Home PublicationsJRTEPast IssuesVolume 28 Number 5

Edited by Diane McGrath

Volume 28 Number 5 Summer 1996

What do Freehand and Computer-Facilitated Drawings Tell Teachers About the Children Who Drew Them? References Ku–L

University of Texas at Austin

Publications

Thomas Kuhlman

Richard Levinson

Yvonna Lincoln

Author(s): Lincoln, Yvonna S.
Title: Tracks toward a Postmodern Politics of Evaluation.
Journal: Evaluation Practice; v15 n3 p299 309 Oct 1994
Year: 1994
Abstract:
The movement away from strictly conventional evaluation practices and toward new and more responsive models of inquiry seems inescapable when one ponders the future of evaluation. A more activist-oriented and more stakeholder-oriented model of evaluation seems to be the future of the field. (SLD)
Document Number: EJ500506

Author(s): Tierney, William G.; Lincoln, Yvonna S.
Title: Teaching Qualitative Methods in Higher Education.
Journal: Review of Higher Education; v17 n2 p107 24 Win 1994
Year: 1994
Abstract:
The content of graduate courses on qualitative research methods in higher education research is discussed. Major topics suggested include entree and building rapport, field notes and data management, adequacy criteria, ethics in qualitative inquiry, site selection, and writing the case study. (Author/MSE)
Document Number: EJ485153

Author(s): Hipps, Jerome A.
Title: Trustworthiness and Authenticity: Alternate Ways To Judge Authentic Assessments.
Year: 1993
Abstract:
New methods are needed to judge the quality of alternative student assessment, methods which complement the philosophy underlying authentic assessments. This paper examines assumptions underlying validity, reliability, and objectivity, and why they are not matched to authentic assessment, concentrating on the constructivist paradigm of E. Guba and Y. Lincoln and its synergy with authentic assessment. Guba and Lincoln have rejected validity, reliability, generalizability, and objectivity as criteria for judging inquiries conducted within the constructivist paradigm. They have suggested trustworthiness and authenticity as frameworks for judging the quality of studies. Trustworthiness consists of four elements: credibility, transferability, dependability, and confirmability. These elements parallel validity, generalizability, reliability, and objectivity. Authenticity criteria, which focus on knowing, action, and fairness, have no counterparts in the conventional research paradigm, but are primarily demonstrated through stakeholder testimony and are supported by an audit trail of evidence of fairness and authenticity. The constructivist paradigm offers new lenses for judging the quality of authentic assessments. (Contains 12 references.) (SLD)
Document Number: ED376195

Author(s : Lincoln, Yvonna S.
Title: Virtual Community and Invisible Colleges: Alterations in Faculty Scholarly Networks and Professional Self-Image. ASHE Annual Meeting Paper.
Year: 1992
Abstract:
This descriptive study examines how the proliferation of electronic hook-ups to remote locations, to databases, and particularly to electronic mail (e-mail), is changing the work, communication patterns and self-image of higher education faculty. In particular the study examined whether technological acquisition had an impact on professors' perceptions of their "invisible colleges", and whether or not there were systematic differences between men and women in their constructions of these changes in their worklife. Explored are "invisible colleges," scientific communities whose members do not live and work in close proximity; human-machine interaction; and literature on gender differences in computer skill acquisition processes and psychological approaches to exploration of computer logic. In-depth open-ended interviews were conducted with six new electronic mail users. Additional data were derived from one network's ongoing conversations regarding the nature of "community." Results indicated that users conversing regularly on networks were forming "communities" with self-conscious discussion of "courtesy" and fair intellectual exchange; that e-mail has made communication between scholars more democratic and broader particularly for women; that style of conversation is informal and humorous; and that mastering the technology had different effects on men's and women's self-image. (Contains 23 references.) (JB)
Document Number: ED352903

Author(s): Lincoln, Yvonna S.; And Others
Title: Institutionally-Based Quality of Worklife Assessment: The Politics of "Do It Yourself."
Year: 1992
Abstract:
A case study was done of a large, private, research university's in-house effort to engage in assessment of the quality of faculty worklife, and to describe the variety of political, logistical, fiscal and data base management issues which arose from the largely faculty-directed and volunteer effort. Prompted by learning of efforts to create a national data base on quality of academic worklife, this institution undertook its own assessment. The case study of this effort developed from participant-observer collected data which included interviews, systematic notes, and minutes of meetings held by the Faculty Senate Task Force on Faculty Assessment. The assessment process itself began with the development of the Task Force, a series of "town meetings" in which faculty met to voice their opinions, and development and administration of a survey. Nearly 300 individuals participated in the meetings and 789 faculty, more than 50 percent, returned the survey. Lessons learned were characterized as a double-loop: faculty learned lessons and incorporated what they learned into new patterns of behavior and attitudes. Other lessons were political, logistical, fiscal, data-base related, and methodological. Throughout, the study results emphasized the inevitability of institutional politics as part of the process. Thirty references are included. (JB)
Document Number: ED344560

Author(s): Lincoln, Yvonna S.; And Others
Title: In Response to Lee Sechrest's 1992 AEA Presidential Address: "Roots: Back to Our First Generations," February 1991, 1-7.
Journal: Evaluation Practice; v13 n3 p165 74 Oct 1992
Year: 1992
Abstract:
Y. S. Lincoln and E. G. Guba consider L. Sechrest's comments on their book "Fourth Generation Evaluation" as less a criticism than an attempt to demolish. D. M. Fetterman also objects to much of Sechrest's address. E. J. Posavac generally agrees with conclusions of Welch and Sternhagen. (SLD)
Document Number: EJ455191

