ATTITUDES OP OHIO PUBLIC SCHOOL TEACHERS TOWARD RACIAL INTEGRATION DISSERTATION

Transcription

1 ATTITUDES OP OHIO PUBLIC SCHOOL TEACHERS TOWARD RACIAL INTEGRATION DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy In the Graduate School of The Ohio State University. By THOMAS HOSKINS KETTIG, B. S., M. A. The Ohio State University 19*7 Approved by! AdvM6r Department o^sociology and Anthropology

2 FOREWORD This study was done under a grant from the School Community Development Study at The Ohio State University* This is one of several projects sponsored by the Kellogg Foundation to investigate problems in the area of educational administration# The author is specially indebted to the Director, Dr* John Ramseyer, and the Assistant Director, Dr# Lewis Harris, for their patient and steadfast support in securing permission for the study# Without their loyal support, it is doubtful that the data could have been collected# Invaluable sociological insights and help have been given by the author's graduate committee# Dr# Raymond Sletto, Dr# Brewton Berry, Dr. Florence Robbins, and Dr# Christen Jonassen# Their encouragement and wisdom have been generously given# Furthermore, the author wishes to acknowledge the cooperative and Invaluable statistical assistance given by Mrs. Alice Chai in the long and exacting job of scoring, coding, and punching the data# Finally, the patient and unfailing devotion of the author's wife in the capacity of proof reader should be cited# She acted untiringly in checking the many small but necessary details that go into the finished manuscript# ii

3 V TABLE OP CONTENTS Chapter Page I INTRODUCTION... 1 II METHODOLOGY III ANALYSIS OP THE FACTUAL KNOWLEDGE TEST 21*. IV THE INTEGRATION SCALE... 3k V ANALYSIS OP THE F* SCALE VI CONCLUSIONS AND INTERPRETATIONS APPENDIX A APPENDIX B APPENDIX C BIBLIOGRAPHY iii

4 LIST OF TABLES Number Description Page I II III IV VI Vli VIII Racial Distribution of Teachers in Three Ohio Cities t 19S>0. Characteristics of the Teachers Participating in the Study Frequency Distribution of Scores on the Factual Knowledge Test* Distribution of Scores on the History Subscale. Distribution of Scores on the Contemporary Affairs Subscale. Means and Standard Deviations of the Factual Knowledge Test and Its History and Contemporary Affairs Subscale3* Means, Standard Deviations, and Critical Ratio of Teachers, Grouped by Age, on the Factual Knowledge Test* Means, Standard Deviations, and Critical Ratios of the Elementary School, Junior High School, and Senior High School White Faculties on the Factual Knowledge Test* 12 Ilf IX Means, Standard Deviations, and Critical Ratio of Negro and White Teachers on the Factual Knowledge Test* X Means, Standard Deviations, and Critical Ratios of the Cincinnati, Columbus, and Cleveland Faculties on. the. Factual Knowledge Test iv

5 LIST QF TABLES (Continued) Number Description Page XI XII XIII XIV XV XVI XVII XVIII XIX XX Frequency Distribution of Scores on the Integration Scale* Means, Standard Deviations, and Critical Ratio for Males and Females on the Integration Scale* Means, Standard Deviations, and Critical Ratio of Age Groups on the Integration Scale* Means, Standard Deviations, and Critical Ratio of Married and Single Respondents on the Integration Scale* Means, Standard Deviations, and Critical Ratio of Democratic and Republican Respondents on the Integration Scale* Means, Standard Deviations, and Critical Ratios of Elementary School, Junior High School, and Senior High School Faculties on the Integration Scale* Means, Standard Deviations, and Critical Ratio for Respondents in Terms of Educational Preparation, on the Integration Scale* Means, Standard Deviations, and Critical Ratio for Respondents in Terms of Past Experience on Integrated Faculties, on the Integration Scale* Means, Standard Deviations, and Critical Ratio for Respondents In Terms of Subject Matter Taught, on the Integration Scale* Means, Standard Deviations, and Critical Ratio for Respondents in Terms of Previous Inter-racial Friendship, on the Integration Scale* v 3k U-0 1*2 k3 kk ks k7

6 LIST OP TABLES (Continued) Number Description XXI XXII XXIII XXIV XXV XXVI XXVII XXVIII XXIX XXX XXXI Means, Standard Deviations, and Critical B&tio for Faculties in Cleveland, Columbus, and Cincinnati, on the Integration Scale* Frequency Distribution of Scores on the ttf w Scale* Means, Standard Deviations, and Critical Ratio for nf w Scale Scores of Cincinnati, Cleveland, and Columbus Faculties* Means, Standard Deviations, and Critical Ratio for WF Scale Scores of Democrats and Republicans* Means, Standard Deviations, and Critical Ratio for nf tt Scale Scores of Respondents With and Without Previous Inter-racial Friendships* Means, Standard Deviations, and Critical Ratio for F W Scale Scores of Elementary and Secondary School Teachers* Means, Standard Deviations, and Critical Ratio for.ttf lf Scale Scores of Respondents Grouped by Age* Pearsonian Intercorrelations Among the Three parts of the Schedules Factual Knowledge Test, and the MF W Scale* Schools Participating In the Study Distribution of Scores on the Pretest of the Integration Scale* Item Means and Scale Value Differences in the Pre-test of the Integration Scale*

