Research has shown that young minority children often like other racial groups as much or more than their own-group, while young majority children express dislike for children of other racial groups and prefer children who are similar to themselves in race and language. As majority children grow older, their tolerance for children of other races increases, in part, because of changes in cognitive level. / The study investigated the pattern of development of attitudes associated with cognitive maturity among a group of black children. Measures of racial attitudes and preferences were related to cognitive maturity as assessed by measures of conservation but were not related to the racial constancy task. The attainment of more mature racial cognitions did not lead to the expected changes in attitudes and preference. This would suggest that the relationship between racial bias and racial identity constancy was more complex than had been hypothesized.

No description available.

Thesis (Ph. D.)--Georgia State University, 2006. / Ralph E. LaRossa, committee chair; Elisabeth O. Burgess, Charles A. Gallagher, Romney S. Norwood, committee members. Electronic text (264 p.) : digital, PDF file. Description based on contents viewed June 29, 2007. Includes bibliographical references (p. 222-248).

Thesis (Ed.D.)--Teachers College, Columbia University, 1973. / Typescript; issued also on microfilm. Includes tables. Sponsor: Lois M. Bloom. Dissertation Committee: Edmund W. Gordon. Includes bibliographical references (leaves 115-119).

The purpose of the descriptive research was to investigate the relationship between an adherence to the Black community's belief and value system about Black skin tones and Black school-age children's skin tone preferences and perceptions of occupational life opportunities. Six Black skin tones were scaled via Thurstone's method of paired comparisons and the law of comparative judgment. The result was an interval level Skin Tone Scale on which the skin tones were positioned from most to least preferred by the children. The most preferred skin tones ranged from medium to honey brown. The least preferred were the extreme tones of very light yellow and very dark brown. Data collection was accomplished with the Porter Skin Tone Connotation Scale (PSTCS). The instrument was constructed from the forced choice preference paradigm. Data were obtained from a volunteer sample of 98 Black school-age children who resided in a city in Arizona. Data collection and analyses were constructed to test two hypotheses: (1) Black school-age children's skin tone classifications for differential status occupations will be related to gender, age, and perception of own skin tone as indexed by the skin tone values of the Skin Tone Scale, and (2) with increasing age, Black school-age children's skin tone preferences will be more systematically related to the skin tone values of the Skin Tone Scale. Testing of the first hypothesis with multiple regression indicated that the independent variables did not account for enough variance to support the hypothesis. Analysis of the second hypothesis with coefficient gamma suggested a trend toward more systematic agreement with the Skin Tone Scale with increasing age. Results of the first hypothesis were discussed in relation to composition of the sample, gender differences, the achievement value of the Black sociocultural system, and these Black children's lived experience. Results of the second hypothesis reflected those from similar investigations conducted in the 1940s. The results suggested Black children still most prefer brown skin tones and least prefer extreme light and dark skin tones. Black children's preferences for Black skin tones have not altered in approximately forty years.

Education is one of the fundamental rights of children. Parents have the perennial responsibility to see to it that education, as a basic right for children, is met. However, experience and studies show that most children‘s schooling is under threat. Various factors such as family background, the dangerous neighbourhood and communities from which learners come are central in the disturbance of children‘s schooling. These contextual factors correlate with one another and sometimes result in children forfeiting schooling opportunities. Bronfenbrenner‘s (1989) ecosystem theory, among other perspectives, facilitates our understanding of the fact that a learner does not exist in isolation, but in interdependence with a number of other systems in their environment. This is because the functioning of any learner is dependent on the interaction between the various systems within the contexts they find themselves. If the child‘s immediate environmental system, the family, for instance, is faced with hardships, the child‘s development is most likely to be hampered. Young‘s (1990) theory of oppression maintains that the children‘s immediate environmental systems are said to be oppressed by the situations that are beyond their control. This study examines the vulnerable state of children and explores ways in which these vulnerabilities affect their schooling. The strategies employed to gather data involve the adoption of the research methods that are arts-based and are combined with different types of interviewing techniques. / Thesis (M.Ed.)-University of KwaZulu Natal, Durban, 2008.

Thesis--Amsterdam. / Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1973. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

The primary purpose of this study was to investigate the differences and changes in integrated and segregated white students' self-concepts, racial attitudes, and academic achievements.

D.Litt. et Phil. (Library & Information Science) / One of the characteristics of publishing in South Africa is that it does not reflect the demographic make-up of South Africa. Publishing in South Africa has been largely financed and controlled by whites and little effort until recently has been expended on the incipient black reader. This has contributed to the lack of a reading culture amongst black people in South Africa. Oral cultures or even cultures with residual amorality Her from Western literate societies. These differences affect cultural products, such as stories, and responses to cultural products. Readers whose norms and expectations of formal discourse are governed by residual oral mindset relate to a text quite differently from readers whose sense of style is fundamentally textual. When an author writes, he postulates an audience. He has to know the tradition - the intertextuality - in which he is working. He can then create fictional roles that the reader is willing and able to play. It is not easy to get into a reader's mind, but it is not an impossibility if both the reader and writer are familiar with the 1iterary tradition in which they work, whether this tradition is oral or literate. There are major differences between an oral and literate culture in their thought processes, perceptions of the world, narrative structures and understanding and response to literature. This must affect cultural accessibility of text. An oral culture, such as black South Africans, will look for different structures, characters and types of discourse in their literature.