3" I“ I I I I I I II I I1 I I I I II — ’— RELATION OF SELECTED PHYSICAL AND SOCIAL FACTORS TO MALADJUSTMENT OF EIGHTH GRADE PUPILS IN THE jUNIOR HIGH SCHOOL Thesis for the Degree of M. A. MICHIGAN STATE COLLEGE Cecil P. Randall I942 THESIS - nu.‘ I‘ckl.‘l.4|llllllo.l MICK OF SELECTED PHYSICAL AND SOCIAL I'LCIORS IO IALANUSTNENT OF EIGHTH GRADE PUPILS I! TE JUNIOR HIGH SCHOOL} A “W of twenty-two characteristics of eighth grade pupils in lest Junior High School! Lansing, Michigan by 00011 P. @6311. 3. 80. A THESIS Submitted to the Graduate School of Michigan State college of Agriculture and Applied Science in partial fulfilment of the reqni remente for the degree of mm OF ARTS Department of Sociology 1912 ‘THESIS ACKi'IO' 1th1} .na...’ Acknowledgement and thanks are due to Principal Harry E. Gardner, *est Junior High School for COOp ration in obtaining necessary data, and to Dr. Charles E. Hoffer for his untiring encouragement and aid in the preparation of this thesis. O.P.R. Chapt or I. II. III. IV. V. VII. TABLE OF CONTENTS Page Inmmcmloneeeeeeeeoeeeeeeeeoo1 A. Porpoee 30 Method C. Description of echool and area swm PHYSICAL AND PHYSIOLOGICAL CHARACTERIST10315 A. Age 3. 3°! ' Go 3360 ‘ D. Presence of health defects SMCTED CHARACTERISTICS IN HOME ENVIRONMENT, , , 19 A. lather foreign born 3. lather foreign born c. Ioreign language spoken in home D. Huber of brothere and eietere lo Broken mm 1'. Schooling of father 0. Schooling of mother H. Imployment of mother outoi do home 1. Parents on relief J. Ovnorohip of home I. Multiple dwelling SELECTED CHARACTERISTICS IN SCEOI. RELATIONSHIPS. .26 A. Repetition of grades 3. Parochial school attendance 0. Attendance at three or more echoole SEBCTED CHARACTERISTICS IN COMMUNITY RELATION. “IPSe e O 0 e O 0 e e e e e o e e e e O 0 O O O 0 29 A. Sunday School attendance 3. Church attendance C. Elnployment‘outeide homo D. Boy or Girl Scout Membership CUIULATITE EFFECT 01' CHARACMISTICS ASSOCIATED 'ITH WW”. 0 o e e e e e e e e e e e e u 32 WYMOOHOLUSIONS............e 39 BIBLIOGRAPHY...................’12 Table I e II. III. IV. V. VII. VIII. Greflh I. II. III. IV. List of Tables Standard Error of the Difference in Percentage IorhoSamplos................ Percentage of MaladJusted and Nonpflaladdusted Pupils Having Designated Physical Characteristics Percentage of Maladjusted and Non-Maladjusted Pupils Having Designated Characteristics in Homehflromnt....o......o.ee. Percentage of MaladJusted and Non-MaladJustod Pupils Having Designated Characteristics in Babel n.1at10nm1p.’ . O O O O O C O C O . O . Percentage of Maladdusted and Non-Maladjustod Pupils Having Designated Characteristics in Causality Relationships . . . . . . . . . . . . Bank of Characteristics According to Statistical “9111168360...............e.. Percentage of 372 Non-MaladJnsted and 217 lol- adJustod Pupils Having Designated Negative Characteristics................ Percentage of 589 Pupils Having Designated Negative Characteristics Vho Vere MaladJustod . List of Graphs Standard Error of the Difference in Percentage fathosallple'...............o hrollment, seat Junior High School, 1921 to 19% Percentage of 372 Ion-Maladjusted and 217 la].- adJusted Pupils Having Designated Negative Charac‘ceristic'eoeeeeeeseee'eso. Percentage of 589 Pupils Having Designated Negative Characteristics the lore Maladjusted. hp Greater Lansing Including East Lansing Showing lost Junior High School Araa. . . . . . . . . . Page 12 15 20 26 29 3% 35 3? 12a 13a 35¢ 37:: 135 CHAPTER I IITRODUCTIOH fhe naladJuated Junior high school pupil presents a prob- lem that offers an opportunity for careful thought and study. In various says he expresses his lack of desire to co-operate in class discipline, thus demanding more than his share of the teacher's attention and time. His inability to take his normal place in educational advancement and training for citizenship is of maJor significance for society. The increasing complexity of modern life makes the more thorough understanding of the mladJusted pupil a vital consid- eration in the problem of present day pupil guidance. lbst troubles in formal discipline arise with children who are in some say maladjusted. Usually the procedure is to try to correct the difficulty for the moment, without attempting to find the basic or background causes for the behavior problem. i'his usually creates future difficulties for both the child and society. A need for a more objective approach and a scientific method of prediction and diagnosis, to aid in correction and guidance is evident. llaladJustment and consequent delinquency are becoming sub- Jects of intensive study by present day sociologists. criminol- ogists, and educators. Unfortunately the older books dealing with various aspects of the Junior high school usually placed little emphasis on maladJustment. One looks in vain in the index to find specific references by such writers as Brunerl, Ioosz, Bennett}, and Briggs“. Recently some research has been done on the subject in an attempt to approach an understanding of these problem- children. Nation Jenkins investigated the psychological back- ground of maladJusted children, and found that '“I'he bulk of the evidence at the present time indicates that problem-behavior evolves as a natural process through the interaction of tho organisa and its environment."5 ”MaladJustment,' she concludes. 'is a continuous process extending all the way from mild home problems through truancy tendencies to actual delinquency, in- volving arrest, and conviction by the court.“ Mildred L. Fisher very elaborately measured the intellect- ual differences betwoon problea and non-problem pupils. and states. 'Judged on the basis of raw arithmetical means scores. 1 Herbert Dascom Pruner, m JUHIOH HIGH SCHOOL u sons, New York: Columbia University, 1925. 2 Leonard Vincent Ho... m JUNIOR HIGH SCHOOL, low York: Harcourt. Brace, and Coupe”. 1921. 3 Guy Vernon Bennett,'1'HE JUNIOR HIGH SCHOOL Baltimore, l flaryland: larwick and York, 1926 m... n. m ., m JUNIOR HIGH SCHOOL Cum-145., llassd The verside Press. 1920. waggggeégyss generates? 3503331. set“ LOCI nII (Septemer 1933 122. standardised tests showed that the non-problem grOup was consistently favored over the problem group in terms of desirable intellectual traits. in desirable social traits and background. in emotional social traits and background, in emotional adjustment, in social, economic status, and in physical fitness and vigor."6 Everett 0. Hirsh, who has worked out a carefully planned case study chart, consisting of questions on ' physical defects, psychophysical defects. personality difficulties, defective roman... ineffective habits on work, and on social difficulties, for maladjusted boys and girls, and Jiwho has used it in his work. be- bves. ”Antisocial or unsatisfactory behavior in school should be treated as a symptom of difficulty rather than as a difficulty in itself}.I Pauline Young in her book “Social Treatment in Pro- bation and Delinquency," goes into great detail suggesting social case studies of unadjusted youth and their parents. and says, “The sensitivity to social relations, the urge to independence. the awareness of his own problems, the search for security and response—(is of)--high diagnostic 6 I. L. l‘isher, "Measured Differences Between Problem and Ron- Problem Children in a Publ c School System“, JOURNAL OF EWCATIONAL SOCIOLOGY VII February. 1933) pp. 353-36“. 7 Everett C. Hirsh, 'Case Methods of Dealing with Individual Difficulties in the Secondary SChOol', SCHOOL REVIEW; MIII September, 1930 We 523-531. value in determining the social needs of the boy and possible treatment methods.