Relationship between prejudice and some personal variables among secondary schools students in state of kuwait

3.10 Junn and Grier (2005) conducted research among secondary school student^'s (N = 150) by applying experiential classroom creative exercise activities that was designed to help students understand stereotyping and prejudice. The instructor read behavioral and psychological description, asked student to imagine they were Sherlock Holmes, and identify classmates to when those descriptions might apply. In the end of this activity the researcher noticed that this exercise and activities were affected to understand and reduction stereotyping and prejudice.
3.11 Dangelo and Andea (2006) applied study to assist early childhood their own views and behaviors toward various ethic groups. Provides resource for teachers to educate themselves, parents, and students. Asserts that teachers can promote more positive attitudes among students and educate children's literature, instructional, and internal sources. Target population were (N = 100) students. The results showed that there was significant correlation between multicultural Resources activities and combat racial prejudice in the classroom.
3.12 Rividya and Mary (2007) examined the role of media literacy training and counter stereotypical news stories in prejudice reduction. Research participants read either stereotypical or counter stereotypical news stories after exposure to a media literacy video or a control video. After this. They completed a paper and pencil questionnaire that included Likert-type scales and feeling-thermometer ratings about their feelings toward African Americans, Asian-Indians, and Caucasian-Americans. The findings reveal that hostile prejudice is more likely to be expressed toward African-Americans and benevolent prejudice is more likely to be expressed toward Asian-Indians. As predicted counter-stereotypical news stories as compared to stereotypical news stories decrease prejudice toward Asian-Indians. Contrary to expectations, the media literacy video seems to prime prejudices rather than suppress them. Interestingly, news stories about Asian-Increase racist beliefs and model minority stereotypes.
General notices a mong related studies

- Some of these studies are briefly without some details, so it regarding to the sources of these studies, and the present researcher have already sent many e.mails and also by a phone to the main sources of these studies to provide him more details with complete papers of these studies.

- There is inconsistent among some of related studies, and i believe as this inconsistent is regarding to the dimensions of these studies, and the philosophy of the authors, and we can realize and notice in these studies that there are different environments, samples, tools, methods, results...etc, so automatically as these dimensions will reflect on these studies.

- There are no too much of related studies (only twelve studies) that already collected some (and not all) of the variables of the present researcher (regarding to his dissertation) in one study, because the title of this dissertation is not too common among Arabian psychological culture and environment, moreover the researcher used many researching data base methods and systems to find the closest studies or similar of his study to get some general ideas, psychological and sociological dimensions, and results...etc, finally only twelve studies we can read its in this dissertation regarding to the title and the variables of this dissertation.

Empirical Part

<sup>1. Statement of the Problem

The present research seeks to shed light on the various dimensions and aspects of prejudice and it relationship with the other variables which are creative activities, emotional intelligence, and linguistic intelligence. In doing so, the researcher will survey and discuss many of the definitions given to prejudice and the theories that analyzed and discussed prejudice from its different directions. More specifically, the research aims at reaching an understanding of the nature of the correlational and predictive relationships between the target variables and prejudice based on the propositions and analyses of prejudice in different psychological theories and schools. We cannot understand and combat prejudice without studying the other relevant psychological variables. Thus, it is of paramount importance to explore the relationship between target variables of the study and prejudice
2. Objectives of Present Study :

This study seeks to explore the different psychological aspects of prejudice and its various processes and directions. emergence of their creative abilities. More specifically, the study seeks to fulfil the following objectives:</sup>

1. 
   ^{TO investigate the nature of the correlation between the four variables of the present study which are prejudice, creative activities, emotional intelligence, and linguistic intelligence, and specially between the prejudice and other variables .}
   

^{2.2 TO reach a sound framework concerning the nature of prejudice and relevant psychological and environmental variables by examining the variables under study and their correlational and predictive relationship with prejudice.
2.3 TO present the newest theories, ideas and studies conducted in the area of the present study, so that researchers with relevant interests will benefit.}

4. 
   ^{TO examine the differences in variables of the present study between the boys and the girls scores.}
   

4. 
   ^{TO determine the best predictors of prejudice among the study variables under study that effect in the process of prejudice.}
   

