-. UNITED STATES DEPARTMENT 0111 THE INTERIOR

Harold L. IdLes, .9.ersisry

OFFICE OF EDUCATION

William John Cooper, Commissioner

A BACKGROUND, ST

NEGRO COLL

STUDENTS

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AMBROSE CALIVER

Senior Specialist hi the Education of Negroes

Office Education

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GOVERNMENT PRI NG OFFICE '

WASHOIGIION :1933

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' q Letter of tra9smittal....1 ;

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Introduction -, - - - .................... 1

Growth of education 1

Personnel work

Perspnnel research 2 , Personnel service 4--

, 3

Sphilie of personnel work . 3

Previous study 4 , The uresent study , 4

The probfem and purpose 4

1

. The data and their sources k 5

The procedure 0. 5 _ Need of the study_ _ _ _ . _ _ _ ........... _ ___ 6

Part I: Descrkptions of and relationshipd between rtain personal charaCteristics and factors 9

. A. School find college relations 9

9

Kind of college attending 11

lpfluence to attend college _ _______ , ___ 12

Drawing power of coilege....._ 13

B. ficholaeti \aptitude of students 13

. . Age wand scholastic aptitude___ :_ _ _ _ _ _ _ _.......T. .14

,, Sex and *scholastic aptitude' -r 16

Gross scores 16

. , Individual test Scores , 17

s

. Intelligence of students and kind of college_ 18

:CONTENTS

2

EducAtIon of parents and intelligence of students__ 18

C. Scholastic and .%Tipcational interesta and- activities_ _ _ _ ,_ 21

I Highrschool failures.... ca a ecc a .

. 21

By sex 22

. . By intelligence 1 , _

......_ 24

4 AuticiAted college majór ,27

Academic interest and intelligence 27 1

Clióice of a career , 28 . p D. Extracvniculum interests mid activities 29 ° 4 Intellectual inteitsts and activities.. _____ ! _ _ 29

I 6 Use of library afid intelligence of etudents..... 29

Books read during high-school carter *_______ 30

Magazines read during high-school career_ _ .... * 82

, Social intereiis gikd activitiei -, ,86. .

. Organization membership..., 36

. ;ices held 1 . 36

Hobby interests ,J 86

Travel experienau -tv 4IMP 39

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CONTENTS

Part LContinued.

D. Extracurriculum interests find

Work for activitiesContpued. Page self-support , 39 Self-support in Ugh school 39 Self-supPort in college E. Time 41 lost from school

F. Brothers 42 and sisters and their education 43 College graduation of brothers and sisters sind scholastic aptitude of students G. 4N3 Information about parents 43 Relation of parents to students________ _ 43 r Parents who aie deceased Part II: 44 Relationship between kind of school áttended and cer- tain other factors, interests, and activities A. College and school attendance 4 College attendance

Influences to attend college

Elementary- and high-school attindance

High school attended according to elementary school attended

Number of schools attended B. Scholastic aptitude Of itudents

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C. 54 Scholastic and vocatiónal interests and activities_ _ _ 57 Amount of high-school work taken 57 Influences in choice of career D. 58 Extracurriculum interests and activities 60 Intellectual interests 60 Use of libraries 60

4

. Books read during high-school career.... ..... 60 Social intéresta and activities 62 Membership and offices held in organizations 62 Hobbies engaged in and other cultural experi- ences. .... Prizes and honors won ______ _ _________ _ 4M Part III: Relationship between parental occupations and cer- tain other interests, activjties, and factors_ allmb =I A. College and school attendance

College attendance

Influences to attend a certain college Elenientary- and high-school attendance

Number of schools attended

Kinds of schools attended B. Economic status of parents Home ownership.. 77 Additional property 78 Family income

78' Ratio of tooms to occupants of ,home 79 Number of rooms in Jiome 79' Number of persons I. h9me 1 79

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It CONYENTS V

% Pail IIIContinueg.

C. Intelligence of students'

Occupations of pare:nts and students_

, Distribution of intelligence among ccupational

- , groups _ D. Scholastic and vocational interects and activities

Anticipated college major

Choice of a career....

Influences in choosing an occupation _ ________ 88

, E. Extracurriculum interests and activities

'

89

Intellectual interests and activities 89

Number of books and magazines in hoille.._ _ _ 89

i' Nurpber of books students read_ _ _ _ _ ______ __ 90

Kirids of magazines students read 91

Negro newspapers in homes 92

. Social interests and activities , 93

e Prizes and honors won by students__ _ am wi wi 93

. Page

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84

84

88

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, Travel experience of students,.

Religious activities

F.

Work for self-support i SeLf-support in high school , Self-support in college

G. Education of parents according to parental occupations_

Median years of schooling of parents

Part IV: Summary, conclusions, and suggestions

Conclusions and findings

. The typical Negro college freshman

Suggestions BibliographyL, r

. Appendix r _ 7 i

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LETTER OF TRANSMITTAL

DEPARTMENT OF THE INTERIOR,

OFFIC11 OF EDUCATION,

Washington-, D.C., 114;te 1933.

Sm: This malmscript is another fundamental study. It is

an effort to find out the social backgrourids of collége fresh-

, men in 33 colleges for Negro youth located in 17 States. A, , carefully prepared questionnaire was sent -Aut to some 95

colleges requesting cooperation.. Forty-two presidents tur

pressed their willingness to cooperate. The colleges which

did cooperate are listed in table 1 of this study. There were

2,176 examination forms _returned.

The tabulations and the explanations of them are given in

dime parts: Part I is a discussion frinn a more or less personal angle; part 'II approached the topic from the schools previ- ously at&nded; and part III from -the -Point of view of the

parents of these children and ihe educational opportunitietiL

enjoyed by their parents, and their brothers and sisters. It

was found that " the typical Negro college freshman is 20

years of agit, has a mean psyChological score of 76; and comes

from a family of four thildren, of which one has' already

graduated from college. His father and mother have, reveals

tively, 8 and 9 years of schooling. During his high-school.

career he road 21 books voluntarily; engaged ih three hobbies

or interests;, belonged to three orgapizations; and- held two

offices. He comes from a home having a monthly income of

$95. The home he comes from contains 5 or 6 room.; and

is occupied by 4 or 5 persons. His.parents have 06 books

in their home and take two magashies."

I'am quite sure that this is a mint suggestive study on a

topic gomparatively neglect& I respectfully recommend

thai it be, printed as a bulletin of this Office.

Respectfully submitted.

WM. JOHN C4:1014R,

The SZCILSTART" OF THZ INTERIOR.

Commùtsioner.

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q. BACKGROUND STUDY OF NEGRO

COLLEGE STUDENTS . INTRObUCTIbisi

GROWTH OF EDeCATION

In ancient times education was primarily an individual

matter and consisted of the simple procedure of passing on to

the child the limited number of knowledges and skills necessary for successful participation in primitive adult life.

With the development of modern civilization and ita consequent multiplitity of things and the increased intricacy of

life in general the chasm between ,childhood and adult life

became-widened and more difficult to span. As a result of

this expansion and growth of civilization education changed

ill the following five important amiects: (1) It became a

necessity for successful living and participation in society;

(2) it was desired and demanded by everincreasing numbers;

(3) the period for its aKuirement became longer; (4) its

field -of activity became broader and its processes became

more intricate; (5) and finally, its organization and adminis..

tration became unwieldy, rigid, and mechanistic.

Meanwhile, there grew up in many places an erroneous

conception of "mass "oduca tion and a slavish worship of the

"system" with conconlitant evils of student mortality,

school and social maladjustinents, miseducation, vocational

niisfits, and failures. Fields of knowled6 were shut up into

"watertight compartments" called subjects, the mutely of

. which was considered the end of education rather takian means

for the development of students. The child's éducation was

divided into levels (primary, grammar, high-school, college,

graduate, and professional) which were more Qr less lacking

in definitè objectives and coordination. In an effert to

train the children uniformly and symmetrically sight was lost

of alit individual and his varying capacities.

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NEGRO COILEGIC STUDENTS

The development of experimental psychology furnished the principles and t.cIniques and the fr %piing of the World War set the stage for a thorough reo tion and revamping of educatiimal theory and practice i ng lines which gave recognition to the fact of individ differences. Out of this reorganization emitsged personnel work throttigh which education hope's to lift its** out of the conditions just described. 4

. PERSONNEL WORK

Personnel work is one, of the more progressive innovations

I in American education, and it offers both the remedy and

. preventive for many of the ailments with which oursedum., tional systems y aftlict44. Its primary and ultimate aim is to focus all the available knowledge and devices in the various fields of human endeavor and all the factors in this' life of an individual on the task of developipg a growing, wholesome, and functioning personality; satisfying to itself and useful to s96ety. . PERSONNEL RESEARCH

Charactaiized by experimentation and the spirit of the ficientific method at every stage, personnel work naturally divides itself into two parts, namely, personnel research and personnel administration or service.

The researcIì phase of personnel assumes the task of col- lecting all poasible information about students and- other .,acts which way throw light on the consideraton of them, and of presenting them in understandable, usable, and ocinvino- ing 'form. Limitatiops of time, money, techniques, and specialists'make it impossible to gather all thé information known to be desirable in the consideration of any given per- szionnOtioNem. However,' the* are certain data which seem fundamental \ttp effective work in this field and it is tio the task of collecting jheni 'that practical pqrsomel research has' addressed itself. These data consist of facts aboilt the batkground of individuals; their socie4Iconomie status; school 'experience; interests; temperaments; extracgrriculum activities; community' and family relationships; personal habits;'physical s:nd menial health; and intelligence. How few faits are known about students along these lines is inanifest to every teacher and administrator. The impor2

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wails-of knowing them is emphaitzed by the reidizaiion that

one's whole Aroonality is caled into action in eveir experiencd, aud that the extent i`nd nature of one's response to any

give% stimulus is conditioned-by his wholeflife span: his past;

his present *physical, intellé6tual,ind social enviionment;

and the aspirAtions and ambitions he has for the future.

The move that' is kpown, therefore, of the. vari9us phases of

one's life the better may he fie guided and aided in the

furtherance of his rigiktful purposes. /

.FIREIONNIL SERVITOR

Personnel service or administration is that phase of per- sonnel work that -puts to ;Ise theinformation received

through 'personnel research.- When properly conceived 4nd

administeredrper;onnel service, in building up its techniques

and deviois, iitilizes, :moat other things, 'both the nmiterials

and methods of psychologyi ethick psychiatrfir, medicine,

social seienoes, biolognond physical culture and hygiene. N-

. Personnel research supplies the fuel while persofinel service

furnishes the machinery for the operation of personnel work

Unless tilt effort expended in gathering information by mealul

of scientific research eventuates in an effectively hinction4

personnel progrim, it is futile. .`

Penoonnel work has alTady played a kip part in bringing

about a fundamental change in our conception of education.

Instead iof something static, education is now thought of as

dynamic; in the plice of a ,Factwm to be filled, the child's

mind is an importantluxt of his personably for which the

most we can do is to help it habituate its& to change and

growth. Acoordifigif, ., education becOmes a emulative,

growing, expanding, habituating process, beginfing at birth

-and bontinuing as long as life lasts. . .

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8PBIR OF PZ4ONNIL WORK

The. phases of school and college procedure which come

'under personnel work are: (1) Induction of 'students, including their recruiting and ¡election, stlinissidn, registration, N. classification, and orientation; (2) student counseling, which

consists of Adicational guidince, vocational guidance, coups

seling about personal problems, scholastic adjustments, and.

disciplinary :natters; (3) health service, oo!nprising physkat

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ri efammataon at entrince, follow-up and corrective service, medical care, and mental hygiene service; (4) eitirti6uniculum

activities,. having to do with the provision of and student

participation in extracurriculum 4ctivities, and finding and supervisik part-tirite employment for students; (5) stiident accotmting, embracing. the gathering and presenting-- f an

a accurate, comprehensive, and cumulative body of fin o t

facts necessary for thé guidfince of studAnts' education; and

(6) Placement and foilow-up of graduates.

t PREVIOUS STUDY

It was with a view to making a contribution to the silbject of student personnel that an investigation in this field was

begvn at Fisk University in 1926 antI was continued until

'1929. The purpose of. the study was, on the, one .hind, to

validate the admission, orientation, and adikory prOcedures at Fisk UniVersity, and on the other to improve some of the

techniqdbs employed hi-student personnel reseaich and administration in general, and to flow the possible value.of a

thmilâr investigation on a more comprehensive scale. 'The

special problem consisted of a study of the relations between

certain background factors of Negro College students and

their subsequent careers in college. The'subjects comprised 450 entering studenta ofFisk during the years 1926, 1927, and 1928., As *an aid in the constructión and refinement of

the background questionnaire, cobOeration was received from

thei presidents of 50 Negro institutions who had the blank

filled out by their entefing students. In addition, persomiel forms of 80 of the leadineinstitutions of the country were

studied, and the teritative drafts pf the questionnaire were

submitted to a -numbeNof authorities in the field for their

criticisms and suggestions. This study has been published

and reference will be made to it frequently ihroughout the

present repori.

\ THE PRESENT STUDY

THE PROBLEM AND PURVOBE

The present study is i :41 1, . ;nsion of the smaller study referred to above. It is essentially .a, pFoblem in personnel research, and is a national suivéy Cif the social, 'economic,

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, , I Collin!, °Ambrose. A Study of Negro Colkga Studonto. Teaches Caws. Columbia Uilvareay, 'Now k , ark City.

1 (Contribution, to Education, No. ilBt) 1931.

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BACKGROUND STUDY

) cultural, acarlemi9, and intellectual background onslegro

college students. A description and analysis of thése background factors will be made; many of them will be correlated

with each other, especially in relation to certain perional

characteristics, kind of school atteilded, and parental occupadon, and an interpretition will be made of some of their

educational and social implications. t The purpose of this study is to'establish criteria and reveal

trends with which local schools inky compare their 'own student bodies; and to ftirnish a body of infonitation which will

be 'helpful in establishing and conducting a personnel program and to serve as one of the guides in further reorganizing

educational thebry and practice.

/

THE DATA AND THEIR SOURCES

The data consist of facts concerning backgrpund factors

and the psychological scores pf 1,.880 Negro college freshmen.

These data were obtained from 33 colleges for Negro youth, located in the following 16 States and the District of Columbia:2 Alabama, Arkansas, Deraware,' Florida*, Georgia, Kan-

')sas,2 Kentucky, Louisiana, Maryland,' North earPennsylvinifit, Tennessee, Texas, Vitginia, and West

Virginia. The students represented in the schools come from

pradically every State in the Union.

THE PROÇEDURE

.0

In November 1930 the tnited States Commissioner of

Education wrote to the presidents of 95 Negro ciAleges explaining the nature of the contemplated study and requesting

their cooperation (see appendix I): Porty-two presidents

expressed willingness, to participate. On the basis of the

previous study ind wit4 the coQrkiration of the staff of ' the Office of Education a personhel questionnaire was construtted (see appendix II) and sett to the Negro colleges

the presidents of Ali& had responded to the Commissioner's

letter. These 42 college's had an enrollnient of approximately 5,000 freshmeb. Oni form *as sent for each student. A.

letter from the Assistant Commissioner of Education was

1 sent (s9e appendix explaining how to administer the'

$ "Border Stelae. e, $ Calm Ambrose. OP, oft

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, NEGRO CdrALEGE STUDENTS

quebtfonnaire. The letters and questionnaires were sent

directly to the instructors 'them the presidents of the colleges

.4 delegated to supervise the work.

In addition to the background quepiionnaire the 1930

edition of the American Council on Education psychological

examination for high-school graduate; and college freshmen

was administered to each hudent. These examinations were

furnished by the American Council on Education and were

sent out with the othiir forms. In addition to the letter of

instruction from the Assistant Commissioner, the manual of.

instrustions accompanying the examination was sent to each

instnictor having charge of the wprk. Each school was requested to score the examination and a scOre sheet was included for recording the scoresin the five tests of the examination and the gross score.. All schools except one scored the

examinations before returning them

In most cases the perion haying charge of this study in the

colleges was the head of the department of education or the

clew It is believed that these persons were sufficiently*

familiar with objective testing and modernt educational

procedgres to have administered the tests and questionnaires

in a manner to insure reliability. Since each examination

was returned, together Wite the score sheets and the questionnaires, any APparent errors could be checked and

corrected, or thrown out.

Hollerith cards were then punched for each student reprosented and tabulations made by running them through the

tabulating machine. These tables were then subjected to

statistical treatment and prepared for the report.

The names of the schools and the number of students

patiicipating in the study are shown in table

NEED OF THE STUDY

There is in evidence the dawn of a niw era in Negro educadon. With the growing popularisation of secondary educetion, with the consequent increase of fappliòanto to college,

and the decrease in available fugds, there comes the necessity

of a more critical eialuatign of education on all love* and

particularly on the collegiate level. This has required

greater attention to the wise use of the funds that are avail?

able and resulted in a growing realiiation of the need of more

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4 BACKGROUND STUDY 7

objective and comparable facts abbo Negro studentatheir

nature, characteristics, capacities, achievements, interests, and ambitions.

It is the purpose of this study to supply this need to some

extent, and to furnish additional information which may be'

of value not only to college administrators and teachers, but

to elementary- and high-school people as well. It should also

prove helpful to officials of private- and apublic-school systems,

to social workers, and to parents and students themselves.

TABLII 1. Namis and addresses of schools and number of students participating in study

.

, Institutions

% s Number of

gum' tionmate

re° turned

Num. ber ex- aminetime

returned

1 . 3 3 4

Vgrand Technical Oases 1

grAlen1 . i and Nfeal Co _ _ _ Mamas State

Bennett College ter QUM

BetiumwOookman College 1 Brick Junior 00...--.:- .1. Normal Mitlini nail& tuna and .___ carnal and Agricultural -- ______ iro=Junior 1 Howard University .1 of Liberal Arts I..

Howard University 0 i - 001101$ I

: University Medical College I

s State Industrial College_

-4, . I , 1 . . Knorvills I Lincoln U

CøI $ Minor OoDs.

Ilarahouse College

mown I I Philendsr - _.-1, Collage. Blow Unlverdly

kilin_, H r . . . and Mchnical Instituted.. e a

State 0r: lor Colored Youth

Rate Normal School 1

Rate Tarim. Oollep., keter

litraightO°836...., Tonesses Agrisaitaral and Industrial State

e . I ,_'Mr State OelkeiVirginia Union University 1 Western University Wast VMPM State College 1 ... Total..

i

Greensboro, N C Alcorn. _Min._________ _ Pine Bloff, Ark

Greensboro, N C

Daytona Beach, Fla_

.. Bricks, N C Baltimore, Md.___ .._ . Nashville, Tenn

Tallahassee, Fla_ Albany, Os Houston, Tor Washington, D C

d0...,. 44 do

Frankfort, Ky Kit. .1 N C

_* I 1 Tenn_ Lincoln niversity, Pa__ Nashville, Tenn_____ Washington, D C

A is, Oa.zii_ _ _____ ._ Little ' Adj.-

il 90

Atlanta,. Os. N

Montgontory, Als.....

Ferry, W.Vs___ exPeriums, L._ Nashville, 'Tenn.__ ..

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QuIndero, a _ R. Institute, IFS* 1.-

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42

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91

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132

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76

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144

166

106

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138

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8 NEGRO COLLIM311 8TITMENT8

In approaching the psychological and administrative

aspects óf student personnel in Utrms of the family and

environme .; background, it is believed that the sociological

implications of the present study will have almost as much

¡lance as its educational bearings.

Although this is a study of a large group of students its

main justification is that it will assist in better understanding

the individuil. The mass is studied in order to identify

those students who deviate from the average, either above

or below. In both caseifthey need special treatment, which

they usually fail to get because they are engulfed by or

buried under the mass.

Persons of superior minds and talents are too rare to be

lost, yet hundreds are annually sacrificed through the deadening uniformity and the utter disregard or cruel treatment of

some of our school systems. A scientifically and wisely

administered personnel program will aid greatly in saving

some of these superior intellects who border on genius, but

many of whom are "born to blush unseen."

Such a personnel program will also help to salvage and to

afljust those individuals who seem to be inferior, and guide

them into channels and activities in which they can succeed.

Furthermore, it ili tend to level' upward the whole mass

and thus assure a better society.

If colleges andischools could be persuaded to enter ihto

cooperative personnel program, in which a large span of a

.child's development w9uld be revealectt and which would

show the direction and tendencies of his growth, and reflect

periodically the state of his knowledge, skills, appreciations, and ideals in relation to his personality, it would represent a

forward step in the tion of a larger and more satisfying

education for our youth. lb If the present study makes any contribution to the attainment of this goal it will have justified -the time and effort

expended and will have fulfilled its tiurpose.

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P.A.itT I: DESCRIPTIONS OF, AND RELATIONSHIPS

. BETWEEN CERTAIN PERSONAL CHARACTERISTICS AND FACTORS

a Patt I will concern itself with a description of certain

general facts having to do with moie or less personal factors

and characteristics of students. The topics to be discussed

are: A. School and college relktions; B. Age and intelligence of students; C. Scholastic and vocational interests

ánd activities; D. Extracurriculum interests and activities;

E. Time lost from. schrl, F. Brothers and sisters and their

education; and G. Information about parents.

It is of special interest to administrators of Negro colleges

to have a general picture of the stud: a "who come to them:

Where they come from; the kinds schools they have

attended; the proportions who come from various kinds of

schools and diffeTent parts of the 'country; what influenced

their choice of a college; their average age and intelligence;

I and the differences in these respects between 'boys and girls.

It is also of value to know what are the scholastic, extrascholastii, and vocational :rests of students; and the: possible influence of the education of brothers and sisters in conditioning them for education on a college level. These and

other similar questions will be &towered in this part of the

study.

A. SCHOOL AND COLL GE RELATIONS 111

IIND OF HIGH SCHOOL ATTENDED

The kind anci geographical location of the high schools

from which the students of this study graduated are shown

in figure .1. This information was secured from 716 men and

.1,064 women. Nearly three fourths of the students-come

from Southern high schools, the percent being 73.

These facts have important implications both for the

secondary school and the college. Pint, they indicate that

nearly three fouiths of the Negro college students are coming

from public Ir I of the Southern and "Ikorder" ptates,

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--- 10 NIGRO COLUMN .a STUDINTI5

which suggests the need of a better tmderstanding and closer cooperation

And,

between the college and the public higt school. secondly, they indicate the direct responsibility which private colleges still have for the high-school preparation of their students. A recent study I shows that 69 percent of the Negro public high-school teachers are graduates of private colleges.

If then, the quality of education being received by Negro high-echoolstudentsis inferior, as is claimed by mod colleges,

MBE 111!

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and especially pivate colleges, they must share some of the responsibility.

The facts revealed in figure 1 are also ofspecial significance in relation to the scholastic aptitude of the students investi- gated, which will be discussed later. It will be noted that the percentages of men and women coming from Southern public sichools are practically equal, but in the case of students from Northern public schools the

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a *BACKGROUND STUDY . 11

percent ofmin is almost three times that of women. .Women

surpass the men in their attendance at Southern private

schools and public schools of the "Border" States by 4.1 and

6.8 percents, respecpively.

KIND OF COLLEGE ATTENDING

Although priva colleges represent 52 percent of the total

. number participa in the study, they have only 4 1 percent

of the students. Pu lic State. colleges and normal schools

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fi noun I.Number and want of students attending public and private colleges, by out

and city colleges and normal schools furnished 59 percent,

as shown by figure 2.

Contrary to the findings done& high-school attendance, /

a larger peccent of the men than the women attend private

colleges, their respective percentages being 50 and 35.

With the constant imProvement of State colleges forNegroes and the gradual growth of city training schools an

even larger proportion of students may be expected to enroll

in public schools and coil*. than at present. In fact ihere

is eividence that there hse been a tremendous change in the

proportion of Negro students 'enrollii: ...iii public colleges Lind V.

schools during the Dast.5 years. In 1927

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12 NEGRO COLLEGE STUDENTS

it was found that 75 perbent of the students enrolled in 794 colleges were in private colleges.* (Seventy4wo percent were private colleges and 28 percent public.) Certainly such a tendenby should be a strong argument for an increase in dies 4-facilities and improvement in the quality of education offered at these publie inititutions.

Some idea of the educitional taak confionting these schools may be gained by referencp to the third topic dis- cussed in part II, under Iptelligence and Kind .of College Attending.

INFLUENCE TO ATTEND COLLEOZ

The motivating factors which influence studenta to attend college 'should be of special significance to both administrators and teachers. Table 2 gives the number, and percent of students who mentioned certain factors as influenting them to attend a certain .661lege. A list of possible factors was given and each student was asked to check the item which most strongly influenced him to come to that particular collegein preference to others. It is conceded that there is an element of subjectiviiy in these data. Because of the subtleness with which such factors operate, one's opinion or memory regarding them may not always be accurate. How- ever, since the individual concerned knows more than anyone else about the matter, his judgment niust be accepted for what it is worth.

TABLE" 2.Number and percent 'of students who 'Radiated certain factor* as influencing them to choose M. particular college, by sex

C. . Men women Total

. Mum

b Pert V Numbar

PerGent

Numbet Per ___, mat

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II i A 3 7

Vocational or wolmional room_ _ Superior guano at work Want.. Less expensive Convenience to Mom

Influence of Mathes or Moods To plan moats Inflame of high-oobool Wants

: - is 1 granted Otholvi i 1 , . , Visit al college representative Doha to be with friends

Total

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Printing *Soso

the division of higher education, Arthur I, Klein, Chief. Washington, Govemoneet 11130. 964 .p. (Bulletin, Mk no. 74

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4 BACKGROUND STUDY 18

It will be neted that "vocational interests" and "superior quality of work " rank highest in percent of students men:

doping them, their respective percentages being 25 and 21, It would be of interest to know what relation exists between

the percent of students of a ¡wen 'college or special group of

colleges who named vocational interests and superior quality

of work as the most strongly influencing factors and the

vocational offerings and accreditation of those schools.

While this information\is not reported here, the data given

should be of value to colleges in working out the materials

and objeotives of their- programs of studies and in setting

and maintaining standards of work.

Ancither aid which the information contaiiied in this table

should give to college executives has to do with their recruiting procedures. Much time and money might be saved by

giving more attention to those factors which most greatly

influence the student in choosing a college and less to the

ones which apparently have a negligible influeRce.

DRAWING POWER OF COLLEGE

The 'sphere of influence of colleges has definite relations to

the extent of and methods used in recruiting students. Our

data show that approximately 30 percent of the students

are drawn from sources more than 200 miles from the colleges

they attend, :while nearly a third come from a radius of

10 miles or less. A fifth of the students come fitpm distances

of 100 to 200 miles.

The drawing power of a college as revealed by the *cent

of its students coming from various distances, among other

things, is determined by their bite,: '-lund factors and the

strength the appeal which the college makes in terms of these

factors. Thereforé, a detailed study by each. college -of its

student body for the purpose of ascertaining the relation of

its appeal and recriziting procedures to the distances from

which students come should yield valuable information.

B. SCHOLASTIC APTITUDE OF STUDENTS

In order to ascertain the scholastic aptitude of the studatits

under investigation, the American Council on Education

hyphological Examination Was administered. The scores

made by students on this test according to age, sex, and kind

of college attending are shown in figure 3 and tables 3 and 4.

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14 NIOGNO COLUMN DIVDINTS

i. AOlt AND SCIIIOLAMITIC

That tbe younger students are decidedly superior to the older ones in scholastic aptitude as revealed by the psyeibo- logical scores is evidenced figure 3. This figure shows the total group median, the number of students in each age group, their median scores, their ranges, and the Percent who received a score above the total grout) median. Each tar shows'the median of the age group it represents and the dass interval in which the highest and Ipwest tint) The mean ages of the men and women ait respectively, 20.21 and 19.34, the difference kin slightly more than 11 months. The group of students studied seems to be sufficiently representative to warrant the; conclusion that the typical Negro student entering college is about 20 years of age. Gerberich found in his study of 10,000 Iowa seniors the median age of boys to be 18.2 and that for girls, 17.9. For both combined the median age was lg.'

