The Immediate Effect of Classroom Integration on the Academic Progress, Self-Concept, and Racial Attitudes of Elementary White Students Page: 1
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Cypert, Kenneth E.> The Immediate Effect of CIassroom
Integration on the Academic Progress , Self-Concept, and
Racial Attitudes of Elementary White Students. Doctor of
Education (Elementary Education), December, 1971, 104 pp.,
20 tables, bibliography, 69 titles.
The primary purpose of this study was to investigate
the differences and changes in integrated and segregated
white students' self-concepts, racial attitudes, and aca-
Changes and differences in the three areas investigated
were determined by comparing a group of ninety integrated
white children ir. grades four and five with a matched group
of ninety segregated white children. The pupils were matched
on a basis of sex, grade level, mental ability, and socio-
economic status. The integrated students were sub-divided
according to sex and the proportion of classroom integration.
The testing devices utilized to measure changes were
equivalent forms of the California Test of Personality, the
Pu rdue Racial Atti tude Scale, and the _Iowa Test of Basic
Skills. The testing instruments were administered to the
i ntegrated and the segregated pupils at the beginning and
at the end of the school year. The changes in the groups of
students and their sub-groups were determined by statistical
procedures employing "t" tests, analysi s of variance tests,
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Cypert, Kenneth Eugene. The Immediate Effect of Classroom Integration on the Academic Progress, Self-Concept, and Racial Attitudes of Elementary White Students, dissertation, December 1971; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc164511/m1/2/: accessed April 18, 2019), University of North Texas Libraries, Digital Library, https://digital.library.unt.edu; .