Social skill assessment of inner city Asian, African, and European American students

Hua Feng, Gwendolyn Cartledge

Research output: Contribution to journalArticle

23 Citations (Scopus)

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 languageEnglish
Pages (from-to)228-239
Number of pages12
JournalSchool Psychology Review
Volume25
Issue number2
Publication statusPublished - 1996 Dec 1

Fingerprint

African Americans
Asian Americans
Students
rating
student
teacher rating
teacher
Self Report
Communication
Social Skills
Interviews
communication
interview

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

Cite this

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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 journalArticle

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