Vocational Education and - ERIC

PROJECT IN VOCATIONAL EDUCATION AND GUIDANCE OF NEGROES

Vocational Education andGuidance. of Negroes

Report of a Survey Conducted bythe Office of Education

By

AMBROSE CALIVERSenior Specialist in the Education of Negroes

BULLETIN, 1937, No. 38

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UNITED STATES DEPARTMENT OP THE INTERIOR Harold L. Ickes, SecretaryOPTICS OF EDUCATION - . . - J. W Studebaker, Commissioner

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Contents

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PageFOREWORD lxCHAPTER I: INTRODUCTORY STATEMENT

Need for the study 1

Scope of the study 3Data and sources 4

CHAPTER II: SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS . 8Findings concerning

Schools and colleges 8Teachers and teaching 1 0

High-school pupils, graduates, and nongraduates 1 1

GuidanCe 1 3

Conclusions 1 3

Recommendations 1 4

CHAPTER' III: THE GENERAL EDUCATIONAL PROGRAM AND THE PLACE OP VOCA-TIONAL TRAINING 1 6

General situation 20Federal aid for vocational education 28

CHAPTER IV: VOCATIONAL EDUCATION IN AGRICULTURE 34Number of-schools and classes 35Curriculum offerings and registrations 36Enrollments in types of schools i 38The college program 40Federal aid for vocational agricultural education 46Conclusions 47

CHAPTER V : VOCATIONAL EDUCATION IN HomE EcONOMICS . . . . . . 49Number of schools and classes 49Curriculum offerings and registrations 50Enrollments in types of schools 52Number of teachers 54Federal aid for vocational education in home economics 54Conclusions . 56

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PageCHAPTER NI: VOCATIONAL EDUCATION IN TRADES AND INDUSTRIES 58

Number of schools and classes 58Curriculum offerings and registrations 58Enrollments in types of schools I

62Number of teachers 63Federal aid for vocational education in trades and industries 64Conclusions 65

CHAPTER VII: TEACHERS AND TEACHING 6--Preparation, experience, and salaries 6--Federally aided teacher-training program 69Characteristics of representative vocational courses 73Conclusions 76

CHAPTER VIII: INFORMATION NEEDED FOR GUIDANCESocial and economic backgroundSchool interests, activities, and achievements 80Pupils' occupational choices

CHAPTER IX: INFORMATION HELPFUL IN FOR UMLATING GUIDANCE PROGRAMS 91General characteristics 91Interests and activities in school 95Activities and interests after leaving school 99

CHAPTER X: VOCATIONAL GUIDANCE IN SECONDARY SCHOOLS AND COLLEGESFOR NEGROES

Organization and administration of guidance . 4 111Guidance functions and services 112Collection and use of information 113Conclusions 11' .

APPENDIX 'A 121

APPENDIX B. 134

TABLES

1. Number and percent of Negro pupils who plan to drop out of high school forindicated reAons 6

2. Number and pergent of Negro high-school pupils who are overage in thegrades indicated, according to geographical regions 7

3. Number and distribution of separate high schools for Negroes 174. Negro high-school population and school enrollment, according to States. 185. Ntimber and percent of pupils who attended and who did not attend junior

high school19

6. Number of vocational courses added and dropli10by 207 high schools by yearsfrom 1930 to 1935 20

7. Number of specied vocitional courses added and dropped by 207 highschools for Negroes from 1930 to 1935 .21

8. Curriculum registrations for the past 10 years in 207 high schools for Negroes,by sex 23

9. Number of public colleges offering Negro students specified vocationalCourses 25

10. Number of private Colleges offering Negro students specified vocational. cOursei 26.

11. Number of Negro students registered in vocational curriculums in certaincolleges under public control, for each year from 1930-31 to 1934-35.... 27

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Page12. Number and percent of classes for Negroes in federally aided vocational

agriculture, accoiding to types of schools and years, in 1 8 States . . . 3613. Number and percent of total Negro students refistered in each kind of agri-

cultural course by type of school, 1934-35, in 1 8 States 3714. Number and percent of Negro students enrolled in courses in vocational agri-

culture courses in the different types of federally aided schools, accordingto years, in 18 States 39

15. Occupatidnal distribution of the 1934 graduates majoring in agriculture of 5white and 10 Negro agricultural colleges, Southern region, 1935 40

16. Percent of agricultural college graduates trained -as teachers of vocationalagriculture b9P States, 1 935-36 41

17. Number of Negro students enrolled in specified coursei in agriculture in 16public institutions of higher learning, ,1935-36

18. Placement of Negro men trained as teachers of vocational agriculture byStates-, 1935-36 43

19. Kinds of classes conducted by teachers of voeational 'agriculture, fiscal year1935-36

,O. Teaching load of teachers of vocational agriculture, 1935--36 4421. Number of full-time and prorated teachers of all-day classes, fiscal year

1935-36 4522: Amount and percent of Federal funds expended for vocational agriculture in

the different types of schools, according to race and years, in 18 States, . 4723. Number and percent of classes for Negroes in federally aided home econorilics, as

according to types of schools and years, in 18 States 5024. Number and percent of total Negro students registered in each kind of home

economics course by type of school (1934-35), in 18 States 5025. Number of schools reporting and number and percent of Negro pupils regis-

tered in specified home economics courses in regular and reorganized highschools, 1934 51

26. College enrollment in specified home economics courses, in 18 public collegesand 2 private colleges for Negroes 52

27. Number and percent of Negro students enrolled in home economics coursesin the different types of federally aided schooLs, according to years, in 18States 53

28. Pupil-teacher ratio in federally aided home economics courses in all-dayand evening schools, according to race and years 54

29. Amount and percent of Federal funds expended fór home economics in thedifferent types of schools, according to race and years, in 18 States.. 56

30. Number and percent of classes in federally aided trades and industries, accord-ing to types or schools and years, in 18 States 59

31. Number of students registered in federally aided high-school vocationalcotirses in trades and industries, according to race, 1934-35, in 18 States.. 59

32. Number of schools reporting and number and percent of Negro pupilsregistered in specified trade and industries courses in regular and reor-lanized high schools, 1 934 60

33. Numbere41 Negro college students registered in specified vocational coursesin inClustrial arts, architecture, and building construction curriculums. 61

34. Numbet'and percent of Negro studè..nts enrolled in trades and industriescourses in tbe different types of federally aided schools, according to years, in18 States 63

35. Aniount and percent of Federal funds expended for vocational wórk in tradesand industries in the different types of schools, according to race and years,in 18 States 65

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Page36. Niimber and percent of vocational teachers of Negroes studied who holddegrees, 1935-36, according to where they teach . , 67

37. Median number ,of years of teaching experience of vocational teachers ofNegroes, according to educational level attained, 1935-36 68

38. Number and percent of vocational teachers of Negroes studied, employed agiven number of years in the schools in which they arc now working, 1935-36

6939. Distribution of vocational teachers of Negroes, according to annual salary and

svbjects taught, 1935-36 69440. NuMber and percent of Negro students enrolled in federally aided vocational

teacher-training work in the different fields, by years, in 18 States 7041. Amount and percent of Federal funds expended for the different fields in

federally aided teacher-training work, according to race and years, in Stateshaving separate schools 71

42. Amount and percent of Federal expenditure for vocational teacher-trainingduring 1928-29 and 1934-35,rand increase and decrease of 1934-35 com-pared with 1928-29 by State and by race, in 18 States 72

43: Number of teachers indicating the percent of total time allotted to practicalwork and to discussion 74

44. Number of teaChers indicating condition on which courses are offered 7445. Number of teachers intlicating types of materials used in conduct of courses . 7546. Number of teachers indicating the criteria given most weight in determining

students' marks 7547. Number of vocational teachers of Negroes indicating freedom permitted

students in choosing shop or field projects 7648. Number and percent of Negro high-school pupils whose fathers are engaged in

given occupations 7749. Median years of education attained by paients of pupils, by regions 7850. Percent of pupils whose fathers and mothers had attained a given educational

level7851. Number and percent of pupils indicating the number of books in home 7952. Number and percent of pupils from *homes subscribing or not subscribing to

newspapers,80-

53. Percent of pupils who participated in certain extra-classroom activities. . . . 8154. Number and perctnt of pupils of given age when entered first year high school ., 8255. Age-grade distribution of Negro high-school pupils in 33 States and the

District of Columbia, 1936-37 8356. Number ancfpercent of pupils indicating occupational choice, by sex and

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8557. Number and percent 'of pupils indicating choice of occupation, by size of

community 8658. Percent of pupils attributing their choice of occupation to indicated influ-

.ences, by region and sex , 8859. iTumber of pupils choosing given occupations, according to hobby of first

preference and percent of pupils expressing first preference for given hobby . 8960. Number ang percent of pupils having parents with designated education who

expressed a desire to enter a given occupation 9061. Number and median age of Negro high-school graduates and graduates,

according to size of community in which they live 9262. Number and median age of evening school students who have attained a

given level of education 9363. Number and percent of nongraduates who dropped out of school at given

grades 93at

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Page64. Number and percent of nongraduates indicatinegrade reached, by rtgion . . . 9465. Number of evening school students who left school at stated grade levels, by

sex 9566. Number and percent of graduates and nongraduates who pursued given

curriculums while in high 'school, by region. 9667. Number and percent of nongraduates and graduates of high school .who had

vocational training related to ,their present job, according to grade leftschool, and by region which school was located 98

68. Number and percent of nongradtxates ind*ating reasons for leaving schoolbefore graduation, according to geographical region and sex 100

69. Reasons for attending evening school, by region 10170. Activity followed by evening school students after leaving day school, accord-

,ing to grade level attained 10271. Number and percent of high-school graduates and nongraduates who secured

their preserlijobs by given means 10472. Means used by evening school students in securing first jobs, acccirding to me-

dian years attaAed in school 10473. Median years of schooling of evening school students indicating wages per

week in first job 1.05

74. Relation between 6ccupation in which employed longest and fathers' occupa-tion N106

75. Percent of graduates and nongraduates working for designated employer,according to region and sex 108

76. Percent of evening school students indicating th-eir present employereby re-gion 10)

77. Number of evening school students indicating present job, according to firstjob0 110

78. Officers in charge of guidance 11279. Sources and procedures used in obtaining information about students 11380. Kinds of information obtained about students 11481. Procedures used m assisting students to obtain information about themselves. 11482. Ways in which information abotlt students is used for guidince purposes. . . . 11 483. Procedures andipurces used in informing students aboitt occupations 11584. Procedures used to relate vocational training to opportunities and conditions

of work in areas served 11685. Guidance objectives with number of institutions establishing each 116

TABLES IN APPENDIX A

I. Number of Negro students and percent they are of all students enrolled infederally aided vocational courses, by years and States 123

IL Number of courses for Negroes and percent they are of all courses in feder-ally aided vocational schools, by years, and States 125

III. Number of Negro teachers and percent they are of all teachers in federallyhided vocational schools, by years and States 126

INrif. Amount and percent of Federal funds expended for vocational work, byrace, years, and States 127

V. Age-grade distribution of Negro high-school pupils in 33 States and the Dis-trict of Columbia, according to geographical region 129

VI. Grade level attained by nongraduates reporting, according to size of corn-munity 132

VII. Number of persons who pursued given curriculums while in high school, bysize of communities in which schools were located f32

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PageVIII. Number of graduates and nongraduates indicating whether or not they

were employed during their high-school career, by size of communitywhere attended school 133

FIGURES

1. Perciptage of Negro pupils registered in different curriculums in 207 highschools for 1925-26 and 1934-35 21

2. Percentage of Negroes in the total population, percent Negroes am of the totalenrollment in federally aided vocational courses, and the percent of totalexpenditures, courses, and teachers available to Negroes in 18 States in1934-35 32

3. Percentage increase or decreese in expenditures, in number of courses andteachers, and in enrollments in federally aided vocational work for Negroes,for each year from 1929-30 to 1934-35 compared with 1928-29 in 18 States. 33

4. Percentage increase in enrollments, number of courses and teachers, and expend-itures in kderally aided agricultural classes each year from 1929-30 to 1934-35, compared with 1928-29, in 18 States 46

5. Percentage increase in enrollments, number of courses and teachers, and ex-penditures in federally aided home economics classes each year from 1929-30to 1934-35 compared with 1928-29, in 18 States 55

6. Percentage of increase in enrollment, in number of courses and teachers and inexpcndituresin federally aided trades and industries classes for each year from1929-30 to_1934-35 compar&I with 1928-29, in 18 States 64

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-FOREW911)

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For a number of years the Office of Education has been interested in.opportunities

.making a study of occupational for Negroes with a view tothe expansion and improvement of facilities for vocational education andguidance. Plans were being perfected to request funds from the CivilWorks Administration in 1934 when the agency was decentralized and fundsfor Federal projects discontinued. When funds became available under theprovisions of the Emergency Relief Appropriation in 1935 for the employ-ment of educational, professional and clerical persons, the Office of Educa-tion wai aiithbrized to conduct, in addition to four other projects, a surveyof opportunities for vocational education and guidance of Negroes.

An advisory committee of 28 persons representing educational, civic,business, and labor organizations gave valuaple counsel during the pre-liminary stages of the study. Individual members and small groups fromthis committee continued to be of assistance throughout the survey, eitherthrough conferences or by correspondence. Invaluable voluntary serviceswere given also by several persons .who acted as project managers in certainStates. In addition, many public and private agencies and institutions

' cooperated by lending members of ¿heir staffs to act as supervisprs or ad-ministrators for a period of from 3 to 14 months; and by lending spaceand equipment for the use of the survey.

The field work was conducted during 1936 by a staff of 500 Neetbreliefworkers who belonged to the "white-collar" class. , and most of'whom hadcollege training. During the first- half of 1937 the data were tabulated,analyzed, and interpreted by a relief and professional etaff in the Office ofEducation. .

To all who cooperated with and who worked on the survey, the Office ofEducation exprcsses its sincere appreciation for their interest and services.

The depression brought out rathèr clearly what had been known for sometime in a general way by students of the subject, namely, that the importantmatter of vocational education and guidance had ,been approached without.definite plan or purpose. Increase in scientific discoveries and inventions,the grothof technology, and the sotial and economic changes that havetaken place during the first quarter of the present cèntury have resultedin widespread vocational maladjustmehts. Occupations have greatlyincreased in number, specialization, and complication. The demands uponworkers have increased and are more exacting. I t has become more difficultfor one to choose a career, and to prepare for, to enter upon, arid to makeprogress in it. In order to correct these maladjustments a great deal more

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must be known about future workers and their work. It seemed particularlyappropriate, therefore, thcit relief funds should be used for the prevention

,, of a recurrence of many of these maladjustments.Because of the nairow economic margin on which they operate, their

lack ofeducational opportunity, and their general social status, the problemsmentioned above are particularly acute for Negroes. The situation hasbeen more serious because of a lack of information concerning importantphases of the problem. The purpose of this survey is to supply some of theneeded information and to assist in pointing the way toward a better adjust-ment between education and occupational life. This report constituteswhat might be termed a statistical source book of basic data resulting fromthe survey. While it is recognized that it is only a beginning in the solutionof a major problem, it is hoped that it will be helpful to schools and otheragencies as they endeavor to expand and improve the facilities and oppor-tunities for vocational education and guidance of Negroes.>

BESS GOODYKOONTZ,Assistant Commissioner of Education.

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Introductory Statement

PEOPLE IN ALL walks of life have found it necessary to make adjust-ments to new occupational situations resulting from recent developments

in science and technology. Although Negroes have shown exceptionalcapacity in the past to adopt the American social and economic order, theyare finding. it difficult to adjust themselves to our present modern industrialsociety. This is not surprising, for adjustments required today are quite dritferent from those required in the past, and are taxing the best thought andenergies of the most advanced people.

The problems resuldng from this situation have been made especiallyacute for Negroes. One such problem is the reduction in the number ofjobs. As simple manual occupations became mechanized white personssought the jobs formerly held by Negroes, which, under changed conditions,demanded new skills and knowledge and Which paid higher wages. Inmany cases, Negroes were not prepared to meet the new demands of thesejobs, and in other cases they were not employed if white persons wereavailable. In addition to losing jobs formerly held, Negroes have found fewopportunities ip the new occupations resulting from recent technologicalProgress.

The problem has been accentuated by: (1) lack of education; (2) lack ofeducational opportunities and adaptation of education to needs; (3) lack ofversatility and skill arising from limited occupational experience; and (4)attitude toward work.

Studies have been made in addition to the present survey, which showthe following educational conditionsNamong Negroes: (1) A high illiteracyrate; (2) high pupil mortality; (3) large numbers of children who areoverage.,2 (4) large numbers of children out of school; (5) poor school at-tendance; (6) lack of operation of compulsory school attendance laws;

Redcay, E. E. County Training Schools and Public Secondary Education for Negroes in the South. Wash-ington, The John F. Slater Fund, 1935.

"Hose, David T. wed Caliver, Ambrose. Statistics of tilt Education of Negroes. Wuhington, GovernmentPrinting Office, 1936. (United States Department of the Interior, Oft* of Education, Bulletin 1935, No. 13.)

'Journal of Negro Education, 1: 1, July 1932.1

Washington,Caliver, Ambme. Availability of Education to Negroes in Rural Communities. GovernmentPrinting Office, 1935. (United States Department of the Interior, Office of Education, Bulletin 1935, No. 12.)

See tables 1 and 2 for data from pupils included in this survey.

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VOCATIONAL EDUCATION AND GUIDANCE OF NEGROES

(7) lack of schools; (8) lack of general curriculum and extracurriculumofferings; (9) lack of vocational-offerings and. guidance; and (10) lack ofadequate financial support.

Approximately 55 percent of the total number of Negroes 10 years oldand over gaihfully employed are engaged in occupations requiring little orno skill. Since these occupations are usually the first to be affected by any

I economic upheaval and ale the most easily dispensed with, Negro unskilledworkers are among the irst affected during any period of occupationalreadjustment.

In the South there have been strong traditions with refirence tó manuallabor. The white aristocracy for generations scorned it as beneath theirdignity, an attitude which was probably a by-product.of the institution ofslavery. When gegroes became free, they adopted similar prejudices intheir struggle for recognition and self-respect. This attitude frequently pre-vented them from recognizing the possibilities of improvement in the simple,manual tasks in which the majority of them were engaged.

As a result of such problems the Office of Education became interested,and in 1935 was granted $234,934 through Federal emergency funds toconduct the National Survey of Vocational Education and Guidance ofNegroes. The purpose of this survey was to investigate the opportunitiesand facilities for vocational education and guidance of Negroes in rural andurban communities. The specific objectives were:

1. To analyze the vocational offerings of selected high schools, colleges,evening and proprietary schools, and non-school agencies.

2. To analyze the content and method of teaching these cows inselected institutions.

3. To determine the availability of facilities and equipment for'voca-tional courses.

4. To ascertain the training and .qualifications of the teachers ofvocational courses.

5. To discover the extent to which organized personnel and guidance_services are available to Negro high school and college youth.

6. To study certain characteristics of (1) students enrolled in highschools, colleges, evening and proprietary schools, and non-schoolagencies, and (2) graduates and non-graduates of high schools,1926-1935, who had had no further formal

7. To ascertain the attitudes of students and educationaltoward the vocational training of Negroes.

The study was conducted by a director, an associate director, 4 regionaldirectors, 42 State supervisors and project managers, and Ipproximately500 investigators.'

s See appendix B for fuller statement concerning staff.

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SCOPE OF THE STUDY

Within the limit of funds and the designated time, it was not pbssible toinclude every high school attended by Negro youth. In view of the factthat the scope of the Survey was national, it was felt that a true picture of thehigh-school situation could be secured through the selection and study ofschool administrative units that were typical Of the States in those regions inwhich the majority of the Negro population lives. The States of thenorthern region are an exception .because of the concentration'of Negroesin the urban centers. Institutions of higher learning were not selected; allthat could be heard from were included in the study.

Selection of units for study of high schools.j---With the aid of an advisory com-mittee, directors of Negro education, and regional directors and projectsupervisors on the staff of the survey, urban and rural centers (approxi-mately 200) in the Southern States were selected on the basis of the charac-teristics of the Negro population and of their occupations. In these Statesthis selectioil included most of the larger urban centers and a sufficientnumber of rural unitscomnties or parishesto represent the Negropopulation as a whole. In the Northern States, where the Negro is an urbandweller, all of the larger cities were Mcluded. States having areas includedin the study follow:Alabama. Kansas. Ohio.Arkansas. Kentucky. Oklahoma.California. Louisiana. Pennsylvania.Colorado. Maryland. South Carolina.Connecticut. Massachusetts. Tennessee.Delaware., Michigan. Texas.District of Columbia. Minnesota. Virginia.Florida. Mississippi. Washington.Georgia. Missouri. West Virginia.

New Jersey. Wisconsin.Indiana. New York.Iowa. North Carolina.

The institutions. The high schools included in the survey comprise the4-year, and separate junior and senior high schools of each administrativeunit. High schools of the northern region which enroll Negro studentswere included. All colleqs for Negroes were included, but only thosecurriculums directly related to the subject of the survey were studied.

The following institutions ;orhigher education were included:Benedict College. Simmons University.Bennett College. Howe-Roger-William.s Institute.clafiin College. Oakwood College.Virginia Union University. LeMoyne College.

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Howard University. Clark University.Morgan College. Lane College.Shaw University. Miles Memorial College.St. Paul Normal and Industrial School. Bishop Tuttle Training School.Morris Brown College; Atlanta School for Social Work.Selma University. Praitie View State College.

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Oklahoma C. A. & N. University.North Carolina N. A. &. T. College.Princess Anne Academy.Alcorn A. & M. College.Virginia State College.Alabama State A. & M. College.West Virginia State College.Florida A. & M. College.Hampton Institute.Tennessee State A. & I. College.Louisiana Normal arid Industrial In-

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Arkansas A. & M. College.Houston College for Negroes.Lincoln University (Mo.).Southern UniversiDelaware State Coiege.Kentucky State Industrial College.Louisville Municipal College.North Carolina College for Negroes.Winston-Salem Teachers College.South Carolina State College.Cheyney Training School for Teachers.Tuskegee Institute.

All evening schools, proprietary schools,' and nonschool agencies whichoffer courses in vocatiodal education and guidance for Negroes within theareas studiediand from which data could be obtained were included.

DATA AND SOURCES

Enumeration of sources.Data for the Survey were obtained from the follow-ing sources: (1) High schools, (2) colleges, (3) social agenciessuch asY. M. C. A.'s, Y. W. C. A.'s, and community centers, (4) public eveningschools, (5) proprietary schoolssuch as commercial schools and schoolsof beauty culture, (6) high-school and college teachers, (7) high-schoolpupils, (8) students in nurse-trAining institutions, (9) medical schools, (10)graduates and former students of high schools, (11) evening school students,(12) Statistical Division of the Office of Education, and (13) the VocationalEducation Division of the Office of Education.'

Inquiry forms.Most of the data were collected on inquiry forms. Four-teen forms, which are described in appendix B, were used for this purpose.

Other sourses of data.Data concerning the enrollments, courses, teachers,and expenditures in schools having federally aided vocational educationprograms were tabulated 4irectly from the State reports filed in the Voca-tional Education Division of the Office of Education. A study was made ofthe trends in these items from 1928-29 to 1934-35, inclusive.

Letters were sent to a number of educators and employment executivesin order to asceitain their views and suggested solutions relative to the specialproblems in vocational education and occupational adjustment of Negroes.

With two exceptions, all data were gathered by personal contact andinterview by qualified persons', working under the immediate direction ofa local supervisor, and the general direction of a State supervisor. The twoexceptions referred to were data collected on forms mailed directly to theinstitutions concerned.

Accuracy and reliability of data.It is believed that thc use of *he inquiryforms through the interview method assured a high degree of acCuracy and

Private schools operated by a proprietor, such as certain commercial schools, schools of beauty culture, etc.All data on the federally aided vocational education program in this study are from the 18 States maintain-ing separate schools for the Negro and white races.

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INTRODUCTION

reliability. Moreover, an additional pibecaution was taken .by having thelocal iupervisor check each form. The supervisors were 'selected for .theirsuperior abilitr and acquaintpce with the schools and local communityin general. Samplings of theie forms were checked by .the State super-visor and the regional director.

Cooperation of school officials and other citizens.An investigation of such widescope as this could not be possible but for the generous cooperation of manyindividuals and organizations. Lettets from the Assistant Commissiynerof Education were sent to State superintendents of education requestingtheir cooperation in making .the survey. Similar letters were sent to Satedirectors of Negro education and to the superintendent of each rural andurban administrative unit from which data were gathered. -Prior to visitsto Institutions by members of the, staff, -a letter requesting cooperation wassent to its executive heici from the Director of the Survey.

The National Technical Advisory Committee, composed of nationalleaders in business, industry, and. the professions rendered valuable assist-ance in clarifying the purposes of the survey and in ti-;e selection of ùnitsfor study.

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.

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'No

41,

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411 I

I

Vr

11

ii

411,

I CHAPTER II I iMINNIOW

Summary of Findings, Conclusions, and

Recommendations

FINDINGSS4.;

SCHOOLS AND COLLEGESGeneral.

1. The total number of vocational courses offered in the 207 highschools studied increased from 1930 to 1935; the largest increaseswere in home economics, industrial arts,' and agriculture; thelargest decreases were in the building trades.

12. Slight increases were found in the number/ courses offered in radiorepairing, aviation, refrigeration, janitorffl work, beauty culture,cafeteria managemenr,iand vocational guidance.

3. Nearly half (46.4 percent) of the pupils in the high schools studiedwere registered in academic curriculums in 1934-35.

4. Public colleges studied offer more 'courses -in home economics andagriculture than in any other vo&tional subject.

5. Fewer colleges than high schools reported changes in the numberof vocational courses offered from 1930 to 1935.

6. Fewer college students registered for vocational courses in 1934-35than in 1930-31., though the percentage of such students to thetotal eqollment increased.

7. In each State studied, except one, the percentage of all Federalfunds for vocatiorval education spent on high-school courses for

*Negroes was lower than the percentage of Negroes to the totalpopulation.

8. The number of vocational courses offered, teachers employed, pupilsenrollid, and the expenditures for vocational courses amongNegroes increased between 1928-29 and 1934-35.

9. There were in 1935-36, 1,726 rural !tools for Negroes offering 1 ormore years of high-school instructKn.

Courses in agriculture.---T1. In 1934-35, 542 all-day high schools for Negroes, 320 part-time

schools, and 784 evening schools, participated in the Federal pro-gram of vocational education in agriculture. Most of these schoolsare operated in the same building and are taught by the sameteachers.

8

FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS 9

2. From 1926-27 to 1934-35 the percentage of increase in the numberof all-day schools for Negroes offeting véocational agriculture was73.7. In number of evening, part-time, and day unit classes, thepercentage increase from 1928-29 to 1934-35 was 128.7.

3. The percentages of Negro males enrolled in each type of federallyaided schools offering courses in vocational agriculture of the totalNegroes enrolled are: For 1928-29: All-day, 52.4; evening, 29.9;part-time, 7.9; day unit, 9.7. For 1934-35: All-day, 38.8; evening,40.2; part-time 10.2; day unit, 10.6.

4. The percentage increases of enrollment of Negroes in all types offederally aided schools offering courses in vocational agriculture in1934-35 over 1928-29 were: Males, 110.9; females, 273.1; in all-dayschools the corresponding percentage incresases were for males, 111,anil for females, 122.

5. The three major occupations for which the land-grant cplleges forNegroes prepared their graduates of agricultural courses in 1934-35were: (1) Teaching vocational subjLts iii high school; (2) exten-sion work; and (3) college teaching. In 1935-36, the percentagesof the total Negro and total white graduates in the South trainedas teachers of vocational agriculture were, respectively, 91.6 and41.2.

6. The number of Negro teachers of agriculture in all-day schoolsincreased 35 percent from 1928-29 to 1934-35; the number ofpersons enrolled in courses for the training of teachers of agriculturtincreased 6.5 percent during the same period.

7. Of all Federal funds allotted to the preparation of teachers of agri-culture in the 18 States studied, the proportion allotted to coursesfor Negroes ranged from 11.1 to 16.1 percent during the period1928-29 to 1934-35.

8. Of the Federal funds allotted to instruction in agriculture in the 18States studied, the prportiori allotted to courses for Negroesranged from 8 percerit in 1928-2 to 12 per&nt in 1934-35.

Courses in home economws..

1. There were 225 all-day schools for.Negroes in the 18 States studiedoffering federálly aided vocational courses in home economics .in1934-35; an increase of 543 percent sincg, 1928-29.

2. In 1934-35, 508 classes were offered Negrdes in vocational homeeconomics in evening schools; or 316 percent increase over 1928-29.

3. In the 207 selected high schools, in 1934-35, 14 percent of the girlst were enrolled in home economics curriculums. In the schools for

Negroes which made the regular statistical report to the Office ofEducation for A.234, 21.8 percent of the girls were , enrolled ingeneral home economics in the 4year high schools and 18.8 percentin the junior-ienior high schools.

t..

i.

4

lo VOCATIONAL EDUCATION AND GUIDANCE OF NEGROES

4. The enrollment of Négro girls in federally aided home economicscourses increased 195.3 percent from 1928-29 to 1934-35.

Four percent of the Negro girls 15 to 19 years of age in the 18 Statesstudied were enrolled in federally aided home economics courses inall-day schools in 1934-35.

6. ,Few Negro girls are enrolled in federally aidebd part-lime home'economics courses.

7. 11Yom 1928-29 to 1934-35 the number of Negro home economicsteachers in federally aided all-day schoo,ls increased from 50 to231, or 362 percent; those in evening schools from 136 to 276, or103 'percent.

8. Thel percentage of Federal funds received for vocational homeeconomics in all types of schools for Negroes ranged from 8.2 to10.2 for the 7 years, 1928 to 1935.

Courses in trades and industries.1. There were 61 all-day schools offering federally aided vocational

courses in trades and industries for Negroes in 1934-35, or anincrease of 52.5 percent over 1928-29.

2. In 1934-35 Negro pupils in federally ,aided all-day schools wereregistered in 13 different trades and industries coursed; in eveningschools, 14; and in part-time and trade extension courses, 8.

3. Few Vegro students, enrolled in the high schools reporting to theOffice of Education, or in the 10 public colleges studied, wereregistered in trade and industrial courses.

4. The number of Negro boys and men enrolled iri federally aidedvocational courses in trades and industries in 18 States increasedfrom 4,232 in, 1928-29 W 6,-324 in 1934-35, or 49 percent; girls andwomen, from 2,286 in 1928-29 to 3,255 in 1934-35, or 42.3 percent.5. The number of Negro teachers of federally aided trades and indus-tries coursOs in federally aided all-day schools increased from 87 in1928-29 t144 in 1934-35, or 46 percent; in evening schools, 130to 254, or 95 percent; in part-time trade exiension schools, 14 to58, or 314 percent. The number of teachers in the part-timegeneral continuation schools decreased from 23 to 13, or 77 percent.6. The percentage of expenditures of Federal funds for trades andindustries allotted to schools for Negroes ranged from 4.4 to 6.7during the 7 years studied.

TEACHERS AND TEACHINGTeachers.

1.' The typical vocational teacher of Negroes is a college graduate.The difference in training of such teachers among the sections ofthe country is slight.

J.

.

I

I


2. Home economics teachers have more specialized training thanteachers of the other voCational subjects. The median number ofsemester hours credit for teachers of home economics is 38.89; forteachers of commerce, 27.43; for teachers of agriculture, 30; forteachers of theory, 30.14; and for teachers of trades and industrieg,30.81.

3. Most of the vocational teachers studied have remained in tlKirpositions from 6 to 10 years, and half of them have had 6 or moreyears of experience in occupations related to their fields of teaching.

4. The median age of the vocational teachers studied is 37.3 years.5.. The median annual salary of the votational teachers studied is

$1,871.74. The sàlaries of teachers of the different vocationalsubjects vary only slightly from this median with the exceptiort ofteachers of agriculture, for whom the median salary is $1,060

There is a marked difference in median annual salary of teachersamong the different States. .

6. Frirrp 1928-29 to 1934-35 the percentage increases in the enroll-ment yf Negroes in teacher-training classes were as follows for thedifferent subjects: Agriculture (men).6.6 ; trades and industlies(men), 80, (women) 54.8 for 1933-14; and home economics(women),

Teaching.1. Most of the vocational courses taught by the teachers responding arm .

1 year in length and are offered each year. Few courses welt offeredin alternate years.

2. A large percentage of the teachers offer vocational or prevocational'courses in the seventh and eighth grades.

3. Most of the teachers devote three-fourths of the class time to labora-tory or shop work and one-fourth to group discussion and theory.

4. "Quality of product" was the most frequently mentioned criterionused for determining students' marks.

. HIGH-SCHOOL 'PUPILS, GRAIOUATES AND NONGRADUATEStl

High-school pupils.: 1. The occupational status of fathers of children studied seems to in-

fluence the educatiönal level attained 6y the children.2. The typical parent of the pupils studied had reached the eighth grade.3. Thirty-six percent of the parents own their homes. The median

number of books in each home is 60. Eighty-five percent subsc.ribeto a daily paper, and 70 percent subscribe to a Negro weekly paper.

4. A large number of the pupils supported themselves wholly or in partwhile in school; 17 percent, wholly; and 47 percent, in part.

5. One-third of the 27,366 pupils studied are overage for their grade.

Data not given for 1934-35. *)

.;

I

.

s.

4


6. Occupational choices of Negro pupils studied are limited in rati-geand vary among the geographical regions and communities ofdifferent sizes, but not according to age or grade level of pupil, andonly slightly according to fathers' occupation, or parents' education.7. "Desire to make money" and "belief in their ability" were the twostrongest influences which pupils said affected selection of an occu-pation. "Desire to serve'.' was next.

High-school graduates and nongraduates.1. in the different geographic regions the median age of male high-

school graduates and nongraduates at the time of leaving schoolranged, respectively, from 18.7 to 19.4 and from 17.6 to 18.2;females, from 18.4 to 18.9 and 17.3 to 17.8 The median age at thetime interviewed (1936) of male and female graduates and non-graduates, respecuvely, were: Graduates, 23.2 and 22.8; non-graduates 21.9 and 21.8. The median age of those attendingevening school is 26 years.

2. Nongraduates and evening school students in the Southern regionhad approximately a year less of schooling than those in the otherregions.3. A larger percentage of the graduates and nongraduates in theSouthern regions than in the Northern and Western pursuedacademic curriculums while in high school.4. A larger proportion of the graduates arid nongraduates in theNorthern regions than in the Southern regions had vocationaltraining while in high school. ,

5. More persons who received their vocational training in small com-munities than in the larger ones said that it assisted in obtainingwork.6. Fifty-six percent of the graduates and 44 percent of the nongraduatessupported themselves during high-school attendance.7. The three main reasons the nongraduates studied left high schoolbefore graduation are: (a) Financial needs of family, (b) desire tomake money, and (c) lack of interest.8. A larger percentage of the males in the Southern than in the Northernregions went directly to work after kaving school.9. Most of the persons studied who attend evening schools do so for thepurpose of preparing themselves for a new type of work, or in orderto improve their chances for an increase in rank or salary.10. At time of study, the percentages of male graduates and non-graduates, respectively, who had never been employed were 6.9 °and8.3; female graduates and nongraduates, 21.7 and 28.5.11. Most of the graduates and nongraduates studied obtained their jobsthrough friends or relatives, or by direct application. Few said thatthe school had assisted them.

w.

FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

12. Evening school students who received aid in obtaining their first jobfrom teachers or the placement bureau of the school had attendedschool longer than the others. Those who obtained their first jobthrough former students had attended school less than the others.

13

. GUIDANCE

1. Few institutions for Negroes have organized guidance programs.2. A variety of organizations and officers are responsible for pidanc'e in the

institutions that provide it.3. A larger number of institutions obtain information about the "family

status" of pupils and students than about any other background factorstudied.

4. The largest number of schools and colleges obtain information aboutpupils and students through "conferences."

5. Exploratory courses are offered by about one-third of the schoolsreporting.

6. "Lectures andassembly programs" were the procedure used by most ofthe institutions in giving the student information about occupations.Six high schools and no colleges used "contacts with industrial, trade,and commeicial establishments." Four schools and two colleges used"occupational surveys."

7. While half of the institutions replying kept "cumulative record cards,"few institutions use the data recorded for guidance purposes.

8. Two-thirds of the high schools and practically all the colleges replyingreported some type of placement and follow-up service.

