MSU LIBRARIES RETURNING MATERIALS: Place in book drop to remove this checkout from your record. FINES W111 be charged if book is returned after the date stamped be1ow. A CQKPAfIbOfi CE ATTITUJbD '1); K IT 1 Augie) JC‘ :10 RI‘I‘Y we“); R5 4 1 JAN #1513 JulvgdélTY TOdAfid :LGfiO CIVIL::CLfifiL: Id KgLnTION TO TflblR CLaub DTATUS by michael Cirrito Carol Kikétra Henry hwvskens Robert Persse Kathleen Vhalen submitted in partial fulfillment of the requirements for the degree of onTLR OF SOCIAL MONK Michigan State University school of social work dast Lansing, Hichiqan 1963 -‘D THESIS . ' ENRAEZY ,1 * FEizilgenéitme 0 Umverefity vw—s. Y'w ‘- «.9 ‘1' as 1-3.3.t3.lr<"$~:1 This studv was designed to test the hvnothesis that those meabers of fraternities and sororities who are from umber-middle class homes are less biased in their attitudes towards the negro civil rights movement than are those menbers of fraternities and sororities who are from lower- middle class homes. it was felt that their attitudes woulo have seen influenced oy their parents' income, education, occueation, and the number and kind of their narents' social activities, i.e. class status. A euestionnaire was distriou eé to 116 fraternity anu sorority members at Aichigan state University. Thiscnnsisted of 64 “fixed-alternative“ questions relating to these areas of civil rights: housing, welfare, protest movements, riots, social relations, emnloyment, and ecucation. The analvsis of the data faikfi to confirm the hvno- thesis in that no significant difference was found between the exoressed attituues among the menbers of both classes. A COLWEARI DOL OF ATTITULL: Cir" 2&731.’a."£';__x.ITY 1“: L; 50 . norton, Paul a. and Leslie, oerald R. The booiologv 21:...iiOEial Problems (Lew York, 1965) o. 415, ‘* 5 _ n . - . allport, cordon w., p.304. 5 with ISSpeCt to their other social roles because these other roles may have conseouences more important for their personalities than do their class positions.“b In other words, any group will tolerate a certain range of behavior. lhe results of any studies of social stratification or social class ”will depend on the author's view of social stratification (number of classes used), the criteria used to define or identify social class, the method of classify- ing, and the nature of the communities themselves.”7 "many studies of prejudice in terms of education, religion, age, or social class are often contradictory; but it seems fairly well established that white people in the lower socio- economic levels are on the average. more bitterly anti—heqro than white peonle at higher socio—economic levels.“a bettelheim notes that in a study in the uetroit area in 1957, the upper middle class (professional and managerial) was less prejudiced than the lower-middle class (clerical, sales, etc.). But he states that "it is more important to investigate social mobility rather than social and economic background,”9 with which Allport also agrees. Those who move down the social ladder or find their status threatened by those below them tend to react in a more prejudiced manner. "A deeperate drive for status on the part of ,- ' Usimpson, E. and ringer, Milton J. "The Sociology of Race and athnic Relations” in R.K. Merton, Leonard broom, Leonard a. Cottrell, Jr. (eds.) Epciologv Today (mew York, 1957), p.394. bid,, p.396. dellport, p.78. 6 deeply insecure people will lead to apparent irrationalities, the funcdon which is to satisfy the need for status.“lo Related to this concept of mobility, Berelson states that "prejudice and discrimination arise out of the relative positions of the groups involved and of changes in the relative positions.“ll The dominant group may come to fear that members of the subordinate groups are not holding to their prescribed status. The recent trend in the civil rights movement seems to have created such a situation and is continuing to do so. On a more general level of class distinctions as re- lated to prejudice or unsympathetic attitudes toward the negro, Brink and Harris reveal the results of a recent hews— week survey of college students. The results showed that "if there were any real signs of greater acceptance of social contact with Eegroes it was almost all among the better educated, among the sons and daughters of the affluent 0 j o -\ — u » U . u Settelheim, sruno and Janowitz, morris. ooCial Change and Prejudice (London, 1964), p.165. loClark, Kenneth B. “What Motivates whites" in Egg White Problem in America, by the Editors of Ebony (Chicago: 1906), p.55. llberelson, sernard and Steiner, Gary A. Human Behavior, éfl Inventory of scientific Findings (N.Y., Chicago, surlingame, 1904), p.511. 