‘ -‘u'5-;.;£ .1 A COMPARISON OF PERFORMANCES OF MEXICAN AND AMERICAN CHILDREN IN A BI-CULTURAL SETTING ON MEASURES OF ABILITY. ACHIEVEMENT, AND ADJUSTMENT Thesis for the Degree of Ed. D. MICHIGAN STATE UNIVERSITY CHARLES J. PATTERSON 1960 ‘4‘; This is to certify that the thesis entitled Performances of Mexican and American Children in a Bi-Cultural Setting on ieasures of Ability, Achievement, and Adjustment presented by Charles J. Patterson has been accepted towards fulfillment of the requirements for 147' HuD. degree in Administrative and Educational Services K Mao/m9 Major p ofessor Date March 19 60 0-169 A COMPARISON OF PERFORMANCES OF MEXICAN AND AMERICAN CHILDREN IN A BI-CULTURAL SETTING ON MEASURES OF ABILITY, ACHIEVEMENT,.AND ADJUSTMENT BY Charles J. Patterson AN ABSTRACT OF A THESIS Submitted to the School for Advanced Graduate Studies of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION Department of Administrative and Educational Services 1960 Approved: ///W Charles J. Patterson l A "survey of needs” was conducted among the pupils of the bi- national American‘High School, Mexico, D.F., in order to identify areas in which improvements might be made in the programs, services, and rela- tionships among staff-students-publics of the American High School. The study was limited to such student behavior as academic ability, achievement, personal and social adjustment, and educational and vocational aspiration. Primary concern was given to an analysis of performances by Mexican and American members of the bi-national school population on tests in each of the above areas. Ten hypotheses pertinent to an understanding of Mexican and American students in the American High School, Mexico, D.F., were tested in the study. Of these, seven were validated, three were in- validated. 1. Differences in ability of Mexican and American students to do academic work in the American High School are related essentially:to English language proficiency. Mexican students, although bi-lingual, do not seem to be as able as Americans in the manipulation of language data. 2. Differences in language data ability is reflected in the scores on language achievement. Although Mexican and American students do not differ on a total measure of achievement, American students are clearly achieving better in reading skill and comprehension, in verbal tasks and in logical reasoning. 3. The study reveals, however, that the two groups do not differ in the area of personal adjustment. About one student in Charles J. Patterson 2 five from each group scored in such a way on the Index of Adjustment and Values as to indicate inaccurate perceptions of his abilities to perform in relation to hAs aspirations. 4. As hypothesized, Mexican students probably reflect greater difficulty than Americans in adjusting socially to the bi-national set- ting. The modal group from among both samples are "peer-rejecting" (indicative of difficulty in establishing effective peer relations), but the Mexican group exceed expectations. Since the differences between the two groups is one of degree, no inference can be drawn that "Mexicans are over-valuing with respect to peers". There are as many degrees of difference among Mexican and American groups as between Mexican and American students in this respect. It would appear, howb ever, that more Mexican students than expected bring to or develop within the bi-national setting a degree of "nationality consciousness" (i.e. awareness of differences among nationalities of students) which may for some prohibit the development of satisfying peer relations. 5. _Both groups seem equally to "accept" (i.e. reflect satis- faction with) the American High.School. About one in five students in each group were "generally dissatisfied" with the American High School. Further study is needed to determine if these are the same students who are reflecting problems of personal or social adjustment to the bi- national setting. 6. Both groups seem equally "acceptable" to the student body in terms of participation in the "prestige" activities of the school. About 65 per cent of each group are engaged in some type of organized Charles J. Patterson 3 school activity which carries value for students and/or staff. 7. Although the Mexican student group chooses desired voca- tions from a limited area of possibilities (almost exclusively from among the professional and managerial areas) it does not differ from the American group in this respect. The age at which students formu- late a vocational choice does not differ between the two groups. If Mexican families, as assumed, are exerting influence on their children to choose a vocation by the time they are sophomores in high school, American families apparently are exerting similar influence on their children. A COMPARISON OF PERFORMANCES OF MEXICAN AND AMERICAN CHILDREN IN A BI-CULTURAL SETTING ON MEASURES OF ABILITY, ACHIEVEMENT, AND ADJUSTMENT BY Charles J. Patterson A THESIS Submitted to the School for Advanced Graduate Studies of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION Department of Administrative and Educational Services 1960 4 ) t, 5;; 2 I - éri? A C K N O W L E D G M E N T S The writer wishes to acknowledge the interest and assistance of a number of persons without whose help this study would not have been possible. The author owes a debt of deep gratitude to Dr. Karl Hereford, Chairman of the Guidance Committee, for his guidance and encourage- ment. He is extremely grateful to the other members of his committee - - Dr. Fred Vescolani, Dr. Charles A. Blackman, and Dr. Charles Cumberland for their invaluable aid. My humble appreciation to my fellowbworkers, the entire staff of the American School Foundation, Mexico, D.F., whose Encour- agement, faith, and work, helped make this investigation possible. CHAPTER II. III. IV. VI. TABLE OF CONTENTS LIST OF TABLES O O O O O O O O O O O O O O O O A STUDY OF MEXICAN AND AMERICAN STUDENTS IN A BI- CULTURAL HIGH SCHOOL 0 O O C O O O O O O O 0 Problems Faced by the American High School . . The 3881C QUCStiOns Of the StUdy o o o o o o 0 Research Related to Problems of the American.High SCh001 o o o o o o o o o o o o o o o o o o o Pre—Theoretical Consideration and Hypotheses . Definition Of Terms 0 o o o o o o o o o o o o o Delimitations o o o o o o o o o o o o o o o o o overView Of StUdy o o o o o o o o o o e o o o o II‘BTRUMENTATION USED IN THE COLLECTION DATA . . StUdent POPUIBtion o o o o o o o o o o o o o Thating Conditions 0 o o o o o o o o o o o 0 Special Considerations in the Testing Process Description of Instruments Used . . . . . . . Steps in Processing Data . . . . . . . . . . DESIGNOFTl-IERESEARCH ............ Sampling of Population . . . . . . . . . . . . AUHIYSiB Procedure 0 o o o o o o o o o o o o o Smary O O O O O O O O O O O O O O O O O O O O 0 ANALYSIS OF THE ACADEMIC ABILITY AN) ACHIEVEMENT OF MEXICANAN) AMERICAN STUDENTS . . . . o o . . . Differences in Academic Ability . . . . . . . . Differences in.Achievement . . . . . . . . . . ANALYSIS OF PERSONAL, SOCIAL, AND INSTITUTIONAL ADJUSTMENT OF MEXICAN AND AMERICAN STUDENTS Personal Adjustment . . . . . . . . . . . . . . SOCial AdeStment o o o o o o o o o e o o o o o Institutional Adjustment . . . . . . . . . . . Summary . . . . . . . . . . . . . . . . . . . ANALYSIS OF VOCATIONAL AND EDUCATIONAL ASPIRATIOI‘B OF MEXICAN AND AMERICAN STUDENTS . . . . . . . . iii PAGE 11 18 21 21 23 23 23 24 24 32 34 34 41 44 45 45 56 67 67 7O 79 81 83 CHAPTER VII. VIII. Vocational Aspirations . . . . . . . . . . Educational Aspirations . . . . . . . . . . SWY Am ComLUSIom O O O O C O O O O 0 Summary of Hypothesis tested in the Study . Conclusions Drawn from the Study . . . . . IMPLICATIONS OF THE STUDY . . . . . . . . . Curriculum Improvement as Teacher Reeducation Implications for an Evaluative Self-Study . Specific Implications . . . . . . . . . . . Questions for Further Study . . . . . . . . BI BLI MRAPHY O 0 O O O O O O O O O O O I 0 iv PAGE 84 89 94 94 97 100 102 106 112 119 121 APPENDIX 1. Reliability and Validity Data for the California T38t Of Mental Maturity o o o o o o o o o o o 0 APPENDIX II. Reliability and Validity Data for the California AChievementTQStooooooooooooooo APPENDIX III. Reliability and Validity Data for the Index of AdeStmntGMVBIUBSosoooooeooooo PAGE 126 131 134 TABLE 3.1 3.2 3.3 3.4 3.5 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 LIST OF TABLES Distribution of 520 students by Grade, Sex, and Nationality o o o o o o e o o o o o o o o o o 0 Distribution of Students by Nationality Group . . . Differences among Four Unequated Nationality Groups Represented in the Student Body of the Amedcan High SChOOI o o o o o o o o o o o 0 Distribution of Sample by Grade Level . . . . . . . Distribution of Sex and Grade Level Characteristics of Four Samples of Nationality Groups drawn from 520 Students of the American High School . . . . . . Comparison of Mexican and American Students in Performance on Total NOn-Language Data of the California Test of Mental Maturity . . . . . Comparison of Mexican and American Students on Test of Spatial Relationships . . . . . . . . . Comparison of Mexican and American Students on Test Of NDmber Series 0 o o o o o o o o o o o o o o 0 Comparison of Mexican and American Students on TeSt 0f NUmber Series 0 o o o o o o o o o o o 0 Comparison of Mexican and American Students in Performance on Total Language Sections of the California Test of Mental Maturity . . . . . . . Comparison of Mexican and American Students on Test Of TbSt Of Inference o o e e o o o o o e o o o 0 Comparison of Mexican and American Students on Test Of NUmerical Quantity o o o o o o o o o o o o 0 Comparison of Mexican and American Students on Test Of Verbal Concepts 0 o o o o o o o o o o o o o 0 Comparison of Mexican and American Students on Test Of Logical Reasoning o o o o o o o o o o o o o 0 PAGE 36 37 38 39 41 47 48 49 50 51 52 53 53 54 TABLE 4.10 4.11 4.12 4.13 4.14 4.15 4.16- 4.20 5.1 4.21 5.2 5.3 5.4 5.5 Comparison of Mexican and American Students of NUmerical Reasoning . . . . . . . . . Comparison of Mexican and American Students Mathematics Grade placement . . . . . . Comparison of Mexican and American Students of Arithmetic Reasoning . . . . . . . . Comparison of Mexican and American Students of Arithmetic Fundamentals . . . . . . . Comparison of Mexican and American Students 0: MeChaniCS 0f EngliSh o o o o o o o 0 Comparison of Mexican and American Students Of Spelling 0 O O O O I O O O O O O O 0 Comparison of Mexican and American Students of Total English Useage Comparison of Mexican and American Students of Total Reading Grade Placement . . . . Comparison of Mexican and American Students or Reading Vocabulary . . . . . . . . . Comparison of Mexican and American Students on Test on Total on Test on Test on Test on Test on Tbst on Test on Test on Test Of Reading Comprehension. o o o o o e o o o o 0 Comparison of Mexican and American Students on Total Achievement Battery of Tests . . . . . . Comparison of Mexican and American Students on Personal Adjustment Scales of the Index of Adjustment EUd Values 0 o o o o o o o 0 Summary of differences Between Mexican and American Students on Tests of Academic Ability and Achievement . . . . . . . . . . . . . . Distribution of Discrepancy Scores on Index of Adjustment and Values by Nationality Groups . . Distribution of Social Adjustment Types . . Comparison of Mexican Students to United States Norms Comparison of Mexican and American Students SOCial AdeStment o e o o o o o o o o e on Vii PAGE 55 57 57 58 59 59 60 61 61 62 63 68 64L 69 72 73 74 viii TABLE PAGE 5.6 Comparison of Mexican and Ameican Students on Measure of Acceptance of Others . . . . . . . . . 75 5.7 Comparison on.Acceptance of Self . . . . . . . . . . 76 5.8 Nationality of Peers Chosen by Mexican and American StUdents O O O O O O O O O O O O O O O O O O O O O 77 5.9 Nationality of Adult Chosen (Mexican or American) by Mexican and American Student . . . . . . . . . . . 78 5.10 Attitudes of Mexican and American Students Toward the American High School . . . . . . . . . . . . . 80 5.11 Offices and Honors Held by Mexican and American Students in the American High School . . . . . . . 81 6.1 Job Values and Desires of Mexican and American Stadents o o o o o o o o o o o o o o o o e o o o 85 6.2 Area of Vocational Choice of Mexican and American S tUde nts O O O O O O O O O O O O O O O O O O O O O 86 6.3 Time of Vocational Choice Reported by Mexican and American StUdents o o o o o o o o o o o o o o o o 88 6.4 Average NUmber of Years Prior to 1959 that a Vocational Choice Made by Mexican and American StUdents o o o o o o o o o o o o o o o o o o o o o 89 6.5 Decisions of Mexican and American Students to Attend COIICSG o o o o o o o o o o o o o o o o e o o o o 90 6.6 Plans of Mexican and American Students Following Granduation from the American High School . . . . 91 6.7 When.Decision Was Made by Mexican and American Students to Attem COllege . . . . . . Q . . Q Q Q 92 6.8 When.Decision was Made by Mexican and American StUdents to Attend COllege o o o o o o o o o o o o 93 I.A Reliability Coefficients For California Short Form Test of Mental Maturity (Junior High Level - 1957 S/Fom) O C O O O O . . C C C O C . C C O C O O O 127 II.A III.A Correlation Coefficients For Other Standardized Intelligence Tests Vs. California Short-Form Test of Mental Maturity (Junior High Level) Language and Non-Language Section. . . . . . . . . Reliability Coefficients For The California Achievement Tests. . . . . . . . Split-Half and Test-Retest Reliability Coefficients FOfCOllegeStUdentsooooo.ooooso... ix PAGE 128 131 136 CHAPTER 1 A STUDY OF MEXICAN AND AMERICAN STUDENTS IN A BI-CULTURAL HIGH SCHOOL A major concern of the Americans who reside in Latin American Republics is an American type of educational program for their children: American type private and parochial schools play a vital and unique role in the educational process, not only for the children of immi- ‘ grated Americans, but also for the children of nationals. Two hun- dred and seventy three such schools constitute the major source of education for over 100,000 children of North and Latin American nationality. These schools are the only source of bi-lingual instruction available in Latin America. As to the importance of these schools, Milton Eisenhower, ,. following a study of Latin America said: . . . I came home and felt and said that I thought these institutions were doing more to promote under- standing and genuine understanding among the peoples of this hemisphere than any other effort in whigh the United States was engaged, even in a small way. The American School of Mexico, D.F. in 71 years of educational service, has attempted to provide programs to instill in youth a responsibility for carrying forward the traditions of American and 1 Milton Eisenhower, "Minutes of The First General Conference of American Sponsored Binational Schools in Latin America,” Prepared by the Inter-American Schools Service of the American Council on Education, Washington, D.C., April 10, 1957, p. 38 (Mimeographed). Mexican cultures. No factor assumes greater importance than the friend- ship and basic understandings of solidarity of these two nations. Specifically, the American School in.Mexico provides a setting where children of different nationality backgrounds can learn and play together; a school in which American and Mexican students can learn the languages of the other as well as his own, and come to understand and respect each other’s cultural heritage; an institution with a faculty comprised of different nationalities providing an American type educational curriculum that will meet the needs of all the students and at the same time respect the legitimate requirements of the host commu- nity in which it exists; a school that will produce intelligent citi- zens for democratic society, whether they will find themselves later living in Mexico, the United States, or elsewhere in the world. A. PROBLEMS FACED BY THE AMERICAN HIGH SCHOOL The American High School faces many problems that grow out of its peculiar circumstances. These problems are as follows: 1. In order to legally exist the Mexican Government requires the school to provide a bi-curriculum in English and Spanish. 2. It is necessary to develop unique standards of excellence without the opportunity of frequent contact and comparison to American schools in the United States. 3. Teaching materials in many instances must be locally developed. 4. Consultative assistance for all staff members must be imported from the United States. 5. Financial support of the school depends solely on tuition. 6. The school must satisfy labor laws which favor the host country. The most persistent and compelling problem facing the American High School in Mexico, D.F., however, is developing an understanding of the children enrolled in the binational setting. During the past years a number of assumptions have evolved concerning these students. There are teachers in the school who feel that American children are brighter, better achieved, better integrated, more socially adjusted, and better equipped for vocational achievement, than are the Mexican children. These teachers in the American School tend to act consistently with such assumptions whether or not the assumptions are grounded in fact. If the quality of the learning experiences for students is to be improved, there appears to be a genuine need for an accurate description of salient characteristics of the students enrolled in the American High School; further, a need to develop a means of involving the American High School staff in an institutional self-study which will lead to modifications in curriculum, guidance programs, and ulti- mately more enlightened attitudes by the teachers toward children in the American High School. B. PURPOSE OF THE STUDY The purpose of this study is threefold: 1. to determine essential academic differences, if any, between Mexican and American students of the American High School; 2. to determine essential personality and social differences, if any, between Mexican and American students of the American High School; 3. to develop implications for reformulating the American High School curriculum consistently with these determinations. C. THE BASIC QUESTIONS OF THE STUDY The study was focused upon several basic questions. These questions were: 1. Do Mexican and American students differ significantly in academic ability? 2. Do Mexican and American students differ Significantly in academic achievement? 3. Do Mexican and American students differ significantly in personal and social adjustment? 4. Do Mexican and American students differ Significantly in attitudes toward the American High School? 5. Do Mexican and American students differ significantly in types of vocational preferences? 6. Do Mexican and American students differ significantly in aspirations for further education? 7. Given reasonable information to the above questions, can a program of self-study be formulated which will assist the American High School staff to improve the program? While other important questions could be raised, the study has been delimited to these questions because of their immediate and practi- cal concern to the American High School. D. RESEARCH RELATED TO PROBLEMS OF THE AMERICAN HIGH SCHOOL Although similar studies have not been made, pertinent refer- ences to aspects of this study were available. These were reviewed as source material from which pre-theoretical considerations and hypo- theses were ultimately developed. 1. Importance of bi-lingualism. Wherever people speaking different languages come into contact with each other bi—lingualism 2 quotes an estimate that some becomes of major importance. Arsenian 1500 different languages are used by people on the earth. The impor- tance of the recognition of educational problems associated with bi- lingual education in European Countries is reflected in the pro- ceedings of an International Conference on Bi-lingualism held in Luxemburg in 1928.3 A discussion of the problems involved in bi— lingual education in the schools of the Southwest United States, in- cluding appropriate courses of study and text books was prepared by Coleman and King.4 Tireman5 points out in his study that the teaching 2 Seth Arsenian. "Bilingualism in the Post War World,” Psychological Bulletin XLII, 1945, pp. 65-86. Conference Internationale sur le Bilinguisme, Luxemburg 1928. El Bilinguismo y la Educacion. Madrid: Espasa-Calpe, S.A., 1932, p. 227. 4 Coleman, Algernon, and King, English Teaching in the Southwest. American Council on Education, Washington, D.C., 1940. p. 307. 5 . . S. S. Tireman. "Bilingual Children," Rev1ew of Educational Research XIV, 1944, pp. 273—78. of a second language to a person who alreadh has a degree of facility with the first language involves a special linguistic problem. Further, the situation is often complicated by other disturbing factors such as unfavorable socio-economic conditions as well as concern of minority racial status. Since the entire student body of the American High School is bi-lingual, the problems associated with bi-lingualism have especial pertinence to the underlending of students and program develOpment in the American High School. 2. Abilities and achievement EEDEEflinguals. Several research workers have been interested in the abilities and achievement of bi- 6 7 linguals. The studies of Arsenian, Barke and Williams and‘Manuel,8 will be referred to in a later chapter. In general, all writers are in agreement that efficiency in two languages varies with the experiences of the child in learning the languages and that language competency is closely related to general mental ability and intellectual achievement. These studies have shown that the problem of measuring 6 Seth Arsenian. Bilingualism and Mental Development. New York: Columbia University, 1937, p. 164. 7Ethel‘M. Barke, and D.E.P. Williams. "A Further Study of the Com- parative Intelligence of Children in Certain Bilingual and Monglot Schools in South Wales,” British Journal of Educa- tional Psychology VIII, 1938, pp. 63-77. 