t s to im prove v o c a b u la ry and la n
guage u sa g e .
133
3a. AVAILABILITY OF GUIDANCE O N MATTERS RELATING TO
SCHOOL W O RK
C r i t e r i a : ♦ E x ten t o f g e n e r a l s u p e rv is io n re g a rd in g sch o o l
work
♦R eadiness i n g u id an ce when a sk ed f o r
♦ S u g g estio n s re g a rd in g sch o o l work
Q u e s tio n s : 21, 22, 52, 54, 55, 57
R a tin g S c a le :
9 Very r e g u l a r g e n e r a l s u p e rv is io n re g a rd in g sch o o l
work. Guidance made r e a d i l y a v a i l a b l e when asked
f o r . S u g g e stio n s g iv e n to t h e c h i l d r e g u l a r l y r e
g a rd in g th e b e tte rm e n t o f s c h o o l work a t t h e p a r e n t s '
i n i t i a t i v e . Both p a r e n ts p ro v id e t h e g u id an ce and
s u g g e s tio n s .
8
7 R eg u lar g e n e r a l s u p e rv is io n r e g a rd in g sch o o l work.
Guidance a v a i l a b l e most o f t h e tim e s when ask ed f o r .
S u g g e stio n s g iv e n t o th e c h i l d som etim es, re g a rd in g
th e b e tte rm e n t o f sc h o o l w ork, a t t h e p a r e n t s ' i n i
t i a t i v e . Both p a r e n ts p ro v id e th e g u id an ce and
s u g g e s tio n s .
6
5 F a i r l y r e g u l a r s u p e rv is io n re g a rd in g sch o o l work.
Guidance som etim es a v a i l a b l e . S u g g estio n s g iv e n to
th e c h i l d r e g a rd in g th e b e tte rm e n t o f th e w ork, o n ly
o c c a s io n a lly . Only one of t h e p a r e n ts p ro v id e s
g u id an ce and s u g g e s tio n s .
4
3 O c c a sio n a l s u p e rv is io n re g a rd in g s c h o o l w ork. Guid
ance o n ly o c c a s io n a lly a v a i l a b l e . S u g g e stio n s g iv en
to th e c h i l d re g a rd in g th e b e tte rm e n t o f t h e work
v ery o c c a s io n a lly .
2
1 No s u p e rv is io n re g a rd in g s c h o o l work. No gu id an ce
o r s u g g e s tio n s a v a i l a b l e f o r th e improvem ent of
sc h o o l work.
134
3b. QUALITY OF GUIDANCE O N MATTERS RELATING TO SCHOOL
W O RK
C r i t e r i a : ♦R elevance to th e s p e c i f i c e d u c a tio n a l needs o f
th e c h i l d
♦ C o n siste n c y
♦Competence
Q u e s tio n s : 2, 3> 16, 21, 22, 23, 24
R atin g S c a l e :
9 C o n s is te n t g u id a n c e and s u g g e stio n s based on th e
knowledge o f t h e s p e c i f i c s tr e n g th s and w eaknesses o f
th e c h i l d in d i f f e r e n t sc h o o l s u b je c ts . C o n s is te n t
g u id a n ce and p r e p a r a tio n d u rin g p r e -s c h o o l and e a r l y
y e a r s . Both p a r e n ts v ery com petent t o g iv e g u id a n c e .
8
7 G uidance based on th e s p e c i f i c needs o f t h e c h i l d f o r
a c e r t a i n i n t e r v a l . C o n s is te n t e d u c a tio n a l p r e p a r a
t i o n and g u id an ce d u rin g p r e -s c h o o l and e a r l y sch o o l
y e a r s . One o f th e p a r e n ts v ery com petent t o g iv e
g u id a n c e .
6
5 G uidance based on th e g e n e r a l d e f ic ie n c y . Some p re p
a r a t i o n f o r s c h o o l le a r n in g d u rin g p r e - s c h o o l p e r io d .
More g u id an ce i n e a r ly sch o o l y e a r s . One o f th e
p a r e n ts f a i r l y com petent to g iv e g u id an ce.
4
3 Lack o f c l a r i t y about th e s p e c i f i c needs o f th e
c h i l d . Some vague d i r e c t io n s re g a rd in g s c h o o l work
on o c c a s io n s . One o f th e p a r e n ts o n ly m o d e ra te ly
com petent to g iv e g u id an ce.
2
1 No g u id a n c e . No knowledge o f th e c h i l d 's n eed s in
s c h o l a s t i c p r o g r e s s . L i t t l e com petence t o g iv e
g u id a n c e .
135
3 c . AVAILABILITY AND USE OF MATERIALS AND FACILITIES RE
LATED TO SCHOOL LEARNING
C r i t e r i a : ^ S e le c tio n o f th e m a t e r ia l ( e . g . , D ic tio n a ry ,
E n c y c lo p e d ia , Workbooks)
♦Guidance f o r th e u se o f th e m a t e r ia l and edu
c a t i o n a l f a c i l i t i e s
Q u e s tio n s : 11, 17, 18, 19, 20, 22
R a tin g S c a le :
9 S e le c tio n o f th e most a p p r o p r ia te m a t e r ia ls a c c o rd in g
t o th e e d u c a tio n a l l e v e l o f th e c h i l d . Abundant s u p
p ly of t h e e d u c a tio n a l m a t e r ia l. A p p ro p ria te and
tim e ly g u id an ce f o r th e u s e o f th e m a t e r ia ls and
f a c i l i t i e s .
8
7 S e le c tio n o f g e n e r a lly a p p r o p r ia te m a t e r ia l a c c o rd in g
t o th e e d u c a tio n a l l e v e l o f th e c h i l d . F a i r l y abun
d a n t su p p ly o f th e e d u c a tio n a l m a t e r ia l. A p p ro p ria te
and tim e ly g u id an ce f o r th e use o f th e m a te r ia ls and
f a c i l i t i e s .
6
5 A v a i l a b i l i t y o f some e d u c a tio n a l m a t e r i a l . S p e c if ic
s e l e c t i o n a c c o rd in g to th e c h i l d 's l e v e l o n ly in some
