Premium
Ethnicity as a factor in teachers' acceptance of classroom interventions
Author(s) -
Pearson Cheryll A.,
Argulewicz Ed N.
Publication year - 1987
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198710)24:4<385::aid-pits2310240414>3.0.co;2-k
Subject(s) - ethnic group , psychology , psychological intervention , intervention (counseling) , academic achievement , clinical psychology , developmental psychology , psychiatry , sociology , anthropology
This study examined the influence of problem severity, type of intervention, and student ethnicity on evaluations of classroom interventions by Anglo‐and Mexican‐American teachers. Data analysis revealed nonsignificant main effects, while teacher ethnicity x student ethnicity and student ethnicity x problem severity factors approached significance. Results are discussed in relation to previous findings and future research.