Abstract
This study was concerned with the attempt to discover the relationship between the social and economic status of Negro adolescent girls and certain personality traits which are observable in the teacher-child relationship. The adolescent period was chosen because psychologists believe that wide variations in personality reactions occur during this period. Accordingly, variations in personality due to any specific factors would be more exaggerated and thus more evident during adolescence. The study was conducted in four public schools of the near South side of Chicago, Illinois. Schools were chosen, the populations of which were thought to represent different levels of socio-economic status. In order to eliminate any sex differences, the study was limited to girls, ranging in age from twelve to sixteen years. Thus race, sex, and age were held constant. It was then possible to discover whether school girls in the neighborhoods could be expected to show better personality adjustments to the school situation than those from neighborhoods less favorable.
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