c a s e s . Some g e n e r a l g u id a n c e f o r t h e u se o f th e
m a t e r ia ls and f a c i l i t i e s .
4
3 V ery m oderate su p p ly o f e d u c a tio n a l m a t e r ia l. No
s p e c i f i c s e l e c t i o n a c c o rd in g to t h e c h i l d 's l e v e l.
Only o c c a s io n a l g u id an ce f o r th e u s e o f th e m a te r ia l
and f a c i l i t i e s .
2
1 No a v a i l a b i l i t y o f e d u c a tio n a l m a t e r ia l i n th e home.
No u se o f f a c i l i t i e s a v a i l a b l e in t h e community, su ch
a s th e l i b r a r y .
136
4a. THE EXTENT AND CONTENT OF INDOOR ACTIVITIES OF THE
FAMILY
C r i t e r i a : ♦ V a rie ty (D isc u s sio n , U n d e rta k in g a P r o je c t,
e t c . )
♦Frequency
♦ E d u c a tio n a l v a lu e
Q u e s tio n s : 7 > 10, 26, 27
R atin g S c a l e :
9 A v a r i e t y o f a c t i v i t i e s In t h e home, having v ery h ig h
e d u c a tio n a l v a lu e a r e f r e q u e n tly u n d e rta k e n by th e
fa m ily . Both p a r e n ts p a r t i c i p a t e .
8
7 A v a r i e t y o f a c t i v i t i e s in t h e home, having h ig h ed u
c a t i o n a l v a lu e a r e o f te n u n d e rta k e n by th e fa m ily .
One o r b o th p a r e n ts p a r t i c i p a t e .
6
5 A m oderate v a r i e t y o f a c t i v i t i e s i n t h e home, hav in g
g e n e r a l e d u c a tio n a l v a lu e a r e sometim es u n d e rta k e n
by th e fa m ily . One o r both p a r e n ts p a r t i c i p a t e .
4
3 Only a v e ry few number o f fa m ily a c t i v i t i e s i n th e
home have d i r e c t e d u c a tio n a l v a lu e . O ften o n ly one
p a r e n t p a r t i c i p a t e s .
2
1 No fa m ily a c t i v i t i e s i n th e home. O r, th e a c t i v i t i e s
have h a r d ly any d i r e c t e d u c a tio n a l v a lu e . Both
p a r e n ts a re g e n e r a l l y not a v a i l a b l e i n any educa
t i o n a l a c t i v i t i e s .
137
4b. THE EXTENT AND CONTENT OF OUTDOOR ACTIVITIES DURING
WEEKENDS AND VACATIONS
C r i t e r i a : ♦ V a rie ty ( e . g . , v i s i t s to a museum o r a zoo,
t r a v e l i n g t o h i s t o r i c a l p la c e s )
♦Frequency
♦ E d u c a tio n a l v a lu e
Q u e s tio n s : 6 , 7 > 8, 9, 27
R atin g S c a l e :
9 A v a r i e t y o f c h ild - c e n te r e d a c t i v i t i e s o u ts id e th e
home h a v in g v ery h ig h e d u c a tio n a l v a lu e , and f r e
q u e n tly u n d e rta k e n by th e fa m ily . Both p a r e n ts p a r
t i c i p a t e . I n i t i a t e d and p lan n ed by d i f f e r e n t members
o f th e fa m ily , I n s te a d o f J u s t one p e rso n .
8
7 A v a r i e t y o f o u ts id e a c t i v i t i e s h av in g h ig h ed u c a
t i o n a l v a lu e a re o f te n u n d e rta k e n by th e fa m ily .
One o f b o th p a r e n ts p a r t i c i p a t e . G e n e ra lly p lan n ed
by th e p a r e n ts .
6
5 A m oderate v a r i e t y o f o u ts id e a c t i v i t i e s t h a t have
h ig h e d u c a tio n a l v a lu e . Such a c t i v i t i e s a re o n ly
som etim es u n d e rta k e n by t h e fa m ily . One o r b o th
p a r e n ts p a r t i c i p a t e . G e n e ra lly p lan n ed by any one
o f th e p a r e n ts .
3 A m a jo r ity o f o u ts id e a c t i v i t i e s have more r e c r e a
t i o n a l o r o th e r p u rp o se s, w ith i n c i d e n t a l e d u c a tio n a l
v a lu e . Or, v ery few o u td o o r a c t i v i t i e s . One o r b oth
p a r e n ts p a r t i c i p a t e . G e n e ra lly p la n n e d by any one o f
th e p a r e n t s . O th ers fo llo w .
1 P r a c t i c a l l y no o u ts id e a c t i v i t i e s o f th e fa m ily h av
in g e d u c a tio n a l p u rp o se .
138
4c. USE OP TV AND SUCH OTHER MEDIA
C r i t e r i a : *Purpose o f th e u se
♦ E x ten t o f th e u se
Q u e s tio n s : 32, 33
R atin g S c a l e :
9 R eg u lar use f o r s p e c i f i c a l l y e d u c a tio n a l p u rp o se.
R e c re a tio n a l v a lu e s u b s i d i a r y . F req u en t follow up
d is c u s s io n s .
8
7 R eg u lar use f o r g e n e r a l e d u c a tio n a l and r e c r e a t i o n a l
p u rp o se s. Sometimes fo llo w u p d is c u s s io n s .
6
5 F a i r l y r e g u l a r u s e . R e c r e a tio n a l pu rp o se o f te n more
predom inant th a n e d u c a tio n a l p u rp o se . O c c a sio n a lly
follow up d is c u s s io n s .
4
3 Not much u se o f TV and o th e r m edia. M ostly r e c r e a
t i o n a l p urpose when u se d . H ard ly any follow up d i s
c u s s io n s .
2
1 No u se o f any o f th e s e m edia.
139
4d. USE OF BOOKS, PERIODICAL LITERATURE, LIBRARY AND SUCH
OTHER FACILITIES
C r i t e r i a : * V a rie ty o f m a t e r ia l u se d by th e fa m ily members
( e . g . , books, m ag azin es, new spapers)
♦Encouragement t o th e c h i l d f o r t h e use o f such
m a t e r ia l ( e . g . , h e lp in g him to be a member o f