“ Barry J. Baker and Virginia Traphagen list “Sixty- six items (possible causes) which are known to be signi- ficant in the diagnosis of behavior maladjustments,‘9 and outline an elaborate behavior scale. A careful study of the physical and social factors which underlie maladjustment will increase information, and supplement studies already made, and thus be a valu- able aid in the understanding and guidance of this group of pupils who are causing an increasing amount of dis- turbance in our schools thich is in excess of theirtsmall proportion in the school population. ' IsladJustment of pupils constitutes a social pro- blem which needs careful and extensive stufi. The treat- ment of delinquent and mladJusted pupils is the most lax and bamard of all our educational activities. There is more lag than is necessary or Justifiable between modern social science and actual practice. Inladjustment in the Junior high school is likely to lead to maladjustment in later life. Human nature is neither good or bad--but is plastic. 8 Pauline Young, SOCIAL TREATMENT IN PmBATION AND DELHI. QUENCY, low York; McGraw—Hill Book 00.. 1937. p. 51. 9 Poker and Mn THE DIAGIOSIS AND TREATMENT or manor. BL . CHILDREN, 1:... You. In. mum“ 00.. 1935. p. 23- MaladJustmont is likely to be the result of many background factors. and manifests itself in antagonism. in indifference to scholastic attainmmnt. and in inability to co-cperate in class discipline. Data on selected physical and.environnenta1 factors. obtained from a careful case study of the maladJusted indi- vidual, would aid one to determine the procedure to be followed to correct the maladJustment tendencies,thus aiding the individual to lead a more normal life. The careful use of all science is needed: psychiatric. sociological, psychological, medical, etc., to sort out those pupils who should.be carefully studied, and need special guidance in an effort to give them more nearly normal attitudes. lhile this study is limited to one school, the factors involved are general in nature, so the study may contribute to a broader understanding of the problem of maladJustment in addition to giving facts prevalent in a particular locality. .PUBFOSI the purpose of this thesis is to investigate the are tent to ihich certain selected physical and social charact- eristics are associated with maladJustment. to discover their relative importance, and to observe the cumulative effect of Imdtiple occurrence of such significant characteristics. METHOD OF STUDY After careful consideration of many factors associated with maladjustment, various books pertaining to the subject were consulted. The principal ones were: The Diagnosis and Treatment of Behavior-Problem Children}. by Baker and Traph- agen: lhe Problem of Crime,2 by Ettinger; Behavior of Young Children of the Same Family} by Weill: and Social Problems,“ by Gillain, Dittmar, and Colbert. A tentative schedule was prepared. After discussion as to objectiveness of the answers with interested instructors, a schedule card was devised.‘ It had places for answers to questions on the following physical and social characteristics: age, sex, race, presence of health defects, father and mother foreign born, language spoken in home, nutmer of brothers and sisters, broken home, education of father and mother, employment of mother outside of home, relief status 1 Baker and Traphegen, THE DIAGNOSIS AND TREATMENT OF BEHAVIOR- PBDBLEH CHILDREN, lew York: flacmllan 00., 1935, p. 23. Bttinger, Clayton, THE PROBLEM OF cmm, Long and Smith, Inc. '0' York, 1932, p. 1°5e 3 Weill, Blanche, BEHAVIOR OF YOUNG CHILDREN IN TIE SAME FAMILY, 1: Harvard University Prue, p. 23. Cillin, Dittmar, and Colbert, socm. PBDBIEMS, New York: Century 00., 1928, p. l$30. ' See sample card on following page. 2 N? 566 Last Name first N9 566 Home Room Grade .............-.. Color ............. Age Sex . .. Present address Ever attended Parochial school? ............ What grade? ............ Have you ever repeated :1 grade in school? ........ What grade? ........ Ever sent from room on blue misconduct slip in Jr. H. S.?.... ........... Number of schools attended ............ Kind of home; single dwelling duplex ........ apartment Do you go to church at least once a month? Rarely.... Never.-.. Do you go to Sunday school at least once a month.... Rarely....Never...- Ever a member of Boy or Girl Scouts? What work do you do for pay outside of home?..-....-.--..-....-...-. .. Has family received help from relief agencies in last 3 years?.............. Health defects Any doctor's treatment in last 6 months Any language other than English ever spoken in home? .................... Is your father living? ............ your mother? ............ Do you have a step-father? ............ a step mother? ............ Do parents own home? ................ Are they divorced? , Number of brothers and sisters n--. o.-- o- .- Is father a high school graduate? ............ Is mother? ............ Country of father’s birth ............................ mother’s Does mother work outside of home? ............ What work? .................... of parents, home ownership, single or mltiple dwelling, repet- ition of grades, parochial school attendance, number of schools attended, Sunday School and church attendance, employment of pupil outside home, and membership of pupil in Boy or Girl Scouts. After preliminary discussion by the home room teacher, the entire eighth grade class of 1936 at West Junior High School filled out the schedule card under the direct supervision of the home room teacher. It was answered as though it were any of the other regular office forms which the pupils fill out with reason- able accuracy. This was repeated in 1938 and 191m, making a total of one thousand three hundred and thirty-two pupils. The first step in classifying the information of the cards was to check each name with the records in the office of the school and sort out all cards of students having a maladjustment record. Haladjusted pupils in this study were considered as those boys and girls who had been sent from the room to the principal's office for misconduct, upon the written complaint of either the home room or the class teacher. On this basis 1332 eighth grade pupils were studied and 217 or 17$ were then classified as malad- Justed, thus leaving 1115 or 83$ of the pupils presumble normally adjusted. A normally adjusted pupil is considered as one capable of carrying on regular school work for the two year period of the seventh and eighth grades, without being sent from the room for a breach of disipline. fhe next step was to tabulate the results of the answers to questions regarding the various characteristics. following this the data was classified into four major tables: 1. Haysical and physiological characteristics 2. Characteristics of Home Environment 3. School relationships . Community relationships his was done for all the 217 maladJusted pupils, and the non. maladjusted 1936 group. the problem of determining the significance of various differences in percentages was solved by using the formula described in the next paragraph. ‘Arkin and Bolton state. “If two random samples are drawn. and indicate that a given characteristic is in a certain pro- Portion the difference between the two proportions can be tested to determine whether it is significant or arises out of a sampling fluctuation by use of the formula: ( sumo error of : Av ( 1 T (TD ’(thedifferencsinfg l/pq(i1+%2) the total percentage of occurence p a 1-1: '1 a number in first sample 32 = nusber in second sample'5 L 5 Arkin, Herbert. and Colton, Raymond, STATISTICAL METHODS, (third edition), lew York: Barnes and Noble, Inc., 1938, p. 125s 10 EIAIELE (from Table III) —.