INFORMATION TO USERS

This material was produced from a microfilm copy of the original docum ent. While
the m ost advanced technological means to photograph and reproduce this docum ent
have been used, the quality is heavily dependent upon the quality of the original
subm itted.
The following explanation of techniques is provided to help you understand
markings or patterns which may appear on this reproduction.
1. The sign or "targ et" for pages apparently lacking from the docum ent
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 an image on the film is obliterated with a large round black mark, it
is an indication th at the photographer suspected that the copy may have
moved during exposure and thus cause a blurred image. You will find a
good image of the page in the adjacent frame.
3. When a map, drawing or chart, etc., was part of the material being
photographed the photographer followed a definite m ethod in
"sectioning" the material. It is custom ary 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 th at the textual content is of greatest value,
however, a som ewhat 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 Departm ent, giving the catalog num ber, title, author and
specific pages you wish reproduced.
5. PLEASE NOTE: Some pages may have indistinct print. Filmed as
received.

Xerox University Microfilms
300 N orth Z o eb R oad
Ann A rb o r. M ic h ig a n 4 810 6

74-6031
DUAL, P e te r A lf r e d , 1946TUE BLACK EDUCATORS IN MIQIIGAN PUBLIC SCHOOLS:
ANALYSIS OF SELECTED DB40GRAPHIC CHARACTERISTICS.
M ichigan S ta t e U n iv e r s it y , P h . D . , 1973
E d u c a tio n , c u rricu lu m d evelop m en t

U niversity Microfilms, A XEROX C om pany , A n n Arbor, M ichigan

THE BLACK EDUCATORS IN MICHIGAN PUBLIC SCHOOLS:
ANALYSIS OF SELECTED DEMOGRAPHIC
CHARACTERISTICS
By
P e t e r A. Dual

A THESIS
Submi t t e d t o
M ichigan S t a t e U n i v e r s i t y
in p a r t i a l f u l f i l l m e n t o f th e requirem ents
f o r th e degree of
DOCTOR OF PHILOSOPHY
C o lleg e o f E ducation
1973

ABSTRACT
THE BLACK EDUCATORS IN MICHIGAN PUBLIC SCHOOLS:
ANALYSIS OF SELECTED DEMOGRAPHIC
CHARACTERISTICS
By
P e t e r A. Dual

The p u r p o s e s o f t h i s s t u d y w e r e t o ;

(1) d e s c r i b e t h e Black e d u c a t o r

i n M i c h i g a n P u b l i c S c h o o l s u $ i n g s e l e c t e d d e m o g r a p h i c c h a r a c t e r i s t i c s ; and
( 2 ) t o c om pare B l a c k e d u c a t o r s t o a l l

o t h e r e d u c a t o r s in t h e S t a t e o f

M i c h i g a n u s i n g t h e same c h a r a c t e r i s t i c s .
school y e a r s ;

The d a t a a r e e x a m i n e d o v e r t h r e e

1 9 6 8 - 6 9 , 1 9 6 9 - 7 0 an d 1 9 7 0 - 7 1 .

The p o p u l a t i o n u s e d 1n t h i s s t u d y c o n s i s t e d o f a l l
educators

(K-12) i n t h e S t a t e o f M i c h i g a n :

p rin c ip a ls, counselors,

teach ers.p rin cip als, a s s is ta n t

l ib r a r ia n s , school s o c ia l w orkers,

superin tend en ts, co n su ltan ts, coo rdinators, su p erv iso rs,
t h e r a p i s t s an d d 1 a g n o s t i c i a n $

p sy ch o lo g ists,
directo rs,

speech

s e r v i n g K-12 s c h o o l a c t i v i t i e s .

The i n s t r u m e n t u s e d a s a b a s i s f o r t h i s
P u b lic School P e rso n n e l

pub lic school

s t u d y was t h e M i c h i g a n

R e g i s t e r , 1 9 6 8 - 6 9 , 1 9 6 9 - 7 0 an d 1 9 7 0 - 7 1 .

The

r e g i s t e r was d e v e l o p e d by t h e M i c h i g a n D e p a r t m e n t o f E d u c a t i o n w i t h t h e
a s s i s ta n c e o f In d iv id u a l school d i s t r i c t s th ro u g h o u t th e S t a t e o f
Mi c h i g a n .

P e te r A. Dual

S alary:
educators

T h e r e was a h i g h e r p r o p o r t i o n o f B l a c k t h a n N o n-B lack

i n t h e s a l a r y r a n g e s o f $ 1 1 , 0 0 0 - $ l 5 , 9 9 9 and $ 2 6 , 0 0 0 +

P reparation:

A lower p r o p o r t i o n o f Black than Non-Black e d u c a t o r s

in M ichigan

P u b l i c s c h o o l s w er e p r e p a r e d by i n - s t a t e i n s t i t u t i o n s .

--27.97% o f

a l l Black e d u c a to rs

p r e p a r e d by

one s t a t e i n s t i t u t i o n o f h i g h e r

— 50.88% o f

a l l Black e d u c a to rs

i n M ic h i g a n P u b l i c s c h o o l s h a v e

b een

education.

i n M ic h i g a n P u b l i c s c h o o l s w e r e

prepared

by o u t - o f - s t a t e i n s t i t u t i o n s , w h i l e 18.68% o f a l l N o n - B la c k e d u c a t o r s
were p r e p a r e d o u t - o f - s t a t e .
D egree:

A s l i g h t l y h i g h e r p r o p o r t i o n o f B l a c k t h a n N o n - B la c k

e d u c a t o r s h e l d B a c h e l o r s an d M a s t e r s d e g r e e s , w h i H a l o w e r p r o p o r t i o n
o f B lack th a n Non-Black e d u c a t o r s were r e p r e s e n t e d i n a l l

o th e r degree

categories.
Teaching M ajors:

A h i g h e r p r o p o r t i o n o f B l a c k t h a n N o n - B la c k

e d u c a t o r s m a j o r e d i n B u s i n e s s E d u c a t i o n , Home E c o n o m ic s , H e a l t h and
P h y sical Education,

Special E ducation.

Black e d u c a to rs were u n d e r ­

r e p r e s e n t e d 1n a l l o t h e r m a j o r s .
T eaching M inors:
A h i g h e r p r o p o r t i o n o f B l a c k t h a n N o n - B la c k e d u c a t o r s m i n o r e d
in S p e c ia l E ducation.
Assignm ent L e v e l :
A h i g h e r p r o p o r t i o n o f B l a c k t h a n N o n - B la c k e d u c a t o r s w e r e
assig n ed to the le v e l

o f a l l g r a d e s . E l e m e n t a r y , J u n i o r H igh a n d

C e n t r a l A d m i n i s t r a t i o n ; w h i l e t h e r e was a s m a l l e r p r o p o r t i o n o f B l a c k
t h a n N o n - B l a c k e d u c a t o r s a s s i g n e d t o t h e l e v e l o f S e n i o r H ig h and a
c o m bined c a t e g o r y o f J u n i o r and S e n i o r H igh.

P e te r A. Dual

F r e q u e n c y d i s t r i b u t i o n s w er e g e n e r a t e d t o o b t a i n mean f r e q u e n c y
c o u n t s and a s s o c i a t e d p e r c e n t a g e s f o r e a c h c h a r a c t e r i s t i c s e l e c t e d f o r
observation.

S u b s e q u e n t d e s c r i p t i o n s and c o m p a r i s o n s o f B l a c k e d u c a t o r s

w e r e made by e s t a b l i s h i n g g r o u p p r o p o r t i o n s

fo r each c e ll p e r t in e n t to

a variable of in te re s t.
The p r e s e n t s t u d y , b e i n g d e s c r i p t i v e i n n a t u r e f o r a t o t a l
p o p u l a t i o n , p r o v i d e s d a t a n e c e s s a r y to c o n t r a s t t h e two s u b - p o p u l a t i o n s
( B l a c k e d u c a t o r s an d N o n-B lack e d u c a t o r s ) on t h e f o l l o w i n g d e m o g r a p h ic
ch aracteristics:
of preparation

race, sex, age,

l o c a t i o n by c o u n t y , s a l a r y ,

( in - s ta te or o u t-o f s ta t e ) ,

degree s t a t u s ,

in stitu tio n

te a c h in g m ajor,

te a c h in g m inor, assignm ent l e v e l , e x p erien ce, c e r t i f i c a t i o n ,

teaching

a s s i g n m e n t , a d m i n i s t r a t i v e a s s i g n m e n t , a d m i n i s t r a t i v e e x p e r i e n c e and
a d m in is tr a tiv e degree s t a t u s .
Follow ing a r e surmary s ta te m e n ts o f the f in d i n g s i n each area
m e n t i o n e d ab o v e :
Race:

B la ck e d u c a t o r s

in t o t a l — of three years re p re s e n t

2 1 , 1 3 6 o b s e r v a t i o n s w h i c h a c c o u n t s f o r 7.05% o f a l l e d u c a t o r s i n M ich ig an
P u b l i c Schools 1968-71.
Sex:

T h e r e i s a r e l a t i v e l y l a r g e r p r o p o r t i o n o f B l a c k f e m a le s

t o m a l e s t h a n N on-Black f e m a l e s t o m a le s .
Age:

B lack e d u c a t o r s w e r e p r o p o r t i o n a t e l y h i g h e r i n t h e age

c a te g o r ie s o f 28-51.
L ocation:

The m a j o r i t y o f Black e d u c a t o r s w e r e g e n e r a l l y

l o c a t e d i n Wayne C o u n ty .

A r e l a t i v e l y h i g h e r p r o p o r t i o n o f B lack t h a n

N o n - B la c k e d u c a t o r s w er e a l s o l o c a t e d i n t h e c o u n t i e s o f G e n e s e e , Lake
and S agin aw .

A p p r o x i m a t e l y 49 c o u n t i e s r e c o r d a c o m p l e t e d e f i c i t o f

Black e d u c a t o r s .

P e te r A. Dual

E xperience:

T h e r e was a h i g h e r p r o p o r t i o n o f B l a c k t h a n Non-

B lack e d u c a t o r s w i t h 1-15 y e a r s e x p e r i e n c e , w h i l e t h e r e was a low er
p r o p o r t i o n o f B l a c k t h a n N o n - B la c k e d u c a t o r s i n a l l o t h e r c a t e g o r i e s .
C ertificatio n :

T he re was a h i g h e r p r o p o r t i o n o f B lack th an

Non- Blac k e d u c a t o r s r e p o r t e d i n t h e c e r t i f i c a t e c a t e g o r i e s o f C e r t i f i c a t e
n o t r e q u i r e d ; Elem entary P r o v i s i o n a l ; E lem entary Perm anent; Secondary
P r o v i s i o n a l and S u b s t i t u t e P e r m i t f o r f u l l - t i m e p e r s o n n e l .

T h e re was

a s m a l l e r p r o p o r t i o n o f B lack t h a n N on-Black e d u c a t o r s i n a l l

other

categories.
Teaching A ssignm ent:

T h e r e was a h i g h e r p r o p o r t i o n o f Blac k

t h a n Non -B la ck e d u c a t o r s a s s i g n e d t o t h e a r e a s o f S c i e n c e ; B u s i n e s s
E d u c a t i o n ; M u s i c ; Home Ec onom ics ; H e a l t h an d P h y s i c a l E d u c a t i o n ;
M i s c e l l a n e o u s ; an d S p e c i a l E d u c a t i o n .

T h e r e was a lo w e r p r o p o r t i o n o f

B l a c k t h a n Non -B la ck e d u c a t o r s i n a l l o t h e r c a t e g o r i e s .
A d m in is tr a tiv e A ssignm ent:

T h e r e was a h i g h e r p r o p o r t i o n o f

B l a c k t h a n N on-Black a d m i n i s t r a t o r s w i t h t h e a s s i g n m e n t s o f P l a n t and
F a c i l i t i e s ; Employed P e r s o n n e l ; S e c o n d a r y A s s i s t a n t P r i n c i p a l ; E l e m e n t a r y
A s s i s t a n t P r i n c i p a l ; C o o r d in a to r o f S u b j e c t Area; Elem entary S u p e rv is o r
and Secondary S u p e r v is o r .

T h e re was a l o w e r p r o p o r t i o n o f B l a c k t h a n

Non- Black a d m i n i s t r a t o r s i n a l l o t h e r a s s i g n m e n t s .
A d m in istra tiv e Experience:

T h e re was a h i g h e r p r o p o r t i o n o f

B l a c k t h a n N on- Black a d m i n i s t r a t o r s i n t h e e x p e r i e n c e c a t e g o r i e s o f 1-15
years w hile th e re

was a l o w e r p r o p o r t i o n o f B la c k t h a n Non-Black

ad m in istrato rs in a ll o th er c a te g o rie s.
A d m i n i s t r a t i v e Degree S t a t u s :

T h e r e was a h i g h e r p r o p o r t i o n o f

B l a c k t h a n N on- Black a d m i n i s t r a t o r s h o l d i n g
w h i l e t h e r e was a

B a c h e l o r s and M a s t e r s d e g r e e s ;

l o w e r p r o p o r t i o n o f B l a c k t h a n Non-Black e d u c a t o r s i n

a l l o th e r degree c a te g o r ie s .

PREFACE

"Amer ica c a n ' t r e s t u n t i l we have one d e f i n i t i o n o f m a n ."
. . . .

J e sse Jackson

P u b l i c s c h o o l s an d t h e i r a d m i n i s t r a t o r s m u s t a s s e r t b o l d l y t h a t
e d u c a t i o n mu st d a r e t o c h a l l e n g e and c h a n g e s o c i e t y to w a r d s o c i a l
j u s t i c e as t h e b a s i s f o r d e m o c r a t i c s t a b i l i t y .
T h e r e r e m a i n s t h e d i s t u r b i n g q u e s t i o n - - a most r e l e v a n t q u e s t i o n
p r o b a b l y too p a i n f u l f o r e d u c a t o r s t h e m s e l v e s t o a s k - - w h e t h e r t h e
s e l e c t i o n p r o c e s s i n v o l v e d i n t r a i n i n g an d p r o m o t i n g e d u c a t o r s
and a d m i n i s t r a t o r s f o r o u r p u b l i c s c h o o l s e m p h a s i z e s q u a l i t i e s
o f p a s s i v i t y , c o n f o r m i t y , c a u t i o n , s m o o t h n e s s , and s u p e r f i c i a l
a f f a b i l i t y r a t h e r th a n b o l d n e s s , c r e a t i v i t y , s u b s t a n c e , and t h e
a b i l i t y t o demand and o b t a i n t h o s e t h i n g s which a r e e s s e n t i a l f o r
s o l i d and e f f e c t i v e p u b l i c e d u c a t i o n f o r a l l c h i l d r e n .
I f the
f o r m e r i s t r u e and i f we a r e d e p e n d e n t upon t h e p r e s e n t e d u c a t i o n a l
e s t a b l i s h m e n t , t h e n a l l h opes f o r t h e i m p e r a t i v e r e f o r m s which
must be made so t h a t c i t y p u b l i c s c h o o l s can r e t u r n t o a l e v e l o f
i n n o v a t i o n and e x c e l l e n c e a r e r e d u c e d t o a minimum, i f n o t t o t a l l y
elim in ated .*
Dr.

Kenneth B. C l a r k

♦Taken from t h e a r t i c l e " A l t e r n a t i v e P u b l i c School S y s t e m s , "
H a r v a r d E d u c a t i o n a l R eview , Vo l. 38, No. 1 ( W i n t e r 1 9 6 8 ) , p. 100.

DEDICATION
D e d i c a t e d t o my b e l o v e d . . . T o n i .
and Jerm aine.

Mom, Dad, L l o y d , P a t

W i t h o u t them a c h i e v e m e n t s would n o t hav e b e e n p o s s i b l e .

iii

ACKNOWLEDGEMENTS

A p p r e c i a t i o n i s e x t e n d e d t o Dr. C h a r l e s B la c k m a n , my d o c t o r a l
committee chairm an,

fo r his f a c i l i t a t i o n

and g u i d a n c e t h r o u g h o u t my

d o c t o r a l p r o g ra m .
A very sp ecial

t h a n k you i s e x t e n d e d t o ; Dr. Thomas Gu nnings

f o r h i s s u p p o r t , encouragem ent, and t r a i n i n g

which h av e d e e p l y

i n f l u e n c e d my p a t h t o w a r d e d u c a t i o n a l a c h i e v e m e n t .
Dr. J o s e p h M cM illan f o r h i s s e r v i n g as a r e s o u r c e p e r s o n ,
as w e l l

a s , a c t i v e r o l e model i n f l u e n c i n g my c a r e e r g o a l s i n E d u c a t i o n .
Dr. Bob W i n b o m , f o r h i s s t r o n g s u p p o r t and l e a d e r s h i p

i n c o u n s e l i n g and g u i d a n c e which h a s f a c i l i t a t e d a n o t h e r p e r s p e c t i v e
i n h e l p i n g and c a r i n g a b o u t o t h e r s .
My s i n c e r e t h a n k s and r e s p e c t a r e o f f e r e d t o Dr. Lawrence
L e z o t t e f o r h i s e n c o u r a g e m e n t , s u p p o r t , and a s s i s t a n c e w i t h t h e
statistical

d e s i g n o f t h e s t u d y and a n a l y s i s o f d a t a .

The f o r e m e n t i o n e d have d e e p l y a f f e c t e d my l i f e by s e t t i n g
e x a m p le s o f u t m o s t q u a l i t y i n l e a d e r s h i p i n t h e i r r e s p e c t i v e a r e a s .
L a s t , b u t by no means l e a s t ,

I owe much t o t h e f o l l o w i n g

p e r s o n s whom have c o n t r i b u t e d e n c o u r a g e m e n t , u n d e r s t a n d i n g and s u p p o r t ;
Dr. R o b e r t G r e e n , Dr. P a t P a t t e r s o n , Dr. C h a r l e s W a r f i e l d , Dr . James
R u s t , Mr. J e r r y F l o w e r s , Mr. Herman Coleman, Mr. Donald E n s l e y , Ms. Ruby
K i n g , Mr.

O c i e M i t c h e l l , Dr. C h a r l e s W i l l i a m s , Mr. Gay lo n Burham,

Mr. W a l t e r F a r r e l , Mr. A1 M a r t i n , and Mr. Amos J o h n s o n .
iv

TABLE OF CONTENTS
Page
vii

L i s t o f T a b l e s ...............................................................
CHAPTER
I.

II.

III.

IV.

INTRODUCTION

................................................................................................................

1

P u r p o s e o f t h e S t u t j y .......................................................................................
Need f o r t h e S t u d y ............................................................................................
L i m i t a t i o n o f t h e S t u d y ..................................................................................
Research Q u e s tio n s
.......................................................................................
D e f i n i t i o n o f T e r m s ............................................................................................
O r g a n i z a t i o n o f t h e S t u d y .............................................................................

5
5
5
8
9
11

REVIEW OF THE L IT E R A T U R E ...................................................................................

12

P u b l i c S c h o o l R a c i a l Census R e p o r t s .........................................................
S t a t u s R e p o r t s on P u b l i c Schoo l E d u c a t o r s ..........................................
N a t i o n a l a n d Local R e p o r t s on E d u c a t o r s D i s p l a c e m e n t
F a c t o r s ....................................................................................................................
R e p o r t s on Some M a j o r I s s u e s A f f e c t i n g t h e B l a c k P u b l i c
S ch ool P o p u l a t i o n .......................................................................................
S u p p ly a n d D e m a n d ............................................................................................

13
15

20
26

DESIGN OF THE STUDY..................................................................................................

33

S e l e c t i o n o f t h e P o p u l a t i o n .........................................................................
D e s c r ip tio n o f th e P o p u la tio n andS u b -P o p u latio n
.........................
I n s t r u m e n t a t i o n ......................................................................................................
Data C o l l e c t i o n ......................................................................................................
A n a l y s i s o f D a t a .................................................................................................
T r e a t m e n t o f D a t a .................................................................................................

33
34
34
35
35
36

ANALYSIS OF F I N D I N G S .............................................................................................

37

Summary
V.

....................................................................................................................

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

16

65

.............................................

67

Review o f t h e S tu d y
.......................................................................................
Summary o f t h e F i n d i n g s ..................................................................................
D i s c u s s i o n a n d I m p l i c a t i o n s o f t h e Study ..........................................
Recommendations ......................................................................................................

67
69
80
82

v

TABLE OF CONTENTS (C o n tin u ed )

CHAPTER

Page

APPENDICES..........................................................................................................................................

80

A p p e n d ix A - L e t t e r o f T r a n s m i t t a l f o r M i c h i g a n P u b l i c S c h o o l
P e r s o n n e l R e g i s t e r a n d Data Codes
...........................................................................

89

App endix B - S u p p l e m e n t a l T a b l e s ..................................................................................

94

A p p e n d ix C - J o i n t S t a t e m e n t o f M ic h i g a n S t a t e B o a r d o f E d u c a t i o n
and M ic h i g a n C i v i l R i g h t s Commission on E q u a l i t y o f E d u c a t i o n a l
O p p o r t u n i t y ...........................................................................................................................

116
118

REFERENCES

vi

LIST OF TABLES

TABLE
1.

Page
P r e l i m i n a r y A n a l y s i s o f t h e 1968 - 6 9 S c h o o l R a c i a l Cen sus :
P r o f e s s i o n a l S t a f f .......................................................................................

13

2.

Scho ol R a c i a l - E t h n i c Census 1 9 6 9 - 7 0 :

3.

D i s t r i b u t i o n o f E d u c a t o r s i n M ic h i g a n P u b l i c S c h o o l s by Race,
Sex and Y e a r s :
1 9 6 8 - 6 9 , 1 9 6 9 - 7 0 and 1970-71 ..................................

38

D i s t r i b u t i o n o f A d m i n i s t r a t o r s i n M ic h i g a n P u b l i c S c h o o l s
by Race, Sex an d Y e a r :
1 9 6 8 - 6 9 , 1 9 6 9 - 7 0 , an d 1970-71
. . .

39

4.
5.
6.

P rofessional S ta ff . . .

14

D i s t r i b u t i o n o f t h e Mean Number o f E d u c a t o r s i n M ic hig an
P u b l i c S c h o o l s 1968-71 by Race a n d A g e .......................................

40

D i s t r i b u t i o n o f E d u c a t o r s i n M ic h i g a n P u b l i c S c h o o l s by
Y e a r , Rac e, S e x , a n d C o u n t y , 1 9 6 8 - 6 9 , 1 9 6 9 - 7 0 a n d . 1 9 7 0 - 7 1 .

.

42

D i s t r i b u t i o n o f t h e Mean Number o f E d u c a t o r s 1n M ic higan
P u b l i c S c h o o l s 1968-71 by Race an d S a l a r y
.......................................

52

D i s t r i b u t i o n o f t h e Mean Number o f E d u c a t o r s i n M ic higan
P u b l i c S c h o o l s 1968-71 by Race and S t a t u s o f P r e p a r a t i o n . .

53

D i s t r i b u t i o n o f t h e Mean Number o f E d u c a t o r s 1n M ic h ig a n
P u b l i c S c h o o l s by Race and I n s t i t u t i o n o f P r e p a r a t i o n
. . .

53

10.

E d u c a t o r P r e p a r a t i o n ................................................................................................

54

11.

B l a c k and N o n-B lack E d u c a t o r s I n s t i t u t i o n s o f P r e p a r a t i o n
Over a T h r e e Y e a r P e r i o d .........................................................................

7.
8.
9.

12.
13.
14.
15.
16.
17.

55

D i s t r i b u t i o n o f t h e Mean Numbers o f E d u c a t o r s i n M ic higan
P u b lic Schools
1968-71 by Race a nd Deg ree S t a t u s ..........................

56

D i s t r i b u t i o n o f t h e Mean Numbers o f E d u c a t o r s i n M ic higan
P u b lic Schools
1968-71 by Race an d T e a c h i n g m a j o r s .....................

57

D i s t r i b u t i o n o f t h e Mean Number o f E d u c a t o r s i n M ic higan
P u b lic Schools
1968-71 by Race and T e a c h i n g Minors .....................

58

D i s t r i b u t i o n o f t h e Mean Number o f E d u c a t o r s i n M ic higan
P u b lic Schools
1968-71 by Race a nd A s s i g n m e n t Level
. . . .

59

D i s t r i b u t i o n o f t h e Mean Number o f E d u c a t o r s i n M ic h ig a n
..............................
P u b lic Schools
1968-71 by Race a nd E x p e r i e n c e

60

D i s t r i b u t i o n o f t h e Mean Number o f E d u c a t o r s i n M ic h ig a n
P u b lic Schools
1968-71 by Race an d Type o f C e r t i f i c a t i o n

61

vii

. .

LIST OF TABLES

TABLE
18.
19.

20.
21.
22.
23.
24.

25 .
26.
27.
28.
29 .
30.
31.
32.

33.
34.

Page
D i s t r i b u t i o n o f t h e Mean Number o f E d u c a t o r s i n M ic h i g a n
P u b l i c S c h o o l s 1968-71 by Race and T e a c h i n g A s s i g n m e n t . . .

62

D i s t r i b u t i o n o f t h e Mean Number o f A d m i n i s t r a t o r s i n
M ic h i g a n P u b l i c S c h o o l s 1968-71 by Race and A d m i n i s t r a t i v e
Level o f A s s i g n m e n t
.........................................................................................

63

D i s t r i b u t i o n o f t h e Mean Number o f A d m i n i s t r a t o r s i n M ic higan
.............................
P u b l i c S c h o o l s 1968-71 by Race and E x p e r i e n c e

64

D i s t r i b u t i o n o f t h e Mean Number o f A d m i n i s t r a t o r s i n M ic h ig a n
P u b l i c S c h o o l s 1968-71 by Race and Degree S t a t u s ...........................

65

F r e q u e n c y D i s t r i b u t i o n o f E d u c a t o r s i n M ic h ig a n P u b l i c S c h o o l s
by R ac e, S e x , Age and Year 1968-71 ..........................................................

95

F r e q u e n c y D i s t r i b u t i o n o f E d u c a t o r s i n M ic h i g a n P u b l i c S c h o o l s
by R a c e , S e x , S a l a r y and Y e a r 1968-71

96

F r e q u e n c y D i s t r i b u t i o n o f E d u c a t o r s i n M ic h ig a n P u b l i c S c h o o l s
by R a a e , S e x , I n - S t a t e / O u t - S t a t e P r e p a r a t i o n , M a jo r I n S t a t e I n s t i t u t i o n s , and Y ea r 1968-71.......................................................

97

Frequency D i s t r i b u t i o n o f
E d u c a t o r s 1n M ic h ig a n P u b l i c S c h o o l s
by R a c e , S e x , Degree S t a t u s an d Y e a r 1968-71 ..................................

98

F r e q u e n c y D i s t r i b u t i o n o f E d u c a t o r s i n M ic h i g a n P u b l i c S c h o o l s
by R a c e , S e x , T e a c h i n g M a jo r an d Year 1968-71

99

F r e q u e n c y D i s t r i b u t i o n o f E d u c a t o r s i n M ic higan P u b l i c S c h o o l s
by R a c e , S e x , T e a c h i n g M inor and Y ea r 1968-71

101

F r e q u e n c y D i s t r i b u t i o n o f E d u c a t o r s 1n M ic h i g a n P u b l i c S c h o o l s
by R ac e, S e x , A s s i g n m e n t Le vel and Y ear 1968-71

103

F r e q u e n c y D i s t r i b u t i o n o f E d u c a t o r s i n M ic h ig a n P u b l i c S c h o o l s
by R ac e, S e x , E x p e r i e n c e and Year s 1968-71 ............................................

104

F r e q u e n c y D i s t r i b u t i o n o f E d u c a t o r s i n M ic h ig a n P u b l i c S c h o o l s
by R a c e , S e x , Type o f C e r t i f i c a t e an d Y ear 1968-71
......................

105

F r e q u e n c y D i s t r i b u t i o n o f E d u c a t o r s i n M ic h ig a n P u b l i c S c h o o l s
by R a c e , S e x , T e a c h i n g A s s ig n m e n t and Y e a r 1968-71...... .......................

106

F r e q u e n c y D i s t r i b u t i o n o f A d m i n i s t r a t o r s i n M ic h ig a n P u b l i c
S c h o o l s by R a c e , S e x , A d m i n i s t r a t i v e Level o f A s s i g n m e n t and
Y ear 1968-71 ....................................................................................................................

108

F r e q u e n c y D i s t r i b u t i o n o f A d m i n i s t r a t o r s i n M ic h ig a n P u b l i c
S c h o o l s by R ac e, S e x , E x p e r i e n c e a n d Year 1968-71 . . . . .

H°

F r e q u e n c y D i s t r i b u t i o n o f A d m i n i s t r a t o r s i n M ic h ig a n P u b l i c
S c h o o l s by R a c e , S e x , Degr ee S t a t u s an d Y e a r 1968-71 . . . .

HI

vi i i

LIST OF TABLES (Continued)

TABLE
35.

36.

37.

38.

Page
R ank ing o f t h e P e r c e n t a g e o f M i n o r i t y S t u d e n t P o p u l a t i o n i n
M ic h ig a n D i s t r i c t s C o n t a i n i n g At L e a s t One S chool w i t h
More t h a n 50% M i n o r i t y S t u d e n t P o p u l a t i o n D u r i n g 1970-71 . .

112

Rank ing o f t h e P e r c e n t a g e o f M i n o r i t y T e a c h e r s i n M ic h i g a n
D i s t r i c t s C o n t a i n i n g a t L e a s t One S ch ool w i t h More t h a n
50% M i n o r i t y S t u d e n t P o p u l a t i o n i n 1970-71 ........................................

113

R anki ng o f t h e P e r c e n t a g e Change Needed i n S t a f f Makeup t o
B a l a n c e M i n o r i t y S t u d e n t P o p u l a t i o n i n M ic h ig a n D i s t r i c t s
w i t h a t L e a s t one S c h o o l w i t h More t h a n 50% M i n o r i t y
S t u d e n t P o p u l a t i o n Dur ing 1970-71 ...........................................................

114

M i n o r i t y S t a f f Members Needed t o A c h ie v e B a l a n c e Between
M i n o r i t y S t u d e n t s an d M i n o r i t y S t a f f Members In M ic h i g a n
D i s t r i c t s w i t h a t L e a s t One School w i t h More th a n 50%
M i n o r i t y S t u d e n t P o p u l a t i o n Dur ing 1970-71 ........................................

115

ix

CHAPTER I

INTRODUCTION

E ducational i n s t i t u t i o n s ,

o r g a n i z a t i o n s and g o v e r n m e n t a g e n c i e s

hav e s t a t e d c o n c e r n i n t h e p a s t few y e a r s a b o u t t h e a c h i e v e m e n t o f e q u a l
educational opp o rtu n ity .

S u b s e q u e n t r e s e a r c h and l i t e r a t u r e h av e f o c u s e d

on s t u d e n t s by r a c e , b u t l e s s a t t e n t i o n has f o c u s e d on t h e r a c i a l
com position o f p u b l ic school s t a f f s .
The r e s e a r c h o f Coleman, Moynihan and J e n k s h a s p r o d u c e d
d i s s o n a n c e t o w a r d s r a c e r e l a t i o n s i n e d u c a t i o n as w e l l a s among t h e
general p u b lic .

An i n f l u e n t i a l s e g m e n t o f t h e p u b l i c a p p e a r s t o h a v e o v e r

s i m p l i f i e d t h e c o n c l u s io n s o f t h e i r r e s e a r c h to r e i n f o r c e th e s t a t u s quo.
They t e n d t o o b s e r v e o n l y t h a t t h e s t u d i e s c o n t i n u a l l y h i g h l i g h t t h e
i n f e r i o r i t y o f m i n o r i t y g r o u p s i n c o n p a r l s o n t o t h e m a j o r i t y and n e g a t e s
t h e c o n s e q u e n t i a l e f f e c t s o f p r o c e s s e s ( d e s e g r e g a t i o n ) an d e n v i r o n m e n t
(educators, m a te ria ls ,

facilities

and r e s o u r c e s ) on a c h i e v e m e n t o f

e q u a lity o f educational o p portunity.
T h u s , l e a d e r s o f m i n o r i t y g r o u p s and w h i t e l i b e r a l

leaders

e m p h a s i z e e v i d e n c e o f i n e q u a l i t y on t h e one h a n d , w h i l e i n f l u e n t i a l
members o f t h e m a j o r i t y g r o u p c i t e c o u n t e r e v i d e n c e on t h e o t h e r .

The

c o n s e r v a t i v e m a j o r i t y , w is h in g to m a i n t a i n c o n t r o l , sim p ly a c c e p t s in f o r m a tio n
which s u p p o r t s t h e p r e s e n t s i t u a t i o n .

Others s i n c e r e l y s e e k in g o b j e c t i v i t y

a r e c o n f u s e d a s t o how o r w h a t t o t h i n k and f e e l
1

regarding r a c ia l

issues.

2
The above p e r s p e c t i v e i s n o t h i n g new, b u t i t i s n e c e s s a r y t o
u n d e r s t a n d i t b e f o r e a t t e m p t i n g t o vi ew t h e "American Dream" o f Equal
E ducational O p p o rtu n ity as a m u ltid im e n sio n a l goal.
In d e a l i n g w i t h t h e p r o b l e m s o f a c h i e v i n g e q u a l e d u c a t i o n a l
o p p o r t u n i t y one m ust b e v e r y aw are o f a l l
r e a l i z a t i o n o f such a g o a l.

t h a t m ight h i n d e r o r h e l p t h e

Some o f t h e s e t h i n g s a r e :

a) t h e s e g r e g a t i o n

o r d e s e g r e g a tio n o f s t u d e n t s and f a c u l t y , k in d e r g a r te n through c e r t i f i c a t i o n ,
b) t h e i n t e g r a t i o n and r e l e v a n c y o f c u r r i c u l u m m a t e r i a l s , f a c i l i t i e s ,
and o t h e r r e s o u r c e s , a n d c ) t h e a d m i s s i o n ,

in itia l preparation, grad u atio n ,

em p lo y m e n t, p r o m o t i o n and p r o f e s s i o n a l d e v e l o p m e n t o f Blac k E d u c a t o r s .
C o n s i d e r i n g a , b , o r c o f t h e ab ove i n d i v i d u a l l y
provide a p a r t i a l

fu lfillm en t,

for i t is

w ill only

th e com bination o f a l l o f th e

above a s p e c t s t h a t c r e a t e s a n e c e s s a r y c o n d i t i o n f o r a c h i e v e m e n t o f
e q u a l e d u c a t i o n a l o p p o r t u n i t y i m p l i e d by s u c h a u t h o r s and r e s e a r c h e r s
as:

D ye r, K a t z , P e t t i g r e w , W i l s o n , B o w l e s , C l a r k , Cohen, Day, A y e r s .

S u l l i v a n , K ohl, Coleman, M o y n ih a n , F a n t i n i , G r e e n , L e z o t t e and M c M i l l i a n . ^
Concern f o r s e e k i n g s o l u t i o n s t o t h e p r o b le m o f e q u a l i t y o f
e d u c a t i o n a l o p p o r t u n i t y m u s t be s h a r e d by a l l p e r s o n s who p a r t i c i p a t e i n
th e p ro cess o f e d u c a tio n u n d e r the le a d e r s h ip o f the s t a t e board o f
education.
Pursuant w ith th e goal o f e q u a l i t y of educational o p p o r tu n ity ,
c o n s i d e r a t i o n must be g i v e n t o t h e m o n i t o r i n g o f Black and o t h e r m i n o r i t y
g r oup e d u c a t o r s a s t h e s e r e l a t e t o :

a) q u a l i t y e d u c a tio n f o r a m u l t i ­

e t h n i c s o c i e t y , b) k e e p i n g o u r e d u c a t i o n a l p r o f e s s i o n "open" a s a
c a r e e r c h o i c e , and c) s e e k i n g t o make o u r e d u c a t i o n a l p r o f e s s i o n r e p r e ­
s e n t a t i v e o f t h e w o r l d i n w h i c h we l i v e .
*See r e f e r e n c e s f o r d e t a i l e d l i s t i n g .

3
Growth o f t h e B l a c k p r o f e s s i o n a l e d u c a t o r p o p u l a t i o n i s a
n e c e s s a r y c o n d itio n f o r r e a c h i n g the goal o f e d u c a t i o n a l o p p o r t u n i t y f o r
students.
P e r h a p s , b e c a u s e e d u c a t i o n a l a d m i n i s t r a t o r s have o f t e n e r r o n e o u s l y
b e l i e v e d t h a t s u r v e y s o f t e a c h i n g s t a f f t o d e t e r m i n e r a c i a l com­
p o s i t i o n a r e c o n t r a r y t o f a i r employment p r a c t i c e s , l e g i s l a t i o n
o r provisions o f c i v i l r i g h t s s t a t u t e s , r e l a t i v e l y l i t t l e a c c u ra te
i n f o r m a t i o n seems t o b e a v a i l a b l e c o n c e r n i n g s t a f f d e p l o y m e n t by
r a c e , a l t h o u g h many e d u c a t o r s assume a p o s i t i v e v a l u e f o r s t u d e n t s
.
who have t e a c h e r s f r o m a v a r i e t y o f r a c i a l and c u l t u r a l b a c k g r o u n d s .
Each s t a t e m u s t c a r e f u l l y c o n s i d e r t h e d e g r e e t o w h i c h e q u a l i t y o f
e d u c a t i o n a l o p p o r t u n i t y o f p u b l i c s c h o o l s t u d e n t s and s t a f f h a s b een
achieved in o rd e r to e s t a b l i s h

the

p r e s e n t pathology o f s e g r e g a tio n .

S t u d i e s o f R a c i a l m a k e - u p an d d i s t r i b u t i o n w i t h i n a n d a c r o s s t h e
s t a t e s w ould; (1) s e r v e a s b a s e s f o r e v a l u a t i n g l o c a l e f f o r t s

to so lv e

i n e q u i t i e s o f e d u c a t i o n a l o p p o r t u n i t y and employm ent; an d 2 ) c o n t r i b u t e
inform ation useful

t o o t h e r p u b l i c i n s t i t u t i o n s and t h e i r c o n s t i t u e n t s .

Teacher education I n s t i t u t i o n s ,
u s e f u l f o r such f a c t u a l

I n p a r t i c u l a r , would f i n d s u c h s t u d i e s

r e p o r t s w ould p e r m i t them t o e s t a b l i s h more

e f f e c t i v e a f f i r m a t i v e a c t i o n programs f o r th e r e c r u i t m e n t o f m in o r ity
s t u d e n t s and s t a f f ,
educators.

thus I n c r e a s i n g th e supply o f c e r t i f i e d m in o r ity

Colleges o f e d u c a t i o n ,

the l i f e lin e of p ro fe s s io n a l ed u catio n ,

a r e r e s p o n s i b le f o r a i d i n g s t a t e boards o f e d u c a tio n and o t h e r e d u c a tio n a l
a s so c ia tio n s in I d e n tif y in g r a c i a l

v o i d s t h a t must be f i l l e d

in o r d e r to

s tr e n g t h e n the p r o f e s s i o n as w ell as enhancing o t h e r r e l a t e d e d u c a tio n a l
s e r v ic e o f fe r e d to th e p u b l i c .
^ D e l l a - D o r a , Oelmo, Rac is m a n d E d u c a t i o n : A Review o f s e l e c t e d
l i t e r a t u r e r e l a t e d t o s e g r e g a t i o n , d i s c r i m i n a t i o n and o t h e r a s p e c t s o f
r a c i s m i n e d u c a t i o n , M i c h i g a n - Ohio R e g i o n a l E d u c a t i o n a l L a b o r a t o r y ,
1969, p. 29.

4
The q u e s t f o r e q u a l e d u c a t i o n a l o p p o r t u n i t y c a l l s

f o r the

d e v e l o p m e n t o f an e f f e c t i v e s y s t e m f o r e v a l u a t i n g and d e s c r i b i n g p u b l i c
school p e rso n n e l.

T h i s s t a t e m e n t on e v a l u a t i o n must c o n s i d e r t h e

a s s u m p t i o n s on w hich t h i s s t u d y was b a s e d :

a) t h e B l a c k e d u c a t o r i s

i m p o r t a n t a s a n e c e s s a r y c o n d i t i o n n o t o n l y t o Bla ck s c h o o l s , b u t
p r e d o m i n a n t l y t o w h i t e i n s t i t u t i o n s , and h i s r o l e w i l l be e s p e c i a l l y
c r i t i c a l w i t h i n t h e n e x t t e n y e a r s ; b) t h e s u p p l y of B la c k e d u c a t o r s
is e x tr e m e ly l i m i t e d because o f th e h i s t o r i c la c k o f o p p o r t u n i t y f o r both
t r a i n i n g a n d p l a c e m e n t - - a s i t u a t i o n now compounded, i r o n i c a l l y , w i t h
the c u r r e n t c o m p e titio n f o r c o n p e t e n t B la c k s ; c) th e Black e d u c a t o r
must p o s s e s s s k i l l s

t o cope n o t o n l y w i t h t h e normal d u t i e s a s s i g n e d , b u t

a l s o w i t h t h e s p e c i a l demands p l a c e d on him b e c a u s e o f h i s b l a c k n e s s .
F inally,

a q u o t a t i o n f r o m W. E. B. Dubois i n d i c a t e s t h a t t h e

s i t u a t i o n o f B l a c k s has n o t c h a n g e d d r a s t i c a l l y i n f i f t y - e i g h t y e a r s :
The i m m e d i a t e prog ra m o f t h e A mer ican Negro means n o t h i n g u n l e s s
i t i s m e d i a t e t o h i s g r e a t i d e a l an d t h e u l t i m a t e e n d s o f h i s
development . . . .
Only t h e p u b l i c a t i o n o f t h e t r u t h r e p e a t e d l y , i n c i s i v e l y an d un ­
c o m p r o m i s i n g l y can s e c u r e t h a t c h a n g e i n p u b l i c o p i n i o n w h ic h
w i l l c o r r e c t t h e s e awful l i e s . . . .
We m u s t w a t c h w i t h g r a v e s u s p i c i o n t h e a t t e m p t o f t h o s e who,
under th e g u is e o f v o c a tio n a l t r a i n i n g , should f o s t e r io n o ra n ce
and m e n i a l s e r v i c e o f t h e N e g r o f o r a n o t h e r g e n e r a t i o n . '

P u r p o s e o f t h e S tu d y
The p u r p o s e o f t h i s s t u d y i s t o :

(1) d e s c r i b e t h e Black

e d u c a t o r i n M ic h i g a n P u b l i c S c h o o l s u s i n g s e l e c t e d d e m o g r a p h i c c h a r a c ­
te ristic s;

and ( 2 ) compare B l a c k e d u c a t o r s t o a l l o t h e r e d u c a t o r s i n

^ D u b o i s , W. E. B , , "The I m m e d ia t e P rogra m o f t h e A mer ican N e g r o , "
The C r i s i s , A p r i l , 1919 ( V o l . I X ) , p p . 3 1 0 - 3 1 2 .

5
t h e s t a t e o f M ichigan u s i n g t h e s e same c h a r a c t e r i s t i c s .
a r e examined over th r e e s ch o o l y e a r s ;

T hese d a t a

1968- 69, 1 9 6 9 - 7 0 and 1 970-71,

to e s t a b l i s h c o n siste n c y and r e l i a b i l i t y

o f any t r e n d s ;

(3) provide data

t o be u s e d as a b a s e l i n e t o m e a s u r e p r o g r e s s , from y e a r t o y e a r ,
t o w a r d t h e g o a l o f e q u a l i t y o f e d u c a t i o n a l o p p o r t u n i t y and employment
f o r m i n o r i t y t e a c h e r s i n t h e S t a t e o f M ic h i g a n ; and ( 4 ) p r o v i d e d a t a t o
be a v a i l a b l e f o r p e r s o n s p l a n n i n g p r o g ra m s i n t e a c h e r e d u c a t i o n ,
em ployers of te a c h e r s , c a r e e r c o u n s e lo rs ,

for

r e c r u i t m e n t p e r s o n n e l and

o t h e r s i n t e r e s t e d 1n mak ing t h e e d u c a t i o n a l p r o f e s s i o n more r e p r e s e n ­
t a t i v e o f the population.
Need f o r t h e S tudy
The n eed f o r r e s e a r c h on e d u c a t i o n a l p o p u l a t i o n s s t r a t i f i e d by
r a c e h a s r e c e n t l y I n t e n s i f i e d b e c a u s e o f I n c r e a s e d c o n f l i c t s between
i n d i v i d u a l s and i n s t i t u t i o n s o v e r t h e I s s u e s o f i n t e g r a t i o n , s e g r e g a t i o n ,
d e s e g r e g a t i o n and o t h e r a l t e r n a t i v e s a f f e c t i n g s t u d e n t b o d i e s an d
educational s t a f f .
Subsequent needs i n o r d e r o f p r i o r i t y a r e ;
1.

th e ec on omic c o n d i t i o n s o f o u r s c h o o l s y s t e m s , c h a n g e s i n th e
b a l a n c e o f s u p p l y an d demand f o r t e a c h e r s an d c r i t i c a l d e s e g r e ­
g a t i o n p r o p o s a l s make i t l i k e l y t h a t many m i n o r i t y e d u c a t o r s
w i l l be r e l e a s e d o r t r a n s f e r r e d fro m t h e i r p r e s e n t j o b s .
This
s t u d y adds t o p r e v i o u s i n f o r m a t i o n c o n t r i b u t e d by s t u d i e s ,
s u r v e y s , and r e p o r t s ! t h a t a t t e m p t t o d e t e r m i n e t h e e x t e n t o f
" d i s p l a c e m e n t " an d i t s e f f e c t s on t h e B lack e d u c a t o r s p o p u l a t i o n
due t o new f i n a n c i a l o r d e s e g r e g a t i o n p r o g r a m s .

( a ) M ichigan E d u c a t i o n A s s o c i a t i o n , "The E f f e c t o f P i n k S l i p p i n g
on t h e Employment o f M i n o r i t i e s " from t h e D i v i s i o n o f M i n o r i t y A f f a i r s ,
May 2 5 , 1971.
( b ) 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 , R e p o r t o f t h e Task
F o r c e on Human R i g h t s . 1968 , p p . 4 7 - 5 5 .
(c) N atio n al E d u c a tio n Associa­
t i o n , F a c u l t y D e s e g r e g a t i o n . 1966.
( d ) Door, R o b in , " B l a c k S t u d e n t s ,
T e a c h e r s , P u sh e d Out o f P u b l i c E d u c a t i o n , " N a t i o n a l E d u c a t i o n P r e s s ,
R a d i o an d T e l e v i s i o n R e l a t i o n s , W a s h i n g t o n , D . C . , A p r i l 2 4 , 1972.
( e ) Bosma, Boyd, " R a c i a l D i s c r i m i n a t i o n A g a i n s t T e a c h e r s , " I n t e g r a t e d
E ducation:
A R e p o r t on Race an d S c h o o l s , 1972, Vol. X, No. 1 1 , pp. 1)9-62.

6
2.

Th e M ic h ig a n S t a t e Board o f E d u c a t i o n a n d C i v i l R i g h t s Commission
e m p h asiz e the im portance o f d e m o c ra tic p e rso n n e l p r a c t i c e s in
achieving in teg ratio n :
S t a f f i n t e g r a t i o n i s a n e c e s s a r y o b j e c t i v e t o be c o n s i d e r e d by
a d m i n i s t r a t o r s in r e c r u i t i n g , a s s i g n i n g and prom oting
personnel.
F a i r employment p r a c t i c e s a r e n o t o n l y r e q u i r e d
by l a w , t h e y a r e e d u c a t i o n a l l y s o u n d . '
The y f u r t h e r s t a t e t h a t ;
d a t a m u s t be c o l l e c t e d t o show e x i s t i n g r a c i a l c o m p o s i t i o n
o f s t u d e n t b o d i e s and p e r s o n n e l i n a l l p u b l i c s c h o o l s as a
b a s e l i n e a g a i n s t which f u t u r e p r o g r e s s can be m e a s u r e d .
T h i s s t u d y n o t o n l y f u l f i l l s t h e l a t t e r c ornnitm ent b u t d a t a
a r e a l s o p r e s e n t e d t h a t can be u s e d t o d e t e r m i n e t h e e x t e n t
t o which s e g r e g a t i o n o f p r o f e s s i o n a l p u b l i c school personnel
h a s o c c u r r e d i n M ic h i g a n .

3.