th e l i b r a r y , s u g g e s tin g him to t r a d e re a d in g
m a te r ia l w ith f r i e n d s )
Q u e s tio n s : 7» 10, 14, 31
R atin g S c a l e :
9 E x te n s iv e re a d in g o f a v a r i e t y o f m a t e r ia l by th e
fa m ily members. G reat encouragem ent t o th e c h i l d f o r
th e same from h i s e a r l y ag e— even b e f o re he le a rn e d
t o r e a d .
8
7 F a i r l y e x te n s iv e r e a d in g o f a good v a r i e t y o f ma
t e r i a l by th e fa m ily members. Encouragement o f th e
c h i l d f o r th e same e v e r s in c e he le a r n e d to re a d .
6
5 M oderate re a d in g o f some v a r i e t y of m a t e r ia l by th e
fa m ily members. Some encouragem ent t o th e c h i l d f o r
th e u s e o f r e a d in g f a c i l i t i e s - - o n l y l a t e l y .
3 Some re a d in g i n f r e q u e n t l y done by th e members o f th e
fa m ily . Only o c c a s io n a l encouragem ent to th e c h i l d
f o r t h e use o f re a d in g f a c i l i t i e s .
1 H ard ly any re a d in g done by t h e members o f th e fa m ily .
No encouragem ent to t h e c h i l d a ls o .
1 4 0
5a. NATURE AND QUALITY OF TOYS, GAMES, AND HOBBIES M A D E
AVAILABLE TO THE CHILD
C r i t e r i a : ^T h o u g h t-p ro v o k in g elem ent In th e to y s , e tc .
♦ V a rie ty
Q u e stio n s: 12, 13
R a tin g S c a l e :
9 A la r g e v a r i e t y of th o u g h t-p ro v o k in g and e d u c a tio n a l
to y s , games, e t c . p ro v id e d t o th e c h i l d s in c e e a r ly
c h ild h o o d . G reat encouragem ent f o r t h e developm ent
o f e d u c a tio n a lly o r ie n te d h o b b le s .
8
7 A f a i r l y good v a r i e t y o f th o u g h t-p ro v o k in g and educa
t i o n a l to y s , games, e t c . p ro v id e d to th e c h i l d s in c e
e a r ly c h ild h o o d . Some encouragem ent f o r th e d e v e lo p
ment o f e d u c a tio n a lly o r ie n te d h o b b ie s.
6
5 Some th o u g h t-p ro v o k in g and e d u c a tio n a l to y s , games,
e tc . a v a i l a b l e . No e d u c a t i o n a l l y o r ie n te d h o b b ie s.
4
3 Only a few th o u g h t-p ro v o k in g and e d u c a tio n a l to y s ,
games, e t c . a v a i l a b l e . No e d u c a tio n a lly o r ie n te d
h o b b ie s.
2
1 H ardly any th o v g h t-p ro v o k in g and e d u c a tio n a l to y s ,
games, e t c . a v a i l a b l e . No e d u c a tio n a lly o r ie n te d
h o b b ie s .
141
5b. OPPORTUNITIES FOR THINKING AND IMAGINATION IN DAILY
ACTIVITIES
C r i t e r i a : ♦ V a rie ty ( e . g . , u se o f power a p p lia n c e s ,
th o u g h t-p ro v o k in g d i s c u s s io n s , e t c . )
♦L evel o f co m p lex ity
♦ E x ten t o f encouragem ent f o r Independent
th in k in g
Q u e stio n s: 1, 15> 16, 25
R atin g S c a le :
9 O p p o r tu n itie s t o work w ith a v a r i e t y of complex a p
p l i a n c e s . O p p o r tu n itie s to l i s t e n to and p a r t i c i p a t e
i n th o u g h t-p ro v o k in g d is c u s s io n s . G reat e n c o u ra g e
ment f o r in d ep en d en t th in k in g .
8
7 O p p o r tu n itie s t o work w ith some v a r i e t y o f complex
a p p lia n c e s . Some o p p o r tu n itie s t o l i s t e n t o and p a r
t i c i p a t e i n th o u g h t-p ro v o k in g d i s c u s s io n s . Some e n
couragem ent f o r in d ep en d en t th in k in g .
6
5 O p p o r tu n itie s t o work w ith a few m o d e rate ly complex
a p p lia n c e s . Some o p p o r tu n i t i e s t o l i s t e n t o th o u g h t-
p ro v o k in g d i s c u s s io n s . Some encouragem ent f o r i n
dependent t h in k in g .
3 O p p o r tu n itie s t o work w ith one o r two v ery moder
a t e l y complex a p p lia n c e s . O p p o rtu n itie s t o l i s t e n
t o th o u g h t-p ro v o k in g d is c u s s io n s o n ly o c c a s io n a l.
H ard ly any encouragem ent f o r in d ep en d en t th in k in g .
1 P r a c t i c a l l y no o p p o r tu n i t i e s to work w ith any com plex
a p p lia n c e s . No o p p o r tu n i t i e s t o l i s t e n t o any
th o u g h t-p ro v o k in g d is c u s s io n s . No encouragem ent f o r
in d ep e n d e n t th in k in g .
142
6a. DECREE OF STRUCTURE AND ROUTINE IN THE HOME ENVIRON
M ENT
C r i t e r i a ; * P lan n in g and d i s t r i b u t i o n o f work
♦ P u n c tu a lity In fo llo w in g I t
Q u e s tio n s : 5 7 , 58, 59* 60
R a tin g S c a le ;
9 Well p la n n ed home management. D i s t r i b u t i o n o f work
among t h e fa m ily members. P u n c tu a lity and d i s c i p l i n e
In fo llo w in g t h e p la n s .
8
7 Major d u t i e s d i s t r i b u t e d among t h e fa m ily members.
P lan n in g fo llo w ed q u ite c o n s i s t e n t l y .
6
5 M oderate p la n n in g . I t I s fo llo w e d w ith o n ly mod
e r a te r e g u l a r i t y .
3 Some e f f o r t s made f o r p la n n in g and d i s t r i b u t i o n of
