A STUDY OF msmnuoss origmcx URBAN - T " *
SCHOOL TEACHERS TOWARD walxasfm ‘ -’ _ _ _
RELATION To EDUCATION" ~ r— __ _* :

Thesis for the Degree of Ph. 'D; _ ' '
I ‘ MiCHmANA STATE, UNWERSETY
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LIBRARY

Michigan State
University

This is to certify that the
thesis entitled

A Study of the Attitudes of
Black Urban School Teachers
Toward Whites in Relation

to Education
presented by

Jerome Tillman

has been accepted towards fulfillment
of the requirements for

Ph.D. degreein Elementary Education

 

m/

Major professor

Date /

0-7639

ABSTRACT

A STUDY OF THE ATTITUDES OF BLACK URBAN
SCHOOL TEACHERS TOWARD WHITES
IN RELATION TO EDUCATION

BY

Jerome Tillman

Purpose of the Study

 

The purpose of the study was to determine the rela-
tionship between demographic variables of Black urban
school teachers and their attitudes toward Whites in rela-

tion to education.

Population and Sample

 

The population used in this study were Black urban
school teachers in Saginaw, Michigan. The sample con-
sisted of 84 subjects drawn from the population, 68 fe—

males and 16 males.

Instrumentation
The instrument used in this study was the Attitude

Behavior Scale: Black/White - Education (ABS:B/W-E). The

 

ABS:B/W-E was constructed according to Guttman's facet

 

theory. The ABS:B/W-E contains six dependent criterion

 

variables for the attitudes of Blacks toward Whites in

relation to education.

Jerome Tillman

Data Analysis

 

The multivariate analysis of variance was the

statistical technique used to analyze the data in this

study.

Testing of Hypotheses

 

The .05 level of significance was employed to
the hypotheses in this study.

H-l.--There is no difference in the attitudes
Black urban school teachers toward Whites in relation
education when these teachers are classified by sex.
was rejected.

H-2.--There is no difference in the attitudes
Black urban school teachers toward Whites in relation
education when these teachers are classified by age.
was accepted.

H-3.--There is no difference in the attitudes
Black urban school teachers toward Whites in relation
education when these teachers are classified by total

years of teaching experience. H-3 was accepted.

test

of
to

H-l

of

to

of

to

H-4.--There is no difference in the atttitudes of

Black urban school teachers toward Whites in relation

to

education when these teachers are classified by residen-

tial background. H-4 was rejected.
H-5.--There is no difference in the attitudes

Black urban school teachers toward Whites in relation

of

to

education when these teachers are classified by occupational

status of father. H-S was accepted.

Jerome Tillman

H-6.--There is no difference in the attitudes of
Black urban school teachers toward Whites in relation to
education when these teachers are classified by educational
status of father. H-6 was accepted.

H-7.--There is no difference in the attitudes of
Black urban school teachers toward Whites in relation to
education when these teachers are classified by under—
graduate school attended. H-7 was rejected.

H-8.--There is no difference in the attitudes of
Black urban school teachers toward Whites in relation to
education when these teachers are classified by academic
degree held. H-8 was accepted.

H-9.--There is no difference in the attitudes of
Black urban school teachers toward Whites in relation to
education when these teachers are classified by marital
status. H-9 was accepted.

H-lO.--There is no difference in the attitudes of
Black urban school teachers toward Whites in relation to
education when these teachers are classified by teaching

level. H-lO was accepted.

A STUDY OF THE ATTITUDES OF BLACK URBAN
SCHOOL TEACHERS TOWARD WHITES

IN RELATION TO EDUCATION

BY

Jerome Tillman

A THESIS

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

DOCTOR OF PHILOSOPHY

Department of Elementary and Special Education

College of Education

1971

 

 

PLEASE NOTE:

Some Pages have indistinct
print. Filmed as received.

UNIVERSITY MICROFILMS

 

 

 

Dedicated to the greatest love
in life--my wife, Minnie.

ii

ha.’”“_“‘.'
I

PREFACE

To be honest is to confront the truth. To be
honest is to realize that the ultimate measure of a man
is not where he stands in moments of convenience and
moments of comfort, but where he stands in moments of
challenge and moments of controversy. However unpleasant
and inconvenient the truth may be, I believe we must expose
and face it if we are to achieve a better quality of

American life.*

*Rev. Martin Luther King Jr., Speech delivered
February, 1967, before The National Institute, Los Angeles,
California.

iii

ACKNOWLEDGEMENTS

Appreciation is extended to Dr. Donald Nickerson,
my doctoral committee chairman, for his continued en-
couragement, support, and guidance throughout my doctoral
program. A very special thank you is extended to Drs.
JoSeph McMillan, William Joyce, and John Useem for their
assistance as members of the committee.

My sincere thanks are offered to Dr. Howard
Teitelbaum for his assistance with the statistical design
of the study and the analysis of data.

Last, but by no means least, I owe much to the
Black teachers in Saginaw, Michigan whose assistance made

this study possible.

iv

TABLE OF CONTENTS

DEDICATION . . . . . . . . . . . . . .
PREFACE . . . . . . . . . . . . . . .
ACKNOWLEDGEMENTS . . . . . . . . . . . .
LIST OF TABLES. . . . . . . . . . . . .
Chapter

I. INTRODUCTION. . . . . . . . . . .

II.

III.

rData Collection. .

Statement of the Problem. . .
Purpose of the Study . .
Rationale for the Study .
Need for the Study. . .
Hypotheses of the Study .
Definition of Terms . .
Organization of the Thesis .

REVIEW OF THE LITERATURE. . . . . . .

Instruments for Measuring Racial

Attitudes: An Overview . . . . .
Measurement of Racial Attitudes: A
Historical Overview . . . . . .

Racial Attitudes and Ethnic Prejudice .
Demographic Variables of Racial
Attitudes and Ethnic Prejudice. . .
Effect of Teacher Attitudes on Students.
Summary . . . . . . . . . . .

DESIGN AND METHODOLOGY OF THE STUDY . . .

Design of the Study . . . . . . .
Selection of an Urban School System . .
Description of the Urban School System .
Setting of the Study . . . . . . .
Population and Sample. . . .
Instrumentation. . . . . .

Data Analysis . . . . . .

V

Page
ii
iii
iv

vii

13

18
26

28
31
35

37

37
37
38
38
39
39
43
44

Chapter Page

IV. ANALYSIS OF THE DATA. . . . . . . . . 46
Testing of Hypotheses . . . . . . . 46
Summary . . . . . . . . . . . . 58

V. SUMMARY, DISCUSSION, IMPLICATIONS AND

 

RECOMMENDATIONS . . . . . . . . . . 61

Summary of the Study. . . . . . . . 61

Discussion of Results . . . . . . . 63

Implications of the Study . . . . . . 67

Recommendations for Further Research . . 7o

Sc0pe and Limitations of the Study . . . 71

REFERENCES o o o o o o o o o o o o o o 72
APPENDICES o o o o o o o o o o o o o o 80 t:
r

Appendix A: Demoqraphic Data Form . . . 81

Appendix B: Attitude Behavior Scale:
Black/White-Education . . . 83
Appendix C: Supplemental Tables. . . . 91
vi

Table

l.

10.

ll.

12.

l3.

14.

15.

LIST OF TABLES

Distribution of subjects by demographic
variables. . . . . . . . . . .

Multivariate analysis of variance--sex . .
Multivariate analysis of variance--age . .

Multivariate analysis of variance--tota1
years of teaching experience . . . .

Multivariate analysis of variance--
residential background . . . . . .

Multivariate analysis of variance--
occupational status of father . . . .

Multivariate analysis of variance--
educational status of father . . . .

Multivariate analysis of variance--
undergraduate school attended . . . .

Multivariate analysis of variance--
academic degree held . . . . . . .

Multivariate analysis of variance-—marital
status. . . . . . . . . . . .

Multivariate analysis of variance—-teaching
level 0 O O O O O 7. O O O O 0

Cell means for demographic variables. . .

Variance and standard deviations for
demographic variables. . . . . . .

Correlation matrices for demographic
variables. . . . . . . . . . .

Least square estimates of effects for
demographic variables. . . . . . .

vii

Page

40
47
49

50

52

53

54

56

57

59

60

92

93

94

95

CHAPTER I
INTRODUCTION

There are groups of Black parents and students who
are actively demanding Black teachers and administrators
for the public schools that service their local communities.
As the thrust for decentralization of school authority and
community control of schools escalates, this demand will
become more eruptive and tumultuous.

Implicit in the demand for Black teachers to teach
in public schools of the urban Black community is the assump-
tion that Black teachers will convey to Black students more
"appropriate" attitudes toward themselves and other ethnic
groups than will White teachers.

Citron reports that "children sense the deep
attitudes, spoken and silent, the real feelings. They see
who is honored and who is dishonored. They hear tone and
intonation, catch nuance and meaning of behavior; sense and
adOpt attitudes which adults may be unaware they (the adults)

carry,nor unaware they transfer to children."

 

lAbraham F. Citron, The Rightness of Whiteness
(Detroit: Michigan Ohio Regional Educational Laboratory
IPublication), February, 1969, p. 12.

 

 

Washburne and Heil conclude that "teachers who
deal with the same children every day have a definite and
determinable influence upon the attitudinal growth of their
pupils."2

The schools are a major instrument of socializa-
tion, and schools reflect the best and the worst attitudes
in the society. As such, teachers pass through a certi-
fying institution which socializes them to consider certain
behavior patterns and attitudes as normal. However, teach-
ers must begin to evaluate their attitudes and behavior on

the basis of their impact on students.

Coleman,3 in the report Equality of Educational

 

Opportunity, reveals that the average Black elementary stu-

 

dent attends a school in which 65 percent of the faculty
are Black, and the average White elementary student attends
a school in which 97 percent of the faculty are White.
Therefore, if public schools in the urban Black communities
are to be staffed predominantly with Black teachers to
teach Black students, then the measurement of the attitudes
of Black teachers is imperative because students will tend
to gravitate to the attitudes set forth for them by their

teachers.

 

2C. Washburne & C. Heil, "What Characteristics of
Teachers Affect Children's Growth," The School Review
(1960), p. 426.

3James S. Coleman, Equality of Educational Oppor-
tunit (Washington, D.C.: U.S. Government Printing Office,
, p. 270.

 

 

"W‘s-J"
,

 

Statement of the Problem
Jordan4 in reviewing the literature on the measure-
ment of attitudes noted that a distinct group of dependent
variables seemed to be important determinants, correlates,

and/or predictors of attitudes: (l) demographic variables, 5

 

(2) socio-psychological variables, (3) contact variables, 3

and (4) knowledge variables. The problem under investi- fi

 

gation in this study is to determine if there is a signi-
ficant relationship between demographic variables of Black 3
urban school teachers and their attitudes toward Whites in
relation to education.
One major problem in studies dealing with the
measurement of attitudes emanates from the lack of valid
instruments. As such, most studies on the measurement of
racial attitudes employ instruments which contain items
that are of a stereotypic nature, and rarely do these items
indicate the subject's actual behavior or actual experi-
ence in relation to the attitude object. However, the
Attitude Behavior Scale: Black/White - Education (ABS:B/WfE),
developed by Jordan and Hamersma,5 used in this study con-
tains items written at the actual personal behavior level

or the actual experience level. Thus, the results of this

 

4John E. Jordan, Attitudes Toward Education and
Physically Disabled Persons in Eleven Nations TEast Lansing:
Latin American Studies Center, Michigan State University,
1968).

 

 

5John E. Jordan and Richard Hamersma, ABS:BW/WN

(East Lansing: Michigan State University Press,I1969).

 

study should avoid the criticism of the lack of relation-

 

ship between attitudes and overt behavior.

Purpose of the Study

 

This descriptive study is an attempt to determine

the relationship between demographic variables of Black

 

 

urban school teachers and their attitudes toward Whites in -'
relation to education. 1
i4
Rationale for the Study» ‘

Urban school children readily perceive their teach-
er's attitudes and expectations toward them. This idea is
succinctly corroborated by Riessman: "They (the children)
were telling me about the expressions on teachers' faces
that they didn't like. They reported that they knew the
minute they entered the room that the teacher didn't like
them and that she didn't think they were going to do too
well in school."6

Children, especially in urban schools, are greatly
affected by what their teachers think they can accomplish.
Kenneth Clark states," Stimulation and teaching based on
positive expectation seem to play an even more important
role in a child's performance in school than does the com-

I I 0 7
munity enVironment from which he comes."

 

6Frank Riessman, The Culturally Deprived Child
(New York: Harper and Row,Il962Y} p- 6.

7Kenneth Clark, Dark Ghetto (New York: Harper and
Row, 1965), p. 132.

 

 

Rosenthal and Jacobson,8 in a study conducted at
a San Francisco school with a large student population of
low socioeconomic status Mexican-Americans, told teachers
in the lower grades that certain children (randomly picked

by the researchers) were "potential academic spurters."

D» !

I ‘4.“9fi'... é;

Achievement tests were administered to the supposed

"Spurters" and to a control group at the beginning of the

"Sd'mil'n.
5

school year and several times during the next two years.
Results of this study indicate that "children from whom L
teachers expected greater intellectual gains showed such

gains." The gains were greatest in the first and second

grades, and the average gain of the randomly picked

"spurters" was better than 27 test points. After the end

of the first year, the "spurters" were characterized by

their teachers

. . . as having a better chance of being successful
in later life and as being happier, more curious,

and more interesting than other children. There was
also a tendency for the designated children to be
seen as more appealing, better adjusted, and more
affectionate, and as less in need of social approval.
In short, the children for whom intellectual growth
was expected became more alive and autonomous intel-
lectually, or were at least so perceived by their
teachers.