C o l l e g e s and u n i v e r s i t i e s a r e r e d u c i n g th e e n r o l lm e n t in t e a c h e r
e d u c a t i o n p r o g ra m s as a r e s u l t o f t h e s u p p l y an d demand s t a t u s
of teachers.
Data and r e c o m n e n d a t i o n s from t h i s s t u d y a r e
a v a i l a b l e t o t h e c o l l e g e and u n i v e r s i t y a d m i s s i o n c o m m i t t e e s to
be used in plan n in g t h e i r s e l e c t i o n c r i t e r i a .
A l t h o u g h th e
n u m b e r o f B l a c k s on c o l l e g e c am p u s es h a s d o u b l e d s i n c e 1965,
d u e t o a l a c k o f o p p o r t u n i t y i n p a s t y e a r s and t h e I n t e n s i f i e d
" b e n ig n n e g l e c t " o f Blacks in e d u c a t i o n today t h e r e a r e r e l a t i v e l y
few B l a c k s o n c o l l e g e c a m p u s e s . 3
I n e f f o r t s t o c u t e d u c a t i o n e n r o l l m e n t s c o l l e g e s and u n i v e r s i t i e s
n e e d t o c o n s i d e r t h a t , d e p e n d in g upo n t h e c r i t e r i a u s e d f o r s e l e c t i o n
th e r e is the p o s s ib ility th at a d is p ro p o rtio n a te
numDer o f B l a c k s and o t h e r m i n o r i t i e s w ould s u f f e r t h e most
f r o m I n t e n s i f i e d s e l e c t i o n by c o l l e g e s o f e d u c a t i o n .
I f the
demand f o r m i n o r i t y e d u c a t o r s r e m a i n s o r e v e n I n c r e a s e s ,
s t e p s m u st b e t a k e n t o a s s u r e t h a t t h e s u p p l y o f B l a c k
and o t h e r m in o rity p r o f e s s io n a ls does n o t d e c re a se d isp ro p o rti onately.

^ J o i n t S t a t e m e n t : M ichigan S t a t e B o a r d o f E d u c a t i o n and
Michigan C i v i l R i g h t s Commission, A p r i l 2 3 , 1 9 6 6 , p . 2 .
^ I b i d . , p. 2.
3

As o f 1970 t h e Census Bureau r e p o r t s t h a t a p p r o x i m a t e l y 3 5 0 , GOO4 9 2 , 000 B l a c k s t u d e n t s a r e a t t e n d i n g w h i t e A m e r i c a n c o l l e g e s .
T h is
included g r a d u a te s and p a r t - t i m e s tu d e n t s .
These f i g u r e s s o u ld la rg e
b u t i s d w a r f e d by 8 , 0 0 0 , 0 0 0 which i s t h e s i z e o f t h e n a t i o n a l s t u d e n t
body.
{M oore, G i l b e r t , "The Dot and t h e E l e p h a n t , " C hange , A p r i l , 1972,
p. 33).
A c c o r d i n g t o Mr. F r e d C r o s s l a n d who o v e r s e e s t h e F ord F o u n d a ti o n

7
4.

The e m p h a s i s on c a r e e r e d u c a t i o n r e c o g n i z e s t h e u n i q u e d i v e r s i t y
o f e a c h i n d i v i d u a l and aims t o d e v e l o p a p e r s o n ' s p o t e n t i a l
to th e f u l l e s t .
Career counseling i s a p r e r e q u i s i t e f o r c a r e e r
selectio n .
I n f o r m a t i o n and d a t a from t h i s

to p re se n t p o te n tia l

s t u d y f o c u s upon; a ) an e f f o r t

( B l a c k and o t h e r m i n o r i t y )

te a c h e r education candi­

d ates w ith a demographic p i c t u r e o f th e Black e d u c a t o r ' s o c c u p a tio n a l
s t a t u s in t h e S t a t e o f M ichigan.
c a r e e r c h o ice and job lo c a t io n ,

This p i c t u r e p e rh a p s w i l l i n f l u e n c e
(b) E n c o u r a g e t h e d e v e l o p m e n t o f a

s e t o f a l t e r n a t i v e a c a d e m i c a r e a s o f s p e c i a l i z a t i o n w h e r e t h e number o f
Bla ck e d u c a t o r s a r e an e x t r e m e d e f i c i t .
This stu d y c o n tr ib u te s to p rev io u s

r e s e a r c h by:

1) p r e s e n t i n g a

d i s t r i b u t i o n o f a r a c i a l p o p u l a t i o n a c c o r d i n g to s e l e c t e d demographic
v a r ia b le s and, 2) p r e s e n tin g a d i s t r i b u t i o n of what d i f f e r e n c e s ,

i f any,

e x i s t b e tw e e n two p o p u l a t i o n s o f e d u c a t o r s .
L im ita tio n o f t h e Study
The l i m i t a t i o n o f t h e above c o n t r i b u t i o n s

is th a t i t is not

i n t e n d e d t h a t t h r o u g h t h e d e s c r i p t i o n o f d i f f e r e n c e s b e t w e e n two p o p u l a ­
t i o n s i t w ould be p o s s i b l e t o draw an y c o n c l u s i o n s as t o why th e
d ifferences e x i s t .

However, i n f e r e n c e s may be drawn w h ic h would p o s e

q u estio n s f o r f u r t h e r study.

d o c to ra l program , only th re e p e r c e n t o f th o se r e c e iv in g b a c c a la u r e a te s a re
Black.
(Howard, W i l l i a m , " B l a c k s a n d P r o f e s s i o n a l S c h o o l s :
A R eport,"
Change, F e b r u a r y , 1972* p. 1 3 . )
A pproxim ately 2,0 0 0 o f a l l persons
h o l 'd i n g d o c t o r a l d e g r e e s a r e B l a c k .
( S t a b l e s , R o b e r t E . , "The B l a c k
S c h o l a r i n Aca de m e, " Change, November, 1972, p. 4 2 . )
A y e a r (1 972 )
ago 5 4.1 p e r c e n t o f w h i t e h i g h s c h o o l g r a d u a t e s a n d 4 7 . 1 p e r c e n t o f B l a c k s
went t o c o l l e g e .
T h i s y e a r (19 7 3 ) t h e p e r c e n t a g e o f B l a c k s I n c r e a s e d
only s l i g h t l y , t o 4 7.6 p e r c e n t , b u t the p e r c e n ta g e o f w h ite s dropped to
49.4 p e r c e n t .
( The C h r o n i c l e o f H i g h e r E d u c a t i o n , " C o l l e g e - G o i n g Gap Narrows
Between B l a c k s , Whi t e s , h V ol. v i i , No. 2 7 , A p r i l 9 , 1 9 7 3 ) .

8
Research Q u e s tio n s
The f o l l o w i n g q u e s t i o n s were d e v e l o p e d t o p r o v i d e a s t r u c t u r e
f o r g a t h e r i n g d a t a by w h ic h B la c k e d u c a t o r s c o u l d be d e s c r i b e d and
compared w i t h N on-Black e d u c a t o r s .
In t h e d e s c r i p t i o n and c o m p a r i s o n o f B l a c k e d u c a t o r s w i t h NonBlack e d u c a t o r s i n M ic h i g a n p u b l i c s c h o o l s f o r t h e y e a r s 1 9 6 8 - 7 1 :
1.

W i l l t h e r e be a d i f f e r e n c e i n t h e d i s t r i b u t i o n o f B l a c k e d u c a t o r s
an d N o n-B lack e d u c a t o r s when compared on t h e c h a r a c t e r i s t i c o f s e x ?

2.

W i l l t h e r e be a d i f f e r e n c e i n t h e d i s t r i b u t i o n s o f B l a c k e d u c a t o r s
a n d N o n - B la c k e d u c a t o r s when compared on t h e c h a r a c t e r i s t i c o f a g e ?

3.

W i l l t h e r e be a d i f f e r e n c e i n t h e d i s t r i b u t i o n s o f B l a c k e d u c a t o r s
and N o n - B la c k e d u c a t o r s c l a s s i f i e d by c o u n t y ?

4.

W i l l t h e r e be a d i f f e r e n c e i n t h e d i s t r i b u t i o n s o f B l a c k e d u c a t o r s
a n d N o n - B la c k e d u c a t o r s when compared on t h e c h a r a c t e r i s t i c o f
salary ?

5.

W i l l t h e r e be a d i f f e r e n c e i n t h e p e r c e n t a g e s o f B la c k e d u c a t o r s
an d N o n - B la c k e d u c a t o r s p r e p a r e d i n o u t - o f - s t a t e i n s t i t u t i o n s ?

6.

W il l t h e r e be a d i f f e r e n c e i n t h e p e r c e n t a g e o f B l a c k e d u c a t o r s
an d N o n - B la c k e d u c a t o r s h o l d i n g a d v a n c e d d e g r e e s ?

7.

W i l l t h e r e be a d i f f e r e n c e i n t h e d i s t r i b u t i o n o f t e a c h i n g m a j o r s
b e t w e e n B l a c k e d u c a t o r s and Non -B la ck e d u c a t o r s ?

8.

W i l l t h e r e be a d i f f e r e n c e i n t h e d i s t r i b u t i o n o f t e a c h i n g m i n o r s
b e t w e e n B la c k e d u c a t o r s and Non-B lack e d u c a t o r s ?

9.

W i l l t h e r e be a d i f f e r e n c e i n t h e d i s t r i b u t i o n o f B l a c k e d u c a t o r s
a n d N o n - B la c k e d u c a t o r s a s s i g n e d by t e a c h i n g l e v e l ( i . e . , j u n i o r
h ig h , s e n io r high, elem entary) o r a d m in is tr a tio n ?

10.

W i l l t h e r e be a d i f f e r e n c e i n t h e d i s t r i b u t i o n o f B l a c k e d u c a t o r s
and N o n - B la c k e d u c a t o r s when compared on t h e c h a r a c t e r i s t i c o f
experience?

11.

W il l t h e r e be a d i f f e r e n c e i n t h e d i s t r i b u t i o n o f c e r t i f i c a t e s
b e t w e e n B l a c k e d u c a t o r s and Non -Black e d u c a t o r s ?

12.

W ill t h e r e be a d i f f e r e n c e i n t h e d i s t r i b u t i o n o f t e a c h i n g
a s s i g n m e n t s b e tw e e n B l a c k e d u c a t o r s and N on - B la ck e d u c a t o r s ?

13.

W i l l t h e r e be a d i f f e r e n c e i n t h e a d m i n i s t r a t i v e l e v e l a s s i g n m e n t s
o f B l a c k a d m i n i s t r a t o r s and No n-Black a d m i n i s t r a t o r s ?

9
14.

W i l l t h e r e be a d i f f e r e n c e i n t h e d i s t r i b u t i o n o f B l a c k a d m i n i s ­
t r a t o r s a n d Non-Black a d m i n i s t r a t o r s when c o n p a r e d on t h e c h a r a c ­
t e r i s t i c of experience?

15.

W il l t h e r e be a d i f f e r e n c e in t h e d i s t r i b u t i o n o f d e g r e e s h e l d by
B l a c k a d m i n i s t r a t o r s an d Non-Black a d m i n i s t r a t o r s ?
D e f i n i t i o n o f Terms
There a r e s e v e r a l

m e a n in g .

te r m s u s e d i n t h i s s t u d y w hich have s p e c i f i c

For purposes o f c l a r i f i c a t i o n
De mogr aphic C h a r a c t e r i s t i c s :

o f an i n d i v i d u a l ,

(i.e .,

they a re d e f i n e d h e r e .
S p ecific personal c h a r a c t e r i s t i c s

s e x , a g e , income, g e o g r a p h i c l o c a t i o n , e t c . ) .

Equal E d u c a t i o n a l O p p o r t u n i t y :

Equal a c c e s s t o e d u c a t i o n a l

o p p o r t u n i t i e s and employmen t w i t h o u t r e g a r d t o r a c e , c o l o r , c r e e d o r
n a t i o n a l o r i g i n o r s o c io -e c o n o m ic background.
E q u a lity o f Educational O p portunity:

Refers to th e f u l l

develop­

ment o f human r e s o u r c e s i n a d e m o c r a t i c s o c i e t y f o r t h e p u r p o s e o f
providing equal o p p o rtu n itie s a t a l l

l e v e l s o f s c h o o l and r e l a t e d

a c t i v i t y w ith o u t regard to ra c e , c o lo r, creed or n a tio n a l o r ig i n .
M ic h i g a n P u b l i c S chool P r o f e s s i o n a l P e r s o n n e l R e g i s t e r :

A

r e g i s t e r c o m p l e t e d a n n u a l l y by l o c a l and I n t e r m e d i a t e s c h o o l d i s t r i c t s
f o r t h e M ic h i g a n D e p a r t m e n t o f E d u c a t i o n .

I t i d e n t i f i e s , by name, a l l

p r o f e s s i o n a l p e r s o n n e l em ployed by a s c h o o l d i s t r i c t .
includes; sex,

race,

O ther in fo rm a tio n

type o f c e r t i f i c a t e , m ajors, m inors,

ex p erien ce, s a la r y , h ig h e st degree held,

location,

te a c h in g a s sig n m e n t and l e v e l

o f t h a t assignm ent.
P u b l i c School E d u c a to rs :

Negro, Spanish sur-nam ed,

Ind ian ,

O r i e n t a l , and C a u c a s i a n ; t e a c h e r s , p r i n c i p a l s , a s s i s t a n t p r i n c i p a l s .

10
counselors,

l i b r a r i a n s , school s o c ia l w orkers, p s y c h o lo g is ts , s u p e r in ­

te n d e n ts , c o n s u l t a n t s , c o o r d i n a t o r s , s u p e r v is o r s , d i r e c t o r s , speech
t h e r a p i s t s and d i a g n o s t i c i a n s , e a c h r e l a t e d t o K-12 s c h o o l a c t i v i t i e s .
Black E d u c a t o r s :
p rin cipals,

counselors,

N egro; t e a c h e r s , p r i n c i p a l s , a s s i s t a n t

l i b r a r i a n s , school s o c ia l w orkers, p s y c h o lo g is ts ,

superintendents, co n su ltan ts,

coordinators, su pervisors, d ire c to rs ,

sp e e c h t h e r a p i s t s a n d d i a g n o s t i c i a n s e a c h r e l a t e d t o K-12 s c h o o l a c t i v i t i e s .
N o n - B la c k E d u c a t o r s :

S p a n i s h s u r - n a m e d , I n d i a n , O r i e n t a l , and

Caucasian; t e a c h e r s , p r i n c i p a l s ,
librarians,

a s s is ta n t p rin cip als,

counselors,

school s o c ia l w orkers, p s y c h o lo g is t, s u p e rin te n d e n ts ,

co n su ltan ts, co o rd in a to rs, su p erv iso rs,

d i r e c t o r s , speech t h e r a p i s t s

and d i a g n o s t i c i a n s , e a c h r e l a t e d t o K-12 s c h o o l a c t i v i t i e s .
P ro fessio n al P ersonnel;

P u b l i c S chool E d u c a t o r s .

O r g a n iz a tio n o f t h e Study
The s t u d y i s o r g a n i z e d i n t o f i v e c h a p t e r s , f o l l o w e d by a p p e n d i c e s .
The s t a t e m e n t o f t h e p r o b le m an d n eed f o r t h e s t u d y were
d iscu ssed in C hapter I.
C h a p t e r I I i n c l u d e s a s u r t m a r i z a t l o n o f t h e t h e o r y and r e s e a r c h
r e l a t e d to t h i s s tu d y .

This c h a p t e r c o n t a i n s r e l e v a n t r e p o r t s ,

in v esti­

g a t i o n s and s t u d i e s upon w h ic h t h e p r e s e n t s t u d y i s b a s e d .
In C h ap ter I I I
are described.

t h e m e th o d o l o g y and p r o c e d u r e s o f t h e s t u d y

Inform ation is

i n c l u d e d on t h e c o d i n g an d s t a t i s t i c a l

procedures used i n th e d a ta a n a l y s i s .

The r e s e a r c h d a t a an d r e s u l t s

o f t h e a n a l y s i s o f t h e d a t a a r e p r e s e n t e d i n C h a p t e r IV.
to th e r e s e a r c h q u e s ti o n s w i l l ap p ear i n t h i s c h a p te r .

The a n s w e r s

11

C h a p t e r V i n c l u d e s a d i s c u s s i o n o f t h e d a t a w i t h surrmary and
reconm endations.
this chapter.

I m p l i c a t i o n s and o t h e r c o n s i d e r a t i o n s a r e i n c l u d e d i n

CHAPTER I I

REVIEW OF THE LITERATURE

R e l a t e d r e s e a r c h has been s t r u c t u r e d
perspective

to provide a

on f a c t o r s a f f e c t i n g t h e B lack p r o f e s s i o n a l e d u c a t o r .

c a t e g o r i e s a r e as f o l l o w s :

th e s t a t u s o f p u b l i c s c h o o l

( 2 ) S t u d i e s and r e p o r t s t h a t c o n c e r n

e d u c a to r s in t h e S t a t e o f M ichigan, e x c l u s i v e

( 3 ) N a t i o n a l and l o c a l r e p o r t s a n d

f a c t o r s have on B la c k s t u d e n t s an d t e a c h e r s .

the e f f e c t t h a t d isp la c e m e n t
( 4 ) R e p o r t s on some m a j o r

i s s u e s a f f e c t i n g t h e B la ck p u b l i c s c h o o l p o p u l a t i o n :
equal e d u c a tio n a l o p p o r t u n i t y ,

s ta f f desegregation,

the e d u c a tio n a l goals o f the S ta te of

M ic h ig a n , an d th e a t t i t u d e s

o f B la c k s t u d e n t s on e d u c a t i o n .

on t h e s u p p l y and demand o f

educators.

(5) S tu d ie s

R e s o u r c e s ex a m in e d i n an a t t e m p t f o r b a c k g r o u n d m a t e r i a l
study in c lu d e d :

Encylopedia o f E d u c a tio n a l

fo r the

R e s e a r c h , The E d u c a t i o n a l

I n d e x , The Review o f E d u c a t i o n a l R e s e a r c h , D i s s e r t a t i o n s ,
A bstracts, Educational

The

( 1 ) R a c i a l c e n s u s r e p o r t s on p u b l i c s c h o o l

p e r s o n n e l i n M ichig an p u b l i c s c h o o l s .

of race.

in fiv e areas

P issertatio n

Documents I n d e x ( E R I C ) , and NEA R e s e a r c h B u l l e t i n s .

O ther so u rces c o n ta c te d were:

The M ic h i g a n D e p a r t m e n t o f E d u c a t i o n ,

Michigan E d u c a t i o n A s s o c i a t i o n an d t h e M i c h i g a n C i v i l

12

R i g h t s C o n r n iss i o n .

13
P u b l i c School
A r e v i e w o f two r e l a t e d

R a c i a l Census R e p o r t s
r a c i a l - e t h n i c s t u d i e s on p r o f e s s i o n a l

p e r s o n n e l i s s u e d by t h e M ic h i g a n D e p a r tm e n t o f E d u c a t i o n ^ have i n d i c a t e d
that:
1.

The d a t a c o l l e c t e d on t h e r a c i a 1- e t h n i c c o m p o s i t i o n o f s t u d e n t
b o d i e s a n d p e r s o n n e l i n M ic h i g a n P u b l i c S c h o o l s were t o be u s e d
t o m e a s u re p r o g r e s s t o w a r d t h e g o a l o f e q u a l i t y o f e d u c a t i o n a l
o p p o r t u n i t y in M ichigan.

2.

There has been v e r y l i t t l e v a r i a t i o n i n t h e r a c i a l - e t h n i c c o m p o s i ­
t i o n o f p r o f e s s i o n a l s t a f f i n M ic h i g a n P u b l i c s c h o o l s when compar ed
w i t h t h e p r e v i o u s y e a r s ' s t u d y , ( 1 9 6 8 - 6 9 compar ed w i t h 1 9 6 9 - 7 0 ) .

3.

P e r s i s t e n t r a c i a l i s o l a t i o n i n M ic h i g a n s c h o o l s p r e s e n t s a s e r i o u s
b a r r i e r to the q u a l i t y o f ed u catio n al o p p o rtu n ity
through l i m i t e d
o r com pletely a b s e n t o p p o r tu n i t i e s to i n t e r a c t w ith those of
d i f f e r i n g r a c i a l and e t h n i c b a c k g r o u n d s .
The u s e f u l n e s s o f t h e s e two r a c i a l l y d e l i n e a t e d s t u d i e s i s

lim ite d because the r a c i a l d i s t r i b u t i o n o f p r o fe s s io n a l s t a f f appears only
a s a t o t a l number and p e r c e n t a g e c o m p a r i s o n w h i l e t h e r e m a i n d e r o f t h e
studies contain a ra c ia l

d i s t r i b u t i o n o f the s t u d e n t p o p u l a t i o n .

As an

e xa m ple s e e T a b l e s 1 an d 2 b e l o w :
TABLE 1 . — P r e l i m i n a r y A n a l y s i s o f t h e 196 8-6 9 S ch oo l R a c i a l C en sus :
P rofessional S ta ff
Total

Percentage*
8.4%
91.0
0.3
0.2
0.1

8,158
88,255
309
148
139

Race
B lack
White
S p a n i s h Surname
O riental
American I n d i a n

*0f t o ta l p o p u latio n

M ich ig an D e p a r t m e n t o f E d u c a t i o n , The P r e l i m i n a r y A n a l y s i s o f t h e
1968-69 School R a c i a l C e n s u s , 1 9 6 9 ; b ) M ic h i g a n D e p a r t m e n t o^ E d u c a t i o n , t h e
School R a c i a l - E t h n i c C e n s u s , 1 9 6 9 - 7 0 .
2 Ib id .,

1970, p. 2.

14

TABLE 2 . — School R a c i a l - E t h n i c Census 1969 - 7 0 :

P rofessional S ta ff

Total

Percentage *
7.8%
91.7
0.2
0.2
0.1

7,684
89,5 5 1
207
153
50

Race
B lack
White
S p a n i s h Surname
O riental
American I n d i a n

*0 f t o t a l p o p u l a t i o n
N e v e r t h e l e s s , s e v e r a l o t h e r s t u d i e s h av e a t t e m p t e d to d e f i n e t h e
state of affairs

r e g a r d i n g B l a c k s i n M ic h i g a n P u b l i c S c h o o l s .

On

December 13, 1971 t h e M ic h i g a n E d u c a t i o n A s s o c i a t i o n ' s human r e l a t i o n s
staff^

p r o d u c e d d a t a c h a r t s e s t a b l i s h e d from t h e M ic h ig an D e p a r t m e n t o f

E d u c a t i o n r a c i a l c e n s u s d a t a on M ic h ig a n t e a c h e r s and s t u d e n t s w h ic h
in d ic a te d the fo llo w in g :
1.

R ankings o f t h e p e r c e n t a g e s o f m i n o r i t y s t u d e n t p o p u l a t i o n i n
M ic h ig an d i s t r i c t s c o n t a i n i n g a t l e a s t one s c h o o l w i t h more th a n
50 p e r c e n t m i n o r i t y s t u d e n t p o p u l a t i o n d u r i n g 1 97 0 - 7 1 .

2.

Ranking o f m i n o r i t y t e a c h e r s i n M ic h ig a n d i s t r i c t s c o n t a i n i n g a t
l e a s t on e s c h o o l w i t h more t h a n 50 p e r c e n t m i n o r i t y s t u d e n t
p o p u l a t i o n i n 1970-71 .

3.

Ranking o f t h e p e r c e n t a g e c h a n g e s n e e d e d i n s t a f f make-up t o
b a l a n c e m i n o r i t y s t u d e n t p o p u l a t i o n in M ichig an d i s t r i c t s w i t h
a t l e a s t one s c h o o l w i t h more t h a n 50 p e r c e n t m i n o r i t y s t u d e n t
p o p u la tio n d u rin g 1970-71.

4.

M inority
m inority
d istricts
m inority

s t a f f members n e e d e d t o a c h i e v e b a l a n c e between
s t u d e n t s a n d m i n o r i t y s t a f f members i n M ichig an
w i t h a t l e a s t one s c h o o l w i t h more t h a n 50 p e r c e n t
s t u d e n t p o p u l a t i o n d u r i n g 1970-71 .2

The d a t a i n t h i s s t u d y i n d i c a t e d t h a t , o u t o f 38 s c h o o l d i s t r i c t s
c o n t a i n i n g a t l e a s t o n e s c h o o l w i t h more t h a n a 50 p e r c e n t m i n o r i t y
M ic h ig a n E d u c a t i o n A s s o c i a t i o n , The R a c i a l Census Data o f
M ic h ig a n T e a c h e r s an d S t u d e n t s :
R a n k i n g s , D e p a r t m e n t o f Human R e l a t i o n s ,
( J a n u a r y , 1 9 7 2 ) , ( s e e A pp en d ix B f o r T a b l e s 3 5 - 3 8 o f t h i s c o n t r i b u t i o n ) .

^ I b i d . , p . 1.

15
s t u d e n t p o p u l a t i o n , 34 s c h o o l d i s t r i c t s ha d a d e f i c i t i n m i n o r i t y
stu d en t/teach er r a tio ,

r a n g i n g fro m a low o f t h r e e i n R i v e r Rouge, t o

a high o f 2,5 2 0 in D e t r o i t .

F our schoo l d i s t r i c t s

in th e s t a t e o f

Michigan c o n t a i n i n g a t l e a s t one s c h o o l w i t h more t h a n 50 p e r c e n t m i n o r i t y
s t u d e n t p o p u l a t i o n m e t o r e x c e e d e d the m i n o r i t y s t u d e n t / t e a c h e r r a t i o .
These s c h o o l d i s t r i c t s w er e R o s e v i l l e , C l i n t o n d a l e , Romulus an d F e r n d a l e . ^
I f t h e d a t a f o r t h e c u r r e n t s t u d y were ex a m in e d
racial

ratio s

with s tu d e n t - t e a c h e r

I n m in d , r e s u l t s m i g h t i n d i c a t e s i m i l a r f i n d i n g s when

co m p a r is o n s a r e made f o r t e a c h e r s by r a c e c o u n t y - b y - c o u n t y .
S t a t u s R e p o r t s on P u b l i c Sch ool E d u c a t o r s
In c o n t r a s t ,

P r o f e s s i o n a l P e r s o n n e l i n M ic h ig an P u b l i c S c h o o l s ,

1969, by t h e M ic h i g a n D e p a r t m e n t o f E d u c a t i o n , e x c l u d e s r a c e b u t
in c lu d e s the f o llo w in g s e c t i o n s :
1.

Overv iew by s e l e c t e d d a t a , which i s a s h o r t s y n o p s i s o f c o u n t y
t e a c h e r p r o T i T e s an d - a s s i g n m e n t p a t t e r n s f o r a l l t e a c h e r s
w ithout r a c ia l s t r a t i f i c a t i o n .

2.

County t e a c h e r p r o f i l e s , which i s a c o u n t y - b y - c o u n t y p r o f i l e
o f s i g n i f i c a n t p u b l i c classroom te a c h e r d a ta .
P r e s e n t e d in e ach
o f t h e c o u n t y p r o f i l e s a r e s t a t i s t i c s which compare t h e male an d
female t e a c h e r c h a r a c t e r i s t i c s o f a g e , s a l a r y and e x p e r i e n c e .
I n f o r m a t i o n r e g a r d i n g p r e p a r a t i o n — i n s t i t u t i o n , d e g r e e and c e r t i ­
f ic a t io n — is also included.

3.

Assignment p a t t e r n s , c o n s i s t s o f a s sig n m e n t p a t t e r n p r o f i l e s o f
aTl p r o f e s s i o n a l p e r s o n n e l In t h e p u b l i c s c h o o l s o f M i c h i g a n .
I t i n c l u d e s 18 b r o a d s u b j e c t c l a s s i f i c a t i o n s an d 103 s p e c i f i c
su b ject c la s s if ic a tio n s . 2

^F or f u r t h e r d e t a i l s on s t u d e n t / t e a c h e r r a t i o s s e e Appendix B,
35 - 3 8 .
2
M ic hig an D e p a r t m e n t o f E d u c a t i o n , P r o f e s s i o n a l P e r s o n n e l i n
M ichi gan P u b l i c S c h o o l s , 1968-69 S t a t u s R e p o r t , Book One: "O ver vie w Fy S e l e c t e d D a t a , " ( 1 9 6 9 ) , p . i .
T a b le s

16

Professional

P e r s o n n e l i n M ichigan P u b l i c S c h o o l s i s p u b l i s h e d f o r

use by p e r s o n s p l a n n i n g p rogra m s i n t e a c h e r e d u c a t i o n , f o r e m p l o y e r s o f
t e a c h e r s , and f o r s t a t e and l o c a l e d u c a t i o n a g e n c i e s .
The M ic h ig an D e p a r t m e n t o f E d u c a t i o n b e l i e v e s t h a t a n n u a l p u b l i c a ­
tio n of these data fu rn ish e s those i n t e r e s t e d in education w ith c u r r e n t
i n f o r m a t i o n on t h e s u p p l y and s t a t u s o f M ic h ig a n t e a c h e r s . 1
The p r e s e n t a t i o n o f t h i s d a t a does n o t i n d i c a t e t h e r a c i a l
s t r a t i f i c a t i o n necessary to fu lly assess

p r o g r e s s to w a r d e q u a l e d u c a t i o n a l

opportuni t y .
The Board o f E d u c a t i o n and th e C i v i l R i g h t s Commission e m p h a s i z e t h e
im portance o f d e m o c ra tic p erso n n el p r a c t i c e s in a c h ie v in g i n t e g r a t i o n .
T h i s r e q u i e s making a f f i r m a t i v e e f f o r t s t o a t t r a c t members o f
m inority groups. . . .
S t a f f i n t e g r a t i o n i s a n e c e s s a r y o b j e c t i v e t o be c o n s i d e r e d by
a d m i n i s t r a t o r s i n r e c r u i t i n g , a s s i g n i n g an d p r o m o t i n g p e r s o n n e l .

. . .

The Board o f E d u c a t i o n an d t h e C i v i l R i g h t s Comn1ss1on a l s o b e l i e v e
t h a t d a t a m ust be c o l l e c t e d on t h e r a c i a l c o m p o s i t i o n o f s t u d e n t
b o d i e s and p e r s o n n e l i n a l l p u b l i c s c h o o l s t o u s e as a b a s e l i n e
a g a i n s t w hich f u t u r e p r o g r e s s c a n be m e a s u r e d . 2
N a t i o n a l and Local R e p o r t s on E d u c a t o r
D isplacem ent F actors
The a u t h o r s o f t h e E f f e c t o f Pin k S l i p p i n g on t h e Employment o f
M i n o r i t i e s , from t h e D i v i s i o n o f M i n o r i t y A f f a i r s o f t h e M ic h i g a n E d u c a ­
t i o n A s s o c i a t i o n , have s t u d i e d a f a c t o r which m i g h t c a u s e a d i f f e r e n c e i n
t h e t o t a l number o f B la c k e d u c a t o r s from y e a r t o y e a r .

This d isp lace m e n t

1 1b i d . , p. 1 .

2

M ic h ig an S t a t e B oard o f E d u c a t i o n , M ic h ig a n C i v i l R i g h t s
Commission, " J o i n t S t a t e m e n t o f M ic h i g a n S t a t e Boar d o f E d u c a t i o n and
M ic h ig an C i v i l R i g h t s Com mission," ( A p r i l 2 3 , 1 9 6 6 ) , (S e e A p p e n d ix C ) .

17

f a c t o r i s above and beyond " n a t u r a l " a t t r i t i o n
and v o l u n t a r y r e s i g n a t i o n s .

ra te s o f pregnancy, death,

The r e p o r t , w h i c h s u r v e y s e l e v e n s c h o o l

d i s t r i c t s in the s t a t e o f M ichigan,

concludes t h a t :

1.

Pink s l i p p i n g c a u s e s t h e s t a t e o f M ic h i g a n t o r e t r o g r e s s t o a
p o i n t t h a t r e p r e s e n t s t h e e a r l y s i x t i e s i n t h e a re a s o f h i r i n g
m i n o r i t i e s an d e q u a l employment o p p o r t u n i t y . ( P i n k s l i p p i n g i s
th e r e l e a s e o f t e a c h e r s b a s e d on a s e n i o r i t y f a c t o r ) .

2.

Pink s l i p p i n g i n c r e a s e s r a c i a l p o l a r i z a t i o n w i t h i n s c h o o l
d i s t r i c t s t h a t w i l l t a k e t h e s t a t e o f M ic h ig an a number o f y e a r s
t o r e s t o r e t o a l e v e l t h a t a l l o w s m e a n i n g f u l human r e l a t i o n s t o e x i s t .

3.

The e f f e c t o f p i n k s l i p p i n g c a u s e s t h e c o m n i t m e n t t o employ
and r e t a i n m i n o r i t y g r o u p p e r s o n s t o be q u e s t i o n e d .

4.

Pink s l i p p i n g a f f e c t s t h e c r e d i b i l i t y and a c c o u n t a b i l i t y o f
l o c a l s c h o o l d i s t r i c t s w i t h i n t h e m i n o r i t y community.

5.

Pink s l i p p i n g a f f e c t s a g i v e n s c h o o l d i s t r i c t ' s a b i l i t y t o
m e a n in g fu lly r e c r u i t m i n o r i t y group p e r s o n s i n th e f u t u r e . 1
The r e p o r t fro m t h e M i c h i g a n E d u c a t i o n A s s o c i a t i o n f u r t h e r

I n d ic a t e s t h a t i t has only been w i t h i n th e p a s t th r e e y e a r s (1968) t h a t
most s c h o o l d i s t r i c t s

have made any s e r i o u s e f f o r t t o em ploy m i n o r i t y
2
group p e r s o n s i n p r o f e s s i o n a l c a p a c i t i e s .
The u r g e n c y o f t h e
s i t u a t i o n and t h e i m p l i c a t i o n t h a t i t has f o r
the d e stru c tio n o f
many o f t h e e f f o r t s by l o c a l a s s o c i a t i o n s and
b o a r d s o f e d u c a t i o n t o l i v e up t o t h e c o m n i t m e n t o f e q u a l e m p l o y ­
men t o p p o r t u n i t y w i l l be l o s t i f p i n k s l i p p i n g p r e v a i l s .
I f the
number o f m i n o r i t y g r oup p e r s o n s p r e s e n t l y p i n k s l i p p e d r e m a i n s
as a r e s u l t o f t h e f i s c a l c r i s i s we a r e now f a c i n g , M ic h i g a n w i l l
h av e d e s t r o y e d many o f t h e e f f o r t s t h a t h av e been made t h r o u g h o u t
t h e s t a t e i n t h e a r e a s o f r a c e r e l a t i o n s , human r e l a t i o n s , e q u a l
employment o p p o r t u n i t y a n d c o m n i tm e n t t o p r o v i d e a q u a l i t y ,
3
i n t e g r a t e d e d u c a tio n a l program to c o m n u n itie s w i t h i n t h i s s t a t e .
^Michigan E d u c a t i o n A s s o c i a t i o n , 'The E f f e c t o f P i n k S l i p p i n g on
t h e Employment o f M i n o r i t i e s , " D i v i s i o n o f M i n o r i t y A f f a i r s , (May 2 5 ,
1 9 7 1 ) , p . 1.
2 I b i d . . p. 1 .
3 I b i d . . p. 3.

18

O ther f a c to rs a ls o in flu e n c e
gregation.

te a c h e r displacem ent in the p rocess of deseg-

Thtiise hav e r e c e i v e d n a t i o n - w i d e a t t e n t i o n

from t h e N a t i o n a l

Education A s s o c i a t i o n .
Alarmed o v e r r e p o r t s o f t h o u s a n d s o f b l a c k t e a c h e r s and s t u d e n t s
b e i n g h a r a s s e d and h u s t l e d o u t o f t h e p u b l i c s c h o o l s y s t e m , o f f i c i a l s
o f th e N atio n al Education A s s o c ia tio n a r e h o ld in g a s e r i e s o f m eetings
w i t h l e a d e r s o f c i v i l r i g h t s g r o u p s and g o v e r n m e n t a g e n c i e s t o
e s t a b l i s h I rm e d ia te and lo n g -ra n g e p la n s to h a l t th e m assive
educatonal p u s h - o u t - - 'B l a c k s t u d e n t s , t e a c h e r s , pushed o u t o f p u b lic
e d u c a t i o n , NEA s u r v e y s h o w s . '
The s u r v e y i n d i c a t e s :
1.

Between 1 9 6 7 - 6 8 an d 1970 s c h o o l y e a r s , more t h a n 6 , 0 0 0 B l a c k
e d u c a t o r s h a d b een d i s p l a c e d .
D u r i n g 1972 o f more t h a n 1 , 8 7 0
e d u c a t o r s who were d i s p l a c e d , 909 w e r e d i s m i s s e d and t h e r e m a i n d e r
were e i t h e r d e m o t e d , a s s i g n e d o u t o f f i e l d o r u n s a t i s f a c t o r i l y
p l a c e d . T h i s was r e p o r t e d by A s s o c i a t e C o r n n i s s i o n e r o f Equal
E d u c a t i o n a l O p p o r t u n i t y , Herman R. G o l d b e r g .
The r e p o r t a l s o
n o t e d t h a t ’ many d e s i g n a t e d s c h o o l d i s t r i c t s h av e I n i t i a t e d t h e
p r a c t i c e o f h i r i n g o n l y t o k e n numbers o f b l a c k e d u c a t o r s , w h i l e
t h e number o f w h i t e e d u c a t o r s b e i n g em ployed i n c r e a s e s . '

2.

The U.S. G o v e r n m e n t , a c t i n g t h r o u g h t h e EEO's O p e r a t i o n a l
Program f o r D i s p l a c e d E d u c a t o r s an d S t u d e n t s , n o t e d i n J a n u a r y
t h a t t h e i r 1972 - 7 3 o b j e c t i v e s i n c l u d e d :
discontinuance o f the
c u r r e n t p r a c t i c e o f d i s p l a c i n g m i n o r i t y e d u c a t o r s when s c h o o l s a r e
in th e p ro c e ss of d e s e g re g a tio n ; r e tu r n in g d is p la c e d te a c h e rs
t o t h e i r f o r m e r p o s i t i o n s o r f i n d i n g new p o s i t i o n s i n e d u c a t i o n
f o r them; p e r s u a d i n g d e s e g r e g a t i n g s c h o o l s y s t e m s t o r e e s t a b l i s h
t h e p r a c t i c e o f r e c r u i t i n g an d h i r i n g m i n o r i t y e d u c a t o r s on an
e q u i t a b l e b a s i s ; and a s s e s s i n g th e m agnitude and d e t e r m in i n g
s o l u t i o n s t o th e p r o b l e m c r e a t e d by d e s e g r e g a t i n g s c h o o l s w h e r e
they im p ro p erly p l a c e m in o r ity s t u d e n t s in s p e c i a l e d u c a tio n
cl a s s e s .

3.

Hr. Samuel B. E t h r i d g e , NEA's A s s i s t a n t f o r t h e O f f i c e o f
T e a c h e r s R i g h t s , h a s c a l l e d on m a j o r c o l l e g e and u n i v e r s i t y
p r e s i d e n t s t o m eet ' t h e e d u c a t i o n a l n e e d s o f . . . s t u d e n t s —
im m e d i a t e and l o n g - r a n g e .
We c a l l upon you a n d y o u r i n s t i t u t i o n
t o h e l p s a v e t h e f u t u r e hope o f A m e r i c a . '
E th rid g e asked th e
h i g h e r e d u c a t i o n l e a d e r s f o r e v i d e n c e o f g r a n t s and a i d o r
l o a n p r o g r a m s which c o u l d b e u s e d f o r s t u d e n t s c u r r e n t l y o u t o f
s c h o o l , t h e a v a i l a b i l i t y o f f e d e r a l p r o g r a m s , and ' c o l l e g e

19

p e r s o n n e l and s t u d e n t s w i l l i n g t o e x p e r i m e n t i n some k i n d o f
o u tre a c h program d e v e lo p e d t o a s s i s t d i s p l a c e d s t u d e n t s in
meeting r e q u ir e m e n ts f o r high school g r a d u a t i o n . '
Though t h e s u r v e y e x c l u d e s n o r t h e r n s t a t e s ,

i t has d i r e c t i m p l i c a t i o n s f o r

M ichi gan and t h e e n t i r e c o u n t r y b e c a u s e o f t h e p u b l i c r e s i s t a n c e t o s c h o o l
d e s e g r e g a t i o n and r e c r u i t m e n t o f m i n o r i t y e d u c a t o r s .

The p r o c e s s o f

d i s p l a c e m e n t i s o f c o n s e q u e n c e t o any s t u d y c o v e r i n g m i n o r i t y e d u c a t o r s .
Such d i s p l a c e m e n t h a s a d e t r i m e n t a l e f f e c t upon b l a c k c h i l d r e n , whose
r i g h t to d eseg reg ated s c h o o lin g — in c lu d in g d e se g re g a te d f a c u l t i e s . . .
c a n n o t be c i r c u m v e n t e d by d e c i m a t i n g , i n s t e a d o f d e s e g r e g a t i n g , t h e
black te a c h in g fo rc e .
M istreatm ent of black e d u c a to rs is a c o n s ta n t
r e m i n d e r t o b l a c k s t u d e n t s o f t h e i r own i n f e r i o r s t a t u s i n d e s e g r e ­
gated schools.
For y e a r s , m oreover, the p u b lic s c h o o ls in t h i s
( f i f t h ) C i r c u i t hav e a b s o r b e d t h e b e s t t r a i n e d and m o s t s u c c e s s f u l
members o f t h e Negro r a c e .
The e l i m i n a t i o n o f b l a c k e d u c a t o r s - mod els who i n t h e b l a c k community s y m b o l i z e t h e r e w a r d s which e d u c a ­
t i o n b r i n g — can o n l y d u l l t h e m o t i v a t i o n o f b l a c k c h i l d r e n and
underm ine t h e m o r a l e o f t h e b l a c k community.
C o n v e rse ly , to th e
e x te n t, t h a t black e d u c a to rs are m is tr e a te d , a t t i t u d e s o f s u p e r i o r i t y
among w h i t e c h i l d r e n , t e a c h e r s a n d p a r e n t s a r e r e i n f o r c e d , t h u s
«
t e n d i n g t o u n d e r m in e t h e d e s e g r e g a t i o n p r o c e s s from e a c h d i r e c t i o n .
In a d d i t i o n t o t h e f o r e g o i n g r e p o r t ;

th e D eseg reg a tio n Advisory

P r o j e c t i n p u b l i c s c h o o l s o f Wayne C o u n t y , M i c h i g a n , i n d i c a t e d t h a t :
v i r t u a l l y a l l n o n w h i t e t e a c h e r s w e r e e m plo yed i n d i s t r i c t s h a v i n g
n o n w h i t e p u p i l s , an d t h e r e was a v i r t u a l a b s e n c e o f n o n w h i t e t e a c h e r s
in d i s t r i c t s having a s u b s t a n t i a l m a j o r i t y o f w h ite s t u d e n t s .
This
p a t t e r n may b e as su m ed a s r e a s o n a b l y t y p i c a l o f t h e m a j o r i t y o f
urban-suburban p a t t e r n s a c r o s s th e c o u n tr y , alth o u g h e x p e rie n c e has
i n d i c a t e d a g r e a t e r w i l l i n g n e s s on t h e p a r t o f a v e r y few s c h o o l
a d m i n i s t r a t o r s i n some p r e d o m i n a n t l y w h i t e d i s t r i c t s t o ' s t i c k
t h e i r necks o u t ' in r e c e n t y e a r s . 3

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 P r e s s , Radio an d T e l e v i s i o n R e l a ­
t i o n s , W a s h i n g to n , D . C . , NEA News " B l a c k S t u d e n t s , T e a c h e r s Pu sh e d Out o f
P u b l i c E d u c a t i o n , " ( W a s h i n g t o n , D . C . , A p r i l 2 4 , 1 9 7 2 ) , pp. 1 - 2 . Much o f
t h e s e d a t a i n t h e r e p o r t a r e f r o m a s u r v e y o f 20 p e r c e n t o f t h e n e w s p a p e r s
p u b lish e d in e le v e n so u th e rn s t a t e s .
2
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 , B r i e f Amicus C u r i a e i n t h e U .S .
C o u r t o f A p p e a ls f o r t h e F i f t h C i r c u i t , U.S.A. v. S t a t e o f G e o r g i a ,
March 18 . 1971.
3
D e l l a - D o r a , Delmo, Ra cism and E d u c a t i o n : A r e v i e w o f s e l e c t e d
l i t e r a t u r e r e l a t e d t o s e g r e g a t i o n , d i s c r i m i n a t i o n , and o t h e r a s p e c t s o f

20

Federal g u i d e l i n e s f o r s o u th e r n school d e s e g r e g a tio n d id n o t r e q u ir e
s t a f f d e s e g r e g a t i o n u n t i l 1 965 , and i n f o r m a t i o n i n t h i s f i e l d
r e l a t e d p r i m a r i l y t o a t t e m p t s t o e l i m i n a t e N eg ro t e a c h e r s fro m p u b l i c
s c h o o l s y s t e m s i n t h e S o u t h , a n d t h e v i r t u a l e l i m i n a t i o n o f Negro
s c h o o l p r i n c i p a l s ( t h e r e a r e no s u p e r i n t e n d e n t s ) i n s c h o o l d i s t r i c t s
where s u b s t a n t i a l d e s e g r e g a t i o n h a s t a k e n p l a c e .
M a jo r s t u d i e s o f
d i s p l a c e m e n t o f Negro t e a c h e r s a n d p r i n c i p a l s by t h e D e p a r t m e n t o f
H e a l t h , E d u c a t i o n , and W e l f a r e a n d by t h e 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 a r e now u n d e r way.
Where t e a c h e r d e s e g r e g a t i o n has t a k e n p l a c e i n s o u t h e r n s c h o o l s ,
e x p e r i e n c e t o d a t e has g e n e r a l l y i n d i c a t e d t h e d e s i r a b i l i t y o f
p l a c i n g more t h a n one m i n o r i t y t e a c h e r i n t h e t a r g e t s c h o o l s , so
t h a t t h e t e a c h e r s w i l l be a b l e t o r e l a t e t o , an d f i n d s u p p o r t
fro m , e a c h o t h e r i n s i t u a t i o n s w h i c h a r e o f t e n p e r c e i v e d as h o s t i l e .
This e x p e r ie n c e p r o v id e s a m a jo r g u i d e l i n e f o r s ch o o l d i s t r i c t s in
t h e N o r th which a r e e m p l o y i n g n o n w h i t e t e a c h e r s f o r t h e f i r s t t i m e .
(D esegregation Advisory P r o j e c t , 1 9 6 5 ) .’
Coleman, i n t h e r e p o r t E q u a l i t y o f E d u c a t i o n a l O p p o r t u n i t y , a l s o
r e v e a ls t h a t th e a v e ra g e Black e le m e n ta ry s t u d e n t a t t e n d s a school

in

which 65 p e r c e n t o f t h e f a c u l t y a r e B l a c k , an d t h e a v e r a g e w h i t e e l e m e n t a r y
s t u d e n t a t t e n d s a s c h o o l i n w h i c h 97 p e r c e n t o f t h e f a c u l t y a r e w h i t e .

R e p o r t s on Some M a jo r I s s u e s A f f e c t i n g t h e
51 a c t ~Publ i c Scho ol P o p u l a t i o n
In a s t r u g g l e t o p r o g r e s s i n 1972 t h e S t a t e o f M ic h ig an a r r i v e d
a t a d e c is io n p o i n t i n th e a r e a o f school d e s e g r e g a t i o n and s t a f f
in teg ratio n , s p e c ific a lly ,

t h e D e t r o i t Area d e s e g r e g a t i o n c a s e .

Areas

o f concern f o r rev iew in t h i s s tu d y in c l u d e p o r t i o n s o f Judge R o th 's
c o u r t o r d e r d e a l i n g w i t h r e a s s i g n m e n t o f f a c u l t y and s t a f f .

racism in e d u c a tio n .
M ichigan-Ohio Regional E d u c a tio n a l
( D e t r o i t , M i c h i g a n , 1969) p . 2 9 .
^I b i d . . p.

Laboratory,

30.

^Coleman, James S . , E q u a l i t y o f E d u c a t i o n a l O p p o r t u n i t y ( W a sh .,
D .C .: U.S. Government P r i n t i n g O f f i c e , 1 9 6 6 ) , p . 270.

