Literaturnachweis - Detailanzeige
| Autor/inn/en | Mpofu, Elias; Thomas, Kenneth R.; Chan, Fong |
|---|---|
| Titel | Social competence in Zimbabwean multicultural schools: Effects of ethnic and gender differences. |
| Quelle | In: International journal of psychology, 39 (2004) 3, S. 169-178Infoseite zur Zeitschrift |
| Beigaben | Literaturangaben 55; Tabellen 3 |
| Sprache | englisch; englische Zusammenfassung; französische Zusammenfassung; spanische Zusammenfassung |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0020-7594 |
| Schlagwörter | Empirische Untersuchung; Vergleichsuntersuchung; Soziometrie; Fremdeinschätzung; Geschlechtsspezifischer Unterschied; Schüler; Soziale Kompetenz; Soziales Verhalten; Ethnische Gruppe; Simbabwe |
| Abstract | Students' social competence was investigated in relation to race/ ethnicity and gender for a sample of 371 Zimbabwean students attending racially/ethnically integrated schools. About 42% of the students were black, and 58% white (mean age 12 years; SD=9 months). Peer and teacher sociometric ratings of children's social behaviour, social responsibility, and friendliness comprised the social competence measures. Tests of empirical independence among these social competence measures supported their uniqueness in reliably assessing components of the general construct of social competence among Zimbabwean students. Multiple analysis of variance procedures were used to examine the relationship between social competence statuses and group membership (i.e., race/ethnicity, gender) while controlling for aggregate scores and classroom racial proportions. Superior academic achievement and racial/ethnic propinquity are social status levelling factors in multiracial school settings. Teachers rated white students higher on social responsibility and social behaviour. Students rated white students higher on social responsibility only. Comparisons of social competence by ethnicity and gender revealed that white and female students were rated significantly higher on social behaviour and social responsibility than their black and male classmates. Female students were perceived as more socially competent or better adjusted to school than males. Reliable differences in social competence in race/ethnicity and gender groups were concentrated in peer ratings of social responsibility and in teacher ratings of social behaviour and social responsibility. (DIPF/Orig.). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2005_(CD) |
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