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most cases renounced, and the difference between the mores

a litidipdAd isionid and balm ones was NNW 1141118,16 aft . d dos Minis Weed dabsolutesmos.

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, " , A. however, is,@Mewed by the fact that ago; ; telly sthird reached or exoeeded the total group median. This is also shown by the fact that the worse ofi few students in the 21 and 23 age groups fell in the higher 'class limits. Seven students in each of the. 21 and 23 age groups reached or are ceeded the median of the 14 agli group, while 5 and 2 students

of the 22 and 24 age groups, respectively, reached or exceeded the 14 age median of 135.

Contrariwise, not all of the accelerated otudente ire intellectually bright, for, as the figure reveals, in every case some haye scores Teich fall in the lowest class interval.

While theaata presented here are. valuable in suggesting

to a student of a given age what hia chances of exhibiting .a

certain degree of scholastic aptitude are, the variations noted should induce caution in prescribing for students on the basis of age alone, for allowance should always be made for indi- vidual cases. However, it is believed that the evidence in hand is sufficiently conclusive to be of use to college officials.

81tI AND 110110L4BTIC LPTITITD;

Do Negro college moil show a higher Aigree of scholastic

apfitude than woment If so, how great is the difference and what is WI 'statistical significance? Also, what educational

and social implications are involveaV The first three ques- tions may. be answered by reference to table IL The dikes- sion in the sucéeeding section on high-school failures will ate- tempt to throw some light on the question of educational and sociii implications.

- Gross scores.Table 3 shows the gross psychological scores made by men and womenjn terms of the means and probable

errors. The small probable errors are particularty to be

noted, as they indicate a high degree of reliability of the ob- tained keens. U the sample which we have used of the

5,000 freshmen studepts enrolled in 'more than 100 Negro

college, in 1930 iso _random, it shows that the mean of the men

would probably 4ot vary more than 4.65; the mean of the

women would probably not vary more than 3.18; and that of the group as a whole not more than 2.58.

The difference between the means of men and women iø. 9.1. Is thif a significant Offeience or s it due merely to . (lancet In order to allover this question the arid* ratio

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4 4 4 BACKGROUND STUDY 17

im;tween thee averaies of. the men and women was found.

According to authorities if a critical ratio is three or more,-

the difference between the obtained averages of the tw

groups under consideratiofi is real and significant. 'the

probable error of 'the difference of the means of -men and

women in the present study is 1.87, and the critical. ratio is g

4.86. The difference is, therefore, significant, sad it may

tentatively, be concluded that Negro college freshman men

have a higher degree of scholastic aptiarde than women as

measured b 'American council on Education Osycirom

. du' I tion.

Individual test ocipres.---To test further our hypothesis

concerning. this matter, however, the examination was

analyzed in order to aioertain the relative standing of men

and womign in worm made on each cpmponent.part of the

examination. Table 4 gives thFresults of this analysis. It

is seen that in every case except one, the artificial language

test, the men surpass the women.'

These findings are not in agreement with those of the

previous personnel study referred to, In that study the

women surpass the men in thee psychological scores on the

American Council test, tbe respective means being 88.90* .2

. *and 69.96 * .3. There were 78 men and 114 women included

in this atudy. It is believed that that particular group of

studeftts was repreeentative of those wh? enter Fisk Univeszsity os, freshmen, but tilt students in the present study

are more representative of the typical Negro freshman foil

the country rat large.

reported do not indicate that Negro

men in general hasio ;ft -superior intellect .to Negro women,

but the apparent sirpériority of the group' in-- 'question may

be explpined by the fact that the 563 men are 'probably 4

more highly selected group than is true of the 870 worOn.'..

This theory is borne out by the findings of a previous !At)idy./

The hypothesis of greater selectivity of men than t;f viomen

students is also supported- by the Iowa student personnel

study" I'

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11190ATION OP PARiNTS AND uninuontop OF -11TUDZitili . What relation *Ahem between .the ediwation of pores'to and the intelligence of their children . as shown by their psychological

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20 NEGRO COLLEGE STUDENTS

tend to have parents who have attlined a. higher edu

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tional level than those who are less intelligent? Figure 5

median

to answer these questiofis. Here are shown the years of schooling attained by the parents of students who are regimented, in each intelligence level. The education of both mothers and fathers fluctuates considerablj as the intelligence of their children increases a lower to a higher level, but a definite upward trend for both is noticeable.

The education of the fathers of children *hose scores fall below 100 shows considers fluctuation. However, it begins a deTnite"upward trend at the 100 mark, the median of each intelligence level exceeding the one just preceding except in the 180 to 199 group, where there is a slight drop of 0.15. The educatiOn of mothers also shows great fluctuamothers

tions until the 100 mark is reached. It will be noted that consistently maintain a higher educatipnal level than the *Ahem of all children until the intelligence level represented by scores of 160 to 179 is reached; here the edu- cation of fathers exceeds that of mothers, as it does for the two succeeding groups.

Auother way to determine if the educational level of parents actually increases as the intelligence scores of stu- dents increase is by ascertaining the median years of school- ing of the parents of students whose psychological scores fell below the grouR mediiii of 65.08, and the median years of schooling of the parents of students whose psychological scores fell on and- above the group itedian. It was found that the fathers of 579 students whose scores were below

mothers

the group median had 7.71 median years of schooling; and the of 586 of the corresponding group of -students had 7.99 median years of schooling. The fathers of 713 students who reached or exceeded the group median in psychological scores had a median schooling of 9.36 years, and the mothers of 737 students belongipg to the same intelligence level had a median schooling of 10.01 years.

~- Our data seem to show that there is a &kite relation- ship between the amount of schooling possessed by parents and.the scholastic aptitude of their children.

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BACKGROUND 13 s T 21

C. SCHOLASTIC AND VOCATIONAL INTERESTS. AND

ACTIVITIES:

The influence of -collegé admis"sion requirements is indi- cated by the facts shown in table 5. The-subjects claiming die highest :II illments are, in order of their rank: English, history, algebra, plane geometry, Latin, chemittry, and

civics. These subjecis are as a general rule required by

all the N.: institutions. Although music, physical education, horn economics, and industrial arts rank relatively

low in the percent of students taking them, their respective

ranks being 9, 12, 15, and 23, they rank high in the number

of units taken by their registrants. The median number of units takeu by students in these subjects are: Physical education, 3.04; music, 2.23; home economics, 1.89; in- duitrial arts, 1.65.

HIGH-SCHOOL FAILURES

a How well are our American schools succeeding in aocomplishing the task they have set for themselves? What kind of work is donè by students in the subjects they take? A partial answer to these questions will be found in figtirqs 6 and 7, which show the extent that men and women stu- dents failed in highyschool subjects before they finally

succeeded in teaching college. Of the 1,880 students under

investigation, 507, or 27 percent, failed in some subject during their high-school careers, according to replies given by the students themselves. Thirty-two percent of the

men failed as against 24 percent of the wonien. The greatest relative number of those failing was in mathematics, the

percent being 33. The percents- of failing students report- ing fauns in the other subject fields follow in rank order:

lAnguages, 25; English, 18; science, 12; social science, 9; other, 2.

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of students who failed iecording to subject fields. It is seen from figure 7 that in every case the men have

a relatively greater number of failures than the women.

This difference is pronounced in gneish, languages, and mathematics, and is someWhat marked in science. 'In the

percent 'of failing students who failed in given subjects, figure 6 shows that men again exceed the women in most

instances. Although a smaller mitent of all the women

(1,129) failed in matheinatics, sciencé, and social sciende,

than the corresponding percent of men, they lead the men

slightly in mathematics when .their percentage of failures is

computed on the basis of the`total women who failed (266),

as shown in figure 6. This fact can hardly be explained

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.BACKGROUND STUDY 23

onticular. the basis of a difference in thetintelligenoe of these parfailing students, for the difference in intelligence of

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.qb 24 NEGRO COLLEGS STUDENTS

4.* science the scores of the failing men and wonrn are respec- tively, 65 and 46.25.

Failures in relation to intelligengs.--Did a larger percent of students with low intelligence who entered college fail in high-schoolsubjects than was true of those of higher intel- ligence? Table 6 furnishes data on this question. Con- trary to findings %concerning high-school failures and the

- intelligence of students in general, column 18 shows that instead of decreasing the average number of high-who-01 failures t,students entering college billonging to the various

. in . $ oè levels remains nearly constant at the psychologi le score increases.° Also, by observing columns 2 to 12 it is seen that of those who did fail in the various subjects*as large a percentage of the intellectually superior students failed as was true of the supposedly inferior ones. In fact, column 18 indicates that, with the exception "of students in the lowest psychological group the studenis who belong to %the three highest psychological groups hive the veatest average number of failures.

Another way to analyze the situation is to compare the mediari psychological score of students who failed with the corresponding score of those who did nót report failures. By reference to the last two columns in table 7 it is seen thg the median score of the failing students is only 7.06 lower than that of tbe nonfailing students.

The, scholastic %/aptitude -of students who- failed in the various subjects is shown in table 7. Thpre is a marked differefice between the scholastic aptitude of men and women who failed in the various subject fields, the men -taking thii lead in every case.. The amount by which die psychokigical scores ofmen ytho failed in the varioussubjectfields iagreiater than those of women who failed in the same subject fields is as follows: English, 32.15; languages, 15, mathematics, 3.72; science, 36.50; social science, 18.75; other,/ 60. The

difference between the scores tmade by ail failiíig men and

women is 8.95. All these differehces pt one are greater than the difference between the m scores made by the, totakgrovp 9f men and women, whi was 742. . student&

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BACKGROUND STUDY 25

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An important question which krises in the consideration of these facts is, Why do theie m9n-with suck relatiiely high r scholastic aptitude fail in larger proportion than do the , wtomen, whose scholastic aptitude is much lower? . Among the many reasons that may be idvanced, the following two stand out prominently: Fiist, there ip a lack of adjustment between the school, and the interests of boys and youngmen; second, the school program is better ada¡ted to certain charactelistics possessed only by girls. Another reason whiCh may be advanced is that a larger proportion of the men have to work, which preirents their meeting the full requirements of the comes they take. Also it may be suggested that men devote more time to those extracurriculum activities which require a *great amount of time and expenditure of energy than do women, thus, again causing them to neglect their "studies. In addition it is probable that many of these failing men.belong to the modern . group of students who decry high grades, and 'who- would rather be mediocre than be dubbed "'grinds." Such students do not deliberately plan to fail,. but because of the iarrow spholastic margin which 'they have, the slightest misfortune

or handicapTimms a low average into a failure. Another explanation which may be offered is that many men ate intellectually lazy and indifferent about their intellectual advancement.

The general problem cif failure is one which should chat- . lenge the 'attention of school and college administrators and teachers, as well as parents and students themselves.. Be.

cause of factors which cánnot be cat trolled some ,failures- are inevitable. But that so large a Oercentage of pupils fail indiCates a maladjiistmint which should be given more serious consideration *in it is rectiving. Many.of tbe students rep:swam here aft to be commended because of their fortitude in spite of the frequent ill effects of failuré. Failure, like success, is cumulative. # Constant failure produces the opposite of success---shattered morale, unsocial attitudes, introverted pirsonálity. It is likely to Omit the seeds of discontent 'and mental and social disordeit In view of these possibilities, therefore, it behooves school people to look well to their, program, ind so adjust the means that a larger proportion of the student/rimy attain the eilds.

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endnd peofejd 1v etp peoclego jo lnoqv quepnis wogs eq tiopvtulom 2u9sApotuane9 -sepia% rammed 

Jean! aegtunu uotivanpe wogs eq penises in le epue jo 

luecuumeri Jo eqi sgdnd pm, eq 610noe 0L inpeaoone 

qs oupoefqo Jo ammo; pav asT uopvpi -ueeAtleq 

ammo ax.nommiirif 
414

. 4)e 4 .4 e.:

6 28 4 NIDGRO COMMIS STUDENTS

ticipate majoring in the various subjects, and 'du= 6

shows the rank of time subjects. Observe that students naming political science rank first ^with a median of 105. This median is probably not a's reliable as the- others, -as there are only 11 cases. The medians of the students ex-

. pressing a preference for other majors may be seen in the table. It is significant to note that education, which ranked first in the percent of students naming it as a major is fif- teenth in the median psychological score madç by students choosing it, the median being only 57.71.

MEOWS OF A MAZER

Because of the close relation which frequently mists be- tween students' vocational and academic interests, their Choke of careers and the reabons for such chokes will be next consideisd.

Table 9 reveals the factors mentioned by students as influencing their choice of a career. Contrary to the general belief that our students are dominated by the desire to make money above everything else, the students in the present study named "belief in your own ability" and "desire to serve" as the two factors which most strongly influenced them, the respective percentages mentioning them being 44 and 36. The adage "like father like son" does ackhold in reference to this group of students, for only 27, ort2 percent, named their fathees or mother's 9ocupation as an influence in their owq choice. ;4. comparison of the data in the present study with similar data on the same students in the senior

year should yield some valuable information.

In view of our interest here in personnel work, one feature about this table is of particularsignificance, hunely, that only 18, or 1 percent, of the students said that they had chosen their life work because of the aid reoefved &obi a vocational guidance course or book.' The obvious reason for this is that the schOols do not provide such help

_ to shown by Bullock in his studyiki occupational choice of. Négri) high-school bo '" Thq facts presented here unmistakably es it to the n 6f personnsl work, espechilly as it relates to - ucatipnal and vocational guidance.

a Sono*, R.

201-16,

R. A Study al Oastiostismal Orden d Nero Rigbildred /ins 13410 fkistnaber

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AID
BACKGROUND STUDY 29

TABLE 9.--Nuesber aid preset ufswage who mentioned wags faders ir44icit iNesasosil Aar Adios a saner, bp ems Whim kaki

lika

- .Ram Total

Number Peromt NumberNommt Number repast

- 1 2 s 1 II 1 I

Delhi to ability In lid Desire W arm_ Dubs to ado maw

'ffissobas....

Advice al misthrts sr kinds Moon fribitsza..61.....". Other

Foibles ft nostbses ossapation. , Vocation! sublenossoma ar bock Thaw yes med.

Nmabordam-.......... 1 .

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_ D. KrrRActuRalcuunt INTERESTS AND ACTIVITIES

Interests and activities ofstudents outside the classroom as

potent educational agencies are rapidly becoming a subject of

sefious conceal= the part of school people. These activities

usually fall into three categories: Intellectual, social, And

economic, under which headings this topic will be discussed.

INTRLLICIVAL INTRUST!! AND ACTIVIT1311

The intellectual interests and activities of students outside

of classrooms will be shown, their use of the high-school and

public library, and the bookstand =guinea read.

me of library' and intelligence qf studente.--Table 10 shows

_ the median psychological motes of students who used the

high-school and public library with a given frequency. The median scores of those who used the school library rise

u thé frequency of use increases. The wrested differenós

between men and woinei is found in the group who do hot

use the library at all, the difference between the median

. awes being 45 in favor of the men. Then is a differential of

3.76 between the men and womea 'who used the library

infrequently, in favor of the women, while for those who used

it regtaarty, the men surpass the women with a differential

of 92.

' 73i I 0'.0q,' KT,CirT I h . .

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30 NAGRO COMMIX STUDILNIS

; Mi

4. TAMA

froftiosicy via visa perholigiesi seem of stiedoute. word* to Ai they used the school mid public Wary

- . . Not at di tabyquisaY Rwashety

Mar WOOD- so

to notb M WOW

f

Both Mao LWOW Both

I

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o Evidence of a probable lack of pub rary facilities is seen in table 11, which shows to what extent students use the pub& libruies. Data not shown here reveal that 71 percent of the students tied the high-school library regularly as bonipared with 62 percent who need the puhlic library regularly. Those ivho did not use the high-school library at all represented only 2 percent of ihe group answering, While the oorresponding percent for publio-library users was 11. It is likely that the percent who use the public library notir at all would decrease if library facilities were available and conveniently situated ih the neighborhood. Books read during hig4y4tehool oareeXWhile Zmess to a library is an important factor its extent and manner of use

s. are of far greater importance. In order to determine the extent of students literary bickground and to judge of their interests they were asked to indicate thb number of%books they voluntarily read outside of their regular sums require- menta during their high-school careers. Table 12 shows the data from this inquiry. Only 17 percent read 50 or more books during their entire 4 years in high school, *bile 28 percent read fewer than lb books. The median for the total group is 21. Again, these low percentages may possibly be attributed to inadequate librar7 facilities. That the more intelligent stuslents tend to read a Wirer number of boob is indicated by figure 8. Whileisome flucwho

tuationmay be noted, the general tendency isfor the studerits read the greatest number of books tp fall in the higher intelligence range&

, h -

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I. 4 BACKGROUND STMT.. 31

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... ii. ..... MINEMMII

Ilk= ILMedium mumber at books read by etudents during their bigb4ohocd mews satarding ta thdr peraholatical goatee.

graPb Umn: etudesti irbies pertholagiod goatee OM in the aim intern! 0-0 read an cd KOS boob durtftatheir iskibechool aims. Those wises. soars IN In the 1049 elm read an avemge at if#11, while Mass whose more trembled as dish as 300 ar mare mad avenge at 417 books.

TAMA 11.ihmaiettimi won't of students who toad M. public iarary WA a gives frequency, by sex

, _

-.

. _ Man

_

. woman - Total

Number Percent Number Percent Number Percent

_ ,

,:-:fiet at all

. 1 I i

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Eb.f 32 NEGRO COLLEGE STUDENTS

TABLE! 12.Nusnber and cint of student. who voluntarily road a

given number of ka while in high school, by say

Number el books

o . .k. fen Total

Number Percent Number Percent Number Percent

. 1 I/. II 4 s 8

1-9 171 26 772 30 443 28 10-19 120 18 197 21 317 20 122 19 . 156 17 278 18 30-30 82 18 104 11 186 12 40-49 31 5 405 5 76 5 50 or more 124 19 148 16 272 17

Total 640 41 922 50 1, 572 too

Median 21 79 19. 59 ..... 2 _ _ _ 21

. .

( Magazinis read durinMghsc1wol career.---Allother. index of the intellectual interests of studenta is the number and

kind of magazines they read. Table 13 shows the number

and percent of students who read certain kinds of magazines dining their high-school careers. Magazines whole reading matter is largely current events rank first with 74 percent of

the students reading them. The Literary Digest has the

largest number of frequencies. Others included Time, Path- N-finder, etc. The &pular and fiction group of journals claimed & the next largest limber of readörs, the percent being 38. In , Chili group are included such magazines as the American;

Cosmopolitan, Photoplay, Colliers, and Liberty. Magazipes hiving to do with the home and women's interests came

next with .24 percent of the students reading them. Qom- prising this group were such iiagazines its Good Hoiliekeeping, Woman's Home Companion, Pictoriar Review, and A Ladies Home Jouriial. A miscellaneous group which. also

included juvenile magazines claimed 21 percent of the

readers. The scientiOc and 'mechanical group consisting. of the National Geotraphic, Popular Mechanics, Science

and Invention, and Scientific Monthly were read by 19 per- cent of the students. Only 246, or 15. percent of the 1A32

stud nta replying; said they read magazines dealing witi

14 I e. In thi gr9up were such jo « als u The

Op y; Southern Workman, and a/ of Negro Histo Litters*, migazines and those s ink to, deal . with i ublic °Onion are fourth and third t s the bottoin,

thar-'

44 A t. W. 41.; A 1-

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BACKGROUND STUDY 33

their resPeetive percentages being 13 and 5. In these two

groups are the Atlantis Monthly, Harpers, Scribners, Mentor,

Outlook, The Nation, and Forum. Humorous and physicalculture 4nd outdoor journals are at die .bottom of the list

with 3 and 2 percent, respectively.

TABLE 13.Number and percent of students who read certain kinds of

magazines during their high-scitool eareer, in rank order, by sex

.

. a Magazine-8 read

c k

Men

y Women Total

Number Percent Number Percent Number Percent

. ..... ..... es 1 7

.. 3 , 8 4 II

r $

Current wont&

Popular and fiction Woman's and borne =wins._ Mike and Juvenile_

Saientlea and maohanloal

Negro Literary Paige opOion

___

4. 469

263

13

158

224

n . es92

39

24

4 16

y .

. 72

41

2

24

36

13

14

6

4

1 740

NO

381

UM

SO

160

114

40

25

21 76

87

39

13

8

16

12

4sa

1, 210

623

396

338

304

246

206

79

49

37 4

74N3 24

21

19

15

13

5

3

2

Humor

Physical culture and ou °or_ _ ____ Number of ewes_ 647 985 1,682

. It will be of interest to know what influence the college

career will have in chahging the reading tgates of gi

,students. In view of ,the increasing importance of a who es- Borne, progresoive, and sciónstructive public opinion in our

democratic life, the schools have a vital mission to perform

in. creating and directing the literary interest of its students.

And it is the business of the college w whit those

interests have been in elementary an high T 11 and to

utilike the s oriiiation for further education and guidance.

That. a 1 percent of the more intelligent students tend

to read. 'magazines is shówn in tablò 14. The column giving

'the composite ranks shows that the group of students whose

psychological scores reached or exceeded the total group

median (65.08), with one exception, ranked highest in the

r percent who read magazinés. Those who made scores of 200

or more, and between 140 and 159 ranked first and second,

respectively, while those whose scores fell between 160 and

179; aijid 180 and 199 ranked third and fourth. In column

8 will be noted the tendency for a larger percent of the

students with high 'mores than is true of those with lower

scores to rea4,14eraiy =Wine..

v... t , 4.

.

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J TABUS 14.Perceni of students who read certain kinds of magasines according to their psychological scores,- and rank

4 Score Lads cd magmata. read Popu- lar and fiction Cur- rent events Wom- en's mass- sines Scien- tific and me. 110211" Negro Public opinion 04: Percent Rank 10-19: Portent Rank 11-211: Percent Rank 80-80: Percont Rank Percent Rank ;artiont Rank WOWPercent Rank 70-79: Percent Rank 80-89:Percent Rank 11 7 Liter- ary UMW Physi- cal culture and outdoor 8 O 19 211621162514ao122813asase7 6416ao13aa6810717 33»i 71 9 a 82 69 10 8 28a20122111a2110264 13416914122541411 1013101216141214a147139 126

310a

7

8

42' 14

81614101291316a91416o 18. 61 142126

21038

4

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34. 6 7

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1 16a4. 6 629 Total num- ber of OEMS6298 121 131 105 111 10i 88 161213116510 1

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_ 40-49: O OP II So Rank. Ow Ap O S.

a Miami- I eons and Juvenile as11 784 26

6

76 13e

. 39

1 14 Com- posite rank

U 13 18 418151811. 1414161220 84 ...... ID ..... ID /NI 14

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MP/ Oar BACXGROUND STUDY

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86 ?mono COLLZ9Z iTUDINTS

SOCIAL INTERIM AND ACTIVITIES

SR The four extracurriculum activities which will be dill- cussed here as bearing oii the social aspects of tilt students' lives are: Membership in organisations, offices held, hobby interests, and travel everience.

Organization membership.---Table 15 gives the number!and percent of students who were members of certain kinds of organizations during their high-school careers. The Ends of organizations are listed inthe order of rank according to the percent of students claiming membership in them.

TAmax 15.-1-Number

kinds of school and

and percent of studenits who beloved to certain

career, community organisations during their high-school in rank order and by sex

gaol Kind of organization

Men Women T?tal

Number Percent Number Peron& Number Anent _4..4.

1 , 1 I 1 s 4 5 °41 7

Literary and Religious anddramatic

civic_ 145 i 170 SQ ins

Athletic and outdoor sports. _ _ .. V$ * 459 * 7U 47 191 Music and arts_ , $311 36 ON -41 158 X 121 , 84 479 $1 Icitila'sgal. se

113 19

11

175

108

19

11

SIB

. 194

19

Meebanieel and scientific IS IS 11 73 8 141 9 Number a ones -SOO 965 19 546

Office8 14,14.7-4s in the cif* of magazines read and member- ship in organizations, 'the men and women, hcild offices in relatively the same proportion ai shown by table 16. It is significant that so many of the student's held one or more offices during their -high-school careers. The number is 1,149, or 61 percent, of the total group. This probablyis an indication of the recognition of theprinciple of democracy in the schools, and a desire to givé evoryone a am*tà experi ence whatever honor may be attached to .office. Hobby in4eiest8.---That athletic interests are.by farthe most dominant extraclassroom. interest of Negro students is indicated in table 17. The various activitiesfor which students expreised

TN first, second, and third preference are listed. Of the

4

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4

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_ N 7.47:: 'ir'VE.ELF .41"77

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I 4 BACIOROUND

, STUDY 37

4 1,382 students w4o expressed first preferenie for some partic- ular hobby, 38 percent nanied athletics. Of tile 1,264

students naming a second choice, 22 percent listed "athletics. A third preference for some activity was upted by 1,139

stude4ts, 14 percent of these chose athletics.

TABLE 16Numbor and percent of students who held a vial number òf offices during their hsgh-ockooi career, by sex

, Me Women

's

Total

, o

., Number Percent , Number Pewit

I.

Number

4 e

. Percent 1 s 7

1 2

I 8 * 6

Number 61 aglow held: . 1 .___ 2.

3 _ _ _ 4 4° 5_ _ e _ ____:_ .

. 6_ -4. , 7

S.-- 4.....- . Total : ._ -

I Median ...' A

..... a__

_

I 213 in

73

23

13

4

4

s

I 46

a)

, HI

5

3

1

1

1 IX

194

101

at

12._

7

3

2

1

. 4

I 640

11113 174

66

25

. . 117

111.8 47

29

16

5

2

11

. 3

475

2. 15

a..

- ta701 50 1, 140 %io6

. Reading is next in order of preference with percentages of_

22, 18, and 11 listing it is first, sicond, and' third choice,

respectively.

The invectives of frivolity and cwriciousness which are

frequently hurled at modern youth are not borne out by data

in this table. In general, those hobbies of á more seriotis and

purposive nature have the largest percent of students giving

then' as first choicenqte, for exaniple, the small percent

43xpressing first preference for inovies and dancfng. It is

also interesting to note, in tbis connection, that scientific and

mechanical conitruction ranked third in the first preferential of the men.

-

,s

10

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twi set Evil VE5

88 NEGRO COLLEGE STUDENTS

TABui 17.-:Number and percent of *buffalo who -claimed Wired in certain kinds of bia whit* in high school, by sex

Hobby

First manna

- Second preference , prolamine

Percent N ;. t NOmbsr Peacoat

.. l I $ 4 I 6 7

. Athletics:

Men

Women

Total

Reading: Men

Women

Total

Playing musical instrument:

Women

Total

Painting and drawing: Men

Women . Total , . : ., 1,

.

...___.en women

Bo -a 441 ;

. Men

Women a

t Total

Movie,:

Men ,. _ qr.._ _ _ _ Women

Total

Dancing:

- Men , Women . Bcienfreg or mechanical construetion:

Men

Women

Total

Dramatics:

Men

Women

Total

.

301 221

1M!

83

215

298

16

107

. 1113 15U

.47

29

83

112

12

25

37

6XU

11X

80

I48

1 49

27

,412

89

U

X

se

13X

22

11' 6

13

10

3

4

3

6

10

8

2

3

3

'1

3

2

. 2

6

4

8

. 4

6

8

1

1

121 164 276

97

120

226

47oeV

zr 64

46

78

123X

48

68

4489

IU

40

86

12539

6

4440

79

119

, '>

.

28

2122

18

17

18

9

7

8

6

4

4

9

1110a6

a 8

12

118

12

10

7 1

13

8

119

. Orand total ,

, . 1, 382 1, 284

Explanation: 38 percent of the 1,382 students naming a first preference designated athletics; 63 percent of all men mentioning a first preference named athl as against X percent corresponding for the number of wornen.