21
P a r a g r a p h G, P a r t II o f t h e C o u r t ' s o r d e r o f J u n e 14, 1972 s t a t e s :
In t h e h i r i n g , a s s i g n m e n t , p r o m o t i o n , d e m o t i o n , and d i s m i s s a l o f
f a c u l t y a n d s t a f f , r a c i a l l y n o n - d i s c r i m i n a t o r y c r i t e r i a m u s t be
d e v e l o p e d and u s e d ; p r o v i d e d , h o w e v e r , t h e r e s h a l l be no r e d u c t i o n
i n e f f o r t s t o i n c r e a s e m i n o r i t y g roup r e p r e s e n t a t i o n among f a c u l t y
and s t a f f i n t h e d e s e g r e g a t i o n a r e a .
A ffirm ative actio n shall
be t a k e n t o i n c r e a s e m i n o r i t y employmen t i n a l l l e v e l s o f t e a c h i n g
and a d n i n i s t r a t i o n . '
W ith in t h e ab ove p a r a g r a p h o f t h e Roth c o u r t o r d e r i t i s a p p a r e n t
t h a t t h e B la ck e d u c a t i o n a l p o p u l a t i o n may be a f f e c t e d d e p e n d i n g upon t h e
f i n a l d e c i s i o n o f t h e U.S. 6 t h C i r c u i t C o u r t o f A p p e a ls i n C i n c i n n a t i ,
Ohio.
A ttem pting to f u r t h e r th e development o f th e a f f i r m a t i v e a c tio n
p r o g ra m , J u d g e Roth a p p o i n t e d a c o r r m i t t e e o f e d u c a t o r s t o d i s c u s s "The
D e t r o i t D e s e g r e g a t i o n Area A f f i r m a t i v e A c t i o n P l a n , " drawn up by a
p r e v i o u s c o m i t t e e , which f i n d s ;
t h e r e are a p p ro x im a te ly 19,000 te a c h e r s i n th e d e s e g r a t i o n a r e a ,
e x c l u s i v e o f D e t r o i t , o f w hic h a p p r o x i m a t e l y 800 o r 4 . 2 p e r c e n t a r e
Black.
At t h e same t i m e , t h e c o u r t o r d e r e s t a b l i s h e s B l a c k s t u d e n t
e n r o llm e n t in th e suburban d i s t r i c t s o f th e d e s e g r e g a tio n a re a
r a n g i n g fro m 2 0 . 6 p e r c e n t t o 2 9 . 1 p e r c e n t . 2
The p l a n f u r t h e r s t a t e s :
a l t h o u g h t h e o r d e r s t i p u l a t e s t h a t e a c h d i s t r i c t m ust c o n t a i n no
f e w e r t h a n 10 p e r c e n t B la c k s t a f f , i t h a s become a f a i r l y w e l l
accepted e d u c a tio n a l sta n d a rd t h a t the p ercen tag e of m in o rity s t a f f
s h a l l be a t l e a s t e q u a l t o t h e p e r c e n t a g e o f m i n o r i t y s t u d e n t s i n
r e la tio n s h ip to the to ta l stu d e n t p o p u latio n .
In D e t r o i t , t h e r e a r e
o n ly 17.5 p e r c e n t Black t e a c h e r s in t h e d e s e g r e g a t i o n a r e a , i t is
v e r y c l e a r t h a t an a f f i r m a t i v e a c t i o n p r o g r a m m u s t be e s t a b l i s h e d
w ith in the d eseg reg atio n area to the degree t h a t p r e f e r e n t i a l
t r e a t m e n t m u s t be g i v e n t o m i n o r i t y j o b a p p l i c a n t s i o o r d e r t o
overcome t h e p r e s e n t e f f e c t s o f p a s t d i s c r i m i n a t i o n . ^
The Roth M e t r o p o l i t a n Area D e s e g r e g a t i o n P a n e l , "The D e t r o i t
D e s e g r e g a t i o n A rea A f f i r m a t i v e A c t i o n P l a n ; f o r d i s c u s s i o n o n l y , "
u n p u b l i s h e d , ( 1 9 7 2 ) , p. 3.
2
I b i d . , p . 3. ;
3 I b i d . , p. 3.

22

Edwards p o i n t s o u t t h e r e i s a b u n d a n t c a s e law t o s u p p o r t s u c h
action:
While no c o u r t h a s y e t f l a t l y a p p r o v e d o f ' h i r i n g q u o t a s ' as s u c h
u n d e r T i t l e V I I , n e v e r t h e l e s s , t h e c o u r t s have n o t h e s i t a t e d t o
u s e s t a t i s t i c s and r a t i o s as a t o o l f o r m e a s u r i n g an e m p l o y e r ' s
c o m p l i a n c e w i t h T i t l e V I I ; i n t h i s r e g a r d , t h e c o u r t s have f r e ­
q u e n t l y h e l d t h a t an e m p l o y e r i s r e s p o n s i b l e f o r t h e r e s u l t s o f
p e r p e t u a t i n g t h e e f f e c t s o f p a s t d i s c r i m i n a t i o n and t h a t s t a t i s t i c s
a l o n e may be t h e e v i d e n c e o f such d i s c r i m i n a t i o n . 1
Edwards a p p e a r s t o h a v e a t h o r o u g h a r g u m e n t f o r m i n o r i t y s t u d e n t teach er r a tio s .
Thus f a r t h e r e v i e w o f l i t e r a t u r e h as moved from s t u d i e s and
s u r v e y s t o a d e v e l o p m e n t o f p o l i c y r a t i o n a l e i n t h e form o f an a f f i r m a t i v e
a c t i o n program f o r m i n o r i t y r e c r u i t m e n t in th e e d u c a t i o n a l f i e l d .

The

m i n o r i t y e d u c a t o r h ad t o u n d e r g o a d e v e l o p m e n t a l p r o c e s s c a l l e d " e q u a l
e d u c a t i o n a l o p p o r t u n i t y " i n p o l i c y s t a t e m e n t s and l e g i s l a t i o n b e f o r e h i s
r i g h t t o e q u a l a c c e s s became a " p r o b l e m " t o t h e f i e l d o f e d u c a t i o n .
H i s t o r i c a l l y , B l a c k s h av e had t o r e l y upon l e g a l d e f i n i t i o n o f
t h e i r p roble m s b e f o r e t h e l a r g e r s o c i e t y w ould r e c o g n i z e i n j u s t i c e s
as p r o b le m s w h e r e a s t h e mere f a c t t h a t B la c k p e o p l e were human s h o u l d
have g u a r a n t e e d t h e i r r i g h t t o e q u a l j u s t i c e and t h e r e f o r e n e g a t e d t h e
necessity of p o litic a l

le g is la tiv e actions,

(i.e ..

Brown v s . Topeka

S ch oo l B oard, p a s s a g e o f t h e 1 4 th and 1 5 th amendments. B u s s i n g and
D esegregation, e t c . ) .

S t a t e m e n t s o f p o l i c y d e a l i n g w i t h human r i g h t s

s h o u l d rem ai n v o i d o f p o l i t i c a l whims, r e g a r d l e s s o f t h e i r o r i g i n .

^Edwards, H a r r y T . , "The Law and P e r s o n n e l P o l i c i e s :
The Need
f o r Equity in M in o rity H ir in g ."
Unpublished p aper p r e s e n t e d a t th e
c o n f e r e n c e on E d u c a t i o n a l O p p o r t u n i t y :
"The P e r s o n n e l D i r e c t o r i n t h e
D e s e g r e g a t i o n P r o c e s s , " U n i v e r s i t y o f M i c h i g a n , ( J u n e , 1 9 7 2 ) , p. 2.

23
The Task F orce on Human R i g h t s , 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 i n
a 1968 r e p o r t i n d i c a t e d :
Not o n l y em ploy m ent, b u t i n i t i a l c e r t i f i c a t i o n , s a l a r y , and p o s i t i o n
in the system a re c a r e f u l l y r e g u l a t e d .
Negro t e a c h e r s a s s i g n e d t o
s c h o o l s w i t h p r e d o m i n a n t l y w h i t e s t u d e n t b o d i e s a r e so met im es n o t
put in charge of c l a s s e s .
The Task F o r c e was t o l d o f one Negro
b u s i n e s s e d u c a t i o n t e a c h e r who was t r a n s f e r r e d t o a w h i t e s c h o o l ;
she run s o f f c o p i e s on t h e m im eo ar aph m a c h in e f o r t h e o t h e r t e a c h e r s ,
b u t she i s n o t a l l o w e d t o t e a c h .
Such a d e s c r i p t i o n
education.

was an d s t i l l may be e x i s t e n t i n t h e f i e l d

of

However, t h e M ic higan C i v i l R i g h t s Co m m issi on, Community

S e r v i c e s D i v i s i o n , i n November, 1971 i s s u e d a r e p o r t which g i v e s a
h i s t o r i c a l r e v i e w o f t h e f i g h t f o r e q u a l e d u c a t i o n a l o p p o r t u n i t y i n M ic h i g a n
and i n d i c a t e s t h a t on A p r i l 2 3 , 1 9 6 6 , t h e S t a t e B o a r d o f E d u c a t i o n and
t h e M ichigan C i v i l R i g h t s Commission i s s u e d a " J o i n t P o l i c y S t a t e m e n t o f
E q u a lity o f E ducational O p p o r tu n ity ."

That s ta te m e n t o f p u b lic p o lic y

d escrib ed the n e g a tiv e im pact o f s tu d e n t and s t a f f s e g re g a tio n in educa­
t i o n a l programs.

F u r t h e r i t c i t e d t h e o p i n i o n o f t h e U.S. Supreme C o u r t

i n Brown v. Boa rd o f E d u c a t i o n t h a t " s e p a r a t e b u t e q u a l h a s no p l a c e . "
The S t a t e Board o f

E d u c a t i o n and t h e M ic h i g a n C i v i l R i g h t s

Commission j o i n t l y p l e d g e d t o make f u l l
existing racial

u s e o f t h e i r powers

to e lim in a te

s e g r e g a t i o n and d i s c r i m i n a t i o n i n M ic h i g a n p u b l i c s c h o o l s .

D e s p i t e t h i s d e c l a r a t i o n o f s t a t e p o l i c y and combined e f f o r t s o f t h e
S .D .E . and t h e MCRC t h e r e has b e e n l i t t l e ch ange i n t h e p a t t e r n o f
s e g r e g a t i o n i n M ic h ig a n s c h o o l s .
While t h e p e r c e n t a g e o f s o u t h e r n
Blac k s t u d e n t s i n i n t e g r a t e d s c h o o l s o v e r t h e p a s t two y e a r s i s
2
+ 2 0 .7 , th e p e r c e n t change in n o r t h e r n and w e s te rn s c h o o ls i s - 0 . 1 .
In s e e k i n g a n o t h e r p e r s p e c t i v e on e q u a l e d u c a t i o n a l o p p o r t u n i t y
i t i s n e c e s s a r y t o c o n s i d e r a r e p o r t d e v e l o p e d by a t a s k f o r c e a p p o i n t e d
by t h e S t a t e Boar d o f E d u c a t i o n o u t o f c o n t i n u i n g c o n c e r n f o r t h e q u a l i t y
o f p u b lic e d u c a tio n in th e S t a t e o f M ichigan.
1

;----------------------------

N ational E ducational A s s o c ia tio n ,
Human R i g h t s . " ( 1 9 6 8 ) , p . 50 .
2 I b i d . , p . 50.

" R e p o r t o f t h e Task Force on

24
T h i s r e s u l t e d i n t h e d e v e l o p m e n t o f a document e n t i t l e d "The
Corrmon G o a ls o f M ic h ig a n E d u c a t i o n " .

The coimion g o a l s o f M ic h ig a n

e d u c a t i o n were g r o u p e d i n t o f o u r p r i n c i p a l a r e a s w h ic h s h o u l d g u i d e
e f f o r t s to p e r f e c t M ich ig an 's e d u c a tio n a l system.
( 1)

These a r e a s a r e :

c i t i z e n s h i p and m o r a l i t y — which s e t s o u t t h e c r i t e r i a s c h o o l s must

meet i n d e v e l o p i n g m a t u r e a n d r e s p o n s i b l e c i t i z e n s ;

( 2 ) dem oc rac y and

e q u a l o p p o r t u n i t y — which d e a l s w i t h c o n d i t i o n s n e c e s s a r y f o r a s u c c e s s ­
ful process o f school o p e r a tio n ;

(3) s t u d e n t l e a r n in g - - w h ic h s p e c i f i e s

d e s i r e d outcom es f o r e a c h p e r s o n who i s a p r o d u c t o f o u r e d u c a t i o n a l
s y s t e m ; an d ( 4 ) e d u c a t i o n a l

1 m p r o v e m e n t- - w h ic h i d e n t i f i e s a c t i o n s t h a t

are e s s e n t i a l to co n tin u ed upgrading o f th e system.

W ithin each o f

t h e s e b r o a d a r e a s s p e c i f i c g o a l s a r e d e s c r i b e d which m u s t d i r e c t t h e
s c h o o l s o f M ic h ig a n i n o r d e r t o p r o v i d e optimum o p p o r t u n i t y f o r s u c c e s s
o p p o r t u n i t y f o r s u c c e s s f o r e v e ry one o f o u r s t u d e n t s . ^
The Conrion G o a ls o f M ic h ig an E d u c a t i o n a l s o s t a t e s ;
Goal 1 . — EQUALITY OF EDUCATIONAL OPPORTUNITY: M ic h i g a n e d u c a t i o n
m u st i n s u r e t h a t i t s * p r o c e s s e s and a c t i v i t i e s a r e s o s t r u c t u r e d a s
to p r o v i d e e q u a l i t y o f e d u c a t o n a l o p p o r t u n i t y f o r a l l a n d t o a s s u r e
t h a t t h e r e i s no i n s t i t u t i o n a l i z e d o p p r e s s i o n o f any g r o u p , s u c h a s
r a c i s m where i t e x i s t s .
The s y s t e m m u st a s s u r e t h a t a l l a s p e c t s
o f th e school p r o g r a m - - in c lu d in g e d u c a tio n a l g o a l s , o r g a n i z a t i o n o f
schools, co u rses, textbooks, a c t i v i t i e s , treatm ent o f stu d en ts
a t t i t u d e s , an d community r e p r e s e n t a t i o n — g i v e f u l l c o g n i z a n c e and
p r o p e r w e i g h t t o t h e c o n t r i b u t i o n s and p a r t i c i p a t i o n o f a l l g r o u p s
w ithin i t s ' s tr u c tu r e .
The s c h o o l c l i m a t e m u s t r e f l e c t t h e d i v e r s e
values of our s o c i e t y . 2
The p r o f e s s i o n o f e d u c a t i o n i n t h e p a s t few y e a r s h a s a t t e m p t e d
t o become i n c r e a s i n g l y e f f e c t i v e i n e s t a b l i s h i n g p o l i c y and p r o g ra m s t h a t
would i n c r e a s e m i n o r i t y r e p r e s e n t a t i o n .

However, many m i n o r i t y p e r s o n s

^Michigan D e p a r t m e n t o f E d u c a t i o n , The Cormion G oals o f M ic h ig an
E d u c a t i o n . ( S e p t e m b e r , 1 9 7 0 ) , p . 1.
^ I b i d . , p. 3.

25

v ie w e d u c a t i o n w i t h l i t t l e

r e s p e c t and a s p r o v i d i n g a s l i m c h a n c e t o

a c h ie v e s u c c e ss in a w orld o f work.

Other m in o rity persons equate

e d u c a t i o n w i t h income and d ep en d m a i n l y on e d u c a t i o n a s t h e i r way o u t o f
d eprivation.

What a r e t h e c o n s e q u e n c e s o f a p r o f e s s i o n which disen**

f r a n c h i s e s p e r s o n s f i r s t as s t u d e n t s ,

t h e n as c o l l e a g u e s ?

In t h e f a l l

of

1971 a s t u d y was u n d e r t a k e n by t h e N a t i o n a l S c h o l a r s h i p S e r v i c e and t h e
Fund f o r Negr o S t u d e n t s — an o r g a n i z a t i o n t h a t p r o v i d e s g u i d a n c e s e r v i c e s
w i t h o u t c o s t t o B l a c k h i g h s c h o o l s t u d e n t s h e a d e d f o r c o l l e g e fro m 7 , 0 0 0
o f A m erica's a p p ro x im a te ly 26,000 high s c h o o ls .

R ep resen ted were a l a r g e

p e r c e n t a g e o f B la c k f u l l - t i m e f r e s h m a n e n t e r i n g c o l l e g e

in the fa ll

o f 1971.
The r e s u l t s o f t h e s u r v e y ^ i n d i c a t e d i n t e r e s t i n g r e s u l t s :
1.

Sex:

Male 4 0 . 8 p e r c e n t ,

Female 5 9 . 2 p e r c e n t .

2.

P r o b a b l e C a r e e r : 1 0 . 6 p e r c e n t s e l e c t e d s e c o n d a r y e d u c a t i o n and
6.4 p ercen t s e le c te d elem entary ed u catio n .

3.

P r o b a b l e M a jo r F i e l d :

4.

Degree A s p i r a t i o n s : 3 2 . 8 p e r c e n t r e s p o n d e d t o a m a s t e r s d e g r e e ,
w hile 9.3 p e r c e n t responded to th e d o c to r a te degree.
32.5
p e r c e n t o f t h e s t u d e n t s hav e t h e i r s i g h t s on a b a c h e l o r s
degree.

5.

In t h e a r e a o f p e r s o n s c o n t r i b u t i n g most t o s o c i e t y :
w ere s e l e c t e d f i r s t 2 5 . 1 p e r c e n t . 2

10.6 p e r c e n t s e l e c t e d e d u c a t i o n .

Educators

^ S u r v e y R e s e a r c h S e r v i c e s , N a t i o n a l Computer S y s t e m s , A N a t i o n a l
P r o f i l e o f B l a c k Youth:
C l a s s o f 1 9 7 1 , 1972.
2
" S e l e c t e d C h a r a c t e r i s t i c s o f Campus-Bound B l a c k Y o u t h s , "
C h r o n i c l e o f H i g h e r E d u c a t i o n , ( A p r i l 3, 1 9 7 2 ) , p. 3.

26

T h i s s t u d y o f more t h a n 5 4 , 0 0 0 B la c k s t u d e n t s who g r a d u a t e d from
hig h s c h o o l i n 1971 and i n d i c a t e d a d e s i r e t o a t t e n d c o l l e g e i s
b e l i e v e d t o be t h e m o st c o n p r e h e n s i ve s u r v e y o f B la c k s t u d e n t s
a t t i t u d e s ev er undertaken in t h i s c o u n tr y .'
Su pp ly and Demand
A ttenpting to understand e d u c a tio n a l

p r o je c tio n s a f f e c t i n g plans

o f f u t u r e c a r e e r c o u n s e l i n g and c h o i c e , r e l a t e d s t u d i e s w er e r e v i e w e d i n
t h e a r e a o f s u p p l y and demand.
la te r six ties

I t i s im p o rta n t to n o te t h a t d u rin g the

t h e i m p e t u s t o c o l l e c t d a t a i n c l u d i n g d e l i n e a t i o n by r a c e

was t h o u g h t by many t o be d i s c r i m i n a t o r y a s w e l l a s r a c i s t i n n a t u r e .
Many c o m p l a i n t s w er e made i f o n e had t o n o t e h i s o r h e r r a c e on a p p l i c a ­
t i o n s as w e l l as c e n s u s d a t a .

T h i s i s s u e m u s t n o t be m i s t a k e n a s a

r a t i o n a l e to be u s e d by i n s t i t u t i o n s o r p e r s o n s f o r e x c l u s i o n o f r a c e
as a f a c t o r in r e p o r t s o r p r o j e c t i o n s t u d i e s ,

f o r i t i s a l s o known t h a t

d a t a on m i n o r i t i e s a r e c o l l e c t e d b u t n o t made w i d e l y a v a i l a b l e t o t h e
public.

In t h e 1 9 7 0 ' s due t o t h e " p o l i t i c a l

ev id en t in th is c o u n try ,

a i r " an d e m o t i o n a l r e a c t i o n

r a c e i s v i e w e d as i m p o r t a n t f a c t o r i n t h e a r e a

o f e d u c a t i o n and employmen t a s can b e n o t e d by t h e e l i m i n a t i o n o f " s p e c i a l
p rogra m s " and t h e i r r e l a t e d V h e t o r i c " d e s i g n e d t o p r o t e c t m i n o r i t y r i g h t s
and i n t e r e s t . ^
The f i r s t m a j o r s t u d y o f v o c a t i o n a l - t e c h n i c a l

te a c h e r education

i n M ichigan s i n c e t h e V o c a t i o n a l E d u c a t i o n P r o j e c t o f 1963, was d e v e l o p e d
by Dr. George W. F e r n s , P r o f e s s o r , M i c h i g a n S t a t e U n i v e r s i t y .

The r e p o r t :

^ W e i d l e i n , Edward R . , " N e g r o e s Headed f o r C o l l e g e Found S h a r i n g
Many W hite G o a l s , " C h r o n i c l e o f H i g h e r E d u c a t i o n { A p r i l 3, 1 9 7 2 ) , p . 3.
p
L u b e l l , S am u el, "Nixon T u r n s V o t e r A nge r Away from S e l f , o n t o
Dems,":
E l e c t i o n 1972, D e t r o i t F r e e P r e s s ( S e p t . 2 6 , 1 9 7 2 ) , p. l a .
(b)
F r i t c h e y , C l a y t o n , " C l o s e d Door t o B l a c k s , " D e t r o i t F r e e P r e s s , (Dec. 10,
1 9 7 2 ) , p. 5 a .
( c ) S t o n e , Chuck, " W h it e C h r i s t m a s B l e a k f o r S l a c k s , "
D e t r o i t F r e e P r e s s , (Dec. ’ 4 , 1 9 7 2 ) .
p. 11a.

27
M i c h i g a n ' s V o c a t i o n a l - T e c h n i c a l E d u c a t i o n P e r s o n n e l Dev el opm en t Needs
1971-1975. s u p p l i e s b a c k g r o u n d i n f o r m a t i o n n e c e s s a r y f o r e s t a b l i s h i n g
a comprehensive, v i a b l e , c o o r d in a te d s t a t e p la n fo r p e rso n n e l d e v e lo p ­
ment e q u a l t o t h e r e q u i r e m e n t s o f t h e 1 9 7 0 ' s . ^

This do cu m en t p r o j e c t s

f u t u r e s t a t e n e e d s f o r s t u d e n t and s t a f f t r a i n i n g , i n c l u d i n g a n a t i o n a l
p r o j e c t i o n o f m i n o r i t i e s t o be 40 p e r c e n t by 1975.

This tr e n d , as the

r e p o r t i n d i c a t e s "m u st s p u r v o c a t i o n a l e d u c a t i o n to c o n c e n t r a t e on y o u t h
o
and ex pand i t s e f f o r t s i n t r a i n i n g t h e e c o n o m i c a l l y d i s a d v a n t a g e d .
However, u n d e r l y i n g t h e e n t i r e

r e p o r t was t h e P r o f e s s i o n a l P e r s o n n e l

R e g i s t e r from t h e M ic h i g a n D e p a r t m e n t o f E c u c a t i o n i n w h i c h r a c e was n o t
selected fo r data a n a ly s is .

C o n s i d e r i n g t h e r e l a t i v e l y few B l a c k t e a c h e r s

and s t u d e n t s i n V o c a t i o n a l E d u c a t i o n ( e x c l u d i n g v o c a t i o n a l e d u c a t i o n
f o r p e r s o n s w i t h " s p e c i a l n e e d s " ) i n M i c h i g a n , i t w ould a p p e a r i m p o r t a n t
to t h e comprehensive n a t u r e o f t h e s tu d y to in c lu d e a f a c t o r o f ra c e f o r
3
e v a l u a t i o n and p r o j e c t i o n i n a n y p r o g r a m i n v o l v i n g m i n o r i t y t r a i n i n g .
To i n c l u d e t h e f a c t o r o f r a c e i n V o c a t i o n a l E d u c a t i o n p r o j e c t i o n s
would i d e n t i f y m i n o r i t y v o i d s i n t h i s p a r t i c u l a r f i e l d a s w e l l a s be a
s e r v i c e to ; a) V o c a tio n a l- T e c h n ic a l c o u n s e lo r s o f m i n o r i t y group s t u d e n t s
in M ic h i g a n ,

b) M i n o r i t y g r o u p s t u d e n t s i n M ichiga n c o n s i d e r i n g

vocational ed u catio n ( s k i l l e d
ship p o s i t i o n s )

trades o r p ro fessional educational

as a c a r e e r c h o i c e ,

c) Educational

lead er­

leaders in te re s te d

^ F e r n s , George W., M ic h ig a n V o c a t i o n a l - T e c h n i c a l E d u c a t i o n P e r s o n n e l
Development Needs 1 9 7 1 - 7 5 . 1971 , p. i i .
2 I b i d . , p . 19.
3
U.S. D e p a r t m e n t o f L a b o r , " B l a c k News D i g e s t , " News I n f o r m a t i o n ,
(March 2 0 , 1 9 7 2 ) , p . 2:
What a b o u t t h e f u t u r e of m i n o r i t i e s i n l a b o r ?
" A lt h o u g h p r o g r e s s has been made, i t c o n s t i t u t e s o n l y a s t a r t t o w a r d s
an i m p o r t a n t g o a l .
As t h e t r e n d to w a r d more e d u c a t i o n f o r B l a c k s c o n t i n u e s
and a s b e t t e r t r a i n e d y o u n g s t e r s become an i n c r e a s i n g l y l a r g e p a r t o f t h e
Black work f o r c e , B l a c k s w i l l c o n t i n u e t o move i n t o h i g h e r l e v e l o c c u p a t i o n . "

28

i n m i n o r i t y r e c r u i t m e n t t o make t h e v o c a t i o n a 1- t e c h n i c a l
s e n ta tiv e o f the pop u latio n i t d e s ire s to serve?
tech n ical cu rricu lu m planning ag en cies.
A c o n p r e h e n s i v e and h i s t o r i c a l

f i e l d more r e p r e ­

d) V o c a t i o n a l -

( S e l e c t i o n an d s c r e e n i n g o f s t u d e n t s ) .
look a t th e Black worker i n th e

United S t a t e s g iv e s a d d i t i o n a l c r e d i b i l i t y

to the r e q u e s t o f r a c i a l

m i n o r i t y i n c l u s i o n i n s t u d i e s and p r o j e c t i o n r e p o r t s o f a v o c a t i o n
re s p o n s ib le f o r h is placem ent in th i s s o c i e t y .
1.

The n i n e m i l l i o n B l a c k w o r k e r s l i s t e d i n 1971 c e n s u s r e p o r t s
c o n s t i t u t e d 10 p e r c e n t o f t h e work f o r c e , 10 p e r c e n t o f t h e
t e a c h e r s and a b o u t 8 p e r c e n t o f t h e em p lo y ees i n b e t t e r p a y i n g
jobs.
T h e r e w e r e , a c c o r d i n g t o t h e s e g i f u e s , 1 3 ,7 0 0 Bla ck
e n g i n e e r s , 11, 500 p h y s i c i a n s an d d e n t i s t s , 2 1 4 , 5 0 0 e l e m e n t a r y
and s e c o n d a r y s c h o o l t e a c h e r s , 1 6 7 , 2 0 0 s a l e s w o r k e r s , 1 , 0 0 0 , 0 0 0
c l e r i c a l w o r k e r s and 6 6 5 , 0 0 0 c r a f t s m e n and fo re m e n .
A ls o l i s t e d
we re 6 8 8 , 0 0 0 Black l a b o r e r s , 1 7 6 , 0 0 0 f a r m l a b o r e r s , 1 , 4 7 5 , 0 0 0
s e r v i c e w o r k e r s and 6 1 0 , 5 0 0 p r i v a t e h o u s e h o l d w o r k e r s .

2.

A n o t h e r way t o view s t a t i s t i c s i s t o n o t i c e t h a t B l a c k w o r k e r s
were 10 p e r c e n t o f e m ployed p e r s o n s in 1971 b u t o n l y 1 p e r c e n t o f
t h e e n g i n e e r s , 2 p e r c e n t o f t h e p h y s i c i a n s and d e n t i s t s , 3 p e r c e n t
o f t h e m a n a g e r s and a d m i n i s t r a t o r s , 5 p e r c e n t o f t h e p r o f e s s i o n a l
w o r k e r s an d 6 p e r c e n t o f t h e c r a f t s m e n as c o n t r a s t e d t o 17
p e r c e n t o f t h e s e r v i c e w o r k e r s , some 20 p e r c e n t o f t h e l a b o r e r s and
50 p e r c e n t o f p r i v a t e h o u s e h o l d w o r k e r s .
In 1971, 3 . 8 p e r c e n t o f
B la c k p r o f e s s i o n a l s were unem ploye d.
So w e r e 9 . 3 p e r c e n t o f
s a l e s w o r k e r s , 7 . 9 p e r c e n t o f t h e c l e r i c a l w o r k e r s and 7 . 6
p e r c e n t o f t h e c r a f t s m e n and o p e r a t o r s .

3.

The U.S. Census Bureau r e p o r t e d i n 1970 t h a t 'N e g r o men who
have c o m p l e t e d f o u r y e a r s o f h i g h s c h o o l h av e a lo w e r median
income t h a n w h i t e men who have c o m p l e t e d o n l y e i g h t y e a r s o f
elem entary school.*
What i s e q u a l l y t r u e i s t h a t B lack men who
hav e c o m p l e t e d f o u r y e a r s o r more o f c o l l e g e have a l o w e r median
income ( $ 8 , 6 6 9 ) , t h a n w h i t e m e n w h o hav e c o m p l e t e d h i g h s c h o o l
($8,829).

4.

The n i n e i n d u s t r i e s w i t h t h e l a r g e s t p r o p o r t i o n o f B l a c k w o r k e r s
i n 1970 w er e t o b a c c o , m e d i c a l and o t h e r h e a l t h s e r v i c e s , l o c a l
p a s s e n g e r t r a n s i t , w a t e r t r a n s p o r t a t i o n , e a t i n g and d r i n k i n g
p l a c e s , r e a l e s t a t e , h o t e l and o t h e r l o d g i n g p l a c e s , p e r s o n a l
s e rv ic e s , m iscellaneous re p a ir s e rv ic e .
In t h e s e n i n e i n d u s t r i e s ,
B l a c k w o r k e r s h e l d 18 p e r c e n t o f a l l j o b s b u t o n l y 5 p e r c e n t o f
t h e p r o f e s s i o n a l , t e c h n i c a l and m a n a g e r i a l j o b s .
The same
gen eral s i t u a t i o n e x i s t i n the i n t e r n a l h i e r a r c h i e s o f l i b e r a l
u n i o n s and t h e U.S. g o v e r n m e n t .
I n may, 1971, B l a c k s h e l d 15.1
p e r c e n t o f a l l f u l l - t i m e fed eral jo b s but only 2 p e rc e n t o f th e
o c c u p a t i o n s i n h i g h e r g r a d e s , GS - 16 t o 18,*
* B e n n e tt, Lerone J r . ,

“The B lack W o r k e r , " Ebony, ( D e c . , 1 9 7 2 ) , p. 73.

29

S u p p l e m e n t i n g t h e above i n f o r m a t i o n i s an a r t i c l e by Chuck S t o n e
o f th e D e t r o i t F ree P r e s s e n t i t l e d "White C h r i s t m a s B l e a k f o r B l a c k s . "
The a r t i c l e * w h i c h a p p e a r e d d u r i n g t h e C h r i s t m a s h o l i d a y s , ad d e d :
The 5 . 2 p e r c e n t r a t e o f une mployment was t h e l o w e s t s i n c e A u g u s t ,
1970 . . . .
New f a c t o r y o r d e r s have ju m ped 16 .6 p e r c e n t , manu­
f a c t u r i n g p r o d u c t i o n h a s r i s e n by 9 . 3 p e r c e n t , m a n u f a c t u r e r ' s s h i p ­
ments a r e up 1 5 . 8 p e r c e n t , new p l a n t an d e q u i p m e n t p u r c h a s e r s ( w h i c h means
e x p a n s i o n o f new j o b s ) a r e l i k e l y t o be up a s w i n g i n g 17 p e r c e n t . . . .
A new i n d u s t r i a l boom i n j o b s . . . . B u t f o r w h i t e f o l k s o n l y . . . .
A lthough t h e o v e r a l l unemploymen t r a t e was down t o i t s new low, i t
remained as high as e v e r f o r b l a c k s - 9 . 8 p e r c e n t o r double t h e
w hite r a t e o f 4.6 p e r c e n t . 1
The a r t i c l e p r o v i d e d a d d i t i o n a l i n s i g h t f o r t h o s e who t h i n k j o b
t r a i n i n g in s k i l l e d a r e a s i s the Black panacea;
In one o f t h e m ost c r i t i c a l a r e a s i n j o b g r o w th - t h e c o n s t r u c t i o n
t r a d e u n i o n s - B l a c k s hav e made v i r t u a l l y no headway i n b r e a k i n g
l i l l y - w h i t e s t r o n g h o l d on t h e s e u n i o n s .
A p e r n i c i o u s c y c le i s then s e t i n m otion.
W hite-dom inated c o n s t r u c ­
tio n tra d e unions b a r B lack s.
Unemployed B l a c k s a r e f o r c e d t o go
on w e l f a r e .
In d e s p e r a t i o n , a few may e v e n t u r n t o c r i m i n a l a c t i v i t y .
Then w i t h i n c r e d i b l e g a l l , t h e same p e o p l e who h av e k e p t B l a c k s fro m
g e t t i n g a d e c e n t jo b scream t h e i r l o u d e s t a b o u t ' t h e l a z y w e l f a r e
f r e e l o a d e r ' and t h e s p i r a l i n g c r i m e r a t e . . . .
The day we s t a r t p u t t i n g p e o p l e i n j a i l f o r d e n y i n g o t h e r p e o p l e j o b s
w i l l be t h e day t h a t t h i s u n c o n s c i o u s a b l e p r a c t i c e o f r a c i a l f i r i n g
and h i r i n g w i l l c e a s e . ^
A n o t h e r t y p e o f e d u c a t i o n a l s t u d y , " T e a c h e r S u p p l y and Demand i n
3
Michigan P u b l i c S c h o o l s , " p r o j e c t s t h e n e e d f o r t e a c h e r s i n M ic h ig a n
e l e m e n t a r y and s e c o n d a r y p u b l i c s c h o o l s t h r o u g h 1980.

P articu lar

* S t o n e , Chuck, "White C h r i s t m a s B le a k For B l a c k s , " D e t r o i t F r e e
P r e s s . (Dec. 2 4 , 1 9 7 2 ) , p . 11A.
2 Ibid.
3
D i v i s i o n o f P r o f e s s i o n a l D e v e l o p m e n t, M ic h ig an E d u c a t i o n
A s s o c i a t i o n , A p r i l 2 8 , 1972:
D ata f o r t h i s s t u d y i n c l u d e e s t i m a t e s fro m
"S upply a n d Demand f o r T e a c h e r s i n M ich igan u n t i l 1 9 8 0 , " M ic h ig a n
D ep ar tm en t o f E d u c a t i o n , O c t o b e r 1971.

30

a t t e n t i o n i s g i v e n t o th e n eed f o r new t e a c h e r s t o be g r a d u a t e d by
c o lle g e s and u n i v e r s i t i e s .
The s t u d y i n d i c a t e s :
1.

B ased on t h e a s s u m p t i o n t h a t c u r r e n t t r e n d s c o n t i n u e t h e
p r o j e c t i o n s c a n and s h o u l d be u s e d as a g u i d e f o r f u t u r e p l a n n i n g ;
and;

2.

M ic h ig an c o l l e g e s an d u n i v e r s i t i e s c u r r e n t l y g r a d u a t e many
s t u d e n t s p r e p a r e d t o t e a c h who m u s t look t o o t h e r f i e l d s f o r
emp loyment.
The s t u d y f u r t h e r reconmends t h a t i t be u s e d f o r :
a.

Counseling of s tu d e n t s .

b.

G uidelines fo r lim itin g en ro llm en ts in c o lle g e s o f e d u c a tio n .

c.

G u id e lin e s f o r approving t e a c h e r p r e p a r a t i o n program s.

d.

R e l a t i n g new c u r r i c u l a r p r o g r a m s t o t e a c h e r p r e p a r a t i o n .

e.

U t i l i z i n g th e c u r r e n t "oversupply" o f te a c h e rs to th e b e s t
advantages.

f.

I m p r o v in g t h e a l l o c a t i o n o f r e s o u r c e s t o t e a c h e r p r e p a r a t i o n .

g.

Future r e s e a r c h .

The t o t a l

su pply of te a c h e r s and stu d en ts

in the S ta te of

Michigan c o n s i s t s o f W h i t e s , B l a c k s , C h l c a n o s , O r i e n t a l s and American
Indians.

The o n l y " o v e r s u p p l y " o f t e a c h e r s i s w i t h i n t h e w h i t e p o p u l a t i o n

i f s u p p l y i s c o n n e c t e d w i t h n e e d b a s e d upon s t u d e n t — t e a c h e r r a t i o s
c o n s i d e r i n g r a c e a s a b a s i c f a c t o r o f demand.^

I f s u p p l y and demand

a r e p r o j e c t e d a s n e e d s ( s e e t h e above s t a t e d r e c o r n n e n d a ti o n s o f t h e r e p o r t )
o f t h e t o t a l p o p u l a t i o n f o r 19B0, i t w o u l d be a s i g n i f i c a n t c o n t r i b u t i o n
t o t h o s e r a c i a l g r o u p s m e n t i o n e d t o i n d i c a t e where t h e y s t a n d i n n e e d ,
s u p p l y and demand.

S u p p l y a n d demand s t u d i e s a r e n e e d e d by m i n o r i t y

^M ich igan E d u c a t i o n A s s o c i a t i o n , "The R a c i a l Census D a ta o f M i c h i ­
gan T e a c h e r s and S t u d e n t s :
R a n k i n g s , " O f f i c e o f Human R e l a t i o n s , ( J a n . 1 9 7 2 ) ,
P. 1.

31

p o p u l a t i o n s t o i n s u r e e q u a l p r o t e c t i o n o f t h e i r i n t e r e s t s i n any recommen­
d a t i o n s as i m p o r t a n t and f a r r e a c h i n g a s t h o s e s u g g e s t e d by t h i s r e p o r t .
A dee p c o n c e r n o f t h e B la c k p o p u l a t i o n e x i s t s o v e r t h i s m a t t e r s i n c e t h e
O ffice o f Education a u t h o r i t i e s

r e p o r t t h a t Black s tu d e n t s a r e e n c o u n te r in g

d i f f i c u l t y g a in in g adm ission n o t only to w h ite sc h o o ls b u t a l s o to the
ha n d f u l o f h i s t o r i c a l l y b l a c k g r a d u a t e a n d p r o f e s s i o n a l

schools.^

In a d d i t i o n t o t h e p r e v i o u s s t u d y , s i m i l a r i n v e s t i g a t i o n s w er e
c o n d u c t e d on a n a t i o n a l
W a s h i n g to n , D.C.

s c a l e by t h e 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 ,

T e a c h e r S u p p l y and Demand i n P u b l i c S c h o o l s , 1972

was t h e r e s u l t o f two s u r v e y s c o n d u c t e d i n m i d - s u m n e r 1972 t o g a t h e r
d a t a on ( a ) t h e d i r e c t i o n o f c h a n g e , i f a n y , in t h e f a c t o r s which
i n f l u e n c e t h e s u p p l y and demand f o r p u b l i c s c h o o l t e a c h e r s ; ( b ) t h e
g e n e r a l s t a t u s o f s u p p l y demand c o n d i t i o n s i n t h e s t a t e s and m a j o r
s c h o o l s y s t e m s ; ( c ) t h e s u b j e c t a r e a s i n w h ic h s h o r t a g e s seem t o be
m o s t w i d e s p r e a d ; and ( d ) c o n d i t i o n s i n t h e f a l l o f 1972 as compared
w i t h one y e a r e a r l i e r .
T h i s i n f o r m a t i o n p r o v i d e s a framework f o r i n t e r p r e t i n g t h e p r o j e c t i o n s
o f t e a c h e r s u p p l y an d demand.

The s u r v e y s w e r e d i r e c t e d t o ;

having r e s p o n s i b i l i t y f o r t e a c h e r c e r t i f i c a t i o n

1) p e r s o n s

in each s t a t e departm ent

o f e d u c a t i o n , and 2) P e r s o n n e l d i r e c t o r s i n e i g h t y o f t h e l a r g e s t s c h o o l
s y s te m ( 5 0 , 0 0 0 o r more p u p i l s ,
school

teachers).

and a s a g r o u p employ o n e - f i f t h o f a l l p u b l i c

Persons in the f i r s t categ o ry re p o rte d t h e i r general

i m p r e s s i o n s o f t e a c h e r s u p p l y and c o n d i t i o n s p r i o r t o A u g u s t , 1972; w h i l e t h e
p e r s o n s i n t h e s e c o n d g r o u p were a s k e d t o r e p o r t by e a c h m a j o r a s s i g n m e n t
area:

(a) th e adequacy o f th e supply o f q u a l i f i e d t e a c h e r a p p l i c a n t s in t h e i r

systems 1972-73,

( b ) w h e t h e r th e y h a v e had t o em ploy p e r s o n s w i t h s u b s t a n d a r d

q u a l i f i c a t i o n s , and ( c ) t h e number o f u n f i l l e d p o s i t i o n s a s o f t h e l a s t
^ " B l a c k s and P r o f e s s i o n a l S c h o o l s , " A R e p o r t , Chanqe, ( F e b r u a r y ,
1972) . p . 13.

32
week o f J u l y ,

1972.

The c o m p r e h e n s i v e n a t u r e o f t h i s s t u d y w i l l

c o m p li m en t p a s t s t u d i e s c o n d u c t e d by t h e M ichigan E d u c a t i o n A s s o c i a t i o n ;
however , t h e v o i d s o f s i g n i f i c a n t c o n t r i b u t i o n s t o t h e m i n o r i t y membership
w ith in th e re s e a r c h d e s ig n o f th e N a tio n a l E ducation A s s o c i a t i o n ,

its

s t a t e a f f i l i a t e s , a s w e l l as t h e o t h e r e d u c a t i o n a l o r g a n i z a t i o n s ,
must n o t be f o r g o t t e n .
In sumnary t h e i s s u e o f i n c l u d i n g and d e l i n e a t i n g B l a c k s and
o t h e r m i n o r i t i e s i n s t u d i e s on s u p p l y an d demand an d s u b s e q u e n t r e p o r t s
o f an e v a l u a t i v e an d p r o j e c t i v e n a t u r e , w i l l g i v e a p i c t u r e o f t h e
p r e s e n t s t a t u s w h i l e c i r c u m v e n t i n g t h e e s t a b l i s h m e n t o f minimum l e v e l s
o f commitment f o r t h e f u t u r e .
in s o c i a l

The e s t a b l i s h m e n t o f t h i s a d d i t i o n

r e s e a r c h w i l l a i d p u b l i c / p r i v a t e i n s t i t u t i o n s and c o r p o r a t i o n s

t o m i r r o r t h e w o r l d i n which we l i v e .

CHAPTER I I I

DESIGN OF THE STUDY

The s t u d y was d e s i g n e d t o :

(1) d e s c r i b e th e Black e d u c a t o r

in M ic higan p u b l i c s c h o o l s u s i n g s e l e c t e d d e m o g r a p h i c c h a r a c t e r i s t i c s ;
and ( 2 ) t o c o n p a r e B l a c k e d u c a t o r s t o N o n - B la c k e d u c a t o r s i n M ic h i g a n p u b l i c
schools.
years:

The d a t a c o l l e c t e d f o r t h i s s t u d y a r e ex am ined o v e r t h r e e s c h o o l
1 9 6 8 - 6 9 , 1 9 6 9 - 7 0 and 1 9 7 0 - 7 1 } t o e s t a b l i s h c o n s i s t e n c y en d

r e l i a b i l i t y o f any t r e n d s .
The b a s i c p r o c e d u r e em p lo y e d i n t h e d e s i g n o f t h i s s t u d y i n c l u d e d
t h e s e l e c t i o n o f t h e p o p u l a t i o n , t h e c o l l e c t i o n o f t h e d a t a by t h e
M ichigan D e p a r t m e n t o f E d u c a t i o n , t h e a n a l y s i s o f t h e d a t a i n a manner
which f u l f i l l s

t h e s t a t e d o b j e c t i v e s , and t h e f o r m u l a t i o n o f d i s c u s s i o n

and r e c o m m e n d a ti o n s w h i c h a r e r e l a t i v e t o t h e r e s e a r c h .
S e le c tio n o f the P o p u la tio n
The d e c i s i o n t o u s e t h e p u b l i c s c h o o l e d u c a t o r s o f M ic h i g a n as
a p o p u l a t i o n was made on t h e b a s i s o f p r e v i o u s r e s e a r c h by t h e M i c h i g a n
D e p a r tm e n t o f E d u c a t i o n an d t h e D e t r o i t P u b l i c S c h o o l s .

The d e c i s i o n

was f u r t h e r I n f l u e n c e d by t h e a u t h o r ' s I n v o l v e m e n t as a B l a c k e d u c a t o r i n
the development and e s t a b l i s h m e n t o f the D i v i s i o n o f M in o r ity A f f a i r s —
M ichigan E d u c a t i o n A s s o c i a t i o n .
H h e p r e s e n t s t u d y conmensed i n 1972 and t h e r e f o r e a t t e m p t e d t o
s e c u r e t h e l a t e s t d a t a a v a i l a b l e f ro m t h e M ic h i g a n P u b l i c School P r o ­
f e s s i o n a l P e r s o n n e l R e g i s t e r . D ata w er e n e v e r g a t h e r e d f o r t h e R e g i s t e r
t o r t h e 1971-72 s c h o o l y e a r .
33

34
D e s c r i p t i o n o f t h e P o p u l a t i o n an d
Sub-Population
P u b lic School E d u c a to r s .

Negro, Spanish sur-nam ed, I n d ia n ,

O r i e n t a l and C a u c a s i a n ; t e a c h e r s , p r i n c i p a l s , a s s i s t a n t p r i n c i p a l s ,
co u n selo rs, l i b r a r i a n s , school s o c ia l w orkers, p s y c h o lo g is ts ,

superin­

ten d e n ts, c o n s u lta n ts , c o o r d in a to r s , s u p e rv is o rs , d i r e c t o r s , speech
t h e r a p i s t s and d i a g n o s t i c i a n s s e r v i n g K-12 a c t i v i t i e s .
Black E d u c a t o r s .
p rin c ip a ls , counselors,

Negro;

teachers, p r in c ip a ls , a s s is ta n t

l i b r a r i a n s , school s o c ia l w orkers, p s y c h o lo g is ts ,

superintendents, c o n s u lta n ts , co o rd in ato rs, su p erv iso rs, d ir e c to r s ,
s p e e c h t h e r a p i s t s , an d d i a g n o s t i c i a n s s e r v i n g K-12 a c t i v i t i e s .
Non -B la ck E d u c a t o r s .

Spanish sur-nam ed, I n d ia n , O r i e n t a l

and C a u c a s i a n ; t e a c h e r s , p r i n c i p a l s , a s s i s t a n t p r i n c i p a l s , c o u n s e l o r s ,
l i b r a r i a n s , school s o d a ! w o rk ers, p s y c h o lo g i s t s ,

s u p e r i n t e n d e n t s , con­

s u l t a n t s , c o o r d i n a t o r s , s u p e r v i s o r s , d i r e c t o r s , s p e e c h t h e r a p i s t s and
d i a g n o s t i c i a n s r e l a t e d t o K-12 s c h o o l a c t i v i t i e s .
Instrum entation
In o r d e r t o o b t a i n d a t a on p r o f e s s i o n a l p e r s o n n e l em p lo y e d I n t h e
in d iv id u a l school d i s t r i c t s

t h r o u g h o u t M i c h i g a n , t h e M ic h ig an D e p a r t m e n t o f

E d u c a t i o n d i s s e m i n a t e s an a n n u a l

l e t t e r c o n t a i n i n g i n s t r u c t i o n s and f i l i n g

deadlines fo r th e p ro fe s s io n a l personnel

reg ister.^

The c o m m u n i c a ti o n i s

u s u a l l y between t h e A s s o c i a t e S u p e r i n t e n d e n t f o r H i g h e r E d u c a t i o n , M ic higan
D e p a r tm e n t o f E d u c a t i o n a n d t h e l o c a l d i s t r i c t S u p e r i n t e n d e n t .
^See A p pendix A f o r l e t t e r o f t r a n s m i t t a l
data c o l l e c t i o n .

an d code s h e e t f o r

35
The Annual P r o f e s s i o n a l P e r s o n n e l R e g i s t e r c o n t a i n s t h e f o l l o w i n g
d a t a on e a c h P u b l i c S ch ool e d u c a t o r :

sex, age, lo c a tio n , s a la ry , e x p e r i­

ence, t r a i n i n g i n s t i t u t i o n , d e g re e , m ajor, m inor, assignm ent l e v e l ,
e x p e rie n c e , type o f c e r t i f i c a t e and te a c h in g a s sig n m e n t.
Data C o l l e c t i o n
Data f o r t h i s s t u d y were c o l l e c t e d d u r i n g t h e s c h o o l y e a r s 1 9 6 8 - 6 9 ,
19 69-7 0, and 1 9 7 0 - 7 1 , by t h e M ic h i g a n D e p a r t m e n t o f E d u c a t i o n .

