Abstract
In an investigation focused upon student ethnicity and classroom interaction in nine inner-suburban Year 6 classes in Sydney, comparisons were made between 43 Anglo students and 43 non-Anglo students matched on general ability within sex groups. The four sex x ethnicity groups were compared on anxiety, interactions with teachers during lessons on the same social studies topic for all classes, and on performance on tests developed to measure knowledge and critical thinking achievement related to the content of the lessons. While significant main effects of ethnicity and sex upon anxiety were found between the total samples of Anglo and non-Anglo students, only that for sex was found in the matched samples. The most distinctive students in terms of teacher-student interaction were the non-Anglo females who generally were involved in less than 50 per cent of the number of interactions expected on the basis of their numbers in the classes. There were no significant main effects of ethnicity or sex upon either knowledge or critical thinking achievement. When comparisons were made between these lessons and students and those involved in an earlier study employing a larger and socio-economically more representative sample of classes, differences were found which suggested that the lessons taught in the inner city schools were more effective.