Cognitive Styles of Children of Three Ethnic Groups in the United States

Abstract

Children of three subcultural groups in the United States-Anglos, Blacks, and Mexican-Americans-were tested with the Portable Rod and Frame Test. The results showed that Black and Mexican-American children, and females in all three groups, scored in a significantly more field-dependent direction than Anglo children. The results confirmed previous findings that members of groups which emphasize respect for family and religious authority and group identity and which are characterized by shared-function family and friendship groups tend to be field-dependent in cognitive style. Members of groups which encourage questioning of convention and an individual identity and are characterized by formally organized family and friendship groups, on the other hand, tend to be more field-independent.

The Validity of Locus of Control Dimensions for Chicano Populations

“…This is especially true in the case of the locus of control construct (Cole & Cole, 1977;Garza & Ames, 1974). Research on cognitive styles (Buriel, 1975;Ramirez & Price-Williams, 1974) and on assertiveness (Kagan, 1974(Kagan, ,1975Kagan & Carlson, 1975) does lend some support to the anthropological contentions. However, the degree of cultural equivalence of the research instrumentation has never been empirically assessed (see Kagan & Buriel, in press).…”

Intercultural Internet-based learning: Know your audience and what it values

“…It is accepted that subgroups within a country may differ in significant ways, but when compared to groups of learners from other countries, subgroups within a country have more in common with each other than with outside groups (Helmer & Eddy, 2003). Ramirez and Price-Williams (1974) and Neuliep (2003) have noted that different subcultures within the same country exist in ways that are as diverse as we might expect in persons from other countries. Some of the guidelines for creating face-toface instruction for diverse classes apply equally well to an international IBL course.…”

The Overseas Route to Multicultural and International Education

“…This approach is panicularly successful with Hispanic, African American, and Native American students. whose socialization endorses such collegial interactions (Ramirez and Price-Williams 1974;Hale-Benson 1986;Shade 1989;Little Soldier 1989). Forming cooperative learning groups that are integrated according to ability level, race, and gender helps to ensure that all students have the opportunity for equitable participation.…”