By contrast, teacher ratings given to those children who
were not marked as "spurters" but who did gain in test
points were generally unfavorable. The more "non-spurters"

gained, the less favorably they were rated by their teachers.

‘

8Robert Rosenthal and Lenore F. Jacobson, "Teacher
Expectations for the Disadvantaged," Scientific American,
218 (April, 1968), p. 22.

9

 

Ibid.

 

One conclusion drawn in this study was that children who

gain in achievement when improvement is not expected of

them "are looked on as showing undesirable behavior."

10

Although Rosenthal and Jacobson's study was based

on "low socioeconomic status" Mexican-Americans it does

have some relevancy for the present study. This particu-

lar study helps to exemplify how the attitudes and expecta-

tions of teachers influence the academic progress and

emotional well-being of students. The underlying theme

of Rosenthal and Jacobson's study is "low socioeconomic

status" students, and if you acknowledge that the majority

of urban children--Black, Brown, Yellow, and White--are

similarly categorized, then this research has important

implications for the rationale of the present study.

A most disturbing implication of the findings by

Rosenthal and Jacobson is eloquently paraphrased by Arthur

Pearl:

The teacher's responsibility is to teach but instead
we engage in self-fulfilling prophecy. We decide
that certain people cannot be educated. We refuse

to educate them; they grow up uneducated and we pride
ourselves on our exceedingly predictive index.

Pearl's observation leaves little doubt that teacher atti-

tudes and eXpectations influence student self-images and,

therefore, the student's ability to learn in the classroom.

 

loIbid.

llArthur Pearl, Educational Change: Why--How--For

 

Whom (San Francisco: San Francisco Human Rights Commission,

1968).

(Compiled from speeches.)

EL

 

 

A child is not likely to respond favorably to a
teacher he feels does not like him and who believes he can-

not learn. Kirkman reports:

Such teachers generally have a continual discipline
problem with their classes. It appears that the
children sense their teachers' attitude toward them
and react accordingly. . . . I have yet to see any
teacher who does not respect his students, have '
respect shown to him.12

There are many urban school teachers who expect
bad behavior from their students and, therefore, they re-
ceive it. Many urban school children have had bad experi-
ences with teachers. Biased teacher attitudes help create
a syndrome of failure and rebellion in the urban child's
experiences with school.

Teachers have attitudes where their pupils are con-
cerned, and to expect other than this from them is to deny
teachers the right to be human. However, it is unfortunate
that teacher attitudes and expectations are quite often in-
fluenced by racial and class stereotypes.

The effect of teacher attitudes on urban students
helps to explain a failure of American education--

. . . for the many minorities and particularly for
the children of the racial ghetto,* the schools have
failed to provide the educational experience which
could help overcome the effects of discrimination

and deprivation.13

*Most racia1_ghettos are located in urban Black com-
munities.

 

12J. Kirkman, "White Teacher in a Negro School,"

Journal of Negro Education (Spring, 1966), p. 179.
13Report of the National Advisory Commission on
Civil Disorders (New York: Bantam Books, 1968), p. 425.

2 —.:.a-. 1‘0“!

 

Need for the Study

 

The need for research on racial attitudes intensi-
fied in the last decade because of the increased conflicts
between both individuals and institutions of Black and
White urban communities. Most research and reports have

concentrated on the attitudes of Whites toward Blacks and

 

other Whites. Some of the research has also dealt with

the attitudes of Blacks toward Blacks. The present study

 

deals with an area neglected by most researchers--the y
attitudes of Blacks toward Whites.

It is becoming increasingly clear, if it was not
so before, that it is important for teachers to be given
the chance to become aware and conscious of their attitudes
and behavior with regard to race. Teachers come through
similar classrooms as those in which they now teach, and
research on teacher attitudes can facilitate the training
and employment of teachers who are aware and sensitive to
the effect their attitudes and behavior have on students.

The tenets which form the fundamental need of this
study are seen as having important implications for those
who are concerned with the nature of human communication,
the concept of racial attitudes, and the implication they

have for the education of children.

Hypotheses of the Study

 

The following hypotheses were investigated:

 

1. There is no difference in the attitudes of
Black urban school teachers toward Whites in relation to
education when these teachers are classified by sex.

2. There is no difference in the attitudes of
Black urban school teachers toward Whites in relation to
education when these teachers are classified by age.

3. There is no difference in the attitudes of
Black urban school teachers toward Whites in relation to
education when these teachers are classified by total years
of teaching eXperience.

4. There is no difference in the attitudes of
Black urban school teachers toward Whites in relation to
education when these teachers are classified by residen-
tial background.

5. There is no difference in the attitudes of
Black urban school teachers toward Whites in relation to
education when these teachers are classified by occupa-
tional status of father.

6. There is no difference in the attitudes of
Black urban school teachers toward Whites in relation to
education when these teachers are classified by educational
status of father.

7. There is no difference in the attitudes of
Black urban school teachers toward Whites in relation to
education when these teachers are classified by under-

graduate school attended.

lO

8. There is no difference in the attitudes of
Black urban school teachers toward Whites in relation to
education when these teachers are classified by academic
degree held.

9. There is no difference in the attitudes of

 

Black urban school teachers toward Whites in relation to

education when these teachers are classified by marital

 

status.
10. There is no difference in the attitudes of 3

Black urban school teachers toward Whites in relation to

education when these teachers are classified by teaching

level.
The majority of studies on measuring attitudes

utilize the .05 significance level. There may be hypoth-

eses within the present study which bear out significance

only at the .05 level and not at any other level. There—

fore, the level of rejection for the hypotheses in the

present study was established at the .05 level.

Definition of Terms

 

There are several words and terms used in this
study which have specific meaning. For purposes of clari-
fication, they are defined here.

Dependent Criterion Variables--constructs of an

 

attitudinal instrument which purport to measure racial atti-
tudes on several levels (i.e., Personal Feelings, Actual

Personal Action, Societal Stereotype, etc.).

11

Demographic Variables--specific personal character—

 

istics of an individual (i.e., sex, age, geographic back-
ground, etc.).

Black Urban School Teachers--Americans of African

 

descent who teach in the public schools of an urban com—
munity.

Urban Communitye-a complex of communities charac-

 

terized by commercial, industrial, and service occupations
with a population that contains different ethnic groups
(Whites, Blacks, Chicano, etc.) in close geographical
proximity.

Urban School System--a complex of public supported

 

schools characterized by a core of schools with a predomi-
nantly minority (Black and Chicano) student population.

Whites--Americans of European descent.

Organization of the Thesis

 

The dissertation is organized into five chapters.
The statement of the problem and need for the study were
discussed in Chapter I.

Chapter II is a summarization of the theory and
research related to this study. This chapter contains rele-
vant investigations upon which the present study is based.

Chapter III describes the methodology and pro-
cedures of the study. Information is included on instru-
mentation and the statistical procedure used in the data

analysis.

 

 

 

12

Chapter IV presents the research data and results
of the analysis of the data. The testing of hypotheses

appear in this chapter.

Chapter V is a discussion of the data with summary
and recommendations. Implications and limitations of the

study are included in this chapter.

 

 

CHAPTER II

REVIEW OF THE LITERATURE

 

r.

The purpose of a review of related literature is i

to survey investigations upon which the present research g
is based. Such sources as Encyclopedia of Educational %
Research, The Educational Index, The Review of Educational» fi

 

Research, Dissertations, Dissertation Abstracts, and Current

Literature were examined as background material for the

 

study.

The author has chosen for organizational reasons
to divide this chapter into six sections: (1) Instruments
for Measuring Racial Attitudes: An Overview, (2) Measure-
ment of Racial Attitudes: A Historical Overview, (3)
Racial Attitudes and Ethnic Prejudice, (4) Demographic
Variables of Racial Attitudes and Ethnic Prejudice, (5)
Effect of Teacher Attitudes on Students, and (6) Summary.

Instruments for Measuring Racial
Attitudes: An Overview

 

 

The measurement of racial attitudes has employed
many different and varied instruments. Several well-
publicized instruments have been used, but as of yet there

is no one instrument that has produced consistent and com-

parable results.

13

 

14

Bogardusl using a "social distance scale" asked
White subjects to imagine themselves in various types of
social contact with Negroes. He concluded that Whites
felt a considerable amount of social distance between
themselves and Negroes. This type of instrument is rarely
used to measure racial attitudes today because many social
scientists feel that the "social distance scale" is not a
"true" measure of racial attitudes.

Thurstone2 developed an instrument which called

for "judges" to sort items into piles ranging on a continuum

from "favorable to unfavorable" toward the attitude object
under consideration. Subjects being assessed were asked
to only check those items with which they agree or dis-

agree. This instrument by Thurstone for meaSuring racial

attitudes has received much criticism (Hovland and Sherif,3

Jahoda and Warren4) because of the process for selecting

an item continuum.

 

1E. S. Bogardus, "Measuring Social Distances,"
Journal of Applied Sociology, 9 (1925), 299-308.

2L. L. Thurstone, "The Measurement of Social Atti-
tudes," Journal of Abnormal and Social Psychology, 26
(1931), E49-269.

3C. I. Hovland and M. Sherif, "Judgmental Phenom-
ena and Scales of Attitude Measurement: Item Displacement
in Thurstone Scales," Journal of Abnormal and Social
Psychology, 47 (1952), 822-823.

4M. Jahoda and N. Warren, Attitudes (Baltimore:
Penguin Books, 1966).

 

 

 

 

 

«Par u—Jlflsifii. I,

15

Likert5 devised an instrument for measuring racial
attitudes by which the items selected for the instrument
were done by intuitions and only "favorable or unfavorable"
items were used. This instrument asked subjects to respond
to each item on a continuum ranging from strongly approve
to strongly disapprove. The items on the Likert instrument
were pre—tested on a pOpulation that was representative
of the subjects to be used (the first time this was done).
Likert's instrument has been criticized for yielding only
ordinal scale data and items selected by intuition.

Adorno §£_21.6 constructed an instrument that had
two scales--the "E" scale and the "F" scale--to measure
attitudes. The "E" scale contained several items relating
to Negroes, and the "F" scale was used to measure anti-
democratic attitudes and authoritarianism. Quite a few
studies (Himelstein and Moore,7 Weller,8 Kinnick and Plat-
tor9) have been done using the "E" and "F" scales to measure

racial attitudes toward Negroes.

 

5R. Likert, "A Technique for the Measurement of
Attitudes," Archives of Psychology, 140 (1932), 1-55.

6T. W. Adorno et al., The Authoritarian Personality
(New York: Harper, 1950). A?

7P. Himelstein and J. C. Moore, "Racial Attitudes
and the Action of Negro- and White-Background Figures as
Factors in Petition-Signing," Journal of Social Psychology,
61 (1963), 267-272.

8L. Weller, "The Relationship of Personality and
Non-Personality Factors to Prejudice," Journal of Social
Psychology, 63 (1964), 129-137.

9B. C. Kinnick and S. D. Plattor, "Attitudinal
Change Toward Negroes and School Desegregation Among Parti-
cipants in a Summer Training Institute," Journal of Social
Psycholong 73 (1967), 271-283.

 

 

 

 

 

 

4v 1.: .o r.- ..hfnar" A! _.-. .
. a

16

Projective-test instruments (Campbell,10 Riesmanll)

have been used to measure racial attitudes and prejudices.
Projective-test instruments present (indirectly) ambiguous
stimuli that subjects are asked to respond to. Projective-
test instruments are criticized for yielding lower validity
(because of the indirectness of items) than the direct
paper-and-pencil test instruments.

One method employed for the measurement of racial
attitudes is the type that uses an instrument that is
specifically designed for the purpose of a particular

13). This

study (Brink and Harris,12 Campbell and Schuman

instrument, popularly known as the "survey," is solely

designed for the one—shot investigation by the author.
Guttman'sl4 facet design is a fairly new method

which seeks to ascertain the multi-dimensional nature of

an attitude. An instrument developed by this method

 

10D. T. Campbell, "The Indirect Assessment of Social

Attitudes," Psyphological Bulletin, 47 (1950), 15-38.

11D. Riesman, Faces in the Crowd: Individual Studies

 

 

ip Character and Politics (New Haven: Yale University
Press, 1946). I

12W. J. Brink and L. Harris, Black and White: A
Study of U. S. Racial Attitudes Today (New Yofk: Simon
and Schuster, 1967).

13A. Campbell and H. Schuman, Racial Attitudes in
Fifteen American Cities (Supplemental Stfidies for the
NatiOnal Advisory Commission on Civil Disorders, Govern-
ment Printing Office, June, 1968).

14L. Guttman, "The Problem of Attitude and Opinion
Measurement," in S. A. Stouffer (ed.), Measurement and
Prediction (Princeton: Princeton University Press, I950),
pp. 46-90.

 

 

 

 

 

 

 

17

includes an a priori technique for item selection. Gutt-

man's facet design is a method developed to avoid the

criticisms of early Guttman instruments which attempted

to ascertain whether an attitude was of a single dimension.
It is of Special interest to the present study to

note that few studies (Erb,15 Maierle,l6 Williamsl7) have r

been found that use Guttman's facetized design to measure i

and analyze racial attitudes. i
As this section in the review of the literature '

indicated, the instruments used for measuring racial atti-

tudes are based on very diverse techniques of construction.

Many complaints were registered regarding the items inherent

to measurement instruments on racial attitudes, however,

items constructed according to Guttman's facet design

seemed to deal more adequately with those issues in question.