work w h ich was n o t fo llo w e d s y s t e m a t i c a l l y .
1 No p la n n in g o f h o u se h o ld work.
143
6b. PREFERENCE FOR THE EDUCATIONAL ACTIVITIES OVER OTHER
PLEASURABLE THINGS
C r i t e r i a : ^ P r i o r i t y t o e d u c a tio n a l a c t i v i t i e s a tta c h e d by
t h e p a r e n ts
♦ C o n tin u ity o f academ ic a c t i v i t i e s ( e . g . , ta k in g
c o u rse s a f t e r co m p letin g fo rm al e d u c a tio n )
Q u e s tio n s : 53.* 56, 57> 6 l , 6 2 , 63
R atin g S c a l e :
9 Very h ig h p r i o r i t y a tta c h e d by th e p a r e n ts t o s tu d i e s
and o t h e r e d u c a tio n a l a c t i v i t i e s . G reat en co u rag e
ment to s a c r i f i c e p le a s u r a b le a c t i v i t i e s f o r c o m p let
in g s c h o o l work. Both p a r e n ts c o n tin u e d s tu d i e s
v o l u n t a r i l y a f t e r co m p letin g fo rm al e d u c a tio n .
8
7 E d u c a tio n a l a c t i v i t i e s and s tu d ie s s ta n d among th e
a c t i v i t i e s o f h ig h p r i o r i t y . Encouragement t o com
p l e t e s c h o o l work b e fo re u n d e rta k in g o th e r a c t i v i
t i e s . One o r b o th p a r e n ts c o n tin u e d s tu d i e s v o lu n
t a r i l y a f t e r co m p letin g fo rm al e d u c a tio n .
6
5 E d u c a tio n a l a c t i v i t i e s and s tu d ie s m o d e ra te ly h ig h
i n p r i o r i t y . A few o th e r s h ig h e r in p r i o r i t y . One
o f th e p a r e n ts c o n tin u e d s tu d i e s e i t h e r v o l u n t a r i l y
o r as o c c u p a tio n a l re q u ire m e n t a f t e r co m p letin g
fo rm a l e d u c a tio n .
4
3 O th er a c t i v i t i e s h ig h e r i n p r i o r i t y th a n e d u c a tio n a l
a c t i v i t i e s and s t u d i e s . No s p e c i f i c h a b i t fo rm a tio n
o f co m p letin g s c h o o l work b e fo re u n d e rta k in g o th e r
a c t i v i t i e s em phasized. One o f th e p a r e n ts c o n tin u e d
s tu d i e s a f t e r co m p le tin g fo rm al e d u c a tio n as an oc
c u p a tio n a l re q u ire m e n t.
2
1 No em phasis a tta c h e d to s c h o l a s t i c s tu d ie s by th e
p a r e n t s . I t i s o f te n made s u b s id ia r y t o o th e r
a c t i v i t i e s . P a r e n ts d id n o t c o n tin u e any s tu d i e s
a f t e r co m p letin g t h e i r fo rm a l e d u c a tio n .
APPENDIX E
SCALES FOR RATING INTELLECTUAL ENVIRONMENT
144
145
Al. NATURE OF INTELLECTUAL EXPECTATIONS OF THE CHILD
Q u e s tio n s : 4 , 3 8, 39, 40, 43, 53
R a tin g S c a le ;
7 C le a r - c u t e x p e c ta tio n s t h a t th e c h i l d w i l l com plete
h ig h sc h o o l and a t t e n d and g ra d u a te from c o lle g e .
E f f o r t s a r e made t o a c q u a in t th e c h i l d w ith c o lle g e
and what can be le a r n e d t h e r e . A p la n f o r fin a n c in g
a c o lle g e e d u c a tio n has b een d ev elo p ed and I s o p e r a t
in g . E xpects th e c h i l d t o r e c e iv e th e h ig h e s t
g ra d e s.
6
5 An e x p e c ta tio n t h a t th e c h i l d w i l l d e f i n i t e l y com
p l e t e h ig h s c h o o l. C o lle g e goin g I s a d m itte d as a
p o s s i b i l i t y , but no d e f i n i t e e x p e c ta tio n I s e v id e n t.
E xpects th e c h i l d t o r e c e iv e B g r a d e s .
4
3 An e x p e c ta tio n t h a t th e c h i l d w i l l p ro b a b ly com plete
h ig h s c h o o l. No e x p e c ta tio n o f c o lle g e g o in g I s e v i
d e n t. Grades e x p e c te d a r e m ainly C 's .
2
1 I t I s e x p ected t h a t th e c h i l d w i l l d e f i n i t e l y not
com plete h ig h s c h o o l. No e x p e c ta tio n s ab o u t g ra d e s,
o r e x p e c ta tio n s o f l e s s th a n C 's .
146
A2. NATURE OF INTELLECTUAL ASPIRATIONS FOR CHILD
Q u e s tio n s : 4 , 23, 37, 40, 41, 4 2 , 43, 53
R atin g S c a l e :
7 C le a r - c u t a s p i r a t i o n s a r e e v id e n t. C o lleg e e d u c a tio n
I s a d e f i n i t e a s p i r a t i o n . A p la n f o r p ro v id in g a
c o lle g e e d u c a tio n h as been d e v e lo p e d . A ttem pts a re
made to a c q u a in t th e c h i l d w ith c o lle g e and what can
be le a r n e d t h e r e .
6
5 C le a r - c u t a s p i r a t i o n s t h a t th e c h i l d w i l l co m p lete
h ig h s c h o o l and t h e p o s s i b i l i t y o f p o s t- h ig h sc h o o l
e d u c a tio n I s a n t i c i p a t e d . There I s some aw aren ess
o f how p o s t- h ig h sc h o o l e d u c a tio n can be f in a n c e d .
4
3 A s p ir a tio n s l im ite d to th e c o m p letio n o f h ig h s c h o o l.
No f u r t h e r e d u c a tio n i s d e s ir e d , b u t th e p o s s i b i l i t y
o f p o s t- h ig h s c h o o l e d u c a tio n i s n o t ex clu d ed .
2
1 D e f i n i t e l y a s p i r e f o r th e c h i l d t o become employed
a s soon a s p o s s i b l e .
147
