Assertive Behavior Among Black College Students

Abstract

This study examined assertiveness in Black students when interacting with their teachers in predominantly Black and White academic settings (i.e., Florida A&M University and Florida State University, respectively). A total of 320 Black students attending FAMU and FSU were selected for subjects—20 males and 20 females from each classification level (freshman, sophomore, junior, and senior) at each University. To measure assertiveness in teacher/pupil inter actions, a self-report inventory comprised of 30 items was used. The findings indicated that FSU students were sig nificantly more assertive when interacting with their teachers than were FAMU students. A significant relationship be tween assertiveness and discomfort in being assertive was obtained for FSU students, but not for FAMU students. These findings were interpreted within a theoretical frame work that defined assertive behavior within a cultural con text. A significant sex by classification interaction was obtained. This finding was attributed to differences in as pects of the socialization process for males and females in this society.