Author(s): Rhoades, Gary
Title: Is Love the Answer? A Commentary on Naturalistic Ethics.
Journal: Review of Higher Education; v14 n2 p239 50 Win 1991
Year: 1991
Abstract:
Yvonna Lincoln and Egon Guba's challenge to the traditional positivist approach to social science research, naturalistic inquiry, is seen as posing ethical dilemmas of its own. Greater awareness of problems of over-idealizing "special relationships" in research practices and in focusing too much on individual rather than systemic settings is advised. (Author/MSE)
Document Number: EJ423221

Author(s): Lincoln, Yvonna Seossions
Title: The Arts and Sciences of Program Evaluation.
Journal: Evaluation Practice; v12 n1 p1 7 Feb 1991
Year: 1991
Abstract:
The various arts and sciences that comprise the field of program evaluation are discussed. It is argued that emphasis on rigor and expressive content has left other aspects of evaluation unexplored. Educational evaluators need to consider what programs mean and how they contribute to understanding. (SLD)
Document Number: EJ426513

Author(s): Lincoln, Yvonna S.
Title: Program Review, Accreditation Processes, and Outcomes Assessment: Pressures on Institutions of Higher Education.
Journal: Evaluation Practice; v11 n1 p13 23 Feb 1990
Year: 1990
Abstract:
Trends over the past 25 years calling for accreditation, program evaluation, and outcomes assessment for higher education institutions are briefly reviewed. The cooperative market model of institutional research and self-study is outlined, which involves cooperation among institutions, accrediting bodies, state departments of education, and state legislatures. (TJH)
Document Number: EJ407957

Author(s): Lincoln, Yvonna S.
Title: Critical Requisites for Transformational Leadership: Needed Research and Discourse.
Journal: Peabody Journal of Education; v66 n3 p176 81 Spr 1989
Year: 1989
Abstract:
Examines themes emerging from the articles in this journal issue on transformational leadership in education (the postmodern, critical theory, the need for more case studies, and the role of discourse). (SM)
Document Number: EJ435081

Author(s): Jacob, Evelyn; Lincoln, Yvonna S.
Title: Qualitative Research: A Defense of Traditions; and A Response to Atkinson, Delamont, and Hammersley.
Journal: Review of Educational Research; v59 n2 p229 39 Sum 1989
Year: 1989
Abstract:
Two papers respond to an article by P. Atkinson, S. Delamont, and M. Hammersley (1988) critiquing papers by E. Jacob (1987, 1988) on qualitative research traditions. The use of T. Kuhn's concept of "paradigm" and the criticism that the British were not included in the Jacob's study are addressed. (TJH)
Document Number: EJ404587

Author(s): Lincoln, Yvonna S.; Guba, Egon G.
Title: Ethics: The Failure of Positivist Science.
Journal: Review of Higher Education; v12 n3 p221 40 Spr 1989
Year: 1989
Abstract:
The metaphysical assumptions undergirding conventional (positivist) approaches to research in the social sciences provide a warrant both for deceptive research and for objectifying human research participants. The present status of ethical guidelines for inquiry are reviewed. Special ethical problems typical of naturalistic inquiry are outlined. (Author/MLW)
Document Number: EJ387434

Author(s): Lincoln, Yvonna S.
Title: Advancing a Critical Agenda in Higher Education.
Year: 1989
Abstract:
A content analysis of the literature on leadership in colleges and universities and on selection, retention, and attrition of college students, especially minority students, was conducted. It is concluded that elegant questions about the structures and processes of higher education have been asked and answered, but provide little guidance in decision-making and little practical help in administration, leadership, or pedagogy. The philosophical position of critical social science suggests a whole range of questions which cannot be explored well within the bounds of conventional science, but which can be both asked and examined well utilizing critical theory. Considered are such issues as how the role of values directs and guides higher education research, what the role of moral discourse is in university life, and what the implications are when the university is considered as a moral entity. Contains approximately 175 references. (JDD)
Document Number: ED318368

Author(s): Lincoln, Yvonna S.
Title: Naturalistic Inquiry: Politics and Implications for Special Education.
Year: 1988
Abstract:
The revolution in hard sciences is explored, from the Cartesian-Newtonian worldview to the Heisenbergian universe, and consideration is given to whether the conventional, Cartesian model is a serviceable one for research in the social/applied sciences. Five axioms comprising the existing paradigm of logical positivism are outlined (reality, subject-object dualism, generalization, causality, and values), and these axioms are contrasted with a naturalist view. The set of trustworthiness techniques developed to handle questions of rigor are then compared, with credibility, plausibility, dependability, and confirmability taking the place of the conventional paradigm's terminology of internal validity, external validity, reliability, and objectivity. The naturalistic model emphasizes qualitative research methods in an open system of inquiry. Implications of naturalistic inquiry for special education researchers include the need to look for counter-evidence as well as evidence, determine formally what comprises the field of special education, and treat respondents as persons with rights and decision-making power. Political implications include the extraordinary justification that researchers must make for such work, the difficulty in finding outlets to publish research, and the disadvantage in competing for research funding. The transcript of a question-and-answer session follows the speech. (JDD)
Document Number: ED306711

Author(s): Lincoln, Yvonna S.
Title: The Role of Ideology in Naturalistic Research.
Year: 1988
Abstract:
All social science serves some agenda: social science research is a value-bound, value-determined, context-situated, and ideologically loaded enterprise. Each researcher makes choices in the following areas, whether tacitly, implicitly, or deliberately: (1) a paradigm choice, either conventional (rationalistic) or emerging (naturalistic); (2) the methodology, or design strategy; (3) a methods choice, either qualitative or quantitative; and (4) a perspectives choice, such as realist, feminist, neo-Marxist, etc. In each of these areas, researchers can opt for either an open or a closed system; for either a pattern or a hypothetico-deductive paradigm. In determining what kinds of knowledge he or she thinks is important, meaningful, powerful, persuasive, and socially acceptable, the researcher is making a political statement. Choice points are illustrated on a figure and a list of references is included. (BJV)
Document Number: ED297080

