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| 說明 | 111 p |
| 附註 | Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0455 |
| Adviser: Bob Pettapiece |
| Thesis (Ph.D.)--Wayne State University, 2009 |
| This study used Structural Equation Modeling (SEM) to develop an internally reliable and consistent Social Acceptance Scale (SAS) for self-identified black and white teachers in Southeast Michigan. The SAS was used to determine if there was a statistically significant difference in social acceptance levels between black and white teachers |
| The SAS was administered to black and white teachers at three high schools in Southeast Michigan; one urban, one exurban, and one suburban. In total, the SAS was administered to 142 persons |
| Based on the results of the confirmatory factor analysis on the Final Model, three questions were deleted from the survey (Q2, Q6, and Q20) because they were a threat to the construct validity of the survey |
| In conducting a confirmatory factor analysis it was determined that Model 1 was not a good fit. A second model was proposed and tested. The Final Model demonstrated to be an acceptable fit |
| Five independent sample t-tests were conducted. The analysis compared the mean scores between blacks and whites concerning five factors in the Final Model (Socializing, Attitudes, Work, College/Friends, and Intimate). There was a statistically significant difference in the ways blacks and whites answered questions regarding the factors Socializing (.017 < .05) and Intimate (.036 < .05) |
| School code: 0254 |
| 主題 | Black Studies |
| Education, Social Sciences |
| Sociology, Ethnic and Racial Studies |
| Education, Curriculum and Instruction |
| 0325 |
| 0534 |
| 0631 |
| 0727 |
| ISBN/ISSN | 9781109030792 |
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