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ERIC ED038708: Teacher Judgments of Classroom Behavior of Negro and White School Beginners.

After six weeks of school, classroom teachers rated 95 Negro and 93 white first graders on 24 behavior scales. Mean total ratings did not differentiate the two groups, but variance was significantly higher for the whites. Total ratings predicted promotion for the Negroes, and for both groups were significantly (a) higher for the girls, (b) positively related to Otis IQ's and Metropolitan readiness scores, and (c) among those promoted to grade two predictive of Metropolitan reading scores and scores with IQ controlled. Principle components factor analyses with varimax rotations revealed two group factors ("Good worker,""Friendly") and three more specific factors ("Cries", "Quarrels,""Wanders") common to both racial groups. Additional factors differentiated the races: (a)"Leadership: for the whites; (b) "Docility,""Conformity,""Curiosity" for the Negroes. "Good worker" for the Negroes and "Leadership" for the whites were most predictive of academic success. The findings suggest both commonalities and race-related differences in teacher judgments of first graders' classroom behavior. (Author)

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