— lumber living Percentage of Iumber 1‘ In1t1P1e occurrence questioned diallingsa_e ‘__ HaladJusted 52 2k 217 lon-maladJusted 6h 17 372 r 116 gig 553 m»: many,“ “*3— = V11” (-8" We? e )I .001077 2 .033 or 3.3$ Io reduce the necessary mathematical calculations, a graph showing the standard error for total percentages of occurrence was worked.out. (See Table I and Graph I followingl. this was possible because the basic figures (11 and.lé) were the sane.1n each case; trample: the standard error for a total percentage of occurrence of 19 per cent, when read from the graph.is 3.3 per cent. I fhe following method.was used to find significance; the actual difference in percentage of the two samples, divided by the standard error for the total percentage of occurrence, gives a ratio of significance. thus. if the actual difference in per cent between two samples is 7, and the standard error was 3.3. the quotient would.be 2.1g in other words, the actual difference in percentage would be 2.1 times the standard error. 11 Since a difference of two times the standard error can be considered ”significant“ and 2.7 times can be considered “very significant', the factor of living in a multiple dwell- ing‘ is a significant one in pupil maladjustment. This ratio of the actual difference to the standard error of the differ- ence is commonly called the critical ratio and will be so re- ferred to hereafter in this study. ‘ See example on preceeding page (from Table III) STANDARD ERROR OF THE DIFFERENCE IN PERCENTAGE ’03 W0 SAMPLES One of 217 cases and the other of 372 cases m s 14.1%; V1” 3 e55 3 e00? “016 .hO 1 $01—$07 3 ”'10 ICEBERG-5 £1.00; 3.99 {/36 I 362667” a 3.3a LCEEEfiSr .007 3.62 V130 ’x‘Tso’x .067 a 3.3” {/5533} no? : 2.99 156736 :35? .-. 2.51 maestno‘i : 1.82 V527? x .9731 .007 2 1.30 “001.1750: .007 : 0.00 I1I.'lll' It'll-Oil J illti‘li 'I'CIIIII 14 4 44 J 4J1 AI II1III IIIIII 4 1 I [r H”. I e . . a" _ I I I u I» .1 0 e I I I I ’ I I I n I . I . I I ~ I I > » I v , v .I I I I. I I e . I I I I e I . I I . . I . . I. . . I . I I . . I . _ l k OIIIIII vI'IIOleI *aslvtlf‘ 90.. I In... I IssIIO -.Iv‘ is to II I III I :0 Itvvlt 0 ¥ II evlvlsd ..I 0 ’en... 0 v. e. v.0l I I II II I A I .I — . I I I O. I I ._ I I s _ I I a I . . 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I I. — . a . I . I I I I fi . _ . o . .. I. I 1CIIII IIOIIOIIIIII.ILee Ioee .Ibe O I t I II. III vO-e .1 ¢ I IIIIIIOIIIII 0 II I I II IIIIII.‘ II I Is IICOIW~ IIvI e I I I I I I I _ I I . I . . I I _ I I e I . I I I I I e.. I . e I I I . c I I I . I . . . . . . . EEK new 21%.. . . . . _ . fil OIIPI II. III I IIeI O seeO-oe OevIeeIe I. .I e e e 9 e I II I I I I I I. I . I I .I I I . I e . . . V q I II I I I I . I _ I — I . — I ~ I I . m . . I I I I — u u I m I n I I m I e I I I . . I I I I I . I I g ‘C-'-II 13 DESCRIPTION Oil” SCHOOL AND SURROUNDING AREA- All the records in this study were obtained at Iest Junior High School in Lansing, Michigan. It is located near the busi- ness district in a residence and apartment house section. Only a limited amount of extrI-curricular activity is sponsored be- cause a wide yariety of subjects is offered in regular curri- . IT‘FI'! culun. These include band. orchestra, dramatics, etc. l'hers --...—I l W is no room for playground at the school or anywhere nearby, as the area is entirely occupied by buildings. the school opened in 1921. use an enrollment of 1,078. i.-. The school population increased steadily from 1921 to 192’4, then a new Junior high school (Halter French) was built. Ihis decreased the enrollment to 1.09“ in 1925 and to 1,038 in 1926. After this the nutter of pupils increased steadily to 1936. In 1939 an add-' ition was placed on the third Junior high school (Pattengill) the district line was changed and the enrollment at test Junior dropped to 1.322 in 19%; The school is located on the west side of the city” and its district includes all pupils living north and west of the Grand River, and west of Turner Street. This area includes the main business district, the Oldsmobile. J'isher Body, and Gas Company, other industrial districts, about half of the railroad r See graph on next page. as See nap on next page. . ‘1‘. n... 15."!qu a; J p- I V. p : V 4 :VMV -.IVV HHV H I. H»H I 4 Afi V VVH H V . IH . 4 V t V. «V . I II. V rLLv A V»A.. TAVIfluTII I HM V . .I : V; LVII {I I +- a O . _ . .. I I V -. IIIIOfi'III LII-III. ¢ .0. o v .0. I I . fiOII.III‘IIIIIIh_I Icoo-IAY . o I I.II I9 I. _. no a an. I.‘*. V V. — .V . .4 . III I '10.": v IIIIII.'.‘O V I V O . I..—.p—....I, . . .V III I IOIOIIII IIIIIIIOIIYII I [II I Ioo'I-pIIQ—uoo- :. MD.--O.1f.. I ..Ipool H I w u.. I .c o D IIIVI V o I . .V v I V— OIIAVI YII 01.. o o I fl . I o I II I I D IIIIIII II I I .I . I o O _ III... III III. 0‘ I III‘lvV I . O-I ' . I I I I I I r I ‘. I L .111 q T. . H {Fl I .m o I 11V L. I . I III ..IIIOIFIIIDI . I V .. c 9 VIII. . o 4 . o I A 4 I . I.‘ I I O I o O. I IIIJVII F III. ' I o ..I I D I v I I o F r h H II I c U I a 0 G I I I I u o I “II... IIIOIIII. u _ I . . . 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I ‘ | \ ‘. »- ' 5 1 J r‘ V ‘ ‘ [34555th ‘ fl? ”2 ML! lT—‘Nx ‘ ' [WWI ,A _L . 7 ‘ ‘ L——’ \.__ - [Fe-246' I ‘ l~~o~r_flr a \ J ' \ ;_J ‘ x al/VOIVFN ‘* Ikto'bluc V“ Q JA’I! EOYANV CQSF‘W‘C‘USE N01" I C‘IJL'"?! YV I‘ll~ J :5 :ozzwc-Isz EW’TUCLCGY AZ=ICUL'J°E CAIQV TREAUE°Y A‘IATCUV DOULTDY Gaeup EC: LAYIKZ vrjgaz-unv CLINI- rnov uA:HI\E°Y :urvIsTnv LAPCDAf“!Y LAFODAT?°V Owltv _ _N\NNf\Jlu-"J'\Jr\lf\hr~xr\ihj_4_4-4 ... n‘umoID :fikk '. I ;-.-.'- ~94 n J 4'0 0/ IN! A II:I Eh BANCROI’T as; JUNIOR H. 8. DISTRICT 3:230: HIGHLANCTS' F“ V6" JCJWLJ FTCPJ Mat (1 SHOPS OLE-S N‘LL NY A'ELLS N TOW' '7‘" CAVDI'S CSEFNW‘U‘SE 3,4\‘§I'_‘S argILF‘I‘IC CYUNASIUU STACqu t-‘vfw'iTDATION HALL fAJALDV sTlPLES sneer ’:'.‘:'°SE DC‘QW'T" hlLLIAUS “LL CC°WV°V VAST. HILL “WW?“ BANE SHELL H‘SDITAL fgl‘. '.(EUTDH'. l’. hIN'l £5 orv_/; J‘wval r (it. 1P9): ILIWNI fly: .v‘ V. '\Y\V\J\J1 ""11 n y\J£-J¢—I .HD I I‘ u! ’gpx 1V1. q OHIO North and West of Grand.River and West of Turner Street A . J /u. neaZI I! n ‘n / LQuo'Yp 1:". 7v“ , _4 1 Lily ”ml. \ I q 41 a If) I" 14~Jl~€ ,) 3,) ,.3 “u 0/7qu I7 / \ fl 2*“. Q)“ I o %mnwo~.l .Do \_/ \ o . . , \ . f . l 7020] LPD'A \ ‘ o , I» .. as 1ndlcated by green llne. ,KI ffiwmeywm J I ' ' giragzu HALL :bowrrn SVV‘xlSlLU VIELC “TUSE a” r E 3 :‘f'w '- 7 J 9;" JJ AC] _, AMKIED :] I [j :] [j _foMratr lrl_ rrr— . ] LASEZALL . IE-I. TEEN"; C'T-JCTS I g}: b {I I Vllu'atfl ('4 la _ ’__j[:IC:J I ,‘2 \ § ‘—’ 4-} :1"““. [_J _A I I (7;; 69!: V L A l 701 L4 qflmmw :I Dunnlr 7 AIVK’ 4—...J : (‘4 arrm ~ I H04 rt/v ._ - ('1 vat_] - ___- I ‘ . iAaal/v 54- wr EH~IIHALI [eriooJ ' palwua ] IW/Jraaleq a Sf 3‘33 L. ! 7: ccux'o 15.325 1 r; I? I ~< )n r- n a II) n‘ .- u- :l I . a n \ 1° LJ "(IV/A L J- \I I L) FJU‘_7 J I ,r \ ' amp; fr_ L I fil'iqnnu A |__ Iéfipllk NJ V‘fQL IVS-EV ‘ VE . S 9470- 1.7 I JrobbA/vp LI .}:-.~'--'-'x '. ., z IfiA 5 > IIJ.EZ‘I‘:{.);}:I‘I ILA. - , J Mllll- IN ‘_——1 I Gulll' IL. ; U .545”) I" '-lrl J .h I u Iarl‘ _ 1/ ‘ ‘ z \, <1 IAllllL 33‘ "\ J I ‘§‘ Jae?!” ”LI? 6 m ._ —, “3‘ Hwy/ya: . T ..I D: 2945—] )UVINI‘V‘ -__ ‘.;-x; GLERMoéL-z FISHEQ :mhy :033. J (‘MJn‘AJ f“ (Ml/v.0 Kl VJI-vc '0‘» SJ I '3 l /,_4 L j ,“l’. u .—;[__ e I I ~-u{l' I l I/«w_: 'J’L'ZJ . , . ' ' " I ‘ W ‘ _.g V , . AI - ~-.-. .— J g . , .51} ,, , I ;;:w II (”74:44 ‘ :‘ A! I ) g -—-y W § ‘Ju‘JI’Dm’ CI *T‘f'x '——~ ‘ r—‘; ‘ km?w §' 4 / l N337?“ V—‘ , ‘~,‘9‘H.7V 1?:“AAL ' Gou- (cum 1 Cr. 3] 1/111. ”vol/V Iv Atoll/«41 1. fr'r I ”at row flu H- l I In 1 r_” _I 00 ‘I All/101V ‘ I f _ , ,__,fi ., — . _A I I ‘ :I :~ ; ‘ . I "WNW ”r 7: 07:-' ‘ I M/IN/Gl/I ‘ " 3' _ “ '_ |_.. _. L _.