CONTACT AND ITS INFLUENCE 0N ATTITUDES TOHARDS NEGROES BERNARD A. EVINK JAMES K. HAVEMAN JR. DAVID J. ROLFE WILLIAM L. THORP JR. JAMES M. TUINSTRA RETURNING MATERIALS: )V1531_] P1ace in book drop to remove this checkout from 4:::::::::_ your record. EIN§§_wiIT be charged if book is returned after the date stamped below. x.— CONTACT AND ITS INFLUENCE ON ATTITUDES TOWARD NEGROES By Bernard A. Erink James K. Haveman Jr. David J. Rolfe William L. Thorp Jr. James M. Tuinstra A RESEARCH PROJECT Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF SOCIAL WORK School of Social WOrk 1968 4 1'? *;‘"‘"-i*o P- “T"?! {Iv-‘1‘.) . -1. ,; ~;v'.'.~...-‘..'v‘ Co K r. I'm \ L‘ yr.“ r' '9 _ f g . .- \. ( w q 5; ‘ \ :- T"?‘ l t' .L- - _ _ - I a a» - ~J‘U Irv-u M n l r ya.- < " ',‘ *4! 4. ' v. V .~ - - -. A‘ufip Mic; ~ L. _‘ j -.‘.'.V .‘h «5 \J Iii—J .l" .u , gum V c ABSTRACT This study sought to determine the favorable and unfavorable attitudes of junior high school students relative to their contact with Negroes. The hypothesis of this research project states that white persons in contact with Nagroes will develop more favorable atti- tudeS'toward Negroes than those not having such contact. This position was endorsed because it was believed that cmntact between whites and Negroes is the most influencing factor hIdetermining one's attitude toward Negroes. A Thurstone attitude scale was administered to 121 eighth spade students in order to obtain an individual attitude scale ‘wflue for each student which would reflect the student's favora— lfle or unfavorable attitudes toward Negroes. At the same time a mmmtionnaire was given to the students in order to gain additional than which was then used to test against the attitude scale. Although the statistical data gathered failed to support the "Bjor hypothesis, two other variables, sex and age, were found to be significant at the .05 level or less. In this study it was found that white persons in contact with Negroes do not necessarily luwe more favorable attitudes toward Negroes than those not having this contact. CONTACT AND ITS INFLUENCE ON ATTITUDES TOWARD NEGROES By Bernard A. Evink James K. Haveman Jr. David J. Rolfe William L. Thorp Jr. James M. Tuinstra A RESEARCH PROJECT Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF SOCIAL WORK School of Social Work 1968 ACKNOWLEDGEMENTS The authors wish to extend their sincerest appreciation to the students and the principals of the participating schools who*were most willing to aid us in the collection of the data used in this study. The authors are deeply indebted to Mr. William Kime of the School of Social WOrk for his thoughtful guidance as this study was being prepared. The use of the Michigan State University computing facilities was made possible through support, in part, from UnaNational Science Foundation. ii TABLE OF CONTENTS MKNOWLEDGEMENTS . IJST OF TABLES . REVIEW OF THE LITERATURE . Hypothesis PETHOD AND PROCEDURE ; . . . . . . . . . .'. . . . Null-Hypothesis . . . . . . . . . . . . . . . Other Variables . . . . . . Dependent Variable . . . . IMTA COLLECTION PROCEDURE . . . . . . . . . . COMPUTER CODING . Statistical Test Used . WUA ANALYSIS AND RESULTS . . . . . . . . . . . . . . . . Other Variables . . . Independent Variables . (DNCLUSIONS AND DISCUSSIONS DHIJCATIONS AND LIMITATIONS APPENDICES Appendix Appendix Appendix Appendix Appendix Appendix Appendix Appendix Appendix FOOT NOTES LI‘IICDMWUOCUF BIBLIOGRAPHY Questionnaire: Other Variables Questionnaire: Independent Variables Thurstone Scale Analysis Attitude Statements Response Sheet Directions for Sorting Statements Attitude Scale Computer Coding Frequency Distribution - Individual Student Attitude Scores iii LOH oo\|\1\1 16 17 17 20 21 31 H0 H1 Table U'l-FLUNH LDCDVCD 10 11 12 13 1n 15 16 17 18 19 2O 21 22 23 2” 25 LIST OF TABLES Calculation of Scale Values Example of Distribution of Judges'Responses Distribution of Scale Value by Scale Categories Frequency Distribution of Students' Attitude Scores Attitude Test: Judges' Scale Values and Adjusted Scale Values Scale Scale Scale Scale Scale Scale Scale Scale Scale Scale Scale Scale Scale Value Value Value Value Value value Value Value Value Value Value Value Value X 2% >< #:IX >< kfiiK >< >¢ X 3< >< Neighborhood Scale Scale Scale Scale Scale Scale Value Value Value Value Value value Activities Scale Value X X X X X X X School (Attitude Mean Score) Sex Age Father's Father’s Father's Father's Mother's Mother's Mother's Mother’s Contact in Neighborhood Birth Place Nationality Occupation Education Birth Place Nationality Occupation Education Actual Number of Contacts in Contact in Church Actual Number of Contacts in Contact in School Actual Number of Contacts in Contact in Play Activities Actual Number of Contacts in Overall Contact iv Church Schools Play Page 10 10 13 16 2O 21 22 23 29 25 26 27 28 29 30 31 32 33 31+ 35 36 37 38 39 REVIEW OF THE LITERATURE The purpose of this research project is to measure the favorable and unfavorable attitudes of junior high school students relative to their contact with Negroes. It is believed that such an investigation is timely and bene- ficial because of its relevance to current unrest and trends in social interaction among Negroes and whites. It is hoped that this research project will be a contribution to sociological research and theory and lead to a better understanding of Negro-white relations. The measurement of attitudes has been of continued interest and discussion both within the literature and the University community. According to Robin Williams Jr., a knowledgeable and respected writer on intergroup relations, one feasible project worthy of extensive repetition is a comparative study of intergroup relations in segrega— ted and mixed areas of the same community. 1 In the literature, contact among Negro and white persons is often mentioned as an important variable in the determination and measurement of favorable and/or unfavorable racial attitudes. The relationship between a person’s contact with Negroes and his attitude towards Negroes is unclear and indefinite. Many studies have been done by a variety of authors, but the results and inferences have varied, as some of the following excerpts indicate. Robin Williams Jr., in his book Stranger Next Door, writes: Out of hundreds of tabulations, there emerges the major finding that in all the surveys in all com- munities and for all groups, majority and minori- ties, the greater the frequency of interaction, the lower the prevalence of ethnic prejudice. He also writes: It is evident at the same time that the more prejudiced persons are those who are less likely to find themselves in situations containing out-group persons. 3 It should be noted at this time that in the discussions that follow, the words "unfavorable attitudes" will be used as a sub- stitute for the word "prejudice." Paul Horton and Gerald Leslie in their book, The Sociology of Social Problems, present two views: It is firmly established that there is very little relationship between the amount of contact one has with a particular group and his attitude towards that group. Although in certain cases the kind of contact has an important bearing upon attitudes. It is safe to say, in general, race attitudes are based far more on contact with the attitudes of others around us than upon contact with the other race. Also, the authors write that: Contact between persons produces a variety of attitudes, depending upon the kind of contact. A mere "getting-together" of whites and Negroes does not automatically reduce prejudices; it may even increase them. 5 Berelson and Steiner hypothesize that personal contact with nembers of ethnic minorities does not automatically increase or reduce tension; it can do either or neither. They report a study in which unfavorable attitudes among children regarding Negroes were measured. The researchers found that the children’s atti- tudes toward Negroes did not vary significantly with their degree of contact with Negroes. 6 Kenneth Clark writes that most students of the problem now generally accept the view that children's attitudes toward Nbgroes are determined chiefly not by contact with Negroes, but by contacts with the prevailing attitudes toward Negroes. 7 Charles Loomis and S. Allan Bugle report that several para— doxical assumptions have arisen in connection with the concept of'prejudice (unfavorable attitudes) in intergroup relations. One theory assumes that a small number of minorities present mitigates against the development of prejudice (unfavorable attitudes) in intergroup relations. Another theory assumes that lack of contact with members of minority groups contributes to increased distrust and inter-group conflict. 8 Several authors write that contact between persons of different racial backgrounds is an important consideration in the determina- tion of a person’s favorable and/or unfavorable attitude toward Negroes. Given this assumption, the following hypothesis has been developed: White persons in contact with Negroes will‘ develop more favorable attitudes toward Negroes than those not having such contact. This position was endorsed because it was believed that contact between whites and Negroes is the most influential factor in deter- nfining one's attitude toward Negroes. Contact implies some sort of interaction among people. Certainly there has to be some sort cfi’contact between contending or inimical parties, some exchange of views, some give and take between them before one can label the contact significant. This study is basically concerned with the quantity of contact, rather than the quality of contact. The dependent variable in this hypothesis is the student’s attitude toward Negroes. This is measured by an attitude scale u.‘ designed by the researchers using the suggested method of L.L. Thurstone. Each student receives a scale value which indicates his favorable or unfavorable attitude toward Negroes. Several other variables had to be controlled for in this study. It was felt by the researchers, and substantiated in the literature, that variables other than contact often have an im- portant influence upon the student's attitude toward Negroes. It is possible that favorable and unfavorable attitudes are not de- termined by one single factor, but by all of the variables effecting a child's experiences. While reviewing the literature, nmny propositions and hypotheses were discovered regarding such variables. It was decided by the researchers to measure the in- fluences of some of these variables as possible determinants of student attitudes. Thus in an attempt to give the purest cor- relation between the independent and the dependent variables, the following variables had to be controlled. I ng Robin Williams Jr. writes that females are slightly more likely than males to be prejudiced against Negroes. 9 Margret Hayes, on the other hand, suggests that girls on the average had a more favorable attitude towards Negroes than did boys. 10 Age Marget Hayes writes that children of normal age for their spade level show more favorable attitudes towards Negroes than iklthose who are above normal age for their grade. 11 Race Since the researchers were primarily interested in the attitudes of white students, Negro students had to be excluded from the tabulation. Religion Kenneth Clark writes: Studies of the influence of religious training on racial attitudes have revealed a paradox. They Show that individuals who profess strong religious affiliations or attend church frequently are more likely to be prejudiced than those who do not. Although these results are not entirely conclusive, consistent evidence from independent studies ' strongly suggests that religious training in itself does not make the individual more tolerant toward other races. There is even some suggestion that under the present pattern of religious trainiBg it might tend to make him more prejudiced. Robin Williams Jr. writes that religious training in itself does not lessen prejudice. But religious training which success~ fully stresses tolerance and brotherhood does tend to lessen prejudice. 