Author(s): Lincoln, Yvonna S.; Guba, Egon G.
Title: Criteria for Assessing Naturalistic Inquiries as Reports.
Year: 1988
Abstract:
Research on the assessment of naturalistic inquiries is reviewed, and criteria for assessment are outlined. Criteria reviewed include early foundational and non-foundational criteria, trustworthiness criteria, axiomatic criteria, rhetorical criteria, action criteria, and application/transferability criteria. Case studies that are reports of naturalistic inquiries should meet the following criteria: (1) provide a sense of vicarious "deja vu" experience; (2) allow for use as a metaphor; and (3) allow for use as a basis for re-examining and reconstructing one's own construction of a given phenomena. Product criteria are as important as are process criteria, and studies that can be shown to meet these product criteria will fulfill important functions within the emergent paradigm. Such studies will: resonate with the basic assumptions or axioms of the naturalistic paradigm; exemplify the interpersonal involvement that characterized the form of inquiry; and empower, activate, and stimulate the reader. (TJH)
Document Number: ED297007

Author(s): Lincoln, Yvonna S.; Guba, Egon G.
Title: Ethics: The Failure of Positivist Science.
Year: 1987
Abstract:
The central failure of conventional, or positivistic inquiry has been the inability to handle deception in research and the violation of societal ethics, moral and legal caused by such deception. Moral dimensions include tests for whether the research would be approved by reasonable persons, whether it might pass the test of publicity, and whether or not it affords discretion in restraining from intrusiveness. Legal tests investigate whether the research protects individuals from harm, from lapses in informed consent, from deception, and from violations of privacy and confidentiality. Conventional inquiry has given rise to deception as a way to prevent ambiguity of research results. Ambiguity, however, has not been avoided, and costs have been added to the research. Deception can be avoided by utilizing emergent-paradigm, or naturalistic inquiry instead of conventional inquiry. Naturalistic inquiry focuses upon realities as multiple, divergent social constructions. The emphasis on utilizing the interaction of researcher and respondent allows participants to retain their locus of control, to make informed decisions regarding their participation, and to have a say in shaping the processes and results of the research. Naturalistic inquiry does bring about a new set of problems, but the ethical concerns raised concerning deception in the positivist inquiry are removed. (BAE)
Document Number: ED282918

Author(s): Lincoln, Yvonna S.
Title: A Future-Oriented Comment on the State of the Profession.
Journal: Review of Higher Education; v10 n2 p135 42 Win 1986
Year: 1986
Abstract:
New perspectives on social science research suggest five propositions: studies in higher education must not be value-singular; higher education researchers must not ignore "harbingers of the paradigm revolution"; they must take into account new interpretations of knowledge acquisition; they must not depend on prescriptive models; and they must learn a new language of discourse. (Author/LB)
Document Number: EJ356909

Author(s): Lincoln, Yvonna S.; Guba, Egon G.
Title: But is it Rigorous? Trustworthiness and Authenticity in Naturalistic Evaluation.
Journal: New Directions for Program Evaluation; n30 p73 84 Jun 1986
Year: 1986
Abstract:
The emergence of a new, naturalistic, paradigm of inquiry has led to a demand for rigorous criteria that meet traditional standards of inquiry. Two sets are suggested, one of which, the "trustworthiness" criteria, parallels conventional criteria, while the second, "authenticity" criteria, is implied directly by new paradigm assumptions. (Author/LMO)
Document Number: EJ335299

Author(s): Lincoln, Yvonna S.
Title: The Development of Intrinsic Criteria for Authenticity: A Model for Trust in Naturalistic Researches.
Year: 1986
Abstract:
This paper presents criteria for establishing the trustworthiness of naturalistic inquiries, and specific techniques to facilitate their achievement or determine the degree of their achievement. The following criteria are briefly described: fairness; and ontological, educative, catalytic and tactical authenticity. Explored in greater detail, fairness is achieved: (1) as a balance between harm and good; (2) when harm is minimized and/or gain is maximized; (3) when circumstances allow for mutual advantage; (4) when all parties are equally free to act in self-deemed appropriate ways; and (5) when established rules are heeded. Four criteria for achieving fairness include: fair negotiations; appellate mechanism availability; informed consent regarding inquiry procedures; and assiduous use of member-checks. The fairness criterion may be violated through deception; withholding information; collusion; arbitrariness in exercise of power; abrogation of rules or defaults; misconstruction of the definition of fairness; and breakdown in the apellate system. To achieve fairness in an inquiry, the inquirer must assume an impartial posture; provide relevant data collection; assess all parties at risk to be certain the inquiry deals with all relevant factors; refuse to withold information; be an educative agent; deliver a negotiation agenda; and act as convener and chief mediator of negotiations. (PN)
Document Number: ED270459

Author(s): Lincoln, Yvonna S.
Title: Negotiating Politics in Organizational Cultures: Some Considerations for Effective Program Evaluation. ASHE 1986 Annual Meeting Paper.
Year: 1986
Abstract:
Factors that influence the effectiveness of program evaluation in higher education and eight recommendations for program evaluation are considered. Currently, program evaluation is characterized by negotiation because of three powerful concepts: the nature of multiple constructions and multiple realities; the influence of power distributions throughout higher education institutions; and the role of politics. The theory of multiple realities proposes that participants in organizations create realities about the organization that are based on multiple and often conflicting value systems. Evaluators must take each construction into account and recognize that no single reality exists for the organization. Power is not limited to those who have the funds of authority to commission evaluations, since others can give or withhold information or sway opinion. Since organizational politics is integral to the group's functioning, evaluations cannot avoid politics. Implications and recommendations include: evaluators must understand that evaluation is not research but a teaching/learning process; evaluation is a continuous and divergent process; evaluation not only uncovers various reality constructions but creates realities; evaluation is an emergent process; and program evaluation is a collaborative process between equals. (SW)
Document Number: ED268893

