social class had no effect upon conduct or personality ratings.
It seems reasonable to ask the question of whether the higher level of discipline problems observed for African-American males might be different depending upon whether the schools they are attending are predominately white or predominately black. Unfortunately, there has not been any current research into this question. However, deJung and Edmonson (1972) did collect extensive test data concerning social and behavioral competence of students from two white semi-rural and two predominantly black urban schools.
Findings revealed that in the schools that were semi-rural, the means for students consensually identified as lacking social competence and having more disruptive in-class behavior were lower than norm on all experimental tests, outside school activity reports, and home interview ratings and also lower with respect to academic and socioeconomic measures. In the urban schools, behavior problem students scored lower on nearly all measures of social a
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