* * * * * * * * * 41 CI 1J' OS 10 r+ 0 AI IA 1J ti (1) 14 CI di 4 P ir 0 rt r* tii tbo IA IV Itl IA /0* * IA 0 14 11 M 1 0 I t s 0 0 0 Pi Os l/1 1 1 1 11 t i l l b' 17. A e+ 0.1 II tii 1 CI LIIA 14 110 hl

* 1/1 H 4 0 11 (1. PI * M el. 14 M fu 10 at H t+ A e* 4 AI r* 14 Cu 0 0 PI Su a to It IA W 14 Issc..1 t- CI 01

01 LI11 ("1 141 siAth 11 i.4

:il 11 rs. 1414)I 0 e%*

0 (tg Cu ilg g11, ref' IX 1'4 2 81 t; g tt'l.) n g' (".' t" 'Z' g' 41 'tilCl (1 I1,1

IA W ir, 10

44t 74tei el, b i 8 g. 'tl t i 41 t i f it a/ i iii g [ 4 r`l 2 ' `A L I II. ' ,(4.' t :, 'el: " " Pt m g W g Clt:' 14

I. iti 11I.4

14a !LI ON

* la 0 04 (0 Cu eh P. 0 * re. Pt 0 0 LO M 41 Cu 0 P- t+ t IA 14 Pa Cu (.0 0 A (A IA IA ItS Itli4 Id *4 ..A* te t* 0 0 tai iv n * 0' in mi le I-1 id. is ui ic Pi er poll 0 tii t e on 14 03* OA 1.1. WI A la" kl 0 * M H. t0 14' lb U 1.411 ill 14 di 11 tr rn 114 n kJ Lti Lil tm ti il:i

: 0' 14 13 lilt' ; ti (41 (I 4 Li' ° t9h fl rt. [Is: PI hi ° in fu ttli ',1 " P 8 m let m g' PI0 to UI

*14 tt 1.4 II 14' e* LI la 41 A1 tu ID 0 Cu l'i i'l '4 0 0 14 1.1 (0 t+ P 1,1, IA 11 A* / %n o 1.- kr 0 th * M M 14 el 0 di M 10 CU 13 0 (IN Pt M 0 Iri ro 0* tu 5.1% 1.1, I". m 0 (4 * tr. th (13 As P. (1. I+ 14 i-1 SD ki tr) i..4 0 0 Li w n P.

i .6.0

44: F o s Pi 8 % 4 1 tr f u t v*

C I r 2 " ' ' i l, g' m , i li' '4 r i. CAI rp 1.,;' g F A g' 131 4 g 7t1 g * r i i tft r1 in tx a Iti 14 tit 01 .4 tgl Itl fl t) th tit

: t n ep P itT 0 113 Ill 2 '4 'II '1' tig. g (II; WI 14. 11i 181 itt 44' Lel ri: 0 ,ti b" 11* (A 11 ,.. .*a tr to H r+ P. CS * P. /41 1/l 113 14 guttlitIOHCl

2 8 fl ' P. '4 f 1 8 'A' V e, 0 2 Er I'll '4' 8 1;Hun m I'M M 13' ID

* 11 M M 0 (D 14 14 * 0 0 H 14 Pori 1.11 M M Pt P 03 Ps 0 CY 11. (11 IA14 Iti 14. n 0 C) al 4 Cu te1 10054.01,0

* M 0 rt n pi 51 * n U 1.4 IJ. M H U P. P' 0 Ai MI 010 4 M (D 141 01.J. 0 Su 0 11 A) (1) Pt 0.1 , ti rit Ili h' ca 14Hi *1 e+ 14 1.1( la tl M I is 0 n lea 1-2,1* XI & 1)i 0 0 0' M * NI (Cl ft )"'tO ti Ps% I. I:3 A I.ts la! 1,1, Pi ).3 0 It 10

* el C thkt I-a at * tti I-1 M Pv tti e1 M .,, 14 pa n 1-.1 01 t+ LV PI M 0 Mo g 14' U) ri, la' if 111 CD

g 6" 11 1;1 m '34,

* IzeOttltrri,WM * hb rutetifu% ColAtulAtf 0) 00t1110(0 HAI* M I-J (0 ak M* 1.100 li ti P H114 * til 1.... n (1) P. r+ 14 t4 Pi 13 (D P'

0' * (1) A 0 14 0 H. 0 t 1. Cu 10t e+ Su M I4 14 14MID M Pt Pi el.

o 11 0H 0 0 *01 14 U 1.11 P. UsHi 0 tat IC (Cl in U re

Hiet14 la il,tilis :II ten, ru tl iJ. CI 11 tia

* tr it. +I qt 4 ti * e* Su 1J. 0 12.14 A) el el 0 ta tt) Hi W In to te 0 14, IJI * ID C Cl 1

14 M 10 Lai tla $ 1-1

Itl* ( I I I . 1 3 0 C I M N 0, tk1 * 0 1.4 + I, II, Mt t . 1 ID VI ti H au 1-15 IJ, 0 k l 0, 11 ti PI A. M (1 L A M r a t a tifi tr tit

lt.1 LI _1_ til-* M PI 0 0 1J1 10 W W. Hi P. 0 ID M et, tat' a n to Cl 0 ID M 0 W Cl r* 0' P* et. 0 0 Iu A 14 1-1 * Pa 0 Pt tu (1) et 0 14 rr t-a a to tr re pi o o4 o 10 IA 0 Ph Ift tO 0 Iti

to 0 0 H. 10 Pk 5 1J, lun -J ..! t+ tu U'Lla ti n 0 4

(1 Pi PI tu 4r)GitCl

* 111 CI 1 4 0 P 0 n * H . 1.1. 1.3 4 Hi C u PI 0 eV 0 ( 1 1 A 0 C 1 1 ht Ps 14 1.1 Pt 14 di 14 tI*eh r* 0 +3' tO i

1 t et' ri'tl IU M i" 0 I" 0 'i% Le n +4 U1

* ts. rt. N. Ii 0 V4 re W. * 111 tz' 0 11 li I "' ii fl 1-1. M Cu 0 t* 0 Pt 0 0 ft$ 14, to in NI' +A 0 * tti (1. Idsu Ii 1U Ai 4.3 Irl HO% 111 (ii WI

* sv tr 0 Mt t , M M ti * 0 hl P1* ri, ID 1:3 10 M H el * 1011 DI tr 1+ r* r+ 0 et 11 tO W 11 to Ni M A) ID Id PI re Hi

tn ea, a) at Pt (0 II uot di +I Ile CI CI It WI P et. r.. (1) 14 9,1- IP It/ 1.16j' PIti itutItzt.1111il te/t1.4

* 11 11 1." * t-a, 0 M Ids tr M ri 1/1 t0 VI 0 0 N I+ M Ica V M -4tft Pia VI rt Hi M ti 0 li Iish ttl10 Id *6 tr rt UQ 0 ti rl. ILI Pi 11 b' rt

* 0 14 11 0 ot Cs (D * 0 M a 0 04 n ui lett 141 0 11 ta tO* el 0 tA 0 M 1.% IA Cs * 0 hi 0 M tu 14 Hi tri 1 et. 0 tti i.s. 13, 0 0 lai..4 ii* itu ti M Pt Cu M 0 Cu * tO 0 11 0 CI 0 ' 1.4. di 0' 0 P. 11 e+4

0 4 )J. 0ti'I-I 0 CuM*101u11MM till 14 0) 0 1,a I,,J

Li! talM).ii gi .1_11.1311

'1.I** kg 11 CI PI M 11 * 1-I 01 I-I o (D 0 121 1.4 4 tr 0 P. ttl te 0 0 M 13,1 CI IC "12' 14 gil IA " tA IA 1 Y., V U (D eta ou IV

* tr la Pi ( + O M A N I * a 0 11 P e Pi 0 0 M C u M M 0 n e+ * el, el. I* it) 0 n I.A. a) rt, re cli * to 1 1-11 te Ole PI 0 Cu 0 I-I rt. 11 HI CIAO 0 PI 11 1..41 *I 13' M ttl 13 0 0 14 H*111"44 8 Pp

* mi 1 - . k i et M W * e t , 0 0 1 13 ct ti, ti d, fo 11 n el et' %LI rt, Ise 0 14 IC* a 0 re 1. f 1 tt * it 0 rt. cu I-I PI I:1 Ph tv,,I-I 1", 1.1, M iv CI 1,h 0 it A 0 1"' 11 0 IN Gli tr it1/ CO

*4 t3 II* PI .... VI I:0 I-I * la' 10 0 til 11,1 0, 1.61:1 Pt 0' M th 01 131 I I IJ, p) 04.! ta 1:0

n is II. 1-J to iu 1-1 44 U.IAl Ul w it ri Is it. fl) el

* cu al hi hi. (Cl hi 1..i. * . 0 e+ 0 CD I" M 0 M 0 r* Ps M M 4 11 (s1 et, VI et, et, el, 1.1, Id 11LI. cleft, 1,1'.

