An investigation of the congruence between selected values of fifth grade teachers and pupils from varied ethnic and socioeconomic backgrounds in an urban school setting

Purpose of the Study This study was an investigation of the congruence between selected values of fifth grade teachers and pupils from varied ethnic and socioeconomic backgrounds in an urban school setting. Procedures and Sources of Data Interviews were conducted with 135 white, Negro, and Mexican-American pupils and 54 white, Negro, and Mexican-American teachers randomly selected from 22 elementary schools with varied socioeconomic status (SES) enrollments in the Houston Independent School District. A structured Interview Schedule was developed to obtain expressions of selected value preferences from pupils. The interviews were coded for content analysis by means of a Coding Technique devised to transcribe the value statements of the subjects. The coded transcriptions were subjected to an analysis of variance design on five dimensions: (a) teachers-pupils, (b) pupils' ethnic group (white, Negro, and Mexican-American), (c) teachers' ethnic group (white, Negro, and Mexican-American), (d) pupils' SES (low, middle, and high), and (e) analyses of 15 bi-polar constructs that were used to describe the expressed values of the pupils in relation to self-perception, academic achievement, and classroom control. These constructs were also analyzed for teachers. Three hypotheses were tested. Differences in ethnic origin and socioeconomic background were held to affect the degree of congruence between pupils' expressed values and teachers' expressed values in the areas of self-perception, academic achievement, and classroom control. When the pupil's values were closer to the teacher's values in these areas, it was hypothesized that he would express more satisfaction with the learning environment and (a) he would have stronger feelings of security and self-confidence in that environment, (b) he would express stronger feelings of academic orientation in that environment, and (c) he would have stronger feelings of belonging, of security, and of pride in his ability to govern himself for the sake of improvement. Results of the Study Statistical treatment of data provided substantiation of all three hypotheses, with differences significant at the .01 level. Conclusions It was concluded that differences in ethnic origin and socioeconomic background affected the degree of congruence between pupils' expressed values and teachers' expressed values in the areas of self-perception, academic achievement, and classroom control. Pupil SES significantly influenced the degree of congruence between pupils' values and teachers' values, in that pupils at middle and high SES levels showed higher value preference for the positive poles on the value constructs, and thus closer congruence with teachers values on these constructs, than did pupils at low SES level. Pupil-teacher ethnicity significantly influenced the degree of congruence between pupils' values and teachers' values, with a significant lack of congruence shown between the values of Mexican-American pupils and Negro teachers and the values of Mexican-American teachers and Negro pupils. Pupils expressed greater satisfaction with the learning environment when their values were closer to their teachers' values. Pupils placed greater value on the need for satisfactory relations with peers than did their teachers. Lack of congruence between the values of pupils and the values of teachers was believed to have probably contributed to pupil dissatisfaction in the learning environment, to feelings of indifference or animosity with respect to academic orientation, and to feelings of inferiority, insecurity, indifference, and alienation in the classroom. Recommendations It was recommended that an investigation should be made of the major intra-class differences at low, middle, and high SES levels, with emphasis on variations in value orientations. An investigation should be undertaken of the consequences for society if the anxieties assumed to be necessary for upward social mobility are generated in low SES children without a good chance of its attainment. A study should be made of how open the channels of social mobility must remain in order to provide low SES children with sufficient incentive to struggle for higher positions in the social structure. A study should be made of how the alienation and/or indifference of low SES parents toward the schools can be reduced, how these parents can learn to understand the schools' goals, and how they can become involved in implementing, changing, and supporting those goals. Research should be initiated into how utilization of the economic and cultural resources of urban communities can bring into closer harmony the divergent values of middle SES teachers and low SES pupils. It was also recommended that an investigation should be conducted into ways in which middle SES teachers can be trained and prepared to cope adequately and realistically with the "cultural shock" of being assigned to a school with low SES enrollment. An evaluation should be made of the effectiveness of including in teacher education requirements for certification courses in urban sociology, human relations, and practice in dealing with children. Research should be conducted into methods of selecting teachers on the basis of their interests and strengths and matching them with specific SES level schools for teaching assignments. A study should be designed in which practicum experiences are developed to help teachers learn to deal effectively with their own and their pupils' values, attitudes, and cultural backgrounds. A follow-up study would evaluate the effect of these experiences on teachers' abilities to provide a more satisfying learning environment for children.