Navajo and Caucasian Children's Verbal and Nonverbal‐Visual Behavior in the Urban Classroom1

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Abstract
A formal observation technique was used in an urban classroom context to assess the verbal and nonverbal‐visual behavior of 17 Navajo and 7 Caucasian children. Two statistical techniques revealed significant intergroup differences in verbal and nonverbal‐visual style. A four‐stage adaptation model is offered to show the differential adjustment of Navajo children to the urban classroom. Finally, the four behavioral types attributed to Navajo children in the urban classroom are related tentatively to Navajo households, representing four stages of acculturation to urban life.