,—‘~o—o-oooc‘ F'fi'tflf” ‘!M .:-V... .45‘5 .mw _ . ..‘ . . ' : '.“-. ‘ o- I ' «w UNNE iiiiiiii “‘ iiiiiii‘i’iii 3 1823 LIBRARY Michigan State University PLACE IN RETURN BOX to remove this checkout from your record. TO AVOID FINES return on or before date due. MTE DUE MTE DUE MTE DUE 1/98 cICIFIC/DIoOmpes-p.“ INTERGROUP PARTICIPATION: A STUDY OF CHANGES IN SMALL GROUPS AS A RESULT OF PARTICIPATION IN A COMMUNITY-WIDE YOUTH COUNCIL by William G. Williams and Franklin M. Zweig A PROJECT REPORT Submitted to the School of Social Work Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF SOCIAL WORK June 1958 j 7 . // Approved: /A;k97”“45fi44: /(AF‘“1—— Chairman, Research Committee ‘\.,) J ,. _ 4' X“ 'i , 7 -3) ‘3(‘r'\\ a 3. \_ \.) \ \T-i...5'. .\ ". -‘ 2., . Director of school I 647%{107 r27“ ACKNOWLEDGMENTS We wish to express our thanks to the many people who have made this study possible. We thank Dr. Ernest B. Harper, Director of the Mich- igan State University School of Social Work for the faith he has had in this study, the first Joint research project undertaken by degree candidates in the School of Social Work. We thank Dr. Bernard Ross, Chairman of the Research Committee for his thought, his energy, and his time far beyond the call of duty; without his help our attempt would have been indeed feeble. We thank Mr. Loren Belknap and Mr. Manfred Lilliefors, the other members of the Research Committee, whose encourage- ment and constructive criticism has been invaluable. We thank Mr. Arturo DeHoyos for the help and advice he has given us during the entire course of this project. We thank Dr. Milton Rokeach of the Psychology Depart- ment of Michigan State University for helping us to under- stand and use much of the theory and research of the related social sciences on which this study is based. We express our thanks and gratitude to those groups participating in this study: the Capitol City Customs Club, the Civil Air Patrol Squadron 637—4, the Church of God Youth Fellowship Club, Kappa Alpha Psi Fraternity, Social Work 11 Graduate Club of Michigan State University, and the Greater Lansing Youth Council of Lansing, Michigan. Without the excellent cooperation of these groups, this study would have not been possible. We wish to thank our wives for their encouragement ‘and patience and, Gloria for unfailing support through crisis periods. iii Nop‘o A ~ Au‘ w... TABLE OF CONTENTS Page ACKNOWLEDGMENTS. . . . . . . . . . . . . . ii LIST OF TABLES . . . . . . . . . . . . . . vi Chapter I. INTRODUCTION AND THEORY . . . . . . . . 1 Introduction The Problem Some Specific Assumptions Relevance of the Problem The Setting and Its History Limitations of the Study II. THE NATURE OF THE SMALL GROUP . . . . . . 8 Group Cohesiveness Summary Perceived Community Status Group Size III. METHODOLOGY . . . . . . . . . . . . 15 Introduction Presentation of the Project to the Groups Questionnaire Construction Questionnaire Administration Questionnaire Evaluation IV. THE CHURCH OF GOD YOUTH FELLOWSHIP CLUB. . . 2H Description of the Group and Its Participation in the Project Analysis of the Data Discussion of the Results V. CAPITOL CITY CUSTOMS CLUB . . . . . . . 31 Description of the Group and Its Participation in the Project Analysis of the Data Discussion of the Results iv Chapter VI. CIVIL AIR PATROL SQUADRON 637-4. Description of the Group and Its Participation in the Project Analysis of the Data Discussion of the Results VII. SUMMARY AND CONCLUSIONS . . . Summary of Results Discussion of Results and Conclusions Where to From Here BIBLIOGRAPHY . . . . . . . . APPENDIX AA 53 LIST OF TABLES Table Page I. Results of First and Second Questionnaire Administration Where Items Have Been Established to Measure the Cohesiveness Dimension, Church of God Youth Fellowship. . 27 2. Results of First and Second Questionnaire Administration Where Items Have Been Established to Measure the Perceived Community Status Dimension, Church of God Youth Fellowship. . . . . . . . . 29 3. Results of First and Second Questionnaire Administration Where Items Have Been Established to Measure the Cohesiveness Dimension, Capitol City Customs Club . . . 34 4. Results of First and Second Questionnaire Administration Where Items Have Been Established to Measure the Perceived Community Status Dimension, Capitol City Customs Club. . . . . . . . . 36 5. Results of First and Second Questionnaire Administration Where Items Have Been Established to Measure the Cohesiveness Dimension, Civil Air Patrol Squadron 637-4 . Al 6. Results of First and Second Questionnaire Administration Where Items Have Been Established to Measure the Perceived Community Status Dimension, Civil Air Patrol Squadron 637- 4 . . . . . . . 42 vi CHAPTER I INTRODUCTION AND THEORY Introduction Community organization practice in social work seems to have a more limited theoretical base on which to operate than has other identified social work processes. It is our contention that community organization practice in social work needs an expanded theoretical base on which to operate if it is to be effective in facilitating social welfare planning and intergroup responsibilities. One way of expanding an operational base is through social work research, and through the use of research of the social sciences. This project is an exploratory study which utilizes social science research, mainly the research of group dnyamics and social psychology in relation to an on-going program of a community organization agency.1 The Problem A community-wide youth council, planned to be broadly representative of teen-agers ofthe Lansing community, was 1This project was a product of joint effort except for Chapter IV, which was written by Mr. Williams, and Chapter 'V, which was written by Mr. Zweig. Each writer accepts full responsibility for the total project. 