— —. _ - —‘ Ulju, AJE‘. S'jujju; —_ - . ‘ r V — 3 3-": q- —— — — _.- — 11‘1“”: ‘ 700 . I I . _ I ‘ 'l ‘ ToooI I (v , Il5oo MooIISoo Ioeo—INwIIsR moo 800 400 X z ‘Iull‘fifd ‘J I I up. I. ‘ l [jrfirIr~ A «nut: ,4 I WNII‘PL l _ I I A A 4 _Cun(.u--“_.’| m JJ I I If— I ",., -.-. 7 ~ 4 01! vv/r k'; h'unvnto fluI ,‘g: l ' CidéégceLfiédhéSEt JJ BEIWE J]C::::j l . I .L’tn (1‘7“ 7 l I I . —;e~ —"~"r - . 3 ' ‘ W Ti H I g» 1 -\ I -'- it -' Merit—— _.. _ ,_V ,, A .__. ‘J - . ‘ L_\ n ' ‘ , I , {Ii-u! _ _ __ ‘.lorduaw l _.. L— J TOUP'ST [_-. azan' - _J M A 1 L lav/7.! J :1 _‘ W “L‘wzc: s 3”.»40’JL 4/77 fl MIA. \. 'lll' ‘1r4.1»~.__‘V J4’IJ (1",1L_,_ >k_, k .1...:4a1r,~ I ‘lllnlaVW—Q , ,7 — I , _' IJI..f.v5(_~ " l‘ #1 ‘ _ ‘ ~’ ’_: J "V ’4 ‘—1r——I,A g_, LI 14 ”'4 /~ J! Jastz~_ ' I 'N/llJDlL ‘1 ‘ _ ~ _7» _ . . 15".: ”J ' ' J ‘/ .fw1pAA'n L ‘I 4M: «4‘ g % I .f. / CAMPUS OF MICHIGAN STATE. COLLEGE m n-v Lm -: m, 0| AGRICULTURE AND .-Appuwrsamcn 1" .. l ' :-: HTML”. L M: A‘.” TDA‘N‘ 3' F? '3 '4‘: \"374 A" S""'-4 "!i'.”"~'2 LIP-‘5. :uxsq Is 3 . . I my“. "2 S MISSITH'JSETT ‘ ' . \ _ , D . 1‘ . . " ' I _' I ‘ . ' - - v V ‘ *- - _ _ 3 7:1 Jaw: ~ . > I I ‘ J ‘ S' Pr-rcr - I ‘ H 1 I . I ”W: v“, ' ‘ _ - *50 IV 1 , ‘ , , , .-,§ ,\ K N PR - . . nur‘vfll-T a '= N ' ‘V -' u “WHEY“; l‘.’ .4" mmun< I DOTTEDaMg “W“ “~r,VAa._., omwmu I - i. _- 1: f-v afisg CT H . J: . I - _ » .. , - . I .. .. - “SEW“ H (“‘9 , ‘ 04 ~ _J S I ‘_ .I ' * _: ‘- ' _' ‘ -.'_ , -‘ _ . , . v -7 . . , - nf‘SEVATI AV 2 . 7- , ~_ _ ‘ . .I‘ . . . . 1: I . _ . . .. I: ,: _A [I , aI-Lusw ‘I.‘. DLIUEE‘ H WAD-“‘5‘" 21 A n 4‘ plan I l | ‘ _ ‘ H ~' -. ,. J I 10:] j Inmtdaoma" '.~.".‘- \’ . " :.“'; ‘ IX '5 ’ ‘I —-7 Jr: L'nlfb'oxlii‘ 3;. QCOLNTPY ,_;\\ R IIlow2n07¥ . F‘T‘, _ ‘ ’ I IA _~ I 7.7 —v .o x ‘ " . ’ .~ ' "_ .;_ . , '_ ‘ .>. ' " I Ifldflw‘v 3 ~ ‘ ‘( I —'" Iv V W, 7 . ”Aflhrofl‘t'J \ K . I ' - ' —~. A, ~ - *— ~ , ,. A~ - , 7‘ , I” W"? V - ’ * ' - . -“~-: ““35 —— _ — " ‘I ' . ‘ . . 1 ‘ ' r x I ' ' H " ' 7"?l7°‘_~ “fiviiq FYT. flzxrnv I ‘ ‘ I I , I ' I N I 6139!“: _7 J é . ‘ ‘ . ' N I , I V ' 7' ' ' ‘ % l‘rwramf _7 I600;016~j i 4 . I , ' ‘ ‘ '—“ j IMI Hox_ 7 _J 7 LtArOII ‘ L flrr‘] V } ,\ I L41.“ I II I‘v‘Tr UL?” L I\ IIrJ’\_-.-I'1"‘ A)!" "I u) .' .I) —4 .'1 LI Known: Av ‘ fioavotn LJNUJI | J. ". "'|'|'Iv>)—‘ I I '.1.‘." ".r l CI (— : (00!!!“ I Art _ r___ 7 _ - ParJM I I_ Nr( 1 r—‘ I , ‘4 “Genoa/v; Ilrl :I . AAJ U731 A ":J l“ e I «J! WIJI. J \ *FTT'HN ll~Wpoo_v ‘WL' 5‘ _ \ ~— U _a . 1—, .fi __, _— I . : \PACM‘.’ l _- , I y I ; / l * I _J'IJJ I I» “J n, A’oallr 1 Law; A @3A“; EATON RAPIDS ,. II 1,2}: 43] \ 1— fl '— IIVoooa/NKL 1r: > _ ‘ —~—‘.~ I“ W‘LVE‘S ‘.7 I i tfllLI/Y‘ A va. >1 .V'- \ plC/‘HC IT O 11'] v ‘, ‘-\la lode ‘\_ I — r—fi \ ' N161. 0' A 07'! Q J O O _ Huh j 77:0444‘ IFI I _4 _ lI II/rxlfll/v I] Is 0 h E .J r» ) 2 . . 7 ‘4 2 T I .9“, u I . § IUNO.’ [J I _‘ Wren .._._ _.. ‘1 new I n M u E 1 I a ‘)U E W , ». \ 2" 3 . ., _ .I I TCQDA‘IER 7T 1:. s I; E rm)”: \18 215 K S TE‘NEL‘. 1" S to ”I‘m; V S s 2“ E x s rDfi'un-‘rr J.) V q E , r LIrq {,3 115 I“ szflJlI" ’.LV'JE 7:stan Av. "‘U-"DT IV. ‘ffl‘JIJM‘A‘r-‘I. 94-4 .. / / 3. ~94 ,n‘w ~N w, m . , , a ) I'm OVKE I'I‘L‘VL:I‘r I . _ ‘. ._‘ ~ L ' VrQL|\IT‘u )‘W' \ A VY J lterations, periodical inspectior: anage property in a way that will vice. Our greater business volume enables n A e repre- inguir bility of ing our lk over this specialized phase - A Your lients' funds in a separate trust lieved of the responsi SERVICE all of which prove of incalculable udes negotiations for new locations for stores; re-locating existing stores; a praisals for estates, property settlements e m We are often commissioned to sec. e by Our offices on the seventh floor'of the businesses as going concerns. City National Building are centrally located and are arranged to adeg aaiely of having made a friend. handle all phases of real estate service. .0 or the very property you want. if you wish to be re Call Gerald A. Baker, 4-3021. you or not, we will have the satisfaction her net income, we invite you to come in and ta l ’. .m>< ©2400 ze the importance of knowledge and experience in net income from your property accompany li als who desire this confidential and individual se' a e and proceeds from years of training and study. tion of rents, repairs, happy and us respected, and whether we help g to re coilec g, to be of service to you in a manner that will make you rvice is open to all individuals and corporations. SERVE YOU BETTER! Our organization welcomes the opportunity of a confidential dis- We invite you to make our office your real estate clearing house, but upon our ability to render a superior service, whether you Wish to acquiring or disposing of wners, most of whom demand confidential service. oinnin asin l e For your protection we segregate our 0 eceipt from tenant. ‘ l l ues. sonal direction of Gerald A. Baker, whose judgment is supported by years e under existing business conditions. E: :3 .0>< m\llé 2052303) s are be des clu ~ STREET transactions is valuabl 'b l aterials. ies covers in full all money due clients. The id, lease expirations and assessed valuation, We are prepared to give competent ap and residential, business or commercial properties. 851 ges and collect land contract payments. W h We invite you to come and visit with us and let us Show you how we are prepared to . . . cussion of your realty needs. Out of our experience we might be ab'ie ew hours of r and desire a hi0 ll_‘VIV I‘"\ rvice l1 (2‘ r T J. (firm/A WOOLWOQTB GRANTS PENN/5 KDESGES HOLL IQTE R bLDG .3 zmwrnm (/ 0300 >a30 ALLEGAN Our se We also service mortg. nd know property val MlCHlGAN .< .022 > le space for organizations or individu C as frontage, depth, area, street and number, height and type of building, name of owner, name of C L s for repairs and m CITY uAL; 'We may know the very man who wants your property ave time, expense and worry. This se concerning any of our services will involve no obligation on your part. JO.:Q<0 E SALES AND RENTAL DEPARTMENTS. Our organization is experienced and familiar with both Lansing S the E88 LOCATIONS AND LEASING DEPARTMENT. Our files contain facts concerning most every piece of business at National , rent or sell. 0 APPRAISALS. This department is under the per extensions and revisions of leases on established stores not on the grounds of acquaintance or friendship, of experience in the real estate business. property in Lansing, such tenant, volume of business done, rental pa value in determining market values. Our service inc sent many large property 0 purchase or lease acceptab Competent counsel in connection with suc Q PROPERTY MANAGEMENT. Property owner the management of property. of your property. produce for its owners the best net profit pc account, which at all tin statements is available to you within a managing your own property, and East Lansing location us to secure lowest price of our service. buv City 9 REAL ESTAT 0 BUSlN rm 8 r m .m 0. a .w .m h T Building showing the location of our office and, cating the location. the 5:00 5:: .5005>0 m>00 :m: :0:E0W: .5:E3 m>03:0 2 3.50000 :0 53:0> 0:000: BEEE 5:: :30 00:5: E vdm 0:0 5:350 E 00> :0 5:3:050E5: 500.5>0 :< OZHmZ¢J 0mEo:005 0::05::5.: .5E: 0: 5E: E0: 5:03:03: >0E 050:0 - .5E50 0:00.: . :0 m: : OE: 0E>oE :0 :0 0 :0 : 5 55 3o: 5 0050 5 : . . . . . 07291:qu AflZOHBmwz VEHO mow :0 53M0 0E>3Q 0:0 505::0 tmE5E5>ofl: :50>:: :50E3L: MWWMMMW WMWHWM MVJVE :0.::3 :mM:::::000m:m::n: 0:”:5W:05M::0% 5:: :0 >500: 0:5050 ::3 53:0> 55:3: 0:: 0:0 >:::030 E 030.: 0,5 0 :0: . mum. ”:00“ :0”: .:>: _ . E: - : 05:5: .2 :0E3 5 : 0:E0:005 :30 E 5:00 > :0 5 : > 00: L . 