The d a t a

p r e v io u s ly d e s c r ib e d s e rv e d as a b a s i s f o r t h e P r e li m i n a r y A n a ly s is o f th e
1968-69 Scho ol R a c i a l

C e n s u s ,^ and t h e Sch ool R a c i a l - E t h n i c C e n s u s . 1 9 6 9 -

J)

70.

In t h e s e two r a c i a l s t u d i e s t o t a l

numbers o f e d u c a t o r s and s t u d e n t s

in each r a c i a l c a t e g o r y in M ic h ig a n P u b l i c S c h o o l s were r e p o r t e d .
These
s t u d i e s , how ev er , r e p o r t e d no i n t e r a c t i o n s o f r a c i a l f a c t o r s w i t h o t h e r
dem og rap hic v a r i a b l e s .
A n a l y s i s o f Data
I n o r d e r t h a t t h e d a t a c o u l d be a n a l y z e d by t h e C o n t r o l Data
C o r p o r a t i o n Computers a t M ic h ig a n S t a t e U n i v e r s i t y ,

t h e d a t a r e c o r d e d on

com puter t a p e s from t h e S t a t e D e p a r t m e n t o f E d u c a t i o n h a d t o u n d e r g o t h e
follow ing t r a n s f e r p ro c e s s :
O riginal

t a p e s f o r 1968 ( 1 ) , 1969 ( 2 ) , and 1970 ( 3 ) .
1
Data

1969-4 t a p e s
✓'S.
B lack Non-Black
/\
/s
M ale-Female M a le -F e m a le

T ransform ation:

2

3

D ata

Data

197 0-4 t a p e s

1971-4 ta p e s

B

A
MF

NB

A
MF

B NB
A
A
MF
MF

^ Michigan D e p a r t m e n t o f E d u c a t i o n , The P r e l i m i n a r y A n a l y s i s o f t h e
1968-69 Sch ool R a c i a l C e n s u s . 1969.
2
M ic higan D e p a r t m e n t o f E d u c a t i o n , The Sch ool R a c i a l - E t h n i c Census
1 969-70 . 1970.

36
T r e a t m e n t o f Data
In o r d e r to com plete a s t r u c t u r e a p p r o p r i a t e f o r a n a l y s i s o f d a t a
by which B l a c k e d u c a t o r s c o u l d be d e s c r i b e d a n d compared w i t h Non-Black
educators*
experience,

r e s e a r c h q u e s t i o n s were d e v e l o p e d r e g a r d i n g a g e ,

location, sa la ry ,

t r a i n i n g i n s t i t u t i o n s , d e g r e e , m a jo r , minor, a s sig n m e n t l e v e l ,

e x p e r i e n c e , t y p e o f c e r t i f i c a t e and t e a c h i n g a s s i g n m e n t .

Q uestions o f

a d m i n i s t r a t i v e l e v e l , e x p e r i e n c e an d d e g r e e s t a t u s were a d d e d f o r a d m i n i s ­
trato rs.
Th e c o m p u t e r p r o g r a m w r i t t e n f o r t h e p u r p o s e o f e x t r a c t i n g d a t a
from t h e c o n p u t e r t a p e s was d e s i g n e d i n two s t a g e s :
1.

D eve lopm en t o f a " S p l i t " p r o g r a m t o :
a.
b.

2.

Decode v a r i a b l e s o f i n t e r e s t from r e c o r d s .
S p l i t d a t a i n t o f o u r g r o u p s by r a c e and s e x .
A separate
g r o u p was composed o f a d m i n i s t r a t o r s , ( I . e . , B l a c k m a l e s , B l a c k fe m a le s,
Non-Black m a l e s , Non-Black f e m a l e s an d a d m i n i s t r a t o r s ) .

D eve lo pm en t o f a F r e q u e n c y D i s t r i b u t i o n program t o :
a.
b.
c.
d.

Read e a c h o b s e r v a t i o n from t a p e .
Check f o r " i l l e g a l * d a t a and r e c o d e i l l e g a l d a t a t o O ' s .
I n c r e m e n t a p p r o p r i a t e v a r i a b l e s t o keep a r u n n i n g f r e q u e n c y
c ount o f l e g a l d ata f o r each o f t h e v a r i a b l e s o f i n t e r e s t .
P r i n t - o u t r e s u l t i n g in frequency d i s t r i b u t i o n f o r each v a r i a b l e
of in terest.

The p r e s e n t r e s e a r c h a ssu m es t h a t b e c a u s e d a t a on a t o t a l p o p u l a t i o n
i s u n d e r s t u d y , any o b s e r v e d d i f f e r e n c e s w i l l

be t r u e d i f f e r e n c e s .

Frequency d i s t r i b u t i o n s were u s e d t o o b t a i n mean f r e q u e n c y c o u n t s an d
a s s o c i a t e d p e r c e n t a g e s f o r each v a r i a b l e s e l e c t e d f o r o b s e r v a t i o n .

CHAPTER IV

ANALYSIS AND FINDINGS

S u m n a ri e s o f d a t a f r o m t h e f r e q u e n c y d i s t r i b u t i o n s o f
e d u c a t o r s i n M ic h i g a n p u b l i c s c h o o l s f o r t h e s c h o o l y e a r s o f
1 968-69 , 196 9-70 an d 1970-71 a r e r e p o r t e d i n t h i s c h a p t e r .
E d u c a t o r s a r e d e s c r i b e d and co mpared in summary t a b l e s which
p r e s e n t mean f r e q u e n c y c o u n t s f o r a t h r e e y e a r p e r i o d .

Included a re

a s s o c i a t e d p e r c e n t a g e s on d e m o g r a p h i c c h a r a c t e r i s t i c s o f r a c e , s e x ,
locatio n , age, s a la ry ,

i n - s t a t e or o u t- o f - s ta te p re p a ra tio n , degree,

teaching m ajor, te a c h in g m in o r, assignm ent l e v e l , e x p e r ie n c e , c e r t i ­
f i c a t i o n , and t e a c h i n g a s s i g n m e n t , a d m i n i s t r a t i v e a s s i g n m e n t , adm in­
i s t r a t i v e e x p e r i e n c e and a d m i n i s t r a t i v e d e g r e e s t a t u s

(Table 3 -2 1 ).

Some r e l a t e d d a t a and more d e t a i l e d p r e s e n t a t i o n o f some d a t a a r e
s upplied in the a p p e n d ic e s ,

(Tables 2 2 -3 6 ).

S ince the d a ta c o l l e c t e d fo r the study r e p r e s e n t a th r e e y e a r o b s e r v a t i o n p e r i o d o f t h e same p o p u l a t i o n , mean numbers a r e p r e s e n t e d
to i n c r e a s e a c c u ra c y .

37

38
TABLE 3 . — D i s t r i b u t i o n o f E d u c a t o r s i n M ic h ig an P u b l i c S c h o o l s by Race,
Sex an d Y e a r s :
1 9 6 8 - 6 9 , 1969-70 and 1970-71
1969 - 70

1968- -69
N

%

1969
4680

29.61
70.38

6649

Non-Black
Male
Female
TOTAL

Black
Male
Female
TOTAL and *

Total

All E d u c a t o r s
Male
Female
TOTAL

N

1970- -71
%

N

%

2069
4909

29.65
70.34

2216
5293

29.51
70.48

6.81

6978

6.98

7509

7.34

34614
56353

38.05
61.94

35965
56985

38.69
61.30

37052
57714

39.09
60.90

90967

93.18

92950

9 3 .01

94766

92.65

36583
61033

37.47
62.52

38034
61894

38.06
61.93

39268
63007

38.39
61.60

97616

99928

102275

T a b le 3 p r e s e n t s t h e summary o f t h e f r e q u e n c y d i s t r i b u t i o n s o f
e d u c a t o r s i n M ic h ig an p u b l i c s c h o o l s o v e r a t h r e e y e a r p e r i o d on t h e
c h a r a c t e r i s t i c s o f r a c e , s e x an d y e a r .
Examination o f Table 3 r e v e a l s t h a t ;

1) 93.18% o f t h e p r o f e s s i o n a l

s t a f f w e r e Non-Black and 6.81% were B lack i n 1 9 6 8 - 6 9 ; i n 1 9 6 9 - 7 0 , NonBlack p r o f e s s i o n a l s t a f f c o m p r i s e d 93.01% and B l a c k s 6.98% o f t h e t o t a l
professional s t a f f reported;

i n 1 9 7 0 - 7 1 , N o n - B la c k s were 92 .65% , w h i l e

Blacks c o m p r i s e d 7.34% o f t h e p r o f e s s i o n a l s t a f f .

( 2 ) 37.47% o f t h e

p r o f e s s i o n a l s t a f f i n M ic h ig a n p u b l i c s c h o o l s w e r e m ale an d 62.52% f e m a le
in 1 9 6 8 - 6 9 ; i n 1 9 6 9 - 7 0 , m al e p r o f e s s i o n a l s t a f f c o m p r i s e 38.06% w h i l e
f em ales a c c o u n t e d f o r 61.93% o f t h e t o t a l e d u c a t o r p o p u l a t i o n .

In 1 9 7 0 - 7 1 ,

males r e p r e s e n t e d 38.39%, w h i l e f e m a l e s c o m p r is e d 61.60% o f t h e p r o f e s s i o n a l
staff.

( 3 ) In t h e t h r e e y e a r s o b s e r v e d t h e r e h a s bee n v e r y l i t t l e

39
v a r i a t i o n i n t h e r e l a t i v e p r o p o r t i o n o f B l a c k s (6 .8 1% - 6.98% - 7 . 3 4 % :
.53% i n c r e a s e ) o r N o n - B lack s (93.18% - 9 3 . 0 1 % - 92.65%:

.53% d e c r e a s e ) 19 6 8-1971.

(4)The d i s t r i b u t i o n

o f e d u c a t o r s by s e x

f o r t h e B l a c k and Non-Black p o p u l a t i o n s

has been r e l a t i v e l y

co n stan t

a b o v e ) . ( 5 ) T h e re i s a d i f f e r e n c e

in th e sex r a t i o of

Black e d u c a t o r s and

(see th e

t h e s e x r a t i o o f Non-B lack e d u c a t o r s :

( a ) As t h e p r o p o r t i o n o f B l a c k f e m a l e s i n c r e a s e ( 7 0 . 3 8 - 7 0 . 4 8 ) t h e
p ro p o rtio n o f Black males d e c r e a s e (29.61 - 2 9 . 5 1 ) .

( b ) As t h e p r o p o r t i o n

o f Non-Black m a le s i n c r e a s e ( 3 8 . 0 5 - 3 9 . 0 9 ) t h e p r o p o r t i o n o f N o n - B l a c k
fem ales d e c r e a s e ( 6 1 . 9 4 - 6 0 . 9 0 ) .

TABLE 4 . . - - D i s t r i b u t i o n o f A d m i n i s t r a t o r s i n M ic h i g a n P u b l i c S c h o o l s by
R ac e, Sex a n d Y e a r :
1 9 6 8 - 6 9 , 1 9 6 9 - 7 0 , and 1 9 7 0 - 7 1 .
1968 -69
N
Black
Male
Female

1969 -70
%

N

1970- -71
%

N

%

204
119

63.15
36.84

274
131

67.65
32.34

338
181

65.12
34.87

323

4.86

405

5.91

519

7.40

Non-Black
Male
Female

5105
1211

80.82
19.17

5309
1131

82.43
17.56

5434
1060

83.67
16 .32

TOTAL

6316

95.13

6440

94.08

6494

92.59

5309
1330

79.96
20.03

5583
1262

81.56
18.43

5772
1241

82.30
17.6 9

TOTAL

All A d m i n i s t r a t o r s
Male
Fema1e
TOTAL

6639

6845

7013

40
T a b le 4 p r e s e n t s t h e surrmary o f t h e f r e q u e n c y d i s t r i b u t i o n o f
a d m i n i s t r a t o r s i n M ic h i g a n p u b l i c s c h o o l s o v e r a t h r e e y e a r p e r i o d on t h e
c h a r a c t e r i s t i c s o f r a c e , s e x and y e a r .
A n aly sis o f Table 4 i n c i d a t e s ;

( 1 ) 9.513% o f a d m i n i s t r a t o r s were

Non-Black and 4.86% w e r e Blac k i n 1 9 6 8 - 6 9 ; i n 1 9 6 9 - 7 0 , Non-Black a d m i n i s ­
t r a t o r s c o m p r i s e d 94.08% and B l a c k s 5.91%.

In 1 9 7 0 - 7 1 , N on-B lacks w e r e

92.59%, w h i l e B l a c k s c o m p r i s e d 7.40% o f p u b l i c s c h o o l a d m i n i s t r a t o r s .
( 2 ) While T a b l e 3 r e v e a l s t h e e d u c a t o r p o p u l a t i o n d o m i n a t e d in numbers by
f e m a l e s , t h e t a b l e a b o v e i n d i c a t e s m ale s d o m i n a t e t h e l e a d e r s h i p and
a u th o rity p o s itio n s in a d m in is tr a tio n ,
fem ales).

(3)

(i.e.,

In t h e t h r e e y e a r s o b s e r v e d , t h e v a r i a t i o n i n r e l a t i v e

p r o p o r t i o n s o f t h e two p o p u l a t i o n s w e r e :
95.13 - 9 2 .5 9 ,

82.30% m a l e s t o 17.69%

B l a c k s 4.86% - 7.40%, N o n - B la c k s

1968 t h r o u g h 1971, r e p r e s e n t i n g a marked i n c r e a s e when

contrasted with th ep ro fessio n al

p o p u la tio n a t la rg e (se e Table 3 ).

(4)

T here was a h i g h e r p r o p o r t i o n o f Non- Black m a l e s t o f e m a l e s ( i . e . ,
m a l e s to 16.32% f e m a l e s ) t h a n B l a c k s m a l e s t o f e m a l e s ( i . e . ,

83.67%

65.12%

m ales to 34.87% f e m a l e s ) .
TABLE 5 . —D i s t r i b u t i o n o f t h e Mean Number o f E d u c a t o r s i n M ic h i g a n P u b l i c
S c h o o l s 1968-71 By Race and Age
Black
Age

N*

%

N on-B lack
N*
%

Total
N*

%

< 23

381.6

3.50

10512.6

96.49

10894.3

10.90

24-27

1344.3

6.67

18792.3

93.32

20136.6

20.15

28-31

1002.3

8.76

10434-0

91.23

11436.3

11.44

32-35

768.3

8.48

8291.6

91.51

9060.0

9.06

36- 39

853 . 0

9.79

7851.3

90.20

8704.3

8.71

40-43

786.0

9.42

7554.6

90.57

8.34

44-47

638.6

8.78

6627.3

91.21

8340.6
7266.0

7.27

41

Ta ble 5 . - - C o n t .
B1 ack ■**

%

N^

Age

Non- Black
N*

%

Total

%

N*

48-51

498.0

7.92

5785 . 0

92.07

6283.0 6.28

52-55

370.3

6.63

93.36

5578.0 5.58

56-59

226.3

3.97

5207.6
5468-0

96.02

5694.3 5 .6 9

60-63

127.3

2.68

4621.6

97.31

4749.0 4.75

> 64

48.3

2.71

1733.6

97.28

1782 . 0 1 . 7 8

4.44

14.3

95.55

15.0

7.04

92894.3

92.95

99939.6

.6 6

Omits o r e r r o r s
TOTAL

7045.3

.0 1 5

Note: See T a b l e 22 i n a p p e n d i x f o r f u r t h e r d e t a i l s on e d u c a t o r s by
r a c e , s e x and a g e 1 9 6 8 - 7 1 .
I n c l u d e d a r e t h e p e r c e n t a g e s Blac k e d u c a t o r s
re p re s e n t o f a l l e d u c a to rs in each c a te g o ry .
♦Mean number o f t h r e e y e a r s o b s e r v a t i o n .
♦♦All p e r c e n t a g e s p r e s e n t e d i n t h i s and f o l l o w i n g t a b l e s ( B l a c k and
Non-Black) w i l l r e p r e s e n t t h e p r o p o r t i o n o f t h e t o t a l a c r o s s e a c h c e l l
category u n less o th erw ise noted.
T a b l e 5 p r e s e n t s a summary o f d a t a from t h e f r e q u e n c y d i s t r i b u t i o n
o f e d u c a t o r s i n M ic h i g a n p u b l i c s c h o o l s o v e r a t h r e e y e a r p e r i o d on t h e
c h a r a c t e r i s t i c s o f r a c e and a g e .
Examination o f T able 5 r e v e a l s ;

( 1 ) age i s n o t i n d e p e n d e n t o f r a c e .

(2) T h e re i s a h i g h e r p r o p o r t i o n o f B l a c k t h a n Non-Black e d u c a t o r s i n t h e
age g r o u p s 2 8 - 5 1 ; w h i l e t h e r e was a l a r g e r p r o p o r t i o n o f N on -Black t h a n
Black e d u c a t o r s i n a l l o t h e r c a t e g o r i e s .

Close i n s p e c t i o n o f th e d a ta

p r e s e n t e d i n T a b l e 5 r e v e a l s t h a t ( 3 ) Bec ause t h e r e was a l o w e r p r o p o r ­
t i o n o f B la c k s i n t h e y o u n g e r a g e g o r u p s , a f f i r m a t i v e a c t i o n pro g ram s
( 1 9 6 8 -7 1 ) a p p e a r t o h av e p r i o r i t i e s on e x p e r i e n c e t e a c h e r s .

TABLE 6. - - D i s t r i b u t i o n o f Educators in Michigan P ublic Schools by Year, Race, Sex, and County

County

Year

Alcona

68-69
69-70
70-71

Male
. .

—
—

Of
n

BLACK
Female

0/
JO

- •

—

• •

-----

- -

- -

—

—

- -

NON-BLACK
%
Total

Male

V
JO

Female

27
29
27

45.00
43.93
43.54

33
37
35

55.00
56.06
56.45

60
66
62

46.66
50.00
46.08

56
54
62

53.33
50.00
53.91

105
108
115

—

Total Black %
—

68-69
69-70
70-71

—

- -

- -

- -

—

- -

—

- -

—

—

49
54
53

Allegan

68-69
69-70
70-71

1
2
2

.12
.25
.23

3
4
5

.38
.50
.58

304
306
324

38.72
38.83
38.07

477
476
520

60.76
60.40
61.10

785
788
851

.50
.76
.82

Alpena

68-69
69-70
70-71

—

1

.25

—

- -

- -

—

—

—

173
189
202

43.35
45.32
46.75

225
228
230

56.39
54.67
53.24

399
417
432

.25

- -

—

___

—

- -

- -

- -

—

—

—

50.39
50.70
49.63

63
70
69

49.60
49.29
50.36

127
142
137

- -

- -

64
72
68
52
57
60

40.00
41.91
42.55

78
79
81

60.00
58.08
57.44

130
136
141

- -

39
40
49

41.93
40.40
50.00

54
59
49

58.06
59.59
50.00

93
99
98

38.97
38.88
41.03

200
208
227

60.42
60.81
58.96

331
342
385

.60
.29

39.09
38.74
38.45

771
688
630

60.80
60.72
61.09

1087
1133
1113

.09
.53
.44

Alger

Antrim

Arenac

Baraga

Barry

Bay

68-69
69-70
70-71
68-69
69-70
70-71
68-69
69-70
70-71

—

—
- -

- -

- -

- -

- -

- -

—

- -

—

—

—

- -

- -

- -

—

—

68-69
69-70
70-71

- -

- -

- -

- -

2
1

.60
.29

—

—

—

—

129
133
158

68-69
69-70
70-71

—

—

2
2

.17
.17

1
4
3

.09
.35
.26

425
439
428

- —

—
- -

- -

—

- -

- -

•O.

r\>

TABLE 6 . --Continued

0/

BLACK
Female

NON-BLACK
V
Total
to

Male

of

“
--

40
39
48

38.46
35.45
41.02

64
71
69

61.53
64.54
58.97

104
no
117

61
72
89

2.83
3.34
3.92

827
818
869

38.39
37.97
38.31

1228
1223
1264

57.01
56.77
55.73

2154
2154
2268

--

140
154
157

40.81
42.42
41.86

203
209
218

59.18
57.57
58.13

343
363
375

__

—

-—
—

1.28
1.53
1.70

41
61
57

2.29
3.33
3.12

649
666
672

36.33
36.43
36.88

1073
1073
1062

60.07
58.69
58.28

1786
1828
1822

3.58
5.11
4.82

.76
2.12
.67

7
10
11

1.78
2.36
2.48

163
172
178

41.47
40.66
40.27

220
232
250

55.97
54.84
56.56

393
423
442

2.54
4.70
3.16

—
--

—
---

110
121
123

31.33
46.00
42.85

141
142
164

40.17
53.99
57.14

351
263
287

- -

--—

-—
—

—
—
—

76
95
101

43.18
46.56
46.11

100
109
118

56.81
53.43
53.88

176
204
219

-—
—

-—
—

8
-1

1.88
—
.21

170
181
204

40.00
42.58
44.54

247
244
253

58.11
57.41
55.24

425
425
458

---

-—
--

—
--

-—
--

81
84
90

38.94
39.43
39.47

127
129
138

61.05
60.56
60.52

208
213
228

County

Year

Benzie

68-69
69-70
70-71

__

-—

—
—

Berr ien

68-69
69-70
70-71

38
41
46

1.76
1.90
2.02

Branch

68-69
69-70
70-71

—
--

-—
--

Calhoun

68-69
69-70
70-71

23
28
31

Cass

68-69
69-70
70-71

3
9
3

Charlevoix

68-69
69-70
70-71

--—

--

Cheboygan

68-69
69-70
70-71

—
-—

Chippewa

68-69
69-70
70-71
68-69
69-70
70-71

Clare

etot

Male

_.
—

to

Female

%
Total Black
1
_ _
—
—

4.59
5.53
5.95
—
- -

- -

1.88
- -

.21

- -

TABLE 6 . --Continued

County

Year

Male

Clinton

68-69
69-70
70-71

1
3
2

68-69
69-70
70-71

Crawford

Delta

Dickinson

Eaton

Emmet

BLACK
Female

%

.21
.59
.38

--

—

- -

—

—

- -

- -

- -

- -

- -

- -

—

—

—

—

68-69
69-70
70-71

- -

- -

- -

- -

—

—

—

—

—

—

- -

—

68-69
69-70
70-71

- -

- -

- -

—

- -

—

—

—

—

—

- -

- -

- -

68-69
69-70
70-71
68-69
69-70
70-71

Genesee

Gladwin

Gogebic

O
hf

- -

- -

—

—

_ ~

--

1
1

- -

—
- -

- -

- -

—

- -

* •

—

68-69
69-70
70-71

147
157
173

2.64
2.70
2.96

370
392
406

7.66
6.75
6.95

68-69
69-70
70-71

- -

- -

- -

- -

- -

—

—

- -

—

—

68-69
69-70
70-71

—

—

—

—

—

—

—

- -

—

- -

- -

—

—

—

Male

Female

NON-BLACK
V
«
Total

154
178
190

33.18
35.03
36.60

309
327
327

66.59
64.37
63.00

464
508
519

24
30
32

44.44
49.18
44.44

30
31
40

55.55
50.81
55.55

54
61
72

187
210
222

49.08
49.64
49.77

194
213
224

50.91
50.35
50.22

381
423
446

147
140
160

—
—
—

120
120
133

232
258
264

-—

497
531
552

92
102
105

—
—
—

113
125
123

267
270
—
--

729
790
817

-—

205
227
228

2021
2156
2164

36.38
37.15
37.04

3016
3098
3098

54.30
53.38
53.03

5554
58-3
5841

55
54
57

40.14
40.00
38.00

82
81
93

59.85
60.00
62.00

137
135
150

116
127
134

48.94
52.47
55.83

121
115
106

51.05
47.42
44.16

237
242
240

Total Black %
.21
.59
.38

---

- -

-----

■m

-v

.12
.12
_ - —

9.30
10.44
9.91
- -

--- -

- -

- -

TABLE 6 . — Continued

County

Year

Grand Traver se 68-69
69-70
70-71
Grati o t

H illsdale

Houghton

Male
•
-1

•

Of

BLACK
Female

Male

—
—

%
__
—
—

177
196
201

40.59
42.33
42.40

259
267
272

59.40
57.66
57.38

436
463
474

.19
.19
--

186
184
202

36.61
35.93
36.66

321
327
349

63.18
63.86
63.33

508
512
551

175
186
194

41.37
42.17
42.73

248
255
260

58.62
57.82
57.26

423
441
454

137
147
142

42.67
45.09
46.25

184
178
165

57.32
54.60
53.74

329
326
307

37.65
40.09
39.67

250
251
263

62.34
59.90
60.32

401
419
436

- _
—

.21

68-69
69-70
70-71

—

- -

—

—

—

—

1
1
—

68-69
69-70
70-71

- -

- -

- -

68-69
69-70
70-71

NON-BLACK
Female
X
Total

- -

—

—

- -

—

—

—

—

—

—

—

- -

—

—

—

—

1
—

.30
—

Total Black %
--

.21
.19
.19
--•
--*

.30
--

68-69
69-70
70-71

--

--

- -

--

- -

—

- -

—

—

- -

—

—

151
168
173

Ingham

68-69
69-70
70-71

23
24
30

.70
.71
.91

52
57
75

1.60
1.69
2.29

972
1044
1059

29.97
30.98
32.42

2196
2244
2102

67.71
66.60
64.36

3243
3369
3266

Ionia

68-69
69-70
70-71

- -

- -

- -

- -

—

—

—

—

- -

—

—

—

179
203
214

33.02
35.99
36.96

363
361
365

66.97
64.00
63.03

542
465
579

--

2.02
1.38
1.05

149
169
162

43.06
46.68
34.03

190
188
309

54.91
51.93
64.91

346
362
476

2.02
1.40
1.05

98
95
90

51.04
53.97
52.94

94
81
80

48.95
46.02
47.05

192
176
170

—

Huron

Iosco

Iron

68-69
69-70
70-71
68-69
69-70
70-71

- -

7
5
5

- -

- -

—

—

—

—

- -

- -

- -

—

- -

—

—

—

—

- -

---

2.31
2.40
3.21

-—

TABLE 6 . --Continued
BLACK
%
Female

County

Year

Male

Isabella

68-69
69-70
70-71

__

Jackson

68-69
69-70
70-71

10
15
17

.64
.87
1.02

Kalamazoo

68-69
69-70
70-71

24
25
37

Kalkaska

68-69
69-70
70-71

Kent

68-69
69-70
70-71

44
47
59

.98
1.07
1.26

Keweenaw

68-69
69-70
70-71

- -

- -

Lake

68-69
69-70
70-71

Lapeer

68-69
69-70
70-71

Leelanau

68-69
69-70
70-71

Of

to

NON-BLACK
tV
to
Total
Female

Male

%
39.48
39.54
37.26

187
214
234

60.51
60.45
62.73

309
354
373

Total Black %

- -

—

- -

- -

—

—

—

- -

122
140
139

18
23
20

1.16
1.33
1.20

560
633
615

36.15
36.86
37.18

961
1046
1002

62.04
60.92
60.58

1549
1717
1654

1.80
2.33
2.23

1.02
1.06
1.55

27
36
41

1.15
1.53
1.72

791
828
836

33.78
35.20
35.21

1499
1463
1460

64.03
62.20
61.49

2341
2352
2374

2.17
2.66
3.28

- -

- -

- -

- -

—

—

—

—

—

—

—

23
27
29

40.35
43.54
46.77

34
35
33

59.64
56.45
53.22

57
62
62

1678
1694
1796

37.57
38.82
38.64

2665
2546
2703

59.67
58.35
58.16

4466
4363
4647

3
4
4

27.27
36.36
36.36

8
7
7

72.72
63.63
63.63

11
11
11

- -

18
25
22

39.13
43.10
39.28

22
23
26

47.82
39.65
46.42

46
58
56

13.04
20.83
14.28

1
2
2

- -

79
76
89

1.76
1.74
1.91

- -

- -

- -

—

—

—

—

- -

2.17
3.44
3.57

- -

—

- —

5
8
6

10.86
13.79
10.71

—

—

- -

—

- -

- -

- -

—

- -

- -

- -

- -

—

—

—

—

- -

—

- -

—

169
197
196

—

47
59
59

—

- -

—
- -

289
299
335
54
54
56

- - -

458
496
531
101
113
115

- —

- -

2.75
2.90
3.18
—
- -

- - —

- - -

Ol

TABLE 6 - --Continued

County

Year

Male

ato

Livingston

68-69
69-70
70-71

1
—
—

--—

68-69
69-70
70-71

—
-—

68-69
69-70
70-71

BLACK
Female

NON-BLACK
%
Total

1
1
—

%
~~
—
—

202
215
227

----

1
2
2

-—

336
365
390

--—

—
—
--

—
—
—

-—

30
34
38

42.25
47.22
49.35

41
38
39

57.74
52.77
50.64

71
72
77

- -

68-69
69-70
70-71

-—
—

----

--—

--—

46
54
59

45.09
47.36
49.57

56
60
60

54.90
52.63
50.42

102
114
119

- -

Macomb

68-69
69-70
70-71

26
26
26

.34
.32
.31

91
92
96

1.21
1.14
1.15

2789
2960
3091

37.27
36.94
37.03

4576
4934
5134

61.16
61.58
61.50

7482
8012
8347

Manistee

68-69
69-70
70-71

-—
—

—
—
—

-—
--

-—
—

95
99
97

47.73
46.04
44.70

104
116
120

52.26
53.95
55.29

199
215
217

68-69
69-70
70-71

—
—
—

—
-—

3
-4

.41
-.51

279
315
332

38.58
40.69
42.78

441
459
440

60.99
59.30
56.70

723
774
776

68-69
69-70
70-71

--—

—
-—

110
118
124

41.04
42.90
43.35

158
157
162

58.95
57.09
56.64

268
275
286

- -

-—

--—

68-69
69-70
70-71

1
1
1

84
89
94

31.34
32.96
32.98

181
179
188

67.53
66.29
65.96

268
270
285

1.11
.74
1.05

Lenawee

Luce

Mackinac

Marquette

Mason

Mecosta

.37
.37
.35

2
1
2

.74
.37
.70

%

Male
__
- —
- - —

Female
384
443
474
678
693
704

__
- —

- - -

588
659
701
1015
1060
1096

Total Black %
.34
.15
—

.09
.18
.18

- -

- -

1.56
1.49
1.46
- - -

.41
—

.51
- m

•

-Ca

TABLE 6 . --Continued

County

Year

Menomi nee

68-69
69-70
70-71

Midland

Missaukee

68-69
69-70
70-71
68-69
69-70
70-71

Monroe

68-69
69-70
70-71

Montcalm

68-69
69-70
70-71

Male

BLACK
%
Female

t

52.78
52.51
55.08

110
132
128

47.21
47.48
44.91

233
278
285

- -

.32
.22
.32

—

—

—

—

- -

—

123
146
157

- -

—

—

- -

—

—

.32
.22
.32

302
301
335

33.04
34.51
36.13

609
569
589

66.63
65.25
63.53

914
872
927

- -

—

- -

—

- -

—

—

- -

—

—

30
25
30

41.66
37.31
38.46

42
42
48

58.33
62.68
61.53

72
67
78

.23
.15
.07

481
499
488

37.69
38.56
36.85

787
786
831

61.67
60.74
62.76

1276
1294
1324

233
237
249

40.10
39.96
40.16

348
356
371

59.89
60.03
59.83

581
593
620

22
22
26

43.13
42.30
45.61

29
30
31

56.86
57.69
54.38

51
52
57

5
7
4

.39
.54
.30

3
2
3

- -

3
2
1
—

- -

- -

—

—

—

—

—

—

—

68-69
69-70
70-71

- -

- -

—

—

- -

—

—

—

—

—

—

—

Muskegon

68-69
69-70
70-71

33
39
36

Newaygo

68-69
69-70
70-71
68-69
69-70
70-71

Oakland

%

—

—

1.59
1.81
1.66

59
66
78

2.85
3.07
3.60

813
831
836

39.29
38.72
38.59

1164
1210
1216

56.25
56.38
56.14

2069
2146
2166

—

- -

* ^

—

- -

—

—

—

—

—

—

—

151
156
160

42.89
42.62
41.13

201
210
229

57.10
57.37
58.86

352
366
389

122
146
151

1.05
1.20
1.26

230
259
277

1.98
2.14
2.32

Total Black %

Male

—

_ _

- -

Montmorency

NON-BLACK
Total
Female
%

2954
4190
4239

34.20
34.72
35.62

7253
7472
7231

62.74 11559
61.92 12067
60.77 11898

- -

- -

.62
.70
.37
- - -

- -

4.44
5.14
5.26
- - - -

3.04
3.47
3.59

TABLE 6.--Continued

__________ BLACK
County_________ Year________ Wale___ %_______ Female
Oceana

Ogemaw

Ontonagon

Osceola

Oscoda

Otsego

NON-BLACK
Female
%
Total

Male

%

71
76
82

38.79
39.58
40.59

112
116
119

61.20
60.41
58.91

183
192
202

68-69
69-70
70-71

43
47
41

45.26
46.07
39.04

52
55
64

54.73
53.92
60.95

95
102
105

68-69
69-70
70-71

85
89
83

51.51
51.74
48.82

80
83
87

48.48
48.25
51.17

165
172
170

- -

68-69
69-70
70-71

74
83
90

35.07
37.89
38.13

137
136
146

64.92
62.10
61.86

211
219
236

- -

68-69
69-70
70-71

22
24
22

42.30
43.63
38.59

30
31
35

57.69
56.36
61.40

52
55
57

- -

68-69
69-70
70-71

55
64
59

46.21
47.76
46.82

64
770
67

53.78
52.23
53.17

119
134
126

- -

563
601
667

42.71
43.14
45.87

754
791
786

57.20
56.78
54.05

1318
1393
1454

68-69
69-70
70-71

-

--

1

1
1
1

_ _

.49
- —

—

—
- -

.07
.07
.06

Ottawa

68-69
69-70
70-71

Presque I s l e

68-69
69-70
70-71

61
64
64

42.36
43.33
41.83

83
85
89

57.63
56.66
58.16

144
150
153

- -

68-69
69-70

48
55
61

42.47
45.08
46.56

65
67
70

57.52
54.91
53.43

113
122
131

- -

Roscommon

--

-

Total Black %

—
—

—
—

TABLE 6 . — C o n t i n u e d

County

Year

Male

h

Saginaw

68-69
69-70
70-71

46
52
64

1.90
2.04
2.41

S t. C l a i r

68-69
69-70
70-71

5
5
5

S t . Joseph

68-69
69-70
70-71

S a n ilac

68-69
69-70
70-71

BUCK
Female

Female

NON-BLACK
%
Total

35.10
35.51
35.61

1392
1443
1478

57.75
56.87
55.87

2410
2537
2645

7.13
8.23
8.50

481
522
561

38.11
39.04
38.95

764
797
858

60.53
59.61
59.58

1262
1337
1440

1.34
1.36
1.45

.29
-.4 7
.30

248
232
240

37.18
36.65
36.41

416
398
417

62.36
62.87
63.27

667
633
659

.44
.47
.30

- -

43.92
45.40
43.82

217
220
240

56.07
54.59
55.94

387
403
429

--

%

Male

*

126
141
161

5.22
5.55
6.08

846
901
942

.39
.37
.34

12
13
16

.95
.97
1.11

1
-—

.14
—
—

2
3
2

-—
1

- -

—
.23

Total B la c k s

-—

—
—

170
183
188
30
34
-36

38.46
41.46
45.00

48
48
44

61.63
58.53
55.00

78
82
80

----

--

.23

68-69
69-70
70-71

-—

—
—

-—

--—

68-69
69-70
70-71

—
—
—

----

-2
3

-.25
.36

271
291
299

35.84
36.88
36.46

485
496
518

64.15
62.86
63.17

756
789
820

--

68-69
69-70
70-71

—
—
—

—
-—

-—
—

-—
--

236
252
252

40.75
42.00
39.49

343
348
386

59.24
58.00
60.50

579
600
638

--

VanBuren

68-69
69-70
70-71

9
12
16

1.16
1.56
1.92

19
17
21

2.45
2.21
2.52

285
281
306

36.82
36.58
36.73

461
458
490

59.56
59.63
58.82

774
768
833

3.61
3.92
4.44

Washtenaw

68-69
69-70
70-71

37
49
62

1.44
1.81
2.27

95
120
136

3.70
4.43
4.97

743
789
851

28.96
29.16
31.16

1690
1747
1682

65.88
64.58
61.58

2565
2705
2731

5.14
6.66
7.25

Schoolcraft

Shiawassee

Tuscola

- -

--

.25
.36
—
--

TABLE 6. — Continued
BUCK
County

Year

Wayne

68-69
69-70
70-71

Wexford

68-69
69-70
70-71

Male
1368
1377
1445

a
»

5.48
5.66
5.80

Female
3349
3435
3680

V
A

13.42
14.14
14.77

- -

- -

- -

—

—

- -

- -

- -

- -

—

Male
7934
7723
877
87
84
87

%

NON-BLACK
Female
I
Total

31.79 12304
31.79 11755
31.62 11906

49.30
48.39
47.79

24955
24290
24908

138
144
131

61.33
63.15
60.09

225
228
218

38.66
36.84
39.90

Total 1
18.90
24.70
20.57

- -

en

52
Table 6 p re s e n ts th e frequency d i s t r i b u t i o n o f e d u c a to rs in
Michigan p u b l i c s c h o o l s by c o u n t y f o r 1 9 6 8 - 6 9 ,
Exam ination o f Table 6 r e v e a l s ;

19 69-70 and 1970- 71.

(1) a h ig h e r p r o p o r tio n o f

Black t h a n N o n - B la c k e d u c a t o r s w e r e i n t h e c o u n t i e s o f G e n e s e e , La ke,
Saginaw a n d Wayne; w h i l e t h e r e i s a h i g h e r p r o p o r t i o n o f Non-Black t h a n
Black e d u c a t o r s i n a l l o t h e r c o u n t i e s .

( 2 ) The m a j o r i t y o f B lack e d u c a t o r s

i n M ichigan p u b l i c s c h o o l s w e r e l o c a t e d i n Wayne Co unty.

O ther c o u n tie s

w i t h Blac k r e p r e s e n t a t i o n o f a t l e a s t 2% w e r e ; B e r r i e n , C a l h o u n , C a s s ,
Genesee, Ingham, J a c k s o n , Kalamazoo, K e n t , L a k e , Muskegon, O a k l a n d ,
Saginaw, VanBuren an d Washtenaw.

( 3 ) As o f 1 9 7 0 - 7 1 , c o u n t i e s r e c o r d i n g

a co m p le te d e f i c i t o f B l a c k e d u c a t o r s w e r e ; A l c o n a , A l g e r , A l p e n a , A n t r i m ,
Arenac, B a r a g a , B a r r y , B e n z i e , B r a n c h , C h a r l e v o i x , Cheboygan, C l a r e ,
Crawford, D e l t a , D i c k i n s o n , Emmet, G l a d w i n , G o g e b i c , G r a t i o t , H i l l s d a l e ,
Houghton, H u r o n ,
Livingston,

Ionia,

Iron,

Isabella,

K a l k a s k a , Keweenaw, L a p e e r , L e e l a n a u ,

L uc e, M a c k i n a c , M a n i s t e e , Mason, Menominee, M is s a u k e e , M o n tc a lm ,

Montmorency, Newaygo, Ogemaw, O n t o n a g o n , O s c e o l a , O s c o d a , O t s e g o , P r e s q u e
I s l e , Roscomnon, S c h o o l c r a f t , T u s c o l a and W e x f o rd .
TABLE 7 . — D i s t r i b u t i o n o f t h e Mean Number o f E d u c a t o r s i n M ic h ig a n P u b l i c
School 1968-71 by Race an d S a l a r y
B la c k
N*

%

N o n-B lack
N*
%

Total
N*

%
1.30
61.10
33.32
3.61
.5 3
.10
. 00+

< $5,999
T6,000-10,999
$11,000-15,999
$16,000-20,999
$21,000-25,999
$26,000 +
Omits o r E r r o r s

45.0
3697.3
3076.6
201.6
15.0
9.0
.6 6

3.44
6.05
9.23
5.57
2.81
8.33
8.69

1 2 62.6
57363.3
3022.9
3415.6
517.6
99.0
7.0

96.55
93.94
90.76
94.42
97.18
91.66
91.30

130 7 .6
61060.6
33305.6
3617.3
532.6
108.0
7.6

Total

7045.3

7.04

92894.3

92.95

99939.6

*Mean number f o r t h r e e y e a r s o b s e r v a t i o n .
No te: See T a b l e 21 i n a p p e n d i x f o r f u r t h e r d e t a i l s on e d u c a t o r s by r a c e ,
s e x , a n d s a l a r i e s f o r t h e y e a r s 1968 , 1969 a n d 1970 .
Included a re
t h e p e r c e n t a g e s B la c k e d u c a t o r s r e p r e s e n t o f a l l e d u c a t o r s i n e a c h
category.

53
T a b le 7 p r e s e n t s a su nmar y o f d a t a from t h e f r e q u e n c y d i s t r i b u t i o n
o f e d u c a t o r s i n M ic h ig a n p u b l i c s c h o o l s on t h e c h a r a c t e r i s t i c s o f r a c e
and s a l a r y .
E x a m i n a t i o n o f T a b le 7 r e v e a l s ;

( 1 ) h i g h e r p r o p o r t i o n s o f B lack

th an Non-Black e d u c a t o r s i n t h e s a l a r y r a n g e s o f $ 1 1 - $ 1 5 . 9 9 9 an d $ 2 6 , 0 0 0 + ;
w h il e t h e r e i s a h i g h e r p r o p o r t i o n o f Non-Black t h a n B l a c k e d u c a t o r s i n
all other c a te g o rie s.

(2) S u b s t a n t i a l Black r e p r e s e n t a t i o n i n th e middle

income l e v e l may be a t t r i b u t e d t o t h e r e c r u i t m e n t o f o l d e r an d e x p e r i e n c e d
te a c h e rs , w hile r e p r e s e n t a t i o n

i n t h e t o p income l e v e l may be a t t r i b u t e d

t o Black A d m i n i s t r a t o r s .
TABLE 8 . - - D i s t r i b u t i o n o f t h e Mean Number o f E d u c a t o r s i n M ic h ig a n P u b l i c
S c h o o l s 1968-71 by Race and S t a t u s o f P r e p a r a t i o n
, „
,
Educational P r e p a r a t i o n

N*

Blac k

%

Non-B lack
N*
%

N*

Total

%

In-state

3458.6

4.38

754 79. 3 95.6 1

78938.0

79.04

O ut-of-State

3584.0

17.12

17343.6 8 2 . 8 7

20927.6

20.95

2.6

3.60

71.3 96.39

74.0

.07

Total_____________________________ 7 0 4 5 . 3

7.04

92894.3 92.95

99939.6

Omits o r E r r o r s

♦Mean number f o r t h r e e y e a r s o b s e r v a t i o n .
T a b l e 8 p r e s e n t s t h e summary o f d a t a from t h e f r e q u e n c y d i s t r i b u t i o n
o f e d u c a t o r s i n M ic h i g a n p u b l i c s c h o o l s o v e r a t h r e e y e a r p e r i o d on t h e
c h a r a c t e r i s t i c s o f r a c e and i n - s t a t e o r o u t - o f - s t a t e p r e p a r a t i o n .
A nalysis o f Table 8 r e v e a l s t h a t t h e r e is a h i g h e r p r o p o r t i o n of
Black t h a n Non-Black e d u c a t o r s p r e p a r e d by o u t - o f - s t a t e i n s t i t u t i o n s ;
w h i l e t h e r e i s a h i g h e r p r o p o r t i o n o f N o n-B la ck t h a n B l a c k e d u c a t o r s
p r e p a r e d by i n - s t a t e i n s t i t u t i o n s .

I t a p p e a r s as i f t h e e f f e c t o f

a f f i r m a t i v e a c t i o n p r o g r a m s on e d u c a t o r s h a s been t o p l a c e p r i o r i t y
on r e c r u i t m e n t o f B l a c k t e a c h e r s from o u t - o f - s t a t e .

54
TABLE 9 . --D1 s t r i b u t i o n o f t h e Mean Number o f E d u c a t o r s i n M ic h ig a n P u b l i c
S c h o o l s by Race and I n s t i t u t i o n o f P r e p a r a t i o n

B la c k

%

N

Insti tution

Non -Black
N
%

Total
N

C e n t r a l M ic h ig an U n i v e r s i t y
E a s t e r n M ic h i g a n U n i v e r s i t y
M ichigan S t a t e U n i v e r s i t y
U n i v e r s i t y o f M ic h i g a n
Wayne S t a t e U n i v e r s i t y
Western M ic h ig a n U n i v e r s i t y
U niversity of D e tro it
Others I n - S t a t e
O ut-of-State
Omits o r E r r o r s

44.3
383.3
212.6
373.0
1970.3
282.0
70.0
123.0
3584.0
2.0

.43
3.61
1.81
5.35
14.61
2.23
4.88
1.04
17.12
3.60

10256.3
10209.3
11521.0
6598.6
11515.0
12315.0
1363.0
11701.0
173 4 3 .6
71.3

99.56
96.38
98.18
9 4.6 4
85 . 3 8
97.76
95.11
98.95
82.87
96.39

10300.6
10592.6
11733.6
6971.6
13485.3
12597.0
1433.0
11824.0
20927.6
74.0

Total

7045.3

7.04

92894.3

9 2 .95

99939.6

Note:

%
10.31
10.60
11.74
6.98
13.50
12.61
1.43
11.83
20.95
.07

See T a b l e 24 i n a p p e n d i x f o r f u r t h e r d e t a i l s on e d u c a t o r s by r a c e ,
sex and i n s t i t u t i o n o f p r e p a r a t i o n f o r t h e y e a r s 1968, 1 9 6 9 , and
1970.
I n c l u d e d a r e t h e p e r c e n t a g e s Black e d u c a t o r s r e p r e s e n t o f a l l
e d u c a to rs in each c a t e g o r y .
Ta ble 9 p r e s e n t s t h e s u m a r y o f d a t a from t h e f r e q u e n c y d i s t r i b u t i o n s

o f e d u c a t o r s i n M ic h ig a n p u b l i c s c h o o l s o v e r a t h r e e y e a r p e r i o d on t h e
c h a r a c t e r i s t i c s o f r a c e an d m a j o r i n - s t a t e i n s t i t u t i o n s o f p r e p a r a t i o n .
E x a m i n a t i o n o f T a b l e 9 i n d i c a t e t h a t t h e m a j o r i t y o f B la c k
e d u c a t o r s in M ic h i g a n p u b l i c s c h o o l s h av e been p r e p a r e d by Wayne S t a t e
U n i v e r s i t y and o u t - o f - s t a t e i n s t i t u t i o n s .

I n s p e c tio n o f the d a ta p r e ­

s e n t e d 1n T a b le 9 f u r t h e r r e v e a l s t h a t a f f i r m a t i v e a c t i o n pro g ram s a s o f
1968-71 have n o t had s u b s t a n t i a l e f f e c t s

f o r Black p a r t i c i p a t i o n i n c o l l e g e s

of e d u c a t i o n t o w a r d p r e p a r a t i o n and em ployment i n M i c h i g a n p u b l i c s c h o o l s .
TABLE 1 0 . - - E d u c a t o r s P r e p a r a t i o n
B la c k
N
%*

Non-Black
N
%*

Total
N

%*

In-State

10376

49.1 1

226438

8 1.3 1

236814

79.04

O ut-of-State

10752

50.88

52031

18.68

62783

20.95

8

.0 3

214

.07

222

Omits o r E r r o r s
T o ta l

21136

278683

299819

55
♦ P e r c e n t a g e s a r e r e p r e s e n t a t i v e o f t h e number o f Black e d u c a to rs
o r Non-Black e d u c a t o r s i n M ich igan p u b l i c s c h o o l s i n e a c h c a t e g o r y
1968-71.
T a b l e 10 p r e s e n t s a summary o f d a t a fro m t h e f r e q u e n c y d i s t r i ­
b u t i o n o f e d u c a t o r s i n M ic h i g a n p u b l i c s c h o o l s on t h e c h a r a c t e r i s t i c s
o f r a c e , i n - s t a t e and o u t - o f - s t a t e p r e p a r a t i o n .
A n a l y s i s o f T a b l e 10 by r a c i a l
a l l Black e d u c a t o r s and 18.68% o f a l l

separation rev e a ls;

(1) 50.88% o f

Non-Black e d u c a t o r s w e r e p r e p a r e d

by o u t - o f - s t a t e i n s t i t u t i o n s o f h i g h e r e d u c a t i o n .

