Harvard Educational Review
  1. Spring 1968 Issue »

    Academic Motivation and Equal Educational Opportunity

    Irwin Katz
    A striking revelation of the Coleman Report is the close tie between Negro academic achievement and the social environment of the classroom. A theory of racial differences in the early socialization of academic motivation is here advanced to account for some of the favorable effect on Negroes of (a) teachers' and classmates' competence, and (b) attendance at predominantly white schools. Unrealistic self– devaluation and strong anxiety are shown by recent research to be common features of Negro behavior in racially isolated institutions. These facts can be related to the educational values and practices of Negro parents, and to the Coleman data on students' academic attitudes.

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    Spring 1968 Issue

    Abstracts

    Preface
    Harold Howe II
    The Concept of Equality of Educational Opportunity
    James Coleman
    Sources of Resistance to the Coleman Report
    Daniel P. Moynihan
    Research Issues
    School Factors and Equal Educational Opportunity
    Henry S. Dyer
    Academic Motivation and Equal Educational Opportunity
    Irwin Katz
    Race and Equal Educational Opportunity
    Thomas F. Pettigrew
    Social Class and Equal Educational Opportunity
    Alan B. Wilson
    Policy Issues
    Towards Equality of Educational Opportunity?
    Samuel Bowles
    Alternative Public School Systems
    Kenneth B. Clark
    Policy for the Public Schools
    Compensation and Integration
    David K. Cohen
    Discussion
    Implementing Equal Educational Opportunity
    Report Analysis
    Theodore R. Sizer
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