ABSTRACT
This chapter reports a method for assessing school environmental differences and for understanding how some differences may influence the adaptive histories of individuals with different coping preferences. Stillman suggests that the two schools (Thurston and Wayne) differ in the nature of role relationships between students and teachers. She finds role relationships more formal at Thurston, with role boundaries more permeable at Wayne. During 2 years of observing at the two schools and interviewing students, teachers, counselors, and administrators, the investigator formed certain clear impressions of the social climates at each school. In addition to an assessment of student behavior, attitudes, and opinions, an assessment of faculty behavior, attitudes, and opinions was conducted. The hypothesis concerning differences in quality of interaction between the study schools is confirmed for perceptions of personal interest expressed by school adults, supported for expression of comfort in informal interaction, and not confirmed for perceptions of the typical student–faculty interaction.