1 [U established in Lansing, Michigan. A review of applications for membership in the youth council, at the time of its creation, indicated that representation was limited to groups which seemed to have a middle class orientation. The question arose as to whether or not a community-wide inter- group would be able to attract the "harder to reach" groups, and whether representation of such groups on the youth council would have any internal effects upon them. By "harder to reach" groups, we mean those groups which have some kind of formal or informal structure and program, but which have little inter-group communication. The major hypothesis of this study was as follows: If a "harder to reach" group participates in a community-wide youth council, that participation will effect changes within the "harder to reach" group. The assumption behind thisrypothesis was that parti- cipation of a "harder to reach" group in the youth council would affect that group by bringing about qualitative changes in the numerous aspects of group life. It was further assumed that inferences in support of the above general hypothesis might be made by limiting the focus of this study to two Specific aspects of group life: cohesive- ness and perceived community status. The following were the two minor hypotheses of this study: I. If a "harder to reach"group will participate in a community-wide youth council for a specific period of time, the cohesiveness of the group will increase during that time. If a "harder to reach" group will participate in a community-wide youth council for a specific period of time, the group will perceive an increase in its status in the eyes of the com- munity during that time. Some Specific Assumptions The following assumptions underlie the two aspects of group life that are the concern of this study: I. II. About cohesiveness A. B. Cohesiveness is an aspect of the life of existing groups. Broadly, cohesiveness connotes the "we-ness" or loyalty of the group. More specifically, cohesiveness refers to the attractiveness a group has for its members. The cohesiveness of a group can be measured by measuring the attitude of each member toward aspects of group activity. Attitudes held about group activity can be measured at different points in time and these measurements can be compared and evaluated. ‘ About group social status in the community A. Group social status in the community is a situation in which a given group is attributed a particular position in the community with respect to all other groups of the community. This position is determined by other groups in the community, after observing and eval- uating the composition and behavior of a given group. A group may perceive its social status in. the community as being different than it really is. The social status as perceived by a group is often more important in the formation of the attitudes and behavior of that group, toward itself and toward the community, than is its actual status in the community. D. The perception a group has of its status in the community can be measured at different points in time and these measurements can be compared and evaluated. Relevance of the Problem Some question may arise as to the relevance of the above problem for social work. It is felt that the rele- vance can be illustrated by means of a number of assumptions. For example, it is our contention that groups play an impor- tant part in the lives of all people. Humans learn and grow in group settings. Further, the community is composed of groups of groups in which people live and plan. Community- wide intergroups are structures through which groups, and groups of groups, can communicate and work cooperatively to make decisions regarding the total community. Groups vary in regard to size, activities, age, value orientation, and so on. It seems that some groups communi- cate with other groups, and with the community as a whole, less than do other groups. These less communicant groups are called "harder to reach" or "withdrawn" groups. Social work is dedicated to helping the individual, the group, and the community in the process of social adjust- ment. Community organization practice in social work has as its purpose the enabling of groups and the community in regard to social adjustment. Social adjustment in community organization practice in social work is furthered through 5 the medium of intergroup relations, and it is important that all groups, and groups of groups, take part in communicating with one another. When "harder to reach" groups can be helped to communi- cate and work cooperatively with other groups and with the community, the community will be better able to move toward social adjustment. } It is an appropriate responsibility of community organization practice in social work to learn how to help "harder to reach" groups communicate and work cooperatively with other groups and with the community as a whole. The H "learning how is the end toward which this research project is directed. The Setting and Its History In October, 1957, the Board of Directors of the Com- Hunity Services Council of Ingham County, Michigan, offi- cially established its Youth Services Project Committee, consisting of the Greater Lansing Youth Council and its adult advisory committee. The Youth Council has been an. outgrowth of the Teen-age Committee for Youth Services. The Teen-age Committee was a member of the Recreation and Group Work Division of the Community Services Council. The Steering Committee of the Youth Council was primarily com— posed of teen-agers who had been members of the Teen-age Committee. The Steering Committee felt that the Youth Council should be a medium through which adolescents could be given a voice in community affairs, and it was further felt that the Youth Council should represent, as far as possible, a cross section of youth of the Greater Lansing Area. The community was informed of the establishment of the Youth Council, and interested youth groups and individ- uals were asked to join. At the time of the Constitutional Convention of the Youth Council, in December, 1957, thirty- two junior and senior high schools, youth clubs, church groups, and youth-serving social agencies had joined the Youth Council. In addition, twenty-nine individual repre- sentatives-at-large had joined the Youth Council. However, it was noticed that the Youth Council had not become a widely representative intergroup. Only one group of working, out-of-school teen-agers had applied for membership. Very few non-white, lower-middle class students were representing organizations. No representatives-at-large from lower class housing areas had applied for membership. In all, it seemed that the Youth Council was becoming a rather stratified intergroup. Limitations of the Study The outstanding limitation of this study is related to time. Usually, studies of this kind have been carried on over a much longer period of time than the three months allotted