9. Objectives of the guidance program vary greatly among the institutionsreplying.

CONCLUSIONS1. Improvement in the education of Negroes for effective occupational

adjustment is largely dependent on improvement of general education.For example, there should be reduction of illiteracy, increase in schoolfacilities, increase in the ability of Achools to hold pupils, reduction ofthe number of pupils over-age for their grades, and an enrichment of thecurriculum and extracurriculum offerings.

2. The Adequacy of the program of vocational instruction for Negroes variesamong the different fields studied. More or less improvement in eachfield is needed: (1) In the number of schools offering and io facilities forvocational instruction; (2) in number of courses adapted to moderii'occupational demands; (3) in number of students enrolled in manycourses now offered; (4) in number arid quality of preparation ofvocational teachers; and (5) in financial support.

3. Guidance programs for Negroes are inadequate in number and quality.improvement is needed with respect to: (1) Organization and adminis-tration; (2) information obtained about students and occupations; (3)use of information obtained; and (4) guidance services.

.


4. The curriculum and occupational choice of Negro students indicate alimited educational and voCational outlook.

RECOMMENDATIONS

In view of the findings and conclusions resulting from this survey, thefollowing recommendations are made:

1. That the laiid-grant colleges in each State, particularly those forNegroes, since in many States they are the only publicly controlledinstitutions of higher learning .which they may attend, (1) makespecial studies of problems concerned with the future vocationalsuccess of Negroes, especially within the areas they serve; (2) par-ticipate actively in the State educational program looking towardthe solution of these problems; (3) cooperate with all possibleagencies, such as the colleges and universities, extension workers,industrial and business leaders, agricultural employers, and in-terested public officials and lay citizens, in improving the employ-ment status of and educational facilities for Negroes; (4) cooperatewith other land-grant colleges for Negroes within a given region,through conferences and otherwise, in the study of problemscommon to the particular area; (5) encourage more of their studentsto consider the vocational needs of Negroes and to pursue coursesother than those leading to teaching.

2. That the Negro citizens, in coope,ration with the faculties of theland-grant college, vocational teacher-trainers and supervisors,farm and home demonstration agents, and Jeanes teachers, makea study of the needs of Negroes for vocational education andpresent their findings to the school officials. Such a group shouldacquaint itself with the provisions of the Federal aid program foryocational education, and through the local school officials seekto share in its benefits.

3. That the group give consideration also to the improvement of thegeneral educational situation among Negroes with respect to (1)establishing needed and accessible high schools; (2) increasinsfacilities for vocational instructiori; (3) enforcing school attendancelaws; (4) encouraging an increase in the number, qualification,and compensation of teachers and supervisors.

4. That schools for Negroes give more attention to ways and meansof (1) providing courses, as rapidly as means and personnel permit,that will meet the needs and interests of students and the growingoccupational demands; (2) reducing pupil mortality; (3) adapt-ing materials and methods of teaching to the needs of _modernoccupational life.


5. That, as rapidly as possible, schools for Negroes institute a definiteprogram of guidance in charge of qualified persons, beginningwith the junior high school grades and continuirig through college,which should include: -(1) the application of modern techniquesfor the study of individual interests, needs, and aptitudes; (2) fre-quent studies of the occupations and the status and trend of Negroemployment in the community, State, and Nation; (3) *studentcounseling based on approved procedures; and (4) counselingadults emplOyed and those unemployed.

6. That extension education be established where necessary by schoolsand available colleges for the purpose of (1) providing reeducationto youth and adults; (2) assisting both in keeping abreast of thechanging occupational demands; and (3) repairing the defectsresulting from inadequate earlier eau tion.

7. That schools cooperate with interested individuals and groups' inmaking contacts with employers for the purpose of opening upmore occupational opportunities for Negroes and of assisting themto enter the new fields that are being developed.

8. That schools endeavor to change the attitude of Negroes towardoccupations and the training opportunities designed to assist themto improve in and to retain the jobs they now have, and to preparethem for new opportunities as they become available.

9. That individuals and groups interested in the improvement ofeducational faciliiies for Negroes continue and increase their effortsto promote equitability of educational opportunity and equitabilityin the distribution of funds without regard to race or color,especially with respect to Federal and State funds allotted toeducation.

4

CHAPTER III

The General Educational Program and

The Place of Vocational Training

GUIDANCE in the selection of vocations and preparation for effectiveparticipation in them are two of the major functions of education.

Because of the demands of modern society, more attention is now givento these ¡unctions than ever before. If one is to obtain a clear picture ofthis phase of education for Negroes, it is necessary to study its setting inthe general education program. Heretofore, detailed skills and knowledgehave been stressed in vocational training. At present, specialized skillsand related knowledge quickly become outmoded. Educators are begin-ning to realize that attitudes, perseverance, creative imagination, andcertain other personality traits, which should be products of general educa-tion, are essential to vocational success. In light of this fact, a study ofthe status of general education among Negroes is important in revealingthe situation in vocational education and guidance, and in suggesting thepossibilities for the immediate future. This section is devoted chieflyto a brief discussion of secondary education among Negroes because it isat this level that most of the vocational training programs are found, andwith which this survey particularly concerns itself.

Number and distribution of high schools.While it is difficult to state the exactnumber of high schools open at any given time, the following data arebased on the best available information. In 1936 there were 2,460 schoolsdesignated As separate schools for colored children doing 1 or more yearsof high-school work. Of this number 2,352.were public schools and 108were private schools. The distribution of these schools among States isshown in table 3. There was an increase of approximately 100 percentiri the number of high schools for Negroes since 1930.1 No attemptwas made to classify these schools according to years of work offered, butif the same proportions exist as in 1930, the following classification prevails:1 year, 17.4 percent; 2 years, 23.6 percent; 3 years, 14.9 percent; 4 years,44 percent. Rwal schools constitute 70 percent of the total.

I Secondary Education for Negroes. Washington, Government Printing Office, 1933. (United States Depart-ment of the Interior, Office of Education. Bulletin 1932, No, 17, Monograph No. 7.)16

[ ]

GENERAL EDUCATION AND VOCATIONAL TRAINING

TABLE 3.Number and distribution of separate high schools for Negroes

17

State,

Urban Rural 1 Total Public Private Total

1 t 3 4 6 s 7 .

Al ama 1

a alas,

lawareDistrict of ColumbiaFlorida

GeorgiaIllinoisIndianaKansasKentucky

Louisiana _ ______ .MarylandMississippiMissouri_ _

New Jersey

North CarolinaOklahomaSouth Carolina -Tennessee ,Texas

VirginiaWest Virginia

4140

1

926

7310174

,44

266

9626

1

I 6441512886

2915

1223Ill

6

34

2034

11

35

57275831

1

14043

18859

381

8529

264151

79

60

2761428

479

8333

15457

2

20484

23987

467

114

44

254145

79

60

2581428

478

7233

12957

1

1%84

23083

461

105

44

106

__

18

.._ _____ __ _

1

11__ _ _ _ _

25

1

8

946

9

264151

79

6(

2714

2E4

75

8333

15457'1

(

20184

2358;

46;

11444

Total_ 734 1, 726 2, 460 2, 352 108 2, 46(

All schools in communities with a population of less than 5,000 were considered as rural schools.

Availability of high schools.Several situations must be taken into con-sideration when discussing the availability of schools. One is the rela-tionship between the number of schools and the number of children ofhigh-school age in the Stats to be served. This relationship may be ob-served by comparing data in table 3 with those in table 4. This is a rathercoarse measure of availability; a finer one would be a study of the numberof schools within a county in relation to the number of children of high-school age in that county. Data were not obtained on this item, but*cording to the survey on secondary education made in 1930 2 therewas a serious dearth of high schools for Negroes at that time. For example,

4%

there were 196 counties having a large Negro population without any4-year high schools, and 230 such counties with no high-school facilities.Although the number of high schools has increased, facilities are stillinadequate. In treating this subject, only those States maintaining sepa-rate schools for Negro and white children will be considered.3

Where only a few schools are provi,ded for a large area it is inevitablethat some are located long distances from the homes of the children.This was found to be the case in the 1930 Survey,' and in a later study ofthe situation in rural areas 6 in 1935.

Ibid., p. 28-29.3 In Indiana, New Jersey, and Ohio separate schools are not required by State statute. It is assumed, there-

fore, that where no separate school exists Nerves attend school with the other children.4 Secondary Education for Negroes. Op. cit.

Availability of Education to Negroes in Rural Communities. Op. cit.

..1

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;

.

_ _ _ . ..... _ . . ,

_ ,

..... ......

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_

_ _ ______

I


TABLE 4.Negro high-school population and school enrollment, according to Staks

State

Alabama_A rkansas _ _Delaware _ _

District of ColumbiaFlorida

z

GeorgiaKentuckyLouisianaMarylandMississippi

MissouriNorth CarolinaOklahomaSouth CarolinaTennessee

t)

TexasVirginiaWest Virginia

Total

Population15 to 19

years of age

2

High-school enrollment

Number

109, 216 9, 16252, 545 4, 038

2, 985 77110, 675 5, 38243, 355 5, 550

134, 216 10, 92720, 762 7, 079

9 81, 293 8, 83225, 417 5, 536

114, 893 6, 757

17, 735 6, 033115, 166 24, 725

18, 811 5, 493106, 429 10, 37751, 835 10, 751

92, 6% 25, 50573, 443 12, 47510, 109 3, 792

1, 081, 581 163, 185

Percent ofNero popu-lation 15 to19 years of

age

4

g 47. 7

25. 850. 412. 8

8, 134. 110. 921. 85. 9

34. 021. 529. 29. 7

20. 7

27.516.937.5

15. 1

Percent oftotal schoolenrollment

4. 33 7

10 g16. 5

_5 3

3. 914. 1

5. 39. 82. 3

685

4. 59. 3

11. 97. 7

14. 9

6. 7

I Original data taken from Statistics of State School Systems, 1933-34, Washington, Government Print-ing Office, 1936. (United States Department of the Interior, Office of Education, Bulletin 1935, No. 2.)

In the former study it was found that 30 percent of the schools servedan area of 30 square miles, while 23 percent served an area of 5 squaremiles. The significance of these facts can be appreciated when it is re-alized that transportation facilities provided for Negro children are veryinadequate. For example, of 47,073 children replying in the study 6previously referred to, it was found that only 2,109, or 4.5 percçnt, weretransported to and from school at public expense.

High-school enrollment.It is difficult to ascertain the exact number ofNegro children enrolled in high school. The statistics in the Office ofEducation are obtained from two sources: (1) From State departmentsof education; and (2) from schools.' In 18 States separate schools aremaintained by law for Negro children, in a few other States separateschools have been established in certain communities. In States whereNegro children attend school with white children 'it is frequently notpossible to obtain statistics separated by race.

The latest facts avilable are for the year 1933-34. At that time 163,185 7pupils were enrolled in %the high schools of the 18 States maintaining sepa-ymie schools for Negro and white children. Taking the country as a whole4ie folfowing enrollments of Negro pupils were yported to the Officefr. Ibid., p. 23.

Statistics of State school systems. bs Biennial survey of eduation in the United States, 1930-32. Wasb-ington, Government Printing Office, 1935. (United States Department of the toterior, Office of Education,Bulletin 1935, No. 1.) p. 96.

1

.

.

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7

_

GENERAL EDUCATION AND VOCATIONAL TRAINING 19

of Education by the different kinds of secondary schools-for the year 1933-34: Regular high schools, 1 30,478; senior high schools, 15,1 04; junior-senior high schools, 15,569; and junior high schools, 44,035. This givesa total of 205,186 Negro pupils enrolled in schools organized to do sec-ondary work,8 including the junior high schools.

The Negro population 15-19 years of age, inclusive, in the 18 Statesmaintaining, separate schools is 1,0 81,581. Fifteen percent of this numberis enrolled in high school. The percentages of Negro children 1 5-19years of age enrolled in the last 4 years of high school in the 15 Statesstudied increased from 9.5 in 1930 to 14.3 in 1934.

Attendance at reorganized schools.Arnong some of the features of reorganizedschools,' the following appear to have important implications for vocationaleducation and guidance: (1) Greater provision for articulation between theupper highschool unit and the preceding school unit; (2) more systematiceducational and vocational guidance; (3) greater flexibility and compre-hensiveness of the program of studies; and (4) more attention to And develop-ment of extracurricultAn activities. In view of these advantages it shouldbe of interest to inquire into the extent to which,Negroes have attendedjunior high schools. The number and percentage of pupils reported inthis study who attended junior high school for a given period in the dif-ferent regions ale given in table 5 showing that 44.6 percent attendedjunior high school 1 or more years. This is in close agreement with thefindings of the Office of Education in 1934,") showing that 47 percent ofthe pupils in the high schools reporting were enrolled in reorganized schools.There is considerable variation among the different regions in the per-centages of Negro pupils attending junior high school; they are, for therespective regions: Southwest, 27.8; South Atlantic, 37.7; South Central,47; and Northern, 56.8.

TABLE 5.Numbrr and percent of pupils who attended and who did not attend junior high school

.

Southwest,

South At-!antic

South Cen-tral Northern Total

. Num-ber

Per-cent

Num- 1

berPer-cent

Num-ber

Per-cent

Num-ber

Per-cent

Num-ber

Per-cent

L

1 2 3 4 5 11 7 ti I le 11

,Attended junior high school :

1 year 253 4. 8 421 5. 6 449 9. 4 1,336 12. 7 2, 459 8. 82 years 767 14. 5 967 12. 9 795 16. 7 1912, 18. 2 4, 441 15. 83 years 450 8. 5 1, 431 19. 2 1,001 20. 9 2, 717 25. 9 5, 599 20. 0

Did not attend 3, 608 68. 2 4, 029 54. 0 2, 367 49. 7 3,73 5 35. 6 13, 739 49. 1No response____ 215 4. 0 607 8. 1 15 3 3. 2 788 7. 5 1, 763 6. 3

Total._ _ _ _ _ _ Nr_ _ _ _. 5, 293 7, 455 4, 765 10,488 28,001 _

Statistia of public high schools. bt Biennial survey of education in the Unity States, 1930-32. Washing-ton, Government Printing Office, 1935. (United States Department of the Interior, Office of Education, Bulletin1935, No. 2.) p. 23.

I The Reorganization of Secondary Education. Washington, Government Printing Office, 1933. (UnitedState Department of the Interior, Office of Education. Bulletin 1932, No. 17, Monograph No. 5) p. 83.

" Statistics of public high schools. Op cit., p. 23.

s.,

,i

.

. _ _ ....

_ _ ._ _ . _ _ _ _ ....

_

_ _ _ _ _ _

1


The lack of high schools for Negroes and the small enrollment in theschools provided, discussed in the preceding sections, have important im-plications for vocational education and guidance; for, unless there areschools within the reach of children, which they attend, there is little pos-sibility of securing the guidance and training necessary for effective par-ticipation in occupational life.

GENERAL SITUATIONTrends in vocational courses in high school. rder to ascertain trends in

high schools, inquiry w.as made concerning the number of vocationalcourses added and dropped during the 6-year period between 1930 and1935. The results of this inquiry are shown in tables 6 and 7.

Number of schools reporting coursdi added and dropped are shown intable 7. A total of 37 different courses were added. The largest-numberof additions occurred in home economics, agriculture, and industrial arts,the respective number of schools adding them being 20, 17, and 13. Atotal of 16 ylifferent courses were dropped, those dropped by the largestnumber of schools were commerce and the building trades; the respectivenumber of schools dropping them being 13 and 6. The specific comparisonsbetween academic and vocational courses Were not made in this study,but during the depression certain unpublished studies were made whichshowed that vocational courses frequently were the first to be dropped whenretrenchment became necessary.

While the numbers involved in table 7 are perhaps too small to supportdefinite conclusións, certain facts relative to courses in trades and industriesmay have some significance. For example, in the building trades and inplumbing the number of courses dropped exceed those added. Anothersignificant fact to which attention shduld be directed, is the small numberof courses added in certain fields in which expansion has taken place.Some pf these fields are: Radio repairing, vocational guidance, beautyculture, cafeteria management, and janitorial engineering. In view of thegrowth in these occupations it would seem advisable for schools to increase"the offerings in them.

TABLE 6. Number of vocational courses added and dropped by 207 high schools byyears from 1930to 1935

Year

1930193119321933

Coursesadded

12301018

Coursesdropped

83

1414

Year

19341935

Total

A

Courses Coursesadded dropped

3637

143

74

50

'Oh

,

-

.

1

o

a

TABLE 7.


Numbq of specified vocational courses added and dropped by 207 high xhools forNegroes from 1930 to 1935

Course

1

Art appreciationAuto mechanicsBeauty cultureBookkeepingBrick masonryBuilding tradesBusiness administration_ _

Cafeteria management_ _

Carpentry and cabinet mak-ing

Commerce _ ,Commercial artDressmakingElectricity

* Farm mechanicsHome economics'Housemaid trainingIndustrial artJanitorial engineering

Numberof schools

addingcourses

626221

10134

62

20-4

13

Numberof schoolsdroppingcourses

3

3

3

6

313

Course

LaunderingMachine shopMechanical drawingMetal workMillineryNursingMusicPlasteringPlumbingPrinting and duplicating.._ .

SalesmanshipShoe repairingTailoringTeacher trainingTrade mathematics__ .. _

Radio repairinfVocational agnculture__ _

Vocational guidance

Numberof schools

addingcourses

3

3

'22

2174

Numberof schoolsdropping

course%

3

--2

21

1

31

2

5

4.1=11=1111.

Guet-ic.olorrtAcórnb19E.5 -Et)1934-515

G.a.m. rob I

1954 -55

NIMM/11/1/1/1/11/111/11111111/NIM

///////////////11111//1"Houa a,hold. Ar4a

19E.5 - Lb1934 -315

Inckiet Art19E5 - Ab1934 35

711/1/14

Tr cuicis19G 5 et71934 35

w/M1

Co rn rrmrc.oa Iwars1954 -35

Agriculture.19E. 51934 -.35

he.r19A5 ab1934 -35

SUMO

Fotsts 1.---Percentige of N jeroszpils registered in different curriculums in 207 high1925-26 and 1934-35.

II

_

... . _ _-

_ ..... - -

2

1

1

.,

_

2

an.

JAMS -Ge

WA

-Ae'fin

--At)

SO

.

011

I.

-a

411

...

5

1

_

_

3

1

------

0

-


Curriculum registrations in high school.Curriculum registrations in 207high schools for each year from 1925-26 to 1934-35 are shown in table 8and figure 1. There Were slight changes during the 10-year period inthe percentage of the total pumber of pupils who were registered in agri-culture, trades, home economics, and industrial arts. The comparativepercentages for the different curriculums are shown below:

Curriculum 1925-26 1934-35

AgricultureTradesHousehold artsIndustrial arts . .

0. 62. 98. 38. 1

0. 93. 38. 48. 2

There was a decrease in registrations in academic or college-preparatorycurriculums from 57.1 percent in 1925-26 to 46.4 percent ix 1934-35.While "this reprennts a difference of 10.7 Nrcent, there was an increasein the number of pupils registered in this curriculum of 127 percent.There was an increase in the percentage distribution in the "generalcurriculum" registrations from 20.5.4in 1925 to 27.9 in 1935, and an increasein numbers registered in this curriculum during- the same period of 282percent.

4.0'

-4

. . .

.

.%

. . . .

NOIIVOIICIa rWNOIIVO0A DNINIV1LL

op

TA

BLE

8.C

urric

ulum

reg

istr

atio

ns fo

r th

e pa

st 1

0 ye

ars

in 2

07 h

igh

scho

ols fo

r N

egro

es,

by s

ex

Cur

ricu

lum

1925

-26

M1

le

1

Fem

ale

Tot

al

1926

.-27

3

Mal

e Fe

mal

e T

otal

7

Aca

dem

ic o

r co

llege

prp

arat

ory

:

Num

ber

Perc

ent

Api

cultu

re:

Num

ber

Perc

ent

Com

mer

cial

: N

umbe

r Pe

rcen

t T

rade

s:

Num

ber

Perc

ent

Gen

eral

: N

umbe

r Pe

rcen

t H

ouse

hold

art

s:

Num

ber

Perc

eak

Indu

stri

al a

rts:

N

umbe

r Pe

rcen

t O

ther

: Num

ber

Perc

ent

Tot

al

-

7, 6

69

12,0

82

20,

425

57.

6 55

.4

57.

1

148

58

206

1. 1

.

3 .6

19

3 50

6 69

9 1.

5

2. 3

1.

9

585

485

1, 0

70

4. 3

2.

2

2. 9

826

4, 5

05

7, 3

31

21.

2 20

. 6

20.

5

8 2,

967

2,

975

06

13

6

8 3

1, 7

44

1, 1

50

2, 8

94

13.

1 5.

2

8. 1

135

40

175

1. 0

.

1 .

5

13,

308

i 21

, 79

3 35

, 77

5

9, 1

85

57.

0

198

1. 2

246

1. 5

688

4. 2

3, 3

87

21.

0 8 05

2, 3

85

14.

9 9 . 06

13,

904

57. 0

98

. 4

461

1. 9

511

2. 1

5, 0

37

20.

6

3, 3

68

13

8

881

3. 6

132

. 5

16,

106

24,

392

23,

81S2

57.

8

2%

. 7

707

1. 7

1, 1

99

2.9

8, 4

/4

20.

4

3, 3

76

8 2

3, 2

66

7. 9

141

. 3

41,

211

1927

-28

Mal

e Fe

mal

e T

otal

8 9

le

1928

-29

Mal

e Fe

mal

e T

otal

11

12

13

1929

-30

Mal

e

14

Fem

ale

16

Tot

al

14

9, 9

63

15,

558

26,

286

10,

247

15, %

7 16

, 80

5 11

, 10

4 16

, 93

5 28

, 54

3 53

. 5

54.

8 55

. 0

51.

3 51

. 8

52.

7 50

. 5

51.

1 51

. 7

278

93

371

304

74

.

378

311

73

384

1. 5

.

3 .

8 -.

1.

5

. 2

. 7

1. 4

.

2 .

7

247

529

776

339

764

1, 1

03

444

961

1, 4

05

1. 3

1.

8

1. 6

1.

7

2. 5

2.

2

2. 0

2.

9

2. 6

86

6 52

4 1,

390

92

6 47

8 I,

404

1,

178

66

7 1,

845

4.

7

1. 8

2.

9

4. 6

1.

5

2. 8

5.

3

2. 0

3.

3

4, 0

79

6, 3

87

10,

466

4, 8

27

7, 2

99

12,

126

5, 1

59

8, 0

61

13,

220

21.

9 22

. 5

21.

9 24

. 1

24.

7 23

. 9

23.

4 24

. 3

24.

0

4, 1

44

4, 1

44

15

4, 1

91

4, 2

06

26

4, 9

27

4, 9

53

14.

6 8.

7

. 08

13

. 6

8. 3

.

1 14

. 9

9. 0

3, 0

66

1,08

0 4,

136

3,

306

1,

327

4,

633

3,

75'

s 77

7 4,

530

16

. 4

4 3.

8

8. 6

M

6 5

4. 3

9.

1

17.

1 2.

3

8. 2

134

59

193

30

140

170

27

264

291

. 7

. 1

. 4

. 2

. 5

. 3

. .

1 .

8 .

5

18,

623

j 28

, 37

4 47

, 76

2 19

, 99

4 !

30,

240

50,

825

22,

002

32,

665

55;

171

See

foot

note

s at

end

Of tit

le.

At

4D

t

2,

6

,

a

.

MI I 0

1.

f 1.

' .A

.

- --

---

r 4

11

44 do aamvaino airtv NOLIVOrlUa

TA

BL

E 8

.--C

urri

culm

reg

istr

atio

n: fo

r th

e pa

st 1

0 ye

aii

in 2

07 h

igh

'sch

ools

for

Neg

roes

, by

sex

Con

tinue

d

4.

Cur

ricu

lum

Aca

dem

ic o

r co

llege

pre

para

tory

: 1

Num

ber

Perc

ent

Agr

icul

ture

: N

umbe

r Pe

rcen

t

Num

ber

Perc

ent_

_ T

rade

s :

.

Num

ber

Perc

ent

Gen

eral

: N

umbe

r Pe

rcen

t H

ouse

hold

art

s:

Num

ber

Perc

ent

Indu

stri

al a

rts

: N

umbe

r Pe

rcen

t O

ther

: Num

ber

, Pe

rcen

t

Tot

al

1930

-31

Fem

ale

18

Tot

al

19

13,

476

21,

190

34,

907

46.

2 49

. 7

48.

5

428

82

510

1. 5

.

2 .

7

984

2, 0

02

2, 9

86

3. 3

4.

7

4. 1

1, 4

16

840

2, 2

56

4. 9

1.

9

3. 1

1931

-32

Mal

e

2

14,5

38

45.7

577

k I.

8

1, 2

12

3. 8

1, 5

85

4. 9

Rs2

93

11,

294

19,5

87

8, 7

85

28.

5 26

. 5

27.

2 27

. 6

6v1i

1 8X

.1

21

. 06

4, 4

30

745

5, 1

75

5,04

1 15

. 2

1. 7

7.

2

, 15

. 9

55

223

278

44

. 2

. S

. 4

. 1

29,

142

42,

620

72, 0

03

31,

803

Fem

ale

21

21,

076

- 47

. 0

108

. 2

2, 2

98

4. 9

888

1. 9

12, 6

82

28.

3

6, 7

14

14.

9

845

1. 9

331

. 7

44,

842

Tot

al

12

35,

614

46.

5

685

. 8

3, 4

10

4. 4

2, 4

73

3. 2

21,

467

28.

1

6, 7

35

8. 8

5, 9

08

7. 7

375

. 5

76, 6

67

19!2

-33

Mal

e

23

16,

003

45.

4

555

1. 6

1, 3

33

3. 8

1, 6

81

4. 8

9, 9

86

28.

4 17

.C4

5, 5

83

15. 9.

50

.1

Fete

ale

24

Tot

al

22,

715

38,

718

47.

2 r°

46

. 6

101

. 2

2, 4

26

5 0

1, 0

98

2. 3

13,

503

28.

1

7, 1

75

14.

9

920

1. 9

130

. 3

35,

208

48, 0

68

656

. 8

3, 7

59

4. 5

2, 7

79

3. 3

23,

489

28.

7, 1

92

8. 6

6, 5

33

7. 8

180

. 2

83,

306

a

1933

-34

Mal

e

17,

450

46.

9

1589

1.

6

1, 4

00

3. 8

1, 7

63

4. 7

10,

629

28.

5

58

. 2

.5,

306

14.

2

48

. 1

37,

243

Fem

ale

27

24,

503

48.

9

112

.

2, 4

97

4. 9

1, 1

77

2. 4

13,

811

27.

6

6, 7

42

13.

5

1, 0

92

2. 2

132

. 3

50,

066

Tot

al

28

41,

953

48.

1

701 . 8

3, 8

97

4. 5

2, 9

40

3. 4

24,

440

27.

9

6, 8

00

7. 8

- 6,

398

7.

3

180

. 2

87,

309

1934

-3i

'

Mal

e -

el

19,

361

44.

8

788

1. 8

1, 6

06

3. 7

2, 0

49

4. 7

12,

284

28.

4

102

. 2

6, 9

50

16.

1

56

. 1

43,

196

Fem

ale

27,

190

, 47

. 7

184

. 3

2, 8

74

5. 0

1, 2

44

2. 2

15,

738

27.

8, 3

36

14.

6

1, 31

3 2.

3

147

. 3

57, 0

26

Tot

al

46,

551

46.

4

972

. 9

4, 4

80

4. 5

3, 2

93

3. 3

28,

022

27.

9

8, 4

38

8.4

8, 2

63

8. 2

203

. 2

100,

222

The

fol

low

ing

num

ber

of

who

se s

ex w

as n

ot g

iven

wer

e re

gist

ered

in

the

acad

emic

cur

ricu

lum

for

the

res

pktiv

e ye

ars

1929

-30,

504

; 19

30-3

1, 2

41.

2iuc

hnsp

erso

ns w

ere

regi

ster

ed i

n in

dust

rial

art

s cu

rric

ulum

in

1931

-32,

and

30

in 1

932-

33.

ads

ika

1925

-26,

674

; 19

26-2

7, 7

13;

1927

-28,

765

; 19

24-2

9, 5

91;

ç.

*

t

. an

mer

cial

: .s

'

......

....

. ...

. M

.A

Mal

e

17 60

.

2

-

24

24

2

34

'

6

° >IP

,44

F.

o ftj

tri

----

----

cs2

-

_

ev

2

,

GENERAL EDUCATION AND VOCATIQNAL TRAINING 25

vocalional okerings in college.The results of an inquiry concerning the num-ber of colleges preparing teachers in specified vocational fields and the num-ber preparing persons to engage in specified occupations are shown for publicand private colleges, respectively, in tables 9 and 10. A larger number ofboth prepare teachers for the upper élementary grades than' for any otherfield, tile respective numbers being 21 and 14. Twenty public collegesprepare teachers of home economics; 19, of primary grades; and 17, ofagriculture. Among the private colleges, 12 prepare high-school teachers;11,. primary teachers; 9, music teachers; and 8, teachers of home economics.The four courses offered by the largest number of pubk colleges for directoccbpational preparation with the numbtr offering eac re: ture,18, home economics .18, carpentry and woodworki 47 15, and auto me-chanics, 147---Prh-g fdtir courses offered by the largest number of privatecolleges for direct os:cupatiónal preparation are: Theotògy 10, pre-medical8, home -economics 7, and pre-dental 6.

TABLE 9. Number of public colleges offering Negro *dents

[Total num ing, 271

Teacher education courses

Academic subjects:Grammar gradePrimaryHigh schoolKindergarten

Home economicsAgricultureIndustrial artsBusiness administrationStenography and typewritingMusicNursingLibrary scienceTrades:

Carpentry and woodworkingAutcrmechanksElectricityPrintingMasonry and-plastering .TailoringPlumbin4Shoemaking and.leather workLaunderingBlacksmithing and iron workInterior decorating

fr Butler's courseCosMachine s p industryPaintingPhotographicSheet metalUpholsteryWelding

Numberof

colleges

211915

2201711101093

2

1110998876

32

ti

ational courses

Direct vpcational courses

AgricultureHome economicsCarpentry and woodworkingAuto mechanksElectricityStenoraph7 and typewritingTailonngMasonry qincl plasteringPrintingBusiness-administrationMusicPaintirigPlumbingPre-medicalPre-dentalPre-/PharmacyBlikksmithing and iron workShoemaking and leather workNursin4Pie-engineeringpre-lawArchitecture..General shop"LaunderingLibrary scienceMechanical artsUpholsteringBeauty culturePhotographyBuilding constructionCeramicsCommercial artCommercial dieteticsInterior decorating

1 -Zlr:iv:ei:TA concretePhysitial educationPoultryPower plant engineering_RadioWeldingWoodcrafts

------

-AS

Numberof

colleges

1818IS14111.1

1110109.,98876655444

333322

`4\

sels

.

N.

.

_

........ _ _ _ _ _

_

5

4

,4

o

--

.

- _ , .

-

1

1

1

1

1

.1

1 .

1

e.

___

110

_ _

_

-----

4

-----

1_ _

1

i


TABLE io. Nu;nber of private colleges offering Negro students specified vocational courses

[Total number replying, 20)

Teacher-education courses

Academic subjectsGrammar gradeHigh schoolPrigaary.Kindergarten

MusicHome economicsSocial administrationBusiness administrationStenography and typewritingNursing

Numberof

colleges

14121149843

3

Direct vocational courses

TheologyPre-tnedical_Home economicsPre-dental _

Pre-pharmacyBus inessAdministrationMusicPre-lawSocial administrttionStenography and typewritingArchitectureCivil engineeringElectrical engineeringMechanical engineenngNursing

Numberof

colleges

10

7

6o

Curriculum regi:er &ions in college.The numbers of persons registered incertain vocational curriculums in public colleges, for eac,h of the years from1930 to 1935, are shown in table 11. In agriculture, architecture, and homeeconomics the trends are downward in both percentages and numbers ofstudents registered from 1930-31 to 1934-35. In nursing there is a slightincrease in numbers, but a decrease in percentage of students registered.In business administration and trades there is an increase in both numbersand percentages of students registered in 1934-35 over 1930-31. Whilethere is an se in the number of students enrolled in all the vocationalcurriculums combined, the numbers being 28,925 and 33,123, for the years1930-31 and 1934-35, respectively, there is a slight decrease in the percent-age of the total enrollment registered in all vocational curriculums. Thepercentages for 1930131 and 1934-35 are, respectiyely, 12.2 apd 11.6.

Of the private colleges, only one reported courses in architecture and engi-neering, three in social administration and trades, and two in home eco-nomics. The numbers involved ave too small to permit of reliable con-clusions. However, it may be noted that there is a slight increase in num-bers and percentages registered in architecture and engineering and inhome economics, a considerable increase in social administration and intrades.

1

;5

42

2

1

1

1

I

1

to

i;

o

1

_

NOUVDnua rIVNOLLVDOA OKINIva.1

TA

BL

E i I

. N

umbe

r of

Neg

ro s

tude

nts

regi

ster

ed i

n vo

catio

nal

curr

icul

ums

in c

erta

in c

olle

ges

unde

r pu

blic

con

trol

, fo

r ea

ch y

ear

from

19

30-3

1 to

19

34-3

5

Cur

ricu

lum

1

Agr

icuk

uret

T

otal

enr

ollm

ent

Cur

ricu

lum

re

gist

ratio

n A

rchi

tect

ure:

T

otal

enr

ollm

ent

Cur

ricu

lum

reg

istr

atio

n B

usin

ess

adm

inis

trat

ion:

T

otal

enr

ollm

ent

Cur

ricu

lum

reg

istr

atio

n H

ome

econ

omic

s:

Tot

al e

nrol

lmen

t C

urri

culu

m r

egis

trat

ion

Nur

sing

: T

otal

enr

ollm

ent

Cur

ricu

lum

reg

istr

atio

n T

rade

: Tot

al e

nrol

lmen

t C

urri

culu

m r

egis

trat

ion

Tot

al v

ocat

iona

l cur

ricu

lum

reg

istr

atio

n_

1930

-31

Mal

es

2, 8

76

723

116 14

1, 2

48

99

3,00

2 5

646

2, 1

67

745

1, 5

86

Fem

ales

a

5, 6

61

310 58

2, 2

48

112

6, 1

24

1, 4

52

939

61

3, 8

40 9

1, 9

44

Tot

al

4

8, 5

37

1, 0

33

174 14

3, 4

%

211

9, 1

26

1, 4

57

1, 5

85

61

6, 0

07

754

3, 5

30

1931

-32

Mal

es

3, 1

12

671

225 6

1, 3

55

119

3, 2

86

637

2, 2

99

773

1, 5

69

Fem

ales

6

5, 2

78

53

2, 3

09

160

5, 7

09

1, 2

53

871 69

3, 8

07

14

1, 4

96

Tot

al

8, 3

90

671

278 6

3, 6

64

279

8, 9

95

1, 2

53

1, 5

08

69

6, 1

06

787

3, 0

65

1932

,-13

Mal

es

8

2, 9

00

778

174 4

1, 4

16

133

3, 0

47

463

2, 1

53

847

1, 7

62

Fem

ales

4, 4

52

54

1, 9

04

165

4, 8

78

864

494 77

2, 9

76

10

1,

116

Tot

al

10

7, 3

52

778

228 4

3, 3

30

298

7, 9

25

864

957 77

5, 1

29

857

2, 8

78

1933

-34

Mak

e

1 1

3, 5

50

1,

115

234 4

1, 6

39

138

3, 7

64

1

860

2, 6

19

865

2, 1

23

Fem

ales

1 e

5, 0

14

88

2, 0

09

202

5, 6

18

1, 4

07

925

137

3, 5

59

27

1, 7

73

Tot

al

fit

8, 5

64

1,

115

322 4

3, 6

48

340

9, 3

82

1, 4

08

1, 7

85

137

6, 1

18

892

3, 8

96

1934

-35

Mal

es

Fem

ales

T

otal

4, 2

20

5, 3

27

9, 5

47

940

____

__

940

381

113

494

6 6

----

-- -

-

1, 82

2 2,

15

6 3,

978

15

9 22

1 38

0

4, 2

65

5, 6

33

9, 8

98

1,

147

1, 14

7

1,05

4 1,

085

2,

139

79

79

3, 0

36

4, 0

31

7, 0

67

1, 2

87

16

1, 3

13

2, 3

92

1, 4

73

3, 86

5

In c

olle

ges

repo

rtin

g: 1

6 sc

hool

s ar

e re

pres

ente

d in

agr

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; 18

in h

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omic

s; 6

in

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arc

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; an

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.

