Abstract
This essay critically examines research in education from the perspectives of intergroup theories and philosophical world views in order to assess the implications of taking diverse approaches. Intergroup theories which stress the importance of experiences external to organizations would seem to agree with world views that accept contexts as important to representation of person and situations in research. The compatibility of methodologies which stem from world views that accept the integrity of parts with those which are embedded in the idea of the importance of contexts are questioned. The diversity of issues important to those holding the different views are explored through the comparison of two empirical studies, each stemming from a different perspective. The questions, conclusions, and recommendations of the two studies are all found to differ dramatically in attribution and prescription, resulting in a description of different meanings. The essay is particularly concerned with the understanding which may be lost by not considering intergroup theories or contexts in the study of minority groups.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Alderfer, C.P. (1977). Group and intergroup relations. In J.R. Hackman and J.L. Suttle (eds.),Improving Life at Work. Santa Monica, CA: Goodyear.
Alderfer, C.P. (1986). An intergroup perspective on group dynamics. In J.W. Lorsch (ed.),Handbook of Organizational Behavior. Englewood Cliffs, N.J.: Prentice Hall.
Alderfer, C.P., Alderfer, C., Tucker, L., and Tucker, R.C. (1980). Diagnosing race relations in management.Journal of Applied Behavioral Science 16: 135–166.
Alderfer, C.P., Tucker, R.C., Morgan, D., and Drasgow, F. (1983). Black and white cognitions of changing race relations.Journal of Occupational Behavior 4: 105–136.
Billing, M. (1976).Social Psychology and Intergroup Relations. London: Academic Press.
Bridge, R.G., Judd, C.M., and Moock, P.R. (1979).The Determinants of Educational Outcomes. Cambridge, MA: Ballinger.
Brown, B.W., and Saks, D.H. (1980). Production technologies and resource allocations within classrooms and schools: Theory and measurement. In R. Dreeben and J.A. Thomas (eds.),The Analysis of Educational Productivity, Vol. 1. Cambridge, MA: Ballinger.
Carter, L.F. (1984). The sustaining effects study of compensatory and elementary education.Educational Researcher 13(7): 4–13.
Case, S.S. (1985). A sociolinguistic analysis of the language of gender relations, deviance, and influence in managerial groups. Unpublished doctoral dissertation. State University of New York at Buffalo, Department of Educational Organization, Administration, and Policy.
Clark, Cedric X. (1973). The role of the white researcher in black society: A futuristic look.Journal of Social Issues, 29: 109–118.
Cooley, W.W., Bond, L., and Mao, B. (1981). Analyzing multilevel data. In R.A. Berk (ed.),Educational Evaluation: The State of the Art. Baltimore: Johns Hopkins University Press.
Crain, R.L., Mahard, R.E., and Narot, R.E. (1982).Making Desegregation Work: How Schools Create Social Climates. Cambridge, MA: Ballinger.
Cremin, L.A. (1961).The Transformation of the School: Progressivism in American Education, 1876–1957. New York: Knopf.
Dewey, J., and Childs, J. (1933). The underlying philosophy of education. In W.F. Kilpatrick (ed.),The Educational Frontier. New York: The Century.
Finn, M.E. (in press). The anatomy of a science of education. In S.I. Brown and M.E. Finn (eds.),Readings from Progressive Education: A Movement and Its Professional Journal (Vol. 2). Lanhan, MD: University Press of America.
Gephart, R.P., Jr. (1978). Status degradation and organizational succession: An ethnomethodological approach.Administrative Science Quarterly 23: 553–581.
Gilligan, C. (1982).In a Different Voice: Psychological Theory and Women's Development. Cambridge, MA: Harvard University Press.
Greenfield, T.B. (1979). Ideas versus data: How can the data speak for themselves? In G.L. Immegart and W.L. Boyd (eds.),Problem-Finding in Educational Administration. Lexington, MA: Lexington Books.
Griffiths, D.E. (1983). Evolution in research and theory: A study of prominent researchers.Educational Administration Quarterly 19(3): 201–221.
Gronn, P.C. (1982). Neo-Taylorism in educational administration?Educational Administration Quarterly 18: 17–35.
Harnischfeger, A., and Wiley, D.E. (1980). Determinants of pupil opportunity. In R. Dreeben and J.A. Thomas (eds.),The Analysis of Educational Productivity, Vol. 1. Cambridge, MA: Ballinger.
Hatch, J.A. (1985). The quantoids versus the smooshes: struggling with methodological rapprochement.Issues in Education 3(2): 158–167
Hyman, H., Cobb, W.J., Feldman, J.J., Hart, C.W., and Stemlier, C.H. (1954).Interviewing in Social Research. Chicago: University of Chicago Press.
Knapp, T.R. (1982). The unit and the context of analysis for research in educational administration.Educational Administration Quarterly 18(1): 1–13.
McDermott, R.P., Goldman, S.V., and Varenne, H. (1984). When school goes home: Some problems in the organization of homework.Teachers College Record 85: 391–409.
Merton, Robert K. (1972). Insiders and outsiders.American Journal of Sociology 78: 9–47.
Mishler, E.G. (1979). Meaning in context: Is there any other kind?Harvard Educational Review 13: 1–19.
Mitroff, I.I., and Kilmann, R.H. (1978).Methodological Approaches to Social Science. San Francisco: Jossey-Bass.
Rice, A.K. (1969). Individual, group, and intergroup processes.Human Relations 22: 565–584.
Rist, R.C. (1980). Blitzkrieg ethnography: On the transformation of a method into a movement.Educational Researcher 9(2): 8–10.
Rogers, V.R. (1984). Qualitative Research—another way of knowing. In Hosford, P.L. (ed.),Using What We Know about Teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
Schuman, H. (1974). Racial attitude change: Are whites really more liberal? Blacks aren't impressed.Psychology Today 8(4): 82–86.
Shulman, L.S. (1981). Disciplines of inquiry in education: An overview.Educational Researcher 10(6): 5–12, 23.
Sirotnik, K.A. and Burstein, L. (1985). Measurement and statistical issues in multilevel research on schooling.Educational Administration Quarterly, 21(3): 169–186.
Smith, J.K., and Heshusius, L. (1986). Closing down the conversation: The end of quantitative-qualitative debate among educational inquirers.Educational Researcher 15(1): 4–12.
Smith, K.K. (1977). An intergroup perspective on individual behavior. In J.R. Hackman, E.E. Lawler, and L.W. Porter (eds.),Perspectives on Behavior in Organizations. New York: McGraw-Hill.
Willower, D.J. (1979). Some issues in research on school organizations. In G.L. Immegart and W.L. Boyd (eds.),Problem-Finding in Educational Administration. Lexington, MA: Lexington Books.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Hanson, M.K., Case, S.S. Intergroup theories and world views: Epistemological implications. Urban Rev 19, 89–107 (1987). https://doi.org/10.1007/BF01121342
Issue Date:
DOI: https://doi.org/10.1007/BF01121342