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"u gin-1...»? 1. 1.90. 4%.... hhflh.!4..9kgefpu¢vsc:lx1lfl’v .nyv 1’1nyrr. . 4 4.. 1.. 1%. 2:... . a. _. mam...— . 4 2h. . 4 n. L. . L: 4 .v a 4 4 .4 :4 . flat». wrwvw$4§ 4. :4- .4 7..., 4 .. 4 {311.37 «tilizf. 4v . \4..L ....41.V:v.» ..4 - )an-(J’ t.l.?n|b‘4 44 44 . .4 4 .n.4! ..\.r\lx .s. «4:437:2552. .4 . THESIS ' ‘J : LIBRARY "3 Michigan Sm ‘ University 2 This is to certify that the thesis entitled A STUDY OF THE EXPECTANCIES WHICH COMMUNITY ll SCHOOL DIRECTORS AND RELATED OTHERS HAVE OF THE COMMUNITY SCHOOL DIRECTORS' ROLES IN SERVING NEIGHBORHOODS OF EIGHT INNER-CITY SCHOOLS IN THE CITY OF presented by FLINT: MICHIGAN Jerry David Crosby has been accepted towards fulfillment of the requirements for .Mdegree inMAdminiStratiOn . ' "' J i i I W46 G Major inofessor Date Ma 1 3 l 9 6 5 0-169 ABSTRACT A STUDY OF THE EXPECTANCIES WHICH COMMUNITY SCHOOL DIRECTORS AND RELATED OTHERS HAVE OF THE COMMUNITY SCHOOL DIRECTORS' ROLES IN SERVING NEIGHBORHOODS OF EIGHT INNER-CITY SCHOOLS IN THE CITY OF FLINT, MICHIGAN by Jerry David Crosby THE PROBLEM The Flint, Michigan Board of Education has as a part of its organizational hierarchy an educational position known as the community school director° The purpose of this study was to further identify and clarify role expectations held by community school directors, selected community leaders, parents, and Mott Program administrators regarding selected aspects of the community school director's position with reference to serving eight inner—city school neighbor— hoods in the City of Flint, Michigano It was assumed that this relatively new and unique position would be defined differently by the various groups of people both within and outside the school system, thus creating possibilities of role conflict“ Jerry David Crosby PROCEDURE Questionnaires regarding 68 selected aspects of director's professional roles were sent to community school directors, selected community leaders, Mott Program adminis— trators and a random sampling of parentso The roles were: (1) as a social worker; (2) as an administrator of the com- munity school; (3) as a teacher; (4) as a professional staff member; and (5) as a co—ordinator of school and community relations. The respondents indicated if they believed the community school director should or should not do what was described in the selected situations and community school directors were asked to define expectations held by the re— lated othersa Six questions which asked for information pertinent to role clarification and general questions concerned with personal data were answered. Role expectations of the re- spondent groups were compared and convergence and divergence of beliefs noted. FINDINGS The analysis of data only partially supported the hypothesis that community school directors and related others hold different and sometimes conflicting expectations re- garding the selected aspects of the positiono Jerry David Crosby Mott Program administrators and selected community leaders were slightly better able to define expectations of the community school directors than could parents. Com— munity school directors were able to define the expectations of each reference group proportionately at the same level° Significant convergence—divergence of expectations held by the various groups was computed by the chi—square statistic. Directors' expectations were in agreement with Mott Program administrators', selected community leaders' and parents' expectations on 68, 62, and 60 of the 68 se— lected situations, respectivelyo Community school directors' expectations and defi— nitions of others' expectations were in agreement with Mott Program administrators', selected community leaders', and parents' expressed expectations in 68, 62, and 56 of the 68 selected items, respectively° The directors held an inaccurate definition of parents' expectations in four items, thus creating conflicting expectations where none existed. In five items with selected community leaders and four items with parents, community school directors accurately defined divergent role expectationso In three items with parents and one with selected community leaders, divergent expectations were held, and Jerry David Crosby community school directors failed to identify the extent of disagreement. A rank—difference correlation of preferences of re— spondents regarding the questions requesting additional information, demonstrated that community school directors, selected community leaders, parents, and Mott Program ad— ministrators were not consistently in agreement or disa— greement. Since no real pattern of relationships emerged, the results were considered inconclusive° A summation of recorded statements revealed a need for research concerning work load and time allocation for the focus position° Indicated also was a need for role clarification. RECOMMENDATIONS Since the findings of this study were clearly on the positive side with many areas of agreement, efforts should be made to add depth and quality to the community school program. Community school directors should be a definite part of any planning process for such programs. Adequate lines of communication between the directors and parents should be established. Intensive efforts also should be made to improve the level of expectations held by parents. A STUDY OF THE EXPECTANCIES WHICH COMMUNITY SCHOOL DIRECTORS AND RELATED OTHERS HAVE OF THE COMMUNITY SCHOOL DIRECTORS' ROLES IN SERVING NEIGHBORHOODS 0F EIGHT INNER—CITY SCHOOLS IN THE CITY OF FLINT, MICHIGAN BY Jerry David Crosby A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION Department of Educational Administration and Higher Education 1965 ACKNOWLEDGMENTS The author wishes to express his sincere gratitude to members of his Guidance Committee, Dr. Clyde M. Campbell, Dr. Ernest O. Melby, Dr. William A Faunce, and Dr. George Myers, for their criticisms and suggestions regarding the development and completion of this study. A special thanks is due Dr. Clyde M. Campbell, Chair— man of the Doctoral Committee, who gave the writer continuous encouragement, thoughtful direction, and patient counsel throughout the study and also in the writer's studies in the field of school administration while attending Michigan State University. He wishes also to thank Dr. Joseph Saupe, Bureau of Institutional Research and especially Dr. Robert L. Green, Bureau of Educational Research, for their suggestions and guidance concerning the theoretical framework and statistical analysis of the study. ii TABLE OF CONTENTS Chapter Page I. INTRODUCTION . . . . . . . . . . . . . . . . . 1 Statement of the Problem 1 Basic Hypothesis 5 Importance of the Study 6 Community School Background 10 Flint, Michigan Historical and Social Setting l4 Scope and Limitations 19 Techniques and Procedures Used 22 Definitions 24 Summary 28 II. REVIEW OF THE LITERATURE . . . a . . . . . . . 30 Introduction 30 Role Theory 30 Related Research 40 Descriptive Literature Regarding the Community School Director's Position 43 Summary 52 III. PLANNING AND CONDUCTING THE STUDY . . . . . . 54 Introduction 54 General Methods of the Study 55 Development of the Instrument 57 Definition of the Community School Director's Roles 59 Respondent Population 64 Summary 65 IV. PRESENTATION AND ANALYSIS OF THE DATA . . . . 67 Introduction 67 Presentation of the Data 69 Analysis of the Data to Indicate the Mean Proportion of Related Others Who Hold Expectations 83 Chapter .Analysis of the Data to Indicate the Mean Proportion of Parents Sampled from Different Schools with Respect to all Expectations Held and the Affirmative Expectations Held Analysis of the Data to Indicate the Mean Proportion of Community School Directors Who Held Beliefs, and Definitions of Others' Expectations Analysis of the Data Based on Personal Variables Among Community School Directors Analysis of Responses to Questions Re— questing Additional Information Analysis of the Particular Items to De— termine Convergence and Divergence of Expectations Summary of Analysis of Data V. RECORDED COMMENTS . . . . . . . . . . . . . . Introduction Comments Concerning the Hiring of Women as Community School Directors Comments Concerning Additional Information for the Position of Community School Director Summation of Community School Directors' Comments Summation of Mott Program Administrators' Comments Summation of Community Leaders' Comments Summation of Parents' Comments “ VI. SUMMARY AND CONCLUSIONS . . o . . . . . . a . Summary Conclusions VII. RECOMMENDATIONS AND IMPLICATIONS FOR FURTHER RESEARCH . . . . . . . . . . . . . . . . . Recommendations Implications for Further Research The Presence of Conflict Background Information The Presence of Criticism Possible Presence of Distrust iv Page 86 9O 93 97 104 121 127 127 127 134 135 137 138 140 144 144 153 158 158 159 161 162 164 165 Chapter Page Lack of Goals and Objectives 167 The Need for Evaluation 169 Possible Lack of Co-Ordination 171 The Director's Work Load 171 Content of the Director's Role 172 Number of Reference Groups 173 Director's Qualifications 174 Adequacy of the Director's Training 175 Possible Re—Organization 176 Limitations of the Community School Concept 178 Social Change 178 Summary 180 Suggestions for Further Study 181 SELECTED BIBLIOGRAPHY . . . . . . . . . . . . . . . . 184 APPENDIX . . . . . . . . . . . a . . . . . . . . . . . 191 Table 10. LIST OF TABLES Number of students and families for the eight selected inner—city schools . . . . . Number of usable returns . . . . . . . . . . . Number of usable returns from parents by school . . . . . . . . . . . . . . . . . . . Classification of community school directors according to age, marital status, children, educational level and educational preparation . . . . . . . . . . . . . . . . Classification of community school directors according to number of other school systems in which employed, prior teaching experience, and experience as a teacher . . . . . . . . Classification of community school directors according to future plans, and statements referring to re—entering the educational profession and the position of director . . Classification of community school directors according to administrative aspiration and comparing position with principals in terms of prestige as rated by teachers, parents, and community leaders . . . . . . . . . . . Classification of selected items according to the social work role of the community school director's position . . . . . . . . . . . . Classification of selected items according to the community and school liaison role of the community school director's position . . Classification of selected items according to the teaching role of the community school director's position . . . . . . . . . . . . vi Page 70 7O 71 72 72 73 74 76 77 78 Table Page 11. Classification of selected items according to the community school administrative role of the community school director's position . . 79 12. Classification of selected items according to the professional education role of the com— munity school director's position . . . . . 80 13. Classification of items concerned with ad— ditional information regarding the community school director's position . . . . . . . . . 82 14. Mean proportion of parents, selected community leaders and Mott Program administrators holding expectations regarding the items . . 84 15. Mean proportion of parents by school holding expectations regarding the items . . . . . . 87 16. Mean proportion of parents by school holding affirmative expectations regarding the items . . . . . . . . . . . . . . . . . . . 88 17. Mean proportion of community school directors holding a self—definition and definitions of expectations held by related others . . . 91 18. Mean proportion of community school directors with definitions of others' expectations are compared with the mean proportion of related others with expectations . . . . . . . . . . 92 19. Comparison of the mean proportion of affirma— tive expectations held by the various groups of community school directors . . . . . . 95 20. Rank—difference correlation between the various groups of community school di— rectors holding affirmative expectations . . 96 21. Mean proportion of community school di— rectors' beliefs and related others' expec— tations and the community school directors' definitions of others' expectations . . . . 98 22. Rank—difference correlation of expressed expectations of related others as compared with community school directors' expectations . . . . . . . . . . . . . . . . lOO Table Page 23. Rank—difference correlation of community school directors definitions of others' expectations . . . . . . . . . . . . . . . . 100 24. Comparison of community school directors' expectations with others' expectations and the community school directors' definitions of others' expectations with the expressed expectations of related others . . . . . . . 106 25. Classification of expectations held by com— munity school directors, definitions of others' expectations and expressed expec— tations of related others, items 1—13 . . . 117 26. Classification of expectations held by com— munity school directors, definitions of others' expectations and expressed expec- tations of related others, items 14—34 . . . 118 27. Classification of expectations held by com- munity school directors, definitions of others' expectations and expressed expec- tations of related others, items 35—43 . . . 119 28. Classification of expectations held by com- munity school directors, definitions of others' expectations and expressed expec— tations of related others, items 44—54 . . . 119 29. Classification of expectations held by com— munity school directors, definitions of others' expectations and expressed expec— tations of related others, items 55—69 . . . 120 viii Figure l. 2. 3. LIST OF FIGURES Percentages of the selected items in which there were no significant differences be— tween expectations held by the releVant groups . . . . . . . . . . . . . . . . . Percentages of selected items in which there were significant differences between the community school directors' definitions of the others' expectations and the expressed expectations of the related others . . . . . Percentages of selected items (1—68) in which (A) there were no significant differ- ences between expectations held, and (B) no significant differences between community school directors' definitions of others' expectations and the expressed expectations of related others . o o o a o o n o a a o 0 ix a o Page 111 112 113 CHAPTER I INTRODUCTION Statement of the Problem The major purpose of this study was to further de— fine through direct observation, active participation, personal interviews, and the review of pertinent literature the duties and responsibilities relevant to the community school director's position in serving the neighborhoods of eight inner—city schools in Flint, Michigan. A secondary purpose was to identify and clarify the divergence and con— vergence of role expectations which community school di- rectors, Mott Program administrators, parents, and selected community leaders hold for selected aspects of the community school directors' position in serving the neighborhoods of eight schools in the city of Flint, Michigan. The public schools are receiving much criticism be— cause the educational needs of a large segment of the popu— lation are not being met. This study of the community school director's roles found its rationale in the fact that the current educational scene has been undergoing numerous changes in an effort to better meet the educational needs of the entire population. Perhaps, the traditional pattern and the structure of school systems can not meet the needs of an exploding population seeking a variety of educational services in ever increasing numbers. Much of the criticism of present educational practices could be due to the in— creasing demands that are being placed upon the schools. If this is the case, then it would seem possible that the Flint community school director may be an important addition in assisting the schools in meeting the challenges of the day. What is this position in educationally disadvantaged neighbor— hoods? How do various lay groups perceive it? How do Mott Program administrators perceive it? What do community school directors do in certain situations? What are the defined and expressed expectations held by community school directors concerning their role when serving educationally disadvantaged neighborhoods? What expectations do the incumbents of this position perceive as being held by groups significant to them? Are conflicting role expectations held by parents, se- lected community leaders, and Mott Program administrators? These are questions with which this study was concerned. It was assumed that a study of the community school director's role in a limited population could give evidence as to what expectations the directors believe others hold of their pro- fessional roles, as well as to note the convergence or divergence expectations discovered. It was aSSumed that the community school directors will sometimes tend to behave in terms of the expectations which they believe their related others hold. The related others to the director, in this case, were Mott Program ad— ministrators, parents, and selected community leaders. As a result of the study, some recommendation might be made as to ways in which conflicting expectations might be harmonized if it is developed that there were such conflicting expectations. Since there are many educational and social problems suffered by a member of neighborhoods-—particularly in the depressed——apparently something should be done to assist people in achieving a more adequate life. It appears almost certain that administrative and organizational changes with- in school systems must be made to accomodate any additional services provided. Because present administrators are pressed for time, proper attention can not be focussed by them on the many -emerging problems. Campbell (11) believes that the com- munity school director's positions offers a promising ad— dition to the organizational structure of a school system. If part of the director's duties is assisting people in achieving a more adequate life, then he needs to understand his proper roles and be preapred to fulfill those expec- tations ascribed to him. Although not necessarily true, but assuming that in the past the community school director may have failed to assume his professional roles in appropriate ways, it may be due to his lack of knowledge of the expectations, or lack of skill in recognition of situations which call for an expanded and different set of roles. Mott Program administrators, parents, and community leaders, with whom the community school director interacts in fulfilling his professional role requirement, may also have expected him to behave in different ways. The community school director may likewise hold role expectations and definitions of the expectations of Mott Program administrators, parents and selected com- munity leaders which are not convergent with the expressed expectations held by these relevant groups, i.e., Mott Pro— gram administrators, parents, and selected community leaders. The present study constructed selected aspects of the community school director's professional roles by defining his duties and responsibilities, and analyzed role expec— tations in light of convergent and divergent role expec- tations held by community school directors and the related others. The model for this study was formulated, in part, from several extensive studies of role expectations completed by Gross, Mason and McEchern (33). In the conduct of their study, Gross, Mason and McEchern used a questionnaire and interviews with 105 school superintendents and 508 school board members in an attempt to define the role expectations each group had for the school superintendent's role. In eight hour interviews they ad— ministered their questionnaire to each of the respondents and made use of Merton's technique of "focused interviews." As a result of their analysis of the data, they concluded that the conditions under which expectations are learned or taught and who defines them may be quite variable. They al- so concluded that: 1. An incumbent of a focal position may define what most of his rights and obligations are and an in: cumbent of a counter position may accept his definitions. 2. Incumbents of counter positions may define most expectations and an incumbent of the focal position may accept them. 3. Neither the incumbent of the focal or of the counter position may have well—defined expec- tations for each others behavior in their initial interaction and they be eventually worked out through a trial and error process. 4. Some expectations may be learned prior to, and others during, position incumbency (33). Basic Hypothesis The basic hypothesis of this study was that community school directors, Mott Program administrators, parents, and selected community leaders sometimes hold different role expectations regarding selected aspects of the community school director's position in the neighborhoods of eight se- lected inner-city Flint public schools, thus creating possi- bilities of role conflict. It was assumed that the position of community school director would be defined differently by the parents, selected community leaders, and Mott Program ad— ministrators in the eight selected neighborhoods. Importance of the Study Even though the Flint community school concept began during the early 1930's, its widespread acceptance did not come until 1952, when the first community school directors were hired. Since 1952, the community school director's position has been constantly developing and undergoing changes in an effort to become a vital addition to the Flint school system. The community school director's role, in improving community education, tends to be influenced by the demands of the educational situation, his own beliefs concerning his role and his definition of role expectations held by sig— nificantly related groups regarding his role. It is assumed his ability to win the support, respect and confidence of parents, selected community leaders, and Mott Program ad— ministrators, and to adequately perceive the expectations of the numerous groups with whom he interacts, are important to the effectiveness of the community school program. Regardless of what the community school director does or does not do, it is unlikely that any given act in a situation will be perceived by all groups in the same way. However, by defining more clearly areas of agreement and dis— agreement concerning the role expectations held by various groups, recommendations for the reduction of role conflict can be made. Solby (60) theorized that every job or role has three values. These were summarized as (l) role value, in meeting financial compensation and experience in the job situation——the individual worker himself recognizes the need for adjustment to the job because it implies "making a living;" (2) integration value, in meeting the need for ex— pressing specific talents in productive work--in order to benefit the individual the experience of the integration value must be a conscious phenomenon, a feeling of "doing a good job;" (3) social saturation value, in meeting emotional needs—-emotional and mental disturbances are generally re- lated to the degree of socialization the individual has reached. He also concludes that role conflict decreases role value. If the role value is decreased and becomes smaller than the social saturation value, the social saturation value will have to increase proportionately if the de— gree of integration is to be maintained. If the role value however decreases without any change taking place in the social saturation value the integration value of the job diminishes too (60:227). A more complete knowledge of the role would be a primary step twoards decreasing any role conflict between the community school director and related groups significant to his position. In establishing a theoretical foundation for his re— search, Bidwell made the following assumptions: A school system is a social system——an integrated system of roles organizing the activities of its members toward common goals. The role expectations is a complimentary relationship between ego and alter, such that the actions and expectations of ego are oriented toward the expec- tations of alter and alter's expectations act as sanctions to ego. Role expectations allow alter to predict the behavior of ego and act toward ego in an appropriate way. It is impossible for an integrated social system to function unless such predictions are possible, since, there being no secure basic for his actions towards ego, such action becomes difficult at best. A dis— ruption of a system of role——expectations should thus result in a disintegration of the organization, rendering it unable to achieve its goals, and satisfy the needs of its members (5:41). Role expectations held by the community school directors, and related groups, i.e., parents, community leaders, and Mott Program administrators should be clearly defined and understood. These groups need to comprehend the role as each defines it. In this way areas of agreement and disagreement may be noted. The chances of reducing any con— flicting or potential conflicting situations should be improved. Cowan's (l6) doctoral dissertation had the expressed purpose to identify and clarify role expectations held by community school directors, principals, adult education co— ordinators, and teachers regarding selected aspects of the position in the Flint community school structure. The analysis of his data supported the hypothesis that community school directors and significant others hold different and sometimes conflicting expectations regarding the selected aspects of the position. Principals and adult education co—ordinators could better identify expectations of the community school di— rector's position than could teachers. Likewise, building directors were able to define expectations held by principals and adult education co—ordinators better than expectations held by teachers. Since his research concerned itself with the internal organization and relationships of the community school di- rector and reference groups within the educational pro— fession, Cowan recommended further study to determine if conflicting expectations are held by citizens and parents. These people are consumers of the program and a study of their expectations should prove worthwhile. This writer personally believed that Cowan made a good suggestion. Since his research did not cover the expec- tations held by the administrators of the Mott Program, the present research was concerned with both internal and ex— ternal expectations held of the community school director's role. The administrators of the Mott Program may hold expec— tations of the director's position which may have some bear— ing on how the community school director perceives his role with respect to the community. A knowledge of the role and an understanding of potential role conflict should be beneficial if the unique staff position of community school director is to function adequately in the internal and external environment of the 10 school organization in the Flint public school system. Chapter II describes some studies which have pointed out this importance in similar situations. It is hoped that the present research concerning the professional roles of com— munity school directors in serving educationally disad— vantaged neighborhoods, the expectations held by the di— rectors and related groups significant to them, and the divergence and convergence of their beliefs, can make a sig- nificant contribution to the study of role. A further knowledge of the duties and responsibilities of the community school director's professional roles should prove helpful in providing an appropriate basis for under- standing his contribution to the development of the com— munity school concept in the Flint school system. Since it is assumed that the perpetuation of the community school con— cept is depended on its expansion, implementation, and pro- motion of the concept, a study of community school leader— ship at the local neighborhood school levels should be important. Community School Background The concept of community school is not a new idea used in educational literature; off and on, the term has been used since before the turn of the Twentieth Century. It received its greatest coverage during the depression years. In more recent years, the community school concept 11 has been popularized and expanded by the Flint, Michigan Public Schools. The community school concept, as it has been de- veloped in Flint, is essentially the maximum use of school buildings not only as educational plants but as neighborhood centers of community activity. In this way, the schools are designed to contribute to the total education of the child, and to the betterment of the entire community. The school has developed as a neighborhood center where living and learning join forces. It has become an ideal leadership instrument for marshaling its people and resources to cooperatively work to solve problems of all types. Flint has been privileged to serve as a laboratory for the community school concept for nearly thirty years. Through the partnership between the Mott Foundation and the Flint Board of Education, the Mott Program has been able to provide opportunities in education, health and recreation for all persons in Flint. Mott Foundation funds, granted to the Board of Education upon the Board's request, serve to: (1) make possible experimental pilot programs without using tax monies until they prove beneficial. They then are taken over by other agencies, or supported by regular school taxes. (2) The funds serve to establish and sustain special com— munity services and community school programs. These in- clude adult education classes, youth enrichment classes, a school—community health and safety program, services of the 12 Mott Children's Health Center and the Dental Clinic; a community—wide recreational program and physical fitness pro— gram, youth service programs and special community activities at each school. The extensive round—the—year use of school facilities not only has strengthened the curriculum development but al— so has apparently assured strong public support for the en— tire educational program. A city—wide school committee structure which involves parents and students has been established. Family partici— pation in school activities, recreation, and adult education offerings, apparently have increased adult understanding of school—community relationships and educational goals. The frequent claimed involvement of individuals, groups and organizations in a variety of programs of edu— cation and cultural enrichment has been given credit for a cooperative spirit beneficial to the entire community. Many cooperatively supported activities contribute to student learning experiences. Community facilities have become an important part of the design of each school, contributing to a maximum use of buildings and providing for continuing edu- cation for all persons. The Flint Board of Education has planned its school plant facilities to accomodate a community school program and, in attempting to provide adequate educational leadership at the neighborhood school level, has originated a unique 13 staff position known as the community school director. The American Association of School Administrators recognized Flint's efforts in its Thirty—Seventh Yearbook. The Flint, Michigan Public Schools, having developed a community school program to a remarkable level of effectiveness, have drawn up a set of principles on which an administrative program should be based. With the help of institutions of higher education, the Flint people have developed a community—centered program dealing with the concepts and skills needed by those who co—ordinate community—school activities (1:183). , I It has been assumed/that the kind of professional leadership available will influence to a considerable extent the implementation and promotion of the community school concept. Many Flint educators believe that success of their community school program is dependent upon intelligent and dedicated leaders. Leadership in Flint at the neighborhood school level is provided by the staff position of community school director. The importance of the creation of this staff position was stated by Young and Quinn (72). The community school building director was to become the key to the community-center functions of the com- munity schools--coordinating, leading, helping in a thousand ways to develop the community participation in activities (72:186). A community school director is assigned to each of Flint's some fifty schools. He normally arrives at school at noon, teaches regular school classes (usually physical education), and is in charge of the entire after—school and evening community school program. Therefore, the community school directors' duties, in addition to part—time teaching, 14 include the administration, organization and supervision of after—school activities within their buildings, and the responsibility for planning and carrying out an evening and Saturday community school educational program. In an effort to implement its community school pro— gram, as mentioned earlier, the Flint Board of Education has created a unique kind of educational position——a position which requires a professional role different from that normally found in a school system. This position has been mentioned frequently in the literature but, only one study, already cited, gives systematic treatment to the relatively new position. Flint, Michigan Historical and Social Setting The community school concept found its beginning in Flint as part of a recreation program during the early years of the "Great Depression.“ Since Flint is primarily an industrial city, the depression crippled it with a tremendous blow, consequently, there was high unemployment, abnormal population turnover, uncontrolled juvenile delinquency and lack of school operating and building funds. For several years, Mr. Frank Manley, then a supervisor of physical edu— cation for all Flint Public Schools, had made a determined effort to provide desperately needed wholesome activities for delinquent or near delinquent boys. 15 As a result of a relationship which found its be— ginning at a local Rotary Club meeting, Mr. Mott, a prominent industrialist and three time mayor of Flint, made a 6,000 dollar contribution to Manley's cause. Due to the persua- siveness of both Mr. Manley and Mr. Mott, the Board of Edu— cation agreed to make some of its physical facilities avail- able for after-school and evening use. As a result, evening recreation began in five Flint schools. It was agreed that Mr. Mott would furnish 6,000 dollars for the school year, 1935—36, for supervision in those five schools, while the board of education would assume any additional cost of heat, light, and janitor service. This partnership effort marked the beginning of the community school program in Flint to— gether with the participation of the Mott Foundation. In recognition of the existence of community schools, the December 1959 issue of the Journal 9; Educational Sggi- ology was devoted entirely to the community school concept. In the issue, directly following an article by C. S. Harding Mott, was a description clarifying the purposes of the Mott Foundation Program of the Flint Board of Education. Founded: 1926 Charles Stewart Mott, automotive pioneer and resident of Flint since 1907. Definition: A working program, as contrasted to a purely endowed philanthropy, which channels its ef— forts through a public, tax—supported institution, the Flint Board of Education. Administered by the Board of Education. Purpose: To discover and demonstrate means whereby a community can use its own resources to solve its own 16 problems, thus helping to make the City of Flint a model community, worthy of emulation by others. Implementation: By providing the Flint Board of Edu- cation with funds necessary to carry out experimental projects in community improvement which otherwise might be attempted by an elective body. By seeking to demonstrate the effectiveness of the public school as a focal point for the mustering of a community's resources, bringing those resources to bear on the complexity of problems facing community. Philosophy: The Mott Foundation believes that world peace and understanding among men must begin in men's hearts; that neighbor must understand neighbor and that people must learn to live together in neighbor— hoods and cities before nation can understand nation and a world can live in peace. To this end, people must be provided the opportunity at a grassroots level to learn to understand one another's problems to work together and to find the means to improve themselves and their cities. Rationale: After 25 years of experimentation, the Foundation considers the public school the ideal instrument for the achievement of this end because: 1. The public school has played the traditional role of common denominator in our society, today is an institution truly representative of all classes, creeds, colors. 