Negro High School Research Articles

The Social-Economic Background of Negro Youth in California

THIS STUDY IS concerned with the social and economic backgrounds and needs of Negro high school youth in California. Early in the inves tigation it became apparent that two groups of Negro youth must be planned for in any attempt to meet their special problems and needs; first, the children from long-established Negro homes; and second, migrant children who arrived in California after December 7, 1941. Five centers of population were selected for this investigation; San Francisco, Oakland, Sacramento, Pasadena and San Diego. The investigation attempts to do two things. First, an attempt was made to determine the manner and extent of the high school contribu tions to the personal, social and economic development of both the mi grant and native youth in California. Second, an attempt was made to determine basic social and economic needs as revealed in two widely differing surveys, ? the professional opinions of Negro high school ad ministrators throughout the South and the actual high school situations of groups of typical tenth-grade Negro students in California high schools.

Social Characteristics of High School Seniors in Urban Negro High Schools in Two States

Social Characteristics of High School Seniors in Urban Negro High Schools in Two States

The Progress of Integration in the Phoenix Schools

Those who understand the district system of school support will understand the explanation that in Phoenix there is the Phoenix Elementary District Number one which is one of the twelve elementary districts that compose the Phoenix Union High School and Phoenix College District. Each of these twelve elementary school districts, and the Phoenix Union High School and Phoenix College District, is a separate and autonomous governmental unit with the power to tax and with its own separate board of education and superintendent. The Phoenix Elementary District Number one is the largest of the twelve elementary districts. It has a total of 23 school plants and in the spring of 1955 graduated 1199 from the eighth grades or almost twice as many as the next largest of the elementary districts making up the Union High School district. Phoenix Elementary Number one, before desegregation, had three large Negro schools. Two of the other elementary districts had Negro schools, but few Negro students are living in the other nine elementary districts. In the last few years since the outlawing of restrictive covenants, some Negroes have bought homes outside of the traditionally Negro areas and little colonies of Negroes are developing outside of the former Negro residential districts. In a few places individual Negroes have bought homes in areas. Children from these homes did attend the segregated Negro schools, however. Thirty-Aive years ago the Phoenix Union High School district had no Negro high school and Negro and white attended the one Phoenix Union High School. The state law from the time of statehood has required children of African descent to attend separate elementary schools, though in very small schools a screen around the desk of a Negro child was ruled to be separation in terms of the law. Such a separation has not occurred for many years. State laws always permitted Negro and white to attend the same high school but provided that, when there were twentyfive Negro in a high school, the district could vote to establish a separate Negro high school. The law required, however, that provisions in the Negro school should always be the same as those in the white school. It is amusing to contemplate that any one could ever believe that conditions can be provided for twenty-five that are equal to the facilities provided for several hundred in another plant. But the people who made such laws in Arizona had come from states with experience in piously making such meaningless statements into laws affecting Negroes.

Vocational Aspirations, Intelligence, Problems and Socio-Economic Status of Rural Negro High School Seniors on the Eastern Shore of Maryland, Their Implications for Vocational Guidance

The vocation problems and adjustments of Negro youth are similar in general to those of other American racial groups, but there are several factors which operate to make satisfactory and intelligent adjustment more serious for them. In the states which operate upon the philosophy of the separation of the races, the Negro youth are exposed to many inequalities in the educational, economic and social life of the several communities. Schools and job opportunities in many instances are not on a par with those of other racial groups. These factors have a tendency to differenciate the function of vocational guidance, especially for the Negro in Southern rural areas. According to the records the percentage of rural Negroes who pursue training beyond high school is very small and mortality in the high schools is large. It is evident that over three-fourths of the high school graduates do not continue their education beyond high school and that these same graduates are forced to find employment in the local communities. Job opportunities based upon the type of labor engaged in by the majority of Negroes particularity in Marylands rural areas are limited to unskilled labor (farm and factory), and domestic service occupations.' Guidance services and techniques have been neglected along with other phases of education resulting from existing segregated schools. An examination of the literature shows that studies dealing with the dynamics which

The Emotional Problems of Negro High School Youth which are Related to Segregation and Discrimination in a Southern Urban Community

The Emotional Problems of Negro High School Youth which are Related to Segregation and Discrimination in a Southern Urban Community

Problems of Rural Negro High School Seniors on the Eastern Shore of Maryland: A Consideration for Guidance