* M 0 t V b . 1 M M h i I s s * H P. H I et, 0 t A m n Is M 0 1J. (1) M IA N. ty) 1611* 0 t z t u I A 1.1 H I * \ 0 Ha I:I ii 1.4 14t IN) 11 re Go CJ La

1.11 el la, 4.1 le le tit 0. n ,0 Sr.0 f) M ts ot vat gu to III t'* II III el HI* H I 0 L A FA 0 C I 0 * Dm tf r* 0 DIN 1 4 0 W wi III 0 13 0 0.4. Oka M 0 1..18

11 * tic PI 1:7' u di Da II 0 0 0 1-11 M It '0 M 10 0 0) Ifhtli 0 Id IA 4 Mtf Pi 0 11 , VIto 1.11 tid el*OM HP.111111* 1/4414111 1401101-1. 001300(4 11 0 tu r* M 14 M M M 0 1st Pt U e. Du

* IN ti IN M H. (s) Su * lu te1 II 11 0 M tr t+ 0 tO Pt rt.ut el Pi 51 0 0 vi ki to to CI"' M IA M I...4 0 to w LI, 0 M Ws " I"4 M iiii n 9 tti ., 9 0. PI M Al Mt

En to III 11 IIM 0 to NJ* r1. tU co A M >44 i4 *

: rg: tiji r04* tit r, . *ciii iii. t+ . Llt m II. 8 1 Pi g...4Ifis 11..16 ti gi tr 014

Cat A IJ 0 11, 14 0 14 el M

* di t+ 0 M 10 *n al re 0 14,(1. (5, 0:41 a m 0 0 et. th A 0 k% n pi0'4 ni ili 5.). et to 54. .11 Pi FPI: Oa 11 C*1,4 a rip i,'. 01

..r

: Pi 19;1,1 % g' ' (1) O. It

ID 14 10 tA M tr 01 4 (D 111 (A 1.1. 0 13s IA 14 11 01 el et. ' CS et. 1.1111 !I I'i ti 14 ..ti

* (0 W In 0 P * re ..01

tbAI y)

* 146 0 f 1 ) V I 11 14 * LIIP10111111A1 F., . iti. PA' 14 11. fl 8 ri, tg ,fit fit. . 1'" tr t,... Itl tA (+14 00 tu PI M tr 11 LI tV I ii 10 0' 01*W tl MistO 13) I-41 IJ, *

* WI 0 0 1-11 cs PI 0 * 10 el ki (0 rl 0 *4 0 Hi MI 1-1i AJI M rt ti PI AI ti I-a 0 CI 4$ lig H 4 1.4 1,4 ..4 '* p 0 +1. Di P VA M re * 6" It f'11 0' (11 ifl 141 $ 1.1 1111 ill es il tat! fel la 0

ttl r1. M Po A"14 0 Itl t3 013' U 0

* All r* 0' h11-1, Hi M * WV P 14 Al Cu di PI 04 0 Hi* i-i i-u 1-11.4. 0 H., las * H. 0 14 01 10 di 0 0 01'0 II ID tr 0 Hi41 0 (0 rt Cti 0 * to CD P. sa 0' M Hi H e+ 14 t t.* ts 14 14 H * M 1/1 CI M M co .14 41 It* 0 rt. * 11 n* * ...

* * * * * * * * * *

co

SOCIAL AND ACADEMICCHARACTERISTIC ASSESSMENTS

of BLACK INNER-CITYHIGH SCHQ01 STUDENTS

/1

pays ALLEMPROJECT DIRECTOR

LLOYD M. NicCULIOUGH

PPANCIPAL INVESTIGATOR

VS 7)EPAR7ME17 OF !MALTA.rivcanosd STIVIELCallt E

smtsposs4.31WSTI7UTELinnierstot

".0-5 =400'1%7 rmsS Stew =Erst0-crovEn Eit.C.LTe sS IC CIETVEDT.E ft es,Dsi CiftrALLZATICITIOIRIGIII-AT T ft".nrserS E Cli OPrAtTOWS

IT& T ED 90 nun/ NEVESStstialr *EPItE-5Eld au,/ rotYrilVTE CrIEDsrfAllOw Pfm. ,orivhc Ds, sos.ICY

DIVISION OF VOCATIONAL EDUCATIONUNIVERSITY OF CALIFORNIA

1975

PREFACE

This study is another in a series of research activities and reports that are underthe direction of the Division of Vocational Education, University of California in the

final phase of this study, the Bureau of Industrial Education, California State Depart-ment of Education, provided a small grant that assisted the research efforts. Thescope and content of this publication make a diminutive contribution to the study of

pow-socioeconornic black inner-city students.The research technique of using a visual multiple choice questionnaire is

unique to research in vocational education. The establishment of characteristicstatement photographs as being positive or negative to the statement andfor direc-

tions assured a high degree of questionnaire validity. The use of pilot field testing of

the questionnaire established reliability.The research team extends appreciation to the advisory committee and a num-

ber of individuals. To May V. Seagoe, Professor Emeritus UCLA Graduate School of

Education, for her guidance and constructive advice during the initial stages of the

questionnaire's development; Linda Maim, Project Photographe :. for her excellent

photographs; Vern Halcromb, Vocational Education Supervisor, for his review and

suggestions of the research data and the manuscript; Carolyn Leckner, Artist, for

designing the cover, Blanche Sturm, Secretary, for compiling the manuscript; and to

Jeanne Stone, Administrative Assistant, in her editing and suggestions for the fore ai

of the publication.It is the sincere hope of the research team that the findings of this study will be

beneficial to schools serving low-socioeconomic black students and to the teachers

entrusted with helping them attain their learning potential.

D.A.1974

3

i;i

CONTENTS

PagePreface iii

Introduction 1

Developmental Activities 2Advisory Committee 2Questionnaire Design 3Sample Population and Procedure 4Analysis of Results 5

Findings 6Social Characteristic 1, Living Environment 8Social Characteristic 2. Adult Models 10Social Characteristic 3. Loyal Relationships 12Social Characteristic 4. Communication Skills 14Social Characteristic 5. Materialistic Concerns 16Social Characteristic 6. Emotional Reactions 18Social Characteristic 7, Repetitive Events 20Social Characteristic 8. limited Experiences 22Social Characteristic 9. Resentful of Authority 24Social Characteristic 10. Hostility and Alienation 26Academic Characteristic 11, Successful Experiences 28Academic Characteristic 12, Abstract Ideas 30Academic Characteristic 13, Work Capability 32Academic Characteristic 14, Non-Personal References 34Academic Characteristic 15. Inadequate Counseling 36Academic Characteristic 16, Failure Syndrome 38Academic Characteristic-17, Vocational Objectives 40Academic Characteristic 18. Interacting Relationships 42

Discussion 44

Conclusion 46

Appendix A, Advisory Committee 49

Selected References 51

TABLES, FIGURES AND PHOTOGRAPHS

Paw.Table 1, Criteria for Establishing Agreement or

Disagreement with Characteristic Statement 5Table 2, Summary of Agreement and Disagreement with

Characteristic Statements 44

Figure 1, Questionnaire Page Format 4Figure 2, Right Page Format for Findings 6Figure 3, Data Code for Photographs 7

Photograph Series:Social CharacteristicSocial CharacteristicSocial CharacteristicSocial CharacteristicSocial CharacteristicSocial CharacteristicSocial CharacteristicSocial CharacteristicSocial Characteristic

1, Living Environment2, Adult Models3, Loyal Relationships4, Communication Skills5, Materialistic Concerns6, Emotional ReactitIns7, Repetitive Events8, Limited Experiences9, Resentful of Authority

8101214161820222426283032343Q-384042

Social Characteristic 10, Hostility and AlienationAcademic Characteristic 11, Successful ExperiencesAcademic Characteristic 12, Abstract IdeasAcademic Characteristic 13, Work CapabilityAcademic Characteristic 14 Non-Personal ReferencesAcademic Characteristic 15, Inadequate CounselingAcademic Characteristic 16, Failure SyndromeAcademic Characteristic 17, Vocational ObjectivesAcademic Characteristic 18, Interacting Relationships

INTRODUCTION

Passage of the 1968 Amendments to the 1963 Vocational Education Actculminated in extended vocational education services to a greater segment of thenational population. Inherent in the amendments was provision for assisting handi-capped and disadvantaged students. National concern for all segments of our coun-try's inhabitants redirected schools toward program 3fferings to meet the needs ofall of its students, rather than the historical narrow centralization of attention to thecollege bound.

Despite the scope of attention given to the. problems associated with inner -citypublic schools. very little attention is given to the self-perceived values, attitudes,and expectations of the students enrolled. As assessment of a social iiid,academiccharacteristic of low-socioeconomic black inner-city high school students, throughtheir perceptions, should be preconceived to ascertain why increasing numbers ofblack students are unable to benefit from public education.

The high dropout rate for black -students may be a result of various factors;some suggest cultural background accounting for academic inadequacies; othersuggest that the school's cultural responSe is middle class, and that the low -socioeconomic student is generally lacking in the social cues and verbal skills of themiddle class. There are others -v,/ho suggest that the low-socioeconomic- blacksttsdent is not highly motivated to achieve academically. Whatever the cause maybe, )0w-socioeconomic black students have aspirations and needs necessary for

success in the value structure of their environment and our society.This study was developed to identify how low-socioeconomic black students

perceive the world about them in relation to social and academic characteristicsidentified by various research findings. The results of the study are intended toassist inner -city high school vocational education teachers in the use of the basicprinciples of teaching, and to utilize the social and academic characteristics ofblack students in guiding them in their learning experiences.

DEVELOPMENTAL ACTIVITIES

As a background for putting into focus empirical findings., the development of a

meaningful theoretical position serves as a foundation for improvement of voca-tional education practices_ Experimental testing is characterizes: by strong emphasison obtaining objective evidence pertinent to problems, analyzing the evidence withprobity and rViable methods and arriving at carefully circumscribed conclusionsfrom inference' drawn as a result of the analysis_

The establishment of randomization for the stun vas based upon the fact thatthe selection of the students studied was not influenced by the research team in anyway, thus. allowing than normal forces acting ;poi) the population to result in com-pletely typical samples.