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'1

. - .

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14

14

*

14

__

.

I

trj

28 'VOCATIONAL EDUCATION AND GUIDANCE OF NEGROESI

Trends in vocational offerings in college. The exten?to which colleges areresponsive to occupational trends is indicated by the courses added anddropped. Information on this matter was received from 15 public andAprivate institutions. Of 53 courses added by the 15 public institutions, 25were added by 2, and of the 16 courses added by the 4 private institutions,13 were added by one. In no case did more than one private college add agiven course. The course added by the largest number of public colleges(5) was in the building trades; the course added by the next largest numberof public colleges (4) was in auto mechanics.

Inquiry was made concerning the reasons courses were added. Amongthe private institutions, in every case except one, the courses were addedupon the request of students. The reasons given for adding courses by thepublic institutions, with the number of institutions giving each, are as fol-lows: By request of students, 18; occupational demands, 14; certificationrequirements, 7; to enrich curriculum offerings, 6; to provi de elementaryoccupational training, 4; to encourage students to enter small industries, 4.

FEDERAL AID FOR VOCATIONAL EDUCATIONThe first Morrill Act.The first Morrill Act was for the purpose of estab-

lishing, in cooperation with the States, a system of scientific, technical,and practical higher education." Passed in 1862, this Act made "noprovision for rácial division of students. The result was that the proceedsfrom the sale of the Federal grants of public land or scrip were devoted inmost instances to the creation of endowments for the benefit of white insti-tutions."" Thus, the aid given by the FederaLGovernment to thedevelopment of vocational education on the collegiate level in the States,with the exception of four, was not shared by institutioris for Negroes untilthe passage of the second Morrill Act in 1890. This Act specifically pro-vides' for equitable distribution of the Federal funds appropriated for theestablishment of land-grant colleges, in the following provision:

Provided, That no money shall be paid out under this act to any Stateor Territory for the support and maintenance of a college where a dis-tinction of race or color is made in the admission of students, but theestablishment and maintenance of such colleges separately for whiteand colored students shall be held tb be a compliance with the pro-visions of this act if the funds received in such State or Territory beequitably divided as hereinafter set forth: Provided, That in any Statein which there has been one college established in pursuance of the actof July second, eighteen hundred and sixty-two, and also in which aneducational institution of like character has been established, or may behereafter established, and is now aided by such State from its ownrevenue, for the education of colored students in agriculture and themechanic arts, however named or styled, or whether or not it has re-ceived money heretofore under the act to which this act is an amend-u Survey of Land-Grant Colleges and Universities. Washington, Government Printing Office, 1930. (UnitedStates Department of the Interim, Office of Education, Bulletin 1930, No. 9.)

p. 837.Is Ibid.,

4.

I.


ment, the legislature of irch State may propose and report to the Sec-retary of the Interior a Just and equitable division of the fund to bereceived under this act between one college for white students and oneinstitution for colored students established as aforesaid, which shall bedivided into two parts and paid accordingly, and thereupon such insti-tution for colored students shall be entitled to the benefrts of this actand subject to its provisions, as much as it would have been if it hadbeen included under the act of eighteen hundred and sixty-two, andthe fulfillment of the foregoing provisions shall be taken as-a compliancewith the provision in reference to separate colleges for white and coloredstudents.

Each of the Southern States, very soon after the passage of this act, madeprovision for accepting its terms, either by establishing a land-grant collegefor Negroes, by converting an existing State institution into a land-grantcollege, or by transferring the funds which Negroes should receive to pri-vate institutions.

Even after provision was made for vocational education of Negroes on thecollegiate level, by the arragements previously mentioned, its growth wasslow. There were three major reasons for this. First, it required time forNegro students to leave the institutions with which they had become fanuotliar and to change from the liberal arts program found in the private cleges. This resulted in few students in the land-grant colleges. In the ;ec-ond place, because of the limited public education facilities on the elemen-tary and secondary school levels, these newly cl.eated "colleges" were cornwpelled to devote most of their time and energies to education below collegegrade. Finally, because liberal arts training was more popular amongNegroes Min agricultural and mechanical training, because most of theadministrators and teachers in the land-grant colleges were trained alongliberal arts lines, And because there was no clear understanding of the pur-pose and meaning of the legislation establishing the land-grant colleges,emphasis was placed on classical training.

The Smith-Hughes .Act.On February 23, 1917 the Smith-Hughes Actas passed in order "to provide for the promotion of vocational education,"was

ihduding agriculture, trades and industries, and home economics. Supple-mentary acts have been passed providing for commercial training. Thetraining provided by this act must be of less than college grade, for personsover 14 years of age, and specifically to aid pexsons toward competency intheir occupational pursuits.

The general purpose of the act was stated by ex-President Hoover asfollows:

The essential purpose of the Smith-Hughes Act is to provide for theneeds of our youths who do not enter our higher technical and profes-sional educational institutions. Vocational training for the commonerwage-earning pursuits and skilled trades is equally as essential as istraining for the professions. The humblest worker, equally with theyouth who proposes to enter the professions, has a right to the sort of

30 VOCATIONAL EDUCATION AND GUIDANCE OF NEGROES #

training he needs for the occupation by which he proposes to earn hislivelihood and support his family, and through which he will render hisservice to the community in getting the community's work done. Wecannot in fairness continue to provide specialized education free to thefew who propose to enter the professions, while denying education tothe many for the commoner vocations.There is in fact no better economy than the economy of adequatetraining for the pursuits of agriculture, commerce, industry, and thehome. Our youth must enter into these pursuits, and it is on all countsin the public interest that they be well trained for them. To providesuch training is clearly a public responsibility. Education in general,including vocational education for the youth, is democracy's most im-portant business. Democracy in education means that in the field ofeducation opportunity shall be extended equally to allto give all afair start. This is the educational ideal inspiring those who are admin-istering the Federal Vocational Education Act; it is the ideal whichinspired Congress in passing the Act; and it is traditionally the ideal ofeducation in our democracy.

The grants under this act, for the country as a whole, in 1918 amounted to$1,855,586.72. In 1937 the grants amounted to $10,642,580.62. In 1937the George-Deen Act was passed by Congress, "to provide for the furtherdevelopment of vocational education in the several States and Territories."The amount authorized to be appropriated annually under this aci is $14,-750,000. Particular attention is called to the fact that, whereas the Smith-Hughes Act actually appropriated funds, the George-Deen Act merelyauthorizes, or makes possible, appropriations not exceeding the amountstipulated.

Distribution offunds among Negroes. Under these acts the Federal Gov-ernment does not propose to undertake the organization and directionof vocational education in the States, but does agree to make from yearto year substantial financial contribution to its support. It undertakesto pay oyer to the States annually certain sums of money and to coop-erate in fogrring and promoting vocational education and the trainingof vocational teachers. The grants of Federal money are conditional,and the acceptance of these grants imposes upon the States specifip obli-gations to expend the money paid over to them in accordance with theprovisions of the acts.This cooperation of the States with the Federal Government is basedupon four fundamental ideas: (1) That vocational education beingessential to the national welfare, it is a function of the National Govern-ment to stimulate the States to develop and maintain this service;(2) that Federal funds arc required to adjust equitably among theStates the burden of providing the service; (3) that since the FederalGovernment is vitally interested in the success of vocational education,it should, so to speak, secure a degree of participation in this work; and(4) that only by creating such a relationship between the central inlthe local governments can better and more uniform standards of edu-tational efficiency be set up."

13 Statement of policip for the administration of vocational education. Washington, Gownsman PrintlugOffice, 1937 (Revised edition). (United States Department of the Interior.education bulletin 1937, No. 1.)4 at Education. Vocational

.


One of the purposes of the act, as shown in (2) in the above quotation, isto "adjust equitably among the States the burden of providing the service"(vocational education). However, no stipulation is made for securing equi-tability within the States, as far as classes for Negroes are concerned. Astudy of the distribution of the funds within the States indicates inequi-tability in provisions for courses in vocational subjects similar to thatreferred to in provision for high-school facilitits.

Trends in we of Federalfunds.The proportion of funds allotted to schoolsfor Negroes from the Federal funds for vocational education for specific pur-poses in 1934 compared with the ratio which dily bear to the totill popula-tion is shown in figure 2. In every State except one (Oklahoma) the per-

tagen ted

of expenditures is less than the ratio indicated. Also, it will bethat the lines representing percentages of courses, enrollments, and

chers are, with few exceptions, consistently above the line representingexpenditures.

There were encouraging increases in number of teachers and courses, andenrollments from 1928-29 to 1934-35 except during the most acute depres-sion period (1931-33). Even then, there was an increase in enrollmentof girLs. Similarly, there were increases in expenditures, but the percentageincrease was far less than in the other items, as shown by figure 3. In somecases the increases during this period in enrollment of Negroes in federallyaided vocational courses exceeded corresponding iiicreases for whites.ComplCte data for the Federally aided vocational work in high schools maybe seen in tables I, il, III, and IV in appendix A.

flITNOLLVDOA xouvonaa

e

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E 2

. Pe

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the

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per

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GENEML EDUCATION AND VOCATIONAL TRAINING 33

4/t

165

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rol I me. tt nroi rrn. mt

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194e9-J0 1930 1111 1931 - L 193t - 33 1933 -34 1934-00011111M

FIGURE 3. Percentage increase or decrease in expenditures, in number of courses, innumber of teachers, and in enrollments in Federally aided vocational work for Negroes,for each year from 1929-30 to 1934-35 compared with 1928-29, in 18 States.

195..

105

90

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-107---II

31

C

CHAPTER Ila7

Vocational Education in Agriculture'

rTIHE ADEQUACY of vocational education in agriculture for Negroesmust be considered in light of the social and economic situation in

rural areas and of the special relation of Negroes to it.The application of machinery to the farm has caused revolutionizing

changes. The successful farmer today must know how to handle machinesand appliances, power for which is generated by wind, gas, water, steam,oil, and electricity. The application of chemistry to farm problems hasmade available an increakd fund of scientific knowledge. Mpreover, farm-:ing has bcome a highly competitive industry and calls for a high degree ofmanagerial ability. Profitable distribution of farm products demands aknowledge of business and an appreciation of cooperative marketing. Theseconditions have brought about greater specialization of tasks, have increasedthe need for diversification of crops, and have made the farmer less self-sufficient. In addition to other social and economic conditions, thesechanges have been associated with decreasing farm population, increasingsize of farms, and increased production per acre and per man.

The changes have affected Negroes particularly because they are stillpredominantly rural. According to the 1930 Census there were 11,891,143Negroes in the United States. Of this number, 6,697,230, or 56.3 percent,lived in rural areas. The percentages living in rural areas in 1920 and1910, respectively, were 66 and 72.7.

The following examples show the changes that have taken place amongNegro farmers during the s decade:2 (1) there has beed a decrease ofnearly half a million N - or 6.2 percent, in the farm population, andof 42,858, or 4.6 percent, the number operating farms. The number ofNegro farmers per 1,111 egro population fell from 88 in 1920 to 74 in1930 as compared wi a corresponding decrease for white farmers frOm58 to 49 per 1,000 population. (2) The number of farms operated byNegroes in 17 Southern States decreased by 44,659, or 4.9 percent. (3)

Data oa federally aided vocational education in agriculture were taken from the State reports sent to theVocational Education Division of the Office of Education.I The Negro Fanner 1n the United States. Washington, Government Printing Office, *1930. (FifteenthCensus of tbe United States, 1930. Census of agricnitam)

gr.

34

I

.

s

AGRICULTURE . 35

There has been a decrease in the total acreage in farms operated by Negroesof 3,835,050 acres, or 9.3 percent in contrast to an increase of 34,943,840acres, or 3.8 percent, in farms operated by whites. (4) The average size offarms operated by Negroes has decreased from 44.8 acres in 1920 to 42.6acres in 1930. The average farm operated by white farmers increased insize during the same period from 165.7 to 176 acres. (5) The value,of landand buildings of farms operated by Negroes decreased durink the decadeby $854,699,526, or 37.9 percent, while the decrease for whites during thissame period amounted to $17,508,988,184, or 27.4 percent. (§) There wasa decrease in Negro farm operators by each class of tenure as follows:Owners, 37,596, or 17.2 percent; managers, 1,103; or 54.4 percent; tenants,4,159, or 0.6 percent. During this same period white owners decreased8.8 percent, managers decreased 20.3 percent, and tenants increased 12.3percent. The one item which increased during the decade under considera-tion was the value" of implements and machinery owned by Negro farmers.The trends indicated here have important 'implications for educationalprograms for Negroes in rural areas.

NUMBER OF SCHOOLS AND CLASSES

In general, vocational courges atE offered in high school. Vocational in-struction is offered in the upper grades of the elementary school in some.communities, but it is not particularly effective. Such work cannot becarried on in most of the 1,726 rural schools offering 1 or more years ofhigh-school work because of the limited facilities. Only about one-thirdof these schools participate in the Federal program for 'vocational educa-tion in agriculture.

The_ most common type of school providing vocational agricultural in-struction for Negroes is the regular, all-day, county training school. Thework is departmentalized;and that in agriculture is usually federally aided.A few other types of high schools, such as those connected with land-giantcolleges and semiprivate schools, receive support from the State or countyand share in the Federal vocational education program. In 1934-35 therewere 542 all-day schools for Negroes receiving Federal aid for vocationaleducation in agriculture in the 18 States where separate schools are main-tained. Another type of school in which vocational courses in agriculturearc offered is the day-unit school, a ;modification of the all-day school. "Itdiffers from the departmental type only in the amount of agricultural in-struction which is given, this being limited to certain selected units. Thisrestriction is due to the fact that the teacher of agriculture must usuallydivide his time among several schools which are conveniently located, sothat he can make the circuit at least once a week and preferably oftener."In 1934 there were 264 such schools for Negroes.

Unless otherwise indicated all data in this chapter refer to the 18 States maintaining sepCate schools for theNegro and white races.

4 Sargent, H. O. Vocational Education in Agriculture for Negroes. Washington, Government PrintingOffice, 1926. (Federal Board for Vocational Education. Bulletin 1926, No. 111, Agricultara1 series, No. it)

ft

3

s


Part-time schools are designed mainly for farm boys who have droppe'dout of all-day school and wish instruction in agriculture while farming. In1934-35 there were 320 such schools in which Negro boys were enrolled.Still another type of school in which vocational education in agricultureis offered is the evening school. It is designed especially for adult farmers.There were 784 such schools for Negroes in 1934-35. In general, all ofthese different types of schools are operated in the same building and .bythe same leachers.

There is a consistent percentage increase in the number of all-dy schoolsin which vocational agriculture is taught for each of the years from 1926-27to 1934-35 over 1925-26. The number of classes in vocational agriculturefor Negroes in the different types Qf schools increased 128.9 percent from1928-29 to 1934-35. The percentage increase for each year from 1929-30to 1934-35 over 1928-29 is shown below:

1929-30 1930-31 1931-32 1932-33 1933-34 1934-35Percent. .... 27.4 42.3 91.8 65.3 83.5 - 128.9

The dittribution of the classes among the different types of schools isshown in table 12.

TABLE 12.-Aanber and percent of classes for Negroes in federally aided vocational agriculture,according to types of schools by years in 18 States

..

Year and type of school Number Percent Year and type of school

_

,--r Percent

1928-29: 1932-33 :Evening 293 56. 1 Evening_ ___ 442 51. 2Part-time 101 19. 3 Part-time...-. __ _ 224 25. 9Day unit 128 24. 5 Day unit _..Z 197 22. a

Total 522, Total.

863 _

1929-30: 1933-34:Evening 400 60. 1 Evening _ _ .... ......... _ 559 58. 3Part-time 128 19. 2 Part-time _ 225 23. 4Day unit 137 20. 6 Day unit- _-- 174 18. 1

Total 665 Total 958

1930-31:gp; 1934-35:

Evening 460 61. 9 Evening__ _ __ ... 698 58. 4Part-time 126 16. 9 Part-time __ _ 265 12. 1Day unit,

157.

2!. 1 Day unit _ __ 232 19. 4Total 743 Total 1, 195

1931-32:Evening 583 58. 2Part-time 229 22. 8Day unit 189 18. 8

Total 1, 001 ..-- - -..

CURRICULUM OFFERINGS AND REGISTRATIONSAll-day schools.-Courses in vocational agriculture iethe federally aided

all-day schools are offered in conjunction with the regular high-schoolcourses. The high-school curriculums vary among the States as to con-tent, but, in general, they consist of English, science, mathematics, foreignlanguages, social science, and the vocational subject& It is Prescribed by

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AGRICULTURE 37

law establishing Federal aid for vocational education that "súch schools orclasses giving instruction to persons who have not entered upon employ-ment shall require that at least half of the time of such instruction be givento practical work on a useful or productive basis, such instruction to extendover not less than 9 months per year and not less than 30 hours per'week."This does not apply to agriculture. Because of the age and general natureof the purposes of the pupils in the all-day schools, the vocational subjectsin agriculture deal with the fpndamentals of farm life. In each of theStates the vocational agriculture courses are based upon the farm enter-prises of that specific region. The students are taught how to perform theoperativeand managerial jobs and solve the problems that are found on

their own farms. Each student actually participates in the work of farm-ing by operating and managing a farm program of his own.

TABLE 13. Number and percent of total Negro students registered in each kind of agriculturalcourse, by type of school, 1934-35, in 18 States' .

Kind of course

Animals, farmCanningCorn and corn productsCottonCrops and crop problemsFarm organtkationFarm reorganizationFarm pructionFarm records and managementGeneral farmingHogs and bog production°Home implementsHome orchardLive-at-homeMarkets and truckingModern pioneersNew Deal problemsPeanuts and alfalfaPoultrySoil

Total enrollment

Type of school

Evening Part-time Day-unit

Nu mber Percent Number Percent Number Percent

273 1. 5165 9919 5. 1

1, 431 8. 0788 4. 3535 2 9

1, 269 7 12, 658 14. 82, 267 12. 72, 491 1 3. 9

163 925 . 1

16 082, 998 16. 7

138 . 79 05

346 1 940 . 2

969 5. 4642 3. 5

17, 859

42

31960736263

1 443426

1, 0404125

104/10154

96755

3, 805

1. 1

8. 315. 98. 41: 6

11. 611. 127. 2

1. 1. 6

2. 75. 54. 0

. 21. 71. 3

7

56 1. 4MP MD

1, 043 26. 4767 19. 4277 7.0

46117

588

11. 6. 4

14. 9 '

10 . 2

leg1. 73.0

243, 944

.....5.4

y 6 44'

ow a.

Vocational Agriculture is no longer taught in day unit courses.

Other types of schools.-the types of courses in vocational agricultureoffered in evening, part-time, and day-unit courses are shown in table 13.In the federally aided evening schools during 1934-35 there were registra-tions in 20 different courses. Students were registered ip 1 6 differentcourses in the part-time school, and in 12 courses in the day-unit schools.The total number and percent of Negro students registered in the differentfederally aided vocational agricultural courses arc also given in the table.The percents are computed from the total enrollment in that particular'

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:

MD


type of school. Instead of offering specific courses, some schools use thecross-sectional m7thod of organizing their teaching materials rather' thanthe unit courses. This means that a portion ofall the farm enterprises mabe taught throughout the entire course.Of the 480 regular high schools for Negroes reporting to the StatistiCalDivision of the Office of Education for 1934, enrollments in vocationalcourses in a given number of schools were as follows:

Number ofCourse4 schools RegistrationGeneral agriculture 142 4,211Soils and crops

10 140Animal husbandry 5 82Farrell mechanics2_ 57

Of ther,47,046 pupils enrolled in the 164 reorganized schools reporting,1,775,. or 4 percent, were enrolled in general agriculture. The small regis-o tration in akriculture in the reorganize4340s is probably due to thefact that most of them are in urban communities. While many of theseschools are probably not participating in the federally aided vocationalagricultural program, the data are significant from the guidance point ofview in showing the possibilities f9r pre-vocational education and explora-

its

tory courses. c

ENROLLMENTS IN TYPES OF SCHOOLSTrends in enrollments in federally aided vocational agricultural coursesin the different types of schools for Negroes from 1928-29 to 1934-35 maybe traced in table 14. Although there is an inCrease in the number ofmales enrolled in all-day agricultural classes from 1928-29 to 1934-311the percentage of thè total eArollment decreased during the same periodfrom 42.'4 to 38.8. In evening agricultural classés there was an increase inthe niunber of males enrolled of from 5,197 to 14,761; and 'an increase inthe percentage of the total male enrollment from 29.9 to 40.2. Bothniiinber and percent of females enrolled in all-day schools decreased duringthis period, while there was a marked increase in the number and percentof femalei enrolled in e'venink schools; the former increased from 510 in1918-29 to 3,098 in 1934-35; the latter from 57.4 to 93.5 percent.

forI Organized on junior-senior high-school basis.

rz'

6

,

1

b1/4,

4,

Aim

,

04

AGRICULTURE 39

T*ii I 4. Number and percent of Negro students enrolled in courses in vocational agriculture inthe different types of federally aided schools, according to years, in 18 States

Year and type of school

1

p.

1928-29:All-day_Evening _

Part-time_Day unit_

Total _ _ _

1929-30:All-dayEveningPart-timeDay unit

Total_ _

----------- -----

1930-31:All-day .

_ Evening.. _

Part-time_ _

Day unit__

Total

1931-32':All-day_Evening_Part-time_Day unit

4.

Total

1932-33:All-dayEvening__Part-time_ _

Day unit__ _

Total

1933-34:All-day -Evening__ _

Part-time_Day unit..

Total

1934-35:All-dayEvening__ _

Part-time_Day unit

, Total

Males Females

Number

9, 1105, 1971, 3711, 689

17, 367

9, 5125, 3241, 4201,896

18, 152

10, 4898, 9692, 0472, 597

24, 102

11, 54211, 8512, 8402, 526

28, 759

16, 3158, 5023, 2023, 619

25, 638

12, 68812, 524

3, 2333, 013

31, 458

14, 23614, 761

3, 7413, 900

Percent

3

52. 429. 9

7. 99. 7

52. 4, 29. 3

7. 810. 4

43. 537. 2

8. 410. 7

Number

4

200510

37141

888

148572

6137

863

2641, 585

8456

40. 141. 2

9. 88. 7

2, 013

1312, 274

24207

40. 233. 112. 414. 1

2, 636

1421, 321

74105

tPercent

6

22. S57. 44. 2

15. 9

17. 166. 2

. 615; 8

13. 178. 7

. 37. 71 o Nimi mio 111..

4. 986. 2

. 97. 8

8. 680. 44. 56. 3

40. 339. 810. 29. 5

1, 642

732, 393

2752

2, 545

38. 840. 210. 210. 6

943, 098

3487

2. 894. 01. 02. 0

2. 893. S

1. 02. 6,

36, 638 3, 313

./Below will be found the percentage increase or decrease in enrollment

in all types of schools offering couises in vocation:al agrictilture for e4chyear from 1929-30 to 1934-35 compared with 1928-29, for Negroes by sex.

,-

.

,

1930-31 1931-32....

1932-33 1933-34 1934-35

1

1

-4

jor 3 s,

4 1

47.614. 9

s

81.186.

A

16

441

7

110.273-

91

Male ..Feraa-e....

4.-2.

S8

4t4

38.126.

87

65. 61961

77910P 88--4 Vik

_ _ ___ _ _ .

,

,.. . ..... .

_

-

.......... .

.

I

2 I

mo .....

,

.. .. 11.1 MP MI

.

.

30

,

A

14

. -

_ _ _

_

.

_

_

6

_

_

_ .

J

...


A way to determinek what degree the federally aided vocational agri-culture program is reaching the Negro farm boy is to compute the percent-age that their agriculture enrollment in all-day, part-time, and day-unitschools is of the total number of rural Negro boys in the 14 to 20 year agegroups attending school in- the lg States ..studied. According to datashown in table 14 th'ere were in 034-35, 21,877 boys enrolled in agriculturecourses in all-day, part-time, and day-unit schools in these States.' Thisenrollment constitutes 10.6 percent of the total males 14 to 20 years of age(205,731) attending school in these States. In 1924 the correspondingpercentage was 4.6 This shows considerable improvement in the proportionof Negroes reached.

THE COLLEGE PROGRAMThe land-grant colleges and a few private college's have been the chief

sources of instruction in agriculture for Negroes on the collegiate level.Practically all of the graduates of agriculture courses from these institu-tions enter the field of teaching or related work. The three major occupa-tions followed by graduates of,these colleges are: (1) Vocational teachingin high schools, (2) extension work, and (3) college teaching. This limitedrange is emphasized when the distributions of Negro and white graduatesof 5 white and 10 Negro agricultural colleges according to occupationsfollowed are compar&I, as in table 15. It is further shown by data givenin table 16, which compares the percentage of Negro and white agriculturalcollege graduates trained as teachers of vocational agriculture in theSouthern States for 1935-36. For the regions as a whole the respectivepercentages are, for whites 41.2; for Negroes 91.6.

TABLE I 5.Occupationd distribution of the 1934 graduates majoring in agriculture of 5 white and10 Negro agricultural colleges, Southern Region, 1935 1

Type of occupation

Agricultural extension serviceAgricultural techniciansCommercial lines related to agritultureEducational workers:

College and experiment station woriersGraduate students and assistantsVocational teachersOther teachers _

Forestry, lumbering, and park serviceLandscape gardening and floriculturePractical agricultureRecovery and relief agenciesState Department of AgricultureU. S. Department of AgricultureMiscellaneous nonagricultural occupationsUnemployed or unaccounted for

Total

Graduates

Number

Negro

2

4

6034

228

4

116

White

164

12

42716

51

2929

35

161

168

Percent

Negro

4

1. 7

3. 4

51, 829. 3

1 71. 76. 9

White'

9. 52. 47. 0

2. 416. 19. 53.0

. 6

17. 317. 31. 83.09. 5

. 6

100. 0

LeBeau, Ow Ray. Factors Affectiaig the Need Among Negroes for Graduate Courses in Agriculture.Doctor's thesis. Ithaca, N. Y., CornakkUnwenity, 1936.

I Ibid., p. 13

..... _ _. 1 as a.

Na. .....

3. 5

100. 0

.

a

a

.. a

AGRICULTURE 41

TABLE 16. Percent of agricultural college graduates trained as teachers of vocational agriculture byStates, 1935-36 7

. Graduates

.4State White Negro

Alabama . 38. 7 73. 9

Arkansas 64. 3 100. 0

Florida ***** . 44. 8 94. 1

Georgia 53. 100. 0

Louisiana 51. 4 100. 0

Mississippi ' . 38. 7 100. 0

North Carolina 34. 3 100. 0

Oklahoma 26. 9 90. 9

South Carolina 23. 1 . 100. 0

Tennessee 67. 7 100. 0

Texas:A. & M 29. 9 100. 0

Sam Houston 100. 0

A. & I 100. 0

Technological 60. 0

Virginia 35. 7

Ettrick 66. 7

Hampton 75. 0

Total 41, 2 91. 6

.41111111P

Curriculum offerings and registrations.-The.courses offered in the agriculturecurriculum by 16 public 8 institutions of higher learning and the registrationin each for 1935-36 are given in table 17. New methods of accounting andnew demands made oin the farmer by changes in the credit system resultingfrom the operation of the Federal Farm Credit Administration, wouldsuggest the need of rather large enrollments in subjects relating to account-ing and credits. Of the 11,841 students enrolled in the 16 institutionsreporting registrations in agricultural curriculums, 80 are registered incourses that .are related to these subjects. A similar situation prevails withrespect to the subjects dealing with problems of agritulti.tral reorganizationand cooperative marketing. Even if these topics are included in suchsubjects as marketing and farm organization the numbers enrolled are notin keeping with their growing importance.

Problem ofpreparing,teachers.-Although practically all the Negro graduatesof agriculture curricula from institutions of higher learning enter the field

of teaching, as shown in table 18, reports from school officials indicate thatthe supply of trained Negro teachers in agriculture is inadequate. Enroll-

ment in agricultural teacher-training courses increased 6.5 percent from

1928-29 to 1934-35. This slight increase is probably due to several things,

some of which are lack of funds and lack of interest of school administrators.Chapter VII shows that the percentage of the total amount of Federal funds

expended for the preparation of teachers received by institutions for Negroes

ranged from 11.1 in'1928-29 to 16.1 in 1934-35.

/ Data obtained from the Agricultural Education Service of the Vocational Education Division of the Office

of Education.liampton and Masker!, are included here.

..

.. . .. ...,.. . .

. .

-

.

; 111 .

42 VOCATIONAL EDUCATION AND GUIDA,NCE OF NEGROES

TABLE 17. Number of Negro students enrolled in specified courses in agriculture in 16 publicinstitutions of higher learning,9 1935-36

Enroll-Course ment

Agricultural economics 105Agricultural education 620Agricultural engineering 123Agricultural chemistry 81Agricultural journalism 81Agricultural judging 3Agronomy 403Animal husbandry 454Animal nutrition 31Animal pathology 19Apprenticeship 13Bacteriology 145Cotton 18Crop diseases 15Dairying, cattle, and milk production 229Economic geography 40Economics, market, and farm produc-

tionEnginesEntomologyExtension methodsFarm accounting

297

256

35

Enroll-Course merit

Farm c#ops 59Farm finance 43Farm machinery and shop work 210Farm management and organization . 172Fruit growing 33General agriculture 268Genetics 40Greenhouse management 5Horticulture 512Household physics 9Marketing 181Materials and mathematics in farm

shop 8Plant pathology 158Poultry production 270Power machinery ..... 33Rural accounts 2Soils and fertility 182Supervision 13Survey of agriculture 34Veterinary science 140Vocational education and guidance . 35

The number and percentage increase of Negro teachers of vocationalagriculture in the different types of federally aided schools from 1928-29to 1934-35 were as follows:

Type of schoolel, Number PercentAll-day

131 35Evening255 104Part-time207 265Day-unit130 194

Additional data° concerning these teachers are given in tables 18, 19, 20,and 21. Table 18 indicates that 52 percent of the Negro teachers trainedin liocational agricultufe in 1936 were placed as teachers of this subject,and that 25.7 percent were placed in other teaching positions. The percent-age of Negro men trained as teachers of vocational agriculture who did notfind work was 15.8. The apparent lack of enough teaching positions invocational agriculture to absorb the Negroes trained in that field may bedue among other things to(1) Lack ovf schools of the kind in which voci-tional subjects can be taught; (2) lack of funds; and (3) lack of adequatedemand for classes. In addition, Negro tachers frequently carry morethan a normal load, which may keep other teachers out of a job. Forexample, data shown in tables 19, 20, and 21 indicate that a larger per-centage of Negro teachers than white teachers conduct classes in all threeHampton and Tuskeegee are induded here. Total enrollment of all schools, 11,841.If From the Agricultural Education Service of the Vocational E4beation Dltriaion of the Office of Education.

. . .

*

.

0

AGRI CULT U RE 43

types of schools, namely, all-day, evening, and part-time; that the averagenumber of classes per teacher is large!: among Negro than among whiteteachers; and that a larger percentage of Negroes teach other subjects inaddition to agriculture and also act at principals.'The above data indicate that more teachers would be needed if funds for

vocational agriculture and number of schools in which it was offered wereavailable, and the teaching load were improved.

TABLE 1 8.-Placemtnt of Negro men trained as teachers of vocational agriculture by States,1935-36

State s

AlabamaArkansas-FloridaGeorgiaLouisiana

MissisaiwiNorth Carolina_ __-_ _

OklahomaSouth CarolinaTennessee

Texas

ErtrickHampton

Total

Percent_

Totalnum-ber ofnew

teach-ers

quali-fied

Placement of teachers trained, 1936-

As teachers ofvocationalagriculture

In theState

Out ofState

Indtherteach-

ingposi-tions

17 4 10 27 7 0 0

16 4 o 1212 4 o 815 12 o o

11 2 o o9 3 1 1

10 4 0 39 5 0 28 1 1 1

23 14 0 5

8 4 1 36 0 3 2

151 64 16 39

42. 1 9. 9 25. 7

Inposi-tionsothertha n

teach-ing

Num-bernot

placed

Outlook for 1937

Num-ber ex-pected

toqualify

Estimated need

1 0 200 o 10o o 101 o 111 2 11

o 9 103 1 20o 3 9o 2 12o 6 11

4 * 12

0 o 110 1 10

10 24 157

6. 6 15. 8 3. 3

More than this year.10 needed.Probably sufficient.54 if funds available..Sufficient unless new

funds.

3 to 5.Need strong.12 requests.40 if funds available.Depends on funds.

10 to 12 needed.

Quite adequate.Probably sufficient.

I Data obtained from the Agricultural Education Service of the Vocational Education Division of the Office ofEducation.Kentucky did not train Negro teachers of vocational agriculture.

TABLE 1 Kinds of classes Conduaed by teachers of vocational agriculture, fiscal year 1935-36

Region

Total

North AtlanticSouthern:

WhiteNegro

North CentralPacific

Totalteachersof all-

dayclasses

Teachers conducting-

All-day ijOsaes All-day and eve-onl)Ar ning classes

N umber

2

5, 474 2, 537

870

1, 834565

1, 605600

449

37288

1, 104524

Percents

4

46. 34

N umber

1, 712

51. 60

20. 2815. 5768. 7887. 33

87

1,08218330159

Porno

MI-day and part- time,All-day, part-

and eve-time classes ning classes

N umber Percent Nana"

31. 27

7

9.9

58.9932.3818.759.83

Pint"

562

310 35.63

10. 26

84 4. 5317 3.01

140 8. 7211 1. 85

663

24

2%277

606

2. 75

16. 1349.02

3. 73.99

Data obtained horn the Agricultural Education Service of the Vocational Education Division of the Office of&location.

,

...... _ _ .

...... .

Virginia:

_.__ _ .

..... _

3 8 Is

12. 11

I

..111

& 6

rIVNOLINDOA NOLLV011aa

TA

BLE

20

. Tea

chin

g lo

ad o

f tea

cher

: of

voc

atio

nal a

gric

ultu

re,

1935

-36

Reg

ion

Gra

nd t

otal

Tot

al,

whi

te o

nly

Nor

th A

tlant

ic

Sout

hern

N

orth

Cen

tral

Pa

cifi

c_ Tot

al,

Neg

ro o

nly

Sout

hern

O

ther

reg

ions

Num

ber

of

teac

hers

A

ll-da

y

2 5, 4

69

12,

910

4, 9

04

11,

769

865

2, 2

52

1, 8

34

4, 4

28

1, 6

04

3, 7

65

601

1, 3

24

565

1,

141

550

1, 1

07

15

34

Num

ber

"111

1111

1n

of c

lass

es

Part

-tim

e

1, 3

06

1, 0

08

356

419

217 16

298

298 0

Eve

ning

3, 5

87

2, 9

38

141

2, 3

20

399

'1'7

8

649

612 17

Day

-uni

t N

on VO

CA

- tio

nal

530

327 o

327 o o

203

203 o

7 4, 0

13

3, 4

07

399

362

1, 7

51

895

606

587 19

Num

ber

of d

iffe

rent

cla

sses

tau

ght

by t

he a

vera

ge t

each

er d

urin

g th

e ye

ar

All-

day

8 r 36

2. 4

0

2. 6

0 2.

41

2. 3

5 2.

23

2. 0

2

2. 0

1 2.

27

Part

-tim

e

0. 2

4

. 21

. 41

.

23

. 14

. 03

. 53

. 54

0

Eve

ning

10

O.

68

. 60

. 16

1.

26

. 25

.

13

1. 1

5

1.

15

1 13

Day

-uni

t

11 0. 1

0

. 07

0 .

18

0 O .

36

. 37

O

Non

voc

a-

tiona

l

12

0. 7

3

. 70

. 46

.

20

1. 0

9 1.

49

1. 0

7

1 07

27

1

Tot

al

111 4.

11

3. 9

8

3. 6

3 4.

28

3. 8

3 3.

88

5.

13

5. 1

4 4.

67

'Dat

a ob

tain

ed f

rom

the

Agr

icul

tura

l E

duca

tion

Serv

ice

of t

he V

ocat

iona

l E

duca

tion

Div

isio

n of

the

Off

ice

of E

duca

tion.

tzl

'1

4 ..

t ..."

AP.

3

tri

C:1

cl

0-1

1.4

C) :1

OP-

o Cl

TA

BL

E 2

1.N

umbe

r of

ful

l-tim

e an

d pr

orat

ed te

ache

rs o

f al

l-da

yda

mes

, fis

cal y

ear

1935

-36

1

Reg

ion

1

Tot

al

Nor

th A

tlant

icSo

uthe

rn:

Whi

te,

Neg

roN

orth

Cen

tral

Paci

fic

Tot

alte

ach-

eri

of a

ll-da

ycl

asse

s

3

teac

hers

Num

-be

rPe

r-ce

nt

Pror

ated

teac

hers

I

Tot

al

Num

-be

rPe

r-ce

nt

5, 4

693,

249

59. 4

2, 2

2040

. 6

Tea

chin

g 1

othe

r su

bjec

t

Num

-be

rPe

r-ce

nt

Tea

chin

g 2

othe

r su

bjec

ts

Num

-be

rPe

r-ce

nt

Tea

chin

g 3

othe

r su

bjec

ts

Num

-be

rPe

r-ce

nt

8le

1113

475

21. 4

570

25. 7

254

11. 4

145

604

69. 9

261

30. 1

1 83

41,

490

81. 2

344

18. 8

564

214

37. 9

350

62. 1

605

729

45. 4

876

54. 6

121

235

. 338

964

. 7

113

43.3

5822

.225

9.6

116

33. 7

4011

. 620

5. 8

195.

424

.6.

917

4. 9

142

16. 2

,335

38. 2

135

15. 4

8521

. 9'1

1329

.057

14.7

Serv

ing

aspr

inci

pal

Num

-be

rPe

r-ce

nt

1314

417

18. 8

16

6. 1

124

36. 1

140

40. 0

123

14 0

143.

6

Serv

ing

aspr

inci

pal a

ndte

achi

ngon

eot

her

subj

ect

Num

-be

r

1 $ 68 11

520

23 9

Per-

cent is 3. 1

4. 2

1. 5

5. 7

2. 6

23

Serv

ing

aspr

inci

pal a

ndte

achi

ng 2

othe

r su

bjec

ts

Num

-be

r

17 102 5 14 30 40 13

Perk

cent 18 4. 6

1. 9

4. 1

8. 6

4. 6

3. 3

Hav

ing

othe

rpr

orat

ing

ar-

rang

emen

ts

Num

-be

r

1,9 33

4

_33

25 100

78 98

Per-

cent IS 15

. 1

12. 6

7. 3

28. 6

8. 9

25. 2

I D

ata

obta

ined

fro

m th

egr

icul

tura

l Edu

catio

n Se

rvic

e of

the

Voc

atio

nal

Edu

catio

n D

ivis

ion

of th

e O

ffic

e of

Edu

catio

n.A

pro

rate

d te

ache

r is

one

who

is p

erfo

rmin

g du

ties

othe

r th

anvo

catio

nal t

each

ing.

____

___

Full-

time

11/4

1

411

Zg

67

I

46 VOCATIONAL EDUCATION AND GUIDANCE OF NEGROES ,

FEDERAL AID FOR VOCATIONAL AGRICULTURALEDUCATION

Federal expenditures for agriculture in all types of schools from 1928-29to 1934-35 in 18 States are given in table 22. The proportion of fundsallotted to schools for Negroes ranged from 8 to 12 percent for the diffe;-entyears. The range in all-day schools, where most of the money is spent,was from 7.6 to 11.6 percent. The percentage increases and decreases inschools for:Negroes in Federal expenditures, enrollment, and in the numberof courses and teachers in vocational agriculture from 1929-30 to 1934-35compared with 19213-29 are shown in figure 4.

300

el 0

.re40

Z 10

180

1 50

90

60

30

0

-3019C/3-C9

Key -r.xpe,ncksturt..5Malt. t.nrol I rnantFermat a, an K:1 I I rnealtTe.o.c.ha.reCoul...4,41

.

.

- - - - -00"-- - - - -......... ......... .

..

4

%

.

////

-

%%%%.

A*.S4%

. ed40:3k

-ir

I ,

% "ge.4.

%/e .0 .. _

e e.. '"

1

%

%

% 4

s

..""./". _ .

ee

ee

e.

.

Al..... ...

.

19e9-30 1930-31 1931-3t I93L-%33 1938-Z4 1934-Z5

FlouRE 4.Percentage increase or decrease in enrollments, number of courses, and teach-ers, and expenditures in Federally aided agricultural classes each year from 1929-30to 1934-35 compared with 1928-29, in 18 States

DLO

.000 ode

0

-

.,

A

/ .

a.-,,

CmIL40041

.1-*°e i .-/

%

.

AGRICULTURE 47

TABLE 22. Amount and percent of Federal funds expended for vocational agriculture in thedifferent types of schoòls, accorchng to race and years, In 18 States

Type of &chow!

1928-29 1929-30 1930-31 1931-32

Amount Per-cent Amount Per-

cent Amount Per-cent Amount Per-

cent

1 2 3 4 S 6 7 8 II

"Ilkite $1, 242, 530. 81 89. 0 $1, 351, 416. 04 88. 8 $1, 957, 632. 33 91. 7 $2, 473, 609. 54 92. 4Negro 153, 081. 05 10. 9 171, 194. 09 11. 1 177, 107. 54 8. 3 204,044. 52 7.

Evenate_e

_ _ _ _ _ _ _ 35, 913. 84 78. 8 37,648. 86 78. 2 44, 510. 36 79. 0 - 25, 492. 86 72. FNegro _ 9, 660. 46 21. 2 10, 523. 77 21. 8 11, 802. 44 21. 0 9, 522. 00 27. 2Part-time:White 2, 712. 49 68. 2 1, 624. 24 39 5 75 00 4 9 0 00NeFro 1, 267. 47 31. 8 1,062. 50 60. 5 1, 449. 41 95. 1 2, 050. 00 100. CDay-unit:White 10,911.00 80.6 5, 923. 45 62. 2 9, 147. 51 70. 5 5, 418. 60 77. 3Negro_ _ __ ._ _ _ 2, 634.09 19. 4 3, 594. 07 37. 8 3, 835. 77 29. 5 1, 595. 00 21. 7Total:White_ ..... _ _ 1,292, 068. 14 88. 5 1, 396, 612. 59 88. 2 2, 011, 365. 20 91. 2 2, 504, 521. dO 92. CNegro 166, 643. 07 11. 5 186, 374. 43 11. 8 194, 195. 16 8. 8 217, 211. 52 8. C

Grand total_ _ _ _ _ 1,458, 711. 21 1, 582, 987. 02 2, 205, 560. 36 _ _ _ _ _ _ 2, 721, 732. 52

Type of school

WhiteNegro

Evening:White _

NegroPart-time:

WhiteNefro

Day-unit:WhiteNegro

Total:WhiteNegro

Grand total

1932-33

1 e

$1, 251,696.44151, 519. 64

17, 533. 567, 029. 50

063. 00

. 2, 653. 581, 264. 00

1, 271, 883. 58159, 876. 14

1, 431, 759 72

11

89. 210. 8

71. 428. 6

100. 0

67. 732. 3

88. 811. 2

)933-34

12

$1, 190, 904. 95156, 331. 47

16, 176. 557, 654. 66

750. 00262.50

4, 402. 201, 412. 50

1, 212, 233. 70165, 661. 13

1, 377, 894 83

1$

88. 411. 6

67. 932. 1

70. 129. 9

75. 724. 3

87. 912. 1

1934-35

14

$1, 647, 954. 07209, 861. 97

28, 650. 0212, 540. 04

5, 554. 41I, 135. 27

4, 613. 001, 650. 00

1, 686, 771. 50225, 187. 28

1, 911, 958. 78

11

88. 711. 3

69. 630. 4

83. 017. 0

73. 7s 26. 3

88. 211. 8

11,

CONCLUSIONS

In formulating a program in vocational education for Negroes in ruralareas problems growing out of their educational, social, and economicstatus should be considered. This chapter is devoted chiefly to educationalproblems. Obviously the extent to which the federally aided program ishelpful is conditioned by the number of youth and adults reached by it.This depends on the number of children who have enough general educa-tion to profit by the program and the number and accessibility of schools inwhich a federally aided program is offered.

A condition which affects any education program for Negroes is theliteracy situation. In 1930, 20.5 percent of the rural nonfarm and 23.2percent of the rural farm population were illiterate, in contrast to 9.2percent cif the urban Negro population. The educational level of Negroes

-

_ _ ___ _ _

..... _ _ _ _ _

.

ow ...... OD .

,

_ - _ _ _ _

All-day:

_

_

46

48 VOCATIONAL EDUCATION AND GUIDUCE OF NEGROES

must be raised if they are to benefit fully from the instruction offered tomeet new occupational demands.

In 1930 in the United States there were 803,373 Negroes in rural areas15 to 1 9 years of age-12 percent of the total rural Negro population.The number is considerably larger than the urban Negro population of thesame age group. Most orthese young people are in the South, the numberin the North and West being only 26,355. Taking the country as a whole,there are 2,004,082 Negroes 12 to 19 years of age, 1,316,204 of whom wererural, potential candidates for training in useful occupations. In orderadequately to meet this need for training, two provisions are necessary:First, additional high schools for Negroes which participate in the Federalvocational education program' ; second, additional part-time and eveningschools to bring educational facilities to the large number of Negro childrengainfully employed well as to those out of school and not employed.Data on this subject they pertain to rural areas are given in a recentOffice of Educatio i tudy." This study also shows that 5.48 percent of48,707 pupils in rural areas were enrolled in high-school grades. Ninety-four percent of these children, therefore, do not have access to the vocationaleducation opportunities in high school. Mollette found in 1932 tit80,000 Negro boys and girls in Georgia- (90 percent of the schopl popula-tion) settled down on farms after completing the sixth grad° without anyformal training in agriculture.'2

Pending the reduction of the number of Negro children in rural areaswho are overage and who drop out of school early, it may be desirable tointroduce vcational guidance and preparation in the upper grades of theelementary school. This might benefit overage pupils anA provide voca-tional preparation for pupils who otherwise would not receive it.

Il Availability of Education to Negroes in Rural Communities. Op. cit., pp. 8 and 63.Mollette, L S. Agriculture in Negro Schools. Southern Workman, 61: 338-40, August 1932.

_

as,;.'

u

[ CHAPTER V

Vocatioral Eduption in Home Economics

4,

=11.


All-day schools.Home economics education has been developed in highschools under various circumstances, and in many cases under conditionswhich precluded Federal aid, consequently, relatively few schools offerfedielly aided vocational education in home economics. However, moreschools than those listed below as receiving Federal aid are offeiing workin the field. According to the present investigation in 34-35, therewere 225 all-day schools for Negroes in the 18 States udied offeringvocational educAtion in hòme economics with Federal a This is a 543percent increase over the 35 such schools in 1928-29. The number andpercent of increase of all-day schools for each designated year over 192849follow:

1929-30 1930-31 1931-32 1932-33 1933-34 1934-35Number of schools 55 70 107 128 183 225Percent 57 100 205 265 423 543

Evening and part-time schools. Data were not collected on the number ofevenipg itnd part-time schools for federally aided vocational educati,onin homeeconomics. ,However, the availability of such instruction throughthese schools may be indicated by the number' of classes offered. Table23 shows that in 1934-35, 508, or 97 percent, of the classes offered in thesetwo types of schools for Negroes were offered in evening schools. Thisis an increase of 316 percent over the number of such classes offered in1928-29. Data presentd in the table show also that the total number ofclasses offered in the evening schools increased consistently each year from1928-29 to 1934-35. The trend noted abovels. significant because thetraining which adults receive in these classes can be put to immediate usein their homes. Moreover, it has an important influence on other mem-bers of the family, especially on those girls who do not take such trainingin the all-day school.

I

4.

50

TABLE 23 . Number


and percent of classes for Negroes in federally aided hom* economics,accordingto types of schools and years, in 18 States

IYear and type of school Number Percent

,

Year and type of school Number Percent

1 2 3 ...

1, 2

._

3r

1928-29: Evening1929-30: Evening1930-31:

EveningPart-time

1931-32:EveningPart-time

,122160

2631

4052

,

100. 0100. 0

99. 6. 4

99. 5. 5

1932-33:EveningPart-time

1933-34: Evening1934-35:

EveningPart-time

, ,

3992

387

50816

99. 5.5

100.0

3.0

CURRICULUM OFFERINGS AND REGISTRATIONSCurriculum offerings in high schools.The home-economics courses offeredin 1934-35 in federally aided evening and part-time schools are listed intable 24. While certain dtiplication exists, some slight indication of theavailability of these courses may be gained from the enrollments. In viewof the fatts concerning infant mortality and general heiath status of Negroesone would expect to find larger enrollments in courses on child care andnursing and hygiene. Similarly, enrollments are not large in parent educa-tioh, although some instruction may be given in this subject in certainother courses.

TABLE 24. Number and percent of total Negro students registered in each kind of home eco-nomics course by type of saool (1934-35), in 18 States

Course

Child careClothingDomesuc service trainingFamily and community relationFoodsGardeningHome economics, generalHome furnishingHom managementMillinery and artNursins and bytielleParent education

Total

Type of school

Evening

Number

........111=1/

1, 0764, 131

401901

2, 538158

Percent

10. 2I 39. 4

3 88 6

14. 21 5

1591 734

44

10, 475

1 516 51. 96. 5

4

-or- Part-time

Numbér

124267

20

52

Percent

27. 859. 8

4. 4

11. 6

23

446

5. 1

Curriculum and course registrations in high schools.In the 207 high schoolsselected for special study, about 14 percent of the girls were e olled inhousehold arts (home economics) curriculums in 1934-35. T percent-Ar

,

.4

_ _ __

_ _ __,.,

-

...... ..... ._..._.

_

....... -__.- -

1931-32:

_ ___ ....... ...... _ _ _

,

....... _ _ _ .......

GOP =, ..... O.

I.

...... .10 am.

I.

.3

'\

HOME ECONOMICS 51

ages of the total enrollment of girls registered in these courses duririg the1044year period from 1925-26 to 1934-35 ranged from 116 to 14.9.In a stUdy made by Jessen 2 of 609,893 pupils in nine States it was foundthat in 1922, 14.9 percent of the total enrollment was registered in homeeconomics. In 1928 the corresponding percentage was 20.3. The regis-trAons of Negroes in the home economics courses in federally aided depart-ments are given in table 24, and in table 25 for reporting to theOffice of Education for the regular quadrennial statistical study made bythe office.

TABLE 25.Number of schools reporting and number and percent of Negro pupils registered inspecified home economics courses in regular and reorganized high schools, 1934 1

Course

Child careClothing-CookingFoodsnutrition, dietetics, cafeteria and tea, room

managementFamily relationshipsGeneral home economics 3Home nursingLaundrySewing

Total number of schools reporting vocationalsubjects in high schools and total enroll-ment in such schools

Total number of schools reporting and totalenrollment in such schools

Regular high schools

gumberof

schoolsreporting

2

3

2527

294

2016

Course registra-tion

Number

811, 8281, 718

1, 96153

12, 215237

Percent

4

Reorganized high schools

Numberof

schoolsreporting

a

0 13. 33. 1

3. 509

21. 84

36

335

480

2, 234

56, 096

66, 504

4. 0

Course registra-tion

Number

21 3, 92612 1, 626

17 2, 333

73 8, 823

6 40413 1, 667

131

164

47, 046

50, 933

Percent

7

8. 33. 5

5. 0

18. 8

.93. 5

I Schools for Negroes making the quadrennial report to the Statistical Division of tlr Office of Education,most of them being in the Southern States.I Many of the specialized courses listed here are included in this course. 1/1

Course regigrations in colleges. Data were gathered on course registrationsfrom 18 colleges under public control and 2 privately supported. Thesedata are given in table 26. While it is difficult to ascertain the exactnature of many of the courses from the titles given, there ppears to begreater emphasis than in the high schools, insofar as that can be judged byregistrations, on certain modern problems in homemaking.

I See ch. table 8. -

I Jessen, Carl A. Secondary Education. bt Biennial survey of education, M62-1928. Washington, Govern-ment Printing Office, 1930. United States Department of the Interior, °Ike of Education, Bulletin 1930,No. 16, ch. VI.

-

3

0e .........

_ ......

..... MP

mi. 1 gib

III,

al.


TABLE 26.College enrollment in specified home economics courses, in 18 public colleges and 2

CourseApplied arts

private colleges fór' Negroes I

Enrollment Course.68

51

10

400622283

Beauty culture 4 . . .

Cafeteria management 4 . ....Child care and home nursing . . . . .

Clothing and textilesClothing selection and construction.Costume designing and art appre-

ciationDairyingEducation and directed teaching. .

Experimental cookery . . ...... .

Fancy cookeryFood selection, preparation, serv-

ing, and preservingFamily relationsGardening And floricultureHome craftsHome economics materials and

methods of observation . . . . .

Home management and problems. ,Horticulture

48219

29714

4

1,0186

19

39

7. 12

23513

EnrollmentHouse care and renovation 35House planning and furnishing. . . 157Household accounts 20Household chemistry 66Household economics 231Household physics 38Housing and equipment 58Hygiene 52Institutional management 4 8Interior decorating 5AMilanery deiigningNutrition and dieteticsNursing and first-aidPoultry and gardeningPractice cottageProblems of consumer buyingQuantity food preparation and

catering 4 19Tailoring 4 11The family 21Weaving 3

4

16267

67765715

ENROLLMtNTS IN TYPES OF SCHOOLSData on enrollment in all types of schools are' show% in table 27. Most

of the federally aided &urses in vocational education in home economicsaie given in all-day and evening schools. Few boys-are enrolled in homeeconomics courses in these schools, although large numbers of Negrc; menare engaged in occupations related to homemaking.

The percentage of the total female enrollment in all, types of schoolsenrolled in the all-day schools increased from 31.4 in 1 928-29 to 46.1 in1934-35, while the corresponding percentage in evening schools decreasedduring the same period from 68.5 to 51.9. Fiale enrollments in all-dayand evening schools increased inarkealy from 11128-29 to 1934-35, thepercentage increases for the respective years are: All-day.,.333, evenini,124. The percentage increases and decreases in female enrollments inhome economics courses in all types of federally aided schools each yearfrom 1929-30 to 1934-35 compared with 1928-29 are shown below:.6

Percentage increase of enrollment compare( with 1928--291929-30 100-31 1931-32 1932-31 -1933-34 104-35

percent ........ . . .... 1 .0 45.2 80.9 120.8 128. 9Percentages are shown graphically in figure 5.These data show significant increases during the 7-yea period.

do bot, however, show the relation to the actual need for such' courses.In 1934-35, 10,416 Negro girls were carolled in federally aided

Total enrollment for 18 publie colleges, 12,833; total enrollment for 2 private colleges, 2,107.4 Not strictly borne economics courses, ordinarily taught as trade courses.

195 . 3

They

home

4

I.

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

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

. .

. . . ... .

1

"et t

. .. .. .

HOME ECONOMICS 534economics courses in all-day schools. This number is 4 percent of all

Negro girls 15 to 19 yeárs of age in the 18 States studied.

TABLE 27.Number and percent of Negro studentr aug4q1ed in home-economics courses in thedifferent types of federally aided schools, according toyears, in 18 States


Males

Number

1928-29:All-dayEVeningPart-time

Total

1929-30:All-dayEveningPart-time

Total- -

1930-31:All-dayEvening _

Part-time

Total4

a.

72

Percent

72


30

Total 1


1933-34:All-dayEvening fPart-time

Total

1934-35:All-dayEveningPaa-time

Total

.r

30

65

11

9161

o

152

11429

54. 545. 4

59. 940. 1

Females

Number L Percent

4

2, 4065, 243

7, 649

2, 7844, 786

31. 468. 5

16. 863. 2

Nan

7, 570If

3, 257 29. 37, 797 70. 2

51 . 5

11, 105

4, 531 32. 79, 264 66. 9

44 . 3

13, 839

5, 90510, 806

180

34. 964. 0

1. 1

16, 891

9, 108. 40

79. 720. 3

143

51. 948. 0

17, 512

10, 416 46. 111, 728 51. 9

446 1. 9

22, 590

That relativelyjew women and girls enrolled i2 part-time schooLs, asshown.in table 27, is probak due to the fact that the federally aided part-time vocational work in home economics is listed with änd is administeredby the departments of -trades and industries in the'clifferent Statçs. In

it itgeneral, s supervised by regd ar ome-conomics superviso having

charge of the all-day programs. Thus, there is maintained a c1c relationbetween the general trades and hpme-economics work. The e rollmentin the part-time schools offering trades and industries in home nomicscourses is showil in chapter VI, tatile 34. Few Negro females are enrolledin these part-time courses.

411,

*61

.4

1

6

11 3

411. -40 IMP I ------

ti.

. ___________ --------------------- - - - - - - -----

'4.

------

------ MO

t*,

6

eS

_

1

*

-

2

,

p.


NUMBER OF TEACHERS

The number of Negro teachers of home economics in all types of federallyaided schools increased 177 percent from 1928-29 to 1934-35. Thenumber in the all-day schools increased during the same period` from 50 to231, or 362 percent; in evening schools from 136 to 276, or 103 percent.In many cases the all-day teachers of home-economics courses in federallyaided departments also teach courses in the evening schools. Sometimesadditional compensation is granted for this extra service or a reduction ismade in number of classes in the all-day program.

trom 1928-29 to 1932-33 there were fewer pupils per teacher in the whiteall-day schools; from 1933-34 to 1.934-35, fewer pupils per teacher amongNegro schools. In the evening schools for each of the years studied therewere fewer pupils per teacher among schools for Negroes. (See table 28.)

TABLE 28. Pupil-ttachtr ratio in federally aided home-economics courses in all-day andevening schools, according to race and years

Type of school

All-Day:White__Negro_

Evening:White_ __ _ - -Negro...

1928-29

Femaleenroll-ment

2

Num-ber ofteach-

ers

3

8, 061 2632, 406 50

26, 399 4655, 243 136

Ratio

30. 648. 1

56. 838. 6

1929-30

Femaleenroll- 4ment

15, 2172, 784

31, 1244, 786

Num-ber ofteach-

ers

41963

531149

Ratio

7

36. 044. 1

58. 632. 1

1930-31

Femaleenroll-ment

22, 1683, 257

37, 5537, 797

Num-ber ofteach-

ers

5%188

Ratio

16

38. 240. 7

63. 041. 5

1931-32

Femaleenroll-ment

11

29, 4264, 531

50, 1609, 264

Num-ber ofteach-

ers

12

891120

705254

Ratio

131.,33. 037 8

71. 136. 5

Type of school

MI-Day:WhiteNegro

Evening:WhiteNegro

1932-33

Femaleenroll-Tent

14

42, 2405, 905

48, 82210, 806

Num-ber ofteach-

ers

11

998138

490233

Ratio

16

42. 342. 8

99. 646. 4

1933-34

Fesnaleenroll-ment

17

56, 9139, 105

41, 5668, 407

Num-ber ofteach-

ers

18

1, 139192

543218

Ratio

11-1934-35

Femaleenroll-ment

26

50. 0 82, 602.47. 4 10, 416

76. 5 43, 49038. 6

1

11, 728

Num-ber ofteach-

ers

21

1, 637231

655276

Ratio

21

50. 445. 1

66. 442. 5

FEliERAL AID FOR VOCATIONAL 'EDUCATION IN HOMEECONOMICS

The amount of Federal funds expended to reimburse States for instructionin home economics i given in table 29. The percentage of the total Federalfunds for home economics allOtted to schools for Negroes each year ranges

.

.

:

8

58080

,........-,.....111

11....

HOM E ECONOMICS

from 8.2 to 10.2. The percentage increase of expenditures for home-economics instruction in classes for Negroes for each of the succeeding 6years over 1.928-29 is greater than the corresponding percentage increases

FIGURE 5. Percentage increase or decrease in enrollments, number of courses andteachers, and evenditures in Federally aided home economics classes each year from

1929-30 to 1934-35 compared with 1928-29, in 18 States.

in the number of courses, enrollment, and number of teachers, as shown infigure 5.

T7910° 38--5 1.1

55

300

..

Keyp a. nclit "

Mole cnrol I rnentC:0.-.0-400.-45 yen ci I 4_ in rol I ma.nt

- Ttache.r-

150

-9019eo-e9

0.Vs*

fir

p-

191E.9- 50 1930-31 1931-SL 1952.-53 193.3-54 1934-35"'41.1

t-cib

-C P- s....e

r.i

lr.0

5 0

MED .1=1. 4.111. .11M. 4ED I1M =1,

.4E10=19rD.EE


TABLE 29.Amousti and percent of Federal funds expended for home economics in Mt differentIpes of schools, according to race andyears, in 18 States

Type of school

.1dday:WhiteNegro

Fvening:White

_ _

Part-time:WhiteNegro

1

Total:WhiteNegro

1928-29

Amount

dZ

Per-cent

3

$68, 709.28 89 18. 432.39 10 9

52,968.21 90 75, 409.02 9. 3

472 22

122, 149.7113, 841.41

Grand total_ 135, 991 12

89 810 2

1929-30

Amount

4

$148, 824. 4011, 733. 01

63, 093. 307, 423. 71

1, 145. 10

213, 062. 8019, 156. 72

232, 219. 52

Per-cent

92. 77. 3

R9. 510. 5

91. 8F. 2

1930-31

Amount

$243,073. 9016, 408. 89

68, 471. 0313, 125. 45

1, 017. 83100. 00

312, 562. 7629, 634. 34

342, 197 10

Per-cent

7

93. 76 3

83 916. 1

91. 18. 9

91. 38. 7

1931-32

Amount

$338, 101. 1625, 654. 06

90, 260. 2413, 910: 90

3, 515. 76749 16

431, 877. 1640, 314. 12

472, 191 28

Per-cent

1

92. 97. 1

46. 553. 5

R2 417. 6

91. 5R. 5

Type of school

All day:WhiteNegro

Evening:WhiteNegro

Part-time:WhiteNegro

Total:WhiteNegro

Grand total

1932-3

Amount

$337, 105. 4629, 721. 32

68, 365. 2312, 431. 52

6, 418 55180 00

411, 889. 2442, 332. 84

454, 222. 08

Per-cent

11

193-3

Amount

12

91. 9 $301, 472. 408. 1 31, 364. 60

84. 6 52, 897. 3815. 4. 9,431.58

97 3 5, 581 522 7

90. 79. 3

359, 951. 3040, 7%. 18

400, 747. 48

Per-cent

90. 69. 4

84. 915. 1

89. 810. 2

1934-3

Amount

14

$483, 588.41f44, 417. 92

58, 148. 8110, 29/ 35

9, 503. 41, 132. 87

Per-cent

16

91 68. 4

84. 915. 0

89. 310. 7

551, 240. 4855,843. 14

607, 083. 62 _

90. 89. 2

CONCLUSIONS

Because of the economic status of Negroes and the effects of the disorgani-zation of their family life during slavery, homemaking education for them isof special importance. Its need is shown by the prevalence 3 of poor health,inadequate housing, early marriage, mothers gainfully employed, and infantmortality amon4 Negroes. Of the 2,405 high schools for Negroes in the 18States studied, 225, or 9.3 percent, participated in the federally aided homeeconomics program in 1934-35.

U. Census, 1930. Op.-cit.Fundamentals in the Education of Negroes. Washington, Government Printing Office, 1935. (United StatesDepartment of the Intetior, Office of Education, Bulletin 1935, No. 6.)

Negro,

_

6

le

- -

1$

.

.10 40.

S.

4

5

HOME ECONOMICS 57The major objective of homemaking education is improving home and

family life. However, instruction in this field is related to certain occupa-tions in which men and women are engaged. Many persons may use homeeconomics instruction, especially that of high-school grade, as an introduc-tion to vocational education in related fields. Domest,ic and personal serviceoccupations is a case in point. The need of preparation for this occupationis shown by the number of Negroes employed. There were, in 1930, 1,152,-560 Neet women 10 years old and over gainfully employed in domesticand fal service. This is 62.6 percent of all gainfully employed Negrowomen.' Negro men engaged in this group of occupations numbo- 423,645or 11.6 percent of the total Negro men gainfully employed in all occupationsIn 1930, Negroes constituted 28.6 percent of all domestic and personalservice workers. This is an increase over the two preceding decades whenthe corresponding percentages were 22 and 21.6, respectively, for 1920 and1910. Since so large a percentage of Negro workers are employed in theseoccupations, and since the demands in personal service occupations areincreasing in number and complexity,6 the school, through home economicsinstruction'or some other agency, should definitely address itself to the taskof preparing persons for effective adjustments in these occupations.

Improvement in the preparation of domestic and personal service workerswill aid in improving the conditions of employment in this field, where thereis a lack of standardization in wages, hours, duties, equipment, and materials,and in the relation between employee and employer. It has been said thathousehold occupations are "the least standardized, the least modernized,the most feudal of all the work in the modern world." 7

Recent Social Trends in the United States (report of the President's researc committee on social trends).New York, McGraw-Hill Book Co., inc., 1933.Johnson, B. Eleanor. Household Employment in Chicago. Washington, Government Printing Office, 1933.(Women's Bureau, Bulletin No. 106.)

'Household Employment Problems (a handbook for round-table discuuions among household employers).Washington, United States Department of the Interior, September 1937. (Office of Education, Vocational DivihrEsc... 1971 )

aI

ion,

A

CHAPTER VI I

Vocational Education in Trades and Industries


rTHERE WERE 61. all-day schools offering federally aided vocational1 courses in the 18 States studied in trades and industries for Negroes in1934-35. This is an increase of 21, or 52.5 percent, over 1928-29. Thenumber and percent increase or decrease of these schools for each year from1929-30 to 1934-35 compared with 1928-29 are shown below:

1928-29 1929-30 1930-31 1931-32 1932-33 1933-34 1934-35Number... 40 35 33 53 31 52 61Percent 12. 5 17. 5 32. 5 22. 5 30. 0 52. 5

Number of classes.The number of federally aided classes in trades andindustries in the different types of schools for Ifegroes is given in table 30.,There was a total of 3,554 classes in trades awfit industries in 1934-35;

*331 are for Negroes, most of them in evening schools. There was an in-crease in 1934-35 in the total number of classes for Negroes of 108 percentover 1928-29.

CURRICULUM OFFERINGS AND REGISTRATIONS

'Curriculum offerings in high schools.Federally aided courses in schools forNegroes in trades and industries are listed in table 31. White pupils areregistered in 24 different courses in the all-day schools; Negroes in 12.In the federally aided evening schools, white students are registered in 36different wrses, Negroes in 14. White students are registered in 33 differ-ent part-time and trade extension courses; Negroes in 8.

Trades and industries courses offered by the schools reporting regularlyto the Office of Education are shown in table 32.

58

-E

go-

t.

.,

\\\I .

\

TRADES AND INDUSTRIES 59TABLE .Number and percent of classes in federally adied trades and industries, according to

types of schools andyears, in 18 States

Type of school by year

1

1928-29:EveningPart-time trade extension and

trade preparationPart-time general continua-

tion_

Total



tion

Total


trade preparatinn_Part-time general continua-

tion

Total


trade preparation _ _ _

Number Percent

127 79. 9

10 6. 3

22 13. 8

159

134 87. 6

12 7. 8

7 4 5

153

189 89. 6

13 6. 2

9 4. 2

215 88 8

17 7. 0

1

Type of school by year Number I Percent

1931-32Continued.Part-time general continua-

ti4p

Total



tion

Total1933-34:

EveningPart-time trade extension and


tion

Total1934-35:

EveningPart-time trade extension and


tion

Total _ _

10 4. 1

242

194

45

15

254

76. 4

17. 7

9

203

50

17

270

262

58

11

331

75. 2

18. 5

6. 3

79. 1

17. 5

3. 3

TABLE 31 . .Number of students registered in federally aided high-school vocational courses intrades and industries, according to race, 1934-35, in 18 States

Type of course

AeronauticsArchitectureAuto mechanicsBlacksmithingBlue-print readingBOM d makingBoatbuildingBoiler workBricklayingBuilding trades A

Cabinetmaking.Carpentry And woodworkCommercial artElectricity ..Fire fightingForemanshipFlour makingGeneral mechanicsGreenhouse work_ _

Harnessmaking _

.Internal-coinbustion enginesIronworkJanitor serviceMachine shopMarble carving

Evening schoo!s

White

305978588

121, 305

54

10483

166291709

1, 0551, 385

74

1, 430

Colored

3

8315

11

Part-time tradeextension courses

White

4

36

5315738

213

46168

1, 018

118

401

41358181469507

2575

101

3723

325614

7939

81670

Colored

I I

3612

46

334

All-day schools

White Colored

7

517948

2, 041207294

41.

171785355

1, 233

1, (50-_

.49

1 7

15085

100

118

_ _

.

2

--

.

______ _

2

5.

_

_

-

_

Illumination

_

2

O

o

162

........

. ...

if

30

-

31 1

,

3

-

.. _

,

. _ _

_ _

_ _ _

_ _ _ _ _ _

,

_

_._ _ _. V V

1

___

_

_ _ _ _ _ _

_ -

_

_ _

_

4.

1,

so

TABLE


31. Number of students registered in federally aided high-school vocational courses intrades and industries, according to race, 1934-35, in 18 StatesContinued

#

Type of course

MasonryMetal tradesMining_ _

Natural gasPainting_ _

Petroleum industryPlumbingPottery makingPower-plant operationPractical engineeringPrintingPulp and paper makingRadio mechanicsRefrigeration and air conditioningShipbuilding__ __Shoemaking and repairingSign painting_Steel making_SurveyingTailoringTextilesTree surgery _

UpholsteringWelding

Evening schools All-day

White

2

Colored

2851, 988

20S5

109

5216

177477636189

9334

11

------

Part-time tradeextension courses

White

4

144434

522, 774

9639

284

Colored

5

-----

------

26

124

1001191

2, 6391412

530

153

30098

659407

6g5

195

schools

White

7

21

1

6

132632

267

5714

1, 226

26440

9889

14102

152

Colored

7

325

4 3

126

82

TABLE 32. Number of schools reporting and number and percent of Negro pupils registered inspecified trades and industries courses in regular and reorganized high sch6ols, 1934

Course

Auto mechanicsBasketryBrick masonry

Regular high schools

Numberof

schoolsreport-

ing

Carpentry and cabinetmakingChair caningElectric shopIndustrial artsMechanical drawingMachine shop..PrintingSheet metal and metal artShop woWoodArtl_.Freehan riming

85

Total number of schools reporting vocationalsubjects in high schools and total enroll-ment in such schools

Total number of schools reporting and totalenrollment in such schools

8839

5

210

5

30

335

480

Course regis-tration

3 4

Number Pmess796 1. 4

457 . 8580 1. 0

----- _ _ _

5,478 9. 82,182 3. 9

614 1. 1

57 . 1.676 1. 2296 5

1, 227 1. 2

56, 096 alo

66,504

Reorganized high sOools

Numberof

schoolsreport-

ing

5

5

215

1

35834

1

65

336

131

164

Course regis-tration

Number30554

1521, 870

47369

8, 6643, 791

127577504

33

84511, 677

4r04650, 933

7

Perce RIO. 6

. 1

. 3

3. 9. 09. 8

18.4'8. 1

. 3

1. 21. 1

. 07- -

1. 824. 8

ow. *a

Probably should be considered as related or prevocational courses.

1 1

.

_ _ ____

. _ ______ `.

___ _ a.-Mt .w. ... . ... ao .m. .. .

.,

_ ---017 28

_ _ _

,

.

_ _ _ - _ ....._ _ _ ..... _____ _ --......- -....0.11.....4

_ __ _ _ _ _

s

1

....... _ ...... _ .

V

I

7

1

1.

- - --

Ì

_

_

1

.

.0fo

I

TRADES AND INDUSTRIES 61Curriculum offerings in colleges. Data received from 10 public colleges on

courses offered in trades and industries curriculums are shown in table 33.Relatively few students are registered in most of the courses. Only eightpersons are registered in the courses on labor problems. Judging the con-tent by the titles of courses, there is an apparent lack of interest on problemsrelating to employee-employer relationships, and principles governingmodern economic development.

TABLE 33. Number of Negro college students registered in specified vocational courses in in-dustrial arts, architecture, and building construction curriculums

Industrial Arts Curriculum

Title of course

Enroll-ment

Auto mechanics 107Business administration 14Building conAtruction 13Cabinetmaking, woodworking, and

upholsteringCare of equipmentCeramicsCommercial artDraftingElectricity.EngineeringForgingLabor problemsManual training

Title of course

Enroll-ment

Masonry 47Painting 7Physical measurements 37Plumbing and heating 3

210 Printing 68 Radio 19

18 Safety hygiene 1

203 Sheet metal and welding .396 Shop practice and management . 148

79 Surveying 5074 Tailoring .6. 375 Typewriting 1

8 Vocational guidance 199 Vocational and industrial educa-

tion 250

Architecture and Building ConstructiotiCurriculum 3

Applied mechanicsAppreciation of architectureArchitectural designingbuilders' accountingBuilding construction practiceBuilding estimatingBuilding materialsBuilding specificationsBuilding surveyingBusiness principlesCarpentryElements of architecture

5

5

21

4

11

3

43

3

3

74L6

Field management 3History of architecture .. 1

Landscape planning 5Ornamental drawing 6Pain ting 6Principles of construction 1

Secretarial studies 2Shades and shadows 6Strength of materials 6Structural designing 3Water colors 6

Curriculum and course registrations in high schools.The percentage of thetotal enrollment of pupils registered in vocational and prevocationalcourses in the 207 high schools selected for special study was low. Therange of the percentages f9r boys and girls combined from 1925-26 to

I 10 public schools represented, with a total enrollment of 7,818.2 public schools represented, with a total enrollment of 2,661

416"Mniftfta.

v

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

. . . . . . . .

...

4k

. . . . . . . . .

. . .

....... ..s

.

.

Ol


1934-35 was from 2.2 to 3.4. The range for the boys separately was from4.3 in 1926-27 to 5.3 in 1929-30. In the study 3 previously referred to forboth 1922 and 1928, 12.6 percent of the pupils were registered in manualtqining (probably the same as the courses discussed here).

The ntwiber of pupils registered in federally aided courses in trades andindustries is shown in table 31. The schools reporting regularly to theOffice of Education report course registrations as indicated in table 32.This table shows that 335 of the 480 regular schools reported registrationsin trades and industries courses. The total enrollment in these schools was56,096. As in the selected high schools, the percentage of the total enroll-ment registered in any one of the different courses is small. A considerablylarger percentage of the pupils in reorganized schools is registered in indus-trial az1 and mechanical and freehand drawing than in the regularschools.

According to data gathered from three sources, namely, the special studyof 207 high schools included in this survey, the federally aided schools, andthe schools reporting to the Statistical Division of the Office of Education,tte following conclusions seem justified: The range of federally aidedcourses in trades and industries offered in secondary schools for Negroes islimited in comparison with .the total number of courses offered; and inmany of those offered relatively few Negroes are enrolled.

ENROLLMENTS IN TYPES OF SCHOOLS

In 1928-29 Negro males enrolled in federally aided vocational courses intrades and industries numbered 4,232. The percentage increases or de-creases for each year from 1929-30 to 1934-35 compared with 1928-29are given below. Similar data concerning other items are shown in figure 8.

The percentage increase or decrease of Negro enrollmerit compared with 1928-29

1929-30 1930-31 1932-32 1932-33 1933-34 1934-35Males 12. 6 22. 7 49. 4 16. 5 29. 2 70. 1Females 3. 4 20. 1 42. 4 103. 5 107. 7 138. 8

The enrollments in all-day schools, listed in table 34, constitute only asmall fraction of the Negro high-school pupils in the States under considera-tion. nie enrollments sin the other types of schools show only a smallfraction of those engaged in occupations in trades and industries. More-over, the rapid migration of Negroes to urban centers indicates that schoolsin these communities should provide facilities preparing for urban occupa-tions. The percentage of Negro girls and women enrolled in part-timegeneral continuation classes in all types of schools is small in view of the'relation betwèen home economics and trades and industries instructionmentioned in chapter V.

s Secondary Education. Op. cit., ch. 5.

62

TRADES AND INDUSTRIES 63TABLE U. Number and percent of Are& students enrolled in trades and industries ours= in the

different types of federally aided schools, according to year, in 18 States


1928-29:All-dayEveningPart-time trade, extension and preparatoryPart-time general continuation

Total

1929-30:

EveningPart-time trade, extension and preparatoryPart-time general continuation

Total

1930-31:All-dayEveningPart-time trade, extension and preparatory _

Part-time general continuation

Total_

193 1-32:

EveningPart-time trade, extension and preparatory _

Part-time general continuation_

Total

193 2-33:All-dayEveningPart-time trade extension and preparatoryPart-time general continuation

Total

------

1933-34:All-dayEveningPart-time trade, extension and preparatoryPart-time general continuation

Total

1934-35:All-dayEveningPart-time trade, extension and preparatoryPart-time general continuation.

Total

Males

Number

1, 92 21,687

348275

4, 232

2, 23 51, 367

79

3, 700

2, 6632, 274

12 712 7

5, 191

3, 42 32, 696

11 392

6, 344

2,4952, 15 3

19786

4, 93 1

3, 3341, 871

9317 1

5, 469

3, 9912, 650

44 111

7, 19 7

Percent

45. 439. 9

8. 26. 3

eb. 436. 9

. 52. 1

5 1. 343.8

2. 42. 4

54. 142.6

1. 81. 4

50. 543.6

4. 01. 7

60. 934. 2

1. 73. 1

------ -

55.436. 86. 11. 5

Fernales

Number

4411, 352

243250

2, 286

4491, 233

59884

2, 364

5202, 051

31587

2, 973

6112, 156

41177

3, 255

8352, 5101, 031

276

4, 652

3912, 5821, 372

404

4, 749

5193, 4021, 322

216

5, 459

Percent'

19. 359. 110. 610. 9

IR. 952. 125. 33. 5

M.

17. 568. 910. 62. 9

18. 866. 212. 62. 4

17. 953. 922. 25. 9

8. 254. 418. 88. 5

---

9. 562. 324. 23. 9

:b. 01.

NUMBER OF TEACHERS

The number of Negro teachers of trades and industries in all types offederally aided schools increased 84- percent from 1928-29 to 1934-35.The increa3es for the different types of schools during the same period were:All-day 57, or 66 percent; evening 124, or 95 percent; part-time tradeextension 44, ör 314 percent. In the part-tirne generil continuation therewas a decrease _of 13, or 77 percent.

All-day

_ .

e

_

_ _

19

tre. OP OW.

_ _ _

_ _ _

-

_

_

All-day'

,.

e

.

,

_._

_

------ - _ _ _

......

PNI. .. Mr IN. MD

ap .. pm MP

a

II

.

64 EDUCATION AND GUIDANCE OF NEGROES

FEDERAL AID FOR VOCATIONAL EhUCATION IN TRADESAND INDUSTRIES

The' amount of Federal funds allocated to reimburse States for instructionin vocational courses in trades and industries is given in table 35. Thepercentage of expenditures in all-day schools for Negroes is less since thedepression than before, though the enrollment is larger. (See figure 6.)

3.4

ILO

100

00

b0

40

LO

0

-AO

KLy-

1 I rnwtI rn tn t

Expe-nditu raisMoi t asn ro

0-0-e-0-0-0 Fcmcds. a.n rol1- .

I

..

-4-7!

...../.....-'

....-'

%

/I/.

1:.

. //

- - Tco..c...1frve.e.o, Covt-sa..e

/ .--- ....--

SW

4N -

. e 1i /t

.i /e ,I/

NN' . .. .

.. - or.......

. 4...,

...-, -

,,'

.s

- of

z///I .//

% issr.0

.

-..//,

I

19G9- 50 1930-31 1931- SE 143E-33 1933 -34 1934

FIGURE 6. Percentage increase or decrease in enrollments, number of courses andteachers, and expenditures in Federally aided trades and industries classes ach yearfrom 1929-30 to 1934-35 compared with 1928-29, in 18 States.

L

. ... OM ONO MD

.

, .

a

4.....mi-

.

I

I -.

.

/ ' i v

.

.

.

Cr_.,

o

. .

ft_

r

,Ì

)9t4

fi

.

.

.

.

.

.

.

I.

%%to

%

-"--

e

e

......744.

___--

- .5459

O

s

TRADES AND INDUSTRIESIN

65

TABLE 35.Amount and percent of Federal funds expended for vocational work in Irades andindustries in the different types of schools, according to race andyears, in 18 Statel

lifpe of school

ri1928-29

IIP 41929-30 1930-31 1931-32

Amount Per-cent Amount Per-

cent Amount Per-cent Amount cent

1, ....,

..-I I s 7 8

All-dvr:

Negro_ _ _ .. _ _ _ _

Evening:White_Negro_ _ ____ _ _ _ .

Part-time trade exten-sion:

WhitcNegro

Part-time general con-tinuation:

White ---Negro

Total:WhiteNegro

Grand tota4_ _ _ _ _

8149, 038. 4518, 775. 81

134, 648. 057, 778. 98

80, 225. 851, 485. 88

145, 657. 271, 618. 85

,S4,13

11. 2

94. 55. 5

98. 21. 8

98, 91. 1

$158, 480. 8316, 465. 17

144, 526. 516, 361. 50

85, 106. 731, 300. 25

158, 340. 621, 157. 50

96. 69. 4

95. 84. 2

98. 51. 5

99. 3. 7

$159, 930. 4619

210. 097,361. 96

A64, 659. 03

3, 262. 46

163, 735. 371, 330. 22

89. 210. 8

94. 85. 2

95. 24. 8

99. 2. 8

$174, 197. 2027, 002. 39

121, 871. 568, 635. 94

76, 552. 302, 812. 14

170, 408. 831, 229. 64-

86. 613. 4

93. 46. 6

96. 43. 6

99. 37

509, 569. 6229, 659. 52

94. 55. 5

546, 454. 6925, 284. 42

95. 64. 4

521, 534. 9531, 327. 43

94. 35. 7

543, 029. 8939, 680. 11

93. 36. 7

539, 229 14 . _ 571, 739. 11 552, 862. 38 582, 710. 00

1932-3 1933-34,

1934-3

16 11 12- 13 14 11

All-dkrt:iite$198, 437. 80 91. 3 $186, 977. 26 93. 6 $364, 637. 72 93. 3

Negro _ . 18, 996. 95 8. 7 12, 734. 47 6. 4 26, 152, 12 6. 7Even i n: 1.`g

Wh te - 91, 725. 39 91. 4 86, 371. 08 90. 5 123, 031. 03Negro A_ 8, 579. 48 8. 6 9, 049. 64 9. 5 13, 392. 39 9. 8

Pait-time trade extension: .

White 77, 100. 73 96. 5 72, 829. 96 95. 3 144, 299. 22 X. 8Negro .

2, 822. 95 3. 5 3, 568. 60 4. 7 4, 809. 59 3. 2Part-time general continuation:

White 148, 223. 67 99. 6 122, 272. 92 99. 2 177, 962. 84 '98. 7Negro 665. 86 . 4 'k 952. 80 . 8 2, 400. 76 1. 3

Total:White . 515, 487. 59 94. 3 468, 451. 22 94. 7 p09, 930. 81 94. 5Negro 31, 065. 24 5. 7 26, 305. 51 5. 3 46, 754. 86 5. 5

Grand total 546, 552 83 494, 756. 73 856, 685 67. .

CONCLUSIONS

Three important facts are brOught 'jut in this chapter. First, relativelyfew courses are offered; second, few enroll in many of them; and, third, asmall amount of Federal funds is allotted to schools for Negroes for instruc-tion in trades and industries. While it is recognized that a certain amountof the Federal vocational education appropriations for trade and industrialcourses must be used in part-time classes for employed workers, the possi-bility of increasing the opportunities for Negroes to receive such trainingwithin the limitations should be explored. The three facts mentioned haveimportant implications in light of the following occupational Conditionsamong Negroes.

. .

3 9

.

--it....;

.,

.

.

90. 2

I,,..._

_

,

_

_

..

_ _ _ _ _ _


According toicensus data and 'other stAss,4 a large percentage of Negroesengaged in trades and industrial occupations are unskilled, and accordingto a study made by the Vocational Education Division of the Office ofEducation, there is less and less place in the-economic world for the ignorant,unskilled worker. While mucho:)f the ,required skill demanad today mustbe secured on the job, the school should assist in increasing the number ofskilled Negroes by providing a greater number and variety of courses andby adapting its instmctionr to changing conditions. In this way it mayfurnish a larger numbee the background and point of view for meeting thedemands of modem economic life. N

Moreover, it can assist in providing that flexibili developing thosepersonality traits wrftch the President's Comrilittee on Recent Social Trendssuggested were increasingly in demand in our modern industrial society.Two ways of developing an individual's ability to make adjustmehts tomeet the new demands and rapid shift; place in occupational lifeare: To give him a thorough elementary education and to teach him cineoccupation as thoroughly as possible and the rudiments of another. It isbelieved that, in general, persons who are prepared to do more than onething well frequendy make occupational adjustments more easily andquickly than those who know how to do only one thing.

Because of the complexity of the elements underlying occupational shifts,schools should be cautious in-adding and dropping courses without carefulstudy of the census data, the occupational situation in the ,community, andthe interests and needs of the students concerned. In this connection, it iswell for Negro students, teachers, and counselors to know that Negroes areengaged in many highly skilled occupations, generally with success.' In-forming Negroes *of such successful persons, of instances where the use ofindividual?initiative and creativeness assisted in opening opportunides orbringing promotion, and of means by which Negroes have succeeded inovercoming racial barriers in industry will not only give them a broaderoccupational 'outlook but will also make necessary an enriched educationalprogram for guidance in the selection of and preparation for effectiveoccupational adjustment.

4 Recent Social Trends in the United States. Op. cit.Frazier, Edward K. Earnings of Negroes in the Iron and Steel Industry. Monthly Labor Review, 44: 3,

564-79. Mardi 1937.I Raciest social trends in the United States: Op. cit.

'

s.

r.

*4

%

E CHAPTE4 VII I

Teachers and Teaching,

o ,

.

o

PREPARATION, EXPERIENCE, AND SALARIES

Academic preparation.-The median number o rs of college and gradu-ate edti'cation possessed by teachers of the different vocatioual subjects inthe schools included in this investigation is as follows: Agriculture; 4.68;commerce, 1.11 (years of graduate work); hoine economics, 4.39; tradesand industries 4.09; and theory aqd practice, 1.77 (years of gráduatework). Thè median for all teacher's c-ombined (1,001 cases) is 4.48. Intable 36 are shown the number and percentage of vocational teachersstudied holding given degrees, classified accdrding to the type of institutionin which teaching is done.\TABLE 36. Number and percent of vocational teachers of Negroes studied who hold designated

degrees, 1935-36, according to where they teach...

v Type of institution

iI

Land-grant and othercolleges:

Number.Percent

Private high schools:NumberPercent_

.Trade schools:

NumberPercent

Proprietary schools: iNumberPercent_ _ _ ..... _ _, _ _ _

Public high schools:. Number

Percent

Total:N4mber__-_ -Percent

Degree held

A. B. B. S.

2 3

M. A.

4

3 24 243 4 27.3 27 3

2 1112 5 68 7

5 1125 0 55 0

a

1 4 210. 0 40. 0 20. 0

82 246 6418.6 55. 9 14.5

93 2% 9016. 2 51. 6 I 15.7

M. S.

i

2022 7

Ph. D.

33 4

210 0

- .. _

81. 8

'. - -

30. 7

41. 0

Otherbachelordegrees

44, 5

1

6.2

2

20.0

225. 0

295. 0

Profes-sional

dents

11

O. M. a Os m

. Me

m vi ::ii:

;..lt4

5

5

0.9

Total

11

88100. 0

16100. 0

20100. 0

10100. 0

440100. 0

.574100. 0

1 Those schools operattd by a proprietor, such as commercial colleges, schools of beauty culture, etc..

67 .

.

... . Ow

....... .._

.. .... _ _ _

.....alo......

6

Other Othermuterdegreesdegrees

fo5. 2

8

1011.3

4WD eto gl OD

1 1

6.2 6.2

10. 0 Alm

210. 0

8 21. 8 O. 5

gm 06

or_ -1'"

20 5

3.5 0_9

ND No MD

- - - _,

,.

'

'a

7

.40

p.

68 VOCATION/4, . EDUCATION AND GUIDANCE OF NEdROES.

Occupational training.Specialized training of teachers in the subjectstaught was studied. eiccording to the data, home-economics teachers hav'e

more training in their specialized field than those in the other fields studied,the median number of-semester hours' credit being 38.89 as comparedwith 27.43 for teachers of commerce, 30 for teachers of agriculture, 30.14for teachers of 'theory and applied science, and 30.81 for teachers of tradesand industries. The median for all teachers combined is 41.71. Only

67 teachers in land-grant colleges replird to this particular question.According to the data obtained, they have less special vocational arid more

academic training than the high-school teachers studied..xperience and tenure of teachers.Information concerning teaching experi-

ence and tenure ¿f vocational teachers of Negroes studied is shown inv

tables 37 and 38. Data concerning occupational experience were also

collected (details not shown here). The 'median number of years of teachingexperience is 6.86. Teachers with little tfaining have been teaching longerthan those with a greater amount, according to these data. Althoughonly 49 teachers reported- who had 4 years or less of high-school trainirt,they, had been teaching 15.29 years. The median years of experiencedecreases as The level of education increases. The percentage of vocationalteachers of Negroes having a given amount of occupational experivceother.than teaching is as follows: t year, 12.8; 2 years, 8.3; 3- years, 21.2;4 years, 14.5; 16 years or more; 20.8. The percentage of teachers remainingin their presenrposition 6 to 10 yearsis higher than that in any other of theperiods used in this classificatipn.

Muni 37.Median number of year's of teaching exp5rience f vocational teachers of Negroes

=cording to iducational level attir, 1935-36Median Num-

EducationaSlevel attained years of ber ofexperience cases

4 years of high school or less -4° I 5.29 49

6 weeks to 2 Sreirs of college 13.75 134

3 to 4' years of college 11.23 259A

year or more Of graduate work .4.58 216

Total 6.86 658

Age and salary of vocational teacher.t.----Information concernipg the age ofncational teachers was received from 834 teachers. The median age for

the entire groilp wa,s-37.3 years. The .range in the wedians in the varioussubject fields was as follows: Agri,. ¡dram, 363; con114nérce, 35.7; homeeconomict,-35.2; trades and industries, 39.2; and theory and practice, 35.

In table 39 is shown the pumber of vocational ieachers receiving annualsalaries Within a given range and the median annual salary reCeived byteachers of given subjects. The median for all teachers combined is$1,871.74:. The median annual salary (11,851.85) of teachers of theory and

4 applied sciences/is higher than the medians n the other subjects studied;the lowest median ($1,060) is that received by the teachera of agriculture.

to

1II ii, . 0 a

. . . . .

1

.

s

,

.

0111,

\)

TEACHERS AND TEACHING 69

TABLE 38. Number and percent of vocational teachers of Negroes studied, employed a givennumber ofyears in the schools in which they are now working, 1935-36

Itr-

Type of institution

Land-grant and other col-leges:

Number _

PercentPrivate high schoo!s:

NumberPercent _

Traae schools:Number_ _

PercentProprietary schools:

Number_ _ -

Percent _ _

. Pubhc high schools.Number_ _ _

:

NumberPercent _

In present position-

Less ,than 1 1 year 2 years to

5yearsyear6 to 10 1 1 to 15 16 to 30years years years

2 3 I 4 5 s 7 8

1

2 2

151

16

21,

20 2

416 6

920. 0

769. 4

115

98. 6

1

4. 2

48. 8

566. 9

70

17 39 12 416_ 3 37 5 11. 5 3. 8

1 7 7 34 2 29. 2 29. 2 12. S

6 11 12 913 9 25 6 27. 9 20 9

11 16 7 3

247 4 22. 2 15. 5 6. 6

13g 244 136 113517. 1 30 2 16 8 6 7

1736 8 16 8

4'311

30 3A

17416. 9

15415 0

31 ormoreyea rs

Total

9 le

2

1

4 2

91 1

104100.0

24100.0

43100.0

45100.0

809100. 0

1 0251b0 o

TABLE 39.---Da1ribution of vocational teachers of Negroes, according to annual salary and subjectstaught, 1935:-36

Ng%

Subjects taught

AgricultureCommerceHome economics._ _ _ _Trades and industries_Theory and applied

science

Total

Salary range

1

65 273 15

1 1

111P 50

4

1 63

34 3517 30

3 2

55 76

58

2714

3

57

2

212

22

2

40

3'71413

11

48

11c. -Mr"

o

9 le 11 11

1 19 $1, 060.0012 46 84 1, 817- 396 63 22 1, 077. 77

24 159 297 1, 813. 21

3 54 80 1. 851. 85

46 322 703 1, 871, 74

FEDERALLY AIDED TEACHER-TRAINING PROGRAM

NecIrly all Negro vocatiodal te4chers are trained in federally aidedclasses, which are usually conducted by the land-grant colleges. Dataconcerning enrollments and expenditures in these classes are shown intables 40 and 41% The number and percentage of Negro students eniCaled!in teacher-training .clasies in the vocational subject fields for each year.from 1928 to 1934 are given in table 40. *, A rilajOrity of tillmale students isenrolled in agricultural teacher-training classés, and a majority of female

otudents in home economies tocher-traini4 classes. A very small per-.

1

41

.

_ _ _ _ _ _

_

PeMt

-40t,

!

!,

;

.

8

1. 6 .

11.

11. 2

1

I

1

1. o

- ------

1.2

1. 2

ANIL_

1

_

_

.... . _

1

2 3 6 8

.

-WV

..... _ _

_

-

;

1

_

6 7

1

I

1

*.

f;"


centage is enrolled in trades an'd industries classes. From 1928-29 to 1934-35 the increases in male enrollees in teacher-training classes were as follows:Agriculture, 6.6; trades and industries, 8OA For female enrollees in homeeconomics the corresponding increase was 58.7.

In 1928-29 there wert 39 full-time teachers and 1 half4irne teacher ofsubjects i9 the federally aided teacher-training programs for Negroes, in1934-35 the number was 41. The corresponding numbers in each of thesubject-m-atter fields are given below:

Subject 1 9t8-t9 93445

Agriculture 151,4 21

Trades and industries. V 4 2

Home econotnics 20 18

T.ABLE 40.Numbrr and perient of Negro students enrolled in jigaally aided vocational teacher-training work in the different subject-matter fields,*y years in 18 States


Male Female

Number

2

1928-29:AgriculturalTrade and industryHome economics

Total

1929-30:AgriculturalTrade and industry'Herne economics

Total

1930-31:AgriculturalTrade and industryHome economics

toetai

.

1931-32:Agricultural -4trTrade and industryHome economics

Total

432.-33:AgriculturalTrade and industryHome economics

*la

Total ...

1933-34;AgriculturalTrade and industryHome economics

Total

1934-35:AgriculturalTrade and industfyHome economits

Total

30430

334

34658

404

28115

368

31085

395

32767

1211 195

316

32(54

378

Percent

0. 311. 488. 3

10. 889. 2

t 13' 786. 3

9. 990. 1

_

17. 281. 8

13. 586. 5

100. 0

I ApParent inconsstency here is due to the fact that I State reponed duplicate registrations in courses insteadel total enrollment in subject field.

4-

o

*I^

;

85 614.4 51

422

82 917. 0 73

.351

464

414

,..

710

419

419

r.

,

1

72,


TABLE 41 .Amount and percent of Federal funds expended for the different subjea-matter fields tn

federally aided teacher-training work, according to race and years, in 40tes having separateschools

.

Type of school

19.2S-29 1929.50,. 1930-31 1931-32

Amount Per-cent Artymint Per-

cent Amount Per-cent Amount Per-,

ccnt

1 .. 3 .4 3 6 7 8 I

Agncultural: . .Ng

White ______ _ _ . . _ . $99, 025. 19 88 9 $91, 657. 80 86. 8 $88, 890. 56 85. 8 $143, 296.50 89. 4

Negro. C

12, 415. 46 11. 1 13, 891. 72 13. 2 14, 720. 72 14. 2 16, 997. 03 10. 6Trade and industrial:

White , 63, 5%. 37 51 9 59, 438.08 94. 7 53, 605. 13 99.,.1 62, 111. 62Negro 4 032. 73 .). 1 3, 342. 50 5. 3 471. 92 . 9 2, 201. 20 3. 4

Home economics:White 74, 845. 60 89. 8 76, 471.23 90. 0 73, 866. 58 89. 4 82, 669. 30 89. 5

Negro 8, 514. 06 10. 2 8, 465. 89 10 0 8, 788. 14 10. 6 9, 658. 14 10. 5

i

Total:White_ .. _ _

Negro_ 237,

22,467.962.

1625

91.8

28

227, 567. 1125, 700. 11

8910.

91

216,23,

362.980.

2778

90. 19. 9

288,28,

077. 42856. 37

90.9.

91

Grand total 260, 429 41 253, 267 22 240, 343 05 316, 933 79

Type of school

Agricultural:.WhitcNegro

Trade and industrial:WhiteNegro

Home economics:WhiteNegro

Total:WhiteNegro

Grand total

1932-33

14

$87, 570. 3713, 310. 95

60, 081. 112, 124. 22

72, 389. 71*

12, 676. 31

220, 041. 1928, 111. 48

248, 152 67

11

86 8I3 2

96. 63. 4

85. 114. 9

88. 711 3

1933-3

$85, 076. 299, 878. 99

57, 440. 942, 207.04

66, 581. 247, 504. 96

209,098. 4719. 590. 99

228,689 46

13

89. 610. 4

94. 33. 7

89. 910. 1

91. 48. 6

1934-35

14 I ii

$87, 618. 6316, 760. 15

61, 826. 121, 840. 25

81, 953. 018, 548. 61

23t, 397. 7627, 149. 01

258, Stp.

83. 916. 1

97. 12. 9

90. 69. 4

89. 5 .

10. 5

7.

The total amount expericled *for federally aided teacher-training in thevarious States studied for 1928-29 and' 1934-35 for the Negro and whiteraces is given in table 42. It will be noted that ill many cases the pgrcentageincreases of expenditures for Negroes in I 934n over 1928-29 are large,though the amounts are relatively small.

a

fr

No.

ib

.

,

_-

.

.

? 4%

vI

_ _ _ .... .

___. ______ . _

1-

40.1

77

$

77910°:--8ge

L.

4/

.I

_ ... _ _ .. _ ...

..1111111,111.

M1011VDOA NOIIvollUa aoNvaino

a

TA

BL

E 4

2.

Am

ount

and

per

cent

of

Fede

ral

expe

nditu

re fo

r vo

catio

nal

teac

her

trai

ning

du

ring

19

28-2

9 an

d 19

34-3

5, a

nd i

ncre

ase

or d

ecre

ase

of 1

934-

35 c

ompa

red

with

192

8-29

, by

Sta

te a

nd b

y ra

ce,

in 1

8 St

ates

Stat

e

Ala

bam

a A

rkan

sas

Del

awar

e Fl

orid

a G

eorg

ia_

Ken

tuck

y L

ouis

iana

M

aryl

and

Mis

siss

ippi

M

isso

un

New

Jers

ey

Nor

th C

arol

ina

Okl

ahom

a So

uth

Car

olin

a T

enne

ssee

Tex

as

Wes

t V

irgi

nia

Tot

al

1928

-29

Whi

te

Am

ount

Pe

rcen

t

3

$16,

445

. 82

86

9

10,

476

20

100

0 5,

987

SO

10

0 0

4, 5

55.

08

93.

8 17

, 36

1. 5

0 94

. 8

11,

681

01

100

0 15

, 68

4. 2

3 86

. 7

9, 2

01.

26

100

0 9,

694

. 45

82

. 9

18,

326.

32

100

0

26,

483

67

100

0 7,

259

. 29

71

. 3

18,

242.

92

94.

7 6,

161

. 04

67

. 8

14,

594

94

100

0

23,

172.

25

81.

4 10

, 81

6. 7

8 82

. 6

11,

322.

237,

467.

16

91.

2 4

Neg

ro

$2, 4

84.

40

13.

1

300.

0Q

, 95

0. 0

0 6.

2

5. 2

2, 4

00.

00

13.

3

1, 9

96.

68

17.

1

2, 9

22.

79

1, 0

20.

36

1, 9

25. 0

0

5, 2

88.

02

2, 2

81.

25

393.

75

22, 9

62.

25

28.

7 5.

3

31.

2

18.

6 17

. 4

3. 4

8. 8

1934

-35

Whi

te

Am

ount

Pe

rcen

t

7

$16,

869

. 02

79.

8 14

, 24

1. 7

2 98

. 3

6, 5

66 6

7 10

0 0

10,

558.

15

94.

0 12

, 78

6. 1

9 93

. 9

12, 0

23.

84

91.

3 12

, 92

6. 1

9 80

. 3

8, 0

37

02

100

0 8,

589

. 87

83

. 5

13,

789

29

WO

0

22,

844

69

100

0 9,

359

. 75

74

. 7

17, 95

/. 51

94

. 2

12,

418.

93

84.

4 12

, /t7

. 82

90.

7

25,

465.

87

r84.

7

12,

290.

63

84.

8 2,

509

. 60

83

. 4

231,

397

. 76

89

. 5

Neg

ro

Am

ount

8

$4,

270.

42

250.

00

675.

00

837.

00

1, 1

39.

87

3, 1

69.

31

1, 6

91.

53

Perc

ent

20

2 1.

7

6. 0

6.

1

8. 7

19

. 7

16.

5

3, 1

63.

254

1, 0

95'5

5 29

9. 6

5 1,

245

. 00

4, 6

02.

18

2, 2

10.

25

500.

00

27,

149.

01

Incr

ease

or

decr

ease

of

1934

-35

over

192

8-29

Whi

te

Am

ount

15

Perc

ent

11

$423

.20

2 6

3, 7

65.

52

35.

9 57

9 17

9

7 6,

003

. 07

13

1. 8

- 4

, 57

5. 3

1 -2

6. 3

342.

83

2 9

- 2,

758.

04

-17

6 - 1,

16

4 24

- 1

2. 7

- 1,

104

. 58

- 1

1. 4

- 4,

537

. 03

-2

4. 8

- 3,

63R

. 98

-1

3. 7

25

. 3

2, 1

00.

46

28.

9 5.

8

-290

. 41

-1. 6

15

4,

6,

257

. 89

10

1. 5

9.

,"

-2, 4

27.

12

- 16.

6

15.

3 2,

293

. 62

9.

9

15.

2 1,

473

. 85

13

. 6

16.

6 -8

, 813

. 30

-7

7. 8

10

5 -6

1 06

9. 4

0 - 2

5

Neg

ro

Am

ount

12

$1,

786.

02

750.

00

375.

00

- 113

. 00

1, 13

9. 8

7 76

9. 3

1

- 305

. 15

240.

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75.

19

- 625

. 35

_

- 685

. 84

-7

1. 0

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186.

76

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ent

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. 9

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125.

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96.

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ti

rib Pi

k

t21


CHARACTERISTICS OF REPRESENTATIVE VOCATIONALCOURSES

Information concerning the period during which courses were offered,

grade in which offered, time allotted to laboratory and shop work and to

gróup discussion, condition on which offered, requireiments, and criteriain marking was sought from high schools and colleges. Data weile received

from 863 teachers as follows: 48 of agriculture, 325 of home economics,

385 of industrial arts, and 105 of commercial subjects. Those reporting

from Southern high schools numbered 397, from Northern hi01 schools,

367, and from Negro colleges, 9.

Period during which courses are offered. Eighty-nine percent of the highschool, and 59 percent of the college teachers indicated that courses were

1-year courses and were offered each year. The percentages of the high-

school and college teachers offering semester courses were 6.4 and 36.4,respectively. There are very slight differences among the subject-matterfields in the percentages of high-school teaciTus teaching year and semester

courses. fn the colleges the following percentages of the teachers offered

year. courses: Agriculture, 71; home economici, 45; trades and industries,

62. Few courses were offered in alternate years, or only when elected by

students in either high schools or colleges.

A large proportion of the high-school teachers offered agricultural courses

in the seventh and eighth grades; a smaller proportion offered courses inhome"economics and trades and industries in these vades; and practically

none of the commercial teachers offered courses in the seventh and eighth

grades. The percentages of the'teachers of differen t subjects offering courses

in, the seventh and eighth grades follow:Percent offering'courser in

Serena EighthKind of leacher# grade grade

Agriculture 62. 5 84. 3

Home ecormics 25. 5 40. 3

Trades anti industries 16. 4 27. 0

Emphasis on various aspects of courses.When the number of courses in thedifferent fields are combined, it is found that a majority of the teachers

4

timedevoted three-fourths of the class to activities in the shop, laboratory,

and garden, and one-fouvtb to group discussion (see table 43). Whenagriculture is considered separately it is found that a majority dev.oted .50

percent or less time to laboratory or shop work. Detailed data are given in

the table.Condition on which courses are offered.Certain vocational courses are re-

.quired of some students and are elect4ç ¡so? others (see table 44) while afew are required of and others are elet4t for all students. Eighteen high-.

school teachers of agriculture and 124 teachers of.industrial arts reported

that courses were required of all boys.

s

.

.


TABLE 43.Number of teachers indicating the Vcentage of the total time allotted to practicalwork 1 and to discussion

Percent of timeallotted

6

To practical work:10255075 .100

Total

To group discussion:10.2550 .75100

Total

High schools

Agri-culture

Homeeco-

nomics

2

21211

7

32

413

5

32

3

Indus-trialarts

Corn-mer-cial

studies

4

42582

15214

277

102167

19832

328

37 95157 1%65 21160 6

2 2

277 320

Total

Colleges

Agri-Home

culture eco-

6 2210 6820 18028 38515 61

79 716

7

1

491

15

22 15832 39817 1138 355 9

84 713

94

15

41018

1

34

181141

34

Indus-trialarts

COM-Mer--cial

studies

1

21

3

258

39

5

169

5

35

1

2

-2

3

Total

11

4

92 I

44)

9

91

5

3729

9

87

Practical work as used here means shop, laboratory, garden projects, etc.

TABLE 44. Number of teachers indicating condition on which courses are offered

Condition on which courses arc offered

9.

1

Required ofRequired ofRequired ofRequired ofElective forElective forElective fnrElective forRequired ofElective for

boys onlyall studentsall vocational studentsthose majoring in departmentall students rboys onlyvocational students only... _

those majoring in departmentall girlsgirls

High schools

Agri-culture

2flo

18

23

1

6- .....

Homeeco-

nomics

3

19155955

465

825

Indus-trialarts

81988-296616

7

Com-mer-cial

studies

125

5322

2

Colleges

Agri-culture

613

1

21

Homeeco-

nomics

7

23012

1

Indus-trialarts

8

1410

83613

1

Com-mer-cial

studies

.111 mo AIM

'We. or

3

4=1, 11,

3

Mann,* of conducting classel. Information was collected concerning themanner of conducting vocational classes for Negroes on the following:Types of materials used (table 45) ; criteria in determining marks (table46) ; freedom permitted in choice of projects (table 47) ; and required workin related subjects. Tektbooks' and notebooks were used by a higherpercentage of the teachers (70) than other types of materials. "Qualityof product" was, the criterion considered for determining marks by the

411.

'40

6

1

ÍgR

. . --------- ._

_ _ -- ..........

.

s10

e.

1

1

8

-

11

3

I

711:

4

124

4

411M

1

1 a. eM MID 4111 a,

-

421.

_ _ _ ___________

_

_

6

1

a

,

1

6

5

1


highest percentage of teachers; "laboratory exercises" was next. Sixty-three and forty-six percent,*spectively, of the high-school and collegeteachers allowed stiklents to -choose the shop, laboratory, or field project.

TABLE 45. Number of teachers indicating types of materials used in conduct of coursesI

Typ of materials used orrequired

TextbookReferencesTerm paperS yllabusDictationMimeographed material _ _

Notebook_

Total number ofteachers rIplying_

High schools

Agri-culture

242964

101027

28

Horneeco-

nomics

Indus-trialarts

3 4

173 205173 23762 506 24

97 10790 141

220 192.

Com-mer-cial

studiesTotal

93 49546 48511 1296 40

65 27953 29455 494

96 708

Colleges

-Agri-

culture

7

14

9

2

10

16

Homeeco-

nomics

232818

76

1218

27

Indus-trialarts

29354327

20

37

111

32.....2

Total

11

698031IS121949

81

TABLE 46. Number of teachers indicating the 4riVria given- most weight in determining students'marks

Criteria

Participation in class anddiscussion.-- _ - - .

General attitude towardwork

Final examination___,____ _

Oral quizzesDaily recitation responses_ _

Seriesof examinations.. _ _ .Term papersWritten papers or projects _

Laboratory exercises_ _ _

Teachers judgment of stu-dent's work

Regulat attendanceQuality of product

Total number ofteachers replying...

High schcx,lsi Colleges

Agri-culture

2

h

7

21

3

1

41k.65

3

25

27

Homeeco-

nomics

Indus-trialarts

4

23 6

44 4912 17

1 1

16 115 161

12 2762 69

27 478 6

62 92

194 294

Com-mer-cial

studiesTotal

6 41

6 10614 45

1 68 38

12 341

7 5220 156

10 8'71 17

17 176

74 546

Agri-culture

7

Home Indus-es:o- trial

nomics arts

5

1 271

41li 1

2 41 1

1 1

1 5 20

21

2 3

Com-mer-cial

studies

.

2

M. .01

Total

10

319

1

4722

28

21

C.

4

4

1

..

2

270 r314

or

IS

5

8

,

Corti-met-

studies

1

1

1

. .

_ _ -

6 6

31

_

I

1

OW IND

M,

1

3

11

7

60

t4

6

cial

.

_ _ _

_

_____

I

3 10


TABLE 47. Number of vocational teacXers of Negroes indicating freedom permitted students inchoosing shop or field projects

Criteria

Permitted choice of projectPermit ted choice after com-

pleting assigned ;workNot permitted to choose

, project

Total..

High schools

Agri-culture

e

32

32

Horneeco-

nomics

163

14

100

277

Indus-trialarts

4

209

20

99

328

Com-mercialstudies

15

2

63

80

Total

419

36

262

717

Colleges

Agri-culture

7

7

6

14

Homeeco-

no. mics

Indus-trialarts

Corp-mercialstudies

Total

8 p is 11

18 14 1 40

1

14 14 2 46

32 38 3 87

CONCLUSIONS

According to the findings presented in this chapter, many of the teachersof Negroes in the vocations are inadequately prepared. About half of theteachers in public- high schools were college graduates. Approximately afourth had 2 years or less of college education. Forty-nine had 4 years orles.4 of high-school education. While this number is relatively small, thehandicaps which tjaèir inadequate preparation places upon the pupils theyteach may result in serious consequences for the individuals concerned.The fici that teachers with the most exPerience have the least education isindicative of a lack of progressiveness. Teachers with inadequte education

. cannot be expected to develop in pupils thát capacity for adjustment requiredof workers today.

Salaries in rural areas are geneially- lower than those in urban centers,which may account for the relaiively low salaries received by teachers ofagriculture. There was considerable difference ip the median annualsalaries of vocational teachers of Negroes between the Northern and Westernand the Southern region, although the, difference in training was' slight.The difference in salary may be partially acc-ounted for by the fact that alarger proportion in the Southern region than in the Northern and Westernregions are teachers of agriculture, and problbly are in rural or smallcommunities.

The fact that a large percentage of the teachers offered vocatidial coursesin the seventh and eighth grades is im'portant because a large number ofNegro pupils drop out before they reach high school, where most of thevocational courses Are offered. Because of the valise to pupils of working onprojects in whicg they are interested, they should be allowed a reasonableamount of freedom, under guidance, in choosing projects. A large percentof the teachers studied did not permit pupils to choose the project on whichthey were to work.

o

b

',bob

CHAPTER

Inforination Needed for Guidance0,

KNOWLEDGE of pupils is-an important, factor in guidance. Informa-tion concerning the social and economic loackgrounds, interests, and

school activities, and achievement anti progreIs of pupils is essential ineffective educational and vocational guidance. This chal5ter of the reportis an attempt to suppqr suclil information.

'I he clta are from 27,980 pupils in 33 States and the District of Columbia.

SOCIAL AND ECONOMIC BACKGROUND

The occupation and education of Parents indicate roughly the economicand cultural background of the pupils. Information concerning them isvaluable in understanding their possible influence on the pupils' educa-tional and vocational choices and in predicting the probabilities of continu-ing through high school. Data in tabres 48, 49, and 50 represent the type ofinformation which schools should have about each pupil. Facts rélatingto conditions of the homes from which children come are also of definitehelp in guidance and counseling. Principals of high schools and universityspecialists in'secondar'y education ranked home condition second in impor-tance for guidance purposes in a list of 18 items concerned with pupils

TABLE 48. Amber and percent of Negro high-school pupils whose _fathers are engaged in givenoccupation

AgricultureForestry and fishingExtraction of mineralsManufacturing and mechanical industriesTransportation and communicationTradePublic serviceProfessional serviceSemiprofessional serviceDomestic and perso411 serviceClerical occupationsOther

J.

PupilsFather's occupation .Number Perceni

1, 464 7. 372 ". 4

171 . 9,5 335 26. 61 710 8. 51 032 5. 11 352 6. 71 204 6. 0

38 . 23, 771 18. 8

409 2. 03, 505 17. 5

Total_ 20, 063 ,100.0

[ VIII T

.1S,''

It

;

. . ...... ,

I.

qa.

77

.. i

I

o

-

0

I

t.

..

), en,

.


background appearing on 249 permanent record cards.' The kind of homeand its upkeep, the opportunities for study and healthful sleep andrecreation, the quality and number of books, magazines, and newspapersavailable have a bearing on the pupil's ability to profit by the educationalprogram provided. Tables 51 and 52 are presented here merely to illus-trate the types of data valuable fo teachers and counselors. Their chiefvalue is in their application to individual pupils.

TABLE 49. Median years of education attained by parents of pupils, by regions

Region

South Atlantic_South Central..Southwestern__ _ _ . . _ _ _ ......Northern and Western _ _

Fathers of-a

Male students

Num-ber ofCases

3

1, 7891, 2291, 4142, 457

Median

3

Female students

Num-ber ofcases

4

Median

Mothers of-

Male students

Num-ber ofcases

Median

7

Female studentsst

Num-ber ofcases

8. 30 2, 561 9. 10 1, 688 9 26 2, 9808. 24 2, 024 8.0 1, 139 8. 37, 2, 0058. 40 2, 184 8. 3 1, 663 8. 39 : 2, %99. 24 3, 747 9. 02 3, 193 9. 06 4, 364

A

Median

R. 478. 338 399.09

TABLE 50. Percent ef pupils whose fathers and mothers had attained a given erducational level

Grade level attained

Less than seventh grade._ _ _ _ _ _ _ _Seventh gradeEighth grade1 year of high school2 years of high school _

3 years of high school4 years of high school__1 year of college2 years of college__3 years of college4 years of college.... _

Other

Less than seventh grade.Seventh gradeEighth grade1 year of high school2 years of high school3 years of high school

,4 years of high school1 year of College2 years of college3 years of college4 years of college_ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Other

South Adantic

Fathers Moth-ers

3

South Central

Fathers

4

Moth-ers

Southwestern

Fathers Moth-ers

7

Northern andWestern

Fathers

8

Moth-ers

MALE

29. 5 18. 21 1. Y 12. 911. 0 13. 8

7. 1 7. 75. 2 6. 43.9 6.0

10. 7 13. 52. 8 3. 42% 8 4. 72.0 2. 79. 9 8. 83.3 1.9

29. 711. 117. 28. 65. 04. 68. 53. 82. 91. 95. 01. 8

23. 112. 019. I10. 65. 05. 19.3. 35. 11. 65. 3

. 4

24. 79. 1

17. 6

7. 45. 1

10. 73. 53. 11. 97. 1I. 6

24. 0 21i 6 16. 212. 3 8. 0 11. 416. 8 19. 8 -20. 38. 7 10. 0 11. 87. 2 8. 0 8.6. 2 5. 5 6: 5

10. 1 12. 1 10. 93. 8 3. 1 3. 92. 3 2. 9 2. 91.9 2.5 2. 26. 1 6. 3 3. 8

. 4 1. 2 1. 4

FEMALE

19. 2 20. 711. 1 14. 413. 9 15.412. 5 8. 75. 7 6. 25. 7 6. 3

11. 8 11.73. 4 3. 13. 0 3. 51. 4 3.09. 9 6. 22 4 8

34. 312. 318. 92. 64. 14. 18. 23. 02. 91. 96. 61 1

24. 113. 518. 48. 76. 45. 19. 53. 34. 32. 34. 3

26 710. 816. 09. 16. 67. 29. 12.93. 52. 04 81. 3

21. 9 20. 9 16. 713. 1 8. 7 10. 418. 8 18. 9 19. 88. 1 10. 2 12. 79. 3 6. 9 8. 35.6 6 - 5. 5 5. 89. 3 13. 2 12. 03. 3 3. 4 4. 43. 6 3. 2 3. 01. 7 1. 9 1. 64. 7 5. 3 3. 7

. 5 1. 9 1. 9a

Koos, L V., and Kefauver, G. N. Guidance in Secondary Schools. Ncw York City, The Macmillan Co.,1932, p. 239. .*

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INFORMATION NEEDED FOR GUIDANCE 79

Information about parents. Information etncerning. the occupations offathers was obtained from 20,063 pupils included in this survey as shownin table 48. The fathers of 6.2 percent of the pupils reporting were engagedin professional and serniprofession* occupations, showing a situationdifferent from average since 2.5 pertent of the total gainfully employedNegroes are professional workers.

According to findings in this study, a larger percentage of the childrenwhose fathers are engaged in the professional, trade, and clerical occupationsattained a higher level of education than others. For the males therespective percentages are 63, 65, and 62; for the females, 69, 69, and 72.There is no evidence that the father's occupation influenced the gradelevel at which the high-school nongraduates left school. Informationconcerning the education of parents is Oven in tables 49 and 50.

Home status of pupils.-Slightly more than one-third (36 percent) of the \parents of pupils included in this study owned or were buying their homes.The corresponding percentage for the Negro populaAon as a whole, ac-cording to the 1930 census, was 23.9. The mediàn number of rooms in thehomes .of the pupils was 5.95; wild the median number of persons in thehomes was 6.05. The percentages of the homes having Oven convenienceswere: Electricity, 78; bathtub, 61.5; toilet, 73.8; piano, 47; and Lupo, 68.

Three-fourths of the pupils come from homes possessing lOis fewerbooks (table 51). Seven percent subscribed to no newspaper (ta sie 52).Another 8 percent did not subscribe to a daily paper, but did subscribe toa Negro paper. A total of 30 percent did not subscribe to a Negro paper.

TABLE 51.---Number and percent of pupils indicating the number of booAs in home

Number of books

25 or fewer26 to 100101 to 500501 to 1,000_41,000 or more

Tons!Median number of books per home_

Southwestern

Num-ber

2

1, 9142, 195

8099025

3

per-cfnt

3R. 243. 516. 0

1.. 5

r00. 0

Region

Smith At-lantic

Nt m-ber

4

1, 7433, 1771, 585

23881

6, 82463. 43

Per-cent

25. 546. 623. 2

3. 51. 2

100. 0

South Central

Num-ber

Per-cent

1, 4792. 022

88914737

4, 57474. 51

44. 219. 4

3. 2. 8

100 0

Northern andWestern

Num-ber

2, 7614, 7012, 113

224106

¡Per-cent

27. 947. 521. 32. 3I. 0

9, 905,A100. 061. VP

Total

Num-ber

le

7, 90712, 0955, 396

699249

26, 34659. 65

Per-cent

I 1

30. 145. 920. 42. 7

. 9

100. 0

OP

4

V.

I'

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____________

3

8

6 \N\ 7

32.

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=t47.

_


TABLE 52. Number and percent of pupils from homes subscribing and not subscribing to newspapers

Newspapers

No daily and no NegroNo daily and one or more Negro _

One or more daily and no Negro_ _

One or.more daily and one or moreNegro

Other

Total

Region

Southwestern

Num-ber

2

445575932

3, 214

5, 166

Per-cent

3

8. 6311. 1118.04

62. 22

100. 0

South At-lantic

Num-ber

4

492532

1, 491

4, 18(3

6, 698

Per-cent

7.357. 94

22. 26

62. 45.

100. 0

South Central

Ntim- Per-ber cent

..386 8. 45374 8. 19

1, 274 27. 91

2,529 55. 411 . 02

4, 564 100. 0

0 Northern andWestern

Num- Per-ber cent

8

608 6. 12611 6. 16

2, 235 22. 52

6, 466 65. 192 . 02

9, 922 100. 0

total

Num-ber

i.

1, 9312, 0925, 932

16, 3923

26, 350

Per-cent

11

7. 307. 94

22. 51

62. 21. 01

100. 0

SCHOOL INTERESTS, ACTIVITIES, AND ACHIEVEMENTS

Information concerning school interests, activities, and progress ojpupils is of value to teachers and counselors in furnishing guidance.. Extra-classroom activities provide try-out and exploratory possibilities; developinitiative; leadership, and independence; broaden interests; and assistin discoveling capacities. Self-support of kupils furnishes opportunity togain practical experience, to develop certain habits required in the occu-pational world, -such as industry, perseveraAce, punctuality, and inde-

. pendence. Self-support is detrimental %Alen he amount and conditionof the work interferes with the echica tion'al program, or is injurious tothe pupils' health or character. Information conterning acceleration and

--TeTi;TA'a-iion 'has ""a-15t aring on possible withdrawal,"failure, and success ofSee tables 53, 54, and 55.) Table 53 shows the extracurriculum

activities of this group of students and indicates acceptable types of Richactivities. Table 54 establishes noftn.s for use by counselorsr and alsoshows the large number of pupils overage,' as does table 55. These dataindicate that the high-school curriculum probably needs adjustment andbetter articulation with the elementary school.

Extra-classroom activities and self-support.Information was gathered from22,563, pupils coricerning participation in certain extra-classroom aciivities(table 53). The Vgest percentage of pupils 'engaged n the activiOeslisted vas in athletic teams and squads. Home-room and class organiza-tion, in which 35.5 and 28.5 Percent of the pupils, respectively, partici-pated, are frequently required and therefore are not comparable to theother attivities. However, théy are. important as indicating the prdportionof the pupils who participate in them. *

7

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4

t'

s.

11

INFORMATION NEEDED FOR GUIDANCE 81

According to information obtained from 27,980 pupils, approximatelytwo-thirds supported themselves in part or entirely; 47 percent, in part;17.3 percent entirely.

TABLE 53. Percentage of pupils who participated in certain extra-classroom activities

ActivitxStudent councilClass organizationHome roomMusical orginizationSchool publicationsAthletic teams .or squad,Dramatic clubsOther school organiz . ..Fraternities, sororities, socialTraffic or safety wads . .

School progress,-*The percentaes Aiof childrep entering first-year highschool af given ages are shown in table 54. Approximately three-fourths,oi 72:1 ..ent, were 14 years of age and abové. One-third Were 15or 16 yè of age. A smaller percentage in the Northern and a, largerpercentage in the South Atlantic: t n in the other regions entered whenrelatively young. .

Of the 27,366 pupils rçpted, one-third 'were overage for their grade.This is an improvement over the situation found among Negro high-scho91pupils in rural areas in a former s'eudy.2 The percentages of pupils overagein cach 6f the bigh-school grades in these twc; studies are .as

Percent Activity Percent

12 2 Debating society . 2. 628 5 School honor society 3. 935 5 4-H clubs 2. 4 ,14 6 'Future farmers . . . ...... . 8

3 6 Boy SCouts . 0824 2 Girl Reserves . 68 3 High Y .

.. 19 4 Other 3. 16 3 None 2. 76. 9

Study

Presentlformer

Grade

Eighth

2

/Incen t49. 582 6

Ninth

3

Percent34. 876 7

Tenth

4

Percent29.272 .3

1

Eleventh Twelfth

4.

Percent29. 670 5

6

Percens25. 2

_

Details regarding the situ4ion are shown in ;able .55. In each grade asmaller percentage of girls than boys is overage, as in the other studies.A smaller percentage of the pupils in the Northern and Western regionsis overage for grade in whicsh enrolled than in the ther regions, as shownin the following: Northern-and Weiltern, 29; Sout Atlantic, 31.2; SouthCentral, 32.9; SQu4restem, 40.0. Details Concerning the agé-gi-clestatus of the pupils in the different regions are shown in table 5 in appendix A.

I Availability of Education to'Negroes in Rural Communities. Op. cit., p. 63.

ip;

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. .

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

.1

.

follows:

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OP

82 VOCATIONAL EDiTCATION AND GUIDANCE OF NEGROES

TABLE 54. Number and percent 1 of pupils of given age when entered first-year high school 2

Age

1

10 years or less.11121314151617181920 years or moreNo response

TotalMedian_

Southwestern

Num-ber

2

1698

4501, 1311, 4871, 130

59121186

49

60

5, 29314 62

Per-cent

3

0. 31. 98. 6

21. 628. 421. 611. 34. 01. 6

. 5

. 2

SouthAtlantic

Num-ber

4

20160761

1, 7142, 1471, 410

64l225

832327

244

7. 45514 44

Per-cent

0. 32. 2

10. 623. 829. 819. 68.3. 11. 1

. 3. 3

SouthCentral

Num-ber

6

1143

299842

1, 2021, 048

637317122

37161

4, 76514 92

Per-cent

O. 2. 9

6. 518. 326. 122. 813. 86. 92. 6

. 9

. 8

NorthernWestern

and

Num-ber

1237

4371, 5783, 3702, 7311, 390

4892046218

160

10, 48814 92

Per-cent

0. 1. 4

4. 215. 332. 626. 413. 54. 71. 9

. 6

. 2AM. ID

Total

Num-

1

59338

1, 9475, 2658, 2066, 3193, 2591, 242

495155

. 91625

28, 00114 74

Per-cent

11

0 21 27. 1

19. 229. 923. 111. 94. 51. 8

. 6

. 3

StudentsI not responding were deducted from totals in order to compute percentages.The first year of a 4-year high school, or a 3-year senior high school.

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1,

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2,

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25

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7 83

5 24

8 37

6 62

4 1,

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1,

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73

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9 38

5 75

9 94

6 1,

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9 37

1 75

0 53

4 68

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6 28

3 24

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104

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188

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815

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216 82

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PUPILS' OCCUPATIONAL CHOICES

The choice of an occupation is one of the vital decisions which everynormal individual must make; for this reason both teachers and counselors .

should have as much information as possible which will help in making anintelligent selection. While the choices which pupils make are not alwaysfinal, they frequently have an influence on their curriculum choices and onthe length of time they stay in school. Of the many possible influences onoccupational choice the following are discussed here: Geographical region(table 56), age and educational advancement, size of community, (table 57),personal motives or influences (table 58), hobbies or interests (table 59), andoccupation and education of parents (table 60).

From the standpoint of guidance it is important to know what influence,if any, age of pdpils and grade level in high school have on occupáti6nalchoice and what variation in choice may be expected in differeht geograph-ical regions. Information concerning inflüences in choosing an occupationshould be helpful in assisting pupils in developing different motives or inchanging occupational objectives, when desirable. Informtion aboutinterests may assist in revealing educational and occupational interests, andmay lead to the discovery of capacity in particular activities. A study ofpupils' choice of occupation in relation to parents' occupations and educa-don may aid in the discovery of motives for occupational choice and -mayindicate the possible future contentment in the occupation chosen.

Occupational (hoice in the different regions.A comparison of the occupationalchoice of pupils, by sex, in the different geographical regions is shown intable 56. Among the males there appear to be significant differencesamong the regions in the percentages choosing occupations in manufac-turing and mechanical industries, public service, professional service, andclerical service. Among the females, differences are in manufacturing andmechanical industries, professional service, and clerical sèrvice.

The distribution of pupils making certain occupational chokes accordingto the size of _the communities in which the schools are located is shown intable 57. A larger percentage of the males in the small communities thanin thc large ones chose agriculture. In manufacturing and mechanicalindustries the differences are very slight with the exception of communitiesof 50,000 to 99,999 population. The percentage of females choosing occu-pations of this kind increases consistently with the size of the community.A smaller percentage of both males and females in communities of 100,000or more, thaniS the smaller communities, choose professional service, thedifference being greater among the females. There is also a differencebetween the small and large communities in the percentage of femaleschoosing cleri4occupations.

Occupational choice by age and educational advancement. According to datareceived from 5,517 high-school boys and 9,350 high-school girls, age has'little influence on choice of occupation.

11143/4

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E56.

Num

berand

percentof

pupilsindicating

tockupationalchoice,

bysex

andregion

Region

Southwest

SouthA

tlantic South'C

entralN

orthernand

Western

Total

thwest_ th

Atlantic

SouthC

entralN

orthernand

Western

`t.

Total

Southwest-

SouthA

tlanticSouth

Central

Northern

andW

estern

Total

Southwest

SouthA

tlanticSouth

Central

Northern

andW

estern

Agriculture

Male N

um-

ber 2

37 46 25 13

Per-cent 12

2.2

19 4

Female

Num

-ber 4

Per-cent 0.02

1211.

4

Total N

um-

ber

37 47 25 13

Per-cent

7 O.

8

.8

. .1

122.

6

Trade

_,

845.

09

0.3

932.

0145

7.0

421.

2187

3.3

947

127

11

1213

21185

5.8

801.

5265

3.2

5086.

1158

1.1

6663.

0

Semiprofessional

3O

.2

6O

.2

90.

26

.3

8.

214

.2

7.

55

.2

12.

346

1.4

37.

783

1.0

62.

756

.4

118.

5

p.

Total

Manufacturing

andm

echanicalindustries

Male N

um-

ber 8

#281542215795

1,833

Per-cent

16.7

25.8

16.2

24.8

22.0

Female

Num

-ber

128142101500

871

Per-cent

11 4.3

4.0

4.1

9,8

6.2

Total

Num

-ber

12

409684316

1,295

2,704

Per-cent

13 8.8

12.2

8.3

15.6

12.1

Publicservice

243175162295

875

14.5

8.3

122

9.2

10.5

3 9 19 31

0.1

.2

.

4

.2

246184162314

906

5.3

3.3

4.3

3.8

4.0

Dom

esticand

personalservice

37 4112 35 125

2.2

2.0

.9

1.1

15

199180155339

873

61.47 5.1

63

66

6.2

236221167374

998

S.1

39

44

4.5

4.5

Other

32 2520 106

183

19

12

15

33

22

24 718 95 198

08

20 3

19

14

56 96 28 201

381

12

17 7

24

17

Transportation

andcom

munication

Male N

um-

ber

14

46 49 52 70 217

Per-cent

15 2.7

2.3

3.9

2.2

2.6

Female

Num

-ber

111

2 1 10 14

Per-cent

17

006

.

02 04

.2

Total N

um-

ber

18

4850 5380 211

Per-cent

1.03

.

91.

4 9'

1.0

Professionalservice

874983664

1,437

3,958

52.1

47.0

49.9

4-4.7

47.6

;,178

2,681

1,842

2,926

9,627

74.0

76.1

74.7

57.4

68.6

3,052

3,664

2,506

4,363

13,585

t2i65.

965.

266.

1t:5

52.5

Tj

60.8

IC

lerical

42 82 228

431

2.5

3.9

59

7,1

52

400389324

1,094

2,207

13.6

11.0

'13.2

21.5

157

442471403

1,322

2,638

/6

8.4

10.6

159

118

.

Tot'al

1,679

2,094

1,330

3,210

8313

2,949

3,5/4

2,463

5,100

14036

4,628

5,618

3,793

8,310

22349

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In order to find whether or not grade level of pupils has any influenceon occupational choice the percentages of pupils in each grade selectingoccupations in the manufacturing and mechanical industries and pro--fessional service were computed as samples. The percentages selectingmhnufacturing and mechanical industries for each high-school .gradefollow: First year, 22.7; second year, 21.2; third year, 17.5; and fourthyear, 14.2. The percentages in eách grade choosing professional occupa-tions were: First year, 157; second year, 63; third year, 64; and fourthyear, 46. Although the percentages for all the occupations were not corn-

sputed, judging from the above, it appears that grade level has no markedirifluence on the occupational choice of Negio high-school pupils. -Thisconclusion, if supported by furtherstudy, would seem to indicate the needof a closer relation between curriculums and courses, and vocational inter-ests of pupils.

TABLE 57. Number and percent of pupils indicating choice e occupation, ty size of community

Students' choice oi occupation .

1

Agriculture:MaleFemale

Forestry and fishing:MaleFemale

Extraction of minerals :

MaleFemale

Manufacturing and mechanicalindustries:

MaleFemale

Transportation and communica-. tion:

Mak'Female

Trade:MaleFemale

Public service:Male

a FemaleProfessional service:

FemaleSemiprofessional:

FemaleDomestic and personal service:

MaleFemale

Clerical occupations:MaltFemale

Other:Male a. _

Female...

Total:MaleFemale

Size of community

Fewer than 2,500-49,999 50,000 -99.999 100,000 and2,500 more

Num- Per- Num- Per- Num-ber cent ber cent ber

3

16 6. 8

50 21. 48 2. 3

5 2. 1

20 8. 51 . 3

8* 3. 4

120286

kn.

513

713

2

134343

51,383. 4

4

2. 13. 8

2. 96. 7

. 93. S

40. 6S9. 4

4

41 4. 51

6

7

Per- Num- Per-cent ber cent

1. 5 20 0. 4

180 19. 747 2. 9

201

6318%

729

4531, 250

24

27107

33132

2330

2. 2

6. 91. 1

7. 9. 6

49. 678. 2

2. 3

2. 96. 7

3. 63. 2

2. 51. 8

2 . 03

7450

201

545

251620 _

1

1545

1085

1523

Total

Num- Per-ber cent

841

3 . 051

15. 4 1, 332 23. 95.9 646 7. 0

4. 2

6. 91. 1

4. 6

52. 473. 9

.1

3. 1S. 4

1. 110. 1

3. 12. 7

to914

1, 59936. 463. 6

479839'

36. 363. 7

13811

282154

671175

2, 3165, 679

6450

56534

2631, 574

425378

2 5. 1

5. 11. 7

12. 01. 9

41. 661. 7

I. 1. 5

1.05. 8

4. 717. 1

7. 64. 1

1. 2

. 04OD AP ea ma

1, 636 22. 7751 6. 3

183 2. 513 1

398 5. 5182 1. 5

805 11. 2189 1. 6

3, 140 41. 67, 835 65. 3

67 . 955 . 5

103 1. 4699 5.

313 4. 31, 814 15. 1

465443 3. 7

5

5, 5729, 202

37. 762.

37. 862. 2

.

_ _ -

.

7 a

.

11.3

6.

3

IN

Male

Male

2

1_

1.2

339

e.

8

INEORMATION NEEDED FOR GUIDANCE 87Influences in choosing an occupation. The influences which pupils said affected

the selection of an occupation are shown in table 58. Three influences pre-dominate in all the regions among both boys and girls, namely, "desire tomake money," "belief in ability in special field," and "desire to serve."

Choice of occupation, according to interest.Data concerning hobbies or inter-. ests and occupational choice are shown in table 59. Of the 363 male pupils

whose hobby vas scientific and mechanical construction, 37.5 percent gavemanufacturing And mechanical industries as their occupational choice;while 6.6 percent chose transportation and communication service. Bothof thesepoccupations have rather close relation to ihe hobby. Of the 991male pupils whose hobby was hOme workshop or laboratory, 29 percentchose manufacturing and mechanical inddstries as an occupation. Furtheranalysis of the data rnay be made by those. interested in order to study anypossible relationship between other hobbies and occupational choice.

Choice of occupation, according to father's occupation.The extent to whichNegro high-school pupils choose the vocations in which their fathers areengaged was studied. In the South Adantic region 4 percent of the girlschose occupations in manufacturing and mechanical industries, while 20percent of the girls' fathers were engaged in these occupations. Fathers of2.5 percent of the girls were engaged in clerical occupations, but 10.6 percentchose these occupations. Three-fourths of the girls chose professional serv-ice, while only one-twentieth of their fathers were so engaged. .

In the South Atlantic region, 20.7 percent of the boys' fathers werea engaged in manufacturing and mechanical industries, and 25.3 percent of

the boys expressed a desire to ente5 these occupations. Two and seven-tenths percent of the fathers were engaged in clerical service, while 4.6percent ot t e sons indicated ayìrIerence tor clerical wor . Nearly halt othe boys (47.5 percent) chose the oféssions, but only 7.7 percent of theirfathers were engaged in them. Six d five-tenths percent of the fatherswere employed in agriculture, while 1.7 percent of the boys desired to befarmers. In trade occupations there is close agreement between fathers'occupation and sons' choices; the percentages are, respectively, 5.9 and 5.5.The respective percentages of fathers engaged in public service eand sons'choices are 14.2 and 9.3. A more exact measure of relationship betweenoccupation of fathers and occupational choice of their children may beobtained by ascertaining the number of children who expressed a desireto enter the specific occupation in which the fathers are engaged. A totalof 203, or 15.7 percent of the male pupils ii the South Atlantic itegion chosethe occupation 'in whicfi their fathers were engaged. The pércentAge ofsons who chose the occupation in which their fathers were engaged for theother regions are: South Central, 17.4; Southwest, 13.2; and Northern, 13.8.A further study of possible relationship between occupations of fathers andoccupations engaged in by their sons is reported in chapter 9.

71910*-38----T

V.

I

f 4_

a

88 V&ATIONAL EDUCATION AND GUIDANCE OF NEGROESv

TABLE 58.-Percent of pupils attribuling their choice of occupation to indicated influences, by regionand sex

z ..,

Influence

South Atlantic South antral Southwest Northern andWestern

Male.

Female Male Female Male Female Male Female

1 t- 3 4 s il 7 8 9

--Desire to make money 34. 9 28. 1 36. 5 27. 7 39. 7 31. 5 30. 7 27. 9Success of friends 3. 3 3. 2 4. 6 5. 7 3. 1 3. 2 2. 3 2. 7Advice of relatives or friends 3. 5 2. 8 2. 7 2. 3 4. 4 4. 8 3. 2 . 2. 4Teachers_ 2. 5 6. 1 2, 1 8. 8 1. 6 4. 2 1.6 3. 8Desire to serve 13. 8 22. 1 15. 2 18. 5 9. 9 15. 5 10. 3 14. 8Advice of parents 5. 1 7. 2 4, 8 6. 7 3. 8 4. S 6. 2 5. 8Observing people at work 3. 8 3. 0 2. 9 2. 6 2. 4 2. 0 3. 3 4. 3Working vacations or after school_ _ _ 2. 3 . 8 . 9 1. 1 . 1. 3 1. 2 1. 9 1. 1Thinp you read 1. 2 . 8 2. 2 . 9 2. 3 . 9 1. 4 !. 1Guidance counselor . 1. 1 . 6 . 5 . 2 . 2 . 1 1. 0 . 8Belief in ability in special field j 18. 3 20. 9 21. 9 22. 2 23. 7 28. 2 28. 4 30. 7Father's occupation 4. 3 . 3 2. 7 . 7 2. 8 . 4 3. 2 1.0Mother's occupation . 3 . 9 . 3 1. 4 . 4 1. 6 . 1 . 8Course in occupations . 1 . 2 . 2 . 2 . 6 . 3 . 6 . 5Work in shops 3. 8 . 7 1. 8 . 4 2. 5 . 6 3. 2 . bAcademic courses in school . 5 1. 1 . 3 . 3 . 1 . 2 1, 3 .9Extracurricular activities 3 2 . 1 . 04 . 2 . 2 . 2 . 1Motion pictumOut-of-school activities ,

. 4

. 5. 3. 4

. 5

. 1

. 3

. 1

. 5

. 4. 5. 2

. 41. 0

. 2. 5Other 4 3 1 04 2 1

Choice of occupation andparents' education.---Some information concerning theschooling of parents and the occupational choices of pupils was collected forthe purpose of discovering whether or not there is any relationship betweenthem (table 60) . In general, the data indicate that children of parents whoarc college graduates are more apt to choose one of the professions or acareer in the manufacturing and mechanical industries than those of parentswith seventh-grade education only.

T

______

,

..

. .

.

'

-

NOI1VW1IOAKI aoNvamo UHCI:gatsI

TA

BL

E 5

9.W

urnh

er o

f pup

ils c

hoos

ing

give

n oc

cupa

tions

, ac

cord

ing

to i

nter

est

of fi

rst p

refe

renc

e an

d pe

rcen

t of

pup

ils e

xpre

ssin

g fi

rst p

refe

renc

e fo

r gi

ven

inte

rest

Hob

by o

f fi

rst

pref

eren

ce

1

Hom

e w

orks

hop

or l

aboi

ator

y A

thle

tics

Rea

ding

Pl

ayin

g m

uska

i in

stru

men

t Pa

intin

g an

d dr

awin

g

4Mo&

C

hoic

e of

occ

upat

ion

IN

cultu

re

Mal

es

2 23

51

15 2 3 9

rcie

nanc

til o

r m

echa

nica

l co

nstr

uc-

tion

Dra

mat

ics

Oth

er T

otal

2

Fe-

mal

es

111

Man

ufac

- tu

ring

an

d m

e-

chan

ical

in

dust

ries

4

Fe- es

Tra

nspo

r-

tatio

n an

d co

m-

mun

ica-

tio

n Fe-

mal

es

Tra

de

Publ

ic

serv

ice

Fe-

Fe-

mal

es

1O

287

M

21

645

175

79

118

152

14

106

76

13

56

32

11

50

71

12

12

1

69

63

10

62

109

7

136

6 24

11

8

4 2

4 2

11

Prof

es-

sion

al

serv

ice

12

Fe-

mal

es

Sem

i-

prof

es-

sion

al

serv

ice

ii 14

1 60

8

113

2 41

2 43

6 23

3

1%

39

426

17 1

, 24

1 1,

527

17

1

27

35

64

17

334

2, 0

35

10

4 47

15

90

8

494

1, 0

19

10

13

8 36

3

228

319

1 1

20

20

34

9 15

0 82

4 2

2 2

6 2

31

112

1

1 19

15

43

3

134

493

3 20

16

33

13

13

8 93

5 2

M,

MI

Mi

15

1 31

1

146

80

1

5 3

5 1

51

221

10

30

1. 5

54

773

195

12

418

162

881

76 3

, 36

9

Fe-

mal

es

IS 13

10

5 8 8 7 1 3

8, 0

31

60

Dom

estic

an

d pe

rson

al

serv

ice

Mal

es

16 17

53

13

8 2 6 3 3 4

110

Fe-

mal

es

17 65

14

7 13

4 46

79 6 35

69

3 7 6

624

Cle

rica

l oc

cu-

patio

ns

Mal

es

18 28

12

7 35

25

16

21

3 13

20

4 6

298

Fe-

mal

es

19

- 54

40

6 41

4 18

3 49

172 33

163

269 5 38 9

1,

95

Oth

er

Mal

es

II 7

22 3 2 3 1 6 55

Fe-

mal

cs

21

Perc

enta

ge

of p

upils

ex

pres

sing

T

otal

fi

rst

pref

- er

ence

jor

give

n in

tere

st

Mal

es

Z43

4 99

1 15

2,

851

17

635

9 79

8 36

8 8

304

1 59

3

296

12

292

363

3 84

6

20

7817

, 06

1

Fe-

mal

es

23 640

2, 3

42

2, 8

15

1, 3

65

438

1, 1

92

168

784

1, 4

30

98

284 55

11,

611

Mal

es

Fe-

mal

es

24

is

14.

0 5.

5

40.

4 20

. 2

9. 0

24

. 2

11.

3 11

. 8

5. 1

3.

8

4. 3

10

. 3

. 8

1. 4

4.

2

6. 7

4.

1

12.

3

5. 1

.

8 1.

2

2. 4

.

3 .

5

2

11

C.

o

` 11

u

.....

......

. SC

h001

pa

per

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vies

4 2

3

dP

9ID

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70

11)

27

3

1 ow

5

es

w M

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11,

r

4 gr

ò

9

- .1

10

"

o

_

00

rItINIOLLVDOA NOI1V011(13 HO Isl vula 9

TA

BL

E

Num

ber

and

perc

ent of

pup

ils w

hose

par

ents

hav

e de

sign

ated

edu

catio

n w

ho e

xpre

ssed

a d

esire

to

ente

r a

give

r: z

e..c

upat

ion

Occ

upat

iona

l ch

oice

-

1

Avi

cultu

re

Man

ufac

turi

ng a

nd

mec

hani

cal

indu

stri

es

Tra

nspo

rtat

ion

and

com

mun

ica-

tio

n T

rade

Pu

blic

ser

vice

Pr

ofes

sion

al s

ervi

ce

Sem

ipro

fess

iona

l se

rvic

e D

omes

tic a

nd p

erso

nal

serv

ice

Cle

rica

l oc

cupa

tions

O

ther

Tot

al

a M

ales

Fath

ers'

edu

catio

n

Les

s th

a#2

seve

nth

grad

e

'Nur

nber

31

393 48

15

5 20

7 79

0 12

41

4

83

25

1, 7

85

Perc

ent

a 1 7

22. 0

2 7

8. 7

11

. 6

44.

3 .

7

2. 3

4.

6

1. 4

4 ye

ars

of c

olle

ge

Num

ber

4

7

67

14

34

43

313 3 4 13

6

504

Perc

ent

1 4

13.

3

2 8

6. 7

8.

5

62.

1

. 6

. 8

2. 6

1.

2

Mot

hers

' edu

catio

n

Les

s th

an s

even

th

grad

e

Num

ber

6

28

381 34

80

19

2 65

7 7 19

70

24-

1, 5

02

Perc

ent

7 1 9

25.

4

2 3

5. 3

12

. 8

43.

7 .

5

1. 9

4.

7

1. 6

4 ye

ars

of c

olle

ge

Num

ber

.8

4 64

19

31

43

257 1 2 16

2

439

Perc

ent

0 9

14.

6

4 3

7. 1

9.

8

58.

5 .

2

3. 6

. 4

Fem

ales

Fath

ers'

edu

catio

n

Les

s th

an s

even

th

grad

e

Num

ber

Perc

ent

10 19

6

47

19

1, 6

27

15

208

464 19

11 7. 6

4 ye

ars

of c

olle

ge

Num

ber

13

Perc

ent

13

Mot

hers

' edu

catio

n

Les

s th

an s

even

th

. gr

ade

Num

ber

14

Perc

ent

13

21 1

1. 8

8

. 7

6 62

. 7

568

. 6

7

8. 0

23

17

. 9

. 66

.

7 *

4

2, 5

95

704

3. 0

15

9 6.

4

1 1

04

1. 1

21

.

8 . 9

7 .

3 80

. 7

1, 73

5 69

. 4

1. 0

3

. 1

3. 3

17

9 7.

2

9 4

381

15

2 . -1

4 ye

ars

of c

olle

ge

Num

ber

16

1

16

2 3 46

5 7 12

72 2

580

Perc

ent

17 0.

2

2. 8

.

80.

2 1.

2

2. 1

12.4

.

3

sk

9 q t

.

e07.

I I

,

.5

'

6 13

2, 4

99

1

.1

. 5

:3

5

'

T-

3

.

V,

IOW CHAI"TO IX I

Information Helpful in Formulating Guidance

Progr.4ms

GENERAL CHARACTERISTICS4

WIZT HAPPENS to Negroes who gradilate from high school and toe who drop out beforse graduation? What occupational adjust- i

ments do they make? What, if any, relation is there between schooling and \.

occupational adjtistment? To what extent has the school assisted formerpupils in adjusiment? What arç.their interests and in what activities dothey engage? What variation, if any, exists among the different geograph-ical regions with respect to these matters?- Informátion conFerning thesequestions, reported in this chapter, should be helpful in formulating guid-ance programs. The age of persons studied, the amount and kind of edu-cation received, apd the work experkence while in day school shouid in-dicate the kind of assistance needed from schools in making further occupa-tional adjustment. Information concerning reasons for leaving day schodand for attending evening schpol, employment since leaving day school,means of obtainingAemplc;pment, and relationship of son's to father'soccupation is !Hated not only to the present needs of adults but also towhatever revision may made in educational and guidance programsfor youth now in school.' The kind of information reported in this chap-ter is needed about each individual in order to provide effective counseling.

Data were collected from 20,260 high-school graduates and nongraduatesduring 1926 to 1935 in 33 States and the District of Columbia, in com-munities of different sizes, and from 2,540 persons who were enrolled inevening schools ,

Age of studenis.The median age of graduates when interviewed and ofnongraduates, according to the size of community in which they, live, is

sh9wn in table 61. The nongraduates are sligl,Itly younger than the gradu-es; when the two groups are combined thoie who live in the large. cities

are younger than those living in the smaWcommunities. ,

,.. 91I. ,

i-l.,- .1, , i

, ,-.- ,. le. ,.

:;

le

,.

.. s

. e

a

,

.

b

I'''

4 A

o

,.,.,.

.,.

..

,i5 ,,- .

.

A

r 92 VOCATIONAL EDUCATION AND GUIDANCE OF NEGROES

TABLE 61. Number and median age of Negro high-school graduates and nongraduata, accordingto size of community in which they live

Size of community

Fewer than 2,5002,500 to 24,99925,000 to 99,999100,000 to 499,999500,000 and more

Total

Male

Graduates

Number Median

Nongraduates

Number Median

Female

Graduates

Number Median

173592974

1, 605677

4, 021

24. 3024. 2923.6022. 9422. 27

184 23. 09 264488 23.05 1,087%6 22. 39 1, 822

1, 571 41. 90 3, 021552 20. 47 1, 143

23. 27 3, 761 21. 90 7, 537

Nongraduates

Number

23. 5 3 30223.84 81023. 34 1, 57311. 53 2, 02021. 53 809

22. 80 5, 514

Median

22. 6022. 5022. 1021. 6020. 64

21. 83

The median age of persons when they graduated or dropped out variedslightly among the geographic regions. For male graduates the range is from18.74 years in the North Atlantic to 1 9.44 years in the South Central region.For males who did not graduate the range is from 17.63 years in the SouthAtlantic to 18.29 years in the Southwest region. Median age of femalegraduates ranged froFn 18.45 in the North Central region to 18.97 in theSouth Central; of those %who dropped out, from 17.37 years in the SouthCentral region to 17.87 years in the Southwest. The median age of allevenirtg-school students was 26.08 years. Evening-school students in theNorthern and Western regions are 2.64 years younger than those in theSouthern region. Data in table 62 indicate that the older evening-schoolstudents left schdol-rarlier than the younger ones.

Educational level attained.-The number and percentage of nongraduateswho left school at given grades are shown in table 63. Table 64 shows simi-lar information by regions. The difference in attainment between the non-graduates in the Northern and Western regions and the Southern region isfairly pronounced. For example', the percentages of females reaching thetenth grade or higher in the North Central, North Atlantic, and Westernregions are, respectively, 79.8, 78.9, and 81.3. The corresPonding percent-ages are 47.6, 27.7, and 45.8, in the South Atlantic, South Central, andSouthwest regions, respectively. Similar gonwarisons can be made be-tween Northern and Western regions on the basis of median years of educa-tion attained for both malos and females. Detailed analysis of the educationof nongraduates according to size of community was not made, however, theoriginal data are shown in table VI in appendix A for anyone interested inmaking such an analysis.

Differences among the evening-school students in grades reached beforeleaving schbol as shqwn in table 65 are similar to those found among thenongraduates mentioned abov.

411KA,

_

_ _ _ 411

-

,

d.

'

FORKULATION OF GUIDANCE PROGRAMS 93

TABLE 62.Number and median age of evening &tool students who have attained a give: level ofeducation

Level of education

Elementary :

1

2-45-67-8

High school:9-1011-12

College:,

3-4_Did not attend

Regions

Northern and western

Numilltr MediAn age

3

62347

215

2804 38

942533

31

37.8336. 2535. 81

23. 7521. 68

26. 8224. 9625. 21

Southern

Number

4

257

142321

294310

5833

1

Median age

36. 5833. 15

3t9.68

25. 7224. 08

25. 4627. 35

TABLE 63. .Number and percent of nongraduates Ow, dropped out of school al given grades

Gracie on leaving schoolMale

Number

1 2

SeventhEighthNinthTenthEleventhTwelfth

Total

48532

1, 0541, 038

6932445

3, 611

Percent

1. 3

14. 72

28.819. 26. 8

100.0

Female

Number

4

35649

1, 1

1, 6291, 06 304

389

5, 276

Percent

O. 712. 328. 630. 920.7. 4

100. O

.

.

...... . Er

_

p

qi - - -

3

,

1

1-2

4)

lb

EDUCATION AND 'GUIDANCE

TA

BL

E 6

4.

Num

ber

and

perc

ent

of n

ongr

adua

tes,

ind

icat

ing

grad

e re

ache

d, b

y re

tort

Gra

de o

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avin

g sc

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1

Seve

nth

Eig

hth

Nin

th

Ten

th

Ele

vent

h T

wel

fth Tot

al

Med

ian

nth

Nin

th

Ten

th

Ele

vent

h T

wel

fth T

otal

M

edia

n

Reg

ion

Sout

h A

tlant

ic

Num

ber

Perc

ent

3

Sout

h C

entr

al

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Num

ber

4

Perc

ent

Sout

hwes

t

Num

ber

Perc

ent

Nor

th C

entr

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Num

ber

8

Perc

ent

Nor

th A

tlant

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Num

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MA

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Perc

ent

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t

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al

Perc

ent

Num

ber

1$

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ent

35

359

389

353

226 80

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26.

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FORMULATION OF GUIDANCE PROGRAMS 95

TABLE 65. Number of evening-school students who left school at stated grade levels, by sex

Grade level on leaving

1

Elementary:1

2-45-67-8

High school:9-1011-12

College:1-23-4

Total _

Median

Male

4072

165

180123

2013

6189 30

Female Total

3 4

3 8

43 83127 199385 550

398 578652 775

135 1 5549 62

1, 79210 70

2, 41010 26

INTERESTS AND ACTIVITIES IN SCHOOL

Curriculums pursued by graduates and nongraduates.The percentage of peakons

reported in this study; who pursued academic curriculums is higher in theSouthern regions than in either the Northern or Western region. Data areshown in table 66. Data on curriculums pursued by size of community are

given in table VII in appendix A.Vocational training in high school.The number and percentage of graduates

and nongraduates who had vocational training in high khool related to

their present jobs are shown in table 67.. The percentage was highest, formale nongraduates, in the North Atlantic States and lowest in the SouthAtlantic; among male graduates it was higher in the Sputhwestern Statesand lowest in North Central States. Among female nongraduates the per-

centage was highest in the North Atlantic States anCi lowest in the SouthAtlantic Stales: among the female graduates it was highest in the Sotith-western States and lowest in the South Atlantic.

Value of vocational training in securing work.Respondents were asked to statewhether vocational courses were of assistance in securing work. Tabulationsarc according to the size of community. In general, a higher percentage of

persons in sm'aller communities than in larger ones indicated that vocationalcourses helped in securing work. Vhis is true for all groups studied, malesand females, and graduates and nongraduates. The percentages indicatingthat vocational courses assisted in securing work according to size of com-

munities follow:

Size of community

Fewer than 2,5002,500 to 24,99925,000 to 99,999100,000 to 499,999S00,000 and more

Graduates

SO. 024. 717. 822. 623. 6

Female

65. 854. 646. 241. 146. 7

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4

31. 811. 39. 8

18. 717. 6

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FORMULATION OF GUIDANCE PROGRAMS

.mployment during high-school attencia;ce.According to data collectéd butnot shown bere, a larger proportion of male graduatés than of nongraduateswas employed during high chool years, the respective percentages are 55.7and 44.1. The correspon ng

Ipercentages for female graduates and non-

graduates are 24.5 and 22. The percentages for the different regions follow:For male graduatesSouth Atlantip, 52; South Central, 63; Southwest, 49;North Atlantic, 52; North Central), 58; and Western, 65. For male non-graduates the percentages are: South Atlantic, 42; South Cenval, 48;Southwtist, 42; North Atlantic, 47; North Central, 44; and Western, 50.The percentages of female graduates employed during their high/schoolyears range from 20 in the South Atlantic region to 34 in the Western.

- The corresponding range for female nongraduates is from 192 in the Sou,thCentral region to 34 in the North Ntlantic. The number of graduates andnongraduates employed during their high-school years according to size ofcommunities in which schools were located is shown in table VIII, ofAppendix A.

ACTIVITIES AND INTERESTS AFTER LEAVING SCHOOL

Reasons for leaving day school.More boys leave high school because offinancial needs of the family than for any other reason, according to repliesfrom 3,617 given in table 68. "Desire to make money," and "lack of interestin school," appear to be second and third in importance. The perpentagesgiving these reasons, respec,tively, are: 28.9, 26.3, and 12.6. The reasonsfor leaving school most often given by girls, with the percentages are:"Financial needs of family," 22.1; "other," 20.3; "lack of interest," 14.6."Needed at home," anä "desire to make money" rank fourth and fifth;respective percentages are 14.4 and 11.5. Except in a few instances, differ-ences among the geographic regions in reasons forleaving school are slight.A higher percentage of those reporting in the North Central region than inthe other regions named "desire to make money," and a lower percentagenamed "needéd at home" as reasons for kaving school. There is closeagreement between the North iktlantic and South Atlantic regions in thepercentages c;f persons naming the different reasons for leaving school.

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FORMULATION OF GUIDANCE PROGRAMS 101-

Reasons for attending evening school.Theshief reason given by students forattending evening school is to. "prepare for new type of work" (table 69).For the group as a whole (1,991 cases), the main reasons given for attend-ing evening school with the percentage of students are: "To prepare fornew type of work", 35.5; and "to improve chances for an increase in rankor salary,'" 22. The third ranking reason is "to gain general informationfor social and cultural background," 16.2 percent.

Activities followed immethately after leaving high school. The period betweenformal schooling and entrance into occupational activity is an importantone. Data were collected from persons enrolled in evening school con-cerning the activities followed immediately after leaving day school (table70). A larger percentage of males in the Southern region went directlyto work than in the Northern region, and a smaller percentage "sought workwithout suCcess." A similar difference existed among the females. Datanow shown here indicate that 241, or 6.9 percent; of the male high-schoolgraduates have never been employed; and 279, or 8.3 percent, of the nòn-graduates. Of the female graduates 1,460, or 21.7 percent, were neveremployed, and 1,422, or 28.5 percent, of thelemale nongraduates. Datashow slight differences among the commu4ities of different sizes in thenumber of jobs held by graduates and nongraduates after leaving school.For all communities combined the medians are, respectively: Male grad-uates and nongraduates, 1.92 and 1.89; female graduates and nongradu-ates, 1.67 and 1.58.

TABLE 69. Reasons for attending evening school, 8:y region (1,991 cases)

Reason for attending school

,

Male

,

Female Total , Percent

I

.1 2 :

.

4 14,

I

To keep up with developments in present job 79 1% 275 1 3. 1

To prepare for new type of work 168 539 707 3 5.5

To Fain general information for social and cultural background 4 .. 100 222 3 22 16.2To improve chances for an increase in rank or salary 148 190 438 22. 0

To get courses which cannot be taken in day school 36 % 1 32 6.6to get credits for graduation from high school 50 175 225 , 1 1.3

To get credit for entrance to college 66 101 167 8.4To prepare for civil service examinations 40 93 133 6.7Other reasons 25 77 102 5.1

4, L

mi

O

_______ _ _ _

.

j


TABU 70.-Activity followed by evening school students after leaving day xhool according tograde-levd attained

SOUTHERN REGION

Activity

Went directly to workHelped at homeWorked with parents at homeTraveledTook vacation (over 3 months)Sought employment without sucessOther

Total

Elementary High school College

2

2-4

3

5-6 7-8 9-10 11-12 1-2

8

3-4Total Per-

cent

11

MALES

1

2422

Went directly to workHelped at homeBecame housewifeWorked with parents at home_TraveledTook vacation (over 3 months)Sought employment without successOther

Total

451

31

28 50

62 556 46 1

1 23 22 42 1

82 69

265

23

21

39.

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n ab an.

0.

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2

9

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1

5

222 78. 419 6. 715 5. 37 2. S5 1. 8

10 3. 5S 1. 8

283 100. 0

FEMALES

Went directly to workHelped at homeBecame housewife.Worked with parents at home_TraveledTook vacation (over 3 months)Sought employment without successOther

at)

Total

......

17332

27

591594

1

124362516435

' 3

90 216

353414

336

13

200

87454115

3

132110

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1

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56. 714. 510. 96. 11. 82. 34. 33. 4

298 269 275 2 8 9-wr

NORTHERN REGION

1, 075 100. 0

Went directly to workHelped at homeWorked with parents at homeTraveledTook vacation (more than 3 months)._Sought employment without successOther

Total

MALES

52

10

1

2

61444.-

33

32

13 73

3

22

94

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TABLE 70. Activity Jollowa by evening school students after leaving day school, according tograde-level attainadContinued

NORTHERN REGIONContinued

Activity

Went directly to work _

Helped at homeBecame housewifeWorked with parents at home_TraveledTook vacation (more than 3

months)Sought employment without

successOther

Total

Went directly to work_He lpeZI at homeBecame housewifeWorked with parents at home_TraveledTook vacation (more than 3

months) -Sought employment without

successOther

Total

FEMALES

Elementary

2-4

422

, 3

12

5-6

8572

3

25

7-8

High school

9-10 11-12

60 81 10919 23 3619 19 186 2 153 2 5

5 5 6

8 17 3519 26

120 168 250

College

1-2

20421

2

30

3-4

3

4,41

Other

)-

9424

21

18573

IM 111, moMr

5

38

TOTAL

Total

28289672911

17

6253

610

Per-cent

121191996

6

112

193

145231945

5

3912

262

13939181610

8

4429

303

22421

31

45695673723

20

.9663

857.

46. 214. 610 94. 81. 8

2. 8

10. 28. 7

100. 0

53. 211. 17. 84. 32:7

2. 3

11. 27. 4

100. 0

Means of obtaining job.---The number and percent of graduates and non-

graduates and the methods used to secure jobs are shown in table 71. Inthe main, the highest percentage obtained their jobs through friends; thenext, by direct application; and the next through relatives. A small pro-

portion received assistance from the school. In order to obtain direct infor-mation along this line, responaenti were asked if the "school authorities ren-

dered aid in obtaining emPloyment.", The number and percentage ryly-.ing in the affirmative were,: Male graduates, 335, or 8.8 percent; male non-

graduates, 119, or 3.4 percent; female graduates, 636, or 9.3 percent; and

female nongradtiates, 142, or 3 percCvnt.

The educational levels reached by evning school students .and thjmethods used to obtain their first job are stioWn in table 72. Those receiv-

ing aid from teachers oi the placement bureau of the school had attendedschool longer than other groups; the median years are 11.89 for the Northern *1

giro and 11.64 for-the Southern students. This is probably becausé high schools

have employment agencies. It is also in line with the general policy of the

schools to aid therho have better training. Those viho obtained theirfirst job through the assistance of former students had attended school the

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least; the medians are 8.67 years for the Northern students, and 8.60 for theSouthern students. In all these data, it will be noted thar the highest per-cesvage of students obtained their jobs through friends. The method namedby the next highest percentage is "personal search" or."direct application."

Wages in first job.-The number and median years pf schooling and thewages received per week on their first job are given in tab1et..73. Amongmales, there is a definite increase in wages as the education increases untilthe second-year high-school level is reached.

TABLE 71. Number and percent of high-school graduates and nongraduates and methods used tosecure their present jobs

J

Means of securing present job

Public employment agencyPrivate employment agency._ _

RelativesFrièndsPublic-school placement bureau -Principal or teacherDirect application .Own business A

TotalNo job at present

Male

Graduates Nongraduates

Number

2

Percent Numbe Percent

Female

Graduates

Number Percent

180 4. 6 244 6. 7 31757 1. 5 60 t 1. 6 86

5 78 14. 9 553 15. 2. 7641, 141 29. 4 1, 030 28. 31 1, 752

1 I . 3 13 . 4 5294 2. 4 26 . 7 174

168 30. 0 964 26. 5 1, 30740 1. 0 18 . 5 30

3, 271 2, 90861 7 15. 9 729 20. 1

Nongraduates

Number

4. 5 2121. 2 87

10. 8 66024. 6 1, 176

. 7 152. 4 21

18. 4 639. 4 19

4, 4822, 626 37. 0

2, 8292, 361

Percent

4. 11. 7

12. 722. 6

. 3

. 412. 3

. 4

45. 5

TAALE 72.-Means used by evening school students in securing thiir first jQbs, according to medianyears in school

Means of securing first job

Persons worked for before graduationPersonal search for jobAdvertisement by self in paperPublic employment agencyBusiness connection of familyPersonal friends

isobar den" QYor t bureau of high schoolPrivate employment agencyOther

Total

Region. rw- r

Southern Northern and western

Number Median years Number Medinia:chooyear

SO233

325772

43416231248

10. 149. 739. 558. 869. 268. 978. 60

11. 6410. 3311. 10

9. 47

65204

234275

30012142949

823

9. 6410. 6711. 1910. 6910. 3510. 098. 67

11. 8910. 6311. 25

10. 75

Relationship of sons' to fathers' Dooccupation. Negro sons tend to followtheir fathers' occupation?" In an attempt to answer this question, inquirywas made concerning the jobs which were held longest by graduates and

7

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nongraduates. The jobs which were held longest were compared with thefathers' occupatidns in order to discount the transitory nature of many

. jobs held during the depression. According to the data in table 74, 17.2

perCent of the male graduates and 22 percent of the male nongraduateswere following their fathers' occupations. In a follow-up study of 1,600high-school pupils on the Pacific Coast, Proctor found that 13 percentof the sons were found in the same occupations as their fathers. When"rank of occupationl is used as the basis of comparison regarding occu-pational status, it is found that the picture changes materially," reportedProctor. "In this situation, it was discovered that 51 percent of the sons

were in occupations having the same rank as that of their fathers." Ininterpreting the data in this survey regarding relationship of sons' andfathers' occupations, the general social and econornid status of the groupshould be remembered. In view of this status, a lower correlation is to be

expected among them than among the white group whose general socialand economic culture i in advance of that of Negroes. As Negroes' edu-cational level increases, under normW circumstances, their occupationalstatus should improve. The fact that *the occupations of the Negro malenongraduates in this s.tudy had a closer relationship to their father4' occu-pation than male graduates seems tossNstantiate this generalization.

TABLE 73. Median years of schooling of evening-school students and wages per week in first job

Wages per week

SS or less$6 to $10$11 to $15$16 to #4W$21 to $25$26 or more

Total

$5 or less$6 to $10$11 to JIS

t o $201 to ps

or more

J

Totalrilmor

Region

Northern and western

Number

3

Median

Southern

Number

MALE

33797037226

A 247

9. 88 739. 73

10. 44 569. 91, 269 18

4

9. 85 I 250

7. 638. 529. 749. S7

7. S1

FEMALE

104199132

35158

9. 5011. 9111. 3212 00

292275so1210

8

493 11. 21 677

8. 84- 9. 86

.11. 23

9. 69

Proctor, William M. A thileen year follow-up of high school pupils' occurs. The vocational guidance

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FORMULATION OF GUIDANCE PROGRAMS

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. 69

56

39

184

6. O

S 5.

20

59

77

285

6 38

8.

06

4 4

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0 43

O

. 57

16

20

80

1.73

2.

26

1 5

9 0.

11

0. 2

5

286

276

1, 14

8 30

92

32.

47

12

19

64

1. 3

0 1.

81

392

340

1, 2

25

$2.

38

34.

64

925

888

3 53

6

I 11

per

sona

not

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ploy

ed i

nclu

ded

in t

otal

., 39

per

sons

not

em

ploY

ed i

nclu

ded

in t

otal

.

NO

TIL

-Read t

abk

thus

: O

f th

e 24

2 pe

rson

s w

hose

fat

hers

are

eng

aged

in

agri

cultu

re,

37,

or 1

5.29

per

cent

, ha

ve h

eld

jobs

in

the

agri

cultu

ral

fiel

d lo

nger

tha

n in

any

oth

er;

of t

he 4

37

who

se f

athe

rs a

re e

ngag

ed i

n m

anuf

actu

ring

and

mec

hani

cal

indu

stri

es,

75,

or 1

7.16

per

cent

, al

so h

eld

jobs

lon

gest

in

thes

e oc

cupa

tions

; 11

, or

2.5

2 pe

rcen

t, he

ld j

obs

long

est

in t

he

tran

s-

port

atio

n an

d co

mm

unic

atio

n. f

ield

, an

d 16

1, o

r 36

.84

perc

ent,

wor

ked

in d

omes

tic a

nd p

erso

nal

serv

ice

long

est.

5

45.

. ..

.

a

-

1

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. . ...

..

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(sssvs ger'(t) xss pow witsils4 os Impasse 4isúrfust pefisullusp afhIy een sysigpsAlsoskpm ssporspea fir pagusdp-14 grutvi,

rnsco than among the high-schoolgraduates and nongraduates. This is alsO true of the females. Informationconcerned with evening-school students is given in table 76.

Relation of present job to first job.Table 77 shows the number of evening-school students employed in a given occupation according to their first job.The largest percent of persons who have not changed their type of occupa-tions was in domestic and personal service, especially among women.


Employers. Inquiry was made concerning the employers of graduates,nongraduates, and evening-school students. Replies are shown in tables 75and 76. The percent of mále graduates employed by Negroes range from11.5 in the North Central region to 16.9 in the North Atlantic region(table 75). Fewer nongraduates find employment in Negro concerns thangraduates, the percent ranging from 7.6 in the North Atlantic region to 13.5in the Southwest. The proportion of male graduates employed by the localState, or Federal.Government is greater than that of the nongraduates inthe Southern regions, but less in the Northern and Western regions. Fur-ther details may be observed from the table. Of the total number of grad-uates and nongraduates studied, 7,139, or slightly more than a third, werenot employed at the time of the investigation. A smaller proportion of themale evening-school students in the So and a larger proportion in theNorth and West worked for Negro

TABLE 76. Percent' of evening-school students indicating their present employer, by region(929 cases)

SouthernNorthern and western

Employed by

Negro concern

Male

3

5. 4lb. 2

Female

Self

5. 724. 5

Mak

5. 97. 4

Female

12. 77. 1

Wbite concern

Male

57. 162. 5

Female

Government

7

Male

8

66. 048. 1

23. 212. 5

Female

4. 59. 5

I Percentages kw other employers not induded here.

Region

,

It

i

_AIL_

3 4 I 6 s

rIVIIOLLVD0A

TA

BL

E 7

7.

Num

ber

of e

veni

ng-s

choo

l stu

dent

s, p

rese

nt jo

bs,

and

first

jobs

ale

Pres

ent

job

1

Agr

icul

ture

-

actu

ring

an

d m

echa

nica

l in

dust

ries

T

rans

port

atio

n an

d co

mm

unic

a-

tion

Tra

de

Prof

essi

onal

ser

vice

D

omes

tic a

nd p

enon

al s

ervi

ce.._

C

leri

cal

Oth

er °T

otal

Firs

t jo

b

Agr

icul

ture

Fem

ale

2 3

Man

ufac

turi

ng

and

mec

hani

cal

indu

stri

es

Mal

e

4

Fem

ale 1

21

2 11

4 1 3 18

37

Tra

nspo

rtat

ion

Mal

e 1 2 3 1 1 9

Fem

ale

7

Tra

de a

nd i

n-

dust

ry

Prof

essi

onal

se

rvic

e D

omes

tic a

nd

pers

onal

ser

vice

Mal

e

8

Fem

ale

6 11

9 1 7 1

20

Mal

e

19 3 7

Fem

ale

11 20

11

36

Mal

e

12 6 6 2 3

34 2 6 60

Fem

ale

13 11

7 9 17

0 10

207

Oth

er

Mal

e

14 2 2 1

Cle

rica

l

Fem

ale

Mal

e

li 14

..... 2

Vem

ale

17 1 5 7 24

38

Tot

al

Mal

e

18 18

18 6 10 6

45 6 14

123

0 0-3 o

Fem

ale

19

tri

3

37

y o 19

41

36

cl

341

0 - Z 0 °T

1

IttA

n T

AB

LE

V

ER

TIC

AL

LY

T

HU

S:

Of

the

11

mal

es w

hose

fir

st j

obs

wer

e in

agr

icul

ture

, 8

are

now

eng

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in

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cultu

re,

1 in

man

ufac

turi

ng a

nd m

echa

nica

l in

dust

ries

, an

d 2

in d

omes

tic

and

pers

onal

ser

vice

s, e

tc.

Of

the

36 f

emal

es w

bose

fir

st j

obs

wer

e in

the

pro

fess

ions

, 20

are

now

eng

aged

in

the

prof

essi

ons,

11

in

dom

estic

and

per

sona

l se

rvic

e, a

nd 2

in

trad

es,

etc.

Mal

e,

1

8 2

2

1 8

6 1

9

3

1

9

2

2 1

1

205

'

_

1°

_

1 _

%

II

1

,

1 1 1 1

1

1

2

1 1 1

5

i I

0 t:1

C 0 X

c.) 8 8

,

(

r

CHAPTER X I

Vocational Gvidance in Secondary

Schools and Colleges for Negroes

ORGANIZATION AND ADMINISTRATION OF GUIDAN E

INFORMATION concerned with Provisions for guidance was obtsal edfrom 159 high schools and 44 colleges for Negroes. Four of the 11

organization plans for guidance repo* by these institutions are outlinedbriefly in this paragraph. Guidance functions are entrusted to a committeeof interested teachers in 68 high schools and 13 colleges. Sixteen high schoolsand two colleges use a central bureau of vocational guidance, with adirector and trained staff responsible to the superintendent, for the entireschool system in which each was located. Thirteen high schools and threecolleges maintain a central guidance bureau within their institutions.Eleven high schools and two colleges employed trained vocational counselors.Fifty-two percent of the high schools and 45 percént of the colleges had nodefinite guidance organization.

Officers performing guidance funaions.Twenty different officers and teachersperform guidance functions in the 138 high schools and 18 officers *andteachers in the 35 colleges reporting. In the high schools the principal is mostfrequently in charge of guidance;-among the colleges, the dean. In the highschools the homeroom teacher is next; in the colleges, the registrat. Others

...-

in high schools in charge of gmidance are: Vocational teacher, teacher of civ-

ics, counselor, crass adviser, and assistant principal. In the collegés, thedean of men, the dean of women, and guidance committees assume thefunctions. The following is a list of other officers with the number ofinstitutions reporting each: Dean of girls, 8; playground instructor, 5;registrar, 4; health worker, 3; Smith-Hughes worker, 3; dean of boys, 3;psychiatric worker, jeanes worker, and secretary to the president, 1. each.

The number of different officers iesponsible for guidance is indicative of its

ncertain status as a function of schools and colleges for Negroes.oportion

jorof teachers having a part in guidance.While it is desirable that the

functions of guidance should be conducted by certain definite officers,

all teachers should participate. At least, they should have close enoughcontact with it to understand its purposes and to see and apply its implica-tions. Data collected in this study show that 'a large proportion of the

111

)


teachers participate in the guidance programs. A majority of the teachersassist in guidance in 60 high schools and 6 colleges; about half in 24 highschools alnd 7 colleges; and a third in 43 high schools and 16 colleges.

Officers having general charge of ggidance.In table 78 information is givenconcerning the officers who have general charge of guidance. As withofficers performing guidance functions, there is little agreement in practice.Again, the principal is most frequently in charge in the high schools; in thecolleges, the dean.

GUIDANCE FUNCTIONS AND SERVICESType offunctions.Eight different guidance functions were performed by

officers and teachers in the colleges and high schools replying. Counselingis carried on in 66 colleges and 121 high schools. Other functions, with the,number of institu.tions in which each operates, are: (1) Instruction inoccupational informationcolleges, 12; high schools, 90. (2) Place e tcollens, 21; high schools, 28. (3) Advise with parentscolle 3higti schools, 4. (4) Recording and using datacolleges, 12; high schools,26. (5) Make occupational studies and prepare guidance materialcolleges, 6; high schools, 13. (6) Make follow-up studiescolleges, 7;high schools, 10. (7) Testingcolleges, 6; high schools, 19.

Services available.--One hundred and six high schools and 23 collegesresponded to the inquiry conc,erning guidance activities and services.Approximately one7half the high schools and neArly two-thirds of thecolleges provide some guidance for first-year students. The percentage ofhigh schools and colleges offering guidance to all students is 41 and 57,respectively. The number of high schools offering guidance according tothe groups is: Second-year, 29; -year, 31; fourth-year,15; ofcollegessophomores, 4; juniors, 4; seniors, 8. The following is a list of guidanceservices- available in the schpols and, colleges reporting: Orientationcourses, lectures, conferences, general vocational training, placementbureau, psychological and psychiatric services, recreational guidance,health service, courses in citizenship, social guidance, and follow-up services.

Mums 78.---Ofece'rs be sharp of pidasect

. Number of hied-tutions reporting °

i

Officer

_

Number of losti.wives reporting

Millschools College. Highschools C3lieges

1 s a ii s s....,

.Priacipal e e e e 87 6 Class advises 41. 2 - _Gatubseior 7 2 Group adviser r -- 1 _ _.....,3 :Guidance cotaalittes 6 4

trintsodentmasked towbar 6 2 Teacher of civics, economics, etc Sof bays. 2 _ ...... Dean of uses. .-- - - .... 1

1 i Dean of wise.... . .. la M110 12el:eta tanager 2 1 Permed =are-. -_ - - - . _ ,- 3principal 3 ----. 3.. Registrar, ... .. .... . 1, ,_. ..

b.,

e.

OStraf

Doss a MD ............ ... _ _ ...

_

vsios.

40

SECONDARY SCHOOLS AND COLLEGES

COLLECTION AND USE OF INFORMATION

113

Information about students.Procedures used in obtaining information aboutstudents in high schools and colleges are shown in table 79. "Conferences"head the list, followed by "tests" in high schools and by "school records"

in colleges. The institutions consider "information about family status" as

the most important kind of information for guidance purposes according

to replies, as shown in table 80. "Scholarship record" is next in importance

for both groups of institutions, followed by "physical condition of student,"and "vocational preferences" in the colleges. Further details may be ob-

served in the table. The procedures used for this purpose with the number

of institutions reporting each are shown in table 81. According to these

data, "exploratory courses" and "autobiographies" are the most frequently

used procedures in assisting students to obtain information about themselves.

It is conceivable that in some cases information which is obtained is not put

to practical use. It is therefore of interest to note the ways in which theinstitutions in tilts study used the information. This is shown in table 82.

TABLE 79 .--Sources and procedures used in obtarning information about students

Procedure

ConferencesTestsAptitude testsSchool recordsHoene visitationsClassroom discussionsSchool orgadintionitGeneral information blanksPlacement testsPsychological tests

Number of institu-tions reporting

Highschools

1154916411623621

Colleges

795

Procedure

ON.

Personal historyMedical examinationObservation of pupil by teacherPersonality ratingFollow-up studiesReferencesCorrespondence with parentsAssembliesField trips


Highschools Colkges

666

10

22

64

4

alb ......

Information about occupations. Information usually sought by institutions

about occtipations includes such items as education, health, and physical

requirements of candidates for jobs; supply and demand of workers; working

conditions; remuneration and other compensations; and general status of

the occupation. The procedures used in obtaining occupational informa-

tion with number of institutions reporting each follow: (1) Followup of

graduates and employed studentshigh school, 63; college, 15. (2) Con-

tacts with employment centers and employershigh scho51, 38; college,

13. (3) Mccupational surveys and researchhigh school, 34; college, 6.

Fifty-six of the high schools.and sixteen of the colleges did not respond to

this question. Table 83 gives the procedures )ised by the institutions in

assisting students to obtain knowledge of 'occupations. Recognizing thatknowledge gained about occupations is useless unless it is put at the disposal

of students and school officers for guidance purposes, the institutions

IS'11139 1

.11.

...

s

1

3


included in this study reported the following ways in.wilich occupationalinformation was used: (1) In interviews and conferences; (2) in bulletins,pamphlets, and scrapbooks; (3) in making up content material for subjectson guidance; (4) in vocational forum discussions; (5) in counseling onoccupational decisions; and (6) in the organization of assembly programs.

TABLE 80.Kind of information obtained about students

Kind of information

1

Family statusScholarship recordPhysical condition of pupils__Social recordsPupil's dominant interest _

Pupil's aptitude_ .. -


Highschools

10982464

225

Colleges

3

3 22811

272

Kind of information

Achievement and intelligence tests_Vocational preferencesPersonal historyPersonality ratingsRecommendationsExtracurricular interests


Highschools Colleges

3

279

1029

2

911148.44

1=1.M.0

TABLE 81.Procedures used in assisting students to obtain information about themselves

Procedure

1

tstionnsiresloratory courses

AutobiopaphiesBiotraphic readingsConferencesSeif-analr is blanksOrientation coursesField trips 4Assemblies



337344

2612

31919

z

782416

Procedure


Highschooll Colleges

1

Extracurricular activityTestaCburses in hyttieneVocational guidance programSurveysLecturesTune study chartsCourses in biology

1953445

3

441

2

TABLE 82. Ways in which information about students is used for guidance purposes

Information used in

CounsiefingLectures on vocational guidance.. _

Gaup conferencesSpscial assignment_Assembly ProgramGobs

Number of institu-tions rting

Highschools Colkges

1081213

3

231

283

Information used 4--

School publicationsVocatidnal explorationsAdvice to parentsSchotarstiregedesChoosing



7

1

3

de a ...a a,

1

b.

_ 4M./1G,

...

_

_

ob go

ow .1. rip ob

O. ...a. mi. Ow

5 1

s

r.

_ ........

.. .... M. Mo a. 0.0 ..

7.ro e

a. .....

4.

_

O

5

SECONDARY SCHOOLS AND 'COLLEGES 115

Special guidance procedures and activities. Unless a system of accurate andavailable records is maintained, the time and energy used in securing infor-mation about students and occupations are wasted. Among the newdevices for recording data is the cumulative record card. This recordaffords a fairer appraisal of the student that), isolated items of information.It was used by one-half of the institutions replying. Permanent recordcards of scholastic work were maintained by 53 colleges and 14-high schools.Other kinds of records kept, with the number of institutions keepirig them,follow: Folderscollege, 9, high school, I ; loose-leaf record sheetscollege,4; graphic recordscollege, 6, high school, 6; health recordscollege 7,

high school, 1; ledgercollege, 2. While several kinds of records are keptby the institutions replying, few made definite use of the data rècorded forguidance purposes. Three colleges use the data for abilitY grouping; fivecolleges and three high schools for counseling and research purposes; andone high 'school for remedial work. Officials using records with number ofinstitutions in which each type is used follow: (1) School officials andfacultycollege, 50, high school, 164, (2) guidance functionariescollege, 6,high school, 1; (3) prospective employerscollege, 3, high school, I.

TABLE 83. Procedures and sources used in inforfizing students abóut occupations

Procedure and source

e

Lectum and auembly programs__The general curriculum_..._ _ _Conferences, discussions, etc__Guidance and occu pa tional cou neeField yips, observation tours,

etcLibrary assignments, general and

vocational literature

Number of inst;tu-tions reporting


101165926

38

30

298

215

21

Procedure and source

Contact' with industrial, trade,and commercial establishments _

RadioMoviesOccupational surveysCounselingNo mponse


Highschools

62541

43

Colleges

2.

2

10

Eighty-three high schools and 33 colleges-conducted placement and fol-low-up services. Some of the means by which these services were givedwith kind and number of institutions using them are: By direct contact withemployers-19 high schools, 10 colleges; employment service-40 highschools, 19 colleges; follow-up studies-39 high sc,,kGS7-13 colleges; alumniorganizations-4 high scimols, 1 college; correspondence ,through princi-pal's office-3 high schools and 2 colleges. Placement and follow-up offormer students arc beginning to be considered as important functions ofguidance. The effectiveness of occupational training can ogy be measuraiin the occupation; while only a few of the institutions studied conduct,placement and follow-up services, they set an example which can bee widely

followed. Another phase of this subject has to do with the procedures usedin relating vocational training to opportunities and conditions of work in

3

5

I.

1

11.

2

...

116 VOCATIONAL EDVdATION AND GUIDANCE OF NEGROES

the area served by the institution. Fifty-four of the 207 high schoolsselected for special study stated that no effort was made along this line.The procedures used by 153 high schools and 24 collegel are given in tAbk84. Atmong other activities al"nd organizations used for guidance purposesby a few institutions in addition to those inentioned are the following:Home projects, fraternities, guidance week, student advisory committçes,forums, and occupational exhibits.

TABLE 84. Procedures used to relate vocational training to opportunities and conditions of work

Procedure

Inform pupils concerning vocational opportunitiesSecure information concerning pu &bill ties, interests, and aptitudes.Provide organized placement serviceProvide follow-up of students after they enter occupations_ _ _ _ _ _

Obtain judgment of employers on the educational needs of students or graduates intheir etnploy

Appoint permanent advisory committees of parents and patrons _ _ _ _Appoint permanent guidance committees of teachers

Number of institutions re-porting

.Colkges .High

schools

19171317

lt10

125

R1.58

7232

62C

TABLE 85.Guidance objectives with lumber of institutions establishing each

Objective

Toadde student in choice of suitable vocation, according to individual aptitude andty

.comihunttyTo compile occupational information for students, according to posai-

To aid students in securing knowledge of own strength, limItations; abilities, andaptitudes, and help to formulate goals

To give recognition to personality variances in individuals, and concentration oftraining on &erecter and development of personality

lb teach time importance of efficiency in all lines of endeavorTo counsel bk preparation for hither vocational and educatiopal pursuit* accortin

to ability of individual studentTo develop ability to participate effectively in

.cultural life of Nation __ ...

lb train for good citiunship 21%) give guidance in correct methods of studying occupationsIn order intelligelitly to

life workTo direct interests of pupils toward development of home communitylb show importance of &velopment of sofind healthTo guide in development of a wholesome, happy, and comfortable home lifelb train for worthy use ol leisure timelb assist in occupational placement in order to make for economic securityTo study occupational trends -f-

&mot,lb prepare for Immediate service in simple tasks (maid, . _lb give a definite understanding of the occupational problems of NegroesTo op interest and pride in own racesro educate the head, heart, and handlb teach i of student's personal satisfactionlad enjoyment in workTo assist in building Christian character rTo develop -proficiency isobars than one vocation....lb show that there is nollellnite demarcation between vocatkmal Ana educational

guidanceprepare for leadership in-dprofsional

MI enable the student to utilise more effectively all the 'educational opportunities' of his collegiate experience both on and off die campus

Number of institutionsreporting

High schilols Colleges

22

11

r 6

76 1

69 26 2

104 1

3

2e

21 21 *1 21

1

2

1

2

4

4

, , i.

Pt

_ _ _ ..,_ _,,.

1%

wog'

.t

bilities

choose

..._ _ _ _ .

.etc.). ,-

. -

.. .

fil-d4

5.

f1041P-411- ......

a

s\\

_ _ _____ _

p.

P 1

4.

.

_ _ _

.

ft

.1%)

8

5

-11V

O

SECONDARY SCHOOLS AND COLLEGES 117

The objectives of the guidance program with the number of institutions1

naming each are given in table 85. According to the data furnished thereis cmiderable variation among the institutions in the stated .objectives.Only 61 high schools and 21 colleges replied to the inquiry concerningobjectives. Twenty-two oi the high schools reported that the objective of

idanceth t!,- program was "Tb guide 'pupils in the ¡choice of suitablevcrations, according to individual aptitude and abilityl." This objectiveis stated more than any other by the high schools. The objective statedby the greatest number of colleges was "To aid studentti in securing knowl-edge of strength, limiiations, abilities, and aptitudes, anii to help formulategoals." From thedata presented it appears that there s a need for greaterclarification and specification of objectives, and -a beitter adjustment be-tween them alid the guidance machinery.

CONCLUSIONS

f;

Opportunities available.--e-Opportunities for guidance; service are limitedin the in'stitutions. replying. Only 602 of 2,578 inst*utions for Negroesbffered such serAces. .0f that number, definite infclmation concerningthe gtiidancc program in operation was rtceived frpr# 159 high schools'and 44 colleges. Not only are there relatively few institutions providingguidance, but the Programs art limited as shown by thC\ number gatheringinformation about studepts, about occupations, and ab'out the social and4conomic life of the community, and by the oppbrtiinitit\t\s offered studentsto giin occupational experience. Moreover, few institutWils make use ofthe information after it is gathered, or relate thç educati'onal piogram tooccupational needs..

Characteristics of a good guidance program.Voca 'onal guiciAnce should beconsidered as one phase of the general problem of guidance;\and both as apart of the total educatimaal process. According to Jones an4 Hand,' timeof the major functions of education is to develop in each indivic* "a funda-mental life purpose or goal that will be socially desirable...11'nd personallysatisfying." - In (*der tp do this effectively, education "must start with thechild as hi is, with his abilities, desires, and interests, his needs and prob-lemie, his pattern of life and conduct."

These authors further state: (1) that' the occupation cannot in itself,Jurnish a satisfactory central purpose br goal; (2) that there is tor most

of us no one.and only one position in life, occupation or job that ispreties i. (3) that one does not usually need to change his job orf.position i 'order to be useful in achieving his life purpose; and (4)that, within certiin limits, one may, so chinge the situation in whichhe is placed (his job) as to increase its effectiveness as an agent orelement that contributes to the attainment of one's life purpose.

Guidance in Educationak Institutions, Thirty-seventh Yearbook. pt. I, P. 3. National SocietY for the Studyof Education. Bloomington, IL, Public-School Publishingto., 1938.

o

.

...,

.

e

4

.

14.

I

44*1

118 VOCAT NAL EDUCATION AlsTe GUIDANCE OF NEGROES

While caefuI choice of a job is of greát importance, there is someopportuni in most positions for such personal adjustment as willmake pósib1e the. use of the occupation or othcr activity in theattainment of the central purpose. The oft-quoted advice, "If we

-spent more time in trying to like the things we have to do instead ofin attempting to End the things we like, we would be happier and/more effective," has some value in cases where it is impossible to securethe best job or to change the conditions in the job.

It is generally agreed that the specific functions of vocational guidance ,

should be the following: (1) to assist the individual .to choose an occupa-tion; (2) to prepare for i't; (3) to enter upon it; and (4) to make progress

i', /in it.. This'will require: (1) study of the individual; J2) study of the occu-i pation; (3) counseling; (4) placement; and (5) folloW-up.

, ..

r The carrying out of theJuactions outlined above;lbased on the viewpoint

1

i suggested in the preceding section`requires a staff, activities, and '',rvices.Many organization plans have been suggested for conducting an effectiveguidance program. Ttie most recent is that proposed by the Committee ,

on Guidance of the National Society for the Study of Education.' It re-volvelaroufid three perdins: The teacher, the guidance leader, the special-ist.v The role of the teachef in the guidance program will vary with the size -

of school and other conditions. ,Because of his intimate contapt with thepupil he is in a strategic position to asSist in personally guiding the pupiland in furnishing essential information to others interested in his properguidance. In addition to the teacher-counselor, it is desirable to have aguidance leader in the school, someone to coordinate the effOrts of theteacher and different activities and services and to see that all the potential fguidance facilities of die school and community are focused on the proki-lems of the pupil. This may be one of the teachers or the principalyina small school; a person designated as adviser, cdunselor, dean, director, orlpersonnel worker. jihe physician, employment expert, psychologist,social worker, and many other specialists may have a definite place in aneffective guidance program. It is the business of the teacher and the guid.ance leader to bring the knowledge and skill of these specialists to bear onthe guidance problems which pupils face. The, manner ofIcloing thisnaturally will vary with the community and the school. Since only a fewinstitutions can institute a comprehensive guidance program,--ft is sug-gested that each begin, with what it hb, and expand as conditions permit.

Needs in schools for Negroes.The first need in respect to guidance foregroes is to increase the number of schools which provide a guidance

program. Second, to increase the number of teachers and special guidanceworkers who are trained in principles and, techniques of guidanceA/Third, to improve the "service P given-so as to include such informationabout pupils and adults as was discussed in the *two previous chapter&

Iba,p. 2C.

r

.

i

;.. ;.-- .

'.-.

.k j

- it

va

\

t\,

I

1

SECO liDARY SC H 00ps.

G ES

-

'Fourth, to 'assilt all who are concerned with the edúcation and vitelfare ofNegroes to recognize their sp-écial needs and problems in relatiÓn to theentire educational situatfon.

119

In- making effective occupational adjustments Negroes, in common withpeople in general, need guidance in the selection of an. occuriation andefficnt preparation for it when chose rr. i n effective school programshould meet both general and special prollems in guidance and in voca-tional preparation, Many of the same problems are common io;all youth.A special problem in occupational adjustment for Negroes is due to re-stricted employment opportunities because of racial attitudes ahd preju-dices. The school program can contribute to the sol on roblemthrOugh offering effective guidance; by familiarizi pupils with the factsof thesituation- ly proiding effective training or as many vocatio s asarc open to Negroes; and by gradually widening, as the interests of studentsand the employment situation warrant, oOportunities for training for an

, increasing variety of occupatio.ns.Guidance programs should provide also fo owing studies o: oc-

cupations: "(1) the total numbe e number of Negroes now engagedin eath; (2) the rease d decrease of bothìiL the total number and of

e' Negroes in nunibers percents; (3) the probable future demand forworkers; and (4),the number preparing for'each of the occupations. Negroyouth should be given the facts regarding racial difficulties; the prevailingeconqmic conditions; and causes po far as they are known of the presentoccupational situation with suggested remedies. They should be helpedto rellize that no single rtikedy will solve their problems. Individualcapacity, initiative, and character will alwàys be essential in effectiveparticipation in the changing economic world.

e

4

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.

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4:6

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.

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779109-38----9

1

APPENDIX A

Additional Statistical Dataa

121

t

4

No-...

..

..

\

SOLLSLIVIS

TA

BL

E I.

Num

ber

of N

egr8

stud

ents

and

per

cent

e all

stu

dent

s en

rolle

d in

fede

rally

aid

ed v

ocat

iona

l M

aus,

by

year

s an

4Sta

tes

Stat

e

1

Ala

bam

a A

rkan

sas'

D

elaw

are

Flor

ida

. G

eorg

ia--

-

Ken

tuck

y L

ouis

iana

M

aryl

and

isiu

ipt

lhO

ssou

n_

_ew

jers

ey

Nor

th C

arol

ina_

_ O

klah

oma

Sout

h C

arol

ina

Ten

ness

ee

Tes

ap

Vir

gini

a W

est

Vir

gini

a

Tot

al

1928

-29

Num

ber

Perc

ent

3

1929

-30

Num

ber

4

Perc

ent 4

6

4930

-31

Num

ber

6

Perc

ent

7

1931

-32

Num

ber

8

Perc

ent

1932

-33

Num

ber

II

Perc

ent

11

1, 4

01

1, 9

37

33

385

2, 6

79

136

2, 0

85

263

1, 9

94

560

45

1,03

6 65

5 2,

647

89

6 2,

278

1,

996

79

MA

LE

S

1933

-34

Num

ber

12

Perc

ent

13

1934

-35

Num

ber

14

Perc

ent

16

14.

1

28.

4 2.

2

9. 8

25

. 3

3. 2

27

. 9

8. 2

28

. 5

5. 6

0.

3

13.

1

8: 8

18

. 0

12.

3 15

. 1

20.

0 2.

8

22,

005

Gra

nd t

otal

_ _

.. 15

7, 2

69

......

1, 4

88

2, 4

63

40

535

2, 5

55-

133

1, 2

70

213

2, 1

20

243

175

2042

, 70

8 3,

092

1,

165

1,

791

2,

143

80

14.

3

27.

8 2.

5

12.

8 19

. 6

2. 0

19

. 0

6. 2

20

. 2

1. 6

O

. 9

13.

5'

7. 3

U

. 8

9. 2

14

. 1

17.

0 2.

7

22,

256

184,

229

17

. 1

1, 9

41

2, 7

11

32

604

3, 3

06

170

1, 3

60

290

3, 6

51

210

166

2, 1

32

862

3, 5

47

2, 1

05

3. 2

08

3, 1

76

90

29,

661

215,

213

14.

4 22

. 6

1. 8

12

. 8

20.

9 2.

5

16.

9 8.

9

34.

3

1. 7

1.

3

13.

3 7.

0

17.

2 13

. 3

15:

5 17

. 6

2. 6

34.

8

36.

8

591

2, 7

49

57

981

3,

142

190

2, 1

16

362

3, 6

21

423

226

2, 9

04

3,

151

4, 4

31

2, 0

71

4, 1

08

2, 2

70

115

35,

508

224,

955

17.

2 55

. 6

5. 1

14.

2 16

. 2

2. 9

22

. 6

8. 6

23

. 6

4. 1

1. 2

17

. 0

23.

8 24

. 1

12.

5

19.

4 14

. 2

2. 8

61.

4

43.

0

2, 4

12

2, 6

33

35

1, 6

84

3, 4

14

200

2, 9

16

329

3, 7

53

309

237

3, 0

37

874

3, 7

57

2, 1

34

464

2, 5

81

144

19.

3

28.

2 2.

8

24.

6 20

. 0

2. 7

23

. 8

7. 1

24.

1

2. 7

1.

5

17.

4 9.

7

19.

8 13

. 8

8. 6

13

. 0

4. 2

30,

913

203,

036

40.

5

29.

1

1, 9

20

2, 8

00

17

1,

190

2, 4

97

281

3, 4

27

565

4, 7

14

343

228

3, 0

63

1, 0

42

4, 8

69

1, 7

70

6, 0

05

2, 4

93

173

37,

397

246,

041

17.

3 26

. 4

1. 3

19

. 0

12.

5 3.

6

35.

4 12

. 9

25.2

2.

9 1.

6 14

.9

6.5

19.9

10

. 5

18.

8 15

. 8

4. 5

69 9

56.

4

2, 6

85

2, 5

26

65

1, 4

45

3, 4

64

91

4, 4

12

899

6, 2

20

448

207

3, 4

50

1, 3

50

4, 5

31

2, 0

60

7, 2

88

3, 0

99

116

44,

356

288,

942

18.

PIC

20

. 1

3. 5

18

. 0

12.

7 11

. 1

39.

0 18

. 8

29.

1

3. 8

1.

1

14.

2 9.

7

18.

2 10

. 4

'

17.

6 17

. 8

2. 1

101.

6

83.

7

4

2

I

1.

1

1.,

t

_

'N.

Nouvonaa

TA

BL

E I.

Num

ber of

Neg

ro s

tude

nts

and

perc

ent o

f all

stud

ents

enr

olle

d in

fede

rally

aid

ed v

ocat

iona

l cou

rses

, by

_yea

rs a

nd S

late

s C

ontin

ued

1929

-30

1930

-31

*

1931

-32

1932

-33

1933

-34

Stat

e

Ala

bam

a A

rkan

sas

Del

awar

e Fl

orid

a G

eorg

ia

Ken

tuck

y L

ouis

iana

Kte

sist

ipti

Min

oan

New

jers

ey

Nor

th C

arol

ina

Okl

ahom

a So

uth

Car

olin

a T

enne

ssee

T

ema.

V

irgi

nia

Wes

t V

Gra

nd t

otal

1928

-29

Num

ber

Perc

ent

3

Num

ber

Piik

ent

4

Num

ber

Perc

ent

7

Num

ber

8

Perc

ent

Num

ber

le

Perc

ejit

11

034-

35

Num

ber

13

Perc

ent

111

Num

ber

14

FEM

AL

ES

75

621 64

22

3 1,

942

33

I.

129

52

26

9 80

7 16

2 1,

117

1,

584

27

4 43

3 .9

48

1, 2

92

97

6. 3

35

. 8

10.

1

3. 7

30

. 7

1. 4

30

. 7

1. 9

19

. 9

9. 2

1.

4

17.

5 27

. 5

19. 9

t8. 6

E

5. 4

A

O.

7 8.

0

717

150 30

309

1, 8

87

169

1, 1

89

414

199

664

181

1, 1

46

669

405

872

908

1, 2

58

103

30.

9 7.

6

5. 4

15

. 7

17.

4 9.8

23.

5'

18.

1

10.

4 6.

4

1. 3

22

. 6

7. 7

17

. 5

1# 2

9. 4

31

. 3

8. 8

11,

122

73,

068

11,

270

1. 3

90, 0

93

23.

3

923

826 25

396

1, 7

59

234

1, 3

02

580

597

536

200

1, 2

81

2, 0

66

979

1, 1

01

2, 2

54

1. 1

83

171

16,

413

108,

578

25.

2 22

. 7

S. 2

10

. 5

17.

5 8.

3

22. I

19.

1

18.

0 6.

8

1. 7

18

. 2

16.

5 20

. 4

- 13

. 0

. 15

. 9

28.

2 12

. 7

47_6

48.

6

1. 5

26

848 30

93

5 1,

701

14

0 1,

718

69

9 1,

347

85

8 21

6 1,

624

a

598

374

1, 17

8 3,

241

94

9 21

2

25.

9 14

. 0

6. 1

16.

2 15

. 4

4.9

21.

7 24

. 0

28.

2 10

. 0

2. 0

16

. 4

16.

3 j

7. 2

11

. 0

22.

6 18

. 8

11. 6

20,

194

129,

922

81.

6

2, 1

27

878 57

1,63

53

2, 2

74

204

2, 0

20

786

1, 6

36

917

202

2, 0

69

2, 9

43

204

1, 4

49

3, 4

11

897

182

23,

609

7- 8

147,

648

22.

4 16

. 1

6. 6

23

. 1

15.

1 6.

5

27.

9 30

. 0

17.

4 12

. 9

2. 3

18

. 6

17.

4 3.

4

10.

8 15

. 4

17.

7 9.

8

112.

3

102.

1

d, 7

19

934 69

1. 5

03

2, 1

21

117

2, 0

86

849

1, 9

55

423

171

1, 8

78

1, 3

74

351

1, 2

28

7, 8

65

808

65

25,

516

156.

857

31.

3 17

. 6

9. 4

18

. 7

15.

9 3.

8

48.

4 32

.5

33.

5 6.

2

2. 8

06

19. 9. 0

5.

6

10.

9 18

. 2

19.

4 3.

4

129.

4

114.

7

2, 3

88

1. 1

95

167

2, 8

49

1.950

202

2, 1

63

947

2, 2

09

674

161

3, 6

83

2, 2

18

1, 1

32

1. 7

13

6, 7

73

1. 2

16

141

31,

781

197,

208

18.

9 C

, 16

. 5

10.

3 0

30.

2 13

6

2 22

. 5

38.

1

25.

9 7.

9 2.

5

24.

8 11

. 3

13.9

14

.7

13.8

19

.2

t; 5.

5

185.

7

169.

9

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Nai

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er o

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for

Neg

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per

cent

of al

l cou

rses

in

fede

rally

aid

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iona

l sc

hool

s, b

y ye

ars

and

Sta

tes

Stat

e

1

Ala

bam

a A

rkan

sas

Del

awar

e Fl

orid

a G

eorg

ia

Ken

tuck

y L

ouis

iana

M

arT

lanc

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ram

atac

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N

orth

Car

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arol

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Ten

ness

ee

Tex

as

Vir

gini

a W

est

Vir

gini

a

Tot

al

Gra

nd t

otal

1,28

-29

1929

-30

Num

ber

47

87 2 13

87

1

54 9 63

28

76

62

117 30

81

35

11

803

5, 3

25

Perc

ent

12.

7 29

. 4

4. 0

5.

6

21.

6 . 9

35,

8

9. 0

22

. 8

17.

1

13.

2

21.

1

23.

8 9.

8

12.

5

11.

1

15.

5

Num

ber

4

58

76 4 25

124 5 24

87

16

87

55

155 58

12

2 67

10

978

6, 1

59

Perc

ent

16.

1

26. 9

9.

5

15.

0 22

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2. 9

14

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4. 7

21

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6. 6

13

. 6

18.

7 27

. 2

12.

9 15

. 0

17.

6 11

. 1

21.

8

15.

7

1930

-31

Num

ber

84

92 3 26

165 2 47

9 13

5 14

120 90

50

80

201 88

12

1, 2

18

7, 3

41

Perc

ent

7

1931

-32

Num

ber

8

17.

4 22

. 9

8. 1

10.

6 30

. 2

1. 4

28

. 2

11.

5 22

. 0

5. 1

15.

9 20

. 7

8. 9

3

21.

1

19.

1

9. 5

51.

7

37.

8

144 87 4 81

172 3

97 8

152 24

15

8 91

17

4 81

291 66

17

1, 6

50

8, 4

17

Perc

ent

33. 4

18

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25. 0

26

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27.

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18.

6 21

. 6

26.

0 14

. 2

22. 0

12. 6

11.

9

93. 0

58.

1

1932

-33

Num

ber

le 12

5 86

3

53

172 -3

34

145 9

174

108

200 84

203 98

14

1, 5

18

7, 8

15

Perc

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11

23.

4 25

. 4

9. 1

17.

4 29

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1. 9

9.

3

8. 1

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9 4.

3

17.

2 23

. 4

28.

4 14

. 5

20.

18.

5

11.

89.

0

46.

8

1933

-34

Num

ber

11 90

36

3

63

132 2 36

11

159 8

170 70

19

4 68

478 90

5

8, 1

103

Perc

ent

13

22.

4 11

. 5

7. 3

11.

7

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5 4.

7

18.

3 15

. 0

31.

6 15

. 9

22.

8 13

. 6

5.;

101.

1

54.

0

1934

-35

Num

ber

14

Perc

ent

is

160

23.

2 45

13

. 1

4 7.

4

114

41.

3

151

21.

4 1.

2

14.

4 11

11

. 4

246

19. 9

16

7.

6

290

23.

8 89

18

. 2

266

29.

5 77

11

. 3

430

20.

1

113

20.

7 5.

5

2, 0

50

155.

3

10,

289

93. 4

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TABLE VI.Grcide level attained by non-graduates, according to size of community

Grade level attained

Fewer than2,500

2,500 to24,999

25,000 to,99,999

100,000 to499,999

500,000 andmore To;)a I

_

Male Fe-male Male mFaeie Male Fe-

meal MaleFe-

male MaleFe

male MaleFe-

male

1 I 3 4 5 I 7 8 111 11 11 13,

7 i 1 6 6 2 2 13 2 2 7 25 49 R8 16 19 89 1 12 293 392 105 110 29 22 532 65!9 80 102 145 262 274 456 435 557 126 148 1, 060 1. 52!10 49 85 128 ? 2 30 247 410 466 645 159 273 1, 049 1, 64:11 26 77 78 12 7 99 223 349 445 145 210 697 1, 08:12 7 14 19 39 23 45 15 1 201 49 98 249 39;No response

1 1 3 6 2 4 __ _ _ 3 6 11Tina! 180 298 466 777 941 1, 534 1, 520 1, 964 535 779 3, 642 5, 35:

MBLE Number qf persons who pursued given curriculums while in high school, accordingo to size of communities in u4.4kools were located47-vP411"P"-

Curriculum pur-sued

1

AcademicTradesIndustrial arts_Teacher-training..Apiculture .Home economics _

CnmmercialOtherNo response_ _

Total.. w.

Size of community 'V

Fewer than2,500

AcademicTradesIndustrial arts-%Teacher-training_Agriculture _Home economics. _

Commercial9.therNo response....

Tetal

Grad-uates Drop

3

2,500 to24,999

Grad-uates Drop

25,000 to99,999

Grad-uates Drop

100,000 to499,999

Grad-uates

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Drop

500,060 andmore

Grad-uates

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Drop

Total

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Drop

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MALE .

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1

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441

142

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1, 785

9617

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15

1, 944

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6

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787

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6

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779 7, 348

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STATISTICS 133

TABLE VIII. Number of graduates and nongraduates indicating whether or not they were employedduring their high-school attendance, by size of community

Employed duringhigb-ochool career.

1

YesNo -

No mponse_

Total - _ - _ _ _

YesNoNo response_

Total_ _ - - -

Male graduates by siu of community

2 2 4

103 363 51970 210 410

3 8 10

176 581 939

854704

11

1, 569

6

347298

8

653

7

2, 1861, 692

40

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55210

3

268

325724

5

1, 054

3941, 375

16

1, 785

7122, 199

21

2, 932

321 1, 807974 5, 482

14 59

1, 309 7, 348

MAle nongraduates by size of community

9085

5

180

gr*4

219245

2

466

le

411516

14

941

11

703792

25

1, 520

12

186344

5

535

f

IS

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51

3. 642

Female nongraduates

57235

6

298

195577

5

77

292411, 211

31

1, 534

4601, 486

18

1, 964

176 1, 180595 4, 104

8 68

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441

1.

APPENDIX B

Organization, Personnel, and Inquiry Forms

ORGANIZATION AND STAFF

Because of the nature and scope of the survey it was necessary to centralizeits administration and supervision in the Office of Eciucation. A Director,Associate Director, and four Regional Directors devoted their entire timeto its administration and supervision. The Regional Directors had officesat Richmond, Va.; Birmingham, Ala.; Houston, Tex.; and Columbus,Ohio, for regions 1, 2, 3, and 4, respectively. They supervised the initiationof the survey in each 'State and maintained contacts between the centraloffice and the State staffs. In addition to the central staff, each State unitwas under the direction of a Project Manager and a Supervisor. In some

%casts the functions of both were performed by one person. In most casesthese persons were full-time employees who were loaned by school systems,colleges, and social agencies.

While the survey was a research project, it was also designed to providework for unemployed "white collar" workers on the relief rolls. The majorpart of the interviewing and collecting of data for the study was done bysuch workers. There were approximately 500 of them. Thirty-five per-cent held the bachelor's dègree, and 50 percent had from 1 to 4 years ofcollege education. Twelve held the master's degree. All the nonreliefworkers (supervisors and prOject managers) had university training, sixheld the doctor degree or its equivalent.

PERSONNEL

The chief types of experience the workers had before employment in thestudy, and the number of persons in each type, follow:

Teaching 170Social work 41Tabulating and statistical work 115Stenography and typing 85Filing 213Miscellaneous research work 246

Other.. vocations followed by three or more persons include:, Ministry,medicine, law,' nursing, librarianshiP, insurance, and recreational work.The number, education, experience, and other data concerning the reliefworken are shown in the following table:

134

OP

[

li

1

.

s

id

s'#

ORGANIZATION, PERSONNEL AND INQUIRY FORMS 135

GENERAL CENSUS OF RELIEE PERSONNEL

1. Number of relief workers: Male, 205; female, 274; total, 479.2. Marital status: Married, 221i single, 258.3. Number having given educational preparation:

1. High-school education, 752. Attended college, 2273. Bachelor's degree, 131

4. Graduate work, 345. Master's degree, 12

4. Number having designated types of experience:

Teachers 170Clerks 119Secretaries 90Typists 57

Social workers 41

Investigators 35

Stenographers 28

Supervisors 20

Recreational directors 14

Unskilled laborers 13

Skilled laborers 12

Librarians 7

Preachers 5

Project directors 4

Inturance agents 4

Nurses 4

Principals 4

Lawyers 4

Addressographers 3

Salesmen 3

Business managers

Bookkeepers 3Printers 2Editors 2Farmers 2Morticians 2Correspondent 1

Photographer 1

Architect 1

Druggist 1

Proprietor 1

Matron 1

Registrar 1

Accountant 1

Wi4r. 1

MusicianReporter .

Dentist 1

GardenerContractor.Designer 1

Real estate agent 1

5. Number halving special qualifications:Courses in

Tests and measurements. . . . 139

Guidance 122Trades . 91

Statistics 72

Tabulating 44

p.

779100-38--10 .

Experience i..nInterviewing 246Filing 243Typing 139Scoring tests 133Tabulating 115Shorthand 63

. .

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INQUIRY FORMS

Inquiry forms Ac and Ah were for colleges and high schools, respectively.They were for the purpose of collecting information concerning organiza-tion, administration, curriculum offeri4s, vocational curriculum trends,enrollment and registration trends, .and use of Federal funds for vocationaleducation. Usable returns were received fróm 73 colleges and 207 highschools.

Inquiry form E was for the purpose of obtaining information concerningthe content and methods of teaching representative courses in vocationaleducation and guidance in high schools. The types of information soughtabout the courses were: Requirements, sequences, purposes, assignments,methods, tests, and materials. There were 968 of these forms that wereusable.

Inquiry form F was designed to ascertain 'facts concerning housingfacilities and amount and kinds of equipment available for vocationalcourses. Although 293 of these forms were received the lack of comparabledata in some oases and the inadequacy of data in other cases considerablyreduced the number that were usable. (Data not included in this report.)

Inquiry forms I and J were for evening and proprietary schools andsocial agencies, and were designed to gather the same general informationfrom these institutions as was obtained from colleges and high schoolsthrough Ac and Ah. Returns were-received from 64 evening and proprie-tary schools and 70 social agencies. Howéver, all these returns were notusable.

Form D was designed for the purpose of collecting personnel data frompupils enrolled in the last 4 years of high school. Vie specific objectiveswere to collect information concerning certain socio-economic backgroundfactors; present educational status, and educational and vocational interestsand plans. Usable returns were received from 27,984 pupils.

Form G is another personnel form. It was used to collect informationconcerning teachers of vocational education and guidance in high schoolsfor Negroes. Information was gathered concerning their academic, pro-fessional, and vocational training, and their teaching and trade experience.The teachers, personally, received the form from the interviewers andwere assured of the confidential manner in which the data would betreated. After filling in the form each teacher returned it directly to theOffice of Education in a self-addmsed envelope. Data were received from1,001 teachers.

Form H also has to do with personnel data. Its purpose was to collectfacts from students in evening schools concerning course registration,previous education, job experience, and the student's opinion concerningthe value of vocational courses prel4iously taken. Returns were receivedfrom 2,540 students.

.

-

ORGANIZATION, PERSONNEL AND INQUIRY FORMS 137

Form K was a guidance inquiry for the purpose of gathering informationconcerning the guidance program, personnel, and policies in certain insti-tutions. The institutions to which form K was sent had previously beenidentified by the use of form X, Aich among other things requested insti-tutions to indicate whether or not they had a guidance program. Although602 institutions answered in the affirmative, only 129 high schools and 35colleges returned form K. It is assumed that most or those that did notreply realized, after the receipt of form K, that they did not have anyguidance program. This belief is strengthened by many letters expressingthis view.

Form M obtained personnel information from 368 students in nurse-training institutions. Data collected on the form included previous train-ing, reasons for vocational choice, plans for the future, and education andoccupation of parents. (Data not presented in this report.)

Forms L and Z were designed to obtain personnel information concerningformer pupils and graduates of high schools from 1926 to 1935, inclusive.Usable information on these forms was supplied by 20,260 persons. Themajor purpose of this inquiry was, to ascertain the relation, if any, betweenthe occupational status and previous schooling and background. Data weregathered concerning such items as occupation of parents, curriculumpursued, subject preference, extracurriculurn participation, occupationalpreference and experience, vocational training, age and grade level at timeof leaving school, and reason for leaving school.

Form X, a preliminary inquiry designed t identify institutions offeringcourses in vocational education and guidance, was sent to all secondaryschools and colleges for Negroes in January 1936. The data requested con-cerned number and kind of curriculum offerings, number of grades or yearsoffered, specific offerings in vocational education, extent of guidance orpersonnel services. Responses were received from all the colleges forNegroes, all of the 4-year and senior high schools, and many secondaryschools offering 1 to 3 years of work. It was possible from this prelimi-nary survey to select institutions for special purposes of the surk/ey.

o

NATIONAL SURVEY OF VOCATIONAL EDUCATIONAND GUIDANCE OF NEGROES

I.TECHNICAL ADVISORY COMMITTEE

W. HARRY BARiata, President National Medical Association,Whiladelphia, Pa.

J. T. CATER, President, National Association of Collegiate Deans and Registrars in Negro Schools,

Talladega College, Talladega, A.

EUGENE CLARY., President, Miner Teachers College; First Vice President of the Federation of

Colored Catholics el the United States, Washington, D. C.

Rums E. CLEMENT, President, National Association Teachers in Colored Schools, Louisville

Municipal College, Louisville, Ky.

MRS. KATHERINE M Cool', Chief, Special Problems Division, Office of Educatiori, United States

Department of the Interior.

MRs. V. J. Coos, Prisident,National Auociation of Colleie Women, Baltimore, Md.

J. D. Djxos, Supervisor of Negro Schools (Representing Me State Agents for Negro Schools),

Atlanta, Ga.

T. L Damon, President, Negro Bar Association, Washington, D. C.

J. F. DRAKE, Prudent, Conference of Negro Land-grant Colleges, State A. & M. College,

Normal, Ala.

GEORGE E. Minna, Secretary, Federal Council of the Churches f Christ, New rosé, N. r..

T. ARNOLD HILL, Acting Ewa:live Secretary, National Urip league, New York,

Autam L HOMY, Secretary, National Nero Business League, Tuskegee Institute, Ala.

Emma K. Jam., Akira en Negro Afairs, Mead Skies Department ci Commerce, Washington,

D. C.

Famaant j: Kamm, East Side Continuation School, New rail, N. r:

B. D. ¡mom, Representative, National Vocational Guidance Association, Teachers College,

Columbia University, Ness York, r.

Amen Kamm, Doan of Wont" Bowen College, Greensboro, N. C.

FRED MoCuirract*, Emilio. Agent, *satiation of Colleges and Secondary Schools qf the &ether*

Stash Notioilk.teiss.

CAKE= Nicamition, Presiding, Naiad Association Negro Musicians, ?laniard Ihtioersitis,

s Washington, D. C.,

LAWRIMAX A. Ox" CA(, Nftv. Division, Mild States Departs...ad of Labor, Washing-

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Vocational Education and - ERIC

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Transcript of Vocational Education and - ERIC