Abstract
Abstract A theoretical model viewing the desegregated elementary school as an instrument for the assimilation of ethnic minority children was tested using a sample of Mexican-American elementary school students. Using Milton Gordon's concepts of structural and cultural assimilation, it was hypothesized that the Mexican-American students who were ingroup oriented (unassimilated) would be less likely to integrate into the Anglo peer group (structural assimilation) and would receive a lower G.P.A. (cultural assimilation). For female students, ethnic ingroup orientation was directly related to Anglo peer group integration, as hypothesized. However, ethnic ingroup orientation was not directly related to academic G.P.A. (cultural assimilation), but rather ethnic attitudinal disposition was indirectly related to academic G.P.A. through Anglo peer group integration. For males, the relationship between ingroup orientation and academic G.P.A. was present, as hypothesized. However, ethnic attitudinal disposition was...
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