'3'}... ’ .‘\ v _ i . commumw-voum cmzmsmp PROGRAM Thesis for the Begree of MS.“ ‘ MICHEGAN STATE UNWERSIW. _ JQHN A. SKYDER - 39-72 o'o ngcmc’fi‘o o 0'99 .0900-.. An Evaluation of Attitudes Toward Police'- -' ‘ . - .w.“. 9“ "WWW“:WI(Minimum x/ <2, ._ , COMMUNITY-YOUTH CITIZENSHIP PROGRAM An Evaluation of Attitudes Toward Police by I John Al Snyder An Abstract of a Thesis submitted to The College of Social Science Michigan State University In Partial Fulfillment of the Requirements for the Degree MASTER OF SCIENCE School of Criminal Justice 1972 Approved: Dr. Robt. C. Trojanovicz, ’,,. Chairman 16%;”! . M [W Dr. John H. McNamara ‘70 /°/. /" C/I/iaamu Professor Louis A. RadLelet ‘ )9 am ABSTRACT COMMUNITY-YOUTH CITIZENSHIP PROGRAM An Evaluation of Attitudes Toward Police by John A. Snyder Police encounters with youth are usually in an official capacity with the police in the role of order maintenance. An effort was made in the Community-Youth Citizenship Program (CYCP) to bring together infbrmed police officers and ninth-grade school children in the social studies classes of the Lansing Junior high schools. The students were to gain an infbrmed understanding of the criminal Justice system and be provided with a personal contact with a functioning police officer. The students in the CYCP who were tested in 1968 can be de- scribed as being mostly feurteen or fifteen years old; having a few more boys than girls; a majority of students being Caucasians; comdng mostly from unbroken homes, although a substantial number have par- ents divorced or separated; over half coming from working class fame ilies; over half with mothers working outside the home either part- or full-time; very few being only children, with the students evenly split between middle child or either oldest or youngest. Surprisingly to the staff, a maJority of the students identified no inside school or outside school activities on the questionnaire. Most of the stu- dents expected to go on to college preparatory courses, with very few of the students undecided about their future tracks for education. John A. Snyder The CYCP was a Joint program of the police department and the school system as a result of their common concern to educate and in- form the youth, roviding a firm basis for respect, dignity, and so- cial change. Both police and teachers felt the need fbr the students to understand the overaIlpicture of the Justice system and the role that citizens and police play in maintaining a democratic society. The specific obJectives of the CYCP of interest to my thesis were: 1. Tb reveal the intent and purpose of law, and interpret its meaning. 2. To clarify the role of a citizen in the procedure and perfbrmance of law. 3. To cultivate a favorable attitude toward law enforce- ment and the law enforcement officer. h. To introduce the police officer as a necessary author- ity in a democratic society. The research design was a test-retest of experimental and con- trol groups. Social studies classes completed a test of attitudinal measures prior to and immediately following the four- to six-week program. Group mean changes were tested for statistical significance changes by standard scores. Individual high, medium, and low atti- tudinal changes were tested for statistical significance by chi squares. The results, when compared with the changes in the control group, were positive and statistically significant. The attitudinal changes toward the police, when controlled for deviance factors, were all significant. COMMUNITY-YOUTH CITIZENSHIP PROGRAM An Evaluation of Attitudes Toward Police by r «3‘ John A! Snyder A THESIS submitted to The College of Social Science Michigan State University In partial fulfillment of the requirements for the degree MASTER OF SCIENCE School of Criminal Justice 1972 A” 19’ ACKNOWLEDGMENTS S“ Lansing school personnel and pupils who helped with many ideas and very much data. Lansing Police Department for their explicit cOOperation. Faculty of the School of Criminal Justice, Michigan State University fer their advice, patience, and support. Martin Miller for valuable suggestions and personal support. Michael and Kathy Jordan who handled the programming and help- ed make sense from a very large number of respondents. The support given to me in a research fellowship by the Law Enforcement Assistance Administration, Department of Justice, Washington , D . C . And finally, to Liesa Gilbert for helping to make sense come out of a Jumble of ideas and handwriting. TABLE OF CONTENTS Acmmms ....... 0.0.000...OOOOOOOOOOOOOOOOOO0.0.0.... LISTOF TABLES .COOOOOIOOOOCOOOO0.0..OOOOOOOOOOOOOOOOOOOOOOO I. ”ME opmmom OOOOOOOOOOOOOOOOOOOOOOOOOCOOO Intmdwtion to the PrOblem OOOOOOOOOOOOOOOOOOO. The Community-Youth Citizenship Program. ........ Evaluation of the Community-Youth Citizen- ‘hip mm 00.00.000.00...OOOOOOOOOOOOOOOCOO. Statement of Hypotheses ........................ Definition Of Tens used OOOOOOOOOOOOOOOOOOOOOOO II. POLITICAL SOCIALIZATION FROM A CRIMINAL III. ”MICE msmTIvE O...0..OOOOOOOOOOOOOOOOOOOOOOO Thrust of Typical Social Studies Program. ....... The Community-Youth Citizenship Program. ........ Role of the Policeman in Criminal Justice ...... Measuring Attitudes Toward Police .............. Statement of the Hypotheses and Their htiome. OOOOOOOOOOOOOOOOOOOOOOO0.0.0.0000... METHODOLOGY AND LIMITATIONS ON ANALYSES ........... Schools Tested ................................. Students Tested ................................ Teachers Involved .............................. Police Officers Involved ....................... Classroom.Techniques ........................... ENaluation Research ............................ meationMire content 0.00.00.00.000.0.0.0000... ii. 11 13 1h 17 17 17 18 18 19 20 22 Cha BIBLIOGRAPHY APPENDICES er IV. A. B. C. SUMMARY AND CONCLUSIONS Conclusions Implications Demographic Questionnaire Nye-Short, Selbeeported Delinquency POrtune, Attitude Toward Police 111. SA 5h 55 57 58 60 61 62 63 Table II. III. VI. VII. VIII. IX. XI. XII. XIII. XIV. LIST OF TABLES Map Showing School Boundaries Time Span and Phases 1967 Stability Self-Report of Delinquency Factor Analysis, Nye-Short Self Report Delinquency .. Factor Analysis, Attitude Toward Police ............. Test and Retest, Matched Respondents and Losses, Madebycomputer OOOOOOOOOOOIOOOOOOOOOOOOIOOOOOOO... Comparisons of Matched and Unmatched Questionnaires .. Shift in ATP from Pre-Test to Post-Test of Total Schmls O...0.0.0...OIOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO Comparison of the Shift in ATP Among Delinquent and Non-Delinquent Populations at Each of the Five SChOOls OOOOOOOIOOOOOOOOOOOOOOOO0.0.0.0...0.0.0.0... ATP - Chi Squares and Statistical Significances, Non- Delinquents and Delinquents ........................ ATP - Chi Squares and Statistical Significances, Male and Female Non-Delinquents ......................... ATP - Chi Squares and Statistical Significances, Male and Female Delinquents ATP - Dominant and Minority, Males and Females ATP - Dominant and Minority, Hon-Delinquents and Delinquents iv. 3355 17a 22 28 30 3h 35 37 39 hl hh AT 50 52 CHAPTER I. THE NATURE OF THE PROBLEM Introduction to the Problem Social studies in the schools attempt to provide our youth with an understanding of and an opportunity to question the relationships between the components of our functioning society. This training of our youth in citizenship starts with a history or overview of our so- cietal development. The functions of sectors of our economy, the spread of a population across a continent, and the intricacies of a political system are all combined under various class titles such as Problems of Democracy, Citizenship Education, or Social Studies. Much of the material has been at the idealistic or even naive level because it is not related to local current events (Litt, 1963). The Community-Youth Citizenship Project Increasingly, attempts are being made to introduce reality into the classroom. Teachers, through special projects, attempt to pro- vide their students with more than a formal understanding of the so- ciety of which the students are a part. The Lansing Community-Youth Citizenship Project (CYCP) conducted in 1968 was Just such an attempt to overcome the sterility of formal learning. An additional concern of the CYCP was to develop interpersonal ties between policemen and their students. The teachers had been perceiving active hostility to- ward authority figures in the Lansing school youth population. Beyond - 2 _ the initial concern to overcome this manifest hostility, an attempt was made through the CYCP in the social studies classes to promote rapport with youth before active hostility could develop. The Lansing School System (LSS) and the Lansing Police Depart- ment (LPD) tried to create a program of citizen development and at- titude formation. The authorities had a concern for students' at- titudes toward authorities. Beyond the here and now concern for ex- pressions of hostile attitudes was an overarching concern for the in- tellectual develOpment of the students into responsible citizens. Many of the teachers felt that in addition to blatant hostility, ali- enation was also present as a more subtle form of hostility. Anti- social attitudes would be manifested by active hostility toward po- lice, and indirectly through disrespect for the teachers themselves. In some cases, lack of c00peration between the students and the schools' disciplinary staff also indicated antisocial feelings toward the teachers. The Lansing School System and the Lansing Police Department haped to involve the students in the CYCP during the ninth grade. They at- tempted to involve the students in the development of their social con- sciousness before they had matured enough to be firmly fixed in their ideas. The ninth grade was chosen because the staff thought they could make a difference in attitude formation before the students moved into high school. The design of the CYCP attempted to positively struc- ture the first contacts with police officers by many ninth-graders. Evaluation of the CYCP The comprehensive evaluation of