Teachers' Interactions With Middle- and Lower SES Preschool Boys and Girls

Private preschool and Head Start teachers' interactive behaviors with children of middle and lower socioeconomic status (SES) and with boys and girls were compared. Significant multivariate analyses of variance ( MANOVA s) and subsequent analyses of variance ( ANOVA s) indicated that teachers o...

Full description

Saved in:
Bibliographic Details
Published in:Journal of educational psychology 1986-12, Vol.78 (6), p.495-498
Main Authors: Quay, Lorene C, Jarrett, Olga S
Format: Article
Language:English
Subjects:
Behavior
Biological and medical sciences
Children & youth
Educational psychology
Fundamental and applied biological sciences. Psychology
Human
Human Sex Differences
Preschool Students
Preschool Teachers
Private School Education
Professional relationships
Project Head Start
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Social classes
Social research
Socioeconomic Status
Teacher Student Interaction
Teachers
Citations: Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
cited_by cdi_FETCH-LOGICAL-a300t-cb3cfa5fddf449d6e230ff6d29b5acf7d33e1d030a1f3129aef9d9414aeecb33
cites
container_end_page 498
container_issue 6
container_start_page 495
container_title Journal of educational psychology
container_volume 78
creator Quay, Lorene C
Jarrett, Olga S
description Private preschool and Head Start teachers' interactive behaviors with children of middle and lower socioeconomic status (SES) and with boys and girls were compared. Significant multivariate analyses of variance ( MANOVA s) and subsequent analyses of variance ( ANOVA s) indicated that teachers of lower SES children had fewer verbal communications with children and more interactions with other adults. A significant MANOVA and subsequent univariate tests also indicated that teachers of middle-SES children had higher rates of positive-neutral teacher initiation to children and higher rates of positive-neutral child initiation to teachers, but neither the sex effect nor the SES × Sex interaction was significant. For negative teacher initiations, an ANOVA indicated that teacher differences were due to a significant SES × Sex interaction. Teachers of middle-SES children had a higher rate of negative initiation to boys than to girls, whereas the rate for teachers of lower SES children did not differ for boys and girls.
doi_str_mv 10.1037/0022-0663.78.6.495
format article
fullrecord <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_journals_614307527</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>1290542817</sourcerecordid><originalsourceid>FETCH-LOGICAL-a300t-cb3cfa5fddf449d6e230ff6d29b5acf7d33e1d030a1f3129aef9d9414aeecb33</originalsourceid><addsrcrecordid>eNp9kE1Lw0AQhhdRsFb_gKeggqfE2Y9sskctflQqCi14XMb9oJGYxN0U6b831aInPQ3DPO878BByTCGjwIsLAMZSkJJnRZnJTKh8h4yo4ipltJC7ZPQD7JODGF8BgA_LiNwvHJqlC_E8mTa9C2j6qm1i8lz1y-ShsrZ2aYKNTWbthwvJ_HqePAUXzbJt6-SqXcev420V6nhI9jzW0R1t55gsbq4Xk7t09ng7nVzOUuQAfWpeuPGYe2u9EMpKxzh4Ly1TLzkaX1jOHbXAAannlCl0XlklqEDnhiwfk5Pv2i607ysXe_3arkIzfNSSCg5Fzor_IEZBSUFZOUCnf0HDX8gFK-mmin1TJrQxBud1F6o3DGtNQW_k641bvXGri1JLPcgfQmfbaowGax-wMVX8SZbAGRXyF8MOdRfXBkNfmdpF7ezqt-0TW0WOTw</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>614307527</pqid></control><display><type>article</type><title>Teachers' Interactions With Middle- and Lower SES Preschool Boys and Girls</title><source>EBSCOhost APA PsycARTICLES</source><creator>Quay, Lorene C ; Jarrett, Olga S</creator><creatorcontrib>Quay, Lorene C ; Jarrett, Olga S</creatorcontrib><description>Private preschool and Head Start teachers' interactive behaviors with children of middle and lower socioeconomic status (SES) and with boys and girls were compared. Significant multivariate analyses of variance ( MANOVA s) and subsequent analyses of variance ( ANOVA s) indicated that teachers of lower SES children had fewer verbal communications with children and more interactions with other adults. A significant MANOVA and subsequent univariate tests also indicated that teachers of middle-SES children had higher rates of positive-neutral teacher initiation to children and higher rates of positive-neutral child initiation to teachers, but neither the sex effect nor the SES × Sex interaction was significant. For negative teacher initiations, an ANOVA indicated that teacher differences were due to a significant SES × Sex interaction. Teachers of middle-SES children had a higher rate of negative initiation to boys than to girls, whereas the rate for teachers of lower SES children did not differ for boys and girls.