An Experimental Study of the Relationship of Legitimate and Illegitimate Birth Status to School and Personal and Social Adjustment of Negro Children

Abstract

This study attempts to determine whether legitimate and illegitimate Negro children of similar economic status differed significantly in adjustment. For this study, was defined as consisting of the intelligence quotient, age-grade placement, school absences, teacher's ratings, cumulative grade scores, and scores on the California Test of Personality. Findings indicate that the legitimate children rated higher in every area except one, athough significance was reached only on teacher's ratings and I.Q.-age correlation; younger illegitimate children rated consistently higher than older group, when compared to legitimate children. The results suggest that birth status may affect the adjustment of Negro children.