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Lansing, being the capitol city of the state of Michigan. has a large nnnber of office vorkers and state employees. lhe state capitol and office buildings are located on the west side near the school. as well as the state offices of various insurance companies and other organisations. CHAPTER II SELECTED PHYSICAL AND PHYSIOLOGICAL CHARACTERI $28 15 In an analysis of IaladJustnent, it is convenient and lg ical to study plysiological factors first. Owing to the definitely obJective nature of the answers. sex. race. and age were chosen for consideration. these data is small. The chance for error in The presence of health defects is not so easily determined in an objective way. but probably the replies were significant nevertheless as they indicated the attitudes which the pupils had regarding their health. The results of this investigation are presented in Table II. TABLE II. PERCENTAGE Ol' [ALADJUSTED AND HOD-IALADJUSTED PUPILS HAVING DESIGNATED PHYSICAL CHARACTERISTICS Selected 21? 372 non- Standard Critical characterists Isladjust- IaladJust- error of ratio . ed mils ed pupils difference (Actual (percent) (percent) in difference percentage divided by standard error dif- ference in percent) over 73 M l1.1 7.0 Sex—sale 81 M7 11.1 8.3 Race-onegro 12 b 2. 3 2.6 Presence of . Health Defects “1 23 3.8 1&7 16 The approach to a discussion on the age groups of these eighth grade pupils was made by dividing them into nearly equal groups—othose fourteen years of age and older which con- tained ”9% of the total, and those thirteen years old and yomger which constituted the remaining 51$. The older group. though 1% smaller contained 73% of the Immune pupils. leaving only 27$ maladjusted who were 13 years old or less. The standard error for the difference in percentage between the 113$ non-maladJusted and the 73$ IaladJusted pupils who were 1’4 years of age or older(shown in Table II) is M.l$. Since there is an actual difference of 29$. this makes a critical ratio of , seven times the standard error. Thus the age factor is very significant. The fact that there were four times as many boys as there were girls in the llalSdJusted group coincides with other stat- istics. Clyde White says. “Amng Juvenile delinquents the ratio of males to females is about four to one.“ Girls who are mal- adjusted at this age tend to be incorrigible and often become institutional cases. Boys tend to give expressionto their maladjustment in acts of comnission against disciplinary rules. or failure to accomplish expected work. Thus we can expect to find a greater nmber of maladjusted boys than maladJusted girls in the Junior high school, or at least to find more boys 1 hits. Clyde 3.. SOCIAL STATISTICS. New York: Harper and Brothers. 1933. p. 19. 17 that are listed in naladJusted due to repeated infractions of rules. or indifference or antagonism to lessons or school work in general. Under ideal conditions we should expect to find no dif- ferences between various races, but the negro's social position tends to produce differences. Only 6’ of the normal pupils are negro. while 12$ of the uladJusted group are colored. his is a critical ratio of 2.6, thus showing that race is significant in maladJustment. This again coincides with general belief.2 Very few records are kept in regard to health defects and little could be done on this topic beyond taking the pupil's own statements as the the defects which they had. In some respects the child's own statement rather than the results of more or less hurried clinical examinations has more bearing on this study. be- cause it probably is the pupil's attitude rather than actual physical disability that may be the important factor causing ul- adJustment. Table II shows that “IS of the maladJusted and only 23% of the non-maladjusted group mentioned health defects. making a critical ratio of n.7, thus definitely placing this factor as very signi fi cant . 2 hits. Clyde 3.. SOCIAL STATISTICS, New York: Harper and Brothers, 1933. p. 19. . SUMMARY here is proportionally more maladjustment among negroes than among whites. more among boys than among girls. more among the older pupils, and among those pupils with real or fancied health defects. These factors are-important in diagnosing the social situation and as they are more prevalent among maladJusted pupils. we can conclude that they have a significant influence in maladjustment. Q 19 CHAPTER III SELECTED CHARACTERISTS IN HOME ENVIRONLENT Home life and family associations are probably the most determining factors in a child's environment so far as influ- .encing his personality'and.behavior traits is concerned. .A study of some selected characteristics in the home environment will give an insight regarding their frequency of occurrence in relation to maladJustment. l'oreign born parentage has been considered a factor of major sigiificance in delinquency and maladJustment. Sutherland says, "The 'second generation' of immigrants generally come into contact with the courts as delinquents more frequently than the first generation.” He also says “Native-born whites of native parents have the smallest number of commitments, foreignpborn whites rank second, and native-born of foreign or mixed parents (the second generation) rank highest.’1 This belief is partially verified by the figures ih Table III. which show 28$ of the mladJusted pupils and 15% of the normal group have foreign-born fathers thus making this item very signi- ficant. The figures on foreign born mothers, however, were 15$ of the maladJusted and 13$ of the non-maladjusted pupils, indicat- ing little difference. TABLE III. PERCENTAGE 01‘ MAI-ADJUSTED AND NON-MALADJUSTED PUPILS HAVING DESIGNATED CHARACTERISTICS IN HOME ENVIRONMENT 20 Selected 217 372 non- Standard Critical Characteristics IaladJuat- maladJust- error of ratio ed pupils ed pupils difference (percent) (percent) in percentage lbreign birth - father 23 15 3-3 3-9 - mother 15 13 2,9 .7 lbreign language spoken in home 11+ 12 2.8 .7 5 or more brothers and sisters 2“ 10 3.0 h.7 Broken home (divorce, death) 37 18 Bob 5e} Education of parents P’ther H.s. graduate 36 1&8 I1.). 3.0 Mother H.S. graduate 39 1*? h.1 2.0 Iothgrs work outside home 23 16 3.2 2.2 Relief statue of parents 25 12 3.0 In} Parents own home ”I an 3.1 .7 Multiple dwelling 2h 17 3.3 2.1 ——— 2 28 maladjusted pupils and 15 of the non-maladJusted pupils re- ports deceased mothers. so these were deducted from the totals in figuring percentages for work outside the home. Pab‘l: ." N’ 4"A—,. The child’s conflict with the father's old-world ideas of parental domination is likely to cause this maladjustment. A foreign language spoken in the home is generally consid- ered to be a factor associated with maladjustment. Here again the figures in this study do not bear out prevalent beliefs. The data showed a foreign language was sometimes spoken in the 3,: _ homes of 111$ of the maladjusted pimils and in 12% of the homes 5 of the normal group—showing little significance. Two possible i explanations for this sugest themselves: first, our beliefs are based on studies made in congested areas inhabited by for- eigners where other factors were not properly considered; and second, the group considered in this study may have been of a higher type of foreia born parentage than average. The fact that Lansing has not increased rapidly in population in the last ten years might also have a bearing on the behavior of children of the foreign born, because in all probability these ' people were not new-comers, and therefore they and their child- ren had become more nearly adJusted to cumunity influences. A greater percentage of maladjusted children come from the larger families, 24% having five or more brothers and si sters, while only 10$ of the normal group have this number. As this difference is In? times the standard error, this factor appears to be very significant. This conclusion is borne out by Breck- inridge and Abbott of Chicago. in studying 58h delinquent boys 22 and 157 delinquent girls. found that if], of the boys. and 94$ of the girls were from families with six or more children.3 from the viewpoint of demoralizing social influence a broken home has long been considered as a factor of maJor significance. Gillin, Dittmar, and Colbert say, 'In a study of 2,000 cases in Chicago nearly a third of the Juvenile delinquents had one or more parents dead.