2. Physical plants of schools, representing a huge community investment, are perfectly suitable for community recreation and education. Use of them eliminates need for costly duplication of facilities. 3. Schools are geographically suited to serve as neighborhood centers of recreation, education, democratic action. By their nature, they are readily accessible to every man, woman, and child in the nation. 4. If experimental programs can be proved feasible with a school system, the transition from private support to public support is relatively easy. Community School Program: A gradual transition of schools from conventional school houses to community education centers providing flexible educational 17 program for youngsters, a gathering place for teen— agers, a center for adult clubs and classes, a "clearing house" for neighborhood ideas and action (49:153—161). The first community school in the modern sense was the Fairview School, located in a low—income area. Teachers there were troubled by inattentiveness of youngsters during the late morning hours. Investigation showed most youngsters were not receiving adequate breakfasts. Mott money paid for converting an old storage room into a kitchen, and an in— school breakfast program was undertaken. Mothers came to watch——then to learn. As they acquired new techniques for preparing inexpensive foods, home meals improved and whole families benefited. The fairview school was the site of the first “com— munity room"--a room equipped with comfortable lounge chairs, cabinets containing dishes, coffee urns, tables, a range, a refrigerator, a television set, etc. Beginning in 1951, with the erection of Freeman Community School, all new schools built in Flint have been designed for community use. All other schools have since been adapted to the needs of the community school educational program by the addition of com- munity school "wings" which includes a community room, a kitchen, an auditorium, and a gymnasium. Today the Flint Board of Education is committed to the community school concept and it has adopted this concept as the foundation for its educational philOSOphy. 18 According to a census tract (13), Flint is a city populated with relatively young people, with sixty—three per- cent of the population under thirty—five years of age. Sixty—six percent of all employed citizens work for General Motors, and seventy percent own their homes. Eighteen per— cent of the population is Negro. Flint has a population of some two hundred thousand, with approximately one hundred ninety churches of all denominations. The public school system had enrolled in 1964—65, 28,060 Children in the elementary grades, and 16,839 in secondary grades. The neighborhoods of concern in this study had enrolled 5,505 children in elementary grades. The school system employes some 1,500 professional staff members, ex— clusive of junior college faculty. The annual operating budget approximates 25,000,000 dollars and the Mott Foun— dation's share exceeds 3,200,000 dollars. Since 1950, Flint school tax electors have favorably passed four special tax levies, the last one for a ten year period. Running North and South, Saginaw Street travels through the center of the city, practically dividing the City of Flint in halves. The eight neighborhoods concerned in this study, except for one, are located within a couple of blocks of Saginaw Street. The other neighborhood is located approximately six blocks from Saginaw Street. This, briefly is the educational and community setting in which the Flint community school directors work—- 19 including those who serve the eight selected school neighborhoods. Scope and Limitations This study was confined to services given in eight inner—city school neighborhoods——Clark, Doyle, Mary Street, Dort, Parkland, Dewey, Roosevelt, and Martin. The neighbor— hoods were selected because the services and needs are per— ceived to be different from those of other neighborhoods in Flint. The Flint Board of Education has singled out thirteen elementary schools as needing special educational attention. The eight elementary schools included in this study are a part of the special program known as Better Tomorrow Egg Urban Youth (BTU)——a program designed to enrich the edu— cational offerings of educationally disadvantaged children. Each school has a regular breakfast program for depressed youngsters. There is also a home counselor situated in each school to assist the building principal and the community school director in serving needy families. The neighborhoods concerned in this study were predominantly Negro. The sample of parents was obtained by taking a five percent sample of families having children attending the eight neighborhood schools. Either parent in each family could complete the questionnaire. 20 Since technically each neighborhood is served by three directors, one in each of the elementary, junior high and high schools, this study included all community school directors who regularly give service to several, one, or a section of any of the eight neighborhood school areas. The selected community leaders were those most frequently mentioned, by parents, directors, other educators, and leaders, themselves. ane were Board of Education employees. The professional roles of the community school di- rector were defined. Various selected aspects of his posi— tion, ranging from specific duties to broad responsibilities and functions, were determined by many interviews, direct on— the—job observations, personal on—the—job participation in the community school program, attending workshops, seminars and staff meetings, and reviewing literature published by the Flint Board of Education. This writer served in a nine month internship training program in Flint concerned with community education. The study also provided an identification of role expectations held by parents, citizens and educators in the eight neighborhoods in Flint regarding selected aspects of the director's position. These were secured from: 1. The selected community school directors' definition of their role. 2. The selected community school directors' definition of role expectations held by related others. 21 3. Expressed expectations of the selected community school directors' position held by parents, se— lected community leaders and Mott Program administrators. Areas of agreement and disagreement of expectations held by these groups were demonstrated. Also indicated were relationships in terms of know differences in the personal characteristics of the community school directors. The study measured the trend of role expectation held, whether negative, affirmative or neutral, and not the in— tensity with which they were held. Although the community school director interacts with many persons and groups with—= in and outside the school system, this study was limited to the selected community school directors, parents in eight neighborhood school areas, selected community leaders common to the eight neighborhoods and Mott Program administrators in the City of Flint, Michigan during the school year of 1964—65. The findings may be generalized to this population. Only selected aspects of the professional roles of the community school director's position were studied for possible role conflict. General categories included his pro— fessional roles (1) as a social worker; (2) as a teacher; (3) as an administrator, organizer and supervisor of the com— munity school program; (4) as a professional staff member; and (5) as a co—ordinator of school and community relations. Direct causes of the conflicts were not indicated. Identification of selected and potential role conflict 22 situations, however, should furnish a starting point for clarification of his professional roles and reduction of conflict. Techniques and Procedures Used In this study, the review of the literature included two areas of research and descriptive writings of the com— munity school director's position to establish a foundation. This method was necessary as the study encompassed the pro— fessional role of a community school director, role theory and an analysis of role expectations. Except for the dissertation already cited, there was little research to be found concerning the roles of the com— munity school director. The apparent lack of research in this area is probably due to the uniqueness and relatively newness of the position. Some details referring to the director's duties and responsibilities were found in de- scriptive writings, especially by staff writers and persons related in some way to the Mott Program. Review of research in analysis of role expectations was concerned mainly with administrators' and teachers' role. This was necessary because the community school director's position is not widespread in other school systems. Studies that were related to role theory and the concept of role were also reviewed. 23 Lay people and professional educators both within and outside the Mott Program were interviewed in developing this study. This approach, along with personal active participation, on—the—job observation, conferences with com— munity school directors, parents, civic leaders, were used in identifying the pertinent aspects of the professional roles of the community school director. This writer lived in Flint for nine months and attended every conceivable”r activity concerned with the community school program during the 1963—64 school year. The professional roles of the community school di- rector were categorized into these various roles: (1) as a social worker; (2) as an administrator, organizer and super— visor of the community school program; (3) as a teacher in the regular day school; (4) as a professional staff member; and (5) as a co—ordinator of school and community relations. From these generalized professional roles was de- veloped a check—list questionnaire of selected aspects re- garding the position of community school director. The steps in the development of this instrument and subsequent research are stated below. 1. Developed and categorized the professional roles of the community school director by conferences, personal participation, personal observations, and investigation of pertinent literature. 2. Selected aspects of the community school director's position in relationship to these professional roles. 24 3. Submitted these aspects to a few community school directors, consultant to directors and to the di— rector of research for the Flint Board of Edu— cation for editing and clarifying statements. 4. Submitted aspects to several professors for re— view. Removed semantic confusions and incon— sistencies and resubmitted for approval. 5. Submitted the final questionnaire to the selected community school directors, Mott Program adminis— trators, selected community leaders and a random sampling of parents in the eight selected school neighborhoods of Flint with children attending the local elementary school. 6. Submitted a questionnaire to the selected community school directors concerning thirteen selected personal characteristics. 7. Compiled the data, role expectations and personal variables. 8. Interpreted the data, identifying convergence and divergence of expectations held among and between the selected groups. Compared particular acts and areas of potential conflicts, and analyzed expec- tations held, recording agreement and disagreement among and between the groups. Analyzed the sig— nificance of relationship of personal variables and the beliefs held by community school directors and the role expectations held by related others. 9. Recorded a summation of written comments from all four groups on the questionnaire. Interpreted the summation. lO. Summarized findings. Made conclusions and offered recommendations. 11. Indicated possible areas for further research. Definitions The definitions in this study were to a considerable extent based on the language used in Explorations lg Role Analysis developed by Gross, Mason, and McEachern (33), and 25 in the Egg Flint Building Director: Rglg Expectations Hglg py Relevant Groups developed by Cowan (16). These terms ap— plied as a matter of consistency in this research, except in the description of the works of other authors, where their own definitions may vary because of context. Position Position will be used to refer to the location of an actor or class of actors in a system of social relationships, such as the position of community school director in the Flint school system, in relationship with parents, community leaders and Mott Program administrators. Expectations An expectation will be defined as an evaluative standard applied to an incumbent of a position. This will refer to what should happen, not to, what will happen in the sense of anticipation. Brookover (7) describes three levels of expectations: 1. Members of any group have role expectations of any actor in a broadly defined situation. 2. Members of any group have expectations of any actor in a particular position or situation. 3. Any group may have expectations of any actor in a particular position or situation. This study concerned itself with expectations members of related groups both lay and educational have for the position of community school director in selected situations. 26 Role A role is a set of expectations, or in terms of the definition above, it is a set of evaluative standards ap— plied to an incumbent of a particular position. These sets of expectations may be categorized into role segments. Hartley also defines role in much the same way as Gross, Mason and McEchern: Accordingly, to include all aspects of role require— ments we must define social role as an organized pattern of expectancies that relate to tasks, de- meanors, values, and reciprocal relationships to be maintained by persons occupying specific membership positions and fulfilling desirable functions in any group (36:486). Community School Director's Belief How the community school director believes he should act in the described situation. Community School Director's Defi— nition 2; Other's Expectations How the community school director defines or under— stands the expectations of others related to him. Related others in this study refers to Mott Program administrators, parents and selected community leaders. Expressed Expectations pf Others How the significant or related others in this study, Mott Program administrators, parents and selected community 27 leaders, believe the community school director should act in the described situation. Community Schools For the purpose of this study, these include all the public schools in Flint, Michigan. Community School Director This person is responsible for administration, super— vision, and organization of the after-school and evening com- munity school program. In most schools, he normally teaches half—time during the regular school day, but in several of the eight neighborhood schools, instead of teaching, some of the director's time is devoted to working entirely with com- munity problems. Regular School Program This term refers to the day school program, normally operating from 8:00 A.M. to 4:00 P.M. Community School Program The term in this case refers to the after—school, evening and Saturday educational program. Normally, the program operates from 4:00 P.M. to 11:00 P.M. daily, except Saturday and Sunday. The time schedule for the Saturday pro— gram varies. 28 Parents These are parents of the children in the eight se— lected neighborhood schools. Selected Community Leaders Here, community leaders refer to those persons con— sidered by the neighborhoods of the eight selected schools as giving leadership in civic and social affairs. The leaders included such as officials of both the NAACP and the Urban League, President of the Trade Union Council, President of the Community Civic League, President of Jack and Jill, Inc., block club leaders, ministers, attorneys and others. In addition to any professional services, the individuals in this group provide many services of a voluntary nature to the community. Mott Program Administrators These are personnel in the central office connected with the Mott Program of the Flint Board of Education who hold positions defined as administrative by the Flint Board of Education. Summary In this chapter the background for the study has been described and the rationale of the study outlined in de_ tail. The basic hypothesis and the assumption for the study 29 were stated. Procedures and techniques to be used were examined. The scope and limitations were indicated. Chapter II contains a review of related and pertinent literature in role theory, role analysis and the normative descriptions of the roles of the community school director. In Chapter III, the methodology and procedures of planning and conducting the study are presented. The description of the instrument used in securing data for the study was included in this chapter. The data are analyzed in Chapter IV and the statisti— cal design and basic assumptions are discussed. The infor- mation is presented in tabular form and the results of the analysis are discussed. Chapter V provides a summation of recorded statements and interprets them. Chapter VI contains a summary and interpretation of the data. Conclusions are also stated. Chapter VII contains recommendations and implications for further research. CHAPTER II REVIEW OF THE LITERATURE Introduction The review of literature for this study included two major areas——role theory and research related to role analy— sis, and descriptive literature which explained the duties and responsibilities of the community school director. This chapter followed the order suggested above. Literature concerned with role theory and analysis was re— viewed first and descriptive writings of the community school director's position were reviewed last. Role Theory Writers in the field of role concept have been many over the past sixty years, however, certain men are recog— nized for their basic contributions and this review will deal mainly with several of their works. In the development of role theory, some confusion developed among several writers with respect to definitions of certain terms contained in the theory. Here, the contributions of Linton (41), Newcomb (52), and Parsons (54), are treated in regard to their definitions 3O 31 of three fundamental terms upon which role theory was based: (1) status or position, (2) role, and (3) role prescriptions or expectations. Status pp Position Linton——A status is something static; it is a lo— cation in a structure, recognized by members of a society or organization and accorded by them to one or more individuals. Newcomb——A position is a part of an inclusive system of positions in social organizations and carries with it definite prescriptions for behaving toward other persons in the system. Parsons—~A status is an actor's position or location in the social system relative to other actors. It is in other words his place in the relationship system considered as a structure, that is a patterned system of parts. Role Linton--§plg refers to the sum total of the culture patterns associated with a particular status. It includes the attitudes, values, and behaviors which society ascribes to any and all persons occupying a particular status. Role is the dynamic aspect of status. ~Newcomb--A pplg is associated with a position and is the whole set of behaviors which are characteristic of all individuals who occupy that certain position. Roles and positions are inseparable, A position has no meaning without 32 J its accompanying role, and any given role applies only to persons who occupy a stated position in a stated group or society. Parsons—-A Eplp is a functional aspect of a person's participation in a social system, it is what the actor does in his relations with others as seen in the context of its functional significance. In this aspect, each actor is oriented to other actors, and is therefore, acting or playing a role. Role Prescriptions pp Expectations Linton——Role expectations are the legitimate expec— tations of persons occupying a particular status with respect to the behavior toward them of persons in other statuses with— in the same system. Newcomb—-A prescribed role includes all the approved ways of carrying out the necessary functions required of the occupant of a position. All the behaviors included in a prescribed role are considered to be correct ways of carry- ing out the functions for which the position exists. §a£§2p§_—Defines £912 expectations as having two aspects. One of these are the expectations which concern and in part set standards for the behavior of the actor, who takes himself as the point of reference. He also recognizes there is a set of expectations relative to the probable re— actions of others toward any person acting the same role. 33 Sarbin (55) also made a contribution to the develop— ment of the concept of role. He discussed in detail the main conceptions, wherever possible referred to empirical studies. Thus, he made numerous references to works which have been done in this area. He also covered the develop- ment of role and research in role theory. Sarbin concluded that: Role expectations are dimensional, for every role expectation of others there is a reciprocal role expectation of self (552255). Bates (4) developed ten postulates concerning role. In his postulations, social role is a nonbehavioral structural sub—unit consisting of norms. As such, it is a part of a,cu1ture and may be observed only indirectly by ob- serving behavior. In Bates"s interpretation, the occupant of a position containing conflicting roles will, over a period of time, tend either to redefine these roles so that they are consistent, thus reducing tension, or to “invent" or "employ” mechanisms which will allow him to reduce tension without a role redefinition. By exploiting the notion that societal structures are made up of roles, Goode made an attempt to develop role theory. He stated: When social structures are viewed as made up of roles social stability is not explicable as a function of (l) the normative consensual commitment of individuals or (2) normative integration. Instead, dissensus and role strain-—the difficulty of fulfilling roles de— mands--are normal In a sequence of role bargains, the individual"s choices are shaped by mechanisms, outlined 34 here, through which he organizes his total role system and performs well or ill in any role relationship. Re— duction of role strain is allocative or economic in form, but the economic model is different. "Third parties"l interact with an individual and his alter, to keep their bargain within institutionalized limits. The larger social structure is held in place by role strains. The cumulative pattern of all such role bargains determines the flow of performances to all institutions. The research utility of this conception is explained (312496). Since there can be found many definitions and variant interpretation of the role concept, Gross, Mason, and McEachern (33), already mentioned in this study, tried to clarify the usage. In the conclusion of their review of the literature, they said, ”what Linton and Newcomb define as role, Davis defines as a status; what Davis defines as a role, Newcomb calls role behavior and Sarbin role enactment (33:17).” The authors suggested that these different defi- nitions were simply a matter of semantics; the same phenomena were sometimes given different names. In 1951, Neiman and Hughes (50) completed an ex- tensive re—survey of the literature concerning the develop- ment of the concept of role. This article reviewed the literature from 1900 to 1950. These authors subdivided the definitions and usages of the concept in terms of the follow- ing criteria: (1) the dynamics of personality development; (2) functioral definitions in terms of society as a whole; and (3) definitions in terms of specific groups, They found three recurrent common elements of Similarity. 35 In all the definitions and usages of the concept there is involved either an individual definition of a specific situation or an individual acceptance of a group's definition of a specific situation or an individual acceptance of a group's definition of a specific situation. Role behavior, no matter how it is defined, or even when not defined, involves the assumption of a pro- cess of symbolic interaction or communication as a prerequisite, which leads then to a further general— ization; namely, that man is the only role—playing animal and that this is one of the characteristics which distinguishes man from other animals. Human behavior cannot be explained or described by use of traits or other atomized concepts, but must be viewed from the framework of organized and inte— grated patterns of behavior (50:147-8). Noting that the concept of role seems to have with- stood the test of time, and in spite of the confusion and lack of consensus at times, the concept of role is an inte— gral part of sociological vocabulary. Neiman and Hughes concluded: 1. Historically the greatest emphasis has been in the last decade as far as the use of the concept is con— cerned. Prior to about 1940 the concept was more of an abstract generalization than a research tool. After 1940 more research involving the concept is in evidence. In the early historical development, in the area of theorectical assumptions and implications, the frame of reference was almost exclusively that of symbolic interactionism. This trend has continued to the present day as exemplified by those who use the con- cept as a basic factor in the process of socialization. In the literature of empirical research, by far the greatest amount of research has been in sociometery, but isolated studies have appeared elsewhere. In the psychological literature, although the word role, may not itself be used, the implication is found in such concepts as “self;“ “self-perception7“ and U‘self—awareness.“ 36 50 There is little research, but theorizing on the pro- cess of the development of roles” “Speculation runs high, while investigation goes beggingo" 6, There is an increasing trend toward associating the concept of role with that of statuso Here perhaps is the most definitive use of the concept, and the one about which there is most consensus (50:149)° The use of the concept of role in studying a position in education has been used extensivelyo Waller (70) demon~ strated how the concept could be particularly useful for the understanding of the social life in schoolso As early as 1932, he stated: The role appears as the organization of the individual with reference to an entire situation; it is the re— sponse of the individual to the entire situation as it has taken shape in his mind, Some insight (correct or incorrect) into the attitudes of others is impliedo The insight may be entirely fallacious, or it may be incomplete, but to play a role is to regulate one“s be— havior by the imagined judgements of others (70:322lo Brookover, in his studies on various education roles, but particularly on teacher roles, has divided the role con— cept in the following way: fictor——An individual and his particular personality brought to a situation (previous experience, needs, etcg)o I§§l§:ipyolyemegp--An actor"s image of the ends antici- pated from partiCipation in the statuso A projection of his selfmimage into the role” General status——Other"s expectations of any actor in a broadly defined pOSition, ice, teacherso Situational status--Other‘s expectations of any actor in a particular Situation, Bgl§--Other"s expectations of a particular actor in a particular Situation, 37 Definition--An actor's definition of what he thinks others expect of him in a particular role. Behavior in interaction-—An actor's behavior inter- action with others in which definition and role are continually redefined (8:3)u Brookover also recommended using role theory as an analytical tool in educationu Charters (l4) encouraged studies of the internal lorganization of staff relationships within a school system, such as teacher—teacher, teacher—pupil, superintendent—school board, or superintendent—principalo These would be studied from the standpoint of role expectationso He also made the following assumption: Individual”s behaVior is strongly influenced by the expectations which members of various important groups have of him and his relationships with them“ In the context of organizational theory, role has added sig— nificance because certain of these expectations become institutionalized from that which is expected from him (14:42)“ According to Sorenson (62), role theory offers a potentially important approach to the investigation of teacher behavior and effectivenesso His paper reported the development of an instrument designed to assess teachers role expectations” A preliminary form administered to 284 stu- dents was designed tc measure 6 role dimensions: information giver, disciplinarian, adVlSOT, counselor, motivator, and re- ferrer, A factor analysis confirmed these 6 factors, and provided a bas;s for a revised form which was administered to 94 students, The results also were factor analyzed“ On the 38 basis of the 2 studies, a revised set of keys was developed for 5 of the 6 scales", advisor and information giver were combined to form a single scaleo Reliability estimates for the scales range from 077 to 093° The scales have low to moderate intercorrelations. In an effort to expand the use of role theory as an analytical tool, Getzels and Guba (29) presented a paper with a two~fold purpose, (1) to describe a socio-psychological theory of social behavior having broad application to the area of administration and (2) to illustrate the application of the theory to major issues in administrations They also formulated a model pertinent to an understanding of the role concept, which shows two dimensions of soc1al behavioro They defined these dimensions as the nomothetic, or normative dimension of activity; and the idiographig, or personal dim mension of activity in a social systema The authors believe such a model is necessary to show the personal characteristics which an individual brings to a role“ They said, ”an individual stamps the particular role he fills With the unique style of his own characteristic pattern of expressive behavior (29:429)U“ Certain elements of role theory were applied to the study of organizations by Bidwell (6ll He concluded that if the administrative organization of a school system may be viewed as a structure of roles, the faculty of the system may be regarded as a legitimate alter group which (1) defines, 39 through set of role expectations, the behavior of superin- tendent and principals; (2) perceives and evaluates the actual behavior of these administratorso In an effort to make a sociological analysis of the teacher's role, Wilson summarized that all roles in which there is a high commitment to other people are subject to considerable internal conflicts and insecurities into six broad categories: (1) those inherent in the role because of its diverse obligations; (2) those which derive from the di- verse expectations of those whose activities impinge on the role-—now referred to as "the role-set;” (3) those arising from circumstances in which the role is inadequately supported by the institutional framework in which it is performed; (5) those arising from conflict between commitments to the role and commitments to the career—line: (6) those arising from divergent value--commitments of the role and of the wider society (71:27)Q There were other articles in the literature which pointed to the fact that role theory is being investigated to a conSiderable extento Southall (63), Hughes (39), Turner (67), and Argyle (2) have also contributed to reduCing the complexities in developing a common language for research purposes with respect to the concept of roleo In some cases, there have been attempts at refining the concept to provide a frame of reference for certain types of empirical research to which present theory seems ill adapted” 40 Related Research The literature cited many studies which were involved with an empirical use of role theory as an analytical tool in dealing with role expectations held by various groups in the educational professionu Since research studies were so numerous in this area, only a few were reviewed as examples in this section, In 1949, Terrien (66) conducted an extensive study to test the hypothesis that an occupation could act to channel the role behavior of its adherents into a recognizable system both on and off the jobi He selected the occupation of teaching and chose a sample of ten percent from approxi- mately 1,000 teachers in a city school systemo Using depth interviews, he conducted an extensive inquiry into the activi~ ties, attitudes, goals, patterns of life organization, and beliefs of these teachers, He was able to substantiate the original hypotheSis, that role behavior is channeled into systems, and that an occupational type is determined, Greenhoe (32) attempted to define the teachers' social roles by making an analys1s of the community relationships of 9,122 public school teachers selected as a national sample. Particular attention was given to three major areas: (1) teacher mobility, (2) teacher reaction to community con- duct codes, and (3) teacher partiCipation in organized com» munity life, It was emphaSized by the author that there is a tendency on the part of teachers to adjust themselves to 41 community modes governing their behavior: By and large, teachers behave in ways which communities will approve or, at least, tolerateo Bidwell (5) studied the role expectations of teacher toward administrators and their self—satisfactions To test three hypotheses, a questionnaire was mailed to 368 teacherso There was a 53 percent returno He also used focused inter- views with a limited sampleo This technique was used to ob— tain more detailed information and greater insight into the processes involved; On the basis of the data collected, Bidwell con- cluded that: lo Convergence of teachers" role-expectations toward the administrator and their perceptions of his be- havior will be accompanied by an expression by those teachers of satisfaction with the teaching siutationo 2n Divergence of teachers‘ role-expectations toward the administrator and their perceptions of his behavior will be accompanied by an expression by these teachers of dissatisfaction with the teaching situation (5:47)” in another study by Bidwell (6), already cited in this study, three hypotheses were advanced concerning the relationship between expectations and perceptions on the one hand and teachers“ job satisfaction on the otheri The find- ings of the study supported two of the three hypotheses and there was no cruCial ev1dence regarding the thirdo The study seemed to indicate the usefulness of role theory in the study of administrative behav1or and 1: pointed up the importance 42 of the subordinate-superordinate dyad for effective organi- zational performance. In a study specifically concerned with examining the relationship existing in the military situation between two highly organized roles, those of officer and of teacher; Getzels and Guba (28) studied the conflict between these roles when held by a single individual; and the consequences of such conflict for the effective management of one of the roles” The study had two major objectives: (1) to investi- gate a given social situation-win this instance a teaching situation; (2) to examine a number of hypotheses founded in the theory in the light of the empirical datao Getzels and Guba advanced three hypotheses: 10 With respect to situational differences, the extent of role conflict as seen by the actors is a function of the number and magnitude of incompatible expec— tations placed upon or held by the actors° 20 With respect to individual differences, the greater the intensity of an actor"s involvement in role conflict the greater his relative ineffectiveness in at least one of the roles, 30 The intenSity of an actor”s involvement in role ccnflict is systematically related to certain personal and attitudinal characteristics (28:165)a The assumption was that some of the dissatisfactions might have their source in role conflictr It was concluded that the single major conflict was between the officer role and the teacher role, and this became the conflict for experi— mental study” 43 Along with the previously cited empirical studies, there were other similar type studies done by Cowan (l6), Doyle (l9), Seeman (57) and Smith (58)° The selected bibli- ography cites still other research studies with respect to role expectationso In summary, each of the works of the authors reviewed here have helped to make advances in the development of a concept of roleo Their attempts at definition have also con— tributed along with numerous other researchers, to a better understanding of the basic and relevant terms needed for the ultimate use of their ideas in a theoretical framework, The literature made several references to relation— ships between and among groups within and outside the formal organization of the school where potential role conflicting situations were describeda The need for role clarity was demonstrated several times and it is clear that role expec— tations held by various groups can be measured and agreement and disagreement compared“ This concludes the first part of the review of literature, Descriptive Literature Regarding the Community School Director“s POSition Most of the literature concerned with the role of the community school director has been written by Flint peOple closely assoc1ated With the Flint Public School 44 system, The writings have been primarily concerned with normative approaches to role definition and only Cowan's (16) study dealt with role analysis or expectations. A handbook for new teachers, The glint Community Schools, 1963 (22) outlined the normative aspects of the com— munity school director's role, The community school director is a teacher who has a dual role in the overall school pro— gram of an individual buildingo He works under the super— vision of the principal in performing two functions assigned to him: 1. A half-time teaching position, nearly always scheduled during the afternoon of each school day. 2, The responsibility of developing, organizing, and directing a community school program during the regular school day, after school program during the regular school day, after school hours, in the evening, and during the summer period for all mem— bers—-children and adults—-of the community area served by the individual school (22:11). The community program differs from school to school, depending on the needs and interests of local community mem— bers, An individual program may range from day and evening adult classes and meetings of an informative, instructional, social or recreational nature, to teen-club activities, family get—together, classes and activities for children, and a full summer schedule including a tot-lot program, play- ground activities, enrichment classes, and adult and family gatherings. In addition to the prinCipal of the building and the central administrative staff the community school director 45 looks to the Mott Program of the Flint Board of Education for direction and co—ordination as he carries out his assign— ment of providing a meaningful community school program. Major, Scieszka and Tasse (42), at the time directors themselves, were early definers of the community school di— rector's role. In a prepared paper for a class at Eastern Michigan University, they summarized the director’s position. The community school director receives one—half of his salary from the Board of Education and one—half from the Mott Foundation (this arrangement is not true today). As a com— munity school director, one—half of his time is given to the teaching of physical education in grades four, five, and six during the afternoon. As a Mott Foundation employee, he as- sumes full responsibility for the afternoon and evening adult education, and the evening recreation program. By the term "full responsibility," the authors meant the following: 1. It's up to him to distinguish the needs of his com— munity in these (above) areas. 