Author(s): Lincoln, Yvonna S.
Title: Indigenous Efforts at Individualizing Program Review: A Case Study. ASHE 1986 Annual Meeting Paper.
Year: 1986
Abstract:
An expanded program review process that includes qualitative, ethnographic, retrospective, and subjective data is described. At the University of Kansas, qualitative indicators were developed and methods were designed to implement them. Reviews were moved from a process of reacting to quantitative self-studies to a procedure that involved: intensive interviews, solicitation of alumni judgments on the merit and worth of their experiences (as opposed to collecting only limited-response surveys), and solicitation of reviews by external consultants who are disciplinary specialists. Results of the expanded reviews included development of qualitative data collection procedures, increased desire for narratives and case studies that contribute to greater appreciation of departmental and program constraints, understanding of where flexibility might exist and where resources are strained, and the development of a "member check" process. This process verifies the accuracy of reports, checks for reliability, assesses the extent of assent with the findings and interpretations, and assures that all parties to the program review are fully informed of the report that is filed. Problems involved the training of faculty interviewers, commitment to the review, and coordinating with statewide reviews. (Author/SW)
Document Number: ED268892

Author(s): Lincoln, Yvonna S.
Title: The ERS Standards for Program Evaluation: Guidance for a Fledgling Profession.
Journal: Evaluation and Program Planning: An International Journal; v8 n3 p251 3 1985
Year: 1985
Abstract:
The ERS Standards, together with those of the Joint Committee, symbolize a commitment to the professionalization of evaluation. The two sets of standards differ on five points: (1) perceived linearity of evaluation activities; (2) preferred and permitted approaches; (3) purposes of evaluation; (4) obligations to clients and stakeholders; and (5) social science as value-free. (Author/LMO)
Document Number: EJ328927

Author(s): Lincoln, Yvonna S.; Guba, Egon E.
Title: Research, Evaluation, and Policy Analysis: Heuristics for Disciplined Inquiry.
Year: 1985
Abstract:
Research, evaluation, and policy analysis are elements of inquiry whose functions, aims, purposes, intended audiences, and intended outcomes have been confused in the literature discussing how to accomplish them. Using the definition of "disciplined inquiry" provided by Cronbach and Suppes (1969), which defines disciplined inquiry as the resolution of a problem to achieve understanding or to facilitate action, an analysis is made of each research, evaluation, and policy analysis. Each is found to fit within the definition of disciplined inquiry, and then each is dissected to compare purposes, audiences, and intended outcomes. Proposed for each is a new definition that incorporates the forms, functions, audiences, and outcomes. A bibliography is included. (Author/TE)
Document Number: ED252966

Luis Laosa

Author(s): Laosa, Luis M.
Title: Family Characteristics as Predictors of Individual Differences in Chicano Children's Emergent School Readiness.
Year: 1993
Abstract:
This study of normal young children in 100 two-parent Chicano households of widely varied socioeconomic levels assessed the ability of selected family sociodemographic and intellectual characteristics to predict individual differences in the children's performance on a measure of emergent school readiness. Data were collected longitudinally in the home at ages 30, 42, and 48 months. Emergent school readiness was measured using the Preschool Inventory, administered at each of the last two longitudinal points. The family characteristics examined were: (1) specific sociodemographic variables (household financial income, mother's and father's schooling attainment levels, occupational status, and the family size, sibling constellation, and home language) and (2) the mother's and father's performance on the Culture Fair Intelligence Test. Contemporaneous and time-lagged zero-order and partial correlations and multiple regressions assessed the unique, shared, and shifting strengths of these hypothesized family predictors of child performance. Together these predictors accounted for 50% of the variance in child performance.(Contains 8 tables, 2 figures, 1 appendix, and 66 references.) (Author)
Document Number: ED386483

Author(s): Laosa, Luis M.
Title: The Cultural Context of Construct Validity and the Ethics of Generalizability.
Journal: Early Childhood Research Quarterly; v6 n3 p313 23 Sep 1991
Year: 1991
Abstract:
Considers the mutual relevance of four themes: cultural diversity, construct validity, population generalizability, and professional ethics. Addresses the expanding need for sustained efforts to articulate the complex issues and emerging implications of the new realities of human diversity. Includes a review of previous literature, an assessment of research needs, and implications for future research and evaluation. (Author/GLR)
Document Number: EJ436468

Author(s): Laosa, Luis M.
Title: Ethnic, Socioeconomic, and Home Language Influences Upon Early Performance on Measures of Abilities.
Journal: Journal of Educational Psychology; v76 n6 p1178 98 Dec 1984
Year: 1984
Abstract:
Chicano and non-Hispanic White Children (n=171, age two and one-half years) from diverse backgrounds were tested using the McCarthy Scales of Children's Abilities. Mothers were interviewed for family data. Ethnic group performance differences were explained (statistically) by a combination of effects associated with ethnic differences in socioeconomic status and home language. (Author/BS)
Document Number: EJ310892

Author(s): Laosa, Luis M.
Title: School, Occupation, Culture, and Family: The Impact of Parental Schooling on the Parent-Child Relationship.
Journal: Journal of Educational Psychology; v74 n6 p791 827 Dec 1982
Year: 1982
Abstract:
Hypothesized effects of school which determine parent behavior dispositions were found to have important consequences for a child's cognitive skills, learning strategies, and personality. A conceptual and empirical investigation was conducted in the context of ethnic diversity, individual variability, and educational and occupational equity. A broad theoretical causal model is presented. (Author/CM)
Document Number: EJ273723