The data presented ih the section just- preceding have

important implications. First, although extraclasamom in

iiirests are rapidly finding a place in the enriched curriculums and programs of our modern schools, an analysis of the

detailed data here reveals the inadequacy of extraeurriculum

activities provided by Negro ichools. Probably a niore

even distfibution of interests would *be expressed if thin

were a wider variety *of activities from which' to choose.

a

Ir

,4

Ge.

a.

4

.1 -,177:471.7.Ij,7-Fir/V7,. .F494 p31-

,C,¡1160.4 / ilrA " ."4 41;4.4 :;'

Numbert . a.

-I 1

I

. . _

.. _ 11

..- 11

_ _

r 11

.

. Men

8

49 8

7 T.

-

, . 19 , 4 a $

I _ _ ...... _ ... . . 40 4

14

14

14

.

, ........t.

. 78

134

212 A

-

. . .... 30 8 ." : A ' 9 1

48 4

. . 411) 12

117 is in 18 0 . 4

. 1, 139

. u 7

, . _ _ _

. 48 7 .... em .... en . . 81 7. e E. e 11`

. .. 7

e I.e.... ,

-, I 7) : . 4

. tol 12

. 89 J .41. 12

140 12

, .. . _

A

.

: t

olr

keg

94

163

54

73

127

ao

40

2330
'

SI BACKGROUND STUDY 39

This hypothesis is substan ted by findings in a previous study."

Secondly, these data, toga er with those presented in part II concerning this matter, point unmistakably to the value

*of larger schools in providing more varied and enriched

offerings.

Tray*/ experience' students comprising, the present bitty have had rather wide travel experience according to the

data' at hand. Seventy-one percent have visited large cities

for a period of 1 week to 3 months°, while 77 percent have

visited rural towns, villages, and firms. Ninety students, or

5 percent, said they had visited one or more foreign countries.

Travel is generally considered io be an importani factor

in one's edpcational development and in the prevention or

eradication of provinvcialisin. _ According to 4he evidence

here presented these students should Jaye advincied far along

the road of cultural growth.

te WORX FOR SELF-SUPPORT 1,

The problem 'of part-time employment of atudénts h4s bebn

a matter of ;great concern to many colleges for some time.

The constant rise in the cost of educition with a correspohding increase in the share of this cost which students are

expected to bear, and the changes in our economic-life have

caised, the problem of the working student to take en serious

prop6rtionil. The problem is particularly accentuated in

Negro colleges.

Self-support in high whootFigure 9 and table 18 furnish

information on this matter as it relates to the group under

consideration. More than half of the, students said they

earned part of or all their support while in higl school, the

percent being 52. One third of the girls worked as against

three fourths of the boys, their respective percentages being

36 and 76. Figure 9 shows the percent of girls and boys

who earned I given amount of their support. No0 the

degree to which the percent of women who did nc(t earn any of their support exceeds the corresponding percent (if men.

The percent of 'men exceeds-that of women markedly in each

of the other items.

In order to ascertain what kind oi vocational' experiences

the students had they were asked to ,designate the kind of

u osuive. Ambrose. ,Secondary education fit Negroes. Op. eit

-:a

106 _

IT1-Tr

. v 7T-77 ----7-- 7. .

. - . ' ,. . . .

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.

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.

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t . _ iSe:_r.1.11 falk,. :7' i r, ,

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ie P

!". 40 NEGRO COLLIN]. STUDENTS

the work they did for self-support while in high school. The

answers shown jn table 18 indicate the t performed

I.

I mom An mom o e mom goalless. gill WO L

Iuih .111? IIIIZS UN= IMP 131 EIS MIMI, PT SS

. e Arad a

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et . ,

imess

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e tilli.taa

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1111.10 111.11

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foes

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sas

ISM

4 AS

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ammimlim

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ki...9

lift

lima

noun It Number and percent of students who earned a given amount of th,lr support Willie In high school, by sm. f

persoialt and domestic servile and 33 percent worked at, fops.

4 a

í - TABUS 18.Number and pr1 of students who da certain kinds qf work for their sypport wil. in high school and during-asir freshman year sn college

0.0141141011

High school

OMNI

4-7-P

Total, botb

suss In Total Gauge

j 4

Pf0.111111101111111: Number

Percent

Number

Pitalet Mad :00 Number

1Perellet Bashmus:

NUMber.......................la VINO. ........a

...... f .

. Unskilled and mlsoilansous

Number. Perant AMIN) and domestic

. Number 4. 40 Pl

0111 in lib ID Wei.. ts Number mom

4.w.. ow COP. C\ ....woo

. - -T t

t 1. I V.A.. f

12

20

4

12

45

2

54

45

12

14

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262

78

375

19

2

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14 201

OS

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11 18 38 41. .....

0 0 30B

Abu. ...... 55

1 848 r 48

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ad% . t ¡gip
a BACKGROUND STUDY 41

fb SW-Newport in college.--Sixty percent of the students

expect to earn part of or all their support while in college as

against 52 percent who wiled part of or all their supportin

high school. Figure 10 is an analysis of the details comcorning this group of students.

. arm AID sips , a siarn 11. MOW 10 NM UM altalt W MR MOW a OMNI

, * swam at

SOWN

Sm.

14,11P uras.

MEW

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as.

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um

am.

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71ball

ear 144.8

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At 1111110MINIM

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.

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au

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Oimisit III

us

1.0.1106 it

011 WM I. t vaigwi...... OD 111115 MOM aim I

. aumal. A 1.

. *5.1tirit 0.1-Numbor And pins& of $io:oniii who moot to aws given =hug et tirit =Wad law

*, Seven hundred and fifty-three, or 45 percent, of the students were working tat the time the study was mitt. The

peroont who were working a given amount of time are:

1 to 12 hours week, 54; 13 to 19 hours a week, 13; and 20

hours or more, 32. The niedian number 9f hours Per week

which au students worked for their support is 11.

The kind of work performed by these students was prefr

or' all theirsupport while in college do so from necessity, the

respective percentages: 7, 6, and 3.

Skilled, ciprical, and business occupations follow with the

claimed the ii.ext lamest number, the percefit being 22.

61. The =skilled and miscellaneous group of occupations

dominantly persona and domestic vervice, the pergent being

Aisuming that the majority of students who earn part of

implications which the'fóregoing data have for a program of

, . personnel research and service ire unequivocal. They

suggest, first of all, a need of larger funds for the aid of

nome-41.4 rm. V

444).k

de

;

6- \IIIÌIIIII IP

r . \ ! ... - A'

' 1 i '. .1 , 111. S ..! 'I244 L 1. td,' % Vi 1, si... ` ..* ty.r../.-, r7,,., . '. . , 0,.., ',-. ". ¡ ',.1.' . P: -....% P..- ..b.:_;.4.±. . L,... ,....... .;..,,;..:

"lb ? _ as Paiir

i)jj SIM MIIIII1111111111. . 41.

P

t

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gat

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42 NEGRO COLUMN "rumens

/worthy stuflents who are not able to support themselves. Potentiallyliuperiorstudents frequently are handicapped and

*are unablé to develop to their maximum possibilities because of the necOssity of working for their self-support. In consequence,soOeiy suffers a great low. The problem is panic- ularIT acut§ among the men. The extient to which they failed in their high-echool careets maY partially be attzibu. table to the heavyschedule ofmanual work which theycarried. The seopnd thing suggested by these facts is the need of a. wider field'from which to select occupations at which students

may earn their support. 4.At present their opportunities ixe largely restricted th personal and domestic service and un- skilled occupations. A broadening of this base of occupa- tional, 'enc8 will contribute much toward the later voca- tional guidance and adjustment of students.

q. E. TIME LOST FROBt SCHOOL

It is believed that uniiiterrupted Attendance upon school is one. of the essentials for academic success. The &tent to which students were able to meet this criterion is shown in table 19. The students who lost one month or more from schoOl constituted 40 pereent of the total replying. Doubt- less many ofthese students incurred deficiencies during these absences which may later be the causes of serious maladjust- ments. An analysis, therefore, should be made of-the causes of abewces and the phikses of the given body of knowledge to which the student failed to be exposed under thee guidance of the Wither.

411 19.Number and percent of students who lost a given amount of time from schoa during their highschool career, by sex

_. , Time lasts

. , Men Woman

v ) .

.,f Total

Number Newt

J i

Number

I 4

%Percent

o. 1 .

, Number

4 ., Permit

i t

1

I

2

, u

- , -4 ::::k.

2

Heil a esoloa-- I agar_ - ----- --- 2 years at osca4..

Number al

. - ..... --- W

87

:

76

45

, 55

12

1

11

. 9

(119

117

41

54

54a

,

a

15

5

I

4

4 1, as

MI

IV

. 91 la

101

- , a

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4

791

.

. . 400

, 0.- 1, 141

g...... -

4

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v.

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111. . OP NA 0.. 4 411,

i 40 . II

i 1

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-:

1"4

a BACKGROUND STUDT

s 43

F. BROTHERS AND SISTERS AND THEIR EDUCATION

allege graduation of brother* and sisters ánd idtolastic aptitude of shidesti.--la there a tendency for high scholastic aptitude of students to be associated with college graduation of their brothers and "'Wars? Our data seem to answer this quistion in the affirmative. Assuming that those who did

niot answer the question iery probably had no brothers or

sisters who had graduated from college, the folkwing are the 'verve scores made by the Tarious groups: Those not answering, 63.21; none, 66.78; one, 79.58; three, 74.16. If those having no brothers or sisters who graduateCi from

college are compared with the total group of those who had

one or more brothers or sisters who are college graduates, the

respective scores --are 66.78 and 75,55, a difference of 8.77 in favor of those with brothers and sisters who were college graduates.

There are two possible explanations for this difference: first, the brothers and sisters with college graduationiwho

are probably olderhave exerted an intellectual influence

on their younger brothers and sisters, which resulted in

greater familiarity with scholastic matters,. and, hence, a

. higher score on the psychological exaMination. The second

inference that may be drawn is that the tollege graduation of brothers and sisters indicates a high intelligent* of the parents, which is transmitted to the children. Whatevei the cause, the evidence seems to be conclusive ihat college graduation of brothers and sisters and high scholistic apti-

. tude of students are closely associated.

G. INFORMATION ABOUT PARENTS

Thè .r.elationahip of students to parents is a vital factor

in their school and post-school ameba& In order to ascertain

facts concerning the domestic relations in the,home and tò see

to what extent they varied from the normal relations, students

were asked to indicate whether or ,not they had a stepfather, stepmother, foster parents, or parents who were separated. Relation, of paresis to students.----Tible 20 furnishes data on

these questions. There were 445 of the students who replied in the affirmative to diis inquiry. That is,. 24 pércent had

*am. sows parental relation other than the normal. It is

"

. .

; *sr oNt: ,

:(t)g,:trirj,. .(7;4*

. . .1-'''. .¡Q

'1' Ì.

iiM1--*` fi-AW;-='

lp 14 "Tia .1017,11---n-ir+741t".? -04 I ., ,

a It
44 NZGRO COLUMN IITUDINTS

r-.:eutficant to note that of the 445 belonging to this group 33 r-1- poment said their parenta were separated, which is 8 percent of the total 1,880 students.

Important facts such as these should got be overlooked in an attempt to administer personnel service to'sstudent body. Also their sociological bearing in relation to the responsibility of society to assure to itself a bilanced proportion of members who have the benefit of a normal f,mily background is of importance alike to educators, social works's, and statesmen. Tarents slAo a, 4ecetuted.---8ome of the difficulties en- countered by Negro students pursging a college education tre indicated by the fact that thelithers of 27 percent,of the students interrogated are deceased. Students whose mothers are deceased constitute 16 percent of the group.

.41.BLI 20.--LNInober and ;wrong of students who haw iipparsnia, Polar paresis, and whose parent," ars separalod

eft Relation et pronto Number Payout

Blipimbir . Iltionotbor

Testa pivots Parents @operated Mbar (goardisa) i,

6- Number of omit

ll , 104 III

41

10

_Y' 1 as11

14

, Sa

1 o fii -1

,

.*

oft

. '

'1st

w-7--.-7-7.7";"--w--7.- J.; 7-4 Sgel.

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4

PART II : RELATIONSHIPt BETWEEN KIND

OF SCHOOL ATTENDED AND CERTAIN

OTHER FACTORS, IfiTERESTS,

AND ACTWITIES MID Next to the home the school is probably the most important factor in shaping *life of an individual. Thé kinds of

eciroli one- attends are a grail determinant of character and

suiiiieviiftt success in life. The kinds of telihers one has, the nattire and scope of the curriculum, the general organise- tion and administration of the school, and the methods, and points of view uséd in teachiqg furnish much of the material as well u supply the mold by which-person- slides are made. And these materials and molds are

frequently predetermined by the location of the schooj. To ascertain the reletionship between the kinds and

location of schools attended and certain o

factors, interests, and activides will be the

pare of the report. Some óf the .topica to .be

°number and percent of students attending bh

404 kinds of schools and cavil, intelligence of

backgrodnd

cerni of this

treated are:

different

tudents, scholastic 'and vocational interests and activities, and

extracurriculum interests and activities.

A. COLLEGE AND SCHOOL ATTENDANCE

COLLEOZ ATTENDANOZ

Table 21 shows the percent of students who are attending private and public colleges, according to the kind of high s school from whieh they were graduated. A total of 41 per- cent are attending . pri *institutions and 59 pigment are

attending public institutions. The j?ercentages of students

graduating from each kind of high school who are attending

private and% public colleges, respectively, are shown in columns 2 and 3. In the perceht of students who go to private

colleges, the northern private schools lead with 62percent. The lowest ranking schools in the telative number of their

45

a

;,k1-1

-. 1.'1'

"t4 .7.*411- bt

C35

00

r

t,..131,77P'eWum,10*T1. .1-'3(0-.

..! u. 0.11 ' ".1" ". IT. "-I tv. 7.7"rf:"47

- 41 a I.

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4 tlo , arr

4-

f

Go . ,

, 4

.

.

If

",

10

t.
4

.

-

46 NIGRO COLLEGJeSTUDENTS a uates who go to Private colleges are those in the southern 0,

areas, with a percent of 14.

The rank order claagke in thé percent of the graduates of differept kinds of high schools who attend public colleges as

seen from column 3. In this matter the iouthern rural

schools are first. The rank order of the others arè: public Achools of "Border" States, southern city public schools, northern city publio tichools, southern private schools, northfi ern rural schoas, and northern private schools.

4.

I ,1

4 NO;i1

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o

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ot s

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car frt 4. 4.

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. . 1.1í1:%. aw.p.f4t-riW

r
vomt.r1. .3$* . )rt - . . ' TABLE 21.Percent of students attending public and private colleges and who named certain factors which - influenced them to attend college,Niaccorcling to kind of high school attended Kind of high school attended 4 Kind of oollege attending Percent Students naming influences Percent a qeiII II 1 Southern city public school Northern city public school Southern rural public school Northern rural public school Southern private school or academy_ Nortn private school or academy_ _ Public school of " Border " Stasis Foreign school_ OtherTotal 8 9. N 11 40 00 918 13 5 6 14 55 45 165 8 10 16 16 14 86 119 12 8 3 11 57 43 28 4 '12 12 15 58 44 X0 8 8 13 10 62 8 14 29 14 37 1). v 275 8 3 ' 4 20 100 6 17 18 82 98 11- 4 9 23 41 59 1, 877 141. 6 8 15 6348637 16 3 23 23 6 2 1 18 21 2 4 17 38 5 2 4 23 15 8 1 34 22 6 2 14 14 .4. 14 1 14 87 4 4 33 33 17 3 21 17 3 1 2 21 25 110 0)- 1 S43 1 1A8 10726 2 265 1 209 1 92 1 11743 r a 40 P " - E 4. I I -,. - . , 1 II- I f; S g M 3,.oitAM. , ,?? * ' ......... , - . . E .1 , . .. ; * ......_ . ' ...... 7 , ...... a e 5 4 3 . . s E 3 4\ 4 7 12 13 ol
48 NEGRO COLLEGil STUDENTS

INFLUENCES TO ATTI&D COLLEOle

Columns 5 to 15 in table 21 show the percent of students

from the different kinds of colleges who named certain

factors which influenced them to.attend a particular college. If the northern private and the foreign schools which have

only 7 and 6 cases, respectively, are disregarded in this connection it is observed that the southern city and southern

rural schools lead in the percent of students who named coilvenience to home jis the factor most strongly influencing

them to attelid the college in which they were enrolled. The

matier of expense is pf most concern to students from public

schools of the "Border" States, northern private, and

ngthern city public schools according to our data. ' The

influence of the high-school teacher and visits from college

representatives seem to be negligible factors in each of the

groups of schools.

The southern private, northern rural, and southern city

public are the three highest ranking groups of schools in the

percent of students who named superior quality of work

offered as the factor most influencing them to attend a

certain college. In the percent of students niuning vocational

and professional influences, the southern rural schools, schools of the "Border" States, and southern city public

schook are the three highest.

r ELEMENTARY- Al4D MOH-SCHOOL iTTENDANCE

The kinds of elementary and high schools attended by'the

students under investigation are shown in table 22. Column

4 and the extreme bottom line give a comparison of the

percents of the total group who attended the various kinds

of elementary and high schools. Note the close agreement in practically every 9ase except two, namely, southern rural

public and southern private schools.

High school attended according to elementary sclujol aim

ten&d.--Tablei 22 also shows the extent to which students

who attended a certain kind of elementary school attended

the same kind of high school or one of a different kind. Although there is indicated a general tendency for students to attend the same kind of high school as the elementary school

attended, certain sections of the table show a definite shift in

several instances. o

b,

.1
4 BACKGROUND MTV!' 49

A special feature of this table to be notokid is the type of change made from elementary io high schoot Some outstanding shifts are: 11 percent of the students o attended

southern city public elementary schools changed to southern

private high schools; students who changed from northern

city public elementary schools to southern city public high

schools represented 12 percent;Lsouthern rural public elementary schools sent 33 percent of their students to southern

city public high schools and 23 percent to southern private high schools. This is the most marked change *king place

in any of the groups, and probably indicat.es a lack of availability of public high-school facilities in the southern rural

areas and a desire on the part of pupils and parents to secure

better educational opportunities.

k

. . 411

. livot

.7.4.; .r k.

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LA

7'1

f
10o ...... II= ..... M. ...... ...... .110 a 19 7 VT6LT 91et 91 lOT SIT IPL9 IS Lt IT 6 LI 91 WI LIT 9 91 t9 eot i9 T9 squaw man& Ming fatuDEb Mind =palm mum :Lumen Jo paps emtpd unirwom maim :AtII01 JO paps elulVum1.1 EDV =MOOS MICIUMN SWUM :potpie ollqnd rim ammiwom alqumbi :fooqoa anqnd punt nainnog maim , arpanN :1001011 °Wind 1310 Unitia314 acitanN MUM :WWI Mud AP tuatilnoET TT ST Pogoll -JD1 tap POWs .411)11 maP oWind Imo innxi 1001106 411-10N -Lid um 100q0e PoRog Wind °Wind p12121 tanti an tin -q1-03N Itinoft onqnd Toogoll 41110N Lip tue [viol 110 -1110Att MON P Pm= trigritiPalx La . ras At/ UM, POWs ANIUSUISIS if3 'MX PoPuonv port ganusnano fo pup/ o Duvaxop port Opt jo pup/ uppoo y Dugruanv 'wind fo rocktad pup .4quinu pup gum fig 'floors limunuara fo ttpum uppoo papuanv ova roapnis fo wooesad puy aquowezz orlavI e 1
111

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I

BACKGROUND STUDY 51

/

;4

4

O

INN

411

6

.11

4

At 4
52 Nzoao COLLEGE STUD - Other notable changes are found among pupils of the northern elementary school; the southern private elementary

schäol; and the northern private elementary school, There_

a Toms H.Percent students wbo attended elementary and high school in the Southern,

- Border, and Northern States.

'Percent ofstudents attending foreign schools not Included.

are very few changed made by the studinta in the "Border" States.

Figure 11 shows the relative percentages of stuslenti 'who come' from Southern, Ncirthern, and "Borar" States, and

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111 BACKGROUND STUDY 53

figure 12 indicates the trend of students who come from

public and:private schools and colleggs, As -they Prom*

from elenientary school to college those Attentling private

institutions increase and those attendbig public institutions

decrease.

41.

. Roma MIPercent of studeits who attended public and private schools and gasps.

!Nicest al students attending foreign schools noiinoluded.

Number who* thé section juit preceding mention was mute of the changes from one kind of elementary

school to another kind of high school. Of equal iniportance

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.64 NEGRO. commie STUDENTS

MP are the changes within a given educational level. It is gen- erally 'believed that students are frequently handitapped by having to change schools a number of times. Table 23 gives the data concerning the number of elementary schools attended by the subjects of this study. Of the 1,670 who replied to this que'stion, more than half had, attended more than one elementary school. Nearly 7 percent had attended four or more. Tho students each chimed to have attended eight and nine schools, respectively. Of the 1,816 students who replied to the 011 question con- corning the number of high schools atten,s s 28 percent had attended more than.one. Those who attended two amounted to 24 percent; the percent of those who attended three or more was 4.

tABLE 23:Z-Number and

of percent of students who attended a given number elensentary schools, by sax

fiez

a Men:

Number

Percent

Women:

Number

Percent

TotaI

Number

Percent

romow Number oi elementary schools attended

2

323

48

488

49

2 4 a 6 9

Number of OWNS

7 le

218

33

323

32

811 .49

V' 541

32

75

1113

28

88

4

11

2

19

2

5

1 og

3

0. 45

2

19

, 66

4 2

6

so

5 2

29

ev

11.41.16 11

0. 15oe

11006

1,004

2

11 1, 670

B. SCHOWITIC APTITUDE OF EITUDWIT8

. What infiuefice has environment on the degree of interngence one exhibits? What relatign have the background factors of a studént to the scores made on psychological examinations? And what variations do we find in responses on psychobtical testa. of students who come from different kinds of schools?

Figure 13 furnishes data whieb throw some light on these s questions. The kinds of schools are milked according to . the psychological sioresmade by the students attending them. It will be .observed that each kind of school maintains ita iN same relative position for both elementary and high schools,

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BACKGROUND STUDY 55

Although the median scares tend downward in proceeding from the northern city public schools acrciss the graph to soutlkern rural public schools, the 'binge in each case is rather. wide hnd the overlapping is considerable. In each of the other groups the scores of a certain percent of the studwa exceed the median of the students' from the northern ciiy public schools. These individuals should be identified and subjected to special treatment in order that they may norbe relegated to the dead level of mediocrity typified by many student bodies.

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!Kivu 12.-Madian psychological scores of students &wording to kind of elementary and high schools attended.

Another way to analyze the situation is to compare the kinds of schools in terms of the .scoms made by students on the various pails of the psychological examination. Table 24 shows the results of this anilysis. Observe that the rank of kinds of schools changes only slightly from what it was for the gross psychological scores shown in 13. The com- posite rank of the kinds of schools is as fo ws: Northern city ,

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gift public school, 1; "Border" State public school, 202orthern

rural public school, 3; eoutiiirn rive,. school, 4; northern

- privite school, 5; southern city public school, 6; and southern

rural ;MSc pchool, 7.

The one outstanding fact reviealed by these data is the

increase in the mediaq scores made by students obseived in

proceeding from the unimproved schools of the southern rural

areas to the city schools of the North.

A recent study showed that there were marked differences between secondary schools for 'Negroes in the yarious States. In most criteria applied it was found that the

schools in the urban orders surpassed those in the rural

areas, and that those in the "Border" States surpassed

those in the South. Other studies present data which are

conclusive and unequivocal in their proof of fundamental

differences between groups of students from different.schools

and locatiöns.

TAMA 24,Msdian awes loads on serious parts of psychological maw inch.* according to kind of high school Mended

rind of school

Testa

Canpinion

Artificial

guns

Arithmetic

Total nona- bar of

calms

.

. .. Northern city public Southern city public school_ 11 32 141.94 X. X &V tits 4111 Southard tural public

school_ .....__....... _ 27. SI 111 90 17. 11 1157 111.111 1U school 1.42 10. 20 1LX 1.111 7.10 si

.. Northern rural public school I& X 11. St IL 41 9. 91 14. 00 24 Northern private Southern private school ar acidenty__ it). IS 17. 94 1L X X. II 1L 96 1IN school or scadscay....... _ 17. Xi u. Id 7. 00 7. 00 11. 00 7 Public school of " Border dull." a as 21. 79 14.011 11.01

. Otbw .1. . 7. GO 7. 44 7. 44 7. 44 7. 91 ., -

Total_ 14. Oil it 41 I 12. OP 10. 14 11. 10 . 1, 4U

O

The scores made by students according to the colleges

they are attefiding, discussed in párt I, also attest to the

possible relationähip between the kinds and location of preCalvert Ambrose. Secondary Education tórtiegroos. Op sit»

I Book, W. F. The Intentional ot High I J iffslon. Ch. XXL Now York, The Macraillan

7

14 !ir"' 1.

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BACKGROUND STUDY 37

paiatoyy schools attended and other background factors and

the scholastic aptitude of student&

That there are decided differences 1),tween the abilities of

groups of students coming from different kinds of schools and

different sectioRs of the countryor even parts of

a Stateis gradually beginning to be recognize4c1 and given

copsideration in the formulation of educational policies and

educational practices.

These data suggest the lack- of wisdom iriving a rigidly

uniforM system of college admissions whose major criterion

is the accumulation of a given number of high units

in certain subjects. A more logical and educatio4ally fruitful procedure, according to the present, as well is other

studies, would be tó give considerable weight to other fators,

such as the background of students and their demonstrited

scholastic aptitude as evidenced by psychological tests.

C. SCHOLASTIC AND VOCATIONAL INTERESTS AND

ACTIVITIES

AMOUNT tOF 1110/1-8CHOOL WORE TAKEN

That college entrance requirements in the colleges studied

are rather unifçrm is evidenced by data shown in table 25.

There is close agreement in most cases between the different

Ends of schools in the number of units of various subjects offered by their students for college entianct;. The diffirences are seldom morOhan one half tulit, and in'many cases

the variations do nottexceed one *tenth of s unit.

Attention was called, in the section just precedin.g, to the

riecessity for colleges to give consideration to factors other

than acquirement of high-school units for college entrance'. .4 Fior, u it was showp there, uniformity in unit requirement

is not a guaranty of uniformity in scholastic aptitude of

stlidents.

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Tina 25.-ithdian onteoltar omits in ripos:zyro tam 1/2 stacies. worths/ to kind high oohed

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Algebra_ Plane geometry Bald geometry

Civics

Ph and ,i/e

Physics Chemistry__

Agriculture_ Stenography

TYPialf

ilkokkesping nommeraial arithmetic.___ ......

6 Ocausercial law

Physical ultimate

Mt_ L Mechanical are

Industrial Of

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INFLUENOI8 IN (*Oita, OF CARZIk

4, The factors which influenced students ig their choice of's . Career represented by the kind of high sclioolattended sits

,shown in table 26. In factors number 1, 2,1, asid namely,.

desire to make money, success of-f. lends a4vice of friends or

/*themes, and teachen, the north*n %rural public schools lead

iith the I., ; percent of their students naming them. In

hictor number 5, .desire to serve, there 'is seen the idoinite

influence 'of the kind of school attended. Stud* 'from

scputhern private and northern private school's' stood/ I eat, . in the percent of Oeir students naming it, thew* reépective

peivcentages being 47 and 50. it is interesting to note..that

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9 BACKGROUND STUDY 59

northern city put& schools, where perhaps' less stress

on servipe, è relat¡vely small number of the students

.named it as aninfluenclinif factor, the percent bei4 28.

"Belief in jov ability" was sanOd y 55 percent of the

students from amp northern city public sch9ols, giving it 'first

ranking place. Public schools of the "Border " States are'

second in the miniber of th4r students menfioning this influ-y

ewe, and city pbblic schools. of die Southern &Agee are third!