13 Bettleheim and Janowitz write that in their opinion, religion is statistically unrelated to a person's un- favorable attitude toward Negroes. 1” Birthplace of Parents It is believed by the researchers that the geographical birthplace (city, state, country) of a child’s parents might in- fluence the attitude of the child regarding Negroes. For example, parents migrating from the Southern states might have retained many unfavorable attitudes regarding Negroes and might have trans- mitted them to their children. Nationality of Parents It is believed by the researchers that the parents' nationality, with its particular norms and sub-culture, might have a favorable v. or unfavorable influence upon the child's attitude toward Negroes. Parental Occupation Robin Williams Jr. reports that the higher onetsoccupational status, the higher one’s attitude toward minority groups. 15 He also writes that it is clear that unfavorable attitudes toward Negroes are more frequently held by white persons in the less well- paid and prestigable types of occupations. 16 Bettleheim and Janowitz report that using the Alba Edwards scale, of the total sample, those in the Blue Collar category significantly indicated unfavorable attitudes toward Negroes, while those of the White Collar category yielded results not signifi- cantly related to unfavorable attitudes toward Negroes. 17 Parental Education Berelson and Steiner write that the higher the level of education, the less unfavorable will be the attitudes one has re- garding Negroes. 18 Robin Williams Jr. writes that the educational level of persons is significantly associated with the degree of unfavorable attitudes toward Negroes; the higher the educational level, the less frequent are unfavorable attitudes toward Negroes.19 Bettleheim and Janowitz believe that education is statistically unrelated to unfavorable attitudes toward Negroes. 20 Parents Living The researchers believe that if one (or both) of a child’s parents is deceased, this might have an important influence on the child's tolerance and acceptance of a minority group member. Parents Living Together Robin Williams Jr. writes that individuals who are either divorced, separated, or widowed tend to show slightly more unfavorable attitudes toward Negroes than those who are married. 21 Bettleheim and Janowitz report that family composition is not associated with one’s unfavorable attitude toward Negroes. Because of the scope of this study, many other variables such as Intelligence Quotient, and those concerning personalities of the students and their parents could not be controlled or measured. METHOD AND PROCEDURE The hypothesis developed for this study states that white persons in contact with Negroes will develop more favorable atti- tudes toward Negroes than those not having such contact. The null hypothesis of this study states that white persons in contact with Negroes will not develop more favorable attitudes towards Negroes than those not having this contact. To operationalize the hypothesis the researchers designed a questionnaire and an attitude scale. The other variables (age, sex, father's nationality. . .) are operationalized as shown in pages 1-3 of the questionnaire in Appendix A. The hypothesis in this study is that white persons in contact with Negroes will develop more favorable attitudes toward Negroes than those not having such contact. Possible areas of contact between Negro and white persons might be residential, casual, occupational, recreational, in religious organizations and in goodwill integrated activities. The researchers postulated that junior high students have most contact with Negroes in four significant areas; neighborhood, church, .- _-’ ... .‘I .n school and in play activities. Sections regarding each of these four types of contact were included in the questionnaire. The researchers believe that it is especially important to measure the number of times a junior high student has these contacts (quantity)and also the quality of these contacts. As mentioned previously, more weight is to be put on the quantity of contacts than the quality of such contacts, for it is believed by the researchers that the quality of contact is directly reflected in the attitude scale of each student. The independent variable (contact) is operationalized as shown on pages ”-7 of the questionnaire in Appendix B. The primary problem in developing the questionnaire was in the measurement of attitude (the dependent variable). The re- searchers used a modification of the method developed by L.L. Thurstone (1929) in order to design this section. Appendix C describes this method and late modification of it. A modification of the Thurstone scale was used and the same methods of gathering and distributing the statements was employed. One hundred thirty—eight (138) statements were collected (Appendix D) and were passed out to thirty (30) judges all of whom are pro- fessional social workers. The judges were allowed to evaluate the statements individually in their own time. The judges were asked to classify the statements about Negroes from 1 (most un- favorable) to 9 (most favorable) with 5 set as the neutral point. There is nothing magical about 11 scale positions; the researchers felt that 9 were sufficient. Scale intervals were given a numeri- cal value to emphasize the equality of all intervals. Instead of asking judges to clip pieces of paper together, the researchers provided a response sheet with 9 boxes on which the judges could record the numbers of each statement (Appendix E). Also, an instnic- tion sheet with proper directions regarding the sorting of state- ments was given to each judge (Appendix F). One response sheet was eliminated because all the statements were rated between 1 and 5 only. Another was eliminated since the judge was Negro. Three response sheets were not returned. Scale values are calculated as in this example for one item: = l X 0 -0_ 2 = 2 X 0 =0 3 = 3 X 0 =0 u a u X 0 =0 5 = 5 X 0 :0 6 = 6 X 0 $0 7 //// = 7 X 9 =28 3 ‘ /////, ///// //// = 8 X 1n =11? 9 ///// // = 9 X 7 =63 25 responses 3203 scale value= .§_§ = 8 12 25 ‘ corrected to one significant place of decimals = 8.1 Table I This method was employed because the number of judges was relatively small. The distribution for each statement was examined and those which spread over a wide range were discarded. Some statements had a narrow distribution with the exception of one or two responses; E.g., Number 10, "Negroes have nothing about them that I can admire." 10 ///// ///// ///// ///// / LDCDVOVU‘I-CUJNH ,/ (ignored) Table 2 The loose response was ignored and was felt to indicate that one judge had misread the statement. With a small number of judges it only takes a few invalid responses to alter the scale value quite markedly. Careful examination of the distribution of re- sponses, to eliminate loose responses and to discard statements with wide distributions, functioned in the same way as Thurstone's scale Q (measure of ambiguity). Although scale values were calculated for all the statements, only those which had a narrow distribution of evaluations were considered acceptable. About 90 statements were found to be acceptable and they were distributed as below: (C) Distribution of Scale Values by Scale Categories: Final Adjusted First Selection Approximate Selection Scale Scale of Statements Final Selection of Statements (A) (B) (C) (D). (E) 1 l - 1.9 17 5 u 2 1.5 — 2.” 31 10 7 3 2.5 - 3.9 10 3 3 u 3.5 - 9.9 l 1 l 5 4.5 - 5.4 O 0 0 6 5.5 - 6.9 3 3 2 7 6.5 - 7.4 19 3 3 8 7.5 — 8.9 36 11 8 9 8.5 - 9.0 2 2 2 Table 3 11 Since 30 statements were needed for the final attitude scale, one- third (1/3) of the above (C) were selected proportionally from each category to give (D). Because categories 4, 6, and 9 were under represented, all statements in these categories were kept. The distribution was rounded out (B) such that exactly 15 statements were taken from either side of the midpoint. Unfortunately, no statements had a scale value in the 5th (neutral) category: thus our scale 'broke in two.’ We had tried to avoid this, but evidently our manufactured statements were not considered neutral enough! The number of each statement in the first category was recorded, and each statement checked to ensure that it had a narrow distribution of evaluations. Those statements which had a narrow distribution and were closest to the midpoint of the category were chosen. This process was repeated with all the other categories. Finally, the chosen statements were cross-checked to eliminate those which had duplicate wording; e.g., in category 8 (7.5 - 8.9) we looked for statements that had score values most heavily weighed on choice 8 in an effort to avoid using statements equally distri— buted over 7, 8, 9. As an extra measure the mode was also calculated. The numbers of the 30 statements finally chosen for the attitude scale were drawn at random from a container and their orda? recorded. The random ordering was only ignored in one instance; 112 and 92 were adjacent, and coincidentally on very similar topics, so to avoid contamination, 92 was exchanged in order with 8. The scale values of the 30 statements were considered in relation to the neutral midpoint 5.0. Five (5.0) was considered as the origin 12 of the bipolar scale. Therefore, deviations ranged in value from 0 to 4.0, eliminating plus or minus values. We considered that if an individual agreed with a very unfavorable statement with a value of, e.g. 1.2, he had an equally unfavorable attitude to someone who disagreed with a most favorable statement with a value of 8.8 on the previous method of scaling. Yet their scores would not indicate their equal degree of unfavorable attitude unless scores were con- sidered as deviations from the neutral midpoint. This provided an equally balanced scale which facilitated calculation of an indi- vidual's score. For example, an unfavorable statement with a scale value of 3.1 would be given a value of 1.9 (5.0 — 3.1 s 1.9), and a favorable statement with a scale value of 8.5 would be given a value of 3.5 (8.5 — 5.0 a 3.5). In analyzing each students atti- tude test the statements which were answered contrary to the judges' decisions were 'indicated.’ Next, the deviant value of the 'indicated' statements for each student's test were added together. The result being a final attitude test score value for each student. Thus low scores indicate favorable attitudes toward Negroes, and high scores indicate unfavorable attitudes toward Negroes. The possible range of scale values when added together was a minimum of 0 (most favorable) to a maximum of 81.3 (most unfavorable). For example, student 64 "missed" two questions on the attitude test, statements 1 and 15. Question 1 has an adjusted scale value of 2.5 and question 15 has an adjust scale value of 3.0. Added together, this student has a final attitude scale score of 5.5. The overall frequency range of the student's attitude test scores ranged from .8 (favorable) to a high of 54.3 (unfavorable). 13 1 1 . 1 1 41-4 46-50 51-5‘ if A" .1 MR School A School B Overall 31;. Vivjhsaowiuajl .(i , . u . C .1 _ \ I (It) T’IWHIIL’I; . l- ‘s. A '5- 5’3 .11.?) -2' 26-30 31- 5 36- . 1 11.. 0.31.4“! I‘] 4.111...» ‘40“.11 1. ... 1 r. .9 I. .. . . .. 1 fig. . 1 4 0 I ur. . . f 1 . .. 1:11 a. 7 ,. . . .. I. . . I . 1. w I .. “wwtxgxfitilnlrm . t. (A i9 1 1‘11 4 u 1 .l‘fiv‘nfiq 1|... . . r. .111. 1 .‘IJA1 :v ~11..l....l‘.w..l...... . 1 “H11. fi.ff§kfll§fl.slv”’fu\~ - Unfit-F”. .vh. I.b. fivbIY , V,, ‘ ......H.\I... ....1 V .\ :1. 1.1.0 . 1 . .‘1‘.. Q .2,» Wkly 41. . . .MI... .. 1 . £141.11a . ‘Lnrlwi../.Ln\ .1) 21M.” f .fim‘a iLEYNaf 551“”: . . 4- .339: ,Ainaa . .i 1..., u . .. I: 1 a .. Li . .w. . .. _. Maialufigaa Alien} 034.1, :011. . cu. ., I N 1 7 .... iiufirt r IKE-Int»): 11.4 t, .. .14). . 33...... arrfiafil . 