Advisory Committee.Beginning with the embryonic stage of this study and continuing throughout its

tenure. an advisory committee was convened to assist in the questionnaire develop-ment and analysis of the research findings.. A group of black people representingvarious professions and living within the black communities of Los Angeles Countycomprised the advisory committee.. (See Appendix A for a list g of advisory mem-bers.) The advisory committee met six times daring the one an one-half years thatthe study was in progress.

The first two meetings of the advisory committee were concerned with the iden-tification and selection-of social and academic characteristics believed to be typicalof low-socioeconomic black inner-city students in the Los Angeles area_ A listoriginating from other_ research activities concerned with social and academiccharacteristics of low-socioeconomic black inner-city students was deVeloped forthe advisory committee from-which the advisory committee selected and then modi-fied the characteristic statements. Modification was based on how the committeemembers perceived the low-socioeconomic black inner-city high school studentsliving in their communities. After the list was compiled, the advisory committee sug-gested photographS that woujd best depict each of the social or academic charac-teristics that they had selected.

A professional photographer depicted each modified characteristic in a seriesof different photographs. The photographs were given to the advisory committeewho utilized a Q-sort technique to select the pictures that illustrated each of theidentified characteristic statements. Subsequently, the advisory committee selected

72

54 additional photographs (three for each of the characteristic statements) in or-

der to have a total of four photographs for each of the characteristic statements that

would be in the study questionnaire.Based on the advisory committee's suggestions, the 18 characteristic state-

ments were matched with the 18 different characteristic-photographs. A one sen-

ter.ce-direction statement was developed in order to have the respondents indicate

their selection of one of thR-four.photographs relating to the characteristic state-

ments. The advisory committee reviewed the questionnaire results of a small- sample

pilot test and suggested changes of certain photographs within the question-

naire. These changes were a result of identified problems related to the photographs

andror directions. The final two meetings of the advisory committee were concerned

with developing generalizations, projecting opinions and indicating implications for

teachers as a result- of the responses provided by the 260 stedents-studiedi---- --In addition, the low socioeconomic high school students assisted in modifying

the language in the direction statements for each of the characteristic statementsstudied.- Their sugoestions did not necessarily conform to the correct English gram-Ifmar, however, their staterrienrg-did provide better communication to the population

that would be responding-to the questionnaire. It was through the assistance of both

the advisory committee, the students, and the pilot field testing that themodifications resulted in a reliable questionnaire.

Questionnaire DesignA major goal in designing the questionnaire was to have a bare minimum of

reading necessary to indicate answers. Asecond.goal was to have the questionnaire

contain extensive visual Content_ By this technique, it was planned that those par-

ticipating in the study would be required to interpret objective situations, would be

less defensive, less aware of scrutiny, and thus more likely to reveal much of their

inner life.The questionnaire consisted of 18 pages. Each page was devoted to one

characteristic statement. A four photographic multiple choice format was used with

each characteristic statement. The directions for responding, consisting of a short

sentence, were below the photographs. Figure 1 depicts a page format as used in

the questionnaire.As previously discussed, some photographs were changed and all directions

were modified after the first pilot field test of the questionnaire. A second pilot field

test was made with. the modified questionnaire and no reasons for further change

were detected. 83

ma.

c

Diiections

O U

Figure i. Questionnaire Page Format

During the development of the questionnaire, the research team recognized that

.some or the characteristic statement photographs were positive to the characteristicstatement. whereas others were negative. There were 13 positive and five negativephotographs. Seven academic and six social characteristic statement photographswere positive, whereas one academic and four social characteristic statement

photographs were negative. The characteristic statement photographs were identi-fied, recorded for study analysis and were labeled only within this publication. It wasthrough-the positive and negative identifications and frequency of choice by the-stu-dents studied that determination of agreement or disagreement with the charac-

teristic statement could be established.

Sample Population and ProcedureThe population for study consisted of low-socioeconomic black students at-

tending 90 percent or greater black-populated public schools. located in low-.

socioeconomic communities within Los Angeles County. There were eight public

high schools that met the selection criteria. The teachers of these schOols randomly

selected 260 low-socioeconomic black students and arranged for the administration

of the questionnaire.9

4

0

The principal investigator met with the students and used uniform standaid pro-.

cedures. in explaining the questionnaire and in having the students record their Ye-

sponses. All questions were antwe.ed on all pages. The interest and cooper9tinn

displayed by the students were exemplary.

Analysis of ResultsBoth the positive and negative characteristic statement photograph selections

had to be analyzed in relationship to frequency of choice to determine whether the

students studied agreed or disabreed with the characteristic stateme able 1

denotes how determinations were established. Choice of positive photographs at

high frequency or negative photographs at low frequency indicated agreement with

the characteristic, statement. Choice of positive photographs at low frequency or

negative photographs at high frequency indicated' disagreement with the charac-

teristic statement.

TABLE 1 s

CRITERIA FOR ESTABLISHING AGREEMENT ORDISAGREEMENT WITH CHARACTERISTIC STATEMENT,.

CRITERIAFREQUENCY FOR SELECTION OF

'POSITIVE - NEGATIVE

AGREEMENT HIGH LOW

DISAGREEMENT LOW HIGH

Through, a binomial distribution statistica; analysis using a .05 level "of

significance with a two-tail test, percentage quantities were established to deter-

mine whether the percentage of students selecting the characteristic statement

photographs was significant. For positive and negative high frequency choices 30.3

percent or higher, and for positive and negative low frequency choices 19.7 percent

or lower, it was determined that within these two parameters the choices were

significantly greater than all other choices. Based upon the statistical limits and the.

frequency distribution in Table 1, agreement or disagreement with each charac-

teristic statement was determined.

5

10-

0

'1/4)

FINDINGS

The ensuing pages contain the findings of this Study. FOur items are presentedon each right-hand page. These are the characteristic statement; the four photo-.graphs that were in the questionnaire that depicted the characteristic statement, theselection data, and the directions as they appeared in the questionnaire. On eachleft:hand page three items concerned with the right-hand pagesare presented. Thesethree items are: discussion of findings, advisory committee's projected opinions,and impdations for teachers.

Figure 2 denotes the right-hand page format. The three,items contained on thepage are schematically displayed. Figure 3 denotes the details that accompany thecharacteristic statement piiotograph. Familiarization with the coding system- isessential for interpretation of the study's findings.

Characteristic statement

Photographs

Data

Figur 2. Right Page Format For Findings

11MI(

6

Directions

Pgotograph

e

positive) %--

Characteristic Photograph

*,

Percentage' of siudents selecting photograph

- .Photograph arection box

Photograph identifier, letter

Nitre 3. Data Code For-Photographs

PositiVe.orlegative photograph identification

As a result of the analysis of the findings, it can be conclbded that the respon-

dents did -differentiate among the 18 characteristic statements and did not differ in

their assessment regardleSs of the 'school in which, they were enrolled. The students

disagreed with seven of the. characteristic statements, and possible reasons for this

cAsagreerrIent are found in the "disCuSsion" section. The implications for teacherS

should be expanded and modified as dictated-by the instructional environment. The

necessity for establishing a large resource of teaching techniques and appropriate

subject content is essential if significant educational progress is to, be achieved.

The research team is aware that different results may be obtained in various

partsof the nation, should the research procedure'be replicated. However, the find--

ings 91 this study should be given, serious consideration in attempts to improve

learning attainment by low-s-ocioeconomic black higti school students. All avenues

must be investigated: if a viable and effective high school instructional program is to

be !provided for the low-socioeconomic bled< students.

12

7

Social Characteristic 1, Living Environment

Black inner-city, low-socioeconomic high school students tend to stay within*heir immediate environment and thus remain unfamiliar with areas beyond theirneighborhood boundaries_

A D I%

11(

c D 12%

(positive) B 0 .1%

D D 3%

Mark an -X" in the box below the picture showing the scene you see the most inyour neighborhood.

138

Discussion of FindingsThe students responding to the quest cnnaire selected at a high frequency the

positive characteristic photoc!aph and theretry ind:caled agreement with charac-

teristic 1. This. characteristic for this study 's findings is accepted.Socioeconomic conditions have a dynamic effect on the way people see them-

selves and others. The attitudes, prejudices and value systems of inner-city black

students can be a product of their limited environment. The characteristic photo-

Graph -13" was selected by 84 percent of those survaYed. This picture portrays an

ordinary street scene in a black neighborhood. Photograph "C.- of a large building,wai selected by 12 percent and indicates that high-rise buildings are not uncommon

in the blacK student's environment_ However. photographs '13- (3%) and -A- (1%)

appear to be areas of least familiarity.

Advisory Committee's Projected Opinions

1. The tendency for black students to stay within their immediate environment is

most often prompted by a lack of financial resources as opposed to a lack of in-

terest. desire. 's aggressive curiosity.2. The mvolvernent in gang activity may limit inner-city black students to their im-

mediate environment.3. The exposure to the larger society can be psychologically detrimental to

black students accustomed to life in a limited environment.

Implications for TeachersTeachers should be aware that when they discuss events, geographic locations

and conditions of areas other than the community in which the school is located, the

students need considerable additional information to visualize the reasons for the

teachers comments. This visualization may be brought about through field trips,

films, coupled with classroom discussions, investigating through the use ofpublications with readable narratives and appropriate photographs, or anyother way

that the teacher can bring the outside world to the student. The -inner-city teacher

should challenge black youths to aggressively explore the world in which they live.

Every attempt ohould be made to have the students develop the ability to relate their

!earnings to areas larger than their immediate environment,.