7 LIST OP TABLES (Continued) Number Description Page XXXII Comparison of Item Scale Value Differences in the Pre-test and In the Pinal Integration Scale# 80 vii

8 CHAPTER ONE INTRODUCTION The Supreme Court decision of May 17# 19f?l+» was a singularly important event in the annals of American education* On that date, the historic decision to abolish the long existing Southern practice of "separate but equal educational opportunities was rendered* In the wake of the initial concern, editorializing and argumentation, many educators realized the tremendous practical problems that are posed for those charged with successful administration of the program* 1 munities notable progress has been made, In several com- but there is little scientific evidence to guide the educators during the transition period* Indeed, often precisely opposing methods of integration have been advanced and adopted* The present study was undertaken because of the lack of knowledge with respect to the many problems existing in the borderline Northern states as well as in the South* It is not suggested that this research is definitive for all geographical areas or that the findings may *~New York Times, March 13, 19^6, Special Edition on Integration in the South* 1

9 b applied without limitation. Even so, it is hoped that the conclusions arising from this research will aid teachers and administrators as they develop the democratic implications of the Supreme Court decision. At the outset of the study, a survey was made of the literature which related to problems of racial integration in the public schools. This literature was divided into two major categories: one group dealt with schoolroom techniques and methods of gaining acceptance of the minority group; the other category viewed the problem from a standpoint of community attitudes. The work of such educators as Hilda Taba^ and William Kilpatrick^ represent the first group, while the writings of Goodwin Watson,^- J. H. Tipton,^ Robin Williams,^ and Truman Pierce? typify the second category. ^H. Taba, et al. Intergroup Education in Public Schools (Washington, D.C.l American Council on Education, ^W. H. Kilpatrick and W. Van Til, Intercultural Attitudes in the Making. Ninth Yearbook of the John Dewey Society (New York: Harper and Brothers, I9I4.7 ) ^G. Watson, Action for Unity (New York: and Brothers, ) Harper j. H. Tipton, Community in Crisis (New York: Teachers College, Columbia University, 1953)* Williams and M. Ryan, Schools in Transition (Chapel Hill; University of North Carolina Press, 195I+),?T. Pierce, et al. White and Negro Schools in the South (Englewood Cliffs, N. " "Jr.: frentice-etall Inc., 19^ ).

10 Both authors of the first group placed emphasis on the measurement of student reaction and attitudes toward 3 the minority group members in the school subculture. Their research is predicated on the underlying philosophy of John Dewey s theories of the democratic basis of American education. Their findings, coupled with the work of such 8 q social psychologists as Theodore Newcomb and Gordon Allport, 7 provide a series of concrete proposals for effecting harmonious relationships among the students in Integrated programs* The studies which have been concerned with the community attitudes have generally pointed to the historical and social variables as being fundamentally important in the success of the integrated program. Specific communities were used in Williams book'*'0 to show how localities which were overtly similar but which had very different histories of intercultural relations demonstrated varied reactions to present attempts at integration* Furthermore, these studies all pointed to the importance of the relationship between school and community in problems of integration* This review of the literature has provided a point of departure for the present research; no attempt has been T. Newcomb, Social Psychology (New York: Dryden Press, 195>0)* The *^G. Allport, The Nature of Prejudice (New York: Beacon Press, 19^). ^ Williams, op. cit*

11 made here to abstract the specific recommendations of the authors cited, Hather, their conclusions and findings have been employed to serve as the basis for organizing a set of instruments for exploring one phase of the total problem of integration. Viewed sociologically, it is seen from the literature that there are several major dimensions to the problem. One may Investigate community attitudes, the cultural milieu, and local history, student reactions, or faculty attitudes. Realizing the limitations imposed upon the present study, It was decided to select the latter phase as the major focus of the present study. Accordingly, the purpose of this research was to explore faculty attitudes toward racial integration. It has been undertaken to establish criteria for understanding faculties1 attitudes toward the integration of Negro students and Negro teachers. These attitudes toward the integration of Negroes will be very crucial for the educational situation as the issues of integration are resolved. For the purposes of this study, the term integration will be used in reference to the assimilation of both Negro students and teachers on a basis of harmonious and equal status with the white majority. In so far as it was not possible to find a formal definition of this term, the

12 5 following definition Is offered* Integration refers to the systematic inclusion of all individuals, regardless of race, in all activities on the basis of competency and ability. Furthermore, the concept involves the acceptance without reservation of all persons in social situations, so that all have equal opportunities. In view of this concept, a series of related problems must be studied simultaneously. As the study is outlined, peripheral issues will be developed only as they bear directly on the major focus of the study* faculty attitudes toward integration. Such variables as political preference, type of education, and age will be related to the integration issue in the chapters dealing with the analysis. After the search of the literature and discussion with professional educators and sociologists, a series of hypotheses was selected to sharpen and focus the direction of the study. During the period of critical evaluation, the initial propositions were revised several times and additional ones added* The final set of hypotheses which guided the study is listed below* (1) Acceptance of the philosophy of integration will be more widespread among members of faculties in cities where positive administrative action has been taken to establish the policy and hasten its realization. (2) Female teachers will be less willing to accept Integration than will male teachers. (3 ) When teachers are compared according to the subject taught, significant differences in