2. It‘s up to him to communicate information to the adult education department and through them to se— cure satisfactory leadership for each course or project. 3. He shall assume full responsibility for establishing the right kind of morale in the building where the courses are to be held. 4. It"s his place to see that courses start and end on time and that the rooms and other facilities are left in good condition for the next day. 46 5. It's his obligation to work with the principal with the utmost degree of co-Operation and to keep him or her thoroughly informed as to the progress, conditions, and needs of the program. 6. He must constantly be alert to the general tone of community cooperation and to report promptly to his superiors conditions which may need attention. 7. It's his responsibility to be a constant student of community life—~adult education and recreation——and to keep himself as thoroughly informed as possible in this area. 8. Since the position of community school director provides many opportunities for the development of organization and administration, he must be constantly alert and must make use of the same. 9. He must strive to become an expert in the field of human relationship because the success of the pro- gram depends upon his ability to get people to work and play together (42). Manely (43) stated that the key men in the Flint plan are the community school directors. These men customarily arrive at their schools at noon, teach afternoon classes, and then are in charge of the after—school and evening programs in their schools. Usually a member of the regular physical education staff, each director is carefully selected for leadership ability, personality, intelligence, education, sincerity, and enthusiasm. Under the guidance of his school principal, and with the assistance of other school-staff members and representatives of the community, each director plans the community program for his school. To help the directors learn about and provide for community needs and wants, lay leaders serve in each neighbor— hood where there is a community school program. 47 Commenting on the special nature of the director's role, Campbell (11) stated that the community school director performs work that is unique and in a different kind of setting from that of administrators and teachers. Manley and Stebbins (44) describes the position as a special liaison one which acts as intermediary between school and community. Each school has a community school director, a young man who is a qualified teacher, but who teaches only one or two afternoon classes and coordinates and often con— ducts the community activities in the school. Working closely with the school principal, the director provides the leadership for rallying the resources of the community to catalyze educational, recreational, cultural, and social Opportunities for young and old. He is responsible for co— ordinating adult education classes, teen clubs, and mothers' and fathers' evening programs of diverse interests. He directs games for children after school and on Saturday morn— ings. In short, he provides the community with education and recreation to suit that neighborhood's particular needs. His hours are long; the work is often difficult; but he becomes the one man in his school district who knows everyone, whether or not they have children in his school. The needs of each community vary with the economic and educational level of the residents. What will satisfy one neighborhood may not have an attraction for another. Ac— cording to Manley and Stebbins, it is up to the community school 48 director to learn what needs his school can satisfy and thus make his truly a "community" school. cation Inunity i_. 2. In 1961, the Mott Program of the Flint Board of Edu— distributed a paper describing nine roles of the com— school director. The roles were: Teacher——The community school director teaches a half—load of regular subjects. Counselor——While in contact with children and youth in their various activities the community school director is called upon to do individual and group counseling. Organizer—~The community School director organizes educational, recreational, and social activities to meet the needs of children, youth, and adults in his community. Administrator-—First of all, as an administrator, the community school director must know, be able to interpret, and put into effect Board of Edu— cation and local school policy. Supervisor——Personnel employed on an hourly rated basis to assist with activity programs are super- vised directly by the community school director. Salesman——It is most essential that the community school director sell himself to the children, instructional staff, adult education coordinators, school principal, and all of the people in his community. Lead§£—-The community school director is called upon to give strong personal leadership at all times. Communicatgr--Much of the success of the community school director depends upon how well he is able to communicate with all people in the community. Human Relations Builders—~Much of the effectiveness of the work of the community school director de— pends upon the degree to which good human relations are built (23). 49 For evaluation purposes, the Flint Board of Education developed a check—list related to the community school di— rector's key functions and responsibilities. The instrument was designed to ascertain the joint appraisal of both the community school director and building principal concerning three major areas of the director's role: I. School—Community Relations A. Promotes the community school concept. B. Knows the people in the community. C. Determines make—up of the community. D. Utilizes community resources. E. Creates and maintains a friendly atmosphere. F. Publicizes programs. G. Participates in school and community services. II. Organization, Administration, and Supervision A. Organizes and administrates the program. B. Supervises assigned instructional activities. III. Leadership and Democratic Procedures A. Exerts personal leadership. B. Engages in personal development. C. Provides community leadership. D. Promotes staff leadership (24). There were several other documents which also de— scribed the community school director's position as a part- time teacher, administrator, coordinator, etc. Among those writing on the subject were First (21), Buehring (9), and Stebbins (64). Campbell (10), a more recent writer on the community school director's position, took both a historical and a developmental approach to describing the director's role. The usual explanations were given that the community school director starts work at noon, teaches classes in the 50 afternoon, and then completes his day's activities with an evening program. His mornings are usually free. However, Campbell takes the position that the fact he is allotted time tornork with community groups is a rather unusual education practice and one of great worth. Campbell stated that: When the community school program was initiated, it had a two—fold purpose to (l) organize recreation activities for teen—agers and (2) administer evening classes for adults. The plan was intended to reduce delinquency in the City of Flint, Michigan. In the earlier days, the community school director se— lected the room, arranged the furniture, unlocked the doors, and patrolled the building while the evening activities were in session. The community school di- rector still considers teen—age activity and adult evening classes the mainstream of work (10). Campbell feels that the community school director is playing an active part in an ongoing cooperative program which help to improve the image of the school. The community school director is asked to work with other groups in the community, usually as a leader rather than as a peer, very seldom as a follower. When he works with social agencies, he shares with pro— fessional personnel each contributing thinking to a common problem but from a different vantage point (10). Campbell continued by explaining that the community school director is moving from the school to the home, to the neighborhood and back to the school again. As he visits with fathers, mothers, children, he probes, pleads, cajoles, counsels and admonishes trying to do two things simultaneously, (1) to alleviate problems in the homes; (2) to raise the educational sights of both children and adults. Contrasted with the past, he is less of a caretaker and more of a coordinator and guidance official. When he talks with the principal 51 and teachers, he describes the homes from which the children come and the conditions, he tries to show how instruction can be adapted to the needs of individual children. Often he suggests that teachers visit spe— cific homes, confer with parents and leave thoughts of how parents can best COOperate with the learning pro- cess. He and the principal try to get parents, pupils, and teachers to move in the same direction, at the same time, toward the same goal. Increasingly, the community school director is becoming a case worker with individual children in his neighbor— hood. The attention, help, consideration, friendship and love that he gives to these young people sometimes is the only kindness that the receive (10). Campbell also took a look at the future for directors by stating that: 'The responsibilities of the community school director have become more extensive and compelling going far be— yond the expectations of the founding fathers.‘ In the emerging educational setting the community school di— rector will work intimately with parents, enlist sup— port for schools from other lay citizens, share thinking with parents, enlist support for schools from other lay citizens, share thinking with principals and teachers, all for the purpose of better correlating young peoples' experiences in society with educational experiences in the school. He must have a deep understanding of the social scene, the relationship of man to the social scene and the role of education as a catalytic agent between the two(lO). As a conclusion to this section, one other study is important to the present efforts, Bailey (3) conducted a study in the summer of 1959 where a sample of local leaders were interviewed to discover their general perceptions of the Flint community school program. The leaders were classi— fied according to their professional or business identifi- cation, and a sample of 25 were selected to represent the various categories. A committee selected the persons to be interviewed on the basis of two criteria: (1) Does this 52 person's role entitle him or her to leadership status? (2) Is this person associated in some direct way with the Flint community school program? If the answer to the first question was "yes" and the second "no," the person under con— sideration was included on the list of names. The study indicated that the persons interviewed were well aware of the Flint community school program and nearly all have some notion of its activities and purpose. It was equally clear that some had inaccurate and inadequate per— ceptions of the program and the community school director's position. Most felt that the program had made significant contribution to the community, but some also had criticism of its activities. Summary The literature was reviewed in terms of providing a background for the theoretical concept of role and methods and techniques used in the analysis of role expectations. The theoretical framework of role concepts was outlined and empirical research was reviewed in terms of relationship to methods used in the present study. It was shown that many studies have consisted of de— fining the expectations which others hold of an actor in positions of potential role conflict. Several studies have included a comparison of all three aspects of role expec— tations: the actor's beliefs, the actor's definitions of 53 others' expectations and the expressed expectations of sig— nificant others. Most of the literature found in the area of the com- munity school director was definitive and descriptive in nature. These were job descriptions and were not concerned with hypothetical assumptions regarding divergent and con— vergent role expectations held and the possibilities of role conflict. Some clues were found in the literature which indi— cated that the position of community school director was one in which role conflict in interaction with related groups was possible. Chapter III discusses the_methods of planning and conducting the study. CHAPTER III PLANNING AND CONDUCTING THE STUDY Introduction The major purpose of this study was to further de— fine the significant duties and responsibilities of selected professional roles of the community school director in the neighborhoods of eight inner—city schools. Situational as- pects of these categorized roles were identified and chosen. Role expectations which community school directors held con— cerning behavior they thought appropriate in these selected situations were compared with their definition of expec— tations held by selected groups. The expressed expectations of others, i.e., selected community leaders, parents and Mott Program administrators were determined and compared. This part of the study was based on the assumption that these different groups would hold different and sometimes conflict— ing expectations. The study was also aimed at noting divergence and convergence between community school director's beliefs, definitions of expectations held by related others, and the expressed expectations of others. 54 55 General Methods of the Study From September to June, 1963-64, this investigator served an internship in school administration with the Flint Community Schools. Three months of the nine were concerned with the community school director's position. The intern— ship was made possible by a fellowship sponsored by the Mott Foundation and paid through Michigan State University. During the nine months spent in Flint, Michigan, the investigator observed many aspects of the community school program in most of the school system's some fifty schools. Also, during the same period of time, most of the community school directors were met. For ten weeks, in one school, the present writer took charge of a two—hour block of time concerned with one aspect of the community school program. On several occasions, he substituted for a number of directors on a one day basis in schools throughout the City of Flint. While serving the internship, a diary was kept of all daily activities and experiences. Just to mention a few activities this investigator assisted with, breakfast pro— grams, teen clubs, teen skating program, young women's club, teen—age boys, athletics, family night, delinquent problems, mothers' club, home visitation, field trips, teen reading program; registration of Mott Program classes, preparing com— munity school reports, carnival planning and execution, de— veloping a pilot project, discipline problems both in the 56 classroom and otherwise, acquiring gifts from businessmen, preparing questionnaires for schools, etc. The investigator also attended, seminar meetings, state and national community school workshops, teachers' meetings, community school directors' meetings, central ad- ministrative staff meetings, race relations meetings, lectures, and many others. During the nine month period, this writer served as a regular member of the planning and advisory committee for the lecture series. While serving the internship in the Flint school system, interviews were held with many different groups of people. However, most of the interviews were structured from the standpoint of information sought, and were held in schools, homes, offices and business establishments. Parents, teachers, principals, community leaders and people working with the community school director were asked how they viewed the community school director's position, what specific re— lationships they had with him, how he served them, and what effect they thought his position had on the Flint schools organizational structure and the community at-large. The community school director was asked what had motivated him to become a director, what was his educational background, how he actually served the related groups including staff members, and how he viewed his jobs in terms of significant duties and responsibilities. 57 Since this investigator had frequent interactions with the selected groups over an extended period of time, formal interviews were not felt necessary. All the infor— mation obtained from interactions, interviews and on—the—job observations was helpful in the development of this study. Development of the Instrument The questionnaire used for the present study de— veloped after careful analysis of previous research that had been done in the fields of role analysis, role expectation and on the community school director. Information obtained from the interviews, on—the—job observations, and review of descriptive literature was used in constructing and categor— izing the professional roles of the community school director. Statements were taken from the literature, from re— corded comments, and from the investigator's first hand observations, and compiled as a tentative instrument. After the statements were selected, it was found that many were similar or the same as those developed by Cowan (l6). Cowan granted permission to this investigator the right to use any of his items or any part thereof. The statements were further develOped within the framework of the basic philOSOphy of the Flint community schools. The philosophy also con— tributed many ideas from which these statements were de— veloped. The questionnaire form and scale was originally adopted from DOyle's (l9) questionnaire. Several other forms 58 and scales were tested with a sample of parents, but were found to be unusable. Over one hundred statements describing situations involving the duties of community school directors were included in the first draft. The items were passed around to several professors on the campus at Michigan State University. Five community school directors passed judge— ment on the instrument. Lastly, both the consultant to com— munity school directors and the director of research for the Flint school system were consulted for their opinions about the questionnaire. All the individuals consulted provided comments and constructive criticisms. After several re— visions, the content of the questionnaire was considered fair, consistent, and as accurate as conditions would permit. The format of the revised questionnaire included 68 state— ments of expectations that could be answered in terms of agreement (yes), disagreement (no), or no expectation held (do not know) for the particular situation. Six multiple choice questions and two open—ended questions requesting ad- ditional information concluded the instrument. The community school directors also answered thirteen questions concerning their personal characteristics. These questions were suggested in the instrument used by Getzels and Guba (30). 59 Definition of the Community School Director's Roles The five categories of the community school director's roles were defined: (1) as a social worker, (2) as a teacher, (3) as an administrator, organizer, and supervisor of the com— munity school program, (4) as a professional staff member, and (5) as a co—ordinator of school and community relations. The above categories were developed after extensive review of literature describing his roles, review of the philOSOphy and objectives of the Flint community schools, and analysis of information recorded from the interactions, interviews and on-the—job observations. Social Worker The social work role of the community school director is limited, perhaps, to about thirteen to fifteen neighbor- hood schools of the total number of schools in Flint. As a social worker, the director visits homes of parents and Citi— zens offering his assistance when needed and desired. He works with the courts, probation officers and parents in an effort to reconstruct the lives of many delinquents. The social work role also includes counselling and guiding adults toward more education, identifying health problems, assisting in acquiring Welfare services, developing community leader- ship skills, and giving assistance in providing better diets for families. Although the social work label was used for 60 this category, a case work label would have been equally applicable for the purposes of this study. Hunnicutt (40) stressed the importance of the social work role of the school in the Fifty—Second Yearbook 9f the National Society For the Study 9f Education. The school is the one institution in the community which reaches into the greatest number of homes and in which every family can feel ownership and freedom in participation, and for this reason it is in a peculiarly advantageous position to play a leading role in community welfare programs. As the insti- tution dedicated to learning and to consideration of things of the mind, it is the natural center for the study of community problems and the natural co— ordinator among the various community organizations. In all cases the schools have been important centers for group planning and study. To this end, community— school buildings are available at almost anytime and their libraries and other apprOpriate rescurces are open to all (40:185-6). Teacher Until recently, all community school directors were half-time teachers in the regular school's instructional program. More recently, several directors serving the neighborhoods studied have been relieved of regular teaching assignments. However, they are not entirely devoid of teach— ing duties, but their teaching role takes on special assign— ments and assistance to other teachers. As a teacher, the director is expected to present common learnings and funda— mental skills in his subject area. He affords cooperative projects in planning, problem solving, and situations during the school day which are intended to develop attitudes and 61 skills appropriate for living in a democracy. He is normally expected to provide a comprehensive sequence of learning activities designed to develop and enhance the abilities of his students. Problems of the student and teacher relation— ships are the responsibility of the community school director in guidance situations. The director further assists in the instructional program by acquiring community resources and encouraging the participation of parents and citizens for use by him and other teachers in the classroom. Melby (47) has described the uniqueness of the role for the teacher in the framework of the community school. Widespread community participation in educational policy determination and in the conduct of edu— cational programs cannot be brought about without widespread participation of teachers in these activi— ties. Whereas in the past we assumed that the teacher was one who knew how to teach subjects, we are now as- suming that the teacher is one who knows how to re— lease the creative capacities of her pupils and who knows how to work creatively with the parents of these same pupils, so that, together, she and the parents have the most creative possible impact on the pupils. In fact, the teacher and the parents together seek to build for the pupils of her classroom the most creative community in its totality (47:251-2). Administrator 9; the Community School Program The community school director gives administrative leadership to the community school program through a definite organization or structure of plans, procedures, personnel and physical facilities. He directs the program and enables 62 it to function smoothly. Haskew and Hanna stated some defi— nite opinions for the administration of the community school. Administration is the process of bringing people, ideas, and materials into such relationships that an enterprise moves efficiently toward the achievement of its objectives. Administration implies the formu- lation and constant review of objectives. It implies planning. It includes organizing, managing, and directing. It contemplates the control of quality and the evaluation of results. Although the enterprise being administered is the essential determinant of the character of the administrative task, administration itself is intrinsically process. That is, it is con— cerned with the way of getting things done (35:133—4). The organizational, administrative, and supervisory duties of the community school director are difficult to separate into distinct entities. For effective initiation and perpetuation of the community school program, all three duties need to be integrated. According to the Flint Board of Education policies, this position is subordinate to that of the building principal. Professional Staff Member Within the Flint Public School system, the position of community school director is an important part of the pro- fessional education staff. As a staff member, he contributes to developing more adequate staff relationships. Among pro— fessional educators in the Flint system, he promotes a unity of purpose in all activities of the school organization with- in the framework of the community school philosophy. The director, whenever possible, encourages total professional staff participation in the community school and after—school 63 programs, and at the same time, involves himself in other areas of staff activities. In the disposal of his duties, he interacts with many different groups which include teachers, principals, adult education co-ordinators, com— munity leaders, parents, and Mott Program administrators. He is involved with these groups in the planning, operating, and evaluating of various phases of the community school pro— gram. As well as possible, he keeps fellow staff members in— formed concerning the community school program and co- ordinates the regular school activities with his own program. Co—ordinator 9f School and Community Relations The community school director is designated as the liaison between the school and community. He has as part of his duties the task of interpreting the social and physical environment of Flint and encouraging teachers and students to use community resources in solving problems. It is his job to secure community cooperation in school activities. He participates with parents and other citizens in formulating goals, objectives, and needs of the community and school. In the area of communication, he is responsible for developing a two—way flow of information be- tween the school and community. With a variety of resources, he attempts to improve community understanding concerning the purposes, values, problems and needs of the school system. 64 In the course of carrying out his duties, the school is pro— moted as the focal point of the community organization and activities. At all times, he is to be in full knowledge of all human and physical resources in the community. It is, thus, part of his job to speed up the process of implemen— tation of the community school concept. In the liaison role, he reduces the distance that exists between school and com— munity, and at the same time, assists in developing of com— munity among educators, children, lay leaders and parents. Whenever possible, the director is encouraged to make at- tempts at improving the channels of communications among and between all relevant groups. These are the five categories of the professional roles of the community school director which are significant to this study. The situational aspects of these classifi— cations were selected from these broad generalizations. Respondent Population The respondent population included selected community leaders, Mott Program administrators and a random sampling of parents in eight inner—city neighborhood elementary schools. The data collecting took place during the Month of January, 1965. As described in Chapter I, Flint, Michigan was the locale of this study with eight selected inner—city neighborhoods being of focal interest. Questionnaires were sent to 14 Mott Program administrators, 22 selected community 65 leaders, 18 community school directors and 137 parents. The parents were selected at random from each of the eight se— lected neighborhood elementary schools. Here, each family card in each school was given a number and the sample was selected by use of a random set of numbers suggested by Dixon and Massey (18:366). The selected community leaders were the results of agreement between community leaders them— selves, parents, and community school directors. Except for the parents the questionnaires were sent to each person's home address. The children of the sampled parents carried the questionnaires home from the school and when completed returned them to the school. Since it was agreed before the study that about a sixty percent return was about all that could be expected for a project of this kind, and the re- sponse was actually considerably greater, no follow—up letter was sent to non—respondents for fear of biasing the results. However, a sample of nonrespondents were telephoned after three weeks as to why they did not return the questionnaires. The reasons for not returning the questionnaires were that: (1) some did not have time, (2) others forgot, (3) a few parents said that they were not familiar enough with the com— munity school director's position to make an Opinion. Summary The general methods and procedures used in planning and conducting this study were described in this chapter. 66 The questionnaire used as the tool of investigation was described and its development outlined. The significant pro— fessional roles of the community school director were de- fined. Purposes of the interviews, on—the—job observations, and visitations were explained. The respondent population of Flint people partici— pating in the research was indicated. Chapter IV presents the statistical design and analyzes the data. CHAPTER IV PRESENTATION AND ANALYSIS OF THE DATA Introduction Several groups of people who worked or lived in the City of Flint, Michigan contributed the data for this study. Included in the population of role definers were community school directors who serve in some way eight inner—city ele— mentary school neighborhoods, community leaders (lay leaders) who serve the eight inner—city neighborhoods in a voluntary capacity with respect to social and civic affairs, parents with children attending the eight selected inner—city ele— mentary schools and Mott Program administrators. Several methods of analyzing the data were used. The analysis first sought to determine the mean pro— portion of respondents who actually held expectation concern— ing the selected items. This was aimed at discovering any trends in differences which might exist between the various groups. Parents, according to schools were compared in an effort to determine if certain neighborhoods affected the proportion holding expectations. The affirmative mean pro- portion of responses of all items among parents by school Was also compared. 