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‘ This is to certify that the
thesis entitled
A study of the attitudes of black students in integrated
universities compared with their counterparts in black

universities.

presented by

James C. Jones

has been accepted towards fulfillment
of the requirements for

Ph.D. degreein Administration and
Higher Education

was

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ABSTRACT

A STUDY OF THE ATTITUDES OF BLACK STUDENTS IN
INTEGRATED UNIVERSITIES COMPARED WITH THEIR
COUNTERPARTS IN BLACK UNIVERSITIES

BY

James C. Jones

The purpose of this study was to compare attitudes
of two groups of black students-—those attending a black
university with their counterparts attending an integrated
university. Specifically, this study had this objective:

To determine what differences in attitudes exist, if

any, with respect to life satisfaction, self-esteem,

alientation, and college experience between the black
students attending an integrated university and their
counterparts attending a black university.

The data for this study were collected during the
second week of the second term of the 1970-71 school year
by means of a Social Psychological questionnaire. The
questionnaire was designed to measure the respondents'
attitudes relative to a set of four variables:

1. Life satisfaction--reported feeling of con-

tentment with one's life style, generalized or

global.

2. Self-esteem--an individual's feelings of worth.

James C. Jones

3. Alienation—-an individual's generalized
pervasive sense of social malintegration.

4. College experience—-the degree of satisfaction
with regard to particular aspects of college
experience.

The results of this study provide significant
information which reveals that those black students
attending integrated universities think more highly of
themselves then their counterparts attending black uni—
versities; but they are also more alienated, are less
satisfied with life, and rate their college experience
less favorably. Indeed, the black students attending the
black university are more satisfied with life, feel secure
in their college experience, yet have low self—esteem.

In practical sense, it seems that to a great extent
the integrated universities are attracting more aliented
black students. They are also attracting those with quite
a different set of attitudes and characteristics toward
college experience. In view of the thrust on the part of
integrated universities to attract black students, such

facts are important to consider.

A STUDY OF THE ATTITUDES OF BLACK STUDENTS IN

INTEGRATED UNIVERSITIES COMPARED WITH THEIR

COUNTERPARTS IN BLACK UNIVERSITIES

BY
ZEN
James C! Jones
A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

Department of Administration and
Higher Education

1971

DEDICATION

To My Mother
Mrs. Ella Jones
and My Daughters

Jameslynn and Pamela

ii

ACKNOWLEDGMENT

The author expresses his sincere appreciation and
gratitude for the assistance given by Dr. John Parsey,
Chairman of the Guidance Committee, during the course of
his graduate study. Also Doctors Sam Corl, Philip Marcus,
Van Johnson, and Don Nickerson for their help as members
of the Guidance Committee. Drs. Clifford J. Pollard and
Calvin Moore contributed greatly to this research and the
author wished to eXpress a special word of thanks. The
author sincerely appreciates the services of Dr. Charles
Flowers and Mr. Don Coleman.

Most importantly, this author wished to thank his
wife, Izetta and four sons, James Jr., William, Daveleous,
and Ekdt: for their consideration and support. Without
their continued understanding this study would not have
been conducted.

Over and above all this author thanks God.

iii

TABLE OF CONTENTS

Chapter
I. INTRODUCTION . . . . . . . . .

General Statement of the Problem .
Major Concepts of the Study. . .
Rationale of the Study . . . .

Major Assumptions and Relations
Summary . . . . . . . . .
II. REVIEW OF RELATED LITERATURE. . . .
Life Satisfaction . . . . . .
self-ESteem o o o o o o o o
Alienation . . . . . . . .
College Experience. . . . . .
Summary . . . . . . . . .
III. METHODOLOGY . . . . . . . . .

History of Universities . . . .

Michigan State University . .
Central State University . .

Hypotheses . . . . . .
Procedures of the Study . . . .
Definitions of Major Variables. .
Instrumentation. . . .
Procedure for Selecting Students .

The Sample . . . . . . .

Analysis of Data . . . . . .
Limitations of the Study. . . .

iv

Page

mun-4

l2
16
22
23

26
26

26
27

28
29
29
30
32

32

34
35

Chapter

IV. ANALYSIS AND INTERPRETATION OF DATA

Characteristics of the Sample.
Comparisons on Life Satisfaction.
Comparisons on Self-Esteem. .
Comparisons on Alienation . .

Comparisons on College Experience

Summary . .

V. SUMMARY, CONCLUSIONS, AND

Summary . .
Major Findings

Hypothesis
Hypothesis
Hypothesis
Hypothesis

QWNH
O

of the Study .

Discussion of Findings . . .
Implications of the Study . .
Recommendations .

REFERENCES. . . . .
APPENDICES

Appendix

A. Social Psychological Questionnaire

Correspondence .

RECOMMENDATIONS

Page
37

37
39
44
48
52
56

58

58
6O

6O
61
61
62

62
64
65

67

70

11.
12.

13.

14.

15.

LIST OF TABLES

Characteristics of Total MSU and CSU
Samples . . . . . . . . . . .

MSU and CSU Reported Extent of Involvement
in Campus Racial Demonstrations . . .

Male and Female Reported Involvement in
Campus Racial Demonstrations . . . .

MSU Male and Female and CSU Male and Female
Chi-Square Analysis of Student Life
Satisfaction . . . . . . . . .

MSU and CSU Life Satisfaction . . . . .
Male and Female Life Satisfaction. . . .

MSU Male and Female and CSU Male and Female
Reports of Self-Esteem . . . . . .

MSU and CSU self-ESteem o o o o o o 0
Male and Female Self-Esteem. . . . . .

MSU Male and Female and CSU Male and Female
Reports of Alienation . . . . . .

MSU and CSU Alienation . . . . . . .
Male and Female Alienation . . . . . .
MSU Male and Female and CSU Male and Female

Perceptions of Quality of College
Experience . . . . . . . . . .

MSU and CSU Perception of College Experience

Male and Female Perception of College
Experience . . . . . . . . . .

vi

Page

38

39

39

40

43

43

45
45

47

49
51

51

53

55

55

CHAPTER I

INTRODUCTION

General Statement of the Problem

 

The general problem addressed by this study
involves the similarities and differences in the attitudes
and characteristics of black students who attend pre-
dominantly white institutions of higher education as
opposed to those who attend predominantly black insti-
tutions of higher education. A number of efforts have
been made to describe attitudes of black college students
in terms of socio-economic status and educational
background and to relate differences in achievement and
motivation at the college level. Relatively little work
has been done to compare the attitudes of black students
attending black colleges with their counterparts in pre-
dominantly white colleges. Also, there is no reported
research of this type on the two groups of black students,
particularly with regard to life satisfaction (feeling of
contentment with one's life style), self-esteem (respect
for one's self and a feeling of worth), alienation (sense
of estrangement), and assessment of their college experi-

ence .

There is growing concern on the part of college
administrators and counselors regarding the attitudes and
behavior of black students. Indeed, in order to enable
higher education to initiate social, cultural, and economic
growth, school administrators should have a broad
perspective of the attitudes and characteristics of black
students.

Since black institutions have relatively little
financial support from federal, state, and private
organizations, it is impossible for these institutions to
offer academic programs that are comparable to those in
large integrated universities.

Many students in these black institutions appear
somewhat alienated by their educational environment because
they feel deprived of educational facilities when comparing
their school with more affluent integrated institutions.

On the other hand, a different sort of problem with respect

to alienation confronts the black student in an integrated

university. Carl A. Fields writes:
One thing that needs to be understood about the Negro
student in a predominantly white college is that he is
in a sense a displaced person. This dilemma is a hard
one for him to resolve. If better colleges are now
open to him, he feels he must enter one in order to
compete in modern society. But if he does so he
subjects himself to severe alienation from the sup-

portive factor of his root subculture both at home
and away. 1

 

1Carl A. Fields, "Princeton University's Response
to Today's Negro Student," Journal of National Association
of Women Deans and Counselors (Winter, 1969), 71.

 

 

Some of the complexities facing universities today
are: increasing numbers of black students, changes in
curricular offerings, and the need for greater curriculum
flexibility to meet the needs of black students. However,
university authorities recognize that the different
approaches that are emerging in the institutions do not
always meet the needs of black students. This study hopes
to give administrators of both black and white universities
a better insight and a better understanding of black

students.

Major Concepts of the Study

 

The conclusions that eventually will be drawn are
based on the four following variables:

Life Satisfaction is reported feeling of contentment

 

with one's life style. It is a generalized or global
variable, not related to any particular aspect of satis-
faction, happiness, or contentment with life style. For
example, "More and more I am coming to ask myself what's
the use of it all." A respondent who agrees with this
statement shows dissatisfaction with his life style.
Another example is "I generally feel in good spirit."
Here agreement with this statement indicates satisfaction
with life style. My assumption is that a student who
feels good about what is going on around him is satisfied

with life (see Appendix A for the entire instrument).

Self-esteem is defined as an individual's respect

 

of himself and his feeling of worth. A person who is high
in self-esteem does not necessarily consider himself better
than others, but he definitely does not consider himself
worse. He does not feel that he is the ultimate in
perfection, but on the contrary recognizes his limitations
and expects to grow and improve. Low self-esteem is
characterized by the reverse of these feelings. For
example, "All in all I am inclined to feel that I am a
failure." A respondent who agrees with this statement
shows low self-esteem. Another example is "I am able to do
things as well as other people." An agreement with this
statement shows high self-esteem (see Appendix A).

Alienation is defined as an individual's gener-

 

alized pervasive sense of social malintegration of self-to-
others alienation (vs. self-to-others belongingness). A
person who is highly alienated would answer positive to
this statement, "Most people do not really care what
happens to the next fellow" (see Appendix A).

Quality and Nature of College Experience is the

 

reported degree of satisfaction with regard to aspects of
college experience, such as social aspects--ease of making
friends and the quality of friendship made--the nature and
quality of classroom experience—-relationship with
instructors--quality of teaching--relevance of course
content to individual interest--adequacy of instructional

facilities and materials-—the community setting of the

college--experiences of discrimination off campus—-
availability of extra-curricular social and cultural
opportunities. If a student agrees with the statement,
"If a student wants help he usually has to answer a lot
of embarassing question," the students tends to perceive
his college experience as being negative. However, if a
student agrees with the statement, "Everyone has a lot of
fun at this school," he perceives his college experience

as being positive (see Appendix A).