13 attitude toward racial integration will be revealed* The continuum will range from social science teachers (most liberal) to physical education teachers (least liberal)* 6 (i.) Among the white teachers, secondary teachers will be more accepting of racial integration than will the elementary. ( ) Teachers who are the best informed about the facts of Negro history will have the most liberal attitudes toward integration. (6 ) Age will be a significant factor; the younger teachers will be more willing to accept racial integration than the older teachers. (7) Those teachers expressing their political preferences as Democrat will favor integration more than those expressing a Republican preference. (8 ) Teachers who have had past contact with racial groups other than their own will be more favorably disposed toward integration. (9 ) The subject s nf score^ will exhibit a significant correlation with the score on the Integration scale; those favoring integration will be the least authoritarian* (1 0 ) Integration scores of Negro teachers will differ significantly from the white teachers* scores. 12 H t. Adorno, et al. The Authoritarian Personality (New York: Harper and Brothers, 1950)» P«266 FF. ^The term significantly different in the above ten statements refers to statistical significance at, or beyond, the *05> level.

14 These ten hypotheses directed the building of the 7 scales and the organization of the analysis. In succeeding chapters, where the data applying to them are presented, the validity of the hypotheses will be examined* Furthermore, their significance will be assessed in terms of the relevant sociological theory. The wider theoretical orientation which gave rise to the formulation and design of the study was based on two related sociological premises: attitudinal change is closely related to social change. Secondly, the subculture of the school Is unique in Its characteristics, yet shaped by the broader culture of the community. The relevance of these two premises will be developed in the following discussion. Social change is conditioned by both cultural and personal forces, often in an unpredictable fashion. If we realize furthermore that social change can be accelerated by careful selection of the personnel involved in its implementation, present data will go far toward suggesting attitudinal patterns most conducive to Integration. Another aspect of social change with which the study is concerned stems from the expected shifts in role and status for many of the persons directly Involved. In the traditional cultural pattern, the Negro teacher was placed In all-negro schools and rarely in a position of

15 supervision over whites, whereas the philosophy of integration challenges this view* Situations arising from these new attitudes will alter the subordinate-superordinate relationships, which have maintained historically, and will require the white teacher to view the non-white as an equal* Also, these shifts in role definition will be reflected in the prestige and power positions of the Negro teachers within the school*s subculture* Before leaving the interrelationships of attitudes and social change, a word of caution is suggested* The teachers* attitudes toward racial integration will reflect the values of their local communities and must, therefore, be interpreted in terms of their community*s willingness to accept new norms of behavior* Another factor in the theor6tical framework of the study is the relating of the data to the subculture of the school. For several decades now, substantial documentation has been made of Waller's discussion of the school's subculture*^ He and other educational sociologists have traditionally emphasized three major dimensions of the school's subculture: the behavior patterns and reactions of the student body, involving a whole series of culturally!3w. Waller, The Sociology of Teaching (New York: J* Wiley and Sons, 193*5)*

16 defined folkways and mores guiding the role of the student in his social life; secondly, the roles, statuses, and prestige dimensions characteristic of the faculty; and, finally, the relationship of the school s subculture to the wider community* The present study, in using such a framework, emphasizes the faculty dimension of the subculture* The attitudes and behavior patterns revealed will ultimately bear upon and affect other aspects. Thus, in any particular community, where such a study of faculty attitudes is conducted, the results of the attitudinal study should be interpreted and related to the student culture, as well as to the wider community backgrounds. The importance of this interrelationship of the three dimensions is especially obvious when an attempt is made to plan action on the basis of social science research* In summary, the present study has been shown to derive its importance from the pressing problems facing American educators in the light of the Supreme Court decision* Since this problem has many aspects, a study of faculty attitudes toward integration, as related to the subculture of the school, was selected as the major focus for research*

17 CHAPTER TWO METHODOLOGY Several alternative methods of collecting data were considered for the study# Personal Interviewing, mailed questionnaires, and group analysis were all contemplated as possibilities with respect to eliciting the responses# The problem was further complicated by the fact that a decision had to be made as to whether one city would be studied, or whether It would be wiser to compare the attitudes of teachers in several cities# It was finally decided that a Likert-type scale'*' would be utilized end that the study would Investigate several locations, not one# The Sampling Procedure and Field Operations The decision to study several faculties still left alternative possibilities# Since the study was financed ^Marie Jahoda, et al# Research Methods in Social Relations (New York: The Dryden Press, 195>1), pp. 196 ff. 10

