DOCUMENT RESUME' ED 043 542 SO 000 271 AUTTIOR Pearse, richard Tntergroup Attitude Change in a Tribal Society: Fxperirental Study in a New Guinea School. INS7ITUTION stanford Nniv., Calif. Stanford International reveloprent education Center. SPONS AGPNCY Office of Fducat ion(D4PW), Washington, P.C. REPOPT NO TSCA-r PNPFAN NO PR-6-2r(r PNP PAT?. no t'ONTRACT OrC-4-7-062507-16fu 117n. AVATLAPT,F FP)M Puhlicatiors Secretary, sIDFC, School of Fducation, P.O. Pox 220, Stanford, California 9430:: r "pc PnCF ErIPS rice MF-s0.50 FC-".9c FSr'°Tr'OSS Changing Attitudes, Cultural Interrelationships, *neveloping Nations, !ducational Research, educational Sociology, Interaction Process Analysis, #interarour °elations, Pesearch Methodology, *school Foie, *Feconia':v school students, Social Attitudes, Social Integration, *Sociali7ation, Student ittitudes TPF47FT7RF, "err guinea, *Tribal Society ASS"RACT The general Purpose of this study is to investicate the effects of education or conron schooling upon the attitudes of high school stuients who are socializoi in tribal societies and who belong to different sociocultural groups within the 'otal society. 'rhe specific problem is to conceptualize the independent variahles which can he censiderei to have theoreticd1 rel(-vance for the formation of in'erperronal attitudes, to derive from them coalition internersonal experience which can be exnected to lead to the formation ofrositive attitudes, and to tes' the relationship between experience and attitude in an experimental design in a field setting. Chapters discuss: 1) theoty of. conditions of interaction to promote positive attitudes: 2) nooulation and experimental sample: 1) treatments of forced compliance, ani participation in ,totls, observa'Aon cf interaction, attit'iie scales, sociometric test, measurement of actual associationr, testing procodllres: 4) statistical results anl inferences: ari, t) theore2tical and practical significance, i.e. under certain conditions, diff.erent pattprrs of classroom interaction do affect interaroun attitudes, And lead to better understanding of the relationship between education and the integration of social and political communities. See SO 000 2'0 for related documents. (STIP) INTERGROUP ATTITUDE CHANGE IN A TRIBAL SOCIETY: 1,. EXPERIMENTAL STUDY IN A NEW GUINEA SCHOOL BY RICHARD PEARSE ESCA5 fU!1114. dr N.I.I.R NATIONAL DIAI-1 OP) I EN r 1 1)1 V,VI ION (TNTER (S1DI:(') S( 1100I (}1 1:1)1 C, (.4 \ NUORD UNIVERSITY N U.S. DEPARTMENT OF HEALTH. EDUCATION II WELFARE Le1 OFFICE Of EDUCATION THIS DOCUMENT HAS SEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR teN ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECES. ,ARILY REPRESENT OFFICIAL OFFICE OF EDU CATION POSITION OA moor C:) INTERGROUP ATTITUDE CHANGE IN A TRIBAL. SOCIETY: AN EXPERIMENTAL STUDY IN A NEW GUINEA SCHOOL BY RICHARD PEARSE ESCA5 The research reported herein was performed pursuant to a contract titled "The Content and Instructional Methods of Education for the Economic- Political-Social Development of Nations" (Contract Number OEC-4-7-062597-1654) with the Office of Education, U.S. Department of Health, Education, and Welfare, which supported the publication of this case study. Contractors undertaking such projects under Government sponsorship are encouraged to express freely their professional judgment in the conduct of the project. Points of view or opinions stated do :Kit, therefore, necessarily represent official Office of Education position or policy. Stanford International evlopment Education Center (SIDEC) School of Education Stanford University Stanford, California, U.S.A. 1970 SIDEC STUDIES ON CONTENT AND METHODS OF EDUCATION FOR DEVELOPMENT Sub-series on Occupational Education and Training OET -l. i-lanning Occupational Education and Training for Development, by Eugene Staley. 1968. OET-2. Occupational Education and Training for Development: An Account of the Tntecnational Workshop Held July 24 through August 5, 1967, at Stanford, California, by Marian Alexander-Frutschi, Editor. 1968. OET-3. Issues in Occupational Education and Training: A Case Study in Jordan, by Najati A1- Bukhari. 1968. OET-4. Issues in Occupational Education and Training: A Case Study in Tunisia, by Najati A1- Bukhari. 1968. OET-5. Education and Training for Industrial Development in India, by B. S. Venkata Rao. 1969. OET-6. Factors Associated with the Migration of High-Level Persons from the Philippines to the U.S.A., by Josefina PCortes. 1970. OET-7. Education, Training and Productivity: A Study of Skille:; Workers in Two Factories in South India, by William P. Fuller. 1970. Sub-series on Education and the Formation of Social and Civic Attitudes ESCA-1. Attitudes and Behavior of Teachers in Uganda:An Aspect of the Process of National Development, by David R. Evans. 