Rationale of the Study

 

Major Assumptions and Relations

 

Since the parameters defining life satisfaction may
vary a great deal, and since they may depend on such
factors as origin and aspiration, and are interrelated to
the other factors studied here, it is hypothesized that
the likelihood of a black student feeling satisfied with
his life will be about the same at Michigan State Uni-
versity (MSU) as at Central State University (CSU).

Since pursuing higher education in a more
prestigious school is liable to be the greatest contri-
buting factor to self-esteem, it is hypothesized that black
students at MSU will hold themselves in greater esteem
than students at a less prestigious black school. The

same would probably hold true if one compared students

from a less prestigious white university with white
students at MSU.

Since alienation may result in part from being in
a milieu comprised of persons unlike ourselves, or in a
heterogenous milieu, and since a large university setting
is apt to contribute to a sense of anonymity, it is
hypothesized that black students in a small university
among peers who share similar social and cultural values
are less likely to be alienated than black students among
a population of blacks whose social contacts with other
blacks has been diluted.

In View of the general acceptance of MSU as a
leading center for higher education and in spite of the
fact that the quality of education in small black uni-
versities may be in instances superior, it would be eXpected
that black students at both universities would conceive
that the education at MSU is superior. The cultural,
social, and artistic atmosphere, and the Opportunity for
widened horizons such as exposure to various cultures,
which are also aspects of one's total educational experi-
ence would, of course, be expected to be far superior at
MSU. Hence, there are clearly other parameters of "edu-
cational quality" which would be eXpected to be taken into
account by both groups of students.

Since the assumptions cited above take into

account the general picture of the black student in the

settings that were studied, certain particular assumptions
have been made. They are as follows:

When a black student comes to MSU he will immedi-

ately fall in with the black students on campus because:

1. He feels isolated from the mainstream of the
university community. Hence, he tends to
associate with others like himself because
there is security in numbers.

2. He feels as though he is in the minority.

3. The black female students feel alienated
partly because they get fewer dates.

4. The black male students feel alienated because
they sense oppression by the white males.

The black students entering CSU:

1. Feel a sense of importance because they are
all black students there.

2. Feel alienated partly because of inadequate
facilities.

3. On the other hand, in contrast to a feeling
of importance through being with his peers,
there may be an ambivalent feeling of being
left out because he could not get into an

integrated institution.

Summary

In this chapter a general statement of the problem

has been made, the major concepts of the study given, and

the underlying rationale, as well as related assumptions
and reactions set forth. Essentially, the study compares
the attitudes of two groups of black students in mid-
western universities, one of which is predominantly black
and the other predominantly white.

Attitudes indicative of life satisfaction, those
reflecting degree of alienation, those suggesting amount
of self-esteem, and those expressing the nature of the
college experience are to be compared in the two groups.

Necessarily, certain major and minor assumptions
have been made, primarily on the basis of the writer's
exPerience as a teacher and as a student on both kinds of
campuses. These assumptions, however, are tentative and
function primarily to serve as a skeleton around which the
study was built.

One major purpose of this study was to identify
more fully the overall attitudes of black students in
midwestern universities, especially as they relate to
students' feeling of well-being. With the rapidly
increasing enrollment of blacks in universities it would
seem desirable, if not imperative, that such critical
information be known, if universities and students are to

be successful.

CHAPTER II

REVIEW OF RELATED LITERATURE

The present study will compare the philosophical
outlook of black students in a black university with their
counterparts in an integrated university as expressed by
certain attitudes. The few studies reported in the
literature which are relevant to the present investigation
deal with white and black students. They are given here

under the categories used in the present study.

Life Satisfaction

 

Wilson includes studies on happiness that extend

back into the 1930's.2

Since few surveys conducted prior
to the 1950's employed sophisticated sampling methods, their
value is too limited to report here. Wilson does describe

a nationwide study by Wessman in which 46 per cent of the

population was characterized as "very" happy, 45 per cent

 

2W. Wilson, "Correlates of Avowed Happiness,"
Psychological Bulletin, NO. 67 (1967), pp. 294-306.

 

10

as "fairly" happy, 7 per cent as "not very" happy, and
l per cent as "not at all" happy.3

In a study by Gurin, Veroff, and Feld a single
three-alternative question on happiness dealing in depth
with reported psychological adjustment and problems with
work, family, and social relations was asked.4 The sample
consisted of a national cross-section of 2,460 respondents
chosen by probability methods to represent the entire adult
population of the United States. Interestingly, 11 per
cent of the nationwide sample said that they were "not
too happy"; higher rates of unhappiness were found in the
metropolitan areas, whereas lower than average rates of
unhappiness were found in the suburbs--as compared to
residents of small cities and rural areas. They also
found that 17 per cent of respondents whose parents were
divorced or separated rated themselves as currently unhappy
versus 11 per cent of those from intact homes.

In a similar study, Bradburn and Caplovitz used
the Gruin, et_al., happiness question in four towns in
Illinois with between three- and ten-thousand population.
Two of the towns were classified as economically depressed,

the other two as relatively well-off economically.

 

3D. Wessman, "A Psychological Inquiry into Satis-
faction and Happiness" (unpublished Ph.D. dissertation,
Princeton, 1956).

4G. Gruin, J. Veroff, and S. Feld, Americans View
Their Mental Health (New York: Basic Books, 196071

 

 

11

Approximately 100 interviews were completed with a cross-
section of men between the ages of twenty-five and forty-
nine in each community. These were supplemented with
short questionnaires distributed to other adult members of
the same household, bringing the total number of responses
up to over 2,000. Interviews were conducted in the spring
of 1962, with a special reinterview with 547 respondents
being completed to gauge the effects of the Cuban missile
crisis on reported happiness.5 This study found that this
event had no discernable effects on reported happiness as
measured by the instrument employed by the researchers.
Cantril reports that although Americans enjoy the
highest standards of living in the world, people in all
socio-economic groups still feel that both they and the
country have considerable distance to go in reaching the
top of the ladder of life, which is perceived in terms of
healthy, happy family life with increasing opportunities
for their children.6 Among all the population groups, it
is the Negro who feels most frustrated, but there were
clear indications that the Negro sensed progress was being

made toward his goal of equality. Cantril reports that:

 

5N. Bradburn and D. Caplovitz, Reports on Happiness

 

(Chicago: Aldine, 1965).

6H. Cantril, The Patterns of Human Concerns (New
Brunswick, N.J.: Rutgers University Press, 1965).

 

12

Negroes rate themselves lower than whites with respect
to the opportunity they feel they have, how successful
they have been, how much they can do for themselves,
and how much they enjoy life. And, of course, they
rate themselves higher than do white peOple in terms
of the troubles and worries that confront them. They
also give religion a more important rating than do
their white compatriots. But it is significant that
here too, there are no appreciable differences between
Negroes and whites in the degree to which they respect
themselves or in their degree of self-confidence. By
1959, the time of our survey, Negro Americans had
apparently been able to shed the lack of self-respect
that had so long haunted many of them vis-a—vis the
white norms they had learned. And their bright hopes
for improvement in their lot have bolstered their self-
confidence.

Self-Esteem

 

Low self-esteem has been related by scholars as well
as by popular writers to political behavior, social
disturbance, and various other forms of personal and group
dissatisfaction. For example, studies by McClosky and
Schaar suggest that peOple with low self-esteem are also
likely to be alienated, unhappy about their lives, and to
feel incapable of controlling their futures.8

Shaver postulates several features of self-

esteem.9 First, level of self-esteem is considered to be

 

7Ibid., p. 265.

8H. McClosky and J. Schaar. "Psychological Di-

mensions of Anony," American Sociological Review, No. 30
(1965), 14-40.

 

9J. P. Robinson and P. R. Shaver, Measures of

Social Psychological Attitudes (Ann Arbor, Mich.: Survey
Research Center, ISR, The University of Michigan, August,
1969), p. 47.

 

 

13

a relatively enduring characteristic of a person. Although
an individual may experience successes or failures,
commendations or embarrassment, his general level of self—
regard is thought to be fairly stable. Second, self-esteem
results from evaluations of the self as an "object," yet
in some of its aspects this object is only available for
scrutiny by the subjects. Third, self-esteem is based on
attitudes toward self.

According to Miller, French, and Sherwood, a
person's self-concept may be thought of as multidi-

mensional.lo'll'12

That is, an individual measures himself
by a large number of cognitive dimensions, such as height,
weight, honesty, physical attractiveness, and intelligence.
A common approach to the measurement of self-
esteem or self-acceptance involves obtaining a difference
between a respondent's "actual" or "present" self and his

"ideal" or "aspired" self. There are several problems

associated with this procedure. According to Swinehart:

 

10D. Miller, "Identity, Situation and Social Inter-
action: The Impact of Social Structure on Motivation," in
S. Koch, ed., Psychology: A Study of a Science (New York:
McGraw-Hill, 1963), Vol. 6, pp. 639-787.

 

lJ'J. French, "The Conceptualization and Measurement
of Mental Health in Terms of Self-Identity Theory," in
S. Sells, ed., The Measurement of Mental Health (1969).

 

12J. Sherwood, "Self-Identity and Referent Others,"
Sociometry, NO. 28 (1965), 66-81.

 

14

The major weakness in this approach is the failure to
establish a baseline for comparisons in measuring the
discrepancy; absolute size of the discrepancy is
usually taken as a measure of self-esteem, without
regard to the subject's satisfaction with his "actual"
self—evaluation, or the acceptability of 3 given
discrepancy as the subject perceives it.1

The term "self-acceptance," despite the fact that
it is so used in many studies employing a discrepancy
measure, does not necessarily imply high self-esteem.
Self-acceptance may be based on a realistic recognition of
some falling short of an ideal, if this holds generally
true, extremely low actual-ideal discrepancies on rating

scales or check lists are likely to reflect defensiveness

rather than high self-esteem.l4’15’16 Swinehart postulates:
A good measure based on actual-ideal discrepancies
should include some assessment of the importance of
each self-evaluation dimension for the subject, the
acceptability of discrepancies of various sizes on

each dimension, and the subject's estimation of his
ability to reduce the size of unacceptable dis—
crepancies. If the subjective probability of reducing

a disturbing discrepancy is very high, the existence of
the discrepancy may have no effect on a person's

 

13J. Swinehart, "A Critique of Self—Esteem Measure-

ment" (unpublished Manuscript, University of Michigan,
School of Public Health, 1961).

