Negro High School Research Articles

The Dunbar Chronicle: A Case Study

The Paul Laurence Dunbar High School in Baltimore, Maryland, opened in 1918 as Paul Laurence Dunbar Elementary School No. 101. It was named in memory of the Poet of Negro Race, who had died ten years earlier in his native Ohio. In 1925, a secondary school program blossomed from elementary school and a separate entity was established as Dunbar Junior High School No. 133 in 1932. Shortly thereafter, a senior high school program was authorized. Dunbar awarded its first diploma in 1940, thus becoming second Negro high school to be established in city of Baltimore. During this evolutionary period, school plant grew from a condemned two-story, six-classroom building to a splendid structure built to house junior high school. With rapid population growth, city school officials established two annex buildings at Dunbar to accommodate increased student body. Measures such as double shifts, portables, and remote annex buildings created dissatisfaction. During these years, Colored Citizens' Equitable Improvement Association of East Baltimore ably expressed their vexation. A sense of community prevailed through years, and in 1965 citizens of East Baltimore once again expressed their dissatisfaction with educational facilities provided for that area's residents. This time, however, one recommendation proffered by city fathers was to demolish Dunbar High School and name a new facility under construction, nearly one and a half miles north of original site, Dunbar. The Dunbar Story is significantly related to a small land area initially occupied by row houses in Southeast Baltimore inner

Reactions of high school students to school desegregation in a Southern metropolitan area.

In a preliminary study of attitudes and emotional reactions of Negro high school students who desegregated formerly all-white schools in a Deep South city, it was determined that there were many forebodings, unpleasant experiences, and emotional upsets, but that on the whole no deep emotional disturbances resulted. In the main study, an objective approach to attitudes and emotional reactions did not confirm hypotheses that length of desegregated experience results in lessened ethnic prejudice on either a cognitive or non-cognitive level, that state anxiety is altered by vicarious “formal” or “informal” interracial situations, and that Negro girls react more intensely to such situations than white ones. However, differential reactions did result from vicariously experiencing “formal” versus “informal” situations.

Early grade school performance of inner city Negro high school achievers, low achievers, and dropouts.

Early grade school performance of inner city Negro high school achievers, low achievers, and dropouts.

Interracial Marriage Attitudes among High School Students

182 white and Negro high school students were surveyed with a forced-choice questionnaire to ascertain whether one group favored interracial marriage more than the other. Chi-square was applied to a 2 × 2 factorial design. Negroes were significantly more favorable toward interracial marriage than whites ( p < .001). Males tended to favor interracial marriage slightly more than females. Interaction between the groups was unrelated to social or economic position, but the factors involved in the process were not identified. Further research is needed to explain the differential sex attitudes and longitudinal studies should be carried out to determine what other factors might be involved in determining Negro and white attitudes toward interracial marriage.

The Drinking Patterns of Negro and White High School Students in Two Mississippi Communities

In recent years there has been a rapidly expanding literature on the role of beverage alcohol in the adolescent subculture. Consequently, it is now possible to posit several generalizations with respect to the factors associated with the use and nonuse of intoxicants within this population group.1 Virtually untouched, however, are studies of the drinking habits of young people of different racial and ethnic background. Accordingly, the focus of this paper is to make a comparative analysis of the social factors related to the use and the nonuse of alcohol by a sample of white and Negro high school students in two Mississippi communities.

Attitudes toward Integration and Black Consciousness: Southern Negro High School Seniors and Their Mothers

Attitudes toward Integration and Black Consciousness: Southern Negro High School Seniors and Their Mothers

An Assessment of the Impact of a Highly Rated Negro High School on the Perception of its Students

An Assessment of the Impact of a Highly Rated Negro High School on the Perception of its Students

Some social and economic factors relating to periodontal disease among Negroes. II. Observations on personality traits

Results of a study among Negro high school students indicate a slight relationship between periodontal disease and personality traits, with the most significant correlation between schizophrenia and periodontal disease.