A3. INFORM ATION A B O U T CHILD'S INTELLECTUAL D E V E L O PM E N T
Q u e s tio n s : 2, 3, 32, 50, 51, 54, 55
R a tin g S c a l e :
7 A c l e a r - c u t p i c t u r e o f th e c h i l d 's I n t e l l e c t u a l d e
velopm ent I s a p p a re n t. D e f i n i te knowledge o f th e
c h i l d 's I n t e l l e c t u a l s tr e n g th s and w eaknesses I s
e v id e n ce d . There I s a c l e a r know ledge o f th e c h i l d 's
sc h o o l p r o g r e s s , supplem ented by a p e r s o n a l a p p r a i s
a l . Has c l e a r n o tio n s as to w h eth er th e c h i l d I s
d e v e lo p in g h i s t a l e n t s f u l l y . Knows a r e a s o f p a r
t i c u l a r d i f f i c u l t y , I f any.
6
5 A f a i r l y g e n e r a l knowledge o f th e c h i l d 's I n t e l l e c
t u a l developm ent I s e v id e n t. Some knowledge o f th e
c h i l d 's s tr e n g th s and w eaknesses i s e v id e n t, but I s
based more on sch o o l r e p o r t s th a n on sc h o o l r e p o r t s
p lu s p e r s o n a l a p p r a i s a l .
4
3 Can d e s c r ib e th e c h i l d 's i n t e l l e c t u a l developm ent
o n ly i n g e n e r a l te rm s . Can p o s s ib ly I d e n t i f y an
a r e a o f s tr e n g t h and an a re a o f w eakness. Source o f
I n fo rm a tio n I s lim ite d s o le ly t o sc h o o l r e p o r t s .
2
1 Only a vague n o tio n o f th e c h i l d 's i n t e l l e c t u a l d e
velopm ent i s e v id e n t. Can be e x p re ss e d o n ly i n th e
most g e n e r a l te rm s.
148
A4. n a t u r e o f rew a rds f o r in t e l l e c t u a l a c c o m p l is h m e n t
Q u e stio n s: 13, 4 8 , 49, 5 1 , 52
R atin g S c a le :
7 A system o f rew ards f o r I n t e l l e c t u a l accom plishm ents
I s c l e a r l y a p p a r e n t. I n t e l l e c t u a l accom plishm ents
a re q u ic k ly n o tic e d and rew ard ed . Rewards v a ry from
g i f t s to v e r b a l p r a i s e , but a r e c o n s c io u sly and con
s i s t e n t l y aw arded. G if ts a r e i n v a r ia b ly s e le c t e d on
th e b a s is o f t h e i r e d u c a tio n a l v a lu e .
6
5 Some a tte m p ts a re made to i d e n t i f y and rew ard i n t e l
l e c t u a l acco m p lish m en ts. However, no c o n s is t e n t p la n
to rew ard i n t e l l e c t u a l accom plishm ents i s fo llo w e d .
I n t e l l e c t u a l accom plishm ents may, on o c c a s io n , go
u n n o tic e d and unrew arded. G i f ts a re u s u a lly s e
l e c t e d on t h e b a s is o f t h e i r e d u c a tio n a l v a lu e .
4
3 Rewards a r e a cco rd ed th e c h i l d f o r h i s a cco m p lish
m ents. However, no d i s t i n c t i o n i s made between i n
t e l l e c t u a l and n o n - i n t e l l e c t u a l accom plishm ents.
G if ts a re som etim es s e le c te d on th e b a s i s of t h e i r
e d u c a tio n a l v a lu e .
2
1 No e v id e n c e o f rew ard s f o r i n t e l l e c t u a l acco m p lish
ments i s e v id e n t. Rewards a cco rd ed t h e c h ild a r e
u s u a lly f o r n o n - i n t e l l e c t u a l acco m plishm ents. G if ts
a r e r a r e l y s e le c t e d f o r t h e i r e d u c a tio n a l v a lu e .
149
B l. EMPHASIS O N THE USE OF LANGUAGE IN A VARIETY OF
SITUATIONS
Q u e s tio n s : 10, 25, 26 , 27 , 33
R a tin g S c a l e :
7 C onscious e f f o r t s a r e made to e x p l o i t s i t u a t i o n s f o r
p u rp o se s o f lan g u ag e developm ent. Such e f f o r t s a r e
p a r t o f a w e ll d eveloped and c o n s i s t e n t l y e x ec u te d
p la n . Both p a r e n ts p a r t i c i p a t e .
6
5 Some e f f o r t i s made to e x p l o i t s i t u a t i o n s f o r p u r
p o ses o f language developm ent. However, no r e g u l a r
p la n I s fo llo w e d , and some o p p o r tu n i t i e s f o r l a n
guage developm ent a r e apt t o be m isse d . U su a lly b o th
p a r e n ts p a r t i c i p a t e .
3 L i t t l e e f f o r t I s made to u t i l i z e s i t u a t i o n s f o r p u r
po ses o f language developm ent. Many o p p o r tu n i t i e s
f o r su ch a c t i v i t y a r e m issed . U s u a lly o n ly one
p a r e n t w i l l p a r t i c i p a t e .
1 Few e f f o r t s a r e made to u t i l i z e s i t u a t i o n s as o p p o r
t u n i t i e s f o r lan g u ag e developm ent.
150
B2. OPPORTUNITIES PROVIDED FOR ENLARGING VOCABULARY
Q u e s tio n s : 18, 24 , 25 , 26 , 28, 29
R atin g S c a l e :
7 C onscious and c o n s is t e n t e f f o r t s a r e made t o e n la rg e
th e c h i l d 's v o c a b u la ry th ro u g h e x p l o i t a t i o n o f a
v a r i e t y o f s i t u a t i o n s . Abundant p a r e n t a l I n i t i a t i o n
of su ch a c t i v i t i e s I s e v id e n t. In a d d itio n , b oth
p a r e n ts w i l l u n d e rta k e to c r e a t e o r s e l e c t s i t u a t i o n s
w here such o p p o r tu n i t i e s w i l l be a f fo r d e d .
6
