Vocational Education and Guidance of Negroes

Home , Vocational education

PROJECTIN VOCATIONAL EDUCATION AND GUIDANCE OF NEGROES

Vocational Education and Guidance. of Negroes

Report ofaSurvey Conducted by the Office of Education

By AMBROSE CALIVER Senior Specialist in theEducationof Negroes

1#0.4 "I'. 11,.!V*0'.'"-%:.- , _

BULLETIN, 1937, No. 38 p.

UNITED STATES DEPARTMENTOP THEINTERIOR . Harold L. Ickes, Secretary

OPTICSOFEDUCATION - - . GP . O -J. W Studebaker, Commissioner

UNITED STATES GOTURNIIINT PRINTING ()RIC&- ...... - WAssmorow:1938 Fatsaleby theSuperintendentof Dampens*. Waahingtau, D. C. - . . s - - Price20cease

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Contents

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Page FOREWORD lx CHAPTERI:INTRODUCTORY STATEMENT

Need for the study 1 Scope of the study 3 Data andsources 4 OF CHAPTER II: SUMMARY FINDINGS, CONCLUSIONS,ANDRECOMMENDATIONS. ... 8 Findings concerning Schools and colleges 8 Teachers and teaching 1 0

High-school pupils, graduates,and nongraduates 1 1 GuidanCe 1 3 Conclusions 1 3 Recommendations 1 4 ziCHAPTER' III: THE GENERAL EDUCATIONAL PROGRAMAND THEPLACEOPVOCA- TIONALTRAINING 1 6 General situation 20 Federal aid for vocational education 28 CHAPTER IV: VOCATIONAL EDUCATIONINAGRICULTURE 34 Number of-schools and classes 35 Curriculum offerings and registrations 36 Enrollments intypesof schools i 38 The collegeprogram 40 Federal aid for vocational agricultural education 46 Conclusions 47

CHAPTER V:VOCATIONAL EDUCATIONINHomE EcONOMICS...... 49 Number of schools and classes 49 Curriculum offerings and registrations 50 Enrollments intypesof schools 52 Number of teachers 54 Federal aid for vocational education inhome economics 54 Conclusions . 56 nr

o IV CONTENTS

1 Page CHAPTER NI: VOCATIONAL EDUCATIONINTRADESAND INDUSTRIES 58 Number of schools and classes 58 Curriculum offeringsand registrations ***** 58 I Enrollments intypesof schools 62 Number of teachers 63 Federal aid forvocationaleducation in tradesand industries 64 Conclusions 65

CHAPTER VII: TEACHERSANDTEACHING.. OOOOOO 6-- Preparation,experience, and salaries 6-- Federally aidedteacher-trainingprogram 69 Characteristics ofrepresentative vocationalcourses , 73 Conclusions 76 CHAPTER VIII: 14, INFORMATION NEEDEDFORGUIDANCE r Social and economicbackground School interests,activities, andachievements 80 Pupils' occupationalchoices 84 CHAPTER IX:INFORMATION HELPFULIN FORUMLATINGGUIDANCEPROGRAMS... 91 General characteristics 91 Interests and activitiesin school 95 Activities and interestsafter leavingschool 99 CHAPTER X: VOCATIONALGUIDANCEINSECONDARYSCHOOLSANDCOLLEGES FORNEGROES 1 1 1

Organization andadministration ofguidance. 4 111 Guidance functions andservices 112 Collection anduseof information 113 Conclusions 11'. APPENDIX 'A 121 APPENDIX B. 134 TABLES

1. Number andpercentof Negropupils whoplanto dropoutof highschool for indicated reAons 6 2. Number andpergent of Negro high-schoolpupils whoare overage in the grades indicated, accordingto geographical regions 7 3. Number anddistribution of separate high schools for Negroes V 17 4. Negro high-schoolpopulation and schoolenrollment,accordingto States. 18 5. Ntimber andpercent of pupils who attendedand who didnot attend junior high school 19 6. Number of vocationalcoursesadded anddropli10by 207 highschools byyears from 1930to 1935 20 7. Number ofspecied vocitionalcoursesadded anddropped by207 high schools for Negroesfrom 1930to 1935 .21 8. Curriculumregistrations for thepast 10yearsin 207 highschools for Negroes, bysex 23 9. Number of publiccolleges offering Negrostudents specifiedvocational Courses 25 10. Number ofprivate CollegesofferingNegro studentsspecifiedvocational . . cOursei 26 11. Number of Negrostudents registeredin vocationalcurriculums in certain colleges underpublic control,for eachyearfrom 1930-31to 1934-35.... 27

. CONTENTS V

Page 12. Number and percentof classes for Negroes in federallyaided vocational

agriculture, accoidingto typesof schools andyears,in 1 8 States . . . 36 13. Number and percent of total Negro students refistered in each kind of agri- culturalcoursebytypeof school, 1934-35, in 1 8 States 37 14. Number and percent of Negro students enrolled incoursesin vocational agri- culturecoursesin the differenttypesof federally aided schools, according

to years,in 18 States . . 39 15. Occupatidnal distribution of the 1934 graduates majoring in agriculture of 5' white and 10 Negro agricultural colleges, Southern region, 1935 40 16. Percent of agricultural college graduates trained-asteachers of vocational agriculture b9P States, 1 935-36 41 17. Number of Negro students enrolled in specified coursei in agriculture in 16 public institutions of higher learning, ,1935-36 42 18. Placement of Negromentrainedasteachers of vocational agriculture by States-, 1935-36 43 19. Kinds of classes conducted by teachers of voeational'agriculture,fiscalyear 1935-36 43 ,O. Teaching load of teachers of vocational agriculture, 1935--36 44 21. Number of full-time and prorated teachers of all-day classes, fiscalyear 1935-36 45 22: Amount andpercentof Federal funds expended for vocational agriculture in

the differenttypesof schools, accordingto race and years, in 18 States, . . . 47

23. Number andpercentof classes for Negroes in federally aided homeeconorilics, as accordingto typesof schools andyears,in 18 States 50 24. Number andpercentof total Negro students registered in each kind of home economicscoursebytypeof school (1934-35), in 18 States 50 25. Number of schools reporting and number andpercentof Negro pupils registered in specified home economicscoursesin regular and reorganized high schools, 1934 51 26. College enrollment in specified home economicscourses,in 18 public colleges and 2 private colleges for Negroes 52 27. Number andpercentof Negro students enrolled in home economicscourses in the differenttypesof federally aided schooLs, accordingto years,in 18 States 53 28. Pupil-teacher ratio in federally aided home economicscoursesin all-day and evening schools, accordingto race and years 54 29. Amount andpercentof Federal funds expended fór home economics in the

differenttypesof schools, accordingto raceandyears,in 18 States.. ... 56 30. Number andpercentof classes in federally aided trades and industries, accord- e ingto typesor schools andyears,in 18 States 59 31. Number of students registered in federally aided high-school vocational cotirsesin trades and industries, accordingto race,1934-35, in 18 States.. 59 32. Number of schools reporting and number andpercentof Negro pupils registered in specified trade and industriescoursesin regular andreor- lanized high schools, 1 934 60 ) 33. Numbere41 Negro college students registered in specified vocationalcourses in inClustrialarts,architecture, and building construction curriculums. 61 34. Numbet'andpercentof Negro studè..nts enrolled in trades and industries

I coursesin tbe differenttypesof federally aided schools, accordingto years,in 18 States 63 35. Aniount andpercentof Federal funds expended for vocational wórk in trades and industries in the different types of schools, according toraceandyears, in 18 States 65 **41 '- VI CONTENTS

Page 36. Niimber andpercent of vocational teachersof Negroesstudied whohold degrees, 1935-36,accordingto where they teach ., .. . 67 37. Mediannumber ,ofyearsof teachingexperience ofvocationalteachers of Negroes, accordingto educational level attained,1935-36 68 38. Number andpercentof vocationalteachers ofNegroesstudied, employeda given number ofyearsin the schoolsin which theyarc now working, 1935- 36 69 39. Distribution of vocationalteachers of Negroes,accordingto annual salaryand svbjects taught,1935-36 69 440. NuMber andpercent of Negro students enrolledin federallyaidedvocational teacher-trainingwork in thedifferent fields,by years,in 18 States...... 70 41. Amountandpercentof Federalfunds expendedfor thedifferentfields in federally aidedteacher-trainingwork, accordingtoraceandyears,in States having separate schools 71 42. Amountandpercent of Federal expenditurefor vocationalteacher-training during 1928-29and1934-35,randincrease anddecrease of1934-35com- pared with 1928-29 by State andbyrace,in 18 States 72 43: Number ofteachers indicatingthepercent of total time allottedto practical work and to discussion 74 44. Numberof teaChersindicating conditiononwhichcourses are offered...,. 74 45. Numberof teachersintlicatingtypes of materials used in conductofcourses. 75 46. Number ofteachers indicatingthe criteriagivenmost weight indetermining students' marks 75 47. Numberof vocationalteachers of Negroesindicatingfreedompermitted students in choosing shoporfield projects 76 48. Numberandpercent of Negro high-schoolpupils whosefathersare engaged in given occupations 77 49. Medianyearsofeducation attainedby paients of pupils,by regions .. . . 78 50. Percent ofpupils whosefathers andmothers hadattainedagiveneducational level 78 51. Numberandpercent of pupils indicatingthe number of books in home 79 52. Numberandpercent of pupils from *homessubscribingor not subscribingto newspapers, 80- 53. Percent of pupilswho participated in certainextra-classroomactivities.... 81 54. Numberand perctntof pupilsof givenagewhen enteredfirstyearhighschool., 82 55. Age-gradedistribution ofNegro high-schoolpupils in 33States andthe District ofColumbia, 1936-37 ...... 83 56. Number ancfpercent of pupils indicatingoccupationalchoice, bysexand on- 85 57.Number"gi andpercent 'of pupils indicatingchoice ofoccupation,by size of community..... 86 58. Percent ofpupilsattributing theirchoice ofoccupationto indicated influences, . by regionandsex , 88 59.iTumberof pupilschoosing givenoccupations,accordingto hobby of first preference andpercent of pupils expressing first preferencefor givenhobby. 89 60. Numberangpercent of pupils havingparents with designatededucation who expressedadesireto enteragivenoccupation 90 61. Numberand medianageof Negrohigh-schoolgraduates and graduates, accordingto size of community inwhich theylive, 92 62. Numberand medianageof eveningschoolstudents whohave attaineda given levelof education 93 63. Numberandpercent of nongraduateswho droppedoutof schoolat given grades , at 93 ...... i , . e CONTENTS VII

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64.Number andpercentof nongraduatesindicatinegradereached, by rtgion... 94 65. Number of evening school students who left schoolat stated grade levels, by sex 95 66. Numberandpercentof graduates andnongraduates who pursuedgiven curriculums while in high 'school,by region. 96 67. Number and percent of nongraduates and graduates of highschool .who had vocational training relatedto ,their present job, accordingto grade left school, and by regionjnwhich schoolwaslocated 98 68. Number and percent of nongradtxates ind*atingreasonsfor leaving school

before graduation,accordingto geographical region andsex...... 100 69. Reasons for attending evening school, by region 101 70. Activity followed by evening school students after leavingday school,accord- , ingto grade level attained 102 71. Number and percent of high-school graduates andnongraduates whosecured their preserlijobs by givenmeans 104 72. Means used by evening school students in securing first jobs, acccirdingto me- dianyearsattaAedin school 104 73. Medianyearsof schooling of eveningschool students indicatingwages per week in first job 1.05 74. Relation between 6ccupation in which employedlongest and fathers'occupation N106 75. Percent of graduates and nongraduatesworking for designatedemployer, accordingto region andsex 108 76. Percent of evening school students indicatingth-eirpresent employerebyre- gion 10) 77. Number of evening school studentsindicatingpresent job, according to first job0 110 78. Officers in charge of guidance 112 79. Sources and procedures used in obtaininginformation aboutstudents 113 80. Kinds of information obtained aboutstudents 114 81. Procedures usedmassisting studentsto obtain information about themselves. 114

82. Ways in which information abotlt students isused for guidincepurposes.... 11 4

83. Procedures andipurces used in informingstudents aboitt occupations O 115 84. Procedures usedtorelate vocational trainingto opportunities and conditions of work inareasserved . 116 85. Guidance objectives with number of institutionsestablishing each 116 TABLES IN APPENDIXA I. Number of Negro studentsandpercent theyareof all studentsenrolled in federally aided vocationalcourses,byyearsand States 123 IL Number ofcoursesfor Negroes andpercent theyareof allcoursesin federally aided vocational schools, byyears,and States 125 III. Number of Negro teachers andpercenttheyareof all teachers infederally hided vocational schools, byyearsand States 126 INrif. Amount andpercentof Federal funds expended forvocational work, by race, years,and States 127

.V. Age-grade distribution of Negrohigh-school pupils in 33 Statesand the Dis- trict of Columbia, accordingto geographical region 129 VI. Grade level attainedby nongraduates reporting, accordingtosize ofcorn- ° munity 132 VII. Number ofpersonswho pursued given curriculums while inhigh school, by size of communities in which schoolswerelocated f32 VIII UONTENTS

Page VIII. Number ofgraduates and nongraduatesindicating whetheror notthey wereemployed during theirhigh-schoolcareer,by size ofcommunity where attended school... . . 133 FIGURES 1. Perciptage ofNegro pupils registered in differentcurriculums in 207 high schools for 1925-26 and1934-35 21 2. Percentage of Negroesin the total population,percent Negroesamof the total enrollment in federally aidedvocationalcourses,and thepercentof total expenditures,courses,and teachers availableto Negroes in 18 States in 1934-35 32 3. Percentage increaseordecreese in expenditures, innumber ofcoursesand teachers, and in enrollmentsin federally aidedvocational work forNegroes, for eachyearfrom 1929-30to1934-35 compared with1928-29 in 18States. 33 4. Percentage increase inenrollments, number ofcoursesand teachers,and expenditures in kderally aidedagricultural classes eachyearfrom 1929-30to 1934- 35, compared with 1928-29,in 18 States 46 5. Percentage increase inenrollments, number ofcoursesand teachers, andexpenditures in federally aidedhome economics classes eachyearfrom 1929-30 to 1934-35 compared with 1928-29, in 18 States 55 6. Percentage of increase inenrollment, in number ofcoursesand teachers andin expcndituresin federallyaided trades and industriesclasses for eachyearfrom 1929-30 to_1934-35 compar&Iwith 1928-29, in 18 States 64

*k_tammall FOREW911) - i Foranumber ofyearsthe Office of Education. has been interested in. makingastudy of occupationalopportunitiesfor Negroes withaviewto the expansion and improvement of facilities for vocational education and guidance.Planswerebeing perfectedto requestfunds from the Civil Works Administration in 1934 when theagency wasdecentralized and funds for Federal projects discontinued. When fundsbecame available under the provisions of the Emergency Relief Appropriation in 1935 forthe employ- mentof educational, professionaland clericalpersons,the Office of Educa- tion wai aiithbrizedtoconduct, in additiontofour other projects,a survey of opportunities for vocational education and guidance of Negroes. An advisory committee of 28personsrepresenting educational, civic, business, and labor organizationsgavevaluaple counsel during thepre- liminarystagesof the study.Individual members and smallgroupsfrom this committee continuedtobe of assistance throughout thesurvey,either through conferencesorby correspondence. Invaluable voluntary services weregiven also by severalpersons.who actedasprojectmanagersin certain States.In addition,manypublic and private agencies and institutions ' cooperated by lending members of ¿heir staffsto act assupervisprsorad- ministrators foraperiod of from 3to14 months; and by lendingspace and equipment for theuseof thesurvey. The field workwasconducted during 1936 byastaff of 500 Neetbrelief workers who belongedtothe "white-collar"class.,andmostof'whomhad college training.During thefirst-half of 1937 the dataweretabulated, analyzed, and interpreted byarelief and professional etaff in the Office of Education. . To all who cooperated with and who workedonthesurvey,the Office of Educationexprcssesits sincere appreciation for their interest and services. The depression broughtoutrathèr clearly what had beenknown forsome time inageneralwayby students of the subject, namely, that the important matterof vocational education and guidance had ,been approached without. definite planor purpose.Increase in scientific discoveries and inventions, the grothof technology, and the sotial and economic changes that have taken place during the firstquarterof thepresentcèntury haveresulted in widespread vocational maladjustmehts. Occupations have greatly increased in number, specialization, and complication. The demandsupon workers have increased andare moreexacting.Ithas becomemoredifficult forone tochoosea career,andto preparefor,to enter upon,aridtomake progressin it.In orderto correctthese maladjustmentsa greatdealmore IX X FOREN6RD

must be known about futureworkers andtheirwork.Itseemedparticularly appropriate,therefore, thcitrelief fundsshouldbe used fortheprevention ,,ofa recurrence ofmanyof thesemaladjustments. Because ofthe nairoweconomicmarginonwhich theyoperate, their lack ofeducationalopportunity,and theirgeneralsocialstatus, the problems mentionedaboveare particularlyacute for Negroes.Thesituationhas beenmoreseriousbecause ofalack ofinformationconcerningimportant phases of the problem.Thepurposeof thissurveyisto supplysomeof the needed information andto assist in pointingthewaytowardabetteradjust- ment between educationandoccupationallife.Thisreport constitutes what might be termedastatisticalsourcebook ofbasic dataresultingfrom thesurvey. While it isrecognizedthat it isonlyabeginningin thesolution ofa majorproblem, it ishoped thatit willbe helpfulto schools andother agenciesas theyendeavorto expand andimprovethe facilitiesandoppor- tunities forvocationaleducation > andguidanceofNegroes. BESSGOODYKOONTZ, AssistantCommissionerof Education.

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E CHAPTERI I

\ IntroductoryStatement

A._

EOPLE IN ALL walks of lifehave found itnecessary tomake adjust- Pments to newoccupational situationsresulting fromrecentdevelopments in science and technology. AlthoughNegroes have shownexceptional capacity in thepast toadopt the American social andeconomic order,they arefinding. it difficulttoadjust themselvesto our present modern industrial society.This isnotsurprising, for adjustmentsrequired todayarequitedrit ferent from thoserequiredin thepast,andaretaxing the best thoughtand energies of themostadvanced people. The problems resuldng from thissituation have been madeespecially acutefor Negroes. One suchproblem is the reduction inthe number of jobs.As simple manual occupationsbecame mechanized whitepersons sought the jobs formerly held by Negroes,which, under changedconditions, demandednewskills and knowledge and Whichpaid higherwages.In many cases,Negroeswere notpreparedto meetthenewdemands of these jobs, and in othercasestheywere notemployed if whitepersons were available.In additiontolosing jobs formerly held,Negroes have foundfew opportunities ip thenewoccupations resulting fromrecenttechnological Progress. The problem has been accentuatedby: (1) lack of education; (2)lack of educational opportunities andadaptation of educationtoneeds; (3) lack of versatility and skill arising from limitedoccupational experience; and (4) attitude toward work. Studiesihave beenmadein additiontothepresent survey,which show the following educational conditionsNamongNegroes: (1) A high illiteracy rate;(2) high pupilmortality;2(3) large numbers ofchildren whoare overage.,2(4) largenumbers of childrenoutof school; (5)poorschoolat- tendance; (6) lack of operation ofcompulsory school attendancelaws;

1 Redcay, E. E. County Training Schoolsand Public Secondary Education for Negroes in the South.Wash- ington, The John F. Slater Fund, 1935. "Hose, David T. wed Caliver,Ambrose. Statistics of tilt Education of Negroes.Wuhington, Government Printing Office, 1936.(United States Department of the Interior, Oft*of Education, Bulletin 1935, No. 13.) 'Journalof Negro Education, 1: 1, July 1932. . 1 Caliver, Ambme. Availability of EducationtoNegroes in Rural Communities.Washington,Government Printing Office, 1935. (United StatesDepartment of the Interior, Office of Education, Bulletin 1935, No.12.) sSee tables 1 and 2 fordata from pupils included in thissurvey. 1 2 VOCATIONAL EDUCATIONAND GUIDANCEOF NEGROES

(7) lackof schools; (8)lack of generalcurriculumandextracurriculum offerings; (9)lack of vocational-offeringsand. guidance;and (10)lackof adequatefinancialsupport. Approximately55percentof thetotal number ofNegroes 10yearsold andovergaihfully employedareengaged inoccupationsrequiring littleor noskill.Since theseoccupationsareusually the firsttobe affectedbyany I economic upheaval andalethemosteasily dispensedwith, Negrounskilled workersare amongtheirst affectedduringanyperiod ofoccupational readjustment. In the Souththere havebeenstrong traditions with refirence tómanual labor. The whitearistocracy forgenerationsscorned itasbeneaththeir dignity,anattitude whichwasprobablyaby-product.ofthe institutionof slavery. When gegroesbecame free,they adoptedsimilarprejudicesin their strugglefor recognitionand self-respect.This attitudefrequentlypre- vented themfromrecognizing thepossibilities ofimprovementin thesimple, manual tasks inwhich themajority ofthemwereengaged. Asaresult of suchproblems theOffice ofEducationbecameinterested, and in 1935wasgranted$234,934 throughFederalemergency fundsto conduct theNational Surveyof VocationalEducationand Guidanceof Negroes. Thepurposeof thissurvey was to investigate theopportunities and facilitiesfor vocationaleducationand guidanceof Negroesin ruraland urban communities.The specificobjectiveswere: 1. To analyzethe vocationalofferingsof selected highschools,colleges, evening andproprietaryschools, andnon-schoolagencies. 2. To analyze thecontent and method ofteachingthesecowsin selected institutions. 3. To determine theavailability offacilities andequipment for'vocationalcourses. 4. To ascertainthe trainingand .qualificationsof theteachersof vocationalcourses. 5. To discover theextent to which organizedpersonnel andguidance _ servicesareavailabletoNegro highschool andcollegeyouth. 6. To study certaincharacteristicsof (1)studentsenrolled inhigh schools, colleges,evening andproprietaryschools,andnon-school agencies, and (2)graduates andnon-graduatesof highschools, 1926-1935, whohad hadnofurther formal 7. To ascertainthe attitudesof studentsandeducationallè. toward thevocational trainingof Negroes. . The studywasconducted byadirector,anassociatedirector,4 regional directors, 42 Statesupervisors andprojectmanagers,andIpproximately 500 investigators.'

s See appendixB for fullerstatementconcerningstaff.

s. INTRODUCTION 3 SCOPE OF THESTUDY Within the limit of fundsand the designatedtime, itwas notpbssibleto includeeveryhigh schoolattended by Negroyouth.In view of the fact that thescopeof the Surveywasnational, itwasfelt thata truepicture of the high-school situation couldbe secured throughthe selection andstudy of school administrative units thatweretypical Of the Statesin those regions in which the majority of theNegro populationlives. The States ofthe northern regionare anexception .because ofthe concentration'ofNegroes in the urbancenters.Institutions of higherlearningwere notselected; all that could be heard fromwereincluded in thestudy. Selection of units for study ofhigh schools.j---Withthe aid ofanadvisorycom- mittee, directors of Negroeducation, and regionaldirectors and project supervisorsonthe staff of thesurvey,urban and ruralcenters(approxi- mately200) in the SouthernStateswereselectedonthe basis ofthe characteristics of the Negro populationand of their occupations.In these States thisselectioilincludedmostof the largerurbancentersandasufficient number of rural unitscomntiesorparishestorepresentthe Negro populationas awhole. In the NorthernStates, where theNegro isanurban dweller, all of the larger citieswereMcluded.States havingareasincluded in the study follow: s.

Alabama. Kansas. Ohio. 0`. Arkansas. Kentucky. Oklahoma. California. Louisiana. Pennsylvania. Colorado. Maryland. South Carolina. Connecticut. Massachusetts. Tennessee. Delaware., Michigan. Texas. District of Columbia. Minnesota. Virginia. Florida. Mississippi. Washington. Georgia. Missouri. West Virginia. Illinois. New Jersey. Wisconsin. Indiana. New York. Iowa. North Carolina. The institutions.The high schools includedin thesurveycomprise the 4-year, and separate junior and senior high schoolsof eachadministrative unit. High schools of the northernregion whichenroll Negrostudents wereincluded. All colleqs forNegroeswereincluded, butonly those curriculums directly relatedtothe subject of thesurvey were studied. The following institutions ;orhighereducationwereincluded: Benedict College. Simmons University. Bennett College. Howe-Roger-William.sInstitute. clafiin College. Oakwood College. Virginia Union University. -or LeMoyne College. Howard University. Clark University. Morgan College. Lane College. Shaw University. Miles MemorialCollege. St. Paul Normal and IndustrialSchool. Bishop TuttleTraining School. Morris Brown College; Atlanta School forSocial Work. Selma University. Praitie ViewState College. 4 VOCATIONALEDUCATIONAND GUIDANCEOF NEGROES

Oklahoma C.A. & N.University. Arkansas A.& M. College. NorthCarolina N. A.&.T. College. HoustonCollege forNegroes. Princess AnneAcademy. LincolnUniversity (Mo.). Alcorn A. & M.College. SouthernUniversi Virginia StateCollege. Delaware State Coiege. Alabama StateA. & M.College. KentuckyState IndustrialCollege. West VirginiaState College. LouisvilleMunicipalCollege. Florida A. & M.College. NorthCarolina Collegefor Negroes. Hampton Institute. Winston-SalemTeachers College. Tennessee StateA. & I.College. South CarolinaState College. Louisiana Normal aridIndustrial In- Cheyney TrainingSchool forTeachers. stitute. TuskegeeInstitute. All eveningschools,proprietary schools,'andnonschoolagencieswhich offercoursesin vocatiodaleducation andguidance forNegroeswithinthe areasstudiediand fromwhich datacould beobtainedwereincluded. DATA ANDSOURCES

Enumeration ofsources.Datafor theSurveywereobtained fromthe following sources:(1) Highschools, (2)colleges, (3)socialagenciessuchas Y. M. C.A.'s, Y. W.C. A.'s,andcommunitycenters,(4)publicevening schools, (5)proprietaryschoolssuchascommercialschoolsandschools of beautyculture, (6)high-schooland collegeteachers, (7)high-school pupils, (8) studentsinnurse-trAininginstitutions, (9)medicalschools, (10) graduates and formerstudents of highschools, (11)eveningschoolstudents, (12)StatisticalDivision of theOffice ofEducation,and (13)theVocational Education Divisionof theOffice ofEducation.' Inquiry forms.Most of thedatawerecollectedoninquiry forms.Four- teenforms, whicharedescribed inappendix B,wereused forthispurpose. Othersoursesofdata.Dataconcerning theenrollments,courses, teachers, andexpenditures in schoolshavingfederally aidedvocationaleducation programs were tabulated 4irectlyfrom theStatereports filed in theVoca- tional EducationDivision ofthe Officeof Education.A studywasmade of the trends inthese itemsfrom 1928-29to 1934-35, inclusive. Letterswere sent toanumber ofeducators andemploymentexecutives in ordertoasceitaintheir viewsand suggestedsolutionsrelativetothe special problems invocationaleducation andoccupationaladjustmentofNegroes. Withtwo exceptions, all dataweregatheredby personalcontact and interview byqualified persons',workingunder theimmediatedirection of a localsupervisor, and thegeneraldirection ofaStatesupervisor.Thetwo exceptions referredtoweredata collectedonformsmaileddirectlytothe institutionsconcerned. Accuracy andreliability ofdata.Itis believedthat thcuseof *heinquiry forms throughtheinterviewmethodassuredahighdegree of acCuracyand Private schools operatedbya proprietor, suchascertain commercialschools, schoolsof beautyculture,etc. 0All dataonthe federally aided vocationaleducationprogram in this studyarefrom the 18States maintain- ingseparate schools for the Negroand whiteraces. INTRODUCTION

reliability.Moreover,anadditional pibecautionwastaken .by havingthe local iupervisor checkeach form.Thesupervisorswere'selectedfor .their* superior abilitr andacquaintpcewith theschools and localcommunity in general.Samplings of theieformswerechecked by .theStatesuper- visor and the regionaldirector. Cooperation of schoolofficials andother citizens.Aninvestigation ofsuch wide scope asthis couldnotbe possiblebut for thegenerouscooperation ofmany individuals andorganizations.Lettetsfrom theAssistantCommissiyner of Educationwere sent to State superintendents ofeducationrequesting their cooperation inmaking .thesurvey.Similarletterswere sent toSate directors of Negro educationandtothe superintendentof eachrural and urban administrativeunit fromwhich dataweregathered.-Priortovisits toInstitutionsby members ofthe, staff,-aletterrequestingcooperationwas sent toits executive heicifrom theDirector ofthe Survey. The NationalTechnicalAdvisoryCommittee,composed ofnational leaders in business,industry,and. the professionsrenderedvaluable assist- ancein clarifyingthepurposesof thesurveyand inti-;eselection of ùnits for study.

a Cr) rIVNOLINDOA NOLLVOnaa aoNvaino 1 5 3 3 5 9 9 . 6 9 . . 3. 1. 2. 2. 5. 5. 77. 11 I Percent I. Tots 1 ) 60 105 340 245 1% 393 644 656 281 920 639 22 le 2, 9, 11, Number 1 3 3 7 6 4 0 7 6 - 6. 2. 5. 3. 13. 22. 28. 80. 18. I Perclit 2 34 23 63 Northern 54 124 173 212 270 999 952 953 19 ti indicated 3, 4, 4 - Number 5 9 3 9 8 8 6 0 4 reasons 1. 5. 2. 9. 9. 17. 16. 36. 80. 7 the Percent Central Pr 7 6 14 28 45 79 80 46 171 396 470 926 - 19 s South 1, school 2, Number high 3 8 8 8 0 4 9 0 9 *. of 1. 2. 9. 10. 19. 16. 21. 18. 57. 5 out Percent Atlantic drop 1 13 10 55 54 92 99 109 117 304 755 549 42 4 South 1, Number plan'to 7 2 2 5 9 7 5 0 6 whd S. 2. 2. 2. 10. 22. 28. 25. 79. Percent pupils 4 15 17 38 20 68 152 190 167 Southwest 268 601 667 20 3 3, 2, Negro , Number of t dB) percent and 9.4 job reasons Amber 1. giving anticipated . out out and 1 TABLE drop drop work Reason to to work self school - for job planning planning school work family between in good money for number number given school earn , relation support interest in to Percentage Total Total _ of of health reason bell% . Failure Lack Lack Desire Poor No Opportunity To Other 4 NOIlDflUOILLNI 2 0 5 9 6 29. 31. 32. 32. 40. ii Per- cent 411, 130 366 231 546 981 888 13 total 1, 2, 2, 2, 8, Grand 27, 1 2 9 4 2 11 18. 23. 30. 30. 25 Per- cent regions Twelfth 116 352 238 236 814 10 ber nO8 3, Num- geographical 7 4 5 5 0 11 to 27. 28. 26. 37. 29. Per- cent Pleventh 627 413 280 777 457 014 8 school. ber according 1, 6, Num- high 2 41, GRADE of 26.4 33.3 36.7 25.9 29. cent Per- .... indicated, year _ Tenth first 777 380 457 450 064 073 6 ber Vr grades 7, 2, Num- the tht 4 8 8 in 3 33.2 30. 36.3 34. 42. cent Per- constitutes 6 Ninth overage 144 625 495 362 642 906 4 ber 1, 2, 8, are Num- 8 5 eightharade who 61. 48.6 51.6 42.9 49. I the Per- cent pupils 81 Eighth 153 grades, 327 628 465 681 2 ber 7 1, 2, Num- of high-school consist Negro schools of percent elementary and the 'No where 1 Number Repoli South 2. the in TABLE States grade in overage several Atlantic Total Total Central In I th ir jaaourtbern South Southwest IIMEN1111,, I I Cs)) 411 ICHAPTERIIIiMINNIOW

Summary of Findings,Conclusions,and Recommendations

FINDINGSS 4.; SCHOOLS ANDCOLLEGES General. 1. The totalnumber of vocationalcoursesoffered in the207 high schoolsstudied increasedfrom 1930to1935; the largestincreases werein homeeconomics,industrial arts,'and agriculture;the largest decreaseswerein the buildingtrades. 12. Slightincreaseswerefound in thenumber/coursesoffered in radio repairing,aviation, refrigeration, janitorfflwork, beautyculture, cafeteria managemenr,iandvocational guidance. 3. Nearly half(46.4 percent)of the pupilsin the highschools studied wereregistered inacademiccurriculums in1934-35. 4. Publiccolleges studiedoffermore 'courses -in home economics and agriculture thaninanyother vo&tionalsubject. 5. Fewercolleges thanhigh schoolsreported changesin thenumber of vocationalcoursesoffered from1930to 1935. 6. Fewer collegestudents registeredfor vocationalcoursesin 1934-35 than in1930-31., thoughthepercentageof suchstudentstothe total eqollmentincreased. 7. Ineach Statestudied,exceptone,thepercentage of all Federal funds forvocatiorval educationspentonhigh-schoolcoursesfor *Negroeswaslower than thepercentageof Negroestothe total population. 8. Thenumber ofvocationalcoursesoffered, teachersemployed, pupils enrollid, andthe expendituresfor vocationalcourses among Negroesincreasedbetween 1928-29and 1934-35. 9. Therewerein 1935-36,1,726 rural!tools for Negroesoffering 1or more yearsof high-school instructKn. Coursesinagriculture.---T 1. In1934-35, 542all-day highschools for Negroes,320 part-time schools, and784 eveningschools, participatedin the Federalpro- gramof vocationaleducation inagriculture.Most ofthese schools areoperated in thesamebuilding andaretaught by thesame teachers. 8 FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS 9 2. From 1926-27 to 1934-35 thepercentageof increase in the number of all-day schools for Negroes offeting véocationalagriculturewas 4 73.7.In number of evening, part-time, and dayunit classes, the percentageincrease from 1928-29to1934-35was128.7. 3. Thepercentagesof Negro males enrolled in eachtypeof federally aided schools offeringcoursesin vocational agriculture of the total Negroes enrolledare:For 1928-29: All-day, 52.4; evening, 29.9; part-time, 7.9; day unit, 9.7.For 1934-35: All-day, 38.8; evening, 40.2; part-time 10.2; day unit, 10.6. 4. The percentage increases of enrollment of Negroes in alltypesof federally aided schools offeringcoursesin vocational agriculture in 1934-35over1928-29were:Males, 110.9; females, 273.1; in all-day schools the correspondingpercentageincresaseswerefor males, 111, anil for females, 122. 5. The three major occupations for which the land-grant cplleges for Negroes prepared their graduates of agriculturalcoursesin 1934-35 t.. were:(1) Teaching vocationalsubjLtsiii high school; (2)extension work; and (3) college teaching.In 1935-36, thepercentages of the total Negro and total white graduatesin the South trained asteachers of vocational agriculturewere,respectively, 91.6 and 41.2. 6. The number of Negro teachers of agriculture in all-day schools increased 35percentfrom 1928-29to1934-35; the number of personsenrolled incoursesfor the training of teachers of agriculturt increased 6.5percentduring thesameperiod. 7. Of all Federal funds allottedtothe preparation of teachers of agriculture in the 18 States studied, the proportionallottedto courses for Negroes ranged from 11.1to 16.1 percent during the period 1928-29to1934-35. 8. Of the Federal funds allottedtoinstruction in agriculture in the 18 States studied,theprportioriallottedto coursesfor Negroes ranged from 8perceritin 1928-2to12 per&nt in 1934-35. . Courses in homeeconomws. i. 1. Therewere225 all-day schools for.Negroesin the 18 States studied offering federálly aided vocationalcoursesin home economics .in 1934-35;anincrease of 543percentsincg, 1928-29. 2. In 1934-35, 508 classeswereofferedNegrdesin vocational home economics in evening schools;or316percentincreaseover1928-29. 3. In the 207 selected high schools, in 1934-35,14percentof the girls t wereenrolled in home economics curriculums.In the schools for Negroes which made the regular statisticalreport tothe Office of

Education for A.234, 21.8percentof the girlswere,enrolled in general home economics in the 4year high schoolsand 18.8percent in the junior-ienior high schools. lo VOCATIONALEDUCATIONANDGUIDANCEOFNEGROES 4. The enrollmentofNégro girlsin federallyaidedhomeeconomics coursesincreased195.3percent from 1928-29to 1934-35. Four percent of the Negrogirls 15to 19yearsofagein the18 States studiedwere enrolled infederallyaidedhomeeconomicscoursesin all-dayschools in1934-35. 6. ,Few Negro girlsareenrolled infederally aidebdpart-limehome 'economicscourses. 7. 11Yom1928-29to 1934-35 thenumber ofNegrohomeeconomics teachers in federallyaidedall-dayschoo,lsincreasedfrom50to 231,or 362percent; those in eveningschoolsfrom136to 276,or 103'percent. 8. Thel percentage of Federalfundsreceivedforvocationalhome economics in alltypes of schools forNegroesranged from8.2to 10.2 for the7years,1928to 1935. Courses intrades andindustries. J. 1. There were61 all-dayschoolsofferingfederallyaidedvocational coursesin tradesandindustriesforNegroesin1934-35,or an increase of52.5percentover1928-29. 2. In1934-35 Negropupils infederally,aidedall-dayschoolswere . registered in 13differenttrades andindustriescoursed; inevening schools,14; and inpart-timeandtradeextensioncourses, 8. 3. Few Vegrostudents,enrolledin thehighschoolsreportingto the Office of Education,orin the10 publiccollegesstudied,were registered intrade andindustrialcourses. 4. The number ofNegroboys andmen enrolledirifederallyaided vocational coursesin tradesandindustriesin 18Statesincreased from 4,232 in,1928-29W6,-324in 1934-35,or49percent; girls and women, from2,286 in1928-29to 3,255 in1934-35,or42.3percent. 5. The number ofNegroteachers offederallyaidedtradesand industries coursOs in federallyaidedall-dayschoolsincreasedfrom87 in 1928-29 t144 in1934-35,or46percent; in eveningschools,130 to 254,or95 percent; in part-timetrade exiensionschools,14to 58,or 314percent. Thenumber ofteachersin thepart-time generalcontinuationschoolsdecreasedfrom 23to 13,or77 6. The percent. percentage of expendituresof Federalfundsfortradesand I industriesallottedto schools forNegroesranged from4.4to 6.7 during the7years studied.

I TEACHERSANDTEACHING Teachers. 1.' Thetypical vocationalteacher ofNegroesisacollegegraduate. The differenceintraining ofsuchteachersamongthesections of thecountry is slight. FINDINGS, CONCLUSIONS,AND RECOMMENDATIONS 11 2. Home economics teachershavemorespecialized training than teachers of the other voCationalsubjects. Themedian number of semesterhours credit for teachers ofhome economics is38.89; for teachers ofcommerce,27.43; for teachers ofagriculture, 30; for teachers of theory, 30.14;and for teachers oftrades and industrieg, 30.81. 3. Most of the vocationalteachers studied haveremained in tlKir positions from 6to 10years,and half of them have had6or more yearsof experience inoccupations relatedtotheir fields ofteaching. 4. The medianageof the vocationalteachers studied is37.3years. 5..Themedian annual salaryof the votationalteachers studiedis $1,871.74. The sàlariesof teachers of thedifferentvocational subjectsvaryonly slightly from thismedian with the .; exceptiort of teachers of agriculture,for whom themedian salary is$1,060 There isamarked difference inmedian annual salaryof teachers

amongthe different States. . 6. Frirrp 1928-29to 1934-35 thepercentage increases in the enroll- mentyf Negroes inteacher-training classeswere asfollows forthe different subjects: Agriculture(men).6.6;trades andindustlies (men),80, (women) 54.8 for 1933-14;and homeeconomics (women), Teaching. 1. Most of the vocationalcoursestaught by the teachersrespondingarm. 1yearin length andareoffered eachyear.Fewcourses welt offered in alternateyears. 2. A largepercentageof theteachersoffer vocationalorprevocational 'coursesin the seventh and eighthgrades. 3. Most of the teachers devote three-fourthsof the class timetolabora- tory orshop work and one-fourthto group discussion and theory. 4. "Quality of product"wasthemostfrequently mentionedcriterion used for determining students'marks.

. HIGH-SCHOOL 'PUPILS,GRAIOUATESAND NONGRADUATES tl High-school pupils.

.:1. The occupationalstatusof fathers of childrenstudiedseems toin- fluence the educatiönallevel attained 6y thechildren. 2. The typicalparentof the pupils studiedhad reached theeighth grade. 3. Thirty-sixpercentof theparentsowntheir homes.The median number of books in each homeis 60.Eighty-fivepercentsubsc.ribe to adailypaper,and 70percent subscribe toaNegro weeklypaper. 4. A large number of the pupilssupported themselveswhollyorinpart while in school;17percent,wholly; and 47percent,inpart. 5. One-third of the27,366 pupils studiedare overagefor theirgrade.

IDatanot given for 1934-35. *) 12 VOCATIONAL EDUCATIONANDGUIDANCEOFNEGROES

6. Occupationalchoices ofNegropupilsstudiedare limited in rati-ge andvaryamongthe geographicalregionsandcommunitiesof differentsizes,but not accordingtoage or grade levelofpupil,and only slightly accordingto fathers'occupation,or parents'education. 7."Desireto make money" and"beliefin theirability"werethetwo strongest influences whichpupils saidaffectedselectionofanoccu- pation."Desireto serve'.'was next. High-schoolgraduatesandnongraduates. 1. inthedifferent geographicregionsthemedianageofmalehigh- school graduatesandnongraduatesat the time ofleaving ranged, school respectively,from18.7to 19.4 andfrom17.6to 18.2; females,from 18.4to 18.9 and 17.3to 17.8 Themedianage at the timeinterviewed(1936) of maleandfemalegraduatesandnon- graduates,respecuvely, were: Graduates,23.2and22.8;non- graduates21.9 and 21.8.Themedianageofthoseattending evening school is26years. w. 2.Nongraduatesandevening schoolstudentsin theSouthernregion hadapproximately a year less ofschoolingthanthosein theother regions. 3. Alarger percentage of thegraduatesandnongraduatesin the Southernregionsthan in theNorthernandWesternpursued academiccurriculumswhile inhighschool. s. 4. Alarger proportionof thegraduates aridnongraduates Northern inthe regionsthan intheSouthernregionshad training vocational whilein highschool. , 5. Morepersons who received theirvocationaltraininginsmall munitiesthan in com- thelargeronessaidthat itassistedin work. obtaining 6. Fifty-sixpercent of the graduatesand44percent of thenongraduates supportedthemselvesduringhigh-schoolattendance. 7. Thethreemainreasons the nongraduatesstudiedlefthighschool beforegraduationare:(a) Financialneedsof family,(b)desireto makemoney, and (c)lack ofinterest. 8. Alarger percentage of themales intheSouthernthanin the regions Northern went directlyto work afterkavingschool. 9. Mostof thepersons studied who attendeveningschoolsdosofor the purposeofpreparing themselvesfora newtype of work,orinorder to improve theirchancesforan increase inrankor 10. At salary. time ofstudy, thepercentages ofmale 4 graduatesand graduates, non- respectively,whohadnever been employedwere 8.3; female 6.9 °and graduatesandnongraduates,21.7 and28.5. 11. Mostof thegraduates andnongraduatesstudiedobtainedtheirjobs throughfriendsor relatives, orby directapplication.Fewsaidthat theschoolhadassistedthem. FINDINGS,CONCLUSIONS,ANDRECOMMENDATIONS 13 12. Eveningschoolstudents whoreceived aidin obtainingtheir firstjob fromteachersorthe placementbureau of theschool hadattended schoollonger thanthe others.Those whoobtained their firstjob through formerstudents hadattended schoolless thanthe others.