<sup>3. Research Hypotheses

In the light of the objectives of a present study, empirical literature and the general directions of the findings of the related studies. The following hypotheses were formulated to be tested:</sup>
3.1 There will be differences between the genders effect (males and females) in the variables of the present study.
3.2 There will be statistically significant correlation between prejudice and creative activities of (males and females).
3.3 There will be statistically significant correlation between prejudice and emotional intelligence of (males and females).
3.4 There will be statistically significant correlation between prejudice and linguistic intelligence of (males and females).
3.5 There will be statistically significant correlation between emotional intelligence, and Linguistic Intelligence of (males and females).
3.6 There will not be statistically significant correlation between creative activities and emotional intelligence of (males and females).
3.7 There will not be statistically significant correlation between creative activities and linguistic intelligence of (males and females).
3.8 Emotional intelligence then creative activities will be more important predictors of prejudice of (males and females).
4. Methodology
^{In the previous section, introduction to the present problem, the objectives, the hypotheses of the study, and the definitions of variables under study have been discussed. This chapter details the following:}

1. 
   ^{The Sample}
   

<sup>The smaple of present study was consisted of two categories as the following:
- Standardization Sample

The subjects of this category were N=100, whereas 50 boys and 50 girls (citizen students), participants were in the fourth year of the secondary school, the mean age of 16.6 yrs and SD 1.81 yrs, they were selected from governmental schools, five boy's schools, and five girl's, from each school they were selected from one class room only from the third provine which is Al-Farwanyah Province, the sample represented %2.5 of the total students in this province, and it was the first administration for the variables of present study for making sure of its validity and reliability.
- The Main Sample

The main sample of this category was selected from among adolescents on the basis of stratified random sampling method with mean age of 16.4 yrs and SD 1.96 yrs, participants were in the fourth year of the secondary school, they represented the students of the Ministry of Education in the State of Kuwait , and all of them were citizen, they were selected from twelve schools (six boy's schools, and six girl's schools), from twelve classes from boy's schools, and ten classes from girl's schools, the sample represented %7.5 of the total students in the third province (there are six provinces in the State of Kuwiat). The total number of the sample at the begining of the assessment was 315, whereas 155 boys and 160 girls, but the acual number who completed all measures were 300 (150 boy, and 150 girls), and it was the second administration. The professions of the sample's fathers are presentd in the following table 3.</sup>
Table 3. Father’s Professions of the Sample

Professions	Frequency	%
Non-governmental officer	9	1
Businessman	30	12
Government officer	180	58
Educators	21	9
Chartered accountant	9	3
Doctors	20	4.6
Engineers	29	11.6
Coaches	2	0.8

<sup>We can notice the distributions for the professions of the sample's fathers as the following in graph 2.


In the previous graph 2, the highest percentage of the father's proffesions is government officer 58%, then business man 12%, then engineers %11.6, then educators 9%…etc, and we can notice that no manual workers for the father's samples, because they are the minority, in addiition the social and education pack ground and our culture, furthemore, available higher levels of professions with high salary for all category of citizen within the high level of economic, and if we notice that our population is 1,010,000 citizen,and 1,860,000 million non Kuwaiti.

In the following table 4, we can notice the characteristics of the total's sample regarding to their grades and scholastic majors.</sup>
Totals_Sample'>Table 4. The Characteristics of the Total's Sample

Literary Major			Scientific Major			Grade 12^th			Grade 11^th			The Sex
The Percentage of The Total Sample	The Percentage of The Total Sample Regarding to The Sex	N	The Percentage of The Total Sample	The Percentage of The Total Sample Regarding to the Sex	N	The Percentage of The Total Sample	The Percentage of the Total Sample Regarding to The Sex	N	The Percentage of The Total Sample	The Percentage of the Total Sample Regarding to The Sex	N
%22.3	% 44.6	67	%27.6	% 55.3	83	%23.3	% 46.6	70	%26.6	% 53.3	80	Males
%24.3	% 48.6	73	%25.6	% 51.3	77	%30	% 60	90	%20	% 40	60	Females
		140			160			160			140	Total

Note: M=150, F =150, T=300

Overview of Education in State of Kuwait

Education is inevitable linked to the economic and social conditions prevailing in any society. In the period prior to the discovery of oil in Kuwait (the beginning of the 20^th century) education, education was limited to the teaching and reciting three basic: reading, writing, arithmetic. Education system came into being in 1936, when a Council of Education was set up. In 1956, the government adopted a major education plan that divided formal education into four categories: Kindergarten, with duration of two academic years. Primary with duration of four academic years; Intermediate, with duration of four academic years; and Secondary, with duration of four academic years. All schools and institutes, public and private, are subject to regulations formulated by the Ministry of Education and the Ministry of Higher Education. The Private Education Department of the Ministry of Education supervises all foreign schools in Kuwait, which must be registered with the Department. As per the data of academic year 2007-2008, there were 170 kindergartens, 210 primary schools, 220 intermediate schools and 180 secondary schools in Kuwait.