This gives city Wilk schools of ail sections a distinct lead in

the percent of students limning ibis important factor as an

influence in their choice of a career.

4 26.Numsber and porconi qf gimbals-IA o.namild orriajoi factors

which iviusacisd their choice of occupation, accordirw 10 kind of.kirk

ached attondod

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1
60 NEGRO csopiAcing STUDENTS

In view of the modern practices in educatiowd. a vocational guidance found in northöm city schools it is surprising

to find no students from these schools mentioning factor its.

This situation deserves furtherstudy.

D. EXTRACURRICULUM INTERESTS AND ACTIVITIES s: INTELLECTUAL INTERESTS

The relationship between .studente extracurriculum interesta and activities as represenW by the kinds aiid loCation of

schools attended will be the concern of this section of the

study. The topics to be treated are: Intellectual interests,

incluwding use of high school and- public libraries, and number

of books reed; and social interests and activities, comprising

,memNership in organizations, offices held, hobbies engaged

in, prizes and honors won, and cultural experiences.

Use of librariet.That students of northern private,

foreign, and northern city public schools lead all others in

the use of the public library is evidenced by the data shoin'

in figure 14. It is also shown that students of foreign and

northern private schools or academies lead in the percent of

students wilts use the school library.

These data on the use of the public library support the

ineTence arawn in part I that the large percent of pupils

reporting infrequent and no use of the public library indicated

a probable lack of public-libtary facilities.

The fact that southern rural and northern rural and southern urban communities are laCking in public-library facilities

needs no proof to those who: , at all film xith the situation! And the fact that the use of the pubtic library by

students increases with the incré'ase in facilities indicates

,- that availability ar4 use are ctosely associated.

With the chanting philosophy and practice in modern :

education 'and tie growing emphasis being placed upon *collateral and independent reading by students, it becomes in-c

casly

with itp-tomdate librarY facili es.

rengFesary that schools td communities be pro- 1,

'Books re lad during high-school career t9 weertain the differences betvieen schoola in the extent to which

students actuality showed intellectual activity, students who

cliimed to halve read a given number of books were dam&

fied according to the kind of high ochool they attended.

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1. NIMBI OP 111=111' en ago Tier MOD 110M01 MI PC1140 UMW MI MI ACOatteal 10 VIED at sows mass& ttss dam - .- 7 1 bettors Ilona PAU. Masi ." 71/1/4 1111111 sev largwvassus Jlest M 41 FIGURE 14.-4-Percent of student. who said they used the school and publio libraries with a given frequency, wording to kind-of school attended (1,685 cases). .94 L - TR L .ftwomitt %Weak; Vein wag Library 180 ILI 3. t "7414r AK , 7 17.9 f U . I 14.6 7h7//4 , - _ se. . 111/ A Agt, r. t C 9ZIr .t ."141 - c-7- . OW*. - , , so.a15..) LID 'Portion 0117 Pliblis Mood MIAs getteel lards. ew lirsthers Private .11464 NI Modem hatftel Csw 1,4110 Omni Publis lisbeel f total vs- th- hived air MINA* thrift Ma Library 9.4 , . . a - r ,CIn s 1 110 f.° UM se Most 110 TO .A *. 4t r 0) pm.se
62 NEGRO COLLEGE STUDENTS

Tabre 27 'Iowa the median" number of bòoks read by students

according to this classification.

It will be observed that the groups of schools do noi main- \I the same relative rank which they held in the percent

fonts who used the libraries, except in the case of fore. ls In number of books read, students from foreign

sch I "first.

percent 'of the total group of 1,573 students

replying vOltmtarily yead fewer than 20 books during their

entire high-schooleciier, while only 17 percent voluntarily

read as many as 50 or more.

SOCIAL INTERESTS AND ACTIVITIES

The extent to which students from the various kinds of

high schools participated in certain types of extracuniculum

activities is given in tables 28 and 29.

TABLE V.Number and percent of stuaents who read a given median

nutftber of books according to _kind of high school attended

Kind of high eohoorattended

, Nnmber Percent

Median

number

of books

I 3 3 4

Southern city public school 748 48 19. 44 Northern city public school 153 10 20. 84

Southern rural public eohooL - 96 I 13. 00

Northern rural public school 25 2 23. 12 Southern private school or academy p23 14 23. 91

Northern private school or aoademy 7 .4 17. 50

Public school or " Border " State_ 243 15 25. 87

Foreign schooL 4 . 3 39. 95 . Other 74 5 13. 84

Total_ 1, 573 . 20. 91

Memberehip and (free held in orgailizatione.Table 28

shows that the public city schools of the North and ihose of

the "Border" States rank first and oecond in the median

number of organizations of which their students are members. They also lead, in reverse order, in the median num.-

ber of offices held by their etudents.

These data concerning the northern schools in particular

indicate that they probably have a more extensive extra=.

curriculum program, or, that participation of Negro Oudents

-in such activities is not restricted as has been geneially

believed.

.

. .

.

.

. .

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1

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BACKGROUND §TUDT 63

Mums 28.Median number of organisations of which studenta werc

members and median number of offices hold while in high school

1 Organisations Offices

Mild of school

Number

of owes Number Median of cases Median

00,4

Southern city public school Northern city public school Southern rural public school Northern rural public school Solithern private school or academy Northern private school or academy.

e Public school of " Border " State

Foreign school Other

Total

819

152

110

24

223

7

249

2. 72

& 30

1 42

1 8

& 03

1 1 83

& 13

1 1. 5

1 18

682

102

79

16

164

2

150

2

L I

L 17

. 98

.88

L 00 \

1, 5

L 21

L

1,671 1 79 1, 150 L 1

1 Too few cases to yield reliable median.

TABLE 29. Median number of hobbies in which students engaged while

in high school, and median number of cultural experiences had according

to kind of high school attended

. Kind of high school attended

Median number

f bobbies,

Number

of casas Median

number

of experiWON

Nnc.121

of

, 3 3 a s

Southern city public school & 4 804 & 27 )3130 Northern city public school 8. 39 157 9. 0 162 Sbuthern rural public school 3. 25 106, 4. 87 111 Northern rural public school 3. 25 23 & 75 20 Southern private school or academy 3. 27 237 6. 58 242 Northern private school or academy. & 0 8 1L 25 8 Public school of " Border " State_ 8. 48 264 7. 51 2010 Foreign school ...., . 1 25 3 5. 8 6 Other school

, & 32 81 & 91 75

Total3.38 1,673 &7 1, 785

.

, 40 4 v Hobbies engaged in and other cultural experiences.The

median number of hobbies in whicb stuilents engaged during

their high-school careers as represented by the kind of school

attended is shown in table 29. The differences between the

various kinds of schools in this matter are negligible.

In order to get a measure of the types of things with which

stildents had come into contact that might have some cuttural influence they were asked to check certain things which

they had seen, heard, or experienced. The cheek list inGip

el I

; !

1

, . '

1', : _ _ ........ .

, 6 1 81 63 .98

-

-

I .

,

. .

,

. . ..

. :

,

.

. Total -,

.

.

, : .

. ; . .;:.;:;14!

t.. .

.

. , .4.

. 3

a f
64 NEGRO COLLEGE STUD

eluded the following 18 items: Symphony orchestra, orapp

toriol grand opera, ocean, art museum, historical or niturel

museum, zoo, building of skyscraper, mining operitions,

operation of steel mill, shipyard, stockyard, cotton field,

railroad shops, large commercial office, extensive orchard

Cultivation, Yellowstone National Park, 'others. - No attempt was made to evaluate these items. But in

order tp obtain some measure of the extensiveness of their

experiences the number of items checked by each student

was computed, and the median number of experiences had

by the entire groilp of students coming from each kind of

school was ktund. Table 29 shows th'e results of this inquiry.

Students from' the northern private shools rank first an&

are followed by.those from the northern public city schools,

their respective medians being 11.25 and 9. Students fróm

schools in the "Border States" are third, with a median of

7.51.

Prim and honors won.--7-Prizes and honors won by individuals are frequently the beginning of self-confidence and are

the factors which often give motive power and flirecfion to

one's life.. It is of interiet, therefore, to inquire into the

Possible influence of the kind of school attehded in making

such accomplishments possible for its students. Table 30

is an approach to this question. It showä the Fitment of

students coming from each kind of school who won certain

kinds of prizes and honors.

TABUS 30.Percent of iitudents who won.certain prizes and honors in

high school, according to kind of school attended

MM.= ik* Kind of school attended

, . Sports Music

and arts

Uteri"

and (Ira"» matic . Rollglow

and

civic

I Scion-

&tic and

mechan

ical

6

, Number of

. 11

441

, 1

ai 1 1

.6) il .11j1 .

. 1

. 2 8 I 5S 7 8 9 19 u re is

. Bouthern city pubilòichool_.... .ct. _ Northern city public school 4.-

Bouthern rural public school Nortbern rural blic school

Southern aebool or &wisely Pub l l ev eho ol of " B o r de r " S ta t e Other 4 16

Total

M

48

1236

18

33

4

172

6

3

6

10

114

14 . 1

9

3

7

3

2

6

4

7 1 6

87

50

64

43

59

60

47

16

4

7

8

2

6

4 Z1

16

44

21

25

11

36

4

6

15

3

7

2

6

1 12°73 1 3

9

4 ."1: 7

13

5

6

2 45

90

50

14

123

134

15.5

8

2

4

7

5.5

26 ........ 9 ..-- 71 ....... n _...._ 6 .....892 ........ 4

4

4

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\;41

. . No. 4 ,

'.. , .

_

T

. .
BACKGROUND STUDY 65

Students were asked to list the prizes or honòrs won during

their high-school careers. These replies were classified i4to

the various fields of activity in which they naturally fell.

As *a result of this classification fiire grimps of prizes and

honorswere listed as follows: Sporta,music and art, literary and

dramatic, religious and civic, and scientific and mechanical.

Of the 898 students replying to thip inquiry, 71 percent

received prizes and honors as a result of literary and dramatic

'achievement; 25 percent in sports; 22 percent in religious and

civic activity 8 percent in music and art; and .5 percent id`

science and mechanics.

Observation of the details of the table shows considerable

variation between the kinds of schools in the pqrcent of their

students receiving types of prizes and honors. In the field

of sports students from the nortliern city public schools lead

with a percentage of 48 and are- followed by northern rund

students, whose percentage is 36. In music and art the same

students lead, but their rank order. ¡a reversed.

In literary and dramatic contests students from the

sot them city public schools lead. Further details may be

observed bye refetence to the table.

The composite rank of the different kinds of schools in

terms of the percent of their stlitlents who won prizes and

hohors in the varibus fields of activity are: Southern -city

public, 1; northern rural public, 2; soqthern rural public, 3 ;

southern private, 4; northern city public, and unknown, 5.5;

"Border" States isublic, 7.

i.

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t.

Ia. RELATIONSHIP BETWEEN PARENTAL

OCCUPATIONS AND CERT4IN OTHER INTIRU

ESTS, ACTWITIES, AND FACTOliS

Ocupational status is generally conceded to be one of the

strorigest factors in deterMining the social, economic, and

cultural level of a peQple. Also many occupational studies

show that oceupational classes represent significant differences in intelligence or native

Although there are m4ny elements at work tending to

prevent as strong a cleavage in certain instánces. between

the occupational levels of Negroes as is true of the white

e race in America,. ne.iertheless many differences may be foiind

among liggroes, engaged in different occupations. While

. differinces in intelligence aré fouhd, they are not .always in

favor of the same occupational however, as is the

case among4'whitesn For example, according fp a recent

inve.stigation 2 as well as thea presept study, it wai found

that contrary to the findings among whites, the clerk,a1

group 3 surpassed the professional gr6up4n the mchological

I Book, W. F. Op. cit. Ch. X.

Army mental tests. Washington, D.C., Nov. 22;1918, p.

Pressey, 8. L. and Ralston, Ruth. The Relation of Occupation to Intelligence u It Api pears in the School Chiliiren of a Community. Journal of Applied Psychology, 3206473,

Deoember 1919. e

I Caliver, Ambrose. A Personnel Study of Negro College Students. ,óp. cit. ,s The occupational gjoupd were formed by the following combingions: (1) Pidessional-- Donut, lawyer, minister, musician, physician, school teacher, trained nursr, (2) Merkel Postman, railway mail clerk, secretary; (3) Skilled-rBarber, beauty culturist, carpenter, miner, skilled worker in factory, skilled mechanic; (4) BusinessBanker, contractor, kinkance agent, insurance executive, merchant, undertaker; (IS) Unakilley1---l4borsrin (6) Personal anedomeetio servieeButier, chauffeur, cook, laundry worker, maid, porter; (7) Farming;

(8) Housekeeper (at home), other. In this study the "clerical group" is principally comprised of persons employed in the postal and railway mail service. In ex- phonation of the apparent superiority of this group over other occupational groups, the following observation should be made: A large number of Negroes who have partially or fully premed themselps for professional occupations, having found difficulty in entering upon

or succeeding in their chosen line of work, pasted the Civil Service examination and entered

the postal cm railway mail service. This tends to raise the general -educational level of this

clamp °imams to a relatively higher status than would be ezpe.d, as shown H

fouowinj Moreovisr, there is a high dame of stablittY sttaolled to the km, whlob

automatically reacts favorably on the general economic and social status of Individuals

thus employe4, as4revealed in section B of this chapter. The edrication,

Moral social status of persons wove in postal and railway mail service is ap

equal to that of pircissalonatworken, the large majority al whom are (arbors.

66

b.

. ábility!

ti .

'It ion

'01.4.i I tlis,

. ix* .asii

.e

41111eN.

114 a

f .1

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.17 1'

V
BACIGROirND STUDY

scores made by students whose parents belong to the

'respective occupational classes.

The purpose of this part of the study is to inquire into the

relationships existing between occupation41 status of Oarents

and certain other background factors operating in the life of

Negro students. The topics Fith wkich part Ill will be

concerned are: School and college attendance, economic

status, intelligence of students, scholastic and vocational

interests and activities; extracurriculum interests and

activities; brothers and sisterá and theil education; work

for self-support; and education of parents. All these subjects will be treated in terms of tlite-effect which the parental

occupation has on thegit

. . A. ,bOLLEGE AND 8CHOOL'ATTENDANCE

COLLEGE ATTENDANCE

The proportion in which each occupational group is represented in the Negro colleges of the çountry may be infeired

from data shown in table 31. If 65-miscellaneous occiipadons are excluded it is seen that the unskilled and farming

('-itioups lead in the percent of the total 1,877 studenta who.

are Attending college, the percent for each being 15. The

next in order is the skilled group, and the professional group

ranks fourth.

Influences' to attend a certain colleg&----In part I there was

a general discussion of the factors which studgnts named as

influencing them to attend the college CA their choice, a'nd in

part li the subject was treated in terms of. the apparent

'influence of the kinds and location of schools attended.

Here wé shall attack the question with a view to ascertaining

the possible relation the parent's cloccupation has to the

factors influencing students to attend a given college.

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BACKGROUND STUDY 69

in each -group naming superior quality of work" as- an

influencing -factor.

More students of the personal and domestic service class

than of any others toed "vivational and proffissional"

influences. The nearest competitors in this) regard are

suidents whose parents are engaged in the skilled °amps_

tions, the percentage being 27. Detailed comparison of the

different oivupational groups in the percent of 'studenta

se naminfi certain factors may be made by further reference to

the table.

Minx 32.Number and percent of students who indicated certain ìdor

which influenced am .10 Mend d certain cave, according to parent's

occupation

,6.rNtx , . . ie t 14-1 Inemkeing bosom

e. 4 e 9 li .. 1

J

Father's sócupation

Omivenksoe 49 boss,: Number 21 8 18

7 174 U

12

X X11 14

Peroust.. - 9 11 11 10

To plies* parents: . Number a 29 4 19 5 12 6 10 22

Permit . . 12 5 7 4 4 3 4 6

Wawa of relatives Wideman . Number 18 4 18 12 19 21) X at Percent. 8 5 6 10- 7 11 8 7

Less expeasIn: , . Number . at 4 44 1 13 at, 0

17

55

Percent a 10 1 17 11 is li 16 .. Inflames of blib4ebool timbers:

Nambir 6 6 16 8 14 5 21 10

Percent_ 3 8 6 7 5 3 8 3

'VW at maws representative:

wont

Balmier quality of work . p:rriww.

Vocations' prehesloael temoin: 6 Number et Permit..e e 4 esbelisabip mated: Humber

Paramt.

Dedewe to be with Mimic ,ot dt I Otberi

. Number

TOWN. mama a. MINIM s

4.

1 3 4 3 S 4 4' 7

4 4 2 3 .3 2 2 2' fensonenten 70 X 18 18 19 21

19 17 0 27 0 St 64 N X21127 X2529 X X

11 4 16 1 15 4 7 12 14

11 6 1 I 4 1i4

.. 1 2 1 2 5 4

3 2 .3 1 2 1 3 1 1 4 7 4 14

3 4 2 1 1 4 2 4

73 la EMI

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11 *
e. 70 NEGRO LLIGIZ en:MINTS SP ZLIMENTARY- AND MOH-WHOdl, ATTINDANOI

Number of schools attendid.---Table 33 presents facts relating to the number of different elementary and high schoolsattended by students according to the occtipation of their

parents. As stated in a corresponding section in part II the

frequent change pf school often has a mive or less deletezious

effect on pupils. In order to obtain a measure of extent of

chinge by means of which the different occupational levell

could be compared the percent of students belonging to

each occupational class who said that they had attekded

given number of elementary and high scho9ls was computed. The results of this calculation are shown in the table.

TABLZ 33.Percent of students who attended certain number of high and

elementary schools according to father's occupation

Number ol schools

. " Father's occaPation

Total

. Profeesionar

c

oal 8 B.

new

Unskilled

Per-

¡tonal and

dona me*

Farm- Mho- clla anevus

I I II I I 7 s 14

, High schools: _

. 1 percent_ 06 87 73 es 78 77 66 75 72 2 do.... 27 10 28 29 19 1 1 $1 X 21 3 do.... 5 1 4 2 3 3 6 2 3 4 or more do._ 2 1 1 1 1 Nwnber of cases St6 77 2 123 T/7 1118 290 b 363 1,816 Rank 8 1 6 5 2 4 7 3

Elementary schools: L percent_ 40 64 48 56 53 46 46 2 do__ _. 32 25 33 V 22 31 40 22 23 3 dom. 16 16 13 13 10 17 9 11' 12

, 12 6 6 4 6 7 5 7

Number of of cases 232 ID 252 119 259 167 243 22. 19.670 Rank 8 3 6 1 4 7 6 1 3 ....... Compoeite rank_ ___.__._ 8 1 6. 6 & 5 1 5 5 6.48 2 , That one single measure might be obtained which would

make it easy to compare the occupational groups they were

ranked on 'the basis of the _percent of students who had

. attended 1, 2, 3, and 4 or more schools. ranking was

doile by the foll?wing procedure: The i tt precentage of stbdents signifying attaidence upon one school only was

ranked 1 do representini the highest deggee of desirability, the next highest percentage was rankeli 2, and so on, until ill

I r6.

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e
BACKGROUND frrunx 11

who had attended one school only were ranked. In midi*

those who attended more than one school the opposite procedure was einployed, namely, that occupational group luviiich

had the smallest percent of its students attending 2, 3, or 4

or more schools was considered to piosse)6 the highest position of desirability, and consequently was ranked 1; the group

whose peroentage was next above the lowest was ranked 2,

slid so on, until each occupational group was iinked in eacb

item, representing the number of schools attended.

From this procedure the following rankings were obtainedfor the number of high schools attended by, the studenta in

each occupational class (the amallor 'numbers repriseiiting

fewer schools attended, and hence a greater degree of desiribility): Clerical, 1; unskilled, 2; miscellaneous, 3; personal and domestic service, 4; businAto, 5; skilled, 6; farming, 7;

and professional, 8.

The rankings for the fewest elementary schools attended

are: Business, lt miscellaneous, 2; 'clerical, 3; unskilled, 4 ;.

farming, 5; skilled, 6; personal and domestic service, 7; and

professional, 8.

Only two groups maintain the same relatiie positioni for both elementary and high schools attended, namely, the

professional and boiness groups; bóth of which are rather

low in the scale, their'respectvoittaks being 8 and O.

In order t:o obtain a composite rank for both elementary

an4 high-school- attendance ..combined the composite ranks

of bitch were added and the sums were reranked. On this

basis the clerical group is first, *followed by the miscellaneous

group. The others in their rink order are: Business, 3.5;

unakilled, 3.5; personal and gdomestic service 5; farming,

6.5; skilled, 6.5; and professional, 8.

The accuracy of these rankings was,checked by combining

the individual ranks of the four items under each kind of

school and then reranking the suinmatioi of these individual

ranks. TO relative positions Cof the groups remain the same

except fas the fact that the business and unskilled groups both compete for third place agd the skilled and farming

grourts compeie for sixth ,place, which meant that the two

fbrmer groups were both assigned the rank of 3.5 and the

two latter, 6.5.

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wzoao comma 8117DIIIN1S

Kiwi. f schools attesided.it i shown in part II that the kind pf school attended appeared to have very definite rilationship to the achievements and certain other fattens of students. The extent to which the children belonging boodle* different óelcupational dames are represented in the variimis

kinds* of elementary and high idlook shown ¡a table 34. The feat'Aut cif greatest ... IMPOrt, perhaps, to be noted in*

this Cible ig the change iii the percent of students belonging

to certain occuiiational girs;uzs who attend a particular kind of eleznentarrachool and the same kind Of high school. For purposes of comparison in cases where the tpercent of tudents ki a.-given occupational group who attend a Oran

Of high school is more° than the percent attending -the

e kindsof elementary school the cliange will be dgeignated "positive"; and if miatival, fewer students attend a' particus. lar kihd of high school ti&n attended the same kind of elementary dame) the change will be designated "negative." On thit basis of Ahis pi .4flire it will be observtd that tike

greatest negatire,change takes place in the so :thorn rural

public schools.. In every occupational group the &a* is negative and in most cases of cokisiderable magnitude. 1The differentials in percents of students . to various

occupational chimes who attend both public seta.: taffy and high school of tixe southern rural communities range from -1017 to -12624. The personal and domestic service. group

is att the low extremewith .only 2.74 percent of the *students at,ding southeezi rural public high schodIs aa soil* .4.91

percent who are attending the same kind of elemeqtary

school. The grpup having the highest differential is the fanners, 47.10 percent of whose 'students atteuded sE:iuthern

rural public .elemeritiry schools but who droppea to a low

. 20.76 percent who attended the same kind high scbool. For .all groups combined there is a negative differential of

9.58 percent.

The only othiw' negative ghange is found in the northern

pity public .schools.% This &Inge, howeirer, is quite neg&

I. gible, amtuntinr to only 0.30 percent for all occupatimal groups °outlined. The-greatest negative change in this

group 'of schools takes _place in the pkifessional dams, 11457

percent of whose *gouts attend city elementary publie

schools in the North es fgainst 7.81 potent, who attend city

If

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a .. 41 TAILS 341.--Posnt of students who attended certain kinds ofAigh and sZemiontary schools a000r4ing to father's occupation 411MIII/ s 1. +1 46 1 01 +ID. um in +1. is O. 41f+11. 2. . +EL N Lile.... ..... +at vi. Itt"::ti¡:::::-_-----::: a. .1 L. L. . i --.. ..)4, 4.91 . . .,v._ -;: 1.7I 7. --.1.111* ¡SD $1. IS IL Or .as . +O. Ill +1,1141 1. 11.07 1. 1? .S. . +A 1081 +1. Sr 1.434+14. it1101' +.4; .104111. Changes In foreign imbeds disregarded,. Non.Beed table thus: 51.:tre, of the statients wham manta belong to the soboois Northern ties and 7.11 permit attended high schools la the sarailocalilee. s. 'croup Mended elsomatiry pablie Orkitiala/17porting attlevisd damn publie Waste the percentage el . attisod e. aohoole 1a South= th sides, while want attendedpuirue higbl.obooil lu &Mbar:: the; ins high school ins given locality b greater than that attending eissnentery =bag in the maim Is math', a minus sign le used, 0 a 0 .8 a Alb o. 4. locality phis sign Is used; w abeam aI. O P a s. 110. ' girs" " - -r :,*". '45 e471 [44 ; . .4 f'.' -1. . _ :* Ilk,c,) . o Unskilled. a. . hd twavgle. .4- 1:11125Sitek 1 .,,,,-'4 ._ -0.1f 1 .. a. ... ...... - . a horn !,Ityiloct .1/ OC6001 Rua a sited 1 P rural public wheal sr +61. 't 4. 11, - --1Nathan§ ". omit method madam _ea.._ . -A. 'w.' P -4. i.-1." -*e. 7 r - - ti a I.school of . border tod9ts Mood -Il7 , ir r- I " L . 4 -' 14. - a + 4 11. &, 441U 1/, ":13 t -r e 111 Ili I I. timber a- uI .$1, .3. . a . ' -0 V* IMO . 119 L .i FA ° 817 9'11, 794 CIO .11 ".1tPJ41 rt.: _ , ¡J.!! J.; 50 #211; r2 , .4 .,g.4r,a..AA.-=i:;r:eiO4&-,...,, - o. 9 .9 41, 7~1 cueoupation a NUs 0. I I. Southern O I1 ti=ta =alayr a et PUNS@ gists .0 eases a a 1 a ss Il Is ......... Clerical Business . . . al. ea. Total II 11. SI "NM NI1.11 89 11 IPP SI 9. Ill (11 tu -I. AMOS 61 1 1/ - 4431. 1/ OWL 49 & SI 7. I, III al : 79 i 112.29 1, a s. 99 I1F w
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t.

public high schools in the' mime section. There "is also a

. slight negative change here in the skilled, .. business, and

miscellaneous occupational groups.

The most pronounced positive chtinge fot all groups comr, binea is in the southern private schools or academies, the

differential being +1.79 pircent. The differentials in the

percent of students belonging to various occupational groups who attedded both sciuthem private elementary .schools and

southein private high schooN range from +4.45 to +16.46. The personal and domestic wórkers furnish the. low differential here, the respective percents pf their children attendting'southern private elementary apd high schools being

anc113.7, while the farmers are again in the lead, furnishing

the high differential with 5.07 pércent of their children having

attendeçt southern Plivate elementary' schools as ágainst 21:53 percent attènding the same kind of high schooL

In the consideration bf the changes taking place in th'e

southern rural public schools and the southern private schools

the most notable feature to be ''observea is the fact 'that, in , eve?y: ocèupational group the changes are respectively nega- tive and sposibitve, that is, each occupational . class sent it

smaller percent of its children to high schools in the southern

rural areas than' it sent to elementary schools in the same

4ectitin. Conversely, every o.ccupationál class sent a larger

.percent ,of its children to southern private high schools than it sent to southerfi private elementary schools... The educational and social

A implications of these facts will be discussed

later,

. /

. Further anklysis of table 34 shows that for the southern city

public schools the gniatest` positive change took place in the

farming group, with' a .differential of + 5.65 percent; while

the most marked negative change took place in the' pers'onal and domestic service, class, the differential being 4-5.19. In the northern city public schools the farming gr9up Jeads

in positive .differentials, with 2.44 percent;. and the professional class is aheitd in 4iirerentials of a negative character, the percent being 3.76. The publia schools bfuithe Border

States show the highest 1:Positive differentital Tor children id

farmers with a percent of +3.44. The only negative differential in these groups of schools js yielded by the unskilled

group, it being the negligible .perceatt. t.of 0.10. a

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4 BACKGROUND STUDY 75

The data in this table suggest several inferences of considerable consequence: In the first place, there is very obvious

in every locality an insistent urge on the part of the Negro parents for bètter educational opportunities foil theirchildren. It is vividly revealed by the changes found in the

farming group and in the fiputhern 'rural schools for all

groups.

