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• W316627835 abstract "Abstract This study accessed selected social values held by children toward racially different peers within the context of school related experiences. The degree of social acceptance by Black and White children of each other was quantified, using a modified social distance scale first developed by Park and Borgadus, seven statements were scaled to seek children's willingness to participate in a social relationship with other-race persons. Of the 389 distributed copies of instructions and statements, there were 367 usable responses from 175 girls and 192 boys. In this group, 134 were Black and 233 were White. Means and one-way analysis of variance were reported by race and gender. Black and White children in the lower grades (4-6) reported less social distance by race than did children in higher grades (7-9 and 10-12). Also, the longer children remained in school, the greater the likelihood that social distance will develop between White and Black children. How children construct their knowledge of race is discussed. Introduction It was assumed by many educators that the 1957 school desegregation ruling by the U.S. Supreme Court would eventually enable Black and White public school children to establish anxiety-free friendships. It was expected that ultimately desegregation would eventually lead to school integration. There are fundamental differences, however, between school desegregation and school integration. Desegregation assures that Black and White children can legally attend school together. The manner in which desegregation has been enacted does not always enable interaction between and among racial groups during schooling. Integration, on the other hand, theoretically supports interracial interaction among students and faculty with an equal access to school programs. Allport (1958) suggested that integration, by definition, must provide an opportunity for individuals and families of different racial groups to have social contact, and therefore, create greater racial harmony. In professional circles this became known as the contact theory. Airport's contact theory required that the integrated environment have unequivocal support from leaders and authorities, support for integration by custom or law, shared goals by community residents, and an equal opportunity for participants to pursue these goals in that integrated environment (Pettigrew, 1971). Schofield (1979) reported that when schools conformed to Allport's model, only modest positive intergroup relations accrued from integrated school environments. The school under study by Schofield, however, did not satisfy all major tenets of contact theory. Despite the school's commendable efforts to make all things equal, the school studied by Schofield assigned 80% of the White pupils to a prestigious accelerated academic program, while 80% of the Black students remained in the regular class. Observations in cities where some schools strive for integrated diversity and appear to satisfy all of Airport's challenges, however, also report mixed results (Funderburg, 2000). Intimate social choices made by children have been influenced through experiences framed by social policy and the enforcement of formal and informal social rules. It was suggested by the Borgadus team and others, that social distance has an emotional quality. The capacity of children to understand and express emotions derived from their experiences is an essential factor in this study (Lagattuta, Wellman, & Flavell, 1997; Lagattuta, 2005). Scholarly psychological thought has envisioned the nature of the mind as encompassing three domains: cognition, emotion, and conation. Some psychologists have used affection as a substitute for emotion, while at other times words such as feelings, passions, ana pleasure have been used to replace emotions in this trilogy (Hilgard, 1980; Gosselin, Warren, & Diotte, 2002). Others have envisioned a broader role for cognition by suggesting that cognitive activity is always involved in the acquisition and expression of emotions (Lazarus, 1991; Underwood, Bjornstad, & Gretchen, 2001). …" @default.
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• W316627835 date "2006-04-01" @default.
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• W316627835 title "Social Distance: Self Reports by Black and White School Age Children." @default.
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