Abstract
A multimethod, multidimensional approach, consisting of teacher ratings, self-ratings, sociometric ratings, direct observations, and semistructured interview, was used to assess the social skills of fifth-grade Asian, African, and European American students. Inter-and intragroup differences were found on several of the measures. Teachers attributed characteristic internalizing and externalizing behaviors to Asian and African American students, respectively. Teacher perceptions were only partially supported through direct observations and self-reports. European and Asian American students differed significantly on the sociometric ratings, and Asian American students engaged in proportionately more outergroup social communications. The findings are discussed in terms of the implications for viewing the social skills of culturally and racially different inner city students.
| Original language | English |
|---|---|
| Pages (from-to) | 228-239 |
| Number of pages | 12 |
| Journal | School Psychology Review |
| Volume | 25 |
| Issue number | 2 |
| Publication status | Published - 1996 Dec 1 |
Fingerprint
All Science Journal Classification (ASJC) codes
- Education
- Developmental and Educational Psychology
Cite this
}
Social skill assessment of inner city Asian, African, and European American students. / Feng, Hua; Cartledge, Gwendolyn.
In: School Psychology Review, Vol. 25, No. 2, 01.12.1996, p. 228-239.Research output: Contribution to journal › Article
TY - JOUR
T1 - Social skill assessment of inner city Asian, African, and European American students
AU - Feng, Hua
AU - Cartledge, Gwendolyn
PY - 1996/12/1
Y1 - 1996/12/1
N2 - A multimethod, multidimensional approach, consisting of teacher ratings, self-ratings, sociometric ratings, direct observations, and semistructured interview, was used to assess the social skills of fifth-grade Asian, African, and European American students. Inter-and intragroup differences were found on several of the measures. Teachers attributed characteristic internalizing and externalizing behaviors to Asian and African American students, respectively. Teacher perceptions were only partially supported through direct observations and self-reports. European and Asian American students differed significantly on the sociometric ratings, and Asian American students engaged in proportionately more outergroup social communications. The findings are discussed in terms of the implications for viewing the social skills of culturally and racially different inner city students.
AB - A multimethod, multidimensional approach, consisting of teacher ratings, self-ratings, sociometric ratings, direct observations, and semistructured interview, was used to assess the social skills of fifth-grade Asian, African, and European American students. Inter-and intragroup differences were found on several of the measures. Teachers attributed characteristic internalizing and externalizing behaviors to Asian and African American students, respectively. Teacher perceptions were only partially supported through direct observations and self-reports. European and Asian American students differed significantly on the sociometric ratings, and Asian American students engaged in proportionately more outergroup social communications. The findings are discussed in terms of the implications for viewing the social skills of culturally and racially different inner city students.
UR - http://www.scopus.com/inward/record.url?scp=0030545747&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=0030545747&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:0030545747
VL - 25
SP - 228
EP - 239
JO - School Psychology Review
JF - School Psychology Review
SN - 0279-6015
IS - 2
ER -