| This study examined at what levels high schools of the City of St. Louis Public Schools respond to their Southeast Asian refugee students. Response was measured in four areas: (1) special school policies, (2) special curriculum content, (3) special teaching goals and methods, and (4) special problems encountered in the classroom.; To accomplish this, a test instrument in questionnaire form was developed by the investigator. Participants were asked each question twice--once to determine the present level of institutional response as they perceived it, and again to determine the level of institutional response they preferred. Participants ranked their responses on a scale of one to five, with "two" being the most negative response and "five" being the most positive. A response of "three" middle response to a given question. Response scores for each question were tabulated and averaged to obtain a mean score for each. When a question's mean score was compared to the middle score, it was possible to determine whether participants felt negatively or positively about the question posed.; Questionnaires were distributed to 100 administrators, teachers, and staff who work directly with Southeast Asian refugee students. Results indicated that participants had negative feelings in all four areas studied concerning the present institutional response to Southeast Asian refugee students. In addition, participants had positive feelings in all four areas concerning what the institutional response toward Southeast Asian refugee students should be. The author concluded that these results were important because they showed that the schools were deficient in the areas of special school policies, special curriculum content, special teaching goals and methods, and response to special classroom problems of Southeast Asian refugee students. Moreover, the results reaffirmed the need of these types of institutional responses for Southeast Asian refugee students. |