7 rather than the less privileged.“12 This author states that "the stereotyped beliefs about Negroes are firmly rooted in the less privileged, less well educated white society."13 There are numerous reasons why persons in upper classes seem to be less prejudiced than those in lower classes which for our purposes are not necessary to elaborate on. Our concern was to see if this premise held true for fraternity and sorority members in their attitudes toward the current social situation. A number of recent studies conducted to determine the attitudes of white pepple toward the present racial crises and civil rights movement appear relevant to our study. However, these studies did not necessarily differ- entiate attitudes by class position. The sexes survey of 1963, in a national sample of white persons found that, "the higher a person's socio- economic status, education, income, and occupation, the higher he scored on the Guttman Pro—Integration Scale."l4 'However, in 1965 the Gallup Poll warned that criticism of . . . 15 integration speed has grown among northern whites." 2- . . . - . . . - - . 1 drink, william and Harris, Louis. slack anc Jhite (Lew York, 196p), p.133. Lima, p.l'?7. l4Sheatslev, Paul B. “White Attitudes Toward the Negro“ in Daedalus. (Richmond, Virginia, 1966), p.229. 15...- ,, 1310., p.254. d Brink and Harris reveal that by late 1966, 755 of all whites had come to the conclusion that demonstrations were hurting the degro cause and that the pace was too fast. Also, manv felt that the riots had hurt the negro cause which the "earris Survey"lb had revealed earlier in 1964 and 1965. Many seened to understand the reasons for the riots, but emotionally they reacted differently. The state— ment that ”whites favor civil rights legislation, but find it harder to live by in their daily lives,“17 reveals the conflict between the intellect and the emotions. srink and Harris also found that most whites could accept integrated education, but not integrated housing, believing that integ ated housing would ultimately lead to intermarriage. "white attitudes are moving toward greater acceptance in employment, education, and public accomoaations, a . . - "l” The irony is that without inte- but not miscegenation. gration in housing there<3n never be integration in the schools. These studies reveal some of the prevailing attitudes toward the civil rights movement. One well accepted fili— ing is that white people are often ambivalent in their feel— ings about the civil rights movement and the current racial situation. 16 Ibid., p.234. 17 . - V . - prink and narris, p.147. drink and Harris, p.132. \D It should be understood that nrejudice is an attituce, whereas iiscrimination imolies some tvne o: overt behavior cirecte; towaré a minority crouo, oasei on that attitude. iantom found that the majoritv of restaurant owners through— out the country renlies in a questionnaire that they would not serve a Chinese—American couple, yet in reality, only one refused to serve such a couhle. Consequentlv one should as cautious in making oredictions asout how one will react on the basis of how he answers on a questionnaire or how he resnonCs verballv. The hvnothesis beinu examines in this oaoer is: those members of fraternities and sororities who are from unner— middle dass homes are less Liased in their attitudes toward the nedro civil rights movement than are those members of fraternities and sororities who are from lower-miédle class homes. Thus we are asserting that a particular characteris— tic - social class - is one of the factors which determine another characteristic - degree of bias. The basis for this hynothesis is that the students' nresent attitudes are to a large extent the result of narental and associational influences. we feel that such influences vary with social class, i.e. with parents' income, education, occupation, and the number and kind of the parents' social activities. In null form, this hynothesis would be that there is no differ- ence in the degree of bias between the usher—middle class and the lower—middle class members of fraternities and sororities. Ne feel that a nerson who is biased is one whose attitudes are in a direction which is onoosed to negro civil rights. *ifications used in this study, uooer— U" The social clas middle and lower—middle, are terms taken from Lloyd Warner's six class system of social stratification. warner divided the bonulation into grouns which he referred to as