8H. T. Manuel. The Education of Mexican and Children in Texas, Austin: University of Texas, 1930, p. ——— '_- abilities in two languages is a baffling one in any case and especially when the situation is complicated by different cultural backgrounds. In a study of the teaching of English in Purerto Rico conducted under the auspices of the American Council on Education, Fife and Manuel9 used a series of specially constructed tests of language to parallel English and Spanish editions. A measure of bi-lingual background is given in the study of Hoffman.10 He points out that the measures of 'many groups of bi-lingual children have produced averages on tests of mental ability and achievement below the average of mono-lingual children of like ages, but it is made clear in such cases that there have been complicating factors such as less favorable school oppor- tunities, poor socio-economic background, emotional problems resulting from a minority racial status and poor methods and techniques in teach- ing on the entrance of school. Hildreth11 quotes a neurologist in relation to the bi-lingual child: 9 Committee on‘Modern languages (H. T. Manuel, Supervisor of Test Construction). The Inter-American Tests. American Council on Education, 1943. (Edition 1949 to be published by Education Test Service, Princeton and New York). 10M. N. H. Hoffman. The Measurement of Bilingual Background, New York Columbia University, 1934. p. 75. 1Gertrude Hildreth, "Learning a Second Language in the Elementary Grades and High School," The Modern Language Journal VIII (March 1959), p. 138. . . . states his theory of children's ease in learning languages in terms of brain mechanism. The physiological development of the "organ of the mind”, he says, causes it to specialize in the learning of languages before the ages of 10 to 14. After that it becomes rigid, slow, less receptive in this particular function, as it becomes ready for reasoning and abstract thinking. 3. Vocational aspirations of bi-linguals. Studies involving vocational choice of students in a bi-lingual and bi-cultural situation 12 describe a study made in have not been found. Samson and Stefflre the United States which was concerned with the relation between the student's first choice of vocational objective and his father's (or the wage earner of the family) vocation. They concluded from their study that children, in selecting their vocational objectives, are influenced by their parents' occupations to an extent that they are related regardless of what classification the parents' job fall into. The relationship between the parents' occupations and the children's objectives holds true regardless of parents' occupation because the child does not select his objectives independently. Beckman13 reveals in his investigation that the occupation of the father is associated with an individual’s outlook on life and his educational, recreation, and vocational opportunities. In a counseling study Rydenla found that 73 per cent of the parents seriously discussed job possibilities with 12 Ruth Samson and Buford Stefflre, "Like Father. . .Like Son?” The Personnel and Guidance Journal, October, 1952, pp. 37-38. 13 R. O. Beckman, "To What Extent are Vocations Inherited?" Vocational Guidance Magazine VIII (October 1929), pp. 9-11. 14A. H. Ryden, "Including Parents in Counseling," Occupations XXIX (May, 1951), p. 16. their children when they were high school sophomores and although few had already chosen the job for the child, about 76 per cent of them expected to have an active influence in the matter of choosing an 1 occupation. Grim 5quotes that adolescents in differing socio-economic groups tend to choose occupational objectives at the same level as, or higher than, their parent's occupation. Grimléfound: There is a probability of a relationship between the certainty to college attendance as perceived by tenth and twelfth grade students in Oakland and Macomb County public high schools and the educational attain— ment level required for the vocation of their parents. The percentage of tenth and twelfth graders certain to attend college is higher in families in which the parent's vocation requires a higher educational attainment level than in families where the parent's vocation requires a lower educational attainment level. 4. Need for research to better understand the biflingual 32's bi-cultural environment. This review of related studies reveals a growing awareness of the need for research on topics related to this study. Carefully controlled research is needed in all areas and is 15 Edgar L. Grim, A Study To Determine the Probability of Relationships Between tfie EducaTTonal and Vocational Goals of_Tenth and TWelfth Grade Boys and Girls in Oakland and MEEomb CouEEy Public High Schools and the EEEIessed Educational and Voca- tionaI Goals 6f the Parents for these Children, unpublISEEd theSIS for th3_degree of Ed.D. on file at the School of Ad- vanced Graduate Studies of Michigan State University, College of Education, (Lansing: By the author) 16 . Ibid., pp. 145—51. 10 essential to better understand the student in the bi-lingual and bi- cultural environment. Liu17 in a UNESCO report states: When you can measure what you are speaking about and express it in numbers, you know something about it; but when you cannot measure it, when you cannot express it in numbers, your knowledge is of a meager and unsatisfactory kind . . . nowadays, no well-informed person can do with- out the facts and figures relating to education and cultural matters, not only for his own country but also for other countries, and for the world as a whole. Research results are vital for teaching and evaluation and necessary for effective counseling and guidance programs, as well as . . . 18 . the development of teaching materials. Stiff pOInts out: . . . more than a billion human beings - about half the population of the earth - live in areas receiving technical assistance from the United States . . . through the International C00peration Administration - a semi-autonomous agency within the Department of State - the United States is providing technical assistance to 43 countries and territories to develop and improve programs of education . . . It is not generally feasible to translate and use material developed in the United States . . . . 19 . . Brichman suggests that there is hardly an aspect of education - philosophy, curriculum, administration, finance, supervision, etc. - upon which additional comparative educational research is not needed. Before the interdependent relations of education and family living can be adequately understood much additional research will be required. Much l7 Baugnie Liu, "World Statistics on Education," The Education Digest XXIV (February 1959), p. 19. 18 . . George H. Stiff, "Overseas Opportunities for American Education in the Technical Cooperation Program," School Life (April 1959), p. 8. 19 W. W. Brickman, "Comparative Education," School and Society LXV, 1947, pp. 145-51. 11 refined study will have to be made if we are to understand the founda- tion and development of personality of family members under the influence of particular cultural settings and through the interaction of persons with different roles of understandings. There is an ever 'growing interest in better understandings of the bi-cultural environ— , 2O ment. Brickman says: "The country has started to breach the scholastic walk of separation between itself and other geographical areas." Hence, research on this particular problem centered in the American High School of Mexico, D.F., appears to be justified. E. PRE-THEORETICAL CONSIDERATIONS AND HYPOTHESES The study is organized around the testing of nine general hypotheses. These hypotheses and the rationale from which each was generated are described below: 1. Nationality and Performance on Psychological Tests. Most standardized achievement and ability tests developed for use in schools for American students rely heavily upon a proficiency in English by the students. Anastasi and Foley21 report, "Since the current intelli- gence tests are a characteristic American development . . . it is not surprising that most comparisons (between.Americans and non-Americans) favor American subjects.” The same authors point out that the actual 20 William W. Brickman, "The Study of Asiatic Languages and Cultures," School and Society LXXXVII (March 1959), p. 23. 21AnnAnastasi, and John P. Foley, Jr. Differential Psychology. New York: The MacMillan Co., 1949. 12 effect of a language barrier upon test performance is likely to be most serious when such a handicap is present in a mild form. If the student has a reasonable understanding of English, it is usually found un- necessary to give him a non-verbal test. However, such a student may lack the facility in the use of English or in vocabulary range required to compete fairly on a verbal test. It has been demonstrated that students with such relatively mild language handicaps generally obtain lower intelligence scores.22 When the language handicap is fairly pronounced, even the use of the English language in giving directions in a non-verbal test may affect the scores.23 In a study by Anastasi and Foley,24 236 Spanish speaking children in the first three grades of Arizona public schools were given the Otis Primary Group Intelligence Tests. This is a non- verbal test with oral instructions. The effect of bi-lingualism was checked by giving one half of the group Form A with Spanish instruc- tions, followed about 10 days later by Form B with English instructions. The procedure was reversed in the other half of the group. The mean 1.0. was found to be 96.14 on the Spanish Form and 86.87 on the English form, although nine received the same I.Q. on both. When a child speaks one language at school and another at home, his mastery of both languages may suffer as a result. The data from literature on the subject seem to imply that factors other than race of nationality are operative in alleged 22 Ibid., p. 719. 23 , Ibid. 24 . Ibid., p.720. 13 racial differences in performance upon psychological tests. Studies by 26 and Anastasi and Foley27 clearly show that Klineberg,25 Pintner, differences such as general educational opportunities and specific type of training available to each group of race or nationality; differences in general social and economic level and in the facilities for intellectual advancement offered in the homes; the tradition and culture against which the individual develops; emotional attitudes, ideals, and preferences fostered by surroundings - all of these factors undoubtably influence psychological test performance. To this may be added the many difficulties arising when an examiner from one racial group or national group administers the test to students in another group.28 Obviously this situation is not comparable to the testing of subjects within one's own nationality or language group. It would be ideal in testing groups of different races and nationalities to use culture-free tests. However, because of differences in perception and assumptions rising out of language, customs, mores, and cultural traditions and values, ”it is agreed by authorities in this field that it is impossible to construct a wholly culture-free instrument for testing."29 25 Otto Klineberg, "Characteristics of the American Negro," Harper, 1944, p. 409. 26 Arastasi and Foley, 22. cit., p. 719. 27 Ibid. pp. 717 - 22. 28 , Ibid. 29 Interview with Buford Stefflre, Associate Professor of Education, College of Education, Michigan State University, East Lansing, Michigan, December 17, 1959. 14 It is concluded, then, that there is considerable evidence which suggests that the cultural differences may be responsible for the group differences in "capacity"; however, achievement and cultural level are frequently found to vary not with race or nationality but with environmental factors. Although many racial and national groups have been tested and results indicate there are differences in average intelligence test scores,30 the interpretation of the results presents the problem. The point of emphasis is that psychologists no longer assume that intelligence tests measure native capacity independent of environmental stimulation and opportunity.31 It is safe to conclude that the belief in inborn racial or natural differences is not supported by adequate experimental evidence. In the American High School of Mexico, D.F., students come from different language and cultural background. Although all of these students reside in a Spanish - Mexican culture, all are not a part of that culture. Although these students are bi-lingual (English- Spanish), instruction in the American High School is in English. It seems reasonable, therefore, to hypothesize that: (1) Students of Mexican and American families do not differ significantly in performance on the non-language aspects of an appropriate test of academic ability. 3O Klineberg, op. cit., p. 408. 31Ibid. 15 Since students of Mexican parents generally acquired English as a second language, it seems reasonable to hypothesize that: (2) Students of Mexican and American families differ signi- ficantly in performance on language data aspects of an appropriate test of academic ability. (3) Students of Mexican and American families do not differ significantly in performance on the non-language data aspects of an appropriate test of academic achievement. (4) Students of Mexican and American families differ in their performance on the language section of an appropriate test of academic achievement. 2. Nationality and Personal, Social, and School Adjustment. A. Personal adjustment. Most Mexican students feel secure and at ease in their own environment and culture. They may freely accept or reject social values of other cultures with which they are exposed without the anxiety and frustration of those who enter a strange and foreign culture. The Mexican child, however, who attends the American High School, must master a second language and adjust to daily interaction with American children, whose customs, language, and culture are different from his own. The American child, who attends the American High School must learn a second language and overcome the anxiety that comes from the loss of familiar signs and symbols of his own culture in establishing social intercourse in a new and foreign culture. It appears from general observation that the vast majority of both the Mexican and American students make the adjustment to desirable 16 social intercourse in the American High School without significant pro- blems. It is hypothesized, then, that: (5) Students of Mexican and American families do not differ in their performance on a measure of personal adjustment. B. Social adjustment. Although the Mexican student is free to accept or reject social values within his own environment and cul- ture it is believed that Mexican students feel frustration in the desire to attain a high racial status as he perceives the situation. The Mexican student in close association with his American classmate perceives social satisfactions in the American culture that he feels are limited in his Mexican culture. The Mexican student is keenly aware of the limitations of economic opportunities in Mexico and has a strong desire to be successful economically and socially. In an attempt to succeed socially and when placed in a bi-national and bi- cultural setting, it seems reasonable to hypothesize that: (6) A greater proportion of Mexican students than American students reflect an "awareness" of nationality differences, and react defensively by "overvaluing" self in relation to others - thus, rejecting their peers. Three sub-hypotheses are developed as follows: (68) A greater proportion of Mexican students than American are "overvaluing" of self in relation to the average person in their peer group. 17 (6b) A greater proportion of Mexican than American students choose their "best friends" from the opposite nationality group. (6C) A greater proportion of Mexican than American students choose adult models from the Opposite nationality group. C. Nationality and School Adjustment. There is a greater financial sacrifice for the Mexican family to send children to the American High School. The privileged Mexican child is counselled from an early age by his parents concerning the value of an education in a country where it is estimated that some 30 per cent of the Mexican children receive no formal educational training. Consequntly, the value of education and how it is to be used for personal benefit is probably made more meaningful by parents to the Mexican student than to the American. This rationale leads to the following hypothesis: (7) Students of Mexican families are more likely to hold positive attitudes toward the programs and activities of the American High School than are students of American families. It was hypothesized in (6) above that a greater proportion of Mexican than American students reflect difficulty in adjusting socially to the bi-national high school setting. If the Mexican group is "overvaluing" of self in relation to others as hypothesized in (6a), it seems reasonable to expect Mexicans to be less"acceptable" to the students of the American High School than Americans. 18 It is hypothesized, therefore, that: (8) A greater proportion of American than Mexican students will be accepted into the "prestige” organizations and activities of the American High School. 3. Nationality and Vocational Aspiration. In an economy that is historically unstable, the Mexican child is presumably encouraged to take advantage of educational and vocational oppor- tunities. Consequently, responsibility is believed to be placed on the Mexican child for making decisions concerning his future. It is hypothesized, therefore, that: (9) Students of Mexican families choose vocations at an earlier age than do students from American families in the American High School. Although the.Republic of Mexico has made considerable pro- gress in educational, technical, and industrial activities in the past decade, vocational opportunities in Mexico are still limited when compared with those in the United States. Because of this limitation in vocational opportunities in Mexico, it is hypothesized that: (10) Students of Mexican families choose from among fewer vocational areas than do students from American families in the American High School. F. DEFINITION OF TERMS Throughout this study the following definitions of terms are employed. 19 Parental culture. If the student's language proficiency is theoretically related to family environment, it follows that a sig- nificant part of that environment must be the language predominantly spoken in the home. This customary language is obviously related to the ”nationality" or "citizenship" of the parents. Accordingly, the phrase, "parental culture" is used here to describe situations in which the following three variables are operating. 1. the legal citizenship of each parent, 2. the nationality of parents or parental substitutes with whom the student regularily lives, 3. the language normally spoken by each parent - "Mexican" implies that the language spoken by the parents in the home would normally be Spanish; whereas "American" implies that the language spoken by the parents in the home would normally be English. 2225 culture. If the immediate language environment with which the student identifies himself is also to be a factor in his language proficiency, it follows that the language customarily used in conversing with one’s best friend describes the immediate language environment for most students. The phrase "peer culture" is used here to describe that language environment and nationality of the persons involved. The phrase is also employed to include the dimension of the student's “idealized" language usage as defined by the nationality of the adult (other than parents) with whom he most strongly identifies himself. English language proficiency. Normally the term ”language proficiency" would comprehend the skill with which one speaks as well 20 as reads and writes a language. Inability to converse adequately in a language in a situation in whichtotal language proficiency is required has already been related to problems of personal and social adjustment. In this study, the phrase "proficiency in English usage" is limited to the skill in reading and comprehending the English language as measured by the California Tests of mental maturity and achievement. Personal and social adjustment. According to Bills,32 personal adjustment is seen as the discrepancy between one's individual concept of self and one's concept of ideal self. Social adjustment is seen as the discrepancy between one's acceptance of self as a basically worthy person and one’s acceptance of other individuals. The phrase "personal and social" adjustment is used here in this sense. Vocational choice. Refers to the type of work situation most preferred by students. Ability. Refers to whatever is measured by scores on stan- dardized tests of mental maturity. Ostensibly these tests measure student performance in reading vocabulary, reading comprehension, mathematics fundamentals, mathematical reasoning, and the mechanics of English and spelling. Citizenship. Is defined as the country which has bestowed (either by birth or other legal action) the status of ”citizen" upon the person. In this study, the validity of the term "citizenship" is 32 R. E. Bills, Manual for the Index of Adjustment and Values, un- published’manuscript, Department of Psychology, Alabama Polytechnic Institute, 1955, p. 6. 