the CYCP was to examine the attitudes of the students toward teachers and school; attitudes to- ward criminal Justice personnel; attitudes about the meaning of cit- izenship; the contacts the students had had with criminal Justice per- sonnel prior to the program; and the level of delinquency reported by each student for himself. In an initial evaluation of the CYCP done by the teachers themselves, the students reported they had enJoyed the program, with few dissenters among the students. Comments from the students were collected and used to Justify further efforts to develop the CYCP. At the same time it was realized that more intri- cate evaluations should be handled by a disinterested party. The School of Police Administration (now the School of Criminal Justice) was contacted and a research staff formed to survey the literature, design,and instrument; collect and analyze the data. The staff meme bers had overlapping responsibilities for the development of the in- strument. My concerns were primarily attitudes toward the police, prior contacts with the crimdnal Justice personnel, and the level of delinquency that would be reported by the students. we expected the students' attitudes toward the police would change in a positive di- rection as a result of the sustained contact in the classroom.with a policeman. We also expected that students with high self-reported delinquency scores had attitudes toward police which would change less than the attitudes of other students. - h - The costs of the CYCP, in dollars, could be measured in the police resources that were diverted as the LPD provided personnel for the resources in the schools; in the time spent by the teachers as they planned to utilize this new source of information; and in the classtime spent on field trips and whatever teacher overtime spent on the proJect. The dollar costs of the CYCP are somewhat measurable. The social benefits, if indeed the results are viewed as benefits, are not as easily measured. The future benefits to so- ciety of knowledgeable citizens was not attempted to be measured. By examining the experience levels of the students and their atti- tudes toward various authority figures, we can help plan citizenship education as well as determine immediate results in the changes in expressions of hostility. Beyond this planning, we can provide ac- curate information on anti-authoritarian attitudes to modify the adult planners' assumptions about youth hostility. The Attitudes Toward Police (ATP) scale (Fortune, 1963) (see Appendices) was used to measure the attitudes of the students toward police. Various questions about police roles, functions, and opera- tions were asked. The students reponded on a five-point scale, from strongly agree to strongly disagree. The Nye-Short (N-S) Self-Reported Delinquency scale (see Append- ices) was used to measure the experience levels of the students with respect to delinquent acts. Students were asked to respond on a ques— tionnaire the number of times they had done acts for which they could have been considered delinquent if they had been caught. - 5 - The fact that the N-S is cumulative (Smith and Desmond, 1963) and does not measure recency of deviance should not bother the use of the N-S here since we are more concerned with an area of experi- ence as an indicator of self status. Those youth with more recent deviance may well be classified with the naive insofar as they may not have firm views about police yet. Statement of hypotheses Hypothesis I: As a result of the CYCP, there will be a positive change reported on the ATP in the experimental schools. Eypothesis II: Those students with a high N-S score (reporting more delinquent acts) will be more negative initially on the ATP. gypothesis III: Those students with a higher N-S score will show less change from test to retest than the students with a lower N-S score. gypothesis IV: Those students reporting a lower N-S score (none or little possible delinquency) will register more nega- tive changes than the students with a higher N-S score. Definition of Terms Ag;hority_figure: any social role that gives the person in such a role the right to supervise other persons. Attitudes toward police: various police activities are presented for reaction by the respondents as to the police interest toward the public. Definitigg:of Terms (cont'd) Delinquent experience: self-report of social acts that would result in adJudication as delinquents if apprehended. Level of delinquent experience: reported frequency of delinquent acts. Realistic attitude: an attitude founded on personal experiences of the respondent rather than reports of significant others. Chapter II will deal with the literature undergirding the Atti- tude Toward Police and the Nye-Short aspects of the Community-Youth Citizenship Program, and a further elaboration of the staff involve- ment in the data collection. Chapter III will discuss the methodology in the data collection, the control school, the data handling and analysis, and the findings and statistical significances. Chapter IV will present the social significance and conclusions, with recommendations for the future. CHAPTER II. POLITICAL SOCIALIZATION PROM.A CRIMINAL JUSTICE PERSPECTIVE Thrust of Typical Social Studies Proggams Citizenship education in the United States is a general over— view of our society, its historical develOpment and present function- ing, usually at an idealistic level of presentation. The fOrmal study of government is usually reserved for the senior high school years. Except for communities with a maJority of higher socio-econ- omic students, the emphasis is upon the symbols of our democracy, the social duty of voting regularly, the legitimacy of the estab- lished authorities, and the need to keep such a system.running (Litt, 1963). In the middle and lower socio-economic communities there is less concern shown with establishing contact with the daily ebb and flow of political business. An understanding of the give and take, the negotiations, and the recombining of power is neglected, leaving a large number of potential citizens without a working knowledge of the social system's parts. The teaching emphasis is upon how well the present system works without modification rather than upon the selec- tion of parts for coalition of forces, trades between controlling sub-systems, or manipulation of officials according to impersonal rules (Litt, 1963). Beyond the growing concern of the social studies teachers to make their class materials more relevant to present needs, there -8- was an equal concern for the breakdown of their effective control over some disaffected students in their classrooms. Lansing may be a special case since the amount of political intrigue and public interest is great in any state capitol. However, during the 1960's the issues in Lansing were also national issues about individuals' rights to privacy, civil rights, and the relations between established au- thorities and their respective publics. More than once there was turmoil as students tried to make themselves heard (The Police, 1967). 2.112.932: With this in mind the Lansing School System and the Lansing Po- lice Department made an effort to provide a comprehensive view of the criminal Justice system, starting with an arousal of the need for laws through an understanding of the effects that these laws have on the efforts to correct and protect a lawbreaker. The LSS and LED created a program of citizenship develOpment and attitude formation which had a special concern for attitudes toward authority as well as their long-range concern to intelligently involve individuals as they develop into responsible citizens. The CYCP, a fouraweek long segment of the social studies courses in the Lansing Junior high schools, attempted to provide the ninth-graders with an understand- ing of the whole criminal Justice system, with a special emphasis up- on the role of the police in a democracy. The CYCP, as a result of their common concern, was a Joint program.of the police department and the school system to educate and inform the youth. They hoped - 9 - to provide a firm.basis for respect, dignity, and eventual social change. Both police and teachers felt the need for the students to un- derstand the overall picture of the Justice system andthe roles that the citizens and police play in maintaining a democratic society. The specific obJectives of the C10? bearing on my thesis are: 1. To reveal the intent and purpose of law, and interpret its meaning. 2. To clarify the role of a citizen in the procedures and performance of abiding by laws. 3. To cultivate a favorable attitude toward law enforcement and the law enforcement officer. h. To introduce the police officer as a necessary authority in a democratic society. The social studies teachers wished to bring in as many outside resources as possible before taking the students out to role play in a court room and to observe the actions of councils in lawmaking. If we ask why they were concerned with the police as much as they were, we discover the feeling was that it is possible to police efficient- ly without a high amount of cooperation from citizens, but it is less expensive in terms of police manpower and in terms of other social resources to have cooperation. A knowledgeable population is assumed to be a more cooperative one. Specific activity by local students against police or teachers while maintaining order was not seen as a - 10 - Justice or crime problem but as a breakdown in respect and general compliance by otherwise responsible Juvenile social members. The approach to deal with the place of political activism was to stress that activism.could be put down by police if it is anarchic and sup- ported by police if the net result would appear to be socially use- ful. There must be enough order to maintain political activity. By using the police as Just another community resource, the po- lice and other criminal Justice personnel become Just another part of the intricate social system. There was an expressed need for the careful selection of officers to interact in the classrooms with the students. The expressions of negative hostility, especially in the class groups, would not be best countered by an officer who would be insulted easily. More appropriate would be an officer who could exp plore whether individuals might not be as hostile as they sounded, but might be only saying what they expected the others wanted to hear. Another reason for the careful selection of police officers was traced to the teachers' feelings that only the teacher could be in control. If a strongawilled officer could not be deferential to the teacher, then it was feared the classes would use one adult against another. The officers were to cooperate with the teachers; they spent up to two weeks getting to know each other and planning the program for each class. The police/teacher teams felt there was a misunderstanding on the part of many students about the role of the police in a community. - 11 - Many police actions are interpreted by the youth as direct actions against "teenagers" and not as for the good of the total community. The youth do not feel they are a part of a whole community and feel specially persecuted when acts by the police are directed against teenagers to maintain the whole social fabric. Role of the Policeman in Criminal Justice Fortune (1963) has underscored the important differences on the youth population between threats of coercion and requests for coopera- tion. When the police come into the schools not in an enforcement role but only in the role of a specialized resource, it was believed their impact would be positively viewed. Initially the primary concepts of the program.dealt with who the police are, why police are necessary, and the reasons behind police actions. As lessons were develOped, and classroom experiences began to evolve, the prObate and municipal courts' and prosecutors' staffs were invited into the classroom. Following the interactions with this part of the Justice system, legislative officials were contacted to illustrate the process of developing the law and legal structures. The role of other parts of the social system in general and the Jus- tice system in particular was thus develoPed and explained. Many students cameto see a policeman as a small part of the overall sys- tem. The first contacts with the same man, in and out of uniform, found many students astonished to discover they saw entirely differ- ent peOple in the same man. - 12 - In spite of the best efforts of the teams to plan, they found that the teachers did not really know their students' needs as well as they had insisted. The ignorance of teachers about their students' needs has been well documented (Remmensl960). The officers had to spend more time than they had planned on getting to know the students and their feelings. In a deliberate effort to overcome the image of the "put down" of youth, the officer, while interacting with the students, would not evade any question asked of him, One guiding concept of the CYCP was complete honesty on the part of both offi- cers and students. Eventually the officer was to be seen by the stup dents as only a good citizen in a special role socially. The Lansing Police Department might have focused on a different part of the community other than the schools to begin a program. Ath- letic leagues, drop-in centers, cadet programs, and short-term summer proJects all have been attempted to improve the police image and es- tablish contact in non-enforcement surroundings. Clark and Wenninger (196A) studied the attitudes of public school children toward the Justice system. .Among other things they found a correlation between negative attitudes toward the Justice system, discipline at home, and poor relationships with the school teachers. Since the police could only with difficulty establish contact in the homes, they de- cided to try a cooperative venture with the schools. A large portion of the youths' time is spent in the more or less controlled circump stance of the school. The youth are in an interesting position in the school system. - 13 - They are both incompetent decision-makers while simultaneously de- veloping skills to use better Judgment. Judgment requires the free- dom.to make erroneous decisions, but it is not license to make arbi- trary, unsubstantiated Judgments without respect for others. YOuths' decisions about authority figures were being made which were not based on any personal experiences which would Justify the hostility. Build- ing upon what one heard said about the police would result in errors unless the students could check the source of information. Measurigg Attitudes Toward Police Fortune (1966) found, among other results, that youth attitudes toward police were most directly influenced by their first personal contacts. These first contacts result in an opinion overriding the opinions of both parents and friends. In an effort to structure the first contacts, the CYCP tried to make a positive contact, first, in the school scene. Bouma (1968) found, in agreement with Fortune, that the students who had had personal contact with police reported less favorable attitudes than students with no contacts. The contacts may not have been negative. The less favorable attitudes may be reveal- ing only a more accurate understanding of the status and role of the police. The students with no contact may be giving a very posi— tive response when a more realistic appraisal would be forthcoming from a student with a positive personal contact. Todays teenagers are hardly against the police to any great de— gree, specifically or generally. Indeed, a possible explanation for - 1h - any negative shifts is that the students became more realistic in their appraisal of police during the program, The experimental schools would then show a less positive shift as a result of the program, we will need to keep this possibility in mind as we ex- amine the CYCP. Ignorance and a poor first contact may strongly force students' attitudes in a negative direction, but what of social experiences such as delinquency and first personal contacts? If a student had done many things for which he might have been Judged delinquent if caught, what would we expect from.his attitude change in a program such as the CYCP? Rye and Short (1957) report the development of a scale for the measurement of delinquency among midwestern school stu- dents. If this scale is used to discriminate among the students of the CYCP, with the differences in the social experiences in self- reported delinquency, will there also be found a difference in atti- tude change toward police? Statement of Hypotheses and Their Rationales Hypothesis I: As a result of the CYCP, there will be a positive change reported on the ATP in the experimental schools. The sustained personal contact in the c1assroomiwill overcome all but the most negative of personal contacts outside the classroom. The negative attitudes of those students with no police contact outside the classroom should also change to positive, while those students with in- experienced positive attitudes should change very little. The net re- - 15 - sult should be a shift of the group mean scores to a smaller numeri- cal mean (positive direction) from.test to retest. gypothesis II: Those students with a high N-S score (reporting more delinquent acts) will be more negative initially on the ATP. The students who report they have been involved more in socially disapproved actions will be more likely to have had police contact. Although the contacts may not have been negative, the possibility is they would have had more negative experiences than those students with no contact. The students with a higher N-S score should thus be more knowledgeable about police actions and be able to make a more experienced Judgment about their attitudes toward police. gypothesis III: Those students with a higher N-S score will show less change from test to retest than the students with a lower N—S score. The youth reporting a higher score on the N-S will be more fixed in their opinions about police behaviors. Their willingness to en- gage in borderline behavior,even if they are not actually caught,in- creases the changes they will experience more suspicion and hostility from authority figures and even ultimately be referred to the police. They will gain in perspective enough knowledge to feel more assured (perhaps falsely) in expressing and maintaining their personal views about police. Hypothesis IV: The students reporting a lower N-S score (none or little possible delinquency) will register more negative changes - 16 - gypothesis IV:(cont'd) than the students with a higher N-S score. The students with a lower N-S score will be inexperienced about the less pleasant aspects of the police role. They will tend to ini- tially register in the very positive or positive ranges on the ATP. As a result of their personal experiences in the classroom they will move in a negative direction as they correct their falsely positive views with respect to police. - 17 - CHAPTER III. METHODOLOGY AND LIMITATIONS ON ANALYSES Schools Tested Lansing had five Junior high schools (Table 1., following page) at the time of the evaluation. It was the understanding of the re- search staff that two of the schools (School 1, west Junior High School; School 3, Otto Junior High School) were attended by predominantly min- ority students; another (School 2, Rich Junior High School) was mostly attended by children of upper-middle class parents; the other two (School h, Pattengill Junior High School; School 5, French Junior High School) were attended by the children of parents with average income levels. An effort was made to select a school with both a mixture of minority/dominant students and children of average income levels to be the control school. School h, Pattengill Junior High School, was selected for the control school. The social class and minority ratios were determined by the research staff talking with the school administrator of each school. Students Tested The students responding to the 1968 questionnaire can be de- scribed as being mostly fOurteen or fifteen years old; having a few more boys than girls; a maJority of students are Caucasians; coming mostly from unbroken homes, although a substantial number have parents divorced or separated; over half come from working class families; over half have mothers working outside the home either part- or ‘17a- Table I , LAMS "00.00“" SIM LL IRACIs 0U E 5 AIRPORT “WOOL 0'51‘YL . \ 0' I... (0" on. L‘"ng .-‘ -'- I“ ' '15! .m “‘"r ,- ‘- .'”'“"- as- E‘ E: . ... -18.. fulldtflme; very few are only children,with the students being evenly split between middle child or either oldest or youngest. Surprisingly to the staff, a maJority of the students identified no inside or out- side school activities. Hbst of the students expected to go on to college preparatory courses, with very few of the students undecided about their future educational decisions. Teachers Involved The teachers who took part in the program were social studies, special education, and counselor teachers - all teachers of the ninth grades in those subJects. The teachers looked upon the evaluation as a very important aspect of the program, going out of their way to ex- press interest and to offer comments upon the methods, research-staff relationships, and questionnaire items. Police Officers Involved The police officers who participated in the CYCP were volunteers who represented the Juvenile, patrol , and detective divisions, thus providing a full range of police activities to be represented to the students. There were fOur officers both years the program was used. Although the members of the police team.changed annually, they were the same for all schools within a given year. Several different teach- ers would work with each officer within the different schools. An effort should have been made, but was not, to record among the students' replies as to which officer and which teacher they in- teracted with in the classroom, allowing the research staff some con- - 19 _ trol over this variable. This hindsight resulted when the staff noticed one teacher with several classes who refused to interact with her assigned police officer. The teacher was observed in the classroom as very autocratic in manner,with little positive being said by her about the CYCP. The policemen in the CYCP had a wide range of skills at interpersonal relations. After observing this fact, the staff belatedly decided to find some measure to control fbr the teacher-policeman team as another variable. Classroom Techniques The teacher-policeman team cooperated in the classroom, with each member retaining his respective occupational role. When the policeman appeared in class in civilian clothes, it was quite a dis- covery for many of the students to find there was indeed a person un- der that uniform. The policeman enJoyed personalizing, but no attempt was made to disguise the policeman's social task. The officer, as an 'expert witness' or as an outside source of information, made no at- tempt to sidestep a difficult question, providing a frank and honest answer to all questions. An effort was made to achieve a completely frank approach. The concept of citizenship, the history and development of law, and the comprehensive law enforcement picture with respect to police, courts, lawyers, legislators, and corrections were woven into the ba- sic outline. To illustrate the need fer basic ground rules, a game would be started at the beginning of a class, with someone arbitrarily - 20 - assigned to randomly give points to the players. After a few mdnutes chaos would ensue until the class could clarify things and proceed in an orderly fashion. The next problem would usually involve a dispute between several players, showing the need for an arbitor or Judge. The game would usually continue on until most all of the parts of an operating Justice system.were shown in action. gzgluation Research The research was a test-retest longitudinal design, with the students filling out a questionnaire immediately prior to the onset of the CYCP program, and again within a week after the end of the pro- gram. The staff would have liked to wait longer between the end of the program and collecting the post-test data to allow fer any exp cess enthusiasm to die down, but it was Judged that the teachers would resent any intrusion into their classes after too long a lapse of time. The staff would also have liked to control for some of the external effects by making the time span for the control school the same as the time of the experimental schools where the program.was ongoing. A look at the time span and phases of the data collection will show where the design departs from.the classic experimental design. The staff started work in January 1967 and ended data collection in June 1968. The first questionnaire was a short demographic sheet (see Appendices) attached to a capy of the Pertune ATP and Rye-Short Selbeeported Delinquency. The first questionnaire was used, at the suggestion of the research staff, by the teachers and police as a - 21 - part of the beginning and ending of their regular four-week presenta- tion of the CYCP in 1967 in Schools 1 and 2. While the staff engaged in an extensive literature search and in observing the interaction in the classrooms, the first questionnaire was used to provide a pre- liminary idea of the results of the CYCP. Schools 1 and 2.which took part in the original pilot testing of the use of the Rye-Short and the Portune scales, differed from each other in that School 1 was a predominantly working class school with a numerically very large minority group, and School 2 was a pre- dominantly upper-middle class azhool with a numerically very small minor- ity group. At the time, Schools 3 and 5 were very similar in class mix according to the schools' administrators with whom the research staff checked, while School h was a mixture of students representative of the whole school system. School A was then selected to be the con- trol school. we discovered during the actual data collection that School 3 actually had a large number of minority students in contrast with Schools h and 5. School h was still used as the control school,with no CYCP program during the interim.fbur weeks between test and retest. -22- Table II. Time and Span Phases Staff Activity Initial Second Compile, Lit. Search Lit. Search Protest e__fi_r’ ‘—-41—f' s :1 s h Jan.Feb.Mar.Apr. .J . Jul.Aug.Sep.0ct. Nov.Dec. an.Fe .fiar. pr. .Jun. 1967 1968 Code: : School : (Test) (Retest) Qpestionnaire Content The questionnaire used the second year of the program at the be— ginning and end of each four-week CYCP program.was expanded to include 226 different items for the students to respond to. The different sec- tions dealt with: Critical ppoblem percepgions: The students were asked to respond with what they thought were the two most critical problems for teach- ers and for police. fiple and statuspperceptions: Scales for measuring the students' per- ceptions of the relative economic, prestige and influence statuses of police and teachers. - 23 - Sentence cgppletion: Sentence stems concerning the role of criminal Justice education and the family, along with definitions of citizenship, race relations, and Justice were to be completed by the students. Rungguist-Sletto Law ScaleI Srole Anomie, and a pggerlessness scale: These scales are used to measure attitudes toward the legal system, feelings of power, and control over the environment. Rokeach Value Survgz: This ranking device asks fer a ranking of eighteen end states for existence and eighteen means to get to these ends. Portune Attitude Toward Polipgp_ The students are asked to agree or disagree with statements about actions, duties, and services provided by policemen. Demogppppic questions: Questions concerning the respondent's age, school expectations, school activities, parents' Job(s), and number of siblings are asked to provide information about the personal life of the student. Police contact: Students are asked to report on the amount of per- sonal contact with police in both negatively and positively worded items. Selfbrepprted delinquency: Nye and Short developed a scale for re- porting delinquent behavior among normal school children to de- termine the actual amount of delinquency as compared with offi- cial reports. The item content deals with things like stealing an obJect worth a small amount. Students can respond with the - 2h - Self-rapprted delinquency: (cont'd) number of times they may have done that particular deed. Out of this massive collection of data from 1968 students, questionnaires were matched; differences between matched students and unmatched students were compared, and ATP and N-S items were fact- or analysed to see if they would still scale with this sample. The ATP was further related to self—reported delinquency scores to see what differential changes might have taken place. That is, for stup dents reporting delinquent acts as compared with the attitude changes registered by students with no or few delinquencies. In addition to the pilot testing of the ATP and N—S in 1967, before administering the second questionnaire to the schools during the 1968 program, the second questionnaire was pilot tested on a group of students at a Junior high school not involved in the 1968 evaluation. This pilot test was to make as sure as possible that the test items were understood, and that the time of one class per- iod would be sufficient to allow students to complete the questionp naire. The pilot test enabled the staff to experience student reactions and showed that the questionnaire was sufficiently well designed to al- low completion in the required time. Teachers were asked to leave the classroom.while the students were at work on the questionnaire since some of the items were di- rectly related to the functioning of the school system. The class size averaged about twenty-seven students. The staff attempted to - 25 - keep to a classroom format, except that the staff person tried to chan- nel the students into an interest in the questionnaire. We had no authority to discipline and we wanted to foster some freedom of expression among the students. Anonymity was stressed, along with the need for honest responses to the entire questionnaire. General instructions were read to the class at the beginning of the period, with the students allowed to proceed at their own speed as they went through the questionnaire. Time reminders were given, with a request timed five minutes before the end of the period for the students to feel free to go over the questionnaire and make any changes or amplifications that they felt necessary to their responses. This paper deals only with the Nye-Short Self-Reported Delin- quency and the Portune Attitude Toward Police scales. The Rye-Short scale was develOped to avoid socio-economic and other social biases in the official criminal Justice reporting process by examining the selfbreported delinquency levels among the normal population of school students. The reliability of the original scale was based upon progressively intricate procedures that eliminated causes of error. Students who checked all the items at the greatest possible number of times should have been in the state reformatory rather than in high school. Their responses were removed from.the population for this reason. Inconsistent responses were removed by checking the re- sponses to several wordings for the same offense, with questionnaires removed if there was no correspondence between responses. Several different high school populations were compared to determine that the - 26 - scale would work in different areas. The scale also differentiates between progressively more serious delinquencies. The scale was completed by officially adjudicated delinquents at a state re- formatory, showing the small amount of overlap between adJudicated delinquents and the general pOpulation. Face validity is present in that all the items are criminal offenses if brought to the at- tention of the Justice system. For the purpose of the CYCP, the staff decided to delete one of the nine items, the one dealing with sex relations. Several of the Lansing school system.administrators obJected to the inclusion of that topic in an otherwise acceptable scale. The scale is re- liable with our control group on a test-retest basis at the .86 level (86% of'the students remained within the same category from test to retest). Stability of the students'summed score for the N-S was compared from.test to retest. The original validation still stands as it did with the original authors. The H—S Pearson product moment correlation for the control school was .70. The N-S scale depends upon: (1) the respondent's identity being concealed so there is no fear of future punishment for revealing ones wrongdoing; (2) upon the respondent feeling some posi- tive motivation to help by providing the truth, and: (3) perhaps upon partial disguise of the meaning of the items. No attempt was made to disguise the items, but serious attempts were made to stress the imp portance of the study in correcting adult misperceptions and the anonymity of our respondents. - 27 - A possible source of difficulty would be created if the study course would change the self-reported delinquency scores. In order to determine what changes there would be between low and high self- reported delinquency, the students were to report their own levels as part of the data collection. The self-report scores were then categorized according to the Nye-Short (1957) analysis and split into high, medium, and low delinquency. Three by three tables were con— structed to determine the movements of the matched samples. A "3" equals high delinquency. See Table III. next page. -28.. Table III. 1967 Stability Self-Report of Delinquency School 1 School 2 Males Females M Females 3. 21 l. 3. 2. l. 3. 3. l. .3 E; 5L 3, 3 o 1 .1 o 1 o 3, 5 o 10 g, 1 o o g_ o 1 2 g. 1 o o g_ 1 o 2 g_ o o 1 l 6 2 11:9 _1_ 1 o 122 ; o 2 130 p 1 o 180 121 1.22 1.32 1.8.1. I - 170 90: N . 125 98% N - 150 90% N . 183 99% School School A M Females Males Females 3. 2. l. 3. 2. l. 3. 2. i. 3. 2. 3L .1 3 2 8 .3 3 o h 3_ 8 1 15 3_ 2 o 5 g, o o 3 g, o o o g_ o o 6 g, o o o _1_ 8 o 96 ;_ 1 o 115 l 1 2 11:0 l o o 73 22 1.1.9. 1311 12 n - 120 83: N a 123 96% N . 173 861 N - 80 9h: School 2 Males Females 3. 2. l. 3. 2. 3L 3, o 1 2 3; 2 o 3 g, 1 o 3 g, o o o ;_ h 1 11h ;. o 0 12h 1.1.1; 1.2.6. n . 126 901 u - 129 98% In all schools the girls' scores were more stable over the four- week time span. The control school, School 14, that did not have the - 29 - fourdweek training course showed the same general pattern as the schools on;:54td have the fourdweek course. Apparently the under- standing of the laws did not change the selfbreport of delinquency much. The Portune ATP originally was reported to have a reliability coefficient of .90. With our control group we found the test-retest reliability to be .81 (815 of the students remained within the same category from.test to retest), with a Pearson product moment correla~ tion of .77. The ATP has face validity. The students in the original study were asked if they had had police contact as a part of the de- velopment of the ATP. Certain items were found to reveal these po- lice contacts when the interview results were compared with the item responses. The items revealing contact were those containing "accuse you", "act big", "try to help", "no chance to explain", and "get smart". Portune found the attitudes of the youth toward police would be most directly influenced by their personal contacts with police of- ficers. The police contacts made in the normal course of life by teen- agers resulted in unfavorable reactions to police, overriding the ex- pressed attitudes of peers and adults. The CYCP attempted to struc- ture the contacts with the police before unfavorable contacts could be made. The Portune finding on contact was supported by Bouma (1968). who found that contact with police in the regular chain of social life results in youth gaining unfavorable attitudes toward police. The Res and ATP items were factor analyzed to determdne which - 3o - could go together to form.a consistent opinion from each testee. The items were factor analyzed to determine which could go together to form.a uni-dimensional scale. With such a scale scores on the items can be summed and grouped fOr comparison. Two sub-scales of approxi- mately equal strength are found by selecting for consistency in strong positive or negative factor loadings. A very low loading would dis— qualify any item. Items with weak factor loadings may be retained if other rotations revealed stronger relations between weak items and all other strong ones. The N-S rotated factor loadings were consistently together in one direction. Table IV. Factor Analysis, Nye-Short Selbeeport Delinquency Varimax £3553, Factor Loadipgs Drive a car without a permit .to Skip school without an excuse .53 Run away from home .38 Defied parents to their face .33 Taken things of little value .73 Taken things of medium value .62 Bought and drank liquor .Sh Purposely destroyed public prOperty .59 The rotated factor loadings for the ATP presented more variety, with negatively worded items factoring oppositely from.the posi- tively worded ones. Generally, the items reported to show police contact also factored together. - 31 - Table V. Factor Analysis, Attitude Toward Police Varimax Ipqpq_ Factor Loadipgq_ Police keep the city good .60 Police falsely accuse -.52 Police are stupid .hl Police protect you .6h Police try to help .59 Police are mean -.70 Police pay you to inform. -.50 Police use clubs fOr no reason -.59 Police keep the peace ‘+.65 Without police there would be more crime .h6 Ion can rely on the police .70 Police are dedicated .59 Police act like big shots -.68 Police are always mad at you -.62 Police help you help yourself .61 Police only come when there is trouble -.56 Police are brave .57 Police protect the country .6h Police give you no chance to explain -.60 Police get smart with you -.59 The items on the ATP are scored with a five if the students strong- ly disagree with a positive item.or if they strongly agree with a nega- tive item. The items are scored with a one if the respondent strongly agrees with a positive item or if be strongly disagrees with a negative item, The total range of scores for the ATP is from.a twenty total for - 32 .. a very positive attitude to a score of one-hundred for a negative attitude. The items on the II-S are scored with a one if the respondent says he has m acted in such a manner. A minimum lower score for the eight items is eight. The other three possibilities are scored with a two if a Le; times, a three if several times, and with a four if checked 531 times. The maximum score for anyone is thirty-two if it is reported that all the items were done a maximum masher of times. Following the 11-8 scoring patterns, the cumulative scores were categorized with eight through nineteen as non-delinquent, twenty as a middle category, and with twenty-one through thirty-two as definitely delinquent. When these original scoring patterns were followed, even the school with the most delinquents had only eight. With the self-reported scores based on the original reported ranges , there was no adequate number of respondents in the high delinquency categories. Hypothesis ILcannot be discussed without changing the cate- gory limits. Upon examination of the distribution of the population scores , the new cutting points for the self-reported delinquency would need to be eight through fourteen, and fifteen through thirty-two in order to place enough respondents in the cells to meet the assump- tions of the chi square statistics. The cutting point for the limit on delinquents was adJusted, based on the quartile for the whole sample of students . - 33 - The population for the crop evaluation included dominant (Cau- casian) and minority (Negro and Chicano) students. The N-S presents some problems for the minority population. The findings with respect to the 11-8, as presented by Gould (1969), indicate that the 11-8 does not measure either delinquency or deviant self-concept for Blacks , and should caution us in the interpretation of the findings for the pre- dominantly minority schools. The self-reporting of delinquency, ac- cording to Gould, is properly related to a deviant self-concept only for the dominant students. Most of the Blacks were attending School 1; most of the Chicanos were attending School 3; School I: was popu- lated with a mixture of minority and dominant; Schools 2 and 5 were attended by mostly dominant students. During the pilot testing of the evaluation questionnaire, it was discovered that any attempt to preserve, through any subtle re- cord keeping, the identity of am student from test to retest result- ed in a feeling among the students that the questionnaires were not really anonymus. Since the record would have involved a student's name to insure that the student would be easily matched from time one to time two, the students‘ perceptions were correct. The staff decided not to preserve the questionnaire identity of the students. To overcome the handicap posed by this decision, in order to control for changes in the population while attempting to measure attitude changes , a complex computer matching program was develOped using the twelve identifying characteristics of each student which would be - 3h - most likely not to change from.test to retest, such as race, number of siblings, age, relationship to parents, etc. After a match was attempted using all twelve possible character- istics simultaneously, one characteristic would be removed and match- ing attempted using the remaining eleven characteristics. The match- ing would continue, removing a different characteristic and attempt- ing to match on the remaining eleven until all the possible combina- tions of eleven characteristics had been tried. Then the matching would continue, removing two characteristics and attempting to match on the remaining ten. Then a different set of two characteristics would be removed and matching attempted on the remaining ten until all the possible combinations of ten had been tried. The process continued until only one characteristic was left to continue match- ing. Through this means the students' questionnaires were matched by computer. All the computer-matched pairs of questionnaires were then checked by two Judges examining the handwriting within the questionnaires. By this process the following numbers of students were matched from.test to retest. Table VI. Test and Retest Matched Respondents and Losses Made by Computer School lp£!_ 1p 2 .3 h .Ji Test N 1:30 3422 376 393 306 Retest N 1109 1:21 35" 381 298 Matched n 303 3&8 21:8 3140 257 - 35 To determine if those students who were not matched differed from the students matched, means, standard deviations, and normal scores were computed for the ATP fOr each school. Table VII. Comparisons of matched and Unmatched Questionnaires Standard Standard Mean Deviation Score School 1 Test matched hh.6 22.9 _ 7 67 Test unmatched 53.9 10.7 ° Retest matched h0.2 12.7 _13 89 Retest unmatched 56.2 9.2 ° School 2 Test matched 39.2 12.1 _19 23 Test unmatched 58.5 6.6 ' Retest MtChed h0g8 11.6 ’1" 2h Retest unmatched 57.1 8.2 ° School 3 Test matched “4.0 13.6 _ 2 90 Test unmatched h8.6 15.1 ° Retest matched h7.3 15.6 _ 3 68 Retest unmatched 55.1 19.0 ° School h Test matched hh.1 12.8 _ 6 23 Test unmatched 5h.3 10.8 ' Retest matched h7.1 15.1 h h2 Retest unmatched h0.2 12.7 ' School Test matched h5.1 1h.7 _ 2 89 Test unmatched 52.7 17.2 ° Retest matched hl.h lh.0 _ 2 53 Retest unmatched h8.2 16.1 ' The standard scores correct the means by allowing for difference in .. 36 .. the numbers of students in each grouping and correct for possible dif- ference in the spread of scores or standard deviations. A standard score of 1.96 would show a difference between populations to be sta- tistically significant at the .025 level. In all cases, except the retest of School h, the means of the students who did not fill out questionnaires at both times one and two are much more negative than the students in the matched population. The analysis of the distribup tions of the scores on the ATP for the matched and unmatched respond- ents show that the populations are quite dissimilar. The students' scores lost by matching are very much different from.the population retained. The smallest difference is in the School 5 retest (unmatched) group, with a value of -2.53 and a statistical significance of .006. The only positive value is for School h retest (unmatched) group, with a score of +h.h2 which is significant at the .001 level. In all other cases the unmatched population is significantly more negative than the matched population. We might have predicted that the wudents who were missing from school or had chosen to skip on the days the data was collected.would have significantly more negative attitudes. Those students who are having attendance problems are usually considered to have problems with their attitudes toward not only school but other authority figures as well. It should be noted that student absences on the days when the questionnaires were administered were compared with the students present. Each staff member, upon entering the classroom, made a point - 37 - of asking each teacher if the students who were absent were different from.the students present and whether the number of absences were larger than normal. All the teachers' responses indicated there were no dif- ferences between those absent and those present, and that the number of absences was normal. The social significance of the missing stup dents being more negative in their attitudes toward police will be com- mented on in the next chapter. To determine if Hypothesis I.is supported, we examine the mean changes from test to retest of the matched respondents as compared with the control school, again using standard scores to look at the changes. Table VIII. Shift in ATP from Pre-Test to Post-Test in Total Schools Standard Standard Mean Deviation Score School h Test hh.1 12.8 - 2.86 Retest h7.1 15.1 School 1 Test hh.6 12.9 Retest no.2 12.7 I ”'28 School 2 Test 39.2 12.1 Retest ho.8 11.6 ' 1'70 School 3 Test hh.0 13.6 Retest h1.3 15.6 ’ 2'52 School 5 Test h5.l 1h.7 Retest h1.h 1h.o * 2°95 - 33 - Any standard score that is negative and statistically signifi- cant immediately reJects Hypothesis I.(a standard score greater than 1.96 is significat at the .025 level). The control school has a sig- nificant negative shift from.test to retest. Experimental Schools 1 and 5 have significant positive shifts, particularly in contrast with the control school, while Schools 2 and 3 have smaller negative shifts than the control school. School 2 has an insignificant negative shift while School 3 has a significant negative shift. But in both cases, the negative shift is less than the control school. Hypothesis I. is conditionally accepted in that two experimental schools have signifi- cant negative shifts than the control school. To determine the support for Hypotheses II., III., and IV., we grouped each of the five schools into a delinquent and non-delinquent population. A R-S score ranging from eight through fourteen indicates the non-delinquent; from fifteen through thirty-two indicates delin- quent. A minimum of a quartile, based upon the total population, is used to determine the category limits from fifteen through thirty-two. Again, we examine the mean changes from test to retest, as compared with the control school means, standard deviation, and standard scores. See Table II. next page. - 39 - Table IX. Comparison of the Shift in ATP Among the Delinquent and Non-Delinquent POpulations at Each of the Five Schools Standard Standard $12.92. New 29.121.12.12. .3225. School 1 Delinquent Pre-Test 56.8 1h.1 + 2 33 * Post-Test h9.3 17.0 ° NOn-Delinquent Pre-Test h2.h 11.“ + 3 92 Post-Test 38.5 11.1 ' gen-9.1.2 Delinquent Pre-Test 53.6 15.1 + 1 23 Post-Test h9.6 1h.7 ' Non-Delinquent Pre-Test 39-0 9'8 + 1 h2 Post-Test 37.8 11.0 ' School Delinquent Pre-Test 52.5 13.8 _ 7h Pest—Test 5h.5 18.0 ’ Non-Delinquent Pre-Test 81.7 10.2 _ 2 hh Pest-Test hh.8 13.1 ' School 8 Delinquent Pre-Test 51.h 1h.2 _ 2 30 . Post-Test 56.2 15.2 ' Non-Delinquent Pre-Test h0.9 10.8 _ 2 05 Post-Test h3.2 13.5 ° School 2 Delinquent Pre-Test 52.3 13.3 + 1 20 Post-Test h9.0 13.0 ° Non-Delinquent Pre-Test hh.l 13.1 * 2 61 Post-Test 80.9 11.8 ' * Statistically significant at the .025 level for the one-tailed test. Hypothesis II. is supported by all of the schools. In all cases the delinquent students show a more negative attitude toward police. Hypothesis III. is supported by all the experimental schools in - ho - that a smaller standard score is the case for all the delinquents (comp pared'with the non-delinquents). There is less change among delinquents. Hypothesis IV., that the non-delinquent groups will register more of a negative shift than the delinquent groups, is supported only by School 3. Hypothesis IV., therefore, cannot be supported. A further analysis of the ATP scores was attempted to see what major shifts there might have been between highly positive, positive, and negative attitudes toward the police. The ATP scores were tricho- tomized: twenty to forty as very positive, forty to sixty as positive, and sixty to ninety-nine as negative. The students were also grouped again according to their time one R-S scores. To simplify the analysis, Schools 1 and 2 from 1967 will be combined, and Schools 3 and 5 from 1968 will be combined. It is felt that combining all the experimental schools together into one group would mix two different school years, two different questionnaires,and necessarily result in losing import- ant differences between the schools. There is an additional inJustice done in that School 3 is significantly different than School 5, so that perhaps combining these two schools will result in loss of important differences between them, also. Chi squares are computed for all the tables. The degrees of freedom are computed by the number of columns, minus one, times the number of rows, minus one ((k-l)times (r-l)), and in all the cases the degrees of freedom equals four. In all the cases the minimum.number of cases per cell assumptions of the x2 are not being met, so caution must be used in interpreting the significance levels. The maJor use of the -hl- chi square tables is to examine the number of shifts from pre-test to post-test, rather than explicit use of the chi square. With four, any chi square greater than 18.h6 is significant at .001. Table X . ATP - Chi Squares and Statistical Significances, Non-Delinquents and Delinquents School h - Hen-Delinquents Tbtal up 53 5 Cate- 8°r_ 1_ 101 ies , g 103 Post- Test 3 28 Tbtal 23? Chi Square I 111.978 Schools 1 8.399. 2 - Non-Delinguents Total ATP 9. l8 Cate- sofi 1 337 ies , _2_ 188 Post- Test 1 19 Total 562 Chi Square I 1115.921 Schools 3 and 5 - Non-Delinquents Total up 51 a Cate- 801“ _1_ 156 ies , g 186 Post- Test 3- 28 Tbtal 378 Chi Square I 80.903 a-ovowlo Hooot-‘lo mommmlo ATP Categories 1 Pre-Test 1 2. 3 h 0 0 87 13 1 26 7h 3 3 19 6 120 106 10 ATP Categories, Pre-Test 1 2. 3 12 2 l 236 98 3 h3 128 16 3 10 6 298 238 26 ATP Categories, Pre-Test ‘1 a 3. 6 0 0 100 50 14 5'5 109 20 5 11 12 166 170 36 - ha - Table X. (cont'd) School h - Delinguents ATP Categories, Pre-Test _Total 9. .1. 1 1 ATP 9_ 1 0 1 0 0 Cate- B°r_ 1_ 10 0 8 2 0 ies , _2_ 56 1 11 ho h 32:? 1 32 o o 15 17 Total 99 1 20 57 21 Chi Square - 52.117 Schools 1 and 2 - Delinguents ATP Categories, Pre-Test _Total 2 1 1 1 ATP ‘9’ 0 0 0 0 0 Cate- 8°r_ 1_ 23 0 10 12 l ies, g. 50 0 6 30 1h 5.2:? 3 16 o o 2 in Total 89 0 l6 hh 29 Chi Square 8 38.52? Schools 3 andq5 - Delinquents ATP Categories, Pre-Test _Total 9. 1 1 1 ATP 9. 0 0 0 0 0 Cate- sofi 1 31 0 12 18 1 ies , g 52 0 5 M 3 Post- Test 3, 3h 0 ll 21 Total 117 0 19 73 25 Chi Square - 59.079 - h3 - The non-delinquents, in contrast with the delinquents, do show less negative changes. Hypothesis IV. is not supported. However, the delinquents do show less changes as the percentages of students moving between categories are quite different. Hypothesis III. is supported by these tables. Are the shifts by the non-delinquents attributable to difference between the sexes? Table XI. attempts to measure these differences. See Table XI. next page. - hh - Table XI. ATP - Chi Squares and Statistical Significances, Male and Female Non—Delinquents School h - Non-Delinquents, Male ATP Categories, Pre-Test _Total 9. 1. .2. 1 ATP 9 2 1 1 o o Cate- gor- ;_ 33 0 33 S 0 ies, g_ AB 0 7 ho 1 Post- Test 3 l6 0 2 ll 3 Total 10h 1 I43 56 1. Chi Square I 61.2h6 Schools 1 and 2 - Non-Delinquents, Male ATP Categories,_Pre-Test Total 2 1 1 1 ATP 9_ 9 1 7 o 1 Cate- sor- _1_ 182 o 100 ho 2 ies , g 110 l 20 76 13 Poet— Test 3 1h 0 3 8 3 Total 275 2 130 12h 19 Chi Square I 75.816 Schools 3 and_5 - Non~Delinguents,_Male ATP Categories,_Pre-Test 10111 2. 1. .2. 1 ATP 2 3 1 2 o o 23:? 1, 57 2 3h 18 3 ies , g 87 2 26 51 8 $222" 1 16 0 2 s 9 Total 163 5 6h 7h 20 Chi Square I hh.382 Table x1. (cont'd) School 11 - Non-Delinquents , Female Total ATP 9_ 3 Cate- sofi _1_ 63 ies , g 53 Post- Test 3- 10 Total 129 Chi SquareI 50.963 ooooolo .15.. ATP Categories, Pre-Test 1 3 sh 19 1 77 Schools 1 and 2 - Non-Delinguents, Female Total ATP _0_ 9 Cate- 8°r_ 1 195 ies , _2_ 78 Post- Test 3- 5 Total 28? Chi Square I 106.8211 mooomp g_ o 8 32 6 116 owauHolw ATP Categories, Pre-Test 1 5 136 23 0 16h Schools 3 and 5 - non-Delinguents, Female Total up 9_ 5 Cate- 801" l" 99 ies , _2_ 93 Post- Test 3- 12 Total 21!: Chi Square I 37.561 l—‘OOOHIO g, 2 58 52 2 11h «tweet-Jolt.» ATP Categories, Pre-Test .1. u 66 28 3 101 .2. 1 O O 32 1 58 12 6 3 96 16 - h6 - The change on the ATP of non-delinquents by sex show little dif- ference between the sexes for Schools 1 and 2; the males of Schools 3 and 5 contribute the negative shifts in the non-delinquent category. The males in the control school also show a very negative shift. we next look at the delinquents by sex. See Table XII. next page. School h - ATP Cate- 80r- ies, Post- Test Chi Square - h? - Table XII. ATP - Chi Squares and Statistical Significances, Male and Female Delinquents Delinquents,_Ma1e ATP Categories,_Pre-Test 293.81.. 2 1. 2 .3. _q 1 o 1 o o 1 8 o 6 2 o 2 no 1 7 29 3 3 18 o o 7 11 Total 67 1 1h 38 1h - 38.1161 Schools 1 and 2 - DelinquentsI Male 129:1. 9. 1 .2. .3. ATP ‘9, O 0 0 0 0 Cate- gor- 1. 11 0 6 5 0 ies , g 31: 0 5 19 10 POst- Test .3 ll 0 0 l 10 Total 56 0 11 25 20 Chi Square I 27.172 Schools 3 and 2 - DelinquentsI Male ATP Categories, Pre-Test 293.1 9. .1. 2. 3. ATP ‘Q_ 0 0 0 0 0 Cate- apr- l_ 20 0 7 12 l ies . g, 38 0 3 33 2 Post- Test 3 22 0 2 7 13 Total 80 0 12 52 16 Chi Square I 36.902 -13- Table XII. (cont'd) School h - Delinquents, Female ATP Categories, Pre-Test 1013.1 9. _1_. .2. 3. ATP 9 0 0 0 0 O Cate- 0 2 0 0 8°!“ '1'" ies , g 15 0 h 11 0 Post- Tm 1 11. o o a 6 Total 31 0 6 l9 6 Chi Square I 18.750 Schools 1 and 2 - Delinguents, Female ATP Categgries , Pre-Test 229.1 2 1 1 3. ATP 9_ 0 0 0 0 0 Cate- 8015 _1_ l2 0 h 7 1 ies , g 16 0 l 11 1: Post- Test 3 5 0 0 1 it Total 33 0 5 19 9 Chi Square I 12.1192 NS Schools 3 and 3 - Delinguents, Female ATP Categgries, Pre-Test 192.1. 9. 1 ’2’. 3 ATP 9_ 0 0 0 0 0 Cate- 801“ 3 11 0 5 6 0 ies , g 1h 0 2 11 1 Post- Test 3 12 O 0 h 8 Total 37 0 7 21 9 Chi Square I 22.086 - hg - The positive female delinquents of Schools 1 and 2 have the ex- tremely positive shift, while the negative male delinquents shift to positive. In Schools 3 and 5 the male and female shift changes are more alike, where those who were positive shift into either very posi- tive or negative. we next look at what differences could be attributed to either mdnority or dominant social status. The data from.Schools 1 and 2 had no information about minority or dominant social status since that topic was a very touchy topic in the Lansing area during 1967. The students from.Schools 3, h, and 5 responded to an item about social status; thus the data for those schools will be sub-divided according to either minority or dominant group status and by sex. See Table XIII. next page. - 5o - Table XIII. ATP - Dominant and Minority, Males and Females Schools_3 and 5, Dominant Males Total ATP 9_ 3 Cate- g°r_ _1_ 73 ies , g 110 Post- Test 3- 26 Total 212 Chi Square I 88.880 Schools 3 and,5, Minority Males Total ATP 9_ 0 Cate- gor- l’ 5 ies , _2_ 17 Poat- Test 3- 12 Total 3h Chi Square I 3.9h1 NS e-co +2 n: h2|o he c> F4 c: c>|c> ATP Categories, Pre-Test .1. .2. 1 2 o 0 hi 26 h 28 7h 7 3 6 17 7h 106 28 ATP Categories, Pre-Test .2. 0 h 11 6 21 c'ld to rd CDIF‘ mmwoolw Negative shifts by minority males may offset changes by domi- nant males. - 51 - Table XIII. (cont'd) Schools 3 and,5, Dominant Females ATP Categories, Pre-Test Total .0. 1 .2. 1 ATP .9_ 5 1 h 0 0 23:3. ;_ 103 o 67 3S 1 ies , g 96 0 28 60 8 :23" 3 16 0 3 7 6 Total 220 1 102 102 15 Chi Square I 52.279 §ghools 3 and 5,_Minor;ty Females ATP Categorieg, Pre-Test _Total .0. .1. 2 1 ATP .9, 0 0 0 0 0 Cate- 8°r_ 3. 7 0 h 3 0 ies , g 16 0 2 9 5 POst- T... 2 9 ° ° 3 6 Total 32 0 6 15 11 Chi Square - 13.382 us There was shifting around between the categories by dominant fe- males while minority females shifted positively. - 52 - Table XIV. ATP - Dominant and Minority, Non-Delinquents and Delinquents Schools 3 and 5, Dominant Non-Delinquents ATP Categories,_Pre-Test 2.0.2.].- 9. .1. 3 3. ATP _q 8 2 6 0 0 23:? g. 11:5 2 95 m. h ies , _2_ 159 l 51 95 12 $22? 3 21 0 5 8 8 Total 333 5 157 11»? 2h Chi Square I 66.296 Schools 3 and_5,,Minority,Hen-Delinquents ATP Categgries, Pre-Test 121.21 9. 1 2 1 ATP _q o o 0 o 0 23:? ;_ 11 o 5 6 0 ies , _2_ 26 l 3 1h 8 :2:- 3, 7 o 0 3 17 Total Ms 1 8 23 12 Chi Square I 11.69h NS There was a slight negative shift by dominants, and there was a slight positive shift by minorities. -53- Table XIV. (cont'd) Schools 3 and 5, Dominant Delinquents Total 9_ ATP 9_ 0 0 Cate- 8°r_ A: 30 0 ies , g 115 0 Post- Test 3- 21 0 Total 96 0 Chi SW9 ' 57-357 Schools and Minorit Delin uents Total 9_ ATP _Q 0 0 Cate- gor- -1- 1 0 ies , _2_ 7 0 Post- Test 3- 13 0 Total 21 0 Chi Square I 5.396 NS ATP Categories, Pre-Test 1. .2. 1 0 0 0 12 17 1 38 3 1 5 15 17 60 19 ATP Categories, Pre-Test NHHOOIH mmHOIN mmooon 13 The dominant delinquents shifted positively; minority delin- quents also shifted positively. - 5h - CHAPTER IV. SUMMARY AND CONCLUSIONS 112.»: we expected the students to learn to respect a policeman. Dis- respect is seen on the ATP by the student being negative or extremely positive. It is obvious that the students who are negative on the ATP may be more disrespectful to police. The students who are very posi- tive present more of a prdblem. The personal contact with police of these very positive students in the program should have resulted in these students shifting their attitudes in a negative direction. An accurate appraisal of the very positive students should have resulted in the program.appearing to produce negative results. The question of the social significance of a positive or negative shift in attitudes needs careful consideration. The programmed personal contact with a policeman during the CYCP for some hostile youth should have resulted in a positive (less negative) response. Thus, a positive shift in at- titudes, we would agree, is socially acceptable. The question is, at what point in the scale is a very positive response to be viewed as a negative social fact. A second expectation of the CYCP would have been to reduce Juvenile delinquency. At the age when.more active forms of delinquency are be- ing considered, the program attempted to provide interaction and reduce Juvenile delinquency. In this fact, a study over a longer time period is required to validate the second hoped-fOr result. - 55 - Conqiusions As a community resource, the criminal Justice personnel became Just another part of the intricate social system experienced by those ninth-graders. The preparation of classroom content included a fair appraisal of police responsibilities, actions, and limitations. A fair appraisal of authority figures included a respectful-attitude. There was a.mixed set of reactions to the CYCP. School 1, with more minority Blacks than any other school, showed the most positive significant shift. School 5, composed of middle-class dominant stup dents, followed with a significant positive change for the non-delin- quents, and an insignificant positive change fer the delinquents. School 2 followed with insignificant positive shifts for both non-de- linquents and delinquents. School 3 is last, with a very significant neg- ative shift for the non-delinquents. Taxing years for the police image were 1967 and 1968. This is re- flected in the control school, School A, which recorded a significant negative shift only equalled by one experimental school group, School 3 non-delinquents. With the given extreme negative shift in ATP in the control school, the CYCP showed a very significant positive result in all but School 3 non-delinquents. The CYCP came out as a significant program.to offset the negative social changes during 1967/1968. The pre-test differences between students to note are: 1. The delinquents were more negative initially than the non-delinquents. 2. Males were more delinquent than females (ratio of 2-1). 3. Minorities were more negative than dominants. - 56 - Non—delinquent females were more positive than non-delinquent males. Delinquent females were the same in ATP as delinquent males. The post-test differences due to the program to note are: Delinquents are more resistant to change than non-delinquents, al- though both the dominant male and female delinquents had a posi- tive shift, while the minority male delinquents had a slight nega- tive shift and the minority female delinquents had a slight posi- tive shift. Males were not more resistant to positive change than females ex- cept for minority males who changed in a negative direction, and minority females who shifted in a positive direction. Non-delinquents registered a slight negative shift in support of the idea that if students were very positive they could become more realistic. This happened to the dominant students who were more positive to the police on the pre-test, while the minority students, who probably were the females, registered a slightly positive shift since they were more negative to begin with. He.must note the lack of minority students in the data analysis after matching the student questionnaires. School b, after matching, had only ten minority students, with experimental Schools 3 and 5 re- porting twenty-five and ferty-one minority students respectively. Ex- perimental School 5 had enough mdnority students to begin the analysis at the nonpdelinquent level, but no substantial analysis could be made concerning minority status and delinquency with changes in the ATP. The racial balances found in the classroom were not what the staff - 57 - had been led to expect, but even so we had seen enough minority stu- dents to convince us we were getting a representative sample. Only after the matching was completed was it apparent that the minority students were not completing both questionnaires, as were the domi- nant students. Given the assurances by the administration and teach- ers that the schools were racially balanced, as well as the staff im- pressions that there were indeed a sufficient number of minority stup dents filling out the questionnaires, we are left to conclude that either better controls or better plans need to be made in future en- deavors to find a complete percentage of minority students for test- retest comparisons. We underscore the fact that the students were mmeh.more positive in their attitudes toward police than the adult planners had proJected. An important observation was that there was little delinquency in these ninth-grade populations. we must consider that authorities, indeed, have much expected of them.by the youth, and need to plan their programs accordingly. Impiications An interesting question, not researched in this part of the CYCP, would have been for adult socialisers to inquire into the matter of re- Jection of youth and youths' opinions by authority figures. - 58 - BIBLIOGRAPHY Books Hirschi, T. and H. Selvin, Delinquency_Research - An Appraisal of Analytic Method, New York: Free Press, 1967. R—ers, 11.11. and D.R. Radler, "Teenage Attitudes", in J .M. Seid- man (Ed.), The Adolescent,_A Book of Readings (Revised Edi- tion), New York: Holt-Rinehart-Winston, p. 13., 1960. Sellin, T. and M.E. Wolfgang, The Measurement of Delinquency, New York: John Wiley and Sons, 1965. Government Publications Portune, Robert, The Cincinnati Police-Juvenile Attitude Prngct, LEAA Grant #052 Final Report, 1968, Washington, D.C.: U.S. Department of Justice, Dissemination Office. Task Force Report,gThe Police, The President's Commission on Law Enforcement and Administration of Justice, Washington, D.C.: Superintendent of Documents, 0.8. Government Printing Office, 1967. Periodicals Chilton, Roland J., "A Review and Comparison of Simple Statistical Tests for Scalogram Analysis", American Sociolo cal Review, vol. 31, #2, April 1969, pp. 2383255. Clark, John P. and Eugene P. Wenninger, "The Attitudes of Juveniles Toward Legal Institutions", Journal of Criminal Law Crimin- ology,,and Police Science, Vol. 55. Ih, 196E: pp. 582-589. Gould, L.C., "Who Defines Delinquency: A Comparison of Selbeeport- ed and Officially-Reported Indices of Delinquency for Three Racial Groups", Social Problems, Vol. 16, #3, Winter 1969, pp. 325-3360 Heise, D.R., "Separating Reliability and Stability in Test-Retest Correlation", American Sociological Review, Vol. 38, #1, Feb- ruary 1969, pp. 93-101. Litt, Edgar, "Civic Education, Community norms, and Political In— doctrination", American Sociolog§gal Review, Vol. 28, #1, 1963. pp. 69-75. - 59 - Nye, F. Ivan and J.F. Short, Jr., "Scaling Delinquent BehEVior", American Sociological Review, Vol. 22, #3, June 1957. DP- 3264331. Ross, J.A. and Perry Smith, "Experimental Designs of the Single- Stimulus, All-or-Nothing Type", American Sociological Review, Vol. 30, #1, February 1965, pp. 68-77. Selvin, H.C., "A Critique of Tests of Significance in Survey Re- search", American Sociological Review, Vol. 22, #5, October 1957. PP. 519-527. Smith, D.O. and Desmond S. Cartwright, "TWO Measures of Reported Delinquent Behavior", American Sociological Review, Vol. 30. I“. August 1965. Pp. 573-576 Unpublished Materials Bouma, D.A. and Donald Williams, Youth Attitudes Toward Po;ice: A Study of Youth in Kalamazoo Public Schools, Western Mich- igan university, 1968. - 60 - APPENDICES A. Demographic Questionnaire B. Nye-Short, Self-Reported Delinquency C. Portune, Attitude Toward Police APPENDIX A. Demographic Questionnaire INFORMATION SHEET PERSONAL Please remember, all information in this questionnaire will be treated as confidential. - 61 - Your age: Your grade: You are: Male Female You are: Whiteg_____ Negro Puerto Rican Indian___ Oriental__ Other (specify) Are your parents living? Both living Only father living Only mother living Neither living Are your parents divorced or separated? Yes No Do you live with: Mother and father Mother and stepfather Father and stepmother Mother Father Other (write in: - 62 - APPENDIX B. Nye-Short, Self-Reported Delinquency INCIDENT SURVEY Most of us have done at least a few things which might be considered wrong. On this part of the questionnaire we would like you to check the number of times you have done each of the things listed. Remem- ber, all your answers will be held in strictest confidence by our- selves. No one else will ever see your answers. Please read each item carefully and then circle the number of times (if any) you have done this sort of thing. 1. Drive a car without a driver's license or permit? (1) Very often (2) Several times (3) Once or twice (8) No Skipped school without a legitimate excuse? (1) Very often (2) Several times (3) Once or twice (A) No Run away from.home? (1) Very often (2) Several Times (3) Once or twice (A) No Defied your parents' authority (to their face)? (1) Very often (2) Several times (3) Once or twice (A) No Taken little things (worth less than $2.00) that didn't belong to you? (1) Very often (2) Several times (3) Once or twice (A) No Taken things of medium value (between $2.00 and $50.00)? (1) Very often (2) Several times (3) Once or twice (8) No Bought or drank beer, wine, or liquor? (1) Very often (2) Several times (3) Once or twice (A) No Purposely damaged or destroyed public or private property that did not belong to you? (1) Very often (2) Several times (3) Once or twice (h) No - 63 - APPENDIX C. Portune, Attitude Toward Police The attached Opinion sheet is not a test. Please fill it out come pletely and honestly. Your name will not be attached to it. After each of the twenty statements on the opinion sheet, you will find a set of letters. These mean: SA - "I strongly agree." A - "I agree." U - "I am not certain if I agree or disagree." D - "I disagree." SD "I strongly disagree." Read each statement. Then circle the letter code that best expresses your own personal opinion or feeling about the statement. Example: ABRAHAM LINCOLN WAS A GREAT MAN. (SA) A U D a: The letters SA in the example have been circled to show that the reader strongly agrees with the statement. -51... Strongly Uncer- Dis- Strongly _Agree Agree tain gggee Disgggee 1. Police keep the city good. SA A U D SD 2. Police accuse you of things you didn't do. SA A U D SD 3,, The,police are stupid. SA A U D SD h. Police protect us from harm. SA A U D SD 5. The police really try to help you when you're in troubie. SA A U D 6. The,police are mean. SA A U D 88 7. The police offer you money to tell on other kids. SA A U D SD 8. Police use clubs on people for no reason at all. SA A U D SD 9. Police keep peace and order. SA A U D SD 10. Without policemen there would be crime every- where. SA A U D SD 11. You can rely on the po- lice in times of distress. SA A U D SD 12. Policemen are dedicated men. SA A U D SD 13. Police try to act big shot. SA A U D SD 1h. The police are always mad at kids. SA A U D SD 15. Police help me to help gyself. SA A U D SD 16. Police represent trouble instead of help:_ SA A U D SD 11, Pq3§ce are brave men. SA A U D SD 18. Police are protective of our cougtry. SA A U D SD 19. Police don't even give you a chance to egplain. SA A U D SD 20. Police try to get smart with you.when you ask a question. SA A U D SD "I111111111111111871‘s