. GUIDANCE 1. Few institutionsfor Negroeshaveorganized guidanceprograms. 2. A variety oforganizationsand officersareresponsible for pidanc'ein the institutionsthat provideit. 3. A largernumber of institutionsobtain informationabout the"family status" of pupils andstudents thanaboutanyother backgroundfactor studied. 4. The largestnumber of schoolsand collegesobtain informationabout pupils andstudents through"conferences." 5. Exploratorycourses are offered by aboutone-third ofthe schools

reporting. . 6. "Lecturesandassemblyprograms"werethe procedureused bymostof the institutionsin givingthe studentinformationabout occupations. Six high schoolsandnocolleges used"contacts withindustrial,trade, and commeicialestablishments."Four schools andtwocolleges used "occupationalsurveys." 7. While halfof theinstitutions replyingkept "cumulativerecord cards," few institutionsusethe datarecorded forguidancepurposes. 8. Two-thirds ofthe high schoolsand practicallyall the collegesreplying reportedsome typeof placementand follow-upservice. 9. Objectives ofthe guidanceprogram vary greatlyamongthe institutions replying. CONCLUSIONS 1. Improvementin the educationof Negroes foreffectiveoccupational adjustment is largelydependentonimprovement of generaleducation. For example,there should bereduction of illiteracy,increase inschool facilities,increase in theability of Achoolstohold pupils,reduction of the number ofpupilsover-agefor their grades,andanenrichment ofthe curriculum andextracurriculum offerings. 2. The Adequacyof theprogramof vocationalinstruction forNegroes varies amongthe differentfields studied.Moreorless improvementin each field is needed: (1)In the numberof schools offeringand io facilitiesfor vocational instruction;(2) innumber ofcoursesadaptedtomoderii' occupationaldemands; (3)in number ofstudents enrolledinmany courses nowoffered; (4)in numberarid quality ofpreparation of vocational teachers;and (5) in financialsupport. 3. Guidanceprogramsfor Negroesareinadequate innumber and quality. improvementis neededwithrespect to:(1)Organization andadministration; (2)information obtainedabout studentsand occupations;(3) useof informationobtained; and (4)guidance services. 14 VOCATIONALEDUCATIONANDGUIDANCEOFNEGROES 4. The curriculumandoccupationalchoice ofNegrostudentsindicatea limitededucational and voCationaloutlook. RECOMMENDATIONS In view of thefindings andconclusionsresultingfrom thissurvey, the followingrecommendationsaremade: 1. That the laiid-grantcollegesin eachState,particularlythosefor Negroes, sinceinmanyStates theyarethe onlypubliclycontrolled institutions ofhigherlearning.which theymayattend, (1)make specialstudies ofproblemsconcernedwith thefuturevocational successof Negroes,especiallywithin theareastheyserve;(2)participate activelyin theStateeducationalprogram looking toward the solutionof theseproblems; (3)cooperate with allpossible agencies, suchasthe collegesanduniversities,extensionworkers, industrial andbusinessleaders,agriculturalemployers,andin- terested publicofficialsand laycitizens, inimprovingtheemploy- ment status of andeducationalfacilitiesforNegroes; (4)cooperate with otherland-grantcollegesfor Negroeswithinagivenregion, throughconferencesandotherwise,in thestudy ofproblems common to the particulararea;(5)encouragemoreof theirstudents to consider the vocationalneeds ofNegroesandtopursuecourses other thanthose leadingto teaching. 2. That theNegro citizens,incoope,rationwith thefacultiesof the land-grantcollege,vocationalteacher-trainersandsupervisors, farm and homedemonstrationagents, and Jeanesteachers,make astudy of theneeds ofNegroes forvocationaleducationand present their findingsto the school officials.Sucha group should acquaint itself withthe provisionsof theFederalaidprogramfor yocational education,and throughthe localschoolofficialsseek to share in its benefits. 3. That thegroupgiveconsiderationalsoto the improvementof the generaleducationalsituationamong Negroes withrespect to (1) establishingneededandaccessiblehighschools; (2)increasins facilitiesforvocational instructiori;(3)enforcingschoolattendance laws; (4)encouraginganincreasein thenumber,qualification, andcompensationof teachersandsupervisors. 4. That schools forNegroesgivemore attentiontowaysandmeans of (1) providingcourses,asrapidlyas means and personnelpermit, that will meet the needsand interestsof studentsand thegrowing occupationaldemands; (2)reducingpupilmortality; (3)adapt- ingmaterials andmethods ofteachingto the needs of_modern occupationallife. FINDINGS, CONCLUSIONS,AND RECOMMENDATIONS 15

5. That,asrapidlyaspossible, schools for Negroesinstituteadefinite programof guidance in chargeof qualifiedpersons,beginning with the junior highschool grades and continuirigthrough college, which should include: -(1)the application ofmodern techniques for the study of individualinterests, needs, and aptitudes; (2)fre- quentstudies of the occupationsand thestatusand trend of Negro employment in the community,State, and Nation; (3)*student counseling basedonapproved procedures; and (4)counseling adultsemplOyedand those unemployed. 6. That extension education be establishedwherenecessaryby schools and available colleges forthepurposeof (1) providing reeducation toyouth and adults; (2)assisting both in keeping abreastof the changing occupationaldemands; and (3) repairingthe defects resulting from inadequateearliereaution. 4 7. That schoolscooperatewith interested individualsandgroups'in makingcontactswith employers forthepurposeof openingup moreoccupational opportunities forNegroes and of assistingthem to enterthenewfields thatarebeing developed. 8. That schools endeavortochange the attitude of Negroestoward occupations and thetraining opportunities designedtoassist them toimprove in andtoretain the jobs theynowhave, andtoprepare them fornewopportunitiesasthey become available. 9. That individuals andgroupsinterestedin the improvement of educationalfaciliiiesfor Negroes continue andincrease their efforts to promoteequitability of educationalopportunity and equitability in the distribution offunds without regardto raceorcolor, especially withrespect toFederal and State fundsallottedto education. [CHAPTERIII]

TheGeneralEducationalProgram and The PlaceofVocationalTraining

GUIDANCEin the selectionof vocationsandpreparation foreffective participationin themare twoof themajor functionsof education. Because ofthedemands ofmodern society,more attention isnowgiven to these ¡unctions thaneverbefore.Ifoneisto obtainaclear pictureof this phaseof education forNegroes, itisnecessary to study its settingin the generaleducationprogram.Heretofore,detailedskills andknowledge have been stressedin vocationaltraining.Atpresent, specializedskills and relatedknowledgequicklybecomeoutmoded.Educatorsarebegin- ningto realize thatattitudes,perseverance, creative imagination,and certain otherpersonality traits,which shouldbe productsof generaleducation,areessentialto vocationalsuccess.In lightof thisfact,astudy of thestatusof generaleducationamong Negroes is importantin revealing the situationin vocationaleducationand guidance,and insuggestingthe possibilities forthe immediatefuture.Thissectionis devotedchiefly to a brief discussion ofsecondaryeducationamong Negroes becauseit is atthis levelthatmostof thevocationaltrainingprograms are found, and with whichthissurveyparticularlyconcernsitself. Number anddistribution of highschools.Whileit is difficultto state theexact number ofhighschoolsopen at any given time,the followingdataare basedonthe bestavailableinformation.In 1936therewere2,460 schools designatedAs separate schools for coloredchildrendoing 1or moreyears of high-school work. Of thisnumber2,352.werepublic schoolsand108 wereprivate schools. Thedistribution ofthese schoolsamongStatesis shown intable 3.Therewas an increase ofapproximately100percent irithenumber ofhigh schoolsforNegroessince 1930.1Noattempt wasmadeto classify these schoolsaccordingtoyearsof workoffered,but if the sameproportionsexistasin1930, thefollowingclassificationprevails: 1year,17.4percent; 2years,23.6percent; 3years,14.9percent; 4years, 44percent.Rwalschools constitute70percent of the total.

I Secondary Education for Negroes.Washington, GovernmentPrinting Office,1933.(United States mentof the Interior, Depart- Office ofEducation.Bulletin 1932,No, 17,MonographNo. 7.) 16 GENERAL EDUCATIONAND VOCATIONALTRAINING 17

TABLE 3.Number anddistribution ofseparate high schools for Negroes

State Urban Rural 1 Total Public Private Total ,

1 t 3 4 6 s 7 .

1 _ ..1 Al ama1 , 41 223 264 254 10 264 -. a alas . 40 Ill 151 145 6 151 laware 1 6 7 7 __ 7 District of Columbia 9 9 9...... 9 Florida ; 26 34 60 60 6(

Georgia 73 203 276 258 18 27 Illinois 10 4 14 14 14 Indiana 17 11 28 28.. 2E _ Kansas 4 4 4______4

Kentucky , 44 35 79 78 1 75 . Louisiana ______. 26 57 83 72 11 83 ______Maryland 6 27 33 33 ______33 Mississippi 96 58 154 129 25 154 Missouri_ _ _ _...... _ . . _ , 26 31 57 57 57 New Jersey 1 1 2 1 1 '1 (

North Carolina I 64 140 204 1% 8 201 Oklahoma 41 43 84 84 84 South Carolina - _ 51 188, 239 230 9 235 Tennessee , 28 59 87 83 4 8; Texas 86 381 467 461 6 46;

, Virginia 29 85 114 105 9 114 West Virginia 15 29 44 44 44 Total_ 734 1, 726 2, 460 2, 352 108 2, 46(

IAll schoolsincommunitieswithapopulation ofless than 5,000wereconsideredasrural schools. Availability of high schools.Severalsituationsmust be taken intocon- sideration when discussing theavailability of schools.One is the relationship between the number of schoolsand the number ofchildren of high-schoolagein the Statstobe served. This relationshipmaybe observed by comparing data in table3 with those in table4.This isarather coarse measureof availability;afineronewould beastudy of thenumber of schools withina countyin relationtothe number ofchildren of high- schoolagein thatcounty.Datawere notobtainedonthis item,but *cordingtothesurvey onsecondary educationmade in 19302there was aserious dearth of high schools forNegroesatthat time. For example, 4% therewere196 counties havingalarge Negro populationwithoutany 4-year high schools, and 230 such counties withnohigh-school facilities. Although the number of high schoolshas increased, facilitiesarestill inadequate. In treating thissubject, only those Statesmaintainingsepa- rateschools for Negro and white childrenwill be considered.3 Where onlyafew schoolsareprovi,ded foralargeareait is inevitable thatsome arelocated long distances from thehomes of the children. Thiswasfoundtobe thecasein the 1930 Survey,' andinalater study of the situation in ruralareas6 in 1935.

IIbid.,p.28-29. 3 In Indiana, New Jersey, and Ohioseparate schoolsare notrequired by Statestatute.It is assumed, therefore, that whereno separateschool exists Nerves attend school with the other children. 4 Secondary Education for Negroes.Op. cit. sAvailability of EducationtoNegroes in Rural Communities.Op. cit. 18 VOCATIONALEDUCATIONAND GUIDANCEOFNEGROES

TABLE 4.Negrohigh-schoolpopulation and schoolenrollment,accordingto Staks

High-schoolenrollment

Population State 15to 19 Percent of z years ofage Neropopu- Percent of Number lation 15to total school 19years of enrollment age

1 -2 3 4 Alabama__ . 109, 216 9, 162 A rkansas_ _ g 4 4. 3 52, 545 4, 038 7. 7 3 7 Delaware_ _ District of Columbia 2, 985 771 25. 8 10 g 10, 675 5, 382 50. 4 16. 5 Florida 43, 355 5, 550 12. 8 _5 3 Georgia 134, 216 10, 927 8, 1 Kentucky 20, 762 3. 9 Louisiana 7, 079 34. 1 14. 1 9 81,293 8, 832 10. 9 Maryland 25, 417 5. 3 Mississippi 5, 536 21. 8 9. 8 114, 893 6, 757 5. 9 2. 3 Missouri 17, 735 6, 033 34. 0 6 North Carolina 115, 166 24, 725 Oklahoma 21. 5 8 18, 811 5, 493 29. 2 South Carolina. 106, 429 5 Tennessee 10, 377 9. 7 4. 5 51, 835 10, 751 t) 20. 7 9. 3 Texas 92, 6% 25, 505 27.5 11. 9 Virginia 73, 443 West Virginia 12, 475 16.9 7. 7 10, 109 3, 792 37.5 14. 9 Total 1, 081, 581 163, 185 15. 1 6. 7

I Original datataken from Statisticsof State SchoolSystems, 1933-34, ing Office,1936. Washington,Government Print- (United StatesDepartment ofthe Interior,Office ofEducation,Bulletin 1935,No. 2.) In theformer studyitwasfound that30percent of the schoolsserved an areaof 30squaremiles, while23percent servedan area of 5square miles. The significanceof thesefactscanbe appreciatedwhen itisre- alized thattransportation facilitiesprovided forNegro childrenarevery inadequate.Forexample, of47,073childrenreplyingin thestudy 6 previouslyreferredto,itwasfound thatonly 2,109,or4.5percçnt,were transportedtoand fromschoolatpublicexpense. High-schoolenrollment.It isdifficultto ascertain theexact number of Negro childrenenrolled in highschool.Thestatistics inthe Officeof Educationareobtained fromtwosources:(1)From Statedepartments of education;and (2) from schools.'In 18Statesseparate schoolsare maintainedby law forNegro children,inafew otherStatesseparate schools havebeen establishedin certaincommunities.In Stateswhere Negro childrenattend schoolwith whitechildren 'itis frequentlynot possibletoobtain statisticsseparated byrace. The latestfacts avilablearefor theyear1933-34.At thattime163,185 7 pupilswereenrolled in%the highschools ofthe 18States maintainingsepa- ymieschools forNegro andwhite children.Taking thecountryas awhole 4ie folfowingenrollments ofNegro pupilswere yportedtothe Office fr. Ibid.,p.23. 7Statistics of Stateschoolsystems. bs Biennialsurveyof eduationin the UnitedStates, 1930-32.Wasb- ington, GovernmentPrinting Office,1935.(United StatesDepartment ofthe toterior, Bulletin 1935, No.1.)p.96. Office ofEducation, GENERAL EDUCATIONAND VOCATIONALTRAINING 19

of Education by the differentkinds of secondaryschools-for theyear1933- 34: Regular high schools, 130,478; senior highschools,15,1 04; junior- senior high schools, 15,569; andjunior high schools,44,035.This gives atotal of 205,186 Negropupils enrolled inschools organizedtodosec- ondary work,8 including the junior s., high schools. The Negro population15-19yearsofage,inclusive, in the18 States ,i maintaining,separateschools is1,0 81,581.Fifteenpercentof this number is enrolled in high school.Thepercentagesof Negro children1 5-19 yearsofageenrolled in the last4yearsofhighschool in the15 States studied increased from 9.5 in1930to14.3 in 1934. Attendanceat reorganized schools.Arnongsomeof the features ofreorganized schools,' the followingappear tohave importantimplications forvocational education and guidance: (1)Greater provision forarticulation betweenthe upperhighschool unit and thepreceding school unit; (2)moresystematic educational and vocationalguidance; (3)greaterflexibility andcompre- hensiveness of theprogramof studies; and (4)moreattentiontoAnd develop- mentofextracurricultAnactivities.In view ofthese advantagesit should be of interesttoinquire into theextent to which,Negroes have attended junior high schools. The numberandpercentage of pupils reported in this study who attended junior highschool foragiven period inthe different regionsalegiven in table 5 showingthat 44.6percent attended junior high school 1or more years.This is incloseagreement with the findings of the Office of Educationin 1934,") showingthat 47percent of the pupils in the high schools reportingwereenrolled in reorganizedschools. There is considerable variationamongthe differentregions in thepercentagesof Negro pupils attendingjunior high school;theyare,for the respective regions: Southwest, 27.8;South Atlantic,37.7; SouthCentral, 47; and Northern, 56.8.

TABLE 5.Numbrr andpercent of pupils who attended and who didnot attend junior high school

. Southwest South At- South Cen- !antic tral Northern Total ,

1 . Num-Per-Num-Per-Num-Per- Num- Per- Num- Per- ber cent ber cent ber cent ber cent ber cent

1 2 3 4 5 11 7 ti I le 11

, Attended junior high school: 1year 253 4.8 421 5. 6 449 9. 4 1,336 12. 7 2, 459 8. 8 2 _ ._ years. _ ._ _ _ _ _ .... 767 14. 5 967 12. 9 795 16. 7 1912, 18. 2 4, 441 15. 8 3years 450 8. 51, 431 19. 21,001 20. 9 2, 717 25. 9 5, 599 20. 0 Didnot attend _ 3, 608 68. 24, 02954. 02, 367 49. 7 3,73 5 35. 613, 739 49. 1 Noresponse____ 215 4. 0 607 8. 1 15 3 3. 2 788 7. 5 1, 763 6. 3

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

1Statistia of publichigh schools. bt Biennialsurveyof education in the UnityStates, 1930-32.Washing- ton,Government PrintingOffice, 1935.(United States Department ofthe Interior, Office of Education,Bulletin 1935, No. 2.)p.23. I The Reorganization of Secondary Education.Washington, Government Printing Office,1933.(United State Departmentof the Interior, Office ofEducation.Bulletin 1932, No. 17, MonographNo. 5)p.83. " Statistics of public high schools.Op cit.,p.23. 20 VOCATIONALEDUCATIONANDGUIDANCEOF NEGROES The lackof high schools forNegroes andthe smallenrollmentinthe schools provided,discussedin theprecedingsections, haveimportantim- plications for vocationaleducationandguidance;for,unless thereare schools within the reachof children,which theyattend,there islittlepos- sibility of securing theguidanceand trainingnecessaryforeffectivepar- ticipationinoccupationallife. GENERALSITUATION Trends invocational coursesin highschool. rderto ascertain trendsin high schools, inquiry w.asmadeconcerningthenumber ofvocational courses added anddroppedduring the6-year periodbetween1930and 1935. Theresults of thisinquiryareshown intables 6and 7. Number ofschools reporting coursdiaddedanddroppedareshownin table 7. A totalof 37differentcourses were added.Thelargest-number of additions occurred inhomeeconomics,agriculture,andindustrialarts, the respective number ofschoolsaddingthembeing 20,17, and13.A total of 16 ylifferentcourseswere dropped, thosedroppedby thelargest number of schoolswerecommerceand thebuildingtrades; therespective number of schoolsdropping thembeing 13and 6.Thespecificcomparisons between academicandvocationalcoursesWerenot made in thisstudy, but during thedepressioncertainunpublishedstudieswere made which showed that vocationalcoursesfrequentlywerethe firstto be droppedwhen retrenchmentbecamenecessary. A While thenumbers involvedintable7are perhapstoo smalltosupport definite conclusións,certain factsrelativetocoursesin tradesandindustries mayhavesomesignificance.Forexample, inthebuildingtradesand in plumbing thenumber ofcourses dropped exceedthoseadded.Another significant facttowhichattentionshduldbe directed,is thesmallnumber ofcourses added incertainfields inwhichexpansionhas takenplace. Some pf thesefieldsare:Radiorepairing,vocationalguidance,beauty culture, cafeteriamanagement, and janitorialengineering.In viewof the growth in theseoccupations itwouldseemadvisable forschoolstoincrease" the offeringsin them.

TABLE6. Number ofvocational coursesadded anddropped by 207high schoolsbyyearsfrom 1930 to 1935

CoursesCourses Year Year Courses Courses added dropped - addeddropped ,

1930 12 8 1934 36 7 1931 30 3 1935 . 37 4 1932 10 14 1 1933 18 14 Total o 143 50

'Oh a GENERALEDUCATIONANDVOCATIONALTRAINING 21

TABLE 7.Numbq of specified vocationalcoursesadded anddropped by207 highxhools for Negroes from1930to 1935

Number Number Number of schools of schools Number Course Course of schoolsof schools adding dropping adding courses dropping courses courses course%

1 2 3 1 3 3

Art appreciation Laundering Auto mechanics 5 3 Machine shop Beauty culture 6 -- Mechanical drawing_ 3 2 Bookkeeping 2 1 Metal work Brickmasonry 6 2 3 Millinery 2 Building trades 2 6 Nursing 1 Business administration__ 2 Music 1 Cafeteriamanagement_ _ 1 Plastering Carpentry and cabinetmak- Plumbing 3 ing 10 3 Printing andduplicating.._. 3 Commerce__ , 1 13 13 Salesmanship '2 Commercialart 4 Shoe repairing 2 Dressmaking Tailoring., Electricity 6 Teacher training 2 * Farmmechanics.... _ _- 2 Trademathematics__.. _ 1 Home economics 20- Radio repairinf_ _ 2 'Housemaid training 4 ------Vocationalagnculture___ 17 5 Industrialart _ - - 13 ..... Vocationalguidance 4 Janitorial engineering 1

4.1=11=1111.

0 an. SO 011 Guet-ic.olorrtAcórnb 19E.5 -Et) 1934-515NIMM/11/1/1/1/11/111/11111111/NIM G.a.m. rob I JAMS -Ge 1954 -55///////////////11111//1" Houa a,hold.Ar4a 19E.5-Lb 1934 -315711/1/14 Inckiet Art 19E5- Ab 1934 35w/M1 Tr cuicis 19G 5- et7 . 1934 35WA Corn rrmrc.oa I wars-Ae 1954 -35'fin Agriculture. 19E. 5--At) 1934 -.35 he.r 19A5 ab II 1934 -35

SUMO Fotsts 1.---Percentigeof N jeroszpilsregistered in differentcurriculums in207 high 1925-26 and1934-35.

411

-a ... 22 VOCATIONALEDUCATIONANDGUIDANCE OFNEGROES

Curriculum registrationsin highschool.Curriculumregistrationsin 207 high schools for eachyearfrom1925-26to 1934-35areshown intable8 and figure1.There Wereslight changesduring the10-yearperiodin thepercentageof the totalpumber ofpupils whowere registered inagriculture, trades,homeeconomics, andindustrialarts. Thecomparative percentages for the differentcurriculumsareshown below:

Curriculum 1925-26 1934-35

Agriculture. . . 0. 6 0. 9 Trades. . . . 2. 9 3. 3 Householdarts. 8. 3 8. 4 Industrialarts .. 8. 1 8. 2

Therewas adecrease inregistrations inacademicor college-preparatory curriculums from57.1percent in 1925-26 .% to 46.4percent ix1934-35. While "thisreprenntsadifferenceof 10.7Nrcent, therewas an increase in thenumber ofpupilsregisteredin thiscurriculum of127percent. Therewas an increase in thepercentage distributionin the"general curriculum"registrationsfrom20.5.4in1925to27.9 in1935,andanincrease in numbersregistered inthiscurriculumduring- thesame period of 282 percent.

-4

4.0' NOIIVOIICIa rWNOIIVO0A DNINIV1LL . 01. I MI 7 7 6 0 2 0 5 . . 543 384 405 2. 3.3 220 845 530 953 8. 171 9. 291 51. 24. 1, 14 1, 4, 4, 28, 13, Total 55; 1 2 3 9 3 0 9 8 73 . . 935 961 2. 777 2. 667 061 927 2. 264 665 16 51. 14. 24. 8, 4, Female 16, 1929-30 32, 5 1 4 3 1 0 1 4 . 26 . 27 104 1. 178 311 159 444 2. 5. 75's 002 14 50. . 17. 23. Male 1, 5, 3, 11, 22, 7 7 2 3 8 1 9 3 . . 103 378 126 805 2. 2. 170 8. 404 206 633 9. 825 13 52. 23. . 1, I, Total 4, 4, 12, 16, 50, 8 5 2 5 7 3 6 5 74 . . 1. sex 764 191 %7 2. 299 140 478 327 4. 240 12 51. 13. 24. 1, 7, 4, 15, Female by 1928-29 30, ! 3 5 7 1 6 5 2 15 . 08 30 1. 1. 304 339 247 827 4. . 926 306 994 11 51. 24. Male M6 3, 4, -. 10, 19, Negroes, 8 0 6 9 7 9 6 4 . for . 1. 371 144 286 776 136 2. 390 193 8. 466 8. 762 55. 21. le 1, 4, 4, Total 10, 26, 47, schools 8 3 8 8 5 8 6 1 . a 93 59 . 1. 1. 558 529 144 387 524 3. 374 9 54. 14. 22. 1,080 6, 4, high 15, Female 1927-28 28, 4 j 5 5 3 7 9 4 7 207 . 1. 1. 278 247 866 963 4. 134 079 066 8 623 53. 16. in 21. Male 9, 3, 4, 18, 8 7 7 2 4 3 9 years . . 199 1. 81S2 2% 707 376 8 7. 141 4/4 266 211 2.9 7 57. 10 20. 1, 3, 8, 3, Total 23, 41, past 1 0 4 9 6 8 5 6 . 98 . 1. 904 368 461 511 2. 132 881 3. 392 037 11 57. 13 the 20. , 5, 3, 13, Female 1926.-27 24, for 2 5 8 0 2 0 9 9 05 06 185 198 1. 1. 387 246 385 . 688 4. 106 57. 21. 14. 3, 9, Male 2, 16, 1 1 5 3 9 9 5 .6 . 1. 425 206 331 699 175 registrations 894 975 8 2. 8. 775 070 4 57. 20. 1, 7, 2, 2, Total 20, 35, 3 3 2 6 1 2 6 58 . 40 . 506 505 150 2. 967 485 2. 5. 793 3 55.4 r 13 20. 6 1, 4, 2, 12,082 Female 1925-26 21, i 1 1 5 8 6 3 2 0 le 8.Curriculum 06 148 1. 193 1. 135 669 585 1. 826 744 308 4. 57. 13. 21. 1, 7, M1 2, 13, 4D TABLE 1. : title. .A. - Of t 1 end prparatory --- at -- Curriculum At - college arts: or arts: footnotes Total Percent Number Number Percent Number Percent Percent Number Percent Number Perceak Number Number Percent Number Percent See Academic Commercial: Household Apiculture: General: Trades: Industrial Other: ' f op ------° >IP ftj

NOLIVOrlUa o airtv tri aamvaino do cs2 ,44 44 4 9 5 3 9 2 2 . . 551 972 480 4. 293 3. 022 438 8.4 263 8. 203 222 46. 27. 591; 4, 3, 8, 8, 46, Total 28, 100, ' ' 7 3 0 2 6 3 6 3 . . 190 1924-29, 184 874 5. 244 738 336 2. 313 147 2. 34 026 47. 14. 27. 2, 1, 1, 8, Female 1934-3i 27, 15, 57, , 765; - ç. 8 8 7 7 4 2 1 1 . 56 . 361 1. 788 3. 606 4. 284 102 049 196 950 el 44. 28. 16. Male 1, 2, 6, 19, 12, 43, 1927-28, 1 8 5 4 9 8 3 2 . . 713; 953 701 897 3. 940 440 800 7. 398 4. 7. 180 309 28 48. 27. 3, Total 2, 6, 6, 41, 24, 87, - 9 2 9 4 6 5 2 3 a . 1926-27, . 503 112 177 497 4. 2. 811 742 132 2. 092 27 066 48. 13. 27. 1, 2, 1, 6, Female 1933-34 24, 13, 50, , 674; sexContinued 9 6 8 7 5 2 2 1 58 . . 48 1. 450 by 400 3. 763 4. 629 306 243 24 46. 28. 14. 1589 Male 1, 1, .5, 17, 10, 1925-26, 37, 8 6 5 3 2 6 8 2 . . 718 656 759 779 4. 3. 489 192 8. 533 180 7. 306 24 Negroes, 46. 28. years 3, Total 2, 7, 6, 38, 23, 83, r° for 2 2 3 1 0 9 9 3 . . 101 715 426 5 2. 503 098 175 1. 130 920 ev 24 068 47. 14. 28. respktive 1, 2, 7, Feteale 19!2-33 22, 13, 'schools 48, 1932-33. the in 4 6 8 8 4 9. 17 50 .1 1. 555 003 333 3. high for 681 4. 986 .C4 30 583 208 23 45. 28. 15. Male 1, ika 1, 9, 5, 16, 35, and 207 5 8 2 1 4 8 7 5 . in . 614 410 685 3. 4. 473 467 735 8. 908 7. 375 12 667 46. 28. curriculum 3, 2, Total 6, 5, 35, 21, 76, 1931-32, yeaii in 2 0 9 9 3 9 9 7 . 10 . 108 298 076 1. 888 4. 714 682 1. 845 331 21 842 47. 14. 28. academic 2, 6, Female 21, 1931-32 12, - 44, - past the 8 8 9 6 1 9 in 21 curriculum 06 . 44 the I. 577 212 3. 585 785 4. . 803 2 45.7 27. 15. Male 1, 1, 8, 5,041 14,538 k , arts 31, for 5 1 7 1 2 2 4 . . registered 907 510 986 4. 256 3. 175 7. 19 278 003 48. 27. Total 2, 2, 8X.1 5, 34, 19,587 72, industrial were in 7 7 2 5 9 7 S 82 . registration: . 190 1. 4. 840 002 294 1. 745 18 223 620 49. given 26. 2, 6v1i1 Female 21, 1930-31 11, 42, not ads 2 5 3 registered 9 5 2 2 2 . 60 . 55 1. was 476 3. 428 984 416 4. 142 430 17 46. 28. 15. Male 1, 4, Rs293 13, were sex 29, 8.--Curriculm M.A whose 1 : TABLE .... 2iuchnspersons of * - ..... 241. F. preparatory number Curriculum , ...... : _ 1930-31, college _ . arts: ' or arts following 504; : 4. Total The Number Percent Number Percent Number Percent_ Number Percent Number Percent Number Percent Percent Number Number Percent t anmercial: Academic Agriculture: Trades General: Household Industrial 1929-30, Other: . .s GENERAL EDUCATIONAND VOCATIQNALTRAINING 25 e. vocalionalokeringsin college.Theresults ofaninquiry concerningthenum- berof colleges preparingteachers in specifiedvocational fieldsand thenumber preparingpersons to engagein specifiedoccupationsareshown forpublic and private colleges, respectively,in tables9 and 10. A largernumber of bothprepareteachers for theupperélementarygrades than' foranyother field, tile respective numbers being21 and 14.Twenty publiccolleges prepareteachers of homeeconomics; 19, ofprimary grades;and 17, of agriculture. Among the private colleges,12preparehigh-schoolteachers; 11,. primaryteachers; 9, musicteachers; and8, teachers of homeeconomics. The fourcoursesoffered by the largestnumber of pubk collegesfor direct occbpational preparation with thenumbtr offeringeac re: ture,

18, home economics.18,carpentry and woodworki 47 15, andautome- chanics,147---Prh-gfdtir coursesoffered by thelargest number ofprivate colleges for directos:cupatiónalpreparationare:Theotògy 10,pre-medical

8, home -economics 7, and pre-dental6. .

TABLE 9. Number of public collegesoffering Negro *dents ationalcourses

[Totalnum ing,271

Number Number Teacher educationcourses of Direct vpcationalcourses of colleges colleges o Academic subjects: Grammar grade 5 21 Agriculture 18 Primary 19 Home economics 18 High school 15 Carpentry and woodworking IS Kindergarten 2 Auto mechanks 14 Home economics 20 Electricity-- 11 Agriculture 17 Stenoraph7 andtypewriting 1.1 Industrialarts 11 Tailonng 11 Business administration 10 Masonry qincl plastering _ _ ----- 10 Stenography and typewriting 10 Printing 10 Music N. 9 Business-administration 9., Nursing 3 Music 9 Library science. 2 Paintirig 8 Trades: Plumbing 8 Carpentry and woodworking 11 Pre-medical 7 Autcrmechanks 10 Pre-dental 6 Electricity 9 Pre-/Pharmacy 6 Printing 9 Blikksmithing andiron work 5 Masonry and-plastering. 110 8 Shoemaking and leather work. 5 Tailoring 8 Nursin4 ------4 Plumbin4 7 Pie-engineering 4 Shoemaking and.leather work _ 6 pre-law 4 Laundering ,4 Architecture Blacksmithing and iron work 3 ..General shop -_ , . Interior decorating 2 "Laundering fr 3 Butler'scourse Libraryscience 3 Cos __ ...... _ _ _ _ _ Mechanicalarts 3 Machinespindustry_ Upholstering 3 4 Painting Beauty culture 2 Photographic_ tiPhotography 2 Sheet metal Building construction 1 Upholstery Ceramics 1 Welding Commercialart 1 4 Commercial dietetics Interior decorating_ 1

-AS ----- 1 1 -Zlr:iv:ei:TAconcrete Physitial education .1 Poultry 1 Power plant engineering__ _ - 1 . Radio 1 Welding 1 Woodcrafts i

sels

`4\ 26 VOCATIONALEDUCATIONANDGUIDANCEOFNEGROES

TABLE io.Nu;nberof private colleges offeringNegrostudentsspecifiedvocationalcourses

[Totalnumber replying,20)

Number Teacher-education Number courses of Direct vocationalcourses colleges of colleges

Academic subjects Grammar grade 14 Theology 10 High school _ 12 Pre-tnedical_ Prigaary. 11 Home economics Kindergarten 7 4 Pre-dental_ Music 9 Pre-pharmacy 6 Home economics o 8 BusinessAdministration ; Socialadministration 4 Music 5 Businessadministration 3 Pre-law 4 Stenography andtypewriting 3 Social Nursing administrttion 2 1 Stenography andtypewriting Architecture 2 Civil engineering 1 Electricalengineering 1 Mechanicalengineenng 1 Nursing I 1

Curriculumregi:er &ionsin college.Thenumbers ofpersons registered in certain vocationalcurriculums inpubliccolleges, foreac,h oftheyearsfrom 1930to 1935,areshown in table11.In agriculture,architecture,and home economics thetrendsaredownwardin bothpercentages and numbersof students registered from1930-31to 1934-35.In nursingthere isaslight increase innumbers, buta decrease inpercentage of studentsregistered. i; In businessadministrationand tradesthere isanincreasein bothnumbers and o percentages of studentsregistered in1934-35over1930-31.While there is an sein thenumber ofstudentsenrolled inall thevocational curriculumscombined,thenumbers being28,925 and33,123, fortheyears 1930-31 and1934-35,respectively,there isaslightdecrease inthepercentage 1 of thetotalenrollmentregistered inall vocationalcurriculums.The percentages for1930131and1934-35are,respectiyely,12.2 apd11.6. Of theprivatecolleges, onlyonereportedcoursesinarchitectureand engineering, threein socialadministrationand trades,andtwo in homeeconomics. Thenumbers involvedave too smallto permit of reliablecon- clusions.However, itmaybe notedthat thereisaslightincrease innumbers andpercentages registeredinarchitectureandengineeringand in homeeconomics,aconsiderableincrease insocialadministrationand in trades.

to trj NOUVDnua rIVNOLLVDOA OKINIva.1 6 79 547 940 494 380 147 139 978 898 313 865 067 14 3, 1, 9, 3, 1, 2, 9, 7, Total . - * __ - 79 16 113 327 156 221 147 633 031 473 14 1934-35 5, 1, 1,085 2, 5, 1, 4, Females ______------to 1934-35 6 20 - 381 . 159 2 940 822 265 392 287 036 14 1, 4, 1,054 4, 1, 3, 2, Males - . 1930-31 4 traCle. 115 564 322 382 137 340 118 408 785 648 892 896 fit in 1, 8, 1, 3, 1, 9, 3, Total from 6, 12 year 88 27 and e 137 202 014 009 559 618 407 925 773 1 5, 1, 5, 2, 1, 3, 1933-34 each Females 1 4 nursing; for 1 115 550 138 234 764 639 123 860 865 in 619 1 3 1, 1, 3, 3, 2, 2, Make (.0 '1 control, 4 77 352 778 228 330 298 864 129 925 957 857 878 10 7, 3, 7, 5, 2, Total architecture; public in 54 10 77 1 165 452 116 878 864 904 494 976 1, 4, 1, 4, 2, under 1932,-13 Females 4 174 778 133 900 416 153 847 047 463 762 8 1, 2, colleges 3, 1, 2, Males administration; 6 69 390 253 671 278 279 664 508 106 995 787 7. 065 certain 3, 1, 1, 8, 8, 3, 6, Total in business in 6 53 14 69 160 278 309 709 253 871 807 496 6 1, 5, 2, 5, 3, 1, 1931-32 Females 6 curriculums 112 119 economics; 355 225 671 286 773 637 299 569 1, 3, 3, 1, 2, Males home 14 61 174 537 126 211 4% 033 585 457 754 530 4 007 vocational 18in 1, 3, 1, 1, 8, 9, 3, 6, Total in 9 58 61 112 124 310 248 661 452 939 840 944 a 5, 1, 2, 6, 1, 3, agriculture; 1930-31 Females registered in 5 14 99 116 723 248 876 167 745 646 586 1, 3,002 1, 2, 2, Males students represented are Negro of registration_ schools 16 Number 1 curriculum . registration registration registration registration reporting: registration registration I Curriculum i * enrollment enrollment enrollment enrollment enrollment enrollment vocational administration: colleges economics: In TABLE Curriculum Curriculum Curriculum Curriculum Curriculum Curriculum I Total Total Total Total Total Total Total Nursing: Business Home Agricukuret Architecture: Trade: 4.

28 'VOCATIONALEDUCATION ANDGUIDANCE OFNEGROES I Trends invocationalofferings incollege.The exten?towhichcollegesare responsiveto occupational trends isindicatedby thecoursesaddedand dropped.Informationonthismatterwasreceived from15 public andA private institutions. Of 53coursesadded by the15 publicinstitutions,25 wereadded by2, and of the16coursesadded bythe 4 privateinstitutions, 13wereadded by one.Inno casedidmorethanoneprivatecollegeadda given course. Thecourseadded by thelargestnumber ofpubliccolleges (5)wasin the buildingtrades; thecourseaddedby thenextlargestnumber of publiccolleges (4)wasinauto mechanics. Inquirywasmade concerningthereasonscourses were added.Among theprivate institutions,inevery case exceptone,thecourseswereadded upontherequestof students.Thereasonsgiven foraddingcoursesby the public institutions, withthe numberofinstitutionsgiving each,are asfollows: Byrequestof students,18; occupationaldemands,14;certification requirements,7;toenrichcurriculumofferings,6;toprovi deelementary occupational training, 4;toencouragestudentsto enter smallindustries,4. FEDERALAID FORVOCATIONALEDUCATION The firstMorrillAct.ThefirstMorrillActwasfor thepurposeofestab- lishing, incooperation withthe States,a system of scientific,technical, and practicalhighereducation."Passed in1862, thisAct made"no provision for rácialdivision ofstudents.The resultwasthat theproceeds from thesale of the Federalgrants of public landorscripweredevotedin most instances tothe creationofendowments forthe benefitof whiteinsti- I. tutions.""Thus, theaid givenby theFederaLGovernmentto the development ofvocationaleducationonthe collegiatelevel intheStates, with the exception of four,was not shared byinstitutiorisfor Negroesuntil the passageof thesecond MorrillAct in 1890.ThisActspecificallypro- vides'for equitabledistributionof theFederalfundsappropriatedforthe establishment ofland-grantcolleges, inthe followingprovision: Provided, Thatno money shall be paidout under thisact toany or State Territory for thesupport and maintenanceofacollegewhereadis- tinction ofrace orcolor ismade intheadmissionofstudents,but the establishment andmaintenanceof suchcollegesseparatelyforwhite and coloredstudents shallbe heldtb bea compliance withthe visions of this pro- actif the fundsreceivedin suchStateorTerritorybe equitablydividedashereinafterset forth: Provided,That inanyState in whichthere hasbeenonecollegeestablishedinpursuance of the of July act second, eighteenhundredand sixty-two,and alsoin whichan educationalinstitution oflike characterhas beenestablished, hereafter or may be established,and isnowaided bysuchStatefrom itsown revenue,for theeducation ofcoloredstudentsinagriculture mechanic and the arts, howevernamedorstyled,orwhetheror notit hasre- ceivedmoneyheretoforeunder theact to which thisact isanamend- u Surveyof Land-Grant Collegesand Universities.Washington,GovernmentPrinting Office, States Department 1930. (United of the Interim,OfficeofEducation,Bulletin 1930,No. 9.) Is Ibid.,p.837. GENERAL EDUCATIONAND VOCATIONALTRAINING 29 ment,the legislature ofirch Statemay proposeandreport tothe Sec- retaryof the Interiora Justand equitabledivision of the fundtobe received under thisact betweenonecollege for whitestudents andone institution for coloredstudents establishedasaforesaid, which shallbe divided intotwo parts and paid accordingly, andthereupon such institution for colored studentsshall be entitledtothe benefrts of thisact and subjecttoits provisions,asmuchasit would have beenif it had been included under theactof eighteen hundredand sixty-two, and the fulfillment of the foregoingprovisions shall betakenas-acompliance with the provision inreferenceto separate colleges for white and colored students.

Each of the Southern States,very soonafter thepassageof thisact,made provision for accepting itsterms,either by establishingaland-grant college for Negroes, by convertinganexisting Stateinstitution intoaland-grant college,orby transferring thefunds whichNegroes shouldreceivetopri- vateinstitutions. Even after provisionwasmade for vocationaleducation of Negroesonthe collegiate level, by thearragements previously mentioned, itsgrowthwas slow.Therewerethree majorreasonsfor this.First, it requiredtime for Negro studentstoleave the institutionswith which theyhad become fanuotl iar andtochange from theliberalarts program found in the privatec leges.This resulted in fewstudents in theland-grant colleges.In the;ec- ond place, because of the limitedpublic educationfacilitiesonthe elemen- taryand secondary school levels,these newly cl.eated"colleges"were cornw pelledtodevotemostof their time andenergiestoeducation belowcollege grade.Finally, because liberalartstrainingwas morepopularamong Negroes Min agricultural andmechanical training,becausemost of the administrators and teachers in theland-grant collegesweretrained along liberalartslines, And becausetherewas noclearunderstanding ofthepur- poseand meaning of thelegislation establishingthe land-grantcolleges, emphasiswasplacedonclassical training. The Smith-Hughes .Act.OnFebruary 23, 1917the Smith-HughesAct wasaspassed in order"to provide for thepromotion of vocationaleducation," ihduding agriculture, tradesand industries, andhome economics.Supple- mentary acts have been passed providing forcommercialtraining. The training provided by thisact must be of less than college grade,forpersons over14yearsofage,and specificallytoaidpexsonstowardcompetency in their occupationalpursuits. The generalpurposeof theact wasstated by ex-PresidentHooveras follows: The essentialpurposeof the Smith-HughesAct istoprovide forthe needs ofouryouths who donot enterourhigher technicaland professional educationalinstitutions.Vocational trainingfor thecommoner wage-earning pursuitsand skilled tradesis equallyasessentialasis training for theprofessions. The humblestworker, equallywith the youth whoproposes to enterthe professions, hasarighttothesort of 30 VOCATIONALEDUCATION ANDGUIDANCEOFNEGROES # training he needs for theoccupationby whichheproposes toearn his livelihoodandsupport his family, and throughwhichhe willrenderhis servicetothecommunityin gettingthecommunity'swork cannot in fairness done.We continueto provide specializededucationfree few whopropose to to the enter the professions,whiledenyingeducationto themanyfor thecommoner vocations. There isin factnobettereconomy than theeconomy of adequate training for the pursuitsofagriculture,commerce, industry,andthe home.Our youthmust enter into thesepursuits, in the and itisonallcounts publicinterest thatthey be welltrainedfor them.To suchtraining is provide clearlyapublicresponsibility.Educationingeneral, includingvocationaleducationfor theyouth, isdemocracy's portant business. most im- Democracyineducationmeans that in thefieldof educationopportunityshallbeextendedequally fair to allto givealla start. This is theeducationalidealinspiringthosewhoare admin- istering theFederalVocationalEducationAct; itis the inspired idealwhich Congress inpassing theAct; and itistraditionallytheideal educationinour democracy. of Thegrants under thisact, for the countryas awhole, in1918amountedto $1,855,586.72. In 1937thegrants amountedto $10,642,580.62.In 1937 theGeorge-Deen Actwaspassedby Congress,"toprovidefor thefurther developmentof vocationaleducationin theseveralStatesandTerritories." Theamount authorizedto be appropriatedannuallyunderthis aciis $14,- 750,000.Particular attention iscalledtothe factthat,whereastheSmith- HughesAct actually appropriatedfunds,theGeorge-DeenActmerely authorizes,ormakes possible,appropriationsnot exceedingtheamount stipulated. DistributionoffundsamongNegroes. Undertheseacts the Federal ernment doesnot Gov- propose to undertaketheorganizationanddirection ofvocationaleducationin theStates,but doesagree to make from toyearsubstantial year financialcontributiontoitssupport.Itundertakes topay oyer to the Statesannuallycertainsumsof erate in fogrring money andtocoop- andpromotingvocationaleducationandthetraining of vocationalteachers.Thegrants of Federalmoney are conditional, and theacceptance of these grants imposesuponthe Statesspecifipobli- gationsto expend themoney paidover to them inaccordance provisionsof theacts. with the Thiscooperationof theStateswith theFederal uponfour Governmentis based fundamentalideas: (1)Thatvocationaleducationbeing essentialtothenationalwelfare,it isafunctionof the ment to stimulate NationalGovern- the Statesto develop andmaintainthisservice; (2)thatFederalfundsarc requiredto adjust States the equitablyamong the burden ofprovidingtheservice; (3)thatsince theFederal Governmentis vitallyinterestedin thesuccessofvocational it should,so to speak, education, secure a degree ofparticipationin thiswork;and (4)thatonly bycreatingsucha relationship the local betweenthecentral inl governmentscanbetterandmoreuniformstandardsofedu- tationalefficiencybeset up." . 13 Statementof policipfor theadministration ofvocationaleducation.Washington,Gownsman Office,1937 (Revisededition).(United States Printlug Departmentof theInterior. at Education. educationbulletin 1937,No.1.)4 Vocational GENERALEDUCATIONANDVOCATIONALTRAINING 31 One of the purposesof theact,asshown in (2)in theabovequotation,is to"adjust equitablyamongthe Statesthe burdenof providingthe service" (vocational education).However,nostipulationis madeforsecuringequi- tability within theStates,asfarasclasses forNegroesareconcerned.A study of the distributionof thefunds withinthe Statesindicatesinequi- tability in provisionsforcoursesin vocationalsubjects similartothat referredtoin provisionfor high-schoolfacilitits. Trends inweof Federalfunds.Theproportionof fundsallottedto schools for Negroes from theFederalfunds forvocationaleducationfor specificpur- posesin 1934 comparedwith theratio which dilybeartothe totillpopula- tion is shown in figure2.IneveryStateexceptone(Oklahoma)theper- tageof expendituresis lessthan theratioindicated.Also, itwill be ntedthat the linesrepresentingpercentages ofcourses, enrollments, and chersare,with fewexceptions,consistentlyabove thelinerepresenting expenditures. Therewereencouragingincreases innumber ofteachers andcourses,and enrollments from1928-29to 1934-35except during themost acute depression period (1931-33).Even then,therewas an increase inenrollment of girLs.Similarly, therewereincreases inexpenditures,but thepercentage increasewasfar lessthan in theotheritems,asshown byfigure 3.Insome casesthe increasesduring thisperiod inenrollment ofNegroes infederally aided vocationalcoursesexceededcorresponding iiicreasesfor whites. ComplCtedata for theFederallyaidedvocational workin highschoolsmay beseenin tables I,il, III,and IV inappendix A. t,1 03 flITNOLLVDOA o 011

xouvonaa tzi and itre. courses, La. vocational . 5 aided 34-3 9 1 Ala. .1 Federally States, gib in 18 t Fla. f. mii the nrohqen N.C. e to - - -, total - vQs the available of k. 0,,,,e e r A are teachers e and , T*.nn. Negroes . , ., . ._ courses ... P.1d. ... percent _.. . ' ...... _ , , ., .: .1 . ..r Tex ... , ., ,. , expenditures, population, . .0,0_ .., .. ... DR.!...... total . total ,-....- ...... t _.. A the the _ ... n Ky of do in mcn I. ... I I ms.nt I ria.0 ri an-c rot percent to -tu Okla. i Negroes , a, tn firr kitio the h of pa.rtd IN,pu r)1 MICIWo Make. COUSMWO Fa.mo11 W.Va. r 4M - - Percentage "WNW. Key 1 dos 2. el, 30 10 nouRE GENEML EDUCATIONAND VOCATIONALTRAINING 33

4/t

195..