Educators and Industry Confront the Employment Problems of Negro High School Graduates

Educators and Industry Confront the Employment Problems of Negro High School Graduates

THE EFFECT OF SPECIAL INSTRUCTION UPON TEST PERFORMANCE OF HIGH SCHOOL STUDENTS IN TENNESSEE1

ABSTRACTPrevious studies of the effect of coaching on test scores have been essentially negative. The present study was undertaken to determine whether students who had received less adequate instruction and who were less able in scholastic aptitude test performance than the subjects in previous studies might benefit more from special instruction.Specially prepared linear programed materials, designed to foster an analytic approach to the tasks required on college admission tests and to be used in conjunction with classroom instruction, were developed in the verbal and the mathematical areas. Instruction in either of the two areas was given to eleventh grade students in 18 predominantly Negro high schools. Alternate forms of the PSAT, administered as pre‐ and posttests, were used to evaluate the effectiveness of the special instruction.While there were statistically significant differences in gain scores between some of the experimental groups and their controls, the outcome of this study, like the outcome of earlier studies, was generally negative. In fact, the gains in the experimental groups were more than offset by reductions in posttest scores in the control groups. The magnitude of the gains observed in the experimental groups were so small that it does not seem reasonable to expect that similar short‐term instruction given on a wide scale would be of significant benefit to disadvantaged students.

The Superintendent’s Expectations of the Negro High School Principal in Mississippi

THE PURPOSE of this study was to determine I whether the principals of accredited secondary schools for Negroes in Mississippi were meeting the expectations of the superintendents under whom they served, with regard to thirty approved prac tices for secondary principals. Of the 207 school administrators participating in the study, 121 were principals which represented 87. 6 percent of the 138 principals serving in accred ited secondary schools for Negroes; 86 were super intendents which represented 81.1 percent of the 106 superintendents under whom the principals served. The principals and superintendents repre sented the three types of public schools maintained by the State of Mississippi; County Unit, Consoli dated, and the Municipal Separate School District. A questionnaire, adapted from the CheckList for School Administrators developed by the School of Education, University of Mississippi, 1960, and the questionnaire used in the National Secondary School Principals (1) survey were used as the prin cipal means for obtaining the desired data. Each item was to be answered with either yes** or no** and a judgment of degree of importance expressed for each. The questionnaire for the principals is shown at the end of this article. The items in the question naire for the superintendents parallel those for the principals, but differ slightly in structure. Where as, for example, the first item on the principal's questionnaire reads: Do you devote the major por tion of your time to the improvement of the instruc tional program?'* , the first item on the superinten dent's questionnaire reads: Do you expect him (the Negro principal) to devote the major portion of his time to the improvement of the i n s t r u c t i onal program?** The responses of principals and superintendents were tested for statistical significance of difference between groups by the chi-square test of signifi cance of difference, and for proportion by the Z test for equality of proportion. The . 01 level of significance was accepted as an indication of the existence of a true difference be tween expectations and practices of superintendents and principals, and importance of practices as as signed by each. Responses to ten of the thirty items were sig nificantly different at the . 01 level, as shown in Ta ble 1. This indicates that principals do not perceive their role and duties according to the expectations of their superintendents with respect to items 1, 2, 3, 4, 12, 16, 19, 20, 25, and 30. In general, these items are concerned with evaluation of curriculum, managerial responsibility, public relations, and vo cational guidance. Six of the ten items where sig nificant differences occurred lie within the area of instructional improvement, wherein authorities rec ommend that the local school administrator should be spending the majority of his time and effort. Responses to the other 20 items were not signifi cantly different at the . 01 level as shown in Table 1. This indicates that, for these items, no statistically significant difference was observed betwe e n the principals' perception of their role and duties and the expectations of superintendents with regard to these items. These items are concerned with con sultation with the superintendent, assisting teachers in improving methods of instruction, involving the community in a continuing study of the sch oo 1 and its problems, providing sources of instructional materials, personnel problems, non-teaching re sponsibilities, general guidance service, w o r k i ng with student activities, securing and assigning staff members, and involving the staff in the administra tive process. It was presumed that the proportion of yes re sponses would be the same for both principals and superintendents; however, the observed difference in proportion of yes responses was large enough to indicate that principals and superintendents dif fered significantly in their responses to items 1, 2,