“ and "from 21 to 30 per cent had parents sep- arated“) his is amply substantiated in Table III which shows that among the normal group of pupils there were 18% who did not live with both of their natural parents. while 37% of the maladJusted pupils come from broken homes. Thus the critical ratio is 5.}. indicating that a.broken home is a very signi- ficant factor in maladJustment. The educational attainments of parents are considered ' as factors in maladJustment. as h8fiof the normal and only 36$'of the maladJumted pupils reported fathers who were high icheol graduates, making a critical ratio of 3 and thus being very significant. Here the economic factor might have some effect for presumably the matter of education would be likely to increase the income of the father. 3 Breckinridge d Abbott, rm: DELINQUENT CHILD AND THE HOME, New York: rities Publication Com. 1912. p. 116. h Gillier, Dittmar. and Colbert, SOCIAL PROBLEMS, New York: Century Co.. 1928, p. 1‘30. 23 The results for the mothers was similar bum the critical ratio was only 2—H” for the normal group and 391 for the mal- adjusted.pupils. In figuring the percentages of mothers working outside the home. the deceased mothers were deducted from the tabulation in order to make the percentage comparable, 23$»of the 189 mal- adjusted pupils' living mothers worked outside the home in com- parison to leftof the 357 non-maladjusted pupils' living mothers. These figures place the factor of a mother‘working outside the home as one of significance in our study of maladjustment. This factor is probably closely allied to the economic status of the family. The economic status of the parents has a direct bearing on the social attitudes of the pupil. Neely and Bronner show that one-fourth of the cases in their series of studies were from homes so poor that poverty was a factor in the delinquenq.5 Table III shows those pupils in the present study whose parents have received relief from various agencies during the three years preceding the filling out of the schedule card. but does not take cognisance of those whose economic level was jumt above relief status. 25% of the maladjusted pupils reported their families had been on relief, while only 12% of the normal group , AMERICAN JOURNAL or socmmer, v 1. 22, WH°31J19?§°"§§T 50.5 ° were in this classification. the economic status of the family is also closely associated with other social factors such as the pupil working, and the mother working outside the hols. flhe factor of home ownership shows a small percentage dif- ference; hlfi for the maladjusted.and Mhfi for the normal group. Ihis gives a critical ratio of but .7 and is therefore not signi- ficant. Ihese results are likely due to the high type of resid- ence available to those who wish to rent a place to live in Lansing, and the absence of the characteristic tenement districts of large cities. Ihe type of dwelling in which a child lives nust'be considered a significant factor. as there is a 2.1 critical ratio in favor of single dwellings. 17$ of the normal group and 214% of the mal- adJusted pupils live in multipb. dwellings. In a large city area of congested apartment dwellings we might expect to find a greater percentage of maladjustment. SUMMARI In summarising the factors in home environment, the following statements are pertinent in consideration of maladjustment. A.foreign born father, five or more brothers and sisters, living in.a.umdtiple duelling, a‘brokon home, father and mother not high school graduates, and a relief status family, are factors 35 associated with pupil ulndjmtment. A foreign language spoken in the home, the mother foreign born, and home ownership do not seem to be associated with eighth grade pupil maladjustment. 26 CHAPTER IV SELECTED SCHOOL RELATIONSHIPS CHARACTERISTICS The number of school relationships that can be readily investigated is limited, but a study of grades repeated, number of schools attended, and whether or not the pupil ever attended a parochial school, will give an insight into the problem. In- formation concerning all of these items was available in this stub. 2131.: IV. PERCENTAGE OF MALADJUS'IED 1ND HON-WUSTED PUPILS HAVING DESIGNATED CHARACTERISTICS IN SCHOOL REHIONSHIPS Selected 217 372 non- Standard Critical characteristics maladJust- maladjust- error of ratio ed pupils ed pupils difference (percent) (percent) in percentage Repeated a grade 71 111 h.1 7.; Attended parochial school 11 1t 1.9 3,7 Attended three or are schools 77 69 3.8 2.1 In considering the problem of scholarship, the fact of having to repeat a grade is very significant. A percentage of ’41 for the normal group is startling enough in itself, but even more so is the 27 percentage of 71 for the maladjusted pupils. railing to accomplish the minimum requirements necessary for promotion should not' be thought of as entirely the expected result of mladjustment, but is often a direct indication of indifference to school, and antagonism to discipline that results in maladjustment. Former parochial school attendance must be taken into con- sideration as a factor associated with maladjustment as 11$ of all maladjusted pupils have at some time attended such schools, while only 1% of the normal eighth grade pupils have done so. It is possible that a higher percentage of the former pupils of parochial schools may have left them because of difficulties in maladjustment and then became pupils of the public schools, thus increasing the percentage figures from this item in this study. Attendance at three or more schools is a significant factor in maladjustment. 69$ of the normal group and 77$ of the mal- adjusted group report attendance at three or more schools, making a critical ratio of 2.1. The influence of continually new fellow pupils, changing of teaching methods, and possible loss of credit and time, are likely to cause maladjustment. Especially would this be true with pupils with introvert tendencies or mental attit- udes that are easily disturbed. 28 SUMMARY failure to pass grades in school, former parochial school membership, and attendance at three or more schools are signi- ficant factors associated.with.maladjustment of junior high school pupils. the critical ratio of 7.3 for repeating grades, presents an implication for teachers and parents of one very important item that is indicated for intensive study, to find loans and methods for betterment. 29 CHAPTER 7 SELECTED CHARACTERISTICS II COMMUNITY RELATIONSHIPS Community relationships are considered to be second in importance only to home environment in their influence upon young people. The group contacts that are sad. at church, Sunday School, at work, at scout meetings, etc., have often been considered important influences on behavior. TABLE V. PERCENTAGE Ol' WSTED AID ROI-WSW MILS HAVING DESIGNATED CHARACTERISTICS IN COWITI REJ— TIOISHIPS Selected 217 372 non- Standard Critical characteristics mladjust- Illadjust- error ef ratio ed pupils ed pupils difference (percent) (percent) in percentage lever attends Sunday School 33 1” 303 5.7 lever attends Pupil works outside home 60 33 Ml 6.6 Boy or Girl Scout lember- This study showed that Sunday School and church attend- ance are very significant in maladjustment, giving a critical 30 ratio ef 5.7 for the former and L3 for the latter. 