The s'econd inferende to which these data point with considerable conclusiveness is the laek of availability ofsecondary

school fa:cilities for NegroestÉimny sections of the Sotith

, and partictilarly in the rural areas. This heck is revealed in

a 'recent study 4 which shows the number of 'counties with_ no

high-school facilities and those having no 4-year high schools

for egroes; also by a 'study of the 'relation between the

pop arization ..of secondary education And the ayailability

of high-school facilities. Ile present study, by approaching the questibn from

another angle confirm', the conClusion of a s rmer study

regarding lack of Availability of high-schbol o 6E6es f.or

Negroes.4 The m'anner in which the question be ap- proached here will be to ascerthin what kinds orliigh schools absoib the studefits who are lost by another kind of high

school as showii bi negative differentials. If these losses

are rather consistentlir absorbed by schools% which either are

better or which the parents consider better, our hypothesis

may be consideréd to have been substantiated. (Findings

in the National Survey of Secondary Education for Negroes previously referred to, and facts presented' in part II of this

study prove that schools of different kinds and localiti13 vary

in effectiveness of program as shown by the general criteria

applied.)

By Observing table 34 it is seen that the %children of farmeis- who are lost by the southern rural public schools are

ajasorbed by the Ktriools of the Border States, 'southern

private kchools, and southern city 'public sch6ols. The personal (And domestic seriice group had a negátive change in

'the southern rural and sofithein city public schòols, but had

gains in the northern: city, southern private, and Border State plwols. Most of the children of unskilled workérs

lost to the southern rtiral !whoa). Were absorbed by southern

&Cavort Ambrop . Secondary EddOstion for Negroes. Op. olt.

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76 NEGRO COLLEGE STUDENTS

private schools; as is the case fdr thse .business group. The skilled workers, in changing their children from southern rural schools to others send them predominalitly to southsirn city, çììthern private, and Border State schools., The clerical grdup lost students between the elementary and high schools in the southern rural communities, and in the south- ern cities, but gained in the southern private and Border States schools. The clerical group is the only occupational class having no,. students enrolled in southern rurál high schools.

The decreases in the professional class, most of which were found in the sodthdrn rural' and northern tity schools are largely absorSed by southern private schools, although slight increases may also be f-und in nortkern rural public schools, southern pity schools, and public schools of the Border States.

This array of evidence seems to be conclusive in substan- tiating the theory that, in general, changes in the percent of students belonging to the various occupational groups which are represented in the different

. kinds of commúnities are due

school to- a lack of secondary facilities for Negroes and a

if cation on the part of parenits to seek better educa- tion ; h opportunities'. In the Biennial Surve- of Education 5 it was shown that the greatest migration of Negroes took place in States and localities wtiere- educational facilities for Negroes were meager. The final feature of table 34 to which atten4on is directed is this, ,extent of is ",! ation taldng plate witiOn the various occupational class. This is an important factor in the background ofstudents, the educational implicátions of which should

e. dIP receive greater consideration.

. B. ECONOMIC STATUS OF PARENTS

The economic státus of families from which students come has been 'shown to be an element of real importance when the .infliiencing backtreund factors .are considered in their relation to subsequent school experience and, othei, achieve- mente.. Book °found" poiitive relationships bet4een certain

United 8tates. Office of Education. 'Biennial Survey of Education in ipe

Washington, Government the States. Printing Office, 1931. Book, W. F. Op. (Bulletin 1031, no. 20, vol. I, oh,. 17.) cit., p. 209.

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I
BACKGROUND STUDY 77

phases of economic status of families and the intelligence of

seudents. Other investigators also have found favorable

relationships, between economic status of families and sthool

achievement of students.7

While in the present study correlations were not obtained

between economic status of *families and scholastic

of students, certain of spch factors were related to the occupation,of parents, which, in turn, was correlated with the

scholastic aptitude of students. Table 35 .furnishes data

concerning three of these factors, namely, home ównership, ownership of- additional property, and monthly income of

families.

TABLE 35. Number gnd percent of students whose parents own their own homes, have additional property, and have a given median.income, according to father's occupation

Father's occupation

Parents own home

Cases

2

Percent

Professional

Clerical

Business

Misoellaneous

Skilled

Personal and domestic

Unskilled

:Farming

Total

Parents have

additional

property

Cases Percent

Monthly income of family

Cases

200 85

65 83

112 93

274 18

189 73

125 71 187 68

209 81

1,361 78

Median

4 , L 6 7

144 65 212 $161. 41 39 57 69 153. 01

82 73 103 131. 35

176 54 308 106. 73

127 53 232 90. 11

79 47 172 88. 76

95 37 261 85. 07

130 54 232 63. 50

872 53 1, 589 94. 72

HOME OWNERSHIP

of the 1,755 students replying concerning home owner- ship, 1)361, or 78 percent, said their palents owned or yverre buying their h 6 el Z This is consideragy above the average for the country a whole, the 19)0 census reporting thit 47 percent of dall families own kromes7 pome ownership

is an important index of the stability ind general social outlook of a family and bespeaks an industry and a per-,

severance which are valuable assets to students, both as a personal possession and as a family,trait. . The rank order

Pressey, 13.41J., aeCRaleto9, Ruth. Op( cit. $ The 1930 census indicates that 23.9 percent if all Negro families of tbe country WI] their homes. I .

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41.
NEGRO COLLEGE StreDENTS

of the different occupational groups in the percent of parents belonging to them who own fir are buying their homes follows:

Businegs, 1; professional, 24 cleric:al, 3; farming, 4; miscellaneous, 5; skillek-6; personal and domestic service, 7; and

unskilled, 8.

ADDITIONAL PROPERTY

Table 35 also gives the percent of students who said their

parents own additional property. Fifty-three percent of

the students belong to this groúp. Detailed perceritagès for

each ibccupational class are shown in the table.

6 vz; FAMILY INCOME

s Perhaps the most potent factor in determining the econámio status of a firfnily is its income; and within certain limits

it seeing definitely_ to affect the cultural status of the family. and the-intellectual status of the children.9 :

Table 35 4hows the median monthly income of thelainilies

represented by students in the present stiidy. 'according to

occupational groups. The data wer6 secured by listing 11

classes of moiithly inr,omes, for eximple, (1), $50 monthly or

1ess(2),-$51 to $75 monthly, and so on to naofe than $300, monNy. Students were asked to éhe4 the one item best

fepresenting the total jncome 'of thé:ir families during the previous year (1929). They wer,O*14..,to guess if they did

not &now exactly. They w.ere alai) ',Wd to combine the

incomes of the breadwinner 'find housekeeper if both:itere

working, as well .as income from other, i3ources.

The results show -a median monthly income of $94.72 for all occupational classes combined. The median income of

families belonging to each occupational class in rank ordei

is shown in the table. Nearly a fifth of the studpnts come from fanaes having a monthly income of ônly 450 or less;

more tban half of the families represented have a monthly

income bf less than *Too-, while 'only 15 perceñt have an income of more than $200 a mcmth.

A nòticeable feature abdut these data is the low ranking position of the farming° group. The Incoines of the professional, cletical, and ,busintes groups are more than twice

CD

_ o -, Book, W. F. Op. cit., p. 211 . Counts, O. 8. The 8eleftive Character of the American nigh 13clioo1, University of Chicago Press, 1922.,

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MM.STUDY 79

as great as is *the income of the farmers, whose, median inconie is $31.22 below ibe total median. . A more significant fact than the one mentioned, however,

is the relatively low incomes of the families in all the groups. That Negro students, vhose parents have an economic

.background represented by- sp lbw a range of monthly income a§ $63.50 to $161.41, ni'anage to enroll ancliiremain in

e,ollegois one of the enigmas in tiv Nigro's. progrèss. That

students find it necessary to attemPt to pursue their college

education on so narrow a nutigiii4 subsistenee presdnts problems which would tax-tile skill and knowledge possessed by the most effec_tively orggnized and .adminithGed.lersonnel department. Ofie can well imagine, therehirew-wkat

damage is done' the educational growth of students whére no

such assistance is picovided, as is the /caie in most Negro . institutions.

L. RATIO OF 'ROOMS TO OCQIIPANTS OF HOME

itep

Another index of economic status is the ratiò. of Moms to

occuiiiints of -a home. How rooms dóes the average" 4

home in each of the occupational classes pogsess, 'and hoW

miny persons o.ccupy these rooms? Students were asked

the number of rooms in their homes and the number of

persons who lived in their homes the previous year '029). Table, 36 shows, the answers these questions in terms of

central tendency. , Those answeriiig numbereti L813.

4ò Number of rooms in home.The opciipational groups are

listed 'in. rank order represented -by th'e inedian number of

tc

roomitin the homes according tä the various occupational

classes. The differences between the groups are negligible

in most cases. irwa; hundied and. fifty-one students, or

14 percent, live in horn having 9 or more rook, 'irhile 65,

or 4 perc9nt, live in homes with only 3 rooms. 'W

Number of persons in Iwnie.Table 36 alai)shows, the number of perso.ns occupying the homes from which students come

as answeied by.1,780 students. the median for the entire

group is between 4 and 5 'persons. The differences between r

the vaiious groups are even less- here than in the number of

tooms ill the homes. Those coming from homes*with 9 or

more occupants represented 11 percent of the tdtal, while

27 percent are from homes with 3 or fewer 6cdupants.

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a BACKGROUND STUDY' _ 1 In deteriLining the rank of the iariofis occupational groull!

the same procedure iks was described in the sections just;

prfieeding was followed here, namely, the occupaoñal class

with the highest Percentage of families possessing a given con=

venience or type of house was ranked 1, the occupational class

possessing the riext highest percentage was ranked,2, and so

(in._ In the case of "frame house", however, the pposife#

Method was kllowedthe highest degree of desirability

being represented by.. ihe lowe'st perc'ent. Apartment résidenca was excluded in this 'ranking.

The táble shows that the clerical group ranks first in 7 of

the 10 items, second in 2, and fourth in 1. Some consistepcy

is shown in the skilled class, which has sixth. place in 6 oftthe

items,and seventh in 2; the unskilleftroup has seventh plAce . in 6 items and sixth plabe in 3, while thelarmers rank eighth

in all items except one in *hieh they are miventil.

In order to obtain an index which would measure' 01 the

items combined, thi wmposite ranks were computed. The

occuptitional groups follovf, ranked in descending order in

terms of the higheiti percentage of families póssessing the

various miidern conveniencet; the lsums of the individual

Iranks- are also showt: Clerical, 15, projessional, 33; personal

and domestic service; 34; business, 35; miscellanegus, 38;*

skilled,: 67; unskilled, 6'4; farmii2g, 79'.

The srAssessia :pf many these convenien.ces is essential

. to health and tbe;development of that type of refinement

and social demeanor demande4 in, modern' society. It

shduld be a subject therefore, of real concern, not only to

educators and social workers, but to statei3men as well.

o C. rnELLIGENCE OF/gTUDENTS

In. part II the Linielligence cif, students was; analyted in

- termil bf the kind Of school 40* commu4ity froni which they

came. The pment séction is an ai.;proac.4 ste' roblem

frÓm a radii. detailed analysisLa comparAkpr of de

intteIligence- of sttidents in terms of their patents . atidns .and ale education.

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82 'NEGRO COLLEGE STUDENTS

OCCUPATIONS OF PARENTS AND INTELLIGE4CLOF STUDENTS

The intelligence of students belonging to each occupational class is shown in figure 15 in terms of mean psychological

scores. It is seen tfiat the clerical group leads when con- sidered on the basis of both father's and mother's occupa- tions with mean scores of 104.36 and 115.90, respectively. The professional group is next with seores of 90.56 and 89.49, respectively; on paternal and maternal occupations.

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'following a given occupatióri have a high& intelligence than those whose 'bother; Vow the same occupations. Beloit ally assumptions can be made; concerning-ihe,apparent lower intilligence of mothers than fathers who are engag in farming, unskilled and skilled occupations, more should

Probgbly not significant because of the small number el does.

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BACKGROUND STUDY 83

known of other factors which may operate to effect the differencesqound in the intOligence of the students.

Figure 15 shows not only the trend in the mean scores of

differtnt occupational classes, but also indicates the range

sild ale overlapping of scores. For example, although the

mean ence of students whose mothers are eng: m

skilled occupations is lower than that of students whose

fathers are engaged in- those occupatims, there were some'

students in theimothers' group who made scores much higher

than die highest in the fathers' gtoup. The only case wIfere

an occupationfd group with a mean lower than the preceding

group d6s**not have some students who riach or exceed the

highesp score made in die preceding group is in the case of

the, 'after.

Distribution of intelligence among occupatiotrzal group8.A

question of considerable importance from a sosiologicsil as . well as an educatiotial point of view is the extent to, which

the occupational classes students of the highest and

lowest iitelligence. Table 38 co.ntains data which answer

this question.

Column 3 shows the percent of students in each occupa-

,tional class reaching or exceeding the mean of the entire

group (76.01). The clefical group is fp.r in advance of all

the btbers iji this regard with a percentage of 7t. The. pro- fessipnal gioup follows with 58 percetit. The two groups having relativply tpe fewest students who reached or exceeded die group inean are the' skilled and farming, the

respective pOrcentages : s 38 and 22.

In order to make a m41; rkid seleCtion of the groups having ihe highest, 'percent of stiperior stiidents th'e percent making a score of 100 or more was calculated. dolumn 4 /

show4 these results. Again the clerical group is ahead with

44 percent' of its students who made a scord of 100 or möre..

q. The profesitional gröup is also second again with a percentage of 37; while the skilled antlaming groups trail in their

former respective order with percentiges of 24 and 10.

of equal imliprtance as:the 'foregoing factor is the absence

of students with low intelligence from an occupatiolial grtkup. CAilumn 5 cof table 38 shows that the. occupational class having the fewist students who niade a score ot 50 or less is the

. clerical

' group with a percentage of.'14. The next smallest

s 9.

gt

s.

f

A

s

s.P ¡fosses&

.1

go, wol

11

MIS

e
s

s

p.ky

84 NEGRO - GE STUDENTS

percentage (28) is represented in thiebusiness group. The professional class is fourth in this factor, while the same two

groups remain at the bottom as in the two former infsances,

,with the following Percentiges: S1r442; and farming, 61.

TA.BLE 38.Peretni of students reaching or exceeding group vnean; lose' making a -score of 100 or more: and those making less Ulan 60, by oo- c.upalton offather

. ratibses 000ttpation

1 -'b

Number at ones

i Percent rat2 wormingar group mean Percent

king soonil of 100 or more Percent

'making less

1 I z 11 Clerical , Professional 63 75 44 14 Personal and te 205 to4 37 31 Businekle

dorneeuc 136 56 29 10

1, tfoellaneous

93 61 334 X

.0 293

. itz:

. 50

44

X

25

33

Skilled 38 .... Farming 308 38 34 42

211 22 10 61 I

-4 Total 1, 433 46 4 27 37

. It is interesting to note that when the occupational classes

are compared on the basis of he presence of superior students and allsence of inferior ies (by composite ranks) they maintain' the same fktÎ6 ranking as' when they were com- pared on the basis of central tendency, except in the case of the business find persopal and domestic service groups.

D. SCHOLASTIC AND VOCAtITIONAL INTERESTS AND

ACTIVITIES

ANTICIPATED) COLLEGE MAJO4

L. V In part I tile college subject in which students expressed a

desire to major was considered in relation to intelligence; in part II the same topic was treated on the basis of the kind and location of highs school attended. In this section tike subjea will be discussed in terms of the father's occupatioh. Table 39 indicates that 82, or 5 percent-, of all the students

wish to major ih agriculture; of this number 43 belong to the arming group, which is 16 perf,eAt of all students whose fathers are farmers. The business group leads in the per- cent of students expresding preference for ancirnt languages as a major, with g percent. Only 20, *or 1 percent, of the total 1,880 students mentioned this as a desired major.

-I 2

.,e: [

.

;

t

C.

,11

. Ow .......

1 I

. .

. .

.

Se.

. "

*

411. irg= .?.

-

r.

1

- 4

, than 5°

, I _ ... _ ...... . .......

'I *
.

11

o BACKGROUND STUDY 85

The following subject-matter &Ada were mentioned in each

case as posi4b1e college majors by fewer than 20 students, and in three cases as few ,as 1, 3, and 5: Architecture, art,

botany, geology, journalism, library science, political science,

philosophy, psychology, physics, religion, speech or expres- sion, and ioology. , The percent of studgiDs choofiing th'ese

subjects ranged from 0.05 to 1. Education, which is the

most popular subject, is mentioned by 275, or 15 i)ercent, of

thé students. Because of the small number of cases no

attempt will be made to analyze them on the basis of occu-'

pational classes.

TABLE 39. Nu triber and percent of students who plan to major ii a Oren subje4-tnatter field, according to father's occupation

Subject-matter field

Fatherls occupation

5

6 i IS

i. .. ArricultEre:

NWilber 9 7 4 12 1 43 Percent 4 . . 3 $ 4 16 Ancient language: Number 2 ....... 3 4 P 3 1 %. 4 Architecture:

Percent 1 ....__ 13111

Nun; I

I 1 1 2 2 1 Percent -w...i. 1 li 1 Art.

Number 2 1 4 2 2 3 Percent_ I 1 2 1 1 .1 Biology: ....... ____ is 7 24 7 16 17 14 Pavenl 8 10 9 6 1 6 9 5 Boma:

Number , 1,2 2 Percent 1 Business administration:

Number 10 2 13 ' 9 7 7 11 Per mat 4 3 5 8 3 4 4 Chemistry:. Number 28 11 22 10 19 15 14 Percent 12 15 9 8 , 7 8 5 Economics:

Number 6 2 7 4 4 2 6 Percent. 2 3 3 1 1 2 Education:

Number 27 10 38 19 55 Iii 48 Percent 11 14 15 16 ha 19 18 Engineering: Number 5 1 7 4 3 4 2 Percent.. 2 1 11 3 1 2 a 1

. .m. Al . . 1 a . ON Peroent......z................... 9

7 39

6 10

6

10 30

6 7

6 82

23

eV 1m lb

,s

3 17

1 232

1 24

7

319

72

43

125

126

75

- 275

SI

2

163

9

, 9

gla 1 3 4

. ..........

. - _ _ ...... . ... .....

1 N umber

. EitsbiL

tubber it 11 10 11

. . 41-..f6110.

41. es a.

1

-1

z

*A 0 6 83

a

150

8

'37

2

il -*. 13

1 36.

U

,

a

o

.0

. . 1. .%,. 2±-tI.

..... . _

96

4

-a e

5

41. 1
86 NEGRO COLLiGE STUDENTS

TABLE

itubject-matier

39.Number ts;sci

field, pert** óf students who plan to niqjor :rem accordivie faUter's, occupationContinu

Subject-matter field

lratiser's

1

. Gook,

Number. . . Percent

H istory : N umber

Percent

ome economics :

N umber _ Pavan t

.1 carnal ism : Number_

Percent. Ltbrary edemas:

N umber

Percent

M ettiemetics: N umber . Percent. . . M odern language N umber

Percent . Music:

N umber

Percent

PhUosophy : N umber

Percent

Physics: N umber

Percent. Political science:

N um ber

Percent.

PirAchology : N umber

Percent

Religion : N umber

Percent a ,13ociology : Numbers

Percent

Speech or expression:

.N umber

Percent_ _ _ . . ....... . . *Small Zoology : Number

Percent Mee: N umber

Percent Ilk

Total ntimbeg

10

4 218

316

7 02

a3

V. 2

3

10

2

3

6

19

ale 4 77

10

2

1

0. 7

7 12

11

1 .... 20 4 25

8 3 9

3 3 10

1 3 4

11 4 14

4 3 3

2 1

1 1 2

2

29

4

4

1 2

14 3

2

3

2

3

2 , 3 2 .-- 1

1 1 1 1 /-2 1 1 3 8

1 1 ...... 5 13 9 9' 20 10 $2 111 b - 7 5 8 S 11 4 9 6 4 73

2 . .4 1 2

9 I S 5 6

4 6

2 2

6 I 3 41. 3

1 3 2 2 9

2 1 1 1 3 92 4 18 2 1 _ 1 1 4 3 6 1,8-

2 1 1 I 2 4 15

1 ,.1-4

"--

1 7 38

1 2 2

1 1 4. 13

1 1

3 71 110

6 6 43 196

12 11

13 9

1 14 56

4 3

GI, 238- 238 118 280 I 181 270 $67

tip .6.014

9

1.

41,

!

V '

t.

4 i

to

: . .... _

1.I .....

. .. ..

. .......

_

J 11

1

11 s

.=1

0

1

9 12 47 3 6 IF 1. 6

17 a I 12 P .'13.ui

1 . . 1

, . I 6

:- t 1 4 J 1 ... .. . 1

i - ..... _ o

..

. ._

1 .. ..... IL

_

I1 . ........ . ... _ ..... . _ I I

a a

._ . . f......

__ , i : .,- 0 . i .,,..,1 3

-.1 il 0.04". Ìa 1

I . - i 1 I i I.

, '. .. . .

_ 1 i 1 ,_.. . ... ; , d 1,775

_

1 , i

I 1

1

I

. . . . . 3

1

3

1

sag 6

7 30

14

1

I 1

. 0 -

OD

1 3

1

. 1 lb 102

4

$

4

a
4 BACKGROUND STUDY 87

TAR Ls 40. Percek' of students erpressing prifferenie for a glitleR °mu pa- s 41, ties, according to occupation of parenti

occupational prelerence

06upatiao of parents

.411

Proftvdons'

Probealonal: , Father ,:e- 78

Mother... .. OOOO ... n

Clerical: P

nailer . 79

M other ..< Skilled:

I 92

Father_ .

, Mather & t' 78

.......... tii

. liminess! 4: .. Father.. .. ... .... 49,4 Mother.; .. ... 71

l.' oa .7 k-Med.:. .- Father - 81

Mother. . & 71 Persons1 and domestic

Father

^Mother__

Farming:

M

isoellaneou&i:

M other

TOW A Paalleren of. Q. 14Other ¡.'t

4

21

98

73

4

6

4

JO

19

3

2

3

4 ,

MOOR! 7

: 6

1.

Perm114

... 2

3%

44

to'

. 1

M18-

DOOM

O

07"

Number

rePly1 Wit 1

1512

1313

1 2 10

1 1 1 3 12'

3

17

t11

229

213

7112

11414, 3E%) Is

172

327 . 1, OM

4 0 . 1 . 1 13 4 D i 4

4 I

o . . . NOTE. Reid tibl Of the students orb* fathers ;re in ,41te` proists1i.v-At group, 111 pervent,aleo elected Of the a prokonil career; lees thin 1 percent Olen a clerical occupation. etc. students who...smothers were in the moleskins"' group. 77ot libeu..prrierred a prof* 000Upliti011; Unr001:111 clarinet etc.

A feature in this table. 9f special interest, however,' is the

'lame percentage of student4 of the unskilled- and fanning

gioupd"who' planned to majói in ed tication. The total number of students frcom thesip`. t,wo groups havink such an anticir

pation was 103, or 37 -.percent, of ill Who named education as

a major. This is a latger ratioth.an all, the students of-itese

two ocebpational classes bear ti the total 1,880 students, their represéntation being only 31 percent. If we assume that these students are to becdme teachers,

this preponderance pf. witrants the profession from

economic strata -whose iaelligence ra oh e': is relatively lovi, unless these particular individuals are o highest ranking

students in their respective gioupswhich is improbable.;

then- dlis fact has wide sociariplications.

4

4

I

w.

Clerf-

-.1 eel .. ,I 0 3 s

1 3 1 ..., I

l r.

', 1 3

, . .

. _ ,.. pi

:

',I .

. . ... .

1, -,.. a a a. , . . . ..

. ;I ,'

'

. I - o ', i 2

1"

.1- ----t,----- . . . ........ 2

2 '

1 ..--- A

,. -

.... w'

_ I -6 3

: ; 1 0 4

1 S o l I -

L I P- 1I. t

t:._

atm.- past- r n- and

doII $ . 4

...W.1.11/111

77

W

.

' .... w a . . ,. _ ..... . 1:-.. ;, : 7.,

I I 2

I 4 1 ... -1.

i I..

.:. .. Fat,...i ..... ....... . 77 I 2 ' .. ;'. _ . II

. ., _ . . 1 n ;2 3 ! 1 i

I I I. _ <- ..

.4 ..

. . : 1 78 ill , 4 3 A 1 , n P

1. ."41 ;% ) wp. 4 ' ... . . . . . . wi.p a

... .73 ' ... 4111. , ;')IY... i

.... -4

t

11 e , , --.141,---.,.. ,e...i,

: 1

I : ;

I 1$

1 247

;I ;

1

. , sl t 140~

.1 8 1+1

. ,

,466.1k0

*,!-,

-"..s

.

. - - ..

. . M

s )

I.

79

. ,

1 Dees

4

_

260

thus:

4
a

O

88 a NEGRO COLLEGE STUDENTS -0 CHOICE OrL CAREER

, Equally important as the choice of a major and !having

more_far-reaching significance is the choice of a life çareer.

Do Negro college students show any evidence of diversifilb

cation in the selections they make? What relation have

their choices to the occupations of their parents? These

questions are answered in table 40. It is seen that the choices

are predominantly professional, for each occupational group

%and for all combined; and except in theease of the protessiopal1

class, the ocçupations of The parents have no apparent

influence on ihe occupational choice of the students. This

is true for both mothers and fathers.

Of the fathers, tilbse engaged in business and skilled occupations seem to influence the students most greatly in choos

.mg de occupations in which they.are engaged, the respective

percentages öf students choosing them being 10 and 6. Of

the mothers, the farmers appear to have a greater influence

, than any maternal occupatfonal class, the percentaga being 10.

I INFLUENCES IN CHQOSING AN OCCUPATION

Although the opinion of an individual' is not entirely

dependable in mattersdto subtle as the variouli influences on

his 'behavior, the students, nevertheless, 4vere asiced to

designate the factors which they believed influenced them

most in making their Qccupational choices. 'Table 41 reports

these rsults. "Belief in your ability in field" and ."desire

to serve" were the two factors most frequently named, the

respective percentages óf the combined,grotips naming them

being/114 and 36.

Students- pf tbe personal and domestic service and clerical

classes lead in expressing beli.pf ifrtheir abtity, :with percentages of 51 each, syhile ;those in the farniing and unaldlled

groups surpass tike otEers in naming "desire 'to aerie" ati

motive in selecti4 their vocationá. 4 Forty pereent in each

¡pup named this factor.

4

.1 es tt a

..

I.

4

-+C

e

i

(O

4'

L

a

A S
Z8ntX8Itts3

ACKGROUND STUDY ,89

TABLE 41.Percent qf stucknts naming factors which influenced their choice of ajfocalion, according to occupation,of father

Fither's mailman

Influencing factors a Professional....

Clerical

Skilled

Business

Unskilled

Personal and domestic

Farming Other /

Total 74

9

6

8

6

7

9

112

11

14

1 2

12.

3

4

3

3

2

43

3

2

12

a

2

411.11 41

5144

49

44

6136

46

4

12

3

5

0

3

1

1

1 3

4

10

2

13

, 7 2 3 3 36 44 2

a 2

4 41...

75

255

117

273,,

182

772

335

1,741

E. EXTRACU4RICULUM INTERESTS 41D ACTIVITIES

This section wi11 deal with the extracurriculum intirests

and .activities,óf students' accdrding to the parents' occupations. The topics io-..be treated will be of two major kinds

those of an intelléctual nature and tkiose- of a social nature.

The subjebts to be dismissed under the jirst,are:. Books and

magazines in the, hoines of students; books And magazines

relid bpstudents; and extent and kinds-of Negro newspapers

taken in homes bf stiidents. The social Algae pf1/4 the section

will deal with: Orgänimition membership; offices held, hobbies engaged by, 'cultural eiperitinces, prites and honors

won; travel experience; and rgligious interesta And connections.