67 68 Affirmative expectations held by community school directors, using a number of personal characteristics, were sought and compared. The affirmative expectations held by community school directors were ranked and the responses of the several classifications of community school directors compared by the rank—difference method of correlation. Difference among groups can often be expressed by ranking the preferences in 1—2-3 order when such differences cannot be measured directly. Since the items for each cate— gory were under 25, the rho formula was used to compute the correlation coefficient. The rho formula was obtained from a book by McNemar (46:203). Five of the seven questions requesting additional information were also ranked according to preferences and responses by the various groups were compared by the rank— difference method of correlation. Expectations held by the various group were identi— fied. These expectations were examined and convergence and divergence of expectations compared. The chi—square statis— tic was used to determine significant differences among re- sponses between the community school director and the related groups. Conflicting expectations and definitions were noted. The percentages of items upon which expectations and defi— nitions were not significantly different were recorded and grouped into five classifications. 69 Whether the frequency is large or small, for purposes of continuity when using the 2 X 2 fold (when df equal one), Garrett (26) recommends the chi—square corrected for conti- nuity (called Yates's correction). With the use of the cor— rection, the chi—square obtained will be in better agreement with the direct determination of probability. The formula for chi—square used in this study is recorded in Garrett's book (26:265). All the data, except the written statements, were compiled and analyzed by the use of a calculator. A summation of the written responses to the two open—ended questions appears in Chapter V. Presentation of the Data The population of role definers were 14 central office personnel for the Mott Program with administrative rank as defined by the Flint Board of Education, 22 persons identified as community or lay leaders, a sample of parents drawn from a 5 percent random sampling of families described in Table l, and 18 community school directors who serve in some way the neighborhoods of the eight selected inner—city elementary schools. The number of usable questionnaires returned between January 11 and February 2, 1965 is described in Table 2. Table 3 describes the usable questionnaires returned from parents by school. 70 Table 1. Number of students and families for the eight selected inner—city schools. Schools Number of Children Number of Families Clark 550 298 Doyle 598 321 Dort 1,275 581 Mary Street 238 128 Parkland 458 265 Dewey 968 467 Martin 1,068 480 Roosevelt 450 225 Table 2. Number of usable returns. Groups Number Sent Returned Percent Community School Directors 18 17 94.4 Selected Community Leaders 22 18 81.8 Mott Program Administrators 14 12 85.7 Parents 137 106 77.3 Totals 191 153 80.1 71 Table 3. Number of usable returns from parents by school. School Number Sent Returned Percent Clark 15 12 80.0 Mary Street 6 5 83.3 Roosevelt 11 9 81.8 Doyle 16 12 75.0 Dewey 23 18 78.2 Parkland 13 10 76.9 Martin School 24 20 83.3 Dort 29 20 68.9 Totals 137 106 80.1 The questionnaires, which were sent to all respondents of the selected groups, had been coded for the purposes of aiding in follow-up and identification of selected character— istics. It was noted that one administrator erased the code number, however, his identity was still obtainable. Tables 4 and 5 indicate the community school di— rectors' age groupings, marital status, number of children, educational level and preparation, number of school systems in which employed, years of teaching experience and years of experience as a community school director. Table 6 describes the future plans of the seventeen respondents, records answers relating to whether they w0u1d 72 m wHOE Ho m mH oHOE HO H m wHOE no H m m swap wme w ocoz NH mcoz .OZ HouowHHp N mm .02 HODUoHHp m mcHEOUmQ on HOHHQ .OZ pohonEo mocmHHomxw mHmwN mocwHmexo mcHgomwp mo wumow SOHLB CH mEoummw Hoocom Hwflwo mo HmQESZ .chome m mm mocmHHmmxm pom .oocanwmxo mCHflommp HOHMQ .poonQEm QUHQB cH mepmhm HOOSom Hmflpo mo Monasc 0p mCHUMooom muouomHHp Hoosom thcsEEoo mo COHpmonHmmMHU .m mHQme o m “capo m H COHpmuspm v GOHDmospm N Hm>o|.m.2 mpHGSEEOU w .<.E m Mo>0um HH poHnumS o Mm>010m H h COHpmoopm HMUHmmnm B «m m H10 0 mHmch HH mmiom «S «m COHpmnmmem .oz Hw>oH .oz cwanHQU .oz wswwum .oz moono HMCOHumospm HMCOHpmospm HmpHumz wm< .QOHumummem HmcoHumospw pom Ho>wH HmcoHumospm .cwanHflo .mSHmom HapHnmE .mmm 0p mCHUHooom whOpomqu Hoocom prcsEEOU mo COHDMUHmemmHO .v mHQmH 73 enter the educational profession again, and indicates whether they would become community school directors again. Table 6. Classification of community school directors ac- cording to future plans, and statements referring to re—entering the educational profession and the position of director. Future plans in WOuld enter Would become the field of the profession a director education No. again No. again No. a. Fully ex— Yes 14 Yes 16 pect to 12 remain No 2 No l b. Remain at least five years 1 c. Plan to look for another job this year 1 e. Other 1 f. No Response 2 l Table 7 records the community school directors' aspirations to obtain educational administrative positions and relates their personal beliefs regarding a comparison of their position to the building principal's position in terms of prestige as rated by teachers, parents and community leaders. The sixty-nine statements and multiple choice questions used in this study are listed in Tables 8 through 74 N uncommom oz H 02 0 oz 0 02 N HouooHHp m mm chE Ion 0p uooQXo H .02 0H mow hH mow SH mow mH wow .02 mnmpmoH thcsEEoo .oz mnonomme .oz mpcmumm .02 mcoHonom m>HpmnuchHEU< GHMDQO Op mHHme "mo mmmm CH mmemmug oMOE mm: coHpHmom m.HmmHUCHnm .wuopmmH thcsEEoo pom .mpconmm .muosomop >9 towns mm omemoum mo mEHoD EH m.HmmHUcHum LpH3 coHpHmom mCHHmmEou pom mcoHpmuHmmm m>HpmupchHEpm Op mchHooom Honomqu Hoosom huHcsEEoo mo coHpmoHMHmwMHo .n oHQwH 75 13. Community directors were asked to check their own expectations and those they believe are held by parents, se— lected community leaders, and Mott Program administrators. The same statements and multiple choice questions were sub— mitted to parents, selected community leaders, and Mott Pro— gram administrators who checked the expectations they held. A “yes” response indicated an affirmative expectation. The respondent believed the community school should do what was described in the item. A “no" response demonstrated that the respondent believed the community school director should not do what was indicated in the statement. A "do not know" response illustrated that the respondent held no belief con— cerning what the community director should do for the par— ticular item, thus indicating the lack of an expectation, and that no clear definition was held. When the community school directors defined their own expectations the "do not know" column was omitted. It was as— sumed that as the position incumbents they would hold a defi- nition of what they should do in the described situation. The "do not know" column was also omitted when the community school directors were asked to indicate definitions of expec— tations held by the related others. Here, it was assumed that as the position incumbent they should be able to identify what others expected of them in certain situations. The statements were categorized into six classifi— cations for analysis purposes- These included the community 76 school director's five professional roles and a sixth classification which included additional information, Table 8° Classification of selected items accorded to the social work role of the community school director's position. Items 1 through 13 lo 100 llo 120 130 Counsel and encourage adults, in need of more education, to reenter school for additional training and assist them in securing scholarship help when necessaryo Serve as marriage counselor or seek help for those families having conflicts° Identify health problems among needy and unemployed families and refer the families to the proper agencies for help. Assist in acquiring welfare services for those families needing helpo WOrk with the Juvenile Court in assisting youth having difficulty with the police and assist those youngsters on probationu Assist needy families in providing proper nourishment and adequate clothing for their children, Assist parents by acquiring assistance to aid them in learning to prepare adequate meals for their familiesa Set up activities to aid in personality adjustment for those individuals needing such help” Assist in developing leadership skills among individuals in the communityo Set up activities to curb juvenile delinquency among teen-agers in the community, Set up activities to rehabilitate adults having diffiw culty with the law, Give leadership in the formation of block clubs“ Give leadership in the formation of recreational clubs ior the purpose of developing group unity“ 77 Table 9. Classification of selected items according to the community and school liaison role of the community school director's position, Items 14 through 34 l4. 15. 16° l7. l8. 19, 200 21° 22° 23. 24° 25° 26° 27. 28° Assist minority groups in adjusting into the community at—large. Satisfy racial and ethic groups' needs in the communityo Encourage people to vote at election time, and also to encourage them to take on civic responsibilitieso Assist with Boy Scouts, Girl Scouts, and similar youth groups. Visit homes of children to become acquainted with the parents. Use a community council for overall co—ordination of the evening school programo Assume leadership in his school in co—ordinating the work of the school with various Flint social agencies, Give talks to community groups for the purpose of in— terpreting the needs and problems of the Flint school system, Participate in activities of local civic groupsu Use community councils to improve relations between school and community“ Promote the school and its facilities as the focal point for community meetings and activities, Attempt to identify adult leadership in the community. Be acquainted with such people as neighborhood businessmen“ Use school services to help other social and welfare agencies, such as Youth Bureau, Big Brothers, fulfill their obligationsi Become acquainted with the nature of the community, such as knowing the occupations of area residents. 78 Table 9.—-Continued Items 14 through 34 29. 30. 31. 32. 33. 34. Promote the school as the ideal agent for bringing a- bout better understanding among people for solving com- munity problems. Provide newspaper publicity as community recognition for individual and group accomplishments. Work with church organizations in implementing the evening school program. Interpret to community groups problems faced by the Flint schools. Help identify problems which are common to the community and the school. Make surveys of physical and human resources within the community. Table 10. Classification of selected items according to the teaching role of the community school director's position. Items 35 through 43 35. 36. 37. 38. Assist whenever possible in arranging for field trips, such as visiting industries, banks, business, etc. Enlist the aid of businessmen in providing materials and supplies for various regular school activities, such as TV dealer furnishing sets or antennas. Serve as a resource person in arranging for parents to come into the regular school program as resource persons, such as showing travel films, discussing their occupations, etc. Provide students with opportunities to solve their own problems in the organized youth clubs, 79 Table lO.-—Continued Items 35 through 43 39. 40. 41. 42. 43. Take a regular school class on a camping trip during the weekends or holidays of the school year to learn abOut natural resources, etc. Permit children to share in planning what to study during the periods he is teaching regular classes (if he has regular classes). Serve as a resource person in planning for the use of community facilities and services, such as YMCA, Boy's Farm or Red Cross, as part of the regular school in— structional program. Counsel youngsters referred to him as "trouble-makers" by teachers or by the building principal during his non- teaching time or after school. Take a leadership role in urging school personnel to in- clude community needs and problems as one basis for the instructional program of the school. Table ll. Classification of selected items according to the community school administrative role of the com— munity school director's position. Items 44 through 54 44. 45. 46. 47. Plan the evening school activities cooperatively with adults, teachers, administrators and students. Schedule activities, such as dances, basketball games, during regular school vacation periods (excluding summer). Plan adult activities involving different religious groups. Have authority to suspend children from evening school activities. 80 Table ll.——Continued Items 44 through 54 48. 49. 50. 51. 52. 53. 54. Organize adult activities intended to improve inter— racial relations. Schedule community school activities on Saturdays. Select volunteer adults to work with evening school programs. Be the person responsible for supervising all phases of the evening school program. Serve as arbitrator in neighborhood conflicts through planning activities that will bring different social groups together. Be the person who is responsible for co-ordinating his evening school program with all other community school programs in Flint. Plan men's clubs activities that are designed to in- crease understanding between labor and management. Table 12. Classification of selected items according to the professional education role of the community school director's position. Items 55 through 68 55. 57. 58. Be responsible for acquiring the evening instructors. Urge other school staff members to participate in after school activities such as teen clubs, dances, etc. Take the initiative in explaining to the building principal significant community needs and problems. Be a key person in his school responsible for informing key central office personnel of the types of adult edu- cation classes needed. 81 Table 12.--Continued Items 55 through 68 59. 60. 61. 62. 63. 64. 65. 66. 67. 68. Serve on various regular school problem committees. Assume leadership along with the principal in his school for encouraging interest of regular school teachers in community problems. Actively participate in tax levy campaigns for school funds. Be a key person in his school for helping regular school teachers become aware of human and physical re— sources available in the community. Be responsible to the principal for administration of the evening school program. Have authority to recommend that ineffective evening school instructors be discontinued in his school. Continue his personal education by attending college classes or week—end workshops. Work closely with the building principal in planning the evening school program. Actively participate in professional association de- voted to education. Know Board of Education policies and enforce them dur- ing the evening school program. 82 Table 13. Classification of items concerned with additional information regarding the community school director's position. Items 69 through 75 69. Live in the community area in which he works. 70. I believe the community school director should: a. be regarded as having the same status as teachers b. be regarded as an administrator similar to that of the principal c. be regarded as somewhere between the principal and teachers d. have a unique position, not clearly admini— strative nor clearly teaching e. other 71. I believe that the community school director should: a. teach halfeday sessions as well as administer the after—school program. b. teach full day sessions and administer the after— school programs c. not teach during the regular school day, spend— ing full time with the community school and after- school program. d. other 72. Assuming that teaching is part of his job, I think it is preferable that the community school director: a. teach physical education (gym) b. teach subjects like homeroom, science, social studies, etc. c. make no difference what he teaches d. other 73. I believe the community school director should: a. be required to enroll in jobwrelated college courses b. enroll at his own option in jobnrelated college courses c. other 74. Do you believe that women should be hired as community school director? a. yes b. no Why? 75. Do you have any other comments which would help you ex- press your p01nt of view concerning the community school director's position? If so, please state below. 83 Analysis of the Data To Indicate The Mean Proportion oerelated Others Who Hold Expectations The data were analyzed to determine the mean pro— portion of parents, selected community leaders, and Mott Pro— gram administrators in the respondent group who actually held expectations regarding the selected items. For this analysis the respondents in each group who held affirmative ,and negative expectations were combined and compared with those who did not hold an expectation or were unable to de- fine an expectation for the particular item. It was assumed that there would be differences be— tween the groups of role definers when compared according to the proportion who defined expectations for the selected items. Table 14 indicates the mean proportion of the three groups who held expectations. Among the three groups, selected community leaders and Mott Program administrators held expectations regarding the sixty-nine items at just about the same proportion. For three item groupings and the additional information item, a slightly higher proportion of selected community leaders held expectations than Mott Program administrators. A slightly higher proportion of Mott Program administrators than se— lected community leaders held expectations with respect to two item groupings. Both selected community leaders and Mott Program administrators were better able to define expec- tations than were parents. 84 Table 14. Mean proportion* of parents, selected community leaders and Mott Program administrators holding expectations regarding the items. Selected Com— Mott Program Item Groupings Parents munity Leader Administrators (106) (18) (12) Social WOrk Role l—l3 .852 .935 .916 Liaison Role l4—34 .795 .941 .952 Teaching Role 35—43 .779 .901 .888 Administrative Role 44-54 .795 .909 .893 Professional Edu- cator Role 55-68 .783 .940 .964 Additional Information 69 _;773 .771_ <.583s 69 Item Average .801 .927 .925 *An average of all expectations held for each item grouping based on the total possible responses. Originally, it was assumed, since community school directors are partially supervised by the Mott Program, that Mott Program administrators would be better able, proportion~ ately, to define expectations than could both parents and community leaders. It was also assumed, because their leadership serVices require broad knowledge of all community affairs, that selected community leaders would be better 85 able, proportionately, to define expectations better than parents. Since selected community leaders were able to de— fine expectations, proportionately, as well as Mott Program administrators, the data failed to support a portion of the assumption. Two selected community leaders and five parents held expectations for all 69 items. The twelve Mott Program ad— ministrators and eighteen selected community leaders were able to define their expectations at the 100 percent level for 32 and 22 of the 69 items respectively. The one hundred- six parents did not define their expectations at the 100 perm cent level on any items. The parents were below the 90 per— cent level on 55 of the 69 items. The selected community leaders were below the 90 percent level on only 14 items and Mott Program administrators were below the 90 percent level on 33 items. This data indicated that proportionately selected community leaders and Mott Program administrators held about the same level of expectations. Together, community leaders and Mott Program administrators held more expectations than did parents. In the opinion of this investigator, the differences found were not unreasonable. 86 Analysis of the Data to Indicate the Mean Proportion of Parents Sampled From Different Schools with Respect to All Expectations Held and the Affirmative Expectations Held In table 14, when affirmative and negatiVe responses were combined, parents held a mean proportion of expectation a little below that held by selected community leaders and Mott Program administratorsn Since parents were sampled from 8 different schools, it was assumed that there would be differences proportionately among parent role definers when compared by schoolo Table 15 indicates the mean proportion of all expectations held by parents with respect to schoolo For the purposes of the table, both an affirmative or a nega— tive reSponse was considered as an expectation, Table 16 indicates the mean proportion of affirmative expectations held by parents with respect to schoolo For all responses, prOportionately, parents from the Roosevelt School held expectations at a higher level than parents from other schools and higher than the over—all aver— age” Parents from the Clark School held expectations pro- portionately below the over-all average and below the level held by parents from other schoolsu In the opinion of this investigator, the differences do not denote any meaningful trendo Parents from Roosevelt School were able to define expectations at the 100 percent level for 28 of the 69 items” 87 omEHQSOum Ewua Loam How wwmcommmh manflmmom HMpOp app :0 pommfl wmmcommos Ham mo womum>m c< mun, ooooH wmmo mob“ mmmo moo, oowo uwosum xnmz vow. mava «woo omno omh.° mmho ommo wflxoo mvmo mph» mvwo mwmn 0mm, ammo ohms wono mmho oomo omen gmna mmno own” mph, xuwfio wvm. ommo wan mama momo vao homo septa: com. coma wwwo mama mmnu Hobo ammo pcmenmm wvno oow° Noon omno mmna mmno Ham” upon hmmo moon Name mama mama memo momo paw>owoom wEmpH Honuo mmumm vmuvw mwnmm wmflvfi mane waoocum mo maou maon maou maom waou How Hopmospm w>Hpmupm mcflsomwe COmHmeq xMOB mmmum>< Hmcoam nasasow Hmsoom Immwoum omEoufl o£# mcflpnmmwn mcoflumgowmxw mCflUHOQ Hoonom m9 mpcohmm wo GOHUpOQOMQ xcmwz ,mH wHQMH 88 .mcfimsoum Ewufi gomw MOM mwmcommmu wanflmmom HwyOp can so momma momcommwp ®>Humfiuflmmm Ham mo mmwnm>m awry mmwo Hugo mobs Obmo mama mmoo mmoo mHOOSUw Ham new wmmuw>< vmoo ooma mmna mea wmoo ammo wmmn nwmuum hum: owmo ommo mama momo mama omoo oboe mahoo mvmo vvwo mmmo vmvo come HHoO vomo xmBoD Hmm. oomo mvoa hmmo mmoo moon oooo xpmflo when omoo ammo vow; mama omen owoo sauna: mmoo ooms mmno moms vvmo mmog mmho ccmfixumm hwmo ooo. mwmo memo oomo mama oooa puoo own. vvvo mow, whoa mmno memo mwoo pam>wmoom mEouH mo mmumm vmavv mVumm vmuva mane mHOOLom mm Hmnpo OHOH wHOH maou mach GHOM How HO¢MUSU$ w>aumupm mcflflomwe GOmHmaq XHOB wmmnw>m Hmcoflw neceeom Haaoom Immmowm amEopH map gnapnmawh wcoflpmgowmxo m>a¢mEHflmmm mqflpaon Hoosow >9 mpcmhmm mo racoflnnomonm cmmz 00H waflme 89 Parents from Parkland, Martin, Clark, Dewey, Doyle, and Mary Street Schools were able to define expectations at the 100 percent level for 12, 6, 3, 7, 4, and 23 of the 69 items respectively. Proportionately, parents from the Roosevelt school held affirmative expectations at a higher level and parents from Dewey School held affirmative expectations at a lower level than parents from the other schoolso Again, the differences were not interpreted as indicating a trendo The data indicated that parents from different schools differed in the level of expectations held——both over-all and affirmatively, These differences do not appear to be indications of any trendg It is probably fair to say that the comparisons between parents from different schools were inconclusive in that no definite directional trend was shown, In the opinion of this investigator, the parents can be used as an entire group, and the results of the study should not be affected significantly by the differences, Since no apparent different characteristics or locational differences existed among selected community leaders and Mott Program administrators, no intra-group analy- sis were made, 90 Analysis of the Data to Indicate the Mean Proportion of Community School Directors Who Held Beliefs, and Definitions of Others” Expectations The data were analyzed to determine the mean pro— portion of community school directors who held definitions of their own expectations and definitions of expectations held by parents, selected community leaders and Mott Program administratorsi For this analysis the proportion of com- munity school directors who held affirmative or negative expectations were combined and compared with the proportion who did not hold an expectation or who were unable to define an expectation for the particular situation” It was assumed that there would be differences in the proportion of community school directors defining expec- tations held by the related otherso A high proportion of community school directors would hold a self-definition as these responses did not indicate a “do not know” answeru Differences were noted between the proportion of community school directors whc held definitions of expectations of re— lated others and the actual prcportion of parents, selected community leaders, and Mott Program administrators who held expectations in regards to the selected aspects“ Table 17 compares the mean proportion of community school directors hclding self—definitions and definitions of others" expectations regarding the selected items wvvv' 91 ,mchoOpm Emua £omw Mom noncommmu wHQHmmom annoy mnu co comma noncommws Ham mo wmmuo>m ems mmm, some some mom, monso>< gene we Nwmo mmmo mmwo mwmo mo :OHumEuomcH emceenflpo< mom, mmma ovmo mama monmm oaom uOnmosUm Hmconmowonm ammo mmmo Home ammo Vmusv mfiom m>HumnnmacHEc< wmmo wmmo ommg moon mvnmm mfiom moatomwe mmmo Home wwmo homo vman waom COmMMHu Nnmo puma ommo mama mane waom xnoz HMHUOm GOHumnomflcflfipm muwpmma wwconmm wcofluncewwpumawm mcflmsouo Eopw Emumoum Duo: hpflcoEEOU SDHB muouowsep Hoocum >uHCSEEOU wsn uama moosuwpowmxw mo wooeuflcflmmc sows wuovowuflp Hoogom xpflcsfifiou pow soapHCHmwplmaww m mCHUHOS mnouomuflo HOOSUm wpacoafioo mo rcoHuuomoum cam: omuwcpo UmpmHoH >9 paws wooeumuommxo mo wcoHpachwo Una wHQmH 92 There was no particular difference between the pro— portion of community school directors defining the expec- tations held by related othersg The data revealed that pro- portionately community school directors defined expectations held by the three reference groups at about the same levelo Table 18 indicates the proportion of community school directors who held definitions of related othersn expec- tations, as compared with the proportion of related others holding expectations of the selected items° Table 18, Mean proportion of community school directors with definitions of others" expectations are com- pared with the mean proportion of related others with expectations” Community School Directors" Directions Expressed Expec~ of Others“ tations Held by Expectations Related Others Reference Group (69 items) (69 items) Parents o964 0801 Selected Community Leaders 0964 D927 Mott Program Administrators V958 0925 In these comparisons the community school directors were better able to define the others” expectations than parents, selected community leaders, and Mott Program admini— strators were able to define their own expectations regarding 93 the 69 selected aspectso This is not surprising since a “do not know" answer did not appear on the community school di— rector's questionnaireo The community school directors' images of others' expectations were more complete than three groups of related others" images of the community school directorsa In summary, the community school directors were able to define expectations held by parents, selected community leaders and Mott Program administrators proportionately at about the same levelo Analysis of the Data Based on Personal Variables Among Community School Directors The community school directors were classified and responses compared according to (1) type of assignment, (2) age, (3) educational preparation, (4) number of school systems in which they had taught, (5) number of years teach- ing experience, and (6) number of years experience as a come munity school director, The mean proportion of affirmative responses held by the various groups were identified and comparisons madea It was assumed that differences would be foundu The affirmative expectations to the selected items held by the community school directors in regards to the pro- fessional roles were ranked and a rankedifference coefficient of correlation computed. Areas of Significant agreement were 94 noteda It was assumed that systematic relationships would be found between personal variables and affirmative expec— tations heldo Table 19 compares the mean proportion of affirmative expectations held by the various classifications of com- munity school directors in regards to the selected itemso Differences found between the proportion of affirm— ative expectations held by community school directors classi- fied according to the personal variables were not significanto Proportionately more community directors held affirmative expectations who had taught in no other school system than those who had worked in one or more school systems before coming to Flinto Those community school directors with less than three years experience held proportionately more af- firmative expectations than did those with three years or more of experienceo No evidence of a significant trend could be concluded from the data“ Table 20 describes the rank~difference correlations between the selected groups of community school directors holding affirmative expectationsm The various groups were in agreement in all areas and significant differences related to personal characteristics were not observedo In factj the different groups of directors showed an amazingly high degree of correlation regarding af- firmative expectations held” With respect to the signifi— cance levelsfl no coefficient deviated enough to be called a 95 mwm. NNh. omno Cam. omho mumww wHOE MD M omma memo hmw. Hem. memo m swap mqu Houomhflp Hoonom NuflcoE IEoo mm mocofluw xm no mama flown huh. va. came wmmww wHOE no H ova. mama mowo mama memo mcoz wocwanwaxo Udaflomwe hm flame vmw. mmoo mmwo mono once so H 0H0. mono vao ovm° mmmn wcoz mEoumaw Hoonom uwcuo ow ammo omno mmno mmmo mono socuo mam. vvw. memo ammo mmma coHuwospm Hmoawhflm coHpmummwum cm came mom° own. ommo mono nw>o|om mom° mama memo mwma waa mmnom wm< am Home mmho Hob. ova, homo Hoocom whopcwfimam ommo mmm. homo mama Ham” HOOSUm >MMpcoumm pcoE: ammo wo w P..H molmm leww mvamm «MIVH Maia meuH waou Howmoopo oaon w>fla waou oaon oaon MHOB Hmcoflmmowoum Imupmflcflfipm moanowmfi COmflmfiA HmHoom mmsouo .muowomuflp Hoonom hpflcsEEoo mo mmsosm wooflsm> map an paw: wcoflpmuowmxo w>flumEHmew mo cofiuuomoum cmmE opp mo COwHHmmEOU 00H wHQmH 96 AHONHQNV Nmmo Nome moon MHvo mmmo wUCMOHMHcmHm MO Hw>wH Rm munch ®MOE Ho m mom. mmm. hHw° va. vmm. m cans mwmq MouomMHp Hoocom >DHQSE IEOU mm mocwHHm xm ow mumom whoa no H moo. mHm. omno wmmo ooh, wcoz mocmHMwaw wcHflommH um wHOE no H wao Nwwo \le° Numb tho ocoz wEopw>m Hoosom Mofluo onom Nmmo Ohm. fimmo MHwa Nmmo mmlom mmm 4N Hoozom humucmeHm vmoo vao hmmo bums memo HOOSUm mumpcoowm ucmEo Hmmm wo o H OH molmm wmnvw mflsmm vMIvH MHIH mEmpH wHOH soumospo wHou w>Hw wHos wHou oHou MHOB HMCOHmmmwonm ImupchHEp< mcHfiomwB COmHmHQ HmHoom wQSOum omCOHumuommxw COHDmEMHmmm mchHo: mHOpooHHU Hoonum >UHGSEEOU mo mmsoum mooHHm> wfig cww3pmn coHumHmumoo wocouwwwapnxcwm Dom mHQMH 97 low correlation° Of the 30 correlation coefficients calcu— lated, 26 were significantly or very significantly correlated. The data indicated that the known personal characteristics were not systematically related to affirmative expectations held by the various groups of community school directors, Therefore, for the purposes of this study, all the community school directors can be used as one homogeneous group. Analysis of Responses to Questions Requesting Additional Information The multiple choice questions requesting additional information were ranked to preferences held by various groups in their responseso Table 21 illustrates the pro— portionate preferences of the four groups and the community school directors" definitions of the others' expectationsn The responses to the five items were ranked and agreement between the groups compared by the rank—difference method of correlation, The correlation coefficients il- lustrating significant agreement between expressed expec- tations of the significant others and the community school directors expectations are shown in Table 22, Table 23 indicates the extent of agreement between the community school directorsI definitions of others' expec— tations and the expressed expectations held by related others for the questions requesting additional informationo 98 th. hHH. hHH. mmo. HHH. vmo. bHH. m2 wmo. 000. 000. 000. NNN. omo. hHH. .Q HHv° HHv. HHw. oHv. new, 0mm. Nmm. .0 000. 000. 000. 90H. ooo. MOH. 000. cm Nmm. one. one. mmmo wwm. wmmo cow. .< woconmmoum .Nn th. hHH. ooo. mwo, 0009 who, mmo, m2 wmo. mmo. mmoo mwoo mmo. wmo, mmoa 0Q wow“ evo. pvoo 0mm, mmw, oHn, mmw, ,0 000° hHHo PHH, 000. 000, omo. mmoo om one, wmo. hHH, mwog HHH, NNH. 000, ,fi mocwummosm lo 0000 000. 0000 mmoo ooo, «mo, mmoo mz th. wmoo hHHo ooo. mmoo moo, mmmo em Nmm, hHH° mmma mwoo mmmo me, hHHo .Q th. mmm. vmmo woo, NNN, Omm, mmm, ,0 tho tho th, mwo, 00H, Hom, mmmo om bHH, mmo. th, mwoo 00H, MOH, 000, .< 4mm: Hum .MSNm 9 pHoQ mcoHpmuowam omcoHpmwummxw .wumauo mo mcoHpHcwap .muouooHHp Hoozom muHCSEEOU mflp pom wCOHpmpummxm ,mnoguo poumeH com mmeHwQ .mHOpomHHU Hoonom thcoEEOU m0 COHuHomoum cow: ,HN mHQMH 99 hHH, wmo. mmo° mwoa oooo MHH. oooo mz «on. new. web, 0mm, 00H. va. Nwmo cm hHH° th. tho ooH, mmm. mmv, nHHo om wocwsmwmnm .vN bHHa hHH. mmo, 000, 000, NMH. wmo, mz 000, hHH, mmmn ooo, HHH, mwo, 000, ,0 wmo. one. Nmmo oom. mmm, mom, owvo om vwho Nmm, Nmm° oHv, mmmo mwm, omvc ,4 4&2 How am9 pHoL mcoHpmpowmxm emscaucoo ,Hm wanes 100 Table 22. Rank—difference correlation of expressed expec- tations of related others as compared with com— munity school directors' expectations. Selected 5 percent level COmmunity Mott Program of significance Item Parents Leaders Administrators (26:201) 70. .588 .386 .150 .811 4 D.F. 71. .300 .238 .600 .878 3 D.F. 72. .575 .975 .575 .787 3 D.F. 73. ‘.950 .750 .900 .950 2 D.F. 74. 1.000 .500 1.000 .997 1 D.F. Table 23. Rank-difference correlation of community school directors definitions of others' expectations as compared with the others' expressed expectations. Selected 5 percent level Community Mott Program of significance Item Parents Leaders Administrators (26:201) 70. .“843 .758 .029 .811 4 D.F. 71. .625 .013 .700 .878 3 D.F. 72. .725 -825 .650 .878 3 D.F. 73. 0750 .750 .750 .950 2 D.F. 74. 