INFORMATION TO USERS

This dissertation was produced from a microfilm copy of the original document.
While the most advanced technological means to photograph and reproduce this
document have been used, the quality is heavily dependent upon the quality of
the original submitted.
The following explanation of techniques is provided to help you understand
markings or patterns which may appear on this reproduction.
1.

The sign or "target" for pages apparently lacking from the document
photographed is "Missing Page(s)". If it was possible to obtain the
missing page(s) or section, they are spliced into the film along with
adjacent pages. This may have necessitated cutting thru an image and
duplicating adjacent pages to insure you complete continuity.

2.

When
mark,
copy
image.

3.

When a map, drawing or chart, etc., was part of the material being
photographed the photographer followed a definite method in
"sectioning" the material. It is customary to begin photoing at the
upper left hand corner of a large sheet and to continue photoing from
left to right in equal sections with a small overlap. If necessary,
sectioning is continued again — beginning below the first row and
continuing on until complete.

4.

The majority of users indicate that the textual content is of greatest
value, however, a somev/hat higher quality reproduction could be
made from "photographs" if essential to the understanding of the
dissertation. Silver prints of "photographs" may be ordered at
additional charge by writing the Order Department, giving the catalog
number, title, author and specific pages you wish reproduced.

an image on the film is obliterated with a large round black
it is an indication that the photographer suspected that the
may have moved during exposure and thus cause a blurred
You will find a good image of the page in the adjacent frame.

University Microfilms
300 North Z M b Road
Ann Arbor. Michigan U 1 0 6
A XaroM Education Company

I

I

73-12,694

CONNOLLY, Michael Neil, 1944SrUDENrS’ AND TEACHERS' OPINIONS OF THE EXISTING
PROGRAMS FOR TOE STUDY OF BLACK AMERICANS IN
MICHIGAN HIGH SOIOOL SOCIAL STUDIES CURRICULUMS.
Michigan State University, Ph.D., 1972
Education, curriculum development

U n iv e rs ity M icro film s, A XEROX C om pany , A n n A rb o r, M ic h ig a n

S T U D E N T S * AND TEACHERS*

OPINIONS OF THE EXISTING

PROGRAMS F O R THE STUDY OF

BLACK AMERICANS

IN

MICHIGAN HIGH SCHOOL SOCIAL
STUDIES

CU R R I C U L U M S
By

Michael

Neil Connolly

A THESIS

S u b m i t t e d to
Michigan State University
in p a r t i a l f u l f i l l m e n t of the r e q u i r e m e n t s
for the d e g r e e of
DOC T O R OF PHILOSOPHY
D e p a r t m e n t of

Secondary Educa t i o n and C u r r i c u l u m
1972

PLEASE

Some

NOTE:

pages

may

in d i s t i n c t
Filmed

University

as

Microfilms,

have

print.
received.

A

Xerox

Education

Company

ABSTRACT
STUDENTS' A N D TEACHERS' O P I N I O N S OF T H E E X I S T I N G
P R O G R A M S F O R T H E S T U D Y OF B L A C K A M E R I C A N S IN
MICHIGAN HIGH SCHOOL SOCIAL
STUDIES CURRICULUMS
By
M i c h a e l Neil C o n n o l l y
Purpose
The p u r p o s e of this s t u d y was to locate e x i s t i n g
p r o g r a m s in M i c h i g a n h i g h sc h o o l social

studies c u r r i c u -

lums t h at s p e c i f i c a l l y d e a l t w i t h the s t u d y of b l a c k
Americans,

and to su r v e y students'

and teachers'

opinions

c o n c e r n i n g t h e s e programs.
Students'

o p i n i o n s in schools t h a t offered a

s e p a r a t e c o u r s e c o n c e r n e d w i t h the s t u d y of black
A m e r i c a n s w e r e c o m p a r e d to students'

o p i n i o n s in s c h o o l s

t h a t s p e c i f i c a l l y i n c l u d e d the study of b l a c k A m e r i c a n s ,
b u t d i d not o f f e r a s e p a r a t e course.
m a d e b e t w e e n s t u d e n t s and

Comparisons were

t e a c h e r s and c u r r i c u l u m types.
Procedure

In o r d e r

to locate the p r o g r a m s a q u e s t i o n n a i r e

w a s m a i l e d to 4 00 social s t u d i e s d e p a r t m e n t c h a i r m e n i n
29 s o u t h e r n and c e n t r a l M i c h i g a n counties.

Michael

N e i l Co nn o l l y

Sch o o l s in the p o p u l a t i o n w e r e d i v i d e d
groups.

Th o s e schools

that o f f e r e d

i n t o two

a separate course

c o n c e r n e d w i t h the s t u d y of b l a c k A m e r i c a n s a n d
s c h o o l s t h a t s p e c i f i c a l l y included

those

the study o f b l a c k

A m e r i c a n s but did not o f f e r a s e p a r a t e course.

Schools

w e r e f u rther d i v i d e d by the p e r c e n t a g e of b l a c k

students

w i t h i n a school.
0-2.99 p er cent,

T h r e e r a c i a l p e r c e n t a g e gro u p s ,
3 . 0 0 - 9 . 9 9 per cent,

and 10 p e r c e n t and

Up, w e r e set up w i t h i n the two c u r r i c u l u m types.
s c h o o l s w e r e r a n d o m l y c h o s e n from e a c h group.
p o s s i b l e to ob t a i n two s c h o o l s

It was not

in the g r o u p 10 p e r cent

and Up w i t h o u t a s e p a r a t e course.
distributed

Response s h e e t s were

in selected c l a s s e s to seniors a n d

s ocial s tudies t e a c h e r s

Two

in the ten schools.

to all

Response

s h eets w e r e d e v e l o p e d

t h a t had both n e g a t i v e a n d posi t i v e

statements concerning

the p r o g r a m for the s t u d y of black

Americ a n s.

Statements dealt with materials,

o b j e c t i v es,

"new social

instruments,

studies" methods,

and t e a c h e r s and their

general

evaluation

i n s t r u c t i o n a l methods.

Conclusions
1.

A majority

(63.6%)

of the h i g h school

social

studies p r o g r a m s

in c o u n t i e s in s o u t h e r n and

central Michigan

s p e c i f i c a l l y included

study of b l a c k A m e r i c a n s .

the

Michael Neil Connolly
S c h o o l s w i t h l a r g e r p e r c e n t a g e s of b l a c k s t u d e n t s
were more

likely

to s p e c i f i c a l l y

include

the s t u d y

of b l a c k A m e r i c a n s .
S c h o o l s w i t h l a r g e r p e r c e n t a g e s of b l a c k
were more likely

to o f f e r a

students

separate course p r i ­

m a r i l y c o n c e r n e d w i t h the s t u d y of b l a c k A m e r i c a n s .
Students
to

as a g r o u p w e r e n e g a t i v e w h e n r e s p o n d i n g

statements concerning

studies program

for

their

school's

the s t u d y of b l a c k A m e r i c a n s .

T h e r e was no s i g n i f i c a n t d i f f e r e n c e
dents'

responses

separate course
schools

in s c h o o l s
and

between stu­

that offered

st ud en ts ' responses

that s p e c i f i c a l l y

of b l a c k A m e r i c a n s ,

social

included

but d i d

a
in

the s t u d y

not offer a separate

course.
Students were most positive
w h i c h dealt with:

the a d e q u a c y of the

racial

issues

important
the

social

studies;

visual

aids.

statements

e x p r e s s i o n of o p i n i o n s

class;

t r e a t m e n t of

towards

library;

to them;

analyzing

the g e n e r a l

s t u d y of b l a c k A m e r i c a n s
and

in

the a d e q u a c y of a u d i o ­

Students were most

negative towards

w h i c h dealt with:

the a d e q u a c y of field

t h e a d e q u a c y of

in

outside speakers;

statements
trips;

the a d e q u a c y

M i c h a e l Ne il
of textbooks;

Connolly

the extent of the p a r t i c i p a t i o n

in p l a n n i n g by students;

and the s t i m u l a t i o n of

this study for fur t h e r s t u d y o u t s i d e of clas s .
S t u d e n t s as a g r o u p were s i g n i f i c a n t l y m o r e
n e g a t i v e t h a n t e a c h e r s t o w a r d s their e x i s t i n g
p r o g r a m of the s t u d y of b l a c k Americans.
S t u d e n t s and t e a c h e r s w e r e sim i l a r w h e n c o m p a r e d
by s t a t e m e n t s

that received

the m o s t p o s i t i v e

or n e g a t i v e r e s p o n s e s w i t h i n e a c h group.

The

s t a t e m e n t s w h i c h d e a l t w i t h e x p r e s s i o n s of
opinions

in class,

the a d e q u a c y of the l i b r a r y ,

and the a d e q u a c y of a u d i o - v i s u a l aids w e r e
included in the

five s t a t e m e n t s r e c e i v i n g

most positive responses
students.

The

from both teachers

trips,

the adequacy of o u t s i d e

the a d e q u a c y of textbooks,

and

t i c i p a t i o n in p l a n n i n g by s t u d e n t s were
in the five

statements receiving

tive r e s p o n s e s

and

s t a t e m e n t s w h i c h d e a l t w i t h the

a d e q u a c y of f i e l d
speakers,

the

the p a r ­
included

the m o s t n e g a ­

from both t e a c h e r s and s t u d ent s .

AC K N O W L E D G M E N T S

I wish to express my gratitude
Wronski

for

his aid

appreciation

in d i r e c t i n g

is a l s o e x t e n d e d

G e o f f r e y Moore,

Dr.

this

to Dr.
st u d y .

Stanley
Deep

to c o m m i t t e e m e m b e r s Dr.

G e o r g e Feree,

and

Dr.

James McKee

J.
for

their assistance.
Appreciation
who took part

Mother

and Mildred.

to t h o s e

students

and

teachers

in the study.

Special
f a m ily:

is o w e d

a p p r e c i a t i o n is a l s o e x t e n d e d
and F a t h e r ,

Without

this study wou l d

Shannon,

Don,

Nancy,

their understanding

not have been

started

to m y

and

nor

Terry,

support

completed.

X o w e t h e g r e a t e s t d e b t of g r a t i t u d e to m y w i f e ,
Jeremy,

whose assistance and understanding were always

present.
X h o p e t h a t the
the support

and

finished product

a s s i s t a n c e g i v e n by

is w o r t h y of

the a b o v e

individuals.

TABLE OF C O N T E N T S
Chapter
I.

II.

III.

Page
THE N A T U R E O F THE P R O B L E M ......................
I n t r o d u c t i o n to t h e P r o b l e m
..............
Need for the S t u d y .........................
P u r p o s e of the S t u d y .........................
D e f i n i t i o n of T e r m s .........................
D e l i m i t a t i o n s and L i m i t a t i o n s ..............

1
3
7
8
10

D e l i m i t a t i o n s .............................
L i m i t a t i o n s .............................

10
10

O v e r v i e w of the T h e s i s ......................

11

R E V I E W OF T H E L I T E R A T U R E ......................

13

T e x t b o o k Studi es .............................
Sur v e y s of C u r r i c u l u m s ......................
T e x t b o o k Studi es D o n e in M i c h i g a n
. . .
S u r v e y of T e a c h e r s in M i c h i g a n
. . . .
S u m m a r y of the F i n d i n g s ......................

13
18
26
31
33

T H E M E T H O D OF I N V E S T I G A T I O N ..................

35

First Q u e s t i o n n a i r e .........................
C h o o s i n g the P o p u l a t i o n ......................
G a t h e r i n g the D a t a ..................
D e v e l o p i n g the R e s p o n s e S h e e t ..............
S e l e c t i o n of the P a r t i c i p a t i n g Schools.
.
S e l e c t i o n of S t u d e n t and T e a c h e r P a r t i c i ­
p a n t s ........................................
D e s c r i p t i o n of P a r t i c i p a n t s
..............
T e s t a b l e H y p o t h e s e s .........................
M e t h o d of A n a l y s i s .........................
IV.

1

A N A L Y S I S OF THE D A T A .........................
Results of

the Q u e s t i o n n a i r e ..............

I n c l u s i o n of the S t u d y of B l a c k
A m e r i c a n s by R a c i a l P e r c e n t a g e

iii

.

35
37
42
43
49
55
57
64
67
69
69
71

Page

Chapter
I n c l u s i o n for 0-2.99 Per C e n t Racial
P e r c e n t a g e w i t h B r e a k d o w n by C l a s s
and L o c a t i o n . . . . . . . .
I n c l u s i o n for 3 Per C e n t - 9 . 9 Per C e n t
R acial P e r c e n t a g e w i t h B r e a k d o w n
by C l a s s Size and L o c a t i o n
. . .
I n c l u s i o n for 10 Per C e n t and Up
Racial P e r c e n t a g e w i t h B r e a k d o w n s
by C l a s s Size and L o c a t i o n
. . .
W r i t t e n C o m m e n t s M a d e by R e s p o n d e n t s .
R e s p o n s e s of T e a c h e r s a n d Students.
Students'

.

.

R e s p o n s e s ......................

O v e r v i e w of Students' R e s p onses.
.
S t a t e m e n t s Ranked One T h r o u g h Five.
St a t e m e n t s Ra n k e d S i x t e e n T h r o u g h
T w e n t y .............................
Comparisons Between Curriculum
Type I and C u r r i c u l u m T y p e II
R e l a t i o n s h i p B e t w e e n P e r c e n t a g e of
Black Students Within a School
and R e s p o n s e s of Students.
.
.
Teachers'

R e s p o n s e s ......................

O v e r v i e w of Teachers' Respon s e s .
.
S t a t e m e n t s Ranked One T h r o u g h Five.
S t a t e m e n t s Ranked S i x t e e n T h r o u g h
T w e n t y .............................
D i f f e r e n c e s Bet w e e n T e a c h e r s and
S t u d e n t s .............................

73
77
81
83
86
89
89
89
94
96
97
99
99
103
104
106

C o m p a r i s o n s of M e a n Sco r e s
.
.
.
C o m p a r i s o n s of R a n k s
...............
R e l a t i o n s h i p B e t w e e n D i f f e r e n c e s in
Students' and Teachers' O p i n i o n s
and the P e r c e n t a g e of B l a c k S t u ­
d e n t s W i t h i n a School . . . .

106
Ill

W r i t t e n C o m m e n t s ..........................

115

S u m m a r y ........................................

117

S u m m a r y of Q u e s t i o n n a i r e ...............
S u m m a r y of R e s p o n s e S h e e t s
. . . .

117
118

iv

112

Chapter
V.

Page

SUMMARY, D I S C U S S I O N , A N D S U G G E S T I O N S F O R
F U T U R E R E S E A R C H ................................
S u m m a r y ...................................

121

121

P u r p o s e ...............................
121
M e t h o d of I n v e s t i g a t i o n
...............
123
C o n c l u s i o n s ........................
D i s c u s s i o n of F i n d i n g s ................
127
S u g g e s t i o n s for F u t u r e Research.
. . .

122

129

B I B L I O G R A P H Y ....................................
APPENDICES
Appendix
A.
B.
C.

C o m m i t t e e M e m b e r s and H i s t o r i a n s for M i c h i ­
gan T e x t b o o k S t u d i e s
......................

134

M i c h i g a n T e x t b o o k C o m m i t t e e ’s G u i d e l i n e s
for A m e r i c a n H i s t o r y T e x t b o o k S e l e c t i o n

.

135

. . .

136

Michigan Textbook Committee's Recom­
m e n d a t i o n s for C o u r s e s of A c t i o n

D.

Q u e s t i o n n a i r e for L o c a t i n g P r o g r a m s

E.

List of C o u n t i e s I n c l u d e d and T h e i r P o p u ­
lation ........................................

139

F.

F i r s t Le t t e r to D e p a r t m e n t C h a i r m a n

140

G.

F o l l o w - U p L e t t e r to D e p a r t m e n t C h a i r m a n

H.

S t u d e n t R e s p o n s e S h e e t .....................

14 2

I.

T e a c h e r R e s p o n s e S h e e t .....................

14 7

J.

R e s p o n s e s of S t u d e n t s and Teachers.

v

-

.

.

138

. . .

.

.

.

141

.

148

LIST OF T A B L E S
Table

Page

3-1.

R e s p o n d e n t s to the Q u e s t i o n n a i r e w i t h a B r e a k ­
d o w n by P e r c e n t a g e of B l a c k Students in a
S c h o o l ................................................39

3-2.

R e s p o n d e n t s to the Q u e s t i o n n a i r e for 0-2.99
Racial P e r c e n t a g e w i t h a B r e a k d o w n by S i z e

.

39

3-3.

R e s p o n d e n t s to the Q u e s t i o n n a i r e for 0-2.99
Racial P e r c e n t a g e w i t h a B r e a k d o w n by
L o c a t i o n ............................................ 40

3-4.

R e s p o n d e n t s to the Q u e s t i o n n a i r e for 3 - 9 . 9 9
R acial P e r c e n t a g e w i t h a B r e a k d o w n by
C l a s s ................................................40

3-5.

R e s p o n d e n t s to the Q u e s t i o n n a i r e for 3 - 9 . 9 9
Racial P e r c e n t a g e w i t h a B r e a k d o w n b y
L o c a t i o n ............................

3-6.
3-7.

R e s p o n d e n t s to the Q u e s t i o n n a i r e for 10% & Up
Racial P e r c e n t a g e w i t h a B r e a k d o w n by S i z e
R e s p o n d e n t s to the Q u e s t i o n n a i r e for 10%
Racial P e r c e n t a g e w i t h a B r e a k d o w n by
Location

41
.

41

& Up
42

3-8.

Schools

in G r o u p

1 by Size and L o c a t i o n

.

*

52

3-9.

Schools

in G r o u p

2 by Size an d L o c a t i o n

.

-

52

3-10.

Schools

in G r o u p

3 by S i z e and L o c a t i o n

.

*

52

3-11.

Schools

in G r o u p

4 by Size and L o c a t i o n

.

m

53

3-12.

Sc hools

in G r o u p

5 by Size and L o c a t i o n

.

3-13.

Schools

in G r o u p 6 by S i z e and

3-14.

D e s c r i p t i o n of P a r t i c i p a t i n g Schools

vi

Location
.

.

53
•

53

•

55

D a t a C o l l e c t i o n for S t u d e n t R e s p o n s e S h e e t s

.

57

D a t a C o l l e c t i o n for T e a c h e r R e s p o n s e S h e e t s

.

58

D e s c r i p t i o n of S t u d e n t R e s p o n d e n t s

.

59

Students' R e s p o n s e s to S t a t e m e n t s C o n c e r n i n g
Sc h o o l and Social S t u d i e s ..................

60

D e s c r i p t i o n of Teachers' Sex and E d u c a t i o n a l
L e v e l ............................................

61

D e s c r i p t i o n of Tea c h e r R e s p o n d e n t s — L e n g t h
of T i m e T e a c h i n g in P r e s e n t School and
Total N u m b e r of Years T e a c h i n g
.

62

D e s c r i p t i o n of Teacher R e s p o n d e n t s - - N u m b e r of
S o c i a l S t u d i e s C l a s s e s Taught, and Age.

63

T e a c h e r R e s p o n s e s to S t a t e m e n t s C o n c e r n i n g
..................
T r a i n i n g and P r e p a r a t i o n

65

S c hools t h a t S p e c i f i c a l l y I n c l u d e d the S t u d y
of Bl a c k A m e r i c a n s
..........................

72

S c hools that S p e c i f i c a l l y I n c l u d e d the S t u d y
of B l a c k A m e r i c a n s for 0-2.99 Racial P e r ­
c e n t a g e w i t h a B r e a k d o w n by Class

74

S c hools t h a t S p e c i f i c a l l y I n c l u d e d the S t u d y
o f Bl a c k A m e r i c a n s for 0-2.99 Racial P e r ­
c e n t a g e w i t h a B r e a k d o w n by L o c a t i o n

76

S c hools t h a t S p e c i f i c a l l y I n c l u d e d the S t u d y
of B l a c k A m e r i c a n s for 3 - 9 . 9 9 Racial P e r ­
c e n t a g e w i t h a B r e a k d o w n by Class
.

78

S c h o o l s that S p e c i f i c a l l y I n c l u d e d the S t u d y
o f Bl a c k A m e r i c a n s for 3-9.99 Racial P e r ­
c e n t a g e w i t h a B r e a k d o w n by L o c a t i o n

80

S c hools t h a t S p e c i f i c a l l y I n c l u d e d the S t u d y
o f B l a c k A m e r i c a n s for 10 and Up Racial
P e r c e n t a g e w i t h a B r e a k d o w n by Class

82

S c hools t h a t S p e c i f i c a l l y I n c l u d e d the S t u d y
o f Bl a c k A m e r i c a n s for 10 and Up Racial
P e r c e n t a g e w i t h a B r e a k d o w n by L o c a t i o n

84

vii

Rank, o f E a c h Item W i t h i n a School and M e a n
S c o r e s for S t u d e n t s by School .

90

Students' M e a n S c o r e and Rank of S c h o o l s for
C u r r i c u l u m Type I a n d C u r r i c u l u m T y p e II

97

M e a n S c o r e and P e r c e n t a g e of B l a c k S t u d e n t s
for Schools in C u r r i c u l u m Type I .
.

98

M e a n S c o r e and P e r c e n t a g e of B l a c k S t u d e n t s
for Schools in C u r r i c u l u m Type II.

99

Rank of Each Item W i t h i n a School a n d M e a n
S c o r e s for T e a c h e r s by School . . . .

100

Rank of E a c h Item for Teachers and S t u d e n t s
and M e a n D i f f e r e n c e s Between S t u d e n t s and
T e a c h e r s by S c h o o l for Each I t e m .

107

M e an D i f f e r e n c e S c o r e and P e r c e n t a g e of Black
S t u d e n t s for S c h o o l s in C u r r i c u l u m Type I .

113

M e a n D i f f e r e n c e S c o r e and P e r c e n t a g e of Black
S t u d e n t s for S c h o o l s in C u r r i c u l u m Type II,

114

R e s p o n s e s of S t u d e n t s and T e a c h e r s and Rank
of E a c h Item for School O n e ...............

148

R e s p o n s e s of S t u d e n t s and T e a c h e r s a n d Rank
o f E a c h Item f o r S c h o o l T w o ...............

151

R e s p o n s e s of S t u d e n t s and T e a c h e r s and Rank
of E a c h Item for S c h o o l Three ..............

154

R e s p o n s e s of S t u d e n t s and T e a c h e r s and Rank
of E a c h Item for S c h o o l Four
.

157

R e s p o n s e s of S t u d e n t s and Teachers and Rank
of E a c h Item for S c h o o l Five
.

160

R e s p o n s e s of S t u d e n t s and T e a c h e r s and Rank
of E a c h Item for S c h o o l Six
.

163

R e s p o n s e s of S t u d e n t s and T e a c h e r s and Rank
of E a c h Item for School Seven .

166

R e s p o n s e s of S t u d e n t s and T e a c h e r s a n d Rank
of E a c h Item for Sch o o l Eight ..............

169

viii

Pag e

Ta ble
J-9.
J-10.

R esponses of S t u d e n t s and T e a c h e r s and R a n k
of E a c h I t e m for School N i n e ..............

172

Responses of S t u d e n t s and T e a c h e r s and Rank
of E a c h I t e m for Sc h o o l T e n ..............

17 5

CHAPTER I
THE N A T U R E OF THE P R O B L E M
I n t r o d u c t i o n to the P r o b l e m
M i c h i g a n e d u c a t i o n m u s t p r o v i d e for e a c h in d i v i d u a l
a n u n d e r s t a n d i n g of the v a l u e systems, cultures,
c u s t o ms, and h i s t o r i e s of his own h e r i t a g e as well
as o f others.
E a c h s t u d e n t must l e a r n to value
h u m a n d i f f e r e n c e s , u n d e r s t a n d and act r e s p o n s i b l y
u p o n c u r r e n t social issues, p a r t i c i p a t e in society
and g o v e r n m e n t w h i l e s e e k i n g to i m p r o v e them, and
seek a s o c i e t y w h e r e every p e r s o n has e q u a l access
to t h e lawful g o a l s he seeks r e g a r d l e s s of his
b a c k g r o u n d or g r o u p m e m b e r s h i p .
Each person must
l e a r n to d e v e l o p and m a i n t a i n e f f e c t i v e i n t e r ­
p e r s o n a l r e l a t i o n s h i p s .1
T h e a b o v e q u o t a t i o n w a s one of the g o a l s a c c e p t e d
by the M i c h i g a n State Board of E d u c a t i o n as po l i c y
1971.

T h i s goal

and ot h e r s w e r e d e v e l o p e d by a group of

M i c h i g a n educators,
1970 and

1971.

in

students,

and lay c i t i z e n s during

T h e y w e r e m e a n t to " . . . se r v e as

s t a t e m e n t s of broad d i r e c t i o n and gen e r a l p u r p o s e
2

for

Michigan’s educational system.”

^“M i c h i g a n D e p a r t m e n t of Education,
G oals of M i c h i g a n E d u c a t i o n , 1971, p. 6.
2

Ibid., Foreword.

1

The Common

2

T his g o a l

se e m e d to be d e v e l o p e d as a d i r e c t

r e f l e c t i o n of the c r i t i c i s m s put f o r t h by students/
educators/

and the g e n e r a l p u b l i c c o n c e r n i n g the r e p r e ­

s e n t a t i o n of m i n o r i t y g r o u p s
a n d e s p e c i a l l y so c i a l
that the social

in p u b l i c

school c u r r i c u l u m s ,

studies c u r r i c u l u m s .

Many

felt

s t u d i e s c u r r i c u l u m h a d not f a i r l y r e p r e ­

s ented the c o n t r i b u t i o n s m i n o r i t y g r o u p s had m a d e
d e v e l o p m e n t of the U n i t e d States.

to the

Ot h e r s w e r e m o r e

c r i t i c a l b e c a u s e the c u r r i c u l u m s d i d not deal w i t h the
p r e j u d i c e s and s t e r e o t y p e s w h i c h i n d i v i d u a l s h e l d c o n ­
c e r n i n g m i n o r i t y groups.

S o m e felt that social

c u r r i c u l u m s should aid m i n o r i t y g r o u p
developing a positive

self-image.

c a l l e d for a r e v a m p i n g of social

studies

students in

All of t h e s e g r o u p s
s t u d i e s c u r r i c u l u m s so

that t h e s e d e f i c i e n c i e s w o u l d be remedied.
M a n y c h a n g e s took p l a c e a n d are still t a k i n g p l a c e
in an a t t e m p t to c o r r e c t the s i t u a t i o n ,
cerning black Americans.

especially con­

Black A m e r i c a n s w e r e the m o s t

v o c a l a n d d e m a n d i n g g r o u p in this m o v e m e n t for change.
As a c o n s e q u e n c e /

b l a c k A m e r i c a n ' s a c c o m p l i s h m e n t s and

contributions were

inserted

into the curriculum,

into c u r r i c u l u m m a t e r i a l s in w h a t w e r e c o n s i d e r e d
a p p r o p r i a t e places.

and
to be

C o u r s e s w e r e e s t a b l i s h e d in m a n y

school d i s t r i c t s in M i c h i g a n w h i c h w e r e d e v o t e d a l m o s t
e n t i r e l y to the b l a c k experience.

3
However,

t h e s e r e v i s i o n s of social s t u d i e s

c u r r i c u l u m s w e r e m e t by a n e w bar r a g e of v riticisms.
These i n d i v i d u a l s
"Crispus A t t u c k s

felt that as E d w i n F e n t o n p u t
is not enough,'*3

Americans m ust revolve around

it,

The s t u d y of black

inquiry skills,

not

the

s u b s t i t u t i o n of C r i s p u s A t t u c k s for G e o r g e W a s h i n g t o n .
It is these s k i l l s w h i c h w i l l d e v e l o p in s t u d e n t s an
a b i l i t y to a n a l y z e c r i t i c a l ra c i a l

and social p r o b l e m s

w h i c h are p r e v a l e n t in A m e r i c a n society.
The goal e s t a b l i s h e d by the S t a t e B o a r d of E d u ­
c a t i o n r e s p o n d s d i r e c t l y and
areas of c r i t i c i s m .
i n c l u s i o n of the
of all groups.
ment

The f i r s t s e c t i o n seeks the

"cultures,
The

i n d i r e c t l y to t h e s e two

customs,

and h i s t o r i e s "

second s e c t i o n suggests the d e v e l o p ­

in i n d i v i d u a l s of the a b i l i t y to act o b j e c t i v e l y

and r a t i o n a l l y c o n c e r n i n g d i f f e r e n c e s in individuals.
However,

the s t a t e m e n t of g o a l s d o e s not g u a r a n t e e

success.

P r o g r a m s have b e e n i n i t i a t e d w h i c h r e v o l v e

a r o u n d these goals,
ge n e r a l are s t i l l

but our

sch o o l s and s o c i e t y

faced w i t h racial

in

tens i o n and violence.

Need for the Study
The m e d i a have been s a t u r a t e d

in r e c e n t years

w i t h o p i n i o n s r e g a r d i n g the p r o p e r p l a c e for the

3

study

E d w i n Fenton, "Crispus A t t u c k s Is N o t Enough:
The S ocial S t u d i e s and Black A m e r i c a n s , " S o c i a l E d u c a t i o n ,
XXXIII, No. 4 (April, 1969), 396.

4
of b l a c k A m e r i c a n s w i t h i n s o c i a l
Materials,

rationale,

studies c u r r i c u l u m s .

objectives,

and t e a c h i n g m e t h o d s

have all b e e n discussed.
O n e of the m o s t c o m m o n areas o f i n v e s t i g a t i o n has
been into textbooks and t h e i r c o v e r a g e o f m i n o r i t y grou p s .
Some s t u d i e s have dealt s p e c i f i c a l l y w i t h b l a c k A m e r i c a n s
w h i l e o t h e r s have d e a l t w i t h many m i n o r i t y groups.
B'Nai B'Rith,

4

h i s t o r i a n s for the state o f California,

Jack Abramowitz,

6

James A.

Banks,

c a r r i e d o u t i n v e s t i g a t i o n s of

7

5

and o t h e r s have

textbooks.

The Michigan

l e g i s l a t u r e ordered the S u p e r i n t e n d e n t o f P u b l i c
I n s t r u c t i o n to make an a n n u a l

survey of t e x t b o o k s to

d e t e r m i n e w h e t h e r they d o r e p r e s e n t m i n o r i t y g r o u p s 1

4

L l o y d Marcus, The T r e a t m e n t of M i n o r i t i e s in
S e c o n d a r y School T e x t b o o k s {New Y o r k : A n t i - D e f a m a t i o n
League, 1961).
^K enneth M. Stampp, W i n t h r o p D. Jordan, L a w r e n c e
W. Levine, Robert L. M i d d l e k a u f f , C h a r l e s G. Sellers, a n d
Ge o r g e W. Stocking, Jr., "The Negro in A m e r i c a n H i s t o r y
T e x t b o o k s , " in I n t e g r a t e d E d u c a t i o n , ed. by M e y e r W e i n b e r g
(Beverly H i l l s , C a l i f .:
T h e Glencoe P r e s s , 1968),
pp. 197-202.
6J a c k Ab r a m o w i t z ,
S ocial E d u c a t i o n , XXXIII,

"Textbooks and N e g r o H i s t o r y , "
No. 3 (March, 1969), 306-09.

7

J a m e s A. Banks, "A Content A n a l y s i s of E l e ­
m e n t a r y A m e r i c a n H i s t o r y Textbooks:
The T r e a t m e n t of
the N e g r o in Race R e l a t i o n s " (unpublished Ph.D. d i s s e r ­
tation, M i c h i g a n State U n i v e r s i t y , 1969) .

5
0
" a c h i e v e m e n t s and a c c o m p l i s h m e n t s . "
studies were completed

T w o of these

in t h e late 1 9 6 0 * s.

O t h e r studies h a v e c o n c e n t r a t e d u p o n

surveying

t e a c h e r s and a d m i n i s t r a t o r s to find t h e i r o p i n i o n s c o n ­
c e r n i n g this area of study.
black studies programs

Paul A.

F i l t e r surv e y e d

in the N o r t h C e n t r a l A s s o c i a t i o n

of C o l l e g e s and S e c o n d a r y Schools,

w h i c h includes

Michigan,

by sending q u e s t i o n n a i r e s to 3 06 h i g h s c h o o l
g
s o cial s tudies d e p a r t m e n t heads.
The d a t a f r o m t h e s e

q u e s t i o n n a i r e s w e r e u s e d to d e s c r i b e b l a c k stu d i e s
t h e s e schools.
study

J o h n G u e n t h e r did a s i m i l a r type of

in M i s s o u r i . ^

E d u c a t i o n surv e y e d
gather

The U n i t e d S t a t e s D e p a r t m e n t o f

state d e p a r t m e n t s of e d u c a t i o n to

information relating

i c a n s . 11

in

to the s t u d y of b l a c k A m e r ­

M i l o Wh i t e g a t h e r e d o p i n i o n s o f the b l a c k

s t u d i e s p r o g r a m s in M i c h i g a n by i n t e r v i e w i n g teachers.

12

g
M i c h i g a n D e p a r t m e n t of E d u c a t i o n , A R e p o r t on
the T r e a t m e n t of M i n o r i t i e s in A m e r i c a n H i s t o r y T e x t ­
b ooks , 1968, F o r e w o r d .
9

Paul A. Filter, "Black S t u d i e s in the S e c o n d a r y
Social S tu d i e s C u r r i c u l u m " (unpublished Ed.D. d i s s e r t a t i o n .
U n i v e r s i t y of Nebraska, 1970).
^ J o h n Guenther, "Negro H i s t o r y in the P u b l i c
H i g h S c h o o l s of M i s s o u r i " (unpublished Ed.D. d i s s e r t a t i o n ,
U n i v e r s i t y of Missouri, 1970).
1 1 Reg i n a Goff, "The T e a c h i n g of N e g r o H i s t o r y
the P u b l i c Schools of the Nation" (Washington, D.C.:
D e p a r t m e n t of Health, E d u c ation, and W e l f a r e , 1969).
12

in

M i l o White, "The T e a c h i n g of the H i s t o r y o f the
N e g r o in S e l e c t e d S e c o n d a r y Schools in M i c h i g a n " ( u n p u b ­
l ished Ph.D. d i s s e r t a t i o n , U n i v e r s i t y of Michigan, 1970).

6
L i t e r a t u r e c o n c e r n i n g the study of b l a c k A m e r i c a n s
in s o c i a l

studies c u r r i c u l u m s has b e e n b a s e d m a i n l y up o n

the o p i n i o n s of p e r s o n s o t h e r than students.

Research

has c o n c e n t r a t e d u p o n the analysis of textbo o k s ,
su r v e y s o f teachers'

a n d ad m i n i s t r a t o r s '

and

opinions.

Con­

c e n t r a t i o n has been p l a c e d upon:
(1) T e x t b o o k s and w h a t is done;
(2) T e a c h e r s and a d m i n i s t r a t o r s

and w h a t they thin k

is being done;
(3) T e a c h e r s a n d a d m i n i s t r a t o r s and w h a t they thin k
o u g h t to be d o n e .
T h e s e a r e n e c e s s a r y st e p s
Americans

in e x a m i n i n g the study of b l a c k

in social s t u d i e s c u r r i c u l u m s ,

but r e s e a r c h is

n e e d e d to examine s t u d e n t s ' o p i n i o n s o f c u r r e n t prog r a m s
w h i c h d e a l with b l a c k Am ericans.
Some of t h e s e p r o g r a m s have n o w b e e n in e x i s t e n c e
in M i c h i g a n

for a n u m b e r of years.

The

in t h i s a r e a seems to h a v e passed.
been

in e x i s t e n c e

it is n o w possibl e

f r o m students c o n c e r n i n g

i m p r e s s i o n s of t h e s e progr a m s .
li s t e n to the students,
w h i c h they feel

S i n c e p r o g r a m s have

for s e v e r a l years,

to a c q u i r e o p i n i o n s

initial e m p h a s i s

their

It is t i m e to begin to

and perhaps c h a n g e in areas

it is necess a r y .

Affective objectives

w h i c h these p r o g r a m s a r e based u p o n c a n n o t be m e t w i t h o u t
s t u d e n t s p e r c e i v i n g the p r o g r a m s p o s i t i v e l y .

7
P u r p o s e of

the Study

The p u r p o s e of this s t u d y
programs

in M i c h i g a n h i g h sch o o l

is to
social

locate existing
stu d i e s c u r r i c u ­

lums t h a t d e a l w i t h the study of b l a c k A m e r i c a n s , and
to s u r v e y s t u d e n t s 1 o p i n i o n s c o n c e r n i n g these e x i s t i n g
programs.

The study is a i m e d a t a n s w e r i n g the f o l l o w i n g

questions:
1.

W h a t will

students*

o p i n i o n s be, as r e l a t e d to

the study of b l a c k A m e r i c a n s ,

w h e n r e s p o n d i n g to

statements c o n c e r n i n g :

2.

a.

M a t e r i a l s and r e s o u r c e s ?

b.

O b j e c t i v e s of the p r o g r a m ?

c.

N e w social

d.

Evaluation instruments?

e.

Use of lectu res and

f.

Teachers?

W ill

students*

studies m e t h o d s ?

o p i n i o n s of the above be the

s a m e as teachers'
3.

Will

textbooks?

opinions?

c e r t a i n basic c u r r i c u l u m types e l i c i t p o s i ­

t i v e r e s p o n s e s from students,

while o t h e r s will

not?
4.

W i l l ra c i a l c o m p o s i t i o n of a school be r e l a t e d
to students'

opinions?

8
5.

W h i c h a s p e c t s of the p r o g r a m are r e g a r d e d as the
m o s t p o s i t i v e and n e g a t i v e by s t u d e n t s a n d
teachers?
D e f i n i t i o n o f Terms
H i g h S c h o o l .— G r a d e s 10,

s c h o o l s in M i c h i g a n a l s o include
the h i g h school e x p e r ience.
c i t i e s h ave 9th g r a d e
would make

11,

and 12.

M a n y high

9 t h g r a d e as p a r t of

However,

in d i f f e r e n t

m a n y of the

buildings.

it d i f f i c u l t to i n c l u d e 9 t h grade,

" h i g h s c hool" when u s e d refers to 10th,

11th,

larger

This
therefore
and

12th

grades.
Social S t u d i e s .— C o u r s e s s u c h as history,
s c i e n c e s and its divisions,

government,

cur r e n t

social

affairs,

and like c o u r s e s w i t h s i m i l a r d e s i g n a t i o n s .
C l a s s i f i c a t i o n by Size

13

Class A .— A school w i t h 1 , 2 0 0 students or m o r e
at t h e b e g i n n i n g of the a c a d e m i c

s c h o o l year.

Class B .— A school w i t h 5 50 to 1,199 s t u d e n t s at
the b e g i n n i n g of the academic

13

sc h o o l year.

Size of s c h o o l s are f i g u r e d for g r a d e s 9-12 by
u s i n g a p e r c e n t a g e of the total as figured w h e n c e r t a i n
g r a d e s are not included.

C l a s s C .— A school w i t h 300 to 54 9 s t u d e n t s at
the b e g i n n i n g of the a c a d e m i c

school year.

C l a s s D .— A school w i t h less t h a n 3 00 s t u d e n t s
at the b e g i n n i n g of the a c a d e m i c
C l a s s i f i c a t i o n by L o c a t i o n

school year.

14

C ore C i t y .— The m a j o r c i t y

in a s t a n d a r d m e t r o ­

p o l i t a n s t a t i s t i c a l area.
S u b u r b a n .— L o c a t e d w i t h i n a s t a n d a r d m e t r o p o l i t a n
s t a t i s t i cal area,

but not in a core city.

R u r a l .- - N o t inside a standard m e t r o p o l i t a n

sta­

tistical a r e a or c i t y of 10,000.
Rural C i t y .— City o u t s i d e of a s t a n d a r d m e t r o ­
p o l i t a n s t a t i s t i c a l area h a v i n g a p o p u l a t i o n of 1 0 , 0 0 0
or m o r e .
Soc i a l S t u d i e s T e a c h e r .— T e a c h e r w h o t e a c h e s at
least two social

studies classes.

C u r r i c u l u m Type O n e .— S c h o o l s

that o f f e r a

separate c o u r s e p r i m a r i l y c o n c e r n e d w i t h the s t u d y of
black. A m e r i c a n s .

14

U.S., D e p a r t m e n t of Commerce, Bureau of the
Census, C e n s u s of the P o p u lation, 1970 (Washington, D.C.
G o v e r n m e n t P r i n t i n g Office, 1970).

10

C u r r i c u l u m T y p e T w o .— S c h o o l s
study of black Americans,

that

include

th e

b u t n o t as a s e p a r a t e c o u r s e .

Delimitations and Limitations
Delimitations
The following
1.

are d e l i m i t a t i o n s

T h e 4 00 s c h o o l s
n a i r e and

that received

of

the

the 10 r a n d o m l y c h o s e n

sheet included only

2 9 counties

the s t u d y :
first q u e s t i o n ­

for the

response

in s o u t h e r n

Michigan.
2.

Students

included only

their school

seniors who

for three years or

had attended

longer.

Limitations
The following are
1.

Six schools
students

that were randomly

and t e a c h e r s

sheets refused
2.

Responses
were

3.

fill o u t

to t a k e p a r t

selected

from students

to h a v e

the r e s p o n s e

in t h e study.

f r o m s t u d e n t s in t h r e e o f the

schools

taking elective classes.

S t u d e n t s w e r e a s k e d to r e m e m b e r p r e v i o u s y e a r s
schooling,

4.

l i m i t a t i o n s of t h e study:

w h i c h some

Students were asked
the
some

social

studies

of

found difficult.

to g e n e r a l i z e a b o u t a l l of
classes

found difficult.

t h e y h a d taken,

which

11
5.

S o m e s t u d e n t s m a y h a v e had r e a d i n g d i f f i c u l t i e s .

6.

A t t i t u d e s are d i f f i c u l t

to measure.

of s t u d e n t s and a t t i t u d e s
i n f l u e n c e d their
social

Background

toward race m a y

have

r e s p o n s e s r e g a r d l e s s of the

s t u d i e s curriculum.
O v e r v i e w of the Thesis

In t h i s chapter,
study w e r e discus s e d .

the need and p u r p o s e of the

T e r m s w e r e defined,

and

limitations

and d e l i m i t a t i o n s w e r e listed.
In C h a p t e r II,

r e s e a r c h p r o c e d u r e s w i l l be

d e s c r i b e d w h i c h d e a l w i t h s u r v e y s of h i g h s c h o o l c u r riculums and a n a l y s e s of textbo o k s ,
study of b l a c k A m e r i c a n s .

as r e l a t e d to the

A special

s e c t i o n w i l l be

g i v e n to the r e s e a r c h d o n e in M i c h i g a n c o n c e r n i n g

this

topic.
In C h a p t e r

III,

the m e t h o d s of c o l l e c t i n g

data and a n a l y z i n g r e s p o n s e s will be d e s c r i b e d .

the
This

includes the d e v e l o p m e n t of the q u e s t i o n n a i r e , and the
m e t h o d of finding

the p o p u l ation.

Also,

the d e v e l o p m e n t

of the r e s p o n s e sheet,

s e l e c t i o n of p a r t i c i p a n t s ,

g a t h e r i n g of data,

and

t e s t a b l e h y p o t h e s e s w i l l be

IV,

the d a t a w i l l be a n a l y z e d .

discussed.
In C h a p t e r

w i l l be the r e s p o n s e s f r o m the f i r s t q u e s t i o n n a i r e ,

First
th e n

the r e s p o n s e s h e e t s f r o m the r a n d o m l y s e l e c t e d sch o o l s

12
will

be analyzed.

This will

i n c l u d e the c o m p a r i s o n s

b e t w e e n t e a c h e r s and students;
II;

Curriculum Types

I and

and relationships between responses and percentages

of b l a c k students.

Individual q u e s t i o n s w i l l

a n a l y z e d and c h a r a c t e r i s t i c s of
In C h a p t e r V,

a l s o be

schools w i l l be d e s c r i b e d .

a s u m m a r y of the s t u d y is given,

c o n c l u s i o n s are drawn,
r e s e a r c h are d i s c u s s e d .

and s u g g e s t i o n s for f u r t h e r

C H A P T E R II
R E V I E W O F THE L I T E R A T U R E

The r e v i e w of t h e
three m a j o r

areas.

litera t u r e w a s

T h e f i r s t area w a s

limited to

studies w h i c h

dealt w i t h the t r e a t m e n t of black A m e r i c a n s

in t e x t b o o k s ,

p r i m a r i l y secondary s o c i a l

studies textbo o k s .

area w a s

that d e a l t w i t h teachers'

surveys conducted

administrators'
Americans

The second
and

o p i n i o n s c o n c e r n i n g the study of b l a c k

in high school

social studies.

area w a s r e s e a r c h c o n d u c t e d

T h e third

in M i c h i g a n c o n c e r n i n g

study of b l a c k A m e r i c a n s w h i c h included

the

textbook studies

and s u r v e y s .
T e x t b o o k Studies
M a n y individuals

a n d groups c o n d u c t e d r e s e a r c h

concerning

the treatment of black A m e r i c a n s in te x t b o o k s ,

especially

social s t u d i e s textbooks.

