# The Negro Family/Chapter 4

​Chapter IV
The Tangle of Pathology
That the Negro American has survived at all is extraordinary—a lesser people might simply have died out, as indeed others have. That the Negro community has not only survived, but in this political generation has entered national affairs as a moderate, humane, and constructive national force is the highest testament to the healing powers of the democratic ideal and the creative vitality of the Negro people.
But it may not be supposed that the Negro American community has not paid a fearful price for the incredible mistreatment to which it has been subjected over the past three centuries.
In essence, the Negro community has been forced into a matriarchal structure which, because it is so out of line with the rest of the American society, seriously retards the progress of the group as a whole, and imposes a crushing burden on the Negro male and, in consequence, on a great many Negro women as well.
There is, presumably, no special reason why a society in which males are dominant in family relationships is to be preferred to a matriarchal arrangement. However, it is clearly a disadvantage for a minority group to be operating on one principle, while the great majority of the population, and the one with the most advantages to begin with, is operating on another. This is the present situation of the Negro. Ours is a society which presumes male leadership in private and public affairs. The arrangements of society facilitate such leadership and reward it. A subculture, such as that of the Negro American, in which this is not the pattern, is placed at a distinct disadvantage.
Here an earlier word of caution should be repeated. There is much evidence that a considerable number of Negro families have managed to break out of the tangle of pathology and to establish themselves as stable, effective units, living according to patterns of American society in general. E. Franklin Frazier has suggested that the middle-class Negro American family is, if anything, more patriarchal and protective of its children than the general run of such families. Given equal opportunities, the children of these families will perform as well better than their white peers. They need no help from anyone, and ask none.
While this phenomenon is not easily measured, one index is that middle-class Negroes have even fewer children than middle-class whites, indicating a desire to conserve the advances they have made and to insure that their children do as well or better. Negro women who marry early to uneducated laborers have more children than white women in the same situation; Negro women who marry at the common age for the middle class to educated men doing technical or professional work have only four-fifths as many children as their white counterparts.
It might be estimated that as much as half of the Negro community falls into the middle class. However, the remaining half is in desperate and deteriorating circumstances. Moreover, because of housing segregation it is immensely difficult for the stable half to escape from the cultural influences of the unstable one. The children of middle-class Negroes often as not must grow up in, or next to the slums, an experience almost unknown to white middle-class children. They are therefore constantly exposed to the pathology of the disturbed group and constantly ​
Children Born per Woman Age 35 to 44: Wives of Uneducated Laborers who Married Young, Compared with Wives of Educated Professional Workers who Married After Age 21, White and Nonwhite, 1960 :
| | Children per Woman | Children per Woman |
| | White | Nonwhite |
| Wives married at age 14 to 21 to husbands who are laborers and did not go to high school | 3.8 | 4.7 |
| Wives married at age 22 or over to husbands who are professional or technical workers and have completed 1 year or more of college | 2.4 | 1.9 |
| ↑ Wives married only once, with husbands present. |||
| Source: 1960 Census, Women by Number of Children ever Born, PC (2} 3A, table 39 and 40, pp. 199–238. |||
in danger of being drawn into it. It is for this reason that the propositions put forth in this study may be thought of as having a more or less general application.
In a word, most Negro youth are in danger of being caught up in the tangle of pathology that affects their world, and probably a majority are so entrapped. Many of those who escape do so for one generation only: as things now are, their children may have to run the gauntlet all over again. That is not the least vicious aspect of the world that white America has made for the Negro.
Obviously, not every instance of social pathology afflicting the Negro community can be traced to the weakness of family structure. If, for example, organized crime in the Negro community were not largely controlled by whites, there would be more capital accumulation among Negroes, and therefore probably more Negro business enterprises. If it were not for the hostility and fear many whites exhibit towards Negroes, they in turn would be less afflicted by hostility and fear and so on. There is no one Negro community. There is no one Negro problem. There is no one solution. Nonetheless, at the center of the tangle of pathology is the weakness of the family structure. Once or twice removed, it will be found to be the principal source of most of the aberrant, inadequate, or anti-social behavior that did not establish, but now serves to perpetuate the cycle of poverty and deprivation.
It was by destroying the Negro family under slavery that white America broke the will of the Negro people. Although that will has reasserted itself in our time, it is a resurgence doomed to frustration unless the viability of the Negro family is restored.
Matriarchy
A fundamental fact of Negro American family life is the often reversed roles of husband and wife.