Kindergarten The Ministry provides free kindergartens for Kuwaiti children between the ages of four and six. There are a large number of expatriate schools for expatriate children, aged between two and four years. Elementary, Intermediate and Secondary Education Primary education is a right and is offered free of charge by the State. It is obligatory for all Kuwaitis from the age of six to 14 attend school - primary school to the intermediate school. Attendance at schools run by the State is limited only to Kuwaiti children. Private schools for Arab expatriate children receive generous government support, land to construct schools, and free textbooks. Some assistance is also provided to non-Arab schools. Private schools for non-Arab children follow the curricula of their respective home country. The school year runs from about mid-September to mid-June. Expatriate schools usually have three days off in October; breaks of a fortnight each, twice a year; and all official holidays. The school week is Sunday through Thursday. Most schools start at 7:45 am and finish at 2 pm, though timings vary a bit between summer and winter and between schools for different nationalities. University and Adult Education Kuwait University was established in 1966, with the aim of providing academic, professional and technical rehabilitation, and supplying the country with scientifically and practically qualified manpower in different fields. Kuwait University is open to expatriate students, provided their grades meet the requirements for admission. State-funded adult education and vocational training is provided by the Public Authority for Applied Education and Training (PAAET). Additionally, there are several private institutions in the country that offer a variety of full and part-time courses in various subjects such as business studies, secretarial skills, computing and languages. Finally i would like to mention here that in our education system in the government schools should be separating schools between the females and males, but in the private schools as (American school, English school, India school...etc) females and males studying together. About the universities also both of females and males studying together. Generally the government schools only for the citizens, but in the private schools it's for the all the nationalities (Zouher. 2007).

^{4.2 Procedure
The researcher sent an official letter to the head masters of the schools where the study would be conducted. In those letters, the researcher pointed out the significance of the study and its hopeful positive reflections on the different scientific fields and the different educational institutions. After that, the researcher met the headmasters of the schools. In this meetings a complete picture of the dimensions and aims of the study were explicated.
The head masters welcomed the study and thankfully facilitated its application, and he mentioned that the psychological researcher whom works in the schools will help us for application, i.e., the administration of the tools and obtaining the required information about the subjects from school records. Three researchers from the psychological service administration in the Ministry of Education helped the researcher in the application of the tools .
Before administering the tools, the researchers gave a synopsis of the study to the subjects, asserting that the results would be used privately and would not have any reflections on their scholastic achievement. That is, they were told that the results would have nothing to do with their success or failure. This was necessary to secure valid and sincere responses, and cooperation on the part of the subjects. Furthermore, the administration of the schools were asked not to subject the participant students to any stress or pressure, which could affect their completion of the tools .
After distributing the booklets, answer sheets and questionnaires among the students (without mentioned the name of the variables on these papers, or during our verbal introduction for the students about our mission), the researchers gave a model answer using the power point software. The students were asked to write their background data on the answer sheets before starting to complete the tools. The students were told every time they completed a tool not to talk to each other. This was to ensure that the students would not cheat responses. In other words, they were told to complete the tools independently so that this would give a real picture of their personalities and creative abilities. Also, they were told to hold their hands up in case they had any questions to ask.
Between 26 to 30 students who participated in each session from the tests applying sessions they were selected from twelve schools (six boy's schools, and six girl's schools), from twelve classes from boy's schools, and ten classes from girl's schools. Before any testing session, the individuals who helped the researcher were reminded to make sure they took students’ packages once they finished with the tools. Testing sessions were scheduled from each week as indicated in the following table 5.}
Table 5.

The Schedule of the Testing Sessions

Days	Test
First Day	Prejudice Test
Second Day	Creative Activities Test
Third Day	Imotional Intelligence Test
Fourth Day	Languistic Intilligence Test

^{The tools were applied on 300 subjects (150 boys, 150 girls) in duration about 6 months from Oct-Mar 2006.}
4.3 Instruments Used and Techniques
^{Several instruments and techniques were used from the present researcher to collect data for the presented study, and these instruments used on the basis of: The level of the age of the samples, their social and educational back ground, the levels of the variables, and the nature of the sample's environment..etc, these instruments included:
4.3.1 Prejudice Test}

This scale was developed in 2002 by Schwarzen and Mateus to measure aspects of prejudice which are gender, ethnic, religion, and professional intolerance. It was translated into Arabic by Ibrahim (2003).