1940's,

1950's,

The r e p o r t s in the

and 1 9 6 0 's w e r e a l m o s t e n t i r e l y n e g a ti v e .

More f a v o r a b l e comments

c a m e out of s t u d i e s d o n e in

recent y e a r s .

improvement was

A ma r k e d

books b y s o m e of the r e s e a r c h e r s ,

13

seen in t e x t ­

but s o m e felt t h a t

14
t here w a s still a need for improvement.

However,

some

w a r n e d that an i m p r o v e m e n t in t e x t b o o k s w a s d e s i r a b l e ,
but not n e c e s s a r i l y the final answer.
In t h e late 194 0 rs, a c o m m i t t e e was e s t a b l i s h e d
by the A m e r i c a n C o u n c i l on E d u c a t i o n to study
materials

in i n t e r g r o u p r e l a t i o n s .1

T h r e e - h u n d r e d and

fi f t e e n v o l u m e s w e r e analyzed w h i c h i n c l u d e d
books used

teaching

266 t e x t ­

in s e c o n d a r y and e l e m e n t a r y classes,

i n t r o d u c tory c o l l e g e texts,
This g r o u p f o u n d that,

and

24

2 5 col l e g e m a n u a l s .

"While r e c e n t l y p r e p a r e d texts

and c u r r i c u l u m s t e n d to d i r e c t m o r e a t t e n t i o n to N e g r o e s
as an A m e r i c a n group,

the a v e r a g e text and t e a c h i n g g u i d e

tend to ig n o r e the group,
contemporary society."
be s u m m a r ized

2

p a r t i c u l a r l y its p o s i t i o n in
The c o m m i t t e e ’s f i n d i n g s c a n

in the following statements:

S e g r e g a t i o n is u n r e c o g n i z e d in many of the
materials . . .
Sev e r a l k i n d s of N e g r o s t e r e o t y p e s are found
in the m a t e r i a l s . . .
V e r y li t t l e m a t e r i a l on the Negro a f t e r slaver y
and R e c o n s t r u c t i o n days is found.
P i c t o r i a l r e p r e s e n t a t i o n s of the N e g r o have the
same l i m i t a t i o n s as the w r i t t e n text.
T he m o r e r e c e n t the text, the g r e a t e r the l i k e l i ­
hood that a full, varied, a n d balanced t r e a t m e n t of
the N e g r o w i l l be found.

R e p o r t of the C o m m i t t e e on the study of t e a c h i n g
m a t e r i a l s in i n t e r g r o u p relati o n s , Intergroup R e l a t i o n s
in T e a c h i ng M a t e r i a l s :
A S u r v e y and A p p r a i s a l {Washin g ­
ton, D . C . : A m e r i c a n Council on Education, 1949), F o r e ­
word .
2 I b i d . , p.

32.

15

It. c a n n o t be s a i d t h a t p r o b l e m s , sociology, and
c i v i c s t e x t s have a m u c h be t t e r r e c o r d in p r e s e n t ­
ing the a c h i e v e m e n t s o f Neg r o e s a n d their l e a d e r s
t h a n h a v e h i s t o r y texts.
T e x t b o o k s in all fields, on o c c a s i o n even in
b i o l o g y pr esents h a z y and c o n f u s e d ideas about
race, scient i f i c d a t a b e i n g c o n s p i c u o u s by their
absence.3
T h e A n t i - D e f a m a t i o n L e a g u e of
ducted another

B'Nai B'Rith con­

study o f t e x t b o o k s e l e v e n y e a r s after

I n t e r g r o u p R e l a t i o n s C o m m i t t e e had p u b l i s h e d
report.

4

They randomly

eight most

reported that

their

s e l e c t e d o n e - h a l f of the f o r t y -

frequently used

the U n i t e d States.

the

so c i a l s t u d i e s t e x t b o o k s

L l o y d Marcus,

in

w h o c o n d u c t e d the study,

"With some e x c e p t i o n s ,

the m a i n c r i t i c i s m s

of the A m e r i c a n Council on E d u c a t i o n R e p o r t of 1949,
as they r e l a t e

to t e x t b o o k t r e a t m e n t of the Negro,
5
eq u a l l y v a l i d for the y e a r I960."
In M a r c h of 1964,
sented f i n d i n g s of th e i r

a g r o u p of h i s t o r i a n s p r e ­
i n v e s t i g a t i o n s of two fif t h -

grade U n i t e d States h i s t o r y books,
h i s t o r y books,

three eighth-grade

and two h i g h school h i s t o r y books,

w e r e in w i d e s p r e a d use

3 I b i d . , pp.

in C a l i f o r n i a

136,

are

123,

schools.**

that

They

32.

4

L l o y d Marcus, T h e T r e a t m e n t of M i n o r i t i e s in
S e c o n d a r y S c h o o l T e x t b o o k s (New York:
Anti-Defamation
L e a g u e o f B ' N a i B'Rith, T 5 6 1 ) , p. 7.
^ I b i d ., p . 38.
g
K e n n e t h M. Stampp, W i n t h r o p D. Jordan, L a w r e n c e
W. L e vine, R o b e r t L. M i d d l e k a u f f , C h a r l e s G. Sellers, and

16
felt that

" . . .

the g r e a t e s t d e f e c t in t h e t e x t b o o k s

we have examined
However,

is t h e v i r t u a l

o m i s s i o n o f t h e N e g r o ."7

they did caution against

N e g r o c o n t r i b u t i o n s and

" . . .

exaggerating

h e r o i c q u a l i t i e s of N e g r o

g

figures."

They

felt that

" . . .

e q u a l d i s t o r t i o n of h i s t o r i c a l
r u n fail

to h a v e t h e d e s i r e d

selected

junior and

senior high

history textbooks

in 1966,

revisions

and

all

in 1967

the i m p r o v e m e n t s

accounts
place

and in the long
g
effects."

a s t u d y of t h e N e g r o
school and college

and made additions

1968.^^

He f e l t t h a t

t h a t h a v e b e e n ma d e ,

l e a v e r o o m for f u r t h e r

be an

truth,

social

Irving Sloan conducted

this w o u l d

s u c c e s s o f t h e p r o g r a m is d e t e r m i n e d b y

level

and

" . . .

e v e n the

im pro veme nt, He

t h e m a j o r r e s p o n s i b i l i t y u p o n the

in

teacher,

with
'best*
does

for the

their commitment

to Negro history.

G e o r g e W. S t o c k i n g , Jr., "The N e g r o in A m e r i c a n H i s t o r y
T e x t b o o k s , " in I n t e g r a t e d E d u c a t i o n , ed. by M e y e r W e i n ­
b e r g ( B e v e r l y H i l l s T C a l i f .:
The G l e n c o e P r e s s , 1968),
pp. 1 9 7 - 2 0 2 .
7 I b i d . , p.

198.

8Ibid.

8I b i d .
^ I r v i n g Sl o a n , T h e N e g r o in M o d e r n A m e r i c a n
H i s t o r y T e x t b o o k s (Washington, D . C . :
American Federa t i o n o f T e a c h e r s , A F L - C I O , 1968).
1 1 I b i d . , p.

6.

17
In 1969«

J a c k A b r a m o w i t z c o n d u c t e d a s u r v e y to

find out w h e t h e r p u b l i s h i n g c o m p a n i e s still had the
practice of i s s u i n g d i f f e r e n t types of the s a m e t e x t b o o k s
to d i f f e r e n t sc h o o l districts.

12

Of m a i n i n t e r e s t was

whether the i n c l u s i o n of b l a c k A m e r i c a n s was

the same

in t e x t b o o k s r e g a r d l e s s of the school d i s t r i c t .
thirty-three publishing companies questionnaires.
c oncluded t h a t

"From the i n f o r m a t i o n r e c e i v e d

study it w o u l d

seem that the

a major p r o b l e m . "

'star edition'

He

in this

is no lo n g e r

13

Albert Alexander

in a s t u d y d o n e in 1969 was

" . . . i m m e d i a t e l y struck by a m a r k e d
the t r e a t m e n t o f the Negro."
upon a p r e v i o u s

He sent

14

i m p r o v e m e n t in

The c o m p a r i s o n was b a s e d

st u d y he d i d in 1960.

All of t h e s e t e x t b o o k s t u d i e s plus o t h e r s that
were d o n e have a d d e d v a l u a b l e i n f o r m a t i o n , p l u s they
have kept the s t a t u s of t e x t b o o k s c o n c e r n i n g the
inclusion of b l a c k A m e r i c a n s u p to date.
a marked

T h e y found

i m p r o v e m e n t in the t e x t b o o k c o v e r a g e of blac k

Americans

in the last two decades.

There was

12

J a c k A b r a m o w i t z , " T e x t b o o k s and N e g r o H i s t o r y , ”
Social E d u c a t i o n , XXXIII, No. 3 (March, 1969), 306-09.
1 3 I b i d . , p.
14

309.

A l b e r t Alexander, " D o e s the A m e r i c a n His t o r y
T e x t b o o k Still W e a r a G r a y F l a n n e l Cover?"
Soc i a l E d u ­
cation, XXXIII, No. 3 (March, 1969), 303.

18
d i s a g r e e m e n t as to the c o v e r a g e

in present texts.

For

some i n d i v i d u a l s the t e x t b o o k s w e r e n o w a d e q u a t e and
they w a r n e d a g a i n s t e x a g g e r a t i n g this aspect o f
while o t h e r s felt that a g r e a t d e a l

history,

still n e e d e d

to be

done.
H o w e v e r as J a c k A b r a m o w i t z p o s i t e d

" . . . it is

possible that we h a v e fa i l e d to face up to the
putting m a t e r i a l s

into t e x t b o o k s

is no g u a r a n t e e

it is g o i n g to get t h r o u g h to the p u p i l
room."

15

f a c t that
that

in the class-

P e r h a p s the i n c l u s i o n of b l a c k A m e r i c a n s into

textbooks w a s an a d m i r a b l e goal

in itself,

but there

seemed t o be v e r y lit t l e proof,

if any at all,

that the

i nclusions a c t u a l l y b r o u g h t a b o u t c h a n g e s t o w a r d
others.

It also s e e m e d from i n v e s t i g a t i o n t h a t

studies c l a s s e s

self or
social

in the s e c o n d a r y s c h o o l were m o v i n g away

from the u s e of textbooks.
S u r v e y s of C u r r i c u l u m s
The s u r v e y s d o n e c o n c e r n i n g

the i n c l u s i o n of

black A m e r i c a n s into school c u r r i c u l u m s have b e e n
b a s i c a l l y lim i t e d to o p i n i o n s of t e a c h e r s and a d m i n ­
istrators.

Of the stud i e s d e a l t w i t h here,

on the n a t i o n a l level,
on a s t a t e level.
Americans,

t h r e e wer e

one on a r e g i o n a l level,

a n d one

S o m e included o n l y the s t u d y of black

w h i l e o t h e r s d e a l t w i t h all m i n o r i t i e s .

^^Ab r a m o w i t z ,

o p . c i t . , p.

307.

Basic

19
trends w e r e found in t h e s e studies.
the s c h o o l d i s t r i c t s
of b l a c k A m e r i c a n s

About one-half of

investigated had

included the

in th e i r c u r r i c u l u m s .

study

Districts with

black students were m o r e

likely to h a v e

study of b l a c k A m e r i c a n s

than s c h o o l s w i t h o u t b l a c k s t u ­

dents.

included t h e

M o s t a d m i n i s t r a t o r s and t e a c h e r s felt it w a s

better to

incorporate the

study of m i n o r i t i e s

e x i s t i n g c u r r i c u l u m s t h a n to o f f e r

into

separate c o u r s e s .

The i n c l u s i o n of m i n o r i t y

studies h a d most o f t e n b e e n

p r e c i p i t a t e d by teach e r s ,

administrators,

and b o a r d of

e d u c a t i o n members.
The editorial

staff of N a t i o n ' s Schools s e n t a

q u e s t i o n n a i r e in 1968

to a d m i n i s t r a t o r s

across

These administrators represented

t he n a t i o n . ^

all l e v e l s of pu b l i c educat i o n .

in fifty s c h o o l s

Six questions w e r e

asked w i t h space a v a i l a b l e for c o m m e n t s .
T h e y found t h a t

73 per c e n t o f

felt t h a t courses o f f e r e d

in their s c h o o l d i s t r i c t s

adequately represented minority g r o u p s .
r e s p o n d e n t s were less

groups.

The same

f a v o r a b l e c o n c e r n i n g textbooks.

F i f t y - n i n e per cent f e l t
their s c h o o l d i s t r i c t s

the r e s p o n d e n t s

that the t e x t b o o k s used

in

adequately represented mino r i t y

O n l y 59 per c e n t felt that r e p r e s e n t a t i o n of

m i n o r i t y g r o u p s w o u l d be an i m p o r t a n t c o n s i d e r a t i o n w h e n

Say,"

^■6 "Texts D o n ' t T r e a t M i n o r i t i e s Fairly S c h o o l M e n
N a t i o n ' s Schools, August, 1968, p. 35.

20
they s e lected r..ew textbooks.
n e w study u n i t s o r c o u r s e s
culture.

T w e n t y - n i n e per cent p l a n n e d

in m i n o r i t y g r o u p hist o r y and

T h i r t y - t w o per cent a l r e a d y had courses or

units that d e a l t w i t h m i n o r i t y groups.

Twenty-nine per

cent had seen n o t i c e a b l e i n t e r e s t in s u c h m a t e r i a l s
community, p a r e n t s ,

by

or students.

They a l s o found a n o t i c e a b l e d i f f e r e n c e in
r e s p o n d e n t s w h o m e n t i o n e d they had no m i n o r i t y g r o u p s
w i t h i n their school.

These administrators

"unanimously

agreed that m i n o r i t y g r o u p s w e r e a d e q u a t e l y r e p r e s e n t e d
xn p r e s e n t t e x t s and courses."
agreed that t h e y had

18

And they

"una n i m o u s l y

seen no n o t i c e a b l e i n t e r e s t in

minority group materials
students."

17

from community,

p a r e n t s or

M o r e than half said they w o u l d not take

into a c c o u n t m i n o r i t y r e p r e s e n t a t i o n w h e n c h o o s i n g n e w
books.
It s e e m e d from the results of this

survey that

a m a j o r i t y of t h e r e s p o n d e n t s w e r e a t t e m p t i n g

to i n c l u d e

minority group

a large

students.

T h e r e were,

though,

p e r c e n t a g e t h a t d i d not v i e w the study of m i n o r i t y g r o u p s
as an i m p o r t a n t c o n s i deration.

This w a s e s p e c i a l l y

n o t i c e a b l e in s c h o o l s w h e r e no m i n o r i t y g r o u p s t u d e n t s
w e r e in a t t e n d a n c e .

17_
l ■j
Ibxd.

There is serious d o u b t as to the

18_.
..
Ibxd.

21
a c c u r a c y of this

s u r v e y due to the p o o r r e s p o n s e b y

admini s trators.

O n l y 28 per c e n t of the a d m i n i s t r a t o r s

responded.
In 1969,

R e g i n a Goff c o n d u c t e d a study

t igate the eff e c t s o f current p r e s s u r e s
social

"to i n v e s ­

for r e f o r m in

studies c u r r i c u l a of the n a t i o n w i t h s p e c i f i c

r e f e r e n c e to the i n c l u s i o n of the h i s t o r y and c u l t u r e
of the Negro."

19

S h e so u g h t the a n s w e r s to four

questions:
1.

To what e x t e n t d o S t a t e D e p a r t m e n t s of E d u ­
c ation p r o v i d e p r e p a r e d m a t e r i a l s i n c l u s i v e of
c u r r i c u l u m guides, c o u r s e syllabi, b i b l i o g r a p h i e s ,
or other r e s o u r c e m a t e r i a l s ?
Is there a r e g i o n a l p a t t e r n in r e s p o n s e to
c urrent c o n c e r n s as i n d i c a t e d by a v a i l a b i l i t y
of i n s t r u c t i o n a l m a t e r i a l s ?
To what e x t e n t are c l a s s r o o m o f f e r i n g s an 2Q
integral p a r t of A m e r i c a n h i s t o r y courses?

2.
3.

She o b t a i n e d the answers

to th e s e q u e s t i o n s by

s u r v e y i n g fifty s t a t e d e p a r t m e n t s of education,
D i s t r i c t of C o l u mbia,
(54.9%)

per cent h a d

Thirty-seven
and 8

(37.3%)

and s e l e c t e d cities.

the

Fifty-five

some type of m a t e r i a l available.
per cent had no m a t e r i a l a v a i l a b l e

(7.8%) per c e n t w e r e p l a n n i n g at the time to

d e v e l o p materials.
states,

21

It was f o u n d

Mid d l e A t l a n t i c states,

and

that the N o r t h w e s t e r n
the Great Lake

19

st a t e s

Regina Goff, "The T e a c h i n g of N e g r o H i s t o r y in
the P u b l i c Schools of the Nation," W a s h i ngton, D.C.,
D e p a r t m e n t of Health, Education, a n d Welfare, 1969.
( M i m e o g r a p h e d .)
20Ibid.

2 ^Ibid.

22
had the m o s t m a t e r i a l s available.

22

Bibliographies were

m e n t i o n e d as the m a t e r i a l s m o s t o f t e n available,
there was no c o n s i s t e n t p a t t e r n .

23

but

It w a s found that

i n t e g r a t i o n of the study of N e g r o h i s t o r y into e s t a b l i s h e d
courses was the m o s t c o m m o n m e t h o d of inclusion.

24

When

separate c o u r s e s were o f f e r e d it was u s u a l l y in the
25
t w elfth g r a d e and on an e l e c t i v e b a s i s .
T h e s a m e basic p a t t e r n is found upon the state
level in this study that w a s

found u p o n the d i s t r i c t level

in the s tudy d o n e by N a t i o n ’s S c h o o l s .

A m a j o r i t y of

states w e r e c o n c e r n e d e n o u g h w i t h the s t u d y of b l a c k
Americans

to o f f e r materi a l s ,

did not offer

but a s i z a b l e p e r c e n t a g e

any materials.

The e d i t o r s of Educat i o n ,

U . S . A . in 197 0 also

surveyed s c h o o l systems a c r o s s the nation.
included p u b l i c ,

private,

and p a r o c h i a l

found that m o s t e d u c a t o r s f e l t that the

26

These

schools.
" . . .

The y
ideal

way to h a n d l e m a t e r i a l on b l a c k s and o t h e r e t h n i c gro u p s
is to w e a v e it i n t o the r e g u l a r c u r r i c u l u m as an i n t e g r a l
part of e v e r y t h i n g

22

Ibid.

24,. ,
Ibid.
26

that is ta u g h t from k i n d e r g a r t e n

23

Ibid.

2 5 t, . ,
Ibid.

R o s e M a r i e W a l k e r Levey, "Black S t u d i e s in
Schools," E d u c a t i o n , U.S.A. Spe c i a l R e p o r t , 1970.

to

23
grade 12."

27

They also found that m a n y e d u c a t o r s

felt

a need at p r e s e n t to o f f e r a s e p a r a t e cou r s e at the
junior and s e n i o r h i g h schools in o r d e r to m a k e u p for
the d e f i c i e n c i e s o f p r e v i o u s y e a r s
Paul A. F i l t e r ' s p u r p o s e

in m i n o r i t y studies.

28

in his r e s e a r c h "was to

discover the c u r r e n t p o s i t i o n of B l a c k S t u d i e s in the
social s t u d i e s c u r r i c u l u m s of s e c o n d a r y schools
29
North C e n t r a l A s s o c i a t i o n . *'

in the

T h e p o p u l a t i o n of the

study i n c l u d e d h i g h s c h o o l s in n i n e t e e n states of
w hich M i c h i g a n was one.

T h r e e - h u n d r e d and six h i g h

schools w i t h s t u d e n t p o p u l a t i o n s o v e r 1,000 w e r e
selected

for the sample.

the social
school.

Q u e s t i o n n a i r e s were sent to

studies d e p a r t m e n t c h a i r m a n of e a c h h i g h

F i l t e r a t t e m p t e d to find out h o w e x t e n s i v e was

black s t u d i e s

in the c u r r i c u l u m , w h e n it w a s adopted,

m a t e r i a l s used,

and o p i n i o n s of the d e p a r t m e n t heads

c o n c e r n i n g the programs.
Of the 260,
studies o f f e r e d

a b o u t o n e - h a l f c l a i m e d to have bl a c k

in t h e i r c u r r i culum.

Sch o o l s w i t h

10 per c e n t or m o r e b l a c k s t u d e n t s w e r e a l m o s t t w i c e
as likely to have a b l a c k s t u d i e s p r o g r a m as c o m p a r e d

27
29

.
Ibid.,

p.

.
4.

28

j
Ibid.

Paul A. Filter, "Black S t u d i e s in the S e c o n d a r y
Social S t u d i e s C u r r i c u l u m " (unpublished Ed.D. d i s s e r t a t i o n ,
U n i v e r s i t y of Nebraska, 1970), p. 3.

24
to s c h o ols w i t h less t h a n 10 per c e n t b l a c k p o p u l a t i o n .30
It w a s a l s o found t h a t b l a c k s t u d i e s p r o g r a m s w e r e r e c e n t
d e v e l o p m e n t s w i t h a l m o s t n i n e - t e n t h s of the p r o g r a m s
s t arted b e t w e e n 1967-1 9 6 9 .
respondents

" . . .

31

A large m a j o r i t y of the

said t h e i r B l a c k S t u d i e s c a m e a b o u t

as a r e s u l t of a n e e d f e l t by faculty or a d m i n i s t r a t o r s . "
A m a j o r i t y of r e s p o n d e n t s
w i t h o u t b l a c k students

" . . .

32

in sch o o l s w i t h and

felt it was l e g i t i m a t e to

e m p h a s i z e B l a c k c o n t r i b u t i o n s to h i s t o r y as a m e a n s of
improving

the s e l f - c o n c e p t of Blacks

many d e m a n d s

. . . "

s t u d i e s d e p a r t m e n t chairmen.

An i m p o r t a n t o b j e c t i v e for the p r o g r a m s
w i t h o u t b l a c k students w a s
35

However

that w e r e e x p o u n d e d by b l a c k m i l i t a n t s w e r e

r e j e c t e d by the social

of blacks.

33

34

in s c h o o l s

to improve w h i t e ' s c o n c e p t s

A g r e a t m a j o r i t y of the d e p a r t m e n t heads

felt t h a t their teachers w e r e not p r e p a r e d

to deal w i t h

36
the s t u d y of b l a c k A m e r i c a n s .
J o h n E. G u e n t h e r c o n d u c t e d a s i m i l a r s t u d y

in

197 0 of h i g h schools in M i s s o u r i by s e n d i n g q u e s t i o n n a i r e s

3 0 I b i d . , p.

73.

3^ Ib i d . ,

p.

132.

3^Ibid.

p . 133.

3 6 Ibid.

f

31
33
35

I b i d ., p.
Ibid.
Ibid.

133

25
to a r a n d o m s a m p l e of 250 A m e r i c a n h i s t o r y teachers.
He a t t e m p t e d

to find o u t t e a c h e r s 1 o p i n i o n s c o n c e r n i n g

black s t u d i e s in gen e r a l
in such p r o g r a m s .
methods,

37

This

materi a l s ,

and their s c h o o l s '

involvement

included quest i o n s concerning

objectives,

and p l a c e m e n t of the

study into the United S t a t e s history p r o g r a m .
G u e n t h e r found t h a t 67 per c e n t
the study of bl a c k h i s t o r y
course.

(6 6 .8%)

included

in their A m e r i c a n h i s t o r y

It w a s found that outstate u r b a n and m e t r o ­

politan u r b a n were m o r e

l i k e l y to h a v e e s t a b l i s h e d p r o -

grams t h a n r u r a l and s u b u r b a n areas.
that the r e s p o n d e n t s

38

He also f o u n d

f e l t that the i n c l u s i o n of b l a c k

history s h o u l d be i n t e g r a t e d into e x i s t i n g p r o g r a m s
and not o f f e r e d as a s e p a r a t e course.

39

G u e n t h e r found s i m i l a r f e e l i n g s

among these

teachers as F i l t e r found a m o n g the d e p a r t m e n t chair m e n .
They felt that teachers w e r e not p r e p a r e d
black h i s tory. 4 0
book studies,
"inadequate

to d e a l w i t h

T h e s e t e a c h e r s a l s o ag r e e d w i t h t e x t ­

that U n i t e d Sta t e s h i s t o r y

textbooks w e r e

in the t r e a t m e n t of N e g r o history."

41

They

37

J o h n E. G u e n t h e r , "Negro H i s t o r y in the P u b l i c
High S c h o o l s of M i s s o u r i " (unpublished Ed.D. d i s s e r t a t i o n .
U n i v e r s i t y of Missouri, 1970).
38 I b i d . , pp.
4 0 I b i d . , p.

78-79.
173.

3 9 I b i d . , p.
41Ibid.

172.

26
a l s o felt t h a t

supplementary materials were

"generally

of p o o r q u a l i t y . "
Textbook Stud i e s Done
Three major
ing

studies were done

the s t u d y of b l a c k A m e r i c a n s .

dealt with the

in M i c h i g a n
in M i c h i g a n c o n c e r n

T w o of

i n v e s t i g a t i o n of t e x t b o o k s

t hese i n v e s t i g a t i o n s

had o n

these

studies

and the impact

school districts.

These were

a d i r e c t o u t c o m e of l e g i s l a t i o n in M i c h i g a n w h i c h s t a t e d
that:
Sec. 3 65a.
Whenever the a p p r opriate a u t h o r i t i e s of
any p r i v a t e , p a r o c h i a l o r p u b l i c s c h o o l s of the
state are selecting or approving textbooks which
c o v e r t h e s o c i a l s t u d i e s , such a u t h o r i t i e s shall
g i v e s p e c i a l a t t e n t i o n a n d c o n s i d e r a t i o n to the
degree to w h i c h the t e x t b o o k fairly includes r e c o g ­
n i t i o n of t h e a c h i e v e m e n t s and a c c o m p l i s h m e n t s of t h e
e t h n i c a n d r a c i a l g r o u p s a n d shall, c o n s i s t e n t l y w i t h
a c c e p t a b l e a c a d e m i c s t a n d a r d s and w i t h d u e c o n s i d e r ­
a t i o n t o a l l r e q u i r e d i n g r e d i e n t s of a c c e p t a b l e
textbooks, select those textbooks w h i c h fairly
include s u c h a c h i e v e m e n t s and accomplishments.
The
s u p e r i n t e n d e n t of p u b l i c i n s t r u c t i o n s h a l l c a u s e
t o be m a d e a n a n n u a l r a n d o m sur v e y o f t e x t b o o k s in
u s e in t h e s t a t e and s u b m i t a r e p o r t to t h e l e g i s ­
l a t u r e p r i o r to J a n u a r y 15 of e a c h y e a r as t o the
p r o g r e s s m a d e , as d e t e r m i n e d by s u c h r a n d o m survey,
in the a t t a i n m e n t of the f o r e g o i n g o b j e c t i v e . 43
A five-member c o m m i t t e e was e s t a b l i s h e d
to m e e t the r e q u i r e m e n t s o f
during

the

the

s c h o o l year 1 9 6 7 - 6 8

act.
located

in o r d e r

The committee
the

twelve most

2 Ibid.
43

"A R e p o r t o n t h e T r e a t m e n t of M i n o r i t i e s in
A m e r i c a n H i s t o r y T e x t b o o k s " (Michigan D e p a r t m e n t of E d u ­
cation, July, 1968) , A p p e n d i x C.

27
used A m e r i c a n history textbooks

in M i c h i g a n and t h e n g a v e

them to a gr o u p of h i s t o r i a n s to e v a l u a t e a c c o r d i n g to
the s t a n d a r d s d e m a n d e d b y the Act.

44

The c o m m i t t e e

s u m m a r i z e d the e v a l u a t i o n s of the h i s t o r i a n s
issued in 1968.

in a r e p o r t

45

T he committee f o u n d that the historians,
e v a l u a t i n g American h i s t o r y textbooks,
their o v e r - a l l j u d g m e n t
p oint of c o n d e m n a t i o n . "
The histor i a n s

when

w e r e in " . . .

sharply c r i t i c a l ,

even to the

46
judged the t e x t b o o k s a c c o r d i n g

the g u i d e l i n e s set u p b y the commit t e e .
line w a s to evalu ate the

to

The first g u i d e ­

textbooks a c c o r d i n g to " H i s ­

torical inaccuracies t h a t result f r o m e r r o r s of
omission."

47

These h i s t o r i a n s r e a c h e d b a s i c a l l y the

same c o n c l u s i o n s as t h e C a l i f o r n i a study,

" . . .

tha t

is p e r h a p s the m o s t f r e q u e n t kinds of e r r o r s are e r r o r s
of o m i s s i o n . "

48

The second g u i d e l i n e was to e x a m i n e b o o k s for
" Histo r i cal
commission."

inaccuracies
49

See A p p e n d i x A
and h i storians.
4 ~*I b i d ., pp.
4 7 I b i d ., p.
Ibid.,

from errors of

The c o m m i t t e e r e p o r t e d

44

49

that res u l t

p.

.
.
for list of C o m m i t t e e m e m b e r s

1-25.
4.
7.

that "the

4 8 I b i d ., p.
48Ibid.

3.

28
re v i e w e r s find t h a t these t e x t b o o k s c r e a t e e r r o n e o u s
impressions not o n l y t h r o u g h w h a t they d o n o t say/

but

also w h at t h e y d o s a y . " 5®
The t h i r d g u i d e l i n e w a s to e x a m i n e the bo o k s for
the " avoidance of the c o n t r o v e r s i a l . "

51

It was found

that the t e x t b o o k s a v o i d e d a r e a s w h i c h c o u l d be c l a s s i f i e d
as c o n t r o v e r s i a l

issues.

Other c o n c l u s i o n s of the r e v i e w e r s c a n be s u m ­
m a r i z e d in the following:
1.

T h e r e w a s an "absence of the h u m a n e l e m e n t . "

2.

Th e r e w a s no "detail or d e p t h in the t r e a t m e n t
of the c u r r e n t civil r i g h t s m o v e m e n t . "

3.

There was

i n f o r m a t i o n in the t e x t b o o k s that w a s

"based o n h i s t o r i c a l r e s e a r c h c o n s i d e r e d o u t d a t e d
by m o d e r n h i s t o r i a n s . "
4.

T h e r e w a s a n a b s e n c e of
o n any

"any kind of m o r a l

,,52
issue.”

The c o m m i t t e e a l s o r e c o m m e n d e d
for A m e r i c a n h i s t o r y t e x t b o o k s e l e c t i o n

5 0 I b i d . , p.
5 2 I b i d . f pp.
53

Ibid.
guidelines.

stand

,

p.

8.

53

and

a c o u r s e of

5 1 Ibid.

9, 10,
25.

further guidelines

12.

See A p p e n d i x B for s u m m a r y of

29
action for local b o a r d s of education,
of Education,

the St a t e D e p a r t m e n t

and for t e a c h e r - e d u c a t i o n i n s t i tutions .

The c o m m i t t e e c o n c l u d e d that
both o m i s s i o n and c o m m i s s i o n ,

54

" T h r o u g h e r r o r s of

t h r o u g h t h e i r a v o i d a n c e of

nearly e v e r y t h i n g of a c o n t r o v e r s i a l nature,

through

their r e l i a n c e on o u t d a t e d and e v e n a n t e d i l u v i a n h i s ­
torical research,

and t h r o u g h their

of the c u r r e n t Civil R i g h t s

inadequate treatment

scene and the b a c k g r o u n d s to

it, these b o o k s say the r e v i e w e r s are h i s t o r i c a l l y
inaccurate,

m i s l e a d i n g and d i s t o r t e d . "

55

A year after the t e x t b o o k study was pu b l i s h e d ,
the D e p a r t m e n t of E d u c a t i o n s u r v e y e d
in M i c h i g a n

300 school d i s t r i c t s

in o r d e r to m e a s u r e the i m p a c t the t e x t b o o k

study had u p o n local c u r r i c u l u m personnel.

56

They found

that:
1.
2.
3.

M o s t school d i s t r i c t s r e p o r t e d that they had not
cha n g e d their t e x t b o o k a d o p t i o n s s i n c e the
R e p o r t was p u b l i s h e d .
M o s t school o f f i c i a l s r e p o r t e d t h a t they w e r e
f a m i l i a r w i t h the R e p o r t and w o u l d u s e it w h e n
they p u r c h a s e d n e w A m e r i c a n h i s t o r y textbooks.
The d i s t r i c t s t h a t had c h a n g e d their t e x t b o o k
a d o p t i o n s s i n c e the a p p e a r a n c e of the R e p o r t said
that they had u s e d the Re p o r t as a g u i d e l i n e for
c h o o s i n g n e w books.
54

Ibid.,
mend ed ac tTons .

pp.

5 5 I b i d . , p.

24-2 5.

See A p p e n d i x C for r e c o m ­

14.

"A S e c o n d R e p o r t on the T r e a t m e n t of M i n o r i t i e s
in A m e r i c a n H i s t o r y T e x t b o o k s " (Michigan D e p a r t m e n t of
Education, April, 1971), p. 3.

30
4.

5.

6.

V i r t u a l l y all of the d i s t r i c t s t h a t t o o k p a r t
in the survey r e p o r t e d that they w e r e a t t e m p t i n g
to s u p p l e m e n t their social stu d i e s p r o g r a m s w i t h
n o n - t e x t b o o k m a t e r i a l s that d e a l w i t h m i n o r i t y
contributions *
A m a j o r i t y of the d i s t r i c t s in the su r v e y r e p o r t e d
that they had i n s t i t u t e d p r o g r a m s to incr e a s e
their teachers' a b i l i t y to s e l e c t c l a s s r o o m
m a t e r i a l s in r e g a r d to m i n o r i t y c o n t r i b u t i o n s
w i t h a g r e a t e r d e g r e e of fairness.
A nu m b e r of d i s t r i c t s r e p o r t e d that they had
p r e p a r e d g u i d e l i n e s of their o w n in this a r e a
and had u s e d the s t a t e g u i d e l i n e s as a m o d e l
for their o w n . 57
In 1970,

another
1968.

the D e p a r t m e n t of E d u c a t i o n c o n d u c t e d

su r v e y to d e t e r m i n e the impact of the Re p o r t o f
T h e survey a l s o a t t e m p t e d to locate A m e r i c a n

history

t e x t b o o k s that were n o w in use in M i c h i g a n school d i s ­
tricts.
1.
2.

3.
4.

T h e y found that:
F i f t y p e r c e n t of the r e s p o n d e n t s i n d i c a t e d t h a t
the G u i d e l i n e s had influe n c e d t h e m in their
c h o i c e of social studies ma t e r i a l s .
N o n e of those w h o k n e w of the e x i s t e n c e of the
G u i d e l i n e s i n d i c a t e d that the G u i d e l i n e s had n o t
i n f l u e n c e d them in t h e i r c h o i c e of social
s tu d i e s m a t e r i a l s .
T w e n t y p e r c e n t i n d i c a t e d that the G u i d e l i n e s h a d
had some e f f e c t in their c h o i c e of social
s tudies m a t e r i a l s but not much.
F i v e p e r c e n t i n d i c a t e d that t h e y d i d not k n o w
a b o u t the G u i d e l i n e s . 58
F r o m the r e s p o n s e s

social s t u d i e s classes,

to w h i c h b o o k s w e r e used

in

the D e p a r t m e n t of E d u c a t i o n c h o s e

the t w e l v e m o s t f r e q u e n t l y u s e d A m e r i c a n h i s t o r y t e x t ­
b ooks in Michigan.

T w e l v e h i s t o r i a n s w e r e a g a i n ask e d

58 , . ,
I b i d ., p.

_
5.

31
to r e v i e w these textbooks.

59

They w e r e asked to foc u s

u p o n the t r e a t m e n t a f f o r d e d all m i n o r i t y groups n o t just
black A m e r i c a n s .

The D e p a r t m e n t of E d u c a t i o n t h e n s u m ­

m a r i z e d the h i s t o r i a n s 1 findings.
T he D e p a r t m e n t of E d u c a t i o n c o m m i t t e e r e p o r t e d
that the r e v i e w e r s found m e n t i o n of m i n o r i t y g r o u p s c o n ­
t r i b u t i o n s to A m e r i c a n society,
been

“p l a c e d

b u t t h e y seemed to h a v e

into the t e x t as a f t e r t h o u g h t s . " ^

they f o u n d the a b s e n c e of c o n t r o v e r s i a l
r e v o l v e d a r o u n d m i n o r i t y groups.

Again

topics that

T h e y a l s o found that

some m i n o r i t y g r o u p s w e r e m e n t i o n e d m o r e o f t e n than
others,

and that the t r e a t m e n t of r a c i s m and p r e j u d i c e

in o u r s o c i e t y was n o t adequate.
T hey c o n c l u d e d

that

" . . . i t would appear that

on the b a s i s of the p r e s e n t twelve r e v i e w s
i n s u f f i c i e n t progress,
been m a d e

in the past

. . . that

in terms of the l e g i slation,
s e v e r a l years

t r e a t m e n t of m i n o r i t i e s

has

in the area of the

in A m e r i c a n history.

Sur v e y of T e a c h e r s in M i c h i g a n
M i l o Wh i t e
high s c h o o l

social

in 197 0 c o n d u c t e d a survey of M i c h i g a n
studies teachers through personal

i n t e r v i e w s in o r d e r to i n v e s t i g a t e the study of b l a c k

59

See A p p e n d i x A for list of historians.

6 0 I b i d . , p.

10.

6 1 Ibid.,

p.

11.

32
A m e r i c a n s in h i g h school

so c i a l

studies c u r r i c u l u m s .

62

He c o n c e n t r a t e d u p o n the c u r r e n t status of t h e teaching
of the h i s t o r y o f the N e g r o , the rationale for

including

or n o t i n c l u d i n g , the m e t h o d by w h i c h the i n c l u s i o n took
place,

the i n f l u e n c e of the p r o g r a m upon o t h e r

of the school c u r r i c u l u m ,

aspects

and w h a t do t e a c h e r s p e r c e i v e

as b e i n g the m e r i t s of the prog r a m .
W h i t e r e a c h e d m a n y o f the same c o n c l u s i o n s as
p r e v i o u s studies.
black Americans'

He found

that the ext e n t to w h i c h

c o n t r i b u t i o n s and a c h i e v e m e n t s were

integr a ted into t h e social

s t u d i e s c u r r i c u l u m w a s gr e a t l y

d e p e n d e n t upon t h e teachers'

c o m m i t m e n t to s u c h studies.

He also found t h a t t e a c h e r s w e r e not p r e p a r e d
adequately with the

study of b l a c k Americ a n s .

w e r e aware that t h e r e were d e f i c i e n c i e s
a n d a t t e mpted to s u p p l e m e n t
materials.

65

63

to deal
64

Teach e r s

in t h e i r textb o o k s

s u c h books w i t h a d d i t i o n a l

A f a c t o r w h i c h se e m e d to be r e l a t e d to the

i n a d e q u acy of m a t e r i a l s was t h a t teachers f e l t

they

lectured m o r e w h e n d e a l i n g w i t h the c o n t r i b u t i o n s and
a c h i e v e m e n t s of b l a c k Am e r i c a n s .

M i l o W h i t e , "The T e a c h i n g of the H i s t o r y of the
N e g r o in S e l e c t e d S e c o n d a r y S c h o o l s in M i c h i g a n " (unpub­
lished Ph.D. d i s s e r t a t i o n , U n i v e r s i t y of M i c h i g a n , 1970),
p. 5.
6 3 I b i d . , p.

213.

65I b i d . , p.

215.

6 4 Ibid.

33
H o w e v e r , White found
and social

that a minority of

s t u d i e s teachers w a s r e s p o n s i b l e

a d d i t i o n of the study of b l a c k A m e r i c a n s .66

students

for the
Other

studies p l a c e d the r e s p o n s i b i l i t y for the c h a n g e upo n
a d m i n i s t r a t o r s and c u r r i c u l u m personnel.
Summary of
R e s e a r c h concerning
in h i g h school
and teachers'

t h e Findings
the

study of b l a c k A m e r i c a n s

social studies d e a l t with t e x t b o o k studies
and administrators'

in M i c h i g a n w a s a l s o c o n c e n t r a t e d
T e x t b o o k s were e v a l u a t e d
improvement

in r e c e n t years.

opinions.

Research

in these t w o areas.
as being i n a d e q u a t e w i t h

T h e s e i m p r o v e m e n t s were

c o n s i d e r e d a d e q u a t e by some w h i l e others felt t h a t more
n e e d e d to be done.
A m a j o r i t y of schools a t t e m p t e d to i n c l u d e the
s tudy of b l a c k Americans,

b u t a sizable n u m b e r had not.

S c h o o l s w i t h b l a c k students w e r e more likely t o have
in c l u d e d the s t u d y of black A m e r i c a n s than s c h o o l s
w i t h o u t b l a c k students.
T e a c h e r s w e r e found to be i n a d e q u a t e l y prepared
to deal w i t h t h e
many educators
o n e of the m o s t

study of b l a c k Americans.

However

felt that the c o m m i t m e n t by t e a c h e r s was
important a s p e c t s of the p r o g r a m .

6 6 l b i d . , p.

216.

34
T h e r e was a d i f f e r e n c e of o p i n i o n as to the g r o u p
w i t h i n the s c h o o l systems t h a t was m o s t r e s p o n s i b l e for
changes in t h e c u r r i c u l u m w h i c h c o n c e r n e d the s t u d y of
black A m e r i c a n s .

Some g a v e c r e d i t to a d m i n i s t r a t o r s and

board m e m b e r s w h i l e o t h e r s c r e d i t e d

interested teachers

and s t u d e n t s .
Researchers
same c o n c l u s i o n s .

in M i c h i g a n b a s i c a l l y c a m e t o the
They w e r e not as s a t i s f i e d as o t h e r s

w i t h the i m p r o v e m e n t s m a d e

in textbooks.

C H A P T E R III
THE M E T H O D O F I N V E S T I G A T I O N

The first p a r t of this s t u d y was

to locate h i g h

schools that had i n c l u d e d the s t u d y of b l a c k A m e r i c a n s
w i t h i n their social studies c u r r i c u l u m .
d e v e l o p i n g the q u e s t i o n n a i r e ,

T h i s entailed

g a t h e r i n g the data,

and

t a b u l a t i n g the results.
First Questionnaire
The q u e s t i o n n a i r e w a s d e s i g n e d to l o c a t e schools
w h i c h had s p e c i f i c a l l y included

the study of black

A m e r i c a n s w i t h i n their h i g h sc h o o l social
riculum;

studies cur­

to i d e n t i f y the basic p a t t e r n w h i c h the

i n c l u s i o n had taken;

and to d e t e r m i n e h o w l o n g their

c u r r e n t p r o g r a m had b e e n in their

social s t u d i e s c u r ­

riculum.
T he first q u e s t i o n a s k e d w h e t h e r

"your h i g h s c h o o l

s p e c i f i c a l l y i n c l u d e d the s t u d y of b l a c k A m e r i c a n s as
p a r t of your social

studies curriculum."^

If they had,

^ A p p e n d i x D, Q u e s t i o n n a i r e for L o c a t i n g P r o g r a m s .

35

36
then t h e y w e r e to c o n t i n u e a n s w e r i n g the q u e s t i o n n a i r e .
If t h e y had not,

t h e y w e r e to r e t u r n the q u e s t i o n n a i r e

w i t h o u t g o i n g further.
T h e next three q u e s t i o n s a s k e d the b a s i c t y p e of
inclusion they had used.

T h r e e basic c u r r i c u l u m types

or a c o m b i n a t i o n of t h e s e w e r e o f f e r e d as a l t e r n a t i v e s ,
plus a p l a c e w h e r e r e s p o n s e s could be m a d e w h e n the
respondents

felt their c u r r i c u l u m d i d not fit a n y of

those o ffered.
(1) A

The three t y p e s o f f e r e d were:

social studies c o u r s e (s) that d e a l t p r i m a r i l y

w i t h the s t u d y of b l a c k Am e r i c a n s ;
(2) T h e

inclusion of the study of b l a c k A m e r i c a n s by

e s t a b l i s h i n g a unit(s)

of study w i t h i n a

b r o a d e r social s t u d i e s cou r s e (s);
(3) T h e i n c l u s i o n of the study of b l a c k A m e r i c a n s
by incorporating

it i n t o a b r o a d e r social

s t u d i e s course(s) , but not as a s e p a r a t e
unit(s).
The last q u e s t i o n w h i c h w a s

included for f u r t h e r i n v e s t i ­

g ative p u r p o s e s asked h o w l o n g their c u r r e n t p r o g r a m for
the s t u d y o f bl a c k A m e r i c a n s had been in t h e i r social
studies c u r r i culum.