Robert O. Blood, Jr. and Donald M. Wolfe, in a study of Detroit families, note that "Negro husbands have unusually low power," and while this is characteristic of all low income families, the pattern pervades the Negro social structure: "the cumulative result of discrimination in jobs…, the segregrated housing, and the poor schooling of Negro men." In 44 percent of the Negro families ​studied, the wife was dominant, as against 20 percent of white wives. "Whereas the majority of white families are equalitarian, the largest percentage of Negro families are dominated by the wife."
The matriarchal pattern of so many Negro families reinforces itself over the generations. This process begins with education. Although the gap appears to be closing at the moment, for a long while, Negro females were better educated than Negro males, and this remains true today for the Negro population as a whole.
Educational Attainment of the Civilian Noninstitutionol Population 18 Years of Age and Over, March 1964 :
| Color and sex | Median school years completed |
| White; |
| Male. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 12.1 |
| Female. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 12.1 |
| Nonwhite; |
| Male. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 09.2 |
| Female. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 10.0 |
| Source: Bureau of Labor Statistics, unpublished data. ||
The difference in educational attainment between nonwhite men and women in the labor force is even greater; men lag 1.1 years behind women.
The disparity in educational attainment of male and female youth age 16 to 21 who were out of school in February 1963, is striking. Among the nonwhite males, 66.3 percent were not high school graduates, compared with 55.0 percent of the females. A similar difference existed at the college level, with 4.5 percent of the males having completed 1 to 3 years of college compared with 7.3 percent of the females.
The poorer performance of the male in school exists from the very beginning, and the magnitude of the difference was documented by the 1960 Census in statistics on the number of children who have fallen one or more grades below the typical grade for children of the same age. The boys have more frequently fallen behind at every age level. (White boys also lag behind white girls, but at a differential of 1 to 6 percentage points.)
Percent of Nonwhite Youth Enrolled in School Who are 1 or More Grades Below Mode for Age, by Sex, 1960 :
| Age | Male | Female |
| 07 to 9 years old | 07.8 | 05.8 |
| 10 to 13 years old | 25.0 | 17.1 |
| 14 and 15 years old | 35.5 | 24.1 |
| 16 and 17 years old | 39.4 | 27.2 |
| 18 and 19 years old | 57.3 | 46.0 |
| Source: 1960 Census, School Enrollment, PC(2) 5A, table 3, p. 24. |||
In 1960, 39 percent of all white persons 25 years of age and over who had completed 4 or more years of college were women. Fifty-three percent of the nonwhites who had attained this level were women.
However, the gap is closing, By October 1963, there were slightly more Negro men in college than women. Among whites there were almost twice as many men as women enrolled.
There is much evidence that Negro females are better students than their male counterparts.
Daniel Thompson of Dillard University, in a private communication on January 9, 1965, writes:
   As low as is the aspirational level among lower class Negro girls, it is considerably higher than among the boys. For example, I have examined the honor rolls in Negro high schools for about 10 years. As a rule, from 75 to 90 percent of all Negro honor students are girls.
Fall Enrollment of Civilian Noninstitutional Population in College, by Color and Sex — October 1963 (in thousands) :
| Color and Sex | Population, age 14–34, Oct. 1, 1963 | Number enrolled | Percent of youth, age 14–34 |
| Nonwhite |
| Male. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 02,884 | 0,149 | 05.2 |
| Female. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 03,372 | 0,137 | 0,4.1 |
| White |
| Male. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 21,700 | 2,599 | 12.0 |
| Female. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 20,613 | 1,451 | 07.0 |
| Source: U.S. Bureau of the Census, Current Population Reports, Series P-20, No. 129 July 24, 1964, tables 1, 5. ||||
Dr, Thompson reports that 70 percent of all applications for the National Achievement Scholarship Program financed by the Ford Foundation for outstanding Negro high school graduates are girls, despite special efforts by high school principals to submit the names of boys.
The finalists for this new program for outstanding Negro students were recently announced, Based on an inspection of the names, only about 43 percent of ail the 639 finalists were male. (However, in the regular National Merit Scholarship program, males received 67 percent of the 1964 scholarship awards.)
Inevitably, these disparities have carried over to the area of employment and income.
In 1 out of 4 Negro families where the husband is present, is an earner, and someone else in the family works, the husband is not the principal earner. The comparable figure for whites is 18 percent.
Mote important, it is clear that Negro females have established a strong position for themselves in white collar and professional employment, precisely the areas of the economy which are growing most rapidly, and to which the highest prestige is accorded.
The President’s Committee on Equal Employment Opportunity, making a preliminary report on employment in 1964 of over 16,000 companies with nearly 5 million employees, revealed this pattern with dramatic emphasis.