['Sty Expcnditurt, ------ts.4OA.cnrol I me.t -4)--c1--'1-4-3-Ft rnalt nroi rrn. mt 165 T...cuc. ha.r C0k)re....

150

110 '11=1/ C

105

.#* 90 -107--- I I

e // .1/ e e to---- e # 44: 4 5

194e9-J0 19303111111931-L 193t-33 1933 -34 1934-00 011111M FIGURE 3. Percentage increaseordecrease in expenditures, innumber ofcourses,in number of teachers, and in enrollmentsin Federally aided vocationalwork for Negroes, for eachyearfrom 1929-30to 1934-35 compared with 1928-29, in 18 States. CHAPTERIla7

VocationalEducationinAgriculture'

gr.

rTIHEADEQUACY ofvocationaleducation inagricultureforNegroes Imust be consideredin light ofthe socialandeconomicsituationin ruralareasand of thespecialrelation ofNegroestoit. The application ofmachinerytothe farmhascausedrevolutionizing changes.The successfulfarmertodaymust know howto handle machines andappliances,powerfor whichis generatedby wind,gas, water,steam, oil, and electricity.Theapplication ofchemistrytofarmproblemshas made available anincreakd fundof scientificknowledge.Mpreover,farm-: ing has bcomeahighlycompetitiveindustry andcalls forahighdegreeof managerialability.Profitabledistribution offarmproductsdemandsa knowledge ofbusiness andan appreciation ofcooperativemarketing.These conditionshave broughtaboutgreater specialization oftasks, haveincreased for the need diversification ofcrops,and havemade thefarmerless self- sufficient. In additionto other social andeconomicconditions,these changes havebeen associatedwithdecreasingfarmpopulation,increasing size of farms,and increasedproductionper acreandper man. The changes have affectedNegroesparticularlybecausetheyarestill predominantlyrural.Accordingtothe 1930Censustherewere 11,891,143 Negroes in theUnitedStates. Ofthisnumber,6,697,230,or56.3percent, lived in ruralareas.Thepercentages living inruralareasin 1920and 1910,respectively,were66 and72.7. The followingexamplesshow thechanges thathave takenplaceamong Negrofarmers during s. the decade:2 (1)there hasbeedadecreaseof nearly halfa million N s-or6.2percent, in the farmpopulation,and of42,858,or 4.6percent, thenumberoperatingfarms.Thenumberof Negro farmersper1,111 egro population fell from88 in1920to 74 in 1930 as compared wia correspondingdecrease for whitefarmers frOm 58to 49per 1,000population.(2)Thenumber offarmsoperatedby Negroesin 17 SouthernStatesdecreased by44,659,or4.9percent.(3) Dataoa federally aided vocational education inagriculturewere taken from the Statereports sentto the VocationalEducationDivision ofthe Office ofEducation. I TheNegroFanner 1nthe UnitedStates. Washington,GovernmentPrinting Office,*1930. (Fifteenth Census oftbeUnitedStates, 1930.Censusofagricnitam) 34 AGRICULTURE . 35 There has beenadecrease in thetotalacreagein farms operatedby Negroes of 3,835,050acres, or9.3percentincontrast toanincrease of 34,943,840 acres, or3.8percent,in farms operatedby whites.(4) Theaveragesize of farms operated by Negroes hasdecreased from44.8acresin 1920to42.6 acresin 1930. Theaveragefarm operatedby white farmers increasedin size during thesameperiod from 165.7to176acres.(5) The value,of land and buildings of farmsoperated by Negroesdecreased durink the decade by $854,699,526,or37.9percent,while the decreasefor whites during this sameperiod amountedto$17,508,988,184,or27.4percent.(§) Therewas adecrease in Negro farmoperatorsby each class oftenureasfollows: Owners, 37,596,or17.2percent;managers,1,103;or54.4percent; tenants, 4,159,or0.6percent.During thissameperiod whiteownersdecreased 8.8percent, managers decreased 20.3percent,andtenants increased 12.3 percent.Theoneitem which increasedduring the decadeunder considera- tionwasthe value" of implementsand machinery ownedby Negro farmers. The trends indicated here have important'implications foreducational programsfor Negroes in ruralareas.

NUMBER OF SCHOOLSAND CLASSES3 In general, vocationalcourges atEoffered in high school.Vocationalin- struction is offered in theuppergrades of the elementaryschool insome. communities, but it isnotparticularly effective.Such workcannot be carriedoninmostof the 1,726 rural schoolsoffering 1or more yearsof high-school work because of the limitedfacilities.Only aboutone-third of these schools participate in the Federalprogramfor 'vocationaleducation in agriculture. The_most common type of school providing vocational agriculturalin- struction for Negroes is the regular, all-day,county training school. The work is departmentalized;and that in agriculture isusually federallyaided. A few othertypesof high schools, suchasthose connectedwith land-giant ftcolleges and semiprivate schools, receivesupportfrom the Stateor county and share in the Federal vocational educationprogram.In 1934-35there were542 all-day schools for Negroes receivingFederal aid forvocational education in agriculture in the 18 States whereseparateschoolsaremain- tained.Anothertypeof school in which vocationalcoursesin agriculture arcoffered is the day-unit school,a;modificationof the all-dayschool."It differs from the departmentaltypeonly in theamountof agriculturalin- struction which is given, this being limitedtocertain selected units.This restriction is duetothe fact that the teacherof agriculturemustusually divide his timeamongseveral schools whichareconveniently located,so that hecanmake the circuitatleastonce aweek and preferablyoftener." In 1934 therewere264 such schools for Negroes.

sUnless otherwise indicated all data in thischapter referto the 18 States maintainingsepCateschools for the Negro and whiteraces. 4 Sargent, H. O.Vocational Education in Agriculture forNegroes.Washington, Government Printing Office, 1926.(Federal Board for Vocational Education.Bulletin 1926, No. 111, Agricultara1 series, No. it) 36 VOCATIONALEDUCATION ANDGUIDANCEOF NEGROES

Part-time schoolsaredesigned mainlyfor farmboys whohave droppe'd outof all-dayschool andwish instructionin agriculturewhile farming.In 1934-35 therewere320 such schoolsin whichNegroboyswereenrolled. Still anothertypeof school inwhichvocationaleducation inagriculture is offered is theevening school.It is designedespeciallyfor adultfarmers. Therewere784 such schoolsfor Negroesin 1934-35.In general,all of these differenttypesof schoolsareoperated in thesamebuilding and.by thesameleachers. There isaconsistentpercentage increase in thenumber of all-dyschools in whichvocational agricultureis taught foreach oftheyearsfrom 1926-27 to 1934-35over1925-26. Thenumber of classesin vocationalagriculture for Negroesin the differenttypesQf schools increased128.9percent from 1928-29to 1934-35. Thepercentage increase for eachyearfrom 1929-30 to 1934-35over1928-29 is shownbelow:

1929-30 1930-311931-321932-33 1933-341934-35 Percent.....27.4 42.3 91.8 65.3 83.5- 128.9 The dittributionof theclassesamongthedifferenttypes of schools is shown in table12.

TABLE 12.-Aanberandpercent of classes for Negroesin federallyaided vocationalagriculture, accordingto types of schools byyearsin 18 States .. . _ _ , Year andtype of school ,-- Number Percent Year andtype of school r Percent

1928-29: 1932-33: Evening 293 56.1 Evening_ ___ 442 51.2 Part-time 101 19.3 Day unit Part-time...-.______224 25.9 128 24.5 Day unit _..Z 197 22.a

Total ..... - - - -_ 522.______Total . ..._ 863 _ 6-...... , -... . _ _ ..... 1929-30: 1933-34: Evening 400 60.1 Evening_ _ ...... _ 559 58.3 Part-time 128 19.2 Part-time _ 225 23.4 Day unit 1374, 20.6 Day unit- l _--10 ...... s. 174 18.1 Total 665.... - . _ Total... 958 1930-31: gp; 1934-35: , Evening 460 61.9 Evening___ __ AO.... 698 58.4 Part-time 126 16.9 Part-time ______265 12.1 Day unit ... - - -- 157 1 2!. Day unit_ __ ... 232 19.4 , .4 4 Total 743____ _44.... _ _ Total.... _ , ... _ 1,195_ - -- - _ t - 1931-32: Evening 583 58.2 . Part-time 229 22. 8 Day unit 189 18.8 , Total...... - --- 1,001..-- -- .. _

CURRICULUMOFFERINGSANDREGISTRATIONS All-day schools.-Coursesin vocationalagricultureiethefederallyaided all-day schoolsareoffered inconjunctionwith theregular high-school courses.The high-schoolcurriculumsvary among the Statesas tocon- tent,but, in general,they consistof English,science,mathematics,foreign languages, socialscience, andthe vocationalsubject&It is Prescribedby AGRICULTURE 37 law establishing Federal aid for vocationaleducation that "súch schoolsor classes giving instruction topersonswho havenotentereduponemploy- mentshall require thatatleast half of the time of such instruction be given topractical workon ausefulorproductive basis, such instructiontoextend over notless than 9 monthsper yearandnotless than 30 hours per'week." This doesnotapplytoagriculture. Because of theageand generalnature of thepurposesof the pupils in the all-day schools, the vocational subjects in agriculture deal with the fpndamentalsof farm life.In each of the States the vocational agriculturecourses arebaseduponthe farmenter- prises of that specific region. The studentsaretaught howtoperform the operativeand managerial jobs and solve the problems thatarefoundon theirownfarms. Each student actually participates in the work of farming by operating and managingafarmprogramof hisown.

TABLE13. Number and percent of total Negro students registered in each kind of agricultural

course,by type of school, 1934-35, in 18 States' .

Type of school

Kind ofcourse Evening Part-time Day-unit

Nu mberPercentNumberPercentNumber Percent

a 7

Animals, farm 273 1. 5 42 1. 1 56 1. 4

Canning 165 .9 AMP a». O. MP MD e e. Corn andcornproducts 919 5. 1 319 8. 3 1, 043 26. 4 Cotton 1, 431 8. 0 607 15. 9 767 19. 4 Crops andcropproblems 788 4. 3 362 8. 4 277 7.0 Farm organtkation 535 2 9 63 1: 6.m. .0.a. M. an. O Oe - Farm reorganization 1, 269 7 1 ...... Farm pruction 2, 658 14. 8 1443 11. 6 461 i' 11. 6 Farm records and management_ _ _ ...... 2, 267 12. 7 426 11. 1 17 .4 General farming 2, 491 1 3. 9 1, 040 27. 2 588 14. 9 ' Hogs and bogproduction° 163 .9 41 1. 1 Home implements 25 .1 25 .6 10 .2 Home orchard 16 08,... : Live-at-home 2, 998 16. 7 104 2. 7 1. 7 Markets and trucking 138 .7 /10 5. 5 leg 3.0

Modern pioneers _ 9 05 154 4. 0 4ED doa... amMD ab. lor New Deal problems 346 1 9 Peanuts and alfalfa 40 .2 9 .2 ..... Poultry 969 5. 4 67 1. 7,--14213 5.4 Soil 642 3. 5 55 1. 3 24 y6 44' Total enrollment 17, 859 .. _ _ 3, 805 3, 944 MID O. 1.ow a.

IVocational Agriculture isnolonger taught in day unit courses. Other types ofschools.-thetypesofcoursesin vocational agriculture offered in evening, part-time, andday-unitcourses areshown in table 13. In thefederallyaided evening schools during 1934-35therewereregistra- tions in 20 differentcourses.Studentswereregistered ip 1 6 different coursesin the part-time school,and in 12coursesin the day-unit schools. The total number and percentof Negro students registered inthe different federally aided vocational agricultural coursesarcalso given in the table. Thepercents arecomputed from the totalenrollment in that particular' r 38 VOCATIONAL z' EDUCATIONANDGUIDANCEOFNEGROES type of school.Insteadof offeringspecificcourses,some schoolsusethe cross-sectionalm7thodof organizingtheirteachingmaterials rather'than the unitcourses.This meansthataportionofallthe farmenterprisesma be taughtthroughouttheentirecourse. Of the480 regularhighschools forNegroesreportingto theStatistiCal Divisionof theOfficeof Educationfor1934,enrollmentsinvocational courses inagivennumberofschoolswereasfollows:

Number of, its Course 4schools Generalagriculture Registration 142 4,211 Soils andcrops 10 Animal 140 husbandry 5 Farrell mechanics 82 2_ 57 Ofther,47,046pupilsenrolledin the164 reorganizedschools6reporting, 1,775,.or4percent,were enrolled ingeneral o agriculture.The trationin smallregis- akriculture inthereorganize4340sisprobablydueto the fact thatmost of them areinurban communities.Whilemanyof schoolsare probably these not participatingin thefederallyaidedvocational agriculturalprogram, the data are significantfromtheguidancepoint of view inshowingthe possibilitiesf9rpre-vocationaleducationandexplora- torycourses. c

ENROLLMENTSIN TYPESOFSCHOOLS Trendsinenrollmentsin federallyaidedvocationalagriculturalcourses in thedifferenttypes of schools forNegroesfrom1928-29to 1934-35may be tracedin table14. AlthoughthereisaninCreasein thenumberof malesenrolledin all-dayagriculturalclassesfrom1928-29to thepercentage of thè 1934-311 totaleArollmentdecreasedduring thesame period from42.'4to 38.8.In eveningagriculturalclasséstherewas an increasein the niunberof malesenrolled of from5,197to 14,761;and 'anincreasein thepercentage of thetotal maleenrollmentfrom29.9to 40.2.Both niiinberandpercent of females enrolledinall-dayschoolsdecreasedduring , thisperiod,whilethere was a markedincreasein thenumberandpercent of femaleienrolled in e'veninkschools;theformerincreasedfrom510 in 1918-29to 3,098 in 1934-35;thelatterfrom57.4to 93.5percent. for IOrganizedon junior-seniorhigh-schoolbasis.

Aim b1/4,

1 4,

04 AGRICULTURE 39

T*ii I 4.Number and percent of Negro students enrolled incoursesin vocational agriculture in the different types of federally aided schools, according toyears,in 18 States

Males Females Year andtypeof school t Number I Percent Number Percent

1 2 I 3 4 6 p.

1928-29: All-day_ 9, 110 52. 4 200 22.S Evening _ 5, 197 29. 9 510 57. 4 Part-time______. 1, 371 7.9 37 4. 2 Day unit_ 1, 689 9. 7 141 15. 9

Total _ _ _ ------17, 367 888 1929-30: All-day 9, 512 52. 4 148 17. 1 Evening 5, 324 ,29. 3 572 66. 2 Part-time 1, 420 7. 8 , 6 .6 Day unit_ _ _ 1,896 10. 4 137 15;8

Total__ _ 18, 152 mo ..... 863 .. .. 11.1 MP MI

, 1930-31: All-day. ,...... 10, 489 43. 5 264 13. 1 _ Evening.._ 8, 969 37. 2 1, 585 78. 7 Part-time__ 2, 047 8. 4 8 .3 Day unit__ 2, 597 10. 7 456 7. 7 1 oNimi mio 111.. Total 24, 102 2, 013 1931-32': All-day__ 11, 542 40. 1 131 4. 9 Evening__ 11, 851 41. 2 2, 274 86. 2 Part-time_ 2, 840 9. 8 24 .9 . Day unit 6 2, 526 8. 7 207 7. 8 4. Total 28, 759 2, 636 1932-33: All-day 16,315 40. 2 142 8. 6 Evening___ _ 8, 502 33. 1 1, 321 80. 4 Part-time__- 3, 202 12. 4 74 4. 5 Day unit___ _ 3, 619 14. 1 105 6. 3 Total 25, 638 1, 642... 1933-34: All-day- 12, 688 40. 3 . 73 2. 8 Evening___ 12, 524 39. 8 2, 393 94. 0 Part-time_ 3, 233 10. 2 27 1. 0 Day unit.. 3, 013 9. 5 52 2. 0

Total...... 31, 458 2, 545 1934-35: All-day 14, 236 38. 8 94 2. 8 Evening____ . 14, 761 40. 2 3, 098 93. S Part-time_ . 3, 741 10. 2 34 1. 0 Day unit 3, 900 10. 6 87 2. 6,

,Total 36, 638 3, 313 J ./ Below will befound thepercentageincreaseordecreaseinenrollment in alltypesof schools offeringcouises in vocation:alagrictilture for e4ch yearfrom 1929-30 to 1934-35 compared with 1928-29, for Negroes bysex.

, . , 30 1930-31 1931-32 1932-33 1933-34 1934-35 - .... ,

1 jor 3 s 4 1 s 7

1 -4 , A A

Male .. 4.S 38.8 65. 6 47.6 81.1 110.9 8 Feraa-e.... -2. 126.7 1961 14. 9 186.6 273-1 14 441 4t4 . - 77910P 88--4 Vik 40 VOCATIONALEDUCATIONANDGUIDANCEOFNEGROES Away to determinekwhatdegree thefederallyaidedvocationalagri- cultureprogram is reachingthe Negrofarm boyistocompute thepercent- agethat their agricultureenrollmentin all-day,part-time,andday-unit schools is ofthe total number ofrural Negroboys inthe 14to 20yearage groups attending schoolin- the lgStates..studied.Accordingto data shown intable 14 th'erewerein 034-35,21,877boysenrolledinagriculture coursesin all-day, part-time,andday-unitschoolsin theseStates.'This enrollmentconstitutes 10.6percent of the totalmales14to 20yearsofage (205,731) attendingschool intheseStates.In1924 thecorresponding percentagewas 4.6 Thisshowsconsiderableimprovementin theproportion ofNegroesreached. THECOLLEGEPROGRAM Theland-grant colleges andafewprivate college'shavebeen thechief sourcesofinstructionin agricultureforNegroesonthecollegiatelevel. Practicallyall ofthe graduates ofagriculturecoursesfromtheseinstitu- tionsenterthe field of teachingorrelatedwork.The threemajoroccupa- tionsfollowedby graduatesof,thesecollegesare:(1)Vocationalteaching in highschools, (2) extensionwork,and (3)collegeteaching.Thislimited rangeis emphasizedwhen thedistributionsof Negroandwhite of 5 graduates whiteand 10Negroagriculturalcollegesaccordingto occupations followedarecompar&I, asin table15.It isfurthershownby datagiven in table16, which comparesthepercentage of Negroand whiteagricultural college graduatestrainedasteachersofvocationalagriculturein the SouthernStates for 1935-36.For theregionsas a whole therespective percentagesare,for whites41.2; forNegroes91.6.

TABLEI5.Occupationddistributionof the 1934graduatesmajoring inagricultureof 5 whiteand 10 Negroagriculturalcolleges,SouthernRegion,1935 1

a Graduates Type ofoccupation Number Percent

Negro White Negro White'

4 Agriculturalextension service Agriculturaltechnicians 2 16 1. 7 9. 5 Commercial linesrelatedto agritulture 4 2. 4 Educational workers: 12 7. 0 College andexperiment station woriers..... _ _ 4 Graduate 4 3. 4 2. 4 students andassistants .. a 27. 1 Vocationalteachers 60 asa. 16. 1 Other teachers_ 16 51, 8 34 9. 5 Forestry,lumbering, andpark service 5 29. 3 3.0 1 Landscape Na...... gardening andfloriculture 2 6 Practical 17 agriculture 2 Recovery and 29 1. 7 17. 3 relief agencies 8 State Departmentof Agriculture 29 6. 9 17. 3 U. S. Departmentof Agriculture 3 1. 8 5 Miscellaneousnonagriculturaloccupations 4 3.0 Unemployedor unaccounted for 16 3. 5 9. 5 1 .6 Total 116 168 100. 0 100. 0

LeBeau, OwRay.FactorsAffectiaig Doctor's the NeedAmongNegroes for GraduateCourses in thesis.Ithaca, N. Y.,CornakkUnwenity,1936. Agriculture.

I Ibid.,p.13 .

a AGRICULTURE 41

TABLE 16.Percent of agricultural college graduates trainedasteachers of vocational agriculture by States, 1935-36 7 . Graduates .4State White Negro Alabama . 38. 7 73. 9 .. Arkansas 64. 3 100. 0

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

Georgia ...... ,.. ..53. 100. 0 Louisiana 51. 4 100. 0

Mississippi ' . 38. 7 100. 0 North Carolina 34. 3 100. 0 Oklahoma 26. 9 90. 9

South Carolina . . 23. 1 . 100. 0 Tennessee 67. 7 100. 0

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

Sam Houston ; 111 . 100. 0 A. & I 100. 0 Technological 60. 0 Virginia 35. 7 Ettrick 66. 7 Hampton 75. 0 Total 41, 2 91. 6

.41111111P - Curriculum offeringsandregistrations.-The.courses offered in theagriculture curriculum by 16public 8 institutions ofhigher learning and the registration in eachfor 1935-36aregiven in table 17. Newmethods of accounting and newdemands madeoin the farmer by changes in the credit system resulting from the operationof the Federal FarmCredit Administration, would suggestthe need of ratherlarge enrollments insubjects relatingto accounting and credits.Of the 11,841 studentsenrolled in the 16 institutions reportingregistrations inagricultural curriculums, 80areregistered in coursesthat .are related tothese subjects. Asimilar situation prevails with respect tothe subjectsdealing with problems ofagritulti.tral reorganization and cooperativemarketing. Even if thesetopicsareincluded in such subjectsasmarketing andfarm organization the numbersenrolledare not in keeping withtheir growingimportance. Problem ofpreparing,teachers.-Althoughpractically all the Negro graduates of agriculturecurricula frominstitutions of higherlearningenterthe field of teaching,asshown in table 18, reportsfrom school officials indicate that the supply oftrained Negroteachers in agriculture isinadequate.Enroll- mentin agriculturalteacher-trainingcoursesincreased 6.5 percentfrom 1928-29to1934-35. Thisslight increase isprobably duetoseveral things, someof whicharelack of funds andlack of interest ofschool administrators. Chapter VII shows thatthepercentageof the total amountof Federal funds expended for thepreparation of teachersreceived by institutionsfor Negroes ranged from 11.1in'1928-29to16.1 in 1934-35. / Data obtained from the AgriculturalEducation Service of theVocational Education Division of theOffice of Education. liampton and Masker!,areincluded here. 42 VOCATIONAL EDUCATIONANDGUIDA,NCEOFNEGROES

TABLE17.Number ofNegrostudentsenrolled in specifiedcourses in agriculturein 16public institutions ofhigher learning,91935-36 Enroll- Enroll- Course ment Course merit Agriculturaleconomics 105 Farmc#ops 59 Agriculturaleducation 620 Farmfinance 43 Agriculturalengineering 123 Farmmachineryand shopwork 210 Agriculturalchemistry 81Farm management andorganization. 172 Agriculturaljournalism 81Fruitgrowing Agriculturaljudging 33 3Generalagriculture 268 Agronomy. . . 403Genetics Animal 40 husbandry 454Greenhousemanagement Animalnutrition 5 31Horticulture 512 Animalpathology 19 Householdphysics 9 Apprenticeship 13Marketing Bacteriology 181 145Materialsandmathematicsin farm Cotton 18 shop 8 Cropdiseases 15 Plantpathology 158 Dairying,cattle, andmilkproduction229 Poultryproduction 270 Economicgeography 40Power machinery ..... 33 Economics,market,and farmproduc- Ruralaccounts tion 2 29Soils andfertility Engines 182 7Supervision Entomology 13 * 25Survey of agriculture . 34 Extensionmethods 6 Veterinaryscience 140 Farm accounting 35Vocational educationandguidance. 35 Thenumber and percentage increaseofNegroteachersofvocational agriculturein thedifferent types of federallyaidedschoolsfrom1928-29 to 1934-35were as follows:

Type ofschool All-day el,Number Percent Evening 131 35 Part-time 255 104 Day-unit 207 265 130 194 Additionaldata°concerningthese teachersaregiven intables18, 19,20, and21.Table18 indicates that52percent of theNegroteacherstrained inliocationalagricultufein 1936were placedas teachers ofthissubject, andthat 25.7percent were placed inotherteachingpositions.Thepercent- ageof Negromen trainedas teachers ofvocationalagriculturewho did findworkwas 15.8. The not apparent lack ofenoughteachingpositionsin vocationalagricultureto absorb the Negroestrainedin thatfieldmaybe dueamongotherthings to(1)Lackovfschoolsof thekind inwhichvoci- tionalsubjectscanbe taught; (2)lack offunds;and (3)lack ofadequate demandforclasses.In addition,Negrotachersfrequentlycarrymore thananormalload,which may keep otherteachersout ofajob.For example,datashownin tables 19, 20,and21 indicatethatalargerper- centage of Negroteachers thanwhiteteachersconductclassesin allthree 0HamptonandTuskeegeeare induded here. Totalenrollmentof all schools,11,841. If FromtheAgriculturalEducationService of the Vocational E4beationDltriaionof theOffice ofEducation. AGRI CULT U RE ,43

typesof schools,namely, all-day,evening, andpart-time; thattheaverage number of classesperteacher is large!:amongNegro thanamongwhite teachers; and thatalargerpercentageof Negroes teachother subjectsin additionto agriculture and alsoact at principals. 'The above dataindicate thatmoreteachers would beneeded if funds for vocational agricultureand number ofschools in which itwasofferedwere available, and theteaching loadwereimproved.

TABLE 1 8.-Placemtntof Negromentrainedasteachers of vocationalagriculture by States, 1935-36

Placement ofteachers trained, 1936- Outlook for 1937 Total number of As teachers of In In State s new vocational posi- Num- teach- agriculture dther Num- teach-tions ber berex- ers other pected Estimated need quali- ing not posi- than placed to fied In theOut of teach- qualify State State tions ing

Alabama 17 4 10 2 1 0 20 More than thisyear. Arkansas- 7 7 0 0 0 o 10 10 needed. Florida...... _ _. 16 4 o 12 o o 10 Probably sufficient. Georgia 12 4 o 8 1 o 11 54 if fundsavailable.. Louisiana ...... 15 12 o o 1 2 11 Sufficientunlessnew funds.

Missisaiwi 11 2 o o o 9 10 3to5. North Carolina___-__ 9 3 1 1 3 1 20 Needstrong. Oklahoma 10 4 0 3 o 3 9 12requests. South Carolina 9 5 0 2 o 2 12 40 if fundsavailable. Tennessee 8 1 1 1 o 6 11 Dependsonfunds. Texas 23 14 0 5 4 12 10to12 needed. Virginia: * Ertrick 8 4 1 3 0 o 11 Quite adequate. Hampton 6 0 3 2 0 1 10 Probably sufficient. Total 151 64 16 39 10 24 157

Percent__.__ _. 42. 1 9. 9 25. 7 6. 6 15. 8 3. 3

I Data obtained from theAgricultural EducationService of the Vocational EducationDivision of the Office Education. of Kentucky didnot train Negro teachers of vocationalagriculture.

TABLE 1 Kinds of classes Conduaedby teachers of vocationalagriculture, fiscalyear1935-36

Teachers conducting- Total teachersAll-day ijOsaes All-day andeve-MI-day andpart-All-day, part- Region of all- onl)Ar ning classes time classes time,andeve- day ning classes classes N umberPercentsN umber PornoN umberPercentNana"Pint"

2 3 4 & 6 7 8 Is

..111

Total 5, 474 2, 537 46. 34 1, 712 31. 27 562 10. 26 663 12. 11 North Atlantic 870 449 51. 60 87 9.9 310 35.63 24 Southern: 2. 75 White 1, 834 372 20. 28 1,082 58.99 84 4. 53 2% 16. 13 Negro 565 88 15. 57 183 32.38 17 3.01 277 49.02 North Central..... _ 1, 605 1, 104 68. 78 301 18.75 140 8. 72 60 3. 73 Pacific 600 524 87. 33 59 9.83 11 1. 85 6 .99

IData obtainedhorn the AgriculturalEducation Service of theVocational Education Division ofthe Office of &location. tri C:1 cl 0-1 1.4 C) :1 rIVNOLINDOA OP- NOLLV011aa Cl o tzl 11 28 98 13 63 83 88 14 67 the 3. 3. 3. 4. 3. 4. 5. 5. 4. 111 .. Total during 73 70 20 46 49 09 27 07 07 . . . 1. 1. 0. voca- 1 1. 1 12 teacher tional Non ..." t 10 18 07 average 36 37 . . . . 0. 0 0 O O 11 the Day-unit by year 16 13 68 60 26 25 15 15 13 . . . . 1. O. 1. 1. 1 taught 10 Evening classes 24 14 21 23 41 03 53 54 ...... 0. 0 1935-36 Part-time different of 36 35 40 60 41 23 27 02 01 r 2. 2. 2. 2. 2. 2. 8 2. 2. All-day Number agriculture, - 19 362 407 399 013 751 895 606 587 Education. VOCA 7 3, 4, 1, of tional Non vocational Office of o o o o 530 327 327 203 203 the of "11111111n Day-unit teacher: of classes 17 587 141 Division 938 320 399 649 612 of '1'78 3, 2, 2, load Evening Number 0 16 Education 306 356 008 217 298 419 298 4 Teaching 1, 1, Part-time 20. Vocational 34 769 910 141 252 765 324 428 107 3 the 1, 1, 2, 3, 4, 1, 12, 11, All-day of TABLE 15 469 904 Service 865 834 604 601 565 550 2 of 5, 1, 1, 4, Number teachers Education AP. Agricultural the '1 from only Region only total white Negro obtained Grand Total, Central Atlantic Total, regions 'Data North Southern North Pacific_ Southern Other TABLE 21. Number of full-time and prorated teachers of all-day Prorated teachers I dames, fiscal year 1935-36 1 teach-Total Full-timeteachers Teaching 1 Teaching 2 Teaching 3 11/41 Serving as Serving as Serving as Having other Region classesof all- dayeri Num- Per- Num- Total Per- Num- other subject Per- otherNum- subjects Per- Num-other subjects Per- Num- principal Per- Num-otherprincipal subjectteaching and Per-one otherNum- subjectsprincipal andteaching 2 Perk Num-proratingrangements Per- ar- 1 3 ber Z cent g ber cent 6 ber 7 cent 8 ber cent le ber 11 cent 13 ber 13 cent 14 ber 1 $ cent is ber 17 cent 18 ber 1,9 cent IS Southern:North Atlantic Total ______5, 469 145 3, 249 604 69.59. 9 4 2, 220 261 30.40. 16 475113 43.321. 4 570 58 22.225. 7 254 25 11. 4 9.6 417 16 18. 8 6. 1 6811 4.3. 2 1 102 5 4. 61. 9 334 _33 12.15. 16 North Central , NegroWhite 1 834 605564 1 1, 490 729214 45.37.81. 4 9 2 876350344 62.54. 18.1 6 8 142116 19 33.16. 27 5. 4 ,335 4024. 38.11. 2 6 6. 9 135 2017 15. 4 4.5. 9 8 123140124 40.36.14 0 10 2320 5 2.5.1. 76 5 3 403014 4.8. 16 6 100 7825 28. 6 8.7. 39 Pacific II Data obtainedA prorated from the teacher is one whogricultural is performing Education duties Serviceother than of the Vocational 212 35. 3 389 64. 7 vocational teaching. 85 Education21. 9 Division of the Office of Education. '113 29.0 57 14.7 14 3. 6 9 2 13 3. 3 98 25. 2 411 46 VOCATIONALEDUCATIONAND GUIDANCEOF NEGROES ,

FEDERALAID FORVOCATIONALAGRICULTURAL EDUCATION Federal expenditures foragriculture inalltypes of schoolsfrom1928-29 to 1934-35 in 18 Statesaregiven intable 22.Theproportionof funds allottedto schools forNegroesranged from8to 12percent for thediffe;-ent years.The rangein all-dayschools, wheremost of themoneyisspent, wasfrom 7.6to 11.6 percent. Thepercentage increasesanddecreasesin schoolsfor:Negroesin Federalexpenditures,enrollment,and in thenumber of coursesand teachersin vocationalagriculturefrom1929-30to 1934-35 compared with 19213-29areshown infigure 4.

300

el 0 Key- r.xpe,ncksturt..5 ------Malt. t.nrolI rnant 00"-Fermata, an K:1 I I rnealt . - - -- -Te.o.c.ha.re ...... Coul...4,41 .re40 . .

Z 10

. 180 .

4 1 50 . ,

. DLO //A 90 / 0 . I , / %%%%. *.S4% .000a.-d40:3k / ,ode % "ge 60 -A ,e .4. .1-*° . -ir % e_ ei .- 1 /.. e / % .0 e ..'" %

% 30 CmIL40041 % e 4 e e . .."". ./"._ e e 0s Al ......

-30 19C/3-C9 19e9-30 1930-31 1931-3t I93L-%33 1938-Z4 1934-Z5

FlouRE4.Percentageincreaseordecrease inenrollments,number of ers,andexpenditures courses,and teach- in Federallyaidedagriculturalclasseseachyearfrom1929-30 to 1934-35 comparedwith 1928-29,in 18 States AGRICULTURE 47

TABLE 22. Amount andpercent of Federal fundsexpended forvocational agriculturein the differenttypes ofschoòls,accorchngtoraceandyears, In18 States

1928-29 1929-30 1930-31 1931-32 Type of &chow! Per- Amount Amount Per- Amount Per- Per- cent cent cent Amount cent

1 2 3 4 S 6 7 8 II

"Ilkite -$1, 242, 530. 81 89.0$1,351, 416.04 88.8$1,957, 632.33 91.7$2, 473, 609.54 92. 4 Negro 153, 081. 05 10.9 171, 194. e 09 11.1 177, 107.54 8.3 204,044. 52 7.

Even ______ate_ 35, 913. 84 78.8 37,648.86 78.2 44, 510.36 79.0 -25, 492. 86 72. F Negro _ 9, 660. 46 21.2 10, 523.77 21.8 11,802.44 21.0 9, 522. 00 Part-time: 27. 2 White 2, 712. 49 68.2 1, 624.24 395 7500 49 0 00 NeFro______1, 267. 47 8 31. 1,062.50 60.5 1, 449.41 95.1 2, 050. 00100. C Day-unit: White..... _ _ _ _ _ 10,911.00 80.6 5, 923.45 62.2 9, 147.51 70.5 5, 418. 60 77. 3 Negro__ __ ._ _ _ 2, 634.09 19.4 3, 594.07 37.8 3, 835.77 29.5 1, 595. 00 Total: 21. 7 White_..... _ _1,292, 068. 14 88.5 1,396, 612.59 88.2 2,011, 365.20 91.22, 504, 521. dO 92. C Negro 166, 643. 07 11.5 186, 374.43 11.8 194, 195.16 8.8 217, 211. 52 8. C

Grand total__ _ _ _ 1,458, 711. 21_ - _ _ __ 1, 582, 987.02 2,205, 560.36______2, 721, 732. 52

1932-33 )933-34 1934-35 Type of school

1 e 11 12 1$ 14 11

All-day: White $1, 251,696.44 89. 2$1, 190, 904. 95 88. 4$1, 647, 954. 07 88. 7 Negro 151, 519. 64 10. 8 156, 331. 47 11. 6 209, 861. 97 Evening: 11. 3 White_ 17, 533. 56 71. 4 16, 176. 55 67. 9 28, 650. 02 69. 6 Negro 7, 029. 50 28. 6 7, 654. 66 32. 1 12, 540. 04 Part-time: 30. 4 White ow ...... OD . 0 750. 00 70. 1 5, 554. 41 83. 0 Nefro 63. 00100. 0 262.50 29. 9 I, 135. 27 Day-unit: 17. 0 White. . 2, 653. 58 67. 7 4, 402. 20 75. 7 4, 613. 00 73. 7, Negro 1, 264. 00 32. 3 1, 412. 50 24. 3 s Total: 1, 650. 00 26. 3 White_ 1, 271, 883. 58 88. 81, 212, 233. 70 87. 91, 686, 771. 50 88. 2 Negro_ 159, 876. 14 11. 2 165, 661. 13 12. 1 225, 187. 28 11. 8 Grand total 1, 431, 759 72 1, 377, 894 83 1, 911, 958. 78 11,

CONCLUSIONS In formulatinga programin vocationaleducation for Negroesin rural areasproblems growingoutof their educational,social, andeconomic statusshould be considered.This chapter isdevoted chieflyto educational problems. Obviously theextent to which the federally aidedprogramis helpful is conditionedby the number of youthand adults reachedby it. This dependsonthe number of childrenwho have enough generaleduca- tiontoprofit by theprogramand the number andaccessibility of schools in whichafederally aidedprogramis offered. 46 A condition whichaffectsanyeducationprogramfor Negroes is the literacy situation.In 1930, 20.5percentof the rural nonfarmand 23.2 percentof the rural farmpopulationwereilliterate, incontrast to 9.2 percentcif the urban Negropopulation. Theeducational level of Negroes 48 VOCATIONALEDUCATIONAND GUIDUCEOFNEGROES

must be raised if theyare tobenefit fullyfrom theinstructionofferedto meetnewoccupationaldemands. In 1930 inthe UnitedStates therewere803,373 Negroesin ruralareas 15to1 9yearsof age-12percent of the totalrural Negropopulation. The numberis considerablylarger thanthe urbanNegropopulationof the same agegroup.Most ortheseyoungpeoplearein theSouth, thenumber in theNorth andWest beingonly 26,355.Taking thecountryas awhole, thereare2,004,082 Negroes12to 19yearsofage,1,316,204 ofwhomwere rural, potentialcandidates fortraining inusefuloccupations.In order adequatelyto meet this need fortraining,two provisionsarenecessary: First,additional highschools forNegroes whichparticipatein theFederal vocationaleducation program';second,additionalpart-timeand evening schoolsto bring educational facilitiestothe largenumber ofNegrochildren gainfullyemployedas,wellas tothoseoutof schoolandnot employed. Dataonthis subject;.'they pertaintoruralareas are given ina recent Office ofEducatioi tudy."This studyalso showsthat 5.48percent of 48,707 pupilsin ruralareas were enrolled in high-schoolgrades.Ninety- fourpercent of these children,therefore,donot haveaccess tothevocational educationopportunities inhigh school.Mollettefound in1932tit 80,000 Negroboys andgirls in Georgia-(90percent of the schoplpopula- tion)settled downonfarms aftercompleting thesixth grad°withoutany formal traininginagriculture.'2 Pending thereduction ofthe numberof Negrochildrenin ruralareas whoare overage and who dropoutof schoolearly, itmaybe desirableto introducevcational guidanceandpreparation intheuppergrades ofthe elementaryschool. Thismight benefitoveragepupilsanAprovidevoca- tionalpreparation forpupils whootherwisewouldnot receive it.

Il Availability ofEducationto Negroes in RuralCommunities.Op. cit.,pp.8 and 63. uMollette, L S. Agriculture in NegroSchools.Southern Workman,61: 338-40, August1932.

_ [CHAPTERVI

VocatioralEduption inHomeEconomics

4, =11.

NUMBEROF SCHOOLSAND CLASSES All-day schools.Homeeconomics educationhas beendevelopedin high schools undervariouscircumstances, andinmany casesunder conditions which precludedFederal aid,consequently, relativelyfew schoolsoffer fedielly aidedvocational educationin home economics.However,more schools than thoselistedbelowasreceiving Federalaidareoffeiingwork in the field.Accordingtothepresent investigation in 34-35, there were225 all-day schoolsfor Negroesin the 18Statesudied offering vocationaleducAtion in hòmeeconomics withFederala4.This isa543 percent increaseoverthe 35 suchschools in 1928-29.The numberand percentof increaseof all-dayschools for eachdesignatedyear over192849 follow:

1929-30 1930-311931-32 1932-331933-34 1934-35 Number of schools 55 70 107 128 183 225 Percent 57 100 205 265 423 543 Evening andpart-time schools.Datawere notcollectedonthe numberof evenipg itnd part-timeschools for federallyaided vocationaleducati,on in homeeconomics.,However, theavailability ofsuch instructionthrough these schoolsmaybe indicatedby the number'of classesoffered. Table 23 shows that in1934-35, 508,or97percent,of the classesoffered in these two typesof schoolsfor Negroeswereoffered inevening schools.This isanincrease of 316percentoverthe number ofsuch classesoffered in 1928-29.Data presentdin the table showalso that thetotal number of classes offered inthe eveningschools increasedconsistently eachyearfrom 1928-29to 1934-35. The trendnotedabovels.significantbecause the training whichadults receivein these classescanbeput to immediateuse in their homes.Moreover, it hasanimportant influenceonothermem- bers of the family,especiallyonthose girls whodonottake such training in the all-dayschool. 50 VOCATIONAL EDUCATIONANDGUIDANCEOFNEGROES

TABLE 23. Numberandpercent of classesfor Negroes in federallyaidedhom*economics,according to types of schoolsandyears,in 18States , I Year andtype of school Number Percent , Year andtype of school Number Percent

1 ._ 2 3 .4 . 1 2 3 r .. ,

1928-29:Evening 122 , 100. 0 1932-33: 1929-30:Evening 160 100. 0 1930-31: Evening...... -__.- - 399 99. 5 Evening _ _ __ Part-time 2 ...... _ 263 99. 6 1933-34:Evening .5 Part-time 1 387 100.0 1931-32: . 4 1934-35:

Evening_ ___ ...... 1931-32: Evening_ _ __,.,.... ._..._ 405 ...... _ _ _ 508 Part-time . 99. 5 Part-time 16 2 .5 3.0 - , , , , CURRICULUMOFFERINGSANDREGISTRATIONS Curriculumofferings in highschools.Thehome-economicscourses offered in1934-35infederally aidedeveningandpart-timeschoolsarelisted in table 24.While certain dtiplicationexists,some slight indicationof the availabilityof these coursesmaybegainedfromtheenrollments. of thefatts In view concerninginfantmortalityandgeneralheiathstatus of Negroes onewouldexpectto find larger enrollmentsincoursesonchildcareand nursingandhygiene. Similarly,enrollmentsare not large inparent educa- tioh,althoughsome instruction maybe givenin thissubjectincertain othercourses.

TABLE24.Number and percent of totalNegrostudentsregistered nomics in eachkind ofhomeeco- coursebytype of saool(1934-35),in 18States

Type ofschool

Course Evening -or- Part-time

Number Percent Numbér Percent

.3 I...... 111=1/ Childcare Clothing 1, 076 10. 2 124 4, 131 27. 8 Domesucservice training I39. 4 267 59. 8 Familyand communityrelation 401 3 8 Foods 901 8 6 I. 2, 538 Gardening 14. 2 20 4. 4 Homeeconomics,general 158 1 5 Homefurnishing 52 11. 6 Hommanagement 159 1 5 Millineryandart 1 734 16 5 Nursinsandbytielle 1. 9 23 5. 1 Parent 6. 5 education ...... __ _ ...... 44 .4 Total

10, 475 GOP =, ..... O. 446 ...... 10 am.

Curriculumand course registrationsinhighschools.Inthe 207high selectedforspecial schools study,about14percent of thegirlswere e householdarts (home olled in economics)curriculumsin1934-35.T percent- Ar '\ HOME ECONOMICS 51 agesof the totalenrollmentof girls registeredin thesecoursesduririg the 1044year period from1925-26to 1934-35ranged from116to14.9. InastUdy madeby Jessen 2of 609,893pupils in nineStates itwasfound that in1922, 14.9percentof the totalenrollmentwasregistered in home economics.In 1928 thecorrespondingpercentagewas20.3. The regis- trAonsof Negroes inthe homeeconomicscoursesin federallyaided depart- mentsaregiven in table24, and intable 25 for reportingtothe Office ofEducation forthe regularquadrennial statisticalstudy madeby the office.