The present study places heavy reliance on the Guttman

facet theory because this particular theory is advanta-

geously apprOpriate to the difficult reality of how to

accurately measure such an intangible as a racial attitude.

 

15D. L. Erb, "Racial Attitudes and Empathy: A
Guttman Facet Theory Examination of Their Relationship and
Determinants" (unpublished doctoral dissertation, Michigan
State University, 1969).

16J. P. Maierle, "An Application of Guttman Facet
Analysis to Attitude Scale Construction: A Methodological
Study" (unpublished doctoral dissertation, Michigan State
University, 1969). '

17W. S. Williams, "Attitudes of Black and White
Policemen Toward the Opposite Race" (unpublished doctoral
dissertation, Michigan State University, 1969).

18

Measurement of Racial Attitudes:
A HiStoriCal Overview

 

 

Early research on racial attitudes were included
as subscales of more comprehensive assessment instruments.
An example of this was the work of Likert and Murphy.18
They attempted to assess attitudes on the most controver- —

sial issues of that time, and developed a measuring in-

strument which used three different scales: (1) an "Inter-

 

nationalism Scale," (2) an "Imperialism Scale," and (3) a
"Negro Scale." The three scales were highly correlated E
and appeared to discriminate adequately between "racists,"
"moderates," and "liberals" on the "race question" of that
time period.
Later, one group of investigators (Nordenlg) who
were concerned about fascism, attempted to develop an in-
strument sensitive enough to detect the potential for fas-
cism in American citizens. One of the variables to which
the investigators attributed this potential was ethno-
centrism, which is defined as prejudice. From this theo-
retical background the investigators developed the "E"
scale. The main purpose of the "E" scale was to determine
Anti-Semitism; however, the "E" scale also contained a
Negro subscale which was designed to assess Whites' hostil-

ity toward Blacks. As an instrument to measure attitudes

 

18R. Likert and G. Murphy, Public Opinion and the
Individual (New York: Harper, 1938).

19E. Norden, "The Paramilitary Right,
1969, pp. 6-20.

 

 

Playboy, l6,

19

toward minorities, the "E" scale was proven to be rela-
tively valid; and, later studies on measuring racial atti-
tudes use the "E" scale as a validity instrument.

Research on racial attitudes continued to be sub-

scales of more comprehensive instruments until the 1960's

 

when social forces began to impose changes in the direction F.
and purpose of racial attitude research. One of the first
"new" studies was done by Greenberg.20 Greenberg attempted
to develop an instrument which would measure problems iJ

that might arise in the process of integration. For the
first time, Black subjects as well as White subjects were
used in racial attitude research. The results of the
Greenberg study concluded that Blacks were more pro-
integration than Whites.

Diversity of research on racial attitudes increased
in the 1960's. An example of this diversification was the

study conducted by Weiss.21

This study was concerned with
exploring "dimensions of racial attitudes." The study was
composed of two parts: (1) a stereotype instrument mea-
suring how White subjects indicated how Blacks were dif-

ferent from other Americans, and (2) an Opinion question-

naire measuring the dimensionality of racial attitudes.

 

20H. M. Greenberg, "Development of an Integration
Attitude Scale," Journal of Social Psychology, 54 (1961),
103-109.

21W. Weiss, "An Examination of Attitudes Toward
Negroes," Journal of Social Psychology, 55 (1961), 3-31.

 

 

20

The study showed that "people do make a distinction be-
tween the selection of traits for description and for atti-
tudinal significance." Weiss concluded that the dis-
tinctions between descriptive and attitudinal traits im-

plied dimensionality of racial attitudes.

J

Under the hypothesis that racial attitudes are

composed of three main dimensions—-"policy toward integra-

tion," "feelings of racial superiority,‘ and "nature of

-u umtfilfimq

social relationships into which one is willing to accept
22

“E27”

Negroes"--Woodmansee and Cook conducted a three-phase
study. White subjects were asked their opinion on state-
ments that indicated self-consciousness and uncomfortable-
ness regardless of racial attitudes, and certain attri-
butes that were assigned to Blacks which would make them
superior to Whites. A factor analysis was done on the
data, and results showed "clusters of attitudes," which
led to a further clarification of racial feelings. Dis-
crimination was quite high in several clusters, but there
were serious doubts about the validity of the results.
The purpose of the study by Selltiz, Edrich, and
Cook was to "test whether ratings of a new pool of items

would be influenced by the rater's attitudes, and thus

whether ratings might be used as an indicator of the rater's

 

22J. J. Woodmansee and S. W. Cook, "Dimensions of
Verbal Racial Attitudes: Their Identification and Social
Psychology," Journal of Personality and Psychology, 7, 3
(1967), 240-250.

 

21

attitudes."23

Their results showed consistent differences
in ratings according to attitudes expressed in the self-
report of unfavorable items.

Williams and Roberson24 developed a picture-

comparison test to measure racial attitudes of pre-school

children. The test was divided into two parts: (1) one
part consisting of black and white pictures of toys and

animals which were associated with paired adjectives such

 

as "clean-dirty or good-bad," and (2) the second part con- b
sisting of the same procedure applied to pictures of Black
and White people. The high correlation between the re-
sponses to pictures of toys, animals, and people led the
authors to suggest "concurrent development of racial atti-
tudes and color meanings."
In a study by Kinnick and Platter25 the purpose was
to measure "specific attitudes toward Negroes and public
_ school desegregation." Using a thirty-item "desegregation"

scale, the results showed that the scale was a "promising

indicator of White attitudes toward desegregation."

23C. Selltiz, H. Edrich, and S. W. Cook, "Ratings

of Favorableness of Statements about a Social Group as an
Indicator of Attitude Toward the Group," Journal of Per-
sonality and Social Psychology, 1, 3 (1965), 251-260.

24J. E. Williams and K. J. Roberson, "A Method of
Assessing Racial Attitudes in Pre-School Children," Educa-
tional and Psychological Measurement, 27 (1967), 671-689.

 

 

 

25Kinnick and Platter, op. cit.

22

Berg tested the hypothesis that "a White person's
prejudiced attitudes toward Negroes would be directly to
disagree with a Negro person, and the relationship between
prejudiced attitudes and social disagreements would be
closer when the judgmental tasks were more important."26
The results indicated "no significant differences or cor-

relations between attitude scale results and agreements

with a Negro person," which led Berg to conclude that: i

 

(l) "verbal attitude scales may not be good predictors of '
prejudiced behavior," and (2) "auto-kinetic judgments may a
not be good tasks for expecting prejudiced behavior."
The most recent develOpment in the research on
racial attitudes has been Black self-esteem. Black self-
esteem can be conceptualized as Black reactiOn to White
attitudes toward Blacks. An important concept which in-
fluences Black self-esteem is termed Black consciousness.
Hare defines Black consciousness as the "state of being
conscious of one's blackness vis-a-vis White racism; aware-
ness of, or awake to membership in the Black race and its
struggle, including the state of being 'together' on mat-

27

terms concerning the Black man." There have been studies

devoted to these and other aspects of Black self-esteem.

 

26K. R. Berg, "Ethnic Attitudes and Agreement with
a Negro Person," Journal of Personality and Social Psy-
chology, 4 (1966), 2-12.

27N. Hare, "Unalphabetized and Unfinished Glossary
of Terms," unpublished paper, 1968.

23

Trent hypothesized that "acceptance of self is
related to acceptance of others and self-accepting Negro
children would have more positive attitudes toward both
Negroes and Whites than would Negro children who were less

self-accepting."28

Trent's major finding was that "chil-
dren who were most self-accepting expressed significantly

more positive attitudes toward Negroes and Whites than the

 

least self-accepting children."
Gaier and Wambach29 hypothesized that because of y

the constant social oppression that they undergo, "Negroes

adOpt masochist-like behavior patterns." The results of

this study were: (1) "Black males showed significantly

less achievement response than White males," and (2)

"There is no significant difference between Blacks and

Whites of either sex in masochist-like behavior patterns."
Gregor and McPherson30 conducted a study of Black

self-esteem. The Clark Doll Test, which involves color-

 

trait choices between Black and White dolls, was used in

 

28 .
R. D. Trent, "The Relation Between Expressed

Self-Acceptance and Expressed Attitudes toward Negroes
and Whites among Negro Children," Journal of Genetic
Psychology, 91 (1957), 25-41.
29E. L. Gaier and H. S. Wambach, "Self-Evaluation
of Personality Assets and Liabilities of Southern White
and Negro Students," Journal of Social Psychology, 51
(1960), 135-143.
30J. A. Gregor and A. D. McPherson, "Racial Atti-
tudes among White and Negro Children in a Deep South
Standard Metropolitan Area," Journal of Social Psychology,
68 (1966), 95-106. IE

 

 

24

the study. The results indicated that both Black and

White children tended to identify with their own ethnic
race, and that the more a Black child is eXposed to a White
environment, the more he identified with Whites rather
than Blacks; and the more he tends to show aggression
toward his own ethnic race.

The major hypothesis that guided the research by
Banks was that "Black students taking black studies
courses and/or members of the Black student association
will score higher on a Black consciousness inventory than
those who did not take black studies courses and/or non-
members of the Black student association."31 Using paral-
lel forms of an experimental Black consciousness inventory,
subjects responded to each item on a four-point continuum
ranging from strongly agree to strongly disagree. The
results of the study supported the major hypothesis. Banks
concluded that "segments of the Black community can and do
relate to their blackness vis-a-vis White racism."

In a study conducted by Jackson,32 the purpose was
to investigate the attitudes of Black faculty (at pre-
dominantly Black colleges and universities) toward the ad-
dition of White faculty at their school. The results

showed that the tendency was to favor addition of White

 

31H. A. Banks, "Black Consciousness: A Student
Survey," The Black Scholar, 21 (1970), 44-52.

32J. J. Jackson, "An Exploration of Attitudes
toward Faculty Desegregation in Negro Colleges," Phylon
(1967): pp. 20-25.

 

 

25

faculty, but there was deep concern over differential
treatment, effects on the Black teacher market, adverse
effects on morale, salary, and power structure among
Black faculty.

Literature exists today which suggest that Blacks
have the same prejudices and negative attitudes toward
Blacks that the White majority has. However, recent in-

35) indicate

vestigators (Johnson,33 Maliver,34 and Noel
that Blacks who are active in the civil rights movement
tend to have a more favorable self-image and attitudes
toward other Blacks as well as Whites.

As Black and White confrontations increased in
intensity, the interest in research on racial attitudes
increased concurrently. However, most of the research on
racial attitudes has been on White attitudes toward Blacks
and Black attitudes toward Blacks. The research efforts
in the general area of attitudes of Blacks toward Whites

suffer from an attitude of "benign neglect" which suggest

that much work needs to be done in the area.

 

33D. W. Johnson, "Racial Attitudes of Negro Freedom
School Participants and Negro and White Civil Rights Par-
ticipants," Social Forces, 45, 2 (1966), 266-273.

34B. L. Maliver, "Anti-Negro Bias among Negro Col-
lege Students," Journal of Personality and Social Psychology,
2 (1965), 770-775.

35P. L. Noel, "Group Identification among Negroes:
An Empirical Analysis," Journal of Social Issues, 20 (1964),
71-85.

 

 

 

 

‘51: V

‘1

. “.J-

26

There are researchers which believe that the mea-
surement of racial attitudes is based on an attitude object
that has only one dimension. However, the studies by
Woodmansee and Cook and by Weiss reveal evidence to sug-
gest that the measurement of a racial attitude involves
an attitude object that contains multiple dimensions.

These two studies are especially relevant to the present

study because this dissertation is based on the belief

 

that a racial attitude is of a multidimensional nature.

"W‘iJ I V. o I' . _

Racial Attitudes and Ethnic Prejudice
Racial attitudes are commonly referred to as ethnic
prejudices. Allport defines prejudice as "an avertive or
hostile attitude toward a person who belongs to a group,
simply because he belongs to that group, and is therefore

presumed to have the objectionable qualities ascribed to

the group."36

Guttman defines attitude or prejudice as "a de-

limited totality of behavior with respect to something."37

Simpson and Yinger define prejudice as:

. . . an emotional, rigid attitude (a predisposition
to respond to a certain stimulus in a certain way)
toward a group of peOple. . . . Prejudices are thus
attitudes, but not all attitudes are prejudices.
They both contain the element of prejudgment, but
prejudiced attitudes have an affective or emotional
quality that not all attitudes possess.38

 

36G. W. Allport, The Nature of Prejudice (New York:
Doubleday and Co., 1954), p. 3.

37Guttman, op. cit., p. 47.

38G. E. Simpson and J. M. Yinger, Racial and Cultural
Minorities (New York: Harper & Brothers, 1953), p. 26.

 

27

The definitions of prejudice indicate two impor-
tant components: attitudes and beliefs. The apparent
common feature to these definitions of prejudice is an
attitude that is directed toward an entire group of peOple
or a member of that group in a negative and unrealistic

manner .

39 4O

Adorno et al., Buttelheim and Janowitz,

Ackerman and Jahoda,4l and Lowenthal and Guterman42 re-
corded the results of four important studies on the nature
of ethnic prejudice. Their findings conclude that subjects
showed a tendency to be "ethnically-centered," to be rigid
in their acceptance of the culturally "alike" and in their
rejection of the culturally "unlike."

In the present study, ethnic prejudice is opera-

tionally defined by the obtained attitudinal scores of the

subjects on the ABS:BZW-E.

 

Many definitions and explanations of racial atti-
tudes and ethnic prejudice underscore the similarity and
commonality of the two. However, Simpson and Yinger's

explanation regarding a differentiated relationship between

 

39Adorno et al., 0p. cit.

