Date of Award

1996

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Dr. Bruce Swinburne

Abstract

Perceptions and experiences relevant to autonomy were explored in interviews with thirty elementary students in first, third and fifth grades. Ten questions probed attitudes toward autonomy versus control in school, home and play; and opportunities for autonomy in the same three settings. Observations and school records provided additional evidence. Qualitative and quantitative methods were combined to discover themes in student perceptions and to correlate those themes with student characteristics. The great majority of the students were motivated to learn and wanted to cooperate with teachers and other adults. However they viewed learning as a passive experience where autonomy was neither available nor expected. Most had autonomy during their free time, but had little autonomy in the classroom where they felt excessively controlled and dependent. Students said control was often maintained by fear of negative consequences. Most students were submissive and compliant in school, and sometimes with their friends. Many students felt their only avenue for autonomous expression at school was through negative behavior. A few students actively resisted control. There was also a small but definite undercurrent of sophistication about The Game of School. Students who gave nonconforming answers to interview questions were significantly more likely to be high achievers and were also significantly more willing to argue with their friends over a matter of principle. Students from low socioeconomic backgrounds were significantly less willing to argue with their friends over a matter of principle, while students who perceived themselves to be high achievers, whether they actually were or not, were significantly less likely to go along with whatever their friends told them to do. Older students felt significantly more autonomy for thinking up their own ideas at home, but not at school. The findings suggest that schools should be more tolerant of nonconformity in areas not directly affecting academic attainment, that they should dignify students' desire to learn by providing more opportunities to do so autonomously, and that they should work to develop the kind of autonomous thinking which would allow students, especially those from low socioeconomic backgrounds, to stand up for what they believe is right.

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