14C. Taylor and A. Combs, "Self Concept and

Adjustment," Journal of Consulting Psychology, XXV (1952),
89-98.

15A. Cohen, "A Report on Some Explorations of

Self-Esteem" (unpublished manuscript, University of
Michigan, 1954).

161. Steiner, "Self-Perception and Goal-Setting

Behavior," Journal of Personality, XXV (1954), 344-47.

15
self-evaluation, but many authors seem to equate any
large actual-ideal discrepancy with low self-esteem. 7
Kardiner and Ovesey have pointed out that the ways
in which children are reared, the things that they are told
to do or not to do, the rewards or punishment patterns for
competencies or the lack of competencies, all tend to
produce basic personality types that are consistent with
the overall cultural patterns in which the children
live.18 Venturing outside the family provides the child
with additional clues of his self-worth. He learns about
himself from other children on the block who communicate
to him, by action and words, how they feel about him. As
he meets teachers, policemen, shopkeepers, he is told and
learns what these "powerful" persons think of people like
him. Out of these countless messages, the individual
contrives and formulates a picture of who and what he is.
The self-esteem of the Negro is damaged by the

overwhelming fact that the world he lives in says, "White
is right; black is bad." The literature would imply that
the effect of the total environmental press is damaging
and widespread. As Combs and Syngg point out, responses

to feelings of inadequacy range from the neurotic through

 

l7Swinehart, op. cit., pp. 2—3.

18A. Kardiner and L. Ovesey, The Mark of Oppression:
Exploration in the Personality of the Amefican Negro
(Cleveland, Ohio: Meridian Books, 1962).

 

 

16

perceptual distortions and may result in actual psy-

choses.19

Alienation

 

The concept of alienation has become one of the most
widely used and misused terms of our time. McClosky and

20 The traditional

Scharr define anomy as normlessness.
sociological model from Durkheim, assuming that social
conditions give rise to specific feelings which in turn
result in certain behaviors, is revised to give equal
weight to psychological variables as a cause of anomia.
For this study two samples were used. One was a cross-
section of the population of Minnesota, designed by the
Minnesota P011 in 1955. The other was a national sample
drawn and administered by the Gallup Poll of 1958. It was
hypothesized that anomic feelings result when socialization
and the learning of social norms are impeded and that three
psychological factors may impede the learning of these
.norms: cognitive factors, emotional factors, and an
individual's beliefs and opinions. McClosky and Schaar
summarize their results as follows:

In order to determine the efficacy of psychological

as opposed to sociological, factors in producing anomia
three groups of measures were correlated with anomia

 

19A. W. Combs and D. Snygg, Individual Behavior
(New York: Harper and Row, 1959).

 

20McClosky and Schaar, op. cit., pp. 10-14.

17

feeling. ’It was found that individuals whose cognitive
capacity was deficient as indicated by high scores on
Mysticism and Acquiescence; low scores on Education,
Intellectuality, and Awareness, tended to score high

on anomie. It was also found that individuals
predisposed to maladjustive emotional states such as
inflexibility, strong anxiety, and agression and low
ego strength are high anomie. Finally, those who held
extreme and had objective attitudes toward people were
also found to be high on anomie belief.21

Srole's measured attitudes toward minority groups
and was limited to white, Christian, native-born residents
who were mass-transit riders.22 There were 401 participants
between the ages of sixteen and sixty-nine. The hypothesis
that anomia is related to the formation of negative
attitudes toward minorities was confirmed in the Spring-
field, Massachusetts sample, the Pearson correlation
between anomia and negative attitudes towards minorities
is .43. These results held when controlled for social
status, anomia was found to be inversely related to socio—
economic status.

Rose applied Srole's items to seventy-one heads of
organizations in Minnesota and found that only 3 per cent
of them agreed with any of the Srole anomia items compared
to 20 per cent of a cross-section sample of married people

in Minneapolis-St. Paul.23 Angell also found a significant

 

ZlIbid

22L. Srole, "Social Integration and Certain Corol-
laries," American Sociological Review, XXI (1956), 709-16.

 

23A. Rose, "Alienation and Participation,‘
Sociological Review, XXXL (1962), 400—05.

American

 

18

negative correlation between the Srole anomia scale and
occupational status, income, and education in a cross-
section of Detroit residents.24 Older people and Negroes
were also found to score higher on the scale.

Lenski and Leggett present a strong case that the
Srole Anomia Scale in its present format is highly sus-

ceptible to agreement response set.25

That is, the scale
is negatively worded so that the items would be accepted
by nearly everyone.

Seeman and Evens found powerlessness to predict
tuberculosis patients' lack of knowledge of their illness,
but not dissatisfaction with their medical care.26

Neal and Rettig found another aspect of alienation,
and normlessness, to be essentially independent of

powerlessness, and to be itself composed of two separate

factors, political and economic.

 

24R. Angell, "Preference for Moral Norms in Three

Problem Areas," American Journal of Sociology, LXVII
(1962), 650-72.

 

25G. Lenski and J. Leggett, "Caste, Class and
Difference in the Research Interview," American Journal of
Sociology, LXV (1969), 463-67.

 

 

26M. Seeman and J. Evans, "Alienation and Learning
in Hospital Setting," American Sociological Review, XXVII

 

27A. Neal and S. Rettig, "Dimensions of Alienation
Among Manual and Non-Manual Workers," American Sociological
Review, XXVIII (1963), 599—608.

 

19

To measure political alienation, Olsen interviewed
154 respondents of an original 200 who were selected in
1965 from the city directory for two census tracts in Ann
Arbor, Michigan.28 One of the tracts was lower middle
class, the other upper middle class. This study measured
attitudes of incapability and attitudes of discontentment.
Olsen reported that the most significant findings were
differences in political alienation by party affiliation
and voting behavior. More than 80 per cent of people
scoring high on the incapability and low on the discontent
scale voted Democratic in 1960 and 1964 in contrast to
20 per cent of those scoring low on incapability and high
on discontentment. Both measures were inversely and highly
related to respondent's education, occupation, and income.
Unlike incapability, however, which characterized the
disadvantaged, discontent was prevalent among the "old
middle class."

Crumbaugh did a study designed to measure the
degree to which a person experiences a sense of meaning

29

and purpose in life. This study was conducted to test

Victor Frankle's thesis that when meaning in life is not

 

28M. Olsen, "Two Categories of Political Alien-
nation," Social Forces, XLVII (1969), 288-99.

 

29J. Crumbaugh, "Cross-validation of Purpose-in-
Life Test Based on Frankl's Concepts," Journal of Indi-
vidual Psychology, XXIV (1968), 24-81.

 

20

found the result is existential frustration. The
respondents were white and were selected from the area of
Columbus, Georgia. It was concluded that low correlations
with income and education imply that either education or
income alone do not assure the attainment of meaning in
life.

Dean defined and compared four separate components
of alienation with authoritarianism: powerlessness and
authoritarianism, normlessness and authoritarianism, social
isolation and authoritarianism, and alienation and
authoritarianism.30 This study was done in Columbus, Ohio
and included four of the nineteen wards of that city,
selected by criteria related to voting incidence and socio-
economic variables—-as a part of the author's study of
political apathy. He found the correlation co-efficient
for powerlessness and authoritarianism to be .37, normless-
ness and authoritarianism to be .33, social isolation and
authoritarianism to be .23, and alienation and authori-
tarianism to be .26.

Dean speculated that his variable might be a
situation—relevant variable, rather than a personality
trait, so that a person might score high on alienation in

political activity, but low in religion. He also

 

3OD. Dean, "Alienation: Its Meaning and Measure-
ment," American Sociological Review, XXVI (October, 1961),
329-31.

 

21

speculated that alienation might be a syndrome, rather than
a unitary phenomenon. In a subsequent study, Dean found
that while his scales predicted vote against a school levy,
they were less powerful predictors of alienation than age
and socio—economic status.31
Aiken and Hage described the relationship between
two types of alienation--a1ienation from work, and alien-
nation from expressive relations--and two structural
properities of organization--centralized and formalization
—-in a comparative study of sixteen welfare organizations,
staffed largely by professional workers.32 Both alien-
ation from work and alienation from expressive relations
were found to be more prominent in highly centralized, and
highly formalized organizations. Alienation from work
reflected a feeling of disappointment with career and

professional development, as well as disappointment over

the inability to fulfill professional norms.

 

31D. Dean, "Alienation and Negative Voting on a
School Levy" (paper read at Glst annual meeting of American
Sociological Association, Miami Beach, Florida, September,
1966).

32M. Aiken and J. Hage, "Organizational Alienation:
A Comparative Analysis," American Sociological Review,
XXXI, No. 4 (August, 1966), 497-507.

 

22

College Experience

 

Clark and Plotken contrast the Negro students at
integrated colleges with those attending predominantly
Negro colleges:
. . . the decision to enter an inter—racial college
rather than a segregated one probably reflects a
tendency or conscious desire to break through the
existing barriers. Thus, the Negro students in this
study not only are motivated by economic, academic,
and status considerations but also are reinforced by
their attempt to achieve racial equality through
personal goals.

The Negro student in predominantly Negro colleges on the

other hand, cannot hope to make racial breakthroughs.

Results from the Gurin et a1. study of Negro youth
show that Negro college students who focus on discrimi-
nation in explaining the disadvantaged position of Negro
Americans hold somewhat higher aspiration than students who
rely on internal explanations. They are also more likely
to aspire for pioneering jobs which were not traditionally
held by Negroes.34

Lehman reported that Michigan State University black

and white students improved their critical thinking

abilities, became more receptive to new ideas, and less

 

33K. Clark and L. Plotkin, The Negro Student at
Integrated Colleges (New York: National Scholarship Service
and’Fund for Negro Students, 1963), p. 20.

 

 

34P. Gurin, L. Gurin, R. C. Lao, and M. Beattie,
"Internal External Control and Competence and Innovative
Behavior Among Negro-College Students," Journal of Person-
ality and Social Psychology, XIV, No. 3 (1970), 263-70.