( 2 ) 49.11% o f a l l

Black e d u c a t o r s and 81.3 1% o f a l l N o n-B lack e d u c a t o r s were p r e p a r e d by
in - s ta te i n s t i t u t i o n s o f higher ed u catio n .
TABLE 1 1 . - - B l a c k and N o n - B la c k E d u c a t o r s I n s t i t u t i o n s o f P r e p a r a t i o n o v e r
A T h r e e Year P e r i o d
WW

Insti tu tio n
Central M ichigan U n i v e r s i t y
E astern M ichigan U n i v e r s i t y
M ichigan S t a t e U n i v e r s i t y
U n i v e r s i t y o f M ich igan
Wayne S t a t e U n i v e r s i t y
Western M i c h i g a n U n i v e r s i t y
U niversity o f D e tro it
O th e r s i n - s t a t e
O ut-of-state
Omits o r E r r o r

Black
N
%♦
.62
133
1150
5.44
638
3.01
1119
5.29
5911
27.97
846
4.00
210
.99
369
1.74
10752 5 0 . 8 8
8
.0 3

T o ta l

21136

W=
!9 r-w T

Non- B1 ack
N
%♦
30769 T i . 6 4
30628 1 0 . 9 9
34563 12.41
19796
7.10
34545 12.4 0
36945 13.26
4089
1.46
35103 1 2 . 6 0
52031
18.6 8
214
.07
278683

Total
N
%
30902 10.31
31778 1 0 . 6 0
35201
11.74
6.98
20915
40456 1 3 . 5 0
12.61
37791
4299
1.43
35472 1 1 . 8 3
62783 2 0 . 9 5
222
.0 7
299819

♦ P e r c e n t a g e s a r e r e p r e s e n t a t i v e o f t h e number o f B la ck e d u c a t o r s o r
Non-Black e d u c a t o r s i n M ic h i g a n p u b l i c s c h o o l s i n e a c h c a t e g o r y 1 9 6 8 - 7 1 .
T a b l e 11 p r e s e n t s a summary o f d a t a fro m t h e f r e q u e n c y d i s t r i b u t i o n
o f e d u c a t o r s i n M ic higan p u b l i c s c h o o l s on t h e c h a r a c t e r i s t i c s o f r a c e
and m ajor i n - s t a t e i n s t i t u t i o n o f p r e p a r a t i o n .
A n a l y s i s o f T a b l e 11 by r a c i a l

s e p a r a t i o n r e v e a l s t h a t 27.97% o f a l l

Black e d u c a t o r s i n M i c h i g a n p u b l i c s c h o o l s were p r e p a r e d by Wayne S t a t e
U n i v e r s i t y , w h i l e s m a l l e r p r o p o r t i o n s o f Blac k t h a n N on- Black e d u c a t o r s were
p r e p a r e d by a l l o t h e r s t a t e u n i v e r s i t i e s .

56
TABLE 1 2 . — D i s t r i b u t i o n o f t h e Mean Number o f E d u c a t o r s i n M ichigan
P u b l i c S c h o o l s 1 9 6 8 -7 1 by Race and D e gre e S t a t u s

B1 ack
N*

%

Non -B la ck
N*
%

Total
N*

%

66.0

3.67

1729.0

96.32

1795.0

1.79

Bachelors'

4526.0

7.05

59631.3

92.94

6415.7

64.19

M asters'

2418.6

7.36

30414.6

92.63

32833.3

3 8 .85

Doctors'

18.0

3.87

446.0

96.12

464.0

.46

Speciali s t s '

16.6

2.41

673.3

97.58

690.0

.69

7 0 4 5 .3

7.04

92894.3

92.95

99939.6

None

Total

*Mean number f o r t h r e e y e a r s o b s e r v a t i o n .
N o te:

See T a b l e 25 in t h e a p p e n d i x f o r f u r t h e r d e t a i l s on e d u c a t o r s by
r a c e , s e x , and d e g r e e s t a t u s f o r t h e y e a r s 1 9 68, 1969 a n d 1 9 7 0 .
I n c l u d e d a r e t h e p e r c e n t a g e s B lack e d u c a t o r s r e p r e s e n t o f a l l
ed u c a to rs in each c a te g o r y .
T a b le 12 p r e s e n t s a summary o f d a t a from t h e f r e q u e n c y d i s t r i b u t i o n

o f e d u c a t o r s i n M ic h ig a n p u b l i c s c h o o l s o v e r a t h r e e y e a r p e r i o d on t h e
c h a r a c t e r i s t i c s o f r a c e and d e g r e e s t a t u s .
A n a l y s i s o f T a b l e 12 i n d i c a t e s t h a t a s l i g h t l y h i g h e r p r o p o r t i o n
o f Black t h a n N o n - B la c k e d u c a t o r s h o l d M a s t e r ' s d e g r e e s , w h i l e t h e r e i s
a h i g h e r p r o p o r t i o n o f N o n-B lack t h a n B l a c k e d u c a t o r s h o l d i n g D o c t o r ' s
and S p e c i a l i s t ' s d e g r e e s .
T a b le 13 p r e s e n t s a summary o f d a t a from t h e f r e q u e n c y d i s t r i ­
b u t i o n s o f e d u c a t o r s i n M ic h i g a n p u b l i c s c h o o l s o v e r a t h r e e y e a r p e r i o d
on t h e c h a r a c t e r i s t i c s o f r a c e and t e a c h i n g m a j o r .1

^See a p p e n d i x f o r d e t a i l e d i n f o r m a t i o n r e g a r d i n g t h e f i f t e e n
broad s u b j e c t c l a s s i f i c a t i o n s u s e d i n d e s c r i b i n g t e a c h i n g m a j o r s and
minors.

57
TABLE 1 3 . - - D i s t r i b u t i o n o f t h e Mean Numbers o f E d u c a t o r s i n M i c h i g a n
P u b l i c S c h o o l s 1 9 6 8 - 7 1 by Race and T e a c h i n g M a j o r s .

Black
%
N*

T e a c h in g M a jo r s
A dm inistration
Language A r t s
Social Science
Science
Mathemati cs
F o r e i g n La nguage
Business E d u catio n
A griculture
I n d u s t r i a l A r t s an d E d u c a t i o n
Musi c
Hftme Economics
A r t s and C r a f t s
H e a l t h and P h y s i c a l E d u c a t i o n
M iscellaneous
Special Education
Omits and e r r o r s

2 .0
477.0
787.3
347.6
186.6
78.0
269.0
16.0
153.6
272.3
257.0
131.3
516.0
909.0
418.6
2223.6

Total

7045.3

Non -B la ck
%
N*

Total
N*

X
.32
11.83
19.37
6.17
4.21
2.01
3.58
.41
2.91
3.89
2.52
2.79
6.44
13.64
13.50
16.2

320.6
11349.3
18561.6
5826.6
4026.3
1938.0
3309.3
478.3
2758.0
3619.3
2268.3
26491.3
5927.6
12724.6
3085.6
14042.3

99.38
95.96
95.93
94.36
95.56
96.13
92.48
96.76
94.72
93.00
89.82
95.29
91.99
93.33
88.05
86.32

322.6
118 2 6 .3
193 4 9 .0
6174.3
4213.0
2016.0
3578.3
494.3
2911.6
3 8 91.6
2525.3
2789.3
6443.6
13633.6
3510.3
1 6 26.6

7.04 9 2 8 9 4 .3

92.95

99939.6

.61
4.03
4.06
5.63
4.43
3.86
7.51
3.23
5.27
6.99
10.17
4.70
8.00
6.66
11.94
1 3 .67

*Mean number f o r t h r e e y e a r s o b s e r v a t i o n
Note:

See T a b l e 26 i n t h e a p p e n d i x f o r f u r t h e r d e t a i l s on e d u c a t o r s by
r a c e , s e x , a n d t e a c h i n g m a j o r s f o r t h e y e a r s 1968, 1969 a n d 1970.
In c lu d e d a r e th e p e r c e n ta g e s Black e d u c a t o r s r e p r e s e n t o f a l l
e d u c a to rs in each c a te g o ry .

Data on t e a c h i n g m a j o r s w e r e s i g n i f i c a n t l y I n c o m p l e t e du e t o e r r o r
in g a t h e r i n g o r r e c o r d i n g d a t a .

Since th e p ro p o rtio n o f e r r o r s

f o r t h e two

s u b - p o p u l a t i o n s a r e u n e q u a l , c o m p a r i s o n s w i l l o n l y be made w i t h i n each
t e a c h i n g m a j o r c a t e o g r y i n T a b l e 13.
With t h e a b o v e i n m i n d , t h e r e a p p e a r s t o be a h i g h e r p r o p o r t i o n
o f Black than Non-Black e d u c a t o r s in t h e m ajor c a t e g o r i e s o f B u s in e ss
E d u c a t i o n , Home E c o n o m i c s , H e a l t h a n d P h y s i c a l E d u c a t i o n a n d S p e c i a l
E d u c a t i o n ; w h i l e t h e r e i s a h i g h e r p r o p o r t i o n o f N on-Black t h a n Blac k
educators in a l l

other categories.

58
TABLE 1 4 . - - D i s t r i b u t i o n o f t h e Mean Number o f E d u c a t o r s i n M ic h ig an
P u b l i c S c h o o l s 1 9 6 8 - 7 1 by Race and T e a c h i n g Minors

Te ac hing M in o r s

Black
N*

%

N on -Black
N*
%

Total
N*

A dm inistration
Language A r t s
Social Science
Science
Mathematics
F o r e ig n Language
B u s in e s s E d u c a t i o n
A griculture
I n d u s tr ia l A rts & Education
Musi c
Home Economics
A r t s and C r a f t s
H e a l t h and P h y s i c a l E d u c a t i o n
M iscellaneous
Special Education
Omits and E r r o r s

.66
896.0
1031.3
599.3
87.3
131.3
59.0
5.33
30.0
81.0
51.6
65.6
1 4 6.6
133.3
21.3
3705.3

.02
3.69
5.54
5.26
3.50
4.08
3.93
3. 74
2.51
4.13
6.55
2.74
4.67
5.76
7. 35
1 5.9 6

3086.6
23349.6
17561.9
10780.3
2407.6
3086.0
1441.3
137.0
1164.3
1879.0
736.3
2324.3
2987.3
2181.3
268.6
19502.6

99.97
96.30
94.45
94.73
96.49
9 5 .91
96.06
96.25
97.48
95.86
93.44
97.25
95.32
94.23
92.64
84.03

3087.3
24245.6
18593.0
11379.6
2495.0
3217.3
1500.3
142.3
1194.3
1960.0
788.0
2390.0
3134.0
2321.3
290.0
23208.0

Total

7045.3

7.04

92894.3

92.95

99939.6

%
3.08
24.26
18.60
11.38
2.49
3.21
1.50
.14
1.19
1.96
.76
2.39
3.13
2.31
.2 9
23.22

♦Mean numbers f o r t h r e e y e a r s o b s e r v a t i o n .
N o t e : See T a b l e 27 f o r more i n f o r m a t i o n .
T a b le 14 p r e s e n t s a s u r m a r y o f d a t a fro m t h e f r e q u e n c y d i s t r i b u t i o n s o f
o f e d u c a t o r s i n M ic higan p u b l i c s c h o o l s o v e r a t h r e e y e a r p e r i o d on t h e
c h a r a c t e r i s t i c s o f r a c e an d t e a c h i n g m i n o r s . ^
E x a m i n a t i o n o f T a b l e 14 i n d i c a t e s t h a t d a t a on t e a c h i n g m i n o r s
were s i g n i f i c a n t l y i n c o m p l e t e due t o e r r o r i n g a t h e r i n g o r r e c o r d i n g d a t a .
S i n c e th e p r o p o r t i o n o f e r r o r s f o r t h e two s u b p o p u l a t i o n s a r e u n e q u a l ,
co mpar iso ns w i l l o n l y be made w i t h i n e a c h t e a c h i n g m i n o r c a t e g o r y i n
T a b le 14.

W ith t h e above i n m in d , I t i s o b s e r v e d t h a t t h e r e i s

a h i g h e r p r o p o r t i o n o f B l a c k t h a n No n-Black e d u c a t o r s i n t h e m i n o r c a t e g o r i e s
o f S p e c i a l E d u c a t i o n ; w h i l e a h i g h e r p r o p o r t i o n o f N on-Black t h a n B la c k
educators are in a l l o th e r c a t e g o r i e s .
^Ibid.

59
TABLE 1 5 , — D i s t r i b u t i o n o f t h e Mean Number o f E d u c a t o r s i n M ichigan
P u b l i c S c h o o l s 1 968-7 1 by Race and A s s i g n m e n t L ev e l

Assi gnm en t Level

B la ck
N*

No n-B lack
N*
%

%

Total
N*

%

439.0

10.74

3649.0

89.25

4087.0

4.08

E lem entary (K- 6 o r K-8 )

3681.0

7.57

44917.0

92.42

48598.0

48.62

J u n i o r High ( 7 - 8 o r 7 - 9 )

1502.3

8.13

16971.6

91.86

18474.0

18.48

S e n i o r High ( 9 - 1 2 o r 10-12)

1060.0

4.57

22105.6

95.42

23165.0

23.17

63.0

2.05

3006.3

97.94

3 0 6 9 .3

3.07

C e n tr a l A d m i n i s t r a t i o n

167.3

9.23

1645.0

90.76

1 8 1 2 .3

1.81

Omits o r E r r o r s

13 2 . 6

18.09

600.6

81.90

733.3

.7 3

7045.3

7.04

92894.3

92.95

99 939.6

All G rad es (K-12)

Junior o r S en io r high

Total

*Mean number f o r t h r e e y e a r s o b s e r v a t i o n .
No te:

See T a b l e 28 i n a p p e n d i x f o r f u r t h e r d e t a i l s on e d u c a t o r s by r a c e ,
s e x , and a s s i g n m e n t l e v e l f o r t h e y e a r s p e r c e n t a g e s o f a l l e d u c a t o r s
in each c a te g o ry .
T a b l e 15 p r e s e n t s a summary o f d a t a from t h e f r e q u e n c y d i s t r i b u t i o n

o f e d u c a t o r s i n M ic h i g a n p u b l i c s c h o o l s o v e r a t h r e e y e a r p e r i o d on t h e
c h a r a c t e r i s t i c s o f r a c e and a s s i g n m e n t l e v e l .
S i n c e t h e p r o p o r t i o n o f e r r o r s f o r t h e two s u b p o p u l a t i o n s a r e
unequal c o m p a r i s o n s w e r e made w i t h i n e a c h a s s i g n m e n t l e v e l c a t e g o r y .

With

the c a u t i o n i n m in d , f u r t h e r a n a l y s i s o f T a b l e 15 i n d i c a t e s t h e r e i s a
l a r g e r p r o p o r t i o n o f B la ck t h a n Non- Black e d u c a t o r s a s s i g n e d t o a l l
g r a d e s , e l e m e n t a r y , j u n i o r h i g h and c e n t r a l

a d m in is tr a tio n , w hile th e re

is a l a r g e r p r o p o r t i o n o f No n- Blac k t h a n Black e d u c a t o r s i n a l l

other

assignment a r e a s .
E x a m i n a t i o n o f T a b le 15 i n d i c a t e s t h a t d a t a on a s s i g n m e n t s a r e
s i g n i f i c a n t l y i n c o m p l e t e due t o e r r o r i n g a t h e r i n g o r r e c o r d i n g d a t a .

60
TABLE 1 6 . — D i s t r i b u t i o n o f t h e Mean Number o f E d u c a to r s i n M ic h ig an
P u b l i c S c h o o l s 1 9 6 8 - 7 1 by Race and E x p e r i e n c e

Black
N*
%

Experience

Non-I Black
N*
%

Total

%

N*

320.3

3.94

7 8 0 3 .6

96.05

1-5 y e a r s

2764.3

7.74

32917.6

92.25

35682.0 3 5 .7 0

6-10 y e a r s

1 5 46.0

7.98

17825.3

92.01

19 371 .3 1 9 . 3 8

11-15 y e a r s

1 2 0 1 .6

9.05

120 7 3 .3

90.94

13275.0 13.28

16-20 y e a r s

651.6

6.79

8936.6

93.20

21 +

561.3

4.03

13337. 6

95.96

-

-

-

92894.3

92.95

99939.6

0

Omits o r e r r o r s

-

-

7.04

7045.3

Total

8124.0

9688.3

8.12

9.59

13899.0 13.90

*Mean number f o r t h r e e y e a r s o b s e r v a t i o n
Note:

See T a b le 29 1n a p p e n d i x f o r f u r t h e r d e t a i l s on e d u c a t o r s by r a c e ,
s e x and e x p e r i e n c e f o r t h e y e a r s 1968, 1969 and 1970.
Included a r e
t h e p e r c e n t a g e s Black e d u c a t o r s r e p r e s e n t o f a l l e d u c a t o r s i n e a c h
category.
Table

1 6 p r e s e n t s a summary o f d a t a from t h e f r e q u e n c y d i s t r i b u ­

t i o n o f e d u c a t o r s i n M ic h ig a n p u b l i c s c h o o l s o v e r a t h r e e y e a r p e r i o d on
c h a r a c t e r i s t i c s o f r a c e and e x p e r i e n c e .
A n a ly s is o f Table 1 6 r e v e a ls

th a t th e re is a higher pro p o rtio n of

Black th a n Non-B lack e d u c a t o r s i n t h e e x p e r i e n c e c a t e g o r i e s o f 1-15 y e a r s ;
w h ile t h e r e i s a l a r g e r p r o p o r t i o n o f No n-Black t h a n Blac k e d u c a t o r s in
all other c a te g o r ie s .

I n s p e c t i o n o f t h e d a t a p r e s e n t e d i n T a b l e 16

r e v e a l s t h a t b e c a u s e t h e r e a r e r e l a t i v e l y few b e g i n n i n g B la c k e d u c a t o r s
in t h e 0 c a t e g o r y , i t

i s o b s e r v e d t h a t a f f i r m a t i v e a c t i o n may n o t have

a f f e c t e d t h e e n t r a n c e o f new t e a c h e r s 1 9 6 8 - 7 1 .

-

61
TABLE 1 7 . — D i s t r i b u t i o n o f t h e Mean Number o f E d u c a t o r s i n M ich ig an
P u b l i c S c h o o l s 1968-7 1 by Race and Type o f C e r t i f i c a t e .

Black
C e rtific a tio n S tatus

N*

%

C e rtific a te s not required
E l e m e n ta r y P r o v i s i o n a l
Elementary Permanent
Secondary P r o v is i o n a l
Se condary P e r m a n e n t
Life1
Full-Y ear Permit
S ta te L im ited2
County L i m i t e d
P ro v is io n a l o r Permanent
Pendi ng
S u b s titu te Perm it f o r F u llTime P e r s o n n e l
Omi t s o r E r r o r s

10.92
98.3
7.41
127 5.6
10.90
2256.6
7.25
1364. 6
142 9.3
5.88
106. 6
1.21
178.0
6.90
1.6
2.04
.3 3 1 . 5 6

Total

Non -B lack
N*
%

Total
N*

%

802.0
15937.0
20093.0
174 4 6 .3
22864.0
8664.0
2398.3
80.0
21.0

89.07
92.58
89.90
92.74
94.11
98.78
93.09
97.95
98.43

900.3
17212.6
22399.6
18811.0
24293.3
8770.6
2516.3
81.6
21.3

.9 0
17.22
22.36
18.82
24.30
8.77
2.57
.0 8
.02

174.0

6.10

2676.6

93.89

2850.6

2.85

160.0

7.72

1912.0

92 . 2 7

2072.0

2.07

7045.3

7.04

92894.3

92.95

99939.6

*Mean number f o r t h r e e y e a r s o b s e r v a t i o n .
N o t e : See T a b l e 30 i n a p p e n d i x f o r f u r t h e r d e t a i l s on e d u c a t o r s by r a c e , s e x
and c e r t i f i c a t e f o r 1968, 1969 and 1970.
Included a re the p ercen tag es
Black e d u c a t o r s r e p r e s e n t o f a l l e d u c a t o r s i n e a c h c a t e g o r y .
T a ble 17 p r e s e n t s a summary o f d a t a from t h e f r e q u e n c y d i s t r i b u t i o n
o f e d u c a t o r s i n M ichigan p u b l i c s c h o o l s o v e r a t h r e e y e a r p e r i o d on t h e
c h a r a c t e r i s t i c s o f r a c e and t y p e o f c e r t i f i c a t e .
A n a l y s i s o f T a b le 17 r e v e a l s t h a t t h e r e i s a l a r g e r p r o p o r t i o n
o f Black th a n Non-Black e d u c a t o r s i n t h e c e r t i f i c a t e c a t e g o r y o f n o t
re q u ire d , elem entary p r o v i s i o n a l , elem en tary perm anent, secondary
p r o v i s i o n a l and s u b s t i t u t e p e r m i t f o r f u l l - t i m e p o s i t i o n s ; w h i l e t h e r e
i s a l a r g e r p r o p o r t i o n o f Non-B lack t h a n B l a c k e d u c a t o r s i n a l l o t h e r
categories.
^ L i f e C e r t i f i c a t e s were d i s c o n t i n u e d i n 1939.
^ O r i g i n a l S t a t e and County l i m i t e d c e r t i f i c a t e s were d i s c o n t i n u e d
1963- 64 ; howev er , r e n e w a l s w i l l be g r a n t e d u n t i l 1976.

62
TABLE 1 8 . — D i s t r i b u t i o n o f t h e Mean Number o f E d u c a t o r s i n M ic h ig a n
P u b l i c S c h o o l s 19 6 8 -7 1 by Race and T e a c h i n g A ss ig n m e n t

B la ck
%
N*

Teaching A s s ig n m e n t

415.6
A dm inistration
400.3
Language A r t s
283.6
Social Science
313.3
Science
M athem ati cs
345.0
60.6
F o r e ig n Language
220.0
Business E ducation
Ag ric ul t u r e
I n d u s t r i a l A r t s and E d u c a t i o n
135.6
207.6
Musi c
Home Economics
176.6
Arts and C r a f t s
96.6
346.6
H e a lt h and P h y s i c a l E d u c a t i o n
Mi s c e l l a n e o u s
3371.3
652.3
Special E ducation
Omits o r E r r o r s
17.6

4.99
7.50
9.68
5.19
8.90
7.07
11.57
13.83

7045.3

7.04

Total

6.08
5.39
5.08
7.24
7.14
3.96
7.98
-

N on-Black
N*
%

Total
N*

6 4 1 6 . 6 93.91
7015.6 94.60
5311.0 94.92
4008.6 92.75
4482.6 92.85
1 4 6 8 .3 9 6 . 0 3
2 5 3 4 . 0 92.01
18 1.6 1 0 0 . 0
2578.6 95.00
2560.3 92.49
1 6 4 7 . 0 90.31
180 0 .0 9 4 . 8 0
3546.3 91.09
44251.0 92.92
4982.0 88.42
110.0 86.16

6832.3
7416.0
5594.6
4322.0
4827.6
1529.0
2754.0
181.6
2714.3
2768.0
1823.6
1898.6
3893.0
46622.3
5634.6
127.6

92894.3

99939.6

92.95

%
6.83
7.42
5.59
4.32
4.83
1.52
2.75
.18
2.71
2.76
1.82
1.89
3.89
47.65
5.63
.12

*Mean number f o r t h r e e y e a r s o b s e r v a t i o n .
N o te:

See T a b l e 31 i n a p p e n d i x f o r f u r t h e r d e t a i l s on e d u c a t o r s by r a c e ,
s e x an d a s s i g n m e n t f o r t h e y e a r s 196 8, 1969, and 1970.
Included
a r e t h e p e r c e n t a g e s B la c k e d u c a t o r s r e p r e s e n t o f a l l e d u c a t o r s
in each c a te g o r y .
T a b l e 18 p r e s e n t s t h e su nmar y o f d a t a from t h e f r e q u e n c y d i s t r i ­

b u t i o n o f e d u c a t o r s 1n M ichig an p u b l i c s c h o o l s o v e r a t h r e e y e a r p e r i o d
on th e c h a r a c t e r i s t i c s o f r a c e a n d t e a c h i n g a s s i g n m e n t .
A n a l y s i s o f T a b l e 18 r e v e a l s t h a t t h e r e i s a l a r g e r p r o p o r t i o n o f
Black t h a n Non-Black e d u c a t o r s a s s i g n e d t o S c i e n c e , M a t h e m a t i c s , B u s i n e s s
E d u c a t i o n , Music, Horn. Ec onom ic s , H e a l t h an d P h y s i c a l E d u c a t i o n , M i s c e l l a n e o u s
and S p e c i a l E d u c a t i o n ; w h i l e t h e r e i s a l a r g e r p r o p o r t i o n o f N o n - B la c k
educators in a l l o t h e r c a t e g o r i e s .

63

TABLE 1 9 . — D i s t r i b u t i o n o f t h e Mean Number o f A d m i n i s t r a t o r s i n M ic h i g a n
P u b l i c S c h o o l s 1968-71 by Race and A d m i n i s t r a t i v e Level o f
Assi gnment
B la c k
A d m in is tr a tiv e Assignment
S uperintendent
A ssita n t S uperintendent
Fin a n c e o r B u s i n e s s
In stru ctio n
P l a n t and F a c i l i t i e s
Employed P e r s o n n e l
Resear ch
Secondary P r i n c i p a l
E le m e n ta r y P r i n c i p a l
Secondary A s s i s t a n t P r i n c i p a l
E le m e n t a r y A s s t . P r i n c i p a l
C o n s u l t a n t o f S u b j e c t Area
E l e m e n ta r y C o n s u l t a n t
S ec on dar y C o n s u l t a n t
C o o r d i n a t o r o f S u b j e c t Area
E l e m e n ta r y S u p e r v i s o r
Seco nd ar y S u p e r v i s o r
Special Education D i r e c t o r
Omits o r E r r o r s
Total

N*

Non -B lack
N*
%

%

Total
N*

%
8.46
3.89
2.64
3.22
1.35
1.69
.7 7
14.22
28.80
1 1 .47
4.62
2.33
1.6 1.00
3.86
1.22
6.48
1.74
.52

1.6
6.6
2.0
15.0
10.6
8.6
1.3
30.6
82.6
56.6
65.0
6.6
6.0
4.6
20.3
6.3
85.0
4.0
1.6

* 28
2 . 50
1 . 10
6 . 79
1 1 . 51
7. 47
2 . 53
3. 15
4. 19
7. 22
2 0 . 56
4. 17
5. 45
6 . 76
7. 70
7. 56
19. 18
3. 35
4 . 62

576.6
259.3
1 7 9.0
205.6
82.0
107.3
51.3
941.3
18 85.6
727.3
251.0
1 5 3.0
1 0 4.0
64.3
243.6
77.3
358.0
115.3
34.3

9 9 .71
97.49
98.89
93.20
88.48
92.52
97.46
96.84
95.80
92.77
69.43
95.82
94.54
93.23
92.29
92.43
80.81
96.64
95.37

578.3
266.0
181.0
220.6
92.6
116.0
52.6
972.0
1968.3
784.0
316.0
159.6
110.0
69.0
264.0
83.6
443.0
119.3
36.0

415.6

6 . 08

6416.6

93.91

6832.3

*Mean number f o r t h r e e y e a r s o b s e r v a t i o n .
Note:

See T a b le 32 i n t h e a p p e n d i x f o r f u r t h e r d e t a i l s on a d m i n i s t r a t o r s by
r a c e , s e x a n d a d m i n i s t r a t i v e l e v e l f o r 1968, 1969 and 1970.
Included
a r e p e r c e n t a g e s B lack a d m i n i s t r a t o r s r e p r e s e n t o f a l l a d m i n i s t r a t o r s
i n each c a t e g o r y .
Table 19 p r e s e n t s a summary o f d a t a fro m t h e f r e q u e n c y d i s t r i b u t i o n

o f a d m i n i s t r a t o r s i n M ic h ig a n p u b l i c s c h o o l s o v e r a t h r e e y e a r p e r i o d on t h e
c h a r a c t e r i s t i c s o f r a c e and a d m i n i s t r a t i v e l e v e l .
A n a l y s i s o f T a b l e 19 i n d i c a t e s t h a t t h e r e was a l a r g e r p r o p o r t i o n
o f B lack t h a n Non-Black a d m i n i s t r a t o r s a s s i g n e d t o t h e l e v e l

of In stru ctio n ,

P l a n t and F a c i l i t i e s , Employed P e r s o n n e l , S e c o n d a r y A s s i s t a n t p r i n c i p a l .
E le m e n t a r y A s s i s t a n t p r i n c i p a l , S e c o n d a r y C o n s u l t a n t , C o o r d i n a t o r o f S u b j e c t
a r e a , E l e m e n t a r y S u p e r v i s o r , and S e c o n d a r y S u p e r v i s o r .

64
TABLE 2 0 . — D i s t r i b u t i o n o f t h e Mean Number o f A d m i n i s t r a t o r s
P u b l i c S c h o o l s 1 9 6 8 - 7 1 by Race and E x p e r i e n c e .

B1 ack

Non- B l a c k
%

Total

Years o f E x p e r i e n c e

N*

1-5

36.6

10.71

305.6

89.28

342.3

5.01

6-1 0

72.0

6.53

1029.3

93.46

1101.3

16.11

11-15

140.3

8.93

143.0

91.06

1571.3

22.99

16-20

87.3

5.25

1573.3

94.74

1660.6

24.30

21 +

78.3

3.66

2057.0

96.33

2135.3

31.25

1.0

4.68

20.3

95.31

21.3

.31

415.6

6.08

6416.6

93.91

6832.3

Omits o r E r r o r s
T o ta l

%

i n M ic h ig a n

N*

%

N*

*Mean number f o r t h r e e y e a r s o b s e r v a t i o n .
Note:

See T a b l e 33 i n t h e a p p e n d i x f o r f u r t h e r d e t a i l s on a d m i n i s t r a t o r s
by r a c e , s e x a n d e x p e r i e n c e f o r t h e y e a r s 1968, 1969 a n d 1970.
I n c l u d e d a r e t h e p e r c e n t a g e s Blac k a d m i n i s t r a t o r s r e p r e s e n t o f a l l
a d m i n i s t r a t o r s in each c a t e g o r y .
T a b l e 20 p r e s e n t s a summary o f d a t a f r o m t h e f r e q u e n c y d i s t r i b u t i o n

o f a d m i n i s t r a t o r s i n M i c h i g a n p u b l i c s c h o o l s o v e r a t h r e e y e a r p e r i o d on
the c h a r a c t e r i s t i c s

o f r a c e an d e x p e r i e n c e .

E x a m i n a t i o n o f T a b l e 20

re v e a ls th a t th e re is a r e l a t i v e l y higher

p r o p o r t i o n o f Black th a n Non-Black a d m i n i s t r a t o r s in t h e e x p e r i e n c e
c a t e g o r y o f 1-15 i n d i c a t i n g t h e e n t r a n c e l e v e l
in A d m i n i s t r a t i o n .

o f B l a c k e d u c a t o r s 1968-71

T h e r e i s a l a r g e r p r o p o r t i o n o f N o n - B l a c k t h a n B la ck

a d m in is tra to rs in a l l

other c a te g o rie s.

65
TABLE 21 . — D i s t r i b u t i o n o f t h e Mean Number o f A d m i n i s t r a t o r s i n Mi chi gan
P u b l i c S c h o o l s 1968 -71 by Race and Degree S t a t u s
B la ck

%

N*

Degree

-

None

-

Non - B l a c k
N*
%
9.3

100.0

Total

%

N*
9.3

.1 3
8.49

37.6

6.41

54 9 . 3

93.58

587.0

M asters'

360.3

6.43

524.3

93.56

5603.6

Doctors'

12.6

4.09

297.0

95.90

309.6

4.52

Speciali s t s '

5.0

1.54

317.6

98.45

322.6

4.72

Omits o r E r r o r s

-

-

-

-

-

415.6

6.08

Bachelors'

T o ta l

6416.6

93.91

6832,3

*Mean number f o r t h r e e y e a r s o b s e r v a t i o n .
N o te :

See T a b l e 34 i n t h e a p p e n d i x f o r f u r t h e r d e t a i l s on a d m i n i s t r a t o r s
by r a c e , s e x a n d d e g r e e s t a t u s f o r t h e y e a r s 1968, 1969 a n d 1970.
In c lu d e d a re Black p e r c e n ta g e s o f a d m i n i s t r a t o r s in e ach c a te g o r y .
T a b l e 21 p r e s e n t s a summary o f d a t a fro m t h e f r e q u e n c y d i s t r i b u t i o n

o f a d m i n i s t r a t o r s i n M ic h ig an p u b l i c s c h o o l s o v e r a t h r e e y e a r p e r i o d
on t h e c h a r a c t e r i s t i c s o f r a c e an d d e g r e e s t a t u s .
A n a l y s i s o f T a b l e 21

i n d i c a t e t h a t t h e r e was a h i g h e r p r o p o r t i o n of

Black t h a n Non-Black a d m i n i s t r a t o r s h o l d i n g B a c h e l o r ' s and M a s t e r ' s d e g r e e s ;
wh ile t h e r e i s a l a r g e r p r o p o r t i o n o f N o n-B lack t h a n B la ck a d m i n i s t r a t o r s
in a l l o t h e r c a t e g o r i e s .
Summary
I t was t h e i n t e n t o f t h i s c h a p t e r t o p r e s e n t s u f f i c i e n t d a t a
t o g e t h e r w i t h an a n a l y s i s n e c e s s a r y t o a n s w e r s e l e c t e d r e s e a r c h q u e s t i o n s
which were d e s i g n e d t o m e e t t h e o b j e c t i v e s o f t h i s s t u d y ; s p e c i f i c a l l y

66

to d e s c r i b e t h e B la c k e d u c a t o r i n M ic h ig a n p u b l i c s c h o o l s u s i n g s e l e c t e d
d em o g r ap h ic c h a r a c t e r i s t i c s ;

and t o compare B lack e d u c a t o r s w i t h No n- Blac k

e d u c a t o r s i n M ic h i g a n p u b l i c s c h o o l s o v e r a t h r e e y e a r p e r i o d .
A nalysis o f the a v a i l a b l e d ata

was s t r u c t u r e d

m ati on f o r d e s c r i p t i o n a n d c o m p a r i s o n o f e d u c a t o r s ;

to provide i n f o r ­

( 1) collapsed over

a t h r e e y e a r p e r i o d , an d ( 2 ) f o r t h e i n d i v i d u a l y e a r s o f 1968, 1969 a n d
1970.

CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

The p u r p o s e , s o u r c e o f d a t a , p o p u l a t i o n , m e t h o d o l o g y a n d
objectives

a r e b r i e f l y reviewed a t th e b eg in n in g o f t h i s

chapter,

f o l l o w e d by a summary o f f i n d i n g s s u b s e q u e n t t o s e l e c t e d r e s e a r c h
questions.

Q u e s tio n s and recommendations f o r f u t u r e r e s e a r c h se rv e

as a p r e fa c e to th e i m p l i c a t i o n s o f t h i s s tu d y .
Review o f t h e S tu d y
The p u r p o s e o f t h i s s t u d y was t o :

1) d e s c r i b e t h e B l a c k

e d u c a t o r i n M ic h i g a n p u b l i c s c h o o l s u s i n g s e l e c t e d d e m o g r a p h i c
ch aracteristics;

and 2) t o c om p are B l a c k e d u c a t o r s t o a l l

e d u c a t o r s i n M ic h i g a n p u b l i c s c h o o l s .

other

The d e s c r i p t i o n and c o m p a r i s o n

o f d a t a s u p p l i e d f o r e x a m i n a t i o n by t h e M ic h i g a n D e p a r t m e n t o f E d u c a t i o n
covered th re e school y e a r s :

1968-69,

1969-70 and 1970-71.

o f d a t a o r i g i n a t e d fro m The Annual P r o f e s s i o n a l P e r s o n n e l

The s o u r c e
R e p o r t w hich

i s c o m p l e t e d a n n u a l l y by l o c a l an d i n t e r m e d i a t e s c h o o l d i s t r i c t s .
The r e p o r t i d e n t i f i e s a l l

professional

p e r s o n n e l e m plo yed by a d i s t r i c t .

(Teachers, p r i n c i p a l s , a s s i s t a n t p r i n c i p a l s , c o u n se lo rs ,

lib rarian s,

school s o c ia l w o rk e rs , p s y c h o l o g i s t s , s u p e r i n t e n d e n t s , c o n s u l t a n t s ,
coordinators,

supervisors,

directo rs,

s e r v i n g t o K-12 s c h o o l a c t i v i t i e s . )

speech t h e r a p i s t s and d i a g n o s t i c i a n s
The M ic h i g a n P u b l i c S c h o o l

67

68

P rofessional
by s e x ,

Personnel

R e g i s t e r a l s o s u p p l i e s i n f o r m a t i o n on t h e a b o v e

race, c e rtific a tio n ,

experience, s a la ry ,

degree,

f u ll - t i m e s t a t u s , m ajor-m inor,

lo catio n ,

t e a c h i n g a s s i g n m e n t an d t h e l e v e l o f t h a t

assignm ent.
S in c e t h e d a t a c o l l e c t e d and used f o r t h i s s tu d y were i n c l u ­
sive o f a l l

e d u c a t o r s i n M ic h i g a n P u b l i c S c h o o l s , a d e s c r i p t i v e a p p r o a c h

t o s t a t i s t i c a l a n a l y s i s a n d c o m p a r i s o n was a d o p t e d ,

Therefore, data

were p r e s e n t e d i n t h e f o r m o f f r e q u e n c y d i s t r i b u t i o n s w h i c h i n c l u d e d mean
frequency co u n ts o f s p e c i f i c c e l l

o b s e r v a tio n s w ith a s s o c i a t e d p e rc e n ta g e s .

I d e a l l y , d a t a a n d r e s u l t s o f i n f o r m a t i o n y i e l d e d by t h i s

type of

s t u d y w i l l be used by p e r s o n s p l a n n i n g p r o g r a m s i n t e a c h e r e d u c a t i o n
{admission p o l i c i e s ) , em ployers o f t e a c h e r s
r a tio s ) , c a re e r counselors

civ il

r a t i o s , sex

(provide inform ation to p e rs p e c tiv e persons

entering th e f ie ld o f ed u catio n ),
recruitm ent so u rce),

(racial

re c ru itm e n t personnel

rig h ts o rg an izatio n s

progress toward e q u i t y o f sex o r r a c i a l
of professional e d u catio n ,)

(lo catio n of

(ex am p le; measure

c h aracteristics

in th e f i e l d

and o t h e r s i n t e r e s t e d i n mak ing t h e e d u c a ­

t i o n a l p r o f e s s i o n m or e r e p r e s e n t a t i v e .
It

is f u r th e r suggested t h a t th e data

fro m t h i s s t u d y p r o v i d e

ample i n f o r m a t i o n t o b e u s e d t o m e a s u r e p r o g r e s s t o w a r d t h e i m p l e m e n t a t i o n
o f comm itmen ts made by t h e M ic h i g a n D e p a r t m e n t o f E d u c a t i o n a n d t h e
C i v i l R i g h t s Commission r e g a r d i n g t h e i m p o r t a n c e o f d e m o c r a t i c p e r s o n n e l
practices

in achieving in t e g r a ti o n ,

(A pril

1966).

School r a c i a l - e t h n i c

c e n s u s r e p o r t s h av e o n l y p r o v i d e d s u f f i c i e n t i n f o r m a t i o n on p u b l i c
sch o o l s t u d e n t s , w i t h l i t t l e

i n f o r m a t i o n on p u b l i c s c h o o l

staffs.

69

Summary o f t h e F i n d i n g s
P r e s e n t e d below i s a summary
recofm endations n e c e ssa ry to
specifically,

i f f i n d i n g s , c o n c l u s i o n s , and

f u l f i l l the o b je c tiv e s of t h is stu d y ;

t o d e s c r i b e t h e Black e d u c a t o r i n M ic h ig a n p u b l i c s c h o o l s ;

and t o compare Non-Black e d u c a t o r s w i t h Blac k e d u c a t o r s i n t h e S t a t e o f
M ic h i g a n .
Race - 1968-71
Findings:

( s e e T a b l e s 3 an d 4 ) .

( 1 ) 93.18% o f t h e p r o f e s s i o n a l

s t a f f w er e Non-B lack and 6.81% were B l a c k i n 1 9 6 8 - 6 9 ; i n 1 9 6 9 - 7 0 ,

Non-

Bla ck p r o f e s s i o n a l

s t a f f c o m p r i s e d 93.01% and B l a c k s 6.98% o f t h e

total

professional

reported.

w hile

sta ff

I n 1 9 7 0 - 7 1 , N o n - B l a c k s were 9 2 .6 5 % ,

B la c k s c o m p r i s e d 7.34% o f t h e p r o f e s s i o n a l s t a f f .

( 2 ) In t o t a l — o f t h e

299,819 o b s e r v a t i o n s o f p r o f e s s i o n a l s t a f f re c o rd e d in t h i s s tu d y f o r
t h e y e a r s 1968,

1969 and 197 0; 2 1 , 1 3 6 (7.04 % ) w er e B l a c k , w h i l e 2 7 8 , 6 8 3

(92.95%) were N o n - B l a c k .
C onclusion:
has b een v e r y l i t t l e

(1) In t h e t h r e e s c h o o l y e a r s o f o b s e r v a t i o n t h e r e
v a r i a t i o n in th e r e l a t i v e p r o p o r tio n o f Blacks

(6.81% - 6.98% - 7.34%) o r N o n - B l a c k s (93.18% - 93.01% -92 .6 5 % ) 1968
t h r o u g h 1971.

( 2 ) T h e r e h a s been r e l a t i v e l y l i t t l e

v a r i a t i o n i n the

growth r a t e o f B l a c k e d u c a t o r s (.53% i n c r e a s e ) o r Non-Black e d u c a t o r s
(.53% d e c r e a s e ) .
R ec o m m en d a tio n s :
school d i s t r i c t s

A f f i r m a t i v e a c t i o n p r o g r a m s d e s i g n e d by

and o t h e r s

t o i n c r e a s e m i n o r i t y p a r t i c i p a t i o n and

membership i n t h e e d u c a t i o n a l p r o f e s s i o n s h o u l d be e v a l u a t e d a n n u a l l y
r e g a r d i n g t h e i m p a c t on t h e l o c a l e d u c a t i o n a l p o p u l a t i o n .
growth must be d e f i n e d and u n d e r s t o o d by a l l .

S ig n ifican t

70

Sex - 1968-71
Findings:

( s e e T a b l e s 3 an d 4 ) .

(l)

37.47% o f t h e p r o f e s s i o n a l

s t a f f i n M i c h i g a n p u b l i c s c h o o l s w e r e m a l e and 62.52% f e m a l e i n 1 9 6 8 - 6 9 ;
i n 1 9 6 9 - 7 0 , m ale p r o f e s s i o n a l

s t a f f c o m p r i s e d 38.06% w h i l e f e m a l e s

a c c o u n t e d f o r 61.93% o f t h e t o t a l

educator population.

In 1 9 7 0 - 7 1 ,

m ales w er e 38.39%, w h i l e f e m a l e s c o n p r i s e d 61.60% o f t h e p r o f e s s i o n a l
staff.

(2)

In t h e t h r e e y e a r s o b s e r v e d t h e r e h a s b e e n v e r y l i t t l e

v a r i a t i o n i n t h e r e l a t i v e p r o p o r t i o n o f m a l e s (37.47% - 38.06% an d 38.39%
o r Females (62.52% - 61.93% - 6 1 . 6 0 % ) .
t h e r e has been v e r y l i t t l e

v ariatio n

(3)

In t h e t h r e e y e a r s o b s e r v e d

i n t h e r e l a t i v e p r o p o r t i o n o f Blac k

male e d u c a t o r s (29.61% - 29.65% - 29. 51%) o r N o n - B la c k m al e e d u c a t o r s
(38.05% - 38.69% - 3 9 . 0 9 % ) , w h i l e t h e same i s t r u e f o r B lack f e m a l e s
(70.38% - 70.34% - 70.48%) a n d N o n - B la c k f e m a l e s ( 6 1.9 4% - 61.30% 60 .9 0 % ) .
C onclusion:

( 1 ) T h e r e was a r e l a t i v e l y l a r g e r p r o p o r t i o n o f B l a c k

f e m a l e s t o m a l e s t h a n N o n - B la c k f e m a l e s t o m a l e s .
w ithin the r a c ia l
Non-Blacks:

( 2 ) Growth p a t t e r n s

s u b - p o p u l a t i o n s by s e x a r e d i f f e r e n t f o r B l a c k s t h a n

B l a c k f e m a l e s show a s l i g h t i n c r e a s e ( .1 0 % ) w h i l e B l a c k

m ale s show a s l i g h t d e c r e a s e , on t h e o t h e r h a n d , N o n - B l a c k f e m a l e s
i n d i c a t e a s l i g h t d e c r e a s e ( 1 .0 5 % ) i n g r o w t h w h i l e N o n - B la c k m a l e s i n d i c a t e
a s lig h t increase.

( 3 ) T h e r e i s an o b s e r v a t i o n o f d i s c r i m i n a t i o n

compounded by r a c e an d s e x r e g a r d i n g t h e g r o w t h o f t h e e d u c a t o r p o p u l a t i o n .
R ec om m enda ti ons :

A f f i r m a t i v e a c t i o n programs o f school

d istricts,

u n i v e r s i t i e s , and o t h e r s s h o u l d c o n s i d e r m o n i t o r i n g a d m i s s i o n s , h i r i n g and
p l a c e m e n t t e c h n i q u e s which r e i n f o r c e d i s c r i m i n a t i o n by r a c e an d s e x .

71

Age - 1968-71
F indings:

{ s e e T a b le 5 ) .

( 1 ) Age i s n o t i n d e p e n d e n t o f r a c e .

(2) B l a c k e d u c a t o r s w er e p r o p o r t i o n a t e l y h i g h e r i n t h e age c a t e g o r i e s o f
2 8 - 5 1 , w h i l e N o n - B la c k e d u c a t o r s w er e p r o p o r t i o n a t e l y h i g h e r i n r e p r e s e n t a ­
tion of a ll o th e r c a te g o rie s.
C onclusions:

(1) B e c a u s e t h e r e a r e r e l a t i v e l y few B l a c k e d u c a t o r s

r e p r e s e n t e d in th e younger age c a t e g o r i e s , a f f i r m a t i v e a c t i o n program s
a p p e a r t o have e s t a b l i s h e d a p r i o r i t y o f r e c r u i t i n g e x p e r i e n c e B l a c k t e a c h e r s
from o u t - o f - s t a t e .

( 2 ) Bla ck e d u c a t o r s t e n d t o be m i d d l e a g e .

Recommendations:

(1)

F u r t h e r r e s e a r c h s h o u l d be c o n d u c t e d t o

a s c e r t a i n a v e r a g e a g e s o f B l a c k c o l l e g e o f e d u c a t i o n g r a d u a t e s by s e x .
(2 ) A ll p l a n s and p r i o r i t i e s o f a f f i r m a t i v e a c t i o n p r o g r a m s s h o u l d
i n c l u d e s u b s e q u e n t d a t a f o r i m p l e m e n t a t i o n an d e v a l u a t i o n .
L o c a t i o n - 19 68-71
F indings:

( s e e Table 6 ) .

(1) A r e l a t i v e l y h i g h e r p r o p o r t i o n o f

B l a c k t h a n N o n - B la c k e d u c a t o r s w e r e i n t h e c o u n t i e s o f G e n e s e e , L a k e ,
Saginaw and Wayne.

( 2 ) The m a j o r i t y o f B l a c k e d u c a t o r s i n M i c h i g a n p u b l i c

s c h o o l s were l o c a t e d i n Wayne C o u n t y .
C onclusions:

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

d i s t r i c t s where t h e r e was a s u b s t a n t i a l B l a c k p o p u l a t i o n .
Recommendations:

The c o m m i t t m e n t o f many s c h o o l d i s t r i c t s w hich

have n o t i n d i c a t e d i n t e n t and d e s i r e f o r p r e p a r i n g c h i l d r e n f o r t h e w o r l d
in w h i c h we l i v e ,
include local

s h o u ld d e v e lo p a f f i r m a t i v e a c t i o n programs d e s ig n e d t o

racial

m inorities

in to the p r o f e s s io n a l

s t a f f , a s one means

t o p r o m o t e f u r t h e r u n d e r s t a n d i n g among p e r s o n s o f d i f f e r i n g b a c k ­
grounds .

7?

w h i l e t h e r e was a h i g h e r p r o p o r t i o n o f No n- Blac k t h a n B l a c k e d u c a t o r s i n
all

other categories.
C onclusions:

H i g h e r Blac k r e p r e s e n t a t i o n i n t h e m i d d l e income

l e v e l s may be a t t r i b u t e d t o t h e r e c r u i t m e n t o f o l d e r an d e x p e r i e n c e d
t e a c h e r s w h i l e r e p r e s e n t a t i o n and t h e to p income l e v e l may be a t t r i b u t e d
t o a number o f B l a c k a d m i n i s t r a t o r s .

