Characteristics; *Student Teacher Relationship; Teacher Attitudes;-*Teacher Behavior; Teaching

In an ethnographic study of three ecently desegregated junior high schools, the pressures placed upon teachers by students in different academic tracks were analyzed. Students in each track were grouped homogeneously in terms of race, social class and academic performance. The methodology of this study consisted of utilizing students ' responses to interview questions along with classroom observations. Though teachers ' beliefs about educational goals and the proper character of the student teacher relatiorRhip varied significantly it these schools, there was as much var3 tion in the behavior of the same teacher with different tracks as in ice behavior of ideologically opposed teachers with the same track. Further, where desegregation was 'recent, teachers ' ideologies showed significant effects from the behavior and expectations of the socially homogeneous student bodies in the, schools where they ha