21 compromised by the means of obtaining the desired information. There- fore, specifically, citizenship of the mother and citizenship of the father is defined in terms of reports on legal citizenship made by students. Nationality. Is employed here to describe the country associated with a person as reported by students. G. DELIMITATIONS In attacking the general problem it was necessary to make certain delimitations. The students of the American High School of Mexico, D. F., served as the population for this study. Data collected and analyzed were limited to a single test administration to students from the seventh through the twelfth grades. All data were collected through instruments that involved written tests and questionnaires. Language data collected and analyzed did not involve proficiency in speaking the language but in reading and comprehension. It should also be pointed out that the educational and vocational goals expressed by the students are a reflection of the thinking of those individuals at the time the survey was made. It is possible that a survey taken at another time might disclose different information. H. OVERVIEW OF THE STUDY In chapter II, a description of the instrumentation employed in the study is provided. The design of the research is covered in Chapter III. Analyses of data and testing of hypotheses related to nationality and academic ability and achievement are presented in 22 Chapter IV; related to nationality and student adjustment in Chapter V; related to nationality and vocational aspiration in Chapter VI. In Chapter VII, the central findings from the research are summarized, and the implications for program development in the American High School, Mexico, D.F., cited in Chapter VIII. CHAPTER II INSTRUMENTATION USED IN THE COLLECTION OF DATA A. STUDENT POPULATION In the collection of data for this investigation a battery of instruments was used. The'battery was given to each of 591 students in grades seven through twelve in the American High School, Mexico, D.F. All the instruments were completed by 74 of 77 students en- rolled in the twelfth grade; 84 of 84 students enrolled in the eleventh grade; 96 of 100 students enrolled in the tenth grade; 98 of 103 stu- dents enrolled in the ninth grade; 108 of 110 students enrolled in the eighth grade; and 131 of 133 students enrolled in the seventh grade. Of the total enrollment of 607 students, seventh through twelfth grades, 97.3 per cent completed the battery of instruments. B. TESTING CONDITIONS The tests were given during the first three weeks of July, 1959. They were administered by the author with the assistance of two American School administrators who were familiar with the stan- dardized tests employed. . The testing took place in a large, uncrowded room with adequate ventilation and illumination. The tests were administered in groups of fifty or fewer students. The testing was carried out between the hours of nine and 24 twelve in the mornings of Tuesdays, Wednesdays, and Thursdays for a period of three weeks. Since there were no major athletic events or holidays during this period, any detrimental influences of fatigue after a holiday or the disturbance of anticipating a special event or holiday were minimized. C. SPECIAL CONSIDERATION IN THE TESTING PROCESS The directions for the tests were given in English. In the case of some students whose English proficiency was obviously limited, there may have been some uncertainty as to the meaning of the direc- tions. However, the two assistants helping administer the tests were bi-lingual (English-Spanish) and questions raised by the students were answered either in English or Spanish as the case required. D. INSTRUMENTATION A battery of five instruments with pertinence for this study were used. These included a general information form, Center's Job Values and Desires check list, The Index of Adjustment and Values, The California Test of Mental Maturity, and the California Achievement Test. The factors measured by these instruments and the reliability and validity coefficients from previous use are summarized in the following section. 1. General Information Form: This form was developed for the purpose of getting information about the student's family background, choices of significant peer and 25 adult friends, educational and vocational plans. The questions raised were assumed to have face validity for the population. It was further assumed that the students' responses were valid for the purpose of describing the factors under investigation. ' 2. Job Values Check List. Center's Job Values and Desires Check list was used to describe the vocational settings most preferred by students. "Job Values and Desires refer not to the kind of job or the duties performed but to the more fundamental motivations underlying the relation between the worker and his work."33 Center's Job Values and Desires Checklist has been used to investiage: (l) the vocational values and desires of high school students,34 (2) racial differences in job values and desires,35 (3) the relationship of job values to vocational aspirations of youth,36 (4) sex differences in job values and desires,37 and (5) age differences in job values and desires.38 33 . Buford Stefflre, "What Do High School Students Really Want from a Job", School Counselor, Volume 4, NUmber 1, November, 1956, pp- 4-9- 34Ibid. 35Stanley Singer and Buford Stefflre, "A Note on Racial Differences in Job Values and Desires", Journal 2f Psychology, XXXIII, 1956, pp. 333-37. 36Stanley Singer and Buford Stefflre, "The Relationship of Job Values and Desires to Vocational Aspirations of Adolescents," The Journal of Applied Psychology, Volume 38, NUmber 6, 1954, pp.l6-l9. 37 Stanley Singer and Buford Stefflre, "Sex Differences in Job Values and Desires“, Personnel and Guidance Journal, April, 1954, pp. 38-40. 38Stanley Singer and Buford Stefflre, "Age Differences in Job Values and Desires", Journal 2E Counseling Psychology, Volume 1, Number 2, 1954, pp. 16-19. 26 In reviewing the literature no studies were found which compare Mexican and American children in job values and desires. Correspon- dence with one of the writers who has conducted a number of research studies with Center's Job Values and Desires Checklist confirms the writer's impression "of breaking new educational ground in the use of 39 this instrument with the student population of the American High School." 3. California Test 25 Mental Maturity (Short-Form): The California Test of Mental Maturity (Short-Form) was administered to each student tested in grades seven through twelve. In grades seven, eight, and nine the Junior High Level (Form JR) of the test was administered. In grades ten through twelve the Secondary Level (Form A) was used. Because the tests are so closely articulated as to content the following description of the test applies to both levels. The California Short-Form Test of Mental Maturity is an instrument for appraising mental development or mental capacity. It reveals information that is basic to any interpretation of present function and future potential in a relatively specific but critical area of human activities. By means of the carefully selected and validated items, this test samples mental processes in four areas: spatial relationships, logical reasoning, numberical reasoning, and verbal concepts. Two summary scores, Language and Non-Language, to- 39 Letter from Buford Stefflre, Associate Professor of Education, College of Education, Michigan State University, East Lansing, Michigan, October 18, 1959. 27 gether with four factor scores, produce the significant interpretive data of the test.”40 Two tests are employed to tap the spatial relationship factor. Test one (Sensing Right and Left) is designed to record the indivi- dual's ability to discriminate between right and left, involving such mental processes as manipulation of visually presented objects and two and three-dimensional perception. Test two (Manipulation of Areas) consists of two- and three-dimensional drawings which represent spa- tial patterns of several different forms and in various positions. The Logical Reasoning factor attempts to determine an indi- vidual's ability to grasp relationships involving both inductive and deductive reasoning. Two tests provide the data for this factor score. Test three (Similarities) consits of fifteen items, each of which consists of seven drawings. The first three are alike in some way. The individual determines in what way they are alike and then selects one drawing in the remaining four which is related to the first three in the same way. Test four (Inference) consists of fifteen items, each of which contains two premises. The individual must select the logical con- clusion, based on these premises, from the three possible responses given. 40 - Manual for the California Short-Form Test of Mental Maturity (Junior High Level), California Test-Eureau, Los Angeles, California, 1957, p. 2. 28 The numerical Reasoning factor measures the ability to recog- nize numberical concepts and relationships; to identify the principles involved in the solution of numerical problems; and to use these prin- ciples in making inferences and reaching correct solutions. The fac- tor score is derived from data provided by two sub-tests. Test five (Number Series) consists of ten number series which increase or decrease in various patterns. The individual indicates his understanding of the principle governing each pattern by identifying the number in each series which violates this principles. The second part of this test consists of five number series items, with certain numbers missing which the individual must supply. Test six (Numerical Quantity) consists of fifteen problems in quantitative reasoning. Each item contains a numerical situation, together with a question about it. The individual must work out the problem and select the correct answer from four possible responses. It has been demonstrated that the California Test of Mental Maturity has satisfied conventional requirements of reliability and validity among adequate high school student populations.41 Although the factors covered by this test are predominantly verbal, the inclusion of some relatively non-language task made its use in the bi-cultural population justifiable. 41 . Appendix Section A contains reliability and validity data. 29 4. California Achievement Test. The California Achievement Tests (Complete Battery, Junior High Level, Form W) was administered to students tested in grades seven and eight. The Advanced Level (Form W) was administered to students tested in grades nine through twelve. The following description of the tests applies to both levels of the battery. Each level of the California Achievement Tests is composed of three sub-tests: (1) Reading, (2) Arithmetic, and (3) Language. These three tests are further divided into two parts each: The Reading tests consist of (1) Reading Com— prehension and (2) Reading Vocabulary; the Arithmetic Tests consist of (l) Arithmetic Reasoning and (2) Arithmetic Fundamentals; and the Language tests consist of (1) Mechanics of English and (2) Spelling. The Reading Vocabulary test consists of sixty items and is divided into four sections: Section A, Sampling Mathematics Vocabulary; Section B, Science Vocabulary; Section C, Social Science Vocabulary. Also included is a fifteen item section on general vocabulary. Section D provides further measurement of reading vocabulary. The Reading Comprehension test is designed to reveal the stu- dent's comprehension of what he reads. The test is designed to reveal strengths and weaknesses in several general areas. They include following specific instructions, finding sources and doing reference work, comprehending factual information, and making proper inferences and drawing valid conclusions from materials read. Test two consists of Section E, Following Directions; Section F, Reference Skills, and Section G, Interpretation of Materials. 30 The Arithmetic Fundamentals Test is divided into sections on (1) Addition, (2) Subtraction, (3) Multiplication, and (4) Division. Each samples the different essential elements of its particular func- tion. The Mechanics of English test consists of three sections: (1) Capitalization, (2) Punctuation, and (3) Word Usage. Punctua- tion marks tested include comas, questions marks, quotation marks, and apostrophes. Word Usage tests knowledge of such factors as person, tense, number, case, good usage and parts of speech. This section also tests the student's ability to distinguish between complete and in- complete sentences. The final test, Spelling, consists of thirty sets of four words each. The student decides which, if any, of the four words is incorrect. 5. Index of Adjustment and Values. The Index of Adjustment and Values was used to obtain measures of personal and social adjustment. According to Bills42 personal ad- justment is seen as a function of the discrepancy between one's con- cept of self and one's concept of ideal self. Social adjustment is interpreted as the discrepancy between acceptance of one's self and of one's peers. The Index of Adjustment and Values measures a number of per- sonality variables. "They include: self concept, self-acceptance 42 R.E. Bills, op. cit., p. 6. 31 concept of ideal self, discrepancy between self-concept and concept of ideal self, and perceptions of how other people accept themselves."43 In using the instrument, the student is first asked to think of himself in relation to each of the forty-nine trait words. He is then asked to respond to three questions concerning the stimulus word. For example, consider the word "academic". He is asked: (1) How often are you this type of person? (2) How do you feel about being this way? (3)- How much of the time would you like this trait to be characteristic of you? The student is then asked to answer these same questions about other people, that is, a representative member of his peer group. He is instructed to think about other people like himself and then to answer the questions as he believes the average member of this group would answer for himself. The Index of Adjustment and Values produces two scores with pertinence to this study: 1. A measure of personal adjustment derived from the dis- crepancy between the students description of his self concept and his concept of ideal self. The concept scores are totaled from scores on each of 49 trait words descriptive of self. The greater the discrepancy between scores on these two dimensions of the instrument, the greater the problems of personal adjustment; 2. A measure of social adjustment derived from the relationship of self-acceptance to acceptance of others (peer representative). Four classifications or ”personality types" are produced by these scores. 43 Ibid. 32 Type 1: One who accepts self and others; highly effective in human relations; a self-actualizing individual; Type 2: One who accepts self but rejects others; highly threatening to other people in human relations; Type 3: One who rejects self and others; highly ineffective in human relations; an authoritarian type of individual; and Type 4: One who rejects self but accepts others; more effective then types 2,3, but less than type 1. The Index of Adjustment and Values has been used with a limited secondary school population with reliable and valid results. E. STEPS IN PROCESSING DATA 1. The answer sheets for the California Achievement Tests and the California Short-Form Test of Mental Maturity were sent to Dallas, Texas, where they were machine scored by the Test Bureau. 2. The data from both tests were recorded on indiVidual record sheets on which were reported complete data for each student. In addition, these data were summarized by grades on another master sheet. These were checked one against the other to insure accuracy. 3. The IBM Card Punch Code Lists were then sent to Michigan State UniverSity where the data recorded on the Card Punch Lists were key-punched for verification for IBM tabulation. 44 Appendix C contains all pertinent reliability and validity data. 4. Frequency distributions were run for all students according to sex, grade, and citizenship of parents, for preliminary analysis. SUMMARY Eight instruments were selected for determining the ability, adjustment and vocational aspiration characteristics of Mexican and American Students. The characteristics measured and the instruments used are as follows: Characteristic 1. Academic Ability: 2. Academic Achievement: 3. Personal Adjustment: 4. Social Adjustment: 5.~ Peer Identification: 6. Adult "Model": 7. Vocational Values: 8. Vocational Aspiration: Instrument California Test of Mental Maturity California Achievement Test Self-Ideal scores (Column 1, III) of the Index of Adjustment and Values. Self-Other scores (Columns II, V) of the Index of Adjustment and Values. Sociometric choice of "best friend". Sociometric choiceof "significant" adult other than parent. Centers Vocational Desires and Values Check list. Stouffer's Vocational Inventory (classification of vocations) CHAPTER III DESIGN 01’ ms RESEARCH A. SAMPLIIG OF POPULATION Theta were administered to 591 students in grades seven through twelve in the Americanfinigh School. This represents 97.3 per cent of the school population in those grades. Thirty-three different nation- alities are represented in the student body. The prime purpose of the study was to test for differences betweenfiuoxican and American stu- dents; therefore, only those students both of whose parents are of the same nationality were chosen for study. That is, students whose father and mother are Mexican and those students whose father and‘mother are American are subjects of the study. These two groups represent 462 students or 76 per cent of the total students in the American‘High School. In order to test the hypotheses cited in Chapter I, it was necessary to control factors other than nationality which would rea- sonably be expected to produce differences between the two main nation- ality groups in the population. Known bias factors included: 55: 25 children. It is accepted that performance on.the California Achievement Tests can be expected to increase with the age of the child. SSE: Generally girls are known to score lower on mathe- matics sections of the California tests. 35 gig-economic 1.2321 2f parents. The vocational and educa- tional aspirations of adolescents are known to vary in accordance with socio-economic and educational attainment of parents.45 In Table A-1 it is evident that the population of'Mexican and American students is skewed with respect to age and sex. Although a Chi square analysis of differences in distributions among nation- ality groups by grade level was not significant, it is apparent that the distributions favor the lower grades.46 It is also evident that the distribution of males and females varies disproportionately among the nationality groups in grades seven, nine, and twelve. ”arm, 22. 315. , ‘6The Chi square for distribution of children regardless of sex by grade level according to nationality groups was calculated to be 20.184, which with 15 degrees of freedom.is not significant at the .05 level of confidence. See Thble A-3. TABLE 3-1 DIS'IRIBUTION OF 520°STUDENI‘S BY GRADE, SEX, AID NATIONALITY. nationality of Parents Grade Level 7 8 9 10 ll 12 Total Meow-Wrnfnrururur Mexicanfstheruz5 712 12 7 8 7 4 5 7 5 113 Mexican mother Mexican father American mother American father 0 Mexican mother 2 3 5 3 l 1 2 1 1 5 25 Amrican father “than mother“ 67 42 57 39 44 51 36 35 32 29 34 349 Total 73 97 54 75 56 52 65 46 45 42 4O 46 520 o Seventy students are not shown whose parents were some nationality combination other than those shown in this table. One 1m card was inadvertently lost. 00 M stands for male. 000 F stands for female. In order to control factors of sex, age (grade level) and socio- economics as well as unknown factors affecting performance on the instru- ments, a random smnple was drawn from each nationality group which dis- tributed the randomly chosen children proportionately by age and sex. The steps taken in determining the sample are described below. 3“? 1: The per cent of children in each nationality group‘” “Children of bi-national (Mexican and American) parentage were in- cluded in the sampling procedure in order that students of bi-national parentage might be compared at a later time with nationals. 37 by sex and age were calculated from Table 3-1. 0f the 520 children, 113 were of Mexican-only parentage or 22 per cent of the total. Sixty-seven per cent of the total group were of American-only paren- tage. Of the Mexican-only children 23 per cent were enrolled in grade seven and 12 per cent in grade twelve. These distributions are summarized in Table 3-2. TABLE 3-2 DISTRIBUTION OF STUDENTS BY NATIONALITY GROUP IN GRADES 7-12 Nationality of Parents T0131 7 8 9 10 1 1 12 % MBFEMFMFMPMFMF 1325 712127 87 46 75 22 Mexican father Mexican mother Mexican father Americanmother2323215243326 American father Mexicanmother “2 33 30 11 21 15 5 American father American mother 5“ 57 ‘2 57 39 44 51 36 35 32 29 34 67 _,__. _. ___.__ ~— -.—.~ .. -,-__.__,.__- _._._..- w“ Total per cent 2319 16 17 13 3 12 100 ‘ o M Stands for male. 00 F Stands for female. The smaple was extracted to conform proportionately to the dis- tribution of nationalities by grades calculated in Table 3-2. Step .2_: In order to determine the number of children to be 38 included in the proportionate sample, the number of which could be ex- pected theoretically to fall into each grade level, if no factors other than chance were operating, was calculated by Chi square. In Table 3.3 the number of children theoretically expected are reported in parentheses. The actual number of children in each cell are represenp ted by the whole numbers. Upon examination it was clear that the cell represented by Grade 10 (American father-Mexican mother) revealed not only the smallest number of children (and therefore the basis for reducing all other cells proportionately to it) but revealed also the greatest discrepancy between actual (2) and expected (4.17) the amount to which the total was to be reduced (521 to 236). TABLE 3.3 DIFFEREICES AMONG FOUR unsomnan NATIONALITY GROUPS mas - seam IN ms 3mm BODY OF ms AMERICAN HIGH SCHOOL. 