   In this work force, Negro males outnumber Negro females by a ratio of 4 to 1. Yet Negro males represent only 1.2 percent of all males in white collar occupations, while Negro females represent 3.1 percent of the total female white collar work force. Negro males represent 1.1 percent of all male professionals, whereas Negro females represent roughly 6 percent of all female professionals. Again, in technician occupations, Negro males represent 2.1 percent of all male technicians while Negro females represent roughly 10 percent of all female technicians, It would appear therefore that there are proportionately 4times as many Negro females in significant white collar jobs than Negro males.
   Although it is evident that office and clerical jobs account for approximately 50 percent of all Negro female white collar ​workers, it is significant that 6 out of every 100 Negro females are in professional jobs. This is substantially similar to the rate of all females in such jobs. Approximately 7 out of every 100 Negro females are in technician jobs. This exceeds the proportion of all females in technician jobs—approximately 5 out of every 100.
   Negro females in skilled jobs are almost the same as that of all females in such jobs. Nine out of every 100 Negro males are in skilled occupations while 21 out of 100 of all males are in such jobs.
This pattern is to be seen in the Federal government, where special efforts have been made recently to insure equal employment opportunity for Negroes. These efforts have been notably successful in Departments such as Labor, where some 19 percent of employees are now Negro. (A not disproportionate percentage, given the composition of the work force in the areas where the main Department offices are located.) However, it may well be that these efforts have redounded mostly to the benefit of Negro women, and may even have accentuated the comparative disadvantage of Negro men. Seventy percent of the Negro employees of the Department of Labor are women, as contrasted with only 42 percent of the white employees.
Among nonprofessional Labor Department employees—where the most employment opportunities exist for all groups—Negro women outnumber Negro men 4 to 1, and average almost one grade higher in classification.
The testimony to the effects of these patterns in Negro family structure is widespread, and hardly to be doubted.
   Whitney Young:
   Historically, in the matriarchal Negro society, mothers made sure that if one of their children had a chance for higher education the daughter was the one to pursue it.
   The effect on family functioning and role performance of this historical experience [economic deprivation] is what you might predict. Both as a husband and as a father the Negro male is made to feel inadequate, not because he is unlovable or unaffectionate, lacks intelligence or even a gray flannel suit. But in a society that measures a man by the size of his pay check, he doesn’t stand very tall in a comparison with his white counterpart. To this situation he may react with withdrawal, bitterness toward society, aggression both within the family and racial group, self-hatred, or crime. Or he may escape through a number of avenues that help him to lose himself in fantasy or to compensate for his low status through a variety of exploits.
   Thomas Pettigrew:
   The Negro wife in this situation can easily become disgusted with her financially dependent husband, and her rejection of him further alienates the male from family life. Embittered by their experiences with men, many Negro mothers often act to perpetuate the mother-centered pattern by taking a greater interest in their daughters than their sons.
   Deton Brooks:
   In a matriarchal structure, the women are transmitting the culture.
   Dorothy Height:
   If the Negro woman has a major underlying concern, it is the status of the Negro man and his position in the community and his need for feeling himself an important person, free and able to make his contribution in the whole society in order that he may strengthen his home.
   Duncan M. Macintyre:
   The Negro illegitimacy rate always has been high—about eight times the white rate in 1940 and somewhat higher today even though the white illegitimacy rate also is climbing. The Negro statistics are symtomatic of some old socioeconomic problems, not the least of which are underemployment among Negro men and compensating higher labor force propensity among Negro women. Both operate to enlarge the mother’s role, undercutting the status of the male and making many Negro families essentially matriarchal. The Negro man’s uncertain employment prospects, matriarchy, and the high cost of divorces combine to encourage desertion (the poor man’s divorce), increases the number of couples not married, and thereby also increases the Negro illegitimacy rate. In the meantime, higher Negro birth rates are increasing the nonwhite population, while migration into cities like Detroit, New York, Philadelphia, and Washington, D.C, is making the public assistance rolls in such cities heavily, even predominantly, Negro.
   Robin M. Williams, Jr. in a study of Elmira, New York:
   Only 57 percent of Negro adults reported themselves as married—spouse present, as compared with 78 percent of native white American gentiles, 91 percent of Italian-American, and 96 percent of Jewish informants. Of the 93 unmarried Negro youths interviewed, 22 percent did not have their mother living in the home with them, and 42 percent reported that their father was not living in their home. One-third of the youths did not know their father's present occupation, and two-thirds of a sample of 150 Negro adults did not know what the occupation of their father’s father had been. Forty percent of the youths said that they had brothers and sisters living in other communities: another 40 percent reported relatives living in their home who were not parents, siblings, or grandparent.