for this project. Also, the researchers' time is 7 usually not as limited as was the time of the writers of this report. Further, the sample used for this study has been small. Therefore, any conclusions must be tentative. Reaching the "harder to reach" group is a difficult task. While there were attempts to enlist the cooperation of groups which are known to be very much withdrawn, limi- tations of time and skill on the part of the investigators may have precluded very withdrawn groups in favor of less withdrawn groups. CHAPTER II THE NATURE OF THE SMALL GROUP Group Cohesiveness The present study grew out of the work being done in the area of group dynamics, primarily, by Festinger. Until recently there have been relatively few studies conducted with the purpose of determining the factors increasing or decreasing group cohesiveness. It has been much more cus— tomary to view cohesiveness as the cause of other properties of groups. I Festinger, however, has concerned himself with research directed toward the understanding of conditions that influ— ence group cohesiveness. Because of the closeness of his work with the present study a summary seems warranted. Festinger in his several studies of housing projects was interested in (l) the factors leading to the formation of groups, and (2) the causes of increased or decreased 1 attractiveness of these groups for their members. It was found that: 1.. the distance one lived from others in the project and the fortuitous arrangement of sidewalks, 'lL. Festinger and H. H. Kelly, Changing Attitudes Througfi Social Contact (Ann Arbor, Michigan: Research Center IEE'GEXJup Dynamics, 1951)- 8 mailboxes, stairways, and other similar matters which controlled one's likelihood of having contact with others, were important determinants of the persons with whom one made friends. 2. when the neighborhood groups fulfilled the needs of the members they were more cohesive than when they did not, and 3. the people who had more satisfactory group member- ships were also more satisfied with other aspects of community life.1 While Festinger has provided much of the present system of theory concerning cohesiveness, independent work like that of Deutsch, Kelly, and Thibaut are worthy of note and tend to support the theory.2 Deutsch relates that cohesiveness is greater and re- lationships more influential and friendly in cooperative groups than in competitive groups.3 Thus, the belief that the attractiveness of a group is lessened when members dis— agree over the way to solve a group problem is further sup- ported by Kelly and Thibaut, who found that the group is 1For a fuller description of further effects of high and low cohesiveness see Leon Festinger, Stanley Schacter, and Kurt Back, Social Pressures in Informal Groups; also "The Operation of Group Standards;Tr by the same authors in Group Dynamics Research and Theory, ed., D. Cartwright and A. Zander (New York: Row,IPeterson, and Co., 1956), pp. 204- 222. 2The concept of cohesiveness is thought to have devel- oped from the work of K. Lewin. See, for example, "‘An Experi- 1mentel Approach to the Study of Autocracy and Democracy: A Preliminary Note," Sociometry, I (March, 1938), pp. 292-300; also Kurt Lewin, Ronald Lippitt, and Arnold White, "Patterns of Aggressive Behavior in Experimentally Created Social <311mates;" Journal of Social Psychology, X (March, 1939), pp . 271 -299 - 3M. Deutsch, "A Theory of Coo eration and Competition,‘ Ihnnan Relations, II (February, 1949 , pp. 130-134. i lO postulated to set the upper limit on the power of the group to influence its members. This means that a group cannot induce a force on its members greater than the members motive to belong. It can be seen, then, that as the cohe- siveness of the group increases its power over its member- ship also increases. And, as the cohesiveness and power of a group increases, so does the ability of the group to achieve uniformity among its members increase. In this way group standards are formulated.1 Summary On the basis of the research reported, it is clear that group membership has a very important place in the lives of people. It is also clear that people join groups as a result of at least two sets of conditions: (1) such properties of the group as its goals, programs, size, type of organization, and position in the community3oand (2) the needs of the person for affiliation, recognition, security, and other things which can be mediated by groups.2 It has also been noted that physical factors such as distance and functional proximity influence the opportunity which individ- uals have for contacts with each other and the subsequent ’ formation of groups. V 1H. H. Kelly and J. Thibaut,'"Experimental Studies of Group Problem Solving and Process," Handbook of Social Psy- cholo ', ed. Gardner Lindsey (Cambridge, Massachusetts: Addison-Wesley, Co., 1956) II, 738. 2Festinger and Kelly, op. cit. ll Perceived Community Status Recent research in experimental social psychology reveals more strongly than ever before the extent to which behavior is guided by how we see our world rather than by 22E.1§ really is. This point has been lucidly illustrated by Festinger and Kelly. They found that while residents of certain housing project areas desired friends and group membership in the community surrounding the housing project, there were a number of factors preventing their achieving this. For example, a great number of residents looked down on the area in which they lived, felt that their neighbors were inferior, and thus assumed that outsiders held the same attitudes. When it became necessary for project residents to have contact with the people in the surrounding community, mainly for economic reasons, their self-resentment was pro- jected upon the residents of the surrounding community, and one of the results was that project residents perceived their status in the community as being much lower than it really was.1 This, of course, placed severe limitations on the kinds of contacts they could have with the surrounding com— rnunity, and severely limited the number of channels available to them for making such contacts. The result was that the 1 Ibid., pp. 3-12. 