 

23

authoratative and ethnocentric after their college experi-
ence.35 The control group, which was composed of students
who first enrolled and then dropped out, changed in the
same way as the graduates. Plant reported less dogmatism
and ethnocentrism for black students at San Jose State
University after their college eXperience.36
Alexander Astin, in studies of the effects of
various college characteristics on the career choices of
exceptionally able boys, found the student's career choice
came to conform more and more to the dominant or modal
choice of his college environment.37 He noted that the
effects of any environmental experience are directly

correlated with the individual's selection of that

environment.

Summary

An attempt has been made in this chapter to review,
correlate, and assess the literature on life satisfaction,

self-esteem, alienation, and college experience. Special

 

351. J. Lehmann, "Changes in Critical Thinking,
Attitudes, and Values from Freshman to Senior Years,"
Journal of Educational Psychology, LIV (December, 1963),

 

36W. T. Plant, Personality Changes Associated With
a College Education (San Jose, Calif.: San Jose State
College, 1962).

 

 

37Alexander W. Astin, "An Empirical Characteri—
zation of Higher Educational Institutions," Journal of
Educational Psychology, LIII (1962a), 224-35.

 

 

24

emphasis was given to those studies about blacks. This

was done primarily to eliminate the uncertainty which is
ever-present in the studies of this type. Here an aspect
of the parameters studied have been given in detail so that
this may be a basis by which the reader determines the
relevance of these studies.

A measure of life satisfaction is reported happi—
ness of the respondents. The research by Wessman indi-
cated that most people consider themselves very happy or
fairly happy with only a small percentage regarding
themselves as not very happy or not happy at all. The
highest rate of unhappiness was found in the metrOpolitan
area, and the lowest rates of unhappiness were found in
the suburbs.

The analysis of Cantril suggests that life satis-
faction is related to aspiration and that there is a concern
for aspiration and achievement. The black American has
especially felt the frustration over the gap between
aspiration and opportunity. This study tested degrees of
happiness or satisfaction of black university students with
emphases on the influences that affect responses.

There have been a variety of indicators of self-
esteem. Indeed, it is often regarded as a multi—
dimensional concept. Shaver holds that self-esteem is
based on the respondent's distinction between his ideal
and his actual self. Kardiner and Onesey state that basic

personality types seem to be related to overall cultural

25

factors. Thus the "white is right" and "black is bad"
ideology may function to bring about the low self-esteem
of the Negro.

Alienation is a term having both psychological and
sociological references. Representatives of both disci-
plines debate the relative impact of sociological and
psychological factors in the relationship between alien-
ation and negative attitudes toward minorities. Several
studies have pointed to a negative correlation between
alienation and various measures of socio-economic status.
A variety of factors, such as normlessness and powerless-
ness, have been found to be positively related to various
dimension of alienation. Olsen's studies of incapability

and disenchantment are illustrative.

CHAPTER III

METHODOLOGY

The purpose of this chapter is to describe the
following: (1) history of the universities, (2) guiding
hypotheses, (3) procedure of the study, (4) the instrument
employed and the manner in which it was administered, and

(5) analysis of the data.

History of the Universities

 

Michigan State Universipy

 

Michigan State University is a co-educational state-
controlled, land-grant institution, located in East
Lansing, Michigan and founded in 1837 as Michigan Agri-
cultural College, the first state institution of its kind
in the United States. In 1925 it was renamed Michigan
State College Agricultural and Applied Science, and in 1955
the present name was adopted. The University includes
colleges of agriculture, veterinary medicine, engineering,
home economics, education, communication arts, business,
natural science, social science, arts and letters, and a

two year university college. Bachelors, masters and

26

27

doctors degrees are conferred. The University ranks ninth
largest in the nation with a total enrollment of approxi-
mately 43,000 students, of which less than 6 per cent are

black.

Central State University

 

The institution now known as Central State Uni-
versity originated with an act passed by the General
Assembly of Ohio on March 19, 1887 establishing a combined
Normal and Industrial Department of Wilberforce University.

Although associated with Wilberforce University,
the Department had a separate board of trustees and was
considered a separate institution. In 1941, the General
Assembly changed the title of the Combined and Industrial
Department which offered two-year courses to the College
of Education and Industrial Arts which offered four-year
college courses.

A third milestone in the development of the Uni-
versity came in 1951, when the General Assembly approved
legislation providing that the school should be known as
Central State College.

In 1964, graduate studies in education and English
were authorized by the Board of Regents. In 1965, Central
State College was granted university status by the
Legislature of Ohio. The College of Arts and Science, the

College of Business Administration, the College of

28

Education, the school of Music and Art, and the School of

Graduate Studies comprised the organization.

Central State University offers bachelor's degrees

in the Fine Arts, Social Work, Physical Education,

Mathematics, and Counseling and Guidance. The University

has an enrollment of 2,513 students of which about 15 per

cent are white.

Hypotheses

 

There will be significant differences with
regards to life satisfaction of the black
students attending an integrated college with
their counterparts attending a black college,
as well as differences between males and
females.

There will be significant differences with
regards to self—esteem of the black students
attending an integrated college with their
counterparts attending a black college, as well
as differences between males and females.
There will be significant differences with
regards to alienation of the black students;
those attending an integrated college with
their counterparts attending a black college,
as well as differences between males and

females.

29

4. There will be significant differences with
regards to college experience of the black
students attending an integrated college with
their counterparts attending a black college,

as well as males and females.

Procedures of the Study

 

The following steps were taken to implement this
investigation:
1. Developing operational and theoretical basis
(Chapters I and II).
2. The instrument was adapted from Social

Psychological Attitudes, and its validity and

 

reliability as established by previous testing
were accepted (Chapter III).

3. Selecting students to participate in the study
and administering the questionnaire (Chapter
IV) .

4. Collecting student response data (Chapter III).

5. Recording and analyzing the data collected

(Chapter IV).

Definitions of Major Variables

 

The following definitions are given for the vari-
ables used to operationally understand the procedure.

Life satisfaction--means contentment with one's

 

life style (see Appendix A, questions 11-20).

30

Self-esteem--means having respect for one's self,

 

and possessing a feeling of worth (see Appendix A,

questions 21-30).

Alienation—-refers to feeling of estrangement,

 

uninvolvement, "not belonging" (see Appendix A,

questions 31-40).

College experience—~refers to one's perception of

 

his training in relation to his social activities,
dormatory life, and extra curricular activities (see

Appendix A, questions 41-54).

Instrumentation

 

An instrument was developed on the variables in

this study from Robinson and Shaver's Measures of Social

 

Psychological Attitudes.38 Measures for life satisfaction

 

were taken from Bachman et a1. Satisfaction with Life
Scale. This scale was designed to show the relationship
between life satisfaction and self-esteem. The scale is
composed of twelve items describing pleasurable and
unpleasurable ways people feel. Positive and negative
responses are expected. This implies that individuals with
strong positive feelings are just as likely to have strong
negative feelings as they are to have no negative feelings

at all.

 

38J. P. Robinson and P. R. Shaver, op. cit., p. 27.

31

Measures for self-esteem were taken from Self-

 

Esteem Scale by Rosenberg (1965).39 This scale was

 

designed to measure attitudes toward self along a
favorable-to-unfavorable dimensions. The ten items are
of the Likert type, positively and negatively worded, and
presented alternately in order to reduce the danger of re-
sponse set. This measure was used successfully to make
theoretically meaningful discriminations between groups of
adolescents. However, the statements are quite general
and can be used in studies of adults.

The Srole Alienation Scale was the basis for the

alienation measures adopted for this study.40 The scale

 

was designed to measure an individual's generalized
feeling of self-to-others. It relates to socio-political
attitudes and background variables such as social status.
The internal consistency and unidimenSionality of the scale
seem to be well established, although both of these facets
may be spuriously affected by agreement response set.
Questions for the college experience were taken

from the College Index Scale issued at Michigan State

 

 

39M. Rosenberg, Society and the Adolescent Self—

Ima e (Princeton, N.J.: Princeton University Press,
1965).

 

40L. Srole, "Social Integration and Certain Corol—
1.aries," American Sociological Review (1956).

 

32

41 The scale consist of 103 items and was

University.
designed to find out as much as possible about students in
order to develop programs and experiences that would be

most beneficial to students. It is a multi-purpose

instrument which can be applied in many research areas.

Procedures for Selecting Students

 

The Sample

 

In the selection of the research sample, a black
university and an integrated university were chosen which
provided the kind of setting in which the investigator was
interested. It was deemed that both samples would come
from similar settings, that is, from the same part of the
country (the mid-west) so that other uncontrolled vari-
ables, such as social custom would not negate the validity
of the data. The universities chosen are located in the
mid-western United States. The student personnel staff is
about 90 per cent black at Central State University, and
about 7 per cent black at Michigan State University. The
student pOpulation is more than 85 per cent black at
Central State University, and less than 6 per cent black
at Michigan State University.

Authorization to conduct the research at the

institutions was obtained through the Director of Student

 

411. J. Lehmann, "Michigan State University Student
Questionnaire," Office of Evaluation Services, Michigan
State University, 1969.

33

Personnel and the Director of Residence Halls Programs in
response to written requests. Assistance from the
directors and their staffs was obtained in securing a
listing of the population of the students of interest.

The student population was identified from a list
of freshmen and sophomore students enrolled in the second
term of the 1970-71 academic year. The student sample
included freshmen and sophmore students. The students were
selected from a list of black students supplied by the
directors of the two universities. From this list every
fifth student was selected to give each student an equal
chance of being selected. Initially 100 freshmen and
sophomore students from each university were selected.

The effective study sample consisted of eighty-one usable
respondents from Michigan State University, and ninety-
seven from Central State University.

Questionnaires were distributed to the students at
Michigan State University by residential aides. These
were distributed to the aides by Assistant Director of
Resident Halls and returned to the Assistant Director. It
was believed that students would tend to attach greater
significance to the questionnaire because of the in-
volvement of the Assistant Director. In a similar manner,
the study at Central State University was assisted by the
Director of Student Personnel. The questionnaire was

administered to all students. However, some students

34

failed to respond to all items, and some questionnaires
were discarded.