TABLE25.Number of schoolsreporting and number andpercent of Negro pupils registeredin specifiedhome economicscourses in regular and reorganized highschools, 1934 1 al.

Regular high schools Reorganized highschools

Course Course registra- Course registra- gumber tion Number tion of of schools schools reporting reporting NumberPercent NumberPercent

2 3 4 a 7

Child care 3 81 0 1 Clothing-- 25 1, 828 3. 3 Cooking 21 3, 926 8. 3 27 1, 718 3. 1 12 1, 626 3. 5 Foodsnutrition, dietetics,cafeteria andtea, room management 29 1, 961 3. 5 17 2, 333 5. 0 Family relationships 4 53 09 _ ...... General home economics3 201 12, 215 21. 8 73 8, 823 18. 8 Home nursing 6 237 4 Laundry 6 Sewing 404 .9 36 2, 234 4. 0 13 1, 667 3. 5 Total number ofschools reportingvocational subjects in high schoolsand total enrollment in such schools 335 56, 096 0e ..... 131 47, 046 MP Total number ofschools reporting andtotal ..... enrollment in suchschools 480 66, 504.... 164 50, 933 mi. 1 gib

I Schools for Negroesmaking the quadrennialreport to the Statistical Division of tlrOffice of Education, mostof them beingin the Southern States. I Many of the specializedcourseslisted hereareincluded in thiscourse. 1/1

Course regigrationsin colleges.Dataweregatheredon courseregistrations from 18colleges underpublic controland 2 privatelysupported. These dataaregiven in table26.While it isdifficultto ascertain theexact natureofmanyof thecoursesfrom the titlesgiven, thereppears tobe greater emphasis than inthe highschools, insofarasthatcanbe judgedby registrations,oncertainmodern problems inhomemaking.

I See ch.III,table 8. - I Jessen, Carl A.Secondary Education.bt Biennialsurveyof education, M62-1928.Washington, Govern- ment Printing Office, 1930.United States Departmentof the Interior, °Ikeof Education,Bulletin 1930, No. 16,ch. VI. "ett

52 VOCATIONALEDUCATIONANDGUIDANCE OFNEGROES

TABLE26.Collegeenrollment in specified homeeconomicscourses,in 18 publiccollegesand 2 I. private colleges fór'Negroes I Course Enrollment Course Enrollment Appliedarts .68Housecareandrenovation 35 Beautyculture4... 51House planningand furnishing... 157 Cafeteria . management 4.... 10Householdaccounts 20 Childcareand home nursing..... 400 Householdchemistry.. 66 Clothingand textiles 622Householdeconomics 231 Clothingselection and construction. 283Householdphysics 38 Costumedesigningandartappre- Housingand equipment...... 58 ciation 482Hygiene 52 Dairying...... 19Institutionalmanagement 4 8 Education anddirected . teaching. 297Interiordecorating 5A Experimental . 4 cookery...... 14Milanerydeiigning 16 Fancycookery 4Nutrition anddietetics 267 Foodselection, preparation,serv- Nursing andfirst-aid 67 ing, and preserving 1,018Poultry andgardening 76 Familyrelations 6Practicecottage 57 Gardening And floriculture...... 19Problems ofconsumer buying 15 Home crafts...... 39Quantityfoodpreparationand Homeeconomics materialsand catering 4 19 methods ofobservation. . ... 7.12Tailoring4 11 Homemanagement and problems. , 235The family 21 Horticulture 13Weaving 3 ENROLLMtNTSIN TYPESOFSCHOOLS Dataonenrollmentin alltypes of schools are'show% intable 27.Most of the federally aided &ursesin vocationaleducationinhomeeconomics aiegiven inall-day andeveningschools. Fewboys-areenrolled inhome economicscoursesin theseschools, althoughlargenumbers of Negrc;men areengaged inoccupationsrelatedto homemaking. Thepercentage of the totalfemaleenrollmentin all,types of schools enrolled intheall-day schoolsincreased from31.4 in1 928-29to 46.1 in 1934-35,while thecorrespondingpercentage in eveningschoolsdecreased during thesameperiod from68.5to 51.9. Fialeenrollmentsin all-day and eveningschoolsincreasedinarkealyfrom11128-29to 1934-35, the percentage increases fortherespectiveyears are: All-day.,.333,evenini, 124. Thepercentage increases anddecreasesin femaleenrollmentsin homeeconomicscoursesin all typesof federallyaidedschoolseachyear from1929-30to 1934-35 comparedwith1928-29are .6 shownbelow: Percentageincreaseof enrollmentcompare( with1928--29 1929-30100-31 1931-32 1932-31 -1933-34 104-35 ...... 45.2 percent 1 .0 80.9 120.8 128. 9 195.3 Percentagesareshowngraphicallyinfigure 5. 4 Thesedata showsignificantincreasesduringthe 7-yeaperiod.They do bot, however,show therelationtothe actualneed for such'courses. In 1934-35,10,416Negro girlswerecarolled infederallyaidedhome 1Total enrollment for 18 publiecolleges, 12,833;total enrollmentfor 2 privatecolleges, 2,107. 4 Not strictlyborne economicscourses, ordinarily taughtastradecourses. *61 HOMEECONOMICS 53 4 economicscoursesin all-dayschools.This numberis 4percent of all Negro girls 15to19yeársofagein the 18States studied.

TABLE 27.Numberandpercent of Negro studentraug4q1ed inhome-economicscoursesin the differenttypes of federally aidedschools, accordingtoyears,in 18 States

.4 Males Females Year andtype of school Number Percent Number L Percent

1 11 3 4

1928-29: All-day EVening 2, 406 31. 4 72 411. -40 IMPI ------Part-time 5, 243 68. 5

Total 72 7, 649 1929-30: All-day Evening 2, 784 16. 8 4, 786 63. 2 Part-time Nan

Total--- 7, 570 ------1930-31: If All-day a. 3, 257 29. 3 Evening _ Part-time 7, 797 70. 2 51 .5 Total 11, 105 6 4 1931-32: All-day Evening 4, 531 32. 7 30 411, Part-time 9, 264 66. 9 44 .3 Total 1 30 13, 839 ------MO 1932-33: All-day 6 p. Evening 54. 5 5, 905 34. 9 Part-time 5 45. 4 10, 806 64. 0 180 1. 1 ti. 11 16, 891

1933-34: 2 All-day . ______91 59. 9 9, 10 51. 9 Evening f_ ------61 Part-time 40. 1 8. 40 48. 0 t*,

Total '4. .r 152 17, 512 1934-35: All-day 114 79. 7 10, 416 46. 1 , Evening 29 20. 3 11, 728 Paa-time o 51. 9 446 1. 9 Total 143 22, 590

That relativelyjewwomenand girlsenrolled i2part-time schooLs,as shown.in table27, isprobakduetothe fact that thefederally aidedpart- time vocationalwork in homeeconomics islisted withänd isadministered by the departmentsof -tradesand industriesin the'clifferentStatçs.In general,iis6 t tsupervised byeregdarome-conomicssuperviso having S charge of theall-dayprograms.Thus, there ismaintainedac1c relation between thegeneral tradesandhpme-economicswork. Theerollment in thepart-time schoolsoffering tradesand industriesin home nomics coursesis showil inchapter VI, tatile34.Few Negrofemalesareenrolled in thesepart-timecourses. _ *

1 54 VOCATIONALEDUCATIONAND . GUIDANCEOFNEGROES NUMBEROFTEACHERS Thenumber of Negroteachers ofhomeeconomicsin alltypesoffederally aidedschools increased177percent from1928-29to 1934-35.The number intheall-day schoolsincreasedduring thesame period` from50to 231,or362 percent; in eveningschools from136to276,or103percent. Inmany casesthe all-dayteachers ofhome-economicscoursesin federally aideddepartments also teachcoursesin theeveningschools.Sometimes additionalcompensation is grantedfor thisextra serviceor a reductionis made innumber ofclasses inthe all-dayprogram. trom1928-29 to 1932-33 therewerefewerpupilsperteacher inthewhite all-dayschools; from1933-34to1.934-35,fewerpupilsper teacheramong Negro schools.In theeveningschoolsfor eachof theyears studied there werefewerpupils perteacheramong schools forNegroes.(Seetable 28.) TABLE 28.Pupil-ttachtrratio in federallyaidedhome-economicscoursesin all-dayand evening schools,accordingtoraceandyears

: 1928-29 1929-30 1930-31 1931-32 Type of school Num- Female FemaleNum- Num- Num- enroll-ber of ber of Female Female teach-Ratioenroll- 4 Ratioenroll-ber ofRatio ber of ment mentteach- teach- enroll- Ratio ers ers ment mentteach- ers ers

2 3 7 8 16 11 11.... 12 13 All-Day: 1., White__. 8, 061 263 30. 6 15, 217 419 36. 022, 168 580 38. 229, 426 Negro_ 2, 406 50 48. 1 2, 784 891 33. 0 Evening: 63 44. 1 3, 257 80 40. 7 4, 531 120 37 8 White___ _ - -26, 399 465 56. 831, 124 531 58. 637, 553 5% 63. 050, 160 705 Negro... 5, 243 136 38. 6 4, 786 149 32. 1 71. 1 7, 797 188 41. 5 9, 264 254 36. 5

1932-33 1933-34 1934-35

Type ofschool Num- Female FesnaleNum- Num- ber of ber of Female enroll- Ratioenroll- Ratioenroll-ber of Tentteach- teach- teach-Ratio ers ment ment ,...... ers ers .-,.....111 14 11 16 17 18 11 26 21 21 MI-Day: - White 42, 240 99842. 356, 9131, 139 50. 0 82,602. Negro 5, 905 138 1, 637 50. 4 Evening: 42. 8 9, 105 192 47. 410, 416 231 45. 1 White 48,822 49099. 641, 566 543 76.5 43, 490 655 Negro 10, 806 233 66. 4 46. 4 8, 407 218 38. 611, 728 276 42. 5

1 FEliERAL AIDFORVOCATIONAL'EDUCATIONINHOME ECONOMICS Theamount of Federal fundsexpendedto reimburse Statesforinstruction in home economics igiven intable 29.Thepercentage of the totalFederal funds for homeeconomics allOttedto schools forNegroeseachyear ranges HOM EECONOMICS 55 from 8.2to10.2. Thepercentage increase of expenditures forhome- economics instruction inclasses for Negroesfor each ofthe succeeding6 years over1.928-29 isgreaterthan thecorrespondingpercentageincreases

.4E10=19rD.EE ..

300 Key p a. nclit t-cib" Mole cnrol Irnent C:0.-.0-400.-45 yen ci I 4_ in rol I ma.nt -- Ttache.r- C P- s....e

r.i

fir

150

lr.0

5 0

MED .1=1.4.111. .11M.4ED I1M =1,

0. Vs* -90 19eo-e9 191E.9- 50 1930-31 1931-SL 1952.-53 193.3-54 1934-35 "'41.1 FIGURE 5.Percentage increaseordecrease in enrollments,number ofcoursesand teachers, and evendituresin Federallyaided home economicsclasses eachyearfrom 1929-30to 1934-35 compared with 1928-29, in18 States. in the number ofcourses,enrollment, andnumber of teachers,asshownin figure 5.

T7910° 38--5 1.1 56 VOCATIONALEDUCATIONANDGUIDANCEOFNEGROES

TABLE29.Amousti andpercent of Federal fundsexpended forhomeeconomicsin Mtdifferent Ipes of schools,accordingtoraceandyears,in 18 States

1928-29 1929-30 1930-31 1931-32 Type of school Amount Per- Per- Per- cent Amount Amount Amount Per- cent cent cent

1 dZ 3 4 5 6 7 1 .1dday: White $68, 709.28 89 1$148, 824. 40 92. 7$243,073. 9093. 7$338, 101.16 92. 9 Negro 8. 432.39 10 9 11, 733. 01 7. 3 Fvening: 16, 408. 89 6 3 25, 654. 06 7. 1 White 52,968.21 90 7 63, 093. 30 R9. 5 68, 471. 03 83 9 90, 260.24 Negro, _ _ 5, 409.02 9. 3 7, 423. 71 10. 5 46. 5 Part-time: 13, 125. 45 16. 1 13, 910: 90 53. 5 White 472 22 1, 145. 10 Negro 1, 017. 83 91. 1 3, 515. 76 R2 4 100. 00 8. 9 749 16 17. 6 Total: White 122, 149.71 89 8 213, 062. 8091. 8 312,562.7691. 3 431, 877.16 Negro 13, 841.41 10 2 19, 156. 72 F. 2 91. 5 29, 634. 34 8. 7 40, 314.12 R. 5 Grand total__ 135, 991 12 232, 219.52 342, 197 10 472, 19128

1932-3 193-3 1934-3 Type of school Per- Per- Amount Amount Amount Per- cent cent cent

le 11 12 1$ 14 16

All day: White $337, 105.4691. 9 $301,472. 4090. 6$483, Negro 29, 721. 32 588.41f91 6 Evening: 8. 1 31, 364. 60 9. 4 44, 417. 92 8. 4 White 68, 365. 2384. 6 52, 897. 38 84. 9 58, 148. 81 Negro 12, 431. 52 84. 9 Part-time: 15. 4. 9,431.58 15. 1 10, 29/ 35 15. 0 White 6, 418 5597 3 5, 581 52 . Negro 180 00 9, 503. 4 89. 3 2 7 1, 132. 87 10. 7 Total: White 411, 889. 2490. 7 359, 951. 3089. 8 551, 240. 48 Negro 42, 332.84 90. 8 9. 3 40, 7%.18 10. 2 55,843.14 9. 2 Grand total 454, 222. 08 - - 400, 747. 48 .10 40. 607, 083.62 _

CONCLUSIONS Because ofthe economicstatusof Negroesand theeffects ofthedisorgani- zation oftheir family life duringslavery,homemakingeducation forthem is of special importance.Its needis shownby theprevalence3 ofpoorhealth, inadequate housing, earlymarriage,mothersgainfullyemployed,and infant mortalityamon4Negroes. Of the2,405 highschools forNegroesin the18 States studied,225, or9.3percent, participatedin thefederallyaidedhome economicsprogramin1934-35.

U.S.Census, 1930.Op.-cit. Fundamentals inthe Educationof Negroes.Washington, GovernmentPrintingOffice, 1935.(UnitedStates Departmentof theIntetior, Officeof Education,Bulletin 1935,No. 6.)

4 HOMEECONOMICS 57 The major objectiveofhomemakingeducationis improvinghome and family life. However,instructionin thisfield isrelatedto certainoccupa- tions inwhich menandwomenareengaged.Manypersonsmay use home economicsinstruction,especiallythat ofhigh-schoolgrade,as an introduc- tionto vocational educationin relatedfields.Domest,icandpersonalservice occupationsis a case in point.Theneed ofpreparationfor thisoccupation is shownby the number ofNegroesemployed.Therewere,in 1930,1,152,- 560 Neetwomen 10yearsold andovergainfullyemployedindomestic and fal service.Thisis 62.6percentof allgainfullyemployedNegro women.'Negro men engaged in thisgroupofoccupationsnumbo-423,645 or11.6percent of thetotal Negromengainfullyemployedin alloccupations In 1930,Negroes constituted28.6percent of all domesticandpersonal serviceworkers. This isanincreaseoverthetwo precedingdecadeswhen the correspondingpercentageswere22 and21.6,respectively,for1920 and 1910.Sincesolarge a percentage of Negroworkersare employed inthese occupations, and sincethedemands inpersonalserviceoccupationsare increasingin number andcomplexity,6the school,throughhomeeconomics instruction'orsome otheragency, should definitelyaddressitselftothe task of preparingpersonsforeffectiveadjustmentsin theseoccupations. Improvementin the preparationofdomesticandpersonalserviceworkers will aidin improvingtheconditionsofemploymentin thisfield, wherethere isalack of standardizationinwages,hours,duties,equipment,andmaterials, and in the relationbetweenemployeeandemployer.It hasbeen saidthat household occupationsare"the leaststandardized,the leastmodernized, themost feudal of allthe workin themodernworld." 7

Recent SocialTrends in theUnited States (report of thePresident'sresearccommitteeon social trends). a New York,McGraw-HillBook Co.,inc., 1933. IJohnson, B. Eleanor.HouseholdEmploymentin Chicago. Washington,GovernmentPrintingOffice, 1933. (Women'sBureau, BulletinNo. 106.) 'HouseholdEmployment Problems (ahandbook forround-tablediscuuionsamong household Washington, United employers). States Department ofthe Interior,September1937.(Office ofEducation, ion,hrEsc... 1971) Vocational Divi

A -E CHAPTERVI I

VocationalEducation inTrades andIndustries

go-

NUMBER OFSCHOOLS ANDCLASSES t. rTHERE WERE61. all-day schoolsoffering federallyaidedvocational 1coursesin the 18 Statesstudied in tradesand industriesfor Negroesin 1934-35. This isanincrease of 21,or52.5percent,over1928-29.The number andpercent increaseordecrease of theseschools for eachyearfrom 1929-30to 1934-35 compared with1928-29areshown below: 1928-29 1929-30 1930-311931-32 1932-33 1933-34 1934-35 Number... 40 35 33 53 31 52 61 Percent 12. 517. 5 32. 5 22. 5 30. 0 52. 5 Number of classes.Thenumber of federallyaided classes intrades and industries in thedifferenttypesof schools for Ifegroesis givenin table30. ,Therewas atotal of 3,554classes in trades awfitindustries in1934-35; *331arefor Negroes,mostof them inevening schools.Therewas anincreasein 1934-35 inthe totalnumber of classesfor Negroesof 108percent

over., 1928-29. \ \ CURRICULUMOFFERINGSAND REGISTRATIONS \I . 'Curriculumofferings in highschools.Federallyaidedcoursesin schoolsfor Negroes in tradesand industriesarelisted in table31. Whitepupilsare registered in24 differentcoursesin the all-dayschools; Negroesin 12. In the federallyaided eveningschools, whitestudentsareregistered in36 differentwrses,Negroes in14. Whitestudentsareregistered in 33differ- ent part-time and tradeextensioncourses;Negroes in 8. Trades andindustriescoursesoffered by theschools reportingregularly tothe Office ofEducationareshown in table32. 58 \ TRADESANDINDUSTRIES 59 TABLE .Number and percent ofclasses in federallyadied tradesand industries,accordingto types of schools andyears,in 18 States

Type of schoolby year NumberPercent Type ofschool byyear Number I Percent

1 , 2 31 1 2 3 - 1928-29: 1931-32Continued. Evening 127 79. 9 Part-time general Part-time tradeextension and continua- ti4p 10 4. 1 trade preparation 10 6. 3 Part-time generalcontinua- Total . 242 tion_ .. _ 22 13. 8 1932-33: Total 159 Evening 194 76. 4 1929-30: Part-time tradeextension and , trade preparation 45 17. 7 Evening 134 87.6 Part-time general Part-time tradeextension and continuation 15 5.9 trade preparation 12 7. 8 Part-time general continua- Total 254 tion 7 4 5 1933-34: Total 153 Evening 203 75. 2 Part-time tradeextension and 1930-31: trade preparation . _ _ 50 18. 5 Evening 189 89. 6 Part-time generalcontinua- Part-time tradeextension and tion_ _ 17 6. 3 trade preparatinn_ _ _ 13 6. 2 Part-time generalcontinua- Total 270 __ _ . tion 9 4. 2 1934-35: Evening 262 Total _ 79. 1 -- 1 _ _ _,_ _ Part-time tradeextension and trade preparation______58 17. 5 1931-32: Part-time general Evening continua- 215 88 8 tion_ Part-time tradeextension and 11 3. 3 tradepreparation_ __._ ___ 17 7. 0 _ . V Total_ V 331

TABLE31. .Numberof studentsregistered infederally aidedhigh-school vocationalcoursesin trades andindustries, accordingtorace,1934-35, in18 States

Evening schoo!s Part-time trade extensioncourses All-day schools Type ofcourse

White Colored White O Colored White Colored

1 2 3 4 I I if 7

Aeronautics ___ 305 46 517 Architecture _ 978 8 168 948 207 Auto mechanics_ 588 315 1, 018 36 2, 041 294 Blacksmithing 12 12 41. Blue-print reading 1, 305 11 118 BOM d making 54 Boatbuilding 30 Boiler work 104 40 Bricklaying ______83 36 1 46 171 150 Building trades _ A 785 85 Cabinetmaking._ - 166 53 41 CarpentryAnd 355 woodwork 291 157 358 334 1, 233 Commercialart- 709 Electricity 38 181...... 1, 055 469 1,(50- 100 Fire fighting _ _ 1, 385 507.... Foremanship 74 25 Flour making 75 General mechanics 1, 430 101 Greenhouse work___ .49 Harnessmaking___ 37 Illumination. 23 Internal-coinbustion engines 213 Ironwork 39 Janitor service 325 79 162 Machine shop __ 614 816 1,17 118 Marble carving 70

o so VOCATIONALEDUCATION ANDGUIDANCE OFNEGROES

TABLE31. Numberof students registeredin federally aidedhigh-school vocationalcoursesin trades and industries,accordingtorace,1934-35, in 18StatesContinued Ì#

Evening schools Part-time trade extensioncourses All-dayschools Type ofcourse

White Colored White Colored WhiteColored

1 2 1 4 5 6 7

Masonry 132 325 Metal trades 285 9 144 . 632 Mining__ 1, 988 334 434 ----- _ ____ Naturalgas 20 _ Painting___ . S5 52______`. 267 4 3 Petroleum industry 2, 774 ao ___ _ a.-Mt .w...... m. .. . Plumbing 109 11 96------57 Pottery making 39 14 Power-plant operation ., 52 Practical engineering 16 Printing _ ---017 177 284 1, 226 28 Pulp andpapermaking 477 Radio mechanics 636 26 300 7 264 Refrigeration and air conditioning 189 98 40 _ _ _ Shipbuilding____ 659 Shoemaking and repairing , ------124 407 21 98 126 Sign painting_ . 89 Steel making__ _ _ 100- _ .....__ _ ..... ______--...... --....0.11..... Surveying 11 4 Tailoring 91 153 14 82 Textiles 2, 639 6g5 ______102 Treesurgery_ s 14 Upholstering _ 12 Welding 530 195 1 152

TABLE32.Number of schoolsreportingand number andpercent of Negro pupilsregistered in specified trades and industriescoursesin regular andreorganized highsch6ols, 1934

Regular high schools Reorganized high sOools

Course Number Number of of Course regis- Courseregis- schools tration schools report- report- tration ing ing

1 3 4 5 7

NumberPmess NumberPerce RI Auto mechanics 7 796 1.4 5 305 Basketry O. 6 1 54 .1 Brickmasonry 8 457 .8 2 152 .3 Carpentry and cabinetmaking 5 580 1.0 15 1, 870 3. 9 .Chair caning Electric shop 1 47 .09 -----__ _ 3 369 .8 Industrialarts 88 5,478 9.8 58 8, 664 18.4' Mechanical drawing 39 2,182 3.9 Machine shop.. 34 3, 791 8. 1 Printing 1 1 127 .3 5 614 1.1 6 577 1. 2 Sheet metal and metalart _ _ ...... 2 57 .1 5 504 Shopwo 1. 1 10 .676 1.2 1 33 . .07 Wood V 5 296 5 .0fo Artl_. - - 3 845 1. 8 Freehan rimingI 30 1, 227 1.2 36 11, 677 24. 8 Total number of schoolsreporting vocational subjects in high schools andtotal enrollment in such schools 335 56, 096 alo 131 4r046 ow.*a Total number ofschools reporting and total - - -- enrollment in such schools 480 66,504 164 50, 933

IProbably should be consideredasrelatedorprevocationalcourses. TRADESANDINDUSTRIES 61 Curriculumofferings incolleges. Data receivedfrom 10publiccollegeson coursesoffered intrades andindustriescurriculumsareshown intable 33. Relatively fewstudentsareregistered inmost of thecourses.Only eight persons are registered in thecourses on labor problems.Judgingthecon- tentby the titlesofcourses,there isan apparent lack of interestonproblems relatingto employee-employerrelationships,and principlesgoverning modern economicdevelopment.

TABLE33. Number of Negro collegestudents registeredin specifiedvocationalcoursesinin- dustrialarts, architecture, andbuildingconstruction curriculums

Industrial ArtsCurriculum

Titleofcourse Title ofcourse Enroll- Enroll- ment ment Auto mechanics 107Masonry 47 Business administration 14Painting 7 Building conAtruction 13Physicalmeasurements 37 Cabinetmaking,woodworking,and Plumbing andheating 3 upholstering 210 Printing...... 6 Care of equipment 8 Radio 19 Ceramics 18 Safety hygiene 1 Commercialart 203 Sheet metaland welding...... 39 Drafting v 6 Shop practiceandmanagement.... 148 Electricity. 79 Surveying 50 Engineering 74 Tailoring 4k .6. 37 Forging 5 Typewriting 1 Labor problems 8 Vocationalguidance 19 Manual training 9 Vocationaland industrialeduca- tion 250 416"Mniftfta.

Architecture andBuilding ConstructiotiCurriculum3

Applied mechanics...... 5Fieldmanagement 3 Appreciation of architecture. .. 5History ofarchitecture.. 1 Architectural designing 21Landscape planning 5 builders'accounting 4Ornamentaldrawing 6 Building constructionpractice 11Pain ting 6 Building estimating 3Principles ofconstruction 1 Building materials 4Secretarial studies 2 Building specifications 3Shades andshadows 6 Building surveying 3Strength of materials 6 Business principles. 3Structural designing...... 3 Carpentry. 7Water colors 6 Elements of architecture 4L6 .s

Curriculum andcourseregistrations inhigh schools.Thepercentage of the total enrollmentof pupilsregistered invocational andprevocational coursesin the 207 highschools selectedfor specialstudywaslow. The rangeof thepercentagesf9r boys andgirls combinedfrom 1925-26to I 10 public schoolsrepresented, withatotal enrollment of 7,818. 2 public schoolsrepresented, withatotal enrollment of 2,661 Ol 62 VOCATIONALEDUCATION ANDGUIDANCE OF NEGROES

1934-35wasfrom 2.2to 3.4. Therangefor the boysseparatelywasfrom 4.3 in 1926-27to5.3 in 1929-30.In the study 3previously referredtofor both 1922 and 1928,12.6percentof the pupilswereregistered inmanual tqining (probablythesame asthecoursesdiscussed here). The ntwiber ofpupils registeredin federally aidedcoursesin tradesand industries is shown intable 31. Theschools reportingregularlyto the Office of Educationreportcourseregistrationsasindicated intable 32. This table showsthat 335 of the 480regular schools reportedregistrations in trades and industriescourses.The totalenrollment in theseschoolswas 56,096. As in theselected high schools,thepercentageof the totalenrollment registered inany oneof the differentcoursesis small. Aconsiderably largerpercentageof the pupils inreorganized schoolsis registeredin indus- trialaz1and mechanicaland freehand drawingthan in theregular schools. Accordingtodata gathered fromthreesources,namely, thespecial study of 207 high schools includedin thissurvey,the federallyaided schools,and the schools reportingtothe Statistical Divisionof the Officeof Education, ttefollowing conclusionsseemjustified: Therangeof federallyaided coursesin trades and industriesoffered in secondaryschools forNegroesis limited in comparison with.the total numberofcoursesoffered; andin manyof those offered relativelyfew Negroesareenrolled. ENROLLMENTS IN TYPESOF SCHOOLS

In 1928-29 Negromales enrolled in federallyaided vocationalcoursesin trades and industriesnumbered 4,232. Thepercentage increasesorde- creasesfor eachyearfrom 1929-30to 1934-35 compared with1928-29 aregiven below.Similar dataconcerning other itemsareshown in figure8.

Thepercentage increaseordecrease of Negroenrollmeritcompared with 1928-29

1929-301930-311932-32 1932-33 1933-34 1934-35 Males 12. 6 22. 7 49. 4 16. 5 29. 2 70. 1 Females 3. 4 20. 1 42. 4 103. 5 107. 7 138. 8 The enrollments inall-day schools, listedin table 34,constitute onlya small fraction of theNegro high-school pupilsin the Statesunder considera- tion.nieenrollments sin the othertypesof schools showonlyasmall fraction of those engagedin occupations intrades and industries.More- over,the rapid migration ofNegroesto urban centers indicates thatschools in these communitiesshould provide facilitiespreparing for urbanoccupa- tions.Thepercentageof Negro girls andwomenenrolled inpart-time general continuation classesin alltypesof schools issmall in viewof the 'relation betwèen homeeconomics and tradesand industriesinstruction mentioned in chapter V. s Secondary Education.Op. cit., ch. 5. TRADES ANDINDUSTRIES 63

TABLE U. Numberandpercent of Are& students enrolledin trades and industriesours=in the differenttypes of federally aided schools,accordingto year, in 18 States

, Males Fernales

Year andtype of school _ Number Percent Number Percent' -

1928-29: All-day 1, 92 2 45. 4 441 19.3 Evening 1,687 39. 9 1, 352 59. 1 Part-time trade,extension andpreparatory_ 348 8. 2 243 10. 6 Part-time general continuation_ 275 6. 3 ...... 250 10. 9 Total 4, 232 2, 286 1929-30: All-day 2, 23 5 eb. 4 449 IR. 9 Evening 1, 367 36. 9 1, 233 52. 1 Part-time trade, extensionandpreparatory 19 .5 598 25. 3 Part-time general continuation 79 2. 1 84 3. 5 Total 3, 700 2, 364 tre. OP M.OW. 1930-31: All-day 2, 663 5 1. 3 520 17. 5 Evening 2, 274 43.8 2, 051 68. 9 Part-time trade, extensionandpreparatory_ _. 12 7 2. 4 315 10. 6 Part-time general continuation 12 7 2. 4 87 2. 9 Total_ 5, 191 2, 973 193 1-32: All-day' 3, 42 3 54. 1 611 18. 8 Evening 2, 696 42.6 2, 156 66. 2 Part-time trade, extensionandpreparatory_ ------11 3 1. 8 411 12. 6 Part-time general continuation_ 92 1. 4 77 2. 4 Total 6, 344------_ _ _ 3, 255

e 193 2-33: . , All-day 2,495 50. 5 835 17. 9 Evening 2, 15 3 43.6 2, 510 53. 9 Part-time trade extension andpreparatory e 197 4. 0 1, 031 22. 2 Part-time general continuation 86 1. 7 276 5. 9 Total 4, 93 1 4, 652_ _ _ PNI. .. Mr IN. MD _._ 1933-34: All-day 3, 334 60. 9 391 8. 2 Evening 1, 871 34. 2 2, 582 54. 4 Part-time trade, extensionandpreparatory 93 1. 7 1, 372 18. 8 Part-time general continuation 17 1 3. 1 404 8. 5

Total_ 5, 469 - ap ------4, 749 ..---pm MP a 1934-35: . All-day 3, 991 55.4 519 9. 5 Evening 2, 650 36. 8 3, 402 62. 3 Part-time trade, extensionandpreparatory 44 1 6. 1 1, 322 24. 2 Part-time general continuation. 11 1. 5 216 3. 9

Total _ _ 7, 19 7 5, 459_ _ _ :b. 01.

NUMBER OF TEACHERS II The number of Negro teachersof trades and industriesin alltypesof federally aided schoolsincreased 84-percentfrom 1928-29to1934-35. The increa3es for the differenttypesof schools during thesameperiodwere: All-day 57,or66percent;evening 124,or95percent;part-time trade extension 44,ör 314percent.In the part-tirne generilcontinuation there was adecrease _of 13,or77percent. . 64 EDUCATION AND GUIDANCE OFNEGROES L FEDERAL AID FOR VOCATIONAL EhUCATIONIN TRADES AND INDUSTRIES The'amountof Federal funds allocatedtoreimburse States for instruction in vocationalcoursesin trades and industries isgiven in table 35. The percentageof expenditures in all-day schools forNegroes is less since the depression than before, though theenrollment is larger.(See figure6.)

3.4

fi KLy- . . ILO . Expe-nditurais ... OM ONO MDMoi tasn ro1 I rnwt 0-0-e-0-0-0 Fcmcds. a.n rolIrn tnt a % 1- . - - Tco..c...1frve.e.o . 4.....miCovt-sa..e I , - 100 . / . .. . . I

/ . 00 I -. -4-7! . I 1: ...... -' . / /...... -' ,/ b0 . . e1 .---....-- . i/ SW iv t 4 . I /' N- i/ 40 / NN'. . . . - . . or,' %%to e ...... -"-- , . I, . . . / ..4 ..., Cr % _., .-,- LO % issr . z .0 s / o // I . . e / -. e / .. 0 ...... 74 -of r . ___-- / 4.ft_ ,/

I -AO - . )9t45459 19G9- 50 1930-31 1931- SE 143E-33 1933 -34 1934

FIGURE 6.Percentage increaseordecrease in enrollments, number ofcoursesand teachers, and expenditures in Federally aided trades andindustries classes achyear from 1929-30to 1934-35 compared with 1928-29, in 18 States.

,Ì

s TRADES AND INDUSTRIES 65

IN TABLE 35.Amount andpercent of Federal funds expended for vocational work in Irades and industries in the differenttypesof schools, accordingto raceandyears,in 18 Statel

ri IIP 4 1928-29 1929-30 1930-31 1931-32

lifpeof school Amount Per- Per- Per- cent Amount cent Amount cent Amount cent

. . 1 3 7 8 9 I, ...., I I s ..- ,,..._

All-dvr: . _ 8149, 038. 45 ,S4,13 $158, 480. 83 96.6$159, 930. 46 89. 2$174, 197. 20 86. 6 Negro__ _ .. _ _ _ _ 18, 775. 81 11. 2 16, 465. 17 9. 4 19 --it. 10. 8 27, 002. 39 13. 4 Evening: ...; White_ 134, 648. 05 94. 5 144, 526. 51 95. 8 .,210. 09 94. 8 121, 871. 56 93. 4 Negro______. 7, 778. 98 5. 5 6, 361. 50 4. 2 7,361. 96 5. 2 8, 635. 94 6. 6 Part-time tradeexten- , sion: A Whitc 80, 225. 85 98. 2 85, 106. 73 98. 5 64, 659. 03 95. 2 76, 552. 30 96. 4 Negro 1, 485. 88 1. 8 1, 300. 25 1. 5 3, 262. 46 4. 8 2, 812. 14 3. 6 Part-time generalcon- tinuation: White --- 145, 657. 27 98, 9 158, 340. 62 99. 3 163, 735. 37 99. 2 170, 408. 83 99. 3 Negro 1, 618. 85 1. 1 1, 157. 50 .7 1, 330. 22 .8 1, 229. 64- .7 Total: White_ 509, 569. 62 94. 5 546, 454. 6995. 6 521, 534. 95 94. 3 543, 029. 89 93. 3 Negro 29, 659. 52 5. 5 25, 284. 42 4. 4 31, 327. 43 5. 7 39, 680. 11 6. 7

Grand tota4____ _ 539, 22914 ._ 571, 739. 11 552, 862. 38 582, 710. 00

1932-3 1933-34 1934-3 ,

16 11 12- 13 14 11

All-dkrt:iite $198,437.80 91.3$186,977.26 93.6$364,637.72 93. 3 Negro_ . 18,996.95 8.7 12,734.47 6.4 26,152,12 6. 7 Even in:g 1.` . Whte - 91,725.39 91.4 86,371.08 90.5 123,031.03 90. 2 Negro A_ 8,579.48 8.6 9,049.64 9.5 13,392.39 9. 8 Pait-time trade extension: . White . 77,100.73 96.5 72,829.96 95.3 144,299.22 X. 8 Negro 2,822.95 3.5 3,568.60 4.7 4,809.59 3. 2 Part-time general continuation: White 148,223.67 99.6 122,272.92 99.2 177,962.84 '98. 7 Negro_ 665.86 .4'k 952.80 .8 2,400.76 1.3 Total: White . 515,487.59 94.3 468,451.22 94.7 p09,930.81 94. 5 Negro.. 31,065.24 5.7 26,305.51 5.3 46,754.86 5. 5

Grand total 546,55283 494,756.73 ______856,68567 . . CONCLUSIONS Three important factsarebrOught 'jut in this chapter.First, relatively fewcourses areoffered; second, few enroll inmanyof them;and, third,a smallamountof Federal funds is allottedtoschools for Negroes for instruction in trades and industries. While it is recognized thatacertainamount of the Federal vocational education appropriations for trade and industrial courses mustbe used in part-time classes for employed workers, the possi- bility of increasing the opportunities for Negroestoreceive such training within the limitations should be explored. The three facts mentioned have important implications in light of the following occupational Conditions amongNegroes. 66 VOCATIONAL EDUCATION AND GUIDANCE OF NEGROES

According toicensus data and 'other stAss,4alargepercentageof Negroes engaged in trades and industrial occupationsareunskilled, and according to astudy made by the Vocational Education Division of the Officeof Education, there is less and less place in the-economic world for the ignorant, unskilled worker.While mucho:)f the ,required skill demanadtodaymust be securedonthe job, the school should assist in increasing the numberof skilled Negroes byprovidinga greaternumber and variety ofcoursesand by adapting its instmctionrtochangingconditions.In thiswayitmay furnishalarger numbee the background and point of view for meeting the demands of modem economic life. N

Moreover, itcanassist in providing that flexibili 'developing those personality traits wrftch the President's ComrilitteeonRecent Social Trends suggestedwereincreasingly in demand inourmodern industrial society. Twowaysof developinganindividual's abilitytomake adjustmehtsto meetthenewdemands and rapidshift; place in occupationallife are:To give himathorough elementary education andtoteach him cine occupationasthoroughlyaspossible and the rudiments of another.It is believed that, in general,personswhoarepreparedtodomorethanone thing well frequendy make occupational adjustmentsmoreeasilyand quickly than those who know howtodo onlyonething. Because of the complexity of the elements underlying occupational shifts, schools should be cautiousin-addingand droppingcourseswithout careful study of thecensusdata, the occupational situation in the ,community,and the interests and needs of the students concerned.In this connection,it is well for Negro students, teachers, and counselorstoknow that Negroesare engaged inmanyhighly skilled occupations, generally with success.'In- forming Negroes*ofsuch successfulpersons,of instances where theuseof individual?initiative and creativeness assisted in opening opportunidesor bringing promotion, and ofmeansby which Negroes have succeededin overcoming racial barriers in industry willnotonly give themabroader occupational 'outlook but will also makenecessary anenriched educational programfor guidance in the selection of and preparation for effective s. occupational adjustment.

4 Recent Social Trends in the United States.Op. cit. Frazier, Edward K.Earnings of Negroes in the Iron and Steel Industry. Monthly Labor Review, 44: 3, 564-79. Mardi 1937. I Raciest social trends in the United States:Op. cit. r. .40

E CHAPTE4VIII .

Teachers , and Teaching

o ,

o PREPARATION,EXPERIENCE, ANDSALARIES

Academicpreparation.-Themedian numbero .rsof collegeand gradu- ateedti'cationpossessed byteachers of thedifferent vocatioualsubjects in the schools includedin this investigationisasfollows:Agriculture;4.68; commerce,1.11 (years ofgraduate work); hoineeconomics, 4.39;trades and industries 4.09;and theoryaqd practice,1.77 (yearsof gráduate work). Thèmedian for all teacher's c-ombined(1,001 cases)is 4.48. In table 36areshown thenumber andpercentageof vocationalteachers studied holdinggiven degrees, classifiedaccdrdingtothetypeof institution in which teaching isdone.\ TABLE 36.Number andpercent of vocational teachers ofNegroes studiedwho hold designated degrees, 1935-36,accordingto where they teach ...

Degree held 'a vType of institution Other Other Profes- A. B.B.S.M. A.M. S.Ph. D.bachelormuter Other degrees sional Total degrees degrees dents

i 2 3 4 i 7 8 11 11 I Land-grant and other colleges: Number.... . Ow 3 24 24 20 3 4WD 4 10 etogl OD 88 Percent 3 427.327 3 22 7 p. 3 4 4, 5 11.3 ND No MD Private high schools: 100. 0 Number 2 11 ...... 1 1 1 -- - _ 16 Percent_. .._ 12 568 7 . 6.2 6.2 6.2 , O. M. a Os m 100. 0 Trade schools: a Number...... _ _ _ 5 11 2 2 . Me 20 'Percent 25 055 0 10 0 10. 0 m vi 100. 0 Proprietary schools:i ::ii: Number 1 4 2 2 10 Percent__ _....._ _, _ __ 10. 0 40. 0 - .._ 20. 0 '. - - 20.0 10. 0 Alm Public high schools: ,. ; 100. 0 . ..lt4 Number .....alo 82 246 64 8 3 22 8 2 5 440 Percent ...... 18.6 55. 9 14.5 1. 8 0. 7 5. 0 1. 8 O. 5 100. 0 gm 06 Total: or_ -1'" N4mber__-_- 93 2% 90 fo 4 29 20 5 5 .574 Percent 16. 2 51. 6I15.7 5. 2 1. 0 5. 0 6 3.5 0_9 0.9 100. 0

1Those schoolsoperattdbyaproprietor, suchascommercial colleges, schoolsof beautyculture,etc. . 67. 68 VOCATION/4, . EDUCATION ANDGUIDANCE OFNEdROES.

Occupationaltraining.Specializedtraining of teachers in the subjects taughtwasstudied.eiccordingtothe data, home-economicsteachers hav'e moretraining in theirspecialized field thanthose in the other fields studied, the median numberof-semester hours' creditbeing 38.89ascompared with 27.43 for teachersofcommerce,30 for teachersof agriculture, 30.14 for teachers of'theoryand applied science,and 30.81 for teachers of trades and industries.The median forall teachers combined is 41.71.Only 67 teachersin land-grantcolleges replirdtothis particular question. Accordingtothe dataobtained, they have lessspecial vocationalaridmore academic trainingthan the high-schoolteachers studied. .xperience and tenureofteachers.Informationconcerning teaching experi- ¿f vocational teachersof Negroes studied is shown in venceandtenure tables 37 and 38.Data concerningoccupational experiencewerealso collected (details notshown here).The'median number ofyearsof teaching experience is6.86. Teachers with littletfaining have been teachinglonger ,than those withagreateramount,according tothese data.Although\) only 49 teachersreported- who had 4 years orless of high-school trainirt, they,had been teaching15.29years.The medianyearsof experience decreasesasThe level of educationincreases. The percentageof vocational teachers of Negroeshavingagivenamountof occupational experivce other.thanteaching isasfollows: tyear,12.8; 2years,8.3;3-years,21.2; 4years,14.5; 16years or more;20.8. The percentageof teachers remaining in their presenrposition6to10 yearsis higherthan that inanyother of the periodsused in thisclassificatipn.

Muni37.Median number ofyear'sof teaching exp5riencefvocational teachers of Negroes =cording toiducational levelattir,1935-36 Median Num- EducationaSlevel attained yearsof ber of experience cases 4yearsof high schoolorless -4° I 5.29 49 . 13.75 134 6 weeks to 2 Sreirsof college ...... 11.23 259 3 to 4'yearsof college A 1year or moreOf graduate work .4.58 216

Total s 6.86 658 Age and salaryof vocationalteacher.t.----Information concernipg theageof ncational teachers wasreceived from 834teachers. The medianagefor the entiregroilp wa,s-37.3years.The.rangein the wedians in the various subject fieldswas asfollows: Agri,. ¡dram,363;con114nérce,35.7; home economict,-35.2; trades and industries, 39.2;and theory and practice, 35. In table 39 isshown the pumber ofvocationalieachersreceiving annual salariesWithinagivenrangeand the medianannual salaryreCeivedby teachers of givensubjects. The median forall teachers combined is $1,871.74:. The medianannual salary (11,851.85) ofteachers of theory and 4 applied sciences/ishigher than the mediansnthe other subjects studied; the lowest median($1,060) is that received by the teacheraof agriculture. t

o 1 a II ii, . 0 0111, TEACHERS AND TEACHING 69

TABLE 38.Number andpercent of vocational teachers of Negroes studied,employedagiven number ofyearsin the schools in whichtheyare nowworking, 1935-36 Itr- -WV Inpresentposition-

Type of institution Less , 31or to 6to10 1 1to15 16to30 than 1! 1 year 2years 5 more Total years ; years years years year !, yea rs

41 ;

1 2 3 I 4 5 s 7 8 9 le

Land-grant and othercol-

. leges: , Number_ 21 9 17 39 12 4 2 104 ______Percent . 20 2 8. 6 16_ 3 37 5 1 11. 5 3. 8 1. o 100.0 Private high schoo!s: Number..... _ _ 4 1 1 7 7 3 1 24 Percent__ 16 6 4. 2 4 2 29. 2 29. 2 12. S 4 2 100.0 Traae schools: Number__ 6 11 12 9 43 Percent_ 11. 13 9 25 6 27. 9 20 9 ------100.0 Proprietary schools: Number__ - - 1 9 4 11 16 7 3 45 Percent_ _ 22 20. 0 8. 8 247 4 22. 2 15. 5 6. 6 100.0 . Pubhc high schools. Number__ _ 15 76 56 13g 244 136 1135 9 809 1 PeMt 8 9. 4 6. 9 17. 1 30 2 16 8 16 7 1 1 100. 0

-40t : Number, 16 115 70 173 I 4'311 174 154 1.2 1 025 Percent_ 1. 6. 11. 2 6 8 16 8 1 30 3 16. 9 15 0 1. 2 1b0o

TABLE 39.---Da1ribution of vocational teachers of Negroes,accordingtoannual salary andsubjects taught,1935:-36 Ng%

ANIL_ Salaryrange

Subjects taught -Mr" 1 11 c. o

1 2 3 4 6 6 7 8 9 le 11 11

Agriculture _ 1 1 6 5 2 3 1 19$1, 060.00 Commerce 6 3 8 2 '7 12 46 84 1, 817- 39 Homeeconomics.__ _ __ 5 27 34 35 27 12 14 6 63 22 1, 077. 77 Trades and industries_ _ 3 15 17 30 14 22 13 24 159 297 1,813. 21 Theoryand applied science..... _ 1 1 3 2 3 2 11 3 54 80 1 1. 851. 85

Total 111P 50 55 76 57 40 48 1 46 322 703 1, 871, 74 I *.