4OB. Buttelheim and M. Janowitz, Dynamics of PEE-
judice: A Psychological and Sociological Study of Veterans

 

 

 

(New York: Harper, 1950).

41N. Ackerman and M. Jahoda, Anti-Semitism and
Emotional Disorder (New York: Harper & Row, 1950). I

42L. Lowenthal and N. Guterman, PrOphets of Deceit:
A Study of the Technigues of the American Agitator (New
York: Harper, 1949).

 

 

 

 

28

racial attitudes and ethnic prejudice help to amplify
the basic theme inherent to the present study. That is,
attitudes and prejudices are related phenomena and their

existence is contingent on extraneous factors.

 

Demographic Variables of Racial r5
Attitudes and Ethnic Prgjudice .1

 

Demographic variables have consistently yielded
significant results in relation to the measurement of

racial attitudes and ethnic prejudice. Q

 

Research on racial attitudes and ethnic prejudice
indicate that education of the subject and the parent's
education are significant variables to racial attitudes
and ethnic prejudice, i.e., the more education the less
prejudice. Allport and Kramer43 with Lombardi44 conclude
that the higher the parent's level of education, especi-
ally college education, the lower the prejudice or more
favorable the attitude toward other ethnic groups.

The demographic variable of sex in relation to
racial attitudes and ethnic prejudice appears quite often
in the literature. Carter and Mitchell45 found women to

be more prejudiced than men. Allport and Kramer46 and

 

43G. W. Allport and B. M. Kramer, "Some Roots of
Prejudice," Journal of Psychology, 22 (1966), 9-39.

44D. M. Lombardi, "Factors Affecting Changes in
Attitudes toward Negroes among High School Students,"
Journal of Negro Education, 32 (1963), 129-136.

45C. A. Carter and L. E. Mitchell, "Attitudes of
Negro Pupils toward Whites," Journal of Human Relations,
4 (1956), 90-98.

46

 

 

 

Allport and Kramer, 0p. cit.

29

Larson, Ahrenholz, and Graziplene47 found women to be less
prejudiced while Kelly, Ferson, and Holtzman48 and Weller49
found no sex differences in racial attitudes and ethnic

prejudice.

Geographical or regional location of subjects

.w’

have received considerable space (Kelly, Person, and

Holtzman,50 Brink and Harris,51 Ahrenholz and Graziplene,52

Weller,53 Campbell and Schuman,54 Kerner Reportss) in the

 

{F I 'T- of
M._ ‘

‘?..

literature on measurement of racial attitudes and ethnic
prejudice. The consistent finding is that the geographical
region (especially the South) significantly relate to the
attitudes of Whites toward Blacks.

Research that has considered the age variable to

the measurement of racial attitudes and ethnic prejudice

 

47R. F. Larson, G. L. Ahrenholz, and L. R. Graziplene,
"Integration Attitudes of College Students at the University
of Alabama," Journal of Social Psychology, 63 (1964), 327-332.

48J. G. Kelly, J. E. Ferson, and W. H. Holtzman,
"The Measurement of Attitudes toward the Negro in the South,"
Journal of Social Psychology, 48 (1958), 305-317.

 

 

49Weller, op. cit.
50Kelly, Person, and Holtzman, op. cit.

51W. J. Brink and L. Harris, The Negro Revolutionin
America (New York: Simon and Schuster,'1964).

52G. L. Ahrenholz and L. R. Graziplene, "Attitudes
and Actions," Social Forces, 23 (1964), 230-237.

 

 

53Weller, op. cit.

54Campbell and Schuman, op. cit.

SKerner Report (New York: Bantam Books, Inc., 1968).

 

30

have reported different and Opposite results. Carter and

57

Mitchell56 and Holtzman found that prejudice decreases

with age. Allport and Kramer58 and Mussen59 found that
prejudice increases with age. Brink and Harris60 and

Campbell and Schuman6l found the age variable to produce

 

contradictory and varying results. :3
This researcher has decided to employ as many 2

demographic variables that he feels are relevant to the 9

problem of this study. This procedure developed by %

Edwards62 is a valid one when the problem under investi-
gation is such that the researcher thinks that it is neces-
sary to include a myriad of variables expecting that some
will contribute enough variance to show relationships of
the results obtained.

Each study reported in this section of the review
of the literature builds the foundation of the problem

being investigated in the present study. The contradictory

 

56Carter and Mitchell, op. cit.
57W. H. Holtzman, "Attitudes of College Men toward
Non-Segregation in Texas Schools," Public Opinion Quarterly,

20 (1956), 559-569.

58Allport and Kramer, o . cit.

59F. H. Mussen, Psychological Develppment of the

Child (Englewood Cliffs, N.J.: Prentice HaIl, I963T.EI

 

 

60Brink and Harris, op. cit.
61Campbell and Schuman, op. cit.
62

A. L. Edwards, Techniques of Attitude Scale Con-
structipn (New York: Appleton-Century-Crofts, 1957), p. 49.

 

 

31

findings that were results of studies presented in this

section have influential implications for this study.

Effect of Teacher Attitudes on Students

The effect of teachers' attitudes on students is
potently underscored by the theory of "significant others."
The theory of "significant others" as discussed by Brook-
over63 is one that theorizes that each individual in so-
ciety learns certain types of behavior, and the individual
learns the types of behavior that he considers appropriate
for himself; and the appropriateness of this behavior is
defined for him through the internalization of the expec-
tations of "significant others." An extension of the
theory of "significant others" is that the individual also
takes on the attitudes of "significant others," and reacts
according to his conception of how he thinks his "signi-
ficant others" see him.

Teachers are capable of being "significant others"
for students. The supposition supporting this contention
is that the teacher is an effective agent of change in
students' attitudes providing the student perceives the
teacher as being important to him. If the teacher is un-
important to the student, it does not matter to the student
what the teacher thinks or expects of him. However, if

the student perceives the teacher as being an important

 

63Wilbur B. Brookover, "Some Social Psychological

Conceptions of Classroom Learning," School and Society,
87 (1959), 84-87.

 

 

32

person to him, the student will be influenced by the

teacher's attitudes and expectations.

There is little doubt that a good teacher attitude
is a major contributing factor to the effectiveness of the
learning situation and pupil fulfillment. Menninger re-

ports that:

Most teachers are acquainted with what psychiatrists
call the three basic parts of the personality--the
conscious, the unconscious, and the conscience. The
unseen energy drives or forces generated in these
parts of the personality anatomy make us the people
we are. . . . Some of our automatic responses and
behavior patterns are the result of attitudes formed
in early childhood. Relationships with our parents,
our brothers, and sisters, and our teachers have all
played a part in the development of our personality--
just as, in turn, our personality and attitudes toward
our students are affecting their develOpment. . . .
Since your students may be affected by your patterns,
it is important that you understand them.

Teachers' attitudes and expectations work unfavor-
ably against many of the students in the urban classroom.

Kenneth Clark asserts:

A normal child who is expected to learn, who is
taught, and who is required to learn will learn.

. . . A single standard of academic expectations, a
demanding syllabus, and skillful and understanding
teaching are essential to the raising of the self-
esteem of urban children, increasing their motiva-
tion for academic achievement and providing our
society with the benefits of their intellectual
potential.65

 

64William Menninger, "Self Understanding for Teachers,"

National Education Association Journal, 42 (1953), 332.
65Kenneth B. Clark, "Educational Stimulation of

Racially Disadvantaged Children," in Education in Dppressed

Areas, ed. by A. Harry Passow (New York: Teacfiers College,

1963), p. 157.

 

 

33

David Gottlieb found that the teacher's race tends
to influence the types of attitudes he has regarding his
students. Gottlieb reports that "because Black teachers
are able to identify more closely with Black children they
search for facts external to the child to explain the many

problems that arise in school."66

Examining children's perceptions of their teachers'

feelings toward them and their self-concepts, scholastic
achievement, and behavior, Helen Davidson and Gerhard Lang
found that children clearly sensed their teachers' atti-
tudes toward them. "The children who felt their teachers
ranked them low seemed to have lower self-perceptions,
achieved less well, and behaved less well in the classroom
67 '

than did more favored classmates."

The effects of social attitudes on the academic
attainments of urban elementary school children has been

68 Wilson found that "the normali-

studied by Alan Wilson.
zation of diverging standards by teachers" crystallized
different levels of scholastic attainment. He concluded

that apparently teachers adapt their attitudes toward

 

66D. Gottlieb, "Teaching and Students: The Views
of Negro and White Teachers," Sociology of Education, 37
(1964), 353.

67Robert D. Strom, ed., The Inner-City Classroom
Teacher Behaviors (Columbus, Ohio: Charles E. Merrill
Publishing Co., 1966), p. 98.

68Alan B. Wilson, "Social Stratification and Aca—
demic Achievement," in Education in Depressed Areas, ed.
by A. Harry Passow (New York: Teachers College, 1963),
p. 234.

 

 

 

 

 

“I!" '- —' ‘~

 

34

academic attainment and their concepts of scholastic excel-
lence to the composition of their student bodies.

The effect of teachers' attitudes on students is
emphasized in the report of the Civil Disorder Commission--
"Studies have shown the attitudes of teachers have very

powerful impacts upon educational achievement."69 1

...-.J

Epley70 reports that students with positive reac-

tions to their teachers are more likely to grow tolerant

 

than students with negative feelings primarily because the

"I

former are more receptive to the attitudes of their
teachers.

Torrance?l hypothesized that the teacher's atti-
tudes are intervening variables in the effectiveness of
the learning process. His results show that although the
teacher may try to inculcate the "right" attitudes, the
teacher's "real" attitudes will show through. Silberman
supports this hypothesis when he stated ". . . even when
the attitude is unconscious the teacher cannot avoid com-

municating it to the children in some way or other."72

 

69Report of the National Advisory Commission on
Civil Disorders (New York: Bantam Books, 1968), p. 429.

70D. G. Epley, "Adolescent Role Relationships in
the Dynamics of Prejudice" (unpublished doctoral disser-
tation, Michigan State University, 1953).

71E. Paul Torrance, "Teacher Attitude and Pupil
Perception," The Journal of Teacher Education, 11 (March,
1960), 97-102.

72Charles E. Silberman, Crisis in Black and White
(New York: Random House, 1964). "

 

 

 

 

35

Wade73 reports that if a teacher does not have trust and
respect for the students, he is not teaching, but
rather indoctrinating.

Davis reports two significant findings regarding
the relationship between particular attitudes held by the
teacher and effective learning:

1. All school-learning is stimulated or hindered

by the teacher's feelings toward the student. Each
must have faith and trust in each other.

 

2. All school-learning is influenced by the cul- ;
tural attitudes which the teacher has toward the $4
student and which the student experiences toward
the teacher. In rejecting the student's cultural
background, the teacher often appears to reject

the student himself as a human being. In return,
and as early as the first grade, the student may
reject the culture of the school and of the teacher.
Both teacher and pupil must learn to reSpect the
ability and position of the other.74 i

The pervasive theory underscoring the basis of the
present study is emphatically articulated by Brookover,
Menninger and Davis. Their theoretical framework helps

to crystallize the unique essence of this study.

Summary

From the literature reviewed in this chapter it may

be concluded that:

 

73Francis C- Wade, "Causality in the Classroom,"
Modern Schoolman, 28 (August, 1955), 145.

74A. Davis, "Changing the Culture of the Disadvan—
taged Student," in proceedings of the AHEA Workshop,
Working with Low Income Families (Washington, D.C.: American
Home Economics Association, 19E5), pp. 22-23.

 

 

36

The instruments used to measure racial atti-
tudes reveal vast differences in methods of
construction and item selection.

The main emphasis in the literature is the
measurement of White attitudes toward Blacks,

but in recent years the measurement of Black

self-esteem and Black attitudes toward Blacks
and Whites has gained prominence in racial

attitude studies.

‘ L‘AO‘ID._ .3... mam-m
!<
“'1‘ .

The evaluation of ethnic prejudice is deter-
mined via the expression of favorable and un-
favorable racial attitudes.

Demographic variables yield different results
in relation to the measurement of racial atti-
tudes and ethnic prejudice.

Teacher attitudes are important to the effec-
tiveness of the learning process in all situ-
ations but especially so when dealing with

children in urban Black communities.

CHAPTER III

DESIGN AND METHODOLOGY OF THE STUDY

 

Design of the Study ‘F?
The study was designed to determine the relation-

ship between demographic variables of Black urban school

 

teachers and their attitudes toward Whites in relation to

_ --4fl‘1
E. %' ‘
“a

education.

The basic procedure employed in the design of this
study included the selection of the sample, the collection
of the data by administering the instrument to the subjects,
the analysis of the data in terms of the purpose of the
study and the formulation of discussions and recommenda-
tions which could be appropriately drawn from the research
results. The study was descriptive in that it sought to

obtain data about a phenomenon in education.

Selection of an Urban School System

 

The decision to use the Saginaw Public School System
was made on the basis of its availability, suitability,
and willingness to participate. The decision was further
influenced by the author's interest and involvement as a
student, athlete, and teacher in that system over a period

of years.

37

38

Description of the Urban School System

 

The Saginaw Public School System has a boundary

(Saginaw River) which functions to divide the school system

into two sections--the West side is predominantly White,
and the East side is predominantly Black.

There are 33 elementary schools in addition to 5
junior high and 2 high schools in the system. The school
system has 22,643 students of which 7,652 are Black.

The school system employs 1,086 school teachers of
which 170 are Black. There are 34 Black male teachers in
this system. Black male teachers account for only 20 per
cent of the Black teaching faculty in Saginaw. The begin-
ning salary of $8,000(1970-71) attracts many potential

teachers, especially Black teachers from the South.