3% of the lmladjusted pupils and only 1% of the normal group stated they never went to Sunday School. 21$ of the maladjusted pupils and 9’ of the normal group admit they never go to church. According to the data on Table V, there is more mal- adjustment emong pupils that work outside the home. This generali ration agrees with Gillin, Dittmer, and Colbert who say, Working boys provide a delinquent rate from 2 to 10 times as high as those who are not working.“ Of the mal- adjusted pupils we find that 60% do work of some kind for pay, while but 33$ of the normal group do so. A number of those who are definitely maladjusted sell papers at noon and night on the streets downtown, and also sell extras whenever possible. This contact with street life at such early ages is likely to tend toward maladjust- ment. The conclusions about scout membership, the last item in Table V, is a variance with popular belief. The small dif- . ference in percentages of R1 for the maladjusted and “7 for the normal group of pupils who are or have been Boy or Girl Scouts will probably not be accepted by many readers as be- ing true for all school coununities. m1. critical ratio 1 9111111, Dittmer, and Colbert, 80cm. PROBLEMS, new York: Century 00;. p. 1‘29. 1928e 31 is only 1.5 times the standard error and therefore indicates only slight significance. lore detailed study is likely to indicate that the maladjusted pupil is a ",‘loiner'I but never attained very much advancement. Another assumption might be, that the scout program is superficial, and perhaps does not have the influence upon the youth to the extent that its ad- mirers, leaders, and well-wi shers hopefully believe. SW! rm. study shows that failure to attend church and Sunday School, and working outside the home for pay are factors assoc- iatod with maladjustment, whereas scout membership does not appear to be significant. This suggests more co-operation between church and school, and perhaps more constructive aims and actions on the part of our scout leaders. CEAHER VI CUMULATIVE EFFECT 01' CHARACTERISTICS ASSOCIATED 'ITH WSW! Ihere phenomena are the result of the multiplicity of factors, it is difficult to isolate the results of any specific one. Since the causes of human behavior are complex, it is to be expected that it is associated with a nuwer of factors or circumstances. the study of association of factors is almost endless and. usually if two or three are present others are likely to occur also. in example of this is the repetition of grades among the older age groups. In this instance repet- ition is associated with the attainment of an age above tl'm average. Since the personality of the pupil is integrated so that his behavior patterns are based on a combination of emotions, environmental influences, inherited characteristics, and attitu. udes, an analysis of the cumulative effect of factors associated with maladjustment will be of value. While behavior at one particular time is not likely to be a complete index of his attitudes, it may be an indication of aaladJustment tendencies or trends. is the occurrence of the characteristics found in this study to be associated with maladjustment increase, the more likely is maladjustmmt to occur. 33 The preceding chapters have presented description of single series of data on selected characteristics of maladJust- ed and non-maladdusted pupils, and have shown the significance of each one as indicated by their critical ratios. It is the purpose of this chapter to present data which will show the effect of more than one of these factors on maladjustment. Clyde Ihite says, “The central interest of the social worker is the relations of different social factors to the condit- ion or situation with which he deals.'1 Burgess says, 'Pradiction is the aim of the social sciencfies as it is of the pmsical sciances,‘ also "he study of prediction in human behavior opens up a new avenue of coooperation between socielogy and social work,“ and ends with IExpectancy rates my mks a real contribution to the further study of personality in its social setting. '2 He proposed a system of points based on twenty-one factors and worked out an expectancy percentage rate for parole violation. Elhis approach could be used in the study of maladjustment. The table on the following page shows the percentages of qaladjusted and nonpmaladJnstsd pupils reporting twenty-two 1 White Clyde, 3., 30cm. snmsrrcs, New York: Harper and Bros. 2- 193 . p. 277. ' ‘ Buggefh gorfiast '.. 'Is Prediction5£easible in Social Iork?", , June 1929, pp. 533- , University of North Carolina Press. 3h TABLE 71. m1: 0? CHARACTERISTICS ACCORDING TO BTATISTICAL SIGNII‘ANCI Twenty-two selected physical and social characteristics ranked by sigiificance as shown by critical ratio of percentages of incidence among maladJusted and non-maladjuted pupils. Rank Selected Characteristic 217 372 nonu- Critical maladjust- maladJust- ratio ed pupils ed pupils (percent) (percent) 1 301-0931. 81 “7 803 2 Repetition of grades 71 #1 7.3 a "Age-ml" or over 73 W 7.0 Employment of pupil outside home 60 32‘ . 5. lo Sunday School attendance 33 1 5.7 6 Broken home 37 18 5.3 7 Presence of health defects El 23 lin? 8 5 or more brothers and sisters 2b 10 M7 9 lo church attendance 2], 9 It.) 10 Parents on relief 25 12 Il.) ll rather forsin born 28 IE 3.9 12 Parochial school attendance 11 3.7 13 lather not a high school graduate 6H» 52 3.0 1% Race—negro 12 6 2.6 15 Inploymant of mther outside home 23 16 2.2 16 Inltiple dwelling at 17 2.1 1'] Attendance at three or more schools Z7 69 2.1 18 Mother not a high school graduate 1 53 2.0 19 Never a member of boy or girl scouts 59 53 1.5 20 Mother foreign born 13 13 .7 21 foreign language spoken in home 1 12 .7 22 Parents do not own home 59 55 .7 selected characteristics, which are ranked according to their cri ti oal ratio s. Assuming that critical ratios of two or greater indicate significance, eighteen characteristics were so considered, and the original schedule cards were again checked to find the 35 number of pupils who possessed designated.nnmbers of these various negative factors. The results are shown in the following table and graph. which gives the number and percentage of pupils who hays negative factors ranging from zero to twelve. 13131.1 VII. PERCENTAGE 01' 372 N0N.N1L1DJUSTED AND 217 mm PUPILS HAVING DESIGNATED NEGATIVE cmcrmsncs lumber of 372 217 3331;. 2mm“ mm“ istics mmm _ 0 In 3.7 0 0.0 1 30 8.1 1 0.5 2 35 9.7 7 3.2 3 51 16.h g 3.7 h 59 15.9 18 3.3 5 57 15-‘1 23 10.6 6 3h 9.1 3h 15.6 7 35 9-“ 37 17.0 s 31 8.3 at 11.0 9 12 3.2 29 13-5 m 0.: 21 9.7 11 o 0.0 10 11.6 12 _9. J9- _5. .343. 372 100.0 217 100.0 \4 I. i a] <1 4 .fl . .. . d u o. e . . . . . 1 e _ .e .o s 1 1 e M u _ . H . a r. u m- e p, u a . o H evIIeIII . 4 4 4 4 .. no.1 1 o. o. 2 .fi . 0 v t a . 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I — . .k. e _.. 01 u .* I a...“ |Io lute. fie 1. 9s a I_ .... .F‘ .n . . 9.” eb— oa— . b 7 h «fl-»- ., .. a ‘....a . e 0e. .a .e a. as 1 can I. . ..I e 1 .H. . c. . — c a h n I e. .. . . . . . H . . . . . H. _ e . . _ k. I .I ... . .. . _.- .».. H...h..ol.1:1e...r5 .- ...I .n .+ e “I. f h.~ h I .u . . ....71 1- . . 1 1 I.~ su_..u1e...*4wl.