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A Study of Interaction Effects of School and Home Environments on Students of Varying Race/Ethnicity, Class, and Gender

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A Study of Interaction Effects of School and Home Environments on Students of Varying Race/Ethnicity, Class, and Gender DOCUMENT RESUME ED 221 623 UD 022 516 AUTHOR Herzog, John D.; And Others TITLE A Study of Interaction Effects of School and Home Environments on Students of Varying Race/Ethnicity, Class, and Gender. Final Report. Volume II: Ethnographies of Five Racial/Ethnic Groups. INSTITUTION TDR Associates, Inc., Newton, Mass. SPONS AGENCY National Inst. of Education (ED), Washington, DC. PUB DATE Dec 81 CONTRACT 400-79-0076 NOTE 538p.; For other documents in this serkes, see UD 022 515-518. EDRS PRICE MF02/PC22 Plus Postage. DESCRIPTORS Academic Achievement; Attendance; Cultural Differences; Cultural Influences; *Educational Environment; *Ethnic Groups; Ethnography;.*Family Characteristics; *Family Environment; Family School Relationship; Jews; Junior High Schools; *Perception; Portuguese Americans; Student Attitudes IDENTIFIERS Armenian Americans; Irish Americans; Massachusetts (Boston); West Indians ABSTRACT This report describes the ethnographic phase of a 2-year study (consisting of ethnographic observation and a survey) on how perceptions of home and school climates and interaction between the two factors might affect school performance among students of different racial/ethnic groups, sex, and socioeconomic status. Ethnographic case studies of seventh graders from five ethnic groups in the Boston, Massachusetts, area are prepented.'Groups studies included Americans of Armenian, Irish, Jeonsh, Portuguese, and West Indian backgrounds. Each study describes the history and characteristics of the group, community, and neighborhood investigated; yesearch methods used; and the children's perceptions of home and sChool structures and organization, relationships with others in school and at home, and personal development and learning environMentt-ih the home and in school. Areas of congruence and incongruence between perceptions of homes and schools within the areas of structure, relationships, and personal development are identified, and summaries and conclusions for each ethnic group are presented. (MJL) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document.' * *********************************************************************** "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY LA) ( L4. AvvI3-G-4.10 VA reN -ni> asA &sr..t A 1-6-5. L. C\J TO THE EDUCATIONAL RESOURCES 17121' INFORMATION CENTER (ERIC): C\J tio) TDR Associates. Inc.Training/Development/Research U.S. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION EOUCA IONAL RESOURCES INFORMATION CENTER (ERIC) [his document has been reproduced as ,ocelued from the person or organization onitmatmga Minor changes (rave been made to improve rutin oductson quality . Points of visnr, or Opimons Stated In this docu- rnent do not neGTSsarily represent official ME. FINAL REPORT position or policy A Study of Interaction Effects of School and Home Environments On Students of Varying Race/Ethnicity, Class, and Gender Volume II Ethnographies of'Five Racial/Ethnic Groups Prepared for the National Institute of Education Contract N. 400-79-0076 This study was supported by the National Institute of Education, Contract #400-79-0076. The opinions expressed herein do not neces- Prepared.by: sarily reflect tho position or policy of the NIE and no official endorsement by that TDR Associates, Inc. .agency should be inferred. December, 1981 rl r3 0 385 Elliot Street, Newton..Massachusetts 02164 / (617) 969-0651 FOREWORD -. The report is presented in three volumes. Volume I introduces the study; explains its purposes and methods; presents a cross-case analysis of ethnographies on five racial/ethnic groups; reports on a questionnaire survey which builds on the ethnographies; andoffers overall conclusions and implications for improved practice and future research. Volume II consists of the complete ethnographies of the five groups studied. Volume III, "A Practitioners' Guide For Achieving Equity /n Multicultural Schools" summarizes the study findings, and presents a step-by-step process for multicultural school improvement. Because this effort builds on prior work, it is not possible to adequately acknowledge here the many individuals who contributed indirectly to the study. Nevertheless, we wish to recognize those who participated directly, and identify their special contribution beyond the shared team effort. John D. Herzog (Co-Principal Investigator) directed the ethnographic study, supervised field staff, edited the fieldworkers' case writeups, and is the author of the introduction to the ethnographies and the cross- case analysis. Herbert J. Walberg (Co-Principal Investigator) conducted