1969. ESCA-2. Education and National Development in Colombia, by Joaaufn Peez-Gomez. 1969. ESCA-3. Education and Modernization in Micronesia: A Case Study in Development and Development Planning, by Richard Pearse and Keith A. Bezanson. 19/0. ESCA-4. The Impact of University Social Structures on Student Alienation: A Venezuelan Case Study, by Robert F. Arnove. 1970. ESCA-5. Intergroup Attitude Change in a Tribal Society: An Experi- mental Study in a New Guinea School, by Richard Pearse. 1970. Sub-series on Education and the Rural-Urban Transformation ERUT-1. The Provincial School Superintendent in Thailand: A Study of Role Perceptions and Expectations, by Pinyo Satorn. 1970. Information about these publications, including handling and shipping charges, may be obtained by addressing the Publications Secretary, ZIDEC, School of Education, Stanford, California, 94305, U.S.A. - FOREWORD by Hans N. Weiler An important part of the research program at Stanford's Inter- national Development Education Center (SIDEC) over the past few years has been devoted to an attempt to identify the impact of various educational conditions and experiences on the formation of social and political atti- tudes. The individual studies that have contributed to this attempt have investigated different aspects of the general problem in a variety of settings, and with a variety of research designs. Pearse's study of the effects of various interaction conditions upon the formation of intergroup attitudes is the first in this series to explore the usefulness of a genuinely experimental design, and provides an excelleit demonstration of the many advantages of such an approach. Providing for much more rigor in the control of different variables, and of th ways in which they operate, the design allows him to present findings with considerably greater confidence. This method has been applied to the investigation of a problem which looms large in the development of fragmented, and especially multi- ethnic, societies: the question of how attitudes toward members of different sub-groups in the society develop and change, and of the role that educational factors play in the formation of such attitudes. Pearse's findings that, under certain conditions, different patterns of classroom interaction do indeed have an effect on intergroup attitudes, has to be regarded as an important step toward a better understanding of the relationship between education and the integration of social and political communities. PREFACE A distinctive flavor of the research conducted by research assistants of the Stanford International Development Education Center is its multi - national context and its cross-disciplinary perspective. I wish to thank Professor H. N. Weiler (Political Science and Education) for assistance given me during the gestation of the project in California and for his advice from Germany during the writing stage. I wish co express 2poreciaion to Professor Robert Textor (Anthropology and Education) for constructive comments on the design and his support and additional labors during the final steps of completing the study. The disciplines and perspectives of these two men suggested the focus of the study on intergroup attitudes. I want also to acknowledge the stimulation of Professor R. He,s's approach to political socialization and the stimulation and advice of Professor N. L. Gage whose field of Social Psychology provided a basic frame of reference for this study. The location of the study in New Guinea followed from a recognition of the problems of national integration in this and similar polities, and from foreknowledge of cooperation and assistance from bah the indigenous people of the highlands and the Australian members of the Department of Education. I especially wish to thank the students of the Coroka High School and Mr. K. Ferris, Mr. T. Black', and Dr. K. McKinnon of the Department of Education. Thanks are due to the organizations which made the research possible: Stanford International Development Education Center for financial support for the study; the East-West Center whose Inter- national. Development Fellowship enabled me to undertake two years of study at Stanford; and the Commonwealth of Australia whose financial support assisted me for two years at Stanford. Most of all, I wish to thank my wife and family for their support and forbearance during the period when I was engaged in this study. Richard Pearse July 1969 TABLE OF CONTENTS Page FOREWORD by Hans N. Weiler v PREFACE vii LIST OF TABLES xi LIST OF ILLUSTRATIONS xii LIST OF APPENDICES xii Chapter I THE RESEARCH PROBLEM: METHODS TO IMPROVE INTERGROUP ATTITUDES Chapter II THE THEORY: CONDITIONS OF INTERACTION TO PROMOTE POSITIVE ATTITUDES