Author(s): Laosa, Luis M.
Title: Measures for the Study of Maternal Teaching Strategies.
Journal: Applied Psychological Measurement; v4 n3 p355 66 Sum 1980
Year: 1980
Abstract:
A technique to measure maternal teaching strategies was developed for possible use in research and evaluation studies. Scores derived from the technique describe quality and quanitity of behaviors used by mothers to teach cognitive-perceptual tasks to their own young children. Reliability and validity data are presented. (Author/JKS)
Document Number: EJ237908

Author(s): Laosa, Luis M.
Title: Maternal Teaching Strategies in Chicano and Anglo-American Families: The Influence of Culture and Education on Maternal Behavior.
Journal: Child Development; v51 n3 p759 65 Sep 1980
Year: 1980
Document Number: EJ234781

Author(s): Laosa, Luis M.
Title: Maternal Teaching Strategies and Cognitive Styles in Chicano Families.
Journal: Journal of Educational Psychology; v72 n1 p45 54 Feb 1980
Year: 1980
Abstract:
Chicano mothers were observed teaching their own five-year-old children. Field-independent mothers used inquiry and praise; field-dependent mothers used modeling. Trends suggest that the teaching strategies to which the child is exposed may influence which cognitive style the child develops. (Author/CP)
Document Number: EJ229146

Author(s): Laosa, Luis M.
Title: Maternal Teaching Strategies in Chicano Families of Varied Educational and Socioeconomic Levels.
Journal: Child Development; v49 n4 p1129 35 Dec 1978
Year: 1978
Abstract:
Showed that Chicano mothers who had completed at least an eleventh-grade education used more inquiry and praise when teaching their five-year-olds, while mothers with less than an eleventh-grade education tended to use more modeling in their teaching strategies. (JMB)
Document Number: EJ196663

Author(s): Laosa, Luis M.
Title: Maternal Teaching Strategies and Field Dependent-Independent Cognitive Styles in Chicano Families.
Year: 1978
Abstract:
Field-dependent and field-independent cognitive styles of Chicano mothers were examined in relation to: (a) the role that cognitive styles play in determining individual differences in maternal teaching strategies; (b) the role of maternal teaching strategies as mediators of children's development of cognitive style; (c) the emergence of field dependence-independence as a coherent construct of cognitive style in young Chicano children; and (d) cognitive style sex differences in young Chicano children. Forty three Chicano mothers were observed, in their homes, teaching cognitive perceptual tasks to their own 5-year-old children, and each mother and child was administered a battery of measures to assess field dependence-independence. Among the results discussed was the finding that field-independent mothers used inquiry and praise as teaching strategies and field-dependent mothers more frequently taught through modeling. Also, the contrasting tendencies toward greater or less self-nonself segregation and their cognitive and personality sequelae enter into the mother's choice of teaching strategies. It was found that each mother teaches her young child using the type of strategy that is likely to stimulate in the child the development of a cognitive style similar to her own. In addition, a coherent construct of field dependence emerges somewhat earlier in female than in male Chicanos. (Author/SE)
Document Number: ED162762

Author(s): Laosa, Luis M.
Title: Inequality in the Classroom: Observational Research on Teacher-Student Interactions.
Journal: Aztlan International Journal of Chicano Studies Research; v8 p51 67 Spr Sum Fall 1977
Year: 1977
Abstract:
Studies focusing on the quality of education and equality of educational opportunity in the classroom generally indicated that teachers behave less favorably toward students who (1) come from lower socioeconomic status homes, (2) are lower academic achievers, (3) speak other than standard English, and (4) come from ethnic minority backgrounds such as Black and Chicano. (NQ)
Document Number: EJ203613

Author(s): Laosa, Luis M.
Title: Multicultural Education--How Psychology Can Contribute
Journal: Journal of Teacher Education; v28 n3 p26 30 1977
Year: 1977
Abstract:
Children's learning preferences sometimes appear to be unique and specific to their cultural groups. (MM)
Document Number: EJ165086

Author(s): Laosa, Luis M.
Title: Socialization, Education, and Continuity: The Importance of the Sociocultural Context
Journal: Young Children; v32 n5 p21 7 1977
Year: 1977
Abstract:
Discusses the factors which affect the transition children must make between the family's sociocultural context and the often quite different sociocultural context of the school. (MS)
Document Number: EJ164760

Author(s): Laosa, Luis M.
Title: Developing Arithmetic Skills Among Rural Villagers in Ecuador Through Nonformal Education: A Field Experiment
Journal: Journal of Educational Psychology; v68 n6 p670 9 1976
Year: 1976
Abstract:
Results indicate that it is possible to increase the measured level of arithmetic skills among adult rural villagers who have low levels of this skill, using a method of nonformal education which involves a relatively short time and reasonable expense. (RC)
Document Number: EJ156021

Author(s): LeCorgne, Lyle L.; Laosa, Luis M.
Title: Father Absence in Low-Income Mexican-American Families: Children's Social Adjustment and Conceptual Differentiation of Sex Role Attributes
Journal: Developmental Psychology; v12 n5 p470 1 1976
Year: 1976
Document Number: EJ151756

Author(s): Laosa, Luis M.
Title: Viewing Bilingual Multicultural Educational Television: An Empirical Analysis of Children's Behaviors During Television Viewing
Journal: Journal of Educational Psychology; v68 n2 p133 42 1976
Year: 1976
Abstract:
Reports on an empirical investigation of behaviors exhibited by early elementary school children while viewing two programs of a children's bilingual multicultural educational television series. The effects of the program on group membership, grade level and sex during viewing were examined. (Author/DEP)
Document Number: EJ142023