. FEDERALLY AIDED TEACHER-TRAININGPROGRAM NecIrly all Negro vocatiodalte4chersaretrained in federallyaided classes, whichareusually conducted by the land-grantcolleges.Data concerning enrollments andexpenditures in theseclassesareshown in tables 40 and 41% Thenumber andpercentageofNegrostudentseniCaled! in teacher-training.clasiesinthevocational subject fieldsfor eachyear.

from 1928to1934aregiven in table 40.*,ArilajOrityof tillmalestudentsis enrolled inagricultural teacher-training classés,andamajority of female otudents in home economiestocher-traini4classes. Averysmallper- . f;" 70 VOCATIONAL EDUCATION AND GUIDANCE OF NEGROES

o centageis enrolled in tradesan'dindustries classes.From 1928-29to1934- 35 the increases in male enrollees inteacher-training classeswere asfollows: Agriculture, 6.6; trades and industries, 8OAFor female enrollees in home 4- economics the corresponding increasewas58.7.

In 1928-29 therewert39, full-time teachers and 1 half4irne teacher of subjects i9 the federally aided teacher-trainingprogramsfor Negroes, in 1934-35 the numberwas41.The corresponding numbers in each of the subject-m-atter fieldsaregiven below:

Subject 1 9t8-t9 93445 Agriculture 151,4 21 Trades and industries. V 4 2 Home econotnics 20 18

T.ABLE40.Numbrr andperientof Negro students enrolled in jigaally aided vocational teacher- training work in the different subject-matter fields,*y yearsin 18 States

; Male Female Year andtypeof school Number Percent

1 2

1928-29: Agricultural 304 0. 3 Trade and industry 30 11. 4 Home economics 88. 3 Total 334 1929-30: Agricultural 346 85 6 Trade and industry 58 14.4 51 10. 8 'Herneeconomics 422 89. 2 Total 404 1930-31: Agricultural 281 Trade and industry 15 13' 7 . Home economics 72, t86. 3 toetai 368 r. 1931-32: Agricultural -4tr 310 Trade and industry 85 9. 9 Home economics ,.. 90. 1

Total 395 464

*la 432.-33: Agricultural 327 82 9 _ Trade and industry 67 17. 0 73 17.2 Home economics .351 81. 8

Total ... 414 1933-34; Agricultural 121 Trade and industry 1 195 13. 5 Home economics 86. 5

Total 316 710 *I^ 1934-35: Agricultural 32( Trade andindustfy 54 Home economits 419 100. 0

Total 378 419

I ApParent inconsstency here is dueto the fact that I State reponed duplicate registrations in coursesinstead eltotal enrollment in subjectfield. ib

TEACHERS AND TEACHING 71

TABLE 41 .Amountand percent of Federal fundsexpended for the different subjea-matter fields tn federally aided teacher-trainingwork, according toraceandyears,in 40tes having separate schools

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

Type of school Per- Per-, Per- Per- Amount Amount Amount cent Artymint cent cent ccnt .

_- .

. .4 3 6 7 8 I 1 ?..4% 3 v

I . . Agncultural: Ng 8 56 $143,296.50 89.4 White______.. _ . $99,025.19 889 $91, 657. 80 86. $88,890. 85. 8 C Negro._ ... _ _ .._ ... 12,415.46 11. 1 13, 891. 72 13.2 14,720.72 14. 2 16,997. 03 10.6 Trade and industrial: 7 53,605.13 99.,.1 62,111. 62 White_ _ _ ,.... . 63,5%.37 519 59, 438.08 94. Negro 4032.73 .).1 3, 342.50 5.3 471.92 .9 2,201. 20 3.4 Home economics: 58 82,669. 30 89.5 White___. ______._ 74,845.60 89.8 76, 471.23 90.0 73,866. 89. 4 Negro 8,514.06 10.2 8, 465. 89 100 8,788.14 10. 6 9,658.14 10.5 i Total: 9 362.27 90. 1 288,077. 42 90.9 White_..__ _ 237,467.16 91.2 227, 567. 11 89 216, Negro 22,962.25 88 25,700.11 10.1 23,980.78 9. 9 28,856. 37 9.1

Grand total 260,42941 253, 267 22 240,34305 316,933 79

1932-33 1933-3 1934-35 Type of school

14 11 13 14 I ii

Agricultural:. Whitc $87, 570. 37 86 8 $85, 076. 2989. 6$87, 618. 63 83. 9$ Negro 13, 310. 95 I3 2 9, 878. 99 10. 4 16, 760. 15 16. 1 Trade and industrial: White 60, 081. 11 96. 6 57, 440. 9494.3 61, 826. 12 97. 1 Negro 2, 124. 22 3. 4 2, 207.04 3. 7 1, 840. 25 2. 9 Home economics: White 72, 389.71* 85. 1 66, 581. 24 89. 9 81, 953. 01 90. 6 Negro 12, 676. 31 14. 9 7, 504. 96 10. 1 8, 548. 61 9. 4 Total: White 1- 220, 041. 19 88. 7 209,098. 4791. 423t, 397. 76 89. 5 . 28,111. 48 113 19. 590. 99 8. 6 27, 149. 01 10. 5 Negro ..1111111,111. Grand total 248, 152 67 228,689 46 258, Stp.77

40.1 7. The totalamountexpericled *forfederally aided teacher-trainingin the various States studiedfor 1928-29and' 1934-35 for the Negroand white racesis given in table 42.It will be noted thatillmany casesthepgrcentage increases of expendituresfor Negroes in I934nover1928-29arelarge, though theamounts arerelatively small.

L. fr

No.

77910°:--8ge LND 404 cc* C, P Cl C) tti M1011VDOA hq 0 NOIIvollUa aoNvaino o t21 1 9 0 0 9 3 0 2 4 4 1 9 0 0 2 8. 7. 71. 32. 21 12. 18. 27. 100. 125. 100. -3. 100. » -11. 13 -15. - - , Percent compared 1928-29 Negro 15 02 00 87 31 00 00 19 46 35 84 25 76 ti 00 , over _ 75. 12 1934-35 113. 786. 750. 375. 139. 305. 769. 106. 240. 186. 625. 685. -71. - - 1, - - Amount 4, of $1, 1934-35 of 7 3 6 9 8 9 7 4 8 6 7 5 9 6 8 6 5 6 9 2 9 2 2 9. 35. 11. 12. 16. 13. 28. 11 131. decrease -1. - 101. -26. -17 - - -24. -13. - -77. Percent or decrease or 17 52 31 White 83 07 24 58 04 12 03 98 46 41 89 30 85 62 40 15 increase 765. 579 164 575. 342. 758. 104. 003. 537. 100. 63R. 257. 293. 427. 813. 473. 069. $423.20 Increase 3, 1, 1, -290. 2, 6, 4, 4, 3, 2, 1, Amount 2, 6, ------2, -8, -61 and 1 2 7 7 7 5 0 3 8 3 2 4, 5 6 1. 8. 6. 6. 5. 9.," 20 19. 16. 15 15. 25. 15. 9 10 16. Percent 1934-35, and Negro 42 00 00 87 31 00 53 254 18 65 25 00 00 01 8 270. 250. 139. 169. 837. 163. 675. 299. 691. 095'55 245. States 149. 210. 602. 500. 1, 3, 1, 1, 3, 1, a, Amount 2, 4, $4, 18 27, -I 1928-29 in 3 8 3 3 0 9 0 5 0 7 7 0 2 0 4 7 8 4 5 1934-35 79. 98. 94. 93. 80. 91. 83. 7 74. 84. 94. 90. 84. 83. 89. 100 100 WO 100 race, r84. during Percent by 15 72 19 19 and 02 67 84 White 02 87 29 75 51 69 82 87 93 63 76 60 training 869. 241. 566 558. 786. 926. 589. 789 023. 844 /t7. 037 359. 95/. 290. 418. 465. 509. 397. State 6, 8, 8, Amount 9, 2, 14, 10, 12, 12, 12, 13, 17, 22, 12, 12, 12, 25, $16, 231, by teacher 1 2 1 2 3 7 3 2 6 4 4 8 6. 5. 5. 3. 8. 13. 13. 17. 28. 18. 17. 31. 1928-29, 1 vocational 40 Negro 0Q, 00 00 36 68 79 00 25 02 25 with for 300. 484. 950. 400. 996. 922. 020. 925. 288. 281. 393.75 962. 1, 1, 2, 1, 2, 5, 2, $2, 22, 4 9 8 8 7 0 0 0 9 0 7 0 3 0 8 4 6 0 6 2 1928-29 expenditure 86 93. 94. 86. 82. 71. 3 94. 81. 67. 82. 96. 91. 100 100 100 100 100 100 100 Percent Federal 82 20 SO 50 White 23 08 26 32 01 45 67 29 92 78 94 25 16 04 90 of 2 445. 361. 555. 476 987 681 201. 326. 684. 694. 161. 259. 172. 483 594 242. 816. 322. 5, 4, 9, 9, 7, Amount 6, 10, 17, 11, 15, 18, 18, 14, 26, 10, 11, 23, $16, 237,467. percent and Amount State 42. Carolina Carolina Total Virginia Jersey TABLE Delaware Alabama Florida Arkansas Kentucky Louisiana Georgia_ Maryland Missoun Mississippi New North Oklahoma South Tennessee Texas West 4IP a rib Pik TEACHERS ANDTEACHING 73

CHARACTERISTICSOFREPRESENTATIVE VOCATIONAL COURSES Information concerningthe periodduring whichcourses wereoffered, grade inwhich offered, timeallottedtolaboratory and shop workandto gróupdiscussion, condition onwhich offered,requireiments, and criteria in marking wassought from highschools and colleges.Dataweile received from 863teachersasfollows: 48 of agriculture,325 of homeeconomics, 385 ofindustrial arts,and 105 ofcommercialsubjects.Thosereporting from Southernhigh schoolsnumbered 397,from Northernhi01schools, 367, andfrom Negrocolleges,9. Period duringwhichcourses areoffered. Eighty-ninepercentof the high school, and 59 percentof the collegeteachers indicatedthatcourses were 1-yearcoursesandwereoffered eachyear.The percentagesof the high- school andcollege teachersofferingsemester courses were6.4 and 36.4, respectively.Thereare veryslight differences amongthe subject-matter fields in the percentagesof high-schoolteaciTusteachingyearandsemester courses.fnthe collegesthe following percentagesof the teachersoffered year. courses:Agriculture, 71;home economici,45; tradesand industries, 62.Fewcourses wereoffered in alternate years, oronly whenelected by students ineither highschoolsorcolleges. A largeproportionof the high-schoolteachers offeredagriculturalcourses in theseventh andeighth grades;asmaller proportionofferedcoursesin home"economics and tradesand industries inthese vades;and practically noneof thecommercialteachers offered coursesin the seventh andeighth The percentagesofthe'teachersof differentsubjects offeringcourses grades. s in, theseventh andeighth gradesfollow: Percent offering 'courser in . Serena Eighth Kind of leacher# grade grade Agriculture 62. 5 84. 3 Home ecormics . 25. 5 40. 3 Tradesanti industries 16. 4 27. 0 Emphasisonvarious aspectsof courses.Whenthe numberofcoursesin the combined,it is found that amajority of the teachers different fields are 4 devotedthree-fourthsof the classtimetoactivities in theshop, laboratory, and garden,andone-fouvtbto groupdiscussion (see table43). When agriculture isconsideredseparately it isfound thatamajority dev.oted .50 percent orless time tolaboratoryorshop work.Detailed dataaregiven in the table. Conditiononwhichcourses areoffered.Certainvocationalcourses are re- . quiredofsomestudents and areelect4ç¡so?others (see table44) whilea fewarerequired ofand others areelet4tfor all students.Eighteen high-. school teachersof agricultureand124 teachers of.industrial artsreported thatcourses wererequired ofall boys. 74 VOCATIONAL EDUCATIONANDGUIDANCEOF NEGROES

TABLE 43.Number of teachersindicating theVcentage of the totaltime allottedtopractical work 1 andto discussion

High schools Colleges

Percent of time Corn- allotted HomeIndus- Home COM- Agri- . Indus- eco- trial mer- Total Agri- Mer-- culture cial culture eco- trial Total nomics arts arts cial studies studies

6 2 3 4 6 7 8 1 11 11

To practicalwork: 10 ______2 4 10 6 22 1 2 4 25. . ------. 12 25 21 1 10 68 4 4 1 9 50 _ 11 82 67 20 180 9 10 3 1 2 I 75 _ . 7 152 198 28 385 1 18 25 2 100 _ _ -- ...... 14 32 44) 15 61 1 8 9 Total 32 277 328 79 716 15 34 39 3 91 Togroupdiscussion: 10. 4 37 95 22 158 5 - 5 25 _ 13 157 1% 32 398 1 18 16 2 37 50. s10 65 21 17 113 9 11 9 29 75 5 160 6 8 35 4 4 1 9 100 2 2 e. 5 9 1 1 5 Total 32 277 320 84 713 15 34 - 35 3 87

IPractical workasused heremeans shop, laboratory, gardenprojects,etc.

711: a TABLE 44.Number ofteachers indicatingconditiononwhichcourses are offered

High schools Colleges

4 Conditiononwhichcourses arc offered Com- Agri- HomeIndus- HomeIndus-Com- eco- trial mer- Agri- mer- culture cial culture eco- trial 9. nomics arts nomics cial studies artsstudies

1 2 3 4 6 7 8 flo

Required ofboys only , 18 124 411M 5 Required ofall students 14 .111 mo AIM 19 8 12 1 1 Required ofall vocational 10 a. eM MID 4111 a, students 2 15 19 5 6 2 8 'We. or Required ofthose majoringin department 3 59 88- 53 13 30 36 -3 Elective forall students r 1 55 29 22 1 12 13 3 Elective forboys only 6 4 66 1 2 1 Elective fnrvocational students _ only... -..... 6 16 1 1 Elective forthose majoringin department 5 7 2 1 Required ofall girls 82 4=1, 11, 421. Elective forgirls 5

Mann,* ofconductingclassel. Informationwascollectedconcerningthe mannerof conductingvocational classesfor Negroesonthe following: ÍgR Types ofmaterials used(table 45);criteria indeterminingmarks (table 46); freedompermitted inchoice of projects(table 47);and requiredwork in relatedsubjects.Tektbooks'andnotebookswereused byahigher percentage of the teachers(70)than othertypesof materials."Quality of product"was,the criterionconsidered fordeterminingmarks by the

411.

'40 TEACHERS AND TEACHING 75

highestpercentageof teachers; "laboratoryexercises"was next.Sixty- three and forty-six percent,*spectively, of the high-schooland college teachers allowedstiklentsto-choosethe shop,laboratory,orfield project.

I TABLE 45.Number of teachers indicatingtypes of materials used in conduct ofcourses

High schools Colleges or

Typof materials usedor required Com- - Corti- Agri- Horne Indus- HomeIndus- eco- trial mer- Agri- met- culture cial Total eco- trial Total nomics arts culturenomics cial studies arts studies

1 2 3 4 6 7 8 111 11

Textbook.. 24 173 205 93 495 14 23 29 3 69 References 29 173 237 46 485 IS 28 35 2 80 Termpaper 6 62 50 11 129 9 18 4 ..... 31 S yllabus 4 6 24 6 40 5 7 3 IS Dictation 10 97 107 65 279 2 6 2 2 12 Mimeographed material_ _ 10 90 141 53 294 12 7 19 Notebook_ 27 220 192. 55 494 10 18 20 1 49 Totalnumberof

teachers rIplying_ 28 270 r314 96 708 16 27 , 37 1 81

TABLE 46.Number of teachers indicating the4riVria given-most weight in determining students' marks

High schcx,ls i Colleges

Criteria Home Com- Com- Agri- Indus- mer- HomeIndus- eco- trial Agri- mer- culture cial Total es:o- trial Total nomics arts culturenomics cial studies arts studies

1 2 3 4 6 6 7 10 11

Participation in class and I discussion.--_ - - . .. h 23 6 6 41 5 10 Generalattitude toward work 7 44 49 6 106 1 2 _ 3 Final examination___,_____ 2 12 17 14 45 7 I 19 Oral quizzes 1 1 1 1 6 1 1 Daily recitationresponses__ 3 16 11 8 38 41li 1 1 4 Seriesof examinations.._ _ .. 1 5 16 12 34 2 4. 7 _ _ _ 1 1 OW Termpapers 41k. 1 1 IND 2 Writtenpapers orprojects_ 6 12 27 7 52 1 1 2 Laboratory exercises__ _ 5 62 69 20 156 1 5 20 2 28 Teachers judgment ofstu- 3 dent's work 27 47 10 8'7 2 M. .01 M, 2 Regulat attendance _ _ _ - 2 8 6 1 17 1 1 Quality of product_____ 5 62 92 17 176 2 3 1 7 Total numberof teachers replying... 27 194 294 74 546 31 3 60 4

t4 4 76 VOCATIONAL EDUCATION AND GUIDANCE OF NEGROES

TABLE 47.Number of vocationalteacXersof Negroes indicating freedom permitted studentsin choosing shoporfield projects

High schools b Colleges

',bob Criteria HorneIndus-Com- Agri- Agri- HomeIndus-Corp- culture eco- trial mercialTotalculture eco- trial mercialTotal nomics arts studies no. mics arts studies

e 4 7 8 p is 11

Permitted choice of project 32 163 209 15 419 7 18 14 1 40 Permit ted choice aftercompleting assigned ;work 14 20 2 36 1 Not permittedtochoose ,project 100 99 63 262 6 14 14 2 46

Total.. 32 277 328 80 717 14 32 38 3 87

CONCLUSIONS Accordingtothe findings presented in this chapter,manyof the teachers of Negroes in the vocationsareinadequately prepared. About halfof the teachers in publichigh schoolswerecollege graduates. Approximatelya fourth had 2years orless of college education.Forty-nine had4years or les.4 of high-school education. While this number is relativelysmall, the handicaps which tjaèirinadequatepreparation placesuponthe pupilsthey teachmayresult in seriousconsequencesfor the individualsconcerned. The fici that teachers with themostexPeriencehave the least educationis indicative ofalack of progressiveness. Teachers with inadequteeducation

.cannotbe expectedtodevelop in pupilsthátcapacity for adjustmentrequired of workers today. Salaries in ruralareas aregeneially- lower thanthose in urbancenters, whichmay accountfor the relaiively low salaries receivedby teachers of agriculture. Therewasconsiderable difference ip the medianannual salaries of vocational teachers of Negroes between the Northern and Western and the Southern region, although the, difference in training was' slight. The difference in salarymaybe partiallyacc-ountedfor by the factthata o larger proportion in the Southern region than in the Northern and Western regionsareteachers of agriculture, and problblyarein ruralorsmall communities. The fact thatalargepercentageof the teachers offered vocatidialcourses in the seventh and eighth grades is im'portant becausealarge number of Negro pupils drop out before they reach high school, wheremostof the vocationalcourses Areoffered.Because of thevalisetopupils of workingon projects inwhicgtheyareinterested, they should be allowedareasonable amountof freedom, under guidance, in choosing projects. A largepercent of the teachers studied did not permit pupils to choose the projectonwhich theywere towork. [ CHAPTERVIII T

Inforination Neededfor Guidance 0,

KNOWLEDGE of pupilsis-an important,factor in guidance.Informa- tion concerning the social andeconomic loackgrounds,interests, and school activities, andachievement anti progreIsof pupils isessential in effective educationaland vocational guidance.. This chal5ter ofthereport .1 isan attempt tosuppqrsuclil information. . i S,'' It I 'I he cltaarefrom 27,980 pupils in33 States and the Districtof Columbia. SOCIAL AND ECONOMICBACKGROUND The occupation and educationofParentsindicate roughlytheeconomic and cultural background ofthe pupils.Informationconcerning them is valuable in understandingtheir possible influenceonthe pupils' educational and vocational choicesand in predicting theprobabilities ofcontinu- ing through high school.Data in tabres 48,49, and 50represent the typeof information which schools shouldhave about eachpupil.Factsrélating toconditions of the homes fromwhich childrencome arealso of definite help inguidanceand counseling.Principals of highschools and university specialists in'secondar'yeducation ranked homecondition second inimpor- tancefor guidancepurposesinalist of 18 itemsconcerned withpupils

TABLE48. Amber andpercent of Negro high-school pupils whose _fathersareengaged ingiven

occupation ; . J

o Pupils Father's occupation - .Number Perceni Agriculture 0 1, 464 7. 3 Forestry and fishing 72 ". 4 Extraction of minerals 171 .9, Manufacturing and mechanicalindustries 5335 26.6 Transportation and communication 1 710 8. 5

Trade 1 032 5. 1 I.

I Public service 1 352 6. 7 Professional service 1 204 6.0 Semiprofessional service 38 .2 Domestic and perso411 service 3, 771 18. 8 . Clerical occupations t 409 2. 0 Other...... , 3,505 17.5 Total ) _ 20, 063 ,100.0 ,en, . 77 q a. 78 VOCATIONAL EDUCATION AND GUIDANCE OF NEGROES background appearingon249permanentrecord cards.' The kindof home and its upkeep, the opportunities for study and healthfulsleep and recreation, the quality and number of books, magazines,andnewspapers available haveabearingonthe pupil's abilitytoprofit by the educational programprovided.Tables 51 and 52arepresented here merelytoillus- tratethetypesof data valuablefoteachersand counselors.Their chief valueisin their applicationtoindividual pupils.

TABLE49.Medianyearsof education attained byparents of pupils, by regions

a a. Fathers of- Mothers of- a

Male studentsFemale studentsMale studentsFemale students Region st

Num- Num- Num- Num- ber ofMedianber ofMedianber ofMedianber ofMedian Cases cases cases cases

3 3 4 a 6 7 9

South Atlantic__ 1, 789 8. 30 2, 561 9. 10 1, 688 926 2, 980 R. 47 South Central.. r 1, 229 8.24 2, 024 8.0 1,139 8.37, 2, 005 8. 33 Southwestern___ _ .. _ _ _ ...... 1, 414 8. 40 2, 184 8. 3 1, 663 8. 39 :2, %9 8 39 Northern and Western_ _ 2, 457 9. 24 3, 747 9. 02 3, 193 9.06 4, 364 9.09

TABLE50.Percent ef pupils whose fathers and mothers hadattainedagivenerducationallevel

, South AdanticSouth Central Northern and Southwestern Western Grade level attained m Moth- Moth- Fathers Fathers FathersMoth-FathersMoth- ers ers ers ers

1 k 3 3 4 11 6 7 8 1 MALE

Less than seventh grade.______29. 5 18. 2 29. 7 23. 1 24. 7 24.0 21i 6 16. 2 Seventh grade 1 1. Y 12. 9 11. 1 12. 0 9. 1 12. 3 8. 0 11. 4e Eighth grade 11. 0 13. 8 17. 2 19. I 17. 6 16. 8 19. 8 -20. 3 1yearof high school _ 7. 1 7. 7 8. 6 10. 6 8.1 8. 7 10. 0 11. 8 2yearsof high school__ _ 5. 2 6. 4 5. 0 5. 0 7. 4 7. 2 8. 0 8.8 3yearsof high school.. _ 3.9 6.0 4. 6 5. 1 5. 1 6. 2 5. 5 6: 5 4yearsof high school__ _ 10. 7 13. 5 8. 5 9. 10. 7 10. 1 12. 1 10. 9 1yearof college _ _ _ _ ..... 2. 8 3. 4 3. 8 3. 3 3.5 3. 8 3. 1 3. 9 2yearsof college__ 2% 8 4. 7 2. 9 5. 1 3. 1 2. 3 2. 9 2. 9 3yearsof college 2.0 2. 7 1. 9 1. 6 1. 9 1.9 2.5 2. 2 4yearsof college....__ - 9. 9 8. 8 5. 0 /5. 3 7. 1 6. 1 6. 3 3. 8 Other 3.3 1.9 1. 8 .4 I. 6 .4 1. 2 1. 4

FEMALE

Less than seventh grade. _ 19. 2 20. 7 34. 3 24. 1 26 7 21. 9 20. 9 16. 7 Seventh grade 11. 1 14. 4 12. 3 13. 5 10. 8 13. 1 8. 7 10. 4 Eighth grade ._.. _._. . 13. 9 15.4 18. 9 18. 4 16. 0 18. 8 18. 9 19. 8 1yearof high school 12. 5 8. 7 2. 6 8. 7 9. 1 8. 1 10. 2 12. 7 2yearsof high school_ 5. 7 6. 2 4. 1 6. 4 6. 6 9. 3 6. 9 8. 3 3yearsof high school______5. 7 6. 3 4. 1 5. 1 7. 2 5.6 6-5. 5 5. 8 ,4yearsof high school_ ._ _ _ ...._ __ 11. 8 11.7 8. 2 9. 5 9. 1 9. 3 13. 2 12. 0 1yearof College 3. 4 3. 1 3. 0 3. 3 2.9 3. 3 3. 4 4. 4 2yearsof college 3. 0 3. 5 2. 9 4. 3 3. 5 3. 6 3. 2 3. 0 3yearsof college _ _ _._ _ _ _ . 1. 4 3.0 1. 9 2. 3 2. 0 1. 7 1. 9 1. 6 4yearsof college__ _ .______9. 9 6. 2 6. 6 4. 3 4 8 4. 7 5. 3 3. 7 Other 2 4 8 1 1 1. 3 .5 1. 9 1. 9 a Koos, L V., and Kefauver, G. N.Guidance in Secondary Schools.Ncw York City, The MacmillanCo., 1932,p.239. .* INFORMATION NEEDED FORGUIDANCE 79 Information aboutparents.Information etncerning. theoccupations of fatherswasobtained from 20,063 pupils includedin thissurvey asshown (in table 48. The fathers of 6.2percentof the pupils reportingwereengaged in professional and serniprofession*occupations, showingasituation different fromaveragesince 2.5 pertent of the total gainfully employed Negroesareprofessional workers. Accordingtofindings in thisstudy,alargerpercentageof the children whose fathersareengaged in the professional, trade, and clericaloccupations attainedahigher level of educationthan others.For the males the respectivepercentages are 63, 65, and 62; for the females, 69, 69, and72. There isnoevidence that the father'soccupation influenced the grade levelatwhich the high-schoolnongraduates left school.Information concerning the education ofparentsis Oven in tables 49 and 50. Homestatusof pupils.-Slightlymorethan one-third (36 percent) of the\ parentsof pupils included in this studyownedor werebuying their homes. The correspondingpercentagefor the NegropopulaAonas awhole,accordingtothe 1930census, was23.9.The mediàn number ofroomsin the homes .of the pupilswas5.95;wildthe median number ofpersonsin the homeswas6.05. Thepercentagesof the homes having Oven conveniences were:Electricity, 78; bathtub,61.5; toilet, 73.8; piano, 47; and Lupo, 68. Three-fourths of the pupilscomefrom homes possessing lOisI'fewer books (table 51).Sevenpercentsubscribedto no newspaper(ta sie 52). Another 8percentdidnotsubscribeto adailypaper,but did subscribeto aNegropaper.A total of 30percentdidnotsubscribeto aNegropaper.

TABLE 51.---Number andpercent of pupils indicating the number of booAs inhome

Region

Smith At- Southwestern South CentralNorthern and Number of books lantic Western Total

Num- per-Ntm-Per- Num- Per-Num-¡Per- Num- Per- ber cfnt ber cent ber cent ber cent ber cent

=t47. V.

2 3 4 6 \N\7 le I 1

25orfewer 1, 914 3R. 21, 743 25. 51, 479 32. 2, 761 27. 9 7, 907 30. 1 26to100 . 2, 195 43. 53, 177 46. 62. 022 44. 24, 701 47. 512, 095 45. 9 101to500 809 16. 01, 585 23. 2 889 19. 42, 113 21. 3 5, 396 20. 4 501to1,000_4 90 1.8 238 3. 5 147 3. 2 224 2. 3 699 2. 7 1,000or more______25 . 5 81 1. 2 37 .8 106 I. 0 249 .9

Tons! 3 r00. 06, 824100. 04, 574100 09, 905,A100. 026, 346 100. 0

Median number of booksperhome_ 63. 43 74. 51 61. VP _ 59. 65 -

4 OP 80 VOCATIONAL EDUCATIONAND GUIDANCE OFNEGROES

TABLE 52. Number andpercent of pupils from homes subscribing andnot subscribing tonewspapers

Region

Southwestern South At- South Central0Northern and Newspapers lantic Western total

Num- Per-Num-Per- Ntim- Per- Num-Per-Num- Per- ber cent ber cent ber cent ber cent ber cent 2 3 4 ..7 8 i. 11 No daily andnoNegro 445 8. 63 492 7.35 386 8. 45 6086. 12 1, 931 7. 30 No daily andone or moreNegro_ 57511. 11 532 7. 94 374 8. 19 611 6. 16 2, 092 7. 94 Oneor moredaily andnoNegro__ 93218.041, 49122. 261, 27427. 912, 23522. 52 5, 932 22. 51 One or.more daily andone or more Negro 3, 21462. 224, 18(362. 45.2,52955. 416, 46665. 1916, 392 62. 21 Other 1 .02 2 .02 3 .01 - Total t' 5, 166100. 06, 698100. 04, 564100. 09, 922100. 026, 350100. 0

SCHOOL INTERESTS,ACTIVITIES, AND ACHIEVEMENTSo Informationconcerning schoolinterests,activities,andprogress oj pupils is of valuetoteachers and counselorsin furnishingguidance..Extra- classroom activities providetry-outand exploratorypossibilities;develop initiative; leadership,and independence;broaden interests;and assist in discovelingcapacities.Self-support of kupilsfurnishesopportunityto gain practicalexperience,todevelop certain habitsrequired in theoccu- pational world,-suchasindustry,perseveraAce, punctuality,and inde- .pendence.Self-support is detrimental%Alen heamount and condition of the workinterferes with the echica tion'alprogram, oris injuriousto the pupils' healthorcharacter. Informationconterning accelerationand --TeTi;TA'a-iion'has""a-15t aringonpossible withdrawal,"failure,andsuccessof See tables 53,54, and 55.)Table 53 shows theextracurriculum activities of thisgroupof students andindicates acceptabletypes of Rich activities.Table 54 establishesnoftn.s foruseby counselorsrand also shows the largenumber of pupilsoverage,'asdoes table 55.These data ). indicate that the high-schoolcurriculum probablyneeds adjustmentand better articulation withthe elementaryschool. Extra-classroom activitiesand self-support.Informationwasgathered from 22,563, pupils coricerningparticipation in certainextra-classroom aciivities (table 53). TheVgestpercentageof pupils 'engaged nthe activiOes listedvasin athleticteamsand squads.Home-room andclass organization, in which 35.5and 28.5Percentof the pupils,respectively,participated,arefrequently requiredand thereforeare not comparabletothe other attivities.However, théyare.importantasindicating theprdportion of the pupils who participatein them. 11 * a

4 s. INFORMATION NEEDED FOR GUIDANCE 81 Accordingtoinformation obtained from 27,980 pupils, approximately two-thirds supported themselves inpart orentirely; 47percent,inpart; 17.3percententirely.

TABLE 53.Percentageof pupils who participatedincertain extra-classroom activities

Activitx Percent Activity Percent

Student council 12 2 Debating society . 2. 6 Class organization 28 5 School honor society 3. 9 Homeroom 35 5 4-H clubs . . 2. 4, Musical orginization 14 6 'Future farmers ...... 8 School publications 3 6 Boy SCouts .08 Athleticteams .orsquad, 24 2 Girl Reserves...... 6 . Dramatic clubs 8 3 High Y .1

Other school organizip; . ....19 4 Other . 3. 1 Fraternities, sororities, social 6 3 None 2. 7

Trafficorsafety wads. . . 6. 9 f School progress,-*ThepercentaesAiof childrep entering first-year high school af givenages areshown in table 54.Approximately three-fourths, oi 72:1 ..ent, were14yearsofageandabové.One-third Were 15 or16 yè ofage.A smallerpercentagein the Northern anda,larger percentagein the South Atlantic:tnin the other regions entered when relativelyyoung. . Of the 27,366 pupils rçpted, one-third'wereoveragefor their grade. This isanimprovementoverthe situation foundamongNegro high-scho91 pupils in ruralareasinaformers'eudy.2 Thepercentagesof pupilsoverage in cach 6f thebigh-school grades in these twc; studiesare.asfollows:

Grade - Study Eighth Ninth Tenth Eleventh Twelfth

1 J. 4. 2 3 4 6

A /Incen t Percent Percent Percent Percens Present 49. 5 34. 8 29.2 29. 6 25. 2 76 7 72 .3 70 5 _ _ lformer -. 82 6

Details regarding the situ4ionareshown in ;able .55.In each gradea smallerpercentageof girls than boys isoverage, asin the other studies. A smaller percentage of the pupilsin the Northern and Western regions isoveragefor grade inwhicshenrolled thaninthether regions,asshown in the following: Northern-andWeiltern, 29; Sout . Atlantic, 31.2; South Central, 32.9;SQu4restem,40.0.Details Concerning the agé-gi-cle statusof the pupils in the different regions areshown in table 5 in appendix A. 4 I Availability of Education to'Negroes inRural Communities.Op. cit.,p.63. s

0 82 VOCATIONALEDiTCATIONAND GUIDANCEOFNEGROES

TABLE 54.Number andpercent1 of pupils ofgivenagewhen enteredfirst-yearhigh school2

Southwestern South South Northernand Atlantic Central Western Total Age Num- Per- Num- Per- Num-Per- Num- Per-Num- ber cent Per- ber cent ber cent ber cent kr cent

1 2 3 4 6 7 9 9 1 11

10years or less. 16 0. 3 20 0. 3 11 O. 2 12 0. 1 59 11 98 0 2 1. 9 160 2. 2 43 . 9 37 .4 338 1 2 12 450 8. 6 761 10. 6 299 6. 5 437 4. 2 1, 947 7. 1 13 _ 1, 131 21. 61, 714 23. 8 842 18. 3 1, 578 15. 3 5, 265 19. 2 14 1, 487 28. 4 2, 147 29. 8 1,202 26. 1 3, 370 32. 6 8, 206 29. 9 15 1, 130 21. 61, 410 19. 61, 048 22. 8 2, 731 26. 4 6, 319 23. 1 16 591 11. 3 64l 8. 637 13. 8 1, 390 13. 5 3, 259 11. 9 17 211 4. 0 225 3. 1 317 6. 9 18 489 4. 7 1, 242 4. 5 86 1. 6 83 1. 1 122 2. 6 204 19_ _ _ 1. 9 495 1. 8 4 .5 23 .3 46 .9 62 .6 20years or more 155 .6 9 .2 27 . 3 37 .8 18 .2 . 91 .3 Noresponse 60 244 161 160 AM. ID 625 Total 5, 293 7. 455 4, 765 10, 488 28, 001 Median_ _ 1462 14 44 14 92 14 92 14 74

I Studentsnot respondingwerededucted from totalsin orderto computepercentages. IThe firstyearofa4-year high school,or a3-year seniorhigh school.

b. OP

#4.

dr "411 tr, tri V1 Is:011VItilIOANI 0 HDNvaino 7 5 8 0 74 57 45 130 257 171 166 424 251 696 841 420 8 888 061 417 111 58 32 1, 5, 6, 6, 4, 2, 100. 8, 2 Total 16, 27, 3 0 9 8 total 31 70 21 23 360 172 835 978 813 658 615 576 169 786 18 621 61. 28. 3, 1, 3, 3, 2, 100 1 4, Female 16, 10, Grand 0 6 0 4 34 24 43 183 897 295 101 446 883 17 248 790 636 102 892 796 7 54. Male 38. 1, 1, 1, 2, 2, 100 5, 4, 10, 8 4 3 2 22 10 77 29 21 123 176 485 842 950 501 l 16 236 7`)2 814 630 1 55 1') , 23 Total 3, 1 .11 I I I 1936-37 I 1 8 7 7 9 4 2 6 64 79 35 .12 í _ * 326 509 259 642 I 94 394 402 15 11 59 20 20 1, 1, Female Twelfth 6 7 0 7 6 10 59 13 97 20 42 159 308 333 242 14 289 641 420 228 Columbia, 12 17. Male 49 32 1, of school. 0 6 8 6 31 14 53 21 180 772 150 589 696 068 442 1$ 285 779 016 *952 high 21 34 15 29. 1, Total 1, 1, 3, 1, 6, of District 8 6 9 5 6 9 17 24 68 115 136 527 226 year 658 017 153 the 802 007 642 12 22. 56. 16. 26. 1, 1, 3, 1, 2, Female Eleventh first and , 8 1 5 8 0 14 13 the 65 82 29 560 245 572 410 216 132 214 11 310 772 20. 14. 51. 34. Male 1, 2, States 7 7 33 Grack 8 8 0 12 21 49 153 188 835 021 218 560 174 11 071 062 835 in 25. 59. 11. 29.42 constitutes Total 1, 2, 2, 7, 4, 2, , 1 5 2 5 4 8 8 4 15 84 grade 577 341 186 316 684 319 pupils 115 627 577 26. 13. 60. 25. 1, 1, 1, 4, 2, Tenth Female eighth 3 5 7 5 2 5 4 16 34 104 8 258 735 812 534 244 the 752 547 947 258 9. 25. 56. 34. Male 1, 2, high-school 7 6 9 2 6 8 18 34 94 grades, 7 866 590 705 750 283 362 456 906 7 30. 34. 65. 1, Total 2, 2, 8, 5, Negro 2, of of 3 8 3 6 4 2 9 8 40 146 582 371 841 946 950 527 423 29. 30. 69. 1, 1, consist 1, 4, 3, Ninth Female 2 4 6 6 6 4 12 54 26 6 137 025 759 379 008 schools 379 412 033 distribution 31. 59. 40. Male 1, 1, 1, 3, 2, 1 1 2 8 5 5 11 26 88 189 4 354 385 624 354 9. 681 327 SO. 49. 1, Total 1, 2, 1, elementary 1 1 2 6 3 3 7 the 99 29 376 815 229 558 743 815 9. 1 - 52. 47. 1, 55.Age-grade . Female Eighth _...... -_. where 9 2 4 0 0 59 90 20 156 2 248 539 123 539 584 10. 48. 52. Male TABLE South .....___ 1, lb the in __ . .. States do" less more__ Age . or or several In Number Percent Number Percent Number Percent Number Percent years years - 14 is- 16 4 17 18 19 22 23 20 21 24 Tots!: Normal: Overage: Underage: 00' ./r VOCATIONAL EDUCATION 11143/484 AND GUIDANCE OFNEGROES 4 PUPILS'OCCUPATIONALCHOICES The choice ofanoccupation isoneof the vitaldecisions whichevery

normal individualmustmake; for thisreasonboth teachersand counselors. should haveasmuch informationaspossible which willhelp inmakingan intelligent selection.While the choiceswhich pupilsmakeare notalways final, they frequentlyhaveaninfluenceontheir curriculumchoices andon the length of time theystayin school. Of themanypossibleinfluenceson occupational choice thefollowingarediscussed here:Geographicalregion (table 56),ageand educationaladvancement, size ofcommunity, (table 57), personal motivesorinfluences (table 58),hobbiesorinterests (table 59),and occupation and education ofparents(table 60). From the standpoint ofguidance it is importanttoknow whatinfluence, ifany, ageof pdpils and gradelevel in highschool haveonoccupáti6nal choice and what variationin choicemaybe expectedin differehtgeograph- ical regions.Information concerninginflüencesin choosinganoccupation should be helpful in assistingpupils in developingdifferentmotivesorin changing occupationalobjectives, whendesirable.Informtionabout interestsmayassist in revealingeducational andoccupationalinterests, and mayleadtothe discovery ofcapacity inparticularactivities. Astudy of pupils' choice of occupation inrelationtoparents'occupationsand educa- donmayaid in the discoveryof motives foroccupationalchoice and-may indicate the possible futurecontentment in the occupationchosen. Occupational (hoice inthedifferent regions.Acomparison oftheoccupational choice of pupils, bysex,in the differentgeographicalregions is shownin table 56. Among the malesthereappear tobe significantdifferences amongthe regions in thepercentages choosing occupationsin manufacturing and mechanicalindustries, publicservice, professionalservice, and clerical service. Amongthe females,differencesarein manufacturingand mechanical industries,professional service,and clericalsèrvice. The distribution of pupilsmaking certainoccupational chokesaccording tothe size of _the communitiesin which theschoolsarelocated isshown in table 57. A largerpercentageof the malesin the smallcommunitiesthan in thc largeoneschose agriculture.In manufacturingand mechanical industries the differencesare veryslight withthe exceptionof communities of 50,000to99,999 population.Thepercentage of females choosingoccu- pations of this kindincreases consistentlywith thesize of thecommunity. A smallerpercentageof both malesand females incommunities of100,000 or more,thaniSthe smallercommunities, chooseprofessionalservice, the difference beinggreateramongthe females.There isalsoadifference between the small and largecommunities inthepercentage of females choosingcleri4occupations. Occupational choicebyageand educationaladvancement. Accordingtodata received from 5,517high-school boysand 9,350high-schoolgirls,agehas'

little influenceonchoice ofoccupation. 1

I _ .1' t2i :711 ri VI oo t:5 NOLLVIN1110iMI Tj aolszvamo . 03 9 2 1 5 8 6 4 6 9 8 9' 9 cent 4 0 Per- 65. 65. 66. 52. 15 60. 8. 10. / 1. 1. 1. . 15 . 11 Total communication Num- 50 48 80 53 506 052 664 211 363 585 442 403 322 638 471 628 310 618 349 ber 793 18 3, 3, 2, 13, 4, 1, 2, 4, 5, 3, 8, service 22 06 Per- cent 02 04 0 7 4 1 6 6 0 2 5 7 17 2 74. 74. 76. 57. 68. 13. 11. '13. 21. Female . . . 15 Clerical 0 Professional and Tot'al Num- 2 10 14 1 178 842 926 1 627 681 400 389 324 094 207 949 100 036 5/4 463 ber 111 Transportation ;, 2, 1, 2, 9, 1, 2, 2, 3, 2, 5, I 14 7 9 Per- cent 3 6 2 0 9 7 6 1 9 9 5 2 1 15 2. 2. 3. 2. 2. 52. 47. 49. 4-4. 47. 2. 3. 7, 5 5 Male I Num- 46 49 52 70 217 874 664 437 983 958 42 82 -79 228 679 330 210 ber 431 094 313 region 14 1, 3, 1, 2, 1, 3, 8 4 8 6 2 3 Per- cent 1 3 3 8 3 0 and 9 4 1 5 5 13 2 7 7 4 7 industries 8. 12. 8. 12. 15. 5. 3. 4. 3. 4. S. 4. 4. 4 3 1 2 1 Total 1 sex Num- 409 316 684 704 295 246 184 162 314 906 236 service 167 374 998 221 56 96 ber 28 201 381 12 by 2, 1, mechanical choice, personal 0 Per- cent 8 service 3 2 1 2 4 1 2 61.47 6 2 1 3 0 8 9 11 3 4 4. 4. 4. 6. 9, 0. . . . 5. 6. Female 6 6 0 2 1 1 Other tockupational NOVIO Num- Public 128 500 142 and 9 101 871 19 3 199 31 180 339 155 873 24 ber 8 and 71 95 198 Manufacturing Domestic 7 Per- 8 2 0 cent 8 5 3 2 2 5 2 0 9 5 9 1 2 5 3 2 9 16. 25. 16. 24. 22. 14. 8. 9. 10. 2. 2. . 1. 12 1 1 indicating 3 1 2 1 Male Num- 542 215 795 #281 833 243 175 162 295 875 37 12 41 35 125 32 20 106 ber 25 183 8 1, pupils 6 8 8 7 Per- 0 cent 1 3 2 2 0 2 2 0 3 5 7 O. . . . . 2. 3. 3. 3. 0. . . 1. . 3 Total , of .- Num- . 37 47 122 25 13 187 93 666 121 265 9 14 12 83 118 ber percent Semiprofessional b Per- cent 02 3 2 1 5 1 2 2 2 Agriculture 7 4 0. 1. 1. 1. and O. . . . . Female 1 0. Trade . 4 Num- Number 1 9 80 1 42 27 158 6 8 37 56 5 ber 4 p. 9 Per- 4 4 cent 2 2 0 0 8 7 1 1 2 3 4 5 1. 2. 5. 7. 5. 6. . O. 1 . 1. . 7 1 56. Male _ Num- 37 46 25 13 84 94 121 145 TABLE 1185 508 6 7 46 3 62 ber 2 ... `t. Region 1 Western Western Western Western Atlantic Atlantic Central Atlantic and Central Atlantic Central and Central and and Total Total Total Total thwest_ Southwest- Southwest Northern Southwest Northern Northern Northern South' South th South South South South South AL, ob rpi 86 VOCATIONAL EDUCATION AND GUIDANCE OF NEGROES