Setting of the Study,

 

The setting of the study is Saginaw, Michigan, an
urbanized and industrialized city located ten miles south
of Bay City and 92 miles northwest of Detroit. Saginaw

manufactures automotive parts (particularly) steering

gears, malleable and gray iron, graphite, baking machinery,

mobile homes, truck trailers, and paper products.

The population of Saginaw is approximately 103,000
(1970) with 25,000 Blacks and 2,000 Mexican-Americans.

The General Motors Corporation provides Saginaw

with a substantial financial base.

39

Shaken by tremors that spread from the Detroit riots
of 1967, Saginaw woke up to its own racial problem.
The town is closely tied to General Motors, so as
long as the automobile business rolls along, Saginaw
has plenty of jobs in the GM plants and satellite
industries--jobs for both Black and White. But
everyone--especially the Blacks and Mexican-Americans
--also know that minority workers are concentrated
on the lowest rungs of the ladder, and are the first
to be dropped off if production slows. Meanwhile
there is the rundown ghetto to go home to.

Population and Sample

 

The population in the study is the total number
of Black teachers (170) who teach in the public school
system of Saginaw, Michigan (Fall, 1970).

The sample is the set of Black teachers in Saginaw,
Michigan who expressed the willingness to participate in
this study. The sample consists of 84 subjects, 16 males
and 68 females.

Although the sample used in this study is small
the study could not have been more extensive and still
have retained its intensive character. I would not sacri-
fice the latter for the former even if I were to repeat

the investigation.

Instrumentation

 

The instrument used in this study to operationalize
the dependent criterion variables--attitudes toward Whites

in relation to education--is the Attitude Behavior Scale:

 

1 "All American City—-Saginaw, Michigan," Look
Magazine, Vol. 33, No. 8 (April 15, 1969), pp. 18-20.

 

4O

IFI.
!

:t..;-sxrer

 

om
mm

OH

[\r-l

neumnmmo
no nmczo Enmm
Henonneo no
nmmmcme Hm>oaunoddn
anHoo moan connnxm
won>nmm
Onanom no .moamm
Hmonnmao anHoo mans:
:mE mdenmoo
oo>oHQEolmnmm
aMCOnmmwmona pmnncamm
anHoo moan omHanmca

mmnmmo mumoomnmlbmom

mumsocnm mmmnaov

mumsomnm Hoocom ran:

mumoomnm Hoonom moono
xnos

mumoomnmnumod meow

wmcafioo oEom

Hoocom con: meow

Hoonom opmnm mEom

czou HHmEm
connDQSmuco: cnmnuoom
cannonsm cnmnuSOm
c3ou HHmEm
chnSQSmuco: cnocunoz
cobnsnom cnmnunoz
Hmnsm cnwcuoom
coon: cnmnuoom
Hwnom :nozunoz
scan: snocunoz

 

c0nnmmoooo m.nm£ucm

cenumozpm
HoEnom m.nonumm

 

pcoonmxocm

HMHuCOGwmmm

 

vm

ow

om
mm
mm

mm
ma

mans; >HDCQCHEOU
none can :nmnunoz
eons: snacmcneoe
Iona one :nwnuoom
xomam xaucmcnsoo
none can :nmnusom

~nuon son: noncmm
m-e none Henson
mix xnmucosoam

oo3oon3
oonmnmmom
ooono>no
oonnnmz
mech

nacho

.e.z

.m.m

M®>O @CM OH
mus

m-n

HO>O UCM mm

mmumm
mmuom

mHmEmm
one:

il Ii .il.

 

Hoonom mumsomnmnmoca

 

Ho>mqimcH£oooe

 

msucnm asunncz

 

oonmwo UnEoooo<

mocmnnmmxm
mangoooe mo mnem»

 

iii

X
0
m

.mmanwnnm> UnnmmanEoo an muowmnom mo c0nuonnnnmnouu.a mqmde

41

Black/White - Education (ABSjB/W‘E) developed by John E.

 

 

Jordan and Richard J. Hamersma.2 This instrument contains
six dependent criterion variables for the attitudes of
Blacks toward Whites in relation to education: (1)

Societal Stereotyps--What other Blacks believe about Whites

 

as compared to what they believe about Blacks, (2) Soci-

etal Interactive Norm--Other Blacks generally believe the

 

following about interacting with Whites, (3) Personal Moral

 

Evaluation--In respect to Whites do you, yourself believe

 

that it is usually right or usually wrong, (4) Personal

Hypothetical Behavior--In respect to a White person would

 

you, yourself, (5) Personal Feelipgs--How do you actually

 

feel toward Whites, and (6) Actual Personal Action--Ex-

 

periences or contacts with Whites.

The ABS:B/W-E was constructed according to Guttman's

 

facet theory. This theory guides the construction of
attitude items by a systematic a priori design instead of
depending on intuition or faulty judgments. Thus, a re-
searcher can construct an attitudinal instrument according
to Guttman's specific guidelines, and then empirically
check how successful his efforts have been. The validity
of an attitudinal instrument constructed according to
Guttman's facet theory is based upon the simplex analysis.

The simplex analysis is a measure of construct validity,

 

2J. E. Jordan and R. Hamersma, ABS:BW/WN (East
Lansing: Michigan State University Press, 1969).

42

since the statistical correlations reflect the adequacy
of attitude item construction.

Most of the attitudinal studies employ measure-
ment items that are of a stereotpyic nature, and very rarely
do these items indicate the subject's actual behavior in
relation to the attitude object. However, a measurement
instrument contructed according to the Guttman facet de- , “A
sign allows for items to be written at the actual personal

behavior level and/or actual experience level. Thus, the E "

 

results of studies with items of this nature should elimi- }
nate the criticism of the lack of relationship between
attitudes and overt behavior.

The ABS:B/W-E was first tested with fourteen

 

groups from Michigan State University and the Urban Adult
Education Institute in Detroit, Michigan. The results of
the validity studies indicated that the simplex analysis

was closely maintained and in the direction expected. The

reliability of the ABS:B/W-E was determined by the Hoyt

 

analysis of variance technique. The reliability coeffici-
ent was established at .88

The apprOpriateness of the ABS:B[W-E for the prob-

 

lem investigated in this study is consistent and relevant

to the purpose of this research. The ABS:B[W-E was con-

 

structed to measure the attitudes of one ethnic group to-
ward another ethnic group, and the focus of the present

study is centered around this feature. The component of

43

the ABS:B/W-E dealing with attitudes in relation to educa-

 

tion assisted the author in deciding on Black urban school
Iteachers as subjects in this study. In the survey of the
literature, the author found no other instruments (see
Chapter II, Instruments for Measuring Racial Attitudes:

An Overview) which would produce the data needed; and, i

therefore, the ABS:B/W-E became the appropriate instru- ‘ -

 

ment for utilization in this study. i

 

 

Data Collection 3

After securing names of all Black teachers in
the Saginaw Public School System (majority of them taught
in minority schools--based on student population), the
author canvassed one half of the teachers via telephone
to determine the willingness of each to participate in
the study. Following this determination, the author
designated one Black teacher in each building to handle
the distribution and collection of the demographic data
form and instrument from other consenting Black teachers
in that particular building.

The demographic data form and instrument were dis-
tributed by the author to each building designee, and the
results were collected one week later. Scoring procedures
for the data were determined by the research bureau of

the Michigan State University Education Department.

44

Data Analysis

 

The dependent variables used in the data analysis
are the six different attitudinal levels of the Attitude

Behavior Scale: Blaclehite - Education (ABS:B/W-E): (l)

 

Social Stereotype--What other Blacks believe about Whites

 

as compared to what they believe about Blacks, (2) Soci-

etal Interactive Norm--Other Blacks generally believe the

 

following about interacting with Whites, (3) Personal

Moral Evaluation--In respect to Whites do you, yourself,

 

believe that it is usually right or wrong, (4) Personal

Hypothetical BehavioE--In respect to a White person would

 

you, yourself, (5) Personal Feelings--How do you actually

 

 

feel toward Whites, and (6) Actual Personal Actiss--Ex-
periences or contacts with Whites. The independent vari-
ables are specific demographic factors of Black urban
school teachers: (1) sex, (2) age, (3) total years of
teaching experience, (4) residential background, (5) occu-
pational status of father, (6) educational status of father,
(7) undergraduate school attended, (8) academic degree

held, (9) marital status, and (10) teaching level.

The statistical procedure used in the analysis of
the data is the multivariate analysis of variance. The
multivariate analyses of variance identify the correla-
tions of multiple variables which permit the researcher

to describe the relationship of data being studied.

«Hg-nun __._-.. .1..me

———

r

45

The analysis of the data for this study was done
on a packaged program entitled "Multivariance: Univariate
and Multivariate Analysis of Variance and Covariance, A
Fortran IV Program, Version 4, June 1968." This program
was developed by Jeremy Finn, Department of Educational
Psychology, State University of New York at Buffalo. The

program was adapted for use at Michigan State University

 

by Dr. David Wright for the CDC 3600 Computer. All tables
and generated test statistics are properties of the program i
and follow the outline provided by R. Darrell Bock in an A
article entitled "Programming Univariate and Multivariate

Analysis of Variance," in Technometrics, Vol. 5, No. l

 

(February, 1963), pp. 95-117. Readers are referred to
this article for computation formulae and subsequent ex-

planation of the symbols therein.

CHAPTER IV

ANALYSIS OF DATA

This chapter contains the results of the statis-
tical analysis of the data. Each hypothesis is restated
and accompanied by the results of the multivariate analy-
sis of variance. The level of rejection for the hypoth-

eses is established at .05.

Testing of Hypotheses

 

H-l.--There is no difference in the attitudes of

Black urban school teachers toward Whites in relation to

 

education when these teachers are classified byysex.

 

This hypothesis that there is no difference in the atti-
tudes toward Whites in relation to education when these
teachers are classified by sex was rejected (P = .0104).
Results of the multivariate analysis of variance for H-l
are shown in Table 2.

Further inspection of Table 2 reveals that the
attitudinal level contributing most to the rejection of

H-l was Societal Interactive Norm (P = .0396)--Other Blacks

 

generally believe the following about interacting with
Whites.

H-2.--There is no difference in the attitudes of

 

Black urban school teachers toward Whites in relation to

 

46

\‘T-A-n-AAM. s.- “ma—anathfi

.Ef’l

III! It‘ll-aura II rd dill-lily

 

mm H nonnm now Eooomnm mo moonmmo

H u mnwmnuommm now Eooomnm mo moonmmo

47

wmwv.o

 

«oom.o mmao.o 20nuo¢ Hocomnmm Hmsuom
mene.o mmmn.o esom.o meannmmm nanomnmm
sesm.o memm.n mmmm.mn nan>mgmm Haunnmenoanm Hchmnma
mmon.o meme.m emoo.mm acnpmsnm>m nanoz nanomnmm
mmmo.o seam.e mmme.nm shoz m>nnomnmucn nmuwnoom
Huam.o mamm.o mvmm.H mmmnomnoum Hmuonoom
can» mmma m m sunflnm>noa om new: cmmzumm manmnnm>

 

voao.o con» mmma m

he

one o u .m

.9

nemo.m . mnouom> new: no annnmsem no amen mumnnm>nnnsz not ennmmum

 

.xmmlumosmnnm> mo mamMHmcm oumnnm>nuaszli.m mqmde

48

education when these teachers are classified by sge.

 

Significant statistical results were not obtained by the
multivariate analysis of variance for the age variable
(P = .2904). Hypothesis 2 was confirmed. However, the
age of the respondent does influence his responses signi-

ficantly on the attitudinal levels of Personal Moral Eval-

 

uation (P = .0178)--In respect to Whites do you, yourself,
believe that it is usually right or usually wrong; and,

Actual Personal Action (P = .0169)--Experiences or contacts

 

 

‘rw~

with Whites. Table 3 shows the results of the multivari-
ate analysis of variance for H-2.

H-3.--There is no difference in the attitudes of

 

Black urban school teachers toward Whites in relation to

 

education when these teachers are classified by total_years

 

of teaching experience. The multivariate analysis of

 

variance for H-3 shows no significant results (P = .1672).
Hypothesis 3 was accepted. However, the attitudinal level

of Personal Hypothetical Behavior (P = .0139)--In respect

 

to a White person would you, yourself--seems to have the
greatest influence on the respondents. Results of the
multivariate analysis of variance for H-3 are found in
Table 4.