The Failure of Youth
Williams’ account of Negro youth growing up with little knowledge of their fathers, less of their fathers’ occupations, still less of family occupational traditions, is in sharp contrast to the experience of the white child. ​The white family, despite many variants, remains a powerful agency not only for transmitting property from one generation to the next, but also for transmitting no less valuable contracts with the world of education and work. In an earlier age, the Carpenters, Wainwrights, Weavers, Mercers, Farmers, Smiths acquired their names as well as their trades from their fathers and grandfathers. Children today still learn the patterns of work from their fathers even though they may no longer go into the same jobs.
White children without fathers at least perceive all about them the pattern of men working.
Negro children without fathers flounder—and fail.
Not always, to be sure. The Negro community produces its share, very possibly more than its share, of young people who have the something extra that carries them over the worst obstacles, But such persons are always a minority. The common run of young people in a group facing serious obstacles to success do not succeed.
A prime index of the disadvantage of Negro youth in the United States is their consistently poor performance on the mental tests that are a standard means of measuring ability and performance in the present generation.
There is absolutely no question of any genetic differential: Intelligence potential is distributed among Negro infants in the same proportion and pattern as among Icelanders or Chinese or any other group. American society, however, impairs the Negro potential. The statement of the HARYOU report that "there is no basic disagreement over the fact that central Harlem students are performing poorly in school" may be taken as true of Negro slum children throughout the United States.
​Eighth grade children in central Harlem have a median IQ of 87.7, which means that perhaps a third of the children are scoring at levels perilously near to those of retardation. IQ declines in the first decade of life, rising only slightly thereafter.
The effect of broken families on the performance of Negro youth has not been extensively measured, but studies that have been made show an unmistakable influence.
Martin Deutch and Bert Brown, investigating intelligence test differences between Negro and white 1st and 5th graders of different social classes, found that there is a direct relationship between social class and IQ. As the one rises so does the other: but more for whites than Negroes. This is surely a result of housing segregation, referred to earlier, which makes it difficult for middle-class Negro families to escape the slums.
The authors explain that "it is much more difficult for the Negro to attain identical middle- or upper-middle-class status with whites, and the social class gradations are less marked for Negroes because Negro life in a caste society is considerably more homogeneous than is life for the majority group."
Therefore, the authors look for background variables other than social class which might explain the difference: "One of the most striking differences between the Negro and white groups is the consistently higher frequency of broken homes and resulting family disorganization in the Negro group."
Father Absent From the Home :
| Lowest social class level | Lowest social class level | Middle social class level | Middle social class level | Highest social class level | Highest social class level |
| Percent of | Percent of | Percent of | Percent of | Percent of | Percent of |
| White | Negro | White | Negro | White | Negro |
| 15.4 | 43.9 | 10.3 | 27.9 | 0.0 | 13.7 |
| (Adapted from authors' table) ||||||
Further, they found chat children from homes where fathers are present have significantly higher scores than children in homes without fathers.
| | Mean Intelligence Scores |
| Father Present | 97.83 |
| Father Absent | 90.79 |
The influence of the father's presence was then tested within the social classes and school grades for Negroes alone. They found that "a consistent trend within both
Mean Intelligence Scores of Negro Children by School, Grade, Social Class, and by Presence of Father :
| Social Class and School Grade | Father present | Father absent |
| Lowest social class level: | |
| Grade 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 95.2 | 87.8 |
| Grade 5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 92.7 | 85.7 |
| Middle social class level: | |
| Grade 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 98.7 | 92.8 |
| Grade 5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 92.9 | 92.0 |
| (Adapted from authors' table) |||
Percent of Nonwhite Males Enrolled in School, by Age and Presence of Parents, 1960 :
| Age | Both parents present | One parent present | Neither parent present |
| 5 years. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 41.7 | 44.2 | 34.3 |
| 6 years. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 79.3 | 78.7 | 73.8 |
| 7 to 9 years. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 96.1 | 95.3 | 93.9 |
| 10 to 13 years. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 96.2 | 95.5 | 93.0 |
| 14 and 15 years. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 91.8 | 89.9 | 85.0 |
| 16 and 17 years. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 78.0 | 72.7 | 63.2 |
| 18 and 19 years. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 46.5 | 40.0 | 32.3 |
| Source: 1960 Census, School Enrollment, PC (2) 5A, table 3, p. 24. ||||
grades at the lower SES [social class] level appears, and in no case is there a reversal of this trend: for males, females, and the combined group, the IQ’s of children with fathers in the home are always higher than those who have no father in the home."