A coding system provided for classifying data
according to group, sex, academic classification,
fraternities, sororities, black friends, financial
assistance, marital status, dating habits, dates with
blacks, popularity, and student activism. Information on
the major variables was gathered from reSponses to items
dealing with life satisfaction (items 11—20, Appendix A);
self-esteem (items 21-30, Appendix A); alienation (items
31-40, Appendix A); and college experience (items 41-54,

Appendix A).

Analysis of Data

 

The data collected were analyzed independently for
each of the two universities. Analysis of the data was
conducted by means of Chi-square tests of significance
on the mean scores of the variables. Analysis was
conducted on the individual test questions by comparing
Michigan State University and Central State University,
males and females and Michigan State University males and
females vs. Central State University males and females.

Analysis of the responses to the life satisfaction,
self-esteem, alienation, and nature of college eXperience
were conducted on data in the following manner: when the
items were worded in both positive and negative directions

(as in like satisfaction, self-esteem, and quality of

35

college experience) responses to the negatively worded
items were transformed as follows: the frequency of
response under the label "strongly agree" was moved to
"strongly disagree," and "agree" to "disagree." Thus,

for such negative life satisfaction items as "More and
more I am coming to ask myself what is the use of it all,"
to "disagree" was to indicate lower life satisfaction.

(No transformations of the items for the alienation vari—
ables were made since they were all worded in the same
direction). The frequency of responses under "strongly
agree" for all items of the variable were then summed for
each group (MSU male, CSU male, etc.), and this process was

repeated for the "agree," "neither," "disagree,' and
"strongly disagree" categories. Finally, a "mean frequency
of response" was calculated by dividing the sum of the

responses for each category by the number of respondents.

Limitations of the Study

 

The following limitations of this study became

apparent:

1. It was recognized that there were unmeasured
differences in University settings which could
have been responsible for the differences
within the two groups.

2. The study carried out in two localities does

not mean that it will work in other localities.

36

It is possible that the study instrument,
adapted from earlier work with white students,
does not meet the operational realities of

black students.

CHAPTER IV

ANALYSIS AND INTERPRETATION OF DATA

The purpose of this chapter is to analyze and to
discuss data obtained through the procedures described in
Chapter III. For the purpose of presenting and discussing
data collected in the study, this chapter is divided into
the following sections: (1) analytical description of the
study sample, (2) presentation, analysis, and interpre-
tation of data from Michigan State University and Central
State University, (3) reported involvement in campus racial
demonstrations, (4) presentation, analysis, and interpre-
tation of data of male and female students, and (5) summary

and implications.

Characteristics of the Sample

 

Possible bias in the study sample was checked on
the basis of the ten identification items of the instrument
(items 1 to 10, Appendix A). As shown in Table 1, there
is only one significant difference--in the matter of extent
of involvement in racial campus demonstrations (Chi-square

= 8.00, p>.05). On the whole, however, it was concluded

37

n . .mm—a‘r ...; . ..ap
'r

i

..

38

TABLE 1.--Characteristics of total MSU and CSU samples.

 

 

Variables df Chi-square P
Sex 1 1.44 NS
Academic Classification 1 1.43 NS
Association with Fraternity or
Sorority 2 2.94 NS
Marital Status 3 2.55 NS
Reported Percentage of Friends
who are Black 3 5.83 NS
Perceived Need of Financial
Assistance 3 4.52 NS
Reported Dating 1 3.25 NS
Reported Percentage of Dates
who are Black 3 3.25 NS
Reported Popularity 1 1.43 NS
Reported Involvement in Campus
Racial Activities 3 8.00 .05

 

that, for purposes of the study, the groups could be

compared.

Table 2 shows the extent of reported involvement

in racial demonstrations on campus at MSU and CSU. The
difference in reported involvement is statistically
significant (Chi-squared = 8.00, p>.05). Moreover,
Table 2 suggests that MSU black students more often

reported "great extent" or "some extent" of involvement.

In contrast, the black students at CSU more often reported

"slight extent" of involvement—-or "not at all."

5
“ -J-"'

39

TABLE 2.--MSU and CSU reported extent of involvement in
campus racial demonstrations.

 

Reported Involvement
in Demonstrations

 

 

Great Slight Some Not at Chi-
Group Extent Extent Extent All df square P
MSU 8 15 27 31
3 8.00 .05
CSU 4 32 21 40

 

Table 3 shows that for the total sample, males
reported involvement in campus racial demonstrations
significantly more often than females (Chi-square = 8.13,
p>.05). In particular, the large number of females, who
reported no involvement in racial activities appears to
account for much of the observed difference.

TABLE 3.--Ma1e and female reported involvement in campus
racial demonstrations.

 

Reported Involvement
in Demonstrations

 

 

Great Slight Some Not at Chi-
Group Extent Extent Extent All df square P
Male 5 28 24 24
3 8.13 .05
Female 7 19 24 47

 

Comparisons on Life Satisfaction

 

Table 4 presents the results of comparing the

study sample on the variable, life satisfaction.

40

19‘: .
i .

 

 

 

 

H.n m.mH H.HH w.mH H.m mHmEmm Dmu
m.o >.NH m.HH m.m m.m came Dmo
Ho. mm.mm NH
m.m n.HH m.HH m.vH n.m mHmEmm sz
m.m m.m m.n m.oa n.m mama sz
m mumsvm wp momma mmumd Hmnufimz monmm mmummmfla moouo
uflsu wamcouum Imam mamcouum
mmcommwm mo mocmsvmum com:
.cofluommmHDMm omea
uncoopm mo mammamcm mumsvmnflno onEmm cam mama Dmu ccm mHmEmm one mama sz||.q mqmde

41

Vertically, the comparison is among four groups (MSU males,
MSU females, CSU males, and CSU females). Horizontally,
the comparison is among five degrees of agreement-
disagreement on ten items of the life satisfaction variable
(see items 11-20, Appendix A). The Chi-square value is
35.39, which indicates a difference statistically sig-
nificant at the .01 level of confidence. This suggests
that the four groups of students are reporting, in general,
differential satisfactions with life--and that the distri-
bution of these reports is not likely a chance distribution.

Inspection of the distribution of mean frequency
of response in Table 4 indicates that CSU females tended
to report higher life satisfaction more often than any of
the other three groups. In contrast, MSU females tended
to report lower life satisfaction more often than any of
the three other groups. These two groups of females are
thus contributing heavily to the obtained significant
difference.

When we consider the degree of life satisfaction
reflected in Table 4 as a whole, the high—to-low order of
greater life satisfaction appears to be: CSU females, CSU
males, MSU females, and MSU males. In terms of low sat-
isfaction with life, MSU females tend to report higher
degrees of dissatisfaction with life more often, on the
average, than CSU females--followed, in order, by CSU

males and MSU males.

42

Table 5 presents the data comparing life satis-
faction at MSU and CSU. Significantly more CSU than MSU
students report satisfaction with life (Chi-square 37.46,
p>.01). In contrast, the MSU and CSU groups appear to be
almost equal with respect to dissatisfaction with life.

Table 6 presents the results of comparing the
study sample on the variable, life satisfaction. Verti-
cally, the comparison is between the total male and female
students on life satisfaction. Horizontally, the com-
parison is among five degrees of agreement-disagreement
on ten items of the life satisfaction variable (see items
11-20, Appendix A). The Chi-square value is 1.63 which
indicates no statistically significant differences between
the two groups. However, there are clear indications that
males report positive life satisfaction more often, while
:females more often report dissatisfaction with life.

In summary, Table 4 suggests that: (l) MSU males
and females are generally more dissatisfied with their
lives than CSU males and females (Table 4); (2) signifi-
cantly more CSU students are satisfied with their lives
than MSU students (Table 5); and (3) there are no sta-
tistically significant differences between the total male
and female students on life satisfaction--but females
appear to be more dissatisfied then males, and the males

more satisfied than the females (Table 6).

43

 

 

 

 

 

 

N.HH N.m~ n.mm n.m~ N.HH meEmm
mz mm.H v
o.oa m.m~ H.ma v.mH n.m mam:
m mumsvm we mmumd memos umnuflwz momma omnmmmflo msouo
-Hro mamcouum umao masconum
mmcommmm mo wocmsvmum cmmz
.cofluommeDMm omea mHmEmm cam mamzsl.o mamme
m.vH m.nm h.mm v.om m.HH Dmu
Ho. mv.nm v
m.m m.Hm H.mH n.vm v.m am:
A mumsvm mp mmumm mowed Huguemz momma mmummmfio msouo
IHEO wamcouum Imam mamcoupm

 

mmcommmm mo mocwsvmum com:

 

.cofluomwmflumm mwfla

DmU Ucm DMZII.m mqmde

44

Comparisons on Self-Esteem

 

Table 7 presents the results of comparing the study
sample on the variable, self-esteem. Vertically, the com-
parison is among four groups (MSU males, MSU females, CSU
males, and CSU females). Horizontally, the comparison is
among five degrees of agreement-disagreement on ten items
of the self-esteem variable (see items 21-30, Appendix A).
The Chi-square value is 45.89, which indicates a differ-
ence statistically significant at the .01 level of confi-
dence. This suggests, in general, that the four groups are
reporting differential self-esteem--and that the distri-
bution of these reports is not likely a chance distribution.

Inspection of the distribution of mean frequency
of response in Table 7 indicates that MSU females and CSU
females tend to report higher self-esteem more often than
MSU males and CSU males. At the other extreme, CSU males
and CSU females more often report lower self-esteem than
do MSU males and MSU females. In general, the high-to-low
order of reported self-esteem is: MSU females, CSU
females, CSU males, and MSU males. In negative terms, CSU
males, closely followed by CSU females, tend to report
lower self-esteem more often than MSU males and MSU
females--the latter reporting low self-esteem less often,
on the average, than any other group.

