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Comments on Self-Perceptions of Disadvantaged Children:

Comments on Self-Perceptions of Disadvantaged Children: Comments on Self-Perceptions of Disadvantaged Children JUDIT H W. GREENBERG City University of New York Long's recent comments (1969) on a study of self-perceptions of disadvantaged children reported by Soares and Soares (1969) made reference to some work done by Davidson and myself (Davidson, Greenberg and Gerver, 1962; Greenberg et al, 1965). The central purpose of our studies was not, however, correctly represented. We investigated differences between good and poor school achievers from a lower-class, or disadvantaged, environment. We did not compare advantaged and disadvantaged social-class groups as the Soares study did and, therefore, a direct comparison of findings cannot be made. Furthermore, in the two studies cited by Long, self-ratings were not a major focus of interest, although we did use a self-concept instrument in a subsequent, expanded study which she did not consider (Davidson and Greenberg, 1967). While the particular references made to our studies were not accurate, there are several parallels of methodology and interpretation which have relevance to the Soares study and to Long's comments. Long's comments arose from the unexpected direction of the Soares findings, namely, that the disadvantaged children reported higher self-perceptions than the advantaged children. Our cited pub­ lished study (Greenberg et http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

Comments on Self-Perceptions of Disadvantaged Children:

Greenberg, Judith W.
American Educational Research Journal , Volume 7 (4): 4 – Jun 23, 2016
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References (7)

Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312007004627
Publisher site
See Article on Publisher Site

Abstract

Comments on Self-Perceptions of Disadvantaged Children JUDIT H W. GREENBERG City University of New York Long's recent comments (1969) on a study of self-perceptions of disadvantaged children reported by Soares and Soares (1969) made reference to some work done by Davidson and myself (Davidson, Greenberg and Gerver, 1962; Greenberg et al, 1965). The central purpose of our studies was not, however, correctly represented. We investigated differences between good and poor school achievers from a lower-class, or disadvantaged, environment. We did not compare advantaged and disadvantaged social-class groups as the Soares study did and, therefore, a direct comparison of findings cannot be made. Furthermore, in the two studies cited by Long, self-ratings were not a major focus of interest, although we did use a self-concept instrument in a subsequent, expanded study which she did not consider (Davidson and Greenberg, 1967). While the particular references made to our studies were not accurate, there are several parallels of methodology and interpretation which have relevance to the Soares study and to Long's comments. Long's comments arose from the unexpected direction of the Soares findings, namely, that the disadvantaged children reported higher self-perceptions than the advantaged children. Our cited pub­ lished study (Greenberg et

Journal

American Educational Research Journal – SAGE

Published: Jun 23, 2016

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