unner— unoer, lower—unner, unner—middle, lower-middle, umber-lower, ll 7- l9 ‘ .,.. , . and lower-lower. we used rour criteria, income, education, occuoafion, and social activities, to classify the res— oondents into one of the two midnle dasses on the basis of the following definitions. Income was defined as at least 515,000 her vear in order for a student to he classified as unner—middle class. Education was defined as at least some college in order to cualifv for unner—middle class. Occu- nation was defined as either nrofessional or manaderial for usher-middle class status and sales, clerical, or “blue- collar” work for lower-middle class. In the area of social participation we classified activities which were nrimarilv cultural or ohilanthrOpic in nature as being upper-middle class and those whose activities were limited to church, P.T.A., or lodge oarticibation as being lower-middle class. If a student's oarents Qualified for a particular class in all four areas, thev obviouslvwere slaced in that class. If a student's oarents qualified for a particular class in three out of four areas, they were still placed in that class. If, however, a student's earents oualified in two areas for one class and in two areas for another, they were omitted from the study. This occurred in 11 cases out of a total of 16 comnleted nuestionnaires. H Instrument The data collection instrument for our study was a "fixed-alternative" or “closed" questionnaire. In order to 9 ,, - a . u ; warner, w.L., Lunt, P.s. The soc1al Lire 0L a Hodern Community (New Haven, 1941) Chapter 6. l2 ensure that the data collected was relevant to the hypo- thesis we included only questions that dealt with Negro civil rights; however, some were deceptive in the way in which they were related to civil rights. we received many tonical ideas for the questions from our review of the literature; yet the questions were comnosed by the groun. The first set of questions was aimed primarily at ascertain- ing facts about the subjects and their environment. The second set and main body of questions were aimed mainly at ascertaining beliefs about what the facts are, feelings, and standards of actions. Instead of asking questions to find out the objective facts, we wanted to learn what these students believed to be the “facts". "This is the purpose, for exadnle, in asking a resnondent to indicate whether the following statementis true or false: 'No Negro has ever made a worthwhile contribution to the arts.‘ The resoond— ent's answer is not used to establish what is oojectively true but rather to provide a picture of his beliefs."20 "A person's beliefs adout what the facts are will often give a 21 . . ” uuestions in— very clear indication of his feelings. volving the word "would" indicate feelings through a per— sonal prediction with reshect to one's behavior in a given situation. #0 . . ,.. T n r, _, r -. . ? dellitz, t.,uahoua, a. neutsch, m. took, 0.4. _ xe*earch Methods in social Relations (Chicago, 1905), p.240. (J) l The questionnaire that we distributed containefi as questions, and it was stanuaruize; meaning that all 64 ques— tions were presentea with exactly the same wording and in the sane order to all resoondents. It covered seven areas related to Legro civil rights: housing, welfare, protest movements, riots, social relations, ennloyment, and educa— tion. (see annenlix) however, we uij eliminate three questions. Number 3 was eliminatej because an unnoticeJ ,- or the question x4 tyning error resulted in a different wording on half the huestionnaires. gunner 45 was eliminated necause it seenej to be confusing to a majority of the resnonaents. nunher 57 was eliminated necause a typinu error in the key resultei in a misrecoraing of the answers. we selecteu ”fixes—alternative” or "closed” questions meaning the responses of the subject were limited to states alternatives rather that “onenminaed" questions which permit a free response from the subject. The reason for this choice was that the resnonaent himself was forced to make a ju gment about his attitudes. Also, it guarantees that the answers are given in a frame of reference that is relevant to the Burnose of the inquiry and in a form that is usaole in the analvsis. Aowever, we also were aware of the dis— “iixei-alternative” tvoe of question. (D advantages of th 'irst, it forces a staterent of oninionon an issue about H which the resoondent way not have an oninion. second, manv times neither ”yes” answer nor a “no“ answer corresconcs exactly to the resnonaent's position. However, we felt that 14 if the student