In Table 8 there is a clear and highly significant

difference (Chi-square 36.68, p>.01) in the mean frequency

45

 

 

 

 

 

 

m.vm m.vm m.mH o.m m.m oHoEom
mz mm.m v
m.m~ m.v~ m.NH o.ma v.m oamz
m ouozwm mo ooumd ooum¢ Hocufloz ooumo ooumomfia moouo
uflnu wamcouum amen mamcouum
omcommom mo accosooum coo:
.Eooumolmaom DmU mono DmZII.m mqmdh
H.mH N.ma m.m v.m m.v oHoEom Dmu
m.va H.ma H.m o.> m.m oHoE Dmu
Ho. mm.mv NH
n.mH o.mH h.m m.m o.H oHoEom om:
m.aa >.HH m.v o.m m.a onE sz
m ouoswm mo ooumm ooumm Honpfloz ooumo ooummmfla msouw
IHQU wamcouum Imam hamcouum

 

omcommom mo wocosvoum cooz

 

.EmmflmmlMHmm MO m#HOQ®H OHMEGM UCM OHQE DWU GEM OHMEOM UCM OHME Dm2l|.h MQmANB

46

of response on self-esteem between MSU students and CSU
students. In general, both groups tend to report higher
self-esteem more frequently than they report lower self-
esteem. In particular, the CSU students report both higher
and lower self-esteem more often, on the average, than do
MSU students. At the lower self-esteem end of the response
continuum, there are about twice as many CSU and MSU
responses. It appears, therefore, that MSU students are
reporting significantly higher self-esteem than are the

MSU students.

Table 9 shows no statistically significant differ-
ence in self-esteem reported by the males and females of
the sample (Chi-square 6.33, not significant). At the
same time, the table clearly suggests that the females tend
to reflect more positive perceptions of self-esteem than
the males. The females, also tend to report low self-
esteem less often than the males.

From the preceding analysis of self-esteem, it may
be concluded that: (l) CSU females, followed by MSU
females, tended to report significantly higher self-esteem
more often than CSU males--followed by MSU males who
reported higher self—esteem less frequently than any of
the four groups (Table 7); (2) on the average, more CSU
students reported both lower (in particular) and higher
self-esteem more often than MSU students--and, in total,

the MSU students appeared to be reporting significantly

47

 

 

m.vm m.vm «.ma o.m m.m oHoEom
mz mm.m v
~.mm m.vm w.ma o.mH v.m oamz
m ouonvm mo ooumm ooumm Hogufloz ooumo ooumomflo moono
IHLU mamcouum Imam wamcouum

 

omcommom mo wocoovoum coo:

 

.Eooumonmaom oHoEom cam oamzu|.m mqmse

48

higher self-esteem (Table 8); and (3) there were no sig-
nificant differences on self-esteem for males and females,
but there were indications that the females reflected
higher self-esteem more clearly than did the males

(Table 9).

Comparisons on Alienation

 

Table 10, presents the results of comparing the
study sample on the variable, alienation. Vertically, the
comparison is among four groups (MSU male, MSU female, CSU
male, and CSU female). Horizontally, the comparison is
among five degrees of agreement-disagreement on ten items
of the alienation variable (see items 31-40, Appendix A).
The Chi-square value is 32.29, which denotes a difference
statistically significant at the .01 level of confidence.
This suggests, in general, differential alienation--and
that the distribution of these responses is not likely a
chance distribution.

Examining the mean frequency of response distri-
bution in Table 10 suggests that CSU males show more
alienation than CSU females, while the MSU females tend
to reflect greater alienation than the MSU males. The
high-to-low order of more (greater) alienation is: CSU
males, CSU females, MSU females, and MSU males. For the
oppositive extreme, less (lower) alienation, the compa-

able order is: MSU females, CSU females, CSU males, and

49

 

 

m.m m.¢a m.oa m.HH m.v oHoEom Dmu
o.mH m.mH m.oa m.m m.v oHoE Dmu
Ho. mm.mm NH
m.m o.NH m.HH m.~H v.m oHoEom sz
H.o m.m o.m m.m m.m oHoE sz
m ouosom -mo oomod ooumd Honufloz ooumo ooumomfla msouw
IHcO mamcouum Imam hamcouum

 

omcommom mo humongoum coo:

 

.COHfiMGOHHm MO mHHOQOH OHMEOM UCM OHME DmU mufim OHMEOM Cram OHME szll.OH Mdmxflfi

50

MSU males. In general, then, it appears that the MSU
females and CSU females are significantly less alienated
than the MSU and CSU males.

Table 11, gives the result of comparing the study
sample on variable, alienation. Vertically, the comparison
is between two groups--MSU and CSU. Horizonatlly, the
comparison is among five degrees of agreement-disagreement
on the items of the alienation variable (see items 31-40,
Appendix A). The Chi-square value is 22.79 which indi-
cates a difference statistically significant at the .01
level of confidence.

Inspection of the distribution of mean frequency
of response in Table 11 indicates that the MSU and CSU
groups tend to report higher (more) alienation in about
equal frequency. However, the CSU group reports lower
(less) alienation much more often than the MSU group. Thus
it appears that, overall, the CSU group is reporting less
alienation more often--and that the MSU group is reflecting
significantly more alienation.

Table 12 presents alienation data for the males
and females of the study sample. It indicates that both
groups reflect more (greater) alienation about equally
often. More significantly, the females tend to "disagree"
or "strongly disagree" with the negatively-stated alien-
ation items (see Appendix A, items 31-40) much more often
than the males. Thus the females are reporting lower

alienation more often than the males, while the males

51

 

 

 

 

 

 

m.mH m.mm h.~m H.vm o.oa oHoEom
Ho. mo.~v a
H.ma m.mm m.mH m.HH N.m oHo:
m onocvm mo ooumm ooumd cocufloz ooumo ooumomflo mcouw
necu wamconum umfia mamcouum
omcommom mo wococoonm coo:
.cofluocoflao oHoEom oco oHo:|u.~H mqmce
m.m m.mH m.HN m.mm m.o~ DmO
Ho. mn.mm v
n.m m.ma m.om m.HN v.HH mm:
m ouocvm mo ooumm ooumd Hocpwoz ooumo oonoomflo mcouo
Iflco mamcouum Imam mamcouum

 

omcommom mo mococwoum coo:

 

.coHumcoflHo omo one omzuu.aa mcmce

52

are reporting lower alienation less often. Hence, in
general, males are reporting significantly more alienation
than the females.

From the foregoing analysis of alienation, it may
be concluded that, in general: (1) MSU females and CSU
females are significantly less alienated than MSU and CSU
males (Table 10); (2) MSU students are significantly more
alienated than CSU students (Table 11); and (3) males are

significantly more alienated than females (Table 12).

Comparisons on College Experience

 

Table 13 presents the results of comparing the
study sample on the variable, college experience. Verti-
cally, the comparison is among four groups (MSU male, MSU
female, CSU male, and CSU female). Horizontally, the
comparison is among five degrees of agreement—disagreement
on fourteen items of the college experience variable (see
items 40-54, Appendix A). The Chi-square value is 91.32,
which shows a statistically significant difference at the
.01 level of confidence. This implies that, in general,
students are reporting differential views of college
experience, and that the distribution of these reports is
not likely a fortuitous distribution.

Inspection of the distribution of mean frequency
of response in Table 13 suggests that MSU females tend to
see their college experience more positively than any of

the other groups. CSU females rank second in such

53

[til knit-.41.. 1....-. I"

 

 

H.n m.va >.mH m.HH ¢.¢ oHoEom Dmo
H.m m.ma v.ma >.oa m.m oHoE Dmo
Ho. mm.am NH
m.m~ o.m m.mH H.¢H v.m oHoEom am:
H.m m.n v.m m.m h.m oHoE am:
m ouocvm mo ooumd oocmm nocufloz ooumo ooumomflo mcouw
uflco xamcouum Imam maocouum

 

omcommom mo :ococooum coo:

 

.oocofluomxo omoHHoo

mo apaaoco mo chAumoouoo oHoEom oco oHoE Dmu oco oHoEom oco oHoE Dm:n|.mH mqmce

54

positive perception of college experience, followed

closely by CSU males. MSU males report positive perceptions
one-half to one-quarter as often as the other groups. A
smaller number of negative perceptions by MSU females are
reported, and about equal numbers by MSU males, CSU males,
and CSU females. In total, it appears that MSU females

(in particular) and CSU females tend to view their colleges
experience positively, while MSU males tend to see their
college experience least positively.

Table 14 clearly indicates that CSU students report
more positive perceptions of their college experience about
twice as often on the average as do CSU students. The two
groups report neutral and negative perceptions about
equally often. The distribution yields a Chi-square value
of 84.76 (p>.01), and indicates that significantly more
CSU students are satisfied with the nature and quality of
their college experiences.

Table 15 compares male and female perceptions of
the nature and quality of college experience. Although
differences in the distribution are not statistically
significant (Chi—square 2.15, not significant), there seems
to be some support for the earlier observation (Table 13)
that females tend to view their college experience more
favorably. Table 15 does not provide evidence to contra—

dict this observation. In addition, it suggests that

55

 

 

 

 

 

 

H.0H m.mm «.mm H.mm m.mH oHoEom
m: mH.m e
m.m m.om ¢.Hm m.o~ m.HH oao:
m ouocom mo ooumm ooumo Hocufloz ooumo ooumomflo mcouo
uwcu mamcouum Imam hamcocum
omcocmom mo mococooum coo:
.oocofluomxo omoaaoo mo coaumoouom oHoEom oco oHo:II.mH mqmce
m.NH 0.5m H.mm m.Hm m.oa Dmu
Ho. m>.vm e
H.m m.oH w.HN m.mm o.vH mm:
m ouocvm mo ooumd ooumc Hocuwoz ooumo ooumomfla ecocw
taco mamcocum Imam hamcouum

 

omcommom mo mococvoum coo:

 

.oocoecomxo omoHHoo mo coaumoouom omu oco Dm:||.ea mqmoe

56

perceptions of the nature and quality of the college
experience tend to vary more widely along the response
continuum.

The preceding analysis of the data on the nature
and quality of college experience suggests that: (l) MSU
females and CSU females tend to report significantly more
often more positive views of their college experience
(Table 13); (2) CSU students significantly more often
report higher satisfaction with their college experience
(Table 14); and (3) females tend to reflect a broader range
of appraisals of their college experiences than do males--
but the difference is not statistically significant

(Table 15).

Summary

Possible bias in the study samples was checked on
the basis of ten characteristic variables. Of these ten
variables, only the one concerning involvement in campus
racial demonstrations revealed significant differences
between the two samples.

Significant differences between the groups MSU
males, MSU females, CSU males, and CSU females were found
on the variable of life satisfaction. Further analysis
indicates this finding was due in part to the greater life
satisfaction of CSU black students over MSU black students.
Further analysis did not support the hypothesized differ-

ence between males and females.

