Differential Perceptions of Elementary School Children Representing Distinct Socio-Cultural Backgrounds

Abstract

The difference in meaning of ten school-related concepts for 882 fifth grade students representing three socio-economic status levels (SES), two ethnic groups, two sex groups, and three levels of achievement was studied through the use of the semantic differential technique. Ninety three-way analyses of variance tests were run within and between the two ethnic groups. It was concluded: (1) high achievers do not necessarily perceive school-related concepts more positively, potently, and actively than do middle and low achievers; (2) Anglo-and Spanish-American fifth graders perceive school related concepts more similarly than differently; (3) middle and high SES level students perceive school-related concepts more positively, potently, and actively than do low SES level students; (4) females view school related concepts more positively than do males but males tend to view concepts related to self-identity more potently and actively.

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