^{4.3.1.1 Description and Scoring of the Test}

This scale consists of 22 multiple-choice items, each item is followed by five choices from which the respondent is to choose the one that applies to him, the score for the five choices ranged from 1-5. The maximum score on this scale is 110 and the minimum score is 22, the high score of this scale means a high of the individual’s being intolerant. The low score, on the other hand, means that the individual is characterized with openness, flexibility and tolerance, the time for completion of this test is 15 minutes.

2. 
   ^{The Psychometric Efficiency of the Test}
   

1. 
   ^Validity
   

The developers of this scale used many techniques to establish this scale validity such as experimental validity (r =.74) and factorial validity .

Ibrahim (2003) examined some personal characteristics with prejudice attitudes among students in university in Saudia Arabia (N= 230), he used many methods for a validity as empirical validity with friendship test, the correlation coefficient between the two scales was (r = .74, p ,< .01), which is satisfactory .

Flax (2005) investigated the differences between the genders (N = 300 male and 300 female) on the prejudice scale among secondary school students in Washington D.C, the researcher used concurrent validity, he found that prejuduce score correlated highly with R.S.P.T prejudice test (r = .78, p < .01), in addition there were differences between the gender effect, the results showed that boys scores level are higher than girls scores levels of prejudice variable.

With a sample of 250 among high school students in Delhi city in India, Sin (2004) investigated the relationship between prejudice and some social variables, he found that the the values of internal consistency ranged from (.65 - .76 , p < .01) , which are satisfactory. Concurrent validity was indicated by compute correlations between prejudice test and other two tests RT.P, B.P, the correlation values were (r =.64, .69, p< .01) which are satisfactory for the validity.

In this present study, the researcher verified the validity of this scale using the validity by internal consistency, the correlations coefficients values ranged from (.70 -.79, p < .01), which are acceptance for the validity of the present scale, also by using concurrent validity with Lourance test of prejudice (1998), the correlation values was (r =.77, p< .01). These values are suiatable and satisfactory for the validity of the test of prejudice.

2. 
   ^Reliability
   

Schwarzen and Scholz (2002) in their study, they used many techniques to establish its reliability such as the test-retest with a time interval of 29 days (r = .89, p <0.01) and the split half techniques (r = .08, p < 0.01).

^{Ibrahim (2003) investigated the reliability of the prejudice test by the test-retest method. The test was administered twice with a time interval of 21 days on 230 students of university in Saudia Arabiba. The reliability coefficient .76 which was satisfactory. The same researcher used split half reliability by used Spearman-Brown Product Moment Correlation. This resulted in the reliability coefficients was .76 , which is satisfactory .}
Flax (2005) in his prvious study as mentioned before , the demonstrated reliability with coefficient alpha (a = .79 with males, a = .85 with females, and a =.82 for the total sample) these correlation coefficients are high and satisfactory.
In this present study, the researcher used Alpha Cronbach coefficient was computed to establish the reliability of the scale. The scale yielded alpha coefficients of .70 . This value is satisfactory for the reliability of the present scale.
<sup>4.3.2 Torrance Test for Creative Activities (T.T.C.A)

Torrance (1977) developed inventories of all the activities and behaviors of creative people. Besides, Milgram (1976) corrected the inventory of non-academic activities and accomplishments of secondary school students. Guilford’s research no doubt resulted in a new starting point for the examination of creativity, even though it attributes creativity in general to the structure of the mind, thus considering it a form of advanced perceptive activities.
Fearn (1976) confirmed that the significance of the creative process or the creative product could be further clarified by the creative individual’s behavior. This was also achieved in the three-component model of creativity that Mcmullan and Stocking (1978) developed. Fearn (1976) maintained that the original criterion of creativity is not the creative product but the creative behavior. Milgram (1976) concluded that a wide range of creative activities should be employed in judging creative people, as he found the correlation between the creative activity and creative thinking to be significant, even though it is not high. The criteria and the predictors constitute a problem that is highly arousing to the researchers who study creativity. Without a clear, definite criterion, research becomes difficult and findings cannot be trusted.
4.3.2.1 Description and Scoring of the Test

