Achievement of Disadvantaged Children in Critical, Nonacademic Areas

Abstract

This is an Investigation of culturally disadvantaged students to assess their understanding of child rearing: practices, child development, and children's games. Two groups were established from Ss In the ninth and tenth grades (N = 114). Ss in one group were average achievers from socially adequate homes. Ss in a second group were low achievers (non-retarded) from culturally restricted backgrounds. The findings indicated that high-school students from restricted backgrounds do not acquire effective knowledge regarding children as an Incidental process of attending school. Formal educational programs were suggested to teach these critical areas.