9

Social Characteristic 2. Actin Models

Black inner-r;ity, low-socioeconomic h^:Gh schosl students have few experiencesvs/ilb sixcessfL1 adult models 'rib= they can emulate.

a

AD 11%

fli all i"

f

(positive) B 0 4%

P...

C D20% D D lc%

V1414111111:11ft1

Mark an -X- in the box below the picture showing the people you respect most.

10

13

Discussion of FindingsThe students responding to the questionnaire selected at a high frequency the

positive characteristic photograph and thereby indicated agreement with charac-teristic 2. Thus, characteristic 2 for this study's findings is accepted_

Black students, in low socioeconomic communities, have limited experiences

with successful black models. The characteristic photograph "B," selected by 46

percent of the students, should have been rated the lowest and possibly photograph

-D" the highest if the social chasadteristic were to be true. In this study, this parti-

cular social characteristic appears to be rejected by those surveyed. Rather, there is

strong indication that successful contact can develop closer associations and good

relations.

Advisory Committee's Projected Opinions1_ The infrequent contact many black students have with successful black people

may have a negative impact on their educational and occupational aspirations.

2. The lower-socioeconomic black student, having unique needs and desires stem-

ming from a different value orientation than that of the society about him, views

success differently than the larger society.

3. The many black students living in low-socioeconomic coirimunitiez are unaware

of the successful black adults within their communities.

Implications for TeachersFlexibility in the administrative and instructional practices of the high school

has a direct relationship on the extent to which resources within the community can

be used in learning activities. These practices should make it possible to bring black

community resources into the school when these resources can contribute to the

learning process. Specialists from industry and business, teachers from nearby

colleges and universities, and other successful people in the community should be

used as models for black students.

16

11

Social Characteristic 3, Loyal Relationships

Black inner -city, low-sozioeoonornic high school students have a capacity forclose and loyal personal relationships. This is especially true of relationships withtheir peers,. because of their need for sustained associations, they find in each otherthe support they need, but seldom get from adults.. However, once an adult succeedsin winning their friendship and trust, especially in times of crises, adults will con-tinue to receive their loyalty and support

,Easit

A 11%

I

C 0 16%

(positive)

AF

8 0 51% A

22%

Mark an -X- in the box below the picture that shows best the situation in which youdevelop warm and lasting friendships.

1712

Discussion of FindingsThe students responding to the questionnaire selected at a high frequency the

positare characienstr. photograph and thereby indicated agreement with charac-

teristic 3. Thus. characteristic 3 for this study's findings is accepted.The characteristic photograph '13- was selected by 51 percent of those sur-

veyed and does confirm that friendships can be developed with adults. Photographs

"C" and "0- were selected by the remaining 49 percent of the students. Each

of these photographs indicates that friendships can be developed With other than

black adults. This generally holds true when adults, regardless of color, gain the in-

terest and trust of the black student.

Advisory Committee's Projected Opinions1_ The black student, as in the case of all students, learns best in an atmosphere of

academic and social acceptance.2. The black student responds to honest relationships based on mutual respect

3. The black student can develop a sincere, warm relationship with adults, regard-

less of color.

Implications for TeachersTeacher-student relationships in inner-city schools should be based on mutual

understanding, confidence and respect among all persons participating in the learn-

ing envirorgpient. Effective human relations are just as desirable in black schools as

elsewhere in our democratic society. Black students can discern between sincerity

and hypocrisy by the teachere acts and expressions. Low-soci6conomic black

students learn at an early age to interpret expressions from others around them and

do not necessarily have to have many words to detect the feelings of others. This

skill for sensitivity to non-verbal instructions may cause many students to interpret a

different degree of relationship to the teacher than that of students who are onlylistenina to the teacher's words. The teacher should be aware that the student may

make snap judgments and block additional verbal instruction. This blockage of in-

struction may then hinder the student in performing what was asked to be done As a

student learns to listen for more instructions and the teacher retards personal

biases, learning can increase.

13

13

Social Characteristic 4, Communication Skills

Black ;nner-city, low-socioeconornic high school students are deficient in verbaland corramnication skills that are acceptable in the present day larger society..

D 12%

11,

C 0 2% (positive)

B fl 171%

43%

Mark an "X" in the box below the picture in which situation you really express yourfeelinsp.

1914

Discussion of FindingsThe students responding to the questionnaire selected at a high frequency the

positive charactenstx pholocrapL and thereby indicated agreement with charac-

teristic 4. Thus. characteristic 4 for this study's findings is accepted.Black high school students are generally uncomfortable in their verbal com-

munications with white authority figures, especially when rapport has not beenestablished. They express themselves best when in the company of their peers. By

accepting photograph "D" the students indicated that they best express theirfeelings with peer groups. Photograph "C" was second choice (28%) and depictscommunications by a small group within a school setting. Photographs "A" and `13"

had low selection and illustrated conversations between two individuals, a student

and an adult.

Advisory Committee's Projected Opinions1. The black dialect is extensively used in the black community and is usually

spoken and accepted by blacks.2. The deficiencies in acceptable communication skills by black students do not

indicate a lack of intellectual capacity.3. The black student may have communication problems within the schoolbecause

of inability to use formal English as well as the black dialect.

Implications for TeachersThe basic skills and concepts of acceptable communication should be a part ',f

daily learning in the inner-city high school. Teachers should afford black students a

variety of opportunities to write and speak for the purposes of learning to organize

and communicate their ideas effectively. High aspirations must be tempered with

self-awareness for improvement in communication skills. The traditional system of

reading literature or writing papers concomitant with the black low-socioeconomic

student's experiences make these exercises irrelevant.Examination of the abilities of teachers to communicate with black students

must be conducted to determine whether school communication assignments are

given by teachers in order to develop specific skills or are given without con-

sideration to the prevailing language usage of their students. Utilization of proventechniques in teaching viable communication skills should increase student interest

and learning attainment of communication skills.

A

15

Social Characteristic 5, Materialistic Concerns

Black inner-city, low-socioeconomic high school students have a greater pre-occupation and concern with materialistic things that bring immediate gratification.

4Amos,r

1

t-7 4

(positive) A 16%

AP..

C 13%

Ai&

4

24%

rter

AOr

El 47%

Ig

Mark an "X" in the box below the picture showing your immediate desires.

16

21

Discussion of FindingsThe students responding to the questionnaire selected at a low frequency the

positive characteristic photograph and thereby indicated a disagreement withcharacteristic 5. Thus, characteristic 5 for this study's findings is rejected.

Black inner-city students are interested in acquiring academic and vocationalskills necessary for future employment. Characteristic photograph "A" received only16 percent and does not bear out social characteristic 5. Photograph "D" received47 percent of the selections and appears to indicate that the students studied wereinterested in preparing for the future, rather than owning an automobile or perhapsperforming a menial task as depicted in photograph "C."

Advisory Committee's Projected Opinions

1. The black students are-willing to engage in long-range study in older to improve

their socioeconomic status.2. The black students must attain a continuous series of short-range goals to

develop their intrinsic motivation.3. The black students' materialistic desires are not significantly different than the

materialistic desires of other racial or ethnic groups.

Impli cations for TeachersThe inner-city school should provide instructional programs for varieties of

abilities, background, and educational and vocational interests. The opportunity forstudents with mechanical abilities should be as prevalent as for those with specialacademic abilities. The tendency to strive for !earnings or vocational skills beyondthe existing. abilities should be retarded, but not discouraged.

he long-range goal which may be beyond the student's present capabilitiesshould not be lost. However, a series of short-range obtainable goals must beprovided by tha teacher, so that in the end the student may achieve his higheraspiration goals.

17

Social Characteristic 6, Emotional Reactions

Black inner-city. low socioeconomic high school students tend to react toemotions rather than rational behad;or.

in- "

A 31%

A II

ti

(positive) C 1i% A

IIMI

B 0 50%

D s%

Mark an "X" in the box below the picture showing the approach you would use insolving your problems.

2318

Discussion of findings_The students responding to the questionnaire selected at a low frequency the

positive characteristic photograph and thereby indicated a disagreement withcharacteristic 6. Thus, characteristic 6 for this study's findings is rejected.

Black inner-city students have little trust in the ability of governmental agencies

to provide solutions to their problems. HoweVer, they do seek other traditional meth-,

ods utilizing rational ways -to solve their problems. The characteristic photograph"C" was selected by 11 percent Of the%students, thus rejecting social characteristic

6. Photographs "A" and "B" indicate that black students would seek help fromministers or from friends.

Advisory Committee's Projected Opinions1. The black students favor those situations that have proven most successful in

helping them with their problems.2. The black students, as all other students, tend to turn to persons they feel have

a sensitivity toward their problems.3. The black students are willing to receive assistance from individuals who help,

them reach rational solutions.

Implications for TeachersThe successful teacher understands that normal adolescent behaior is not

necessarily desirable or pleasing. If not given the proper opportunities to be "some-.

body" in the eyes of their classmates, .students may engage in activities that are

neither constructive or wholesome.Black inter-city students do not give vent to emotions when individuals are

readily available to assist them in solving their problems. It is through frustration and

.fi'arassment that groups can be coerced to gair results by forceful action. Therefore,

it behooves teachers to provide prompt attention to student problems and needs and

thus eliminate grievances and overt actions.

rya

19

r.

Social Characteristic 7, Repetitive Events

Unusual experiences make a deep impression on black inner-city, low socio-economic students. as in the case of all students, when parents do not converse orremind the students of past happenings in their lives. Students remember repetitiveevents of important personal experiences.

(negative) A 4% -A

PRIVATE'RitaPtR T Y

Impenithamor te-

z

B 10%

rTat: j---inp--

, - --.