The inventory was developed by Torrance (1969) to detect students creative activities. Habib (1999) translated the inventory into the Arabic language. This test cinsist of 76 activities (items) revealing of the behaviors and actions that help with the detection of creativity in language, arts and some social, scientific and artistic fields. The respondent has to show whether or not he does the activity, i.e. to tick yes or no. A “ yes ” answer takes 2 points whereas a “no” answer takes 1 point. The maximum score for this inventory is 152 points and the minimum score is 76 points. The high score means high level of creative abilities, vice versa. That is, the respondent’s score equals the number of the items for which he chooses the yes answer. This test is used in programs for developing creativity. Further, the items of the test can be designed in the form of projects and accurate scientific instruments that can be used in Basic education schools. The time for the completion of the inventory is 15 minutes.
4.3.2.2. The Psychometric Efficiency of the Test

To prepare the test in its Arabic version, Habib (1999) translated it and presented it to a jury of three professors of the English language to reflect on whether the translation conveyed concepts accurately. The translated T.T.C.A was then presented to five professors of psychology whose work centered on creativity. Those professors were invited to decide on the extent to which the items are appropriate to assess creative activities. The opinions were favorable and consequently the usability of the Arabic version of the test was approved. The researcher then applied the test on a large sample of boys and girls students (N=1200) from the elementary, preparatory and secondary stages in three governorates.
( a ) Validity

Habib (1999) used two techniques to computed the validity of the creative activities test . These techniques are as follows :
- Construct Validity

Torrance (1977) the developer of the original english test, asserted that the items of the test were developed in the light of the findings of the research that investigated creative students and their behavior, dispositions and interests in everyday situations. Torrance developed other tests for students in different ages, which indicates the construct validity of the inventory.
- Concurrent validity

The researcher used Abraham’s test of verbal creative thinking and the circles test of formal creative thinking as external criteria for validating of the test. The correlation coefficients between students’ score on the criteria and the inventory were computed. The correlation coefficients between the present inventory and the two external criteria are all significant, which confirms its validity and usability.
Hassan (2002) also examined the validity of the test on a sample of 200 Kuwaiti secondary school students (100 males and 100 females). He used concurrent validity where he administered Phillip's Test of Creativity as an external criterion with the inventory. The obtained correlation coefficients for males was .45 and for females was .44. He verified the validity by two other methods: assumption construct validity and factorial validity.
Khalaf (2002), using a sample of 150 Kuwaiti secondary school boys students, examined the validity of the test through the concurrent application of the creative test with the target test. The correlation obtained was .44. This correlation coefficient, like the other coefficients obtained by the other researchers, reveal that the test is sufficiently valid and suitable for research purposes.</sup>
In this present study, the researcher verified the validity of this test using the validity by internal consistency, the correlations coefficients values ranged from (.64 - .78, p < .01), which are acceptance for the validity for the present scale. Also by using concurrent validity with other test of T.T.C.A wich was creativity test by Campionz (2005), the correlation values was (r = .75, p <.01). These values are suiatable values for the validity of the T.T.C.A .

<sup>( b) Reliability
Habib(1999) computed the reliability of the test through several methods as follows :
- Test Retest Method

By applying the test on a sample of male and female students with a time interval of 15 days, he obtained the reliability coefficients were .79 for the boys , .81 for the girls (in the intermediate school), and .71 for the boys, .77 for the girls (in the secondary school) which shows that the reliability coefficients of the creative activities test are high generally.
- The Split Half Method

In this technique, the researcher used Spearman-Brown Product Moment Correlation for the odd and even items (spilit half) of the test. This resulted in the reliability coefficients were .76 for the boys, .79 for the girls (in the intermediate school) and .69 for the boys, .66 for the girls (in the secondary school), that are relativing high of reliability coefficients by spilit half method.
- The Internal Consistency Method
The researcher computed the correlation coefficients between each item in the inventory and the total score were ranged from .71 to .79, as the previous technique, this method revealed satisfactory reliability coefficients which support the reliability of this inventory.
Hassan (2001) obtained reliability coefficients of .71 and .73 for boys and girls respectively by using the split half method on scores obtained from a sample of Kuwaiti secondary school students. He applied split half method in the creative activities test for the reliability values which are high and suitable. Khalaf (2002) in his study took the sample from secondary school students from the State of Kuwait. He computed the reliability of the test of creative activities through the concurrent validity method. He used Housein’s incomplete figures test as an external criterion. Correlation between the inventory and the criterion .72 which is satisfactory .Added to this. Same researcher also used the test-retest method with a time interval of 25 days with same sample. A reliability coefficient of .86 was the outcome of this method, and this coefficient is statistically significant that support the reliability of this inventory .</sup>
In this present study, the researcher used Alpha Cronbach coefficient was computed to establish the reliability of the scale. The scale yielded alpha coefficients of .80 . This value is satisfactory for the reliability of the present scale.