4' Nationality of Parents 7 8 9 10 ll 12 Total Mexican father 39 19 19 15 10 12 114 Mexican mother (26.91) (24.66) (18.16) (19.04) (14.44) (13.79) Mexican father 5 5 3 7 7 5 American mother ( 7.55) ( 6.08) ( 5.10) ( 5.34) ( 4.05) ( 3.87) 32 American father 73 69 58 63 47 40 American mother (82.63) (66.51) (55.76) (58.45) (44.34) (42.32) 350 American father 6 6 3 2 2 6 ‘Mexicanumother ( 5.90) ( 4.75) ( 3.98) ( 4.17) ( 3.17) ( 3.02) 25 Total 123 99 83 87 66 63 521 L j 4&Whole numbers are actual numbers of children. Numbers in parenthesis are ”expected" numbers derived from marginal Chi square dis- 39 The sample now consisted of 236 children proportionately dis- tributed by nationality and age (grade level) as indicated in Table 3.4. Adequacy of distribution was tested by Chi square and found to be significant at .995 level of confidence. TABLE 3.4 DISTRIBUTION OF SAMPLE BY GRADE LEVEL Nationality Grade Level of Parents 7 8 9 10 ll 12 Total Mexican father Mexican mother 12 10 8 8 8 6 52 Mexican father 3 3 2 2 2 2 14 American mother American father Mexican mother 3 2 2 2 2 1 12 American father 6 30 5 American mother 3 2 27 21 19 158 Total 54 45 37 39 33 28 236 11": 3.428 df: 20 p: .995 Ho: accepted It will be noticed that there are six cells which do not permit a proportionate distribution by sex. For exmnple, there is only one child in the twelfth grade with an American father and Mexican mother. The assignnent of children by sex in these "odd cells” was accomplished as follows: The cells in question were numbered 1 through 6. Arbitrarily 40 the odd numbered cells were assigned to boys and the even numbered cells to girls. The odd or even numbering of the specific cells was then de- termined randomly from random number tables49 beginning with the top left of the table and proceeding crosswise to bottom.right. SEEE.2‘ The sample was then.made proportionate according to the distribution of children by sex. 0f the 591 children, of all nationalities, 52 per cent were girls and 48 per cent boys. The num- ber of children in each cell of Table 3.4 was then divided propor- tionately by boys and girls. The adequacy of this distribution was tested by Chi square analysis and found to be significant at the .80 level of confidence. The sample and its distribution by sex, age, and nationality group is reported in Table 3.5. 49Henry E. Garrett. Statistics in Psychology and Education. New York: Longmans. Green and Col, 1953, p. 254. TABLE 3. 5 DISTRIBUTION OF SEX AND GRADE LEVEL CHARACTERISTICS OF FOUR SAMPLES OF NATIONALITY GROUPS DRAWN FROM 520 STUDENTS OF THE AMERICAN HIGH SCHOOL Nationality of Parents 7 8 9 10 ll 12 Total Mexican father 6 M 5 M 4 M 4 M 4 M 3 M Mexican.mother 6 F 5 F 4 F 4 F 4 F 3 F 52 Mexican father 1 M 2 M l M l M l M l M American mother 2 F 1 F 1 F 1 F 1 F 1 F 14 American father 2 M 1 M 1 M 1 M 1 M 0 M Mexican mother 1 F 1 F 1 F 1 F 1 F 1 F 12 American fatherl7 M 14_M 12 M 13 M 10 M 9 M American motherl9 F 16 F 13 F 14 F 11 F 10 F 58 Total ‘54 45 37 39 35 28 236 Step 4: In order that such factors as socio-economic position and family background might be controlled, the specific children in each cell indicated in Table 3.5 were selected randomly from the sex-grade level distributions of the original 521 children on the assumption that such factors would be randomly distributed in the original distribution. B. ANALYSIS PROCEDURES Each of the hypotheses was tested after the following model: Step 1. Statement of the hypothesis. Step 2. Re-statement of hypothesis in null for (Ho: a = b) and its alternative (H1: a b). 42 Step 3. Selection of analytic Device. a. The Chi-square test50 was used to test the differences between the non-parametric frequencies actually ob- served and the frequencies that would be expected if the cases were distributed by chance in each of the cells. The formula for chi-square is stated as follows: 1:2 - (fo - fe)2 in which e to - frequency of occurrence of observed or experi- mentally determined facts; fe - expected frequency of occurrency on some hypo- thesis. The printed table of):2 reported by Lindquist51 was used to convert the results to percentages showing the relative statistical significance of the difference. b. If the null hypothesis was rejected by Chi square analysis, the alternative hypothesis (a b) was tested by inspection of the Chi square table for direction of differences in distribution. 50 ' Henry E. Garrett. Statistics in Psycholo and Education, New'York: Longmans, Green and Co.,-I953, p. 23%. 513. F. Lindquist. Statistical Analysis in Educational Research. New York: Boughton MiffIIn Co. , T945, p. 42. 43 c. When the data lay in a continuous series, the "t" test52 was used to test the directional differences between the means of two distributions. The "t” is a powerful test that uses the ratio of the differences between the two means obtained to the standard error of a theoretical distribution of differences between means of samples, all of which are tahen from the same population. When means are uncorrelated the "t" formula for testing their difference is: t a M - M 5 e 5 .1. * 1 N1 4' N2 - 2 N1 15 Where M1 and M2 4» means of the two samples Exf and Ex; - sums of deviation of each value in the sample from the means of the sample squared X} 8 (x - i1)2; x3 - (x 8 5E2)2 The complete numerator should read M1 - M2 - 0, to indicate that it represents a deviation of a difference from the means of the difference. The denominator as a whole is the standard error of the difference between means, as the squares of the "t" ratio. 52 Sidney Siegel. No arametric Statistics for the Behavioral Sciences. New TorE: McGraw-HIII Co., T936, p. 19. 44 Step 4. Upon testing the null hypothesis, one of two con- clusions followed directly from the test. Either the null hypothesis was accepted (Americans and Mexicans do not differ) or the alternative (Americans score higher than Mexicans). SUMMARY The data from this study were drawn from.a battery of Iinstrunents which.were completed by 591 students of 607 enrolled in the seventh through the twelfth grades of the American High School, Mexico, D.F. The information was coded for IBM machines which were used to process the data. (A sample of'Mexican and American children was extracted from the data and made proportionate with respect to age and sex. Error variance was randomized through the samples. Hypothesized differences between the two groups were con- ducted by an analysis of mean scores employing the "t" test. Differ- ences in non-parametric data were tested by Chi-Square. The null form.of the hypothesis (Ho: a 8 b) was employed. The alternative form.of the hypothesis (H: a7b) was accepted or rejected depending upon the test of the null foam. Levels of significance were held at the .05 level of confidence. CHAPTER IV ANALYSIS OF THE ACADEMIC ABILITY.AND ACHIEVEMENT OF MEXICAN AND AMERICAN STUDENTS Students of Mexican and American families predominate the pupil population of the American High School, Mexico, D.F. As indi- cated in Chapter 1, perceptions have developed through the years which suggest that the groups differ in their ability to achieve well acade- mically. Following the pattern of investigation outlined in Chapter 11, an analysis was made of the performances of equated groups of Mexican and American students on the California Test of Mental Maturity and the California Achievement Test. The results of this analysis are presented in this chapter. A. DIFFERENCES IN ACADEMIC ABILITY Are the Mexican students in the American High School less academically able than American students as determined by scores on tests of mental ability? In Chapter 1, it was hypothesized that: Students of Mexican and American families, when factors of grade level, sex, and family status are controlled, do not differ significantly in perfor- mance on the non-language data portions of the California Test of Mental Ability. It was further hypothesized that these same groups of students would differ significantly in their performance on the language data section of the California Test of Mental Maturity. Since the total I.Q. scores produced by the California Test of Mental‘Matuirty are drived from both language and non-language data 46 performances, no hypothesis was constructed concerning this measure of total intelligence. For the purpose of analysis it was assumed that the hypotheses would be considered valid if: A. The mean scores for the two groups on total language or non-language data differ at the .05 level of confidence; and/or B. The mean scores for the two groups on the component parts of the total language or non-language data sections differ, at the .05 level of confidence, with results reported in raw scores units. Differences in mean scores between the two nationality groups were analyzed for the total language and non-language sections, and for each of the sub-sections which contribute to these total scores. Results are reported in standard grade placement units. The null form of the hypothesis tested was for each ability factor. 1. Egg-Language Ability Differences When the 52 students of Mexican nationality were compared with the 114 students of American nationality on their performances of the non-language data portions of the California Test of Mental Ability, the mean scores for each group were not significantly different when the "t” test was applied. The results of this test are presented in Table 4.2. 47 TABLE 4.1 C(lfl’ARISON OF MEXICAN AND AMERICAN STUDENTS IN PERFORMAPCE ON TOTAL NON-LANGUAGE DATA 0? THE CALIFORNIA TEST OFIMENTALMMATURITY "t" test data* Nationality Group Mexican American Mean 35.54 37.16 3.8. 48.76 64.56 n 52 158 "t": 1.3009 df: 208 Ho: Accepted a. Spatial Relationships When the two samples were compared in their performances on the spatial Relationships section of the California Test of Mental Maturity, no significant differences were encountered when the "t" test was applied to the means of the two samples. The results of the test are reported in table 4.2. *Throughout the analysis when the "t" test is applied to determine significants of difference between means, the word ”mean" refers to x and 8.3. refers to x2 or standard error of the theoretical distribution of differences between means of- samples within the same population. Refer Chapter II, p. 48 TABLE 4.2 C(MPARISON OF MEXICAN All) AMERICAN STUDENTS ON TEST OF SPATIAL RELATIONSHIPS ”t" test data Nationality Groups Mexican American Mean 22.56 23.08 8.3. 23.82 20.60 n 52 158 "t”: 0.7018 df: 208 no: Accepted b. Similarities When the two samples were compared in performance on the Similarities section of the California Test of Mental Maturity, no significant differences in mean scores were revealed when the ”t” was applied. These results are summarized in Table 4.3. 49 TABLE 4.3 CQIPARISON 0F MEXICAN AN) AMERICAN STUDENTS 0N TEST OF SIMILARITIES - ”t" test data Nationality Groups Mexican American Mean 7.88 8.39 8.8. 7.20 8.38 n 52 158 ”t": 1.1166 df: 208 Ho: Accepted C. Number Series When the two nationality groups were compared in performance on the Ember Series section of the California Test of Mental Maturity, a significant mean difference was found when the ”t” test was applied. Results of the test are presented in Table 4.4 TABLE 4.4 C(ldPAIRSON OF MEXICAN AN) AMERICAN STUDENTS ON TEST OF FMMBER SERIES "t" test data Nationality Groups Mexican American Mean ' 5.08 5.84 8.8. 5.13 8.71 n 52 158 ”t”: 1.6952 at; 208 no: Rejected at the .05 level. Since the two samples did not differ in performance on the Total Non-Language Data, the Spatial Relationships, and Similarities section, it seems reasonable to conclude that the two nationality groups are not different with respect to non-language ability. It is possible that the explanation for the significance reflected in the test on Number Series is because there is a greater need to understand the English directions for performance on this test than the other sections of the non-language test. Therefore, hypothesis 1 is accepted. 2. Language Ability Differences When the two nationality groups were compared in their per- formance on the language sections of the California Test of Mental Maturity significant differences were encountered following; the 51 application of the "t" test. Five tests were given: a measure of (l) Inference, (2) Nemerical Quantity, (3) Verbal Concepts, (4) Logical Reasoning, and (5) numerical Reasoning. The sum.of the first three of these sub-sections produces a Total Language Data score. It is recalled that these tests are described in detail in Chapter II. a. Toggl'Language Ability When the two groups were compared in performance on the Total Language Data score, significance in difference of means was found at the .05 level of confidence. See table 4.5. TABLE 4.5 CCMPARISON 0F MEXICAN AN) AMERICAN STUDENTS IN PERFORMAI‘CE ON TOTAL LAI‘GUAGE SECTIOI‘B OF THE CALIFORNIA TEST OF MENTAL MATURITY "t" test data Nationality groups Mexican American Mean 40.71 43.94 S.E. 106.56 76.72 n 52 158 "t": 2.2006 df: 208 Bo: Rejected at the .05 level but not the .025 level. 52 b. Language Subfsections When the two nationality groups were compared in performance on the component sections contributing to the Total Language Data score, little difference was encountered. Differences between the two groups were not significant in the tests of (l) Inference (2) Numerical Quantity, and (3) Verbal Concepts. since the Total Language Data score is additive it must be assumed that the significance of differ- ence in mean scores on this total is the result of additive directional error from.each of the three contributing sub-sections. The results of the Language Data sub-sections are reported in Tables 4.6 through 4.8. TABLE 4.6 C(MPARISON OF MEXICAN AN) AMERICAN STUDENTS ON TEST OF INFERENCE ”t" test data ~ Nationality Groups Mexican American Mean 9.54 10.23 S.E. 5.90 7.54 n" 52 158 "t”: 1.7285 df. 208 Ho Accepted. TABLE 4.7 COMPARISON OF MEXICAN.AND AMERICAN STUDENTS ON TEST OF NUMERICAL gummy 53 ”t” test data Nationalty Groups Mexican American Mean 6.65 7.04 S.E. 4.39 5.48 n 52 158 "t”: 1.0696 df: 208 No: Accepted TABLE 4.8 COMPARISON OF MEXICAN AN) AMERICAN STUDENTS ON TEST OF VERBAL CONCEPTS ”t” test data Nationality Groups Mexican American Mean 24.40 26.35 S.E. 51.38 58.51 n 52 158 "t": 1.61945 df: 208 Ho: Accepted 54 c. Logical Reasoning. A significant difference was encountered in the test of Logical Reasoning. The results of this test are presented in Table 4.9. Com— parison on tests of Numerical Reasoning revealed no significant differ- ence. This result is shown in Table 4.10. TABLE 4.9 C(MPARISON OF MEXICAN AN) AMERICAN STUDENTS ON TEST OF LOGICAL REASONING ”t” test data Nationality Groups Mexican American Mean 17.44 18.62 S.E. 11.27 14.28 n 52 158 ”t": 2.0071 DF: 288 Ho: Rejected at the .05 level of confidence but not at the .01 level. 55 TABLE 4.10 C(MPARISON OF MEXICAN AID AMERICAN STUDENTS ON TEST OF NUMERICAL REASONTNG "t” Test data Nationality Groups Mexican American Khan 11.73 12.84 S.E. 13.22 19.91 n 52 158 ”t”: 1.6259 at: 208 30: Accepted It was hypothesized that students of Mexican and American families differ in performance on Language Data sections of the California Test of MentaliMaturity. From the evidence obtained through application of the ”t” test to differences of mean scores, it was found that the two groups differ significantly on an additive measure of Total Language Data and on a measure of Logical Reasoning. The difference in Total Language Data means can be explained as an artifact resulting from the accumulative difference of three sub-scores. The difference in the measure of logical Reasoning, however, seams genuine. On only this last measure of language ability is one forced to accept differences between Mexican and American students in the American High School. Therefore, the hypothesis is rejected. 56 B. DIFFERENCES IN ACHIEVEMENT Do students of Mexican and American families in the American High School differ in the level of achievement as measured by the California Test of Achievement(Form BB)? In Chapter I, it was hypo- thesized that: Students of Mexican and American families enrolled in the American High School do not differ significantly on the Non-Language section of the California Test of Achievement when factors of grade level, sex, and family status are controlled. It was further hypothesized that (4) students of Mexican and American families enrolled in the American High School differ in their performance on the Language sec- tions of the California Achievement Test. Differences in mean scores between the two nationality groups were analyzed for the Total Language and Total Non-Language sections, and for each of the sub-sections of the test which contribute to these total scores. Results are reported in standard grade placement units. 1. NonfLanguage Achievement When the two nationality groups were compared in their per- formances on the Mathematics sections of the California Achievement Test, no significant differences were found in either the total Mathe- matices Grade Placement level or in each of the two sub-sections: (1) Mathematical Reasoning and (2) Mathematical Fundamentals. The results of the "t” tests for significant differences in.mean scores between Mexican and American students are summarized in Tables 4.11, 4.12, and 4.13. 57 TABLE 4.11 C(liPARISON OF MEXICAN AN) AMERICAN STUDENTS ON TEST OF TOTAL MATHEMATICS GRADE PLACEMENT "t” test data Nationality groups Mexican American Mean 19.62 20.08 S.E. 25.54 27.36 n 52 158 "t": 0.5630 df: 208 Ho: Accepted TABLE 4.12 C(NPARISON OF MEXICAN AN) AMERICAN STUDENTS ON TEST OF ARITHMETTC REASONING "t” test data Nationality groups Mexican’ American Mean 20.29 20.47 S.E. 22.23 24.45 n 52 148 "t”: 0.2302 df: 208 Ho: Accepted 58 TABLE 4.13 CCMPARISON OF MEXICAN AND AMERICAN STUDENTS 0N TEST OF ARITHMETIC FUNDAMENTALS "t" test data Nationality groups Mexican American: Mean 19.37 19.65 3.8. 31.61 33.15 n 52 148 ”t": 0.3062 df: 208 Ho: Accepted Since no significant differences were encountered on the indi- vidual or total measures of Non-Language achievement, the hypothesis is accepted. 2. Language Achievement Four measures of language-related achievement were analyzed. Differences were found in some but not others. Differences were en- countered in Reading Grade Placement and in the score for Total English Language Usage Grade Placement. In tables 4.14, 4.15, and 4.16 differ- ences in English language Usage are presented: 59 TABLE 4.14 C(MPARISON OF MEXICAN AND AMERICAN STUDENTS ON TEST OF MECHANICS OF ENGLISH "t" test data Nationality groups Mexican American Mean 19.29 20.56 S.E. 21.62 26.11 n 52 158 ”t”: 1.5867 df : 208 Ho: Accepted TABLE 4.15 CQ’IPARISON OF MEXICAN AND AMERICAN STUDENTS ON TEST OF SPELLII‘G "t” test data Nationality groups Mexican American Mean 17.19 18.35 S.E. 24.79 21.77 n 52 158 ”t": 105410 (IT 208 Ho: Accepted 60 TABLE 4.16 COEARISON OF MEXICAN AN) AMERICAN STUDENTS ON TEST OF TOTAL EIGLISE USAGE "t" test data Nationality groups Mexican American Mean 40.71 43.94 8.8. 106.56 76.72 n 52 I 158 ”t”: 2.2006 df: 208 Ho: Rejected at the .05 level of confidence. Since the Total English Usage score results from the addition of the sub-scores on Mechanics of English and Spelling, the differ- ences must be assumed to be cumulative. Therefore, the results on Total English Usage scores are probably artifichl, and are not com- pelling in the acceptance of the hypothesis. When the two samples were compared on Reading performance, all differences were significant. These results are summarized in tables 4.17, 4.18, and 4.19. 61 TABLE 4.17 C(MPARISON OF MEXICAN AND AMERICAN STUDENTS ON TEST OF TOTAL READING GRADE PLACEMENT ”t" test data Nationality groups Mexican American Mean 18.73 20.30 S.E. 21.14 ’ 19.88 n 52 158 ”t": 2.1809 at: 208 Ho: Rejected at the .05 level of confidence TABLE 4.18 CCMPARISON OF MEXICAN All) AMERICAN STUDENTS ON TEST OF READING'VOCABULARY _-_ L ”t” test data Nationality groups Mexican American Mean 18.83 20.34 S.E. 21.28 20.88 n 52 158 "t”: 2.0701 at: 208 Sign: Rejected at the .05 level of confidence. 62 TABLE 4.19 COMPARISON OF‘MEXICAN‘AND AMERICAN STUDENTS ON TEST OF READING COMPREHENSION "t" test data Nationality groups Mexican American Mean 18.52 20.15 S.E. 18.98 5.96 n 52 158 "t": 3.6132 at; 208 Sign: Rejected at the .05 level of confidence but not at the .025 level. It is clear that the students of Mexican families differ significantly in their Reading Grade Placement from students of American families attending the American High School. The differ- ences reported in English Usage Grade Placement, however, are not clear. Therefore, the hypothesis can only be accepted in part. When the Total Language Data and Total NonALanguage Data performance scores are grouped to produce a Total Achievement Battery Grade Level Placement, the lack of significant differences in Arith- metic and English Usage sub-sections produce a non-significant difference in total achievement scores. The evidence summarized on Total Achievement Battery in Table 4.20 tends, therefore, to reject 63/67 the hypothesis that students of Mexican families differ in achieve— ment from students of American families in the American High School. TABLE 4. 