Reexamination of Normative Influence Processes in Desegregated Classrooms

Abstract

Confirmatory maximum likelihood factor analysis techniques were applied to a path analysis model proposed by Lewis and St. John (1974). The reanalysis disconfirms the original conclusion that acceptance by white peers beneficially affects the scholastic achievement of black children. Present results are consistent with other recent studies; achievement appears to exert causal influence on popularity, but popularity does not influence achievement. The original conclusion, that attending a desegregated school will provide for black children delayed academic benefits which are not simply a reflection of more immediate academic improvements is also disconfirmed.