H-4.--There is no difference in the attitudes of

 

Black urban school teachers toward Whites in relation ts
education when these teachers are classified by residen-

tial background. The multivariate analysis of variance for

 

 

 

49

am u nonnm now Eoommnm wo mmmnmma

m n mammsuommm now Eoommnm mo mmmnmmo

 

mono.o mnmm.v nmmm.nnn acnuos Hmcomnmm Hmsuoe
ommn.o memm.o emem.~ mmcnnmmm Hchmnmm
Hmvo.o Hamm.m Hmvm.mm n0n>mcom HmonumcuOQSm Hmsomnmm
mnao.o mmmm.v mmmm.mm COAnesHm>m Hmnoz Hmsomnom
evom.o momm.o meom.m Enoz m>nnomnmucH Hmuwnoom
onmm.o mnen.o nnem.o moanomnmum nmumnoom
con“ mmma m m mumnnm>wc3 om cows :mo3pom canonnm>

 

somm.o amen mmmn a
mmn saw an n .m .o
memn.n n muonom> new: no nunnmsem no nmmn mnmnnm>nunsz now enamels

 

.mmmunoocmnnm> mo mammamcm mumnnm>nuasznl.m mamme

 

 

50

am u nonnm n0m Eooomnm mo mmmnmmo

m n mnmmsnommm now Eoommnm Mo moonmma

 

mono.o neme.~ mmmm.me acnuoe Hegemnma nmsnoe
emnm.o memo.o memm.o meanness nmcomnma
mmno.o oenm.e mnen.om n0n>esmm neonnmsnoanm Hegemnma
ommo.o nmmm.m onvm.em acnnmsnm>m nanoz Hchmnma
mvmm.o snan.o enmm.n snoz m>nnomnmncn nmnmnoom
«mam.o mmm~.n ena~.o mdsnomnmnm nmnmnoom
can» mmmH m m muonnm>ncs gm com: somzumm canonnm>

 

thH.o swan mmmd m
mmH can ma u .m .Q
mmov.a n mnonom> cmmz.mo munamoom no nude openno>nnaoz now Gnummum

 

.oosonnomxm mansomon mo mnmmm Hmuonunoocmnnm> mo mnmwamcm opennm>nuasznu.v mqm<9

51

H-4 reveals significant results (P = .0267). Hypothesis 4
is not confirmed. The attitudinal level which has the

most influence on the rejection of H-4 is Personal Feelings

 

(P = .0462)--How do you actually feel toward Whites. See
Table 5 for the results of the multivariate analysis of
variance for H-4. r
H-5.--There is no difference in the attitudes of
Black urban school teachers toward Whites in relation to

education when these teachers are classified by occups-

 

tional status of father. Hypothesis 5 shows no signifi— t

 

cant results when analyzed by the multivariate analysis
of variance (P = .1052). Hypothesis 5 is accepted.

There is, however, an attitudinal level which
shows the most influence on the respondents--Personal
Moral Evaluation (P = .0275)--In respect to Whites do you,
yourself, believe that it usually right or usually wrong.
Check Table 6 for the results of the multivariate analysis
of variance for H-5.

H-6.--There is no difference in the attitudes of

Black urban school teachers toward Whites in relation to

 

education when these teachers are classified by educational

 

status of father. Hypothesis 6 was confirmed (P = .2837).

 

Inspection of Table 7, showing the results of the multi-
variate analysis of variance for the variable educational

status of father, reveals no significant attitudinal levels.

 

:32

up u nonnm new Eoommnm mo mmmnmmo

w u mammsuommm nOm Eoommnm mo mmcnmmo

 

mmm~.o oomm.n mmvm.mm census nchmnmm nuance
meeo.o onom.~ mmoo.mn mmennmmm nmcomnmm
mmem.o GRNH.H nmmm.mn non>memm neonnmEEOQnm nmcomnmm
nemo.o emmm.n mmon.mm sonnmsnm>m nmnoz nm:0mnmm
nva.o evam.a evmm.ma Enoz m>nuomnmucH Hmuofloom
meme.o mmnm.o nmme.m moanomnmnm nmumnoom
swap mmma m m mumnnm>nca om com: cmm3nom mannanm>

 

Remo.o ems» mmmn a
mnm ena em u .m .o
nnmm.n u mnouom> news no annnmsem no nmme mnmnnm>nnnsz non Onassis

 

.ocsonmxomn Hmnncmonmmnlu®UQMnnm> mo mammamcm mnmnnm>fipaszln.m mqmde

 

 

53

en n nonnm How Eoommnm mo mmmnmmo
m n mammcnommm now Eoommnm mo mmmnmmo

 

van.o nenm.n moms.me acnuoe Hegemnma nuance
nmvo.o mamm.~ mmmm.mn mmsnnmmm nanomnmm
nmee.o mmvm.o meme.nn non>msmm HmonnmsuOE»: Hm:0mnma
memo.o mamm.m moom.om cenumsnm>m nanoz Hegemnma
ooeo.o mmmm.m emso.em snoz m>nuomnmucn nmuwnoom
Nmmm.o mmmm.o nmmo.m monnomnmum nmumnoom
cozy mama m m muonnm>ncs om and: cmmBumm canonnm>

 

~moa.o can“ mmma m
mam one mm H .m .9
«mmm.a n mn0p0m> coo: mo wunamoom mo puma mumsnm>nuasz now Onnmmlm

 

.nmnncm mo moucum HocOHEMQSUUOIImocmnnm> mo mnmmamcm mumnnm>nuaozli.w mqmda

54

I“,

 

u mnonnm now Edoodnm mo mmmnmma

 

up
w n mnmmgnommm now Eooomnm mo mwmnmwa
vmmm.o oamm.H mmoa.mm moaned accomnmm Hmsuom
Hmnm.o mvnm.a mnnm.m mOCHHmom Hmcomnmm
mamn.o mmem.n mmno.sn non>mgmm nmunuwsnoasm nchmnma
mHmH.o ommm.H unme.ma acnnmoam>m Honoz HecOmnmm
mwma.o Hmom.a ommw.wH Enoz m>nuomnoncH Hmuonoom
mmmh.o mmmm.o omvm.m mdmuownmnm Hononoom
swan mmoa m m opennm>nc3 om new: somzuom canonnm>

 

omma.a

smm~.o amen mmmn a
mnm use mm H .m .a

wn0uom> new: mo annamsom mo umme onennm>npasz now oHummIm

 

.nwnumm mo moumnm HmCOAHmosomnlmocmfinm> mo manHmcm mnmwnm>nuaozil.n mqm<e

55

H-7.--There is no difference in the attitudes of
Black urban school teachers toward Whites in relation to
education when these teachers are classified by under-

graduate school attended. The results of the multivariate

 

analysis of variance for H-7 reveal significant results
(P = .0006). Hypothesis 7 is rejected. The attitudinal
levels which greatly influence the rejection of H-7 are

Societal Interactive Norm (P = .004l)--Other Blacks gen-

 

erally believe the following about interacting with Whites;

and Personal Feelings (P = .003l)--How do you actually feel

 

toward Whites. See Table 8 for the results of the multi-
variate analysis of variance for H-7.

H-8.--There is no difference in the attitudes of

 

Black urban school teachers toward Whites in relation to

 

education when these teachers are classified by academic

 

degree held. Hypothesis 8 is accepted. There is no evi-

 

dence in the results of the multivariate analysis of
variance suggesting any significant relationship between
attitudinal levels and academic degree held by the re-
spondents. Results of the multivariate analysis of vari—
ance for H-8 appear in Table 9.

H-9.--There is no difference in the attitudes of
Black urban school teachers toward Whites in relation to
education when these teachers are classified by marital
status. The results of the multivariate analysis of vari—

ance for H-9 indicate no significant results (P = .2753).

 

 

 

 

56

mm H .HOHHM .HOH EOUGOHM MO wmmhmma

H n mnmmnuommm now Eoommnm mo mmmnmmo

 

Humo.o memo.m vmmm.mma noHuo< HmQOmnmm Hmsuo<
nmoo.o msnm.m meem.mm meanness Hegemnma
mvmm.o hmon.o vomm.oa n0n>mnom Hmonuw3pom>m HmGOmnmm
ammo.o mmam.s eono.em cannmsna>m nanoz Hchmnmm
nsoo.o nnee.m mama.mm snoz m>nhomnmucn nmnmnoom
mmmm.o memo.n meom.nn wasnomnmnm nmnmnoom
swap mmma m m mumnnm>ncb om :mmz :mo3umm canonnm>

 

mooo.o carp mmmn a
he can e u .m .o
msnm.e u mnouom> new: no sunnmsem no Emma mnmnnm>nnnsz nod 0nummum

 

.ooocounm Hoosom onmoomnmnoocollmocmnnm> mo mnmwamcm mnmnnm>nuaszll.m mqmde

 

57

 

 

mm H nonnm nOw Eocemnm mo mmwnmmo
a u mnmmsuommm now Eoommnm mo mmmnmma
mnmo.o Hmam.m anam.am c0nuos Hmc0mnmm Hmsuod
oemm.o nmmm.o mnnm.m meanness nanomnmm
nmmm.o mnmn.o wa~s.m non>msom Hmonnmnn0dsm nchmnma
Gee~.o nemm.n osmm.en acnumsnm>m nanoz Hegemnmm
Nmen.o smmm.n mmem.mm snoz m>nnomnmncH nmnmnoom
mmmo.o mmmm.m eenn.mn masuomnmnm nmumnoom
EMS”. mme m .m O#MHHM>HCD Um Gmmz Cmm3flmm OHQQHHM>

 

mmno.o amen mmmn a
we saw m u .m .o

mvoo.m I mnouom> new: no munamovm mo ummB opennm>nuasz now Gnummlm

 

.oam: omnmmo onEopMUMIumocmnnm> mo mammamcm oumnnm>nnaozln.m mqmde

58

Hypothesis 9 is accepted. However, the attitudinal level
of Personal Feelings (P = .0424)--How do you actually feel
toward Whites--is influenced by the marital status of the
respondents. Check Table 10 for the results of the multi-
variate analysis of variance for H-9.

H-lO.--There is no difference in the attitudes of
Black urban school teachers toward Whites in relation to
education when these teachers are classified by teaching
isysi. The hypothesis that there is no difference in the
attitudes of Black urban school teachers toward Whites in
relation to education when these teachers are classified
by teaching level was confirmed (P = .2753). However,
there is a significant attitudinal level which shows in-

fluence on the respondents--Persona1 Feelings (P = .0424)--

 

How do you actually feel toward Whites. See Table 11 for

the results of the multivariate analysis of variance for

H-10.

W

Employing the multivariate analysis of variance to
analyze the data, H-1, H-4 and H-7 were all rejected at
different significant statistical levels.

H-2, H-3, H-5, H-6, H-8, H-9 and H-lO were all
accepted in their null form.

Although hypotheses H-2, H-3, H-5, H-9 and H-lO were
accepted in their null form, they all contained evidence of
a significant relationship with certain attitudinal levels

Of the ABS:B/W-E.

 

5
'i
.!

"WEI-IVE

 

 

 

 

. .‘r
_...
P. . haik- anlul: ..Ih‘u¢ ill"; b

 

 

59

am u Houum How Eocmmum mo mmmnmmo

m u mammnuommm How Eocmmnm mo mmmnmmo

 

omam.o mmma.o Hamv.mm census Hmaomumm Hmsuom
vmvo.o smm~.m omso.am mmafiammm Hmcomumm
mamm.o HomH.H some.ma Hofl>mamm Hmoflumnuomsm Hmaomumm
Hmmm.o mmem.o mmmm.m coflumsam>m Hmuoz Hmaomumm
Hmnm.o momH.o momm.a suoz m>fluomumucH Hmumfloom
moms.o mm¢~.o mmmm.a mmsuomumum Hmumfloom
can“ mmwa m m muMHum>HcD Um com: cmmzamm mHQMHHm>

 

mmhm.o cmnu mmma m
mma can NH u .m .a
mmam.a u mu0pom> saw: no muflamswm mo umma mpmflum>flufisz how oflpmmnm

 

.msumom Hmuflumelnmocmfium> mo mflmMHmcm conflmm>fluaszln.oa mqm<e

 

6O

 

 

Hm u uouum How Eowwmnm mo mmmummo
m u mammnuommm How Eoommnm mo mmmummo
ommm.o mmmm.o HHNv.mm cofiuod HmGOmuwm Hmouofi
vmvo.o hmmm.m omno.a~ mmcflammm Hmcomumm
mamm.o Homa.a emmv.ma uofl>mnmm Havaumnuomam Hmaomumm
Hmmm.o mmvo.o mmmm.m noflumsam>m ammo: Hmcomumm
Hmnm.o moma.o momm.a EH02 m>HuomuoucH Hmpmfloom
momh.o mmvm.o mmm~.H mmmuomumpm Hmpmfloom
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CHAPTER V

SUMMARY, DISCUSSION, IMPLICATIONS
AND RECOMMENDATIONS
The purpose and methodology are briefly reviewed
at the beginning of this chapter. An amplified discussion
of the hypotheses and other relevant findings follows.
Implications of the study, recommendations for future re-

search, and limitations of the study are then outlined.

Summary of the Study

The purpose of this study was to investigate the
relationship between demographic variables of Black urban
school teachers and their attitudes toward Whites in rela-
tion to education. The subjects used in the investigation
were Black public school teachers from the urban community
of Saginaw, Michigan.

The instrument used to operationalize the dependent

criterion variables in this study was the Attitude Behavior

 

Scale: Black/White - Education (ABS:B/W—E).

 

 

The ABS:B/W—E contains six dependent criterion

 

variables for the attitudes of Blacks toward Whites in re-

lation to education: (1) Societal Stereotype--What other

 

Blacks believe about Whites as compared to what they be—

lieve about Blacks, (2) Societal Interactive Norm--Other

 

61

 

 

62

Blacks generally believe the following about interacting
with Whites, (3) Personal Moral Evaluation--In respect to
Whites do you, yourself, believe that it is usually right
or usually wrong, (4) Personal Hypothetical Behavioré-In
regard to a White person would you, yourself, (5) Personal

Feelings--How do you actually feel toward Whites, and (6)

 

Actual Personal Action--Experiences or contacts with Whites.

 

The ABS:EZW-E was constructed according to

 

Guttman's facet theory which permits the construction of

 

an attitudinal instrument by a priori technique. The
Guttman facet design allows for measurement items to be
written at the actual personal behavior level and/or the
actual experience level. Therefore, the results of studies
with measurement items of this nature eliminate the criti-
cism of the lack of relationship between attitudes and
overt behavior.

