“Sense of Fate Control” and Community Control of the Schools

1971 ◽  
Vol 3 (3) ◽  
pp. 277-300
Author(s):  
Judith Kleinfeld

This study suggests that the sense of fate-control findings of the Coleman Report are irrelevant to the debate over community control of the schools. The sense of fate-control findings appear to be based on an erroneous conceptualization of beliefs about fate-control and on a partly invalid measure. The attitude positively related to school achievement among black students appears to be academic self-concept, not beliefs about fate-control. Let me make an important limitation of this study clear. The students in this study were eleventh and twelfth graders, while the Coleman Report found the strongest relationship between a sense of fate-control and school achievement among black ninth graders. It may be that black ninth graders hold the type of internal-external attitude that the Coleman Report suggests, that the Sense of Fate-Control Scale validly measures it, and that it indeed depresses school effort and achievement. Such students may tend to drop out of school before the later grades, so these processes would not be evident in this study. It is customary to call for more research to explore such a possibility, but I cannot recommend what I believe would be wasted effort. My studies of sense of fate-control and school achievement among white ninth and tenth graders have led to similar conclusions (Kleinfeld, 1970), and the Coleman Report suggested that a low sense of fate-control might depress achievement efforts among disadvantaged white students through similar processes. The sense of fate-control and school achievement issue appears to be a blind alley. This study suggests that research effort could be more profitably directed toward exploring Katz' (1969) provocative finding that black students hold unrealistically low estimates of their ability and also toward experiments designed to increase academic self-concept in black students and determine effects on achievement. One of the unfortunate results of the Coleman Report's highly publicized sense of fate-control findings is that they have diverted research attention from such problems.

1968 ◽  
Vol 38 (1) ◽  
pp. 23-36 ◽  
Author(s):  
Daniel Moynihan

The author discusses the responses to the Coleman Report of three interest groups from which strong reactions might have been expected—the educational establishment,the reform establishment, and the research establishment. He offers three propositions explaining why these groups responded as they did to the Coleman findings. The author illustrates one of his propositions in some detail by analyzing the Coleman data relating family structure and school achievement.


2012 ◽  
Vol 367 (1606) ◽  
pp. 3178-3190 ◽  
Author(s):  
Andrew J. Dougill ◽  
Lindsay C. Stringer ◽  
Julia Leventon ◽  
Mike Riddell ◽  
Henri Rueff ◽  
...  

Climate finance investments and international policy are driving new community-based projects incorporating payments for ecosystem services (PES) to simultaneously store carbon and generate livelihood benefits. Most community-based PES (CB-PES) research focuses on forest areas. Rangelands, which store globally significant quantities of carbon and support many of the world's poor, have seen little CB-PES research attention, despite benefitting from several decades of community-based natural resource management (CBNRM) projects. Lessons from CBNRM suggest institutional considerations are vital in underpinning the design and implementation of successful community projects. This study uses documentary analysis to explore the institutional characteristics of three African community-based forest projects that seek to deliver carbon-storage and poverty-reduction benefits. Strong existing local institutions, clear land tenure, community control over land management decision-making and up-front, flexible payment schemes are found to be vital. Additionally, we undertake a global review of rangeland CBNRM literature and identify that alongside the lessons learned from forest projects, rangeland CB-PES project design requires specific consideration of project boundaries, benefit distribution, capacity building for community monitoring of carbon storage together with awareness-raising using decision-support tools to display the benefits of carbon-friendly land management. We highlight that institutional analyses must be undertaken alongside improved scientific studies of the carbon cycle to enable links to payment schemes, and for them to contribute to poverty alleviation in rangelands.


1984 ◽  
Vol 58 (1) ◽  
pp. 177-178 ◽  
Author(s):  
Beverly A. Doyle ◽  
David C. Higginson

52 learning disabled students were assessed to evaluate the relationships among self-concept and (a) school achievement, (b) maternal self-esteem, and (c) sensory integration abilities. Of these variables, perceptual motor abilities as measured by the Southern California Sensory Integration Tests contributed to reported self-concept of learning disabled students.


1980 ◽  
Vol 5 (4) ◽  
pp. 235-239
Author(s):  
Nicholas A. Vacc ◽  
Paul Siegel

The purpose of this study was to investigate differences between physically separated second-grade children and their classmates with regard to social position, attitude toward school, and self-concept. Additionally, data were gathered to determine whether there exists a preponderance of children of one sex, racial group, age, intelligence level, or achievement level, who are more frequently separated from other children. Teacher ratings of these children's overt behavior were also examined. No significant differences were found concerning self-concept, attitude toward school, achievement level, and age. Significant differences were found for sex, racial minority status, social position, intelligence level, and overt behavior. The results supported the assumption that the social positions of physically separated children are different from those of the non-physically separated children. The study was interpreted as having implications for teachers, counselors, and school administrators who may overlook the effect of physically separating problem children within the classroom.


1980 ◽  
Vol 24 (2) ◽  
pp. 194-213 ◽  
Author(s):  
Charles K. West ◽  
James A. Fish ◽  
Robert J. Stevens

The research on relationships between general self-concept and school achievement and between self-concept of academic ability and school achievement was reviewed. Findings are now sufficient to indicate that school achievement is “causally predominant” over self-concept of academic ability. Demographic research in regard to differences relating to sex, socio-economic status, ethnicity, race, birth order, and age was also examined. Few demographically based conclusions were found to be warranted. The primary contributing factors to self-concept of academic ability are hypothesized to be the child's actual achievement or ability; the social feedback from significant others about that achievement, dissonances between that feedback and the actual ability, and the child's comparison group.


1991 ◽  
Vol 14 (2) ◽  
pp. 166-177 ◽  
Author(s):  
Michele R. Cooley ◽  
Dewey G. Cornell ◽  
Courtland Lee

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