TY - JOUR
T1 - The Effect of Personal Philosophy on Orientation Toward School
T2 - African American Students' Views of Integrationist Versus Nationalist Philosophies
AU - Nelson, J. Ron
AU - Nicholls, John G.
AU - Gleaves, Kenneth
PY - 1996
Y1 - 1996
N2 - A total of 130 African American students in Grades 4 through 8 were interviewed about the merits and educational consequences of adopting the philosophies of integrationism and nationalism. Simplified presentations of the perspectives of Shelby Steele and Malcolm X were used to represent these philosophies. The students generally responded positively to the communal aspect of Malcolm X's position and Steele 's suggestion that no grudges should be heldforpast injustices by Whites. Students believed that adopting a particular philosophy would influence an individual's orientation toward learning and motivation for school. Overall, students believed that persons who adopted the philosophy of Malcolm X would be more motivated to do schoolwork and more willing to collaborate with classmates in learning. Students, however, tended to expect more positive consequences from the philosophy they preferred. Older students, more than younger ones, rejected the notion that teachers should promote one particular philosophy over the other.
AB - A total of 130 African American students in Grades 4 through 8 were interviewed about the merits and educational consequences of adopting the philosophies of integrationism and nationalism. Simplified presentations of the perspectives of Shelby Steele and Malcolm X were used to represent these philosophies. The students generally responded positively to the communal aspect of Malcolm X's position and Steele 's suggestion that no grudges should be heldforpast injustices by Whites. Students believed that adopting a particular philosophy would influence an individual's orientation toward learning and motivation for school. Overall, students believed that persons who adopted the philosophy of Malcolm X would be more motivated to do schoolwork and more willing to collaborate with classmates in learning. Students, however, tended to expect more positive consequences from the philosophy they preferred. Older students, more than younger ones, rejected the notion that teachers should promote one particular philosophy over the other.
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U2 - 10.1177/00957984960223005
DO - 10.1177/00957984960223005
M3 - Article
AN - SCOPUS:0038998307
SN - 0095-7984
VL - 22
SP - 340
EP - 357
JO - Journal of Black Psychology
JF - Journal of Black Psychology
IS - 3
ER -