C CI 7%

_

D 70,

Mark an "X" in the box below the picture showing the scene you see most often.

20

25

Discussion of FindingsThe students responding to the questionnaire selecte&at a low frequency the

negative characteristic photograph and thereby indicated agreement with charac-

teristic T. Thus. characteriStic 7 for this study's findings is accepted.

Black students are more dependent on their limited environment for academic

and social learning experiences than students from the larger society. Inability- to

migrate any distance from their immediate environment precludes opportunities togain- a variety of experiences. The characteristic photograph "A" was selected by

four percent of the students, thus accepting social characteristic 7. The athletic

field in school was selected by 79 percent of the students, indicating the role school

'activities:affect their lives. The constraint against seeing birds in a park emphasizesthe necessity fdr broadening black studen experiences..

Advisory Committee's Projected OpinionsI. The exposure oi .lack students to the larger society is greatly dependent on the

financial ability of their parents.2. The black student, as most other students, is more comfortable in situations

where the surroundings are familiar.3. The black student, as most other students, broadens self-awareness from new

experiences.

Implications for TeachersThe school program should be concerned primarily with the intellectual growth

and citizen development of all students. An effective inner-city educational program

should expose students, while they are at school, to the intellectual, civic,

economic, occupational and social life of their city.Low-socioeconomical students should be provided with informal peer group

discussion centers which would, in part, fulfill the lack of conversation with parents

at homes These small group sessions should be degigned as learning activitieshaving purposes and desired outcomes defined sb as to preclude aimless chatter.Discussion sessions have to dev'elop credibility of items injected by the teacher and

must create confidence of accomplishment, within the students.

2021

A

Social Characteristic S. Limited Experiences

Black inner-city. low-socioeconorn:ic if.gh school students have little contactand experience vil-Ith social, cultural and governmental institutions which the schoolassurnes most students have encountered prior to entering school.

(negative) A 0 4% A

r I

f

4.210111al XAM.

WWI AMOVILII4SWIM CIMMag

ZI

I"It* 1. -

3L

I.19gEt.

.

8 0 7%

-ri-13 11"-=iii-IM. ---St---i=--77 .1. , fr --, : ...'"

. ...- .. IIi

C 73% D ls%

Mark an "X" in the box below the picture showing the activities you experiencedmost before starting school. 27

22

Discussion of FindingsThe students responding to the questionnaire selected at a low frequency the

negative characteristx photograph and thereby indicated agreement with charac-teristic 8. Thus, characteristic 8 for this study's findings is accepted.

Black students experience with more frequency those institutions which areprevalent in their imn-ediate environment. The low selection of the courthouse.railroad station, and airport supports social characteristic 8. Almost three-fourths(73%) selected churches as the experience that they remember best prior to enter-ing school. The early religious influence upon the black student instills an elementof moral conduct that may be overlooked by schools in planning educational pro-g rams.

Advisory Committee's Projected OpinionsThe experiences of black students with governmental institutions are often

negative.2. The majority of black students recall the church as the prime experience prior to

starting school.3. The black students have very little opportunity to be passengers on airplanes,

trains or intercity buses.

implications for TeachersThe inner-city students' background and faring environment should be the point

of orientation for selection of the school's learning activities. it is essential thatteachers learn the scope of experiences the students may have had within the com-munity. These experiences need to be supplemented in order to provide a broaderscope of experiences within the social, cultural and governmental institutions of our

nation.The use of planned field trips, outside speakers, teacher aides, video tape and

motion pictures can, to some extent, broaden the students experiences.Organized work experience activities in clusters of occupations provide insights

not learned from lectures or textbooks. Every plausible and inn ginative method

should be considered and utilized if the fullest intent of the school program is to be

attained.

23

23

Social Characteristic 9, Resentful of Authority

Black ir.r.er-city tar. -so.tr..oeconcrri:r. h.gh :ohm] students are &stn.:sill:I andresertfLI of 21.-Itcrti.

'a ile1-11111111

.15

A D 9%

111111111111111=11111111EfiliiiiC 0 40% (negative)

B 020%

-1-2-40.71

if

D 31% A

Mark an X" in the box below the picture showing the person you most freely wouldask questions to assist you. J

24

Discussion of FindingsThe students respond4ng to the quesilormre selected at a high frequency the

negative ch.P..acteristc chclograph and thereby indicated a disagreement with

characteristic 9. Thus. characteristic 9 for this study's findings is rejected_

Black inner-city students have positive altitudes toward authority figures andpositions. There were 31 percent who selected the characteristic 9

'photograph Discussion with the students indicated that they would ask apoliceman Icr teip when they believer; he could give them assistance or informationand ViO1J2Ci riot harass them. The students also indicated that the reason for the lowselection of photograph -A- was that positions, such as a postman, are notnecessarily held in high esteem. Selection of photograph -C- reinforces the conceptthat black students will seek help from authority figures, particularly from otherblack

Advisory Committee's Projected Opinions1. The black students generally experience negative relationships with persons in

authority..2_ The black students will approach any person in authority who will give them ac-

curate information.3. The black students relate better to black responsible authority figures.

Implications for Teachersns a basis for student conduct and discipline, the inner-city teacher should em-

phasize self-discipline, courtesy and self-responsibility for ones actions_ Studentsreflect actions of adult models and their teachers. The use of authoritarian control

should be avoided if skills and respect for democratic processes are to be learned_Student involvement in instructional planning and evaluation creates an atmosphere

of belonging.Black inner-city students have no fear of individuals in authority, but are quick

to recognize dictatorial and arrogant mannerisms. The students will have nohesitation in working. with individuals they know are trying to help them.

30

25

Social Characteristic 10, Hostility and Alienation

Black low-socir>ecoromic high school sti:derats feel hostile towardsand alienated from society at large.

A 42%

Mk,

c 0 io%

(negative) B 34% A

z`"°'

D 22%

Mark an "X" in the box below the picture showing the scene in which you would bemost relaxed.

3126

Discussion of FindingsThe studients respond.r:g to the questionnaire selected at a high frequency the

negatr.e carecter,ist,u phctograph and thereby indicated a disagreement with

cheracterzto 10. Thus. characteristic 10 for this studis findings is rejectedBlack innot-city students are al ease with congenial people and familiar en-

ii.Jonments. In Lnifamiliar surroundings, they are relaxed in situations where they can

successfully compete and relate to others on an individual basis_ The characteristicphotograph 8 was accepted by 56 percent of the student& This appears to in-d.r.aie that telationshIps with the !Eiger SOCiety may not be as hostile as it has beenpresumed. The low selectcn of photograph -C- (10%) may indicate it would be dif-ficult to relax in large group settings.

Advisory Committee's Projected Opinions1. The black student's hostility towards alienation from society at large may be a

product of having. lived in a limited environment2. The black student's acculturation into the larger society can be psychologically

detrimental to those accustomed to life in low-economic communities.3. The black student with proper guidance and encouragement can adapt to the

environment of the larger society_

Implications for TeachersAdolescents in their relationships with school and the outside world usually live

in a confused state of double standards. The moral codes of government may not be

the same as standards taught in school. Their parents' standards for conduct may

deviate also from those taught in school.The extent of understanding the nature and problems of the adolescent influ-

ences the degree to which a teacher can provide an effective environment for in-

tellectual and social cevelopment. Teachers can be the catalyst which eliminates

the feeling el hostility and alienation by black inter-city low-socioeconomic students

toward the larger society.

32

27

Academic Characteristic 11. Successful Experiences

Black ir er-city. to high school students are not exposed tosuccessful experiences and are 4taas conditioned to failure and demoralizationwhich create a ncnative self-isr.aoe and low estimates of their own competencies

(Positive) A 46%

a

C 15%

11.

7111111%

1 -

.-Lr

1;4

Mark an "X*" in the box below the picture showing how you feel about most of yourschool work.

3328

L

Discussion of FindingsThe studBnis responding to the questionnaire selected at a high frequency the

posit-de che.acteristo photograph ...2nd thereby indicated agreement with charac-

teristic 11. Thus, charactenstic 11 for this study's findings is accepted.Black students in inner -city high schools often view their school experiences as

painful, frustrating and containing few successful experiences. The characteristicpicture -A- was selected by 46 percent of the students and supports the socialcharacteristic 11_ The other three photographs received about the same percentageindicating that not all students are demoralized_ However, school experiences whichdo not provide some degree of success in the daily learning experiences do denystudents those elements leading toward higher motivation.

Advisory Committee's Projected Opinions1. The succession of unsuccessful learning experiences can demoralize any

student to a negative self-image and a low estimate of personal competencies.2. The grading system used in many classes does not reflect the requirements

for success in the ivorid of work.3. The excessive, emphasis on academic grades that are not realistic to learning

gain is a major contributor to poor self-esteem and expectations for manystudents, particularly in black community schools.

Implications for TeachersIn many cases large amounts of teacher time and effort are spent trying to get

students to learn assignments which they do not see as relevant to their futureneeds. If Curricula goals are not accepted byihe students, the learning probably willbe incomplete and transitory. Generally, such learning disappears as rapidly asitems -crammed" for a final examination.

Teachers must provide students with both short- and long-rang-a goals. Thegoals must be understood and accepted by the students, and all learning activitieshave to relate directly to the goals. The teachers not only must develop the goals

with the students but must point out continually how the learning activities relate to

the goals.

34

29

Academic Characteristic 12, Abstract Ideas

Black inr4ar-city, low-socioeconomic high school students are creative, moti-vated, and proficient in areas where their interests lie. If they believe learning activi-ties have little of no relevance to their needs, as they perceive them, they will con-sider them aseleks of a waste of time. This is particularly true of abstract ideas,plans for tirture. or subject matter which they have never understood in terms ofpurpose in their overall education.