The authors say that broken homes "may also account for some of the differences between Negro and white intelligence scores."
The scores of fifth graders with fathers absent were lower than the scores of first graders with fathers absent, and while the authors point out that it is cross sectional data and does not reveal the duration of the fathers’ absence, "What we might be tapping is the cumulative effect of fatherless years."
This difference in ability to perform has its counterpart in statistics on actual school performance. Nonwhite boys from families which both parents present are more likely to be going to school than boys with only one parent present, and enrollment rates are even lower when neither parent is present.
When the boys from broken homes are in school, they do not do as well as the boys from whole families. Grade retardation is higher when only one parent is present, and highest when neither parent is present.
The loneliness of the Negro youth in making fundamental decisions about education is shown in a 1959 study of Negro and white dropouts in Connecticut high schools.
Only 29 percent of the Negro male dropouts discussed their decision to drop out of school with their fathers, compared with 65 percent of the white males (38 percent of the Negro males were from broken homes), In fact, 26 percent of the Negro males did not discuss this major decision in their lives with anyone at all, compared with only 8 percent of white males.
A study of Negro apprenticeship by the New York State Commission Against Discrimination in 1960 concluded:
   Negro youth are seldom exposed to influences which can lead to apprenticeship. Negroes are not apt to have relatives, friends, or neighbors in skilled occupations, Nor are they likely to be in secondary schools where they receive encouragement and direction from alternate role models. Within the minority community, skilled Negro 'models' after whom the Negro youth might pattern himself are rare, while substitute sources which could provide the direction, encouragement, resources, and information needed to achieve skilled craft standing are nonexistent.
Percent of Nonwhite Males Enrolled in School Who are 1 or More Grades Below Mode for Age, by Age Group and Presence of Parents, 1960 :
| Age group | Both parents present | One parent present | Neither parent present |
| 7 9 yearsd. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 07.5 | 07.7 | 09.6 |
| 10 13 years. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 23.8 | 25.8 | 30.6 |
| 14 15 years. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 34.0 | 36.3 | 40.9 |
| 16 17 years. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 37.6 | 40.9 | 44.1 |
| 18 19 years. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 60.6 | 65.9 | 46.1 |
| Source: 1960 Census, School Enrollment, PC(2) 5A, table 3, p. 24. ||||
Delinquency and Crime
The combined impact of poverty, failure, and isolation among Negro youth has had the predictable outcome in a disastrous delinquency and crime rate.
In a typical pattern of discrimination, Negro children in all public and private orphanages are a smaller proportion of all children than their proportion of the population although their needs are clearly greater.
On the other hand Negroes represent a third of all youth in training schools for juvenile delinquents.
Children in Homes for Dependent and Neglected Children, 1960 :
| | Number | Percent |
| White. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 64,807 | 088.4 |
| Negro. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 06,140 | 008.4 |
| Other races. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 02,359 | 003.2 |
| All races. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 73,306 | 100.0 |
| Source: 1960 Census, Inmates of Institutions, PC (2) 3A, table 31, p, 44. |||
It is probable that at present, a majority of the crimes against the person, such as rape, murder, and aggravated assault are committed by Negroes. There is, of course, no absolute evidence; inference can only be made from arrest and prison population statistics. The data that follow unquestionably are biased against Negroes, who are arraigned much more casually than are whites, but it may be doubted that the bias is great enough to affect the general proportions.
| | Number of arrests in 1963 | Number of arrests in 1963 |
| | White | Negro |
| Offenses charged total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 31,988 | 38,549 |
| Murder and nonnegligent manslaughter. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 02,288 | 02,948 |
| Forcible rape. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 04,402 | 03,935 |
| Aggravated assault. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 25,298 | 31,666 |
| Source: Crime in the United States (Federal Bureau of Investigation, 1963) table 25, p. 111. |||
Again on the urban frontier the ratio is worse: 3 out of every 5 arrests for these crimes were of Negroes.
In Chicago in 1963, three-quarters of the persons arrested for such crimes were Negro; in Detroit, the same proportions held.
In 1960, 37 percent of all persons in Federal and State prisons were Negro. In that year, 56 percent of the homicide and 57 percent of the assault offenders committed to State institutions were Negro.
| | Number of city arrests in 1963 | Number of city arrests in 1963 |
| | White | Negro |
| Offenses charged total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 24,805 | 35,520 |
| Murder and nonnegligent manslaughter. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 01,662 | 02,593 |
| Forcible rape. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 03,199 | 03,570 |
| Aggravated assault. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 19,944 | 29,357 |
| ↑ In 2,892 cities with population over 2,500 |||
| Source: Crime in the United States (Federal Bureau of Investigation, 1963) table 31, p. 117. |||
The overwhelming number of offenses committed by Negroes are directed toward other Negroes: the cost of crime to the Negro community is a combination of that to the criminal and to the victim.
