A longitudinal analysis is conducted on the union quality of long-term cohabiting and legally married couples using data from both waves of the National Survey of Families and Households. An analysis of racially homogamous (Anglo-American and African American) couples indicates that the cohabitors and marrieds do not differ significantly with…

Tested the hypothesis that differences in cooperative-competitive social behavior between Anglo-Americans and Mexican Americans is a result of larger family size among the latter group. Found that, even after controlling for number of siblings and birth order, statistically significant differences in such behavior remained between the two groups.…

Finds that children's ethnicity and gender, and possibly the socio-cultural composition of the school population, are variables that influence how characters are perceived and themes extracted from a theater event. (SR)

People are often more accurate in recognizing faces of ingroup members than in recognizing faces of outgroup members. Although own-group biases in face recognition are well established among adults, less attention has been given to such biases among children. This is surprising considering how often children give testimony in criminal and civil…

Principal factor solutions to the WISC-R were compared across race for Anglo and Chicano children. Additional comparisons of factor solutions were made with those for Anglo, Chicano, Black, and Papago students and the WISC-R standardization sample. Substantial congruence occurred across race. The two-factor solution was most appropriate for this…

A modified Children's Fear Survey Schedule was used to study 294 low and middle socioeconomic status (SES) Hispanic and Anglo children, aged 7 to 9. Girls and low-SES children reported more intense and more frequent fears. Hispanics did not differ from Anglos. Most-feared items were danger, death, and physical injury. Developmental issues and…

Tested Anglo American and Mexican American children for how competitiveness is related to achievement, cooperativeness is related to affiliation, and the cultural differences in cooperation-competition are related to those in affiliation and achievement. Results indicate that large cultural differences in cooperation-competition are not explained…

Investigated cultural bias in 79 items of three verbal tests of the Wechsler Intelligence Scale for Children-Revised (WISC-R). Administered three subtests to 40 Anglo- and 40 Native-American Navajo subjects. Results indicated 15 of 79 items (information, similarities, and vocabulary subtests) were biased against the Navajo sample. (Author)

Completed behavioral ratings on four subscales of Scales for Rating the Behavioral Characteristics of Superior Students (SRBCSS) on groups of Anglo- (N=491) and Mexican-American gifted students (N=34). Significant ethnic differences were found on the learning and motivation scales. There were no significant differences on creativity and leadership…

Three studies explored children's adoption of cultural forms of representation. Investigated were (1) children's judgments from students' drawings about the age of the artist; (2) children's preferences for drawings and the extent preferences match teachers'; and (3) differences between drawings children produce for themselves and those they…

Results indicated that the Family Adaptability and Cohesion Scales II, one subscale of the Parent-Adolescent Communication Scale, and all but one subscale of the Children's Report of Parental Behavior Inventory produced equivalent measures of an English-speaking Hispanic sample and an Anglo-American sample. (BC)

The study examined 120 bilingual Mexican American and 24 monolingual Anglo American (pre-K-1) children's comprehension of 26 relational concepts by manipulating the natural language to separate and evaluate cognitive and linguistic variables. Six hypotheses were proposed as operating principles applicable to, but not necessarily limited to,…

Studies in the area of locus of control have tended to neglect the familial antecedents of this variable, particularly among ethnic minorities, and to overlook the role of teachers in the development of children's locus of control beliefs. Moreover, studies have not examined the simultaneous contribution of parents' and teachers' socialization…

Examined the influence of ethnic status, parent values, and parent perceptions and aspirations regarding their children's chances for future occupational opportunity. Specific attention was paid to the influence which Black and Mexican American mothers' perceptions have on children's aspirations. A causal model is analyzed. (Author/DB)