The q u e s t i o n n a i r e was r e a d and

refined b y teachers,

graduate

before b e i n g mailed.

students,

and p r o f e s s o r s

37
Choosing

the P o p u l a t i o n

It was d e c i d e d not to send q u e s t i o n n a i r e s to all
of the h i g h sch o o l s in M i c h i g a n ,
in P a r t Two of this

b e c a u s e of the d i f f i c u l t y

study in v i s i t i n g them.

However ,

it w a s s t i l l n e c e s s a r y to l o c a t e h i g h schools of d i f ­
ferent r a c i a l p e r c e n t a g e s
grams

in social

Ameri c a ns.

that w e r e

li k e l y to h a v e p r o ­

studies t h a t i n c l u d e d the

study of b l a c k

It was d e c i d e d to i n c l u d e p u b l i c s c h o o l s

in

c o u n t i e s that m e t at le a s t o n e of the f o l l o w i n g criteria.
1.
2.
3.

L o c a t e d in a s t a n d a r d m e t r o p o l i t a n s t a t i s t i c a l
area.
Total p o p u l a t i o n o v e r 50,000. A b l a c k p o p u l a t i o n o v e r 1,000.
T wo counties,

Lake and M a r q u e t t e , m e t at l e a s t

one of the c r i t e r i a but w e r e not included.
C o u n t y had a total p o p u l a t i o n of
p o p u l a t i o n of 1,213,
distance

Marquette

64,686 and a b l a c k

b ut was e x c l u d e d b e c a u s e of

its

from the m a j o r p o p u l a t i o n c e n t e r s o f M i c h i g a n

and the p r o b l e m of p o s s i b l y u s i n g
of t h e study.

it in the sec o n d p a r t

L a k e C o u n t y has a b l a c k p o p u l a t i o n of

1,274,

b u t was e x c l u d e d b e c a u s e its total p o p u l a t i o n
3
was o n l y 5,661.

2
A p p e n d i x E, L ist of C o u n t i e s
Population.
3

Included and T h e i r

U.S., D e p a r t m e n t of C o m m e r c e , B u r e a u of the C e n ­
sus, 1970, C e n s u s of the P o p u l a t i o n (Washington, D . C . :
G o v e r n m e n t P r i n t i n g Office, 1971), pp. 14-22.

38
The t w e n t y - n i n e c o u n t i e s that m e t at l e a s t one
of the c r i t e r i a

included 87.4 per c e n t of M i c h i g a n ' s

total p o p u l a t i o n and 99.3 p e r c e n t of M i c h i g a n ' s b l a c k
4
population.
T h e s e c o u n t i e s i n c l u d e d 32 9 p u b l i c sch o o l
d i s t r i c t s w h i c h had a h i g h s c h o o l and w e r e p r i m a r i l y
located w i t h i n o n e of the c o u n t i e s .
ninety-four of

the school d i s t r i c t s had 1 h i g h school,

24 had 2 h i g h schools,
h i g h schools,

and

4 00 h i g h s c h o o l s .5

5 had

3 h i g h schools,

1 had 23 h i g h schools,

5 had

4

for a t o t a l of

A f u r t h e r b r e a k d o w n of s c h o o l s by

p e r c e n t a g e o f b l a c k students,

6

size of school,

l o c a t i o n can b e found in T a b l e s 3-1,
3-6,

T w o - h u n d r e d and

3-2,

7

3-3,

and
3-4,

3-5,

and 3 - 7 .8
It w a s

felt that t h e s e c o u n t i e s w o u l d i n c l u d e

schools w i t h a w i d e range of r a c i a l comp o s i t i o n ,

a

4Ibid.
^M i c h i g a n E d u c a t i o n a l D i r e c t o r y , 1971-72.
^The n u m b e r of b l a c k s t u d e n t s w a s ta k e n f r o m the
s tate of M i c h i g a n ' s f o u r t h F r i d a y count.
The f i g u r e s w e r e
the total for a school.
T h e s e w e r e d i v i d e d by the total
n u m b e r of s t u d e n t s .
T h i s m e t h o d gives a cl o s e a p p r o x i ­
m a t i o n of t h e p e r c e n t a g e of b l a c k s t u d e n t s in a h i g h
s chool but is n o t exact.
If o t h e r g r a d e s b e s i d e s 10th,
1 1 th, and 1 2 th w e r e included w i t h i n the same building,
this might l o w e r o r raise the p e r c e n t a g e d e p e n d i n g u p o n
a g e m a k e - u p in ra c i a l g r o u p s a n d high school d r o p - o u t s .
7
g

F o u r t h Friday C o u n t
U.S.,

for the s t a t e of M i c h i g a n .

D e p a r t m e n t of C o m m erce,

o£. c i t .

39
TABLE 3 - 1 . - - R e s p o n d e n t s to the q u e s t i o n n a i r e w i t h a b r e a k ­
d o w n by p e r c e n t a g e of b l a c k s t u d e n t s in a
school.
P e r c e n t a g e of B l a c k S t u d e n t s
0-2.99

3.00-9.99

1 0 % & Up

Total

Responded

F
%

268
87.9

25
83.3

61
93.8

3 54
88.5

Did N o t Respond

F
%

37
12.1

5
16.7

4
6.2

46
11. 5

F
%

305
1 0 0 .0

30
1 0 0 .0

65
100.0

400
100 .0

Total o f Schools
in E a c h Racial
Percentage

TABLE 3 - 2 . — R e s p o n d e n t s to the q u e s t i o n n a i r e for 0-2.99
racial p e r c e n t a g e w i t h a b r e a k d o w n by size.
Size
Class A

Class B

Class C

Class D

Total

Responded

F
%

104
87 .4

96
93.2

52
82. 5

16
80. 0

268
87.9

Did N o t
Respond

F
%

15
12.6

7
6.8

11
17.5

4
20.0

37
12.1

Total

F
%

119
100.0

103
100.0

63
100.0

20
10 0 . 0

305
100.0

40

TABLE 3 - 3 . — R e s p o ndents to the q u e s t i o n n a i r e for 0 - 2 . 9 9
racial p e r c e n t a g e w i t h a b r e a k d o w n by location.
Location
Core

Suburban

Rural

C i t y of
10,000
Not in S M S A

Total

Responded

F
%

2
66.7

195
8 8.2

66
88 .0

5
83.3

268
87. 9

Did Not
Respond

F
%

1
33. 3

26
11.8

9
12.0

1
16.7

37
12.1

Total

F
%

3
1 0 0 .0

221
100.0

75
1 0 0 .0

6
100.0

305
1 0 0 .0

TABLE 3-4. — R e s p o n d e n t s t o the q u e s t i o n n a i r e for 3 - 9 . 9 9
racial p e r c e n t a g e w i t h a b r e a k d o w n by cl a s s .
Size
Cl a s s A

Class B

Class C

Class D

Total

Responded

F
%

11
91.7

9
69.2

4
100.0

1
100.0

25
83.3

Did Not
R e spond

F
%

1
8.3

4
30.8

0
0

0
0

5
16.7

Total

F
%

12
100.0

13
100.0

4
100.0

1
1 0 0 .0

30
100.0

41

T ABLE

3-5.— R e s p o n d e n t s to the q u e s t i o n n a i r e for 3-9 . 9 9
r a c i a l p e r c e n t a g e w i t h a b r e a k d o w n by location.
Location
C ore

Suburban

Rural

C i t y of
10,000
N ot in SMSA

Total

Responded

F
%

7
100.0

7
58.3

8
100.0

3
100.0

25
83.3

□id Not
R e spond

F
«

0
0

5
41.7

0
0

0
0

5
16.7

Total

F
%

7
100.0

100.0

8
100.0

3
1 0 0 .0

30
100.0

1 2

T ABLE 3-6. - - R e s p o n d e n t s to the q u e s t i o n n a i r e for 1 0 % & up
r a c i a l p e r c e n t a g e w i t h a b r e a k d o w n by size.
Size
Class A

Class B

Class C

Class 0

Total

Responded

F
«

46
95.8

9
90. 0

6
1 00.0

0
0

61
93.8

Did Not
R e spond

F
%

2
4.2

1
10.0

0
9

1
1 0 0 .0

4
6.2

Total

F
%

48
100.0

10
1 00.0

6
1 0 0 .0

1
100.0

65
1 0 0 .0

42
T A B L E 3 - 7 . — R e s p o n d e n t s to the q u e s t i o n n a i r e f o r 10% & up
r a c i a l p e r c e n t a g e w i t h a b r e a k d o w n b y location.
Location
Core

Suburban

Rural

C i t y of
10,000
Not in S M S A

Total

Responded

F
%

34
94 .4

18
94 .7

6
85.7

3
1 0 0 .0

61
93.8

Did Not
Respond

F
%

2
5.6

1
5.3

1
14 . 3

0
0

4
6.2

Total

F
%

36
100.0

19
100.0

7
100.0

3
1 00.0

65
100.0

v a r i e t y of p r o g r a m s

in the study of black A m e r i c a n s ,

and still be c l o s e e n o u g h to r e m a i n manageable.
G a t h e r i n g the D a t a
The q u e s t i o n n a i r e was m a i l e d

to the s o c i a l

d e p a r t m e n t c h a i r m e n of e a c h school o n January

2 ,

1972,

w i t h a l e t t e r of e x p l a n a t i o n and a s e l f - a d d r e s s e d
9
envelope.
T w o h u n d r e d and n i n e t y - e i g h t of t h e s e
q u e s t i o n n a i r e s w e r e r e t u r n e d answered.
letter w a s m a i l e d on Jan u a r y

17,

1972,

s t udies

stamped

A follow-up
along w i t h

another l e t t e r of e x p l a n a t i o n and a s e l f - a d d r e s s e d
stamped e n v e l o p e . ^
Q

F i f t y - s i x of t h e s e q u e s t i o n n a i r e s

A p p e n d i x F — First L e t t e r t o D e p a r t m e n t C h a i r m a n .

10A p p e n d i x G — F o l l o w - U p L e t t e r to D e p a r t m e n t
Chairman.

43
w e r e r e t u r n e d a n s w e r e d by M a r c h 1,

197 2.

354 or 88.5 p e r cent.

3-2,

3-6,

Tables

3-1,

The total w a s
3-3,

3-4,

3-5,

and 3-7 g i v e a b r e a k d o w n of the schools that

responded.
F r o m the tables,

it is s e e n t h a t schools w i t h a

s m a ller p e r c e n t a g e of b l a c k s t u d e n t s w e r e less l i k e l y
to respond.

The r e s u l t s also s h o w e d that s c h o o l s w i t h

a s m a l l e r p e r c e n t a g e of b l a c k s t u d e n t s w e r e less l i k e l y
to s p e c i f i c a l l y i n c l u d e the study o f black A m e r i c a n s ,
and w e r e less li k e l y

to offer a s e p a r a t e course.

It is

felt that if all q u e s t i o n n a i r e s w e r e returned there
w o u l d h a v e b e e n a s m a l l e r p e r c e n t a g e o f schools that
s p e c i f i c a l l y i n c l u d e d the study of b l a c k A m e r i c a n s and
that had o f f e r e d a s e p a r a t e co u r s e

in the st u d y of b l a c k

Americans.
C o m p l e t e r e s u l t s w h i c h i n c l u d e d a b r e a k d o w n of
s c h o o l s b y p e r c e n t a g e of b l a c k students,

size of school,

and l o c a t i o n of sc h o o l w i l l be g i v e n in Chap t e r
cussion will

IV.

Dis­

a l s o be found there.
D e v e l o p i n g the R e s p o n s e Sheet

T he next step was to d e v e l o p a r e s p o n s e s h e e t

in

o r d e r to g a t h e r the o p i n i o n s of s t u d e n t s and t e a c h e r s
r e g a r d i n g their o p i n i o n s of the i n c l u s i o n of the s t u d y
of b l a c k A m e r i c a n s in their h i g h s c h o o l social
curriculum.

studies

T h e r e s p o n s e sheet for students and t e a c h e r s

w a s d e v e l o p e d a f t e r a r e v i e w of the l i t e r a t u r e and d i s ­
c u s s i o n w i t h students,

teachers,

g r a d u a t e students,

and

p r o f e s s ors.
The first sec t i o n of the r e s p o n s e s h e e t was
in c l u d e d f o r d e s c r i p t i v e p u r p o s e s . I t

included:

(1) Sex;
(2) H o w m a n y y e a r s they had a t t e n d e d t h e i r c u r r e n t
school;
(3) W h a t t h e i r c l a s s s t a t u s was;
(4) T h e i r g r a d e p o i n t a v e r a g e to the n e a r e s t letter
grade;
(5) W h e t h e r t h e y liked school;
(6) W h e t h e r t h e y liked social

stu d i e s classes.

T h e first s e c t i o n for the t e a c h e r s a s k e d the
following:
(1) Sex;
(2)

Level of e d u c a t i o n attained;

(3)

H o w long they had t a u g h t in t h e i r p r e s e n t

(4)

H o w m a n y y e a r s t h e y had t a u g h t school;

(5)

H o w m a n y social s t u d i e s c l a s s e s t h e y taught;

sc h o o l

(6 ) H o w old t h e y were;
(7) W h e t h e r t h e y felt t h e y w e r e p r e p a r e d in c o l l e g e
t o d e a l w i t h the s t u d y of b l a c k A m e r i c a n s in
s o c i a l s t u d i e s classes;

^ A p p e n d i x H— S t u d e n t R e s p o n s e S h e e t .

45
(8 ) W h e t h e r t h e y n o w felt t h e y w e r e p r e p a r e d for
d e a l i n g w i t h the s t u d y of b l a c k A m e r i c a n s
social

stu d i e s classes.

The students*

in

12

and teachers*

the r e s p o n s e s h e e t w e r e identical.

second section of

13

Originally,

th e r e

w e r e t h i r t y s t a t e m e n t s that e a c h i n d i v i d u a l was to
respond e i t h e r :
A.

Strongly Agree

B.

Agree

C.

Neu t r a l

D.

Disagree

E.

Strongly Disagree
A p i l o t s t u d y was r u n in t w o s c h o o l s w h e r e stu-

d e n t s w e r e a s k e d to m a k e b o t h w r i t t e n and oral c o m m e n t s
c o n c e r n i n g i n d i v i d u a l s t a t e m e n t s and the r e s p o n s e sh e e t
as a w h o l e .

It w a s d e c i d e d from the c o m m e n t s that the

number of statements

should be r e d u c e d .

Statements were

d r o p p e d that s t u d e n t s felt w e r e u n n e c e s s a r y or ambiguous.
This l e f t the r e s p o n s e
S t a t e m e n t s one,

sheet w i t h t w e n t y s t a t e ments.
three, eight,

nine,

twelve,

n i n e t e e n d e a l t w i t h m a t e r i a l s and u s e of materials.
S t a t e m e n t s w e r e m a d e c o n c e r n i n g the following:

12

Appendix I— Teacher Response S h e e t .

^Appendix

H--Student Response S h e e t .

and

46
Cl) Textb o o k s
(2) S u p p l e m e n t a l m a t e r i a l s
(3) Library
(4) A u d i o - v i s u a l aids
(5) Field trips
(6 ) O u t s i d e s p e a k e r s
S t a t e m e n t s two,

fourteen,

and twenty d e a l t w i t h

general o b j e c t i v e s o f the program.

Statements were made

c o n c e r n i n g the following:
(1) R e d u c i n g p r e j u d i c e s and s t e r e o t y p e s by w h i t e
students o f b l a c k students;
(2)

Improving

s e l f - i m a g e of b l a c k students;

(3) E n c o u r a g i n g

f u r t h e r i n v e s t i g a t i o n o u t s i d e of

class.
Statements
d e a l t w i t h trends

four,

seven,

fifteen,

s u g g e s t e d in the

S t a t e m e n t s were m a d e c o n c e r n i n g the
(1) E x p r e s s i o n of

students*

and s i x t e e n

"new social studies."
following:

values;

14

(2) His t o r y of b l a c k A m e r i c a n s as a m e t h o d of
a n a l y z i n g c u r r e n t ra c i a l problems;

15

14

Donald O l i v e r and J a m e s P. Shaver, T e a c h i n g
P u b l i c Issues in the H i g h Sc hool (Boston:
HoughtonMifflin, C o . , 1966).
15

Edwin Fenton, "Crispus A t t u c k s Is N o t Enough:
The S o c i a l Studies and B l a c k A m e r i c a n s , " Social Educat i o n ,
April, 197 0.

47
(3) I m p o r t a n c e to s t u d e n t s o f t o p i c s covered;

16

(4) P a r t i c i p a t i o n in c h o o s i n g a r e a s to be covered,
S t a t e m e n t s eleven,

seventeen,

w i t h e v a l u a t i o n instruments.

17

and e i g h t e e n d e a l t

Statements were made c o n ­

ce r n i n g the following:
(1} W h e t h e r t e s t s m e a s u r e d
black Americans'

students'

knowledge of

c o n t r i b u t i o n s and a c h i e v e m e n t s ;

(2) W h e t h e r t e s t s m e a s u r e d students'
objectively analyze critical

abilities

to

ra c i a l problems;

(3) W h e t h e r p a p e r s w r i t t e n w e r e ai m e d

at g e t t i n g

s t u d e n t s to a n a l y z e c u r r e n t r a c i a l problems.
S t a t e m e n t s six and t h i r t e e n d e a l t w i t h c o m m o n
c o m p l a i n t s m a d e by s t u d e n t s c o n c e r n i n g
used in so c i a l stu d i e s classes.

teaching methods

Statements were made

c o n c e r n i n g the following:
(1) Too m a n y l e c t u r e s used;
(2) Too m u c h r e l i a n c e p l a c e d u p o n the u s e o f t e x t ­
books

in social

s t u d i e s classes.

S t a t e m e n t s five and ten d e a l t w i t h teachers and
the social

stu d i e s p r o g r a m in g e n e r a l .

Statements were

m a d e c o n c e r n i n g the f o l l o w i n g :

^ 6O l i v e r a n d Shaver,
17

0 £>. c i t .

M a u r i c e P. Hunt and L a w r e n c e E. Metcalf, T e a c h ­
ing
H i g h school
Sc h o o l s
S o c i a l S t u d i e s (New York:
Harper & Row,
m g High

PuBl i sner7"'l 968) .

48

(X) W h e t h e r t e a c h e r s a d e q u a t e l y d e a l t w i t h the c o n ­
t r i b u t i o n s and a c h i e v e m e n t s of black America n s ;
(2) W h e t h e r the social s t u d i e s p r o g r a m in gene r a l
d e a l t a d e q u a t e l y w i t h the c o n t r i b u t i o n s and
a c h i e v e m e n t s of b l a c k A m e r i c a n s .
For the p o s i t i v e s t a t e m e n t s c o n c e r n i n g the p r o g r a m
the s c oring was one for s t r o n g l y agree,
t hree for neutral,

four for d i s a g r e e ,

s t r o n g l y disagree.
n e g a t i v e statements.

two for agree,

and five for

The s c o r i n g w a s r e v e r s e d

for the

All s t a t e m e n t s w e r e c o n s i d e r e d

p o s i t i v e s t a t e m e n t s e x c e p t for s t a t e m e n t s six, eleven,
and thirteen.

M e a n s c o r e s for e a c h i t e m and for all

t wenty items w e r e c o m p u t e d for the students and t e a c h e r s
w i t h i n e a c h school.

The m e a n

score r e p r e s e n t e d the d e g r e e

to w h i c h the s t u d e n t s or t e a c h e r s a g r e e d or d i s a g r e e d
w i t h the statements.

Agreement wit h a positive statement

or d i s a g r e e m e n t w i t h a n e g a t i v e s t a t e m e n t w e r e c o n s i d e r e d
p o s i t i v e responses.

Disagreement with a positive state­

m e n t o r a g r e e m e n t w i t h a n e g a t i v e statement w e r e c o n ­
s i d e r e d n e g a t i v e responses.

The t w e n t y s t a t e m e n t s w e r e

ranked a c c o r d i n g to the m e a n sc o r e

in r e l a t i o n to the

m e a n s c ores of the o t h e r s t a t e m e n t s .

This was d o n e

w i t h i n e a c h school and for the to t a l of ten schools.
A r a n k of one w a s g i v e n to the s t a t e m e n t w i t h the lowest
m e a n s c o r e w h i c h w a s c o n s i d e r e d to h a v e elicited the m o s t
p o s i t i v e responses.

49
S t u d e n t s w e r e also asked to e x p l a i n their
a n s w e r s if t h e y wished.
S e l e c t i o n of the P a r t i c i p a t i n g
Schools'
All

schools

that answered

"no"

to the first

q u e s t i o n on the q u e s t i o n n a i r e w e r e e x c l u d e d from this
s e c t i o n of the study.

A l s o schools t h a t had their

i n c l u s i o n for the s t u d y or bl a c k A m e r i c a n s for less t h a n
three y e a r s w e r e excluded.

It was felt that these p r o ­

grams h ad not been in e x i s t e n c e

long e n o u g h for s t u d e n t s

and t e a c h e r s to have v a l i d opinions c o n c e r n i n g the p r o ­
gram.

If a school had be g u n o f f e r i n g a s e p a r a t e c o u r s e

in the t e n t h g r a d e two y e a r s ago, p r e s e n t seniors w o u l d
not have had a ch a n c e

to take the course.

It was found f r o m the first q u e s t i o n n a i r e th a t
many social

studies d e p a r t m e n t c h a i r m e n had d i f f i c u l t y

d e c i d i n g w h e t h e r t h e i r t e a c h e r s i n c o r p o r a t e d the stu d y
of b l a c k A m e r i c a n s w i t h i n a broader

s o c i a l studies

course or o f f e r e d a u n i t w i t h i n an e x i s t i n g course.
was d e c i d e d b e c a u s e of this to d i v i d e s c h o o l s

It

into two

groups.
(1) T h o s e s c h o o l s loc a t e d from the f i r s t q u e s t i o n ­
naire that o f f e r e d a separate c o u r s e p r i m a r i l y
c o n c e r n e d w i t h the study of b l a c k Americans;

50
(2) T h o s e schools l o c a t e d from the first q u e s t i o n ­
n a i r e that s p e c i f i c a l l y i n c l u d e d the s t u d y of
black Americans

in t h e i r

social s t u d i e s c u r ­

r i c u l u m but d i d not o f f e r a separate cou r s e .
A l s o some schools r e s p o n d e d that t h e y o f f e r e d a
c ourse c a l l e d

"minorities"

w h i c h d i d not c o m p l e t e l y

c e n t e r u p o n the study of b l a c k A m e r icans,
a m a j o r p o r t i o n of the course.
s e c t i o n of the study w e r e

but c o m p r i s e d

These schools

for this

i n c l u d e d w i t h the s c h o o l s

in

G r o u p One.
S c h o o l s w e r e then d i v i d e d

into t h r e e c a t e g o r i e s

a c c o r d i n g to the p e r c e n t a g e of b l a c k s t u d e n t s
school.
(1)

18

in the

T h e y were:

0 % - 2 . 9 9 % b l a c k students;

(2) 3 % - 9 . 9 9 % b l a c k students;
(3) 10% and up b l a c k students.
It w a s

felt that the p e r c e n t a g e of b l a c k s t u d e n t s

in a school w o u l d have an e f f e c t u p o n the o p i n i o n s of
s t u d e n t s w i t h i n a school.

These groups were established

in an a t t e m p t to control t h i s v a r i a b l e and a l s o
a s ample of

18

to a s s u r e

schools w i t h d i f f e r e n t racial c o m p o s i t i o n s .

R a c i a l p e r c e n t a g e s w e r e found for e a c h school
f r o m the f o u r t h F r i d a y C o u n t t u r n e d into the M i c h i g a n
D e p a r t m e n t of E d u c a t i o n for the school y e a r 1971-72.
F u r t h e r d i s c u s s i o n of the m e t h o d of figuring r a c i a l p e r ­
c e n t a g e s can be found in f o o t n o t e s i x .

51
Six g r o u p s w e r e

formed f r o m a c o m b i n a t i o n of t y p e

of i n c l u s i o n and ra c i a l percentage.
Group

1— S c h o o l s w i t h a s e p a r a t e co u r s e a n d 0-2.99 per
c e n t b l a c k students;

G r o u p 2 — S c h o o l s t hat i n c l u d e d the s t u d y of blac k
A m e r i c a n s but w i t h o u t a s e p a r a t e c o u r s e and
0-2.99 per cent b l a c k students;
G r o u p 3 — S c h o o l s w i t h a s e p a r a t e co u r s e a n d 3*00 p e r
c e n t - 9.99 per cent b l a c k students;
G r o u p 4 - - S c h o o l s t hat i n c l u d e d the study o f b l a c k
A m e r i c a n s but w i t h o u t

a s e p a r a t e c o u r s e and

3.00 per c e n t - 9 . 9 9 p e r cent b l a c k students;
Group

5— S c h o o l s w i t h a s e p a r a t e course and

10 per

c e n t and Up b l a c k students;
G r o u p fe— S c h o o l s t h a t i n c l u d e d

the study o f b l a c k

A m e r i c a n s but w i t h o u t a s e p a r a t e c o u r s e
and 10 p e r cent and U p black s t u d ents.
Ta b l e s

3-8,

3-9,

3-10,

3-11,

3-12,

and

3-13 give

the b r e a k d o w n of s c h o o l s by l o c a t i o n and s i z e t h a t fell
into e a c h category.
Group 2 i n c l u d e d
e l e v e n schools,

Group

1 i n c l u d e d n i n e t e e n schools.

f i f t y - s i x schools.

G r o u p 3 incl u d e d

and G r o u p 4 i n c l u d e d four schools.

Group

5 i n c l u d e d f o r t y - t w o schools and G r o u p 6 i n c l u d e d one
school.

52
T A B L E 3 - 8 . — Sch o o l s
Core
A
B
C
D

in G r o u p 1 by size and location.
Suburban

0
0
0
0

1
0
0
0

2

0

3

0

1

4

Core

O

D

O

Total

Total

1
2
0
0

T A B L E 3 - 9 . — Sch o o l s

A
B
C

10,000

0
0
0
O

T otal

Rural

in G r o u p
Suburban

1
0

28
11

1

Core

2 by size and location.
Rural

10,000

Total

3

0
10
1

2
0
0

31
21
4

0

0

0

0

11

2

56

42

TABLE 3 - 1 0 . — Schools

2
0
0

in G r o u p

Suburban

3 by size and
Rural

loca t i o n

10,000

•

Total

A
B
C
D

7
0
0
0

2
0
0
0

0
1
0
0

1
0
0
0

10
1
0
0

Total

7

2

1

1

11

53
TABLE 3-11.— Schools
Core

in G r o u p 4 by size and loca t i o n

Suburban

Rural

*

Total

10,000

A
B
C
D

0
0
0
0

1
2
0
0

0
0
0
0

1
0
0
0

2
2
0
0

Total

0

3

0

1

4

TABLE 3-12.— Schools
Core

in Group

Suburban

5 by size and loca t i o n
Rural

*

Total

10,000

A
B
C
D

26
0
0
0

8
3
0
0

0
2
0
0

2
1
0
0

36
6
0
0

Total

26

11

2

3

42

TABLE 3-13.— Schools
Core

in G r o u p 6 by size and

Suburban

Rural

location

10,000

•

Total

A
B
C
D

0
0
0
0

0
1
0
0

0
0
0
0

0
0
0
0

0
1
0
0

T otal

0

1

0

0

1

54
Two schools w e r e then d r a w n rand o m l y f r o m all
g r o u p s except G r o u p
school.

6 , since this c a t e g o r y i n c l u d e d one

It was d e c i d e d to i n c l u d e this one sc h o o l

for

f u r t h e r study.
Phone c a l l s w e r e then m a d e to the p r i n c i p a l s of
e a c h s c hool to m a k e

appointments

to dis c u s s g i v i n g

the

r e s p o n s e sheets to t e a c h e r s and s t u d e n t s in t h e i r

schools.

Nine o f the p r i n c i p a l s agreed to m e e t p e r s o nally,

or set

up a n a p p o i n t m e n t w i t h someone e l s e in the b u i l d i n g .
p r i n c i p a l s r e f u s e d to set up an app o i n t m e n t .
pal

t h a t did not a g r e e to meet w a s

Group

6.

This m a d e

other principal
in G r o u p 2.

it n e c e s s a r y

Two

One princi­

f r o m the s c h o o l

in

to d r o p this group.

The

t h a t refused to m e e t r e p r e s e n t e d a school

Another

school was r a n d o m l y s e l e c t e d to

r e p r e s e n t this g r o u p .

The p r i n c i p a l

in this s c h o o l

a g r e e d to meet.
R e p r e s e n t a t i v e s of seven o f the schools a g r e e d
to h a v e their s c h o o l

t a k e part in the study.

s c h o o l s were then c h o s e n randomly.

Three more

R e p r e s e n t a t i v e s of

two o f these s c h o o l s a g r e e d to h a v e their s c h o o l s
part

in the study.

take

A n o t h e r sc h o o l w a s then c h o s e n

r a n d o m l y and the r e p r e s e n t a t i v e a g r e e d to have his
sc h o o l part i c i p a t e .

T a b l e 3-14 g i v e s a d e s c r i p t i o n of

the s c h o o l s p a r t i c i p a t i n g in the

study.

55
TABLE

Gr o u p

i
X

3 - 1 4 . — D e s c r i p t i o n of p a r t i c i p a t i n g
T y p e of
Curriculum

Sc h o o l

1
2

Separate Course
Separate Course

3

Not S e p a r a t e
Course
Not S e p a r a t e
Course

2
4

■j

5
6

Separate Course
Separate Course

7

Not S e p a r a t e
Course
Not S e p a r a t e
Course

4
8

c
3

9
10

Separate Course
Separate Course

schools.

Percentage
of B l a c k
Students

Loca t i o n
of Schoo l

Class
Size

0
.04

Subu r b a n
Suburban

C
A

0

Suburban

B

.12

Suburban

A

8 .08
8.10

Citya
Rural

A
B

6 . 59

C itya

A

5. 01

Subur b a n

B

29 .47
51.80

Citya
S ubu r b a n

B
B

aC i t y of 1 0 , 0 0 0 o u t s i d e of S . M . S . A

S e l e c t i o n of S t u d e n t and T e a c h e r
Participants'
It was d e c i d e d that o n l y s e n i o r s

that had

a t t e n d e d their school for three y e a r s or m o r e w o u l d b e
i n c l u d e d in this study.

It was felt t h a t

seniors w o u l d

be a b l e to respond in r e l a t i o n s h i p to the total h i g h
school program#

whereas

sophomores#

juniors,

and n e w

s t u d e n t s w o u l d not h a v e e x p e r i e n c e d the total social
studies program.
In e a c h s c h o o l

an attempt w a s m a d e to find s o c i a l

s t u d i e s c l a s s e s t h a t w e r e m a n d a t o r y for seniors.

This

56
was p o s s i b l e
possible

in schools

2,

5,

8 , 9, and 10.

It w a s

in schools 1 and 3 to g i v e all s e n i o r s p r e s e n t

the r e s p o n s e sheet.

In s c h o o l s 4,

n e c e s s a r y to use students
classes.

6 , and 7 it was

in e l e c t i v e

social

studies

C l a s s e s were c h o s e n in t h e s e t h r e e s c h o o l s

that t e a c h e r s and p r i n c i p a l s

felt m o s t c l o s e l y r e p r e ­

sented the student body.
S t u d e n t s were a d m i n i s t e r e d the r e s p o n s e s h e e t s
d u r i n g t h e i r r e g u l a r c l a s s r o o m period.
of the s t u d y a d m i n i s t e r e d all sessions.

A representative
The s t u d e n t s

took b e t w e e n t w e n t y and f o r t y - f i v e m i n u t e s

to respond.

The l e n g t h of time d e p e n d e d u p o n w h e t h e r t h e s t u d e n t
m a d e w r i t t e n comments.
sheets d u r i n g
April,

S t u d e n t s w e r e g i v e n the r e s p o n s e

the last t w o w e e k s of March,

and the first w e e k of May.

One sch o o l

c a t e g o r y w a s d o n e in the f i r s t four weeks,
school

the m o n t h of
from each

and the o t h e r

f r o m each c a t e g o r y w a s d o n e in the s e c o n d four

weeks.

A f o l l o w - u p was m a d e of ab s e n t

possible.

students when

T a b l e 3-15 s u m m a r i z e s the d a t a c o l l e c t i o n

for students.
B e c a u s e of the s m a l l n u m b e r of
teachers

in e a c h school,

it w a s d e c i d e d that all t e a c h e r s

wh o t a u g h t at least two so c i a l
included.

social s t u d i e s

studies c l a s s e s w o u l d be

The teachers w e r e c o n t a c t e d p e r s o n a l l y o n the

same d a y the s t u d e n t s w e r e b e i n g a d m i n i s t e r e d the
re s p o n se sheet.

The study w a s e x p l a i n e d to t h e m a n d

57
T A B L E 3 - 1 5 . — D a t a c o l l e c t i o n for s t u d e n t r e s p o n s e sheets.

School

Seniors
in
Schools

_
..
Partxcipants

80
547
126
291
472
222
409
258
221
144

1
2
3
4
5
6
7
8
9
10

63
138
104
43
122
93
133
110
64
81

Unusable
6
25
7
9
32
22
12
15
16
8

a

Ne w
S t u d e n t 13
1
5
12
2
17
4
10
4
4
6

1
7
4
1
2
2
2
0
3
6

Used
55
101
81
31
71
65
109
91
41
61

a A n s w e r e d less than 19.
V.

Attended

the school

less t h a n three y e a r s .

they w e r e asked to fill the r e s p o n s e sheet out and
return it by the end of the d a y .
was n o t

If the r e s p o n s e sheet

filled out by the end of the d a y , the t ea c h e r

was g i v e n a s e l f - a d d r e s s e d s t a m p e d e n v e l o p e and aske d
to m a i l

it in.

T a b l e 3-16 d e s c r i b e s the d a t a c o l l e c t i o n

for teachers.
D e s c r i p t i o n of P a r t i c i p a n t s
Table

3-17 d e s c r i b e s the c o m p o s i t i o n of the s t u ­

dent p a rti c i p a n t s .
"I l i k e social
either:

"I like school"

studies" w e r e to be r e s p o n d e d

and

to w i t h

strongly ag r e e — agree— neutral— disag r e e —

s t r o n g l y disagree.
s t r o n g l y agree,
d i s a gree,

The s t a t e m e n t s

They w e r e s c o r e d by g i v i n g o n e to

two to agree,

t h r e e to neutral,

and five to s t r o n g l y d i s a g r e e .

four to

58
T A B L E 3 - 1 6 . — D a t a c o l l e c t i o n for t e a c h e r r e s p o n s e sheets.
U s e d in
Analysis

School

Social Stu d i e s
Teachers

D i d Not
Return

1
2
3
4
5
6
7
8
9
10

3
13
3
7
13
6
8
8
7
10

0
1
0
2
3
1
2
2
0
1

0
1
0
0
1
0
0
0
0
0

3
11
3
2
9
5
6
6
7
9

78

12

2

64

Total

Unusable

It was felt by some i n d i v i d u a l s t h a t students,
this p e r i o d of time,

will d i s a g r e e w i t h any p o s i t i v e

s t a t e m e n t c o n c e r n i n g school or any p a r t of
m e a n s core for all schools

it.

for the s t a t e m e n t

The

"I like

s c h o o l ” was tow a r d a g r e e i n g w i t h the statement.
m e a n s c o r e for all

schools e x c e p t

a g r e e i n g w i t h the statement,
The r e s p o n s e s
T able

at

for one w a s

"I like s o c i a l

The

toward

studies."

to t h e s e t w o s t a t e m e n t s can be found in

3-18.
Ta b l e s

3-19,

3-20,

and 3-21 d e s c r i b e the c o m p o ­

s i t i o n of t e a c h e r s w h i c h included:
l e n g t h of time t e a c h i n g
time t e a c h i n g school,
taught,

and age.

sex,

educational

in the p r e s e n t school,

level,

leng t h of

nu m b e r of social s t u d i e s c l a s s e s

Two s t a t e m e n t s w e r e m a d e and they w e r e :

59

TABLE 3 - 1 7 . — D e s c r i p t i o n of s t u d e n t r e s p o n d e n t s .
Sex
F

Grade Averages
M

A

B

C

D

E

1

F
%

20
36.4

35
63. 6

4
7.3

23
41.8

27
49.1

1
1.8

0
0

2

F
%

54
53.5

47
46.5

11
10.9

55
54 .5

31
30.7

3
3.0

1
1.0

3

F
%

45
55.6

36
44 .4

3
3.7

23
28.4

48
59.3

7
8.6

0
0

4

F
%

11
35. 5

20
64 .5

1
3.2

15
48.4

13
41.9

2
6.5

0
0

5

F
%

39
54. 9

32
45.1

3
4.2

28
39.4

36
50.7

4
5.6

0
0

6

F
%

36
55.4

29
44.6

13
20.0

36
55.4

16
24.6

0
0

0
0

7

F
%

42
38 .5

67
61. 5

26
23.9

59
54.1

20
18.4

3
2.8

1
.9

8

F
%

41
45.1

50
55. 0

10
11.0

34
37 .4

43
47.3

4
4.4

0
0

9

F
%

18
42.9

24
57.1

7
16.7

22
52.4

13
31.0

0
0

0
0

10

F
%

31
50.8

30
49.2

7
11. 5

21
34 .4

32
52.5

1
1.6

0
0

F
%

337
47.7

370
52.3

85
12.0

316
44.7

279
39.5

25
3.5

Total

2
.3

TABLE 3-18.— Students' responses to statements concerning school and social studies.'

Like School

Like Social Studies
Mean

Schools
N

SA

SA

SD

Mean

Total
Stu­
dents

SD

N

1

P
%

7
12.7

24
43,6

18
32.7

4
7.3

2
3.6

2.45

8
14.6

23
41.8

15
27.3

7
12.7

2
3.6

2.49

55

2

F
%

8
7.9

41
40.6

33
32.7

14
13.9

5
5.0

2.67

10
9.9

35
34.7

26
25.7

19
18.8

11
10.9

2.86

101

3

F
%

4
4.9

31
38.3

29
35.8

11
13.6

6
7.4

2.80

7
8.6

26
32.1

30
37.0

15
18.5

3
3.7

2.77

81

4

F
%

1
3.2

13
41.9

12
38.7

3
9.7

2
6.5

2.74

5
16.1

16
57.6

8
25.8

1
3.2

1
3.2

2.26

31

5

F
%

7
9.9

27
38.0

26
36.6

9
12.7

2
2.8

2.61

5
7.0

14
19.7

33
46.5

11
15.5

8
11.3

3.04

71

6

F
%

6
9.2

34
52.3

23
35.4

2
3.1

0
0

2.32

12
18.5

36
55.4

12
18.5

3
4.6

1
1.5

2.15

65

7

F
%

5
4.6

53
48.6

36
33.0

13
11.9

2
1.8

2.58

9
8.3

38
34.9

40
36.7

19
17.4

3
2.8

2.53

109

8

F
%

8
8.8

53
58.2

18
19,8

8
8.8

4
4.4

2.45

11
12.1

32
35.2

31
34.1

12
13.2

5
5.5

2.65

91

9

F
%

7
16.7

19
45.2

13
31.0

1
2.4

1
2.4

2.34

4
9.5

15
35.7

15
35.7

5
11.9

2
4.8

2.66

42

10

F
%

4
6.6

25
41.0

25
41.0

5
8.2

2
3.3

2.61

4
6.6

17
27.9

13
50.8

7
11.5

2
3.3

2.77

61

Total

F
%

57
8.1

320
45.3

233
33.0

70
9.9

26
3.7

75
10.6

252
35.6

241
34.1

99
14.0

38
5.4

A
Percentages rounded to nearest tenth.

707

TABLE 3-19.— Description of teachers* sex and educational level.a
Sex

schools

BA/BS

MVMS

Doctorate

M
1

F
%

1
33.3

2
66.7

0
0

3
100

0
0

0
0

0
0

2

F
%

5
45.5

6
54.6

0
0

6
54.6

5
45.5

0
0

0
0

3

F
%

0
0

3
33.3

0
0

2
66.7

1
33,3

0
0

0
0

4

F
%

1
20.0

4
80.0

0
0

4
80.0

1
20.0

0
0

0
0

5

F
%

2
22.2

7
77.8

0
0

4
44.4

5
55.6

0
0

0
0

6

F
%

1
20.0

4
80.0

0
0

3
60.0

2
40.0

0
0

0
0

7

F
%

1
16.7

5
83,3

0
0

4
66.7

2
33.3

0
0

0
0

8

F
%

0
0

6
100.0

0
0

4
66.7

2
33.3

0
0

0
0

9

F
%

3
42.9

4
57.1

0
0

2
28.6

4
57.1

0
0

1
14.3

10

F
%

3
33.3

6
66.7

0
0

6
66.7

2
22.2

0
0

1
11.1

Total

F
%

17
26.6

47
73.4

0
0

38
59.4

24
37.5

0
0

2
31.3

a
Percentages are rounded to the nearest tenth.

TABLE 3-20.— Description of teacher respondents— Length of time teaching in present
school and total number of years teaching,a
Length of Time Teaching
Present School

Schools

1
2
3

4
5

6
7
8
9
10

Total

Length of Time Teaching School

1-2
Yrs

3-6
Yrs

7-10
Yrs

11-19
Yrs

20+

1-2
Yrs

3-6
Yrs

7-10
Yrs

11-19
Yrs

20+

F
%
F
%
F
%
F
%
F
%
F
%
F
%
F
%
F
%
F
%

1
33,3
4
36.7
0
0
1
20.0
3
33.3
2
40.0
2
33.3
3
50.0
2
28.6
2
22.2

1
33.3
7
63.6
2
66.7
3
60.0
3
33.3
2
40.0
2
33.3
1
16.7
1
14.3
4
44.4

1
33.3
0
0
0
0
0
0
1
11.1
0
0
0
0
2
33.3
3
42.9
1
11.1

0
0
0
0
1
33.3
0
0
1
11.1
1
20.0
0
0
0
0
0
0
2
22.2

0
0
0
0
0
0
1
20.0
1
11.1
0
0
2
33.3
0
0
1
14.3
0
0

1
33.3
2
18.2
0
0
0
0
1
11.1
1
20.0
2
33.3
2
33.3
1
14.3
1
11.1

0
0
5
45.5
2
66.7
2
40.0
3
33.3
2
20.0
1
16.7
2
33.3
2
28.6
4
44.4

2
66.7
0
0
0
0
2
40.0
2
22.2
0
0
0
0
1
16.7
2
28.6
2
22.2

0
0
3
27.3
0
0
0
0
1
11.1
2
40.0
1
16.7
1
16.7
1
14.3
2
22.2

0
0
1
9.1
1
33.3
1
20.0
2
22.2
0
0
2
33.3
0
0
1
14.3
0
0

F

20
31.3

26
40.6

8
12.5

5
7.8

5
7.8

11
17.2

23
35.9

11
17.2

11
17.2

8
12.5

ft

Percentages are rounded to the nearest tenth.

TABLE 3-21.— Description of teacher respondents— Number of social studies classes taught,
and agea
Number of Social Studies Classes
Taught

School

2

1

4

3

5

Age

Total

25 &
Under

26-30

31-40

41-50

51+

l

F
%

0
0

0
0

1
33.3

2
66.7

0
0

1
33.3

0
0

2
66.7

0
0

0
0

J

i.

F
%

0
0

0
0

0
0

1
9.1

10
90.9

5
45.5

1
9.1

2
18.2

2
18.2

1
9.1

11

j

F
%

0
0

1
33.3

0
0

1
33.3

1
33.3

0
0

2
66.7

0
0

0
0

1
33.3

J

A
4

F
%

0
0

1
20.0

1
20.0

1
20.0

2
40.0

1
20.0

1
20.0

1
20.0

2
40.0

0
0

c
3

e
D

F
%

0
0

0
0

0
0

1
11.1

8
88.9

1
11.1

4
44.4

2
22.2

2
22.2

0
0

Q

c
0

F
%

0
0

0
0

0
0

0
0

5
100.0

1
20.0

2
40.0

1
20.0

0
0

1
20.0

c
D

•j

F
%

0
0

0
0

0
0

2
33.3

4
66.7

2
33.3

1
16.7

1
16.7

1
16.7

1
16.7

£
O

a
0

F
%

0
0

0
0

0
0

2
33.3

4
66.7

1
16.7

1
16.7

4
66.7

0
0

0
0

£
O

Q
y

F
«

0
0

0
0

1
14.3

1
14.3

5
71.4

2
28.6

3
42.9

1
14.3

0
0

1
14.3

/

1U

F
%

0
0

0
0

1
11.1

1
11.1

7
77.8

2
22.2

3
33.3

2
22.2

2
22.2

0
0

Q
7

F
%

0
0

2
3.1

4
6.3

12
18.8

45
70.3

16
25.0

18
28.1

16
25.0

9
14.1

5
7.8

iotai.