A study of the problems of rural Negro high school seniors represents a phase of a general investigation concerned with the dynamics that condition the vocational aspirations and adjustments of rural youth. Education of today's youth should be concerned with providing the experiences that will help them develop into happy and useful citizens. Subsequent adjustment to the complexities of life is dependent upon the ability of the individual to meet problems with insight and understanding, resulting in a plan of action that will make proper adjustment possible. Guidance of today's youth, therefore, should be concerned with the extent that such problems may condition present and subsequent adjustment. It is, the opinion of the writer that the problems of youth bear a direct relationship to their aspirations and act to condition t h e i r vocational choices as well as present adjustments to those phases of life which make for happy citizenship. Problems reflect needs, and the needs'of youth cannot be properly provided for unless systematic and objective studies are made to reveal these needs. Several writers have stressed the importance of identifying problems of high school pupils. Cheyney1 points out that the pupils have in-school and post-school problems that have not been

Wishes of Negro High School Seniors and Social Class Status

Wishes of Negro High School Seniors and Social Class Status

The Social-Economic Background of Negro Youth in California

THIS STUDY IS concerned with the social and economic backgrounds and needs of Negro high school youth in California. Early in the inves tigation it became apparent that two groups of Negro youth must be planned for in any attempt to meet their special problems and needs; first, the children from long-established Negro homes; and second, migrant children who arrived in California after December 7, 1941. Five centers of population were selected for this investigation; San Francisco, Oakland, Sacramento, Pasadena and San Diego. The investigation attempts to do two things. First, an attempt was made to determine the manner and extent of the high school contribu tions to the personal, social and economic development of both the mi grant and native youth in California. Second, an attempt was made to determine basic social and economic needs as revealed in two widely differing surveys, ? the professional opinions of Negro high school ad ministrators throughout the South and the actual high school situations of groups of typical tenth-grade Negro students in California high schools.

Nature and Causes of the Difficulties of High School Pupils in Reading and Interpreting Four Kinds of Materials

This study was undertaken to secure data needed by Southern educators in improving reading programs in Southern Negro high schools. It is concerned with the difficulties which pupils in Southern Negro high schools encounter in interpreting assigned materials in four content fields English, history, science and mathematics. Its major purposes are to deter-mine the nature and extent of the difficulties encountered by these pupils and the relationships, if any, between reading competence and -four selected factors, namely, the mental ability of the pupils, their general reading attainments, their interests in school activities, and their socio-economic backgrounds.

A Comparison of the Academic Achievements of White and Negro High School Graduates

A Comparison of the Academic Achievements of White and Negro High School Graduates

A Comparison of the “Racial” Attitudes of White and Negro High School Students in 1940 and 1948

(1950). A Comparison of the “Racial” Attitudes of White and Negro High School Students in 1940 and 1948. The Journal of Psychology: Vol. 29, No. 2, pp. 397-405.

Status of the natural science teacher in Negro high schools in Louisiana

Status of the natural science teacher in Negro high schools in Louisiana

Vocational Education in Negro High Schools in Texas

Dr. Ira B Bryant's doctoral dissertation reprinted in The Journal of Negro Education, Volume XVIII. Dr. Bryant received an Ed.D from the University of Southern California in 1948.

The Cost of Segregated Public Schools in the District of Columbia

The end of separate business education for Negro high school students and the ghettoing of Negro high school education would result if recommendations from a survey of schoolhousing in Washington were put into effect. In 1949 the Appropriations Act for the District of Columbia provided for a survey of the public schools of Washington, D. C.' Dr. George Strayer, Professor Emeritus of Columbia University, heads the survey, which may have resulted from the clamor of District citizens for adequate education for their children, or may have been a Congressional reaction to several law suits filed by Negroes against the Board of Education in 1947 and 1948 with the general end of equal educational opportunity in the District, or may have resulted from the requests of numerous organizations before the Senate Appropriations Committee for an investigation of District schools. The first part of Strayer's report, released by the Senate Appropriations Commitee in December 1948, is Schoolhousing in the District of Columbia.2 Among the recommendations are the abandoning of Cardozo High

The Education of Negroes in Mississippi

Slightly less than one-half of the 2,180,705 people in Mississippi are Negroes. Of that number 483,736 were of school age during the 1944-45 school session, while the school enrollment was 270,615. The school census for white children during the same year was 378,932 but the enrollment was 288,246. The Biennial Report oftheState Superintendent of Education shows that the average daily attendance in the Negro schools was 218,145; and that in the white schools it was 230,539. Ninety-five per cent of the Negro children were enrolled in the elementary grades-(grades 1-8); eighty per cent of the white children were enrolled in the elementary grades (grades 1-8). Five per cent of the Negro children were enrolled in the high school (grades 9-12) and 20 per cent of the white children were enrolled in the high school-(grades 9-12).1 Approximately 16,000 teachers were employed to teach the children in the public schools of the state. Of this number 6,547 were Negro teachers. There were 444 Negro classroom teachers for the 98 Negro high schools and 2,298 white classroom teachers for the 557 public high schools for whites. SCHOOL BUILDINGS