were forced to choose either ”yes” or ”no", even still if it did not correseond exactlY to his oosition, it would give some indication of his attitude. :efore distributing the questionnaire, we constructed a key that sneci fied which answers would be indicative of favorable and mnich of unfavorn:le attitudes toward Negro civil rights. (bee engendix) we felt it was self—evident as to which answers would indicate LlaS. by th '1- " 1‘ O‘n‘» (.4 would He realized that any difference in attitudes revealed e questionnaire would not be due to social class alone, 130, we had no new of knowing whether the resnonéents .1. be honest in answering the questions. however, w did feel that by selecting the questionnaire technique rather than the interview technique, the resnondents would be more sure of their anonymity and, thus feel freer to espress views they may have feared might be disannroved. It also assured us of uniformity from one measurement to another. Yet, first the questionnaire technioue does have some disadvantages. even if the wording is the same on each questionnaire, I different resnonaents may make different interpretations. second, if a subject misinterprets a Question, there is no way t ture, they 0 remedy the situation. Third, due to its rigid struc- subjects are unaule to fully exnlain their feelings as could in an interview. S.mnle As indicated before, oursamnle consisted of subjects who are presently members of either a fraternity or sorority house and are presently living in the fraternity or sorority 15 house. It was not a random sample in that we did not random- lv select the nanes of those who particinated from the total nonulation of these houses. We called the presidents of five fraternity houses and the presidents of five sorority houses and asked them if they would request about ten volun- teers from their houses to remain after dinner to partici- pate in this questionnaire. They were not informed as to the nature or subject of the questionnaire, but were told the students and houses would remain anonymous. We each administered the questionnaire in two houses to all the stu— dents who volunteered to narticinate. We remained with the students while they were answering it and did not answer any questions until all the questionnaires were returned to us. We then classified each student as being from an unner- middle class home or a lower-middle class home on the basis of the four criteria defined earlier in this chapter and on the basis of the information we obtained from the first section of the questionnaire. Out of a total of 116, 55 students were classified as umber—middle class and 50 stu— dents were classified as lower—middle class. As mentioned nreviouslv, ll were unclassifiable and were omitted from the study. Then we recorded each resnondent's answers according to the key, which Specified for each question which answer would indicate a favorable attitude toward the hegroes' efforts for achieving equality and which answer would indi- cate an unfavorable attitude. Once these were recorded and summed, we were able to comnute a mean score for each class and in each area of civil rights that the questionnaire covered lb housing, welfare, protest movements, riots, social relations, emnloyment, and education. We then used the technique known as the "t-test". A discussion of the data and the results of the”t-test“ will be given in chapter III. DATA AEALYals AND INTERPRETATION The samole consisted of 105 subjects who were divided into two grouos according to the criteria enumerated in chaoter two. Fifty-five (55) unner—middle class subjects and fifty (50) lower-middle class resulted from this divi— sion. sixty—one (61) questions were contained in the ques— tionnaire after three items had been eliminated. These resoonses were divided into seven categories: housing, welfare, protest movements, riots, social relations, employ- ment, and education. Resoonses were coded for each group according to whether the answer was sympathetic or not. no symnathetic attitudes toward the Negroes were considered biased. (See code sheet in sooendix) In order to determine whether a greater bias existed in the lower-middle income group as our hypothesis stated, groun difference in general were tested for significance with the t test. .Each of the seven areas was also tested for a significant difference. aach questionnaire was given eight scores - one for each cate- gory olus a total score. The scores were regarded as showing the extent of bias in each of these areas and the total ex- tent of bias in the sample. All