correlations indicate that future female
secondary teachers having low
prejudice scores were rated
as tolerant, independent, and equalitarian. No
significant correlations
were found for the early childhood or male secondary
education student teachers.
On the basis of obtained F ratios six
prejudice. teaching behavior
relationships may be classified
as "suggestive." Tables 10 and 11 include
those characteristics on which student teacher
subgroups differed on Ethnic
Distance. Scale scores and Attitude Toward
the Negro Scale scores, respectively.
Tables 12 and 13 show the results of the
comparisons of the specific rating
subgroups which yielded the "suggestive" F ratios.
It may be seen that those
students rated as having strengths
on the behavior characteristics of
presentation - communication, enthusiasm, professional
attitudes, and sense
of humor evidenced less prejudice than
those students for whom these
characteristics were not specified.
It also may be seen that those students
who had difficulty in assuming responsibility
and accepting constructive
criticism evidenced more prejudice than
students for whom these characteristics
were not specifidd
.
Those students who
were observed as accepting
constructive criticism evidenced significantly
less prejudice than those
students who did not manifest this behavior.
Obviously, any interpretation of the findings
of this study must take into
account such limitations as restricted sampling, the
use of paper-and-pencil
tests as measures of prejudice, and the relatively subjective
evaluation of
teaching behavior made by student teaching
supervisors. Yet, the findings
do indicate that ethnic prejudice is reflected
in various student teaching
behaviors, that the instruments employed
have some validity, and that
prejudice as a variable in teaching
can and should be studied further.