12 residents were rather isolated from the surrounding com- munity and the whole context of their social and personal lives was adversely affected. Although, there is an increasing number of studies being directed toward the group's perception of its com- munity status}-we shall cite only two other pertinent cases. Kelly and Thibaut from their several studies relate that individuals tend to perceive group opinion to be closer to their own opinion than it really is. These authors also state that better communication should improve the ability to perceive group opinion.2 An unpublished report by Thibaut and Willerman states that events outside the group can also influence its attrac- tiveness to members.3 They cite an illustration where a crew of women working in the same room in a garment factory had little to do with one another. They seldom conversed on the job, and even ate their lunches in silence. In the course of events they were all given raises by the manage- ment. Suddenly they became a different group. Friendly 1See, for example, Paul H. Hare, Edgar F. Borgotta, and Robert F. Bales (eds.), Small Groups Studies in Social Interaction (New York: Alfred A. Knopf,l955). 2Kelly and Thibaut, "Experimental Studies of Group Problem Solving and Process," op. cit., p. 770 3Listed in Dorwin Cartwright and Alvin Zander (eds.), Group Dynamics Research and Theory (New York: Row, Peterson, and Co., 1956), p. 81. 13 interaction began to occur on the job, and their lunches became social occasions. The cause of this change in inter- personal relations is interpreted by these writers to be the commonalty of fate they encountered in having their salaries increased. The group came to be seen as the means whereby they improved their financial condition, thereby raising their self status, and the value of the group was increased for them all. To summarize, it is clear that members will attempt to move out of groups which no longer satisfy their needs, or whose negative aspects outweigh the positive satisfactions of belonging to the group. Disapproval by other members, low status in the group and in the community, and other such states of affairs can produce pressures which may force a member to leave the group. On the other hand, the attrac- tiveness of a group may be increased by making it better serve the needs of its members. A group will be more attractive the more it provides status and recognition for its members, the more cooperative the relations, and the freer the interaction. In essence, when the group is favorably evaluated by outsiders, and meets the needs of its :members, an increase in group solidarity apparently results from the realization that membership in the group enhances personal prestige. Group Size Although group size as a variable does not fall within the scope of this investigation, a brief mention of it seems 1A warranted to avoid the unnecessary confusion that might arise as a result of its connection with the title of this study. The use of small groups in this study has not been an expediency measure. It has been found that the origins of group phenomena can be seen on the small group level and that the comparison of small grougswith large groups gives a more generalized perception than can be had by bonfining interest to groups of large size only. Indeed, all the traditional dilemmas and puzzles that have been encountered by the behavioral sciences in their struggle toward the understanding of human behavior are encountered in small group theory. Thus, small group research may well be the setting in which many of the traditional dilemmas will be resolved and the divergent behavior perspectives merged.l 1Hare, Borgotta, and Bales, "Introduction," op. cit., p. 4. Also there has been separate attention given to size as a variable see, for example, the above mentioned authors bibliography in the back of Small Groups Studies in Social Interaction, which notes over seventy¥five items relevant toRthis topic. CHAPTER III METHODOLOGY Introduction Groups were chosen for this research project which seemed to be withdrawn in regard to intergroup participation. The ideal group for this study would have been one which had virtually no contact with other groups of the community before participation in this project. It is obvious that such an ideal type of group does not exist in reality, and the experience of many group workers has shown that the more withdrawn a group is, the more difficult it is for the social worker or research worker to establish contact and to maintain a relationship with that group.1 Time restrictions of this study have made it not possible to involve in the project those groups which seem to be very withdrawn, and with whom contact would have been-difficult to establish. The participating groups of this study were the Capitol City Customs Club, the Church of God Youth Fellowship, and a squadron of the Civil Air Patrol. While these groups are riot extremely withdrawn, they seem to have limited inter- action with other groups of the community. The study groups v lSylvan S. Furman, "Work With Street Gangs," in I?eaching;the Unreached: Fundamental Aspects of the Program (of the New York YOuth Board (New York: YOuthIBoard, 195A), jp. 81. 15 16 will be described in detail in later chapters. None of the participating groups had contact with the Greater Lansing Youth Council prior to this project. Two additional groups were utilized to pre-test the questionnaire used in this study in regard to its validity and clarity. They are the Kappa Alpha Psi Fraternity Pledge Class of Michigan State University, and the Social Work Graduate Club of Michigan State University. Mr. Williams established contact with and administered the questionnaire used in this study to the Church of God Youth Fellowship. Mr. Zweig established contact with and administered the questionnaire to the Capitol City Customs Club. Mr. Williams and Mr. Zweig jointly established con- tact with and administered the questionnaire to the Civil Air Patrol. Mr. Zweig was also the adviser to the Greater Lansing Youth Council during the study period, and had some contact with the representatives of the study groups in this regard. Presentation of the Project to the StudyFGroups All groups were approached in the same manner con- cerning project participation. The investigator called the group president or adviser and asked for an appointment with the group, preferably at a regular meeting. The inves- tigator explained as much as possible about the general Iiature of the project during the telephone conversation. In a few instances groups did not care