5 Some a tte m p t I s made to e n la r g e v o c a b u la ry by u sin g
s i t u a t i o n s n o rm a lly e n c o u n te re d . L i t t l e e f f o r t i s
made t o s e l e c t o r c r e a t e s i t u a t i o n s where su ch op
p o r t u n i t i e s w i l l be p r e s e n t. U su a lly b oth p a r e n ts
w i l l be in v o lv e d .
3 L i t t l e e f f o r t I s made to p ro v id e o p p o r tu n i t i e s f o r
e n la r g in g t h e c h i l d 's v o c a b u la ry . S i t u a t i o n s n o r
m a lly en c o u n te re d may o r may not be e x p lo ite d f o r
e n la r g in g v o c a b u la ry . U s u a lly o nly one p a r e n t w i l l
be In v o lv e d .
1 Few o p p o r tu n i t i e s a r e p ro v id e d f o r e n la r g in g th e
c h i l d 's v o c a b u la ry . The c h i l d 's q u e s tio n s ab o u t
words and t h e i r m eanings a r e a p t t o be d e a l t w ith
in a c u r t m anner.
151
B3. EMPHASIS ON CORRECTNESS OF LANGUAGE USAGE
Q u e s tio n s : 18, 34, 35
R a tin g S c a l e :
7 A g r e a t d e a l o f a t t e n t i o n I s p la c e d on th e c h i l d 's
c o r r e c tn e s s o f language u sa g e . S p e c if ic I n s ta n c e s o f
I n c o r r e c t usage a r e I d e n t i f i e d and c o r r e c te d Immedi
a t e l y . A knowledge o f s p e c i f i c i n c o r r e c t u s a g e s , i f
any, i s k ep t c l e a r l y in mind.
6
5 G ross e r r o r s o f language usage by th e c h i l d a r e i d e n
t i f i e d and c o r r e c te d in a f a i r l y s y s te m a tic manner
(u se o f " a i n ’t , " "done g o t ," e t c . ) . F in e r e r r o r s
a r e n o t a p t t o be d e a l t w ith ("The c a r dro v e g o o d ." ) .
4
3 Only g ro s s e r r o r s o f th e c h i l d 's language u sa g e a r e
i d e n t i f i e d . These a re a p t to be d e a l t w ith c a s u
a l l y and u n s y s te m a tic a lly .
2
1 L i t t l e o r no a tte m p t i s made t o em phasize c o r r e c tn e s s
o f lan g u ag e u sa g e by th e c h i l d . L i t t l e o r no know l
edge o f th e c h i l d 's language e r r o r s i s e v id e n c e d .
152
B4. quality op the language usage of the parents
Q u e s tio n s :
E vidence o f th e q u a l i t y o f t h e language u sag e o f th e
p a r e n t s I s based on th e language p erfo rm an ce of th e m other
d u r in g th e c o u rse o f th e I n te r v ie w . Each m other was r a t e d
s e p a r a t e l y on each o f f o u r c r i t e r i a : p r o n u n c ia tio n , vocab
u l a r y , flu e n c y o f e x p re s s io n and o r g a n iz a tio n o f th o u g h ts .
(The s c a le used f o r t h e s e r a t i n g s I s p re s e n te d b elo w .) The
a v e ra g e o f th e f o u r r a t i n g s was ta k e n as t h e o v e r a l l r a t i n g
f o r t h i s c h a r a c t e r i s t i c .
R a tin g S c a l e :
7 E x c e lle n t
6 Good
5 Above av erag e
4 Average
3 Below av erag e
2 Poor
1 Very poor
153
Cl. OPPORTUNITIES PROVIDED FOR LEARNING IN THE HOME
Q u e s tio n s : 10, 12, 15, 17, 27, 31, 3 3 , ^7
R a tin g S c a l e :
7 A number o f s i t u a t i o n s In th e home a re f r e q u e n t l y and
d e l i b e r a t e l y s e l e c t e d or c r e a te d f o r th e p u rp o se o f
f a c i l i t a t i n g t h e c h i l d 's l e a r n in g . C onscious e f f o r t
i s made to e x p l o i t th e o p p o r tu n itie s f o r le a r n in g in
such s i t u a t i o n s . Both p a re n ts s h a re i n i n i t i a t i n g
and c a r r y in g o u t such a c t i v i t i e s .
6
5 T here i s some re c o g n itio n of t h e le a r n in g p o s s i b i l i
t i e s in h e r e n t i n v a rio u s s i t u a t i o n s in t h e home, and
some c o n sc io u s a tte m p ts a re made t o u t i l i z e t h e s e
s i t u a t i o n s f o r th e c h i l d 's l e a r n i n g . U s u a lly b o th
p a r e n ts p a r t i c i p a t e .
4
3 T here i s some r e c o g n itio n of t h e le a r n in g p o s s i b i l i
t i e s i n a c t i v i t i e s in th e home. O c c a s io n a lly , some
e f f o r t i s made t o u t i l i z e such s i t u a t i o n s f o r th e
c h i l d 's l e a r n i n g . U sually only one p a r e n t p a r t i c i
p a t e s .
2
1 L i t t l e o r no a t t e n t i o n i s p aid t o s e l e c t i n g o r c r e
a t i n g s i t u a t i o n s i n th e home d e s ig n e d t o c o n t r ib u t e
to t h e c h i l d 's le a r n in g . When s u c h a c t i v i t i e s ta k e
p la c e , o n ly one p a re n t w ill be in v o lv e d .
154
C2. OPPORTUNITIES PROVIDED FOR LEARNING OUTSIDE THE HOM E
(EXCLUDING SCHOOL)
Q u e stio n s: 7> 8, 9, 11, 14, 27, 28
R a tin g S c a l e :
7 T here I s a keen aw areness o f th e e d u c a tio n a l p o t e n t i
a l i t i e s o f non-home, n o n -sc h o o l s i t u a t i o n s . Con
s c io u s e f f o r t s a re made t o seek out and e x p lo it such
s i t u a t i o n s f o r I n c re a s in g t h e c h i l d ’s le a r n in g . Both