P e r c e n t a g e s are rounded to the nearest tenth.

VH

64

1.

Your tea c h e r p r e p a r a t i o n in c o l l e g e was a d e q u a t e
for d e a l i n g w i t h the study of b l a c k A m e r i c a n s
in h i g h s c h o o l

2.

social

studies classes.

You are n o w a d e q u a t e l y p r e p a r e d

for d e a l i n g w i t h

the study of b l a c k A m e r i c a n s in h i g h school
social s t u d i e s classes.
B o t h s t a t e m e n t s w e r e to be r e s p o n d e d to w i t h
either:

s t r o n g l y agree,

s t r o n g l y disagree.
st r o n g ly agree,
disagree,

agree,

neutral,

disagree,

T h e y w e r e scored by g i v i n g o n e to

t w o to agree,

t h r e e to neutral,

a n d five to s t r o n g l y disagree.

fou r to

R e s p o n s e s to

these a r e included in T a b l e 3-22.
T h e m e a n f o r all s c h o o l s e x c e p t for s c h o o l 7
w a s t o w a r d d i s a g r e e i n g w i t h the first statement. Sch o o l 7
scored

3.0.

The m e a n for

scho o l s 2, 4,

7, and 8 for

s e cond s t a t e m e n t w e r e all

towards a g r e e i n g w i t h the

statement.

9, and

mean

schools

for schools

the statement.

1,

3 and

6,

10 s c o r e d 3.0.

the

The

5 were towards disagreeing w i t h

T h e r e w a s a trend in all s c h o o l s to d i s ­

agree less or agree m o r e w i t h the second
c o m p a r e d to the first.

s t a t e m e n t as

The r e s p o n s e s to these t w o s t a t e ­

m e n t s can be found in T a b l e 3-22.
Testable Hypotheses
Six hypotheses were developed which concerned
students'

and t e a c hers'

r e s p o n s e s to the tw e n t y

items.

TABLE 3-22.— Teacher responses to statements concerning training and preparation.a
College Preparation
SD

Schools

Current Preparation
Mean

N

A

Mean

SD

SD

D

N

A

SD

D

1

F
%

0
0

0
0

0
0

2
66.7

1
33.3

4.33

0
0

1
33.3

1
33.3

1
33,3

0
0

2.00

2

F
%

1
9.1

2
18.2

2
18.2

6
54.5

0
0

3.18

2
18.2

3
27.3

2
18.2

4
36.7

0
0

2.73

3

F
%

0
0

0
0

1
33.3

1
33.3

1
33.3

4.0

0
0

0
0

1
33.3

2
66.7

0
0

3.67

4

F
%

0
0

0
0

1
20.0

2
40.0

2
40.0

4.20

1
20.0

1
20.0

1
20.0

2
40.0

0
0

2.80

5

F
%

0
0

2
22.2

3
33.3

1
11.1

3
33.3

3.50

0
0

3
33.3

3
33.3

1
11.1

2
22.2

3.22

6

F
%

0
0

1
20.0

0
0

1
20.0

3
60.0

4.20

1
20.0

1
20.0

0
0

3
60.0

0
0

3.00

7

F
%

0
0

2
33.3

2
33,3

2
33.3

0
0

3.00

0
0

3
50.0

1
16.7

2
33.3

0
0

2.83

8

F
%

1
16.7

0
0

0
0

3
50.0

2
33.3

3.83

1
16.7

1
16.7

1
16.7

2
33.3

1
16.7

2.67

9

F
%

0
0

0
0

1
14.3

2
28.6

4
57.1

4.43

0
0

4
57.1

0
0

2
28.6

1
14.3

3.00

10

F
%

1
11.1

2
22.2

1
11.1

3
33.3

2
22.2

3.33

1
11.1

3
33.3

1
11.1

3
33.3

1
11.1

3.00

F
%

3
4.7

9
14.1

11
17.2

23
35.9

18
28.1

6
9.4

20
31.3

11
17.2

22
34.4

5
7.8

lQZd>±

P ercentages are rounded to the nearest tenth.

66
The h y p o t h e s e s d e a l t w i t h c o m p a r i s o n s o f c u r r i c u l u m T y p e I
and C u r r i c u l u m T y p e II and c o m p a r i s o n s b e t w e e n teachers'
r e s p o n s e s and

students'

respon s e s .

Hypotheses were also

d e v e l o p e d w h i c h c o n c e r n e d the v a r i o u s r e l a t i o n s h i p s
b e t w e e n sch o o l s w i t h d i f f e r e n t p e r c e n t a g e s of b l a c k
students.

The f o l l o w i n g a r e the six h y p o t heses.

Hypothesis

1:

C u r r i c u l u m T y p e I and C u r r i c u l u m T y p e II d i f f e r
w h e n c o m p a r e d on students' o p i n i o n s o f the e x i s t i n g
p r o g r a m f o r the s t u d y of black A m e r i c a n s as o f f e r e d
in their h i g h school social studies cu r r i c u l u m .
Hypothesis 2 i
T h e r e is a c o r r e l a t i o n b e t w e e n students' o p i n i o n s
of the e x i s t i n g p r o g r a m for the s t u d y of black
A m e r i c a n s as o f f e r e d in their h i g h s c h o o l social
s t u dies c u r r i c u l u m and the p e r c e n t a g e of black
s t u d e n t s in the sc h o o l for C u r r i c u l u m Type I .
Hypothesis

3:

T h e r e is a c o r r e l a t i o n betw e e n stude n t s ' o p i n i o n s
of the e x i s t i n g p r o g r a m for the s t u d y of black
A m e r i c a n s as o f f e r e d in their h i g h s c h o o l social
s t u d i e s c u r r i c u l u m and the p e r c e n t a g e of b l a c k
s t u d e n t s in the sc h o o l for C u r r i c u l u m Type II.
Hypothesis

4:

S t u d e n t s and t e a c h e r s d i f f e r w h e n c o m p a r e d on t h e i r
o p i n i o n s of the e x i s t i n g p r o g r a m for the study of
b l a c k A m e r i c a n s as o f f e r e d in t h e i r h i g h school
social stu d i e s cu r r i c u l u m .
Hypothesis

5:

T h e r e is a c o r r e l a t i o n for the d i f f e r e n c e b e t w e e n
teachers' and students' opinions of the e x i s t i n g

67
p r o g r a m for the s t u d y of b l a c k A m e r i c a n s as o f f e r e d
in t h e i r high sch o o l social s t u d i e s c u r r i c u l u m and
the p e r c e n t a g e o f b l a c k students in the school for
C u r r i c u l u m T y p e I.
Hypothesis

6:

T h e r e is a c o r r e l a t i o n for the d i f f e r e n c e b e t w e e n
teachers' and s t u d e n t s 1 o p i n i o n s o f the e x i s t i n g
p r o g r a m for the s t u d y of black A m e r i c a n s as
o f f e r e d in t h e i r h i g h school s o c i a l studies c u r ­
r i c u l u m and the p e r c e n t a g e of b l a c k students in
the s c h o o l for C u r r i c u l u m Type II.
M e t h o d of A n a l y s i s
The a n s w e r s to the first q u e s t i o n n a i r e w e r e h a n d
scored.

P e r c e n t a g e s o f respo n s e s w e r e t h e n c o m p u t e d

the s c h o o l s w i t h b r e a k d o w n s
size,

by r a c i a l p e r c e n t a g e ,

for

class

a n d location.
The r a w d a t a f r o m the r e s p o n s e sheets
(IBM)

were coded

and

key p u n c h e d o n t o u n i t record

cards.

The m e a n s

for

s t u d e n t s and t e a c h e r s by schools w e r e c o m p u t e d

the

u s e of a 3600 C o n t r o l Data Compu t e r .

with

R a n k or d e r for e a c h s t a t e m e n t w i t h i n a sc h o o l
and for the total w a s c o m p u t e d for s t u d e n t s and
teachers.

R e s p o n s e s w e r e also b r o k e n d o w n by f r e q u e n c y

and p e r c e n t a g e for e a c h statement.
D i f f e r e n c e s b e t w e e n teachers a n d
c o m p u t e d by s u b t r a c t i n g
the m e a n

the mean s c o r e of teachers f r o m

score for students.

by a p l u s or m i n u s .

students w e r e

Direction was indicated

68
All c o r r e l a t i o n s w e r e c o m p u t e d by u s i n g S p e a r ­
m a n ' s r a n k - c o r r e l a t i o n c o e f f icient.
and C u r r i c u l u m T y p e

II w e r e t e s t e d

u s i n g an F - r a t i o at the

C u r r i c u l u m Type

for a d i f f e r e n c e by

.05 le v e l of s i g n i ficance.

T e a c h e r s and s t u d e n t s w e r e t e s t e d for a d i f f e r e n c e by
u s i n g a m a t c h e d p a i r s T - t e s t at the
nificance .

I

.05 l e v e l of s i g ­

C H A P T E R IV
A N A L Y S I S OF T H E D A T A

The r e s u l t s of this study are p r e s e n t e d w i t h i n
three m a j o r sections.

The r e s u l t s of the first q u e s t i o n ­

n a i r e are i n c l u d e d w i t h i n the f i r s t section.

T h e results

of the r e s p o n s e sh e e t are i n c l u d e d w i t h i n the second
section.

A s u m m a r y of the fi r s t two sections are in c luded

w i t h i n the third section.
R e s u l t s of the Q u e s t i o n n a i r e
Responses

to 354 q u e s t i o n n a i r e s from social

studies d e p a r t m e n t c h a i r m e n of
counties provided

the

h i g h schools

d a t a for this

in 29 M i c h i g a n

section of

the study.

T h r o u g h the q u e s t i o n n a i r e an a t t e m p t was m a d e to locate
social studies p r o g r a m s that s p e c i f i c a l l y
study of b l a c k Americ a n s .

i n c l u d e d the

Through this questionnaire

an a t t e mpt w a s also m a d e to lo c a t e

schools t h a t

included

the study of b l a c k Americans:
(1) By o f f e r i n g a

separate c o u r s e (s);

(2) By o f f e r i n g a

separate unit(s)

ing social

studies course ( s ) ;

69

w i t h i n an e x i s t ­

70
(3) By i n c o r p o r a t i n g the

s t u d y of b l a c k A m e r i c a n

w i t h i n an e x i s t i n g c o u r s e ( s ) , but not as a
s e p a r a t e unit(s).
R e s u l t s w e r e c o m p u t e d by finding the p e r c e n t a g e of
respondents that answered
answered

"yes" to e a c h q u e s t i o n or

"yes" to a c o m b i n a t i o n of q u e s t i o n s .

A break­

d o w n o f s c h o o l s was m a d e a c c o r d i n g to the p e r c e n t a g e of
b l a c k students,

cl a s s size,

Schools were divided

and location.
into t h r e e c a t e g o r i e s b a s e d

u p o n the p e r c e n t a g e of b l a c k students.
(1)

T h e y w e r e :*1

0-2 . 9 9 %

(2) 3 . 0 0 - 9 . 9 9 %
(3)

10% a n d up
Schools were divided

u p o n the n u m b e r of students.

in four c a t e g o r i e s base d
They were:

(1) C l a s s A
(2) Cl a s s

B

(3) C l a s s C
(4) Cl a s s D
S c h o o l s w e r e also d i v i d e d into four c a t e g o r i e s
b a s e d u p o n location.

They were:

(1) Core C i t y
(2) S u b u r b a n

^See p a g e s 8 and

9 for d e f i n i t i o n of terms.

71
(3) Ru r a l C i t y
(4) Rural
T he d a t a in t h i s
headings.

s e c t i o n are p r e s e n t e d u n d e r five

The h e a d i n g s are:

The I n c l u s i o n of the S t u d y

of Black A m e r i c a n s by Rac i a l P e r c e n t a g e ;

I n c l u s i o n for

0-2.99 per c e n t Ra c i a l P e r c e n t a g e w i t h B r e a k d o w n b y C l a s s
Size and Location;

I n c l u s i o n for 3 . 0 0 - 9 . 9 9 per c e n t

Racial P e r c e n t a g e w i t h B r e a k d o w n s by C l a s s Size and
Location;

I n c l u s i o n for 10 per c e n t and up Racial P e r ­

c e n t a g e w i t h B r e a k d o w n s by C l a s s S i z e and Location;

and

w r i t t e n c o m m e n t s m a d e b y the r e s p o n d e n t s .
Inclusion o f the S t u d y of Black
A m e r i c a n s by R a c i a l P e r c e n t a g e T a b l e 4-1 i n c l u d e s the r e s p o n s e s m a d e by the
social s t u d i e s d e p a r t m e n t c h a i r m a n to the first q u e s t i o n ­
n a i r e w i t h a b r e a k d o w n by p e r c e n t a g e of b l a c k students.
In ra c i a l c a t e g o r y one,
g o r y two,
cent,

7 6 p e r cent,

55.2 p e r cent,

and in c a t e g o r y three,

in c a t e ­
95.1 p e r

s p e c i f i c a l l y i n c l u d e d t h e study of black A m e r i c a n s

w i t h i n the so c i a l
63.6 per c e n t

stu d i e s cu r r i c u l u m .

specifically

Of the total,

included the study of b l a c k

Americans.
Of the s c h o o l s t h a t d i d s p e c i f i c a l l y
study of b l a c k A m e r i c a n s ,

incl u d e the

27 per c e n t of the so c i a l

studies d e p a r t m e n t c h a i r m e n in ra c i a l c a t e g o r y one,
63.2 per c e n t of the s o c i a l s t u d i e s d e p a r t m e n t c h a i r m e n

72
T A B L E 4 - 1 . - - S c h o o l s that s p e c i f i c a l l y i n c l u d e d the s t u d y
of b l a c k A m e r i c a n s . 3
Ra c i a l P e r c e n t a g e
----------------------------0-2.99%
3-9.99%
10% Up

Total

Specifically Include

F
%

14 8
55.2

19
76

58
95.1

225
63.6

Do Not Specifically
Include

F
%

120
44.8

6
24

3
4.9

129
36.4

Total

F
%

268
100

F

%

20
13. 5

Incorporation

F
%

42
28.4

3
15. 8

1
1.7

46
20.4

U n i t and I n c o r p o r ation

F
%

46
31.1

4
21.1

2
3.4

52
23.1

108
73

7
36.8

3
5.2

118
52.5

25
100

61
100

0
0

0
0

3 54
100

Without Course
Unit

T o t a l that I n c l u d e d
F
but Without Separate %
Course

20
8.9

With Course
Course

F
%

10
6.8

0
0

9
15.5

19
8.4

C o u r s e and U n i t

F
%

10
6.8

1
5.3

7
12.1

18
8 .0

C o u r s e and Inc o r poration

F
%

11
7.4

5
26. 3

20
34 .5

36
16.0

C o u r s e, Unit, and
Incorporation

F
%

9
6.1

6
31. 6

19
32.8

34
15.1

T o t a l that I n c l u d e d
with Separate
Course

F
%

40
27

12
63 .2

55
94 .8

107
47.6

T o t a l of all That
Included

F
%

148
100

19
100

58
100

A

P e r c e n t a g e s h a v e b e e n r o u n d e d to the n e a r e s t
tenth.

225
100

73
in racial c a t e g o r y two, and 94.8 per c e n t o f the s o c i a l
s t u dies d e p a r t m e n t c h a i r m e n in r a c i a l c a t e g o r y thre e
r e s p o n d e d t h a t t h e y did incl u d e a c o u r s e p r i m a r i l y c o n ­
ce r n e d w i t h the

s t u d y of b l a c k A m e r i c a n s .

to these schools,
m e n in racial

seven so c i a l

c a t e g o r y one,

In a d d i t i o n

studies department c h a i r ­

and o n e social studies

d e p a r t m e n t c h a i r m a n in racial

category

two r e s p o n d e d

that they i n c l u d e d a course w h i c h d e a l t w i t h m i n o r i t i e s
in g e n e r a l .
Inclusion f o r 0 - 2 . 9 9 Per C e n t Racial
P e r c e n t a g e w i t h B r e a k d o w n by C l a s s
and Location
Table

4-2

includes the r e s p o n s e s for 0-2.99 p e r

ce n t racial p e r c e n t a g e with a b r e a k d o w n by class.
h u n d r e d and

s i x t y - e i g h t social

men responded

in the category.

Two

studies d e p a r t m e n t c h a i r ­
O n e h u n d r e d and fou r w e r e

C l a s s A, n i n e t y - s i x were C l a s s B,

f i f t y - t w o w e r e C l a s s C,

and s i xteen w e r e Class D.
In t h i s ra c i a l p e r c e n t a g e c a t e g o r y 68.3 p e r c e n t
of the r e s p o n d e n t s from C l a s s A s c h o o l s r e p o r t e d that
they specifically

included t h e s t u d y of b l a c k A m e r i c a n s

in their h i g h sc h o o l social s t u d i e s curriculum.

Fifty-

f i v e and t w o — t e n t h s per c e n t of the r e s p o n d e n t s f r o m
C l a s s B schools,

34.6 per c e n t of the r e s p o n d e n t s f r o m

C l a s s C schools,

and 37.5 p e r

cent of the r e s p o n d e n t s f r o m

C l a s s D s c h o o l s a l s o r e p o r t e d that they s p e c i f i c a l l y
included the s t u d y of b l a c k A m e r i c a n s

in their h i g h

74
TABLE 4 - 2 . — Scho o l s t h a t s p e c i f i c a l l y i n c l u d e d the study
of b l a c k A m e r i c a n s for 0-2.99 r a c i a l p e r ­
c e n t a g e w i t h a b r e a k d o w n by c l a s s . a
Size C l a s s i f i c a t i o n
B

A

D

C

Did S p e c i f i c a l l y
In clude

F
«

71
68.3

53
55. 2

18
34.6

6
37 .5

148
55.2

Did N o t S p e c i f i c a l l y
Include

F
%

33
31.7

43
44.8

34
65. 4

10
62.5

120
44.8

Total

F
%

104
100

96
100

52
100

16
100

268
100

Unit

F
%

4
5.6

11
20.8

4
22 .2

1
16.7

20
13 .5

Incorporation

F
%

15
21.1

21
39.6

5
27 .8

1
16.7

42
28.4

Unit and Incorpor­
ation

F
%

29
40.8

11
20.8

4
22.2

2
33.3

46
31.1

Total that Included
Bu t W i t h o u t S e p ­
a r a t e Course

F
%

48
67.6

43
81.3

13
72.2

4
66.7

108
73

Course

F
%

5
7

2
3.8

3
16.7

0
0

10
6.8

Co u r s e and Unit

F
%

7
9.9

0
0

2
11.1

1
16.7

10
6.8

C o u r s e and I n c o r p o r ­
ation

F
%

6
8 .5

5
9.4

0
0

0
0

11
7.4

Co u r se, Unit, and
Incorporation

F
%

5
7

3
5.7

0
0

1
16.7

9
6.1

Total That Included
W i t h Sepa r a t e
Course

F
%

23
32.4

10
19. 9

5
27.8

2
33. 3

40
27

T o t a l of All T h a t
Included

F
%

71
100

53
100

18
100

6
100

148
100

Without Course

With Course

aP e r c e n t a g e s
tenth.

h a v e been r o u n d e d to the nearest

75
school s o c i a l

studies c u r r i c u l u m .

R e s p o n d e n t s repo r t e d

that 32.4 p e r cent of the C l a s s A schools,
of the C l a s s B schools,
schools,

19.9 per cent

2 7 . 2 p e r cent of t h e C l a s s C

and 33.3 per c e n t o f the C l a s s D s c h o o l s of f e r e d

a s e p a r a t e c o u r s e p r i m a r i l y c o n c e r n e d w i t h the study of
black A m e r i c a n s .
T a b l e 4-3 i n c l u d e s t h e responses

for 0-2.99 per

cent r a c i a l p e r c e n t a g e w i t h a b r e a k d o w n by location.
It was d i f f i c u l t b e c a u s e of the d i s t r i b u t i o n of
schools

in this racial c a t e g o r y to m a k e c o m p a r i s o n s

between locations.
Cities w e r e

Only t w o

in this c a t e g o r y .

schools l o c a t e d
The r e s p o n d e n t

in Core
in one o f

the s c h o o l s reported that t h e y did s p e c i f i c a l l y include
the s t u d y o f b l a c k A m e r i c a n s and the o t h e r r e s p o n d e n t
reported

that they did not.

O n l y five s c h o o l s in this

racial c a t e g o r y were l o c a t e d in Rural Cit i e s .

One hundred

and n i n e t y - f i v e schools w e r e loc a t e d in S u b u r b a n areas.
Of t h e s e

57.4 per cent of

they d i d

s p e c i f i c a l l y i n c l u d e the study of b l a c k A m e r i ­

cans.

Sixty-six

the

schools w e r e

re s p o n d e n t s r e p o r t e d that

located in R u r a l areas.

Of t h e s e

47 p e r cent of the r e s p o n d e n t s

they d i d

s p e c i f i c a l l y i n c l u d e the study o f

cans.

r e p o r t e d that
black Ameri­

It w a s possible to b r e a k down the S u b u r b a n sc h o o l s

because of the number l o c a t e d within this a r e a even f u r t h e r .
Sixty a n d
Class A

f o u r -tenths per c e n t of the r e s p o n d e n t s fr o m

s c h o o l s in suburbia,

49.3 per c e n t o f the

76
T A B L E 4 - 3 . — S c h o o l s that s p e c i f i c a l l y i n c l u d e d the study o f
b l a c k A m e r i c a n s for 0-2.99 r a c i a l p e r c e n t a g e
w i t h a b r e a k d o w n by l o c a t i o n . a
Location
Total
Core

Subur­
ban

Rural

Rural
City

Did Specifically
Include

P
%

1
50

112
47.4

31
47

4
80

148
55.2

Did Not S p e c i f i c a l l y
Include

F
%

1
50

83
42.6

35
53

1
20

120
44.8

Total

F
%

2
100

195
100

66
100

5
100

268
100

Unit

F
%

0
0

14
12.5

6
19.4

0
0

20
13.5

Incorp o rat ion

F
%

0
0

31
27.7

11
35. 5

0
0

42
28 .4

U n i t and I n c o r p o r ­
ation

F
%

1
100

38
33. 9

5
16.1

2
50

46
31.1

T o t a l That I n c l u d e d
But Without S e p ­
arate Course

F
%

1
100

83
74 .1

22
71

2
50

108
73

Course

F
%

0
0

8
7.1

2
6.5

0
0

10
6.8

C o u r s e and U n i t

F
%

0
0

8
7.1

2
6.5

0
0

10
6.8

C o u r s e and
ation

F
%

0
0

8
7.1

1
3.2

2
50

11
7.4

Course, Unit, a n d
Incorporation

F
%

0
0

5
4.5

4
12.9

0
0

9
6.1

T otal That I n c l u d e d
With Separate
Course

F
%

0
0

29
25.9

9
29

2
50

40
27

T o t a l Of All T h a t
Included

F
%

1
100

112
100

31
100

4
100

148
100

Without Course

W i t h Course

Incorpor­

Percentages
tenth.

have b e e n rounded

to the n e a r e s t

77
r e s p o n d e n t s from C l a s s B s c h o o l s in suburbia/
cent o f the r e s p o n d e n t s f r o m C l a s s C s c h o o l s
r e p o r t e d that they s p e c i f i c a l l y

and

30.5 per

in s u b u r b i a

included the s t u d y of

black A m e r i c a n s .
The one school w i t h i n a C o r e C i t y that s p e c i f i ­
cally i n c l u d e d d i d n o t o f f e r a s e p a r a t e course.
four s c h o o l s

located w i t h i n Rural C i t i e s that s p e c i f i ­

cally included,
did not.

Of the

two o f f e r e d a s e p a r a t e c o u r s e and two

Of the r e s p o n d e n t s from schools w i t h i n a

S u b u r b a n a r e a that s p e c i f i c a l l y included,

2 5.9 per c e n t

r e p o r t e d that t h e y did o f f e r a s e p a r a t e course;

and

29 p e r c e n t of the r e s p o n d e n t s from sch o o l s w i t h i n a
Rural a r e a r e p o r t e d t h a t t h e y o f f e r e d a s e p a r a t e course.
W h e n f u r t h e r d i v i d i n g the
areas it w a s r e p o r t e d t h a t of the
cally i ncluded,

s c h o o l s in the S u b u r b a n
scho o l s that s p e c i f i ­

31.2 p e r c e n t of the r e s p o n d e n t s

fro m

Class A

schools,

17.1 p e r c e n t of the r e s p o n d e n t s f r o m

C lass B

schools,

and 27.3 p e r cent of the

respondents

from C l a s s C s c h o o l s o f f e r e d a s e p a r a t e course.
I n c l u s i o n for 3 P e r C e n t - 9 . 9 Per Cent
Racial P e r c e n t a g e w i t h B r e a k d o w n by
C lass S i z e and L o c a t i o n
T a b l e 4-4 i n c l u d e s the r e s p o n s e s

for

3.00-9. 9 9 per

cent r a c i a l p e r c e n t a g e w i t h a b r e a k d o w n by class.
T h e r e w e r e o n l y t w e n t y - f i v e s c h o o l s that w e r e in
the 3 . 0 0 - 9 . 9 9 p e r cent r a c i a l category.

Of these t w e n t y -

five s c h o o l s e l e v e n w e r e C l a s s A, n i n e C l a s s B,

four

78
T A B L E 4 - 4 . — Sch o o l s that s p e c i f i c a l l y i n c l u d e d the study
of b l a c k A m e r i c a n s for 3-9.99 r a c i a l p e r ­
cen t a g e w i t h a b r e a k d o w n by c l a s s . 3
Size c l a s s i f i c a t i o n
lULdl

A

B

D

c

S p e c i f i c a l l y Included

F
%

11
100

7
77.8

1
25

0
0

19
76

D i d Not S p e c i f i c a l l y
Include

F
%

0
0

2
22.2

3
75

1
100

6
24

Total

F
%

11
100

9
100

4
100

1
100

25
100

S e p a r a t e Unit

F
%

0
0

0
0

0
0

0
0

0
0

Incorporation

F
%

0
0

2
28 .6

1
100

0
0

3
15.8

S e p a r a t e U n i t and
Incorporation

F
%

2
18. 2

2
28.6

0
0

0
0

4
21.1

Total W i t h o u t S e p ­
a rate C o u r s e

F
%

2
18.2

4
57.1

1
100

0
0

7
36.8

Separate Course

F
%

0
0

0
0

0
0

0
0

0
0

S e p a r a t e C o u r s e and
S e p a r a t e Unit

F
%

1
9.1

0
0

0
0

0
0

1
5.3

S e p a r a t e C o u r s e and
Incorporation

F
%

3
27.3

2
28.6

0
0

0
0

5
26.3

S e p a rate Course, Unit,
and I n c o r p o r a t i o n

F
%

5
45. 5

1
14 .3

0
0

0
0

6
31.6

Total W i t h Sepa r a t e
Course

F
%

9
81.8

3
42.9

0
0

0
0

12
63.2

T otal Of A l l That
Included

F
%

11
100

7
100

1
100

0
100

19
100

Without Course

W i t h C ourse

Percentages
tenth.

have b e e n rou n d e d to the n e a r e s t

79
C l a s s C,

and one Class D.

S e v e n t y - s i x p e r cent of the

social s t u d i e s c h a i r m e n r e p o r t e d that their school
s p e c i f i c a l l y included the s t u d y of b l a c k Am e r i c a n s .
One h u n d r e d per cent of the C l a s s A schools,
c e n t of the Cl a s s B schools,

77.8 p e r

25 p e r cent of the C l a s s C

sc h o o l s w e r e reported to h a v e s p e c i f i c a l l y i n c l u d e d the
study of b l a c k A m e r i c a n s in t h e i r
riculum.

social s t u d i e s c u r ­

The one C l a s s D school did not

specifically

include.
It was r e p o r t e d that of the e l e v e n C l a s s A
s c h o o l s t h a t d i d include,

81.8 p e r c e n t o f f e r e d

a

s e p arate c o u r s e and 4 2.9 p e r c e n t of the C l a s s B sch o o l s
o f f e r e d a s e p a r a t e course.

T h e r e w e r e no s c h o o l s

in

C l a s s C o r D that o f f e r e d a s e p a r a t e course.
Table

4-5 includes the r e s p o n s e s

for 3 . 0 0 - 9 . 9 9 per

c e n t r a c i a l p e r c e n t a g e w i t h a b r e a k d o w n b y location.
S e v e n of the schools w e r e l o c a t e d
seven in S u b u r b a n areas,

eight

in Core Cities,

in the Rural areas,

and

three i n R u r a l Cities.
In the Core Cities,
studies c h a i r m e n r e p o r t e d

100 per c e n t of the soci a l

that they s p e c i f i c a l l y i n c l u d e d

the s t u d y of b l a c k Americ a n s .

In the S u b u r b a n area,

71.4 p e r c e n t r e p o r t e d that they s p e c i f i c a l l y included.
In the R u r a l a r e a 50 p er c e n t r e p o r t e d that they s p e c i f i ­
c a l l y included.

In the Rural Cities,

100 p e r cent

r e p o r t e d t h a t they s p e c i f i c a l l y included.

80
T A B L E 4 - 5 . — Scho o l s that s p e c i f i c a l l y included the study
of black A m e r i c a n s for 3-9.99 ra c i a l p e r ­
c e n t a g e w i t h a b r e a k d o w n by l o c a t i o n . 3
Location
iU Udi
C ore

Subur­
ban

Rural

Rural
City

F
%

7
100

5
71.4

4
50

3
100

19
76

D i d Not S p e c i f i c a l l y
Include

F
%

0
0

2
28 .6

4
50

0
0

6
24

Total

F
%

7
100

7
100

8
100

3
100

25
100

Separate Unit

F
%

0
0

0
0

0
0

0
0

0
0

Incorporation

F
%

0
0

1
20

1
25

1
33.3

3
15.8

S e p a r a t e U n i t and
Incorporation

F
%

0
0

3
60

0
0

1
33.3

4
21.1

Total Without Sep­
arate C o u r s e

F
%

0
0

4
80

1
25

2
66.7

7
36.8

S e p arate C o u r s e

F
%

0
0

0
0

0
0

0
0

0
0

S e p a r a t e C o u r s e and
Separate Unit

F
%

1
14 .3

0
0

0
0

0
0

1
5.3

S e p a r a t e C o u r s e and
Incorporation

F
%

2
28 .6

1
20

2
50

0
0

5
26.3

S e p a r a t e Course,
Unit, a n d I n c o r ­
poration

F
%

4
57 .1

0
0

1
25

1
33.3

6
31.6

Total W i t h S e p a r a t e
C o u rse

F
%

7
100

1
20

3
75

1
33.3

12
63 .2

T o t a l of A l l That
I ncluded

F
%

7
100

5
100

4
100

3
100

19
100

Specifically

Incl u d e d

Without Course

With Course

P e r c e n t a g e s r o u n d e d to the n e a r e s t tenth.

81
It was r e p o r t e d that 100 p e r
located

cent of the

schools

in the C o r e C i t i e s o f f e r e d a separate c o u r s e

p r i m a r i l y c o n c e r n e d w i t h the study o f b l a c k A m e r i c a n s .
In the

S u b u r b a n area 20 p e r cent of t h o s e that s p e c i f i ­

cally i n c l u d e d w e r e r e p o r t e d to o f f e r a s e p a r a t e course.
Of t h e r e s p o n d e n t s in R u r a l schools,

75 per c e n t re p orted

that t h e y offered a s e p a r a t e course.

Of the t h r e e

schools l o c a t e d w i t h i n Rural Cities,

one school w a s

reported

to offer a s e p a r a t e course.

I n c l u s i o n for 10 Per C e n t and Up R a c i a l
P e r c e n t a g e w i t h B r e a k d o w n s by C l a s s
Size anti L o c a t i o n
Table 4-6 i n c l u d e s the r e s p o n s e s for 10 p e r cent
and u p r a c i a l p e r c e n t a g e w i t h a b r e a k d o w n by class.
R e p r e s e n t a t i v e s of s i x t y - o n e
to the q u e s t i o n n a i r e

in this rac i a l p e r c e n t a g e category.

F o r t y - s i x schools w e r e

Class A,

seven

Class B,

five schools w e r e Class C,

in C l a s s

D.
Re s p o n d e n t s

schools r e s p o n d e d

and no s c h o o l s w e r e

f r o m 100 per c e n t of the C l a s s A

sc h o o l s r e p o r t e d t h a t their school

s p e c i f i c a l l y inc luded

the s t u d y of b l a c k A m e r i c a n s in t h e i r
s t u d i e s curriculum.
the C l a s s
schools

Respondents

B schools and 8 3.8 per

high school

97.8 per c e n t

social

f r o m 77.8 per c e n t of
c e n t of the C l a s s C

r e p o r t e d that they s p e c i f i c a l l y included

study of b l a c k A m e r i c a n s .
included

schools w e r e

the

Of t h o s e that s p e c i f i c a l l y

in Class A

schools,

8 5.7 p e r cent

82
TABLE 4 - 6 . — S c h o o l s that s p e c i f i c a l l y i n c l u d e d the s t u d y
of black A m e r i c a n s for 10 and u p r a c i a l p e r ­
c e n t a g e w i t h a b r e a k d o w n by c l a s s . a
Size C l a s s i f i c a t i o n
Total
A

B

D

C

F
%

46
100

7
77.8

5
83.3

0
0

58
95.1

Did Not S p e c i f i c a l l y
Include

F
%

0
0

2
22.2

1
16.7

0
0

3
4.9

Total

F
%

46
100

9
100

6
100

0
100

61
100

Separate unit

F
%

0
0

0
0

0
0

0
0

0
0

Incorporation

F
%

1
2.2

0
0

0
0

0
0

1
1.7

S e p a rate U n i t and
Incorporation

F
%

0
0

1
14.3

1
20

0
0

2
3.4

Total W i t h o u t S e p ­
arate C o u r s e

F
%

1
2.2

1
14.3

1
20

0
0

3
5.1

Se p arate C o u r s e

F
%

8
17.4

0
0

1
20

0
0

9
15.5

S e p a r a t e C o u r s e and
Separate Unit

F
%

5
1 0 .8

1
14.3

1
20

0
0

7
12.1

S e p a r a t e C o u r s e and
Incorporation

F
%

17
37

2
28.6

1
20

0
0

20
34 . 5

S e p a r a t e Course, Unit
and I n c o r p o r a t i o n

F
%

15
32.6

3
42.9

1
20

0
0

19
32.8

Total W i t h Separate
Course

F
%

45
97.8

6
85.7

4
80

0
0

55
94.9

Total Of A l l That
Included

F
%

46
100

7
100

5
100

0
100

58
100

Specifically

Included

Without Course

With Course

a P e r c e n t a g e s have b e e n rounded to the n e a r e s t
tenth.

83
in C l a s s B schools,

a n d 80 per c e n t

in C l a s s C sch o o l s

r e p o r t e d that s e p a r a t e c o u r s e s p r i m a r i l y c o n c e r n e d w i t h
the s t u d y of b l a c k A m e r i c a n s w e r e offered.
T a b l e 4-7 i n c l u d e d the r e s p o n s e s for 10 p e r c e n t
and u p ra c i a l p e r c e n t a g e w i t h a b r e a k d o w n by location.
T h i r t y - f o u r sch o o l s w e r e l o c a t e d
e i g h t e e n schools in the suburbs,
area,

and three sch o o l s

in C o r e Cities,

six schools in the rural

in the R u r a l Cities.

Respondents

from 100 per cent of the Core C i t i e s and 100 p e r c e n t
of the Ru r a l Cit i e s r e p o r t e d that their
cally

school s p e c i f i ­

i n c l u d e d the s t u d y of b l a c k A m e r i c a n s

social s t u d i e s c u r r i c u l u m .

in thei r

It w a s r e p o r t e d that

8 8.9 p e r c e n t of the S u b u r b a n s c h o o l s and 8 3.3 p e r cent
of the R u r a l schools s p e c i f i c a l l y

i n c l u d e d the s t u d y of

b l a c k Americans.
Of the s c h o o l s that s p e c i f i c a l l y i n c l u d e d
97.1 p e r c e n t of the r e s p o n d e n t s
cent o f the r e s p o n d e n t s

in C o r e Cities,

in the Suburbs,

the r e s p o n d e n t s in R u r a l areas,

93.8 p e r

8 0 per c e n t of

and 100 per c e n t o f the

r e s p o n d e n t s in Rural C i t i e s r e p o r t e d that they o f f e r e d
a s e p a r a t e course p r i m a r i l y c o n c e r n e d w i t h the study
of b l a c k Americans.
W r i t t e n C o mm e n t s M a d e by
One hundred a n d twenty of the r e s p o n d e n t s m a d e
w r i t t e n c o m m e n t s t h a t ranged

from a few lines to a p a g e

c o n c e r n i n g their p r o g r a m s and schools.

84
TABLE 4 - 7 . — S c h o o l s th at s p e c i f i c a l l y i n c l u d e d the study
of b l a c k A m e r i c a n s for 10 and up r a c i a l p e r ­
c e n t a g e w i t h a b r e a k d o w n by l o c a t i o n . ®
Location
xotax
Core

Subur­
ban

Rural

Rural
C ity

S p e c i f i c a l l y Incl u d e d

F
%

4
100

16
88.9

5
83.3

3
100

58
95.1

Did Not S p e c i f i c a l l y
Include

F
%

0
0

2
11.1

1
16.7

0
0

3
4.9

Total

F
%

34
100

18
100

6
100

3
100

61
100

S e p a r a t e Unit

F
%

0
0

0
0

0
0

0
0

0
0

I n c o r p o ration

F
%

1
2.9

0
0

0
0

0
0

1
1.7

Separate U n i t and
Incorporation

F
%

0
0

1
6.3

1
20

0
0

2
3.4

Total W i t h o u t S e p ­
arate C o u r s e

F
%

1
2.9

1
6.3

1
20

0
0

3
5.1

Separate C o u r s e

F
%

7
20.6

1
6.3

1
20

0
0

9
15.5

Separate C o u r s e and
S e p a r a t e Unit

F
%

4
11.8

2
12.5

1
20

0
0

7
12.1

Separate C o u r s e and
Incorporation

F
%

11
32.4

6
37.5

1
20

2
66.7

20
34.5

Separate Course, Unit
and I n c o r p o r a t i o n

F
%

11
32 .4

6
37. 5

1
20

1
33. 3

19
32.8

Total W i t h S e p a r a t e
Course

F
%

33
97 .1

15
93.8

4
80

3
100

55
94.9

Total of All T h a t
I n c luded

F
%

34
100

16
100

5
100

3
100

58
100

Without Course

With Course

Percentages
tenth.

have b e e n r o u n d e d to the n e a r e s t

85
T h e m o s t f r e q u e n t c o m m e n t s c o n c e r n e d teacher s .
T w e n t y - f o u r r e s p o n d e n t s f e l t that in t h e i r sch o o l s

it

w a s up to the i n d i v i d u a l teacher as to w h e t h e r t h e y
included

the study of b l a c k A m e r i c a n s .

d i d w h i l e o t h e r s did not.

Some teachers

Also w h e t h e r a s e p a r a t e u n i t

or i n c o r p o r a t i o n was u s e d d e p e n d e d u p o n the i n d i v i d u a l
t e a c h e r ' s m e t h o d of teaching.
U n i t e d St a t e s h i s t o r y was m e n t i o n e d m o s t o f t e n as
the c o u r s e w h e r e the s t u d y of b l a c k A m e r i c a n s w a s

included.

A m e r i c a n p r o b l e m s c o u r s e s and s o c i o l o g y c o u r s e s w e r e
mentioned.

Eight schools mentioned

also

that t h e i r s o c i a l

s t u d i e s d e p a r t m e n t s w e r e shifting to m o r e c o u r s e o f f e r ­
ings of s h o r t e r l e n g t h w h i c h m i g h t p r o v i d e the type of
c u r r i c u l u m w h i c h w o u l d m a k e it p o s s i b l e to o f f e r a
s e p a r a t e course.

F i v e r e s p o n d e n t s said t h a t their

E n g l i s h d e p a r t m e n t s o f f e r e d b l a c k l i t e r a t u r e courses.
N i n e t e e n r e s p o n d e n t s stated t h a t t h e i r socia l
s t u d i e s d e p a r t m e n t s p l a n n e d on o f f e r i n g the study of
b l a c k A m e r i c a n s n e x t year.

Three s c h o o l s p l a n n e d o n

d r o p p i n g their s e p a r a t e courses b e c a u s e of a lack of
interest.

Th r e e r e s p o n d e n t s that d i d n o t s p e c i f i c a l l y

i n clude m e n t i o n e d that th e r e w e r e n o b l a c k s t u d e n t s in
t h e i r s c h o o l district.

O n l y one r e s p o n d e n t g a v e a n e g a ­

tive r e a c t i o n to the i n c l u s i o n of the study of b l a c k
Americans.

86

R e s p o n s e s o f T e a c h e r s and Stud e n t s
The se c o n d s e c t i o n of this c h a p t e r d e a l s w i t h the
r e s p o n s e s of t e a c h e r s and s t u d e n t s to twenty s t a t e m e n t s
c o n c e r n i n g the i n c l u s i o n of the s t u d y of b l a c k A m e r i c a n s
in t h e i r h i g h sc h o o l
f r o m 64 social

social studies c u r r i culum.

Responses

s t u d i e s t e a c h e r s and 7 07 senior h i g h

s c h o o l s t u d e n t s f r o m 10 M i c h i g a n h i g h schools p r o v i d e d
the d a t a for this s e c t i o n o f the study.
Two s c h o o l s w e r e r a n d o m l y s e l e c t e d from the
2
f o l l o w i n g g r o u p s of schools.
(1)

0-2.99 p e r c e n t of b l a c k s t u d e n t s and o f f e r e d
a s e p a r a t e c o u r s e c o n c e r n e d w i t h the s t u d y of
b l a c k Am e r i c a n s ;

(2)

0-2.99 p e r c e n t of b l a c k s t u d e n t s and i n c l u d e d
the s t u d y of b l a c k A m e r i c a n s but did not o f f e r
a s e p a r a t e course;

(3)

3 . 0 0 - 9 . 9 9 p e r cent of b l a c k students

and

offered a separate course concerned wit h

the

study o f b l a c k A m e r i c a n s ;
(4)

3 . 0 0 - 9 . 9 9 p e r cent of b l a c k s t u d e n t s
the study of b l a c k A m e r i c a n s but d i d

and inc luded
not offer

a s e p a r a t e course;
2

O n e s c h o o l m e t the c r i t e r i a for b e i n g sele c t e d
in t h e g r o u p o v e r 10 per c e n t b l a c k students and in c l u d e d
the s tudy of b l a c k A m e r i c a n s , but did not o f f e r a s e p a r a t e
course.
This sc h o o l r e f u s e d to p a r t i c i p a t e so the g r o u p
w a s e l i m i n a t e d f r o m the study.

87
(5) Over 10 p e r c e n t of b l a c k s t u d e n t s and o f f e r e d
a separate course concerned with the

s t u d y of

bl a c k A m e r i c a n s .
S t u d e n t s a n d social stu d i e s t e a c h e r s w e r e then
s e l e c t e d in e a c h of the schools to respond to the
3
t w e n t y statements.
R e s p o n d e n t s were g i v e n a c h o i c e
of f i v e p o s s i b l e r e s p o n s e s to t h e statements.

T h e y were:

(1) S t r o n g l y A g r e e
(2) Agree
(3) Neutral
(4) D i s a g r e e
(5) S t r o n g l y D i s a g r e e
For t h e p o s i t i v e s t a t e m e n t s c o n c e r n i n g the p r o ­
g r a m the s c o r i n g w a s one for s t r o n g l y agree,

t w o for

agree,

and five

three for neutral,

for s t r o n g l y d i s a g r e e .
the n e g a t i v e s t a t e ments.

four for d i s a g r e e ,

The s c o r i n g was r e v e r s e d

All statements w e r e considered

p o s i t i v e s t a t e m e n t s ex c e p t for s t a t e m e n t s
and thirteen.

for

six,

M e a n scores for e a c h item and

eleven,

for all

t w e n t y items w e r e c o m p u t e d for the s t u d e n t s and teac h e r s
w i t h i n e a c h school.

The m e a n s c o r e r e p r e s e n t e d the

d e g r e e to w h i c h t h e students or t e a c h e r s a g r e e d
a g r e e d w i t h the statements.

or d i s ­

Agreement with a positive

^ A p p e n d i x H includes the s t a t e m e n t s
and s t u d e n t s .

for t e a c h e r s

88

s t a t e m e n t or d i s a g r e e m e n t w i t h a n e g a t i v e s t a t e m e n t w e r e
c o n s i d e r e d p o s i t i v e responses.

