Examined the influence of gender and ethnicity on self-disclosure in friendship formation in Mexican-American and Anglo-American high school students (N=48). Results indicated sex and ethnicity could not be parceled out statistically, but suggested Anglo-American and Mexican-American males disclosed to their mothers while Anglo-American females…

Investigated the internal consistency reliability estimates of the Raven Coloured Progressive Matrices (CPM) for 96 Anglo and Mexican American third-grade boys from low socioeconomic status background. The results showed that the reliability estimates of the CPM for the two ethnic groups were acceptably high and extremely similar in magnitude.…

Four identities were explored in terms of salience, frequency, and valence: gender, religion, family, and peer. For both males and females in Latin and Anglo cultures, gender emerged as the most prominent identity. Social and cultural differences between the two cultures were considered as explanations for variations in adolescent identity…

In the face of previous evidence that academic achievement for disadvantaged adolescents either remains stationary or declines the most significant finding of the present study was the evidence that on no criterion measure did any ethnic group do significantly less well on the after test. (Author)

Based on speech presented at the National Policy Conference on Education for Blacks in Washington, D.C., Spring, 1972. (FF)

Attaining and generalizing a new concept were studied in Mexican- and Anglo-American fifth graders. Both modeling and repetition improved performance. (Authors/MB)

Leisure participation patterns among Mexican-Americans were studied and compared to participation patterns among Anglo-Americans. Both groups demonstrated similar patterns in terms of the extensiveness and frequency of their participation. Influences of language, social isolation, and kinship groups are discussed. (Author/PP)

Using Locus of Control in Three Achievement Domains (LOCITAD), this study examines differences in locus of control orientation for 80 Anglo, 80 Black, and 44 Chicano high school students with respect to success and failure in three domains--intellectual, social, and physical. (Author/MP)

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…