Author(s): Laosa, Luis M.; And Others
Title: Mental Health Consultation in a Rural Chicano Community: Crystal City
Journal: Aztlan; v6 n3 p433 53 1975
Year: 1975
Abstract:
The consultative effort to assist in the development of mental health services in Crystal City, Texas is described. Issues of political involvement, cultural and language issues, community dynamics, staffing, staff development, and training of psychology interns are discussed in light of the inadequacy of certain aspects of traditional consultation models. (NQ)
Document Number: EJ155718

Author(s): McNeil, John D.; Laosa, Luis
Title: Needs Assessment and Cultural Pluralism in Schools
Journal: Educational Technology; v15 n12 p25 7 1975
Year: 1975
Abstract:
A brief description of cultural pluralism and its implications for schooling, plus some concepts of needs assessment, including a statement of what it should not be, is given. Specific illustrations of how to conduct needs assessments to encourage multi-cultural orientation also is included. (HB)
Document Number: EJ129844

Author(s): Laosa, Luis M.; And Others
Title: Cognitive and Personality Characteristics of High School Students as Predictors of the Way They are Rated by Their Teachers: A Longitudinal Study
Journal: Journal of Educational Psychology; v67 n6 p866 72 1975
Year: 1975
Abstract:
Results indicate that teacher ratings of students had differential meaning according to the grade level obtained. Possible explanations were: teachers attend to different trait configurations of students depending on the degree of evolution of the teacher-student relationship or findings are a function of developmental factors in the students. (Author/BJG)
Document Number: EJ133654

Author(s): Laosa, Luis M.
Title: Bilingualism in Three United States Hispanic Groups: Contextual Use of Language by Children and Adults in Their Families
Journal: Journal of Educational Psychology; v67 n5 p617 27 1975
Year: 1975
Abstract:
The study investigates the use of language patterns in specified social contexts in children and adults, within families, among three different ethnic and geographical groups in the U.S.: Central Texas Mexican Americans, Miami Cuban Americans, and New York Puerto Ricans. (Author/DEP)
Document Number: EJ131822

Author(s): Laosa, Luis M.; And Others
Title: An Evaluation of Non-Formal Education in Ecuador. Volume 4: Appendices. Final Report.
Year: 1975
Abstract:
As the final volume in a 4-volume evaluation report on the University of Massachusetts Non-Formal Education Project (UMass NFEP) initiated in rural Ecuador in 1973, this volume presents appendices to volumes I-III. Appendix A includes the following items: (1) Community Demographic Profile; (2) Description of Introduction to the Community; (3) Participant Attendance List; (4) Description of Individual Game Sessions; (5) Registry of Reasons for Participant Desertion; (6) UMass Community Impact Profile. Appendix B includes: (1) Test Instructions for Animador: Pre-Test Version One; (2) Pre-Test: Version One; (3) Test Instructions for Animador: Second Test Version One; (4) Second Test: Version One; (5) Test Instructions for Animador: Third (Post) Test Version One; (6) Third (Post) Test: Version One; (7) Test Instructions for Animador: Pre-Test Version Two; (8) Second test: Version Two; (9) Test Instructions for Animador: Third (Post) Test Version Two; (10) Third (Post) Test; Version Two; (11) Third Test Annex (used with all evaluation participants); (Post) Test: Version Two; (11) Third Test Annex (used with all evaluation participants); (12) UMass Impact Annex (used with all tests given to UMass participants); (13) Standard Spanish Grading (used with all tests, both versions); (14) Attendance Information (for each evaluation participant). Appendix C presents descriptions of the experimental communities. (JC)
Document Number: ED116882

Author(s): Laosa, Luis M.; And Others
Title: An Evaluation of Non-Formal Education in Ecuador. Volume 3: Findings. Final Report.
Year: 1975
Abstract:
As the third volume in a 4-volume evaluation report on the University of Massachusetts Non-Formal Education Project (UMass NFEP) initiated in rural Ecuador in 1973, this volume presents an in-depth analysis of the evaluation findings. Since UMass NFEP was initiated for purposes of developing new materials and methodologies in conjunction with and in support of existing Ecuadorian non-formal education programs, these findings are presented in terms of 13 basic evaluation questions relative to the following materials and methodologies: (1) the implementation process; (2) the degree to which project objectives were met; (3) the intent of the project; (4) the learning outcomes of educational games designed to promote numerical skills, literacy, and critical consciousness; (5) the characteristics of the more and less effective materials; (6) the characteristics of materials that worked well with learners of specific characteristics; (7) the facilitator/teacher variables; (8) the motivational attributes of each of the four games selected for in-depth experimental evaluation; (9) the change in attitudes and behaviors produced by each of the selected non-formal education games; (10) the importance of game sequencing factors; (11) the effect of replay frequency for each of the games; (12) the replication possibilities for the project; (13) the components for development of materials and programs in countries similar to Ecuador. (JC)
Document Number: ED116881

Author(s): Laosa, Luis M.; And Others
Title: An Evaluation of Non-Formal Education in Ecuador. Volume 2: Overview and Evaluation Plan. Final Report.
Year: 1975
Abstract:
As the second volume in a 4-volume evaluation report on the University of Massachusetts Non-Formal Education Project (UMass NFEP) in rural Ecuador, this volume details the evaluation design. Cited as basic to the evaluation design are questions which ask: (1) What kinds of effects (changes) can be observed? and (2) What are characteristics of the materials and procedures as they can be logically and/or empirically related to the desirable outcomes? Cited as major components of the design are: (1) The experimental field implementation and concurrent evaluation of the UMass NFEP education games that were among the most widely used/accepted education games; and (2) The UMass non-formal education intervention impact study (an impact profile, a qualitative analysis of intervention based on observations and interviews, and individual testing of game session participants). Additionally, this report describes: (1) Materials Selected for University of California at Los Angeles Field Implementation and Evaluation; (2) Instruments (a set of individually administered tests given in a pre-second-post basis to measure literacy, numerical skills, and critical consciousness or attitudes); (3) Staffing (selection criteria, training, and procedures); (4) Implementation Procedures (selection of communities and control and experimental groups); (5) Criteria for Field Supervision and Quality Control. (JC)
Document Number: ED116880