Disagreement with a

p o s i t i v e s t a t e m e n t or a g r e e m e n t w i t h a n e g a t i v e
m e n t were c o n s i d e r e d n e g a t i v e responses.

state­

The twenty

s t a t e m e n t s w e r e r a n k e d a c c o r d i n g to their m e a n score
in r e l a t i o n to t h e m e a n scores of the o t h e r statements.
T h i s was done w i t h i n each school
t e n schools.

and for the t o t a l of

A r a n k of one w a s g i v e n to the s t a t e m e n t

w i t h the lowest m e a n

score w h i c h w a s c o n s i d e r e d to have

e l i c i t e d the m o s t p o s i t i v e responses.

The o t h e r n i n e t e e n

s t a t e m e nts w e r e r a n k e d using the same m e t h o d , w i t h the
r a n k of t w e n t i e t h to the s t a t e m e n t w i t h the m o s t n e g a t i v e
responses.
Four m a j o r headings a r e i n c l u d e d in t h i s p a r t of
the

study.

The f i r s t m a j o r h e a d i n g is Stude n t s '

S u b - h e a d i n g s are:

O v e r v i e w of Students'

S t a t e m e n t s R a n k e d O n e T h r o u g h Five;
S i x t e e n Through Twenty;
Type

Responses.

Re s p o n s e s ;

S t a t e m e n t s Ranke d

Comparisons Between Curriculum

I and C u r r i c u l u m Type II;

and R e l a t i o n s h i p Between

P e r c e n t a g e of B l a c k Students W i t h i n a School and R e s p o n s e s
o f Students.
Responses.
Responses;

T h e s e c o n d m a j o r h e a d i n g is T e a c h e r s '
S u b - h e a d i n g s are:

O v e r v i e w of Teachers*

S t a t e m e n t s Ra n k e d One T h r o u g h Five;

S t a t e m e n t s R a n k e d S i x t e e n T h r o u g h Twenty.

T h e third

m a j o r heading is D i f f e r e n c e s B e t w e e n Teachers'
and

Students'

Responses.

S u b - h e a d i n g s are:

and

Responses

Comparisons

89
of M e a n Scores;

C o m p a r i s o n s of Ranks;

Between Differences

in Students'

and R e l a t i o n s h i p

a n d Teachers'

Responses

and t h e P e r c e n t a g e of B l a c k S t u d e n t s W i t h i n a School.
The f o u r t h m a j o r h e a d i n g

is Students'

and Teachers'

Responses.
Students'

Responses

O v e r v i e w of Students*
i n c l u d e s the students'

mean

R e s p o n s e s .— Table 4-8

score

for e a c h s t a t e m e n t by

school and the rank of e a c h s t a t e m e n t w i t h i n the school.
The t o t al m e a n score for e a c h i t e m and
item a r e a l s o

included.

the r a n k of e a c h

4

The total m e a n score for s t u d e n t s was 3.29.
s t u d e n t s in o n l y school
They s c o r e d

six had a m e a n

The

score b e l o w 3.00.

2.96 w h i c h was v e r y c l o s e to being n e u t r a l

in t h e i r o v e r a l l evaluation.

The m o s t n e g a t i v e r e s p o n s e s

c a m e f r o m s t u d e n t s in school three w h i c h had a m e a n score
of 3.59.
S t a t e m e n t s Ra n k e d One T h r o u g h F i v e .--Total m e a n
scores

for two s t a t e m e n t s w e r e b e l o w 3.00.

four w h i c h stated

"Social

stu d i e s c l a s s e s

g o o d p l a c e for student s to e x p r e s s
that t h e y h a v e regar d i n g ra c i a l
for students*
4

total m e a n score.

Statement
. . . are a

f e e l i n g s and o p i n i o n s

issues,"

ranked

firs t

T h e total m e a n s c o r e

Appendix J includes more detailed
the r e s p o n s e s of students.

tables of

TABLE 4-8.— Rank of each item within a school and mean scores for students by school.

0-2,99

Racial Percentage
Type of inclusion
School

Separate
Course
1

3,00--9.99

No Separate
Course
2

Separate
Course

10 k Up

No Separate
Course

Separate
Course

3

4

5

6

7

9

9

10

Total

Item*
1. Social studies textbooks adequately
deal with the contributions and
achievements of black Americans.

M 3.22 3.74
19
R
IS

4.04
18

4.00
19

3.61
17

3.43
18

3.39
16

4.02
18

3.83
19

4,02
18

3.73
18

2. Social studies programs help in
eliminating negative stereotypes and
prejudices that white students have
of black Americans.

H 2.98 2.97
7
R 10.5

3.70
12

3.23
7.5

3.31
8

2.92
11

3.15 3.45
12 14.5

3.29
14

3,59
13.5

3.26
12

3. Supplemental materials adequately
deal with the achievements and
accomplishments of black Americans.

M 2.76 3.04
R
6
8

3.16 3.45
2.5 14.5

3.44
14

2.80
7

2,90
4

3.07
3

3.14
8

3.57
12

3.13
7

4. Social studies classes are a good
place for students to express feel­
ings and opinions that they have
regarding racial issues.

M 2.55 2.45
R
1
1

2.66
1

2.68
1

2.76
2

2.11
1

2.94
5.5

2.70
2

2.52
1

2,97
1

2.63
1

S. The social studies teachers ade­
quately deal with the contributions
and achievements of black Americans.

K 2.84 3.18
R 8.5
12

3.64
10

3.42
13

3.38
13

2.68
3

2.94
5.5

3.29
7

3.21
11

3.70
16.5

3.23
10

6. Social studies classes, when covering
racial issues consist of too many
lectures instead of active partici­
pation by students.

H 3.36 3.05
R 16.5
9

3.30
6.5

3.06
4.5

3.18
3.5

2.94
12

3.16
13

3.13
5

3.19
9,5

3.40
8

3.18
9

7, The social studies program makes good
use of the history of black Americans,
as a method of analyzing current
racial problems.

H 2.98 3.35
15
R 10.5

3.89
17

3.29
10

3,32
9

2.77
5

3.35
14

3.48
16

3.19
9.5

3.52
10

3.31
15

TABLE 4-8,— Continued.

0-2.99

Racial Percentage
Type of Inclusion
School

Separate
Course
1

2

3.00-■9.99

No Separate
Course

Separate
Course

10 t Up

No Separate
Course

Separate
Course

3

4

5

6

7

B

9

Total

10

Item*
8. Your school library is a valuable
source for finding information
concerning the problems of black
Americans.

M 2.75 2.72
R 4.5
2

3.16
2.5

2.77
2

2.70
1

2.86
9

2.71
1

2.54
1

2.79
2

3.11
3

2.81
2

9. Audio-visual aids are a valuable
resource for learning about the
contributions of blacks to American
society.

M 2.82 2.78
7
3
R

3.30
6.5

3.26
9

3.23
6

2.95 3.10
13 10.5

3.31
9

3.00
6

3.33
6

3.11
5

LO. The social studies program does
fairly represent the contributions
and achievements of black Americans.

N 2.84 3.07
10
R 8.5

3.56
9

3.10
6

3.18
3.5

2.78
6

2.84
2

3.30
8

2.83
3

3.20
4

3.07
4

LI. Tests given in connection with the
study of black Americans, do not
measure students' abilities to
analyse objectively current racial
issues.

M 3.36 3.27
13
R 16.5

3.20
4

3.45
14.5

3.35
11

3.06
16

3.36
15

3,41
11.5

3.52
17

3.03
2

3.30
14

12. The social studies program makes
good use of field trips so that
students can obtain information con­
cerning black Americans which is not
available in class.

M 3.11 2.83
5
R
13

3.22
5

3.35
11.5

3.23
6

3.02
14

2.86
3

3.40
10

3.31
15

3.43
9

3.18
8

13. The treatment of black Americans in
your school's social studies program
relies too much on the use of a
textbook.

H 3.11 2.83
5
13
R

3.22
5

3.35
11.5

3.23
6

3.02
14

2.86
3

3.40
10

3.31
15

3.43
9

3.18
8

TABLE 4-8."Continued.

0-2.99

Racial Percentage
Type of Inclusion

Separate
Course

10 t Up

3.00--9.99

No Separate
Course

Separate
Course

No Separate
Course

Separate
Course

Total

School

1

2

3

4

5

6

7

8

9

Item
14. The study of black Americans will
aid black American* in developing
a positive self-image.

M 3.05
R 12

3.15
11

3.84
15.5

3.35
11.5

3.35
11

2.89
10

3.10
10.5

3.41
11,5

3,07
7

3,59
13.5

3.28
13

IS. The social studies program aid* stu­
dents in analyzing racial issues
which they personally feel are
important.

M 2.67
R
2

2.83
4

3.52
8

2.97
3

3.23
6

2.49
2

3.05
8

3.16
6

2.86
4

3.34
7

3.01
3

18. The social studies program allows
for direct participation by stu­
dents in planning the areas to be
covered when dealing with the
study of black Americans.

H 3.38
R 18

3.46
17

3.78
13

3.58
16

3.62
IB

3.17
17

3.65
18

3,76
17

3.33
16

3,70
16.5

3.54
17

17. Tests given in connection with
the study of black American* do
measure students* knowledge of the
blacks' achievement* and accomplish­
ments in American society.

M 2.75
R 4.5

3.28
14

3.84
15.5

3.23
7.5

3.49
15

2.85
8

3.08
9

3.44
13

2.93
5

3.62
15

3.25
11

IB. Papers written in connection with
the study of black Americans are
aimed *t getting students to
analyze critical racial problasis.

M 2.73
R
3

2.91
6

3.65
11

3.06
4.5

3.35
11

2.69
4

3.02
7

3.08
4

3.26
12.5

3.56
11

3.13
6

IB. Good use of outside speakers is made
in order to give opposing views to
current racial problems.

H 3.56
R 19

3.69
18

4.09
19

3.74
17

3.85
19

3.80
19

3.72
19

4.24
19

3.74
18

4.U
19

3,85
19

20. The study of black Americans stimu­
lates students to learn more in
this area outside of class.

M 3.IS
R 14

3.37
16

3.83
14

3.81
18

3.51
16

3.05
15

3.57
17

3.45
14.5

3.26
12.5

3.30
5

3.43
16

M 3.05

3.17

3,59

3.35

3.37

2.96

3.21

3.42

3.22

3.51

3.29

TOTAL

Note: Statements have been edited. Mean score* were rounded to the neareat hundredth.

10

93
was 2.63.
two,

three,

r anked

This s t a t e m e n t r a n k e d f i r s t in s c h o o l s one,
four,

second

six,

nine,

a n d ten.

The

statement

in s c h o o l s five a n d e i g h t and had a r a n k

of 5.5 in school seven.
Statement eight which stated

"Your sch o o l

library

is a v a l u a b l e s o u r c e for f i n d i n g i n f o r m a t i o n c o n c e r n i n g
the p r o b l e m s of b l a c k A m e r i c a n s "
dents'
This

total m e a n

score.

statement ranked

eight,

and second

The t o t a l m e a n s c o r e w a s 2.81.

first in sch o o l s five,

in schools two,

lowest rank was n i n t h in school
this

s tatement had

a r a n k of 2.5 a n d

a mean s c o r e a b o v e

The

3.00 b u t still had

"The social

aids s t u d e n t s

issues w h i c h they p e r s o n a l l y

m e a n s c o r e for t h i s

four,

and nine.

and

In t w o sch o o l s

stated

ranked t h i r d for students'

ra n k e d

seven,

3.00.

s t u d i e s p r o g r a m in your school

tant"

four,

six.

Statement fifteen which

ing r a c i a l

ra n k e d s e c o n d for s t u ­

feel are i m p o r ­

total m e a n score.

statement w a s

second in s c h o o l s one and

in a n a l y z ­

3.01.
six,

This

third

and fo u r t h in schools two and nine.

The

statement

in school
T h e lo w e s t

r a n k f or the s t a t e m e n t was e i g h t h in sch o o l s th r e e and
seven.
Statement
p r o g r a m in y o u r

ten w h i c h s t a t e d

"The soc i a l s t u d i e s

sc h o o l does f a i r l y r e p r e s e n t the c o n ­

t r i b u t i o n s and a c h i e v e m e n t s of
f o u r t h for students'

black Americans"

total m e a n score.

ranked

The m e a n score

94
for t h e s t a t e m e n t was 3.07.
or h igher

in s c h o o l s five,

This statement ranked fifth
seven,

l o w e s t r a n k w a s t e n t h in s c h o o l

nine,

The

two.

S t a t e m e n t nine w h i c h s t a t e d
in y o u r

and ten.

" A u d i o - v i s u a l aids

s c h o o l ' s social s t u d i e s p r o g r a m

. . . are a

v a l u a b l e r e s o u r c e for l e a r n i n g a b o u t the c o n t r i b u t i o n s
of b l a c k s to A m e r i c a n society" r a n k e d f i f t h for students'
total m e a n score.
w a s 3.11.

The m e a n s c o r e for this s t a t e m e n t

The hig h e s t rank for this s t a t e m e n t w a s third

in s chool t h r e e and the lo w e s t r a n k was t h i r t e e n t h in
s chool

six.
S t a t e m e n t s Ranked S i x t e e n T h r o u g h T w e n t y .— S t a t e ­

m e n t t w e l v e w h i c h stated
your

"The so c i a l s t u d i e s p r o g r a m in

s chool m a k e s good use of

d e n t s can o b t a i n

field trips so that s t u ­

in f o r m a t i o n c o n c e r n i n g b l a c k A m e r i c a n s

w h i c h is n o t a v a i l a b l e in c l a s s ” ranked t w e n t i e t h for
students'

total m e a n score.

this s t a t e m e n t w a s 4.28.
except

T h e total m e a n

score for

The m e a n scores for all

for s c h o o l six w e r e b e l o w 4.00.

This

schools

statement

r a n k e d t w e n t i e t h in all schools.
S t a t e m e n t e i g h t e e n w h i c h stated
outside speakers

is made

. . . in order to g i v e o p p o s i n g

v i e w s to c u r r e n t racial p r o b l e m s "
students'
this

total m e a n score.

statement was

3.85.

"Good use of

ranked n i n e t e e n t h for

T h e total m e a n s c o r e for

This

statement r a n k e d n i n e t e e n t h

95
in s c hools one,

three,

five,

six,

seven, eight,

It r anked e i g h t e e n t h in schools t w o and nine,

and ten.

and s e v e n ­

t e e n t h in school four.
State m e n t o n e w h i c h s t a t e d
books

“Social s t u d i e s t e x t ­

. . . a d e q u a t e l y deal w i t h t h e a c h i e v e m e n t s and

a c c o m p l i s h m e n t s of b l a c k A m e r i c a n s "
for s t u d e n t s 1 total m e a n score.
for this statement w a s

3.73.

n i n e t e e n t h in s c h o o l s two,
in s c hools three,
was

six,

eight,

T h e total m e a n s c o r e

This

four,

ranked e i g h t e e n t h

statement r a n k e d

a n d nine,

and ten.

and e i g h t e e n t h

The h i g h e s t rank

f i f t e e n t h in s c h o o l one.
State m e n t

program

sixteen which stated

. . . allows

“The s o c i a l

studies

for dir e c t p a r t i c i p a t i o n by st u d e n t s

in p l a n n i n g the a r e a s to be c o v e r e d when d e a l i n g w i t h
t h e study of b l a c k A m e r i c a n s "
total

students'

mean

score.

s t a t e m e n t wa s 3.54.
in schools one,
s c h o o l s two,

s e v e n t e e n t h for

T h e m e a n score for this

This s t a t e m e n t ranked e i g h t e e n t h

five,

six,

ranked

and seven a n d

a n d eight.

s e v e n t e e n t h in

T h e highest r a n k w a s t h i r ­

t e e n t h in school t h r e e .
Statement t w e n t y w h i c h s t a t e d
Americans

. . . s t i m u l a t e s s t u d e n t s to learn m o r e in this

a r e a o u t s i d e of c l a s s "
dents*

m e a n score.

w a s 3.43.

"The s t u d y of black

ranked s i x t e e n t h for t o t a l

The mean s c o r e

stu­

for this s t a t e m e n t

This s t a t e m e n t r a n k e d e i g h t e e n t h in school

96
four,

s e v e n t e e n t h in sc h o o l

schools two a n d

five.

seven,

a n d s i x t e e n t h in

T h e h i g h e s t r a n k w a s fifth in

s c hool ten.
C o m p a r i s o n s B e t w e e n C u r r i c u l u m T y p e 1 and C u r ­
r i c u l u m T y p e I I . — It was h y p o t h e s i z e d t h a t
T y p e I (offered a separate course)
(did not o f f e r a sepa r a t e course)
o n students'

"Curriculum

and C u r r i c u l u m T y p e

II

differ when compared

o p i n i o n s of t h e existing p r o g r a m for the

s tudy of b l a c k A m e r i c a n s a s offered
social stu d i e s c u r r i c u l u m . "

in t h e i r high s c h o o l

It was f o u n d that t h e r e w a s

no d i f f e r e n c e b e t w e e n C u r r i c u l u m Type I and C u r r i c u l u m
T y p e II for an F-ratio at the
T h e students* m e a n
students'

.05 l e v e l o f signific a n c e .

score for C u r r i c u l u m T y p e I

w a s 3.14.

The

w a s 3.39.

T h e m o s t p o s i t i v e m e a n s c o r e w a s 2.96 in

m e a n score for C u r r i c u l u m T y p e II

school six w h i c h was in C u r r i c u l u m T y p e
n e g a t i ve m e a n

score was

3.59

included in C u r r i c u l u m T y p e
summary of t h e

students*

t h e rank o f e a c h school

5

in school
II.

Table

I.

The m o s t

three w h i c h w a s
4-9 includes a

m e a n scores for e a c h s c h o o l and
in c o m p a r i s o n

to the o t h e r schools.

S c h o o l s nine a n d ten were n o t included in t h i s
a nalysis b e c a u s e there w e r e not two s c h o o l s in C u r r i c u l u m
T y p e II t h a t had 10 per c e n t and up r a c i a l per c e n t a g e .
Included in C u r r i c u l u m T y p e I were s c h o o l s one, two#
five, and six.
Included in C u r r i c u l u m Type II w e r e
schools three, four, seven, and eight.

97
T A B L E 4 - 9 . — Students' m e a n score a n d r a n k of s c h o o l s for
C u r r i c u l u m T y p e I and C u r r i c u l u m T y p e II.a
Curriculum Type

I

Curriculum Type

II

School
1

2

5

6

7

4

3

8

Mean
3 .05

3.17

3.37

2.96

3.14
(Total)

3 .59

3.35

3.21

3.42

3.39
(Total)

Rank
2

3

6

1

8

4

5

7

No significant difference between Curriculum
T y p e I and C u r r i c u l u m T y p e II for an F - T e s t at the .05
level.

R e l a t i o n s h i p B e t w e e n P e r c e n t a g e of B l a c k S t u d e n t s
W i t h i n A School and R e s p o n s e s o f S t u d e n t s .— It w a s h y p o t h e ­
sized t h a t "There is a c o r r e l a t i o n b e t w e e n students'
tive o p i n i o n s of t h e e x i s t i n g p r o g r a m for the
b l a c k A m e r i c a n s as o f f e r e d

posi­

s t u d y of

in t h e i r h i g h sc h o o l

social

s t u d i e s c u r r i c u l u m an d the p e r c e n t a g e of b l a c k s t u d e n t s
in the school for C u r r i c u l u m T y p e

I and C u r r i c u l u m Type

II. "
Ta b l e 4-10 i n c l u d e s the p e r c e n t a g e o f b l a c k s t u ­
dents

in the s c h o o l s that i n c l u d e d a separate c o u r s e and

the students'

m e a n sc o r e

for e a c h school.

A l s o inc luded

a r e the ra n k s for r a c i a l p e r c e n t a g e and m e a n score, w h i c h
are b a s e d upon e a c h s c h o o l ' s p o s i t i o n as c o m p a r e d to the
other

schools.

98
T A B L E 4-10. — M e a n score and p e r c e n t a g e of b l a c k s t u d e n t s
for schools i n C u r r i c u l u m T y p e I .

Sc hools

Percentage
Black

1
2
5
6
9
10

0
.04
8 .08
8.10
29.47
51.80

R a n k for
Percentage
Black

Mean

R a n k for
Mean

3.05
3.17
3.37
2.96
3.22
3.51

1
2
3
4
5
6

2
3
5
1
4
6

The c o r r e l a t i o n b e t w e e n p e r c e n t a g e of b l a c k s t u ­
d e n t s and s t u d e n t s ' m e a n s c o r e was
which ranked

.54.

School

f o u r t h for r a c i a l p e r c e n t a g e ra n k e d

for students*

m e a n score.

six
first

Sc h o o l o n e w h i c h r a n k e d f i r s t

for r acial p e r c e n t a g e r a n k e d second for s t u d e n t s ' m e a n
score.

Sc h o o l

centage ranked

two w h i c h r a n k e d sec o n d for r a c i a l p e r ­
third for students*

m e a n score.

School

n i n e w h i c h r a n k e d f i f t h for racial p e r c e n t a g e r a n k e d
fo u r t h for students'

m e a n score.

Sch o o l

five w h i c h

r anked t h i r d for racial p e r c e n t a g e r a n k e d f i f t h for
students'

m e a n score and sch o o l ten r a n k e d

b o t h r a c i a l p e r c e n t a g e and s t u d e n t s 1 m e a n

s i x t h for
score.

T a b l e 4-11 i n c l u d e s the p e r c e n t a g e of b l a c k s t u ­
d e n t s in the schools that did not i n c l u d e a s e p a r a t e
co u r s e and the students * m e a n score for e a c h s c h o o l .
A l s o i n c l u d e d are the r a n k s for ra c i a l p e r c e n t a g e and
m e a n score,

w h i c h are b a s e d u p o n e a c h s c h o o l ' s p o s i t i o n

as c o m p a r e d to the o t h e r schools.

99
T A B L E 4 - 1 1 . — M e a n s c o r e and p e r c e n t a g e of b l a c k s t u d e n t s
for s c h o o l s in C u r r i c u l u m Type I I .
a
Schools

Percentage
Black

3
4
7
8

Rank for
Mean

“ ?ack

0
.12
6.59
5.01

1
2
4
3

3.59
3.35
3.21
3.41

The c o r r e l a t i o n b e t w e e n students'
p e r c e n t a g e of b l a c k s t u d e n t s was -.80.

4
2
1
3

m e a n score and

Sc h o o l

seve n

w h i c h r a n k e d f o u r t h for p e r c e n t a g e of b l a c k s t u d e n t s
ranked

first for students'

m e a n score.

Sch o o l

four

w h i c h r a n k e d s e c o n d for p e r c e n t a g e of b l a c k s t u d e n t s
r a n k e d se c o n d for students*
which ranked third

m e a n score.

Sc h o o l eig h t

for p e r c e n t a g e of b l a c k s t u d e n t s

r a n k e d third for s t u d e n t s ' m e a n s c o r e .

S c h o o l thre e

w h i c h ra n k e d first for p e r c e n t a g e of b l a c k s t u d e n t s
ra n k e d f o u r t h for students'
Teachers*

m e a n score.

Responses

O v e r v i e w of Teachers'
i n c l u d es the teachers*

R e s p o n s e s .— T a b l e 4-12

m e a n sc o r e s

for e a c h s t a t e m e n t

by school and the total m e a n s c o r e for each s t a t e m e n t by
s c h o o l and the r a n k o f e a c h s t a t e m e n t w i t h i n the school.

TABLE 4-12.— Rank of each it** within a school and m a n scores for teachers by school.

Racial Percentage

3.00-9.99

0- 2.99

Separate
Course

Type of inclusion
School

No Separate
Course

Separate
Course

10 4 Up

No Separate
Course

3

4

5

6

7

8

Separate
Course

Total

10

It**
1. Social studies textbooks adequately
deal with the contributions and
achieveaents of black Americans.

H
R

3.33 3.45
17 19

4.33
17.S

2.80
13.5

3.22
14.5

3.80
17.5

2.83
16

3.33
15.5

3.00
15

2.44
9

3.25
17

2. Social studies program help in
eliminating negative stereotypes
and prejudices that white students
have of black Amrleans.

M
R

2.33 2,45
6
8

3.33
5.5

2.00
3.5

2.33
4.5

3.20
12

2.17
7.5

2.50
3.5

3.00
15

2.33
7.5

2.56
5

3. Supplemental material* adequately
deal with the achievements and
accoaplishaMnts of black
Amr leans.

M
R

2.67 2.36
12.5 6.5

4.00
13

2.00
3.5

2.33
4.5

3.00
9

1.83
1.5

2.50
3.5

2.71
9.5

1.67
1

2.51
4

4. Social studies classes are a
good place for students to express
feelings and opinions that they
have regarding racial issues.

M 2.33 1.45 2.00
R
6
1
1

1.80
1

1.78
1

1.40
1

2.00 1.83 2.00 2.00
4
2
1
4

1.86
1

5. The social studies teachers ade­
quately deal with the contributions
and achievements of black Americans.

M
R

2.33 2.91
6 13.5

3,33
5.5

2.60
10.5

2.67
9

3.BO
17.5

2.33
11

3.17
13

2.86
13

2.67
12

2.87
12

6. Social studies classes, when covering
racial issues consist of too many
lectures instead of active partici­
pation by students.

M

2.33 2,18
6
4.5

2.33
2

2.40
7.5

3.33
17

2.80
5.5

2.83
16

2.83
7.5

2.71
9.5

2.67
12

2.64
6

7. The social studies program makes good
us* of the history of black Amr leans,
as a method of analyzing current
racial probla

H
R

2.67 3.09
12.5 17

3.67
9.5

2.80
13.5

2.78
12

3.20
12

2.67
13.5

3.33
15.5

2.57
5.5

2.67
12

2.95
14

TABLE 4-12.— Continued,

Racial Percentage

0-2.99
Separata
Couraa

Type of Inclusion
School

10 t Up

3.00-9.99

No Separata
Courte

Separata
Courae

No Separate
Couraa

Separate
Couraa

3

4

5

6

7

8

9

L0

Total

Item
8. Your achool library ia a valuable
aource for finding information
concerning the problems of black
Americana.

M
A

2.00 2.18
1 4.5

3.(7
9.S

2.00
3.5

2.33
4.5

2.20
2

1.83
1.5

1.(7
1

2.14
3

2,00
4

2.20
2

9. Audio-viaual aids are a valuable
resource for learning about the
contributiona of blacks to
American society.

M
R

2.33 2.09 3.33
(
3 5.5

2.40
7.5

2.33
4.5

2.40
3

2.00
4

3.00
10.5

2.14
3

2.00
4

2.40
3

10. The social studies program does
fairly represent the contributiona
and achievements of black Americans.

M
R

2.33 2.73
( 9.5

3.33
5.5

2.00
3.5

2.(7
9

3.(0
15

2.00
4

3.00
10.5

2.71
9.5

2.22
(

2.((
7

11. Tests given in connection with the
atudy of black Americans, do not
measure students' abilities to
analyse objectively current
racial issues.

M
R

3.00 2.91
15.5 13.5

3.33
5.5

3.00
15

3.33
17

3.60
15

3.00
18.5

3,83
18

2,71
9.5

3.44
19

3.22
16

12. The social studies program makes
good use of field trips so that
students can obtain information
concerning black Americans which
is not available in class.

M
R

3.50 4.27
18 20

4.33
17.5

3,(0
18.5

4.44
20

4.20
20

4.33
20

4.50
20

4.00
20

3.22
17

4,04
20

13. The treatment of black Americans
in your school's social studies
program relies too ouch on the
use of a textbook.

M
R

2.33 1.91
(
2

3.33
5.5

3.40
17

2.22
2

2.80
5.5

2.17
7.5

3.33
15.5

3.00
15

2.78
15

2.73
9

14. The study of black Amarleans will
aid black Americans in developing
a positive self-image.

M
R

3.00 2.82
15.5 11.5

4.50
20

3.20
16

2.(7
9

2.80
5.5

2.33
11

2.(7
5.5

2.14
3

1.89
2

2.80
10

TABLE 4-12.— Continued.

Typa of Inclusion
School
Item*a
IS. Tha social studia* program aida studanta in analysing racial iaauaa
which thay partonally faal are
important.

3.00--9.99

0-2.99

Racial Percentage

Separate
Course
1

No Separate
Course
2

3

Separate
Course

10 6 Up

No Separate
Course

Separate
Course

4

5

6

7

8

9

Total

10

M 2.67 2.36
R 12.5 6,5

4.00
13

2,20
6

2.44
7

3.00
9

2.17
7.5

2.83
7,5

2.71
9.5

2.33
7.5

2.67
8

16. Tha social atudiaa program allova
for direct participation by studenta in planning the axaaa to be
covered whan dealing with tha
study of black Americana.

M 3.67 3.09
17
R 19.5

4.00
13

4,00
20

3.22
14.5

4.00
19

2.83
16

3.00
10.5

3.14
17

3.11
16

3.41
18

17. Teata given in connection with tha
study of black Aawricana do
measure students* knowledge of
the blacks* achievement* and
accoeplishments in American
society.

M 2.33 2.82
R
6 11.5

4.00
13

3.60
18.5

2.75
11

3.00
9

2.17
7.5

3.33
15.5

2.S7
5,5

2.67
12

2.92
13

19. Papers written in connection with the
study of black Americans are aimed
at getting students to analyte
critical racial problems.

M 2.67 3.00
15
R 12.5

4,00
13

2.60
10.5

2.89
13

2.89
5.5

2.33
11

2.67
5.5

2.71
9.5

2.67
12

2.83
11

19. Good use of outside speakers is made
in order to give opposing views to
current racial problems.

M 3.67 2.73
R 19.5 9.5

4.33
17.5

2.60
10.5

3.67
19

3.60
15

3.00
18.5

4.00
19

3.29
18.5

3.56
20

3.45
19

20. The study of black Americans stimu­
lates students to learn more in
this area outside of class.
TOTAL

M 2.33 3.09
17
R
6

4.33
17.5

2.60
10.5

3.33
17

3.20
12

2.67
13.5

3.00
10.5

3.29
18.5

3.33
18

3.12
15

M 2.69 2.69

3.67

2.68

2.84

3.12

2.47

3.02

2.77

2,58

2.85

Not*: Statements have been edited. Mean scores wra roundad to the nearest hundredth.

103
The t o t a l m e a n score for e a c h s t a t e m e n t and the r a n k o f
e a c h s t a t e m e n t are a l s o

included.*’

The total m e a n score for teac h e r s w a s 2.85.
mean

s cores for t e a c h e r s in s c h o o l s one,

seven,

nine,

and ten w a s b e l o w 3.00.

t e a c h e r s in schools three,

two,

four,

The
five,

The m e a n s c o r e s for

six, a n d eight w a s a b o v e 3.00.

T e a c h e r s in school s e v e n had the m o s t p o s i t i v e m e a n score
w h i c h w a s 2.47.

T e a c h e r s in school three had the m o s t

n e g a t i v e m e a n score w h i c h was

3.67.

S t a t e m e n t s R a n k e d One T h r o u g h F i v e .— S t a t e m e n t four
w h i c h stated “Social
place

studies classes

for students to e x p r e s s f e e l i n g s and o p i n i o n s t h a t

they h a v e r e g a r d i n g ra c i a l
t e a c hers'
This

. . . are a good

total m e a n score.

statement ranked

five,
eight.

six,

and nine,

issues"

ranked f i r s t for

T h e m e a n score w a s

first in sch o o l s two,

1.86.

three,

four,

and se c o n d in schools f i v e and

Its lowest r a n k i n g w a s 5.5 in school

seven.

Statement e i g h t w h i c h s t a t e d "Your s c h o o l li b r a r y
is a v a l u a b l e source for f i n d i n g

information concerning

the p r o b l e m s of b l a c k A m e r i c a n s "

ranked s e c o n d

t e a c hers'

total m e a n score.

score w as 2.20.
one a n d eight.

This

T h e teachers'

for

total mean

s t a t e m e n t ranked first in schools

Its l o w e s t r a n k w a s 9.5 in s c h o o l three.

^Appendix J i n c l u d e s m o r e detailed c h a r t s of the
r e s p o n s e s of teachers.

104
Statement nine which stated

"A u d i o - v i s u a l

aids

. . . a r e a v a l u a b l e r e s o u r c e for l e a r n i n g a b o u t the c o n ­
t r i b u t i o n s of b l a c k s to A m e r i c a n society"
for teachers*

total m e a n score.

statement was

2.40.

third

in schools two,

ranked third

T h e m e a n score for this

This s t a t e m e n t ' s h i g h e s t r a n k w a s
six,

and nine,

and its l o w e s t r a n k

was 1 0 .5 in school eight.
S t a t e m e n t n u m b e r three w h i c h stated " S u p p l e m e n t a l
materials

. . . a d e q u a t e l y deal w i t h the a c h i e v e m e n t s and

a c c o m p l i s h m e n t s of b l a c k A m e r i c a n s "
teachers'

total m e a n score.

s t a t e m e n t w a s 2.51.

This

r a n k e d f o u r t h for

The m e a n score for thi s

statement's highest ranks were

1.5 in sc h o o l seven and 3.5 in s c h o o l s four and eight.
The l o w e s t r a n k was 12.5 in school one.
S t a t e m e n t n u m b e r two w h i c h sta t e d
programs

"Social

studies

. . . h e l p in e l i m i n a t i n g n e g a t i v e s t e r e o t y p e s

and p r e j u d i c e s t h a t w h i t e s t u d e n t s m i g h t h a v e of b l a c k
Americans"
The m e a n

ra n k e d f i f t h for teachers'

score

for t h i s state m e n t w a s

m e n t ' s h i g h e s t rank w a s

total m e a n score.
2.56.

This s t a t e ­

3.5 in s c h o o l s four and eight.

Its l o w e s t r a n k was f i f t e e n t h in sc h o o l nine.
S t a t e m e n t s R a n k e d S i x t e e n T h r o u g h T w e n t y .—
S t a t e m e n t s t w e l v e w h i c h stated
gram

"The social s t u d i e s p r o ­

. . . m a k e s g o o d u s e of field tr i p s so that s t u d e n t s

can obtain

information concerning black Americans which

is n o t a v a i l a b l e in class"

r a n k e d t w e n t i e t h for teachers'

105

total m e a n score.
4.04.

This

schools

The m e a n s c o r e for t h i s s t a t e m e n t w a s

s t a t e m e n t ’s

two,

five,

l o w e s t rank w a s t w e n t i e t h in

six,

seven, eight,

h i g h e s t rank w a s s e v e n t e e n t h

and nine.

Its

in school ten.

S t a t e m e n t n i n e t e e n w h i c h s t a t e d "Good use of o u t ­
side s p e a k e r s is m a d e

. . . in order to g i v e o p p o s i n g

views to c u r r e n t racial p r o b l e m s "
teachers'

to t a l m e a n score.

s t a t e m ent w a s

3.4 5.

r a n k e d n i n e t e e n t h for

The m e a n s c o r e for t h i s

This s t a t e m e n t ' s l o w e s t ranks w e r e

t w e n t i e t h in s c h o o l t e n

and 1 9 . 5 in s c h o o l one.

highest rank was

sch o o l two.

9.5 in

S t a t e m e n t s i x t e e n w h i c h stated
studies p r o g r a m
by s t u d e n t s

Its

"The social

. . . a l l o w s for d i r e c t p a r t i c i p a t i o n

in p l a n n i n g the areas to be c o v e r e d w h e n

d e a l i n g w i t h the s t u d y of b l a c k A m e r i c a n s 11 r a n k e d
e i g h t e e n t h for teachers'

total m e a n score.

score for this s t a t e m e n t was

3.41.

This statement's

l o w e s t ranks w e r e t w e n t i e t h in school
school one.

Its h i g h e s t r a n k was 10.5

Statement one which stated
books

. . .

for teachers'

total m e a n score.

3.25.

t e e n t h in school
s chool ten.

four and 1 9 . 5 in
in school eight.

" S o c i a l studies t e x t ­

a d e q u a t e l y deal w i t h the a c h i e v e m e n t s and

a c c o m p l i s h m e n t s of b l a c k A m e r i c a n s "

m e n t was

The m e a n

ranked seventeenth

The m e a n for this s t a t e ­

This s t a t e m e n t ' s l o w e s t r a n k was n i n e ­
two.

Its high e s t r a n k w a s n i n t h in

106
S t a t e m e n t e l e v e n w h i c h st a t e d
your s chool's soc i a l s t u d i e s c l a s s e s

"Tests g i v e n in
. . . do n o t m e a s u r e

student's a b i l i t i e s to a n a l y z e o b j e c t i v e l y c u r r e n t r a c i a l
issues" r a n k e d s i x t e e n t h for teachers'
The m e a n score for t h i s

statement was

total m e a n score.
3.22.

me n t ' s l o w e s t r a n k was 1 8 . 5 in school seven.
hi ghest r a n k was

This state­
Its

5.5 in school three.

Differences Between Teachers
and S t ude n t s
C o m p a r i s o n s o f M e a n S c o r e s .— It was h y p o t h e s i z e d
that

"Students and t e a c h e r s d i f f e r w h e n c o m p a r e d on

their o p i n i o n s of the e x i s t i n g p r o g r a m s

for the stu d y

of black A m e r i c a n s as o f f e r e d in t h e i r high s c h o o l s ocial
studies c u r r i c u l u m s ."

It was

found t h a t s t u d e n t s a n d

t e a c h e rs did d i f f e r w i t h s t u d e n t s b e i n g m o r e n e g a t i v e
towards the p r o g r a m s

for a T - R a t i o at the

.05 level of

significance.
The total m e a n

score

for s t u d e n t s was

the total m e a n score for t e a c h e r s was
includes the d i f f e r e n c e s

2.85.

3.29 and
T a b l e 4-13

for e a c h s t a t e m e n t by scho o l

and the r a n k of e a c h s t a t e m e n t for t e a c h e r s and students.
T h e r e w a s not a c o n s i s t e n t p a t t e r n for all
schools.

In e i g h t s c h o o l s s t u d e n t s w e r e m o r e n e g a t i v e

c o n c e r n i n g the s t a t e m e n t s t h a n teachers.
d i f f e r e n c e was + . 9 3 in school

ten.

The g r e a t e s t

TABLE 4-13.— Rank of each item for teacher* and atudents and neon difference* between students and teacher* by achool for
each it**.
Radial Percentage
Tvoe of Inclusion
Type or inclusion
School

0-2,99
Separate
Course
1

3.00-9.99
No Separate
Couree

2

3

4

Separate
Course

10 a Up

No Separate
couraa

5

6

7

8

Separate
Couree
9

. ,
°*

10

It-*
HD -.11
SR IS
TR 17

+.29
19
19

-.29 +1.20
IS
19
17.5 13.5

+.39
17
14.5

-.37
18
17.5

+.58
16
16

+.69
18
15.5

+.83 +1.58
18
19
9
15

+.48
18
17

2. Social studies progress help in
eliminating negative stereotypes and
prejudices that white students
have of black tearicon*.

HD +.65
SR 10.5
TR
6

+.52
7
6

+.37 +1.23
12
7.5
5.5
3.5

+.98
8
4.5

-.28
11
12

+.98
12
7.5

+.95
14.5
3.5

+.29 +1,26
14 13,5
7.5
15

+ .70
12
5

3. Supplemental materials adequately
deal with the achievement* and
*ccosg>11sh»ents of black
A— rleans.

MD +.09
SR
6
TR 12.5

+.68
8
6.5

-.84 +1.45 +1.11
2,5 14.5
14
3.5
4.5
13

-.20 +1,07
7
4
1.5
9

+.57
3
3.5

+.43 +1.90
8
12
9,5
1

+ .62
7
4

4, Social studies classes are a good
place for students to express
feelings and opinions that they
have regarding racial issues.

MD +.22
SR
1
TR
6

+1.00
1
1

+.66
1
1

+.88
1
1

+.98
2
1

+.71
1
1

+.94
5.5
4

+.87
2
2

+.52
1
1

+.97
1
4

+.77
1
1

5. The social studies teachers ade­
quately deal with the contri­
butions and achieveswnts of
black Americans.

MD +.51
SR 8.5
TR
6

+.27
12
13.5

+.31
10
5.5

+.82
13
10.5

+.71 -1.12
13
3
9 17.5

+ .61
5.5
11

+.12
7
13

+.35 +1.03
11 16.5
12
13

+.36
10
12

6. Social studies classes, when cover­
ing racial issues consist of too
many lectures instead of active
participation by students.

» +1.03
SR 16.5
TR
6

+.87
9
4.5

+.97
6.5
2

+.66
4.5
7.5

-.15
3.5
17

+.14
12
5.5

+.33
13
16

+.30
5
7.5

+.48
9.5
9.5

+.73
8
12

+.54
9
6

107

1. Social studies textbooks adequately
deal with the contribution* and
achiev— ents of black Auericons.

TABLE 4-13.— Continued.

0-2,99

Bacial Percentage
Type of Xncluaion
School

Separate
Course
1

3.00-9.99

No Separate
Course

Separate
Course

10 6 Up

No Separate
Course

Separate
Course

2

3

4

5

6

7

8

9

Total

10

itaW■
7. The aocial atudiea program makes
good uae of the hietory of black
Americans, aa a method of analyz­
ing current racial problaaw.

MO +.31
SR 10.5
TR 12.5

+.26
15
17

+.22
17
9.5

+.49
10
13.5

+.54
9
12

-.43
5
12

+.68
14
13.5

+.15
16
15.5

+.62
9.5
5.5

+.85
10
12

+.36
15
14

S. Your achool library is a valuable
source for finding information
concerning the problems of black
Americans.

MD +.75
SR 4.5
TR
1

+ .54
2
4,5

-.51
2.5
9.5

+.77
2
3.5

+.37
1
4.5

+.66
9
2

+.88
1
1.5

+.87
1
1

+.65 +1.11
3
2
4
3

+.61
2
2

9. Audio-visual aids are a valuable
resource for learning about the
contributiona of blacks to
American society.

MD +.49
SR
7
TR
6

+.69
3
3

-.03
6.5
5.5

+.86
9
7.5

+.90
6
4.5

+.55 +1.10
13 10.5
3
4

+.31
9
10.5

+.86 +1.33
6
6
4
3

+.71
5
3

10. The social studies program does
fairly represent the contri­
butions and achievements of
black Americans.

MD +.51
SR 8.5
TR
6

+.34
10
9.5

+.23 +1.10
6
9
5.5
3.5

+.51
3.5
9

-.82
6
15

+.84
2
4

+.30
8
10.5

+.12
3
9.5

+.98
4
6

+.41
4
7

11. Tests given in connection with the
study of black Americana, do not
measure students' abilities to
analyse objectively current
racial issues,

MD +.35
SR 16.5
TR 15.5

+.36
13
13.5

-.13
4
5.5

+.45
14.5
15

+.02
11
17

-.54
16
15

+.36
15
18.5

-.42
11.5
18

+.81
17
9.5

-.41
2
19

+.08
14
16

12. The social studies program makes
good use of field trips so that
students can obtain information
concerning black Americans which
is not available in claae.

m +.68
SR 20
TR 18

-.01
20
20

+.13
20
17.5

+.69
20
18.5

-.07
20
20

-.26
20
20

0
20
20

+.16
20
20

+.17
20
20

+.93
20
17

+.24
20
20

TABLE 4-13,— Continued.

0-2.99

Racial Percentage
Type of Inclusion
School

Separate
Course
1

3.00-9.99

No separate
Course
2

3

4

Separate
Course
5

No Separate
Course

10 t Up
Separate
Course

6

7

8

9

Total

10

■
Itea1
13. The treatment of black Aaericans in
your school’s social studies pro­
gram relies too *uch on the use
of a textbook.

NO 4.78
SR 13
Tit 6

+.92
5
2

-.11
5
5.5

-.05 +1.01
6
11.5
17
2

+.22
14
5,5

+.69
3
7.5

+.07
10
15.5

+.31
15
15

+.65
9
IS

+.45
B
9

14. The study of black Americans will
aid black Americans in developing
a positive self-image.

ND +.05
Sit 12
TR 15.5

+.33
11
11.5

-.66
15.5
20

+.15
11.5
16

+.68
11
9

+.09
10
5.5

+.77
10.5
11

+.74
11.5
5.5

+.93 +1.70
7 13.5
2
3

+.48
13
10

15. The social studies program aids
students in analysing racial
issues which they personally feel
are important.

ND
0
SR
2
TR 12.5

+.46
4
6.5

-.4S
8
13

+.77
3
6

+.79
6
7

-.51
2
9

+.88
8
7.5

+.33
6
7.5

+.15 +1.01
7
4
9.5
7.5

+.34
3
8

14. The social studies program allows
for direct participation by stu­
dents in planning the areas to
be covered when dealing with tha
study of black Americans.