1.000 .500 .875 .997 l D.F. Significant agreement was shown between the community school directors’ and parentsI expectations in two items in 101 Table 22. Also, there was significant agreement on one item each between community school directors and Mott Program ad— ministrators and selected community leaders. Significantly low correlation was shown between community school directors and parents, selected community leaders, and Mott Program ad— ministrators in l, 2, and 1 items respectively. Table 23 indicates that the community school di— rectors" definitions were significantly in agreement with parents' expectations in one item. There was no significant agreement between the community school directors and se— lected community leaders and Mott Program administrators. The community school directors' definitions of others' expec- tations were correlated extremely low in one item each with selected community leaders and Mott Program administrators. The comparisons which were shown in Tables 22 and 23 were inconclusive since no real consistent patterns emerged. The coefficients ran from almost no correlations to some that were perfect. In general, the community school directors were in better agreement with parents than with the other two reference groups. An analysis of the particular items revealed that with respect to item 70, community school directors, parents and selected community leaders tended to agree equally on two preferences, ”the community school director should be re— garded as an administrator similar to that of the principal" and "the community school director should be regarded as 102 somewhere between the principal and teachers.” Mott Program administrators almost solidly agreed with the latter preference——"the community school director should be re— garded as somewhere between the principal and teachers." In item 71, community school directors, parents, selected community leaders, and Mott Program administrators tended to agree that ”the community school director should not teach during the regular school day, spending full—time with the community school and after school program." As mentioned earlier, the correlations between the community school directors and reference groups on this item were low. In item 72, community school directors and selected community leaders tended to agree that “the director should teach physical education. In general, parents and Mott Pro— gram administrators felt that it "made no difference what the director taught." Community school directors were split equally as to whether "he should be required to enroll in job-related college courses" or "enroll at his own option in job—related college courses." Parents and Mott Program administrators tended to agree that the “director enroll at his own option in job—related college courses." Selected community leaders felt that the "director should be required to enroll in job— related college courses. Parents, community school directors tended to agree that women should not be used as community school directors. 103 However, parents had only a frequency of two separating whether women should be hired or not hired as community school directors. Selected community leaders agreed that women should be hired. Since item 74 was open—ended, it will be summarized in Chapter V along with item 75. Even though not requested, several respondents entered written statements along with their choice of "other" for items 70, 71, 72, and 73. For item 70, one community school director felt that the director should be considered an assistant principal. Another director suggested that the community school director should "be regarded as a community school director." With respect to item 71, "one hour teach— ing load“ was suggested and it was mentioned that the "director initially needs some classroom experience." One director did not agree with item 72 and another suggested teaching ”any platoon subject as long as there is contact with children.” For item 70, one Mott Program administrator also sug— gested the director being considered an assistant principal with no teaching duties. It was suggested by another admini— strator for item 71 that the director should teach at least three years before being released for full—time community school directorship duties. The director should teach in his major or minor in item 72 was suggested by an administrator. l04 One selected community leader, for item 70, suggested that the community school director should be regarded as di- rector of a special division of a community school with full responsibility for administration of that division. Another leader, for item 72, suggested that the director should teach in his area of maximum qualification by education and experience. For item 73, it was felt that the director should be required to take related courses at specified intervals (no longer than five years apart). Parents had comments for two items 72 and 73. For item 72, it was suggested that the director not teach, but should have a study hall. It was also felt that the com- munity school directorship is enough, if this job is to be well done. It was suggested, for item 73, that the community school director should take any classes that would help him. Analysis of the Particular Items To Determine Convergence and Divergence of Expectations Expectations, whether affirmative or negative, held by the various groups for the sixty-eight items in the five professional roles and item of additional information were identified. This analysis sought to determine the extent to which the expectations of the respondents were in agreement or disagreement. Convergence and divergence was also noted between community school directors' definitions of others' expectations and the others' expressed expectations. This 105 analysis indicated the extent to which community school di— rectors were able to define the others' expectations. Sig- nificant differences were noted and the community school directors' ability to define conflicting expectations ac- curately was illustrated. The chi-square statistic was used to compute significant differences and Table 24 describes these comparisons. The first three columns compare the expectations of community school directors with expectations of parents, selected community leaders, and Mott Program ad- ministrators. The last three columns compare the community school directors' definitions of expectations held by the related others and the others' expressed expectations. No significant difference in the items is indicated by the letters N.S. Before the analysis of convergence and divergence of expectations are presented graphically, the results of comparisons between community school directors and the three reference groups on six items need some clarification. Be- low the six items are restated. 2. Serve as marriage counselor or seek help for those families having conflict. 11. Set up activities to rehabilitate adults having difficulty with the law. 39. Take a regular school class‘on a camping trip during the weekends or holidays of the school year to learn about natural resources, etc. 54. Plan men's clubs activities that are designed to in- crease understanding between labor and management. expec— 106 Comparison of community school directors' tations with others' Table 24. expectations and the com— definitions of others' expectations with the expressed expectations of munity school directors' related others. Definitions of expectations Expectations MPA SCL MPA Parents SCL Parents Items Value of chi—square at the 5 percent level of significance is 3.84 Social Work Role &&&s&&&&&&aaa NNNNNNNNNNNNN &&&s&&&&&&&&& NNNNNNNNNNNNN .6 SSSS7SSZSSSSS NNNN4NN5NNNNN ooooooooooooo SSSSSSSSSSSSS coo ooooo NNNNMNNNNNMMN oeo7ooooooaoo 8559558555358 0 90° MMN&MNNNMMMMN oooao o2 oooooo SSSSSSlSSSSSS NuNnNMuNflNromuNuNanuN 00-0000. 123456789 Liaison Role SnacoSnScuSS cssnacusnscus NuNmuNnuNuNmmNnuNnmmuNnmN &&&&&&&&aa&&&&a& NNNNNNNNNNNNNNNN ooooofOoooooooooo SSSSSOSSSSSSSSSS O Nmmmmmmmmmmmmmmm oooooooooooooooo SSSSSSSSSSSSSSSS o Nmmmmmmmmmmmmmmm o SSSSSSSSSSSSSSS4 NHNMmN_NnNMMN NHNMUNMNHNMH5 .52 ooooooooooooogo SSSSSSSSSSSSSOS NUNHNMHNHNMuNuNnuNNN“NRJN 5 l4. l5. l6. l8. 19. 20. 21. 22 28. 29. 23 MPA Definitions of expectations SCL Parents 107 Expectations SCL MPA Parents Role Value of chi-square at the 5 percent level of significance is 30. 31. 33. 34. 3.84 Table 24.—-Continued Liaison Role—-Continued Items Teachin as&&&a&&a N_NnNMuN"NMuN_N aaaaaasaa NuNnmmuNuNmuNuN ooooO-ooo 888818888 NmNuNnNA.N"NmmN saaaaaaaa NHNHNMHNINMHNMN oooooooOo 888888888 NMNHNMuNuNnm7,N a&&&&&&&a NNNNNNNNN 35. 36. 37. 38. 39. 40. 41 42. 43. Administrative Role &&&&&&&&&aa NNNNNNNNNNM ooo2 ooooouo 88888888888 oaoaooooooo NumNH/MHNHNMHNHNN oooae4 o63aa 88888587288 cocoa-canon NHNMHNHNQLNA44.NUN l ooooooooooo 88888888888 NNNHNMHN N_NnNMuNHN oooooooo7no 88838888488 ooooaoouooo NLNHNQVNHNMuNrDMuN oooool o63oo 88888287488 ooooooo..oo N_N“Nmumum N.4romuN 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 108 Table 24.——Continued Definitions of Expectations expectations Items Parents SCL MPA Parents SCL MPA Value of chi-square at the 5 percent level of significance is 3.84 Professional Edu- cator Role 55. 8.93 N.S. N.S. 7.84 N.S. N.S. 56. N.S. N.S° N.S. N.S. N.S. N.S. 57. N.S. N.S. N.S. N.S. N.S. N.S. 58. N.S. N.S. N.S. N.S. N.S. N.S. 59. N.S. N.S. N.S. N.S. N.S. N.S. 60. N.S. N.S. N.S. N.S. N.S. N.S. 61. N.S. 13.39 N.S. N.S. N.S. N.S. 62. N.S. N.S. N.S. N.S° N.S. N.S. 63. N.S. N.S. N.S. N.S. N.S. N.S. 64. N.S. N.S. N.S. N.S. N.S. N.S. 65. N.S. N.S. N.S. N.S° N.S. N.S. 66. N.S. N.S. N.S. N.S. N.S. N.S. 67. N.S° N.S. N.S. N.S. N.S. N.S. 68. N.S. N.S. N.S. N.S. N.S. N.S. Additional Information 69. 16.19 N.S. N.S. 16.19 N.S. N.S. 55. Be responsible for acquiring the evening instructors. 69. Live in the community area in which he works. Even though items 2, ll, 39, and 54 indicated no sig— nificant differences between the community school directors and all three reference groups, parents; selected community leaders; and Mott Program administrators, it was agreed by 109 all groups that these are not expectations of the community school directors. For items 55 and 69, no significant differences were indicated between community school directors and selected community leaders and Mott Program administra- tors, but there was agreement that these items were not expectations of the director. For the same two items, 55 and 69, parents tended to feel that these were expectations of the community school director, and the community school di— rectors felt that they were not. All other items, the di— rectors tended to believe they were expectations of his position. The analysis of convergence and divergence of expec— tations is illustrated graphically in Figures 1, 2, and 3. Figure 1 illustrates the percentages of items in the five role classifications in which there are no significant differences in expectations. In all comparisons, there was little or limited conflicting expectations between the com— munity school director and the three reference groups. Parents and community school directors disagreed on approxi— mately twenty—seven percent of the items in the classifi- cation describing the administrative role. Mott Program ad— ministrators and community school directors agreed at the 100 percent level in all classifications. Figure 3 is the summation of items 1 to 68 and indicates that the community school directors are closely in agreement with all three reference groups. However, the directors were more closely 110 in agreement with Mott Program administrators, 100 percent, than with selected community leaders, 91.1 percent, and parents, 88.2 percent. Figure 2 illustrates the percentages of agreement be- tween the community school directors' definitions of others' expectations and the others' expressed expectations. The community school directors are extremely oriented towards selected community leaders and Mott Program administrators and to a lesser extent toward parents. Figure 3 indicates that the community school directors are most accurate in their definitions of Mott Program administrators' and se- lected community leaders' expectations with 100.0 and 98.4 percent respectively and a little less accurate in defining parents' expectations, 88.2 percent. In light of the many studies completed in the area of role expectations, the evidence drawn from the data indi— cates that community school directors serving in some way the eight selected school neighborhoods have an extremely clear image of two of the three reference groups' expec— tations——Mott Program administrators and selected community leaders. However, as far as most studies go, the conflicting expectations directors have with parents are not really significant. The analysis clearly demonstrated that community school directors and the three reference groups——parents, se— lected community leaders and Mott Program administrators—— Social Work Role——Items 1—13 Liaison Role——It§m§ 14—34 (D Teaching Role——Items 35-43 100.0. 100.0 \ ~//I Community School Community School Community School Directors - Directors - Selected Directors — Parents Community Leaders Mott Program ' Administrators Figure 1.——Percentage of the selected items in which there were no significant differences be- tween expectations held by the relevant groups. Social Work Role——Items 1—13 K\ 84.6 100.0 ' 100.0 Liaison Role—-Items 14—34 100.0 Teachin Role-—Items 35—43 100.0 . 100.0 100.0 \ 100.0 Community School Community School Community School Directors — Directors - Selected Directors — Parents Community Leaders Mott Program Administrators Figure 2.—-Percentages of selected items in which there were significant differences be— tween the community school directors’ definitions of the others' expectations and the expressed expectations of the re— lf‘. 5: 44:1’1‘8. 113 A. Expectations Held Community School Directors - Parents Community School Community School Directors — Selected Directors — Community Leaders Mott Program Administrators 100.0 / l/ B. Definitions and Expressed Expectations Held Community School Directors — Parents Community School Community School Directors — Selected Directors - Community Leaders Mott Program Administration 98.4 100.0 Figure 3.--Percentage of selected items (1—68) in which A) there were no significant differences between expectations held, and B) no significant differences be- tween community school directors' defi— nitions of others' expectations and the expressed expectations of related others. 114 have similar expectations for the position of community school director serving the neighborhoods of Dort, Doyle, Roosevelt, Martin, Dewey, Clark, Mary Street and Parkland Schools in Flint, Michigan. Cowan (16) in his dissertation employed a plus and minus technique to explain the relationships between the com— munity school directors' and others' expectations. For the previous analysis, the same technique will be used to describe the relationships between the community schools directors' and related others' expectations regarding the items which were classified into four groups. The patterns that emerged follow. Affirmative expectations Definitions of others' of community school di— expectations by the rectors and related community school Type others director 1 convergence (+) accurate (+) 2 convergence (+) inaccurate (—) 3 divergence (—) accurate (+) 4 divergence (—) inaccurate (—) T e One + — The community school directors' expectations are in agreement with the others' expectations in this classifi— cation. Also, the community school directors accurately de— fined the expressed expectations held by parents, selected community leaders, and Mott Program administrators. Item 1 115 is an example: "Counsel and encourage adults, in need of more education, to reenter school for additional training and assist them in securing scholarship help when necessary." The community school directors and the related others believe the community school directors should do this and community school directors believe that the others expect them to do this. The community school directors have support on these items and correctly believe that others hold convergent expectations. T e Two + — The community school directors' expectations are in agreement with the others' expectations in this classifi— cation. Significant differences exist, however, between the community school directors' definitions of the others' expec— tations and the expressed expectation held. Item 19 is an example: "Use a community council for overall co—ordination of the evening school program." Community school directors believe they should do this and parents agree. There was significant difference between the community school directors' definitions of parents' expectations and the expressed expec— tations of parents. The community school director had greater support from parents on this item than they realized. The community school directors had erroneously defined con— flicting expectations where none existed. 116 Type Three (—) (+) There are significant differences between the expec— tations of community school directors and related others in this classification. Conflicting expectations are held, but community school directors are able to define the extent of conflict. Item 4 is an example: "assist in acquiring wel— fare services for those families needing help." Most com— munity school directors believe they should do this and most selected community leaders do not. The community school di— rectors accurately estimated the selected community leaders' divergent expectations even though the community school di— rectors did not hold the expectations themselves. Type Four (-) (-) There are significant differences between the expec— tations of community school directors and related others' expectations in this classification. The community directors' definitions of the others" expectations and others' expressed expectations are also significantly different. Item 47 is an example: ”Have authority to suspend children from evening school activities." Community school directors believe they should do this, but selected community leaders do not share this expectation to the same extent. Conflicting expec— tations are held and the community school directors do not accurately define to what extent conflict exists. The com— munity school directors believe there are no discrepancies. 117 Tables 25, 26, 27, 28, and 29 describes the four classifications as the community school directors' expec— tations, definitions of others' expectations and the ex— pressed expectations are compared. Table 25. Classification of expectations held by community school directors, definitions of others' expec- tations and expressed expectations of related others. Community School Community School Community School Directors — Se- Directors — Mott Items Directors — lected Community Program 1-13 Parents Leaders Administrators Social Work Role 1. (+) (+) (+) (+) (+) (+) 29 (+) (+) (+) (+) (+) (+) 3. (+) (+) (+) (+) (+) (+) 4. (+) (+) (-) (+) (+) (+) 5. (+) (-) (+) (+) (+) (+) 6. (+) (+) (+) (+) (+) (+) 7. (-) (+) (+) (+) (+) (+) 8. (+) (-) (+) (+) (+) (+) 9. (+) (+) (+) (+) (+) (+) 10 (+) (+) (+) (+) (+) (+) 11. (+) (+) (+) (+) (+) (+) 12 (+) (+) (+) (+) (+) (+) 13: (+) (+) (+) (+) (+) (+) 118 Table 26. Classification of expectations held by community school directors, definitions of others' expec- tations and expressed expectations of related others. Community School Community School Community School Directors — Se— Directors — Mott Item Directors — lected Community Program 14-34 Parents Leaders Administrators Liaison Role l4 (-) (+) (+) (+) (+) (+) 15 (+) (+) (+) (+) (+) (+) 16 (+) (+) (+) (+) (+) (+) 17 (+) (+) (+) (+) (+) (+) 18 (+) (+) (+) (+) (+) (+) 19 (+) (-) (+) (+) (+) (+) 20 (+) (+) (+) (+) (+) (+) 21» (+) (+) (+) (+) (+) (+) 22. (+) (+) (+) (+) (+) (+) 23. (+) (+) (+) (+) (+) (+) 24. (+) (+) (+) (+) (+) (+) 25. (+) (+) (+) (+) (+) (+) 26. (+) (+) (+) (+) (+) (+) 27. (+) (+) (+) (+) (+) (+) 28. (-) (+) (+) (+) (+) (+) 29. (+) (+) (—) (+) (+) (+) 30. (+) (+) (+) (+) (+) (+) 31. (+) (+) (+) (+) (+) (+) 32. (+) (+) (+) (+) (+) (+) 33. (+) (+) (+) (+) (+) (+) 34. (-) (+) (+) (+) (+) (+) 119 Table 27. Classification of expectations held by community school directors, definitions of others' expec- tations and expressed expectations of related others. Community School Community School Community School Directors - Se— Directors — Mott Item Directors — lected Community Program 35—43 Parents Leaders Administrators Teaching Role 35. (+) (+) (+) (+) (+) (+) 36. (+) (+) (+) (+) (+) (+) 37. (+) (+) (+) (+) (+) (+) 38. (+) (+) (+) (+) (+) (+) 39 (+) (-) (+) (+) (+) (+) 40 (+) (+) (+) (+) (+) (+) 41 (+) (+) (+) (+) (+) (+) 42 (+) (+) (-) (+) (+) (+) 43. (+) (+) (+) (+) (+) (+) Table 28. Classification of expectations held by community school directors, definitions of others“ expec— tations and expressed expectations of related others, Community School Community School Community School Directors - Se- Director — Mott Items Directors - lected Community Program 44-54 Parents Leaders Administrators Administrative 13312 44. (+) (+) (+) (+) (+) (+) 45. (+) (+) (+) (+) (+) (+) 46. (+) (+) (+) (+) (+) (+) 47. (+) (+) (-) (—) (+) (+) 48. (+) (+) (+) (+) (+) (+) 49. (-) (-) (+) (+) (+) (+) 50. (+) H) (+) (+) (+) (+) 51. (-) (-) (+) (+) (+) (+) 52, (-) (—) (-) (+) (+) (+) 53. (+) (+) (+) (+) (+) (+) F4 (+) (+) (+) (+) (+) (+) x i l I I r r 120 Table 29. Classification of expectations held by community school directors, definitions of others' expec— tations and expressed expectations of related others. Community School Community School Community School Directors - Se- Directors — Mott Item Directors — lected Community Program 55—69 Parents Leaders Administrators Professional Educator Role 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. 66. 67. 68. (-) (+) (+) (+) (+) (+) (+) (+) (+) (+) (+) (+) (+) (+) (+) (+) (+) (+) (+) (+) (+) (+) (+) (+) (+) (+) (+) (-) (+) ) (+) ) (+) (+) (+) (+) ) + Vvvvvvvv A V I + (+) (+) (+) (+) +++n++'+++++++| vvvvvvvvvvvvvv A v A v AAAA/‘AA ++++I Additional Information 69. (-) (—) (+) (+) (+) (+) This analysis (excluding additional information) re- vealed that community school directors“ expectations and definitions of others' expectations (+) (+), were in complete agreement with Mott Program administrators, 68 out of 68 items, and least in agreement with parents, 56 items. They agreed with selected community leaders in (+) (+) classifi- cation on 62 items. 121 On four items for parents, the community school di— rectors defined potential conflicting expectations where none existed (+) (—). The community school directors had not accurately defined the expectations of parents. None of the comparisons with selected community leaders and Mott Program administrators were in this classification. It was noted that in Type Three (—) (+), that the community school directors recognized 5 items for selected community leaders and 4 items for parents in which divergent expectations were held between themselves and the two re— lated groups. Since Mott Program administrators agreed at the 100 percent level, no items were identified for this classification between them. On three items for parents and one for selected community leaders there was significant divergence between community school directors' expectations and definitions. Conflicting expectations were held and the community school directors did not recognize the extent of disagreement. Again, no comparisons with Mott Program administrators and community school directors were in this classification (—) (-). Summary of AnalySis of Data The analysis sought to determine differences in expectations held by parents, selected community leaders, Mott Program administrators and community school directors 122 concerning the position of community school director in serving the neighborhoods of eight inner—city schools in Flint, Michigan. Community school directors' definitions of others' expectations and others‘ expressed expectations were compared. Several methods of analysis were used. 1. An analysis was made to discover the mean proportion of respondents in each group who actually held expectations regarding the selected items, 1 through 69. The data indi— cated that proportionally selected community leaders and Mott Program administrators held expectations at about the same level, .927 and .925 respectively, while parents held expectations at a little lower level, .801. A further analysis was made comparing parents by schools. It was shown that parents from the Roosevelt School area held expectations at a higher proportion and parents from Clark School held expectations at a little lower pro- portion than parents from the other six schools. However, the differences were not interpreted as indicating a trend. Also, an analysis was made to determine the affirmative mean proportion of responses by parents according to school area. Proportionately, parents from the Roosevelt School held affirmative expectations at a higher level and parents from Dewey School held affirmative expectations at a lower level than parents from the other schools. Again, the differences were not interpreted as indicating a trend. 123 20 When the mean proportion of community school directors defining the others' expectations were identified, it was shown that no differences existedo The recorded insignificant differences between the community school directors defining others' expectations were: for parents,(°964); for selected community leaders, (o964); and for Mott Program administra— tors, (0958)° The community school directors held extremely clear definitions of all three reference groups' expectations regarding the selected itemsa In comparing the proportion of community school di— rectors definitions with the others' expectations, the evi- dence indicated that the community school directors" images of others' expectations were more complete than the parentsn \ selected community leaders“ and Mott Program administrators' images of the community school directors“ 3° When responses and the personal variables and known characteristics were analyzed, the conclusion showed that there were very significant correlation or associations be_ tween affirmative expectations and type of assignment, age, educational preparation, teaching experience, prior experience in other school systems, or years of experience as a com— munity school directoru 40 The responses to the questions asking additional information were ranked and groups examined by a rank- difference correlation of preferences“ Almost no agreement, agreement, Significant agreement, and very significant 124 agreement were showno Because of the inconSistencies, the results were considered inconclusiveo No real patterns of relationships emergedu The community school directors" definitions of the others' expectations were also inconclusiveo Again, the re— sults ran from one extreme to the other extreme. No consistent patterns of relationships emergedg In both com— parisons, community school directors were in slightly better agreement with parents than with selected community leaders and Mott Program administratorso Since no consistent trend emerged the correlations could have been due to chanceo 50 The expectations held by the various groups for the sixty—eight selected aspects were identified and significant convergence and divergence in expectations computed by the chi—square statistic. Conflicting expectations and defi- nitions were notedw Percentages of significant agreement were calculated and indicated that the community school di- rectors“ expectations were most in agreement with Mott pro— gram administrators, 10090 percent‘ They were in agreement With selected community leaders“ expectations in 9101 percent of the items and with parents" expectations in 88a2 percent of the itemsu The community school directors were completely accurate in defining the expectations held by Mott Program administrators, 100 0 percent” They were accurate in 98u4 percent of the items when defining selected community leaders' 125 expectations and in 8802 percent of the items when defining parents' expectations. 6° The particular items were classified into four groups° Type One (+) (+) showed that the community school directors' expectations and the expectations of parents, selected com- munity leaders and Mott Program administrators were in agree- ment on 68, 62, and 56 of the 68 items respectivelyo The community school directors“ definitions were also in agree- ment for these itemso In Type Two (+) (—) expectations were in agreement, but the community school directors defined 4 items for parents and no items for selected community leaders or Mott Program administrators, as area of potential disagreemento Conflict was nonexistent, however, and the community school directors erroneously defined the expectations of the parentso The community school directors accurately defined 5 items for selected community leaders and 4 items for parents in which divergent expectations were held between themselves and the references in Type Two (-) (+)° No items were in this claSSification with Mott Program administratorso Type Four (-) (-) classified three items for parents and one for selected community leaders where there was sig— nificant divergence between expectations and definitionsc The extent of conflict was not recognized, Again, no compari- sons with Mott Program administrators were in this category” 126 It can be concluded that not all groups held expec- tations to the same extent, but the deviation was slight and fairly insignificant, A few conflicting expectations are held, Some conflicting expectations were recognized by the community school directors, and they also created a few con— flicting expectations where none existed, For the population of parents and community school directors in this study respectively, the locational or personal variables were not significantly related to expec- tations or definitions held, The significant agreement in expectations existed at a high level for the Sixty—eight selected aspects and the item requesting additional information, Knowledge of these recognized areas of agreement or the few areas of disagreement concerning selected aspects of the community school director”s position which serves the eight selected school neighborhoods should serve as a starting point for role clarification and reduction of eXisting and potential conflicts Chapter V includes summation and classification of statements written by respondents concerning two open-ended items, CHAPTER V RECORDED COMMENTS Introduction The questionnaire contained two open—ended questions“ The first question asked, "do you believe that women should 1' be hired as community school directors?" A "yes” or no" II II response was requested, In addition to the ”yes" or no response, respondents were asked to give reasons for their answers, The second open—ended question was as follows: "do you have any other comments which would help you express your point of view concerning the community school director's position?" One hundred nineteen of the one hundred fifty— three respondents entered written statements concerning the "hiring of women as community school directors,“ Only thirty- eight respondents entered written statements asking for ad— ditional comments concerning the community school director's position. Comments Concerning the Hiring of Women as Community School Directors In this section, the statements concerning “the hiring of women” will be summarized first, Each reference group's——community school directors, parents, selected 128 community leaders, and Mott Program administrators-—comments will be summarized separately. Since many of the statements were similar, it was felt advantageous to list the important responses in outline form under three headings rather than recording each statement, The first heading summarized the comments which approved the hiring of women as community school directors, The second heading considered statements disapproving the use of women in this position, and the final heading concerned itself with statements indicating. conditions where women would be acceptable. Seventeen community school directors entered state— ments concerning the hiring of women as community school directors° All except two felt that women should not be hired and their comments are outlined below, ‘ I° Response approving the hiring of women as community school directorso Some women could prove to be just as effective as men, IIO Responses disapproving the hiring of women as com— munity school directors- A» Some geographical locations would not be desirable for womeno B, Women do not possess the necessary physical requirements to do the job well° The work is too demanding and rigorous, C, The work hours are too long for women and the job calls for working late hours, D“ The related problems to the position are unrealistic for women, Jo 129 The job requires visits to places that are inappropriate for visitation by women, WOmen can not handle many of the problems which may arise during the evening school programo There may be certain draw backs when talk— ing with community leaders and businessmen with the use of women, Women are not emotionally stable for the job° Women could not be asked to supervise boys' and men's recreational activitieso Women are not capableo III° Condition where women would be acceptable as com- munity school directors° It would be acceptable if women met the qualifications° Seventeen of the eighteen selected community leaders made written comments concerned with the hiring of women as community school directors, As a group the selected com— munity leaders tended to favor the use of women in this positiono The outline which follows summarizes their ideas on this issue. To Response approving the hiring of women as community school directors“ A0 Women should not be excluded because of equalitarian and discriminatory reasons. There were several statements on this issue, but one is particularly interesting: ”Female discrimination hurts in the same way as Negro discrimination-—ability should be the ruler“ Women have the same capabilities as meno 130 C. Women can be just as effective as men. D. There is no reason to assume that sex differences are important. E. There is no good reason to exclude women. F. The problems of girls need the assistance of women. II. Responses disapproving the hiring of women as com- munity school directors. A. Because of the many different kinds of problems facing modern communities, the job is more suitable for men. B. The irregular working hours are not suit— able for women. C. Men command more respect in this kind of job than women. D. Women are incapable of coping with the un— ruly elements in the community. III. Conditions where women would be acceptable as com— munity school directors. Women are acceptable as long as they have the proper preparation. All twelve Mott Program administrators commented on the hiring of women as community school directors. Their statements are outlined below. There was the tendency of this group to believe that women should not be used. 1. Responses approving the hiring of women as com— munity school directors. A. Women may be used since there is no evi— dence supporting an opposite theory. B. There is no real reason not to include women. 131 II. Responses disapproving the hiring of women as com— munity school directors. A. G. There are already too many women in administration. The long and late hours plus the heavy work load are prohibitive for women. Night work without male supervision is un— safe for women. The social problems may be too demanding for women. Women may have supervision problems. Women may not be best suitable for the teen-age program. There would be no family life for a female with children. III. Conditions where women would be acceptable as com- munity school directors. A. C. Women are all right for assistants, but shouldn't be responsible for a building in the late evening. Women are acceptable if they have the drives and talents necessary. Women will be acceptable in co-leadership roles. Parents were almost evenly split on their responses As stated earlier, hiring of women. below. concerning the use of women as community school directors. only a frequency of two separated those favoring the use of women from those who disagree with the Seventy-three parents entered written com— ments concerning this question. Their comments are outlined 132 I. Response approving the hiring of women as community school directors. A. B. J. WOmen are just as qualified as men. Women are an important part of the edu— cation of children. Women tend to understand children better. Women have the same capabilities as men. Women can do the job as well as men. Women are now stronger than they use to be. Women will work harder at the problems than men. Women can serve as well as men in public positions. Community problems are the concerns of both men and women. Women can be just as effective as men. II. Responses disapproving the hiring of women as com— munity school directors. A. The position calls for encountering diffi— cult situations at times. Men have more authority in certain situ- ations particularly with teens and boys. Because of the forcefulness and strength required, this position is a man's job. Juveniles require the attention of men. The responsibilities are too many for women. Women cannot withstand the long and late hours. Men are more adjusted to community problems. 