5‘.3 1:11.“ ‘1‘ 11111) .4 ”1". WI!“ . t . . t . . . . tfltflirl. .wk '13 v1.» . s .. . v . . .. v .1 1 . . .Eh... I \ 1 7. . . v . r. t I. Tfu 1.311. :1. ..r 11.. .v 1.011 4. 1.. .v..u11... 5-10 1-15 16-20 2 FREQUENCY DISTRIBUTION OF STUDENTS' ATTITUDE SCORES 32- 30. 28- ZGJ 24. 14. 12- 10. 8 6 u 2 q a d H 2 0 8 6 2 2 1 1 Frequency tude J) ion- tribut . Atti lS 1 Student . See Appendix requency D Individua Scores - Student Attitude Scores Table 4 14 The final list of 30 statements was duplicated and the subjects were asked to mark either "agree" or "disagree" for each statement (Appendix G). The attitude scale was administered before the ques- tionnaire requesting personal information on family background of the respondents and their contact with Negroes. The list of the thirty statements as given to the students follow. The scale values and the adjusted deviations from the mid- point were not on the sheets submitted to the students and are included here for informational purposes. Judges Adjusted Scale Scale jglue Value 7.5 2.5 l. I would approve of a Negro family living next door to me. 8.5 3.5 2. It is wrong for parents to discourage their children from playing with children of the Negro race. 3.7 1.3 3. Negroes would rather go only to places that Negroes go. 7.6 2.6 4. I think it would be perfectly alright if a Negro tried to date with a girl or boy in my family, or with a girl or boy I like. 1.1 3.9 5. The Negro does not have the same capacity for reasoning as the white man. 7.6 2.6 6. It bothers me to hear the Negro "run down" in conversations among the whites. 1.1 3.9 7. Negroes are our worst citizens 2.0 3.0 8. When someone is given a license to run a place of entertainment, he should have the right to keep certain races from using his place. 2.0 3.0 9. I would lose my friends if I associated.with Negro children. 1.9 3.1 10. Negroes would rather drive a flashy car than live in a decent home. 15 Judges Adjusted Scale Scale Value Value 7.9 2.9 11. You cannot condemn the entire black race because of the actions of some of its members. 5.8 .8 12. The education of the Negro will solve the race problem. 2.0 3.0 13. The presence of Negroes in a white neighbor- hood causes the property values to decline. 8.1 3.1 14. I consider that the white man is neglecting to do his duty by not doing more to improve the lot of the Negro. 8.0 3.0 15. If a Negro was a candidate for class president, and I felt he deserved my vote, I would vote for him without hesitation. 7.9 2.9 16. Negroes take pride in themselves. 2.0 3.0 17. I would be unhappy if a Negro family moved next door to me. 3.1 1.9 18. Negroes are superstitious. 3.0 2.0 19. I feel that Negroes in the United States have just as good a chance as white people to get any kind of job. 1.9 3.1 20. I have no objection to the Negro, provided that he keeps his proper place. 6.9 1.9 21. It is altogether proper for parents to permit their children to play with children of the Negro race. 2.9 2.1 22. Negroes don't save much money. 1.0 4.0 23. Negroes have different ways, and carry on just like wild men. 1.0 4.0 24. I consider that the Negro is only fit to do the dirty work of the white community. 5.6 .6 25. Negroes would just as soon go to places where white people go. 8.5 3.5 26. Negroes are honest and can be depended upon. 2.0 3.0 27. If Negroes move into a neighborhood, the value of the houses goes down. 16 Judges Adjusted Scale Scale value Value 7.4 2.4 28. Negroes take care of the nice things, such as new houses, when they have them. 6.7 1.7 29. It would help if the white men knew more about the Negro and his problems. 8.0 3.0 30. I think that the Negro can contribute as much to society as other groups, once given the chance. Table 5 DATA COLLECTION PROCEDURE Unfortunately, the researchers were unable to obtain permission to test children in the Lansing Public School System which forced the researchers to accept a secondary plan; testing children in two church affiliated schools of another city. The questionnaire was designed primarily for the public school system and required some adaptation for administration. Certain of the variables which the researchers felt might have a bearing on attitudes of children were now useless. These included religion and nationality of both mothen and father. The vast majority of the participants were of the same nationality and all were of the same faith. The actual administration of the test was handled by the mem- bers of this research team; both schools were tested on the same day. School A was located in a middle to high class neighborhood where there was minimal contact with Negroes. Two eighth grade classes consisting of fifty-seven students were tested. School B was located in a transition neighborhood which afforded maximum 17 contact with Negroes. As in School A, two eighth grade classes consisting of sixty-four students were tested. Eighth grade students were chosen for the testing of the hypothesis because at this stage of development an adolescent is beginning to develop and understand his attitudes, feelings and beliefs which he has towards others. Yet, at this grade level, students are more willing to communicate their attitudes, feelings, and beliefs than those of higher grade levels. One member of the testing team read the directions to all par- ticipants, in order to be as consistent in the administrative pro- cedure as possible. The students were told that if they had any questions they should raise their hands and one of the testers would help them. The attitude scale was administered to the students first, followed by the questionnaire. The researchers requested that the participants g2: write their names on the test material, and informed the students that their papers would not be read or discussed with any of their instructors or school officials. The researchers stressed that the material was to be anonymous and that each student was to answer the questions as truthfully as possible. The research team received excellent cooperation from both of the schools' administrators and students. COMPUTER CODING The research project was designed to permit the use of the one- an analysis of variance statistical test. "It is apparent that a design which permits an analysis of variance makes possible a study of complex interrelationships. It also results in an efficient 18 design]; that is, it permits more reliable conclusions about more tuqutheses with fewer cases than if the hypotheses were tested in separate studies." 23 The one-way analysis of variance is a method of computing the degree of significance in the variations of a particular characteristic among comparable groups or classes of data. This method uses the average of all the squared deviations possible in a population weighted in accordance with their probability of occurence. In order for the researchers to use the one-way analysis of variance, the students had to be classified into groups on. a single characteristic. Each student was classified accordingto twenty-seven categories. The researchers were able to run a one- way analysis of variance on nineteen of these categories. A one-way analysis of variance was not run on four of the variables because of the very small number of subjects in the various categories. Religion was not a valid variable because all of the subjects were Protestants. This occured because the sample population was drawn from a church affiliated school system. The variables, father living, mother living, and parents living together, were disgarded because of the small number of subjects in the various sub-categories. In addition to these variables, the four categories related to quality of contact were disregarded because it is believed by the researchers that the quality of contact is directly reflected in the attitude scale in each of the related categories. All data obtained from the questionnaire and attitude scale was coded on data coding forms for computer processing. The methodology used in the coding procedure is further explained in Appendix H . 19 2O DATA ANALYSIS AND RESULTS For the purpose of this research project the independent variable and the other variables were computed against the depen- dent variable (attitude scale of each of the students.) Other than the first test (Table 4) wherein the researchers compared the mean scale value of School A against the mean scale value of School B, all remaining categories were computed against the overall mean score. The overall mean score (16.918) was deter- mined by the scale values from the total number of subjects tested. ANALYSIS OF VARIANCE: SCALE VALUE X SCHOOL School Freggency Mean Standard Deviation Overall 121 16.918 12.190 Category: 1. School A 57 16.075 10.882 2. School B 64 17.668 13.287 Degree of Freedom . . . . . . . . . . 1 F Statistic . . . . . . . . . . . . . 0.51297 Approximate Significance Probability . 0.475 Non-Significant Table 6 21 Other Variables Sex The sex of the students tested was found to be of significance when related to the students attitude scores. Test results show that girls on the average have a more favorable attitude toward Negroes than do the boys in the sample. This finding disagrees with Robin Williams Jr. who states that females are slightly more likely than males to have more unfavorable attitudes toward Negroes. 2” However, the test results agree with Margret Hayes and others who observed the same phenomena. 25 ANALYSIS OF VARIANCE: SCALE VALUE X SEX Sex Frequency Mean Standard Deviation Overall 121 16.918 12.190 Category: 1. Male 51 20.343 13.738 2. Female 70 14.422 10.328 Degrees of Freedom . . . . . . . . . . . . 1 F Statistic . . . .. . . . . . . . . . . . . 7.32604 Approximate Significance Probability . . 0.008 Significant Table 7 22 If A large number of students from the sample were of average age for their grade. Those who were above average age for their grade tended to have a less favorable attitude toward Negroes. This agrees with Margret Hayes who writes that children of normal age for their grade level, showed more favorable attitudes toward Negroes than those who were above normal age for their grade. 26 ANALYSIS OF VARIANCE: SCALE VALUE X AGE Age Fre enc Mean Standard Deviation Overall 121 16.918 12.190 Category: 1. 12 years old 25 17.352 13.274 2. 13 years old 88 15.687 11.138 3. 14 years old 8 29.100 14.567 Degrees of Freedom . . . . . . . . . . . 2 F Statistic . . . . . . . . . . . . . . . . . . . 4.736 Approximate Significance Probability . . 0.011 Significant Table 8 23 Father's Birth Place It was believed by the researchers that the geographical birth place of a child's father might influence the attitude of the child regarding Negroes. Three of the categories (East-South—West) had an insignificant number of responses for data analysis. The remaining two categories, Midwest and Foreign Born, were relatively close to the overall mean. ANALYSIS OF VARIANCE: SCALE VALUE X FATHER’S BIRTH PLACE Father's Birth Place Frquency Mean Standard Deviation Overall 121 16.918 12.190 Category: 1. Midwest 95 17.013 12.387 2. East 2 9.200 3.394 3. South 0 -O- -0- 4. West 3 13.166 3.818 5. Foreign 21 17.757 12.626 Degrees of Freedom . . . . . . . . . . . . . . . 3 F Statistic . . . . . . . . . . . . . . . . . . 0.39102 Approximate Significance Probability . . . . . . 0.760 Non-significant Table 9 .4:- so u..- 24 Father's Nationality It was believed by the researchers that the nationality of the child’s father, with its particular norms and subcultures might have a favorable or unfavorable influence upon a child's attitude toward Negroes. The Dutch-American category mean was similar to the overall nman, with a slightly higher mean for non-Dutch-Americans. ANALYSIS OF VARIANCE: SCALE VALUE X FATHER'S NATIONALITY Father's Nationality Frequency Mean Standard Deviation Overall 121 16.918 12.190 Category: 1. Dutch-American 106 16.424 11.812 2. Non-Dutch- American 15 20.406 14.571 Degrees of Freedom . . . . . . . . . . . . . . . 