11-7.1111 tasior---amiss

(positive) A El $79:

4111112.411h

Alb

B 7%

D 17%

Mark an "V' 10 the box below the picture Showing what you really would like to getinto. 35

30

10.

Discussion of FindingsThe students responding to the questionnaire selected at a high frequency the

positive characteristic photograph and thereby ludicated agreement with charac-teristic 12_ Thus, characteristic 12 for this study's findings is accepted.

Low-socioeconomic black students are capable of thinking abstractly to the de-

gree of developing future career choices among status occupations. They are in-terested and motivated to seek those professions that have been closed to them in

previous generations. Characteristic picture "A" depicts a scene with modem elec-

. tronic equipment and an occupation which is new to the black employment marketThe selection of this photograph by 57 percent of those surveyed reinforces theconcept of the social characteristic. Photographs "B" and "C" show creativity in artand graphic communications, whereas photograph "D" depicts work that is veryfamiliar to the youth in the black community. -However, individuals going into autorepair have not necessarily achidved a high degree of success in the black com-

munity.

Advisory Committee's Projected Opinions1- The learningpf abstract ideas generally are useless to low-socioeconomic black

.. -students without the correlation between physical elements within the environ-

ment.2. The majority of black students have been conditioned to perrz;ve success as a

"white collar" job.3. The narrowing of certain select occupations over the multitude of available and

reachable jobs has limited black students in their apperception when selecting

career choices.

knplications for TeachdrsInner-city students are not easily persuaded to participate in learning activities

that are boring and have little meaning for their present experiences or relevance to

their anticipated future needs. Students potentially have an insatiable curiosity and

desire to learn. The inner-city teacher must develop and encourage learning thrOugh

the stimulation of curiosity- As in the case of all students, there needs to be a con-tinual broadening of each student's comprehension wittrnew concepts, but always

in relationship to that which the student knows. deativity can be developed whenteachers, themselves, are of a creative nature and are sensitive to the minute sparks

of innovation expressed by their students. Generally, formal drill and recitation do

not instill creativity, however, they may provide a bate from which those being en-

couraged to create can establish a foundation.

31

36

7

Academic Characteristic 13, Work Capability

Black inner-city, low-socioeconomic high school students are capable of work-ing well and hard on a specific task or assignment which has a purpose for them, forexample, taking courses which will result in a job cr help achieve scholarship lead-

.mg to a career.

Vt

I'7;.7. s

(positive) A Ei 56% A B 6%

W

C 7%

I-

DO 21%

Mark an "X" in the box below the picture showing how you work on school assign-ments or projects which have future car promise for you.

32

Discussion of FindingsThe students responding to the-questionnaire selected at a high frequency the

positive characteristic photograph and thereby indicated agreement with charac-teristic 13. Thus, characteristic 13 for this study's findings is accepted.

Black students are willing to work persistently at those tasks that show apositive correlation between the task and future career possibilities. The socialcharacteristic photograph "A" was selected by 59 percent of those surveyed. Photo-graph "D," depicting studying at home, also indicates a selection in the area ofstudying. Photographs "B" and "C" depict non-studying activities and unorganizedclassroom situations.

Advisory Committee's Projected. Opinions1. The realization of a better social and economic status, through education, can

serve _as a motivational stimulus for black students.2. The results of positive motivation can stimulate all students to achieve.3. The use of extrinsic motivation must be subtly applied so that the student's in-

trinsic motivation can increase to the degree that it will lead to successful learn-

ing.

Implications for TeachersLearning experiences generally are fruitful when they have meaning for the

learner. Instruction that requires memorization to recite definitions for anexamination and then is Iorgotten should be avoided in all teaching assignments.Teichersmust be aware that forgetting is a process of learning and that studentsneed review, practice and the formation of generalizations which will assist in theretention of learning. The retention of learning, coupled with application to relatedchallenges needing solutions, comprises the foundation of that which is learned.The more experiences an individual accumulates toward successful solutions, themore motivated the individual becomes and a greater accomplishment results.

38

33

Academic Characteristic 14, Son-Personal References

Black inner-city, low-socioeconomic high school students may be slow to make.non-personal references. It is difficult for them to imagine or visualize impersonally,because they have not been encouraged to -.develop this ability. They believe onlywhat they can see, feel, and prove.

a_

A is%

C 25

JI9

(positive) 3114

D is%

Mark in "X" in the box below the picture showing the activity that brings out the

-

best in you.

Discussion of FindingsThe students responding to the questionnaire selected at a high frequency the

positive\ckafacteristie photograph and thereby indicated agreement with charac-*eristic- 14. Thus, characteristic 14 for this study's findings is accepted.

Low-socioeconomic black students respond to concrete physical activitief. bet-.

ter thanthey do to abstract academic activities. By accepting the characteristic -photograph "B" they supported academic characteristic 14. Photographs "A," "B,"and "C" received approximately the same percentages. These three photographsdepict peer group activities and group interaction whereby the students sense theirbeing and accomplishments.

Advisory Committee's Projected Opinions1. The majority of black youth utilize physical activity as a means of coping with

their limited environment.2. The black youth prefer social interaction through dancing and inforinal

discourse.3. The black student utilizes black 'dialect in relaxed conversations with friends.

lmpticationi for TeachersInner-city educatibnal experiences should give all students a*sense of security

and satisfaction with their personal development Teachers should provide thenecessary concrete and abstract learning activities to give each student an oppor-tunity to succeed. Students initially will need assistance in identifying their learning

success.'Learning activities should begin with practical applications and should be sup-

ported by abstract .ideas after practical applications are understood. When in--,'

dividualized learning activities are utilized, the stigma attached to remedial learningmust be removed and the concept that in-depth learning is being provided. It isessential to instill the awareness for in-depth training, rather than having studentsbelieve they are being isolated because of learning difficulties. -

35

Academic Characteristic 15, Inadequate Couneeing

Black inner-citl, low-socioeconomic high school students believe they are notgiven the type of counseling, encouragement, vocational training, or other supportthey need to enteribe world of work. When they encounter discrimination or failurein job seeking because of their age, race, or poor educational background, they donot believe that a return to school will improve their situation.

A 0 24%

C 0 30%

000

(positive) B 0 321: A

ass. 2.41.sor

*****

:00 0 If01.000 -04,1 ir:.°

D E] 14%

Mark an "X" in the box below the picture showing the activity that will get you a jobafter you-leave scknol.

4136

Discussion of FindingsThe students resporgling to the qiirtiorilaire selected at a high frequency the

positive charactersstic piitilograph and thereby indicated agreement with charac-teristic 15. Thus, characteristic 15 for this study's findings is accepted.

Black inner-city students have confidence in the traditional method of enteringthe world of work. Although characteristic photograph 'B received 32 percent ofthe selections, photographs -A- and -C- also depict activities that assist in gettinga job after leaving school, and the combination of the three photographs outweighphotograph -fi" concerned with athletic activities.

Advisory Committee's Projected Opiniotos1. The black students have some awareness of the necessary employment skills

needed for employment, as well as the opportunities for employment that existfor them in their community.

2. The black students. in most cases, have limited educational alternatives and aregenerally confined to the career development resources in their communityregardless of quality.

a The black students faced with poc-. educational and career development re-sources can be discouraged frorl achieving improvements for their socio-economic -status.

Implications for TeachersThe school curricula Should be organized to assure proper articulation in learn-

ing experiences from one grade level to another, and from the school to the world ofwork. Counselor workloads must be reduced so that they can provide adequate ad-vise= . to students. The content of counselor training programs must include acomprt-hensrve component on job training and placement advisement Work orien-tation classes have not proven to be adequate, particularly for the black low-socioeconomic student.

The holding power of the school coal be increased when the students have con-crete evidence that the curricula and guidance programs of the school are in jux-taposition with the world of work.

42

37

Academic Characteristic 16, Failure Syndrome

Black imer-city, low-socioeconornic high school students experience a failuresyndrome resulting from apathy and a lack of self-confidence_

(positive) A 0 414

raM11....-A1166.

Plow

_......f--

C 44%

a

D 024%

Mark an "X" in the box below the picture that shows how you feel about your self-confidence.

43

38

Discussion of FindingsThe students responding to the questionnaire selected at a low frequency the

positive characteristic photograph and thereby indicated a disagreement withcharacteristic 16. Thus, characteristic 16 for this study's findings is rejected_

When properiy motivated, black low-socioeconomic students will engage inschool activities that provide them with opportunities to build their self - confidence_Characteristic photograph -A- was selected by six percent of the students- Thestudents indicated that activities which lead to self-confidence are the types thatthey would select The ability of the ;respondents to reject the characterinc photo-graph of a despondent individual from photographs d icting some degree of ac-corr.plishment appears to indicate a recognition of se: -confidence activities_

Advisory Committee's Projected Opinions1. The black student's apathy can oe stimulated when there is a lack of successful

black models within the living environment.2_ The black student's apathy can be directly associated with apathetic attitudes

shown them by n nbers of the larger group.3.. The black students failure syndrome and lack of self-Confidence may be a

reflebtion of negative motivation towards school based CT) how uninterestinglylearning concepts are being taught_

Implications for TeachersInner-city high school teachers should be concerned with4he growth art

development of each individual student, rather than with me preconceived ideas ofwhat the mythical -average student- should know at a certain grade level. Learningdifficulties must-be diagnosed for cause, rather than generalizations that the studentcan't read, write or speak correctly. The necessity for continuous and patientguidance is essential for teachers.