133 H. WOmen are not always accepted in all of the positions a director must fill. I. Since the average woman has a family, she could not devote the necessary time. J. Women are not physically capable of handling the unruly outbursts. III. Conditions where women would be acceptable as com— munity school directors. A. The use of women is permissible if they are trained and prepared. B. Women are acceptable if they are qualified and understand the duties and can carry them out° C. If there were two directors per building, one could be a woman. In summary, community school directors tended to emphasize the hazardousness and rigorousness of job require- ments associated with the position of community school di- rector as reasons for not favoring the hiring of women. Among selected community leaders, the factors of equality and discrimination entered into the determination of whether women should or should not be hired in the position of com— munity school directors. Mott Program administrators fre— quently pointed out the supervision problems associated with certain aspects of the position of community school director as reasons for disapproving the hiring of women. Whether ap- proving or disapproving the hiring of women as community school directors, parents tended to compare males with fe— males as a baSis for making their decisions. Among the 134 parents, there was also some overtones of the equality issue included in their decisions. After reading the many comments concerning the hiring of women in the position of community school director,'this investigator sees no reason why women should not be used on an experimental basis in this position. In fact, information could be gathered as to the advisability of using women in this position. Comments Concerning Additional Information For The Position of Community School Director This section of the present chapter is devoted to the summation of comments concerned with the question: "do you have any other comments which would help you express your point of view concerning the community school director's position?" The responses varied in length from one sentence statements to full page expressions. In some cases, re- spondents attached pages of written statements to the questionnaires. In many respects, the written information transcended the intended boundaries of the present research efforts. However, the comments contributed significantly to the study and provided additional insight towards obtaining a better understanding of the position by the investigator. Because of their length, the written comments were categorized and summarized. Several statements were signifi- cant to the subject of role clarification, and role conflict, 135 others concerned with the questionnaire and still others provided general information. Summation of Community School Directors' Comments Seven of the community school directors answered this open—ended question and provided additional information in their comments. 1. Comment concerned with the pressure of time. Time is the biggest factor-~not enough time——too many committees——not enough time with my own family. 2. Reference related to job satisfaction. Flexibility allowed us is the biggest asset to the community school program—-without this flexi— bility the job would be intolerable. 3. Comments which referred to answering the questionnaire. I feel the individual community school director could be doing an excellent job and still answer the questions completely different than I did. Every community school director has strengths and weaknesses. His community school program will be conducted according to these strengths and weaknesses. From a high school point—of—view, drawing from many other schools as well as those directly in- volved in this study, and having had my ele— mentary training in an all-white school, I find it difficult to keep my comments directed towards the schools mentioned. At the high school, we do not have parent contact that we have in the ele— mentary schools. In most cases, parents in these schools don't have an opinion unless they are actively involved in your program. 4. Statements which recognized potential conflict and the need for role clarification. 136 The boundaries of the director's duties are un— limited. Here, we have listed some of the services the director might offer. Other mem- bers of a school staff might relieve the director of some of these services, although the director should be interested and informed of everything. Communication with the parents has been poor, therefore parents don't know the specifics of a director's position. The director's position seems to hang in the air when it comes to the question what should he do in the community, where should service lines be drawn, what and what not should he promote. His position (community school director) is a fringe thing where the principal is seemingly thought to always be right and if the director can't get along with everybody, there's something wrong with him. A community school director should be a person who understands basic needs and problems of people. He should have a desire to work with people and to serve all people. He should also be a person having good health and the willing— ness to sacrifice part of his family life in order to do a good job. Last, he should be enthusiastic, dedicated and flexible in his ap- proach to his job. The community school director is an individual interested in community problems and people. He seeks to improve human relations and thinks in terms of organizing programs to improve community living. He is sensitive to the needs of his local community and has an awareness of the total Fling community. He provides the leadership in helping to direct public attention to areas in our communities which need improvement. The director realizes that communication must al— ways be two~way—-between the school and the com— munity and thus involves cooperative planning. He believes that programs should be organized so that they Will provide at appropriate levels the proper combinations of activities for the adults and children of the community. 137 The director must learn to plan his budget, and it cannot be substituted for good administrative knowledge. He does not dive wholeheartedly into it, without anticipating unforeseen needs. He must possess a warm outgoing, personality, active, energetic and sound judgement. He must possess a knowledge of his physical plant in order to make all available use of it. He establishes rapport with his principal and faculty by giving of himself and rendering services willingly. He works to gain the cooperation of businessmen, ministers, and people in the community in order to solve community problems. He must be broad in all concepts of the total program and our "team” approach on problems have worked out marvelously. Mr. Manley said to us, "sit down, think, make specific plans for bringing about better re— lations among people. There is no problem too large, that you can't “face up to' and no problem too small that you can afford to back away and forget° Have confidence in yourself——not cockiness—-and don't be afraid to face up to your responsibility.“ Summation of Mott Program Administrators' Comments Seven Mott Program administrators answered the open— ended question providing additional information. 1. Comments which referred to answering the questionnaire. Every question you have asked has degrees of answers, there is no "yes" and "no" and "don't know." In filling out the above (questionnaire), I con— sidered "Y" to mean "at least once in a while." I considered "N" to mean “never." Even on No. 55, the director does select the instructor some— times, but final responsibility lies elsewhere. I have ideas on the u"DK'S'" circled but feel they are too complicated for a simple "Y" or “N." In question 71, it is best for a new director to teach until he proves he is capable of using his 138 release time wisely. In question 2, he (director) doesn't have the knowledge to be a marriage counselor but should refer cases to proper agencies. 2. Comments which describe the need for role clarification. Today's director is better than yesterday's. This role is only now beginning to unfold. You (director) are as good as the staff that is pulling the cart. It takes a hustling, ' challenging person for the job. Once involved, there's no end to the potential of the position. He (director) should be under the principal and title changed to "Director of Community Educationf Many of the things checked are very desirable. Since one person (director) cannot, of course, do everything, he should (1) establish priorities, and (2) tailor—make the individual school's pro— gram to reflect the community's peculiar needs and resources. No two schools are alike—-no two communities are alike-—common sense and good judgement needed mostly for good programming for his (director) school and community—-what may be good for one may not be for the other. Summation of Selected Community Leaders' Comments Nine selected community leaders provided additional information. 1. Statements which referred to the questionnaire. On some occasions I answered "yes" even though there was a question in mind regarding it which would have taken a lengthy discourse to clarify. I was forced to circle “DK” (don't know) on several questions, as I think specialists only could adequately do the jobs these questions re- ferred to. The community school director should 139 be skilled in making use of such professional services, but should not try to perform services of various specialists. 2. Comments that cited a need for preliminary training. The community school directors' training should be expanded to include more attention to the problems and needs of an interracial community. An individual should know the community and the problems it faces first—hand and should have lived with the problems and the individuals. This will better equip him to conduct duties in the community. 3. Comment that cited a quality of the position. He or she (director) should possess the Christian faith. 4. Comments which described the need for clarification. This being a new job in community education, I think it should be researched further. His (director) politics should be non-partisan. He must not take over functions that are rightly those of the principal. Negro schools should em— ploy qualified Negro directors. I think the community school director should have a clearly defined job description, and that his position should be clearly separated from regular school personnel's jobs. There should be co— operation between the community school and regular school personnel, but not "inter-mixing." The community school director should serve as a primary source of helping the school relate to and assisting in the solutions to community problems. Would like to see more community school directors as community models not mirrors of the problems communities suffer. Conspicuous consumption—- houses, cars, and clothes——should be minimized. The director should exhibit thriftiness and good business management; after hours life should be orderly and commendable. 140 Summation of Parents' Comments Fifteen parents answered the open—ended question re— questing the additional information concerning the position of community school director. 1. A statement with a caution for the position. I think it is a nice position, but the director is human with his own personal problems and he should not take on more than that which can be taken care of efficiently. Also, he should not be pushed into the job for money or name sake. 2. Comments concerned with time. I believe the community school director should not be tied to full nor half-day teaching, but should be allowed to have two or three half days during the school week for counseling youngsters who are problem children or trouble—makers. I think the community school director has a very time consuming job and that most of the above questions or statements could be answered ”yes,“ but which would be almost impossible for any one person to do. I'm all for adult classes and activities but there's no better way of keeping children off the street than to give them some— thing to do. 3. Comment concerned with where the director should live. I think the community school director should live in or near the community, therefore, he or she would have a better understanding of the problems in the community. He would have more time to de- vote to enriching the community and more duties. 4. Comments concerned with role clarification. In order to fill this job (community school di- rector), I feel you must know and understand people. You don't have just certain things to do and care for. Many problems face a school di— rector. You (director) have to be able to help adults as well as young people. He must know the right people to send these adults and children 141 with problems to. This is a big job and a full— time job for a good, understanding, broad-minded, intelligent person. It would take an above average person to fill this job. I believe the community school director should, working from the school, involve himself with as many problems affecting the school and the com— munity as he can adequately handle with the help of students, prinicpals, teachers, social agencies, board of education, parents, and all other agencies that could be of assistance. I feel very strongly that the community school director should work with the children, enrich— ment classes or projects, physical fitness and recreation. I do not feel he should assume the role of marriage counselor, social worker, juvenile probation officer, or clergyman. There are agencies to work with families and children with problems and should or can be referred to such agencies for help. 5. Comments which indicate a desire for cooperation. This job is so big; I feel if done well that he or she needs lots of help and cooperation. Remembering that he (director) is only one human being is the reason for some of my “no's” and "don't know's," there are some things we have to do for ourselves too in the community——after so much help from him. We as parents should try and do our part because it would be much easier on the director. He is trying very hard to help parents, children and the community. I know he (director) can't do everything I have circled because its only so much he can do. The people in the community can help a lot by helping themselves and offering their services. Everything marked ”Y" I believe in it, but we as parents got to put forth all we have to help put this program over. What can we do to help? 6. Comment concerning the questionnaire. In order to answer this questionnaire, it is difficult. In some cases you feel a person 142 should not have to do this extra task or job. But in a school, I feel you have to reach out further and lead and lend a helping hand. 7. Statement which indicates a desire for more knowledge about the position. Not having much contact with the community school director, I would like to get better acquainted with him or her and the work, so I would know more about it. In summary, the comments made by the thirty-eight respondents in answer to the open—ended question requesting additional information were recorded. The statements varied in length and were categorized as well as summarized. The community school directors tended to direct their statements toward four general issues. Reference was made to the pressure of time. An indication of job satisfaction was also noted. Several references were related to the recognition of potential conflict and the need for role clarification. In fact, lengthy expressions were made in an effort to further explain the duties and services of the position of community school director. Some comments were noted with reference to answering the questionnaire. Mott Program administrators limited their comments toward two general issues. First, comments were entered ex- plaining the meaning for certain answers offered on the questionnaire. Secondly, several references were noted indi— cating a need for further clarification of the position of community school director. 143 Comments related to answering the questionnaire were also offered by selected community leaders. The community leaders pointed up the need for additional preliminary train— ing for community school directors. Several references were made indicating a need for role clarification. One comment was noted which indicates a preference for a personal quality community school directors should have. Parents directed their comments toward five general areas. The areas included a caution for the position, com— ments concerned with time, a comment indicating a preference where the director should live, comments concerned with the need for role clarification, and comments which indicated a desire for cooperation. All of the respondent groups indicated a desire for further role clarification. In general, they felt that the position of community school director was important to the successful eradication of many community ills. Many respondents believed that the many duties and multiple responsibilities of the community school directors were excessive. Some suggestions indicated the desire to limit the duties and responsibilities of the position. Recommendations were made desiring careful selection of personnel for the position. Some areas of further research were implied in the comments. Chapter VI contains a summary of the study, and conclusions. CHAPTER VI SUMMARY AND CONCLUSIONS Summary In recent years, a relatively new educational position has developed in the Flint, Michigan Public School system, and is known as the community school directorship. The position has a unique professional role within the Flint system—-a role practically nonexistent in other school systems. Through this position educational leadership is provided in an effort to perpetuate the community school con- cept at the neighborhood school level. Incumbents of this position are called community school directors. There are some fifty schools in the Flint, Michigan school system and each has a community school director assigned. Since, it is assumed by Flint people that each neighborhood's needs are somewhat different from those of others, each director is permitted and encouraged to develop a program designed for his community. The present study was concerned with the as— pects of the community school director's role when serving the neighborhoods of eight innerwcity schools. A community school director's responsibilities in most cases include part—time teaching during the regular 144 145 school day, and administration of an afternoon, evening and Saturday community school program. However, in the neighbor- hood schools concerned in this study, some directors are re— lieved of teaching duties whereas they may devote more at- tention to social work type services, he also serves as liaison between the school and community. This study assumed that the staff position of com— munity school director in serving the eight selected inner— city school neighborhoods would be defined differently by various groups related to the position, thus creating possi— bilities of role conflict. Attention was directed towards identifying convergent and divergent expectations which com- munity school directors, parents, selected community leaders, and Mott Program administrators hold for selected aspects of the community school director's position in the inner-city neighborhoods. It was hypothesized that systematic relationships w0uld be found between personal variables of community school director, and thus, related to role expectations held by them. It was also assumed that parents from different schools would differ in the level of expectations held both over-all and affirmatively. The investigation was concerned with measuring the trend of expectations and not the extent with which they were held. Although the community school director interacts with several groups, this study was limited to the 146 expectations held by community school directors, selected community leaders, parents, and Mott Program administrators in reference to the neighborhoods of Roosevelt, Clark, Park— land, Mary Street, Martin, Dewey, Dort and Doyle Schools in the City of Flint, Michigan. The study made an effort to identify the professional roles of the community school director's position as it is designed to serve eight inner-city neighborhoods. The roles were determined by interviews, on—the-job observations, direct personal participation, and the review of pertinent literature. The roles were categorized into five generalized areas: (1) as a social worker; (2) as a co—ordinator of school and community relations; (3) as a teacher; (4) as an administrator of the community school program; and (5) as a professional educator. From the above generalized professional roles was developed a check—list questionnaire regarding selected as- pects of the position. Respondents indicated affirmative or negative expectations held concerning sixty_eight statements which described selected aspects. A “do not know" response indicated that no expectation was held by parents, selected community leaders and Mott Program administrators. Six multiple choice questions and one open-ended question which asked for additional information concluded the instrument. The instrument was mailed to 18 community school directors, 22 selected community leaders and 14 Mott Program 147 administrators. The questionnaire was sent to the home of the person. Also, questionnaires were sent home from schools to 137 parents. The parents were drawn from a five percent random sampling of families attending each of the eight se- lected neighborhood schools and the oldest child in each family delivered and returned the questionnaire. All questionnaires used for analysis purposes in this study were those returned to the investigator between January 11 and February 2, 1965. During this time, eighty percent of the questionnaires were returned. Since the response was well above the anticipated, no follow—up letter was sent request- ing additional returns. The responses, except written state— ments, were analyzed by use of a calculator. Several methods of analysis were used. An analysis was made to determine the mean proportion of respondents in each group who actually held expectations regarding the 69 selected aspects. The data indicated that proportionately selected community leaders and Mott Program administrators held expectations at about the same level, .927 and .925 re- spectively, while parents held expectations at a little lower level, .801. In comparing parents by school, it was shown that parents from the Roosevelt School area held expectations at a higher proportion and parents from Clark School held expec— tations at a little lower proportion than parents from the other six schools. The differences were not interpreted as 148 indicating a trend. Also, an analysis was made to determine the affirmative mean proportion of responses held by parents according to school area. Preportionately, parents from the Roosevelt School held affirmative expectations at a higher level and parents from Dewey School at a lower level than parents from the other schools. Again, the differences were not interpreted as indications of any trend. When the mean proportion of community school di— rectors defining the others' expectations were identified, it was shown that no differences existed. The recorded insignificant differences between the community school di— rectors defining othersj expectations were: for parents (.964); for selected community leaders, (.964); and for Mott Program administrators, (.958). The community school directors held extremely clear definitions of all three reference groups' expectations regarding the selected items. In comparing the proportion of community school directors definitions With the others' expectations, the eviw dence indicated that the community school directors' images of others' expectations were more complete than the parents‘, selected community leaders', and Mott Program administrators' images of the community school directors. When responses and the personal variables and known characteristics were analyzed, the conclusions showed that there were very significant correlations or associations be- tween affirmative expectations and type of assignment, age, 149 educational preparations, teaching experience, prior experi= ence in other school systems, or years of experience as com— munity school directors. The responses to the questions asking additional information were ranked and groups examined by a rank- difference correlation of preferences. Because of the incon— sistencies, the results were considered inconclusive. No real patterns of relationships emerged. The community school directors' definitions of the others' expectations were also inconclusive. Again, no consistent patterns of relationships emerged. In both comm parisons, community school directors were in slightly better agreement with parents than with selected community leaders and Mott Program administrators. Since no consistent pattern emerged the correlations could have been due to chance. The expectations held by the various groups for the sixty—eight selected aspects were identified and significant convergence and divergence in expectations computed by the chi—square statistic. Conflicting expectations and defim nitions were noted. Percentages of significant agreement were calculated and indicated that the community school directors' expectations were most in agreement with Mott Pro~ gram administrators, 100.0 percent. They were in agreement with selected community leaders' expectations in 91.1 percent of the items and with parents expectations on 88.2 percent of the items. The community school directors were completely 150 accurate in defining the expectations held by Mott Program administrators, 100.0 percent. They were accurate in 98.4 percent of the items when defining selected community leaders' expectations and in 88.2 percent of the items when defining parents' expectations. Expectations of the respondents and the community school directors' definitions of the others' expectations re— garding the selected aspects were classified into four groups. These included areas of (l) convergence between comm munity school directors' and others' expectations and the community school directors' definitions of the others' expectations (+) (+); (2) convergence between community school directors' and others' expectations and inaccurate definitions by community school directors of the others' expectations (+) (-); (3) divergence between community school directors‘ and others' expectations by the community school directors (—) (+); and (4) divergence between community school directors' and others' expectations and inaccurate definition of others‘ expectations by community school directors (-) (-). Type One (+) (+) showed that the community school directors' expectations and the expectations of parents, se— lected community leaders and Mott Program administrators were in agreement on 68, 62, and 56 of the 68 items re_ spectively. The community school directors' definitions were also in agreement for these items. 151 In Type Two (+) (—) expectations were in agreement, but the community school directors defined 4 items for parents and no items for selected community leaders or Mott Program administrators, as areas of potential disagreement. The community school directors accurately defined 5 items for selected community leaders and 4 items for parents in which divergent expectations were held between themselves and the reference groups in Type Two (~) (+). No items were in this classification with Mott Program administrators. Type Four (—) (—) classified three items for parents and one for selected community leaders where there was sig— nificant divergence between expectations and definitions. The extent of conflict was not recognized. Again, no com— parisons with Mott Program administrators were in this category. I One hundred nineteen respondents provided written comments regarding additional information concerned with the hiring of women as community school directors. A summation of the comments revealed that community school directors tended to emphasize the hazardousness and rigorousness of job requirements associated with the position as reasons for not favoring the hiring of women. Among selected community leaders, the factors of equality and discrimination played an important part in the determination that women should be hired in the pOSition of community school director. Mott program administrators frequently pOinted out the superVision 152 problems associated with certain aspects of the position as reasons for disapproving the hiring of women. Whether ap- proving or disapproving the hiring of women as community school directors, parents tended to compare male with female as a basis for making their decisions° Among the parents, there were also overtones of the equality issue included in their decisionso Thirty—eight respondents entered comments on the questionnaires providing additional information concerning their thoughts about the position of community school di— rector. A Summation of these statements revealed several pleas for role clarification and the desire for further re— search concerning the community school director”s duties and responsibilities, Many of the community school directors, parents, selected community leaders, and Mott Program ad— ministrators mentioned the excessiveness of the directors' duties and multiple responsibilities, Several statements were recorded which indicated concern regarding the careful selection of community school directorso Statements of recommendation and criticism of the community school director position along with statements concerned with answering the questionnaire were notedo Practically all the comments pro- vided further insight into the study of the position, 153 Conclusions Several conclusions were suggested by the analysis of data describing the community school directors' beliefs, definitions of others' expectations and the expressed expectations of related others° In the beginning, it was assumed, when serving eight selected inner—city school neighborhoods, that community school directors, parents, se- lected community leaders, and Mott Program administrators would hold different and sometimes conflicting expectations regarding the selected aspects of the community school di— rector's positiona The hypothesis was only partially sup— ported by the evidenceo In.fact, where different and con— flicting expectations existed, the differences were only slight° l° As measured by the mean proportion of each respondent group who actually held expectations for the selected aspects, it was shown that some groups defined their expectations slightly better than others° a. Proportionately, selected community leaders and Mott Program administrators held expectations at about the same level, Their expectations were proportionately higher than those held by parents° This may be due to the fact parents were from a random sampling which included people with variable knowledge of the school system° 154 b. In comparing parents by schools, both for total expectations and affirmative expectations held, parents from one particular school area pro— portionately held higher expectations than parents from other schools° For the other end of the continuum, parents from one school held total expectations at a lower proportion than parents from other schools, but parents from still another school held the lower level af— firmative expectations. Although differences were found among parents from different schools, the deviations were not considered to be indi- cations of any trend. 2, Proportionately, there were no differences regarding definitions of others“ expectations with respect to the se- lected aspects held by community school directors, The re— sults were probably due to the fact that no "don't know" column appeared on the questionnaire for community school directors° Another reason may be that the directors must be conscious of all three reference groups in their day to day operations, 3° In addition to the extremely clear definitions of all three reference groups” expectations, the community school directorsn images of others' expectations were more complete than parents', selected community leaders' and Mott Program administrators' images of the community school directors, 155 4. With the aid of a number of characteristics, the com— munity school directors were shown to be highly oriented to- ward each other. 5. The community school directors were perfectly and closely oriented towards the Mott Program administrators and selected community leaders respectively when expectations re— garding the selected aspects were compared. This relatively high convergence in expectations indicated that these re— spondents had a good understanding regarding appropriate be— havior for the community school directors in the selected situations. The data demonstrated that mutual understanding was fairly high (although not as high as with the other two reference groups) when community school directors' and parents' expectations were compared“ They were significantly in agreement on slightly more than eight—eight percent of the items, The divergence in expectations does not appear alarming or harmful to personal and professional relation— ships between members of the two groupsq 6V The community school directors were perfect and al— most perfect in defining expectations held by Mott Program administrators and selected community leaders respectively in regards to the selected items, It would be reasonable to conclude that little or no conflict would arise from these areas of accurately defined agreementsu Expectations held by parents were not quite as accurately defined by the 156 community school directors. The evidence does not indicate any inconsistency in the relationships between community school directors and parents. 7. The community school directors made inaccurate defi— nitions in 4 items for parents and created conflicting expec— tations where none existed. It would appear that no signifi— cant misunderstanding should result from the false definitions nor should there be any threat to satisfactory human relationships. 8. In three items for parents and one for selected com— munity leaders, divergent expectations were held regarding the selected aspects and the community school directors failed to identify the extent of disagreement. This could generate an atmosphere of discontent and the reasons would not be apparent to the community school directors. However, the extent of divergent does not appear serious. 9. With the relatively low existence of conflicting expectations, it may be taken as evidence that the community school director"s position is fairly well integrated within the framework of the eight selected school neighborhoods. When interacting with the related others, the directors should encounter little frustration as consequences of role conflict. 10. Since there is fairly high agreement of role expec— tations between the community school directors and the re— lated others, the opportunity is present for the development 157 of a fairly extensive community school program with depth and quality. ll. All three groups impose upon the community school directors expectations of how he should act or behave in the described situations. When these expectations and the com— munity school director's definitions and expectations are essentially in agreement, the community school director probably encounters no difficulty in adapting his behavior to them. To the extent that his beliefs, definitions of others' expectations, and the expressed expectations of the reference groups are significantly different, the community school director is placed in a position of potential role conflict. 