In ordertofind whetheror notgrade level of pupils hasanyinfluence onoccupational choice thepercentagesof pupils in each gradeselecting occupations in the manufacturing and mechanical industriesandpro-- fessional servicewerecomputedassamples. Thepercentages selecting mhnufacturing and mechanical industries for each high-school.grade follow:Firstyear,22.7; secondyear,21.2; thirdyear,17.5; and fourth year,14.2. Thepercentagesin eách grade choosing professionaloccupa- tionswere:Firstyear,157; secondyear,63; thirdyear,64; and fourth year,46.Although thepercentagesfor all the occupationswere not corn- sputed, judging from the above, itappearsthat grade level hasnomarked irifluenceonthe occupational choice ofNegiohigh-school pupils. -This conclusion, if supported byfurtherstudy, wouldseem toindicate the need ofacloser relation between curriculums andcourses,and vocational interestsof pupils. TABLE 57. Number and percent ofpupils indicating choice eoccupation, ty size of community

Size of community

Fewer than 2,500-49,999 50,000 -99.999100,000 and Total Students' choiceoioccupation . 2,500 more

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

1 2 3 4 6 7 a

IN Agriculture: Male 16 6. 8 41 4. 5 7 1. 5 20 0. 4 84 1. 2 Female 1 1 Forestry and fishing: Male 2 .03 e. Female Extraction of minerals: Male 1_ 3 .05 .04

Female 1 OD AP ea ma Manufacturingandmechanical industries: Male 50 21. 4 180 19. 7 74 15. 4 1,332 23. 9 1, 636 22. 7 Female 8 2. 3 47 2. 9 50 5.9 646 7. 0 751 6. 3 Transportation and communica- . tion: . Mak 5 2. 1 20 2. 2 20 4. 2 138 2 5 183 2. 5 'Female 1 1 11 .1 13 1 Trade: Male 20 8. 5 63 6. 9 33 6. 9 282 5. 1 398 5. 5 Female 1 .3 18% 1. 1 9 1. 1 154 1. 7 182 1. 5 Public service: Male 8*3. 4 72 7. 9 54 11.3 671 12. 0 805 11. 2 a Female 9 .6 5 4. 6 175 1. 9 189 1. 6 Professional service: Male 120 51,3 453 49. 6 251 52. 42, 316 41. 6 3, 14041. 6 Female 28683. 41, 250 78. 2 620_73. 95, 67961. 7 7, 83565. 3 Semiprofessional: Male .4 2 .2 64 I. 1 67 .9 Female 4 .3 1 .1 50 .5 55 .5 Domestic and personalservice: Male 5 2. 1 27 2. 9 15 3. 1 56 1.0 103 1. 4 Female 13 3. 8 107 6. 7 45 S. 4 534 5. 8 699 5.8 Clerical occupations: Malt 7 2. 9 33 3. 6 10 1. 1 263 4. 7 313 4. 3 Female 13 6. 7 132 3. 2 85 10. 11, 574 17. 1 1, 814 15. 1 Other: Male _ _ a. _- 2 .9 23 2. 5 15 3. 1 425 7. 6 465 6.5 Female... 1.2 3. S 30 1. 8 23 2. 7 378 4. 1 443 3. 7 kn. Total: to Male 13440.6 91436. 4 479 36. 35, 572 37. 7 37. 8 Female 343 S9. 41, 59963. 6 839'63. 79, 20262.3 62. 2 INEORMATIONNEEDED FORGUIDANCE 87 V. Influences in choosinganoccupation.The influences whichpupils said affected the selection ofanoccupationareshown in table58. Three influencespre- dominate in all theregionsamongboth boys andgirls, namely, "desireto make money," "beliefin ability inspecial field,"and "desiretoserve." Choice of occupation,accordingto interest.Data concerning hobbiesorinter- . estsand occupationalchoiceareshown in table 59. Ofthe 363 male pupils whose hobbyvasscientific andmechanical construction,37.5percent gave manufacturing Andmechanical industriesastheir occupationalchoice; while 6.6percentchose transportationandcommunicationservice. Both of thesepoccupationshave rathercloserelationtoihehobby. Of the 991 male pupils whosehobbywashOme workshoporlaboratory, 29percent chose manufacturingand mechanicalinddstriesas anoccupation.Further analysis of the datarnaybe made by those.interested in ordertostudyany possible relationshipbetween other hobbiesand occupational choice. Choice of occupation, accordingtofather's occupation.Theextent to which Negro high-school pupilschoose the vocationsin which their fathersare engagedwasstudied. In the SouthAdantic region 4percentof the girls

I chose occupations in manufacturingand mechanical industries, while20 percentof the girls' fatherswereengaged in these occupations.Fathers of 2.5percentof the girlswereengaged in clerical occupations,but 10.6percent chose these occupations. Three-fourthsof the girls choseprofessionalserv- ice, while only one-twentieth of theirfatherswere soengaged. . In the SouthAtlanticregion, 20.7percentof the boys' fatherswere aengaged in manufacturingand mechanical industries,and 25.3percentof the boys expressedadesireto ente5these occupations. Two andseven- tenthspercentof the fatherswereengaged in clericalservice, while 4.6 percent ot te sons indicated ayìrIerence tor clericalwor. Nearly halto the boys (47.5 percent) chose theoféssions, but only 7.7percentof their fatherswereengaged in them.Six d five-tenthspercentof the fathers wereemployed in agriculture, while 1.7percentof the boys desiredtobe farmers.In trade occupations there iscloseagreementbetween fathers' occupation and sons' choices; thepercentagesare,respectively, 5.9 and5.5. The respectivepercentagesof fathers engaged inpublic service eand sons' choicesare14.2 and 9.3. Amore exact measureof relationship between occupation of fathers and occupational choice oftheir childrenmaybe obtained by ascertaining the number ofchildren who expressedadesire to enterthe specific occupation in which the fathersareengaged. A total of 203,or15.7percentof the male pupils ii theSouth Atlanticitegionchose the occupation 'inwhicfitheir fatherswereengaged. The pércentAge of a sonswho chose the occupation in which their fatherswereengaged for the other regionsare:South Central, 17.4; Southwest,13.2; and Northern, 13.8. A further study of possible relationship betweenoccupations of fathers and occupations engaged in by theirsonsis reported in chapter 9.

f 4_ 71910*-38----T 88 V&ATIONALEDUCATION ANDGUIDANCE OF NEGROES v

TABLE 58.-Percentof pupils attribulingtheir choice ofoccupationto indicated influences, byregion andsex

South Atlantic South antral Southwest Northern and z .., Western Influence ______

Male Female Male Female Male Female Male Female . ,

1 t- 3 4 s il 7 8 9

-- Desiretomakemoney 34. 9 28. 1 36. 5 27. 7 39. 7 31. 5 30. 7 27. 9 Success of friends 3. 3 3. 2 4. 6 5. 7 3. 1 3. 2 2. 3 2. 7 Advice of relativesorfriends 3. 5 ' 2. 8 2. 7 2. 3 4. 4 4. 8 3. 2 . 2. 4 Teachers_ 2. 5 6. 1 2, 1 8. 8 1. 6 4. 2 1.6 3. 8 Desireto serve 13. 8 22. 1 15. 2 18. 5 9. 9 15. 5 10. 3 14. 8 Advice ofparents 5. 1 7. 2 4, 8 6. 7 3. 8 4. S 6. 2 5. 8 Observing peopleat work 3. 8 3. 0 2. 9 2. 6 2. 4 2. 0 3. 3 4. 3 Working vacationsor __.. after school_ 2. 3 .8 .9 1. 1 . 1. 3 1. 2 1. 9 1. 1 Thinpyouread 1. 2 .8 2. 2 .9 2. 3 . 9 1. 4 !. 1 Guidance counselor . 1. 1 . .5 . 6 2 .2 .1 1. 0 .8 Belief in ability in special field j 18. 3 20. 9 21. 9 22. 2 23. 7 28. 2 28. 4 30. 7 Father's occupation 4. 3 .3 2. 7 .7 2. 8 .4 3. 2 1.0 Mother's occupation .3 .9 .3 1. 4 .4 1. 6 .1 .8 Course in occupations .1 .2 .2 .2 .6 .3 .6 .5 Work in shops . 3. 8 7 1. 8 .4 2. 5 .6 3. 2 .b Academiccoursesin school .5 1. 1 .3 .3 .1 .2 1, 3 .9 Extracurricular activities .3 .2 .1 .04 .2 .2 .2 .1 Motion pictum .4 .3 .5 . 3 .5 .5 .4 . , 2 Out-of-school activities .5 . .1 4 .1 .4 .2 1. 0 .5 Other 4 3 1 04 2 1 . - Choice of occupation andparents' education.---Someinformationconcerning the schooling ofparents and the occupational choicesof pupilswascollected for thepurposeof discovering whetheror notthere isanyrelationshipbetween them (table 60). In general,the data indicatethat children ofparents who arccollege graduatesare more apt to chooseoneof the professionsor a careerin the manufacturingand mechanicalindustries thanthose ofparents with seventh-gradeeducation only. NOI1VW1IOAKI UHCI:gatsI 11

aoNvamo 00 5 2 3 7 3 2 8 8 4 5 8 4 . . 1. 5. 3. 2. 6. is Fe- 11. 10. 12. 20. 11, 24. males pref- pupils 1 4 1 3 3 0 8 2 1 2 0 3 given . . interest 1. 9. 5. of 4. 4. 4. 5. 24 first erencejor expressing 14. Percentage 11. 40. interest Males .... 55 98 192 168 342 365 815 640 784 438 430 284 611 23 Fe- given 1, 1, 2, 1, 2, males 11, Total 59 84 20 for 851 368 304 991 798 296 292 635 363 Z43 061 Males 2, 1 _ 4 8 3 9 3 6 15 17 12 7817, 21 Fe- malcs 9 preference 7 5 3 1 2 3 6 6 Other 22 55 grò es II MP Males w first 5 9 54 33 49 38 95 3 183 172 163 406 414 269 19 Fe- - males 1, 3 4 6 occu- 16 28 13 35 25 21 20 pations Clerical 127 18 298 IN expressing Males 6 3 7 6 79 35 27 65 46 69 o 147 134 17 624 Fe- males pupils and 8 3 3 2 1 ow 6 4 17 13 53 service of personal 110 Domestic 16 11) Males 5 8 8 7 1 3 13 10 60 IS Fe- males percent 1 1 2 3 1 2 Semi- sional 17 10 10 23 profes- 70 service 14 and occupation " of 2 80 30 436 527 319 112 035 019 824 935 493 ii 221 031 Fe- males 1, 1, 2, 8, sional 31 10 Choice service 51 Profes- preference 150 241 138 134 412 228 334 494 146 12 369 ' 1, 3, 2 8 3 2 3 9 1 1 4 first 17 17 13 76 11 Fe- of males 6 5 36 34 Public 90 64 33 43 31 service 113 426 1O 881 interest 8 8 2 1 3 15 39 35 15 16 20 to 162 Fe- 2 5 13 27 19 60 Trade 47 20 15 20 1% 418 1 1 1 3 1 Mi 4 according 9ID 12 MI Fe- M, males .110 com- 1 dP tion 7 4 2 11 14 13 21 79 10 tation 24 munica- 195 and Transpor- 6 8 4 es 12 M 76 32 71 63 175 occupations, 152 109 773 Fe- me- 2 12 turing 56 50 11 69 62 4 118 106 and chanical 287 645 136 554 given - industries Manufac- 1. 3 Fe- males choosing 2 3 2 9 2 4 15 23 51 culture 2 111 Males 4Mo& pupils of o C. construc- preference laboiatory ...... r 1 or instrument first 59.Wurnher drawing of mechanical or and muskai ..... paper workshop Total Hobby TABLE u tion 11 rcienanctil ` Home Reading Playing Dramatics Painting Athletics SCh001 Adovies Other rItINIOLLVDOA NOI1V011(13 V, 9 vula Isl HO 1 3 5 2 8 2 2 :3 . . 1. 2. 2. 0. 12.4 80. 17 t. q college Percent of 1 3 2 2 7 12 16 72 580 465 16 years . 4 Number education 4 1 2 5 3 8 2 4 04 . . . . 6. 13 7. 15 69. ' Percent seventh Mothers' 1 .1 ze..cupation 1 7 3 grade 13 21 than 159 179 381 735 499 14 . 1, 2, giver: Less Number a 1 1 3 7 4 9 6 0 0 -1 . . Females 1. 1. 3. 3. 9 13 80. enter college Percent to of 1 8 7 4 6 23 21 66 568 704 13 years desire 4 Number a . education * 7 7 7 8 9 6 6 0 . . . 1. 7. 8. 11 17. 62. ' Percent seventh Fathers' expressed grade 19 19 15 47 than 196 208 595 464 627 10 who 1, 2, Less Number , 1 3 8 5 2 9 6 6 4 .5 . . 7. 3. 0 9. 4 14. 58. college education Percent of 1 4 2 2 31 16 19 64 43 257 439 .8 years 4 Number education designated 3 3 7 9 8 7 5 4 9 6 . 1 1. 1. 5. 2 4. 7 12. 25. 43. have 9 Percent seventh Mothers' 7 grade 70 28 80 19 than 34 24- 192 381 657 502 6 parents 1, Less Number I I 1 3 7 5 4 8 8 6 2 6 Males whose . . 1 1. 8. 2 6. 2. 13. 62. college Percent of pupils 7 3 4 6 14 13 34 67 43 of 313 504 4 years 4 Number a education e07. 7 7 3 7 3 6 4 7 0 6 percent . 1 1. 8. 2 2. 4. a 11. 22. 44. and seventh Percent Fathers' 4 grade 31 12 tha#2 83 48 41 25 155 790 207 785 3 393 1, Number Less 'Nurnber - service T- mechanical choice communica- TABLE service 1 and and personal service and occupations service Occupational Total industries tion sk Manufacturing Public Professional Domestic Aviculture Clerical Semiprofessional Trade Transportation Other IOW CHAI"TOIXI a

o Information Helpful in Formulating Guidance Progr.4ms

GENERAL CHARACTERISTICS 4 WIZT HAPPENStoNegroes who gradilate fromhighschool andto

, ewho dropoutbeforsegraduation? What occupational adjust- i mentsdo they make? What, ifany,relation is there between schooling and\ . occupational adjtistment? To whatextenthas the school assisted former pupils inadjusiment?What arç.their interests and in what activities do they engage? What variation, ifany,existsamongthe different geographical regions withrespect tothese matters?- Informátion conFerning these questions, reported in this chapter, should be helpful in formulatingguid-

ance programs.Theageofpersonsstudied, theamountand kind of edu- . cation received, apd the work experkence while in day school shouid indicate the kind of assistance needed from schools in making furtheroccupa- tional adjustment.Information concerningreasonsfor leaving day schod and for attending evening schpol, employment since leaving day school, meansofobtainingAemplc;pment,and relationship of son'stofather's occupation is !Hatednotonlytothepresentneeds of adults but alsoto whatever revisionmaybmade in educational and guidanceprograms for youthnowin school.' The kind of information reported in this chap- teris needed about each individual in ordertoprovide effective counseling. Datawerecollected from 20,260 high-school graduates and nongraduates during 1926to1935 in 33 States and the District of Columbia, incommunities of different sizes, and from 2,540personswhowereenrolled in evening schools , Age of studenis.The medianageof graduates when interviewedand of nongraduates, accordingtothe size of community in which they, live,is

sh9wn in table 61. The nongraduatesaresligl,Itlyyoungerthan the gradu- ,.,. es;when thetwo groups arecombined thoie who live in the large.cities ,. ,I''' .. are youngerthan those living in the smaWcommunities. . ., .. , I. 91 ,,i5 , ,- . A 4 .i-l. ,- 1 , , i A , ,- .- , . le . ,. . . : ; , s .. le . e r 92 VOCATIONALEDUCATION ANDGUIDANCE OFNEGROES TABLE 61. Number and medianageof Negro high-schoolgraduates andnongraduata,according to size of community in whichthey live

Male Female

Size of community ' Graduates Nongraduates Graduates Nongraduates

NumberMedianNumber MedianNumberMedianNumberMedian

Fewer than 2,500 173 24. 30 184 23. 09 264 2,500to24,999 23. 5 3 302 22. 60 592 24. 29 488 23.05 1,087 23.84 810 22. 50 25,000to 99,999 _ 974 23.60 %6 22. 39 1, 822 23. 34 1, 573 22. 10 100,000to499,999 1, 605 22. 94 1, 571 41. 90 500,000 andmore 3, 021 11. 53 2, 020 21. 60 _ _ _ 411 677 22. 27 552 20. 47 1, 143 21. 53 809 20. 64 d. Total 4, 021 23. 27 3, 761 21. 90 7, 537 22. 80 5, 514 21. 83

The medianageofpersonswhen theygraduatedordroppedoutvaried slightlyamongthe geographicregions. Formale graduatestherangeis from 18.74yearsin the NorthAtlanticto1 9.44yearsin the SouthCentralregion. For maleswho didnot graduate therangeis from17.63yearsin theSouth Atlanticto 18.29yearsin theSouthwestregion.Medianageof female graduatesranged froFn18.45 in theNorth Centralregionto 18.97 in the South Central;of those%who droppedout,from17.37yearsin the South Central regionto17.87yearsin theSouthwest.Themedianageof all evenirtg-schoolstudentswas26.08years.Evening-schoolstudentsin the Northern andWestern regionsare2.64years younger than thosein the Southern region.Data in table62 indicatethat theolderevening-school students left schdol-rarlierthan theyounger ones. - Educational levelattained.-Thenumber andpercentage of nongraduates who left schoolatgiven gradesareshown intable 63.Table 64shows similar informationby regions. Thedifference inattainmentbetween thenongraduates in theNorthernand Westernregions andthe Southernregion is fairlypronounced. For example',thepercentages of femalesreachingthe tenth gradeorhigher inthe NorthCentral,NorthAtlantic,and Western regionsare, respectively, 79.8, 78.9,and 81.3.ThecorresPondingpercent- ages are47.6,27.7, and45.8, in theSouthAtlantic, SouthCentral,and Southwest regions,respectively. Similargonwarisonscanbe madebe- tweenNorthern , and Westernregionsonthe basisof medianyearsof education attained forboth malosand females.Detailedanalysis of theeducation of nongraduatesaccordingtosize ofcommunitywas notmade, however,the original dataareshown in tableVI inappendix Aforanyone interested in making suchananalysis. Differencesamongthe evening-schoolstudents ingrades reachedbefore leaving schbolasshqwn in table65aresimilarto those foundamongthe nongraduatesmentionedabov.

411KA, FORKULATION OF GUIDANCE PROGRAMS 93

TABLE 62.Number and medianageof evening &tool students who have attainedagive: level of

education .

Regions

Level of education Northern andwestern Southern

Numilltr MediAnage Number Medianage

3 31 4

Elementary: 1 6 2 2-4 23 37.83 57 36. 58

. 5-6 47 36. 25 142 33. 15 7-8 215 35. 81 321 3t9.68 High school: 9-10 280 23. 75 294 25. 72 11-12 4 38 21. 68 310 24. 08 College: 1-2 , 94 26. 82 58 25. 46 3-4_ 25 24.96 33 27. 35 Didnotattend 33 25. 21 1 ...... Er

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

Male Female Gracieonleaving school Number Percent Number Percent

1 2 3 4

Seventh 48 1. 3 35 O. 7 Eighth 532 14. 7 649 12. 3

Ninth p 1, 054 2 1, 1 28. 6 Tenth 1, 038 28.8 1, 629 30. 9 Eleventh 693 19. 2 1, 06 3044) 20.1 Twelfth 2445 6. 8 , 389 7. 4 lb

_ Total qi - -- 3, 611 100.0 5, 276 100. O 'GUIDANCE CD cp.

EDUCATION AND o 3 2 2 8 7 3 I 8 2 4 6 0 1. 6. 7. 0. 14.1 19. 29. 12. 18.1 28. 30. 20. 100. li 100. . ' Percent _ . p - Total 49 17 36 04 532 249 049 697 636 525 397 338 655 643 082 14 1,060 1, 10 3, 1, 1, 1, 10 5, Number - . 2 5 3 5 9 6 2 3 0 1 2 2 0 0 . . 2. 1 i. *. 14. 26. 32. 23. 17. 37. 1$ 33. 100. 100, _ . Percent _ . West 1 4 1 4 50 27 60 44 63 58 38 85 186 125 112 338 18 10 10 Number _. 4 8 7 5 9 0 S. 6 8 2 9 0 . - 2. 0 11 27. 28. 28.7 11 20 35 15 27. 100. _ 4 100 _ Percent retort . . , , Atlantic by 5 2 2 58 24 60 60 66 81 81 62 48 209 108 302 le 10 North 10 Number ' reached, t 3 2 3 8 7 7 3 0 7 2 8 0 0 0 . 0. 0. 18. II 36. 13. 30. 19. 38 15. 26. 100. 100. grade Percent _ Central - 1 2 Region 2 5 85 77 77 NONERADUATES 105 172 203 560 141 191 110 285 734 8 NONGRADUATES North 10 10 indicating Number 1 4 7 4 4 0 1 0 5 6 8 4 6 MALE 0 . 1 O. FEMALE 1. 0. 7 14. 28 30. 25. 15. 25 28. 28. 100. . 100. Percent nongraduates, 2 9 5 75 71 13 66 151 159 135 Southwest 531 146 239 262 269 - 934 of i 9 9 . i . Number ' 3 2 4 5 6 0 1 3 0 3 3 9 0 percent 2. 0. 4. 2 7. 17. I 33. 41. 37. 32. - 20. 100. 100. and Percent ...___. Central 2 32 32 )5 27 87 120 2t4 238 708 187 391 241 441 4 , South 10 Number 1, 10 Number 4 9 5 8 9 0 2 64. 8 3 4 8 5 0 2. 5.5 1 5. 3 15. 24. 24. 26. 16. 30. 20 25. 100. 100. Percent _____... Atlantic TABLE 35 80 84 23 92 359 389 353 226 442 383 561 310 101 465 843 I 9. 9 South 1, , 1, Number _ ..... school ..... 1 leaving on Median Grade Total Median Total nth ' Eighth Seventh Eleventh Ninth Twelfth Ninth Tenth Eleventh Tenth Twelfth FORMULATION OF GUIDANCEPROGRAMS 95

TABLE 65.Numberof evening-school students wholeft schoolatstated grade levels, by sex

1 Grade levelonleaving I Male Female Total

1 3 4

Elementary: 1 5 3 8 2-4 Adr" 40 43 83 5-6 72 127 199 7-8 165 385 550 High school: 9-10 180 398 578 11-12 123 652 775 College: 1-2 20 135 1 55 3-4 13 49 62 2,410 Total_ 618 1, 792 Median 930 10 70 10 26

INTERESTS ANDACTIVITIES IN SCHOOL .s Curriculums pursued bygraduates and nongraduates.The percentageofpeakons reported in this study;who pursued academiccurriculums is higher in the Southern regions thanin either theNorthernorWestern region. Dataare shown in table 66.Dataoncurriculums pursued by size ofcommunityare given in tableVII in appendix A. Vocational training in highschool.The number and percentageof graduates and nongraduateswho had vocationaltraining in highkhool relatedto theirpresentjobsareshown in table 67..Thepercentage washighest, for male nongraduates,in the NorthAtlantic States and lowest in the South Atlantic;amongmalegraduatesitwashigher in the Sputhwestern States and lowest inNorth Central States.Among female nongraduatestheper- centage washighest in the NorthAtlantic StatesanCilowest in the South AtlanticStales:amongthe female graduates it washighest in the Sotith- westernStates and lowest inthe South Atlantic. Value of vocational trainingin securingwork.Respondentswereaskedto state whether vocationalcourses wereofassistancein securing work.Tabulations arcaccording to thesize of community.In general,ahigherpercentageof personsinsm'allercommunities than in larger onesindicated that vocational courseshelped in securingwork. Vhis is truefor allgroupsstudied, males and females,and graduates andnongraduates. The percentagesindicating that vocational coursesassisted in securingwork according to sizeofcom- munities follow:

Graduates Nongraduatea Size of community ' Male Female Male Female

4 A a

Fewer than 2,500 SO. 0 65. 8 31. 8 46. 5 . 2,500 to 24,999 24. 7 54. 6 11. 3 38. 3 25,000 to 99,999 17. 8 46. 2 9. 8 22.0 100,000to499,999 22. 6 41. 1 18. 7 14.6 S00,000 andmore 23. 6 46. 7 17. 6 JO. 2 44 o I* * O -i o tl 0

NOILVOf1Cla 0 ftl i g V 1 0 0 S 7 5 7 4 7 1 2 1 9 5 3 6 9 . . . . . S. 8. 1. 1. 9. 2. 5. 71. 11. 32. 27. 20. 13 SI Percent 3 3 9 4 4 1 3 4 27 43 61 17 52 10 60 39 377 531 186 Nongraduates 13 34 Number 3 I 6 4 2 2 3 6 4 West 6 1 8 3 7 1 5 6 0 . . . Southwest . . 1. I. 3. 4. 7. region 3. S. 1 81. 13. 50. 11. 13. 11 Si by Percent 4 2 2 3 3 2 14 38 10 4 26 63 51 13 46 Graduates 22 51 school, 690 848 197 389 IS si -MEL 4 Number high in 5 1 9 5 2 4 6 0 4 4 8 4 4 9 9 . 0 9 . . . . . 2. 2. 6. 9. 1 77. t 13. 34. 24. 12. 11. 31 while Percent 7 1 4 2 3 1 2 I 21 4 47 64 72 52 28 27 549 23 708 209 s Nongraduates so Number curriculums Central Atlantic 2 1 5 1 2 2 0 6 6 3 2 7 0 2 9 4 . . given 3. 1. 2. 4. 2. 8. 1. 8. 9. 8. n. 6. 7 South 65. 19 North Percent II. pursued i 4 8 4 1 14 15 30 20 57 19 21 19 16 507 656 151 231 s who 18 . Number I 6 8 3 2 2 3 8 3 8 3 9 r s 2 S . 6 0 . . S. 1. 3. 1. S. 1 7. 1 59. 22. i 12. 10. 41. 23. 17 Percent nongroduates 5 3 3 7 and 4 18 75 6 48 84 20 72 58 331 43 864 448 235 132 4 Nongraduates 1, le Number Atlantic Central 2 0 2 2 3 6 6 4 graduates 8 2 8 0 4 2 7 6 . . 1. S. 1.0 2. 5. 3. 2. 19. S. 64. of s 10. South 59. 17. North 11 Percent 8 3 percent 3 19 S 12 60 2s 61 13 25 66 34 735 221 147 387 114 647 3 1, and 14 Number gin!, ) dID no 66.-6-4/somber pursued Musts MALES Curriculum arts arts TotaL Total respooee irellietroomies response Academic Industrial Trades Teacher-training Commercial No Other Academic Industrial Commercial Trades No Teacher-training =itsraornies Other - FORMULATION OF GU IDA N CE PROGRAMS 97,

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411

1 III I 1111 1 11.11118111 1 {III 1 1111111/1 1 411$ 1 I 1 1 I 1 5 5 5 s 1 i e III 1 111411111 1101 1 I I I 5 I I 5 I 5 1111 1 1101161111 1 1111 1 111111111 1 111111 1 111111111 I 1111 1 1111111111 1 11111 1 11111 I S 5 t 1 1111 1 111111111 1 1111 1 1411 $ S P I $ 1 1111 1 1111 $ I S t $ 1 1111 1 1111111111 1 1115 1 411 I $ 1 1 II t 1 I 11111 $ $ 1 0 1 I I I 11111/1111 1 I 5 I 1 I 1111461111 1 11 1 1 s o I 110414111 1 1 I e I I Isels soo, I 1 I I 11 I s 1 e 4 1 I 1 1 11 I . I I I I 1 1 4 sIIII I I 1 I 1 I I sit la 1 1 ca. liefI 1 SI I 0 elm I II i I o SO I i 111 1 s e 1 1 141 I 111 1 14 1 1111 1 I I 1 40 1 e I 1 t Ia o I i 1

; iiiiiiiiiE '

e:0 00 Nouvonaa HONVUIL10 'ISOM Rams Rulcig IluE)N quoN Nun "ISIVA 111"N quoN lenos ratn, zsarspnos : ' ! witaatqlnos 3 6 6 8 7 6 by 18 21.1 22 40 30. 29. 37. punao 54. 56. 43. 56. 48 penuao 17 3Ftwer3V 39"12V -pulura and Percent uo!Srv 58 91 126 180 205 101 134 467 258 21 659 xhool, 11 .483 stquatg-- Number 1 9 8 8 7 puv 1 5 2 leaving 13.2 14. 15. 17. 15. 28. 25.0 32.2 31. 51. 44. 43.6 on Percent - palspi Total 1 86 7Z 24 45 82 82 62 .70 156 fo ixItunN 197 288 230 grade 14 ELIA41S Number . job, 001 *SE 0 0 5 1 0 0 1 3 5 6 0 0 0 mama 9. 13 24.6 25. 25. 20. 21. 35. 43. 52. 66. 47. 61. Percent present 7 2 2 4 4 8 Ilwelfth 17 12 Lt 1 I 01 CI 13 16 12 26 Jac:ITN their 13 putt to Number truism 001 'OS VI 5 5 6 4 4 8 5 3 0 6 9 0 0 1 11 17.3 18. Iluxuad 26. 26. 27. 28. 34. 40. 40_ 52. 33. .45. related rompful Percent N fo al" 9 zi 17 9 61 16 99 14 95 29 C 23 II Z1 Eleventh 16 91 6Z 53 32 48 27 27 14(1 uothi 10 112N training Number st! , L '9Z 'SS ' 'SC 'V 1 3 4 4 1 2 0 2 3 3 8 0 school LIZ III 0 6 L lootps loaand located MALES 13. 16.1 18. 17. 18. 24. 35.1 27. 52. 26. 46. 55. ynym FEMALES Percent vocationd Or! apv40 was leaving f 1 Tenth 9 uo 1 tZ sr i 08 OL 39 33 1Z 11 SZ EC 21 25 6 78 70 80 25 31 24 romps had on iaquinN pvy school Number qluai sznn ridto Suptitai 81 81 Grade 'LI '91 1 0 2 9 0 4 4 8 4 0 1 1 i 0 t.tz lt123iad 7. 7 which 12. 12.7 12. 16. 35. 23.7 26. 24. 46. 55. 26. puoyoloa school poipe Percent pa7v9o1 in ' I E Ninth 3 6 LZ 91 LZ 16 12 38 14 29 CZ high 6 ti 12 19 91 LI 56 93 66 laquinN region of lusup4 Number , tritiaAara 'ZS 'ff II '81 '9Z '9Z 'LI 7 4 3 0 0 3 0 f S 6 9 0 S t.a t E 9 luaand 8. 10. pirma4 13. 50. 34. 47.6 33. 100. Percent graduates , Ø gl I 1 1 1 Eighth f 13 25 Z i Z1 Z 10 L 33 and 47 JaquinN 4 ¿yip , NuMber L, 99 '19 'ZS f II '6 'OZ 'St 'SZ 3 0 0 4 0 0 0 I 1 0 9 S ow 0 0 paso4 0 laaand 3 33. 25. 38. 50. 50 1o. 100. Percent °fol. mongradsates t *I 8 1 2 1 of Z9 Z8 ZE1 Seventh £61 Of tZ OL 98 %I ri JaqtunN apv.42 MU. Number 140 91 *SI 'SI tI 'El percent L Hi 8 Z 6 luxuad and - lituurol 91 I 8f. .4 tfl 85Z f 659 L91 101 16 8S 061 SOZ 9Z1 iaqtanN -port ------Ration $av Li puv 81 ZZ OP '6Z 'Of 023.10d 67.-Xtunimir i 3 r : 1 1 Central Central Atlantic Atlantic Central Atlantic Central Atlantic :=4 o AG. 00 Cp TABLE South, South Southwest North North West. South South Southwest North North West. FORMULATION OF GUIDANCE PROGRAMS 00

.mployment during high-schoolattencia;ce.Accordingtodata collectéd but notshown bere,alarger proportion of male graduatés than of nongraduates wasemployed during highI choolyears,the respectivepercentages are55.7 and 44.1.Thecorresponngpercentagesfor female graduates andnon- graduatesare24.5 and 22. Thepercentagesfor the different regions follow: For male graduatesSouth Atlantip, 52; SouthCentral, 63; Southwest, 49; North Atlantic, 52; North Central), 58; andWestern, 65. For malenon- graduates thepercentages are:South Atlantic, 42; South Cenval, 48; Southwtist,42; North Atlantic, 47; NorthCentral, 44; and Western, 50. Thepercentagesof female graduates employed duringtheir high/school years rangefrom 20 in the South Atlantic region to 34in the Western. -The correspondingrangefor female nongraduates is from 192 inthe Sou,th Central region to 34 in theNorth Ntlantic. The number of graduatesand nongraduates employedduring their high-schoolyearsaccordingtosize of communities inwhich schoolswerelocated is shown in table VIII, of Appendix A. ACTIVITIES ANDINTERESTS AFTER LEAVING SCHOOL Reasons forleaving day school.More boys leavehigh school becauseof financial needsof the family than foranyotherreason,accordingtoreplies from 3,617given in table 68. "Desire tomake money," and "lack of interest in school,"appear tobe second and third inimportance. Theperpentages giving these reasons,respec,tively,are:28.9, 26.3, and 12.6.Thereasons for leavingschoolmostoften given by girls, with the percentagesare: "Financial needsof family," 22.1; "other," 20.3;"lack of interest," 14.6. "Neededathome,"anä"desiretomake money" rank fourth and fifth; respective percentages are14.4 and 11.5.Except inafew instances, differences amongthe geographic regions inreasonsforleaving schoolareslight. A higherpercentage of those reporting in the North Central region than in the otherregions named "desire tomake money," andalowerpercentage named "needéd athome"as reasonsfor kaving school. There is close agreementbetween the Northiktlantic and South Atlantic regions in the percentagesc;fpersonsnaming the differentreasonsfor leaving school. Timm 68.--Xusaai an d percent 41 nongradvates indicating reasons for leaving school before graduation, according to geographical region and lfle 0! Region ,r* A. re. 1 Reason for leaving school South Atlantic South Central Southwest North Central North AtlantW West Total 8 1 Number 3 Percent 3 11,Number 4 Percen i Number e Percent 7 ...... 40-Number 8 Percept a Number 10 Percent 11 Number 13 Percent 11 Number 14 Percent 15 MALE -7- V C) financialNeededDesireFailure needsin school of family., to make at bane money 414428133 62 29.28. 6 9.4. 2 3 212157 6331 29.22. 29 8.4. 94 137104 9524 25.17.19. 8 96 4. 5 . 173119 2913 30.32. 9 0 5.2. 2 3 60572010 27:28. 37 9.4- 6 8 45432022 24.23.10.11. 21 8 1, 052 957360162 28.26. 93 9.4. 9 5 OtherLackPoorDidLack healthof of interest relation between not like teacher school and vocation chosen _ 133169 452134 11. 7 9. 2.23. 1. 41 5 125 702910 7 17. 7 9.4. 91.11. 4 0 60562321 9 11.10. 3 6 4.4. 3 01. 7 6514 96 11.11. 7 6 2. 51.I. 16 2319 962 11. 0 9.4.2. 13 1.9 0 2520 62 10. 8 3.1.1. 2 1 1 458373122 7459. 11. 6 2.3.1. 04 6 C1>i0 Total 1, 439 704 529 554 66 206 185 1 13. 4 3, 617 I 10. 2 - 4- DesireFailure in sch.00l. 258100 13. 9 5. 4 9135 7.2. 79 4576 4.8. 81 FEMALE 14 10. 3 1. 9 13 4. 3 22 6. 5 229 IMIN 4. 3 Coc) Needed to makeat home money 299 16. 2 144 12. 1 163 17. 4 , eN' 103 76 14. 0 6337 20.12. 7 2 5123 15. 1 615 11. 5 °I1 Financial needs of family _ - ____ ... - .. - - - - 423 22 1-04 22.9 2 293 14 24. 7 190 20. 3 149 20. 3 66 3 21. 7 61 18. 1 6. 8 . 1, 182 769 22.14. 1 4 OtherPoorLackLadDid health01of relationinterest_ not like teacher between school and vocation chosenit 272247171 37 14.713.3 ¡I.9. 2 o 274213106 lo 23.17. 0 9 8. 91. 2 . 8 216132 722511 23.14. 0 1 2.7. 1.7 7 2 186102 671310 25.13.9 4 9. 11. 84 463328 4 " 15.10 1 9 9. 1.21. 3. 0 924637 2 27.13.11. 3 60 . 66 1, 086 481773 7776 10.14. 3 6 9. 01. 4 CDtil I ComputedTotal on total number of cases, including 25 "no 1, 829 response," from males and 64 "no 1, 180 response" from females.930 720 293 336 5, 288 8 FORMULATION OF GUIDANCE PROGRAMS 101-

mi Reasons for attending evening school.Theshiefreasongiven by students for attending evening school isto."prepare fornew typeof work" (table 69). For thegroup as awhole (1,991 cases), the mainreasonsgiven for attending evening schoolwith thepercentageof studentsare:"Topreparefor newtypeof work", 35.5; and "to improve chances foranincrease in rank orsalary,'" 22. The third rankingreasonis "to gain general information for social and cultural background,"16.2percent. Activities followed immethately after leavinghigh school. The period between formal schooling and entranceinto occupational activity isanimportant one.Datawerecollected frompersonsenrolled in eveningschoolcon- cerning the activities followedimmediately after leavingday school (table 70). A largerpercentageof males in the Southern region wentdirectly towork than in theNorthern region, andasmaller percentage"sought work withoutsuCcess."A similar differenceexistedamongthe females. Data nowshown here indicate that 241,or6.9 percent; ofthe male high-school graduates haveneverbeen employed; and 279,or8.3percent,of the nòn- graduates. Of the femalegraduates 1,460,or21.7percent, were never employed, and 1,422,or28.5percent,of thelemalenongraduates. Data show slight differencesamongthe commu4ities ofdifferent sizes in the number of jobsheld by graduates andnongraduates afterleaving school. For all communitiescombined the mediansare,respectively: Male graduatesand nongraduates,1.92 and 1.89;female graduates andnongraduates,1.67 and 1.58.

TABLE69. Reasons for attending eveningschool, 8:y region(1,991 cases) , ,

Reason for attending school Male Female Total , Percent

. I 1 2 : 4 1 . 4,

I 1 3. 1 To keep upwith developments in presentjob O 79 1% 275 Topreparefornew typeof work 168 539 707 3 5.5 To Fain generalinformation for social andcultural background4.. 100 222 3 22 16.2 Toimprovechances foranincrease in rankorsalary 148 190 438 22. 0 To getcourseswhich cannot be taken inday school______36 % 1 32 6.6 togetcredits for graduation fromhigh school 50 175 225 , 1 1.3 To get credit for entrance tocollege 66 101 167 8.4 Topreparefor civil serviceexaminations 40 93 133 6.7 Otherreasons 25 77 102 5.1 . 4 , L

j 102 VOCATIONALEDUCATIONANDGUIDANCE OFNEGROES TABU 70.-Activity followed byevening schoolstudents afterleaving dayxhool accordingto grade-levd attained

SOUTHERN REGION

Elementary High school College Activity Total Per- cent 1 2-4 5-6 7-8 9-1011-12 1-2 3-4

1 2 3 6 7 8 11

MALES

Went directlyto work 24 45 62 55 26 6 4 222 78. 4 Helpedat home 1 2 1 6 4 5 401. 19 6. 7 Worked withparents at home 2 3 6 1 2 -1- a 15 5. 3 Traveled 1 1 2 3 n ab an. OD =11 7 2. S Took vacation (over3 months) 3 2 Sought employmentwithoutsucess aa a a Ow 5 1. 8 2 4 2 2 10 3. 5 Other 1 2 1 0. 1 S 1. 8

Total 41. sr 1 28 ...... 50 82 69s 39. 9 5 283 100. 0

FEMALES

-73 Went directlyto work 17 59 124 2 87 7 1 387 48. 9 Helpedat home 3 15 36 35 45 3 Or 137 17. 3 Became housewife 3 -', 9 25 34 41 2 2 117 14. 8 Worked withparents at home__ _ 2 4 ID ...... 16 14 15 4ND ___ 4E, 4 51 6. 4 Traveled 1 4 3 3 1 a MP Ma MD 12 1. 5 Took vacation (over 3months) _ dm 1 3 4N. 4Eir 41MD 3 13 _M M a 4a_ 20 2. 5 Sought employment withoutsuccess 1 5 Other 6 21 3 _ _, 36 4. 5 1 1 ' 3 13 10 3 1 32 4. 1 MOMMOMMili Total 27 90 216 200 236 19 4 792 100. 0

TOTAL

Went directlyto work 41 104 186 147 113 1 3 5 609 56. 7 Helpedat home 1 5 16 42 39 50 41110 Became housewife. 3 156 14. 5 3 9 25 34 42 2 2- 117 10. 9 Worked withparents at home__ 4 7 ..... 22 m. 15 m. 17 ms 66 6. 1 Traveled 2 5 5 6 Mr la Me. 19 1. 8 Took vacation (over 3months) 1 5 13 ma AM a W. OP MIR 6 MI Alb 25 2. 3 Sought employmentwithoutsuccess4aa.a Other 7 10 23 5 46 4. 3 1 5 14 11 3 2 37 3. 4

Total 1 55 140 298 269 275 2 8 91, 075 100. 0 at) -wr NORTHERN REGION

MALES

Went directlytowork 2 5 10 61 10 GIP 64 30 2 ms 174 70. 5 Helpedat home 1 2 10. MI es - 444.-- 3 MD AIM IM 6 24 Worked withparents at home elb 1 3 2 1 MI II 411 Traveled AP 8 3. 1 3 3 ID4= 11. on. N OW MD Mop 12 4. 9 Took vacation (morethan 3 months)._ 1 2 401M, MI1 da a. a ow a. 3 1. 2 Sought employmentwithoutsuccess 3 22 9 40 a 41 34 13. 8 Other V. 2 2 3 ao. 10 4. 0 Total 3 9 13 73 94 53 2 ea "a es Mo 147 100. 0

-4. - , FORMULATION OF GUIDANCEPROGRAMS 103

TABLE 70.Activity Jollowa by eveningschool students after leaving day school,according to grade-level attainadContinued NORTHERN REGIONContinued

FEMALES

Activity t Elementary High school College Per- Imes OtherTotal cent 2-4 5-6 7-8 9-1011-12 1-2 3-4

282 46. 2 Went directly to work_ 4 8 60 81 109 20...... )- Helped at home 2 5 19 23 36 4 89 14. 6 Became housewife 2 7 19 19 18 2 67 10 9 29 4. 8 Worked with parents at home_ ,3 2 6 2 15 1 Traveled 3 2 5 11 1. 8 Took vacation (morethan 3 months) 5 5 . 6 17 2. 8 Sought employment without success 8 17 35 2 62 10. 2 Other 3 19 26 3 53 8. 7 100. 0 Total _ 12 25 120 168 250 30 4 610 ..... ,41

TOTAL

Went directly to work_ 2 9 18 121 145 139 22 456 53. 2 He lpeZI at home 1 4 5 19 23 39 4 95 11. 1 Becamehousewife 2 7 19 19 18 2 67 7. 8 Worked with parents athome_ 4 3 9 4 16 1 37 4. 3 Traveled 6 5 10 23 2:7 Took vacation (morethan 3 months)- 6 5 8 1 20 2. 3 Sought employment without Moon 11. 2 success IM 111, moMr 11 39 44 2 .96 2 12 29 3 63 7. 4 aOther 1 5 Total 3 21 38 193 262 303 31 4 J 857. 100. 0

Means ofobtaining job.---Thenumber and percentof graduates andnongraduates andthe methods used to securejobsareshown in table 71.In the main,the highest percentageobtained their jobsthrough friends; the

next,by directapplication; and the nextthrough relatives. A smallpro- . portion receivedassistance from the school.In ordertoobtain direct information along thisline,responaentiwereasked if the"school authoritiesren- dered aid inobtainingemPloyment.",The number and percentageryly-. ing in theaffirmativewere,:Male graduates,335,or8.8percent;malenon- graduates, 119,or3.4 percent;female graduates, 636,or9.3percent;and femalenongradtiates, 142,or3percCvnt. Theeducationallevels reached by evningschool students.andthj methods used toobtain their first jobarestioWnin table 72.Thosereceiv- ing aid fromteachersoithe placement bureauof the school had attended school longerthan othergroups;the medianyears are11.89 for the Northern*1 giro and 11.64for-the Southernstudents. This isprobably becausé highschools have employmentagencies.It is also in linewith the general policyof the schoolstoaid therhohave better training.Those viho obtained their first jobthrough theassistance of formerstudents had attended schoolthe

77910*-38----8

. 104 VOCATIONALEDUCATIONAND GUIDANCEOF NEGROES

least; themediansare8.67yearsfor theNorthernstudents, and8.60 for the Southern students.In all thesedata, it willbe noted tharthe highestper- cesvage of students obtained theirjobs throughfriends. Themethod named by thenexthighestpercentage is "personal search"or."directapplication." Wages in firstjob.-Thenumber andmedianyearspf schoolingand the wagesreceivedperweekontheir first jobaregiven intab1et..73.Among males, thereisadefinite increaseinwages astheeducationincreases until thesecond-year high-schoollevel is reached.