20 CQIPARISON OF MEXICAN AN) AMERICAN STUDENTS ON TOTAL ACHIEVEMENT BATTERY ”t” test data Nationality groups Mexican American Mean 19.04 20.09 S.E. 21.18 19.44 n 52 158 "t”: 1.4827 df: 208 Ho: Accept C. SUMMARY It was hypothesized that Mexican and American students were equal in ability to accomplish academic work except for tasks which depended for excellence upon English usage. From an analysis of com- parative performance on the California Test of Mental Maturity, the hypothesis was accepted, except for one logically derived sub-section on NUmber Series. That American children scored higher on the total intelligence measure, yet not on the various sub-sections, probably indicates that the total intelligence score of the California Test of Mental Matuirty is an inappropriate measure of intelligence for this 677/66 population. The data obtained from the California Test of Achievement con- firmed the hypothesis that Mexican and American students achieve at the same levels except on tasks requiring proficiency in English. In Table 4.21, the results of testing of each sub-hypothesis ' and its alternative hypothesis are summarized. TABLE 4.21 SUMMARY OF DIFFERENCES BETWEEN MEXICAN.AND AMERICAN STUDENTS ON TESTS OF ACADEMIC ABILITY AND ACHIEVEMENT (15 (27 Test Hypothesis Alternative (Mexican 8 American) (American)Mexican) a = b a f b A. Ability 1. Total Intelligence Reject Accept (.005) 2. Nonplanguage Data Accept Reject a. Spatial Relationships Accept Reject b. Similarities Accept Reject c. Number Series _ Reject Accept (.05) 3. Language Data Reject Accept (.05) a. Inference Accept Reject b. Numerical Quantity Accept Reject c. Total Verbal Concepts Accept Reject 4. Logical Reasoning Reject Accept (.05) 5. Numerical Reasoning Accept Reject B. Achievement 1. Total Achievement Accept Reject 2. Language Grade Placement Reject Accept (.05) a. Mechanics of English Accept Reject b. Spelling Accept Reject 3. Reading Placement Reject Accept (.05) l. Vocabulary Reject Accept (.05) 2. Comprehension Reject Accept (.005) 4. ‘Mathematics Placement Accept Reject 1. Math Reasoning Accept Reject . Fundamentals Accept Reject CHAPTER V ANALYSIS OF PERSONAL, SOCIAL AN) IIBTITUTIONAL ADJUSTMENT OF MEXICAN AND AMERICAN STUDENTS Are there significant differences between Mexican and American students in their ability to deal with school adjustment problems? In Chapter I, it appeared reasonable to hypothesize that Mexican students may differ somewhat from American students in matters of adjustment. I The concepts of adjustment as defined and described in Chapter I did not readily lend themselves to direct operational definitions. For this reason, the general hypothesis was approached from different ' measurement operations. For a measure of personal adjustment, scores produced by the Index of Adjustment and Values (Scales I and III) were used. For a measure of social adjustment, performance on Scales II and V of the Index of Adjustment and Values were used. (1) A survey of attitudes of students toward the American High School and (2) a survey of the extent of participation of students in the formal activities of the school. A . PERSONAL ADJUS'DIENT It was hypothesized in Chapter I that Mexican and American students do not differ in personal adjustment. To test the hypothe— sis, the scores of the two groups on the personal adjustment scales of the Index of Adjustment and Values were compared. This instrument 68 contrast scores indicative of the student's level of aspiration with respect to 49 personal characterisitcs against scores indicative of the student's perception of his current adequacy with respect to the same 49 personal characteristics. The discrepancy scores produced when Scale I (Self-perception) scores are subtracted from ScaleOIII (ideal- self) scores are employed as a measure of the student's current personal adjustment. It was reported by Bills that students who produce high discrepancies between perceptions of self and ideal self are less well adjusted within their own self-organization than those who produce low discrepancy scores. In Table 5.1, it is clear that the two groups are not different in the mean discrepancy scores on the Index of Adjustment and Values. TABLE 5.1 CCMPARISON OF MEXICAN AN) AMERICAN STUDENTS ON PERSONAL ADJUSTMENT SCALES OF THE INDEX OF ADJUSTMENT AND VALUES ”t" test data Mtionality groups Mexican American Mean 20.77 23.08 S.E. 262.78 550.00 n 52 158 "t”: 0.6584 df: 208 He: Accepted 69 To check further, Chi square was employed in Table 5.2 to test the groups for differences in degrees of personal adjustment with no significant differences encountered. TABLE 6.2 DISTRIBUTION OF DISCREPANCY SCORES ON INDEX OF ADJUSTMENT AND VALUES BY NATIONALITY GROUPS Range of Discrepancy Nationality groups scores Mexican American (f) % (f) % 0 - 19 31 60 74 47 20 - 39 14 27 53 34 40 - 59 6 12 23 14 60 - 99 1 l 8 5 x2: 3.89 df: 3 Ho: Accepted If the Index of Adjustment and Values validly measures personal adjustment as reported in Chapter II, it seems clear that the majority of students from both groups are reasonably well adjusted individuals. Their levels of aspiration are consitent with their perceptions of their own abilities. Neither groups, however, is significantly better able to respond to personal challenges than the other. If 1% standard dura- tions indicates a score diagnostically significant for problems of personal adjustment, it may be inferred from Table D-2 that about one 70 in five of the students has some difficulty in the area of personal ad- justment. Therefore, the sub-hypothesis on personal adjustment is accepted. B. SOCIAL.ADJUSTMENT It was hypothesized in Chapter I that a greater proportion of Mexican students than Americans reflect an ”awareness" of nationality differences, and react on a bi-national setting by "overvaluing" self in relation to others (i.e. reflect difficulty in adjusting socially within a bi-national setting). Three sub-hypotheses were developed: 1. A greater proportion of Mexican students than Americans are "overvaluing" of self in relation to the "average person in their peer group". I 2. A greater proportion of Mexican than American students choose their ”best friends” from the opposite nationality group. 3. A greater proportion of Mexican than American students choose adult "models" from the opposite nationality group. 1. Relationship of Self to Others ‘ The Index of Adjustment and Values was used to define the essential social relationships of Mexican and American students. When columns 2 (self-acceptance) and 5 (acceptance of others) of the Index of Adjustment and Values are compared, four personality types are produced which are reported to be related to social adjust- ment. These types are as follows:53 53 Bills, op. cit., p. 6. Type 1: Type 3: Type 4: 71 (Accepting of self and others) is reported best able to relate effectively with other people. (Accepting of self but rejecting 2E_££h££g) is reported to have difficulty in being acceptable to others, hence difficulty in relating effectively with others. (Rejecting 2£_sgl£ and others) is reported to have difficulty in relating with others because the person has no confidence_in hiw own worth and still less in others. (Rejecting 2£_221£ but accepting of others) is reported to have less difficulty in relating with others than either Type 2 or 3 but more difficulty than Type 1 because he has no confidence in his own personal worth. Bills,who developed the Index of Adjustment and Values, reported that among high school students in American secondary schools, about 30 per cent of the students each fall into Types 1, 2, and 4, and 9 - 10 per cent in Type 3. Comparing the students in the American High School against these norms, it was found that the distributions by type were not significantly different. The Chi Square summary of differences in Table 5.3 was not significant at the .05 level. 72 TABLE 5.3 DISTRIBUTION OF SOCIAL ADJUSTMENT TYPES DEVELOPED FROM THE INDEX OF ANUS'D'ENT AND VALUES (II and V) for 210 STUDENTS OF THE AMERICAN HIGH SCHOOL Social Adjustment Type (l) (2) (3) (4) Accepts Accepts Rejects Rejects Self Total Self and Self: not Self and Not Others Others Others Others Actual 56 84 16 54 210 Expected (63) (63) (21) (63) 210 X2: 5.37 df: 3 Ho: Accepted Conclusion: Students in the American High School do not differ in social adjustment types from students in high schools in the United States. When the sample of students with Mexican parents was compared to "norms" of United States students, however, significant differences were apparent. In Table 5—4 it may be seen that the Mexican students fall into Type 2 much more than expected, and fewer than expected fall into Type 1. 73 TABLE 5.4 CCMPARISON OF MEXICAN STUDENTS TO UNITED STATES NORMS ON SOCIAL ADJUS'DEENT TYPES OF THE INDEX OF ADJUSTMENT AM) VALUES Social Adjustment Type (1) (2) (3) (4) Accepts Accepts Rejects Rejects Total Self and Self; not Self and Self; not Others Others Others Others Actual 9 25 6 12 52 Expected (15.6) (15.6) (5.2) (15.6) 52 X2: 9.55 df: 3 Ho: Rejected at the .025 level of confidence. Conclusiong: ‘More Mexican students than expected reflect "over- acceptance” of self in relation to others. The comparison of scores of Mexican students to those of stu- dents of high schools in the United States is interesting, but not conclusive. When the scores of Mexican students were companed in Table 5.5 with those of American students in the American High School, Mexico, D.F., no significant differences were found. Although the distribution of types is similar to that in Table 5.4, the null hypo- thesis ie accepted. 74 TABLE 5.5 DISTRIBUTION OF SOCIAL ADJUSTMENT mas FOR MEXICAN AND AMERICAN STUDENTS IN THE AMERICAN HIGH SCHOOL Social Adjustment Type (l) (2) (3) (4) Nationality Accepts Accepts Rejects Rejects Total Group Self and Self; not Self and Self; not Others Others Others Others Mexican 9 (13.8) 25 (20.8) 6 (4) 12 (13.4) 52 American 47 (42.1) 59 (63.2) 10 (12) 42 (40.6) 158 Total 56 84 16 54 210 x2: 5.36 df: 3 Ho: Accepted Differences between Mexican and American students appeared, however, when the two nationality groups were compared in terms of "peer rejection" and "peer acceptance". When the "peer-accepting" types (1 and 4) were grouped and the "peer rejecting” types (3 and 2) were grouped and compared, the Mexican group was significantly greater in "peer-rejecting" types. In Table 5.6 the Chi Square summary of difference between the groups was significant at the .05 level. 75 TABLE 5.6 CGIPARISON OF MEXICAN AND AMERICAN STUDENTS ON MEASURE OF ACCEPTANCE OF OTHERS Types of students Nationality Groups Total Mexican American Accepts others 21(27.2) 89(82.8) 110 (Types 1 and 4) Rejects others 31(24.8) 69(75.2) 100 (Types 2 and 3) Tbtal 52 158 210 x2: 4.06 d2: 1 Ho: Rejected at the .05 level of confidence. in But when the two groups were compared in terms of "self- acceptance” (Types land 2) and ”self-rejection" (Types 3 and 4) no significant differences were observed. See Table 5.7. 76 TABLE 5.7 CCMPARISON OF MEXICAN AND AMERICAN STUDENTS ON MEASURE OF ACCEPTANCE OF SELF Nationality groups Types Types Total 1 and 2 3 and 4 Mexican 34 18 52 American 106 52 158 Total 140 70 210 x2: Less than 1.0. df: 1 no: Accepted Conclusion: Mexican and American students do not differ in terms of the proportion of self-accepting individuals M If the Bills instrument is a valid index of socfli adjustment, it is clear that the students in the American'fiigh School vary in about the same proportion as students in high schools in the United States in their ability to relate effectively with their peers. A greater proportion of the Mexican students, however, reflect characteristics related to difficulty in effective peer relations than do the American students within the high school. The primary focus of difficulty comes in the greater proportion of Mexican students who are ”rejecting" their peers. The sub-hypothesis concerning the proportion of Mexican to .American students who are "overvaluing" of self in relation to peers is accepted. 2. Choice 2£_Best Friends. 77 In order to determine what groups were perceived as "peer" groups for each nationality group, each student was asked to identi- fy by nationality and language spoken his "best friend" at the American High School. The results of these peer choices are reported for the two groups in Table 5.8. TABLE 5.8 NATIONALITY OF PEERS CHOSEN BY MEXICAN AND AMERICAN STUDENTS Nationality of Nationality of best friend student Same as student Opposite of student Total Mexican 39 10* 49 American 127 24* 151 Total 166 34 200 12: .5545 df: 1 Ho: Accepted *Only Mexican and American peers are included in this comparison. Other nationalities were reported by 10 students which accounts for the n of 200 instead of 210. Clearly the American and Mexican students perceive their peers to be members of their respective nationality groups. If the Mexican students in greater proportion than American is rejecting his peers, these"peers" are clearly Mexican. The hypothetical interpretation of 78 these responses was that the Mexican student within the bi-national setting is more "nationality conscious" than his American counterpart, and is "reacting" negatively to ”his own kind" by crossing nationality lines in choice of friends. The Mexican students may be made aware of nationality differences but are not ”reacting" as predicted. 3. Choice of Significant Adult. In an attempt to determine the nationality of the students' adult model, each student was asked to identify by nationality and language spoken the most significant adult in his life other than his parents. These responses are summarized in Table 5.9. TABLE 5.9 NATIONALITY OF ADULTS (MEXICAN OR AMERICAN) CHOSEN BY“MEXICAN.AND‘NMERICAN STUDENTS Nationality of Nationality of Adult Total student Same as Student Different than Student Mexican 37 15 52 American 134 24 158 Total 171 39 210 x2: 4.7689 df: 1 Ho: Rejected at the .05 level of confidence 79 Of the 49 Mexican students, 12 or about 25 per cent chose American adults. Only 9 per cent of the American students chose Mexican adults. The difference between the two groups is significant at the .01 level. If the Mexican student is likely to reject his peers among his own nationality group, it appears that he is likely to ”idealize" the American adult, and thus seek some kind of mobility in the direction of his concept of the American adult. The sub- hypothesis concerning the crossing of nationality lines in the choice of adult models is accepted. C. INSTITUTIONAL ADJUSTMENT It was hypothesized in Chapter I, that because of family background, Mexican students as a group reflect more favorable attitudes toward the American High School than their American counter- part. Because of the hypothesized difficulty of Mexican students to adjust socially to the bi-nstional setting, it was hypothesized that Mexican students would not participate as fully as Americans in the ”prestige" activities of the school. 1. Attitudes 223252_American.§£gh School. No significant differences were encountered between the Mexican and American groups when their attitudes toward the American High School were compared. In Table 5.10, it is clear that the predominant number of students from both nationality groups responded in favorable terms to questions concerning their attitude toward the American High School. Nearly one-fifth of the students in each nationality group, 80 however, reflected concern for the quality of instruction, teacher- student relations, quality of discipline maintained by the school, or for the bi-cultural setting of the American High School itself. TABLE 5.10 ATTITUDES OF MEXICAN.AND AMERICAN STUDENTS TOWARD THE AMERICAN HIGH SCHOOL Nationality Attitude toward the American High School of students Generally likes Generally dislikes No opinion Total Mexican 41(39.1) 9(lO.9) 2* 52 American 110(111.9) 33(31.l) 15 158 Total 151 42 17 210 Ho: Accepted *Since the ”no opinion” cell held less than 5 cases the Chi square analysis limited the 2 x 2 matrix with an "n" of 193. The hypothesis concerning the Mexican students' generally more favorable attitude toward the American High School is rejected. 2. Participation in Prestige Activities. When the two nationality groups were compared in terms of honors and student offices held in the American High School, no appar- ent differences between students of Mexican and American families were encountered. Differences in Table 5.11 could not be tested directly by 81 TABLE 5.11 OFFICES AND HONORS HELD EN MEXICAN AND AMERICAN STUDENTS IN THE AMERICAN HIGH SCHOOL Nationality Honor Roll Honor Society Athletic Literary Speech Total of students Honor Honor Honor Mexican 4 4 9 0 1 American 10 12 15 5 1 Total 14 16 25 5 2 Student Class Service Council Officer Organization None Total Mexican 2 l3 1 18 52 American 13 41 5 56 158 Total 15 54 6 74 210 The hypothesis concerning the American students greater acceptability in participation in the "prestige" activities of the school is rejected. D. SUMMARY In this chapter, general hypotheses concerning the adjustment of Mexican and American students to their personal ideals, their peers, and to the American High School were tested. 1. Personal Adjustment. V Most of the students were found to have relatively little 82 difficulty in relating to their own personal aspirations. Perhaps, one in five, reflected significant difficulty in this area. No differences between the Mexican and American groups were found. 2. Social Adjustment. As anticipated, a disproportionately greater number of Mexican students experienced difficulties in relating to others. The nature of these differences is not fully clear. A greater proportion of Mexican than American students are "rejecting" their peers as basically worthy individuals. Predominantly, the nationality of peers and "best friends" coincides with that of the student groups. A greater number of Mexican students than expected were seeking adult models among Americans. The interpretation is advanced that the Mexican group is more conscious of nationality differences in the bi-national school setting, is rejecting peers of his own nationality, but is conceptialy- ing American adults as an "ideal". 3. Institutional Adjustment. Contrary to expectation, Mexican and American students fail to differ in their expressed attitudes toward the American High School or in the extent to which each participate in the chief student honors and activities of the school. CHAPTER VI ANALYSIS OF VOCATIONAL AND EDUCATIONAL ASPIRATIONS OF MEJQCAN AN) AMERICAN STUDENTS Do students of Mexican and American families differ in voca- tional and educational aspirations, and in the time at which these aspirations are formulated? In Chapter I, a rationale was set forth which prompted the hypotheses that: Students of Mexican families choose from more limited areas of vocations than do students from American families. Students of Mexican families formulate vocational choices at an earlier age than do students from American families. In testing these hypotheses, two measures of vocational aspira- tion were employed. The first of these, Center's Job Values and Desires Checklist, measures the essential relationships desired by students in their chosen vocation. The second, Stouffer's Check-list of Vocations, identifies the economic area of choice. In testing the education aspiration of students of Mexican and American nationality, questions were raised directly concerning the students plans for attending college and for pursuing further education beyond high school. For both vocational and educational choices, students were also asked to recall the times at which their decisions were made. 84 A. VOCATIONAL ASPIRATIONS In Table 6.1, the first choices of job values and desires of Mexican and American students are summarized. It is clear that, for the most part, students prefer jobs which: A. are interesting; B. permit employees to express their own feelings, ideas, talents or skills; and C. permit them to help other people. Little interest seemed to be manifested in jobs which offer primarily the following relationships: A. leadership opportunities B. prestige appreciation by fellow workers; and an C. opportunity to be boss. 85 TABLE 6. 1 JOB VALUES am BSIRES OF MEXICAN AND AMERICAN STUDENTS Key to job choices: A. A job where you could be a leader. B. A very interesting job. C. A job where you would be looked upon very highly by your fellowmen. D. A job where you could be boss. 3. A job which you were absolutely sure of keeping. F. A job where you could express your feelings, ideas, talent or skills. G. A very high paid job. H. A job where you could make a name for yourself - or become famous. I. A job where you could help other people. J. A job where you could work more or less on your own. Job Choice Nationality groups Mexican American Total A 3 2 5 8* 12 32 44 C 3 3 6 D 2 3 5 g 0 16 16 F* 11 33 44 G 4 14 18 H 4 8 l2 1* 9 37 46 J 4 9 13 Total 52 157'“? 209 X2: 1.0690 <11: 2 Ho: Accepted *Since less than 5 children responded in cells other than B, P, and 1, Chi square was based on 3 x 2 matrix. "Om American student failed to complete this item, consequently the total :1 is 209 instead of 210. 86 From.Table 6.1, it is clear that Mexican and American students favor essentially the same types of job values and desires. The one area of possible exception (E) (Security) did not allow a test of difference because of insufficient responses in the Mexican cell. Further testing of the vocational choice hypothesis involved a comparison of Mexican and American nationality groups in the area of vocational choice developed by Stouffer. The results on this inventory reinforced those found in the Center data above. Results are summar- ized in Table 6.2. TABLE 6.2 AREA OF VOCATIONAL CHOICE OF MEXICAN AND AMERICAN STUDENTS Key to job type preference: A, Managerial B. Skilled C. Agriculture D. Professional 8. Housewife NationEIity TT§EE_ET'job‘MostPEETerred of student A* B C D* B None* Total Mexican 12 2 0 25 2 ll 52 American 51 5 6 55 3 38 158 Total 63 7 6 80 5 49 210 x2: 3.1394 df: 2 Ho: Accepted *When responses were insufficiently distributed in the cells of the matrix, Chi square analysis was limited to a matrix in the cells con- taining 5 or more responses. (A, D. None) 87 Students from both.Mexican and American families focus their vocational choices essentially in the professional areas (Area D) and in the managerial job areas (Areas A). When the Chi square test for differences between groups was applied to these areas, no sig- nificant differences were encountered. It appears, therefore, that on both measures of vocational aspiration the hypothesis that students of Mexican families choose from.a more limited number of vocational areas than students of American families enrolled in the American High School is not supported. 