Author(s): Laosa, Luis M.; And Others
Title: An Evaluation of Non-Formal Education in Ecuador. Volume 1: Executive Summary.
Year: 1975
Abstract:
As the first volume of a 4-volume report evaluating the University of Massachusetts Non-Formal Education Project (UMass NFEP) in rural Ecuador, this volume presents summary responses to the following evaluation questions: (1) What does UMass NFEP purport to do? (2) How does UMass NFEP go about implementing its goals? (3) To what extent is UMass NFEP carrying out its intended objectives effectively? (4) What are the learning outcomes of selected nonformal education materials developed by UMass NFEP? (5) What are (6) What are the characteristics of materials that work well with learners of what characteristics? (7) What facilitator/teacher variables have affected the relative effectiveness of various materials? (8) What are the motivational attributes of each of the four educational games selected for indepth experimental analysis? (9) What changes in attitudes and behaviors (critical consciousness) are produced by each of the selected non-formal educational games? (10) What sequencing factors/prerequisites are important for the four nonformal education games? (11) What are the effects of replay frequency for each of the games? (12) Can UMass NFEP be replicated in other countries? (13) What is needed to develop effective nonformal education materials/programs in countries similar to Ecuador? (JC)
Document Number: ED116879

Author(s): Laosa, Luis M.
Title: What Languages Do Bilingual Children Use with Whom? Research Evidence and Implications for Education.
Year: 1975
Abstract:
There is wide variability in the type and degree of bilingualism exhibited by persons from the various Spanish-speaking groups in the USA. Within particular subcultural groups, there is significant variability among individuals in the use of language patterns. An empirical study investigated the use of language pattern in specified social contexts among two generations in three distinct Spanish-speaking groups: New York Puerto Ricans, Central Texas Mexican-Americans, and Miami Cuban-Americans. A total of 295 families participated in the study. The Central Texas Mexican-Americans showed the greatest degree of displacement of Spanish by English as well as by "Spanglish," and the New York Puerto Ricans the greatest degree of "mother tongue" maintenance. Previous research suggests that language use are positively related. Contextual language use is an important factor which interacts with language learning and with academic achievement. It behooves teachers of persons from Spanish-speaking backgrounds to assess the language proficiency and the contextual use of language patterns of their students and to gear their curriculum accordingly. Contextual language use may be assessed by teachers through interviews and by behavioral observations, and the resulting data may be used to individualize instruction. (Author/CLK)
Document Number: ED116456

Author(s): Laosa, Luis M.
Title: Child Care and the Culturally Different Child
Journal: Child Care Quarterly; v3 n4 p214 24 1974
Year: 1974
Document Number: EJ115935

Author(s): Laosa, Luis M.; And Others
Title: Pathognomic Verbalizations, Anxiety, and Hostility in Normal Mexican and United States Anglo-American Children's Fantasies: A Longitudinal Study
Journal: Journal of Consulting and Clinical Psychology; v42 n1 p73 8 1974
Year: 1974
Abstract:
The effects of culture on the development of logical thinking and degree of emotional disturbance in normal children were investigated. Results show significantly higher amounts of disturbed thinking and anxious and hostile response content in Anglo-American than in Mexican children. Results are interpreted in light of cultural differences. (Author)
Document Number: EJ099134

Author(s): Laosa, Luis M.; And Others
Title: Perceptual-Cognitive and Personality Development of Mexican and Anglo-American Children as Measured by Human Figure Drawings
Journal: Developmental Psychology; v10 n1 p131 9 1974
Year: 1974
Document Number: EJ093386

Author(s): Laosa, Luis M.
Title: Toward a Research Model of Multicultural Competency-Based Teacher Education.
Year: 1974
Abstract:
In order to develop an adequate multicultural competency based teacher education (CBTE) program, culturally-determined individual learner characteristics must be delineated and the nature of interactions between specific teacher behaviors and pupil characteristics must be investigated, in order to determine which set of teacher behaviors applied to a child with specified characteristics produce the desired pupil outcomes. In order to avoid stifling or rigidifying cultural evolution, models of CBTE programs must be developed which are based on a conceptualization of culture that is not statis, but continually evolving. Models of multicultural CBTE programs must show a sensitivity to the possibility that CBTE is antithetical to the values of certain cultural-linguistic groups in the United States. For instance, some individuals, given a certain set of sociocultural premises, may not find the potential emphasis of CBTE on individual rather than group study compatible with their relational style. Multicultural teacher competencies should be postulated as hypotheses to be tested empirically in specific situations. These hypotheses should be based on previous research findings, conventional wisdom, promising practices, existing theories of learning and human development, and expressed community needs. (HMD)
Document Number: ED091385