18 by the School-Community Development Study situated at The Ohio State University, it was decided to limit the faculties 11 to those in Ohio public schools. Furthermore, because a portion of the research focused on the presumed differences between communities where educational integration varied in its extent, three major areas of the state were selected. In keeping with this idea Cincinnati, Columbus, and Cleveland were chosen as being representative of varied approaches to integration. These cities were additionally useful for the present study because a recently completed study reported on many aspects of racial adjustment on a comparative basis. In general, both Cleveland and Cincinnati had moved further toward integration than had Columbus, Direct evidence of this may be seen in the more widespread distribution of Negro teachers and administrators through the Cleveland and Cincinnati systems. An indirect measure may be offered by Moore s statistics^ on educational attendance and amount of education completed. In both instances, Cincinnati and Cleveland had better records than did Columbus. It was considered desirable to ascertain the racial composition of the three cities to have further evidence on the question of integration of faculty. However, such F, Moore, "Status of the Negro in Cleveland (Unpublished Ph. D. Dissertation, The Ohio State University, 1953).

19 12 evidence was not easily obtained* It was not possible to find the exact number of Negro and white teachers, and their distribution in the three cities* However, In order to get some degree of comparison, the data in Table I are presented* These give the number of teachers at the time of the 1950 census* Table I Racial Distribution of Teachers In Three Ohio Cities: 1950 City Total Number of Teachers White Teachers Negro Teachers Percentage of Negro Teachers Cleveland * Columbus i*-.56 Cincinnati 51*57 _ Total 171* l*-.39 It should be observed that in Table I, all teachers are grouped together, including both public and private* Hence, while these figures cannot be taken as exact for public school distribution of Negro and white teachers, it does give a fair approximation to the representation of ^U,S* Bureau of Census. U.S. Census of Population 1950* Vol. II. Characteristics of the Population. Part 35, Ohio. Table 77, PP ^.»

20 Negro teachers In the public school systems. One further observation should also be made with reference to the racial distribution. Although the three cities having approximately similar percentage distributions throughout the systems, there is no concrete evidence In the data to show whether these teachers are more concentrated in Negro ecological areas in one city than in another. Furthermore, until 1953* the Columbus system utilized Negroes almost exclusively in the elementary schools, not in the secondary. As these cities have a great variety of ecological areas and, correspondingly, different kinds of school environments, an attempt was made to select schools which would give a representative sampling of different racial groupings. In order to make this selection, letters of explanation were written to the administrators of each of the city systems and permission was secured to make the desired tests. Furthermore, after the author explained his purpose, the various administrators were most helpful in the selection of schools, which would give a balanced representation from the point of view of socio-economic status. A total of twelve schools, four in each of the three cities, was finally selected. Two elementary and two secondary schools were selected in each city. The names of these schools appear in Table XXIX in Appendix A.

21 A total of 332 teachers was involved In the study. Each of the twelve faculties was visited and self- administered schedules were distributed during a faculty meeting. Ih only three of the twelve cases did the faculty refuse to grant Immediate time for the tests. In those instances, the schedules were completed at home and returned the following day. The using of this mass testing technique seemed more efficient and reliable than employing a mailed questionnaire. The general characteristics of the total population studied are reported in Table II. Table II Characteristics of the Teachers Participating in the Study Item Number Background Total Percentage on schedule Items Sex Male 113 3^.0 Female Age Under 25 JL « Over Unclassified Marital Status Single Married Divorced l8ij »l{- 6.0 Separated Unclassified 1 0.3

22 Table II (continued) Item Number Background Total Percentage on schedule Items 1+. Race White Negro 287 i+2 Unclassified Political Preference Democrat 101 Republican 182 Other 19 Unclassified 30 Level Now Teaching Elementary 126 Junior High 132 Senior High 72 Unclassified * k * * Level of Most Experience Elementary Junior High Senior High Unclassified Years of Teaching Less than k Over Unclassified Degrees Now Held No Degree 10 3*0 B.A. B.S Master s B.A. plus Master s B.S. plus Master*s B.A., B.S. plus Master's B.A. and B.S, Unclassified 6 1.8

23 16 Table II (continued) Item Number on schedule Background Items Total Percentage «oh HH Have You Taught on a Negro-White Faculty? Yes 21* No Unclassified 1* 1.2 Subject Matter Taught Elementary 153 1*7.6 Social Studies 31* 10.2 English Science-Math 1* Physical Education Commerce Language 8 2.1* Music and Art 9 Home Economics 16 1*.8 Industrial Art Miscellaneous kv Participation in Inter racial Activity No Data Yes No NAACP or Urban League 1*2 Community and 12.7 Political 15 1*.5 Armed Service Educational Enterprise Social (Parties, Dances) YMCA, YWCA, Scouting 8 2.1* 1 3. Have Had A Close Friend of Other Race Yes No Unclassified

24 17 Table II (continued) Item Number on schedule Background Items Total Percentage Ill- Are You Willing to Teach on Mixed Faculty? Yes *7 No Unclassified Prom this table, it may be seen that there were statistically adequate categories in most of the subdivisions of the data* That is, most of the categories contained at least 30 respondents. Where subject matter areas, such as music, art, and industrial art, had too few respondents, some groups were combined to get large enough populations to permit statistical examination* The Construction of the Instrument The final schedule consisted of three partsj one was a true-false test, and the other two were scales for measuring attitudes* Each was developed for a special purpose and In relation to the hypotheses to be tested* Each part of the total instrument therefore will be treated separately In the following discussion*

25 The True-False Knowledge Test Since it was hypothesized that one of the variables to be investigated had to do with the subject's factual knowledge; a short test to measure that knowledge was deemed essential. After a search of the literature failed to provide the desired type of scale; a series of truefalse items relating to American Negroes in historical perspective and in contemporary affairs was prepared, A panel of seven social scientists selected a series of items which it judged to be reasonably well known and representative facts about the history and current status of American Negroes, A Uotal of fourteen items was selected. Half of the items were of historical character and the other seven items pertained to contemporary affairs. On the test the items were arranged in random order. In the following list they were organized to indicate whether they apply to history or contemporary affairs. The numbers refer to the placement in the completed scale of fourteen items. History: 1, There were about a half million free Negroes before the Civil War, There has never been a Negro USA senator. The first slaves were brought to our country about 17^0.

26 19 9. Percentagewise, there was a larger number of Negroes in the USA population in 1800 than today. 12* There are very few Negroes in the American trade union movement Segregation has been abolished in our armed services, although it was practiced in World War II. Contemporary Affairs s 2. The Negro population of our country is one-fifth the total population. 3. Our federal government has an active F.E.P.C. law. 6. Our Negro population is increasing faster than the white population. 7. Negro doctors and lawyers may practice with all the privileges accorded to white doctors and lawyers 8. Over one-half of our Negro population is concentrated below the Mason-Dixon line. 10. There is a markedly smaller incidence of mental illness among Negroes than among whites. t 11. Under existing Ohio law it Is unlawful to practice racial discrimination in eating establishments, hotels, and similar places. These two subscales composed the total test of factual knowledge. Although the items are closely related, it was felt that there might be some difference between knowledge of history and of contemporary affairs. The two parts were scored separately, in addition to a total score being derived for both. In the chapter in which analyses of this test are presented, scores are given for the

27 subscales and for the total scale, so that comparisons may 20 be easily made. A discussion of the reliability and validity of the scale and subscales will be presented with the analysis of data. The Integration Scale The second part of the schedule consists of a Likert-type scale intended to measure the strength of agreement or disagreement with the concept of integration. In the following discussion, the details of its construction will be presented. In order to construct an attitude scale, the issues to be explored should first be brought into focus. Certainly, the topic of integration is a broad one and, for the purpose of making this concept more sharply defined, a working definition of integration was developed. See page Using this definition as a guiding concept, a large list of Items was prepared. These items consisted of very strongly worded statements, either positive or negative with respect to what ought to be done in certain situations having to do with integration. After other studies had been consulted as well as several educators and sociologists, a list of forty-four items was selected to compose the pre-test. These are incorporated In Appendix B.

28 21 The schedule was pre-tested on two groups of teachers. The first experimental group was composed of twenty-two teachers in an evening class in educational methods, which met on the Ohio State University campus. The other group was comprised of volunteer faculty members from a nearby public junior high school* There were twenty-five persons in this group. The Pre-test Analysis In accordance with accepted procedure, an item analysis was made for each of the forty-four items. Responses were scored from 1 to 5 on a continuum ranging from strong opposition to strong support, re integration. The highest score theoretically possible was 220, and ljl. was the lowest possible score* In Table XXX in Appendix A, the distribution of scores is reported. Next, each of the items in the scale was examined to find those with the highest degree of discriminating power.^- A "scale value difference"^ was calculated for each item on the assumption that those items which did not P. Sletto, Construction of Personality Scales by the Criterion of Internal Consistency (Minneapolis: The Sociological i^ess, )* ^Ibid., p. 2.

29 22 discriminate high and low scorers answered an item in the same way, that item would not be useful for our purposes* The scale value differences of the forty-four items are reported in Table X3GCI in Appendix A* For the purposes of the final test, it was decided to retain all items whose scale value differences were 0*70 or higher* Items on the final test are marked with an asterisk. Upon completion, the revised scale was added to the factual knowledge test as the second part of the schedule* The revised form contained thirty items. When the final administration of the schedule was made, the scoring was revised, so that the scores on individual items ranged from 0 to Ij., with the range of total scores being 0 to * The various data and analyses of the integration scale are reported and discussed in chapter four* The nf" Scale The final part of the schedule consisted of the ttf scale as developed by Adorno in his study, The Author!- tarlan Personality*p This is probably the most widely used of all the tests developed in his research having to do with prejudice. It was incorporated in the present schedule to obtain further data with reference to the subject's ^Adorno, et a l., op. clt*

30 23 attitudinal structure. Measures of authoritarianism have been related to various dimensions of personality. The present study postulated that a relationship would exist between opposition to integration and high authoritarianism. The Selection of Background Items The personal Information sheet was constructed on the basis of the initial hypotheses which gave rise to the study. In order to explore these hypotheses, background data were vital to interpret attitudes and meaningfully realte them to the ten propositions. Each of the fourteen background items has subdivisions to make it possible to organize and categorize the findings. After data were collected, some of the subdivisions were combined in order to have statistically useful cells, A copy of the completed schedule is Included In Appendix B,

31 CHAPTER THREE THE ANALYSIS OP RESPONSES TO THE FACTUAL KNOWLEDGE TEST To determine how well informed the subjects of the research were in matters pertaining to Negroes, the Factual Knowledge test was designed. It consisted of two parts, one pertaining to history and the other to contemporary affairs* The following analysis concerns the data obtained from the sub-tests and the total test* The array of scores on the total test is presented in Table III* The median score for the 332 subjects is 7 *7 1» while the mean score is 8 *6 6, with a standard deviation of 2 *0, An analysis of these data indicates a skewed distribution. Although there was a range of Ilf. points possible, 75 percent of the total distribution lies between the scores of 5 and 9 * 2k

32 Table III Frequency Distribution of Scores on Factual Knowledge Test Score Frequency lb Sk k No Data 1 Total 332 The two subscales were analyzed next and the arrays of scores on individual tests are reported in Tables IV and V. Table IV Distribution of Scores on the History Subscale Score Frequency *- ** 1 S Total 332

33 26 Score Table V Distribution of Scores on the Contemporary Affairs Subscale Frequency k Total 332 An analysis of Tables IV and V indicates that both subscales are similar in their distributions and ranges* About 75 percent of the scores are In the range of 3 to 5> for both subscales* On the basis of this, there is no evidence for assuming that the extent of the subjects1 knowledge of racial history is any different from the extent of their knowledge of contemporary affairs* In Table VI the means and standard deviations of the total scale and the subscales are presented* The mean of the total scale was 7 *6 7, with a standard deviation of 2*0. The mean of the contemporary affairs subscale was 3*77f with a standard deviation of 1*69* The history subscale had a mean of 3 * 9 0 with a standard deviation of 1.39.

34 27 Table VI Means and Standard Deviations of the Factual Knowledge Test and Its History and Contemporary Affairs Subscales Test N Mean Standard Deviation Total ^ History Contemporary Affairs An analysis of Table VI shows that with such small standard deviations It was not feasible to use the subscales in further analysis of categories. Hence, In the following discussion and analyses, total scores are used. The next step in the research consisted of grouping teachers into criterion categories such as age groupings, city groupings, and other related combinations. This was done in order to ascertain If there were significant statistical differences between such categories with respect to their factual knowledge. The first comparison analyzed age groupings. The two lower age groups (under 2 f>, and 2-3 ) were compared with the two upper groups (33>-50, and over 0 ). The critical ratio for this comparison was G.6 7, which is not statistically significant. These data appear in Table VII*

35 28 Table VII Means, Standard Deviations, and Critical of Teachers, Grouped by Age, on the Factual Knowledge Test Ratios Age Group N Mean Standard Deviation All Teachers* Below ^ 3.32 Over White Teachers Only** Below I.8I4. Over *C.R* Not statistically significant* *»C.R* - 2*91 - Significant beyond the *01 level* An analysis of Table VII reveals that age groupings are not a significant criterion for showing differences with respect to factual knowledge unless white teachers are compared exclusive of Negro teachers. If this is done, there is a significant difference, indicating that younger white teachers are better informed than the older white teachers* The next comparison was made between elementary school, junior high school, and senior high school faculties

36 total scores on the factual knowledge test. These data appear in Table VIII* Table VIII Means, Standard Deviations, and Critical Ratios of the Elementary School, Junior High School, and Senior High School White Faculties on the Factual Knowledge Test Faculty N Mean Standard Critical Deviation Ratio Elementary 99 7*31 l * Junior High 117 7* ** Senior High 71 7* *** - None of these critical ratios is significant - ^Critical ratio comparing elementary and junior high school faculties. **Critical ratio comparing junior high school and senior high school faculties. ***Critlcal ratio comparing elementary and senior high school faculties. An analysis of Table VIII lends further support to the previous findings. The members of the junior and senior high school faculties are both better informed than the elementary, although the critical ratio lacked statistical significance at the.05 level. A comparison of the senior high school and junior high school faculties showed little difference, the exact amount being 0.09* Since a higher

37 percentage of older teachers was in the elementary system, these findings support the previous one with reference to 30 age differentials, A 3 it was determined in the former analysis (Table VII) that Negro scores affected the calculations, the data of Table VIII used only the scores of white teachers* Next, the Negro scores were compared with the white scores for all respondents* The critical ratio was 2*1^8, which is significant beyond the *05? level* The relatively small differences between the means of the two groups is indicative of a lack of as much self knowledge about racial history as one might have anticipated among a group of Negro teachers* These data are in Table IX. T* ble IX Means, Standard Deviations, and Critical Ratio of the Negro and "White Teachers on the Factual Knowledge Test Racial Group N Mean Standard Deviation White k Negro l\ k C.R. - 2*i 8 - Statistically ; significant beyond 0 $ level.

38 Faculties of the three cities, Cincinnati, Columbus, 31 and Cleveland, were next compared. These data appear in Table X* Both Cleveland and Cincinnati faculties have a statistically larger amount of factual knowledge than Columbus teachers, as indicated by the high critical ratios which are significant beyond the,01 level. Table X Means, Standard Deviations, and Critical Ratios of the Cincinnati, Columbus, and Cleveland Faculties on the Factual Knowledge Test City N Mean Standard Deviation Critical Ratio Cincinnati * * Columbus 1 0 J+ 6.9 I * 58^ Cleveland *-** The critical ratios 7*1^4- and are significant.»critical JHfrCritical SHKS-Critical ratio ratio ratio for for for Cincinnati and Columbus, Columbus and Cleveland, Cincinnati and Cleveland An analysis of Table X indicates that the directions of the findings are in agreement with expectations. Both the Cincinnati and Cleveland faculties were better informed with respect to factual knowledge than was the faculty of Columbus, In the last chapter, which relates the total findings, further comment will be made with respect to this fact.

39 32 Reliability of the Factual Knowledge Test It was decided to use split-half correlation to measure reliability. By using a table of random numbers, fifty schedules were selected. The odd and even scores, respectively, were added on each and the totals used to calculate the split-half correlation. The final reliability, corrected by the Spearraan-Brown formula, is 0.2. This correlation was considerably lower than is desirable, suggesting that the items selected had less coherence as a testing device than was anticipated. This was also accounted for by the small number of items. According to testing theory, one should have at least fifty items in a true-false test. (It was not done initially due to consideration of the length of time involved for subjects taking the test). If the study were repeated, it would be advisable to employ a standarized knowledge test, even though some of the Items would not necessarily be as closely related to current affairs and history as is the case with the present instrument When the subscales were examined for reliability, again it was found that the reliability coefficients were low as one would expect for short scales. For the history subscale, the coefficient of correlation was and for the contemporary affairs test it was 0.2 3, both corrected by the Spearman-Brown formula.

40 33 The calculation of Pearsonian coefficients of correlation relating the Factual Knowledge Test and the other two scales in the schedule will be discussed in the chapters devoted to those specific items* i

41 CHAPTER FOUR THE INTEGRATION SCALE The Integration scale is the major instrument constructed to test the hypotheses. In this scale the respondents had an opportunity to express their concerns and feelings with respect to specific issues which accompany the integration process. Accordingly, a detailed analysis of these findings will be reported in this chapter* The distribution of total scores of the 332 teachers appears in Table XI* The scores ranged from 32 to 120* The mean score was 80*8l, with a standard deviation of 17*69* Table XI Frequency Distribution of Scores on the Integration Scale Score Range Frequency ^ S.o k L Total 332 Mean 80* 8l Standard Deviation 17*69 35.

42 35 An interpretation of this table would indicate that, although the distribution of scores is over a wide range, the mean of the scores indicates moderate approval of the integration process. Since the scale had been revised and the items showing low discrimination had been rejeoted, it was deemed wise at the outset to compare the scale value differences of the pre-test with the final scale. These data appear in Table XXXII of Appendix A, It will be observed that, in general, the scale value differences remained nearly as high on the final scale, as in the preliminary form of it. Furthermore, the reliability of the Integration scale as measured by the split-half correlation was *8i{_. The retention of acceptable scale value differences and the correlation of,81}. seem to furnish a sound enough basis to warrant accepting the reliability of the Integration scale as a dependable testing instrument. Of course, any attitude scale has certain inherent limitations due to the very nature of attitudes themselves, but, within the traditional testing framework, it Is reasonable to accept as reliable the findings presented In the following pages of this chapter, Group scores will be compared to make it possible to inquire into the significance of differences between population categories. The theoretical and practical knowledge concerning integration dictated the selection of

43 the categories to be compared. A comparison of male and female responses yielded a critical ratio of This was based on a sample of 113 men and 219 women, with a difference between means of 2.19# When the Negro respondents were excluded from the sample, however, the critical ratio rose to 2.60, which is statistically significant at the.0 1 level. These data appear in Table XTI Table XII Means, Standard Deviations, and Critical Hatio for Males and Females on the Integration Scale Sex of Respondent N Mean Standard Deviation For All Respondents# Male Female For White Respondents Only## Male lolj Female I ^Critical ##Critical ratio - ratio not significant significant at.0 1 level.

44 37 An analysis of the data In Table XII indicates that the initial hypothesis, concerning males and females, has been validated if only white teachers scores are analyzed. The inclusion of Negroes' scores offsets the difference between the white females and the white males, as the high scores of the thirty-three Negro teachers raise the mean for the total female group. Further analysis of this sex differential will be made In combination with the factors of education and age in subsequent pages. The next comparison was based on the criterion of age. In this instance, a sample of fifty respondents (white only)under thirty-five years of age was compared with a sample of fifty who were over thirty-five years of age. The mean score of the younger group was 81^.9lf, and the mean score of the older group was 75>*&2, resulting in a mean difference of 9*32. The critical ratio was 2.8l, which Is significant beyond the.01 level. The fact that younger teachers are more willing to practice integration is validation of the initial hypothesis. These data appear in Table XIII.

45 38 Table XIII Means, Standard Deviations, and Critical Ratio of Age Groups on the Integration Scale Age Level N Mean Standard Deviation Under *30 Over C.R significant beyond.01 level. An analysis of the data of Table XIII indicates that the finding is consistent with the increased attention being paid to intercultural education in the preparation of the newer generation of teachers* Furthermore, It fits into the general pattern of younger people being more willing to accept social change than is the older generation* The next comparison was made between marital groupings* Because the number of divorced subjects was small, it was decided to work with only married and single respondents. The data in Table XIV indicate that the mean score of the married teachers was 8 2 *7 2, with a,standard deviation of 1 5 *5 2, while for single teachers, the mean score was 7&*17» with a standard deviation of 18,07* There were I8J4.married teachers in the analysis and 126 single teachers. The critical ratio was 6*55» which is significant beyond the.01 level. Excluding the Negro

46 teachers, the critical ratio was 2.0 9, which is significant beyond the.0 5 level* 39 Table XEV Means, Standard Deviations, and Critical Ratio of Married and Single Respondents on the Integration Scale Marital Status N Mean Standard Deviation For All Subjects-K- Married l Single For White Respondents Only**# Married 157 8I4-.2 I Single *C.R significant beyond the.0 1 level. -JWfC.R significant beyond the. 0 5 level. Although there was a lack of any psychological data which would have permitted the analysis of personality variables that may explain these differences, there was a predominance of older persons among the single group. Thus, in terms of the previous findings, one would expect the critical ratio to indicate that the married teachers

47 are more willing to practice integration* With regard to the criterion of political preference, comparisons were made between Democrats and Republicans* Using all subjects, the critical ratio was 3*52* The mean for the Democratic group was 85*95, with a standard deviation of 20*23, and the mean for the Republican group was 7 7 *1 5, with a standard deviation of 12.85* Using white teachers only, the critical ratio was l _.67* In both cases, the critical ratios are significant beyond the *01 level* These data appear in Table XV. Table XV Means, Standard Deviations, and Critical Ratio of Democratic and Republican Respondents on the Integration Scale. Political Preference N Mean Standard Deviation For All Subjects* Democratic * Republican * For White Respondents Only** Democratic *014. 7*95 Republican * *C.R. - **C.R. - 3*52 k»t>l - significant beybnd - significant beyond the.01 level the.0 1 level.

48 An analysis of Table XV indicates that teachers who expressed a preference for the Democratic party, were more willing to accept integration than were those who expressed kl a preference for the Republican party. These findings substantiate the hypothesis which was made at the outset. Data from other studies, including the Adorno study, have indicated a greater willingness on the part of Democrats to accept social change, A comparison of teachers in terms of elementary school, junior high school, and senior high school levels of teaching was made next. Based on a random sample of fifty cases in each of the three categories, the critical ratio when comparing junior and senior high school teachers was 0*35? the comparison of junior high school and elementary school teachers gave a critical ratio of 0.75; the comparison of senior high school and elementary school teachers gave a critical ratio of 0.65, Hone of these was statistically significaht, These data are in Table XVI. An analysis of the data of Table XVI indicates that the level of teaching within the school system is less influential in determining attitudes than are other variables previously reported. It would appear that willingness to accept racial integration is not significantly Influenced by whether a teacher works with older or younger students, but rather by his own social background.

49 Table XVI Means, Standard Deviations, and Critical Ratios of Elementary School, Junior High School, and Senior High School Faculties on The Integration Scale Level of Teaching N Mean Standard Deviation Elementary Junior High Senior High »C.R. x-xc.r. *h k K3.R. - 0 * 3 5 (for junior and senior high school teachers), - 0, 7 5 (for junior high and elementary school teachers), (for senior high and elementary school teachers). The data for the amount of the teachers1 educational background were next analyzed. As the frequencies in the various categories were small, all persons holding advanced degrees were combined and compared with a second group composed of all who had a bachelor s degree or less* The critical ratio was 1 *3 0, which is not statistically significant beyond the *01 level. The data for these calculations appear in Table XVII, An analysis of Table XVII indicates that increased education contributes toward a more tolerant and accepting attitude with respect to intercultural problems. It should

50 be eautioned that persons earning advanced degrees may do so for the same reasons that they are more willing to k3 accept social change* Possibly, also, a greater maturity and broader social experience accompany graduate work and contribute to the development of the liberal attitude* Table XVII Means, Standard Deviations, and Critical Ratio for Respondents In Terras of Educational Preparation, on the Integration Scale Educational Preparation N Mean? Standard Deviation For All Respondents* Bachelor Degree Advanced Degree For White Respondents** Bachelor Degree Advanced Degree 10^ *C.R. - **C R * - 1 * not significant, significant beyond. 0 1 level. When the group that has taught on Negro-white faculties is compared with the group lacking such experience, the critical ratio is ij.*3 0, for the entire group; if the