</description><identifier>ISSN: 0022-0663</identifier><identifier>EISSN: 1939-2176</identifier><identifier>DOI: 10.1037/0022-0663.78.6.495</identifier><identifier>CODEN: JLEPA5</identifier><language>eng</language><publisher>Washington, DC: American Psychological Association</publisher><subject>Behavior ; Biological and medical sciences ; Children &amp; youth ; Educational psychology ; Fundamental and applied biological sciences. Psychology ; Human ; Human Sex Differences ; Preschool Students ; Preschool Teachers ; Private School Education ; Professional relationships ; Project Head Start ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Social classes ; Social research ; Socioeconomic Status ; Teacher Student Interaction ; Teachers</subject><ispartof>Journal of educational psychology, 1986-12, Vol.78 (6), p.495-498</ispartof><rights>1986 American Psychological Association</rights><rights>1987 INIST-CNRS</rights><rights>Copyright American Psychological Association Dec 1986</rights><rights>1986, American Psychological Association</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a300t-cb3cfa5fddf449d6e230ff6d29b5acf7d33e1d030a1f3129aef9d9414aeecb33</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780,27901,27902</link.rule.ids><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&amp;idt=8032146$$DView record in Pascal Francis$$Hfree_for_read</backlink></links><search><creatorcontrib>Quay, Lorene C</creatorcontrib><creatorcontrib>Jarrett, Olga S</creatorcontrib><title>Teachers' Interactions With Middle- and Lower SES Preschool Boys and Girls</title><title>Journal of educational psychology</title><description>Private preschool and Head Start teachers' interactive behaviors with children of middle and lower socioeconomic status (SES) and with boys and girls were compared. Significant multivariate analyses of variance ( MANOVA s) and subsequent analyses of variance ( ANOVA s) indicated that teachers of lower SES children had fewer verbal communications with children and more interactions with other adults. A significant MANOVA and subsequent univariate tests also indicated that teachers of middle-SES children had higher rates of positive-neutral teacher initiation to children and higher rates of positive-neutral child initiation to teachers, but neither the sex effect nor the SES × Sex interaction was significant. For negative teacher initiations, an ANOVA indicated that teacher differences were due to a significant SES × Sex interaction. Teachers of middle-SES children had a higher rate of negative initiation to boys than to girls, whereas the rate for teachers of lower SES children did not differ for boys and girls.</description><subject>Behavior</subject><subject>Biological and medical sciences</subject><subject>Children &amp; youth</subject><subject>Educational psychology</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Human</subject><subject>Human Sex Differences</subject><subject>Preschool Students</subject><subject>Preschool Teachers</subject><subject>Private School Education</subject><subject>Professional relationships</subject><subject>Project Head Start</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Social classes</subject><subject>Social research</subject><subject>Socioeconomic Status</subject><subject>Teacher Student Interaction</subject><subject>Teachers</subject><issn>0022-0663</issn><issn>1939-2176</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1986</creationdate><recordtype>article</recordtype><recordid>eNp9kE1Lw0AQhhdRsFb_gKeggqfE2Y9sskctflQqCi14XMb9oJGYxN0U6b831aInPQ3DPO878BByTCGjwIsLAMZSkJJnRZnJTKh8h4yo4ipltJC7ZPQD7JODGF8BgA_LiNwvHJqlC_E8mTa9C2j6qm1i8lz1y-ShsrZ2aYKNTWbthwvJ_HqePAUXzbJt6-SqXcev420V6nhI9jzW0R1t55gsbq4Xk7t09ng7nVzOUuQAfWpeuPGYe2u9EMpKxzh4Ly1TLzkaX1jOHbXAAannlCl0XlklqEDnhiwfk5Pv2i607ysXe_3arkIzfNSSCg5Fzor_IEZBSUFZOUCnf0HDX8gFK-mmin1TJrQxBud1F6o3DGtNQW_k641bvXGri1JLPcgfQmfbaowGax-wMVX8SZbAGRXyF8MOdRfXBkNfmdpF7ezqt-0TW0WOTw</recordid><startdate>198612</startdate><enddate>198612</enddate><creator>Quay, Lorene