Ethnic Stereotypes Held by Prospective Elementary School Teachers Mary Koen Aldridge Iowa State University
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Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1976 Ethnic stereotypes held by prospective elementary school teachers Mary Koen Aldridge Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Curriculum and Instruction Commons Recommended Citation Aldridge, Mary Koen, "Ethnic stereotypes held by prospective elementary school teachers " (1976). Retrospective Theses and Dissertations. 6255. https://lib.dr.iastate.edu/rtd/6255 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. 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Xerox University Microfilms 300 North Zeeb Road Ann Arbor, Michigan 48106 77-1010 ALDRIDGE, Mary Koen, 1931- ETHNIC STEREOTYPES HELD BY PROSPECTIVE ELEMENTARY SCHOOL TEACHERS. Iowa State University, Ph.D., 1976 Education, curriculum and instruction Xerox University IVIiCrOfiXmS, Ann Arbor, Michigan 48106 Ethnie stereotypes held by prospective elementary school teachers by Mary Koen Aldridge A Dissertation Submitted to the Graduate Faculty in Partial Fulfillment of The Requirements for the Degree of DOCTOR OF PHILOSOPHY Department: Professional Studies Major: Education (Curriculum and Instructional Media) Approved: Signature was redacted for privacy. In Charge of Major Work Signature was redacted for privacy. Signature was redacted for privacy. Iowa State University Ames, Iowa 1976 ii TABLE OF CONTENTS Page CHAPTER I. INTRODUCTION 1 The Problem 3 Definitions of Terms Used 5 CHAPTER II. REVIEW OF THE LITERATURE 9 Introduction 9 Relationship between Ethnicity and Multicultural Education 11 Societal Expectations for Cultural Influence in Curriculum 15 Teacher Characteristics for Multicultural Education 20 Ethnic Stereotypes Held by Students and Teachers 24 Summary 31 CHAPTER III. METHOD OF PROCEDURE 32 Hypotheses 32 Description of Sample 34 Instrumentation 36 Data Collection 45 Basic Assumptions 48 Delimitations 49 CHAPTER IV. FINDINGS 50 Summary 7 0 iii Page CHAPTER V. DISCUSSION, CONCLUSIONS, AND RECOMMENDATIONS 75 Conclusions 79 Recommendations 80 CHAPTER VI. SumARY 82 BIBLIOGRAPHY 88 APPENDIX A: FLOW CHART 95 APPENDIX B: INSTRUMENT 97 APPENDIX C: LETTERS OF TRANSMITTAL lO"? APPENDIX D: ANALYSIS OF VARIANCE TABLES 110 iv LIST OF TABLES Page Table 1. Per cent of respondents by institution 35 Table 2. Means and standard deviations of the total sample for stereotyping test 51 Table 3. Intercorrelations for the stereotyping test by the total sample 51 Table 4. t test of data for ethnic stereotypes held by males and by females 53 Table 5. t test of data for ethnic stereotypes held by aspirants for teaching upper elementary grades and aspirants for teaching lower elementary grades 54 Table 6. t test of data for ethnic stereotypes held by aspirants for teaching atypical children and aspirants for teaching a regular classroom 56 Table 7. t test of data for ethnic stereotypes held by subjects who expect to teach in Iowa and those who expect to teach outside the state 57 Table 8. t test of data for ethnic stereotypes held by subjects who expect to teach in urban centers and those who expect to teach in the suburbs or rural communities 59 Table 9. F tests of educational attainment of fathers and ethnic stereotypes 60 Table 10. F tests of educational attainment of mothers and ethnic stereotypes 61 Table 11. F tests of occupation of fathers and ethnic stereotypes 62 Table 12- t tests of data for ethnic stereotypes held by subjects whose mothers were homemakers and those whose mothers were in a profession 64 V Table 13. t test of data for ethnie stereotypes held by subjects whose mothers were homemakers and those whose mothers were in a clerical occupation 65 Table 14, t test of data for ethnic stereotypes held by by subjects whose mothers were homemakers and those whose mothers were in a sales occupation 66 Table 15. t test of data for ethnic stereotypes held by subjects whose mothers were homemakers and those whose mothers were in a trades occupation 67 Table 16. t test of data for ethnic stereotypes held by subjects whose mothers were homemakers and those whose mothers were identified in the category of "other" 68 Table 17. t tests of data for ethnic stereotypes held by subjects from home towns with a population of 5,000 or less and those with a population greater than 5,000 69 Table 18. t test of data for ethnic stereotypes held by subjects who have always lived in Iowa and those who have lived outside the state at least 5 years 71 Table 19. Analysis of variance, educational attainment of fathers by White 111 Table 20. Analysis of variance, educational attainment of fathers by Black 111 Table 21. Analysis of variance, educational attainment of fathers by Hispanic-American 111 Table 22. Analysis of variance, educational attainment of fathers by Asian-American 112 Table 23. Analysis of variance, educational attainment of fathers by Native American 112 Table 24. Analysis of variance, educational attainment of mothers by White 112 Table 25. Analysis of variance, educational attainment of mothers by Black 113 vi Table 26. Analysis of variance, educational attainment of mothers by Hispanic-American 113 Table 27. Analysis of variance, educational attainment of mothers by Asian-American 113 Table 28. Analysis of variance, educational attainment of mothers by Native American 114 Table 29. Analysis of variance, occupation of fathers by White 114 Table 30. Analysis of variance, occupation of fathers by Black 114 Table 31. Analysis of variance, occupation of fathers by Hispanic-American 115 Table 32. Analysis of variance, occupation of fathers by Asian-American 115 Table 33. Analysis of variance, occupation of fathers by Native American 115 1 CHAPTER I. INTRODUCTION Educators, recognizing the pluralistic nature of American society, are rethinking traditional programs and focusing attention on the development of a multicultural curriculum to make it more relevant to current social needs. The American Association of Colleges of Teacher Education has issued the following statement: Multicultural education is education which values cultural pluralism. Multicultural education rejects the view that schools should seek to melt away cultural differences or the view that the school should merely tolerate cultural pluralism. Instead, multicultural education affirms that schools should be oriented toward the cultural enrichment of all children and youth through programs rooted to the preservation and extension of cultural diversity as a fact of life in American society, and it affirms that this cultural diversity is a valuable resource that should be preserved and extended. It affirms that major education institutions should strive to preserve and enhance cultural pluralism (Hunter, 1974, p. 21). If this change is to be effected, many teachers and administrators will need to expand involvement in ethnic studies and inform themselves about the various cultural groups within the total society. Banks (1976) states that there is a need to examine basic assumptions upon which cur riculum decisions have been made in the past and to formulate new assumptions and goals in order for ethnic studies to lead to a multicultural curriculum. Hunter (1974) agrees that cultural diversity should be reflected throughout the total 2 organizational structure of the educational system (Abrahams, 1971;