INTELItECTUALINTERESTS AND ACTWIT-IES

Number of boolc8 and nutgazinès in .honife8. Figure 16

. 'shoes the number of bookb in the holnes of students' wording to fillers' occupations, and table 42 gives the number

of magazines takeii in the homes of students. The mediap

number taken in the horn:: of the 1,734 student's- who replied

is 2.13. . The children of the professional and clerical groups

lead bail in the ntimber 1 books and magazines in their

homes Qn basis, of father's occupati9n.

. t

..

. . .

1

.. . 1794001-43-7

fit

."

8, iA 1 thd

ral* e hi

1

d

i i i I!

Ó

41; 8 .4 0 I i

,i 3 4 a

v

EmV. Il 2 §

; IN > Z

11 - N ..... .3

'1

2

4. ______

1

1 1 232

--I%

11

. ; .

i ,

. .

. .

.

.

la

e. -17jt

-er

alb
90 NEGRO COLLEGE STUDENTS

TABLE 42.Median number of magazines taken in students' homes, according to occupation of parents

b

% Parent's oocupation

. Median

father's

occupation

Median

!notbeef' occurstion

, Professional

Clericql 3. 2 2. 90

Skilled 2. 92 1. 06

Business 1. 95 1. 82

Unskilled . 2. 79 1. 46

Personal and 1. g4 . 66 domestic servioe ,, Farming 1. 65 1. 5.2

.. Miscellaneous 1. 93 2 29

2. 16 2. 18

, Total

Number of 2. 13 2. 13 cases 1, 734 1, 734

A

FIGURE 16.Median number of books in student's home accordincto father's occupation.

Number of books 8t1Ld6n48 read.While 'the ix:NAB and magazines found in the homes of students is an important index of the cultural opportunities afforded them, the kind and extent of use are more important factors. In the absence of data, according to parental occupation on kinds of books possessed and read, the extent students read books % found in their hombs or elsewhere was ascertained by re- questing the number of boas, excluding regvular school

assignments, whip& they voluntarilysreid durhig their highirs

,a

No. ....... ...... et - % =AN 110012 OP scam LT ,.A. .. - 5.' ii UM '' '. u 10 MINA *meta

., astir. s Oootgatiaa

Ltsa

r I . of

Books 0

Milan Itember at Books

100

* l.

Palmist

wisTstu.s

Skilled

'cilium). cal

Demotic)

nap- 5' E''.' 'r IS Ole:Pisa'

Professional

Total

.

61.1t

66.6

. _ 0-9

a

s 66.1

93* 1

,

. 090 i a

. 203.II 10111-5 96.4

. _

.

411

4

4

.t

fo.

r

t4t ..t* , .4-ar _ , . .:.'. -6' li ..... ,

.1.. e --: i ' t '' .. - '.,..'N' - .. '.....'g-,

.

. a e._-'''''-"V&-L.1--.--:y12..-1iV.,(18*;. .») ''a' 17::22:441' '*iiii

a

. s

.
BACKGROUND STUDY

school careers. Table 43 presenis the results of this inquiry. The clerical and professional 'groups are firq and second, respectively, on the basis of father's occupation, while the

butiiness groiip ranks first and skilled and professional classes are second on the basis of mother's occupation. The median number of books read by all students combined

is 21. The two lowest rankini occupational groups are the

unskilled and farming according to the occupations of both

fathers and mOthers.

Kinds of maggzines 8tu4en18 read.Table 44 shows the

number and percent 431* students belonging to each occupational class who read certain kinds of magazines during

their high-school careers. PoPular and fiction magazines

are read most widely by the students of the professional class, and leot by those of the farming' group. All are about equalli interested in current events, the percents

ranging from 31 for the personal and domestic service class

to 37 for th4: unskilled.

Detailed analysis regard¡ng only two other kinds of

magazines will be made here, namely, literary and Negro.' In the first instance the clerical group leads with a percent:-

age of 13, and for the Negro magaiines the business group

leads With 11 percent. Attention is called in this connection

. to the level .of intelligencesof students who read certain kinds

of wagazines discussed in- part I.

TABLE 43.Median number of books pupils voluntaltily read during their high-schpol career, aixording to parents' occupationi

..-

. Occupation of parents

e Median

. number of

books read

according

to father's

occupation

Median

number of

liooks read

according

to mothers

occupation

.. Professional 27 25 Clerical 29 23 Skilled , 21 25 Business , 24 as Unskilled ..,. 18 12 Personal and domestic 21 17 Farming 15 13 Miscellaneous 21 n

Total V. 21 21 Number of cases 1, 573 1, 573

91

hit

_ Alm - ...... a

_ ........

V

..A

o

ot

tdo

mr

AP

. _
v

92 NEGRO COLLEGE STUDENTS

TABLE 44.Number and percent of °students who read certain kinds qf _magazines, according- to occupation offather

eIP Father's occupation

Kinds of magazines reed

1 Professional:

Number

Percent

Clerical:

Number

Percent

Number

Percent

Number

Percent

Business:

Unskilled:

Number

Percent

Poi_q_nal and domertic: Number _ A

Percent

Farming: Number

Percent

Miscellaneous:

Number

Percent

Total:

Number

Percent

8 19

101 167

20 33

28 66

18 U

87 178

17 35

48 88

18 34

87 187

17 37

68 108

19 31

75 174

16 37

132 264

17 114 626 i,ni

18 34

57 44

11 9

13 13

9 8

06 61

13 10

34 9D

13 8

59 44

12 9

26 43

7 12

61 34

13 7

106 74

14 9

423 323

12 9

80 13 al 6

6 3 6 1 6 3 30 2

4 2 13 1

, 22 9

7 3 4 2

2111 1 14 1 11 6

$6 9 26 2

7 2 6

17 l3ii 19

6 4 6 6

39 11 22 6

8 2 6 1 40 21 66 11 6 3 7 1 11127

64

2

212

6

56

2

6

1a2

a

-1

2

e 2

1

40

8

26 261

10

56 1507 11

10

61

11 474.

, Negro new8paper8 in horna.In 'addition to the reading of

Negro'magazinis, mentioned in the fiection just preceding, the presence 6f Negro newspaliers in the home is an index of

race consciousness and race pride: , In order to obtain information conceining this matter students were-asked to list till; Negro newspapers taken in their

homes. Three classifications were then , maaa as follows:

National, local, and combiliatiQn of the two. National

Negio newspapers include 'such weeklies aá The Chic*

Defender, The Afro-American, The Pittsburgh Courier, etc.

Local papers refer to those published in or near the home of

the student and which have a pore limited circulation than

those of a national charactèr. Table 45 gives the number

and percent of students in whose homes each kind 9f paper

was taken, and those

, ivho had a combination of the two.

4 40

4 1

-

'

t 111

*lb 1 1.1 Ia 1

r "4 r

..

,

_

th 0

O _

f

1 I ' i 6 6 8 7

i t

o

, , . r, ...... .... ........ .. ' i .

0. .,

. . Skilled:

1

I. ...... ..........

,.,

1J

1 ;

. .

. . ..

' !

,

,

NE.somb 11

Fs

I 13 19 785

9

k 338 648

' 1 10

at

.

, _ , .. ;

.

. i e I, , , -

.: ; .. f, : ,::

.,.:L..1-__-__ , '..._.'-'1, f._3e'l .:.!....,t, -..: :14

-

401

k7 13

I 4M. I 4. 1 Id

4. 1 10

1

1

1 36 _-_-_

1

Z01

1X1 608

a. O 852

3.

.

Alb/

414

4
46 BACKGROUND STUDY 93

The farming and skilled groups lead in subscribing to nitional Negro weeklies. The farming group also' leads in

/taking local Negro papers. In taking a combination of the

two, however, it ranks last. The clerical and professional grotips roar* lowest in taking national Negro weeklies only, and are at the bottom in taking local Negro papere onl¡ but

in "Rubscribing to a Combination of the two they rank first.

The percent of students reps ...1 both national and local

Negro newspapers in their homes for each occupational

group is shown in coluinn 7 of the table.

'aims 45.Number and percent of students who me from homes where certain kinds bf Negro newspapers are taken acc&disg to paternal oocu- ?Gijon

I.Father's occupation

4

4 Medical Local Cca3btuation

Number

Percent

Number

Percent

Percent

Total

Prokesional

Clerical

Skillod

Unskilled_

Personal and domestle_r Penning Miscellaneous

17 18 33 100

7 26 84 41 27 73 33 87

19 42 89 45 X 87 , 37 83 X 40 U X 76 47 40

25 l 35 120

61 214

119 70

40 219

42 101

X 236

$4 161 X 162'

39 306

SOCIAL INTERESTS AND ACTIVITIES

Table 46 preients facts regarding membership in organize"- dons, offices held, hobbies engaged in, find general cultural experiences had by students, according to paternal occupwtions. In parts I and II the nature and kind of these activi- ties in which students participated were °discussed in some

detail. Hire only the totid number of students participatifig

and the median activities pngaged in by each student will be

treated.' .1* Information concerning each of the four items respectivel¡

is shown in columns 2 to 9. In each item,the clerical and professional' groups rank first, and the- farming group ranks

lowest. - Prizes and honors won by stutleas.--A considerable shift is

*noted in the rank order of the different occupational c14ses

when yie consider prizes and honors won in the various types

A a,

.01;:

. 1.

\.

I. Num.:

tar

Busineet.

3

t

' 64

.4.

.

,

. ..*1

IJ I ! 4. I. ' .0

0 1 :.; ::

1 .

e

0 s

P I .

e . re, .. 00 0 J' P

I 0 z:... :0 $ . - ;¡1,,e4.41,1_,__ A :_uai,,,-L. , 11_ _a._, k,,--.. '--1- -diL ,11:-.: ;".;=4\454;:4:11.'4

.;* -&-141.7tja

. . :4

. 6 8
94 N EGR 0 COLL 110 Z STUDENTS

of activities. Table 47 presents data on this point. Stu- dents were asked to list the prizes and hiSnors which they won during their high-echool careers. The percent of students belonging to each occupational class winning prizes and honors of various kinds is shown in the table., Travel ezperience of st : .Distance alone is no crite- rion of the value of travel experience, but it is one important index. In order, therefore, to akertain the extent of travel experience of students, they were asked to indicate the great- est distance they had traveled away from home, excluding the trip to çollege. Table 48 gives the results'of this inquiry.

TABLE 46.Extracurriculuin interests and activities of students according to occupation of faiAer

6 . rather's. occupation

1, Organisation membership

6 omen add Hobbies en- Mod ts ltsperienem

had

Nambar

M.

dian

Nambar

M.

dian

Namber

Medials

Num

ber % liodian

.

, 1 I 6 1 6 6 i 0 9

razoal

, . ni 1. ID MO 1. St

111

231 t n.

1: ms 41

7. 4.3 I: BMW

Business 2: 1: 139 all

.. Unskilled _ . __. _ _ _ __ .._ ... 10107 1 OS 77 L IS IN 1 30 122 7. IA 1 U 199 . U US 1 30 101) A. 114 Farming 170 1 46 100 L 00 111 1 IS 10 7. 11

Miscellanea* Sil

251 1 43 in .0 )14 1 01 113 & CI 1 76 216 L 19 3311 1 U PIZ t U dr- Total . OM 1 79 1, 130 L,10 I, 673 1 U I. 791 t X

TABut 47.Peroent

their

of students who loon certain prises and honors during hies-school career, acconiing to fat4Ws occupation

a hither% arotipetke

Kinds a1 prime as honors watt

Prolemionsi

Okrical

UnskilledPOMPOM' and domestic. Farming

illiscalimasous

Total_

Number el

open

r

.

w and domestic

... 4

.. 00 10 .

r Lftar- ode antrii.; ; land arts

' 4' 1 4. -. 040

01, 410 16.

.0

... 4040 AO 10

41D 01. .....

0,40 Willa tide glom CI and ,,,vie ; chug- cal

4

. s

3

4

4.5

personal _ . . . .

-4

1 make

A) 4

9

7

6

1 1 11

OP .11 OP O. IND MP Red-

' 30

27

32

33

54 AID 111 136

)36

146 a

7 1U

171 as so7
BACKGROUND STUDY 95

Th.sui 48.Number and percent of students titho traveled a given distance

from home

Distance traveled Numb& Perm*

1 to SO Man

51 to 100 man.

101 to 130 miles

151 to 300 ..... ......... .1 301 to 250 man

361 to 300 mace

Moro than SOO mike_

Total -4 3

It is interesting to note that pra.ctically 60 percent of the

total group of studenta had traveled more than 3® mike; and only 3 percent had traveled ap short- a distance as 50

miles or lees. The professional and business' groups surpass the others in the re1itiv4 numbers of their students who traveled

more than 300 miles. The difference between the occupational

gmups whowstudents have traveled givén distances are not

pronounced except in the case of students who traveled more

than 300 miles.

Religious activities .The number ard percent of students whö attended church and Sunday sc ool witli a given frequency according to paternal oupaton are shówn in table

49. The data here concerning the high percentage of clerical students attending church and Sunday school lead one to

wonder why these students did not make a better showing in

prizes and honors won in matters of a religious and civic

nature.

The denominational affiliation of students is shown in

table 50. The Baptist denomidation claims 46 percent of all the students; the A.M.E. church is next; Wowed by the M.E.

The farming and unskilled groups lead in the proportiT of

studi3nts who. are Baptista, the respective percents being 63

and 50. The groups having the smallest number of students

who are members of the .Baptist church are those from the

business and clerical groùps. It is interesting tó nite that^

1,732, or 95 percent, of all the students clOmed church

niembership.

1 .....

_ . 166 s 119

187 1,031

1, 719

.

.

- . -.1: - 4 _

.1 t

.1

_ _ 54

IOD

102 6
re 96 NEGRO COLLEGE STUDENTS

TABLE

and Sunday

49.Number

school while

and peroeni of students who said Otey atlended in high school wit a given frequency, lo pCiterncil occupaiioq according

Paternal occupation

Did not attend'

at all

N

; ber

Peakesioual... .........N . . Clerical

Skilled

oftusturs

U nakilbed

Personal and dOlDeakt

Join Ming

iscellaneous

A tte led

. Per- i N Prtcent I brit cep t

1 . 1 1 2 1 384

3

A t tended

regularly Number 01

Male

17 206

14 67

n is

34 94

16 U2 U 144

19 317

11 US

TAAL!

certain

W.Number

church denoonimstions

and perm& of students who were affiliat4d with

to paternal ocrupat during Oteipdsigh-echool Citteer, according

A_ Paternal occupation

a 1 C /lurch denominations

1101110

.. 2,,..r.:oriel:

Number N adrift) Number

Percent_ .... Skilled:

Number

, Fervent.

- - 13a

12

19

76

a N umber 16

Percent..,_ Persona) and do- mastic

Number 11 Percent.

Farming: Number

4, rerosut 2

Illsoellaneous:

Number la Percent.....o

-1 Number OS percent_

84 18 III 6

46 10 17 6 3

175 21 35

63 -8 13 3

16

12

3

es

7 4

1

1a

2

e4

2

10

4

2

13

3

4

114

8

4 4 4

4

13

2

I.

17

7 10

3 4

6 5

4 10

13 16

2 8

a

13 13

4 4

67

4

11 LS 9

3

12

4

12

4

11

02

76

GP 306

123

e

alb

Aural

t

. 2 ............ . Total 11 41 1 7

4

I Per1 cent

410-. 8

-.1

...... 1. Me

!047-,- J' J

. ! .. 1

, r*i i

I

. .

,

I . ki 'JP, 1 i IS i a 1d

r tel. X 1116 j

1

. . A 1 C.)

tir

1... , ,

. ja

i t z

,7 4 1

I; i I 8 8 e 41

1

1 8 ri 1

ii, 1,i I 1-----'

I Portent.... 1 82 ST 45 12 , 9 i 13 15 1 LS 5 i , : ), I 12 t9 7 1 1 6 6 ,

ii I 38 A 9 16 1

° 1

I a . I 118 15 43 12 '

1 e 43 13 16 e, 6 2 , 1,......_ la SLIMS:

NunV.. 1 ). i ., 1% 44 i 13 30 3 10

8 .... ... 142' -. 34 4V, 8

. 6 50 i, 112 ,17 ;

',

, 282 3 ', I 1 ', 4.- . ........ -

,

a ii.mal

13 i 7 3 5

N

4. , - - - 6

. _ ... _ 7 J

167

45

Total:

e 838

6 46

6 i 9 187

1 7

290 2

44 M 8 18 12 15 368 6 6

2130 1 299

11 3

1 LIMO

A .111. 110 *. r

I 3

N um- bet

Al

....

. 9

. .

. 6

6

3

301

0. 42

2

a
BACIAROTTNI-; STUDY 97

F. WORK FOR L1?-8UPPORT

Whát bearing Edit the paternil occupational class to which,

a student belongs on the amount of work lup did in iiigh school and the amount he evects to'llo in college for his self-eupport?' Tables 51 and 52 andwer this question.

131tdr-8UPPORT IN HIGH SCHOOL

In otder to obtain an index by which to compare the

differ/612f Qccupational classes in ternis of the extent to which

iitudents worked far their self-eupport a pomposite rank gwas obtained. Each oviupational gmup was ranked aceording

to the perceht of students who said they did not work at all,

192d according to the percent who said th4 earned varying amounts of their support. In the firtit instancothose who earned none of thtir supportr---the highest percentAge was ranked first, the next highest, second, and so on.

TABU' 51.Number and percent 4 student* wAo earnod a girets amount of their support &till) i,t high school, according lò occupation of feaer

Tether's ocoppetSan

b. Amount ot support earned

None ODS

third

One two

halt thirds

Number of

"cams

6

Prokeetonsl:

Number 142 Percent. v 37

Number 31 Partint 73

Number 101 Percent 38 Business:

Number 71 Portent c 57 Unskilled:

Number 119

Percent_ 42 Persona and domes*: 91 Potent 49 Farming: Number 811-4 Percent 12 Other:

Number 306 Percent...._,

. , 66 4

42

11

13

17WA, 7.7 23

73

38

37

10

58

14 ,13

35 a

12 4 42 113. 15 10

16

14 9

42

14 16 43 36

12 7

19s

3

10

16

9

31

17a

347

,

JI

1M

4.

O

O

JP

a

476 44

364

Total: ar Number 874

- Permit. 190

21

ies

9

100

9 1,7

41* D.

r.

i1,

I[

, ....... Clerical:

Skated:

.

-1i I I j

II I

. I

, 4. !I if

Il t. i i 1

f

f g

;I 4 5 i 1 7

)

1( . ..,'1,

, ,

1

..

l,4, i iv

.. ,.. . so 369

1

l l

, 21), Zia

1 si

1 , Number.............44 .

. 36

...... __

.

, 39

0 20 . 18 .. ...... 71

. 0 ... 20 _v..... . a 11 1 , 48 . !

AA.

i

..

41,

o 4

L.

g.

.

.

.

e

O

a

4

4a

. 16

6

33

2

I ......

10. ......

e. q

10

N.

%.

\.

e.
4 

* 

. a. I. Nk I 

'1 .* 

dnaa 2tgAvti orsodmota woos jo. eq lxeu up2113 timht 

mtioddns '.921416o etu, reopesp diad wimp lug tine alatri pmoRvdnwo peredze*sdnaa ovatOuojeq dim snopi qoppt swepms 'ofj 2u!u!tuielep gm: 2tqa uopoes tr! 

pesn wog se egg pefm tr! gin awaICI eu, ems arnpeaatd sum 

amoulas-arias NI 3 aTIO o 

. 2aFti.rvj dhoa 

1 

* 

lino ç s puiedtacra tnyit gc Jo; mil) 4n!sodtaoo eloas jo putVeinvi eta plapp `dnaa 2tqAtlq lug 2upunu Tr! tuna 

.8 'Au!uunq putu 'peupis gpauppirun :9 Tuttoarafi opsoupp,.....puv (03LAIDS 'sseu :17 

snoetruipasItu isnq s g Ivoyel,A) !I `pmorssejoid ,:peutyl &q.eibiloj uuuiu At gave uopvdnaao 143 ssup sum -qo otn 'wow 6f11111 0J9 poppv puu .qatn Burns OSIOAt 

esatil 'peNtrax 0141 suumpo g fl 9 gum -ale Jolly tine JO 

Smqv.gsep puu email ppiotts eq Ott eaulep jo 

srq lioddns perlalpu! puq tuve Suv 11efs.12 vino= jo pin t hio/ 11193.zad jo stmeopnls oqM 'swim 2upq .pettmssv 2up1u1;i eqj ikinpeocudelpoddo sum pemolloj IT! 

NM 

91 LLZ 

. 61, 411. 111. .1M1 

9/Z 

281 

ao WZ 

811 

...... 40. PL 

UZ 

IZ ti 69E 9tZ LE 999 

MVO 

Ely ieg 

-umN 

gmtn OAkj, 

ZI 

Pt 

91 

It 

61 

CI 

te 

6 

II 

PI LE 

II 

8 

91 LE 

RIM WM 

suo guo 

itraued zaquinN 

:pnoj, 

would 

canN 

:onoeuviraoslyi 

viecued 

ioqUITIN 

4,, 

N 11111 lag twos"; pav :alimmuop 

wowed 

N "Nam :P011174gurl 

' viewed nquitiN 

:mama 

lataona ArquInN 

:MIAS 

maim zaqUITIN 

lutsona 

N UM itaq 

:ivuoissirjoia 

°ow) stsaqvid uopticinocoo N 

uonvd tiancfro ' DunDZ2v oi v cow -two psn.owv ft) xioddnit anal us wmg tsao.iad Jo eltiapnle ova pad= ci u.sva iriau 4aquiniv put; 

aparrioa Rumania ( olloax 

10 86 

t . 

.* e 
BACKGROUND STUDY 7 99

the largest percent of students who do .not expect tb

> earn

any of their support and the smallest percent who expect to

earn varying ameunts is the business group whose composite

score is 12. The other groups folloiv in rank order with

their composite scores: Professional, 18; miscellaneous, 21;

personal and domestic service, 28; unskilled, 30; (arming, 32;

and skilled, 33.

0: EDUCATION OF PARENTS ACCORDING TO PARENTAL

OCCUPATIONS

MEDIAN YEARS OF SCHOOLING OF PARENTS

Replies were received from .,1,726 students concerning

father's education and from 1,751 concerning mother's

education. The various possible levels of training weri!$

listed and students were asked to indicate by 'checking in

the appropriate columns the amount ofschooling their parents

e

A

1 t Emus Taus at stuazias Aim= n plume ea nomins

mama TO names =mane

- ., let

1 a fttaer es

Osougat Ion

I

iv when bliss Tan ,......a.

0

at aisallas

_10

Attained 1. Ihuresta.ii.....

is 10

&then

bruise

sasktum

Peressl sal

simians

alum.

Illseellasiposs

swami. cu

professional

541

6.

, . t

, 6.93

TT 7-0

patimes --a- 7.%

7-91

...--- Nature 74)

1.75

6.0

io.vs

!AA

lists

. u.st P3-

_ ,- 4. c

mnira 11.6% A

11.15

4 1

novas 1-Alledian years of schooling attained by parents of students according to father's

occupation.

had. They were told AINkxact amount -was not known to

estimate it. 1 Figure 17 shows the median years of schooling attaiped by , fathers and motherp of students according to fatheis' oòcupagtions. The fathers have more.)schooling than die mothers

in the professional and clerical groups, but in all others the

mothers are &pad. The rank order Of each occupational

. at

,

.

on p; 9

A f

s.

,

.

..,

.,-. .

7

,

1

. .

, 1 I

,

. , ..-. v L I

1 4

,1 t % ' _ -

,
100 NEGRO COLLEGE STUDENTS

group as may be observed is 'the same for both fathers and

mothers.

Grouped according to mother's occupation, the mothers

who are engaged in the various occupational callings have

more, education than the fathers in fill vocational classes

except clerical and skilledfts shown by figure 18. In the

former the schooling of the mothers and fathers is the same,.

11.5 years; in the latter the fathers surpass the mothers by

the negligible difference of 0.01 of a year. The rank order for , both methers and fathers is the same for all groups except the

... . Ira TUBS Of mown memo If MAIM Of IMIONIn. Ammo TO MOWS =WOKS 0

A Rafter se

Ossrpatiss

Maws1 . Malta Tears sUldreliss

o 5

Attained Wit Parasti..0000°

to 15Mors

rands. David 1111 Perugia sei Downs

trimpi 18 ssellasesses amasses

inertial

presse1oas1

6. go 6.75

5.50

7. 26 5.40

7.00

e. 1. 4/ 1. , Cie

- 4J r:thers ......, 1.91 9.15 9.00

11.50 11.50

18.15

A MOO Ir. novas U.Median years of schooling attained by parents warding to mother's occupation.

=skilled and farming; tho education of the farming fathers bOng 0.5 greater than that of the unskilled fathbrs.

Figure 19 shows the percent of all students combined whose

Where and mothers attained varying amounts of schooling. There are-50 percent of the students whose fathers had from

1 to 8 years of elementary training as compared with 45 pqr- cent for the mothers. Students whose Lathers obtained from

1 to 4 years of high-school training amounted to 30 percent, while 38 percent of the motherlf attained this level. More

Mothers than fathers had froin 1 to 4 years of college training, the respective percents of students reporting this level of

training being 15 and 14. However, in graduate and profes- sional training the fathers far surpass the motheri; 5 percent

of"

#4

a -

. rai

Ibtliers e

.

I gave =1.

.011
BACKGROUND STUDY 101

of the students reporting fathers in t1 class and only 2 percent, reporting mothers. , More fathers than/mothers also had 4 years of college

trailing, the percent of students reporting this level of schooling being, respectively, 7 and 6. On the other hand, students

reporting mothers who spent 4 years in high school surpassed

those reporting fathers with that level of training, with

respective percents of .18 and 12.

In general, the data presented in figures 17, 18, and 19

substantiate the ^Conclusions of two other studies." That

there seems to be a pronounced tendency for Negro girls to be

favored over boys in the proportion who go to school, which

Man 111.1111111 1111111f UMW MOUSED ¡ 111131111 OF 110111101,0111 Mealemell

et

Ps

1 I I I I I I I I I I I I I I I I I I I I I I I 1 I I I I I I I I I I II 1 IF

p.

rjj4114;;(#11/1"

VP! r 110 MI I PI I I I 1... attn" I be

Tame Teen Tame

timeliest Newt

Globate Prel

1 be Taro

FIGURE 19.Pement of students whose mothers and fathers attained a given amount of

schooling.

fact is reflected in difference of schooling obtained by mothers

and fathers.

There are alto important sociological implications here if

the inference miy be drawn, which seems tenable, that a

large proportion of Negro women marry men in most acmepational levels ,who have lesi schooling than they* themselves

have. The converse is true, however, with respect to the

professional and clerical classes. u Amble*. Secondary Education for Names. Op. eit.

Rural Elementary Education Among Negroes Under James Supervising Teachers.

Washington. Govarnnunt Printing Mat M. W.8. Office of Education Bulletin 138, no. IL)

6

v't

t:*); 11

e.

fo L./

.-14

I e

sot

Is Oilivér,

. 1 ,

. %V.; 4.040i, I faYiV:...f;j: 'ft .4 L: I. ,,,;4 ..

tj:- rmwth..

. i t., * . . . V ,

to

.* . jI. A

04. MD OM
p.

PART IV: SUMMARY, CONCLUSIONS, AND

SUGGESTIONS

The immeditite objective of this study was to make a survey of the social, economic, academic, intellectual, and cultural background factors of Negro college students. Ita

ultimate purpose is to reveal facts, establish trends, and suggest principles which may serve as guides in improving edu:

cational conditions, and upon which a prógram of personnel

work may be promulgated.

The treatment of .the report his inegeneral centered around

the following topics: School and college relations, intelligence of students; scholastic and vopational interests and

activities; extracurziculum interests and activities; and general family status. Part4 was a discussion of thosi topics

from a more or less persoial angle, having to do with the

factors and characteristics of students. Part II approached

the various subfects in terms of the kinds of schools the

students attended. Part III dealt w.ith the topics according

to the occupations 'of parenti.