figures were rounded to two places. mean oercentiles were obtained as follows: l7 Usher-middle Lower—Middle Overall 33 32 mousing E4 3? Nelfare 34 30 xiotist movements Fl 23 aiots 51 44 social melations 31 29 unbloy’nent 2C) 21 sducation 32 Ed sach figure reoresents the oercentage of bias out of the total possible on the scale. student's t test was used on the raw scores to deter- mine whether or not a significant difference exists between the two oonulations. The equation used was the t for in— dependent unmatched samples. (see Chart 1 for equation and result figures). The test results indicate the hyoothesis was not nroven. No significant difference between the population was found or the null hyoothesis was confirm u. aeoarate tests on the seven areas of concern failed to show any sig- nificant difference. In sum, no significant results were obtained from the t test. This proved that the unner- middle class is the same in its attitudes toward the hegroes as the lower—middle class. That is, the null hynothesis that no difference exists between populations was confirmed. The t test in each of the seven areas also failed to yield any significant results. 18 To see whether any difference might exist between fraternities and sororities, means of male and female res— ponses were computed. The average bias is M - 33 which shows F - 31 no great difference. The individual area bias percentages computed from Chart 2 in the appendices: gale female Housing 35 31 Welfare 32 32 Protest Move- ments 28 3O Riots 30 45 Social Relations 3 29 Employment 21 21 sducation 35 32 While no significant difference is evident, there is some discrepancy between male and female attitudes in the areas of housing and riots. While no significant results were obtained in our study several areas seem worthy of further testing. Riots is the most predominate because of the extreme negative score obtained on the t test. Male and female attitudes confirm that this is an area where different attitudes exist. Some difference is noted in the fraternity and sorority attitude toward housing. social relations seem to have a larger score on the t test though not as extreme as riots. while a prediction cannot be made about the significance 19 of these indications, the data shows them to be areas of some difference in attitude and thereay worthy of further consideration. It should be noted that unsympathetic attitudes toward civil rights and the degroes do exist within the Greek sys— 1 - ten. How significant these ”13888 are in contrast to the general oooulation is not known. fut neither educationrnr a suooosefilv good Jackground has removed biased attitudes from our subjects. It is worthy of consideration that biased attitudes in 1/3 to 1/2 of the areas measured were f ouna. whv they exist and to what significance is also worthy of further stUJV. 20 ;HA {T I - Figures Used in student's T-Test Raw Mean Pooulation Scores Uo per-middle Lower—middle (2:55) (3:50) Housing 13.63 16.66 welfare 15.41 14.90 Protest hovements 16.75 13.77 :{iOtS 23.1.3 21.94 social xelations 17.22 14.43 amoloynent 11.21 10.5b aducation 17.75 17.76 squation iv: - m t = ( l 2) __ ‘ + N L 2 2 1 ( 1 1 )* H + L\ — 2 ( E + E ) 2 1 2 + = 2 x—x 2 A for 103 (3-2) degrees of fre dom at the .05 ev e1 of significance. (1' I I H O (I J 1 Lu) Jalues of t Overall - .83 Housing — .34 welfare — .017 Protest hove- ments — .39 M O"I Social Relations—1.57 LI) dmplovment - .O iiucation .001 '1‘ II '1 $141-: :(l number CI to (J) social 1 21 [I {\3 3 r143 15 M C! '21 "Ai 29 Movements L 32 m 24 E Relations L 39 30 arucation Welfare U 52 51 Riots t4 0 l’\) L 21 21 amployment 2 — Percentace scores According to sex and Class x}; U! LL 22 DIéCUbblofi 3&0 IRPLIC£TIOH¢ flOR FURTHER RaoasmCfl In the review of the literature in Chapter I, it appeared that individuals from the lower classes are less sympathetic or more biased than those individuals from the usher classes in the area of race relations. Our purpose was to deterfiine whether this trend would hold true within the Greek system of fraternities and sororities. We hypothesized that upper—middle class fraternity and sorority members would be more sympathetic or less biased than those fraternity and sorority members of the lower-middle class. The analysis of the data failed to confirm this hypo— thesis in that no significant difference was found between the eXpressed attitudes among the members of both classes. This hypothesis was not confirmed, but in one of the seven areas tested (riots), a fairly substantial reversal of the eXpected direction was found; those from the upper-middle class had a more unfavorable attitude than those from the lower-middle class. In addition, it was found that frater- nity members were more biased than sorority members in this same area. These results require further investigation for their explanation. Another area worthy of consideration is that of social relations. It was found that the upper- middle class members in this sample were more biased in this area than were the lower-middle class members to at least some significant degree. In the remaining five areas (welfare, protest movements, housing, employment, education) no appreciable difference in attitudes was found. 