TABLE 71. Number andpercentof high-schoolgraduates andnongraduates andmethods usedto securetheirpresent jobs J Male Female

Means of securing present job Graduates Nongraduates Graduates Nongraduates

NumberPercentNumbePercentNumberPercentNumberPercent

2 4 7 a 7 Public employmentagency 180 4. 6 Private 244 6. 7 317 4. 5 212 4. 1 employmentagency._ _ 57 1. 5 60 t1. 6 86 1. 2 Relatives - - 87 1. 7 - - 5 78 14. 9 553 15. 2. 764 10. 8 660 12. 7 Friènds _ _ _ _ . _ _ 1, 141 29. 4 1, 030 28. 31 1, 752 24. 6 1, 176 22. 6 Public-school placementbureau-- 1 I .3 13 .4 52 .7 15 .3 Principalorteacher . 94 2. 4 26 .7 Direct 174 2. 4 21 .4 application. 1,168 30. 0 964 26. 5 1, 307 18. 4 639 Own businessA 40 1. 0 12. 3 18 .5 30 .4 19 .4

Total______-ON MD ...MD..= . ..ED 3, 271 2, 908 No jobat present 4, 482 2, 829 61 7 15. 9 729 20. 1 2, 626 37. 0 2, 361 45. 5

TAALE 72.-Means usedby eveningschool studentsin securing thiirfirst jQbs,accordingto median yearsin school

Region .rw-r

Means ofsecuring first job Southern Northern andwestern

Medianyears Number NumberMedinia:chooyear

Persons worked forbefore graduation SO 10. 14 Personal searchfor job 65 9. 64 233 9. 73 204 10. 67 ,Advertisement byself inpaper 32 9. 55 Public employmentagency 23 11. 19 57 8. 86 42 10. 69 Business connectionof family 72 Personal friends 9. 26 75 10. 35 434 8. 97 300 10. 09 school 16 8. 60 isobarorden" QYt bureau of high school 12 8. 67 23 11. 64 14 11. 89 Private employmentagency 12 Other 10. 33 29 10. 63 48 11. 10 49 11. 25 Total . 977 9. 47 823 10. 75 At

Relationshipof sons'to fathers'occupation.DoNegrosons tendtofollow their fathers'occupation?"Inan attempt toanswerthisquestion,inquiry wasmadeconcerning thejobs whichwereheldlongest bygraduatesand att

.641.ctreAN. , affig A FORMULATION OF GUIDANCEPROGRAMS 105 nongraduates. Thejobs whichwereheld longestwerecompared with the fathers' occupatidns in order todiscount the transitory natureofmany .jobs heldduring the depression.Accordingtothe data in table 74,17.2 perCentof the male graduates and 22 percentof the male nongraduates werefollowing their fathers' occupations.Inafollow-up study of 1,600 high-school pupilsonthe Pacific Coast, ProctorIfound that 13percent of thesons werefound in thesameoccupationsastheir fathers. When "rank of occupationl isusedasthe basis ofcomparison regarding occu- pationalstatus,it is found that the picturechanges materially,"reported Proctor. "In this situation, itwasdiscovered that 51 percentof thesons werein occupations havingthesamerankasthat of theirfathers."In interpreting the data in thissurveyregarding relationshipof sons' and fathers' occupations, the generalsocial and econornid statusof thegroup should be remembered.In viewof thisstatus, alower correlationistobe expectedamongthem thanamongthe whitegroupwhose general social and economic culture iin advance of thatof Negroes. AsNegroes' educational level increases, undernormW circumstances,their occupational statusshould improve. The factthat *the occupationsof the Negro male nongraduates in this s.tudyhadacloser relationship totheirfather4'occupation than male graduatesseemstossNstantiatethis generalization. . TABLE 73.Medianyearsof schooling of evening-schoolstudents andwagesper weekin first job

a Region

; Wagesperweek Northern and western Southern

Number Median Number Med ian

Am, . MALE 0

SSorless 33 9. 88 73 7. 63 $6to$10 ' it 79 9.64 73 8. 52 $11to$15 _ ...... ___ 70 10. 44 56 9. 74 9. S7 $16to#4W lb J 37 9. 91, 26 $21to$25 l 22 989 18 $26or more 6 4 MD DM Am ......

Total A 247 9. 85 I 250 7. S1

FEMALE

292 8. 84 $5orless 104 9. 50 $6to$10 199 11. 91 275 -9. 86 $11toJIS 132 11. 32 so .11. 23 $16t o$20 35 12 00 12 fM ee M NI MM IM ,M1 41. 10 41. - DM, 40 DM MD NI MID 1tops 15 8 41ID 1h26or more 8 ..... e Total 493 11. 21 677 9. 69 rilmor 1 IProctor, William M. Athileenyearfollow-up of high schoolpupils' occurs.The vocational guidance magazine, IS: 306-10,Jassu)ary /tn. . s According to the Barrscab. a .1 Ow tz trl qVNOI1VDOA °21 soixvonaa HONValCIO o 6 70 16 84 62 70 40 16 91 46 05 42 84 44 366 141 377 284 364 131 1. O. 9. 3. 1. 7. 9. 0. 3. Is 1, 35. Total VI. 7 4 76 re- 23 10 98 74 a 45 251 15 sponse No ------..... _ 7 4 1 6 75 43 81 66 40 28 73 91 11 71 44 64 29 26 78 330 14 0 8 0 4 9. 4. O. O. 2. Other 35. . 1 2 4 2 55 55 18 09 10 45 09 1$ 4 9 4. 9 occu- 18 -- 4.5 ..... pations Clerical ..... 1 1 5 4 22 16 22 24 23 39 SO 49 32 09 97 87 10 18 06 and 216 13 0 5. 3 0 1. 8 6. 0 2. service 47 tic Domes- personal 1 11 occupation Semi- sional profes- service ------3 4 3 13 2 13 84 13 22 24 02 59 84 42 le 1. 2 father's 9 2. ---- 1 sional 17 41 service Profes- - and 7 3 8 7 1 8 20 52 41 78 48 32 48 98 63 41 occupation 7 6 2. 6 0 7. 18 Public 29 service OI longest GRADUATES 3 6 2 7 Father's 48 12 96 24 92 65 79 14 10 26 28 held 8 2. 4 1. 9. 8. 19.83 Trade 13 were 1 8 1 18 11 59* 41 and 69 52 76 62 69 7 7 O. 5. 0 corn: 12. muni- cation porta- Trans- 42 OID tion which 3 2 3 _ 16 11 69 in 75 52 15 40 46 21 81 12 84 75 69 and 161 P. 0 2. 9. 4. O. O. 2. 17 36- Manu- factur- icAl mechan- ing dustries 1 occupations 2 1 2 of 5 AP tion Extrac- minerals 2 and 4 fishing ry Forest------8 2 3 37 29 13 50 31 23 37 36 83 88 75 99 24 3 3 9 5. a ture 1 IS. 14. 4.-Relationtetween 30. Agricul- 7 8 4 2 19 35 43 em- 24 11 3 132 ployed Not TABLE 411. longest ..41111101... industries: 'to employed service: 1 communication: mechanical which service: and and in minerals: personal fishing: service: _ of and and occupations: service: Number Number Percent Percent Number Percent Number Percent Number Percent Percent Number Percent Number Number Percent Number Percent Number. Percent Percent Number Occupation s Forestry Agriculture: Extraction , Manufacturing Transportation Public Trade: Professional Domestic Semiprofessional Clerical I /:43 o o 3 FORMULATION OF GUIDANCE PROGRAMS 9 10 57 20 26 25 81 28 80 64 51 20 47 64 27 69 06 536 148 225 124 378 184 285 437 806 000 1. 3. 5. 8. 2. 0. O. 0. 1, 1, 3 34. 32. trans- 10. 1, 3, 26. the the of 5 20 2 4 in 19 --- 39 85 20 77 340 888 276 191 780 other; longest any 1 5 4 11 12 16 30 38 89 56 59 38 92 54 43 62 OS 392 in 925 286 299 935 1. 1.73 jobs 9. 0. 0 6. 6 0 30 31.98 $2. than held 1 5 1 1 6 2 14 14 14 71 86 22 ..... 7 7.14 7. 9.09 ..... longer 35 42 . . percent, field 1 7 6 4 19 30 57 79 18 37 21 27 26 76 96 66 09 2.52 156 335 111 459 1. 1 5 7 2. 0. 6. 28 46 24.18 or 11, 1 3 _ 1 3 8 total. agricultural in ..... the ..... in 3 2 2 3 7 9 4 30 20 20 30 20 40 96 98 91 90 32 40 70 69 included 141 occupations; % 3. 2 2. 7. 3 4. 9 jobs 21 43 22 these held 1 1 5 5 4 9 71 21 58 25 in 63 41 41 68 04 04 21 44 108 emploYed 1 1. 7. 5. 7 12 have 19. 29 35.21 not longest 1 3 2 4 4 18 12 15 33 60 67 00 00 29 67 00 121 NONGRADUATES 3. 1 5. 6 percent, 6.67 jobs 20 30 25.00 23.97 persons longest. 39 held 15.29 2 5 14 10 10 11 37 33 25 43 20 64 34 02 44 122 145 service or 1 8 4. 9. also 11.48 35 30. 30 37, - 1 3 2 6 2 13 56 84 33 77 38 94 41 28 92 64 64 68 personal 105 357 109 437 1. percent, 3 0 0 0 0.56 10 29 26. 25. 24.94 and I I elb agriculture, 17.16 7 5 1 7 5 2 3 22 14 in or domestic 75, in 1 2 1 3 engaged .... are - worked industries, 1 2 4 14 81 81 53 37 61 40 20 44 64 65 79 18 85 06 44 11 248 242 fathers 1 4. S. 8 0 0 25 21 18 31 percent, whose 1 2 2 6 mechanical 10 19 30 13 46 36.84 136 133 398 111 391 a or and total., persons 161, in 242 '- and the industries: field, included Of manufacturing in thus: service: employed communication: mechanical tabk engaged service: not and and . are personal communication. 45. minerals: _ _ .. .. fishing: . e 1 service: . of -Read and and and persona occupations: service: fathers Total Total 11 I Percent Percent Percent Number Percent Number Percent Number NOTIL Number Number Percent Number Percent Number Percent Number_ Percent Number Number Percent Number Percent Number Percent Number Percent Domestic whose Public Professional Clerical Semiprofessignal Other: portation Transportation Manufacturing Extraction Forestry Trade: Other: Agriculture: 5 wan papttpu! lea asalAndusa=NM Jag isirsumossjt

i 9 11 0 'LL 8 *S9 0 IL 0 'IL Z 't 0 '8 L'S1 0 'S Z OZ 8 'Si -9L 9 *ES S *L9 mans% Z 'SI O't9 6 '1 f '6 1 .61 9 'L S II t I IS S '69 59 6 '1 ----3PgPy qtali 6 E 6 .8 SII 9 11 L 'LL Z 19 4 E 'IL 0 89 ef Z *L1 6 01 L'L 1 71 S '191 I 19 8 '0/ L'19 I 'L L '6 6 /1 6 '6 9 'S1 1 18 '09 t S9 11)0011 O't 0 L 6 01 'Panty Vim*

91 gt II I 1

env n ealvn saltrn salvn salsn saw -pwa salyn salyn sam Ravin awn salsn -pup -peso -pelO -pia -plus Win :tioN -uoN -uoN "1"19 -1"19 lION -a0N -uON aivusaA al11441 31111:1241A atyll arnstad 'Puna at* stogie"

113agilliaA09 114133003 WIRM IPS UJXK103 cuitaN

4o1 ituylsota

(sssvs ger'(t) 11, xss pow witsils4osImpasse 4isúrfustpefisullusp afhIyeen sysigpsAlsoskpm ssporspea firpagusdp-14 grutvi, FORMULATION OF GUIDANCE PROGRAMS 109

Employers.Inquirywasmade concerning the employers of graduates, nongraduates, and evening-school students.Repliesareshown in tables 75 and 76.Thepercentof mále graduates employed by Negroesrangefrom 11.5 in the North Central regionto16.9 in the North Atlantic region (table 75). Fewer nongraduates find employment in Negroconcernsthan graduates, thepercentranging from 7.6 in the North Atlantic regionto13.5 in the Southwest. The proportion of male graduates employed by the local State,orFederal.Government isgreaterthan that of the nongraduates in the Southern regions, but less in the Northern and Western regions.Fur- ther detailsmaybe observed from the table. Of the total number of graduatesand nongraduates studied, 7,139,orslightlymorethanathird,were notemployedatthe time of the investigation. A smaller proportion of the male evening-school students in the So andalarger proportion in the North and West worked for Negroco rnsthanamongthe high-school graduates and nongraduates. This isalsOtrueof the females.Information concerned with evening-school students is given in table 76. , Relationofpresentjobtofirst job.Table 77 shows the number of evening- school students employed inagiven occupation accordingtotheir first job. The largestpercentofpersonswho havenotchanged theirtypeofoccupa- tionswasin domestic and personal service, especiallyamong women.

TABLE 76.Percent' of evening-school students indicating their presentemployer, by region (929 cases) I t Employed by

Negroconcern Self Wbiteconcern Government Region

Male Female Mak Female Male Female Male Female

i 3 3 4 I 6 7 8 s

Southern 5. 4 5. 7 5. 9 12. 7 57. 1 66. 0 23. 2 4. 5 Northern and western lb. 2 24. 5 7. 4 7. 1 62. 5 48. 1 12. 5 9. 5

_AIL_ I Percentages kw other employers notinduded here. 0 0-3 0 o tri t:1 C y o 0 X 0 cl - Z 0 °T1 c.)

rIVIIOLLVD0A 8 8 3 19 37 36 41 341 205 19 Female etc. domestic Total 6 6 6 in 18 18 10 14 45 123 2 18 trades, Male in and 2 1 5 7 38 24 17 and Vemale i I 2 industries, Clerical 14 ..... service, Male li mechanical personal Female and and Other 1 5 2 2 14 Male 7 domestic 9 11 10 170 207 13 and in jobs r service Female manufacturing 11 in first 1 2 3 6 6 2 6 34 60 1 12 and Male Domestic personal 1 2 2 professions, 11 20 36 jobs, 11 job agriculture, the Female in in 1 1 1 1 3 7 service First present 19 Professional Male engaged engaged 1 1 2 7 9 20 in- 9 students, now now 1 Female and are are 1 1 1 1 1 6 dustry 8 11 8 20 Male Trade 7 , evening-school agriculture, Female of professions, in % 1 3 1 1 1 2 9 the II were Male Transportation in Number jobs 1 6 9 21 37 were 1 first 77. Female jobs 1 3 2 8 4 mechanical 18 whose industries 4 first Male Manufacturing and TABLE ' males 1 3 2 wbose 3 11 Female the 1 2 8 females 11 2 Of Agriculture Male, 36 , _ the THUS: - Of service.._ etc. mechanical communica- job VERTICALLY 1 and and penonal services, service Present TABLE and acturing °Total IttAn personal 1° ale tion industries _ Professional Domestic Clerical 1 and Transportation Trade Other Agriculture _ ( CHAPTER XI

Vocational Gvidance inSecondary Schools and Collegesfor Negroes

ORGANIZATION ANDADMINISTRATION OF GUIDANE NFORMATION concerned withProvisionsfor guidancewasobtsal ed Ifrom 159 high schools and 44 collegesfor Negroes. Fourof the 11 organization plans for guidancerepo* by these institutionsareoutlined briefly in this paragraph.Guidance functionsareentrustedto acommittee of interested teachers in 68 highschools and 13 colleges.Sixteen high schools andtwocollegesuse acentral bureau ofvocational guidance,witha director and trained staffresponsibletothe superintendent,for the entire schoolsystemin which eachwaslocated.Thirteen high schools andthree colleges maintainacentral guidance bureauwithin their institutions. Eleven high schools andtwocolleges employed trainedvocational counselors. Fifty-twopercentof the high schools and 45percént of the colleges hadno definite guidance organization. Officers performingguidancefunaions.Twenty differentofficers and teachers ) perform guidancefunctions in the 138 highschools and 18 officers *and teachers in the 35 collegesreporting.In the high schools theprincipal ismost frequently in chargeof guidance;-among thecolleges, the dean.In the high teacher isnext;in the colleges, theregistrat.Others schools the homeroom...- in high schools incharge of gmidanceare:Vocational teacher,teacher of civics, counselor,crassadviser, and assistantprincipal.In thecollegés, the dean ofmen,the dean ofwomen,and guidancecommitteesassumethe functions. Thefollowing isalist of other officerswith the number of institutions reportingeach: Dean of girls,8; playground instructor, 5; registrar, 4;health worker, 3;Smith-Hughes worker, 3; deanof boys, 3; psychiatric worker,jeanes worker, and secretary tothe president,1. each. The numberof different officersiesponsiblefor guidance is indicativeof its ncertain statusas afunction of schools andcolleges for Negroes. oportionof teachers havingapartin guidance.While itis desirable that the jorfunctions ofguidance should be conductedby certaindefinite officers, all teachersshould participate.At least, theyshould have close enough contactwith it to understanditspurposesandto seeand apply its implications. Datacollected in this studyshow that'a large proportion of the 111 112 VOCATIONALEDUCATIONAND GUIDANCEOFNEGROES

teachers participatein the guidanceprograms. A majority ofthe teachers assist inguidance in60 high schoolsand 6colleges;about halfin 24 high schools alnd7 colleges;andathird in43 highschools and16 colleges. Officers havinggeneral chargeofggidance.Intable 78informationis given concerning theofficers whohavegeneral chargeof guidance.As with officers performingguidancefunctions,there islittleagreement in practice. Again, theprincipal ismost frequently incharge in thehigh schools;in the colleges, thedean.

e. GUIDANCEFUNCTIONSANDSERVICES Type offunctions.Eightdifferentguidancefunctionswereperformedby officers andteachers in thecolleges andhigh schoolsreplying.Counseling is carriedonin 66colleges and121 highschools.Other functions,with the, number of institu.tionsin whicheachoperates,are:(1)Instructionin occupational informationcolleges,12; high schools,90.(2)Placee t collens, 21;high schools,28.(3)Advise withparentscolle 3 higtischools, 4.(4)Recordingand usingdatacolleges,12; highschools, 26.(5)Make occupationalstudies andprepare guidance material colleges, 6; highschools, 13.(6)Makefollow-upstudiescolleges,7; high schools,10.(7)Testingcolleges,6; highschools, 19. Servicesavailable.--Onehundredand sixhigh schoolsand 23colleges respondedtothe inquiryconc,erningguidanceactivitiesandservices. Approximatelyone7half thehighschools andneArlytwo-thirdsof the colleges providesomeguidance forfirst-yearstudents. Thepercentage of high schoolsand collegesofferingguidancetoall studentsis 41and 57, respectively. Thenumber of highschoolsofferingguidanceaccordingto thegroupsis: Second-year,29; -year,31; fourth-year,15;ofcolleges sophomores,4; juniors,4; seniors,8. Thefollowingisalist ofguidance services- availablein theschpols and,collegesreporting: Orientation courses,lectures,conferences,generalvocationaltraining,placement bureau,psychologicalandpsychiatricservices,recreationalguidance, healthservice,coursesin citizenship,socialguidance,and follow-upservices. Mums78.---Ofece'rsbe sharp ofpidasectv sios._ . Number ofhied- tutions ° Numberof losti. reporting i wivesreporting OStraf Officer High schoolsMill College. schools C3lieges

1 i s a i s s ...., . Priacipal e e e e 87 6 Class advises 41. 2 _ Gatubseior 7 2 Group adviser - _ trintsodent r --: 1 _ _....., 3 Guidancecotaalittes...... _ _ masked towbar 6 ... 6 4 2 Teacher of civics,economics,etc S Dossof bays.a MD ...... 2_ ...... Dean ofuses..-- - - 1 1 i .... Dean of wise...... laM110 12 el:etatanager 2 1 Permed =are-. -_ - - - ._,- principal 3 3 ----.3.. Registrar, ...... 1 , ,_. .. b. , SECONDARY SCHOOLSAND COLLEGES 113

COLLECTION ANDUSE OFINFORMATION

40 Information aboutstudents.Procedures usedin obtaininginformation about students in highschools and collegesareshown in table79."Conferences" head the list,followed by "tests" inhigh schools andby "schoolrecords" in colleges. Theinstitutions consider"information aboutfamily status"as themostimportant kind ofinformation forguidancepurposesaccording toreplies,asshown in table 80."Scholarship record"isnextin importance for bothgroupsof institutions,followed by "physicalcondition ofstudent," and "vocationalpreferences" in thecolleges.Further detailsmaybe observed in thetable.The proceduresused for thispurposewith the number of institutionsreporting eachareshown in table 81.Accordingtothese data, "exploratorycourses" and"autobiographies"arethemostfrequently used proceduresin assistingstudents to obtaininformation aboutthemselves. It is conceivablethat insome casesinformation whichis obtained is not put topracticaluse.It is thereforeof interest to notethewaysin which the institutions intiltsstudy used theinformation. Thisis shown intable 82.

TABLE 79 .--Sourcesand procedures usedin obtarning informationabout students

Number of institu- s Number of institutions reporting tions reporting Procedure Procedure High High Colleges Colkges schools schools

ON. 3

Conferences 115 IS Personal history 6 6 Tests 49 '11 Medical examination 6 4 Aptitude tests 16 13 Observation of pupil byteacher 6 ... School records 41 9 Personality rating 1 4 Hoene visitations 16 Follow-up studies 10 Classroom discussions 2 References 1 School orgadintionit 3 Correspondence with parents .11. General informationblanks 6 7 Assemblies 2 alb ...... Placement tests 2 9 Field trips 2 Psychological tests 1 5

Information aboutoccupations. Informationusually sought byinstitutions about occtipationsincludes suchitemsaseducation, health,and physical requirementsof candidatesfor jobs; supplyand demand ofworkers; working conditions;remuneration andothercompensations;and general statusof the occupation.The proceduresused inobtainingoccupationalinforma- tion withnumber ofinstitutionsreporting eachfollow: (1)Followup of graduates andemployedstudentshigh school,63; college,15.(2) Con- tactswith employment centersandemployershighscho51, 38; college, 13.(3) Mccupationalsurveysandresearchhighschool, 34;college, 6. Fifty-six of thehighschools.and sixteen of the collegesdidnotrespond to this question.Table 83 givesthe procedures)isedby theinstitutions in assisting students toobtain knowledgeof'occupations. Recognizing that knowledge gainedaboutoccupations isuseless unlessit is put at thedisposal of studentsand schoolofficers forguidancepurposes,the institutions 114 VOCATIONALEDUCATIONANDGUIDANCE OFNEGROES

included inthis studyreported thefollowingwaysin.wilichoccupational informationwasused:(1) Ininterviewsandconferences; (2)in bulletins, pamphlets,and scrapbooks;(3) inmakingup content material forsubjects on guidance; (4)in vocationalforumdiscussions; (5)incounselingon occupationaldecisions; and (6)in theorganization ofassemblyprograms.

TABLE80.Kindof informationobtainedabout students

Number of institu- Number ofinstitutions reporting tions reporting Kind ofinformation Kind ofinformation High Colleges High schools schoolsColleges b.

1 3 3

Familystatus _ 109 3 2 Achievement andintelligencetests_ Scholarship record 82 27 9 28Vocationalpreferences 9 Physical conditionof pupils__ 46 11 11 Personal history 10 14 Social records 4 2 Personalityratings 29 8. Pupil's dominantinterest__ 4M. 22 7 Recommendations 4 Pupil's aptitude_ / ..- 5 2 Extracurricularinterests 2 4 1=1.M.0 1G, TABLE in 81.Proceduresused assistingstudentsto obtain informationaboutthemselves

Number of institu- Number ofinstitutions reporting tions reporting Procedure Procedure High Colleges High Colleges schools schooll

1 z 1 3

tstionnsires 3 Extracurricularactivity 19 loratorycourses 37 7 4 Testa 5 4 Autobiopaphies ... obgo 34 8Cburses in hyttiene Biotraphic readings 4 3 1 2 Vocationalguidanceprogram 4 Conferences 26 4Surveys 4 Seif-analr is blanks _ow.1. rip ob 12 1 Lectures 5 Orientation _O. courses ...a. mi. Ow 3 6Tune study Field trips4 charts 2 19 Courses inbiology Assemblies 19 5 1

O TABLE 82. Ways in which informationaboutstudentsis used forguidancepurposes

Number of institu- Number ofinstitutions rting tions reporting Information usedin Information used4-- High Colkges High schools Colleges r. schools

Counsiefing 108 Lectures 28 School publications_ ...... 7 on vocational guidance.._ 12 3 Vocatidnalexplorations Gaup conferences 13 7 Adviceto parents 1 Spscialassignment_ 3 .ro ede a ...a a, Schotarstiregedes...... M. Mo a. 0.0 .. 1 AssemblyProgram 23 5 Choosing 3 a. Gobs 1 .....

4. SECONDARY SCHOOLS AND 'COLLEGES 115

Special guidance proceduresandactivities. Unlessa systemofaccurateand available records ismaintained, the time andenergyused in securing information aboutstudents and occupationsarewasted. Among thenew devices forrecording data is the cumulativerecord card.This record affordsafairer appraisal of the studentthat), isolated items ofinformation. Itwasused by one-half of theinstitutions replying.Permanent record cards of scholasticworkweremaintained by 53 colleges and 14-highschools. Other kinds of recordskept, with the number ofinstitutionskeepirigthem, follow: Folderscollege, 9,high school, I;loose-leaf record sheetscollege, 4; graphicrecordscollege, 6, high school, 6;health recordscollege7, high school, 1;ledgercollege, 2. While severalkinds of recordsarekept by the institutionsreplying, few made definiteuseof the datarècorded for guidancepurposes.Three collegesusethe data forabilitY grouping; five colleges and threehigh schools for counseling and researchpurposes;and onehigh 'school forremedial work. Officials usingrecords with number of institutions in whicheachtypeis used follow:(1) School officials and facultycollege, 50,high school, 164, (2) guidancefunctionariescollege, 6, highschool, 1; (3) prospectiveemployerscollege, 3, high school, I.

TABLE 83. Procedures andsourcesused in inforfizing studentsabóut occupations

11.

Number of inst;tu- 1Number of institutions reporting tions reporting Procedure and source Procedure andsource High High I. Colleges schoolsColleges schools

e 3 2

Lectumand auemblyprograms__ 101 29 Contact' with industrial, trade, Thegeneralcurriculum_...__ _ 16 8 and commercial establishments_ 6 Conferences, discussions, etc__ 59 21 Radio 2 2. Guidance andoccu pationalcou nee 26 5 Movies 5 ... Fieldyips,observationtours, Occupationalsurveys 4 2 etc 38 5 Counseling 1 Library assignments, general and Nomponse 43 10 vocational literature 30 21

Eighty-three high schools and 33colleges-conducted placementand follow-up services.Some of themeansby which these servicesweregived with kind andnumber of institutions usingthemare:By direct contact with employers-19 highschools, 10 colleges; employmentservice-40 high schools, 19 colleges;follow-up studies-39 highsc,,kGS7-13colleges; alumni organizations-4 highscimols,1 college; correspondence,through principal's office-3high schools and 2 colleges.Placement and follow-upof former studentsarcbeginningtobe consideredasimportant functions of guidance. The effectivenessof occupational trainingcanogybe measurai in the occupation;while onlyafew of the institutions studiedconduct, placement and follow-upservices, theyset anexample whichcanbee widely followed.Another phase of this subject has to dowith the procedures used in relatingvocational training to opportunitiesandconditions of work in 116 VOCATIONALEDVdATIONAND GUIDANCE 4 OF NEGROES theareaserved by theinstitution.Fifty-four ofthe 207 highschools 4 selected for specialstudy stated thatnoeffortwasmade alongthis line. The proceduresused by 153 high schoolsand 24collegelaregiven intAbk 84. Atmongother activities al"ndorganizations usedfor guidancepurposes p. byafew institutionsin additiontothose inentionedarethe following: Home projects,fraternities, guidanceweek, student advisorycommittçes, forums, andoccupational exhibits.

TABLE84. Proceduresusedto relate vocational trainingto opportunities and conditionsof work

Number of s\\ institutionsre- P porting 1

Procedure 1% High .Colkges . schools

Inform pupils concerning vocationalopportunities 19 125 Secure information concerningpu &bill ties, interests, andaptitudes. 17 Provide organized placement service , , i. 13 R1. Provide follow-up of students _ after theyenter occupations______Pt______17 58 Obtain judgment of employersonthe educational needsof studentsorgraduates in -their etnploy 4. lt 72 Appointpermanent advisory committees ofparentsandpatrons______..,_ _ Appointpermanent guidance committees of teachers 32 ,. , 10 62C

TABLE 85.Guidanceobjectives with lumberof institutionsestablishing each

Number ofinstitutions reporti Objective ng

wog' Highschilols Colleges

Toadde student in choice ofsuitable vocation,accordingto individualaptitude and ty .t . 22 To compile occupational informationfor students, accordingtocomihunttyposai- bilities 11 To aid students in securingknowledge ofownstrength, limItations;abilities, and 5. aptitudes, and helpto formulate goals 6 To give recognitionto personality variances in individuals,and concentrationof r trainingon&erecter and development ofpersonality lb teach time importance of 7f1041P-411- ...... efficiency in all lines of endeavor 6 1 To counsel bk preparation forhither vocational andeducatiopalpursuit*accortin to ability of individual student . To develop ability 6 to participate effectively incultural life of Nation__ ... 9 2 lb train for good citiunship 2 6 1%) give guidance incorrect methods of studying 2 . occupationsInorder intelligelitlyto chooselife work 10 8 To direct interests of pupilstoward development ofhome community 4 lb show importance of&velopment of sofindhealth 1 To guideindevelopment ofa 3 wholesome, happy, andcomfortable home life ..._ _ _ _ . 5e lb train for worthyuseol leisure time ft 2 lb assist in occupationalplacement in orderto make for economic security_ _ _ To study occupational trends 2 -f- . 1 2 lbpreparefor Immediate servicein simple tasks (maid,&mot,etc.). . _ lb giveadefinite understanding -, 1 * of the occupational problemsof Negroes 1 2 To opinterest and pride inown race . - sro 1 educate the head, heart, and hand 1 O lb teach i of student's personal satisfactionladenjoyment in work 2 To assist in building Christiancharacter . r To develop-proficiency isobars thanone vocation...... lb show that there isnollellnite demarcationbetween vocatkmalAnaeducational guidance 1 .1%)preparefor leadershipin-dprofsionalfil-d4 2 MI enable the studentto utilisemoreeffectively all the 'educationalopportunities ' of his collegiate experience bothonand off diecampus

-11 V SECONDARY SCHOOLS AND COLLEGES. 117 The objectives of the guidanceprogramwith the number of institutions 1 naming eacharegiven in table 85.Accordingtothe data furnished there is cmiderable variationamongthe institutions in the stated .objectives. Only 61 high schools and 21 colleges replied tothe inquiry concerning objectives. Twenty-twooithe high schools reported that the objective of "Tb guide 'pupils in the¡choiceof suitable th t!,-..., idanceprogram was vcrations, according to individual aptitudeand abilityl."This objective is statedmorethananyother by the high schools.Theobjective stated by thegreatestnumber of collegeswas"To aidstudenttiin securing knowledgeof strength,limiiations,abilities, and aptitudes,aniitohelp formulate goals." From thedata presented itappearsthat theres aneed forgreater clarification and specification of objectives,and-abeitteradjustment be- tweenthemalidthe guidance machinery. f; CONCLUSIONS

Opportunities available.--e-Opportunitiesforguidance;servicearelimited in thein'stitutions.replying.Only 602 of 2,578inst*utionsfor Negroes bffered such serAces. .0f that number, definite infclmation concerning o the gtiidanccprogramin operationwasrtceived frpr# 159 high schools

'and 44 colleges. . Not onlyarethere relatively few institutions providing guidance, but theProgramsartlimitedasshown by thC\ number gathering information about studepts, about occupations,andab'outthe social and 4conomic life of the community, and by theoppbrtiinitit\t\soffered students togiin occupational experience.Moreover, few institutWils makeuseof ethe informationafter it is gathered,orrelate thçeducati'onalpiogramto occupational needs.. Characteristics ofagood guidanceprogram.Voca 'onalguiciAnceshould be consideredas onephase of the general problem ofguidance;\andbothas a partof the total educatimaalprocess.AccordingtoJonesan4Hand,' time of the major functionsof education istodevelop in eachindivic*"a funda- 4 mental lifepurpose orgoal that will be sociallydesirable...11'ndpersonally satisfying."-In(*dertpdo this effectively, education "muststartwith the childashiis, with his abilities, desires, and interests, his needs and prob- lemie,hispatternof life and conduct." These authors furtherstate:(1) that' the occupationcannotin itself ,Jurnishasatisfactory centralpurposebr goal;(2) that there istormost ofus noone.and onlyone positionin life, occupationorjob that is pretiesIi.f.(3) thatonedoesnotusually needtochange his jobor position i'ordertobe useful in achieving his lifepurpose;and (4) that, within certiin limits,one may, sochinge the situation in which he is placed (his job)as toincrease its effectivenessas an agent or element that contributestothe attainment of one's lifepurpose. . 44* 1Guidancein Educationak Institutions, Thirty-seventh Yearbook.pt.I,P.3.National SocietYforthe Study of Education.Bloomington, IL, Public-SchoolPublishingto., 1938.

14. r

118 VOCAT NAL EDUCATIONAlsTe GUIDANCEOF NEGROES \ While caefuIchoice ofajob is ofgreát importance, there issome opportuniinmost positions for such personaladjustmentaswill make pósib1e the.useof theoccupationorothcractivity in the attainment of thecentralpurpose.The oft-quotedadvice, "Ifwe -spentmoretime in tryingtolike the thingswehavetodo instead of in attemptingtoEnd thethingswelike,wewould behappier and /moreeffective," hassomevalue incaseswhere it isimpossibletosecure the best jobor tochange theconditions inthe job. . It is generally agreedthat the specificfunctions ofvocational guidance , should be thefollowing: (1)toassist theindividual.tochoosean occupation; (2)topreparefor i't; (3)to enteruponit; and (4)to makeprogress t\i',/init.. This'willrequire: (1) studyof theindividual; J2)study of theoccu- , iipation; (3)counseling; (4)placement; and (5) folloW-up. , .. r The carryingoutof theJuactionsoutlinedabove;lbasedonthe viewpoint iIsuggested in thepreceding section`requiresastaff, activities,and'',rvices. 1Many organizationplans havebeen suggestedforconductinganeffective guidanceprogram.Ttie most recent is that proposedby theCommittee , onGuidance of theNationalSociety for theStudy ofEducation.'Itre- volvelaroufid three perdins:The teacher,the guidanceleader, thespecial- ist.v The role ofthe teachef in the guidanceprogramwillvarywith thesize - of school andother conditions.,Because of hisintimatecontapt with the pupil he is inastrategic positionto asSist in personallyguiding thepupil and in furnishingessentialinformationto others interested inhisproper guidance.In additiontotheteacher-counselor,it is desirabletohavea guidance leaderin theschool,someone to coordinate the effOrtsof the teacher and differentactivities andservices andto see that all thepotentialf guidance facilitiesofdieschool andcommunityarefocusedonthe proki- lems of thepupil.Thismaybeoneof theteachersortheprincipalyin asmall school;a persondesignatedasadviser, cdunselor,dean, director,orl personnel worker.jihephysician,employmentexpert,psychologist, social worker,andmanyother specialistsmayhaveadefiniteplace inan effective guidanceprogram.It is thebusiness ofthe teacherand theguid. anceleadertobring theknowledge andskillof thesespecialiststobearon the guidanceproblems whichpupils face.The,mannerofIcloingthis naturally willvarywith thecommunity andthe school.Sinceonlyafew institutionscaninstituteacomprehensiveguidanceprogram,--ftissug- gested that eachbegin, withwhat it hb,and expandasconditionspermit. Needs in schools forNegroes.Thefirst needinrespect to guidance for 1egroesistoincrease thenumber ofschools whichprovideaguidance program.Second,to increase the numberof teachersand specialguidance

workers who . aretrained in;..;.-- principlesand, techniquesof guidanceA/ Third,toimprove the "service P '.-.given-soas toincludesuchinformation .k jabout pupilsand adultsas wasdiscussedin the *twopreviouschapter& Iba,p. 2C.

- it SECOliDARYSC H 00 i. G ES i 119 ps. - a. 'Fourth,to'assiltall whoareconcerned with theedúcationandvitelfareof

Negroestorecognize their sp-écial needs and problems inrelatiÓn. tothe . entire educationalsituatfon. . , . In- making effective occupational adjustments Negroes, in common with people in general, need guidance in the selection ofan.occuriationand efficnt preparation for it when chose rr. i neffective schoolprogram shouldmeetboth general and specialprollemsin guidanceand invocational preparation, Many of thesameproblemsare commonio;allyouth. A special problem in occupational adjustment forNegroes is dueto re- stricted employment opportunities becauseof racial attitudes ahd preju- dices. Theschoolprogram cancontributetothe sol one roblem

thrOughoffering effective guidance; by familiarizi 4:6 pupils with the facts of thesituation- lyproiding effective trainingor as manyvocatios as arc open toNegroes; and by gradually widening,asthe interests of students and the employment situation warrant, oOportunitiesfor training foran

,increasing variety ofoccupatio.ns. Guidanceprogramsshould provide also fo owing studies o:occupations: "(1) the total numbe enumber of Negroesnowengaged in eath; (2) the rease ddecrease ofbothìiLthe total number and of e'Negroes in nunibers enpercents;(3) theprobablefuture demand for workers; and (4),the number preparingfor'each of theoccupations. Negro youth should be given the factsregarding racialdifficulties; the prevailing econqmic conditions; andcauses pofarastheyareknown of thepresent occupational situation with suggested remedies. They should be helped torellize thatnosingle rtikedy will solve their problems.Individual capacity, initiative, and character willalwàysbe essential in effective participation in the changing economic world.

e. ea

e 6

f 4

II»

779109-38----9

o .-%- *A . . fit APPENDIX A

Additional Statistical Data

121

No-...