12. Since the community school program is well publicized in Flint, most people have some knowledge of its operation. Therefore, the role as defined by the measure used may have been interpreted as what an “ideal" director would do. Consequently, this interpretation may have accounted for the similarity of responses among the different groups. Chapter VII contains recommendations and implications for further research. CHAPTER VII RECOMMENDATIONS AND IMPLICATIONS FOR FURTHER RESEARCH Recommendations The findings of this study were clearly on the posi— tive side with many areas of agreement which can be used as a starting point in developing a strong community school pro— gram for the eight selected inner—city school neighborhoods. In accordance with the assumptions underlying role theory, the community school directors in working with the three reference groups should experience job satisfaction at an optimum level, with dissatisfaction at a minimum. Together with job satisfaction, the possibilities for above average efficiency, productivity and morale should be at a maximum. Since the duties of the community school directors are al— ready numerous, efforts should be made to add sufficient depth and quality to existing programs rather than expanding the responsibilities for the position in its present form. Since the community school directors apparently possess a clear image of the expectations held by parents and selected dommunity leaders, they should be a definite 158 159 part of any future planning concerned with the eight inner— city schools and their community school programs. Adequate lines of communication between the community school directors and parents should be maintained if there is to be an increase in convergence of role expectations. It is unlikely that there will be unanimous agreement or disagreement between the two groups regarding what the com— munity school director should or should not do. Attempts should always be made, however, to narrow the gap of misunder- standing whenever it exists. It may be conceded that some areas of confusion may be due to insufficient knowledge by parents of some aspects of the organization of professional education. Intensive efforts should be made to improve the level of expectations held by parents. All aspects of the pro— fessional role of community school director should be made available to parents whereas they can be in a position to make a definite decision. Implications for Further Research Sometimes, hypotheses are not stated in such a way as to convey an investigator's real anticipations; instead, they are stated in a manner to assist in giving structure to an organized study. Originally, the investigator felt that there would be more conflicting situations than the study has indicated, particularly between the community school 160 directors and selected community leaders. Since there was noticeable criticism of the community school program coming from the community leadership group, it was assumed that the majority of role conflict would exist between this group and the community school directors. However, the anticipated role conflict between the two groups failed to materialize at an appreciable level. On the other hand, a few more conflicting expectations existed between parents and community school directors, but again, the conflict did not exist at an appreciable level. Since most of the Mott Program ad— ministrators are former community school directors themselves, and at the same time, they are responsible for the orien- tation and training of present directors, little or no con- flict was anticipated between the directors and administrators. The findings of the study supported the latter contention. Earlier in the study, it was noted that Brookover (7) defined role expectation as an evaluative standard applied to an incumbent of a position. In this instance, the term re— fers to what should happen, not to, what will happen in the sense of anticipation. It was also noted that Getzel and Guba (29) made an effort to expand the use of role theory as an analytical tool. Their arguments were presented in a paper with a two—fold purpose, (l) to describe a socio- psychological theory of social behavior having broad appli- cation to the area of administration and (2) to illustrate the application of the theory to major issues in 161 administration. It was further noted that certain elements of role theory were applied to the study of organizations by Bidwell (6). Doyle (19), Smith (59), and others have demon- strated the use of role theory as an analytical tool in the study of both the internal and external aspects of an edu— cational organization. Using role theory as an analytical tool, the findings of this study would suggest that the com- munity school directors should experience a high degree of job satisfaction when working with the three reference groups——parents, selected community leaders, and Mott Program administrators. The findings also would suggest that the efficiency, productivity, and morale on the part of directors should be at an optimum level due to the high degree of convergence which is usually succeeded by a reduction in frustration caused by role confrontation. Whether or not the directors actually experience a high degree of job satis- faction is a determination in which the investigator can not be entirely certain. The Presence 9f Conflict However, after intensive observation, there still appears to be the presence of conflict or at least discontent between the citizens in the eight selected inner—city neighborhoods and the community school program. If this conflict or discontent is significant, the source is apparent- ly not within the framework of role expectations concerned 162 with parents, selected community leaders or Mott Program ad— ministrators. In search of explanation concerning the ap- parent conflict or discontent, there appears to be four possibilities, (1) if the conflict is connected with role expectations, the conflict is not significant; (2) role con— flict could exist, but role theory was not an adequate tool for uncovering this conflict; (3) the discontent is not con— cerned with role expectations, but rather, with the selection and training, or adequacy of the community school director's work; or (4) the discontent does not rest with the community school director's position, but it lies elsewhere in the organizational structure for the community school program. In the opinion of this investigator, there is believed to be significant discontent or conflict somewhere in the operation of the community school program and this discontent is con— cerned with one or both of the latter two explanations, rather than the former two. Therefore, this section is con— cerned with raising questions to give direction for further research. Background Information As mentioned on several occasions during the develop- ment of background information for this study, theoretically, the community school directors are charged with the perpetu— ation of the community school concept in the City of Flint, Michigan. It was indicated that the individual neighborhood 163 community school programs in Flint differed according to location and neighborhood makeup, thus creating a variety of community school programs. It should be further noted that from its inception the community school program was a partnership arrangement and has been largely sponsored by the Mott Foundation. From this arrangement, the community school directors became closely identified with the Mott Foundation. In fact the association appeared so strong that in many quarters, the community school directors were con— sidered the chief liaison between the Foundation and the school and community. The association between the community school director and the Mott Foundation seemed understandable since the Foundation at one time furnished the greater portion of the director's salary. With such an arrangement, the director tended to look in two directions for supervision——the Mott Program and the K-12 divisions of the Flint Public Schools. The split in supervision could have created role conflict for the position——a type of role conflict not covered in this study. Today, the larger portion of the director's salary is paid from tax sources with the lesser amount being supplied by the Mott Foundation. In the meantime, the director still looks in two directions for supervision——the building princi— pal and the Mott Program. 164 The Presence of Criticism During the time this investigator was serving his internship in Flint, Michigan,and again during the time this study was being conducted, a barrage of negative criticism was leveled at many of the practices and activities of the Mott Foundation. The criticisms centered mainly at those activities sponsored by the Mott Foundation which were limited to a large extent to the neighborhoods selected for this study. Several leaders of those expressing dissatis— faction were among respondents selected as community leaders in this study. Since the community school directors are considered by many as at least unofficial representatives of the Foun— dation, and at the same time, they have the responsibility of perpetuating the community school concept, it seemed only logical to assume that the discontent would have some carry— over into the position of community school director. How— ever, it was surprising to find so few conflicting situations regarding the selected aspects between the community school directors and the two external reference groups——parents and selected community leaders. In interviewing a number of parents and selected community leaders, the investigator re— ceived the impression that the respondents had considerable knowledge of the association between the community school di- rectors and the Mott Foundation, including the partnership arrangement for salary purposes. It was the impression that 165 for criticism purposes the association between the two was ignored and the Foundation became the target for criticism while the position of community school director with its duties and responsibilities appeared to be fairly well accepted. It should be noted that the neighborhoods used in this study were largely Negro, with the respondents both parents and selected community leaders being predominantly Negro. It also should be noted that the Mott Foundation is apparently thought to be a power structure in the city due to its broad financial resources. In the last two years, a few of the Foundation's sponsored projects have not been channeled through the community school directors, but rather, other personnel in the school system have been used. It ap- pears now that the criticism has been intended to keep the activities of the Mott Foundation in check, and at the same time, assure the protection of the citizenry from any possible domination or exploitation. If the latter is the case, the position of community school director could have very well been exempted from the criticism. Possible Presence 9f_Distrust Further study would appear to be essential in an ef— fort to determine whether or not there is significant mount— ing fears of any possible control and domination on the part of the Mott Foundation. Although it is very possible that 166 any such fears may be unfounded, the mere presence of any distrust at a significant level could prove detrimental to any worthwhile program. Every effort should be made to un— cover any misunderstanding and eradicate it as soon as possible. It is the opinion of this investigator that criticism in itself is not necessarily detrimental, but rather, it can serve to save an organization from making dis— astrous mistakes, and thus permitting the welfare of all con— cerned to be significantly improved. There is a strong possibility that the presence of any discontent could find its source beyond the boundaries of the eight neighborhoods, the Mott Foundation, and the City of Flint. There appears to be a nation-wide practice to hold in suspicion any higher echelon body who make plans, make policies and administer services and at the same time fail to include representation from those being served in the decision—making process. The Civil Rights Movement has demonstrated this discontent where a large segment of the governed are not included in the policy—making structure. Students on several university campuses have also displayed discontent where they did not feel the freedom to speak out. There was a noticeable absence of Negroes being included in the top administrative, planning, and decision—making posi- tions—-both in the school system and the Mott Program. Further study would be desirable in this area to determine 167 if the present decision—making structure is one which can receive the respect of those being served. In many cases, people may agree on the duties, responsibilities or services, but may have no faith in those individuals appointed to carry out the tasks. During the course of several interviews, some questions were raised as to whether or not some individuals—-some directors among them-—possessed the necessary abilities and qualities to effectively fulfill their tasks. It might be advantageous to determine through further study that those individuals appointed to carry—out certain duties and responsibilities can ascertain the respect of those being served. Lack of Goals and Objectives It was noticeable that no over—all community—wide plan——defining the goals and objectives of the Flint Public Schools and the community school program—— existed. It seems quite practical now—a—days for most school systems to formulate a city—wide citizens” committee to study the needs, objectives and make recommendations for the systems. In this way, the needs, both present and future, can be defined. Problems existing both in the school system and the community can be determined through the use of such committees. Usually after the problems have been defined together with their in- tensity and scope, recommendations are made to the school system. The recommendations normally serve as guidelines for 168 the board of education and the administrative staff. Using the guidelines, the administrative staff can organize and be— gin to seek solutions to the problems. In the Flint school system, the determination of needs, the definition of problems and their solutions appear to be left largely to individuals in the higher echelon positions. The community school concept as it is applied in Flint seems to permit the local building principals and community school directors to define problems and administer solutions at the neighborhood level. The literature tends to emphasize the use of com— munity councils at the neighborhood level for planning and co—ordination by the community school director for the com— munity school program. With the use of these neighborhood community councils throughout the city, a city—wide community council is to be developed by a pyramiding process. The city-wide committee is to be achieved by each neighborhood council sending representatives to a regional council: and each regional council sending representatives to the city— wide council. Although this plan has been mentioned in the literature for a number of years, this objective apparently has never been achieved. There are a few councils operating at the neighborhood level, but from an observational vantage— point, they do not appear to be used for planning and co— ordination purposes. It appears to the investigator that these councils, where they exist, are used by the community 169 school director for no other purpose than to make friends with citizens or just to get their approval for something he is already doing or planning to do. In the opinion of the investigator, the Flint school system is in need of thorough study by a citizen's committee to determine and define its problems and needs. The study should include as part of its purpose, the determination of which positions in the organizational hierarchy will handle what duties. The Need for Evaluation Further study seems needed to determine whether or not the community school program and the work of the com— munity school directors have been effective and efficient. The proposed evaluation should be in terms of the goals and objectives of the program. Whether the goals were to reduce juvenile delinquency, improve the academic performance of children, develop needed skills among the unemployed or even other objectives, some evidence should be gathered to deter— mine how well the objectives are being met, and at the same time, to determine what is left to be done. Several reference groups can agree on role expectations for a certain position, but this does not mean that the duties and responsibilities are being carried out effectively——only that they should be. Presently, there is no systematically collected evidence to definitely say that the community school program, as it is operated in Flint, is effective. 170 Comparing the Flint system with other school systems can not necessarily be considered a valid evaluation. The reason why evaluation by comparison is not necessarily valid is because problems differ in their definition from city to city——the deprived child of Flint is not necessarily the equivalent of the deprived child of New York or the delin- quent boy in Chicago is not necessarily the same as the delinquent boy of Flint or Detroit. Intensive study on a broad scale of such problems as delinquency and deprivation is a rather recent development. There may be some common elements ingrained in the mentioned problems, but comparative studies analyzing the problems from place to place are very much in need. At present, it seems that each school system must evaluate its effectiveness in terms of its own objectives problems, and community make—up. It is rather difficult to believe that the community school program is really effective when some programs are offered only one day a week for a one or two hour period. For instance, the teen club is designed to assist in curbing juvenile delinquency, however, this activity is usually offered in a school once a week for two hours. A two hour teen club offered during the early part of the week and a two hour roller—skating activity on Friday will not do much to curb delinquency. The attitudes associated with delinquency are often formed very early in the lives of children. Since these attitudes apparently have developed over a span of 171 several years, it seems almost essential to employ frequent, consistent, and intensive efforts to change attitudes. Possible Lack 9f Co—Ordination In the opinion of the investigator it seemed notice— able that the community school program was not very well co- ordinated with other existing programs. As an example, a child takes a "Reading For Fun“ class one afternoon a week which is supervised by the Mott Program, but the child also takes reading in his regular school class which is super— vised by the instructional department of the K-12 division—— the two sources of supervision for instructors teaching the reading classes appear to be separate and non—cooperative. If the assumption is true, the practices could very well raise questions as to the effectiveness, and at the same time, create discontent among the citizenry. The Director's Work Load The questionnaire used in this study contained 68 items-—describing duties and responsibilities for the position of community school director. The directors themselves tended to agree that 63 of the items were their responsibili— ties. It is hard to believe that one person could give ade- quate attention to the several areas which the work load represent and, at the same time, be effective. Some of the duties appeared to be very time consuming. It is well under- stood that some of the services are offered only 172 once—and—a—while and others once a week. But, the recre— ational aspect of the program alone is a full—time job in it- self. All the schools offered a comprehensive recreational program. Working with delinquent boys can be a time consuming job because one can not offer attention to them in one instance and turn it off in the next instance, and at the same time, consider the approach effective. It seems that the directors have no choice but to give more attention to certain activities and leaving others in need of more consideration. Consequently, it is noticeable that some di- rectors emphasize adult education, others emphasize recre— ational and enrichment activities, and still others emphasize working with juvenile delinquents or community problems. It appears that a broader trained staff including several kinds of specialists will be needed to assist the director--which does not exist at present—-to offer an effective program, but this matter no doubt will have to be determined by further study. During the course of this study, the community school director's duties and responsibilities were categorized under five generalized roles—-(l) social work, (2) administrative, (3) teaching, (4) liaison, and (5) professional education. It is understood that the director is not each of these roles, such as a social worker, teacher, or an administrator, 173 but his position is that of community school director and the position includes some aspects of the generalized roles. There may be some questions as to whether or not any of the classifications are definitive enough. How well each cate- gory should be defined and how much attention should be given each will have to be determined by further study. After the needs are properly determined, content for each category can be determined. Questions can be raised whether or not the director is seriously fulfilling any of the generalized classifi- cations, such as social work or liaison work. The question may also be raised as to whether he should attempt such specialized tasks. After considerable observation, there are signs indicating that the community school directors are making gestures in the direction of social work. There was little or no evidence by observation indicating that the director advise the principals and the teachers as to the community's needs and problems. In fact, there appears to be very little interaction between the community school di— rectors and teachers. _Number of Reference groups The position of community school director appears to have entirely too many reference groups. This study used three reference groups-~parents, community leaders, and Mott Program administrators. Cowan's (16) study revealed three 174 other groups—-teachers, principals, and adult education co— ordinators. Children can be adequately considered a reference group and no doubt, there are others. Having to work with such a large number of reference groups, the director almost is certain to experience some frustration which will affect his effectiveness. It might be well worthwhile to study the organizational arrangement to reduce the number of related groups. Director's Qualifications The literature tended to point—up the fact that the community school directors are usually young men and physical education teachers. The present study indicated that eleven of the seventeen community school directors responding were under 29 years of age. Five years ago, thirteen of twenty- three directors were under 29 years of age and at that time, there was no information for three (16:62). The present study also revealed that seven of the seventeen directors were physical education majors and five years ago thirteen of twenty—six directors were physical education majors. There were some directors who did not possess training in education. Only one of the seven physical education majors in this study actually held a Master's degree. Although the major for some may not have been physical education, where the director taught classes, these classes in most instances were physical education. The duties and responSibilities 175 agreed on in this study by community school directors, se- lected community leaders, parents and Mott Program adminis— trators tended to require more specialized and intensive training at a level the present directors have not obtained. It seems essential that further study is needed in the area of job qualifications for the position of community school director. It does not seem logical that only young men and physical education teachers are best suitable for the position's responsibilities. There is some doubt on the part of this investigator as to whether the present directors are sufficiently equipped to interact meaningfully with citizens from all walks of life. No doubt other age groupings and specialized training areas could possibly add considerable depth and quality to the community school program. At present, the community school program tends to reflect the selection process--the programs are top-heavy with recreation. ‘Adequacy _f_the Director's Training The Economic Opportunity Act of 1964, which is de— Signed to declare war and eradicate poverty, appears content~ wise to have aspects Similar to those defined responsibili- ties of the community school directors. The anti-poverty legislation is intended to approach the solution of poverty from many different angles. No doubt, if the City of Flint or at least the Board of Education conSiders using some of the resources obtainable under the act, the community school 176 directors will be included in the administration of the pro- grams. The question that can be immediately raised, are the directors with their present training and orientation sufficient to initiate an effective anti—poverty program? Should the responsibilities be divided into more specialized roles and assigned to a number of individuals? WOuld it be advisable to use individuals from a variety of disciplines? Further study should prove helpful in answering these ques— tions in an effort to determine the best methods of imple— menting the anti—poverty program. Possible Re—Organization If it can be established that discontent does exist between some aspects of the community school program and the lay citizenry and this discontent is significant, no doubt some rearrangements in organizational structure will have to be made. It is also certain that some organizational ar— rangements will have to be made to accomodate the anti- poverty program. To develop any efficient line-staff arrange— ment, some experimentation will be needed——using several alternatives in an effort to secure the best possible approach. For an experimental study, the investigator would suggest the use of an assistant superintendent or a department head for extended services. This assistant superintendent would be responsible to and report directly to the superin— gendent of schools. In Flint at present, there is an 177 associate superintendent for the Mott Program (extended pro— gram), but from an observational view—point, this individual is responsible to the Mott Foundation as well as to the superintendent. This may not be the best arrangement for a school system. In the proposed arrangement, the extended program would include adult education, health, and other com— munity action programs. The services of the community school director would be a part of the extended services division. However, it may be more appropriate to divide the responsibilities and duties of the director into more specialized roles such as social work, liaison, or recreation. The specialized functions would be assigned to a number of individuals ac- cording to qualification. It may not be necessary to have a social worker or a liaison person in each neighborhood school. However, the schools could be grouped into regional areas and the specialized services could be provided on a regional basis. The assistant superintendent's staff would include consultants for such specialized areas and these people would provide leadership and assistance in those working in the field. The specific content for each specialized role would have to be determined by further study of the needs and problems peculiar to Flint and its neighborhoods. If the discontent is found to be related in any way to the organir zational arrangement or program content, an experimental study in search of new approaches may prove worthwhile 178 Limitations 2; the Community School Concept As has already been indicated, the community school concept as it is now perpetuated may be questioned as not being broad enough to meet present needs. Due to the constantly changing technological processes, approaches to many problems have been altered, With the many changes, has come new interpretations concerning the problems of high school dropouts, cultural deprivation, poverty, and de- linquency. The community school concept may be too limited to accomodate the necessary changes. According to the literature, in Flint the emphasis appears to be on the maxi- mum use of school buildings. The question may be asked, are the school buildings adequate in themselves to fully meet the emerging needs of the total community? Even if all the agreed duties and responsibilities were being accomplished, many services would need the facilities of other establish— ments because the schools are not equipped to the point of satisfying all necessary needs. Further study could offer some insight into developing methods of cooperation, co- ordination and implementation of services provided by a Variety of social and welfare agencies including the school. Social Change In terms of organizational theory, role theory tends not to be an analytical tool for offering any interpretations concerning social change within an organization or SOCial 179 system. Since role expectations do not fixate any behavior permanently, normally one does not think of social change in terms of agreement on duties and responsibilities. As a general rule, social change is preceeded by deviant behavior or the use of a change agent. But, since the agreement in this study was quite high, particularly between the community school directors and Mott Program administrators, there could arise some questions regarding the stifling of change within the community school framework. It appears that the hiring practice in obtaining community school directors has been one based on age (young men), friendship, possibility of loyalty, and common subject-matter preparation (physical education). With this sort of hiring practice, common think— ing can easily develop. It is feared that too much agreement might stifle Change with regard to policies and practices in the community school program. It was observed that a great deal of attention is being given to publiCity by the Mott Program. The local newspaper tends to carry numerous and long articles concern- ing the community school program. Radio stations also devote considerable time to perpetuating the community school con- cept. In fact, there is one radio program known as “Meet Your Director,“ a fifteen minute weekly presentation with a community school director as guest. With the extensive use of mass media. most people have the opportunity to be informed of the director's responsibilities and duties. However, 180 several questions can be raised. Are the people really enthusiastic about the community school program? Do they just accept these activities as normal practices? Are they committed to aiding the school system and the Mott Program in fulfilling the program's objectives. There are some serious doubts in the area of commitment since there is a difference in agreeing to aspects of a position and actually accepting them for oneself. Therefore, some attention through further study should be focused on social change——both for changes that have taken place in the past and the possi- bilities for changes in the future. Summary In summary, when using the results of this study, caution must be adhered to in several areas. First, the ap- parent acceptance by agreement of the community school di- rector's position can not be necessarily equated with full acceptance of all Mott Foundation programs. Secondly, ac— ceptance of the position does not mean that all of the activi— ties are effective, are being accomplished or are believed to be. Thirdly, the results do not mean that additional activi— ties will be acceptable or unacceptable. Fourthly, the re— sults do not indicate that the present organizational ar— rangement is the best possible. Fifthly, the results do not indicate that the position will be equally acceptable in other neighborhoods in the City of Flint, Michigan. 181 Suggestions for Further Study 1. Since there appears to be some indications of dis— trust stemming from the relationship of the Mott Foundation and the Flint Public Schools, efforts should be made to de— termine the nature, and extent of this discontent together with methods of eradicating any misunderstanding. 2. It appears that study is needed to determine if the decision-making structure for the community school program is one in which the respect from all citizens can be ascertained. 3. Further study to determine whether or not that those individuals appointed to carry—out certain duties and re— sponsibilities can gain the respect of those being served. 4. The Flint school system is apparently in need of a thorough study by a citizens" committee to determine and de— fine its problems and needs. The study should include as part of its purpose, the determination of which positions in the organizational hierarchy will handle what duties. 5. Further study is also needed to determine whether or not the community school program and the work of the community school directors have been effective and efficient. 6. Further study could determine the appropriate content for classifications of the community school director's posi— tion should be determined based on needs. 182 7. Some study seems necessary to develop ways in as— sisting the school in making better use of the community school director's liaison and social work roles. 8. Study of the number of reference groups related to the position of community school director seems worthwhile to decide the desirability of such a large number of related groups. 9. Some attention seems needed in the area of job qualifications for the position of community school director in an effort to determine if a variety of age groupings and discipline areas can be used successfully. 10. Further study should prove helpful in determining the best methods of implementing the anti—poverty program. ll. Some experimentation seems needed in the school system's organizational structure to search for more appropri— ate methods of implementing the community school program. 12. Some attention through further study should be given to developing methods of cooperation, coordination and imple— mentation of community school services with those of other social and welfare agencies. 13. Some concern would be desirable towards the exact relationships between the community school program and the regular school program and the extent of integration between the two programs measured. 14. Since there was a high degree of convergence concern— ing the community school director's position in this study, 183 further study seems desirable to determine if agreement will or have stifled change within the framework of the community school program. 15. This study concerned itself with neighborhoods in the inner—city area of Flint. It might be well to determine if conflicting expectations are held by parents and citizens in other areas since the services are not exactly the same for the entire city. 16. Efforts should be made to investigate whether or not existing programs have sufficient depth and quality to pro— vide maximum benefits to the consumers of the community school program. If sufficient depth and quality are found to be lacking, the investigation could be concerned with determining methods of increasing the depth and improving the quality of offerings. 17. Since Cowan's (16) study indicated considerable conflict between the community school directors and teachers, additional research should be considered to determine if the high level of conflict still exists. If so, the reasons for the conflict should be determined. 