23 Two possible reasons for the failure to find signifi- cant differences in the attitudes of the two classes are: first, this study did not include individuals who represented the extreme ends of the social stratification system, but rather was a sample of only a homogenous clustering of middle-class members. Other studies have often obtained a complete sample of the social structure which provides fora more varied range of reSponses. secondly, the Greek system seems to determine to some extent what the eXpressed atti- tudes of its members will be. An individual's attitude will tvpically be in conformity with the norms of the group of which he is a member. Consequently, the norms or values of the fraternities and sororities may possibly act as more important determinants of what the exoressed attitudes will be, rather than the s pecific social class to which the in— dividual belongs. Due to the limited nature of our study, the signifi- cance of the general level of prejudice in the seven areas tested cannot be determined. In order to determine the degree of significance, further research is needed. such research might consist of comparing attitudes of the general student population to a random sampling of fraternity and sorority members. This study was primarily an attempt to measure the attitudes toward the current racial situation of those who will most likely become future participants in the white power structure. 24 pIBLIOGRAPdY Allport, Gordon J. The Nature of Prejudice. Garden City, new York: soubleday a Company Inc., 1954. bantom, Michael. Race deletions, London, sidney, Toronto, wellington: lavistocK Publications 1957. pennett, Lerone. ”The White Problem in America," in The white Problem in America by The Editors of Ebony, Chicago: Johnson Publishing Co. Inc., lgob. Berelson, Bernard and Steiner, Gary A. Human sehavior, An Inventory of Scientific Findings, h.Y., Chicago, uurlingane: narcourt, brace. a world, Inc., 1964. settelheim, druno and Janowitz, Morris. Social Chance and Freigdigg. London: Free Press of Glencoe, 19u4. blalock and duberton.50cia1 Statistics, N.Y.: McGraw & Hill, 19b0 drink, hilliam and Harris, Louis. The Negro Revolution in America, new York: dimon and schuster, 1954. firink, nilliam and harris, Louis. black and white, Lew York: Simon and ochuster 1966. Clark, Aenneth 5., park Ghetto: dilemmas of social Power, n.Y. and avanston: harper and now, 1955. . “what motivates whites“ in The White Problem in America by the editors of sbonv, chicago: Johnson Puslishing Co. Inc., 1966. horton, Paul 9. and Leslie, Ger ald R. The Sociolo-v of 5 ‘ocial Proulewn , New ”or Appleton- -Century-;rofts Inc., 1955. Lannox, Louis A. ”The White Liberal" in The white Problem in Emerica bv the editors of Eoonv, bhicago: Johnson Publishing Co. Inc., 1966. Rose, Peter I. mhov and we — Racial and Lthnic Relations in -L v “’48—... the 1.5. new Iorx: Aandom~ mouse Inc., 19¢4. sheatsley, Paul s. "Thite Attituies Toward the Negro," in eialus. American nunie.7 of Arts and sciences, 1955. Simpson 3. and'finqer, Lilton J. "Ihe Sociology of Race and sthic Relations,“ in A.R. kerton, Leonard broom, Leonard 5. cottrell, Jr. (ads.). sociology 13521; new YorK: pasic Locks Inc., 1937. nt of Adriculture. Llementarv statistical for foresters. Jan. 1967. '3 U) (1) ar Ht th mo (9 4) I) a e ' - K.- x w '- , , ._ r . ‘ ' - i . ‘I: ’.'