Attitude Change Scores Of Middle School Student Participants In A One-Year Human Relations Program
Date of Award
Doctor of Education (Educat.D.)
Purpose. Desegregation of the public schools of the United States was mandated by the Brown Decisions of the Supreme Court in 1954 and 1955. The implementation of desegregation brought about many problems in human relations. To deal with these problems, additional educational programs, and personnel with additional knowledge of human behavior, and expertise in coping with differences in socio-economic, racial, ethnic, and cultural backgrounds were required.This study describes and analyzes a human relations program that was funded under the Emergency School Assistance Program. The study describes the program and analyzes the responses of a sample of Middle cchool student participants.Procedures. The study was conducted in an urban school district in the Southeastern United States with a school population which closely approximates the national black-white population ratio. Students from each of the county's twenty-one middle schools were elected by their peers to serve on student human relations advisory committees.The committees attended human relations leadership training workshops in the fall, and follow-up workshops near the close of the school year. The students were administered a pre-test and post-test on the concepts of discipline, learning, study, school, and teaching. The students responded with bi-polar adjectives that were selected by Osgood in the development of the semantic differential.Results. Students' responses on the evaluative instrument were analyzed using Finn's Multi-variate Analysis Program. Two study questions and three hypotheses were tested. The study provided affirmative answers to question I whether or not the students' participation in the year long human relations program would change students' attitudes in a positive direction, and question II whether or not the semantic differential is a sensitive pen and pencil evaluative instrument for measuring attitude change scores of middle school students. The three hypotheses were rejected or not rejected at the .05 level of significance.Hypothesis 1 tested whether or not there would be significant differences between the black and white students with respect to their changes in attitude toward school. Hypothesis 1 was rejected for the concept discipline, but not for the other concepts.Hypothesis 2 tested whether or not there would be significant differences between the female students and the male students with respect to their change in attitudes toward school. Hypothesis 2 was not rejected.Hypothesis 3 tested whether or not there would be any significant differences between black female students and white male students and black male students and white female students with respect to their change in attitude toward school. That is, hypothesis 3 was concerned with interaction. Once again, the concept discipline was statistically significant, and so hypothesis 3 was rejected for the concept discipline but not for the other concepts.Conclusions. Conclusions drawn from the study were: (1)human relations training programs contribute toward improving participating students' attitude scores in a racially desegregated setting, and that the semantic differential is a sensitive pen and pencil evaluative instrument for measuring attitude change scores of middle school students.
Orr, Allen Eugene Sr., "Attitude Change Scores Of Middle School Student Participants In A One-Year Human Relations Program" (1980). Dissertations from ProQuest. 1184.