The Status of Music in the Negro High Schools in South Carolina

The Status of Music in the Negro High Schools in South Carolina

Experiences of Negro High School Girls with Domestic Placement Agencies

Experiences of Negro High School Girls with Domestic Placement Agencies

Disciplinary Status of White and Negro High School Students in a Large Southeastern School System

Recent decisions by the Supreme Court of the United States relative to racial segregation in the public schools have focused attention on the need for valid information concerning certain comparative characteristics of white and Negro teachers and pupils. A previous paper1 by the writer dealt with a comparison of certain characteristics of white and Negro teachers in a large Southeastern school system. These comparisons indicated that, with certain notable exceptions (i.e., average salary, amount of formal education, level of teaching certificate), Negro teachers compared unfavorably with white teachers. A second paper2 (in collaboration with R. Travis Osborne) compared the reading and arithmetic achievements of white and Negro sixth grade pupils in the same school system, with CA and MA held constant. In both subject areas, Negro students were notably retarded as compared with white students.

Discipline and Morale Among White and Negro High School Students

Discipline and Morale Among White and Negro High School Students

Occupational, Educational and Residence Plans of Negro High-School Seniors in Lexington and Fayette County Kentucky

N FALL, 1957, ABOUT A DOZEN LEXINGTONIANS CAME together and formed the Lexington-Fayette County Employment Opportunities Committee. The group consisted of school principals, a physician, ministers, a social worker, university staff members, and housewives-white and Negro-and was convened by Rabbi Joseph Rosenbloom, on behalf of the Kentucky Council on Human Relations. The Council was interested in sponsoring a pilot community effort toward merit employment. The committee that was formed also received the sponsorship of the Public Affairs Department of the Lexington Y.W.C.A. Rabbi Rosenbloom and the Reverend James Angell became the co-chairmen of the group. After discussing various ways of making a start toward the elimination of employment discrimination in the community, the committee decided as a first step to look for well-qualified Negro high-school seniors whom the committee might sponsor for merit employment, particularly in jobs that have not usually been open to Negroes locally. It was decided to undertake a screening operation, by having all seniors fill out a questionnaire, which was used as a basis for selecting the better-qualified ones and personally interviewing them, and finally selecting from those interviewed the best bets for sponsorship

A Study of Some Factors Affecting the Decision of Negro High School Students to Enroll in Previously All-White High Schools, St. Louis, 1955

Journal Article A Study of Some Factors Affecting the Decision of Negro High School Students to Enroll in Previously All-White High Schools, St. Louis, 1955 Get access Harry J. Crockett, Jr. Harry J. Crockett, Jr. University of Michigan Search for other works by this author on: Oxford Academic Google Scholar Social Forces, Volume 35, Issue 4, May 1957, Pages 351–356, https://doi.org/10.2307/2573326 Published: 01 May 1957

Science teaching in Negro high schools in Louisiana

Science EducationVolume 41, Issue 1 p. 65-68 Article Science teaching in Negro high schools in Louisiana Rogers E. Randall, Rogers E. Randall Southern University, Baton Rouge, LouisianaSearch for more papers by this author Rogers E. Randall, Rogers E. Randall Southern University, Baton Rouge, LouisianaSearch for more papers by this author First published: February 1957 https://doi.org/10.1002/sce.3730410115AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume41, Issue1February 1957Pages 65-68 RelatedInformation

Attitudes of white and Negro high school students in a west Texas town toward school integration.

Attitudes of white and Negro high school students in a west Texas town toward school integration.

A study of general science learning of eighty‐two selected students in Negro high schools of Louisiana

Science EducationVolume 41, Issue 1 p. 61-63 Article A study of general science learning of eighty-two selected students in Negro high schools of Louisiana Rogers E. Randall, Rogers E. Randall Southern University, Baton Rouge, LouisianaSearch for more papers by this author Rogers E. Randall, Rogers E. Randall Southern University, Baton Rouge, LouisianaSearch for more papers by this author First published: February 1957 https://doi.org/10.1002/sce.3730410113Citations: 1AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume41, Issue1February 1957Pages 61-63 RelatedInformation