- '_ r I’\ Aarner, q.L., uduL, £.w. be social L118 0. a Modern Cgfifidfiltv’ new Haven: iale University Press, 1941. warner, a.L. The sta _us avste. _of _a roaern community, m - - meg n‘avsn: iale University Press, 1942. de neuck, Anthonv, Knight, Julie, eds. Caste and Rac London: J & A Churchill L.T.A., 1967. dellitz, Claire; Jahoda, .narie; ‘eutsch, Horton; Cook, stuart J. firs:nrchuhethp:c inwsogial :elations, This questionnairre is for the purpose of determining whether society is cady to accept social changes that are occurring in the United States. It is hit that social progress is only effective if it is geared to what the community a ready to accept. This questionnairre is being distributed among various groups m campus, and none of these groups will be identified. Therefore, it is most .mportsnt that you answer these questions in a way which will reveal your own belings rather than how others might expect you to answer them. Please answer Q; the questions. If you are unsure, answer in a way which tends to correspond mat clearly with your feelings. Identifying data: 1. Age 2. Educational level 50 Major 4. What city are you from? 5. flew long has your family'lived there? 6. If the answer is less than 15 years, whens did you live previously? 7. What community activities are your parents members of? 8. what community activities do your parents participate in? 9. 35w many people counting adults and children are in your immediate family? 66 10. What is your father's occupation? 11. Does your mother work? 12. If yes, what is her occupation? 13. Approximately, how much income was earned last year by your parents, inclu- ding salary, pensions, stocks and bonds, real estate, etc. 14. Educational achievements: Highest grade completed - Father nether Degree - Father Nether Hajor - Father vother . Schools should be homogeneous with pupils having the same cultural and economic background. Agree Disagree 8. Do you feel that Negroes in the United States have just as good a chance now as white people to get any kind of job? Yes No i. fould you buy a house in a neighborhood in which there is a Negro family living? ' Yes No . The reason there are so many fatherless families is because Negroes care less for their families than whites do. Agree Disagree .. Demonstrations have generally helped rather than hurt the advancement of Negro rights. Agree Disagree . One reason Negroes are rioting is because the ghetto store owners are over- charging them. Agree Disagree The problems of Negroes should be left to states rather than in the hands of 'the federal government. Agree Disagree . The job which a person holds is his because of his own merits. Agree Disagree Many Negroes fail to complete high school because they are uninterested in improving themselves. Agree Disagree. U. 17. 19. 20. fl. 2. If open housing were practiced generally, property values would go down. Negroes have their rights, but it is best to keep them in their own districts and schools. Agree Disagree If a Negro moves into an all-white neighborhood, crime and tend to increase. Agree Disagree If Negroes attended the some schools as whites, both Negroes and whites would receive a more adequate education. Agree Disagree Agree Disagree The Negro protest movement has been generally peaceful rather than violent. Agree Disagree “Negroes are rioting because they want to get something for nothing. Agree Disagree Meat Negroes would rather live in the ghetto because that is where there friends live. Agree Disagree It would make no difference to me if I took a job where I had to take orders from a Negro. Agree Disagree In general, Negroes do not try to save their money. Agree Disagree Would you be willing to date a Negro? Yes No delinquency will If Negroes were given any more advantages than they are now, soon they would start making impossible demands. Agree Disagree Some people feel that Negroes have been discriminated against for over one hundred years; therefore, they should be given special consideration for jobs. Agree Do you think current open housing legislation should be made stronger? Yes No Disagree Negroes live in ghettos because they have no opportunity to live elsewhere. Agree Disagree Would you discourage your childrcn from playing with children of the Negro race? Yes Ho Some people feel that children attending inner-city schools are receiving an inferior education and feel this could be solved by integrating the schools. Agree Disagree Negroes would rather drive a flashy car than live in a decent home. Agree Leaders who are promoting equal rights for Negroes are often political agitators trying to stir up conflict. Agree Disagree Disagree * If more jobs are given to Negroes, this will mean taking jobs away from whites. Agree Disagree would you object to trying on the same dress or suit that a Negro had tried on? Many Negroes fail to complete high school because the curriculum does not fit their needs. Agree Disagree Would you object if a Negro moved into your neighborhood? Do you feel public housing is the beginning of socialism? Negroes are asking for too much too soon. Agree Ye 8 NO Ye s No Yes No Disagree Would you agree to a law which would make a mother ineligible for Aid to Dependent Children after she had more than a certain number of illegimitste children. It is hard to get most Negroes to stick to a job. Agree Ye s No Disagree Many men who are collecting welfare are not working because they cannot find jobs. Agree Disagree Do your feel that the Negro has been unjustly deprived of white man? Yes 30 his rights by the It is largely the Negroes own fault that he is in the situation that he is in today. Agree Disagree 59. 