Promoting cognitive and ego development of African-American rural youth: a program of deliberate psychological education
The purpose of this study was to investigate the effects of a role-taking, action learning program on the cognitive and ego development of African-American rural high school students. The program employed instruction in scientific problem-solving in relation to past and current contributions of African-American scientists. There were two experimental and two comparison groups during the one semester program. The main effects were assessed in two related domains: (1) concrete to abstract thinking (a Piagetian measure); and (2) self-concept development (Loevinger's Ego Stages). The results indicated statistically significant gains in both abstract thinking and ego stage. Implications for school curriculum modification are also detailed.
Faubert
M
University of Saint Thomas, , Houston, TX 77006, U.S.A.
Locke
DC
Sprinthall
NA
Howland
WH