The v o i d in t h e h i g h e r income

l e v e l s may be due t o l o w e r e n t r y r a t e s o f B l a c k e d u c a t o r s i n t h e t h i r t i e s
and f o u r t i e s .
Recomnendations:

F u r th e r r e s e a r c h i s needed to a s c e r t a i n

w h e t h e r income r e p o r t e d i s b a s e d on c o n t r a c t e d s a l a r i e s o r i n c l u s i v e o f
e x t r a assignm ents

( i . e . , coaching, a d u lt education o r o th e r a fte r-sc h o o l

a c t i v i t i e s r e q u i r i n g s u p e r v i s i o n o f t e a c h e r s e t c . ) by r a c e .
P r e p a r a t i o n — P a r t I 1968-71
Findinqs :

{ s e e T a b l e s 8 and 9 ) .

(1) A t o t a l

o f 79.04% o f

M ic h ig a n p u b l i c s c h o o l p e r s o n n e l w e r e p r e p a r e d by s t a t e
w h i l e 20.95% w e r e p r e p a r e d by o u t - o f - s t a t e

in stitu tio n s.

in stitu tio n s,
( 2 ) Of t h o s e

M ic h ig a n t e a c h e r s p r e p a r e d o u t - o f - s t a t e t h e r e was a h i g h e r p r o p o r t i o n
o f B lack (17.12%) t h a n Non-Black (82.87%) e d u c a t o r s .

( 3 ) Of t h o s e

M ic h ig a n t e a c h e r s p r e p a r e d by i n - s t a t e i n s t i t u t i o n s , t h e r e was a lower
p r o p o r t i o n o f B l a c k (4.38%) t h a n Non- Black ( 9 5 . 6 1 ) e d u c a t o r s .
C onclusions:

( 1 ) T h e re was a h i g h e r p r o p o r t i o n o f B l a c k t h a n Non-

Blac k e d u c a t o r s w o r k i n g in M ic h ig a n p u b l i c s c h o o l s t h a t were p r e p a r e d by
o u t-o f-state in s titu tio n s .

(2) T h e r e was a l o w e r p r o p o r t i o n o f Blac k t h a n

Non-Black e d u c a t o r s p r e p a r e d by M ic h i g a n i n s t i t u t i o n s p r e s e n t l y t e a c h i n g
i n M ic h ig a n p u b l i c s c h o o l s .

73

Recommendations:

F u r t h e r r e s e a r c h s h o u l d be c o n d u c t e d t o a s c e r t a i n ;

(1 ) Where B l a c k t e a c h e r s i n M i c h i g a n p u b l i c s c h o o l s a r e b e i n g r e c r u i t e d
and p r e p a r e d .

(2) The t o t a l

number o f B l a c k g r a d u a t e s t h a t a r e c o m p l e t i n g

d e g r e e s in e d u c a t i o n from M ichigan i n s t i t u t i o n s .
g u id e lin e s o f school d i s t r i c t s

( 3 ) P r i o r i t i e s and

i n r e c r u i t m e n t o f Black e d u c a t o r s .

(4)

The m i g r a t i o n ( d i f f u s i o n ) p a t t e r n s o f B l a c k e d u c a t o r s p r e p a r e d by M ic h i g a n
in stitu tio n s.
P r e p a r a tio n — P a r t II 1968-71.
F indinqs:

( s e e T a b l e s 8 and 9 ) .

A r e la t iv e ly higher pro p o rtio n

o f Black th a n Non-Black e d u c a t o r s in M ichigan p u b l i c s c h o o ls were p r e ­
pared

by Wayne S t a t e U n i v e r s i t y ( 1 4 . 6 1 % ) , w h i l e a l o w e r p r o p o r t i o n o f

B la c k

t h a n N o n - B la c k e d u c a t o r s w e r e p r e p a r e d by a l l

o t h e r M ic h i g a n

in stitu tio n s.
C onclusion:
had a

substantial

As o f 1 9 6 8 - 7 1 , a f f i r m a t i v e a c t i o n p r o g r a m s h a v e n o t

a f f e c t on B l a c k p a r t i c i p a t i o n i n ( 1 ) c o l l e g e s o f e d u c a t i o n

tow ard t h e g o a l s o f p r e p a r a t i o n , and ( 2 ) e m p l o y m e n t o f B la c k g r a d u a t e s
o f M ic h i g a n i n s t i t u t i o n s by M ic h i g a n p u b l i c s c h o o l s .
Recommendati o n s :
P reparation—P a rt III
Findings:

S ee a b o v e .
1968-71

s e e T a b l e s ID and 11). ( 1 ) 50.88% o f a l l B l a c k e d u c a t o r s

in M ic h i g a n p u b l i c s c h o o l s w e r e p r e p a r e d i n o u t - o f - s t a t e i n s t i t u t i o n s o f
h i g h e r e d u c a t i o n , w h i l e 18.68% o f a l l N o n - B la c k e d u c a t o r s w er e p r e p a r e d
ou t-o f-state.

( 2 ) 49.11% o f a l l

B l a c k e d u c a t o r s i n M ic h i g a n p u b l i c s c h o o l s

were p r e p a r e d by i n - s t a t e i n s t i t u t i o n s , w h i l e 81.31% o f a l l N o n - B l a c k
e d u c a t o r s were p r e p a r e d i n - s t a t e .

( 3 ) 27.97% o f a l l

Black e d u c a t o r s i n

74

M ich ig an p u b l i c s c h o o l s have b e e n p r e p a r e d by Wayne S t a t e U n i v e r s i t y ,
w h i l e a s m a l l e r p r o p o r t i o n o f B l a c k th a n N on - B lack e d u c a t o r s have bee n
p r e p a r e d by a l l o t h e r s t a t e u n i v e r s i t i e s .
Degree - 1968-71
F indings:

(s e e Table 1 2 ).

(1) In M ic h i g a n p u b l i c s c h o o l s 1 9 6 8 -

71, 1.79% o f a l l e d u c a t o r s were w i t h o u t d e g r e e s , 64.19% h e l d B a c h e l o r
d e g r e e s , 32.85% h o l d m a s t e r s d e g r e e s ,
held S p e c i a l i s t s d eg rees.

.46% h e l d d o c t o r s d e g r e e s and .69%

( 2 ) A s l i g h t l y h i g h e r p r o p o r t i o n o f B la ck

than Non- Blac k e d u c a t o r s h e l d B a c h e l o r s (7.05 % ) and M a s t e r s (7.36%)
d e g r e e s , w h i l e a l o w e r p r o p o r t i o n o f Black t h a n Non-Black e d u c a t o r s
were r e p r e s e n t e d i n a l l o t h e r d e g r e e c a t e g o r i e s .
C onclusion:

T h e r e was a r e l a t i v e l y l o w e r p r o p o r t i o n o f B la c k

e d u c a t o r s i n M ic h ig a n p u b l i c s c h o o l s h o l d i n g a d v a n c e d g r a d u a t e d e g r e e s .
Recomnendatlon:

A f f i r m a t i v e a c t i o n p r o g ra m s o f c o l l e g e s o f

e d u c a t i o n s h o u l d c o n s i d e r a l a c k o f Black r e p r e s e n t a t i o n i n s p e c i a l i s t s
and d o c t o r a l p r o g ra m s and i n s t i t u t e p o l i c i e s r e g a r d i n g a d m i s s i o n and
recruitm ent p r i o r i t i e s
to f u l f i l l

a s w e l l a s c o n t i n u i n g e d u c a t i o n p r o g ra m s d e s i g n e d

th e needs o f te a c h e r s i n the f i e l d .

T e a c h i n g M ajo rs - 1968-71
Fi ndi n g s :

( s e e T a b le 1 3 ) .

Data on t e a c h i n g m a j o r s were s i g n i f i ­

c a n t l y I n c o m p l e t e due t o e r r o r i n g a t h e r i n g o r r e c o r d i n g d a t a .

Since th e

p r o p o r t i o n o f e r r o r s f o r t h e two s u b - p o p u l a t i o n s were u n e q u a l , c o m p a r i s o n s
were made w i t h i n l i n e s o f e a c h m a j o r c a t e g o r y i n T a b l e 13 .

(1) A

n i g h e r p r o p o r t i o n o f B l a c k th a n Non -Black e d u c a t o r s m a j o r e d
i n B u s i n e s s E d u c a t i o n . Of t h e 3.58% o f a l l M ic h i g a n p u b l i c s c h o o l
e d u c a t o r s m a j o r i n g i n B u s i n e s s E d u c a t i o n ; 7.51% were B l a c k an d 92.48%

75

were N o n - B l a c k .

( 2 ) A h i g h e r p r o p o r t i o n o f Bla ck th a n

Non-Black e d u c a t o r s m a j o r e d i n Home E c o n o m i c s , o f t h e 2.52% o f a l l
Michigan p u b l i c s c h o o l e d u c a t o r s m a j o r i n g i n Home E c o n o m ics ; 10.17% were
Black a n d 89.82% w e r e N o n - B l a c k .

(3) A h i g h e r p r o p o r t i o n o f

Black t h a n N o n- Black e d u c a t o r s m a j o r e d i n H e a l t h a n d P h y s i c a l E d u c a t i o n ,
o f t h e 6.44% o f a l l

M ic h ig a n p u b l i c s c h o o l e d u c a t o r s m a j o r i n g i n P h y s i c a l

E d u c a t i o n 8.0% w e r e B l a c k a n d 91.99% w e r e N o n - B la c k .

(4) A

h i g h e r p r o p o r t i o n o f B l a c k t h a n Non-Black e d u c a t o r s had m a j o r s t h a t were
r e l a t e d t o S p e c i a l E d u c a t i o n , o f t h e 13.50% o f a l l M ic h i g a n p u b l i c s c h o o l
e d u c a t o r s h a v i n g m a j o r s r e l a t e d t o S p e c i a l E d u c a t i o n ; 11.94% w e r e B la c k
and 88.05% w e r e N o n - B l a c k .
Conclusion:

Black e d u c a to r s ex c e e d t h e i r p e r c e n ta g e r e p r e s e n t a t i o n

i r t h e m a j o r c a t e g o r i e s o f B u s i n e s s e d u c a t i o n , Home E c o n o m ic s , H e a l t h and
P hysical Education and S p e c ia l E d u c a tio n ; w h ile b e in g u n d e r - r e p r e s e n t e d
in a l 1 o th e r m ajors.
Recommendati o n s :

(1) Future t e a c h e r s should c o n s id e r m ajors

th a t a re i d e n t i f i e d as having a d e f i c i t r a c i a l
em ployability.

(2) A d d itio n a l

re p re s e n ta tio n to in crease

r e s e a r c h s h o u l d be c o n d u c t e d t o i d e n t i f y

methods o f m o n i t o r i n g and c o l l e c t i n g d a t a on t e a c h i n g m a j o r s and m i n o r s
o f p e r s o n s p r e s e n t l y t e a c h i n g a s w e l l as f u t u r e g r a d u a t e s o f c o l l e g e s
o f education.
T e a c h in g M in o r s - 1968-71
Findings:

( s e e Table 14).

c a n t l y i n c o m p l e t e due t o e r r o r s

Data on t e a c h i n g m i n o r s w e r e s i g n i f i ­

in g athering o r recording d a ta .

Since

th e p r o p o r t i o n o f e r r o r s f o r t h e two s u b - p o p u l a t i o n s were u n e q u a l ,
co m p a r is o n s w er e made w i t h i n l i n e s o f e a c h m in o r c a t e g o r y i n T a b l e 14.

76

(1)

A h i g h e r p r o p o r t i o n o f B lack t h a n N on-Black e d u c a t o r s had a m i n o r

categ o ry o f S p ecial E d u c atio n , of the

.29% o f a l l

p u b lic school e d u c a to rs

i n M ic h i g a n m i n o r i n g i n S p e c i a l E d u c a t i o n ; 7.35% w er e B la c k and 92.64% w e r e
N on-Black.
C onclusions:

T h e r e was a h i g h e r p r o p o r t i o n o f B la c k t h a n Non-

Black e d u c a t o r s i n th e m in o r c a t e g o r y o f S p e c ia l

E ducation, w hile th e re

i s a l o w e r p r o p o r t i o n o f B l a c k t h a n N o n-B lack e d u c a t o r s i n a l l

other

categories.
Recommendation:
A s s i g n m e n t Le vel
F in d in g s:

see te a c h in g m ajors above.

- 1968-71

(see Table 15).

( 1 ) Of a l l

e d u c a to rs a s sig n e d in

M ic h i g a n p u b l i c s c h o o l s 4.08% w er e a s s i g n e d t o t h e l e v e l o f a l l

grades,

48.62% E l e m e n t a r y , 18.48% J u n i o r H i g h , 23.17% S e n i o r H ig h , 3.07% J u n i o r
and S e n i o r High and 1.81 C e n t r a l A d m i n i s t r a t i o n .

(2) A h ig h e r p ro p o rtio n

o f Blac k t h a n N o n - B l a c k e d u c a t o r s w e r e a s s i g n e d t o t h e l e v e l o f a l l g r a d e s
( 1 0 . 7 4 % ) , E l e m e n t a r y ( 7 . 5 7 % ) , J u n i o r High (8 .1 3% ) and C e n t r a l A d m i n i s ­
tratio n

(9.23% ).
C onclusion:

T h e r e was a d e f i c i t o f B l a c k e d u c a t o r s t h a t were

a s s i g n e d t o t h e l e v e l o f S e n i o r h i g h ( 4 .5 7 % ) and combined J u n i o r and
S e n i o r High c a t e g o r i e s
R e c o m m e n d a tio n :
by o f f i c i a l s

(2.05% ).
M u t u a l l y e x c l u s i v e c a t e g o r i e s s h o u l d be d e f i n e d

c o l l e c t i n g d a t a on e d u c a t o r a s s i g n m e n t l e v e l s t o im p r o v e

accuracy o f frequency co u n ts,

(i.e .,

Jr.

High, S e n i o r High, J r .

High a s s i g n m e n t ) c a t e g o r i e s .

Note o v e r l a p * .

and S e n i o r

E x p e r i e n c e 1968-71
F indings:

( s e e Table 16).

( 1 ) 8.12% o f e d u c a t o r s i n M ic h i g a n

p u b l i c s c h o o l s w e r e b e g i n n i n g t e a c h e r s ; 35.70% h a d from 1- 5 y e a r s

77

e x p e r i e n c e ; 19.38% h ad 6 - 1 0 y e a r s e x p e r i e n c e ; 13.28% ha d 1 1 - 1 5 y e a r s
e x p e r i e n c e ; 9.59% h ad 1 6 - 2 0 y e a r s e x p e r i e n c e and 13.90% had 21+ y e a r s
experience.

( 2 ) T h e r e was a h i g h e r p r o p o r t i o n o f B l a c k t h a n

N on - B lack e d u c a t o r s w i t h 1 - 1 5 y e a r s e x p e r i e n c e , w h i l e t h e r e was

a low er

p r o p o r t i o n o f B l a c k t h a n N o n - B la c k e d u c a t o r s i n a l l o t h e r c a t e g o r i e s .
C onclusion:

B e c a u s e t h e r e a r e r e l a t i v e l y few b e g i n n i n g B la c k

ed u cato rs in t h e e x p e rie n c e ca te g o ry o f 0 y e a r s , i t

is observed th a t

a f f i r m a t i v e a c t i o n programs have n o t a p p e a r e d to a f f e c t th e e n t r a n c e o f
b e g in n in g Black t e a c h e r s 1968-71.
R e c o m n e n d a t io n :

A f f i r m a t i v e a c t i o n programs should be review ed

and e v a l u a t e d a s t o t h e i r e f f e c t on t h e e d u c a t o r p o p u l a t i o n i n M ic h i g a n
p u b lic schools in r e s p e c t to beginning te a c h e r s .
be d i r e c t e d t o t h o s e a r e a s w h e r e t h e r e i s

Such a r e v i e w s h o u l d

the l e a s t p r o p o r t i o n a t e

representation of m in o ritie s.
C ertificates

1968-71

F indings:
us ed t o i d e n t i f y
educators.

(see Table 17),

Eleven c e r t i f i c a t e

c a t e g o r i e s w er e

th e c e r t i f i c a t i o n s t a t u s o f M ichigan p u b l i c school

( 1 ) T h e r e was a h i g h e r p r o p o r t i o n o f B l a c k t h a n N o n - B la c k

e d u cato rs r e p o rte d in the c e r t i f i c a t e c a t e g o r i e s o f C e r t i f i c a t e n o t
r e q u i r e d (10.92% ); E lem en tary P r o v i s i o n a l
(10.09% ); S econdary P r o v i s i o n a l
t im e p e r s o n n e l

(7.72% ).

B la ck e d u c a t o r s i n a l l
C onclusion:

(7.41% ); Elem entary Permanent

(7.2 5% ) a n d S u b s t i t u t e P e r m i t f o r f u l l ­

T h e r e was a l o w e r p r o p o r t i o n o f B l a c k t h a n Nonother categ o ries.

Black e d u c a t o r s have a low er p r o p o r t i o n o f r e p r e ­

s e n t a t i o n than Non-Black e d u c a t o r s in t h e c e r t i f i c a t e c a t e g o r i e s o f
S e c o n d a r y P e r m a n e n t , L i f e an d P r o v i s i o n a l o r P e r m a n e n t p e n d i n g .

78

Recommendation:

F u r t h e r r e s e a r c h s h o u l d be c o n d u c t e d on t h e

d i s t r i b u t i o n o f c e r t i f i c a t e s t o a s c e r t a i n t h e e x t e n t t o which c a t e g o r i e s
as C e r t i f i c a t e a r e n o t r e q u i r e d , f u l l - y e a r p e r m i t .

1

S tate lim ited .

2

County l i m i t e d and S u b s t i t u t e p e r m i t f o r f u l l - t i m e p e r s o n n e l a r e n o t
n e c e s s a r y i n l i g h t o f o u r s u p p l y a n d demand s i t u a t i o n .
T e a c h in g A s s i g n m e n t 1968-1971
Findings:

( s e e T a b l e 18) ( 1 ) T he re was a h i g h e r p r o p o r t i o n o f

Bl ac k th a n N o n-B la ck e d u c a t o r s a s s i g n e d t o t h e a r e a s o f S c i e n c e ( 7 . 2 4 % ) ;
B u s i n e s s E d u c a t i o n ( 7 . 9 8 % ) ; Music ( 7 . 5 0 % ) ; Home Economics ( 9 . 6 8 % ) ;
H e a l t h and P h y s i c a l E d u c a t i o n ( 8 . 9 0 % ) ; M i s c e l l a n e o u s
E d ucation (11.57% ).

(7.07%) and S p e c i a l

T h e r e was a l o w e r p r o p o r t i o n o f B lack t h a n Non-

B lack e d u c a t o r s i n a l l o t h e r a s s i g n m e n t a r e a s .
C onclusion:

T h e r e was a n e e d f o r B l a c k e d u c a t o r s i n t h e a s s i g n ­

ment a r e a s o f A d m i n i s t r a t i o n , L ang uag e A r t s , S o c i a l S c i e n c e , F o r e i g n
L a nguage, A g r i c u l t u r e , I n d u s t r i a l A r t s and I n d u s t r i a l E d u c a t i o n , and A r t s
and C r a f t s .
Recommendation:
whether r a c ia l

d eficits

F u r t h e r r e s e a r c h s h o u l d be c o n s i d e r e d t o a s c e r t a i n
in c e r ta in assignm ent a re a s e x i s t because o f

l i m i t e d supply o r a r b i t r a r y as sig n m e n t.
A d m i n i s t r a t i v e A s s ig n m e n t 1968-71
Findings:

(see T a b le 19).

( 1 ) T h e re was a h i g h e r p r o p o r t i o n o f

B la ck t h a n N o n-B la ck a d m i n i s t r a t o r s w i t h t h e a s s i g n m e n t s o f I n s t r u c t i o n
(6.79%) P l a n d a n d F a c i l i t i e s
Secondary A s s i s t a n t P r i n c i p a l

( 1 1 . 5 1 % ) ; Employed P e r s o n n e l

(7.47% );

(7.22% ); Elem entary A s s i s t a n t P r i n c i p a l

\ i f e C e r t i f i c a t e s were d i s c o n t i n u e d i n 1939.
2
O r i g i n a l S t a t e a n d County L i m i t e d c e r t i f i c a t e s were d i s c o n t i n u e d
1 9 6 3 - 6 4 ; h o w e v e r , renew al w i l l be g r a n t e d u n t i l 1976.

79

(20.56% ); C o o r d in a to r o f S u b j e c t are a (7.70% ); E lem entary S u p e r v is o r
(7.56%) and S e c o n d a r y S u p e r v i s o r ( 1 9 . 1 8 % ) .

T h e re was a l o w e r p r o p o r t i o n

o f B lack t h a n Non-Black a d m i n i s t r a t o r s i n a l l o t h e r a s s i g n m e n t s .
C onclusion:

B la c k a d m i n i s t r a t o r s were more o f t e n t h a n n o t

assigned to a s s i s t a n t p o s itio n s o r p o s itio n s o f su p erv iso ry c a p a c itie s .
I t s h o u l d be n o t e d t h a t t h e s e p o s i t i o n s may s e r v e t h e p u r p o s e o f e n t r y
l e v e l a d m i n i s t r a t i o n em ploy m en t.
Reconm endations:

A d d i t i o n a l d a t a s h o u l d be c o l l e c t e d t o

d e t e r m i n e why t h e r e a r e d e f i c i t s i n m i n o r i t y r e p r e s e n t a t i o n i n t h e
a d m in i s t r a t i v e assignm ents o f S u p e rin te n d e n t, A s s i s ta n t S u p e rin te n d e n t,
Finance o r B u s in e s s , R esearch , Secondary P r i n c i p a l s , Elem entary P r i n c i p a l s ,
C o n s u l t a n t o f S u b j e c t A r e a , E l e m e n t a r y C o n s u l t a n t and S p e c i a l E d u c a t i o n
D irector.

F u tu re re s e a r c h sh o u ld c o n s id e r the le n g th o f tim e a person

occupies a p o s i t i o n to d eterm ine i f a s s i s t a n t s t a t u s fo r Blacks in
A d m in istratio n is designed f o r c a r e e r

e n t r y o r tokenism .

A d m i n i s t r a t i v e E x p e r i e n c e - 1968-71
Findings:

( s e e T a b le 2 0 ) .

T h e r e was a h i g h e r p r o p o r t i o n o f B la c k

t h a n N on - B lack a d m i n i s t r a t o r s i n t h e e x p e r i e n c e c a t e g o r i e s o f 1-15 y e a r s ,
w h i l e t h e r e was a l o w e r p r o p o r t i o n o f B la c k t h a n Non-Black A d m i n i s t r a t o r s
in a l l o t h e r c a t e g o r i e s .
C onclusion:

The p r e s e n c e o f B la c k r e p r e s e n t a t i o n i n t h e 1-5

y e a r c a t e g o r y (10.71%) I n d i c a t e s a f f i r m a t i v e e f f o r t s t o a t t r a c t m i n o r i t y
r e p r e s e n t a t i o n as b e g i n n i n g a d m i n i s t r a t o r s o r t h e a d m i n i s t r a t i v e b e g i n n i n g
for older teachers.
R e c o m m e n d a tio n s :
to determ ine:

A d d i t i o n a l d a t a s h o u l d be c o l l e c t e d and a n a l y z e d

( 1 ) a d m in is tr a tiv e y ears o f ex p erien ce vs.

e n c e ; ( 2 ) a d m i n i s t r a t i v e income l e v e l s ;

teaching e x p e r i­

(3) l o c a t i o n o f a d m i n i s t r a t o r s , e t c .

80
A d m i n i s t r a t i v e Degree S t a t u s - 1968-71
Findings:

( s e e Table 2 1 ) .

T h e re was a h i g h e r p r o p o r t i o n o f

Black t h a n N on - B lack a d m i n i s t r a t o r s h o l d i n g B a c h e l o r s a n d M a s t e r s
degrees,

w h i l e t h e r e was a l o w e r p r o p o r t i o n o f B la c k t h a n Non-B lack

ed u c a to rs in a l l o t h e r degree c a t e g o r i e s .
C onclusion:
educators is equal

P r o p o r t i o n a t e l y , th e d e g re e s t a t u s o f th e Black
to th e Black a d m i n i s t r a t o r in th e a t t a i n m e n t o f

B a c h e l o r an d M a s t e r d e g r e e s .
Recomnendation:

A f f i r m a t i v e a c t i o n p r o g ra m s o f c o l l e g e s

of e d u c a tio n sh o u ld c o n s id e r a la c k o f Black r e p r e s e n t a t i o n

in s p e c i a l i s t

and d o c t o r a l p r o g r a m s w h i l e i n s t i t u t i n g p o l i c i e s r e g a r d i n g a d m i s s i o n a n d
r e c ru itm e n t p r i o r i t i e s as w ell as c o n tin u in g e d u c a tio n program s d e s ig n e d
to f u l f i l l

the needs o f a d m i n i s t r a t o r s in the f i e l d .
D i s c u s s i o n and I m p l i c a t i o n s o f t h e S t u d y

There a r e i m p l i c a t i o n s w i t h i n t h e p r e s e n t s tu d y t h a t c o n t r a d i c t
much o f p u b l i c o p i n i o n c o n c e r n i n g t h e p r o g r e s s made by B l a c k e d u c a t o r s i n
M ichigan d u r i n g t h e " r o a r i n g s i x t i e s . "
in resp o n se to th e c i v i l

For exam ple, t h e f e d e r a l

government

r i g h t s movement, e n a c t e d a n u m b e r o f s t a t u t e s

i n t e n d e d t o en d d i s c r i m i n a t i o n a n d I n s u r e e q u a l i t y o f o p p o r t u n i t y .
Many s t a t e i n s t i t u t i o n s and o r g a n i z a t i o n s f o l l o w e d s u i t by
making s t a t e m e n t s o f I n t e n t a n d com mitm en t
e v a l u a t i o n and e n f o r c e m e n t .

apparently w ith o u t adequate plans of

F o r many p e o p l e ,

th e problem s o f d i s c r i m i n a t i o n

and a s s u r a n c e o f e q u a l o p p o r t u n i t y a r e s o l v e d by r e c o g n i t i o n , e s p e c i a l l y
when a c i v i l

rig h ts

law i s e n a c t e d .

But t h e d a t a on w h i c h t h i s s t u d y

was b a s e d t e n d t o show t h a t t h e p a s s a g e o f t h e b e s t i n t e n t i o n e d law
does n o t n e c e s s a r i l y s o l v e p r o b l e m s and d i f f e r e n c e s t h a t h a v e become a

81
p art of culture.

The f a c t t h a t o l d e c o n o m i c , s o c i a l

p r e s s u r e s to w ards m i n o r i t y n e g l e c t s t i l l

and p o l i t i c a l

e x i s t i s shown by t h e f e d e r a l

g o v e r n m e n t s r e c e n t r e t r e a t f ro m " r e v e r s e d i s c r i m i n a t i o n "

and " q u o t a

s y s t e m s " which a r e code w ords f o r l e a d i n g t h e e n t i r e c o u n t r y back t o t h e
"good o l d d a y s . "

(R econstruction).

1.

There i s e v i d e n c e i n t h i s s t u d y (see T a b le s 3 and 4) t h a t w i t h i n
t h e p o p u l a t i o n o f e d u c a t o r s i n M ic h i g a n p u b l i c s c h o o l s , B l a c k
f e m a l e s w e r e found i n g r e a t e r p r o p o r t i o n t h a n Non-Black f e m a l e s ;
c o n v e r s e l y , Non-Black males w er e found i n g r e a t e r p r o p o r t i o n
th a n B l a c k m a l e s .

2.

A lth o u g h f e m a l e s c o m p r i s e a m a j o r i t y o f t h e e d u c a t o r p o p u l a t i o n ,
t h e r e was a s m a l l e r p r o p o r t i o n o f f e m a l e a d m i n i s t r a t o r s an d a
s u b seq u en t s m a lle r p r o p o r tio n o f fem ales in p o s i t i o n o f h ig h
rank in a d m i n i s t r a t i o n .

3.

The a b s e n c e o f d a t a t h a t r e f l e c t r a c i a l c o m p o s i t i o n o f t h e
p r o f e s s i o n a l f o r c e , makes i t d i f f i c u l t in p r e s e n t i n g r o l e m o d e l s ,
c a r e e r i n f o r m a t i o n , c o u n s e l i n g and o v e r a l l p l a n n i n g .
Thus S t a t e
D e p a r t m e t n s o f E d u c a t i o n , School D i s t r i c t s , C o l l e g e s and U n i v e r ­
s i t i e s an d t e a c h e r a s s o c i a t i o n s h a v e n o t d e a l t w i t h d i f f e r e n c e s
i n Bla ck and Non -B la ck e d u c a t o r p o p u l a t i o n s i n t e a c h i n g m a j o r s ,
assignm ent l e v e l s , r e c r u i t m e n t and o t h e r demographic v a r i a b l e s
a f f e c t e d by d i s c r i m i n a t o r y p r a c t i c e s .
I f t h e f u t u r e i s e v e r t o be d i f f e r e n t , p l a n n i n g by t h e a b o v e
e d u c a t i o n a l i n s t i t u t i o n s s h o u l d c o n s i d e r r e a s o n s as t o why t h e s e
d i f f e r e n c e s e x i s t w i t h e m p h a s is on m i n i m i z i n g human i n e q u i t i e s .

4.

In t h i s s t u d y i t i s shown t h a t a l a r g e r p r o p o r t i o n o f B l a c k
than N o n-B lack e d u c a t o r s a r e p r e p a r e d f o r t e a c h i n g by o u t - o f - s t a t e
i n s t i t u t i o n s of h ig h e r ed ucation.
By i m p l i c a t i o n , a l a r g e r
p r o p o r t i o n o f B lack t h a n N on-Black e d u c a t o r s a r e r e c r u i t e d from
o u t-o f-state.
T h is s u g g e s t t h a t t h e i n - s t a t e p r e p a r a t i o n o f
m i n o r i t y e d u c a t o r s may be i n a d e q u a t e and t h u s c o n t i n u i n g s t u d y
s h o u ld be c o n d u c t e d on t h e r a c i a l c o m p o s i t i o n o f p e r s o n s i n
I n i t i a l t e a c h e r p r e p a r a t i o n program s.

5.

S t a t e i n s t i t u t i o n s an d o r g a n i z a t i o n s ( s u c h a s S t a t e B o a r d s o f
E d u c a t i o n ) have p u b l i c a l l y c o m m i t t e d t h e m s e l v e s t o t h e e v a l u a t i o n
o f p r o g r e s s t ow ard d e s e g r e g a t i o n ( i n t e r g r a t i o n ) and e q u a l
educational o p p o rtu n ity .
However, t h e r e s u l t s o f r e s e a r c h
c o m p l e t e d and p u b l i s h e d by t h e s e i n s t i t u t i o n s do n o t , b e c a u s e o f
incom plete p r e s e n t a t i o n o f r e s u l t s , c o n t r ib u t e to in c r e a s in g
e m p l o y a b i l i t y o f B l a c k and o t h e r m i n o r i t y e d u c a t o r s .

6.

A c o m b i n a t i o n o f t h e above f a c t o r s and a c o n t i n u e d l a c k o f g e n e r a l
p l a n n i n g h a s a i d e d i n c r e a t i n g a i m b a l a n c e i n t h e s u p p l y an d demand
of educators.

82

I f e v a l u a t i o n and p r o j e c t i o n s t u d i e s were i n i t i a t e d a n n u a l l y on
e d u c a t o r p o p u la tio n s * ( c o n s i d e r i n g those demographic f a c t o r s
t h a t would be i n f o r m a t i v e and e d u c a t i o n a l f o r a l l o f t h e p u b l i c ) .
B l a c k s and N o n - B la c k s c o n s i d e r i n g e d u c a t i o n a s a p r o f e s s i o n would
b e a b l e t o I n c r e a s e t h e i r em p lo ym ent c h a n c e s by s e l e c t i n g an
area containing a sh ortage.
At t h e same t i m e t h e y would h e l p t o
make t h e t e a c h i n g p o p u l a t i o n an e n t i t y o f q u a l i t y an d r e p r e s e n t a t i v e
o f the natio n I t s e rv e s .
The ab ove a s s u m e s , h o w e v e r , t h a t ( 1 ) p s y c h o l o g i c a l l y t r a c k i n g
s t u d e n t s t h r o u g h m o d e l i n g , c o u n s e l i n g a n d t e s t i n g c e a s e s o r i s a p p l i e d on
an e q u i t a b l e b a s e s ; ( 2 ) t h a t s t u d e n t s a n d c o u n s e l o r s become a s t u t e 1n
m arketing s k i l l s

(how t o v ie w s u p p l y an d demand s i t u a t i o n s )

and awar e

of l e v e l s o f c o n p e t l t l o n 1n r e g a r d s t o demographic v a r i a b l e s p r e s e n t e d
a s a p a r t o f c a r e e r I n f o r m a t i o n on e d u c a t o r s ; ( 3 ) t h a t e d u c a t o r s p r e s e n t l y
1n t h e p r o f e s s i o n w i l l n o t a w a i t a t i m e o f c r i s i s b e f o r e h e e d i n g compe­
t i t i o n o f p e e r s - - f o r t h e p u b l i c p r e s s u r e w i l l s oon b e g i n to w a r d s e l e c t i o n
and p r o m o t i o n o f t e a c h e r s b a s e d upon c o m p e t i t i v e q u a l i f i c a t i o n s ;

(4)

t h a t s c h o o l d i s t r i c t s , s t a t e b o a r d s o f e d u c a t i o n , c o l l e g e s and u n i v e r s i t i e s ,
and t e a c h e r a s s o c i a t i o n s w i l l c o n f i r m t h e i r commitments t o e d u c a t i o n a l
p l a n n i n g ( c a r e e r e d u c a t i o n ) an d n o t r e s p o n d on t h e b a s i s o f c r i s i s
sp ite of " p o litic a l p o litic s ;"

in

(5) t h a t i n s t i t u t i o n s o f h ig h e r e d u c a tio n

w i l l d e s i g n f l e x i b l e t e a c h e r e d u c a t i o n p r o g ra m s and a t k n l s s i o n p o l i c i e s
t h a t m i g h t c h a n g e from y e a r t o y e a r b a s e d upon t h e n e e d s f o r manpower 1n
l o c a l an d i n t e r m e d i a t e s c h o o l d i s t r i c t s an d j u n i o r c o l l e g e s .
Recommendations
I t 1s rec onm en ded t h a t ;

th e em ployers o f Black t e a c h e r s f o r p u b lic

s c h o o ls sh o u ld r e c o g n i z e t h a t t h e r e a r e r e l a t i o n s h i p s between th e
d em o g r a p h i c v a r i a b l e s o f r a c e an d s e x w h ic h t e n d t o compound p r o b l e m s and
p r i o r i t i e s o f r e c r u i t m e n t an d e m p lo y m e n t .

83

D e t a i l e d d e m o g r a p h i c i n f o r m a t i o n on e d u c a t o r s i n e a c h s t a t e by
r a c e s h o u l d be p r o v i d e d f o r ;

( 1) p o t e n t i a l

te a c h e r education can d id ates;

( 2 ) e d u c a t o r s p r e s e n t l y em ployed by p u b l i c s c h o o l s t o g i v e them
i n d i c a t i o n s o f t h e i r r e l a t i v e s t a t u s and e m p l o y a b i l i t y ;

( 3 ) a means t o

m eas ure p r o g r e s s t ow ard t h e goal o f e q u a l e d u c a t i o n a l o p p o r t u n i t y and
employment o f m i n o r i t y t e a c h e r s ;

( 4 ) p e r s o n s p l a n n i n g progra m s i n c a r e e r

and t e a c h e r p r e p a r a t i o n , c o u n s e l o r s ,
a s s o c i a t i o n s an d c i v i l

recruitm ent personnel,

teacher

rig h ts organizations.

B lack a n d N on- Black s t u d e n t s s h o u l d b e g i n t o c o n s i d e r t h i s t y p e
o f de m o g r a p h ic c a r e e r i n f o r m a t i o n when c o n t e m p l a t i n g e d u c a t i o n a s a
profession.

They s h o u l d n o t e d a t a r e g a r d i n g a v a i l a b i l i t y o f p o s i t i o n s

in r e s p e c t t o t h e i r i n d i v i d u a l s e x , d e s i r e o f m a j o r s , m i n o r s , l o c a t i o n ,
and e x p e r i e n c e s i n e d u c a t i o n b e f o r e g r a d u a t i o n .
C o l l e g e s and u n i v e r s i t i e s s h o u l d a l s o c o n s i d e r d e m o g r a p h i c d a t a
on e d u c a t o r s by r a c e , when p l a n n i n g t e a c h e r - e d u c a t i o n p r o g r a m s , g r a d u a t e
t r a i n i n g ( p r e - s e r v i c e and i n - s e r v i c e ) along w ith adm ission p r o c e d u r e s .
The p u b l i c must r e a l i z e t h a t t h e power t o c o n t r o l t h e numbers o f
p e r s o n s p r e p a r e d and t h e i r a r e a s o f s p e c i a l i z a t i o n t o t e a c h i s h e l d by
c o l l e g e s , s t a t e b o a r d s o f e d u c a t i o n an d l o c a l a n d i n t e r m e d i a t e s c h o o l
d istricts.

The c h a l l e n g e f a c i n g e d u c a t i o n i s t o w h a t e x t e n t t h e s e

i n s t i t u t i o n s c o o p e r a t e i n a l l e v i a t i n g s e g r e g a t i o n and t h e " o v e r s u p p l y o f
teach ers" under the a u s p ic e s o f the s t a t e l e g i s l a t u r e .
F e d e r a l , s t a t e and lo c a l i n s t i t u t i o n s s h o u ld e s t a b l i s h uniform
r e s e a r c h p a r a m e t e r s by w h i c h a n a t i o n a l

c a r e e r d e liv e r y system f o r

p o p u l a t i o n d a t a by r a c e i n d i f f e r e n t p r o f e s s y o n s would be a v a i l a b l e f o r
the e d u c a tio n o f the p u b l i c .

?A

I t s h o u l d be n o t e d t h a t s t a t i s t i c a l

d e s c r i p t i o n and c o m p a r i s o n

o f p o p u l a t i o n s by e a c h d e m o g r a p h i c c a t e g o r y i n d i c a t e r e l a t i v e d i s t r i b u t i o n s
o f B lack e d u c a t o r s i n c e r t a i n crowded a r e a s ; how ev er , m i n o r i t y g r o u p
e d u c a t o r s and s t u d e n t s s h o u l d remember t h a t s u p p l y and demand i s a
r e l a t i v e phenomenon.

As o f 1973, B la c k and o t h e r m i n o r i t i e s w i t h s k i l l s ,

in e v e r y a r e a o f e d u c a t i o n an d o t h e r p r o f e s s i o n s a r e i n demand.

The

p r e s e n t s tu d y i s sim ply s u g g e s t i n g t h a t through p r o v id in g in fo r m a tio n
on s h o r t a g e s , B l a c k e d u c a t o r s an d s t u d e n t s may a t t a i n an ev en d i s t r i ­
b u t i o n (b y c h o i c e )

in c a r e e r a r e a s w ith in th e p r o f e s s i o n .

B l a c k s a n d o t h e r r a c i a l m i n o r i t i e s s h o u l d be d e l i n e a t e d i n any
s t u d i e s c o n d u c t e d on s u p p l y an d demand t o i n s u r e e q u a l i t y ;

( 1) in adm issions

and f u t u r e e n r o l l m e n t s i n t e a c h e r e d u c a t i o n p r o g r a m s ; ( 2 ) i n f u l f i l l i n g
t e a c h e r p o s i t i o n s whe re B l a c k s a n d o t h e r m i n o r i t i e s a r e i n e x t r e m e
shortage,

( 3 ) i n c e r t i f i c a t i o n and o t h e r a r e a s o f d e f i c i t f o r B l a c k s and

other m in o ritie s.
I t a p p e a r s i r r e s p o n s i b l e t o l e a d t h e g e n e r a l p u b l i c t o assume
t h a t t h e r e i s an o v e r s u p p l y o f Black and o t h e r m i n o r i t y e d u c a t o r s by
v i r t u e o f r e p o r t i n g s u p p l y an d demand f i g u r e s w i t h o u t r e f e r e n c e t o r a c e .
M i n o r i t y f a c t o r s must be i n c l u d e d i n s t u d i e s and r e p o r t s w hich a r e u s e d t o
make d e c i s i o n s a f f e c t i n g p o l i c y and pro g ram s o f t h e p r e s e n t o r f u t u r e .
The f o l l o w i n g q u e s t i o n s a r e p r o p o s e d f o r f u t u r e r e s e a r c h i n v o l v i n g
professional educators:
1.

Are t h e r e p r o p o r t i o n a t e d i f f e r e n c e s betw een B l a c k e d u c a t o r s
and N o n-B lack e d u c a t o r s on t h e c h a r a c t e r i s t i c o f s e x b e c a u s e :
a ) i n t h e employment p r o c e s s B l a c k m a l e s and N o n - B la c k f e m a l e s
a r e p e r c e i v e d t o be m o s t t h r e a t e n i n g , w h i l e B l a c k f e m a l e s a r e
p e r c e i v e d t o be t h e l e a s t t h r e a t e n i n g ? ; (b) t h e r e a r e n o t enoug h
Black m a l e s a v a i l a b l e f o r p o s i t i o n s i n p u b l i c e d u c a t i o n ?
(c)
t h e r e i s a d i f f e r e n c e i n th e q u a l i f i c a t i o n s e x p e c te d o f Black
o r N on - B lack e d u c a t o r s ?

85

2.

Are t h e r e p r o p o r t i o n a t e d i f f e r e n c e s betw een B la c k and NonBlack e d u c a to r s
on t h e c h a r a c t e r i s t i c
o f age b e c a u se ; (a )th e re
are differences
in a t t r i t i o n r a te s of
t h e two p o p u l a t i o n s due
t o p r e g n a n c y , c a r e e r g o a l s , j o b m o b i l i t y o r commitment t o
e d u c a t i o n b e c a u s e o f v e s t e d i n t e r e s t ? o r (b) Black e d u c a t o r s
a r e o l d e r when t h e y e n t e r t h e p r o f e s s i o n o f e d u c a t i o n o r g r a d u a t e
fro m t e a c h e r p r e p a r a t i o n p r o g r a m s ?

3.

Are t h e r e p r o p o r t i o n a t e d i f f e r e n c e s betw een B l a c k and NonBlack e d u c a to r s
on t h e c h a r a c t e r i s t i c
o f l o c a t i o n by c o u n t y
b e c a u s e ; (a) Black e d u c a to r s a r e only
sought to teach in
d i s t r i c t s where th e m a j o r i t y o f t h e p o p u la tio n i s B lack ? ;
( b ) when t o k e n i s m i s s o u g h t B la c k f e m a l e s a r e h i r e d b e c a u s e
t h e y a r e p e r c e i v e d t o b e t h e l e a s t t h r e a t e n i n g ? ; ( c ) B la c k
e d u c a t o r s a r e p e r c e i v e d t o be t h e l e a s t c o m p e t e n t when compared
t o Non-Black e d u c a t o r s ? ; ( d ) t h e a v a i l a b i l i t y o f B l a c k e d u c a t o r s
in p u b lic ed u catio n is lim ite d ?

4.

Are t h e r e p r o p o r t i o n a t e d i f f e r e n c e s betw een B la ck and Non-Black
e d u c a t o r s on t h e c h a r a c t e r i s t i c o f s a l a r y b e c a u s e ; ( a ) p r o p o r ­
t i o n a t e l y B l a c k e d u c a t o r s h o l d more t h a n one t e a c h i n g a s s i g n m e n t
( c o a c h in g , conmunity sch o o l work, a d u l t b a s i c e d u c a t i o n , e t c . ) ? ;
( b ) t h e c o n t r a c t d o l l a r amount i s d i f f e r e n t f o r t h e two p o p u l a ­
t i o n s ? ; ( c ) B l a c k e d u c a t o r s hav e o b t a i n e d p r o p o r t i o n a t e l y
more e x p e r i e n c e and c r e d e n t i a l s ? ; ( d ) j o b m o b i l i t y f o r t h e two
populations i s lim ited?

5.

Are t h e r e p r o p o r t i o n a t e d i f f e r e n c e s b e t w e e n B l a c k and NonB l a c k e d u c a t o r s on t h e c h a r a c t e r i s t i c o f i n - s t a t e o r o u t - o f s t a t e p r e p a r a t i o n b e c a u s e ; ( a ) B l a c k e d u c a t o r s from o u t - o f - s t a t e
may be c o n t r a c t e d f o r l e s s money t h a n i n - s t a t e e d u c a t o r s
( s o u t h e r n d i s t r i c t s pay much l e s s t h a n m o s t
northern d is ­
t r i c t s ) ? ; ( b ) S ch oo l d i s t r i c t s i n M ic h i g a n h e a v i l y r e c r u i t
Black c a n d id a te s o u t - o f - s t a t e , ig n o r i n g i n - s t a t e c a n d i d a t e s ?
( c ) d i f f e r e n t em ployment c r i t e r i a a r e u s e d f o r i n - s t a t e Black
e d u c a t o r s an d B la c k e d u c a t o r s fro m o u t - o f - s t a t e ? ; ( d ) t h e r e i s
l i m i t e d a v a i l a b i l i t y o f B la c k e d u c a t o r s p r e p a r e d by s t a t e i n s t i ­
t u t i o n s o f h i g h e r e d u c a t i o n ? ; ( e ) B lack e d u c a t o r s p r e p a r e d by
s t a t e i n s t i t u t i o n s of h ig h e r education d e s ir e o u t - o f - s t a t e
employment?

6.

Are t h e r e p r o p o r t i o n a t e d i f f e r e n c e s b e t w e e n B l a c k an d Non-Black
e d u c a t o r s on t h e c h a r a c t e r i s t i c o f a d v a n c e d d e g r e e s b e c a u s e ;
(a) th e re i s a d iffe re n c e in the c r i t e r i a o f q u a l i f i c a ti o n s
e x p e c t e d o f B l a c k e d u c a t o r s and N on-Black e d u c a t o r s ? ; ( b ) t h e r e
i s a d i f f e r e n c e i n p e r c e i v e d i m p o r t a n c e o f d e g r e e s by B l a c k and
Non -Black e d u c a t o r s ?

7.

R e g a r d i n g t h e d i f f e r e n c e i n t h e d i s t r i b u t i o n o f m a j o r s be tw een
B l a c k e d u c a t o r s and N o n-B lack e d u c a t o r s , ( a ) Why do t h e s e
d i f f e r e n c e s e x i s t ? Are d i f f e r e n c e s i n c r e a s i n g o r d e c r e a s i n g ? ;
( b ) by wh at method a r e p r o s p e c t i v e t e a c h e r c a n d i d a t e s s e l e c t i n g

06

m a j o r s ? {c ) i s t h e r e l a c k o f i n f o r m a t i o n a v a i l a b l e t o p r o s p e c ­
t i v e c a n d i d a t e s f o r t e a c h i n g t o a i d them i n i n c r e a s i n g t h e i r
e m p l o y a b i l i t y i n t h e p r o f e s s i o n by s e l e c t i o n o f m a j o r s and
m i n o r s i n demand?
8.

W i ll t h e r e be a d i f f e r e n c e i n t h e d i s t r i b u t i o n o f m i n o r s b e t w e e n
B l a c k and Non-Black e d u c a t o r s ?
( a ) Why do t h e s e d i f f e r e n c e s
e x i s t ? Are t h e s e d i f f e r e n c e s , i f e x i s t e n t , i n c r e a s i n g o r d e c r e a s i n g ?
( b ) By w h a t meth ods a r e p e r s p e c t i v e t e a c h e r c a n d i d a t e s s e l e c t i n g
m ajors?
( c ) Is t h e r e l a c k o f i n f o r m a t i o n a v a i l a b l e t o p e r s p e c t i v e
t e a c h i n g c a n d i d a t e s t o a i d them i n i n c r e a s i n g t h e i r e m p l o y a b i l i t y
i n t h e p r o f e s s i o n by c o m p l i m e n t a r y m a j o r s w i t h a p p r o p r i a t e m i n o r s ?

9.