Some of the research on the effects of broken homes on delinquent behavior recently surveyed by Thomas F. Pettigrew in A Profile of the Negro American is summarized below, along with several other studies of the question.
Mary Diggs found that three-fourths—twice the expected ratio—of Philadelphia’s Negro delinquents who came before the law during 1948 did not live with both their natural parents.
In predicting juvenile crime, Eleanor and Sheldon Glueck also found that a higher proportion of delinquent than nondelinquent boys came from broken homes. They identified five critical factors in the home environment that made a difference in whether boys would become delinquents: discipline of boy by father, supervision of boy by mother, affection of father for boy, affection of mother for boy, and cohesiveness of family.
In 1952, when the New York City Youth Board set out to test the validity of these five factors as predictors of delinquency, a problem quickly emerged. The Glueck sample consisted of white boys of mainly Irish, Italian, Lithuanian, and English descent. However, the Youth Board group was 44 percent Negro and 14 percent Puerto Rican, and the frequency of broken homes within these groups was out of proportion to the total number of delinquents in the population.
   In the majority of these cases, the father was usually never in the home at all, absent for the major proportion of the boy’s life, or was present only on occasion.
(The final prediction table was reduced to three factors: supervision of boy by mother, discipline of boy by mother, and family cohesiveness within what family, in fact, existed, but was, nonetheless, 85 percent accurate in predicting delinquents and 96 percent accurate in predicting nondelinquents.)
Researchers who have focussed upon the "good" boy in high delinquency neighborhoods noted that they typically come from exceptionally stable, intact families.
Recent psychological research demonstrates the personality effects of being reared in a disorganized home without a father. One study showed that children from fatherless homes seek immediate gratification of their desires far more than children with fathers present. Others revealed that children who hunger for immediate gratification are more prone to delinquency, along with other less social behavior. Two psychologists, Pettigrew says, maintain that inability to delay gratification is a critical factor in immature, criminal, and neurotic behavior.
Finally, Pettigrew discussed the evidence that a stable home is a crucial factor in counteracting the effects of racism upon Negro personality.
   A wan, supportive home can effectively compensate for many of the restrictions the Negro child faces outside of the ghetto; consequently, the type of home life a Negro enjoys as a child may be far more crucial for governing the influence ​of segregation upon his personality than the form the segregation takes—legal or informal, Southern or Northern.
A Yale University study of youth in the lowest socioeconomic class in New Haven in 1950 whose behavior was followed through their 18th year revealed that among the delinquents in the group, 38 percent came from broken homes, compared with 24 percent of nondelinquents.
The President's Task Force on Manpower Conservation in 1963 found that of young men rejected for the draft for failure to pass the mental tests, 42 percent of those with a court record came from broken homes, compared with 30 percent of those without a court record. Half of all the nonwhite rejectees in the study with a court record came from broken homes.
An examination of the family background of 44,448 delinquency cases in Philadelphia between 1949 and 1954 documents the frequency of broken homes among delinquents. Sixty-two percent of the Negro delinquents and 36 percent of white delinquents were not living with both parents, In 1950, 33 per cent of nonwhite children and 7 percent of white children in Philadelphia were living in homes without both parents. Repeaters were even more likely to be from broken homes than first offenders.
The Armed Forces
The ultimate mark of inadequate preparation for life is the failure rate on the Armed Forces mental test, The Armed Forces Qualification Test is not quite a mental test, nor yet an education test, It is a test of ability to perform at an acceptable level of competence. It roughly measures ability that ought to be found in an average 7th or 8th grade student. A grown young man who cannot pass this test is in trouble.
Fifty-six percent of Negroes fail it.
This is a rate almost four times that of the whites.
The Army, Navy, Air Force, and Marines conduct by far the largest and most important education and training activities of the Federal Government, as well as provide the largest single source of employment in the nation.
Juvenile Delinquents—Philadelphia by presence of parents, 1949–54 :
| | White | White | White | Negro | Negro |
| | All Court cases | First Offenders | Recidivists | All Court cases | First Offenders | Recidivists |
| Number of Cases | 20,691 | 13,220 | 4,612 | 22,695 | 11,442 | 6,641 |
| Number not living with both parents | 07,422 | 04,125 | 2,047 | 13,960 | 06,586 | 4,298 |
| Percent not living with both parents | 35.9 | 31.2 | 44.4 | 61.6 | 57.6 | 64.7 |
| Source: Adapted from table 1, p. 255, "Family Status and the Delinquent Child," Thomas P. Monahan, Social Forces, March 1957. ||||||
Although service in the Armed Forces is at least nominally a duty of all male citizens coming of age, it is clear that the present system does not enable Negroes to serve in anything like their proportionate numbers. This is not a question of discrimination. Induction into the Armed Forces is based on a variety of objective tests and standards, but these tests nonetheless have the effect of keeping the number of Negroes disproportionately small.