to participate or 17 were too loosely structured to do so. If an appointment was secured, the investigator attended the meeting and explained the study project and his connection with it. An interpretation was given concerning the purpose, structure, and program of the Greater Lansing Youth Council. The group was informed about questionnaire administration, confident- iality of information, and the general statistical method of handling information obtained from the group. It was explained that Mr. Zweig would be the adviser to the Youth Council. The group was given an opportunity for questions and discussion, and was then asked to decide whether or not it would like to participate. Questionnaire Construction It has been hypothesized that changes would occur within the groups participating in this project as a result of participation in the activities of the Greater Lansing Youth Council. It has been further hypothesized that two aspects of group functioning, cohesiveness and perceived social status in the community, could be measured for change. It has been assumed that these changes can be mirrored by the attitudes of group members, and a questionnaire was selected as the best device to measure the attitudes of group members. The questionnaire used in this study was originally l composed of several sections. Only one section composed v—v a 1Refer to questionnaire in Appendix. 18 of twenty-eight questionnaire items was finally used for this study. The other sections comprise an interest inven- tory, a personal information sheet, and a sociometric test, and were discarded as not being directly pertinent to the focus of this study. Each of the twenty-eight questionnaire items presents a question and five possible answers. The respondent was asked to circle the answer to each question that he most prefers. A number of these items was constructed to measure dimensions other than cohesiveness and community status, and have not been used in this study. Items 3, 4, 6, 8, 10, 11, 19, 22, 23, 24, and 25 were constructed to measure cohesiveness dimension. Items 7, 12, 13, 14, 15, 20, 26, and 28 were selected to measure per- ceived status in the community dimension. These items were chosen by inspection and corrected after the questionnaire ‘was administered to the pre-test groups with the aid of the Scalogram Technique, the statistical method of choice to be explained elsewhere in this chapter. Questionnaire Administration The questionnaire was administered to all three groups vwithin a time span of one week. The first questionnaire was auhninistered during the first week of December, 1957. The enscond questionnaire was administered during the first week of March, 1958 . l9 Questionnaire Evaluation In order to analyze questionnaire data a measuring devicevuusneeded. For this purpose, scales are the common measuring device. Measurement, in its broadest sense, is the ". . . assignment of numerals to objects, events, or persons, according to rules."1 Thus, with the rules pro- perly defined, the numerals may be used to represent rela- tions among the objects and to compare these objects with other sets of objects similarly measured.2 The result of this measurement is a scale. The scale comprises the set of numerals given to the objects by using a certain rule of assignment. A scaling method was sought which could readily exhibit its ability to measure the same dimension time after time and its ability to measure that which the items purport 'to measure. A scale was sought which would allow enough flexdtdlity that persons answering the item would have a degree of choice in answering, and which would have the guytentiality of measuring to a high degree of sensitivity. Itfter some searching, the Scalogram or Guttman Technique 'wass chosen. A brief description of Scalogram Technique follows. lBert Green, "Attitude Measurement," Handbook of Scxzial Psychology, Vol. I, ed., Gardner Lindzey' (Cambridge, Massachusetts: Addison-Wesley, Co., 1954), p. 337. 21bid., II, p. 338. 20 The Scalogram method was originally developed by Louis Guttman and associates in connection with social-psycholog- ical studies in the second World War.1 This method is an outgrowth of earlier work dealing with the use of cumulative items for attitude research.2 The theoretical basis for this method can be succinctly described as a cumulative scale which assumes internal consistency as the central criteria for arranging individual responses in rank order and signifying inconsistent answers as error types.3 In order to be valid, the Guttman scale must have a coefficient of reproducibility of at least .90. This co- efficient, hereafter referred to as Rep, can be calculated A from the formula Rep = l — Number Of errors number of items x positive responses The scale can most easily be described for dichotomous items, ialthough scales with a greater item range can be used.5 The procedure for scaling is rather simple. All items, :if possible, are diChotomized and ordered according to their pcmn11arities. In this study the five possible answers to each item were all given a numerical weight. Answers a and b 1s. Stouffer, L. Guttman, E. Suchman, et al., Measure- nmnut and Prediction: Studies in Social Psychology in WorId Vflar II (Princeton, New Jersey: "PrincetonIUhiversity Press: 1956), IV and V. 2Green, op. cit” p, 337, 3Stouffer, et a1., op. cit., IV, 87-91. “Ibid., 92. *I— 5Green, op. cit., p. 355. 21 were assigned a weight of 2, answer c was assigned a weight of l, and answers d and e were assigned a weight of O,respec- tively. Although other weights can be assigned, and in dif- ferent ways, the above weighting has been used throughout this study. The next step in the scaling procedure requires that positive, intermediate, and negative responses, those responses with weights of two, one and zero, respectively, be cross-ranked, and in a perfect scale set, the resulting pattern is a perfect parallelogram.l In addition to the .90 Rep, the following auxiliary criteria should be met: 1. Each response category should have more non- error than error. 2. If the items are dichotomous, at least ten items should be used. 3. Errors should be random. If any particular error occurs more frequently thaB others, it is evidence of a non-scale type. In some cases a quasi-scale may be found to exist. 'Fhis scale is one which meets the above three criteria, but vflaich does not fall within the .90 Rep qualification. In tfidis case the scale may not be unidimensional, but may be 3 risefwu.as a multi-dimensional indicator. lIbid., II, 357. 2Ibid., 356. 3Stouffer, et a1., op. cit., IV, 160. 22 There has been much criticism of Scalogram Technique-- it is too hard to handle with a large sample, it is unneces- sarily complicated, and it often gives a higher Rep than is accurate when a very high positive modal response is present.l’2 The Scalogram Technique seems to be appropriate for this project in that it is easily handled with a small sample and gives immediate evidence of validity. It has been used in this project for data analysis and evaluation. It has been assumed that intra-group change can be shown by comparing the data obtained from a group at two different times. In order to ascertain the significance of intra-group change-~whether or not such change can be attri- buted to more than chance-—a common statistical method will be used which analyzes the differences between the means.3 This method must be applied to each dimension of both sets of data. The first step in this method requires that the arith- rnetic mean be calculated from the total weighted scores of lLeon Festin er, "The Treatment of Qualitative Data lxy Scale Analysis,‘ Psychological Bulletin, XXXXIV (May, 1947), 149-161. 2J. Loevinger, "The Technique of Homogeneous Test Com- ;nired with Some Aspects of 'Scale Analysis' and Factor Innalysis," Psychological Bulletin, XXXXV (October, 1948), 507F529. 3H. Underwood, G. Duncan, Taylor, and Cotton, Elementary Statistics (New York: Appleton-Century-Crofts, 131c., 1954f, pp.‘76478, 126. 23 all respondents. The next step requires that the standard 2 deviation be calculated using the formula V[EL%— - M2 , where 2x2 is the sum of total weighted scores of all respondents squared, where M2 is the arithmetic mean squared, and where N is the number of cases. The next step requires that the t ratio be calculated Mi - M2 , where M1 is the arithmetic 3 diff mean of the first set of data, and where M2 is the arithmetic using the formula mean of the second set of data. ésdiff is the standard error of the difference between the two means and is cal- culated by the following formula: égdiff = VkMie +SM22.' The t ratio is plotted on a standardized table and the level of confidence is obtained from that table. The level of confidence indicates the actual significant mean difference, which is as follows: Level of Confidence Conclusion Below 10% level Insignificant At the 10% level Insignificant ’ At the 5% level Significant 1 At the 1% level . very significant 1J. A. Guilford, Fundamental Statistics in Psychology arui Education (New York: MCGraw-Hill, 1951), p; 209. CHAPTER IV THE CHURCH OF GOD YOUTH FELLOWSHIP Description of the Group and Its Participation in the Project The Church of God Youth Fellowship Club is a group which centers its interest around church activities. The Club is composed of twenty members, ranging in age from fourteen to twenty-one years. All of its younger members are presently attending high school, and all of its older members are high school graduates. The members of this group are all Negroes and come from "working-class" families. Most of the group live in close proximity to the sponsoring church. However, a few live in distant parts of the city and township. It should ire pointed out, that although this youth group is sponsored by aijparticular protestant denomination, not all of its members are part of its congregation. Their religious idernxifications are quite diverse, including several protes- tnuit denominations. Most of its members have known each other as friends or casual acquaintances for at least five years. The youth group was suggested in 1955 by an adult member of the sponsoring church, who along with other mem- txars (:oncerned with the drop-off in church attendance of 24 25 youth between the ages of fourteen and twenty-one, met to consider the problem. This adult, who later became the Club's adviser, helped some interested church and neighbor- hood youth form the group in November of 1955. The group has a constitution and a set of by-laws and is directed toward fulfilling primarily two purposes, one of which is to live a better Christian life through a fuller understanding of the Bible. This they accomplish through their Sunday evening Bible class which is carried on much like a television quiz program. Their second purpose is to have fun through social activities, which they accomplish through their Tuesday evening social meeting at the home of the adviser. At times, they hold panel-type discussions and concern themselves with world and domestic affairs. While it is not the function of the group to proselyte, they do on occasion discuss the various religious cults. In regard to other club and/or intergroup experiences, Inost of the group belong to at least one other club, but (wily two of its members have had any experience in a youth intergroup similar to the Greater Lansing Youth Council. During the investigator's initial contact with the ggroup, which was made through the group's adviser, there imas noted a general over-all acceptance by the group of a crity-wide youth council, but a reluctance to become a part expand our base of practice in community organization, 52 and which will greatly help the social practitioner reach our "harder to reach" young people. BIBLIOGRAPHY Books Cartwright, Dorwin and Zander, Alvin. (eds.). Group Dynamics Research and Theory. New York: Row, Peterson, and Co., 1956. Festinger, Leon and Kelly, Harold H. Changing Attitudes Through Social Contact. Ann Arbor, Michigan: Research Center for Group Dynamics, 1951. Festinger, Leon, Schachter, Stanley, and Back, Kurt. A Study of Human Factors in Housing. New York: Harper Bros., 1950. Furman, Sylvan S. Reaching the Unreached: Fundamental Aspects of the Program of the New York Youth Board. New YOrk: Youth Board, 1954. Guilford, J. A. Fundamental Statistics in Psychology and Education. New York: McGraw-Hill Book Co., 1951. Hagood, J. and Price, F. Statistics for Sociologists. New York: Henry Holt & Co., 1952. Hare, H. Paul, Borgatta, Edgar F., and Bales, Robert F. (eds.). Small Groups Studies in Social Interaction. New York: Alfred A. Knopf, 1955. Sherif, Muzafer and Sherif, Carolyn. Groups in Harmony and Tension. New York: Harper Bros., 1953. Stouffer, Samuel, Guttman, Louis, Suchman, Edward, et a1. Measurement and Prediction: Studies in Social Psy- chology in World War II. Vols. IV and V. Princeton, New Jersey: Princeton University Press, 1950. ‘Underwood, H., Duncan, G., Taylor,and Cotton. Elementary Statistics. New York: Appleton-Century-Crofts, Inc., 1954. Articles Czartwright, Dorwin. "Achieving Change in People: Some Applications of Group Dynamics Theory," Human Relations, IV (May, 1951), 382-383. 53 54 Deutsch, Morton. “A Theory of Cooperation and Competition," Human Relations, II (February, 1949), 130-134. Festinger, Leon. "The Treatment of Qualitative Data by Scale Analysis," Psychological Bulletin, XXXXIV (May, Festinger, Leon, Schachter, Stanley, and Back, Kurt. ‘"The Operation of Group Standards: A Study of a Housing Project," Group Dynamics Research and Theory. Editors D. Cartwright and A. Zander. New York: Row, Peterson and Co., 1956. Pp. 204-222. Green, Bert. "Attitude Measurement," Handbook of Social PsychOlogy. Vol. 1. Editor Gardner Lindzey. Cam- bridge, Massachusetts: Addison-Wesley, Co., 1954. PP. 335-369. Kelly, Harold H. and Thibaut, John. "Experimental Studies of Group Problem Solving and Process," Handbook of Social Psychology. Vol. 11. Editor Gardner Lindzey. Cambridge, Massachusetts:. Addison-Wesley, Co., 1956. Pp. 735-786. Klineberg, 0. ‘"Desegregation and Integration," The Social Welfare Forum. Vol. LXXXIV. New York: Columbia University Press, 1957. Pp. 51-67. Lewin, Kurt. "An Experimental Approach to the Study of Autocracy and Democracy: A Preliminary Note," Sociometry, 1 (March, 1938), 292-300. Lewin, Kurt, Lippitt, Ronald, and White, Arnold. "Patterns of Aggressive Behavior in Experimentally Created Social Climates," Journal of Social Psychology, X maY: 1939): 271-299- Loevinger, John. "The Technique of Homogeneous Test Compared with Some Aspects of 'Scale Analysis' and Factor _ Analysis," Psychological Bulletin, XXXXV (October, 1948), 507-529. Slavson, S. R. "The Dynamics of the Group Process," Readings in Group Work. Editor D. Sullivan. New York: Association Press, 1952. Pp. 222-238. Thibaut, John. "An Experimental Study of the Cohesiveness of Underprivileged Groups," Human Relations, 111 (April. 1950), 251-278. QUESTIONNAIRE 1. PLEASE CHECK THOSE LEISURE TIME ACTIVITIES YOU ARE PERSONALLY INTERESTED IN: SPECTATOR SPORTS DANCING ATTENDING CHURCH PLAYING A MISICAL INSTRUMENT GOING TO THE MWIES PARTICIPATING IN SPORTS ATTENDING CLUB MEETINGS DOING VOLUNTEER WORK FOR CHARITABLE ORGANIZATIONS FLYING MEETING NEW PEOPLE COOKING DATING SQUARE DANCING PLAYING CHESS DRIVING WORKING ON CARS PAINTING SINGING READING COWUNITY SERVICE ACTIVITIES PLAYING PING PONG WATCHING TELEVISION LISTENING TO INTERESTING SPEAKERS OTHER PERSONAL INTERESTS 2. PLEASE CHECK THOSE ACTIVITIES WHICH ARE SPONSORED BY YGJR CIUB OR IN WHICH YOUR CLUB TAKES PART: COMINITY SERVICE ACTIVITIES DATED AFFAIRS DRIVING COOKING PLAYING CHESS WORKING ON CARS FLYING ATTENDING CHURCH TOGETHER GOING TO I‘DVIES TOGETHER DOING WORK FOR CHARITABLE ORGANIZATIONS SINGING TOGETHER PLAYING TEAM SPORTS PAINTING LISTENING TO INTERESTING SPEAKERS TOGETHER ATTENDING ATHLETIC EVENTS TOGETHER i HAVING JOINT PROGRAM WITH OTHER CLUBS PARTIES PLEASE LIST OTHER ACTIVITIES Y CLUB S S 'V' t.‘ .0. QUESTIONNAIRE 1. PLEASE CHECK THOSE LEISURE TIME ACTIVITIES YOU ARE PERSONALLY INTERESTED IN: SPECTATOR SPORTS DANCING ATTENDING CHURCH PLAYING A MUSICAL INSTRUMENT GOING TO THE MOVIES PARTICIPATING IN SPORTS ATTENDING CLUB MEETINGS DOING VOLUNTEER WORK FOR CHARITABLE ORGANIZATIONS FLYING MEETING NEW PEOPLE COOKING DATING SQUARE DANCING PLAYING CHESS DRIVING WORIENG ON CARS PAINTING SINGING READING COMINITY SERVICE ACTIVITIES PLAYING PING PONG WATCHING TELEVISION LISTENING TO INTERESTING SPEAKERS OTHER PERSONAL INTERESTS 2. PLEASE CREEK THOSE ACTIVITIES WHICH ARE SPONSORED BY YCIIR CLUB OR IN WHICH YOUR CLUB TAKES PART: OTHER ACTIVITIES YOUR CLUB SPONfiS COMMUNITY SERVICE ACTIVITIES DATED AFFAIRS DRIVING COOKING PLAYING CHESS WORKING ON CARS FLYING ATTI'J‘I DI NG CHURCH TOGETHER GOING TO MWIES TOGETHER DOING WORK FOR CHARITABLE ORGANIZATIONS SINGING TOGETHER PLAYING TEAM SPORTS PAINTING LISTENING TO INTERESTING SPEAKERS TOGETHER ATTENDING A‘ELETIC EVENTS TOGETHER HAVING JOINT PROGRAMS WITH OTHER CLUBS PARTIES PLEASE LIST . c ... r a. 5 ~-. . -.-.. u . ' I. ‘M ' n '. o 1. - ~.. . . . . ' a. . " - n .. u _.~. ‘ . . ‘ ' a. . '. ’ a .. .. u ‘ -. ‘I 9‘. ’ . r. . o a _ ‘ ... ‘ u ‘ > u . ‘ l a-. _ .‘. ' . I ~ 0 u - - <1. J. n _ .. c : ' .J 3. 4. 5. 6. 9. . -2- Does your club do those activities you are personally interested in? (Circle the one that most pertains to you) a. 5. Co do 30 All of the time A great deal of the time Some of the time A little of the time None of the tine Which of the following would you like your club to have? (Circle one) a. b. C. do 3. No new activities One or two new activities Some new activities Many new activities All new activities Please check the number of clubs you belong to including this one. a. b. c. d. as One Two Three Four Five or more Of all the clubs you belong to are you. (Circle one) a. D. co d. a. mob more active in this club than in any of the others. Somewhat more active in this club than in 'any other Equally active in this and other clubs Somewhat less active in this club than in any of the others birch less active in this club than in any of the others Which of the following do you want to know you are a member of this club? (Circle one) a. be Co (1. as All people Many people Some people A few people No one In the activities of your club. do the members of your club (Circle one) a. 5. Co do a. Work well together all of the time Work well together better than half. the tile Work well together about half of. the tine Work together less than half the title Work well together none of the tim. Of all the clubs you belong to. would you rate this club in your opinion as being (Circle one) a. b. c. d. e. First Second Third Fourth Fifth . a n .‘C o .a _. a I I o | . . . .‘ost ‘. 0. . v t . . . . _ . . . v a | O s ul b . . . f in u . .e . . c r i n. . . . is a f I . . . . O . . . . \ . . n ... s . . . . . . a s . . > I 4’ i ..ll 1 - . u C v I p n o . . . o . \ 1 Jr: h t s . . .. ..\ . u~ 1a.. In a - I a Ill 1 I ’1 a n . . . . . I . . . . u n n a .. l . . V. r O . s .1 u a I a .. .1 . . . 1 . u I U s a . . . 00-. n c. . . J n 9 I . I I a . . . .nl‘ . . . .. u _ l . N I u . a \ ~| .I t . . t u. . . I. . . r. .1 .3 . .1 . . . I l .s. . a 1.. . .s‘ I: I v . ”0.511304. . .O f. c e I o . I. .I- c. t n . . . l . s 1. .. u. 0 . .c. c I a .. . . .. .. c. . . . c I u n l I. v . I . . r r 1 . n . . i a . . A a. ‘0 I L 10. 13. ll: . 15. 16 O -3- Of the close friends you have, which of the following belong to this club? (Circle one) a. All of‘them b. Most of them c. About one half of then d. Less than half of them 9. None of them Of your close friends, you probably have a best friend. Does your best friend belong to (Circle one) a. This club b. No club c. Another club How often does your club have any kind of activities with other clubs or groups? (Circle one) How many How much a. Very often b. Once in a while c. Hardly ever other clubs does your club have joint activities with now? a. Four or more b . Three c. Two d. One e . None do you feel your club contributes to the commity? (Circle one) a. A great deal b . Probably more than many other clubs c. As much as many other clubs 6.. Probably less than many other clubs e. Very little How important do you feel your club is to the commity? (Circle one) Everyone a. Very important b. Probably more important than many other clubs c. As important as many other clubs d. Less important than my other clubs e. Unimportant has a certain amount of influence in every club. How such influence do you think you have in your club? (Circle one) I a. A great deal of influence b. Probably more than many of the club members c. As much as many of the club members d. Probably less than many of the club members e. Very little _ 17 . 18. 19. 21. 22. -u- If you wanted to run for office at the next election of your club's officers, how good do think your chances for being elected would be? (Circle one s. Excellent b . Better than average c . Average d. Lass than average e. Poor Ivory club regards each member of the club as being somewhat important. How important do you think you are in the running of the club? (Circle one) a. Very important b . More important than many of the members c. As important as many of the members d. Less important than many of the members e. Unimportant How much do you think you have in common with other members of your club? (Circle one) a. A great deal in oomon b. A lot of things in common c . Some things in semen d. A few things in season e . Very little in common Bow impressed do you think the mayor would be with your club if he attended one of your club's activities! (Circle one) a. Very much impressed b. Somewhat impressed c. Probably as impressed as with many other clubs d. Poorly impressed e. Very badly impressed How impresseddo you think Visitors to an sctiwity"of your club wbuld be with your part inv that activity? (Circle one) a. Very such impressed b. Somewhat impressed c. Probably as impressed as with many other masters d. Poorly impressed e. Unimpressed How much interest do you have in your club? (Circle one) a. Very much interest b. Quite a bit of interest c . Soma interest (1. A little interest e. Very little interest h . . . e ‘ V d . I u.. o a . o . .... . . . u . u. .1 .- ,. u u ‘s 1 . a. . e v I . b . ~ a. . . ~ . . I . .- I s, .. "4‘ 23. 2h. 25. 270 28. - 5 - flew much interest do most of the other members of your club have in the club? (Circle one) a. very much interest b. Quite a bit of interest c. Some interest d. A little interest e. Very little interest HOV'would you feel if your group stopped operating suddenly? (Circle one) a. Very badly b. Badly c. Wouldn't feel anything one way or another d. Relieved e. Glad How often during the day do you refer to your club? By name? (Circle one) a. Continually b. Often c. Occasionally d. NOt often e. Hardly ever How qualified do you think your club is to hold membership in a larger organization, say a community center, or a communitybwide youth council? (Circle one) a. very'well qualified b. Fairly well qualified c. Donft know d. Not well qualified e. Not qualified at all How often would you like to have your club participate in activities with other clubs in the future? (Circle one) a. very often b. More often than now c. About the same as now d. Less often than now e. Not very often What kind of opinion do you think other clubs have of your club? (C ircle one) a. Probably a very high Opinion b. Probably a good opinion ' c. Probably no opinion d. Probably a poor Opinion e. Probably a very bad opinion .. v ‘ s . . o s u ‘ n .. “a . . i - A A e u , n . . c - ' I ' .. .. ' . . . n i .- u a . A ' i PERSONAL INFORMATION SHEET (m9 Intom't'im F’e ke"pt' " '1n" " slltri' " "Stat confidence) 1. Name of Club or Organization 2. How long have you been a member of this club or organization? 3. Have you ever held an office in this club or organization? Yes No it. Do you hold an office at present? Yes No .If yes, which one? Full [hme Age at last birthday Occupation If you are a student, what grade are you 1m; Home Address‘ If father living? Yes No . If mother living? Yes No . Are you living with both parents? Yes No___. If you are not living with parents , whom are you living with?— What country was your father born in ?_ What country was your mother born in? What country were you born 11:? Occupation of father Occupation of mother How long have you lived at your present address? If you are a student, do you work part-time? Yes No- How many hours per week do you work? Do you receive an allowance from your parents? Yes No . If yes, about how much per week? —Y Do your parents belong to any clubs or organizations? Yes No . If‘yes, please name a few of them What is your religion?__ fina“-.. h-.. “-M .u-w-n..- —- wv— ”us—— W~'_~‘ Does your family attend church regularly? Yes No .. .... ‘- s . ’0 u '0' . u ..-. 2. 3. NAME OF CDUB OR ORGANIZATION FULL NAME If you were to Join another club or organization, which of the members of this club would you.most like to have Join with you? a. First Choice b. Second Choice c. Third Choice If you were appointed to serve on a committee of your club, which of the other members of the club would.you like to serve with you? 8. met mice b. Second Choice c. Third Choice If you.were to have a party, and were able to ask three members of this club to attend, which.three members would you ask? a. First Choice b. Second Choice c. Third Choice W Jug—4mm“ 33 2 5 £3: is ‘___,..———--‘-‘e ’ ~44“? [first . - u — - 1 1 v ; : ..H «at?! .. ,9, i. 1|WNWImfljifliflfl’iiflflfllllflfllml‘flmg 1823