¢ I1. .Wre .» rbH . I "I h- 36 Ihs non-HaladJueted.pupils show the following results: fourteen pupils or 3.7fi reported no negative factors, the greatest nudher (61) reported three factors, and none reported over ten; the average was “.1. !he halo-11.1113 ted pupils show a consi stantly higher number of negative factors. No maladJm ted pupil reported absencs of all negative factors, the greatest nutter (37) reported seven factors. ten reported eleven factors, and five reported twelve: the average was 7.0. thus it is clear that the maladjusted.pupil is usually the one who possess a considerable number of negative factors. The average normal pupil reported Ml negative factors and the average maladJusted pupil reported possession of 7.0. Another way to observe the cumulative effect of negative factors on'hehavior is to calculate the percentage maladJustsd of all the pupils reporting possession of a designated number of these negative factors. Ihe table and.grsph on.the following pages show the results of this calculation. lburtsen pupils reported no negative factors, and none of these were maladJueted. Sixty-sight reported possession of six negative factors. and thirty-four were maladjusted, thus indicat- ing that when a pupil possesses six negative factors there is a 50% chance that he will he maladjusted. liftsen pupils reported eleven or twelve negative factors. TABLE VIII. 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V .. . . . . ,wV_. 11.1.- . e c .. .1. . e. . V. at . . so. .. o o .. . a o . 1 o . s... o. 0 o .. . 1 a . 9 . 1 . V ... + . o .1 O1. . . s- .1.« 01*.” .M ..H ... a. on .oVo :0 .... ._“ s*1o...o . . «NV .4”..-.- o. ‘— “wk §§Q§N‘t. . o 0 so“ .o_. c .11 01...H.. ...a V“. .. . h L h.. s .V1.V 15.. .HH. . ”P. _. r _h 1. 1 H . cs 1” q we _r h . . nr.V . “r O _ .H vs w .. o H “H . 4 38 and all were maladjusted. leading to the assumption that this large nuflber of negative factors is almost certain to pro- duce IsladJustnent. SUMMARY These considerations substantiate the generalization that as possession of negative factors increases. the likdihood of maladjustment also increases. School teachers, parents. and leaders in community organisations can use this lethal of approach in predicting maladjustment. and as an aid in guidance of individual maladjustment cases. Increased.knos1edge of the background characteristics of the individual will suggest changes and.improvements to be made thus correcting possible causes. 39 CHAPTER VII SUMMARY AND CONCLUSIONS the purpose of this thesis was to investigate the ex- tent to which certain selected physical and social charact- eristics were associated with maladjusted pupils, as shown by a comparison with normlly adjusted pupils in the same school environment. This was done by making a statistical analysis pertaining to twenty-two characteristics of the eighth grade pupils of 1936, 1938, and 19340 at West Junior High School, Lansing. Michigan. The findings of this stub show that the following characteristics can be considered as significant factors associated with maladjustment: sex, repetition of grades, age, employment, never attending Sunday School or church, broken home. presence of health defects, five or more brothers and sisters in the family. parents on relief, father foreign born, parochial school attendance, father and mother not high school graduates. member of colored race. employment of mother outside home. multiple dwelling, and attendance at three or more schools. The following factors were found of slight significance in this study of maladJustment: Boy or Girl Scout membership foreign.birth of mother, a foreign language spoken.in the home, and home ownership. Situations outside the home now may influence the lives of the youth more than they did in earlier times, yet family life still has an important influence on delinquency and mal- adjustment. Of the eighteen significant factors studied, eight are definitely characteristics associated with home environment-~although they do not rank in the high five of critical ratios. Factors pertaining to home environment which had significant critical ratios were: broken homes, five or more brothers or sisters, parents on relief, father foreign born, father not a high school graduate, mother employed out- side home, multiple dwelling, and mother not a high school graduate. Since maladjustment is a complex phenomenon it is likely to be associated with a.number of characteristics. Possession of any one negative factor or even of a few negative factors may not cause maladJustment but the possession of six or more is definitely serious. Pupils who reported absence of all eighteen negative factors were all normally addusted, but fifty percent of those reporting a total of six negative factors were maladjusted, and every one of those who reported eleven or more negative factors were naladJusted. This leads to the generalization that as possession of negative factors increases, M1 the liklihood of maladjustment also increases. Haladjustments are caused by environmental deficiencies. family and personality troubles, conflicts in wishes, physical defects, and emotional conflicts that the non-maladjusted child normally does not have. The maladjusted individual gets into difficulties because he is expected to conform to the accepted standards of the group—the urea and folk- ways of the day—but owing to his attitudes based on poss- ession of numerous negative factors, he is disposed to be- have otherwise. !‘his results in conflict in which the group wins out and the individual is punished by social degrad- ation or other means. He tries to oppose the group and loses. Consequently a study of the social and physical back- ground characteristics of a maladjusted pupil will give the teacher or social worker an objective approach in prediction, diagnosis, the treatment of maladJustments which the pupil manifests. fhe generalizations herein contained are true, strictly speaking, only for this particular grade and these particular cases, but as the entire eighth grade for three alternate years with a membership of one thousand three hundred thirty- two was taken, the generalizations may be expected to apply to eighth grade pupils'in similar situations. BIBLIOGRAPHY Rooks Arkin, Herbert and Colton, Raymond, STATISTICAL ETHODS, lew York: Barnes and Noble, Inc. 1938 Baker, Harry J., and i'raphagen, Virginia, THE DIAGNOSIS AND TREATMENT OF BEHAVIOR-PROBLEM CHILDREN, New York: Holillan C. , 1935. Briggs, Thomas H" THE JUNIOR mGH SCEDOL, Cambridge, “338.: ll'he Riverside Press, 1920. Hart, Cyril, THE YOUNG DEINQUENT, low York: D. Appleton Co., 1929. Ettinger, Clayton, EB PERI-Eli OF CRIME, New York: Long and Smith, Inc., 1932. Really, 'illiam, and Brenner, A. 1., MINQUENTS AND CRIMINALS: 11mm mmo AND unwise, New York: saunas 0.. 1926. Realy, 'illiam and others, MNSMCTING BEHAVIOR IN YUM; A sum: or mama CHILDREN IR rosm rmmns, lew York: ‘e ‘e Knopf, 1929e Pechstein, L. A. and chregor, A. Laura, PSYCmI-OGY 03' 1'33 mgiOR HIGH SCIDOL PUPIL, Boston: Houton Iiifflin Company 19 . Salas, Mary 311511, THE PROBLEM CHILD AT Hon, '8' York! I'he Commonwealth Fund, 1928. Sayles, Mary 3., THE PROBLEM CHILD Ill SCHOOL, low York: Joint Ce-ittee on Methods of Preventing Delinquency, 1926. Shaffer, L. 1., mm PSYCHOLOGY or msrmr, Boston: Roughton mff11n 000. 1936e Shaw, Clifford 2., DEI-INQUEHCY AREAS, Chicago: University of Slawson, John, THE DELINQU'ENT NY; A. SOCIouPSYCHOIOGICAL STUDY. Boston: R. A. Badger, I936. ”3 Snllenger, T. Earl, WCIAI. DETERMINANTS IN JUVENILE DELINQUENCY New York: J. Wiley and Sons, 1936. 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'i.’.\l ‘ II ‘I I. iii-"Po ‘ . . vll'b'lollsrlu 1 till I . 'I II: . iw1kllll ‘ilql.i‘r‘)tl.y ““ I‘ll...“ IlllllllfllIlfllllljllflllimlflllilfllfllll Hillllljllllll 76