The simplex analysis was the statistical technique
employed to determine the validity of the ABS:B/W-E.l The
simplex analysis is a measure of construct validity,
since the statistical correlations reflect the adequacy
of attitudinal item construction. The results of the

validity studies indicated that the simplex analysis was

closely maintained and in the direction expected.

 

1Test of validity and reliability for the ABS:B/W—E
were done with fourteen groups from Michigan State Univefé
sity and the Urban Adult Education Institute in Detroit,
Michigan.

63

The reliability of the ABS:B/W—E was determined

 

by the statistical technique called Hoyt's analysis of
variance. Hoyt's analysis of variance identifies the
interaction of the variables which allow an investigator
to describe the relationship of data being studied. As

v F“.
such, the reliability coefficient of the ABS:B/WHE was : ]

 

established at .88.
The design of this study, which was descriptive

in nature, included the selection of the sample, collection

| v. ‘o
“a. _,

 

of the data, analysis of the data, and the formulation of i
implications and recommendations which could be appro-

priately drawn from the research results. The multivariate

analysis of variance was the statistical technique used to

analyze the data in this study.

Discussion of Results

 

An amplified discussion of the testing of each
hypothesis follows. See Table 15 in Appendix C for test-
ing data.

H-l.--There is no difference in the attitudes of

 

Black urban school teachers toward Whites in relation to

 

education when these teachers are classified by_sex.

 

Hypothesis 1 was rejected (P = .0104).

From inspection of the data which estimates the
difference between the male and female responses, it can
be concluded that males feel more strongly than females

about the attitudinal level of the ABS:B/W-E termed

 

64

Societal Interactive Norm--Other Blacks generally believe

 

the following about interacting with Whites.

H-2.--There is no difference in the attitudes of

 

Black urban school teachers toward Whites in relation to

 

education when these teachers are classified by age.

 

Hypothesis 2 was accepted (P = .2904).

The data showing the least square estimates indi-
cate that the 36 and older group feels more strongly than
the younger age groups about the attitudinal levels of the

ABS:B/W-E termed Personal Moral Evaluation--In respect to

 

 

Whites do you, yourself, believe that it is usually right

or usually wrong; and, Actual Personal Action--Experiences

 

or contacts with Whites.

H-3.--There is no difference in the attitudes of

 

Black urban school teachers toward Whites in relation to

education when these teachers are classified by total

 

years of teaching experience. Hypothesis 3 was accepted

 

(P = .1672).

Further inspection of the data indicates that the
10 year and over group feels more strongly than do the l-3
year group, but less strongly than the 4-9 year group about

the attitudinal level of the ABS:B/W-E termed Personal

 

Hypothetical Behavior--In respect to a White person would

 

you, yourself.

H-4.--There is no difference in the attitudes of

 

Black urban school teachers toward Whites in relation to

Fm;

 

65

education when these teachers are classified by residen-

tial background. Hypothesis 4 was not accepted (P = .0267).
The results of the data reveal that no one group

in this classification feels more strongly than another

group about any attitudinal levels of the ABS:B/W-E.

 

H-5.-—There is no difference in the attitudes of
Black urban school teachers toward Whites in relation to
education when these teachers are classified by occupa-

tional status of father. Hypothesis 5 was accepted

 

 

[n‘jx m D H’

(P = .1052).

The results of the data analysis show that no one
group in this classification has stronger feelings than
the other groups about any of the six attitudinal levels

of the ABS : B/W-E.

 

H-6.--There is no difference in the attitudes of
Black urban school teachers toward Whites in relation to_
education when these teachers are classified by educational

status of father. Hypothesis 6 was accepted (P = .2837).

 

There is no evidence in the data indicating that
one group in this classification feels more strongly than
another group regarding the attitudinal levels of the

 

H—7.--There is no difference in the attitudes of

 

Black urban school teachers toward Whites in relation to

 

education when these teachers are classified by under-

 

graduate school attended. Hypothesis 7 was rejected

 

(P = .0006).

-j

‘..'..'4'1 - rm.
‘-
..
a

“1.2.2. -

 

66

Results of the data analysis show that the Southern
group feels more strongly than the Northern group about

the attitudinal levels of the AES:B/W—E termed Societal

 

 

Interactive Norm--Other Blacks generally believe the fol-

 

lowing about interacting with Whites; and, Personal Feelings

 

--How do you actually feel toward Whites.

Black urban school teachers toward Whites in relation to

H-8.--There is no difference in the attitudes of ‘
l

!

education when these teachers are classified by academic 5
i

L.

degree held. Hypothesis i was accepted (P = .0752).

 

Data results indicate that the B.A. group felt no
different than the M.A. group about any of the six atti-

tudinal levels of the ABS:B/W-E.

 

H-9.--There is no difference in the attitudes of

Black urban school teachers toward Whites in relation to

 

education when these teachers are classified by marital
status. Hypothesis 9 was accepted (P = .2753).

Data inspection reveal that when the respondents
are classified by marital status there is no one group
which feels more strongly than the other groups regarding

any of the attitudinal levels of the ABS:B/W—E.

 

H-lO.--There is no difference in the attitudes of

Black urban school teachers toward Whites in relation 39

 

education when these teachers are classified by teaching

 

level. Hypothesis 10 was accepted (P = .2753).

67

The data results indicated that the senior high
group felt more strongly than the elementary and junior

high groups about the attitudinal level of the ABS:B/W-E

 

termed Personal Feelings--How do you actually feel toward

 

Whites.
Results of the data analysis show that the atti-

tudinal levels of the ABS:B/W—E_which influenced the

 

acceptance or rejection of the hypotheses, also dictated

how forcible the respondents felt about those levels.

Implications of the Study

 

The implications of the present study corroborate
some findings presented in the review of the literature.
As is evident in this study, demographic variables can be
utilized to determine, correlate, and/or predict attitudes.

There is evidence produced in this study showing
that sex and geographical background are the most influ-
ential demographic variables in relation to the measure-
ment of racial attitudes. This conclusion further docu-
ments previous findings with regard to those specific
demographic variables which more readily facilitate the
measurement of attitudes.

This study concurs with some recent findings which
underscore the evasive nature of the age variable in rela-
tion to the measurement of racial attitudes.

Another implication of this study is one that does

not report the same finding--education is significantly

 

'”.g In.“ “"“‘
Mg

. .

.“ ,

68

related to racial attitudes--as some previous research
regarding the relationship between education and racial
attitudes.

While the following implications do not neces-
sarily emanate from the data, they were deemed to be im-
portant by the researcher:

l. The pre-service and in-service training for
teachers should include a variety of learning experiences
which promote the development of strong self-concepts
within teachers. This need becomes especially acute among
Black urban school teachers, because the majority of these
teachers come from similar backgrounds as do the students
they now teach. There is a large body of research which
conclude that there is a significant relationship between
the academic progress and emotional well-being of the
student and his own self-concept which is directly contin-
gent on the self—concept of his classroom teacher. There-
fore, it is paramount that Black urban school teachers
have strong positive self—concepts because this would
enable them to convey more "apprOpriate" attitudes to their
Black students toward themselves and other ethnic groups.

2. The employment of Black teachers for the public
schools in urban communities should recognize a relation-
ship between specific demographic variables and racial
attitudes. If personnel officials of an urban school system

include or exclude certain prospective Black teachers for

 

69

employment because they are only different demographically
--male or female, young or old, Southern or Northern col-
legiate background, etc.--then there is evidence in this
study to support the contention that other non-demographic
variables ought to be critically evaluated prior to the
placing of any Black teacher in the public schools of an
urban Black community.

3. Teachers, for the most part, have not received
in their pre-service training a set of experiences that
would enable them to critically assess the effect their
attitudes have on the academic progress and emotional well-
being of students. Therefore, it is imperative and crucial
that teacher training institutions begin to provide pros-
pective teachers (especially urban Black school teachers)
with those educational experiences that will permit them
to deal more effectively, constructively, and creatively
with this phenomenon.

4. Urban school districts must begin immediately
to provide its total staff--through in-service programs,
workshops, summer institutes, etc.--with those kinds of ex—
periences that underscore the effect their attitudes have
on students if their attitudes are perceived by the students
as being negative toward his own ethnic group or toward
some other ethnic group.

5. All teachers, especially Black teachers who

teach in the urban communities, should be sensitive to the

‘ .3,

r~pa—i;._"£_.i fl-Elmifli fi.— D-L_ M‘fi
1 I ‘ I

'r
I

70

impact of negative racial attitudes, aware of the racial
attitudes they have inherited, and a consciousness for the
need to change their attitudes and behavior if they are

adversely affecting the schools' clientele.

Recommendations for Further Research

 

l. The ABS:B/W-E should be used as a criterion in

 

a study designed to determine if some experimentally

manipulated treatment is able to change attitudes of a

 

randomly selected sample of Black urban school teachers
toward Whites in relation to education.
2. The present study could be extended to include

the dependent criterion variables (ABS:§[W-E) at different

 

intervals to find out whether the same attitudes found in
this study hold across a time period.
3. The present study could be replicated using

the ABS:B/W-E to measure the relationship between demo-

 

graphic variables of other Black urban school teachers (in
another urban community resembling the community used in
the present study) and their attitudes toward Whites in
relation to education. This research could test the credi—
bility of the findings in the present study.

4. There is a parallel instrument to the ABS:B/W—E

 

termed the Attitude Behavior Scale: Whitelyegro - Education

(ABS:W/N-E) which measures the attitudes of Whites toward

 

Blacks in relation to education. For the sake of compari-

son, it would be interesting to study the relationship between

71

demographic variables of White urban school teachers and

their attitudes toward Blacks in relation to education.

Scope and Limitations of the Study

There are certain limitations which must be taken
into account when generalizing the results of this study.

The major limitations of all descriptive studies
is that the characteristics of subjects for whom the de-
scription rules are to be applied should be similar to the
characteristics of the subjects from whom the description
rules were drawn. Stated in another way, the effective-
ness of the description rule for a particular group depends
on its similarity to personal characteristics of the norm
group. Thus, the present study has a limited sc0pe be-
cause the limited aspect reported here concerns only a
group of Black public school teachers in one urban community.

Another limitation to this study is the human
limitations of the author. This author recognizes that
his particular orientation makes him subject to probable

errors of omission and commission.

 

 

. . .”
inc-Hula ‘liEI

REFERENCES

72

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EJ

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Gaier, E. L., and Wambach, H. S. "Self-Evaluation of
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{yum mvh~
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APPENDICES

8O

:7

 

 

APPENDIX A

DEMOGRAPHIC DATA FORM

81

 

Jnuirfinfl-u ‘
.

_ ..

, ‘ AMI" ."

“[2"

DEMOGRAPHIC DATA FORM

Directions: Please check only one answer for each question. Please
answer all questions.

1. What is your sex? Male Female

2. How old will you be on your next birthday?

20-25 26-35 ' 36 and over

3. Counting this present year, how many years of teaching experience
do you have?
1-3 4-9 10 and over

 

 

4. What degree do you presently hold?
B.S. M.A. Other/please write in

 

5. What is your marital status?

 

Single Married Divorced Separated Widowed

6. On what level are you presently teaching?
Elementary K-6 Junior High 7-9 Senior High 10-12

7. How would you characterize the school from which you received your
teaching/undergraduate degree?

Southern and predominantly Black
Southern and predominantly White
Northern and predominantly White

8. How would you characterize the town or city in which you grew up?
(If you lived in more than one, check where you lived the longest.)

Northern Urban Northern Suburban
Northern Rural Northern Non-suburban Small Town
Southern Urban Southern Suburban
Southern Rural Southern Non-suburEan Small Town

 

9. How much formal education did your father receive?

 

 

Some grade school Grade school graduate
Some high school High school graduate
Some college College graduate
Some post-graduate work Post-graduate degree
10. How would you characterize your father's occupation?
Unskilled blue collar Skilled blue collar
Salaried professional Upper-level manager of official
Self-employed businessman Farm owner or operator

White collar clerical, sales, or public service’g___

82

APPENDIX B

ATTITUDE BEHAVIOR SCALE:
BLACK/WHITE-EDUCATION

83

1— 'Im a

 

 

ATTITUDE BEHAVIOR SCALE: BLACK/WHITE-EDUCATION

 

DIRECTIONS

 

This booklet contains statements of how people behave in
certain situations or feel about certain things. You,
yourself, or other Black persons often behave in the same
way toward Whites. You also have some general ideas about
yourself, ana anut other Black persons like you and about
Whites. Sometimes you feeI or behave the same way toward
everyone and sometimes you feel or behave differently to-
ward Whites.

This questionnaire has statements about ideas and about be-
havior. Each statement of this questionnaire is different
from every other section, although some of the statements
in each section are similar. Your answers in one section,
therefore, may be the same as answers in another section,
or your answers may differ from section to section. Here
is a sample statement:

Sample 1

Other Blacks believe the following things about Whites as
compared to Blacks:

 

l. Chance of Whites being taller
® less chance than Blacks
2. about the same
3. more chance than Blacks
If other Blacks believe that Whites have less chance than

Blacks to be taller, you should circle the number 1 as
shown above.

 

 

************ DO NOT PUT YOUR NAME ON THE BOOKLET ***********

by: John E. Jordan
Richard J. Hamersma
College of Education
Michigan State University

84

»- 'O:‘Tt—Z Win-(KW
1.1'. J- _ is;

VETE—

 

85

ABS:B/W-E

 

Directions:‘ Section I

 

*—

This section contains statements about ideas which other
Blacks have about Whites. Circle in the number that indi-
cates how other Blacks compare Whites with themselves.
Please answer all questions.

