Упомянутые в 11-й главе литературные источники
11. Schools of Children
1. Carere, 1987, pp. 125, 127, 129-130.
2. The Ratders and the Eagles were discussed in Chapter 7.
3. Dornbusch, Glasgow, & Lin, 1996; Winner, 1997.
4. Anti-school attitudes: Neckerman, 1996, pp. 140-141. Things that might
have made them smarter: see Ceci & Williams, 1997.
5. Kindermann, 1993.
6. In some studies the self-esteem of African Americans is higher than that
of European Americans; see Steele, 1997. Comparisons within a social category:
Festinger, 1954; McFarland & Buehler, 1995; Stipek, 1992.
7. Harris & Liebert, 1991, pp. 404-405; E. Pedersen, Faucher, Sc Eaton, 1978.
8. E. Pedersen et al., 1978, p. 19.
9. Jaime Escalante: Mathews, 1988, p. 217. Jocelyn Rodriguez: Pogrebin, 1996,
p. B7.
10. Japanese classrooms: Kristof, 1997. Bullying on Japanese playgrounds:
Kristof, 1995. Asian kids are ahead: Vogel, 1996.
11. N, Pedersen, Plomin, Nesselroade, & McClearn, 1992.
12. Herrnstein & Murray, 1994; D. Seligman, 1992.
13. D. Seligman, 1992, p. 160.
14. Mosteller, 1995.
15. Schofield, 1981, pp. 74-76, 78, 83. (Ellipses in the original.)
16. High expections of minority parents: Galper, Wigfield, & Seefeldt, 1997.
Greater emphasis: Stevenson, Chen, & Uttal, 1990.
17. Herbert, 1997, p. 13; McWhorter, 2000.
18. Haitian achievers: Kosof, 1996, p. 60. Jamaican achievers: Roberts, 1995.
19. Eyferth, Brandt, & Wolfgang, 1960, cited in Hilgard, Atkinson, & Atkinson,
1979.
20. Daja Meston’s story was told in Chapter 8.
21. Jussim, McCauley, & Lee, 1995; Jussim & Fleming, 1996. Although
teachers’expectations can, under some conditions, weakly influence their
students’ performance, the students race, ethnicity, sex, or social class appear
to play little or no role in these effects. Teachers’ expectations are generally
based on the characteristics of the individual student, take into account
previous academic performance, and tend to be accurate. For that reason they are likely
to be verified. See Madon, Jussim, St Eccles, 1997, pp. 804—805.
22. Steele, 1997; Steele & Aronson, 1995.
23. Horner, 1969.
24. Alper, 1993; Sadker St Sadker, 1994.
25. Mann, 1997 (the supporter); Scarr, 1997a (the critic).
26. Effects on parents’ behavior: Olds et al., 1997. Lack of effects on the
children: White, Taylor, & Moss, 1992. Subsequent research has supported these
conclusions; see Duncan & Magnuson, 2004; St.Pierre, Ricciuti, & Rimdzius, 2005.
27. Home-based versus group interventions: Barnett, 1995; St.Pierre, Layzer,
St Barnes, 1995.
28. Grossman et al., 1997.
29. In the years since the publication of the first edition, I have given
intervention studies a closer and more critical look. The results of my
investigations are reported in Harris, 2000c, 2002, and 2006a.
30. Winitz, Gillespie, St Starcev, 1995.
31. Winitz etal., 1995, p. 133.
32. Evans, 1987, p. 170. (Ellipses in the original.)
33. Ravitch, 1997, p. A35.
34. Kosof, 1996, pp. 26, 54.
35. Iam assuming that Joseph followed the typical pattern for the children of
immigrants (discussed in Chapter 4).
36. Fry, 1988.
37. Marano, 1995.
38. Bicultural: like the Mesquakie Indian boys described in Chapter 9 (LaFromboise
et al., 1993).
39. Brewer, 1991.
40. Kupersmidt, Griesler, DeRosier, Patterson, & Davis, 1995, p. 366; see
also Peeples & Loe-ber, 1994; Rose et al., 2003.
41. Dornbusch, Glasgow, & Lin, 1996, pp. 412-413.
42. A dictionary and a computer: Vogel, 1996. The effects of the neighborhood:
Duncan, Brooks-Gunn, & Klebanov, 1994.
43. Personal communication, T. A. Kindermann, October 22, 1997.
44. Capron St Duyme, 1989.
45. The correlation has dwindled: Plomin, Chipuer, St Neiderhiser, 1994.
Freer to follow their own propensities: Scarr & McCartney, 1983.
46. Stoolmiiler, 1999.
47. Loehlin, Horn, St Ernst, 2007; van IJzendoorn, Juffer, & Klein Poelhuis,
2005.
48. Watson, 1924, quoted in Chapter 1.
49. Eccles et al., 1993, reported that school performance of "marginal”
students tends to decline when they move from elementary school to junior high
or from a small school to a larger one.
50. All-girl schools: Alper, 1993; Sadker & Sadker, 1994. Traditionally black
colleges: Steen, 1987.
51. Sherif et al., 1961.