In 1963 the United States Commission on Civil Rights reported that "A decade ago, Negroes constituted 8 percent of the Armed Forces. Today … they continue to constitute 8 percent of the Armed Forces."
In 1964 Negroes constituted 11.8 percent of the population, but probably remain at 8 percent of the Armed Forces.
| Enlisted Men: | Percent Negro |
| Army | 12.2 |
| Navy | 05.2 |
| Air Force | 09.1 |
| Marines | 07.6 |
| Officers: |
| Army | 03.2 |
| Navy | 00.2 |
| Air Force | 01.2 |
| Marines | 00.2 |
The significance of Negro under-representation in the Armed Forces is greater than might at first be supposed. If Negroes were represented in the same proportions in the military as they are in the population, they would number 300,000 plus. This would be over 100,000 more than at present (using 1964 strength figures). If the more than 100,000 unemployed Negro men were to have gone into the military the Negro male unemployment rate would have been 7.0 percent in 1964 instead of 9.1 percent.
In 1963 the Civil Rights Commission commented on the occupational aspect of military service for Negroes. "Negro enlisted men enjoy relatively better opportunities in the Armed Forces than in the civilian economy in every clerical, technical, and skilled field for which the data permit comparison."
There is, however, an even more important issue involved in military service for Negroes. Service in the United States Armed Forces is the only experience open to the Negro American in which he is truly treated as an equal: not as a Negro equal to a white, but as one man equal to any other man in a world where the category "Negro" and "white" do not exist. If this is a statement of the ideal rather than reality, it is an ideal that is close to realization. In food, dress, housing, pay, work—the Negro in the Armed Forces is equal and is treated that way.
There is another special quality about military service for Negro men: it is an utterly masculine world. Given the strains of the disorganized and matrifocal family life in which so many Negro youth come of age, the Armed Forces are a dramatic and desperately needed change: a world away from women, a world run by strong men of unquestioned authority, where discipline, if harsh, is nonetheless orderly and predictable, and where rewards, if limited, are granted on the basis of performance.
​The theme of a current Army recruiting message states it as clearly as can be: "in the U.S, Army you get to know what it means to feel like a man."
At the recent Civil Rights Commission hearings in Mississippi a witness testified that his Army service was in fact "the only time I ever felt like a man."
Yet a majority of Negro youth (and probably three-quarters of Mississippi Negroes) fail the Selective Service education test and are rejected. Negro participation in the Armed Forces would be less than it is, were it not for a proportionally larger share of voluntary enlistments and reenlistments. (Thus 16.3 percent of Army sergeants are Negro.)
Alienation
The term alienation may by now have been used in too many ways to retain a clear meaning, but it will serve to sum up the equally numerous ways in which large numbers of Negro youth appear to be withdrawing from American society.
One startling way in which this occurs is that the men are just not there when the Census enumerator comes around.
According to Bureau of Census population estimates for 1963, there are only 87 nonwhite males for every 100 females in the 30-to-34-year age group. The ratio does not exceed 90 to 100 throughout the 25-to-44-year age bracket. In the urban Northeast, there are only 76 males per 100 females 20-to-24-years of age, and males as a percent of females are below 90 percent throughout all ages after 14.
Ratio of Males per 100 Females in the Population, by Color, July 1, 1963 :
| | Males per 100 Females | Males per 100 Females |
| Age | White | Nonwhite |
| Under 5 years. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 104.4 | 100.4 |
| 5–9 years. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 103.9 | 100.0 |
| 10–14 years. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 104.0 | 100.0 |
| 15–19 years. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 103.2 | 099.5 |
| 20–24 years. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 101.2 | 095.1 |
| 25–29 years. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 100.1 | 089.1 |
| 30–34 years. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 099.2 | 086.6 |
| 35–39 years. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 097.5 | 086.8 |
| 40–44 years. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 096.2 | 089.9 |
| 45–49 years. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 096.5 | 090.6 |
| Source: Current Population Reports, Series P-25, No. 276, table 1, (Total Population Including Armed Forces Abroad) |||
There are not really fewer men than women in the 20-to-40 age bracket. What obviously is involved is an error in counting: the surveyors simply do not find the Negro man. Donald J. Bogue and his associates, who have studied the Federal count of the Negro man, place the error as high as 19.8 percent at age 28; a typical error of around 15 percent is estimated from age 19 through 43,57 Preliminary research in the Bureau of the Census on the 1960 enumeration has resulted in similar conclusions, although not necessarily the same estimates of the extent of the error. The Negro male can be found at age 17 and 18. On the basis of birth records and mortality records, the conclusion must be that he is there at age 19 as well.