K> -.29
SR IS
TR 19.5

+.37
17
17

-.22
13
13

-.42
16
20

+.40
18
14.5

-.83
17
19

+.82
15
16

+.76
17
10.5

+.19
16
17

+.59
16.5
16

+.13
17
IB

17. Teats given in connection with
the study of black Americans do
measure students' knowledge of
the blacks' achievements and
accosplisfaments in American
society.

K> +.42
SR 4.5
TR
6

+.46
14
11.5

-.16
15.5
13

-.37
7.5
18.5

+,74
15
11

-.15 +.91
9
8
9 7.5

+.11
13
15.5

+.36
5
5.5

+.95
15
12

+.33
11
13

IS. Papers written in connection with
the study of black Americans are
aimed at getting students to
analyse critical racial problems.

ND +.06
SR
3
TR 12.5

-.09
6
15

-.35
11
13

+.46
4.5
10.5

+.46
11
13

-.11
4
5.5

+.69
7
11

+.41
4
5.5

+.55
12.5
9.5

+.89
11
12

+.30
6
11

19. Good use of outside speakers is
made in order to give opposing
views to current racial problms.

ND -.11
SR 19
TR 19.5

+.96
IS
9,5

-.24 +1.14
17
19
17.5 10.5

+.18
19
19

+.20
19
15

+.72
19
IS.5

+.24
19
19

+.45
18
18.5

+.55
19
20

10. The study of black Americans atiKilates students to learn more in
this area outside of class.

IS +.82
SR 14
TR
C

+.28
16
17

-.50 +1.21
IS
14
17.5 10.5

+.18
16
17

-.15
IS
12

+.90
17
13.5

+.45
14.5
10.5

-.03
12.5
18.5

-.03
5
18

+.40
19
19
+.31
16
15

JS +.36

+.48

-.OS

+.67

+.53

-.16

+.74

+.40

+.45

+.93

+.44

TOTAL
*Kote:

Statement* have been edited.

Heen scores were rounded to the nearest hundredth.

Students were aigaificently nore negative than teachers for a matched pairs T-test at the .05 level.

110
In two s c h o o l s t e a c h e r s w e r e m o r e n e g a t i v e t h a n
students.

Sc h o o l

three had a m e a n d i f f e r e n c e of a -.08

and school six had a m e a n d i f f e r e n c e of a -.16.

These

two schools a l s o had the least d i f f e r e n c e b e t w e e n t e a c h e r s
and s t u d e n t s .
S t u d e n t s w e r e m o r e n e g a t i v e than t e a c h e r s for
all t we n t y statements.
The s t a t e m e n t w i t h the g r e a t e s t d i f f e r e n c e
b e tween t e a c h e r s and s t u d e n t s was s t a t e m e n t f o u r w h i c h
d e a l t w i t h students'

expressing of

" . . .

f e e l i n g s and

op i n i o n s that they h a v e r e g a r d i n g r a c i a l issues."
m e a n d i f f e r e n c e was +.77.
ce r n e d a u d i o - v i s u a l
ference.

The

S t a t e m e n t nine w h i c h c o n ­

aids had the s e c o n d g r e a t e s t d i f ­

The m e a n d i f f e r e n c e w a s +.71.
S t a t e m e n t two w h i c h d e a l t w i t h

" . . .

eliminat­

ing n e g a t i v e s t e r e o t y p e s and p r e j u d i c e s that w h i t e s t u ­
d e n t s have of b l a c k A m e r i c a n s "
difference.

had the t h i r d g r e a t e s t

T h e m e a n d i f f e r e n c e was +.70.

Statement

three w h i c h d e a l t w i t h s u p p l e m e n t a l m a t e r i a l s and s t a t e ­
m e n t e i g h t w h i c h d e a l t w i t h the school library h a d the
fourth and f i f t h g r e a t e s t d i f f e r e n c e s .

The m e a n d i f ­

ference for s t a t e m e n t three w a s +.62 and the m e a n d i f ­
ference for s t a t e m e n t e i g h t was +.61.
The s t a t e m e n t w i t h the l e a s t d i f f e r e n c e b e t w e e n
teachers and s t u d e n t s d e a l t w i t h tests not m e a s u r i n g
"students'

a b i l i t i e s to analyze o b j e c t i v e l y c u r r e n t

11X
r a c i a l issues."

The m e a n d i f f e r e n c e w a s +.08.

sixteen which concerned
s t u d e n t s in p l a n n i n g

" . . .

d i r e c t p a r t i c i p a t i o n by

the areas to be c o v e r e d w h e n d e a l i n g

w i t h the s t u d y o f b l a c k A m e r i c a n s " had
d i f f e r ence.

the s e c o n d least

T h e m e a n d i f f e r e n c e w a s +.13.

t h i r t e e n w h i c h d e a l t w i t h field
l e a s t d i f f e rence.

Statement

Statement

trips had the t h i r d

The m e a n d i f f e r e n c e was +.24.

State­

m e n t four w h i c h d e a l t w i t h p a p e r s t h a t w e r e w r i t t e n in
s ocial s t u d i e s c l a s s e s and s t a t e m e n t twe n t y w h i c h d e a l t
with stimulating

" . . .

s t u d e n t s to l e a r n m o r e in this

area o u t s i d e of class" had the f o u r t h and f i f t h least
d i f f e r ence.

The mean difference

for s t a t e m e n t e i g h t e e n

w a s + . 3 0 and

the m e a n d i f f e r e n c e for s t a t e m e n t t w e n t y

w a s +.31.
C o m p a r i s o n s of R a n k s .— S t u d e n t s and t e a c h e r s w e r e
q u i t e similar w h e n be i n g c o m p a r e d on the rank of the
statement.

The r a n k w a s based u p o n t h e m e a n s c o r e of

the s t a t e m e n t in r e l a t i o n to the o t h e r
T hree s t a t e m e n t s w e r e ra n k e d
t e a chers and students.
for students'

statements.

in the top five for b o t h

S t a t e m e n t four was r a n k e d

and teachers'

t o t a l m e a n score.

eight w a s r a n k e d s e c o n d for b o t h teachers'
total m e a n score.

Statement

and

S t a t e m e n t n i n e w a s ranked

first

students'

f i f t h for

students and third for teachers.
S t a t e m e n t f i f t e e n w a s r a n k e d third for s t u d e n t s
a n d e i g h t h for teachers.

S t a t e m e n t ten w a s r a n k e d

112
f o u r t h for s t u d e n t s and s e v e n t h for teachers.

Statement

t h r e e w as r a n k e d f o u r t h for t e a c h e r s and s e v e n t h for
students.

The b i g g e s t d i f f e r e n c e w a s s t a t e m e n t two

w h i c h w as ran k e d f i f t h for t e a c h e r s and t w e l f t h for s t u ­
dents.
Four

s t a t e m e n t s w e r e r a n k e d in the b o t t o m f i v e

for b o t h t e a c h e r s and students.

S t a t e m e n t twe l v e w a s

r a n k e d t w e n t i e t h for t e a c h e r s and students.

Statement

n i n e t e e n was ra n k e d n i n e t e e n t h for s t u d e n t s and teac h e r s .
S t a t e m e n t one was r a n k e d e i g h t e e n t h for students and
s e v e n t e e n t h for teachers.

S t a t e m e n t s i x t e e n was r a n k e d

s e v e n t e e n t h for s t u d e n t s and e i g h t e e n t h for teachers.
S t a t e m e n t t w e n t y was ra n k e d
d e n t s and f i f t e e n t h for teachers.

s i x t e e n t h for s t u ­
statement eleven was

ra n k e d s i x t e e n t h for t e a c h e r s and f o u r t e e n t h for s t u ­
dents .
R e l a t i o n s h i p B e t w e e n D i f f e r e n c e s in S t u d e n t s 1 and
Teachers'

O p i n i o n s and the P e r c e n t a g e of B l a c k S t u d e n t s

W i t h i n a S c h o o l .— It w a s h y p o t h e s i z e d

that

"There is a

c o r r e l a t i o n for the d i f f e r e n c e b e t w e e n teachers'

and

s t u d e n t s 1 o p i n i o n s of the e x i s t i n g p r o g r a m for the s t u d y
of b l a c k A m e r i c a n s as o f f e r e d

in their h i g h school

s o c i a l studies c u r r i c u l u m and the p e r c e n t a g e of b l a c k
s t u d e n t s in the school
T a b l e 4-14
dents

for C u r r i c u l u m T y p e

I."

i n c l u d e s the p e r c e n t a g e of b l a c k s t u ­

in the schools t h a t i n c l u d e d a s e p a r a t e c o u r s e a n d

113
T A B L E 4 - 1 4 . — M e a n d i f f e r e n c e score and p e r c e n t a g e of
b l a c k s t u d e n t s for s c h o o l s in C u r r i c u l u m
Type I .
Percentage
Black

Schools

1
2
5
6
9
10

R a n k for
Percentage
Black

Mean
Difference

R a n k for M e a n
Difference

+ .36
+ .48
+. 53
-.16
+ .45
+ .93

2
4
5
1
3
6

1
2
3
4
5
6

0
.04
8 .08
8 .10
29.47
51.80

the m e a n d i f f e r e n c e b e t w e e n t e a c h e r s and
e a c h school.

s t u d e n t s for

A l s o i n c l u d e d are the r a n k s for r a c i a l

p e r c e n t a g e and m e a n d i f f e r e n c e score,

which were based

u p o n e a c h s c h o o l ' s p o s i t i o n as c o m p a r e d to the o t h e r
schools.
The c o r r e l a t i o n bet w e e n p e r c e n t a g e of b l a c k s t u ­
d e n t s and m e a n d i f f e r e n c e was

.37.

School six w h i c h

r a n k e d fo u r t h for p e r c e n t a g e of b l a c k students r a n k e d
first for m e a n d i f f e r e n c e b e t w e e n t e a c h e r s and students.
School one w h i c h r a n k e d first for p e r c e n t a g e of b l a c k
students,

r a n k e d se c o n d for m e a n d i f f e r e n c e b e t w e e n

t e a c h e r s and students.

School n i n e w h i c h ra n k e d f i f t h

for p e r c e n t a g e of b l a c k students r a n k e d third for m e a n
d i f f e r e n c e b e t w e e n t e a c h e r s and students.

School t w o

w h i c h r anked se c o n d for p e r c e n t a g e of black s t u d e n t s
r a n k e d f o u r t h for m e a n d i f f e r e n c e b e t w e e n t e a c h e r s and
students.

School

five w h i c h r a n k e d t h i r d for p e r c e n t a g e

114
of b l a c k students ra n k e d f i f t h for m e a n d i f f e r e n c e
b e t w e e n t e a c h e r s and students.

School six r a n k e d s i x t h

for b o t h p e r c e n t a g e of b l a c k s t u d e n t s and m e a n d i f f e r e n c e
b e t w e e n teachers and

students.

It wa s h y p o t h e s i z e d that

"There is a c o r r e l a t i o n

for the d i f f e r e n c e b e t w e e n teachers'

and students'

o p i n i o n s of the e x i s t i n g p r o g r a m for the study of b l a c k
A m e r i c a n s as o f f e r e d

in their h i g h sc h o o l social stu d i e s

c u r r i c u l u m and the p e r c e n t a g e of b l a c k s t u d e n t s in the
school

for C u r r i c u l u m T y p e II."
Ta b l e 4-15

includes the p e r c e n t a g e of b l a c k s t u ­

d e n t s in the s c h o o l s for C u r r i c u l u m Type
d i f f e r e n c e b e t w e e n teachers*
school.

II and the m e a n

and students*

for each

A l s o i n c l u d e d are the ranks for ra c i a l p e r ­

c e n t a g e and m e a n d i f f e r e n c e

score, w h i c h w e r e ba s e d u p o n

e a c h s c h o o l ' s p o s i t i o n as c o m p a r e d to the o t h e r schools.

T A B L E 4 - 1 5 . — M e a n d i f f e r e n c e s c o r e and p e r c e n t a g e of b l a c k
s t u d e n t s for s c h o o l s in C u r r i c u l u m Type II.

Schools

Percentage
Black

3
4
7
8

0
.12
6.59
5.01

Black
1
2
4
3

Mean
Difference

Rank for M e a n
Difference

-.08
+.67
+.74
+.40

1
3
4
2

115
The c o r r e l a t i o n b e t w e e n p e r c e n t a g e of b l a c k s t u ­
dents and m e a n d i f f e r e n c e was

.8.

School

three r a n k e d

first for p e r c e n t a g e of b l a c k s t u d e n t s a n d m e a n d i f ­
ference for t e a c h e r s a n d students.

S c h o o l eight r a n k e d

third for p e r c e n t a g e of b l a c k s t u d e n t s a n d second for
m e a n d i f f e r e n c e b e t w e e n t e a c h e r s and students.
S c h o o l four r a n k e d second for p e r c e n t a g e of
b lack s t u d e n t s and t h i r d for m e a n d i f f e r e n c e b e t w e e n
t e a c h e r s and students.

School s e v e n r a n k e d fourth for

b o t h p e r c e n t a g e of b l a c k students a n d m e a n d i f f e r e n c e
b e t w e e n teachers a n d students.
Written Comments
W r i t t e n c o m m e n t s w e r e m a d e by

205 of the s t u d e n t

r e s p o n d e n t s and 12 of the teacher r e s p o n d e n t s .

The

c o m m e n t s r a n g e d f r o m a few lines to t w o pages.
M o s t of the w r i t t e n comment,

w e r e of a g e n e r a l l y

c r i t i c a l nature t o w a r d s their p r o g r a m .
being

that their s o c i a l

The feeling

studies c l a s s e s did not d o e n o u g h

in t h i s area.
T w e n t y - o n e students,
s e p a r a t e course,

in s c h o o l s t h a t did o f f e r

a

felt that beca u s e t h e y did not t a k e

the s e p a r a t e co u r s e

t h e y w e r e not d e a l i n g w i t h the

study of b l a c k A m e r i c a n s .
M any s t u d e n t s m a d e c o m m e n t s c o n c e r n i n g teach e r s .
E l e v e n students f e l t t e a c h e r s w e r e n o t a d e q u a t e l y p r e ­
p a r e d or d i d n o t d e a l a d e q u a t e l y w i t h ra c i a l p r o b l e m s .

1X6
However,

seventeen students mentioned that a particular

teacher b e c a u s e of his t r e a t m e n t of b l a c k A m e r i c a n s h a d
made their r e s p o n s e s m o r e positive.
The

state m e n t c o n c e r n i n g s o c i a l

stu d i e s b e i n g a

good p l a c e to e x p r e s s f e e l i n g s r e g a r d i n g racial is s u e s
elicited a g r e a t m a n y respon s e s .

It w a s

f e l t by so m e

that r a c i a l p r o b l e m s w e r e not d i s c u s s e d u n t i l a d i s ­
turbance w i t h i n the s c h o o l
felt that r e p e r c u s s i o n s
prohibited

took place.

M a n y stud e n t s

f r o m teachers o r

fe l l o w s t u d e n t s

them from e x p r e s s i n g their v i e w p o i n t s if t h e y

were c o n t r a r y to the m a i n s t r e a m o f thought.
Two statements
responses:

in partic u l a r r e c e i v e d w r i t t e n

the s t a t e m e n t concerning

f i e l d trips and

the s t a t e m e n t c o n c e r n i n g

speakers.

that they

field trips a n d if they did

seldom went o n

Respondents stated

they w e r e not c o n n e c t e d w i t h the s t u d y o f b l a c k A m e r i ­
cans.

T h e y also had n o t heard many s p e a k e r s that d e a l t

with r a c i a l p r o b l e m s o r b l a c k his t o r y o r culture.

Many

felt t hat the s p e a k e r s t h a t they d i d h e a r did not d e a l
with relevant

topics b u t w e r e m o r e for e n t e r t a i n m e n t .

It was a l s o felt by s o m e

that the s p e a k e r s had to be

pro b l a c k and t h e r e f o r e only one side o f

the racial

p r o b l e m w a s presented.
T h r e e of the t e a c h e r s felt t h a t h i g h school
social s t u d i e s could d o v e r y little if a n y t h i n g at all
in the a r e a of race r e l a t i o n s .

It w a s

felt that r a c i a l

117
at t i t u d es w e r e a l r e a d y i n g r a i n e d

into students.

One

r e s p o n d e n t f e l t t h a t the p r o b l e m w i t h o u t s i d e speak e r s
was t h a t it w a s all right
not all r i g h t

if t h e y were a n t i - w h i t e ,

but

if they were anti-black.
Summary

S u m m a r y of Q u e s t i o n n a i r e
A majority
that their s o c i a l

(63.6%)

studies c u r r i c u l u m did i n c l u d e

s t u d y of b l a c k America ns.
w e r e not m a k i n g

of t h e r e s p o n d e n t s r e p o r t e d

However,

s u c h inclusions.

the

a sizable minority

The i n c l u s i o n of the

st u d y of b l a c k A m e r i c a n s b e c a m e m o r e c o m m o n as the p e r ­
c e n t a g e of b l a c k students b e c a m e larger.

Respondents

in s c hools w i t h 10 per c e n t and up black s t u d e n t body
had the h i g h e s t p e r c e n t a g e

(95.1%)

ing the study of b l a c k A m e r i c a n s .

that r e p o r t e d
Respondents

includ­

in schools

w i t h 3-9.99 p e r c e n t black s t u d e n t body had a l o w e r p e r ­
centage

(76%)

Americans.

that reported

i n c l u d i n g the s t u d y of b l a c k

R e s p o n d e n t s in s c h o o l s w i t h 0 - 2 . 9 9 per c e n t

b l a c k student b o d y had the l o w e s t p e r c e n t a g e

(55.2%)

all

the study

three g r o u p s that r e p o r t e d

they i n c l u d e d

of

of b l a c k Americ a n s .
T h e r e w a s even a g r e a t e r d i f f e r e n c e b e t w e e n the
ra c i a l p e r c e n t a g e groups w h e n c o m p a r e d on w h e t h e r they
o f f e r e d a s e p a r a t e course t h a t p r i m a r i l y d e a l t w i t h the
study of b l a c k Americans.

T h e g r o u p w i t h t h e lar g e s t

1X8
p e r c e n t a g e of b l a c k s t u d e n t s r e p o r t e d
o f f e r e d a s e p a r a t e course,

that 94.8 p e r cent

w h e r e a s 63.2 per c e n t of

the

m i d d l e g r o u p and 27 per c e n t of the lo w e s t r a c i a l p e r ­
c e n t a g e g r o u p o f f e r e d a s e p a r a t e course.
T he basic n a t u r e of our p u b l i c s c h o o l s w h e n c o n ­
sidering

size and l o c a t i o n m a k e s

it d i f f i c u l t to d r a w

m e a n i n g f u l c o m p a r i s o n s b e t w e e n schools of v a r y i n g
and locations.

sizes

S c h o o l s in core c i t i e s had a g r e a t e r p e r ­

c e n t a g e of s c h o o l s that fell

into the

largest c l a s s size

c ategory.

T h e y a l s o had a far g r e a t e r p e r c e n t a g e of b l a c k

students.

This b a s i c a l l y held true for rural c i t i e s but

not to the d e g r e e found in c o r e cities.

Schools

in

s u b u r b s also tended to be larger t h a n rural schools.
The d e p e n d e n c e of the two v a r i a b l e s c l a s s

size a n d

l o c a t i o n u p o n e a c h o t h e r c r e a t e d a s i t u a t i o n w h e r e the
results

f l u c t u a t e d w h e n c o n t r o l l i n g for ra c i a l c o m p o ­

sition.
S u m m a r y of R e s p o n s e Sh e e t s
It was found t h a t s t u d e n t s as a g r o u p r e s p o n d e d
n e g a t i v e l y t o w a r d s their h i g h s c h o o l ' s e x i s t i n g

social

s t u d i e s p r o g r a m for the study of b l a c k Americ a n s .
w as n o s i g n i f i c a n t d i f f e r e n c e b e t w e e n students'

There

responses

in s c h o o l s that o f f e r e d a s e p a r a t e c o u r s e c o n c e r n e d w i t h
the s t u d y of b l a c k A m e r i c a n s and s t u d e n t s 1 r e s p o n s e s

119
in s c h o o l s th at inclu ded the s tud y of b l a c k Ame ric ans ,
7
but d x d not o f f e r a s e p a r a t e course.
Students'

o p i n i o n s of the p r o g r a m s w e r e sign i f i g

cantly more negative than t e a c h e r s 1 opinions.
this w a s not c o n s i s t e n t for e a c h i n d i v i d u a l

However

school.

In

two s c h o o l s s t u d e n t s w e r e m o r e p o s i t i v e t h a n teachers.
S t u d e n t s and t e a c h e r s w e r e s i m i l a r w h e n c o m p a r e d by
statements

t h a t r e c e i v e d the m o s t p o s i t i v e r e s p o n s e s o r

negative responses.

The s t a t e m e n t s c o n c e r n i n g the

a d e q u a c y of field trips,

speakers,

textbooks,

p a r t i c i p a t i o n in p l a n n i n g by s t u d e n t s w e r e

and the

i n c l u d e d in

the five s t a t e m e n t s w i t h the m o s t n e g a t i v e r e s p o n s e s for
b o t h t e a c h e r s and students.

The s t a t e m e n t s c o n c e r n i n g

the e x p r e s s i o n of class o p i n i o n s ,

a d e q u a c y of the

library,

and

i n c luded

in the five s t a t e m e n t s w i t h the m o s t p o s i t i v e

responses

the a d e q u a c y of a u d i o - v i s u a l a i d s were

for t e a c h e r s and students.

The r e l a t i o n s h i p b e t w e e n students'

positive

r e s p o n s e s and the p e r c e n t a g e of b l a c k s t u d e n t s w i t h i n
a s chool v a r i e d

for C u r r i c u l u m Type

I and Curriculum

7

S i g n i f i c a n c e was c o m p u t e d by u s i n g an F- T e s t at
the .05 level.
T a b l e 4-9 i n c l u d e s the d a t a u s e d for the
test.
Q

S i g n i f i c a n c e w a s c o m p u t e d by u s i n g a m a t c h e d p a i r s T - T e s t at the .05 level.
T a b l e 4-13 includes the
d a t a u s ed for the test.

120
Type

XI.

The c o r r e l a t i o n for C u r r i c u l u m T y p e

I was

and t h e c o r r e l a t i o n for C u r r i c u l u m Type IX w a s

.54

-.80.

The r e l a t i o n s h i p b e t w e e n the d i f f e r e n c e s b e t w e e n
t e a c hers*

and s t u d e n t s 1 p o s i t i v e r e s p o n s e s a n d the p e r ­

c e n t a g e of black s t u d e n t s w i t h i n a school a l s o v a r i e d
for C u r r i c u l u m Type

I and C u r r i c u l u m Type II.

r e l a t i o n for C u r r i c u l u m Type I w a s
r e l a t i o n for C u r r i c u l u m Type II w a s

The c o r ­

.37 and the c o r ­
.80.

The w r i t t e n c o m m e n t s m a d e by s t u d e n t s and
t e a c h e r s g e n e r a l l y r e i n f o r c e d the same f e e l i n g s
e x h i b i t e d w h e n r e s p o n d i n g to t h e statements.

they

CHAPTER V
SUMMARY,

DISCUSSION,

AND SUGGESTIONS

FOR FUTURE RESEARCH

The f i r s t section of t h i s c h a p t e r i n c l u d e s a
s u m m a r y of the purpose,
this

study.

The

f i n d i n g s and the

procedures,

and c o n c l u s i o n s of

second s e c t i o n is a d i s c u s s i o n o f the
third

section i n c l u d e s

s u g g e s t i o n s for

f u t u r e research.
Summary
Purpose
The p u r p o s e of this s t u d y was to l o c a t e e x i s t i n g
programs

in M i c h i g a n h i g h s c h o o l

social

s t u d i e s cur-

r i c u l u m s that s p e c i f i c a l l y d e a l t w i t h the s t u d y of b l a c k
Americans,

a n d to survey students'

and teachers'

opinions

c o n c e r n i n g these programs.
Students*

opinions in s c h o o l s t h a t o f f e r e d a

s e p a r a t e co u r s e c o n c e r n e d w i t h the
c a n s w e r e c o m p a r e d to students'

study of b l a c k A m e r i ­

opinions

in s c h o o l s t h a t

s p e c i f i c a l l y i n c l u d e d the s t u d y of black A m e r i c a n s ,

121

but

122
d i d not o f f e r a s e p a r a t e course.
b e t w e e n students'

The r e l a t i o n s h i p

o p i n i o n s and the p e r c e n t a g e of b l a c k

s t u d e n t s w i t h i n a school w a s tested.

Students*

opinions

of the e x i s t i n g p r o g r a m s w e r e c o m p a r e d to teachers'
o p i n i o n s of t h e e x i s t i n g programs.
b e t w e e n the d i f f e r e n c e

The r e l a t i o n s h i p

for students*

and

teachers*

o p i n i o n s and the p e r c e n t a g e of b l a c k s t u d e n t s w i t h i n
a school w a s tested.
M e t h o d of I n v e s t i g a t i o n
In o r d e r to lo c a t e the p r o g r a m s a q u e s t i o n n a i r e
was mailed

to 400 social

studies d e p a r t m e n t c h a i r m e n in

29 s o u t h e r n and cent r a l M i c h i g a n count i e s .
r e s p o n s e s to this q u e s t i o n n a i r e ,

From the

sch o o l s t h a t had s p e c i f i ­

c a l l y i n c l u d e d the study of b l a c k A m e r i c a n s

for thre e

y e a r s or lo n g e r w e r e s e l e c t e d to be the p o p u l a t i o n of
schools for the second p a r t of the study.
S c h o o l s in the p o p u l a t i o n w e r e d i v i d e d
groups.

into t w o

T h o s e s c h o o l s that o f f e r e d a s e p a r a t e c o u r s e

c o n c e r n e d w i t h the study of b l a c k A m e r i c a n s and t h o s e
s c h o o l s that
Americans

specifically

included

the study of b l a c k

but did not o f f e r a s e p a r a t e course.

Schools

w e r e f urther d i v i d e d by the p e r c e n t a g e of b l a c k s t u d e n t s
w i t h i n a school.
0-2.99 p e r cent,

T h r e e ra c i a l p e r c e n t a g e groups,
3 . 0 0 - 9 . 9 9 p e r cent,

and 10 per c e n t

and u p , w e r e set up w i t h i n the two c u r r i c u l u m types.

123
Two s c h o o l s w e r e r a n d o m l y ch o s e n f r o m e a c h group.
O n l y o n e school fell

in the g r o u p 10 per c e n t and u p

w i t h o u t a s e p a r a t e course.
s c h o o l refused

A r e p r e s e n t a t i v e o f this

to p a r t i c i p a t e

in the s e c o n d s e c t i o n of

the study w h i c h e x c l u d e d the category.
R esp o n s e sheets w e r e d i s t r i b u t e d in s e l e c t e d
c l a s s e s to s e n i o r s and to all

social s t u d i e s teachers

in t h e ten schools.
Response

sheets w e r e d e v e l o p e d that had both

n e g a t i v e and p o s i t i v e s t a t e m e n t s c o n c e r n i n g the p r o g r a m s
for the study of bl a c k A m e r i c a n s .
materials,
methods,

general objectives,

"new social studies"

e v a l u a t i o n ins t r u m e n t s ,

i n s t r u c t i o n a l methods.

Statements dealt with

and t e a c h e r s and their

For t h e p o s i t i v e s t a t e m e n t s c o n ­

c e r n i n g the p r o g r a m the s c o r i n g was one for s t r o n g l y
agree,

two for agree,

th r e e for neutral,

agree,

and f i v e for s t r o n g l y disagree.

r e v e r s e d for the n e g a t i v e

statements.

four for d i s ­
T h e scoring w a s

Agreement with a

p o s i t i v e s t a t e m e n t or d i s a g r e e m e n t with a n e g a t i v e s t a t e ­
m e n t were c o n s i d e r e d p o s i t i v e responses.

Disagreement

w i t h a p o s i t i v e s t a t e m e n t or agreement w i t h a nega t i v e
s t a t e m e n t w e r e c o n s i d e r e d n e g a t i v e responses.
Conclusions
T he f o l l o w i n g are c o n c l u s i o n s r e a c h e d after
e x a m i n i n g the d a t a f r o m the q u e s t i o n n a i r e a n d r e s p o n s e
sheets.

124

1.

A majority

(63.6%)

of the h i g h school s o c i a l

stu d i e s p r o g r a m s in c o u n t i e s in s o u t h e r n and
central Michigan

s p e c i f i c a l l y i n c l u d e d the

s t u d y of b l a c k A m e r i c a n s .
2.

S c h o o l s w i t h l a r g e r p e r c e n t a g e s of b l a c k s t u ­
dents were more

likely to s p e c i f i c a l l y

include

the study of b l a c k A m e r i c a n s .
3.

S c h o o l s w i t h la r g e r p e r c e n t a g e s of b l a c k s t u ­
d e n t s w e r e m o r e l i k e l y to o f f e r a s e p a r a t e c o u r s e
p r i m a r i l y c o n c e r n e d w i t h the study of b l a c k
Americans.

4.

Comparisons of class

size and location,

and the

i n c l u s i o n of the study of b l a c k A m e r i c a n s w a s
inconclusive.

T h i s was p a r t l y due to the

d e p e n d e n c e of c l a s s

size,

location,

and p e r ­

c e n t a g e o f b l a c k s t u d e n t s u p o n e a c h other.
5.

S t u d e n t s as a g r o u p w e r e n e g a t i v e w h e n r e s p o n d ­
ing to s t a t e m e n t s c o n c e r n i n g
social

their s c h o o l ' s

stu d i e s p r o g r a m for the study of b l a c k

Americans.
6.

There was no
dents'

significant difference between stu­

responses

in s c h o o l s that o f f e r e d a

s e p a r a t e c o u r s e and students'

r e s p o n s e s in

125
s c h o o l s that s p e c i f i c a l l y i n c l u d e d the s t u d y of
b l a c k Americans,

but d i d n o t o f f e r a s e p a r a t e

course.^
7.

Students were most positive towards statements
w h i c h d e a l t with:

e x p r e s s i o n of o p i n i o n s

class;

the a d e q u a c y of the library;

ra c i a l

issues i m p o r t a n t to them;

in

analysing

the g e n e r a l

t r e a t m e n t of the s t u d y of black A m e r i c a n s
s ocial studies;
v i s u a l aids.
8.

in

and the a d e q u a c y of a u d i o -

2

Students were most negative towards statements
w h i c h d e a l t with:

the a d e q u a c y of field trips;

the a d e q u a c y of o u t s i d e speakers;
textbooks;

the a d e q u a c y of

the e x t e n t of the p a r t i c i p a t i o n in

p l a n n i n g by students;

and the s t i m u l a t i o n of

t h i s study for f u r t h e r study o u t s i d e of class.
9.

S t u d e n t s as a g r o u p w e r e

3

significantly more

n e g a t i v e than t e a c h e r s t o w a r d s their e x i s t i n g

S i g n i f i c a n c e w a s c o m p u t e d by u s i n g an F - T e s t at
the .05 level.
T a b l e 4-9 i n c l u d e s the d a t a used for the
test.
2
See A p p e n d i x H s t a t e m e n t s 4,
for c o m p l e t e statements.

^See A p p e n d i x H s t a t e m e n t s 12,
for c o m p l e t e statements.

8,

15,

19,

10,

1, 16,

and

an d

9

20

126
p r o g r a m of the study of b l a c k A m e r i c a n s .
ever,

4

How­

in two schools s t u d e n t s r e s p o n d e d m o r e

f a v o r a b l y than teachers.
10.

S t u d e n t s and t e a c h e r s w e r e s i m i l a r w h e n c o m p a r e d
by s t a t e m e n t s that r e c e i v e d the m o s t p o s i t i v e or
n e g a t i v e r e s p o n s e s w i t h i n e a c h group.
m e n t s w h i c h d e a l t with:
in class;

e x p r e s s i o n s of o p i n i o n s

the a d e q u a c y of the library;

a d e q u a c y of a u d i o - v i s u a l

The state­

aids w e r e

and the

included

in

the five s t a t e m e n t s r e c e i v i n g the m o s t p o s i t i v e
r e s p o n s e s f r o m b o t h t e a c h e r s and students.
s t a t e m e n t w h i c h d e a l t with:
field trips;

The

the a d e q u a c y of

the a d e q u a c y of o u t s i d e speakers;

the a d e q u a c y of textbo o k s ;

and the p a r t i c i p a t i o n

in p l a n n i n g by s t u d e n t s were

included

in the

five s t a t e m e n t s r e c e i v i n g the m o s t n e g a t i v e
r e s p o n s e s f r o m b o t h t e a c h e r s and students.
11.

Information regarding
students'

the r e l a t i o n s h i p b e t w e e n

r e s p o n s e s and the p e r c e n t a g e of b l a c k

students w i t h i n a school was inconclusive.
12.

Information regarding

the r e l a t i o n s h i p for the

d i f f e r e n c e b e t w e e n students'

4

and

teachers'

S i g n i f i c a n c e was c o m p u t e d by u s i n g a m a t c h p a i r s T - T e s t at the .05 level.
Table 4-13 includes the
d a t a for the test.

127
r e s p o n s e s and the p e r c e n t a g e of b l a c k s t u d e n t s
w i t h i n a school was a l s o inconclusive.**
D i s c u s s i o n of F i n d i n g s
It w a s f o u n d in this study that a m a j o r i t y of
social
an d

s tudies d e p a r t m e n t s in h i g h s c h o o l s

the

in c e n t r a l

s o u t h e r n M i c h i g a n have m a d e an e f f o r t to i n c l u d e the

s t u d y of b l a c k A m e r i c a n s .

M a n y of t h e s e p r o g r a m s h a v e

a l s o i n c luded r a c e relations.
F r o m the r e s p o n s e s of s t u d e n t s it seems t h a t
t h e s e e f forts e i t h e r have not b e e n s i g n i f i c a n t e n o u g h
to m a k e an i m p a c t o r they have b e e n m i s d i r e c t e d .

Text­

b o o k s are one area w h e r e changes h a v e been m a d e and y e t
the

s t u d ents d o n o t feel that they deal a d e q u a t e l y w i t h

the c o n t r i b u t i o n s and a c h i e v e m e n t s of b l a c k A m e r i c a n s .
S p e a k e r s on this

subject,

c o m m u n i t y d i s p l a y s of art work,

an d h i s t o r y have b e e n e s t a b l i s h e d
ever

s t u dents

of

How­

s t i l l c o n s i d e r the u s e of field trips and

s p e a k e r s to be i n a d e q u a t e
riculum.

in m a n y areas.

Either

in their social s t u d i e s c u r ­

the sc hools are not taking a d v a n t a g e

the v a r i o u s c o m m u n i t y r e s o u r c e s or p o s s i b l y t h e s e

r e s o u r c e s are not having an impact u p o n the students.
Th e r e are m a n y p o s s i b l e r e a s o n s why the s t u d e n t s
w e r e n e g a t i v e t o w a r d s their programs.
c o m m o n type of s o c i a l

U n d e r the m o s t

studies c u r r i c u l u m ,

United States

**The r e s u l t s of the tests for the r e l a t i o n s h i p
f l u c t u a t ed.
T h i s m a y have b e e n d u e to the lack of a
r e l a t i o n s h i p or the small number of p a r t i c i p a t i n g sch ools.

128
hi story is c o v e r e d

in a su r v e y t y p e of c o u r s e o v e r a

pe r i o d of o n e year.

T h i s s y s t e m can g i v e o n l y

a super­

ficial t r e a t m e n t of b l a c k h i s t o r y and c u l t u r e w h e n i n c o r ­
po rated

i n t o the m u l t i t u d e of m a t e r i a l s that a r e available.

World history,

sociology,

and a n t h r o p o l o g y fair

little

b etter than U n i t e d St a t e s h i s t o r y u n d e r the p r e s e n t s y s ­
tem.

It m a y be a case of p l a c i n g a new e m p h a s i s

into an

old c u r r i c u l u m .
It h a s b e e n s u g g e s t e d by the a d v o c a t e s of the
"new social
an a l y t i c a l

studies"

that c u r r i c u l u m s be c e n t e r e d around

sk i l l s and a r e a s of

to students.

study that a r e c r i t i c a l

C h a n g e s such as the o n e s s u g g e s t e d by

these i n d i v i d u a l s w o u l d p r o v i d e m o r e time for b l a c k
history, c u l t u r e ,

and race r e l a t i o n s if this w a s c o n ­

sidered a c r i t i c a l

issue.

N e i t h e r the old so c i a l studies nor t h e
social

"new

studies'* have p r o v e n that they can r e a c h the

major objectives

suggested by m a n y of the a d v o c a t e s of

the study of b l a c k Americ a n s .
i m p r o v e m e n t of b l a c k Americans'
e l i m i n a t i o n of

T h e s e o b j e c t i v e s are the
self-image and

the

s t e r e o t y p e s and p r e j u d i c e s t h a t white

A m e r i c a n s m i g h t have of b l a c k Americans.
concerning whether

their

B o t h statements

social studies c u r r i c u l u m s m e t

these o b j e c t i v e s r e c e i v e d n e g a t i v e r e s p o n s e s
s t u d e n t s as a group.

It is possible,

f r o m the

as some r e s p o n d e n t s

129
in this s t u d y s u g g e s t e d , that the a t t i t u d e s of

students

are so i n g r a i n e d by the time the s t u d e n t s r e a c h e d h i g h
school

that t h e y c a n n o t be changed.
Suggestions

for F u t u r e R e s e a r c h

T h e r e is a n e e d to e x a m i n e w h y s t u d e n t s are n e g a ­
tive t o w a r d s the e x i s t i n g p r o g r a m s for the study of b l a c k
Americans.
be n e f i c i a l

This m i g h t lead to c h a n g e s w h i c h c o u l d be
to the i m p r o v e m e n t of such progr a m s .

I n v e s t i g a t i o n s should be m a d e into w h e t h e r there
is a p o i n t w h e r e the i n c l u s i o n of m a t e r i a l s o n black
A m e r i c a n s c r e a t e s a s i t u a t i o n w h e r e b a c k - l a s h will
d e v e l o p in w h i t e

students.

T h e r e is a d e f i n i t e need

for i n v e s t i g a t i o n into

w h e t h e r the p r o g r a m s as t h e y now e x i s t c a n m e e t
objectives

suggested

for them.

the

S p e c i f i c a l l y the f o l l o w ­

ing a r e a s s h o u l d be investigated:
1.

The d e v e l o p m e n t and a d m i n i s t r a t i o n of a t t i t u d e
tests for s t u d e n t s b e f o r e and a f t e r the study of
black Americans.

A c o n t r o l g r o u p w o u l d be

n e c e s s a r y in such experiments.
2.

Follow-up

studies of s t u d e n t s w h o have

taken a

c o u r s e in the study of b l a c k A m e r i c a n s .

It w o u l d

be n e c e s s a r y to c o m p a r e the i n d i v iduals'

pla c e of

reside n c e ,

oc c u p a t i o n ,

and a t t i t u d e s towards

v a r i o u s r a c i a l issues w i t h a c o n t r o l g r o u p that
had n o t t a k e n the course.

BIBLIOGRAPHY

BIBLIOGRAPHY
B ooks
D e n t l e r , Ro b e r t A.; Mackler, Bernard; and W a r s h a u e r ,
M a r y Ellen, eds.
T h e Urban R's:
Race Relations
as the P r o b l e m in U r b a n E d u c a t i o n . N e w York:
P r a e g e r , 1967.
Glass,

G e n e V., and Stanley, Ju l i a n C.
Statistical
M e t h o d s in E d u c a t i o n and P s y c h o l o g y ^
Englewood
Cliffs, N . J . : P r e n t i c e - H a l l , I n c . , 1970.

Intergrouip E d u c a t i o n :
Grambs , J e a n Dresden.
M a t e r i a l s . E n g l e w o o d Cliffs, n 7j 7"S
Hall, Inc., 1968.

M e t h o d s and
Prentice-

Hays, W i l l i a m L.
S t a t i s t i c s for P s y c h o l o g i s t s .
York:
Holt^ R i n e h a r t and Winston, 1963.
Hunt, M a u r i c e P., and M e t c a l f , Lawrence E.
S c h o o l Social S t u d i e s . New York:
Row, 1968.
Levey,

New

Teaching High
Harper and

Rose Marie Walker.
E d u c a t i o n U.S.A. Special
Report.
Black S t u d i e s in S c h o o l s . Washingto n ,
D . C . : National S c h o o l Public R e l a t i o n s A s s o c i ­
ation, 1970.

Marcus,

Lloyd.
The T r e a t m e n t of M i n o r i t i e s in S e c o n d a r y
S c h o o 1 T e x t b o o k s . N e w York:
Anti-Defamation
L e a g u e of B'Nai B'Rith, 1961.

Oliver,

D o n a l d W . , and Shaver, James P.
T e a c h i n g Pub l i c
I ssues in the H i g h S c h o o l . Boston:
Houghton—
Mifflin, 1966.

R e p o r t of the C o m m i t t e e o n the Study of T e a c h i n g M a t e r i a l s
in Interg r o u p Relations.
I n t e r g r o u p R e l a t i o n s in
T e a c h i n g Materi a l s :
A Survey and AppraisaTT
W a s h i ngton, D . C . : A m e r i c a n C o u n c i l on E d u c a t i o n ,
1949.

130

131
Stampp,

K e n n e t h M. ; Jordan, W i n t h r o p D.; Levine,
L a w r e n c e W. ; M i d d l e k a u f f , R o b e r t L . ; Sellers,
C h a r l e s G . ; a n d Stocking, G e o r g e W. , Jr.
I n t e g r a t e d Education:
A R e a d e r . E d i t e d by
M e y e r W e i n b e r g . Bev e r l y H i l l s , C a l i f . : T h e
G l e n c o e Press, 1968.

Trager,

H e l e n G., and Y a r r o w ,M a r i a n Radke,
They L e a r n
What T h e y Live:
Prejudice in Young C h i l d r e n .
Ne w York:
H a r p e r and R o w , 1952.
Periodicals

Ab r a m o w i t z , Jack.
"Textbooks and N e g r o History."
Social
E d u c a t i o n , XXXIII, No. 3 (March, 1969), 306-09.
Alexa n d e r, Albert.
"Does the A m e r i c a n History T e x t b o o k
Still W e a r a Gray F l a n n e l C o v e r ? "
Social E d u ­
cation, XXXIII, No. 3 (March, 1969), 300-05.
Allen,

P a t r i c i a R.
" M i n o rities in the C u r r i culum:
W h a t ’s
H a p p e n i n g in M a s s a c h u s e t t s . "
National Association
of S e c o n d a r y School P r i n c i p a l s Bulletin, L I V ,
No. 345 (April, 1970), 119-29.

Banks,

J a m e s A.
"Teaching B l a c k H i s t o r y w i t h a F o c u s on
Decision Making."
So c i a l E d u c a t i o n , XXXV, No. 7
(November, 1971), 740.

Benosky,

Alan L.
"Mino r i t y G r o u p s and the T e a c h i n g o f
American History."
S o c i a l S t u d i e s , LXII, No. 2
(February, 1971), 60-63.

Cuban,

Larry.
"Black or N e g r o H i s t o r y ?
A C r o s s r o a d s in
Concept."
N a t i o n a l A s s o c i a t i o n of S e c o n d a r y
School P r i n c i p a l s Bulletin, LIV, No. 345 ( A p r i l ,
1970) , 1-6.

Davis,

Lucian.
"Current Controversy:
M i n o r i t i e s in
American History Textbooks."
J o u r n a l of S e c o n d a r y
E d u c a t i o n , XLI, No. 7 (November^ 1966), 291-94.

Fenton,

Edwin.
"Crispus A t t u c k s Is Not Enough:
The
Social S t u d i e s and B l a c k A m e r i c a n s . "
Social Edu­
cation, XXXIII, No. 4 (April, 1969), 396-99.

Fuller, Michael J.

"Africa As Seen By World History

Textbooks."
Social E d u c a t i o n ,
1971), 466-73.

XXXV,

No.

5

(May,

132
Gibson,

E m i l y Fuller.
"Three D's:
Denial."
So c i a l Education,
1969), 4 0 5 -"SITI

Distortion,
XXXIII, No.

Delet i o n ,
4 (April,

Grisevich, G e o r g e W.
" R e - Thinking V a l u e s in the N e w
S o c i a l S t u d i e s and A f r o - A m e r i c a n Histo r y . "
S o c i a l S t u d i e s , LXI, No. 4 (April, 1970), 173-75.
Harlan,

L o u i s R.
"Tell It Like It Has;
S u g g e s t i o n s on
B l a c k History."
Social Education, XXXIII, No. 4
(April, 1969), 390-95.

Hurt, N.

Franklin.

"Pu tting the N e g r o

Into U.S.

History."