C</creator><creator>Jarrett, Olga S</creator><general>American Psychological Association</general><general>American Psychological Association, etc</general><scope>IQODW</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>EOLOZ</scope><scope>FKUCP</scope><scope>IZSXY</scope><scope>K30</scope><scope>PAAUG</scope><scope>PAWHS</scope><scope>PAWZZ</scope><scope>PAXOH</scope><scope>PBHAV</scope><scope>PBQSW</scope><scope>PBYQZ</scope><scope>PCIWU</scope><scope>PCMID</scope><scope>PCZJX</scope><scope>PDGRG</scope><scope>PDWWI</scope><scope>PETMR</scope><scope>PFVGT</scope><scope>PGXDX</scope><scope>PIHIL</scope><scope>PISVA</scope><scope>PJCTQ</scope><scope>PJTMS</scope><scope>PLCHJ</scope><scope>PMHAD</scope><scope>PNQDJ</scope><scope>POUND</scope><scope>PPLAD</scope><scope>PQAPC</scope><scope>PQCAN</scope><scope>PQCMW</scope><scope>PQEME</scope><scope>PQHKH</scope><scope>PQMID</scope><scope>PQNCT</scope><scope>PQNET</scope><scope>PQSCT</scope><scope>PQSET</scope><scope>PSVJG</scope><scope>PVMQY</scope><scope>PZGFC</scope><scope>7RZ</scope><scope>PSYQQ</scope></search><sort><creationdate>198612</creationdate><title>Teachers' Interactions With Middle- and Lower SES Preschool Boys and Girls</title><author>Quay, Lorene C ; Jarrett, Olga S</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-a300t-cb3cfa5fddf449d6e230ff6d29b5acf7d33e1d030a1f3129aef9d9414aeecb33</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1986</creationdate><topic>Behavior</topic><topic>Biological and medical sciences</topic><topic>Children &amp; youth</topic><topic>Educational psychology</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Human</topic><topic>Human Sex Differences</topic><topic>Preschool Students</topic><topic>Preschool Teachers</topic><topic>Private School Education</topic><topic>Professional relationships</topic><topic>Project Head Start</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Social classes</topic><topic>Social research</topic><topic>Socioeconomic Status</topic><topic>Teacher Student Interaction</topic><topic>Teachers</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Quay, Lorene C</creatorcontrib><creatorcontrib>Jarrett, Olga S</creatorcontrib><collection>Pascal-Francis</collection><collection>CrossRef</collection><collection>Periodicals Index Online Segment 01</collection><collection>Periodicals Index Online Segment 04</collection><collection>Periodicals Index Online Segment 30</collection><collection>Periodicals Index Online</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - West</collection><collection>Primary Sources Access (Plan D) - International</collection><collection>Primary Sources Access &amp; Build (Plan A) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Midwest</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Northeast</collection><collection>Primary Sources Access (Plan D) - Southeast</collection><collection>Primary Sources Access (Plan D) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Southeast</collection><collection>Primary Sources Access (Plan D) - South Central</collection><collection>Primary Sources Access &amp; Build (Plan A) - UK / I</collection><collection>Primary Sources Access (Plan D) - Canada</collection><collection>Primary Sources Access (Plan D) - EMEALA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - South Central</collection><collection>Primary Sources Access &amp; Build (Plan A) - International</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - International</collection><collection>Primary Sources Access (Plan D) - West</collection><collection>Periodicals Index Online Segments 1-50</collection><collection>Primary Sources Access (Plan D) - APAC</collection><collection>Primary Sources Access (Plan D) - Midwest</collection><collection>Primary Sources Access (Plan D) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Canada</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - EMEALA</collection><collection>Primary Sources Access &amp; Build (Plan A) - APAC</collection><collection>Primary