A Study of Pupils' Sex, Achievement, and Ethnic Background as they Relate to Classroom Interaction

Abstract

A study conducted by Arthur J. Hoehn entitled, “A Study of Social Status Differentiation in the Classroom Behavior of Nineteen Third Grade Teachers”,1 was based on social status differentiation within the classroom and how it affected teacher behavior. The investigators have used it as a starting point for a pilot investigation of teacher-pupil interaction in Hawaii utilizing the indices of student achievement level, ethnic background, and sex and the part they play in influencing teacher behavior. The investigators feel that the findings of this pilot study will be of special interest to all educators. A review of the literature and past experiences in the classroom as student teachers have helped the writers to become extremely aware of the impact that a teacher's behavior can have on a child's concept of himself, of school, and on his future success in school. Non-supportive behavior on the part of the teacher can hinder the total development of a child, i.e. his social, mental, and emotional outlook on life. Many teachers are unaware that they are evincing differential behavior toward students. Perhaps this study will help them recognize and understand a few of the factors that can influence differential behavior.