1 F Statistic C O C C C O C O O O C O O O O l. l4.07 Approximate Significance Probability Non-significant Table 10 25 Father's Occupation It was believed by the researchers that the higher the father's occupational status, the more favorable will be the child’s attitude toward.Negroes. According to the literature, it was inferred that the occupation of the child's father might in- fluence the child’s attitude (favorable or unfavorable) toward Negroes. 27 Even though the results were non-significant, there is a ten- dmuw for children of white collar workers to have more favorable afifitudes toward Negroes than those of blue collar workers. ANALYSIS OF VARIANCE: SCALE VALUE X FATHER’S OCCUPATION Father’s Occupation Frequency, Mean Standard Deviation Overall 121 16.918 12.190 Category: 1. White collar 76 15.771 12.564 2. Blue collar 42 18.747 11.752 3. Other 3 20.366 5.148 Degrees of Freedom . . . . . . . . . . . . . . . . . 2 F Statistic . . . . . . . . . . . . . . . . . . . . 0.928 Approximate Significance Probability . . . . . . . . 0.398 an-Significant Table 11 26 Father’s Education Berelson and Steiner write that the higher the level of the education of the child’s father, the less unfavorable attitudes a child might have regarding Negroes. 28 According to the sample results the higher the father's education, the more favorable the child's attitude toward Negroes. Category one had an insignificant rmmber of responses for data analysis. Although the probability is higher than that accepted by the researchers, there is a strong trend toward significance. It should be noted that 19 of the students did not know the educa- tional achievement of their fathers. These students mean scores tended to be considerably higher than those students who knew their father's education. ANALYSIS OF VARIANCE: SCALE VALUE X FATHER'S EDUCATION Eggher's Education Frequency Mean Standard Deviation Overall 121 16.918 12.190 Category: 1. 8th grade or less 4 8.125 5.533 2. Completed 9, 10, 11 or 12th grade 37 19.243 13.256 3. Some years of College 22 16.290 10.119 4. College or University 39 13.833 11.212 5. I do not know 19 21.300 13.398 Degrees of Freedom . . . . . . . . . . . . . . . . 4 F Statistic . . . . . . . . . . . . . . . . . . . 2.193 Approximate Significance Probability . . . . . . . 0.074 Non-Significant, however: Strong trend towards significance even though the level is higher than the established level of significance (0.05) Table 12 27 Mother's Birth Place It was believed by the researchers that the geographical birth place of a child's mother might influence the attitude of the child regarding Negroes. Two of the categories, East and South, had an insignificant number of responses for data analysis. TWO of the remaining three categories, Midwest and Foreign, were relatively close to the overall mean. The remaining category, West, indicated more favorable child attitudes toward Negroes. ANALYSIS OF VARIANCE: SCALE VALUE X MOTHER'S BIRTH PLACE Mother’s Birth Place Fre enc Mean Standard Deviation Overall 121 16.918 12.190 Category: 1. Midwest 93 17.806 12.468 2. East 33 5.566 4.375 3. South 1 8.900 -0- 4. West 5 11.120 7.097 5. Foreign 19 16.310 11.997 Degrees of Freedom . . . . . . . . . . . P Statistic . . . . . . . . . . . . . . . Approximate Significance Probability . . . . . . . 0.322 Non-Significant Table 13 28 Mother's Nationality It was believed by the researchers that the nationality of the child’s mother with its particular norms and sub-cultures might have a favorable or unfavorable influence upon the child, thus effecting the child's attitude toward Negroes. The Dutch- American category mean was similar to the overall mean with a slightly higher mean for non-Dutch-Americans. ANALYSIS OF VARIANCE: SCALE VALUE X MOTHER'S NATIONALITY Mother's Nationality Fre enc Mean Standard Deviation Overall 121 16.918 12.190 Category: 1. Dutch-American 109 16.625 12.043 2. Non-Dutch- American 12 19.525 14.209 Degrees of Freedom . . . . . . . . . . . . . . . 2 F. Statistic . . . . . . . . . . . . . . . . . . 0.302 Approximate Significance Probability . . . . . . 0.740 Non-Significant Table 14 29 Mother’s Occupation It was believed by the researchers that the higher the mother's occupational status, the more favorable would be the child's attitude toward Negroes. According to the literature it was inferred that the occupation of the child’s mother might influence the child's attitude (favorable or unfavorable) toward Negroes. 29 Even though the results were non-significant, there is a tendency for children of white collar workers and children whose mothers are house-wives to have a more favorable attitude toward Negroes than those of blue collar families. ANALYSIS OF VARIANCE: SCALE VALUE X MOTHER’S OCCUPATION Mother’s Occupation Frequency Mean Standard Deviation Overall 121 16.918 12.190 Category: 1. White-Collar 18 16.427 12.123 2. Blue-Collar 25 18.852 11.548 3. Housewife 78 16.411 12.491 Degrees of Freedom . . . . . . . . . . . . . . 2 F Statistic . . . . . . . . . . . . . . . . . 0.392 Approximate Significance Probability . . . . . 0.676 Non-Significant Table 15 30 Mother's Education Berelson and Steiner write that the higher the level of the education of the child’s mother, the less unfavorable atti- tudes a child might have regarding Negroes.30 According to the sample results, the higher the mother's education, the more favorable the child's attitudes toward Negroes. Although the probability level is higher than that accepted by the researchers, there is a trend toward significance. It should be noted that 22 of the students did not know the educational achievement of their mothers. The mean scores of the students tended to be slightly higher than those students who knew their mother's educational level. ANALYSIS OF VARIANCE: SCALE VALUE X MOTHER'S EDUCATION Mother's Education Fre enc Mean Standard Deviation Overall 121 16.918 12.190 Category: 8 12.500 6.910 1. 8th grade or - less 2. Completed 9, 55 19.007 12.788 10, 11 or 12th grade 3. Some years in 19 12.115 9.283 college 4. College or 17 14.476 12.788 University Degree 5. I do not know 22 19.336 13.175 Degrees of Freedom . . . . . . . . . . . . . . . . . 4 F Statistic . . . . . . . . . . . . . . . . . . . . 1.840 Approximate Significance Pr babilit . . . . . . . . 0.126 Non-Significant, however: There is a trend towards significance even though the F Statistic is higher than that accepted as significant (0.05) Table 16 31 INDEPENDENT VARIABLES NEIGHBORHOOD Contact In the Neighborhood One important area of contact is the subject’s neighborhood. Subjects were divided into two categories; those who had contact, and those who had no contact with Negroes in their neighborhood. The mean score is indicated for each group. It was felt that those subjects having contact would be more favorable in their attitudes toward Negroes than those reporting no contact. We based this hypothesis on our survey of the literature. Although the mean scores in this category are not significant, there appears to be a trend in the direction of supporting our hypothesis. ANALYSIS OF VARIANCE: SCALE VALUE X CONTACT IN NEIGHBORHOOD Contact in Neighborhood Fre enc Mean Standard Deviation Overall 121 16.918 12.190 Category: 1. Had contact 51 15.076 11.994 2. Did not have 70 18.260 12.240 contact Degree of Freedom . . . . . . . . . . . . . . . 1 F Statistic . . . . . . . . . . . . . . . . . . 2.029 Approximate Significance Probability . . . . . . 0.157 Non-Significant, however: Trend towards significance Table 17 32 Actual Number of Contacts with Negroes in the Neighborhood The researchers believed that the actual number of contacts was an important independent variable and would have essential significance for this study. A survey of the literature presented some diverse opinions. Horton and Leslie write that there appears to be very little relationship between the amount of contact one has with a particular group, and one's attitude toward that group. On the other hand, Robin W. Williams Jr. in Stranger Next Door presents the view that "the greater the frequency of interaction, 32 As the results the lower the prevelance of ethnic prejudices." indicate, actual number of contacts appears to make no significant difference in this category of the study. ANALYSIS OF VARIANCE: SCALE VALUE X NUMBER OF CONTACTS IN NEIGHBORHOOD Number of Contacts In Neighborhood Frquency Mean Standard Deviation Overall 121 16.918 12.190 Category: 1. No contact 70 18.260 12.240 2. 1-10 12 18.050 11.721 3. 10-50 14 16.507 14.184 4. 50-100 18 11.862 8.457 5. 100-500 6 17.733 16.241 6. More than .11 10.900 8.918 500 Degree of Freedom . . . . . . . . . . . . . . . 5 F Statistic . . . . . . . . . . . . . . . . . . 1.010 Approximate Significance Probability . . . . . 0.415 Non-Significant Table 18 31 33 CHURCH Contact in the Church A second important area of contact is the subject's church. We felt that this would have increased relavency since all our subjects attended a church-affiliated school. The literature reveals controversy. Kenneth Clark writes that those individuals who profess strong religious affiliations are frequently likely to have strong racial prejudice. 33 On the other hand, Robin W. Williams Jr. writes that religious training which successfully stresses tolerance and brotherhood tends to lessen prejudice.3u The researchers believed that those subjects having contact with Negroes in their church would have more favorable attitudes toward Negroes than those not having contact. The subjects were divided into two categories; those who had contact with Negroes in their church, and those who did not. Although the mean scores in this area of contact are not significant, they do however, support our original hypothesis that contact lends itself to more favorable attitudes toward Negroes. ANALYSIS OF VARIANCE: SCALE VALUE X CONTACT IN CHURCH Contact in Church Fre enc Mean Standard Deviation Overall 121 16.918 12.190 Category: 1. Had Contact 28 15.571 12.762 2. Did not have 93 17.323 12.054 contact Degree of Freedom . . . . . . . . . . . . . . . 1 F Statistic . . . . . . . . . . . 0.442 Approximate Significance Probability . . . . . 0.507 Non-Significance Table 19 3n Actual Number of Contacts with Negroes in Church The researchers believed that the actual number of contacts in church is an important independent variable and would have significance for this study. The researchers further felt that this would have increased relevancy since all the subjects attended church affiliated schools. The results only indicated a trend in the predicted direction, namely that of more favorable attitudes with increased contact. ANALYSIS OF VARIANCE: SCALE VALUE X NUMBER OF CONTACTS IN CHURCH Number of Contacts in Church Freggency Mean Standard Deviation Overall 121 16.918 12.190 Category: 1. No contact 93 17.323 12.054 2. 1-10 11 22.054 13.476 3. 10-50 7 12.214 10.035 4. 50-100 5 14.320 14.968 5. 100-500 5 7.260 6.831 6. More than 0 -O- -O- 500 Degree of Freedom . . . . . . . . . . . . . . . 4 P Statistic . . . . . . . . . . . . . . . . . . 1.651 Approximate Significance Probability . .. . . . 0.166 Non-Significant, however: Trend towards significance Table 20 35 SCHOOL Contact in the School A third important area of contact is the subject's school. It was believed by the researchers that the school was the major socializing agent outside the home. Thus, those subjects coming into contact with Negroes in this area would have more favorable attitudes than those not having this contact. As the sample results indicate, our prediction was invalid, however, the mean scores are relatively close to the overall mean. ANALYSIS OF VARIANCE: SCALE VALUE X CONTACT IN SCHOOL Contact in School Frequency Mean Standard Deviation Overall 121 16.918 12.190 Category: - 1. Had Contact 62 17.482 13.383 2. Did not have 59 16.325 10.879 contact Degree of Freedom . . . . . . . . . . . . . . . . 1 F Statistic . . . . . . . . . . . . . . . . . . 0.270 Approximate Significance Probability . . . . . . 0.604 Non-Significant Table 21 36 Actual Number of Contacts with Negroes in School As the results indicate, actual number of contacts with Negroes in school was not found to be significant in shaping attitudes. ANALYSIS OF VARIANCE: SCALE VALUE X NUMBER OF CONTACTS IN Non-Significant Table SCHOOL Number of Contacts in School Frequency Mean Standard Deviation Overall 121 16.918 12.190 Category: 1. No Contact 59 16.325 10.879 2. 1-10 10 24.580 16.172 3. 10-50 22 17.368 14.031 4. 50-100 8 19.012 14.363 5. 100-500 13 15.000 11.198 6. More than 9 12.100 8.835 500 Degree of Freedom . . . . . . . 5 F Statistic . . . . . . . . . . . . 1.228 Approximate Significance Probability 0.300 37 PLAY ACTIVITIES Contact in Play Activities Our final area for testing contact is the subject's leisure time activities. The subjects were divided into two categories; those who had contact with Negroes, and those who did not have contact in their leisure time activities. Below, the mean scores are indicated for each group. It was believed that those subjects having more contact would be more favorable in their attitudes toward Negroes than those lacking this contact. Although the mean score in this category is not significant, there appears to be a trend in the direction of supporting the hypothesis. ANALYSIS OF VARIANCE: SCALE VALUE X CONTACT IN PLAY Contact in Play Frequency Mean Standard Deviation Overall 121 16.918 12.190 Category: 1. Had contact 57 14.984 10.758 2. Did not have contact 64 18.640 13.181 Degree of Freedom . . . . . . . . . . . . . . 1 F Statistic . . C C O O O O O O 2.752 Approximate Significance Probability . . . . . 0.100 Non-Significance, however: Trend towards significance Table 23 38 Actual Number of Contacts with Negroes in Play Activities As the results indicate, actual number of contact with Negroes in play activities was not found to be significant in shaping attitudes. ANALYSIS OF VARIANCE: SCALE VALUE X NUMBER OF CONTACTS IN PLAY Number of Contacts in Play Frequency Mean Standard Deviation Overall 121 16.918 12.190 Category: 1. No Contact 64 18.640 13.181 2. 1-10 14 14.964 9.730 3. 10-50 18 15.688 11.617 4. 50-100 11 18.000 13.467 5. 100-500 6 14.716 10.797 6. More than 8 9.487 5.465 ' 500 Degree of Freedom . . . . . . . . . . . . . . . . 5 F Statistic . . . . . . . . . . . . . . . . . . 1.015 Approximate Significance Probability . . . . . . 0.412 Non-Significant Table 24 39 OVERALL CONTACT In the category of overall contact each of the four major areas of contact were combined. Subjects were sub-divided into those having high contact and those having minimal contact. (See Appendix H, column 34) These scores were then compared with the attitude scale scores. This category was essential to the research project as the results would either support or reject the central hypothesis. The hypothesis of this study states: White persons in contact with Negroes will develop more favorable attitudes toward Negroes than those not having such contact. As the test results indicate, this hypothesis is not substantiated. Although the probability level is higher than that accepted by the researchers there is a trend towards significance. ANALYSIS OF VARIANCE: SCALE VALUE X OVERALL CONTACT Contact Freggency Mean Standard Deviation Overall 121 16.918 12.190 Category: 1. Minimal contact 51 18.639 12.124 2. High contact 70 15.664 12.170 Degree of Freedom . . . . . . . . . . . . . . . . 1 F Statistic . . . . . . . . . . . . . . . . . . 1.768 Approximate Significance Probability . . . . . . 0.186 Non-Significant, however: Trend Towards Significance Table 25 40 CONCLUSIONS AND DISCUSSION Two variables were found to be significant when related to the attitudes scale: sex of the subject and his (or her) age upon entering the eighth grade. Males had less favorable atti- tudes toward Negroes than females. One explanation is that girls are thought to be more sensitive to peoples' feelings and the processes of human interaction. Females tend to be more I’person-orientated‘\while males tend to be more "object-orientated." If this is true, females should be better able to empathize with the feelings of others, and thus have less unfavorable attitudes. A large number of students from the sample were of average age for the eighth grade. Those who were above average age for the eighth grade tended to have a less favorable attitude toward Negroes. A possible explanation for this is that those children not of average age for their class were in a minority and being a grade behind in school, projected their own feelings of inadequacies. Education of parents was found to be non-significant, however, statistical results indicated there is a trend toward education being an influential factor. The trend revealed that the higher the parents' education, the more favorable the child's attitude toward Negroes. The independent variable, contact, was essential to this study and it was felt by the researchers that contact would give one a more favorable attitude toward Negroes. Although the probability 41 level is higher than that accepted by the researchers, there is a trend toward significance. The hypothesis of this study states: White persons in contact with Negroes will develop more favorable attitudes toward Negroes than those not having such contact. This hypothesis is not substantiated by the results of this study. Therefore the null hypothesis of this study is accepted: White persons in contact with Negroes will not develop more favorable attitudes than those not having this contact. IMPLICATIONS AND LIMITATIONS It is evident from this study that there is something else besides contact which influences one's attitude toward Negroes. Horton and Leslie write that in general, race attitudes are based far more on contact with the attitudes of others around us than upon contact with other race groups.35 Although this study was not designed to control for the attitudes of others around us it is believed that this is a possible explanation and would be a beneficial area for further research. The scope of this study was limited due to the necessity of confining our study to a church affiliated school. The re- searchers believe a similar test administered to public school children could offer a more heterogeneous population. Unfortunately, many of our variables were designed and intended for just such a group. Appendix A E INSTRU NS Y The following list of questions asks how young people of your age get along together. There are no right or wrong answers. Your answer will have no effect on your marks in school. You can help us very much if you will answer all the questions as best you can. Your answers will be kept in confidence. and will not be read by your teacher or wane else in your school. Do NOT write your name on this questionnaire. ‘; fr; all questions which have two or more possible answers, circle the letter of the answer which you think is best. EXAMPLE: Which grade are you in? (Circle one) Fifth........a Sixth........b Seventh....... O Eighth.......O Ninth........e If the instructions are not clear to you, ask your question now. What is your sex? (Circle one) What was your age when you started school this year? What is your race? (Circle one) Negro o o e o 3- White....b What is your religion? (Circle one) Iprefernottoanswer.. ..a Catholic.'..........b Protestant..........c Jewish............d N0n690r0tharooooooooe Where was your father born? (Name of city) (Name of: country or state) fish AS1332: father's nationality? (Circle one) English-American . . . . . . a French-American .. . . . . . b German-American . . . . . . c Irish-American . . . . . . . d Italian-American . . . . . . e Negro-American . . . . . . . f Polish-American . . . . . . g Spanish-American . . . . . . h Otheroeooooooeoej -3- 14. What is the highest grade your mother completed in school? (Circle one) 8thgradeorless..................a oompleted9.10,llor12grade...........b someyearsincollege................c college or university degree . . . . . . . . . . . . d Idonotknow....................e 15. Is your father living? (Circle one) yes 0 o o o o a no .....b 16. Is your mother living? (Circle one) yes . . . . . . a no . . . . . . b 17. If both of your parents are living, are they living together in your home? (Circle one) yes . . . . . . a no ......b 18. 19. 20. ,4. Appendix B The following questions relate to your contact with Negroes. I have had contact with Negroes in my neighborhood. (Circle one) yes . . . . . . a (If your answer is yes, answer all questions on this page.) no . . . . . . b (If your answer is no, d_o__ngtanswer questions 19 and 20 on this page -- go directly to the next page and begin answering question 21.) Considering all the times you have talked. played or in some other way had personal contact with Negroes in your neighborhood, about how many times has it been altogether? (Circle one) 1688 than 10 times 0 e o o o o o e a 10 to 50 times 0 c e o e c o o o e b 50 t0 100 times 0 o o o o o o e c C 100 t0 500 times 0 o o o c o o e o d morethanSOOtimes .......e Generally, have these contacts with Negroes been: (Circle one) verygood.......a good... ......b fair...... ...c bad..........d verybad .......e 21. 22. 23. -5- I have had contact with Negroes in 11w church. (Circle one) yes . . . . . a (If your answer is yes, answer all questions on this page.) no . . . . .b (Ifyouransweris no,g_lg__n_qtanswerquestions£2and230n this page -- go directly to the next page and begin answering question 24.) Considering all the times you have talked, played or in some other way had personal contact with Negroes in your church, about how new times has it been altogether? (circle one) lessthanlOtimes. . .. .. . .a lOtOSOtmaaeeeoeeeeeeb SOwIOOtlmes.........O 100t0500‘time8.........d morathaDSOOtimeaeeeeeeee Generally, have these contacts with Negroes been: (Circle one) verygood ............a good...............b fair...............c bad ...............d very bad I O O O O O O O O O O O 0 e 24. 25. 26. -6— I have had contact with Negroes in my school. (Circle one) yes . . . . . a (If your answer is yes, answer all questions on this page.) no . . . . . b (If your answer is no, _d_9_ pg; answer questions 25 and 26 on this page -- go directly to the next page and begin answering question 27 .) Considering all the times you have talked, played or in some other way had personal contact with Negroes in your school, about how many times has it been altogether? (Circle one) 1933m10t1m630 e e s so lOtO50tm63eoe 50 to 100 times 100 to 500 times . . more than 500 times Generally, have verygood.. good... . fair... . bad..... very bad . . these contacts coca b O with Negroes been: (Circle one) 27. 28. 29 . -7- I have had contact with Negroes in my play, or in clubs such as Boy Scouts, Girl Scouts, YMCA. YWCA. etc. (Circle one) yes . . . . . . . a (If your answer is yes, answer all questions on this page) no . . . . . . . b (Ifyouranswer is no, Qatanswerquestions 28and 29 on this page -- go directly to the next page and begin answering question 30.) Considering all the times you have talked, played or in some other way had personal contact with Negroes in your play or clubs, about how many times has it been altogether? (Circle one) 1888 than 10 times a e o e e e e e e a 10 to 50 times 0 e o e o e o o e e e b 50 to 100 times 0 e e e o e e e e e c 100 to 500 times 0 e e e e e e e e e d morethanSOOtimes ........e Generally, have these contacts with Negroes been: (Circle one) verygood........a good... .......b fair . . . . . . . . . . c bad...........d verybadeeeeeeeoe 30. 31. -8- Is there amthing else that you would like to add about your contacts with Negroes? Are there any cements you would like to add about this questionnaire, or the purpose for filling it out? Thank you for helping us by filling out this questionnaire. Appendix C THURSTONE SCALE ANALYSIS Thurstone used the method of equal-appearing intervals to construct an attitude scale. The scale consists of a linear continuum having three main points; the neutral position in the middle, and the ends of the scale for the opposite extremes of attitude. The exact usage and theory is further expalined below. In measuring attitudes, we must first consider what we mean by "attitude." Thurstone wrote that attitude denotes the "sum- total of a man’s inclinations and feelings; prejudice or bias, preconceived notions, ideas, fears, threats, and convictions about any specific topic." These attitudes are expressed as opinions F — "A verbal expression of attitude." Because opinions are symbols of attitudes they can be used for measuring attitudes. However, even when opinions are measured, it cannot be implied that they will be a reliable guide to the actions of the subjects involved.36 Attitudes have associated variables depending upon the type of attitude and the context of enquiry. In measuring attitudes it is important to specify the attitude to be measured, and to limit measurement to that alone. For example, when measuring attitudes towards the Negroes as a minority group, any mention of Jews as a minority group must be excluded from the scale. Variables should be presented so that they can be considered in terms of more or less of that variable, for example, just how much restriction should be imposed on the sale of cigarette. The variation in this example can range from prohibition of all sales to unrestricted sales. When a large number of subjects are asked to rank a series of attitude statements, their ratings of each statement will show a range of concensus and discensus. A fre- quency distribution for the ranking of each statement along a given continuum can then be calculated. It is important to understand that Thurstone was asking his subjects to rank the statements on a continuum - he did not ask for their opinions on the statement's content. When subjects are asked to rank a series of attitudes along a continuum, four descriptive factors can be deduced. Firstly, each individual's mean or average attitude on the issue under study can be calculated on the scale. Secondly, we can also find just how much latitude of opinion he can accept or tolerate. Thirdly, the relative popularity of each attitude as it is rated by a group of subjects can be found from studying the frequency distribution of the attitude. Lastly, the degree of concensus within the group concerning their attitudes on an issue can be found from the degree of dispersion of the frequency distribution.37 In Thurstone's original study, he selected 130 statements from various persons and from current literature. His study was concerned with opinions about the church, and was done in cola- boration with E.J. Chave at the University of Chicago. Their findings were published in 1929. Thurstone suggested the follow- ing criteria for selecting statements. Statements should be brief, and should not be double—barrelled. They should be written so that subjects can endorse or reject them in accordance with their own attitude. Also, the statements must be constructed so that accepting or rejecting them reveals something of the attitude of the subject about the issue at hand. The 130 statements were each duplicated on slips of paper. Three hundred and forty-one subjects* were given 130 slips, each with one statement on it. The subjects were asked to sort the statements into 11 piles, ranging from those statements most antago- II nistic to the church, to those most favorable to the church. I: should be noted that in sorting the statements the subject did not express his own opinion about the church." He was only asked to sort and rank the statements presented to him. Only three of the 11 designated piles were labelled. The first - "highest apprecia- tion of the church;" the eleventh - "strongest depreciation of the church;" the sixth - "this pile contains only neutral expres- sions." It is important not to label the other piles for the subjects. Without labelling, the subjects each perceive the * Other researchers have gained good results with fewer judges. Uhrbrock (1934) used two groups of 50 judges to judge 279 statements. The correlation between scale values obtained inde- pendently from the two groups was .99 . Rosander (1936) obtained a correlation of .99 using the same method, but with groups of 15 judges rather than 50. 9 ** Several other methods have been tried to facilitate the record- ing of judgements. Ballin and Farnsworth (1941) gave judges an 11" line for each statement, and instructed judges to mark the line where they felt the statement belonged in relation to the labelled end-points and neutral midrpoint. Seashore and Hevner (1933) printed statements in booklets, each statement having an 11 point scale printed beside it. Judges were asked to circle the appropriate number. Edwards and Kilpatrick (1948) used a further modification. They had judges sort all the statements into three piles: favorable, unfavorable and neutral. The favorable pile was then subdivided into: most favorable, least remaining piles to be equi-distant. This would be destroyed by arbitrary labelling. ** 38 To eliminate careless subjects, or those who had misunder- stood the instructions, Thurstone eliminated those who had placed 30 or more statements in one of the 11 piles.”1 In his entire study, only 41 of the subjects were excluded. In discussing Thurstone’s method, Edwards clarifies this procedure and states that it was necessary to eliminate the judges who responded in "terms of their own agreement or disagreement with the statements rather than in terms of the jgdged degree pf favorableness- unfavorableness." ”2 Thurstone tabulated his results in a table of accumulative proportions. (see table 1). He then constructed a separate graph for each statement. (see figure 1). The assigned scale value of the statement is located where the curve of the graph intersects with the fifty centile point. Where the curve inter- sects with the 25 and 75 centile points (quartile points) the values are noted, and the difference between them is the measure of the ambiguity of the statement (Q) . 43 Those statements which had a high Q value were discarded. From those remaining, 45 were chosen which had low Q values, and which were evenly spaced along the entire scale. The 45 state- ments were arranged in random order and presented to the subjects favorable and a middle group. The unfavorable pile was divided into: most unfavorable, least unfavorable, and a middle group. The neutral pile was sub-divided into: slight degree of favor~ ableness, slight degree of unfavorableness and neutral. Judges were allowed to shift statements between piles until they were satisfied. ”0 SUMMARY OF SORTING OF 130 STATEMENTS BY 300 PERSONS Figure l Accumulative Proportions State- Scale Q, A B C D E F G H I J K ment value 0—1 1-2 2-3 3-1+ u-s 5-6 6-7 7—8 8-9 9—10 10-11 1 9.9 2.4 .00 .00 .00 .00 .00 .08 .17 .23 .33 .52 1.00 2 3.4 1.3 .02 .13 .35 .72 .93 .97 .98 .99 1.00 1.00 1.00 3 7.6 1.9 .00 .00 .01 .01 .01 .00 .33 .60 .84 .98 1.00 4 2.7 1.5 .06 .26 .60 .91 .98 .99 1.00 1.00 1.00 1.00 1.00 5 6.4 2.4 .01 .02 .03 .11 .29 .39 .64 .86 .96 .99 1.00 6 2.0 1.7 .21 .51 .76 .86 .96 .98 .99 .99 .99 1.00 1.00 7 8.2 2.0 .00 .00 .00 .01 .01 .03 .20 .45 .71 .94 1.00 8 6.7 3.6 .00 .01 .02 .09 .27 .41 .54 .67 .81 .93 1.00 9 5.3 0.7 .01 .02 .03 .06 .25 .87 .93 .96 .98 1.00 1.00 10 8.6 3.0 .00 .00 .00 .00 .00 .14 .27 .41 .58 .79 1.00 100 0(90 .50 .70 . . .60 accumulative Proportions ~50 .40 .30 .20 .10 .00 y 0 2 3 4 5 6 7 6 9 10 11 Attitude Scale 5: 5.3 QZO.7 45 Graph showing accumulative proportions and distribution on attitude scale for Thurstone's statement no. 9 an whose attitudes were to be recorded. Subjects were instructed to check the statements which they could endorse.”6 Edwards used a slightly different, but more direct way to obtain scale values and the values of Q. Firstly, Edwards used a modified way of numbering his 11 point scale. This makes no difference in results, but it does make for easy reading.”7 A B C D E F G H I J K 0-1 1-2 2-3 3-4 4-5 5-6 6—7 7—8 8-9 9-10 10-11 0 l 2 3 4 5 6 7 8 9 10 11 Thurstone's equal-appearing interval continuum A B C D E F G H I J K 1 2 3 4 5 6 7 8 9 10 11 Edwards equal-appearing interval continuum Instead of plotting individual graphs for each statement, a time consuming practice, Edwards summarized the frequency, proportions and accumulated proportions in one table. Using the formula below the table, scale value, median, 25 and 75 centiles as well as Q (75—25 centile) can quickly be calculated. The Method of Equal-Appearing Intervals TABLE 4.1 Summary table for judgments obtained by the method of equal- appearing intervals 48 Statements Sorting Categories 32:1: Vague A B C D E F G H I J K 1 2 3 4 5 6 7 8 9 10 11 f 2 2 6 2 6 62 64 26 18 8 4 1 p- .01 .01 .03 .Ol .03 .31 .32 .13 .09 .04 .02 6.8 1.7 Cp .01 .02 .05 .06 .09 .40 .72 .85 .94 .98 1.00 f O 0 0 10 40 28 50 26 28 14 4 2 p .00 .00 .OO .05 .20 .14 .25 .13 .14 .07 .02 6.9 2.8 op .00 .00 .OO .05 .25 .39 .64 .77 .91 .98 1.00 f 0 0 O 2 8 6 26 44 56 44 14 3 p .00 .00 .00 .01 .04 .03 .13 .22 .28 .22 .07 8.7 2.0 op .00 .00 .00 .Ol .05 .08 .21 .43 .71 .93 1.00 If the median cf the distribution of judgments for statement is taken as the scale value of the statement, then the scale values can be found from the data arranged in the manner of Table 4.1 by means of the following formula £31: L 1. (-.5I);;:ZNPL*) a, where S I the median or scale value of the statement 1 a the lower limit of the interval in which the median falls EEPb‘ the sum of the proportions below the interval in which the median falls ft.- the proportion within the interval in which the median falls i a the width of the interval and is assumed to be equal to 1.0 To find 25 centile substitute 25 centile throughout the above formula. Proceed similarly for the 75 centile. Thurstone suggested two methods of obtaining a score for each respondent. Both methods considered only those statements endorsed by the respondent. In the first method, the sum of the scale values divided by the number endorsed gives the score. (arithmetic mean). The second method considers all statements in a rank order. Each statement receives a rank order number. Again the arithmetic mean is calculated, but in this instance, it is the mean of the rank numbers of endorsed statements. This method, however, is only valid when statements are equally distributed throughout the 45 statement scale. Thurstone checked the realiability of the scale values as 4‘! follows: Ambiguity value Q a 2x quartile deviation of the distri— bution of each opinion on scale Q=2q Average Q value of the opinions a e.g. 1.67 thus q =- Q.’2 *8 .84 Standard deviation of the distribution of scale values on average sigma a qAG7 s 1.25 scale units distribution scale value is the median of its distribution sigxlzzdian =1.25 aisle . 0,09 (when n=300) "UV n probable error of scale value a 0.67 x 0.09 a 0.06 scale units Edwards does not mention a particular method for checking the error of the scale value, but he has a statistical method for checking the reliability of the scales used, i.e., the equal-appearing interval attitude scales. From the initial group of statements, Edwards selected two groups, the actual attitude scale, and a second group having fairly low Q values and a fairly even distri- bution of scale values. Both sets of statements were administered to the same group of subjects. The results were correlated, giving a measure of the reliability of the scales used. The relia— bility cdefficient was usually above .85 .50 In The Measurement of Values, Thurstone recommended that every effort be made to avoid the scale breaking in two. All gradations need to be equally represented even if this requires editing to produce neutral statements.51 He also noted that "the scale must transcend the group measured." That is, the process of evaluating statements will be equally as difficult or easy for persons holding all gradations of values and attitude. The validity of a statement, i.e., whether or not its evaluation shifts with the bias of the evaluator, can be tested. The scale values for statements relating to mili- tary action evaluated by a group of "war hawks" can be compared with scale values of the same statements evaluated by "peace doves." If the scale values obtained from the two groups are almost identical then this is evidence that this method of measuring values or attitudes is valid.52 Thurstone lists two objective criteria which he used to dis- criminate between valid and invalid statements.53 The criterion of ambiguity considers the deviation from the mean. The greater the deviation of evaluations from the mean evaluation, the more ambiguous the statement, and its diminished utility as an instru- ment for gauging values or attitudes. The criterion of irrelevance is applied as follows. TWO statements with identical scale values are submitted to subjects. If both statements are equally endorsed this is an indication that both statements are being evaluated by the same criteria. However, if a statement with a very different scale value is equally as often endorsed, this suggests that extraneous factors are intervening and invalidating the statement. Thurstone himself criticized the use of judges saying that the scale values were dependent on the character and number of judges chosen. Later researchers demonstrated that the number of judges need not interfere with the process.54 Gardner Murphy and Benis Likert in Public Opinion and the Individual (1938) and Edward A. Rundquist and Raymond Sletto in Personality in the Depression (1936), went beyond Thurstone’s original study. Likert developed his own modified scale. In his modified Thurstone scale it was necessary that all subjects re- spond to all items, instead of merely checking the statements they could endorse. This necessitated allowing for responses of disagreement. Since it is not practical to expect persons to be categorically in agreement or disagreement with all statements, a third category of "doubtful" was added. This three point scale was broadened to introduce a measure of intensity from "strongly agree" through "agree," "uncertain," and "disagree," to "strongly disagree." This type of scale is scored by arbitrarily assigning the values 1-5 to the response categories. The order will have to be reversed on some statements depending on the form of the statement. For example, 1 must always be paired with "strongly agree" with a statement favorable to (Negroes), and "strongly disagree" with a statement unfavorable to (Negroes).55 The Likert scale can be further refined, but discussion of this goes beyond the scope of this present study. ooucnm-FwMH O 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. Appendix D ATTITUDE STATEMENTS Negroes are honest and can be depended upon. Negroes are fine people. Negroes are not very patriotic. Negroes should be permitted to marry people of other races. Negroes command the respect of any group. Negroes take pride in themselves. Negroes are superstitious. Negroes would rather drive a flashy car than live in a decent house. Negroes have many undesirable habits. Negroes have nothing about them that I can admire. Negroes respect only brute force. Negroes are our worst citizens. I don’t think that Negroes can ever get along with whites. If Negroes move into a neighborhood the values of the homes go down. The only trouble with colored people is the way they increase. Negroes don't care how they live. The majority of Negroes are lazy. Negroes have different ways, and carry on just like wild men. Negroes are slow in education. Negroes should have an equal chance to get * good jobs. There are a lot of Negro people who are cleaner and neater than some white people. Negroes are good workers and can earn a living just like anybody else. Negroes and whites might have better relationships if more were to intermarry. When Negroes move in, the property values go down. Some Negroes are very smart, and they should not be hindered just because they are colored. Some Negroes are good guys. Negroes don't save much money. I would have just as much fun if Negro kids went to the same parties that I go to. 29, 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 50. 51. 52. 53. 54. I would be just as satisfied if I were in a class which had a Negro school teacher. It would make no difference to me if I took a job where I had to take orders from a Negro. Negroes should be allowed to eat in the same restaurants with white people. I think our family should allow a Negro family to move in next door to our house. It would be better for everybody if Negroes and whites were allowed to go to the same churches. I think it would be perfectly alright if a Negro tried to date with a girl or boy in my family, or with a girl or boy I like. The Negro people are just as honest and warm and friendlyv as other people. The black race should be given as much chance to rule the world as the white race. Sending the Negroes back to Africa is a poor way to improve American civilization. It would be a mistake to ever have Negroes for foremen and leaders over whites. Negroes have their rights, but it is best to keep them in their own districts and schools, and best to prevent too much contact with whites. Negro musicians may sometimes be as good as white musicians. The people who raise up all the talk about putting Negroes on the same level as whites are mostly radical agitators trying to stir up conflict. Most Negroes would become overbearing and disagreeable if not kept in their place. to 49.; No Attitude Statements listed. Black Power is un-american. I would not live in the same apartment building with Negroes. Negroes should have the same chance as white people in having the opportunity to get a good education. Manual labor and unskilled jobs seem to fit the Negro mentality and ability better than more skilled and responsible work. I believe that there should be separate sections in this city for Negroes to live in. 55. 56. 57. 58. 60. 61. 62. 63. 64. 65. 66. 67. 68. 69. 70. 71. 72. 73. 74. 75. 76, The presence of Negroes in a white neighborhood causes the property values to decline. Negroes have a higher criminal rate than whites. Negroes can be trusted as whites. The Negro does not have the same capacity for reasoning as the white man. Negro children usually stop school at an earlier age than white children because they are less intelligent. Negroes are as capable of profiting from education as are whites. I consider that the Negro is only fit to do the dirty work of the white community. Colored people are equal to white people in potential ability, but have lacked equal opportunity. A Negro would make just as good an airplane. pilot as a white man if they both had the same education and training. The average Negro makes as good a soldier as the average white soldier. Negroes would rather have someone tell them what to do than make decisions themselves. Negro leaders should encourage Negroes to be less demanding and to keep out of public notice because they usually ask for more than they deserve. If Negroes were treated any better than they are now, soon they would start making impossible demands. Negroes would rather go only to places that Negroes go. Negroes would just as soon go to places were white people go. It is hard to get a Negro to stick to a job because he is naturally lazy. Negroes are ambitious and will work hard to get ahead in the world. Negroes take care of the nice things, such as new houses, when they have them. All Negroes are pretty much alike. I would say that there are more ill-mannered Negroes in the total population than there are poor ill-mannered whites. You cannot condemn the entire black race because of the actions of some of its members. The Negro problem will settle itself without my worrying about it. 77. 78. 79. 80. 81. 82. 83. 84. 85. 86. 87. 88. 89. 90. 91. 92. 93. 94. 95. 96. 97. 98. 99. 100. 101. 102. The present social system is not unjust to the Negro. The present social system is unjust to the Negro. I feel that the Negro is not getting a square deal. I feel that the Negro has a lot to be thankfull for. I consider that the Negro has been unjustly deprived of his rights by the white man. I feel that a better relationship between Negroes and whites is desireable. I feel that the Negro in the United States has just as good a chance as the white person. I am afraid to walk through a Negro neighborhood alone. I would approve of a Negro family living nextJdoor to me. Racial intermarriage should be permitted by law. Racial intermarriage should not be permitted by law. I would permitt a Negro to be a close friend. I would never allow a Negro to be a close friend. When someone is given a license to run a place of entertainment he should have the right to keep certain races from using his place. No person should have the right to prohibit certain races from using his place of public entertainment. It is wrong for parents to discourage their children from playing with children of the Negro race. It is all together proper for parents to permitt their children to play with children of the Negro race. I think that white students and Negro students should go to the same schools. I disapprove of Negro marches and demonstrations. Riots and looting will hinder the Negro cause. Both Negroes and.whites are created in God's image. The Negroes are innately superior but the white race has kept them down. I am always uneasy in the presence of Negroes. Negroes and whites should not attend separate schools. Every possible means, including laws should be used to give equal social status and rights to the Negro. It would be a mistake to have Negroes as foremen; and leaders over whites. 103. 104. 105. 106. 107. 108. 109. 110. 111. 112. 113. 114. 115. 116. 117. 118. 119. 120. 121. 122. 123. 124. The people who raise all the talk about putting Negroes on the same level are mostly radical agitators trying to stir up conflict. I would rather see the white people lose their position in this country than to keep it at the expense of injustice to the Negro. I think that the Negro can contribute as much to society as other groups once given the chance. I would be afraid if I were the only person in a large group of individuals. It would help if the white man knew more about the Negro and his problems. If a Negro was a candidate for class president, end I felt he deserved my vote, I would vote for him without hesitation. It bothers me to hear the Negro 'run-down' in conversations among the whites. Negroes make the best maids and butlers. Negroes are bad housekeepers and do not know how to raise children. I would lose my friends if I associated with Negro children. I regard the Negroes as a specially bad group. I believe that most Negro couples do not bother about getting married legally, I see nothing wrong with intermarriage. Intermarriage is wrong and should not be talked about. It is unamerican to feel hatred toward the Negro or any other minority group. It is up to the community to solve the Negro problem. The federal government is correct in passing legislation to aid the Negro. I dissapprove of the use of the word 'nigger.’ The education of the Negro will solve the race problem. I consider that the white man is neglecting to do his duty by not doing more to improve the lot of the Negro. I have no objection to the Negro provided that he keeps his proper place. Negroes should never be placed in authority over white people. 125. 126. 127. 128. 129. 130. 131. 132. 133. 134. 135. 136. 137. 138. It is the Negroes own fault that he is in the situation that he is in today. Negroes are demanding more than they have a right to. I would be happy if a Negro family moved next door to me. I would be unhappy if a Negro family moved next door to me. The Negro should be kept out of politics. A Negro has the right to a fair trial in court regardless of what he has done. I feel that Negroes in the United States have just as good a chance as white people to get any kind of job. It is hard to get a Negro to stick to a job because he is natdally lazy. Negroes are ambitious and will work hard to get ahead in the world. Give the Negro a high position in society and he will show himself equal to it. Negroes can be trusted by white people. I would stop swimming at a public pool if Negroes started swimming there. I deplore the injustice that the Negro receives in this country. I would be willing to invite a Negro friend into my home to meet my parents. Appendix THE THURSTONE TYPE SCALE Example: L1 L 2 1 3 T u 4 5 1 6 1 7 1 8 1 9 1. r' r 1 T I 1 I 1* F I Unfavorable Neutral Favorable UNFAVORABLE NEUTRAL FAVORABLE Appendix F DIRECTIONS FOR SORTING STATEMENTS The 138 slips contain statements regarding the positions of Negroes in American society. These statements were com- piled from the writings of professionals and from case materials. In making a scale to be used in a test of opinions relating to Negroes in American society, we want a number of persons to sort these slips into nine categories. You are given a sheet with numbers on it; 1 through 9. In space 1 write the numbers of those statements which you believe express the most unfavorable opinion about Negroes. In space 5 write the numbers of those statements which you believe express a neutral position. In space 9 write the numbers of those statements which you believe express the most favorable opinion about Negroes. Arrange the rest of the statements in accordance with the degree of opinion favorable or unfavorable to Negroes, and record these numbers in spaces 2,3,4,6,7,8 as you believe appropriate. This means that when you are through sorting you will probably have statements in all nine spaces arranged in order of value estimation from 1, the most unfavorable, to 9, the most favorable. Do not try to get the same number of responses in each space. They are not evenly distributed. The numbers on the slips are code numbers for identification only, and do NOT imply any kind of rank order. You will find it easier to sort them if you look over a number of slips, chosen at random, before you begin to sort. It will probably take you about forty-five minutes to sort them. When you are through sorting, and have recorded each slip in the space where you believe it best belongs, replace all the slips in the envelope provided, and return everything to the investigator. THANK YOU FOR YOUR ASSISTANCE ON OUR PROJECT. Appendix G Below are thirty (30) statements: please circle A (Agree) if you agree with the statement, or D (Disagree) if you disagree with the statement. Please answer each statement. A D 1. A D 2. A D 3. A D 1+. A D 5. A D 6. A D 7. A D 8. A D 9. A D 10. A D 11. A D 12. A D 13. A D 1n. A D 15. A D 16. A D 17. A D 18. A D 19. I would approve of a Negro family living next door to me. It is wrong for parents to discourage their children from playing with children of the Negro race. Negroes would rather go only to places that Negroes go. I think it would be perfectly alright if a Negro tried to date with a girl or boy in my family, or with a girl or boy I like. The Negro does not have the same capacity for reasoning as the white man. It bothers me to hear the Negro 'run down' in conversations among the whites. Negroes are our worst citizens. When someone is given a license to run a place of entertainment. he should have the right to keep certain races from using his place. I would lose nw friends if I associated with Negro children. Negroes would rather drive a flashy car than live in a decent home. You cannot condemn the entire black race because of the actions of some of its members. The education of the Negro will solve the racetproblem. The presence of Negroes in a white neighborhood causes the property values to decline. I consider that the white man is neglecting to do his duty by not doing more to improve the lot of the Negro. If a Negro was a candidate for class president, and I felt he deserved my vote, I would vote for him without hesitation. Negroes take pride in themselves. I would be unhappy if a Negro family moved next door to me. Negroes are superstitious. I feel that Negroes in the United States have Just as good a chance as white people to get am kind of Job. UP -2- I have no objection to the Negro, provided that he keeps his proper place. It is altogether proper for parents to permit their children to plawaith children of the Negro race. Negroes don't save much money. Negroes have different ways, and carry on Just like wild men. I consider that the Negro is only fit to do the dirty work of the white community. Negroes would Just as soon go to places where white people go. Negroes are honest and can be depended upon. If Negroes move into a neighborhood, the value of the houses goes down. ' Negroes take care of the nice things, such as new houses, when they have them. It would help if the white men knew more about the Negro and his problems. = Agree = Disagree D 20. D 21. D 22. D 23. D 24. D 25. D 26. D 27. D 28. D 29. D 30. I think that the Negro can contribute as much to society as other groups, once given the chance. 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O I O O owuzoumwmmmmmcwwmmmm h‘h‘ H LU H H 4: I" ...a U1 11.6 11.8 12.1 12.4 12.4 12.7 13.0 13.0 13.5 13.6 14.8 14.8 14.9 16.8 17.0 17.4 17.6 18.1 18.4 18.4 18.9 22.0 22.5 24.8 26.2 30.7 31.4 31.9 32.6 35.8 36.3 39.4 42.9 52.6 Appendix IFREQUENCY DISTRIBUTION - INDIVIDUAL STUDENT ATTITUDE SCORES School B so eeeeeeee e e HOOOLDLDLDLDmmmVNNC‘JCAGQLHWUJNNH e e e e e HHHH 1" N I U1 Mean Score School A: 16.07543860 School B: 17.66875000 Overall: 16.91818182 14.6 15.7 16.1 16.5 17.2 18.3 18.7 18.9 19.3 21.1 21.2 22.0 22.7 23.9 24.5 24.8 25.3 27.5 28.2 29.4 30.2 31.0 33.5 34.8 35.2 39.5 39.8 41.2 43.8 45.2 48.0 54.6 J W 1 Robin Williams Jr., The Reduction Q: IntergrQ p Tensions (New York, 1965), p. 91. 2.Robin Williams Jr., StrangersNext Door, (New Jersey, 1964), p. 168. 3 Williams, Strangers Next Door, p. 157 4 Paul Horton and G. Leslie, The Sociology Qf Social Problems, (New York, 1960), p. 344. 5 Horton and Leslie, p. 370. 6 Bernard Berelson and Gary A. Steiner, Human Behavior: Ag Inventory 2: Scientific Findings, (New York, 1964), p. 510. 7 Kenneth Clark, Prejudice and Your Child, (Boston, 1963), p. 25. 8 Charles Loomis and Allan Bugle, "The Spread of German Nazism in Rural Areas," American Sociological Review, XI (1946), 724-734. 9 Williams, Strangers Next Door, p. 61% 10 Margaret Hayes, "Attitudes of High School Students Towards Negroes," Journal 2f Educational Research, XLVI (April, 1953), 619. 11 Hayes, p. 617. 12 Clark, p. 34. 13.Wi11iams, The Reduction gf Intergroup Tensions, p. 68. 14 Bruno Bettleheim and Morris Janowitz, Dynamics Qi Prejudice, (New York, 1950), pp. 148—149. 15 Williams, The Reduction pf Intergroup Tensions, p. 12. 16 Williams, Strangers Next Door, p. 537. 17 Bettleheim and Janowitz, p. 151. 18 Berelson and Steiner, p. 515. 19.Williams, Strangers Next Door, p. 65. 20 Bettleheim and Janowitz, pp. 148-149. 21 Williams, Strangers Next Door, p. 66. 22 Bettleheim and Janowitz, pp. 148-149. 23 C. Selltiz, M. Jahoda, M. Deutsch and 3. Cook, Research Methods in Social Relations, (New York, 1965), pp. 124-125. 24 Williams, Strangers Next Door, p. 617. 25 Hayes, p. 617. 26 Lbld... p. 617. 27 Williams, The Reduction gf Intergroup Tensions, p. 12. 28 Berelson and Steiner, p. 515. 29 Williams, Strangers Next Door, p. 53% 30 Berelson and Steiner, p. 515. 31 Horton and Leslie, p. 344. 32 Williams, Strangers Next Door, p. 168. 33 Clark, p. 25. 34 Williams, The Reduction 9f Intergroup Tensions, p. 68. 35 Horton and Leslie, p. 344. 36 L.L. Thurstone and E.J. Chave, The Measuremen:_2f Attitudes, (Chicago, 1929), pp. 1-10. 37 Ibid., p. 16. 38 Ibid., pp. 22-30. 39 Alba Edwards, Techniques 9f.Attitude Scale Construction, (New York, 1957), pp. 94-95. 40 Edwards, pp. 95-96. 41 Thurstone, pp. 32-36. 42 Edwards, p. 96. 43 Thurstone, pp. 36-41. 44‘Ibig., p. 33. 45 lpgg., p. 38. 46 Ibig., pp. 60-65. 47 Edwards, pp. 84—89. us Ibid., pp. 86-88. 49 Thurstone, p. 42. 50 Edwards, p. 94. 51 L.L. Thurstone, The Measurement gf Values, (Chicago, 1963), pp. 225-226. 52 Ibid., pp. 228-229. 53 Ibid., p. 229. 54 Edwards, pp. 94-95. 55 William Goode and Paul Hatt, Methods in Social Research, (New York, 1952), pp. 270-273. 56 Theodore Caplow, The Sociology pf Work, (Minneapolis, 1954), p. 33. BIBLIOGRAPHY Allport, Gordon, The Nature 9f Prejudice. Boston: The Bacon Press, 1954. Arkin, Herbert, Tables for Statisticians. New York: Barnes and Noble, Inc., 1965. Berelson, Bernard. and Steiner, Gary A., Human Behavior: An Inventory 9: Scientific Findings. New York: Harcourt, Brace and World, 1964. Bettleheim, Bruno and Janowitz, Morris, Dynamics 2f Prejudice. New York: Harper and Brothers, 1950. Blalock, Hubert and Blalock, Ann, Methodology'in Social Research. New York: McGraw-Hill Book Co., Inc. 1968. Bryant, E., Statistical Analysis. New York: McGraw-Hill Book Co., 1960. Caplow, Theodore, The Sociology 9f work. Minneapolis: Univer- sity of Minnesota Press, 1954. Clark, Kenneth, Prejudice and Your Child. Boston: The Beacon Press, 1963. DeJonge, James, J. "A Study of the Relationship Between the Multiple Scalogram Analysis of Error Score and Certain Personality Variables," M.A. thesis, Michigan State University, 1962. Epley, Dean George, "Adolescent Role Relationships in the Dynamflns of Prejudice." Ph.D. dissertation, Michigan State University, 1953. Ezekid, M., Methods 9f Correlation Analysis. New York: John Wiley and Sons, Inc., 1930. Goode, William and Hatt, Paul, Methods in Social Research. New York: The McGraw-Hill Book Co., Inc., 1952. Goodman, Mary Ellen, Race Awareness in Younnghildren. Massachu- setts: Addison-Wesley Press, Inc., 1952. Hayes, Margret, "Attitudes of High School Students Towards Negroes," Journal 2: Educational Research. Volume 46, April 1953. Horton, Paul, and Leslie,G., The Sociology 9f Social Problems. New York: Appleton—Century-Crofts, Inc., 1960. Houser, Leah Stewart., "A Sociometric Test of Aspects of Reference Group Theory in a Study of Prejudice Among Youth." Ph.D. dissertation, Michigan State University, 1956. Loomis, Charles and Bugle, Allan, "The Spread of German Nazism in Rural Areas," American Sociological Review. Volume 11, 19146 e Lott, Albert and Lott, Bernice, Negro and White Youth. New York: Holt, Rinehart and Winston, Inc., 1963. McDonagh, Edward and Richards, Eugene, Ethnic Relations in the United States. New York: Appleton-Century-Crofts, Inc., 1953. Miller, Albert, Handbook 2f Research Design and Social Measure- ment. New York: The McGraw-Hill Book Co., Inc., 1968. Myrdal, Gunnar, An American Dilemna, New York: Harper and Row, 1962. Riley, Matilda; Riley, John and Toby, Jackson. Sociolqgical Studies in Scale Analysis. New Jersey: Rutgers University Press, 1954. Rokeach, Milton, The Open and Closed Mind. New York: Basic Books, Inc., 1960. Selltiz, C.) Jahoda, M.) Deutsch, M. and Cook, 8., Research Methods in Social Relations. New York: Holt, Rinehart and Winston, Inc., 1965. Smith, Patricia W., "Race and Beliefs as Determinants of Discrimina- tion? M.A. thesis, Michigan State University, 1957. Thurstone, L.L. Primary Mental Abilities. Chicago: University of Chicago Press, 1938. Thurstone, L.L. The Vectors Q: the Mind. Chicago: University of Chicago Press, 1935. Thurstone, L.L. The Measurement 9f Values. Chicago: University of Chicago Press, 1963. Thurstone, L.L. and Chave, E.J., The Measurement 2£.Attitude. Chicago: University of Chicago Press, 1929. ”—ng Vander Zanden, James, American Minority Relations. New York: The Ronald Press Co., 1963. Villars, D., Statistical Design and Analysis Qi Experiments for Development Research. Iowa: Wm. Brown Co., 1951. Williams, Robin, Jr., The Reduction gf Intergroup_Tensions. New York: Social Science Research Council. Williams, Robin, Jr.,Strangers Next Door. New Jersey: Prentice-Hall, Inc., 1964. I A "ANA ANNETTE .5 9