少数儿童的未来挑战：一项关于心理研究的观察
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"这篇论文是心理学在学校的期刊中的一篇文章，标题为‘Hard Battles Ahead: A Note on the Future Perspectives of Minority Children’，作者是DEBORAH A. BYRNES，来自新墨西哥州立大学。文章关注的是少数族裔儿童的未来前景，特别指出在教育环境中被忽视的儿童群体。"
在学术论文《硬仗在前：关于少数儿童未来展望的注记》中，DEBORAH A. BYRNES通过对课堂中“隐形”儿童的描述性研究，提出了一项令人惊讶的观察结果，涉及到少数族裔儿童的未来预期。研究选取了383名三至六年级学生中的26名被社会忽视的儿童及其26名受欢迎的同龄人进行深入研究，通过自我定位量表揭示了一个出乎意料的现象：受欢迎的儿童对未来展望的评分显著低于被忽视的儿童。进一步分析发现，在受欢迎的群体中，少数族裔儿童对未来的期望得分远低于其他群体，与被忽视的少数族裔儿童形成鲜明对比。这些受欢迎的少数族裔儿童自己承认，他们预见到未来的生活将更为艰难，面临更大的挑战。
这一发现强调了一个重要问题，即在社交上受欢迎的少数族裔儿童可能对自己的未来持有更悲观的看法，这与通常认为的受欢迎儿童有更好社会适应能力的观点形成反差。这种现象提示我们，即便是在社会互动中表现良好的少数族裔儿童，也可能因种族、文化背景等因素而感受到额外的压力，从而对他们的未来产生负面影响。这一研究结果提醒教育工作者和社会心理学家，需要更加关注这些看似成功但内心可能承受巨大压力的儿童，为他们提供更多的支持和理解，以帮助他们克服可能面临的困难，积极面对未来。
这篇论文揭示了少数族裔儿童，尤其是那些在社交圈内受欢迎的儿童，可能会经历更大的心理负担，对未来充满不确定性。这一发现对于理解教育环境中的种族差异、社会地位和心理健康问题具有重要意义，并可能为教育政策和心理干预措施提供新的视角。
Psychology
in
the
Schools
Volume
19,
Ocrober.
1982
HARD BATTLES AHEAD:
A NOTE ON THE FUTURE PERSPECTIVES OF MINORITY CHILDREN
DEBORAH
A.
BYRNES
New
Mexico State University
As
a by-product of a descriptive study of the invisible children in the classroom, a
rather surprising observation is noted on the future perspectives of minority children.
When
26
of these forgotten children, as well as their
26
popular peers, selected
sociometrically from
383
third through sixth graders, were intensively studied, self-
anchoring scales revealed an unexpected reversal in the comparison
of
their future
perspectives, the popular children scoring significantly lower than the invisible ones. A
closer examination showed that minority children in the popular group recorded a
much lower mean rating for the future than the rest, in sharp contrast with the
minorities
in
the invisible group. By their own admission, the popular minority
children were anticipating a tougher life and harder battles ahead.
This note reports on an interesting future perspective of popular minority children,
which emerged
in
a descriptive study of a subgroup of social isolates, here labeled “invisi-
ble children.”
The study itself focussed on 26 invisible
or
socially forgotten children (13 boys and
13 girls) and their comparison group of 26 popular children
(13
boys and 13 girls), iden-
tified on a sociometric instrument. They were administered several measures of personal-
social characteristics, observed in the classroom, and interviewed individually. Further,
their school records were consulted, and their teachers, as well as parents, were inter-
viewed
in
an effort to grasp the life space of the invisible ones (Byrnes, 1981).
All the children were from two elementary schools in a community on the outskirts
of
a
Southwestern metropolis. Grades three through six were represented,
or
a total of
383 children
in
13 classrooms. Both schools were
in
the same district, with diverse
economic and ethnic populations, drawing students from rural, suburban, and urban
areas of the community. There were seven minority children in the popular group, and
nine in the invisible group-Hispanics, Blacks, Indians, and one Thai.
Sew-
Descriptions
As one source of self-descriptive data, each of the invisible and popular children was
administered a self-anchoring scale on the
ideal
and
worst
persons. Self-anchoring scal-
ing was developed by Kilpatrick and Cantril(l965) as a direct outgrowth
of
the transac-
tional theory of human behavior. That is to say, each one of
us
has his/her own unique
perceptions, goals, and values, and these must be taken into account when trying to un-
derstand humans and their actions.
On a self-anchoring scale, a respondent is asked to describe
in
terms of his/her own
words the top and bottom anchoring points of a particular scaling dimension. After es-
tablishing these points of reference, the self-defined continuum is used for exploring the
individual’s world. The numerical scores gathered from this type of instrument are con-
sidered directly comparable from person to person, because the levels chosen are
psy-
chologically
equivalent (Kilpatrick
&
Cantril,
1965,
p.521).
In the present study, the children characterized the very best person they could think
of, and also the very worst person. Verbatim records were made directly onto a sheet of
paper that pictured a 10-point ladder scale. The ideal
or
best person description was
Requests
for
reprints should be sent to Deborah A. Byrnes, Dept.
of
Educational Specialties, New Mexico
State University, Box 3AC, Las Cruces, NM
88003.
513
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