In the consideration of the findings presented here the one

outstanding fact which constantly emerges is that of individual and group differences among Negro coll e students:

These differences have not been found to be peculiar to the

Negro, however, as sirdlar differences were found to exist

among white students. The main difference, as far as the

two races are concerned seems to be one of degree rather

than of kind; the past and present status of the Negro tending

to accentuate his condition, and to cause unfortunate circumstances to affect him more quickly and seriously.

Some of the more important conclusionti resulting from our

findings are given here, together with a few supporting data.

CONCLUSIONS AND FINDINGS

1. The idea of educating the Negro at public expense is

rapidly being recognized and accepted.

The present study shows that nearly three fourths, or 72.9

percent, of the Negro college students come from the public

102

. . 41*.
BACKGROUND STUDY 103

high schools of the southern and "Border" States?, and that

59 percent are enrolled in public colleges. This college

enrollment in public institutions indicateq a decided trend

upward during the past five years (se4 discussion in part I).

2. Private schools and colleges still have a large responsibility in the eduCation of Negroes.

Although public schools and colleges for Negroes bave made

tremendotis gains, the Negro still looks to the private schools

and colleges to fill a need which has so long been neglected.

Our data show that nearly seven tenths of the teachers in

Negro public high schools are trained in private inititutions,

the percent being 68.6. This conclusion is tilso borne out by

did fact that the percent *of students attending private high

schools is much greater thai the percent who attended private

elementary schools, being, respectively, 15.85 and 6.96; and

by the more important fact that 41 percent ire finding their/

opportunity for higher education in pri colleges. Furthermore, in analyzing the changes from e :menfary to high

school made by students belonging to the various occupational

classes, it was found that in every case the change taking

place in the private schools showed an increase.

3. There is a lack of availability- in many localities of

Negro coll. :.! doinff a quality of work commensurate with

the needs and ambitions of the race.

Evidence of this conclusion is revealed in the small percent

of students who live within á 50-mile radius of the colleges

they are attending, and the reasons students give for attending certain colleges.

4. There is a significant differenct in the scholastic*aptitude of studentsin the various Negro colleges.

The range of average intelligence of each group of freshmen in the different colleges as shown by the median psychological scores is 26.33 to 131. The students of 13 colleges

failed to show a general average as high as the median for

all studenta combined (60.97 i). These group differences,

as indicated by the central tendency, are significant factors

which should command the attention of both school and

college authorities.

1 Ix P

t.

..

,.

. oases.
104 NEGRO COLLEGE STUDENTS

5. There is serious lack of selectivity in Negro colleges as shown by the hearogeneity of their student bodies.

This dissimilarity is seen in the scholastic aptitude of students. Although there is a consisient arid pronounced

difference in the median scores made by students of different

colleges, practically every grade of intelligence is represented

in each college, some of the brightest students' bOng fotmd

in many of the colleges having the lowesCaverage scores, and

I some of the dullest being found in those having the highest

average scores.

Our data also show that students who have had academic

failures azbe represented in large numbers, in most of the

colleges, along with those who have succeèded academically. In addition, it is found that every occupational class, a

great variety pf home conditions, and a rather general crosssection of Audents with varying amounts of academic prep- aration and from most levels of cultural and economic status

(excepting the high-income group) are represented in moat

of the colleges.

There seems to be little serious effort on the-part of either

high school är college to identify the superior student, and

assure to him an opportunity for higher education. 6. Colleges need to make some effort to adjust require- ments and offerings in terms of the background of students.

The variety of individual and group differences revealed by this study, the differences in communities, schools, and

home life from which the students come demand a degree of

flexibility in the administration of admissions and curriculum

requirements and a closer relationship between the offerings and needs of students.

The fact that the students in general offered the same

subjects, in the same amounts for admission to college, prob- ably indicates too much rigid uniformity in college entrance

requirements.

7. Apparently, there is a serious lack of adaptation of the

high-school program to the varyilig needs and capacities of students.

There is too much retardation of superior students. This

hypothesis is proved by the number of students who had

sufficiently high scholastic aptitude to finish the high-school

hj

.4 r. .17 a -

, I r

/plat_

.

j . - ekStf ts,

I
BACKGROUND STUDY 105

course in a shorter period than the average student, but who

were required to move along lit the same slow pace as the

others. This is shown not only by the fact that practically

all the students spent 4 years or more in high school, &it

by the advanced age of many bf the brightest students at

entrance into college.

On the other han4 many students are accelerated faster

than their abilities woNe warrant. This is particularly shown

by the fact that some students who entered college directly

after graduation from high school were extremely young, yet

their scholastic aptitude was far below the average.

Failures of students who have superior ability show

either a lack óf interest due to maladjuslAment, ill adaptation of abilities to task, or failure to work up to lesiel of intel4gence. Such students, as well as many others who never

actually fail, should be placed in properrelation to their work

ill order to assure success rather than failure.

There are three other facts revealed by the present study

which indicate a lack of adaptation of high-school program

to the varying needs of students. First, is the limited range

of subjects which a student may take and the small percent

of students taking even this limited range; second, the small

number of extracurriculum interests expressed by students

very probably indicates limited offerings along this line;

third, the expression' of choice for so few college majors and

oCcupations shows a paucity of ideas and lack of imagination

of students whichshould be stimulated by the schools.

8. The vocatiónal needs of Negro students are not adequately cared for by high schools.

A study of the program of studies of Negro high schools,

the range of courses taken in high school, the limited choices

of majors and occupations, the meager vocational experience,

and the reasons given for choosing a given life career by

students all point to the need of greater attention to their

vocational interests and needs.

9. Negro schools are not properly providing for the varied

extracurriculum, interests of studentp.

The potential interests- of students in activities outside the

classroom are not cultivated by an enrichment of the offei.

ings i n i schools along this line. The Ise of a construe1790e

tir". .4.,:_L2,4.;.:11:1&,:iAL.:-A-k,

a.

,

,/

tv

.

. . »

>

C.
106 NEGRO COLLEGE STUDENTS

f five yrogram in this direction is attested by the meagerness

of magazine and book reading done by students, the kinds

of activities in which they engage, and hobbies in which they

express interests. Extracurriculum activities,' if pmperly

organized and directed, may become a powerful ally in the

education of students and in the development of. chpracter

and personality.

10. Negro schools are not fully utilizing their best material.

Both the present study and the National Survey of Secondary Education among Negroes, referred to frequently here,

show that ih the main the curriculums are uniform for all

students, in kind as well as in length. This is revealed by

the subjects and the number bf units taken and also by the

curriculum. offerings. Obviously, with the variety of individual differences found in.our group of students, manY find it

unnecessary to work at their full capacity to accomplish the

tasks set for them. One of the serious consequences of this is

the inculcation of habits of laziness and indifference.

Another indication that schools are not fully utilizing their

best material nor all the talents of students is shown in the

limited offerings ieferred to earlier, both in curriculum and

extracurriculum activities. Every normal individual has a

wide range of talents and interests, much wider than is

provided for in the schools. The result is that many talents

are not awakened, others not adequately developed, and

still others are allowed to at.ophy because of disuse.

Perhaps the strongest indictment against the whoa.,

however, in this matter is the fact that the superior students

fail as much as the average and inferior students. This shows

that in disregarding his strong points he. has been assigned to

tasks in which he is :teak or has no interest, or that because

the quantity, quality, and rate of speed of the work are so

far below his capargity he loses interest and fails.

It is not enough for schools to identify the superior student;

but once found he should be given every stimulus and opportunity to develop to his fullest capacity.

The thesis held here is further substantiated by'the major

and occupational choices made by students.

11. Negro schools and collegeá are iiot making the inost of

the masculine resources of the race.

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.4 BACKGROUND STUDY 107

Although, as is ihown by a recent study,' the eniollment of

Negro boys in the first two grades4surpasses that for girls, by

the time the freshman year of college is reached the ratio bas

changed in favor of the girls, the percents being 40 for boys

and 60 for girls. Schools and "collekes should assume the

responsibility of finding the- cause of this disproportion and

should remedy it. Without disparaging what is being done

for girls, the continued pTgiess of the race and its future

welfare dictate that a larger proportion of our boys and young

men be given the opportunity of a higher education.

Of more :consequence, however, than mere numbers as

represented by enrollments is what ife.do with the young men

we do get. Although there is evidence to show that the wen

represented in this study are a more highly selected group

than the wolenen, with higher intelligence, nevertheless, they

fail in much larger proportion.

That so many men with high scholastic aptitude fail and

that so many dzop out of school before they reilch college

and that their expression of preference for college majors and

occupations aild extracurriculum interests are so limited

indicate either a lack of adjustment between the school and

interests of the boys and young men; or that the school program is bate adapted to certain characteristics possessed

only by the girls; or. that other outside economic fadtora are

operati4g. However real are thé last two factors named, in

light of the evidence, the schools cannot escapek blame in

failing to 9ffect a stronger appeal to the boys.

12. Negro schools and colleges lack definite educatioilal

and vocational guidance Programs. , Unequiv9cal evidence of this lack is shown in the student's

expression of preference for a college major and a life career;

in the intelligence of those choosing certain careers; the

". reasons given for theiT choices; the lack of relation between

the choice of a major and a life career, and student failures.

, From our findings it may be inferred that many students

. choose major subjects which require different types of aptitudes from those which they possess. Thii is also true in

reference to the choice of an occtfpation. It is generally

accepted that different groups of occupations require different

degrees of intelligence for the achievement of success, arid a

Cutter, Ambrose. Rural Momentary ildno4tien Among Negroes Under James Tiro Adis Tambora. Op. dt.

.

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108 oNKORO COLLEGE STUDENTS

person falling below a given intelligeno. rank cannot under

tny circumstances achieve an outstanding success, and if he

falls below another given rank he will be doomed to complete

failure.

Every school and college should be able to fuinish Ole

students with objective scientific information concerning his

Toropable chaqces of success in a given curricultm, course, or

vocation. This is the least that should be done, if a more

comprehensive program of guidance and remec14 measures

cannot be inaugurated.

13. Negro studints enter upon their college careers with

a tremendous economic handicap.

this fact is obvious from the low incomes of students'

I families, and the extent to which students worked during

their high-echool careArs, and the extent they expect to

work during their college careers. These factors are calculated .to handicap the student seriously. In the first

instance he is beset with constant anxiety coucerning the

improbability of being able to meet his bills, andin the

second instance he is deprived of his leisure, which is one

of the essentials in the pursuit of a higher education.

14. Negro college frethmen are motivated bY high ideals.

This is revealed by the reasons given for attending the

college of their choice, reasons given for their choice of

occupations; type of hobbies in which, they are predominantly

interested; and their affiliation with religious interests.

The reasons for 'attending a particular college most frequently mentioned by students were "high quality of work

offered" and "vocational and professional reasons." The

factors motivating their choice of an occupation most frequently mentioned V. students were "belief .in ability in

field" and "degre to serve." Hobbies of a more serious

and purposke nature have-the largest percent of students

naming them as first preference. Nearly four fifths .of the

students attended church and Sunday school regularly

during their high-school careers and only 0.38 percent said

they did not attend at all. Ninety-five percent of the

students claimed membership in a church:-. This fact should

be of special import 'to Negro' colleges in stimulating'them

to nurture and preseive the high ideals of students.

NIDORO

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BACKGROUND STUDY 109

15. Apparently there is somé emotional factor influencing

the college mijor and occupational choices of Negro college

freshmen.

That ileither ills kind of school, its. location, nor the

ociupation of parents is the predominant influence in these

choices may be infFred from the findings of this study. - 16. The younger tile Negro college freshman is, the more

likely he is to have high scholastic aptitude.

While our data show conclusively the foregoing statement

to be true, it must be recognized that there are certain

dangers in the pkantry which often accompanies high

scholastic ability in very young persons.

17. The intelligence of Negro students is reflectea in their

reading intends.

Students who use the library most frequently are %ore

intelligent than those 'who use it less frequently. The more

intelligent students read a larger number of books during

their high-school careers. The more intelligent students

read a greater number of magazines than the less intelligent,

and also tend to read a higher type of magazine.

18. Micro' students use libsraries when they are available.

at Taking the group as a whole or classifying them into kinds

and location of schools attended, our data show that libraries

are popular among students when they are accessible. This

inference is further borne out by the fact that a larger percent of students used the school library -regularly than used the public library, while fewer students failed to use

the school library at all than was true of those' 4tho did not

4se the public library at all.

19. The occ4ational itatus of parents has a significant relationship to the scholastic aptitude of studenta and to

other ifilluencing factors in Weir lives.

Table 53 shows the rank order of the various occupational

groups as they are compared in terms of many different

factors,

The sums of the individual ranks &re shown in the last

row. Thé clerical group is first, followed by the professional

group, These two groups waive found to maintain these

ranking goons rather consistently. The two lowest

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Personal sad domestic service

110 NEGRO COLLEGE STUDENTS

V

s. ranking groups are the unskilled and taping, with seventh

and eighth places, respectively.

TABLE 53.Ranks of °long of fathers by various criteria

Rank ot embers by occupation

1 Wows to attend cam:

Quality of work (awed Vocational or professional

To pimps parents Number of Web schools attended..

Number of elementary schools attended

Degree al migration Hoots Parentnavallitional property. ru Income

Median number of rooms to borne. . . Median number of moot* In ... Modern conveniences

Mean gross mythological soon

Median numbs/ of books 12 bane

Number ot megarinss subscribed Books read voluntarily Subscription to Negro newspapers. Sztraourrioulum interest*:

'9

1 3 3 4 7 8 8 6

8 5 7 a 1 2 4 6 a 8 I 6 1 7 4 3

1 8 5 3 4 6 2 7

3 8 1 r 7 6 4 5 3 , 6 8 4 2 7 I 8

3 2 I 8 7 6 6 4 3 2 I 4 4 7 6 6 5 I 1 3 4 6 8 7 8

3 2 I 4 7 5 II e 6 4 2 & 5 I 3 ILS 7 I 2 4 1 . 411 6 7 e

I I 4 5 S 7 6 8

3 I I 4 6 6 7 a

2 1 4 4 6 II 7 8

1 3 3 6 4 5 7 8

I 2 3 7 6 4 I 6

,Mairabito umnbershlp

.. 6 7

1 2 & S 0

I 2 4 I 6 II

0 & 5 3 7 Bobbles engage0 la 2 1 3 5 I 7 4 6 6

ElPerkince bad 1 2 5 . 6 1 3 4 7 8

Prises and booms woo:.

0*

. flporU. _ .... .....4 , 2 4 6 3 1 5 8 7 Music and arts 4 8 7 1 5 1 6 2. 5 5 Literary and dramatics 1 $ 6 4 7 8 3 a Religious and dvic 8 6 1 7 aI 3 4 3

, 8dsbU5&am&D&L 7 I 6 4 1 2 3 1 6 1 2 5 4 3 8 7 Rejlarelottorand Sunday school

4 I 1 5

atChurl* mena 3 4 6 7 8 1 tendance 6 7 3 4 Educational WO brothers and sisters:

Graduated born b *boot 4 1 3 6 I 51 3 7 a Gr adu a t ed tr o m 1 3 & 5 & 5 o 7 2 8 4 Studs:As earning import .. higt sobooL, . 1 3 4 3 51 7 6 a Expect to earn support in college I 3 I 4 6 7 6 8

, Educational level of parents 2 1 3 4 6 8 7 11 Bum of ranks 90 100. 5 Ii72b5

.1k Analysis of this table allows that out of 35 items the clerical

group stands first in 14, second in 6, and third in 5. The tium

of the individual ranks amounts to 99. The professional

grbup maintains first place in 7 items, second place in 13,

and third place in 4. The sum of all individual ranks in the

pmfessional class amounts to 110.

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4 BACKGROUND STUDY \ 111

The unskillild group which has seventh place in then- posit. ranks falls seventh in eight of the individual iternl

eighth in eight of them. The jarming group which has eighth, place in the composite ranks is mighth on 11 of the individual

items and seventh ön 6 of them. The sum of the individual

ranks of the unskilled and farming groups respectively are

194 and 205.

20. The educatiob of Negro parents and of brothers, and

sisters is definitely ai!sociated with the scholastic aptitttle of

students.

The psychological scores made by students tend-to rise as

the education of their parents increases; and, iliete is a

nificant difference between the scorrs made by students who

had no brothers and sisters grOuating from college and those

.ivho4id; the difference being in ftwor oPthe latter'.

21. The kind and locistion of high school attended have

significant bearings' on the scholastic aptitude of students.

According to imr findings students from schools of the

Northern and "Border" States make a decidedly higher psychological score than those from the South. The ranks of

the schools are: Northern çity public school, 1; public school

gf."Border State", 2 ; northern rural public school, 3 ;southern

city public school, 4 ; southern private school or academy, 5;

southern rural public school, 6; miscellaneous, 7.

22. The changes made by Ñegro4studenul from school to

school and from place to place are tremendous.

These changes take place in elementary schools and high

Saii)ols, and -also from one kind 'of elementary school to

amiher kind of high school. Many of 'these changes are from

a Poorer school to one of a better grade, but often, iyhere the

changes are too frequent, deleterious effects are likely _to

result.

, 23. Negro parents aró eatnestly end,voring to give their &Ham better educational opportunities.

This is shown by the kinds of zháges made by students as

they liransfer from 61ementa,ri:to high school. Apcording to

the kiuda of changes tailing place there-toms to be a serious

effort -to place the student in a better high sphogi than' the

elementary school fròiù which he transferred.

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4e, NEGRO CIOLLEGE STUDENTS

24. There seems to be a serious deficiency in the availability of adequate public school and college facilities for

Negroes in certain sections. . This conclusion is supported by data concerning the kinds

of changes mach) from elementary to high school, and by the

enrollments in and,distution of Negro colleges.

hither substantiation of this inference may be found in

findings of the National Survey of Secondary Education,

.4 frequently referrIx1 to in this study.

25. A large number of Negro college studenti come from

broken homes.

1 . . In addition to the, economic handicap with which students

enter college, ti.) which reference has been niade earlier,

abnormal family. Mations and broken homes furnish another

obstacle calculated to interfere with the student's educational progrrs. Our data show that 27 percent of the stu- . dents under investigation had fathers who were deceased;

the student* whose mothers were deceased' constituted 16

percent. Of 445 students reporting some ablionnal parental

relation 33 percent were from homes where the parents were

separited. Those repoding .some' parintal relation other

than normál constituted 24 percent. , 26. The Negro teaching profession is app4rent1y being

entered by mahy per'sons of low intelligence;

This is revealed by the

"4average psychological score of

student4 anticipating majoring in "education";,by the proportion of students belonging to the occupational groups of

low intelligence levels who anticipate majoring in "éduca- . tion"; and also according to the anticipated majors by kind

of schoolufrom which the students come.

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alb e THE TYPICAL NEGRO COLLEGE FRESHMAN

The typical Negro college freshman is 20 years of age,

has a ratan psychological score of 763; and comes from a

family of 5 childreii of which 1 has already graduated from

college.", His father and mother have resinctively, 8 and 9

years of schooling. During his high-schsiol miner he read

21 books voluntarily; engaged in 3 hoaies or interestf;

belonged to 3 organizations and held 2 offices. H. comes

s American Council on Education Psychologkal Elimination kw High-Eiellool Gradu;tes

and College Freshmen, 1930 ed.

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dosBACIEGROUk/ STUDY 113

from a home having a monthly inconr of $95. The home

he comes from contains 5 :or 6 rooms and is occupied by

4 or 5 persons. His parents have 96 books in their home. and take two magazines..

BUGG BOTION8

PIhrsonnel work is not offered as a panacea for all the prob- Isms revealed by this study. As important as personnel work is with its many ramifications and interrelationships, it cannot be the sole justificatia(for so comprehensive a

survey. The study will find its ultimate merit in the contributions it makes to many other phases of educationto

teaching, administratiote, and organization. Neither are its

contributions confined to . education on the college level. Perhaps its most important suggestions will have to do with

education on the secondary and elemontaryzlevels, for it is

only by beginning a program of personnel research and

service in* the earlier years of a child's life that the fullest

measure of success can be achieved. Although its materials

have to do with Negroes the application of the principles

herein set forth transcend race, and, hence, need by no means

be confined to them.

in view, therefore, of the foregoing considerations, and in

light of the conicluftiveness of the data and findings presented here, the fdloiving suggestions are offered. They should be

0 of interest to every one concerned with Negro eductition:

Public and private school officials, administrators, trachers,

parents, and students

1. Negro schook and colleges should make a more careful

and objective itudy of their student,: ..!ri.e.eft, the applir

cants for admission; arid the sovreei of student supply. 2. The knowledge thus gained should be utilized insofar

as present facilities and personnel will permii.

3. Schools and colleges should make special effort to find,

cultivate, and conserve the talents of superior students.

Ap endeavor should be made to make the) educational

program sufficie*ly rich and flexible to provide for a

variety of iiitereits and intellocts. Only by so doing

6an the principle of "eqtálity of educational opportuAity", which should apply to individual schools and

classes as well as to school systems and States, be

preserved.

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114 NEGRO COLLEGE STUDENT!'

5. This enrichment procedure should be done in terms of

contemporary educational values rather than on the

basis of tradition alone. Classics will h4ve a place

in such a program as well as cooking.

6. Lacking facilities for the inauguratiod of a personnel

program, the work might well be begun with the introduction of some simple plans for educational and

vocational guidance.

7. There should be a closer coope.-- tion bet*een Negro

schools of.all grades and kinla.

8.s More attention should be given to the relation which the

location and the constituency of a school bear to the

type of service it may render.

9. Schools and colleges in order to promote the development of personnel work should continue to participate

in all cooperative research designed to thiow light on

our edtkational problems.

10. Every effort should be made to widen the base and

lessen the restrictions of vocational opportunities for

Negroes in order to assure best results of personnel

programs.

U. Schools and colleges should not postpone further the

beginning of plans to inaugurate a program of personnel

work.

Such a plan may begin by the appointment of a committee

to study the field of personnel, to study the local situation

so as to make the necessa ry adaptationi, and in light of this

study, to recommend the possible steps that should be taken

immediately or in the; near future. The work of such a

committee, to be of greatest value, should be continuing.

In this connection it should be suggested that the person

charged with the responsibility of this work should have a

broad and thorough academic training balanced by wide

experience, sound judgment, and sympathetic understanding

ot human nature. He should be trained in t .. use of the

scientific method and should be familiar with i procedures

of edupational research. Above all he should be a coordinator

and fie able tg secure and maintain the cooperation of teachers, administrators, and studentii. He must be "sold" tç

his work, and bq able to inspire confidence, to secure conI

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BACKGROUND STUD 115

fidences, and to keep and use them for the good of the

individual concerned. . For the benefit of those wishing more detailed suggestions,

a selected bibliigraphy is attached.

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BIBLIOGitAPHY

Boos, W. F. The intelligence of high-school seniors. New York, The

Macmillan Co., 1922.

Buzu., B. Interviews,' interviewer, and interviewing. The Family, 5-6:86, May 1925.

Burzocx, R. W. A study of the occupational choices of high-school

boys. Crisis, 37:301-303, September 1930.

CALIVIRI Ammaosz. The frkan. Opportunity, 5:261, September

. 1927.

A personnel study of Negro college students. Bureau of

Publications, Teachers College, Columbia University, New Y'ork,

1931.

CLARKE:, E. L Family background and college success. School and

Society, 25:237 ff.

DOREMAN, H. J. The orientation of college freshmen. Baltimore,

Md., Williams and Wilkins, 1926.

INTRRA, M. A. - Salvaging the individual student in the university. Educational Resew% Bulletin, 6:293-95; October 12, 1927.

Cizaszamr, J. R. A personal study of 10,000 Iowa high-school seniors.

University of Iowa, Studies in Education, vol. V, no. 3, Iowa City,

1930.

HIIMILBOW, EARL (ed.). Problems of college education. University of Minnesota press, Minneapolis, Minn., 1928.

Jorincs, A. J. Principles of guidance. New York, McGraw-Hill, 1930.

Joxxs, Lorno. A project in student personnel service designed to

facilitate each student's achievement at the level of his ability. University of Iowa, Studies in Education, vol. V, no. 1. Iowa

City, 1928.

KIWI', R. A. Higher educatkin in America. Boston, Ginn and Co.,

1930.

LL0YD40N181 E. M. Student personnel work. New York, Harper,

1929.

PRIME; B. L., and others. Research adventure*: in university teaching.

Bloomington, Ill. Public echoed Publishing Co., 1927.

Risvzs, F. J., and others. The liberal arta Whop. Chicago,

The University of Chicago Press, 1932.

Ramona, H. H. A diagnostic and remedial study of potentially and

actually failing students. Bulletin of PØue university, XXVIII,

May 1928:, Studies in higher edUcation, IX.

RORZETSONI D. A. Cooperative experiment in personnel methods.

Educational Record, 10:218-231, July 1929.

Ross, C. C. The relation between grade-school record and high-school

achievement. Bureau of publications, Teachers College, Columbia

University, New York, 1925.

116

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BACKGROUND STUDY

4. 117

TOIrigli=1:), M. E. The administration of student personnel services in teschstr-training institutions of the United States. Bureau of publications, Teachers College, Columbia University, New York, 1932.

Series of bulletins explaining the Study of the Relatfons of Secondary and Higher Education in Pennsylvania. This study is being made by the Carnegie Foundation for the Advancement of Teaching in cooperation with the Joint: Commission of' the Association of Pennsylvania College Presidents ard the State Department of Public instruction. Address: Carnegie Foundation for the Ad- vancement of Teaching, 522.Fifth 4venue, New York City.

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APPENDIX I)

UNITZD STATEN; DZPARTMINT OF THZ IWITRICOR,

OFFICZ OF EDUCATION,

Fifashiniton, Arovemberr1930. To Presidents of Negro Colleges:

The U.S. Office of Education, througt its specialist in Negro

04. educa- tion, is undertAking s study of the social, economic, and academic backgrounds of Negro college student& It is planned to have the freshmen of a large nuilber of Negro colleges fill out a questionnaire which will cover questions relating to a variety of backgiound factors. Not more than half an hour should )3e required to complete the blank. 4.4.8tmond- feature of this project consists of a simple psychological .examination to be used as a supplement to the questionnaire. .The one to be used is the Psychological Dr .11'i :lion of the American Council

on Education, which organisation is cooperating with the Office by furnishirig copies of the psychological eimminations.

As you perharis know, this examinatimi has been in use for several

years and is revised each year -on -the basis of the findings of the pre- vious year. Over 100,000 students in nearly 300 colleges took the examinatign last year.

It is hoped that some follow-up study can be made four years from

.now in order to check the results of the present study against the pro- gress argi activities of the students during the four-year period, and as reports of the study are made available wa\shau be glad to furnish you with copies. The name of the cooperating institution will *not be used etcept where permission 'to do so is grantild. This moll to be a very significant study, and seems to offer an excellent opportunity to conduct a Ration-wide and cooperative study

among Negro colleges. I am writing, therefore, tO invite your college to become one of the cooperating institutions.

If, you are willing to participate in this project we should like to hear from you at your early convenience; we shall then -take up the details with the person whom, yoù delegate to strut! the work. When you answer please state the number df students you have in the freshman

class, and slip the numbér of high-school graduatts who are enrolled in the first year- of departments or *courses not included in the regular college work, if there are such.

Yours very truly,

Wm. JOHN CO0141114

Commissioner.

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1' APPENDIX II

D STATEN; DIIPARTIIIINT OF THZ INTBILIOS, OPTICS OP,

EDUCATION, WASHINGTON

BACKGROUND STUDY OF, NEGRO COLLEGE FRESHMEN

Inquiry Form

Directions The information sought by this question- MO

to naire iU 'constitute a part of a nation-wide Do-no4twrite hue

Students study with which you are invited to co2 7

operate. All information will be oonsid- L

ered sirictly confidential, names being used

for classification purposes only. Facts are a.. important; you are, therefore, asked to

answer as accurately as poseible, repcting through each ques-_.

tion carefully before beginning to answer. Under each

question check (4) only one item unless otherwise 'indicated . Disregard figures preceding questions. They are code *umbers

Al 12. Name of student

Date

Sex, check which:

1-( ) Male

2-( ) Female

A. Name of city or village in'

which home is now located

. Street and number ........ 13-14-15-16=17=18. Indicate by

checking in the proper columns

as specified the information requested below. Column A

state in which your present

home is located; column B

State in which you were born;

oolumn GLocation cif college

at present attending.

