To explore the way in which the interpretation of ambiguous social behavior can be influenced by racial stereotypes and cultural differences, 40 black and 40 white 6th-grade males were shown a variety of ambiguously aggressive behaviors performed by black and white stimulus figures. As predicted, both black and white preadolescents rated these behaviors as more mean and threatening when the perpetrator was black than when he was white. In contrast, ratings of personal characteristics were in general determined by individual behavior rather than by group stereotypes, although blacks, whether they were the perpetrator or the recipient of the behaviors, were rated as stronger than their white counterparts. Cultural differences between subject groups were apparent in the greater tendency of the white children to read threat into ambiguously aggressive behaviors involving no physical contact and to assume that the perpetrators of such behaviors were stronger than the recipients.

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This study identifies teachers’ perceptions of requirements for including collaborations with the surrounding world in their teaching practice, with the aim of providing authentic and entrepreneurial learning environments for students. School management, time and teachers’ personal character traits and disposition were the most frequently stated areas of concern, followed by colleagues, surrounding world, economy and professional development. Concerns not previously identified include economy, localities, local curriculum, teachers’ unions as well as time to reflect and adjust to a different teaching approach. The results are worth considering for school and teacher development aimed at increasing school collaboration with the surrounding world.

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