Author(s): Laosa, Luis M.
Title: Carrascolendas: A Formative Evaluation.
Year: 1974
Abstract:
A formative research project sought to test viewer reactions to two pilot programs of the Carrascolendas series. A total of 360 Puerto Rican-American, Cuban-American, Mexican-American, and Anglo-American children in grades 1, 2, and 3 were observed as they watched the programs. Results indicated that there was high eye contact during the presentation and that viewers frequently smiled and laughed. Verbal modeling, physical modeling, and program-related verbalizations were relatively infrequent. Posttests showed that, on the average, students comprehended and recalled two-thirds of the material. Girls manifested more eye contact than boys, and eye contact was found to be correlated positively with the individual's level of perceptual-cognitive development and with comprehension and recall, but negatively with verbalization and modeling. In addition, significant inter group differences were discovered for the variables of eye contact, verbal modeling, smiles, and laughter. (PB)
Document Number: ED090968

Bernice Lott

Author(s): Lott, Bernice
Title: Social Psychology: Humanist Roots and Feminist Future.
Journal: Psychology of Women Quarterly; v15 n4 p505 19 Dec 1991
Year: 1991
Abstract:
A feminist perspective is necessary for the continued vitality of social psychology. Major themes of the feminist perspective are reviewed, and some important women from early U.S. psychology are identified as founders of social psychology. In the future, the feminist perspective will function in social psychology as a systems theory. (SLD)
Document Number: EJ440529

Author(s): Lott, Bernice
Title: Sexist Discrimination as Distancing Behavior: II. Primetime Television.
Journal: Psychology of Women Quarterly; v13 n3 p341 55 Sep 1989
Year: 1989
Abstract:
Women and men characters on primetime TV were observed to determine the amount of distancing behavior enacted by them. Distancing behavior, which indicates discrimination, was demonstrated more frequently by men TV characters toward women than toward men. Women demonstrated equal behavior towards both sexes. Implications are discussed. (JS)
Document Number: EJ399943

Author(s): Lott, Bernice
Title: Sexist Discrimination as Distancing Behavior: I. A Laboratory Demonstration.
Journal: Psychology of Women Quarterly; v11 n1 p47 58 Mar 1987
Year: 1987
Abstract:
Male, female and mixed-gender pairs performed a 10-minute task constructing a domino structure. Self-report and observer ratings revealed that women in mixed-gender pairs did not differ from those in same-gender pairs. Men distanced themselves from a woman partner, turning away, making negative comments, not following advice, and placing dominoes closer to themselves. (Author/KS)
Document Number: EJ356537

Author(s): Lott, Bernice
Title: The Devaluation of Women's Competence.
Journal: Journal of Social Issues; v41 n4 p43 66 1985
Year: 1985
Abstract:
Research on the evaluation of eminent academic women supports the hypothesis that typical responses (of men, primarily) to competent women include prejudice, stereotyped beliefs, and overt or subtle discrimination. A competent woman is most likely to be devalued when potential consequences exist for the evaluator and when the woman is unfamiliar. (Author/GC)
Document Number: EJ337021

Author(s): Lott, Bernice
Title: The Potential Enrichment of Social/Personality Psychology through Feminist Research, and Vice Versa.
Year: 1983
Abstract:
Although many colleges offer programs in women's studies, research on the psychology of women has very low visibility in professional journals. Feminist research can enrich the discipline of social and personality psychology through its unique orientation and methodology. Both men and women must be used in research samples in order to derive conclusions about all of human behavior. Gender stereotypes must be separated from definitions of good functioning and mental health. To date, uniquely female roles, behaviors, and occupations remain relatively unstudied, due to the tendency to study women in terms of their relationships to men. The study of behavior must acknowledge the differences in status and power between the sexes. Feminist research must examine new sources of information from ethological/observational modes as opposed to laboratory studies of social behavior. Behavior should be studied as a function of both the person and the context. In reporting gender differences, the feminist researcher must take into account the magnitude of effect along with statistical significance and the traditional values and language used in the male dominated field. Feminist theory's response to gender differences is still in its infancy. Both social factors and life experiences have created a women's culture with both historical and contemporary significance. However, caution must be employed in focusing on women's uniqueness as it may lead back to gender stereotypes, while ignoring within-gender variability. Feminist theory can aid social/personality psychology by forcing a revolution in scholarship directed toward change. (BL)
Document Number: ED241872

Author(s): Lott, Bernice; And Others
Title: Sexual Assault and Harassment: A Campus Community Case Study.
Journal: Signs: Journal of Women in Culture and Society; v8 n2 p296 319 Win 1982
Year: 1982
Abstract:
Discusses results of a survey conducted among students, faculty, and staff at the University of Rhode Island to explore experiences of and attitudes toward sexual assault and sexual harassment. (Author/MJL)
Document Number: EJ273851

Author(s): Lott, Bernice; And Others
Title: Assessment of Sexual Harassment within the University of Rhode Island Community.
Year: 1980
Abstract:
In 1979, reports of sexual harassment and accusations of sexual assault at the University of Rhode Island led to the formation of a Sexual Harassment Committee. One of the tasks undertaken by a subgroup of this committee was a survey of the university community to identify actual experiences of and the attitudes of student and staff toward sexual harassment. From 927 responses, 172 individuals cited cases of sexual harassment which had happened to someone they knew. Of the 55 reported cases of personal sexual assaults, 95% were experienced by women, mostly undergraduates. Men were more tolerant than women of sexual harassment. (The appendices contain the survey instrument and the transcript of an act relating to rape and seduction developed by the state of Rhode Island General Assembly.) (Author/JAC)
Document Number: ED212918

Author(s): Lott, Bernice
Title: Sex-Role Ideology and Children's Drawings: Does the Jack-o-Lantern Smile or Scare?
Journal: Sex Roles: A Journal of Research; v5 n1 p93 8 Feb 1979
Year: 1979
Abstract:
Drawings by kindergarteners were submitted to adult judges, who were asked to both identify the child's gender from the drawing and to give reasons for the judgement. Results showed that judges were accurate about 60 percent of the time in identifying boys but only 30 percent for girls. (Author/EB)
Document Number: EJ198977

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