Abstract
A semantic differential was administered to three hundred Negro American, three hundred Mexican-Amer ican, and three hundred American Indian children in sixth through eighth grades to study their attitudes to four curriculum (social studies, language, science, mathematics) and four people (classmates, parent, teacher, my self) concepts. No overall sex or grade differences were found, but ethnicity and concept differences were sig nificant on all three people factors (movement, security, me rit) and on both curriculum factors (vigor, certainty). In addition, there were complex interactions among ethnicity, grade, sex, and concept. Parent enjoyed the most favorable rating for each ethnic group, while teacher was ranked in fourth position on two of the three factors. Generally Negro children provided the most favorable ratings on people and Indian children the least. Ofthecur ricular areas, language was rated most vigorous and certain by all ethnic groups, while social studies generally ranked in fourth position. When compared with Caucasian middle school children, these minority children i n rather favorable school environments indicated good school-related attitudes.
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