57

Significant differences between the groups MSU
males, MSU females, CSU males, and CSU females were found
on the variable of self-esteem. Further analysis showed
that this finding was due in part to higher self-esteem on
the part of MSU black students over CSU black students.
Further analysis did not support the hypothesis of differ-
ences between total males and females. ;

Significant differences between MSU males and
females and CSU males and females were found on the vari-
able alienation. In general, MSU females and CSU females
are less alienated than MSU and CSU males. Additional
analysis revealed this finding was due to more MSU black
students being alienated than CSU black students, and
the males being more alienated than the females.

Significant differences between the groups MSU
males and females, and CSU males and females were found on
the variable of the nature and quality of college experi-
ence. MSU and CSU females tended more often to report
positive views of their college experience. Further
analysis showed that there was no significant difference
between the total male and female sample with respect to
college experience, but that there were significant
differences between CSU and MSU. The CSU students, on
the whole, tended to reflect more positive views of their

college experiences.

CHAPTER V

SUMMARY, CONCLUSIONS, AND

RECOMMENDATIONS

"."““"7" ”7“ ‘ '3'

Summary

The purpose of this investigation was to determine
if there were any significant differences in the attitudes
of black students at Michigan State University as compared
to their counterparts at Central State University. The
investigation examined the perceptions of black students
on four variables: life satisfaction, self-esteem, alien-
ation, and quality of college experience.

An attempt was made to review, correlate, and
assess the literature. Special emphasis was given to those
studies about blacks. This was done primarily to eliminate
the uncertainty which is ever—present in studies of this
type.

Initially 100 freshman and sophomore black students
from each university were selected. The effective study
sample consisted of 81 respondents from Michigan State
University and 97 from Central State University. A

questionnaire-type instrument was developed to index the

58

59

students' perceptions as related to the four major vari-

ables. The instrument was adapted from Measure of Social

 

Psychological Attitudes by Robinson and Shaver, deemed

valid by Bachman, et al.,42 Rosenberg,43 and Srole,44 and

 

from Michigan State University Student Questionnaire on
the Social-Psychological Measurement.45 r
The instrument (Appendix A) consisted of forty-

four items arranged into the four major-variable cate-

--i. -..—.-.--.eLr ._._ 4

gories, with ten items in three and fourteen in one. Each
item was an objective phrase relevant and familiar to
freshmen and sophomore university students. The five
response categories ranged from "strongly agree," "agree,"
"neither," "disagree" to "strongly disagree." In addition,
there were ten identification items. Significant differ-
ences among the group distributions were tested by Chi-

square analysis.

 

42J. Bachman, R. Kahn, T. Davidson, and L.
Johnston, Youth in Transition, Vol. 1, Ann Arbor, Michigan,
Institute far Social Research, 1967.

 

43M. Rosenberg, Society and the Adolescent Self-
Image (Princeton, N.J.: Princeton University Press,
1965).

 

44L. Srole, "Social Integration and Certain Corol-
laries," American Sociological Review (1956), 709-16.

 

45John P. Robinson and Phillip R. Shaver, Measures
of Social Psychological Attitudes (Ann Arbor, Mich.:
Institute for Social Research, The University of Michigan,
1969).

 

60

Mejor Findings of the Study

 

The general problem addressed by this investigation
was to identify similarities and differences in the
attitudes and characteristics of black students who attend
a predominantly white higher education institution as
opposed to those who attend a predominantly black higher
education institution. In order to provide direction for
this investigation, four general hypotheses were formulated

and tested. The results of these tests are given below.

Hypothesis 1

 

There will be a significant difference with respect

 

to life satisfaction of black students attending an

 

integrated university when compared with their counterparts

 

attending a black university, as well as differences

 

between males and females.

 

With respect to the first hypothesis, it was found
that there were significant differences in reported
degrees of satisfaction with life among MSU male, MSU
female, CSU male, and CSU female students. There tended
to be more dissatisfaction expressed by CSU female students
than any other group. However, the differences that were
supported by statistical analysis showed that MSU students
were more dissatisfied with life than CSU students, and
that there were no significant differences in life satis-

faction between the males and females of the total sample.

61

Hypothesis 2

 

There will be significant differences with re§pect

 

to self-esteem of black students attending an integrated

university when compared with their counterparts attending

 

a black university, as well as differences between males

 

 

and females. 1
With respect to Hypothesis 2, it was found that the ;
two universities were significantly different on sta-
tistical measures of self-esteem, however, there were no
statistically significant differences between males and
females. It was found that the students at MSU were
significantly higher on self-esteem than the students at

CSU.

Hypothesis 3

 

There will be significant differences with respect

 

to alienation of black students attending an integrated

 

university when compared with their counterparts attending

 

a black university, as well as differences between males

 

and females.

 

With respect to the third hypothesis, it was found
that there were significant differences in alienation among
the four groups: CSU male, CSU female, MSU male, and MSU
female students. It appeared that the MSU females and the
CSU females are significantly less alienated than MSU and

CSU males. Further, there was significantly less

62

alienation among CSU students than among MSU students.
Finally, the males of the total sample tended to reflect

significantly more alienation than the females.

Hypothesis 4

 

There will be significant differences with respect

 

to perceptions of college experience of black students

 

attending an integrated university when compared with their

 

counterparts attendipg a black university, as well as

 

differences between males and females.

With respect to the fourth hypothesis, it was
found that significantly more MSU and CSU female students
were satisfied with the nature of their college experiences.
CSU students report significantly higher satisfaction with
their college experience. Females tend to reflect a
broader range of appraisals of their college experiences
than do males, but the difference is not statistically

significant.

Discussion of Findings

 

The findings of this study did not appear to be
substantial enough to constitute a hard and fast atti-
tudinal description of the populations of interest. They
were sufficient to sensitize the observer to the fact that
there are differences in the attitudes of black students
attending both universities. These findings alerted the

researcher to the inappropriateness of categorically

63

assuming that all students are alike and, as well, the
inappropriateness of arbitrarily perceiving all individuals
of a given category on the basis of the general character-
istics of their particular group.

The findings of this study should have direct
applicability for mid-western universities, and impli-
cations for all institutions of higher education in which
similar students are enrolled. Attitudinal characteristics
that are found to characterize a particular group, and
those that show similarities and differences between the
groups, should be useful in assessing and responding to
the culture of the campus community.

These results should be applicable in student
affairs programs in developing all aspects of the student
personnel program--educational experiences, program for
student personal and social development, and post-college
planning. Student personnel administrators should find
this information useful in developing program specifications
and adopt effective administrative approaches. It is
envisioned that these findings will constitute useful
points of reference for staff and students in developing
perceptions and understandings which will facilitate

better communication and more productive extractions.

64

Implications of the Study

 

This investigation has major implication for
student personnel workers who are committed to the under-
standing of attitudinal cries of black students.

The general findings of this study suggest that
MSU students think more highly of themselves than CSU
students; however, they are more alienated, seem less
satisfied with their life, and rate their college experi-
ence less favorably than CSU students. It seemed of
interest that the students in CSU, the predominantly black
university, are indeed more satisfied with their lives,
hold their college experience in high esteem, while at the
same time holding themselves in less esteem although they
appear to feel less alienated than MSU students.

The findings raise some serious questions, the
most important being that, regardless of the campus, the
black student is on, integrated or black. Is it possible
to escape the total emersion in white values that they
perceive as alienation on the integrated campus? Should
black females date more white males on integrated campuses?
Their counterparts share similar outlooks. How to escape
total emersion in the black bourgeosie culture, which they
see as paternalistic and authoritarian? They seem to
express a yearning to seek the goals common to black
students on integrated campuses. There seem to be two
interesting styles of black students, the style being

related to the nature of the campus.

65

Another important finding in this study is that
the female black student seems to perceive her college
experience more favorably than the male, yet considers
herself less popular than the male student. It may be
that the male students are more involved in athletic
scholarships and the female in academic scholarships, and
this would enhance the female's concern with academic

achievement.

Recommendations

 

This study has compared the attitudes of black
students in an integrated setting and black students'
behavior on life satisfaction, self-esteem, alienation,
and college experience. It is hoped that these findings
will provide greater insight to the understanding of these
two groups as we face an era of activism characterized by
demands for participatory democracy among predominantly
white groups and for black identity among black student
groups.

The findings should serve as a basis for further
research. Universities may find this study useful in
studies of their individual campus communities. This
study may be expanded to include similar institutions to
provide a wider sample. As many black students are being
recruited by predominantly white universities, it would be
useful to expand the present study to include northern

and southern universities. The study may be replicated on

. I- . ‘A'O'Ul

66

black and white students in integrated and black uni-
versities. The study may be replicated on university
juniors and seniors.

A more discriminating instrument should be
constructed to measure students' attitudes. Student
activism might be added as fifth major varible, and
compared with life satisfaction, self-esteem, alienation,

and college experience in future studies.

‘1 xxx-mu: A, - V-.. .

REFERENCES

REFERENCES

Aiken, Michael, and Hage, Jerold. "Organizational Alien-
ation: A Comparative Analysis." American
Sociological Review, XXXI, No. 4 (August, 1966),
497-507.

 

Angell, Robert C. "Preference for Moral Norms in Three
Problem Areas." American Journal of Sociology,
LXVII, 650-60.

 

Astin, A. W. "An Empirical Characterization of Higher
Educational Institutions." Journal of Educational
Psychology, LIII (1962a), 224-35.

 

 

Bachman, J.; Kahn, R.; Davidson, T.; and Johnston. L.
Youth in Transition. Vol. 1. Ann Arbor, Mich.:
Institute for Social Research, 1967.

 

Bardburn, N, and Caplovitz, D. Reports on Happiness.
Chicago: Aldine, 1965.

 

Cantril, Hadley. The Patterns of Human Concerns. New
Brunswick, N.J.: Rutgers University Press, 1965,
pp. 44, 272.

 

Clark, Kenneth B., and Plotkins, Lawrence. The Negro
Student at Integrated Colle es. New York: National
Scholarship Service and Fun% for Negro Students,
1963, p. 20.

 

 

Cohen, A. "A Report on Some Exploration of Self-Esteem."
Unpublished manuscript, University of Michigan,
1954.