40. A1. A2. 45. AA. A6. 48. 52. 54. 55. 56. S7. 3‘. %h 60. m. 52. 53. SA. 5. If Negroes attended th same schools as whites, the education of white children would suffer because the Negro children would hold back the white children. Agree Di sagree Communists are behind Negro protest movements. Agree Disagree Negroes have the right to hold the same jobs as whites. Agree Disagree Negroes are justified in rioting because their conditions have not changed through legitimate means. Agree Disagree If a Negro moves into an all-white neighborhood, a multitude of Negroes will follow. Agree Disagree Negroes generally do not keep up their property. Agree Disagree I have no objection to the Negro provided that he keeps his proper place. Yes___ No It would be a mistake to ever have Negroes for foreman and leaders over whites. Agree Disagree Would you be willing to marry a Negro? Yes No Mothers on welfare have more children in order to collect more money. Agree Disagree Do you think Negroes are getting more economic power than is good for the country? Yes No Do you generally disapprove of actions Negroes have taken to obtain civil rights? Yes No More job-training programs are necessary. Agree Disagree Negroes riot because they have a higher innate prOpensity toward crime. Agree Disagree Negroes live in slums because of the tremendous disparity between their income and the cost of decent housing. Agree Disagree Men who are collecting welfare are not working because they would rather collect welfare than work. Agree Disagree Neighborhoods should be homogeneous with residents having the same cultural and economic background. Agree Disagree When someone is given a license to run a place of entertainment he should have the right to keep whwever he wants from using his place. Agree Disagree The present social system is inherently unjust to the Negro. Agree Disagree Scie people feel that children attending an inner—city school are receiving an inferior education and feel this could be solved through compensatory measures without necessarily integrating the schools. Agree Disagree Do you feel the white man is neglecting to do his duty by not doing more to improve the lot of the Negro? Yes No It bothers me to hear the Negro "run-down" in conversations among the whites. Yes No If Negroes live in the same residential areas as whites, intermarriage will tend to increase. Agree Disagree Slum property is unkept due to the neglect of the landlords. Agree Disagree Negroes cannot maintain a job because they are undependable. Agree Disagree _ Riots have genera 1y helped rather than hurt the cause of Negro rights. Agree Disagree NMnk-you for your cooperation! Upper-ifiddle Class Lower-Middle Class ' 1. Housing 5. 4 ________ 10. """"""""""""""""" 18. 22. 51. 52. 45. an. 55. 61. 62. 2. Welfare 1'0 "' _________________________ 15o - _ 25. -—.-_--—.-_'-—--_--—’-—--_.-_--_--_--_l-_'_-__- ———————— 5". 56. 58. 48. 55- !) 59. _________________________ 5. 11. 20. 27. 57. 140. 145. .‘——**‘__—_-~~“—__—~—_“__ I§OIII+OI '5 |+ll+l§ 4. .5 b- O 62.3 O +U+II+fi#‘IO+II+ 6. 12. 55. 42. 520 64. __.__ .__ 5. Social Relations —————————————————————— 7. 15. 16. 214. 26. 29. 147. _________________________ 56. _________________________ 590 * _______________________ 5. Employment _-'_- _~*—-_“~*“--*_m~——~fl**“fi —*n_—_——*-—****—*_*-—~“*fi _-—“‘_————~_*—__--~--—n—n—————-.* ~~—*“—~~*~-—~_“nfl-***~fl-— —*—_*u__-_-**~~*_*-—*~——“ ————_——_—l—-¢-.——_———~-——.-—-.—-—---I——~ *-_-—_-‘.—__*_‘—~~_m-—“*~”_* ““_——_—_-———~m—-—-~__‘.u-.—.———-—* --—_-———_——--—~_——__*"_~. —-—_——_-—~——_-~-“——~~~_*_ |+lll+l| 21. 28. 55. In . 146. 149. 51. 65. Educe ti on 1. 9. 17o 19. 25. 50. 59. 58. +II+I|+ I+++l Upper-Middle Class Lower-Middle Class _———_--———*——**___-“*~_—fl _—_——“-—_*—~~—c——--_I——.—_-__“ —-_-~_—*~fl___—_~~~**‘w—_— -—--*“—_‘“--_c——.—-———u“.._-~ —_———-_”~_“_-_nu“_**“~~_— -—-*————_———_—_*~_—~m—*~_ ___—__—~_“*———--_-_—_“_*“ _—_—————“-——“-”—__*——_~_“ -————_*—-~_~——n———**_““*- *_—-“——_--__“*-———__m—.-~~ ”‘iEV'EfifllfiflfiiflTMWflWflufliflflfl'i“