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oai:www.ideals.illinois.edu:2142/21343 2023-07-10 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Walker, Jerry L. Ramirez, Hermila A. 2011-05-07T13:05:55Z 2011-05-07T13:05:55Z 10000-01-01 1992 The Hispanic population in the United States is well on its way of becoming the largest minority group. It is also known that a great number of Hispanics have difficulty functioning in the school environment. Since schools institutionalize the dominant Anglo-American culture code, it may well be that intercultural conflicts are the root of the problem. Ignorance of other cultures can produce misinterpretation of behavior and may lead to cultural conflict. Cross-cultural training may help teachers identify and define cultural patterns of Hispanic students. Therefore, this study investigated effects of cross-cultural training on the attributions and attitudes of pre-service teachers. It was designed to help teachers identify and define cultural patterns of Hispanic students which may be different from those found in the American mainstream culture. The design consisted of 59 pre-service teachers who were randomly divided into three experimental groups: The first group received no training; the second group received cultural assimilator training, by reading Hispanic cultural materials developed by R. D. Albert; the third group received cultural assimilator training, plus role-play exercises. This procedure involved both cognitive and behavioral training. In Both cases the pre-service teachers were presented with interactions which hold the potential of cultural misunderstandings and conflict. The group results were used for comparative purposes. They showed that both types of training are effective for changing the attributions and attitudes of pre-service teachers. The results showed a very strong positive effect on the subjects' attitudes toward Hispanic students. Although this study is directed to the Hispanic culture, it can be extrapolated to members of other cultures through the use of culture assimilators that may be designed for each specific culture under study. Made available in DSpace on 2011-05-07T13:05:55Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9236574.pdf: 3898704 bytes, checksum: 19b29badae07388501f73280defa6a65 (MD5) Previous issue date: 1992 Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:50:08Z Item is restricted indefinitely. Restriction data tranferred 2014-07-01T11:22:52-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission ETDs are only available to UIUC Users without author permission U of I Only AAI9236574 (UMI)AAI9236574 http://hdl.handle.net/2142/21343 eng Copyright 1992 Ramirez, Hermila A. Education, Bilingual and Multicultural Anthropology, Cultural Education, Teacher Training Education, Curriculum and Instruction The effects of cross-cultural training on the attributions and attitudes of preservice teachers text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.