A Study of an Aspect of Social Sensitivity of Some Negro High School Pupils

Educators, psychologists, and sociologists claim that in any situation, an individual is aware of certain factors and is unaware of others. This awareness has been defined as sensitivity. This awareness on the part of the individual is determined by his pervious knowledge, attitudes, viewpoints and how he interprets his experience. The term social sensitivity refers to emotional factors and intellectual responses. Some of these emotional factors are feeling, sympathy, aversion, attitudes of approval or disapproval. Some of the intellectual responses involve the application of certain principles of human experience to the elements perceived in a single situation. Great differences in opinions exist with regard to the ryle of attitudes and beliefs in the life of the individual. For example, some writers argue that one's attitudes and beliefs toward basic problems may be considered as indicative of what his responses will be when called upon to act. The critics of this position point to the fact that a man's actions do not necessarily reveal his true attitude; pressure, the desire to please and to be well thought of, often lead people to behave in a manner designed to portray attitudes inconsistent with their true feelings. One's overt behavior may express or imply value positions not consciously recognized as such by the individual. The teacher in the American public school is in direct contact with the youth of the country, and his tendencies to action are of interest to all who are intimately concerned with the welfare of the American public school. Education in general, schooling in particular, represents an effort of society to modify the habits, attitudes and beliefs of youth. It follows, then, that the school must be interested in promoting a greater awareness of the aspects of current problems and should strive to have students possses a greater understanding of the issues underlying them. Expert teachers have always, through informal observations, made judgments of their pupils' attitudes and beliefs. All teachers should endeavor to improve their powers of observation. One of the simplest 'methods for determining the prevalence of an attitude or a belief in a group is that of counting the reactions of the group to a scale of beliefs. The problem in this investigation was to use measures of beliefs of Negro high school students in Gary, Indiana, and to compare the relative measures of beliefs of these students with students -in selected high schoql pupils of the country.

A Co-operative Effort among Southern Negro High Schools

Previous articleNext article No AccessA Co-operative Effort among Southern Negro High SchoolsW. A. RobinsonW. A. Robinson Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Volume 52, Number 9Nov., 1944 Article DOIhttps://doi.org/10.1086/441088 Views: 1Total views on this site Citations: 2Citations are reported from Crossref Journal History This article was published in The School Review (1893-1979), which is continued by the American Journal of Education (1979-present). PDF download Crossref reports the following articles citing this article:William G. Wraga Clinical Technique, Tacit Resistance: Progressive Education Experimentation in the Jim Crow South, History of Education Quarterly 59, no.22 (Apr 2019): 227–256.https://doi.org/10.1017/heq.2019.5Scott Baker Pedagogies of Protest: African American Teachers and the History of the Civil Rights Movement, 1940–1963, Teachers College Record: The Voice of Scholarship in Education 113, no.1212 (Dec 2011): 2777–2803.https://doi.org/10.1177/016146811111301206

A Comparative Group Rorschach Study of Southern Negro and White High School and College Students

A Comparative Group Rorschach Study of Southern Negro and White High School and College Students

A Comparison of Certain Attitudinal Responses of White and Negro High School Students

The problem under analysis is not an altogether new one, nor are the techniques employed used without precedent. The study does differ from certain others in the field, however, in that it takes what might be called the rural or small town high school students in both racial groups, and studies their reactions to a group of problems known to be or to have been matters of some concern in the general section of the country in which the study was made. Nevertheless, the authors readily acknowledge an indebtedness both as to content and form to previous investigators such as Bryant,' Davis,2 Bolton,3 Katz and Braly,4 and Smith.5 The matter of the meaning of the term attitude is always a problem with a questionable solution. In this study it is defined merely in terms of the responses which the students made to the test which was given them. In the present discussion the term attitude is used almost synonymously

Some Problems in the Administration, Support, and Accreditation of Negro Secondary Schools

Three important factors, which are somewhat interrelated and are perfectly understandable, have delayed both the increase in number and the accreditation of Negro high schools in the Southern states. In the first place, high school accreditment in this region began with the need of the white state higher institutions for qualified students to enter the freshman college classes. In a report to the General Education Board in 1905 Dr. Joseph S. Stewart of the University of Georgia writes of his experience as president of the North Georgia College of Agriculture in 1902. He says: