A STUDY OF THE RELATIONSHIPS BETWEEN
SOHO-ECONOMIC STATUS AND REASONS FOR
PARTICKPATWG EN ADULT EDUCATiON PROGRAMS
N THE CITY OF BAL‘E'IMORE. MARYLAND

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MICJ‘IEGAN STATE UNIVERSITY

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A Study of the Relationships Between Socio-Economic
Status and Factors Influencing Participation In Adult
Education Programs in the City of Baltimore, Maryland

presented by
William A . Lynk

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A STUDY OF THE RELATIONSHIPS
BETWEEN SOCIO-ECONOMIC STATUS AND REASONS FOR PARTICIPATING

IN ADULT EDUCATION PROGRAMS IN THE CITY OF BALTIMORE, MARYLAND

BY

WILLIAM ALEXANDER LYNK

AN ABSTRACT
SUBMITTED TO THE SCHOOL FOR ADVANCED GRADUATE STUDIES
OF MICHIGAN STATE UNIVERSITY OF AGRICULTURE AND APPLIED SCIENCE

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF
DOCTOR OF PHILOSOPHY

DEPARTMENT OF TEACHER EDUCATION

1964

Approved by 7M; W

ABSTRACT

This study was undertaken to discover the relationships between the socio-
economic status of participants in adult education programs in Baltimore,
Maryland, and their reasons for participation. The particular adult education
program selected for this study was that of the Baltimore Public Schools.

Two basic sources of information were used in the study. They were the
official enrollment records of the Baltimore Public School Adult Education
Program and a structured questionnaire. From the more than twenty thousand
participants, the figure revealed by enrollment records, a two percent ran-
dom sample was selected. Four hundred thirty-five individuals made up the
sample and filled in the questionnaire during a designated one-hour period.

Stratification of the sample in terms of socio-economic status revealed
only three fairly well defined classes on the basis of the definition of
"socio-economic" as used in the study. These classes were near the bottom of
Warner's scale.

Types of activities in which participants were engaged were classified
into groups, the greatest participation occurring in the group of activities
related directly or indirectly to academic work. Second largest participation
was in activities related directly or indirectly to job or wage improvement--
improvement of economic status.

Twenty-six "reasons" for participation were checked by the respondents.
These were classified into three groups and relationships between socio-economic

status, and group-reasons were studied.

The results gave substantial evidence that participation in the public
school adult education program in Baltimore, Maryland, was predominantly for

academic and economic reasons.

A STUDY OF THE RELATIONSHIPS
BETWEEN SOCIO-ECONOMIC STATUS AND REASONS FOR PARTICIPATING

IN ADULT EDUCATION PROGRAMS IN THE CITY OF BALTIMORE, MARYLAND

BY

WILLIAM ALEXANDER LYNK

A THESIS
SUBMITTED TO THE SCHOOL FOR ADVANCED GRADUATE STUDIES
OF MICHIGAN STATE UNIVERSITY OF AGRICULTURE AND APPLIED SCIENCE

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF

DOCTOR OF PHILOSOPHY

DEPARTMENT OF TEACHER EDUCATION

1964

APPROVED BY /M% W

ACKNOWLEDGMENTS

The author wishes to express his deep appreciation to
Dr. Harold J. Dillon, Professor of Adult Education, who, as his Major Pro—
fessor and Doctoral Committee Chairman, rendered counsel, guidance and
unalloyed inspiration throughout this investigation.

Grateful acknowledgment is also due to Dr. Frederick B. button,
Professor of Chemistry and Head, Science and Mathematics Teaching Center;
to Dr. Max S. Smith, Professor of Education, and to Dr. Clyde M. Campbell,
Professor of Educational Administration, for their helpful suggestions and
scholarly criticisms as members of the writer's guidance committee.

This study would not hawe been possible without the valuable assistance
and cooperation of personnel associated with the Baltimore, Maryland, Public
School Adult Education Program. The author acknowledges his indebtedness to
Dr. Wilmer V. Bell, Director of Adult Education, Baltimore, Maryland, for
his cooperation.

The writer also wishes to express his appreciation to his wife,

Ruby Holland Lynk, for her patience, understanding, and encouragement, without

which this project would not have been possible.

TABLE OF CONTENTS
CHAPTER PAGE
I THE NATURE OF THE PROBLEM
Introduction
Statement of the Problem
Background and Need for the Study
Basic Assumptions
Scope and Limitations of the Study
Definition of Terms
Importance of the Study
Plan of Organization
II REVIEW OF THE LITERATURE
III THE METHOD OF INVESTIGATION
Construction of the Instrument
The Sample
Analysis of Data
Summary
IV CHARACTERIZATION OF THE SAMPLE
V DETERMINATION OF SOCIO-ECONOMIC STATUS
VI ANALYSIS OF REASONS
VII SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary and Conclusions
Recommendations
Recommendations for Further Research
BIBLIOGRAPHY

APPENDIX

iii

Table

Table

Table

Table

Table

Table

Table

Table

Table

Table

Table

Table

Table

Table

l.

2.

S.

6.

7.

8.

10.

ll.

12.

13.

14.

iv

LIST OF TABLES

Participation in Adult Education
by Place of Origin

Participation in Adult Education
by Length of Residence in Baltimore

Age Distribution of Participants
in Adult Education--All Participants

Participation in Adult Education
by Years of School Completed

Participation in Adult Education
by Marital Status

Participation in Adult Education
by Length of Time

Percentage Composition of Age Groups

Participation in Adult Education
by Type of Activity

Participation in Adult Education
by Employment Status

Participation in Adult Education
by Type of 0ccupation-—Male

Participation in Adult Education
by Annual Salary Earned

Attitudes of Married Males Toward
Employment Status of Spouse

Employment Status of Married Women
as a Factor in Economic Status of Family

Employment Status of Married Women
as a Factor in Economic Status of Family

Table

Table

Table

Table

Table

Table

Table

Table

Table

Table

Table

Table

Table

Table

15.

16.

17.

18.

19.

20.

21.

22.

23.

2Q.

25.

26.

27.

28.

Spouse's Description of Husband's Occupation
as an Indication of Attitude toward Own
Socio-economic status

Occupation of Closest Friend as a Determining
Factor in Establishing Socio—Economic Status

Occupation of Most Influential Friend
as a Determining Factor in Establishing Socio-
economic Status

Occupation of Most Affluent Friend as a Deter-
mining Factor in Establishing Socio—economic
Status

Participation in Adult Education
by Number of Children in Family

Participation in Adult Education
by Home Ownership by Married Participants

Participation in Adult Education
by Married Participants and Their Roles
as Wage Earners in the Family

Participation in Adult Education by Participants

Participation in Social Organizations other
than Adult Education Programs

Participation in Adult Education Related
to Occupational and Social Betterment as Reasons

Participation in Adult Education Related
to Career Goal Attainment as Reasons

Participation in Adult Education Related
to General Activities as Reasons

Participation in Adult Education Related
to Family, Social, and Economic Status as Reasons

Participation in Adult Education Related
to Educational and Occupational Status as Reasons

Table

Table

Table

Table

Table

Table

29.

30.

31.

32.

33.

31+.

vi

Participation in Adult Education Related
to Job and Economic Expectations as Reasons

Participation in Adult Education Related
to Sense of Accomplishment as Reasons

Unmarried Participants and Plans for Marriage
as Reasons

Participation in Adult Education Related
to Self-evaluation of Outcomes as Reasons

Participation in Adult Education
by Preference as to Day-class Attendance
versus Evening-class Attendance

Participation in Adult Education Related
to Personal, Social, and Economic Outcomes
as Reasons

1.

vii

FOOTNOTES

John P. Dyer. Ivory Towers in the Market Place, passim.

Abraham A. Kaplan. "Socio—economic Circumstances and
Adult Participation in Certain Cultural and Educational
Activities," passim.

Dyer, 22, cit., passim.

Arthur Carl Burman, "Aspirational Fulfillment Among Adults
on Lower Socio-Economic Levels with Implications for Adult
Education," passim.

Sanford Jack Zeman, "A Study of University of Buffalo
Evening College Students Receiving the Bachelor's Degree,
1952-1958," passim.

CHAPTER I
THE NATURE OF THE PROBLEM

Introduction

In the increasingly important role that programs of adult education
are playing in the life of the community, it is important to know whether
or not all who could conceivably benefit from participation are being ade-
quately served. If we think of adult education as, precisely, continuing
education and subscribe to the thesis that each person in every class has
the need to continue learning through his mature years in ways and at Levels
peculiar to him, then the role of these institutions giving aid in this di-
rection is clearly established.

Many factors are involved in the mature adult's reaching the decision to
enroll in a program of continuing education. Some of these factors are in the
realm of motivation which Dyerl divides into two areas: (a) life space areas,
including "social conformity," "social class mobility," "skill for role ful-
fillment," "the desire for new experiences," and the "irrational and compulsive
element"; and (b) life chance areas, including "vertical job mobility,"

"delayed and undirected mobility," and "skill for economic role fulfillment."

Other factors influencing the decision are in the area of the family situation.
Number of children, their well-being and that of the spouse may be determining factors.

However strong the motivation, though, and however favorable other contingencies
may be, the economic status is the one contingency standing out in bold relief as
an immensely important factor in the decision to participate in a program of

continuing education.

Statement of the Problem

Mudh study has gone into the role of continuing education. This has
been necessary in order that the several programs could be made and kept as
meaningful as possible and of the utmost benefit to participants. Many
problems have been discovered and studied and although solutions have not
always been easy or evolved, the very awareness of these problems has meant
a clearer view of the many facets that make up the total adult education
picture.

The problem of drop-outs has received considerable attention. Reasons
for this attention are, of course, obvious. However, somewhat related to the
problem of drop-outs is the much more subtle question of the reasons which
participants have, or had, for entering into an adult education program in
the first place. What were the factors which influenced their decision? And
are these factors in any way related to some definite life goal?

It would seem that answers to these two questions might be of unique
importance in terms of the ultimate benefit and satisfaction to the participant.
Our problem, then, is that of discovering the reasons for which participants
embark upon a prOgram of continuing education and of finding whether or not
there is any relationship between these "reasons" and their socio—economic
status.

The purpose of the study, then, is: (I) To analyze the extent of par-
ticipation in the Public School Adult Education Program in the City of
Baltimore, Maryland for the year 1960-61; and (2) to appraise this analysis in
terms of the socio-economic status of the participants and their reasons for

such participation.

_Hypothesis Tested

 

There is no significant relationship between socio-economic status and
reasons for participation in the public school adult education program in the

City of Baltimore, Maryland.

Delimitations
I. This study involves the one-year period beginning in
September 1960 and ending June 1961.
II. This study is limited to adult participation in the day and
evening programs of the Baltimore public schools.
Definitions
I. Adult--any person who has passed the age at which compulsory
school attendance laws apply.
11. Adult education program--a sponsored program for adults by the
agencies cited in the "delimitations" of the problem.

III. Participation-~enrolling in and maintaining a satisfactory
record of attendance in one or more classes in an adult education class for
at least one semester.

IV. Socio-economic status-~a rank or level indicative of both the
social and the economic achievement of an individual within a particular community.
V. Europid--caucasoid or Europoid; a person of the white race or of
European descent, as apposed to other ethnic affiliations.
VI. Negroidp-a person of the Negro race.
Plan of Organization
1. A search of the literature was made.
II. A questionnaire was designed to determine socio-economic status and
to elicit reasons for participation.

III. The questionnaire was submitted to a two percent random sample

of the adult education participants during a regular class period.
IV. The results have been tabulated and analyzed.
V. Relationships have been pointed out, conclusions drawn, and

implications pointed out.

Chapter II

REVIEW OF THE LITERATURE

It is significant that a preliminary search of the literature has re-
vealed no study which attempted to relate socio-economic status particularly
to those programs of adult education which involved the payment of tuition in
a large metropolitan city. In considering the public junior college and the
adult education program, the Study of Urban Public School Adult Education Pro-
grams prepared by the Division of Adult Education Service of the National
Education Association asserts that "no evidence has been presented to show
that any public junior college has ever attempted to make a scientific study
of the socio—economic status of participants in its adult education program."

Kaplan2 has studied socio-economic circumstances with relation to parti-
cipation in certain cultural and educational activities. This study was made,
however, prior to 19uu in Springfield, Massachusetts. It is doubtful that the
findings would reflect the situation as it is now and in a city the size of
Baltimore , Maryland.

Harris3 has made an analysis of selected socio-economic data for the pur-
pose of determining the content of and the conditions under which a program of
education might be carried on by and for Negro Adults of Chesterfield County,
Virginia. This study, slanted as it was in the direction of setting up a pro-
_ gram for a rather restricted segment of population, is inadequate as a basis
of consideration for the whole community.

Burmanu has studied the aspirational fulfillment among adults on the lower
socio-economic levels with implications for adult education. Here, only a small
segment of the problem is studied and implications resulting from it are,

necessarily, limited in scope.

Ewigleben5 has made a recent study relating to the identification and
analysis of the factors contributing to the dr0p-out rate among participants
in classes of the Lansing Adult School Program. The study is revealing, but
again, although the socio-economic phase receives some small consideration,
it is insufficient to warrant drawing any broad conclusions from the findings
in this area.

Ladd6 studied the educational, vocational and personal backgrounds and
needs of adult students in Gary, Indiana night school classes where credit
was given toward high school graduation. No attempt was made to classify par-
ticipants in terms of socio—economic status although some of the charac-
teristics studied would be pertinent to socio-economic status.

Bell7 studied urban neighborhood types in relation to participation in
formal associations. Here, the scope of the study was too broad to have direct
and pertinent implications for adult education programs as defined for this
study.

Knox8 studied the characteristics of adult students attending a university
adult college (Syracuse). Since one-half of these students received financial
aid, they would not qualify on the basis of our definition of adults as proper
subjects for this study.

Verner and Newberry9 have reviewed the recent literature on the "Nature of
Adult Participation," and have drawn some very pertinent conclusions. These are
not based upon any definitely scientific study or studies and thus become value
judgments rather than answers to the prdblem.

Phillipslo analyzed the relationships between enrollments and fees in public
school adult education classes in the State of Washington. His findings could,

however, only by inference relate socio-economic status to the decisions to

enroll in an adult education program.

Zeman5 has made a very recent study of the University of Buffalo Even-
ing College students receiving the bach elor's degree in the period 1952-1958.
No particular effort was made to relate socio—economic status to this partici-
pation. Employment factors were considered, as were the sources and relative
importance of financial assistance. These and other data were handled in an
isolated fashion, no attempt being made to structure the subjects in terms of
socio-economic status.

The literature contains numerous allusions to the possible bearing that
socio-economic status might have upon the participation of adults in programs
of adult or continuing education. It is felt that more complete knowledge in
this area can be of tremendous aid in analyzing existing adult education pro-
grams with a view toward increasing participation.

The present investigation is designed to study the relationships between
socio-economic status and participation in adult education programs in the
City of Baltimore, Maryland, by studying enrollment figures for the year
1960-61 in terms of participants in log, bglg!_average, average,_gbg!s_aver§ge,

and high socio-economic levels.

Chapter III

THE METHOD OF INVESTIGATION

The City of Baltimore was chosen as a basis for the study for several
very good reasons. First, its easy accessibility made the necessary visits
possible. Second, the Adult Education Program in Baltimore is among the best
in the nation. There are many agencies in Baltimore that promote the Adult
Education Program in its entirety. These are, for example, the Enoch Pratt
Free Library, the Walters Art Gallery, the YMCA, the evening programs of McCoy
College (Johns Hapkins), Loyola College, the University of Maryland, and the
University of Baltimore. In addition to these and forming perhaps the largest
segment of those agencies promoting Adult Education Programs is the public
school system. The philos0phy of the public school system in Baltimore with
reference to Adult Education seems to be that "when no other agency is found
that will accept the responsibility for an educational need determined to be
real and immediate, the public school feels an obligation to undertake it."
This philosophy is manifested in the fact that there are more than twenty
thousand people engaged in the Adult Education Program sponsored by the public
school system. This large number of persons furnishes us with the third and
perhaps most important reason for selecting Baltimore as a basis for the
study.

It was decided statistically feasible to make a random selection of two
percent of the population. This was achieved through the assistance of the
principals of the several schools involved in the programs. Two percent
roughly of the pOpulation gave us a total of was peeple with whom to work.

8

The construction of a questionnaire to be submitted to these peOple presented
some problems. It was felt that the questionnaire should be so constructed as
to provide answers to questions, checked, and felt to be reliable, all through
the way constituent questions were phrased. Accordingly, questions seeking a
particular type of answer are repeated throughout the questionnaire: repeated
in the sense that they were worded differently but were phrased in such a way
as to elicit the same answer. In this way, it is felt that answers received
could be checked against each other and thus reliability tested. _Again, it
was felt that the questionnaire should be so constructed that information of
several types could be obtained. The questionnaire, then, could be bulky,
which of course was undesirable, or it could be streamlined and contain too
few questions to arrive at the information needed. The questionnaire actually
used in the study represents something of a compromise between these two extremes.
The decision having been made to limit this study to the Adult Education
Program sponsored by the Public School System of Baltimore, it was necessary,
before construction of the questionnaire, to give some thought and consideration
to the exact meaning of the phrase "socio-economic status" as used in this study.
This is true because almost intuitively one would not expect to find participants
from an upper—section of society, if one based his intuition upon the scheme of
stratification which has been used by sociologists in research of this type. It
‘goes without saying that one would not expect to find a United States Senator, a
bank cashier, a clergyman, or a real estate broker all involved in a program
designed perhaps to do something for pe0ple which, for some reason, had not been
accomplished previously. It would be meaningless in considering this point to
debate the question of whether or not there are social classes or to consider

the functioning of stratification in a community.

10

Sociologists have used several means of arriving at some sort of strati-
fication. In no method used have they accomplished drawing unique and distinct
lines between one class or one stratification and another. There is in each
method not only over-lapping but also the knowledge that in American society
there will almost never be found a pure social class. However, be that as it
may, again intuitively it would not be expected that the class distinctions of
the sociologist would enter the picture in this study. What, then, should be
the meaning of the term "socio—economic"? If we make the assumption that where
class distinctions can be made prestige is found to increase as we go up the
scale, then a rating scale of representative occupations might be used to indi-
cate social status. Many social thinkers have attributed an economic basis to
class distinctions. If in any category of economy we include types of occu-
pation, salary, and length of employment in a particular job or position, then
here it seems that we have something definite which can be measured and used in
helping as far as possible to classify a group of people. Baltimore is a cosmo-
politan city; it is composed not only of native America Whites but of foreign-
born Whites, and of many other ethnic groups, including Negroes. Since it must
be granted that there are possibly differences in job attainment due to race, it
was deemed necessary that in the study cognizance should be taken of the separate
ethnic groups composing the participants in the Adult Education Program. This
was not done to point out any differences that might exist but merely to lend
validity and authenticity to the study.

In view of the statement above, it seemed necessary that the questionnaire
used should find out several things about the respondent in such a way that the

information could be correlated into a composite picture. Accordingly, we would

ll

secure the following kinds of information: where the respondent was born;
where his parents were born; his educational background and the educational
attainment of his children (if any); what type of occupation he is engaged in
and how long he has been in it; whether the respondent participates in any
other group. We would need to know also the marital status of the respondent;
if he is married, divorced, or widowed, whether he plans marriage. Another
pertinent question would be, Is the respondent buying his home or living with
friends or relatives.

The questionnaire should get this information and in addition it should
secure information concerning decisions which the respondent has had to make.
It should elicit from him his hopes, his ambitions in life. Further, the question-
naire should in several ways find the reasons which the respondent himself thinks
were valid in his feeling the necessity to participate in the Adult Education
Program. Another factor thought to be important concerns the respondent's par-
ticular friends, the peOple with whom he associates most. Accordingly, the
questionnaire includes questions regarding his best friend's occupation, his

most influential friend's occupation, and his richest friend's occupation.

CHAPTER IV

CHARACTERIZATION OF THE SAMPLE

Characterization of the adult education participant was done on the basis
of place of origin, length of residence, age, years of school completed, marital
status, length of time of participation, and type of educational activity. The
portion of the sample participating in Americanization classes was not included
in these tabulations nor, indeed, in any of the tabulations in the study, since
it was felt that their reasons for participation were singularly specific and
uniquely obvious. Characterization of the sample on the bases listed above was
necessary because of the relationships which might exist between both socio-
economic status and reasons for participating.

The sample was categorized in terms of ethnic group, sex, and marital
status in the relation to nativity in Baltimore, nativity in the United States
but not in Baltimore, and foreign-born. All percentages were determined on the
basis of #08, the total sample less the 27 respondents participating in America-
nization classes.

Europid females born in Baltimore constituted 7.u percent of the sample;
Europid males, 13.7; Negroid females born in Baltimore constituted 18.4; Negroid
males, 8.3. Thus, H7.8 percent of the sample were native to Baltimore. Of the
total sample not native to Baltimore, 27.2 percent were Negroid females; ll.7
percent, Negroid males; 6.6 percent were Europid males; and 4.7 percent were
Europid females. For those not native to Baltimore, N‘egroid females and males
totaled 38.9 percent. Only 1.9 percent of the total sample were foreign born

(but not in Americanization classes).

12

13

TABLE 1*

PARTICIPATION IN ADULT EDUCATION
BY PLACE OF ORIGIN

 

 

 

 

 

 

FEMALE
EUROPID FREQUENCY OF DISTRIBUTION NEGROID
Status A B C Totals Status A B C Totals
Single 14 8 - 22 Single 37 17 - h
IMarried 10 11 3 24% Married 26 69 - 95
Separated 6 - - 6 Separated 12 25 - 37
Totals 30 19 3. +52 Totals 75 all - 186

 

 

 

 

 

 

 

 

 

 

PERCENT DISTRIBUTION

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Status A B C Totals Status A B C Totals
Single ,3.h 1.9 - 35.4 Single 9.1 h.2 - 13.2
‘Married 2.5 2.7 .7 5.9 Married 6.4 16.9 - 23.3
Separated 1.5 — - 1.5 Sgparated 2.9 6.1 - 9.1
Totals 7.h_ hg6 .7 12.8 Totals 18.h 27.2 - h5.6

 

Legend: A - Born in Baltimore
B - Not Born in Baltimore
C - Foreign Born

 

*Page One of each table is included in the body of the manuscript
to insure clarity and continuity of discussion. The remaining pages of
each table will be found sequentially in the Appendix to the manuscript.

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Looking at length of residence in Baltimore, Table 2 shows that for par-
ticipants having resided in Baltimore more than two years, Europid females
represented 11.8 percent of the sample; Negroid females, 82.2 percent; Europid
males, 20.3 percent; and Negroid males, 18.“ percent. Considering the sample
as a whole, 92.7 percent had lived in Baltimore more than two years. Only
1.1 percent of the sample had lived in Baltimore less than one year and only
3.5 percent less than two years.

In summation, 52.1 percent of the sample were not native to Baltimore
and 92.7 percent had maintained residence in Baltimore for a period longer
than two years.

Table 3 shows the_age distribution of participants. Looking at the dis-
tribution in terms of percentages, Table 4 shows the largest group to be Ne-

, groid females in the 18-20 age bracket; 17.4 percent Negroid females in the
25-30 and 31-90 age brackets were second largest at 10.78 percent each. Next
were Negroid males in the 18-24 age bracket at 9.3 percent. The largest group
among Europid participants was the 31-80_age bracket, male, at 7.35 percent.

Considering all age brackets, the sample had the following percentages
composition: Europid females , 12.75 percent; Negroid males , 20.1 percent;
Europid males, 21.57 percent; Negroid females, 45.58 percent. Comparisons of
.age brackets, male and female, shows the following composition: Burcpid, 18-24,
12.0 percent; Negroid, 26.7 percent; Burcpid, 25-30, 8.7 percent; Negroid,
1H.3 percent; Europid, 31-40, 8. 9 percent; Negroid, 15.7 percent; Europid #1950,
7.1 percent; Negroid, 7.6 percent; Europid over 50, 1.7 percent; Negroid, 1.3 per-
cent. Thus, it is seen that the three youngest age brackets composed the bulk

of the sample, a total of 82.3 percent.

l7

 

 

 

 

 

 

 

 

 

 

 

 

 

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18

When the sample is considered by age brackets, Table u shows that
38.7 percent were in the 18-24 bracket. Of this percentage, 12.0 percent
were Europids and 26.7 percent Negroid. The 31-40 bracket accounted for
the next highest percentages with a total of 24.6 percent, of which 8.9
percent were Europid and 15.7 percent Negroid. With Burcpids, the u1-50
bracket at 7.1 percent exceeded the 25-30 bracket at u.7 percent. With
Negroids the 25-30 bracket accounted for 14.3 percent, whereas the #1-50
bracket was 7.6 percent. Thus, although the #1-50 bracket was roughly the
same percentage for both Europid and Negroid, the percentage for Negroids
in the 25-30 bracket was more than three times that for Europids in the
same bracket. The over-50 bracket constituted the smallest percentage of
the sample with 1.7 percent for Europid and 1.3 percent for Negroid.

The over-all composition of the sample, considering only ethnic groups,
was Europid, 3n.u percent and Negroid, 65.6 percent. Thus, Negroid partici-
pation was almost twice that of Europid.

Characterization of the sample in terms of years of school completed
was necessary, of course, because of the high correlative effect this might
have had upon reasons for participating in adult education programs. The
information obtained here fell into five categories: Attended elementary
school but did not graduate; attended high school but did not graduate;

' graduated from high school; attended college but did not graduate; graduated
from college.

Percentages for attendance at high school but not graduating were high
for both male and female, Europid and Negroid, single, married, and sepa-

rated. These percentages were calculated on the basis of the number of

19

respondents within each particular group. For single females, 63.6 per-
cent of Negroids attended but did not finish high school; 27.2 percent of
Europids graduated from high school, while the figure for Negroids was

33.4 percent; 9.1 percent of Europids attended college but did not

. graduate and, while no Europids graduated from college, the figures for
Negroids show none attending but not graduating from college, with 1.7 per-
cent graduating.

For married females, 54.2 percent of Europids and 71.6 percent of
Negroids attended but did not finish high school; 1.1 percent of Negroids
attended but did not finish elementary school. Graduating from high school
were 29.2 percent of Europids and 19.0 percent of Negroids. Attending col-
lege but not graduating were 4.2 percent of Burcpids and 6.3 percent of
Negroids. Graduating from college were 12.5 percent of Europids and 2.1
percent of Negroids.

For separated females, 5.4 percent of Negroids attended but did not com-
plete elementary school; 50 percent of Europids and 67.5 percent of Ne-

_ groids attended but did not finish high school; 16.7 percent of Europids

and 13.5 percent of Negroids graduated from high school; 33.3 percent of Euro-
pids and 5.4 percent of Negroids attended college but did not graduate; and
8.1 percent of Negroids graduated from college.

With single males, 68.7 percent of Europids and 78.8 percent of Ne-

. groids attended but did not complete high school; 21.8 percent of EuroPids
and 18.2 percent of Negroids finished high school;3.0 percent of Negroids at-
tended but did not finish elementary school; and 9.4 percent of EuroPids

attended but did not finish college. None finished college.

20

The general pattern was the same for married males, with 45.1 per-
cent of EurOpids and 67.4 percent of Negroids attending but not finishing
high school; 43.1 percent of Europids and 25.6 percent of Negroids gradu-
ated from high school; 4.0 percent of Europids attended college but did
not finish. No Negroids came within the category of "attended but did
not finish college," but 2.3 percent of Negroids and 7.8 percent of Euro-
pids graduated from college. Attending but not finishing elementary school
were 4.6 percent of Negroids, with no Europids in this category.

Although separated males represent a very small percentage of the
sample, the pattern was the same as with the other groups, with 60 percent
of Europids and 83.3 percent of Negroids attending but not graduating from
high school; 16.7 percent of Negroids attended but did not finish elementary
school,and 40.0 percent of Europids attended but did not graduate from col-
lege.

Recapitulation in terms of numbers but without distinguishing age
- group, sex, or marital status shows the following figures:

Attending elementary school but not finishing, no Europids, 7 Ne-

_ groids; attending high school but not finishing, 78 Buropids, 188 Negroids;
finishing high school, 43 Buropids, 58 Negroids; attending college but not
finishing, l2 Buropids, 8 Negroids; graduating from college, 7 Europids,

7 Negroids. In terms of percentages, 65.19 percent of the sample attended
high school but did not finish; 24.76 percent finished high school; 4.9 perb
cent attended college but did not finish; 3.43 percent graduated from college;

and 1.72 percent did not finish elementary school.

21

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22

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23

Characterization of the sample in terms of marital status and with per-
centages based upon the entire sample reveals that 5.4 percent of the sample
were Europid, single females; 5.9 percent were BurOpid, married females;

1.5 percent were Europid, separated females; 13.2 percent were Negroid, single
females; 23.3 percent were Negroid, married females; 9.1 percent were Negroid
separated females. These percentages represent 58.3 percent of the total.

Single males were Europid, 7.8 percent and Negroid, 8.1 percent of the
sample. Married males were Europid, 12.5 percent and Negroid, 10.5 percent of
the sample. Percentages for separated males were small, with Buropids, 1.2 per-
cent and Negroids, 1.5 percent of the total sample.

Characterization of the sample in terms of length of time of partici-
pation in the adult education program was important since it may be assumed
that there is a relationship between reasons for participating and the time ele-
ment involved in realizing the goals toward which the reasons pointed. It was
expected that a relatively large percentage of the sample would have indicated
a length of time of participation less than one year. But, however important
this first year of participation might be in terms of reasons for participating,
participation for a year or two, or of a longer period, indicates more than an
imagined sense of fulfillment or hope of fulfillment on the part of the respon-
dent with reference to the adult education program and gives increased validity
to his reasons.

A look at Table 7 reveals that for Europid females, 50 percent of the single
women, 17.4 percent of the married women,and 33.3 percent of the separated women

were first-year participants. Participating more than one year but less than

24

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.N. mama

25

two years were 18.2 percent of the single women, 30.4 percent of the
married women and 16.7 percent of the separated women. The percentages
for more than two years of participation were impressive, with 31.8 per-
cent of the single women, 52.2 percent of the married women, and 50.0
percent of separated women participating for this longer period.

Europid males followed a similar pattern with 56.2 percent of
single men, 29.1 percent of married men,and 40.0 percent of separated men
indicating first year participation. Participating less than two years but
nmue than one year were 18.8 percent of single men, 27.1 percent of married
men and 20.0 percent of separated men. Two or more years of participation
were indicated by 25.0 percent of single men, 43.8 percent of married men and
40.0 percent of separated men.

For Negroid single females and single males, 44.3 percent and 45.5 per-
cent respectively were first-year participants; 39.0 percent and 24.2 percent
respectively were secondryear participants; and 16.7 percent and 30.3 percent
respectively were participants of more than two years' duration. 0f Negroid
married females and married males, 37.7 percent and 35.0 percent respectively
were first-year participants; 33.3 percent and 10.0 percent respectively were
secondryear participants; and 29.0 percent and 55.0 percent respectively had
participated for more than two years. Negroid separated females and separated
males showed 38.9 percent and 50.0 percent respectively as first-year partici-
pants; 22.2 percent and 16.7 percent respectively as second-year participants
and 38.9 percent and 33.3 percent respectively as participants for more than
'two years.

To sum up, on the basis of the whole sample, 45.88 percent were first-
‘year participants, 25.77 percent were secondryear participants, and 28.35 per-

cent had participated for more than two years.

26

The final item in the characterization of the sample had to do with the
type of activity in which the respondent was engaged. The various categories
or types of activities as listed by the Baltimore Adult Education Program
have been grouped and generalized for the sake of ease of handling into the
following categories: (a) Academic; (b) business and secretarial; (c) Trade,
shop, skills (technical); (d) Academic plus at least one other category.

For Europid females, 45.4 percent of single women, 20.9 percent of
married women, and 33.3 percent of separated women were engaged in academics
alone; 13.6 percent of single women, 24.9 percent of married women, and 50.0
percent of separated women were engaged in business and secretarial studies;
16.7 percent of married women were engaged in trade, shop, skills (technical);
40.9 percent of single women, 37.5 percent of married women, and 16.7 percent
of separated women were engaged in academics plus at least one other category.

For Negroid females, 31.5 percent of single women, 22.1 percent of
married women, and 13.5 percent of separated women were engaged in academics
alone; 16.7 percent of single women, 22.1 percent of married women, and 13.5
percent of separated women were engaged in business and secretarial work; 11.1 per-
cent of single women, 30.5 percent of married women, and 32.5 percent of sepa-
rated women were engaged in trade, shop, skills (technical); 40.7 percent of
single women, 25.3 percent of married women and 40.5 percent of separated
‘women were engaged in academics plus at least one other category.

With males, both Burcpid and Negroid, as was expected, engagement in
business and secretarial studies was almost negligible, with only 9.1 percent
of Negroid men (18—24) so engaged. For Europid males, 56.3 percent of single
men, 21.6 percent of married men, and 20.0 percent of separated men were en—

_ gaged in academics alone; 31.2 percent of single men, 70.6 percent of married

27

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28

men, and 60.0 percent of separated men were engaged in trade, shop, skills
(technical). There seemed to be a single-mindedness of purpose among Europid
males with only 12.5 percent of single men, 7.8 percent of married men, and
20 percent of separated men engaged in academics plus at least one other
category. That is to say, percentages for involvement in one category only
were much larger than those for involvement in academics plus another cate-
_ gory.

With Negroid males, 60.6 percent of single men, “8.8 percent of married
men, and 66.7 percent of separated men were engaged in academic studies; 6.1
percent of single men, “1.9 percent of married men; and 33.3 percent of sepa-
rated men were engaqu in trade, shop, skills (technical); 24.2 percent of
single men; 9.3 percent of married and no separated men were engaged in the aca-
demic programs plus at least one other category.

0n the basis of the total sample, 33.09 percent were engaged in academic
studies alone; 12.25 percent were engaged in business and secretarial studies;
29.91 percent in technical studies (trades, shoP, skills); and 24.75 percent

were engaged in academic studies plus at least one other category.

Chapter V

DETERMINATION OF SOCIO-ECONOMIC STATUS

It was realized early in the research, in fact in the planning stage,
that determining socio-economic status could not be done by utilizing fully
the criteria of W. Lloyd Warner or those of August B. Hollingshead. True,
factors such as income, ecology, education, type of home, and the like would
have to be considered in stratifying the population; but it was not assumed
that within the population of the particular adult education program chosen
for study there would be found a sufficiently broad spectrum of strata to
justify the sociologists' uniquely necessary approach. But stratification
was necessary, even in the face of the realization that whatever strata could
be discerned might fall within a relatively narrow band of the total social
spectrum. Accordingly, although some questions in the questionnaire were de-
signed to get information that would fit the Warner and Hollingshead criteria
for stratification, others were designed to give information which by asso-
ciation could be used to determine socio-economic status as defined for this
study.

Table 9 summarizes the employment status of participants by marital
status, sex, age and race. Unemployed status was greatest, in terms of per-
centages in the case of separated Europid women, with 66.7 percent unemployed.
Next in order of unemployment were married Wegroid women with 63.1 percent
single Negroid women, with 59.2 percent; and married Europid women with 50.1
percent. In all cases the percentages a re based upon the number of parti-

cipants within the particular category. Interestingly, the percentage of

29

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31

unemployment among single Europid women was less than that of several other
A groups. Separated EurOpid men with #0 percent unemployment and separated
Negroid women with “5.9 percent unemployment exceeded that of single Euro-
pid women with only 22.7 percent unemployment.

In terms of employment for less than one year, as was expected, the
highest percentages were found in the 18-2u age bracket. This trend was
repeated for employment of one to five years. Employment for more than five
years but less than ten showed no appreciable percentages until the 31—“0 and
#1-50 age brackets are reached. ‘Again, this is to be expected. Employment
for more than ten years was almost restricted to the 31-40, 41-50 and over-50
page brackets with the highest percentages in this category being found in
married Europid men with “1.1 percent and in married Negroid men with 30.2
percent. In the case of women, only 8.3 percent of married Europid women and
6.3 percent of married Negroid women had been employed for more than ten years.
It is significant to contrast these percentages with those of single and sepa-
rated women where 13.6 percent of single Europid women and 10.8 percent of
separated Negroid women had been employed for more than ten years. No single
Negroid women nor separated BurOpid women were employed for more than ten years.

In the category of self-employment, only one woman, married EuroPid, and
two men, married Europid, were self employed. This represents .7u percent of
the total population.

Percentages for the other categories, in terms of the total sample, show
37.0 percent unemployed, 13.0 percent employed less than one year, 25.5 per-
cent employed one to five years, 10.78 percent employed more than five years but

less than ten, and 13.0 percent employed more than ten years.

32

In Table 10, type of occupation is shown for male participants accord-
ing to age, marital status, and race. One hundred forty-four out of the total
one hundred seventy male respondents answered the question on type of occu-
pation. This represented an 84.7 percent response. 0f the number one hundred
forty-four, eighty were Europid, sixty-four were Negroid. Considering the
highest level of occupation, 13.2 percent of Europid men and 6.9 percent of
Negroid men listed their occupation as professional or technical. At the lowest
level of occupation, 3.5 percent of Europid men and 11.1 percent of Negroid
men listed their occupation as laborer. The level of occupation listed by
the largest percentage of Europid men was that of craftsman, foreman, 16.7 per-
cent. The largest percentage for Negroid men was that of laborer, 11.1 percent.
The lowest percentage of Europid men appeared as 2.1 percent for the occupation
of service worker. In this same level, the percentage for Negroid men was
6.9 percent. The lowest percentage of Negroid men was 1.“ percent for the occu-
pation of manager, official, proprietor. These percentages are based upon the
total number of responses, one hundred forty-four.

In terms of marital status, Table 10 shows that 15.3 percent of single
males, 26.5 percent of married males, and 20.0 percent of separated males, Euro-
pid, indicated their occupation to be at the highest level, professional,
technical. Among Negroid respondents, 20.9 percent of single males, 11.“ per-
cent of married males, and 20.0 percent of separated males indica ted the highest
level of occupation. At the lowest level, for Europid men, the percentages
were 11.6 percent for single males, 0.1 percent for married males and zero per-

cent for separated males. For Negroid men at the lowest level, the percentages

33

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34

were 29.2 percent for single males, 25.7 percent for married males and,
_again, zero percent for separated males. The categories of single and
married seemed to have the greatest significance in terms of differentiation.
The highest percentage for married Europid men for a single occupational level
was 36.7 percent of the group indicating their occupation to be craftsman,
foreman. For single Europid men, the level, craftsman, foreman, and the
level, industrial machine operator, were highest with both at 19.2 percent.
For Negroid men, married males were highest at 25.7 percent for the laborer
level. This was repeated with single males with 29.2 percent at the laborer
level. No significant trends in terms of age brackets were noted.

Table 11 gives a breakdown of annual salaries in four categories:
under $4,000.00; $4,000.00-$7,500.00; owner of business. As seems to be the
case generally, the percentage of the sample giving the information requested
was relatively small. One hundred twenty-nine of a possible one hundred
seventy males gave information, with the figure for women being seventy—six
out of two hundred thirty-eight. This is in terms of the total sample. When
examined from the standpoint of employment status, the picture is not the same,
and we can say that the response was good. Of the total sample, twenty males
and one hundred thirty-one females listed their employment status as unem-
ployed. The response should be revised, then, to read one hundred twenty-nine
of one hundred fifty employed males and seventy-six of one hundred seven em-
ployed females. Percentages given in the analysis of this table are in terms of
employed respondents giving the desired information.

0f Europid males, considering all age brackets, 25.3 percent received

salaries (for the subject year 1961) under $4,000.00; 68.5 percent received

35

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36

salaries of $4,000.00-$7,500.00; 3.0 percent had salaries over $7,500.00;

and 3.0 percent were owners of businesses. For Negroid men, 45.1 percent re-
ceived salaries under $4,000.00 and 54.8 percent received salaries of
$4,000.00-$7,500.00; none were over $7,500.00 and none owned businesses.

0f Europid women, 64.0 percent were under $4,000.00; 32.0 percent in the
$4,000.00-$7,500.00 category; none in the more than $7,500.00 category; and
4.0 percent owned businesses. For Negroid women, 98.0 percent were under
$4,000.00 and 2.0 percent owned businesses.

Looking at age, 31.3 percent of Europid males earning $4,000.00-$7,500.00
were between the ages of 31 and 40; 22.6 percent of Negroid males were in
this category, i.e. were between the ages of 31 and 40 and earned between
$4,000.00 and $7,500.00. Negroid males between the ages of 18 and 24 earning
less than $4,000.00 per year represented 35.5 percent of the respondents in
that group.

It was felt that the attitude of married males toward employment status of
spouse would give some indication of socio-economic status, if only in terms
of desires in the matter of bettering the economic and social lot. Table 12
reveals some interesting findings. Of the 48 Europid males respondingto this
question, 62.4 percent felt that it was better for the spouse to remain as a
housewife. Among Negroid males, only 30.8 percent felt this way. Only 20.8
percent of Europid males felt it necessary that the wife seek employment out-
side the home while 33.3 percent of Negroid males felt this way. Of Europid
males, 8.3 percent felt it unnecessary that the wife seek employment outside
the home, but 23.1 percent of Negroid males felt this way. About the same per-
centage of Europid males, 8.5 percent, looked forward to the spouse's seeking
employment in the future. Among the Negroid males, 12.8 percent looked for-

ward to receiving help from the wife in the future.

37

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38

Taking a look at the employment status of married women, Table 13 shows
that, for all ages, 39.1 percent of Europid women and 35.1 percent of Negroid
women worked outside the home. 0f Europid women, 21.7 percent and of Negroid
women, 32.9 percent hoped to secure employment. With Europid women, 30.3 per-
cent planned to remain housewives only, while only 4.3 percent of Negroid
women had such plans. Europid women were equally divided in their Opinions as
to whether the wife should or should not work, with 4.3 percent feeling each
way. This was not the case with Negroid women; 21.3 percent felt that the wife
should work, with 6.4 percent feeling that she should not. In only one age
group involving more than two respondents was there any unanimity of response.
All Europid women between31 and 40 planned to remain as housewives only.

Table 14 represents a further attempt to gain some notion of the married
females' socio-economic status. The respondents were asked to rate their
husbands' occupations as excellent, good, satisfactory, etc. Of the Europid
women, 47.6 percent and of the Negroid women, 35.2 percent rated their husbands'
occupations as good; 28.6 percent of Europid women rated their husbands' occu—
pations as excellent. Only 7.9 percent of Negroid women so rated the occupations
of their husbands. Only 6.8 percent of Negroid married women rated their husbands'
occupations as poor, while no EurOpids so rated their husbands' occupations.
This is particularly significant in terms of the size of the sample which con-
tained 95 married Negroid women and only 24 Europid. In terms of responses to
the question, 88 Negroids and 21 Europids responded.

As a check on the reliability of the ratings of the husbands' occupations
given by the married women, they were asked to state specifically the types of

occupations in which their husbands were engaged. Response was somewhat better

39

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to this question, in view of the fact that all 95 Negroid women responded.
Twenty out of 2a Europid women responded. With Europid women, 25.0 percent
_ gave the husbands' occupations as professional, technical; the same per-
centage listed theirs as craftsman, foreman. Twenty percent gave their
husbands' occupations as manager, official, proprietor. Thus, 70.0 percent
of Europid women stated their husbands' occupations to be within the three
highest categories of the list provided.

With Negroid women, only 13.6 percent gave their husbands' occupations
as professional, technical; 7.8 percent as manager, official, preprietor;
and 6.3 percent as clerical, sales. Of the 95 Negroid respondents, 36 or
37.9 percent gave their husbands' occupations as laborer; 17.8 percent as
industrial machine operator; and 5.3 percent as service workers. Thus,
61 percent of Negroid women stated their husbands' occupations to be within
the three lowest categories of the list provided.

Associations are important in helping to establish socio-econonic status.
On the basis of this fact, Tables 16, 17, and 18 show the relationships be-
tween respondents and their closest friends, their most influential friends,
and their most affluent friends in terms of occupational status of the friends.
The implication underlying this information is, of course, that persons are
more apt to have as friends others in like socio-economic situations.

Considering Burcpid females as a whole, “2.85 percent stated the occu-
pations of their closest friends to be professional, technical. Only 2.38 per-
cent stated the occupations of their best friends to be laborer. With Negroid
females, the percentage listing the top occupational status was 28.2 percent

with 16.3 percent listing the lowest occupational status for their closest friends.

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The same pattern was found to obtain with males. Thirty percent of both
Europid and Negroid males listed the occupation of their best friends as
professional, technical, but only 9.0 percent of Europid males listed the
occupations of their closest friends as laborer, while with Negroid males
the percentage was 18.6. These percentages are based upon responses from
forty-two Europid females, one hundred thirty-five Negroid females, seventy-
seven Europid males and seventy Negroid males. Both Europids and Negroids
had appreciable percentages for the highest occupational status, but in

the lowest category the percentages for Negroids were on the average five
times as great as for Europids.

If a look is taken at the analysis by categories, it will be noticed
that in the main the general pattern obtains with reference to Europids and
Niegroids. However, a look at the figures for Negroid single females as
against Negroid married females shows the percentage of Negroid single
females listing their closest friends' occupation as laborer to be 25.7 per-
cent, against 19.9 percent listing the occupations as professional, tech-
nical. The trend is reversed with Negroid married females. Only 13.0 per-
cent listed their closest friends' occupations as laborer, while 29.0 percent
listed the occupations as professional, technical. With Negroid separated
females, the trend is the same as with married females, with 12.8 percent
listing the lowest occupational status and 35.5 percent listing the highest.
With Negroid married and separated males, 33.3 percent and 66.7 percent re-
spectively listed the highest occupational status with 22.2 percent and zero
percent respectively listing the lowest. Negroid single men showed no differ-
ence between highest and lowest occupational status for their closest friends,

with 17.9 percent listing each category.

45

An examination of Tables 17 and 18 relating to the most influential
friend and to the most affluent friend shows that for all age groups of
both ethnic groups and for each marital status as well as for males and
females, by far the largest percentages listed the highest occupational
status for their most influential and most affluent friends. Considering
the nature of these two categories of friends, this was to be expected.
0f greatest significance are the percentages listing their most influential
and most affluent friends' occupational status as the lowest, that of
laborer. No Europid females listed either their most influential friends
or their most affluent friends' occupation as laborer. Not so with Negroid
females. Considering the whole, 11.2 percent of the respondents listed
their most influential friends' occupations as laborer and 10.9 percent
listed laborer as the occupation of their most affluent friends}

The picture is not very different when Tables 17 and 18 are examined with
respect to males. .Again, considering the whole, for Europid males the per-
centages listing the occupations of their most influential friends and of
their most affluent friends as laborer were 2.5 percent and 2.7 percent re-
spectively. For Negroid men, the figures were 8.1 percent and 8.9 percent
respectively.

On the basis of occupational status of the closest friend, of the most
influential friend and of the most affluent friend, if these can indeed be
used as criteria for determining something of socio—economic status, Tables 16,

17, and 18 give some very clear inferences.

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‘48

Table 19 shows number of children in family for married males and females,
Europid and Negroid. For Europid females, 29.2 percent had two children in the
family, 33.3 percent had none. For Negroid females, 2u.9 percent had three
children in family, 23.8 percent had more than three, and only 11.9 percent had
none. With males, 92.0 percent of Europids had two children and 12.0 percent
had none. Thirty percent of Negroids had three children, while only 7.5 per-
cent had none. On the basis of one child per family, 12.5 percent of Europid
females, 26.0 percent of Europid males, 23.8 percent of Negroid females and
25.0 percent of Negroid males were in this category.

These figures do not indicate that the married adult education participant
represents a large family in terms of number of children. Percentages of re-
Spondents indicating more than three children were small--8.3 percent for
Europid females and 10.0 percent for EurOpid males. However, these percentages
are a bit larger for Negroid females and males, with 23.8 percent of females and
15.0 percent of males indicating more than three children.

Table 20 relates to participation to home ownership by married participants.
If absolute ownership and making payments toward purchase of a home are con-
sideredtogether along with renting home or apartment as another and living rent-
free as the third category, the figures will be more meaningful. For Europid
married females, then, the figures are as follows: 52.3 percent either own or
are buying homes; 38.1 percent rent; and 9.5 percent live rent-free. For
Negro married females, the figures are: 52.“ percent either own a home or

are buying homes; us.1 percent rent; and only 2.9 percent live rent-free.

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We now consider Europid married males: 80.u percent either own or are buying
homes; 19.6 percent rent; and none live rent-free. For Negroid married males,
the figures are: 35.0 percent either own or are buying homes; 62.5 percent
rent, and 2.5 percent live rent-free.

The role of the wage earner in the family for married males and females is
shown in Table 21. Responses to this question in terms of percentages of re-
spondents answering it were not very good, with only 39.1 percent of Europid
married females and 50.5 percent of Negroid married females answering. On the
other hand, responses from both Europid and Negroid married males were one hun-
dred percent. Significant with females was the fact that with Europids their
earnings only helped the family earnings. With Negroid females, 87.“ percent
indicated that their earnings only helped; “.2 percent indicated that they were
the principal wage earners and 8.3 percent asserted that they received help
from financial institutions.

Of the Europid married male respondents, 29.4 percent were the principal
wage earners, 49.0 percent the only wage earners, and 21.5 percent were helped
by earnings of wives. For Negroid male respondents, 23.3 percent were the
principal wage earners, 32.6 percent the only wage earners, and un.2 percent
were helped by earnings of wives. This last figure is slightly more than
twice that for Europid males.

For married participants owning or buying their own homes, Table 22 shows
the respondents' estimates of their market value. In the case of Burcpid
married males, 26.9 percent indicated the home evaluation to be less than
$10,000.00. For Negroid married males, the figure was H2.9 percent. For all

males, home ownership was more concentrated in the 31-“0 and #1-50 age brackets.

52

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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54

No home ownership in the 18-2” age bracket was indicated. Male respondents
listing homes valued at more than $17,500.00 were confined to Buropids with
12.2 percent indicating that bracket.

The trend for married females was about the same as with males. Here,
18.2 percent of Europid females indicated owning or buying homes valued at
less than $10,000.00, while 33.3 percent of Negroid females owned homes in
that category. No Negroid females claimed homes valued at more than
$17,500.00. One Europid female, representing 9.1 percent of that group, indi-
cated a home valued at more than $17,500.00.

Table 23 shows participation in social and religious organizations other
than adult education programs. Tabulations were made in terms of sex, age, and
ethnic group. Marital status was not a variable. Also, since it was entirely
possible for one respondent to participate in more than one social activity,
percentages which were determined on the basis of the number of responses have
no bearing on the number of respondents.

Looking at regular church attendance, 60.8 percent of responses from
Negroid females indicated church attendance while 56.8 percent of Burcpid fe-
males so indicated. Just the reverse was the case with males, with 56.1 per-
cent of Europid males and only #5.2 percent of Negroid males indicating regular
church attendance.

Percentages for attendance at social clubs, civic meetings and lodge
meetings were rather low. Percentages for social club attendance were higher
for women than for men for both Buropids and Negroids and the percentage for
Europid females at 18.9 percent was greater than that for Negroid females at
17.3 percent. Percentage for Europid men at 11.u percent was greater than that

for Negroid men, 9.5 percent.

TABLE 23. EARTICIEATION IN SOCIAL ORGANIZATIONS
OTHER THAN ADULT EDUCATION PROGRAMS

FEMALE ~ ALL GROUPS

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

EUROPID FREQUENCY DISTRIBUTION NEGROID
AGE' 1' B C D E F A B C' D E F
18H2D‘III3 73 1. - ~ 9 57' .1811 3 I' ~ 10
25130 88' 1 ~ ~ ~ — 431’ 12 1 - 1 6
31:hO'1__h l - - ~ 1 Al 10 10 3 2 3
hl-SO 9 1h 11’ 1 ‘1 ~ 21 10 7’ 6 ’1 -
Over 50 3 ~ ~ ~ ~ — 1 - — — - -
Totals 33 11 2 1 1 10 151 ‘h3 21 110 II 19

PERCENT DISTRIBUTION
18L2h 22 .8? 88.6’ 1.7 ~ ~ ISIS» 22.9 H:h 1.2 .8 - h.0
2980 6.9 1L7 — ~ - - 12.5 14.8 OI - mu 2m
31-hO 6. 9 11.71 - - - 1.77 16. 51' h. 0 1h.0 1.2 0.8' 1.2
hl—501SIS' 619 1.7» 1.7» 1.7' —I ‘8:H“Ifih.0 2.8’ 2.h OIH -
Over SO SII - — - - - O.h - - - ~ -
Totals 56.8 1819' 3.h 41.7' 41.71 17.2 60.88 17.3 8.h 810 11.6» 7.6
MALE —.ALL GROUPS
.AGE A B C D E F A B C D
18-21I 18 3 - 2 1 5 26 1S 3 -
29—30 11 l - - 2 5 10 II 3 3
31-LO 22 3 l 1 3 7 13 1 3 3
HILSO 10 5 2 1h 1 1 4h 2 2 3
Over 50 3 1 1 — - — h - 2 3
Totals 6h 113 h 7’ 71 18’ 57’ l2 13 12
PERCENT DISTRIBUTION

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425430» 936 0.877 - ~ 1.75» 1h.381 7}9 3.1 2.38 2.387
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81-50 8I7» 8.38 1.751 3.8— 0.87» 0.877 3. 2 1.58 11.581 2.38
_Qver BO 2.6 0.87’ 0.87' - - - 352’ - 1.58’ 2.38
Tbtals E6II' 11.h 315' 6.1 6.1_ 115.8' h5.2 9.5' 10.3' 9.5

 

Legend: A — Attend church regularly
B —.Attend social club meetings
C - Attend civic meetings
D - Attend lodge meetings
E - Attend union meetings
F — None

56

Negroid men had the highest percentage for attendance at civic meetings
with 10.3 percent. Negroid women were second at 8.“ percent. Corresponding
percentages for Europid women and men were 3.“ percent and 3.5 percent re-
Spectively.

It was expected that the figures for attendance at union meetings would
be very significant, particularly for the men. With 15.1 percent for Ne-
groid males and 6.1 percent for Eur0pid males, the type of significance exp
pected was not evident. It is to be noted that participation in unions for
Negroid men is more than twice that for Europid men, according to per-

centages.

Chapter VI

ANALYSIS OF REASONS

Table 24 relates participation to occupational and social betterment as
reasons for participating. Suggested reasons in this table were (a) to pre-
pare for a better position; (b) to become more proficient in present occupation;
(c) to acquire some new skill; and (d) to develop self socially and culturally.

With a choice of reasons as was provided in all questions relating to this
area of the study, it was expected that some respondents would check more than
one item. This proved to be true so that with all questions relating to reasons
percentages are based upon numbers of reSponses rather than upon numbers of re-
spondents.

Responses by single females showed “3.5 percent of Europid and 56.“ percent
of Negroid indicating their reason to be to "prepare for a better position," while
21.7 percent of Europid and 9.6 perdent of Negroid checked "to become more pro-
ficient in present position" as their reason. This means that 65.2 percent of
single Europid females and 66.0 percent of single Negroid females were partici-
pating in the Adult Education Program for an occupational reason. However, if
the reason, "to acquire some new skill," can be considered to be related to occu-
pational goals, and if the percentages for this reason are added to the totals
above, this means that 95.6 percent of single Europid females and 83.7 percent of
single Negroid females were participating in order to improve their occupational
status. Interestingly, 16.2 percent of single Negroid females' responses indi-
cated "to develop self socially and culturally" as against only u.3 percent for

single Europid females listing that reason.

57

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59

The responses of married females were significantly different from those of
single females in that larger percentages checked the acquisition of some new
skill as their reason. As was the case with single females, percentages indi-
cating the preparation for a better position as a reason were significant with
33.3 percent of married EurOpid and #5.” percent of married Negroid females
checking this reason. Only 8.3 percent of Europids and 10.0 percent of Negroids
checked the reason, "to become more proficient in present occupation." This,
of course, may be attributed to the fact that smaller percentages of married
females were gainfully employed. The acquisition of some new skill as a reason
was relatively high, with “1.7 percent of married Europid and 30.9 percent of
married Negroid females indicating this reason.

Separated females, Negroid, totaled the largest percentage, 62.1, indicating
their reason for participating to be "to prepare for a better position."
Separated Europid females were uniform in their responses, with 33.3 percent
indicating each of three of the four reasons suggested in this question. To be-
come more proficient in present occupation was not selected as a reason by sepa-
rated Europid females. Only 10.8 percent of separated Negroid females' reSponses
indicated as their reason, "to develop self socially and culturally."

Male responses, single, married, and separated, Burcpid and Negroid were uni-
formly consistent in the selection of "to prepare for a better position" as their
reason for participating. Percentages making this selection were highest with
separated Negroid males, 66.6 percent, while single Europid males and married Ne-
groid males followed with su.5 percent and 50.9 percent respectively. These were

followed by single Negroid males and married EurOpid males at “8.5 percent and

60

40.6 percent respectively. Percentages of responses selecting "to develop
self socially and culturally" were rather high with both Europid and Negroid
males, an exception being that only 1.9 percent of married Burcpid males indi-
cated this as their reason.

Table 25 shows the results of an attempt to relate the hope of career goal
attainment to participation in the Adult Education Program. Responses to this
question were in terms of the extent to which participation was influenced by a
desire to reach some goal in the careers of the respondents. Answers were to
be given as (a) no association at all; (b) to a limited extent; (c) to a
moderate degree; (d) to a large extent, and (e) very greatly. It was expected
that the trend in responses here would give some indication of the validity of
the responses analyzed in Table 2a. For example, if re3ponses to this question
showed relatively large percentages selecting (d) and (e) as answers, this
would correlate very nicely with the large percentages in Table 2a selecting
"to prepare for better position," as their reason. This, in the main, proved
to be true. Percentages of responses indicating that participation was related
to career goal attainment (d) to a large extent and (e) very greatly were combined
larger than percentages for any of the other answers. This was the case with
Europids and Negroids, male and female--with certain exceptions. Separated
Europid males indicated that there was no association at all between participation
and career goal attainment to the extent of no.0 percent of the responses. But
percentages would be misleading here in that there were only five responses in

this category. Also, ”0.9 percent of married Europid females indicated no

61

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63

association at all as against a total of 31.7 percent for (d) and (e) combined.
With single Europid females, percentages were equal at 31.8 percent each, indi-
cating no association at all and (d) and (e) combined.

With Negroids, both male and female, single, married and separated, there
was no exception to the fact that the percentages indicating a great association
between participation and career goal attainment were by far the largest. The
largest percentage among Negroids, indicating no association at all, was 10 percent
for single females but 54.0 percent of this group indicated a great association.

There is a good correlation between the two sets of responses tabulated in
Tables 24 and 25, and confidence is established in the validity of the responses
relative to participation and occupational and social betterment as reasons.

Table 26 shows the results of relating participation to general activities
as reasons. The general activities listed were (a) the desire for "something
to do"; (b) the desire to acquire some special skill; (c) the desire to increase
knowledge and information; (d) finding enjoyment in simply learning about things;
and (e) the desire to become a better person as a parent, member of society, etc.

Interesting were the relatively large percentages indicating the desire to
become a better person as a parent, member of society, etc. The lone exception
to this trend was that of married Europid females with only “.2 percent of that
group indicating this as a reason. The largest percentages for a single reason
were for the reason "the desire to acquire some special skill." The single ex-

ception was that of separated Negroid males with 33.u percent indicating the

desire to acquire some special skill, as a reason, but with #9.9 percent indicating

"the desire to increase knowledge and information" as a reason.

6“

Respondents indicating "the desire for something to do," and "finding
enjoyment in simply learning about things" as reasons, presented the smallest
percentages in all categories. The single exception was married Europid fe-
males who, although none indicated "the desire for something to do" as a
reason, had 33.“ percent finding enjoyment in simply learning about things.

To return to the reason, "the desire to acquire some special skill," per—
centages of respondents selecting this as their reason for participating were
as follows: EurOpid females, single - 38.1 percent; married - “9.9 percent;
separated - 28.6 percent; Negroid females, single - 31.1 percent; married - “0.“
percent; separated - “7.8 percent; Europid males, single - 3“.3 percent;
married - 56.1 percent; separated - 60.0 percent; Negroid males, single - 27.3
percent; married - “3.“ percent; separated - 33.“ percent. These are relatively
large percentages and are, indeed, except for the cases of separated Negroid
males, single Negroid females, and single Negroid males, the largest percentages
for any single reason.

It is worthy of note that two of the exceptions noted above represented the
largest percentages of any grou selecting "the desire to become a better person
as a parent, member of society, etc." were single Negroid females with 39.“
percent and single Negroid males with 3“.0 percent selecting this reason.

These percentages exceeded their percentages for "the desire to acquire some new
skill” which were 31.1 percent and 27.3 percent respectively.

Table 27 shows the tabulation of responses to the question designed to re-
late participation in adult education courses to the desire to improve family,
social, and economic status. The following answers were provided as possible

choices: (a) desire to improve social life; (b) desire to improve social status;

65

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66

(c) desire to improve social status; (d) desire to improve economic status;
and (e) desire to improve family life. It was felt that responses to this
question in terms of the choice of one or more of the answers, in the manner
in which they were provided, would be the result of searching reflection on
the part of the respondents and could be relied upon to be accurate.

It might be reasoned, a priori, that certainly most of those participating
in an adult education program were interested, in the final analysis in im-
proving their economic status. Table 27 shows this, indeed, to be the case,
and although the largest percentages with all groups, both Europid and Negroid,
indicated their desire to improve economic status as a reason for participation,
other answers were selected with sufficient frequency to indicate that the im-
provement of economic status was not the sole, although it was the major, reason.

For example, single females, EuroPid and Negroid, selected the answer,
"desire to improve social life," to the extent of 18.8 percent and 20.5 percent
respectively. Married Negroid females selected this answer to the extent of 20.0
percent, while only 3.6 percent of married Europid females made this selection.
.However, 25.0 percent of married Europid females did select the answer,

"desire to improve social status." Single males, EurOpid and Negroid, both had
meaningful numbers selecting the answer, "desire to improve social life," with
the percentages, 17.5 percent and 25.9 percent respectively.

Taking the totals of all age groups for Europids and comparing them with the
totals for Negroids reveals that 69.28 percent of Buropids desired to improve
economic status as against u2.u8 percent for Negroids. Loking at social life and
social status combined, only 22.87 percent of Europid responses indicated desire

for improvement while 36.79 percent of Negroid responses so indicated.

 

67

Table 28 relates participation in the adult education program to the edu-
cational and occupational status of the participant. Of the choice of answers
provided, three had to do with educational status in terms of completing high
school, preparing for college work, or earning credits toward a college degree.
The two other questions, in the final analysis, had to do with economic status
in that the choice of answers provided dealt with the securing of technical
training and preparing for a.better job as reasons.

Single female responses, both Europid and Negroid, were highest in number
for "the desire to earn a high school diploma" with 60.0 percent of Europids
and 38.85 percent of Negroids selecting this reason. However, 37.1 percent of
Negroids selected "the desire to prepare for a better job or position" as
_against only 20.0 percent of Europids.

Married female reSponses showed something of the same trend with 34.8 percent
of Europids and 26.8 percent of Negroids selecting "the desire to earn a high
school diploma" as their reason. ‘Again, as with single females, percentages
indicating "the desire to prepare for a better job or position" as a reason were
greater with Negroids than with Europids--Sl.u percent and 30.“ percent re-
spectively.

With separated females, responses were greatest for "preparing for a better
job or position" with 37.5 percent of BuroPids and 70.3 percent of Negroids
indicating this reason. Only 16.2 percent of Negroids and 25.0 percent of
Europids indicated the reason "the desire to earn a high school diploma."

Significantly, percentages of females indicating "the desire to secure

technical training" as reason were small or non-existent.

68

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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69

As with single females, single males, both Europid and Negroid, made the
. greatest number of responses for "the desire to earn a high school diploma."
The percentages were 37.2 percent for EurOpids and 36.3 percent for Negroids.
Significantly high for Negroid single males were responses for "the desire
to prepare for college work," 22.7 percent indicating this desire, while the
percentage for Burcpids was 18.6 percent. Again, "the desire to prepare for a
better job or position" appeared second to the desire for a high school diploma,
30.2 percent of Buropids and 27.3 percent of Negroids selecting this reSponse.
It could be assumed, however, that the securing of a high school diploma meant
to the respondents a step in the direction of improving occupational status.
With married males, responses were preponderantly in favor of "the desire
to prepare for a better job or position." Considering these combined responses,
the figures were 75.0 percent for Europids and 64.7 percent for Negroids, a
definite indication that their response for participating was related to the
desire for improved occupational status and, of course, economic improvement.
With separated males, the significant trend was with Negroids, 60.0 percent
of-whom indicated the desire for a high school diploma, as against 20.0 percent
for Buropids. The number of respondents in this category, separated males, was
too small, however, to have any great effect in shaping the trend of the sample.
As a cross-check on reasons for participating, particularly reasons of
economic significance, Table 29 shows the tabulation for the relationship between
participation and job and economic expectations. Here, however, the choice of
responses, although four in number, was such that respondents may have chosen
any one of the three and have meant the same thing, viz., that his reasons for
participating were significantly related to job betterment or improved economic

status. However, the fourth choice of a response was that there was no

70

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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71

relationship between employment and participation. The question, then, for
which this table shows the results of responses, is important in that it

helps in establishing the validity of those responses tabulated in other

tables relating participation to economic gain or occupational status as reasons.

Consequently, when it is seen that 29.4 percent of Europid single women,
25.8 percent of Negroid single women, 27.3 percent of Europid married women,
11.9 percent of Negroid married women, and 24.1 percent of Negroid separated
women found no relationship between participation and employment status, it
is realized that some reason or reasons other than economic ones had some
significance.

The pattern with males was identified as identical to that for females,
the figures being: Single males, Europid - 29.4 percent; Negroid - 26.9 per-
cent; married males, Europid - 14.3 percent; Negroid - 19.5 percent;
separated males, BuroPid - 25.0 percent; Negroid - 50.0 percent.

Table 30 shows responses to the question designed to find out whether or
not respondents felt that they had accomplished the purposes for which they
had enrolled in adult education courses. Results were overwhelmingly in~
favor of the response which indicated that courses which had been or were being
taken had done and were doing what was expected of them. Over-all, only neg-
ligible percentages indicated that the aims they sought might have been accom-
plished in some other way.

It was felt that for single men and women, plans for marriage might be sig-
nificant as reason for participation. Accordingly, Table 31 tabulates the
responses to the question regarding marriage. Most important among the choice

of responses were those that indicated marriage within the year and next, indecision.

72

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74

For both men and women, EirOpid and Negroid, the largest percentages were
for indecision as to plans for marriage. This is particularly noteworthy
in that it eliminates for single respondents plans for marriage as a
reason for participation.

On the other hand, 20.0 percent of Europid and 21.2 percent of Negroid
single men indicated plans for marriage "within the year." For single women
the percentages were EurOpid, 22.7 percent and Negroid, 11.3 percent. It
can be concluded then that for at least a small percentage of single re-
spondents plans for marriage were certainly part of their reasons for parti-
cipating.

Table 32 shows the relationship between participation and a self-evaluation
of outcomes in terns of (a) the overcoming of impediments in certain skills
such as reading, writing, arithmetic and (b) whether greater success was had
in adult education courses than in elementary or high school, or vice versa.
Significantly, 42.4 percent of Negroid single men, 59.5 percent of Negroid
married men and 50.0 percent of Negroid separated men indicated that they had
overcome impediments in reading, writing, and arithmetic. All groups showed
appreciable percentages indicating improvement in the basic skills. However,
for all groups except the three categories of Negroid men, single, married and
separated and Europid separated women, the largest percentages were those indi-
cating that they had had greater success in adult education courses than in
elementary or high school. This, although due to any number and kinds of
reasons for lack of success in elementary and/or high school, is extremely
important for adult education. Not to be overlooked, however, is the fact that
certain groups indicated greater success in elementary and/or high school than

in adult education courses.

75

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76

Significant percentages were: single women, Eur0pid - 16.7 percent;
Negroid, 23.3 percent; married women, Europid - 20.0 percent; Negroid, 21.1
percent; separated women, BurOpid - 40.0 percent; Negroid, 24.0 percent.

With men, the only significant percentages were 10.0 percent of EurOpid
single men and 21.2 percent of Negroid single men indicating greater success
in elementary and/or high school than in adult education courses.

Table 33 records responses to the questions of preference as to day-class
attendance as against evening class attendance in terms of the answers
"yes" and "no" or "indifferent." Responses were preponderantly in favor of
evening-class attendance. The exceptions were Negroid single women with
44.4 percent, Europid separated men with 40.0 percent and Negroid separated
men with 50.0 percent favoring day-class attendance. Percentages indicating
indifference were not significant except in the cases of Negroid single

women with 18.5 percent, Negroid single men with 21.2 percent, Europid separated
men with 20.0 percent and Negroid separated men with 16.6 percent, indicating
indifference as to time of attendance.

It must be pointed out that the value of this information lies not so much
in its direct contribution to the testing of our hypothesis as in its indi-
cation of the degree of satisfaction of the population with existing conditions
of participation. By inference, then, something can be told as to the degree
to which reasons for participating are impelling ones.

The results of the final question dealing with reasons for participation
are to be tabulated in Table 34 which relates participation to personal, social,
and economic outcomes as reasons. Here, again, the choice of responses is

such that the number of responses may exceed the number of respondents so that

77

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79

all percentages are based upon the total number of responses for each group
and category rather than upon the number of respondents. It is possible
that one respondent might have selected more than one from the following

choices: Courses taken have helped participant to

(a) become a better citizen

(b) become a better community
member

(c) solve personal school
problems

(d) solve personal unemployment
problems

(e) embark upon a re-training
program

Responses (a) and (b) are Obviously identical. Both were included in line with
the basic plan of the questionnaire which was to ask questions or supply
answers in more than one way in an effort to ensure validity of the responses,
as nearly as this can be achieved.

When percentages for the several responses are noted, no particular or defi-
nite trend is evident. The nearest approach would be that if the percentages
selecting (a) and (b) are added together and related to better citizenship, the
totals in all cases are less than the percentage fOr one of the other responses.
This means that for all groups and categories some reason for participating was
greater than the reason "to become a better citizen." For example, with
Europid single women the percentage for (a) and (b) combined was zero, while for

60.0 percent, help in solving a personal school problem was their reason and zit

80

for 35.0 percent, adult education participation served as a re-training program.
For only 5.0 percent was the unemployment problem a reason. With Negroid single
women, the trend was similar with 17.0 percent selecting (a) and (b); H1.5 per-
cent selecting "help in solving a personal school problem," 22.6 percent se-
lecting "help in serving as a re-training program," and 18.9 percent indicating
"help in solving a personal unemployment problem.

With married women and separated women, both Europid and Negroid, percentages
indicating that "courses have helped serve as a re-training program" were highest
for a single response at 47.3 percent for Burcpid married women, 35.8 percent for
Negroid married women, 37.5 percent and 31.u percent, respectively, for Europid
and Negroid separated women. Help in solving a personal unemployment problem
was claimed by 2u.2 percent of Negroid married women and 14.3 percent of Negroid
separated women. The personal school problem was claimed as reason by 15.5 per~
cent and 17.1 percent, respectively, of Negroid married and Negroid separated
women while 21.1 percent and 12.5 percent, respectively, of Europid married and
separated women claimed the personal school problem as reason.

The same kinds and extent of variations in response were found with males
as were found with females. Outstanding for males were the percentages for whom
participation meant help in solving a personal school problem with 54.8 percent
Europid single men, 38.9 percent of Negroid single men, 22.6 percent of BuroPid
women (married) and 23.6 percent of Negroid married women indicating this reason.
Relatively small percentages of men indicated that Participation helped solve a
personal unemployment problem. This, of course, ties in with the fact that per-

centages of unemployed men in the sample were relatively small.

Chapter VII

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

The final step in the study was that of bringing together in summary form
the information obtained and pointing out the existing relationships. This
entails (1) characterizing the sample, (2) rating it socio-economically, and
(3) analyzing the reasons for participating in an adult education program.

The sample was composed of #08 respondents representing two ethnic groups,
Europids and Negroids. Negroids outnumbered Europids 268 to 140. There were
186 Negroid females, 52 Europid females, 88 Europid males and 82 Negroid males.

The largest group according to sex was that of Negroid females; the smallest,
that of Europid females. In terms of percentages, Negroid females were #5.58
percent of the sample, Europid males 21.57 percent, Negroid males 20.09 percent
and Europid females 12.75 percent. Thus, the sample was 65.68 percent Negroid
and 58.33 percent female.

In terms of place of origin, u7.9 percent of the sample were born in
Baltimore; 52.1 percent were not native to Baltimore. 0f the non-natives, 1.9 per-
cent were foreign born.

The bulk of the sample, 99.9 percent, had lived in Baltimore two years or
longer. Only 1.1 percent had lived there less than one year.

By age group, 38.7 percent were in the 18-20 bracket, 19 percent in the
25-30 bracket, 29.6 percent in the al-uo bracket, 1n.7 percent in the #1-50 bracket,

and 3 percent in the over-50 bracket.

81

82

Considering educational status, 65.5 percent of the sample had attended
but not graduated from high school while 24.75 percent had graduated from
high school. Only 7 respondents, 1.71 percent of the sample, had not finished
elementary school and only 14 respondents, 3.42 percent of the sample, had
graduated from college.

Looking at marital status, 213 respondents, or 52.2 percent of the sample,
were married, and 141 respondents, or 34.56 percent of the sample, were single.
Only 54 respondents, 13.24 percent of the sample, were divorced or separated.

Based upon 388 responses to the question relating to length of time of
participation, 156 or 40.2 percent had participated less than one year; 105 or
27.1 percent had participated one year but less than two years; and 127 or 32.7
percent had participated for two or more years.

Finally, in this summation of the characteristics of the sample, comes the
type of activity in which the members of the sample were engaged. It is signi-
ficant that 33.1 percent were engaged in academic courses only, but when this
is added to the 24.7 percent taking academic work plus another category, it is
seen that more than fifty percent (57.8 percent) of the sample were academic-
minded. Only 12.3 percent of the sample were engaged in business and secretarial
courses and this, again, is significant when we consider that the sample was
58.33 percent female. Less than a third of the sample,30.0 percent were engaged
in trade, shop,or technical courses due, partly perhaps, to the fact that the
sample was only 41.67 percent male.

Thus, in terms of majorities,‘the sample was Negroid, female, non-native

to Baltimore, had lived in Baltimore for a period of more than two years, was

83

was in the three age groups, 18-40, had attended but not graduated from high
school, was married, had participated in the adult education program more than
one year, and was engaged in academic studies.

Summarizing the characterization of the sample in this way tended to ease
the very difficult task of stratifying the sample in terms of socio—economic
status. The task was difficult because of the very narrow range of differences
noted in the sample. The techniques involved in the determination of the
"Index of Status Characteristics"ll were attempted. It will be recalled that
occupation, source of income, house type, and dwelling area are the charac-
teristics, each weighted, used in assigning class placement to a family. But
the factor of ethnicity entered into the consideration here and made it rather
awkward to apply the I. S. C. scheme uniformly to the sample. Further compli-
cation stemmed from the fact that the questionnaire yielded information which
only through inference could be deemed usable in the case of married females.
For example, their responses to the questions relating to their husbands' occu-
pations and how they, themselves, rated them could hardly be relied upon as com-
pletely accurate. Further, the I. S. C. ratings referred to above, based upon
four characteristics, exclude amount of inc0me and education and are for Old
Americans. Thus, although only 1.9 percent of the sample were foreign born, a
total of 52.1 percent were not native to Baltimore and could not be classed as
Old Americans in terms of the sociologists' concept, that is, indigenous to
Baltimore, in this case, through two or three generations. Responses to the
questionnaire did yield usable information concerning education, occupational
status, amount of income, and dwelling conditions (whether renting or buying,

cost of home if buying or owned). Therefore, it was determined feasible to

84

stratify the sample on these bases and the added consideration of ethnicity.
Three probable class positions were found within the sample on the basis of

these considerations: For Europids, Upper Lower, with too few Lower Middle to
affect the picture; and for Negroids, Probably Lower Lower, and Upper Lower,

with too few Lower Middle to affect the results for this segment of the sample.

The summation of reasons for participation is best presented in tabular form

listing reasons as "desires" and indicating "repetition" where a question has
been repeated, worded differently. Percentages are based upon the totals for

each ethnic group in order that the factor of ethnicity could be considered.

Reasons Europid Negroid
1. Desire to complete high school education 28% 28%
2. Reason 1 worded differently 34 25
3. Desire to prepare for college work 15 14
4. Desire to overcome impediments in certain skills such

as reading, English Usage, writing, arithmetic 21 35
S. Desire to indulge the enjoyment of simply
"learning about things" 12 8

6. Desire to earn credits toward a college degree 2 1
7. No relationship between employment and courses taken 22 21
8. Desire to acquire some special skill unrelated to

present job or economic status 22 6

9. Desire to become a better citizen, parent,

community member 17 29

10. Reason 9 worded differently 14 26

.11. Desire to develoP self socially and culturally 12 l6

l2. Desire to increase knowledge and information 21 21

13. LDesire to become more proficient in present occupation 15 10

14. Desire to improve social status 23 37

15. Desire to improve family relationships 8 21

16. llesire to improve economic status 69 43

17. Imesire to prepare for better position 43 52

18. Reason 17 worded differently 35 46

19. Imesire to acquire some new skill (job related) 30 22

20. Reason 19 worded differently 20 ll

21. Reason 19 worded "some special skill" 46 38

22. Desire to solve a personal unemployment problem 24 40

23. Desire, through re-training program, to achieve

improved job status 30 20

24. Reason 23 worded differently 24 19

25. Reason 23 ,realized 44 31

26. Desire for "something to do" II II

85

These reasons fall into three broad categories: (1) Reasons relating to
education, 23319.3 (2) reasons relating to social status; and (3) reasons re-
lating to economic status. It was noted above that three possible class po-
sitions based upon socio-economic status were found within the sample. The
application of Chi square as a test of the null hypothesis related to each of
these class positions, in turn, and the three group-reasons, gave values in each
case well above statistical values that would indicate no significant difference
at the one percent level. The highest values were those for the group-reasons,
education, and economic status. Thus, the evidence of the findings of the
present study is not sufficient to support the hypothesis that there is no sig-
nificant relationship between socio-economic status and reasons for participating

in the Public School Adult Education Program in Baltimore, Maryland.

Recommendations

 

We are in a new age--the Age of Automation. The consequences of its sudden-
ness, the effects of its presence upon the social and economic well-being of such
a large segment of the population are so great that the need for study, in this
direction, of unexplored relationships is needed.

Further, the relationships existing between socio-economic status and reasons
for participating in community colleges and college and university evening schools
should be studied in order that the functions and purposes of the Adult Education
Program, as it may well evolve within the next very few years, in an Age of Auto-

mation, may be determined.

86

More important, however, are certain specific recommendations
based upon the fact that, as this study has shown, participants in the
public school adult education program in Baltimore, Maryland, during the
subject period were predominantly below middle age; had attended but had
not finished high school; and were enrolled in academic pursuits.

Since a large segment of the papulation gave as their reason for
participation the obtaining of a high school diploma, the question of the
evaluation of previously earned credits becomes important, as does the
matter of credits yet to be earned in the particular program chosen.

It is recommended that in the evaluation of credits and in the
determination of credits yet to be earned, attention be given to the
substitution of work experience for credits yet to be earned. It would
seem inconsistent with the basic philosophy of continuing education to
require a person to take a course merely for the credit (demanded by
the program) when, because of several years of work experience, the person
can demonstrate competence in the area but does not have the credit on his
transcript. For example, take the young lady who drapped out of high school,
worked for several years as a typist after having taught herself to type
and now is faced with the problem of getting Typing I on her transcript
in order to satisfy the requirements for a high school diploma in secretarial
studies.

It would be absurd to have the young student enroll in Typing I,
and it is this sort of situation that the work experience-for-credit is

recommended for study and adoption.

87

This leads to the further recommendation that counselling prac-
tices be. geared to encoura gment of the work experience-for-credit idea in
all cases to which it might be applied.

The need for study of these recommendations is great. It is
based upon the fact that for adults time is a factor, and upon the reali-
zation that regular elementary and secondary school practices are not

necessarily optimum practices for the public school adult education program.

BIBLIOGRAPHY

Bell, Wendell and Force, Maryanne T.

"Urban Neighborhood Types and Participation in Formal Associa-
tions," American Sociological Review, 21:25-34; Feb., 1956.

Burman, Arthur Carl

"Aspirational Fulfillment Among Adults on Lower Socio-Economic
Levels with Implications for Adult Education."
Unpublished Ed.D., Indiana University, 1959.

Dyer, John P.

Ivory Towers in the Market Place. New York: The Bobbs-Merrill
Co., Inc., 1956, passim.

Ewigleben, Robert Leon

"The Identification and Analysis of the Factors Contributing to
the Drop-out Rate Among Participants in Classes of the Lansing
Adult School Program."

Unpublished Ed.D., Michigan State University, 1959.

Harris, Albert T.

"Analysis of Selected Socio-economic Data for the Purpose of
Determining the Content of and the Conditions under which a
Program of Education May Be Carried on by and for the Negro
Adults of Chesterfield County, Virginia." '
Unpublished Ph.D., University of Michigan, 1948.

Kaplan, Abraham A.

"Socio-economic Circumstances and Adult Participation in
Certain Cultural and Educational Activities."
Contributions to Education No. 889. New York: Bureau of
Publications, Teachers College, Columbia University, 1943,
p3881m.

Knox, Allen Boyd

"Adult College Students: An Analysis of Certain Factors Re-
lated to Characteristics of Students Attending a University
Adult College."

Unpublished Ed.D., Syracuse University, 1958.

10.

11.

12.

Ladd, Ernest Everett

"The Characteristics of Adults Enrolled During 1951-1952 in the
Gary, Indiana Night School Classes for Credit Toward High
School Graduation."

Unpublished Ed.D., Indiana University, 1953.

Philips, Alfred McKenzie

"An Analysis of Relationships Between Enrollments and Fees in
Public School Adult Education Classes in the State of Washing-
ton."

Unpublished Ph.D., Washington State University, 1959.

Verner, Coolie, and Newberry, John 3., Jr.

"The Nature of Adult Participation" Adult Education, 8:208-22;
Summer, 1958.

Warner, W. Lloyd, Meeker, Marchia, and Belle, Kenneth

Social Class in America. Chicago: Science Research Associates,
1949, passim.

Zeman, Sanford Jack
"A Study of University of Buffalo Evening College Students

Receiving the Bachelor's Degree, 1952-1958."
Unpublished Ed.D., University of Buffalo, 1960.

APPENDIX

MALE

Table I continued

viii

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

EUROPID FREQUENCY DISTRIBUTION NEGROID
Status A B C Totals Status A B C Totals
Single 2h 7 l 32 Single 21 12 - 33
Married 29 19 3 51 Married 12 31 - h3
Separated 3 l l S Separated l S - 6
Totals 56 27 5 88 Totals 38 88 - 82
PERCENT DISTRIBUTION
Status‘ A B 0 Totals Status A B C Totals
Single 5.9 1.7 .2 7.8 Single 5.1 2.9 ~ 8.0
Married 7.1 h.7 .7 12.5 Married 2.9 7.6 - 10.5
Separated .7 .2 .2 1.2 Separated .2 1.2 - 1.5
Totals 13.7 6.6 1.2 21.5 Totals 8.3 11.7 - 1 20.0
Legend: A - Born in Baltimore

B ~ Not Born in Baltimore

C - Foreign Born

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I

PARTICIPATION IN ADULT EDUCATION

Participants in Adult Education courses have enrolled in them for various reasons. The purpose of

this questionnaire is to learn something about such participants and their reasons for participating.

I wish to express deep gratitude to the Adult Education Department of the Baltimore Public Schools,

to Dr. Wilmer V. Bell, to Mr. William M. Rawlings, to Mr. Stoyan Menton, and to all others who are c0-
operating so splendidly in making this study possible.

Please answer all questions factually. All responses will, of course, be treated confidentially. Complete

anonymity is assured since no signature is requested. Thank you very much for your assistance.

I.

The questions in this group are all about YOU. Some are to be answered by filling in blanks. Others

are to be answered by circling the prOper letter or letters which correctly and completely answer the

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

question.
1. Your birthplace is: _.__ -.,____,_-_._.__ - -_-_-,,_-M_,_ -
2. Your parents’ birthplaces are:
Mother __ _ _ -_ _ _ w ___ _ __
Father __.__ _.,____._._.. fl. ___ _ __ - - WV
3. Many Americans come from immigrant stock. If such is the case in your family, please indicate the
country of origin of (do not answer if country is U. S. A.):
Mother __ _ -_ ___ __M - , _ -_ _- -n__
(Country of Origin)
Father - ,H _____ ___ ____
(Country of Origin)
Maternal Grandmother
(Country of Origin)
Maternal Grandfather n
(Country of Origin)
Paternal Grandmother
(Country of Origin)
Paternal Grandfather
(Country of Origin)
4. Language (other than English) in which parents were fluent:
(a) French
(b) German
(c) Italian
'(d) Spanish Father — a b c d e
(e) Other Mother — a b c d
5. Anthropologists, though not always sharing like views of racial and ethnic definitions, are generally

a d on the following broad categories: (Please check the one which best describes the background
0 your parents.)

(a) Europid
(b) Mongoloid Father — a b
(c) Negroid Mother — a b

10.

11.

12.

13.

14.

15.

Parents’ Schooling:
a. Father .__--_-.-_-- _.-- - _ -. -----.- ---(Highest Grade Attained)
b. Mother _f-__-_-__ ---- .-------.-.----_----_--(Highest Grade Attained)

Parents’ Present Occupation:
a. Father__...__ -- _---_ _ -- --_- __.. ---. . , --

 

b. Mother -_ _.,-___.---. --- __-_,---_-- ___ _ . . -___

 

Parents’ Previous Occupation, if Deceased:

a. Father _-___--- -- ---_-._ .- ___-WA -

 

 

b. Mother -- ___-___ -_ ..__- ---_--_-_--_--- _--fi- ---

 

Have you lived in Baltimore
a. Less than one year?

b. One year?

c. Two years

(1. More than two years?

Have you taken courses in the Adult Education Program in Baltimore
a. Less than one year?

b. One year?

c. Two years?

(1. More than two years?

Do you consider yourself to have been a good student:
a. In elementary school?

b. In high school?

c. In art?

d. In music?

e. Other? (Please name it.)

Were you enrolled in Adult Education courses in Baltimore during:
a. The first semester, 1960-61?

b. The second semester, 1960-61?

c. The first semester, 1961-62?

Was your reason for taking Adult Education Courses concerned with:
a. Improving your social life?

b. Improving your family relationships ?

c. Improving your social status?

d Improving your economic status ?

e Improving your family life?

Concerning your present employment:
a. How long have you been employed there?

 

b. Have you received a raise from your original salary or wage?
c. What is your present salary or wage? __

 

 

(1. Do you expect a raise?
e. Do you expect promotion?
f. Do you desire promotion?

As a wage earner in your family, are you:

a. The principal wage earner?

b. The only wage earner?

c. Helped by the earnings of your wife (or husband)?
(1. Helped by financial establishments ?

 

 

 

16.

17.

18.

19.

20.

21.

22.

23.

24.

Do you belong to:

a. A social club ?

b. A fraternity?

c. A sorority ?

d. A political organization ? a b c d
Do

you attend regularly:
a. Church ?
b. Social club meetings ?
c Civic meetings ?
d Lodge meetings ?
e Union meetings?
f. None ? a b c d e f

Do you make regular contributions to:

a A church?

b. Civic drives?

c. Charitable drives?

d. A social club?

A union?

None? ' a b c d e f

Concerning courses you have taken in the Adult Education Program, do you:

a. Feel that courses taken have done for you what you expected from them?

b. Think you could have accomplished your aims in any other way?

c. Feel that you could advise your friends or relatives to employ this means for improvement or
advancement? a b c

I‘m

What are your suggestions for:
a. Additional courses?

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.- ..*_.- __—__-._. -..-___,__ h_.__ _.___.--_ __-- _ ___. _ _ _ .. _._.____— _ _ v-.¥-H. ...—...- __ _-

 

b. Different treatment of courses now offered?

- .--.._ .-.-.--.-—._ _-_.... __-...,.__. ...- __ . - . _ .. . __ _. ___ .-.-.. _ _ ._ ... _ .. , - ,- A ... - .7- i... -,,__,_,-___ _ -V_ __-__ __ _ __ . _ __ -_- _ __- _ —

 

 

H.-H_ ._.- -——-

 

Two or three chief dissatisfactions with some phase of your life or life situation which ended in
your making the decision to take adult education courses: (If none, omit and answer 22)

a. ---__-__ --- .---___

b. _- ., -_, _-___- -_---- - ,- ----___---

 

 

 

 

 

 

C. ...-___--- . - _r-._ ___-___- ___ _

 

Two or three chief satisfactions you derive from your adult education courses:
a. .____-----__ _-
b. _____,.-. - , ,

c. ,. __.___.._.

 

 

 

 

 

 

Concerning courses you are taking in the Adult Education Program, do you:

a. Feel that you would prefer to work more slowly?

b. Work according to the present time schedule? (Semester system)

c. Work according to your ability, i.e., go as fast as your abilities will allow without regard to a

rigid and constant time schedule? a b c
Would you prefer to attend day classes rather than evening classes?
a. Yes?
b. No?

c. Indifferent? a b c

25.

11.

Do you know of persons who would attend adult education classes if they were held in the daytime
rather than in the evening?

a. Yes?
b. No?
c. The question has never been discussed. a b c

The questions in this group should be answered by circling the one letter which most correctly answers
the question.

26.

27.

28.

29.

30.

31.

Could your reasons for participating in the Adult Education in Baltimore include:
The desire for something to do?
The desire to acquire some special skill?
The desire to increase your knowledge and information only?
Your enjoyment in simply learning about things?
Your desire to become a better person as a parent, member of society, etc.?
a b c d e

9999‘!”

Concerning courses you have taken, or are taking, in the Adult Education Program, do you feel
that they have:

Helped you to become a better citizen?

Helped you to become a better community member?
Helped you solve your personal school problem?
Helped solve a personal unemployment problem?
Helped in a re-training program for you?

999.62»

a b c d e

Relating your own self-evaluation of your work in Adult Education, do you feel:
a. That youhave been helped to overcome impediments in certain skills such as reading, writing,
arithmetic?
b. That your success in adult education courses has been greater than in your elementary and high
school work?
c. That you were more successful in elementary or high school work than in adult education courses?
a b c

Did you become interested in the Adult Education Program in Baltimore primarily:
Through friends?

Through radio?

Through TV?

Through literature on adult education?

Through familiarity with the program in some other city?

9999'?

a b c d e

Would you say that your career goal in life is (or was) associated with your participation in the
Adult Education Program in Baltimore:

Not at all?

To a limited extent?

To a moderate degree?

To a large extent?

Very greatly? a b c d e

seem»

Concerning your expectation with reference to adult education courses, do you plan to:
a. Take other courses? .

b. Take courses related to courses previously taken?

c. Take courses entirely unrelated to courses previously taken?

d. Take no other courses? a b c d

Check your age bracket:

a 18-24

b. 2430

c. 30-40

d. 40-50

0. Over 50

f. Over 65 . a b c d e f

33.

34.

35.

36.

37.

38.

39.

40.

41.

Concerning service in the armed forces:

a.
b. Did you serve during the Korean War?

c.
(1.

Did you, prior to enrolling in adult educatio 11 courses:

as???

Could your reasons for participating in the Adult Education Program in Baltimore include:
The desire to earn a high school diploma?

The desire to prepare for college work ?

The desire to earn credits toward a college degree ?

The desire to secure technical training?

The desire to prepare for a better job or position?

a.
b.

999

Did you serve during World War II ?

Did you serve after the Korean War?
Are or were you subject to the draft?

Graduate from high school?
Graduate from college ?
Attend college, but did not graduate?

Attend high school but did not graduate?
Take, in addition to your regular school work, special work, e.g., in music or art?

Are you at present:

sheep's: eeegemseae‘anaeap‘a

Single ?
Married ?
Divorced ?
Separated ?
Widowed ?

a single man, do you plan to marry:

Within the year?
Within the next two years?

Within the next five years?
Not at all?

Undecided ?

a single woman, do you plan to marry:

Within the year?

Within the next two years?
Within the next five years?
Not at all?

Undecided?

married, do you have:
. One child?

Two children?

Three children?

More than three children?
No children?

If a married person, do you:

abs-age

Own your own home ?
Rent a home?
Rent an apartment?

Make payments toward the purchase of your home?
Live with relatives or friends rent free?

a

a

b

b

C

C

d

e

If you own or are buying your home, would its appraised value on today’s market be approximately:

W999?!”

Less than $10,000 ?
$10,000 ?
$12,500 ?
$15,000 ?
$17,500 ?
More than $17,500 ?

42.

43.

44.

45.

46.

47.

48.

If you have or have had children who have been in school, their educational status could best be

described as:

In grade school?

In high school?

In college?

Finished high school?

Attended graduate or professional school?

Finished grade school but did not attend high school?

was???

a b c

If a married woman, your husband’s occupation is more nearly described as:
Professional, technical?

Manager, official, proprietor?

Clerical, sales?

Craftsman, foreman?

Industrial machine operator?

Service worker?

Laborer? a b c

"FT”PP‘PP'?’

Your best friend’s occupation is:
Professional, technical?
Manager, official, prOprietor?
Clerical, sales?

Craftsman, foreman?
Industrial machine operator?
Service worker?

sweeps?

Your most influential friend’s occupation is:
Professional, technical?

Manager, official, prOprietor?

Clerical, sales?

Craftsman, foreman?

Industrial machine Operator?

Service worker ?

area???

Your richest friend’s occupation is:
Professional, technical?
Manager, official, proprietor?
Clerical, sales?

Craftsman, foreman?
Industrial machine operator?
Service worker?

89599-5???

If a married man, do you feel it necessary that your wife:
Seek employment outside the home? '

Not seek employment outside the home?

Remain a housewife?

Look forward to employment in the future?

sage

If a man, married or single, your main occupation is:
Professional, technical?

Manager, official, prOprietor?

Clerical, sales?

Craftsman, foreman?

Industrial machine operator?

Service worker?

passage

Laborer ? a b c

Laborer? a b c

Laborer ? a b c

Laborer? a b‘ c

0'3

HQ

49.

51.

52.

53.

54.

Would you state as your reason for taking adult education courses:

a. To prepare for a better position?

b. To become more proficient in some area?
c. To acquire some new skill?

d. To develop self socially and culturally?

If a married woman, do you:

a. Work outside the house?

b. Hope to secure employment?

c. Plan to remain a housewife only?

d Feel that you should work?

e Feel that you should not have to work?

a

b

C

If a married woman living with your husband, do you rate your husband’s occupation:

a. Excellent?
b. Good?

c. Satisfactory?
(1. Fair?

e. Poor?

a

b

C

d

e

Concerning the relationship between your present employment and work taken in the adult educa-

tion program, do you:

a. Expect advancement as a result?
b. Expect a new job as a result?

c. Expect higher wages as a result?

d. Find no relationship between employment and courses taken?

a

b

c

d

e

Is the expression which best describes your present attitude toward your adult education courses:

a. Very dissatisfied ?
b. Dissatisfied?

c. Indifferent ?

d. Satisfied?

e. Very satisfied ?

Please list below:

Column I — Courses in Adult Education
You Are Taking

9999'!”

Column II — Courses in Adult Education

EDP-953‘s

You Have Taken

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