18. Analysis of the community school director"s training should be made to determine if the content of study is ade- quate to permit him to fulfill his many duties and responsi— bilities in the most effective manner. SELECTED BIBLIOGRAPHY Numbered Consecutively for Cross Reference 10. SELECTED BIBLIOGRAPHY American Association of School Administrators. Educational Administration i3 the Changing Community. Washington, D.C.: National Educational Association, 1959. Argyle, Michael. "The Concepts of Role and Status," The Sociological Review, 44:39—42 (1952). Bailey, Edwin R. “Perception of Flint Community School Program Held by a Selected Sample of Flint Community Leaders," Mimeographed paper, A study conducted with the support of a Mott Foundation Fellowship, The Col— lege of Education, Michigan State University, East Lansing, Michigan, 1959. Bates, Frederick L. "Position, Role and Status: A Re— formulation of Concepts," Social Forces, 34:4: 313— 321 (1956). Bidwell, Charles E. "The Administrative Role and Satis— faction in Teaching,” Journal g: Educational Sociology, 29:41—47 (1955). ”Some Effects of Administrative Behavior: A Study in Role Theory,” Administrative Science Quarterly, 2:163-181 (1957). Brook0ver, Wilbur B. ”Public Images and Expectations of Teachers,“ College 2f Education Quarterly, Michigan State University, 3:4: 7—12 (1957). I1 "Research on Teacher and Administrator Roles, The Journal 9; Educational Sociology, 29:1: 2—13 (1955). Buehring, Leo E. "New Pattern: Community Schools," The Nation"s Schools, 61:1: 35—39 (1958). Campbell, Clyde M. ”The Community School Director," The Community School And Its Administration, Pub— lished by the Mott Program of the Flint Board of Edu- cation, 2:3 (1963). 185 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 186 . A Community School Director in Action," Th3 Community School ggg its Administration, Published by the Mott Program of the Flint Board of Education, 2:5 (1964). Campbell, Merton V. "Teacher—Principal Agreement on the Teacher Role," Administrator's Notebook, 7:6: 1-4 (1959). Census Tract Project, Flint and Genesee County. 'Planning Begins With People, The Council of Social Agencies of Flint and Genesee County, Michigan 1963. Charters, W. W., Jr. "The School as a Social System,“ Review 9; Educational Research, 22:1: 41—50 (1952)r Chilcott, John Henry. "A Study of Teacher Role Expec— tations." Unpublished Ph.D. dissertation, University of Oregon, 1958. Cowan, Alton W. "The Flint Building Director: Role Expectations Held by Relevant Groups." Unpublished Ed.D. dissertation, Michigan State University, 1960. Cowan, Persis Hamilton. "Teacher Role Perception in Colleges and Universities.“ Ed.D. dissertation, Stanford University, 1956. Dixon, Wilfrid J. and Massey, Frank J., Jr. Introduc— tion 29 Statistical Analysis. New York: McGraw—Hill Book Company, Inc., 366—370, 1957. ‘ Doyle, Louis Andrew. "A Study of the Expectations Which Elementary Teachers, Administrators, School Board Members and Parents Have of the Elementary Teachers' Role." Ed.D. dissertation, Michigan State University, 1956. Ellsworth, Allen Simmons. “Role Analysis in a Voluntary Organization.“ Ph.D. dissertation, New York Uni- versity, 1962. First, Joan M. "The Community School Concept," Michigan Education Journal, 37:16: 503—507 (1960). Flint Board of Education. "A Handbook for New Teachers," The Flint Community Schools (1963). ' “The Community School Director and his Role in Flint Community Schools,” prepared and distributed by the Mott Program, 1961. 24. 25. 26. 27. 28. 29. ' 30. 31. 32. 33. 34. 35. 36. 187 "Developing Organizational Teamwork," Evalu— ation Check—List, 1959. . Personnel Directory, 1964—65. Garrett, Henry E. Statistics in Psychology and Edu— cation. New York: Longmans, Green and Co., 1958. Gass, Lloyd Cecil. "Parent and Teacher Perceptions of the Role of Elementary School Teachers." Ed.D. dissertation, Stanford University, 1959. Getzels, J. W. and Guba, E. G. "Role, Role Conflict, p! and Effectiveness: An Empirical Study," American Sociological Review, 1922: 164—175 (1954). "Social Behavior and the Administrative Process," The School Review, 64:4: 423—441 (1957)° "The Structure of Roles and Role Conflict in -,V a Teaching Situation,“ Journal 2; Educational Sociology, 29: 30-40 (1955). Goode, William J. “A Theory of Role Strain," American .W Sociological Review, 25:4 483-496 (1960). Greenhoe, Florence. Community Contacts and Partici— pation 9; Teachers. American Council on Public Af— fairs, Washington, D.C.: 1941. Gross, Neal C., Mason, Ward S. and McEachern, A. W. V, Explorations lg Role Analysi . New York: Wiley, 1958. Halpin, Andrew W. Leadership Behavior 2f School v! Superintendents. Chicago: University of Chicago Press, 1956. Hanna, Geneva and Haskew, L. D. ”The Organization and Administration of the Community School," The Fifty— ____________. _—_.____ Edited by Nelson B. Henry, Distributed by the Uni— versity of Chicago Press, Chicago, Illinois, 127—144, 1953. Hartley, E. L. Fundamentals 9: Social Psychology. New York: Alfred A. Knopf, 1952. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 188 Hoffman, James David. "A Study of the Perceptions That b/ Administrators, Elementary Teachers, Consultants, and ' Special Area Teachers Have of the Elementary Special Area Teacher and Consultant Role." Ed.D. disser— tation, Michigan State Universtiy, 1959. Holden, Leonard W. "Administrator Roles in Secondary Education as Identified by Secondary Principals and Teachers." Ed.D. dissertation, Stanford University, 1959. Hughes, Everett C. “Dilemmas and Contradictions of ‘z’ Status,” The American Journal pf Sociology, 50:5: 353—359 (1945). Hunnicutt, C. W. "The Community School as a Social Society for the Study g; Education, Partjll The Com— munity School, Edited by Nelson B. Henry, Distributed by the University of Chicago Press, Chicago, Illinois, 179—194, 1953. Linton, Ralph. The Cultural Background pf Personality. New York: D. Appleton—Century Co., 1945. Major, John, Sciezka, Lou, and Tasse, Lou. "The Role of the Community School Director,“ paper mimeographed paper prepared for graduate class, Eastern Michigan University, 1956. Manley, Frank J. "Flint Strikes Fire," NEA Journal, 48: 3: 50—52 (1959). Manley, Frank J. and Stebbins, Marion. "Mott Enrichment Program of Flint, Michigan," Education, 83:6: 334— 336 (1953). Manwiller, Lloyd V. ”Expectations Regarding Teachers," JOurnal 9; Experimental Education, 26: 315—354 (1958). McNemar, Quinn, Psychological Statistics. New York: John Wiley and Sons, Inc., 1962. Melby, Ernest O. Administering Community Education. Englewood Cliffs: Prentice—Hall, Inc., 1955. Melton, Joseph- "Perceptions of the Idea and Actual Role of the Elementary School Principalship." Ed.D. dissertation, Wayne State University, 1958. 49. 50. 51. 52. 53. 54. n 55. 56. 57. 58. 59. 60. 61. 189 Mott, C. S. Harding. “The Flint Community School Con— cept as I See It," Journal 2; Educational Sociology, 23:4: 149—161 (1959). Neiman, Lionel J., and Hughes, James W. "The Problem of the Concept of Role-~A Re—survey of the Literature,“ Social Forces, 30:2: 141—149 (1951). Nelson, Lawrence 0. “Role Expectations For Selected College and University Presidents.“ Ph.D. disser— tation, Michigan State University, 1960. Newcomb, Theodore M. Social Psychology, New York: Dryden Press, 1950. Nonnamakers, Eldon Ray. "The Role of the Enrollment Officer at Michigan State University." Ph.D. disser— tation, Michigan State University, 1959. Parsons, Talcott. The Social System. Glencoe, Illinois: The Free Press, 1951. Sarbin, Theodore R. "Role Theory,“ Handbook 9f Social Psychology, Vol. I, Edited by Gardner Lindzey, Cam— bridge, Mass: Addison-Wesley Publishing Co., 223—258, 1954. Schroeder, Wayne E. “Role Expectations of State Super— vision in Vocational Agriculture." Ed.D. disser— tation, The Ohio State University, 1962. Seeman, Melvin. ”Role Conflict and Ambivalence In Leadership," American Sociological Review, 18:4: 373— 380 (1953). Smith, Ewart E. ”The Effects of Clear and Unclear Role Expectations on Group Productivity and Defensiveness, Thg Journal 9j_Abnorma1 Egg Social Psychology, 55: 213—217 (1957). Smith, Rex Beach. “A Comparative Study of the Expec- tations Which Teachers, Administrators, School Board Members and Citizens of Three School Districts Have of the Teacher‘s Role in School and Community." Ed.D. dissertation, Michigan State University, 1960. Solby, Bruno. ”The Role Concept in Job Adjustment,” V, Sociometry, 7:213—29 (1944). Soles, Stanley. “Teacher Role Expectation and the Internal Organization of Secondary Schools,“ The Journal 9; Educational Research, 57:5: 227—235 (1964). V’ 62. 63. 64. 65. 66. 67. 68. 69. .700 71. 72. 190 Sorenson, A. Garth, Husek, T. R., and Yu, Constance. "Divergent Concepts of Teacher Role: An Approach 9” to the Measurement of Teacher Effectiveness," Journal 2: Educational Psychology, 54:6: 287—294 (1963. Southall, Aidan. "Operational Theory of Role," Human V’ Relations, 12:1: 17—34 (1959). Stebbins, Marion. "After—School Program," Childhood Education, 39:9: 430—434 (1963). Sweitzer, Robert E. “The Superintendent's Role in Im— proving Instruction," Administrator's Notebook, 6:8: 1—4 (1958). Terrien, Frederic W. ”The Occupational Roles of Teachers,” The Journal 2; Educational Sociology, 29: "x 1: 14—20 (1955). Turner, Ralph H. "Role—Taking, Role standpoint, and L/ Reference—Group Behavior," The American Journal 9; Sociology, 61:4: 316—328 (1956). Twyman, J. Paschal and Biddle, Bruce J. ”Role Conflict of Public School Teachers," The Journal 9: Psychology, 55: 183—198 (1963). Waite, Keith. "A Situational Analysis of the Teacher— Principal Relationship.” Ed.D. dissertation, Stan— ford University, 1958. Waller, Willard. The Sociology 9f Teaching. New York: Russell and Russell, 1961. Wilson, Bryon R. ”The Reacher's Role--A Sociological Analysis,” The British gggrnal 9f Sociology, 13:1: 15—31 (1962). Young, Clarence H. and Quinn, William A. Foundation For Living. New York: McGraw-Hill Book Company, 1963. APPENDIX 1 LETTERS AND INSTRUMENT USED IN THIS STUDY 1 Michigan State University East Lansing, Michigan January , Dear : We are currently conducting a study of expectations that various groups have for the role of the community school director. You have been selected as one of the participants. In order that our study can be as accurate as possible, we would appreciate it very much if you would complete the questionnaire in the next couple of days and send it to us in the enclosed envelope. In responding to the items on the questionnaire, please think of the community school directors who serve the neighborhoods in the following school areas: DOyle, Mary Street, Martin, Dewey, Roosevelt, Parkland, Clark, and Dort. The information will be used in preparing a doctoral dissertation at Michigan State University. In compiling the results, your name will not be used. Sincerely yours, JERRY D. CROSBY Michigan State University 192 193 Michigan State University East Lansing, Michigan January , 5 Dear : We are currently conducting a study of expectations that various groups have for the role of the community school directoro You have been selected as one of the participantse In order that our study can be as accurate as possible, we would appreciate it very much if you would complete the questionnaire in the next couple of days and return it to the school with your childo We understand that the question- naire is rather long, consequently, we will be doubly thank- ful for your cooperationa In responding to the items on the questionnaire, please think of the community school director or directors that serve your neighborhoodo The information will be used in preparing a doctoral dissertation at Michigan State Universitye In compiling the results, your name will not be useda When returning the questionnaire to the school, please seal it in the attached envelopeo Yours sincerely, JERRY D° CROSBY Michigan State University 194 Michigan State University East Lansing, Michigan January , 1965 Dear : We are currently conducting a study of expectations that various groups have for the role of the community school director. As a community school director, you have been se- lected as one of the participants, Since only a few directors are being used and the need for our study to be as accurate as possible, we would appreciate it very much if you would complete the questionnaire in the next couple of days and send it to us in the enclosed envelopea In responding, please think of the director's services to neighborhoods of the following schools: Doyle, Mary Street, Martin, Dewey, Roosevelt, Parkland, Clark, and Dort. In some way, you give service to one or several of these neighborhoods, For directors in the secondary schools, it is understood that the services are sometimes indirectly given to one, several or a part of one of the neighborhoods listed above; however, your responses will be valuable. The information will be used in preparing a doctoral dissertation at Michigan State University, In compiling the results, your name will not be used° Sincerely yours, JERRY D, CROSBY Michigan State University dicate whether or not Aspects of the Community School Director's Position The following statements refer to some aspects of the Community School Director's position in the Flint Community Schools. We would like you to in-a expect him.to do what is indicated in each statement. Ybu.may do this by'circ 0 in the right margin the Y'(yes) if you think he no should, or the N ) if you think.he should not. If you.have no idea concerning Know. what he should do for a.particu1ar statement, you.may circle the DK (don't your ideal expectations. Begin each item with, "I expect the Community School Director to." Then, choose the response you think best expresses the duties of the Community School Director. Please, respond in terms of your actual beliefs, not in terms of Director is human and that there is only so much he can do. I expect the Community School Director to: l. 2. 3. 7. 8. 10. ll. 12. Counsel and encourage adults, in need of more education Yes Y to reenter school for additional training and assist them in securing scholarship help when necessary. Serve as marriage counselor or seek help for those families having conflicts. Identify'health prOblems among needy and unemployed families and refer the families to the proper agencies for help. Assist in acquiring welfare services for those families needing help. ‘Work with the Juvenile Court in assisting youth having difficulty'with the police and assist those youngsters on probation. Assist needy families in providing proper nourishment and adequate clothing for their childreno Assist parents by acquiring assistance to aid.them in learning to prepare adequate meals for their families. Set up activities to aid in personality adjustment for those individuals needing such help. Assist in developing leadership skill among individuals in the community. Set up activities to curb juvenile delinquency among teen-agers in the community. Set up activities to rehabilitate adults having dif» ficulty with the law. Give leadership in the formation of block clubs. Y 1'4 Remember, when responding that the Community School CIRCLE ONE No Don‘t Know N DK N DK N DK N DK N DK N DK N DK N DK N DK N DK N DK N DK I enact the Community School Director to: 13. 11.; 15; 16. 17. 18. 19. 20. 21. 22. 23. 2h. 25, 26, 27. 28. 29. 30. 31. Give leadership in the formation of recreational clubs for the purpose of developing group unityc Assist minority groups in adjusting into the community at-large. Satisfy racial and ethnic groups‘ needs in the community. I Encourage peeple to vote at election time , and also to encourage them to take on civic re sponsibilities, Assist with Boy Scouts, Girl Scouts, and other similar youth groups. Visit homes of children to become acquainted with the parents. Use a community council for overall co-ordination of the evening school program. Assume leadership in his school in co-ordinating the work of the school with various Flint social agencies. Give talks to community groups for the purpose of inter- ‘ preting the needs and problems of the Flint school system. Participate in activities of local civic groups. Use commnity councils to improve relations between school and community. Promote the school and its facilities as the focal point for community meetings and activities. Attempt to identify adult leadership in the community. Be acquainted with such peeple as neighborhood businessmen. Use school services to help other social and'welfaxe agencies, such as Youth Bureau, Big Brothers, fulfill their obligations. Become acquainted 'ritli the nature of the continuity, such as knowing the occupations of area residents. Promote the school as the ideal agent for brinfing about better understanding among pe0ple for solving commity problems. Provide newspaper publicity as connmmity recognition for individual and group accomplishments. Work with church organizations in implementing the evening school program. Y 01mm on N DK N DK N DK N DK N DK N DK N DK N DK N DK N DK N DK N DK N DK N DK N DK N DK N DK N DK N r- 'V . .51.! -; .... run-HF‘PF '\ I '* . -'. . -.. ' - ' u .. - ' "| '. u I. ’I ’ . . . I. - l I I I . - .' . I ' . . . -- _ . . ' - 3-‘ ' 3.." o '5 _ ‘ l - .- - I I - . I I I 'I I l l - - l I I ‘l l - . _ . n ' ' I. I - . . . _I . - -‘- I . . .: l f . . . . . . . ' - . _ a: I . . . n . l . . . , . ' . -. fl. - ‘ ' .l I . 9 v. . I _ I . G . ‘ . I - I - I I l :7 I . . i . Q I, I expect the Community school Director to: 32. 33. 3h. 35. 36. 37. 38. 39. he. hl. h2. h3. hh. hS. us, In. Interpret to'community'groups problems faced by the Y Flint schools. Help identify'prOblems which are common to the community' I and.the school. the surveys of physical and.human resources within the 'Y community; Assist whenever possible in'arranging for fieldtrips, Y such as visiting industries, banks, businesses, etce Enlist the aid of businessmen in providing materials and Y supplies for various regular school activities, such as a TV dealer furnishing sets or antennas. Serve as a resource person in arranging for parents to ‘ '1 come into the regular school oregram.as resource persons, such as Showing travel films, discussing their occupations, etc. Provide students with Opportunities to solve their own I prOblems in the organised youth clubsn Take a regular school class on a camping trip during the I ‘weekends or holidays of the school year to learn about natural resources, etc. Permit children to share in planning what to study during Y the periods he is teaching regular classes (if he has re- gular classes). Serve as a resource person in planning for the use of Y community facilities and services, such as YIEA, Boy‘s Farm or Red Cross, as part of the regular school in- structional program. Counsel youngsters referred to him as "trouhle-makers" I by teachers or by the building principal during his non— teaching time or after school. Take a leadership role in urging school personnel to in- Y clude community needs aid problems as one basis for the instructional program of the school. Plan the evening school activities COOperatively'with Y adults, teachers, administrators and students. Schedule activities, such as dances, basketball games, Y during regular school v: ation oeriods (excluding summer). Plan adult activities involving different religious groups.Y Have authority to suspend children from evening school I activities. 3 CIRCLE ONE N N N N N N N N N DK E3 C2 DK DK DK UK DK DK 4W I expect the Gommnity School Director to! M. 149. 50. 51. 52. 53. 55. 56. 57. 58. S9. 60. 61 . 62. 63. 6h. 65. relations. Schedule commity school activities on Saturdays. Select volunteer adults to work with evening school programs. Be the person responsible for supervising all phases of the evening school programs Serve as arbitrator in neighborhood conflicts through plan- ning activities that will bring different social groups togethero Be the person who is responsible for co—ordinating his evening school program with all other commnity school programs in Flint. Plan men's clubs activities that are designed to increase understanding between labor and management. Be responsible for acquiring the evening instructors. Urge other school staff members to participate in after school activities such as teen clubs, dances, etc. Take the initiative in explaining to the building prin- cipal significant community needs and problems. Be a key person in his school responsible for infoniing key central office personnel of the types of adult edu- cation classes needed. Serve on various regular school problem cozrdttees. Assume leadership along with the principal in his school for encouraging interest of regular school teachers in comnity problems. Actively participate in tax levy campaigns for school funds. Be a key person in his school for helping regular school teachers become airare of human and physical resources available in the commnity. Be responsible to the principal for adziinistration of the evening school program. Have authority to reconmend that ineffective evening school instructors be discontinued in his school. Continue his personal education by attending college classes or reek-end 'rorkshops. Organize adult activities intended to improve interracial Y Y Y H; h CIRCUS ONE N DK N DK N DK N DK N DK N DK N DK N DK N DK N DK N DK N DK N DK N DK N DK N DK N DK U DK I expect the Community' CIRCLE ONE SchOOI Director to: - 66. 'Wbrk closely'with the building principal in planning the Y’ N DK evening school program. 67. Actively participate in professional associations devoted 'Y N DK to education. 68. Know Board of Education policies and enforce them.during Y N UK the evening school program. 69. live in the community area in which he works Y N DK 70. I believe the Community School Director should: a. be regarded as having the same status as teachers (CIRCLE ONE) b. be regarded as an administrator similar to that of the principal c. be regarded as somewhere between the principal and teachers d. have a unique position, not clearly administrative nor clearly teaching e. other 71. I believe that the Community School Director should: a teach half-day sessions as well as administer the after—school (CIRCLE ONE) program. b. teach full day'sessions and administer the after-school programs c. not teach during the regular school day, spending full time with the community school and after-school program. d. other 72. Assuming that teaching is part of his job, I think it is preferable that the Community School Director: (CIRCLE ONE) a. teach physical education (gym) b. teach subjects like homeroom, science, social studies, etc. o. makes no difference what he teaches d. Other 73. I believe the Community School Director schould: a. be required to enroll in jOb-related college courses (CIRCLE ONE) b. eggoll at his own Option in job-related college courses 0. 0 er 7h. Do you believe that women should be hired as Community School Director? (CIRCLE ONE) a. yes be no VfllY? _ 75. Do you.have any other comments which would help you express your point of view concerning the Community School Director's position? If so, please state below. Aspects of the Commnity School Director' 3 Position The following statements refer to some aspects of the Cohaunity School Director‘s position in the Flint Public Schools. First of all, we would like you to indicate whether or not 33 believe the director should do what is in- dicated in each statement. You may do this by circling in the left margin the I (yes) if you believe you should, or the N (no) if you believe you should not. We would also like to know mat you think other relevant persons expect of you in this po'sition. You may indicate whether or not you think the Parents, Community Leaders, and Mott Program Administrators expect you to do each. of the th’ as listed. You may do this by circling in the columns to the right a Y (3:23 or N (no). In responding to the statements, please think of the director's duties in” serving the neighborhoods of Doyle, Mary Street, Clark, Dort, Parkland, Harbin, Dewey, and Roosevelt Schools. Each director selected for this study serves directly or indirectly several, one, or a part of the neighborhoods listed above. Parents Community Nott Ad- I Believe expect leaders ex- ministrators I Should: _ me to: pect me to: expect me to: Y N l. Counsel and encourage adults, in need Y N Y N I N '4 N N N N of more education, to reenter school for additional training and assist them in securing scholarship help when necessary. 2. Serve as marriage counselor or seek I N Y N Y N help for those families having conflicts. " 3. Identify health problems among needy Y N 1' N Y N and unemployed families and refer the families to the preper agencies for help. 1;. Assist in acquiring welfare services I 21 Y N 1: N for those families needing help. 5. Work with the Juvenile Court in as- I N Y N Y N sisting youth having difficulty with the police and assist those youngsters on probation. 6. Assist needy families in providing Y N Y N Y N preper nournishment and adequate clothing for their children. 7. Assist parents by acquiring assistance I N Y N Y N to aid them in learning to prepare adequate meals for their families. 8. Set up activities to aid in personality 'I N I N Y N adjustment for those individuals needing such help. 9. Assist in developing leadership skills I N I N Y N among individuals in the community. Parents Commnity I Believe expect I Should? no to: Y N 10. Set up activities to curb juvenile Y N delinquency among teen-agers in the community. Y N 11. Set up activities to rehabilitate Y N adults having difficulty'with the law. Y N 12. Give leadership in the formation of Y N blocks clubs. Y N ‘13. Give leadership in the formation of Y N recreational clubs for the purpose of developing group unity. “Y N' 1h. Assist minority groups in adjusting I N into the cozmiunity at—lorgc. Y N 15. Satisfy racial and ethnic groups‘ I N needs in the community. Y N" 16. Encourage people to vote at election I N time, and also to encourage theynto take on civic responsibilities. Y N 17. Assist with Boy Scouts, Girl Scouts, Y N and other similar youth groups. Y N 18. Visit homes of children to become Y N acquainted with the parents. Y N 19. Use a community council for overall I N co-ordination of the evening school program. Y5 N 20. Assume leadership in his school in co— Y N ordinating the work of the school with various Flint social agencies. Y N 21. Give talks to community groups for the Y N purpose of interpreting the needs and orc— blcms of the Flint school system. I N 22. Participate in activities of local I N civic groups. I N 23. Use community councils to improve Y N relations between school and community. Y N 2h. Promote the school and its facilities '1 N as the focal point for corimnity'ncetings and activities. if Ii 25. Atterpt to identify adult leadership ff 3% in the community. 'Y II 26. Be acquainted with such people as I 3 neighborhood businessmen. Leaders ex- pect me to = Y N is '22: N N V N N I»; 2 tht Ad- ministrators expect me to: Y N Y N Y N Y N I N Y N f N f N I N Y N 1 N Y N I N I N f N I N . 3 Parents Community' Mott Adv I Believe expect Leaders ex— mini strators I Should: no t33 pect me to: expect me to: Y" N 27. Use school services to help other Y” N y N y N social and welfare agencies, such as Youth Bureau, Big Brothers, fulfill their obligations. Y N' 28. Become acQuainted with the nature of y‘ N y N Y N the community, such as knowing the oc- cupations of area residents. Y N 29., Promote the school as the ideal agent Y N Y N Y N for bringing about better understanding among people for solving community‘problems. Y N 30. Provide newspaper publicity as community'Y N Y N Y N recognition for individual and group accom» plishments. Y N 31.'Work with church organization in in» Y N Y N Y N plementing the evening school program. Y N 32. Interpret to community'griups pro- Y N Y N Y N blens faced by'thc Flint schools. Y N 33. Help identify'problems which are com~ Y N Y N Y N men to the community'and the school. N Y N Y N .4 is. Y N 3h. Nake surveys of physical and human resources within the community} Y N 35. Assist whenever possible, in arrang- Y N Y N Y N ing for ficldtrips, such as visiting in- dustries, banks, businesses, etc. Y N 36. Enlist the aid of businessmen in pro— Y N Y N Y N viding materials and supplies for various regular school activities, such as a TV dealer furnishing sets or antennas. N Ki 2 K: Y N 37. Serve as a resource person in ar— Y ranging for parents to come into the regular school program as resource per— sons, such as showing travel films, discussing their occupations, etc. Y N 38. Provide students with Opportunities Y N Y N Y N to solve their own problems in the or— ganized youth clubs. Y N 39. Take a regular school class on a camp— Y N Y N Y N ing trip during the weekends or holidays of the SChUJl year to learn about natural resources, etc. Y N No. Perz‘t'Lt children I?) share in planning Y N Y N Y N 'what to study during the periods I a1 teaching regular classes (if I have re- gular classes). b. Parents Oommity Mott Ad- I Believe expect Leaders ex- ministrators I Shou1d§ me to! pect me to! expect me to: Y N 141. Serve as a resource person in plan- Y N Y N Y N ning for the'use of conmmnity facilities and servi’oes, such as um, Boy's Farm or Red Cross, as part of the regular school instructional program. Y N ’42. Counsel youngster referred to him as Y N Y N Y N "trouble-makers" by teachers or by the building principal during his non-teachirg time or after school. Y N 143. Take a leadership role in urging school Y N Y N Y N personnel to include commnity needs and problems as one basis for the instructional program of the school. Y N hh. Plan the evening school activities co- Y N Y N Y N operatively with adults, teachers, admini- strators and students. Y N 15. Schedule activities, such as dances, Y N Y N Y N basketball games, during regular school vacation periods (excluding summer). Y N 16. Plan adult activities involving dif- 1' N Y N Y N forent religious groups. Y N 1:7. Have authority to suspend children Y N Y N Y N from evening school activities. Y N '148. Organize adult activities intended 1' N Y N Y N to improve interracial relations. Y N 19. Schedule community school activities Y N Y N Y N on.Saturdays. Y N 50. Select volunteer adults to work with Y 1: Y N Y ‘J evening school programs. Y ,N 51. Be the person responsible for super- Y I I N Y N vising all phases oft he evening school program. Y N 52. Serve as arbitrator in neighborhood Y N 1‘ N Y N conflicts through planning activities that will bring different social groups together. Y N 53. Be the person who is responsible for Y N Y N Y 1‘? co-ordinating his evening school program with all other conmmity school programs in Flint. Y N Sh. Plan men's clubs activities that are Y N Y N Y N designed to increase understanding between labor and management. 'l u . .- —, cornea“: :.' an owofi 7.: a...xr'.--'.’:.‘ 10': . -,~..- . ‘. u- ‘LJ?LUI,UE 56' ‘rse _ '33 - icipate in after school activities reach as teen clubs, dances, etc. ” 57. Take the initiative in explaining to the building principal significant com— munity needs and problems. . Y N 58. Be a key person in his school respon- -- Y N Y N Y N > sible for inferring key central office ' ,1 . personnel of the types of adult education . . classes needed. Y N 59. Serve on various regular school pro- Y N Y N Y N blem committees. Y N 60. Assume leadership along with the prin— Y N Y N Y N cipal in nfy school for encouraging interest ’ "1‘ h of regular school teachers in conummity of; ., problems. ,_ , 1 Y N 61. Actively participate in tax levy cam- Y N Y N Y N paigns for school funds. Y N 62. Be a key person in his school for help- Y N Y N Y N ing regular school teachers become aware of human and physical resources available in the community. ’ Y N 63. Be responsible to the principal for Y N Y N Y N ‘ administration of the evening school y program. Y N 6h. Have authority to recommend that in-— Y N Y N Y N effective evening school instructors be discontinued in his school Y N 65. Continue his personal education by at- Y N Y N Y N tending college classes or "reek-end work— Shop. Y N 66. Work closely with the building prin— Y 17 Y N Y N cipal in planning the evening school program. Y N 67. Actively participate in professional Y N Y N Y N associations devoted to education. Y N 68. Know Board of Education policies and I 1? Y N Y N enforce them during the evening school program. Y N 69. Live in the commity area in which I Y I! 1' N Y N work. 70. I believe the connnunity school director should: a, be regard as having the same status as teachers . (CIRCIE ‘b. be regarded as an administrator similar to that of the principal ONE) 0. be regarded as somewhere between the principal and teachers d. have a unique position, not clearly administrative not clearly teaching 6. Other Which of the above answers do you think would be selected by: ‘ (CIRCLE ONE Each) 1. Parents 3. b c d or e 2. Community Leaders a b c d or e 3. Mott Program Administrators 3. b c d or e 71. I believe that the building director should: a. teach half—day sessions as well as administer the after—school program (Circle b. teach full day sessions and administer the after-school programs. One) 0. Not teach during the regular school day, spendm full time with the Stemmity school and after school program. do her Which of the above answers do you think would be selected by: (Cirle Gne Each) 1. Parents at b c or d' ' 2. .Cornmunity Leaders a b c or d " 3. Mott Program Administrators a b c ‘ ., or 72. Assuming that teaching is part of my job, I think it is preferable that I: a. teach physical education (gym) (Circle b. teach subjects like homeroom, science, social studies, etc. One) 0. makes no difference what he teaches d. Other Which of the above answers do you think would be selected by: . C' ole one l.vParents a( hr 0 or (pach) 2. Commmity Leaders 3. b c or d 3. Matt Program Adnfinistrators a b c or d 73. Ibelieve the building director should: a.vbe required to enroll in job-related college courses (Circle b. enroll at his own option in job—related college courses One) c. other Which of the above answers do you think would be selected by: Circle One Each) \ 1. Parents a b or e , 2. Community leaders a b or c 3. Mott Program Administrator a b or c 71;. Do you believe that women should be hired as Community School Directors? (Circle a. Yes Why? One) b. No Which of the above answers do you think would be selected by: 1. Parents a or b 2. Community leaders a or b 3. Mott Pregram Administrators a or b 75. Do you have any other comments which would help you express your point of view concerning the commity school director position? If so, please state below. Community School Directors: Please circle in the right hand column these answers which best relate to your situation. 1. 2. 3. h. S. 7. what is your age group? a. 20-29 b. 30— 9 Co ’40" 9 d. 50 or over What is your marital status? a. Single b. married 0. ' divorced d. Widowed e. other How many children do you have? a. 0 b. l c. 2 d. 3 e. h f. 5 or more What is the highest academic degree attained? a. bachelor’ s b . master ' s 0. other In what areas did you, or are you preparing? A. Undergraduate Majors Minors B. Graduate Maj ors Minors In how many school systems, other than Flint, have you worked? 8.. none b . 1 C o 2 d. e . h or more How many years of teaching experience did you have prior to becoming a community school director? 3.. none b . l—2 0- 3-h d. 5—6 G o 7-8 f . 9 or more Not including this school year, how many years of experience do you have as a commnity school director in Flint? a. none b. 1 Ce 2 d. 3 e. h S f . or more 907 9. What are your future plans in the field of education? a. fully expect to remain in the field b. expect to remain at least five years 0. may leave after five years d. plan to look for another job this year e. other (please explain), 10. would you enter the educational profession again if you were to start over? a. yes b. no 11. Do you have any desire to obtain any of the following administrative positions within the field of education? (see below) a. yes b. noo I expect to remain a building director. If you answered yes, please indicate by circling all the positions that you would accept in the following examples: a. school superintendent b. high school principal c. elementary school principal d. assistant principal e. adult education coordinator f. other (please explain) 12. Would you become a Building Director again if you were to start over? a. yes b. no 13. Do you believe that the Building Principal's position has more prestige in the eyes of: a. parents than that of the Building Director’s position? a. yes . no b. community leaders than that of the Building Director’s position? a. yes b. no 0. teachers than that of the Building Director’s position? 0.. yes b. no m..-- _. . ._-.| _;_. 3; .mn' .J -. .{q I... N “inughmyyhgmm'ES