National Association of Secondary School Princi­
pals Bulletin, L I V , N o . 345 (April , 1970) , 111-18.
Katz, W i l l i a m Loren.
"Let's Set B l a c k H i s t o r y S t r a i g h t . "
R e a d e r ' s D i g e s t , XCV, No. 567 (July, 1969), 59-63.
Kurtz,

B enja m i n .
"Black Studies;
T i m e for R e s t r u c t u r i n g . "
C l e a r i n g House, XLV, No. 4 (December, 1970), 2 0 1 —
GT.

---------

Mackey,

James.
" R a t i o n a l e for B l a c k S t u d i e s . "
Social
S t u d i e s , LXI, No. 7 (December, 1970), 323-2 5.

Metcalf,

Fay.
" M i n o r i t y C u l t u r e s in A m e r i c a :
An Experi­
m e n t a l Soc i a l Studies C o u r s e . "
National Associa t i o n of S e c o n d a r y School P r i n c i p a l s Bulletin,
LIV, No. 345 (April, 1970), 32-42.

N a t i o n a l E d u c a t i o n A s s o c i a t i o n C e n t e r for H u m a n Re l a t i o n s .
" I d e a for T e a c h i n g A b o u t B l a c k A m e r i c a n s . "
T o d a ^ *s Educ at i o n , LX, No. 1 (January, 1971),
Polos,

N i c h o l a s C.
Educational
4 77-80“

"Textbooks and the I n v i s i b l e Man."
Forum, XXXI, No. 4 (May, 1967),

Spencer,

T h o m a s E.
History."
150-58.

"On the P l a c e of the N e g r o in A m e r i c a n
So c i a l Studies, LX, No. 4 (April, 1969) ,

Stewart,

C h a r l e s E.
" C o r r ecting the Image of N e g r o e s in
Textbooks."
N e g r o H i s t o r y B u l l e t i n , XXVIII, No.
(N o v e m b e r , 1964), 27-28.

"Texts D o n ' t T r e a t M i n o r i t i e s F a i r l y Sc h o o l M e n Say."
N a t i o n ' s Schools, XXCII, No. 2 (August, 1968),

2

35.

133
Wax,

D arold D*
LX, No.

“Negro in E a r l y A m e r i c a . ”
3 (March, 1969) , 109-19.

Social

Studies,

Government Publications, Dissertations, and Pamphlets
Banks,

James A.
"A C o n t e n t A n a l y s i s of E l e m e n t a r y A m e r i ­
can H i s t o r y T e x t b o o k s : The T r e a t m e n t of the
Negro in Race R e l a t i o n s . ” U n p u b l i s h e d Ph.D.
d i s s e r t a t i o n , M i c h i g a n State U n i v e r s i t y , 1969.

Filter,

Goff,

Paul A.
"Black S t u d i e s in the S e c o n d a r y Social
Stud i e s C u r r i c u l u m — P o s i t i o n s and O p i n i o n s . "
U n p u b l i s h e d Ed.D. d i s s e r t a t i o n . U n i v e r s i t y of
Nebra s k a , 1970.

Regina.
"The T e a c h i n g of Ne g r o H i s t o r y in the
Public S c h o o l s of the Nation."
W a s h i n g t o n , D.C.:
D e p a r t m e n t of Health, Education, and Welfare,
1969.
(Mimeographed.)

K rathwohl, D a v i d R.
H o w to P r e p a r e a R e s e a r c h P r o p o s a l .
S y r a c u s e U n i v e r s i t y , 1^66.
G u e n t h e r, John Edward.
" N e g r o H i s t o r y in the Public H i g h
S c h o o l s of M i s s o u r i . "
U n p u b l i s h e d Ed.D. d i s s e r ­
tation, U n i v e r s i t y of Missouri, 1969.
M i c h i g a n D e p a r t m e n t of E d u c a t i o n .
A R e p o r t on the T r e a t ­
ment o f M i n o r i t i e s in A m e r i c a n H i s t o r y T e x t b o o k s ,
J u l y , 1968.
_________ . A S e c o n d R e p o r t on the T r e a t m e n t of M i n o r i t i e s
in A m e r i c a n His t o r y T e x t b o o k s , A p r i 1, 1971.
_________ .

The C o m m o n G o a l s of M i c h i g a n E d u c a t i o n , 1971.

M i c h i g a n E d u c a t i o n D i r e c t o r y and Buyer's Guide,
L a n s i n g , Michi g a n , 1971.
Sloan,

U.S.

White,

1971 - 1 9 7 2 .

Irving.
The N e g r o in M o d e r n A m e r i c a n History
Textbooks'! A m e r i c a n F e d e r a t i o n of Teachers,
A FL-CIO, 1968.
D e p a r t m e n t of C o m m e r c e , Bureau of the Census.
C e n s u s of the P o p u l a t i o n , 1 9 7 0 . W a s h i n g t o n ,
G o v e r n m e n t P r i n t i n g Office, T57 0.

D.C.:

Milo.
"The T e a c h i n g of the H i s t o r y of the N e g r o in
S e l e c t e d S e c o n d a r y S c h o o l s in M i c h i g a n . "
Unpub­
lished Ph.D. d i s s e r t a t i o n , U n i v e r s i t y of M i c h i g a n ,
1970.

APPENDICES

APPENDIX A
C O M M I T T E E M E M B E R S AND H I S T O R I A N S
F O R M I C H I G A N T E X T B O O K STUDIES

APPENDIX A
COMMITTEE MEMBERS AND HISTORIANS
FOR MICHIGAN TEXTBOOK STUDIES

1 9 6 8 Committee Members

J.W. Menge - Chairman
Hazel M* Turner - Vice Chairman
John Armstrong
Robert L, Green
Richard Lobenthal
Historians, 1 9 6 8
Dr. Ray Ginger, Wayne State University, Detroit
Dr* William Harbaugh, University of Virginia, Charlottesville,
Virginia
Dr, John Higham, University of Michigan, Ann Arbor
Dr* Richard Starr, University of Chicago, Chicago, Illinois
Dr, Harold Woodman, University of Missouri, Columbia, Missouri
Dr, T, Harry Williams, Louisiana State University, Baton
Rouge, Louisiana
Historians, 1970
Mrs* Margaret Ashworth, Wayne State University
Professor Jimmie Franklin, Eastern Illinois University
Dr, John Higham, University of Michigan
Dr* William Hixson, Michigan State University
Professor W* Sherman Jackson, liiami University of Ohio
Dr, Shaw Livermore, Jr*, University of Michigan
Dr* George MeCully, Swarthmore College
Mr* Harry A, Reed, Michigan State University
Mr* Benjamin Solomon, King-Kennedy College
Mr, Richard Thomas, Michigan State University
Dr, T, Harry Williams, Louisiana State University
Dr, Harold D, Wordman, University of Missouri

134

APPENDIX B
MICHIGAN TEXTBOOK COMMITTEE'S GUIDELINES FOR
A M E R I C A N HISTORY T E X T B O O K S E L E C T I O N

APPENDIX B
MICHIGAN TEXTBOOK COMMITTEE'S GUIDELINES FOR
AMERICAN HISTORY TEXTBOOK SELECTION
Guideline S u m m a r y for A m e r i c a n H i s t o r y T e x t b o o k S e l e c t i o n
In o r d e r to be s u i t a b l e for use in the schools o f
Michigan* an A m e r i c a n h i s t o r y t e x t b o o k should*
I*

II.

III.

IV.

Be h i s t o r i c a l l y a c c u r a t e
A*

The "facts"

themselves should

be correct.

B.

The facts s h o u l d be i n t e r p r e t e d fai r l y an d
the light o f cur r e n t h i s t o r i c a l research.

C.

The h i s t o r i c a l a c c o u n t s s h o u l d be p r e s e n t e d
in kee p i n g w i t h the p e r c e p t i o n s * at t i t u d e s *
and c o n c e r n s o f the times.

in

P r e s e n t r e a l i s t i c a l l y the a c c o m p l i s h m e n t s and
c o n t r i b u t i o n s o f m i n o r i t i e s in the p a s t and today.
Spec i f i c a l l y , this m e a n s that it sh o u l d include
d i s c u s s i o n ofi
A.

The b a c k g r o u n d s o f m i n o r i t i e s

in America*

B.

The a c h i e v e m e n t s * a c c o m p l i s h m e n t s * a n d
c o n t r i b u t i o n s of m i n o r i t i e s * w i t h m i n o r i t y
persons b e i n g c l e a r l y i d e n t i f i e d as such*

C.

The s t r u g g l e o f m i n o r i t i e s a g a i n s t o p p o s i n g
forces f o r freedom, hu m a n rights* and
e quality o f o p p o rtunity*

D.

Racism in c o n t e m p o r a r y urban society*

£•

The s i g n i f i c a n c e of social r e f o r m for all
people.

Indicate that its a u t h o r s have shown g r e a t c a u t i o n
in t h e i r use o f the t e r m "race."
T h r o u g h its t o t a l effect o r tone, con v e y to the
s t u d e n t c e r t a i n va l u e s basic to the A m e r i c a n
s y s t e m that a r e both i m p l i c i t l y and e x p l i c i t l y
stated.
135

APPENDIX C
MICHIGAN TEXTBOOK COMMITTEE'S RECOMMENDATIONS
F O R C O U R S E S OF A C T I O N

To this end* the Committee recommends the following courses
of action*
Local boards of education should*
1.

Review textbooks now in use in terms of the criteria
presented in the Guidelines and discontinue the use of
those publications that fall far short of these
standards*

2.

Adopt and implement local policy statements of committ­
ment to the purchase and use of textbooks and other
insructional materials that adequately and accurately
include the achievements and accomplishments of Negroes
and other minorities.

3.

Begin or expand efforts to prepare staffs for the task
of evaluating and choosing textbooks and other instruc­
tional materials in respect to this area of concern.

4.

Overcome in part the present inadequacies of American
history textbooks by using other instructional materials
that more nearly meet the standards suggested by the
Guidelines•

5*

Limit the adoption period for social studies textbooks
so that students will be using more recent editions*
which may more adequately meet the standards of the
Guidelines.

6.

Exercise their full authority and leadership to dis­
courage the practice of some publishing companies
which issue to various parts of the country different
editions of the same textbook.

The State Department of Education s h o u l d *
1.

Encourage the development of more adequate textbooks by
submitting to textbook publishing companies copies of
this Report with the specific request that these findings
be used in preparing new American history textbooks.

2.

Provide more assistance to local districts in the
selection and use of textbooks and supplemental instruc­
tional materials dealing with the accomplishments and
contributions of Negroes and other minorities.

3*

Exercise their full authority and leadership to discourage
the practice of some publishing companies which issue to
various parts of the country different editions of the
same textbook.

4.

Review textbooks in other curricular areas to determine the
progress being made in achieving fair treatment of Negroes
and other minorities.
136

137
Teacher-education
1,

i n s t i t u t i o n s shouldi

D e v e l o p or e x p a n d e x i s t i n g p r o g r a m s t h a t will p r e p a r e
future t e a c h e r s not o n l y to b e c o m e m o r e f a m i l i a r w i t h
i n s t r u c t i o n a l m a t e r i a l s t h a t a d e q u a t e l y p r e s e n t the
c o n t r i b u t i o n s a n d a c c o m p l i s h m e n t s of m i n o r i t i e s , but
a l s o to b e t t e r u n d e r s t a n d the n a t u r e o f o u r s o c i e t y * d
m u l t i e t h n i c , m u l t i r a c i a l n a t u r e , both t o d a y a n d in
the past*

APPENDIX D
Q U E S T I O N N A I R E F O R LOCATING P R O G R A M S

APPENDIX D
Q U E S T I O N N A I R E FOR L O C A T I N G PROGRAMS

NaM of school•
I would llkt a copy of tho results.

Yes

Mo

1* Haa tho social studios department of your high aehool specifically
Included tho study of black Aaoricans as part of your social
studios curriculum?
Yo b
No

If
the answer to tho above
a1
If_the
oueftlon Is yes, please respond to tho
U£
Suf
!
without soins further.
2.

You way respond yoa to wore than one of the following
Has tho social studios department of your high school included
tho study of black Aaoricans by offering a eouree(s) primarily
concerned with black Aaoricans?
Yes

No
Mas the social studies department of your high school established
the study of black Americans by including a separate unlt(s) of
study dealing with black Aaoricans within a broader social studies
coursers)?
Yea
Me

A.

Has the social studies department of your high school included
the study of black Americans by incorporating the study ef black
Americans Into a broader social studies course(e), but not as a
separate unit(o)?
Yes
rto

__ ...
yc__------- ----- __ Americans within your social studies curriculum, please specify
your inclusion.

*>. Your total current program for the inclusion of the study of
black Americans within your high school soelal studies curriculum
is In its
First year.
Second year.
Third year or more.

138

APPENDIX E
LIST OF COUNTIES

INCLUDED AND T H E I R POPULATION

APPENDIX E
LIST O F C O U N T I E S

Counties
1.
2.

3.
4.
5.
6*
7.
8.
9*
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.

Allegan
Bay
Berrien
Calhoun
Cass
Clinton
Eaton
Genessee
Ingham
Ionia
Jackson
Kalamasoo
Kent
Lapeer
Lenawee
Livingston
M*acomb
Midland
Monroe
Muskegon
Oakland
Ottawa
Saginaw
St. Clair
St. Joseph
Shiawassee
Van Buren
Washtenaw
Wayne

INCLUDED AND THE I R POPULATION

All r aces
66.575
117.339
163,875
141,963
4 3 ,3 1 2

48,492
6 8 ,8 9 2

444,341
261,039
45,848
143,274
201,550
411,044
52,31?
81,609
58,96?
625,309
63,769
118,479
157,426
907,871
128,181
219,743
120,175
47,392
63,075
56,173
234,103
2,666,751

139

Negro

1,088
736
18,283
11,955
4,103
43
285
60,338
14,371
1 ,0 9 8

8,492
9,579
23,076
339
554
492
7,572
147
2,038
16,722
28,439
353
2 6 ,8 5 6

2,703
1,023
30
4,456
17,822
7 2 1 ,0 7 2

APPENDIX F
FIRST LETTER TO DEPARTMENT CHAIRMAN

MICHIGAN

(.O lL E b J i

OE

STATI

I .I K K .A T I O N

*

U N I Vi K S I T Y

I I I 1‘A M I M I M

Ml

M l

IINIIAIIV

«v.i .a-.

IIH H

.-J ( .

.1 l l ' l ' i

Al s . l l

m k i i h

.

a n

i

.-<m

I I ill I, I I I I I M

*

I K If K M I N

IIAII

J a n u a r y 2* 1972
49 54 D a w n A v e n u e

East Lansing* Michigan
48823

Social Studies Department Chairman
Dear Chairmant
I am currently conducting a project at Michigan State
University in an attempt to gain information concerning
the study of black Americans in high school social studies
curriculums.
The enclosed questionnaire is being sent to
all high school social studies department chairmen in
29 southern Michigan counties.
If your high school does
not have a designated social studies chairman* it would
be appreciated if someone familiar with the social studies
curriculum would respond.
The questionnaire which you are being asked to respond
to is brief but essential to completing the project.
In
this questionnaire all references to "high schools” should be
construed as being the tenth* eleventh and twelfth grades*
even though your high school may include lower grades.
This
is necessary in order to have a common unit for analysis of
the data.
Also in this questionnaire the term ”social studies”
should be understood to mean courses such as history* social
science and its divisions* government* current affairs* and
courses with similar designations.
A self-addressed stamped envelope is included for your
convenience.
Information concerning responses of a particular
school or individual will be confidential.
If you would like
a copy of the results of this study* please check the
appropriate space at the top of your questionnaire.
Thank you for your time and assistance.

Respectfully*

Michael N. Connolly
140

APPENDIX G
F O L L O W - U P L E T T E R TO D E P A R T M E N T C H A I R M A N

MICHIGAN

STATE

rnl n r . r O F E D U C A T IO N

U N I V E R S I T Y bast iansing

• D E F A F T M E N T O F 5E C O N D A F Y E D U C A T IO N

Michigan mmi

A N D C U A A IC U L U M

• E A IC K S O N H A U .

January 18* 1972
495^ Dawn Avenue
East Lansing* Michigan
48823

Social Studies Department Chairman
Dear Chairmani
Recently you should have received a questionnaire
concerning the study of black Americans in your high
school social studies curriculum. A majority of the
questionnaires that were sent out have been returned* but
the responses of each high school sure important for
accuracy in completing the study* In order to have more
complete information* I am enclosing another questionnaire
in hopes that this might be a more convenient time for you
to complete it*
The questionnaire which you are being asked to respond
to is brief but essential to completing the project*
In
this questionnaire all references to "high schools** should
he construed as being tenth* eleventh and twelfth grades*
even though your high school may include lower grades* This
is necessary in order to have a common unit for analysis of
the data. Also in this questionnaire the term "social studies**
should be understood to mean courses such as history* social
science and its divisions* government* current affairs* and
courses with similar designations*
A self-addressed stamped envelope is included for your
convenience* Information concerning responses of a particular
school or individual will be confidential. If you would like
a copy of the results of this study* please check the
appropriate space at the top of your questionnaire.
If you answer the first question yes* please respond to
each of the other five questions.
Thank you for your time and assistance.
Respectfully*

Michael N* Connolly
141

APPENDIX H
STUDENT RESPONSE SHEET

I

APPENDIX H
STUDENT RESPONSE SHEET
PLEASE CIRCLE YOUR RESPONSES TO THE FOLLOWING*
1*

Sex
a*
b.

Female
Flale

2.

Including this year# how long have you
attended this school?
a* 1 year
b. 2 years
c.
3 years

3*

What is your class status?
a* Freshman
b. Sophomore
c* Junior
d. Senior

4.

Your grade point average falls closest to
which letter grade?
a• A
b.
B
c. C
d. D
e# E

5*

I like school*
a* strongly agree
b* agree
c. neutral
d. disagree
e. strongly disagree

6.

I like social studies classes*
a*
strongly agree
b* agree
c* neutral
d. disagree
e. strongly disagree

142

14 3

PLEASE CIRCLE ONLY ONE RESPONSE FOR EACH STATEMENT.
PLEASE RESPOND TO ALL 20 STATEEffiNTS.
1*

Social studies textbooks used in your school adequately
deal with the achievements and accomplishments of black
Americans.
a. strongly agree
b# agree
c. neutral
d. disagree
e. strongly disagree

2.

Social studies programs# such as the one offered in
your school# help in eliminating negative stereotypes
and prejudices that white students might have of black
Americans.
a.
strongly agree
b# agree
c. neutral
d.
disagree
e. strongly disagree

3*

Supplemental materials (magazines# pamphlets and books
other than textbooks) used in your school's social
studies classes adequately deal with the achievements
and accomplishments of black Americans.
a. strongly agree
b. agree
c. neutral
d.
disagree
e* 3trongly disagree
Social studies classes in your school are a good place
for students to express feelings and opinions that they
have regarding racial issues.
a.
strongly agree
b. agree
c. neutral
d. disagree
e. strongly disagree

5*

The social studies teachers in your school adequately
deal with the contributions and achievements of black
Americans.
a.
strongly agree
b. agree
c. neutral
d. disagree
e.
strongly disagree

144

6.

Social studies classes in your school, when covering
racial issues consist of too many lectures instead of
active participation by students*
a*
strongly agree
b* agree
c • neutral
d.
disagree
e.
strongly disagree

7*

The social studies program in your school makes good
use of the history of black Americans, as a method of
analyzing current racial problems.
a.
strongly agree
b* agree
c. neutral
d.
disagree
e. strongly disagree

8*

Your school library is a valuable source for finding
information concerning the problems of black Americans,
a*
strongly agree
b.
agree
c • neutral
d*
disagree
e*
strongly disagree

9*

Audio-visual aids in your school's social studies
program, such as movies and filmstrips, are a valuable
resource for learning about the contributions of
blacks to American society.
a.
strongly agree
b. agree
c. neutral
d.
disagree
e.
strongly disagree

10.

The social studies program in your school does fairly
represent the contributions and achievements of black
Americans.
a*
strongly agree
b . agre e
c • neutral
d.
disagree
e.
strongly disagree

11.

Tests given in your school's social studies classes,
in connection with the study of black Americans, do
not measure students' abilities to analyze objectively
current racial issues.
a.
strongly agree
b* agree
c. neutral
d. disagree
e.
strongly disagree

14 5
12.

The social studies program in your school makes good
use of field trips so that students can obtain
information concerning black Americans which is not
available in class.
a*
strongly agree
b. agree
c. neutral
d. disagree
e.
strongly disagree

13.

The treatment of black Americans in your school's social
studies program relies too much on the use of a textbook.
a. strongly agree
b. agree
c. neutral
d. disagree
e.
strongly disagree

14.

The study of black Americans# such as the type offered
in your school's social studies program# will aid
black Americans in developing a positive self-image.
a.
strongly agree
b. agree
c. neutral
d.
disagree
e.
strongly disagree

15*

The social studies program in your school aids students
in analyzing racial issues which they personally feel
are important.
a. strongly agree
b. agree
c. neutral
d. disagree
e • strongly disagree

16.

The social studies program in your school allows for
direct participation by atudenhs in planning the
areas to be covered when dealing with the study of
black Americans*
a.
strongly agree
b. agree
c. neutral
d. disagree
e.
strongly disagree

17.

Tests given in your school's social studies classes#
in connection with the study of black Americana, do
measure students' knowledge of the i.irx-Vn*
m 1.*■
rmd accomplishments in Amoricnu society* '
a.
strongly agree
b.
agree
c. neutral
d.
disagree
e. strongly disagree

146

18-

Papers written in your school*s social studies classes*
in connection with the study of black Americans* are
aimed at getting students to analyze critical racial
problems*
a*
strongly agree
b*
agree
c • neutral
d*
disagree
e*
strongly disagree

19.

Good use of outside speakers is made in your school's
social studies classes in order to give opposing
views to current racial problems.
a*
strongly agree
b*
agree
c* neutral
d*
disagree
e*
strongly disagree

20.

The study of black Americans in your school's social
studies program stimulates students to learn more in
this area outside of class*
a*
strongly agree
b*
agree
c* neutral
d«
disagree
e . strongly disagree

APPENDIX I
TEACHER RESPONSE SHEET

APPENDIX I
TEACHER RESPONSE SHEET

P lease respond to the

following:

1•

Sex
a.
Female
b. Male

2.

Level of education attained*
a* less than a bachelor’s degree
b*
bachelor’s degree
c* master’s degree
d* educational specialist
e*
doctorate

3*

How long have you taught in this school?
this y e a r . )__ _____

4*

How many years have you taught school?
this y e a r * ) _____

5*

Ho w

m a n y soc i a l

6.

How

old are you?

7*

Your teacher preparation in college was adequate for
dealing with the study of black Americans in high
school social studies classes*
a* strongly agree
b* agree
c* neutral
d* disagree
e* strongly disagree

8.

You are now adequately prepared for dealing with the
study of black Americans in high school social studies
classes*
a*
strongly agree
b* agree
c • neutral
d. disagree
6 • strongly disagree

studies c l a s s e s

(Including

do you t e a c h ?

(To the nearest y e a r * )

147

(Including

______

___

APPENDIX J
R E S P O N S E S OF S T U D E N T S AN D T E A C H E R S

TABLE J-l.— Responses of students and teachers and rank of each item for school one.
Responses

SA

A

N

D

SD

Mean

Rank

Total

55
100
3
100

Itema
Social studies textbooks adequately deal with the contributions and achievements of
black Americans.

SF
S%
TF
T%

1
1.8
0
0

13
23.6
1
33.3

18
32.7
0
0

19
34.6
2
66.7

4
7.3
0
0

3.22

15

3.33

17

Social studies programs help in
eliminating negative stereotypes
and prejudices that white students have of black Americans.

SF
S%
TF
T%

2
3.6
0
0

20
36.4
2
66.7

12
21.8
1
33.3

19
34.6
0
0

2
3.6
0
0

2.98

10.5

2,33

6

Supplemental materials adequately
deal with the achievements and
accomplishments of black Americans.

SF
S%
TF
T%

2
3.6
0
0

23
41.8
1
33.3

17
30.9
2
66.7

12
21.8
0
0

1
1.8
0
0

2.76

6

2.67

12.5

Social studies classes are a
good place for students to
express feelings and opinions
that they have regarding racial
issues.

SF
S%
TF
T%

9
16.4
0
0

21
38.2
2
66.7

12
21.8
1
33.3

12
21.8
0
0

1
1.8
0
0

2.55

1

2.33

6

The social studies teachers adequately deal with the contributions and achievements of
black Americans.

SF
S%
TF
T%

2
3.6
0
0

23
41.8
2
66.7

16
29.1
1
33.3

10
18.2
0
0

4
7.3
0
0

2.84

8.5

2.33

6

Social studies classes, when
covering racial issues consist
of too many lectures instead of
active participation by students.

SF
S%
TF
T%

5
9.1
0
0

23
41.8
0
0

16
29.1
1
33.3

9
16.4
2
66.7

2
3.6
0
0

3.36

16.5

2.33

6

7. The social studies program makes
good use of the history of black
Americans, as a method of analyzing current racial problems.

SF
S%
TF
T%

1
1.8
0
0

16
29.1
1
33.3

22
40.0
2
66.7

15
27.3
0
0

1
1.8
0
0

2.98

10.5

2.67

12.5

1.

2.

3.

148

4.

5.

6.

55
100
3
100
55
100
3
100
55
100
3
100
55
100
3
100
55
100
3
100
55
100
3
100

TABLE J-l,— Continued.
Responses

SA

A

N

D

SD

Mean

Rank

Total

55
100
3
100

Itema
8.

9.

10.

11.

13.

14.

SF
S%
TF
T%

6
10.9
1
33.3

25
45.5
1
33.3

6
10.9
1
33.3

13
23.6
0
0

5
9.1
0
0

2.75

4.5

2.00

1

Audio-visual aids are a valuable
resource for learning about the
contributions of blacks to
American society.

SF
S%
TF
T%

5
9.1
1
33.3

22
40.0
1
33.3

8
14.6
0
0

18
32.7
1
33.3

2
3.6
0
0

2.82

7

2.33

6

The social studies program does
fairly represent the contri­
butions and achievements of
black Americans.

SF
S%
TF
T%

1
1.8
0
0

25
45.5
2
66.7

13
23.6
1
33.3

14
25.5
0
0

2
3.6
0
0

2.84

8.5

2.33

6

Tests given in connection with
the study of black Americans,
do not measure students' abili­
ties to analyze objectively
current racial issues.

SF
S%
TF
T%

2
3.6
0
0

24
43.6
1
33.3

22
40.0
1
33.3

6
10.9
1
33.3

1
1.8
0
0

3.36

16.5

3.00

15.5

The social studies program makes
good use of field trips so that
students can obtain information
concerning black Americans
which is not available in class.

SF
S%
TF
T%

0
0
0
0

3
5.5
0
0

8
14.6
1
50.0

20
36.4
1
50.0

24
43.6
0
0

4.18

20

3.50

18

The treatment of black Americans
in your school's social studies
program relies too much on the
use of a textbook.

SF
S%
TF
T%

4
7.3
0
0

16
29.1
0
0

20
36.4
2
66.7

12
21.8
0
0

3
5.5
1
33.3

3.11

13

2.33

6

The study of black Americans
will aid black Americans in
developing a positive selfimage.

SF
S%
TF
T%

3
5.5
0
0

10
18.2
1
33.3

26
47.3
1
33.3

13
23.6
1
33.3

3
5.5
0
0

3.05

12

3.00

15.5

55
100
3
100
55
100
3
100
55
100
3
100
55
100
2
100
55
100
3
100
55
100
3
100

149

12.

Your school library is a valuable
source for finding information
concerning the problems of black
Americans.

TABLE J-l.— Continued.
SA

Responses

N

A

D

SD

Mean

Rank

Total

55
100
3
100

a
Item'
15.

16.

17,

18.

19.

20.

The social studies program aids
students in analyzing racial
issues which they personally
feel are important.

SF 3
s % 5.5
TF 0
T% 0

25
45.5
2
66.7

17
30.9
0
0

7
12.7
1
33.3

3
5.5
0
0

2.67

2

2.67

12.5

The social studies program
allows for direct participation
by students in planning the
areas to be covered when deal­
ing with the study of black
Americans.

SF
S%
TF
T%

3
5.5
0
0

8
14.6
1
33.3

14
25.5
0
0

25
45.5
1
33.3

5
9.1
1
33.3

3.38

18

3.67

19.5

Tests given in connection with
the study of black Americans
do measure students' knowledge
of the blacks' achievements
and accomplishments in
American society.

SF 2
S% 3.6
TF 0
T% 0

23
41.8
2
66.7

17
30.9

0
0
0
0

2.75

4.5

2.33

6

33.3

13
23.6
0
0

Papers written in connection
with the study of black Ameri­
cans are aimed at getting stu­
dents to analyze critical
racial problems.

SF 6
S% 10.9
TF 0
T% 0

19
34.6
1
33.3

16
29.1
2
66.7

12
21.8
0
0

2
3.6
0
0

2.73

3

2.67

12.5

Good u~>e of outside speakers is
made in order to give opposing
views to current racial
problems.

SF
S%
TF
T%

2
3.6
0
0

7
12.7
1
33.3

12
21.8
0
0

26
47.3
1
33.

8
14.6
1
33.3

3.56

19

3.67

19.5

The study of black Americans
stimulates students to learn
more in this area outside of
class.

SF
S%
TF
T%

3
5.5
0
0

13
23.6
2
66.7

17
30.9

17
30.9
0
0

5
9.1
0
0

3.15

14

2.33

6

aNote:
Statements have been edited.
and means rounded to the nearest hundredth.

1

1

33.3

55
100
3
100

55
100
3
100

55
100
3
100
55
100
3
100
55
100
3
100

Percentages rounded to the nearest tenth,

TABLE J-2,-'-Responses of students and teachers and rank of each item for school two.
Responses

SA

A

N

D

SD

Mean

Rank

Total

101
100
11
100

Item3
1.

2.

3.

4.

6.

7.

SF
S%
TF
T%

1
1.0
0
0

8
7.9
3
27.3

24
23.8
2
18.2

51
50.5
4
36.4

17
16.8
2
18.2

3.74

19

3.45

19

Social studies programs help in
eliminating negative stereotypes
and prejudices that white stu­
dents have of black Americans.

SF
S%
TF
T%

3
3.0
0
0

36
35.6
7
63.6

29
28.7
3
27.3

27
26.7
1
9.1

6
5.9
0
0

2.97

7

2.45

8

Supplemental materials ade­
quately deal with the achieve­
ments and accomplishments of
black Americans.

SF
S%
TF
T%

3
3.0
0
0

33
32.7
9
81.8

27
26.7
0
0

33
32.7
2
18.2

5
5.0
0
0

3.04

8

2.36

6.5

Social studies classes are a
good place for students to
express feelings and opinions
that they have regarding
racial issues.

SF
S%
TF
T%

16
15.8
6
54.6

48
47.5
5
45.5

18
17.8
0
0

14
13.9
0
0

5
5.0
0
0

2.45

1

1.45

1

The social studies teachers ade­
quately deal with the contri­
butions and achievements of
black Americans.

SF
S%
TF
T%

3
3.0
0
0

21
20.8
4
36.4

37
36.6
4
36.4

35
34.7
3
27.3

5
5.0
0
0

3.18

12

2.91

13.5

Social studies classes, when
covering racial issues consist
of too many lectures instead of
active participation by stu­
dents.

SF
S%
TF
T%

10
9.9
0
0

25
24.8
0
0

31
30.7
3
27.3

30
29.7
7
63.6

5
5.0
1
9.1

3.05

9

2.18

4,5

The social studies program makes
good use of the history of black
Americans, as a method of analyz­
ing current racial problems.

SF
S%
TF
T%

0
0
0
0

22
21.8
3
27.3

27
26.7
4
36.4

47
47.5
4
36.4

5
5.0
0
0

3.35

15

3.09

17

101
100
11
100
101
100
11
100
101
100
11
100
101
100
11
100
101
100
11
100
101
100
11
100

151

5.

Social studies textbooks adequately deal with the contri­
butions and achievements of black
Americans.

TABLE J-2.— Continued.
Responses

SA

A

N

D

SD

Mean

Rank

Total

101
100
11
100

a
Item1
8.

9.

10.

11.

13.

14.

SF
s%
TF
T%

6
5.9
1
9.1

39
38.6
8
72.7

38
37.6
1
9.1

13
12.9
1
9.1

5
5.0
0
0

2.72

2

2.18

4.5

Audio-visual aids are a valuable
resource for learning about the
contributions of blacks to
American society.

SF
S%
TF
T%

7
6.9
1
9.1

30
29.7
8
72.7

43
42.6
2
18.2

20
19.8
0
0

1
1.0
0
0

2.78

3

2.09

3

The social studies program does
fairly represent the contri­
butions and achievements of
black Americans.

SF
S%
TF
T%

1
1.0
0
0

34
33.7
6
54.6

26
25.7
2
18.2

37
36.6
3
27.3

3
3.0
0
0

3.07

10

2.73

9.5

Tests given in connection with
the study of black Americans,
do not measure students' abili­
ties to analyze objectively
current racial issues.

SF
S%
TF
T%

6
5.9
0
0

32
31.7
3
27.3

47
46.5
5
45.5

15
14.9
2
18.2

1
1.0
1
9.1

3.27

13

2.91

13.5

The social studies program makes
good use of field trips so that
students can obtain information
concerning black Americans which
is not available in class.

SF
S%
TF
T%

0
0
0
0

3
3.0
0
0

14
13.9
1
9.1

38
37.6
6
54.6

46
45.5
4
36.4

4.26

20

4.27

20

The treatment of black Americans
in your school's social studies
program relies too much on the
use of a textbook.

SF
S%
TF
T%

6
5.9
0
0

23
22.8
0
0

25
24.8
1
9.1

42
41.6
8
72.7

5
5.0
2
18.2

2.83

5

1.91

2

The study of black Americans
will aid black Americans in
developing a positive selfimage .

SF
S%
TF
T%

1
1.0
0
0

14
13.9
6
54.6

59
58.4
2
18.2

23
22.8
2
18.2

4
4.0
1
9.1

3.15

11

2.82

11.5

101
100
11
100
101
100
11
100
101
100
11
100
101
100
11
100
101
100
11
100
101
100
11
100

152

12.

Your school library is a valuable
source for finding information
concerning the problems of
black Americans.

TABLE J-2 .— Continued ,

SA

Responses

A

N

D

SD

Mean

Rank

Total

101
100
11
100

Itema
15.

16.

17.

18.

19.

20.

The social studies program aids
students in analyzing racial
issues which they personally
feel are important.

SF
S%
TF
T%

4
4.0
1
9.1

38
37.6
7
63.6

33
32.7
2
18.2

24
23.8
0
0

2
2.0
1
9.1

2.82

4

2.36

6.5

The social studies program
allows for direct participa­
tion by students in planning
the areas to be covered when
dealing with the study of
black Americans.

SF
S%
TF
T%

1
1.0
1
9,1

16
15.8
3
27,3

32
31.7
2
18.2

40
39.6
4
36.4

12
11,9
1
9.1

3.46

17

3.09

17

Tests given in connection with
the study of black Americans do
measure students' knowledge of
the blacks' achievements and
accomplishments in American
society.

SF 1
S% 1 . 0
TF 0
T% 0

22
21.8
5
45.5

34
33.7
3
27.3

36
35.6
3
27.3

8
7.9
0
0

3.28

14

2.82

11.5

Papers written in connection
with the study of black Ameri­
cans are aimed at getting stu­
dents to analyze critical
racial problems.

SF
S%
TF
T%

4
4. 0
0
0

32
31.7
3
27.3

39
38.6
5
45.5

21
20.8
3
27.3

5
5.0
0
0

2.91

6

3.00

15

Good use of outside speakers is
made in order to give opposing
views to current racial
problems.

SF
S%
TF
T%

0
0
1
9. 1

13
12.9
3
27.3

26
25.7
5
45.5

41
40.6
2
18.2

21
20.8
0
0

3.69

18

2.73

9.5

The study of black Americans
stimulates students to learn
more in this area outside of
class.

SF
S%
TF
T%

5
5. 0
0
0

19
18.8
4
36.4

28
27.7
3
27.3

32
31.7
3
27,3

17
16.8

3.37

16

1

3.09

17

aNote: Statements have been edited.
and means rounded to the nearest hundredth.

9.1

101
100
11
100

101
100
11
100

101
100
11
100
101
100
11
100
101
100
11
100

Percentages rounded to the nearest tenth,

TABLE J-3.— Responses of students and teachers and rank of each item for school three.
Responses

SA

A

N

D

SD

Mean

Rank

ToU

81
100
3
100

Itema
1.

2.

3.

4.

5.

6.

7.

Social studies textbooks ade­
quately deal with the contri­
butions and achievements of
black Americans.

SF
S%
TF
T%

1
1.2
0
0

3
3.7
0
0

11
13.6
0
0

43
53,1
2
66.7

23
28.4
1
33,3

4.04

18

4.33

17.5

Social studies programs help in
eliminating negative stereo­
types and prejudices that white
students have of black Americans.

SF
S%
TF
T%

0
0
0
0

8
10.0
1
33.3

24
30.0
0
0

32
40.0
2
66.7

16
20.0
0
0

3.70

12

3.33

5.5

Supplemental materials ade­
quately deal with the achieve­
ments and accomplishments of
black Americans.

SF
S%
TF
T%

2
2.5
0
0

26
32.1
0
0

20
24.7
0
0

23
28.4
3
100

10
12.4
0
0

3.16

2.5

4.00

13

Social studies classes are a good
place for students to express
feelings and opinions that they
have regarding racial issues.

SF
S%
TF
T%

13
16.3
2
66.7

27
33.8
0
0

18
22.5
0
0

18
22.5
1
33.3

4
5.0
0
0

2.66

1

2.00

1

The social studies teachers ade­
quately deal with the contri­
butions and achievements of
black Americans.

SF
S%
TF
T%

2
2.5
0
0

12
14.8
0
0

16
19.8
2
66.7

34
42.0
1
33.3

17
21.0
0
0

3.64

10

3.33

5.5

Social studies classes, when
covering racial issues consist
of too many lectures instead of
active participation by stu­
dents.

SF
S%
TF
T%

8
9.9
0
0

32
39.5
0
0

23
28.4
1
33.3

12
14.8
2
66.7

6
7.4
0
0

3.30

6.5

2.33

2

The social studies program makes
good use of the history of black
Americans, as a method of analyz­
ing current racial problems.

SF
S%
TF
T%

0
0
0
0

6
7.4
1
33.3

15
18.5
0
0

42
51,9
1
33.3

18
22.2
1
33,3

3.89

17

3.67

9.5

80
100
3
100
81
100
3
100
80
100
3
100
81
100
3
100
81
100
3
100
81
100
3
100

TABLE J-3.— Continued.
Responses

SA

A

N

D

SD

Mean

Rank

Total

81
100
3
100

Itema
8.

9.

10.

11.

13.

14.

SF
S%
TF
T%

2
2.5
0
0

25
30.9
0
0

26
32.1
1
33.3

14
17.3
2
66.7

14
17.3
0
0

3.16

2.5

3.67

9.5

Audio-visual aids are a valuable
resource for learning about the
contributions of blacks to
American society.

SF
S%
TF
T%

9
11.1
0
0

10
12.4
1
33.3

22
27.2
0
0

28
34.6
2
66.7

12
14.8
0
0

3.30

6.5

3.33

5.5

The social studies program does
fairly represent the contri­
butions and achievements of
black Americans.

SF
S%
TF
T%

1
1.2
0
0

11
13.6
1
33.3

23
28.4
0
0

34
42.0
2
66.7

12
14,8
0
0

3.56

9

3.33

5.5

Tests given in connection with
the study of black Americans,
do not measure students' abili­
ties to analyze objectively cur­
rent racial issues.

SF
St
TF
T%

8
9.9
0
0

25
30.9
1
33.3

29
35.8
2
66.7

13
16.1
0
0

6
7.4
0
0

3.20

4

3.33

5,5

The social studies program makes
good use of field trips so that
students can obtain information
concerning black Americans which
is not available in class.

SF
St
TF
T%

1
1.2
0
0

1
1.2
0
0

5
6.2
0
0

27
33.3
2
66.7

47
58.0
1
33.3

4.46

20

4.33

17.5

The treatment of black Americans
in your school's social studies
program relies too much on the
use of a textbook.

SF
S%
TF
T%

15
18.8
0
0

19
23.8
1
33.3

19
23.8
2
66.7

23
28.8
0
0

4
5.0
0
0

3.22

5

3.33

5.5

The study of black Americans
will aid black Americans in
developing a positive selfimage ,

SF
S%
TF
T%

0
0
0
0

6
7.4
0
0

22
27.2
0
0

32
39.5
1
50.0

21
25.9
1
50.0

3.84

15.5

4.50

20

81
100
3
100
81
100
3
100
81
100
3
100
81
100
3
100
80
100
3
100
81
100
2
100

155

12.

Your school library is a valuable
source for finding information
concerning the problems of
black Americans.

TABLE J-3.— Continued.
Responses

SA

A

N

D

SD

Mean

Rank

Total

3.52

8

4.00

13

81
100
3
100

3.78

13

4.00

13

Itema
15.

16.

17.

19.

20.

SF
S%
TF
T%

3
3.7
0
0

12
14.8
0
0

16
19.8
1
33.3

40
49.4
1
33.3

10
12.4
1
33.3

The social studies program
allows for direct participation by students in planning
the areas to be covered when
dealing with the study of black
Americans.

SF
S%
TF
T%

1
1.2
0
0

8
9.9
0
0

17
21.0
1
33.3

37
45.7
1
33.3

18
22.2
1
33.3

SF
S%
TF
T%

0
0
0
0

6
7.4
0
0

21
25.9
1
33.3

34
42.0
1
33.3

20
24.7
1
33.3

3.84

15.5

4.00

13

SF
S%
TF
T%

1
1.2
0
0

5
6.2
0
0

28
34.6
1
33.3

34
42.0
1
33.3

13
16.1
1
33.3

3.65

11

4.00

13

Good use of outside speakers is
SF 1
made in order to give opposing
S% 1.2
views to current racial problems. TF 0
T% 0

5
6.2
0
0

12
14.8
0
0

31
38.3
2
66.7

32
39.5
1
33.3

4.09

19

4.33

17.5

9
11.1
0
0

14
17.3
0
0

32
39.5
2
66.7

24
29.6
1
33.3

3.83

14

4.33

17.5

Tests given in connection with
the study of black Americans do
measure s tudents1 knowledge of
the blacks' achievements and
accomplishments in American
society.
Papers written in connection
with the study of black Americans
are aimed at getting students to
analyze critical racial problems.

The study of black Americans
stimulates students to learn
more in this area outside of
class.

SF
S%
TF
T%

2
2.5
0
0

aNote: Statements have been edited,
and means rounded to the nearest hundredth.

81
100
3
100

81
100
3
100

81
100
3
100
81
100
3
100
81
100
3
100

Percentages rounded to the nearest tenth,

156

18.

The social studies program aids
students in analyzing racial
issues which they personally
feel are important.

TABLE J-4.— Responses of students and teachers and rank of each item for school four.
Responses

A

SA

N

D

SD

Mean

Rank

Tot a

31
100
5
100

Item*
2
6.5
1
20.0

3
9.7
1
20.0

19
61,3
2
40.0

7
22.6
0
0

4.00

19

quately deal with the contri­
butions and achievements of
black Americans.

SF 0
S% 0
TF 1
T% 20,0

2.80

13.5

Social studies programs help in
eliminating negative stereotypes
and prejudices that white stu­
dents have of black Americans.

SF 1
S% 3.2
TF 1
T% 20.0

8
25.8
3
60.0

7
22.6
1
20.0

13
41.9
0
0

2
6.5
0
0

3.23

7.5

2.00

3.5

Supplemental materials ade­
quately deal with the achieve­
ments and accomplishments of
black Americans.

SF 1
S% 3.2
TF 2
T% 40.0

6
19.4

4
12.9
2
40.0

18
58.1
0
0

2
6.5
0
0

3.45

14.5

2.00

3.5

Social studies classes are a
good place for students to
express feelings and opinions
that they have regarding
racial issues.

SF
S%
TF
T%

4
12.9
2
40.0

13
41.9
2
40.0

4
12.9

1
3.2
0
0

2.68

1

1.80

1

20.0

9
29.0
0
0

The social studies teachers
adequately deal with the con­
tributions and achievements of
black Americans.

SF 1
S% 3.2
TF 1
T% 20.0

4
12.9

13
41.9
1
20.0

3
9.7
0
0

3,42

13

2.60

10.5

20.0

10
32.3
2
40.0

Social studies classes, when
covering racial issues consist
of too many lectures instead of
active participation by students.

SF
S%
TF
T%

4
12.9
0
0

8
25.8
1
20.0

6
19.4
1
20.0

12
38.7
2
40.0

1
3.2
1
20.0

3.06

4.5

2.40

7.5

The social studies program makes
good use of the history of black
Americans, as a method of analyz­
ing current racial problems.

