Free Schools and Self-Concept in Adolescents

Abstract

A number of authors support the importance of working in the affective domain with respect to students from racial minority and low income populations. (cf. Cameron, 1971; Carter, 1968; Deutsch, 1963; Fredrichs, 1971; Freenberg, 1970; Hodgekins & Stakenas, 1969; Kvaraceus, 1965; Newton, 1969; Singleton, 1963; Soares, 1969; and Zirkel and Moses, 1971). Intuitive acceptance of the concepts advocated has contributed in large measure to the recent growth in free or alternative schools within the urban milieu in which Black students represent the largest segment of the secondary school population. There appears, however, to be relatively little experimental evidence as to whether or not the free school concept contributes significantly to selfconcept formation in racial minority students and, if it does, what the nature of the contribution may be. This article, then, details an attempt to systematically assess the effect of a free school program with respect to student's self-concept. Beginning with a definition of self-concept, the article describes the development of a semantic differential instrument and a modification of the material developed by Wilbur Brookover (Brookover, Patterson, & Thomas, 1962, 1968) for specific use in the urban school system. The application of the instrument and an analysis of the results are followed by some conclusions with respect to the test population and general observations concerning potential applications of this kind of assessment technique and the evaluation of free programs. In early 1969, as a consequence of severe overcrowding at the local high school, a group of parents formed an ad hoc committee with the school administration to seek a solution to a number of educational problems The school, West Philadelphia High School, at that time had an enrollment of over 3,800 students in Grades 10 through 12.