The ultimate goal for teachers should be to provide black low-socioeconomicstudents self-confidence in the development of their learning skills.

39

Academic Characteristic 17, Vocational Objectives

Black inner-city, low-socioeconcrnic high school students fail to make ameaningfd associatiun. betweeS school activities and vocational objectives.

X*"...;. if 1al go a'4

(positive) A 7% A

c 57%

.41

---_ Aar

NO.

r

B 17%

D 19%

Mark an "X" in the box below the picture showing the activity you feel is most likelyto lead you to a job.

40

Discussion of FindingsThe students responding to the questionnaire selected at a low frequency the

positive characteristic photograph and thereby indicated a disagreement with

characteristic 17. Thus. characteristic 17 for this study's findings is rejected.Slack inner-city high school students have the ability to determine for them-

selves the potential a career development activity has for their particular careeraspirations. Characteristic photograph -A" was low in selection, however.photograph -C" received 57 percent selection of the respondents. PhologySph "'C"

does depict work activity within the school, whereas photograph "A" indicates a

discussion in front of a school shop and thereby may not indicate a work situation.

Photographs -8" and do not indicate activities leading toward work. In "B" thestudent appears to be relaxing and in "D" the student appears to be studying some

academic subject.

Advisory Committee's Projected Opinions1. The failure of black students to draw meaningful associations between school

activities and vocational objectives is most often due to the school's inability to

show correlation between the two.2. The black students believe acquisitiOn of vocational skills increases their

prospect of securing employment, Out reject the idea that all :rational classeswithin their school environment will lead them to a job. /

3. The black students' career scope is limited because of inadequate. exposure to

the larger society.

Implications for TeachersEducation for specialized vocationa! _needs for inner-city students shOuld focus

on occupational and community needs. The vocational training must relate closely

to the skills and knowledge used on the job. Reasons for learning various tasks in

vocational prograMs must be delineated and differentiated in the minds of the

students.Teachers must develop vocational skills of theirstudents by utilizing their exist-

ing abilities. Each learning task should be discussed with each student so that there

is a purpose to the learning experience. Both learning tasks and equipment used

must be as similar as that found in the occupation for which the training is being

given.

4641

Academic Characteristic 111, Irdoracting Relationships

Black inner-city, low-socioeConomic high school students confront theiracademic and social world in a physical. visual and tangible maser to a higher ratiothan used with oral abstractions.

Ilk

At

A 0 25%

C '14%

22%

iljArnIP.404.

,ukt_4fil

(nog ativs) D av% A

Mark an "X" in the box below the picture that is most like the attitude you havetowards your school and environment.

4742

1

AC\

Discussion of FindingsThe students responding to the-questionnaire selected at a high frequency the

negative characteristic photograph and thereby indicated a disagreement withcharacteristic 18. Thus, characteristic .18 for this study's findings is rejected.

Black inner-city students have positive attitudes toward physical school ac-tivities, but not on a higher ratio than altitudes toward academic schoolAll photographs received similar percentages of selections (14 to 39 percent). There

appaared to be no meaningful association among the four photographs, althoughphotograph "D" depicts studying which received 39 percent of the selections. Thefindings appear to indicate that academic characteristic 18 is false.

Advisory Committee's Projected Opinions1_ The majorty of black students 1-hen properly motivated have the capacity to

relate positively to the abstractions of their academic environment.2. The majority of black students will relate to their academic activities in a

positive manner when correlations between the abstract and concrete areproperly drawn and the goals of learning are accepted..

3. The black student& interest in physical activity should be utilized in the instrdc-

tional setting.

Implications for TeachersSome inner-city students are lost in academic symbols, formulae, and other

stracts that do not allow them to be "somebody" in the eyes of their peers. A com-

petent teacher recognizes the fulfillment of basic psychological needs and that peerrecognition is necessary to the welfare of the_ maturing adolescent. The use of amultiformity of various audio-visual materials can assist in acquiring the abstractconcepts. it is essential that teachers have a thorough knowledge of the abstract

concepts, so that each can adjust and relate the concepts to the various learning

levels of the students within their classes.

1843

DISCUSSION

Of the 18 characteristics studied, the students who responded selected 11 that indi-

cated agreement and selected seven that indicated disagreement. Table No. 2

TABLE 2

SUMMARY OF -AGREEMENT AND DISAGREEMENT WITH CHARACTERISTIC STATEMENTS

PHOTOCHAR ACTERISTICS

TYPE

AGREED DISAGREED SIGNIFI.CANCEPOSITIVE

HIG44NEGATI7 :.

LOWPOSITIVE

LOWNEG TIME

MICH_ - --. -z.___

X YES1. LIVING ENVIRONMENT P05.

2. ADULT MODELS POS. X YES

3. LOYAL RELATIONSHIPS POS. X - YES

41. COMMUNICATION SKILLS POS. X YES

S. MATERIALISTIC CONCERNS POS. X YES

6. EMOTIONAL REACTIONS P05.. X YES

7 REPETITIVE EVENTS NEG. X YES

3. UNITED EXPERIENCES 1 NEG. X11 X YES

9. RESENTFUL OF AUTHORITY NEG. X YES.. ..,

10. HOSTILITY AND ALIENATION HEG.

NI"

X YES

i1. SUCCESSFUL EXPERIENCES P05. X YES

12. ABSTRACT IDEAS 1 POS; X YES

13. WORK CAPABILITY 1 POS.l

X YES

IA NON-PERSONAL REFERENCES POS. X YES

15. INADEQUATE COUNSELING POS. X YES

16. FAILURE SYNDROME POS. X YES

17. VOCATIONAL OBJECTIVES POS. X YES

1$. INTERACTING RELATIONSHIPS NEG. X YES .

TOTALS - 9 2 5 2 If

depicts the characteristic for which there was agreement and disagreement bystudent selection. 49

44-

There are a number of reasons why the students studied did not necessarily

agree with the characteristic statements. It is possible that the characteristic photo-

graph was misleading, hov.ever numerous conferences with students were held

during the development cyl itie questionnaire, and through their review and sugges-

tions the characteristiz. pctures were confirmed and directions written in a langua-ge

suggested by the sticdents.There is a pmbability that the generation of students studied have different in-

sights and opinions than the students who were studied when the characteristic

statements were developed originally, If This assumption is true, then reexamination

of the characteristic statements must be a continuous process in order to complywith changing values of each generation. It is possible also-that the original charac-teristic statements were developed in a period of greater national strife than the

period of time in which the study was conducted, and, thus, different responseswould result. -

Whatever the case may be for differences in this study with other studies of low -

socioeconomic black students social and academic characteristicS, the results of

this study should. be given serious consideration in the reexamination of the

schools' relationship to the low-socioeconomic black student.Poor black families, as is true of all other poor people, are not satisfied with

their poverty. These poor families are working hard to get money in order to improve

their living standard. There are a number of routes open to obtain money, both legal

and illegal, but education is one route than can help them raise their living standard

and achieve economic stability.Numerous studies have drawn conclusions concerning.the characteristics of the

low-socioeconomic black student; however, this study found disagreement with

seven of the Characteristics identified in previous studies. To project the findings of

this study to all low-socioeconomic black students is just as absurd as generalizing

the discussed characteristics of this study as typical of all black people. Research

findings concerned with teaching must be replicated numerous times and analyzed

in the instructional setting. A cogniipnce of characteristic factors affecting low-.

socioeconomic black student learning will result in curriculum content and instruc-

tional procedures that are relevant and effective.The "Implications for Teachers" discussion that is contained in the previous

section of this publication must be considered in developing instructional content

and strategies. These implications apply to all teachers. Teachers of vocational

education must be aware of a number of concerns related to the low-socioeconomic

45

5 0

black student. Vocational education teachers should restrain black studentaspirations that may reach a state of unrealism the desire for esoteric careers forwhich they have neither the background nor potential to attain. To many blackstudents, the occupational fields represent the lowest aspiration level. This is a'result of the types of employment available to blacks. Schools must provide exam-

ples of success models within the students' abilities- and interests which arecoupled with viable instructional activities that lead to a relevant world of work.

Black students lack knowledge of high-paying high-status vocational oc-cupations. However, they are familiar with professional occupations having highmonetary rewards. It is imperative; that schools make information available to blackstudents that presents the status role of the many fine occupational employmentopportunities. Currently, occupational fields represent the most dynamic, most pro-gressive, and most lucrative areas of employment yet the status that should beassigned to these occupations is lacking in the black community. -

Vocational education must have a variety of offerings to meet the needs of allstudents. A compensatory program must be coupled with vocational education tohelp students make up that in which they are deficient in order to pursue success-fully the curriculum off 3rings. The emphasis must be on success. Failure helps noone and the low-socioeconomic black students need confidence in themselves andin the educational system.

CONCLUSION

A summary of some basic teaching principles is provided herein. The 20 prin-ciples presented are as applicable to vocational education as they are to all areas ofsecondary education.

1. The equality of opportunity in the high school means provision for an -opti-mum program for all kinds of abilities, backgrounds, and educational and voca-tional goals. -

2. The students' individual talents, interests, educational and vocational goals,physical and mental handicaps, or learning limitations should be integrated,as much as is reasonably possible, into the total life of the school.

3. The content of education for all youth should challenge them to explore theworld in which they live, their cultural inheritance, and provide salable skillsnecessary for employment upon graduation.

51- 46

4. The building of curriculum involves,*in addition to knowledge of subject matter,

a knowledge of students, community, social trends, and principles of learnlng.

5. The common elements of the program of studies should embody a well- balanced

general education that includes provisions for civic, intellectual, social, cultural,health, mental, and family-life needs of every student regardless of his oc-cupational goals.

