Donald W. Felker

Social Stereotyping of Female Body Image by Elementary School Age Girls

Abstract This study determined if elementary school girls stereotype body images socially as boys do. Subjects were chosen from grades 1–5 by agreement between a rating and a ponderal index designation of body type. Analysis of the assignment of adjectives to female body forms indicated that the ectomorph received favorable adjectives, the mesomorph a fewer number of favorable adjectives, most of which dealt with physical strength characteristics, and the endomorph unfavorable adjectives. These assignments differed from those of boys, in that boys favorably stereotype the mesomorph. The assignment of adjectives by girls was not related to the body build of the subject.

The Effects of a Teacher Program in Self-Concept Enhancement on Pupils’ Self-Concept, Anxiety, and Intellectual Achievement Responsibility

AbstractHalf the teachers of grades 1-6 from eight inner-city schools with predominantly black populations were involved in a 12-week program designed to help participants understand and apply classroom methods of increasing self-rewarding behavior of children. The program consisted of two workshop sessions, classroom interaction observational feedback, and continuing contact with program administrators. Pretests were administered in fifty- nine classes and post tests in 102. Analyses of data were carried out using class means rather than individual test scores. In general, results suggested that the program was responsible for moderate changes in the directions expected. Confounding of results due to teacher enthusiasm may have moderated observed differences in posttest means.

Sports Interests and Abilities as Contributors to Self-Concept in Junior High School Boys.

Abstract The present study was designed to test jour hypothesized relationships between self-concept, sports abilities, and personal and parent interest in sports for seventh, eighth, and ninth grade boys. Results showed a significant positive relationship between reported interest in sports and self-concept scores at each grade level. A significant relationship was found between self-concept score and two measures of parent (father and mother) interest in sports for the ninth and seventh grade subjects only. Perhaps the most surprising result was the decrement in the hypothesized relationship between measures of physical ability and self-concept from the seventh to ninth grade. There was support for the proposed relationship between personal interest in sports and measures of physical abilities at all grade levels, although the strongest relationship appeared to be at the seventh grade. Main conclusions were that sports abilities and interests were positively related to measured self-concept and that sim...

Social Stereotyping of Male and Female Body Types with Differing Facial Expressions by Elementary School Age Boys and Girls

(1972). Social Stereotyping of Male and Female Body Types with Differing Facial Expressions by Elementary School Age Boys and Girls. The Journal of Psychology: Vol. 82, No. 1, pp. 151-154.

General Self-Concept and Specific Self-Evaluations After an Academic Task.

For a sample of 88 fourth-grade children specific self-evaluations after an academic task were related to general self-concept scores but not related to performance on the academic task.

Affective Outcomes of Evaluation Strategies by Self and Another in Children's Learning from Textbook Material

78 fourth grade children were randomly assigned to one of two evaluation groups which read and answered questions on textbook material. One group (self-evaluation) judged the correctness of their answers and reinforced themselves, while the other group (other-evaluation) was judged and reinforced by some other person. Results showed that girls accepted more responsibility for unsuccessful academic performance than boys and that in the self-evaluation condition boys were significantly less anxious than girls and less likely to lie. The results further suggested that boys who evaluated themselves tended to experience reduced anxiety and have enhanced self-concept more than boys who were evaluated by others.

Prediction of Specific Self-Evaluations from Performance and Personality Measures

Performance, general self-concept, and specific anxiety were found predictive of self-evaluative behavior. This finding was generally supportive of the idea that persons evaluate themselves both on the basis of what they do and on the basis of the concept that they hold of themselves.

Teacher Rigidity and Continuing Education.

The purpose of this paper is to point to some of the possible reasons why rigidity tends to develop in teachers and to discuss the implications of this problem for continuing teacher education. Felker and Smith (4) found that subjects with teaching experience were less flexible in their approach to educational problems than were persons with an equivalent education who were preparing to teach but had not yet had teaching experience, and that age was not the deciding factor in producing this difference. If these conclusions