SF
S%
TF
T%

1
3.2
1
20.0

8
25.8
1
20.0

5
16.1

15
48.4
2
40.0

2
6.5
0
0

3.29

10

2.80

13.5

1. Social studies textbooks ade­

2.

3.

4.

5.

6.

7.

1
20.0

1

1

1
20.0

31
100
5
100
31
100
5
100
31
100
5
100
31
100
5
100
31
100
5
100
31
100
5
100

TABLE J-4.--Continued.
Responses

SA

A

N

D

SD

Mean

Rank

Total

31
100
5
100

a
Item'
8.

9,

10.

11.

13.

14.

SF
S%
TF
T%

3
9.7
1
20.0

10
32.3
3
60.0

11
35.5
1
20.0

5
16.1
0
0

2
6.5
0
0

2.77

2

2.00

3.5

Audio-visual aids are a valuable
resource for learning about the
contributions of blacks to
American society.

SF
S%
TF
T%

1
3.2
1
20.0

9
29.0
1
20.0

5
16.1
3
60.0

13
41.9
0
0

3
9.7
0
0

3.26

9

2.40

7.5

The social studies program does
fairly represent the contri­
butions and achievements of
black Americans.

SF
S%
TF
T%

0
0
1
20.0

10
32.3
3
60.0

9
29.0
1
20.0

11
35.5
0
0

1
3.2
0
0

3.10

6

2.00

3.5

Tests given in connection with
the study of black Americans,
do not measure students' abili­
ties to analyze objectively
current racial issues.

SF
S%
TF
T%

1
3.2
1
20.0

15
48.4
0
0

12
38.7
2
40.0

3
9.7
2
40.0

0
0
0
0

3.45

14.5

3.00

15

The social studies program makes
good use of field trips so that
students can obtain information
concerning black Americans
which is not available in class.

SF
S%
TF
T%

1
3.2
1
20.0

1
3.2
0
0

2
6.5
1
20.0

11
35.5
1
20.0

16
51.6
2
40.0

4.29

20

3.60

18.5

The treatment of black Americans
in your school's social studies
program relies too much on the
use of a textbook.

SF
S%
TF
T%

5
16.1
1
20.0

9
29.0
1
20.0

9
29.0
2
40.0

8
25.8
1
20.0

0
0
0
0

3.35

11.5

3.40

17

4
12.9
2
40.0

14
45.2
1
20.0

11
35.5
1
20.0

2
6.5
1
20.0

3.35

11.5

3.20

16

The study of black Americans will SF 0
aid black Americans in developing S% 0
TF 0
a positive self-image.
T% 0

31
100
5
100
31
100
5
100
31
100
5
100
31
100
5
100
31
100
5
100
31
100
5
100

158

12.

Your school library is a valuable
source for finding information
concerning the problems of
black Americans.

TABLE J-4.— Continued.
Responses

SA

A

N

D

SD

Mean

Rank

Total

2.97

3

2.20

6

31
100
5
100

3.58

16

4.00

20

Itema
15.

16.

17.

18.

19.

20.

The social studies program aids
students in analyzing racial
issues which they personally
feel are important.

SF
S%
TF
T%

0
0
0
0

14
45.2
4
80.0

5
16.1
1
20.0

11
35.5
0
0

1
3.2
0
0

The social studies program
allows for direct participation by students in planning
the areas to be covered when
dealing with the study of black
Americans.

SF
S%
TF
T%

0
0
0
0

7
22.6
0
0

5
16.1
1
20.0

13
41.9
3
60.0

6
19.4
1
20.0

Tests given in connection with
the study of black Americans do
measure s t u d e n t s ' knowledge of
the blacks' achievements and
accomplishments in American
society.

SF
S%
TF
T%

0
0
0
0

8
25.8
0
0

9
29.0
3
60.0

13
41.9
1
20.0

1
3.2
1
20.0

3.23

7.5

3.60

18.5

Papers written in connection
with the study of black Americans are aimed at getting students to analyze critical racial
problems.

SF
S%
TF
T%

2
6.5
0
0

8
25.8
2
40.0

7
22.6
3
60.0

14
45.2
0
0

0
0
0
0

3.06

4.5

2.60

10.5

Good use of outside speakers is
made in order to give opposing
views to current racial problems.

SF
S%
TF
T%

1
3.2
1
20.<

4
12.9
2
40.0

4
12.9
1
20.0

15
48.4
0
0

7
22.6.
1
20.0

3.74

17

2.60

10.5

The study of black Americans
stimulates students to learn
more in this area outside of
class.

SF
S%
TF
T%

0
0
0
0

4
12.9
2
40.0

6
13.4
3
60.0

13
41.9
0
0

8
25.8
0
0

3.81

18

2.60

10.5

aNote:
Statements have been edited,
and means rounded to the nearest hundredth.

31
100
5
100

31
100
5
100

31
100
5
100
31
100
5
100
31
100
5
100

Percentages rounded to the nearest tenth,

TABLE J-5.— Responses of students and teachers and rank, of each item for school five.
Responses

SA

A

N

D

SD

Mean

Rank

Total

71
100
9
100

Itema

1.

2.

3.

4.

5.

6.

7.

Social studies textbooks ade­
quately deal with the contri­
butions and achievements of
black Americans.

SF
S%
TF
T%

2
2.8
0
0

7
9.8
2
22.2

17
23.9
3
33.3

36
50.7
4
44.4

9
12.7
0
0

3.61

17

3.22

14.5

Social studies programs help in
eliminating negative stereo­
types and prejudices that white
students have of black Americans.

SF
S%
TF
T%

2
2.8
0
0

11
15.5
6
66.7

27
38.0
3
33.3

25
35.2
0
0

6
8.5
0
0

3.31

8

2.33

4.5

Supplemental materials ade­
quately deal with the achieve­
ments and accomplishments of
black Americans.

SF
S%
TF
T%

2
2.8
1
11.1

13
18.3
4
44.4

16
22.5
4
44.4

32
45.1
0
0

8
11.3
0
0

3.44

14

2.33

4.5

Social studies classes are a
good place for students to
express feelings and opinions
that they have regarding
racial issues.

SF
S%
TF
T%

6
8.6
3
33.3

28
40.0
5
55.6

18
25.7
1
11.1

13
18.6
0
0

5
7.1
0
0

2.76

2

1.78

1

The social studies teachers ade­
quately deal with the contri­
butions and achievements of
black Americans.

SF
S%
TF
T%

4
5.6
0
0

7
9.9
4
44.4

27
38.0
4
44.4

24
33.8

3.38

13

2.67

9

11.1

9
12.7
0
0

Social studies classes, when
covering racial issues consist
of too many lectures instead of
active participation by students.

SF
S%
TF
T%

8
11.3
0
0

23
32.4
4
44.4

15
21.1
4
44.4

24
33,8
1
11.1

1
1.4
0
0

3.18

3.5

3.33

17

The social studies program makes
good use of the history of black
Americans, as a method of analyz­
ing current racial problems.

SF 4
S% 5.6
TF 1
T% 11.1

9
12.7
2
22.2

23
32.4
4
44.4

30
42.3
2
22.2

5
7.0
0
0

3.32

9

2.78

12

1

71
100
9
100
71
100
9
100
70
100
9
100
71
100
9
100
71
100
9
100
71
100
9
100

TABLE J-5.— Continued.
SA

Responses
Item
8.

9.

10.

11.

13.

14.

N

D

SD

Mean

Rank

Total

2.70

1

2.33

4.5

71
100
9
100

a
Your school library is a valuable
source for finding information
concerning the problems of
black 7mericans.

SF
St
TF
T%

3
4.2
1
11.1

31
43.7
5
55.6

25
35.2
2
22.2

8
11,3
1
11.0

4
5.6
0
0

Audio-visual aids are a valuable
resource for learning about the
contributions of blacks to
American society.

SF
S%
TF
T%

4
5.6
1
11.1

15
21.1
5
55.6

19
26.8
2
22.2

27
38.0
1
11.1

6
8.5
0
0

3.23

6

2.33

4.5

The social studies program does
fairly represent the contri­
butions and achievements of
black Americans.

SF
S%
TF
T%

2
2.8
0
0

17
23.9
4
44.4

23
32.4
4
44.4

24
33.8
1
11.1

5
7.0
0
0

3.18

3.5

2.67

9

Tests given in connection with
the study of black Americans,
do not measure students' abili­
ties to analyze objectively
current racial issues.

SF
S%
TF
T%

8
11.3
1
11.1

19
26.8
2
22.2

36
50.7
5
55.6

6
8.5
1
11.1

2
2.8
0
0

3.35

11

3.33

17

The social studies program makes
good use of field trips so that
students can obtain information
concerning black Americans which
is not available in class.

SF
S%
TF
T%

0
0
0
0

2
2.8
0
0

5
7.0
1
11.1

29
40.9
3
33.3

35
49.3
5
55.6

4.37

20

4.44

20

The treatment of black Americans
in your school's social studies
program relies too much on the
use of a textbook.

SF
S%
TF
T%

9
12.7
0
0

21
29.6
1
11.1

22
31.0
1
11.1

15
21.1
6
66.7

4
5.6
1
11.1

3.23

6

2.22

2

6
8.5
4
44.4

33
46.5
5
65.7

17
23.9
0
0

11
15.5
0
0

3.35

11

2.67

9

The study of black Americans will SF 4
aid black Americans in develop­
S% 5.6
TF 0
ing a positive self-image.
T% 0

71
100
9
100
71
100
9
100
71
100
9
100
71
100
9
100
71
100
9
100
71
100
9
100

161

12.

A

TABLE J-5.— Continued.
Responses

SA

A

N

D

SD

Mean

Rank

Total

71
100
9
100

Item3
15.

16.

17.

18.

19.

20.

The social studies program aids
students in analyzing racial
issues which they personally
feel are important.

SF
S%
TF
T%

0
0
1
ll.:

19
26.8
4
44.4

22
31.0
3
33.3

25
35.2
1
11.1

5
7.0
0
0

3.23

6

2.44

7

The social studies program
allows for direct participation by students in planning
the areas to be covered when
dealing with the study of
black Americans.

SF
S%
TF
T%

2
2.8
0
0

10
14.1
3
33.3

15
21.1
2
22.2

30
42.3
3
33.3

14
19.7
1
11.1

3.62

18

3.22

14.5

Tests given in connection with
the study of black Americans do
measure students' knowledge of
the black's achievements and
accomplishments in American
society.

SF
S%
TF
T%

0
0
0
0

6
8.6
3
33.3

32
45.7
4
44.4

24
34.3
1
11.1

8
11.4
0
0

3.49

15

2.75

11

Papers written in connection
with the study of black Ameri­
cans are aimed at getting stu­
dents to analyze critical racial
problems.

SF
S%
TF
T%

0
0
0
0

16
22.5
2
22.2

24
33.8
6
66.7

21
29.6
1
11.1

10
14.1
0
0

Good use of outside speakers is
made in order to give opposing

SF
S%
TF
T%

3
4.2
0
0

5
7.0
2
22.2

12
16.9
1
11.1

31
43.7
4
44.4

SF
S%
TF
T%

1
1.4
0
0

9
12.7
1
11.1

24
33.8
5
55.6

27
38.0
2
22.2

The study of black Americans
stimulates students to learn
more in this area outside of
class.

aNote:
Statements have been edited,
and means rounded to the nearest hundredth.

Percentages

3.35

11

2.89

13

20
28.2
2
22.2

3.85

19

3.67

19

10
14.1
1
11.1

3.51

16

3.33

17

71
100
9
100

70
100
8
100

71
100
9
100
71
100
9
100
71
100
9
100

to the nearest tenth,

TABLE J-6.— Responses of students and teachers and rank of each item for school six.
SA

Responses

A

N

D

SD

Mean

Rank

Tote

65
100
5
100

Item*

1.

2.

3.

4.

5.

6.

7.

32
49.3
3
60.0

5
7.7
1
20.0

3.43

18

3.80

17.5

20.0

16
24.6
0
0

2
3.1
0
0

23
35.4
2
40.0

21
32.3
1
20.0

16
24.6
1
20.0

3
4.6
1
20.0

2.92

11

3.20

12

SF
S%
TF
T%

1
1.5
0
0

30
46.2
3
60.0

18
27.7
0
0

13
20.0
1
20.0

3
4.6
1
20.0

2.80

7

3.00

9

Social studies classes are a
good place for students to
express feelings and opinions
that they have regarding
racial issues.

SF
S%
TF
T%

11
16.9
4
80.0

42
64.6
0
0

7
10.8
1
20.0

4
6.2
0
0

1
1.5
0
0

2.11

1

1.40

1

The social studies teachers ade­
quately deal with the contri­
butions and achievements of
black Americans.

SF
S%
TF
T%

2
3.1
0
0

32
49.2
1
20.0

17
26.2
0
0

13
20.0
3
60.0

1

2.68

3

1.5
1
20.0

3.80

17.5

Social studies classes, when
covering racial issues consist
of too many lectures instead of
active participation by students.

SF
S%
TF
T%

4
6.2
0
0

17
26.2
2
40.0

16
24.6
0
0

27
41.5
3
60.0

1
1.5
0
0

2.94

12

2.80

5.5

The social studies program makes
good use of the history of
black Americans, as a method of
analyzing current racial problems.

SF
S%
TF
T%

3
4.6
0
0

24
36.9
1
20.0

24
36.9
2
40.0

13
20.0
2
40.0

1
1.5
0
0

2.77

5

3.20

12

Social studies textbooks ade­
quately deal with the contri­
butions and achievements of
black Americans.

SF
S%
TF
T%

2
3.1
0
0

10
15.4

Social studies programs help in
eliminating negative stereotypes
and prejudices that white stu­
dents have of black Americans,

SF
S%
TF
T%

Supplemental materials ade­
quately deal with the achieve­
ments and accomplishments of
black Americans.

1

65
100
5
100
65
100
5
100
65
100
5
100
65
100
5
100
65
100
5
100
65
100
5
100

TABLE J-6.— Continued.
Responses

SA

A

N

D

SD

Mean

Rank

Total

64
100
5
100

Itema
8.

9.

10.

11.

13.

14.

21
32.8
4
80.0

23
35.9
1
20.0

12
18.8
0
0

4
6.3
0
0

2.86

9

2.20

2

Audio-visual aids are a valuable
resource for learning about the
contributions of blacks to
American society.

SF
S%
TF
T%

5
7,7
0
0

19
29.2
3
60.0

18
27.7
2
40.0

20
30.8
0
0

3
4.6
0
0

2.95

13

2,40

3

The social studies program does
fairly represent the contributions and achievements of
black Americans.

SF
S%
TF
T%

0
0
0
0

30
46.2
0
0

19
29.2
2
40.0

16
24.6
3
60.0

0
0
0
0

2.78

6

3.60

15

Tests given in connection with
the study of black Americans,
do not measure students' abilities to analyze objectively
current racial issues.

SF
S%
TF
T%

1
1.5
0
0

19
29.2
3
60.0

29
44.6
2
40.0

15
23.1
0
0

1
1.5
0
0

3.06

16

3.60

15

The social studies program makes
good use of field trips so that
students can obtain information
concerning black Americans which
is not available in class.

SF
S%
TF
T%

4
6.2
0
0

2
3.1
0
0

7
10.8
0
0

33
50.8
4
80.0

19
29.
1
20.

3.94

20

4.20

20

The treatment of black Americans
in your school's social studies
program relies too much on the
use of a textbook.

SF 5
S% 7.8
TF 0
T% 0

16
25.0
1
20.0

20
31.3
2
40.0

21
32.8
2
40.0

2
3.1
0
0

3.02

14

2.80

5.5

The study of black Americans
will aid black Americans in
developing a positive selfimage.

SF
S%
TF
T%

17
26.2
1
20.0

29
44.6
1
20.0

16
24.6
2
40.0

0
0
0
0

2.89

10

2.80

5.5

3
4,6
1
20.0

65
100
5
100
65
100
5
100
65
100
5
100
65
100
5
100
64
100
5
100
65
100
5
100

164

12.

Your school library is a valuable SF 4
source for finding information
S% 6.3
concerning the programs of
TF 0
black Americans.
T% 0

TABLE J-6.— Continued.
SA

Responses

A

N

D

SD

Mean

Rank

Total

65
100
5
100

Item'a
15.

16.

17.

18.

19.

20.

The social studies program aids
students in analyzing racial
issues which they personally
feel are important.

SF
S%
TF
T%

5
7.7
0
0

33
50.8
2
40.0

17
26.2
2
40.0

10
15.4
0
0

0
0
1
20.0

2.49

2

3.00

9

The social studies program
allows for direct partici­
pation by students in planning
the areas to be covered when
dealing with the study of
black Americans.

SF
St
TF
T%

3
4.6
0
0

16
24.6
0
0

17
26.2
1
20.0

25
38.5
3
60.0

4
6.2
1
20.0

3.17

17

4.00

19

Tests given in connection with
the study of black Americans do
measure students1 knowledge of
the blacks* achievements and
accomplishments in American
society.

SF
S%
TF
T%

3
4.6
1
20.0

20
30.8
1
20.0

27
41.5
1
20.0

14
21.5
1
20.0

1
1.5
1
20.0

2.85

8

3.00

9

Papers written in connection
with the study of black Ameri­
cans are aimed at getting stu­
dents to analyze critical
racial problems.

SF
S%
TF
T%

2
3.1
0
0

27
41.5
3
60.0

25
38.5
0
0

11
16.9
2
40.0

0
0
0
0

2.69

4

2.80

5.5

SF 0
Good use of outside speakers is
made in order to give opposing
St 0
views to current racial problems. TF 0
T% 0

6
9.2
1
20.0

15
23.1
1
20.0

30
46.2
2
40.0

14
21.5
1
20.0

3.80

19

3.60

15

The study of black Americans
stimulates students to learn
more in this area outside of
class.

24
36.9
2
40.0

19
29.2
1
20.0

17
26.2
1
20.0

5
7.7
1
20.0

3.05

15

3.20

12

65
100
5
100
U

SF
S%
TF
T%

0
0
0
0

aNote:
Statements have been edited.
and means rounded to the nearest hundredth.

65
100
5
100

65
100
5
100
65
100
5
100
65
100
5
100

Percentages rounded to the nearest tenth,

TABLE J-7.— Responses of students and teachers and rank of each item for school seven.
Responses

SA

A

N

D

SD

Mean

Rank

TOtc!

3.39

16

2.83

16

109
100
6
100

Itema
1.

2,

3.

5.

6.

7.

SF
S%
TF
T%

3
2.8
0
0

18
16.5
2
33.3

30
27.5
3
50.0

49
45.0
1
16.7

9
8.3
0
0

Social studies programs help in
eliminating negative stereo­
types and prejudices that white
students have of black Americans.

SF
S%
TF
T%

0
0
1
16.7

28
25.7
3
50.0

44
40.4
2
33.3

30
27.5
0
0

7
6.4
0
0

3.15

12

2.17

7.5

Supplemental materials adequately
deal with the achievements and
accomplishments of black Amer­
icans.

SF
S%
TF
T%

6
5.5
2
33.3

39
35.8
3
50.0

26
23.9
1
16.7

36
33.0
0
0

2
1.8
0
0

2.90

4

1.83

1.5

Social studies classes are a
good place for students to
express feelings and opinions
that they have regarding racial
issues.

SF
S%
TF
T%

7
6.4
1
16.7

40
36.7
4
66.7

24
22.0
1
16.7

29
26.6
0
0

9
8.3
0
0

2.94

5.5

2.00

4

The social studies teachers ade­
quately deal with the contri­
butions and achievements of
black Americans.

SF
S%
TF
T%

5
4.6
0
0

33
30.3
4
66.7

39
35.8
2
33.3

28
25.7
0
0

4
3.7
0
0

2.94

5.5

2.33

11

Social studies classes, when
covering racial issues consist of
too many lectures instead of
active participation by students.

SF
S%
TF
T%

13
11.9
0
0

30
27.5
3
50.0

29
26.6
0
0

35
32.1
2
33.3

2
1.8
1
16.7

3.16

13

2.83

16

The social studies program makes
good use of the history of black
Americans, as a method of analyz­
ing current racial problems.

SF
S%
TF
T%

1
.9
1
16.7

21
19.3
2
33.3

35
32.1
1
16.7

43
39.5
2
33.3

9
8.3
0
0

3.35

14

2.67

13.5

109
100
6
100
109
100
6
100
109
100
6
100
109
100
6
100
109
100
6
100
109
100
6
100

166

4.

Social studies textbooks ade­
quately deal with the contri­
butions and achievements of
black Americans.

TABLE J-7.— Continued.
Responses

SA

A

N

D

SD

Mean

Rank

Total

2.71

1

1.83

1.5

109
100
6
100

Item*
8.

9.

10.

11.

13.

14.

SF
S%
TF
T%

7
6.4
1
16.7

45
41.3
5
83.3

38
34.9
0
0

11
10.1
0
0

8
7.3
0
0

Audio-visual aids are a valuable
resource for learning about the
contributions of blacks to
American society.

SF
S%
TF
T%

3
2.8
2
33.3

33
30.3
3
50.0

33
30.3
0
0

30
27.5
1
16.7

10
9.2
0
0

3.10

10.5

2.00

4

The social studies program does
fairly represent the contri­
butions and achievements of
black Americans.

SF
S%
TF
T%

3
2.8
0
0

45
41.3
6
100

30
27.5
0
0

28
25.7
0
0

3
2.8
0
0

2.84

2

2.00

4

Tests given in connection with
the study of black Americans,
do not measure students' abili­
ties to analyze objectively
current racial issues.

SF
S%
TF
T%

9
8.3
0
0

42
38.5
2
33.3

40
36.7
2
33.3

15
13.8
2
33.3

3
2.8
0
0

3.36

15

3.00

18.5

The social studies program makes
good use of field trips so that
students can obtain information
concerning black Americans which
is not available in class.

SF
S%
TF
T%

1
1.0
0
0

3
2.8
0
0

6
5.5
1
16.7

48
44.0
2
33.3

51
46.8
3
50.0

4.33

20

4.33

20

The treatment of black Americans
in your school's social studies
program relies too much on the
use of a textbook.

SF
S%
TF
T%

4
3.7
0
0

25
22.9
1
16.7

40
36.7
0
0

32
29.4
4
66.7

8
7.3
1
16.7

2.86

3

2.17

7,5

The study of black Americans
will aid black Americans in
developing a positive selfimage.

SF
S%
TF
T%

1
1.0
0
0

22
20.2
4
66.7

57
52.3
2
33.3

23
21.1
0
0

6
5,5
0
0

3.10

10.5

2.33

11

109
100
6
100
109
100
6
100
109
100
6
100
1.09
100
6
100
109
100
6
100
109
100
6
100

167

12.

Your school library is a valuable
source for finding information
concerning the problems of black
Americans.

TABLE J-7 *— Continued.
Responses

SA

A

N

D

SD

Mean

Rank

Total

109
100
6
100

Itema
15*

16.

17.

18.

19.

20.

The social studies program
aids students in analyzing
racial issues which they personally feel are important.

SF
S%
TF
T%

3
2*8
0
0

30
27.5
5
83.3

39
35.8
1
16.7

33
30,3
0
0

4
3.7
0
0

3.05

8

2.17

7.5

The social studies program
allows for direct participation
by students in planning the
areas to be covered when dealing with the study of black
Americans.

SF
S%
TF
T%

0
0
2
33.3

13
11.9
0
0

26
23.9
1
16.7

56
51.4
3
50.0

14
12.8
0
0

3.65

18

2.83

16

Tests given in connection with
the study of black Americans
do measure students' knowledge
of the blacks' achievements and
accomplishments in American
society.

SF
S%
TF
T%

1
1.0
2
33.3

34
31.2
2
33.3

36
33.0
1
16.7

31
28.4
1
16.7

7
6.4
0
0

3.08

9

2.17

7.5

Papers written in connection
with the study of black Americans are aimed at getting students to analyze critical
racial problems.

SF
S%
TF
T%

6
5.5
1
16.7

27
24.8
3
50.0

40
36.7
1
16.7

31
28.4
1
16.7

5
4.6
0
0

3.02

7

2.33

11

Good use of outside speakers is
made in order to give opposing
views to current racial
problems.

SF
S%
TF
T%

0
0
1
16.7

13
11.9
0
0

25
22.9
3
50.0

51
46.8
2
33.3

20
18.4
0
0

3.72

19

3.00

18.5

The study of black Americans
stimulates students to learn
more in this area outside of
class.

SF
S%
TF
T%

1
1.0
0
0

18
16.5
3
50.0

28
25.7
2
33.3

42
38.5
1
16.7

20
18.4
0
0

3.57

17

2.67

13.5

aNote:
Statements have been edited,
and means rounded to the nearest hundredth.

109
100
6
100

109
100
6
100

109
100
6
100
109
100
6
100
109
100
6
100

rounded to the nearest tenth,

TABLE J-8.— Responses of students and teachers and rank of each item for school eight.
SA

Responses

A

N

D

SD

Mean

Rank

Toti

18
15.5

91
100
6
100

14.5
3.5

91
100
6
100
91
100
6
100

Item*
1.

2.

3.

4.

5.

6,

7.

Social studies textbooks adequately SF 0
deal with the contributions and
S% 0
TF
0
achievements of black Americans.
T% 0

7
7.7
1
16.7

9
9.9
2
33.3

50
55.0
3
50.0

25
27.5
0
0

4.02

Social studies programs help in
eliminating negative stereotypes
and prejudices that white students
have of black Americans.

SF
S%
TF
T%

2
2.2
0
0

13
14.3
4
66.7

27
29.7
1
16.7

40
44.0
1
16.7

9
9.9
0
0

3,45

Supplemental materials adequately
deal with the achievements and
accomplishments of black A m eri­
cans.

SF
S%
TF
T%

2
2.2
1
16.7

30
33.0
2
33.3

25
27.5
2
33.3

28
30.8
1
16.7

6
6.6
0
0

3,07

3

2.50

3.5

Social studies classes are a
good place for students to
express feelings and opinions
that they have regarding
racial issues.

SF
S%
TF
T%

9
9.9
1
16.7

41
45.1
5
83.3

16
17.6
0
0

18
19.8
0
0

7
7.7
0
0

2.70

2

1.83

2

The social studies teachers ade*
quately deal with the contri­
butions and achievements of
black Americans.

SF
S%
TF
T%

2
2.2
0
0

20
22.0
1
16.7

31
34.1
3
50.0

26
28.6
2
33,3

12
13.2
0
0

3.29

7

3.17

13

Social studies classes, when
covering racial issues consist
of too many lectures instead of
active participation by students.

SF
S%
TF
T%

4
4.4
0
0

35
38.5
1
16.7

24
26.4
3
50,0

25
27.5
2
33,3

3
3.3
0
0

3.13

5

2.83

7.5

The social studies program makes
good use of the history of black
Americans, as a method of analyz­
ing current racial problems.

SF
S%
TF
T%

2
2.2
0
0

16
17.6
1
16.7

20
22.0
2
33.3

42
46.2
3
50.0

11
12.1
0
0

3.48

16

3.33

15.5

3.33

2.50

91
100
6
100
91
100
6
100
91
100
6
100
91
100
6
100

TABLE J - 8 .— Continued.
Responses

SA

A

N

D

SD

Mean

Rank

Total

2.54

1

1.67

1

91
100
6
100

Itema
8 . Your school library is a valuable
source for finding information
concerning the problems of black
Americans.
9.

10.

11.

13.

14.

7
7,7
2
33.3

46
50.6
4
66.7

24
26.4
0
0

10
11.0
0
0

4
4.4
0
0

Audio-visual aids are a valuable
resource for learning about the
contributions of blacks to
American society.

SF
S%
TF
T%

1
1.1
0
0

27
29.7
3
50.0

19
20.9
1
16.7

31
34.1
1
16.7

13
14.3
1
16.7

3,31

9

3.00

10.5

The social studies program does
fairly represent the contri­
butions and achievements of
black Americans.

SF
S%
TF
T%

2
2.2
0
0

23
25.3
3
50.0

23
25.3
0
0

32
35.2
3
50.0

11
12.1
0
0

3.30

8

3.00

10.5

Tests given in connection with
the study of black Americans,
do not measure students' abili­
ties to analyze objectively
current racial issues.

SF
SI
TF
T%

9
9.9
2
33.3

39
42.9
2
33.3

25
27.5
1
16.7

16
17.6
1
16,7

2
2.2
0
0

3.41

11.5

3.83

18

The social studies program makes
good use of field trips so that
students can obtain information
concerning black Americans which
is not available in class.

SF
S%
TF
T%

0
0
0
0

2
2.2
0
0

3
3.3
0
0

19
20.9
3
50.0

67
73.6
3
50.0

4.66

20

4.50

20

The treatment of black Americans
in your school's social studies
program relies too much on the
use of a textbook.

SF
S%
TF
T%

19
20.9
0
0

29
31.9
3
50.0

16
17.6
2
33.3

23
25.3
1
16.7

4
4.4
0
0

3.40

10

3.33

15.5

The study of black Americans
will aid black Americans in
developing a positive selfimage.

SF
S%
TF
T%

0
0
1
16.7

16
17.6
2
33.3

35
38.5
1
16.7

27
29.7
2
33.3

13
14.3
0
0

3.41

11.5

2.67

5.5

91
100
6
100
91
100
6
100
91
100
6
100
91
100
6
100
91
100
6
100
91
100
6
100

17 0

12.

SF
S%
TF
T%

TABLF J-8.— Continued.
SA

Responses

A

N

D

SD

Mean

Rank

Total

91
100
6
100

a
Item1
15.

16.

17.

18.

19.

20.

The social studies program aids
students in analyzing racial
issues which they personally
feel are important.

SF
S%
TF
T%

7
7.7
0
0

24
26.4
3
50.0

18
19.8
1
16.7

31
34.1
2
33.3

11
12.1
0
0

3.16

6

2.83

7.5

The social studies program
allows for direct partici­
pation by students in plan­
ning the areas to be covered
when dealing with the study of
black Americans.

SF
St
TF
Tt

3
3.3
1
16.7

13
14.3
1
16.7

13
14.3
1
16.7

36
39.6
3
50.0

26
28.6
0
0

3.76

17

3.00

10.5

Tests given in connection with
the study of black Americans
do measure students' knowledge
of the blacks' achievements
and accomplishments in Ameri­
can society.

SF
St
TF
Tt

5
5.5
0
0

15
16.5
1
16.7

24
26.4
2
33.3

29
31.9
3
50.0

18
19.8
0
0

3.44

13

3.33

15.5

Papers written in connection
with the study of black Ameri­
cans are aimed at getting stu­
dents to analyze critical racial
problems.

SF
St
TF
Tt

4
4.4
0
0

30
33.0
4
66.7

21
23.1
0
0

27
29.7
2
33.3

9
9.9
0
0

3.08

4

2.67

5.5

Good use of outside speakers is
made in order to give opposing
views to current racial
problems.

SF
St
TF
Tt

2
2.2
0
0

2
2.2
0
0

9
9.9
1
16.7

37
40.7
4
66.7

41
45.1
1
16.7

4.24

19

4.00

19

The study of black Americans
stimulates students to learn
more in this area outside of
class.

SF
St
TF
Tt

4
4.4
0
0

19
20.9
3
50.0

19
20.9
0
0

30
33.0
3
50.0

19
20.9
0
0

3.45

14.5

3.00

10.5

aNote:
Statements have been edited.
and means rounded to the nearest hundredth.

91
100
6
100

91
100
6
100

91
100
6
100
91
100
6
100
91
100
6
100

Percentages rounded to the nearest tenth#

TABLE J-9.--Responses of students and teachers and rank of each item for school nine.
Responses

SA

A

N

D

SO

Mean

Rank

Total

3.83

19

3.00

15

42
100
7
100

Item*
1.

2.

3.

5.

6.

7.

SF 0
S% 0
TF 0
T% 0

6
14.3
3
42.9

7
16.7
1
14.3

17
40.5
3
42.9

12
28.6
0
0

Social studies programs help in
eliminating negative stereotypes
and prejudices that white students have of black Americans.

SF 2
S% 4.8
TF 0
T% 0

8
19,1
2
28.6

14
33.3
3
42.9

12
28.6
2
28.6

6
14.3
0
0

3.29

14

3.00

15

Supplemental materials adequately deal with the achievements and accomplishments of
black Americans.

SF
S%
TF
T%

0
0
1
14.3

13
31.0
3
42.9

14
33.3
0
0

11
26.2
3
42.9

4
9.5
0
0

3.14

8

2.71

9.5

Social studies classes are a
good place for students to
express feelings and opinions
that they have regarding
racial issues.

SF
S%
TF
T%

6
14.3
2
28.6

21
50.0
3
42.9

5
11.9
2
28.6

7
16.7
0
0

3
7.1
0
0

2.52

1

2.00

1

The social studies teachers adequately deal with the contributions and achievements of
black Americans.

SF
S%
TF
T%

2
4.8
1
14.3

9
21.4
2
28.6

14
33.3
2
28.6

12
28.6
1
14.3

5
11.9
1
14.3

3.21

11

2.86

13

Social studies classes, when
covering racial issues consist of too many lectures
instead of active participation
by students,

SF
S%
TF
T%

4
9.5
0
0

14
33.3
1
14.3

11
26.2
4
57.1

12
28.6
1
14,3

1
2.4
1
14.3

3.19

9.5

2.71

9.5

The social studies program makes
good use of the history of black
Americans, as a method of analyzing current racial problems.

SF
S%
TF
T%

0
0
1
14.3

13
31.0
2
28.6

12
28.6
3
42.9

13
31.0
1
14.3

4
9.5
0
0

3.19

9.5

2.57

5.5

42
100
7
100
42
100
7
100
42
100
7
100
42
100
7
100
42
100
7
100
42
100
7
100

172

4.

Social studies textbooks adequately deal with the contributions and achievements of
black Americans.

TABLE J - 9 .— Continued.
Responses

SA

A

N

D

SD

Mean

Rank

Total

2.79

2

2.14

3

42
100
7
100

Item*
8.

9.

10.

12.

13.

14.

SF
S%
TF
T%

4
9.5
2
28.6

13
31.0
2
28.6

16
38.1
3
42.9

6
14.3
0
0

3
7.1
0
0

Audio-visual aids are a valuable
resource for learning about the
contributions of blacks to
American society.

SF
S%
TF
T%

2
4.8
2
28.6

13
31.0
3
42.9

13
31.0
1
14.3

11
26.2
1
14.3

3
7.1
0
0

3.00

6

2.14

3

The social studies program does
fairly represent the contri­
butions and achievements of
black Americans.

SF
S%
TF
T%

3
7.1
0
0

15
35.7
4
57.1

11
26.2
1
14.3

12
28.6
2
28.6

1
2.4
0
0

2.83

3

2.71

9.5

Tests given in connection with
the study of black Americans,
do not measure students' abili­
ties to analyze objectively
current racial issues.

SF
S%
TF
T%

4
9.5
0
0

17
40.5
0
0

18
42.9
5
71.4

3
7.1
2
28.6

0
0
0
0

3.52

17

2.71

9.5

The social studies program makes
good use of field trips so that
students can obtain infor­
mation concerning black Americans
which is not available in class.

SF
S%
TF
T%

0
0
0
0

2
4.8
1
14.3

4
9.5
1
14.3

21
50.0
2
28.6

15
35.7
3
42.9

4.17

20

4.00

20

The treatment of black Americans
in your school's social studies
program relies too much on the
use of a textbook.

SF
St
TF
T%

8
19.1
0
0

11
26.2
2
28.6

10
23.8
3
42.9

12
28.6
2
28.6

1
2.4
0
0

3.31

15

3,00

15

The study of black Americans will SF 2
aid black Americans in develop­
S% 4.8
ing a positive self-image.
TF 1
T% 14.3

9
21.4
4
57.1

17
40.5
2
28.6

12
28.6
0
0

2
4.8
0
0

3,07

7

2.14

3

42
100
7
100
42
100
7
100
42
100
7
100
42
100
7
100
42
100
7
100
42
100
7
100

17 3

11.

Your school library is a valuable
source for finding information
concerning the problems of black
Americans.

TABLE J-9.— Continued.
Responses

SA

A

N

D

SD

Mean

Rank

Tot;

42
100
7
100

Item'a
15.

16.

17.

18.

19.

20.

The social studies program aids
students in analyzing racial
issues which they personally feel
are important.

SF
S%
TF
T%

1
2.4
0
0

18
42.9
3
42.9

12
28.6
3
42.9

8
19.1
1
14.3

3
7.1
0
0

2.86

4

2.71

9.5

The social studies program allows
for direct participation by stu­
dents in planning the areas to
be covered when dealing with the
study of black Americans.

SF
S%
TF
T%

0
0
0
0

13
31.0
1
14.3

8
19.1
4
57.1

15
35.7
2
28.6

6
14.3
0
0

3.33

16

3.14

17

Tests given in ccnnection with
the study of black Americans do
measure students1 knowledge of
the b la c k s 1 achievements and
accomplishments in American
society.

SF
S%
TF
T%

1
2.4
0
0

13
31.0
4
57.1

18
42.9
2
28.6

8
19.1
1
14.3

2
4.8
0
0

2.93

5

2.57

5.5

Papers written in connection
with the study of black Americans
are aimed at getting students to
analyze critical racial problems.

SF
S%
TF
T%

1
2.4
0
14.3

9
21.4
2
28.6

12
28.6
5
71.4

18
42.9
0
0

2
4.8
0
0

3.26

12.5

2.71

9.5

Good use of outside speakers is
SF 1
made in order to give opposing
S% 2.4
views to current racial problems. TF 0
T% 0

6
14,3
2
28.6

8
19.1
2
28.6

15
35.7
2
28.6

12
28.6
1
14.3

3.74

18

3.29

18.5

The study of black Americans
SF 1
stimulates students to learn more S% 2.4
in this area outside of class.
TF 0
T* 0

9
21.4
2
28.6

15
35.7
1
14.3

12
28,6
4
57.1

5
11.9
0
0

3.26

12.5

3.29

18.5

aNote:
Statements have been edited.
and means rounded to the nearest hundredth.

42
100
7
100
42
100
7
100

42
100
7
100
42
100
7
100
42
100
7
100

Percentages rounded to the nearest tenth,

TABLE J-10.— Responses of students and teachers and rank of each item for school ten.
SA

Responses

A

N

D

SD

Mean

Rank

Toti

61
100
9
100

Itema
1.

2.

3.

4.

5.

6.

7.

Social studies textbooks ade­
quately deal with the contri­
butions and achievements of
black Americans.

SF
S%
TF
T%

4
6.6
1
11.1

3
4.9
5
55.6

8
13.1
2
22.2

19
31.2
0
0

27
44.3
1
11.1

4.02

18

2.44

9

Social studies programs help in
eliminating negative stereotypes
and prejudices that white stu­
dents have of black Americans.

SF
S%
TF
T%

2
3.3
0
0

7
11.5
7
77.8

16
26.2
1
11.1

25
41.0
1
11.1

11
18.0
0
0

3.59

13,5

2.33

7.5

Supplemental materials ade­
quately deal with the achieve­
ments and accomplishments of
black Americans.

SF
S%
TF
T%

2
3.3
4
44.4

11
18.0
4
44,4

10
16.4
1
11.1

26
42.6
0
0

12
19.7
0
0

3.57

12

1.67

1

Social studies classes are a
good place for students to
express feelings and opinions
that they have regarding racial
issues.

SF
St
TF
T%

8
13.1
5
55.6

17
27.9
2
22.2

13
21.3
0
0

15
24.6
1
11.1

8
13.1
1
11.1

2.97

1

2.00

4

The social studies teachers ade­
quately deal with the contri­
butions and achievements of
black Americans.

SF
S%
TF
T%

4
6.6
2
22.2

5
8.2
2
22.2

12
19.7
2
22.2

24
39.3
3
33.3

16
26.2
0

3,70

16.5

2.67

12

Social studies classes, when
covering racial issues consist
of too many lectures instead of
active participation by students.

SF
St
TF
T%

10
16.7
0
0

21
35.0
3
33.3

16
26,7
1
11.1

9
15.0
4
44.4

4
6.7
1
11.1

3.40

8

2.67

12

The social studies program makes
good use of the history of black
Americans, as a method of analyz­
ing current racial problems.

SF
S%
TF
T%

4
6.5
1
11.1

7
11.5
5
55.6

15
24.6
0
0

23
37.7
2
22.2

12
19.7
1
11.1

3.52

10

2.67

12

61
100
9
100
61
100
9
100
61
100
9
100
61
100
9
100
60
100
9
100
61
100
9
100

TABLE J-10.— Continued.
Responses

SA

A

N

D

SD

Mean

Rank

Total

61
100
9
100

Item*
8.

9.

10.

12.

13.

14.

SF
S%
TF
T%

6
9.8
4
44.4

17
27.9
3
33.3

15
24.6
1
11.1

10
16.4
0
0

13
21.3
1
11.1

3.11

3

2.00

4

Audio-visual aids are a valuable
resource for learning about the
contributions of blacks to
American society.

SF
S%
TF
T%

2
3.3
3
33.3

13
21.3
4
44.4

19
31.2
1
11.1

17
27.9
1
11.1

10
16.4
0
0

3.33

6

2.00

4

The social studies program does
fairly represent the contri­
butions and achievements of
black Americans.

SF
S%
TF
T%

6
9.8
1
11.1

10
16.4
6
66.7

20
32.8
1
11.1

16
26.2
1
11.1

9
14.8
0
0

3.20

4

2,22

6

Tests given in connection with
the study of black Americans,
do not measure students' abili­
ties to analyze objectively
current racial issues.

SF
S%
TF
T%

4
6.6
2
22.2

16
26.2
1
11.1

24
39.3
5
55.6

12
19.7
1
11.1

5
8.2
0
0

3.03

2

3.44

19

The social studies program makes
good use of field trips so that
students can obtain information
concerning black Americans
which is not available in class.

SF
S%
TF
T%

3
4.9
0
0

3
4.9
4
44.4

7
11.5
2
22.2

17
27.9
0
0

31
50.8
3
33.3

4.15

20

3.22

17

The treatment of black Americans
in your school's social studies
program relies too much on the
use of a textbook.

SF
S%
TF
T%

13
21.3
1
11.1

20
32.8
0
0

16
26.2
4
44.4

4
6.6
4
44.4

8
13.1
0
0

3.43

9

2.78

15

The study of black Americans
will aid black Americans in
developing a positive selfimage.

SF
S%
TF
T%

4
6.6
1
11.1

7
11.5
8
88.9

17
27.9
0
0

15
24.6
0
0

18
29.5
0
0

3.59

13,5

1.89

2

61
100
9
100
61
100
9
100
61
100
9
100
61
100
9
100
61
100
9
100
61
100
9
100

176

11.

Your school library is a valuable
source for finding information
concerning the problems of black
Americans.

TABLE J-10.— Continued.

Response

SA

A

N

D

SD

Mean

Rank

Total

3.34

7

2.33

7.5

61
100
9
100

Item3
15.

16.

17.

18.

19.

20.

The social studies program aids
students in analyzing racial
issues which they personally
feel are important.

SF
S%
TF
T%

3
4.9
2
22.2

14
23.0
5
55.6

16
26.2
0
0

15
24.6
1
11.1

13
21.3
1
11.1

The social studies program allows
for direct participation by students in planning the areas to be
covered when dealing with the
study of black Americans.

SF
S%
TF
T%

3
4.9
0
0

8
13.1
3
33.3

14
23.0
3
33.3

15
24.6
2
22.2

21
34.4
1
11.1

3.70

16.5

3.11

16

Tests given in connection with
the study of black Americans
do measure students1 knowledge
of the blacks' achievements and
accomplishments in American
society.

SF
S%
TF
T%

4
6,6
0
0

7
11.5
5
55.6

17
27.9
2
22.2

13
21.3
2
22.2

20
32.8
0
0

3.62

15

2.67

12

Papers written in connection with
the study of black Americans are
aimed at getting students to
analyze critical racial problems.

SF
S%
TF
T%

2
3.3
0
0

9
14.8
5
55.6

17
27.9
2
22.2

19
31.2
2
22.2

14
23.0
0
0

3.56

11

2.67

12

Good use of outside speakers is
SF
made in order to give opposing
S3
views to current racial problems. TF
T%

2
3.3
0
0

2
3.3
2
22.2

11
18.0
2
22.2

18
29,5
3
33.3

28
45,9
2
22.2

4,11

19

3.56

20

11
18.0
2
22.2

8
13.1
3
33.3

19
31.1
3
33.3

14
23.0
1
11,1

3.30

5

3,33

18

The study of black Americans
stimulates students to learn
more in this area outside of
class.

SF 9
s% 14.8

TF 0
T% 0

aNote: Statements have been edited,
and means rounded to the nearest hundredth.

61
100
9
100
61
100
9
100

61
100
9
100
61
100
9
100
61
100
9
100

rounded to the nearest tenth,