Thesis (Ed.D.)--Georgia Southern University, 2009. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Cordelia Kinskie. ETD. Includes bibliographical references (p. 119-126) and appendices.

This study to determine whether there was a relationship between the language orientation of Chinese-American primary-grade children in the San Francisco Unified School District and their racial/ethnic attitude. Generally, Chinese-Americans are monolingual Chinese speakers (MCS), monolingual English speakers (BECS). These three linguistic groups of Chineses-American children were compared in this study to determine the existence of a language orientation-racial/ethnic attitude relationship. A review of the literature shows that 1) language, thought, and perception are interrelated, 2) racial attitudes are significant factors in American society, 3) attitudes and behavior are interrelated, and 4) children develop racial/ethnic attitudes at an early age. The problem incorporates each of these areas, while focusing on the dependent variable of racial/ethnic attitude.

The recent social and political changes in South Africa are having a profound effect on social relations in South Africa, and it seems appropriate to study the attitudes of children and their perceptions of racial and gender relations. This study attempts to explore self-esteem, perceptions of social satisfaction, status and prejudice in relation to race and gender. The sample consists of 444 Black and White children aged 12/13 years and 14/15 years. The children were from schools in an urban area (Pietermaritzburg) in Kwa-Zulu, Natal. Three instruments were administered: The Culture-Free Self-Esteem Inventory, the Social Status Technique and the Social Distance Scale. A review of theoretical considerations of prejudice, self-esteem and social identity theory is provided. Statistical analysis indicated the following findings: there is no difference in assessed self-esteem between the races although boys exhibited a more positive self-esteem than girls. Black children showed more positive levels of self-esteem on the academic and parent-related sub-scales, while White children showed a more positive social self-esteem. With regard to social satisfaction and preference, all children identified Whites as being the most satisfied and having the most status. With the exception of Black boys, all children perceive that girls have more satisfaction and status than boys. There is a clear difference between boys and girls with girls showing a strong bias towards their own gender in the preference and satisfaction questions but not on the identification question. In relation to identification, children showed a clear own-group identification. On the Social Distance Scale, Black children were more prejudiced than White children, and were most prejudiced towards the Afrikaans speaking group. Boys also were more prejudiced than girls. The findings are discussed in relation to the theoretical perspectives and to previous findings. A critique of the study and recommendations for future research are included. / Thesis (M.A.)-University of Natal, Pietermaritzburg, 1998.

Thesis (Ph.D.)--University of Adelaide, Dept. of Education, 2000. / Bibliography: leaves 369-398.

Thesis (M.A.)--York University, 1997. Graduate Programme in Sociology. / Typescript. Includes bibliographical references (leaves 151-156). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ27350.

Thesis (Ed. D.)--Illinois State University, 1994. / Title from title page screen, viewed March 29, 2006. Dissertation Committee: Larry Kennedy (chair), John Godbold, Ione Garcia, Charles Morris, William Tolone. Includes bibliographical references (leaves 182-195) and abstract. Also available in print.

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Bibliography: pages 88-92. / This study concerns the assessment of the racial awareness and attitudes (intra- and interpersonal) of a small group of Sub A children in a recently racially desegregated school in Cape Town in 1991. This issue was seen to be of importance in South Africa because of changes within the educational sector whereby many schools were in the process of becoming racially desegregated. A case study design and methodology was used in both the pilot and main studies. Three drawings together with collateral information were obtained from each of the twenty-five children. The measurement instruments used were the Human Figure Drawing (HFD), the Kinetic School Drawing (KSD) and an instrument which was devised by the researcher during the pilot study, namely the Peer Group Drawing. Data analysis involved each drawing being analysed separately according to the analysis systems of Klepsch and Logie (1982), and Koppitz (1968), and further informed by Burns (1982) and Furth (1988). Within subject comparisons were undertaken which resulted in the data being clustered into four groups. The grouped data was then analysed and interpreted in terms of the aim of the study. Findings generally concurred with the literature: the children were found to be racially aware and held definite racial attitudes, and these were related to socio-cognitive and affective development. More than half of the subjects were found to be experiencing difficulties which in some cases could be clearly linked to adjusting to classroom desegregation. A central recommendation was for active mediation by educators and psychologists in the process of transition from desegregation to integration.

Thesis (Ph. D.)--University of Wisconsin--Madison, 2001. / Includes bibliographical references (p. 246-256). Also available on the Internet.

The recent and past history of South Africa make this an ideal setting for the study of attitudes of children towards themselves, their own race group and other groups. This research examines self-esteem, perceived social stratification, racial identification and preference attributions. The study followed a cross-sectional design with a sample of 228 grade 1 and grade 4 school pupils. These children were selected from three different types of schools in the KwaZulu-Natal Midlands region ensuring representation from three of the traditionally classified race groups - Black, Indian and White. Three assessment instruments were administered: the Culture-Free Self-esteem Inventory of Battle (1992); the Social Status Technique which assessed Perceived social stratification, .racial identification and preference attributions; and an adaptation of the Social Distance Scale of Bogardus (1925) which was administered to a proportion of the sample and correlated with the Social Status Technique preference scores as a measure of validity for this scale. Analysis of the results included provision of reliability and validity data of the Social Status Technique. Results both confirm and contradict some of the various findings of recent local and international research. With respect to self-esteem, it was found that the younger black children showed significantly lower scores than the Indian and white children of the sample. The younger black children also showed less distinct scores on racial identification, as well as evidence of out-group preference attributions. Older black children showed clearer ingroup identification and preference. The younger Indian children identified mostly with their own group, but not significantly more than with the 'Nhite group. They identified significantly less with the black group. Older Indian children showed clearer own-group identification. Preference attributions were made for the Indian and white groups by the Indian subjects. White children of both age groups showed more distinct scores on in-group identification, and a greater degree of in-group preference attributions than the other two groups. All subjects showed recognition of social stratification, rating the white group as more advantaged than the Indian, and particularly the black group, which was rated lowest. Theoretical implications are discussed, and recommendations for future research in this area are made. / Thesis (M.A.)-University of Natal, Pietermaritzburg, 1997.