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. Ind. 1$4 ) 114 ) 11-( )

Iowa 141( ) 144 ) 144 )

Kans. 114 1114 ) 15-( )

Ky. 1.4 ) 14-( )

17-( ) 17--( ) 114 )

19-4 ) 194 ) 19-( )

Md.- 194 ) 194 ) 19-C )

Maim 20-C 104 ) 104 )

21-4 ) )

Minn 29-( 214

Miss. 21-( ) 211-( -)

Mo. 14-( ) 2114 ) )

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11-( ) 11-( ) 11-(

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)

)

2:1-( ) 21-(

) ) 29-{

29-4

11-(
Mont. , Nebr.

Nev.

N.H.

NJ.

N.

N.Y.

N.C.

N.Dak.

Ohio

Okia.

Oreg.

Pa.

R.I.

S.C.

S.Dak..

Tenn.

Tex.

Utab

BACKGROUND STUDY

A 13 25-( ) 25.4 ) 254 ) 364 ) 26-( ) 3154 )

277( ) 27-( ) 274 )

2134 ) 23-( ) 264 ) 294 )

30-( )

31-( 31-( 31-(

) 304

834 ) 32-( ) 334 )

33-( ) 33-( ) 334 ) 34-( ) 34-( ) 34-( ) 364 ) 354 ) 35-( )

) 36-( ) 354 ) 37-( ) 374 ) 37-( ) 384 ) 384 ) 3S4 ) 394 ) 304 ) 304 )

40-( ) 40-( ) 404 ) 41-( ) 41-( ) 41-(

434 ) 424 ) 424

43-4 ) 43-( ) Vt. 44-( ) 44-( ) 44-( ) Va. 45-( ) 454 ) 04 ) *Soh. 46-( ) 46-( ) 464 ) W.Va. 47-( ) 47-( ) 47-( ) Wis. 48-( ) 48-( )

Wyo. 49-( ) 49--( ) 494 ) Foreign 504 ) 50-( ) 504 )

) B. Name of ciWor s411age in which

You were born

C. Name of college at present attending

D. City or villagi in which school

is located

19: How fat away from this college

is your home?

1-( ) Within 10 miles (travel

distance)

2-( ) 11 to 25 miles (travel &stance)

3-( ) 26 to/50 nines (travel distance)

4-( 51 to 100 miles (trayel distalice)

6-( ) 101 to 150 miles -(travel

distalice)

6-( ) 151 to 200 miles (travel

&stance)

7-4( ) 201 to 800 miles (travel"

disiance)

v

8-( ) °Over 800 miles (travel

distance), . .

121

20. Where do you live now?

Check:

1-( ) In college4 dormitory 2-( ) Fraternity house

3-( ) Private family, in city 4-( ) *There Srou are working 5-( ) At home

6-( ) Other: Where?

2r. How" old are you? (nearest birthday) Check:

1-( ) Fourteen yeirs or less 2-( ) Fifteen years 3-( ) Sixteen years

) Seventeen years

) Eighteen years 6-( ) Nineteen years 7-( r ) Twinty years 8( ) Twenty-9ne years 91( ) Twentyittwo years x-( ) Tire ty-three years y-( ) Twenty-four years or

more

22. How many elementary schools in different communities have

you attended, up to and includ-

, ing the eighth grade?

23-24. Check in-the proper column

the place where, you received most ofkour elementary school- ing (five years or more) ; and

most of your high school train- ing (three.years or more).

Southern City Pub. Bch.

Northern City Pub. Bch.

Southern rural Pub. Soh.

Northern rural Pub. Soh.

Southern Priv. Soh. or Academy

Northern Priv. Bch. or Academy 6-0 ) Pub. Bch. of "Border" State

(Mo., Kans., Ohio, Md.,

Del., D.C., and Ind.) 7-( ) ) Foreign School 8-(

Bch. Hi. Bch.

1

4.

lb

) 304 ) r ) )

36-(

)

48-( )

MD a ...... 1 ......

176404°

-)

3-( 41-(

5-(

s. El.

) 1-( )

)-( ) )

) )

4-( ) 4--( )

S )

.

21)-( ) 264 )

4I-(

.1 t 7-(

)

AV.

et,

ti: e. V
J.

*v.

122 raxpto comics srminywra

k "Names of cities or towns and

States in which schools were

located 4 F. Names of other high schools attended

M. ...... I

G. Number oti years attended high

=book named in F

25. Bow many high schools have

you attended?

26. Check the item which reprogents time lost due to continuous

,al:rsepte during your high school

career.

1-( ) None

2-( ) One month

3-( )' Two months

4-( ) Half a session

6-4 ) One year

6-( ) Two years or more

i67. What was the cause of this

continuous absence from school?

1-( ) Illnees

2-( ) Working

3-( ) Helping at home

4-( ) Other: What?

28. Check the Item below which

represents the number of school

or community organisations ot

which you were a member during your high school career.

1-( ) None

2-( ) One

3-( ) Two

4-( ) Three

5-( ) Four

6-( ) Five'or mot*

H. Name them29. How many offices did you hold

in dlit tions listed above?

- I. What offices did you hold?...

ONO ........... .. ..

304142. Cheek In the proper

column below that bobbr- or

interest for which you had first,

second, or third preference

during your# high-echool career.

In case such hobbies or interests

are not given, kindly list them

to .1 below.

Id tail 114

Pmf. Prot Itt

) 14 ) )

Ilmadlog Pluto anied loam

non ) ) )

'Waft sod Marto 44 ) ) )

MEW 114 ) 114 ) )

Wool Pipit 4)6-04) Made, ) 7-4 ) )

Deming *4 )114 )114

ileionlile et Unhealed

Oemeiroedes 04)11-0114)

Deenetis 1.4 ) 114 11-()

In case no Item mentioned

above constituted your first,

iecond, or third preference,

list below the ones which did,

and check In the proper columns.

14 and ling

At Prof. Prat

H ) ) H )

11-0?-( )

How *env interests or hobbits

did you engage in while in high

school?

1-( ) None

2-( ) One

1)-( ). Two

4-( ) Three

) Four

) Five ormore

a K. List the nimis ths magssines you read regularly

while in high echo&

et.

- .4;

6

ND .mb

.

.

_

... .. u ...... 441, ree

All qm Mo

410 Ia. - 06

ts.4

J. ... H

f1-4

) )

83.

. 5--(

8-(

a

qb

.......... _

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el a.

Added=

44 4-(

114

744

)
BACKGROUND STUDY' 123

°34. How many boob not required

in your school work did you

voluntarily% read while in high

school? (Check.)

1-( ) 1 to 9

3-( ) 10 to 19

) 20 to 29

4-( ) 30 to 39

5- ( y 40 to 49

) 50 or more

L. List the names of books which

you consider ntost important

not required in your school

work and which you voluntarily read while in high

school._

$5.- Check the item which represents your attetiOnee upon

Sunday School or (shun* during

your high school career.

) Dd not attend at all .3( ) Attended sometime'.

$-( ) Attended regularly

$647-38. Cheek the item in the

proper column which represents

the church affiliation of yourself

and parents.

39. Hqw mach ot your support did

you earn while in high school?

(Check only one.)

) NOW

One-third

&-( half

) Two-thirds

114 ) An

".. ...1

Oh

I. List the kinds o( work you did.

40. How much of your support

will you have to earn in college?

(.Check one.)

1-( ) None

2-( ) One-third

114 ) One-half

) Two-thipis

5-( ) All

41. How many hours a week do

you work for your support now?

(Check only one.)

) None

11-( ) 1 to II

5-( ) to I

4-( ) 7 to 9

) 10 to 12 -( ) 13 to 15

7-( ) 16 to 19

8-( ) 20 or more

N. What kind oi woik are you

doing now?

42. Check the amount you earn

per week now.

1-( ) $1-$2 3( ) $- 4

3-( ) 5-6

) 7-8

6- ( ) 9-10

6-( ) 11-12

) 13-14

8-( ) 15 or more

41-44. Check in appropriate etir

umn the item below which gives

the correct informatkon about

your parents.

Lavin

hair Amber 1.4)1.4) Dead 114 4-( ) O. Check the item below which

gives the correct additional

information about your paronto.

1( ) Have stepfather -, 2-( ) Have stepmother

$-4 ) Have foster parents

41#( ) parents% separated

, t 44, 1. I0.4

11/

.

1111 NI I gib ..... ago ..... ..... gp MP UP 11. MD IMP WO al ..... Mr

BIP 1-4

a . ill tit

; e 9krig1-7 004.11 UP. 41. 110

trtriker

1-0 1-0 1-0

$4) $-0 *4) 4-0 4-0 4.4)

114) 60-0 *4) -0 4) 4) 7-0 7-0 74)

IH) -0t1()

) ) 0-0

Ei ) z-0

1-(

)

ill 4-4

1-(

4

5-(

IM ID MO Via flo 111. .

. ,41-(

7-4

4. )

1-(

GP Not a

&Oki

/ALM

11.31.1112.

C.M.Z.

Piasbyearlia

Oamirl

Ihf Maw

2-0

)

4., - .4. , t-:( .% 4. -"" 4 ! 1)1'
AR Gem ORA. pesvnpw2 tom 

aunwo a *OW ferinvia UT 

Pap* OM MOP Snq PIP $ou 

pU MVP 111 avaglaN 

y ett, aNianu itanio0 uj 

blmt. noA 021 *Pm 01 VIM% 

MAP pruonvoup9 India pig V 

mo axmoisci ampopsptm foqa ¡o 

paulits, o urepoon n socinnsu 

uonsanb -0P 54-82-19-92 IRL, 

° GUM !isiptiqo 

saTM ualPTIqo 

)-9 ( 10113 usiPIRo 

09A% uguPTIW 

)-9 ( 118 ua411113 

)--9 ( oak/ usuppqo 

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)1? ( gaRL ealPUTP 

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n PA s, lkalAR Imp 

mm./ woe 'mg :igurst) 

spam2 oqi joqumo ipo uazpno 

paq3 asp =am Aopq .qg 

. AKIO 

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a) -pad Ilen g vat -pant 

.41A an a) wad IA 

mil sainas 

g vsA Marro 

-GU ellona) g %LI Whim 

g MUM pg) 

IA MUM ) f 

f WA MUDD ) 

At (.8 g MEL= trio) 

Puma 'LC (13.11 I "AA 

11131 111111 looqx 

I vial /0 1114q loogos 

g "La 10 AR liars 

/0 OM 1004211 t liffaegal siA 

14( mole %Wolin 

-s mop astloogas 9 

Ittnoomps-inett I -sal 

-s&A Itqfpolias 

1111 male lartoogn t -tut mop knows g 

aßloogPo t AA '1131314) Maw t. 

TranD 

n not Mop ilotril glue 

/known mot -avd lunotuv 

Stsi eq.; 0)14Mo/tidy iniumioo etn 

Acq -310e1o. 9-e9-C9-I9 

smoS snout soap ¡o) eb-(pyp 

ya ems igayq ocrt po 

II 40, ./Mb ....... gim mes. ND moi novj sloop' ) 

orrag ippq alp A; 'cl 

>-tt 

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tpo agoelki. 

ugurima 

'nay/ 

=MAN 

angluIN 

AMIN }-41. 

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PVIN 

LiParon 

ablarri )-111 

}-$ 

soutmari attrinnix 

410cMinstri )--61 

sadoevasnag iv) i(easoq 

JIMA& )-01 

mama >-10 

1000 HIO 

sysnime3 )-10 

swami 

swain }-110 

Jatutu )40 

Lulwfl islianina HO 

Ho 

Mown 

uormdwoo tom* no asooqa 

auspdaiddv ummioo otn pap cs! 

ihrm (wry onija cson pakaorioj 

'pop Aaatio -vdnaoo Jo tnoq ans 

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Lamp øfl -vdnaoo utunloa gams, 

invpdauldi Luau Agra(' cri 

13913 

OUO3i IOZTIOO GALS SLICE I tg 

410 
t. o BACKGROUND STUDY

school or- normal school of high- school grade; In Column C

those wbo attended college or

normal' school of college grade; and in Colurim D only those

who graduated from college.

A B .0

Number

Brothers

and . Mmn

Aliad H ...

.. 0;ad 41

is HS

gr...$ar.

os H.8

grade

A tt 'd

Col. or

N

of Col.

grade

Orad'd

butt)

College

i Noes

Ow

Tyro

Three

Four

nrom, more

1-4 )

1-4 )

4-4 )

1-4 )

3-( )

4-4 I

H )

3-4 )

4-4 )

I-4 )

3-4 )

4-4 )

1R. If you have brothers or sisters

working, state on the following lines whit each is doing:

fl ........ a. Nt a so ear State I . .. y the type of work

they do

'sr

1110 41. .......... MIP e OP 1M 41 MI W. Cheek the Item which most

tstronigly influenced you to come

lo this college in preference to

others. Chaotic one mason only.

1-( ) Jena, S home

) To please parents $-( ) Influence ot relatives or

friends . 4-( ) Less expensive

6-c ) Influence of high school

teachers

e) Visit of college representative

7-( ) Superior quality of work

offered

8-4 ) Vocational or profes-

'Waal reasons

6,

125

) Scholarship granted x-( ) Desire to be with friends

y-( ) Other*: What?

61-62. In what major course of

study do you plan to concentrate? Check one only.

01-(

02-(

03-(

04-(

05-(

06-(

07-(

08-4

09-{

10- (

11-(

12-(

13-(

14-4

15-(

16-(

17-(

18-(

19-(

2G-(

21-(

22-(

23-(

24-(

26-(

26-(

27-(

28-(

29-(

W.(

) -Agriculture

) Ancient Language

) Architecture

) Art

) Astronomy

) Biology

) Botany

) Business Administration

) Chemistry

) Economics

) Education

) Enighwering

) English - ) Geolon

) History/

) Home Economics

) Journalism

) Library Science

) Mathematics

) Modern Language

) Music

) Philosophy

) Physics

) Political Science

) 1s)sychology

) Religion

) Sociology

) Speech or Expression

) Zoology ., ) Other: What?

411. List the courses you are taking

at present and amount of

credit caryied by each.

81sd

...........

far. Hrs. *mi. Hrs.

audit Credit

Bo On. uIPtr ...... ......... as aio O

alb GM t

.11M ...... to ...........

Ms t IOW MD

C'

.

D

e ........

Moslib e - e a

. 3-(

-5r4-=zrzr- -, . - 9-(

'

(r.

1

I 4o

:. 1 MP I.

,

_

ow

a - -

I. : 1

_ Miv so

I all GO, I. 1. it-ob.'

.

I.
4

126 .2 N*GRO COLLET° STUDENTS

U. State concretely the nature of state the length of time you

the occupation you plan to have had them

follow63. What" influenced your choice Z. List the prizes or honors which

of this occupation most? Chi you won during your highone only. school career.

1-( ) Desire to make money

2-(

8-(

) Success of frtends

) Advice of relatives

friends

4-( ) Teachers

5-( ) Desire to serve

6-( ) Things you read

7-( ) Belief in your ability In

field

) Father's oripother's oo-

, cupation

1)-( ) Vocational: guidance

course or book

x-( ) Other:. What?

64. Have 'you had any prolonged

illnesses?

"(One month or more)? , 1-( ) Yes 2-( ) No

If so, what were they?

or

6i. Were you ill at any time last

year?

(Two weets or more)?

1-( ,)' Yes 27( ) No

W. If so, state its nature and duration

X. Check the members of your

immediate family who ,were

ill for an extended- period

during your high-school

career.

1-( ) Housekeeper

-2-( ) Breadwinner

3-( ) Brother

4-( ) Sister.

5-( Y Other?

Number

wish

OD =1 .....

4D OD GM 40 OP OD OP D.

'MI I I I I Oa jp fla OD OD IND ..... Y. 8tat411 what ailments, Physical

or ental defect§ you have

whi ypu thInk have interf or may interfere with

four progress in school; also

1r - em-um AA. Name the large cities you

have visited SO dO 41. q ...

k. .............. es. .....

0 66. Check the item below; which

best represents the total amount

of time spent on visits.

1-( ) Spent one to three weeks

on visit

2-( ) Spent four to eight weeks

on visit

) Spent 2 to 8 months on

visit

4-1 ) Visited places mentioned

in AA several times

for short periods.

Check item below which

6est represents additional

travel experience which

you have had.

1-( ) Visited rural tówn,

farm, or 411age

2-( ) Visiited foreign

country or countries

What is the greatesi distance

you have traveled away

from home, excluding Your

trip to contest (Check

, only one.)

1-( ) One to 50 miles

) bl to 100 miles

r.

BB.

67.

401 to 150 miles

to 200 mike

2501niles

to MO mike'

More :than 800

miles

.

.. ... _ .... 41 NI 4MD . , ........ ....... , V

. ...

OW Ow ea sib ....... new

SID fa. I OD M

. 4

1

11/11 mb so ...... .......... Igo a MI OD S an. .. a .

OW S ..... ......... .

IND ...... a a. mi. ...... o Ai ow .. ..

ND SO CO OD

o Mo 3-C.

b: ' 11% r. t. ,- ;

! fi. - I s. r.

,...6%

77 ' 1.1 Y. '71W ... e; . . .1, ..j aI

. t51

1 td

.

' .;; . -4 A

. 41. 141:** .0 ,,...1/414¡ r

46, a a a a a a 8-4

OP a

a

2(

3-( )

)

)

6-( ) VA

)
BACKGROUND STUDY

68. Check the item which describe, your heme status.

). _Parents or guardians own home

2-( ) Parents or guardians rent home

CC. Check the additional items

which describe your home

status.

home

) Electric light In

home

) Gas in home

) Bath in home

) Toilet in home

) Piano in hoine '-

) Radio in home

) Brick h e

) Frame h

) Concrete, stone, or

, stucco home

) Home in spirt('

.ment house

139,. Do yottr parents or guard-.

lane own additional real

'estate?

1-( ) Yes 2-( ) No

gstimate its value

Chdek ihe one item best

resenUng the tots; ine of yovr family last

year; if yotT don't know,

6UESS. (Combine in-

. come of breadwinner and

housekeeper. If both are

working, and income from

other sources.)

1-( ) Up to $50 monthly 2-( ) $51 to $75 month-

' IY

11L( ,) $76 to $100 month-

) ly

4-( ) 1 0 1 t o 1 5 0

monthly

) $ 1 5 1 t o 7

monthly

6-(

. 7 6 t o. .$200

monthly

a 2-(

8-r(

4-(

5-(

6-(

7-(

8-(

9-(

DD.

70.

V:

127

7-( ) $201 to $22 5

_monthly

8-( ) $2 26 to $250

monthly -( ) $251 to $275

monthly

) $276 to $800

monthly y-( ) More than $300

monthly

71. Check the item representing

the number of rooms in

your home (not including

baths inb halls).

. 1-( ) Three

2-( ) Four

) Five

5-( ) Seven

67( ) Eight

7-( ) Nine

8-( ) Ten or more

72. Check the one item which

represents the number of

persons who fived In youi

home last year.

1-( Two

2-( ) Three

1 3-( ) Four

4-o )

5-(

6-( Seven

) Eight 8-( ) Nine

0.4 ) Ten

x-( ) More than ten

73. Estimate the number of

books in your home excluding school textbooks.

Check one item only.

1-( ) Less than 25

2-( ) 26 to 50

8-( ) 51 to 100

4-( ) 101-200

5-( 201-1300*

6-( ) 301-400

7-( ) 401-500 8( ) 501-750

9-( ) 751-1;000

) More than 1,000

ij

1-( ) oe heat in

e

7-4

`-

`

fi

. 1 5

.

.

e. i-(

s 13-(-

7-(

),

I.

1)

1-(

f;

a,

)

71--(

01

ix

,

. . *, :1

11. . *.

, I
128 NEGRO COLLEGE STUDENTS

74. How mahy magazines are

talan or purchased regularly in your home?

Check only one item.

1-( ) None

2-( ) One

3-( ) Two

4-( ) Three

5-( ) Four

6-( ) Five or more

EE. List the magazines taken or

purchased regularly in

A your home:

04.

75.°'Check the item ¡plow which

represents the'newspapers

taken in yEour home.

(Check only one item.)

1-( ) No daily newspaper and no Negro

newspaper ) No daily but one

or more Negro

newspapers

) Daily and no Negro newspaper ) Daily and one or

more Negro

newspapexs FF. List die Negro newspapers

taken:

lbw 76. Did you have 'access to a

public library durinf your high school career?

1-( ) Yes 2-( ) No Check the item representing your use of the library. 1-( ) Not at all

2-( ) Infrequently

Regularly

74.

79.

80.

Was there a special room

equipped for a library in

rour high school?

1-( ) Yes 2-( )No

If there was a library in your high school, was a special

librarian in charge? 1-( ) Yes 2-( ) No

Check the item iepresenting your use of the school library

) Not at all

2-( ) Infrequently 3-( ) Regularly

Name the important Negro

Magazines: e - ----- 7 ------- - - qm. HH. Name four or five important books dealing with .Negro

life and characters:

II. Name the important philanthropic and civic agencies

interested in Negro wel- far:

ne m. 111. MI .111. JJ. Check all the items below

which you have seen,

heard, or experienced: 1-( ) Symphony orchestra

2-( ) Oratorio

3-( ) Grand opera 4-( ) Ocean

5-( ) Art museum

6-( ) ilistor¡cal or natural museum

) .Zoo

J. t

: s

v

11=1.. 10 e =1 e MP. 11. dIP IMP MI ....... 4WD

. 2-(

8-(

4-(

.77.

1111, e e .... AM» 0 e 4 .... 41M MD

1-(

GG.

MIP e 10 a e .... ......... =I. a 41 S 41M

41.

8-( )

, OW mi.

e e 7-(
BACKGROUND STUDY

8-( ) Building of sky- 00.

scraper 9( ) Mining operations 10-( ) Operation of steel

mill

11-( ) Shipyard

12-( ) Stockyard

13-( ) Cotton field

14-( ) Railroad shops 15-( ) Large commercial

office

16-( ) Extensive orchard

cultivation

17-( ), Yellowstone oNa- tional Park

18-( ) Name any other

significant experiences:

411p OI O. M. am mop ge ....... elm m e. Mi. List the subjects in which

you failed in high school:

LL. List the subjects which you

liked most in high school:

IMP ---------

MM. List the subjects w ch you

liked least in high school:

7 "ts NN. List the subjects in which

you received your highest marks in high school:

411. Mir OD

4110 MI INI a/O. .........

PP.

129

If you had any deficiencies to

make up when you came

to college, list them below: e e a a ............. ,M am MP . Circle the number repre- senting the amount of

time which you devoted to

the following subjects in

high school:

Subjects

1 English 2 Latin

3 Modern language

4 'oath

5 Algebra 6 Plane Geometry 7 Solid Geol.

etry

8 Trigonometry 9 History

10 Civics

11 Sociology 12 Economics

13 Biol

14 Ph and

pg. 15 Physics 16 Chemistry

r_ pleograhy

18

17

General

22 Bookkeefeng 21 Typing

20 Stenography

19 Agriculture

Science

23 Coin. Arithmetic

24 Commercial

Law

25 Physical

26 Music

27 Art

URIC.

28 Mech. Drawing 29 Industrial or Manual

Arts

30 Home Eco31 Others

nomics

Number

fraction

of veers or

thereof

4

1 2 3 4

1 2 3 4

2

2

2

3

3

3

4

4

4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 4

1 2 3" 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 . 2 3 4

1 2 3 4

1 4

1 2 3 4

1 2 3 4,

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2

1 2

1 2 3 4 1 2

3 4 3 4

3 4

OÇ

-1

rt

If o..

I MP a e e 41M MP ...... ..........

two . .i... IP e .11M ........ mi. MM. IMP

dm NM gm am my m eS 4M1 May

GNP ........... IM a O e e 1 OW .....

e

lot

e e e ............ e md e do. e mo M ..... MN M. Md ............

'

34i q4 111111,. ..... GIP ID

ti

.4

va: 1

1

1

344 S

34

34

34

34

d,

14 t

.... e ________

am .11M.

'c. h

4 A

h 1

q

h

h

h

4 h
130 NEGRO COLLEGE

QQ. Give following information

- regarding high sch6o1 at:

tendance:

Meek

Yr. entered ist. sem.

) 2d sem. ( ) 18t qr.

( ) 2d qr. ( ) 3d qr. ( )

Yr. grad. 1st sem. ( )

2d eem. ) ist qr. ( )

2d qr. ( ) 3d qr. ( )

Nara: Believing that much may

be learned from the aid

and constructive criticism

of, many students we are

taking this opportunity to

invite you to write us a

brief letter giving suggestions concerning what you

consider to be certain desixable changes in Tour

high school and ita course

STUDENTS

of study. If you could

repeat your high school,

career, what would you do

or take to %better prepare

yourself for your life career

or for college, or what-)

would you stress less and

what more? What other

changes or improvements

would you suggest? This

letter which may be written at your leisure' during

the next few days is entirely voluntary and will

be considered confidential.

Please address it to Amu;

bros. Caliper, Specialist in

Negro Education, Office of

Educaiion, U.S. Department of the Interior,

Washington, D.C.

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4- APPENDIX III

UNIT= STATEN DZIPAWYMIONT OF TIM INT111110114

J p OFFICZ OF EDUCATION,

Washington, December 1930.

INSTRUCTIONS FOR BACKGROUND STUDY' OF NEGRO

COLLEGE FRESHMEN

Dear Sir or Madam:

We are sending you under separate cover the questionnaires and

examinations for use in the background study being conducted by our pecialist in Negro education, and with which your school has kindly

consented to cooperate. The person who is to supervise the study is asked to familiarise himself with the manual of installations which is enclosed with the examinations, especially pages 7' W 12. We are requesting that. each school arrange to- have the teits scored immediately after the ezamiiation. Schools which desire to have the scores or any data from the questionnaire fin* their files may transfer that to their records, but they are asked to return all examinatioha and question- naires to,aus as early as convenient.

O The background questionnaire to be used is partially preooded, which fact will both facilitate the task of filling it out and of tabulating the

results. Although the questioniaire ma7 appear' formidable at first,

as a matter of fact, it is iffy simple. The supen'risor of the study is

requested to familiarize himself with the blank and then to make a

general° explanation of it to the students. #pecial explanation might 415**tien of such questions as 13-19, 23-24, 456-59. The examination

requiies one hour to complete and the questionnaire shouhl be filled out in forty or fifty minutes. In case both tasks are performed at one meeting of the freshmen, which isVghly deáirable, a brief rest period

should bci allowed between th,m.

Yoú, of course, realize the importafice which personnel Eitudies are tiiking in our whole educational scheme, and how they are becoming the very foundation upon which programs of education, vocational- and personal guidance are being built. It is desirable, therefore, that the background questionnaire' be filled out as complètely and accurately

as possible. It is believed that the information thus fuinished, togetheir with the results.of the accompanyizig examination, will give a body of

facts which w1.1 be inestimable in their value, not only for the education of the Negro, but for education in general. We .are extremely grateful, therefore, for your cooperation, and we believe that your school will receive ma.ny direct as well as indirect benefits from the study.

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132 NEGRO COLLEGE 8TUDEVIS

filled

If you

out before

can arrange to have the examination taken and questionnaires

advantageous. You

the

will

rush of the holidays begins,- it would be very find enclosed with the questionnaires examinations a self-addrftsed and

Yours penalty envelope for their return. very truly,

o

BESS GOOD OONTE, Anis mrttissioner.

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