6.. The educational program of the secondary school should be developed with the

participation of parents and other citizens.7.. The vocational education programs must be developed by an occupational an-

alysis and designed to meet the student needs and occupational demands.8. The common learning experiences should give attention to the problems youth

face in their world of today.9. The extent of understanding the nature and problems of adolescents influences

the degree to which a teacher can provide a rich environment for intellectual,occupational skill and social development.

10. The school experience should recognize the adolescents striving to achieve in-dependence and adult status as a normal phase of growing up.

11. The school experience should assist the adolescent in achieving a desirable

relationship with his age mates of both sexes.12. The teacher should face realistically the fact that an adolescent in his relations

with the school and the outside world lives in a confusion of double standards.

13. The teacher should become "well-acwainted with the interests, backgrounds,previous achievement, and personal qualities of every student in the classroom.

14. The teacher-student relationship in the secondary school should be based upon

mutual understanding, confidence, and respect among all those who participate

in the learning situation.15. The instructional practices in the secondary school should make the unique

talents of individual teachers available to the greatest possible number of

students.16. The instructional practices and teacher-student relationships in a secondary*

school should permit and encourage the use of a wide variety of -human and

material resources both within the school and from the community as a whole.

17. The student has a desire for and an interest in gaining new ideas, developing

new interests, acquiring new skills, and gaining knowledge.

18. The-differences-in-opinions, abilities, and interests among individuals should be

recognized and accepted as desirable and normal.

47

52

19. The instructional practices should recognize the wide range of differencesamong individual studei4s in peisonality and character qualities, interests, out-of-school backgrounds, and ability to achieve iri school.

20. The guidance program should draw on all the resources of the school and of thecommunity which may contribute in some way to the, guidince services.

Utilization of the basic principles of education (of which the previous list is asmall segment) should result in longer school retention of low-socioeconomic blackstudents. Integration of these principles into the instructional setting should assistthese students in achieving more extensive learning attainment learning attain-ment that will offer recognition of self-worth and economic security through the at-tainment of relevant salable skills. The school, to be effective and the recipient ofsupport from those who finance its endeavors, must redirect its efforts toward meet-ing needs.of its clientele and community. The days of learning for learning alone aregone; the days of purposeful learning are here and the school must fulfill thechallenge.

53

48 s

413.1./

-IEdna/MarasAsst. Manager

Pacifitr. Telephone

No pictures available for the folk rig:

Ala

Fara. C. YoungPublic ltelogene

Consultant

IncGreg Chambers. student Cary Chism. student. Jesse L Dennis president (Big Fnends. cFederally Fi.nded Pnvate Skills Training School. Lonnie Mayfield. student. and Alma Murray. highschool teacher.

i;

Ueda IllohnProject Photographer

50

Jr.

Dr. L U McCulley.7' Principal lavestigetor

SELECTED REFERENCES

Aasubei. Da.id P Teat-tin; Sire.-"t Deprived Pupils_ Cogr..--,..ive and Illotii:ational/ Considerations.- Scboci Renew 71 454453. rallteT 1963.

Bags.%kian. Ben H In the Midst of Plenty. Bcstorr Beacon Press. 1964.

Juriith G.. Lesh. Seymoul. and Freedman. Marcia K. Y.outh Employment Programs in Per-spectie. U.S. Department of bee.lth. Education. and Welfare. Welfare Adrhaustratioh. Office ofJr aaile Del-ncluency and Youth Developmeri_ WastLrigton US.. Government Pr.intng Office,1955_

Broths. tfiele..n.S. The Social Prot, lams of Migrant Farr? 'Laborers. Effect of *Grant Far/n Labor onthe Ec'ucaPon of Children. Carboadat Southern Il1nc4.s University. 1 3.

-

Brum Hal -Chicago's Hillbilly Ghetto.- Reporter. VoL 30., No. 12. June 4. 1964, pp_ 28.31_

Burchill. George W. Work-Study Programs for .if enated Youth. A Casebook_ Chicago ScienceResearch Associates. 1962.

Carr4ker. William R.. Editor. Role-of the School in Prevention of Juvenile DeLnquency_ US. Department of Health. Education. and Welfare. Office of Fdlication. OE-25034. Washington US_Govrurieni Printing Office. 1963.

Chandler. B.J.. Stiles. Lindley J._ and Kilsuse. John L Editors. EducafloAn Urban Society_ HewYork.: Dodd. Mead and Co_ 1962.

Clark. Burton R. Educating the Expert Lociely. San Francisco.. Chandler Publishing Company. 1962_

Conant. James 8- Slums and Suburbs. New Yak. McGraw-Hill Book Company. 1961.

Cutts. Warren G. Special Language Problems of the Culturally Deprived'" Clearing House 37 80-83. October 1962.

Deutsch. Marlin. The Disadvantaged Child and the Learning Process_ Some Social, Psychological.and Developmental Considerations. N'evi York_ Neii York Medical College. Institute for Develop-mental Studies. 1982.

Dodson. Dan %J. The Changing Neighborhood.- Educational Leadership 18. 497-501. May 1961

Dunton. William K. There s a Job for All Who Can Be Trained.- School Shop 23.48 -51. April 1964_

Ferrel. G. A Comparative Study of Sex Differences in School Achievement of White and NegroChildren.- Journal of Educational Research. Number 43. 1959. pp. 116-121.

Freedman. Marisa K. Basic issues Affecting Youth Employment_ New York_ National Committee onEmployment of Youth. February 1964.

Fusco. Gene C. School-Home Partnership in Depressed Urban Neighborhoods. U-S. Department ofHealth. Education. aria Welfare. Office of Education. CE- 31008. Washington. US. Govemm4ntPrinting Office. 1964..

5 ti

51

Gott'ieb. David and Ho-tea. T_ iit-nehation.. The Case of tilegro Yo. 5.` MichiganState Urine:sly. 19iM funpub.."iShed preliminary %eporij.

Harnngtan. Michael The Oth America new Y.ork: Macf=an Co- 190...

Havigburst Robert -tlietropoli.an Developrineri and the EdusztioriaL Systr.n.. School Review 69_251-267,, Az to 1961.

Johns on, E Professional Training Needs of Counselors for Economically and Soc4anyDisadvalaged Students_ Washington US, Department of Edlicaticci. and WeItare. Of-fice of Education 1955.

Kaplan P.ernard A Edusating the Disadvantaged.- Phi Della itappan Noventox1933. pp. 713-76_

Kohler.t.tal, Cctr..r. iey, and ForAaline.And:e_ "We Waste a MILon Kids a Year.- (Mee artictes) Satur-day Evening Post. tifiarch IT.. pp_ 15-23. March 17. pp. 53- 54.63-69. and March 24, pp. 58-59. 6'1'-63.

Lewis. Char es S. -17.12.1 Males Senn?" Fail?" Bulletin of the NaDonal Association of Secondary-School Principai.s 47: 147-153. March 1963..

Li-gtter. Sa0:71071 0_ and Others. The Dropouts_ New Yofk. Free Press of Glencoe. 1962.

.",,ore- Jar Proceedings of the Sezond ha al Invitational Conference on Urban Education, April24. 1963_ New York: Yestr.ra University. (nrimeographerlii

CrinrrAtee for Children and Yo..-th. Social Dynamite. The Report of the Conference onf Unemployed, Out of School Youth in Urban Areas, tfiay 24-26. 1961. Washington. The Corn:rid-tee. 1951.

tisdt:Onali ES:34.4.4111Oin. ASSOK...tat= and American A....0CietiOriS of School Administrators. EducationPolicies Commission, Education and the Disadvantage; American.. Washington. the Com-mssion 1962..

National Edi.r.ation Associator.. Research Drinsion. and American Association of School Ad-i=nistiators School Programs for the DiSadvantaced. Educational Research Service CuoularNo. 1. 1955. Washington: the Association. January 1955.

Newton. ES The Culturally Disadvantaged Child in Our Verbal School.- Journal of NegroEducation 31: 184-187. Spring 1962.

Passow. A. Harry. Editor Education in Depressed Areas. New York_ Columbia University. TeachersCollege. 1963.

Rabinowitz. Clara -Socially Deprived Children_ Therapeutic Work.- Children 3.3-8. January 1956.(Washington_ U.S. Department of Health. Education, and Welfare. Children's Bureau.)

Riessman, Frank.. The Culturally Deprived Child. New York: Harper and Bros.. 1962.

Rousseve, R. J_ -Teachers of Culturally Disadvantaged American Youth? Journal of NegroEducation 32: 114-121. Spring 1963.

5i52

Stlre_ber. Oarzoik, Gait:lance and Me. Sr.M14,1 Wash Lngtr.c... Ed:,1r..e.;rtAssooiation. Protect School Etroper--ts.

Sexton. Pricla C. ;and ;narene. "gem York- Vikng Press, 1951_

SZberr=1.- Cher:es E. CrJsrs Elacis zni Willa New York_ Ramdon HoJse. 1954_

5ft:et, Ltar.orie a 'Who 'I'Vor-'irt Teach Here?" PTA linazine 53_ 15-19. Sept-nber 1953.

Szper. Donald_ The Psyoho7ogy of Careers. New Yofit Harper and Eros, 19557.

US. Departn-aem ct Cc.crnme cl the Cens.is. The Sc ial and Eccorinic Matz of !goes initte Valet, S.lees. 1970., ELS Report No 39-4 _CL,ment Pop.:leJon Reports. Series P-23. NaWashing:m D.C.: Government Pemting (Moe. 1970.

53

53