Document Type
Issue Area Five
Abstract
As one explores the number of variables that can possibly affect how or how much any person learns at any one time, the task of finding clarity to make recommendations on standards of performance seems overwhelming. It does not bode well for clarity when Travers (1973), Second Handbook of Research on Teaching concludes there is no empirical relationship between the type of pedagogy and student achievement test scores. Hovighurst, Moorefield, Passow, and Elliott (1967) in The Sixty-Sixth Yearbook of the National Society for the Study of Education suggest that to describe the "disadvantaged" we need the following groups: (a) Urban Whites, (b) Urban Negroes, (c) Rural Negroes, (d) Rural Whites, (e) Rural Spanish-Americans, (f) Urban Puerto-Ricans, and (g) American Indians.
However, one is hard pressed to see that these seven categories are "color" categories as only three color or race classes exist in system, i.e., Black, White, and Red. The authors do not mention Americans of Chinese, Japanese, Vietnamese, or Korean descent who would be persons of a "Yellow" color.
Journal Title
Institute for Educational Leadership Monograph Series
Volume
2
Issue
2
First Page
162
Last Page
169
Publisher
Institute for Educational Leadership, University of Northern Iowa
City
Cedar Falls, IA
Copyright
©1991 Institute for Educational Leadership, College of Education, and University of Northern Iowa
Language
en
File Format
application/pdf
Recommended Citation
Schmits, Donald
(1991)
"Issue Five: Expectations and Standards of Performance for People of Color in Education [Schmits],"
Institute for Educational Leadership Monograph Series: Vol. 2:
No.
2, Article 41.
Available at:
https://scholarworks.uni.edu/iel_monographs/vol2/iss2/41