Combs, Arthur W., and Snygg, Donald. Individual Behavior.
New York: Harper and Row, 1959.

 

Crumbough, J. "Cross-Validation of Purpose-in-Life Test
Based on Frankl's Concepts." Journal of Individual
Psychology, XXIV (1968), 24-81.

 

 

67

68

Dean, D. "Alienation: It's Meaning and Measurement."
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. "Alienation and Negative Voting on a School
Levy." Paper read at Glst annual meeting of
American Sociological Association, Miami Beach,
Fla., September, 1966. (Unpublished.)

Fields, Carl A. "Princeton University's Response to
Today's Negro Student." Journal of National
Association of Women Deans and CounselorsiTWinter,
1969), 71.

 

Gruin, G., Veroff, J., and Feld, S. Americans View Their
Mental Health. New York: Basic Books, 1960.

 

 

Lao, Rosina C. "Internal-External Control and Competence
and Innovative Behavior Among Negro College
Students." Journal of Personality and Social
Psychology, XIV, NO. 3 (1970), 263170.

 

 

Kardiner, Abram, and Oresey, Lionel. The Mark of Oppres-
sion: Exploration in the Personality of the
American Negro. Cleveland, Ohio: Meridian Books,
1962.

 

 

 

Lehmann, I. J. "Changes in Critical Thinking, Attitudes,
and Values from Freshman to Senior Years."
Journal of Educational Psychology, LIV (December,
1963), 305-15.

 

. "Some Socio—Cultural Differences in Attitudes
and Values." Journal of Educational Sociology,
XXXVI (Spring, 1962), 1-9.

 

Lenski, G., and Leggett, J. "Caste, Class, and Difference
in the Research Interview." American Journal of
Sociology, No. 65 (1960), 463-67.

 

 

McClosky, Herbert, and Schaar, John. "Psychological Di-
mensions of Anomy." Journal of American Socio-
logical Review, XXX, NO. 1 (1965i) 14-40.

 

 

McGrath, Earl J. The Predominantly Negro Colleges and
Universities in Transition. New York: Columbia
University, Teachers College, 1965.

 

 

Miller, D. "Identity, Situation and Social Interaction:
The Impact of Social Structure on Motivation."
Psychology: A Study in Science. Edited by S.
Koch. New York: McGraw-Hill, 1963.

 

69

Neal, A., and Rettig, S. "Dimensions of Alienation Among
Manual and Non-Manual Workers." American Socio-
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Olsen, M. "Two Categories of Political Alienation."
Social Forces, No. 47 (1969), 288-99.

 

Rose, A. "Alienation and Participation." American Socio-
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Rosenberg, M. Society and the Adolescent Self-Image.
Princeton, N.J.: Princeton University Press, 1965.

 

Robinson, John P., and Shaver, Phillip R. Measures of
Social Psychological Attitudes. Ann Arbor, Mich.:
Institute for Social Research, The University of
Michigan, 1969.

 

 

Seeman, M., and Evans, J. "Alienation and Learning in
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No. 27 (1962), 772-82.

 

Sherwood, J. "Self-Identify and Referent Others."
Sociometry (1965), 66-81.

 

Srole, L. "Social Integration and Certain Corollaries."
American Sociological Review (1956), 709-16.

 

Steiner, I. "Self-Perception and Goal-Setting Behavior."
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Swinehart, J. "A Critique of Self-Esteem Measurement."
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1961. '

Wessman, A. "Psychological Inquiry into Satisfaction and
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Wilson, W. "Correlates of Avowed Happiness." Psychological
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APPENDICES

APPENDIX A

SOCIAL PSYCHOLOGICAL QUESTIONNAIRE

CORRESPONDENCE

PLEASE GIVE AN ANSWER TO EACH OF THE QUESTIONS

(1 to 10) WHICH FOLLOW:

1.

What is your sex? (Check one)
Male Female

What is your class? (Check one)

Freshman Sophomore
Junior Senior
Do you belong to a fraternity a sorority

neither_____? (Check one)
About what proportion of your close friends are
black? (Check one)
0-25%_____' 51-75%_____
26-50%_____ 76-100%____
What proportion of your total college expenses are

paid by a scholarship, fellowship grant, or a student

loan?
0-25% 51-75%
26-50% 76-100%

What is your marital status? (Check one)
Single______ Separated

Married____ Divorced

Do you date? (Check one)

Yes No

70

71

8. Approximately what percentage of your dates are with

black students? (Check one)
0-25%_____ 51-75%

26-508_____ 76-100%____

9. About how popular do you think you are with members
of your own racial group? (Check one)
Very popular_____ Slightly popular_____

10. To what extent are you involved in racial campus
demonstrations? (Check one)
To a great extent______ To a slight extent

To some extent To no extent at all

PLEASE RESPOND TO QUESTIONS 11 THROUGH 54 ON THE FOLLOWING
PAGES IN ACCORDANCE WITH THE INSTRUCTIONS GIVEN AT THE TOP

OF THE PAGE.

For each item, respond by
marking the space through
the appropriate category
of the key:

e.g., SA A N D so KEY

'72

m
Z3,»
I

If you strongly with the statement
- If you agree with the statement
- If you neit er agree nor disagree

 

with thE’statement
D - If you disa ree with the statement
SD - If you stroneg disagree with the

statement

 

 

SA A N D SD

 

11.

12.

13.

14.

15.
16.
17.
18.

19.

20.

21.

22.
23.
24.
25.
26.
27.
28.
29.
30.
31.

More and more I am coming to ask myself what's the use of
it all. --------------------------------------------------

One should make the most of the present and let the
future take care of itself. ------------------------------

The tension in the world today makes one wonder whether
one will be around in the future. ------------------------

The only thing I can be sure of today is that I can't be
sure of anything. -----------------------------------------

I generally feel in good Spirits. -------------------------
I am very satisfied with life. ----------------------------
I find a good deal of happiness in life.—---------—---;—--
I am encouraged to take an active part in social reform.--

Students are frequently reminded to take preventive
measures against illness. ---------------------------------

There is a lot of apple polishing around here. ------------

I feel I am a person of worth at least on an equal plane
with others. ------------------------- - .......

 

I feel that I have a number of good qualities, ------------
All in all, I am inclined to feel that I am a failure.----
I am able to do things as well as most other peOple. ------
I feel I do not have much to be proud of. -----------------
I take a positive attitude toward myself. .................
On the whole I am satisfied with myself. ..................
I WiSh I could have more respect for myself ---------------
I certainly feel useless at times. ------------------------
At times I think I am no good at all. ---------------------
There is little use writing to public officials because

they often aren't really interested in the problems of the
average man. ----------------------------------------------

 

O 0 0 O 0
O 0 0 O 0
0 0 O 0 0
0 0 O 0 0
0 0 0 0 0

O
O
O
O
O

0 0 0 O 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 O 0 0 0
0 0 0 0 0
O 0 0 0 O
0 0 O 0 0
0 0 O 0 0

73

KEY

SA

SD

 

32.

33.

34.

35.

36.

37.

38.

39.

40.

41.

42.

43.

44.

45.
46.
47.

48.

49.
50.
51.
52.
53.

54.

Nowadays a person has to live pretty much for today
and let tomorrow take care of itself. -----------------------

In spite of what some people say, the lot of every man is
getting worse. ----------------------------------------------

It is hardly fair to bring children into the world with
the way things look for the future. -------------------------

These days a person doesn't know whom he can count on. ------

Most people don't really care what happens to the next
fellow. -----------------------------------------------------

Next to health, money is the most important thing in life.--

You sometimes can't help wondering whether anything is
worthwhile. .................................................

To make money there are no right and wrong ways anymore,
only easy and hard. -----------------------------------------

If a student disagrees with the view of his professor,
his grades will probably suffer. ----------------------------

The professors seem to have little time for conversation
with students. ----------------------------------------------

If a student wants help he usually has to answer a lot of
embarrassing questions. --------------------------------------

Everyone here has pretty much the same attitudes and
beliefs. ----------------------------------------------------

Students are encouraged to criticize administrative
policies and teaching practices. ----------------------------

Professors often try to provoke arguments in class. ---------
The livelier the professors, the better the class. ----------
Faculty members put a lot of energy into their teaching.----

Faculty members put a lot of enthusiasm into their
teaching. ---------------------------------------------------

Students rarely get drunk. ----------------------------------
Students rarely get disorderly. -----------------------------
Everyone has a lot of fun at this school. -------------------
There are no favorites at this school. ----------------------
Everyone gets treated alike at this school. -----------------

Students who work hard for high grades are likely to be
regarded as odd. --------------------------------------------

 

74

Dear Fellow Student:

I am a Black student at Michigan State University working
on my doctoral dissertation in the field of higher edu-
cation administration. My dissertation involves the study
of differences in attitudes between Black students
attending Black colleges and Black students in predomi-
nantly White colleges.

I need your help to complete this study.

All I am asking is that you complete the enclosed
questionnaire and return it to me at the address below.
Your responses will be kept completely confidential. In
order to finish the writing of my dissertation on time,
I need to receive your completed questionnaire by
January 20.

James C. Jones
319 Center Street
East Lansing, Michigan 48933

75

Mr. James C. Jones
319 Center Street
East Lansing, Michigan 48823

Dear Mr. Jones:

I am in receipt of your letter requesting the
University's c00peration in Opening our files and granting
permission to administering questionnaire to our students
for research purposes as you tread the tedious and diffi-
cult road toward the doctorate.

I hereby grant your request and ask all concerned
persons on our faculty staff and in administration as well
as the students to assist you as much can.

With every good wish for your success, I remain.

Sincerely yours,

President

76

319 Center Street
East Lansing, Michigan
December 17, 1970

Dear

The purpose of this communication is to request permission
to conduct research using students at

 

in research for my doctoral thesis.

I am making a comparative study of the Attitudes of
Freshmen and Sophomores in a predominantly black uni-
versity and an integrated university.

One attitude investor will be administered to a sample
group. You may be assured that individual responses to
the inventory items will be kept confidential. Research
findings will be discussed in terms of grouped data and
individual participants will not be identified.

Thank you very much.

Sincerely yours,

James C. Jones

"Iilllllfllilllfll'llfllfli