2. Time Vocational Choice Made From the evidence in Table 6.3, it is evident that Mexican students do not formulate a vocational choice at an earlier age than American students within the American High School. Employing the Chi square test, no significant differences were encountered. TABLE 6.3 88 TIME OF VOCATIONAL CHOICE REPORTED BY MEXICAN AND AMERICAN STUDENTS Nationality Number of Years Prior to July, 1959, decision made of Student by students in grades 7 - 12. Less than 1 l 2 3 4 or No decision Total ' more Mexican 14 9 8 5 3 13 52 American 24 4O 21 7 24 42 158 Total 38 49 29 12 27 55 210 x2: 11.5300 df: 5 Ho: Accepted When means were extracted from the responses of students having made a decision by assuming a mid-point for each group of years (i.e. 0.5, 1.5, 2.5, 5.5). difference in means were indicated. When the "t" test was applied in Table 6.4, no TABLE 6.4 AVERAGE NUMBER OF YEARS PRIOR TO 1959 THAT A VOCATIONAL CHOICE MADE BY'MEXICAN AND AMERICAN STUDENTS ===aaaaaaaaaaaEHaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa========== "t" test data Nationality group Mexican American NUmber of years prior to 1959 2.36 2.84 S.E. 1.61 2.66 n 39 116 "t": 1 . 5428 df: 153 Ho: Accepted B. EDUCATIONAL ASPIRATIONS When the educational aspirations of Mexican and American stu- dents were compared, three bodies of data were analyzed: (1) whether or not the student had decided to attend college; (2) his plans upon graduation from the American High School; and (3) the number of years prior to July, 1959, when his decision to attend college was made. It is apparent from the responses in Table 6.5, that the majority of the students in the two nationality samples aspire to attend college. This response is consistent with one of the official purposes of the American.High School, and probably reflects the rather high socio-economic and educational levels of families who support the Amer- ican High School. 90 TABLE 6.5 DECISIONS OF MEXICAN AN) AMERICAN STUDENTS TO ATTEND COLLEGE Nationality Decision to attend college of student Decided to Decided not Total attend to attend Mexican 41 (46.3) 11 (5.7) 52 American 146 (140.7) 12 (17.3) 158 Total 187 23 210 X2: 7.3581 df: 1 Ho: Rejected at .01 level of confidence Significant differences were observed between the two groups when the responses were tested by Chi square. From inspection of Table 6.5, more Mexican students indicate a decision not to attend college than was expected. The validity of these responses appears to be supported by the responses of the students to a question con- cerning their plans upon graduation from the American High School. In Table 6.6, most of the students indicate that they plan to enter college immediately upon graduation from the American High School. A few plan to enter the armed services; and a few plan to marry. The difference between the Mexican and American groups, however, is significant at the .05 level of confidence. 91 TABLE 6.6 PLATE OF MEXICAN AND AMERICAN STUDENTS FOLLOWII‘G GRADUATION FRO! THE AMERICAN HIGH SCHOOL Nationality of student Get job Enter army Enter Enter‘Voca- Marry No Total College tional school definite r- plans 1 (1) (2) (3) (4) (5) (6) Mexican 10 2 22 7 3 8 52 American 12 19 99 2 2 24 158 g 1". Total 22 21 121 9 5 32 210 x2: 8.6489 df: 3 Ho: Rejected at the .05 level of confidence. *Columns 2, 4, 5 were collapsed for Chi square analysis because of insufficient responses in the cells. By inspection of Table 6.6, the difference between.Mexican and American students appears to occur in columns 1 - 5. The conclusion pappears justified that more Mexican students than could reasonably be expected by chance alone plan to obtain a job upon graduation; plan to marry; and plan to enter a vocational school upon graduation from the American High School. Fewer Mexican students than expected plan to enter college, and plan to enter the armed forces immediately upon graduation from the American High School. Mere American students, however, plan to enter college than expected; and more American stu- dents plan to enter the armed forces. Fewer American students than 92 expected plan to marry, obtain a job, or enter a vocational school upon graduation from the American High School. From the evidence in Table 6.7 and confirmed in Table 6.8, it is also clear that American students make a decision to attend college at an earlier age than.Mexican students within the American High School. Employing both the Chi square and the "t" test, signi- ficant differences are encountered. TABLE 6.7 WHEN DECISION‘WAS MADE BY MEXICAN.AND AMERICAN’STUDENTS TO ATTEND COLLEGE Nationality Number of Years prior to July, 1959, decision of student was made to attend college Less than 1 1 2 3 4 or No Total more decision Mexican 7 ll 5 5 15 9 52 American 26 18 23 9 72 10 158 Total 33 29 28 14 87 19 210 x2: 14.1070 df: 5 Ho: Rejected at the .05 level of confidence W 93 TABLE 6.8 WHEN DECISION WAS MADE BY MEXICAN AN) AMERICAN STUDENTS - TO ATTEND COLLEGE ”t” test data A Nationality groups Mexican American Mean ( years ) 3.58 _ 3.98 S.E. 3.92 3.99 n 43 148 "t": 3.6463 df: 120 Ho: Rejected at the .005 level of confidence. The evidence reported in Tables 6.7 and 6.8 seem to support the conclusion that proportionally fewer Mexican students aspire to attend college than their American counterparts. This conclusion is supported by the proportionally greater number of Mexican students with stated plans to enter non-college activities upon graduation. However, the Mexican girl is not generally sent to college by her family. Before any generaliztions concerning the educational aspirations of Mexican and American students can be justified, analysis by sex is required. Table 6.7 clearly shows that American students make an earlier decision to attend college than Mexican students enrolled in the American High School. CHAPTER VII SUMMARY AND CONCLUSIONS A "survey of needs" was conducted among the pupils of the bi- national American High School, Mexico, D.F., in order to identify areas in which improvements might be made in the programs, services, and rela- tionships among staff-students-publics of the American High School. The study was limited to such student behavior as academic ability, achievement, personal and social adjustment, and educational and vocational aspiration. Primary concern was given to an analysis of performances by Mexican and American members of the bi-national school population on tests in each of the above areas. From the total high school student body (Grades 7-12) two samples were extracted for analysis: one Mexican and one American. These samples were constructed proportionately with respect to age and sex; error factors were randomized through each sample. A total of ten hypotheses were constructed and tested by appropriate statistical models. The results of the study and the conclusions formulated from those results form the remainder of this chapter. A. SUMMARY L Ten hypotheses pertinent to an understanding of Mexican and American students in the American High School, Mexico, D.F., were tested in the study. Of these, seven were validated, three were in- validated. 95 1. Differences in ability of Mexican and American students to do academic work in the American High School are related essentially to English language proficiency. Mexican students, although bi-lingual, do not seem to be as able as Americans in the manipulation of language data. 2. Because of the language loading, the California Test of Mental Maturity does not appear to be an appropriate measure of total intelligence in this bi-national population. 3. Differences in language data ability is reflected in the scores on language achievement. Although Mexican and American students do not differ on a total measure of achievement, American students are clearly achieving better in reading skill and comprehension, in verbal tasks and in logical reasoning. 4. Since English is the second language acquired by most Mexican students, they approach the learning tasks required by the school at an initial disadvantage. 5. The fact that Mexican students achieve as well as American despite an English language handicap may symptomise some "overachieving", and point to potential problems of academic adjustment. 6. The study reveals, however, that the two groups do not differ in the area of personal adjustment. About one student in five from.each group scored in such a way on the Index of Adjustment and Values as to indicate inaccurate perceptions of his abilities to perform in relation to his aspirations. 7. As hypothesized, Mexican students probably reflect greater 96 difficulty than Americans in adjusting socially to the bi-national set- ting. The modal group from among both samples are "peer rejecting" (indicative of difficulty in establishing effective peer relations), but the Mexican group exceed expectations. Since the differences between the two groups is one of degree, no inference can be drawn that "Mexicans are over-valuing with respect to peers". There are as many degrees of difference among Mexicans and American groups as between Mexican and American students in this respect. It would appear, how- ever, that more Mexican students than expected bring to or develop within the bi-national setting a degree of "nationality consciousness" (i.e. awareness of differences among nationalities of students) which may for some prohibit the development of satisfying peer relations. 8. The Mexican student group, however, does not cross nation- ality lines in choice of "best friends" (an hypothesized reaction to nationality consciousness) more frequently than expected. The situation at the American High School would seem to be one in which American and Mexican students interact, but are not identifying with each other sig- nificantly or with a common cultural or social norm. 9. As expected, more Mexicans than Americans crossed nationa- lity lines in their choices of significant adult models. 10. Both groups seem equally to "accept" (i.e. reflect satis- faction with) the American High School. About one in five students in each group were "generally dissatisfied" with the American High School. \ Further study is needed to determine if these are the same students ‘who are reflecting problems of personal or social adjustment to the bi- national setting. 97 11. Both groups seem equally "acceptable" to the student body in terms of participation in the "prestige" activities of the school. About 65 per cent of each group are engaged in some type of organized school activity which carries value for students and/or staff. 12. Although the Mexican student group chooses desired voca- tions from a limited area of possibilities (almost exclusively from among the professional and managerial areas) it does not differ from the American group in this respect. The age at which students formu- late a vocational choice does not differ between the two groups. If Mexican families, as assumed, are exerting influence on their children to choose a vocation by the time they are sophomores in high school, American families apparently are exerting similar influence on their children. B. CONCLUSIONS 1. There 32’s need to sharpen staff perceptions of individual students within the American High Sghggl. Although the study reveals some evidence of differences between the Mexican and American groups within the school (i.e. in the area of social adjustment) the evidence of individual differences within groups is even more pronounced. Any attempts to teach, counsel, or conceptualize as though the nationality groups are relatively homo- geneous must inevitably lead the staff astray. 2. There is a need to develop valid measures of ability for the bi-national population. 98 Although the sub-sections of the California Test of Mental Maturity were sensative to likenesses and differences between nation- ality groups, these sub-sections are logical not factorial. Conse- quently, the California Test of Mental Maturity can not be considered to be a valid intelligence measure for comparing student abilities in this population. 3. There is a need for an awareness 3_f_ the importance of "language” as a factor in ability and achievement in the American fiégg School. Such apparent non-language tasks as the "manipulation of number series” apparently depends upon proficiency in language. Two facts are clear in the study: 1) Mexican students are not as proficient in the English language as Americans, 2) and despite this condition, Mexican students achieve (totally) as well as Americans. In this sense, Mexican students are "overachieving" in relation to Americans. 4. There is a need for awareness 22 the unusual difficulties _i_n_ 2233.31 adjustment 25 823 Mexican students. The level of inquiry expressed by this study unfortunately does not clarify the central perceptual problem of\the Mexican (or American) student. The study does suggest that some Mexican students may have difficulty in clarifying his status as a person in relation to others of the same or different nationality. Further study of roles, rela- tionships, aspirations, and identifications perceived by students would seem.profitable. 99 5. There is a need to re-examine the programs and services of the American High School in relation to the vocational and educational aspiration; of students. The majority of both student groups aspire to professional and managerial positions which provide opportunities for self-expression, leadership, and service to people. This limited field of aspiration may (or may not) be realistic in relation to the socio-economic status of the students, and to the opportunities available to them in Mexico and the United States. Further study in this area is obviously needed. The question concerning the appropriateness of the rather conventional academic program provided for this student population, no matter how well conceived and discharged, in terms of the prevailing aspirations of the student body deserves consideration. In light of these five "needs", it seems reasonable to conclude that the central problem confronting the staff, students, and support- ing publics of the American High School involves: l) the development of increasingly adequate perceptions con- cerning the ability, achievement, personal and social adjustment, educational and vocational aspintions of all students within the American High School; and 2) the continuing modification of programs, services, and rela- tionships among staff-students-publics consistent with these perceptions. In Chapter VII, therefore, the author presents his own beliefs with respect to the central problem, and infers from those beliefs a series of possible approaches to solution. CHAPTER VIII IMPLICATIONS OF THE STUDY If the conclusion drawn for Chapter VII that "more adequate perceptions of Mexican and American students in the American.High School are needed with reference to their academic ability, achievement, personal and social adjustment, and educational and vocational aspir- ations” is justified, the critical question around which implications are formulated becomes: How can accurate perceptions be developed by those who have an active stake in the American High School, and how can the instructional programs, services, and inter-personal relation- ships of the American High School be modified consistently with those perceptions? In formulating implications for the improvement of the Ameri- can High School, the author accepted three conditions: his own beliefs concerning the perceptions of people; the nature of the bi- national setting in which the American High School is operated; and the purposes for which the American High School was established. It was assumed that the essential purposes of the American High School are established historically. Although the persons who staff the schools at any given time may accept these purposes as their own in varying degrees, administrative leadership for the school must aim con- sistently in the direction of these purposes. Among these purposes are the artful preparation of students for responsible participation in societies seeking to achieve individual freedom, regard for one's neighbors, and the principle of self-determination in government. It 101 was further assumed that the bi-national setting itself increases the probabilities of differences in perception occurring. Of the American School staff, approximately one half are Mexican and one half American. The norms of differences among the perceptions and expectations of staff for students in the bi-national situation can reasonably be exPected to be higher than those in either of the nationality groups alone. Any system of beliefs which would actuate administrative be- havior toward the modification of perceptions of staff in such a setting must, therefore, somehow comprehend among, as well as within, cultural differences. At the very least, the values and idiosyncra- sies of the one culture should not be applied in evaluating the per— ceptions and behavior of those within another. In formulating his own beliefs concerning the improvement of educational programs within the bi~national setting, the author has relied heavily upon the writings of such perceptual theoriests as Prescott Lecky, Donald Snygg, and Robert Bills. Perceptual theory purports to be an a-cultural theory. The characteristics it attributes to people transcend cultural differences, and provide a common basis, if accepted, for resolving perceptual problems within the bi-cultural setting. In the remaining portion of this chapter, the author (A) states hiw own beliefs concerning curriculum improvement through teacher re- education (based upon perceptual theory); (b) proposes a means for involving staff, students, and the supporting publics of the American High School in an evaluative self-study; (C) cites several possible approaches to the solution of specific problems of language, adjustment 102 and aspirational differences among students; (D) and raises questions for further study. A. CURRICULUM.IMPROVEMENT AS TEACHER RE-EDUCATION A common concern and responsibility of all members of the American High School staff is the continuing improvement of the pro- grams and services of the School. If significant changes are accom- plished in these programs and services, the beliefs, attitudes and values of the staff itself must undergo significant change. Curricu- lum development is seen therefore as a process of staff re-education. Such a view is predicated upon a system of beliefs about people which include the following ideas: 1. What we do in the school is consistent with our beliefs about the world in which we live. Although one teacher's behavior may be difficult to understand by another who has different beliefs about the world, it seems completely intelligible to that teacher. If we were to view the world as that teacher does, we should be surprised to find her behaving otherwise. World as she sees it. If a teacher, for example, believes that Mexican children have greater manual dexterity than Americans, but American children have greater abilities to deal with abstractions, she will tend to grade the performances of children in her classes consistently with those beliefs; whereas, a teacher who holds contrary beliefs would tend to grade the same range of performances among Mexican and American 103 children conversely. 3. The beliefs thatteechers hold change slowly. The methods used in rearing and teaching us continue to be the best, and we believe children will be helped most by the same content and methods in education that were so helpful to us. 4. The beliefs that teachers hold are affected 21 their needs, values, and condition.2£ bodily health. Just as a pencil may be a device for writing, an airplane breaking the sound barrier,or a weapon to fend off invading bar- barians depending upon the immediate needs of a child, teaching may be a ready source of income, a horrifying ordeal, or a challenge to the teacher depending upon her needs. Similarly, values affect the beliefs held by teachers and perforce their behavior with children. Teachers consistently grant higher class marks to children who value people in ways similar to their own even though the marks are based on objective tests derived solely from textbooks. The physical state of a person has repeatedly been demonstrated to affect the perception of a person. A physically tired teacher will not perceive in the same manner as one who is wide awake. 5. 925 beliefs are affected by threat. Threat is present where we believe that unless we accept another person's values and beliefs as our own, that we will be humili- ated and degraded. That which is learned as the result of threat is rapidly forgotten when the threat is removed. Of all factors affecting 104 the formation of adequate perceptions, the importance of threat can- not be overemphasized. Under the threat of being ”wrong" in the eyes of her colleagues or administrator, a teacher's perceptions are dis- torted, and her behavior which is in relation to her perceptions will at times be inadequate to deal with the reality of the situation. 6. The beliefs that people hold are related to the opportunities which they have. If a child cannot read, obviously a text on.Mexican-American relations can be meaningless to him. The beliefs which a teacher holds are not likely to change unless she exp riences some events in which other beliefs are operating. Certain perceptions will never occur to teachers unless some external stimulus provokes them. The external stimulus, however, cannot be provided in the absence of need. 7. The perceptions teachers hold about curriculum, students, and schools are related £2 the beliefs which they hold about themselves and other people. The attitudes which teachers have of themselves in relation to other people affect their perceptions of reality and consequently their behavior with respect to peers and to children. If, for example, a teacher "over-values" self in relation to others she will behave in ways which indicate to others that she is superior to them. Such behavior may be perceived as threatening by those with whom she is working and consequently they may respond defensively. The overvaluing administrator, as another example, may, in his efforts to evoke "improved behavior" from teachers, in actuality promote defensive be- havior and unwillingness to change. 