Sources Access &amp; Build (Plan A) - Canada</collection><collection>Primary Sources Access &amp; Build (Plan A) - West</collection><collection>Primary Sources Access &amp; Build (Plan A) - EMEALA</collection><collection>Primary Sources Access (Plan D) - Northeast</collection><collection>Primary Sources Access &amp; Build (Plan A) - Midwest</collection><collection>Primary Sources Access &amp; Build (Plan A) - North Central</collection><collection>Primary Sources Access &amp; Build (Plan A) - Northeast</collection><collection>Primary Sources Access &amp; Build (Plan A) - South Central</collection><collection>Primary Sources Access &amp; Build (Plan A) - Southeast</collection><collection>Primary Sources Access (Plan D) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - APAC</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - MEA</collection><collection>PsycARTICLES (ProQuest)</collection><collection>ProQuest One Psychology</collection><jtitle>Journal of educational psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Quay, Lorene C</au><au>Jarrett, Olga S</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Teachers' Interactions With Middle- and Lower SES Preschool Boys and Girls</atitle><jtitle>Journal of educational psychology</jtitle><date>1986-12</date><risdate>1986</risdate><volume>78</volume><issue>6</issue><spage>495</spage><epage>498</epage><pages>495-498</pages><issn>0022-0663</issn><eissn>1939-2176</eissn><coden>JLEPA5</coden><abstract>Private preschool and Head Start teachers' interactive behaviors with children of middle and lower socioeconomic status (SES) and with boys and girls were compared. Significant multivariate analyses of variance ( MANOVA s) and subsequent analyses of variance ( ANOVA s) indicated that teachers of lower SES children had fewer verbal communications with children and more interactions with other adults. A significant MANOVA and subsequent univariate tests also indicated that teachers of middle-SES children had higher rates of positive-neutral teacher initiation to children and higher rates of positive-neutral child initiation to teachers, but neither the sex effect nor the SES × Sex interaction was significant. For negative teacher initiations, an ANOVA indicated that teacher differences were due to a significant SES × Sex interaction. Teachers of middle-SES children had a higher rate of negative initiation to boys than to girls, whereas the rate for teachers of lower SES children did not differ for boys and girls.</abstract><cop>Washington, DC</cop><pub>American Psychological Association</pub><doi>10.1037/0022-0663.78.6.495</doi><tpages>4</tpages></addata></record>
fulltext fulltext
identifier ISSN: 0022-0663
ispartof Journal of educational psychology, 1986-12, Vol.78 (6), p.495-498
issn 0022-0663
1939-2176
language eng
recordid cdi_proquest_journals_614307527
source EBSCOhost APA PsycARTICLES
subjects Behavior
Biological and medical sciences
Children & youth
Educational psychology
Fundamental and applied biological sciences. Psychology
Human
Human Sex Differences
Preschool Students
Preschool Teachers
Private School Education
Professional relationships
Project Head Start
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Social classes
Social research
Socioeconomic Status
Teacher Student Interaction
Teachers
title Teachers' Interactions With Middle- and Lower SES Preschool Boys and Girls
url http://sfxeu10.hosted.exlibrisgroup.com/loughborough?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-02-08T15%3A59%3A12IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Teachers'%20Interactions%20With%20Middle-%20and%20Lower%20SES%20Preschool%20Boys%20and%20Girls&rft.jtitle=Journal%20of%20educational%20psychology&rft.au=Quay,%20Lorene%20C&rft.date=1986-12&rft.volume=78&rft.issue=6&rft.spage=495&rft.epage=498&rft.pages=495-498&rft.issn=0022-0663&rft.eissn=1939-2176&rft.coden=JLEPA5&rft_id=info:doi/10.1037/0022-0663.78.6.495&rft_dat=%3Cproquest_cross%3E1290542817%3C/proquest_cross%3E%3Cgrp_id%3Ecdi_FETCH-LOGICAL-a300t-cb3cfa5fddf449d6e230ff6d29b5acf7d33e1d030a1f3129aef9d9414aeecb33%3C/grp_id%3E%3Coa%3E%3C/oa%3E%3Curl%3E%3C/url%3E&rft_id=info:oai/&rft_pqid=614307527&rft_id=info:pmid/&rfr_iscdi=true