When the enumerators do find him, his answers to the standard questions asked in the monthly unemployment survey often result in counting him as "not in the labor force." in other words, Negro male unemployment may in truth be somewhat greater than reported.
The labor force participation rates of nonwhite men have been falling since the beginning of the century and for the past decade have been lower than the rates for white men. In 1964, the participation rates were 78.0 percent for white men and 75.8 percent for nonwhite men. Almost one percentage point of this difference was due to ​a higher proportion of nonwhite men unable to work because of long-term physical or mental illness; it seems reasonable to assume that the rest of the difference is due to discouragement about finding a job.
If nonwhite male labor force participation rates were as high as the white rates, there would have been 140,000 more nonwhite males in the labor force in 1964. If we further assume that the 140,000 would have been unemployed, the unemployment rate for nonwhite men would have been 11.5 percent instead of the recorded rate of 9 percent, and the ratio between the nonwhite cate and the white rate would have jumped from 2:1 to 2.4:1.
Understated or not, the official unemployment rates for Negroes are almost unbelievable.
The unemployment statistics for Negro teenagers—29 percent in January 1965—reflect lack of training and opportunity in the greatest measure, but it may not be doubted that they also reflect a certain failure of nerve.
"Are you looking for a job?" Secretary of Labor Wirtz asked a young man on a Harlem street corner. "Why?" was the reply.
Richard A. Cloward and Robere Ontell have commented on this withdrawal in a discussion of the Mobilization for Youth project on the lower East Side of New York.
   What contemporary slum and minority youth probably lack that similar children in earlier periods possessed is not motivation but some minimal sense of competence.
   We are plagued, in work with these youth, by what appears to be a low tolerance for frustration. They are not able to absorb setbacks. Minor irritants and rebuffs are magnified out of all proportion to reality. Perhaps they react as they do because they are not equal to the world that confronts them, and they know it. And it is the knowing that is devastating. Had the occupational structure remained intact, or had the education provided to them kept pace with occupational changes, the situation would be a different one. But it is not, and that is what we and they have to contend with.
Narcotic addiction is a characteristic form of withdrawal. In 1963, Negroes made up 54 percent of the addict population of the United States. Although the Federal Bureau of Narcotics reports a decline in the Negro proportion of new addicts, HARYOU reports the addiction rate in central Harlem rose from 22.1 per 10,000 in 1955 to 40.4 in 1961.
There is a larger fact about the alienation of Negro youth than the tangle of pathology described by these statistics. It is a fact particularly difficult to grasp by white persons who have in recent years shown increasing awareness of Negro problems.
The present generation of Negro youth growing up in the urban ghettos has probably less personal contact with the white world than any generation in the history of the Negro American.
Until World War Il it could be said that in general the Negro and white worlds lived, if not together, at least side by side. Certainly they did, and do, in the South.
Since World War II, however, the two worlds have drawn physically apart. The symbol of this development was the construction in the 1940's and 1950's of the vast white, middle- and lower-middle class suburbs around all of the Nation's cities, Increasingly the inner cities have been left to Negroes—who now share almost no community life with whites.
In turn, because of this new housing pattern—most of which has been financially assisted by the Federal government—it is probable that the American school system has become more, rather than less segregated in the past two decades.
School integration has not occurred in the South, where a decade after Brown v. Board of Education only 1 Negro in 9 is attending school with white children.
And in the North, despite strenuous official efforts, neighborhoods and therefore schools are becoming more and more of one class and one color.
In New York City, in the school year 1957–58 there were 64 schools that were 90 percent of more Negro or Puerto Rican. Six years later there were 134 such schools.
Along with the diminution of white middle-class contacts for a large percentage of Negroes, observers report that the Negro churches have all but lost contact with men in the Northern cities as well. This may be a normal condition of urban life, but it is probably a changed condition for the Negro American and cannot be a socially desirable development.
The only religious movement that appears to have enlisted a considerable number of lower class Negro males in Northern cities of late is that of the Black Muslims: a movement based on total rejection of white society, even though it emulates whites more.
In a word: the tangle of pathology is tightening.