p a r e n ts p a r t i c i p a t e In I n i t i a t i n g and c a r ry in g out
such a c t i v i t i e s .
6
5 T here I s a good d e a l o f aw areness o f th e e d u c a tio n a l
p o t e n t i a l i t i e s o f non-home, n o n -sc h o o l s i t u a t i o n s .
Some a tte m p t I s made to In v o lv e th e c h i l d I n some o f
th e s e s i t u a t i o n s . U su a lly b o th p a r e n ts p a r t i c i p a t e .
3 T here i s some aw areness o f th e e d u c a tio n a l p o t e n t i
a l i t i e s o f non-home, n o n -sc h o o l s i t u a t i o n s , but l i t
t l e c o n scio u s e f f o r t i s made to engage th e c h i l d i n
them. U su a lly o n ly one p a r e n t p a r t i c i p a t e s .
1 L i t t l e o r no a t t e n t i o n i s p a id to in v o lv in g th e c h i l d
i n s i t u a t i o n s o u ts id e th e home w hich w i l l c o n t r ib u te
to h i s le a r n in g . I f and when such a c t i v i t y o c c u rs,
o n ly one p a r e n t p a r t i c i p a t e s .
155
C3. AVAILABILITY AND ENCOURAGEMENT OF USE OF LEARNING
SUPPLIES
Q u e s tio n s : 13> 17* 21
R atin g S c a le :
7 An abundance o f le a r n in g s u p p lie s i s r e a d i l y a v a i l
a b le . T h e ir u se i s s tr o n g ly encouraged.
6
5 A f a i r l y a d eq u ate s e t o f le a r n in g s u p p lie s i s p r e s
e n t in t h e home. They a re n o t n e c e s s a r i l y r e a d i l y
a v a i l a b l e , how ever. Some encouragem ent i s g iv e n as
t o t h e i r u se.
4
3 A few l e a r n in g s u p p lie s a r e a v a i l a b l e . They a re
somewhat i n a c c e s s i b l e and t h e i r u se i s not a p t to
be encouraged.
2
1 H ardly any le a r n in g s u p p lie s a r e a v a i l a b l e . No en
couragem ent i s g iv e n a s to t h e i r u s e .
156
C4. AVAILABILITY AND ENCOURAGEMENT OF USE OF BOOKS (IN
CLUDING REFERENCE WORKS), PERIODICALS A N D ' LIBRARY
FACILITIES
Q u e s tio n s : 10, 14, 18, 19, 20
R atin g S c a l e :
7 T here I s an abundant su p p ly o f e d u c a tio n a l re a d in g
m a te r ia ls i n th e home. These a r e r e a d i l y a c c e s s i b l e
t o th e c h i l d , and he i s s tr o n g ly encouraged t o use
them . In a d d i t i o n , community f a c i l i t i e s a r e made
e a s i l y a c c e s s i b l e .
6
5 T here i s a good su p p ly o f e d u c a tio n a l re a d in g ma
t e r i a l s i n th e home. T here i s some encouragem ent of
t h e i r u s e . However, l i t t l e encouragem ent i s g iv e n
t o th e u se o f f a c i l i t i e s o u ts id e th e home such as
t h e p u b lic l i b r a r y , s c h o o l book c lu b s , e t c .
4
3 T here a re some e d u c a tio n a l re a d in g m a te r ia ls i n th e
home. L i t t l e encouragem ent i s g iv e n about t h e i r u se .
No a tte m p t i s made t o en courage th e u se o f community
f a c i l i t i e s .
2
1 T here i s l i t t l e i n th e way o f e d u c a tio n a l r e a d in g
m a te r ia l i n t h e home, and no a tte m p t i s made t o en
co u rag e th e u se o f any o u ts id e t h e home.
157
C5. NATURE AND AM OUNT OF ASSISTANCE PROVIDED TO FACILITATE
LEARNING IN A VARIETY OF SITUATIONS
Q u e s tio n s : 10, 11, 15, 16, 18, 21, 22, 23, 27, 33, 3^,
35, 57
R atin g S c a l e :
7 A g r e a t d e a l o f a t t e n t i o n I s p a id to p ro v id in g a s s i s
ta n c e f o r le a r n in g in a v a r i e t y o f s i t u a t i o n s b o th i n
r e l a t i o n t o s c h o o l work and n o n -sch o o l a c t i v i t i e s .
Both p a r e n ts p ro v id e such a s s i s t a n c e . A d e l i b e r a t e
p la n f o r m axim izing th e c h i l d 's le a r n in g i s e v id e n t.
6
5 Some a t t e n t i o n i s g iv en t o p ro v id in g a s s i s t a n c e i n
le a r n in g i n a v a r i e t y o f s i t u a t i o n s , b u t th e fo c u s
o f such a t t e n t i o n i s on sc h o o l work. Both p a r e n ts
p ro v id e su ch a s s i s t a n c e . A c o n sc io u s p la n i s n o t
a p p a r e n t.
4
3 Some a s s i s t a n c e i s g iv e n i n a c t i v i t i e s c o n n e c te d w ith
s c h o o l l e a r n i n g , but g e n e r a lly n o t in n o n -sc h o o l s i t
u a t i o n s . Such a s s i s t a n c e i s a p t to be i n f r e q u e n t ,
and u s u a lly p ro v id e d by o n ly one p a r e n t. There i s no
p la n f o r such a s s i s t a n c e .
2
1 L i t t l e o r no a tte m p t i s made to p ro v id e a s s i s t a n c e
t o f a c i l i t a t e l e a r n in g . Only i n u n u su al s i t u a t i o n s ,
e . g . , im m inent sc h o o l f a i l u r e , would some h e lp be
p ro v id e d . Such h e lp would be w ithdraw n once th e
s i t u a t i o n h as p a s s e d . Only one p a re n t would p ro v id e
su ch h e lp .
APPENDIX F
SCORING SHEET FOR EDUCATIONAL ENVIRONMENT
158
EDUCATIONAL ENVIRONMENT
Name
Blrthdate
Process Characteristics