the survey data analyses with myself (Principal Investigator and study Director) and Mary Hyde (Programmer),.and he co-authored the survey report with me. I also wrote the Introduction and Conclusion to Volume I, and the Practitioners' Guide (Volume II/). Sarah L. Lightfoot (Co-Principal Investigator), participated in critical conceptual,methodological, and interpretive phases of the study: Marjorie H. O'Reilly (Survey Coordinator) managed the survey questionnaire administration and data feedback to the participating schools. Marjorie K. Madoff administered the pilot testips.of the survey questionnaire, and participated in itsdevelopment. The fi'elifitaff for the ethnographic Component, and thesubjects of their case writeups are: Karen and Lester-Holtzblatt, Jewish-American; Margaret McDonough and Pierce Butler, Irish-AMerican; SedaYaghoubian and Ara Ghazarians, Armenian-American; Nancy Marshall and MarkHandler, Portuguese- American; and V. Michael McKenzie, West Indian-American. And, last but not least, Joni Herson who typed the report andhelped to coordinate the entire effort. Special recognition and thanks aiw)4so7 *,* 4 extended tothe many school personnel, students, and parents who participated inthe study, and to Michael Cohen (NIE Project Officer) for his kind assistanceand encouragement. Although this was a group effort with individual specialities, Itake full responsibility for any errors or misinterpretationsof the complete study, beyond the sections of the report which I personallyauthored and edited. William J. Genova Principal Investigator and Study Director Abstract This.two-year study which began in August,1979, was undertaken to explore how school and home "climates"might possibly interact to affect the learning and behavior of students ofdiverse racial/ethnic, national origin, gender, and socioeconomicbackgrounds. School climate and home climate refer here to suchpsychological/social factors as the extent of involvement, expressiveness, goaldirection, challenge, and order, which characterize such environments. Prior research has documented separate school climate and home climateeffects on student learning and behavior. In this study the investigators set out toexplore possible interaction effects--congruities and incongruitiesbetween such school climate and home climate factors, which maystimulate or frustrate learning and acceptable/productive behaviors in theschool setting. The study --included ethnographies of five racial/ethnic groupsof seventh graders = 63) in five differentcommunitiei, and a questionnaire survey of 1,290 seventh and eighth grade students in sixracially/ethnically mixed middle schools in five different communities. The major findings of the study are: significant 1. Inequity in school outcomes is confirmed--there are differences among racial/ethnic (andclass and gender) groups in the sample in days absent, (standardized)reading achievement, grade point averages, and teacher academicand social ratings (but not in suspensions). Some schools are more equitablethan other schools--many of 2. class the school outcome levels forparticular racial/ethnic (and and gender) groups vary significantly, asdo their ratings their school climates, according to whichschool they attend. 3. Schools vary more than homes--adolescentswho identify with particular racial/ethnic groups describetheir home climates with striking similarity, yet markedlydifferently from other racial/ethnic groups. In contrast, students frofil the sameracial/ ethnic groups who attend differentschools in different communities Oaracterize their school climates quitedifferently. By socio- economic class and gender groups,students' ratings of their school climates vary much more7hantheir ratings of their home climates. 4. Schools and homes both affect schooloutcome--the statistical significance and magnitude of thecorrelations are highest for independent home-climate and school-climateeffects on school outcomes for all students, irrespective ofracial/ethnic, socio- economic class, or gender groups. outcomes--for particular 5. Home-school discrepancies affect school racial/ethnic groups who rate their school climateshigher than their home climates on specific variables,such "discrepancies" are correlated with positiveschool outcomes (e.g., lower absence and higher achievement) in 73% ofsuch cases. For the remaining 27% of the discrepancies,negative school outcomeA,emerge the school is (e.g., higher absence, lowachievement) when rated higher than the home. Though significant, these correlates are modest and varied,showing few meaningful patterns for any particular sub-group across schools. TABLE OF CONTENTS Page Foreword I. INTRODUCTION TO THE ETHNOGRAPHIC REPORTS 1 A. General Goals of the Ethnographic Component 1 B. General Ethnographic Strategies 4 C. Selection and Preparation of Staff 8 D. Site Selection
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