.. 4 \

.. t SOLLSLIVIS 1 1 1 7 7 1 PIC 1 2 8 4 6 7 8 2 5 8 6 0 0 1. 2. 3. 3. 9. 17. 18. 10. 17. 11. 14. 18. 18. 83. 18. 12. 39. 29. 20. 101. ' 16 Percent 1934-35 91 65 116 356 942 350 288 220 207 531 450 099 526 899 448 060 412 685 445 464 14 3, 1, 3, 2, 7, 1, 3, 4, 2, 2, 6, 4, 44, 288, Number 5 4 5 8 8 9 5 9 3 3 6 4 4 0 1.6 4. 2.9 1. 3. 6.5 10. 18. 15. 14.9 56. 19.9 12. 12. 69 17. 19. 35. 25.2 26. 13 Percent an4States 1933-34 17 173 397 343 770 190 714 228 041 869 493 565 063 005 281 427 042 920 800 497 12 1, 1, 3, 2, 1, 1, 3, 4, 6, 2, 4, 2, 37, years 246, Number by 1 5 2 1 1 7 8 8 7 5 4 6 0 3 2 7 8 8 6 0 1. 8. 4. 2. 7. 9. 2. 2. 13. 19. 13. 17. 29. 40. 19. 20. 23. 24. 28. 24. 11 Percent Maus, 1932-33 35 144 134 581 913 036 309 757 329 753 237 874 037 464 200 414 916 684 412 633 II 3, 3, 1, 3, 2, 2, 3, 2, 2, 2, 30, 203, Number vocational 1 1 5 2 8 2 4 1 8 0 4 0 2 2 2 9 6 6 6 6 1. 2. 5. 2. 8. 4. 12. 14. 17. 19. 14. 16. 23. 24. 43. 17. 23. 61. aided 22. 55. Percent 1931-32 57 108 151 115 508 270 142 190 116 362 226 955 MALES 423 431 071 904 749 621 591 981 4 federally 8 2, 2, 3, 2, 3, 3, 4, 4, 2, 2, 1., 35, in 224, Number 3 8 8 3 5 3 3 7 2 6 6 5 8 8 0 9 9 9 4 6 1. 1. 7. 2. 2. 8. 1. 13. 36. 13. 15: 17. 17. 34. 7 12. 16. 34. 14. 20. 22. enrolled Percent 90 32 176 105 213 170 547 208 360 210 166 132 862 students 306 290 661 711 651 604 941 6 4930-31 1, 2, 3, 2, 3. 3, 3, 3, 1, 2, 29, all 215, Number e 4 1 1 1 5' 3 7 8 2 2 2 0 3 5 6 9 8 8 6 0 0 1. 1. 7. 2. 2. 9. 2. O. 6. 13. 17. 17. U. 14. 14. 12. 19. 19. 6 20. 27. percent Percent and 80 1929-30 40 143 175 165 120 791 229 133 708 256 213 243 535 555- 270 092 463 488 , 4 1, 1, 3, 1, 2042 2, 1, 2, 2, 2, 22, 184, Number students 1 1 3 3 8 8 5 0 1 3 2 2 6 0 2 8 4 9 5. 8: 2. 3. 8. 2. 0. 9. 'N. 18. 12. 15. 13. 20. 14. 28. 27. 3 25. 28. Negr8 ...... Percent of 79 33 45 1928-29 136 278 896 269 560 996 385 263 655 647 005 994 679 085 401 937 2 1,036 1, 1, 2, 2, 1, 1, 2, 2, 22, 157, Number I I.Number .. t TABLE - _ _ 1 State total _ . Carolina__ Grand Total Carolina Virginia jersey isiuipt _ew Virginia West North Oklahoma South Florida Tesap Kentucky lhOssoun_ Delaware Tennessee Louisiana Maryland Arkansas' Georgia-- Alabama 4 0 0 C, 0 2 I 4") t; .1, 1 ori Nouvonaa 0 abati 1112°9 5 3 9 2 1 6 5 5 9 8 3 41- 9 7.9 2. 5.5 18. 16. 10. 13 30. 38. 22. 11. 25. 24. 14.7 13.9 13.8 19.2 PutigJ 11 185.7 169. - Percent 111203 034-35 allr3S 195 388 167 849 163 202 161 947 209 132 674 218 713 141 683 216 781 773 208 14 rierv 1. 2, 1.950 2, 2, 2, 3, 1, 1. 2, 1. 6, 31, Number . 197, 3 6 4 7 9 8 5 2 4 8 5 0 2 6 9 4 7 4 4 9. 3. 2. 6. 5. 9. 3. 31. 17. Continued 18. 111 15. 32.5 33. 48. 10. 18. 19. 114. 129. 0619. Percent Asquotm `IL 1933-34 fo 69 Slates 65 719 121 117 503 934 171 849 878 374 955 423 086 351 228 865 808 516 857 13 890 1. 1, 1, 2, 1, 2, 1, 7, d, XXICIION 25, Number and 156. oaw 1 6Z1M61 1 4 1 6 5 3 9 4 0 9 6 4 8 7 1 4 8 3 4 _years 6. 6. 2. 3. 9. 16. 15. 22. 11 23. 27. 30. 12. 18. 17. 17. 10. 15. 17. UXUad 1 3 by 112. 102. Percejit nuopos puv 1932-33 57 127 878 274 204 786 020 202 636 917 069 943 204 182 449 411 897 648 609 courses, le f60606 1,6353 2, 1, 2, 2, 2, 1, 2, 3, £3cluinIsl 23, Number 147, par,AW j 1 01-6Z.61 9 2 0 7 4 2 3 0 0 2 0 4 8 0 6 8 6 6 *EL 6. 4.9 2. 7. 14. 16. 25. 15. 10. 21. 16. 24. 28. 16. 11. 18. f 11. 22. Mae(' vocational 81. 7- 3 Percent aided '801 1931-32 I. 30 526 140 701 848 347 718 935 858 216 699 178 598 374 nusprus FEMALES 624 194 241 212 949 8 922 8LS 1. 1, 1, 1, 1, 1, a 3, laqumN 20, Number 129, federally 2 7 2 5 5 3 1 I 8 7 0 2 5 4 2 0 9 7 6 panolus in It S. 1. 8. 6. * 7 10. 17. 25. 19. 22. 18. 18. 16. 22. 13. 20. 15. 12. 28. 9 47_6 48. L laaaiad - Percent . nN enrolled 1930-31 25 8 923 826 396 759 302 234 580 597 536 281 101 200 183 254 171 066 979 578 413 ACilasapafu.: ZZ.666Z1 1, 1, 1, 1, 1. 2, 2, Jaci 16, Number 108, students pirpm U-1161 9 7 1 6 4 5' 4 4 3 4 7 5 2 6 3 3 8 4 3 TrIVINT-3.4 7. .Li 5. 1. all 9.8 7. 6. 1. 8. 9. 30. 15. 17. 18. 10. 23. 17. 1# .1042 22. 31. U23.tad 23. I 6 3 of Piikent .r 1929-30 30 150 717 169 309 189 SI 199 887 181 146 414 664 103 669 405 872 258 908 270 percent 4 093 8t9 1, t 1, 1, 1, "citunN 11, Number 90, and (SIWIJW3 if-1161 1 3 8 7 7 7 4 9 2 9 5 4 5 9 6 7 4 0 101 1. 1. 6. 3. 1. 91 9. 8. 'ZZ 3 10. 35. 30. 19. 30. 17. 19. t8. I E5. 27. AO. f 1 9 students Percent ssva4C4j '9S1 1928-29 75 33 64 52 pup 97 129 621 II t- 223 162 942 269 117 807 Negro 584 274 433 292 122 068 .948 LS8 1 1, I. 69 1, 1, 1, saquinN of 11, 73, Number snots I tf-1161 I f 81 01 1 6Z t 'S '6 '610 '9 '1 *S1 '6 '41 L111 tlawad t t Z 6 9 S S Number 0 Z S t 8 f 6 L t 9 3 I. 4L61 41E '1 'I 41 61 `Z 6Z .1 7 or Z 0 tI panuticrop IL aoz If' fLL 181 191 f (89 UI RI 9IZ *49 60Z /16 191 WZ 6t8 L9I 561 88C 0S6 JaquiriN State TABLE total Sf-1£61 S81 61 *691 ' 11 81 *Of 'Of '91 lua..wad 6 t 811 S 6 Carolina Carolina Grand V jersey Delaware Alabama Arkansas Florida Kentucky Georgia Louisiana Ktesistipti Minoan New North Oklahoma South Virginia West Tennessee Tema. g1 ç. SOLLSLIVIS cil 1 3 7 5 3 4 1 2 5 3 8 2 4 4 4 9 6 2 4 5. 1. 7. I. 7. 18. 11. 93. 20. 20. 14. 11. 29. 13. 23. 21. 19. 41. 23. 155. is Percent 4 16 11 10 77 89 45 1934-35 113 289 151 050 114 246 290 266 430 160 14 2, 10, Number 1 3 0 8 5 7 6 6 9 5 3 7 0 4 9 4 0 4 5.; 1. 4. 7. 15. 18. 15. 54. 31. 12. 22. 13. 11. 16. 24. 11. 22. 22. 13 101. States Percent 5 8 3 2 and 11 70 90 36 36 68 90 63 1933-34 .15 1103 159 170 194 132 478 11 1' 8, Number years by 8 5 5 1 0 3 2 3 1 4 4 9 6 9 4 4 4 1. 4. 8. 9. 9. 18. 11. 14. 17. 89. 46. 20. 29. 23. 28. 17. 29. 23. 25. 11 Percent schools, 7 3 9 -3 14 84 34 98 86 53 1932-33 174 108 518 815 145 172 200 203 125 le 1, 7, Number vocational 1 2 3 5 9 0 4 6 8 6 6 0 0 9 0 9 0 4 0 1. 7. 8. 14. 12. 11. 58. 18. 21. 22. 27. 26. 93. 18. 34. 26. 22. 33. 25. aided Percent 3 8 4 17 24 81 66 91 97 81 87 1931-32 158 174 417 152 291 650 172 144 8 1, 8, federally Number in 1 7 1 8 1 7 3 5 9 1 5 9 2 2 0 4 9 6 4 8. 9. 1. 5. 8. 14. 19. 37. 15. 51. 21. 20. 11. 22. 10. 28. 17. 30. 22. 7 courses Percent all 2 9 3 12 14 88 50 80 90 26 47 84 92 of 1930-31 341 120 135 218 201 165 1, 7, Number A percent 1 7 8 7 2 6 3 7 9 0 1 3 9 6 6 9 5 0 9 6. 2. 4. 9. 15. 11. 18. 12. 15. 17. 13. 14. 21. 21. 27. 15. 16. 22. 26. and Percent 5 5 4 10 16 58 55 87 87 67 24 76 25 58 1929-30 159 155 122 978 124 Negroes 4 6, Number for 1 5 1 1 2 8 8 5 8 8 0 6 9 6 7 4 0 . 9. 9. 5. 4. 15. 12. 11. 17. 13. 21. 23. 22. 35, 12. 21. 29. courses Percent of 1 9 2 11 ber 35 30 81 28 76 13 62 87 54 63 87 47 1,28-29 325 117 803 3 5, Nairn Number II. TABLE 1 State total Grand Total Carolina Carolina Virginia 7k. Virginia West Dorassoun South htramatacipPi Oklahoma Texas MarTlancl North Tennessee Louisiana Delaware Florida Georgia Kentucky Alabama Arkansas 41. S 'S9 090 'E 1 Et9 '01 .6z-gt6I JaAo ransiou! a3r39)01 mantra pun a, eluaszad 8 *10I LS55. 7 L19L'hE *E ZLO 7 8t *tZLI . OL8018 'I '6 9 *OS1 If 906E IS9t 'I '01 L1 '6Z *45E tiZI91 '0I 'I 68 II tSt186 41 '8 41888 F.9r 'L't 1 inc4 Pulu0 i Prloi t'SILEfI *SI '' S ZI r 8LSI!i 5, 0Z8 S *61 1Z 'tZ*LI 9t6ZitEL 99 .19Z 0'S'LIS 'LI1 II LEE'116SL L6L'E Z'1ZDE VI IZ1 101f6Zf II 06 'OZE '9 88it'01SEZ 9 81ZZ 'ItIt 661$9tLE I 69 'I II Z tI ruAn.A. ustil 61016 5't1 61 LEZZ Z8Ira ZZZ Z '61 'L CI8EZLfIZ I 60 .1 61E 'S I LSanELIi I 6 911 61 fOSI10f E 901f I 9Z SII'ZZ '8 9ftL8S51 60 9 91S'8Z II01 9Z19StOZ 19 961191 6'I 1Z r, 991Ltf MIS6I 1 Im1/41"0 lim°1 stootrepicnOPISUal . ZEI 61If'9 9t6180E , SE'6Z 'ZE-9II 'S ZttatEZ 9t 'LEZ'S '8Z 6118Eif 1Et "9 11t tt80ZSE t8E i '51E1 I Of91ZEZI 0Ef 1 "tt1 6Z161ZIf 601 E'L "tZ 6116tf Itugotto Laois II . 1 0 51'Sf 90Z01Ea Z'SE 'OE 6L$1DIE8I 1S I1 1 E ' * Ll t61iS61 I 096 0 '0Z'S'OZ II 01166Pi 68 'ILE "I ' 06TSI£8 fZ 1 'tf-0Z '9Z.6 titELIf 1 it8 '6ZZ .1 01S101 !da!".89iPay12"711eurspoi 6 fE'9Z t'6'0Z It LZSOZSol III ZS 'CZ'9Z1I 'S It 90LOIS 6L'1Z0 If '9Z1 S IIIISL1LOI 66L.,E 'LZ IZ'It *IIS181EL , 9t Z 'EE1'SI -91 1 st LESZTZIE I 98 '6ZIIIZ1 'S II 9fIWISI I I0 9'SI E'S S'9Z 'SZ 01 L8IZ1191SZ tvaluslianumpaessoinizvinizycrirv irdiasoIPP011 luaasad t1 JaquinN II lusaiad II .zaquinN II unatad II iaqtunN II )uaand g JaqumN g umarad L lacitunN I wawa,/ I laquraN I uncuad 2 iaciaraN I I Sf-i161 "Pls Pen' sma449 tf -f f 6 1 `s*Pc'llx f11Zi6I PuoYvxa PPP 1112"1"fu! EE-I f6I "012"; Ilv fo a" 4Y7 Psawal . If-Of61 Of-6t6IPup wrpn osa,ht fr 6Z-8Z6I ems. SOLLSIIVIS 8 2 2 0 0 8 1 5 5 4 6 9 6 4 4 4 6 6 6 2 8 4 6 Vail=MM. 5. 1 2. 2. 2. 13. 15. 11. 87. 12. 84. 94. 15 le 17. 88. 87. .84. 97. 10. 82. 97. 98. 89. 97. Arcent 24 74 37 32 14 00 34 39 00 10 84 37 91 50 50 37 52 72 81 05 48 48 49 62 1914-35 104. 731. 831. 395. 14 679. 945. 868. 383. 078. 089. 112. 113. 591. 554. 147. 088. 050. 610. 052. 318. 824. 642. 489. 481. 2, 3, 4, 7, 2, 27, Amount 27, 14 37, 32, 99, 33, 25, 27, 94, 151, 194, 140, 158, 223, 262, 265, 225, $186, -171, 8 1 2 7 3 3 7 9 8 2 3 7 1 2 8 8 2 7 3 8 9 0 0 1. 6. 13 1. 3. 2. 3..2 9. 14. 93. 15. 85. 12. 15. 98. 84. 87. 16. 84. 96. 97. 83. 99. 96. 90. Percent - 71 67 34 15 61 11 06 30 72 97 16 85 50 26 68 91 73 03 t 00 04 93 48 60 1933-34 States 213. 701. 883. 223. 329. 481. 862. 458. 592. 621. 008:21 262. 821. 083. 676. 457. 900. 973. 888. 9%. 652. 481. 975. 12 7, 1, 1, 5, 5i 19, Amoun 11, 24, 19, 21, 18, 73, 64, 22, and 114, 155, 148, 103, 180. 187, 117, 173,5., $116, 1 1 1 1 9 4 1 6 9 9 4 7 3 3 6 9 9 7 3 7 3 7 3 7 . , years, 11 5. 1. 2. 2. 13. 15. 86. 14. 84. 14. 85. 16. 99. 85. 16. 10. 83. 94. 83. 97. 98. 89. 97. Percent race, 24 34 28 43 50 56 04 00 95 50 35 14 97 63 21 43 58 33 58 56 88 52 77 66 by 1932-33 594. 892. 160. 525. 225. 976. 014. 753. 007. 664. 875. 726. 10 968. 350. 553. 923. 694. 902. 814. 421. 7%. 099. 996. 086. 1, 8, 5, 3, 13, 11, Amount 23, 25, 71, 28, 22, 81, 26, 23, 124, 169, 165, 112, 131, 190, 207, 198, work, $148, 1 2 8 3 9 7 1 2 1 0 8 3 7 0 9 9 8 4 6 4 6 2 4 6 . 9 3. 1. 2. 2. 1. 11. 88. 19. 80. 14. 16. 84. 10. 99. 85. 89. 10. 96. 97. 98. 89. 97. 97. Percelit vocational 71 69 65 40 50 22 44 99 56 65 96 92 53 19 11 62 71 02 74 25 56 66 42 95 for 1931-32 130. 8 250. 641. 478. 877. 199. 845. 033. 884. 367. 350. 1%. 604. 002. 020. 908. 305. 849. 653. 843. 623. 473. 922. 447. 1, 3, 6, 4, Amount 14, 25, 31, 27, 78, 36, 21, 89, 27, 23, 124 185, 178, 207, 196, 227, 219, 038, $188, 1, expended 7 3 3 7 1 5 4 0 9 0 2 0 0 8 2 8 5 6 4 5 0 4 0 6 . . 7 1. 3. 3. 2. 13. 15. 12. 86. 18. 84. 14. 82. 99. 88. 11. 96. 85. 88. 99. 97. 98. 97. Percent funds , 75 36 83 64 19 00 37 67 62 % 83 87 59 70 19 92 29 34 15 80 83 87 66 22 1930-31 165. 135. 557. 218. Federal 970. 273. 178. 961. 895. 017. 527. 960. 086. 849. 373. 173. 923. 745. 041. 985. 586. 650. 9t. 426. 1, 8, 5, f, 5, of 24, Amount 25, 22, 39, 18, 59, 84, 20, 22, 125, 182, 176, 120, W6, 171, 243, 205, $157, 1 1 1 9 3 3 7 4 7 6 3 7 1 9 7 9 3 1 8 2 4 9 6 9 . . percent 2. 1. 2. 85. 14. 17. 11. 17. 82. 82. 19. 88. 99. 12. 97. 80. 12. 99. 87. 87. 98. 97. Percent and 19 14 27 41 99 SO 75 80 00 52 74 70 90 84 28 00 85 97 00 29 22 00 00 06 1929-30 4 778. 331. 174. 202. 227. 515. 103. 553. 195. 955. 037. 091. 713. 637. 643. 497. 832. 389. 507. 918. 500. 832. 825. 458. 7, Anwsod 4, 2, 4, 22, 24, 22, Amount 36, 52, 15, 22, 76, 91, 20, 105, 165, 154, 110, 150, 202, 225, $137, 3 IV. 7 8 1 1 7 9 2 3 3 7 8 2 1 9 5 1 4 6 5 9 9 . 1. 8. 2. 1. 1. 11. 16M 83.1 19. 80. 97. 18. 91. 13. 98. 81. 86. 99. 12. 98. 98. 87. 038. Percent r TABLE 72 54 84 59 84 66 94 93 00 23 71 12 SO 22 50 05 52 83 92 30 18 68 99 69 t - 1928-29 136. 397. 724. 3 883. SOO. 811. 890. 639. 280. 347. 112. 492. 526. 855. 224. 592. %9. 507. 960. 890. 360. 069. 920. 021. 5, 2, 3, 3, 18, 16, 22, 57, 34, 90, Ambu 14, 21, 74, 93, 19, 95, 144, 136, 197, 198, 131, $125, e ______-- __ _ _ ----- am. ______-- _ _ _ _ _ 1 te__ State i:x:1 Carolina: Jersey: Negro Negro White Negro White_ White__ land: Negro__ Negro White White Negro White_ Negro White Nero Negro_ Negro Negro white White White Negro .] Delaware: Florida: Kenti)cky: Alabama: Louisiana: Arkansas: Gesmn Ifississappi: lifissoon: North New s 1VNOLIVDOA NOtIvonaa 7 5 5 3 5 2 7 8 6 4 8 . 8. 9. 9. 13. 12. 86. 51. 52_ 51. 91. 87. 973.3 15 Percent 17 70 33 36 55 29 89 86 23 84 48 65 42 71 1934-35 147. 340. 274. 545. 857. 514. 959. 409. 946. 974. 934. 672. 066. 090. 14 18, 15, 18, 24 Amount 67, 91, 170, 148, 187, 203, 354, 279, 434, 634, . 3, 3, 7 3 1 1 1 3 3 8 2 7 ; 5 9 9 8. 8. 8. 4. 4. 13 48. 77. 12. 22. 91. 91. 91. 9.. $7. Percent 13 10 51 74 36 58 74 81 50 66 87 08 69 Torl 1933-34 741. 384. 776. 343. 544. 797. 265. 343. 901. 502. 734. 666. T4413.. 078. 13 9, 11, 14, 19, 56, Amount 611, 131, 110, 147, 199, 134, 249, 252, 502, . StatesContinued 2, 2, 1 3 7 1 1 2 8 / 9 6 4 9 9 9 and 7. 7. 4. 11 10. 10. 13. 11. 89 11. 92. 89. 86. 92. 9. Percent 10 16 28 25 21 99 95 36 70 08 30 60 68 1111?) years, 1932-33 184. 149. 322. 886. 854. 593. 839. 38S. 966. 324. 301. RI 974. 687. IS race, 9, 15, 12, 16, Amount 21, 8.1, 135, 119, 165, 139, 146, 261, 419, 680, by 2, 2, . 1 3 2 9 8 7 3 6 4 2 8 6 9 9 8. I work, 10. 15. 12. 14. 89. 91. 84. 87. 85. 70. 39. 9.. 74. ' _, Percent I 86 20 57 79 92 79 12 93 50 00 00 59 47 96 1931-32 8 715. 210. 116. 598. 596. 324. 283. 981. 505. 675. 567. 985. ftt. 062. vocational 16, 12, Amount 20, 64 26, 48, 1 165, 174, 346, 155, 767, 324 093, for 3, 4, 1 2 8 3 4 7 7 3 6 9 7 7 ? 5 7 4. 10. 12. 11. 16. 89. 88. 87. 19. 95. 83. 39. 91. 41. Percent expended 13 13 1928-29. 22 59 38 85 18 92 97 71 97 41 il 89 1930-31 1 funds 315. 550. 144. 636. 899. 884. 791. 129. 466. 658. 641. 833. 1V8. 962. over 6, 13, 18, Amount 24, 71. 40, 144, 117, 151, 123, 290, 279, 340, 061, 3, 3, A Federal 3 7 8 2 7 3 6 4 6 4 3 3 0 increases 1 6. of 9. 10. 10. 89. 16. 89. 10. 93. 83. 10. 10. 90. 941-.1 Percent . . indicate 59 73 10 83 51 76 68 02 81 19 73 a 87 68 percent 1929-30 170. 773. 4 705. 1%. 569. 390. 416. 437. 456. 488. g. 212. 515. 697. and 9, 17, 12, 1934-35 30, Amount 25, 81; 133, 103, 1 129, 292, 383, 254 640, to 2, 2, , _ 1 5 5 3 2 8 _ 6 3 i 4 7 9 . 3 8. 7. 9. 12. - 10. 89. 15. 91. 8 84. 92. 94. 90. 1929-30 Percent I W.Amount 25 20 32 04 00 68 41 26 41 25 63 88 from. 1928-29 3, 796. 859. 556. 654. 076. 998.09 106. on. 099. 966. 234. 360 11, 12, 10,.76S. 30, Amount 91, 22, lilt 119, 134, 121, 161, 257, TABLE 233, 394, =lumina . 2, 2, 1 _ - _ _ total _ _ _ .. in __ 1 ..... _ . : 1 State 1 total Carolina: Nero Negro Negro White Negro White Nspro. 'Percents White White Negro Negro White South Oklahoma Virginia: Wemirgemia: Total: Tennessee: Tezasithite Grand SDIISLLVIS 3 2 0 4 18 19 81 41 22 10. 58. 31. le 897 536 563 143 686 100. 020 260 166 231 746 Total 1, 1, 1, 1, +.4 7, 4, 2, total 0 9 0 0 8 7 18 19 10 32 11. 28. 60. 213 317 130 611 959 054 360 100. 658 221 481 Female 1, 1, 1, Grand 4, 2, region 2 3 0 5 8 17 ?- 15 11 22 49 36. 54. Male 130 577 684 246 632 409 100. 265 1,508 2,783 1010 2 2 4 4 7 5 9 8. 6 Is 39 20 68 18. 52. 29 127 182 125 Total 588 108 307 173 ql geographical ' to 12 1 7 9 1 3 6 2 8. Ii 12 11 80 73 34 15. 57. 56 26.4 93 130 352 203 Female Grade 5 1 according 9 0 6 3 14 9 2 4 8. 27 47 52 52 34 Male 33 44. 52 22. 80 104 236 Virginia. 1 1 7 2 West 9 13 80 11 12 41 20 20. 51. 20 28. Columbia, 331 210 113 404 207 Total 438 735 290 413 and 1, of 4 6 6 11 7 4 4 13 56 17 tO 60 20. 53. 24.8 21. 136 118 267 209 888 476 192* 220 Female Virginia, 7 District Grade 1 REGION 1 8 the 4 8 5 11 243 74 10 53 24 19.8 17. 47. 35. Male 98 137 / 550 193 259 Carolina, and 1 7 9 9 8 5 4 I. 48 24. 58. 16.0 25. 128 South 283 546 255 481 767 Total 027 283 457 ATLANTIC States 1, 1, 10 1 8 33 9 1 2 2 3 9 70 22 25. in 17. 59. 196 Carolina, 144 350 305 -22.3 196 SOUTH 095 655 244 Female Grade 1, 1 4 7 North 8 pupils 1 7 6 4 87 58 26 24. 12.9 55. 31. Male 87 176 1% 111 372 672 213 8 6 4 3 2 6 2 2 7 73 25 28. 30. Kentucky, 69. 347 165 864 570 Total 059 434 625 high-school 1, 2, 9 7 7 1 2 11 89 44 29. 72.3 27. 572 364 211 Negro 294 358 936 Grade Female Maryland, 1, of 1 5 9 2 2 2 4 2 14 76 29 27. 34. 65. Male 136 292 206 765 267 498 Columbia, 1 4 6 of 1 1 5 6 4 distribution 87 18. 51. ,30 48. 177 321 663 Total 291 628 663 1, 8 District 1 8 9 3 1 3 12 39 96 16. 53. 46. 192 388 731 343 388 Grade Female Age-grade ..... a 1 1 Delaware; 9 3 1 3 V.' 5 18 81 48 20. 50. Male 49. 129 275 5W 275 285 region: Eh _ _ AD- TABLE .. _ less_ more 1 .. Atlantic b . or Ase or _- . 11. Percent Total - years South years ...... I 15 14 16 17 18 19 20 21 24 22 23 Normal Percent Percent Overage Underage Percent OZ1 IS LI CZ L16LOS99ZZOZ 61 Z619rE51119S 6t6Z 9ttLttit16Z Z1 91Z99LIErs1 90189SLtZ 981SLIS1 A. 96SSLI1E1SZ . EOZ8158St 9SLSE 51 Z661601 911Zi9 /IIt NEISi OZ06 Nomax 8fSI LIZL8Z61 9ZZOI 09t86Z 661/EtSt! 09Z56 nai so use4 401ST pts '6Z99E 0 '6E1 *6 8s1 t *61 86 S 'OZ61E 9 'Et 951 - 0 91 £9 Z '101 r91 S '6Z L'It os allsJipun 1 na3Jad 6 6'SS If 1199,5 Gt fr '85* 998 41 6 '1&¡089 -55 ERZ - LIS 9SSORZ 6 -esilt611 9 'OS S rc 8 In oft S8 '6E OL1 9 19f 56S 6 '1E1 '99 1195681 S '6S »90Z 6I ' LSE51 9 61 es 1 If 59 62113aA0Itie3Jad t;)0=4 troo 0 '001 6U196 0 '001 8 '91 061 SSO -zrZ99¿SI S 66116E Z 'Pt 865 s -tt Lot 6 '8Z 198 8 '8Z Z '6Z 10i 9 'L KC S 'L tf 1 %0110Jej 111111.10NlUaand tot 1 11 ftL1Z1 5 t Ott 'I LE, Z9f £58 605 LSE fe I EttWWWWW lo IM 6CT 981 6 11 - - - 9 E * 9 ai001 ares4 Et GU,6E8t181 OZ1f961S81 8Z19SI 99RS6 IIf 986ElIC 616SE 66OS01f 19Il 6ZRE9 f 018 tr LO9S19HS159 96Z8ff56tILE 918S9 91110EftZSE Of9Z1161591 OS£1Ell 01ir91ZOZ 901811Z1581 I OStit£01 Zfl66Sr191IS 08t0Z6tEt SI - NOIO311 rIVILLN33 IIMOS aj111213A 31*VNI t1 aivuzazi al*P41 I ¡VI 0/ IIMIO atv141 1I aretnaa 0111U12.4 *MN 411. pentinu0or-880:241,101 vpuitio p2t/041 tl ePu0 o; hyuct= 'veqiimpro fo 11 9 PYPIG. Puv "MtS4 OI aP*19 us siY4n4 ------tonvilf.tv oaw fo 6 aPlig3 uomviiim PpDA:-4y--.A Tuna. sly 1 1 1 2 I 3 7 12 t 19 12 5 17 25 18 41 23222124 years or more I 1 2 2 2 22 4- 42 23 65 223 21 iq 43 458 64 1 14 68 ,NormalPercent TotalPercent .111 m 111 358177 49.1R. 3 0 544260 47.16. 8 7 902437 48.17. 4 2 585299 29.51.2 3 914558 61.128. 1 1, 499 857.*. 57.728. 6 458233 22.9SO. 9 I 1 429767 23.655. 9 1, 662225 23.454. 0 433181 41.21.7 8 801433 24.654. 1 1, 614234 49.23. 85 159 46.74 5 7. 9 225113 50. 2 6. 9 384187 48. 7 7. 3 1,993 964100. 0 48. 4 3, 1,251 793100. 0 55. 2 2,5, 244757 100. 0 52. 6 Overage 181 50. 4 . 284 52. 2 emammomm. 465 51. 6 286 356 642 " 199 43. 4 251 32. 7 450 36. 7 199 45. 9 258 32. 2 457 37. 0 6238 9 2454 0 116 30 2 927 46. 5 1, 203 . 37. 0 2,130 40. 6 UnderagePercent p. 48.9 38.9 42.8 26 5.7 8711.3 113 9.2 5312.2 110 13.7 163 H 2 2114. 5 2554 8 8121 1 102 5. 1 255 7. 8 357 6. 8 IS14 years or less 17 9 331S 14SO 430503 683682 1, 186 112 334 95 559182 NORThERN 893177 REGION*I8313 175 9 258 22 21 3 18 2 39 5 950558 1, 450 908 2,1, 400 466 19181716 2014 2 292 221414 4 390160 4420 378121 24 1 281768 6821 401243 9324 271593110 23 994203514 47 257236167 60 426461290 69 683697457129 31 136177160 56 259293110133 31 453246436189 1 088 822254501 1, 113574 685203 2,I. 6621, 935 186 457 c/2 2120 3 3 41 4 1 41 23 371 15 311 16 2 53 4112 11 2372 7 1 6717 9 5015 2 117 1132 242223 years or more .."` 1 1 1 1 1 4 1 2 3 23 4 63 Normal TotalPercent.... 24.7017 3 1. 6 613354. 1 1. 0 131 SO38. 2 1. 3 1,553 933 60.36. 1 4 889365 72.31. S3 2, 3,298 442 66.33. 8 S 1,197 735 61.28. 4 0 1, 744152 66.29. 1 0 2, 1,941 887 64.28.6 2 493836 58.9M. 6 1, 451 8,7 61.14. 1 2 2,1, 287 380 60.22. 3 3 61554.337 8 14. 4 552859 64. 14.3 3 1, 474889 60 314. 3 4,2712,515 100. 0 58. 9 6, 0043, 989 100. 066. 4 10, 2756, 504 100. 063. 3 Percent 01, UnderageOverage__Percent ...... _ 537S. 7 45.28 9 61.81 8 620 39. 9(, 524 27. 7 1, 144 33. 2 367 9530. 7 7. 9 410182 23.10. 5 4 277777 26_ 4 9. 4 247 9629.11. 5 5 380184 26.12.7 2 617280 27. 4 198 8032.13 2 0 153154 1717. 89 233352 23.15 9 8 1,485 271 34. 8 6. 3 1, 496519v 24. 9 8. 6 2, 981 790 29. 0 7 7 - Percent 9 SouthwestNortkernBooth Central. region: noon: region: California, Connacticut,Arkansas, Kansas, Colorado, Louisiana, Illinois, Indiana,Alabama, Iowa, Massachusetts, Fiorida, Mkhigan; Mississippi, Oklahoma, Tens. and Tennessee. N. Jersey, New York, Ohio, Pennsylvania, Washington, 122 Wisconsin 1.111406 132 VOCATIONAL EDUCATIONANDGUIDANCEOFNEGROES

TABLEVI.Grcidelevelattained by non-graduates,accordingto size ofcommunity r Fewerthan 2,500to 25,000to, 100,000to 2,500 24,999 99,999 500,000and 499,999 more To;)aI Gradelevelattained _ Male Fe- Fe- maleMale mFaeie Male Fe- Fe meal Male Fe- maleMale male Male male

1 3 I 4 5 I 7 8 11 111 11 11 13

, 7 ____SL. ... ____ 1 i 6 6 2 2 13 8 16 2 2 7 25 19 89 1 12 293 392 49 R 9 105 110 29 22 80 102 145 262 274 456 532 65! 10 49 435 557 126 148 85 128 ? 2 30 247 410 1,060 1.52! 11 ...... _ _ 26 466 645 159 273 ...... 77 78 12 7 99 223 1, 049 1, 64: 12.. _ _ ...... ______7 349 445 145 210 14 19 39 23 45 697 1, 08: Noresponse______15 1, 201 49 98 ...... __ - ___ 1 1 3 6 249 39; , 2 4 __ _ _ 3 6 Tina! 11 180 298 466 777 9411, 534 . 1, 5201, 964 535 IIMMININ1191111. 7793, 642 5, 35:

MTMBLE Number qf persons whopursuedgivencurriculumswhile to size of in highschool,according o communitiesinu4.4koolswere located 47-vP411"P"-

Size of community 'V

Fewerthan N Curriculumpur- 2,500to 25,000to 100,000to sued 2,500 24,999 500,060and 99,999 499,999 more Total

Grad- Grad- Grad- uatesDrop Drop DropGrad- Grad- Grad- uates uates uatesDrop Drop uates uatesDrop =k1Ma =111.1=. 1 3 3 4 11 7 8 11 11 11 13 13

MALE.

Academic ere ee 127 11 2 388 197 652 634 Trades 5 1,077 925 423 189 6 46 26 74 78 2,667 7 Industrialarts_ 4 228 278 60 132 1 16 28 87 97 403 Teacher-training.. 10 50 77 SI 70 /20 25 4 15 208 273 Apiculture 4 25 7 3 . 16 44 27 20 5 78 20 3 8 1 4 Homeeconomics _ 1 2 47 3 1 2 8 8 78 Cnmmercial 1 5 e I 12 6 10 6 14 21 Other . 9 51 67 39 ...... 11 14 70 72 88 97 51 113 133 Noresponse__ 2 123 144 70 2 4 12 8 76 362 403 A) 6 6 13 6 4 26 37 Total..dw. M. 176 180 581 466 939 9411, 569 1, 520 653 5353, 918 3,642

FEMALE

Academic 173 185 579 4171, 118 Trades 9612, 1771, 318 678 2 2 2 6 244, 725 3, 106 Industrialarts-% 7 52 66 68 3 .3 1 10 39 W 128 166 Teacher-training_ 20 51 48 61 22 20 9 141 36 79 43 113 145 Agriculture_ 2 67 21 13 6 ..... 2 1 1 3 1 320 11S 3 40 Homeeconomics._ 53 .mr 71 180 184 362 292 . 6 7 Commercial 5 185 189 124 129 14 12 . 40 30 865 9.ther 10 24 256 134 261 225 131 106 129 , VI4S 401 No 142 134 157 137 response.... 2 2 S 9 9 78 541 507 7 13 15 6 7 = 35 40 4 Tetal My 268 2981,054 7n1, 7851, 5342, 932 1, 9441,309 7797, 348S, 352,

- - ---ft =-- 1 *M. e q. TABLE VIII. Yes No No No Yes No higb-ochool Employed during response_ mponse_ Total_ Total 1 - career. _ _ - _ - as. _ _ _ _ - - _ - Number ofgraduatesand .1=. 268 210 103 176 2 Male graduatesby 55 70 f during theirhigh-schoolattendance, 3 3

1, 2,500 054 724 325 210 363 581 2 5 8 Female graduates 1, 1, 375 939 785 410 394 519 4 .11 16 10 2, 199 2, siu ofcommunity 1, 569 932 854 712 704 21 11 STATISTICS nongraduates 1, 309 q. 974 653 321 298 347 LEi 7:1 6 14 8 5, 482 7, 348 2, 186 3, 918 1, 807 1, 692 111 7 59 40 indicating whether by sizeof 298 235 180 MAle nongraduates 8 90 85 57 6 5 441 466 577 77 245 219 195 Fewer gr*4 9 than 2,500 community 5 2 a Female 1, 1, 534 941 516 411 211 29241 le 31 14 or not nongraduates by sizeofcommunity 1, 520 1, 964 1, 486 e. 11 460 they 792 703 25 18 1. were ,, 12 .§, 779 595 535 344 186 176 6, ti 1/ employed 8 5 133 4, 104 5, 352 3. 642 1, 180 1, 982 1, 609 IS f 68 51 [APPENDIXB

Organization,Personnel, andInquiryForms

s ORGANIZATIONAND STAFF Because of thenatureandscopeof thesurveyitwas necessary to centralize its administrationand supervisionin the OfficeofEciucation.A Director, Associate Director, andfour RegionalDirectorsdevoted theirentire time toits administration andsupervision. TheRegional Directorshad offices atRichmond, Va.; Birmingham,Ala.; Houston,Tex.; andColumbus, Ohio, for regions 1, 2,3, and 4, respectively.They supervisedthe initiation of thesurveyin each 'Stateand maintainedcontacts between the central office and the State staffs.In additiontothe centralstaff, eachState unit wasunder the direction ofaProject ManagerandaSupervisor.Insome %casts the functionsof bothwereperformedbyone person.Inmostcases thesepersons werefull-time employeeswhowereloaned byschoolsystems, colleges, and social agencies. While thesurvey was aresearch project,itwasalso designedto provide work for unemployed "whitecollar" workersonthe reliefrolls.The major partof the interviewingand collecting ofdata for thestudywasdone by

such workers. Therewereapproximately 500of them.Thirty-fiveper- id centheld the bachelor's dègree,and 50percenthad from1to4yearsof college education. Twelveheld the master'sdegree.All thenonrelief workers (supervisors andprOject managers)had universitytraining, six held the doctordegreeorits equivalent. PERSONNEL The chieftypesof experience theworkers hadbefore employmentin the

study, and the number ofpersonsin eachtype,follow: OP Teaching 170 Social work 41 1 Tabulating and statisticalwork 115 Stenography and typing. 85 Filing 213 Miscellaneous research work 246 Other.. vocationsfollowed by threeor more persons include:, Ministry, medicine,law,'nursing,librarianshiP,insurance, andrecreational work. The number,education, experience,and other dataconcerning the relief workenareshown in the followingtable:s'# 134 li ORGANIZATION, PERSONNEL AND INQUIRY FORMS 135 GENERAL CENSUS OF RELIEE PERSONNEL 1. Number of relief workers: Male, 205; female,274; total, 479. 2. Maritalstatus:Married, 221i single, 258. 3. Number having given educational preparation: 1. High-school education, 75 4. Graduate work, 34 2. Attended college, 227 5. Master's degree, 12 3. Bachelor's degree, 131 4. Number having designatedtypesof experience: Teachers 170 Bookkeepers 3 Clerks...... 119 Printers 2

Secretaries . 90 Editors . 2 Typists 57 Farmers 2 Social workers 41 Morticians 2

Investigators 35 Correspondent . 1 Stenographers 28 Photographer 1 Supervisors.... 20 Architect 1

Recreational directors. . 14 Druggist 1

Unskilled laborers 13 Proprietor 1

Skilled laborers 12 Matron 1

Librarians ti 7 Registrar 1

Preachers 5 Accountant 1 Project directors 4 Wi4r. 1

Inturanceagents 4 Musician 1

Nurses 4 Reporter. .. .c ...... r Principals 4 Dentist 1

Lawyers . . 4 Gardener 1

Addressographers 3 Contractor. 1

Salesmen 3 Designer 1

Businessmanagers 1 Realestate agent 1 5. Numberhalvingspecial qualifications: Courses in Experience i..n

Tests andmeasurements.... 139 Interviewing . 246 Guidance 122 Filing , 243 Trades . .., 91 Typing 139 Statistics 72 Scoringtests 133 Tabulating 44 Tabulating 115 Shorthand ...63 p.

779100-38--10 . 136 VOCATIONAL EDUCATION AND GUIDANCE OF NEGROES INQUIRY FORMS Inquiry forms Ac and Ahwerefor colleges and high schools, respectively. Theywerefor thepurposeof collecting information concerning organization, administration, curriculumofferi4s,vocational curriculum trends, enrollment and registration trends,.anduseof Federal funds for vocational education.Usablereturns werereceivedfróm73 colleges and 207 high schools. Inquiry form Ewasfor thepurposeof obtaining information concerning thecontentand methods of teaching representativecoursesin vocational education and guidance in high schools.Thetypesof information sought about thecourses were:Requirements,sequences, purposes,assignments, methods,tests,and materials.Therewere968 of these forms thatwere usable. Inquiry form Fwasdesignedtoascertain'factsconcerning housing facilities and amount and kindsof equipment available for vocational courses.Although 293 of these formswerereceived the lack of comparable data insome oasesand the inadequacy of data in othercasesconsiderably reduced the number thatwereusable.(Datanotincluded in this report.) Inquiry forms I and Jwerefor evening and proprietary schools and social agencies, andweredesignedtogather thesamegeneral information from these institutionsas wasobtained from colleges and high schools through Ac and Ah. Returnswere-received from 64 evening and proprie- taryschools and 70 social agencies.Howéver, all thesereturns were not usable. - Form Dwasdesigned for thepurposeof collecting personnel data from pupils enrolled in the last 4yearsof high school. Vie specific objectives were tocollect information concerning certain socio-economic background factors;presenteducationalstatus,and educational and vocational interests and plans.Usablereturns werereceived from 27,984 pupils. Form G is anotherpersonnel form.Itwasusedtocollect information concerning teachersof vocational education and guidance in high schools for Negroes.Informationwasgathered concerning their academic,professional, and vocational training,and their teaching and trade experience. The teachers,personally, received the form from the interviewers and wereassured of the confidentialmannerin which the data would be treated.After filling in the form each teacher returned it directlytothe Office of Educationinaself-addmsed envelope. Datawerereceived from 1,001 teachers. Form H also hastodo with personnel data.Itspurpose was tocollect facts fromstudentsin evening schools concerningcourseregistration, previous education, job experience, andthe student's opinion concerning

the value of vocationalcoursesprel4iouslytaken. .Returnswerereceived from 2,540 students. ORGANIZATION, PERSONNELAND INQUIRY FORMS 137 Form Kwas aguidance inquiry for thepurposeof gathering information concerning the guidanceprogram,personnel, and policies in certaininsti- tutions. The institutionstowhich form Kwas senthad previously been identified by theuseof form X, Aichamongother things requested insti- tutionstoindicate whetheror notthey hadaguidanceprogram.Although 602 institutions answered in theaffirmative, only 129 highschools and 35 colleges returned form K.It is assumed thatmostorthose that didnot reply realized, after thereceipt of form K, that theydidnothaveany guidanceprogram.This belief is strengthened bymanyletters expressing this view. Form M obtainedpersonnel information from 368students innurse- training institutions.Data collectedonthe form included previous training,reasonsfor vocational choice, plans for the future,and education and occupation ofparents.(Datanotpresented in this report.) Forms L and Zweredesignedtoobtain personnel information concerning former pupils and graduates of high schools from 1926to1935, inclusive. Usable informationonthese formswassupplied by 20,260persons.The majorpurposeof this inquirywas, toascertain the relation, ifany,between the occupationalstatusand previous schooling and background.Datawere gathered concerning such itemsasoccupation ofparents,curriculum pursued, subject preference, extracurriculurn participation,occupational preference and experience, vocational training,ageand grade levelattime of leaving school, andreasonfor leaving school. Form X,apreliminary inquiry designedtidentify institutionsoffering coursesin vocational education and guidance,was sent toall secondary schools and colleges for Negroes in January 1936.The data requestedcon- cerned number and kind of curriculum offerings, number of gradesor years offered, specific offerings in vocational education,extentof guidanceor personnel services.Responseswerereceived fromallthe colleges for Negroes, all of the 4-year and senior high schools, andmanysecondary schools offering 1to3yearsof work.Itwaspossible from this prelimi- nary survey toselect institutions for specialpurposesof thesurk/ey. o NATIONALSURVEY OF VOCATIONALEDUCATION AND GUIDANCEOF NEGROES

TECHNICAL ADVISORYCOMMITTEE I.

W. HARRYBARiata,President NationalMedical Association,Whiladelphia,Pa. J.T.CATER, President,National Association ofCollegiate Deans andRegistrars in NegroSchools, Talladega College,Talladega, A.

EUGENECLARY.,President, Miner TeachersCollege; FirstVice Presidentof the Federation of Colored Catholicsel the United States,Washington, D.C. RumsE. CLEMENT,President, NationalAssociationofTeachers in ColoredSchools, Louisville Municipal College,Louisville, Ky.

MRS.KATHERINE MCool',Chief, Special ProblemsDivision,Office ofEducatiori,United States Departmentof the Interior. MRs. V.J.Coos, Prisident,National AuociationofColleie Women, Baltimore, Md. J.D. Djxos,Supervisor ofNegro Schools(Representing MeState Agents forNegro Schools), Atlanta,Ga. T. LDamon,President, NegroBar Association,Washington, D.C. J. F.DRAKE,Prudent,Conference of NegroLand-grant Colleges,State A. & M.College, Normal, Ala.

GEORGEE. Minna,Secretary,Federal Councilof the Churches fChrist, New rosé,N. r.. York,N. T. T.ARNOLDHILL, ActingEwa:live Secretary,National Uripleague, New Autam LHOMY,Secretary,National NeroBusiness League,Tuskegee Institute,Ala. EmmaK.Jam.,Akira enNegro Afairs,Mead SkiesDepartmentci Commerce, Washington, D. C. Famaantj: Kamm,East SideContinuationSchool, New rail,N. r: B.D.¡mom,Representative,National VocationalGuidance Association,Teachers College, ColumbiaUniversity,Ness York,X.r. AmenKamm,Doan ofWont" BowenCollege, Greensboro,N. C. Colleges andSecondary Schoolsqf the ðer* FREDMoCuirract*,Emilio. Agent,*satiation# of

StashNotioilk.teiss. 7 CAKE=Nicamition,Presiding,Naiad AssociationofNegro Musicians, ?laniardIhtioersitis,

s D. C., Washington,, . Departs...ad of Labor, Washing- LAWRIMAXA. Ox"CA(, Nftv.Division,Mild States ton,D. C. Ationel724;',01Liiid.'"Association, Dayton,Ohio. JAMSA.PAkS,JL, PhOimet, ;ICI . I. t t'' . Mu.G.&muds M.Rivets,P/0.'9 lotf.g5RldAssociation eCeloral GradatesIlwrset, Abton,Ohio. . 1, ' e,, t SAkÌ slfraiat Alai farMr* &Wit,Wet qf Eitiwatia,Mite, States&pinta Aon. O. . .

,swat. the 1,01.iffra .- ... '): ., -.-, - . I. Sr.. .L. - 117; Howard Walk** - : (El!t °' Joergal qj NeripBilissosa, 18;,ii it ..;'.:-.V 4w1.. .., . . ..-. r% 4. ,1 .,. .v. 1 I ..i . , , aa . 0. S. '..:,..,, : .4? .- ., 4 ' ; -.,..,, *. tie.' :- - !*11 i ''r.---= - -,...,, - -,- 1 .1, ., ,,,,. i S.1t :,1 . . A D.a o 7,1; &NA Wagisfaisit -'46IA.' .. % t ...iv i,%.-1,, 4. ., '' t.. ' 9 ...krt 1, : ,. . . . 1, v-,.. . .. t. Irt.:-... i,-J. n_,_- 1.4. .V % t- ',t,..!. . , e ' is. Itt .?111'16i.:"S *-1.1. - Sy . P .. . . - %., 4, r.141,. . ' t,, e:-.**1!..$411;.;'...... : i .1, v . ., '1 1 .t . (.1. r v '.. r i e 110:kT.,, ir : . '4 474)-:*Airs' I: i 4 , A r. I 30P , 4.-,. 6/ Nis.- 4 al rt : : " , . 0.4,41.! -':* IS.7 e , ' . .. . ' 7 *it _ ' 4:Al , ; .) 1 W I.t? W. , i'ti'l.I.i : .4, , #2 I° . /: , I *WI. irt:it CT. ! p):143 . , 'I ,r , 0.10; t. I V, f '4.4C% --11 e... t . it 1 , I 4. iff4 ; t 11 II i /J3 t. -i)."ii.' .fF;.iti* .v., ir. A cY4:41-- if. 4iI /,,Ii. ., '-t tf,,.1 / 1,' i. 7 : i. "-''-V P 00, ' LASI S.,-:, 1 Dt .."1"