Are t h e r e p r o p o r t i o n a t e d i f f e r e n c e s b etw een B la c k and Non-Black
e d u c a t o r s on t h e c h a r a c t e r i s t i c o f l e v e l o f a s s i g n m e n t b e c a u s e :
( a ) By c h o i c e , i n d i v i d u a l s s e l e c t a g i v e n l e v e l ?
(b) t h e r e i s a
d i f f e r e n c e i n t h e p r o p o r t i o n o f B lack and N on- Black e d u c a t o r s
a s s i g n e d t o a l e v e l i n which t h e y a r e n o t c e r t i f i e d ? ; ( c ) t h e r e
i s a d i f f e r e n c e i n t h e p r o p o r t i o n o f B l a c k and No n- Blac k
e d u c a to rs a ssig n e d to s u b je c t a re a s o t h e r than t h e i r major or
m i n o r a r e a ? ; ( d ) t h e r e a r e o v e r a b u n d a n c e s o r d e f i c i t s o f Black
a n d N o n-B lack e d u c a t o r s a t an y g i v e n l e v e l ? ; {e ) t h e r e a r e
d i f f e r e n c e s i n t h e em ploym ent r a t e s of B l a c k an d Non-B lack e d u c a ­
t o r s fo r a given le v e l o f assignm ent?; ( f ) a lack o f in form ation
i s a v a i l a b l e t o p r o s p e c t i v e t e a c h i n g c a n d i d a t e s t o a i d them i n
i n c r e a s i n g t h e i r e m p l o y a b i l i t y i n t h e p r o f e s s i o n by s e l e c t i o n
o f a p p r o p r ia t e grade level f o r l a t t e r placement?

10.

Are t h e r e p r o p o r t i o n a t e d i f f e r e n c e s b e t w e e n B la c k and No n-Black
e d u c a t o r s i n t h e c h a r a c t e r i s t i c o f e x p e r i e n c e b e c a u s e ; ( a ) B lack
e d u c a t o r s from o u t - o f - s t a t e a r e e n t e r i n g e d u c a t i o n i n M ic h ig an
w i t h p r e v i o u s e x p e r i e n c e ? ; ( b ) T h e re a r e d i f f e r e n c e s i n t h e a t t r i t i o n
r a t e s o f B l a c k and N on- Black e d u c a t o r s ?
Do more No n-Black
e d u c a t o r s d r o p - o u t o f e d u c a t i o n and r e t u r n i n l a t t e r y e a r s
( e x a m p l e , many f e m a l e s t e a c h f o r a few y e a r s and t h e n become
housew ives.)

11.

Are t h e r e p r o p o r t i o n a t e d i f f e r e n c e s b e t w e e n B la c k and Non-Black
e d u c a t o r s on t h e c h a r a c t e r i s t i c o f c e r t i f i c a t i o n b e c a u s e ;
( a ) d i s p r o p o r t i o n a t e numbers o f B la ck an d No n-Black e d u c a t o r s
"qualified
f o r c e r t a i n c e r t i f i c a t e s ? ; (b) th e r e is a d if f e r e n c e
i n t h e number o f B l a c k and Non-B lack e d u c a t o r s c e r t i f i e d i n a r e a s
i n w hich t h e y a r e n o t q u a l i f i e d ( m a j o r ) ?

12.

Are t h e r e p r o p o r t i o n a t e d i f f e r e n c e s b e t w e e n B l a c k and N on-Black
e d u c a to rs in the c h a r a c t e r i s t i c o f te a c h in g assignm ent because;
( a ) t h e r e i s a d i s p r o p o r t i o n a t e number o f B l a c k o r Non-B lack
e d u c a t o r s a s s i g n e d t o a s u b j e c t a r e a o t h e r t h a n t h e a r e a i n which t h e y
a r e q u a l i f i e d o r c e r t i f i e d ? ; ( b ) t h e r e a r e d i s p o r p o r t i o n a t e numbers
o f B l a c k o r N on-Black e d u c a t o r s q u a l i f i e d o r c e r t i f i e d f o r any
given area?
(c) Assignments m erely r e f l e c t t h e d i s t r i b u t i o n
o f t e a c h i n g m a j o r s , m i n o r s an d c e r t i f i c a t i o n l e v e l ?

87

13. Are t h e r e p r o p o r t i o n a t e d i f f e r e n c e s betw ee n B l a c k and Non-Black
a d m i n i s t r a t o r s on t h e c h a r a c t e r i s t i c o f e x p e r i e n c e b e c a u s e
Black e d u c a t o r s m o b i l i t y to w a r d s a d m i n i s t r a t i o n has r e c e n t l y
i m p r o v e d , t h e r e f o r e t e a c h e r s w i t h t h e most e x p e r i e n c e r e c e i v e d
f i r s t p r e f e r e n c e in promotion?
14. Are t h e r e p r o p o r t i o n a t e d i f f e r e n c e s between B l a c k and Non-Black
a d m i n i s t r a t o r s on t h e c h a r a c t e r i s t i c o f a d m i n i s t r a t i v e l e v e l
b e c a u s e ; ( a ) t h e r e i s a d i s p r o p o r t i o n a t e num ber o f B la ck a d m i n i s ­
t r a t o r s c o n s i d e r e d f o r p o s i t i o n s o f a u t h o r i t y and d e c i s i o n m ak in g?
(Black a d m i n i s t r a t o r s a r e o f te n a s s ig n e d to a s s i s t a n t p o s i t i o n s
o r p o s i t i o n s o f a low l e v e l a u t h o r i t y ) ,
( b ) T h e r e a r e s m all
p r o p o r t i o n s o f Bla ck a d m i n i s t r a t o r s q u a l i f y i n g f o r a d m i n i s t r a t i v e
po sitio n s?
( d e g r e e s an d e x p e r i e n c e ) ,
(c) a d i f f e r e n c e in the
q u a l i f i c a t i o n s r e q u i r e d o f B l a c k an d Non-Black a d m i n i s t r a t o r s ?
( d ) F u r t h e r r e s e a r c h s h o u l d c o n s i d e r t h e l e n g t h o f t im e a p e r s o n
o ccu p ies a p o s i t i o n to determ ine i f a s s i s t a n t s t a t u s in a d m in is­
t r a t i o n is designed f o r c a r e e r e n t r y o r tokenism .
15. Are t h e r e p r o p o r t i o n a t e d i f f e r e n c e s between B l a c k and NonBlac k a d m i n i s t r a t o r s on t h e c h a r a c t e r i s t i c o f d e g r e e s t a t u s
b e c a u s e ; ( a ) t h e r e i s a d i f f e r e n c e in the p e r c e i v e d im portance o f
d e g r e e s by Bla ck and Non-Black a d m i n i s t r a t o r s ? ; ( b ) t h e r e i s a
d i f f e r e n c e i n t h e q u a l i f i c a t i o n s r e q u i r e d o f B l a c k and Non-Black
adm inistrators?

APPENDICES

88

APPENDIX A

LETTER OF TRANSMITTAL FOR MICHIGAN PUBLIC SCHOOL
PERSONNEL REGISTER AND DATA CODES

89

90

STATE OF MICHIGAN

DEPARTMENT O F EDUCATION
BUREAU O F HIGHER EDUCATION
P .O . B o x 4 2 0
l a m i n g , M ic h ig a n 4 8 9 0 2
*2r

JOHN W . roR T E R
/Utki* B u p rrin trn d cn l
rf PaU lc In » tro ctl« i

August

1, 1970

IT A T 1 B O A R D O P C D U C A T IO N

PETER Ot’PEWALL
rfriU «M

THOMAS I, BRENNAN
Vic* P ftK J tn l
MICTIAF.I. J. I>ECB
Stcretrry
TAMPS P. O'NP-Il.
T r f n itr r r

OORTON IIIPTHMILLER
MAIIII.YN JI1AN KELLY
CHARLES E. MORTON
r.mviN L NOVAK, O D.
C.OV. WILLIAM O. MILLIKEN
llx O ffic io

Dear Superintendent:
A re gister of the p r o fe s si o na l p e r s on n el em pl o ye d by your
district d ur i ng 1969- 70 a c co mp a n i e s this letter.
We woul d like to
call y o u r a t t e n t i o n to two m a j o r changes required for the u p da t in g
of the register.

First, a n e w column has b e e n added to the r e gi s te r (extreme
left corner) for the p ur po se of p r o v i d i n g data that wi ll identify
the sc hoo l l oc at io n of each p r o f e s s i o n a l staff person.
Y ou wi ll
find a tt ac h ed n list of the sc h oo l cod es for your district.
All
personnel on your re gi st er s ho u l d be a s s i g n e d a school code number.
Central o ffice a d m i n i s t r a t o r s as well as ot he r staff p e r s o n s w ho are
assigned to a school for 50% o r less of their time should be coded
as:
0000.
Persons w h o are as si g ne d to one school for mo re than
50% of their time s hould be g i v e n the c od e number of that school.
Second, you w i l l note that the i ns ti t ut i on al code II25 has been
eliminated.
Prev iou sl y, code 0 2 5 was used to d esi gn at e a staff
person w h o co mpleted his initial (B.A. degree) p r e p a r a t i o n in a
Btate o t h e r than Mich ig an .
C o d e s have n o w been e st ab l is h ed for each
of the other 49 sta te s p l u B the Di st ri ct of Co lu mb ia and foreign
countries.
Therefore, will you p l e a s e c o nv er t all of your 25 codes
to the appr op ri at e o u t - o f - s t u t e codes provided.
Fur th er i ns t ru c ti o ns and filing d e a d l i n e s a p p e a r o n the fo llowing
pages.
The success of this r e p o r ti n g s y s t e m ha s m a r k e d l y improved In
the laBt two years beca us e o f the careful a t t e n t i o n y ou r o ffice and
the i ntermediate d is tr ic t o ff i c e have g i v e n to the u p d a t i n g of r e ­
spective registers.
Your c o o p e r a t i o n h as b e e n g r e a t l y appreciated.

SOME D O 'S AND DON*TS
Forward the first and s ec o n d c op ie s of y o u r u p d a t e d r eport to your
i n t e r m e d i a t e d is t r i c t s u p e r i n t e n d e n t n o later tlian O c t o b e r 1 5 .
Clicck y o u r s c h o o l c o d e n u m b e r to be su re it is c or re ct .
Do n o t re po rt p e r s o n n e l w h o are on a d a y - t o - d a y s u b s t i t u t e basis.
He sure to r ep or t s u b s t i t u t e p er m i t h o l d e r s w h o are in lull time
positions.
Under " A s s i g n m e n t , " r e p o r t "N E" If the t e ac her is t e a c h i n g in grades
K-6 or K-8, report " NM " if t ea c h i n g in g ra de s 7 or 8 wi tli a n e l e m e n t a r y
cert i f i c a t e . and r ep o r t a c t u a l a s s i g n m e n t code In a ll o th er cases.
P le as e s u p p l y the s al a r y b e i n g pa id at the time the r eport is updated.
All s a l a r i e s should be r e p o r t e d on a n annual basis.

I N S T R U C T I O N S F O R U P D A T I N C T HE
PROFESSIONAL PERSONNEL REGISTER
Up da te i n f o r m a t i o n for all p e r s o n n e l l is t e d on the r e g i s t e r wh o
are c u r r e n t l y e m p l o y e d b y y ou r d i s t r i c t .
Line out p e r s o n n e l w h o a r e no lo ng er e m p l o y e d by y o u r d i s t r ic t.
Add all n e w p e r s o n n e l to the r e g i s t e r u s i n g the e x t r a s hccto
pr ov i de d w h e n n ec e ss ar y .
Report the f o l l o w i n g i n f o r m a t i o n for a l l p r o f e s s i o n a l p e r s o n n e l
e mp loyed b y y o u r d i s t ri c t.
a.
b.
c.
d.

e.

f.
g.
h.
1.
j.
k.
1.
m.
n.
o.

S oc ia l S e c u r i t y N u m b e r
Sex
Y e a r of B i r th (last two digi ts )
Name - w r i t e in a l l c a p t i o n s ( upper case)
PLEASE ADHERE TO
DIRECTIONS B E L O W .
IN T H E P A S T M A N Y ERRORS H A V E O C C U R R E D A T THIS
POINT.
(1) L as t na me first.
(2) Do not use coirimas, p e r i o d s o r o t h e r p u n c t u a t i o n .
(3) Do not leave s p a c e s b e t w e e n the let te rs of
last, fi rst
or m i d d l e n ame s.
(4) L e a v e one a n d o n l y one s pa ce b e t w e e n last,
first an d m i d d l e na me s.
(5) Example:
W r o n g - M C Keen, G E O R G E L.
Right - McKEEN GEORGE L
Certificate Data
(1) T y pe
(2) Y e ar of E x p i r a t i o n (last two d i gi ts )
(Give e x p i r a t i o n year
for p r o v i s i o n a l and l i m i t e d c e r t i f i c a t e s only.)
Training institutions*
H i g h e s t d e gr e e*
Full time last y e a r * (column h e a d i n g is)
I d e n t i f y no m o r e th an two m a j o r c o u r s e s of s t u d y
I d e n t i f y no m o r e t h a n t h re e m i n o r c ou r s e s of s t u d y
F i rs t and s ec ond K - 1 2 t e a c h i n g a s s i g n m e n t *
T e a c h i n g level for fir st K-12 t e a c h i n g a s s i g n m e n t
S al a ry in d o l l a r s (annual)
Total teaching experience
Race*

F or w ar d c o p i e s 1 and 2 of the u p d a t e d
di st r ic t o f f i c e by O c t o b e r 15.

r e g i s t e r to y o u r i n t e r m e d i a t e

92
r- l-X

TYPE OK ( I R T I K I C A I L

1 - Mnle
2 - E e m a 1e

0
1
7
3
4
3
f,
7
n
9
P

RALK
1
2
1
4
5

-

Am erican In d ian
C. i u c .i h 1 Jin
Negro Am erican
Ut 1 e n t a I
S p a n i s h Am erican

PULL TI ME I-AST YEAR
1 - Yea
2 - No

LEVEL

DfiCRl.K
0
1
2
3
4

-

- C e r t i f i c a t e not re q u ire d ( i . e . School
S o cial W orker, P s y c h o lo g is t, A doin.)
- K1c m c n t a r y P r o v i s i o n a l
- K lcr.t'ntnry Perm anent
- Secondary P ro v isio n a l
- Secondary Permanent
- L ife
- P u l l Y e a r P e r m i t ( May b e P e n d i n g )
- S ta te L im ited
- County L im ite d
- I’r o v i f l l u n n l o r P e r m a n e n t P e n d i n g
- S u b s t i t u t e Perm !ts (P erso n la b ein g
used In a f u l l tim e p o s i t i o n )
V le a s e do n o t l i s t any p e r m it h o l d e r s
L each in g on d a y - to - d a y s u b s t i t u t e b a s

0
1
2
3
4
5

None
R . i c h e 1o r ' a
Mast e r 1s
Dor t o r ' e
S p e c I a l l a t *s

- All C redos
- E le m e n ta ry (K-6 o r K-8)
- J r . High ( 7 - 8 o r 7 -9 )
- S r . lllgli ( 9 - 1 2 o r 1 0 - 1 2 )
- J r . - S r. High
— C entral A dm inistration

I NS T I TUT I ONS
1
7
3
4
5
6
7
8
9
10
11
17
13
14
15
l(i
17
18
19
20
71
22
21
24
26
27

-

C e n tr a l M ichigan U n iv e r s ity
l a n t e r n M ichigan U n i v e r s i t y
K e rris S tate C ollege
M ichigan S ta te U n iv e r s ity
N o rth e rn M ichigan U n iv e r s ity
U n i v e r s i t y of M ic h ig a n
Wayne S t a t e I t n l v r r s i t y
W estern M ichigan U n i v e r s i t y
A drian C ollege
A lbion C ollege
Alias C o l l e g e
Aquinas C o llrg a
C a lv in C ollege
Andrews U n i v e r s i ty
I tllls d n lc C ollege
Hope C o l l e g e
K a l a m izuo Col l e g e
Madonna C o lle g e
M nrygrove C ollege
Mercy C o lle g e
N .ir.irrth C ollege
O liv e t C ollege
Siena H eights C o lle g e
U n iv e rsity of D e tro it
S p rin g Aibur C o lle g e
Grand V a lle y S t a t e C o lle g e

49
50
51
52
53
54
55
56
57
58

-

Alabama
A lasks
A rizona
A rkansas
C al1fo rn la
C olorado
C onnectleut
D e l ii w a r a
Florida
C eorgls

59
6U
61
62
63
64
65
66
67
b8
69
70
71
72
73
74
75
7b
77
78
79
80
B1
82
B3
84
85
86
87
88
89
90
91
92
93
94
95

-

Hawaii
Idaho
Illin o is
Indiana
Iowa
Kansas
Kentucky
Loui s I n n a
Maine
M aryland
M assachusetts
Ml n n c i . o t a
M ississippi
M lsuour1
Mo n t u n n
He h i c i s k a
Nevada
New H a m p s h i r e
New J e r s e y
New M e x i c o
New Y o r k
North C a r o lin a
North D akota
Ohio
Oklahoma
Oregon
Pennsylvania
Rhode I s l a n d
bouth C a ro lin a
South Dakota
Tennessee
Texas
Utah
Verm ont
V irginia
W ashington
West V i r g i n i a

9b
97
98
99

- W isconsin
- Wyoming
- W ashington,
- Foreign

D.

C

93
MAJOR-MINOR AND ASSIGNMENT CODES

ADMINISTRATION

MATIIIMATICS

MUSIC

AA S u p e r I n t e n d e n t , G r n r r n l
AH- A h s 1 s l u n t S u p e r i n t e n d e n t ,
Cci'ir.i 1
AC-Adinln, o f F i n a n c e o r B u B i r e n a
Al>—Ad 11 I n . o f I n s t r n r t I o n
Al.- Ad m i n. • ■r P l a n t A F a c i l i t i e s
A F - A d m l n . o f Emj i l o y p r l P e r s o n n e l
A G - A J m i n . 4i 1 Ri’ B c . i r r l i
All--Prlnrlp.il, Secondary
Al - C r I n c l p. 1 1 , l . l e m c n t n r y
A. l -Auf l t . P r l n r l p . i l , S e c o n d a r y
AK-A«i fit . r r l n c t p n l , E l e m e n t a r y
A L -C onm ilt. , S u b je c t Area
A M -Ctm nuIt., E le m e n ta ry
AN-CunsulI. , Secondary
A O -C oordlnntor, S u b je c t Area
A H -SupervlBor, E lem entary
Atf-Supervl (.or. S e c o n d a ry
AR-Spcclal E d u c a tio n D i r e c t o r

IA - A l ^ o h r a
I II Ar 1 1 lime t i c
I . O l ’l n c e G e o m e t r y
L D - S u l l d Gi - u n x. ' t r y
El - I r 1 i t o n o m e t r y
LI- C a K i l l un
E G - S h o p Ha I l i c m a t I c e
r . H - A n n l y 1 1 r Gooni nt r y
E l-S t a t i s t I c s - P r o b n b l 11ty
EX-MathcmatI c b

JA-Mu-ilc T h e o r y
J l ' - A p p l l e d Mu : i l c
JC -P u b llc School
JD -C om poaltion
Jl . - V u 11 e
JF-Plano
JX-Music

LANGUAGE ARTS
BA- E p r I l u l l
BH- Dr . i ma l l e a
B C - J o u r n a l 1 bib
l i D - S p o c i li
IlL-Hn'* I o
HF-Lngllah A Speech ■
HG-I.nftl1»h J o u r n a l 1on
LH-Spcerli A D r a m a t i c *
SOCIAL SCI ENCE
CA* E c o n o m i c h
CD- Gi ' o c r u p h y
( C-HlNt or y
CD-ToIit l e a l S c ie n c e
CE- P s y c h o l o g y
CP- Hoc I n l o f t y
CG-G overnmenl
Cll-Anthropo lo g y
C I-H lntory A P o l i t i c a l Science
CJ-Soclology A A nthropology
CK-Ecunoalce A P o l, S c ie n c e
CX-Suclal S c ien c e
SCIENCE
DA- B i o l o g y
UB- h o i a n y
IH’-C hetnl a t r y
DD-Nclurjl S c ien c e
D K -Phyalra
D F-Phy-clcal S c i e n c e
IXJ- 7.0 0 ) o g y
IJll-Grnlogy
DI- K o r e a t r y
DJ-Geneni 1 S cien ce
DE- K. xnct S c i e n c e
DL-Ccneei v a t i o n
DM- Ko r t t i S c i e n c e
DN-l ’h c m . A B i o l o g y
DX-Science

FOHEIGN LANGUAGE
FA-French
Ill-German
Ft:-Greek
Fll-I.at i n
FE-Kunalan
FF-Spanish
FG-Otlicr
H I-K alian
F I - P o l l ah
FJ-Hebrew
BUSI NESS EDUCATION
G A -A ccounllog
G l l - H n o k k c o p l ng
C C -B ualncsu l.ngllnh
GI>-Of f i c e M a c h i n e *
G E -O ffice P ra c tic e
cF-L horthand
GG-Typing
G l I - B u n l n u s a Admin,
G l - S e c r o t a r ln l Science
C J - A c c o u n t i n g A Bi t *. Law
GK-Cotmncrce
G L -G anerel Bualnca*
C K - D l s t r l b u t l v a Ed.
G H -R e ta llin g A M arket.
GX-Buslnea* E d ucation
AGRICULTURE
U A -A griculture
llB-Anlmal H u sb an d ry
HC-Agronomy
ItD -llorLlcul t u r e
I NDUSTRI AL ARTS A
I NDUSTRI AL EDUCATION
IA -lo d u titr ln l Art*
IB-Auto M echanics
1C-I n d u s t r i a l E d u catio n
1D-MaclilitR S h o p
In-P rinting
IF-Farm Shop
IG-Cirmnl c b
1H - M e c h a n l e a l D r a w i n g
H -D rn w ln g A D esign
IJ-W cod Shop
IK-M etal Shop
I L - M c t s l A A u t o . Shop

Mualc

HOME ECONOMICS
K A - T e x t 1 1 c-b , C l o t h i n g A
R elated A rts
KB-FoodH A N u t r i t i o n
KC-D1ct e 1 1c a
KD -Chlld D evelopm ent
KE-Niirncry E d u c a tio n
KF-Ot h e r
KG- Fa t nl l y l . l l e E d u c a t i o n
KX-Home E c o n o m i c s
ARTS A CRAFTS
LA-Art
LB-Art* A C r a f t s
LC-Drawlng A D e sig n
HEALTH A PHYSI CAL ED.
MA-Henlth
HO -Phybleal E d u ca tio n
M C - l l c o l t h A P h y s i c a l Ed.
M D - K c c r e n l loti
ME-Outdoor E d u c a tio n
M F-llcnlth A R e c r e a tio n
MG-Other#
MISCELLANEOUS
NA-Drivar E d u ca tio n
Nll-Solety E d u catio n
N C -D rlv o r A S a f e t y Ed.
ND -Llbr*ry S cience
NE-Elcm ontary Gradoa
H F -A dult FTlucntlon
N H -Ju n lo r High Grade*
N O -tlursory
Nl’- R e n d 1 n g
NR-Homedin I H e a d i n g
N S-PhllosD phy
NX-Other
NT-Coutmuloi
S P E C I A L EDUCATION
S A - M c n tu l l y linnd I c u p p e d
SJ!-S|ii-nch C o r r e c t i o n
S C - t i r th o p e d l c n l l y ll.indlcopped
SD-School S o c l u l W orker
SE-l'inotlonal ly D is tu r b e d
HF-D1ugnonLlei an
SC -PsyehologlB t
Sll-Hotr.ebouud a n d / o r
H ospltalIzod
S I-T eacher C ounselor
S J -S n c la lly M aladjusted
S K - L d u c a tI o n o f tlia B l in d
5 L -E d u c a tIo n o f t h e Deaf
S H -P e rcc p tu n lly Handicapped
SN-Type C C o n s u l t a n t
ST-Teuchnr o f T r a in a b le

APPENDIX B
SUPPLEMENTAL TABLES

94

95
TABLE 2 2 . - - F r e q u e n c y D i s t r i b u t i o n o f E d u c a t o r s i n M ic h ig a n P u b l i c
S c h o o l s by R ac e, S e x , Age and Year 1 9 6 8 - 7 1 .

Total Black %

Male

Female

223
316
335

2622
2999
2466

7450
8139
7862

2.82
3.67
3.97

379
399
411

849
940
1055

7192
7404
7489

11249
11172
11871

6.24
6.72
7.03

1968
1969
1970

341
353
418

559
615
721

5113
5328
5971

4490
4902
5498

8.56
8.64
9.03

32-35

1968
1969
1970

238
254
268

522
519
504

4316
4463
4702

3602
3785
4007

8.75
8.56
8.14

36-39

1968
1969
1970

248
245
247

604
597
618

4038
4129
4148

3688
3774
3777

9.93
9.62
9.84

40-43

1968
1969
1970

258
261
279

498
526
536

3472
3528
3640

3797
4015
4212

9.42
9.44
9.40

4 4 -47

1968
1969
1970

163
164
197

459
455
478

2614
2849
3172

3720
3716
3811

8.94
8.6 1
8.81

48-51

1968
1969
1970

106
115
113

392
365
403

1659
1796
1919

3958
4051
3972

8.14
7.58
8.05

52-55

1968
1969
1970

84
78
87

283
277
302

1244
1249
1368

4061
3852
3849

6.47
6.50
6.93

56-59

1968
1969
1970

52
59
57

159
163
189

1133
1114
1107

4639
4362
4049

3.52
3.89
4.55

60-63

1968
1969
1970

26
26
33

93
100
104

870
816
791

4087
3790
3511

2.34
2.66
3.08

>_ 64

1968
1969
1970

4
6
14

38
35
48

339
287
270

1603
1424
1278

2.11
2.34
3.85

Omits o r
Errors

1968
1969
1970

-

1
1

2
3
9

Age Groups

Year

Male

1 23

1968
1969
1970

70
109
92

24-27

1968
1969
1970

28-31

-

-

Female

-

9
3
17

96
TABLE 2 3 . — F r e q u e n c y D i s t r i b u t i o n o f E d u c a t o r s i n M ic h ig a n P u b l i c S c h o o l s
by R ac e, S e x , S a l a r y and Year 1 9 6 8 - 7 1

BLACK
Male
Female

Salary

Year

<_ $ 5 , 9 9 9

1968
1969
1970

14
5

$6 , 0 0 0 $1 0,999

1968
1969
1970

$11 , 0 0 0 $15,999

NON-BLACK
Male
F em ale

T otal Black %

78
35
3

378
159
12

1969
1213
57

3.77
2.82
4.16

1245
1074
889

2960
2608
2316

21781
18694
15664

43842
38678
33431

6.02
6.03
6.12

1968
1969
1970

650
884
1102

1621
2216
2757

10628
14097
16327

10198
16531
22906

9.83
9.18
8.95

$16,00020,999

1968
1969
1970

52
87
194

17
46
209

1568
2502
4083

319
529
1246

3.52
4.20
7.03

$2 1 , 000$25,9 99

1968
1969
1970

6
7
20

2
3
7

214
425
813

7
28
66

3.49
2.15
2.98

$26,000+

1968
1969
1970

2
12
11

-

1
1

35
88
153

10
3
8

4.25
12.50
6.93

1968
1969
1970

-

2

10

-

-

-

8
3

-

-

-

Omits o r
Errors

-

-

97

TABLE 2 4 . — F r e q u e n c y D i s t r i b u t i o n o f E d u c a t o r s i n M ic h i g a n P u b l i c S c h o o l s
by Race* S e x , I n - S t a t e / O u t - S t a t e P r e p a r a t i o n , M a jo r I n - S t a t e
I n s t i t u t i o n s , and Y e a r 1968-71
BLACK
Female

NON -BLACK
Male
Female

In sti tution

Year

Male

Central
Mi chi gan
Uni v e r s i ty

1968
1969
1970

19
19
18

26
25
26

3662
3919
4139

6165
6318
6566

.45
.42
.40

Eastern
M ic higan
Uni v e r s i t y

1968
1969
1970

114
135
149

235
246
271

3328
3591
3798

6590
6627
6694

3.39
3.59
3.84

Mi chi gan
S tate
U niversi ty

1968
1969
1970

68
64
76

130
134
166

4369
4615
4839

6549
6879
7313

1.78
1 .69
1.95

U niversity
of
Mi c h i g a n

1968
1969
1970

101
99
115

258
267
279

2483
2534
2538

4034
4088
4119

5.22
5.23
5.58

Wayne
S tate
Uni v e r s i ty

1968
1969
1970

523
508
560

1427
1387
1506

3997
4131
4274

7401
7302
7439

14.60
1 4.21
14.99

W es tern
M ichigan
Uni v e r s i t y

1968
1969
1970

83
121
95

140
215
192

4511
4685
4908

7488
7565
7788

1.82
2.66
2.21

Universi ty
of
D etroit

1968
1969
1970

30
29
31

36
41
43

632
643
643

730
714
727

4.62
4.90
5.12

Others
In-state

1968
1969
1970

43
47
47

64
77
91

4844
5067
5494

6383
6472
6843

.94
1.06
1.10

Out
of
S tate

1968
1969
1970

988
1043
1125

2364
2515
2717

6786
6734
6409

11012
10872
10218

15.84
16.8 1
18.76

Omi t s
or
Errors

1968
1969
1970

4

2
2

-

-

2
46
9

2
148
7

-

T o t a l B la c k %

98

TABLE 2 5 . - - F r e q u e n c y D i s t r i b u t i o n o f E d u c a t o r s i n M i c h i g a n P u b l i c S c h o o l s
by Race, S e x , De gree S t a t u s and Year 196B-71

BLACK
Degree

NON-BLACK
Male
Female

T o t a l Black %

Year

Male

FemaTe

None

1968
1969
1970

13
10
17

66
61
31

372
332
238

1972
1489
784

3.26
3.75
4.48

B ac h elo r's

1968
1969
1970

1204
1256
1289

3067
3264
3498

17378
17829
17773

41625
41939
4 2350

6.75
7.03
7.37

M a ste r's

1968
1969
1970

734
781
883

1536
1572
1750

16152
16920
18033

12541
13307
14291

7.33
7.22
7.53

D o cto r's

1968
1969
1970

11
12
15

5
5
6

311
348
381

94
100
104

3.80
3.65
4.15

Speci a l i s t * s 1968
1969
1970

7
10
12

6
7
8

401
536
627

121
150
185

2.47
2.41
2.40

99
TABLE 2 6 . . - - F r e q u e n c y D i s t r i b u t i o n o f E d u c a t o r s i n M i c h i g a n P u b l i c S c h o o l s
by R a c e , S e x , T e a c h i n g Major and Y e a r 1 968-7 1

T e a c h i ng
M ajo r
Admin i s t r a ­
t i on

Year
1968
1969
1970

BLACK
Male
—

1
3

F emale
1
1
-

NON-BLACK
F emale
Male

T o t a l Ble

295
287
262

40
45
33

.29
.59
1 .0 0

Language
A rts

1968
1969
1970

98
91
99

340
379
424

2642
2827
2958

8425
8545
8651

3.80
3.96
4 .31

Soci al
Science

1968
1969
1970

350
370
409

375
400
458

8929
9399
9571

9027
9209
9550

3.88
3.97
4.33

Science

1968
1969
1970

190
201
214

140
139
159

3612
3748
3882

2020
2077
2141

5.53
5 .51
5.83

M athematics

1968
1969
1970

80
94
108

79
91
108

2319
2457
2636

1388
1470
1809

4 .11
4.49
4.63

F o r e i gn
Language

1968
1969
1970

19
22
22

52
61
58

436
452
376

1588
1621
1341

3.38
3.84
4.45

B usiness
Education

1968
1969
1970

45
50
53

203
220
236

1768
1876
1906

1427
1463
1488

7.20
7.48
7.84

Agri cu l t u r e

1968
1969
1970

16
14
16

1
1

479
479
477

10
12
8

3.35
2.96
3.39

I n d u s t r i al
A r t s and
Indu strial
E d u c a t i on

1968
1969
1970

134
146
169

4
4
4

2588
2692
2897

37
334
26

4.99
5.21
5.58

Music

1968
1969
1970

100
114
118

147
164
174

1790
1824
1854

1768
1780
1842

6.49
7.16
7.32

Home
Economi c s

1968
1969
1970

3
2
1

237
253
275

22
18
23

2201
2266
2275

9.74
10.04
1 0.72

Arts &
C rafts

1968
1969
1970

54
57
58

69
76
80

698
717
751

1833
1935
2040

4.63
4.77
4.71

-

100
TABLE. 26. — C o n t i n u e d

T e a c h i ng
M a jo r

Year

BLACK
Male

female

NON -BLACK
Male
Fema le

H e a l t h and
P h y si c a l
Education

1968
1969
1970

299
328
356

174
186
205

3917
4094
4263

1721
1838
1950

7.74
7.97
8.28

M iscell­
aneous

1968
1969
1970

108
141
134

642
798
904

1513
1755
1894

10271
11067
11674

5.98
6.82
7.10

Speci a l
Education

1968
1969
1970

118
123
129

272
295
319

739
844

2012
2348
2643

12.69
11.92
11.38

Omi t s o r
Errors

1968
1969
1970

355
315
327

1944
1841
1889

2935
2601
2488

12585
11275
10243

T otal Black %

101
TABLE 27 . - - F r e q u e n c y D i s t r i b u t i o n o f E d u c a t o r s i n M ic h ig a n P u b l i c S c h o o l s
by R ac e, S e x , T e a c h i n g Minor and Year 1 9 6 8 - 7 1 .

Teachi ng
Mi no r s
Adminis­
tratio n

Year

BLACK
Male

Female

1968
1969
1970

—

_

1
1

-

Language
Arts

1968
1969
1970

246
269
478

Social
Science

1968
1969
1970

Science

NON-BLACK
Male
Female

T o t a l Black
_

49
40
29

17
9120
5

.01
2.85

553
624
658

5501
5707
5799

11623
29110
11312

4.45
2.50
4.92

415
450
478

509
584
658

9721
10320
10599

10670
63
11312

4.33
9.05
4.92

1969
1969
1970

258
272
308

288
313
359

5333
5625
5742

5073
5212
5356

4.98
2.56
5.66

Mathemati c s

1968
1969
1970

45
51
54

37
36
39

1460
1516
1725

730
792
1000

3.60
3.63
3.30

F o r e ig n
Language

1968
1969
1970

37
41
35

90
93
98

916
947
830

2258
2242
2065

3.84
4.03
4.39

Busi n e s s
E d u c a t io n

1968
1969
1970

18
19
23

35
39
43

744
835
902

572
614
657

3.87
3.84
4.06

Agri c u l ­
ture

1968
1969
1970

5
5
6

139
135
123

6
5
3

3.33
3.44
4.54

Industrial
A r ts and
In d u stri al

1968
1969
1970

25
27
33

2
2
1

1042
1110
1220

43
42
36

2.42
2.45
2.63

Musi c

1968
1969
1970

33
34
35

42
48
51

773
817
851

1020
1049
1127

4.01
4.20
4.16

Home
Economi cs

1968
1969
1970

34

49
48
56

9
13
11

693
724
759

6.52
6.35
6.77

1968
1969
1970

14
16
14

43
50
60

341
366
402

1836
1964
2064

2.55
2.75
2.91

A rts
& C rafts

-

-

-

-

102

TABLE 2 7 . . — Conti nued
r -»

Teaching
Minor

*■ »

v a ■

Year

m

*

-M

BLACK
K ale

Female

NON- BLACK
Fema l e
Ma le

r -*

*

wr

a

t

i

Total Black %

1968
1969
1970

14
16
14

43
50
60

341
366
402

1836
1964
2064

2.55
2.75
2.91

Health
1968
and P h y s i c a l 1969
E d u c a t io n
1970

87
99
111

43
48
52

1993
2107
2224

771
883
984

4.49
4.68
4.83

M iscell­
aneous

1968
1969
1970

28
37
38

84
96
117

478
516
651

1340
1615
1944

5.80
5.87
5.63

Special
E d u c a t io n

1968
1969
1970

9
8
11

11
10
15

70
73
85

171
196
211

7.66
6.27
8.07

Errors o r
Omi t s

1968
1969
1970

749
740
765

2894
2916
3052

6045
5838
5839

19530
3354
17882

Arts
& C rafts

*

i-

=

103
TABLE 2 8 . — F r e q u e n c y D i s t r i b u t i o n o f E d u c a t o r s i n M i c h i g a n P u b l i c S c h o o l s by
Race, S e x , A s s i g n m e n t Level and Year 1968-71

A s sig n m e n t
Level

Year

BLACK
Male

Female

NON-■BLACK
Male
i-emale

All G r ades

1968
1969
1970

160
162
165

247
278
305

1854
1819
1790

1734
1846
1901

Elementary
K-6 o r K- 8

1968
1969
1970

600
638
665

2843
3039
3258

7449
7842
7936

36574
37252
36798

J r . High
7-8 o r 7 - 9

1968
1969
1970

631
664
721

754
827
910

8875
9455
9801

7354
7595
7835

7.86
8.04
8.46

S e n i o r High
9-12 o r
10-12

1968
1969
1970

420
470
565

502
561
662

12823
13419
14098

8506
8640
8831

4.14*
4.46*
5.07*

Junior &
Senior
High

1968
1969
1970

32
43
37

17
26
34

1887
1902
1923

1059
1106
1142

1.63
2.24
2.26

C entral
A dm inistra­
tion

1968
1969
1970

48
64
63

94
109
124

1131
1347
1504

334
312
307

8.83
9.44
9.35

Omi t s o r
Errors

1968
1969
1970

78
28

223
69

595
181

792
234

-

-

-

-

♦Compare growth r a t e s o f e l e m e n t a r y and s e c o n d a r y a s s i g n m e n t s .

T otal Black %
10.18
10.71
11.29
7.25*
7.53*
7.91*

104
TABLE 29 . — F r e q u e n c y D i s t r i b u t i o n o f E d u c a t o r s i n M i c h i g a n P u b l i c S c h o o l s
by R a c e , S e x , E x p e r i e n c e and Y ea rs 1968-7 1

Experience
i n Years

N0N- BLACK
Female
Male

Year

BLACK
Male

0

1968
1969
1970

70
94
112

117
262
306

2682
2667
2069

5195
5542
5256

2.31
4.15
5.39

1-5

1968
1969
1970

857
848
851

1854
1869
2014

11612
12035
12434

20520
20684
21468

7.78
7.66
7.79

6 -1 0

1968
1969
1970

503
510
591

983
999
1052

7921
8067
8366

9146
9645
10331

8 .0 0
7.85
8.07

11-15

1968
1969
1970

327
354
391

844
828
861

5068
5428
6013

6379
6546
6786

9.28
8.98
8.91

16-20

1968
1969
1970

132
149
165

457
505
547

3753
4120
4247

4886
4949
4855

6.38
6.72
7.25

21 +

1968
1969
1970

425
4446
513

3578
3648
3923

10227
9619
9018

3.52
4.05
4.56

Omits o r
E rrors

1968
1969
1970

80
114
106
=—

Female

-

-

_

-

-

-

-

-

-

-

-

T o t a l B la c k %

105
TABLE 3 0 . - - F r e q u e n c y D i s t r i b u t i o n o f E d u c a t o r s i n M ic h ig an P u b l i c S c h o o l s
by R ac e, S e x , Type o f C e r t i f i c a t e and Y e a r 1968-71

Type o f
Certi f i c a t e

Year

Male

Certi fi c a t e
not
Requi r e d

1968
1969
1970

20
27
84

19
25
120

270
400
612

276
371
477

6 .6 6
6.31
15.77

Elementary
Provi s i o n a l

1968
1969
1970

191
200
206

985
1062
1183

2173
2281
2480

12805
13540
14532

7.27
7.38
7.54

Elementary
P er manen t

1968
1969
1970

325
328
355

1854
1887
2021

34 5 3
3894
4311

14925
16069
17627

1 0.5 9
9.98
9.77

S ec o n d ar y
P rovi s i o n a l

1968
1969
1970

582
575
638

718
775
806

866 0
9099
9214

8218
8477
8671

7.15
7.13
7.47

Secondary
P erma nent

1968
1969
1970

632
694
765

635
723
839

14665
15610
17097

6397
7012
7811

5.67
5.89
6.05

Life

1968
1969
1970

19
20
21

96
82
82

2072
1801
1518

8073
6841
5687

1 .1 2
1.16
1.40

Ful1-Y ear
Permi t

1968
1969
1970

97
64
29

196
114
34

1397
927
421

2353
1544
553

7 .24
6.71
6.07

State
Li mi t e d

1968
1969
1970

1
2

29
16
4

97
60
34

.7 8
3.79
2.56

23
8
i

22
9

2.17

County
L im ite d

BLACK

1968
1969
1970

-

1
1

Female

-

1

-

-

-

-

-

NON--BLACK
Kale
Female

-

T o t a l B1a<

-

1968
P rovi s i o n a l
o r P e r m a n e n t 1969
1970
P en ding

34
73
87

68
99
161

878
982
968

1622
1810
1770

3.92
5.80
8.30

1968
1969
1970

68
87
30

108
140
47

994
947
426

1565
1252
552

6.43
9.35
7.29

Substi t u t e
Permit
(Full-Tim e)

106
TABLE 3 1 . — Fre quency D i s t r i b u t i o n o f E d u c a t o r s i n M ich ig an P u b l i c S c h o o l s
by R ac e, S e x , T e a c h i n g A s s i g n m e n t and Y ear 1 9 6 8 - 7 1 .

Teachi ng
A s s ig n m e n t

Year

Rale

BLACK
F e m a le

NON- BLACK
RaTe
Female

Admini s t r a ­
t i on

1968
1969
1970

204
274
338

119
131
181

5105
5309
5434

1211
1131
1060

4.86
5.91
7.40

Language
Arts

1968
1969
1970

83
84
90

256
314
374

2404
2474
2573

4521
4518
4557

4.66
5.38
6 .1 1

S o c i a l Sc
Science

1968
1969
1970

169
172
170

101
114
125

3897
4089
4183

1292
1242
1230

4.94
5.09
5.16

Science

1968
1969
1970

178
172
179

130
133
148

3110
3219
3318

757
786
836

7.34
7.0 7
7.29

M a th e m a t i c s

1968
1969
1970

163
174
190

147
171
190

2815
2912
3086

1479
1499
1657

6.73
7.25
7.41

Foreign
Language

1968
1969
1970

20
20
19

39
46
38

399
407
343

1124
1122
1010

3.72
4.13
4.04

Business
Education

1968
1969
1970

39
39
33

177
180
192

1174
1218
1286

1304
1297
1323

8.01
8.01
7.93

Agri c u l t u r e

1968
1969
1970

-

-

-

-

184
179
175

2
3
2

•

-

T o t a l BT

-

In d u strial
Arts & Ind.
Education

1968
1969
1970

119
130
151

3
3
1

2402
2518
2744

30
22
20

4.77
4.97
5.21

Music

1968
1969
1970

82
91
94

110
120
126

1444
1469
1489

1042
1086
1151

7.16
7.62
7.69

Home
Economics

1968
1969
1970

1

167
175
187

17
22
28

1566
1626
1682

9.54
9.59
9.90

42
45
48

45
53
63

582
621
649

1096
1171
1281

4.92
5.18
5.43

Arts &
C rafts

1968
1969
1970

-

1 07

TABLE 3 1 . — C o n t i n u e d

T e a c h i ng
Assignment

Year

BLACK
Male

Fema l e

NON-•BLACK
Female
Male

H ealth &
Physi cal
Education

1968
1969
1970

178
191
220

136
150
165

1906
1988
2119

1448
1543
1635

8.56
8.80
9.30

M iscell­
aneous

1968
1969
1970

472
468
486

2813
2873
3002

7748
8132
8007

36166
36317
36383

6.95
6.99
7.28

S p e c i al
Eeucation

1968
1969
1970

205
206
193

413
446
494

1352
1383
1537

3244
3597
3834

11 .85
11.57
11.34

Omits o r
E rror

1968
1969
1970

15
3
4

24

75
25
81

71
125
53

-

7

T o t a l B la c k %

108

TABLE 3 2 - - F r e q u e n c y D i s t r i b u t i o n o f A d m i n i s t r a t o r s i n M ic h ig an P u b l i c
S c h o o l s by R ac e, S e x , A d m i n i s t r a t i v e Level o f A s s ig n m e n t
and Year 1968-71

BLACK
Year

K a le

Female

NON-BLACK
Male
Female

T o t a l B la t

S uperin­
tendent

1968
1969
1970

1
2
2

0
0
0

566
573
572

6
7
6

.1 7
.34
.3 4

Assi s t a n t
S uperinten­
dent

1968
1969
1970

5
8
6

1
-

0

245
258
256

6
6
7

2.33
2.94
2.23

} Im inistrato r of
Finance o r
Business

1968
1969
1970

2
0
0

3
1
0

181
164
157

14
10
11

2.50
.5 7

A dm inistrato r of
Instruc.

1968
1969
1970

4
9
11

5
6
10

171
166
169

42
35
34

4.05
6.94
9.37

Administra-;' 1968
t o r o f P l a n t 1969
& F acil.
1970

8
8
11

2
1
2

81
66
62

18
9
10

9.17
10.71
15.2 9

A dm inistra­
tor of
Employed
Personnel

1968
1969
1970

1
6
10

4
3
2

81
97
102

13
15
14

5.05
7.43
9.37

Admi ni s t r a t o r o f Res.

