Origins, Consequents, and Opportunities for Competence of Minority Students.
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ERIC Institute of Education Sciences
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
1980
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| _version_ | 1867181827047817216 |
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| author | Fyans, Leslie J., Jr. |
| author_facet | Fyans, Leslie J., Jr. Fyans, Leslie J., Jr. |
| collection | Education Resources Information Center |
| contents | Origins, Consequents, and Opportunities for Competence of Minority Students. Fyans, Leslie J., Jr. Academic Achievement American Indians Asian Americans Attribution Theory Blacks Competence Cultural Influences Elementary Secondary Education Ethnic Groups Etiology Family Environment Family Influence Hispanic Americans Race Success Whites The research described in this paper was generated by the presupposition that cultural ethnocentrism is a source of error in the scientific analysis of achievement. In order to examine the relationship between culture and competence, and the effect of culture on achievement, a study was undertaken of family behaviors that could be predictive of causal attributions of competence in Oriental, Indian, Hispanic, black, and white children. Family behavioral data collected include in-home reading, use of public library, sense of competence, parental communication, and family density. Attributions of academic success include effort, luck, and ability. The results of the study are presented in two sets of tables, the first providing within ethnic group regression data for fourth, eighth, and eleventh grade students and the second providing the results of discriminate analyses between attributional groups. It was found that: (1) origins of attributions varied by ethnic group membership, though consequents of particular attributions appear consistent across ethnic groups; (2) sex differences and perceptions of competence were differentially predictive of internal attributions for different ethnic groups; (3) motivated behavior activities were not predictive; and (4) family density did not mediate attributional patterns. (Author/GC) |
| format | Recurso educativo Open Access |
| id | eric_ED195616 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1980 |
| record_format | eric |
| spellingShingle | Origins, Consequents, and Opportunities for Competence of Minority Students. Fyans, Leslie J., Jr. Academic Achievement American Indians Asian Americans Attribution Theory Blacks Competence Cultural Influences Elementary Secondary Education Ethnic Groups Etiology Family Environment Family Influence Hispanic Americans Race Success Whites Origins, Consequents, and Opportunities for Competence of Minority Students. Fyans, Leslie J., Jr. Academic Achievement American Indians Asian Americans Attribution Theory Blacks Competence Cultural Influences Elementary Secondary Education Ethnic Groups Etiology Family Environment Family Influence Hispanic Americans Race Success Whites The research described in this paper was generated by the presupposition that cultural ethnocentrism is a source of error in the scientific analysis of achievement. In order to examine the relationship between culture and competence, and the effect of culture on achievement, a study was undertaken of family behaviors that could be predictive of causal attributions of competence in Oriental, Indian, Hispanic, black, and white children. Family behavioral data collected include in-home reading, use of public library, sense of competence, parental communication, and family density. Attributions of academic success include effort, luck, and ability. The results of the study are presented in two sets of tables, the first providing within ethnic group regression data for fourth, eighth, and eleventh grade students and the second providing the results of discriminate analyses between attributional groups. It was found that: (1) origins of attributions varied by ethnic group membership, though consequents of particular attributions appear consistent across ethnic groups; (2) sex differences and perceptions of competence were differentially predictive of internal attributions for different ethnic groups; (3) motivated behavior activities were not predictive; and (4) family density did not mediate attributional patterns. (Author/GC) |
| title | Origins, Consequents, and Opportunities for Competence of Minority Students. |
| topic | Academic Achievement American Indians Asian Americans Attribution Theory Blacks Competence Cultural Influences Elementary Secondary Education Ethnic Groups Etiology Family Environment Family Influence Hispanic Americans Race Success Whites |
| url | https://eric.ed.gov/?id=ED195616 |