Case
Study #
Ave. Total
V J l
vo
la .
Ib.
Ic
Id.
I e .
I f .
I«.
Parental aspirations for the education
of the child
P a r e n ts ' own a s p ir a t io n s
Parents' Interest In academic achievement
Social pressure for academic achievement
S ta n d a rd s o f rev& rd f o r e d u c a t io n a l a tta in m e n t
K now ledge o f t h e e d u c a t io n a l p r o g r e s s o f
th e c h i l d
P r e p a r a tio n and p la n n in g f o r th e a tta in m e n t
o f e d u c a t io n a l g o a ls
4o
46
4l
45
47
37
42
23
38
43
24
40
^3
46
3 3 / "
49
51
48
52
54
50
55
52
53
62
H a .
Q u a lity o f t h e la n g u a g e u sa g e o f th e
p a r e n ts (from c o n v e r s a tio n )
F lu e n c y o f e x p r e s s io n , P u n c tu a tio n ,
Organization o f thoughts, Vocabulary
lib.
O p p o r tu n itie s f o r e n la r g em en t eucd u s e o f
v o c a b u la r y and s e n te n c e p a t t e r n s
25
26
27 28
29 30 34
lie .
K een n ess o f th e p a r e n ts f o r c o r r e c t
and e f f e c t i v e la n g u a g e u sa g e
14 18
31
34 35
19 /"
EDUCATIONAL ENVIRONMENT— C ontinued
P r o c e s s C h a r a c t e r is t ic s A v e. T o ta l
I l i a .
A v a i l a b i l i t y o f g u id a n c e o n m a tte r s
r e l a t i n g t o s c h o o l work
21 22 52 5^ 55 57
I l l b .
Q u a lity o f g u id a n c e on m a tte r s r e l a t i n g
t o s c h o o l work
2
3
16 21 22
23
2k
1 9 /
I I I c .
A v a i l a b i l i t y and u s e o f m a t e r ia ls and
f a c i l i t i e s r e l a t e d t o s c h o o l le a r n in g
11
17
18
19
20 22
IV a.
E x te n t an d c o n te n t o f In d oor a c t i v i t i e s
o f th e fa m ily
7
10 26
27
IV b.
E x te n t and c o n te n t o f o u td o o r a c t i v i t i e s
d u r in g w eek en d s an d v a c a t io n s
6
7
8
9 27
1 5 / —
IV c. U se o f T .V . and o t h e r such, m edia 32
33
XVd.
U se o f b o o k s, p e r i o d i c a l s , l i t e r a t u r e ,
li b r a r y , and o t h e r su ch f a c i l i t i e s
7
10 14
31
V a.
N atu re and q u a l i t y o f t o y s , gam es, and
h o b b ie s made a v a ila b le t o t h e c h ild
12
13
6 /
Vb.
O p p o r tu n itie s f o r t h in k in g and Im agina
t i o n In d a l l y a c t i v i t i e s
7 15
16
25
V ia .
D egree o f s t r u c t u r e an d r o u tin e In th e
home management
57
58 59
60
i o i
V Ib .
P r e fe r e n c e f o r th e e d u c a tio n a l a c t i v i t i e s
o v e r o t h e r p le a s u r a b le t h in g s
53
56
57
6 l 62
63
&
APPENDIX a
SCORING SHEET FOR INTELLECTUAL ENVIRONMENT
Name
INTELIECTUAL ENVIRONMENT
B ir th d a t e
Case
Study #
P ro cess C h a ra c te ris tic s
A v.Ttotal
A1
A2
A5
A * *
B1
B2
B3
B if
Cl
C2
C3
C4
C 5
N ature o f I n t e l l e c t u a l e x p e c ta tio n s
o f th e c h ild
N ature o f th e I n te l le c tu a l a s p ir a tio n s
f o r th e c h i l d ______________
In fo rm atio n about c h i l d 's i n t e l l e c t u a l
development
N ature o f rew ards f o r i n t e l l e c t u a l
TlmpTa^Hwyr^TTe use n ~ T language -In a '
v a r ie ty o f s itu a tio n s
13
58
23
1*8
39
37
32
1 * 9
1*0
1 * 0
50
51
^3
1 * 1
51
52
53
1*2
5^
1 * 3
55
53
26
10
25
26
27 33
O p p o rtu n itie s p ro v id ed f o r e n la rg in g
•vocabulary
18 2l*
25
26 28
29
Emphasis on c o rre c tn e s s
o f language usage
18
18
3 1 + 35
Q u ality o f th e language usage o f th e p a re n ts
from co n v ersatio n )
vid
E
w .
Fluency o f e x p re ssio n , P ro n o u n clatlo n ,
0rgaml*atlonofthoug2rtB^Vocab\Uiu^^
ip o rtu n ltie s p ro
th e home
LcLed f o r le a r n in g i n
10
O p p o rtu n itie s pro v id ed f o r le a rn in g o u tsid e
th e home (ex clu d in g school)
A v a ila b ility and encouragement o f use o f
le a rn in g su p p lie s
13
A v a ila b ility and encouragem ent o f use o f books
( in c . r e f , w orks), p e r io d ic a ls , li b r a r y fa c .
1 0
12
15
8
17
21
ll* 18
17
1 1
27
14
31
27
33 1 * 7
28
19
20
N ature and am t. o f a s s is ta n c e pro v id ed to
jfa c J^ ^ a t^ J; earnin£< l n ^ iv a rie t^ j£ ^ ij^ u a tlo n ^
1 0 1 1
15
16 18 21 22
23 27 33 & 35 57

Asset Metadata

Creator Day, Sarah Winifred (author)

Core Title Home Factors Influencing Achievement Of Disadvantaged Students

Contributor Digitized by ProQuest (provenance)

Degree Doctor of Education

Degree Program Education

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag education, curriculum and instruction,OAI-PMH Harvest

Language English

Advisor Naslund, Robert A. (committee chair), Brown, Charles M. (committee member), Stallings, John W. (committee member)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c18-805730

Unique identifier UC11364270

Identifier 7318804.pdf (filename),usctheses-c18-805730 (legacy record id)

Legacy Identifier 7318804

Dmrecord 805730

Document Type Dissertation

Rights Day, Sarah Winifred

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA