Socio-economic status as a factor in school citizenship

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SOCIO-ECONOMIC STATUS AS A FACTOR IN SCHOOL CITIZENSHIP

A Thesis Presented to the Faculty of the School of Education The University of Southern California

In Partial Fulfillment of the Requirements for the Degree Master of Science in Education

by Harvey B. Rhodes August 19^0

UMI Number: EP56198

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This thesis written under the direction of the Chairman of the candidate’s Guidance Committee and approved by all members of the Committee, has been presented to and accepted by the Faculty of the School of Education of the University of Southern California in partial fulfillment of the requirements fo r the degree of Master of Science in Education. D ate.....Lt*!-.L .^j..

Dean Guidance Committee

Chairman

TABLE OP CONTENTS CHAPTER

I.

PAGE

THE PURPOSE, SCOPE, AND METHOD OP THE INVESTIGATION ...............................

1

Statement of the p r o b l e m ....................

If

• • • ..............

if

Definition of terms used Socio-economic

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

If

Broken home • . ...........................

5

Dust bowl g r o u p .............

5

War industry group

S>

Other states group

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

6

Pledge c l u b ............................... Sources of data and method of procedure

II.

6

.. . .

6

The questionnaire . ........................

6

Organization of d a t a ......................

9

Details of grouping . .....................

9

Organization of remainder of the thesis •• • •

lif

REVIEW OP RELATED L I T E R A T U R E ................. Literature on socio-economic problems

•• • .

l6 l6

Prince’s s t u d y .......................

l6

Ronald’s s t u d y .............

17

Cooks’s s t u d y .................

18

Berry’s s t u d y ...................

19

iii CHAPTER

PAGE

Literature on needs of migratory children

..

19

Literature on the needs of those children from broken h o m e s ............... Kane!s study

..........

........

21 ..•••

22

Wallenstein* s s t u d y .............

22

Scholls *s s t u d y .........................

23

Literature on the phases of the extra­ curricular program

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

2l\.

Freeman* s study • • .....................

25

A national study of high school clubs • •

••

25

Analysis of related studies ................ III.

26

A GENERAL ANALYSIS OF THE SAMPLE— THE SEGREGATION INTO GROUPS FOR FURTHER S T U D Y ............. Distribution according to year in school Residence of students in 1939

29 •.

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

29 30

Analysis of the group according to the usual occupation of the father

• * .........

31

Evidences of the economic status of the occupational groups and of the groups based on residence of the student in 1939# Q-nd the state of birth * ........................ 36 Telephones in the home • • • * * • • • • • • •

37

Amount of spending money students had

38

....

iv

CHAPTER

* PAGE Number who reported difficulty in paying for school supplies...................

If2

Summary of evidences of economic status of the occupational g r o u p s ............ . . .

Ijij.

Present residence of the students • • • • • •

lj.6

Students who lived in each of four areas in the residential suburbs................. * Marital status of pare n t s.................. Summary . . .

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

(Description of groupings

........

I4.9 52 Sh $b

Outstanding differences among the occupation­ al g r o u p s ...............................

56

Outstanding differences among the groups based on state of birth • • • • • • • • « * IV.

57

PARTICIPATION OF STUDENTS IN-SCHOOL AND OUT-OFSCHOOL ACTIVITIES...........................

58

Student body c a r d s ........................

58

Reasons given by students for not having cards

63

Membership in clubs not directly associated with the school • • • • • • • • • • • • • • Membership in school c l u b s ................

67 71

The division of student responsibility in school affairs

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

Participation in the school activity program

7b

81

V

CHAPTER

PAGE Attendance at school da n c e s ............. Attendance at football games

V.

8I4.

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

87

Reasons for not attending football games

. •

90

Attendance at the motion picture theater

• •

93

Attendance at Sunday School ................

97

Summary

9§

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

ATTITUDES OF STUDENTS........................ 102 Desire for more responsibility Desire to join outside clubs

• « • • • • •

103

............ 105

The students1 opinion on the education they were r e c e i v i n g ........................ 107 The students who have felt they would have liked to quit s c h o o l .................. 112 The students1 opinion of their teachers1 -\

Interest in t h e m ...................... llij. Snobbishness on the part of some students towards others

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

Il6

The students1 opinion on the importance of possession of money and good clothes

• • ♦

118

The students1 opinion on whether students from outside the state are welcomed into s c h o o l ................................ 120 Undirected comment

...........

. .

Summary • • • • • • • • • •

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

12l\. 130

vi

CHAPTER VI.

PAGE

SUMMARY AND CONCLUSIONS...................... 134 Purpose of the s t u d y .................... 134 The occupational groups

.............. 134

The pledge club g r o u p ........................135 The groups based on state of birth and residence in 1939 •

135

Participation in activities .............. .

13&

Acceptance of responsibility in school and student affairs . .

.........

Snobbishness on the part of students Implications

137 . . . . 137

.......................... 137

The effect on the student....................138 - The effect on the outlook for democracy . . .

139

Recommendations • • • • • • . . . • • • • • •

139

BIBLIO G R A P H Y ..........................................142 A P P E N D I X ..........................................

149

vii

LIST OP TABLES TABLE

I.

PAGE

States in Which Students Were Born, and States Students Resided in 1939 ....................

II. III.

Usual Occupation of the Father

.........

V. VI.

33

State of Birth, and State of Residence in 1939 According to Occupational Groups ..........

IV.

•

39

Spending Money of Students

I4.I

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

Students Who Pound it Difficult to Pay for

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

X. XI. XII.

If7

Students Who Lived in Each of Pour Areas In Residential Suburbs of Modesto • •

IX.

If3

Students Who Lived in Each of Three Residential Areas

VIII.

..........

The Marital Status of P a r e n t s ............

50 53

Students Who Had Student Body C a r d s .........

60

Students Who Did Not Have Student Body Cards • •

62

Membership in Clubs Not Directly Associated with the S c h o o l .................

XIII. XIV.

Students Who Belonged to School Clubs

69 • • • .•

72

Students Who Held Responsible Positions of Leadership in School Affairs • • • • • • • • •

XV.

35

Students Who Had Telephones in Their Homes . . .

School S u p p l i e s ......................... VII.

32

76

Offices Held by Fledge Club, Professional, and Unskilled groups • • • • • • • • • . • • • • •

80

viii TABLE

XVI.

PAGE

Students Who Participated in One or More Activities During the School Year . • « • •

XVII. XVIII. XIX.

Attendance at School Dances • • • • • • • • • Attendance at Football Games

85

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

Reasons for Not Attending Football Games

82

. .

88 91

XX.

Attendance at Motion Pictures . . . • • • • •

:9lf

XXI.

Attendance at Sunday School . • ...........

9&

XXII.

Students Who Would Have Liked More Res­ ponsibility than They Now Had « » • • * • •

XXIII. XXIV.

Desire to Join Outside Club • • . • • • • • •

• • • • • • •

..........

•

* • • * • • • • * •

117

Students1 Opinion on the Importance of Possession of Money and Good Clothes

XXIX.

115

Snobbishness on the Part of Some Students Toward Others . • . . • • * • • • • * • • «

XXVIII.

113

Students1 Opinion of the Interest Shown in Them by Their Teachers

XXVII.

109

Students Who Have Seriously Thought They Would Have Liked to Quit School • • • • • •

XXVI.

106

Students1 Opinion on the Education They Were Receiving

XXV.

101\.

...

119

Students1 Opinion on Whether ‘Students From Outside the State sire Welcomed Into the Activities of

the School

..........

122

CHAPTER I

THE PURPOSE, SCOPE, AND METHOD OP THE INVESTIGATION During the 1930fs many agricultural districts of California faced the problem of assimilating thousands of destitute and near destitute people who had come to California from Oklahoma, Arkansas, Texas and neighboring states, a region commonly known as the "dust bowl”.

These people had

left their dust ridden homes and farms to seek new homes in California.

Had these migrants been more or less financially

independent, the problem of their assimilation might not have been a difficult one.

However, their necessarily low standard

of living, their characteristic manner of speech, and their great numbers all served to keep them apart from the older residents.

Many of these people followed the crops from one

section of California to another in search of work.

Others

made homes for themselves and established communities that soon became known as “Little Oklahoma”.

The children of this

latter group entered the local schools, but in many cases adjustment to the school and to the other students did not come easily.

These people, however, became permanent resi­

dents, and the assimilation of the adults into the communities and of the children into the schools constituted an important problem.

2 In addition, from 19^4-0 to 19^-5# there also came Into California a great mass of people who were drawn to the west by the war and war Industries.

During their war work here

or while stationed In the vicinity during the war a great number of these people decided to stay in the state and it also became necessary for the state to assimilate these people Into Its communities and Into Its schools.

This group

was, as a rule, more independent financially than the migrants of the 30*3 but they, nevertheless, caused a serious problem due to the shortage of housing, a new laxity of moral stand­ ards that was directly brought about by the war, and the general unrest at that time.

This influx made a serious

overcrowded condition prevalent in the schools of the state and made it extremely difficult to give this type of child the individual assistance which he so often needed. Modesto, a city of approximately fourteen thousand population in 1930, grew to such an extent that at the present time there are approximately fifty-one thousand people In the city and its suburbs.

This community is situated in the

northern part of the San Joaquin valley in central California, and as is true of most communities in this area has many transient workers and other people from the south and south­ western regions of the United States.

Thousands of these

people from the dust bowl areas live together in their own little communities just outside of the city limits of Modesto.

3 They have their own churches and their own stores*

Because

of their isolation, the problem of their assimilation and of their acceptance by the rest of the community is a difficult one.

Their children, however, attend the same

schools as do the children of the older residents. The public school has been regarded as the safeguard of democracy, the guaranty of equal opportunity for indivi­ duals of all classes, the hope of establishing a mobile society in which there can be no stratification of the population into more or less rigid social classes*

It is

here, through the schools, that the assimilation of these people must come. In 19lj-8 the writer became interested in a study made by J. Wesley Berry^ in 19l|.2.

This study attempted to measure

the extent of the effectiveness with which Modesto High School was fulfilling its share of the responsibility for the maintenance and development of democracy in bridging the social gap between the children of the migrant group and the children of the older residents.

Ijohn Wesley Berry, f,The Relation of Social Status to School Success in Modesto High School,n (unpublished Master’s thesis, Leland Stanford Junior University, Palo Alto, 19^2), llf8 pp.

k

As this problem was discussed with others who were interested in the same and similar problems, it became increasingly evident that a follow-up of this study should be made.

It seemed particularly important that the problems

of the entire low income group should be studied# I.

STATEMENT OP THE PROBLEM

It was the general purpose of this study to attempt to determine the effectiveness with which.Modesto High School provides equality of opportunity to students of varying social and economic backgrounds. attempted:

More specifically, the study

(1) to analyze the extra-curricular program of

Modesto High School in an attempt to discover the extent to which it was meeting the needs of male students; (2) to analyze the participation and attitudes of Modesto High School Boys toward the school program and toward each other; (3) to relate these responses to the socio-economic status of the boys; and (ij.) to attempt to determine the extent to which Modesto High School is developing and maintaining democratic attitudes and practices# II.

DEFINITION OP TERMS USED

Socio-economic#

The term socio-economic, as it was

used in this study, means the amount of income in the home and its relation to the material standards that the home

$

possesses*

Practically speaking, the socio-economic con­

ditions of

the

home refer to the normal

enjoyed by

the

members of the home*

Broken home*

comforts that are

A broken home is defined as a home in

which the influence of one or both natural parents is missing as a result of the death of either or both parents, or of the separation, divorce, or desertion of the parents*

A child

who lived with mother only, father only, stepfather and mother, stepmother and father, relatives, or others was con­ sidered as coming from a broken home. Dust Bowl group*

All students who were born in

Oklahoma, Arkansas, Missouri, Kansas, Colorado, Hew Mexico and Texas and came to California between 1931 and 1939 were grouped together and are referred to as the wdust bowl” group.

It

was

not supposed that allof thestudents from

these states should be considered to be from the dust bowl. However, no convenient means was found for further isolating the indigent migrant group without asking questions that some students might resent* War Industry group*

This group included all students

who were born in the dust bowl area and came to California between 1939 and 1950.

Most of this general group came to

this state when in the service of their country during the

6 war or were brought here to work in the agricultural or war industries and have since made their homes in this locality* Other States group*

This group included all students

who were born in, or came from, any state or country not included in the dust bowl area or California* Pledge club*

Throughout the report of this study, the

term ^pledge elubM was used as meaning a closed membership club composed mainly of high school students*

It was a

membership in which prospective members are secretly voted on by the members and one dissenting vote can eliminate acceptance.

These clubs usually have relatively high

initiation fees and meet at the home of parents of the mem­ bers*

They may or may not use Greek letter names* III*

SOURCES OF DATA AND METHOD OF PROCEDURE

The questionnaire*

The data for this study were

obtained through a questionnaire given in January 1950 during the regular physical education classes to 951 male students of Modesto High School, approximately eighty per cent of the entire male student body* The questionnaire was prepared with the help of both students and teachers.

Suggestions for questions to be

included were received from the members of several classes in the high school who submitted lists of personal and social

7 problems that they felt were the most difficult they had to face*

Suggestions for questions and also for the wording

were received from many teachers and members of the administra­ tion of Modesto High School and from members of the School of Education of the University of Southern California*

The

questionnaire roughly covered the following areas: 1.

The student’s home life and background*

2*The student’s participation

in the activities of

the school. 3* teachers, In

The student’s attitudes toward the school, his his fellow students, andhis home* order to be certain thatthe questions that were

selected were understandable to the students and could have one and only one meaning, the completed questionnaire was tried out on a cross section boys physical education class* The students were encouraged to ask questions concerning anything in the questionnaire that they did not understand, thus enabling the writer to make note of the difficulties that were encountered.

The completed questionnaires were then

read very carefully to make certain that the answers given by the students indicated that they understood the questions. Many changes were made in the questionnaire before resubmitting it again to the students to obtain the data for this study. For instance, the number of questions was cut from one hundred and three to seventy, and many questions were combined.

A

8 copy of the questionnaire is found in the appendix* The writer personally supervised the giving of every questionnaire and instructions given to each class were exactly the same.

The questionnaire in the final form brought

about no questions from the students as they seemed to have no difficulty understanding the questions and there were extremely few cases in which there was objection on the part of a student to answering any question. The problem of choosing questions that would give the desired information with a minimum of .objection on the part of the students and of wording the questions so that they would be easily understood was not an easy one.

It was not

possible to obtain a definite check on the reliability of the answers* but after a careful examination of all completed questionnaires the writer was convinced that in practically every case the Information was given In a spirit of cooperation. The questionnaire was given to 23 general physical education classes. of each grade.

These classes were composed representively

While in general the sample taken of each

grade was representive of that group* the difficulty of find­ ing representative upper grade classes resulted in a slightly unequal distribution among the four grades.

Approximately

fifty-eight per cent of the sample were ninth and tenth year students.

It should also be pointed out that since the

questionnaire was filled out during the month of January

9

.

only those who had practically finished the first semester were included*

Had the study been made earlier to include

many of those who had dropped from school before the study actually was made, it is probable that more who were having difficulty in school would have been found* Organization of data*

The questionnaire contained

seventy questions covering roughly the following three are as: 1*

The student’s home life and background*

2*

The extent of the student’s participation in school

activities* 3*

The attitude of the boy toward the school, his.

teachers, his fellow students, and his home* As a means of obtaining a picture of the relative effectiveness with which the school served different classes of students the following groupings were made: 1*

According to the usual occupation of the father*

2.

According to the state of birth of the student*

3*

According to the residence of the student in 1939*

ij.*

According to the present residence of the student*

5*

According to whether or not the student was a

member of a pledge club* Details of grouping*

In order to isolate the various

phases and personalities to be studied it was necessary to

10 group the students as follows: 1. father*

Grouping according to the usual occupation of the It was desired to obtain a measure of the economic

status of the family and to use this as a basis of comparison. However, there was danger that direct questions concerning the economic condition of the family would lead to serious objections on the part of both students and parents and might jeopardize the entire study.

The Sims Socio-Economic Scale 2

and some of its adaptions were considered. however, were too involved for our purpose.

These scales, In place of a

socio-economic scale, an adaptation of the occupational scale devised by Alba M. E d w a r d s ^ was used.

The main

divisions of this scale are as follows: 1.

Professional persons.

2.

Proprietors, managers, and officials. a.

Farmers

b.

Wholesale and retail dealers

c.

Other proprietors and officials

3.

Clerks and kindred workers.

Ij..

Skilled workers and foreman.

^H. V. Sims, The Measurement of Socio-Economic Status (Bloomington, Illinois: Public School Publishing Company, 1928), p. 23. 3Alba M. Edwards, **A Socio-Economic Grouping of the Gainful Workers of the United States,11 Journal of the Arnerican Statistical Association, XXVIII (February, 1933), 3&0 pp.

11 5.

Semi-skilled workers.

6.

Unskilled workers.

7•

a.

Farm workers

b.

Factory and building construction workers

c.

Servant classes

Unemployed persons.

The relation between the occupation of the father and the socio-economic of the family must be more or less assumed.

However, there is considerable evidence to indicate

that the occupation of the father is at least a fair measure of the socio-economic status of the family.

In his study

of Maryland youth, Howard M. Bell^ found a rather close relationship between the usual occupation of the father and several items that would be considered to be measures of the economic status.

These items included a number of

home conveniences, dental care received, and the extent to which the parents were financially dependent on youth.

Bell

concluded: The economic level of a family is determined in large measure by the occupation of the f a t h e r . 5 In their study of San Jose workers, Davidson and

D.C.:

^•Howard M. Bell, Youth Tell Their Story (Washington, American Council on Education, 1938V# 272 pp. ^Bell, loc. cit.. p. 22.

12 £ Anderson found rather large differences in the mean annual incomes of the occupational groups.

The mean annual incomes

were translated into relative standards of living according 7 to the eight welfare levels evolved by P. H. Nystrom. The results of this translation for married respondents is shown o in the following table: Occupational Group

Welfare Level

Professional and proprietors

Moderately well-to-do

Clerks and kindred workers

Minimum comfort

Skilled workers

Minimum health and efficiency

Semi-skilled workers

Bare subsistence

Unskilled workers

Poverty

The mean annual income for the years 1928-32 ranged from $811 for the unskilled workers to $3,311 for the proprietors.

In 1944*"45 the mean income jumped to §1,206

for the unskilled worker and to $4#786 for the proprietors. In 1947-48 the mean income fell to $l,l64 for the unskilled worker and to $4*^66 for the proprietors.^ 6 Percy'E. Davidson and H. ©. Anderson, Occupational Mobility in an American Community CPalo Alto: Stanford University Press, 1937)» p. 14* ^Paul H. Nystrom, Economic Principles of Consumption (New Yorks The MacMillan Comp any, 1944) * P • 302. ^Nystrom, o£. clt.» p. 302. 9California Committee for the Study of Transient Youth, Transient Youth in California (Sacramento: State Printing Office, 1948), p. 23.

13 2. student.

Grouping according to the state of birth of the Three groups were made according to the state of

birth of the boys in this study. >

These included:

a.

Those students born in California.

b.

Those students born in the dust bowl area.

The dust bowl area included Oklahoma, Arkansas, Missouri, Kansas, Colorado, New Mexico and Texas. c.

Those students born in countries or states

not included in the dust bowl area or in California. The period from 1929 to 1939 included the period of the greatest migration of people of very limited means to California.

Since the purpose of this grouping was to isolate

as far as possible this migrant group of limited means, the origin of the student was judged on his basis of residence to the year 1939* 3. in 1939*

Grouping according to the residence of the student Three groups were also made according to the

residence of the student after 1939*

These included:

a.

Those students who lived in California in 1939-

b.

Those students who lived in the dust bowl area

c.

Those students who had come to California since

in 1939.

1939 from some states not included in the dust bowl area.

Ilf !{.•

Grouping according to present residence.

Three

groups were made according to the location of the student’s residence in the Modesto area.

This group included:

a.

Students who lived within the city limits of

b.

Students who lived in residential suburbs just

Modesto.

outside the city limits of Modesto. c.

Students who lived on farms and students who

lived in Salida or Empire (two small towns included in the Modesto High School district). 5.

Grouping according to membership in pledge clubs.

This grouping included: a.

Those students who belonged to pledge clubs

or fraternities. b.

Those students who did not belong to pledge

clubs• This grouping was made because of the common belief that the strongest evidence of social stratification in Modesto High School was found in the relations between pledge club members and other groups. IV.

ORGANIZATION OP REMAINDER OP THESIS

The present chapter dealt with the nature of the study, a statement of the problem, definition of terms used, organiza­ tion of data and details of the grouping.

15 A review of related literature is presented in the second chapter*

Also included is an analysis of the related

studies. A general analysis of‘the sample is made in Chapter III in which the data is segregated into groups for further study.

A discussion summarizing the outstanding differences

among the occupational groups, and the groupings according to state of birth and state of residence in 1939 Is presented. Chapter IV analyzes the participation of students in-school and out-of-school activities.

This phase of the

study presents the differences in memberships and affiliations with various extra-curricular activities. Chapter V describes the attitudes of the boys at Modesto High School concerning the desire for more respon­ sibility, how they feel about the education they are receiving, and whether the school and teachers have an interest in them. In Chapter VI the findings of the study are summarized and recommendations are made.

CHAPTER II

REVIEW OP RELATED LITERATURE Literature on Socio-Economic Problems.

There have

been many studies on various phases of the problem of socio­ economic status as it related to other successes of the individual, however, it was difficult to find studies that pertained to the specific problems of this study.

Only a

brief summary of the work of writers in this area will be reviewed. Prince1a study.^

This study dealt with seventy children

in an elementary school in El Centro California*

Prince di­

vided the children into three groups on the basis of socio­ economic status.

For convenience group A was called superior,

group B middle, and group C low in status.

The following

conclusions were reached: 1.

Analysis of specifications of the socio-economic

home conditions questionnaire revealed that the home conditions of group A were superior to those of group B and C in almost every respect.

^Arthur Edmonson Prince, ^The Effect of the Economic and Social Conditions of the Homes on Pupil Progress,1* (unpublished Master’s thesis, The University of Southern California, Los Angeles, I9I4X))* 82 pp.

2.

Group A was superior to group B in intelligence

and similarly, group B to group C. 3*

Group A made higher scores on reading tests than

group B, and group B made higher scores than group C. !).•

Group A, with superior home conditions, made higher

scores in the second reading tests than did groups B and C. 5.

Group C, with inferior home conditions and inferior

intelligence, made more advancement in reading than group B. 6.

The superior group A advanced more in grade place-

ment in reading than the other two groups. 2 Ronald* s study.3

After making several investigations

with reference to the effect of the economic conditions on the home, Ronald concluded: 1.

There is definitely represented in the school

groups a highly selected agency to segregate the economically superior child from the inferior child. 2.

The school is dependent upon the economically

superior home for practically all of its student teachers. In addition to this, there seems to be an apparent lack of opportunity for the child from the economically maladjusted home to prepare for leadership responsibilities.

^Prince, loc. cit.. p. 76. 3a . Ewing Ronald, f,An Analysis of the Effect of the Economic Status of the Home on Pupil Progress,w (unpublished Master*s thesis, The University of Southern California, Los Angeles, 1935b 58 PP*

18 3*

Groups representing various phases of school

success, such as scholarship societies, leaders, and so forth, are composed of the children from economically superior home s* If.

The underprivileged children economically are

grouped and labeled as the group that represents the lowest intelligence and the poorest school success.^ Cookfs study.

Three thousand families were selected

at random from the country for study.

These families were

rated as to their socio-economic status. then divided into two classes:

The groups were

class one represented the

professional group, and class two the day laborers and unemployed.

The following items were checked:

home owners,

rooms in home, single and crowded homes, playground apparatus, common toys, education of parents, books in homes, parentteacher or child study by mothers, regularity of sleeping, children, who had their own allowance, and children who did lessons outside of school, such as music, dancing, and so on* It was observed that in class one, where the socio-economic status was higher, the children also tended to exhibit a

^Konald, loc. cit., p. lj.7# 5l*loyd Allen Cook, Community Backgrounds of Education (New York: The McGraw-Hill Book Company, 1938)> 229 pp.

19 superior rating in other activities.

It was further concluded

that the lower the socio-economic status of the population, the poorer were the parents* and students* health, and the poorer the progress at school. £

Berry*s study.

This study of 700 boys and girls

sought to determine the school success of the low income group at Modesto High School. 1.

Berry found:

The children of low economic groups had almost no

part in the extra-curricular program of the school* 2.

A definite relationship existed between dissatis­

faction at home and apparent dissatisfaction at school. 3.

An unequal distribution in participation of the

various groups in school activities was evident. Literature on needs of migratory children.

A survey

of educational publications revealed very few studies on the academic phase of the educational needs of migratory children, although much attention has been given to migratory workers as a group.

The United States Department of Labor, California

governmental agencies, and social welfare organizations have made extensive investigations of the serious problems growing out of the increase in the number of migrants coming to / °Berry,

ojd .

cit.. p. 72.

20 California from other sections of the country,

While the

reports of these investigations did not cover the problem of the present study, they did contribute to the solution of the present problem by supplying information about the physical, social, and economic needs of migrants.

Because the educational

acheivement of migratory children was necessarily influenced by their physical, social, and economic status, the data available on these subjects pointed toward a clarification of the educational needs of migratory children. Heffernan? found that two lines of thought have developed from the migratory condition in California:

(1)

equal educational opportunity for children in all parts of the country must become a concern of the federal government, and (2) the federal government must cooperate with the western states in providing suitable housing and by helping the state and local communities to meet educational, health, and social welfare needs of migrants when necessary. She further stated to the Conference on Education of Children of Seasonal Workers: Society has a great stake in the future of these American children. The personal injustice done each over­ worked, undernourished, poorly educated child who lives in unwholesome labor camps will eventually bear fruit. *7 Helen Heffernan, 11Report of Conference on Education of Children of Seasonal Workers— Fresno State College, December 9*10# 1 9 W * fl California Journal of Elementary Education. 7:186, February, 19*1-9♦

21 The migrant child of today will become a serious liability to the country tomorrow as cheap labor, as a poorly educated citizen, asftan abnormal, un­ social, and unhappy human being.® Lange and Taylor? visited migrant camps in of

all sections

the country, studying the living conditions ofmigrants

on the road as well as the original cause for the migration* They presented an eloquent story of their findings through the medium of pictures in An American Exodus.

They found that

one of the most serious and tragic aspects of the life of those who were loosened from the land was their ostracism from the communities in which they lived and worked.

The necessity

for breaking down the social barriers which are erected against the migrant workers was pointed out.

The authors left the

details to the initiative of the small churches, members of baseball teams, teachers in the schools, and others who live in

the communities where migrant people work. Literature on the needs of those children from broken

homes.

Research studies on the delinquent child are so ex­

tensive it would be impossible to review them in a paper of this length.

If the broken home entered the picture as a

8Ibid., p. 186. ^Dorothea Lange and Paul Schuster Taylor, An American Exodus; A Record of Human Erosion (New York: Reynal and HitchcockJ 1939) $ PP»

22 significant factor, such findings should have some bearing on the present study. Kane*s study.

This study pertained to the degree

of relationship existing between soelo-economie status and school successes.

In relation to the school success of

children from normal and broken homes, he found: No marked tendency seems to exist in regard to the school success of children coming from normal and from broken homes. Children from broken homes are found to be more often less successful than children from normal homes. Children from broken homes are found to be less often on the average level of school success, but as often highly successful as normal home children.H Wallenstein* s study.

The author made a careful study

of the literature on this subject and concluded that the philosophical works on the subject and the clinical case studies tended to view with alarm the deleterious effect of the broken home on the character of children, whereas the

^Samuel Kane, ^The Relation of Socio-Economic Status to School Success,” (unpublished Master’s thesis, The Univer­ sity of Southern California, Los Angeles, 19i^), 178 PP* 11Ibld«. p. 17k. l^Mehemiali Wallenstein, Character and Personality of Children from Broken Homes (New York: Bureau of Publications, #721* Columbia University, 1937)# P* 7*

23 more extensive investigations based on statistical findings tended on the whole to minimize the broken home as a source of maladjustment for children* Scholl*s

s t u d y *

^

This was a study to discover the

differences between a group of children from broken homes and a group of children from normal homes, and to see if these children needed special assistance which the school could give them through additional guidance.

Some of his pertinent

conclusions were: 1*

In determining the reliability of difference between

the means in intelligence, scholarship, and citizenship, the critical ratio at no point approached three or more; therefore the differences were not statistically significant*

It was

assumed that the two groups were approximately the same in their school records. 2.

The school should make more efforts to counter­

balance the maladjustments which the character and personality of the broken homes children may suffer as a result of their experiences. 3.

This investigation seemed to indicate that for the

nondelinquent child the broken home was not such a detrimental

l^Claire h * Scholl, MA Comparative Study of Children from Normal and Broken Homes,11 (unpublished Master^ thesis, The University of Southern California, Los Angeles, 19lf0), pp. 101-3.

Zk

factor as it was sometimes stated to be*

That other influences

such as employment of parents with resulting lack of supervi­ sion, lack of harmony in the home, lack of moral training and indifference to the child's general welfare, criticism of the school and teachers, and numbers of other factors which could be found in both normal and broken homes were as sig­ nificant in causing maladjustments, lack of progress in school, and poor school behavior, was the opinion of the investigator* Literature on the phases of the extra-curricular program*

It is well established that one of the important

phases of a modern secondary school Is the extra-curricular program*

Functional education attempts to prepare the student

for life’s activities and recognition of practices in selfexpression*

This would include building up certain skills,

knowledges, habits, attitudes and ideals which produce good citizenship in the school and community*

This concept of

education leads to Dewey’s idea of school as life itself* Cubberly summarizes Dewey's contribution by saying: Education, therefore, in Dewey’s conception, involves not merely learning; but play, construction,- use of tools, contact with nature, expression, and activity; and the schools should be a place where children are working, learning life by living life* • • • Its primary business may be said to train children in cooperation and mutually helpful living* Responsibility for good government rests with all, and the schools should prepare for poli­ tical life by training its pupils to meet responsibilities, developing initiative, awakening social insight, and

25 causing each to shoulder a favorable share of the work for the government of the school**4 Freeman* s study* ^

This study showed that whatever

it was that was required to excel In the extra-curricular life of the high school seemed to be the same thing that contributed most to success later.

It was impossible to

know If extra-curricular activities develop leaders, or if students entered these activities because they already possessed the qualities of leadership. A national study of high school clubs.T6

The United

States Department of Education In 19^3 conducted a survey of high school clubs.

Findings relative to the present

study were: 1.

The percentage that the club membership is of

the school enrollment varies directly with the number of junior high school grades included in a high school.

^Earl W. Rugg, Summary of Investigations Relating to Extra-Curricular Activities TUreeley, Colorado: Colorado State Teacherfs College, 1930), V* 11* ■^Sherman H. Freeman, ”Extra-Curricular Activities in Small Secondary Schools,*1 (unpublished MasterTs thesis, The University of Southern California, Los Angeles, 1935)# P* l^Maris M. Profitt, ”High School Clubs,” United States Department of Education Bulletin 18. 1934* P* 61^.

26 2*

Girls outnumber boys in club membership for every

high school. 3*

The percentage that the club membership is of the

school enrollment varies greatly and in inverse ratio with the size of high schools* Analysis of related studies*

There have been very

few studies made where the transient children and the perma­ nent children who were compared could be said to be socially and mentally equal.

Even though curricula were modified,

and educational opportunities were increased to meet the problems of a moving population, the child who had been subjected to many moves did not seem to have derived the maximum benefit from school. Most studies along this line have dealt with the migrant children.

Usually these children belonged to unset­

tled families, who moved in order to follow the ripening crops, or were unsettled for other reasons.

Children from

these homes would be less likely to be successful in their school work because they moved to a new situation almost as soon as they became adjusted to the one before*

Many

never became adjusted because they were unsuited to this type of life*

Of necessity these migrant children missed a great

deal of school* An examination of the literature reviewed general

27 agreement on several facts related to this study: 1.

It was the policy of the California State Department

of Education, insofar as possible, to provide educational opportunities for migrant children equal to the educational opportunities provided for children of permanent residents. 2.

Migrant children were often over age and retarded

in school; therefore a need for reclassification was indicated. 3.

Irregular school attendance due to illness, field

labor, indifference, and frequent transfers from one school to another handicapped migratory children and prevented normal achievement in school. i^.

A serious social problem had developed from the

fact that migratory workers often were not accepted as legitimate members of the community by permanent residents. 5. the broken

Most authorities in

summing up theinfluence of

home indicated that

it was a significant factor;

however, they did not incline to lay delinquency at the door of any one agency exclusively.

Effective treatment covered

the whole field of school, home and society. 6.

Groups representing various phases of school

success, such as scholarship societies, leaders, and so forth, were composed of the children from economically superior homes. ?•

Most studies showed

economic status

that the lowerthe socio­

of the population, the poorerwere the

28 parents* and students* health, and the poorer the progress at school.

CHAPTER III

A GENERAL ANALYSIS OP THE SAMPLE— THE SEGREGATION INTO GROUPS FOR FURTHER STUDY This chapter includes a general description of the sample under Investigation— the distribution by grade, by year In school, by state of birth, by residence in 1939* by usual occupation of the father, by present residence, and by marital status of the parents.

Also included In this

chapter was a check on the adequacy of the usual occupation of the father as an indication of the economic status of the family.

This check was made by comparing the occupational

groups on the following items: 1.

Number of students who had telephones In their

2.

Amount of spending money students had.

3.

Number of students who found It difficult to pay

homes.

for school supplies. Distribution according to year in school.

Of the

9$1 male students included In this study, there were yib freshmen, 235 sophomores, 211 juniors and 189 seniors.

This

was approximately eighty per cent of the total male student body, however, the percentages were weighed towards the ninth and tenth grade.

Residence of students in 1939*

The three groups made

on the basis of the residence of the student in 1939 include 1.

Those students who lived in California in 1939*

This group was referred to as the California group. 2*

Those students who were born in Arkansas, Colo­

rado, Kansas, Missouri, New Mexico, Oklahoma, or Texas but who came to California prior to 1939*

&s n° student in the

study was over nineteen years of age, this meant that their families migrated to California between 1930 and 1939*

This

group was referred to as the "dust bowl” group, although as previously pointed out there was some objection to including all students from these states in this group* 3*

Those students who came to California from Arkan­

sas, Colorado, Kansas, Missouri, New Mexico, Oklahoma, or Texas sometime between 1939

195>0.

This group was

referred to as the "war industry” group, as many of this general group came to California during the war to work in the agricultural or war industries and have since made their home here* i).* 1939♦

Those students who lived in some other state in

This group was referred to as the "other states”

group* Six hundred and forty-one students in the study lived in California in 1939# 192 came from the seven states referred to as the dust bowl, and 112 came to California

31 from a total of twenty-seven other states, and six students came from a total of six foreign countries or possessions* Approximately 51% of the students in the study were born in the state of California.

Over 3lj.$ °?

total

number of students were bron in the dust bowl area, while less than 15$ were born in states other than California or the dust bowl areas.

Over 52$ of the dust bowl states group

(169) were from Oklahoma.

The distribution of the students

is shown in Table I. Analysis of the group according to the usual Occupa­ tion of the father.

Six groups were made according to the

usual occupation of the father.

These groups were referred

to as professional, proprietor, sales, skilled, semi-skilled, unskilled, and unemployed.

The distribution of the students

among these seven groups is shown in Table II.

Included

also in Table II are the distributions among these occupa­ tional groups found by Berry'*’ for Modesto High School in 19l|.2 and by Bell^ In his Maryland study. The distribution among the occupational groups of the fathers of the children In this study was similar to the

**-Berry, op. cit•, p. 18. 2Bell, op. cit.. p. 2ij..

32

TABLE I STATES IN WHICH STUDENTS WERE BORN, AND STATES STUDENTS RESIDED IN 1939

Group State born No. %

*

State of Residence in 1939 No. %

California

1*82

50.7

61*1

67.1*

Dust Bowl States

327

3i*.l*

192

20.2

Oklahoma Others

106 86

169 158

Other States Other Countries

Total students in study

131

15.8

112

11.8

11

1.1

6

.6

951

100*0

951

100.0

33

TABLE II USUAL OCCUPATION OP THE FATHER

Group

Number in Group

Professional

Per Cent of Tot;al Number Rhodes Berry-* Bells-

60

6.3

s.k

5.5

23k

2k-6

25.k

32.6

97

10.2

11.6

8.8

220

23.1

2 1 .k

22.8

99.

10.k

15.5

11.2

Unskilled

170

18.8

20.7

16.0

Unemployed

63

6.6

951

100.0

Proprietor Sales Skilled Semi-Skilled

Total

^Berry, 02• cit,♦ p. 18. ^Bell, op, cit,, p. 2lj.,

3.1

100.0

100.0

3k distributions found by Berry and Bell.

It appeared that

In the ten years that had elapsed between B e r r y * s^ study and the present investigation that the usual occupation of the father moved slightly upward on the economic scale.

The

present sampling showed 0*9 per cent more in the professional group while the semi-skilled and unskilled groups were 5*1 per cent and 1.9 per cent lower respectively.

However, the

three studies correlate highly. It may be seen from Table III that the percentage of students whose fathers were unskilled laborers was high among groups who came to California since 1939*

Fourteen and two-

tenths per cent of the fathers of the students in the California group were unskilled, while 39*1 per cent of the fathers in the dust bowl group, and 10.1 per cent of the fathers of the students in the other states group were unskilled.

M, re­

latively small percentage of the war industry group were in the proprietor class.

Thirty and three-tenths per cent of

the California group and 22.0 per cent of these from other states were in the proprietor group, while only 7*3 per cent of those from the dust bowl area were proprietors.

It was

significant that of 192 students from the dust bowl, only 6 were of the professional group.

^Berry, ©£. cit.. p. 18.

35 TABLE III STATE OP BIRTH, AND STATE OP RESIDENCE IN 1939 ACCORDING TO OCCUPATIONAL GROUPS

Occupation of Pather A.

California Wo. %

Dust Bowl Area No. %

Other States No. %

Grouped according to state> of birth

Professional Proprietor Sales Skilled Semi-Skilled Unskilled Unemployed Total B.

Number in Group

60

32

6.9

234

165

97

4-3

314..3

l4 31

62

12.8

220

89

99

9.4

14 38

9.9 26.7

17

5.2

18

12.7

18.If

93

28.4

38

26.7

49

10.1

38

11.7

12

8.4

178

57

11.7

107

32.8

14

9.9

63

28

5.8

27

8.2

8

5.7

951

482

100.0

327

100.0

142

100.0

Grouped according to state of re sidence in 1939

Professional Proprietor Sales Skilled Semi-Skilled

60

47

7.3

6

3.1

7

5.9

234

194

30.3

14

7.3

26

22.0

97

67

10 .if

10

5.2

20

17.0

22.7

!f2

21.8

33

28.0

220 99

62

9-7

27

14.1

10

8.5

Unskilled

178

91

1If.2

75

39-1

12

10.1

Unemployed

63

35

5.4

18

94

10

8.5

951

641

100.0

192

100.0

118

100.0

Total

It may be seen from Table III that the economic status went up In ratio to the period of time those from the dust bowl area lived In this state*

Nine and four-tenths per cent of

those of the dust bowl area who arrived prior to 1939 were proprietors while but 7*3 per cent of those who entered after 1939 were proprietors.

Twenty-eight and four-tenths per

cent who were born in the dust bowl area were working at a skilled occupation*

This compared to 21.8 per cent of those

who came Into the state after 1939*

From these statistics

it appeared logical to assume that a majority of these people began as unskilled laborers on arrival In California, and in the past ten years had progressed so they were now earning their living at a skilled trade. Evidences of the economic status of the occupational groups and of the groups based on residence of the student in 1939* and the state of birth*

As was previously indicated,

the segregation into the seven occupational groups was intended to be an economic as well as an occupational grouping*

Evi­

dence to support the thesis that this constituted an economic grouping was sought in the responses to three questions of an economic nature as follows: in your home?" have each week?”

(1 )

"Do you have a telephone

(2) 11About how much spending money do you (3)

"Do you ever find it difficult to pay

for school supplies that you are required to buy?11

37 Telephone in the home#

The analysis of those who

had telephones in their homes with grouping made according to the state of birth, the residence of the student in 1939* and according to the usual occupation of the father is shown in Table IV# The most outstanding fact gained from Table IV was that while 81^.5 per cent of the sales group have telephones in their homes, this convenience was enjoyed by only 19*6 per cent of the unskilled group.

Other occupational groups

ranged from 52.7 per cent of the skilled group to 80#0 per cent of the professional group who had telephones. In the percentage of the three groups based on the state of birth who had telephones in their homes, the Cali­ fornia group was high with 76 *1 P©r cent, followed by the other states group with 62.7 per cent, and the dust bowl group had least when only 3&*7 per cent so stated# In the grouping based on state of residence in 1939 it was found that the California group was high with 69.1 per cent having telephones, followed by the other states group with 6l#9 per cent and the dust bowl group with 32.2 per cent. This indicated that those people who migrated to California during the 1930!s in a poor economic situation had not increased their stature to bring them up to the average citizen of the community.

Apparently they were not enjoying

the conveniences of the other group.

38 The data in Table IV suggested that insofar as possess­ ion of a telephone was a measure of economic status, the unskilled group was of a lower economic status than were the other groups*

Apparently the assumption that the professional

group had a higher economic status than the other occupational groups was not conclusive in this area as the sales group showed 81]..5 per cent as having this convenience* The correlation between this study and that of Berry1s^ was high in almost every grouping.

It did appear, however,

that the overall economic status of each occupational group­ ing had improved over the past ten year period insofar as enjoying the luxury of a telephone was concerned. 2.

Amount of spending money students had.

The amount

of spending money students had was probably a poor indication of the economic status of the family.

This amount was often

determined, not by the ability of the family to provide, but by the judgment of the parent concerning the amount that should be adequate.

However, the amount of spending money

a student had does in a large measure determine his own economic status, his ability to buy the things he wants and his ability to keep up with the crowd.

^Berry, 0£. Cit.. p. 22.

TABLE IV

39

STUDENTS WHO HAD TELEPHONES IN THEIR HOMES

Number in Group

Group

A.

k.82

327 ll+2

367 76.1 120 36.7 89 62.7

322 51+.7 23 21.1 31+ 39-1

115 23.9 207 63.3 53 37.3

266 1+5.3 86 78.9 53 60.9

Grouped according to residence in 1939

California Dust Bowl Area Other States C.

Did Not Have telephones Rhodes Berry/ No. % No. %

Grouped ac cording to state of birth

California Dust Bowl Area Other States B.

Had Telephones in Home Berry/ Rhodes No. % No. %

61+1 192 118

ld.2 69.1

199 30.9 130 67.8 56 38.1

52 32.2 72 61.9

Grouped according to usual occupation of ' the father 60

Professional Proprietor Sales Skilled Semi-Skilled Unskilled Unemployed

97 220 99 178 63

k8 186 82 117 59 35 28

All Students

951

576 60.6

Z3k

20.0 20.5 15.5 1+7.3 kO.k 80.1+ 55.6

9 21.0 71+ 37.0 29 32.0 96 57.9 58 1+7.5 139 §6.1+

379 l+-8-i+- 375 39.5

1+05 51.6

80.0 3k 79.0 79.5 126 63.0 63 68.0 81+.5 701+2.1 52.7 6 1+ 52.1+ 59.6 22 13.0 19-6 1+1+.1+

?Berry, oj). cit., p. 22.

12 1+8 15 103 k0 11+3 35

bo

The number of students who had less than fifty cents a week spending money, the number who had from fifty cents to one dollar, the number who had one dollar to three dollars, and the number who had more than three dollars a week spend­ ing money is shownin Table V. This analysis showed that the dust bowl group was below the California and other states group in the amount of spend­ ing money the students had*

The state of birth grouping showed

that 18.0 per centhad less than fifty cents a week to spend while 1$.8 per cent of the California group and 11*2 per cent of the other states group followed*

Of those that had more

than three dollars a week spending money, 33*8 P©** cent of the California group, 27*5 per cent of the other states group and 2lf*8 per cent of the dust bowl group fell into this category. In the grouping by state of residence in 1939 t*1© data show that 19*8 per cent of the dust bowl group had less than fifty cents a week spending money, followed by 15*3 P©** cent of the California group and 12*7 P©** cent of the other states group*

Thirty-two and seven tenths per cent of the

California group had more than three dollars a week to spend while but 26.1 per cent of the other states group and 20*3 per cent of the dust bowl group were as fortunate* Among the occupational groups, the semi-skilled group, with 20.2 per cent, had the largest percentage of students

u

TABLE V SPENDING MONET OP STUDENTS

Group

A.

Number in Group

Had less than £0^ No. %

Had 50jzf to $1.00 No. %

Had #1.00 Had More to $3.00 than $3 No. $ No. %

Grouped according to state of birth

California

14.82

76 15.8

75 15.5

169 38.9

162 33.8

Bust Bowl Area

327

59 18.0

79 23.9

109 33.3

80 24.8

Other States

1I4.2

16 11.2

32 22.6

56 38.7

38 27.5

B.

Grouped according to residence in 1939

California

641

98 15.3

110 17.2

223 34.8

210 32.7

Bust Bowl Area

192

38 19.8

51 26.6

64 33.3

39 20.3

Other States

118

15 12.7

25 21.2

47 40.0

31 26 ;l

C*

Grouped according to usual oceupatlon of the father

Professional Proprietor Sales Skilled Semi-Skilled Unskilled Unemployed All Students

60

10 16.6

11 18.3

23 38.4

16 36.7

23k

27 11.5

45 19.2

83 35.6

79 33.7

97

13 13.k

13 13.4

46 47*4

25 27.8

220

29 13.2

49 22.3

69 31.4

73 33-1

99

20 20.2

17 17.1

30 30.4

32 32.3

178

32 17-9

37 20.8

66 37.1

43 24.2

63

19 30.2

15 23.8

14 22.2

15 23.8

9^1

l£l 16.9

186 19.6

334 35.1

280 28.4

1+2 who had less than fifty cents a week spending money.

This

is below only the unemployed group who showed a percentage of 30.2 who have less than fifty cents a week.

Thirty-six

and seven tenths per cent of the professional group had more than three dollars a week spending money closely followed by 3 3 * 7 per cent of the proprietor group and 33.1 per cent of the skilled group*

The unskilled group showed that only

2if.2 per cent had that much money to spend weekly. 3*

Number who reported difficulty in paying for

school supplies♦

The number of students who reported that

they found it difficult to pay for some of the school supplies that they were expected to buy is shown in Table VI.

Group­

ings were made according to the state of birth, the state of residence in 1939 an-d. according to the usual occupation of the father. A slightly larger percentage of the dust bowl group than of the California or other states groups reported that they had difficulty paying for school supplies.

However,

these differences were too small to be of much significance. The differences among the occupational groups were again more pronounced than the differences found among the groups based on the state of birth and residence in 1939* Eleven and four tenths per cent of the sales group and 10.1 per cent of the unskilled group reported they had difficulty paying for some of their school supplies while only 1^.7 per

43

TABLE VI STUDENTS WHO POUND IT DIFFICULT TO PAY FOR SCHOOL SUPPLIES

Group

A.

Some time s found it difficult to pay for school supplied No.

Did not find it difficult to pay for school supplied No. *

1^.82 32? 11^.2

35 28 6

7.3 . 129 9.0 113 4>2 41

26.7 38.6 28.4

318 186 95

66.0

& &

Grouped according; to residence in 1939

California Dust Bowl Area Other States C.

Found it difficult to pay for school supplies No. %

Grouped according; to state of birth

California Dust Bowl Area Other States B.

Number in Group

6I4.I 192 118

43 19 7

7.0 9.9 5.8

187 63 33

28.5 32.2 27.3

411

no

78

06.9

Grouped according to usual occupation of the father

Professional Proprietor Sales Skilled Semi-Skilled Unskilled Unemployed

60 234 97 220 99 178 63

5 11 11 11 3 18 10

8.3 4.7 11.4 5.0 3.0 10.1 15.8

18 52 20 69 34 58 32

30.0 22.2 20.6 31.4 340 32.6 50.8

37 171 66 lkO 62 102 21

61.7 73.1 08.0 63.6 62.7 57.3 33.4

All Students

951

69

7.2

283

29.7

599

63.1

kk

cent of the proprietor groups reports that they had difficulty. The differences among the other occupational groups were small. Combining those who found it difficult sometimes and those who usually found it difficult to pay for school supplies showed that the unskilled group was far ahead with lj.2.7 per cent so reporting.

This was second only to the unemployed

group who reported 66,6 per cent of the students having dif­ ficulty. Summary of evidences of economic status of the occupa­ tional groups.

The results of these three questions indicated

that the California group had a somewhat higher economic status than that of the dust bowl.

A higher percentage of the Cali­

fornia group had telephones in their homes (7&.1 per cent of the California group and 36.7 par cent of the dust bowl group), a higher percentage of the California group had more than one dollar a week spending money (72.7 per cent of the California groups and 58*1 per cent of the dust bowl group), and a higher percentage of the dust bowl group found it difficult to pay for school supplies (Ij.7.6 per cent of the dust bowl group and 3lf.O per cent of the California group).

In some cases the

differences were not large, but it was probably significant that in every instance where a check was made there was a suggestion that the economic status of the California group was higher than that of the dust bowl group.

The evidence

concerning the economic status of the other states group was

inconclusive.

On the item, number who have telephones in

the home, there was a suggestion that the economic status of this group was above that of the dust bowl group and somewhat below the California group.

However, on other items, amount

of spending money and number who have difficulty paying for school supplies, there was little difference between the other states group and the California group. On practically every item there was the suggestion that the economic status of the professional group was higher than that of the other occupational groups and the suggestion that the economic status of the unskilled group was lower than that of any other occupational group.

On these items, the

differences among the other occupational groups were small and inconclusive.

The difference in economic status between

the professional group and the unskilled group was undoubtedly large.

A higher percentage of the professional group had

telephones in their homes (80.0 per cent of the professional group and 19*6 per cent of the unskilled group), a higher percentage of the professional group had one dollar or more spending money a week (75*1 per cent of the professional group and 61.3 P©r cent of the unskilled group), and a higher percentage of the unskilled group found it difficult to pay for some of their school supplies (66.6 per cent of the un­ skilled group and 38.3 P©r cent of the professional group)#

46 Present residence of the students#

In any study of

the factors that were seemingly related to participation in the school program, the present residence of the student should not be overlooked#

The problem of transportation to and from

those activities that were held out of regular school hours was simplified for those students who lived within the city limits and therefore relatively close to school#

In addition,

on first entering high school those students who lived within the city limits saw fewer unfamiliar faces than did those students from the country, thus for them the transition from grammar to high school might well had been easier# Three groups were made depending on the present resi­ dence of the students# 1#

These groups included:

Those students who lived within the city limits of

Modesto (Modesto group)# 2#

Those students who lived in residential districts

just outside the city limits (suburbs group)# 3#

Those students who lived on farms or in one of the

two small towns,

(Salida or Empire) which are included in

the Modesto High School District (countrygroup)# The number living in each of these sections, with com­ parisons made among the groups based on state of birth, re­ sidence in 1939 &nd among the occupational groups, was shown in Table VII# Two hundred and fifty, or 26#2 per cent, of the students

hi TABLE VII

STUDENTS WHO LIVED IN EACH OP THREE RESIDENTIAL AREAS

Group

A,

Number• Lived in in city of Group1 Modesto No. $>

Lived in the suburbs No. #

Lived in the country No. %

Grouped according to state of birth

California

1+82

160

33-2

173

35.9

11*9

30.9

Dust Bowl Area

327

5k

16.5

211

61*.5

62

19.0

Other States

ll+2

36

254

71*

52.1

32

22.5

B.

Grouped according to residence in 1939

California

61+1

198

30.9

258

1*0.3

185

28.8

Dust Bowl Area

192

28

1J+.6

130

67.7

3l*

17.7

Other States

118

2k

20.3

70

59.1*

21*

20.3

C.

Grouped according to usual occupation of the father

Professional Proprietor Sales Skilled Semi-Skilied Unskilled Unemployed All Students

60

2k

1*0.0

29

1*8.3

7

11.7

23k

5k

23.0

67

29.0

113

48.0

97

39

1*0.2

1*6

1*7.5

12

12.3

220

k7

21.8

130

58.7

43

19.5

99

33

33-3

53

53.6

13

13.1

178

3k

18.5

95

59-6

h9

21.9

63

19

30.0

38

60.I*

6

9.6

951

250

26.2

1*58

1+8.3

243

25.£

kQ included in this study lived within the city limits of Modesto, lj.58 or Ij.8.3 per cent lived in the residential suburbs just outside the city limits, and 2lf3 or 2£*5 P©r cent lived in the country, Salida or Empire*

These percentages showed

the increase in population in this community in the last ten years.

In comparison to Berry’s® study, it was found

that his work showed that if9.5 per cent of the students lived in the city of Modesto compared to only 26,2 per cent in this study.

Berry reported that only 21.9 Per cent lived in

the suburbs or residential districts just outside the city limits while this study ten years later shows that lj-8.3 P©** cent of the- subjects lived in this outlying area. An overwhelming majority of the people who had come into this community from the dust bowl area had settled in the suburbs of the city.

Sixty-four and five-tenths per

cent of the students were born in the dust bowl area settled In the suburbs while only 35«9 Pe** cent of the California group lived here.

Only l6.5 P©** cent of those born In the

dust bowl area lived in the city limits while 33*2 per cent of the California group resided here.

Fifty-two and one-

tenth per cent of the students who were born In states other than the dust bowl or California settled in the suburbs. There were but minor differences between the state of birth and the state of residence in 1939 ©s of residence.

present place

Of those who lived in the dust bowl area in

®Berry, 0£. cit.» p. 35

1939# &7.7 Per cent now lived in the suburbs while only llj..6 per cent lived within the city limits and 17*7 per cent lived in the country*

Of those who lived in California in 1939

30*9 per cent lived within the limits of the city, ij.0.3 per cent lived in the suburbs and 28.8 per cent lived in the country.

Those born in other states found a majority living

in the suburbs with 59*4 Per cent, while 20*3 P©r cent lived in the city limits and 20.3 per cent living in the country# Among the occupational groups the professional and sales group had the highest percentage living within the city limits with lj.0*0 per cent and i|.0.2 per cent, respectively.

The

proprietor group, which included the farmers had the highest percentage (J4.0.0 per cent) living on farms.

In the suburb

areas there was found a concentration of skilled, unskilled, semi-skilled, and unemployed people with $ 8 *7 per cent, 53 per cent, 59*6 Pei* cent and

6o.2f per

cent respectively.

Only

29*0 per cent of the proprietors lived in the suburbs. Students who lived in each of four areas in the resi­ dential suburbs.

The fact that almost half of the students in

this study lived in the residential suburbs made it appear necessary to determine in what areas of the community these people were residing.

The students were asked whether they

lived in the north, east, west or south suburbs of the city, and these percentages were shown in Table VIII.

50 TABLE VIII

STUDENTS WHO LIVID IN EACH OP POUR AREAS IN RESIDENTIAL SUBURBS OP MODESTO

Group

A.

Number in Group

Areas In North No. ^

Suburbs of East No. %

Modesto West No. %

Grouped according to state of birth

California

171).

Dust Bowl Area

208 76

Other States B.

ResidentiaX South No. $

45 2 6 .0

51 2 9 .0

38 2 2 .0

125 6 0 .1

22 1 0 .6

39 18.7

22 1 0 .6

29 38.1

13 1 7 .1

22 2 9 .0

12 15.8

40 23..0

Grouped according to residence in 1939

California

260

81 31.2

55 2 1 .2

75 2 8 .8

49 1 8 .8

Dust Bowl Area

129

82 63.5

14 1 0 .8

19 1 4 .9

14 1 0 .8

69

31 45.0

11 1 6 .0

18 2 6 .1

9 12.9

Other States C.

Grouped according to usual occupation of the father

Professional

29

2

7.0

12 4 1 .4

8 2 7 .6

7 2 4 .0

Proprietor

67

913.4

18 2 6 .8

27 40.3

13 19-5

Sales

46

6 1 3 .0

11 2 4 .0

16 34.8

13 28.2

130

57 43.8

23 17.7

28 21.5

22 17.0

Semi-Skilled

53

26 4 9 .1

8 1 5 .1

10 1 9 .0

9 l6.8

Unskilled

9?

70 73.7

6

6 .3

17 17.9

2

Unemployed

38

24 6 3 .2

2

5.2

6 15.8

Skilled

All Students

1*58

19^

Jj.2.3

80 17.Ij. 112 21*..lj.

2.1

6 15.8 72 15.9

51 Sixty and one-tenth per cent of those students born in the dust bowl area who resided in the suburbs resided in the southern suburbs of the city while only 10*6 per cent lived in the northern suburbs and 10.6 per cent lived in the western suburbs*

There was only a minor difference in which

residential suburb those born in California and other states lived* Groupings by residence in 1939 showed that again 63*5 per cent of those from the dust bowl area lived in the southern suburbs while 10.8 per cent lived in the northern and 10*8 per cent lived in the western suburbs.

Forty-five per cent

of those living in other states in 1939 resided at present in the southern suburbs while only 12*9 per* cent lived in the western area of Modesto.

There was but little difference in

which suburbs those living in California in 1939 **ow reside. Among the occupational groups ifJL.lj. per cent of the professional group which lived in the suburbs lived in the northern area, while 14-0.3 per cent of the sales group lived in the eastern suburbs.

Seventy-three and seven-tenths per cent of those

in the unskilled group resided in the southern suburbs, as did 63*2 per cent of the unemployed, lf9*l P©** cent of the semi-skilled, and 14.3*8 per cent of the skilled. Of the I4.58 students in this study who resided in the residential suburbs of Modesto 19i|-» or 14-2.3 per cent, resided in the southern suburbs, or South Modesto Acres, as it is

52

called.

Eighty students, or 17

suburbs, or the College tract.

per cent lived in the northern One hundred and twelve students,

or 2lj..If per cent, lived in the eastern suburb, or the La Loma and Sunrise districts.

Seventy-two students, or 15*9 per cent

lived in the western suburb or Paradise tract.

This showed

a great majority of the low economic status families lived in the south suburbs and thereby created a community problem in the assimilation of these people. Marital status of parents.

The marital status of the

parents was classified under three groupings: 1.

Both parents alive and living together.

2.

One or both parents dead.

3.

Parents divorced or separated.

The findings with groupings made according to the state of birth, the state of residence in 1939

according

to the usual occupation of the father were shown in Table IX* Seventy-eight per cent of all students came from homes in which both parents were alive and living together.

One or

both parents of 10.7 per cent of the students was dead and the parents of 11.3 P©*» cent of the students were divorced or separated. B e r r y 1 s9

These figures showed a high correlation with

study except his work showed only 6.2 per cent of

^Berry, ojd. cit.. p. 38*

53

TABLE IX THE MARITAL STATUS OP PARENTS

Group

A.

Number in Group

Parents alive and living together No. %

One or both parents dead No. %

Parents divorced or separated No. %

Grouped according to state of birth

California

1^82

380

79-0

54

11.1

48

9.0

Dust B oy/1 Area

327

261

79.7

36

11.0

30

9.3

Other States

ll*2

101

70.9

11

7.8

30

21.3

B.

Grouped according to residence in 1939

California

61|.1

500

78.0

70

10.9

71

11.1

Dust Bowl Area

192

11*9

77.6

22

11.4

21

11.0

Other States

118

93

78.8

9

7.7

16

13.5

C.

Grouped according to usual. occupation of the father

Professional Proprietor Sales Skilled Semi-Skilled Unskilled Unemployed All Students

60

43

75.0

9

15.0

6

10.0

231*

210

89.7

13

5.5

11

4.8

97

65

67.0

Ik

ll*.l*

18

18.6

220

187

85.0

13

5.9

20

9.1

99

71

71.7

15

15.1

13

13.2

178

126

70.8

24

13.5

28

15.7

63

38

60.3

13

20.6

12

19.1

951

7l*2

78.0

101

10.7

108

11.3

5k the parents were divorced or separated*

It may be seen from

Table IX that there were but minor differences among the groups based on state of birth or residence in 1939*

Eighty-

nine and seven tenths per cent of the proprietor group students had both parents who were alive and living together, while but 60*3 per cent of the unemployed group had their parents together.

Nineteen and one-tenth per cent of the

unemployed group showed that the parents were divorced or separated while but 1^.8 per cent of the proprietor group homes were so broken. -10 In his Maryland study, Howard M. Bell found essen­ tially the same percentage of youth whose parents were divorced or separated.

However, he found a substantially

higher percentage from homes that were broken because of the death of one or more of the parents.

Bell found that

32.3 P©r cent of the youth in his study were from homes that were broken in one way or another.

This figure was

considerably higher than the 22.0 per cent found in this study of Modesto High School boys.

SUMMARY 1.

Description of groupings.

In this chapter a

number of groupings were made with two purposes in mind.

^Bell, op. cit., p. 19.

55

First, to get a general picture of the sample under study, and second, to set up groups to be used later as basis for comparison.

The bases for these groupings, the groups

made according to these bases, and the percentage of students in each group are as follows: Per cent a. b.

c.

d.

e.

f.

Number

Total number of students in sample

951

States in which students were born: (1) California (2) Bust Bowl states (3) Other states and countries

I4.82 327 li|.2

Residence of students in 1939: (1) California (2) Dust Bowl states (3) Other states and countries

6^.1 192 118

Year (1) (2) (3) (4 )

in school: Ninth grade Tenth grade Eleventh grade Twelfth grade

33*2 2lj..7 22.2 19*9

Usual occupation of father: (1) Professional (2) Proprietor (3) Sales (ij.) Skilled (5) Semi-Skilled (6 ) Unskilled (7) Unemployed

6.3 2if.6 10.2 23.1 10 .k . 18.8 6.6

Telephones: (1) Students who hadtele­ phones in the home (2) Students who had no telephones in the home

60.5 39*5

£6

Per Cent

g.

h.

i.

j.

k.

Spending (1) Had (2) Had (3) Had (4 ) Had

l6 .Q 1 9 .6

35.1 28.1).

Difficulty in paying for school supplies: (1) Pound it difficult (2) Sometimes found it difficult (3) Did not find it difficult

6 3 .1

Residence of students: (1) Lived in city of Modesto (2) Lived in suburbs (3) Lived in country

26.2 I4.8 .3 2j?.§

Residence in residential suburbs: (1) South suburbs of Modesto (2) North suburbs of Modesto (3) East suburbs of Modesto (4 ) West suburbs of Modesto

lj-2.3 17«4 2i|*If 15*9

Marital status of parents: (1) Parents alive and living together (2) One or both parents dead (3) Parents divorced or separated

2. groups.

money a week: less than 500 zl\.3

135 187 106

51+.0 40.7 43.2

115 271 137

24-6.0 59*3 56.8

Grouped according to usual occupation of the father

Professional Proprietor Sales Skilled Semi-Skilled Unskilled Unemployed E.

14.82 327 1^2

Grouped according to present residence

City of Modesto Suburbs Country D.

Did not par­ ticipate in any activity No. %

Grouped according to residence in 1939

California Dust Bowl area Other States C.

Participated in one or more activities No. %

Grouped acco rding to state of birth

California Dust Bowl area Other States B.

Number in Group

60 23I4. 97 220 99 178 03

38 138 k6 §6

63.3 59.0 ii-7.2 39.1

ko

ko.k

59 21

33.2 33.3

22 96 51 13if 59 119 42

. 36.7 kl.O 52.8 oO. 9 5?.6 00.8 66.7

Grouped according to pledge club membership

Pledge Club All Students

95

76

80.0

19

20.0

951

1).28

i).5.0

568

55.0

any kind of organized student activity outside the regular classroom work regardless of its seeming importance* students participated in more than one activity*

Many

However,

in the tabulation, those who had participated in one or more activities were grouped together and compared with those who had not participated in any activity.

Thus, there was one

group of students who did not participate and one group who participated in varying degrees.

The comparisons were made

on the basis of the students* state of birth, his residence in 1939, his present residence, the usual occupation of the father, and membership in pledge clubs.

The findings were

shown in Table XVI. As indicated in Table XVI of a total of 9f>l students, 568 or* 55.0 per cent did not participate in any school activity during the school year.

Those who participated

least were those who were born in the dust bowl area, those whose fathers were unskilled laborers, and those who lived outside the city limits of Modesto.

Porty-seven per cent

of those born in California did not participate compared to 70.0 per cent of the students from the dust bowl.

Those

born in, other states ranked close to the California group with Ij.7.3 per cent not participating.

There was relatively little

difference in the results of groupings of the state of birth and according to residence in 1939*

Forty-six per cent of

those living within the city limits of Modesto, 56.8 per cent

8

k

of those living In the country or small adjoining towns, and 59*3 per cent of those living in the suburbs of Modesto had not participated*

In the occupational groupings, 35*7 per cent of

the professional group did not participate compared with 66*8 per cent of the unskilled group*

It appeared that the relation

of student participation in activities was in direct ratio to the socio-economic scale of their home as indicated in Table XVI.

As shown in the pledge club groupings, only 20.0 per

cent of the pledge club group did not participate in any school activity* Perhaps the most striking fact to be gained from Table XVI was that the school activity program functions for less than one half of the student body.

If an activity pro­

gram is of value to one half of the student body, there would seem to be justification for making every effort to include the other half in that program. We can hardly say that the activity program was dominated by any particular group of students.

However, the fact that

63.3 P©r cent of the professional group participated while only 33*2 per cent of the unskilled group participated indicated that the activity program was so organized that the greatest appeal was to the students in the higher economic groups* Attendance at school dances*

A student may not be able

to participate actively in such school activities as athletics,

TABLE XVII

85

ATTENDANCES AT SCHOOL DANCES

Group

A,

lj.82 327 llj.2

191 68 60

39.6 20.6 1*2.2

291 259 82

60.k 79.2 57.8

6ij.l 192 118

2k? 3k k2

37.9 17.7 35.6

398 158 76

62.1 82.3 61*4

Grouped according to usual occupation of the father

Professional Proprietor Sales Skilled Semi-Skilled Unskilled Unemployed D.

Did not attend any school dances No. %

Grouped according to residence in 1939

California Dust Bowl area Other States C.

.Attended one or more school dances No. %

Grouped according to state of birth

California Dust Bowl area Other States B.

Number in Group

6o 23!; 97 220 99 178 03

27 107 U 69 3k

28 13

45.0 ks.i k 2 ‘?

31. k 3k‘k 3-5.7 20.6

33 127 56 3.51 65 150 50

55.0 51*.3 57.J 68.0 65.5 81*. 3 794

Grouped according to pledge club membership

Pledge club All Students

95

87

91*7

8

8.3

951

319

33-14-

632

66.6

86

band, debating, dramatics, and so forth, but he may* in a sense, participate by attending various student body functions* The principal social functions of the student body were the school dances, several of which were given throughout the year* Those students who attended one or more school dances were compared with those who attended no dances*

As a bases

for these comparisons, groupings were made according to the state of birth, the residence of the student in 1939» the us­ ual occupation of the father, and membership in pledge clubs. The results of these groupings were shown in Table XVII. Of the 9?1 students responding, 319 or 33*^ per cent attended one or more school dances during the year.

In

general, the same relationships that were found in Table XVI, showing participation in school activities, were found here. It was found that those groups least likely to participate in school activities were those who had come from the dust bowl area to California in the last ten years, and those whose fathers were unskilled laborers.

Table XVII showed that

these same groups were least apt to attend school dances. It was found that those groups most likely to participate in school activities were those whose fathers were professional or proprietor people and those who were members of pledge clubs.

Table XVIII showed that these same groups were most

likely to attend school dances.

Thirty-seven and nine-tenths

per cent of the California group attended one or more school

87 dances compared to 17*7 p©** cent of* those who came from the dust bowl area in the last ten years, and 35*6 per cent of those who came from other states.

Porty-five per cent of

the professional group 'attended compared to lj?.7 per cent of the unskilled group who attended. The cost of admission, the problem of transportation, and the clothes that were needed for sueh an occasion all made it very difficult for the poorer student to attend.

It

would be expected the group attending these dances represented a very poor cross section of the student body.

Even though

these figures representing the attendance at school dances can be easily understood, it should not be forgotten that this was but another of many activities in which those students from the low income groups participated to a very limited degree. The fact that of 95 pledge club members, 87 or 9^*7 per cent attended one or more school dances was interesting in that it gave some evidence of the interests of this group.

To

know their interests was important inasmuch as the hold that they had on the important student offices was seen. Attendance at football games. the big events of the school year.

The football games were

More people attended and

more interest was shown in these games than in any other student body function.

Three groupings were made on the basis

of attendance at these games.

Those who had attended four or

88

TABLE XVIII ATTENDANCE AT FOOTBALL GAMES

Group

A.

I4.82 327 1I4.2

383 80.0 l8L[. 56.2 105 73-9

66 81 23

13.7 2k. 8 16.2

33 62 34

6.3 22.6 9.9

6^1 192 118

1*83 108 81

7£-,3 56. k 68.0

105 k-2 23

16.k 21.8 19.0

53 k2

ll*

9. 3 21. 8 12. 1*

250 ^58 243

180 - 298 19U

72.0 65.1 80.0

62 88 20

8 72 29

3l8 or per cent felt that they were usually welcomed into the activities of the school.

The dust bowl group had the highest

percentage of those who felt that students from outside the state were not welcomed and the lowest percentage of those who felt that they were always welcomed.

Of those students

in the group according to state of residence in 1939» t*16 dust bowl area fe\t most strongly that they were not welcomed into the activities of the school when 23.Ij. per cent so stated, while 17.8 per cent of the other states group and l6.1 per cent of the California group felt this way.

In the state

of birth grouping the dust bowl group again felt most strongly, but not as many as did the group that entered the state as long as ten years after them.

While more students

from outside the state felt that they were welcomed than felt that they were not welcomed, the percentage of those from the dust bowl states who evidently felt strongly that they were not welcomed was too high to be overlooked.

122

TABLE XXIX STUDENTS1 OPINION ON WHETHER STUDENTS FROM OUTSIDE THE STATE ARE WELCOMED INTO THE ACTIVITIES OF THE SCHOOL

Group

A,

Number in Group

New students were welcomed No. W

New students were usually welcomed Kol

New students de­ finitely were not welcomed f

Grouped according to state of birth

California

lj.82

139

28.8

263

54.6

80

16.6

Dust Bowl area

32?

77

23.5

182

14-5.7

68

20.8

Other States

II4.2

lf5

31.7

73

51.3

■2lf

17.0

B.

Grouped according to residence in 1939

California

6l±i

172

26.8

363

56.7

106

16.5

Dust Bowl area

192

if?

21).5

100

52.1

if5

23.if

Other States

118

kz

35.6

55

lf6.5

21

17.8

C.

Grouped according to usual occupation of the father

Professional

60

15

25.0

29

lf8.3

16

26.7

234

58

21).9

137

58.5

39

16.6

97

29

29.9

5l

52.5

17

17.6

220

70

31.8

118

53.6

32

Ilf.6

99

19

19.1

58

58.-5

22

22.1).

Unskilled

178

lf9

27.5

93

52.2

36

20.3

Unemployed

63

21

33-3

32

50.8

10

15.9

951

26l

26.1*

518

51|.if

172

19.1

Proprietor Sales Skilled Semi-Skilled

All Students

123

Whether or not the older students discriminated against those from the dust bowl, the facts showed that for one reason or another the students from the dust bowl as a group did not succeed in finding places for themselves in the life of the school as well as did the California and other states group* In Chapter IV it was found that in comparison with the dust bowl group, the California group had nearly one half times as many student body card holders, nearly twice as many who belonged to outside clubs, almost three times as many who belonged to school clubs, three times as many who held res­ ponsible positions of leadership in the school, one and one half times as many participated in some extra curricular activity, twice as many who attended school dances, and three times as many who attended some football game*

On the

other hand, there was found no great differences between the two groups in the number who would like to join some outside club and very little difference in the number who would like to have some position of responsibility*

In other words,

while there were rather large differences between these two groups in the number who actually participated in the various student activities, there seemed to be no discernable difference between these groups in the desire to participate.

Tfi/hile this

still does not prove that there was conscious discrimination against these dust bowl students, it does indicate that there was perhaps good reason for approximately one-fifth of these

12l\.

students feeling that those from outside the state did not get an even break# Undirected comment.

At the end of the questionnaire

was found the following statement, ”What Kind of a year have you had?*1 ”Are things going as well as you expected?” ”Are you satisfied with the way things have been going at school?”

,fAre you getting into things as well as you would

like?11 Give any general impressions you can of the school and how you feel you are getting along.

Many varied and

diverse comments were given by the students in answer to this.

The majority of the students stated that they were

happy and satisfied with the school but some statements were very enlightning.

These statements were tabulated according

to different divisions of the school as follows: 1.

Curriculum.

On the whole the students seemed satis

fied with the present curriculum, however, they realized that due to the over-crowded conditions there were some courses they felt they needed or wanted but could not get in.

The

suggestions which*appeared most often were of the following type: ”Should be shorter periods and have 7 or 8 periods with one or two required study halls” f,Donft have time for all the subjects I have to take and want in order to go to college” ”We need to have courses in radio”

125 WI think we should have a boxing room in the gym” 2.

Buildings and grounds,

^his questionnaire was

taken in January and this coupled with the fact that a com­ plete rebuilding program was in progress made for a number of responses to the effect that there should be lawns put in,

and that steps should be taken to relieve themuddy

situation which existed at that time.

Some representative

comments were: IIWe should take better care of the school buildings11 *The arrangements of the school buildings and the building of the new buildings do offer problems, however, there should be steps to relieve the mud situations11 "The school is too crowded11 "The bungalows are not very satisfactory. are cold in the winter and hot in the summer*1

They

III think the school will be OK when and if they ever get through building and have it fixed up11 f,It is hard to see some blackboards in the bungalows because of the lighting situation11 "The school needs 3.

Students,

a larger cafeteria**

Here, as was seen throughout this

study by implication, was the resentment and discontent with some students regarding the social stratifications which apparently existed.

The outstanding criticism was the fact

that there were many students who were snobbish. significant comments in this area were:

Some

126

"All students who have student body positions are wealthy. All have rich fathers” "The same people are getting offices in school activities* I think they should change” "There are too many big shots in school” "There are too many Okies at school” "I believe most of the students in positions are not responsible" "I'Teel that the same people get into things all the time and they usually get it through pull" "The school is all right and so are the teachers, but the students are not friendly. They try to stay in one little click and keep others out. They are not polite" "There are quite a few snobbish students in this school” "I’ve never had too much so I don’t expect too much now" "There is

too much social standing in Modesto”

"I would like to get into some clubs” "If the kids would not try to be so snobbish it would be a good school” "I feel it is impossible to have a good year as long as the clubs and sororities have their snobbish ideas about so called *Okiesf and 1undesireables1" people.

"Don’t like the school because of the conceited You have to be high class to get anywhere"

"Give the school back to the students and take it away from the Dictator and the congress of ’yes’ men that run it" "There should be more mixed activities between both sexes" "School should not let the same person hold too many offices’ ”

127 ”Students are only welcomed If they have nice clothes and money” if.

Student body cards.

A student body card cost the

student two dollars and allowed students to check out much student body equipment, such as athletic and band uniforms, receive student awards, receive copies of the school paper and entitled him to reduced admission fees to those student body events where admission was charged.

Until this year

the down town theaters cooperated with the student body and gave the students a reduced price to the movies with their student body card.

However, this was stopped by the theaters

this year and the students had much to say on this subject* They said: ”1 wish I hadnft bought one. There isnft any use for one. Next year if we aren’t promised to be let into the movies on them, you won’t sell many” ”Let students get into movies at student prices1” ”Would have more school spirit if we could get into the games free” ”Why aren’t the student body cards usuable?” ”What about the admission to theaters? Because of this I don’t see much value of a student body card” ”lt takes too much money for student body cards, donations, drives, and so on, but the student body is all right” ”Student body cards aren’t worth buying and they aren’t worthy of anything this year” ”Student body cards are of little or no benefit”

128 ”1 think the school is all right except that next year the student body cards shouldn't cost so much because of the.fact they are useless as far as the theaters are concerned** 5.

Teachers.

Most students who made a comment re­

garding the teachers usually said the particular teacher was either very good or very bad depending on the situation at that time between student and teacher.

However, some teachers

had many comments made concerning poor teaching techniques. Those teachers should be closely supervised to see if these statements are valid or whether they were made as the result of personality conflicts.

Some typical comments were:

”l feel that some teachers give too much homework. Sometimes so much that it is difficult to finish and alsobelong to an outside club11 "I feel there is a need for more personal instruc­ tion in class” ”1 think this school needs to have a more interested group of advisors. Students don’t know what to take or plan for until they have graduated and then it is too late1* "Teachers are too darn superior; too sarcastic" "None of the teachers have any school spirit” "I feel that the teachers are interested more in the class as a whole and not so much in one person” "I think the _______ teacher is incapable because every year you hear many students complaining of not understanding the material in that class. Many students say they are merely exposted to "Everything is fine but I wish the school officials wouldn’t be so hard on high school feternities”

129 ’’Some of the teachers are too old and ramble too much11 ”We need more counselling when we are freshman11 ”We have excellent teachers11 ’’Teachers have too many students to be interested in one1’ 6.

General,

There were many general comments made

which fit into various categories*

The majority felt that

they were getting along as well as could be expected in school but there were some comments to the contrary.

Samples of

representive comments were; ”1 feel Modesto High School is the school I want to go to” ”1 think things are going much better than I thought they would” ”1 have had a very good year and am very satisfied with the way things are going at school. I have gotten into all the social life I want and have made many friends” ”1 would like to quit school because it is too hard” ”Not getting as good grades as I should. my own fault” ’’The school is too crowded, too mobilized. run you through like a conveyer belt system”

It is They

”1 like this school better than any that I ever attended” ’’School is a lot of fun just as long as you work to keep going” ”1 haven’t had a very good year” ”1 feel Modesto High School has lost the feeling of being a unit”

130 ,!I am not getting along very well because I am not working as I should. The more 1 work the better I like school11 “Have had a bad year but next year will be better, I’m sure. This was caused by a home situation and not by the school” ,fThis is a good school11 f,In general I have had a very successfulyear. This year is not the year that concerns me. It is the years preceding this. I feel that as a freshman and sophomore I was not impressed enough with the idea that homework and good grades were important. Of course, there is the chance I was exposed to these contentions but paid little attention or no heed thereof11 “I ’m getting along as well as I thought I would and am satisfied with the way things are going. I ’m not getting into things I would like but this school is all right” f,Things haven’t gone as I had planned” ”My school year is going as well as I make it. If I don’t cooperate, neither does the school. My school days could be smoother” “School is OK for some people who like to be told what to do. Too many laws. Too much like service” ”1 feel this school is run quite well. tries, to improve the faults’” Summary.

Everyone

The data of this chapter gave evidence to

support five conclusions.

These conclusions and the support­

ing evidence were as follows: 1.

There was considerable ill feeling between different

groups of students.

This was suggested by the fact that

nearly half of the students felt that many students in the high school were inclined to be snobbish.

This feeling cut

131 across all groupings that were made in the study with the exception of the pledge club group.

In no group did less than

thirty-six per cent of the students feel that the others were snobbish, and not more than fifty-four per cent felt that the same way.

In general, it was not the differences but the

similarities among the various groups that was found which made it difficult to explain.

These data offered little

explanation for the cause of this feeling, but they did emphasize that this feeling did exist. Further evidence that there was some feeling among groups of students was shown in the number of students of the various occupational groups who would have liked to join a pledge club.

As was pointed out in Chapter IV, there

was little doubt but that the pledge club is select, both economically and socially.

Furthermore, this group exerted

tremendous influence on the student government and exceeded all other groups studied in the extent of participation in school activities.

Membership in these clubs was unquestion­

ably a distinct social advantage and yet the pledge club member apparently was not the envy of the son of the unskilled laborer.

Almost none of this latter and under-

priviledged group expressed a desire to join a pledge club. While not proving that there was ill feeling on the part of the underprivileged for those more favored, this lack of desire on the part of the unskilled group to join pledge

clubs suggested that this feeling may exist* 2#

A large percentage of the students were not

anxious to assume responsibility in school and student affairs.

Over half of all students neither held any positions

of responsibility of any kind during the school year nor wished to hold such a position.

Only one quarter of the

students expressed a desire for more responsibility than they had been given.

In general, the students who wanted

responsibility were the ones who had some responsibility. 3*

There was a lack of understanding between students

and their teachers.

Only one-half of the students felt

that most of their teachers were interested in them as individuals and were doing all they could do to help the student.

One student out of nine felt that none of his

teachers were interested.

This belief was held by all groups

studied to about the same degree. 1^..

Many students from outside the state felt that

they were discriminated against.

One out of every five

students from the dust bowl and one out of every six students from other states group felt that students from outside the state were definitely not welcomed into the activities of the school.

On the other hand, approximately one out of four

of the dust bowl group and one out of three of the other states group felt that there was no discrimination.

133 5>.

On the whole, the students were satisfied with

the education they were receiving.

Approximately one third

of the students felt that their education was just what they needed.

One-twentieth of the students felt that school was

a waste of time.

One half of the students felt that the

education they were receiving was valuable in helping them solves personal problems, and over one-third felt that their education was valuable to the extent that it would help them in the future.

CHAPTER VI

SUMMARY AND CONCLUSIONS Purpose of the study*

This has been a study of the

degree of school success enjoyed by boys of differing social and economic backgrounds and of the attitudes of these stu­ dents toward the school program, their teachers and their fellow students.

One purpose of this study was to discover

whether all groups of students participated on an equal basis in the life of Modesto High School or whether in some way preference was given to those who had money or were ”well bornM•

The effectiveness with which Modesto High School

served as a safeguard of democracy could be determined in large part when the answer to this question.was known. The occupational groups.

Perhaps the most outstanding

finding of this study was that the sons of the unskilled workers had almost no part in the extra-curricular program of the school.

The record of their participation in student

activities, the record of their in-school and out-of-school club membership, the record of their attendance at dances and football games, and the record of the responsibilities they assumed all pointed to the fact that these were not for them.

On the other hand, the sons of professional persons

not only participated in the activities of the school, but

135 they ran them as well.

They went out for the team, they

attended football games and dances, they belonged to clubs, they assumed responsibility for the management of student affairs, and in general, did all of the things that the sons of unskilled laborers did not to. The unskilled group apparently found a measure of comfort in the motion picture theater and Sunday School.

This

was the only activity included in this study in which the sons of unskilled workers participated on an equal footing with the other groups. In general, on items concerning the school program or the teachers, the attitudes of the unskilled group differed but little from the attitudes of the other occupational groups. They felt essentially the same as did the other groups about the education they were receiving. The pledge club group.

Of all groups studied, the

group composed of pledge club members appeared to be the socially most select.

They exceeded by far, even the

professional group, in the number who participated in the various activities, and they practically monopolized the stu* dent government. The groups based on state of birth and residence in 1939.

It was the thought to set up these two groups to

differentiate between the migrant group that come to

California from the dust bowl area between 1931 and 1939> and the group from the dust bowl area that came to this state, because of the present time*

thewar or other reasons, from 1939 Itwas interesting that the findings

in all phases of this study were so similar that no out­ standing differences could be drawn.

Apparently very little

improvement, economic, social or otherwise, was made by the migrants of the 1930*s over the migrants of the 19if0fs.

Over

one-third of the students who lived in the dust bowl area in 1939 were in the -unskilled group.

As might be expected from

this overlapping of groups, the responses of the dust bowl group resembled very closely the responses of the unskilled group.

Miile in general the dust bowl group had approximately

the same relation to the California and other states groups as the unskilled group had to the occupational groups, the dust bowl group was much less out of line than was the un­ skilled group.

This would cast doubt that the differences

between the dust bowl group and the California group were due to geography.

Most of the differences between these groups

seemed to be moreclosely

associated with the differences in

occupational stata of the two groups than with the differences In their places of residence in 1939* Participation in activities.

There was not only unequal

participation of the various groups in school activities, but the total number participating was relatively small.

Only

137 eighty per cent of the students had student body cards and were thus entitled to full participation in student body affairs*

Approximately forty per cent of the boys belonged

to out-of-school clubs, one fourth of the students belonged to school clubs, less than one half of the students parti­ cipated in student body activities, and one third of the students attended one or more school dances during the year* Acceptance of responsibility in school and student affairs*

Less than one-fourth of the students held any kind

of position of responsibility, and on©-fourth wanted more responsibility than they had had in the past.

Of those

who had never had any responsibility only one-fifth felt that they would like some. Snobbi shness on the part of the students *

The findings

did not prove that many students in Modesto High School were snobbish, but they did show that most of the students thought that the others were snobbish.

It was almost a case of every­

one thinking everyone else was a snob.

Nearly one half of those

responding stated that they felt this snobbishness. Implications. the findings*

One sentence will rather largely summarize

To say that Modesto High School was not for

students of low economic and social status merely pointed out the obvious implications throughout the entire study.

Through

138

this study, the students themselves have revealed the exis­ tence of an economic and class structure in Modesto High School#

They have revealed also that resentments against

unevenly distributed honors and privileges have been felt by the underprivileged students*

For the administrators,

the counselors, the teachers, and the students there were implications to be read from these findings.

First, what

was this situation doing to the development of the mind and spirit of the individual student?

Second, what effect would

the attitudes developed by this failure to practice democracy in the school have upon the support these future citizens would give to the perservation and development of the democratic way of life?

As a part of both of these implica­

tions was the question:

$/hat is the school*s responsibility

and what must the school do about it? The effect on the student#

Real danger is faced in

that many of these students will leave school discouraged and embittered when their school experiences should have made them enthusiastic and confident in their own potentialities# A sense of belonging, a sense of importance, and a desire to accept responsibility for the welfare of the group were not m

being developed*

Developing instead were a sense of defeat,

a •lfwhat *s the use’1 attitude, and a bitterness toward society. These students were not receiving that which is the right of

139 every individual in a democracy and that which was the responsibility of the school to give, namely, the opportunity for their fullest personal development according to their own natures* The effect on the outlook for democracy*

The

greatest contribution the school could make to insure that democracy will survive in the trying years ahead would be to instill in its youth a firm devotion to and a complete faith in the democratic way of life.* This was not only a contribution the school could make, it is a contribution it must make if democracy is to survive.

Yet, here was a

large group of students who read and heard about democracy but who did not see it practiced nor did they practice it themselves.

They were the citizens of the future who would

decide whether democracy is to be preserved or be abandoned. It seemed doubtful that the school was doing what it could do to fortify these future citizens with the faith and the moral stamina they will need if they are to participate in perpetua­ ting the democratic way of life. Recommendations.

It is essential that there must be

developed on the part of all who are associated with Modesto High School an understanding of the concept of democracy, of its implications for this particular school, and of the responsibility which rests on the school for its preservation

and its development.

Every phase of the life of the school

must be made to contribute to the development of democratic faith, ideals, and habits on the part of every student.

This

is a large order that calls for the coordinated action of administrators, counselors, teachers, students, and parents. This action must start with-the deliberations of small groups of people who can begin to define the problems and then bring others into the picture as they are needed for the planning and for the execution of plans.

A beginning could be made

through informal meetings of teachers who are interested in the whole general problem. Modesto High School.

There are many such teachers in

Through them, the support and efforts

of the whole school and much of the community could be rallied. There was not just one problem to be solved, there were many problems in many areas, many of them areas in which these problems themselves had not been closely defined.

The basic

problems will be brought to light when action is taken as a result of group thinking. There are many problems which could be solved in the same general way.

Pupil-teacher relationships, pupil-pupil-

relationships (the fraternity question), the extra-curricular program, and the curricular program, and the curriculum are all areas in which the existence of very serious problems has been

revealed by this study. handed.

These problems cannot be solved single

They can be solved only through the cooperative

efforts of those people that these problems concern.

BIBLIOGRAPHY

A,

BOOKS

Bell, Howard M., Youth Tell Their Story* American Council on Education, 193o.

Washington, B.C.: 273 PP*

A study of the conditions and attitudes of young people in Maryland between the ages of l6 and 2[(.. Cook, Lloyd A., Community Backgrounds of Education* The McGraw-Hill Book Company, 1938# 229 PP*

New York:

A very fine text on how the community influences the educational processess as they are carried on in each local community* Cross, W. T., and Dorothy E. Cross, Newcomers and Nomads in California. Stanford, California: Stanford University Press, 1937* A check was made on the migration of laborers into the San Joaquin Valley. A brief account of the history of the migratory labor in California in the early part of the twentieth century is given. Davidson, Percy E., and H. D. Anderson, Occupational Mobility in An American Community. Palo Alto: Stanford University Press, 1937* &5> pp. A study of the mean incomes as it applies to occupational groups in a block of workers in San Jose, California. Lange, Dorothea, and Paul Schuster Taylor, An American Exodus: A Record of Human Erosion. New York: Reynal and Hitch­ cock. llfT*pp. They visited migrant camps in all sections of the country and studied the living conditions of the migrants on the road as well as the original cause for the migration. They have presented an eloquent story of their findings through the medium of pictures in this book. Nystrom, Paul H., Economic Principles of Consumption. York: The MacMillan Company, 32I4. pp.

New

A textbook on economics in which he gives a method for translating into relative standards of living the mean incomes into eight welfare levels.

Rugg, Earl W., Summary of Investigations Relating to Extra* Curricular Activities. Greeley, Colorado: Colorado State Teachers College, 1930* 121 pp. A scholarly study on the extra-curricular activities in the Colorado schools. He presents the problems and the rewards of this program in an interesting way. Sims, H. V., The Measurement of Socio-Economic Status. Bloom­ ington, Illinois: Public School Publishing Company, 1928. l5o pp.

A scale was devised in this text to measure the social and economic status of an individual. They are very complete but quite involved. Wallenstein, Nehemiah, Character and Personality of Children from Broken Homes. Hew York: Bureau of Publications, WfSl, Columbia University, 1937* 86 pp. Carefully executed study of the effort and effect of the broken home upon school children of grades 5>B to 8B actually in attendance, as compared with controlled groups from normal homes. A wide variety of traits were measured. A set of gross comparisons and a set of matched comparisons were made for each trait. B.

PERIODICAL ARTICLES

Edwards, Alba M., tfA Socio-Economic Grouping of the Gainful Workers of the United States,” Journal of the American Statistical Associatlon. 23:378-8'lf, February, 1933* An occupational scale is given which the author uses to measure the gainful workers of the United States as to their socio-economic status. Gordon, Leslie 0., ”Breeding Grounds for Social Unrest,” School Executive. 57*23, September, 1937* Migratory camps are places where discontent and confusion develop. Democracy is threatened by such places. Heffernan, Helen, ”Report on Conference on Education of Children of Seasonal Workers,” California Journal of Elementary Education, 7*181-192, February, 1939*

114-5 A complete report is made on the conference on migratory problems discussed at a meeting of educators at Fresno ‘ State College, Fresno, California, December 1939* Law, W., "Problems of Migratory Students," California Journal of Secondary Education, li|.:170-3, March, 1939* The difficulties that the pupils encounter in changing school systems and special difficulty in entering from out-of-state schools are explained, Taylor, Paul S., and E. J. Rowell, "Refugee Labor Migration to California, 1937>,f Monthly Labor Review, lj.7:2lj.0-5>0, August, 1938* Valuable information is given on the number of people coming to California to seek employment between the years of 1935 and 1938. C.

PUBLICATIONS OF LEARNED ORGANIZATIONS

California Committee for the Study of Transient Youth Report, 19ii9» Sacramento, California: State Printing Office, 1959. 48 pp* The report and recommendation of the California Committee for the study of transient. Varied detailed information on the migrant problem in the central part of the state, Profitt, Maris M., "High School Clubs," United States Depart­ ment of Education Bulletin, 18:61}., I93I4The report of a survey by the United States Department of Education of high school clubs. An important conclu­ sion was the percentage that the club membership is of the school enrollment varies greatly and in inverse ratio with the size of high schools. D.

UNPUBLISHED MATERIALS

Berry, John Wesley, "The Relation of Social Status to School Success in Modesto High School." Unpublished Master’s thesis, Leland Stanford Junior University, Palo Alto, 19i42.

lIj-6 A study to determine if the school was meeting equally well the needs of all classes of students, and whether it was helping break down the social barriers between those who "have" and those who "have not". Cobb, Wilbur K., "Retardation in Elementary Schools of Children of Migratory Laborers in Ventura, California.11 Unpublished Master's thesis, The University of Southern California, Los Angeles, 1932. A study was made of migratory children to show the re­ tardation of their school work. Most of the children studied were Mexicans. Cridge, Inez R., "Status of Children from Transient Families.11 Unpublished Master's thesis. The University of Southern California, I*os Angeles, 19q-2. The purpose of this study was to try to discover whether children who had been in one school for three years were different from children who had been in several schools, with respect to chronological age, school achievement, home background, and interests. Freeman, Sherman H., "Extra-Curricular Activities in Small Secondary Schools." Unpublished Master's thesis, The University of Southern California, Eos Angeles, 1935* A study of the extra-curricular program at Taft High School. He felt that whatever it is that is required to excel in the extra-curricular life of the high school seems to be the same thing that contributes most to success later. Grant, Jettye Fern, "A Comparison of the Educational Achieve­ ment of Migratory Children and Children of Permanent California Residents." Unpublished Master's thesis, The University of Southern California, Los Angeles, I9I4.I. A study of a migratory group and children of permanent California residents in order to determine similarities and differences in the educational achievement of the two groups as indicated by the tests, and to interpret the differences In achievement in terms of educational needs of the migratory children. Kane, Samuel, "The Relation of Socio-Economic Status to School Success." Unpublished Master's thesis, The Univ­ ersity of Southern California, Los Angeles, 1944*

lltf A study of Negro students in a Texas High School. He found the degree of relationship existing between the total socio-economic status scores and the total school success scores is too small to indicate a very high degree of relationship. Konald, A. Ewing, *”An Analysis of the Effect of the Economic Status of the Home on Pupil Progress.” Unpublished Master1s thesis, The University of Southern California, Eos Angeles, 1935* A study a group of students from an underprivileged district. He concluded that the underprivileged children economically are grouped and labeled as the group that represents the lowest intelligence and the poorest school success. Morrow, Joseph Albert, flA Study of Some Factors in Pupil Participation in the Small Club Extra-Curricular Program at Taft Union High School, Taft, California.” Unpublished Master*s thesis. The University of Southern California, Los Angeles, 19q.2. A study to discover some factors which influence pupil participation in the small club extra-curricular program and determine the percentage of student participation, relationship between intelligence quotient rating and participation, and son. Prince, Arthur Edmonson, ”The Effect of the Economic and Social Conditions of the Homes on Pupil Progress.” Unpublished Master’s thesis, The University of Southern California, Los Angeles, 19ij.O* A study of 70 children in an elementary school in El Centro, California. He divided his groups into superior, middle and inferior classes and gave his conclusions from this. Scholl, Claire R., ”A Comparative Study of Children from Normal and Broken Homes.” Unpublished Master’s thesis, The University of Southern California, Los Angeles, 19i|0. A study to discover the differences between a group of children from broken homes and a group of children from normal homes, and to see if these children needed special assistance which the school could give them through additional guidance.

Stephens, DeVere A,, **An Analysis of the School and Home Problems of Migratory Children in the San Joaquin Valley, Unpublished Master1s thesis. The University of Southern California, Los Angeles, 19q0. A study of the migratory children in the Central San Joaquin Valley showing the relationships between the home and school problems. There were equal control groups used of l,lj.25 migratory and non-migratory workers.

APPENDIX

V.Te are eager that this high school serve the student in every way possible. If we are to help you in a solution of your problems, we must know what those problems are. He need to know what the school can do to help you, where the school is succeeding and where it is failing. He have designed this questionnaire to give us the information we need. These questions have been very carefully selected and only those which we feel to be important have been included. He feel that if they are correctly answered, we will obtain information which will be of great value in helping us to make this the kind of school that m i l serve you best. Your answers m i l be tabulated along with the' answers given by other male students. It is not necessary for us to know who you are. So that you m i l feel free to / give frank, truthful ansvrers to these questions, you are NOT TQ SIGN YOUR NALIE TO THIS QU3STI0NAIHE. If the information we gain through this questionnaire is to be of value, it is essential that you answer each question as completely and accurately as possible. Your cooperation is requested. INSTRUCTIONS: In all questions where you are given a choice of answers to check, pl-w.e a check (y) before only the most nearly correct answer unless you are given '•••'■.her instructions to the contrary. If none of the answers that are listed for you to check is essentially correct, write in the correct answer in the space provided for that .purpose. Remember to check but one answer unless you are instructed to make a multiple choice. If you care to qualify or to comment on any of your answers, feel free to do so. 1.

How old are you? (years only) ___

In what month were you born? _ _ _ _ _ _ _ _ _ _

2.

In what *state were you born?

3.

In what state did you live in 1939? _____________________

It.

Hhat is your year in school? (circle)

p.

How many years have you lived in California? ________

9B 9A 10B 10A 11B

11A 12B 12A

6. How: many times have you moved during the last two years? (This means during this school year and last school year.Count only the times you moved from one town to another or from one community to another.) 7.

TJho furnishes most of the money for the support of your family? (Place two .• checks before the person who is the major support. Place one check before all others who are employed part or full time during the year.) Father ' Mother Brother Sister Yourself other. (aunt, uncle, etc.) _____________________

8.

Is the present job of the chief supporter of your family full time or part time? Full time Part time

9.

Has the chief supporter of your family ever drawn unemployment insurance? Yes No

-210.

What is the present occupation of the person you named in question 7? (Check the general type of work he does.) Doctor, lawyer, teacher, civil or electrical engineer, minister, ’ ’ architect, etc. Store owner, building contractor, bank manager, farm owner, store manager, service station owner, government inspector, etc. Salesman, bookkeeper, sales clerk, stenographer, secretary, railroad employee, mail carrier, telephone, operator, decorator, insurance agent, real estate agent, county employee> etc. Carpenter, electrician, mechanic, policeman, cannery foreman, labor contractor, fireman, farm manager, blacksmith, jeweler, piano tuner, tailor, cab driver, etc. Butcher, cook, practical nurse, truck driver, barber, lineman, hospital attendant, attendant in dance hall, pool room, etc. Cannery worker, farm laborer, fruit picker, fruit cutter, dish washer, waiter, gardener, household worker, janitor, servant, etc. ______ Other, Describe i __________ ___ ______ ' Unemployed. Looking for work Unemployed. Not looking for work. thy? _________

11.

About howr long has ‘the chief supporter of your family worked at his present job? Six months or less, _ Six months to one year. 'One to two years. Two to five years. .liore than five years.

12.

’That other members help support the family? Include only those living with you and who contribute to the support of the family or who send money to help sup­ port the family. Include yourself if youhelpsupport the family. List belowr the other members of the family who work. Example: S i s t e r

13.

With whom are you living? father and mother father _____ mother • ' mother and step-father ______ father and step-mother relatives friends employer foster home other, fho?

Type of York they do. Full care for children

time or part time, part-time___________

-3lU.

Information about parents. Both parents alive and living together ' father dead mother dead both parents dead and I am living with ______ Parents divorced or separated ' Parents separated not because they wish, but because of business reasons health, eponoraic reasons, etc. Other. Y.hat?

15.

How many people live in your home?

16.

Do you have a telephone in your home? . yes ' no

17*

Does your family own an automobile? (Not a truck) yes _

_

(Count everyone including yourself)

no

18.

How many rooms are there in your home?

(Do not count the bathroom) ___

19.

Where do you live? In the city of Modesto On a farm In a small town near Modesto. (Salida, Empire, etc.) Outside city limits of Modesto, but'not on a farm South of Modesto North of Modesto East of Modesto " lest of Modesto

20.

About what grade in school did your father complete? (Circle nearest grade') Grammar school 1 2 3.1*56 7 8 Did he graduate? ____ _ High School 1 2 3 1* Did he graduate? _____ College 1 2 3 h 5 Didhe graduate? ____ Any other schooling ? ______ that kind?___________. '______

21.

Do you ever have trouble with your eyes? yes no Check any trouble you have had. sometimes have trouble seeing things onblackboard sometimes eyes hurt when'reading ' sometimes have headache after reading or watching movie have other trouble. What?

22.

Do you wear glasses? yes

no 23.

Do you belong to a club or group that is not directly connected with school? Do not belong to any outside club. ___ Belong to a pledge club (fraternity). Belong to Boy Scouts, YMCA, church group, etc. (Do not count Sunday school unless your class has activities outside of regular Sunday school time.) Other. What?

'

-u-

/

2lt•

Is there any club or young peoples group in which you feel you would like to become a member? Boy scouts or sea scouts ' Hi-Y , Epworth League, Christian Endeavor, Youth for Christ, or other church group some fraternity some other organization. What? , , ___________ some other, but don’t know what Do not want to join any out-of-school club or group,

2$.

Do you belong to a school club? yes no i

26.

27.

(

During the last semesteh have you been elected oh appointed to any kind of school or studept body position. Ho t officer in school; club student body officer member of Congredd . member of committee. TJhat? . ■ _________________________ officer in F.F.A.^ ~ ’ : ______ captain of a team; Y/hat? , ___________________________ other. Y/hat? v. ' Y/ould you like to hold some position in school affairs? .___ _ yes. TJhat? ; ___ no M ! * ' '’ " ' '

'

28.

Do you have a student body card? yes _____ no

29.

If not, what is your main reason? _____ Could not afford to buy one ' just neglected to buy one not interested in buying one other. TJhat?

30.

Have you ever been a member of a Modesto High School athletic team? , yes no

31.

Check any of the activities in which you have taken part during this or last year. Football (Varsity, Rambler, B, or B reserve) Basketball- (Member of A or B squads) Basketball (Member of inter period team) ” Baseball (Member of Varsity or Frosh-Soph team) 2 Track (Competed against other schools) Speech or debating Dramatics A Cappella choir ‘Band or orchestra ■____ Member of Agriculture judging team Swimming (school team) Golf (school team) Tennis (school team) other. TJhat?

-532.

How many Modesto High School football games did you attend this year? you were on the football squad, do not answer) four or more three .two — one none

33•

If you did not attend any of the football games, why? not interested lack of transportation .had to work ' parents objected . could not afford to go other. that?

3U*

Did you attend any of the school dances held at night this year? yes ' no

35>.

Would you like to be able to participate in more school activities? (Athletics, debating, dramatics, band, clubs, etc yes no If so, in what would you like to participate?

(If

Give, if you can, any reasons why you have not been able to participate in as many activities as you would like?

36.

Do you have a h o b b y ? yes 1 _____ no If so, what is your hobby? ___________ '' ' ___________ ___________ If you don’t have a. hobby,, would you be interested in starting one? yes no

37.

Do you attend Sunday School or church? regularly. Nearly every Sunday ' once in a while never or almost never

38.

About how often do you attend movies? ___________almost every night two or three times a week about once a week less than once a vreek ____ almost never (usually less than once a month) • never

39.

With whom do you usually attend the movies? usually .go alone usually go with another boy or group of friends ' usually go ”on a date” usually go with members of family

1*0. About how often do you go out in'the evenings:(Do not count times you go with your parents. Include only the times you spend thelarger part of the* evenings after the evening meal away from home.) almost every night __ two or three times a week about once a week less than once a week 1*1. Where do you usually go when you go out in the evenings? to school activities (plays, games, dances, etc) to the movies activities associated with fraternities club meetings (other than fraternities) parties or private dances public dances church or church activities friends1 homes to visit, study, etc. pool hall or wander around the streets or ride around in cars nothing particular to do other. YJhat ?

with

1*2.

Do you enjoy staying home in the evening if there is no real reason for going out? yes no

1*3.

Do you enjoy inviting friends to your home? _ yes no, because do not have a nice home do not like to have friends me et. my family family does not like house full 0.

Do you feel that too much importance is attached to the possession of money and good clothes in this school? yes no uncertain

5>l.v Do you think that the students who have good clothes and money get the "breaks” around school? yes no uncertain 52.

Have you ever seriously thought you would like to quit school? yes ____ no If so, why? ___________________________________________

53*

If you were perfectly free to do just as you washed regarding school attendance, about howr far would you go with your schooling? would like to quit now or very soon ' would like to go a year or so longer -would like to graduate from high school would like to go to college

5U.

Are you interested in the subjects you are taking? am interested in all of my subjects am interested in most of my subjects ^most of my subjects do not interest me. I am not interested in any of my subjects.

55-

Do you feel that your teachers are interested in you as an individual and are doing what they can to help you? feel they are all interested feel some are interested and some are not feel that most- are not interested in me

56 • Is there anyone who seems interested in helpihg you make plans’for a future occupation. (You may check more than one.) father of mother teacher or some school official minister or Sunday school official ' other. V.ho? _______ . | _______ . _______ no one seems interested.

-857.

How do you feel about the education you are receiving? (Check as many as you wash.) I am getting just what I need I feel it is valuable in helping me solve personal problems I feel it is valuable in helping me prepare for a job 1 Is valuable in helping me understand the world in which I live. Is valuable to the extent that I amy be able to use it in the future Is valuable in helping me learn to get along with people and make friends " Js valuable in helping me appreciate art, literature, music, etc. Deals with things I am not interested m Too many subjects are required .which do not seem to touch my problems ■*r" The education deals with things I can't use until I'm grown It is a wrast-e of time.

58.

When you are worried or in trouble, to whom do you usually go? father mother teacher or other school official minister or Sunday school official other. Who? _______________ _________ No one

59.

Do you feel in need of someone to whom you could go for help when you are worried or have difficult problems to face? ___ yes _____ no

60. Do you feel that there is a need in the school or in the community for more "things to do" for people your age? (Put twro checks for the one you are most interested in and one check by any you feel there is a need for.) A community club house where private parties and dances could be given. Well-supervised community dances for people of your age at little-or no cost. These dances wrould be open to all people your age who wanted to come. ____ Supervised community musical or dramatic groups for people your age. _ Centers where tools and other shop equipment wrould be available for your use. More equipment for community baseball and other athletic teams, diamonds,etc Other recreational needs. What? ______________________ No need for more recreational activities. '61.

Of the 2750 students in this school, about how; many do you feel you could call your friends?• (Include only those you know well and you feel really care for you.) have many friends ^ about five or six . one or two —

62.

none

Are there any reasons why you do not have as many friends as you would like? do not have enough money or good enough clothes _ _ _ _ parents are too strict live too far away from other students ____ too self conscious. No not know how to make friends ' students in this school are not friendly. other. V.’hat? ________________________________________________________ T~ Have all the friends I want.' ' 7 ^

■4963. Do you believe that in most cases the students who hold responsible positions around school in student body, classes, Congress, etc., are the ones best fitted for the jobs? " In most cases they are the be’ ^t fitted In most cases they secured these jobs because of "pull”. Uncertain 6h» Do you believe that students should; be allowed to participate in and to attend school affairs, free of charge? (Nfo charge for student body card, free admis­ sion to games, plays, etc.) should pay for student body pard, butno otherexpense. no expense of any kind for student body activities about right as it is 1

63.

r

IJ

Do you feel that many of the students in this school are inclined to be snobbish? many are snobbish few are snobbish

66. Do you like to have your friends meet your parents? am anxious to have friends meet my parents makes no difference whether my friends meet my parents or not do not want friends to meet my parents. 67. Do you feel your parents are too strict? _

_

^res no

68. Do you feel that your parents1 ideas are inclined to be "old fashioned"? generally yes ‘generally no ' once in a while never old fashioned 69.

In your opinion, are students who have come to Llodesto from outside the state welcomed by other students into the life and activities of the school? yes . ' usually _

no

70.

Do you feel that you have succeeded in getting into the social life of the school or succeeded in getting into a group that you like? ; yes ' no a little, but would like to get in more do not want to get into social life of school or group

71.

What kind of a year have you had? Are things going as well as you expected? Are you satisfied with the-way things have been going at school? Are you getting into things as well as you would like? Give any general, impressions you can of the school and how you feel you are getting along.

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