1968
1969
1970

1
1
1

0
0
1

39
45
45

6
9
10

2.17
1.81
3.50

Secondary
P rincipal

1968
1969
1970

14
23
38

4
6
7

884
911
948

30
29
22

1.93
2.99
4.43

Elementary
P r i n c i pal

1968
1969
1970

36
45
61

26
36
44

1270
1371
1444

558
524
490

3.28
4.09
5.14

Secondary
Assi s t a n t
P rincipal

1968
1969
1970

34
49
63

7
7
10

596
670
736

59
61
60

5.89
7.11
8.40

Elementary
A ssistan t
P rincipal

1968
1969
1970

24
40
47

28
23
33

171
172
162

90
82
76

16.61
1 9.87
25.15

109

TABLE 3 2 . — Conti nu ed

Year

BLACK
Male

Female

H I T W t •—* * * * :
NON- BLACK
Female T o t a l B lack %
Male

Consultant
of S u b je c t
Area

196B
1969
1970

3
A
6

1
1
5

80
90
89

69
67
64

2.61
3.08
6.70

Elementary
Consultant

1968
1969
1970

1
0
1

4
5
7

44
29
25

80
72
63

3.87
4.71
8.42

Secondary
C onsultant

1968
1969
1970

3
3
3

4
1
0

56
44
39

30
13
11

7.52
6.55
5.66

C oordinator
of S u b ject
Area

1968
1969
1970

18
10
9

6
9
9

145
188

61
75
71

10.43
6.73
6.42

Elementary
S upervisor

1968
1969
1970

1
3
3

4
4
4

53
47
41

35
26
30

5.37
8.75
8.97

S ec o n d ar y
S upervisor

1968
1969
1970

43
59
62

19
27
45

315
287
288

63
65
56

14.09
19.63
23.72

S p e c i a l Ed.
D irector

1968
1969
1970

2
4
4

0
0
2

75
96
108

18
23
26

2 .1 0
3.25
4.28

Omits o r
Errors

1968
1969
1970

3

1

-

-

52
35

13
3

5.79
2.56

-

-

-

-

-

110
TABLE 3 3 . - - F r e q u e n c y D i s t r i b u t i o n o f A d m i n i s t r a t o r s i n M i c h i g a n P u b l i c
S c h o o l s by Race, S e x , E x p e r i e n c e and Year 1 9 6 8 - 7 1

Y ear

BLACK
^lale

Female

NON-BLACK
Male
Female

T o t a l B lack %

1-5

1968
1969
1970

24
34
29

6
9
8

276
275
253

46
33
34

8.52
12.25
11.41

6 -1 0

1968
1969
1970

39
57
76

16
10
18

959
941
935

80
91
82

5.02
6.09
8.46

11-15

1969
1969
1970

76
88
121

39
44
53

1208
1291
1326

166
157
145

7.72
8.35
1 0 .57

16-20

1968
1969
1970

31
53
67

26
33
52

1330
1404
1420

188
188
190

3.61
5.12
6 .8 8

21 +

1968
1969
1970

32
42
45

32
35
49

1315
1379
1483

728
659
607

3.03
3.64
4.30

Omi t s o r
Errors

1968
1969
1970

2

-

1

-

-

17
19
17

3
3
2

9.09

-

-

Ill
TABLE 3 4 . — F r e q u e n c y D i s t r i b u t i o n o f A d m i n i s t r a t o r s i n M ich ig an P u b l i c
S c h o o l s by R a c e , S e x , Degree S t a t u s and Y e a r 19 68 -7 1

Y ear
None

BLACK
Male

female

NON- BLACK
Female
Male

T o tal Black %

1968
1969
1970

0
0
0

0
0
0

7
8
8

0
2
3

B ach elo r's

1968
1969
1970

26
38
36

4
5
4

388
384
367

198
165
146

4.87
7.26
7.23

M a ste r's

1968
1969
1970

168
224
284

111
122
172

4249
4385
4441

940
888
827

5.10
6.15
7.96

D o c to r's

1968
1969
1970

6
8
13

3
4
4

222
240
277

50
50
52

3.20
3.97
4.91

S p e c i a l i s t ’ s 1968
1969
1970

4
4
5

1
0
1

239
292
341

23
26
32

1.87
1.2 4
1.58

-

•

_

_

_

-

-

-

-

-

-

-

-

-

-

Omits o r
Errors

1968
1969
1970

-

tULI 35

StfJflMMCMEiMftB
3r3iW
K
B
g,B
e
«WMB»

O la C r lc t

I a d le a

a
la k a c a r
h ig h la a O P a rk
I k ia k a g p a l u .
C m tt
ta tte lt
Icotm
•a n to a la r W t
•m m T U t t
B lv e r ln « g <
F I la c
V a a tw m O
P o n tia c
•etc h e r
A lb la a
•M ir a a r i
C a e a o p e lla
J i t t l i C reak
liu a k a g o a
C raad la p U a
l i t . C la a a M
T p e ilM tl
M a« R e r a n
w i l l r a Mm
L a a e lw t
f i l M ia m i
■ n a u la a
Jackam
• r a n g 1m
Am A r h a r
O ak P a ck
P a c a A a la
P o tt S a n a
C lla ta a A a la
M y C ity
N evee
ta y la c T ap.
■ o a t tlla

IL C :k a a

0
9
9

U M k
X

( U
( .2 )

0
U )
1
JA
0

M

17
14
3
2*

4
3
4
3
14
44
137
4
13

1
0
•9
10
13
7
33
17
0
10
40
7
a
i
43
94

a

(.1 )
( .3 )
( .7 )
( .1 )
( .1 )
( .1 )
( .1 )
( .1 )
( .1 )
( .2 )
{* 2)
( .2 )
C .3 )
( .4 )
( .1 )

( .2 )
(.1 )
( .3 )
( .1 )
( .4 )
( .1 )
< ••)
( .1 )
( .1 )
( .3 )
( .»
( .1 )
(.1 )
( .2 )

U aa

V
3793
4334
3020
379
101347
2133
4130
1311
1300
10473
7432
1900
7977
22a
1031
014
577
2044
2309
7403
1410
1442
111
907
4004
2947
930
2014
403
ia o
330
770
070
300
204
310
m
103

tfc a a 0 .1 1

A rta a
1

s

a

3
23
0

( .i)
( .3 )

2
14
41
0
3040
237
30
249
27
423
1022
a
1043
174
174
a
7
71
s a
037
a
a
49

2
( U .0 )
( 4 3 .1 )
( 7 4 .4 )
( 4 0 .9 )
( 4 3 .0 )
( 3 0 .0 )
( 3 3 .0 )
( 4 2 .9 )
( 4 3 .2 )
( 4 0 .3 )
( 3 3 .7 )
( 3 9 .9 )
( 3 3 .1 )

0
444
9
4
0
0
40
24

0

( 2 0 .7 )
( 2 9 .0 )
( 2 7 .1 )
( 2 2 .7 )
( U .0 )
c a .i)
U 1 .4 )
( 1 7 .7 )

42
7
4
3
0
11
a
70
17
19
3

(10.1)

4

(33.1)
( » .«

0 2 .9 )
0 4 .3 )
0 4 .3 )
0 4 .0 )
0 1 .4 )
( 9 .1 )
( 1 0 .1 )
( 9 .3 )
( 3 .4 )
( 7 .3 )
( 1 .3 )
( 3 .3 )
( 1 .3 )
( 1 .4 )

L a t t e ji a a r l c M

( .2 )
( .2 )

( .2
( .1
( .1
( .2
( .2

)
)
)
)
)

(.1 )
( .2 )
( .1 )
( .1
( .1
( .2
( .3

)
)
)
)

(.2 )
(.2 )
(.1 )

34
( .2 )
30
( .3 )
14
( .3 )
19
( .1 )
2
241 0 .3 )
( .2 )
U
20
( .3 )
14
( .1 )
4
(.1 )
10
( .1 )
3
30
( .3 )
37
( .3 )

W 9*

“ r ~

11

1972
124
a
137
90
147
3
34
203
39
743
04
233
44

a

X
(0 .2 )
0 .0 )
0 .4 )
(3 .4 )
( .3 )
(7 .4 )
(0 .7 )
0 4 )

(0 .0 )
(0 .3 )
(4 .4 )
(2 .4 )
(4 .4 )
0 .0 )
(0 .4 )
( .7 )
0 .1 )
(2 .3 )
0 .2 )
(0 .3 )

(2 .0 )
(0
(4
(0
(0

.3
.1
.7
.4

)
)
)
)

0 .2 )
0 .2 )
( .0 )
( 0 .1 )
( 0 .4 )
0 .0 )
( 0 .0 )
(4 .4 )
( 0 .9 )

O.D
(0 .3 )

m m

W h ite

309
U 04
903
241
90119
U 17
3109
1743
2024
24472
13139
2943
14979
*207
1342
1990
1409
7342
7434
23043
S1U
4030
1394
3397
14479
11379
3357
i7 7 a
4930
7297
4443
13714
9703
m o o
14114

a f O te r a r lM

to m

X
0 1 .0 )
0 4 .3 )
( 2 4 .2 )

0 1 .1 )
( 3 4 .3 )
( 4 3 .3 )
( 4 3 .3 )
( 4 9 .3 )
0 3 .1 )
( 3 0 .0 )
O O .C )
( 3 9 .3 )
( 4 2 .2 )
( 4 4 .0 )
( 4 3 .4 )
( 7 0 .0 )
( 7 0 .3 )
( 7 1 .0 )
0 3 .3 )
0 4 .9 )
0 7 .2 )
0 7 .0 )
0 9 .3 )
0 9 .4 )
0 1 .0 )
( 0 2 .3 )
0 2 .4 )
0 3 .0 )
0 3 .4 )
0 0 .7 )
( 0 9 .4 )
0 9 .7 )
( 9 3 .2 )
( 9 1 .3 )
( 9 4 .0 )
( 9 3 .3 )
( 9 1 .0 )
( 9 7 .0 )

M a o r i t y S tu d e n t*
*

4311
7700
4041
040
204447
4200
11403
3 ia
3475
43439
224a
4941
24007
6493
3390
2043
1992
10499
10103
34334
4442
77*7
1730
4320
3U S9
17020
3001
13370
4143
19990
3304
0139
13429
3073
14720
9197
207a
14420

Z

3002
4602
3070
379

106320
2343
6214
1700
1649
20107
9496

2010
9100
7400
1236

£33
307
2237
2601
4649
1317
1719
344
413
6201

( 0 0 .2 )
( 4 3 .7 : .
( 7 5 .3 ;

(60.9:
( 6 5 .3 :

(36.7,
(5 * .5 /
( 5 0 .3 '

(44.9)
( * 2 .o ;

(*2.c:
( * 0 .7 )

(37.8:
(36.o;
(3*.5>
ilo .o ;
(29.3)

m . li-

CZt. 5;
(23.1)
(22.0)
(22.2)
( 2 0 .7 )
( 2 0 .4 )

(29. o;

11*9

(17.7)

1320.

( 1 7 .6 )
(1 6 .
( 1 4 .4 )
( 1 1 .3 )

1179
600
3301
3 /4
042
1207
430
I C '0 4
414

a o .4 )
C 1 Q .3 )
( 7 .0 )
( 7 .3 )

( 6.0)

414

( 4 .3 )
( 3 .0 >

312

( 2.2)

TJBLE 36 :
h tb c of in ra a ro c i or w m m
81 U * «

W t t t O O O L W IT B M M

tik i

;
tm c h t

W

M

ib llt

U lM
tC K M
It* .
B lg h la a d P a r k
C im l
U m
Im h
D itn lt
P a a* la c
B e a u V la ta
Mm C a n e d
m a t
lO V f c lt t A
K eacm B ark er
C lln te a d a le
B eecher
A lb io n
la g lie a
N a a trm ck
fa r o * a le
S t . C la a a a a
w illo w B aa
T p e lla a tl
C raad l i f U i
/h r b a r
O ak P a rk
B a t t l a Gt m I
X a la a a M a
fa a a r p w tla
B a e e v U le
la a a la g
le c k e m
B a a ig la r
■M kagaa
P art k m
T a y le r
■ n r la v a a

tm

■ n ^ e y

I n d ia n
■
I
0
9
0
0
0
0
17
0
0
0
1
0
0
0
0
0
0
0
0
0
1
•
1
0
0
1
0
0
1
3
0
0
0
0
s
0
•
•

( .»

( .1 )

( .3 )
( .1 )

( .2 )

( .2 )
( .8 )

( .* >

H ack
1
X
132
80
75
152
20
78
8888
283
38
85
850
89
95
25
87
25
188
18
88
13
28
85
111
81
22
81
80
8
38
8B
32
•
19
15
B
1
5
1

( 8 0 .0 )
( 8 5 .2 )
( 8 3 .9 )
( 8 3 .9 )
( 8 8 .8 )
( 8 3 .3 )
( 8 1 .3 )
( 2 S .B )
( 2 7 .0 )
( 2 3 .8 )
( 2 3 .7 )
( 2 1 .8 )
( 1 9 .2 )
( 1 8 .0 )
( 1 8 .3 )
( 1 5 .2 )
0 5 .8 )
( 1 2 .3 )
( 1 2 .8 )
( U .3 )
0 1 .8 )
0 1 .5 )
( 9 .1 )
(8 .5 )
( 8 .8 )
(8 .2 )
(7 .3 )
(7 .9 )
(8 .8 )
(5 .2 )
(3 .7 )
(8 .9 )
(3 .8 )
U .3 )
O .l)
U .9 )
( .8 )
( .3 )

v m7 'H m b p i i t m c t s « " ■ » « ■ «

j&j H 1 4 0 8 I T T

O r la a ta l
1
X
0
0
1
( .8 )
1
( .3 )
0
0
88
( .8 )
1
( .1 )
0
( .8 )
1
9
( .3 )
0
8 0 .2 )
3 U .8 )
1
( .3 )
0
1
( .1 )
0
0
0
0
2
( .3 )
3
( .3 )
8
( .8 )
0
0
1
( a )
Q
0
( .2 )
1
0
2 0 .2 )
0
2
( .3 )
0
0
0
•

C T M B

r tW U J M I !■ IP T O -T f

l

L a tlm
■
0
0
1
1
0
0
38
3
1
2
2
3
0
0
2
8
1
1
0
0
0
2
3
1
0
8
0
2
17
2
0
3
2
3
0
1
2

k a trfn a a
X

( .8 )
( .3 )

( .8 )
( .3 )
( .8
( .1
( .9
( .8

)
)
)
)

(1 .3 )
( .8 )
( .9 )
( .3 )

( .1 )
( .3 )
( .8 )
( .3 )
M >
0 .3 )
( .8 )
( .3 )
( .3 )
( .8 )
( .2 )
( .8 )

fe lta
■
33
97
98
192
231
91
8253
883
103
138
1838
178
392
189
280
128
787
97
299
238
17B
328
1298
888
223
858
731
70
381
m o
528
138
333
382
713
83
591
337

10X 11
X

( 2 0 .0 )
( 3 8 .8 )
( 5 3 .0 )
( 5 5 .3 )
( 3 3 .8 )
( 3 8 .7 )
( 3 7 .8 )
( 7 0 .7 )
( 7 3 .0 )
( 7 5 .1 )
( 7 3 .8 )
( 7 7 .3 )
( 7 9 .0 )
( 8 3 .2 )
( 8 3 .3 )
( 8 3 .8 )
( 8 4 .1 )
* 8 8 .8 )
( 8 8 .9 )
( 8 7 .7 )
( 1 7 .7 )
( 1 7 .9 )
( 9 0 .3 )
( 9 0 .8 )
( 9 1 .0 )
( 9 1 .8 )
( 9 1 .8 )
( 9 2 .1 )
( 9 1 .9 )
( 9 2 .9 )
( 9 3 .9 )
( 9 3 .9 )
( 9 8 .0 )
( 9 8 .8 )
( 9 0 .1 )
(9 8 * 8 )
( 9 9 .0 )
( 9 9 .1 )

185
177
171
384
85
171
1 0 ,8 1 8
912
181
181
1898
227
*98
179

m

151
938
112
388
289
203
373
1837
938
254
890
798
78
588
1308
348
188
535
M l
729
88
5*2
380

*
ur
80
77
13*
20
78
8583
287
33

T u cU rt
'8 0 .o ;
( * 5 .2 i

(*3.0)
'**.$
(**.*'

(*3.3
< 4 2 .J ■
(3 9 . J
(37.0,

(28.?i
882
31
10a
30
43
23
1*9
13
«*
33
23
83
139
88
23
83
85
8
15
77
38
10
22
19
18
1
8
3

u*.*
(23.3
(21 .

a*, f*
(16.7
ilfc .t

113.9;
(13.*

a :.i

(12.:

a :.:

(12 . 1 ,
( 9.7
( 9.2
( 9 .0 .

( S.*

( S.21

( 7.9*
( 7.1t
( 7 .1 ,

( 8. 1)

( *.1>
( 8. 0)
( 3.2)
( 1.9)
( 1 . 8)

( 1. 0 )
(

.9 )

114
VABl.i 37
r a w in g ok *i:T.^rr . c : • r ■ M/v.
.-iv,-:v *ik nip to hal-\4CL
'4 ...it
-■ 1 ■;
7* VT.J Si nT LSAST ONP
MiaPKITT Tu>>V-n
■
9CHCCL WITH MOUX THAN 30* liiiKj.siTi' ::.u
.’UrULATiON DURING 1970-71
)l* tr lo t

X of
M inority S tu d

;lla to o d a la
lonttlut
lo ia v illt
r«radftl«
raylor
lakPark
Liver Rouge
kna Arbor
kraroo
'ort Huron
lay C lcy
T ilo v Inn
okaCar
o n tla c
owaglac
abuuw o
ackeon
p a lla n t l
t . Cl— ana
Corea
analog
rand Rapida
uCvood
—era— k
lin t
lb lo a
aw Haven
aaobar
a t t la Croak
te a o p o lie
uakagon
•c ro l c

ueaa V ie ta
w art
ig la a v
tiakagon Rea.
ancod Harbor
Ighlaad Park

—r c a i

7.51
1 7 .6Z
2.2X
1 0 .3X
3 . 0Z
1 0 .4X
4 4 .9X
1 1 .IX
4.3X
7 . HZ
6 . OX
2 0 .4 X
I8 .2 X
3 7 .IX
1 4 .4X
1 7 .7X
1 4 .2X
2 2 .2 2
2 2 .IX
3 6 .7 1
1 9 . OX
2 3 .IX
4 0 .7 2
1 0 .OX
4 2 .OX
3 4 .3Z
2 0 .7 X
3 6 .0Z
2 1 .2X
2 9 .3X
2 6 .3X
6 3 .5X
3 0 . 3X
66.9X
4 2 . OX
7 3 .IX
34.3X
6 3 .7X

N l c h lf i B D a ^ a r t a n t o f Id o c a tio r*

11
1

1

■•a
IS

|

'

X of
M inority T—chare
1 6 .IX
2 2 .5X
7 . IX
1 3 .1 2
1.9X
9 . OX
4 3 .3 1
9.2X
.9 2
3.2Z
1.0X
1 2 .3Z
1 0 .ox
2 9 .3 2
6 . IX
9.2X
6 . IX
1 2 .IX
1 2 .3X
43.2X
7 . IX
9.7X
2 4 .9X
1 3 .4 2
2 4 .4 2
1 6 .6 2
1.6X
1 6 .7 X
8.4Z
7.9X
4 . OX
4 2 .2Z
2 7 .OX
4 4 .4Z
1 5 .9X
4 5 . OX
21. OX
4 4 .5X

X
D if f e r on e
4
4-

9.3X
4.9X
4.9X
2 .IX
1.1X
1.4X
4- 1.6Z
4 2 . IX
4- 3.6X
4 4.6X
4- 3 . 0Z
4 B.1X
4- S.2X
4 8.5Z
4 8.5X
4 9.5X
4 1 0 .IX
4 1 0 .IX
4 1 0 .5 1
4 1 1 .5X
4 U .9 X
4 1 3 .4 1
4 1 3 .8 1
4 1 6 .6X
417.6X
417.9X
4 1 9 .IX
4 1 9 .3X
4 1 9 .IX
421.6X
4 2 2 .3X
423.3X
4 2 3 .3 X
4 2 4 .5X
4 2 6 .IX
4 3 0 .8 2
4 3 3 .5X
4 4 1 .2X

115

38
r . l s O ’i ' - i ' i

L

uT

.Ti a ■*

.*:•>'

>;■■•

■

i . .

miwuttt
.

JilT1 ;i

least

onu

‘ tu>jc,<ts

SCHOOL

WITH R)RR TlbU. 50k ill.JoiaiV :>R:oL^T eOPULA>iON OORIUO 1970-71

T U T A L STAFF

DISTRICT
Roseville

CHntoodale
Roaulue
RetadAle
River Route
Ock Feck
Taylor
Covert
Monroe
Mev Raven
Dovagiac
1okater

Ceoeopolla
Willow Run
baatraack
Ab o Arbor
fccorae
Albion
Ht * Cleuena
Fort Huron

Westwood
Hay City
Ruena Vlata
Tpallrntl
Muskegon Uta.

Uaeciior
Kalaivitoo

Pontine
Jackson
battle Crook

Muskegon
Ulg 111and

Park

Lansing

Kaoto □ Harbor
Grand Kaplda
Saginaw
Flint
Detroit

5A6
179
227
344
171
256
729
45
340
64
164
165
76
203
112
954
177
151
269
601
161
597
141
373
171
2BS
796
912
560
498
555
34A
1300
496
1437
P36
ItiCto
10818

PEkCEJITAGi: DIFFERENCE

- 4 .9 1
- 9 .3 2
- 4 .9 1
~ 2 .8 1
4 1 .6 1
+ 1.4X
+ 1 .1 2
+ 24.52
+ 3.6Z
+ 1 9 .IX
+ 8 .5 2
+ a . 22
+ 2 1 .6 2
> B.1Z
+ 1 6 .6 2
+ 2 .1 2
+ 11.52
+ 17.92
+ 10.52
+ 4 .6 2
+ 15.82
+ 5 .0 2
+ 2 3 .5 2
1-10.12
+ 30-82
+ 19.32
+ 9 .5 2
*■ 8 .5 2
+ 10.12
+ 19.82
+ 22.52
+ 41.22
+ !J .92
+ 33.52
+ 1 5 .4 2
+ 2 6 .1 2
+ 1 7 .6 2
+ 23.32

*Chart O r g a n i z a t i o n - Bob Coleman - M ichigan E d u c a t i o n A s s o c i a t i o n

«wmulr or aiaoKiTY
TEACHiikS NEEDED VO
ACH I E V E bALAdCR WITH
Mlt+ORITY STUDKdT
POPULATION
- 27
- 17
• 11
- JO
+
3
♦
4
+
8
♦ 11
+ 12
+ 12
+ 14
+ 14
+ 16
+ 16
+ 19
+ 20
+ 20
+ 27
+ 28
+ 28
+ 29
+ 30
+ 33
+ 38
+ 53
+ 56
+ 77
* 76
♦ 57
+ 99
+ 125
+ 143
+ 156
+ 166
♦ 221
+ 244
+ 334
+2520

APPENDIX C

JOINT STATEMENT OF MICHIGAN STATE BOARD OF EDUCATION AND
MICHIGAN CIVIL RIGHTS COMMISSION ON EQUALITY OF
EDUCATIONAL OPPORTUNITY

116

117

Joint Policy Statement
o ( ih c

STATE HARD Of EDKAT10N a i l MICHIGAN CfVH RIGHTS COMMISSION
f»n

E quality of Educatiotial Opportunity
In th e field of p ublic e d u c a tio n M ith lR in ’t O tn tfltu tln n an d law* p i a r a n l r f r^'pry c itiz m t h t
rig h t to eq u al e d u c a tio n a l o p p o rtu n ities w ith o u t diH 'tirninatirm b ec a u se of race, relig io n , c o W , or
n a tio n a l origin T w o d ep artm en t* of H ate g overnm ent share responsibility lor u p h o ld in g this
p u n n t f r T V S ta ir B oard of E d u c a tio n h a t a m rn lilo tirm a l ch a rg e In provide l n d m h i p and
g e n e ra l supervision o v r t all p u b lic e d u c a tio n , w h ile th e M ichigan C7fvil R ights O m im iistn n I*
c h a rg e d w ith se c u rin g an d p ro te c tin g th e civil right in ed u catio n
In ad d itio n lo t h e d eclaratio n of p u b lic policy at th r S ta ir level, th e i Tn ifrd S l a i n S uprem e
C o u rt, in ih e case of B row n vi. B oard of E d u catio n , ru led 't h a t in th r field of p u b lic e d u c a tio n
th e d o ctrin e of 's e p a ra te b u t e q u a l’ h a t no place S e p a ra te ed u catio n al facilities are Inherently
unequal.*’
T h e S tate B oard nf E d u c a tio n a n d th e M ichigan C ivil Bight* G orm nlsnnn hold th a t th e seg rrg alio n of stu d e n ts in e d u c a tio n a l program * te h rrm ly in lerferm w ith th e ach iev em en t nf ih e rq u a l
o p p o rtu n ity g u a r a n lr r nf lliia S ta te an d lh al se g reg a te d school* fail to provide m u lm u m o p p o r­
tu n ity for the full d e v e lo p m e n t of h u m a n resources in a d e m o c ra tic socirty.
T h e S ta ir B oard of E d u catio n an d th e C ivil B iehU ( jrm m iiiiim jo in tly pled g e th em selv es lo t h r
full use of th eir pow er* in w orking for th e com plete rh m m a tin n of e tiitin g racial se g reg a tio n and
d iu 'tim in a lin n in M ic h ig a n * p u b lic sc h u o h It shall k t h r d ec la re d policy nf ( h r S tale B oard nf
E d u c a tio n lh al In m n g r a tm ad m in istered , supervised. or (im lr o lln l by t h r [> rp artm en l of E ducalio n , every effort trial! fie m ade to jw rv eu t a n d to r lir n in it r a rg rrg a tirm of c Itlld rn i a n d staff on
acf'ounl id r a re m color
W hile reco g n izin g th a t racial im b alan ce in M ichigan sclmnls i* closely rrlA led tu te s id rn tia l
segregation p a tte rn s, (h e S tale B oard r>f K d iu a ltu n nnd (he C ivil Right* C om m ission p ro p o se (hat
r r r a liv e effort* by in d iv id u a l school d istric ts are essential a n d can d o muc h tn red u c e or e lim ln a lr
se g re g iln x i lin eal scfmnl board* m ust i-nm ider ihc faclnr of racial b alan ce alo n g w ith other
rcluc atlrmal co n sid eratio n * in m ak in g decisions alanil u l r d i r m of new w b m l sites, eap an tlrm of
p resen t fau h lte* . reo rg a n iz atio n of school a tlc m la n ir dittiu-1*. an d th e tran sfer of ptipiK from
cpveictow drd facilities E ach of th r s e situ atio n s p r w u U a n o p p o rtu n ity feu in teg ratio n
T h r M ate B o ard of E d u catio n a n d (h r ( m l B ights (V im m u u o n em p h asize * h n th e im pcxtance
of d em o cratic p e rso n n e l p r . i d i m in a r h 'r s i n g in teg ratio n T h u req u ires m ak in g affirm ativ e effort*
tn attra c t i n r m l e n of m inorily group* M a fftn trg ia lK in n a nec'etsary o h frc tiv r to lie considered
by a d m m ittra to n in recru itin g , a n tp n rtK , an d p ro m o tin g j»etioiinrl Kan em p lo y m en t piac'ticc*
are rurt only r e q u ire d h* law . ( h r \ a i r cchuaticm ally so u n d
Tfie S tate B oard of Educ afim t am i th e < ’o i l Right* I ornm ivdon fu rth er u rg e local *c)>ool district*
to select in stru c tio n a l m a lr iia lt w h ic h n i t i i n r i p r n j H i l for d iv ersity of incial e i p e r i r i u e (lirm igli
te s t and illiutT atiom an d reflect th e c n n trih iittn m nl m inor it v g roup m r m l e n In our h iito ry and
m l tu r r A nnm lrer of criteria a te e n u m e ra te d in " f *u u lrliu c i fix ( h r S elrclto n of H u m an Relation*
{Tnntrnt in T m i b t i i l 1, published h> th e M ichigan lV p;n1n»rnt of E d u catio n
T h e S late R o a id o f E d u catio n a n d th e C is i ! B ig h ti ( Utinmiisfrm Irrliev r lh a l d a ta m ust tie
c n lle tlc d p erio d ically lo show th e la c ia l ecwnprtsitlini of stu d e n t lx*die* an d p ersonnel In all p u b lic
schools, a* a b ase line against w h ic h f u ln ir p rogirs* enn lie m easured R uth agen cies wiM Iregin
n r i l m onth to a**emh1e in fo m iatio u mi I h r |x r s r n t u tnalicm
T o irnph*mcn1 the*e p ilit i n (he S ta te B oard of ITchu atin n hah aatigned btaff of i h r D e p a rtm e n t
of I'd u c a lio n tn w ork cooperatively w ith th e f'lv il B ight* C o m m h tio n an d h a a l hdiool au tlro riliei
for th e p i r p n f of ach iev in g in le p a t in n at all I n r K of tc lio il i d i v l l y T tir M ichigan C ivil llig litl
CotnmiKbioik a lto stand* read y In at*i*t lo ta I
U u r d i in d e fin in g jw ohlrm area* a n d m oving
affirm ativ ely to ach ie v e q u a lity in te g ra te d rd u callm i
A d o p te d anit t in n e d ffiii ttv r n ty -th ir d D ay o f

\y v ltA U
S i* T t

IV n w i o r

K im

» T )u s

M(( M H . A N C i v il

ft

HlCHTI ( V l U H I U I D N

REFERENCES

Acker man, D o n a l d , A S t u d y o f S c h o o l A c i t i v i t i e s I n t e n d e d t o A f f e c t R a c i a l ,
E c o n o m ic , o r S o c i a l B a l a n c e , W a s h i n g t o n , D . C . : O f f i c e o f E d u c a t i o n ,
B u r e a u o f R e s e a r c h , F i n a l R e p o r t , A u g u s t 18, 1969.
A l s o p , J o s e p h , R o b e r t S c h w a r t z , Thomas P e t t i g r e w , and M a r s h a l l S m i t h ,
G h e tto S c h o o l s , W ashington, D.C.:
H a r r i s o n - B l a i n e , 1967.
A m er ican A s s o c i a t i o n o f S c h o o l A d m i n i s t r a t o r s , S c h o o l R a c i a l P o l i c y ,
W a s h i n g t o n D . C . , 1966.
A s s o c i a t i o n f o r S u p e r v i s i o n a n d C u r r i c u l u m D e v e l o p m e n t , Dare t o C a r e / D a r e
to Act:
R ac is m an d E d u c a t i o n . W a s h i n g t o n , D . C . : 1971.
A r n e z , Nancy L , , "A T h o u g h t f u l Look a t P l a c e m e n t P o l i c i e s i n a New E r a , "
The J o u r n a l o f Negr o E d u c a t i o n , V o l . 3 5 , No. 1 ( W i n t e r , 1 9 6 6 ) ,
w &

r.

-------------------------

B a r d , H a r r y , " O b s e r v a t i o n s on D e s e g r e g a t i o n i n B a l t i m o r e :
T h r e e Y ears
L a t e r , " T e a c h e r s C o l l e g e R e c o r d . V o l. 5 9 , No. 5 ( 1 9 6 8 ) , 2 6 8 - 2 8 1 .
Bash,

Jame s H . , Thomas J . M o r r i s , P r a c t i c e s and P a t t e r n s o f
Faculty
D e s e g r e g a t i o n : A G u i d e b o o k , B l o o m i n g t o n , I n d i a n a : The D e l t a
K appa, C o r m i t t e e on E d u c a t i o n a n d Human R i g h t s , c e p t e m b e r , 1968.

B a y e r , Alan E . , R o b e r t F. B o r u c h , " B la c k and W h it e F res hman E n t e r i n g F o u r Y e a r C o l l e g e s , " E d u c a t i o n a l R e c o r d , 1 9 69, 3 7 1 - 3 8 6 .
Beck,

Armia a n d O t h e r s , " S t r a t e g i e s f o r Change:
C o n d i t i o n s f o r S ch oo l
D e s e g r e g a t i o n , " Phi D e l t a Kappan. V ol. 5 0 , No. 5 , ( J a n u a r y , 1 9 6 9 ) .

B e n n e tt , Lerone J r . ,

"The B l a c k W o r k e r , " E b o n y , ( D e c e m b e r ,

1972), 73-82.

B e r k o w i t z , M o r r i s I . , S t u d i e s o f S ch oo l D e s e g r e g a t i o n an d A c h i e v e m e n t :
A Summary, P i t t s b u r g h , P e n n s y l v a n i a , C o n in i s s io n on Human R e l a t i o n s ,
May, 1967.
" B l a c k A d m i n i s t r a t o r s an d H i g h e r E d u c a t i o n , " The B l a c k S c h o l a r (N ovem ber ,
1969), 66-76.
" B l a c k S t u d e n t s , T e a c h e r s , P u s h e d Out o f P u b l i c E d u c a t i o n , " A 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 P r e s s , R a d io and T e l e v i s i o n R e l a t i o n s
R e le a s e , A p ril 24, 1972.
118

119

_

Blake, E l l a s J r . , " H ig h e r E d u c a tio n For Black A m ericans:
I s s u e s in
A c h i e v i n g More Than J u s t Equal O p p o r t u n i t y , " P r e p a r e d f o r t h e
N a t i o n a l P o l i c y C o n f e r e n c e on E d u c a t i o n F o r B l a c k s , March 2 9 A p r i l 1, 1972, W a s h i n g t o n , D.C.

_

.

.

" H ig h e r E d u c a tio n f o r Black Americans:
I s s u e s in A chieving
R o r e Than J u s t E q u a l O p p o r t u n i t y , " U n p u b l i s h e d p a p e r :
Prepared
f o r t h e N a t i o n a l P o l i c y C o n f e r e n c e on E d u c a t i o n f o r B l a c k s ,
W a s h i n g t o n , D. C . , A p r i l , 1972.
"New Demands a n d New T a r g e t s f o r B l a c k P r o f e s s i o n a l s i n H i g h e r
E d u c a t i o n , " U n p u b lish ed P a p e r , p r e p a r e d f o r Congress o f Black
P r o f e s s i o n a l s i n H ig h e r E d u c a t io n , W ashington, D .C ., A p r i l , 1972.
.
"New Demands a n d New T a r g e t s f o r B l a c k P r o f e s s i o n a l s I n
H ig h er E d u c a t io n ," A p o s i t i o n p a p e r p r e p a r e d f o r t h e Congress o f
B l a c k P r o f e s s i o n a l s i n H i g h e r E d u c a t i o n , A p r i l 5 - 8 , 1 9 72, A u s t i n
Texas.

Bosma, Boyd, " " R a c i a l D i s c r i m i n a t i o n A g a i n s t T e a c h e r s , "
V o l . X, No. 1 ( J a n u a r y - F e b r u a r y , 1 9 7 2 ) , p . 5 9 .

In te g ra te d E ducation,

B o w le s , S a m u e l, "Towa rds E q u a l i t y o f E d u c a t i o n a l O p p o r t u n i t y ? " H a r v a r d
E d u c a t i o n a l R ev iew , V o l . 38 No. 1 ( W i n t e r , 1 9 6 8 ) , 8 9 - 9 9 .
B r a n d o n , W i l l i a m , A m e r ic a n I n d i a n s :
The A lie n A m erican s. Reproduced from
t h e P r o g r e s s i v e , D e c e m b e r , 1 9 69, p p . 1 3 - 1 7 .
C a r t e r , B . , " I n t e g r a t i n g t h e N e g r o T e a c h e r Out o f a J o b , " Ken t u c k y
J o u r n a l . V o l . 44 ( O c t o b e r , 1 9 6 5 ) , 8 - 1 1 .

School

Caughey, J o h n a n d L a r e e , S c h o o l S e g r e g a t i o n on O u r D o o r s t e p :
The Los
A n g e l e s S t o r y . Los A n g e l e s , C a l i f o r n i a :
0 u a l l Books, I n c . , 1966.
C l a r k , K e n n e th B.» " A l t e r n a t i v e P u b l i c S c h o o l S y s t e m s , " H a r v a r d E d u c a t i o n a l
R e v ie w . V o l . 3 8 , No. 1 ( W i n t e r , 1 9 6 8 ) , 1 0 0 - 1 1 3 .
Cohen, Dav id K . , " P o l i c y f o r t h e P u b l i c S c h o o l s :
C o m p e n s a t i o n and I n t e g r a ­
t i o n , " H a r v a r d E d u c a t i o n a l R e v ie w . V o l. 3 8 . No. 1 ( W i n t e r . 1 9 6 8 ) .
114-137:
Coleman, J a m e s , "T he C o n c e p t o f E d u c a t i o n a l O p p o r t u n i t y , " H a r v a r d E d u c a t i o n a l
R e v i e w , V o l . 3 8 , No. 1 ( W i n t e r , 1 9 6 8 ) , 7 - 2 2 .
. E q u a l i t y o f E d u c a tio n a l O p p o r t u n it y . W ashington,
Government P r i n t i n g O f f i c e , 1966.

D. C . : U .S .

Day, Noel A . , " O r g a n i z a t i o n f o r S o c i a l a n d T e c h n i c a l I n n o v a t i o n , " H a r v a r d
E d u c a t i o n a l R eview . V o l . 3 8 , No. 1 ( W i n t e r , 1 9 6 8 ) , 1 3 8 - 1 4 1 .

12 0

D e p a r t m e n t o f I n t e r g r o u p R e l a t i o n s , D i v i s i o n o f School-Corrmuni t y R e l a t i o n s ,
R a c i a l - E t h n i c D i s t r i b u t i o n o f S t u d e n t s an d Employees i n t h e D e t r o i t
P u b l i c S c h o o l s , O c t o b e r , 1970.
_

. R a c i a l - E t h n i c D i s t r i b u t i o n o f S t u d e n t s and Employees i n t h e
D e t r o i t P u b l i c S ch oo1s , O c t o B e r , 1971.

Department o f P u b l i c I n s t r u c t i o n , S uggested G u i d e lin e s :
F or P r o v i d i n g
f o r t h e Maximal E d u c a t i o n o f C h i l d r e n o f A11 Races and C reeds i n
t h e S c h o o l s o f M i c h i g a n , L a n s i n g , M i c h i g a n , 1964.
Dyer, Henry S . , " S c h o o l F a c t o r s and Equal E d u c a t i o n a l O p p o r t u n i t y , "
H a r v a r d E d u c a t i o n a l R ev iew . Vol. 3 8 , No. 1 ( W i n t e r , 1 9 6 8 ) , 3 8 - 5 6 .
E a v e s , R o b e r t W., "When S c h o o l s D e s e g r e g a t e , " The N a t i o n a l E l e m e n t a r y
P r i n c i p a l . V ol. 4 5 , No. 4 ( F e b r u a r y * 1 9 6 6 ) , £ 8 - 3 0 .
E b l e , Kenneth E . , " H i g h e r E d u c a t i o n , Fewer T e a c h e r s ' : P i t f a l l s , "
C h ro n icle o f H ig h er E d u c a tio n . ( J a n u a r y 22, 1973).

The

E t h r i d g e , Samuel B . , " C o u r t D e c i s i o n s :
I m p a c t on S t a f f B a l a n c e , "
E d u c a t i o n a l L e a d e r s h i p . Volume 2 6 , No. 3 (D ec em ber , 1 9 6 8 ) .
F e r n s , G e o r g e , W., M i c h i g a n ' s V o c a t i o n a l - T e c h n i c a l E d u c a t i o n P e r s o n n e l
Dev elopmen t Needs 1 9 7 1 - 1 9 7 5 , S t a t e o f H i d v i q a n . D e p a r t m e n t o f
E d u c a t i o n , November, 1971.
F o u n d a t i o n f o r Change ,
J a n u a r y , 1972.

I n c . , D e f i n i t i o n s o f R a c is m , New York, N . Y . ,

C i v i l R i g h t s minus Work R i g h t s - - G h e t t o D i s o r d e r ,
New York, N . Y . . March, 1972.

Revised,

G a r b e r , Leo 0 , , "How C o u r t s Look a t P u p i l a n d F a c u l t y D e s e g r e g a t i o n , "
N a t i o n s S c h o o l s . Vol. 7 8 , No. 5 (November, 1 9 6 6 ) .
Goldman, P e t e r , " B l a c k America Now," Newsweek ( F e b r u a r y 19 , 1 9 7 3 ) , 2 9 - 3 4 .
G o l d s t e i n . B e r n a r d , Low Income Y outh i n Urban A r e a s :
A C r i t i c a l Review o f
t h e L i t e r a t u r e ^ New York: H o l t , R i n e h a r t and W i n s t o n , 1967.
G ran dy, W i l l i a r d E . , " I m p l i c a t i o n s o f I n t e g r a t i o n f o r t h e S o u t h e r n T e a c h e r , "
J o u r n a l o f Neg ro E d u c a t i o n , Vol. 31, No. 2 ( S p r i n g , 1 9 6 2 ) , 1 9 1 - 1 9 7 .
G r e e n , R o b e r t L . , N o r t h e r n Sch ool D e s e g r e g a t i o n :
E d u c a t i o n a l . Legal and
P o l i t i c a l I s s u e s , U n p u b l i s h e d , p r e p r i n t t o be p u b l i s h e d i n t h e 1974
y e a r b o o k o f t h e N a t i o n a l S o c i e t y f o r t h e S tu d y o f E d u c a t i o n .
___________ . The " A d m i s s i o n o f M i n o r i t y S t u d e n t s :
A Framework f o r A c t i o n , "
u n p u b l i s h e d p a p e r , M ic h i g a n S t a t e U n i v e r s i t y , E a s t L a n s i n g ,
M i c h i g a n , 1970.

121

_________ . "The B lack Q u e s t f o r H i g h e r E d u c a t i o n :
An A dm is s ions Dilemma,"
The P e r s o n n e l an d G u id an ce J o u r n a l , Vol. 47 (May, 1 9 6 9 ) , 9 0 5 - 9 1 1 .
Howard, W i l l i a m , " B l a c k s and P r o f e s s i o n a l S c h o o l s , " Change ( F e b r u a r y ,
13-16.
" I n e q u i t y and E d u c a t i o n a l P o l i c i e s , "

1972),

Change, November, 1972, 1 5 - 1 6 .

K a t z , I r w i n , "Academic M o t i v a t i o n and Equal E d u c a t i o n a l O p p o r t u n i t y , "
H a r v a r d E d u c a t i o n a l Review, V o l. 38, No. 1 ( W i n t e r , 1 9 6 8 ) , 5 7 - 6 5 .
K e n d r i c k , S. A . , "The Coming S e g r e g a t i o n o f o u r S e l e c t i v e C o l l e g e s , "
C o l l e g e B oard Review. No. 66 ( W i n t e r , 1 9 6 7 - 6 8 ) , 6 - 1 2 .
M a r k e t O p i n i o n R e s e a r c h , Q u a l i t y o f E d u c a t i o n S t u d y i n t h e Black Corrtniinity
o f t h e C i t y o f D e t r o i t , f o r New P e t r o i t T I n c . . December, 1971.
M ic h ig a n C i v i l R i g h t s Commission Community S e r v i c e s D i v i s i o n , D e f i n i n q
Equal E d u c a t i o n a l O p p o r t u n i t y i n M i c h i g a n , November, 1^71.
M ic h ig a n D e p a r t m e n t o f E d u c a t i o n , C e r t i f i c a t i o n o f T e a c h e r s i n M ic h ig a n
1 9 6 3 - 6 4 . D i v i s i o n o f R e s e a r c h and Educational P l a n n i n g , A p r i l , 1965.
_________ . C l a s s r o o m T e a c h e r s i n M ic h i g a n P u b l i c S c h o o l s by E d u c a t i o n .
Ey C o u n t y . D i v i s i o n o f R e s e a r c h an d E d u c a t i o n a l P l a n n i n g . J u n e . 1965,
_________

. C l a s s r o o m T e a c h e r s ' S a l a r i e s i n M ic h ig a n by County 1 9 6 4 - 6 5 .
Bureau o f R e s e a r c h an d E d u c a t i o n a l Planning, March , 1967.

_________

. C l a s s r o o m T e a c h e rs * S a l a r i e s i n M ic h ig a n by County 1 9 6 5 - 6 6 ,
B u r e a u o f R e s e a r c h an d E d u c a t i o n a l P l a n n i n g , A p r i l , 1967.

____________.

The Conroon G o a ls o f M ic h i g a n E d u c a t i o n , S e p t . ,

1970.

_________ .
P r o f e s s i o n a l P e r s o n n e l i n M ic h ig a n P u b l i c S c h o o l s :
196 7-6 8
B t a t u s R e p o r t . Book' One: O verview by S e l e c t e d D a t a , 1968.
_________ .
P r o f e s s i o n a l P e r s o n n e l i n M ic h i g a n P u b l i c S c h o o l s :
S t a t u s R e p o r t . Book Ywo: County T e a c h e r P r o f i l e s , 1§68.
_________ .
P ro fe s s io n a l Personnel
A s s i g n m e n t P a t t e r n s . 19681

i n M ic h ig a n P u b l i c

1967-68

S c h o o l s , Book T h r e e :

_________ .
P r o f e s s i o n a l P e r s o n n e l i n M ic h i g a n P u b l i c S c h o o l s by E d u c a t i o n
Ey C o u n t y , 1 9 6 4 - 6 5 . Bureau o^ R e s e a r c h an d E d u c a t i o n a l P l a n n i n g .
A p r i l , 1967.
_________ .
P r o f e s s i o n a l P e r s o n n e l i n M ic h i g a n P u b l i c S c h o o l s by E d u c a t i o n .
Ey Coun ty 1 9 6 5 - 6 6 , B u r e a u o f R e s e a r c h an d E d u c a t i o n a l P l a n n i n g .
A p r i l , 1967.

122

_________ .
T o t a l T e a c h e r s - - P u p i l s - - 5 c h o o l s i n M ic h i g a n P u b l i c S c h o o l s
By County 1962-63, D i v i s i o n o f Research and Educational P la n ning .
August", 1 9 6 3 . --------M ichigan E d u c a t i o n A s s o c i a t i o n , A Look a t T e a c h e r S u p p ly an d Demand i n
M i c h i g a n . D i v i s i o n o f P r o f e s s i o n a l D e v e lo p m e n t, F e b r u a r y , 1973.
__________ .
" T e a c h e r S u p p l y and Demand i n M ic hig an P u b l i c S c h o o l s , "
U n p u b l i s h e d R e s e a r c h R e p o r t , D i v i s i o n o f P r o f e s s i o n a l Dev elopm ent,
A p r i l , 1972.
_________

. 197 1-72 Employee P e r s o n n e l Data i n M ic h i g a n P u b l i c S c h o o l s :
frTstructlonal Personnel and N o n - In st r u c t ( o n a l P e r so n n e l, East
LaTslh'g, Michig"an', T972]------------------------------------------------------

M ic h ig an S t a t e U n i v e r s i t y , Schoo l I n t e g r a t i o n :
P r o c e e d i n g s o f a Symposium
on S ch ool I n t e g r a t i o n ^ E a s t L a n s i n g . M i c h i g a n : b u r e a u o f E d u c a t i o n a l
R e s e a r c h , 1964.
Moore, G i l b e r t , "The Dot and t h e f l e p h a n t , "

Change, A p r i l ,

1972, 3 3 - 4 2 .

Moynihan, D a n ie l P . , " S o u r c e s o f R e s i s t a n c e t o t h e Coleman R e p o r t , "
H a r v a r d E d u c a t i o n a l Revie w . ( V o l . 3 8 , No. 1 ( W i n t e r , 1 9 6 8 ) , 2 3 - 3 6 .
N a t i o n a l C e n t e r f o r R e s e a r c h and I n f o r m a t i o n on E qua l E d u c a t i o n a l O p p o r t u n i t y ,
Equal E d u c a t i o n a l O p p o r t u n i t y , Columbia U n i v e r s i t y , New York,
N . Y . , M ar ch , 1 9 » .
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 f o r Human R e l a t i o n s , I n c r e a s i n g t h e
O p t i o n s f o r Wholesome P e e r Level E x p e r i e n c e s A c r o s s R a c i a l , C u l t u r a l ,
a n d Economic L i n e s , W a s h i n g t o n . D . C . . 1370.
____________. P. R. & R. Corrmi t t e e on C i v i l a n d Human R i g h t s o f E d u c a t o r s ,
F a c u l t y D e s e g r e g a t i o n . W a s h i n g to n , D . C . , 1966.
. R e p o r t o f t h e Task F o r c e on Human R i g h t s , W a s h i n g t o n , D . C . ,
T968.
____________.

I s s u e s and A l t e r n a t i v e s , W a s h i n g to n , D . C . , 1968.

"N eg ro es Headed f o r C o l l e g e Found S h a r i n g Many W hite G o a l s , " The C h r o n i c l e
o f H i g h e r E d u c a t i o n , A p r i l 3 , 1972, p . 3.
N oar , G e r t r u d e , The T e a c h e r and I n t e g r a t i o n . W a s h i n g to n , D . C . : N a t i o n a l
Commission o f T e a c h e r E d u c a t i o n an d P r o f e s s i o n a l S t a n d a r d s , 1966.
P e t t i g r e w , Thomas F . , "Race and Equal E d u c a t i o n a l O p p o r t u n i t y , " H a r v a r d
E d u c a t i o n a l Review. V ol. 38, No. 1 ( W i n t e r , 1 9 6 8 ) , 6 6 - 7 6 .

123

Pol l e y ,

I r a , The R e p o r t t o t h e P r e s i d e n t o f M ic h i g a n S t a t e U n i v e r s i t y from
t h e Commission on A d m i s s i o n s an d S t u d e n t bo dy C o m p o s i t i o n , E a s t
L a n s i n g , M ic h i g a n : M ic h i g a n S t a t e UnTve r s f t y , 19 n .

R o b i n s o n , P r e z e l 1, C h a r l e s A. G l a t t and W i l l i a m A. G a i n e s , " P r o f e s s i o n a l i s m
and S ch ool D e s e g r e g a t i o n , " F a c u l t y R e s e a r c h J o u r n a l , S p e c i a l I s s u e ;
School D e s e g r e g a t i o n , S t . A u g u s t i n e C o l l e g e , R a l e i g h , N . C . ;
Voarhees C o l l e g e , Denmark, S . C . , V o l . 7 , No. 1 ( J a n u a r y , 1 9 7 0 ) .
Sabine,

George A . , "A D i a r y o f S om eth in g a b o u t t o Happen; M ic h ig a n S t a t e ' s
S e a r c h f o r More Neg ro S t u d e n t s , " C o l l e g e B oard Review , ( F a l l , 1968)
11-14.

" S e l e c t e d C h a r a c t e r i s t i c s o f Campus Bound B l a c k Y o u t h s , " The C h r o n i c l e o f
H i g h e r E d u c a t i o n , A p r i l 3 , 1972, p . 3.
S o w e l l , Thomas, A B l a c k P r o f e s s o r S a y s - - C o l l e g e s Are S k i p p i n g Over C o m p e te n t
B l a c k s t o Admit ^ A u t h e n t i c" G h e t t o T y p e s , R e p roduced from t h e New
Vork T i m e s , D e c e m b e r 1 3 , 1970, 3 9 ^ 5 2 .
S ta p l e s , Robert E .,

"The B l a c k S c h o l a r i n Academ e," C h a n g e , Nov. 1972, 4 2 - 4 8 .

" T e a c h e r s , M i n o r i t i e s , " T e a c h e r ' s Voice ( M i c h i g a n E d u c a t i o n A s s o c i a t i o n ) ,
Vol. 4 9 , J u n e , 1972, No. 18, p . 3.
U.S. C o n m is s io n on
C i v i l R i g h t s , A Time t o L i s t e n - - A Time t o A c t . W as h.,
D.C.: U .S . Gove rn m en t P r i n t i n g O f f i c e , 196 ?.
U.S. G o v e r n m e n t, B l a c k News D i g e s t : News From t h e U n i t e d S t a t e s D e p a r tm e n t
o f L a b o r , W a s h i n g to n , B.C.: Government P r i n t i n g O f f i c e , March, 1972.
Watson, B e r n a r d C . , The B la c k A d m i n i s t r a t o r i n H i g h e r E d u c a t i o n :
Current
Dilemmas. P r o b le m s a n d O p p o r t u n i t i e s , u n p u b l i s h e d , A u s t i n , T e x a s ;
U n i v e r s i t y o f T exas a t A u s t i n , 1 972.
W i l s o n , Alan B . , " S o c i a l C l a s s an d Equal E d u c a t i o n a l O p p o r t u n i t y , " H a r v a r d
E d u c a t i o n a l Review, V o l . 38, No. 1 ( W i n t e r , 1 9 6 8 ) , 7 7 - 8 4 .