The problem of this study involved the identification of white student teacher racial attitudes relative to blacks and whether these attitudes changed during the course of student teaching. The purpose of the study was to determine the nature of these racial attitudes, to determine if these attitudes were influenced by the experience of student teaching or the racial environment in which student teaching was accomplished, and, in light of the findings of the study, either to reinforce the manner in which racial attitudes are treated in traditional teacher preparation programs or suggest new directions in the curriculum that might lead to more realistic and desirable teacher attitudes. In light of the above findings, the following conclusions seem warranted: 1. The contact thesis of racial attitude change is confirmed. However, among experimental group subjects, the nature of the contact achieved was incongruous with what research has found to be most conducive to positive attitude change. 2. Racial attitudes are so deeply and emotionally embedded that attitude change, if it is to be accomplished, should be treated as a priority item, and any programmed attempt to alter racial prejudice should be comprehensive in design.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc500563 |
| Date | 05 1900 |
| Creators | Peters, Robert C. |
| Contributors | Sunderman, Harold C., Thomas, L. Fred (Lawrence Fred), Westbrook, Douglas Calvin |
| Publisher | North Texas State University |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | iv, 153 leaves, Text |
| Rights | Public, Peters, Robert C., Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved. |
Page generated in 0.0015 seconds