105 If assumptions such as these concerning the perceptions and behavior of people are valid, the problem of modifying perceptions of staff and subsequently their behavior with respect to curriculum and instruction is probably most easily accomplished when conditions such as the following obtain: 1. The problems on which teachers are encouraged to work are need-relevant to them. (It is probably wasteful to study for future- need satisfaction with teachers who are in need of immediate-need satisfaction.) 2. Education must seek to help teachers to know what needs, values, and attitudes are important to them and to consider these fully and in relation to each other. (This probably suggests in a bi- national setting the identification of some broad "ground rules" or principles to which all will subscribe, but an emphasis on hetero-. geneity of approaches to problems of curriculum and instruction rather than homogeneity) 3. The "climate" in which teachers seek to develop adequate perceptions of themselves, their students, and the world in which they live should provide for a warm interaction with people. Threat to teachers should be minimal; opportunities to interact with persons with different views of reality should be maximized. (This suggests that interaction with "outside experts" is helpful as long as teachers are free to choose that which seems pertinent and helpful to them.) 4. Teachers should be involved in their own self-study rather than confronted with "objective information” and evidence which is not immediately need-relevant. This suggests, for example, that the 106 teachers of the American High School who hold views opposing those advanced by this study will not be influenced by the findings of the study. Only as they are involved themselves in the determination of needs, and encouraged to develop implications for themselves are their perceptions and behavior likely to change significantly. 5. Administrative support and resources must be directed toward the implementation of ideas, proposals, and programs growing out of such an evaluative self-study in order that new and desired staff behavior can be re-inforced. The beliefs stated above are not original with the author. In stating these beliefs, he has liberally paraphrased from the perceptual theorists, especially from Bills, 52223 People and Teaching. Given such a system of beliefs, however, implications can be inferred from the general and specific "needs" derived from the study of Mexican and American students. The most obvious and immediate implication for the staff of the American High School is the development of an evaluative self-study which will involve teachers, administrators, parents, stu- dents and otherinterested citizens in a re-examination of the purposes, programs, and activities of the American High School. How such a self—study might be developed and the roles which might effectively be discharged in the light of the beliefs about people stated above is discussed in the following section. B. IMPLICATIOI‘B FOR AN EVALUATIVE SELF-STUDY 1. Role of the administrator. 107 The initiative and responsibility for a self-study lay with the chief administrator. His major concern will be the creation of readiness for action among the total staff and other interested people so that evaluative processes will not be arbitrarily projected onto the group by his actions. Rather, techniques and processes utilized should develop naturally as a result of mutual concern and common pur- pose. It is the responsibility of the administrator to provide a climate of respect for the worth and dignity of teachers and an under- standing of them as individuals. There must be no question in the mind of the administrator or teacher about his importance or the purposes of the educational program. This is most easily accomplished where teachers and administrators begin where learners are and with pro- blems that are important to them and which are need-relevant, where no one tries to force change by threat or other manipulative device. In such a situation of learning there will be opportunities for warm interaction with people which will facilitate the learning of adequate perceptions of self and others. 2. Conditions necessary to professional growth. a. Teachers must feel that the climate of the school situation in which they work is conducive to experimentation and expression of individual skill and talent. b. Teachers who experience difficulties in teaching must feel free to ask for help. Many teachers will fail to admit weaknesses because they are criticized and not helped. Competent supervision helps the teacher having difficulty in teaching to feel at ease, brings 108 forth suggestions for improvement, and insures an environment of an adjustment of circumstances to allow freedom of growth. c. Encourage leadership £2 emerge EEEEHEEE.§ESBE‘ If leadership does not emerge from the group, the organizational structure will not be strong enough to maintain itself. Leadership must come from all levels of the organization of it is to be strong and vigorous — such leadership should be recognized and utilized as a part of the ongoing program. d. Administrative office coordination should supersede office control. As teachers assume leadership roles for themselves, the role of the central office shifts from.ene of control to one of coordination of the efforts of the entire staff. e. There must pg_time £2 think, plan, and investigate by the teacher. If the teachers in the American High School are to maintain a creative frame of mind they must have the freedom of individual autonomy supported by the administration. Teachers are constantly aware of the pressures to conform. Detail work can become a coercive force robbing them of time for reading, thinking, and planning. Arendt54 states it this way: Unfortunately and contary to what is currently assumed about the proverbial ivory-tower independence of thinkers, no other human capacity is so vulnerable, and it is in fact far easier to act under conditions of tyranny than it is to think. 54 Hannah Arendt, The Human Condition. Chicago: University of Chicago Press, 1958, p. 324. - 109 f. Provision for adequate finances. For the staff members to have adequate facilities, materials, and the services of resource people, the administrative leaders must provide adequate financial arrangements. Expenses for work shops, courses of study and travel expenses to further professional training should be carefully planned in the budget structure. The atmosphere in which people grow in competence and respon- sibility is to a great extent dependent upon the behavior of those who are in official leadership positions. Teachers, for example, are encouraged or discouraged by treatment they receive from the superin- tendent, principals, supervisors, and coordinators. Growth will flourish best when leaders and staff members are growing together.. 3. Total personnel involvement. Administrative and teacher leadership should derive personal satisfactions from activities that further the purpose of instructional improvement for the American High School. When the entire staff is genuinely involved in planning the instructional program they will reflect satisfaction of their activities. Representative committees, total staff meetings, study groups, and workshops - all provide opportunities for involvement in planning through cooperative deter- mination of goals and means of better understandings of the students. They tend to foster staff initiative, adaptability, flexibility, and creativeness, and a willingness to experiment - qualities necessary for the development of instructional programs of high quality in the American High School. 110 4. Role pg the principal. Every effort should be made by the principal and his admini- strative staff (including coordinator of curriculum and department heads) to bring the teachers of the American High School into planning, evaluating, and carrying through a self-study program. The basic concept should be: if change and reconstruction be really effective, the teachers must be active participants. With shared leadership exerted by the principal, meetings might be held weekly with small committees of area interest, and monthly meetings by the entire staff.. Area of interest committees could be responsible for the detail work whereas the entire staff evaluates the progress for results. The administrative scheme should be flexible enough to allow for changes as needs arise, and permanent enough in its organization to carry on its efforts continuously. The principal should delegate many important managerial and executive duties to assistants who may be provided in order that he might give as much of his time as possible to working with teachers. 5. 1‘2 invite 3253 members 33 Michigan State University 1:2 _jgip .93 American High School teachers 32 interpreting the findings pf the study and in planning follow-up activities. Until recently there were no colleges or universities in Latin America or in the United States which offered in-service training to teachers in the bi-lingual schools of Latin America. Low salaries prohibited systematic return to the United States for undergraduate or graduate instruction. Consequently, the American High School faced 111 difficult problems of organization, planning, improvement of instruc- tion, and provision of tests and other instructional materials alone. In February, 1957, at the request of the American School Foundation in.Mexico, D.F., Michigan State University sent a repre- sentative to meet with the American School faculty in a series of in- service sessions to consult on various problems of instruCtional and 1 iii. sans NAT ‘1 , . administrative interest. In October, 1957, a second staff member of Michigan State University was sent to Mexico City to assist the American School in ““41... the deVelopment of a cooperative relationship program between the school and the community. During the period of six months which followed, four teacher training classes, carrying college credit, were held in which approximately 85 per cent of the entire faculty of the American School participated. These courses and consultative services proved so successful that a regular program involving additional courses and consultative services has continued to the present time. Members of the faculty who have shown a high interest in this in-service program could well form he action group for teacher organization in a self-study. Since staff members of the College of Education, Michigan State University, visit and regularly work with the American High School, it might be wise, in an effort to attain maximum results from this study, for the American High School faculty to work with these specialist trained in the various educational fields encompassed by the survey and its results. These consultants might help in evaluating the study from the 112 point of procedures, data obtained, and the implications of the results for improving the instructional program. Further, these consultants might work with the teachers in dis- covering the implications of the study for various subject matter areas. The high school counselors, for example, could use this kind of help in evaluating the present guidance and counseling program and in overcoming such weaknesses as might exist. The vocational education program could be examined by the teachers and consultants to learn if the instructional program is structured to meet the ex- pressed aims of the students, and also to determine if the program is providing the necessary exploratory experience for those students who are undecided about their educational and vocational future. C. SPECIFIC IMPLICATIONS From the evidence revealed in the study there was little sig- nificant difference in the achievement of the different nationality groups. The tests indicated that the American High School was doing a reasonably godd job in the academic preparation of the students in line with the purpose of the school. There is always need, however, for instructional evaluation in all areas of the program. Several important areas of the instructional program were brought out in the study that have implications for immediate attention and serve as examples of the type of problems that need to be solved by staff action; These areas are: 1. Language arts 113 2. Foreign language 3. Testing 4. Counsel and Guidance 1. Teaching pf 5E3 language £553 With the different languages spoken, and the differences in cultural backgrounds of the students, it may be well for the teaching staff and others to questions the acceptance of skills in reading and writing as the outstanding values to be sought in the English language program. Speaking, observation, and listening are as of great importance'as reading and writing. Perhaps the whole structure of programs that stresses compostion, literature, and with an elective in formal speaking, should be investigated. 8. Through the use of English language 22 well 22 through the use of English literature, students of the American High School should have frequent opportunity to explore their physical environment; other cultures; ideas, emotions, values; and reaction to other people. Teachers may want to consider the use of occasions in writing to help students explore their ideas and values.‘ They may have them project their tensions in the appreciation of poetry or a short story. Further, the teacher may have students attempt through writing to verbalize some of their confusions of living in a foreign environment. b. 222 English language program should help students find satisfying experiences 22 literature that will help them grow in socially approved directions ip‘g.pi§cultural environment. Through English literature students should have a chance to understand them- selves; the various value patterns of different cultures; the aware- 114 ness of the quality of life in all parts of the world; and the under- standing of the behavior of people. In short, to expand their exper- imentation to break provincial thinking and its narrowness. c. To understand the role of communications and its methods _03 3 12512 3393 21823. Students need to consider the role of televi- sion, radio, magazines, newspapers, motion pictures, and the tele- phone in the media of communications. Most of all, students need increasing understanding of semantics - how to judge and perceive the relationship between words and the actuality behind them. The knowledge of grammar does not necessarily function as a means to an end. Technical nomenclature could be taught only when the teacher felt it was indispensable for communication about the language the student is using. Reading emphasis could take its place as a means to an end, not in an end itself. 2. Teaching 25 g foreigp languggg. Although instruction in the American High School is in English, the vast majority of the students are bi-lingual. All students are ' required to take two years of Spanish in the junior high school, and two years of Spanish in the senior high school unless they can demon- strate a high degree of achievement in the language at the end of the eighth grade. Fourteen levels of Spanish instruction are offered in the four years of the senior high school. Since Spanish as a foreign language is of such hmportance at the American High School there is a need to explore the possibilities of improving this area in the instruc- tional program. The following comments would apply to the teaching of all foreign languages in the high school. 115 a. Traditional approach in the teaching of a foreign language. The traditional method of the teaching of a foreign language has been a grammar-translation.method. A grammar rule would be stated, follow- ed by examples. Then came a noun, adjective, or verb to be memorized in its various forms. There usually followed a list of words with English meanings. These words were chosen to illustrate the gramma- tical principle. Next came separate and unrelated sentences struc- tured around the grammar and vocabulary. Then followed composition with the same kind of unrelated sentences given in English to be translated back into the foreign language. When the basic introduc- tory course had been finished the group would move into advanced courses which, for the most part, was given to translation into English, with all sorts of questions on grammatical construction. All this procedure amounted to tasks of memorizing vocabulary and grammatical rules with their numerous exceptions in order to trans- late sentences from English into the foreign language and vice verse. Today there are many teachers who employ this method for the teaching of any foreign language. b. Modern approach £2_£hg teaching 25MB foreign language. In the modern concept of the teaching of a foreign language on a func- tional basis it might be well for the foreign language teachers of the American High School to think in terms of presenting content in a foreign language as follows: 1. Word and idiom counts should be employed to introduce stu- dents to the more common vocabulary forms. 116 2. Students should be better acquainted with the various as- pects of the foreign culture of the language. 3. The rate and comprehension of reading should be empha- sised. 4. The speaking and reading of the foreign language should receive the greatest emphasis. 5. Lists of interesting reading materials in the foreign language should be made available. c. If appropriate materials are not available the foreign language teachers should develop these materials. Methods should be considered as follows; 1. The methods used depends upon the equipment and the ability of the teacher. 2. No one method seems superior to all others, consequently variation would seem to be in order. 3. Teaching emphasis should be in a more "direct" approach. d. Techniques the teacher may use in the teaching of a foreign language. It is important that the teacher call to the attention of the students and emphasize to them the descriptions, pictures, colla- teral readings, audio—visual materials, motion pictures, and personal experiences which will give more understanding of, insight into, and an appreciation of, the lives and customs of another people. Materials that might be read and discussed are those dealing with the family, community, national life, traditions, customs, mores, and histor- ical events with relevance to the needs of students. 117 e. "Direct" approach in the teaching of a foreign language. In the past few years, the teaching of foreign languages has empha- sized the study of the geography and culture of a particular country, and in learning to speak the language. The language is taught as people would naturally speak it. This functional or "direct" approach uses devices such as tape recorders, phonograph records, films, opague machines, and music. In order to broaden the language pro- gram at the American High school considerable attention should be given to the "direct" approach of the teaching of foreign languages. 3. Testing. It was made clear as a result of testing in the study that the California Test of Mental Maturity does not appear to be an appropriate test for the bi-national population of the American High ' School. Although the members of the faculty of the American High School may not feel competent to construct an adequate measure of an intelligence instrument, much though should be given to an analysis of this test in an effort to find its inadequacies. Experiments with other testing measures could be made in search for a more adequate instrument. Specialists in this field should be invited to assist the faculty of the American High School in an evaluation of instruments available or in the constructidn of new tests for bi-national student use. Since tests to be used in the American High School will pro- bably continue to be in the English language, perhaps consideration could be given to the insertion of both English and Spanish instruc- tions in the test. Further study is indicated as to how effective oral 118 instructions are given to students at the time of testing. In any intelligence or achievement test that has sub-sections, study could be made as to which items might or might not be function- al for the bi-cultural setting. By using appropriate sub-sections from several tests, one overall test might be developed for use with students in the bi-cultural situation. 4. Strengthening the counseling and guidance program. The implications of this study for conSideration of improving guidance and counseling in the American High School might include: 1. Efforts should be exerted to better understanding of the "why" and "how" of students attitudes toward self, others, school, community, and home in a foreign culture. 1. Efforts should be exerted to better understanding of the "why" and "how" of students attitudes toward self, others, school, community, and home in a foreign culture. 2. Devise ways to bring about active participation and leader- ship of students in areas of bi-cultural intergroup activity. 3. Recognizing individual differences in academic problems in light of characteristics revealed in the study. 4. Bringing to bear in individual problems of students what is known of the perceptions of student-student; student-teacher; and parent-student. 5. A constant awareness of the bi-cultural, bi-national, and bi-lingual factors in problem solving situations of students. 6. Further investigation designed to determine why students have the particular vocational and education interests and attitudes 119 they express. 