A comparative study of personality characteristics between seventh-grade students classified as educationally deprived and non-educationally deprived



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The purpose of this study was to investigate the relationships and differences of personality characteristics between students defined as educationally deprived and non-educationally deprived under Title I of the Elementary and Secondary Education Act of 1965. Students were considered deprived if they fell in four or more of the following categories: (1) coming from broken homes, (2) being financially deprived, (3 and 4) receiving low achievement scores in arithmetic and/or reading, (5) speaking a primary language other than English in the home, (6) having a pattern of failing grades, (7) having been retained in one or more grades, and (8) having an average of twenty-five or more absences per year. The population of this study was limited to seventh-grade students from Richmond-Rosenberg, Texas, who had completed the four test instruments used in this study. Of these 498 students, 151 were defined as educationally deprived. Scores which resulted from the April, 1966, administration of the Mooney Problem Check List, California Test of Personality, Primary Mental Abilities and SRA Achievement Test provided the data for the comparative investigation of the nondeprived-deprived groups. The results of all four instruments together with coded information identifying educationally deprived, non-educationally deprived, sex and race were punched on IBM cards. The data were then analyzed utilizing a factor analysis design to examine relationships and the "t" test to determine the significance of the obtained differences between the means of the nondeprived-deprived groupings. [...]