Socialization, Black School-Age Children and the Color Caste Hierarchy
Review TypeNone: Degree-based Submission
Repository Posting Date2017-01-10T22:15:24Z
Author(s)Porter, Cornelia Pauline
Lead Author Sigma AffliationRho Kappa
Level of EvidenceQualitative Study, Other
Research ApproachMixed/Multi Method Research
CINAHL HeadingsSocialization; Socialization -- In Infancy and Childhood; Social Class; Skin Pigmentation; Prejudice; Cultural Bias; Skin Pigmentation -- Physiology
The purpose of the descriptive research was to investigate the relationship between an adherence to the Black community's belief and value system about Black skin tones and Black school-age children's skin tone preferences and perceptions of occupational life opportunities. Six Black skin tones were scaled via Thurstone's method of paired comparisons and the law of comparative judgment. The result was an interval level Skin Tone Scale on which the skin tones were positioned from most to least preferred by the children. The most preferred skin tones ranged from medium to honey brown. The least preferred were the extreme tones of very light yellow and very dark brown. Data collection was accomplished with the Porter Skin Tone Connotation Scale (PSTCS). The instrument was constructed from the forced choice preference paradigm. Data were obtained from a volunteer sample of 98 Black school-age children who resided in a city in Arizona. Data collection and analyses were constructed to test two hypotheses: 1) Black school-age children's skin tone classifications for differential status occupations will be related to gender, age, and perception of own skin tone as indexed by the skin tone values of the Skin Tone Scale, and 2) with increasing age, Black school-age children's skin tone preferences will be more systematically related to the skin tone values of the Skin Tone Scale.
DescriptionThis dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 8522821; ProQuest document ID: 303381559. The author still retains copyright.
Advisor(s)Aamodt, Agnes M.; Atwood, Jan R.; Sorensen, Gladys E.; Verran, Joyce A.; Rosser, Rosemary A.; Bartlett, Neil R.
Degree GrantorUniversity of Arizona
Date of Publication2017-01-10
NotesThis item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.
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