7. An inquiry to learn how much the parents know about the reasons why the students made the particular educational and voca- tional choices they hold. D. QUESTIONS FOR FURTHER STUDY The foundation of new knowledge rests in research. A more complete research and experimentation program in the American High School must be a part of any design for lifting standards of an American education in.Mexico. Perhaps research studies could be directed toward answering such questions as the following; 1. What effect does prejudice have in the adjustment of students to a foreign environment? What are the bases for these prejudices? A 2. What are the characteristics of nationalities other than those studied enrolled in the American High School. 3. What is the difference in characteristics of the American student who has lived in.Mexico all his life than one who has lived in Mexico for a much shorter period of time? 4. Why does the American student make an earlier choice to attend college than his Mexican classmate? 5. 'Why do the different nationality groups express differences in job values? 6. What are the best methods and techniques to be used in teaching in a bi-cultural environment? 120 7. What are the characteristics of teachers Operating in a foreign culture? What are the differences in these characteristics with fellow teachers of other nationalities? 8. Why do girls generally have a more favorable attitude toward the American High School than boys? 9. What type of followbup program for students in all areas of activity covered in this study should be developed by the American High School? If the answers to these and other such questions are found, educators and others at the American High School and in the Mexican community will be aided in their efforts to develop a program of education which will reflect the best efforts possible to better serve the students and parents of the American High School. If we believe that educational advancement must depend to a large degree on research, then the importance of finding answers to such questions as these must be found. ‘C-'v';"- 121 BIBLIOGRAPHY A. BOOKS Anastasi, Anne and Foley, John P. Jr. Differential Psychology. New York: The MacMillan Co., 1949. Arendt, Hannah, The Human Condition. Chicago: University of Chicago Press, 1958. Arsenian, Seth. Bilingualism and Mental Development. New York: Columbia University, 1937. Coleman, John, Algernon, P., and King, W. English Teaching $2 the Southwest. Washington; American Council on Education, 1940. Garrett, Henry E. Statistics 12 Psychology and Education. New York; Longmans, Green and Company, 1953. Guilford, John P. Fundamental Statistics in Psychology and Education. New York: ‘McGrawaHill Book Company, 1956. Hoffman, Manuel. The Measurement of Bilingual Background. New York: Columbia University, 1934. Lindquist, E. F. Statistical Analysis in Education Research. New York: Houghton Mifflin Company, 1940. Manuel, Howard T. The Education of Mexican and Spanish-Speaking Children £3 Texas. Austin: University of Texas, 1930. Siegel, Stanley. Nopparametric Statistics for the Behavior Sciences. New York; McGraw-Hill Book Company, 1956. B. PERIODICAL ARTICLES Altus, Grace. "Some Correlations of the Davis Eells Tests", Journal p£_Consulting P_ychology, Volume 49, Number 3, June 1956, pp. 227- 32. Arsenian, Seth. "Bilingualism in the Post War World", Psychological Bulletin, XLII, 1945, pp. 65-86. 122 Barke, Ethel M. and Williams, D.E.P. "A Further Study of the Compar- ative Intelligence of Children in Certain Bilingual and Monoglot Schools in South Wales", British Journal of Educa- tional Psychology, VIII, 1938, pp. 63-77. "' Beckman, Robert 0. "To what Extent are Vocations Inherited?" Voca- tional Guidance Magazine, VIII (October 1929), pp. 9-11. Bills, Robert E. "Attributes of Successful Educational Leaders," Bulletin of the Bureau of School Service, College of Education, r” University of Kentucky, Volume XXI, Number 2, 1953, p. 19. "Rorschach Characteristics of Persons Scoring High and Low in Acceptance of Self," Journal 2E Consulting Psychology, XVII, 1953, pp. 36 - 390 Brickman, William W. "Comparative Education," School and Society. LXV, 1947, pp. 145-51. h "The Study of Asiatic Languages and Cultures," School and Society. LXXXVII (March 1959), p. 120. Hildreth, Mildred. "Learning a Second Language in the Elementary Grades and High School," The Modern Language Journal, XLII (March 1959), p. 138. Klineburg, Otto. "Characteristics of the American Negro," Harper, 1944, p. 409. Liu, Baugnie, "World Statistics on Education," The Education Digest, XXIV (February 1959), p. 19. Omwake, K. T. "The Relation Between Acceptance of Self and Acceptance of Others Shown by the Three Personality Inventories," Journal pf Psychology, XVIII, 1954, pp. 443-46. Phillips, Edward L. ”Attitudes Toward Self and Others: A Brief Questionnaire Report," Journal 25 Consulting Psychology, XV, 1951, pp. 227-32. Ryden, Albert H. "Including Parents in Counseling," Occupations, XXIX (May, 1951), p. 16. Samson, Ruth and Stefflre, Buford. "Like Father . . . Like Son"? The Personnel and Guidance Journal, October, 1952, pp. 37-38. Singer, Stanley and Stefflre, Buford, "A Note on Racial Differences in Job Values and Desires," Journal of Psychology, XXXIII, 1956, pp. 333-37. 123 . "Age Differences in Job Values and Desires," Journal p£_Counseling Psychology, Volume 1, Nomber 2, 1954, pp. 16-19. . "Sex Differences in Job Values and Desires," Personnel and Guidance Journal, April 1954, pp. 38-40 "The Relationship of Job Values and Desires to Voca- tional Aspirations of Adolescents," The Journal of Applied Psychology, Volume 38, Number 6, 1954, pp. 16-19. Stefflre, Buford, "What Do High School Students Really Want From a Job," School Counselor, Volume 4, Number 1, November 1956, PP- 4-9. Stiff, George H. "Overseas Opportunities for American Education in the Technical Cooperation Program" School Life, XXXXI (April 1959), p. 8. Tireman, Samuel S. "Bilingual Children," Review 25 Educational Research, XIV, 1944, pp. 273-78. C. REPORTS Andrade, Victor, "Minutes of the First General Conference of Ameri- can Sponsored Binational Schools in Latin American," Pre- pared by the Inter-American Schools Service of the American Council on Education, Washington, D.C., April 10, 1957. California Test Bureau, Manual for the California Shott-Form Test of Mental Maturity (Junior fiIgE Level). Los Angeles, Californiz, 1957. California Test Bureau, Technical Report - California Test of Mental Maturity. Los An geles, Cali ornia,1957. Committee on Modern Languages. The Inter-American Tests. American Council on Education, Washington, D.C., 1943. Eisenhower, Milton. "Minutes of the First General Conference of American Sponsored Binational Schools in Latin America," Pre- pared by the Inter-American Schools Service of the American Council on Education, Washington, D.C., April 10, 1957. Tiegs, Ernest, Clark, William W., and Thorpe, L. P. California Test pf Personality, California Test Bureau, Los Angeles, Cali- fornia, 1942. 124 D. UNPUBLISHED MATERIAL Bills, Robert E. Manual for the index of Adjustment and Values. Un- published manual Eh—fIIE at the—School of AdvEHEed Graduate Studies of Michigan State University, College of Education, East Lansing, Michigan. Grim, Edgar L. A Study To Determine the Probability of Relationships between the EducatIonal and Vocational Goals of_Tenth and TWelfth Grade Boys and GIFTS in Oakland and MSEomb Coufizy' Public High’SchOOIS-Zfid the EEEressed EdUEEtionaI and Voca- tionaI Goals of the FEEEEEE for these Children, uanElisEed thesis for thE—degree of'Ed.D., on file at the School of Advanced Graduate Studies of Michigan State University, College of Education, East Lansing, Michigan, 1957. E. OTHER SOURCES American School Foundations, A. C. Amended Articles of Association, Mexico, D. F., 1946 (as translated from PubliE_Instrument Number 23016, Volume 636, Section 4, Public Registry of Property, Department of Municipal Government). Mexico, D. F., November 24, 1959. American School Foundation, A.C. Mexico, D. F. Personal Interview with William Durr, Associate Professor, College of Education, Michigan State University, Nevember 20, 1959. Inter-American Schools Service of the American Council on Education. Letter from William E. Dunn, Director, Washington, D.C., June 3, 1958. Michigan State University, East Lansing, Michigan. Personal Interview with Buford Stefflre, Associate Professor, College of Education, December 17, 1959. Riley, Russel L. Director, International Educational Exchange Service, United States Department of State. A speech given at the Burlington Hotel, Washington, D.C., April 11, 1957. Secretariat of Public Education, Department of Education, Mexico, D.F. A letter, February 16, 1959. APPENDIX I RELIABILITY AN) VALIDITY DATA FOR THE CALIFORNIA TEST OF MENTAL MATURITY 126 1. Reliability pf the California Test pf Mental Maturity. Reliability coefficients have been computed by the Kuder- Richardson formula twenty-one, a procedure for determing inter-item consistency from data obtained by testing a single grade range - grade eight. These co-efficients range from .61 to .87. The latter figure is the reliability coefficient obtained for the total test. Reliability coefficients were also computed by the split- halves method and corrected by the Spearman-Brown Formula. The population in this case was seven hundred students in grades seven though ten. These reliability coefficients ranged from .84 to .95. The latter figure is agin the reliability coefficient for the entire \ test. The following table is based on reliability data provided by the 1957 Technical Report on the California Test of Mental Maturity.54 53 Technical Report - California Test of Mental Maturity, Califor- nia Test Bureau, Los Angeles, CZlifornia, 1957, p. 26. 127 TABLE I -A RELIABILITY COEFFICIENTS FOR CALIFORNIA SHORT FORM TEST OF'MENTAL MATURITY (JUNIOR HIGH LEVEL - 1957 S/FORM) Grade Language Non-Language Total 7 .83 .56 .85 8 , .84 .64 .87 9 ‘ .86 .71 .89 RELIABILITY COEFFICIENTS FOR THE MENTAL FACTORS Grade Spatial Logical N1merical Verbal Relations Reasoning Reasoning Concepts 7 .56 .57 .49 .75 8 .62 .61 .63 .75 9 .61 .64 .65 .79 2. Validity of California Test of Mental Maturity. Various validity studies have been conducted using other intelligence test as an external criterion. The results of comparing the Junior High Level of the California Short Form with other group intelligence tests is shown in Table I-B.59 54 , Iblde Pp. 28-290 128 TABLE I -B CORRELATION COEFFICIENTS FOR OTHER STANDARDIZED INTELLIGENCE TESTS VS. CALIFORNIA SHORT FORM TEST OF MENTAL MATURITY (JUNIOR HIGH LEVEL) LAI‘CUAGE AND NON-LANGUAGE SECTION. Other Test° Grade N Language Non-Language Section Section Otis-Beta 8 116 r.845 r882 r.397 r(3321 Holzinger- . Crowder 8 104 .813 .531 .601 J PMA 8 112 .500 .663 .784 OOtis Quick-Scoring Mental Ability Tests, Beta, Form EM; Hol- zinger-Crowder Uni-Factor Tests, Form.AM; SRA Primary Mental Abilities, Intermediate, Form.AM. ooPearson product-moment r corrected for range. I - __— r ha CORRELATION COEFFICIENTS FOR OTHER STANDARDIZED INTELLIGEI‘CE TESTS VS. CALIFORNIA SHORT-FORM TESTS OF MENTAL MATURITY, ADVAI‘CED, LAI‘GUAGE AND NON-LANEUAGE SECTION Other test° Grade N Language Non-Language Section Section Otis-Gamma 11 94 .493 .700 .370 .750 Terman- iMcNemar 11 96 .520 .877 .053 .644 oOtis Quhk Scoring Mental Ability Tests, Gamma, Form EM; Terman- McNemar Test of Mental Ability, Form C. 129 3. Rplipbility, Secondary Level,p£ California Test pprental Matur- 32y. Reliability coefficients reported in the test manual are based on two hundred cases from the standardization sample having age char- acteristics typical for grade twelve, a somewhat more restricted group than a typical twelfth grade class. The coefficients were computed by the use of the Rulon split-halves technique. The reli- ability coefficients range from .73 to .95. The reliability co- efficient for the total test was .95; for the Language section it was .94 and for the Non-Language section, .94. 4. Validity, Secondary Level, p£ California Test pijental Maturity. The Secondary Level of the California Short-Form.Test of Mental Maturity was correlated with two adjacent levels of the test, the Junior High Level and the Advanced. This study resulted in validity coefficients of .84 and .81 for correlations with the Junior High Level and Advanced Level respectively. When the Pearson pro- duct moment r is corrected for the range of the other level for attenuation on both tests, the resulting coefficients are .95 and .96 respecitively. 5. Research relating to the California Test of Mental Maturity. Studies indicate that students with bi-lingual backgrounds or from differing cultural backgrounds may perform significantly better on the Non-Language than on the Language part of the test.56 56 Grace, Altus, "Some Correlations of the Davis Fells Tests", Journal 2£ Consulting Psychology, Volume 49, Number 3, June 1956, Pp. 227-32. 130 A study by Cooper57 investigated the predictive ability of six tests of intelligence for certain fifth grade pupils of the Territory of Guam. Involved in the study were 164 bi-lingual students. The correlation coefficient between total I.Q. on the California Test of Mental Maturity and the California Achievement raw scores was .644. 57 James G. Cooper, "Predicting School Achievement for Bi-Lingual Stu- dents," Journal of Educational Psychology, Volume 49, February 1958, pp-3T:3KT'—— APPENDIX II RELIABILITY AND VALIDITY DATA FOR THE CALIFORNIA ACHIEVEMENI‘ TEST 131 1. Reliability of California Achievement Tests. For both levels of the California Achievement tests the Kuder- Richardson formula twenty-one was used to compute reliability co- efficients. These reliability coefficients are reproduced in Table \ 2.3 and have been taken from the 1957 Technical Report on the Cali- fornia Achievement Tests.58 TABLE II-A RELIABILITY COEFFICIENTS FOR THE CALIFORNIA ACHIEVE- MENT TESTS Grades 7 8 9 10 ll 12 1. Reading Vocabulary .90 .90 .89 .88 .92 .92 2. Reading Comprehension .89 .92 .92 .89 .92 .91 Tbtal Reading .94 .95 .94 .94 .96 .96 3. Arithmetic Reasoning .75 .84 .88 .87 .90 .91 4. Arithmetic Fundamentals .89 .93 .92 .92 .94 .93 Total Arithmetic .89 .94 .94 .94 .96 .96 5. Mechanics of English .93 .92 .92 .94 .94 .95 6. Spelling .81 .83 .81 .74 .82 .83 Total Language .93 .93 .93 .91 .93 .94 W 58 ' Technical Report - California Achievement Test, p. 24-26. 132 2. Validity of California Achievement Test. The manuals for the California Achievement Tests discuss three methods which have been used in the validation of the test. The first form of validity discussed is curricular validity. The original test items for five of the six sub-tests were submitted to curriculum experts, research specialists, college professors, and state depart- ment of education personnel for review. They were asked to rate each test item on a five point scale. The ratings for each item were then averaged and deletion of the items was guided by the judgment of the judges. The second method of validation involved the correlation of scores on the California Achievement Tests and the California Test of Mental Maturity. The authors state the achievement and intelligence are positively related and an achievement test which did not show this expected relationship would be of doubtful validity. Correlation Coefficients for the California Achievement Tests, Advanced vs. the California Test of Mental Maturity, Advanced, 11th grade, ranged from .47 to .81 and at the 8th grade level these correlations coefficients ranged from .56 to .74. The scores on the sub-sections of the Cali- fornia Achievement Test were correlated with scores in the same skill areas on other achievement test. The tests which were used in this study were the Stanford Achievement Test Advanced, Form J. and the Metropolitan.Achievement Tests, Advanced, Form R. The correlation coefficients obtained ranged from .62 to .84. Nine of the twelve coefficients were .70 or higher. APPENDIX III RELIABILITY AND VALIDITY DATA FOR THE INDEX OF ADJUSTMENT AND VALUES 134 The trait words which are used in this Index include the following: acceptable, accurage, alert, ambitious, annoying, busy, calm, charming, economical, efficient, fearful, friendly, fashionable, helpful, intellectual, kind, logical, meddlesome,merry, mature, ner- vous, normal, optimistic, poised, purposeful, reasonable, reckless, tactful, teachable, useful, worthy, broadminded, business like, com- petitive, and fault-finding. The word "academic" is used as an example and procedes the other forty-nine words in the list. The responses are recorded in three columns. Column I pro- vided the data for concept of self; column II, for the acceptance of self; the difference between columns I and II, designated as column III. indicates the discrepancy between concept of self and concept of ideal self (personal adjustment). "The Index of Adjustment and Values scores have meaning in two frames of reference: a description of the individual and his relationship to a group. The simpler level is a self-description level as revealed by each of the items; the frame of reference is a normatice one. How do a subject's perceptions compare with those of other people?"59 Other predictions can be made from a combination of the acceptance of self score of the "Self" index and the Column 11 score of the "Others" index. With these two scores subjects may be divided into four categories as follows: - ¢, + -, ++, and --. The 59 Ibid. 135 first of each of these signs refers to the Column 11 score of the "Self" index. If the score is 172 or greater, the sign if +: but if it is below the mean (171 or less), it is-. The second sign of each pair is obtained from the column 11 score of the "Others" index. If this score is equal to or greater than the "Self", column 11 score, it is+; if less, it is -. Thus a + + person has an above average self-acceptance score and an "Others" column 11 score equal to or greater than his self-acceptance score. A - + has a below average self-acceptance score coupled with an "Others" column II score equal to or greater than his self-acceptance score. A. Reliability. Test-retest reliability or stability co- efficient, the number of cases on which they are based, and the length of the interval between test and retest are given in Table 2.4.60 Split-half coefficients and the number of cases on which they are based are also reported in Table 4 for columns I, II, and III and the discrepancy for both the "Self" and the ”Others" indexes.61 These coefficients have all been corrected for the full length of the test by use of the Spearman-Brown formula. 60 Ibid. 611bid. 136 TABLE III-A SPLIT-HALF AND TEST-RETEST RELIABILITY COEFFICIENTS FOR COLLEGE STUDENTS Self N Split-ha1f° N Six weeks N 16-weeks Test-Retest Test-Retest Column I 100 .53 °° 160 .90 141 .59 Column 11 237 .91 175 .83 93 .79 Column 111100 .77 160 .92 141 .60 Discrepancy 100 .87 75 .87 93 .69 237 .88 300 .52 Others Column I 100 .92 300 .84 Column II 100 .94 300 .65 Column 111100 .73 300 .69 Discrepancy 100 .92 300 _ .40 °Corrected for the full length of the IAV by the Spearman—Brown Formula. ‘ 0°All coefficients in this table are significantly different from zero at less than the .01 level. B. Validity. Data on two types of validity, concurrent and construct, are presented in the Manual for the Index of Adjustment and“ Values.62 Construct validity is defined as the use of the test as a measure of some trait or quality presumed to be reflected on the test performance. Concurrent validity involves the correlation of a per- son's current status on some variable external to the text. 6 2Ibid. 137 Three groups of students at the University of Kentucky com- pleted the "Self" index and were tested with the Phillips Attitude Toward Self and Others Questionnaire,63 the California Test of Per- sonality,64 and the Washburne S-A Inventory.65 Statistically signi- ficant relationships were found between the acceptance of self measure of the Index of Adjustment and Values and both the Phillips self L“. .‘m scores and the total scores on the California Test of Personality. A study by Omwakeé6 at Agnes Scott College investigated the relationship between the Index of Adjustment and Values and the Berger scales for measuring self-acceptance and acceptance of others and the Phillips Attitude toward Self and Others Scale. A study by Fink67 investi- gated certain personal, social, academic, and physical character- istics of people who rate high on self-acceptance as measured by the Index of Adjustment and Values. Studies investigating Rorschach characteristics of persons scoring high and low in acceptance of 63 E. L. Phillips, "Attitudes toward Self and Others: A Brief Ques- tionnaire Report", Journal 2f Consulting Psychology XV, 1951, pp. 79-81 a 64 , , E. W. Tiegs, W. W. Clark, and L. P. Thorpe, California Test of Personality, California Test Bureau, Los Angeles, CalifEFnia, 1942, p. 16. 65 J. N. Washburne. Washburne S-A Inventory. New York: New York Book Co., 1940. 66K. T. Omwake, ”The Relation between Acceptance of Self and Accept- ance of Others Shown by Three Personality Inventories", Journal of Consulting Psychology XVIII. 1954, pp. 443-446. 67Bills,‘gp. cit., p. 72. 8 69 self6 as well as self concepts and Rorschach signs of depression have been conducted by Bills. A number of studies were also conducted investigating the relationship between acceptance of self and beliefs about how other people accept themselves on the one hand and acceptability for leader- ship, a ranking of success in leaders, and success as a teacher on the other hand.70 The trend suggests a definite relationship between the categories obtained from data on the Index of Adjustment and Values and each of the afore mentioned variables. 68 R. E. Bills, "Rorschach Characteristics of Persons Scoring High and Low in Acceptance of Self," Journal of Consulting Psychology xvn. 1953. pp. 36-39. """"""‘ 69 R. E. Bills, "Self Concepts and Rorschach Signs of Depression," Journal of Consulting Psychology XVIII, 1954, pp. 135.37. 70R. E. Bills, "Attributes of Successful Educational Leaders," Bulletin of the Bureau of School Service, College of Education, Univer- sity of Kentucky, Volume XXVI, Number 2, 1953, p. 19. m ROOM USE UNIV MHz-were '65: um? i p 6 " l :._..——'=_ll‘,' 3' 9‘1. 1 Vfi 9.’ ulvgmml‘gggmwflijWu