 

Other Blacks believe the following things

 

about Whites as compared to Blacks:

l.

Whites' intellectual ability is
1. less than Blacks

2. about the same

3. more than Blacks'

In school Whites are disciplined
1. less than Blacks

2. about the same as Blacks

3. more than Blacks

In school Whites desire to work is
1. less than Blacks

2. about the same as Blacks

3. more than Blacks

Whites desire a higher education
1. less often than Blacks

2. about as often as Blacks

3. more often than Blacks

hites desire to get their school work done
. less often than Blacks

. about as often as Blacks

. more often than Blacks

Lamb-'2

Whites concern for their educational future is
1. less than Blacks

2. about the same as Blacks

3. more than Blacks

Whites believe in public school integration
1. less than Blacks

2. about the same as Blacks

3. more than Blacks

The homes that White students come from favor education
1. less than Black homes

2. about the same as Black homes

3. more than Black homes

 

’ ' “mi .—

 

86

ABS:B/W-E

 

Directions: Section II

 

This section contains statements about things which man
other Blacks like you may believe about Whites. Please
choose the answer that indicates what you think most other
Blacks believe aEOut Whites.

 

 

 

Most Blacks generally believe the following
about Interacting with Whites:

 

9. Blacks believe that the intellectual ability of Whites
is equal to theirs
1. disagree
2. undecided
3. agree

10. Blacks believe in equal discipline for Whites and Blacks
1. disagree
2. undecided
3. agree

11. Blacks believe they want to work with Whites in school
1. disagree
2. undecided
3. agree

12. Blacks desire to share their higher education with Whites
1. disagree
2. undecided
3. agree

13. Blacks believe they want to do their school work with Whites
1. disagree
2. undecided
3. agree

14. Blacks believe in sharing their concern for their educa—
tional future with Whites
1. disagree
2. undecided
3. agree

15. Blacks usually believe in working with Whites for public
school integration
1. disagree
2. undecided
3. agree

l6. Blacks believe that White homes favor education as much
as Black homes do
1. disagree
2. undecided
3. agree

I!

 

Auu—o -—— M-
. ..0

 

 

Directions: Section III

87

ABS:B/W-E

 

 

This section contains statements about ways in which you,
yourself, should act toward Whites. Please choose the
answer that indicates how you feel you should believe.

In respect to Whites do you, yourself, believe
that it is usually right or usually wrong:

 

 

 

 

 

17. To expect Whites' intellectual ability to be the f?
same as Blacks is E _
1. usually wrong "ET
2. undecided J
3. usually right a
l
18. To expect Whites to be disciplined the same as Blacks is E "
1. usually wrong F
2. undecided
3. usually right
19. To expect Whites to work the same as Blacks do in school is
1. usually wrong
2 undecided
3. usually right
20. To expect Whites to desire a higher education as much as
Blacks do is
1. usually wrong
2. undecided
3. usually right
21. To expect Blacks to share their concern for their educa-
tional future with Whites is
1. usually wrong
2. undecided
3. usually right
22. To expect Blacks to do their school work with Whites is
1. usually wrong
2. undecided
3. usually right
23. To expect Blacks to believe in public school integratin is
1. usually wrong
2. undecided
3. usually right
24. To expect that the homes of White students favor education
as much as Black homes do is
1. usually wrong
2. undecided
3. usually right

88

ABS :B/W-E

 

Directions: Section IV

 

This section contains statements about how ysu think you
would act toward Whites. Choose the answer that indicates

 

 

how you think you would act.

In respect to a White person would you, yourself:

25.

26.

27.

28.

29.

30.

31.

32.

 

I would want my intellectual ability to be the same as
that of Whites

1. no

2. undecided

3. yes

I would want to be disciplined in schools the way Whites are
1. no

2. undecided

3. yes

I would desire to work in school the same as Whites
1. no

2. undecided

3. yes

I would want to have the same desire Whites do for a
higher education

1. no
2. undecided
3. yes

I would want to do my school work as well as Whites do
theirs

1. no
2. undecided
3. yes

I would discuss my concern for my educational future
with Whites

1. no

2. undecided

3. yes

I would work for public school integration
1. no

2. undecided

3. yes

I would want the homes that Black students come from to
favor education as much as White homes

1. no

2. undeCided

3. yes

.v.~.. _

 

 

89

ABS :B/W-E

 

Directions: Section V

 

This section concerns actual feelings that Black people may
have about Whites. You are asked to indicate howgyou feel
about the following statements. _.

 

 

How do you actually feel toward Whites:

 

33. When Whites' intellectual ability is the same as Blacks

I feel

1. bad

2. indifferent
3. happy

34. When I am or was disciplined in school the same as
Whites I feel or felt

1. bad
2. indifferent
3. happy

35. When Blacks work as hard in school as Whites do I feel
1. discontent
2. indifferent
3. content

36. When Whites desire a higher education as much as Blacks

do I feel

1. bad

2. indifferent
3. content

37. When Whites desire to do their school work less than
Blacks do I feel

1. good
2. indifferent
3. bad

38. When I have the same concern for my educational future
as Whites have for theirs I feel

1. angry
2. indifferent
3. happy
39. When Whites work for public school integration I feel
1. bad
2. indifferent
3. good

40. When the homes that Black students come from favor
education as much as White homes I feel
1. discontent
2. indifferent
3. content

Directions:

90

ABS:B/W-E

 

Section VI

 

This section concerns actual experiences you have had with

Whites.

Try to answer the following questions from the

knowledge of your own experiences.

 

Experiences or contacts with Whites:

 

41.

42.

43.

44.

45.

46.

47.

48.

The intellectual ability of Whites is equal to mine

1. no experience 3. uncertain

2. no 4. yes

I have been disciplined in school the same as Whites
1. no experience 3. uncertain

2. no 4. yes

The Whites I know worked as hard in school as I did
1. no experience 3. uncertain

2. no 4. yes

The Whites I know wanted a higher education as much
as I did

1. no experience 3. uncertain

2. no 4. yes

In school Whites did their homework as well as I did mine
1. no experience 3. uncertain

2. no 4. yes

The concern of Whites for their educational future is
the same as mine

1. no experience 3. uncertain

2. no 4. yes

I have supported public school integration

1. no experience 3. uncertain

2. no 4. yes

I have seen that the homes that White students come
from favor education as much as Black homes

1. no experience 3. uncertain

2. no 4. yes

“I L . _\j AZIJJ— “.‘E

. ‘7- a

 

my)" . .

 

APPENDIX C

SUPPLEMENTAL TABLES

91

 

E
a

__ .1 "I i‘~ I.

92

TABLE 12.-—Ce11 means for demographic variables.

 

 

 

 

 

 

 

 

 

 

 

Stereo Norm Moral Hypoth Feel Action

Sex
Male 16.625 20.625 18.062 19.688 20.500 24.000
Female 16.941 18.632 19.721 20.809 20.765 23.809
Age
20-25 16.643 18.857 17.429 18.786 20.643 20.714
26-35 17.000 18.702 19.277 20.596 20.553 23.766
36 and over 16.783 19.739 20.870 21.696 21.087 25.913
Total Years of
Teadhing Experience
1-3 16.304 19.043 17.870 18.826 20.522 21.957
4-9 16.976 19.143 20.000 21.357 20.786 24.024
10 and over 17.368 18.684 19.947 21.053 20.789 25.737
Residential Background
Northern Urban 15.815 18.000 18.370 19.593 19.667 24.111
Northern Rural 14.000 20.000 23.000 24.000 22.000 31.000
Southern Urban 14.300 18.900 20.400 21.100 20.800 22.400
Southern Rural 14.214 20.036 20.571 20.286 21.607 22.071
Northern Non-suburban

Small Town 15.143 19.857 17.000 21.000 20.000 24.429
Southern Suburban 16.000 13.000 18.000 14.000 17.000 27.000
Southern Non-suburban

Small Town 13.900 18.700 19.200 20.200 22.100 24.300
Occupational Status of
Father
Unskilled Blue Collar 16.788 19.308 19.192 20.577 20.154 24.596
Salaried Professional 18.000 11.500 11.500 18.000 20.500 14.000
Self-employed Businessman 16.222 19.889 21.333 21.111 22.333 22.333
White Collar Clerical 16.500 18.000 20.000 21.000 19.500 27.000
Skilled Blue Collar 17.417 18.583 19.333 20.583 21.667 23.083
Upper-level Manager 18.000 14.000 18.000 14.000 17.000 25.000
Farm Owner 17.167 19.667 21.167 21.833 22.333 23.167
Educational Status of
Father
Some Grade School 14.034 19 793 19.724 21.483 21.724 22.242
Some High School 14.733 19 000 19.233 19.633 20.433 23.967
Some College 16.000 19 000 21.000 22.000 21.000 26.000
Grade School Graduate 14.000 19 429 19.857 19.286 19.429 24.286
High School Graduate 14.333 19 250 19.750 20.000 20.917 25.750
College Graduate 13.667 14 667 16.333 18.000 19.667 22.000
Post Graduate Degree 17.000 14 000 11.000 16.000 18.000 19.000
Undergraduate School I
Attended
Southern and Black 17.000 19.700 19.983 20.567 21.433 22.733
Southern and White 0.000 0.000 0.000 0.000 0.000 0.000
Northern and White 17.833 17.292 18.208 19.792 19.485 25.458
Academic Degree Held
B.S. 16.597 19.323 19.129 20.403 20.871 23.258
M.A. 17.682 18.136 20.182 21.136 20.273 25.500
Marital Status
Single 16.897 19.026 19.487 21.077 21.154 24.410
Married 17.080 18.760 19.880 20.600 21.040 22.560
Divorced 16.600 19.300 18.650 19.650 19.450 24.350
Separated 0.000 0.000 0.000 0.000 0.000 0.000
Teachisg Level
K-6 16.897 19.026 19.487 21.077 21.154 24.410
7-9 17.080 18.760 19.880 20.600 21.040 22 560
10-12 16.600 19.300 18.650 19.650 19.450 24.350

 

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94

TABLE l4.--Correlation matrices for demographic variables.

 

 

 

 

 

 

 

. .

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Stereo Norm Moral Hypoth Feel Action
Sex

Stereotype 1.0000

Norm -0.4978 1.0000

Moral 0.0525 0.5596 1.0000

Hypothetical 0.1853 0.4656 0.5424 1.0000

Feeling 0.0084 0.3459 0.3435 0.3494 1.0000

Action 0.1368 0.2698 0.4884 0.4221 0.0451 1.0000

Stereotype 1.0000

Norm -0.0571 1.0000

Moral 0.0608 0.4951 1.0000

Hypothetical 0.1928 0.4181 0.5125 1.0000

Feeling 0.0137 0.3201 0.3432 0.3510 1.0000

Action 0.1376 0.2535 0.4232 0.3638 0.0277 1.0000

Total Years Of’Teaching ExperIence

Stereotype 1.0000

Norm -0.0573 1.0000

Moral 0.0220 0.5155 1.0000

Hypothetical 0.1534 0.4446 0.5133 1.0000

Feeling 0.0034 0.3287 0.3452 0.3557 1.0000

Action 0.0978 0.2829 0.4522 0.3850 0.0358 1.0000

ResidenEIaI Baékground

Stereotype 1.0000

Norm -0.0040 1.0000

Moral 0.0740 0.4928 1.0000

Hypothetical 0.0400 0.4389 0.5227 1.0000

Feeling 0.1498 0.3651 0.3857 0.3733 1.0000

Action 0.1083 0.2395 0.4938 0.5000 0.1296 1.0000
Occupational Status of Father

Stereotype 1.0000

Norm -0.0168 1.0000

Moral 0.1130 0.4286 1.0000

Hypothetical 0.2238 0.3852 0.5473 1.0000

Feeling 0.0155 0.3394 0.3220 0.3279 1.0000

Action 0.1714 0.2070 0.4727 0.4350 0.1167 1.0000
Educational Status of Father

Stereotype 1.0000

Norm 0.0505 1.0000

Moral 0.0371 0.4612 1.0000

Hypothetical 0.0553 0.4405 0.4849 1.0000

Feeling 0.1602 0.3902 0.3958 0.3160 1.0000

Action 0.0747 0.1544 0.3683 0.5231 0.1240 1.0000
Undergraduate SChool Attended

Stereotype 1.0000

Norm -0.1489 1.0000

Moral -0.0012 0.4437 1.0000

Hypothetical 0.0198 0.3799 0.5510 1.0000

Feeling 0.1031 0.2658 0.3288 0.3085 1.0000

Action 0.0396 0.3108 0.4864 0.4680 0.0453 1.0000

Academic Degree Held

Stereo 1.0000

Norm -0.0300 1.0000

Moral 0.0355 0.5253 1.0000

Hypothetical 0.1755 0.4421 0.5470 1.0000

Feeling 0.0331 0.3176 0.3627 0.3644 1.0000

Action 0.1010 0.3017 0.4662 0.4084 0.0645 1.0000

Marital Status

Stereo 1.0000

Norm -0.0568 1.0000

Moral 0.0523 0.5077 1.0000

Hypothetical 0.1850 0.4329 0.5487 1.0000

Feeling -0.0083 0.3538 0.3290 0.3251 1.0000

Action 0.1467 0.2624 0.5006 0.4271 0.5900 1.0000

Teac ing Level

Stereo 1.0000

Norm -0.0568 1.0000

Moral 0.0523 0.5077 1.0000

Hypothetical 0.1850 0.4329 0.5487 1.0000

Feeling -0.0083 0.3538 0.3290 0.3251 1.0000

Action 0.1467 0.2624 0.5006 0.4271 0.0590 1.0000

 

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